The formation of new realities of mass culture and consumer society led to a number of crisis phenomena of an ontological and worldview nature. The purpose of the article is to analyze the worldview accents of modernity from the philosophical point of view of mass culture and consumer society, to outline social transformations inherent in social categories of thinking. General scientific methods of analysis of synthesis, deduction, and induction were used to write the article. The results highlighted the main characteristics of mass culture, it was established that it has a specific influence on worldview aspects. Mass production replicated mass things, chimeras of characters, values, etc., which became obsessive in society. Consumer society has turned consumption into the meaning of life. Consumption received leading roles in creating a new type of relations in society, transforming them according to its own development scheme. Consumption has become the dominant socio-cultural aspect in people's consciousness, which has pushed the economic effect into the background. This has led to the formation of a crisis of identities throughout the world, as traditional national ways of demarcation are replaced by social. The conclusions suggest turning to the ideas of the Post-Enlightenment, which contain elements of consumerism.
The relevance of the research is substantiated by the fact that the information society can be addressed as a stage in the modern civilization formation, which is characterized by the increasing role of knowledge, information, as well as information processing technologies. The number of people employed in the information sphere is growing steadily. The information products and information services are gaining additional shares in the market. It is specifically the prerequisites for a future specialist to have high media and cultural competence to tackle current challenges. The research aims to ascertain experimentally the pedagogical conditions for media culture formation and its impact on future professionals’ training. The study was conducted using such tools as questionnaires and testing. Diagnosis of cognitive interest (according to N. Kuzmina’s scale), the scale for assessing students' operational skills (according to M. Chobitko), Pearson's criterion (chi-square). In the experimental group, only 1.9% of students at the control stage of the experiment corresponded to the low level of media culture according to the cognitive criterion, while in the control group there were 18.4% f students. However, in the experimental group at the control stage of the experiment more than 61% of respondents yielded a high level of media culture according to the cognitive criterion. That said, in the experimental group only 1.9% respondents at the control stage of the experiment corresponded to a low level of media culture according to the cognitive criterion. The obtained results give grounds to argue that media culture formation has a positive effect on the future professionals’ training. This is due to the fact that media culture is underlying the general professional competence of the XXI century specialist. The enhancement of the students training through the use of new information and Internet technologies has all chances to be one of the prospects for further research in the relative to the issue addressed.
The article examines the problem of organizing educational activities in Ukrainian universities located in the war zone. The purpose of the article is to highlight the principles of the organization of educational activities in such universities. It is noted that classical approaches to determining the principles of organizing educational activities in wartime require updating the content and emphasizing the psychological and security component of the educational process. The tasks of the research have determined the relevance of the problem of ensuring an admissibly effective educational process in universities that remained to work in the territories close to the front line, which is determined by the organization of training, on the one hand, with the provision of the necessary qualitative effectiveness and, on the other hand, the conditions of physical safety of the subjects of interaction being observed as far as possible (teachers and students). In the research, the methods of analysis of scientific sources, experience of Ukrainian universities located in the combat zone (Sumy, Kharkiv, Mykolaiv) have been used; generalization and systematization of the current work of lecturers in Kharkiv University in conditions of forced online learning and asynchronous communication have been applied. Research results. The scientific problem of the current state of the educational process in Ukrainian universities located in the war zone is defined. Firstly, taking into account not only the didactic component of the educational process, but also the psychological features of communication in war conditions, the emphasis is shifted to the preservation of the lives of the participants in the educational interaction, i.e. teachers and students, which prompts the teacher as the organizer of the class to take into account air raid sirens and provide students with the opportunity to descend into the bomb shelter. Secondly, the experience of Israeli colleagues regarding psychological switching from emotions to logic in life-threatening situations is taken into account, when a person who has received the impression of a crisis situation should not become its passive victim, but an active participant in solving the problem. Thirdly, the problem of preserving and maintaining the quality of education, which has worsened due to the impossibility of conducting classes in classrooms and energy instability, has been updated since, instead, the organization of the educational process takes place through online classes and communication in the asynchronous mode. There has been conducted the qualitative review of the content and forms of implementation of students’ psychological relief by teachers, in particular through the discussion of critical emotional events, and encouraging students to be creative as a way of sublimating stress. Finally, the principle of informative efficiency is emphasized, which is manifested through the organization of communication between the subjects of educational interaction, the offer of variable forms of obtaining information (in synchronous and asynchronous mode), the involvement of students in relevant professional events organized mainly on a free basis, as well as the support of their cognitive activities in the form of consultations and discussions of modern trends.
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