The dissertation provides a comprehensive analysis of philosophical and anthropological representations of non-verbal communication in modern educational practices.
The author uses a philosophical and anthropological explication of the concept of non-verbal communication and defines its ontological status; analyses the evolution of approaches to understanding non-verbal communication in historical, philosophical, anthropological, cultural and sociological retrospectives. The study conceptualises the phenomenon of nonverbal communication in the dimension of semiotics of education and substantiates the possibility of using the semiological approach as a methodological platform for the study of the latest non-discursive educational practices. Articulating the heuristic potential of non-verbal means of communication in forming the network space of modern education is central to the dissertation. It is proved that in contemporary educational space there is a transition from linear text to a multidimensional channel hypertext that practices visuality, semantic laconicism, and iconography. Various forms of real and virtual self-representation, communication, and virtual associations that take place in a transitive digital society transform educational activities, cognitive and identification processes, and cultural and symbolic codes that define the essence of a person as a subject of education.
A significant share of communication, and this is directly related to the sphere of education, takes place in the virtual space, organised in the format of dense hypertext, which is increasingly moving away from verbal means of communication and is likened to an intertextual non-linguistic rhizome which produces a discursive network chaos of educational subjects.
The study analyses various practices of visualisation of education as a paradigmatically new approach to understanding the nature of visual representation in the information society; interactive rituals are considered a component of educational practices. The author interprets the concept of environment as a sign-symbolic space of self-identification of the subject of education. Considerable attention is paid to the peculiarities of forming non-verbal thinking and non-verbal consciousness in the intensive development of information and network educational space.
It is proved that the primary importance of the phenomenological concept of corporeality for the educational sphere lies in its educational potential. The development of the morphology of corporeality as a methodological educational tool provides vast opportunities for the participants of educational process to understand their identity and restrain egocentricity. The author identifies the risks and prospects of the individual's self-identification in connection with the expansion of a non-discursive educational reality. The author also proves the educational value of memes, emojis, and podcasts as a means of forming and decoding complex moral and ethical concepts in educational space.
Based on the results of theoretical and conceptual generalisations, the conditions and directions for implementing a new pedagogical semiosis focused on the means of non-verbal communication that will contribute to adequate self-determination and self-identification of the individual in the communicative space of the digital age are substantiated.
The main components of scientific novelty submitted for defense are specified in the following statements:
For the first time
– the anthropological saturation of the concept of ‘non-verbal communication’ is revealed, which in the context of the formation of a new type of communication (network, information, digital) space is becoming increasingly relevant, which necessitates a radical revision of the content and methods of education;
– modern teaching technologies are proven to appeal to the formation of productive cognitive stereotypes – cognitive phenomena that are actualised unconsciously and expressed mainly through non-verbal means of communication;
– the educational potential of non-verbal communication in historical, philosophical, anthropological, cultural and sociological retrospectives is substantiated;
– the phenomenon of non-verbal communication in the dimension of education semiotics is conceptualised, and the possibility of using the semiological approach as a methodological platform for researching the latest non-discursive educational practices of modern educational space is substantiated;
– the directions for forming and the conditions for implementing a new pedagogical semiosis focused on the means of non-verbal communication that will promote self-determination and self-identification of the individual in the communicative space of the digital age are determined.
