Abstract
This article is devoted to the challenges faced by humanities education in the age of global digitization. A precondition of the research is the antinomicity of the concepts of humanitarian knowledge and digitalization. The research objective is to confirm the significance of humanitarian knowledge in formation of conceptual thinking as a basic skill of intelligent activity in modern world. The research applied comparative analytical method, on the basis of which the features of formation of conceptual thinking in modern school and university were considered, the significance of humanitarian knowledge was substantiated as a basis of formation of conceptual thinking, as axiological basis of personal and civil education of students, formation of social intellect, patriotism, civil and personal responsibility. The features of the use of visual aids are analyzed as deforming method upon formation of conceptual thinking of modern students in the age of total digitization, as well as the experience of distance learning in humanities under the pandemic conditions. It is concluded that the humanitarian knowledge is the most important resource in formation of conceptual thinking as a basic component of intelligent development, socialization and fostering of civil and personal self-consciousness of students in higher school.
Highlights
Antinomicity of the concepts of digitization and humanitarian knowledge is a precondition of the research
We work with students, who quite often poorly speak, are unable to formulate their thoughts, even poorly read. They cannot highlight the main and the secondary, do not understand cause-and-effect relationships, they have a very limited outlook. This evidences that the conceptual thinking as a basis of abstract thinking is absent
What is included into the conceptual thinking? What are its components?
Summary
Antinomicity of the concepts of digitization and humanitarian knowledge is a precondition of the research. Humanitarian knowledge is the knowledge of the intrinsically human in a person, bearing axiological settings and meanings. Digitization is application of hard- and software, and replacement of human in certain areas, decision making without human involvement, substitution of human with artificial intelligence. The question arises: Why should a person need humanitarian knowledge in the age of total digitization?. Most researchers substantiate the necessity of reinterpretation of the role of humanitarian knowledge in order to minimize the impact of modern ICT [1,2,3,4,5,6,7,8]. Some authors believe that humanitarian sciences are in the state of role uncertainty [9]
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