Abstract
The study focused on the interaction between the learning environment and activity as a system, exploring questions such as: why learning is necessary, how scientific knowledge should be approached, what outcomes may arise from either the pursuit or avoidance of education, and how to achieve the desired result so that discipline, as thoroughness, transforms into self-discipline. The author conducted an in-depth analysis at the intersection of philosophy, psycholinguistics, and pedagogy. This approach enabled the identification of two key functions: the explication of a scientific worldview and the revelation of the concepts underlying organised consciousness, embedded in the ARC triangle, which differentiates between the notions of “affinity”, “reality”, and “communication”. This study aimed to demonstrate how various types of human activity shape personality through communication and learning – a process that enhances not only communicative abilities but also cognitive capacity and personal development. The research employed several methods, including distributive analysis (used to determine the compatibility of ARC triangle components within different contexts), and modelling – not as a mathematical computation of systems, but as an artificially constructed, abstract, and idealised representation used to simplify and replicate an object in varied learning scenarios and the understanding of actions and their consequences. The model was also interpreted as a sign (a geometric representation of the conceptual triangle). The article examined the activity-based attitude of the information consumer (pupil/student/applicant) towards the tools of mixed communication, which extends beyond social or ethnic identity and operates through vocal, visual, and tactile channels. The empirical findings demonstrated that individual consciousness, modes of thinking, and the principles of communication are enduring truths that must be observed in the process of acquiring new experiences. A comprehensive perspective on learning and personal development was proposed, integrating various elements such as the competency-based approach, the concept of affinity, motivation, and more. The analysis explored how to foster personal qualities, build social connections, and achieve success by engaging the psychological mechanisms that underpin contemporary human behaviour