Cultural Analysis of Transformations of Rhetorical Discourse in the Educational Environment

This article examines the crisis of rhetorical discourse in the educational environment caused by semiotic fragmentation and the loss of a common cultural code. The aim of the study is to identify the specific rhetorical strategies that construct educational reality in contemporary pedagogical discourse in the context of the loss of a unified cultural code. Using specific examples, the causes of communicative dysfunctions in the joint generation of meaning-making between teachers and students caused by the lack of a common symbolic language are analyzed. The author suggests that traditional rhetorical resources, based on universally understood cultural references such as classical literature, historical narratives, and metaphors, are losing their effectiveness in the face of increasing cultural heterogeneity among audiences. This study, drawing on semiosphere theory, cognitive linguistics, and concepts of cultural memory, diagnoses the crisis of rhetorical discourse as a consequence of the disintegration of semiotic space. An attempt is made to conceptually combine aspects of rhetorical strategies of educational discourse by integrating the concepts of “cultural code”, “cultural memory”, “cultural fragmentation” and “cultural literacy” into a model of a single cultural and communication space, which sets an innovative vector for the development of this field of knowledge. Based on theoretical synthesis and empirical data, adaptive rhetorical strategies are proposed to bridge the intergenerational gap.