Representation of the media educational space: socio-philosophical priorities
I. V. Yakovleva1, E. V. Ushakova2, Yunsheng Zhang3, S. N. Tsaplin1
1Novosibirsk State Pedagogical University, Novosibirsk, Russia
2Altai State Medical University of the Ministry of Health of Russia, Barnaul, Russia
3Shandong Institute of Physical Education, Jinan, China
Keywords: social philosophy, philosophy of education, axiological priorities, educational space, categorical apparatus, globalism, noospherism
Abstract
Introduction. In fact, any ideological or methodological construction represents a certain system of knowledge, including initial concepts, rules for constructing statements and conclusions in the form of derived judgments, which, after the necessary confirmation, take the form of universal belief. The methodology of globalism and noospherism, stated in the world socio-political philosophy and in the philosophy of education, meets similar criteria. From an axiological point of view, they address the interests and needs, meanings and values of the subjects of the educational space. The research purpose is to represent the ideological attitudes and theoretical constructs of the initial foundations of the educational space. Methodology. The axiological discourse of the issues of building a universal educational space necessitates a critical philosophical assessment of a number of innovative theoretical, methodological, ideological, informational and socio-technological approaches focused on the comparative analysis of different global social ideas - globalism and noospherism. This is due to the active promotion of these ideas in the socio-political, philosophical and educational theory of knowledge in the first quarter of the 21st century, which, in fact, requires their axiologically oriented scientific and philosophical analysis. This problem is related to finding out how and how, with the help of rational socio-philosophical thought, it is possible and necessary to update the modern educational space in a new way, taking into account the multidirectional vectors of social existence. Discussion. The article examines the genesis of axiological methodological constructs in order to identify, in a historical and logical way, ideas and trends in the formation of an integral, developing information and educational methodology in order to make a reasonable choice of priorities in the media space and media education of the future. Conclusion. The development of an axiological methodology for educational activation of the media space is possible in the process of developing constructive mechanisms for the transition from traditional educational dominants to progressive innovative ones, which, in particular, represents the value orientations of Russian and Chinese information technology capabilities.
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