The relevance of the socio-philosophical study of language education as a linguistic reality is due to the role that language, being an integral part of the national identity of the people, plays in the processes of socialization of the individual. The problems of language education are of particular importance in modern conditions (there has been a change in social relations, there are rapid change in the education system), when the prestige of the Russian language as a language of interethnic communication decreases. This, in turn, reduces the national self-esteem of people.

The decline in the prestige of the Russian language as a result of the existing inadequate language policy can have disastrous consequences: the current generation is losing touch with the heritage of its people, which entails the degradation of the foundations of the state's existence.

As a result of reforming the education system, the accepted standards for language learning do not imply a high level of knowledge, since the language basis, which acts as a worldview component in education, is actually emasculated. Language education acts as a way to implement the conscious impact of public institutions on the functioning and interaction of languages, therefore, it is impossible to allow the transfer of the subjects "Russian (native) language" and "literature" into the category of optional for study, as well as reducing the number of hours in these disciplines. Language is necessary for a person as the spirit of the people, its worldview, since with its help we think and communicate; these functions of language are socially the most important.

Modern study language excludes its consideration only as a means of cognition. It is also necessary to study language education as a way of organizing and implementing social development. It is the socio-philosophical analysis of language education that makes it possible to focus on the problems of language in education; in the context of changes taking place in society and in the education system itself, the ontological nature of changes in language education is revealed; specific axiological characteristics of modern language education; epistemological foundations of language education in the context of mastering a person's native and non-native languages ​​and the praxeological direction of language education itself.

The multidimensionality of linguistic reality and language policy are interrelated. The importance of language education as a form of implementation of the language policy of the state (especially multinational) is increasing, since the solution of language problems should be aimed at the formation of a certain language state of society. Thus, the preservation of national and linguistic identity does not exclude other problems related to the first language and language education. b^

The language approach in education reveals the basis (core) of education, since it reflects all the processes taking place in society (the ontological aspect of language education), which is characteristic of society at all stages of its development. And today, in the conditions of the information society, when information and knowledge come to the fore, language is still a material carrier of information.

The relevance of the study of language education is becoming more acute, as there is a struggle for dominance in the information space. The competitiveness of the state of an individual person) depends on the possession of information, so the loss of information due to the language barrier is one of the most pressing social problems of our time. The ability to work with 4 information in both native and non-native languages ​​provides an advantage for a person in any field of activity. At the same time, it should be noted that the level of knowledge of a non-native language depends on the level of proficiency in the language that a person considers his native; it is in the native language that the process of formation of the ability to think takes place.

The global political, economic, cultural and migration processes taking place in society imply a change in attitude to language education, moreover, taking into account new requirements, which is impossible without a philosophical reflection of this problem. The language educational space must be organized in such a way that it refracts - language policy, which, on the one hand, should help strengthen the position of the native (Russian) language, and on the other hand, promote the "development of other languages, taking into account the specifics of the real language situation in the world, what determined the research topic.

The degree of development of the problem r,\u003e - "

Of fundamental importance for this dissertation

(M "and research has an approach according to which language is a fundamental philosophical category, the basic principles of the study of which are laid down in the works of I. A. Baudouin de Courtenay, V. von

Humboldt, F. de Saussure, M. Heidegger and others.

We see an analysis of integrativity (as a manifestation of the specifics of language education) in the process of cognition in the works of such classics of philosophy as W. von Humboldt, H.-G. Gadamer, as well as modern scientists V. S. Stepin, M. N. Volodina, I. A. Zimnyaya, N. A. Knyazev, A. A. Potebnya, V. N. Sadovsky, I. Kharitonova, S. Ya. Yankovsky and others.

The analysis of the category "language" includes three main aspects: firstly, a study from the point of view of its internal structure as a sign system that serves to encode and decode 5 messages

G. P. Shchedrovitsky, O. A. Donskikh and others); secondly, research from the point of view of the functions it performs as a means of communication (V. A. Avrorin, M. S. Kozlova, G. V. Kolshansky, Yu. V. Rozhdestvensky, I. P. Susov, etc.); thirdly, research from the point of view of the conditions of its existence as a cultural and historical fact (V. A. Avrorin, M. N. Volodina, U. Labov, Yu. V. Rozhdestvensky and others).

In general theoretical terms, T. A. Artashkina, B. S. Gershunsky, V. A. Dmitrienko, B. O. Mayer, N. V. Nalivaiko, V. I. Kudashov, R. A. Kurenkova,

V. I. Parshikov, S. A. Smirnov, N. M. Churinov, etc. But the works of such authors as N. E. Bulankina,

N. D. Galskova, N. I. Gez, E. I. Passov, S. A. Smirnov, G. V. Terekhova,

S. G. Ter-Minasova and others.

The study of the functioning of the language in the socio-historical aspect is devoted to the works of N. I. Beresneva, V. V. Eliseeva, M. N. Volodina, G. V. Kolshansky, V. I. Kudashov, U. Labov, Yu. V. Rozhdestvensky, N. M. Churinova and others; the interdependence of language and information in the information society: W. J. Martin, E. Toffler, etc. The study of the correlation of language, worldview and language picture of the world in the educational process is devoted to the work of L. Wittgenstein, G.-H. Gadamer, W. von Humboldt, P. Ricoeur, E. Sapir, W. Whorf and other researchers; among modern scientists are Yu. D. Apresyan, G. A. Brutyan, G. V. Kolshansky, V. I. Postovalova, S. G. Ter-Minasova, and others.

The works of I. A. Pfanenshtil,

N. A. Chumakova, N. M. Churinov and others, as well as works related to the analysis of the processes of communication between cultures in the conditions of globalization (V. V. Mironov); economic aspects of linguistic inequality (A. Lukacs); the importance of the Internet as a new communication system (O. V. Novozhenina, V. M. Rozin, V. Ya. Plotkin, etc.).

Disclosing the specifics of mastering the native and non-native languages ​​in the process of language education is of particular importance in the studies of the authors on the problems of the essence of the native and non-native languages: the works of V. B. Kashkin, V. G. Kostomarov, M. Mamardashvili, A. S. Markosyan, S. G Ter-Minasova, E. O. Khabenskaya and others; on problems of language and psychology - L. S. Vygotsky, P. Ya. Galperin, D. A. Leontiev and others.

The goals of a comprehensive analysis of language education as a linguistic reality are due to the dissertator's appeal to the problem of language education in modern conditions (social and philosophical analysis). (

The problematic situation, to which the present work is directed, lies in the contradiction between:

The lack of an adequate socio-philosophical concept of language education in modern conditions and the objective need to create it;

The discrepancy between the adequate concept of language education and the practice of the language approach in education in the conditions of the formation of the information society and Russia's entry into the global educational space.

Object of study: language education as a social phenomenon.

Subject of study: socio-philosophical analysis of language education in modern conditions.

The purpose of the study: the implementation of a socio-philosophical analysis of the specifics of language education in modern conditions. | *1< I < I <14 I, I

To achieve this goal, it is necessary to solve the following interrelated tasks:

1. Determine the methodological foundations for the analysis of the problems of language education and show the methodological function of social philosophy for the study of issues of language education; to determine the ontological content of the concept of "language education".

2. To explore the theoretical foundations of the interaction of language, worldview and language picture of the world in the modern educational process in the context of the modernization of the educational system.

3. To reveal integrativity as a condition for improving language education from the standpoint of social philosophy, considering language as a means of cognition.

4. Show the socio-philosophical aspect of the determinism of changes in language education by the development of information

> g society. G

5. Determine the trends in the development of language education in the context of globalization and informatization of society. "

6. Present a socio-philosophical analysis of the main factors in the development of the modern language educational space in the context of modern language policy.

The methodological basis of the study was philosophical methods, as well as methods developed in linguistic studies (G. P. Shchedrovitsky, O. A. Donskikh, V. A. Avrorin,

M. S. Kozlova, G. V. Kolshansky, Yu. V. Rozhdestvensky, etc.).

A heuristically valuable methodological basis for analyzing the conditions and specifics of the formation of language education is the unity of ontological (the study of language education as an essence), axiological (identification of values ​​and conditions for their change 8

I l » W fft I< äi ä г j *->in modern society), epistemological (substantiation of the specifics of mastering native and non-native languages ​​in the educational process), anthropological (learning a language by its role for a person, purpose in a person’s life, functions for the development of a human personality) and praxeological approaches (ways of transforming language education as a subsystem educational practice).

The basis of the theoretical study was the works of the philosophers V. A. Lektorsky1, N. A. Knyazev2, V. I. Kudashov3, B. O. Mayer4, N. V. Nalivaiko, I. A. Pfanenshtil, N. M. Churinov.

Scientific novelty (provisions submitted for defense):

1. It is shown that "language education" is a process of mastering systematized knowledge about the sign systems of native and non-native languages, allowing to carry out speech activity, not limited by one's own language space, in order to establish mutual understanding and form the skills of I interaction between speakers of different languages ​​and cultures , as well as the I process of education by means of native and non-native languages. ^

2. The theoretical foundations of the interaction of language, worldview and language picture of the world in modern

1 Lektorsky V.A. Epistemology classical and non-classical. - M.: URSS, 2001.

2 Knyazev H.A. Philosophical problems of the essence and existence of science: monograph. -Krasnoyarsk, 2008.

3 Kudashov V.I. Dialogical Consciousness as a Development Factor modern education: The essence and specificity of the relationship: dis. . Dr. Phil. Sciences: 09.00.01. -Krasnoyarsk, 1998.

4Mayer B.O. Epistemological aspects of the philosophy of education. - Novosibirsk: Ed. NGPU, 2005.

5 Nalivaiko N.V. Philosophy of education: concept formation; resp. ed. B.O. Mayer. - Novosibirsk: Publishing House of the Siberian Branch of the Russian Academy of Sciences, 2008.

6 Pfanenshtil I.A. Modern processes of globalization in the system of main projects of science (social and philosophical analysis): dis. . d. philos. n.: 09.00.11. -Krasnoyarsk, 2006.

7 Churinov N.M. Perfection and freedom. 3rd ed., add. - Novosibirsk: Publishing House of the Siberian Branch of the Russian Academy of Sciences, 2006. educational process. The difference in people's vision of the same objects of the real world is fixed in their minds by the picture of the world given by their native language, and does not imply the possibility of combining pictures of the world embodied in different ways in language systems, which is one of the main difficulties in mastering a non-native language. Conflicts in a multinational (especially in a globalizing) society arise, on the one hand, in connection with the need for any person to preserve the identity in their native language, and on the other hand, in connection with the need for people to understand each other, since society inevitably faces problems that arise in the conditions of interethnic communication, and language education makes it possible to mitigate the conflict situation.

3. The integrative nature of language education has been established, which manifests itself in the fact that language, as a special form of reflection of objective reality, makes it possible to form adequate images of reality with its help. The integrativity of the language in the educational process has a significant potential, which

Not fully implemented in language education. Shown, that

The organization of non-fragmentary knowledge in the modern system of education remains ineffective until education is based on language as a means of cognition, as a means of communication in native and non-native languages. It is substantiated that the language approach acts as a meta-approach in education.

4. The relevance of adequate changes in language education in the course of the formation of the information society, which is manifested in changes in the conditions of interaction between people at the language level, is revealed. The development of the modern information society has led to a change in the standards of human life: competition is intensifying

1 states (individual) for information. Necessity

10 to compete with dignity in the conditions of the world community forces to learn non-native languages. The goal of language education can no longer be only the development of language knowledge, skills, and the formation of the ability to participate in intercultural communication is fundamental in language education.

5. It is shown that in the context of globalization, the trends in the development of language education are manifested, on the one hand, in the process of homogenization of curricula, and on the other hand, in the need to study non-native languages ​​for the purpose of practical communication. This is due to the fact that at the international level there is a struggle for the status of the language as the language of international or interethnic communication. The dominant language is the one that occupies a dominant position due to the political, economic, scientific, technical and other conditions of life of the world community. The spread and approval of the English language as the language of international communication diminishes the importance of other languages, which is why it is so important to respect the native language and attitude to language education as an implementation of the language policy. * d

6. It is shown that the omissions of the national language policy contribute to the displacement of the Russian language as one of the leading languages ​​in the language space: the sphere of interethnic communication using the Russian language is narrowing. These omissions in the educational policy are expressed in an unjustified decrease in the number of hours for teaching the language (transferring it to the category of an elective), which inevitably entails the emergence of more and more negative phenomena.

Theoretical and scientific-practical significance of the study

The work combines various aspects and studies of language education in the conditions of the modern information society.

The materials of the dissertation research and the conclusions contained can be used in teaching courses on social philosophy, cultural studies, methodology and philosophy of education; for further analysis of trends and patterns of language education in order to increase the effectiveness of educational activities during practical classes in the system of language education.

Approbation of work

The main provisions and conclusions of the dissertation are reflected in fifteen publications with a total volume of 4.5 pp, including 4 editions of the journal accredited by the Higher Attestation Commission, with a total volume of 2 pp; in the author's speeches on U-m Russian philosophical congress; international scientific and practical conferences; during the teleconference Sumy, Ukraine - Novosibirsk; all-Russian conferences; Siberian Philosophical Seminar.

Thesis structure

The dissertation research consists of an introduction, two chapters, each of which contains three paragraphs, a conclusion and a list of references.

Firstly, it has been established that the predominance of integrative language interactions is manifested in the fact that all languages ​​are suppressed by the one that occupies a dominant position due to political, economic, scientific, technical and other conditions in a certain space.

Secondly, it was revealed that globalization and the rapid development of information technologies, the need (and possibility) of access to information sources, the possibility of expanding the social and economic freedom of the individual, focusing not so much on the process of mastering the language, but on obtaining education through the language necessitates the study of foreign languages. languages ​​in order to develop practical communication between representatives of different

97 cultures, as well as for mastering new information technologies.

Thirdly, it has been proven that language education is a tool of human life in a multicultural and multilingual community of people, enabling the individual to adapt to new cultural, linguistic and socio-economic conditions.

In the next paragraph, we will consider the development of the modern language educational space.

2.3. Development of modern language educational space

In this section, we will analyze from a socio-philosophical point of view the development of the language educational space, taking into account modern migration processes, based on the epistemological context of the philosophy of education. We have already referred to the works of V. A. Lektorsky, B. O. Mayer, as well as

G. Bateson, who study the epistemological aspects of the philosophy of education and develop a scientifically verified categorical apparatus for various humanities (in our case, for language education). So, it seems to us a constructive idea

B. O. Mayer that the human factor should be taken into account not only using axiological and praxeological approaches. Taking into account the practical component can only be successful “as a result of studying the epistemological features of a given reality in all its “ontological” sections: anthropological, social, functional, personal, etc.”

92, p. 15]. According to V. A. Lektorsky, in connection with the expansion and change in the understanding of knowledge, its relationship to information, to processes in computer systems, there is such a discipline as social epistemology, which explores cognition in the context of the functioning of social and cultural structures (in our case

98 native and non-native languages) [see: 85, p. 189, 6-7]. Since cognition is ontologically justified, we adhere to the opinion of E. N. Ishchenko that it is necessary to solve fundamentally new epistemological problems related to the study of “sociocultural, linguistic, historical aspects of cognition, identifying “channels” for the penetration of tradition into the structure of the cognitive act.” . We believe that it is within the framework of the epistemology of the philosophy of education that it is possible to establish links with special sciences, such as psychology, linguistics, etc., which will allow us to see the ways of developing the modern language educational space. In the context this study epistemology allows one to explore the mechanisms of objectification and realization of knowledge in systems of native and non-native languages.

Both education in general and language education in particular have the task of preparing the student for life in a multicultural society, the basis of which should be a "spiritually rich human personality" .

We agree with V. A. Lektorsky that communication, understood as a dialogue, provides the key to understanding the problems that arise both in the development of knowledge and in society and culture, which is one of the main topics of non-classical epistemology [see: 85, With. 12]. At present, society has found itself in such a situation when it comes to "the need to see<.>in a different system of values, in a foreign culture, not what is hostile to my own position, but what can help me in solving problems that are not only my own, but also the problems of other people and other cultures, other values ​​and intelligent systems countdown".

The need to study the connections between the subjects of cognitive activity is due to the fact that they involve communication, are socially and culturally mediated, and change historically. How

99 writes V. A. Lektorsky, “the norms of cognitive activity change and develop in this socio-cultural process. In this regard, a program of social epistemology is being formulated, which involves the interaction of philosophical analysis with the study of the history of knowledge in a socio-cultural context. Since “the emergence of the information society makes the problematics of obtaining and assimilating knowledge one of the central ones for culture as a whole,” insofar as “the problems and nature of the theory of knowledge change significantly. New ways are being found to discuss traditional problems. Questions arise that did not exist for classical theory knowledge". Epistemology does not give priority to the classical relation of "subject - object - knowledge", but to the structure and dynamics of knowledge itself. According to V. A. Lektorsky, “if for the classical theory of knowledge the subject acted as a kind of immediate given, and everything else was in doubt, then for the modern theory of knowledge the problem of the subject is fundamentally different. The cognizing subject is understood as initially included in the real world and the system of relations with other subjects. The question is not how to understand the knowledge of the external world (or even prove its existence) and the world of other people, but how to explain the genesis of individual consciousness, based on this given. In the context of this study, we proceed from the postulate of V. A. Lektorsky that “within the framework of the non-classical theory of knowledge (epistemology), there seems to be a kind of return to psychologism.<.>The theory of knowledge proceeds from the fact that certain norms of cognitive activity are built into the work of the psyche and determine the latter.

Various aspects of the problem of mastering native and non-native languages ​​in the process of language education are considered in the works of the following authors: V. I. Belikov, V. B. Kashkin, V. G. Kostomarov, JI. P. Krysin, M. Mamardashvili, A. S. Markosyan, S. G. Ter-Minasova, E. O. Khabenskaya (problems of the essence of native and non-native languages); J.I. S. Vygotsky, P. Ya. Galperin, D. A. Leontiev, I. A. Zimnyaya (problems of psychology and language); R. S. Anderson (scheme theory).

Migration processes caused by the development of the information society and globalization are changing the "architecture" of the language educational space. Based on the fact that the educational space is a form of unity of people, emerging as a result of their joint educational activities [see: 188, p. 4], it can be argued that the language educational space is formed as a result of the joint educational activities of people, the basis for which are the needs of the subjects participating in it for mastering their native and non-native languages. We believe that the language educational space in the context of globalization is influenced, on the one hand, by the factors of the educational space itself (acting as a general in relation to the language space), and on the other hand, by the specific conditions for the formation of the language space. The meaning of the concept of "language educational space" for the study of national and international language space lies in the awareness of the need to take into account the differences between a person's mastery of his native and non-native languages, as well as understanding the interdependence in the study of native and non-native languages.

NE Bulankina defines language space as a form of human existence. In our opinion, the methodological foundations for the study of this concept are already laid down in the works

W. von Humboldt, however, a holistic socio-philosophical analysis from the point of view of epistemological differences in the tradition of mastering native and non-native languages) was not carried out. Circle, which, according to V. background

Humboldt, "each language describes around the people to which it belongs and from where a person is given to exit only insofar as he immediately enters the circle of another language" can be defined as a national and international language space. We will consider the circle of the native language as a national language space, and crossing the border of this circle and entering the circle of a non-native language - as an international language space. These two spaces are in complex interaction with each other.

The development of the international language space directly depends on the development of the national language space. Migration enhances the significance of the international language space, which stimulates the development of the language educational space. This is due to the fact that mastering a non-native language does not occur by repeating the process of development that has already been completed, but is accomplished through another, previously learned speech system, standing between the non-native language and the world of things [see: 24, p. 204]. Therefore, mastering a non-native language can be carried out with the help of the native language, influencing it. So, starting to study a non-native language, a person transfers the system of meanings from his native language to a non-native one. In addition, mastering a non-native language allows you to generalize the phenomena of the native language and helps to realize that the native language acts as special case language system [see: 24, p. 266-267]. Based on the dialectics of the general and the particular, it can be assumed that the language educational space is a collection of languages

102 and subjects educational process interacting with each other; that is, we are talking about a specially organized social space (as a form of movement of human existence in the form of certain actions of people, as well as conditions, means and results of life processes, and not just as a condition for the organization of social processes [see: 188, p. 3] ), which is built adequately to the historical era. It should be emphasized that an effective educational policy, special requirements to reform in the field of education play a significant role for the optimal functioning of the language educational space.

From the point of view of E. N. Ishchenko, in modern conditions it seems obvious that consideration of the subject of humanitarian knowledge should take into account “the idea of ​​the “other” embedded in the thinking and cognitive activity of a person” . As A. A. Polyakova writes, “the idea of ​​a dialogue of cultures gets a special sound in the current conditions,” since the dialogue of cultures in education, which is based on the recognition of equality, will allow the individual to develop not only the ability to appreciate their native culture, but also “an image of a culture of peace and non-violence, willingness to communicate, ability to cooperate with representatives of different cultures.

Since native and non-native language and represent two different communication systems, it is necessary to understand the processes by which a person expresses his thought and communicates in his native and non-native languages.

To do this, let us turn to the study of the concepts of "native" and non-native languages. The most common is to consider the mother tongue as the language of the mother. First stage learning the native language is usually carried out as a result of the influence of parents. Even

103 in cases of simultaneous acquisition of two native languages ​​from infancy as initial, initial in the process of formation of the ability to think, mother's language should be considered native [see: 78]. In our opinion, this statement cannot be considered indisputable.

Under the native language, E. O. Khabenskaya means “the language of that ethno-cultural community with which the individual associates himself”. Considering the native language as a powerful factor that forms the ethnic identity of the individual, draws attention to the fact that its perception is "determined as individual psychological features person, and a variety of external circumstances and causes (political, economic, cultural, etc.) ".

Based on the fact that the native language may correspond to the nationality, but may not coincide with it (especially in the context of global migration processes), V. I. Belikov and L. P. Krysin distinguish the concept of the native language from the ethnic one [see: 9] . Only the person himself determines which language is his native language. Native language- this is a language that has been mastered by a person from the moment when he began to learn to speak [see: 129, p. 40].

According to A. S. Markosyan, the native (first) language is a language learned spontaneously from one of the parents (for example, in a bilingual family), a language behind which “the humanization, the “primary socialization” of the child stands” . The native language is, according to the definition of S. G. Ter-Minasova, “a tool for cognition, information transfer and a carrier of culture, it reflects the world, stores and transmits knowledge about this world, its vision by this people, attitude. At the same time, he forms a native speaker who, together with his native language, receives ideas about the real world imposed on him by this language, its categorization, etc.” .

According to VG Kostomarov, a person cannot have two maternal languages ​​[see: 75, p.11]. Native and non-native languages ​​can be compared as the language of the soul and the language of memory, and memory manifests itself selectively, retaining only what is of practical importance [see: 76, p. 28]. Unlike V. G. Kostomarov, Yu. V. Rozhdestvensky holds a different point of view. He distinguishes between national origin and native language and believes that "children in families with a mixed national origin may have two or more native languages" . This, in his opinion, refutes the concept of the "innate sociality" of the language and the dependence creativity person from the nature of the language.

M. Mamardashvili described the phenomenon of the native (maternal) language as a matter with such properties as continuity and infinity. From his point of view, wherever a person goes and wherever he comes, he cannot retreat from his being in it and remains inside this infinity [see: 97].

Next, consider the concept of "non-native language". By "non-native language" we mean a foreign language and a second language. Although A. S. Markosyan by the term “non-native language” means only “non-foreign” language, he considers a foreign language as a language that “is not native for the person studying it and which is not learned spontaneously, but consciously in the course of institutionalized learning (at school , at the university, in courses, etc.). This is a language behind which, for a person who masters it, there is a certain (usually “not close”) social, cognitive, cultural reality. A second language is a language that is acquired, as a rule, in a social environment and acts as a real means of communication, along with or after the native language [see: 28, p. 3].

The etymology of the term "foreign language" in different languages shows that for Russian it is the language of "another country", for a German,

105 of an Englishman or a Frenchman - "foreign language" or, more precisely, "the language of a foreign, extraneous", "alien" language. A foreign language occupies a certain place in the system of sociolinguistic, psycholinguistic and socio-philosophical concepts associated with the possession and mastery of languages. There are a number of problems that are common to the process of mastering any non-native, but, as A.S. Markosyan calls it, a “living” language [see: 98]. A "living" language implies real functioning, practical possession of it.

In order to master a non-native language, according to A. Martinet, it is necessary to comprehend another world objectified differently in the language, “to learn to analyze in a different way what constitutes the subject of linguistic communication” . A foreign language, due to the mismatch of concept systems in different languages, makes you think about the meanings of words, notice different shades of these meanings, teaches you to separate a thought from the means of its expression, that is, it helps to understand unity (and not identity, which, in our opinion, is important) language and thinking, leads to a better knowledge of the native language, as it requires a generalization of linguistic phenomena and a more conscious operation with previous concepts [see: 24; 174].

Summarizing the above, we can conclude: the native language is the language learned spontaneously; with its help, the process of formation of the ability to think and the formation of a native speaker who receives the ideas about the real world given by this language take place; the native language may or may not correspond to the nationality.

By a non-native language, we will understand a foreign and second language acquired consciously; Moreover, the second language is acquired, as a rule, in a social environment and acts as a real means of communication. Non-native language teaches to separate the thought from the means of its expression.

Mastering a foreign (non-native) language is the comprehension of another world, otherwise (otherwise) objectified in the language.

In order to identify the mechanisms of mastering native and non-native languages, it is necessary to turn to the schema theory.

Scheme - the basic unit of the theory of the scheme, denoting generalized knowledge or a system of cognitive structures, that is, higher mental processes which are used to understand and explain the world. Schema theory describes how the background knowledge that is obtained about the surrounding reality is formed. This theory suggests that diverse and numerous knowledge is organized into mental blocks called schemas. As people learn about the world around them, they form knowledge by creating new schemes or adding new knowledge to existing blocks. Schema theory, along with linguistic theory, has made a certain contribution to the theory of language learning - both native and non-native. Traditionally, in the study of a foreign language, the main thing was the language material itself, and not the individual studying it. It was assumed that it is the word, sentence or text that is the bearer of meaning and exists independently of the speaker and listener, the reader or writer of the text. With this approach, unsuccessful attempts to understand the text were explained by linguistic problems: the lack of the necessary vocabulary for the individual, ignorance of grammar, etc. The use of schema theory within the framework of the psycholinguistic model in education made it possible to propose new approaches to learning foreign languages. The formation of background knowledge should take place in such a way as to ensure their quick and efficient application in a new situation to new information.

R. S. Anderson [see: 196] considers the schema as an abstract structure that summarizes information and also shows the relationship between its components. According to him, schemes are

107 structures of knowledge on which the individual relies not only when understanding the text, but also when interpreting it, conjectures and assumptions. In addition, schema theory brings a person to the fore in the process of learning a language, because it is his background knowledge that is the decisive factor in mastering the meaning of the text. At the same time, effective understanding not only does not deny, but also requires the active use of the native language in the processing of textual material. The importance of schema theory for cognitive activity lies in the fact that it helps to explain how a person understands, remembers and reproduces information, as well as his mental actions within this activity. The basis of the theory of schemes is the following postulate: the meaning extracted by a person from a foreign language text lies not in the text, but in his background knowledge. To understand the text, you need to activate the appropriate scheme at the time of processing the text. The individual is included in the process of creating associations between the corresponding scheme and the information received from the text. In order to activate those schemes that are needed in cognitive activity, the value of the studied material must be significant for the individual.

People acquire different experiences and knowledge, so everyone forms their own view of the world, their ideas and schemes. I. Kant wrote back in 1781 that new information, new ideas can only be meaningful if they are associated with something that a person already knows [see: 60]. However, without any shared knowledge and schemes, communication in the world would not be possible. It is these general schemes that underlie successful communication and interaction of people both within the same linguistic community and between representatives of different peoples.

The schema theory that is known today owes its existence to R. S. Anderson. The term "scheme" applies to any

However, it must be remembered that a schema is not separate knowledge, but a network within which the individual elements of knowledge are interconnected and interdependent. These are a kind of “cells” for convenient storage and even more convenient retrieval of information, facts, events and life experience from memory. In the theory of education, the term "scheme" was first used by Piaget [see: 206]. According to Piaget, information that is consistent with pre-existing ideas and already existing experience is readily accepted. Piaget describes this as cognitive assimilation, meaning the schema assimilates new information. When the new information does not fit into the schema, but is nonetheless familiar to the individual, the schema can change to accommodate the information. According to Piaget, the adaptation of existing knowledge structures in the light of new information leads to the cognitive development of the individual. Therefore, the schema concept is used to study cultural differences in cognitive processes [see: 93].

Thus:

The scheme denotes the generalized knowledge used to cognize and explain the world;

The scheme is not separate knowledge, but a network within which the individual elements of knowledge are interconnected and interdependent;

Adapting existing knowledge structures in the light of new information leads to personality development;

Schema theory helps to explain how an individual understands, remembers and reproduces information, as well as his mental actions within the framework of cognitive activity;

Schemes underlie the communication and interaction of people both within the same linguistic community and between representatives of different peoples.

Native and non-native languages ​​develop in different contexts and have different epistemological traditions. The proof of this, in our opinion, can be the fact that during the primary cognition that accompanies the formation of an individual picture of the world of the child, the object of influence does not yet have communicative skills, and a person studying a non-native language already knows (should know) speech in his native language. The level of native language proficiency depends on a person's life experience. Any person learns the meanings of the words of his native language from the world around him, from his communication experience; the meanings of the words of a non-native language - from dictionaries, from a teacher, etc. The assimilation of a non-native language, unlike the native, begins with the alphabet, reading and writing, studying grammar and the meaning of words, etc. The native language acts as a unity of the functions of communication and generalizations.

In a wide variety of approaches and theories to the problem of mastering a non-native language, the main goal is to understand the processes through which a person expresses his thought and communicates.

Being engaged in metacognitive research, that is, studying the opinions and views of ordinary people (not linguists) on the language, as well as on their own linguistic and mental activity, V. B. Kashkin concludes that a non-native language is perceived as a “subject” of study, and not as a means of communication. Consequently, the acquisition of a non-native language by most users is associated with cumulative knowledge, and not with the development of communication, that is, in their opinion, the more meanings of words you know, the better you will know a foreign language. People who know a foreign language(s) have a metalinguistic sense that is fundamentally different from ordinary knowledge, that is, they know not only what to say, but also how to say [see: 64].

A non-native language is an educational and cognitive need or a need to realize the form of expressing one's own thoughts and mastering it, that is, it is acquired consciously and intentionally, while the native language is acquired unconsciously and unintentionally [see: 24, p. 265]. A person masters his native language due to the spontaneous process of development of thinking in ontogenesis.

Together with the native language, a person learns social experience. When mastering the native language, the assimilation of the language and activity occurs simultaneously, that is, the meaning of the word in the native language is understood automatically due to the commonality of the sociocultural context. Lexicon of a person (even minimal) in his native language is relevant for him and allows him to master the outside world.

Language means and activities in a non-native language must be understood not only from the point of view of "how", but also "why" and "why" in order to understand why this activity is carried out. To learn a foreign language, it is not enough to learn a lot of words. Knowledge of words does not guarantee the ability to combine them into sentences in speech in the appropriate situation. So that for speakers or writers, as well as for listeners or readers, any statement does not represent the well-known phrase of Academician L.V. the process of using language tools. Such phrases do not reflect the function of language as a means of fixing information about the external world and its exchange in the process of communication, although from the point of view internal structure c. S, »1L, . , .¡V I< " «V" „" " " ",! ". ■ *" языка возможен грамматический анализ предложения по окончаниям слов и понимание семантических признаков слов из их морфологии.

According to G. V. Kolshansky, language simultaneously acts both as a product of a person’s mental activity and as a form of this activity, and its existence should be based on the correspondence (adequacy) of the thinking language process to the reflected objective reality [see: 68, p. 26].

It can be said that the system of a non-native language, which a person begins to study, is “embedded” in the already existing system of the language in which a person was taught to think and began to understand the world and national-cultural socialization [see: 76]. It should be noted that the process of embedding in a foreign cultural process enhances the process of awareness of one's "I".

The same thought is realized in different languages ​​by different linguistic means (words). Consequently, there are difficulties in understanding and translating this word into Russian.

Words ( speech patterns) in their native language are easily recognizable, since a person already perceived it in the same form and with the same meaning. Consequently, the native language is perceived as easy, and foreign, respectively, as difficult, due to the fact that words (speech patterns) require comprehension (including explanation), and then understanding.

Knowledge of another language is the result of studying the language system, and bilingualism is the possession of types of speech activity, that is, the real possession and use of two languages ​​in certain situations of life. The mechanism of bilingual formation is a collision of the subject's inner semantic world with other semantic worlds [see: 98].

A person needs additional efforts to correlate the new language designations with the concepts already known to him, for which the language units of the native language are fixed in his mind.

B. O. Mayer notes that “in the context of an active search for “norms” and basic invariants of the emerging education that would translate cultural experience in the conditions of the modern “open” world, philosophical reflection on the unconscious epistemological invariants of the picture of the world, which literally “ embedded" in each of us by our native language, which differ significantly in different languages ​​and are not recognized, but impose both epistemological and ontological restrictions on all our reasoning" .

Assimilation of a non-native language occurs later, so a person has a feeling of his “lowered emotionality” and this can lead to an unconscious desire to forever remain among “their own” and rejection of the surrounding culture.

Non-native language is included only in the communicative activity of the individual. The student communicates in specially given conditions (in the classroom), using a non-native language, but does not use it in his direct objective activity. The native language is included in the subject-communicative activity of the individual.

A person is not aware of the reasons for choosing a word or form. It is not necessary to know "why" and "for what". As A. I. Fet writes: “We learn our native language without any grammar, and hardly any literate person (unless he teaches this language) thinks about it when he speaks or writes. Moreover, we all know that in habitual sequences of actions memorized from childhood, the intrusion of conscious consideration is only a hindrance. According to N. I. Zhinkin, the process of self-learning is underway [see: 49].

At the same time, the formation of both linguistic and social

113 personality of the child. Language becomes a necessary means of communication and mental activity. The child begins to think in grammatical categories, without being aware of them. Grammar categories become a form of thought.

Due to the difference in the ways of forming and formulating thoughts in the native and foreign languages, it is necessary to teach the very method of forming and formulating thoughts (namely, language activity through the activity itself), and not just the means - words and rules of the language.

A sentence in the native language is built according to the grammar rules of the native language, and in a non-native language - according to the grammar rules of a non-native language, that is, when translating a sentence into a non-native language or from a non-native language into a native language, the student needs to cross the “circle boundary” and develop a new scheme of actions. The student tries to “fit” new knowledge into the old worldview, and therefore fails (V. B. Kashkin) [see: 64].

Therefore, in order to learn a non-native language, it is not enough to learn a lot of words. Knowledge of words does not guarantee the ability to connect them into coherent speech in the appropriate situation. The passivity of students is due to the fact that they expect to receive discrete portions of knowledge that you just need to remember, that is, to replace their internal activity with work with external objects. When learning a non-native language, the student gets an idea about the use of an isolated structural pattern in a limited context.

When completing tasks to fill in the gaps, students are guided by other people's statements with a given context, which strictly determines the choice of the grammatical design of the statement. Grammar rules determine exactly how to fit words together, because from this one can always predict which form should be used in a given

114 context. In practical communication, the context is set by the speaker himself, taking into account his communicative intentions and possession of language tools, his interpretation of reality and the prediction of the partner's reaction in the dialogue. The linear translation strategy does not lead to the desired result. Verbal understanding is based on the speech experience of the individual, subject - on a certain life experience, knowledge of any facts, conditions, etc. Substantive understanding requires the establishment of causal relationships between facts. Based on this, the logical understanding of a statement in a foreign language occurs as a result of complex mental operations (analysis, synthesis), which, in turn, leads to a certain direction thoughts and the unification of parts into a whole, and language is perceived as a whole.

If we consider the language code as a “code” of human thinking, then the study of a non-native language will represent the assimilation of the rules for transcoding from a native language to a non-native one. Due to the fact that a person has to simultaneously encode and decode messages, there is a "junction of speech and intellect".

I. A. Baudouin de Courtenay repeatedly emphasized that the feeling of language by an individual “within himself” is of an unconscious or partially conscious nature. The language for its bearer exists as a subconscious slumber", as "unconscious aspirations", vague ideas", "a vague and indefinite idea"

14, p. 191]. The scientist emphasized the unconsciousness of the linguistic processes occurring in the individual, the absence of special volitional efforts; but all this is true, in his opinion, only for the native language, since only it is "assimilated without the participation of the will of both someone else's and one's own." In relation to non-native language Baudouin de

Courtenay noted a certain degree of awareness of internal language processes; so, he considered the criterion freehold foreign languages ​​possible greater fluency with possibly less

115 reflections. Speaking about the “mixing” of languages ​​“in a person’s head”, the scientist, being a polyglot himself, defined the nature of language processes as “semi-conscious”.

Summarizing the above, we can draw the following conclusions.

Firstly, it is shown that it is within the framework of the epistemology of the philosophy of education that one can establish links between psychology and linguistics, which allows one to explore the mechanisms of objectification and realization of knowledge in the systems of native and non-native languages ​​and to see the ways of development of the modern language educational space.

Secondly, the dependence of the development of the language educational space in the context of globalization, on the one hand, on factors related to the educational space proper, and on the other hand, is influenced by the specific features of the formation of the language space, is substantiated. Migration enhances the significance of the international language space, which stimulates the development of the language educational space.

Thirdly, based on the dialectic of the general and the particular, it can be assumed that the linguistic educational space is a set of languages ​​and subjects of the educational process that are in interaction with each other, that is, we are talking about a specially organized social space in which a dialogue of cultures is built. stimulating the development of each person included in it.

CONCLUSION

In this dissertation research, the author carried out a socio-philosophical analysis of language education as a social phenomenon in modern conditions. To achieve this goal, a methodological analysis of language education was used, as well as a comprehensive, socio-philosophical and interdisciplinary approach, representing a theoretical analysis of the interaction of ontological, epistemological, axiological and praxeological aspects of the transformation of modern language education, which represents a new scientific direction studies of the philosophy of education as a section of social philosophy.

The study was based on the consideration of the theoretical and methodological foundations of language education and the specifics of its formation in modern society. As a result of the socio-philosophical analysis carried out, a unified approach to the consideration of the problems of language and education is theoretically substantiated. Definitions of the concepts of language education, language educational space, native and non-native languages ​​are given to V. The dissertation research makes an important theoretical conclusion that the study of the problems of language education is primarily a problem of social philosophy.

New theoretical foundations for the interaction of language, worldview and language picture of the world are determined in connection with the solution of educational problems related to the mastery of a person's native and non-native languages. It has been established that the worldview as a model of objective reality based on the images inherent in the psyche of the individual can exist without language means, but the worldview, being a part of the worldview, is impossible without language means. The difference in people's vision of the same objects of the real world is fixed in their minds - in the form of a picture of the world,

11 / given by native language. The combination in the minds of different pictures of the world, differently embodied in language systems, is one of the main difficulties in mastering a non-native language.

The integrative nature of language education as a process of holistic cognition is substantiated. Since language does not provide direct knowledge about reality, but is only a means of formation, a form of existence and expression of thoughts about objective reality, it allows a person to go beyond direct experience and draw conclusions in an abstract, verbal-logical way. The integrativity of language education is manifested not in the unification of an arbitrary set of elements, but in the discovery of new connections and relationships between components - due to inclusion in new systems of connections (with the help of language).

The conditionality of the formation of language education by the laws of the development of the information society is revealed. This conditionality is manifested in changing the conditions for the interaction of people at the language level. Communication is a key element of such interaction. The activity of information processes changes the traditional system of cultural communication: communication becomes conditioned by the laws of the information society. Due to the fact that language acts as a special type of social information interactions, one of the requirements for the system of language education is the development of skills to work with any information not only in the native language, but also in a non-native language and the formation on this basis of an autonomous, but non-reproductive mindset.

The trends in the development of language education in the context of globalization, understood as one of the main patterns of the development of the information society, are revealed. The predominance of integrative language interactions is manifested in the fact that one language of interethnic communication dominates, which occupies a dominant position due to political, economic, scientific and technical, modernization and other conditions in a certain space. Globalization and the rapid development of information technologies, the need (and possibility) of access to information sources, the possibility of expanding the social and economic freedom of the individual, focusing not so much on the process of mastering the language as on getting education through the language have necessitated the study of non-native languages ​​in order to develop practical communication between representatives of different cultures and mastering new information technologies.

A socio-philosophical analysis of the main factors in the development of the language educational space is presented, taking into account modern migration processes. It is shown that the migration processes caused by the development of the information society and globalization change the "architecture" of the language educational space. The language space can be represented as a national and international language space. Since native and non-native languages ​​are two different communication systems, the patterns of mastering native and non-native languages ​​do not repeat. The native language acts as a means of mastering the social experience of the society in which the cognitive, communicative and other social needs and abilities of the individual are formed. A non-native language and mastering it in the conditions of total migration represent the assimilation of the rules for transcoding from a native language into a foreign one, that is, the objectification of another world in the native language. Migration enhances the significance of the international language space, which stimulates the development of the language educational space. Based on the dialectic of the general and the particular, it can be assumed that language education

11U space is a set of languages ​​and subjects of the educational process that are in interaction with each other, that is, we are talking about a specially organized social space in which a dialogue of cultures is built, stimulating the development of each of its participants.

One of the principles of philosophical understanding of a person's involvement in the world process is to address the issues of language education. The language is studied on the basis of its role for a person, its purpose in life, as well as its functions for the development of personality.

Summarizing the above, it can be argued that the phenomenon of language education is of particular interest to scientists specializing in the study of language problems in education, since it makes it possible to further study it from the standpoint of social philosophy. The philosophy of education, being a section of social philosophy, allows:

Determine the epistemological foundations of language education in the context of a person's mastery of his native and non-native languages;

Explore the ontological nature of changes in language education;

Highlight the axiological characteristics of modern language education;

Outline practices (praxeological aspect) of improving modern language education.

This approach is, in our opinion, a new and promising direction in the theory and practice of language education in the context of the transformation of both the whole society and the education system in particular.

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