Transformations of Trust Under Caused by Instabilities of Educational Interactions

Abstract

The digital mass media update is taking place in almost all spheres of society’s life and causes an expanded interest in the consequences of this truly global process. For such spheres of public activity as production (business), science, and education, which particularly determine the “breakthrough” nature of the technologies used today, the consequences of the development, and the digital mass media [DMM] usage volume have a differentiated nature. This differentiation reflects “many-in-one,” as it is clearly (especially in the advanced organizational forms of consolidation of business—science—education) combined with the integration of the mentioned industries and their “attachment” to changing human potential and the processes of its capitalization. The development of distance/e-learning is one of the consequences of using the DMM in education. Considering the DMM as the material basis for a new education ecosystem, we can clearly see the need to research the consequences of this process to manage and forecast the learning and education itself and determine the future architecture of educational interactions. In this regard, arises the significant research trend—to forecast the attitude of the main subjects of educational interactions (individuals (educators and learners), family, civil society, government, and business) towards the updated DMM. The present article aims to trace a trend based on sociological research that can be characterized as a “form of interaction with a teacher” or consulting activity. Consultation is considered a special type of informative and teaching activity distinguished by two qualities—individualization and a high degree of trust. Besides, the consultation is a universal type of pedagogical work with many levels (student–teacher; scientific supervisor—postgraduate student; head of the laboratory—intern, etc.). Naturally arises the question of dominant trust: whom to trust—the educator (“live” communication) or the technologies and information of the Internet (final form of formalized algorithms)? As a result of independently conducted and involved research, the authors formulated a hypothesis that with the development of DMM usage volume and distance learning, the need for live communication with the educator decreases, and “digital literacy” both among learners and educators—increases.