Advertising break in sustainability of education

Abstract

The aim set by the authors of the present article is to consider the psychological, pedagogical, legal and economic contexts of the negative impact of advertising in the media (mass media) on the creative potential of population. The novelty of the undertaken research lies in an attempt to comprehensively assess the cause-and-effect relationships of one of the sides of the process of developing students' fragmented thinking, which reduces stability of the educational system and, consequently, the stability of the entire society. Materials and methods include a review of analytical assessments presented in the Scopus, Web of Science, CyberLeninka, RSCI and others databases, as well as application of the methodology of analysis, synthesis, generalization of the results of qualitative author's and secondary research. As a result of the study, systemic violations of the legislation on the protection of children from information harmful to their mental health were revealed. The economic effect of the systematic appeal of the media to advertising contexts was shown, which arises contrary to the laws of the economy, when the service to the consumer (viewer, reader, user of IT technologies) is not requested, but forcibly provided, while the cancellation of it is realizable only with additional payment for ad blocking by third parties. The article also reveals the negative effect manifested in the political stability of society, resulting from the long-term destructive influence of advertising on the viewer's thinking through the formation of fragmentary thinking of citizens, minimizing the level of their readiness to establish cause-and-effect relationships in assessing individual activity and events in society. In conclusion proposals are given for eliminating violations of the law and increasing the stability of society on the basis of increasing the stability of the education system to the negative impact of external education. © The Authors, published by EDP Sciences, 2020.