Zhurnal Ministerstva narodnogo prosveshcheniya

14-31

Authors: Alexander Fedorov

Analyzing various aspects of the development of modern mass media literacy education in Ukraine, the author concludes that in recent years Ukrainian media educators have increasingly directed the development of mass media education in support of confrontation and ideological propaganda, while all the thematic blocks of media education programs should equally give the audience an idea that there are no ideal democratic states in the world with ideally objective mass media. That is why media literacy education activities need not ideological but sociocultural concepts (including, of course, both analytical and practical components) that allow the audience to comprehensively master the ambiguous world of media culture.

43-52

Authors: Roman Salny

The article is devoted to the modern concept of media education in Armenia. The author traces the connection of social and political processes in the country with the ideology of Armenian media education. The main events related to its development are described: conferences, symposia, seminars, manuals and training programs. The activity of public organizations and state structures developing media education is investigated. The activity of the center of media education and the center of media initiatives – the main coordinators of this pedagogical direction, formulating goals and objectives, preparing manuals and programs, organizing a dialogue between different expert communities. Comparison of social and political processes and positions of Armenian media pedagogues in the relations of the concept of media education allowed the author to draw conclusions about the absence of a clearly formulated media educational concept; journalistic approach to the development of media educational techniques; the prevalence of protectionist, practical approaches and the theory of critical thinking; the lack of criteria for assessing the level of media literacy. In the course of the analysis of the influence of foreign approaches, it is concluded that the Armenian media pedagogues narrow down the theory of critical thinking development in the world of media education. Its Armenian version has three main directions: political subtext, emotional coloring and possible goals of media agencies. The article provides examples of methods implemented in the framework of school courses, guidelines, creative tasks and problematic issues. They led to the conclusion that the Armenian media pedagogues ignored the qualitative level of media texts and their artistic component. The definition of the most important task of media education: protecting the audience from the negative impact of the media has led to the neglect of other equally important tasks formulated by the world's leading media education, for example, the development of aesthetic tastes and needs