Философия как учебная дисциплина для цифрового поколения

Abstract

The problem presented for consideration is the adequacy of the transference of philosophical knowledge through information technologies in modern University practice. The problem requires a well-founded philosophical approach, since it involves the development of thinking, new intellectual strategies that arise as a result of the information revolution. The most obvious radical changes in the socio-psychological attitudes of students to perceive information are considered. The result of these changes is the formation of clip and rhizomatic thinking. In their comparison, the author draws attention to the conditionality of rhizomatic thinking by the hypertext organization of the electronic educational environment. The phenomenon of social media is considered in terms of the formation of effective mechanisms of collective thinking. The author draws attention to the specifics of philosophical knowledge, the ultimate abstractness and universality of which should nevertheless be based on stimulating the processes of empathy in educational activity, since emotional empathy structures personal knowledge and beliefs. As an effective methodological method that organizes the teaching process, the concept of open communication is aimed at a multilateral free dialogue aimed at self-development and the formation of intellectual capital. The author refers to the notions of network culture and transliteracy, which is formed in the context of universal culture and implies reliance on all types of communications created by mankind.