Аксиология ментально-коммуникативного плана современной виртуальной педагогической коммуникации: дискуссионные заметки

Abstract

The article introduces a logical analysis of the contemporary virtual pedagogy, which seems to have developed no basic trends so far. Teaching staff, education management, and, to a certain degree, parents keep failing to adapt to the rapid technological progress. This cognitive unpreparedness manifests itself as axiological modality. Most representatives of the senior generation involved in the academic process tend to demonstrate cautious or even negative attitude to virtualization. The author aims at introducing a more insightful attitude by devaluating critical or negative attitudes to virtual pedagogy and the role of social networks in it. The article discusses the factors and manifestations of this unwilling acceptance by schoolteachers and university staff. The main emphasis is not on the electronic tools per se, but on the virtual communication and academic discourse as objects of learning.