Educational and pedagogical discourse and its axiological component in the framework of the third generation cognitive research

Abstract

In this review, we intend to consider the possibility of analyzing the pedagogical discourse and its axiological component within the framework of the traditions of the third generation cognitive approach. The study of educational and pedagogical discourse is of interdisciplinary nature. Researchers from various areas of social sciences explore categorical, genre, social, linguistic, and other features of educational and pedagogical discourse. We propose to look at axiological component of educational and pedagogical discourse from the perspective of third-generation cognitive linguistics, in which the main function of language is the orientation of individual members of a particular social group. Within the biocognitive perspective, educational discourse is perceived as a part of linguistic interactions in the public sphere. It is suggested that the domain of written texts have a primary position in the public linguistic domains compared to natural language in the consensual domain of personal and family linguistics domains. In the center of this approach lies the understanding of language as a cognitive activity specific to humans as biological species. Both community and its individuals are co-determined in language and through language, and language is viewed as an interpersonal activity far from a stable system of symbols. In the relational domain of linguistic interactions between individual and society social values have a potential to exert an orientational influence on individuals.