Scientific and educational practices in terms of information technologization of intellectual environment

The article presents scientific enlightenment as a kind of social practice the initial forms of which has appeared in modern times and are reflected in the rhetoric and social rituals confirmed in the public consciousness, the recognition of the intellectual superiority of science and the unavailability of its profane consciousness. The research paper shows the place of scientific enlightenment in the philosophical project of the Enlightenment related to its role in enhancing the literacy of different social groups, the emancipation of ordinary consciousness, the increasing authority of science. The paternalistic model of scientific enlightenment based on the idea of cognitive deficit and approving the regulation of the content and forms of “popular science” by academic institutions is described. The specificity of modern “popular science” due to its localization in extraacademic media space is shown. The change of social requests for scientific enlightenment is focused not so much on the problem of eliminating the deficit of scientific and functional literacy but on the integration of the popularization of science with the sphere of leisure. The goal is not to become familiar with the achievements of science but to increase the diversity of leisure that makes scientific enlightenment a part of the entertainment business. Psychological obstacles to the development of scientific education due to the specific communicative environment of the Internet are revealed. Consumer orientation to a small volume of messages, visualization and a high level of interactivity reduces the demand for educational and scientific-educational information resources characterized by a low level of interactivity offer rich content of voluminous texts, require skills of interpretation, analytical synthesis, basic scientific culture. The information transmitted by such resources often causes psychological discomfort to the consumer and is rejected as excessive. The transition to the present stage of institutionalization of scientific education in the condition s of informatization of the intellectual environment is analyzed. The main tendencies of a new stage in t he institutionalization of scientific enlightenment are pointed out: the rejection of a paternalistic model of interaction with various social groups; the idea of equal dialogue between science, government and society; the desire to involve non-experts in academic activities.