. . , , , . . , , . . . . . . . . . . . . . . . . .
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...................................................................................
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.............................................................
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. . .
75 , . . , 14 , , , , . , , 102 907 2, - 69 501 2, 26 806 2;
11,27 2. ( ) 1089 426 . , . 109 , 21 ; 50 , 38 (), 150 . 950 - ,
632 ( 66,5 %), 126 (13,3%). 26 854 , 7 148 ( 1 701 ), - 65 (6 ), 19
641 (16 318 ); 9 130 ( 10 5217 ). 1990 . . . : , , , . - , . . . .
9001-2001. , ECDL.3
- : ; , Web- ; ; (http://www.nspu.ru), - . 300 , 500 - . 1 200
000 , 550 000 . : , , , ; () ; - 2,5 . .-. .
(http://student.nspu.net), , : , , , , , , , , , , Point de vue. :
; 20 ; 6 . . : 41 12 ; ; , 50 . ; 70 , ; , . 15 . : ; 150 ; . . 6 ,
, 6 . , , , - .4
75
, , , (, , , , , , , , , , , ), (, , , , , , , ) . , , , , , , .
, , . , 100 (, , , , ), , - ; 630 , 10 , ; 4 , , , , , , , , . 4 ,
, . 40 , . , , ; PR; . , , , , . , , , , , , . - , , , . - , - .
.
5
I Part I. THE CONCEPTUAL PROBLEMS OF THE PHILOSOPHY OF EDUCATION
16 + 378
. . () , () . . , , . . . , , . : , , , , .
LOGIC IN THE SYSTEM OF HIGHER EDUCATION
A. V. Yaroslavtseva (Novosibirsk)The paper explores the whole
set of epistemological theoretical positions which reveal the
essence of cognitive (informational) processes. The basic thesis is
the thesis about the value of awareness as the means of increasing
the instrumental variety of cognitive processes and the efficiency
of thought. The obligatory components of rational (logic-verbal)
thought are the ability to concentrate, focus attention on the
object and reveal what is different and what is the same in the
representing system. A necessary condition of the rational thought
, . 630075, . , . , . 6. E-mail: [email protected]
6
I.
development is awareness and mastering the principles of
ordering. The mentioned capabilities are formed and acquired in the
process of mastering the study material of the course of logic. The
significance of the results obtained in the process of studying
logic is conditioned by their universal character and high degree
of applicability. Key words: logic, higher education, rational
thought, analytics, mental representations.
, , , . , , . , , . , . . , ( ) ( ). , ( ) , . , , , , () . , ,
. , , . . , (), , . ; . , , , . , . (7
), , , , . . , . , , . , , . , , [4]. , . , , ; , : [4, . 6768].
, , , ? , (, ) , : 1) , , ; 2) , . . ( ) , I- . . , . , ; , , , . ,
, , . .
8
I.
, , . , , , , . () , , , , , , , , , , [1, . 41]. , . , , , . .
. : , ? : , , ? : . . : , . , . . , , , , ( ) , , , , . . , ( ) , .
, , , , , , . , , 9
, , , , . : () . , . , . () , : . , . ( ) , . . , , : ( ) , , ,
, . , , . , . , , ; - , , , , ; ( ) . . , , . , . , , , , ( , , , .
.). , , , , . , , , , , . . - 10
I.
. , () . , , , . , , : , , , ( ) . , , , ( , ), ; , . (, ). - (
), , , ( / ), , : , [2, . 150]. , , , . , , , [2, . 150151]. , - ,
, ( ) . . , , , . , , , , . , , 11
, . , , , () . , - . ( ), , . , , ; , , , [5]. , ( ), . , , , ,
. 1. . . . / . . . . ; . . ; . . : , 2000. 495 . ( ). 2. -. / . . .
, . , . ; . . . . . : , 1996. 226 . (. . ). 3. - . . // . 2007. 2
(19). . 8593 4. . . / . . ; . . . . . . . . : , 1990. 717 . ( ). 5.
. . // . 2002. 4. . 186190.
13 + 37.0 + 316.7
. . () , . . 656049, . , . , . 90, . 209 . -mail:
[email protected]
12
I.
, , . , . , , , , . , . : , , .
AN INTERNATIONAL ASPECT OF THE FORMATION OF THE BASIC INTELLECT
IN EDUCATION
A. Yu. Naumova (Novosibirsk)The global character of education is
directly connected with international relations, in which the basic
intellect of the population of every country is manifested. This
basic intellect corresponds to the traditions of the country and
the global social life conditions in the modern world. In the
article, there is studied the problem of the basis intellect as a
consciously formed part of the mentality of the population, country
and humanity as a whole. There is substantiated the key fundamental
role of education in the development of basic intellect. There is
ascribed even greater significance to the basic intellect in
education, which reflects national, international, global, and
regional characteristic of the peoples consciousness. The tasks of
Russian education on the international arena are preservation of
the national identity in the structure of basic intellect and also
fruitful international collaboration in the educational sphere.
Keys words: education, international relations in education,
knowledge, basic intellect, basic intellect in education, national
and global basic intellect.
, , . . , , , , . , . , : 1) . , , [2, . 239]; 2) , , [8, .
398]. . 13
- : ) ) . , . , . , , , . , - , . , , . , . . , , . , , , , . ,
. , , , , , . , , , . , . , , , , . , , , . , , , , , - . , . - , ,
, . , , ( ). , . , , , ( ), .14
I.
, ( ), , . , , , ( ) , , . , , , , . . , , , , . , , , [45]. . .
, ; -, -, . , , , . , , , , . . , . , , , . , , , , (, ) . , . , :
, , - . . , . . , -, , . . , - , , 15
, . . , . ( - ). - . , - , XXI . , , . , . . , . . . , . , , , ,
XXI . . , - - . , , . : 1) ; 2) , 3) , . , . , - , , . . . , .
16
I.
, . , . , : 1) () 2) (), , . : 1) , 2) - 3) ; 4) . , 1930- . . ,
, , , [1, . 2]. , , , , . , . , , , . , . () , . : ; ; ( ) ; ; , ;
. (-). , , . , , . , , , , - . , , , , - , 17
. , , , . , . , , ( ) . : -, , , . . , , . , . , (, , , .). , ,
, . , , ( ) . . , , . , . , , , , . , -, , , , . , . , [6]. . , - ,
, , . 18
I.
( ), ( ) ( ) . : 1) - [9]; 2) [6]; 3) ( , ). , . , . , : 1) : -
, , , , , , , ( ); 2) , . ., , . , - - . , , , , ; , , , ; , ,
[10]. . , , , , , . , , , , , , [7, . 29]. , , , , , .19
. : , , . , . , , , , . - . , , , , , , . , , - , . , , , . , ,
, [7, . 35]. 1. Bock P. K. Continuities in psychological
antropology: historical Introduction. New York : Basic Books, 1988.
165 . 2. / . . . . . : : , 2003. 816 . 3. . . . . : , 2003. 173 .
4. . . // . 2007. 2 (19). . 5359. 5. . ., . . // . 2008. 3 (24). .
418. 6. . . . : - . . -, 1996. 260 . 7. . ., . . // . 2009. 1 (26).
. 2635. 8. . ., . . . . : , 1999 944 .
20
I. 9. , . . XXXXI . // . 2008. 3 (24). . 183189. 10. / . . . / :
, 2004. 240 .
13 + 122/129 + 37.0
. . , . . () . , , , . , . , . , , . : , , .
ON THE ACTIVITY APPROACH IN THE EDUCATIONAL THEORY AND
PRACTICE
S. Yu. Piskorskaya, E. A. Zemlyanskaya (Krasnoyarsk)The goal of
the research is to analyze the category of activity. The research
reveals that the socio-historical dimension of activity is studied
from various scientific positions. The authors indicate that the
philosophical research of activity was conducted beginning from the
period of antique philosophy, more precisely, beginning from
Aristotles studies. However, the true scientific solution of the ,
, . . . . . 660014, . , . . , . 31. E-mail: [email protected]
. . . . . 660014, . , . . , . 31. E-mail:
[email protected]
21
activity problem became possible only on the basis of the
materialistic understanding of history. It is shown that the
activity approach presupposes studying the human world as an
activity world in the unity of all aspects of its development and
realization. The authors consider the activity category in the
perspective of the educational theory and practice. Within its
framework they formulate an integral characteristic, competence,
which is adequate to modern realities. The paper describes the
specific competences corresponding to each type of activity, each
competence being characterized by the set of the corresponding
personal and job competences. Key words: the activity approach,
competences, educational theory and practice.
, . , - , , , , . , , . , , , , . , . , , . : , , (energeia)
(ergon) (entelecheia) [1, . 246]. : , , , (, , ) , , (, , , , , )
[1, . 247]. , - [1, . 438]. c , , [1, . 438]. , , ( ), . , . .
22
I.
, . . . ( ) , , : , , . , , , , , , , . , . . : . , - , . , - .
, . , (, , , ), . . , . , : (, , . .), (, ), (, , ), (, ), ( ). , ,
23
. , , , , . , . . . . : , , , , , , [3, . 8]. , . . . . . , , ,
, [6, . 6]. , , . , . . , [5, . 90]. , , . . . . [5, . 91]: (, );
2) - ( , ); 3) ( , , ); 4) ( , , , [2, . 95]. , ,
24
I.
, , . . . , : , , , : : , , -, [4, . 102]. , , , , , : ( , . .),
. : , , , , , , , . . ( , ; ; ( , ) . .). , . , . 1. . : 4 . / . .
. . . . . : , 1976. . 1. 550 . 2. . . ? // . 2008. 2 (23). . 93100.
3. . . - // . 1978. 2. . 8. 4. . . // . 2008. 2 (23). . 101107. 5.
. . // . 2008. 2 (23). . 8693. 6. . ., . . , , // . 2007. 1 (18). .
58.
25
1 + 372.016:1/14
*. . () . . . , . : , , .
THE ARGUMENTATIONAL PROCEDURES IN PHILOSOPHICAL EDUCATION
Yu. A. Krenew (Ulyanovsk)The paper deals with the
argumentational nature of philosophical knowledge, the place and
role of the argumentational procedures in philosophical education.
The key issue of the paper is teaching philosophy through the prism
of the theory of argumentation and its main principles. Some tools
of the evolutional epistemology are involved in the research. The
author has tried to study the argumentational component of
education, taking into account the argumentational character of
philosophical discourse. Key words: philosophical education,
argumentation, argumentative ethos.
, , , ( ). , : , , , . , , . , , , ?*
, 07-03-00054 . 432970, . , . . , . 42. -mail:
[email protected].
26
I.
. , , . , , , . , , , , . . , , , , - , ; , , , [1, . 3]. . , ,
, , . , , , () . , , . , , . , . . , ; ; , ; ; ; , ( ); , , [2, .
46]. ? , . , , , , de facto [4]. , - , , - . , 27
, , [2, . 47]. , . . , I . 1889 . ( . . . ), . . . . . , . . . .
, . . ( ) . . , . . . . . ( ), . . . . , . . . . . , , , , . , , ,
( ) , . , . , . , , . . , , , , , -, - [8, . 1016]. - , , ? , , . ,
. . , , , , [3, . 38]. XX . . , . . -, - [7, . 25], , . , . ,
28
I.
, . , , , ? ? . , , , . , . ? ? ? - - , , , , , : ) ; ) ; ) . ,
, , , , . , , . , . . , ( , ), , , . , , , , , , , , , 29
, , . , , . , , , , , , . . , . , , , , , . , , , , , , (, ). ,
, . , , , , , , , . ? : (: . , , , ); (: : . , , (. : [7, .
84]);30
I.
(: ); ( , . , , , , . , . , , ); (: , , , , , .); - ( . , , , ,
(. : [7, . 84]), , ); , ; ( , , ). : ) . -, . . . , , , . . ) . - ,
/ / , . . . . : , , , , , [6]. , , 31
. , , , , . , ( ) . ; . . , . . , . , . , . , . , . , . . , . .
, , . , , . , , , ; , : . , : ; ; , - ; . , . , , , , , . 1. . . .
. / . . . . . . : - , 1991. 150 . 2. . . ( ) // . 1982. 11. .
4352.
32
I. 3. . . // . 1978. 2. . 3846. 4. . . // . 2004. 1 (9). .
141150. 5. . . // . 1988. 6. . 1425. 6. - . . // . 2007. 2 (19). .
8593 7. . . // . 1985. 4. . 8389. 8. . . : . . : , 1996.
13 + 37.0
. . () , . , . , , , . : , .
EDUCATION AS AN ACTIVITY OF FORMING THE LOCAL COMMUNITY
S. P. Dureev (Krasnoyarsk)It is shown in the article that
education is connected with the orientation of human activity on
certain values. The inculcation of the Western ways of life into
Russian society appears as a part of the existing system of
education with its absence of harmony of persons development. There
is proved that with the help of education the person must learn to
understand a wide spectrum of meanings and images which allows to
form an integral world-view and to harmonize the life of both the
person and the local community. Key words: human being, ideology,
activity, education, management, local community. , . . .. .
660014, . , . . , . 31. E-mail: [email protected]
33
, , , . XXI . . . , . : , , , [1, . 571]. , . , . , . [2, .
189], , . - [3, . 76] [4, . 6], . . , , , , , . . . , , , . , , ,
[6, . 61]. . . , , . [6, . 67]. .
34
I.
, . . , , , . . , . . . . . ( ) , , . , , , [7, . 23]. , . - , .
, , . - , [8, . 32], . , , . , . , , . , , , . , , , . . . , : , ,
, , [9, . 9899].
35
- , . , . , , , . , , , . , . : , , , . . : , , . , . . [10] , .
. , ; , ; , [11, 393]. , . , [7, . 23]. . , ? , : , ( ) ; . , . , .
, , , , . , 36
I.
, , , . . . , : ... - , , . . [12, . 291]. 1. . . . . : ; . :
Terra Fantastica, 2001. 762 . 2. . . // . 2003. 3. . 187189. 3. . .
// . 2003. 1. . 7680. 4. . . // . 2003. 6. . 312. 5. . . ( ) // .
2004. 9. . 315. 6. . . . : 2 . / . . . . . : , 1971. . 2. 630 . 7.
. ., . . ( ) // . 2008. 4 (25). . 2127. 8. . ., . . // . 2009. 1
(26). . 2635. 9. . . / . . . . . : - , 2006. 160 . 10. . . // .
2008. 4 (25). . 4148. 11. . . ., 1937. 536 . 12. . . . . : , 1993.
430 .
13 + 316.7 + 37.0
: . . () , . , , , , 37
, . , , , XXI . : , , , , , .
GLOBALIZATION AS A SOCIAL PHENOMENON: AN ANALYSIS OF THE ORIGIN
AND THE FUNCTIONS
S. V. Kamashev (Novosibirsk)In the article, there is traced the
origin of the process of globalization, which is significant in
modern conditions and symbolizes the planet-wide character of
certain processes. The author considers the approaches of the
scientists who tried to justify the necessity of a uniform system
of social, economic, political, cultural and other communications,
interactions and relations on various stages of the society
development. The conclusion is made that till a certain time, the
presence of numerous theories did not lead to formation of an
independent concept, whose main topic would be the research of
formation of the global social communications which are the reality
of modern world and form objectively caused but factor of the
development of the world civilization of the XXI-st century. Key
words: globalization processes, the globalization concept, the
commodity market, the world development, civilizational approach,
the world system analysis.
. . . , , , : , ; , [1, . 1215]. , , . , , . , , . , - . 630126,
. , . , . 28. E-mail: [email protected]
38
I.
, , , , , . , , . , -, , , , . , , , . , , , . , , , , . , , ( )
, . , , , , , , . . ( . .). , . , . , (XVXVII .), . , , , . - XX ,
, . 80- . XX . ; , , . . , 39
- , . , . , , , [2]. . , , . , , . , . , , [3]. . , , , , , , .
, , , . , , (, , ). , . , . , , , , , , . (, , XIX .). [4]. , , , .
, ( , ) [5, . 40]; , . . , [5].
40
I.
I . , , -. , , . . , . , - . , - . , . , , . , , . , . 60- . XX
. , , , . ( ), . , , , , . , -, ( ), - . . , , [6]. . . , , ,
41
, , , , , . . , , . 1970- . . . , . . , , , [7]. , . , . 1980- .
, . . . 1980- . : , . ; , , () . , , , ( ), , , : (). 1980- . . . ,
, : , XX . , . , , , , . (19801990- .) ( ), : , , , , . , , ,
[810].42
I.
, , , [11]. 1980- 1990- ., , . , ( ), . , , . 1990- . , , , . .
. , . , , , . - , , , . , [12]. , . : 1) , , , ( , ); 2) , , , , ,
; 3) , . , , . , . XX XXI . . , . , , , . , . , , , , . , XXI
.43
, , . , , . , , . , , . , -, , , , -, , . 1. . . : ? . . : ,
2002. 416 . 2. , . : 3 . / . . ; . . . . . , . . . . : , 1985. . 3.
560 . 3. . - : . , 1999. 154 . 4. ., . . . . : , 1987. 5. ., May .
: ( ) // . 2004. 6. . 2856. 6. . . // . 2002. 5. . 312. 7. . . . :
, 2001. 416 . 8. . . // . 2007. 2. . 6064. 9. . ., . ., . . // .
2009. 2. . 197202. 10. . ., . . // . 2007. 4. . 1217. 11. . // .
1999. 10. . 313. 12. . . // . 2001. 1. . 3643.
44
I. 13 + 159.9 + 316.3/.4
. . (-) , - ; . : , .
THE PHILOSOPHICAL ESSENCE OF THE CONCEPT OF DEVELOPMENT
G. V. Popova (St. Peterburg)he paper generalizes and analyzes
the characteristics of the concept of development, presented in its
definitions in the classical and contemporary philosophical and
psychological dictionaries and encyclopedias. The authors
definition of development is given and the essence of this
phenomenon is studied. Key words: laws of development, management
processes.
, , , , [3, . 15], [1, . 401]. : , ( ), , . , , ( ) ( ) ( , ); ,
, , , - . 195251, . -, . , 29. -mail: [email protected]
45
(), () ; , , , , , ; , , ; ( , , ); ; : , , ; , , (); , , , ;
(); , . , , , : , , ; ; ; ; ; ; ; ( ); ; ; ; . , : 1) , () ; 2) ;
3) . , , , ; ; . , . , , ; , 46
I.
; , ; . , : ; , , ; , () () , ; , , - , / - , . : ; , ; ; ; , ,
, , ; , , , . , , : (); , (); (, - ); ; , , , . , , , , , , , . , ,
, , , , , ; , , . - : 47
, : ( ) , [1]; [4]; [5]; () [2], - , . , - . , , , , , . , - , ,
. [7], , , , ( ) . , , , , , , , . 1. . ., . ., . . . : -, 1998.
464 . 2. . . : . . . : , 2003. 384 . 3. . . : . . . : . - , 2000.
384 . 4. . . : . . . : , 2003. 584 . 5. . . : . . ... . . :
19.00.05. ., 2005.
48
I. 6. / . . , . . . : , 2003. 1096 . 7. . . . . : , 2004. 541
.
13 + 37.0
: . . () , . , , , . : , , .
EDUCATIONAL SYSTEMS: CYBERNETISM AND SYNERGETISM
V. I. Zhilin (Tara)In the article, there is carried out a
critical analysis of the scientificpedagogical views of the
researchers who use synergetic ideas to describe the educational
systems. The author claims that borrowing the synergetic
terminology for the description of the educational, most often
cybernetic systems is not always feasible. Key words: educational
systems, cybernetics, synergetics.
(., , . [1], . [2], . [3], .. [4] .) , / , , , , , . , , . , , .
, , . , . . [5] , , (. ). 646530, . , ., . , . 69. -mail:
[email protected]
49
, . . . [6] , , . , () , , . , , , , , . , , (., , .. [7], ..
[8], .. [6], .. [9] .), . , . . [10] , : (, ) , (, , , ). . . , XX
. . . , . . . . [10], , , . , . . [11] . , , [11, . 171]. . . [12].
, , , , . . . , , : , , [13, .68]. . . [14], , : 1) 50
I.
2) , -. ( ) ( , , . .), . . , , . , , . . . , [14]. , . . , , ,
, , ; , , , . , - . . [1] - . , , . , . . [15], , , , . , () . , .
, . , . . [16], . , , , . , . . , , , , ( , ), 51
, , [16, .195]. , , , ) [16, .195]. . [3], . , . , . , . , . , .
. , . , . , . , , , : [3, . 11]. , . , . , , , ( , , , , ) , , , ,
. . . [17] . , . , , . . , , , - , . . [2], , . . , , , , - . . , .
(., , . . [18]). 52
I.
, . , , , , (), . , , , , . , , , , , - . , . . , , XX . , , , ,
, . XXI . . . [19], , , . , , , , , , , , , , , , . , , , . . , . ,
, , , , [19, . 11]. , . . , , . . , , , , / , , .53
, , (, , , .) , , , , () , . , , . , , . (., , . . [20]), , . .
[21], , . , . , , , , , , . . , , . . , . . (), : , , , [22, . 63].
. . , , : , , , [4, . 38]. , , , . . [2], , . . , 60- . XIX ., , .
. . . : , . 54
I.
, , , . , , , , , , , , ( ) , , , (. : [2, . 7]). , , , , , , ,
, , - [2324]. , , [2526], (, , . .) ( ) . 1. . - . : // Alma mater
(. . .). 2007. 11. . 3641. 2. . // . 2007. 5. . 310. 3. . , // Alma
mater (. . .). 2004. 10. . 1114. 4. . . // . 2007. 1 (18). C. 3539.
5. : , , : . / . . . ; . . . . . : , 2007. 512 . 6. . ., . ., . . .
. : , 2005. 384 . 7. . . // . 1998. 2. . 1217. 8. . . : // . 2007.
4. . 2535. 9. . . . . : , 2001. 544 . 10. . . . . : , 2004. 384 .
11. . . . . : , 2005. 336 . 12. . . . . : , 2006. 288 . 13. . . (.
II) // . 2007. 2. . 6882.
55
14. . . // . 2006. 1 (21). . 207214. 15. . , ? // . 2009. 10. .
3643. 16. . . . . : , 2008. 232 . 17. . . . . : , 1990. 351 . 18. .
. . . : , 1985. 270 . 19. . . // . 2006. 4. . 911. 20. . . - . -/ :
- . . -, 2000. 352 . 21. . . // . 2008. . 29, 1. . 3446. 22. . . //
. 2008. 2 (30). . 6171. 23. . . : . . , 2006. 217 . 24. . . // . .
: , 1987. . 1 (36). . 3135. 25. . . // . 2010. 1. . 222 226. 26. .
. // . 2008. 2. . 59. .
56
II. -
II - Part II. THE INNOVATIVE-INFORMATIONAL ASPECTS OF DOMESTIC
EDUCATION 13 + 37.0
. . () , . - . : , , ,
INNOVATIVE TECHNOLOGIES IN THE CONCEPT OF DEVELOPMENT OF
POLYTECHNIC EDUCATION
I. V. Syrmolotov (Novosibirsk)The article presents some
innovative approaches to polytechnic education. A model for
polytechnic education through the integration and pooling of the
resources of secondary schools and institutions of primary and
secondary vocational education is now undergoing approbation in the
educational space of the Novosibirsk region. The experiment showed
the prospects of networking of the educational institutions and the
possibility of creating the individual educational routes for the
youth. , . 630126, . , . , . 28. -mail: [email protected]
57
Key words: innovation in education, polytechnic education,
networking of educational institutions, individual educational
routes.
, , , , . , , . , , , . , . , . 40 % , . , , 2026 [1]. . . . . ,
, , , : , , , , [2]. . . . , [3]. , . . . , , . . , . , , . . . . ,
, , , , , , 58
II. -
, . , [4]. . - , . - , . , - . , . . . . , . . , . , . , [5]. :
, , . , , , , . . 1917 . . - , - . 1920 . . , [6]. , . 1937 . , ,
59
. 1950- ., , , [7]. 1958 ., , . 1964 . , , , . 1984 . . 1989/90
. , , , , , . , . (19371957 .) . . 1990- . . . , , : ; ; . , [8, .
284]. . . , . , -, , , . -- , [9]. , . . 2008 . . . 60
II. -
, . , , . - , , [10]. . . . , . , . - , - . [11]. , , , . , , ,
- , . , , . - . , . , , [1213]. , 61
, . . , , , , , . . , 1920- . , , , , , , , , , : - ; ; , , , .
1. . . . . : , 2005. 2. . . . : [ ] // URL:
http://bt.com.ua/test_prof_klimov.php 3. : [ ] // URL: http://
www.profosvita.org.ua/ru/determine/testing/7/index.html 4. . . : [
] // URL: http:// bookw.narod.ru/part5_4.htm 5. . : [ ] // URL:
http://bibliotekar.ru/enc-Tehnika-2/82.htm 6. . : [ ] // . 1924.
1/21 // URL: http://www.otrok.ru/teach/
enc/index.php?n=13&f=102 7. / . . . . ., 2003. 8. . . : . . : 2
. / . . . . . : : . . 1999. . 2. 9. . . // . 1999. 2.
62
II. - 10. . . : : . .-. . (911 . 2008 .) : [ ] // URL:
http://totem.edu.ru/
index.php?option=com_content&task=view&id=495&Itemid=30
11. . ., . . // . 2009. 3. . 8994. 12. . . XXI // . 2008. 2. .
226231. 13. . . // . 2009. 4. . 8691.
13 + 37.0 + 004.
. . , . . () , . , , ; , . : , .
INFORMATION TECHNOLOGIES IN MULTI-LEVEL EDUCATION
A. A. Pogoradze, L. N. Sivokhina (Novosibirsk)The paper
considers the reform of the system of higher education which is
aimed to organization of multi-level education and informatization
of the educational process. , , . 630126, . , . , . 26. -mail:
[email protected] , . 630126, . , . , . 28. -mail:
[email protected]
63
In the opinion of the authors, there are several problems to
solve in connection with the total transition of the system of
higher education to the multi-level educational system: finding a
real way to minimize the gap between pedagogical technologies,
fundamental science and education process; mastering of modern
informational technologies which can provide an easy access to the
necessary information. Key words: multi-level education, modern
information technologies.
, , . . . , . , . , , , , , , , [3, . 156]. , , , (, , ). . , ,
. (), , . , , ? , - , . 24 2007 . 232-. . 9, 3 : , [4]. . , , .
64
II. -
: 1) , , 2) , 3) , . - , , [1, . 18]. , , , , . , . ; , , , .
2010 ., , , 2004 ., , , . . - , . , , , , . , , , . , : ( ), ( ), ,
, . () . , , . - ; , , , . . . , [2],65
XXI . . . , , . , . . . , (, ), . () , , , ( ) [4, 132133]. , ,
. , , . ( ) ? : , , [5; 8]; , . , , [6; 9]. . - , , , , : . - , : ,
, , ( ); . , , , . , , , ;66
II. -
, . , , , , ; . , . ; , , , , , ; , , . . [7]. , , . , - , . , -
, , . , , . , , - . . , , , . , , . 1. . . - -
67
// , . , 2001. . 1624. 2. . . . . : , 1991. 271 . 3. . . // . -,
2003. 4. : , . ., 2007. 5. . . - // . 2009. 3. . 1621. 6. . . // .
2009. 4. . 1019. 7. . . // . 2009. 4 (29). . 128135. 8. . . // .
2007. 3. . 293 298. 9. . . // . 2002. 4. . 186190.
13 + 37.0 + 004.5
. . () . , . . : , , , , .
. 660074, . , . . , . 26. E-mail: [email protected]
68
II. -
ON THE SPECIFICITY OF INDIVIDUALIZATION OF TRAINING IN AUTOMATED
TRAINING SYSTEMS
V. A. Uglev (Abakan)In the article there are analyzed the
specificities of realization of a personoriented approach to remote
training on the basis of electronic educational courses. The author
studies a topical problem of raising the effectiveness of the
process of knowledge acquisition while using automated educational
systems through the individualization mechanism. In the paper there
is proposed an interpretation of a qualitative conception of
individualization as applied to the processes of automated
presentation of didactic material and its control. There is offered
a conceptual solution of the problem of adaptation of the course
structure and the trajectory of its studying to the users
individual peculiarities by means of training computer testing and
arranging of the learning material as a semantic network. Key
words: individualization, automated educational system, training
computer testing, electronic educational courses, educational
trajectory.
, . : -, , - . [1]. , , . , ( , , , . .). , , . , , . , , . , ?
, , . [2]: , - (, , ) [3]; , [4];69
, , ; , () . , , , . . . [5] . eCourse Publisher [6] ( ). . . ,
. . , . . : , , [7]. , . : , . , , . , , . , . : ( ) , . ( , ( )
,
70
II. -
), , , ( ). , : , , (). , , : 1) ( ) ; 2) , ; 3) ; 4) ( , . (
[8]). , () . , . , , () . , , . . . , / ( ). , , . , , . : -,
(-
71
) ; -, (, , , , , . ., ); -, , . , . , , , . () . , , , . , . ,
. , ( ). . , : , . , . , : , ( ). . . , ,
72
II. -
( ) , . . , : , () . , , (, [9]). , ( ). , , , : , . , ( ). ,
[10]. [1112]. , , . ( ). , . : ( ); ; ; ; , ; , , . -
73
. [1314]. , . 1. . . // . 2007. 3 (20). . 288292. 2. / . . , . .
, . . , . . // . . . . - (. ). 2004. 33. . 267286. 3. . ., . . // .
2007. 8. . 123125. 4. . . . . : , 2003. 246 . 5. . . web- 2.0 // .
2007. 2. . 3945. 6. . . , , eCourse Publisher : [ ] // URL:
http://www.grnm.ru/ articles.html 7. . ., . ., . . - : [ ] // URL:
http://systech.miem.edu.ru/2003/n1/ Zhukova.htm 8. . . // : . .-. .
: 2 . , 2008. . 1. . 7375. 9. Uglev V. A., Samrina F. I. Using of
possibilities in learning tests for individualization of displaying
material in electronic education courses // Modern techniques and
technologies: the fourteenth International scientific and practical
conference of students, postgraduates and young scientists
(MTT2008). Tomsk : TPU Press, 2008. P. 96100. 10. . ., . . // : XII
. . . : . . . -, 2008. . 364366. 11. . ., . . // . 2008. 2. .
201206. 12. . ., . . // . 2006. . 1. . 272276. 13. . . // . 2009.
4. . 204211. 14. . ., . . // . 2007. 2. . 169174.
74
II. - 13 + 378
. . () ; , , ; ; , ( , , - , , , , ), , , . : , , - , .
THE USAGE OF THE INTERACTIVE METHODS OF TRAINING THE STUDENTS IN
THE EDUCATIONAL ENVIRONMENT OF THE INSTITUTION OF HIGHER
EDUCATION
M. A. Valeeva (Orenburg)The article is devoted to a topical
problem of usage of interactive methods of training in the
educational environment of the higher education institution as a
condition of forming the professional experience of the student.
There are considered the specificity of their application in
practice and the requirements to them. The complexity and
efficiency of interactive methods are emphasized. There are
described the interactive methods used in modern educational
practice (brain storm, directed discussion, complex-analytical
modeling, creative tasks, tree of decisions, the case method, the
business game); their various versions for multidimensional
mastering of the teaching material, development of the skills of
analysis and introspection, formation of an active subject
position. Key words: interactive methods of training, directed
discussion, complexanalytical modeling, case method, moderation;
features of usage of the interactive training methods; the
educational environment of the institution of higher education.
, , . 460028, . , , . 57. -mail: [email protected]
75
, , , , , , . , , , . , , , . . . , , , , , . , , [5]. , , , . ,
, : , , ; , ; ; . ( , , , - .), . . ( , ), . . . . , , 4060 . , , .
: , 76
II. -
; , - , , ; , (), () ; , ; [4]. , : ; , ; , . , , . , . , , , .
, , . . , , , . . , , , , . - . . , , , . . , , , . , [8]. , 77
. . , . , . . . , , , , , [7]. , , , . , , . . . . , , . : , , ,
, . : , , . . , , , , , . , . (). , , . , . , , [1]. , , . . . , ,
, 78
II. -
. , , , , , [3, . 122]. . . , , - . , . . . , , , . [2]. . . ,
-, , , . , , . , (), ( ) [10]. , , , . . . , , , , , . , , , , . ,
. , - . , . . , , . , , , 79
, . : . , , . , , , , , , [2]. , , , , . ( ) , . . , , . . .
[11]. , , , ( ) . , , . , , , . , . : , ; ; . . , [6].
80
II. -
, , , [9]. , , , . , , , , . 1. . . // : . . . (27 . 2007 .). .
: , 2007. . 2531. 2. . . : // : . 2004. 4 (32). . 7883. 3. . ., . .
- - // : . . VI- . .-. . , . . : , 2005. . 1. 4. . . : . . . : ,
2005. 432 . 5. : . / . . . . . : , 2006. 495 . 6. . ., . . // (XV )
: . .-. . (5 2008 .) / . . . . : . . -., 2008. . 173176. 7. . . : :
. . ., 2001. 343 . 8. . . // : . . VI . .-. . , . . : , 2005. . 1.
. 304305. 9. . . - : -, // . 2008. 3. . 260265. 10. ., ., . . ,
1998. 103 . 11. Renegar, Sandra L. Civic education project lecture
/ Department of Education Attila Joseph University Szeged, Hungary,
1996.
81
13 + 372.016:51
. . () - . , , . , . , . : - , .
AN INNOVATIVE APPROACH TO MONITORING THE QUALITY OF KNOWLEDGE IN
MATHEMATICS
M. V. Mongush (Novosibirsk)In the article there is considered
the experience of application of a modulerating system of
monitoring mathematical knowledge of the students studying at the
Agronomics Department of the Tuva State University. One of the
basic elements of the module teaching is a prompt system of
monitoring and evaluating the knowledge of students, which helps to
establish the prompt feedback. Monitoring of knowledge is an
important factor in the increase of efficiency of teaching
mathematics. The issues connected with the monitoring of students
knowledge are constantly considered by pedagogical science and
practice. Various rating systems of evaluation of the learning
activity of students are widely used in the world practice. The
article considers the peculiarities of such systems and the
shortcomings of the traditional monitoring system. Key words:
module, rating, module-rating system, mathematics, monitoring, the
quality of knowledge, agriculture, agronomical specialty.
- . -
. 630126, . , . , . 28. -mail: [email protected]
82
II. -
, [2; 5]. . : , , , , [9, . 96]. , , [10, . 17]. . . , , , , ,
[3]. , . , . . , ( ). . . , . , , [1]. . , , . , , -, ( , - , , ,
); -, ( , , , ); - ( , ) [7]. . 83
. : 1) , ; 2) ; 3) , ; 4) , . , -, , - , . . . - () . . . , () -
() . , [6, . 213]. , , , . , ( ), . , . , [4; 7; 11]. - , , . - , .
() 84
II. -
. (, , , .). , . , ( , - , , , ). , , ( ). . , , , , . , , , , ,
, . - : , , . . , , . , . , , . , . , , , , . , , , ( , , , .). , -
-
85
. 1. B. C. . . : , 1989. 167 . 2. . . : [ ] // URL:
http://www.prezident.ru/text/appears/2002/12/ 29612.shtml 3. . . .
/ : , 2005. 474, [1] c. (. ). 4. . . // . 2008. 4 (25). . 267273.
5. 30.09.2005 1938 // . . . . . 2005. 43. 24 . 6. : . / . . . . . /
: , 2002. . 213. (. ). 7. . ., . . // . 2007. 1. . 209214. 8. . . .
., 1984. 49 . 9. . // . 2006. 3. . 9699. 10. . ., . ., . . - / . .
. . // : , , : V . .-. . (1923 2003 .). : - , 2003. . III. . 1719.
11. . . - / . . // . 2006. . 1. . 293299.
13 + 372.016:53
. . () - . . 630049, . , . , . 191. E-mail: [email protected]
86
II. -
, . , , ( , ). : , , .
THE DEVELOPMENT OF TECHNICAL CREATIVITY OF STUDENTS IN STUDYING
PHYSICS
Yu. V. Akulova (Novosibirsk)The urgency of the problem of
development of students technical creativity is conditioned by the
requirements of scientific and technical progress. In the article,
various directions of the research on the problem of students
development in the process of studying physics are considered in
order to reveal the most optimal factors of the development of
technical creativity in the process of studying physics. The basic
stages in the structure of technical creativity of the students are
identified. There are described the didactic conditions which
contribute to the formation of knowledge and skills in the
technical area, gaining experience of technical activity and the
development of the system of technical creative thinking. Key
words: development, studying, technical creativity, technical
thinking, creative abilities.
- . , - . - , , . , - . - , . , , , . - . 87
. . , , . , [2]. - . , , . . , . . . . . , , , , , , , [1, .
114115]. , : -, , , -, - , . , , , . [11]. - , . , , [3]. . , . , .
, [5]. . , , [7]. :88
II. -
, , (. . ); , (. . ); , , , (. . , . . -). , , . , , . , , ( , ,
) [68]. - , . (. . , . . , . . ), , , , , , () () . : , ; ; ; ; . .
. , , ( ). , . () , [4]. , , , . 89
, , , . , , . . , , , ; , . [910]. . . . , . . . , . ( , ). . ,
, . , , . , . ( , ). . (. . ), , , , , : 1) , , ( , , , );
90
II. -
2) , , ; 3) (, , ), ; 4) , , , , . , , , , : 1) ( , ); 2) ( , );
3) (, ). , . , , . , . (. . , . . , . . , . . , . . .) , . 1. ( ; ;
, .). 2. . 3. . 4. . 5. , : ; ; ; , ; - ;91
, . 6. : - (, , , .); ; ; , , . 7. : , , ; , ; ; - . 8. ( ). 9.
. 10. , (, , , .). 11. ( , ). 12. , ( , , , ; ). , , , , , . 1. .
., . ., . . : // : . . . , 1995. . 1. . 107118. 2. . . : . : . . -,
1975. 248 . 3. / . . . . . , . . . . : : ; . : , 2009. 811 .
92
II. - 4. . . . . : , 1981. 200 . 5. . . . . : . . . : :
Academia, 2004. 346 . 6. . . // . 2007. 2. . 261266. 7. . . , // .
2009. 4. . 122128. 8. . . // . 2003. 7. . 122131. 9. . ., . . // .
2008. 4. . 273 278. 10. . . // . 2008. 1 (22). . 150155. 11. / . .
. . . : , 1986. 590 .
93
III . Part III. THE CHAPTERS FROM THE BOOK 1 + 81.0
I. . (, )
CHAPTER 1. FROM ONTOLOGY TO POLITICSJ. hmajs (Brno, Czech
Republic)
, , . , , , . ( ), . , . , ( ) , . . : , , [1]. , , , - . , , (
), , , , . . 602 00, Brno, Lipova, 41a. E-mail:
[email protected]
94
III. .
. , , ; , . , , , , , , . . , , , , - . , , () . , , , , . , , ,
, , , , , . ( ) . , ; , , . , , , . , , . , , , , -, , , . , . , ,
, , . , , , , , 95
. , , ( ) , . . ( ) , -, , - ( ). ; , . , . , , , , . , , , . ,
( ), , . , , . , - , , , - , , . , , , , . , . , , , , . , , . , ,
. , , , , . . , 96
III. .
, . , . , , , . , [2] , , () . , , , , . , ( ) , , . . -, , , (
) , . , , , , . , , , , . , , . , . , . -, ( ) , , , , , , . , ,
97
( , , , ), . : ( , ). , , , . , ( ), , ( ) . , , . , , , , . . ,
(), , , . , , , , , , , . , , , , , . , , , ( ). , , . , 98
III. .
, , , ( ), , . , , . , , , , , , - , . , . , , . , . , , (), , .
- , , , . , , , ( ). , . , , ; , , . , . , , . , . . . : ( ) () , ,
(). ( ) 99
. , , , . ( ) . , , , , . : ; , . , , , , , . , , . , , . , , ,
. . , , . , . . , . , . . , . , . 100
III. .
, , , . , . , . () , - , ; , [3]. , , ( ) , , ( ) , . - , , . ,
, , . , . , , , , , . . , ? , , , . , . , , . , , . , , , [4].
101
; , , . . , , . , , ; , , . , . , , : , , , , , . , , , ; , , .
: , . , , , , . , : . , , , . , . , , - , , - . , , 102
III. .
, , , , , . , , . , ( , ), , . , . ( ) , , . , , , . , , , , , ,
. () , , . , - , . . , , . , , , . , , , . , , : , , , . , , , , ()
. , . , . .
103
. , , , . , , , , . , ( [5]). 1. , , . , : . . , , (), , (). , ,
, -, . 2. , , . , , . , , , , - , . , , , . , , , . 3. . , - , . ()
, , 104
III. .
: . 4. . . , - (), () , . , , ( ) . 5. . , , , . . , , , , , . ,
, : , . , , , , , -. . , , , . 1. majs, J. Evolutionary ontology.
Reclaiming the value of nature by transformin culture. Amsterdam,
New York : Rodopi, 2008. 2. Capra, F. Bod obratu. Praha : Mata,
Dharmagaia, 2002. 3. Margulisova, L. Symbioticka planeta. Praha :
Academia, 2004. 4. Lovelock, J. Gaia vrac u der. Praha : Academia,
2008. 5. majs, J. Filosofie obrat k0Zemi. Praha : Academia,
2008.
105
IV Part IV. ECOLOGICAL ISSUES IN MODERN EDUCATION
57 + 17
. . , . . (-) , . . - . : , , , , - .
THE EDUCATIONAL PROSPECTS OF ECOLOGICAL ETHICS
M. N. Ochirov, B. G. Shadarov (Ulan-Ude)The article is devoted
to the pedagogical prospects of ecological ethics. It deals with
the practical realization of the philosophical ideas of development
of ecological ethics. Much attention is paid to taking into account
the social-genetic features of development of ecological ethics and
inclusion into the content of training of a new kind of experience:
observance of ecological ethics. One of the authors was the
scientific supervisor of the introduction of a pedagogical model of
formation of the loving creative personality of schoolchildren. , .
670000, . -, . , . 24 . -mail: [email protected] . 670000, . -, . ,
. 24 . -mail: [email protected]
106
IV.
Key words: sustainable development, environmentalism, noosphere,
the golden rule of ethics, loving creative personality.
, ( ). , , , , . , , . , , , . , , . , - , , . . , > >
> > > . , ( . environment ), ( ). (. . , . . , . . .) , .
(. . , . , . ), , . ( ): ( . holos ), . , . , , . , - . , ,
.107
(. , , . .), . , . , , [1, . 36]. , , . : 1. ( . synkrutistos ,
): , . -. 2. ( . egalite ) ( ), . 3. . . , - . [2, . 180]. - , , ,
. - , , , , , , , . - , . , () , . - . . , , , , . -
108
IV.
, . - , , , , , , . . . . . , , [3, . 440]. - , . . . . , . , ,
. , , . . . . , , , , , . , , , , , , , , , , . , , , . 109
(, , , ), , [8, . 209]. . , . , . , , -. , , , . , . , ; , . ,
[4, . 113]. . . . , , [5, . 228]. , . , . . -, , . -, . -, , , . ,
, - , , . , . , , . , [6, c. 302]. , , . , , . . : , ; , , , , . .
; , ;110
IV.
, , ; ; , ; ; ; , . , , , , . , . . , , , ; . : , . , , , , , ,
, , , . , [811]. . , ( ), . . ( ), . . ( ). . . , , , . . , , , - ,
- . . [7]. , - , .
111
1. . / . . . : , 1992. 537 c. 2. . . : . . . : : , 2004. 603 .
3. . . : 22 . . : . . 1983. . 16. 4. . // . . : , 1982. 5. . //
(3060- . XX ). ., 1986. 6. . / . . ., 1990. 7. . . - . : - . . -,
2006. 96 . 8. . . // . 2009. 1 (26). . 205213. 9. . . // . 2006. 2.
. 383388. 10. . . // . 2007. 4. . 6166. 11. . . , , III // . 2003.
8. . 172177.
13 + 37.0 + 39
. . () , . , . : , , , .
. . . . 163002, . , . , 4. E-mail: [email protected]
112
IV. THE TRADITIONAL ECOLOGICAL CULTURE OF MINOR INDIGENOUS
PEOPLES OF RUSSIAN NORTH IN THE CONTEXT OF MODERN EDUCATION
V. O. Tatarintsev (Arkhangelsk)In the article the author
describes the modern tendencies of development of the system of
ecological upbringing, which reflect the major problems of its
realization on the secondary school level. The author sees the
solution of the problem of ecological crisis in turning to the
traditions of ecological upbringing of indigenous peoples of
Russian North and effectively using these traditions in the
correction of the existing and the development of new programs of
ecological upbringing. Key words: traditional ecological culture of
indigenous peoples of Russian North, ecological upbringing, global
ecological crisis, sustainable social development.
. , , , . . , , , , ; , . , , . , . , - 80- . . . , (1980 .) , .
, . . . , , , . , , , [9, . 1516]. [5; 8], , , , , .113
. , , , . , , . , , , , , . ( ), , , . , , , . , ? , , ( ) , . ,
. , , . , , . , , , () . , . , , . , . . . , , , , , [2, . 54]. - ,
, , , . . : . 114
IV.
: , : (. : [4]). . , , , ( , , ) , [4, . 89]. . . . , . , [7, .
121]. . . , , : , , . , , , , . : , , , , , , [6, . 140]. , , , , ,
, , , . , , . . . , , , , , , , , , [10, . 28]. . . , , , , : ! [3,
. 122]. , ( ) , , . . , , , ( ) [1, . 208209]. , - , , , , - . , .
, , . , , . . , 115
, . , . , , , . , , . , XXI ., , , . , , . . . , , , . . 1. . .
: . : , 1995. 2. . . // . 2002. 10. 3. . . // . . : , 1986. 4. . .
/ . . . . . , 2002. 246 . 5. . . : // . 2009. 1. . 185191. 6. . . -
, // . . : -. . ; -, 2002. 7. . . : // . 2008. 2. 8. . ., . . // .
2002. 4. . 102103. 9. . . // . 2005. 1. . 1516. 10. . . : // : , ,
, . , 2005.
116
V.
V Part V. FROM THE HISTORY OF PHILOSOPHY OF EDUCATION 13 +
2-1
( ). . () - - - ; . : , , , , , .
RUSSIAN RELIGIOUS PHILOSOPHY BETWEEN TRANSCENDENTISM AND
PANTHEISM (TO THE QUESTION ABOUT THE METHODOLOGICAL BASES OF
RUSSIAN RELIGIOUS PHILOSOPHY)
Ya. V. Bondareva (Moscow)The article analyses the development of
the Christian principle of transcendence in its contradictory
relations with pantheistic tendencies of different stages of
Russian religious philosophy. The article reveals the degree of
conformity of various methodological positions to the main aim of
Russian philosophy: the creation of integral knowledge about
holistic existence within the framework of the Christian world
outlook. Key words: creationism, transcendence, immanence, theism,
pantheism, panentheism., . , . 105005, . , . , . 10 . -mail:
[email protected]
117
, , . : - , . , , , . , , , ( ), , , . ( . transcendens ) , . ,
, . , , ( . immanentis -), ( , ) . . . , , , , , [5, . 148]. , , ,
. , , . , , . , IV ., , , , . , , , , , , , ( 118
V.
, ), , ( ). , ( ) ( ), , . , , , . . . , , , [8, . 875], . , , .
, . . , , , . -. , , , , . , , , , . , , . XIVXVII . - , , . , , ,
, , . , . , , , , 119
. , [6, . 110]. , , , , . . , , . XIV . , , . ( ) , , . XVIII .
- , , [4, . 43]. XVIII ., , , - . . , , . , , : : , ; , [12, . 63].
, , [12, . 244]. , , , . , , , [12, . 512]. , . - XVIII . (. ), , :
, [14, . 119]. 120
V.
(, ) - , , , . - , . , , , . [7, . 177], , , . , , , , , , , . .
. , : , , - , , , , , , , , [14, . 284]. , , . - : , [18, . 216]. ,
, . . - XVIIIXIX ., , , . - . , . . : , , . , , 121
, : , - , , , , , , , [10, . 88]. - . . . , , [11, . 373]. , , ,
. : () . , , . , , , , . . . , , [5, . 120]. , . XIX . XX . , , , ,
, . , . - , , . . . , , , , , .122
V.
, , . . . , , : , , , , , , , , . ! [1, . 7]. ( , ), . , , . , .
, , . , , . , , , , . , . , , . , . . . , , , , , , [16, . 498]. ,
, . , - XIX . XX . . . . , , , , . , , , . . , . . 123
. . . . , . , , , , . . , , . . , , , , , [13, . 543]. , ( . pan
en theos ) XIX . , . . . . . . , , : . . . , , . [2, . 168]. . : ,
, [17, . 260], , [16, . 482]. . , , , . , , , . , , , ( ) . - - -
[3, . 889], , , . , , . , XVIII . , 124
V.
, , , . , XIX ., . , . 1. . . ( . ) // . . . : 2 . , 1994. 2. .
. . ., 1994. 3. . . // . . . . ., 1994. 4. . . : 2 . ., 1991. 5. .
. . ., 1997. 6. . . . , 1999. 7. . . . . . : 2 . ., 1911. 8. . . //
. . . . ., 1994. 9. . . . ., 1993. 10. . . . , 1992. 11. . . . ,
1905. . 1. 12. . . . , 1999. 13. . . . . ( . . ) // . . : 2 .
.,1995. 14. . . . , 1991. 15. . . : 2 . .,1992. 16. . . // . .,
1992. 17. . . // . ., 1992. 18. . . . . . : 2 . ., 1900.
1 + 008
. . . (). . , . . . , , , -
125
, . . . . . . . : , , , .
R. INGARDENS PHENOMENOLOGY IN EDUCATION
E. A. Timoshchuk (Vladimir)Roman Witold Ingarden was a follower
of E. Husserl, the founder of phenomenology. Phenomenology is
philosophical enquiry into the foundation of all cognition. R.
Ingarden aspired to put phenomenology on more realistic grounds
and, therefore, he used literature work as an example of
multi-layerness of existence. He introduced such important
characteristics of the socio-cultural objects as intentionality,
the points of indeterminacy and concretization. This makes the
phenomenological methodology of R. Ingarden a promising tool for
the analysis of cultural text. In order to experimentally prove it,
students were offered to interpret a text prior to being introduced
to Ingardens theory and after that. Based on the obtained results,
we can talk about effectiveness of Ingardens phenomenology in the
education process. Key words: phenomenological methodology,
analysis of cultural text, educational process, theory of
multi-layerness.
. , , . . , , , . , . . . . 19121920 . , . , , , ( ). 600024, .
, . , . 14. -mail:[email protected]
126
V.
. , . . , . . , : . , . . . , , , , . . (1931), (. , . , . .)
[1]. . , , . , . , . , . , , . . , , () . . . : 1) ; 2) ; 3) ; 4) .
. , , , , . , . . , , , , . , , . . , , . . . , , .127
, , . , : ) ; ) , ; ) . , , , , . , , . , . . , , . . . , . . .
, , , ( , , , ). , , . , . , , . . , . , . , , , . , . . , . , , .
, : , , -
128
V.
. . , . [34]. . : [2, . 71]. , . . . , . , - , , . . , , , . . ,
. ( ) . . . . , . , . . - - , , , , . 1. Ingarden R. Das
literarische Kunstwerk. Eine Untersuchung aus dem Grenzgebiet der
Ontologie, Logik und Literaturwissenschaft. Halle : Niemeyer, 1931.
430 p. 2. . . . : . , 1962. 572 . 3. . . - // . 2007. 2. . 98103.
4. . . // . 2007. 2. . 332337.
129
13 + 37.0 + 316.7
. . () , . , - . , , . : , , , , .
THE GENESIS AND FUNCTIONS OF ELITE EDUCATION IN MODERN
SOCIETY
V. V. Petrov (Novosibirsk)There is considered in the article the
genesis of elite education as the high quality education, and its
comparison is made with elitist (education for elite) and
egalitarian education. The main attention is paid to the changes of
functions of elite education which are subject to the existing
social and economic conditions. The author draws a conclusion about
the necessity of expansion of elite education which plays an
important role in the formation of intellectual, cultural and
political elite. Key words: elite education, high quality
education, elitist education, elite, society, genesis.
, , , , , [7, . 717]. , , () , , , , , . ( ) [9]. - . 630090, .
, . , . 11. -mail: [email protected]
130
V.
, , , [7]. , : ; ; ; , , , , . .; , . , . , , , , , , , , , , -
. , , , , , [3]. , . , , , , , , [10]. , , . , , . , , ( ), ,
.131
, [4, . 207], , , [8]. , , , , . , - , , , ( ) , . , , , , . , ,
. , . , VIIV . . ., . . , , . , , . . , , , , . , . , , , (, , , ,
, ) [2]. , : , 132
V.
. , , , . , : - , . , , , , [11]. , ; , . , . , , , , . , , , ,
, ; [11]. , , . : - , , , , . : , , , , ; [1, . 10]. ; . , , , . ,
, . , . , , , . .133
. ; , . , . , . XIIXIII . . , , . . , , , , , . , , , , , . , ,
[12]. , , , . , . ( , , , ). , . , X. -- , . . -- [. : 12].
(16181648) , , - , , . . - (, , , ). , - , , . , .134
V.
. , , ( ), , , [9]. , . , : , , , , . , , ., , ( , ). . , , ( ),
. , , , - , , . , XVIIXVIII ., I , -, , . XVIII . , , , , , . 1724
. I , . 1726 . 1755 . . ( 1804 ., 1870 .). XIX . , , . , , [6, .
400]. , , , 135
( ), . , . , , : , , (, , . ). , , ; ; . . , -, , . , 1950-1980-
. . , , , . . , , , . , , , , . , . , , . , , . , . [1314]. , , , ,
, , . , , , , . , , 136
V.
, , , , . , , . 1. . . ., 1911. 2. / . . , . . , . . , . . . . :
, 1998. 431 . 3. . . // . 2005. 5. . 8299. 4. . . : . . : -, 1995.
5. . ., . . . : , 2003. 6. . . ., 2004. 7. . . // . . . : ; . : : ,
2001. 8. . ., . . ( ). : - , 2004. 9. . ., . . . : - . 2002. 190 .
10. . ., . . // : . . - : -. . -, 2008. . II. . 183186. 11. . . .
VII // . . : 3 . . : , 1997. . 3, . 1. . 321354. 12. . . : . .,
1993. 190 . 13. . . // . 2002. 4. . 4054. 14. . . ? // . 2002. 5. .
1316.
13 + 378 + 008
. . () . . 137
. , , , . , , - , , . : , , , .
KANT ANTHROPOLOGY AND THE IDEA OF MANS UPBRINGING IN MODERN
CULTURE
O. B. Panova (Tomsk)The paper is dealt with the continuity of
the classical transcendental philosophy and modern philosophy of
upbringing. The paper emphasizes the meaning of anthropological
ideas of I. Kant for the formation of the concept of mans
upbringing within the modern culture i.e. the real sense of
humanity, upbringing, and education. The rationale for the fact
that upbringing preserves its traditional classical meaning even in
the modern globalized world is given. Key words: philosophy of
upbringing, philosophical anthropology, classical transcendental
philosophy, transcendental ideal.
, , -, [15]. ( ?) , , , . , , . , ; [6]. , - . , , , , . . - : ,
, , . 634050, . , . , 36. E-mail: [email protected]
138
V.
, ? , , , - [7]. , , , , , , [810]. , , , . , , - , . , . , . :
?. , ( ) - . , ? , : . , , . , . , , , , , . , . , - , 139
, , . , , , . , . , , , , , . , , . , , , , , ; . , , , . (, ) .
, , , [11, . 5, . 464]. , , , . - . XXI ., . . , - [13]. , (Dasein)
, , , -, -, -, , [15]. , , , 140
V.
. , , , , ; . , . , , , , . , , , - . . , , . , , , , . : ? : ?
, . , - , . , , , . , , , . , . , , ; . , ? , . , , , : . , , , , ,
. , , , . [14, . 101102]. , , , , 141
, , , , . , , , . , , , , [11. . 2., . 287] . . , . , . , . , ,
, , , , [12, . 459]. , : , , . , , , [11, . 6., . 351].
