Culture of culture

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E.A. Orlova. Concepts of identity/identification in socio-scientific knowledge




A.Ya. Flier. Culture as the basis of identity

N.A. Khrenov. The Russian Revolution from the point of view of the transitional situation in the history of culture. Rehabilitation of the Imperial complex as a consequence of the period of reaction in the history of the Revolution (continued)

V.M. Rozin. From the views of L.S. Vygotsky to the modern concept of development




A.Ya. Flier. Accumulation and transmission of social experience. Socio-cultural reproduction

N.A. Khrenov. Culture and Technology: from the organ projection of E. Kappa to the objectification of Hegel's spirit (Semiotic turn in the culture of the twentieth century) (continued)

V.M. Rozin. Personality formation: the role of the social environment and the work of the individual's consciousness



A.Ya. Flier. Culture as a survival system and its 5 strategies

A.P. Markov. Traditional Values – "New Ethics": the Global Conflict of Logos and Chaos

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Vadim Markovich Rozin,
Doctor of Philosophy, Professor,
Chief Researcher
Institute of Philosophy of the Russian Academy of Sciences

Digitalization in education (following the research "Difficulties and prospects of digital transformation of education")

Abstract. The article is devoted to the process of digitalization of education, i.e. the translation of its textbooks and other methodological publications into electronic form; analysis of the pros and cons of this. The author comes to the conclusion that digitalization can increase the effectiveness of training, with the proper construction of this procedure. Digitalization of education is a progressive method of teaching.

Keywords. Digitalization of education, methods of modern school, learning efficiency.

[1] Difficulties and prospects of digital transformation of education [Text] / A. Yu. Uvarov, E. Gable, I. V. Dvoretskaya et al.; edited by A. Yu. Uvarov, I. D. Frumin; Nats. research. Higher School of Economics, Institute of Education, Moscow: Publishing House of the Higher School of Economics, 2019. 343 p.
[2] Ibid. pp. 277-278.
[3] Rozin V. M. Formation, development and completion of the New European sociality (thinking through the book by V. Fedotova, V. Kolpakov, N. Fedotova "Global Capitalism: three great transformations") // Culture and Art. 2020. No. 4. pp. 29-43. Rozin V. M. The concept of "postculture" // Culture and art. 2019. No. 6. pp. 45-52.
Rozin V. System approach and description of the sociality of modernity as a condition for designing postculture // Questions of Philosophy. 2020. Vol. No. 1. pp. 27-36.
[4] It may seem that the author does not distinguish between the concepts of "personality" and "individual". No, I distinguish between these concepts. But in the article "The unity and differences of the anthropological concepts of "subject", "personality", "individual", "I" show that at present in the scientific literature the meanings of these concepts overlap and are partially identified. At the same time, some scientists (including the author) reconstruct and separate the concepts of "subject", "personality", "individual", "I". However, the reflexive nature of these concepts (they capture different aspects and aspects of human study) determines the fact that in the course of explaining the meaning of one of these concepts, they rely on the meanings of other concepts from this series. (Rozin V.M. Unity and differences of anthropological concepts "subject", "personality", "individual", "I" // "Tutoring in an open educational space: languages of description and work with "self" — personality development; the formation of subjectivity; formation of self skills" / Materials of the XIII International Scientific and Practical Conference (XXV All-Russian Scientific and Practical Conference) on October 27-28, 2020, Moscow: Resource, 2020. 384 p.
[5] Arguments in favor of such renaming, see: Rozin V. M., Kovaleva T. M. Personalization or individualization: psychological-anthropological or cultural-environmental approaches // Pedagogy. 2020. No. 9. pp. 18-28.
[6] Difficulties and prospects of digital transformation of education. pp. 15-16, 30. "One of the pioneers of computer learning wrote: "Not many years will pass, and each of the millions of students will receive a mentor as sympathetic and possessing the same encyclopedic knowledge as Aristotle — an enviable privilege that Alexander, the son of Philip the Great, once possessed" [Suppes, 1966]" (ibid., p. 27).
[7] For example, V. V. Davydov writes: ... "what happens to a person from birth to death. It is nothing else than the mastery, acquisition, mastering, appropriation of the underlying social nature, which is objectified in material and spiritual culture, i.e. in the special products of the subject activity of previous generations of people. There is a formation of his own activity, in particular, and its governing mechanisms — the psyche" (Davydov V.V. Correlation of the concepts of "formation" and "development" of the psyche // Training and development. M., 1966. pp. 37-38).
[8] Rozin V.M., Kovaleva T.M. Personalization or individualization: psychological-anthropological or cultural-environmental approaches.
[9] Difficulties and prospects of digital transformation of education. pp. 120, 182.
[10] Ibid., p. 205. "Today," the authors of the study write, "the term "personalized learning" — "personalized learning" or "personalization of learning" — is increasingly being used in practice... Personalized learning is usually considered as an alternative to the so—called traditional learning, where all students of this study group receive the same training material, the same tasks and the same grades. In a number of countries, this type of training organization is implemented through "extensive" personalization, when the volume of pedagogical support has sharply increased. For example, in Finland, more than a third of schoolchildren receive specialized pedagogical support to overcome learning difficulties, to support motivation ... work on the personalization of learning goes in two directions: the introduction of personalized models of the organization of the educational process and related changes:
• new work regulations, the appearance of mentors/tutors/tutors in the school, professional development of teachers, etc.; development of new digital tools and services,
• which help to individualize learning, supports and simplifies its personalization, facilitates the implementation and use of this model of educational work (ibid., p. 206, 207, 208).
[11] See, for example, the portals "Children and social networks" or "Negative consequences of digitalization of education".
[12] Difficulties and prospects of digital transformation of education. pp. 111-114. Here, for example, are the characteristics of the cognitive and social aspects. "The cognitive aspect. I try to master the ways of working with information, practical tools and technologies — including specialized ones that relate to individual subject areas, as well as general-use ones that every literate person should own. This is important for my development and becoming a full-fledged personality. I will expand my digital literacy by working in different operating systems, with different programs, software platforms and devices… The social aspect. I have to master CT in order to fully participate in public life. I need to understand how my digital environment can help them establish and develop connections with local, regional, national and international communities. I will use the opportunities of the Central Committee for full participation in public life" (ibid., pp. 111, 113).
[13] Ibid. pp. 108-109, 193, 194.
[14] Ibid. pp. 230-231, 236, 237.
[15] The author also has developments in this direction, see, for example, Rozin V.M. Culturology. Textbook. 2nd ed. M.: Gardariki, 2003. 462 p.; Rozin V. M. Culturology: a textbook for universities. 3rd ed., ispr. and add. M.: Yurayt, 2020. 410 p.; Rozin V.M. Introduction to schemology: schemes in philosophy, culture, science, design. M.: LIBROCOM, 2011. 256 p.; Rozin V.M. Thinking: essence and development. Concepts of thinking. The role of a thinking person. Cycles of thinking development. M.: LENAND, 2015. 368 p.; Rozin V.M. Semiotic research. M.: PER SE, St. Petersburg University Book, 2001. 256 p.; Rozin V.M. Personality and its study. M.: URSS, 2004, 2012, 2021. 230 p.; Rozin V.M. An expansive interpretation of the semiotic approach // Culture and Art. 2020. No. 9. pp. 46-54; Rozin V.M. Prolegomena to the theory of questioning // Culture and Art. 2019. No. 7. pp. 26-36; Rozin V.M. The doctrine of psychic realities // Semiotic studies. pp. 69-119.
[16] Jung K. Memories, dreams, reflections. Kiev, 1994. p. 50.
[17] Ibid. p. 64.
[18] Rozin V. M. Thinking: essence and development. Concepts of thinking. The role of a thinking person. Cycles of thinking development.
[19] Difficulties and prospects of digital transformation of education. pp. 189, 192.
[20] Rozin V. M. Design and programming: Methodological research. The idea. Development. Implementation, Historical and social context. Moscow: LENAND, 2018. pp. 140-144.
[21] See in more detail: Rozin V. M. Conditions for the conceivability of individualization in the new paradigm of education // Pedagogy and education. 2020. No. 4. pp. 161-172; Rozin V.M. Philosophy of Education: studies. A manual for bachelor's and master's degrees. 2nd ed. Moscow: Yurayt, 2018. 434 p.



ISSN 2311-3723

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