The Concept of Knowledge Society in the Ontology of Modern Society

Kornienko, Alla Alexandrovna

doi:10.1016/j.sbspro.2014.12.540

Cited by 19 publications

(12 citation statements)

References 3 publications

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“…However, the analysis of other scientific sources proves the assumption that even in the humanities, belonging to the "weak epistemological version", one or another theoretical form should be reflected, which would have not only logical content, but also stylistic normative encoding (Shirish, 2013;Koskinen, 2018;Pritchard, 2013;Lundie, 2015;Shepperd, 2016). The analysis of the sources shows that even today a number of traditional logical-andepistemological structures in pedagogical cognition are manifested with varying degrees of accuracy (Leś, 2017;Wettersten, 1987;Kornienko, 2015;Mallaband et al, 2017). The need to find a way to present the science of the education patterns as a theory, properly observing the laws of epistemology and logic, is clearly indicated in the works of such authors as A.A. Kornienko (2015), B.J.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Korzhuev¹,

Vlasova²,

Sinyachkin³

et al. 2020

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Korzhuev¹,

Vlasova²,

Sinyachkin³

et al. 2020

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“…In the most General sense, mediatization theory studies the impact of media on changing the social world. Despite the relevance of the theory of mediatization in disciplinary and interdisciplinary research, its scientific status is causing serious debate (Bekhmann, 2012;Kornienko, 2015;Gureeva, 2016;Chernenkaya, 2019). First, proponents and critics of the theory have defined the term "mediatization" and related "mediation", "logic of media", etc.…”

Section: The Problem Of the Status The Theory Of Mediatization In Modmentioning

confidence: 99%

The Problem Of The Scientific Status Theory Of Mediatization

Buralkin¹,

Chernenkaya²

2020

European Proceedings of Social and Behavioural Sciences

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“…Cantón (2001, p. 202) determina que "la educación siempre será lo que sea la sociedad en la que se desenvuelve". Kornienko (2015) y Karpov (2017), entre otros, argumentan que esta nueva sociedad se basa en el conocimiento como un factor altamente importante en contextos sociales, políticos y económicos, dado que vivimos un momento donde las informaciones se han multiplicado gracias al avance de las tecnologías (Resende, 2013;Sevillano, 2005), permitiendo una distribución masiva del conocimiento, entrando de este modo en una concepción de la sociedad mundializada y globalizada a la que también alude Biesta (2014).…”

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