digital technologies

Introduction. The article is focused on the problem of tuning research optics in the directions of vision and understanding a subject, society and the whole world. Since the Age of Enlightenment, the idea of subjectivity has been the foundation for such optics. In the 21st century the place of the subject is claimed by multiple agents that do not have a human nature. Theoretical analysis. In addition to nature as such and the organisms inhabiting it, the role of agents today is being played by instruments and technologies, including digital technologies.

In the light of the growing technological revolution, the question of the viability of traditional education has become more acute. They try to persuade the proponents of digital transformation that it is inefficient in the new conditions. Schools and universities are intimidated by the generation Z which is "non-compliant" with standard approaches. They spend most of their free time online, have a clip way of thinking and are unable to concentrate their attention on something for a long time. Opponents of digitalization try to protect teenagers from unlimited use of gadgets.

The article analyzes two discourses of perception of reality: postmodern and media. The main characteristics of a person’s understanding of their situation in the world are singled out. In post-modern discourse formed rhizomatic approach to understanding space that substantiates the state of so-called “new opacity”. The author makes an assumption according to which the idea of postmodernism can be reduced to the crisis of human interaction and a certain historical social environment in which it is closed in its own locality.

The article considers the specifics of the new media environment which create new opportunities for education. The author carries out the comparative analysis of features of the organization of educational process in a traditional format and in the conditions of new media environment.