2021 Issue №1

The article presents the results of an interdisciplinary analysis, categori­cal synthesis and generalization of experience in the implementation of aca­demic and professional discourse in higher professional education. This dis­course is presented as an open system, the process of self-organization of which is aimed at providing life-long education and is directly related to the formation of literacy competencies reflected in Federal State Educational Standards 3++. The article describes the components of discourse in its so­cio — and pragma-linguistic aspects and the problems of academic and sci­entific communication of students including the ones which arise when in­formation and communication technologies are used for the purposes of the discourse. Meta-subject, linguistic, operational, critical, and cultural dimen­sions of literacy competencies are defined as indicators of the formation of the student's academic and discursive Self. The research also specifies necessary conditions for the organization and implementation of the discourse practices.

The protest against outdated patterns of self-image and the inability to defend modern patterns self-image becomes traditional contradiction in teen­ager’s self-determination. Difficulties of self-determination in the real rela­tionship define teenager’s escapism and search for the value of self-image in a virtual existence. This study highlights the mechanisms and conditions under which escapism becomes dangerous for adolescents, distorts their self-image, and contributes to the loss of its adequacy. The purpose of the study is to iden­tify options for non-constructive ways of adolescent escapism. The theoretical basis of the research is a transformational model of protest activity of the indi­vidual (subject-being approach), in which escapism is one of the forms of pro­test. The authors study two most likely non-constructive ways of adolescent escapism while applying the partial moderated mediation methodology. Two ways of non-constructive escapism have differences and similarities. The simi­larities are in the mechanism of their occurrence: psychological defenses and stagnation of personal self-determination. The differences are in the conditions of the mechanism and in the results of personal self-determination. If teenag­ers reject the modern self-image in virtual spaces, they form a positive value of the Self, but the self-image is childish. If teenagers advocate a modern self-image, then there is a “split” in the assessment of the self-image: the real Self is radically different from the ideal Self. Escapism can be dangerous for teen­agers if the searching for the value of the Self in virtual spaces is not support­ed by subjective resources.