Digital Dialogue in Learning: Cognitive, Social, Existential Features and Risks
نویسندگان
چکیده
Digitalization of socio-cultural phenomena, including the education system, generates transformations their qualitative characteristics and parameters, which requires research from standpoint methodological analysis assessment possible consequences on humans society. A significant element digital environment, in general, educational, particular, is dialogue, role has both cognitive ideological, existential, social aspects. The purpose a philosophical transformation dialogue context educational process, an its potential impact individual. methodology complex, interdisciplinary character associated with application existential approach to understanding essence (M. Bakhtin, M. Buber, G. Marcel, E. Levinas), theory development individual thinking by L.S. Vygotsky, developed author theories electronic (digital) culture based modern developments field introduction tools education. study shows that learning environment becomes not so much form rapprochement, integration subjects, as autonomy, isolation, individuals, changes nature consequences. This creates need transform when using it position supplementing ethical, socio-psychological emotional components support for student. Based existential-axiological analysis, positive risky features one phenomena online are revealed. concept learning, features, functions, influence learner presented. difficulties dialogic characteristic revealed, recommendations methodical system
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ژورنال
عنوان ژورنال: Vestnik Rossijskogo universiteta družby narodov
سال: 2022
ISSN: ['2312-8151', '2312-8143']
DOI: https://doi.org/10.22363/2313-2302-2022-26-2-439-453