On the axiology of education in the digital age

Abstract

Digital technologies are driving the expansion of the educational space in Russia and around the world. Globalization processes are viewed in a historical context as one of the "ears of change" on the path to individual freedom. As in the past (the adoption of world religions, social revolutions, etc.), these changes give rise to a reassessment of values, new texts, and educational reforms. The complex path of significant texts from sacredness to authorship, through criticality, recognition, and then into an educational context is shown. The difference between information and education is demonstrated, with the latter being considered a system of values, and the criteria for education as a factor in the development of human creative potential are identified. The opportunities and risks of education today are highlighted – the illusions of "digital dominance", the reality of "digital slavery", and the need to develop critical thinking. The historical prerequisites for the axiology of education in the works of A. V. Lunacharsky, S. I. Hessen, S. Peters, and A. S. Makarenko are highlighted, as are trends in the development of education: the rejection of paternalism, collaboration, gaming, and interactive technologies.