The aim set by the authors of the present article is to consider the psychological, pedagogical, legal and economic contexts of the negative impact of advertising in the media (mass media) on the creative potential of population. The novelty of the undertaken research lies in an attempt to comprehensively assess the cause-and-effect relationships of one of the sides of the process of developing students’ fragmented thinking, which reduces stability of the educational system and, consequently, the stability of the entire society. Materials and methods include a review of analytical assessments presented in the Scopus, Web of Science, CyberLeninka, RSCI and others databases, as well as application of the methodology of analysis, synthesis, generalization of the results of qualitative author’s and secondary research. As a result of the study, systemic violations of the legislation on the protection of children from information harmful to their mental health were revealed. The economic effect of the systematic appeal of the media to advertising contexts was shown, which arises contrary to the laws of the economy, when the service to the consumer (viewer, reader, user of IT technologies) is not requested, but forcibly provided, while the cancellation of it is realizable only with additional payment for ad blocking by third parties. The article also reveals the negative effect manifested in the political stability of society, resulting from the long-term destructive influence of advertising on the viewer’s thinking through the formation of fragmentary thinking of citizens, minimizing the level of their readiness to establish cause-and-effect relationships in assessing individual activity and events in society. In conclusion proposals are given for eliminating violations of the law and increasing the stability of society on the basis of increasing the stability of the education system to the negative impact of external education.
The author continues to present his analysis of various aspects of the violation of educators’ rights at the national and international levels, which he has articulated extensively in publications and conferences. This is of particular importance in the current context of uncertainty regarding the content of Generation Z and even more so about Generation Alpha’s professional activities. Given that up to 85% of professions, to which part of them shall be ready as early as in a decade, have not yet been identified even by name, the education system is faced with the challenge of developing special qualities of personality - sustainability, adaptability to change and the desire for self-development. Can an educator under systemic pressure from violations of academic rights and freedoms provide an effective solution to such a challenge? The author begins to seek an answer to this question by drawing attention to the contradictions in the dispositions of public and private law regarding intellectual property, work quota settings for teaching staff and the rating of the effectiveness of educational activities. The employed methodology of content analysis allowed for the author’s conclusions concerning the necessity of amending the regulatory procedure of higher school function for the purpose of the remedy of the mentioned disproportions to be justified. A proposal was made on the need for reconcilation of institutional innovations in the course of recovery of the basis of university autonomy regarding the elaboration of objective parameters of ranking universities both at national and at international levels, the correction of work quotas for teachers in order to achieve comparability in the activities of the academic community in the two dimensions of its actors: in the scientific, in which pedagogy is the accompanying activity segment, and in the pedagogical, in which pedagogy is the accompanying activity segment.
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