Pub Date : 2016-12-10DOI: 10.17853/1994-5639-2016-9-153-165
S. Cobello
The article aims to define the changes and evolution of our global economical system and the role played by education in this moment and in particular the education of disabled people. Methods. Methodological basis for analyzing this problem lies in a systematic approach to studying social processes, and analyze the social systems and the social view and expectation on education and in particular on the inclusive educational systems. Results. Politicians don’t know what to do concerning disabled people in the future. They don’t need disabled people anymore, (cause the industrial society has ended) but they have to support them. Consider that social policies have, in the last years, enhanced the working age and this will mean increasing the level of disabilities and disabled people. Scientific novelty of the article concludes in well-founded proof that the solutions are on the mouth of every politician in the world of education, but from the words to the reality we cannot measure the real involvement in maintaining their promises. The only real possibility is to change the teachers and school’s system: a paradigm where the students will have no more to adapt themselves to the teacher’ lessons, but the teachers will adjust their work to the different students, transforming the slogan «nobody’s left behind» into a reality. Practical significance lies in the conclusion that a new possibility for the society is the paradigm that I have called a school of the future as «Learning Possibilities» environment.
{"title":"When the society does not see the future - what does «Disability» mean?","authors":"S. Cobello","doi":"10.17853/1994-5639-2016-9-153-165","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-9-153-165","url":null,"abstract":"The article aims to define the changes and evolution of our global economical system and the role played by education in this moment and in particular the education of disabled people. Methods. Methodological basis for analyzing this problem lies in a systematic approach to studying social processes, and analyze the social systems and the social view and expectation on education and in particular on the inclusive educational systems. Results. Politicians don’t know what to do concerning disabled people in the future. They don’t need disabled people anymore, (cause the industrial society has ended) but they have to support them. Consider that social policies have, in the last years, enhanced the working age and this will mean increasing the level of disabilities and disabled people. Scientific novelty of the article concludes in well-founded proof that the solutions are on the mouth of every politician in the world of education, but from the words to the reality we cannot measure the real involvement in maintaining their promises. The only real possibility is to change the teachers and school’s system: a paradigm where the students will have no more to adapt themselves to the teacher’ lessons, but the teachers will adjust their work to the different students, transforming the slogan «nobody’s left behind» into a reality. Practical significance lies in the conclusion that a new possibility for the society is the paradigm that I have called a school of the future as «Learning Possibilities» environment.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"153-165"},"PeriodicalIF":0.7,"publicationDate":"2016-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569891","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}
Pub Date : 2016-12-10DOI: 10.17853/1994-5639-2016-9-136-152
I. O
The aim of this article is to analyze the international discourse on policy issues of school dress code; to identify problems relevant to the national system of education, and proposed ways of their solution. Methods. The methods involve summarizing of the content of the leading international sources regarding issues regarding school education and health; a systematic analysis of sociological research Results. The polemic aspects to the requirements for the appearance of the students are considered. These requirements affect many important aspects and the principles of functioning of an educational system and all society in general: the observance of the constitutional rights of a child, including freedom of expression on grounds of gender; tolerance policy of intra school and state policy in the light of migration processes; problems of leveling of social and economic stratification of children, etc. The advantages and disadvantages of existing approaches to the development requirements in the countries of Europe, Asia, Africa, and North America are analysed. Scientific novelty. The influence of policy of a school dress-code on children’s behavior and health, relationships in multinational school groups, identification and safety of school students is proved. The ambiguity of information expressiveness and ignificance of garments of clothing and other elements of appearance of modern school students is disclosed: symbols of belonging to a religious and/or national culture, a well-known fashion brand, a modern informal/political trend, as well as the severity of gender differences in the design of school uniforms. The correlation between the wording of the requirements of the dress code and the effectiveness of its implementation from the point of view of minimization of internal stresses in the school team is defined. Practical significance. Based on the systemized proposals for quality improvement of the socio-cultural environment of educational institutions, it will be possible to improve the efficiency of interaction of participants of an educational process
{"title":"АНАЛИЗ ЗАРУБЕЖНОГО ОПЫТА ВВЕДЕНИЯ ШКОЛЬНОГО ДРЕСС-КОДА","authors":"I. O","doi":"10.17853/1994-5639-2016-9-136-152","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-9-136-152","url":null,"abstract":"The aim of this article is to analyze the international discourse on policy issues of school dress code; to identify problems relevant to the national system of education, and proposed ways of their solution. Methods. The methods involve summarizing of the content of the leading international sources regarding issues regarding school education and health; a systematic analysis of sociological research Results. The polemic aspects to the requirements for the appearance of the students are considered. These requirements affect many important aspects and the principles of functioning of an educational system and all society in general: the observance of the constitutional rights of a child, including freedom of expression on grounds of gender; tolerance policy of intra school and state policy in the light of migration processes; problems of leveling of social and economic stratification of children, etc. The advantages and disadvantages of existing approaches to the development requirements in the countries of Europe, Asia, Africa, and North America are analysed. Scientific novelty. The influence of policy of a school dress-code on children’s behavior and health, relationships in multinational school groups, identification and safety of school students is proved. The ambiguity of information expressiveness and ignificance of garments of clothing and other elements of appearance of modern school students is disclosed: symbols of belonging to a religious and/or national culture, a well-known fashion brand, a modern informal/political trend, as well as the severity of gender differences in the design of school uniforms. The correlation between the wording of the requirements of the dress code and the effectiveness of its implementation from the point of view of minimization of internal stresses in the school team is defined. Practical significance. Based on the systemized proposals for quality improvement of the socio-cultural environment of educational institutions, it will be possible to improve the efficiency of interaction of participants of an educational process","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"136-152"},"PeriodicalIF":0.7,"publicationDate":"2016-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570270","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}
Pub Date : 2016-11-10DOI: 10.17853/1994-5639-2016-8-173-180
Zh. N. Dyuldina, A. Y. Skorobogatova
The aim of the investigation is to consider genesis contradictions of gender approach in modern education and training of children and possibilities of its application in an educational system during the newest period of the society development. Methods, results and scientific novelty. The retrospective analysis of the sources has shown that gender approach isn’t new and not studied: on the contrary, separate education and training of boys and girls in the past was a norm and a duty of parents and teachers. However, the reflection of social processes shows the demolition of traditional system of gender stratification; weakening of women’s and men’s polarization of social roles; change of cultural stereotypes of masculinity and femininity; objective changes in the matrimonial relations. Everything listed above brings into focus an investigative search of new approaches to gender education. The essence of the terms «gender», «gender approach» is specified. Despite very long history of gender education (which was cultivated since the most ancient eras of existence of a mankind), insufficient study of this problem is stated now. Special importance of gender aspect in family education is emphasized. The different points of view in understanding of gender approach in modern science are revealed; the main perspective directions of researches on this subject are noted. Practical significance. The materials of the present article can be used in teaching history of pedagogics, gender psychology and gender pedagogics.
{"title":"Генезис противоречий гендерного подхода в воспитании и обучении детей","authors":"Zh. N. Dyuldina, A. Y. Skorobogatova","doi":"10.17853/1994-5639-2016-8-173-180","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-8-173-180","url":null,"abstract":"The aim of the investigation is to consider genesis contradictions of gender approach in modern education and training of children and possibilities of its application in an educational system during the newest period of the society development. Methods, results and scientific novelty. The retrospective analysis of the sources has shown that gender approach isn’t new and not studied: on the contrary, separate education and training of boys and girls in the past was a norm and a duty of parents and teachers. However, the reflection of social processes shows the demolition of traditional system of gender stratification; weakening of women’s and men’s polarization of social roles; change of cultural stereotypes of masculinity and femininity; objective changes in the matrimonial relations. Everything listed above brings into focus an investigative search of new approaches to gender education. The essence of the terms «gender», «gender approach» is specified. Despite very long history of gender education (which was cultivated since the most ancient eras of existence of a mankind), insufficient study of this problem is stated now. Special importance of gender aspect in family education is emphasized. The different points of view in understanding of gender approach in modern science are revealed; the main perspective directions of researches on this subject are noted. Practical significance. The materials of the present article can be used in teaching history of pedagogics, gender psychology and gender pedagogics.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"173-180"},"PeriodicalIF":0.7,"publicationDate":"2016-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570216","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}
Pub Date : 2016-11-10DOI: 10.17853/1994-5639-2016-8-155-172
V. G. Kalashnikov
The aim of this article is to demonstrate the possibilities of application of the contextual approach, developed in pedagogy and psychology, in the process of literary analysis. Initially contextual approach was developed by A. A. Verbitsky as a methodology of education. A key category of this approach was the context, interpreted A. A. Verbitsky as a psychological phenomenon. Accordingly, in this paper on the basis of later research context is understood as a psychological mechanism of semantic, objectified in external forms of test patches, social and communicative situations, etc. Now contextual approach became general psychological methodology, which led to the possibility of its application in various fields of the humanities in particular – in psycholinguistic literary studies, where the notion of «context » is used in-depth psychological interpretation. Methods . The contextual approach developed by A. A. Verbitsky as the main component of methodology of education became the main instrument of the research stated in the publication. Besides a field of the general education, this approach is applicable to various private spheres – to educational aspect of education, and also to methodology of teaching various subject matters – mathematicians, biology, foreign languages, etc. The contextual approach at the level of allpsychological methodology has allowed to apply it in various fields of humanitarian knowledge, in particular in literary researches with a strongly pronounced psychological perspective. The contextual analysis corresponding to approach has been chosen as a method of work. Results . Based on A. A. Verbitsky’s interpretation and results of the latest researches the author shows that the context is a semantic mechanism, objectified in external forms of test fragments, social and communicative situations, etc. The following types of contexts are allocated: microcontext of a personality and works of an author, a mesocontext of socio-cultural influences, and also macrocontext of perception and interpretation of works in culture and science. The critical view of psychoanalysis as the literary criticism tool in the Russian culture is presented. Through the systematization of complementary contexts and psychoanalytic interpretation the myth about F. M. Dostoyevsky’s epilepsy as a source of his creativity is discredited; though by recognition of the writer, personal problems and neuroses nevertheless were reflected in his works. The hypothesis of the opposite influence of creativity of F. M. Dostoyevsky on S. Freud’s concept, i.e. formation of psychoanalysis under impact of art creativity is made. Scientific novelty. Methods of engaging of an intertextual and socio-cultural environment are known in linguistics and literary criticism long ago. However, diverse environments of existence of the personality and works of the artist as the unified system of contexts psychological in essence have not been considered yet. The novelty of the prop
本文的目的是论证在教育学和心理学中发展起来的语境方法在文学分析过程中的应用可能性。最初，语境教学法是由a . a . Verbitsky作为一种教育方法论而发展起来的。这种方法的一个关键类别是上下文，将A. A. Verbitsky解释为一种心理现象。据此，本文在后期研究的基础上将语境理解为语义的一种心理机制，客观化为测试补丁、社会交际情境等外在形式。现在，语境方法成为了普遍的心理学方法论，这使得它有可能应用于人文学科的各个领域，特别是在心理语言学文学研究中，其中“语境”的概念被用于深入的心理学解释。方法。A. A. Verbitsky开发的作为教育方法论的主要组成部分的上下文方法成为出版物中所述研究的主要工具。除了普通教育领域，这种方法也适用于各个私人领域——教育的教育方面，也适用于各种学科的教学方法——数学、生物学、外语等。在全心理学方法论层面上的语境方法使其能够应用于人道主义知识的各个领域，特别是在具有强烈心理学观点的文学研究中。本文选择了与方法相对应的语境分析作为一种工作方法。结果。根据Verbitsky的解释和最新的研究结果，作者认为语境是一种语义机制，它以测试片段、社交和交际情境等外在形式客观化。以下类型的背景被分配:个人和作者作品的微观背景，社会文化影响的中观背景，以及文化和科学作品的感知和解释的宏观背景。提出了俄罗斯文化中将精神分析作为文学批评工具的批评观点。通过对互补语境的系统化和精神分析的阐释，陀思妥耶夫斯基的癫痫病作为其创作源泉的神话被推翻了;尽管作者得到了认可，但他的作品还是反映了他的个人问题和神经质。假设陀思妥耶夫斯基的创造力对弗洛伊德的概念产生了相反的影响，即在艺术创造力的影响下形成了精神分析。科学的新奇。研究互文和社会文化环境的方法在语言学和文学批评中早已为人所知。然而，艺术家的个性和作品的不同生存环境在本质上作为语境心理学的统一系统还没有被考虑。这种研究方法的新颖之处在于，它能够系统化地形成被研究现象的复杂背景，从而使人们能够通过其起源将多样化的信息联系起来。因此，研究人员在玻尔的“互补性原则”精神下获得了许多互补的描述，这些描述提供了对所研究现象的感知的维度和完整性。本研究的现实意义在于，它有力地证明了语境方法在跨学科心理学和文学研究中的前景。
{"title":"Контекстный подход к литературоведению: Достоевский и психоанализ","authors":"V. G. Kalashnikov","doi":"10.17853/1994-5639-2016-8-155-172","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-8-155-172","url":null,"abstract":"The aim of this article is to demonstrate the possibilities of application of the contextual approach, developed in pedagogy and psychology, in the process of literary analysis. Initially contextual approach was developed by A. A. Verbitsky as a methodology of education. A key category of this approach was the context, interpreted A. A. Verbitsky as a psychological phenomenon. Accordingly, in this paper on the basis of later research context is understood as a psychological mechanism of semantic, objectified in external forms of test patches, social and communicative situations, etc. Now contextual approach became general psychological methodology, which led to the possibility of its application in various fields of the humanities in particular – in psycholinguistic literary studies, where the notion of «context » is used in-depth psychological interpretation. Methods . The contextual approach developed by A. A. Verbitsky as the main component of methodology of education became the main instrument of the research stated in the publication. Besides a field of the general education, this approach is applicable to various private spheres – to educational aspect of education, and also to methodology of teaching various subject matters – mathematicians, biology, foreign languages, etc. The contextual approach at the level of allpsychological methodology has allowed to apply it in various fields of humanitarian knowledge, in particular in literary researches with a strongly pronounced psychological perspective. The contextual analysis corresponding to approach has been chosen as a method of work. Results . Based on A. A. Verbitsky’s interpretation and results of the latest researches the author shows that the context is a semantic mechanism, objectified in external forms of test fragments, social and communicative situations, etc. The following types of contexts are allocated: microcontext of a personality and works of an author, a mesocontext of socio-cultural influences, and also macrocontext of perception and interpretation of works in culture and science. The critical view of psychoanalysis as the literary criticism tool in the Russian culture is presented. Through the systematization of complementary contexts and psychoanalytic interpretation the myth about F. M. Dostoyevsky’s epilepsy as a source of his creativity is discredited; though by recognition of the writer, personal problems and neuroses nevertheless were reflected in his works. The hypothesis of the opposite influence of creativity of F. M. Dostoyevsky on S. Freud’s concept, i.e. formation of psychoanalysis under impact of art creativity is made. Scientific novelty. Methods of engaging of an intertextual and socio-cultural environment are known in linguistics and literary criticism long ago. However, diverse environments of existence of the personality and works of the artist as the unified system of contexts psychological in essence have not been considered yet. The novelty of the prop","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"155-172"},"PeriodicalIF":0.7,"publicationDate":"2016-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570156","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}
Pub Date : 2016-09-27DOI: 10.17853/1994-5639-2016-7-40-56
E. Zeer, E. Lebedeva, M. Zinnatova
The research is aimed at investigating the possibility of reforming of professional-pedagogical education on the base of process and project approaches. The urgency of this problem is caused by the changing of requirements for the modern professionals and the lack of evidence-based strategies of teacher training for vocational education system. Methods . Methodological bases of development strategy of vocational teacher education involves process approach, that provides the continuity of the educational system management and is aimed at improving the quality of vocational training; and project approach oriented to the changes in the existing traditional education. Results and scientific novelty. The authors have identified the basic trends of modernization of professional pedagogical education in the conditions of transition to the sixth technological order. Strategic benchmark is the conversion of vocational teacher education in the humanities and technological education. The condition for such transformation is the integration of process and project approaches in the management of educational systems. The authors allocated the identification characteristics of process and project approaches in the system of innovative education. Modernization of the vocational education system requires the solution of problems including the following: methodological training of teachers and the development of their readiness to innovate; definition of priority directions of science and education and innovation activities of the educational institutions; optimization the educational programs and strengthening their professional and pedagogical orientation on the basis of problem-modular design of educational content; search technology of the formation and development of socially and professionally important qualities and the competencies of teachers; scientific-pedagogical maintenance of psychological and pedagogical training and professional development of teachers. The requirements for the organization to developmental professional and educational environment and the educational process are proposed. The authors defined the topics of the targeted educational projects aimed at improving the quality of psychological and pedagogical training and improvement of the humanitarian and technological qualification of teachers of vocational school. Practical significance concludes in the possibility of applying the data analysis in the design of innovative educational activities in the system of vocational teacher education.
{"title":"METHODOLOGICAL BASES OF THE IMPLEMENTATION OF THE PROCESS AND PROJECT APPROACHES IN VOCATIONAL EDUCATION","authors":"E. Zeer, E. Lebedeva, M. Zinnatova","doi":"10.17853/1994-5639-2016-7-40-56","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-7-40-56","url":null,"abstract":"The research is aimed at investigating the possibility of reforming of professional-pedagogical education on the base of process and project approaches. The urgency of this problem is caused by the changing of requirements for the modern professionals and the lack of evidence-based strategies of teacher training for vocational education system. Methods . Methodological bases of development strategy of vocational teacher education involves process approach, that provides the continuity of the educational system management and is aimed at improving the quality of vocational training; and project approach oriented to the changes in the existing traditional education. Results and scientific novelty. The authors have identified the basic trends of modernization of professional pedagogical education in the conditions of transition to the sixth technological order. Strategic benchmark is the conversion of vocational teacher education in the humanities and technological education. The condition for such transformation is the integration of process and project approaches in the management of educational systems. The authors allocated the identification characteristics of process and project approaches in the system of innovative education. Modernization of the vocational education system requires the solution of problems including the following: methodological training of teachers and the development of their readiness to innovate; definition of priority directions of science and education and innovation activities of the educational institutions; optimization the educational programs and strengthening their professional and pedagogical orientation on the basis of problem-modular design of educational content; search technology of the formation and development of socially and professionally important qualities and the competencies of teachers; scientific-pedagogical maintenance of psychological and pedagogical training and professional development of teachers. The requirements for the organization to developmental professional and educational environment and the educational process are proposed. The authors defined the topics of the targeted educational projects aimed at improving the quality of psychological and pedagogical training and improvement of the humanitarian and technological qualification of teachers of vocational school. Practical significance concludes in the possibility of applying the data analysis in the design of innovative educational activities in the system of vocational teacher education.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"124 1","pages":"40-56"},"PeriodicalIF":0.7,"publicationDate":"2016-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570111","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}
Pub Date : 2016-09-27DOI: 10.17853/1994-5639-2016-7-26-39
N. K. Chapaev
The aim of the publication is a philosophical-pedagogical conceptualization and the discovery of the mechanism of application of the principle while solving problems of program-methodological support of vocational education on the basis of summarizing the scientific heritage of N. E. Jerganova. Methods. The research is based on the hermeneutic methodology. The leading methods of analysis are the following: interpretation, conceptualization, understanding, as well as analysis, comparing, contrasting, synthesis, generalization. Results. Based on the analysis of the texts of the works of N. E. Jerganova, interpretational model of actualization principle of activity in developing methods of professional education is developed. According to this model, personal and professional development of man is attained primarily due to the actualization of his/her intellectual and creative potential, turning it into relatively self-sufficient entity of educational activity. Scientific novelty. Philosophical-methodological foundations and technological tools of the application of the principle activities in the process of problem solving of software and methodological support of professional education are disclosed; the expediency of development of activity-based strategy of professional education in modern conditions is proved. Practical significance. The thesis and conclusions of the article can be used in the development of the modern concept of methodological activities, in the process of program-methodological support of educational activity in professional education organizations.
{"title":"РЕАЛИЗАЦИЯ ДЕЯТЕЛЬНОСТНОГО ПРИНЦИПА В МЕТОДИЧЕСКОЙ КОНЦЕПЦИИ Н. Е. ЭРГАНОВОЙ","authors":"N. K. Chapaev","doi":"10.17853/1994-5639-2016-7-26-39","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-7-26-39","url":null,"abstract":"The aim of the publication is a philosophical-pedagogical conceptualization and the discovery of the mechanism of application of the principle while solving problems of program-methodological support of vocational education on the basis of summarizing the scientific heritage of N. E. Jerganova. Methods. The research is based on the hermeneutic methodology. The leading methods of analysis are the following: interpretation, conceptualization, understanding, as well as analysis, comparing, contrasting, synthesis, generalization. Results. Based on the analysis of the texts of the works of N. E. Jerganova, interpretational model of actualization principle of activity in developing methods of professional education is developed. According to this model, personal and professional development of man is attained primarily due to the actualization of his/her intellectual and creative potential, turning it into relatively self-sufficient entity of educational activity. Scientific novelty. Philosophical-methodological foundations and technological tools of the application of the principle activities in the process of problem solving of software and methodological support of professional education are disclosed; the expediency of development of activity-based strategy of professional education in modern conditions is proved. Practical significance. The thesis and conclusions of the article can be used in the development of the modern concept of methodological activities, in the process of program-methodological support of educational activity in professional education organizations.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"26-39"},"PeriodicalIF":0.7,"publicationDate":"2016-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570047","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}
Pub Date : 2016-09-27DOI: 10.17853/1994-5639-2016-7-73-87
V. O. Lobovikov
The aim of the paper is to carry out historical-philosophical and linguistic analysis of ethical and metaphysical doctrine of Aristotle on corruption in general; to discuss of formal-ethical view on the problem of corruption in basic scientific researches; to define the place and role of fundamental scientific researches in knowledge-based economy taken as a whole, and Boston Chart, in particular. Methods. The methods involve the historical-philosophical and logical-linguistic analysis of texts; creation and studying of the elementary discrete mathematical model of the researched moral phenomenon at the level of artificial language of two-digit algebra of the natural right and morals; use of such conceptual and figurative tool of the economic theory as Boston Chart. Results and scientific novelty. The definition of the concept «basic scientific research» is given for the first time; the concept includes time parameter and knowledge of utility (the practical importance) of results of this research. Practical significance. The submitted definition (criterion) gives a possibility to establish at any moment of time definite borderline between the basic and the applied scientific search (the line undergoes change in the flow of time). The effective criterion of basic scientific researches offered by the author, and also exact specifying of their place and role in lifecycle of knowledge as goods in market economy (at the conceptual level of the Boston Chart) allow to designate an urgent problem of corruption of the scientific sphere in a new perspective. Along with some additional conditions, this new evidence could help to solve the problem.
{"title":"ПРОБЛЕМА КОРРУПЦИИ ФУНДАМЕНТАЛЬНЫХ НАУЧНЫХ ИССЛЕДОВАНИЙ: ФОРМАЛЬНО-ЭТИЧЕСКИЙ И ЭКОНОМИЧЕСКИЙ АСПЕКТЫ","authors":"V. O. Lobovikov","doi":"10.17853/1994-5639-2016-7-73-87","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-7-73-87","url":null,"abstract":"The aim of the paper is to carry out historical-philosophical and linguistic analysis of ethical and metaphysical doctrine of Aristotle on corruption in general; to discuss of formal-ethical view on the problem of corruption in basic scientific researches; to define the place and role of fundamental scientific researches in knowledge-based economy taken as a whole, and Boston Chart, in particular. Methods. The methods involve the historical-philosophical and logical-linguistic analysis of texts; creation and studying of the elementary discrete mathematical model of the researched moral phenomenon at the level of artificial language of two-digit algebra of the natural right and morals; use of such conceptual and figurative tool of the economic theory as Boston Chart. Results and scientific novelty. The definition of the concept «basic scientific research» is given for the first time; the concept includes time parameter and knowledge of utility (the practical importance) of results of this research. Practical significance. The submitted definition (criterion) gives a possibility to establish at any moment of time definite borderline between the basic and the applied scientific search (the line undergoes change in the flow of time). The effective criterion of basic scientific researches offered by the author, and also exact specifying of their place and role in lifecycle of knowledge as goods in market economy (at the conceptual level of the Boston Chart) allow to designate an urgent problem of corruption of the scientific sphere in a new perspective. Along with some additional conditions, this new evidence could help to solve the problem.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"73-87"},"PeriodicalIF":0.7,"publicationDate":"2016-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570117","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}
Pub Date : 2016-07-08DOI: 10.17853/1994-5639-2016-6-22-41
Pyotr N. Kondrashov
The purpose of the article is to show immanent interrelation between structure of terminal and tool vital values of adolescents of the Post-Soviet period and predisposition to perpetrate of corruption actions. Methods . The methods involve philosophical analysis, supervision, questioning under the formalized questionnaire, conversation, and longitudinal research. The program of research includes the questions connected with different aspects, factors and motives of valuable orientations of adolescents. Results . Results of longitudinal research (1998–2014) of dynamics of vital values of adolescents are presented. It is established that the structure of adolescent’s axio-sphere has radically changed for the studied period. In 1998, the most important life values were money, material well-being; in contrast to 2014 when the values are good health and love. Thus, there is a reorientation of adolescents from mercantile values to spiritual values. On the other hand, the system of instrumental values changes. In 90-s, the main means of achieving life goals were money, violence and helping of other people; it is in contrast to 2014 when teenagers are guided more by their own strength. Scientific novelty . It is for the first time shown that feature of vital values of modern city teenagers is inability of long expectation of realization of the vital purposes. It is burdened also by the fact that many vital values (education, health, love, friendship) turn into exchange values (costs) in modern capitalist society. Therefore teenagers prefer to use money as means of instant achievement of the purposes. These factors form real predisposition of adolescents to perpetrate corruption actions. Practical significance . The presented investigation can be interesting to parents, tutors of preschool institutions, teachers of schools, experts in the field of psychology, sociologists, lawyers, and law enforcement officers.
{"title":"Динамика жизненных ценностей подростков и проблема коррупции в постсоветской России","authors":"Pyotr N. Kondrashov","doi":"10.17853/1994-5639-2016-6-22-41","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-6-22-41","url":null,"abstract":"The purpose of the article is to show immanent interrelation between structure of terminal and tool vital values of adolescents of the Post-Soviet period and predisposition to perpetrate of corruption actions. Methods . The methods involve philosophical analysis, supervision, questioning under the formalized questionnaire, conversation, and longitudinal research. The program of research includes the questions connected with different aspects, factors and motives of valuable orientations of adolescents. Results . Results of longitudinal research (1998–2014) of dynamics of vital values of adolescents are presented. It is established that the structure of adolescent’s axio-sphere has radically changed for the studied period. In 1998, the most important life values were money, material well-being; in contrast to 2014 when the values are good health and love. Thus, there is a reorientation of adolescents from mercantile values to spiritual values. On the other hand, the system of instrumental values changes. In 90-s, the main means of achieving life goals were money, violence and helping of other people; it is in contrast to 2014 when teenagers are guided more by their own strength. Scientific novelty . It is for the first time shown that feature of vital values of modern city teenagers is inability of long expectation of realization of the vital purposes. It is burdened also by the fact that many vital values (education, health, love, friendship) turn into exchange values (costs) in modern capitalist society. Therefore teenagers prefer to use money as means of instant achievement of the purposes. These factors form real predisposition of adolescents to perpetrate corruption actions. Practical significance . The presented investigation can be interesting to parents, tutors of preschool institutions, teachers of schools, experts in the field of psychology, sociologists, lawyers, and law enforcement officers.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"22-41"},"PeriodicalIF":0.7,"publicationDate":"2016-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570041","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}
Pub Date : 2016-07-08DOI: 10.17853/1994-5639-2016-6-168-186
I. Angelova, T. Le-van, A. Mantarova
The aim of the investigation is to discuss the problems connected with a current state of inclusive education in Russia and Bulgaria. Methods. Experience, positive and negative tendencies in the field of inclusive education of the Russian and Bulgarian systems of training and education are analysed and generalized. Results and scientific novelty. Creating conditions for quality education for all children regardless of the characteristics of their health is a social guarantee of any post-industrial country. Access to quality education for children with disabilities is a target of nowadays reforms of the Russian and Bulgarian education in the context of globalization: Bulgaria’s accession to the European Union and activity of Russia as an independent state on the international education arena. Adverse conditions of inclusive education in the two countries complicate establishing and implementation of public policies for the development of inclusive education. However, objective data about teachers’ readiness for the implementation of inclusive education and public debate around this issue stimulates a better understanding of the principles on which the activities of the teacher, directed at the education of children with disabilities. The principles providing a basis for developing professional teacher competencies in the field of inclusive education are presented in the article. The importance of complex solution to the problem is highlighted: involvement of an administrative resource, realization of the social mechanism of a special type of mutual aid (tutoring), formation in the organization and society of culture of the attitude towards people with peculiarities of health. Everything listed has to be supported by the state measures, including the motivation of teachers to development in a profession and obtaining special professional competences. Practical significance. The research findings can be useful for correction of pedagogical activity during the work with the pupils having features of development and needing special attention.
{"title":"Professional development of teachers in the field of inclusive education in school (the experience of Russia and Bulgaria)","authors":"I. Angelova, T. Le-van, A. Mantarova","doi":"10.17853/1994-5639-2016-6-168-186","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-6-168-186","url":null,"abstract":"The aim of the investigation is to discuss the problems connected with a current state of inclusive education in Russia and Bulgaria. Methods. Experience, positive and negative tendencies in the field of inclusive education of the Russian and Bulgarian systems of training and education are analysed and generalized. Results and scientific novelty. Creating conditions for quality education for all children regardless of the characteristics of their health is a social guarantee of any post-industrial country. Access to quality education for children with disabilities is a target of nowadays reforms of the Russian and Bulgarian education in the context of globalization: Bulgaria’s accession to the European Union and activity of Russia as an independent state on the international education arena. Adverse conditions of inclusive education in the two countries complicate establishing and implementation of public policies for the development of inclusive education. However, objective data about teachers’ readiness for the implementation of inclusive education and public debate around this issue stimulates a better understanding of the principles on which the activities of the teacher, directed at the education of children with disabilities. The principles providing a basis for developing professional teacher competencies in the field of inclusive education are presented in the article. The importance of complex solution to the problem is highlighted: involvement of an administrative resource, realization of the social mechanism of a special type of mutual aid (tutoring), formation in the organization and society of culture of the attitude towards people with peculiarities of health. Everything listed has to be supported by the state measures, including the motivation of teachers to development in a profession and obtaining special professional competences. Practical significance. The research findings can be useful for correction of pedagogical activity during the work with the pupils having features of development and needing special attention.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"168-186"},"PeriodicalIF":0.7,"publicationDate":"2016-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570032","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}
Pub Date : 2016-06-02DOI: 10.17853/1994-5639-2016-5-11-24
Е. Н. Яркова
Aim . The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion . The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success.
{"title":"УТИЛИТАРИЗМ КАК ФИЛОСОФИЯ ОБРАЗОВАНИЯ","authors":"Е. Н. Яркова","doi":"10.17853/1994-5639-2016-5-11-24","DOIUrl":"https://doi.org/10.17853/1994-5639-2016-5-11-24","url":null,"abstract":"Aim . The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion . The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"42 1","pages":"11-24"},"PeriodicalIF":0.7,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569860","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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