Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
The article reviews the scientific psychological and pedagogical literature on the issue of alienation from educational activities in the context of digital transformation of education. Alienation from educational activities (alienation of educational work) is understood as the process of a changed, disharmonious attitude of students (students, cadets) to educational activities, which is based on an unbalanced relationship with the subjects of the educational process (peers, teachers, the administration of an educational organization, significant others) and social distancing from the educational format as a whole. Alienation from educational activities can manifest itself in various symptoms in cognitive, behavioral, emotional terms: decreased motivation to study and gain knowledge and education, social passivity and apathy, the predominance of external motivation in studies (obtaining a diploma, not mastering knowledge in academic disciplines), decreased self-esteem and dissatisfaction with oneself and other participants in educational relations, a decrease in the quality of interpersonal relationships and an increase in social distance, a decrease in the level of claims, an increase in feelings of anxiety during training, denial of requirements and norms, Distance learning and digitalization of educational activities in a fairly operational format in recent years have allowed us to reveal additional features of alienation from educational activities. A sharp change in the educational format of educational activities and the educational environment led to a permanent experience of fears among students, anxiety about learning, dissatisfaction with the learning process, "slipping away" from learning, avoiding responsibility. In the context of prevention of alienation from educational activities, it is necessary for students to form the actual need for learning, to determine the semantic content of the content of academic disciplines, learning goals and values of participants in educational relations. One of the effective ways to overcome the alienation from the educational activities of students and their involvement in the educational process can be the systemically organized work of employees of educational organizations in the process of professional training of students both at the stage of adaptation to educational activities and in the future. In the conditions of digital transformation of education, all its participants need to adapt to the already established digital, information society, to information and communication technologies in order to actualize their personal and professional potential in order to fully engage in both educational and professional activities.
The article reviews the scientific psychological and pedagogical literature on the issue of alienation from educational activities in the context of digital transformation of education. Alienation from educational activities (alienation of educational work) is understood as the process of a changed, disharmonious attitude of students (students, cadets) to educational activities, which is based on an unbalanced relationship with the subjects of the educational process (peers, teachers, the administration of an educational organization, significant others) and social distancing from the educational format as a whole. Alienation from educational activities can manifest itself in various symptoms in cognitive, behavioral, emotional terms: decreased motivation to study and gain knowledge and education, social passivity and apathy, the predominance of external motivation in studies (obtaining a diploma, not mastering knowledge in academic disciplines), decreased self-esteem and dissatisfaction with oneself and other participants in educational relations, a decrease in the quality of interpersonal relationships and an increase in social distance, a decrease in the level of claims, an increase in feelings of anxiety during training, denial of requirements and norms, Distance learning and digitalization of educational activities in a fairly operational format in recent years have allowed us to reveal additional features of alienation from educational activities. A sharp change in the educational format of educational activities and the educational environment led to a permanent experience of fears among students, anxiety about learning, dissatisfaction with the learning process, "slipping away" from learning, avoiding responsibility. In the context of prevention of alienation from educational activities, it is necessary for students to form the actual need for learning, to determine the semantic content of the content of academic disciplines, learning goals and values of participants in educational relations. One of the effective ways to overcome the alienation from the educational activities of students and their involvement in the educational process can be the systemically organized work of employees of educational organizations in the process of professional training of students both at the stage of adaptation to educational activities and in the future. In the conditions of digital transformation of education, all its participants need to adapt to the already established digital, information society, to information and communication technologies in order to actualize their personal and professional potential in order to fully engage in both educational and professional activities.
This article focuses on the concept of disembodied Internet personality. The Internet gives its users a special disembodied status because mental self of the Internet user has no physical manifestation. Although this concept appears in many studies, it remains practically unexplored in psychological terms. However, British existential psychologist R. Laing already described its varieties and consequences on clinical material. His The Divided Self: An Existential Study In Sanity And Madness became a theoretical foundation of virtual disembodiment and a questionnaire of the same name. In this article, R. Laing’s ideas were compared with the socio-cognitive concept of self-efficacy, which was developed by A.Bandura and then modified by R. Schwarzer and M. Jerusalem, who also designed the scale of general self-efficiency. This research used both the scale of general selfefficiency and the questionnaire of Internet disembodiment to establish the relationship between various aspects of the Self. The research featured the self-perception of technological disembodiment and the subjective sense of social vitality and capacity in university students during the development of their first integral form of identity. The artificial separation of the mental Self from the physical body in the virtual environment weakened their beliefs in personal efficacy outside the virtual space. Students with different severity of online disembodiment and general self-efficacy appeared to have different self-identification features.
В условиях глобального антропологического кризиса, связанного с распространением технологий, которые не соответствуют телесному опыту человека (В. А. Подорога), явно недостаточно психологических исследований, ограничивающихся констатацией феномена, называемого развоплощением (disembodiement), бестелесным статусом, дематериализацией, анонимностью пользователя в киберпространстве. Предлагается основанный на концепции британского экзистенциального психолога Р. Лэйнга авторский конструкт невоплощенности в интернете, представляющий собой последствие его нормативного применения. Формула «я» ↔ (тело–другой), «я» ↔ (тело–мир), которой Р. Лэйнг определяет клинический способ невоплощенного бытия в самом общем виде, соответствует как факту технологического развоплощения, так и технологическому способу невоплощенного бытия (при интернет-зависимости) со свойственным ему структурированием и ненормативной границей в ядре. Невоплощенность в интернете, создающая предпосылки путаницы на границе между Я и не-Я, сопоставляется с системообразующим измерением последствий нормативного применения информационных технологий в модели Е. И. Рассказовой, В. А. Емелина, А. Ш. Тхостова – изменением психологических границ. Делается вывод о том, что в информационную эпоху они устанавливаются в опыте двух Я, реального, подлинно основанного на своем теле, и виртуального, применительно к которому самовыражение «границы тела» теряет смысл. Расширение и размывание психологических границ соотносятся с виртуализацией Я-пользователя. Его субъективные убеждения в доступности и контролируемости других людей, объектов, информации, являющиеся критериями изменения границ, рассматриваются как вполне применимые к невоплощенности. В качестве ее собственных критериев, помимо рефлексии отстраненности от тела, названы чувство безопасности (в связи с анонимностью) и ощущения утраты реальности Я, неполноты, иллюзорности онлайн-бытия. While we live in times of anthropological crisis caused by spread of technologies which do not match to people’s body experience (V. A. Podoroga), only the insufficient number of psychological studies acknowledge the phenomenon of disembodiment. Some researchers refer to it as the bodiless state, dematerialization or anonymity of a user in cyberspace. In this study we suggest a theoretical construct of disembodiment on the Internet as the effect of normative use of information technologies. It is based on the conception by the British existential psychologist R. Laing. His formula of the self: self ↔ (body-other), self ↔ (body-world), which describes a clinical way of unembodied being, broadly corresponds to both the fact of technological disembodiment and a technological way of disembodied being in Internet addiction with its inherent structuring and a non-normative border in the core of the self. We compare the disembodiment on the Internet, which leads to confusion on the boundary between the self and nonself, to the framework consequence of the normative use of information technologies in a model by E. I. Rasskazova, V. A. Emelin and A. Sh. Tkhostov – changes of psychological borders. We come to a conclusion that In the digital age the borders are set in the experience of two selves. The real self is genuinely based on the body and the virtual self isn’t, to the extent when the very expression «boundaries of a body» becomes meaningless. Indefinitely expanded blurry borders correspond to the virtualization of a user’s self. The user’s beliefs that other people and information objects are available and controllable are symptoms of changes of borders and can also describe the disembodiment. The disembodiment is also characterized by feeling of disengagement from the body, sense of security on account of anonymity, deficit of reality of the self and incompleteness and illusiveness of the online existence.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.