Risk Philosophy of Education Digitalization: Cognitive Risks and Ways to Create a Secure Communicative Educational Environment

Abstract

The instability of modern civilizational development and the growing risks of constructive socio-anthropological dynamics pose new challenges for philosophical knowledge. The article is devoted to the systemic problem of digitalization of education and the understanding of cognitive risks. The research methodology is based on philosophical, psychological, pedagogical and information technology approaches to the process of digitalization of education, determining the nature and forms of manifestations of cognitive risks. The authors rely on numerous foreign and domestic concepts of informatization (digitalization) of education and focus on several types of risks of the cognitive sphere of students: information over-saturation, devaluation of memory capabilities, reduction in the level of critical thinking. The article emphasizes the probabilistic nature of these cognitive risks, defined by a set of scientific, methodological, organizational, methodological, psychological and pedagogical factors and individual personality, psychophysiological characteristics of students who are vulnerable to these risks to different degrees. The result of the study is a proposal on ways to level the cognitive risks of digitalization of education. The authors call for a balanced strategy and the consolidated work of all subjects of the education system in order to achieve the formation of a safe communicative and educational environment.