The influence of the media on the process of education. The influence of the media on the moral education of the younger generation. Topics and questions for discussion at seminars

The huge role of mass media in education is well-known. The largest radio and television companies, newspapers and magazines systematically prepare specialized educational programs. Among the mass media in terms of the intensity and scale of the impact on schoolchildren, television is the leader. Rare families in the leading countries of the world do not have video equipment. Television has a significant impact on school youth. It was revealed that students spend at TV sets up to 8 hours a day. At the same time, TV programs are watched less in regions with a higher level of culture. This is primarily due to the fact that people with high intelligence prefer selective viewing of television programs.
Educational television is an indispensable tool for the formation of a child's personality, since it allows schoolchildren to be quite fully and adequately introduced to the value orientations of adults.
In the US, educational programs are broadcast by up to 200 television companies and more than 700 cable television studios. The Ministry of Education coordinates a number of national educational television programmes. Several educational centers are involved in the development and implementation of new curricula (the most famous is located at Stanford University, California).
A strong position is occupied by educational television in Western Europe. For example, the British company BBC annually broadcasts up to 400 hours of educational programs. Programs are watched in almost all schools in the UK.
In France, the state television channel systematically - three times a week - conducts educational programs. National production of educational videos is led by the National Center for Audiovisual Education in Vanves.
In Japan, metropolitan and provincial television channels offer a variety of educational programs for children of all ages.
Considerable experience has been accumulated by educational television in Russia. So, until 1996, the program “Russian Universities” was regularly aired.
In France, national funds of audio and video documentation are currently being created. A large-scale experiment was carried out, called

"Active young viewer". Its task was to teach schoolchildren to critically use television information for self-education, broadening their horizons. Teenagers received advice from teachers and their own parents, who underwent special internships in audiovisual training centers. The experiment involved up to 25 thousand teenagers, 2 thousand adults, including 1300 teachers. Questioning and testing of a large group of schoolchildren at the beginning and at the end of the experiment showed that they all made significant progress in their development.
Among the problems that arise in connection with the influence of the mass media on young people, the danger of dehumanization of the student's personality is of particular concern. According to many experts, cruelty, violence, low-grade artistic and aesthetic materials, which are filled with mass media, awaken the darkest and basest inclinations and desires in the younger generation. Scientists and practitioners, members of the public are concerned that the media, the latest technologies are extinguishing the fantasy and imagination of children, relegating to the background human contacts that are indispensable in education. "Where is the communication?" - asks the American science fiction writer R-Bradbury, describing the school of the future equipped with all kinds of technology. The writer's concern is not unfounded. Already today, television, computer games often replace communication with parents, peers, and teachers for schoolchildren.
The Japanese scientist Tonaka Kazia believes in this regard that the media should be integrated into the upbringing process very carefully in order to develop and not destroy the personality of the child.
In order to make the impact of the media on students manageable, scientists and educators have proposed several options for using the latest technologies in upbringing and education. One of them was called "multimedia". Its meaning lies in the integrated use of the latest technical media for school upbringing and education. It is taken into account that any technical innovation in the field of information and communication has its own specific features and therefore should become a special link in the system of student motivation.
To implement the idea of ​​"multimedia" at the Ministry of Education of France, there is a Coordinating Center,

who is engaged in the development and implementation of methods for using media materials in the educational process. The Center systematically publishes and distributes information reviews for schoolchildren and teachers (school video report, school radio, school magazine, etc.). The Center publishes a pan-European magazine "Fax", the materials of which are collected within 24 hours by fax from schools throughout Europe.
In a special place among the forms of education that draw material from the mass media, there is an activity that has received the name "press in school". It is popular in high school and contributes to the pedagogically expedient assimilation of information from newspapers and magazines. "The press at school" plays an important role in the modernization of school education. Leading Western publications advocate for it - the American New York Times, the French Monde, the Italian Serra Career. Established educational and methodical journals of the press at the school - "Read the newspaper" (France), "In the mirror of the press" (Germany). Special pedagogical centers have been set up in Germany, Italy and France. Special newspapers are published for schoolchildren, the first of which was the English Bolton Evening News. In 1985, the first international symposium "Press in School" was held in Paris with the participation of publishers, teachers, scientists, and businessmen. The next international conference “Press at School”, which took place in 1996 in Suzdal, meant that Russian teachers were also involved in the experiment.
Particular importance is attached to education in the framework of the "press at school" in the United States. It publishes the weekly Novaya Gazeta v Klass (circulation about 7 million copies), which publishes information on various political issues. The New York Times publishes a weekly School Press supplement. Richly illustrated, this publication contains information on social and political topics of national and global scope. Materials of publications of the "press at school" are reprinted by provincial newspapers. Style, language of publications are quite accessible to teenagers.
In Western Europe, the “press at school” is actively used in France, for example, in many secondary schools, teenagers are taught to systematically follow political events, to make collections of materials on topics of domestic and international politics. There are press clubs at school. Club members discuss topical issues - from

the abolition of the death penalty before the prospects for European integration. Pacifist, ecological propaganda is carried out in the clubs, materials exposing neo-fascism are discussed. Nationwide "press in school" campaigns take place periodically. One of them, for example, took place in January-March 1991. About 2.5 thousand educational institutions were involved in it. For several months, schoolchildren from Bordeaux shared their experience of preparing a school newspaper on live television with peers from other cities.
The use of mass media in school upbringing and education makes it possible to bring the training of the younger generation to the level of modern social requirements, to attract previously unknown reserves to increase the efficiency of the school.
Questions-tasks
1. Name the shortcomings of the educational process in a modern school. Explain the difference and similarities between radical and moderate approaches to the problem of overcoming these shortcomings.
2. Describe the traditional lesson. Try to find similarities and differences between the traditional lesson and the new learning models. Give examples of such models in different countries of the world.
3. Try to classify the experimental schools. Indicate their role in the development of education and upbringing. Give examples of the influence of experimental schools on conventional education and upbringing.
4. Think about what attracts modern teachers in the experience of experimental schools of the past? Give examples of the use of such experience in modern experimental schools in various countries.
5. What evolution did lyceums and gymnasiums go through in Russia from the late 80s to the mid 90s?
6. What reforms are being undertaken to strengthen the relationship between school and out-of-school education and upbringing?
7. What do you see as the main functions of the latest technical teaching aids? Give examples from the experience of the leading countries of the world.
8. What do you think is positive and negative about the use of the latest technical means at school?

Dzhurinsky A. N. Comparative Pedagogy: Proc. allowance for students. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1998. - 176 p.

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Sources on the Internet:

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The influence of the media on the moral education of the younger generation

The process of educating modern youth is a specially organized activity aimed at the formation of certain qualities of a person under the influence of various factors of social life.

A huge influence on the process of socialization of a young person is exerted by the means of communication (press, radio, television, theater, cinema), through which information (knowledge, spiritual values, moral and legal norms) is disseminated to the youth audience.

The social, moral qualities of young people are formed in the image and likeness of everything that they hear and see, realize and experience, plunging into a specific socio-cultural environment. Therefore, one of the acute problems in Russia is the moral and spiritual education of young people against the background of the intensive development of the mass media, which, to our common regret, do not always present the best examples of mass culture to a person.

The Law of the Russian Federation "On the Mass Media" of December 27, 1991 defines the media as a set of periodicals, radio, television, video programs, newsreel programs, and other forms of periodic distribution of mass information.

A thousand years ago, a person owned four types of communication - oral speech, music, painting and writing. Then, increasing in pace, there is a process of "reproduction" of the means of communication. In the 15th century, the printed book appeared, in the 17th century, newspapers and magazines. In the 19th century, a new revolutionary stage begins - photography, radio, telephone, cinema, and recording were invented. In the 20th century, the rate of "reproduction" is growing like an avalanche - television, tape recording, video, facsimile communication, computer systems, operational printing (copier, etc.), and space communications are widely distributed. Moreover, by the end of our century, electronic mass media came to the fore, significantly displacing written ones.

The concept of morality equated with the concept of morality. Morality (Latin mores-mores) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express the normative regulation of people's relations with each other and the public whole (collective , class, people, society).

Over the years, the understanding of morality has changed. In the dictionary of Ozhegov S.I. "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities."

Today, the relevance of the problems of educating the younger generation is due to the systemic crisis of Russian society, as a result of which modern youth is being formed in conditions of rapid changes in the political, socio-economic, ideological and spiritual foundations of human life. The socio-political and moral world of the young generation entering into life is characterized by confrontation and even chaos of competing values.

The formation of the first post-Soviet generation of Russian youth takes place in the conditions of limited politically controlled and directed component of socialization, which is replaced by such forces of influence as television and the Internet.

The leading position in the development of the personality of a young person is occupied by television and modern computer technologies. Television and other media are becoming a source and means of delivering various social and stressful influences into the minds of people, repeatedly replicated, which contributes to the development of mass social and stress disorders in the form of a variety of neurotic, depressive, anxiety, somatoform, psychosomatic disorders.

The problem of protecting human consciousness from media manipulation is becoming more and more acute. The process of interaction between the school and the media is carried out by the family, by the teenagers themselves in their "parties" and by the media. The interaction between the school and the media, of course, takes place, but it happens spontaneously. It can be said that the school pays little attention to the problem of the influence of the media on young people in the process of educational work. Almost all schoolchildren have access to TV, video, the Internet, many children communicate with computer games and computers. Due to the wide dissemination of the media, a person is exposed to a variety of information flows.

Penetrating various spheres of human activity, computer and information technologies divide people into those who are not involved in them. Thus, there is not only social, but also informational stratification of society. It is possible to record daily changes in the attitude and speech of schoolchildren under the influence of the media.

V.A. Sukhomlinsky said that it is doubly important to engage in the moral education of a child, to teach "the ability to feel a person." Vasily Andreevich said: “No one teaches a small person: “Be indifferent to people, break trees, trample on beauty, put your personal above all else.” It's all about one very important pattern of moral education. If a person is taught good - taught skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man. Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the child sees, does, observes the moral meaning" .

In the meantime, the gap between the media and the school is widening, since the consumption of information by the teacher and students depends mainly on the individual tastes of each and rarely coincides. This is an unusually serious problem, due not only to age differences, but also, in fact, belonging to different layers of civilization. It is possible to record daily changes in the worldview and speech of children under the influence of the media. But at school, few people pay attention to the communicative difficulties that arise in children, associated both with a change in the objective world around them, and with the saturation of the Russian language with Anglicisms, the specific vocabulary of business and politics.

From the point of view of the implementation of the functions of the media as developing, educating and entertaining, the latter prevails. So, from television programs, viewing of which, according to researchers, accounts for 2/3 of the leisure time of high school students, preference is given to American action films and Latin American soap operas, concerts of pop stars, as well as video clips of pop and rock artists shown on music channels. Contact with the radio is limited exclusively to non-targeted listening to commercial FM stations that sound a constant background to everyday life, in which news releases and advertising are interspersed with pop music. Access to the Internet is often associated with visiting chat rooms and watching pornography, less often with searching for information or “downloading” ready-made essays. At the same time, interest in fiction among older students is drastically reduced.

By frequently displaying manifestations of violence and cruelty, the media contribute to the formation of a criminal subculture that negatively affects the personality of adolescents and young people.

The Analytical Center of the Institute of Socio-Political Research of the Russian Academy of Sciences found that such informational television programs as Novosti, Vesti, Segodnya cause in viewers a feeling of anxiety in 60%, a feeling of fear in 49%, and disappointment in 45%. Based on sociological surveys, it was concluded that the activities of the media in Russian society have become not only dysfunctional, but often destructive. In a special report of the Commissioner for Human Rights in the Russian Federation “On the Observance of the Rights of Citizens Suffering from Mental Disorders”, it was indicated that “in violation of the law, the information and psychological security of the population is not ensured. Covert propaganda of cruelty and violence continues in the media,” which is confirmed by a number of sociologists. Television has become a generator of violence. It not only reflects reality, but also shapes it.

In conclusion, I would like to note that the media are always a tool for influencing the reader, viewer, and, consequently, “public opinion”. At the same time, no one seriously thinks about the consequences of such an impact on the moral education of young people, which will shape the future of our country.

Literature

Aleksandrovsky, Yu.A. Borderline psychiatry and modern social problems / Yu.A. Alexandrovsky. - Rostov-on-Don, 1996.

Ozhegov, S.I. Explanatory dictionary of the Russian language, 2nd ed. / S.I. Ozhegov, N.Yu. Shvedova. - M., 1995.

Sukhomlinsky, V.A. Selected pedagogical works / V.A. Sukhomlinsky. - M: 1980, v.2.

The mass media are one of the most active and systematic forms of dissemination of information through print, radio, television, cinema, sound recording, video recording, in order to assert the spiritual values ​​of society and provide an ideological, political, economic or organized impact on people's assessments, opinions, behavior. In the resolution of the Government of the Republic of Kazakhstan on amendments and additions to the “Law of the Republic of Kazakhstan on the mass media”, amendments to the already existing law should improve its norms. Contribute to the expansion of urgent problems in the field of education and dissemination of information, outline new prospects for the development of the domestic market of information services, and most importantly, secure the rights of a journalist, oblige state bodies and officials to freely provide socially significant information to the media.

Many cultural and educational figures, understanding the great educational and communicative possibilities of the media, see them as an effective means of mastering scientific knowledge, think about creating a public language in which complex scientific concepts could be expressed through sound-visual images. Education workers attach great importance to the introduction of the media in the educational process at school. Some schools are specially equipped with viewing rooms where TVs are installed. School libraries have a variety of magazines and newspapers for children, which creates favorable conditions for receiving information during lessons. Curricula are given to schoolchildren from the second grade, in such subjects as natural history, geography, human physiology and hygiene, literature, music, Russian language and others. Librarians and teachers conduct regular library and bibliographic lessons. Learn to work with periodicals. Mass media play a special role in solving the most important tasks of the ideological, moral and aesthetic education of schoolchildren.

The problem of introducing the media into the educational process of the school was dealt with by many teachers - contemporaries of Egorov V.V. and Efimov E.M. Dealt with the problem of introducing educational television into the educational process of the school. Asenin S.V. revealed the aesthetic aspects of modern animation and the influence of cartoons on the upbringing of a child. Dzhurinsky A. N. He advocated the need to use the media in the educational process of elementary school. education information pedagogical art

In their social significance, the media have become a powerful means of shaping and becoming a person, a means of education. It is impossible to imagine modern culture and social life without mass media.

The influence of the media on the upbringing of the younger generation

Introduction

Chapter I. Mass media and the educational impact of television as the leading media

Chapter II. The Internet and the press as subjects of media influence on youth

Conclusion

Introduction

new values ​​and priorities, the standards of behavior historically used by society in everyday activities are changing. The most dynamic environment and mobile part of society, which quickly responds to all the changes that are taking place, is young people, and, specifically, students.

The most important conditions, foundations and, at the same time, mechanisms for real growth, development of adolescents, youth and their integration into the world of adults are the processes of individualization, socialization and identification of a growing person in ontogenesis, the development of his self as the most important constituent of the basic foundations of the formation and development of a person. The social and spiritual world of the younger generation is formed as a product of the confrontation between competing social institutions, the most important of which are the family (system and environment of education), school (educational system and environment), state (political system and environment), mass media (media system and environment) .

as a phenomenon that objectively ensures the reproduction of the social. Due to essential characteristics and objective-subjective circumstances, the mass media are the factor that radically influences the aggravation of the problem. Dominating in the socio-communicative environment, the mass media actually replace other socio-political institutions in the formation of the culture and spiritual consciousness of young people, their value-motivational sphere, and behavioral attitudes. That is why it becomes significant to study the real opportunities, needs, abilities of today's youth, not only as a subject of the stage of growing up, but also as a real bearer of the social. In this regard, the objective impact on the development of its relations in society acquires a special meaning: young people should participate in them not only as an object of education, but also as a responsible subject of social creativity, the semantic interests of which must be taken into account in social reproduction.

affects the formation of moral values ​​of the younger generation.

media culture - the brainchild of modern cultural theory, introduced to designate a special type of culture of the information society, which is an intermediary between society and the state, society and power. The role of media culture in society is growing at an unprecedented pace, being a complex means of mastering the world around us in its social, intellectual, moral, artistic, psychological aspects.

Foreign researchers R. Arnheim, A. Bazin, R. Barth, D. Bell, V. Benjamin, J. Baudrillard, J. Deleuze, M. McLuhan, G. Marcuse, H. Ortega-i - Gasset, Ch. Pierce, D. Saussure, E. Toffler, M. Castells, Yu. Kristeva, K. Levi-Strauss, D. Rashkoff and others. In Russia, this problem was studied by representatives of semiotics, linguistics, psychology - M. Bakhtin , Yu. Tynyanov, L. Vygotsky, Yu. Lotman, V. Bibler, V. Mikhalkovich, M. Yampolsky, A. Yakimovich.

television internet press media exposure

In the last decade, in the conditions of post-Soviet democratic Russia, many interesting works by A. Andreev, O. Astafieva, E. Barazgova, A. Grabelnikov, E. Dyakova, L. Zaks, Y. Zasursky, M. Zhabsky, S. Kara-Murza, N. Kirillova, M. Kovaleva, A. Korochensky who explore the difficult ways of informatization of society, the relationship between media and power, the influence of media culture on the individual.

Mass communication plays a huge role in people's lives, it is literally woven into the fabric of modern society, its economy, politics and culture, it covers international, intergroup and interpersonal relations.

Mass communication is a technically mediated process of creation, storage, distribution, distribution, perception of information and its exchange between a social subject and an object, which has historically developed and developed over time.

The mass media are institutions created for the open, public transmission of various information to any person with the help of special technical tools.

"Media virus. How pop culture secretly affects your mind" tells about the emergence at the end of the twentieth century of a new reality - the "infosphere", which includes numerous means of transmitting and modifying information. Douglas Rushkoff not only describes this phenomenon, but also raises a number of acute questions: To what extent does humanity, which created the infosphere, control the processes occurring in it? Does the uncontrolled increase in the amount of information produced by mankind threaten the emergence of dangerous media viruses that distort the perception of reality?

Today, access to the media is a necessary condition for the formation of a comprehensively developed personality. They influence various stages and aspects of the information process in society, but the flow of information in the modern world is so diverse and contradictory that it is beyond the power of an individual to sort it out on their own.

The impact of the media on society began to interest scientists since the 20s of the last century. The first theories that asked questions about how to influence and convince thousands or millions of people to make serious decisions were propaganda theories. The most striking and consistent results were presented in the works of Harold Lasswell and Walter Lippman. Despite the fact that later theories of influence moved to a different level of development, where many of the theories of propaganda were denied, some statements, experimental data and conclusions still remain relevant for society.

Walter Lippmann in his work "Public Opinion" wrote that there is an external world and pictures that people paint in their heads about this world. Each person cannot have all the information in the universe, therefore, having only a part of it, he forms a whole picture of the world in accordance with the information already available. This means that there is no objective world perceived the same by every member of society. W. Lippman recognized the imperfection of human consciousness, subject to the influence of the media. He believed that society in difficult times, for example, during military operations or a state of emergency, is not a stable structure, it is overcome by a sense of fear, so the communicator is able to manipulate it.

The next stage in the development of influence theories was the theory of limited effects. Paul Lazarsfeld, based on many experiments, made important conclusions that the media act on the public indirectly, through the so-called "opinion leaders". In every community there are people who are more competent in specific matters than the mainstream, so their opinion is authoritative for him.

In the future, scientists came to the conclusion that it is impossible to form public opinion, but rather only to strengthen existing attitudes. Carl Hovland, after doing a lot of research, came to the conclusion that the influence of the media on the masses is negligible. It is necessary to influence narrower segments of society in order to achieve the desired results.

At the present stage of development of theories of the influence of the media on the public, there are many theories that are successfully confirmed by a huge number of studies. But among specialists there is no consensus on what is the influence of the media and what are the prospects for the development of this influence in our society. The lack of uniform standards regarding the strength of media influence leads to the conclusion that the impact can vary from very small to quite strong, depending on the specific circumstances and the prevailing situation in society. It is known that during the period of cataclysms, even in a society with prevailing individualism, the interests of individuals fade into the background, society integrates, becomes easily manageable. It is much more difficult to influence decision-making in a society with a stable political and economic situation.

The last decades have been marked by the rapid development of new communication technologies. E-mail, the Internet, digital television have firmly entered our lives, often relegating traditional media to the background. Communication ceases to be one-sided, elements of interactivity appear in it. The issue of media influence appears in a new light. The amount of information available to every member of society is increasing many times over, the process of news dissemination is swift and diverse.

Media Impact Fundamentals by Jennings Bryant and Susan Thompson is about the impact that the media have on viewers and listeners. The authors give a brief historical overview of the topic, analyze the phenomenon of the impact of the media on the mass audience and scientific research on this phenomenon. In addition, the reader is offered various concepts, in particular, social-cognitive theory, the priming effect, the cultivation hypothesis, the diffusion of innovations, etc., explaining the phenomenon of media exposure, with numerous examples - the impact of news, violence, sexually explicit scenes, entertainment programs . The authors see their main goal in increasing the media literacy of the media consumer, which will allow him to control and minimize the negative impact from the mass media.

Undoubtedly, the media play a huge role in people's lives - it is both a source of information and a means of communication.

Under the conditions of complex socio-economic processes taking place in society in the last 15-20 years, the educational functions of the family and school have noticeably decreased. Communication with children goes by the wayside for parents. Hence - the increased influence of the media on the process of socialization and the formation of the worldview of the younger generation. The media, often replacing parents, produce results that are not always easy to foresee or correct. But, unfortunately, recently their negative impact on society has been significantly increasing.

E. Barolo, a psychologist at the University of Milan, noted that “information that enters consciousness in the form of visible images seeps directly and without critical analysis into the most secret corners of our psyche. The school inevitably faces a double difficulty here: it is also unarmed in the face of new methods of influencing the intellect , and is unable to compensate for uncritical, intrusive presentation of information.

Academician A. M. Novikov expresses acute concern about the danger to which the psyche of young generations of television viewers is exposed. He believes the impact of the media on the human psyche is equal in strength to the explosion of an atomic bomb and raises the question of responsibility for the negative consequences of informatization. An analysis of the influence of television on adolescents is presented in the works of Rogozyansky M. E., Mudrik A., Zaznobina L. S., Zolotova E. A., Sidorova A., Fedorov A. V.

The problems of the influence of the media on the younger generation were also considered in their works by Razinov Yu. A., Manyakovskaya I. B., Flier A. Ya., Kastells M., Gridchin M. M., Petrov V. P., Osipova A. G. , Panov S., Ginzburg E., Eelma Yu., Zapyokina N. M., Anikina M. E., Severina O., Sandalova K.

With this, it is advisable to set the following tasks:

to consider the media as part of the media culture of modern society, to identify certain models of media exposure;

to reveal the question of the role of television as a mass media in the education of adolescents;

to study the problems of the influence of Internet media on the younger generation;

reveal the main aspects of the impact of the press on the educational potential of modern youth.

Chapter I. Mass media and the educational impact of television as the leading media

"post-industrial society", for others - the "information age", someone defines it as a "post-modern situation", a period of "post-modernization revolution" or "globalization".

One thing is clear: we live in a world - an expanding system of mass communications, an "information explosion" (as defined by the Canadian sociologist Marshall McLuhan), whose main characteristics are randomness, infinity and redundancy. In this regard, our social ties and models of post-modern identity become more complex, forcing us to turn once again to "understanding the media", their role in society and prehistory.

Media (from the Latin "media", "medium" - means, intermediary) is a term of the 20th century, originally introduced to refer to the phenomenon of "mass culture". As for the concept of "media culture", it is the brainchild of modern cultural theory, introduced to designate a special type of culture of the information society, which is an intermediary between society and the state, society and power.

Media culture can be defined as consciousness and socialization of the individual. engage in media creativity, assimilate new knowledge through the media.

G. Marcuse, J. Ortega y Gasset, C. Pierce, D. Saussure, E. Toffler, M. Castells, Y. Kristeva, K. Levi-Strauss, D. Rushkoff. In Russia, where the term itself appeared relatively recently, for many years this problem has been studied by representatives of semiotics, linguistics, and psychology (M. Bakhtin, Yu. Tynyanov, L. Vygotsky, Yu. Lotman, V. Bibler, V. Mikhalkovich, M. Yampolsky, A. Yakimovich).

M. Zhabsky, S. Kara-Murza, N. Kirillova, M. Kovaleva, A. Korochensky), who explore the difficult ways of informatization of society, the relationship between media and government, the influence of media culture on a person.

The processes of development of media culture can be defined by the following boundaries: from modern to postmodern. The first headed for "mass literacy", building thousands of libraries and theaters, publishing houses, film and television studios that replicate cultural products. The components of the postmodern (information) civilization are: satellite TV, video, computers, the Internet, e-mail, cellular communications, CD-Roms - everything that mixes, replenishes, combines, expanding the social memory of the individual, society, the entire planet. There is a process of formation of "global", "planetary" thinking, the witness and participant of which is media culture

The level of development of modern mass media and the specifics of their comprehensive impact on the individual prove that the media is one of the factors in the practical implementation of the theory of "dialogue of cultures", the development of which was started by M. Bakhtin and continued by Yu. Lotman, V. Bibler and other researchers. As is known, M. Bakhtin came to the theory of "dialogue of cultures" through an analysis of the problem of the "other". For Yu. Lotman, one of the founders of Russian semiotics, the process of cognition of reality, as well as the process of cognition of the "other", meant the elevation of the media text to the level of "abstract language"   As for V. Bibler, it is he who owns the now widely known thesis that at the turn of the 20th - 21st centuries, a distinct "shift of the epicenter of all human existence - to the pole of culture" was indicated. Following the ideas of M. Bakhtin, V. Bibler reasonably asserts that "the mind of culture is actualized precisely as the mind of communication (dialogue) of logicians, communication (dialogue) of cultures".

Studies of the sociocultural situation in post-Soviet Russia show that the intensive development of media culture, especially audiovisual (cable and satellite TV, video, cinema, computer channels), is increasingly influencing public consciousness as a powerful means of information, cultural and educational contacts, as a development factor. creative abilities of the individual. The latter is obvious today, since a computer, CD-ROMs, DVDs, the Internet provide a person with the opportunity to communicate individually with the screen in an interactive mode, both in order to realize their creative ideas, using the advantages of the "virtual" world, and in order to know the "other".

These processes occur in the process of communication. Communication is carried out in one or all of the following ways: action directed at others, interaction with other people, and reaction to the actions of other people. Communication can take many forms. It can be interpersonal, it can be carried out using an individual means (or channel) of information transfer, or it can be defined as mass. A conversation between two people is an example of interpersonal communication. Communication using telephone or e-mail refers to mediated communication. When a journalist is reporting from the scene and his voice and image are broadcast and received by a large number of listeners or viewers, mass communication takes place.

However, in the context of the mass introduction of information and computer technologies, special attention is paid to the methods of influencing the QMS both on an individual and on society as a whole.

Various models have been used to describe various types and levels of media impact, from purely individual to group or even global on the scale of the whole society.

Comstock's psychological model can be considered one of the most effective models for describing the direct impact of mass communication on individual consumers. An employee of Syracuse University and his research team used this model to describe certain mental processes that take place when watching television. The model shows that the behavior of TV characters can influence the behavior of the viewer. The individual learns the behavior he sees on the screen and can adopt it. The use of a new behavior is determined by its significance for the individual, as well as the degree of excitement or motivation of the individual, achieved as a result of using such behavior. An important variable that determines the intensity of media exposure is the perceived reality of the depicted behavior, that is, the more realistic the media image, the more pronounced the psychological impact on the viewer and the stronger the potential impact on his behavior.

Another good example of a model that demonstrates the individual psychological impact of mass communication is Thorson's Cognitive Processing Model. When it comes to the cognitive dimension, the corresponding models are sometimes unnecessarily complex; however, this complexity is necessary to accurately represent the many factors and steps involved in media processing. The author of the model focuses on the actions that ensure the processing of information from television commercials. The model takes into account the interest and attention of the individual viewer in relation to the advertising message, the features of his memory and even language abilities as factors that determine the potential impact of messages. For example, it will be more difficult for a foreign student who has not fully mastered English to process and remember information contained in commercials than a native speaker.

As an example of media influence at the social level, there is a model of media dependence developed by M. L. De Fler and S. Ball-Rokesh. The subject of this model is the relationship between mass media (information system) and society (social system). The model assumes that in modern society the dependence of individuals on the media as a source of news and information is continuously increasing. The level of dependence of individuals on the media and the intensity of media exposure are closely related to the stability or instability of society and the degree of social importance attached to the media as a source of information. The model represents the relationship and interaction between the media, society and the audience, as well as media exposure. An example of the manifestation of media dependence is the consumption of news during periods of crisis.

In this regard, the problems of media education are relevant: its experience in the West and in Russia. The Russian Pedagogical Encyclopedia defines media education (from English "education" and Latin "media") as "a direction in pedagogy advocating the study of the laws of mass communication. The main task of media education is to prepare a new generation for life in modern information conditions, for the perception of various information, to teach a person to understand it, to realize the consequences of its impact on the psyche, to master ways of communication based on non-verbal forms of communication with the help of technical means and modern information technologies.

The UNESCO materials contain the following definition of media education: “Media education should be understood as teaching theory and practical skills for mastering modern mass media, considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice; it should be distinguished from the use of media as teaching aids other fields of knowledge, such as, for example, mathematics, physics or geography.

In the context of the theory of social modernization, the point of view of S. Feilitzen is also interesting, according to which media education process, and in the process of globalization and should be based on the study of all types of media.

And here is another point of view, encyclopedic: "Media education is the study of media, which is different from learning with the help of media. Media education is associated both with the knowledge of how media texts are created and distributed, and with the development of analytical abilities to interpret and evaluate their content, whereas media study is usually associated with the practical work of creating media texts. Both media education and media study are aimed at achieving the goals of media literacy" .

"media literacy", which Western media educators define in different ways.

"Media Literacy" helps pupils or students to communicate with media from a critical angle, with an understanding of the importance of media in society. A media literate student must be able to critically and consciously evaluate media texts, maintain a critical distance from "pop culture" and resist manipulation. In more specific terminology, media literacy training should provide students with the opportunity to:

gain knowledge of the social, cultural, political and economic significance of these structures and the values ​​they propagate;

to develop the level of evaluation and aesthetic perception of media texts;

decode media texts in order to recognize and evaluate cultural values, practical significance, ideas contained in them;

analyze and apply a variety of technical uses and creation of media texts;

be aware that those who create media texts do so for a variety of motives  - economic, political, organizational, technical, social and cultural;

factors

The psychological impact of the media has been discussed since the advent of the first printing press in 1450. Sometimes historical evidence has been used to chronicle the apparent change in public opinion or collective behavior due to the massive impact of mass media on the audience. In other cases, this impact was not so obvious, but the concern of media opponents about the media impact on other people prompted them to various protests. The desire to protect not oneself, but certain abstract "other" people from the influence of the mass media was usually explained by the third-person effect. At the same time, the individual believes that other consumers of the media are more susceptible to suggestion and the negative impact of scenes of violence and pornography.

Doctor of Pedagogy, Professor A. V. Fedorov cites such data on the negative impact of mass media on the psyche of the younger generation, noting, first of all, the growth of violence among adolescents. “A sharp change in the sociocultural situation at the turn of the 90s of the last century,” writes Professor A.V. Fedorov, “discovered so many “blank spots” in the humanities that the problem of the rights of the child in relation to audiovisual information at first also fell out of sight of Russian only in recent years have publications of the results of studies by a few Russian authors ... attempted to one degree or another to investigate the phenomenon of the impact of screen violence on the younger generation.

The increased attention to the problem cannot be called accidental, since Russia currently has one of the highest crime rates in the world. Juvenile delinquency in Russia is acquiring the proportions of a national disaster, and among other important social causes, "many lawyers cite low-level militants as its catalyst.

After the abolition of censorship in the media, which happened in Russia, as you know, at the turn of the 90s of the twentieth century, thousands of domestic and foreign works began to be shown on cinema/television/video/computer screens (practically without observing the officially accepted age restrictions). containing episodes of violence

pictures, and besides, we note that scenes of violence immediately affect the subconscious, because the effect is on feelings, and not on the mind (mind - consciousness). In a similar way (demonstration of sex, violence), manipulators from the authorities through the mass media actually destroy the gene pool of the nation. There is an even greater degradation of society through the degradation of the younger generation, whose representatives are impaired in their ability to adequately perceive reality. Such a person begins to live in his fictional world. Moreover, television and cinema form certain stable mechanisms in the psyche of a teenager, according to which he will already react to this or that life situation in accordance with the attitudes that he has formed through watching TV shows and movies. Moreover, we bring television and cinema to the forefront, because, unlike print or electronic media, in these types of influence on the psyche, the greatest manipulative effect is also achieved from a combination of music, picture, image, voice of the announcer or film characters, and that's all significantly enhances the semantic load that was laid by the manipulators of mass consciousness from the creators of the film.

Doctor of Sociological Sciences K. A. Tarasov cites very important facts: “commercial cinema consciously and methodically, with diabolical sophistication, sets traps for the viewer on the screen.

K. A. Tarasov gives "five types of consequences of the perception of screen violence and four concepts that explain them.

The first type is catharsis. It is based on the idea that the individual's failures in everyday life cause him a state of frustration and the resulting aggressive behavior. If it is not realized through the perception of the corresponding heroes of popular culture, then it can manifest itself in antisocial behavior.

The second type of consequences is the formation of readiness for aggressive actions. This connection is reflected in the "stimulus theory". This refers to the setting for aggressive behavior, which occurs as a result, on the one hand, of excitation of the viewer from scenes of violence, and on the other hand, the idea of ​​the permissibility of violence in interpersonal relationships under the influence of scenes in which it appears as something completely justified.

The third type and related theory is learning by observation. This means that in the process of identifying with a movie character, the viewer voluntarily or involuntarily learns certain patterns of behavior. The information received from the screen can later be used by him in a real life situation. The conclusion from this theory is quite pessimistic: appealing to a popular culture rife with violent characters increases the likelihood of antisocial behavior.

The fifth type is not so much violent behavior as emotions - fears, anxiety, alienation. This theory is based on the idea that the mass media, primarily TV, create a kind of symbolic environment where people are immersed from childhood. The environment forms ideas about reality, cultivates a certain picture of the world. She also has one feature. As the content analysis showed, the symbolic world of TV is "unfriendly", violence is present everywhere in it. The leading positions in this world are occupied by young men who, having successfully used force, subjugate others to their will, primarily women, representatives of various minorities and the elderly. Viewers in varying degrees, it seems that the real world is the same as on the TV screen. To the extent that this happens, viewers in everyday life show fear, anxiety and alienation from others."

information coming from the outside world is not yet fully formed. And therefore, almost any information from the outside world, from society, enters the psyche of the individual, flavored with the same "diplomatic immunity passport", because the information presented by the mass media (its various components, such as: glossy magazines (especially teenage; although they actually duplicate the models set by adult magazines of a similar orientation), television (various talk shows, or Dom-2, for example, which is an exclusively hostile program, because it lays negative behavior patterns in the subconscious of the audience: adolescents and youth). we can say for sure that in the future, if similar situations arise in the life of the individual who has watched such programs, he will unconsciously think and act in line with the settings laid down earlier in his subconscious. subconscious in the programming of an individual (both an individual of any age and the masses), that he may not even understand all the information that he sees from the screen, and which is a set of funny stories with a scandalous tint (which enhanced the suggestive effect, because any provocation of emotions destroys barrier of criticality of the psyche), and outwardly, as if there is no obvious negative. Such negativity becomes noticeable either after, when in life a teenager begins to demonstrate behavior that was modeled earlier as a result of watching TV, or is noticeable as a result of subsequent analysis (including psychological analysis), when the negative information that is laid down in the unconscious is clearly drawn individual.

"The cult of cruelty, violence, pornography, promoted in the media, printed publications of unlimited sale, as well as in computer games, etc., leads to an sometimes unconscious desire in adolescents and young people to imitate this, contributes to the consolidation of such stereotypes of behavior in their own habits and lifestyle , reduces the level of threshold restrictions and legal prohibitions, which, along with other conditions, opens the way for many of them to offences," notes V. N. Lopatin.

The influence on the psyche of a teenager and young people becomes dangerous also because the psyche of the younger generation, the children's psyche, turns out to be very prone to dependence on the archetypes of that common phylogenetic heritage that is in the psyche of any individual. As we have already noted, now the collective unconscious of a teenager and young people is partially filled with those positive attitudes that such an individual received during the Soviet period of the country's development. Then the subconsciousness received ideologically verified information that contributed to the formation of the individual as a person, as a socially active representative of society. Whereas after Perestroika and the subsequent destruction of the country, information began to be methodically hammered into the subconscious of the same individual, imposing on him the advantages of the Western way of life. And, accordingly, already as a consequence - all that negativism, which has always been associated with the West, was the result of building a democratic model of society that brings any individual more trouble than good.

Tracing the negative role of the impact of the mass media and the media on the subconscious of a child, adolescent and youth, one should pay attention to such an important detail as the presentation of media materials in the form of ready-made schemes, templates. As a result, the brain of an individual of any age, as it were, unlearns to think once again. And such an individual unconsciously expects that ready-made information will be presented to him, without the need to perform any analysis on such information. Such an analysis becomes unnecessary precisely because the media representatives themselves will show the individual how to react.

In the post-World War I period, scholars and the public believed that the media had a strong influence on the beliefs, attitudes, and actions of audience members. This concept of media influence is called the "syringe" or "bullet" theory. This model remained most influential during the Great Depression and beyond, until empirical research proved that the impact of the media was not as strong as expected. Research by Paul Lazarsfeld and Karl Hovland has shown that the media have only limited impact on individual audience members. The limited impact model was firmly established in 1960 with the publication of Joseph Clapper's The Impact of Mass Communication. In the following decades, the results of some scientific research and new theories did not fit into the limited impact model; so the "official" story was edited to include new research indicating the possibility of moderate and strong media exposure.

The generally accepted model of "omnipotence - limited impact - moderate impact - strong impact" was a simple and convenient scenario for research in the field of media impact.

The goals of this influence can vary in a fairly wide range: from incitement to terror. If we take into account that the QMS is a rather complex system that is intensively developing and improving its tools, then the influence of this system may also increase. The cultivation process is very chaotic and, at the moment, almost uncontrollable, which can lead to unpredictable consequences.

§ 2. The role of television in the education of adolescents

Once upon a time, the appearance of the newspaper caused Goethe a serious concern for the fate of civilization. It seemed to him that a newspaper sheet was not capable of becoming a place for serious discussions, that it only primitive concepts and ideas in order to be understandable to as many people as possible. From his point of view, the press carried with it the threat of the death of culture. But history has refuted the fears of the great poet. Today, without the press, it is impossible to imagine not only society's information about current events, but also the progress of culture. Many important ideas for the development of culture are not only popularized, but also for the first time gain access to the masses precisely from the pages of periodicals. But if we are talking about the leading mass media, then it is hardly possible to challenge the role of television.

Not a single media, not to mention art, has known such a rapid and rapid development as television has received. Television was invented as a technical means to see at a distance, to see beyond the natural possibilities of the human eye. The ability of a television camera to show an event at the moment of its completion is no secret to anyone. Moreover, it is precisely these qualities of television information - its visuality, reliability and utmost efficiency - that have caused the widespread use of television in industry, transport, military affairs, and space exploration.

Television is no less important in the development of culture. A number of researchers offer different approaches to the typology of historically developing cultural systems. Including there is a typology based on various means of communication (oral, written, audiovisual). An interesting conclusion they made is that throughout human history the ratio of the sense organs changes in favor of hearing and tactility. Under the influence of the media, the very type of our thinking is changing. Using "electronic information", we are forced to think not "linearly sequentially" (as we are used to when reading a book), but "mosaic", at intervals, through the so-called resonance. Unfortunately, this bad habit takes root in us when reading not only scientific publications, but also works of art - books are read "diagonally" in order to catch the information of interest. The visual nature of the television presentation affects primarily the emotions of a person, and not his consciousness. The screen operates most often with images, not concepts. And if we take into account that in most cases television programs do not rise to the level of figurative assimilation of reality and the viewer most often encounters primitive visual information, then the fears of television researchers associated with its negative impact are not difficult to understand.

With the help of a small TV screen, people get access to such works of culture, which are removed from them not only in space, but also in time. With the help of a television camera, we get to the museum hall, and to the lecture of a prominent scientist, and to the concert of a virtuoso performer, and to the theater hall, and even to the stage and backstage.

From the first years of his life, a child enters the information field created by a network of mass communications, which includes all types of media that function in a globalized cultural space, in an information field created with the help of new technologies and combining the socio-cultural meanings of its heterogeneous components. In this regard, the problem of the mutual influence of the information environment (in particular, television as its most important component) and the structure of adolescents' value orientations arises. This relationship between the environment and the subject has a contradictory character, which is explained by the complex component structure of its components.

imposing certain stereotypes of behavior through images that act on the subconscious, and to a lesser extent - words addressed to the consciousness; others insist that television should not educate anyone, as it is only a means of informing people about fait accomplis.

A few years ago, the rector of Boston University, in bitter desperation, declared: "If our compatriots' enthusiasm for television continues, then, given the idiotic nature of the programs, it can be argued that we will educate a generation of feeble-minded." Television has gone far from its prototype - the movie and has acquired specific characteristics: unlike the film, TV shows do not have integrity and completeness, the narrator is easily recognizable, has a permanent audience, which at the same time has a choice.

The textbook "Television Journalism", published in 2002 by the Moscow State University under the editorship of the pillars of Russian television journalism - practitioners and theorists of television G. V. Kuznetsov, V. L. Tsvik, A. Ya. Yurovsky - examines in detail the specifics of television, its place in the media system, visual and expressive means, perspectives and, of course, public functions.

In addition to information, there are six more functions of television, and all six are related to education. Recreative, organizational and integrative are associated with the creation of conditions for education, and the latter, superimposed on other functions, combines them into an extremely effective system. As follows from their names, cultural and educational, socio-pedagogical and educational functions determine the educational orientation of television.

"Education is a set of formative influences of all social institutions that ensure the transfer from generation to generation of socio-cultural experience, norms, values" . “Its specificity lies in the fact,” Yu. G. Fokin writes in his textbook “Teaching and upbringing in higher education: methodology, goals and content, creativity,” that this process is not activated by the individual himself, but is imposed on the educator from the outside. Thus, we see that education is a purposeful process, which means that it is controlled by someone, including on television.

1. Editorial offices of TV and radio companies, whose work is supported by the infrastructure of journalism: technical, informational, organizational and managerial; the infrastructure also includes educational and scientific centers.

organizational, educational, recreational. First of all, it is the collection of relevant social information and its dissemination. Along with this - education, and primarily aesthetic, due to the nature of the visual and expressive means of television. As well as functional interaction with other social institutions.

3. The set of professions required for such activities.

The problem of "mass-media-youth" is repeatedly addressed by both domestic and Western researchers. It is generally recognized that television ranks first among all other media, so it is necessary to analyze some of its features that are most closely related to the formation of aesthetic ideas and values ​​of modern youth.

Numerous sociological studies are being carried out, discussions, round tables are held on the pages of the periodical press. However, in the domestic scientific literature this problem has not been sufficiently developed, while in the foreign scientific literature this problem is covered much more fully, special scientific publications are devoted to it.

in the theory of mass communication. However, in the 70s-80s. a number of fundamental studies have appeared devoted to the analysis of the relationship between culture and mass media, which are considered by the latter broadly, in their various aspects (technical, artistic, etc.).

"we perceive television not as isolated works, but as segments of time filled with heterogeneous texts, carefully connected together, so that they flow into each other almost imperceptibly" .

The analysis of television within the framework of modern critical theory is based on the premise of the conditioning of representation: all our attempts to represent reality are conditioned by language, culture and ideology. If we agree that we cognize the world through systems of representations, then the very formulation of the problem of the objectivity or subjectivity of television will change to the place of the question: “Will we learn the truth about the world from television? ” the question will arise: “How does it represent the world?”.

With such a formulation of the problem, the truth or falsity of a television representation is determined not by the truth or “fictionality” of the material represented, but by the very nature of the production of meaning, which is contextually determined. The signifier produced by television is conditionally related to the signified. through active sign production, but as pure signifiers. In the sense that television is a sign system, it can always be used to "produce lies" (Umberto Eco). will not be able to tell from a TV sign whether they refer to true or fictional events.In this regard, Umberto Eco gives his definition of semiotics as the discipline that studies "everything that can be used to tell a lie. If something cannot be used to tell a lie, it cannot help to tell the truth, in fact it cannot be used to say anything at all.”

The communicative nature of television has its own specifics, K. Metz identifies five channels of telecommunications: image, written text, voice, music and sound effects. He believes that television and cinema are two similar language systems that are characterized by extreme openness.

The influence of television on many aspects of everyday life, in particular on the formation of aesthetic tastes and ideas, is largely determined by the fact that, unlike other types of mass media, it is part of the home environment. This fact in itself is very ambivalent and is assessed differently from different research positions. The strongest effect of television, besides its content itself, is the very fact of its existence, its always available, dominant, habitual presence in every home, its ability to reduce hundreds of millions of citizens to the level of passive viewers for most of their lives. Television minimizes personal interactions within the family and community. One source of information can communicate images and perspectives directly to millions of minds, making it difficult for people to separate the real from the unreal, appeasing and mobilizing them, fragmenting their perceptions, dulling their imagination and critical judgment, shortening their spans of mindfulness, diminishing their taste for intelligent public and private discourse. . According to J. Meyrowitz, commercial television “generates novelty in order to survive. Without the strange, the new, the unknown, audiences would shrink dramatically. That is why television exposes what in other media structures remains hidden or little known.

Any television program in one way or another introduces viewers to culture. Even in informational releases, the very appearance of people appearing on the screen, their manner of communication, the degree of literacy have an impact on viewers' attitudes. Thus, any television program is related to culture. But not all of them perform the cultural and educational function. At the regional studios of state television, only a few programs now perform a cultural and educational function. This can be seen especially clearly in the programs of historical and local lore orientation.

assisting both in education, upbringing, and in broadening one's horizons, opening up completely new horizons of knowledge. The main consumer of video culture - a young man of the beginning of the 21st century - is a complexly structured subject, stratified by age, gender, profession, level of education, etc.

the spiritual vacuum was filled by the central media. The national TV channels "Zvezda" and "Culture" are clearly expressed compensators. Spiritual-educational and morally oriented programs, television films, television series and other central channels began to appear. For example, the military-patriotic series for youth "Kadetstvo" on STS.

Another significant trend on domestic television has been the spiritual and moral education of the nation through Orthodox programs and TV channels, such as Moscow's Spas, Yekaterinburg's Soyuz, and others. The content of these channels is not limited to church-clerical programs. Many programs and films broadcast by Orthodox television have a general civic sound. These are programs about culture, historical programs, military-patriotic documentaries and feature films. Patriotism, as you know, cements society, so the special task of patriotic broadcasts - propaganda of non-violence and non-division of society into "ours" and "not ours" - is carried out by Orthodox TV channels no worse than others. Here, the socio-pedagogical function closely interacts with the integrative one.

Television, by its very nature, is capable of maintaining the normal functioning of the society to which it influences. The very fact of viewing the program by different people already indicates their certain commonality. But the broadcaster must consciously work to strengthen this sense of belonging of everyone to everyone by identifying common values ​​for the audience, discussing ways to solve common problems in order to counter destructive and dangerous trends for society.

"There have been more bloodthirsty epochs in the history of mankind, but none of them was so saturated with images of violence as ours. And who knows where this monstrous stream will take us." These words belong to J. Gerbner, an American scientist from the Annenberg School, who conducted a series of studies aimed at identifying the nature of the impact of screen violence on audiences in the United States. It is regrettable, but it is worth recognizing that this statement is applicable not only to the United States, but also to many other states, including ours and you.

After the collapse of the USSR and the fall of the so-called "Iron Curtain" - a stream of violence literally hit the Russian screens. The commercialization of Russian cinematography and TV broadcasting, which followed soon after this process, significantly aggravated this situation. Given the fact that violence subconsciously attracts and fascinates a person, it is one of the most advantageous and justified, in terms of financial motivation for this type of activity, an element of cinema and television production. As a result, for more than two decades, youth crime in Russia has increased by one and a half, and teenage crime by almost 2 times. Studies have shown that more than 30% of Russian youth commit crimes under the influence of movies and TV shows. Teenagers see up to 10,000 scenes of violence on TV every year. 45% of young people who at the age of 14 watched TV for more than 3 hours a day are prone to violence, and 20% are generally dangerous to society and are morally ready to commit a criminal act.

There are methods of counteracting the negative impact of screen violence on the audience, among which media education can play an important role - a direction in pedagogy that advocates the study of the patterns of mass communication: press, television, radio, cinema, video, etc. The main tasks of media education are to prepare a new generation for life in modern information conditions, for the perception of various information, to teach a person to understand it, to realize the consequences of its impact on the psyche.

Now numerous articles are being written and published quite actively, all kinds of research work is being carried out and various conferences are being organized on the issue of finding ways to overcome and counter the current situation in the country - it is worth noting, however, the fact that an unforgivably much time has already been lost, because there are still reasons for concern in the 20s of the last century, when the first publications began to appear in the Soviet press, telling about various types of violence committed mainly by young people and under the influence of movies. But, due to the unfounded conviction of the leadership of our country that the negative impact of screen violence is solely a consequence of the screening/broadcasting of foreign films, strict censorship was introduced, prohibiting their screening in the future.

Over the past 40 years, more than 1,000 studies have been conducted around the world on the impact of television and cinema on children. Research has been carried out in many countries of the world, among boys and girls belonging to different races, nationalities and social groups. However, the results of the studies were almost identical: screen aggression makes children more aggressive towards people, animals, and inanimate objects.

The American Academy of Pediatrics has published four fundamental findings from these studies.

First, children who watch a lot of programs containing scenes of violence perceive violence as a legitimate way to resolve conflicts.

Secondly, watching scenes of violence makes a person more vulnerable to violence in real life.

Fourth, if a child has a preference for watching violent TV programs, there is a much greater chance that he will grow up to be an aggressive person and may even commit a crime.

Thus, based on the foregoing, we can conclude that television not only provides certain information, but also shows options for action, the child can either reject them based on their moral convictions, or they can accept them as legitimate from the point of view of morality. There is a wide choice of actions, you just need to learn how to choose the right one.

Television allows you to see life from a variety of perspectives, even those in which the child will never get. Like someone else's experience, methods of action go through a certain algorithm - identification (analysis of the situation, dividing it into its component parts); individualization (the child evaluates how this can affect him in life, the position "and I"); personification (creation of a conformity, "position of I", the child either appropriates this option of action, or rejects it as unacceptable for himself from the point of view of moral standards)

Television is what it is and it is not in the pedagogical competence to change it, but knowing all the features of perception, age-specific features of the formation of spiritual and moral values ​​and didactic methods of influencing children, the teacher must use the possibilities of the mass media for their pedagogical purposes.

Chapter II. The Internet and the press as subjects of media influence on youth

§ 1. Features of the influence of Internet media on the younger generation

The Greek philosopher and mathematician Archimedes said: "Give me a point of support, and I will turn the world upside down." Today we can say with confidence: the Internet is the fulcrum that will allow us to turn the world of culture upside down. The Internet is a new and highly effective way of presenting culture in mass media. In terms of the scale of its impact on world culture, the Internet phenomenon is comparable to the invention of writing and printing. If the traditional book culture exists on the basis of the text, then with the advent of the Internet, hypertext becomes a form of organization of cultural space. The linear sequence of book text is replaced by an infinitely branching, repeatedly intersecting, interrupted and again intertwined into a network sequence of virtual text. The construction and development of such a text is like walking through a "garden of forking paths." The "Garden" invented by H. Borges is a brilliant metaphor for a cultural space built as a hypertext.

With the advent of the Internet, the foundations of the monologic principle in culture are being undermined, which means the decline of "closed" cultures that carry the potential for all sorts of conflicts on interethnic, confessional, national or party grounds. Thus, the Internet heralds the birth of a culture of global dialogue (culture as a dialogue of cultures), an "open" culture in which each of the participants has his own voice, leads his own party, can join his voice to the voice of others or influence the overall sound. The phenomenon of the Internet opens up a new horizon of culture - an orientation towards global creativity and the individual contribution of each.

One of the most important spheres of influence of the Internet on culture is education. There is no culture without education. The education system can be defined as the quintessence of any culture. In it, in a certain way, its most important content is "packed".

The modern education system, which begins to integrate new educational technologies based on the use of computer capabilities, qualitatively changes the "packaging" of cultural content. The Internet does not tolerate book organization of the text, where fragments of the text follow one after another, like wagons linked into a single train, in accordance with the sole will of their author. Integrated into the World Wide Web, the text is overgrown with hypertext fields, new arbitrary connections created by "someone" appear in it, it largely loses its author and the semantic completeness built by him. The text becomes a draft.

essentially the only character of the pedagogical action, and whose function was mainly to voice the textbook (the finished text). The possibilities of network education undermine the teacher's monopoly on knowledge and force them to give up part of the pedagogical space to the computer, making it more personal. The task of the subject teacher in the new model of education is the preparation of hypertext educational materials and the organization of work with them in the form of a lively dialogue.

Recently, there have been more and more discussions about the subject of virtual reality, which, in turn, can give rise to a new identity and model of subjectivity. Some researchers associate the emergence of the phenomenon of virtual reality with the development of the latest information and communication technologies: "Virtual reality is an environment artificially created by computer means, into which you can penetrate, changing it from the inside, observing transformations and experiencing real sensations at the same time. Once in this new world of audio- visual reality, you can make contact with other people and with artificial characters" .

However, according to other scientists, in particular A. Ya. Flier, it would not be entirely legitimate to correlate the genesis of virtual reality with a computer, since, for example, any psychotropic substance can act as a similar stimulant. If we turn to the distant past of mankind, more precisely, to the time of the emergence of language, then we can say that language is one of the first forms of replacing real objects and events with their symbolic names: "Virtual reality does not originate from a computer and not even from scholastic philosophy, and from the very depths of primitiveness - from the beginning of human symbolic activity, with the creation of a system of simulacra, which only conditionally and conventionally designate objects and events - words, drawings, stucco and carved images.

Virtual reality has been taking place throughout the long history of human development, however, it is now that the relevance of this phenomenon has become obvious. The well-known American sociologist Manuel Castells very often uses the expression "real virtuality" in his works. In The Internet Galaxy, he writes that we live in a particular culture that "is virtual because it is built mainly on virtual communication processes controlled by electronics. It is real (not imaginary) because it is our fundamental reality." , the physical basis on which we plan our lives, participate in the labor process, connect with other people, find the necessary information, form our opinion. This is what distinguishes the culture of the information age: it is through virtuality that we mainly produce our creation of meaning " .

Indeed, innovative technologies in the field of information and communication have had an unprecedented impact on literally all aspects of public life, changing the consciousness and socio-psychological behavior of people. Virtual reality gives rise to new cultural identities and, perhaps, new problems. In particular, we are talking about creating a virtual "personality" and defining the line between it and the real "I".

The Internet interests the individual primarily as a communicative space. Communication on the Internet attracts with anonymity - a person is free to be anyone, to create a new image, endowed with the desired features. Voluntariness and desirability of contacts implies that a person has the opportunity, at his own discretion, to make contacts or leave them. The creators of virtual "personalities" are, for example, the classic of network literature, Svetlana Martynchik, better known as Max Fry, or Aleksey Andreev, one of whose incarnations was Mary Shelley. Thus, it can be said that users of Internet resources form a new image in order to expand the circle of communication, which is based on the motive of self-expression and self-affirmation.

global information space. It has become a means of information exchange for many millions of people on all continents.

The network is actively developing, the directions of its use are expanding. The number of only officially registered network users in our country has already exceeded 5 million people. The volume of information resources presented there is constantly growing. More than 3 million new web pages appear every day. But despite the fact that the opportunities provided by the Internet to society are truly grandiose, the wide range of dangers it generates is also noticeable.

Until now, the attitude towards the Internet is ambiguous. For some, it is a universal source of various information, a fundamentally new means of organizing all life activities at a higher level. For others - the "world wide web", entangling and destroying the souls of young people, "electronic concentration camp", "world gossip", "weapon of the inquisitors".

Receiving undoubted benefits from the use of information systems built on the basis of global computer networks, society is gradually becoming dependent on their normal functioning. For young Russians, using the Internet is as much a sign of "symbolic consumption" and "life comfort" as owning a car or traveling abroad. Young people turn to the services of the global network in most cases to meet not cognitive or professional needs, but other, primarily leisure purposes. These facts make it necessary to develop new approaches to protecting the interests of the individual, society, and the state in this area.

A number of dangers are associated with attempts by certain political forces to use the information capabilities of the Network to form public opinion and influence the masses in order to achieve their interests. Of course, the most massive and active part of the Internet audience - young people - is highly susceptible to such informational influence. Young people are literally bombarded with a flood of information, much of which they are simply unable to adequately perceive. Some of the materials presented in a biased form can lead to moral deformations, give rise to aggression, the desire to manifest violence.

The penetration of materials from the Internet into traditional media has become commonplace, despite the fact that anything can be published on the global Web. Internet media

differ from conventional media in that it is possible to publish news there not only cheaply and quickly, but also, what is most remarkable, anonymously.

pornographic products with elements of violence, recipes for the production of drugs and explosives, etc. In a number of countries, the emergence of sites belonging to organized criminal groups and terrorist organizations is noted, through which not only the exchange of information is carried out, but also the promotion of relevant ideas and lifestyles.

almost all social strata and age groups of the population are represented in the environment, most of the activities of society (political, financial, economic, commercial, educational, cultural, etc.) are embodied here in one form or another, numerous "virtual "groups of territorially remote subjects. In such groups, their own internal social hierarchy develops, formal and informal leaders appear.

Observations show that the network environment, like the social environment as a whole, affects the personality and morality of people, the socio-psychological characteristics of the groups represented in it, generates the appropriate motivation for behavior, the choice of specific means to achieve goals (including illegal ones). That is why the network environment is increasingly becoming the subject of research aimed at studying the features of communication and interaction of users, forms of self-expression of the individual, characteristics of special "virtual" teams. It becomes obvious that the process of formation of social relations in the new information environment, not sufficiently supported by either the relevant legislative or moral guidelines, gives rise to previously unknown forms of negative, deviant behavior, especially among young people.

It is known that the isolation of a subject with non-standard (including negative) attitudes from normal contacts in a real microenvironment in most cases leads to the fact that he is looking for recognition in other places among his own kind. In such cases, network communication can help a young person, in a certain sense, overcome intrapersonal and external conflicts that arise in family relationships, relationships with peers, etc. At the same time, an individual will very easily find support and understanding on the Web in almost any views that are rejected by him. specific environment. Communicating on the Internet, he can not only "change" gender and name for a while, appear before the interlocutor in a different physical appearance, but even create his own new image - realize, even "virtually", his fantasies, which are difficult or impossible to realize in the ordinary world .

The "virtual" world gives additional freedom of action and expression of thoughts, emotions, feelings, limited in real life. A notorious person who has serious problems in daily communication with people around him, in network communication gets the opportunity to completely liberate himself. However, at the same time, he can easily be drawn into the communication of marginal groups that can impose on him

drug addiction, etc. When visiting such sites, young people with an unstable psyche can actively perceive the views promoted here and transfer them into their daily lives.

Researchers note that the Internet enhances the process of mediated communication between people, the participants of which most often have superficial, shallow interpersonal relationships. The possibility of anonymous participation in network communication often forms in young people the idea of ​​permissiveness and impunity of any manifestations in the network environment. According to psychologists, anonymity and the absence of prohibitions release hidden complexes (primarily associated with cravings for violence and sexuality), encourage people to change their behavior here, behave more relaxedly, and even cross some moral boundaries.

There are many examples of teenagers using online opportunities to annoy people with whom they have hostile relationships in real life. In the United States, a phenomenon referred to as "cyber stalking" has become widespread, when an attacker constantly pursues his victim, sending threats to her using network means. Similar cases are noted in domestic practice.

The network environment is capable of exerting a certain influence even on the mental health of an individual. Scientists have noted cases of morbid addiction to participation in network processes (the so-called Internet addiction). The term "Internet addiction" - a painful addiction to participation in network processes, appeared in 1996 and is currently widely used in scientific and journalistic literature.

This dependence is manifested in an obsessive desire to continue network communication indefinitely. For teenagers accessing the Internet, the virtual environment sometimes seems even more adequate than the real world. The opportunity to reincarnate in some kind of incorporeal "ideal personality" opens up new sensations for them, which they want to experience constantly or very often.

Experts note that to some extent this addiction is close to pathological gambling, and its destructive effects are similar to those arising from alcoholism. According to experts studying various types of addictive behavior, five types of "Internet addictions" can be conventionally distinguished:

1. Cyber ​​addiction - an irresistible attraction to visiting porn sites and engaging in cybersex, to discuss sexual topics in chats, special teleconferences "for adults".

2. Addicted to virtual acquaintances - preference (replacement) of real relationships, family and friends with virtual "cyber relationships", dependence on communication in chats, group games and teleconferences.

3. Obsessive need for the Web - online gambling, constant purchases or participation in auctions.

4. Information overload (the so-called obsessive "web surfing") - endless travel on the Web, finding information in databases and search sites.

5. Computer addiction - constant participation in computer games (shooters - "Doom", "Quake", "Unreal", strategies like "Star Craft").

Pathology manifests itself in the destruction of the usual way of life, a change in life orientations, the appearance of depression, and an increase in social isolation.

A teenager experiencing difficulties in the family and school, dissatisfied with himself and those around him, becomes easier and faster on the path of addiction, especially in the absence of support (or control) from relatives and friends.

Prolonged pastime at the computer also affects the physical condition of the child: he ceases to pay due attention to sports and physical activity, rest, undermines his health, and often the material well-being of his parents. The uncontrolled possibility of visiting not only porn sites that are harmful to a teenager, but also chats dedicated to pyrotechnics, suicide, discussing the effects of certain drugs, etc. Regular communication with online friends via the Internet can subsequently lead to actual acquaintance, including with persons with deviant behavior: members of radical political groups, sectarians, persons with sexual deviations, participants in drug trafficking, etc.

According to psychologists, in children under the age of seven, as well as in individual adolescents under 12, the virtual and real worlds are often identical, so they, firstly, simply do not know how to distinguish what they see on a computer screen from the reality that is happening off screen; and secondly, not sufficiently trained to distinguish good from evil, such minors begin to behave like computer heroes (including "negative" characters).

Being in the global network, a teenager can easily impersonate an adult (which is much more difficult to do in the real world) and gain access to those activities that would be difficult for him in ordinary life: take part in auctions, conclude dubious financial transactions, visit places of network communication of adults with certain negative deviations, etc. In addition, a minor "secretly" from his parents via the Internet can take part in virtual gambling, spending often large amounts of family savings on this entertainment.

Most people believe that computer games are a place for unlimited imagination, creativity, and ideas. Game consoles have long been perceived as innocent child's play, until the frequency of various alarm signals increased, thus forcing us to pay attention to what exactly was happening in the game worlds.

The "personality" generated by computer games closes in on itself, not trying to renew ties with the outside world. However, trying to find salvation from disorder, loneliness and problems in virtual reality, a person forgets that sooner or later he will have to return to real life and face the fact that it is very different from virtual.

Experts do not exclude the possibility that a child under seven years of age who spends more than an hour a day playing computer games, shooting and killing, may have a dominant in his subconscious mind, which is not easy to get rid of in the process of growing up, but when he finds himself in a situation similar to a computer game , such a minor or young person may decide to commit a crime, including a "serious" one. The situation is also aggravated by the fact that, regularly seeing scenes of violence and cruelty on a computer screen, a teenager not only ceases to be horrified at the sight of nightmares, but also loses the ability to empathize with other people's suffering. In addition, the enormous computing power of today's personal computers allows minors to commit illegal acts, the consequences of which can be very serious (for example, participating as a hacker in "sophisticated" banking and credit frauds).

aggressive behavior of young people. So, in the spring of 2002, the German teenager R. Steinhäuser killed 17 and wounded 7 people in the gymnasium where he studied. When interviewing witnesses, it turned out that his favorite pastime was participation in online computer games containing scenes of violence. The distribution of such games is currently restricted in Germany. Obviously, with the development of technology, this problem will become more complicated, since game developers are constantly improving the quality of the correspondence of the game space to reality, and this leads to an increase in the degree of immersion of the individual in the virtual environment. A whole class of young people is being formed in society - fans of computer entertainment, the game becomes their main activity. The circle of social contacts they have is very narrow, all other activities are aimed only at survival, at satisfying physiological needs, the main thing is satisfying the need to play on the computer. Such dependence leads to the loss of the meaning of life and the deformation of normal human values. The only value for them is the computer and everything connected with it.

For a teenager, the world of computer games seems to be that "forbidden for adults" territory, to which the access of "outsiders" is limited, he develops a sense of his own significance and involvement in something mysterious, "not an adult." Any child psychologist will say that for adolescence, psychological intimacy and security is an unusually topical issue.

objects of the virtual world of the game lies in the fact that they can be safely manipulated, creating various scenarios and plots. At the same time, a person feels omnipotent and significant. Meanwhile, his ties with the real world are weakening, all emotions, interests, thoughts, energy and value system are focused on the game space. A person completely merges with virtual reality, becomes a part of it. There is a dangerous blurring of the boundaries between the imaginary and the real, up to the violation of the instinct of self-preservation. It is also characteristic that the discarding of the former self occurs automatically, without an internal struggle of motives, without resistance and "nostalgic experiences" for the past. This is especially dangerous, as it limits the possibility of correcting the dynamics of addiction development.

Measures to prevent addiction to the Internet include the following:

1. Of course, in modern conditions it is impossible to isolate a young person from the use of network resources. However, ways to neutralize the negative information impact of computer networks should be thought out. A special role in this process should be played by the immediate environment of a "computer-addicted" person.

with the world around him, in which the support and help of loved ones is very necessary and important.

3. Parents are obliged to teach the minor the rules of safe communication via the Internet: not to give personal information (name, address, school number or address, parents' place of work and their work phone), especially in chat rooms and on bulletin boards; do not make dubious acquaintances via the Internet, etc.

"new friend": with the help of him it is interesting to develop intellectually, receive necessary and useful information, study, etc.

5. An effective method of dealing with Internet addiction is the method of using various control programs. The Game Control program, for example, is able to distinguish study from gaming activity: if a child sits at a computer and learns lessons, he does not turn off, and if he plays on the Internet beyond the set time, then the monitor will turn off exactly on schedule.

6. The computer must be located where it is more convenient to control its use by minors, as well as establish clear requirements for the use of the computer and the Internet, and always require their strict implementation.

Thus, the environment that is being formed in global networks can have a significant impact on the formation of negative psychological attitudes in adolescents. Of course, in modern conditions it is impossible (and wrong) to isolate a young person from the use of network resources. However, ways to neutralize the negative information impact of computer networks should be thought out. The family should play a special role in this process. The interested participation of adults, who give an objective assessment of the incoming information and filter it, will allow the young person to correctly orient himself in information flows.

The state should not remain aloof from the problem under consideration. There is a need to determine strict criteria for the admissibility of placing certain types of information in networks. Working mechanisms should be developed to restrict access to individual sites for different age categories of the Internet audience. It is required to legislate the responsibility of site owners for the content of posted information materials. And it is very important that the illegal processes taking place in global computer networks receive adequate opposition from law enforcement agencies.

§ 2. The influence of the press on the younger generation

In all periods of historical development, mankind disposed of free time in different ways. So, for example, educated people with high spiritual interests devoted themselves to science or literature, considering it as leisure, as "rest of the spirit", most of the population preferred less intellectual activities for recreation: sports, hunting, conversations, attending spectacles, etc. .

According to experts, the word "leisure" in the meaning of "free time" was used in the Russian state as early as the middle of the 15th century. In the explanatory "Dictionary of the Living Great Russian Language" by V. I. Dahl we read: "Leisure - free, unoccupied time, partying, partying time, room for work." We will also find a close interpretation in the modern dictionary of the Russian language by S. I. Ozhegov: "Leisure is free time from work."

The Psychological and Pedagogical Dictionary reveals the concept of "children's leisure" as "time free from compulsory educational activities used for games, walks and sports, reading, art, technology and other types of useful activities at the children's own inclination" .

selected actions. Leisure not only provides satisfaction, cheerful mood and personal pleasure of the child, but also contributes to the disclosure of natural talents and the acquisition of skills and abilities that are useful for life. The main characteristics of children's leisure are pronounced physiological, psychological and social aspects. Thus, the functions of children's leisure can be defined as self-fulfilling, creative, communicative, educational, vocational, recreational, hedonistic.

activities. Recent studies show that children's reading has become more functional and practical, while the function of leisure reading is most often implemented with the help of various periodicals, i.e. magazines and newspapers. The explanation for this is the simplest: on the one hand, periodicals have always been and remain one of the most massive, cheap and efficient types of publications, and on the other hand, there is a significant dynamism of publications in this category compared to books.

Being an important element of the system of educating children and adolescents, the press actively interacts both with other components of the media addressed to a young audience (television and radio journalism), and with various social institutions involved in the pedagogical process (education, science, culture).

According to the Russian Book Chamber, in 1986, 15 pioneer newspapers and 36 children's magazines were published in the RSFSR, and recently their number has increased several times. In 2004, 105 children's and youth newspapers and 112 magazines were published in our country.

According to experts, newspapers and leisure magazines are always aimed at a wide readership and, according to their intended purpose, can be classified as popular or mass. It is well known that the allocation of reader groups in mass publications is quite problematic, therefore, one of the most common signs of division is age. In relation to children's publications, OST 29. 127-2002 distinguishes 4 age groups: for preschool, primary school age, adolescents and youth. Knowing the age characteristics helps the editors to take into account the interests and meet the needs of a young audience. Depending on the age of the publication, its content, structure, form and volume are determined. During the formation of children's publications, the socio-psychological characteristics of readers are also taken into account.

The modern market is represented by various types of children's leisure periodicals: magazines, newspapers, as well as children's supplements to adult leisure publications.

for teenagers; for high school students.

At the same time, today most publications for children and youth, in an effort to attract the attention of a wider audience, are increasingly addressing several age groups at once:

1) preschoolers and younger schoolchildren;

2) younger schoolchildren and teenagers;

3) teenagers and high school students. At the same time, publications for high school students also have a conditional upper age limit; the materials published in them are also of interest to a youth audience.

reflection of reality, own expressive means, forms, ways of contact with the audience.

Experts note that children's leisure periodicals cannot do without the works of Russian, Soviet and foreign classics. From fiction, periodicals for children publish poems, stories, humoresques, novellas, that is, small literary genres, the volume of which is almost half the volume of publications.

The role of gaming and developmental tasks is great. The specificity of the game involves the active participation of the audience in it, provides an opportunity to identify abilities in various fields of activity, attaches to many areas of knowledge, so leisure periodicals for children increasingly perform the functions of entertaining learning and educational games.

It can be said that most of the publications intended for a young audience, regardless of age orientation and functional purpose, are entertaining. They are created on the principle of "entertaining - to teach". Game elements that are mandatory in publications for kids (riddles, coloring books, board games, homemade products, etc.) are often used in publications for high school students, these are competitions, quizzes, tests, homework, crossword puzzles.

To attract children and keep their attention, stimuli such as color, contrast, illustrations, features of layout and composition, the presence of additional stimuli are used during reading: inserts, inserts, prizes, crafts. All children's magazines are multicolored and colorful. The number of photographs varies depending on the age and direction of the magazine. For children of six or seven years old, the number of photographs is minimal, but in some magazines their place was taken by transparencies. It should be noted that illustrations often have a non-standard shape - a circle, an ellipse, a broken line.

Orientation in children's leisure magazines is minimal. Most often it comes down to a table of contents like: "Read in June", "In the issue", "Content", "Read in the issue". Many magazines generally dispense with orientation. This does not contribute to the development of the reading culture of children, but it is consistent with the generally accepted opinion that leisure is an arbitrary activity and even in reading the most pleasant thing is variety, surprise and the absence of a system visible to the reader.

Thus, modern leisure periodicals for children fully correspond to the characteristics and nature of children's leisure. Most leisure periodicals are alien to the opposition "study time - leisure" and embody the principle of activity, including numerous game and developmental training tasks. Their structure corresponds to the principle of unregulated, free activity, the genre and thematic content satisfies the interests of childhood and acts as a kind of zone of limited adult intervention.

The modern youth leisure press pays much attention to "star" news, show business, stage, video, cinema, music, talking about the personal lives of famous musicians, artists, athletes, etc. Today, young readers have the opportunity to choose those publications

topics of publications to their own interests, the young reader easily makes contact with the editors and often becomes a co-author of the publication (letters, questions, own literary works, photographs, anecdotes).

An analysis of the youth media allows us to assert that today's youth press forms certain stereotypes of communication, attitudes towards the older generation, towards society, towards the fundamental issues of freedom, religion, culture, etc.

There are several topics that are given special attention in teen magazines:

Sexual relations, sex and sexual deviations.

Relationships with parents.

Computer games and the Internet.

"tough guy".

The entire spectrum of youth media that speak out on these issues can be conditionally divided into 4 parts.

Firstly, these are printed and online youth publications about music and show business stars, as well as MUZ-TV and MTV channels, aimed mainly at teenagers from 10 to 17 years old.

The second block is magazines about computer games, their main consumers are teenagers under 18 years old.

Separately, one can single out political publications of various left- and right-wing radical youth groups. Despite the fact that they often raise issues of public importance, their main contingent is young people who, through familiarization with a certain subculture, are trying to identify themselves.

"hybrid", because, on the one hand, it covers a wide range of topics, and on the other hand, it forms a certain type of behavior in the young reader - the magazines "Hooligan", "Cool", "Rovesnik", "Fakel".

According to psychologists, in adolescence, the child begins to correlate his personality with the system of assessments of the world around him. Since the school, having lost its pedagogical function, does not fix the teenager's attention on positive examples, and the family often does not give life orientations, the young person begins to look for guidelines for self-determination in the society of his peers and in the youth press. From the media, the child draws information that creates stereotypes and models of his behavior, life values ​​and priorities. Teenage media can be viewed as a channel of mediated communication with adults.

the image of father and mother, systematically discrediting and undermining their authority in various ways. Moreover, parents are presented as aggressors, seeking to suppress the natural will of the child. They only think how to infringe on your rights," say the authors of the Hooligan magazine. Teenagers devalue the concepts of "smart adult", "loving parent", and the child begins to oppose himself to the "alien and hostile" parental home, aggressively defending their desires and interests.

However, a negative attitude is instilled not only in parents, but also in the rest of the adult world, especially the elderly, who are described in a contemptuous-sarcastic tone and become the subject of ridicule. In the pages of Cool magazine, we find an article entitled "Infuriate the passenger: extreme entertainment in public transport." In this material, the authors give recommendations on how best to avoid possible claims on the part of the older generation for a seat occupied by a teenager and how to diversify the trip: portray a tuberculosis patient, sleeping, drunk, deaf and mute, pester passengers, etc.

A relatively large share in the youth press is given to materials dealing with sex and near-sexual topics. These questions arouse the greatest interest of a teenager, since it is during the puberty that a person forms stereotypes of communication with the opposite sex. On the pages of magazines, the younger generation actively discusses the problems of free sex, "breaking stereotypes" and tolerance for sexual deviations.

Bully magazine has a section telling readers about new porn sites, a section of letters from readers discussing their sexual problems. Fakel, a popular print publication that positions itself as a "magazine for thinking youth," contains a catalog of articles on the topic of sex: "Dad, Mom, I'm a cheerful family," "Family Sex," and so on. under the heading "Well and Nude" photographs of naked boys and girls, including minors, are regularly posted. For this, the children were promised a monetary reward. In addition, photos of naked readers are held in a competition, following which the winner is awarded the title of "Nude of the Month" and a prize is sent.

"Molotok", being, according to the application for registration, a publication for young people, systematically publishes materials that exploit the interest of children and adolescents in sex. In doing so, both publications and illustrations were taken into account. However, Molotok was not re-registered as an erotic publication or closed. A spokesman for the Ministry of Press stated that the magazine violated both the Convention on the Rights of the Child and the relevant law, but that it did not violate Art. 4 of the Media Law, which provides for cases of abuse of freedom of the media.

to serious mental changes. The concepts of "shame", "morality", "morality" are abolished, and this, according to the former chairman of the State Duma Committee on Women, Family and Youth Affairs A. Aparina, has a devastating effect on the psyche, moral and spiritual health of the younger generation, inevitably leads to distortion adolescent personality.

Marriage is becoming an obsolete form of coexistence between a man and a woman, and as an alternative to a teenager, a sexual partnership is offered, based not on the principles of marriage, but on the ideas of freedom from attachments and duties. The young reader is oriented, first of all, to obtaining his own pleasure, to the satisfaction of desires, which is impossible in the presence of a family and especially children. About all the pleasures, most of which will become forbidden when creating a family hearth, and is narrated on the pages of the above-mentioned periodicals.

The media do not bypass the topical issue of the drug business. According to the Moscow prosecutor's office, some youth publications often publish materials containing open propaganda of drug use. Through publications, the myth of the possibility of completely getting rid of drug addiction is introduced into the youthful consciousness, detailed information is given on the various types and properties of psychotropic and narcotic substances, on the places of their purchase and sale.

For example, issue 9 of Fakel magazine for 2003 contains a list of 15 drug-containing drugs that are sold without a prescription or without complying with prescription dispensing norms. And in No. 9 for 2005, the material "Tales of the White Powder" was published, which states that cocaine is the richest and most elite drug, which at the beginning of its use gives a feeling of light sparkling euphoria, causes a desire to communicate with everyone around and share the most intimate. And in the magazine "Hammer" (No. 10, 2004), materials were published that provide recommendations on the safe use of so-called "hard" drugs (opiates). In the same issue of the magazine, references are made to the statements of famous people who have used or are using drugs to better realize their talents and abilities.

readers. In the magazine "Hooligan" the hero of the interview claims: "If you communicate with Russians, then every second word is usually obscene." Such techniques and introducing children to obscene words contribute to the growth of illiteracy and disinhibit the psyche of a teenager, since swearing has always been taboo in Russian culture.

In addition, obscene language can be attributed to manifestations of antisocial behavior, which, however, calls for the teenage press. In the Hooligan magazine there is a special section called "Destroy", where readers are given detailed advice on how to turn street signs into obscene words, how to annoy a passer-by, how to smear paint on the door of an old neighbor.

On the one hand, we can conclude that teenage and youth media form a certain subculture. It's not just a culture of music, free sex and drugs. This is a culture of denial of traditional values, an orientation towards deviant, sometimes criminal behavior, which is presented as the norm. Thus, we can conclude that today the Russian youth and teenage media promote and carry out the substitution of values ​​and the "schizophrenia" of young people.

On the other hand, the press for children and youth is a special social institution and performs certain functions in relation to society. The main ones are such as informational, educational, educational, cognitive and socialization functions. This group includes the function of communication, the purpose of which is to create a special information space for the exchange of views between representatives of the young audience.

Children's and youth journalism is an independent link in the general system of mass media. It introduces the younger generation to the intellectual and spiritual potential of society, serves as an important channel for transmitting information from the older generation to the younger and at the same time a means of communication that allows children to communicate with each other. With its help, a young audience learns the world.

Conclusion

Modern society can be characterized as an information society, the main wealth of which is information. The intensification of information processes has become an objective regularity in the development of such a society: the speed of message transmission is increasing; the amount of transmitted information increases; its processing is accelerated.

The study showed that the media occupy a huge place in the life of an individual and society as a whole. Television, radio, print, the Internet have become the main sources of information that form the inner world of a person. If only a century ago the inner world of people was formed on the basis of their personal communication, professional activities, travelling, today you don’t need to be a very active person at all to learn news from the other side of the planet, there is no need to leave the house to communicate with people.

In the course of this study, we found that young people almost daily use the media as their main source of information. Moreover, the main source is television. However, the Internet is becoming increasingly important.

The process of educating modern youth is a specially organized activity aimed at the formation of certain qualities of a person under the influence of various factors of social life.

Of particular concern is the impact of modern media on the younger generation. The fact that it, this impact, today is largely negative, is no longer disputed by anyone. This is confirmed by both existing research and the general situation in society. The wave of violence that has swept through society, the growth of unmotivated aggression, the destruction of traditional universal values, the lack of moral guidelines and spiritual leaders among young people, the lowering of the threshold of sensitivity - all this is not least due to the current state of the mass media.

The social, moral qualities of young people are formed in the image and likeness of everything that they hear and see, realize and experience, plunging into a specific socio-cultural environment. Therefore, one of the acute problems in Russia is the moral and spiritual education of young people against the background of the intensive development of the mass media, which, to our common regret, do not always present the best examples of mass culture to a person.

television programs, as well as projects, television series, films of all genres available in the modern film industry.

the prestige of certain topics, persons and phenomena.

nature, work, family, knowledge, love and compliance with their universal values, as well as the nature and strength of the emotional impact on the audience.

In the conditions of the market, the media have lost their once most important functions of educating a person, shaping personality, and enlightenment. Today's media is a business whose main goal is to make a profit. On the way to achieve this goal, all means are used to attract a mass audience. Not to raise a person in his best manifestations, but to satisfy his momentary needs, not a civil institution, but the service sector - thus, the center of gravity has shifted.

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At the moment, we are at a spiritually unstable stage in the development of modern society, we live in a difficult but very exciting age, the age of global informatization, digital innovation and Internet communications. The question of the influence of the media on the child's personality has recently been relevant not only at the theoretical, but also at the practical level.

Today, access to the media is a necessary condition for the formation of a comprehensively developed personality. They influence various stages and aspects of the information process - the media occupy a huge place in the life of an individual and society as a whole. Television, radio, print, the Internet have become the main sources of information that form the inner world of a person.

This topic is especially relevant today when it comes to the lack of control over the media market, the uncontrolled supply of information to various audiences, which, ultimately, adversely affects the formation of the spiritual and moral qualities of the younger generation.

The formation of the child's personality, due to the employment of most parents in solving material issues, quite often occurs under the pressure of mass communications, which are not as harmless as it seems at first glance. The media influence the personality from birth. What educational guidelines are aimed at today's cartoons and programs that we call children's? Take a closer look at how spiritual guidelines in our minds are imperceptibly replaced by those that are beneficial to the producers of meaningless programs and serials, bloody action movies. If each time you show some image in a favorable light, a person begins to unconsciously consider this the norm. And therefore, outright cruelty, immorality, behavior becomes the norm, and “ House 2”, the characters of “Our Rashi” - this is already considered a common and acceptable phenomenon.

The population of our planet can no longer imagine its existence without social networks, blogs, online stores. However, it is no secret to anyone that most of the gigabytes contained in the depths of the World Wide Web are not filled with necessary and useful information at all, but with violence and extremism. Very often various destructive organizations are promoted, which have entire websites with complete information about their content, it is very easy to lure young people into their "networks". One of the main tasks of such organizations and structures is to isolate children from parental help, care and guidance, to turn children into their obedient slaves. And, unfortunately, they often cope with such tasks. After all, it is not uncommon that many parents do not control the tastes and hobbies of the child, do not want to understand them and adhere to the principle "whatever the child amuses, if only he does not cry." And as experience shows, the victims of sects and their captives are often those children and adolescents whose whims their parents indulge, but do not pay due attention to, from whom they "pay off" with gifts and pocket money. . You need to understand that the more attention is paid to the child in the family, the more responsibility and duties he has to his relatives, the less likely he will “look for himself” among informal associations. .

The communication of children in social networks requires special attention. People who develop technologies for involving young people in destructive groups are actively improving their methods of working with teenagers. And they even have a concept - self-involvement in a particular organization. How does this happen? All through the same computer that is available in almost every home. This is the so-called interaction in the social network. Children communicate with each other, some wind themselves up to such an extent that they are ready to commit antisocial acts. They do not trust anyone - neither parents nor teachers - and reach such a state that there are no authorities for them. Many parents often say: "my child is not like that, he does his homework with the help of the Internet." But they do not take into account the fact that a child can get to a negative site quite by accident. If, for example, you enter “the meaning of life” in a search engine, a seemingly innocent request, then there are high chances that the child will end up on the sites of hidden sects, since they are promoted on the Web precisely for such requests. The same applies to teenage destructive subcultures. Now information is often published about virtual suicide clubs that give various tips on how best to commit suicide, and at the moment there are no statistics on exactly how many young guys have committed suicide “thanks to” such sites, but there are traffic indicators for such resources - tens of thousands! Tens of thousands of potential young suicides in the country! What other examples are needed to begin to realize the scale of the impending tragedy?!

In May 2018, we conducted a survey of adolescents of our lyceum in order to determine the influence of the media and the Internet on them, studied the level of students' awareness of youth subcultures. The survey involved 30 adolescents aged 13-15 years. The following results were obtained.

1. What do you prefer to do in your free time?

A) Being at home, in front of the TV or on the Internet - 43%

B) With friends on the street - 36%

C) Sports, sections, circles - 20%

2. What TV programs do you prefer to watch?

A) Entertaining - 33%

B) Cognitive - 13%

C) Series - 43%

D) I don’t watch TV at all - 11%

3. Can you do without the Internet?

A) Yes, I can - 20%

B) I can, but with difficulty - 30%

C) No, I can't - 50%

4. While using the Internet, did you come across information that had a negative impact on you?

A) Yes, always - 27%

B) Quite often - 37%

C) Sometimes - 30%

D) No, never - 6%

5. Do you think the Internet has a good effect on your spirituality?

A) Yes - 26%

B) No - 43%

C) I don't know - 30%

6. What youth subcultures do you know?

Skinheads - 15, Goths - 10, Emo - 12, Punks - 8, Gamers - 6, Tumblers - 4, Wailers - 4, Sed Boy - 1, Hipsters - 1.

7. From what sources are you most informed about them?

A) Internet - 40%

B) Mass media - 26%

C) Friends - 26%

D) Parents - 4%

E) Teachers - 4%

8. Do you belong to any youth subculture?

A) Yes - 30% B) No - 70%

From the results of the survey, we see that most of our young people prefer to sit at home in front of the TV, on the Internet (43%). Only 20% of teenagers go in for sports or in any sections. Alarming data on the dependence of the younger generation on the Internet can be seen in the question “Can teenagers do without the Internet”, about half of the respondents answered that they can’t, 30% can with difficulty, and only 20% of young people can refuse. At the same time, 27% of adolescents almost always encounter negative information on the Internet, and sometimes 37% of adolescents encounter it.

Thus, where can young people get the positive potential that is required for their spiritual and moral development and formation. What ideal should they rely on and be equal to, if among TV programs teenagers prefer to watch TV series (43%) or entertainment programs (33%) and only (13%) watch educational programs. Among youth subcultures, our peers are more informed about destructive subcultures (skenheads, goths, emo). And most often they learn information about these subcultures from the Internet (40%) and the media (26%).

It is worth considering what is happening and what will happen next? Spiritual roots are imperceptibly pulled out, the foundations of folk morality are being destroyed. Episode after episode, the grandiose tragedy of the irreversible extinction of the moral and moral self-awareness of young people is being played out. The cult of cruelty, betrayal, licentiousness, in a word, any immorality is driven into the human brain. From year to year, decency, spirituality and honesty are shaken by people who have their own priorities in this - profit and greed.

Therefore, we need to be “on the alert” every minute, to know, to be interested, to be aware of what our children are doing on the computer, mobile phone, with whom they communicate there.

The task of adults is to be sensitive, understanding. If a child has excellent relationships with parents, then he is, in principle, free from the influence of any communities, and vice versa, if there are violations in relationships with loved ones, then any “informals” can capture the child “with his head”. No matter how the state prohibits films or websites with elements of violence or debauchery, if an atmosphere of trust and love is not created in the family, then no prohibitions will work. And it is the parents who, by their own example, should inspire children to good deeds and be a moral authority for them, and then the children will not be drawn to forbidden things.

List of used resources

1. Child safety on the Internet http://www.obzh.info/novosti/novoe/bezopasnost-detei-v-internete.html

2. The ABC of Internet Security http://azbez.com/safety/internet

3. Shares of the children's portal Tvidi.Ru. "Internet security rules" http://www.fid.su/projects/saferinternet/year/actions/tvidi/

4. Social videos from http://detionline.com

5. Useful and safe Internet. Rules for the safe use of the Internet for children of primary school age: a method. guide / ed. G.U. Soldier. - M.: Federal Institute for the Development of Education, 2012. - 48 p.