The article examines the moral, ethical and legal ideas of students about corruption in sports. Based on the author's research, the types of students who perceive corruption in sports differently are identified, and an attempt is made to socially model the moral and ethical image of the society of the future.
{"title":"Corruption in sports as assessed by students","authors":"Valentina N. Turkova","doi":"10.20339/am.03-24.039","DOIUrl":"https://doi.org/10.20339/am.03-24.039","url":null,"abstract":"The article examines the moral, ethical and legal ideas of students about corruption in sports. Based on the author's research, the types of students who perceive corruption in sports differently are identified, and an attempt is made to socially model the moral and ethical image of the society of the future.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"62 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140280849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Belyakov, Victor P. Berkut, Nikolai I. Semizorov, Alexander N. Tarasenko
The article shows the main stages of the history of the personality development of a military teacher — candidate of philosophy, Doctor of Pedagogical Sciences, Professor Akindinov Vladimir Alexandrovich, the depth of his military pedagogical culture, tact, individual characteristics and personal attitude towards people (students, students, cadets, listeners, adjuncts of the branch academies) in the process of development of the Soviet and Russian higher military schools in the late in the late 20th — early 21st centuries. The understanding and prospects of the scientific development of the philosophy of military pedagogy and professional culture of the teaching staff, which form an integral part and potential of the development of the military pedagogical school of the RVSN, the Ministry of Defense of the Russian Federation, are presented.
{"title":"Sixty years in the service of the Fatherland: Vocation — military pedagogy","authors":"B. Belyakov, Victor P. Berkut, Nikolai I. Semizorov, Alexander N. Tarasenko","doi":"10.20339/am.03-24.092","DOIUrl":"https://doi.org/10.20339/am.03-24.092","url":null,"abstract":"The article shows the main stages of the history of the personality development of a military teacher — candidate of philosophy, Doctor of Pedagogical Sciences, Professor Akindinov Vladimir Alexandrovich, the depth of his military pedagogical culture, tact, individual characteristics and personal attitude towards people (students, students, cadets, listeners, adjuncts of the branch academies) in the process of development of the Soviet and Russian higher military schools in the late in the late 20th — early 21st centuries. The understanding and prospects of the scientific development of the philosophy of military pedagogy and professional culture of the teaching staff, which form an integral part and potential of the development of the military pedagogical school of the RVSN, the Ministry of Defense of the Russian Federation, are presented.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"16 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140268720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main features of the philosophical picture of the world are considered as a necessary component of a holistic worldview, the formation of which is one of the main goals of philosophy as an educational subject. It is shown that ontology (a branch of philosophy that develops a picture of the world) is currently on the periphery of both philosophical research and public attention. Doubts are expressed about the relevance of traditional categories of ontology; it is proposed to abandon the philosophical picture of the world constructed with their help and limit ourselves to the scientific picture of the world, which is already proposed by scientists on the basis of a metascientific synthesis. Nevertheless, the scientific picture of the world is objective, that is, it is devoid of value guidelines – a necessary component of a worldview. Therefore, the article analyzes the differences between the scientific and philosophical picture of the world and shows that in order to implement the ideological function of philosophy when teaching it, the study of traditional categories of ontology is required. They remain the basis for the formation of a worldview that determines a person’s place in the world and the boundaries of his activities.
{"title":"Philosophical picture of the world and the place of ontology in the educational process","authors":"N. Popkova","doi":"10.20339/am.03-24.087","DOIUrl":"https://doi.org/10.20339/am.03-24.087","url":null,"abstract":"The main features of the philosophical picture of the world are considered as a necessary component of a holistic worldview, the formation of which is one of the main goals of philosophy as an educational subject. It is shown that ontology (a branch of philosophy that develops a picture of the world) is currently on the periphery of both philosophical research and public attention. Doubts are expressed about the relevance of traditional categories of ontology; it is proposed to abandon the philosophical picture of the world constructed with their help and limit ourselves to the scientific picture of the world, which is already proposed by scientists on the basis of a metascientific synthesis. Nevertheless, the scientific picture of the world is objective, that is, it is devoid of value guidelines – a necessary component of a worldview. Therefore, the article analyzes the differences between the scientific and philosophical picture of the world and shows that in order to implement the ideological function of philosophy when teaching it, the study of traditional categories of ontology is required. They remain the basis for the formation of a worldview that determines a person’s place in the world and the boundaries of his activities.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"183 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andrey I. Artyukhov, Elena V. Eliseeva, Sergey V. Chispiyakov, Marina M. Sorokina, Ekaterina V. Tasoeva
At the present stage of development of society, a holistic perception of the picture of the world, the ability to comprehensively consider the information received, analyze issues related to various fields of science and practice, and the possession of a systematic style of thinking when solving problems are important aspects for a scientist and specialist. Therefore, the problem of developing the systems thinking of a student, as a future specialist, with a different time perspective is very relevant. In the present study, experimental methods were used to determine the level of development of systems thinking and the time perspective of respondents, who were students of Bryansk State University named after academician I.G. Petrovsky. The results of calculating the Kruskal-Wallis criterion confirmed the hypothesis put forward in the study that there is a connection between the level of development of an individual’s systemic thinking and his time perspective. The scientific novelty of the presented work lies in a comprehensive study of the phenomenon of ‘systems thinking’ of students with different time perspectives, the results of which can form the basis of a program of psychological and pedagogical support for the development of systems thinking of future specialists.
{"title":"Study of the relationship between students’ systems thinking and time perspective","authors":"Andrey I. Artyukhov, Elena V. Eliseeva, Sergey V. Chispiyakov, Marina M. Sorokina, Ekaterina V. Tasoeva","doi":"10.20339/am.03-24.067","DOIUrl":"https://doi.org/10.20339/am.03-24.067","url":null,"abstract":"At the present stage of development of society, a holistic perception of the picture of the world, the ability to comprehensively consider the information received, analyze issues related to various fields of science and practice, and the possession of a systematic style of thinking when solving problems are important aspects for a scientist and specialist. Therefore, the problem of developing the systems thinking of a student, as a future specialist, with a different time perspective is very relevant. In the present study, experimental methods were used to determine the level of development of systems thinking and the time perspective of respondents, who were students of Bryansk State University named after academician I.G. Petrovsky. The results of calculating the Kruskal-Wallis criterion confirmed the hypothesis put forward in the study that there is a connection between the level of development of an individual’s systemic thinking and his time perspective. The scientific novelty of the presented work lies in a comprehensive study of the phenomenon of ‘systems thinking’ of students with different time perspectives, the results of which can form the basis of a program of psychological and pedagogical support for the development of systems thinking of future specialists.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"390 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, there is a multifaceted transformation of higher education in terms of digitalization of the teaching and educational process, visualization of teaching, use of Internet resources, application packages, electronic library and reference systems, organization of group interaction among students and other aspects of the educational process in higher education. The purpose of this work is to identify trends in the use of various technologies and teaching methods in the higher education system, problems of their application and the formation of a basic list of resources and interactive teaching methods for implementation in universities of the Russian Federation to improve the quality of education and the effectiveness of the educational process. The achievement of this goal was carried out on the basis of summarizing the results of a survey of finalists of the RANEPA Pedagogical Excellence Competition in December 2023. Lists of the main resources of platforms for training, solving standard problems of communications and cooperation in the digital environment have been compiled; resources for storing and distributing educational and other materials; tools for searching, processing and visualizing information; resources for storing and distributing educational and other materials and other resources and tools for organizing the educational process in higher education have been formed. The need to improve a number of domestic platforms, in particular professional and specialized application software packages, spreadsheet editors for performing statistical procedures; digital tools for organizing group work of students and others have been justified. Proposals for further reform of the activities of the Ministry of Higher Education and Science and specific higher education institutions and directions for subsequent scientific research have been formulated.
{"title":"Generalization of the best educational practices in higher education (based on the results of a survey of finalists of the RANEPA Pedagogical Excellence Competition)","authors":"Elena S. Vylkova","doi":"10.20339/am.03-24.042","DOIUrl":"https://doi.org/10.20339/am.03-24.042","url":null,"abstract":"Currently, there is a multifaceted transformation of higher education in terms of digitalization of the teaching and educational process, visualization of teaching, use of Internet resources, application packages, electronic library and reference systems, organization of group interaction among students and other aspects of the educational process in higher education. The purpose of this work is to identify trends in the use of various technologies and teaching methods in the higher education system, problems of their application and the formation of a basic list of resources and interactive teaching methods for implementation in universities of the Russian Federation to improve the quality of education and the effectiveness of the educational process. The achievement of this goal was carried out on the basis of summarizing the results of a survey of finalists of the RANEPA Pedagogical Excellence Competition in December 2023. Lists of the main resources of platforms for training, solving standard problems of communications and cooperation in the digital environment have been compiled; resources for storing and distributing educational and other materials; tools for searching, processing and visualizing information; resources for storing and distributing educational and other materials and other resources and tools for organizing the educational process in higher education have been formed. The need to improve a number of domestic platforms, in particular professional and specialized application software packages, spreadsheet editors for performing statistical procedures; digital tools for organizing group work of students and others have been justified. Proposals for further reform of the activities of the Ministry of Higher Education and Science and specific higher education institutions and directions for subsequent scientific research have been formulated.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140270162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of the analysis of domestic paradigms of the philosophy of language of the second half of the twentieth – early 21st century. The processes of sequential construction and deconstruction of a series of domestic paradigms of the twentieth century are shown — the ‘new doctrine of language’ (Japhetic theory) (1923–1950), the inter-paradigm period (1950–1956), the ‘new Marxist linguistics’ (1957–1993) and the post–paradigm period (the end of the 90s of the twentieth century – the first quarter of the XXI century). Science is pushed forward not only by the discovery of new facts, but also a new look at old facts. The philosophical, political, national and linguistic problems faced by the government and scientific processes in the twentieth century are described in connection with various aspects of the life of Soviet and post-Soviet society, primarily with language policy. The appeal to the history of the philosophy of language in Russia is intended to help realize the internal logic and continuity of the development of the modern linguistic political culture of the country.
{"title":"Stages of the Great journey or The Russian philosophy of language of the second half of the 20th – early 21st centuries","authors":"V. Bazylev","doi":"10.20339/am.03-24.075","DOIUrl":"https://doi.org/10.20339/am.03-24.075","url":null,"abstract":"The article presents the results of the analysis of domestic paradigms of the philosophy of language of the second half of the twentieth – early 21st century. The processes of sequential construction and deconstruction of a series of domestic paradigms of the twentieth century are shown — the ‘new doctrine of language’ (Japhetic theory) (1923–1950), the inter-paradigm period (1950–1956), the ‘new Marxist linguistics’ (1957–1993) and the post–paradigm period (the end of the 90s of the twentieth century – the first quarter of the XXI century). Science is pushed forward not only by the discovery of new facts, but also a new look at old facts. The philosophical, political, national and linguistic problems faced by the government and scientific processes in the twentieth century are described in connection with various aspects of the life of Soviet and post-Soviet society, primarily with language policy. The appeal to the history of the philosophy of language in Russia is intended to help realize the internal logic and continuity of the development of the modern linguistic political culture of the country.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140272728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.
{"title":"Modern educational and methodological support for the educational process in foreign language classes in digitalization of society","authors":"Tatiana A. Dmitrenko","doi":"10.20339/am.03-24.051","DOIUrl":"https://doi.org/10.20339/am.03-24.051","url":null,"abstract":"Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140268358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article highlights the activities of women of the Khorezm region in the ranks of the army and on the battlefield during the Second World War. The author points out that, along with all the republics of the USSR, the Uzbek SSR was also involved in the war, cite the number of people mobilized to the front from the Uzbek SSR, and then focus on those who went to war from the Khorezm region. The article cites as an example the courage of Khorezm women of different nationalities who served at the front and received ranks. The names of women from Khorezm who went to war and did not return, as well as information about them are given. In the article, the author refers to unpublished materials (archival documents of the Department of Defense Affairs of the Khorezm region, books of registration of participants in the war, accounting records). The author covers the topic in detail using documents from the archival fund of the Khorezm Defense Department, which have not been introduced into scientific circulation. These documents provide preliminary information about the activities of women who went to war from Khorezm. Analyzing the documents, the authors identified the names of about 350 women who left the region for the war. They prove the erroneousness of the information given in the studies conducted in Uzbekistan until 2020, that 47 women from the region took part in the war. Also, as a suggestion, in order to immortalize the memory of these women in the heroic struggle against fascism, the necessity of creating new works of fiction, films, plays together with multi-volume Books of Memory, monographs, brochures is substantiated.
{"title":"Activities of Khoresm women on the fronts of the World War II","authors":"Sherali Yu. Allaberganov","doi":"10.20339/am.03-24.101","DOIUrl":"https://doi.org/10.20339/am.03-24.101","url":null,"abstract":"This article highlights the activities of women of the Khorezm region in the ranks of the army and on the battlefield during the Second World War. The author points out that, along with all the republics of the USSR, the Uzbek SSR was also involved in the war, cite the number of people mobilized to the front from the Uzbek SSR, and then focus on those who went to war from the Khorezm region. The article cites as an example the courage of Khorezm women of different nationalities who served at the front and received ranks. The names of women from Khorezm who went to war and did not return, as well as information about them are given. In the article, the author refers to unpublished materials (archival documents of the Department of Defense Affairs of the Khorezm region, books of registration of participants in the war, accounting records). The author covers the topic in detail using documents from the archival fund of the Khorezm Defense Department, which have not been introduced into scientific circulation. These documents provide preliminary information about the activities of women who went to war from Khorezm. Analyzing the documents, the authors identified the names of about 350 women who left the region for the war. They prove the erroneousness of the information given in the studies conducted in Uzbekistan until 2020, that 47 women from the region took part in the war. Also, as a suggestion, in order to immortalize the memory of these women in the heroic struggle against fascism, the necessity of creating new works of fiction, films, plays together with multi-volume Books of Memory, monographs, brochures is substantiated.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140269511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyzes relationship between the processes of setting goals and substantiating their value content. The confusion of questions about the meanings and goals of life leads to the impossibility of finding a way out of the spiritual crisis that can be generated either by the fact that a person cannot find a spiritual, value justification for any of the possible goals of his activity, or by the fact that he cannot formulate any goal that can inspire him to commit value-based actions. Whatever the influence of parents, teachers, surrounding people on the formation of a cultural subject may be, no one can predict what goals will determine his activity and what meanings he will put in them. The sphere of responsibility of society, family, or education system for the formation of value-based goal-setting is limited to the creation of objective conditions that provide the younger generation with knowledge of the laws of development of nature, society, culture and real opportunities for the implementation of value-based goals of activity.
{"title":"Features of the interrelation of goal-setting and meaning-creation in socio-cultural activity","authors":"Natalia S. Chernyakova","doi":"10.20339/am.03-24.062","DOIUrl":"https://doi.org/10.20339/am.03-24.062","url":null,"abstract":"The article analyzes relationship between the processes of setting goals and substantiating their value content. The confusion of questions about the meanings and goals of life leads to the impossibility of finding a way out of the spiritual crisis that can be generated either by the fact that a person cannot find a spiritual, value justification for any of the possible goals of his activity, or by the fact that he cannot formulate any goal that can inspire him to commit value-based actions. Whatever the influence of parents, teachers, surrounding people on the formation of a cultural subject may be, no one can predict what goals will determine his activity and what meanings he will put in them. The sphere of responsibility of society, family, or education system for the formation of value-based goal-setting is limited to the creation of objective conditions that provide the younger generation with knowledge of the laws of development of nature, society, culture and real opportunities for the implementation of value-based goals of activity.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"426 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140283045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksandr A. Yurganov, O. V. Svistun, Yu.V. Pidshmorga
The point is that after the destruction of the classical university, the essentially ‘closed’ ‘University of Excellence’ of B. Ridings took its place almost everywhere. The question is, what should replace it? Our task is to grasp schematically and conceptually the essence of University 3.0 as a real, in our opinion, alternative to the “closed” University of Excellence. To do this, we will rely on a System-Thinking-Activity approach (SMD-approach). Our leading hypothesis is that University 3.0 cannot be understood exclusively as an ‘Entrepreneurial University’ by B. Clark, where an environment has been created for the introduction of scientific innovations into life, but at the same time the idea of ‘autonomy of thinking’ as inherently non-utilitarian, the idea of Culture as the basis for nurturing the Personality of a person who, thanks to this should be ‘raised to the level of his time’ (Ortega-y-Gasset). It is Culture at the university that should become a meeting place for Science and Technology, Research and Business, and the university itself should become a means of cultural transformation (A. Auzan). And the questions are, what exactly does that mean? How exactly to achieve this? In this paper, we have tried to outline a general conceptual space for answering these questions, using a set of concepts and schemes of the System-Thinking-Activity methodology (SMD-methodology). The second part summarizes the findings of the study.
{"title":"“Open University”: Conceptualization and Schematization of University 3.0 from the perspective of a System-Thinking-Activity (STA) approach (Part 2)","authors":"Aleksandr A. Yurganov, O. V. Svistun, Yu.V. Pidshmorga","doi":"10.20339/am.03-24.028","DOIUrl":"https://doi.org/10.20339/am.03-24.028","url":null,"abstract":"The point is that after the destruction of the classical university, the essentially ‘closed’ ‘University of Excellence’ of B. Ridings took its place almost everywhere. The question is, what should replace it? Our task is to grasp schematically and conceptually the essence of University 3.0 as a real, in our opinion, alternative to the “closed” University of Excellence. To do this, we will rely on a System-Thinking-Activity approach (SMD-approach). Our leading hypothesis is that University 3.0 cannot be understood exclusively as an ‘Entrepreneurial University’ by B. Clark, where an environment has been created for the introduction of scientific innovations into life, but at the same time the idea of ‘autonomy of thinking’ as inherently non-utilitarian, the idea of Culture as the basis for nurturing the Personality of a person who, thanks to this should be ‘raised to the level of his time’ (Ortega-y-Gasset). It is Culture at the university that should become a meeting place for Science and Technology, Research and Business, and the university itself should become a means of cultural transformation (A. Auzan). And the questions are, what exactly does that mean? How exactly to achieve this? In this paper, we have tried to outline a general conceptual space for answering these questions, using a set of concepts and schemes of the System-Thinking-Activity methodology (SMD-methodology). The second part summarizes the findings of the study.","PeriodicalId":179308,"journal":{"name":"Alma mater. Vestnik Vysshey Shkoly","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140268595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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