The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from the process of symbolic interaction between individuals who establish meanings when coordinating their statements. The communicative generation of situations and orders of knowledge is interpreted as educational semiosis. Analyzed is the discourse of modern humanities which are competing with each other in determining the current socio-cultural situation. Highlighted is the research tendency, asserting the point of changing the cultural morphogenesis by means of its visualization processes. Based on this, the hypothesis of a gap between culture and education is put forward. According to this hypothesis, cultural relations are increasingly mediated by figurative participation, while educational practices appeal to verbal and textual forms of the situational mediation. Within the relations between actors in education, this is reflected in the dominance of legitimate (metanarrative) samples, the transmission model of educational knowledge, the communicative preference for orderliness, the desire for unambiguity, the clarity and completeness of logocentric forms of thinking, and so on. The change of the mediation form in the organization of educational interaction and the transition from the verbocentric order to the ocular-centric one, is suggested as a step in the development of modern education. It must affect the way educational relations (educational communication) function, the way words (speech) and images (vision) are inter-related, the principles of students’ orientation in their attitudes to the sign-symbolic world, their partners in interaction, and to themselves. In the first case, the point is to organize educational communication based on the principles of paradoxicality, paralogicality, and disproportionality of statements and images of the situation. Here the most important educational objective is to make the participants of the educational interaction consider their differences in their interpretations of the world, their styles of utterance, and their discursive positioning. In the second case, the educational objective is the liberalization of vision, which emerges in the course of perceptual work emancipated from the primary procedures of interpretation and comprehension of the visible and relying on the action of the image as the context of the statement. The third case is about worldview constants, radical changes in the position of the educational subject, acquiring the experience of self-detachment in learning. In the final analysis, this provides an opportunity for differentiation and diversification of the worlds of human presence.
The initial thesis of this article is to consider the contemporary cultural situation as hyperdynamic, transterritorial, and formed by a multiplicity of mutually disproportionate worlds specifying a person’s position in them, together with the totality of their inherent meanings, visions, relations, behavioral patterns and possibilities of self-determination. Such a situational definition is a challenge to established educational practice, prompting it to dynamize and diversify the connections and relationships at work within it and to reorganize the forms of educational semiosis and the sign-symbolic mediators that support them, including texts specifically designed to orient students. After a critical evaluation of mapping as a constructive basis for the formation of students’ orientation competence (leading to a discursive unification and homogenization of educational practices), the authors attempt to develop an instrument of orientation mediation that highlights the multidimensionality of pedagogical positions and is subject to several key requirements. These are as follows: Orientation to the qualitative differences in educational relations in the processes of pedagogical self-organization; abandonment of the position of an absolute subject with the ability to perceive the educational environment panoptically; the incorporation of the student’s self-organization techniques that allow him/her to build moving and transforming coordinate systems and actions relevant to them in the orientation process. The semiotic construction of the mediator, designed by the authors to ensure the variability of the configurations of educational reality, aims analytically, above all, to explain and differentiate the political images of the production of educational subjects in the minds of students. Therefore, each of these policies is considered a discursive construction aimed at establishing and reproducing a model of a certain anthropological type in the educational environment. This means that this environment is an area of symbolic struggle of different pedagogical forms, which necessarily involve the consciousness and self-consciousness of their bearers in their structure. Thus, their self-reference or self-referentiality becomes the basic condition for constructing and reorganizing orientation systems. The form of mediation support for students’ orientation proposed by the authors uses the fundamental distinction between humanistic (pedagogical, anti-pedagogical) and posthumanistic policies of the genealogy of educational subjects, emphasizing their ontological specificity and epistemological incommensurability. The design of the text is based on posthumanist (postmodernist) concepts in search of a positive educational project that “creates new possibilities for development” rather than on critical engagement with the dominant discourses in education. The authors’ textual experiment raises a number of new research and practice questions, including those of textual exposition of ontologically heterogeneous forms of education, overcoming the effects of sign-symbolic reification of educational statements due to educational reproduction, clarifying the self-referential psychological and pedagogical conditions of the pedagogical self-determination subject.
The relevance of the research is determined by finding the reasons for modern schoolchildren's decline in the motivation for reading in general and classical literature, in particular. According to the authors, the change in the semiosis of culture (change of the verbal code by a visual one), as well as the rigidity of the organization of reading practices in teaching, can be named among the circumstances that cause the reading crisis. In this context, the “golden pool” of the Russian literature is facing the threat of losing its culturegenerating potential. Goal: a critical analysis of the practice of organizing the reading of Fyodor Dostoevsky's novel “Crime and Punishment” in secondary schools; highlighting its basic constituents and hidden actions that program the students' perception; identifying the directions of re-actualization of a classical literary text potential in school teaching. Objectives: the reconstruction of student and pedagogical discourse positions that objectify a literary work; a comparative analysis of educational dispositions; highlighting the discursive constituents of educational reading practices; identifying the directions of their renovation that make students' interest in reading a literary text more active. Methods of research: a critical discourse analysis; a conversion analysis; a pragmatic interpretation; survey methods (interviews, a focus group, experts' opinions). There have been found significant gaps in the dispositions of participants in educational reading, the presence of which is masked by common procedures of compulsion to communicative consent. Established were the key constituents of these practices (authorization, decontextualization, deactualization), which reduce the text of a literary work to the teacher's statements and the text in the textbook, which substitute the reading activity by a pseudo-literary replication. Substantiated is the didactic necessity of limiting the range of students' everyday experience actions of their educational interaction with an artifact text, alongside with developing a set of readers' new competencies based on the activation of perceptual-figurative parameters of a literary work perception and students' independent comprehension of the text. There have been established discursive operations of educational recontextualization (transformation into an academic subject) of the Russian author Fyodor Dostoevsky's literary works, the objectification and reorganization of which will contribute to the growth of the generativeness of educational relations and increase their cultural-generating effectiveness based on links with the text-artifact. The general orientation of the subject “Russian Literature” towards the assimilation of methodologically codified material by students, which produces both the unification of the literary works being studied and the despecification of the cultural contributions of their authors, as well as the leveling of the individual character of the perception literary works by students, was critically assessed. Particular attention is drawn to the compulsion to communicative agreement (given the pedagogical perspective) in an educational interaction, which hampers a critical analysis of the text by school students, as well as the formation of a variety of reading practices. The optimization of the situation in teaching is consistent with the limitation of the literary component in studying the classical literary heritage, as well as with the expansion of the intermediary resource of visualization in relations with the text-artifact, and, above all, the activation of the ecphrasic dimension of reading a literary work.
Представлен опыт дискурс-анализа семинара в системе повышения квалификации преподавателей университетских гуманитарных дисциплин. Речевое поведение участников занятия рассматривается как реализация в образовании определенной дискурсивной политики, обеспечивающей стабильность и контролируемость учебной коммуникации, а также укорененного в ней образовательного субъекта. Перспективу развития образования авторы связывают со сменой в нем типа дискурса, в контексте которого становится возможным самоэкспериментирование индивида со своей речью, способами отношения со знаками и высказываниями других участников образовательных событий. Ключевые слова: речевые практики образования, этикетирование, акторизация, «забота о себе», реальность образования. …В центр индивида следует положить пустоту, а не нормы. Быть субъектом означает сталкиваться с самим собой.