COMMUNICATIVE COMPETENCE AND CHANGING SOCIAL REALITY: REFLECTING IN THE MODERN EDUCATION

  • The authors:
    Yulija A. Zubok
    Elena V. Chankova
  • Issue: July 24-26th, 2019
  • Pages: 457-463
  • Section: SMART EDUCATION – NEW PARADIGM
  • URL: http://conference-ifl.rudn.ru/457-463/
  • DOI:
    10.22363/09669-2019-457-463

Abstract. Complicating modern society nonlinear processes are presented
from the perspective of transforming communications. It is argued that
understanding and taking into account the characteristics of modern
communications and communicative competence is a resource for the
reproduction of modern cultural meanings that are important for the
integrity of society and are transmitted through education, primarily through
young people. The aim of the study is to identify the characteristics of the
communicative competence of the individual in virtual interactions. This
determines the specifics of modern cultural reproduction and should be
taken into account in the justification of modern educational technologies
and models.
The research methodology is based on: 1) the theory of social reality in the
paradigm of phenomenology. The concept of a changing social reality
defines communicative competence as a subjectively constructed
phenomenon. A key role in this mechanism is given to sociocultural selfregulation. 2) the concept of a modern complex society, in which society is
viewed as a non-linear, self-organizing, reflective system. 3) the concept of
virtual reality, where all cultural forms obey, adapt to the system, to its
logic, language, etc. under the conditions of changed parameters of space
and time. Communicative competence of the individual encompasses the
cultural characteristics of virtual communication and consolidates them in
social practices. Virtual interactions are human-computer interactions with
the outside world. In these interactions, a person is replaced by his virtual
representative – e-mail, Skype name, nickname in blogs, etc. These
methodological foundations have defined the concept of communicative
competence of an individual in the context of a changing social reality, its
institutional and sociocultural aspects. Communicative competence is
interpreted as the ability of an individual to maintain his or her sociality
through the possession of knowledge, norms, values, communication skills
and behavioral strategies. The principal differences lie in the zone of the
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DOI: 10.22363/09669-2019-457-463
indicated features and require virtually different competences from the
person.
The empirical verification of the concept using the written survey method
revealed two empirical types of communicative competence in modern
Russian practices – real and virtual. The following manifestations of
communicative competence are characteristic for real interactions: the life
world is perceived as stable and orderly, the prevailing values are terminal
in nature, supporting the common living space, the norms are institutional in
nature with rigidly fixed status-role expectations, the behavioral strategies
are dominated by adaptation that supports the traditional space with its
foundations go back to the roots of Russian catholicity. The following
parameters of communicative competence are typical for virtual
interactions: the life world is perceived as changing, fluid; values of
communication are flexible and mobile; norms of communication are
designed for the specific situation and are temporary; skills are reflexivity,
rationalization, self-regulation, and behavioral strategies are focused on
autonomy, rivalry in modern society.
There is a merging of real and virtual forms of space intersubjective
interactions, the formation of a single communicative space, including direct
personal communications and Internet communications. These forms are in
the relationship of both complementarity and inconsistency, they require the
personality to expand attention in an open communicative space, reflexivity,
self-regulation, self-design, self-organized creativity, and the ability to
rationally transform uncertainty into certainty. For virtual interactions,
simulacral communications are characteristic, distorting the cultural
meaning of interactions, violation of the ethics of interactions, substitution
of meanings with hyip.
The inclusion of these components of communicative competence in the
structure of the structure of educational models becomes a prerequisite for
the preservation of sociality, especially for young people, and for society to
achieve integration. Understanding and consideration of the sociocultural
mechanisms of these phenomena by educational institutions is the potential
for the integration of society.
Keywords: communicative competence, changing social reality, modern
education, specific of youth

Yulija A. Zubok¹, Elena V. Chankova²
¹Institute of Socio-Political Research of Russian Academy of Sciences
(ISPRRAS), Moscow, Russia, e-mail: uzubok@mail.ru
ORCID ID: 0000- 0002-3108-2614
²Rusian State Social University (RSSU), Moscow, Russia,
e-mail: chev3@yandex.ru
ORCID ID: 0000-0001-8831-0836

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