Ideological Acceleration of Schoolchildren as an Effect of New Media: Formulating the Question

S. Potseluev, T. Podshibyakina, M. Konstantinov
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Abstract

The early ideological socialization of schoolchildren is manifested in their increasing involvement in political (including protest) activities. In Russia, school students’ involvement in political processes hasn’t been properly studied, despite similar studies being conducted abroad since the middle of the last century. Meanwhile, in the information age, the students’ political participation should be considered in close connection with the younger generation’s digital socialization carried out in online communities and social networks. In this regard, the purpose of this article is to raise the question of the methodology for studying what until recently seemed insignificant in the minds of schoolchildren: fully formed ideological attitudes influenced by the ideological language of new media. To solve this methodological problem, we need to clarify the concepts of political and ideological socialization projected on the school; formulate the problem of ideological acceleration of schoolchildren; methodologically substantiate the concept of ideological socialization and describe the environment of new media as the main “accelerator” of the schoolchildren’s ideological socialization. The authors note the need for a political study of the issue, using the achievements of interdisciplinary research in the fields of linguistics, cognitive science and ideologies. They propose an approach based on the theory of metaphorical framing (J. Lakoff) and the authors’ concept of cognitive ideological matrices. The authors emphasize that new media act as an intermediary in the formation of cognitiveideological matrices in the individual and group consciousness of schoolchildren, as well as a catalyst for earlier ideological socialization.
新媒体效应下的学生思想加速问题的提出
学童早期的意识形态社会化表现在他们越来越多地参与政治(包括抗议)活动。在俄罗斯,学生对政治进程的参与还没有得到适当的研究,尽管自上世纪中叶以来,国外就进行了类似的研究。同时,在信息时代,学生的政治参与应该与年轻一代在网络社区和社交网络中进行的数字社会化紧密联系起来考虑。在这方面,本文的目的是提出研究方法的问题,直到最近在学童的思想中似乎微不足道:受新媒体意识形态语言影响的完全形成的意识形态态度。要解决这一方法论问题,我们需要厘清投射在学校上的政治和思想社会化的概念;制定小学生思想加速问题;从方法论上充实了思想社会化的概念,并将新媒体环境描述为学童思想社会化的主要“加速器”。作者指出,有必要利用语言学、认知科学和意识形态领域的跨学科研究成果,对这一问题进行政治研究。他们提出了一种基于隐喻框架理论(J. Lakoff)和作者的认知意识形态矩阵概念的方法。作者强调,新媒体是学童个体和群体意识中认知意识形态矩阵形成的中介,也是早期意识形态社会化的催化剂。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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