author: Tetiana Ivashchenko
Urgency of the research. The increase in the volume, speed, intensity and diversity of communication flows in the information society necessitates the search for new ways of generating, organizing, storing and transmitting knowledge in the educational space. And the visualization of education plays an increasingly important role in these processes, because it meets the demand of the new “digital” generation for dynamism, structure, informative density, and availability of educational content.
Target setting. The dynamic development of the information-network communicative space requires a new format of educational activity, focused on the development of visual thinking, capable of intensive inter-semiotic recoding of information. So far, educational practice responds weakly and slowly to these new challenges, which creates obstacles for the formation of a communicative personality whose competencies would meet the requirements of the information society. The creation and introduction of fundamentally new “visually oriented” learning tools in the educational space is an objective need of the hour.
Actual scientific researches and issues analysis. The problems of the research determined the choice for analysis of the works of foreign (J. Baudrillard, H. Humbrecht, J. Dily and I. Semetsky, U. Eco, M. Foucault, Р. Sztompka) and Ukrainian (N. Barna, E. Bystrytskyi, I. Yeryomenko, R. Zymovets, N. Maistruk, O. Pavlova, S. Proleev) researchers.
The research objective. To investigate the heuristic potential of educational visualization in the context of a paradigmatic new understanding of the nature of the visual image in the information society and the active formation of information-network pedagogical semiosis; to search for an adequate educational and philosophical methodology of using visual means of non-verbal communication as a factor of self-identification of the individual in the modern educational space.
The statement of basic materials. In the information age, with its characteristic intensification of communication flows, a person is constantly faced with the problem of preserving and reproducing identity. Designing a new informational and network cultural reality requires a revision of the goals of education, forms, methods of their achievement, in accordance with those changes in society, which today have a pronounced anthropological character. Visualization of educational content, as one of the non-verbal means of educational communication, meets the demands of the new “digital” generation. With the help of visual non-verbals, favorable conditions are created for the harmonious development of all cognitive structures of the personality. The tools of visual non-verbal are in the research “fairway” of the science of semiotics, the object of study of which is communicative processes, the subject - signs and symbolic forms of communication implementation. In the semiotic tradition, “semiosis” is an operation during which a mutual presupposition is established between the form of expression and the form of content, as a result of which signs are produced. Pedagogical semiosis is a conscious process of labeling and decoding information, purposefully carried out by subjects of educational activity. The heterogeneity of the perception of visual images and the need to decode them stimulates the development of reflexive thinking, which neutralizes the attempts of others to manipulate consciousness and behavior, helps to realize and defend one's own interests, analyze and control one's actions, search for and find non-standard solutions in difficult life situations. Visual images evoke a sense of involvement, empathy, activate the desire for effective participation, for self-identification. The development and use of the methodological toolkit of educational semiotics as a theoretical basis for visualizing the educational process and its use in modern pedagogical semiosis is an effective factor for self-determination and self-identification of a new communicative personality in the educational space of the digital era.
Conclusions. Visualization, as one of the non-verbal means of organizing the educational process, in the conditions of the growing influence of media reality on the digital generation, has a significant developing potential and is an effective factor of self-determination and self-identification of the individual in the modern space of education.
Keywords: visualization as a non-verbal means of communication, semiotics of education, pedagogical semiosis, communicative personality, self-identification of personality
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