Philosophical and Pedagogical Discourse in the Postmodern Educational Space: Peculiarities of Distance Learning


  • Marina Rostoka Ph.D, Senior Researcher of the Department of Scientific Information and Analytical Support of Education,V.O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine
  • Gennadii Cherevychnyi Taras Shevchenko National University of Kyiv
  • Olha Luchaninova Ukrainian State University of Science and Technology (Educational and Scientific Institute "Institute of Industrial and Business Technologies")
  • Andrii Pyzhyk Taras Shevchenko National University of Kyiv



philosophical and pedagogical discourse, pedagogical discourse, higher education teacher, remote educational discourse, postmodern space


The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context.

Author Biographies

Marina Rostoka, Ph.D, Senior Researcher of the Department of Scientific Information and Analytical Support of Education,V.O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine

кандидат педагогических наук, старший научный сотрудник отдела научно-информационного и аналитического обеспечения образования Государственной научно-педагогической библиотеки Украины имени В. О. Сухомлинского, 9/оф. 31, ул . М. Берлинского, 31, Киев 04060 Украина

Gennadii Cherevychnyi, Taras Shevchenko National University of Kyiv

Associate Professor, Ph.D of Historical Sciences, Associate Professor of the Department of Contemporary History of Ukraine, Faculty of History, Taras Shevchenko National University of Kyiv

Olha Luchaninova, Ukrainian State University of Science and Technology (Educational and Scientific Institute "Institute of Industrial and Business Technologies")

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Engineering Pedagogy 

Andrii Pyzhyk , Taras Shevchenko National University of Kyiv

Associate Professor, Ph.D of Historical Sciences, Chair of the Department of Contemporary History of Ukraine, Faculty of History


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How to Cite

Rostoka, M., Cherevychnyi, G., Luchaninova, O. ., & Pyzhyk , A. (2022). Philosophical and Pedagogical Discourse in the Postmodern Educational Space: Peculiarities of Distance Learning. Postmodern Openings, 13(4), 244-272.



Postmodern Education

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