Abstract
AbstractDigitalization leads not only to an increase in the speed and volume of information processing, but to the transformation of a person and society. Changes in science are described and evaluated in different ways, including using the concept of trading zones (R. Galison). Psychology implements the role of social technologies (I. T. Kasavin). Digitalization increases the importance of the role of interaction mediators. In trading zones, philosophers point to alienation (A. M. Dorozhkin), therefore it is necessary to study possible alienations generated by intermediaries. The goal is to study the change in the mediative role of the education system and psychology as a result of digitalization and to consider the danger of alienation. The study is carried out in line with the program of social epistemology (I. T. Kasavin) and is based on the difference between Galisonian trading zones and Humboldtian trading zones (A. M. Dorozh-kin). Conclusions—(1) as a result of digitalization, knowledge, implying reflection and considerable time to master it, is alienated, (2) education system and psychology as a social technology are implemented most effectively in Galisonian trading zones (TZ), (3) digitalization of education and psychology as a social technology implies, that the most effectively formed trading zones (TZ) are between a society that expects specialists with instrumental knowledge, and the sciences that pro-vide quickly and easily applicable knowledge.KeywordsDigital technologyDigitalizationPsychology of educationTrading zonesP. Galison. Galisonian trading zonesHumboldtian trading zonesNon-Humboldtian trading zonesPartial alienationSocial technologies
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