Vaikų kompiuterinės kultūros kontekstualizavimas multikultūrinio (vaikai-suaugusieji) dialogo ir konflikto diskurse

LTStraipsnyje aptariama multikultūrinio (vaikai-suaugusieji) dialogo svarba suvokiant vaikų kompiuterinę kultūrą ir identifikuojami minėto dialogo kontekstai. Straipsnyje vaikų kompiuterinės kultūros kontekstualizavimas multikultūrinio (vaikai-suaugusieji) dialogo ir konflikto diskurse siejamas su pastarojo diskurso edukaciniu prasmingumu ir jo atitiktimi tradiciniam ir liberaliajam ugdymo(si) modeliams.

ENThe paper deals with the research problem the main principle of which is deficiency of a consistent theoretical perspective and systemic attitude towards children's computer culture contextualisation built on multicultural (children-adults) dialogue-and-conflict discourse. This problematic situation allowed the author to formulate the main research question: how children 's computer culture, phenomenon of post-modern education, can be contextual used in multicultural (children-adults) dialogue-and-conflict discourse and what role adults play in the context of the development of a computer culture. The general research direction is denoted by the research aim formulation of which focuses on theoretical analysis of the problem: to disclose contextualisation of children's computer culture in a multicultural (children-adults) dialogue-and-conflict discourse. The formulated research tasks made it possible to define the importance of a multicultural (children-adults) dialogue realising children's computer culture, to identify the contexts of a multicultural (children-adults) dialogue and the knowledge which contextualises it, to characterise conformity of the educational significance of a multicultural (children-adults) dialogue and- conflict discourse to the models of traditional and liberal teaching/learning as a facet of contextualisation of children's computer culture. Analysis of the research problem from a theoretical perspective showed that children's computer culture is integrated into general societal culture not only as a dialogue, but also as a social conflict (children-adults).Because of its novelty and non-traditional character, this culture is rejected by adults as having no educational and social value per se. Furthermore, being a culture of a new character, it does not conform to the common norms of children and adult life, and denies adults' traditional roles. The child's activeness and openness to technological challenges of a contemporary society stand out as the features distinctively characterising him as a free and creative individual. The adult world, while rejecting children's computer culture as a new construct, is constantly looking for negative traits and denying positive ones: adoption of innovations, experimentation, development of social and ergonomic rules, activities of a playful character, etc.