INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
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MEDIA EDUCATION IN THE MODERN WORLD
D.Gazieva
Senior Lecturer, Fergana State University
Abstract:
The article deals with the goals and objectives, role and place of media education in
the modern world, its main directions, as well as the essence of the theory of “dialog of
cultures” of M.M. Bakhtin - V.S. Bibler and its significance for the development of media
education. The author notes positive and negative trends of globalization process in relation to
media and media education.
Keywords
:media culture media culture media education media education globalization media
pedagogy mass communication mass communication mass media media media media media
media literacy media literacy theory of “dialogue of cultures”.
Media education in the modern world is considered as a process of personal
development with the help and on the material of mass communication (media) in order to form
a culture of communication with media, creative and communicative abilities, critical thinking,
skills of full perception, interpretation, analysis and evaluation of media texts, training in
various forms of self-expression with the help of media technology. Media literacy helps a
person to actively use the possibilities of the information field of television, radio, video,
cinematography, press, and the Internet, and helps him or her to better understand the language
of media culture.
Media education can be divided into the following main areas: 1) media education of
future professionals in the world of the press, radio, television, cinema, video and the Internet –
journalists, editors, directors, producers, actors, cameramen, etc.; 2) media education of future
teachers at universities and pedagogical institutes, in the process of professional development of
university and school teachers in media culture courses; 3) media education as part of the
general education of schoolchildren and students studying in regular schools, secondary
specialized educational institutions, universities, which, in turn, can be integrated with
traditional disciplines or autonomous (special, optional, circle, etc.); 4) media education in
institutions of additional education and leisure centers (cultural centers, extracurricular work
centers, aesthetic and artistic education, clubs at the place of residence, etc.); 5) remote media
education of schoolchildren, students and adults through the press, television, radio, video,
DVD, and the Internet (media criticism plays a huge role here); 6) independent/continuous
media education (which theoretically can be carried out throughout a person's life).
Media education is closely connected not only with pedagogy and art education, but also
with such branches of humanitarian knowledge as art history (including film studies, literary
studies, theater studies), cultural studies, history (history of world artistic culture and art),
psychology (psychology of art, artistic perception, creativity), etc. Responding to the needs of
modern pedagogy in personal development, media education expands the range of methods and
forms of conducting classes with students. A comprehensive study of the press, cinema,
television, video, the Internet, and the virtual computer world (which synthesizes the features of
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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almost all traditional media of communication) helps to correct, for example, such significant
shortcomings of traditional art education as one-sided, isolated study of literature, music, or
painting, and isolated consideration of form (the so-called "expressive means") and the content
when analyzing a particular work.
Media education provides a method of conducting classes based on problem-based,
heuristic, game-based, and other productive forms of learning that develop the student's
individuality, independence of his thinking, and stimulate his abilities through direct
involvement in creative activities, perception, interpretation, and analysis of media text
structure, and assimilation of knowledge about media culture. At the same time, media
education, combining lectures and practical exercises, represents a kind of inclusion of students
in the process of creating works of media culture, that is, immerses the audience in the internal
laboratory of the main media professions, which is possible both in an autonomous version and
in the process of integration into traditional academic subjects. In order for schoolchildren and
students to be media literate, they must study not only how certain media texts are constructed,
but also how these texts express various political, ideological, economic, and socio-cultural
interests. Media education is based on the study of media culture. And, as V.S.Bibler wrote
[Bibler, 1991, pp.289-296], "culture is a form of simultaneous existence and communication of
people of different past, present and future cultures. (...) culture is a form of self–determination
of an individual in the horizon of personality, a form of self-determination of our life,
consciousness, thinking, (...) culture is the acquisition of "peace for the first time." Culture, in
its works, allows us, the author and the reader, to recreate the world,"While "each individual is
a potentially integral culture capable of infinitely developing itself." And if we talk about
artistic culture, about media culture, then here "the author embodies himself in a clot of material
form detached from him."; the reader (listener, viewer) does not produce anything "in the flesh",
he conjectures and "brings" the work "to mind" – only in his imagination, memory, mind. And
only in such a complementarity can a work – and culture as a whole – exist."
The modern intensive development of the media, in our opinion, has further highlighted
the thoroughness and relevance of the philosophical theory of the "dialogue of cultures", the
development of which was initiated by M.M.Bakhtin and continued by V.S.Bibler. Indeed, "the
culture of modern thinking is a culture of "drawing" all past and future cultures into a single
civilizational ladder" [Bibler, 1991, p. 8]. And it is media culture at a new level of technical
capabilities (satellite television, video, Internet, etc.) that effectively promotes such unification,
creates unprecedented opportunities for cultural dialogue on a global (dialogue of cultures of
nations, countries), interpersonal, and introverted (intrapersonal) levels. Media education relies
on the possibilities of a "dialogue of cultures", which allows avoiding national isolation,
reaching the level of comparison, comparative analysis of various didactic approaches in
different countries of the world, and, consequently, constantly improving pedagogical theory
and methodology.
M.M.Bakhtin came to the theory of the "dialogue of cultures" through the analysis of the
problem of the "other". So, in his opinion, the author of a work (in modern terms, the author of
a media text) "should become different in relation to himself, look at himself through the eyes
of another." And "we constantly and intensely lie in wait, we catch reflections of our life in
terms of the consciousness of other people, and its individual moments and even the whole life,
we take into account that completely unusual value coefficient with which our life is presented
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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for another, completely different from the coefficient with which it is experienced by ourselves
in ourselves" [Bakhtin, 1994, p.99]. At the same time, "the world becomes positively significant
for me in its continuous reality only as the environment of another. All the value–completing
definitions and characteristics of the world in art and aestheticized philosophy are value-
oriented in another - its hero. This world, this nature, this particular history, this particular
culture, this historically defined worldview as positively value-based beyond meaning,
collected and completed by eternal memory, is the world, nature, history, culture of another
person. All the characteristics and definitions of existence that set it in dramatic motion, from
the naive anthropomorphism of myth (cosmogony, theogony) to the techniques of modern art
and the categories of aestheticizing intuitive philosophy: beginning and end, birth – annihilation,
being –becoming, life, etc. - they burn with borrowed valuable light of others. (...) It follows
from what has been said that the soul and all forms of the aesthetic embodiment of inner life
(rhythm) and the forms of a given world, aesthetically correlated with the soul, cannot in
principle be forms of pure self-expression, expression of oneself and one's own, but are forms
of attitude to another and to his self-expression" [Bakhtin, 1994, p. 195]. It is known that
M.M.Bakhtin (1895-1975) lived most of his life in a totalitarian society, which used all possible
means and methods to limit and strictly dose any information. Especially if this information
came from other countries, worldviews, cultures, and individual prominent personalities (by the
way, this is directly evidenced by the fact that a considerable number of philosophical, cultural,
and art criticism works by M.M.Bakhtin himself were never published during his lifetime).
Consequently, his theory of the "dialogue of cultures" was interpreted by the official Russian
ideologists of those times in a truncated or distorted form. M.M.Bakhtin did not have a chance
to see the modern rapid development of media, which allowed anyone using a personal
computer and a TV monitor not only to receive information from a variety of sources from all
over the world – in any language and at any time, but also to carry out a real dialogue with
people and organizations from different continents, post their texts on the Internet, etc.
Thus, media education is connected both with the knowledge of how media texts are
created and distributed, and with the development of analytical abilities for interpreting and
evaluating their content. Whereas the study of media is usually associated with practical work
on creating media texts. Both media education and media studies are aimed at achieving the
goals of media literacy. A media literate person has a developed ability to perceive, analyze,
evaluate and create media texts, to understand the socio-cultural and political context of media
functioning in the modern world, the code and representation systems used by the media; such a
person's life in society and the world is associated with civic responsibility.
List of used literature:
1. Бахтин М.М. Работы 1920-х годов. – Киев: Next, 1994. – 384 с
2. Библер В.С. От наукоучения – к логике культуры. Два философских введения в
двадцать первый век. - М.: Политиздат, 1991. - 413 с.
3. Медиаобразование сегодня: содержание и менеджмент/ Отв.ред. А.В.Федоров. – М.:
Издво Гос. ун-та управления, 2002. – 79 с.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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page 2301
4. Медиаобразование: история, теория и методика. – Ростов: ЦВВР, 2001. – 708 с.
Хилько Н.Ф. Аудиовизуальная культура. Словарь. Омск: Изд-во Омск. гос. ун-та,
2000. – 149 с.
5. Шариков А.В. Медиаобразование: мировой и отечественный опыт. М.: Изд-во
Академии педагогических наук, 1990. - 66 с. Шарков Ф.И. Основы теории
коммуникации. М.: Социальные отношения. Перспектива, 2003. – 248 с.
