Memory Culture as the Main Priority of the Modern Education Process

DOI

10.2991/icadce-18.2018.129How to use a DOI?

Keywords

memory culture; collective memory; non-autonomous; subject of memory

Abstract

The article considers the phenomenon of memory culture and its role in translating values within the education process. By analyzing the concept of memory culture, the authors reveal its functions, among which axiological, communicative, and moral functions appear to be the most significant. The purpose of the article is to study the concept of memory culture in the context of the education process and the need for an adequate representation of historical reality. The article dwells on three aspects of the issue. First, the phenomenon of collective memory is viewed in relation to psychological features of memory. Second, attention is given to a relatively new discipline in memory studies, memory policy, which may involve considering institutional orders for altering configurations of historical past and manipulating historical memory. Third, the article analyses various connotations of the memory concept, which include its mythological personification, space, and energy semantics. Theoretical basis of the research include works by Russian and foreign scholars: S. Rubinstein, A Luria, M. Halbwachs, P. Nora, P. Hutton, F. Yates, and P. Ricoeur. Methodological strategy relies on an interdisciplinary approach, which draws insights from both natural and social sciences and integrates those insights in a cooperative way. The dialectic method is of particular importance as it takes account of contradictions of the process of shaping memory culture. The study also relies on methodological principles of objectification and deobjectification as they demonstrate the relation between the perception of a past event and social context. The article concludes that memory culture provides an integrative base for shaping a person’s value system in the process of education. Furthermore, memory culture appears to be dependent on both the priorities of the epoch and a subject of historical memory. Finally, autopoietic potential of memory underlies its innovative potential. With the increasing role of mass media in the contemporary world, studying the process of shaping historical memory is extremely relevant for the educational domain.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Vladimir Kirik
AU  - Tatiana Leshkevich
AU  - Anna Motozhanets
PY  - 2018/07
DA  - 2018/07
TI  - Memory Culture as the Main Priority of the Modern Education Process
BT  - Proceedings of the 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018)
PB  - Atlantis Press
SP  - 613
EP  - 616
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-18.2018.129
DO  - 10.2991/icadce-18.2018.129
ID  - Kirik2018/07
ER  -