Odnos odraslih prema obrazovnoj i vaspitno-etičkoj funkciji televizije

Abstract

Zbog svojih karakteristika, moći i uloge koju ima u obrazovanju i oblikovanju društvenih vrednosti, televizija, kao fenomen savremenog doba, izaziva interesovanje naučne i istraživačke javnosti. Ona se proučava u okviru različitih naučnih disciplina, a od pre nekoliko godina i sa aspekta andragogije komunikacija i medija. Tema ovog rada je proučavanje odnosa odraslih prema obrazovnoj i vaspitno-etičkoj funkciji televizije. Želelo se saznati da li televizija odraslima predstavlja izvor znanja i da li je smatraju sredstvom promocije etičkih vrednosti. Pošlo se od pretpostavke da obrazovna obeležja i televizijsko-medijsko iskustvo odraslih određuju njihov odnos prema obrazovnoj i vaspitnoetičkoj funkciji televizije. U istraživanju je korišćen neeksperimentalni metod deskriptivnog karaktera, pri čemu osnovni merni instrument čini baterija instrumenata sačinjena od više vrsta skala i upitnika. Rezultati su pokazali da televizija predstavlja izvor obrazovanja i sredstvo prenošenja vaspitno-etičkih poruka, a u kojoj meri zavisi od različitih faktora među kojima su: nivo formalnog obrazovanja, oblast bazičnog obrazovanja, profesionalna (ne)uključenost u rad medija, izbor televizijskih stanica i vreme provedeno u praćenju televizije. Osnovni zaključak je da odrasli gledaoci pretežno pozitivno vrednuju obrazovnu i vaspitnoetičku funkciju televizije. Svoj odnos prema obrazovnoj i vaspitno-etičkoj funkciji televizije formiraju na osnovu praćenja televizijskih stanica koje pretežno emituju obrazovne i informativne programe i nisu plod paušalnih ocena. Televizijska publika smatra da su televizijski sadržaji naglašeno obrazovnog karaktera u najvećoj meri u funkciji povećanja znanja publike. Zapaženo je da se sa povećanjem nivoa formalnog obrazovanja povećava pozitivno vrednovanje obrazovnih i vaspitno-etičkih potencijala televizije i istovremeno zauzima kritičniji stav prema obrazovnim i etičkim karakteristikama novinara. Niže formalno obrazovanje i veća upućenost na zabavne televizijske sadržaje pretpostavka su nesposobnosti razlikovanja popularnosti novinara od njihovog profesionalnog ugleda. Takođe, na osnovu razlika koje su konstatovane između medijskih profesionalaca i konzumenata, može se tvrditi da se sa povećanjem medijske pismenosti povećava sposobnost šireg sagledavanja obrazovnih mogućnosti televizije i razumevanja praktične primene televizije u obrazovne svrhe. Veća izloženost obrazovnim televizijskim uticajima povećava mogućnost i većih obrazovnih efekata na publiku. Televizija nije u dovoljnoj meri prepoznata kao faktor promocije ljudskih prava i tolerancije zbog nedovoljne zastupljenosti ovih sadržaja na televiziji. Televizijskoj publici je potrebno pružiti više obrazovnih sadržaja i kvalitetnijeg programa jer ona prepoznaje televiziju kao jedan od kanala za obrazovanje i učenje.

Due to its characteristics, power and the role it plays in shaping the social values, television, as a phenomenon of our time, provokes interest of scientific and research public. It is studied in different scientific disciplines, and few years ago it started being studied in terms of adult education of communications and media. The theme of this work is to study the attitude of adults towards educational and ethical function of television. Our goal was to find out whether television is a source of knowledge to adults and do they consider it as tool of promoting ethical values. It was presumed that the educational features and television-media experience of adults determine their attitude towards educational and ethical function of television. In the study was used the non-experimental method of descriptive character, where the basic measuring instrument is made of battery of instruments composed of several types of scales and questionnaires. Results have shown that television represents a source of education and that it is an instrument of transmitting an educational and ethical messages, and to what extent depends on various factors, including: the level of formal education, the area of basic education, professional (non) involvement in the media, the choice of television stations and time spent watching the television. The basic conclusion is that adult viewers mostly positively value educational and ethical function of television. Their attitude towards the educational and ethical function of television are formed by watching the television stations which broadcast mainly educational and informational programs and which are based on experience. Television audience believes that television contents have highly educational character in order to increase the knowledge of the audience. It was noticed that with the increasing levels of formal education, positive evaluation of educational and ethical potential of television is also being increased and at the same time takes more critical attitude towards the educational and ethical characteristics of journalists. Lower formal education and higher familiarity to the entertaining contents of television are assumption of incapability to differentiate the popularity of journalists to their professional reputation. Also, based on the differences that are found between media professionals and consumers, it can be claimed that the increase of media literacy increases the ability of a broader consideration of the educational possibilities of television and understanding the practical application of television for educational purposes. Greater exposure to educational television influences increases the possibility of higher educational effects on the audience. Television is not sufficiently recognized as a factor of promoting human rights and tolerance because of the under-representation of these contents on television. More educational content and better quality programs need to be provided to television audience because they recognize the television as one of the channels of education and learning.