VISUALIZATION OF CULTURE: EDUCATIONAL IMPLICATIONS

The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from process symbolic interaction between individuals who establish meanings when coordinating their statements. generation situations and orders knowledge interpreted educational semiosis. Analyzed discourse modern humanities which are competing with each other in determining current socio-cultural situation. Highlighted research tendency, asserting point changing cultural morphogenesis by means its visualization processes. Based this, hypothesis gap culture education put forward. According this hypothesis, relations increasingly mediated figurative participation, while practices appeal verbal textual forms situational mediation. Within actors education, reflected dominance legitimate (metanarrative) samples, transmission model knowledge, preference for orderliness, desire unambiguity, clarity completeness logocentric thinking, so on. change mediation form organization transition verbocentric order ocular-centric one, suggested step development It must affect way (educational communication) function, words (speech) images (vision) inter-related, principles students’ orientation attitudes sign-symbolic world, partners interaction, themselves. In first case, organize communication based paradoxicality, paralogicality, disproportionality statements Here most important objective make participants consider differences interpretations styles utterance, discursive positioning. second liberalization vision, emerges course perceptual work emancipated primary procedures interpretation comprehension visible relying action image context statement. third case about worldview constants, radical position subject, acquiring experience self-detachment learning. final analysis, provides an opportunity differentiation diversification worlds human presence.