Religious and scientific traditions in interpretation and "reading" of modern and canonical language of pedagogical text

Abstract

This article is aimed at identifying the possibility to solve the problem of adequate decoding of the pedagogy language in the format of correlation of religious and logical-and-semantic scientific traditions, which reveals a) similarity of scientific and religious interpretation of texts, on the basis of which pedagogy could adopt the experience of religious interpretative tradition; b) difference between these two types of interpretation, which can be the basis for their correct demarcation in the linguistic and cultural humanitarian field. The study of the problems mentioned has shown that there is a similarity between the classical scholarly humanitarian tradition of interpretation of texts and the religious tradition, which is reflected in the importance of the subject's appeal to the original or secondary text as an object of the cultural field and an intellectual phenomenon, archiving the findings of science or religious conceptualism. The similarity between the scientific and religious traditions of interpretation mentioned above refers to such forms of content interpretation as a) decoding and presentation of the semantics and stylistics of the text to the recipient's mind through a number of images and symbols that are clear to the recipient; b) decoding the essence of the metaphors, synecdoche, periphrasis and metonymy used by the author. The latter can be designated as a segment of experience, appropriate for adoption by scientific pedagogy from religious tradition.

Application of innovative technology "Media Synergy" in the process of training specialists at the technical university in the conditions of digitalization of education

“…The third is spiritual and moral technologies based on the synthesis of science and religion, which are used in the process of professional training of specialists at the University (A.V. Korzhuev, T. Vlasova, 2020) [2]. These aspects show the hierarchy of educational technologies, their interdependence and focus on the development of students' personality and the education system as a whole.…”

“…The authors of this article justified the model of overcoming these risks [1], which was tested at an International scientific conference (2019), which allowed reducing multimedia challenges, including: 1) reduce the pressure of virtual reality on the construction of production (service) space and its distortion in the conditions of a technical University, 2) reduce the spiritual impact of media fakes on future specialists. In parallel, starting in 2015, the technical University implemented a prolonged experiment on the introduction of innovative technology "Media synergy" [2] throughout the full cycle of training of bachelors -future teachers, which led to a reduction in the spiritual and ethical risks of global digitalization of higher education. During this experiment, the effectiveness of the chosen spiritual ontological methodology was also proved, on the basis of which the application of innovative upbringing technology through the organization of social partnership was based.…”