Archive for: Philosophy of Media

The main problem in the proposed work is determined by the detection of major changes in the relationship between orality and literacy in the modern information society and the enormous influence of the transformation these changes brought about in the globalizing social movements. Relation orality/literacy is treated as a current and lively question of today’s world, modern science and modern thought. By orality and literacy in a broader sense we understand such complex phenomena literary and linguistic, and cultural, especially in modern times when language, communication and information obtained decisive importance in social dynamics. It is important not to establish a sharp boundary between oral and written texts, for they differ only in their degree of oral / literariness aspects. Approach to this issue is in the interdisciplinary emphasis. In fact, this topic once a subject of study primarily of literature, linguistics and folklore is becoming now a major area of interest of anthropology, culturology, philosophy, sociology, media theory, psychology, economics and political science. The opposition of oral and written interferes with a number of other conceptual oppositions: anonymous/collective – individual, traditional – modern, rural – urban, mass – elite, popular/folk – scholarly, popular – artistic/artificial; sound – visually. The topic you are considering, or the relation of orality and literacy as part of a problem is the relationship of unfixed and fixed forms of human creative activity. Of course, orality is not only related to the unfixed and fixed forms of literacy. It is the very relationship of language change. For example, in electronic communication intertext works are a new form of orality. The boundaries between orality and literacy are increasingly deleted. New computer literacy re-introduced a richer, nonlinear forms of communication. Computer novel allows the reader to participate in its formation (in which consciousness is perceived oral). Literature has also returned to the ancient storytelling and oral tradition. The oral literature is by some of its features a hypertext.

When Alvin Toffler published his book “Future Shock” in 1970s, it was hard to believe his claims that our society is entering an era of change that will completely change the picture of the world. However, technological and information revolution, as the main drivers of development today, not only changed the way we work and create, but the overall picture of social and private life of man from the beginning of the 21st century. Personal computers at work, at home and in the form of phone, iPod, iPhone, iBook, Internet, Skype, IM (chat), online shopping and learning, online friendship and dating, are just some of the elements of modern life that only a few decades ago were unacceptable, while life today would be unimaginable without them. It is interesting that although these changes are reflected in a number of (or all) aspects of modern life, it seems that  (formal) education is not among them. Education systems around the world still reflect the social, historical and economic period in which they occurred – the period of industrial revolution. Understanding of school as a factory is not unknown in the theory and practice of modern education. The paper is intended to refer to the directions of possible changes in educational systems around the world, and the role of modern media in conceptualizing education correspondent to the needs of the 21st century. We want to explore potential and likely scenarios of development of education, which will by using the advantages and opportunities of contemporary media and technology meet the needs of development in the 21st century.

Personal identity is a concept that can be determined through the consciousness of the experience continuity in the dimension of time. Personal identity is not substantial, but formal relation that articulates its contents in different ways, which are socially conditioned (gender, professional, national etc. identity). Similarly, collective identity is established as consciousness of the shared experiences and traditions. The basic thesis of this article is that the personal and collective identity in a virtual world set up in the same way as in “real” world, as well as that the identity in a virtual world is less stable than the identity in “real” world.

Panegyrics to mass media and freedom of media are not so actual and we do not need it so much, because public silence and obediance became normal. Wars and conquests are no more problems, they are becoming – interactive experiences. Masters of corporative and global truths are trying to achieve planetary consenzus about the facts you don’t need to check. Nowadays, massmedia don’t talk critical about dogmas, they become new dogma itself for public and human relationships. Once the media manipulated with wishes and needs, today much more with attitudes and values. Manipulation and production of media illusions affects perception, thoughts and behaviour. In fact, controlling the mind is controlling the consciousness of man about himself and the society around him. Beyond the ethics begins a new media reality where people are totally satisfied because they really are existing in the best of possible worlds. Is the human hunger for information cause or result of the mass escape from freedom? What else we must do if we don`t want to fall over the the edge of ethical cliff? The New Orvelianism of media works as planetary destiny, but also as a sofisticated version of accepting the alienation as salvation, in which two kinds of people exist – media voyeurs and media exhibitioners. Big Brother is not around us any more and he does not need to watch us as usual – we become the Big Brother himself.