Abstract
The problem under investigation directly relates to a radically new social situation – the possibility to immediately get any information, which has drastically changed the process of education. This situation has superimposed some previous tendencies, particularly the simplification of tasks and diminishing of challenging conditions of education from the very beginning, which leads to diminishing the joy of learning and efforts to overcome difficulties. The trend towards early specialization plays the same role, because in reality it usually only leads to the exclusion of some subjects. Special attention is given to the distinction between information and knowledge. The crucial difference is between “obtaining knowledge” and “being informed”. Generally speaking, in the first case, a person has to construct an integrated picture of the fragment of reality with different links and relationships between parts of this picture. In the second case, the bits of information are added to something already known without endeavor to continue any further work to understand the subject on a deeper level. In relation to the process of comprehension, this means that in the first case we move from the surface level to the deeper one, while in the second case we are left on the surface level. Short-term memory is used instead of long-term memory. Also, the changed ratio between oral and written communication is analyzed. Due to the habitual practice of communication using electronic devices, the predominantly oral verbal dialogues are replaced with written ones. Therefore, the connection between actors of communication becomes 1) stretched and more muddled due to the mediation of written text, and 2) much narrower, because it lacks additional hints usual for oral communication. The integral result of such education expresses itself in a certain quality of personality that can be described as “the acquired dystrophy of the sense of incomprehension.” It has extremely significant negative consequences related to the formation of a free personality, for social life, and for genuine professional education.
Highlights
Во втором случае биты информации добавляются к чему-то уже известному без каких-то попыток продолжить дальнейшую работу по пониманию предмета на более глубоком уровне
The problem discussed in this paper is regarded to be a crucial problem which is faced by university lecturers as well as by school teachers: teaching in a world where any information is readily available, which, in particular, immediately creates a second problem – the problem of the dystrophy of the sense of misunderstanding
We have to discriminate between surface and deep levels: “The surface level of comprehension is a literal level of understanding represented by the ability to recall factual information from the text
Summary
Эта ситуация наложилась на некоторые предшествующие тенденции, в частности на упрощение задач и уменьшение с самого начала сложностей в процессе обучения, что ведёт к уменьшению радости узнавания нового и минимизации усилий по преодолению трудностей. Во втором случае биты информации добавляются к чему-то уже известному без каких-то попыток продолжить дальнейшую работу по пониманию предмета на более глубоком уровне. По отношению к процессу постижения предмета это означает, что в первом случае мы переходим с поверхностного уровня на более глубокий, и это формирует многомерность, а во втором – остаёмся на плоском поверхностном уровне. Поэтому связь между субъектами коммуникации становится 1) растянутой и более запутанной вследствие опосредования диалогов письменными текстами, и 2) значительно более плоской и однозначной, поскольку в ней отсутствуют дополнительные намёки и сопутствующие знаки, обычные для устного общения. I consider the consciousness of incomprehension to be the highest in man
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