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INFLUENCE OF DIGITAL MEDIA ON CHANGES IN CONTEMPORARY EDUCATION
Abstract
The author is in this paper studying influence of digital media on changes in contemporary education. Through phenomenological and hermeneutic methods, he is exploring the basic structure (invariant) of the Internet – the key component of modern digital media. The author observes that the basic structure of the Internet relies on a very fast combining of symbols with dominance of images. Knowing the Internet’s invariant, he finds out that the Internet favours associationist (rhizomatic, image-based) thinking with rapid intersymbol changeover, yet it does not advocate linear, logical and abstract thinking (J. Lohisse, T. H. Eriksen, U. Eco). Empiric research studies conducted by M. Spitzer, M. Bauerlein and N. Carr, as the author notes, agree with these theoretical assumptions. The author believes that cognitive changes are reflected also in modern education, both positively and negatively. The positive qualities lie in fast finding and generating information, online communication, new possibilities for innovation and creativity, while the negative qualities are seen especially in weakening of the ability to concentrate and breaking of linear, discursive and abstract thinking, this all impairs traditional education. The author believes that the greatest risk seen in modern education stems from weakened long-term concentration in human, which leads to shallowness and insufficient degree of critical thinking. The author points out that modern education will inevitably turn back to the old cognitive abilities, based on traditional education, especially on book culture, i.e. media of written word and printed word.
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