Philosophical-pedagogical analysis of media culture categories (by example of «media educational Space» concept)

The role of formal education changes in conditions of the exponential growth of networked communication media. The teacher stops to be the monopolist in knowledge transition. Modern students get 85% of information from telecommunicative networks such as the Internet. Positive social function of the Internet is indisputable. The experience of interaction with information space enriches the emotional world of a person with new images and knowledge. The information space has great potential for education, because we get the possibilities to know the world on-line and participate in the process of social-culture development, its bounds perception expands all the time. It is also obvious that information space owing numerous positive characteristics has powerful social negative ones, because the view of the world in this space can be not only distorted, but also purposefully designed. And as a result knowledge may be mistakenly. Without listing all negative tendencies, we will stop only on some. It makes a set of qualitatively new problems for higher education which have not been enough realized. The information space which is not supervised by pedagogical community leads to the destruction of educational space integrity, to information overload when the volume of potentially useful knowledge obviously exceeds the possibility of its perception by a separately taken person. There is a continuous increase in the information gap between the minimum requirements of higher education institution and the maximum possibilities of information telecommunicative networks such as the Internet. Here there is a contradiction between the inclusiveness of students in the world information space and the insufficiency of valuable pedagogical support of this process. That way in the information space of modern society in conditions of virtual reality is an actual need in pedagogisation of its social and cultural aspects. All of this points to the fact that the search for ways to co-adapt media and educational space for the purposes of modern higher education is an important social task. This defines the research problem; to solve it is the purpose of the given article. The authors suggest considering media and educational spaces to be complementary. In view of the novelty of the phenomenon, lack of works directed on studying the co-adaptation of media and educational space of higher education, the authors of the article think it is necessary to study the philosophical and pedagogical bases of the media culture phenomenon, to investigate main opinions of the concepts "information space", ''Internet space'', ''cyber space'', ''virtual space''. And as a result they try to interpret the new pedagogical phenomenon of ''media educational space''.

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