Humanitarian knowledge in the age of digitization: challenges and results

Abstract

This article is devoted to the challenges faced by humanities education in the age of global digitization. A precondition of the research is the antinomicity of the concepts of humanitarian knowledge and digitalization. The research objective is to confirm the significance of humanitarian knowledge in formation of conceptual thinking as a basic skill of intelligent activity in modern world. The research applied comparative analytical method, on the basis of which the features of formation of conceptual thinking in modern school and university were considered, the significance of humanitarian knowledge was substantiated as a basis of formation of conceptual thinking, as axiological basis of personal and civil education of students, formation of social intellect, patriotism, civil and personal responsibility. The features of the use of visual aids are analyzed as deforming method upon formation of conceptual thinking of modern students in the age of total digitization, as well as the experience of distance learning in humanities under the pandemic conditions. It is concluded that the humanitarian knowledge is the most important resource in formation of conceptual thinking as a basic component of intelligent development, socialization and fostering of civil and personal self-consciousness of students in higher school.

Keywords

• digitization
• humanitarian knowledge
• conceptual thinking
• social intelligence