Global Journal of Management and Business Research, B: Economics and Commerce, Volume 21 Issue 5

At the same time, it should be noted that the speed of educational information delivery by the teacher is focused on the student's capabilities (displayed by the term x ( t )) and contains a certain author's core y(t) (x 2 +y 2 -1), characterizing the cyclic trajectory of the educational process. As for the speed of processing the educational material by the student, then, first, there is a distortion of the information received (displayed by the variable y ( t ) taken with a minus - the term – y ( t )), and second, the core of information is also partially blurred - x(t) (x 2 +y 2 -1). In other words, the student's real cognitive representations are far from the cognitive (ideal!) models formed by the teacher. The phase portrait of the simulated educational trajectory is shown in Fig. 10. It should be noted that the system of differential equations (1) can be modified taking into account the lag time ( τ ) of the process of generating the knowledge structure in the student's educational consciousness (see system (2)). ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) dy t x t y t x t y dt dx t y t x t x t y dt τ τ τ τ    = + + + + −         = − + + + + −    2 2 2 2 1 1 (2) The phenomenon of delay in students’ processing educational information received from a teacher, noted in system (2), is explained by Fig. 10 and 11. Figure 10: Graphical interpretation of the “actuation” of the lag time τ when the student processes the information received at the initial t 0 and arbitrary t moments of time Thus, in education, as one of the components of human self-organization, there is a problem of dialectical interaction between a teacher and a student, which is associated with the degree of assimilation by the student of the information received from the teacher. This is what makes it possible to understand the importance of psychological and cognitive barriers in the interaction of participants in the educational process. Their incorporation into the vertical structuring of the educational trajectory allows the student, provided that PCBs are successfully overcome, to move from one structural level of his self-organization to another, and then to make a dialectical leap from the stage of their self-organization to the stage of self-development. Source: the authors’ development Figure 11: Trajectory of system (1) in Cartesian coordinates XOY (phase portrait of a model educational trajectory) Uncertainty of the Post-Covid Future: How will Humanity Solve this Puzzle? © 2021 Global Journals 63 Global Journal of Management and Business Research Volume XXI Issue V Version I Year 2021 ( ) B Source: the authors’ development