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2016 year, number 3


D. I. Kuznecov, N. V. Simanova
Saint Petersburg State Polytechnic University, 29, Polytechnicheskaya St., St.Petersburg, Russia, 195251
Keywords: глокализация, локально-глобальные отношения, высшее образование, культурная самобытность, омассовление, международные взаимодействия, glocalization, local-global relations, higher education, cultural identity, mass scale, international interaction

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This article examines the topical problems of preservation and development of local University cultures and civilizations in the modern global educational world. The authors analyze trends in the interaction between local and mass, paying attention to changes in cultural and educational spheres. Considering this issue, the authors use the concept of glocalisation, as a compromise between the preservation of distinctive cultural features of certain territories and contemporary development in accordance with the requirements that are put forward in modern global world. From the point of view of the present situation of higher education, on the one hand, glocalization is a way high-quality, effective development of local universities in the global educational world that is an opportunity for them not to be destroyed by the massive trends. But on the other hand, this integration of global and local can be an important problem especially for small civilizations. There is no clear concept, effectively glocal development, but it is obvious the fact that it is the most appropriate form of strengthening local cultures due to the active promotion of global, mass civilization. The mass and the universalization of social trends is a major difficulty in establishing glocal civilizations, including institutions of higher education. On this basis, the question of their development in the context of the global educational world is particularly important and topical. Also in the article the analysis of the Peter the Great St. Petersburg Polytechnic University as a modern example of the glocal university. The authors come to the conclusion that it is in glocalnet as «the compromise of development», the key is the novelty, the uniqueness, but at the same time and the problematic of the development of modern civilizations, universities, economies, cultures and global relations.


S. B. Ignatov1, V. A. Ignatova2
1Tyumen State Oil and Gas University, 38, Volodarskogo St., Tyumen, Russia, 625000
2Tyumen State University, 6, Volodarskogo St., Tyumen, Russia, 625003
Keywords: дидактические основания, методические средства, постнеклассическая наука, трансдисциплинарный подход, учебный курс, didactic reasoning, methodical tools, postnonclassical science, transdisciplinary approach, training courses

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The global crisis of civilization has highlighted to humanity a variety of difficult socio-cultural, ecological-economic and technical-technological problems. Their solving is connected with going beyond disciplinary borders and using fundamental science integration as well as the potential of the applied and non-scientific knowledge. In the modern cognitive theory, transdisciplinary approach is considered as one of promising approaches for studying such problems and developing complex projects for their solving. For its practical application, specialists of new formation are required that possess a broad mind, deep knowledge of specific professional field, high level of ecological culture, competence in the related branches of study. In this context, the content of education is in need of conceptual changes. On one hand, it should become integrative, aimed to form a holistic view of world, but on the other hand, it should be differentiated, giving profound knowledge in the field of the future career. The relevance of this paper is associated with the need to form a preparedness of graduates to find professional solutions for difficult problems of natural, antropogenic and social character, to make intelligent decisions, to act wisely in emergency situations. The article aims to study possibilities of using this transdisciplinary approach in the context of graduate training. The paper reviews some methodological aspects of transdisciplinary approach in the training content modeling. Its correlation with multidisciplinary and integrative approaches is discussed. The contribution is revealed of the ideas, metaphors and postnonclassical models of science in the practical realization of the approach. A complex of methodological tools is presented with a system of learning courses and a set of active training technologies, in which the idea of transdisciplinarity is implemented. Didactic foundations are discovered for the modeling of the elective learning courses possessing transdisciplinarity attributes. Authors’ research shows that using the developed complex in the training practice has a positive effect on the formation of holistic world view of graduates, the ability to solve difficult problems and development of their ecological culture. However, authors note that the theory of transdisciplinarity is still in its infancy. Such phenomena as «transdisciplinarity» and «transdisciplinary approach» need a deeper methodological substantiation and a comprehensive philosophical understanding in order for them to take their rightful place in the theory and practice of modern education.

HUMAN BEING, CHALLENGES OF NBIC CONVERGENCE AND SCIENCE Article 2. The Second Component of the Human Corporality. NBICS-Technologies and Science

A. A. Gordienko
Institute of Philosophy and Law of SB RAS, 8, Nikolaeva St., Novosibirsk, Russia, 630090
Keywords: человекостояние, вторая компонента человеческой телесности, одухотворение второй компоненты человеческой телесности, НБИКС-технологии, модернизация человеческого субстрата, the human state, the second component of human corporality, spiritualization of the second component of human corporality, NBICS-technologies, modernization of the human substratum

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In the first article, there were formulated the ideas of the primary human-forming process, in which constitution and development of the human in human beings take place, the initial culture originates. It was demonstrated that the biological component of the human nature can be subjected to transformation in such forms and ways that it does not impede the human state of each particular person. In the context of these ideas, this article analyzes the modernization of «human substratum» as the change of cognitive process based on the conscious activity (the substitution or complementing through the symbiosis of the human organs related to the cognitive activity). It is shown that the elements of the second component of human corporality in this process create not only a symbiosis with the natural spiritual corporality, but also some sort of integrity, the making of which is represented as the process of spiritualization of these elements based on their inclusion into the topology of the subject. In this case, the boundaries of the human Self go behind the boundaries of the natural body to the boundaries of the spiritualized second component of human corporality (the «probe» phenomenon). However, the boundary of the Self with the necessity shifts back to the limits of the natural body when confronted with something new. Such backward motion of the Self constitutes the leading role of human being in his/her natural corporality in the process of modernization of the «human substratum» as well as clarifies the semantic modules providing the identification of the human foundations in the complex being. In these conditions, the modernization of the «human substratum» is implemented in the context of the «biosphere-noosphere-living space» evolution as a process of making of a human-forming contour embracing these essences. Concurrently, the human being him/hersef proceeds to the stage of the planetary and cosmic human being, moving in this contour and self-organizing (integrating into the second component of his/her corporality, building it up to the planetary scale). Such human being with love, morals and consciousness gains spiritual grounds for the change of the strategic and notional coordinates, including the aspects of overcoming the «friend or foe» confrontation. Moreover, this human being becomes totally denaturalized, thereby possessing the opportunities (in transcendence he/she «hears the calling» of being) for the total control over the directions of the «denaturalization of the intelligence carrier with symbiosis of its forms».


E. V. Andrienko, T. N. Kondratyeva
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: толерантность, поликультурное образование, этнокультурная ассертивность, профессиональное образование, глобализация, мультикультурное образование, стратегии взаимодействия, этнокультурное образование, tolerance, multicultural education, ethno-cultural assertiveness, vocational education, globalization, multicultural education, strategies of interaction, ethno-cultural education

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The article presents an analysis of the phenomenon of ethnic tolerance in the context of modern education. We explain the concept of ethno-cultural assertiveness as an essential component of the content of professional training of the teacher within the limits of formation of common cultural competences: ability to analyze the main stages and regularities of historical development for the formation of patriotism and civic awareness; ability to work in a team, tolerant to perceive the social, cultural and personal differences of students and others. We focused attention on the critical perspective on the category of tolerance in connection with the limited possibilities of using this category to denote effective interaction strategies on interethnic level.


A. V. Pugachev
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: правосознание, мировоззрение, норма права, механизм правового регулирования, legal awareness, worldviews, rule of law, mechanism of legal regulation

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The article considers one of the basic social phenomena for the rule-of-law state - legal awareness, reflecting the dominant the in society worldview. A stable connection between worldview and consciousness is recognized by most researchers in the field of philosophy, sociology and law. It is exactly worldview and the ideology based on it that determine the content of legal consciousness, especially on its mass level. In the Russian society, a sharp debate between «Westerners» and «national loyalists» has not lost its relevance for a long time. Certainly, the urgency of this discussionis reflected both on mass and on group levels. For some social groups, the Western-liberal worldview is more acceptable, which is characterized by legal awareness based on the primacy of natural rights, and which involves the attitude to the law, similar to the attitude of the representatives of Western civilization. For other social group, the national loyalist worldview is more acceptable, which puts justice and morality first and evaluates the law from this point of view, reserving the right to choose whether to obey or not to obey regulations. The analysis of the results of publications in the field of philosophy of education related to the issues of law allows the author to conclude: either the rules of law are deliberately not included by scientists into a set of important aspects of understanding the problems of domestic education (which is typical for « national loyalists») or the rules of law, regulating relations in the sphere of education, are perceived by researchers as an objective condition for the development of education (which is typical for «Westerners»). Thus, in the above two approaches, the mechanism of formation of rules of law which by definition must be formed on the basis of social order, is being actually ignored.


D. R. Vakhitov1,2, A. Z. Zinnatullin3, T. N. Kondratyeva4,5
1Russian State University of Justice, Kazan branch, 7а, 2nd Azinskaya St., Kazan, Russia, 420088
2Kazan Cooperative Institute, 58, Nikolaya Ershova St., Kazan, Russia, 420081
3Kazan Federal University, 18, Kremlyovskaya St., Kazan, Russia, 420008
4Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
5Novosibirsk State Medical University, 52, Krasny Prospect Ave., Novosibirsk, Russia, 630091
Keywords: реформа образования, нормативно-правовая база, система высшего образования, компетентностный подход, педагогическое образование, гражданско-патриотическое воспитание, межэтническая толерантность, национальное самосознание, этническая идентичность, этнокультурная компетентность, education reform, the legal framework, higher education system, competence-based approach, teacher education, civil-patriotic education, inter-ethnic tolerance, national identity, ethnic identity, ethnic and cultural competence

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Globalization and integration trends that are observed in the world economic system affect all aspects of human life and society, including the educational system. We consider the problem of development of modern ethno-cultural education in the conditions of reforming the system of professional education. The carried out analysis of modern regulatory sources has allowed to formulate a number of topical trends aimed at the development of the individual, taking into account national traditions and ideals, fostering a culture of national identity and international relations, patriotism, development and sovereignty of the state in the face of increasing competition, the transition to a new technological level, the active cultural exchange and synthesis.


I. I. Shatsionok
Siberian State University of Railway Transport, 191, D. Kovalchuk St., Novosibirsk, Russia, 630049
Keywords: инновационные методики, юридическое образование, гуманизация юридического образования, правосознание, гражданская позиция, innovative methods, legal education, humanization of legal education, legal awareness, civil position

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The purpose of the article is the analysis of the problems of humanization of legal education in modern pedagogical space of higher education institution. Now there is an urgent need of wide circulation of pedagogical innovations of humanization in student teaching in legal education. In the modern higher education, new requirements to the teacher are imposed. He/she has to have his/her own program of theoretical research in that field of knowledge which he/she distinguishes as a problem according to his/her interests and values. In order that in our universities there are brought up socially active citizens, lawyers having the developed legal professional consciousness, their training has to be active. It becomes active when the law student is able to engage his/her own inquisitiveness, the desire to find meaning in everything and is capable to use the achievements of scientists in various field of science as ways for further cognition. To stimulate the growth of the number of such citizens for the society of the present and future, we have to help the student to acquire the personal, own interest, to understand the personal importance of what he/she studies. The humanization of legal education is an important theoretical-methodological basis for the training of future lawyer.


E. A. Krut’ko1, T. A. Rubantsova2
1Siberian Institute of management, 6, Nizhegorodskaya St., Novosibirsk, Russia, 630102
2Siberian State University of Railway Transport, 191, D. Kovalchuk St., Novosibirsk, Russia, 630049
Keywords: отчуждение, социальное отчуждение, образование, образовательный процесс, личность, личностное отчуждение, социальная реальность, социальный фактор, социальная система, социально-философский анализ, alienation, social alienation, education, educational process, personality, personal forms of alienation, social reality, social factor, social system

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The article considers the problem of alienation of the individual from the educational process. Formation of a social picture of the world and a set of values in the conditions of chaos of social space leads the person to the state of alienation from the current reality and from the environment he/she exists in. The problems of alienation involve all sectors of society, including the current state of education in our country and the world as a whole. Presently, there are a number of scientific studies on the concept of education, forms and content of education, educational crisis on the global scale. Very often, it is indicated there that the personality of a particular student is lost; he/she is alienated from many of these events, and from the learning process itself. The aim of the article is to identify the types and forms of personal alienation and to conduct a socio-philosophical analysis of the conditions of occurrence of personal forms of alienation that can cause the individual's alienation from the educational process. While conducting socio-philosophical analysis of problems with personal forms of alienation in the educational process, authors came to the conclusion that the alienation can be a source of social reality and cause certain changes in the social system. The main directions in solving the problem of personal alienation in the educational process can be the interaction of the psychological (subjective) and social (objective) factors that will determine the ways to overcome personal alienation. Ignoring one of these factors may cause obtaining a distorted picture of this phenomenon as a whole and lead to a wrong choice in searching the optimization strategies of the situation, which in turn can cause serious social consequences.


S. G. Novikov
P. A. Serebryakov Volgograd Conservatory, 5а, Mira St., Volgograd, Russia, 400066
Keywords: глобальный транзит, постпроизводительное общество, антропологическая революция, homo creator, творчество, антропоцентризм, социоцентризм, дуализм, global transit, post-productive society, anthropological revolution, homo creator, creation, anthropocentrism, sociocentrism, dualism

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The article deals with the objectives of Russian education in the context of the transition from the productive to the post-productive society. The author focuses attention on the fact that this transition makes probable two scenarios of development of the genus Homo: the appearance of a subject open to creativity and the emergence of a «homo chewing». The first perspective is a real «anthropological revolution», because for the first time in history the person gets an opportunity to break free from the forces of «economic necessity» and become engaged in the implementation of internal motives. Realization of the second alternative will mean the descent of human being to the animal level. Thus, today the planetary community is in a state of bifurcation, when the future of the whole of humanity is being decided. Its fate depends, to a large extent, on the goal-setting performed by education. The author considers that in the interest of socio-cultural development of mankind is the appearance of homo creator, a person open to creativity, free from the consumer fetishism, experiencing pleasure from the very creative process. The system of values of homo creator should have a dual nature, combining the interests of the individual and society and recognizing that everyone has the right to freedom and self-realization. This type of person should have creative thinking, which is characterized by: a) the ability to produce new ideas and images, b) criticism, c) openness towards the accumulated human culture, d) the ability to perceive the habitual from an unexpected direction, e) capacity for dialogue. Based on the humanistic perspectives of the development of mankind, the author argues that the orientation of education to the formation of the «homo economicus» is incorrect. The adoption of such goal of education in Russia will lead to the formation of «rooting» in the social and cultural reality of the person, combining initiative and responsibility with a purely market assessment of any individual. However, if the Russian system of education is able to make homo creator a mass social type, Russia will gain a chance of not only saving its own otherness in the face of threats of “archaization” and (or) unification of its cultural spaces, but also becoming a social and cultural leader of the modern world. For the cultivation in Russia of «creative person», it is necessary: 1) free and accessible education which is focused not on the professional training but on the formation of creative personality, 2) creation of Open Knowledge networks (educational sites, digital libraries, associations of co-creators, discussion platforms etc.), 3) organization of incubators of «guides to the future».


R. A. Latypov1, N. V. Gulyaevskaya2, T. N. Kondratyeva2,3
1Kazan Cooperative Institute, 58, Nikolaya Ershova St., Kazan, Russia, 420081
2Novosibirsk State Medical University, 52, Krasny Prospect Ave., Novosibirsk, Russia, 630091
3Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: самосохранительное поведение, студенческая молодежь, продолжительность жизни, образ жизни, самоактуализация личности, здоровьесбережение, стиль жизни, состояние здоровья, ценностные ориентации, self-preservation behavior, student youth, lifetime, lifestyle, personality self-actualization, health care, health status, value orientation

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The article presents the results of theoretical analysis and practical research of the problem of people's attitudes to their own health and life expectancy. The object of the study is the self-preservation behavior of youth as a factor of improvement of social adaptation to the conditions of modern Russian society. One of the objectives in the formation of adaptive behavior of students, according to the authors, is the use of the self-actualization technologies, the technologies of formation of communicative competences, reflexive technologies and the technologies of self-preservation behavior. The study of self-preservation behavior of students of higher educational institutions is based on studying the value-motivational structure of personality and the place of health in it. To determine the attitude of students to their own health problems, a study was conducted that showed the prevalence of students' passive attitude towards their own health, the presence of a self-destructive aspect in the self-preservation behavior, the prevalence of such form of the student leisure as spending time on the Internet, the decline of the indicators of wellbeing, activity and mood, lack of preventive work concerning the health care issues in the educational institution.


A. V. Nalivayko1, N. V. Nalivayko1,2, P. E. Tarkin3
1Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
2Institute of Philosophy and Law of the RAS, 8, Nikolaeva St., Novosibirsk, Russia, 630090
3V. V. Kuibyshev Military Engineering Academy, 11, Pokrovsky Boulevard, Moscow, Russia, 109028
Keywords: Отечество, патриотизм, патриотическое сознание в современной России, воспитание, образование, глобализация, общечеловеческие ценности, Fatherland, patriotism, patriotic consciousness in modern Russia, upbringing, education, globalization, universal human values

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The issues of the essence, conditions and the features of formation of patriotism are of deep concern for the educational community, all Russian citizens. They care about possible scenarios and prospects of development of Russia, its destiny. They are increasingly being discussed in the case studies of expert communities; they attract the attention of the elite, the highest echelons of power. The patriotic consolidation of recent years «around the flag»: is it an illusion of a real trend of the spiritual development of Russia? How this consolidation is interrelated with anti-Westernism and economic crisis, the fall in living standards? The Western Russophobia and the anti-Western sentiments in Russia: are they mobilizing or destroying factors for the formation of patriotic consciousness of the Russian youth? Whether does the current state of the Russian economy, politics, social and spiritual relationships weaken or strengthen the Fatherland and patriotism? What should be done in social reform, in the development of culture, reforming the upbringing-educational system for the revival and strengthening of Russian patriotism, love for the country, when the foundations of the former patriotism are partially or completely destroyed? This article is an attempt to answer these questions. It examines the state of formation of the modern Russian patriotism and its essence, the conditions for the revival of patriotic consciousness of the people in Russia. It is shown that Russian patriotism has a qualitatively new content, including traditional and innovative features. The starting point of patriotism analysis (as the unity of patriotic consciousness and action at the individual and social, psychological and ideological levels) is the fundamental position that the quality and effectiveness of patriotic consciousness depends on the state of Fatherland, its spiritual and ideological environment and educational-upbringing system.


S. A. An1, V. B. Karavaykin1, E. V. Ushakova2
1Altai State Pedagogical University, 55, Molodezhnaya St., Barnaul, Russia, 656031
2Altai State Medical University, 40, Lenina Ave., Barnaul, Russia, 656038
Keywords: образование, просвещение, деятельность, миссия, духовность, христианство, ресурс развития, традиционное общество, education, enlightenment, action, mission, spirituality, Christianity, resources of development, traditional society

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The article analyses the activity of the Altay Spiritual mission in the history of the Altay people, its social work concerning the creation of schools, public education and enlightenment. It is claimed that education and upbringing of young generation became a resource of the development of the traditional society. Being actively involved in the process of Altai colonization, the Orthodox Church not only created the traditional social and institutional forms (ecclesiastical authorities, parishes and parish churches network), but also, as the main ideological instrument and guide of the state policy and Altai colonization, served the universal cultural functions: it took on the task of organizing the public education, regulated and sacralized the entire life of the congregation by introducing the Christian order in it, had an impact on the development of the artistic life, determining the direction of development of various forms of artistic creation (temple architecture). The Orthodox Christianity has had a tremendous influence on the formation of spiritual and moral life of the peoples of southern Siberia. A special role in the process of establishing a new worldview, adequate to modern conditions of development of the Altai peoples, were played by the events organized by the Altai spiritual mission. Missionaries introduced the aboriginal people to the health standards of everyday life, taught church and secular literacy to the children of both sexes and adults. One of the results of missionary activity was familiarizing people with reading books. The authors make a conclusion that education is decisive for realization of the socio-cultural tendencies and perspectives of the development of the Altay people.


K. V. Filenko
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: нацистская идеология, национал-социалистическое кино, авторитарная воспитательная система, молодежь III Рейха, кинопропаганда, П. Й. Геббельс, Nazi ideology, Nazi movie, authoritarian educational system, the youth of III Reich, movie propaganda, P. J. Goebbels

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The article is devoted to the interaction of politics and culture in the education of the III Reich. In the age of mass propaganda (the twentieth century), the Nazis used the technical possibilities for implantation into the consciousness of the young generation of Nazi Ideology. One of the innovative methods of education of the youth was the film industry. The specifics of film originally were due to: comprehensive coverage of recipients of propaganda, entertainment and intriguing storyline. At the same time, for the performance of the actors, in most cases, it has been veiled propaganda of certain values of Nazi ideology. First of all, the Minister of Propaganda and Public Education P.J. Goebbels pointed to the high potential of cinema to attract into the ranks of the Nazi movement the youth of the new formation. To implement an outreach program, a legal framework was developed, providing for the establishment of the Nazi cinema film materials and using for educational purposes in a variety of youth organizations (Hitlerjugend, DAF, BDM). Taking into account that cinema is such a popular and mass means of propaganda, the aim of our research is an analysis of a number of lines of content Nazi films addressed to the younger generation and encourage them to aggressive actions. To achieve the objective there were used: hermeneutic method, the method of analysis of documents and historical-genetic method. The study revealed the following: firstly, the Nazis organized special watching movies for the youth not only in the Reich, but outside (in the framework of aggressive policy of Nazi Germany in the occupied territories). At the same time, young people were given the role of organizers, which certainly gave a sense of belonging and self-worth in terms of political and cultural change. Secondly, storylines of Nazi films containd elements of Nazi ideology, reference examples of historical figures (Frederick II the Great, Karl Peters, Otto von Bismarck), as well as modern «ideal type» member of the Nazi movement (Herbert Norkus, Horst Wessel). Third, the younger generation reaction to Nazi movies, for the most part, was enthusiastic. This information is presented in the memories of witnesses and participants in the political events of 1930-1940 Nazi Germany. In general, we can say that an authoritarian educational system was introduced on a movie screen of III Reich, where young people learned to «weed out» the enemies of the Reich using aggressive methods of struggle, national exclusiveness of other folk culture.


T. N. Ischenko
Siberian State Technological University, 82 Mira Ave., Krasnoyarsk, Russia, 660049
Keywords: диалектика, педагогика, субъектность, субъективность, формальная логика, диалектическая логика, теоретическое мышление, воображение, сознание, свобода, dialectics, pedagogy, subjectiveness, subjectivity, formal logic, dialectic logic, theoretical thinking, imagination, consciousness, freedom

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The article looks at the ideas introduced by the philosopher G. V. Lobastov that reveal the essential perspective on the problems of formation of the human thinking capacity, and effectively - on the problems of education. Particularly important are the ideas of classical philosophy that describe the movement of reasonable form, ideas that are capable of transforming the learner in pursuit of reasonable forms of consciousness. The work pinpoints psychological logical foundations of human subjectivity, the problem of the subject of reasonable form and lays the boundary between rationality and insanity of the creative process. Philosophically analyzed, didactic and philosophical materials in the search for solutions to problems in education, in the search for reasonable form.


K. A. Kravchenko
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: академический рисунок, средства гармонизации, педагогические условия, мотивированность, профессиональные ориентации, academic drawing, means of harmonization, pedagogical conditions, motivation, professional orientations

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In the article, the author notes that, in the conditions of modern art-pedagogical education, the increasing relevance is being acquired by the system approach to teaching the academic drawing, which importance as the basic instrument of development of professional qualities of the graduate more and more increases. According to the author, the modern educational process in higher education institution should involve the use of innovative approaches to understanding of drawing as an integral multidimensional act, directed to the formation of system of thinking of students by the certain categories, allowing not only to intensify the process of development of the graphic literacy, but also to provide a possibility of creation of an expressive harmonious artistic image on the graphic plane. The variety of opportunities of creation of a form on the plane allows assuming that the introduction to the academic constructive-spatial drawing of the principles of harmonization of a form on the basis of use of regularities of a rhythm will allow attaining the necessary quality of training in the time-frame established by the curriculum. Thus, the process of mastering the academic drawing has to be conducted consistently with a clear understanding by the trainee of the character of viewing the nature which is based on the purposes and tasks of the concrete imaging process. The main attention has to be paid here to the formation of the ability to see nature according to the system of internal rhythmic connections, which generate the form of the model and define its position in space. Such approach in training in the academic drawing presupposes considering the structure of educational process as a set of its separate interconnected and interdependent pedagogical conditions, the qualitative characteristics of which give a basis for the use of resources of the means of harmonization in drawing. This technique of training in the academic drawing is accompanied by a complex of pedagogical influences fostering a creative nature of formation of the professional competence of the future artist-teacher.


V. N. Vidineev
Nizhnevartovsk State University, 56, Lenina St., Nizhnevartovsk, Russia, 628605
Keywords: академическая живопись, художественный образ, история искусства, русские художники, современное искусство, academic painting, art image, history of art, Russian artists, modern art

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The author focuses on the contradictions in the development of fine-arts, which is an integral part of modern culture of the postmodern in Russia and unchanged conservative requirements of academic disciplines. Academic art over the centuries has evolved in the search of perfect forms and proportions. The measure was the desire for beauty and harmony. Antiquity was perfect and ideal. The sublime beauty of the Renaissance was moral - the themes of artistic works were Biblical and Evangelical scenes. The Soviet system of art education, despite the ideological bias, did not contradict the centuries-old tendencies of development of culture and art in Russia. During practical sessions on the disciplines «Academic painting» and «Academic drawing», students learn the basics of realistic depiction of the surrounding world. The tasks of academic art and the requirements for jobs in these disciplines are in a certain contradiction with the trends of modern art. Over the past decades, watching the expositions art exhibitions, one can notice the ever decreasing number of works of art, executed in a realistic and academic manner. The trend of the modern art refusing the creation of an image and creating a new reality contradicts the tradition of the Russian fine arts. Estimating the tendencies of development of the modern fine arts, one cannot but notice the discrepancy in the formation of art preferences of future artists: in the assessment of studies and with the requirement to follow criteria of realistic art, the exhibition committees more and more often award pointless compositions and the criteria are indistinct. Diplomas have begun to be awarded for «works» which often cause only bewilderment and misunderstanding even among professional artists. Creation of a realistic image demands painful creative searches and great professional skills. It is important to encourage the youth to follow the Russian national traditions in the subsequent creative work. They need to understand what is a service to art which demands huge and daily work and what is a personal amateur creativity in which it is possible to be engaged without having art education.


A. V. Golosay
Nizhnevartovsk State University, 56, Lenina St., Nizhnevartovsk, Russia, 628605
Keywords: критерий, композиция, портрет, образ, пространство, форма, выразительность, пропорции, ритм, целостность, criterion, composition, portrait, character, space, form, expressiveness, proportions, rhythm, integrity

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In the article, the criteria of estimation and their features in the educational activity in the process of educating the academic drawing are considered. The publication examines the scientifically-methodical aspects, the diagnostics of the process of creating portrait and transmission of a visual image, and the represented nature. The author has especially noted that training in the graphic literacy is a difficult process of studying the ways, techniques and means of construction on the plane of a natural form, its proportions, the constructive, volume, spatial and material qualities. At the same time, all this does not testify to professionalism of the trainee as professionalism is demonstrated by completeness and depth of figurative understanding of a model by the artist, flexibility of his/her spatial ideas. Therefore, the work of students is evaluated not only by the literacy of graphic construction of a drawing, the transfer of similarity of the represented model but also by its expressiveness, harmony of perception, figurativeness of the portrayed. The process of training in drawing includes mastering of the entire system of imaging containing the graphic and expressive beginnings, harmony and integrity of the image. In the educational process, the graphic literacy includes a set of knowledge, skills received as a result of studying the basic provisions of the fine arts. Expressiveness is understood as the subjective, emotional relation of the artist to the portrayed, which is often connected with expressiveness of the represented model existing objectively with all contents and logical connections. An image can be considered correctly organized if all elements in it making a realistic image are coordinated and counterbalanced with respect to rhythm and scale. That is, an image can be considered competently and expressively organized if these coordinated and balanced elements are connected by an integral plastic plan expressing an emotional and figurative state of the object of imaging. Therefore, in the educational process, a certain set of problems of literacy and expressiveness of the image is always necessary.


K. A. Kravchenko, O. V. Shalyapin
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: рисунок, познание, практика, художественный образ, абстрактное мышление, drawing, cognition, practice, artistic image, abstract thinking

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The authors analyze the specifics of the process of imaging from nature including looking at nature on the basis of mental cognitive processes, the system of setting the educational-cognitive tasks and the graphic activity itself. These components gradually form the components of cognitive process of the student which later transform to his/her professional qualities. In article it is noted that drawing as a form of art-figurative cognition always involves studying a model for portrayal and accumulation of a certain material in the course of portrayal. Representing nature, the artist makes it an object of cognition and creates an image of this object. Thus, studying the model leads to the formation of the art-figurative ideas, which are materialized in the artistic images. So, on the basis of professional specifics of graphic activity, it is possible to assume that any system of portrayal represents a method of practical art-figurative cognition of the world around by means of which the subject learns its qualities and features (regularities of existence) which are required for the solution of specific tasks of the portrayal of nature. Moreover, the person learns reality not only to master it, reflect its objective features but also to express an emotional attitude towards it. The authors note that the process of art-figurative cognition coincides with the direction of development of the perception process: from the sensory, concrete perception to comprehension of the essence of phenomenon and also passes through generalization in some stages: process of perception of a subject, formation in consciousness of a graphic image of the subject, a choice of a graphic form of representation and practical realization by technical means on paper.


N. V. Skachkova
Tomsk State Pedagogical University, 60, Kievskaya St., Tomsk, Russia, 634061
Keywords: технологический уклад, социальные трансформации, сервисная экономика, дигитализация, профессиональные навыки, профессиональное образование, technological structure, social transformation, service economy, digitization, skills, vocational training

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The purpose of the present article is to examine the relationship of processes of social and economic development of the society with the need to train qualified personnel in the system of vocational education, taking into account social transformations and objective predetermination of successive changes of technological structures in the history of the world economy. Based on the overall analysis of the theory of post-industrial society, the theory of the development of innovative and modern economic theory as well as on the characteristics of the model of the future society, the author highlights the priorities in economic activity in the structure of employment in the public management system based on a new intellectual knowledge. The article discusses the concept of «technological way» and the signs of technological structures distinguished by modern researchers. Based on the opinion of scientists and experts in the field of socio-economic forecasting, as well as on the results of the achieved level of production and technological development of Russia and the United States, the author substantiates the degree of complexity of the tasks to overcome the backlog of Russian production and the technological core of the economy and the success of the solution of these problems associated with the need to training of highly qualified personnel in the system of Russian professional education in view of the social transformations of the modern world. As such transformations the author identifies: the transformation of the labor market and employment sector and, as a result, the formation of a service-oriented economy providing comprehensive and unique types of services, in which the proportion of employed workers increased (by a decline in the proportion of employed workers in the sphere of material production) with the prospect of further growth of the service sector; digitization of the operating sphere of professional activity of employees of all sectors of the economy; an objective need for the modern workers' soft skills, hard skills as a condition of their successful professional socialization; actualization of World Skills International worldwide. All of these social transformations lead to the creation of updated models of professional education and training of qualified personnel for working professions, which defined response to the challenges of time and a growing level of uncertainty and variability - stimulating creativity, entrepreneurship, lifelong learning. The adequacy of this response confirms the forecasts of sociologists that the model of the future society will be a meritocratic model based on the principle of management of society by the most capable, endowed with special talents people, regardless of their social background and financial status. Such a model allows to quickly and effectively respond to the challenges of today's highly volatile world. Therefore, education, training and the formation of such individuals is one of the priorities of the modern Russian professional education.


I. V. Shimlina1, L. B. Suvorova2
1Novokuznetsk Institute, 23, Tsiolkovsky St., Novokuznetsk, Russia, 654041
2Pavlodar State Pedagogical Institute, 60, Mira St., Pavlodar, Kazakhstan, 140002
Keywords: компетентностный подход, исследовательская компетенция, competence approach, research competence

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In the article we consider the urgency of formation of research competences of students in the transition from traditional learning system to the development of it in the framework of the competence approach. The essence of the concept of «research competence» is considered, the results are presented of the experimental work on the readiness of geography teachers to work on the formation of research competences of students in learning geography.


G. V. Shmakova
Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: современный воспитательный идеал, образовательный туризм, краеведение, туристско-краеведческая работа, музей, музейно-экскурсионная работа, modern educational ideal, educational tourism, study of local history, tourism and regional studies, museum of regional studies, museum, excursion work in a museum

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In the article, the place is determined of educational tourism in studying local history in the higher education institution while studying geography. It promotes the growth of national consciousness, formation of patriotism. Study of local history enables pupils to join in socially useful activities. Creative activity, independence of pupils is formed. The basic forms of the regional study are: excursions, tours, expeditions, competitions, meetings. Presently, the significance of educational tourism grows. While studying local history in higher education, it is expedient to use the ideas of educational tourism. Educational tourism gets students involved in studying natural and historical and cultural values of their native land and their local area. A museum is the main object of educational tourism. In Novosibirsk region, there are museums of local history, historical, art museums. Their studying is important for realization of ideas of spiritual-moral developments of the person. It is possible to include the Novosibirsk zoo and planetarium in the educational tours. Reports of students on the local history study include the description of tours for schoolboys in the museums of Novosibirsk. In the form of presentations, a task on informal monuments of city is carried out. The tasks also assume the studying of museums and monuments of the Novosibirsk region. Students develop quests on regional studies. There is possible the creation of virtual tours.


V. V. Lygdenova
Institute of Archeology and Ethnography of SB RAS, 17, Lavrentiev Avenue, Novosibirsk, 630090, Russia
Keywords: религия, образование, этническая идентичность, национальный язык, социальная философия, этнография, буряты, religion, education, ethnical identity, native language, social philosophy, ethnography, the Buryats

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Religion and the national language are tightly interconnected, since they are a composite part of ethnical identity. The present article is dedicated to revealing a role of religion in education, particularly, in the studies and preservation of the native language on the example of local group of Barguzin Buryats. The author evaluates the religious activists’ contribution to the native language preservation and engaging the youth to its study through the analysis of educational and holiday events organized by religious organizations. Besides, the problems that are connected with the native Buryat language preservation are touched upon here. Due to worsening of the situation with the national language in schools and higher education institutions, the leader of the Traditional Sangha of Russia Damba Ayusheev called for the support of the Buryat language teachers and for the creation of dialect dictionaries of the Buryat language in each district. Consequently, the Barguzin dialect dictionary was published by the Kurumkan datsan administration. In addition, annually in the Ivolginsky dastan, there are carried out the Buryat language contests among the schoolchildren, and this undoubtedly fosters the interest to the national culture among the youth. In Barguzin valley, the problem of the native language preservation is not as critical as in Ulan-Ude where the majority does not know their language, because Barguzin Buryats still speak Buryat there due to a far distance from the city. In Barguzinsky and Kurumkansky districts, Shamanist rituals are often organized where the Buryat language is one of priorities because it is used for «communication» with the spirits of ancestors. The same happens after Buddhist ceremonies such as worship to the goddess Yanzhima and Water gods-«nagi»; the competitions for the best song in the Buryat language and the best theatrical sketch on the national theme are held there. Thus, the role of religion in the native language studies and preservation is important now. However, unfortunately, the situation with the language preservation remains critical, because of the loss of its main function which is communication.