All
 
|
 
 


Dialogue and Communication in a Digital Education Environment
 
PIIS023620070023379-3-1
DOI10.31857/S023620070023379-3
Publication type Article
Status Published
Authors
Вoris V. Маrkov 
Occupation: Professor of the Department of Philosophical Anthropology
Affiliation:
St. Petersburg State University
RAS Institute of Philosophy
Address: 7–9 University Emb., St. Petersburg 199034, Russian Federation; 12/1 Goncharnaya Str., Moscow 109240, Russian Federation
Andrei M. Sergeev
Occupation: Professor of the Department of Philosophy
Affiliation: St. Petersburg State University
Address: 7–9 University Emb., St. Petersburg, Russian Federation
Journal nameChelovek
EditionVolume 33 Issue 6
Pages69-87
Abstract

The article analyzes the transformation of modern education. The authors distinguish between the concepts of “communication”, “contacts”, and “dialogue”, which define the core of education, and argue that meaning is born in dialogue only. In online education, comprehension of the material goes by the wayside, and the meaning itself is replaced by information. A reasonable question arises: does a modern person need a dialogue that is used to build meaningful relationships between people, or communicative competences are sufficient to ensure professional communication? The pandemic that conditioned the transition to distance education has sharpened the differences between communication and dialogue, sign and semantic communication, and revealed the importance of classroom (and especially out-of-classroom) conversation between the teacher and the student for the transfer of knowledge and cultural heritage. The development of digital technologies and the emergence of a networked society have had a direct and indirect impact on the transformation of education. In the context of the pandemic, new interactive educational programs have been accelerated. The accumulated experience makes it possible to adequately assess the positive and negative effects of distance learning. A human being is a product of technologies that shape human personal qualities. The article analyzes and evaluates changes that (as a result of the introduction of digital technology) occur in the minds, and more broadly — in the both students and teachers mentality. The article provides a comparative analysis of alternative concepts of education. According to one of them, digital education turns the student into an automaton, acting according to a predetermined algorithm. According to other point of view, new technologies raise the efficiency and productivity of educational institutions. The authors propose a philosophical and anthropological approach, which implies that the continuous digitalization contains moral, social and human risks. As a result of this analysis, recommendations for their minimization are formulated.

Keywordsanthropological risks of digital education, communication, contacts, dialogue, network society
Received20.12.2022
Publication date28.12.2022
Number of characters33938
Cite  
100 rub.
When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 0, views: 201

Readers community rating: votes 0 

1. Bahtin M. Problemy tvorchestva Dostoevskogo [Problems of Dostoevsky's Сreativity]. 5 th ed., updat. Kiev: NEXT Publ., 1994.
2. Becker J. Shto takoe liberal'noe obrazovanie i chem ono… ne yavlyaetsa [What is liberal education and what it is not], transl. from Engl. by A. Shulgat. Problemy liberal'nogo obrazovaniya: Sbornik statei [Problems of liberal education: Collection of Аrticles]. St. Peterburg: St. Peterburg State University, Faculty of Liberal Arts and Science Publ., 2012. P. 14–32.
3. Bowen W.G. Vysshee obrazovanie v tsifrovuyu epokhu [Higher Education in the Digital Age], transl. from Engl. by D. Kralechkin. Moscow: Higher School of Economics Publ., 2018.
4. Veryaskina V. Chelovecheskiy potentsyal v global'nom mire: kontseptsiya Programmy razvitia OON (PROON) [Human Potential in the Global World: The Concept of the United Nations Development Programme (UNUNDP)]. Chelovek v global'nom mire: riski i perspektivy [Man in the Global World: Risks and Prospects]. Moscow: KANON+ Publ., 2021. P. 211–234.
5. Gumboldt V. O vnutrennei i vneshnei organizatsii vysshikh zavedenii v Berline [About the Internal and External Organization of Higher Scientific Institutions in Berlin]. Neprikosnovennyi zapas. 2002. № 2 (22). P. 5–8.
6. Oakeshott M. Prepodavanie v universitete predmeta politiki [The Study of “Politics” in a University]. Oakeshott M. Rationalism v politike i drugie stat’i [Rationalism in Politics, and Other Essays], trans. from Engl. by I.I. Myurberg et al.; ed. by L.B. Makeeva et al. Moscow: Ideia-press Publ., 2002. P. 218–245.
7. Ridings B. Universitet v ruinah [The University in Ruins], trans. from Engl. by A. Korbut. Moscow: Higher School of Economics Publ., 2010.
8. Sagitov S. T. Sotsiokul'turnaya sfera i razvitie tsifrovoi ekonomiki [Social and Cultural Sphere and the Development of the Digital Economy]. Vysshee obrazovanie v Rossii. 2019. Vol. 28, N 10. P. 97–105.
9. Barker C.M. Liberal Art. Education for a Global Society. New York: Carnegie Corporation of New York, 2002.
10. Bråten St. Modeller av menneske og samfunn: bro mellom teori og erfaring fra
11. sosiologi og sosialpsykologi. Oslo: Universitetsforlaget, 1981.
12. Castells M. The Internet Galaxy: Reflections on the Internet, Business, and
13. Society. Oxford, etc.: Oxford University Press, 2001.
14. Castells M. The Rise of the Network Society, the Information Age: Economy,
15. Society and Culture. Vol. 1. Malden, MA; Oxford, UK: Blackwell, 1996.
16. Соlеmап J. Social Capital: A Multifaceted Perspective. Partha Dasgupta, Ismail
17. Serageldin. Washington: The World Bank, 2000.
18. Craven P., Wellman B. The Network City // Sociological Inquiry. 1973. N 43. P. 57–88.

Система Orphus

Loading...
Up