Moscow, Russian Federation
UDK 378.1 Организация высшего образования. Организация работы высшего учебного заведения
Abstract: Introduction. The relevance of the research is determined by the world tendency of widespread introduction of digital means and technologies in all spheres of human activity. The use of digital support of the educational process is aimed at increasing the level of accessibility of the education, but the absolutisation of digital support can lead to negative consequences. The authors assume that the development of a general classification system of anthropological risks of digital support absolutisation will help to exclude or minimise their consequences when organising the educational process. The aim of the research is to build a classification structure of the discussed pedagogical categories. In achieving this goal, the authors formulated such tasks as reviewing the terminological apparatus in the field of digital support of education, identifying criteria sufficient for attributing risks to a certain type, and dividing anthropological risks into certain classes according to their characteristics or features. Methods. General theoretical methods were used in the present research: analysis, synthesis, comparison, induction, deduction, abstraction, generalisation, concretisation, modelling. Results. According to the results of the research, a number of key definitions within the specified issue were formulated. The general classification system of anthropological risks of digital support absolutisation of the educational process is developed. The conclusion is made concerning the need for further research in this area of study, as well as the development of the required competences of all subjects of the educational process to avoid absolutisation of digital support.
anthropological risk, digital support, educational process, classification system, artificial intelligence
1. Tyunnikov Yu. S., Afanas'eva T. P., Kazakov I. S., Maznichenko M. A. Nepreryvnoe formirovanie mediakompetentnosti uchitelya v usloviyah postoyannyh izmeneniy informacionnoy i obrazovatel'noy sredy // Mediaobrazovanie. - 2017. - № 1. - S. 58-79.
2. Andryuhina L. M. Cifrovizaciya obrazovaniya: ozhidaniya i antropologicheskie riski / Strategicheskie orientiry sovremennogo obrazovaniya : sbornik nauchnyh statey, Ekaterinburg, 5-6 noyabrya 2020 goda. - Ekaterinburg: Ural'skiy gosudarstvennyy pedagogicheskiy universitet, 2020. - Ch. 1. - S. 140-144. - DOIhttps://doi.org/10.26170/Kso-2020-44.
3. Ul'yanova I. V. Innovacionnye riski v sovremennoy rossiyskoy sisteme vysshego professional'nogo gumanitarnogo obrazovaniya / Innovacionnye tehnologii v sisteme professional'nogo obrazovaniya. - Mahachkala : Avtonomnaya nekommercheskaya obrazovatel'naya organizaciya «Mahachkalinskiy centr povysheniya kvalifikacii», 2014. - S. 5-45.
4. Lauks Dzh., Makoley Dzh., Noronha E., Ueyd M. Cifrovoy vihr': kak pobezhdat' didzhital-novatorov ih zhe oruzhiem. - Moskva: Eksmo, 2018. - 352 s.
5. Kutyrev V. A. O sud'be upravleniya i prava v cifrovom obschestve // Vestnik Nizhegorodskoy akademii MVD Rossii. - 2019. - № 1 (45). - S. 278-281.
6. Antonova L. N. Pedagogicheskaya riskologiya: teoriya i istoriya // Problemy sovremennogo obrazovaniya. - 2010. - № 4. - S. 24-30.
7. Arlamov A. A. Pedagogicheskiy risk kak problema metodologii social'noy pedagogiki // Vestnik Adygeyskogo gosudarstvennogo universiteta. Seriya 3: Pedagogika i psihologiya. - 2010. - № 1. - S. 12-21.
8. Hrapov S. A., Baeva L. V. Filosofiya riskov cifrovizacii obrazovaniya: kognitivnye riski i puti sozdaniya bezopasnoy kommunikativno-obrazovatel'noy sredy // Voprosy filosofii. - 2021. - № 4. - S. 17-26.
9. Toffler E. Tret'ya volna. - Moskva: AST, 2009. - 795 s.
10. Razumovskiy V. Yu. «Cifrovoe obrazovanie» i ego social'no-psihologicheskie posledstviya - pol'za ili vred? / Sovremennye innovacionnye obrazovatel'nye tehnologii i razvitie ekonomiki : materialy Mezhdunarodnoy nauchno-prakticheskoy konferencii, Lipeck, 29 aprelya 2020 goda. - Lipeck: Lipeckiy gosudarstvennyy pedagogicheskiy universitet imeni P. P. SemenovaTyan-Shanskogo, 2020. - S. 122-128.
11. Kolesov V. I., Smolonskaya A. N. Suschnost' opredeleniya problemy v strukture social'noy kompetentnosti // Simvol nauki: mezhdunarodnyy nauchnyy zhurnal. - 2018. - № 8. - S. 76-78.
12. Hakimzyanov R. N. Vnutrennie resursy psihologicheskoy bezopasnosti lichnosti podrostkov v usloviyah internet-kommunikacii // Kazanskiy pedagogicheskiy zhurnal. - 2019. - №. 3 (134). - S. 77-82.
13. Rogov E. I., Rogova E. E. Problemy mezhlichnostnogo vzaimodeystviya v usloviyah cifrovizacii obrazovaniya / Psihologo-pedagogicheskie problemy sovremennogo obrazovaniya: puti i sposoby ih resheniya : sbornik materialov V Mezhdunarodnoy nauchno-prakticheskoy konferencii, Derbent, 27 fevralya 2022 goda / pod obschey redakciey E. A. Pirmagomedovoy. - Moskva: OOO «Parnas», 2022. - S. 73-81.
14. Ozturk T. H., Hodgson V. Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy // BJET. - 2017. - Vol. 48. - № 1. - P. 23-42. DOIhttps://doi.org/10.1111/bjet.12328.
15. Kozlova N. Sh. Aktual'nost' obespecheniya informacionnoy bezopasnosti v bankovskoy sisteme / Aktual'nye problemy tehnicheskih nauk : sbornik statey Mezhdunarodnoy nauchno-prakticheskoy konferencii. - Ufa, Izdatel'stvo: Obschestvo s ogranichennoy otvetstvennost'yu «Aeterna», 2015. - S. 105-108.
16. Mudrik A. V. Vospitatel'nye resursy Interneta // Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova. Seriya: Pedagogika. Psihologiya. Social'naya rabota. Yuvenologiya. Sociokinetika. - 2008. - T. 14. - № 4. - S. 37-39.
17. Maslanov E. V. Cifrovizaciya i razvitie informacionno-kommunikacionnyh tehnologiy: novye vyzovy ili obostrenie staryh problem? // Cifrovoy uchenyy: laboratoriya filosofa. - 2019. - T. 2. - № 1. - S. 6-21.
18. Korol' A. D., Vorotnickiy Yu. I. Cifrovaya transformaciya obrazovaniya i vyzovy XXI veka // Vysshee obrazovanie v Rossii. - 2022. - T. 31. - № 6. - S. 48-61. - DOIhttps://doi.org/10.31992/0869-3617-2022-31-6-48-61.
