Philosophical substantiation of the system of theory and practice of reversable images

The article is devoted to philosophical substantiation consistency of the theory of reversible images in order to actualize the importance of geometric-graphic training of students as one of the most important factors in the professional formation of their constructive and composite thinking in higher educational institutions of engineering, construction and architecture. The need for this justification is due to the crisis state of pre-university theoretical training of high school graduates in Euclidean geometry, the knowledge of which forms a rational character of thinking in students, leading them to the ability to form mental images of both real and imaginary objects in their minds, and their practical failure to correctly create images of these images as graphic models of depicted objects. The main reason that led to the crisis in this educational field is the lack of teaching in high school drawing, which, in combination with elementary geometry, contributes to the development of the constructive-compositional nature of thinking, as well as their acquisition of the ability to uniquely graphically encode information about the positional and metric properties of the depicted object . The lack of this knowledge and skills among those secondary school graduates who become students of engineering and, in particular, architectural faculties of technical universities of Ukraine, create quite complex pedagogical problems for teachers of geographic departments to gradually transform their initial amateurish thinking into the beginnings of professional design. It is proposed to solve these problems by introducing into the students' minds a naturally corresponding understanding of the depicted object and its reversible image as complex systems of interconnected and therefore mutually acting elements. Purpose of the article. Based on the philosophical justification of the need to introduce future engineers and architects of the system paradigm into the content of the geometrical education, to offer, in contrast to the official course in descriptive geometry as an applied section, a fundamentally new course in system descriptive geometry as a fundamental synthetic science on constructive methods for constructing reversible images of various types of projections , their synthetic studies, axiomatic descriptions and rational graphic technologies of their mutual transformations for practical application in various fields of science, technology and art.