Directions of the humanitarian cycle disciplines modification in the conditions of war

Abstract

The article emphasizes the necessity of analyzing the relationship between the collective picture of the world, which undergoes changes during the war, and the educational strategy in the field of the disciplines of the humanitarian cycle. The acquisition of sound academic background requires consistency of teaching methods and the ways of perceiving and producing information. Only under this condition there are no cases of de-semanticization of educational values. In the conditions of war, we have faced the modification of the worldview value paradigm. National resistance has been embodied in speech, cultural, psychological and social phenomena due to the partial legalization of unregulated phenomena. There has been a failure of a stable structure of values based on the superiority of the ontological criterion of reasoning. Socio-cultural elements of national resistance became phenomenal violations of speech rules and etiquette norms, which are perceived as particularly inappropriate during the war. Elements of the educational process, especially in the field of humanitarian disciplines, also require checking for de-semanticization. In these conditions, the main task of humanitarian education is to restore the validity of one’s own expression, to abandon the principle of familiarization and accumulation of information in order to successfully pass the test. Under these conditions, the main task of humanitarian education is to restore the validity of one’s own declaration. The teaching methods of the disciplines should take into account the psychological peculiarities of the modern generation of higher education seekers, such as “clip thinking”, for example. In the conditions of war, it is necessary to creat a new educational discourse that would be a communicative time-space for discussing different points of view on certain information. It is also extremely important to exercise the skills of variable interpretation, to understand the sources and consequences of a certain message. These are the skills that can make you feel confident in the navigation around the battlefield of the information war and can prevent you from becoming an object of information manipulation. The new educational discourse envisages the status of the teacher as a source of constructive thinking, not an information flow. The time-space of the lecture class should be filled with the process of making judgments, expressing thoughts, suggesting various interpretations of the information. It should become a place for intellectual quests.