author: Olga Podoliakina
Urgency of the research. Modern society is becoming increasingly dependent on the media. If the processes of social modernization at one time were due to the influence of education, which became widespread in the Enlightenment, the social postmodernization, which has been intensive in recent decades, is due to the spread of mass media. But while education did not experience intense media pressure during the days of television, as its impact was more on adults and its impact on children was fairly easy to control, the Internet era erased virtually all boundaries and prohibitions, and children from an early age were dominated by Internet content, and not educational programs of preschool and school.
Target setting. To determine the relationship of education to the media space, it is necessary to find out to what extent the media in general change the social reality, to what extent this reality is constructed, and only then to decide how education interacts with the media reality.
Actual scientific researches and issues analysis. The issue of media is widely represented in the world and domestic literature, but the connection between the media and education is not fully covered. To identify this connection, it is important to refer to the works of phenomenological sociology A. Schutz, P. Berger and T. Luckmann, media researcher Canadian philosopher M. McLuhan, American public opinion researcher W. Lippman, French philosopher-postmodernist J. Baudrillard, German theorist, author of the theory of social systems N. Luhmann, creator of metaphorology H. Blumenberg, authors of the concept of establishing the agenda M. McCombs and D. Shaw. Also of interest are modern studies by E. Dyakova and A. Trachtenberg, T. Krasikova, I. Lysak, V. Mansurova, and A. Ulanovsky.
The research objective is to identify the main effects of modern media on education and the possible effects of modern education on the media.
The statement of basic materials. The article analyzes the extent to which social reality can be considered as constructed. The main causes and consequences of the media's influence on the construction of social reality are analyzed. The main risks and benefits of the influence of the media on education are identified and the main directions of constructive interaction between the media and education are indicated.
Conclusions. The mutual penetration of education and the media opens up greater opportunities for the reverse impact of education with its potential for critical thinking in the media – but to gain such a tangible impact and effect, this impact must first acquire a media-acceptable format – the system can only be changed from within.
Key words: education, media, media space, social construction, agenda, information, knowledge.
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