Pub Date : 2017-12-02DOI: 10.1080/10609393.2017.1433918
A. Kabatskov, O. Leybovich
The authors examine how the social status of the university professor has evolved in Russia in recent centuries in light of the historical concepts about the enslavement and emancipation of social groups proposed by Sergey Solovyov and Aleksandr Gradovsky. They use the metaphor of the “slave” [nevol’nik] to describe the dependent position of the professor in the university. The word encapsulates administrative tyranny, the spread of subordinate and submissive mentality in the university environment, and the curtailment of opportunities for professional self-fulfillment. The authors present the university administration as the main agent responsible for enslaving professors. Administrators represent bureaucratic power and act to advance their own social ambitions.
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Pub Date : 2017-12-02DOI: 10.1080/10609393.2017.1433919
M. Pavlovets
The fierce controversy that has flared up in Russia regarding the composition of the school canon (SC), which is a list of literary works that students are required to study in literature classes, as well as the very need for such a list in the first place has a long history, which goes back to the time of the first scholastic readers from the middle of the nineteenth century. One of the most acute issues that has been raised during these debates relates to what degree the instructor and possibly the students themselves should participate in the creation of such lists, and how the interests and developmental characteristics of children and adolescents should be reflected in the academic curricula. The need to factor in their concerns had been practically forgotten during the late Soviet period. The SC that was used in the final years of high school totally consisted of works that were written during a different historical period and were originally intended for an adult readership, and these works made up a significant part of the
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Pub Date : 2017-12-02DOI: 10.1080/10609393.2017.1433913
N. Ishchenko
When applied to education, Heidegger’s analysis of Da-sein suggests that in his ontology the epistemological problem of clarifying cognition is replaced by the existential problem of the cognition of the understanding individual. Thus, Heidegger treats “education” ontologically as the ability to achieve Da-sein as one’s own true and integral being whose Da-sein always takes precedence in understanding. On this basis, we can say that Heidegger treats education as a transcendental ontological structure that he, like Scheler, calls “disclosedness.” And although Heidegger almost never uses the term “education” in his analytic system, preferring instead to use expressions such as “authentic being,” “projection of the self,” etc., all of this content that he invests in this term closely follows Scheler’s interpretation, because it also characterizes human existence as “open” and “not foreordained.” For Scheler, the same “open” existence is an expression of existential human freedom, since it serves to manifest the spirit as the ontological principle. Considered in epistemological and value terms, this freedom, according to Scheler, is what he refers to as “education,” a transcending state of being that is manifested for another thing in existence as something that is “known” by loving participation in it with a view to achieving “one’s authentic self.”
{"title":"The Analytic System of Martin Heidegger’s Da-sein and the Anthropology of Max Scheler in the Educational Perspective","authors":"N. Ishchenko","doi":"10.1080/10609393.2017.1433913","DOIUrl":"https://doi.org/10.1080/10609393.2017.1433913","url":null,"abstract":"When applied to education, Heidegger’s analysis of Da-sein suggests that in his ontology the epistemological problem of clarifying cognition is replaced by the existential problem of the cognition of the understanding individual. Thus, Heidegger treats “education” ontologically as the ability to achieve Da-sein as one’s own true and integral being whose Da-sein always takes precedence in understanding. On this basis, we can say that Heidegger treats education as a transcendental ontological structure that he, like Scheler, calls “disclosedness.” And although Heidegger almost never uses the term “education” in his analytic system, preferring instead to use expressions such as “authentic being,” “projection of the self,” etc., all of this content that he invests in this term closely follows Scheler’s interpretation, because it also characterizes human existence as “open” and “not foreordained.” For Scheler, the same “open” existence is an expression of existential human freedom, since it serves to manifest the spirit as the ontological principle. Considered in epistemological and value terms, this freedom, according to Scheler, is what he refers to as “education,” a transcending state of being that is manifested for another thing in existence as something that is “known” by loving participation in it with a view to achieving “one’s authentic self.”","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"486 - 517"},"PeriodicalIF":0.0,"publicationDate":"2017-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1433913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739829","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 : 2017-09-02DOI: 10.1080/10609393.2017.1413880
A. Fedorov
Cinema has always represented a powerful medium for influencing audiences (including in political and ideological ways). Therefore, exploring how the image of the Western world has been transforming in Soviet and Russian films is still relevant today. This study seeks to accomplish the following: define the role and place of the changing portrayal of the Western world in Soviet cinema between 1946 (the start of the postwar ideological confrontation) and 1991 (the break-up of the Soviet Union) while comparing these developments with trends from the modern era (1992–2016); study the political, ideological, social, and cultural context as well as the main stages, trends, and goals of filmmakers; study the concepts that these filmmakers used to interpret this theme in Soviet and Russian films; and classify and perform a comparative analysis of the ideology, content models, genre modifications, and stereotypes of Soviet and Russian cinema that came to be associated with the portrayal of the Western world. To achieve these goals, we have used theoretical methods, including classification, comparison, analogy, induction and deduction, analysis and synthesis, modeling, etc., as well as empirical research methods, including the collection of information about the topics that are addressed in the study. The chronological scope of this study was limited to films produced between 1946 and 2016 and excluded documentaries, animated films, television programs, and an extensive set of feature films related to the topic of World War II (though these films are very specific, and they deserve a separate conversation). As a rule, international co-productions with Russia that reflect how the West views the Russian world were also excluded from this analysis.
{"title":"The Western World in Soviet and Russian Cinema (1946–2016)","authors":"A. Fedorov","doi":"10.1080/10609393.2017.1413880","DOIUrl":"https://doi.org/10.1080/10609393.2017.1413880","url":null,"abstract":"Cinema has always represented a powerful medium for influencing audiences (including in political and ideological ways). Therefore, exploring how the image of the Western world has been transforming in Soviet and Russian films is still relevant today. This study seeks to accomplish the following: define the role and place of the changing portrayal of the Western world in Soviet cinema between 1946 (the start of the postwar ideological confrontation) and 1991 (the break-up of the Soviet Union) while comparing these developments with trends from the modern era (1992–2016); study the political, ideological, social, and cultural context as well as the main stages, trends, and goals of filmmakers; study the concepts that these filmmakers used to interpret this theme in Soviet and Russian films; and classify and perform a comparative analysis of the ideology, content models, genre modifications, and stereotypes of Soviet and Russian cinema that came to be associated with the portrayal of the Western world. To achieve these goals, we have used theoretical methods, including classification, comparison, analogy, induction and deduction, analysis and synthesis, modeling, etc., as well as empirical research methods, including the collection of information about the topics that are addressed in the study. The chronological scope of this study was limited to films produced between 1946 and 2016 and excluded documentaries, animated films, television programs, and an extensive set of feature films related to the topic of World War II (though these films are very specific, and they deserve a separate conversation). As a rule, international co-productions with Russia that reflect how the West views the Russian world were also excluded from this analysis.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"319 - 464"},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1413880","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46565704","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 : 2017-06-03DOI: 10.1080/10609393.2017.1408369
V. Shadrikov
We investigate the evolution of thought using the method of historical reconstruction, the theory of the cultural and historical determinism of psychological development, data on the relationship between morphological studies, modern findings about child development, and the scientific understanding of neural morphogenesis. We argue for classifying protothinking as a separate category to describe a stage when the person thinks objectively without being aware of this process. It is shown that protothinking is a transitional stage between animal thinking and human verbal thinking. We devote particular attention to the process whereby words and verbally expressed thoughts originated. We formulate the conditions that make it possible to trace the process of how speech came into being as sound combinations that are designed to express thought. It is emphasized that individuals are always responsible for discovering words for themselves. We discuss the origins of language, and we note the creative nature of this process.
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Pub Date : 2017-06-03DOI: 10.1080/10609393.2017.1408368
E. Osin
This paper discusses the explanatory possibilities and limitations of the concept of alienation within the framework of educational psychology studies. Research into various phenomena associated with alienation (frustration and burnout, extrinsic motivation, cynicism, etc.) is often limited by the ontological realm of the individual, whereas the concept of alienation refers to a whole range of processes characteristic of both individual and sociocultural levels. The study outlines the heuristic potential that the cultural-historical activity approach to meaning and meaning regulation has in the analysis of alienation phenomena. The author reviews findings of empirical studies of alienation in education, as well as the theoretical groundwork dealing with the triggers of alienation and ways to cope with it. The discussion reveals that as human knowledge expands and becomes more complex and multifaceted on an ongoing basis, this causes various manifestations of alienation to grow in their frequency and intensity across educational environments. However, what could potentially help overcome specific psychological instances of alienation is the individual’s conscious and more socially aligned self-identification that can be achieved through meaningful reflection on the contributory part they play in the broadest context of collective activity and societal progress as a whole. Although too abstract and heterogeneous for specific psychological studies to be based upon, the concept of alienation may be of great utility in interpreting psychological findings and integrating them into the interdisciplinary context, in order to more thoughtfully revisit and improve the existing institutional configurations and instructional practices.
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Pub Date : 2017-06-03DOI: 10.1080/10609393.2017.1408370
Yulia Tyumeneva, M. Goncharova
This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is used to solve standard problems to the solution of nonstandard ones that had an analogous structure. The results of our research show that students had varying degrees of success applying the different stages of modeling depending on whether they were solving a familiar problem (involving near transfer) or one that had an unfamiliar context (involving far transfer): in cases of near transfer, students applied the template formally even though it did not align with the text of the new word problem, which complicated further interpretation. In cases of far transfer, students chose to solve the problem by using an ordinary method of selecting a solution by trial and error in preference to the use of modeling. Thus, the application of the modeling skill as a multistage process is complicated when solving nonstandard problems involving either near or far transfer.
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Pub Date : 2017-06-03DOI: 10.1080/10609393.2017.1408364
A. Bochaver, A. V. Zhilinskaya, K. Khlomov
The article examines trends in theoretical and applied concepts about the adolescent period and in particular about how adolescents develop life goals. We discuss the blurring of the boundaries of adolescence, the postponement of life decisions, and the difficult process of separating from parents as trends in modern adolescent life. Certain features of modern society (transitivity and its consequences) complicate the ability of adolescents to plan their lives and lead them to apply tactical thinking to their lives as opposed to strategic thinking. We examine the role that the family and in particular the culture of discussing the future can play in helping adolescents plan their lives.
{"title":"The Future Prospects of Modern Adolescents in the Life Course Perspective","authors":"A. Bochaver, A. V. Zhilinskaya, K. Khlomov","doi":"10.1080/10609393.2017.1408364","DOIUrl":"https://doi.org/10.1080/10609393.2017.1408364","url":null,"abstract":"The article examines trends in theoretical and applied concepts about the adolescent period and in particular about how adolescents develop life goals. We discuss the blurring of the boundaries of adolescence, the postponement of life decisions, and the difficult process of separating from parents as trends in modern adolescent life. Certain features of modern society (transitivity and its consequences) complicate the ability of adolescents to plan their lives and lead them to apply tactical thinking to their lives as opposed to strategic thinking. We examine the role that the family and in particular the culture of discussing the future can play in helping adolescents plan their lives.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"217 - 230"},"PeriodicalIF":0.0,"publicationDate":"2017-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1408364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500951","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 : 2017-06-03DOI: 10.1080/10609393.2017.1408367
T. Gordeeva, E. Osin, Dmitry D. Suchkov, T. Ivanova, Oleg A. Sychev, V. Bobrov
Self-control is understood as the ability of the individual to manage his behavior and emotions, thoughtfully react to events that happen around him, and to prevent himself from acting out of undesirable impulses and emotions. This article presents two studies that sought to validate a Russian-language version of the Brief Self-Control Scale that was developed by June P. Tangney, Roy F. Baumeister, and Angie Luzio Boone. The studies tested samples of employees (n = 591) and students (n = 328), respectively, using the scale consisting of 13 items. We demonstrate the one-dimensional structure of the scale using confirmatory factor analysis. The scale has high reliability (Cronbach alpha of 0.84 and 0.79), and it demonstrates predictable current and potential future relationships with self-reported and objective indicators of academic and professional success. Self-control is associated with indicators of successful functioning and well-being. The obtained connections retain statistical reliability when controlling for social desirability. The results show that self-control is an important personal-motivational resource that contributes to success in life and improving psychological well-being.
自我控制被理解为个人管理自己的行为和情绪的能力，对发生在他周围的事件做出深思熟虑的反应，并防止自己因不受欢迎的冲动和情绪而行动。本文提出了两项研究，旨在验证由June P. Tangney, Roy F. Baumeister和Angie Luzio Boone开发的俄语版本的简要自我控制量表。研究分别对员工(n = 591)和学生(n = 328)进行了测试，使用了由13个项目组成的量表。我们用验证性因子分析证明了量表的一维结构。该量表具有很高的信度(Cronbach alpha分别为0.84和0.79)，它与自我报告的学术和职业成功的客观指标显示出可预测的当前和潜在的未来关系。自我控制与成功运作和幸福的指标有关。在控制社会可取性时，获得的联系保持统计可靠性。结果表明，自我控制是一种重要的个人动机资源，有助于在生活中取得成功和改善心理健康。
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Pub Date : 2017-04-03DOI: 10.1080/10609393.2017.1399756
A. Kapuza, Yulia Tyumeneva
One of the ways of controlling for the influence of social expectations on the answers given by survey respondents is to use a social desirability scale together with the main questions. The social desirability scale, which was included in the Teaching and Learning International Survey (TALIS) international comparative study for this purpose, was used on a Russian-language sample of teachers without cross-cultural adaptation. In addition, this tool was based on the Marlowe-Crowne Social Desirability Scale, whose psychometric characteristics have only been evaluated so far within the framework of classical test theory with mixed results. In order to fill the gap in our understanding of the validity of the TALIS social desirability scale within the framework of item response theory, we analyzed the data obtained from a representative sample of Russian teachers. The results showed that the scale had acceptable reliability, significant unidimensionality, and, at the same time, a number of serious problems with its functionality. We propose measures to improve the quality of the psychometric properties of the scale on the basis of the obtained results, including simulated data. We draw fundamental conclusions about the structure of the social desirability construct.
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