REFRAMING AS A SOCIO-EDUCATIONAL TECHNOLOGY: A SOCIOLOGICAL APPROACH TO CONSIDERATION

Abstract

The article discusses the sociological under standing of reframing as a specific socio-pedagogical technology, the essence of which is the impact on the cognitive system of students, their cognitive codes. The concept of cognitive code is considered in relation with the concept of cognitive resource as a latent factor of social and class inequality. It is emphasized that the power of this factor is determined by the specifics of education based on the fact that education operates mainly with complex codes, thereby contributing to the reproduction of social inequality, limiting the chances of upward social mobility of those individuals whose cognitive codes do not correspond to the codes of education system. Reframingis considered as a socio-pedagogical technology, focused on the cognitive «pulling up» of students, whose social experience has led to the fact that they need to achieve successin education.