Information ostracism in the educational environment
Abstract
The article considers the problem of information ostracism in the educational environment. The priority was to study the issue of information space as a phenomenon of existence and formation of the phenomenon under study, and the disclosure of psychological characteristics and specifics of communication and ostracism in education. Analysis of theoretical information about the concept of information space in the learning
environment, which is defined as a coordinated, multilevel structure that accumulates the results of communicative activity of the individual, allowed us to identify components of the problematic aspect of socio-psychological culture, through which ostracisation trends were formed. The importance of understanding the deliberate misrepresentation of messages as a way of misinforming others in study groups and academic teams was highlighted. The main characteristics of information ostracism and its manifestations in intergroup activities were described. There are following mechanisms of interpersonal interaction within the team, which can provide this manifestation: adaptation mechanism, which provides a stage of habituation; protective mechanism, which provides protection of subjective relations in the group environment; leadership mechanism, that is control by certain persons of their own personal qualities of a leader; identifying mechanism, which is a consequence of the need to strengthen or update membership in the group. The classification of the main manifestations of information ostracism in the learning environment is formed. It includes deleting messages, deleting from chats; ignoring information; information restrictions. Also, the causes of this
phenomenon in the educational space are described, namely visual, cognitive, and socio-communicative features of the subjects of group activities. The experiment is aimed at identifying the dominant form of information ostracism in the learning environment, to clarify and correct the accompanying psychological and pedagogical programs within the educational space. It is indicated that the obtained results may indicate fear of open confrontation within the group, as a consequence, the most hidden form of ostracism is chosen, which can be explained by both constructive (preservation of sustainable learning environment) and destructive orientations (social ignoring of educational subjects without conditioned signs). Conclusions are made in the system of studying information ostracism in the educational environment that determining the vector of orientation of information ostracism in the educational environment requires detailed consideration of each of its functions and the creation of separate groups to obtain accurate empirical data. We see further consideration of this problem in a detailed study of the main factors shaping the trends of information ostracism and the creation of programs of psychological and pedagogical support to correct the manifestations of ostracism in the educational space.
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