Philosophical aspects of digitalization of education: «anti-digitalization» approach

The article is devoted to the analysis of digitalization of education from the perspective of the «anti-digitalisation» approach. The aim of the study is to identify and discuss the problematic philosophical context specific to the «anti-digitalization» approach. The author believes that this approach should be based on the interpretation of digitalization as a tool for destroying the essence of man, as a result of which he can no longer reproduce either himself or the conditions of his existence. Intellectual labor is being replaced by gamification, entertainment, thinking is de-rationalized, and the phenomenon of «digital dementia» is spreading. In turn, speech activity, communication are reduced to interaction with and subordination to machine algorithms, which leads to desocialization. The paper shows the relationship between the contemporary form of digitalization and Neo-Malthusianism and transhumanism as well as the outdated approaches of mechanistic materialism and metaphysical thinking. What becomes the educational problem in the context of digitalization is the destruction of the traditional system of education and pedagogy, the turning of education into a simulacrum, and of its participants - into algorithm-driven objects. In the author’s opinion, the way out of this crisis situation is possible only with a new reception of the Soviet experience in the field of education and the humanistic heritage of the past.