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"THE PHENOMENON OF READING CULTURE: THEORETICAL AND
METHODOLOGICAL ASPECTS"
Ravil Ramzaevich Ashrapov
Navoiy State Pedagogical University
Senior Lecturer of the Department
«General Pedagogy and Psychology»
Republic of Uzbekistan
https://doi.org/10.5281/zenodo.14849255
Abstract
In the article, the author explores the phenomenon of reading culture as a
complex socio-cultural phenomenon, covering historical, cognitive and
communicative aspects. The article pays special attention to the transformation
of reading practices in the digital age and the influence of new technologies on
reading preferences. The author focuses on the methodological foundations of
studying the culture of reading, emphasizing the need for a comprehensive
analysis of this phenomenon. The findings may be useful for further research in
the humanities and social sciences.
Аннотация
В статье автор исследует феномен культуры чтения как сложное
социокультурное явление, охватывающее исторические, когнитивные и
коммуникативные аспекты. В статье особое внимание уделяется
трансформации практик чтения в цифровую эпоху и влиянию новых
технологий на читательские предпочтения. Автор акцентирует внимание
на методологических основаниях исследования культуры чтения,
подчеркивая необходимость комплексного анализа данного феномена.
Полученные выводы могут быть полезны для дальнейших исследований в
области гуманитарных и социальных наук.
Key words:
reading culture, youth, systematicity and integrity of research,
electronic publications, book culture.
Ключевые слова:
культура чтения, молодежь, системность и
целостность исследования, электронные издания, книжная культура.
Introduction
Analysis of youth perception of the reading process is becoming relevant in
connection with the profound social, economic, political and cultural
transformations that occurred in the late 20th – early 21st centuries. These
changes require not only an interdisciplinary study of reading culture from the
standpoint of philosophy, cultural studies, history, psychology, pedagogy,
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physiology and computer science, but also an assessment of possible negative
consequences for society, as well as the development of strategies for their
prevention and elimination.
A study of domestic and foreign scientific works indicates the need to revise
existing approaches to the study of reading culture and the education of young
people in Uzbekistan. Effective measures to form a reading culture can be
developed on the basis of an interdisciplinary analysis (including philosophy,
sociology and pedagogy) and the consolidation of efforts of various social groups
- scientists, teachers, public figures and parents.
V. Borodina shares a similar opinion, emphasizing that the solution to this
problem requires a holistic interdisciplinary approach. The urgent need to
systematize the diverse knowledge about reading determines the need to
integrate scientific ideas about its various aspects on a new theoretical and
methodological basis [1].
E. Melnikova and A. Kirichek also note that the results of studies based on
empirical and theoretical data remain unsystematized and require unification
into a single conceptual model [2;3].
Main part
The topic of reading in the modern world has become acute and
controversial, requiring an objective and impartial analysis. Firstly, it is obvious
that the leisure time of young people has changed significantly, and secondly, it
is becoming increasingly clear that the assessment of the current state of
reading culture is impossible using previously applied methodological
approaches. A comprehensive analysis using modern research methods is
necessary for a full understanding of modern reading.
Y. Melentieva, relying on Epictetus' idea that philosophising begins with the
realisation of one's own powerlessness, emphasises the lack of deep
philosophical reflection on modern processes in the sphere of reading. She notes
that the lack of a philosophical view and methodological grounding negatively
affects scientific approaches to the study of reading within other disciplines. [4]
The results of research conducted by specialists in the field of reading over
the last fifteen to twenty years have highlighted the following trend that
confirms our thought:
- attitudes towards reading have changed – reading has become
pragmatic and utilitarian;
- reading time in free time has decreased;
- readers still prefer mass and entertainment reading;
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- electronic media are far ahead of the reader's preference for paper
products;
- cultural, educational, aesthetic reading is becoming an elitist pastime.
[5]
It is important to emphasise that the concept of ‘reading culture’ includes
several key components that form its multifaceted essence. These include
culture in general, the history of the emergence and development of the book
(book culture), the reading process itself, the level of reading literacy, writing, as
well as the reader's personality. The study of these elements makes it possible to
comprehensively and deeply investigate the phenomenon of reading culture.
В. Vasiliev, considering the book as a source of culture, states that book
culture is an integral and significant part of both domestic and world cultural
heritage. In the scientific environment it is presented as a multilevel model,
which in this case acts in the form of a triune system: a) the sphere of material
production (book production), b) the culture of consumption of book products
and c) the field of spiritual creativity and intellectual development. [6]
One of the key elements of reading culture is the reading process itself,
which is a complex sociocultural phenomenon. Reading is studied within the
framework of various scientific disciplines, including literary studies,
philosophy, cultural studies, psychology and pedagogy. It contributes to the
intellectual development of a person, enriches his knowledge, expands the
boundaries of personal experience, helps to master the values of world culture
and forms cultural competence, contributing to social adaptation.
Reading not only preserves and transmits the intellectual heritage of
society, ensuring the continuity of knowledge and skills, but also serves as a tool
for learning about the world, forming moral and spiritual guidelines, training
and education. This intellectual and cognitive process plays a crucial role in the
development of personality and is an integral element in the formation of
intellectual culture, contributing to the formation of a highly developed, humane
and spiritual and moral society.
N. Svetlovskaya states that: ‘Reading is practically the only reliable way of
‘humanisation’, as it allows to expand the child's circle of communication limited
by real life and, helping him, looking, as in a mirror, into the ‘alien’ experience,
passing the school of mastering ‘alien’ speech – thoughts, feelings, evaluations –
to search and find himself and his place in life.’ [7]
Technological innovations make their adjustments in people's lives, and
inevitably there is a new format of reading – electronic (screen) reading, which
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today becomes one of the most popular and convenient ways of perceiving
information. However, the printed book does not lose its importance, continuing
to co-exist with digital formats, just as in the Gutenberg era handwritten books
co-existed with printed editions for some time. For the moment, they
complement each other, not exclude each other.
Reading culture is a complex, dynamic and multifaceted phenomenon that
shapes both the individual and society as a whole. It is determined by spiritual
and cognitive needs that contribute to the transformation of an individual into a
personality. The reading culture of young people is manifested in their reading
experience, value attitude to books and level of reading competence.
Thus, reading culture encompasses not only the individual's personal
qualities (especially spiritual qualities), but also the influence of society, age
characteristics and aspirations. It presupposes a conscious and serious attitude
to the reading process, because true reading – whether paper or e-book – is
capable of transforming a person.
Reading plays an important role in a person's life, especially a young
person, but it is not an end in itself. It is primarily a tool that serves two main
purposes: the acquisition of knowledge and the formation of moral values.
According to the philosopher-stoic Epictetus: ‘Reading a book is not a deed, but
preparation for a deed. When there is a case to help a person, it should not
hesitate to postpone reading even the most good and useful book. Reading a
book should not be for yourself, but for the service of people, for further
application of what you read in life.’ [8]
‘Man is integral, he embodies, personifies in himself the richness of social
relations, connections, the entire available level of culture. All the needs,
interests, goals of society live, function not in some independent life of their
own, they are somehow, whether directly or indirectly, expressed, embodied in
the needs, interests, goals, etc. of each particular individual, personality, person.
Man, thus, carries in himself a whole social cosmos’, – writes philosopher
V.Barulin. [9]
Man's comprehension of himself, society as a part of nature and this world
is carried out in various types: philosophical, scientific, religious, historical. The
set of such cognitive types at different stages of human development in different
civilisations and cultures is diverse and different. Each type of cognition has its
own special features, specificity, distinguishing it from other types.
One of such means of cognition of the world, linking man with society,
nature and other (similar) subjects is his reading culture.
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Conclusion
The analysis of reading culture as one of the forms of influence on the
worldview, behaviour and spiritual image of young people allows us to draw a
number of important conclusions and findings. First of all, in the process of
research it was established that reading culture since ancient times has been not
only the main indicator of the level of culture of society, but also an integral
condition for its development. With the formation and development of reading
culture as a substructure of the general culture of man, morality, spirituality of
people, their relations to each other, to the environment, values change, and
society itself develops.
On the other hand, the rapidly changing world, dynamic development of
information culture and society, new economic and socio-cultural changes make
their own adjustments in the value orientations and life preferences of young
readers. Intensive development of electronic technologies and interactive
network space has increased the number of electronic publications, caused the
emergence of digital libraries, virtual book clubs, network communities, and
numerous websites. And, as a result, the reader's attitude to traditional books
has changed. This is not to say that mankind has stopped reading. No. It's just
that the reader has moved to another, new, information-technological level. He
still remains Homo Legens, the Reading Man, but, as it seems to us, with the
addition of electronus – Homo legens electronus.
Promotion of reading to the masses, to the people, formation of high reading
culture is the main factor of formation of morality and spirituality of youth,
harmoniously developed personality capable of creative, productive and
independent orientation in the rapidly developing information society. And until
this issue is not fully resolved, it will constantly meet us in life as an obstacle.
Reference:
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Borodina V.E. Reader's development of personality: theretical and
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