The pandemic has generated a surge of interest in distance education and computer technologies that help to optimise the educational process and make it more efficient. One of these technologies is the concept of simulation of reality or virtual reality. With proper implementation, this technology makes it easy to involve a student in the process of cognition, to make it more effective and simple. At the same time, however, a number of philosophical problems arise. One of these problems is the relationship between the virtual world and reality: whether the skills acquired in the virtual world will be transferred
to everyday life; whether there will be confusion between the real and the illusory. The
answers to these questions, of course, can only be found as a result of long-term experience.
This article will analyse the main philosophical approaches to the problem of the
difference between the virtual and the real, and will also identify some areas in which,
from the point of view of the analysed theories, virtual technologies can be applied with
the greatest efficiency.
Keywords: philosophy of education, society, media, meaning, philosophy of language,
interactive education.
References
1. Andryukhina L. M. Tekhnologii teleprisutstviya — novaya kreativnaya platforma razvitiya obrazovaniya // Fundamental’nye issledovaniya. 2013. № 10-12. S. 274–279.
2. Delez Zh. Aktual’noe i virtual’noe // Al’manakh «Vostok». 2006. № 3. S. 11–14.
3. Zamkov A. V. O virtual’nom rasshirenii mediareal’nosti // Mediaskop. 2017. № 3. S. 7.
4. Kornilov Yu. V. Immersivnyi podkhod v obrazovanii // Azimut nauchnykh issledovaniy: pedagogika i psikhologiya. 2019. Vyp. 1. S. 174–178.
5. Larionov I. Yu., Sokolov B. G. Myslit’ (so)vremennost’. SPb.: Izdatel’stvo RKHGA, 2017. 296 s.
6. Savchuk V. V. Rezhim aktual’nosti. SPb.: Izd-vo SPbGU, 2004. 280 s.
7. Sergeyev S. F. Obuchayushchie i professional’nye immersivnye sredy. M.: Narodnoe obrazovanie, 2008. 434 s.
8. Sergeyev S. F. Problemy i perspektivy razvitiya elektronnogo obucheniya // Shkol’nye tekhnologii. 2015. № 3. S. 28–38.
9. Uvarov A. Yu. Tekhnologii virtual’noy real’nosti v obrazovanii // Nauka i Shkola. № 4’2018. S. 108–117.
10. Blascovich, J., Loomis, J., Beall, A. C., Swinth, K. R., Hoyt, C. L., & Bailenson, J. N. (2002). Immersive virtual environment technology as a methodological tool for social psychology. Psychological Inquiry, 13 (2), 103–124.
11. Dede C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
12. Levy Pierret. Becoming Virtual — Reality in the Digital Age. New York: «Plenum Trade», 207 p.
13. Mikropoulos T. A., & Natsis A. (2011). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers and Education, 56(3), 769–780.
14. Sanchez-Vives M. V., & Slater M. (2005). From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6 (4), 332–339.
