Cultural Deprivation and the Importance of Education

Abstract

The article considers the problems of forming cognitive characteristics of subjects who are subject to the destructive influence of cultural deprivation phenomena. The main purpose of the study is to analyze the trends of cultural deprivation in the modern education system. The study highlights the main characteristics and forms of cultural deprivation. The authors propose as basic characteristics the role and significance of education in conditions of cultural deprivation, as well as a number of forms of manifestation of cultural deprivation. According to the concept of L.S. Vygotsky, it is noted that the education system and pedagogical forms occupy a key place in the nature of cultural deprivation, since subjective deprivation is not an innate, but an acquired quality of the subject. The authors substantiate the position that different cultural environments (the so-called value vectors), acting simultaneously, are not capable of forming socially significant value orientations of the individual, but offer certain "options" or "freedom" of choice, limited only by narrow group relations. The article analyzes the process of substitution, or the likeness of substitution of social values, which lays the foundations of cultural deprivation in society, which, in turn, leads to the degradation of education and a decrease in the cognitive characteristics of individuals, that is, the effect of participation. The emphasis is on the crisis of education, and the means of preventing crisis phenomena in the context of cultural deprivation are considered. The concept of cultural and historical development of L.S. Vygotsky is considered as a methodological basis for preventing crisis phenomena in the education system. Thus, the concept of cultural and historical development can be contrasted with modern processes of cultural deprivation.