Methodological discourse in mediоlogy: Meaning and significance in the context of journalistic education

Abstract

Introduction. The article discusses a discourse on the methodological foundations of mediоlogy, a characteristic feature of which is a wide variety of proposed approaches.The existing pluralism creates problems for choosing an educational strategy.Purpose setting. The objective of the study is to analyze whether the whole range of proposed approaches should be presented in the process of teaching methodological disciplines, or should we follow the path of choosing the most effective media methodology.Methodology and methods of the study The elements of discourse analysis and a systematic approach, in particular, the concepts of the systemic unity of logical and psychological and interdisciplinary synthesis, are used as methodological foundations. Results. The opinion is expressed that methodological pluralism has a serious consequence: it feeds epistemic skepticism, which manifests itself in the denial of the qualitative uniqueness of various ways of representing reality: reflection and imagination. It causes the misunderstanding of the specifics of journalistic creativity; the difference between fact and opinion is lost, as well as between, on the one hand, mythological and artistic, and between scientific and journalistic types of texts and discourses, on the other hand. As one of the means of counteracting this trend, it is proposed to clarify the meaning of the concept of «methodology». The importance of using the cognitive psychology concepts to describe the functionality of the methodology is pointed out. The article presents arguments that the methodological level has an immanent quality of polysemy, which contains a dual message: on the one hand, it gives a sense of intellectual support, on the other, the interpretation freedom and the possibility of creating an author’s version of mediоlogy. It is suggested that the methodological function has a non-verbalized cognitive complex, manifested in the motivation of research activities, cognitive style, predisposition of objectivity, etc.Conclusion. The analysis carried out in the article allows us to make the following generalizations: the main theme of methodological discourse in mediology is the distinction between two types of texts – imagination and display; as one of the means of conducting methodological discourse, the potential of cognitive psychology can be used; the appeal in the educational process to the methodological possibilities of cognitive psychology contributes to overcoming epistemological uncertainty.