Analysis of modern digital civilization in the context of dominant paradigms of humanitarian education development: attempts of philosophical reflection

Abstract

Aims: The purpose of the article is to reveal the relationship between digitalization and humanization in the local educational and worldview and in the global civilizational dimension. The task of the study is to highlight the philosophical justification of the functioning of the digital space in the context of educational development. In fact, an attempt (philosophical reflection) is made to reconcile the innovative component of ICT in the traditional fundamental field of education. Methodology: In order to achieve the goals of scientific research, a set of methodological approaches of general scientific, philosophical, and cultural dimensions has been actualized. The analytical component of the study is expressed in the systematization of the achievements of the digital world and the structuring of this potential in the educational sphere. The comparative analysis reveals the ways of balancing innovative elements with fundamental humanitarian principles on the example of aligning ICT with natural, social, and technical knowledge clusters. Results: The results of the study outline several formats of coexistence of digital innovations and fundamental humanitarian educational principles: gradual elimination of the humanitarian component from the scientific and ideological educational paradigm and its replacement by technology; preservation of the dominant status of humanitarian knowledge as a normative element of the global regulator of socio-cultural activity; balance between innovative and fundamental trends in education, which are expressed in the ratio relevant to the educational environment: hard-skills & soft-skills; achieving harmony in the process of development of digitalization and humanization of education and culture through synergistic interaction. Scientific Novelty: The scientific novelty of the article lies in the search for cultural and educational compromises in the confrontation of new guidelines for the development of the digital society with the humanitarian principles of the existence of the same society. Coverage of the dichotomous worldview confrontation will outline the format of a potential clash between innovation and fundamentalism in the educational and cultural spheres. At the same time, the philosophical understanding of these risks will allow us to develop an educational strategy that will propose algorithms for regulating the cultural and educational dichotomy. Conclusion: The scale of digitalization is growing rapidly, claiming the status of a dominant cultural and educational element. Under such conditions, contradictions between information and digital technologies and traditional anthropological qualities are inevitable. The role of philosophy in the cultural and educational space is to maintain a balance between rapid innovation and prudence of introducing new ideas.