REVISITING THE ISSUE OF SMART TECHNOLOGIES EPISTEMOLOGY AND VISUALIZATION: DOES SMART EDUCATION LEAD TO SMART EPISTEMOLOGY?
DOI: 10.23951/2312-7899-2019-4-9-35
The article discusses how the use of smart technologies affects educational and cognitive processes, how semiotically and epistemologically presented the assessments of the role of smart technologies in relation to the phenomena of education and cognition are. By smart technologies, the authors understand modern, basically informational, technologies of various profiles, the main task of which is to perform semiotically and epistemologically the functions of a subject, to replace a person in various spheres of life (where and as far as possible). The authors note that, in assessing the role of smart technologies, some criteria are often ignored and the role and importance of others are exaggerated. To summarize, it can be argued that the quantitative criteria for the application of smart technologies prevail over the qualitative ones, thus allowing the substitution of the essential characteristics of smart technologies to be less significant (secondary), which gives rise to certain unjustified expectations and effects. In particular, the authors analyzed one of these pseudo-effects: the educational situation, when a student is studying a particular discipline within the framework of online learning (smart technologies make this possible), begins to be semiotically visualized as epistemological. This is due to the fact that the online learning format puts a person in front of the need to “discover” knowledge independently for themselves, without having the appropriate methodological training and full-time support from the teacher. The problem is that, in a large number of studies, this situation is viewed as a definite achievement, but, as further evaluation of the results of smart learning shows, students whose methodological training is already associated with a certain methodological “baggage” cope with this role while most students only worsen their learning outcomes. It is noted that, epistemologically, such a characteristic of smart technologies as a functional replacement of a subject is directly correlated with the position of a number of constructivist trends in epistemology and cognitive sciences, according to which “knowledge without a subject” is allowed. The combination of the designated parameters of smart technologies application in education and epistemology allows a number of researchers to admit the conclusion about the possibility of the formation of smart education and smart epistemology as “objectless” ways of learning knowledge and cognition. It is shown that such a scenario is permissible, if not to separate the concepts of information and knowledge, the processes of cognition and information. It is shown that, if this requirement is ignored, the concepts of knowledge and knowledge itself lose their meanings, because knowledge as a process is a way of relating knowledge and information, which is impossible in an outer-subject form. It is concluded that smart technologies, in the context of their application in education and epistemology, should be considered as an additional tool, whose function can be reduced to performing routine, but not heuristic, creative basic actions that remain the subject’s priority.
Keywords: smart-technologies, epistemology, education, cognition, subject
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Issue: 4, 2019
Series of issue: Issue 4
Rubric: ARTICLES
Pages: 9 — 35
Downloads: 1002