Vaikų kompiuterinės kultūros kontekstualizavimas multikultūrinio (vaikai-suaugusieji) dialogo ir konflikto diskurse

LTStraipsnyje aptariama multikultūrinio (vaikai-suaugusieji) dialogo svarba suvokiant vaikų kompiuterinę kultūrą ir identifikuojami minėto dialogo kontekstai. Straipsnyje vaikų kompiuterinės kultūros kontekstualizavimas multikultūrinio (vaikai-suaugusieji) dialogo ir konflikto diskurse siejamas su pastarojo diskurso edukaciniu prasmingumu ir jo atitiktimi tradiciniam ir liberaliajam ugdymo(si) modeliams. [Iš leidinio]Reikšminiai žodžiai: Kompiuterinė kultūra; Konstektualizavimas; Kontekstualizavimas; Multikultūrinis dialogas; Multikultūrinis konfliktas; Vaikai; Children; Computer culture; Construction; Contextualisation; Discourse; Multicultural conflict; Multicultural dialogue; Play; Social reality.

ENThe paper deals with the research problem the main principle of which is deficiency of a consistent theoretical perspective and systemic attitude towards children's computer culture contextualisation built on multicultural (children-adults) dialogue-and-conflict discourse. This problematic situation allowed the author to formulate the main research question: how children 's computer culture, phenomenon of post-modern education, can be contextual used in multicultural (children-adults) dialogue-and-conflict discourse and what role adults play in the context of the development of a computer culture. The general research direction is denoted by the research aim formulation of which focuses on theoretical analysis of the problem: to disclose contextualisation of children's computer culture in a multicultural (children-adults) dialogue-and-conflict discourse. The formulated research tasks made it possible to define the importance of a multicultural (children-adults) dialogue realising children's computer culture, to identify the contexts of a multicultural (children-adults) dialogue and the knowledge which contextualises it, to characterise conformity of the educational significance of a multicultural (children-adults) dialogue and- conflict discourse to the models of traditional and liberal teaching/learning as a facet of contextualisation of children's computer culture. Analysis of the research problem from a theoretical perspective showed that children's computer culture is integrated into general societal culture not only as a dialogue, but also as a social conflict (children-adults).Because of its novelty and non-traditional character, this culture is rejected by adults as having no educational and social value per se. Furthermore, being a culture of a new character, it does not conform to the common norms of children and adult life, and denies adults' traditional roles. The child's activeness and openness to technological challenges of a contemporary society stand out as the features distinctively characterising him as a free and creative individual. The adult world, while rejecting children's computer culture as a new construct, is constantly looking for negative traits and denying positive ones: adoption of innovations, experimentation, development of social and ergonomic rules, activities of a playful character, etc. [From the publication]