Differences in the manifestations of humanitarian and algorithmic cognitive cultures in teaching and learning: Assessment of their functioning and implementation

Introduction. Under the influence of digital technologies, different types of cultures, such as humanitarian culture and algorithmic cognitive culture are beginning to coexist in the same educational space. This has led to a widening of gaps in values, moral principles, and cognitive activities. The aim of this study is to identify specific manifestations of these cultures in teaching and learning, as well as to understand the specifics of how they function and are implemented. Materials and Methods. The study uses a methodological framework that includes sociocultural, humanitarian, technological and value-meaning approaches. The research methods include content analysis of Russian and international scholarly literature, as well as comparative analysis. Results. In a comparative context, the authors analyzed and described the system-forming components in two types of cultures (value-meaning and activity-based), revealing their specific functioning and implementation in teaching and learning through pedagogical conditions. It was established that humanitarian culture forms active agency, divergent thinking, the ability to self-development, and the transformation of social structures. Algorithmic cognitive culture forms passive agency, convergent thinking, technological utilitarianism, and the ability to reproduce existing social structures. Conclusions. The authors conclude that the main differences between humanitarian and algorithmic cognitive cultures in teaching and learning lie in the way they shape different types of student subjectivity, change the mechanism for transferring values, determine their range and content, and enhance different cognitive abilities and ways of thinking.