For the past three years, the Transmedia Research Group at the Department of Semiotics, University of Tartu, has been developing open access online materials for supporting the teaching of humanities-related subjects in Estonian-and Russianlanguage secondary schools. This paper maps the theoretical and conceptual starting points of these materials. The overarching goal of the educational platforms is to support cultural coherence and autocommunication by cultivating literacies necessary for holding meaningful dialogues with cultural heritage. To achieve the goal, the authors have been seeking ways of purposeful harnessing of transmedial, crossmedial and other tools offered by the contemporary digital communication space. We have started with an understanding of culture as education -a model which is grounded in cultural semiotics and highlights the role of cultural experience and cultural self-description in learning literacies. From these premises we proceed to explicating the value of a transdisciplinary pedagogy for methodical translation of the theoretical concepts into practical solutions in teaching and learning culture.

The article deals with the institution of law in political and legal issues of the views of the theorist of anarchism P. A. Kropotkin. Based on the philosophical-legal, formal-legal and formal-philosophical research methods, the author analyzes the foundations of the legal thinking of Petr A. Kropotkin, the concepts of law and law used in his theory, as well as their influence on the institutions of self-government. As a result of the study, it was established that law in Kropotkin’s theory is a consequence of the natural human need for sociability and the establishment of rules of behavior based on the principles of justice and equality. Petr A. Kropotkin believed that customary law, in the course of the evolutionary development of a society, attracted attention to the emergence of the institution of self-government, focusing on the ability of the community to administer justice and form its own administrative apparatus. Kropotkin’s attitude towards the emergence of a centralized state was declared, which, with the help of the law, encroached on the right of communities to self-government and destroyed any public initiative. Pointing to the negative role of the state in the life of society, Petr A. Kropotkin developed a political and legal theory of anarchism, in which communities, possessing autonomy, constituting a federation of various levels, focusing on the conventional system of law in organizing community self-government.

Digitalization of learning attempts to be one of the key focuses of contemporary research in various fields of science, such as pedagogy or developmental psychology. The paper provides an overview of pedagogical outcomes of redesigning learning space in literature, history and culture in the framework of digital learning environments. The paper attempts to analyse the online educational platform "Education on Screen" in order to establish the key principles of designing effective digital learning spaces. At the same time, the paper examines the platform "Education on Screen" as a step towards digitalization of learning in the context of literature, history, social science and culture learning practices. The basis of the study presented in the paper lays in the integration of pedagogical and semiotic approaches, using the empirical research of Lev Vygotsky (1978, 1991) and his contribution in the field of pedagogical and developmental psychology as well as in the use of signs as pedagogical tools in learning. The online learning platform "Education on Screen" has been analysed in order to evaluate its pedagogical outcomes and provide useful principles of designing a contemporary digital space in literature, history, social science and culture. The approach used on a digital platform 'Education on Screen' attempts to prove itself an effective way of organizing learning space in order to make learning on the one hand attractive for contemporary school students by using familiar digital forms and, on the other hand, making learning process interactive, organizing creative learning environment and motivating a learner towards the self-development.

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Inner speech plays a significant role in various cognitive processes as internalized social speech and a unique form of sign-using activity. While previous research has already emphasized the role of inner speech in the formation of meanings and interpretation, few attempts have been made to establish a semiotic account of inner speech as a mechanism of meaning-making. The study aims to establish a semiotic account of the concept of inner speech as internalized social speech and as a form of inner communication embodied in artistic discourse. Thus, the paper addresses the meaning-making functions of inner speech at the levels of verbal (inter- and intrapersonal communication) and artistic discourses (manifestation of inner communication in artistic texts). It identifies the role of inner speech in the formation and development of individual meanings that originate from the nature, phenomenology and individual development of internalized verbal language. This development of meanings follows specific laws, which include the internalization of verbal communication, socio-cultural experience and external representations of different modalities. The role of inner speech in meaning-making in artistic narration is addressed by analysing the manifestation of inner communication in artistic discourse and intentional adaptation of the concept of inner speech. The study identifies how the evolution of cultural communication processes shapes the ontology and manifestation of the artistic inner monologue in contemporary culture.