EDUCATIONAL ENVIRONMENT OF THE COMMUNICATIVE AND INFORMATION CULTURE AS AN EXTERNAL CONTEXT OF THE PERSONAL CULTURE FORMATION OF THE SUBJECT OF KNOWLEDGE

A person is immersed in culture, assimilating and enriching its content in different life contexts. One of the five external contexts (layers, shells) simultaneously surrounding the subject of knowledge, along with the world educational environment, the educational environment of the country, the educational environment of the family, the actual educational environment in which the subject of knowledge is included, is the environment of communicative and information culture that exists in the country and the world. The interaction of these two cultures forms the criteria for a person’s primary anticipation of the perception of the world and affects the value-semantic basis of the personal culture of the subject of knowledge. The methodological basis of our work is the contextual education of Academician of the Russian Academy of Sciences, Doctor of Pedagogical Sciences, Professor Andrey Alexandrovich Verbitsky. The personal culture of a person is formed in the process of cognition – the surrounding world in all its complexity and versatility is reflected in the culture that it creates within itself. This process is always connected with the work of consciousness, activity, and spirit. A person, communicating with the physical (natural and social) and spiritual (cultural) world, retains in his consciousness an associative series of different images and relations to them, which later form the basis for the development of semantic, spiritual relations in a person. It promotes self-knowledge and self-expression of the individual and individuality in the process of life, activity and creative activity. The purpose of the article is to describe the role of the environment of communicative and information culture as an external context for the formation of the personal culture of the subject of knowledge. The object is the environment of communicative and information culture as a socio-cultural phenomenon. The subject is the “interweaving” and integration of communication and information culture in the context of the formation of the personal culture of the subject of knowledge. The result is that the educational environment of the communicative and information culture determines the formation of the personal culture of the subject of knowledge, which can be manifested at the following levels, genetically replacing each other: level 1 – the level of cultural and social identity; level 2 – the level of socio-cultural competence; level 3 – the level of spirituality of the individual; level 4 – the level of civic identity; level 5 – the level of intelligence. Conclusion. Thus, the article examines the contextual and meaningful factors that influence the “interweaving” and integration of communicative and informational culture as an environment, creating a context for the formation of the personal culture of the subject of cognition. The scientific novelty lies in the idea of transforming the traditional transfer of knowledge to subsequent generations into an active creation (integration) by the subject of knowledge in the internal context of the image due to the “interweaving” of communicative and information culture, and projecting oneself into culture, society at one of the levels of personal culture. The practical significance is due to the fact that as a result of the theoretical analysis of the problem, it is possible to formulate a number of tasks for conducting empirical research and to develop psychological and pedagogical conditions for the formation of the subject of knowledge, so that the integration of cultures is an adequate adaptation of the subject to modern society.