=Paper=
{{Paper
|id=Vol-2588/paper44
|storemode=property
|title=Communication in the System of Information Space through the Sociological Analysis
|pdfUrl=https://ceur-ws.org/Vol-2588/paper44.pdf
|volume=Vol-2588
|authors=Maryna Stryhul,Olena Khomeriki,Olha Kovalenko,Tymur Perelyhin
|dblpUrl=https://dblp.org/rec/conf/cmigin/StryhulKKP19
}}
==Communication in the System of Information Space through the Sociological Analysis==
https://ceur-ws.org/Vol-2588/paper44.pdf
Communication in the System of Information Space
through the Sociological Analysis
Maryna Stryhul [0000-0002-6086-4017], Olena Khomeriki [0000-0003-3702-0390],
Olha Kovalenko [0000-0002-1088-1812] and Tymur Perelyhin[0000-0003-2326-3770]
National Aviation University; Kyiv, Ukraine
khomeriki.helen@gmail.com
Abstract. The intense globalization of the modern world social order, which
enhances the uniformity of everyday life, contradicts the formation and social
self-affirmation of the individual and his interactions with social micro-, macro-
groups and society. One of such manifestation of the specific-personal function-
ing of a person in group environments is his interpersonal connections, contacts,
and mechanisms of interaction. Without knowledge of these mechanisms of mi-
cro-level interactions, no social order, social project, collective action, or social
transformation will be sufficient and effective. Without a developed network of
interpersonal (interpersonal) contacts and mechanisms of interaction, society
remains indifferent to a personalized social experience.
Keywords: interaction, communication, everyday life, individual, group, in-
formatization.
Introduction
Interpersonal interaction has various manifestations at the micro group level. It pro-
vides the mutual perception, the construction of the image of social actors, mutual
evaluation of each other, and so on. This causes a wide range of mutual verbal and
nonverbal contacts: the exchange of words-signs, gestures, facial expressions, the
perception of poses, clothes, jewelry, and other additional or auxiliary signals. There-
fore, this is an interaction, that manifests itself as communication, and therefore large-
ly subordinated to the action of communication mechanisms.
At the same time, it is a specific kind of social relations, where interacting subjects
act not only as communicative partners, but as social subjects, the interaction between
which generates, reproduces, affirms, continues and transforms social relations. Their
most obvious feature is the physical contact, so interpersonal interaction can occur
only in groups of the nearest social and physical environment of the individual, which
in sociology are called small groups (micro groups).
In small groups, there are connections and relationships that are significantly dif-
ferent from other social groups. They provide a direct communication and personal
contact. In these groups there are no formal means of social control and operates
mainly self-control and self-government. In such groups membership is easily identi-
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attrib-
ution 4.0 International (CC BY 4.0) CMiGIN-2019: International Workshop on Conflict Management in
Global Information Networks.
fied, the main activity is clearly defined, the participants are closely connected with a
certain circle of interactions.
There should be mentioned that based on digital information and advanced tele-
communication technologies, the globalization of education provides many potential
benefits to countries with the help of informatization of education, the development of
virtual and distance universities. On the other hand, the "benefits" of globalization are
available today only about 20% of the world's population. Globalization entails new
threats to human and national identity, social security, the real danger of increasing
the digital barrier between countries and within individual countries. Inequality in
income and living standards can turn into a marginalization of entire societies or seg-
ments of society that are not part of the "global economic and communicative club".
Change of information saturation of curricula, consolidation of the training material
causes a number of problems in the organization of educational process which deci-
sion provides the using of distance learning. In turn, it is supposed that its introduc-
tion is technologically prepared and culturally legitimatize by the process of the com-
puterization of various education levels and societies in general.
For this reason, the special importance is gained that circumstance that cybercul-
ture with its special cyberspace actively participates in the socialization of the young-
er generation of the XXI century. The assimilation of virtual reality, transformation
into humdrum of the communicative processes which are carried out in its framework
is an essential prerequisite for development of distance learning. In full measure this
prerequisite is realized only in the USA.
Understanding distance learning not only as pedagogical technology, but also as
social practice, it should be noted that it promotes implementation of modernization
transformation of communicative processes of higher school.
Methods
There are used such scientific methods of research as analysis, synthesis, systematiza-
tion (to determine theoretical and methodological principles of research); classifica-
tion (for ordering types between individual interactions); comparison (to identify
specific and special moments between personal interactions in dyad and non-dyad
groups). The paper also uses an interdisciplinary approach, which allowed for a com-
prehensive analysis of the subject of study and the achievement of a number of disci-
plines related to sociology.
Theoretical Basis
Based on this statement, we can name those studies that have influenced the content
and direction of the analysis presented in the dissertation slice of sociology of interac-
tions in general and interpersonal interactions in particular. These include such au-
thors as L. Antsiferova, B. Ananyev, I. Bekeshkina, P. Berger, P. Blau, O. Bodalev, L.
Bozhovich, P. Bourdieu, V. Burlachuk, I. Gavrilenko, E. Giddens, E. Golovakha, O.
Donchenko, O. Zlobina, N. Kostenko, B. Lomov, M. Lukashevich, S. Makeev, I.
Martynyuk, M. Mid, V. Nebozhenko, N. Panina, B. Parygin, A. Petrakova, M. Popo-
vich, V. Nechiporenko, Yu.Romanenko, S. Rubinstein, A. Ruchka, T. Titarenko, V.
Tikhonovich, A. Furman, Z. Freud, D. Houmans, V. Tsyba, T. Shibutani, J. Shche-
pansky, V. Stepanenko, O. Skidin, V. Yadov, Yu.Yakovenko.
Modern development of foreign education sociology is described in papers by M.
Archer, J. Beaulieu, R. Boudon, J. Coleman, N. Luhmann, J. Meyer, J. Passeron. The
authors mentioned consider the education system within the context of its socio-
typological, morphogenetic, functional-systemic specific features, as an instrument of
establishing distinctions (discernings), communication, gabitualization.
Results
With the increase in the number of participants in groups of 8 people there is a rather
complex internal structure. Sociometric analysis shows, in particular, that there are
already leaders and "squeezed" (persons left without a choice or having a minimal
choice). There is a certain level of group tension or cohesion. Leaders are determined
by their main group activity: in the production group, the leader is elected for compe-
tence in licensing, communication in the discussion and for the ability to clearly de-
fine the topic and argue their position, production, operational and managerial ability.
Most sociologists believe that any group, including the immediate social environ-
ment, should be considered primarily from the point of view of activity, that is, as a
human organism, where common goals are achieved in a common way. According to
such criteria, it is possible to define many different types of human communities,
which differ in internal connectivity, the degree of development of structure, fragility
or duration of connections and established norms of behavior (group roles): from a
casual meeting (street crowd) to a corporate association. Of great importance here are
such factors as the degree of inclusion in group life, the distribution and coordination
of activities, coordination of actions, actions and orientations, the main task (goal,
value, object of desire), recognized norms of behavior, the degree of awareness and
expediency of actions, and the like.
In group interaction often participate different on age, origin, competence, aware-
ness, aspirations and others. Therefore, there is a problem of coordination and social
control of their actions and definition of criteria of efficiency of group interaction.
According to its decision, several hypotheses are presented in the scientific literature.
The first hypothesis-the coordinate hypothesis – is based on agreement and consistency.
Its meaning is that independent and well-motivated people are able to coordinate joint
actions to the extent that there is agreement between them on the main goals, means of
achieving them, remuneration, rules of arrangement in intragroup positions, distribution
and content of activities, relationship procedures and rules of regulation.
Coming back to the idea of a McUniversity introduced by the British sociologists M.
Parker and J. Jary, it is necessary to mention that it is based on the decrease and strict
control of expenses, elimination of negative moments, high organizational level. At
these university students are offered with all innovative technologies, credit money,
online transfers, distance training, knowledge, rendering via means of communication
(social networks, television, the Internet). Nevertheless, according to G. Ritzer, regard-
less of the low cost of such education, students’ own expenses get bigger. They use
electronic lectures, electronic materials with images, the single auxiliary materials and
lectures. On the other hand, while arguing the above mentioned statement, the German
sociologist M. Weber claims that these very principles of training constitute foundation
of the rationalization of the educational process; however, the French sociologist J.
Baudrillard writes about the existence within the consumption society of cyber-space
and the so called ‘extended university’ – a university without any rules and with its own
laws of operation. The main function of these universities lies in reproduction of
knowledge and not in searching for its new forms and providing education with value.
According to the French sociologist J. Baudrillard, education is increasingly turn-
ing into the simulacrum which replaces reality. The main scientist’s statement
claimed that education would become a majority in society, everything would be edu-
cational, but no one would be educated to the full extent. Universities probably would
be losing a competition, and commercial consumption would provide the standards
students would be waiting for. Training activity, according to J. Baudrillard, is be-
coming commercial since it is characterized by one-way transfer and not the exchange
with a prevalence of currency value dominating over the symbolic exchange. Howev-
er, according to the French thinker, under such conditions, rational reactions are com-
pletely impossible since they do not presuppose the corresponding result. Thus, fol-
lowing these principles, universities have chosen the path of illusion, game and sym-
bolic exchange. Mass society and ignorance about the student mass, according to the
sociologist, might cause the downfall of higher education in general science students
as a ‘mass’ are often underestimated, and their deepest instincts remain a symbolic
murder of the political class.
In connection to this, the modern American sociologist G. Ritzer makes an apt re-
mark that the new consumption culture affects dramatically the relations with a uni-
versity. The confirmation of the above mentioned idea is provided by the Serbian
sociologist A. Lolik; according to him, the main innovation of this university concept
lies in longing for considering universities as enterprises producing knowledge and
selling educational and academic services on a free market. In the past, this concept
served ideally for strengthening human potential, reflecting, delivering and obtaining
knowledge. This explains substantially the modern application of market vocabulary
and principles in the sphere of education, e.g. efficiency, mobility, productivity, com-
petitiveness, market [4].
Thus, the system of education is a major issue of survival and efficient develop-
ment of society; therefore, it can’t be considered separately from economic, political
and cultural development, economic conjuncture and its factors. Nevertheless, today
higher education is transforming into the business structure; consequently, we should
research what excessive economization might result in. If education is viewed as
goods, it becomes less recognized as public weal and social business (as it is recog-
nized traditionally) and more as a private and commercial service. Within the concept
that is fulfilled as a result of the current education reform at all levels, students turn
into clients, consumers. Faculties and universities turn into producers and suppliers,
advertising their goods; it finds its reflection in programs designed for producing
high-quality specialists for the labor market; in his work ‘Knowledge Economization
and Education: The Road to Ignorance’ (2010), the Serbian sociologist S. Laushevicz
also points that out [5].
It is necessary to mention that the reforms which started at the early 21st century
have resulted in a wide range of changes in research structure, contents of courses,
rationalization of curricula and syllabi, high mobility level etc. All these changes
precede the firm positive advances in many fields of higher education.
The Austrian sociologist K. Lissmann is of a slightly different point of view; ac-
cording to him, education is a sphere of the highest individual expectations, the hope
of the working class, and it is the working class who must use knowledge to gain
power. The scholar claims that education has been and still remains a tool for libera-
tion and integration of lower population layers, women, migrants, disabled people; it
is a desired resource of the information society; it is a tool for eliminating prohibition,
discrimination, unemployment, starvation, AIDS, inhumanity and genocide, and for
overcoming problems of the future [3].
Thus, education has a social character and is an important factor in the process of
social and human development since it has a humanistic aim, presupposes the devel-
opment of the civilization. However, in modern society, many factors have an influ-
ence on the development of the field of education. In 1980’s, the Yugoslavian sociol-
ogist S. Fler raises the issue of harmonizing demands of economic development and
humanistic ideals in the sphere of education; today, this issue still remains topical
Following neoliberal principles, the European education concept attaches insignifi-
cant importance to humanistic components of education emphasizing its economic
aspects. As К. Lissmann admits, educated citizens consider education to be not only
the means of improving their financial position, but also a component of individual
and social development.
Change of information saturation of curricula, consolidation of the training materi-
al causes a number of problems in the organization of educational process which deci-
sion provides the using of distance learning. In turn, it is supposed that its introduc-
tion is technologically prepared and culturally legitimatize by the process of the com-
puterization of various education levels and societies in general.
For this reason the special importance is gained that circumstance that cyberculture
with its special cyberspace actively participates in the socialization of the younger
generation of the XXI century. The assimilation of virtual reality, transformation into
humdrum of the communicative processes which are carried out in its framework is
an essential prerequisite for development of distance learning. In full measure this
prerequisite is realized only in the USA.
Understanding distance learning not only as pedagogical technology, but also as
social practice, it should be noted that it promotes implementation of modernization
transformation of communicative processes of higher school. In the developed coun-
tries of the West, and in sight and around the world, the distance learning is an oppor-
tunity to overcome cost intensity of higher education. We will notice that branched,
multidimensional distance learning is expensive even in Germany, where its introduc-
tion lags behind the USA, not to mention Ukraine. However, in sight it allows to re-
duce the price of higher education, increasing its quality [9].
Distance learning gives the chance to expand the student's contingent without a no-
ticeable increase in the teaching staff and growth of expenses on material security of
the educational process. The theoretical reflection of this process underlies of the idea
of the global virtual university of the American sample. The vulnerability of this idea,
when the virtual university or the virtual high school are considered as self-sufficient
educational institutions, is in lack of a complex the practician, based on personal
knowledge and also in ignoring of the allocating function of education. The virtual
university is engaged in training for virtual societies therefore it abstracts from a sit-
uation in concrete labor markets, however, potentially gives the chance to carry out
selection of students, allowing to select the most capable among them.
Unlike such approach, world outlook and the pragmatism which is psychologically
supported with installations, the European tradition (we consider it on the example of
Germany) aspires to modernize expensive model of higher education, which more
often is exposed to criticism.
Describing social and psychological aspect of such communication, it is necessary
to emphasize that distance learning allows to bring an element of naturalness and
relaxedness in the relations between the teacher and the student. On the basis of inter-
viewing of listeners of an on-line university course of the University of the Pacific
(USA) the American sociologists draw a conclusion that students feel comfortable
during such training. In its framework, along with didactic tasks, also some cultural
and psychological problems are solved. The audience in virtual space is regarded by
most listeners as the safe place of study where it is possible to get emotional support;
pupils aren't afraid to make a mistake, to seem ignorant or insufficiently erudite. It is
characteristic that the strong emotional connection between the listener and the teach-
er quite often is established in the online mode of training. However, in this regard it
is necessary to notice, that there is an asymmetry of emotional saturation of similar
virtual contacts. If using psychoanalytic terminology, then from the direction of the
listener transfer of the desires and ambitions to the virtual world is quite often carried
out, structured by communicative actions of the listener and tutor.
"Higher education without borders" is directly connected with the development of
remote education. Virtual education becomes a new stage in the development of dis-
tance learning with improvement of computer telecommunications and information
technologies.
Development of distance and virtual learning changes a landscape of higher educa-
tion. If earlier the universities were considered as a microcosm where knowledge is
generated, then today higher education has no restrictions in national borders and terri-
tories. It becomes by territorial education, falls within all scopes of modern society, gets
into each cage of the social world. There are not only students or corporations, but also
government structures among consumers of high school online programs of training.
Higher education became more flexible (Z. Bauman) and even deinstitutional (P. Scott).
Remote education develops both in the universities and colleges, and in new com-
pletely virtual educational institutions which don't assume the material existence of
the campus. The market of virtual education in which an important role is played by
commercial structures, the communication and multimedia companies are formed.
There are powerful multinational corporations, new types of partnership, the coali-
tions and alliances in higher education. Still in the mid-nineties the last century the
large universities of the USA and Great Britain (the universities of Leeds, Manches-
ter, Sheffield, Southampton, York in Great Britain and the universities of states, Wis-
consin, Illinois, Pennsylvania, the University of California, the University of Wash-
ington in the USA) have started creation of the worldwide university network. The
global virtual educational institution has been founded in April, 2000. It includes
group of the universities of Great Britain, Australia, Canada, New Zealand, Singapore
and the United States, which task is the combination of joint efforts in scientific re-
search, expansion of opportunities for exchange of scientific and methodical materi-
als, control of quality of training.
More and more virtual universities are open in the USA, Australia, Great Britain,
Canada, which present programs and courses far away from the countries in the
online mode of receiving the profit. Their position of the leader in the international
education market doesn't raise doubts. So, in the USA the virtual universities exist in
35 states. The United Nations plans to open in Toronto the World Trade University,
which will offer the programs in world economy and international law necessary for
further development of global world trade.
In such conditions classical higher education institutions begin to share the func-
tions with a set of associations and partners both in an education system, and beyond
its limits. It creates a great number of problems, including problems of the quality of
higher education, its assessments, availability. On the other hand, modern processes
of diversification of higher education become one more confirmation of a complica-
tion of the sociocultural environment and are defined by command of time. Therefore
the traditional universities are forced to adapt to new sociocultural reality which de-
mands essential transformations.
On the other hand, the development of forms of higher education on the basis of new
information technologies promotes formation of a new paradigm in education ‒ open
education which is often called the most adequate form of civilization development of
society. It is possible to carry a policy humanization in the fields of education, education
fundamentalizations, overcoming dissociation of natural-science and humane education,
the continuity of education, the advancing nature of education, its availability and also
new quality of education to the main imperatives of open education.
Using the expression "communication tactics", we can rather imagine the interac-
tion at the macro level, which is guided by micro-group interests. However, the most
significant moments of the analysis of interpersonal communication will be the fol-
lowing fundamental positions: communicative subjects direct their activity to each
other; regarding the specific direction of their activity, one of them must necessarily
be recognized as the subject, the other-the object; at the same time, the activity of
both subjects will be, at least, multidirectional; the process of their interaction, neces-
sarily implies the presence of some conductor (transmitter, loudspeaker, translator,
repeater, etc.).
Regardless of demonstrative or otherwise, externally revealed intentions, interper-
sonal interaction requires a certain control, provides for this control and is subject to
control. It is necessary for the interaction itself to be initiated, started and occurred,
being modified with respect to each subsequent phase, period or special episode of the
interaction. The subjects of this interaction control the presentation and use of their
own (personal) resources, as well as the borrowing or appropriation of resources of
another interacting party. In general, it can be described as a movement from uncer-
tainty to some certainty; in another verbal-conceptual context, it can be described as a
movement from chaos (disorder) to order, from design to execution, from project to
implementation, from the desire to implement, etc.
In this context, the attention should be paid to the issue of recognition of qualifica-
tions due to the transition from education to a two-tier system of training. Such recog-
nition takes place both at the macro level and at that micro level. In particular, the
micro level recognition of qualifications is to determine the equivalence of training
courses at different universities, which ultimately increases student mobility during
the training process. Recognition of qualifications at the macro level consists of de-
termining academic degree and requirements for entry into graduate school or for
employment in another country, which contributes to the increase of labor mobility
and the development of the European labor market.
Considering these tendencies, we absolutely agree with the idea introduced by F.
Girenok in a cycle of his works. He calls the state of the present an anthropological
catastrophe, whereas the contents of events, their velocity and fluctuation leave no
space for a human to co-exist with others. Under such conditions, ‘communication is
only the means of co-existence with time, with the conditional, with the partial’.It is
the desire to conform with time, to be relevant, urgent that transforms society into a
network system with no element being in the quiescent state; therefore, the social
structure becomes temporal, virtual [7].
A significant amount of both scientific, scientific-publicist and popular literature is
dedicated to the issues of education space virtualization. In our opinion, one of the
most profound studies raising the issue of transformation of the forms of individual
and social existence is represented in the cycle of works by M. Nosov. Regarding the
necessity and the possibility of social-philosophical conceptualization of the phenom-
enon of the virtual, he writes: ‘Virtualistics is a new worldview corresponding with
this stage of civilization development – whereas not only the Western or the Eastern
one, but any civilization on the Earth’. Such interpretation of virtuality allowed the
author of the mentioned words to speak of the phenomenon of covirtuality defining
the simultaneous stay of people in the virtual space constructed under the single prin-
ciples. Orientation at the psychological aspects of the transformation of social practic-
es, unfortunately, did not cover the issue of reasons of virtual space formation [11].
At the same time, the absence of rules prevents global expansion of technology that
immediately causes electronic death of a resource. There is a sufficient number of
examples proving this dependence. Indeed, complicated rules of editing Wikipedia
pages resulted in steep decrease of interest in filling this socially important resource.
Consequently, the founder of the open accessible encyclopedia J. Wales was forced to
admit that the strict policy concerning contents of the pages had given a back effect.
Wikipedia and Wikimedia are becoming non-relevant sources of information, where-
as they are not getting updated at the pace that was observed during the previous stag-
es of their development. History of formation and operation of informational net-
works has proved the numerous times verity of the statement that a user usually sacri-
fices the contents, but not the form. This thesis leads us to the necessity of analyzing
the architecture of global information networks, which can’t be reduced to neither
formal nor conceptual component of the network as a structure.
Generalizing the definitions introduced in scientific literature, we will use the term
‘informational architectonics of the global social space’ to denote the logical-semantic
system of creating and placing contents. At the same time, the word ‘placing’ should
not be recognized as publishing contents in the network, but as a complex of measures
taking into account program, hardware and human factors. In other words, informa-
tional architecture is a framework the global information space is functioning on.
Without the informational structure, its logical construction, an informational space
turns into the set of texts, links, quotations, comments, etc. In this form, it loses its
heuristic, value, economic, political and sociocultural potential in general.
The necessity of creating such structure is caused by objective reasons. Velocity of
the course of global social processes and contraction of space interactions demand an
open access to informational channels with tools of immediate (context) search, pro-
cession, translation, synchronization and archivation. For several years leading scien-
tific, educational, government establishments, business corporations have been creat-
ing and improving systems which broaden the potential of innovational-
communicational networks. In course of time, an informational space has accumulat-
ed around them, which is being integrated today by some means or other into global
information networks.
Under this scenario, global educational networks will be evolving during the nearest
several years. Aggregation of today separate informational spaces and creation of a new
informational architecture on their basis constitute a natural tendency of development of
global informational networks. Ignoration of integrative processes will further find its
reflection at the level of both individual and social consciousness. In the 1970’s already
the development of the theory of cultural imperialism H. Schiller wrote: ‘Technical
innovations resulting from significant expenses can be hardly recognized as random
discoveries or autonomous phenomena. Thus, trivial, superficial understanding of the
mechanism of technical progress as a qualitative forward propulsion provokes appear-
ance of the feeling of personal helplessness and social bewilderment [18].
To illustrate the process of innovation technologies, acquiring social features, we
will present the history of creating a database of Scopus scientific journals. The Else-
vier private publishing house focused on creating an informational structure enabling
scholars from all over the world to obtain a fast and reliable tool producing access to
innovation scientific developments and results. For several years, the commercial
project had turned into a global informational network; the new network acquired
characteristics which were not primarily inherent in the project. Indeed, the inclusion
of a scientific journal in this base is considered to prove the quality of its materials,
and presence of publications in Scopus journals is an obligatory condition for recogni-
tion of the status of a researcher as a productive scholar. The informational structure
introduced by the developers turned out to be successful enough to incorporate sepa-
rate, scattered, fragmented in networks, scientific publications, collections, conference
proceedings on all the relevant directions of scientific activity [19-23].
Consequently, universities, scientific-research establishments, educational centers,
research societies are joining the Scopus base and creating a certain informational
medium. At the same time, though the Scopus informational network is a global one,
it differs qualitatively from other networks on the Internet since the access to the da-
tabase is possible only under certain conditions. The latter is oriented at preventing
violation of the resource informational structure and at providing efficiency of its
operation. The search system, evaluation, referee reports, relevancy, citation indices
and similar tools to assure a user (a scholar, a PhD, a student, anybody interested in
the issue) that the data conform to the scientific criteria.
The sociologist R. Burt called these networks translators of social capital since
they contain mechanisms of the process of corresponding social capital and human
capital. For these systems, in the informational epoch the thing that loses its value for
a human is immediately transformed into a disincentive element of social develop-
ment. Therefore, to our opinion, the hyperspace called the Internet network will grad-
ually, in the course of time transform into the system of global informational spaces.
Within this context, we agree with the statement that the existing concepts of the in-
formation society are no more than theoretical constructs. Within several aspects,
these theories produce an only tangent and a quite a diagrammatic reflection of the
present sociocultural situation. They can be applied to a limited part of social, cultur-
al, political, economic problems of the modern stage of civilization development [1].
Therefore, regardless of the undeniable advantages of innovation technologies,
their ability to immediately and comprehensively satisfy a broad complex of needs of
a modern human, the system of global informational networks will lose stability with-
out detection and realization of a sociocultural potential embodied in it. Analyzing the
prospects of development of innovation technologies, J. Kurose and K. Ross (devel-
opment of the principles of data packet commutation) noted the tendency to self-
regulation of global informational networks. In 2003 already, they predicted that the
Internet would become a ‘living’ organism able to independently collect, process and
spread information, and in the prospect – to make decisions. Even today the number
of individual fillings of the global informational network is decreasing in percentage
correlation due to the absence of demand on non-valid information sources. At the
beginning of the 21st century, a bigger part of traffic (transmitted and downloaded
information) is already being generated by machines and not human. Hence, in the
nearest future the need in the single structure of an international network and common
protocols (rules) of informational space operation will become the high priority objec-
tive of technology development [2].
These tendencies once again prove our thesis about virtualization of social (including
educational) networks and their integration into the global information space. However,
such processes won’t be complete without recognizing innovational-communicational
technologies and technical-technological innovations as sociocultural phenomena. One
of the factors preventing it constitutes, in our opinion, in a slightly disfigured and exag-
gerated idea about the phenomenon of virtualization. According to the just statement of
D. Ivanov, the appearance of the discourse ‘emphasizing the contrast between old and
new types of social organization on the basis of the notions “simulation of the real”,
“virtual reality”, “cyberspace” etc. allows to claim that all authors operating with the
distribution of the real and the virtual when analyzing the social changes don’t only
experiment with the new metaphor, but also conceptualize the contingent movement of
the end of the 20th – beginning of the 21st centuries’. This conceptualization enables to
understand the issue of virtualization comprehensively following the single methodo-
logical foundations and notion-category base [13].
According to our opinion, the issue is not about images and not about their producing,
but about the fact that they cause replacement of needs and interests of a human. Paying
attention to the virtual simulacra of real phenomena and processes is aimed at distracting
society from the sociocultural potential of innovation-network technologies [5].
Conclusions
Interpersonal interaction is most common in an individual's environment. It is charac-
terized by psychological saturation, emotional loading, includes not only the substan-
tial aspect of relations, but also mutual physical perception of partners, their appear-
ance both in anthropological dimension (features of a structure of a body, a Constitu-
tion of the individual), and its (body) external attributes: clothes, gestures, poses,
configurations of behavior, plasticity of movements, etc.
Considering this, we’ll agree with the introduced notion of ‘technological curtain’
used for denoting the next stage of development of the information society global
economy. Its contents lie in the fact that developing countries, their economy, educa-
tion, science are not able to master technological innovations. And because of the
high cost of the latter, they don’t even have the access to opportunities of the general
course of the network of innovation informational networks and their systems. There-
fore, informational spaces of the Western countries are continual alternatively to dis-
crete informational spaces of other countries. On one hand, this is a source of infor-
mational inequality, on the other hand – it is a mechanism of power, control and
‘false’ (M. Heidegger), separated from a human and his/her needs, globalization.
Following the mentioned, we may conclude that social transformations provoking
the development of informational networks first of all affect the globalization of so-
cial space. At the same time, it is not homogenous and preserves irregularity corre-
sponding to the economic plane. One of the brightest proofs of artificial inhibition and
control of globalization processes was provided by the website of the Wikileaks in-
formational resource. Its developers showed that technologically developed countries
with the established efficient informational infrastructure of services are actually not
ready to live in the single informational space with the other world. Simultaneously,
they created all conditions and resources for efficient concentration of knowledge,
technologies, databases etc. acquired by the humanity. Consequently, the notion of
‘golden billion countries’ still preserves its status of a social phenomenon. Like it was
in the previous epochs, the majority gets innovation tools, goods, information,
knowledge and similar services only when these can’t be used for social transfor-
mations anymore; when all the mentioned is subordinated structurally to a more ac-
complished informational system and doesn’t exist out of it.
Paying attention to the role of the informational-technological revolution in the
formation of the contours of the social reality of the late 20th – early 21st centuries,
we’ve analyzed informational activity as an attribute of the Western world develop-
ment. We believe that this revolution is not the last one and only prepares the founda-
tion for further sociocultural changes. Arguably, the information society will soon
devour the innovation society which would bring biotechnological, homo-technical
and socio-technological revolutions. Refusing to predict such distant future, we may
suppose that globalization of informational networks, which is actively progressing in
both Western and Eastern countries is transforming in the short run the informational-
technological evolution into the information and communication revolution.
The analysis of the dynamics and structure of scientific and methodological docu-
ments, regulating and organizing the educational process can be used to determine the
main directions of development of the modern Ukrainian education system. Accord-
ing to the results of the above-mentioned analysis, the following directions are most
relevant: the development of specialization of the system of education with orienta-
tion on basic specialties; the diversification of forms of advanced training under the
condition of state licensing; the creation of conditions for acquiring a reduced educa-
tion procedure for the second higher education.
Based on the European experience, higher education institutions in Ukraine, intro-
duce advanced teaching methods, including using the latest technologies. In particu-
lar, higher education institutions practice a method of problem orientation, which
combines a number of compulsory for the initial period of higher education disci-
plines and selected at their discretion by students, educational modules that meet the
needs of the labor market, will be necessary in practice, whether it is of interest of
students. At the same time, Ukrainian higher education institutions pay insufficient
attention to such promising forms of active learning as distance learning, or students'
acquisition of practical knowledge and skills during fieldwork. Such forms of training
are being implemented in practice extremely slowly. Creation and further effective
functioning of the system of quality assurance of domestic education is impossible
without taking into account the conceptual provisions for modernizing and forming
such important elements of the system as monitoring the education system, the quality
of the participants in the educational process, the rating system of educational institu-
tions and modernization of means of quality assurance.
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