Lifelong learning and MOOCs: social and philosophical foundations and consequences
A. D. Zubkov1,2
1Novosibirsk State University of Economics and Management, Novosibirsk, Russia
2Siberian Transport University, Novosibirsk, Russia
Keywords: continuous education, massive open online courses, social philosophy of education, digitalization, cultural capital, social inequality
Abstract
Introduction. The article is a comprehensive socio-philosophical analysis of massive open online courses (MOOCs) as a key element of the modern system of continuous education. The relevance of the work is due to the rapid digitalization of educational processes, globalization of the educational market and fundamental changes in social structures in the post-industrial society. The purpose of the study is to identify the philosophical foundations and social consequences of the spread of MOOCs, as well as a comprehensive analysis of their impact on the availability of knowledge, the transformation of cultural capital and new models of professional development. The research methodology is based on the synthesis of dialectical and systemic analysis, which allows for a combination of philosophical reflection with a comprehensive study of modern educational trends (principles of andragogy, social theory of education, cultural and historical approach, etc.). Discussion. The study focuses on new social phenomena: radical transformation of the traditional roles of teacher and student, rethinking the concept of cultural capital, formation of a fundamentally new digital educational identity. Particular emphasis is placed on the analysis of the reproduction of social inequality in new digital forms, commercialization of educational content and its impact on the quality of knowledge, as well as a radical change in epistemological models in the context of fragmentation and modularization of learning. Conclusion. The main conclusion of the study emphasizes the dual nature of the influence of massive online courses on modern education. On the one hand, they really expand access to knowledge and create new opportunities for lifelong learning. On the other hand, they give rise to previously unknown forms of educational exclusion associated with digital inequality, differences in motivation and ability to self-organize. In the future, the author highlights the ethical aspects of digital education, the long-term impact of online learning on the processes of socio-cultural adaptation, as well as the transformation of cognitive strategies in the digital educational environment.
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