The relevance of the socio-philosophical study of language education as a language reality is due to the role that language, as an integral part of the national identity of the people, plays in the processes of socialization of the individual. The problems of language education are becoming especially important in modern conditions (there has been a change in social relations, rapid changes are occurring in the education system), when the prestige of the Russian language as a language of international communication decreases. This, in turn, reduces people's national self-esteem.

The decline in the prestige of the Russian language as a result of the existing inadequate language policy can have disastrous consequences: the modern generation is losing touch with the heritage of its people, which entails the degradation of the foundations of the existence of the state.

As a result of the reform of the education system, the accepted standards of language learning do not imply a high level of knowledge, since the linguistic basis, which acts as a worldview component in education, is actually emasculated. Language education acts as a way to realize the conscious impact of public institutions on the functioning and interaction of languages, therefore, one cannot allow the transfer of subjects “Russian (native) language” and “literature” into the category of optional for study, as well as reducing the number of hours in these disciplines. Language is necessary for man as the spirit of the people, his worldview, since with his help we think and communicate; these language features are socially most important.

Modern language learning excludes its consideration only as a means of cognition. It is also necessary to study language education as a way of organizing and implementing social development 3. It is the socio-philosophical analysis of language education that makes it possible to focus on the problems of language in education; in the context of changes taking place in society and in the educational system itself, the ontological nature of changes in language education is revealed; specific axiological characteristics of modern language education; the epistemological foundations of language education in the context of a person’s mastery of the native and non-native language and the praxeological direction of language education itself.

The multidimensionality of linguistic reality and linguistic policy are interconnected. The importance of language education as a form of implementation of the language policy of the state (especially multinational) is growing, since the solution of language problems should be aimed at the formation of a certain linguistic state of society. Thus, the preservation of national and linguistic identity does not exclude other problems concerning the I language and language education. b ^

The linguistic approach in education reveals the basis (core) of education, since it reflects all the processes taking place in society (the ontological aspect of language education), which is characteristic of society at all stages of its development. And today, in the conditions of the information society, when information and knowledge are brought to the forefront, language is still the material carrier of information.

The relevance of the study of language education is becoming more acute, since there is a struggle for dominance in the information space. The competitiveness of the state of an individual person) depends on the possession of information, so the loss of information in connection with the language barrier is one of the most pressing social problems of our time. The ability to work with 4 information in both the native and non-native languages \u200b\u200bprovides a person with an advantage in any field of activity. It should be noted that the level of knowledge of a non-native language depends on the level of proficiency in a language that a person considers native to himself; it is in the native language that the process of becoming the ability to think occurs.

Global political, economic, cultural and migration processes taking place in society imply a change in attitude to language education, and taking into account new requirements, which is impossible without philosophical reflection of this problem. The language educational space must be organized in such a way that it breaks down - language policy, which, on the one hand, should strengthen the position of the native (Russian) language, and on the other hand, contribute to the "development of other languages, taking into account the specifics of the real language situation in the world, how the research topic was determined.

The degree of development of the problem g,\u003e - "

Of fundamental importance for this dissertation

  (M "and research has an approach according to which language is a fundamental philosophical category, the basic principles of the study of which are laid down in the works of I. A. Baudouin de Courtenay, V. von

Humboldt, F. de Saussure, M. Heidegger and others.

An analysis of integrativity (as manifestations of the specifics of language education) in the process of cognition we see in the works of such classics of philosophy as V. von Humboldt, H.-G. Gadamer, as well as modern scientists V. S. Styopin, M. N. Volodina, I. A. Zimnyaya, N. A. Knyazev, A. A. Potebni, V. N. Sadovsky, I. Kharitonova, S. Ya. Yankovsky and others

The analysis of the “language” category includes three main aspects: firstly, research from the point of view of its internal structure as a sign system, which is used for encoding and decoding 5 messages

G.P. Shchedrovitsky, O.A. Donskikh, etc.); secondly, research from the point of view of the functions performed by him as a means of communication (V. A. Avrorin, M. S. Kozlova, G. V. Kolshansky, Yu. V. Rozhdestvensky, I. P. Susov, etc.); thirdly, a study from the point of view of the conditions of its existence as a cultural-historical fact (V. A. Avrorin, M. N. Volodina, U. Labov, Yu. V. Rozhdestvensky, etc.).

In general theoretical terms, the problems of education were addressed by T. A. Artashkina, B. S. Gershunsky, V. A. Dmitrienko, B. O. Mayer, N. V. Nalivaiko, V. I. Kudashov, R. A. Kurenkova,

B. I. Parshikov, S. A. Smirnov, N. M. Churinov and others. But it is precisely the language education that the works of such authors as N. E. Bulankina,

N. D. Galskova, N. I. Gez, E. I. Passov, S. A. Smirnov, G. V. Terekhova,

C. G. Ter-Minasova et al.

The work of the language in the socio-historical aspect is devoted to the work of N. I. Beresneva, V. V. Eliseeva, M. N. Volodina, G. V. Kolshansky, V. I. Kudashov, U. Labov, Yu. V. Rozhdestvensky, N. M. Churinova and others; the interdependence of language and information in the information society: W. J. Martin, E. Toffler, etc. The work of L. Wittgenstein, G.-Kh. is devoted to the study of the correlation of language, worldview and the linguistic picture of the world in the educational process. Gadamer, V. von Humboldt, P. Ricoeur, E. Sepir, W. Warf and other researchers; among modern scientists - Yu. D. Apresyan, G.A. Brutian, G.V. Kolshansky, V.I. Postovalova, S.G. Ter-Minasova, etc.

The problems of the role of language in the deployment of globalization processes are the works of I. A. Pfanenshtil,

N. A. Chumakova, N. M. Churinova and others, as well as work related to the analysis of communication processes between cultures in conditions of 6 globalization (V. V. Mironov); economic aspects of language inequality (A. Lukacs); the importance of the Internet as a new communicative system (O. V. Novozhenina, V. M. Rozin, V. Ya. Plotkin, etc.).

The disclosure of the specifics of mastering the native and non-native language in the process of language education is of particular importance for the authors' studies on the problems of the essence of the native and non-native language: works by V. B. Kashkin, V. G. Kostomarov, M. Mamardashvili, A. S. Markosyan, S. G. Ter-Minasova, E.O. Khabenskaya, and others; on problems of language and psychology - L. S. Vygotsky, P. Ya. Halperin, D. A. Leontiev and others.

The objectives of a comprehensive analysis of language education as a linguistic reality is due to the appeal of the dissertation to the problem of language education in modern conditions (social philosophical analysis). (

The problem situation, the solution of which the present work is directed, is the contradiction between: ^

The lack of an adequate socio-philosophical concept of language education in modern conditions and the objective need for its creation;

Inadequacy of the adequate concept of language education to the practice of the language approach in education in the context of the formation of the information society and Russia's entry into the global educational space.

Object of study: language education as a social phenomenon.

Subject of research: socio-philosophical analysis of language education in modern conditions.

The purpose of the study: the implementation of socio-philosophical analysis of the specifics of language education in modern conditions. | *1< I < I <14 I, I

To achieve this goal it is necessary to solve the following interrelated tasks:

1. Determine the methodological foundations for the analysis of problems of language education and show the methodological function of social philosophy for the study of issues of language education; determine the ontological content of the concept of “language education”.

2. To study the theoretical foundations of the interaction of language, worldview and the linguistic picture of the world in the modern educational process in the modernization of the educational system.

3. To reveal integrativity as a condition for improving language education from the standpoint of social philosophy, considering language as a means of cognition.

4. Show the socio-philosophical aspect of the determination of changes in language education by the development of information

  \u003e r society. g

5. Identify trends in the development of language education in the context of globalization and informatization of society. "

6. Present a socio-philosophical analysis of the main factors in the development of modern linguistic educational space in the context of modern language policy.

The methodological basis of the study was composed of philosophical methods, as well as methods formed in linguistic studies (G.P. Shchedrovitsky, O.A. Donskikh, V.A. Avrorin,

M.S. Kozlova, G.V. Kolshansky, Yu.V. Rozhdestvensky, etc.).

The heuristically valuable methodological basis for the analysis of the conditions and specifics of the formation of language education is the unity of the ontological (the study of language education as an entity), axiological (the identification of values \u200b\u200band the conditions for their change 8

I l »W fft I< äi ä г j *->   in modern society), epistemological (substantiation of the specifics of mastering the native and non-native language in the educational process), anthropological (studying the language by its role for a person, purpose in human life, functions for the development of the human personality) and praxeological approaches (ways of transforming language education as a subsystem educational practice).

The basis of the theoretical study was the work of the philosophers V. A. Lektersky, N. A. Knyazev, V. I. Kudashov, B. O. Mayer, N. V. Nalivaiko, I. A. Pfanenshtil and N. M. Churinov.

Scientific novelty (provisions to be defended):

1. It is shown that “language education” is the process of mastering systematic knowledge about the sign systems of the native and non-native languages, allowing for speech activity not limited by one’s own language space, with the aim of establishing mutual understanding and forming ^ skills of I interaction between speakers of different languages \u200b\u200band cultures , as well as the I process of education by means of native and non-native languages. ^

2. The theoretical foundations of the interaction of language, worldview and language picture of the world in modern

1 Lecturer V.A. Epistemology is classical and non-classical. - M .: URSS, 2001.

2 Knyazev H.A. Philosophical problems of the essence and existence of science: monograph. Krasnoyarsk, 2008.

3 Kudashov V.I. The dialogue of consciousness as a factor in the development of modern education: The essence and specificity of the relationship: dis. . Dr. Philos. Sciences: 09.00.01. Krasnoyarsk, 1998.

4 Mayer B.O. Epistemological aspects of the philosophy of education. - Novosibirsk: Publishing House NGPU, 2005.

5 Nalyvayko N.V. Philosophy of education: the formation of the concept; open ed. B.O. Mayer. - Novosibirsk: Publishing House of the SB RAS, 2008.

6 Pfanenstil I.A. Modern processes of globalization in the system of basic science projects (socio-philosophical analysis): dis. . D. Philos. n .: 09.00.11. Krasnoyarsk, 2006.

7 Churinov N.M. Perfection and freedom. 3rd ed., Ext. - Novosibirsk: Publishing House of the SB RAS, 2006. educational process. The difference in people's vision of the same objects of the real world is fixed in their minds by a picture of the world defined by their native language, and does not imply the possibility of combining pictures of the world embodied differently in language systems, which is one of the main difficulties in mastering a non-native language. Conflicts in a multinational (especially in a globalizing) society arise, on the one hand, due to the need for any person to preserve their identity in their native language, and on the other hand, due to the need for people to understand each other, because society inevitably faces problems that arise in an international communication, and language education makes it possible to mitigate the conflict situation.

3. The integrative nature of language education is established, which manifests itself in the fact that language as a special form of reflection of objective reality allows using it to form adequate images of reality. Integration of the language in the educational process has significant potential, which

Not fully implemented in language education. Shown, that

In "" "-" the organization of non-fragmented knowledge in the modern education system remains ineffective until the foundation of education is language as a means of cognition, as a means of communication in the native and non-native languages. It is proved that the linguistic approach acts as a meta-approach in education.

4. The relevance of adequate changes in language education during the formation of the information society, which manifests itself in changes in the conditions of interaction of people at the language level, is revealed. The development of the modern information society has led to a change in the standards of human life: competition is intensifying

1 states (individual) for information. Necessity

10 to compete worthy in the conditions of the world community forces to learn non-native languages. The goal of language education can no longer be only the development of linguistic knowledge and skills, the formation of the ability to participate in intercultural communication is fundamental in language education.

5. It is shown that in the context of globalization, the trends in the development of language education are manifested, on the one hand, in the process of homogenization of curricula, and on the other, in the need to learn non-native languages \u200b\u200bfor the purpose of practical communication. This is due to the fact that at the international level there is a struggle for the status of a language as a language of international or interethnic communication. The language that dominates due to political, economic, scientific, technical and other living conditions of the world community dominates. The dissemination and approval of English as a language of international communication detracts from the importance of other languages, which is why it is so important to respect the mother tongue and the attitude to language education as an implementation of language policy. * d

6. It is shown that the omissions of the national language policy contribute to the displacement of the Russian language as one of the leaders in the linguistic space: the sphere of interethnic communication using the Russian language is narrowing. These omissions in educational policy are expressed in an unjustified decrease in the number of hours spent teaching the language (translating it into the category of electives), which inevitably leads to the emergence of new negative phenomena.

Theoretical and scientific-practical significance of the study

The work combines a variety of aspects and studies of language education in the modern information society.

The materials of the dissertation research and the findings can be used in reading courses on social philosophy, cultural studies, methodology and philosophy of education; for further analysis of the trends and patterns of language education in order to increase the effectiveness of educational activities during practical classes in the system of language education.

Work approbation

The main provisions and conclusions of the dissertation are reflected in fifteen publications with a total volume of 4.5 p. L., Including 4 editions of the journal accredited by the Higher Attestation Commission, with a total volume of 2 p. in the author’s speeches at the Uth Russian Philosophical Congress; international scientific and practical conferences; during the teleconference Sumy, Ukraine - Novosibirsk; All-Russian conferences; Siberian philosophical seminar.

Thesis structure

The dissertation research consists of an introduction, two chapters, each of which contains three sections, a conclusion and a list of references.

Firstly, it has been established that the predominance of integrative language interactions is manifested in the fact that all languages \u200b\u200bare suppressed by the one that occupies a dominant position due to political, economic, scientific, technical and other conditions in a certain space.

Secondly, it was revealed that globalization and the rapid development of information technologies, the need (and possibility) of access to information sources, the possibility of expanding the social and economic freedom of the individual, and orientation not only toward the process of mastering the language, but towards education through language, necessitate the study of foreign languages \u200b\u200bin order to develop practical communication between representatives of different

97 cultures, as well as for mastering new information technologies.

Thirdly, it has been proved that language education is an instrument of human life in a multicultural and multilingual community of people, which enables a person to adapt to new cultural-linguistic and socio-economic conditions.

In the next paragraph we will consider the development of modern linguistic educational space.

2.3. The development of modern language educational space

In this section, we analyze from a socio-philosophical point of view, the development of language educational space, taking into account modern migration processes, based on the epistemological context of the philosophy of education. We have already addressed the writings of V. A. Lektersky, B. O. Mayer, and

G. Bateson, who study the epistemological aspects of the philosophy of education and develop a scientifically verified categorical apparatus for various humanities (in our case, for language education). So, we think a constructive idea

B.O. Mayer that the human factor should be considered not only using the axiological and praxiological approaches. Accounting for the practical component can only be successful "as a result of studying the epistemological features of a given reality in all its" ontological "sections: anthropological, social, functional, personal, etc."

92, p. fifteen]. According to V.A. Lektersky, in connection with the expansion and change of understanding of knowledge, its relation to information, to processes in computer systems, a discipline such as social epistemology appears that explores cognition in the context of the functioning of social and cultural structures (in our case

98 native and non-native languages) [see: 85, p. 189, 6-7]. Since cognition is ontologically justified, we adhere to the opinion of E. N. Ishchenko that it is necessary to solve fundamentally new epistemological problems related to the study of “sociocultural, linguistic, historical aspects of cognition, the identification of“ channels ”for the penetration of tradition into the structure of a cognitive act.” We believe that it is within the framework of the epistemology of the philosophy of education that it is possible to establish relations with special sciences, such as psychology, linguistics, etc., which will allow us to see the development paths of modern linguistic educational space. In the context of this study, epistemology allows us to investigate the mechanisms of objectification and realization of knowledge in systems of native and non-native languages.

Both education in general and language education in particular, are faced with the task of preparing a student for life in a multicultural society, the basis of which should be “a spiritually rich human person”.

We agree with V. A. Lektersky that communication, understood as a dialogue, provides the key to understanding the problems that arise both in the development of cognition, and in society and culture, which is one of the main topics of non-classical epistemology [see: 85, from. 12]. At present, society is in a situation where it is “about the need to see<.> in another system of values, in a foreign culture, not that which is hostile to my own position, but that which can help me in solving problems that are not only my own, but also the problems of other people and other cultures, other value and intellectual reference systems ".

The need to study the relationships between the subjects of cognitive activity is due to the fact that they involve communication, socially and culturally mediated and historically changed. how

99 writes V. A. Lektersky, “the norms of cognitive activity are changing and developing in this socio-cultural process. In this regard, a program of social epistemology is formulated, involving the interaction of philosophical analysis with the study of the history of knowledge in a socio-cultural context. ” Since “the emergence of the information society makes the problem of obtaining and assimilating knowledge one of the central ones for culture as a whole,” insofar as “the problem and the nature of the theory of knowledge change significantly. New ways are being found to discuss traditional issues. There are questions that did not exist for the classical theory of knowledge. " Epistemology gives priority not to the classical relationship “subject - object - cognition”, but to the structure and dynamics of knowledge itself. According to V. A. Lektersky, “if for the classical theory of cognition the subject acted as a direct reality, and everything else was doubtful, then for the modern theory of cognition the subject’s problem is fundamentally different. The cognizing subject is understood as being initially included in the real world and the system of relations with other subjects. The question is not how to understand the knowledge of the external world (or even prove its existence) and the world of other people, but how to explain the genesis of individual consciousness on the basis of this reality. " In the context of this study, we proceed from the postulate of V. A. Lektersky that “in the framework of the non-classical theory of knowledge (epistemology), a kind of kind of return to psychology occurs.<.>   the theory of knowledge proceeds from the fact that certain norms of cognitive activity are built into the work of the psyche and determine the latter. ”

Various aspects of the problem of mastering the native and non-native languages \u200b\u200bin the process of language education are considered in the works of the following authors: V.I. Belikova, V. B. Kashkina, V. G. Kostomarova, JI. P. Krysina, M. Mamardashvili, A. S. Markosyan, S. G. Ter-Minasova, E. O. Khabenskaya (problems of the essence of the native and non-native languages); Ji. S. Vygotsky, P. Ya. Halperin, D. A. Leontyev, I. A. Zimnyaya (problems of psychology and language); R. S. Anderson (circuit theory).

Migration processes caused by the development of the information society and globalization are changing the "architecture" of the linguistic educational space. Based on the fact that the educational space is a form of unity of people, emerging as a result of their joint educational activities [see: 188, p. 4], it can be argued that the linguistic educational space is formed as a result of joint educational activities of people, the basis for which is the needs of the participating entities in mastering their native and non-native languages. We believe that the linguistic educational space in the context of globalization is affected, on the one hand, by the factors of the educational space itself (acting as common with respect to the linguistic space), and, on the other hand, by specific conditions for the formation of the linguistic space. The meaning of the concept of “linguistic educational space” for the study of national and international linguistic space is to recognize the need to take into account the differences between a person’s mastery of the native and non-native languages, as well as an understanding of the interdependence in the study of native and non-native languages.

N.E. Bulankin defines the linguistic space as a form of human being. In our opinion, the methodological foundations for the study of this concept are already laid in the works

V. von Humboldt, however, a holistic socio-philosophical analysis from the point of view of epistemological differences in the tradition of mastering native and non-native languages) was not carried out. Circle which according to von von

Humboldt, “each language describes around the people to which it belongs and wherefrom a person is given to leave only insofar as he immediately enters the circle of another language”, can be defined as a national and international language space. We will consider the circle of the mother tongue as a national language space, and crossing the border of this circle and entering the circle of a non-native language as an international language space. These two spaces are in complex interaction with each other.

The development of the international language space directly depends on the development of the national language space. Migration strengthens the significance of the international linguistic space, which stimulates the development of linguistic educational space. This is due to the fact that mastering a non-native language does not occur by repeating an already completed development process, but is accomplished through another, previously learned speech system, standing between the non-native language and the world of things [see: 24, p. 204]. Therefore, mastering a non-native language can be carried out using the native language, exerting influence on it. So, starting to study a non-native language, a person transfers the system of meanings from his native language to a non-native language. In addition, the acquisition of a non-native language allows one to generalize the phenomena of the native language and helps to realize that the native language acts as a special case of the language system [see: 24, p. 266-267]. Based on the dialectics of the general and the particular, it can be assumed that the linguistic educational space is a combination of languages

102 and subjects of the educational process that are in interaction with each other; that is, we are talking about a specially organized social space (as a form of movement of human life in the form of certain actions of people, as well as the conditions, means and results of life processes, and not just as a condition for the organization of social processes [see: 188, p. 3] ), which is built adequately to the historical era. It should be emphasized that an effective educational policy, special requirements for reform in the field of education play a significant role for the optimal functioning of the language educational space.

From the point of view of E. N. Ishchenko, in modern conditions it seems obvious that the consideration of the subject of humanitarian knowledge should take into account "the idea of \u200b\u200ba" friend "embedded in human thinking and cognitive activity." According to A. A. Polyakova, “the idea of \u200b\u200ba dialogue of cultures gets a special sound in the current conditions,” since the dialogue of cultures in education, which is based on the recognition of equality, will allow the person to form not only the ability to value his native culture, but also the “image of a culture of the world and non-violence, willingness to communicate, the ability to cooperate with representatives of different cultures. "

Since native and non-native languages \u200b\u200bare two different communication systems, it is necessary to understand the processes by which a person expresses his thoughts and communicates in his native and non-native languages.

To do this, we turn to the study of the concepts of "native" and non-native "languages. The most common is to consider the mother tongue as the mother tongue. The initial stage of learning a native language is usually carried out as a result of the influence of parents. Even

103 in cases of simultaneous acquisition of two native languages \u200b\u200bfrom infancy as initial, initial in the process of formation of the ability to think, mother’s language should be considered native [see: 78]. In our opinion, this statement cannot be considered indisputable.

Under the native language, E. O. Khabenskaya means “the language of that ethnocultural community with which the individual associates himself”. Considering the native language as a powerful factor that forms the ethnic self-identity of a person, he draws attention to the fact that his perception is "determined by both individual psychological characteristics of a person and many external circumstances and causes (political, economic, cultural, etc.)."

Based on the fact that the native language may correspond to nationality, but may not coincide with it (especially in the context of global migration processes), V. I. Belikov and L. P. Krysin distinguish the concept of a native language from ethnic [see: 9] . Only the person himself determines what language is native to him. A native language is a language that has been mastered by a person from the moment he began to learn to speak [see: 129, p. 40].

According to A. S. Markosyan, the native (first) language is the language spontaneously learned from one of the parents (for example, in a bilingual family), the language behind which “is humanization, the“ primary socialization ”of the child”. The native language is, by the definition of S. G. Ter-Minasova, “an instrument of knowledge, information transfer and a carrier of culture, it reflects the world, stores and conveys knowledge about this world, its vision by this people, attitude. At the same time, he forms a native speaker who, together with his native language, receives ideas about the real world imposed on him by this language, its categorization, etc. ”

According to V. G. Kostomarov, a person cannot have two mother languages \u200b\u200b[see: 75, p. 11]. Native and non-native languages \u200b\u200bcan be compared as the language of the soul and the language of memory, and memory appears selectively, preserving only what is of practical importance [see: 76, p. 28]. Unlike V. G. Kostomarov, Yu. V. Rozhdestvensky holds a different point of view. He distinguishes between national origin and mother tongue and believes that "children in families with a mixed ethnic composition may have two or more native languages." This, in his opinion, disproves the concept of an “innate sociality” of a language and the dependence of a person’s creative abilities on the nature of the language.

M. Mamardashvili described the phenomenon of the mother (mother) language as matter possessing such properties as continuity and infinity. From his point of view, wherever a person goes and wherever he comes, he cannot retreat from his being in it and remains inside this infinity [see: 97].

Next, we consider the concept of “non-native language”. By “non-native language” we mean a foreign language and a second language. Although A. S. Markosyan under the term “non-native language” means only “not a foreign” language, he considers a foreign language as a language that “is not native to the person studying it and which is not learned spontaneously, but consciously during institutionalized learning (at school , at a university, at courses, etc.). This is such a language, for which for a person who takes possession of it there is a certain (usually “close”) social, cognitive, cultural reality. ” The second language is a language that is usually acquired in a social environment and acts as a real means of communication, along with or after the native language [see: 28, p. 3].

The etymology of the term "foreign language" in different languages \u200b\u200bshows that for Russian it is the language of a "different country", for a German,

105 an Englishman or a Frenchman - “a foreign language” or, more precisely, “a foreign language, an outsider”, “alien” language. ” A foreign language occupies a certain place in the system of sociolinguistic, psycholinguistic and socio-philosophical concepts related to the possession and mastery of languages. There are a number of problems that are common to the process of mastering any non-native, but, as A. S. Markosyan calls it, “living” language [see: 98]. "Living" language implies real functioning, practical knowledge of it.

To master the non-native language, according to A. Martine, it is necessary to comprehend another world, objectified differently in the language, “learn to analyze in a different way what constitutes the subject of linguistic communication”. Due to the mismatch of systems of concepts in different languages, a foreign language makes you think about the meanings of words, notice different shades of these meanings, and teaches you to separate thought from the means of expression, that is, it helps to understand unity (and not identity, which, in our opinion, is important) language and thinking, leads to a better knowledge of the native language, as it requires a generalization of linguistic phenomena and a more conscious handling of old concepts [see: 24; 174].

Summarizing the foregoing, we can conclude: the mother tongue is the language learned spontaneously; with its help, there is a process of becoming the ability to think and the formation of a native speaker who receives the ideas about the real world specified by this language; the mother tongue may or may not correspond to the nationality.

By a non-native language we will mean a foreign and a second language, consciously learned; moreover, the second language is acquired, as a rule, in a social environment and acts as a real means of communication. The non-native language teaches to separate thought from the means of its expression.

Mastering a foreign (non-native) language is the comprehension of another world, otherwise (otherwise) objectified in the language.

In order to identify the mechanisms of mastering the native and non-native languages, it is necessary to turn to the theory of the scheme.

Scheme - the basic unit of the theory of the scheme, denoting generalized knowledge or a system of cognitive structures, that is, higher mental processes that are used to cognize and explain the world. Scheme theory describes how the background knowledge that is obtained about the surrounding reality is formed. This theory assumes that diverse and numerous knowledge is organized into mental blocks called schemes. As people learn about the world around them, they shape knowledge by creating new patterns or adding new knowledge to existing blocks. Scheme theory, along with linguistic theory, made a certain contribution to the theory of language learning - both native and non-native. Traditionally, when studying a foreign language, the linguistic material itself was considered the main thing, and not the individual studying it. It was assumed that the word, sentence or text is the bearers of meaning and exist independently of the speaker and listener, of the reader or writer of the text. With this approach, unsuccessful attempts to understand the text were explained by linguistic problems: the lack of the necessary vocabulary of the individual, lack of knowledge of grammar, etc. The use of circuit theory as part of the psycholinguistic model in education made it possible to propose new approaches to the study of foreign languages. The formation of background knowledge should take place in such a way as to ensure their quick and effective application in the new situation to new information.

R. S. Anderson [see: 196] considers the scheme as an abstract structure that summarizes information and also shows the relationship between its components. According to him, schemes are

107 the structure of knowledge on which the individual relies not only in understanding the text, but also in its interpretation, conjecture and assumptions. In addition, the theory of the scheme brings a person to the forefront in the process of learning a language, because it is his background knowledge that is the decisive factor in mastering the meaning of a text. At the same time, effective understanding not only does not deny, but also requires the active use of the native language in the processing of textual material. The importance of scheme theory for cognitive activity lies in the fact that it helps to explain how a person understands, remembers and reproduces information, as well as his mental actions in the framework of this activity. The basis of the theory of schemes is the following postulate: the value extracted by a person from a foreign language text does not lie in the text, but in his background knowledge. To understand the text, you need to activate the appropriate scheme at the time of processing the text. An individual is included in the process of creating associations between the corresponding scheme and information obtained from the text. In order to activate the schemes that are needed in cognitive activity, the value of the material studied must be significant for the individual.

People acquire different experiences and knowledge, so each one forms his own view of the world, his own ideas and schemes. I. Kant, as early as 1781, wrote that new information, new ideas can only matter if they are associated with something that a person already knows [see: 60]. However, without any joint knowledge and schemes, communication in the world would not have been possible. It is these general schemes that underlie the successful communication and interaction of people both within the same linguistic community, and between representatives of different nations.

The theory of the scheme, which is known today, owes its existence to R.S. Anderson. The term “circuit” applies to any

108 type of knowledge, however, it must be remembered that the scheme is not separate knowledge, but a network within which individual elements of knowledge are interconnected and interdependent. These are kind of “cells” for convenient storage and even more convenient extraction of information, facts, events and life experiences from memory. In education theory, the term “circuit” was first used by Piaget [see: 206]. According to Piaget, information that is consistent with previously existing ideas and already had experience is readily accepted. Piaget describes this as cognitive assimilation, that is, the scheme assimilates new information. When new information does not fit into the scheme, but, nevertheless, is familiar to the individual, the scheme can be changed to receive information. According to Piaget, adaptation of existing knowledge structures in the light of new information leads to the cognitive development of the individual. Therefore, the concept of the scheme is used to study the cultural differences of cognitive processes [see: 93].

Thus:

The scheme denotes generalized knowledge used to cognize and explain the world;

The scheme is not individual knowledge, but a network within which individual elements of knowledge are interconnected and interdependent;

The adaptation of existing knowledge structures in the light of new information leads to the development of personality;

Scheme theory helps explain "how an individual understands, remembers and reproduces information, as well as his mental actions in the framework of cognitive activity;

Schemes are the basis of communication and interaction between people within the same linguistic community, and between representatives of different nations.

Native and non-native languages \u200b\u200bdevelop in different contexts, have different epistemological traditions. The proof of this, in our opinion, can be the fact that, with primary knowledge accompanying the formation of an individual picture of the child’s world, the object of influence does not yet have communicative skills, and a person studying a non-native language already owns (should speak) his native language. The level of knowledge of the native language depends on the life experience of the person. Any person learns the meanings of the words of his native language from the world around him, from his communication experience; the meanings of words of a non-native language - from dictionaries, from a teacher, etc. The assimilation of a non-native language, in contrast to the native one, begins with the alphabet, reading and writing, studying the grammar and meaning of words, etc. The native language acts as a unity of communication functions and generalizations.

In a wide variety of approaches and theories to the problem of learning a foreign language, the main goal is to understand the processes by which a person expresses his thoughts and carries out communication.

Engaged in metacognitive research, that is, the study of the opinions and views of ordinary people (not linguists) on the language, as well as on its own linguistic and mental activity, V. B. Kashkin concludes that a non-native language is perceived as a “subject” of study, and not as a means of communication. Consequently, the mastery of a non-native language in most users is associated with accumulative knowledge, and not with the development of communication, that is, in their opinion, the more word meanings you know, the better you will know a foreign language. People who know a foreign language (s) have a metalanguage feeling that is fundamentally different from ordinary knowledge, that is, they know not only what to say, but also how to say it [see: 64].

A non-native language is an educational-cognitive need or the need for awareness of the form of expression of one’s own thought and mastery of it, that is, it is acquired consciously and intentionally, while the native language is acquired unconsciously and unintentionally [see: 24, p. 265]. A person masters his native language due to the spontaneous process of development of thinking in ontogenesis.

Together with his native language, a person learns social experience. When mastering the mother tongue, the language and activity are assimilated at the same time, that is, the meaning of the word in the mother tongue is automatically understood due to the common social and cultural context. The vocabulary of a person (even minimal) in his native language is relevant for him and allows him to master the outside world.

Language means and activities in a foreign language should be understood not only from the point of view of “how”, but also “why” and “why” in order to understand why this activity is carried out. To learn a foreign language, it is not enough to learn many words. Knowledge of words does not guarantee the skills of combining them into sentences in speech in the corresponding situation. So that for speakers or writers, as well as for listeners or readers, any statement does not constitute a well-known phrase by Academician L. V. Shcherba “Glocky cuzdra shteko will budlanula bokra and curly-haired little boy”, the connections between the components of the worldview and linguistic constructions should become unequivocal in the process of using language tools. Such phrases do not reflect the function of language as a means of fixing information about the external world and its exchange in the process of communication, although from the point of view of the internal structure of c. S, "1L,. , .¡V I “YSH.YAM mi 1„\u003e “. H:" "" * ".and .- *\u003e" "\u003e.< " «V" „" " " ",! ". ■ *" языка возможен грамматический анализ предложения по окончаниям слов и понимание семантических признаков слов из их морфологии.

According to G.V. Kolshansky, language simultaneously acts both as a product of a person’s mental activity and as a form of this activity, and its existence should be based on the correspondence (adequacy) of the mental language process of reflected objective reality [see: 68, p. 26].

It can be said that the system of a non-native language, which a person begins to study, is “integrated” into the already existing system of that language in which a person has learned to think and began to understand the world and national-cultural socialization [see: 76]. It should be noted that the process of incorporation into a foreign cultural process enhances the process of awareness of one's “I”.

One and the same thought is realized in different languages \u200b\u200bby different linguistic means (words). Therefore, difficulties arise in understanding and translating this word into Russian.

Words (speech patterns) in the native language are easily recognizable, since a person perceived it already in the same form and with the same meaning. Consequently, the native language is perceived as easy, and foreign, respectively, as difficult, due to the fact that words (speech patterns) require reflection (including explanation), and then understanding.

The knowledge of another language is the result of studying the language system, and bilingualism is the possession of types of speech activity, that is, the real possession and use of two languages \u200b\u200bin various situations of life. The mechanism of bilingual formation is a clash of the inner semantic world of the subject with other semantic worlds [see: 98].

A person needs additional efforts to correlate new language designations with concepts already known to him, for which linguistic units of the native language are fixed in his mind.

B.O. Mayer notes that “in the context of an active search for“ standards ”and basic invariants of an emerging education that would translate cultural experience in a modern“ open ”world, philosophical reflection on the unconscious epistemological invariants of a picture of the world that literally“ "are introduced into each of us by our native language, which differ significantly in different languages \u200b\u200band are not understood, but impose both epistemological and ontological restrictions on all our reasoning."

The adoption of a non-native language occurs later, therefore, a person has a feeling of his “reduced emotionality” and this can lead to an unconscious desire to stay among his “friends” and rejection of the surrounding culture.

The non-native language is included only in the communicative activity of the individual. The student communicates in specially defined conditions (in the classroom), using a non-native language, but does not use it in his direct subject activity. The native language is included in the subject-communicative activity of the individual.

A person does not realize the reasons for choosing a word or form. No need to know why or why. As A.I. Fet writes: “we learn our native language without any grammar, and hardly any literate person (unless he teaches this language) thinks about it when he speaks or writes. Moreover, we all know that in memorized from childhood, familiar sequences of actions, the invasion of conscious consideration is only a hindrance. " According to N.I. Zhinkin, a process of self-education is underway [see: 49].

In this case, the formation of both linguistic and social

113 personality of the child. Language is becoming a necessary means of communication and mental activity. The child begins to think in grammatical categories without being aware of them. Grammatical categories become a form of thought.

Due to the difference in the ways of forming and formulating thoughts in the native and foreign languages, it is necessary to teach the very method of forming and formulating thoughts (namely: linguistic activity through the activity itself), and not just the means-words and rules of the language.

The sentence in the native language is built according to the rules of the grammar of the native language, and in the non-native language - according to the rules of the grammar of the non-native language, that is, when translating the sentence into a non-native language or from a non-native language to the student, it is necessary to cross the “circle boundary” and develop a new scheme of actions. The student is trying to "fit" new knowledge into the old worldview, and therefore fails (V. B. Kashkin) [see: 64].

Therefore, to learn a non-native language, it is not enough to learn many words. The knowledge of words does not guarantee the skills of combining them into connected speech in the corresponding situation. The passivity of students is due to the fact that they expect to receive discrete portions of knowledge that you just need to remember, that is, replace their internal activities with work with external objects. When learning a non-native language, the student gets an idea about the use of an isolated structural sample in a limited context.

Performing tasks to fill in the blanks, students are guided by other people's statements with a given context, which strictly determines the choice of the grammar of the statement. Grammar rules precisely determine how to fit "words to each other, because on this basis, you can always predict which form should be used in this

114 context. In practical communication, the context is set by the speaker himself, taking into account his communicative intentions and knowledge of the language tools, his interpretation of reality and the forecast of the partner’s reaction in the dialogue. A linear translation strategy does not produce the desired result. Verbal understanding is based on the speech experience of the individual, objective - on a certain life experience, knowledge of any facts, conditions, etc. Substantive understanding requires the establishment of causal relationships between facts. Proceeding from this, a logical understanding of a statement in a foreign language occurs as a result of complex mental operations (analysis, synthesis), which, in turn, leads to a certain direction of thought and the unification of parts into a whole and the language is perceived as a whole.

If we consider the language code as the “code” of human thinking, then learning a non-native language will represent the assimilation of the rules for transcoding from a native language to a non-native one. Due to the fact that a person has to simultaneously encode and decode messages, there is a “junction of speech and intelligence”.

I. A. Baudouin de Courtenay has repeatedly emphasized that the feeling of a language by an individual “inside himself” is of an unconscious or partially conscious character. The language for its speaker exists as a subconscious slumber ", as" unconscious aspirations ", vague ideas", "vague and indefinite idea"

14, p. 191]. The scientist emphasized the unconsciousness of the linguistic processes occurring in the individual, the absence of special volitional efforts; but all this is true, in his opinion, only for the native language, since only it is "absorbed without the participation of the will of both a stranger and one’s own." In relation to the non-native language of Baudouin de

Courtenay noted a certain degree of awareness of internal language processes; so, he considered the criterion of fluency in foreign languages \u200b\u200bas much fluency as possible

115 reflections. Speaking about the “mixing” of languages \u200b\u200b“in the head of a person”, the scientist, being a polyglot himself, defined the nature of linguistic processes as “semi-conscious”.

Summarizing the foregoing, we can draw the following conclusions.

Firstly, it is shown that it is within the framework of the epistemology of the philosophy of education that it is possible to establish connections between psychology and linguistics, which allows us to study the mechanisms of objectification and realization of knowledge in the systems of native and non-native languages \u200b\u200band to see the development paths of modern linguistic educational space.

Secondly, the dependence of the development of the linguistic educational space in the context of globalization is substantiated, on the one hand, on factors related to the educational space itself, and on the other hand, it is influenced by the specific features of the formation of the linguistic space. Migration strengthens the significance of the international linguistic space, which stimulates the development of linguistic educational space.

Thirdly, based on the dialectics of the general and the particular, it can be assumed that the linguistic educational space is a combination of languages \u200b\u200band subjects of the educational process that interact with each other, that is, we are talking about a specially organized social space in which the dialogue of cultures is built , stimulating the development of each person included in it.

CONCLUSION

In this dissertation research, the author carried out a socio-philosophical analysis of language education as a social phenomenon in modern conditions. To achieve this goal, a methodological analysis of language education was used, as well as a comprehensive, socio-philosophical and interdisciplinary approach, representing a theoretical analysis of the interaction of ontological, epistemological, axiological and praxiological aspects of the transformation of modern language education, which represents a new scientific direction in the study of philosophy of education as a section of social philosophy.

The study was based on a review of the theoretical and methodological foundations of language education and the specifics of its formation in modern society. As a result of the socio-philosophical analysis, a unified approach to addressing the problems of language and education is theoretically substantiated. V definitions of the concepts of language education, language educational space, native and non-native languages \u200b\u200bare given to V. In the dissertation research, an important theoretical conclusion is made that the study of problems of language education is primarily a problem of social philosophy.

The new theoretical foundations of the interaction of language, worldview and linguistic worldview in connection with the solution of educational problems relating to the mastery of a person's native and non-native languages \u200b\u200bare determined. It has been established that a worldview as a model of objective reality based on images characteristic of the psyche of a person can exist even without linguistic means, but world outlook, as part of a worldview, is impossible without linguistic means. The difference in people's vision of the same objects of the real world is fixed in their consciousness - in the form of a picture of the world,

11 / given by the native language. The combination in the minds of various pictures of the world, embodied in different ways in language systems, is one of the main difficulties in mastering a non-native language.

The integrative nature of language education as a process of holistic knowledge is substantiated. Since language does not provide direct knowledge of reality, it is only a means of formation, a form of existence and expression of thoughts about objective reality, it allows a person to go beyond the limits of direct experience and draw conclusions in an abstract, verbal-logical way. The integration of language education is manifested not in the unification of an arbitrary set of elements, but in the discovery of new connections and relationships between components, thanks to the inclusion of new connections in the system (using the language).

The conditionality of the formation of language education by the patterns of development of the information society is revealed. This conditionality is manifested in changing conditions for the interaction of people at the language level. Communication is a key element of this interaction. The activity of information processes changes the traditional system of cultural communication: communication becomes conditioned by the laws of the information society. Due to the fact that language acts as a special type of social informational interactions, one of the requirements for the system of language education is the development of skills to work with any information not only in the native, but also in the non-native language and the formation on this basis of an autonomous, and not a reproductive type of thinking.

The trends in the development of language education in the context of globalization, which is understood as one of the main laws of the development of the information society, are revealed. The predominance of integrative language interactions is manifested in the fact that one language of interethnic communication dominates, which occupies a dominant position due to political, economic, scientific, technical, modernization and other conditions in a certain space. Globalization and the rapid development of information technology, the need (and opportunity) for access to information sources, the possibility of expanding the social and economic freedom of the individual, focusing not so much on the process of mastering the language, but on getting education through the language, necessitated the study of non-native languages \u200b\u200bin order to develop practical communication between representatives of different cultures and mastery of new information technologies.

The socio-philosophical analysis of the main factors in the development of the linguistic educational space with the modern migration processes is presented. It is shown that migration processes, caused by the development of the information society and globalization, change the "architecture" of the linguistic educational space. Language space can be represented as a national and international language space. Since native and non-native languages \u200b\u200bare two different communication systems, the patterns of mastering native and non-native languages \u200b\u200bare not repeated. The native language acts as a means of mastering the social experience of that society in which cognitive, communicative and other social needs and abilities of the individual are formed. A native language and mastery of it, in conditions of total migration, assimilate the rules for transcoding from a native language to a foreign one, that is, objectification of another world in the native language. Migration strengthens the significance of the international linguistic space, which stimulates the development of linguistic educational space. Based on the dialectics of the general and the particular, it can be assumed that the linguistic educational

11U space is a combination of languages \u200b\u200band subjects of the educational process that are in interaction with each other, that is, we are talking about a specially organized social space in which a dialogue of cultures is built that stimulates the development of each of its participants.

One of the principles of philosophical understanding of the inclusion of a person in the world process is to address the issues of language education. The language is studied on the basis of its role for the person, his purpose in life, as well as its functions for the development of personality.

Summarizing the foregoing, it can be argued that the phenomenon of language education is of particular interest to scientists who specialize in studying the problems of language in education, since it makes it possible to further study it from the standpoint of social philosophy. The philosophy of education, being a section of social philosophy, allows you to:

To determine the epistemological foundations of language education in the context of a person’s mastery of his native and non-native languages;

Explore the ontological nature of changes in language education;

Highlight axiological characteristics of modern language education;

Outline the practice (praxiological aspect) of improving modern language education.

In our opinion, this approach is a new and promising area of \u200b\u200bthe theory and practice of language education in the conditions of transformation of both the whole society and the education system in particular.

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