* translated into English with an online translation service, the original text can be found here
The purpose of the work is to look at the pedagogical tasks performed by local, global, historical and virtual content in the modern conditions of media education.
You can’t envy a modern schoolboy and student – the world makes quite high demands on them. As a hundred years ago, the world is local – the world is objective around us, it requires sensory development. But the virtual world, the global world, has also been built around us. New information technologies integrate us into this world. Reflection becomes a different source of experience from sense perception.
Local and historical content cannot be mastered without pedagogical efforts and discursive discussion.
Soviet classicist Yuri Bondarev tells how he asked high school students “What do You think about Bunin?» . In response, I received: “who is Bunin?!”. “What can you say about Natasha Rostova? “I think it’s some kind of literary heroine.”
At an exhibition in the library a student gives an answer to my question about Lermontov places: “Selo… Tsarskoe Selo…” I Ask you to name at least one representative of the philosophy of the Silver age – I get it: “Thomas Aquinas, Nekrasov”.
To the question “Who do you know from the Marshals of the Soviet Union?» students give an answer: “Georgy Zhukov and Vasily Terkin”. In General, the data of sociologists on the historical consciousness of the younger generation of Russians provide food for thought.
With regard to global content, pedagogy has already completed the initial task of providing communication literacy in the media space and access to global media content. Exponential growth of cultural communities in the virtual environment, blogging, the phenomenon of virtual communication, the presentation of a significant number of discourses on the Internet, including hitherto unseen, marginal, overcoming the isolation of some communities affect the spread of certain norms of discourse on the Internet.
The twenty-first century marks the beginning of scientific reflection on Internet texts. In addition to local, historical and global content, virtual content is also important – not local, not global, not real ( for example, eSports, fantasy, etc.).
The demonstrated materials allow us to conclude that pedagogical efforts in media pedagogy are conditioned by the dialectic of interaction between local and global and the development of historical thinking. The dialectic of global, historical, local and virtual in media pedagogy leads to the problem of developing reflection on individual and collective experience and on virtuality. Television, Newspapers, blogs, movies, video hosting materials – in short, everything that is designated in the modern conditions of a single multimedia cultural space by the word “content” – affects our understanding of the global and local, on reflection on the experience of the collective (historical thinking) and the individual. The way content is integrated into modern training, into modern manuals, shows the significant role that media plays in shaping our thinking, our ideas. Media doesn’t just reflect, it shapes our consciousness. And this is not only an exclusively positive or exclusively negative influence.