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"Philosophy of Education"

2019 year, number 2

1.
THE RUSSIAN EDUCATIONAL SYSTEM IDENTITY: AN INSTITUTIONAL TRANSFORMATION RETROSPECTIVE

V. V. Petrov1,2
1Institute of Philosophy and Law of the Siberian Branch of Russian Academy of Sciences, Novosibirsk, Russia
2Associate Professor of the Social Philosophy and Political Science Department of the Novosibirsk State University, Novosibirsk, Russia
Keywords: информационное общество, общество знания, образовательная политика, образование, наука, университетские системы, information society, knowledge society, educational policy, education, science, university systems

Abstract >>
Introduction. During the transition from the industrial to the informational trajectory of development, the Russian system of higher education faced a serious crisis: on the one hand, under the influence of external factors, approaches, technologies and practices were introduced into the national education system that have proven themselves at leading universities in the world, but on the other hand, «qualitative breakthrough» in domestic education is not yet happening. The purpose of the work is to identify the reasons that hinder the increase in the reputation of domestic universities in the global educational market in the conditions of the information society and the emerging knowledge society. Methodology and methods of the research. To achieve the stated goal, a philosophical analysis of the specific development of the national educational system was carried out. The method of philosophical conceptualization allowed us to present a new level of analysis of the development of education and to overcome the fragmentation of approaches to its study. Socio-cultural and cultural-philosophical approaches used in the framework of the work made it possible to generalize the value character of the theoretical materials obtained. The results of the research. The paper substantiates that the development of education within the framework of the Soviet model was seriously limited to the industrialization approach, which did not meet the requirements of the information society and the emerging knowledge society, which ultimately led to a crisis of the system. It identifies the strengths and weaknesses of domestic education, which have been formed historically and determine the identity of the Russian educational system; identified positive elements of the previous experience of development of the domestic educational system, which can be effectively used in the conditions of the information society and the emerging knowledge society. Conclusion. It was concluded that if thoughtful adaptation of the best domestic experience in the development of university systems, successfully implemented on the basis of individual universities, to modern sociocultural conditions, is possible, this can contribute to the intensive development of the education system in accordance with the requirements of the information society and the emerging knowledge society and as a result, increase the reputation of domestic universities in the global educational market.



2.
EDUCATION UNDER THE CONDITIONS OF UNCERTAINTY: THE PROBLEMS OF ANTHROPOLOGICAL PROPORTIONALITY

M. N. Dudina
Ural Federal University named after the first President of Russia B. N. Yeltsin, Yekaterinburg, Russia
Keywords: феномен неопределенности, антропологический принцип, антропологическая соразмерность, антропологическая несоразмерность, ценностные ориентации, ассертивность, избирательность, В«забота о себеВ», uncertainty phenomenon, anthropological principle, anthropological proportionality, anthropological disparity, education, personality, values, assertiveness, selectivity, В«taking care of oneselfВ»

Abstract >>
Introduction. The anthropological principle is actualized in the personality-oriented model of the new educational paradigm in the conditions of uncertainty. The criteria and indicators of «anthropological proportionality» and «anthropological disparity» in education are revealed as the results of the present research. Methodology and methods of the research. The methodology and procedures of the study are determined by the realities of digital age, the development of smart manufacturing. This reality challenges education (smart education) that is oriented humanistically towards self-actualization, self-construction, and self-realization of the personality in the conditions of freedom and responsibility. The results of the research. Oppositely, hostility and aggressiveness, the absurdity of existence, the loss of the meaning of life, «mental moratorium» increase in the case of anthropological disproportion (G. Marcel, M. Heidegger, K. Jaspers,J.-P. Sartre, A. Camus, V. Frankl, A. Maslow, C. Rogers, L. Kolberg, J. Habermas). The existential concept is pedagogically effective in the practice of «taking care of oneself» (Plato, M. Fuko, S. Khoruzhy, G. Petrova) for developing subjectivity, socialization, and identity in the reflection of knowledge about oneself, about the mechanisms of taking care of oneself, correlation with the care of others. The novelty of the author’s approach is argumentation of the relevance of the anthropological principle study in the face of uncertainty, the need for the practice of «taking care of yourself» in the context of anthropological proportionality and disparity. An empirical study of university students has included several methods that allow identifying the correlation between attitudes towards life and values on the one side, and self-confidence and «taking care of oneself» on the other side. A wide range of opinions of students about attitudes towards life and values, about self-confidence and «taking care of oneself» has been identified. Conclusion. The criteria and indicators proposed by the author have theoretical and practical importance for the pedagogy and education system. They can be adapted in aims, content, and procedures on different levels of the educational system to contribute to the personality development in all ages, through a competent understanding of anthropological proportionality and disparity between external and internal factors of uncertainty, freedom to choose oneself and responsibility for it based on selectivity. The prospect of research is connected with the concepts of «culture of usefulness» and «culture of dignity».



3.
IMPLEMENTATION OF CONTINUING EDUCATION PRINCIPLES IN THE STATE EDUCATION POLICY OF THE RUSSIAN FEDERATION

M. O. Kucherevskaya
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: непрерывное образование, принципы непрерывного образования, образование на протяжении всей жизни, законодательство в области образования, компаративистика, дополнительная образовательная программа

Abstract >>
Introduction. The paper is devoted to the problematic field of comparative pedagogy, the study of development trends of the modern education. The aim is to analyze the content of the regulations of the Russian legislation which meet the principles of the idea of «continuing education» and to study the comparative education research related to lifelong learning which is topical for Russian comparative linguistics. Methodology and methods of the research. The research is based on the historical and comparative law methodology which makes it possible to compare and analyze the issue under study in its historical dynamics and to argue the conclusions by means of legal education regulations. The names of the first researches are mentioned, the topicality of lifelong learning issues research at the international level from the end of the 20th century till nowadays is emphasized. The results of the research. The paper is based on the development of the idea of «continuing education» in Russia and abroad. The composition of the elements providing the idea of «continuing education» is listed. The history of the «continuing education» idea formation which is based on domestic and foreign comparatists’ research is described, the composition of its principles is generalized. Each principle is interpreted through the provisions of two Russian educational legislation documents: the Federal law «On Education in the Russian Federation» and the Federal Target Program of Education Development for the period of 2016-2020. Conclusion. The analysis of the regulatory documents in the field of education allows us to conclude that continuing education principles are highly strengthened by the modern Russian educational legislation. Creating the conditions for functioning and developing new types and kinds of continuing education institutions in Russia is the trend of the state modern education policy.



4.
SYSTEM OF MANAGEMENT, POWER AND EDUCATION IN AN ERA OF CHANGING SOCIO-CULTURAL PARADIGM

O. E. Puchkov
Siberian Federal University, Krasnoyarsk, Russia
Keywords: образовательная система, власть, управленческие механизмы, властная структура, социальный институт, система управления, educational system, power, management mechanisms, power structure, social institute, management system

Abstract >>
Introduction. The paper deals with power as a system of management tools, which acquires new features in critical periods of history. A cardinal change of socio-cultural paradigm has a fundamental impact on education too. The paper shows that the features that stem from global trends appear in modern education. In the context of globalization, many of the characteristic features of the educational system in the context of globalization are becoming universal. The author considers power as the basis of any social system, the idea about which is formed already at school. The paper also examines the features of power structures, which are manifested at the level of relationship between the state and society. The educational system accumulates many features of the traditional power in Russia. However, in the modern world there is observed a transformation of the basic social structures. For the formation of harmonious worldview of the younger generation, the activities of authorities are of great importance. In particular, the subject-object relationships in the educational process, that are characteristic of the classical education, have increasingly become the subject-subject ones. Methodology and methods of the research. The methodological basis of the paper is the general scientific approaches related to peculiarities of education as a social institution. In addition, the leading methods used for the cognition of social processes are maximally used. In particular, thanks to the comparative historical method, a possibility has appeared to identify the leading trends that characterize the modern social reality. This method allows comparing the situation in the educational system with other social processes. The author of the paper demonstrates the limits of use of foreign experience in conducting social reforms. The application of all the indicated methods, as well as the use of philosophical-theoretical basis, allow achieving the objectives formulated in this paper. The results of the research. A real reduction in the level of social tension in society is largely due to the imperfection of the managerial mechanisms that lag behind the requirements of our time. In the educational system, such problems could provoke new crisis phenomena, whose effects may occur in the future. The paper shows that the problem of effective control over the actions of authorities is becoming a priority. Of great importance are also various ways to improve the power mechanisms based on historical traditions. According to the author, the optimization of the power structure is largely due to the formation of the global-regional world, the basis of which is laid at the level of the educational system. The traditions formed in the society allow creating the optimal power structures that are clearly manifested in the education sphere in a given region. In particular, the difference between subjects and objects of educational activities is, in fact, eliminated. Based on the analysis of various concepts, the author concludes that social transformation requires new management approaches to the educational process. Conclusion. The power system in any country is closely linked to the educational system, and this makes topical the studying of the world managerial experience. However, optimization of the system of management and education in an era of changing socio-cultural paradigm involves taking into account the historical traditions of the particular society. That is why, in the near future, the role of the humanities education in the process of creating new concept of power and education will naturally increase.



5.
CONCEPTUAL IDEAS OF SUSTAINABLE DEVELOPMENT OF SOCIETY FOR THE MODERN SYSTEM OF UPBRINGING

N. N. Vlasyuk
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: воспитание, образование, устойчивое развитие, философия образования, гражданин, education, upbringing, sustainable development, philosophy of education, citizen

Abstract >>
Introduction. The paper discusses the conceptual ideas of sustainable development, which, according to the author, are important for the modern education system of upbringing. Upbringing plays a special role in understanding the concept of sustainable development, because it forms moral principles and responses for creating conditions for human development, preparing the person for life in society. Methodology and methods of the research. The complex and multifaceted problems of upbringing in modern society require interdisciplinary research. The author notes the special role of the philosophy of education in understanding the sphere of upbringing in the context of the sustainable development of society. The idea of the unity of the world is considered as a conceptual idea of building and living a society of sustainable development. The results of the research. The authors have identified conceptual ideas of the sustainable development of society, which should be considered when forming the concept of modern upbringing. First of all, this is the idea of the unity of world and the idea of multiculturalism, which emphasizes the formation of a culture of international communication. Conclusion. In the context of globalization, upbringing acquires new social functions. Will Russia be able to accept new ideas and values of sustainable development? In this context, the authors substantiate the importance of the conceptual ideas of the sustainable development for educating and upbringing of next generation.



6.
MODERNIZATION OF KAZAKHSTAN UNIVERSITIES: MODERN CONTEXTS OF THE PROBLEMS

G. A. Alpyspaeva, K. Zn. Nurmukhanova, Sh. K. Ospanova
Saken Seifullin Kazakh Agrotechnical University, Astana, Kazakhstan
Keywords: Казахстан, модернизация высшего образования, миссия университетов, типологизация университетов, интеграция образования, глобальное образовательное пространство, Kazakhstan, modernization of higher education, mission of universities, typology of universities, integration of education, global educational space

Abstract >>
Introdustion. The article deals with the problem of modernization of Kazakhstani universities in the context of reforming the country’s higher education in the context of the concept of secondary modernization. The purpose of the work is to identify and summarize the main directions and problem points in the modernization of universities in the country, to justify the change of missions, forms and content of universities. Methodology and methods of the research. In the methodological part, the study is based on the conceptual provisions of Western theorists of higher education (Z. Bauman, M. Castells, K. Jaspers, M. Heidegger, H. Ortega-i-Gasset), whose works present the theoretical problems of the evolution of universities in a changing paradigm of social development. The research methodology is based on general scientific methods of system analysis of national regulatory documents in the field of higher education, methods of content analysis of the websites of leading Kazakhstan universities, as well as methods of comparing and summarizing foreign studies on the problems of university modernization. The results of the research. The main trends in the modernization of universities in Kazakhstan are identified and characterized, the features of the transformation of classical universities into research and business, the mechanisms and difficulties of international integration are shown. The preservation of state control in the system of national higher education, which acts as a deterrent to the modernization of universities, is noted. There is also a change in the organizational structure and academic management at universities towards the development of university democracy. The conclusion is substantiated about the necessity and practical significance of the implementation of the social function by Kazakhstani universities, which have not yet become fully the social institution of society that they are in the West. Conclusion. The author summarizes that the modernization of the country’s universities is in accordance with the principles of the Bologna process and demonstrates the desire of universities to integrate into the global educational space. A generalization of the identified main areas and problem points in the modernization activities of universities in Kazakhstan is presented.



7.
ABOUT SOME ASPECTS OF EDUCATION AND DIGITALIZATION OF SOCIETY

A. S. Begalinov1, M. S. Ashilova2, K. K. Begalinova3
1International University of Information Technologies, Almaty, Kazakhstan
2Abylai Khan Kazakh University of International Relations and World Languages, Almaty, Kazakhstan
3Al-Farabi Kazakh National University, Almaty, Kazakhstan
Keywords: глобализация, цифровизация промышленности, образовательная система, казахстанское общество, модернизация, информационные технологии, нанотехнологии, globalization, industry digitalization, educational system, Kazakhstan society, modernization, information technologies, nanotechnologies

Abstract >>
Introduction. The article substantiates the importance of cardinal reform of the entire education system, due to the informatization, digitalization of modern society, under the influence of which the development of all spheres of society’s activities takes place. And education, which is the basis of these processes, should be in the wake of all the latest changes, technological advances. Methodology and methods of the research are based on the use of various general philosophical methods, principles - observation, comparison, analysis, synthesis, deduction, etc. The main methodological approach is the sociocultural approach, the essence of which is to consider education as the main sphere of human social activity, the basis of digitalization of society. The results of the research. The study revealed the main trends in the development of the modern educational process related to the further informatization, digitization of all elements of the socio-economic, spiritual and cultural infrastructure of the society. Showing the features of the latest advances in technical, digital progress - high-tech industry, nanotechnology, etc., which are based on education. Therefore, increased requirements are imposed on education, which provides for the modernization of the entire educational system, including the reorganization of education management. Conclusion. The authors conclude that education is the leading social institution that forms the basis of the socio-spiritual, political and economic development of society, especially in the era of globalization and digitalization. Education must meet the requirements of the time. For this, it is necessary to modernize not only the educational system, but also other elements of the social infrastructure. And the development of social modernization will depend on the development of society as a whole, its ability to change qualitatively, its ability to withstand the test of time, the historical stage of its existence.



8.
DERMEVAL SAVIANI’S NON-CRITICAL PHILOSOPHY AS CRITICAL OF PROGRESSIVE SCHOOL IN JOHN DEWEY

Mendonca Samuel
Pontifical Catholic University of Campinas, Campinas, Brazil
Keywords: Джон Дьюи, прогрессивная школа, историко-критическая теория, Дермеваль Савиани, John Dewey, Progressive school, Historical-critical theory, Dermeval Saviani

Abstract >>
Introduction. This essay presents foundations of the John Dewey’s progressive school and raises suspicion on the consolidated critics stablished in Brazil by Dermeval Saviani concerning John Dewey education`s conception. As a hypothesis, it proposes that if the progressive school is non-critical, like intended by the historical-critical theory says by Dermeval Saviani perhaps his theory is also non-critical, by some other reason, because it stimulates a critique without looking into John Dewey’s work. Methodology and methods of the research. From the literature review it was not finding any research concerning John Dewey, Dermeval Saviani or any discussion highlighting Brazil case. It demonstrates that it is necessary to read the work by John Dewey, besides circumscribing it and referencing it so that a minimally rigorous critique can be attained. The results of the research. The current work supports the argument that the five steps of the historical-critical theory stem from the five points of the progressive school, highlighting the existence of a tacit acknowledgement from the former with respect to the latter. Conclusion. The criticism of the progressive school, made by Saviani, without any indication of the John Dewey’s text looks fragile. It is not only a methodological weakness, but also of merit, and the main issue with this kind of fragility, considering the importance of the author, is the influence caused over other authors, as demonstrated in the case of Silveira.



9.
INDIVIDUAL TRAINING TRAJECTORIES AS AN OPPORTUNITY TO PREPARE VALUE-ORIENTED SPECIALISTS IN THE RUSSIAN HIGHER EDUCATION INSTITUTIONS

I. V. Yudin1, M. R. Moskalenko2
1National Research University В«Moscow Power Engineering Institute», Moscow, Russia
2Ural Federal University, Yekaterinburg, Russia
Keywords: индивидуальные образовательные траектории обучения, подготовка ценностно-ориентированных специалистов, individual educational learning paths, training value-oriented specialists

Abstract >>
Introduction. In modern Russian universities, following the example of foreign universities, individual educational learning trajectories are introduced in one form or another to improve the training of graduates. How can this innovation contribute to the solution of such an urgent problem as the formation of high moral and ethical qualities and professional ethics of future specialists, and the education of their respective value orientations? As practice shows, non-compliance with the norms of professional ethics and a low degree of social responsibility is a fairly common problem in the work of young professionals. In this regard, the question arises of the influence of the educational environment on the education of the moral qualities of future specialists. In modern universities, compared with the Soviet period, the spiritual atmosphere itself has changed significantly: a utilitarian, commercial approach to education prevails; bureaucratization and formalization is increasing; value orientations of students in the direction of consumer and hedonistic attitude to life are changing. How, under these conditions, can individualization of education improve the situation with the upbringing of the moral and ethical qualities of future specialists, develop their respective value orientations? The present paper aims to explore this range of issues. Methodology and methods of the research. The leading method for studying this problem is the analysis and synthesis of philosophical-pedagogical approaches to the introduction of individual learning paths and the questions arising in connection with this the preparation of value-oriented specialists in Russian universities. The results of the research. The main problem points associated with the preparation of value-oriented specialists in the implementation of individual educational trajectories are identified: poor development of the ability of students to self-education; organizational complexity; shortcomings in the organization of educational and pedagogical work with students; the negative impact of the social macro environment on the spiritual and moral atmosphere of universities. Conclusion. To improve the situation, we need: integrated work to improve the spiritual and moral atmosphere in Russian universities; revision of ideological and value priorities in the teaching of humanities; wider application of a differentiated approach to learning.



10.
PEDAGOGICAL CONDITIONS OF FORMATION OF PROFESSIONAL COMPETENCE OF UNIVERSITY STUDENTS FOR PRACTICAL CLASSES

G. A. Kasatova, T. A. Averianova, Y. S. Sedova
Magnitogorsk state technical University named G. I. Nosova, Magnitogorsk, Russia
Keywords: компетентностный подход, профессиональная компетентность бакалавров, художественная обработка камня, практические занятия, педагогические условия, формирование профессиональной компетентности, competence-based approach, professional competence of bachelors, artistic stone processing, practical classes, pedagogical conditions, the formation of professional competence

Abstract >>
Introduction. The analysis of existing educational programs and professional characteristics of bachelors, as well as taking into account the requirements for workers in production, allows us to conclude that there are a number of contradictions: between the motives for vocational training and the lack of desire for further self-education; between the quality of vocational training and the requirements for a graduate in production; between the multicomponent structure of professional competence and the insufficiently developed pedagogical technology for the formation of professional competence. The article discusses the pedagogical conditions for the formation of professional competence of university students in practical classes on artistic stone processing. The relevance of the presented research consists in the consideration and presentation of the pedagogical conditions for the formation of professional competence in practical classes on artistic stone processing. Methodology and methods of the research. Analysis of research in the field of professional competence formation showed all the versatility and ambiguity of this concept, many scientists studied the essential characteristics of the concept professional competence, its content, structure, etc. The methodological basis of the study is a competence-based approach, which considers professional competence as a significant characteristic of a university graduate; activity approach focuses on the formation of professional competence in the activities; personality-oriented approach, considers the student as a subject of educational activity. The theoretical foundations of the study are the works: clarifying the essence of the concept of «professional competence»; considering the essence of creative activity; studying the essence of the pedagogical process as a subject-subject interaction, as the integrity of the social and professional development of the student’s personality. The method of analyzing the results of the process of forming the professional competence of students included test tasks, survey, observation, and expert evaluation of the results of creative activity. The results of the research. The study was based on the following hypothesis: the formation of the professional competence of university students will be productive if the pedagogical conditions are justified, developed and implemented in unity: the activation of the motivational and value attitude to professional activity through the expansion of the content of practical tasks; involvement of students in professional and creative activities; reflection of creative activity of students. Conclusion. The process of studying the level of formation of professional competence among bachelors takes place in the evaluation of motivational and value, cognitive, activity and reflexive and evaluative components. At the same time, professional development of a person takes place with the formation of professional competences, which are an organic part of professional competence, which presupposes the readiness of the individual to perform professional activities in its various forms.



11.
FORMATION OF A HEALTHY LIFESTYLE MODEL FOR SENIOR HIGH SCHOOL STUDENTS

A. Yu. Prikhodko
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: модель здорового образа жизни, здоровье, модель рациональной жизнедеятельности, мотивация на здоровье, model of a healthy lifestyle, health, model of rational life activity, motivation for health

Abstract >>
Introduction. The paper discusses the way of forming a model of a «healthy lifestyle», its testing in physical education classes for senior high school students, for whom it is important to have an idea not only about a rational lifestyle, but also an activity-based overcoming the psychophysiological problems of one’s own inertia. Methodology and methods of the research. During the analysis of scientific literature and discussion of the experience of teachers of the Chair of Physical Education of the Novosibirsk State Pedagogical University, there were formulated the most accurate definitions of the following concepts: «health» as a process of maintaining one’s homeostasis in terms of adaptation to various environmental factors, physical, mental and intellectual loads; «healthy lifestyle» as a rational way of life, aimed at maintaining and strengthening health. Interpretation of research and experiment results is given. The study was based on the methodology of dialectic materialism and pragmatism in education, general scientific methods of comparison (analysis and synthesis) were also used; as a part of the theoretical course, a pedagogical experiment was conducted. The results of the research. Analysis of domestic literature on health promotion issues has been carried out and the definitions of the concepts «health» and «healthy lifestyle» have been developed in accordance with the goal setting. Based on the understanding that the health of modern senior high school students is getting worse (this fact is confirmed by the data of the Ministry of Health of the Russian Federation), the author critically assesses the existing educational programs in physical culture and considers it necessary to build a student’s knowledge about the model of rational life activity aimed at preserving and promoting health. During the study, every third physical education lesson, which was adapted in the form of a theoretical educational unit, became a platform for the formation of knowledge about a healthy lifestyle model. Conclusion. Based on the developed theoretical and methodological blocks of work with senior high school students and the results of the experimental platform to form the basis of a healthy lifestyle, the author came to the conclusion that the effectiveness of organizing and conducting various forms of physical culture depends largely on the quality of the educational and physical base, the high professionalism of teachers and the degree of readiness of students to lead a healthy lifestyle.



12.
THE YOUTH IN THE EPOCH OF THE FIFTH TECHNOLOGICAL WAVE AS A SUBJECT OF SOCIAL IMPACT

T. A. Artashkina, V. V. Sokurenko
Far Eastern Federal University, Vladivostok, Russia
Keywords: молодежь, молодежная культура, массовая культура, культура потребления, культура повседневности, технологический уклад, материальные основы массовой культуры, the youth, youth culture, mass culture, culture of consumption, everyday culture, technological wave, material foundations of mass culture

Abstract >>
Introduction. The aim of the research was to study the specifics of the phenomenon of youth culture, which is determined by modern culture as a form of being. The youth as a large socio-demographic group is characterized by its own specific culture, which is a complex socio-cultural phenomenon. Mass culture, consumer culture and the culture of everyday life are inextricably intertwined in the youth culture, the material foundations of which are the technical and technological achievements of the third, fourth and fifth technological ways. The theoretical part of this research relies on the conceptions of Jean Baudrillard of the affluent society and on the works of Russian researchers who study the everyday culture and the culture of consumption (A. N. Ilyin, A. V. Kostina, M. V. Lukov, B. V. Markov, A. Ya. Flier). Based on the understanding of culture as a form of being, the authors have used the conception of technological waves developed by Russian (Soviet) scholars (N. D. Kondratiev, D. S. Lvov, S. Yu. Glazyev). Methodology and methods of the research. The research methods included an informational and historical-genetic approaches that also involved the methods of theoretical (analysis, synthesis, induction) and empirical research. The empirical method involved polling as a method of collecting primary verbal information. While applying the polling methods, the authors relied on the hypothesis that modern youth mass culture is directly dependent on the existing material patterns: modern gadgets, computers, youth culture are specific signs of the mass youth culture. The results of the research. Questionnaire survey was conducted among the students of the Far Eastern Federal University and Internet users. The authors have come to the following conclusions: 1. Young people are actively going away from the mosaic morphology of subcultures though the phenomenon of youth culture remains structurally complex. 2. The vector of modern youth culture transformation is directed towards its active massification. 3. Mass youth culture is acquiring the feature of ambivalence. Conclusion. Modern youth culture is currently able of funding the adult mass culture based on the achievements of the fourth and fifth technological waves.



13.
INTERCULTURAL INTERACTION AS A CATEGORY UPBRINGING

A. V. Selkova
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: иностранные студенты, культура, межкультурное взаимодействие, воспитание, foreign students, culture, intercultural interaction, upbringing

Abstract >>
Introduction. The internationalization of education that is gaining momentum actualizes the issues of finding effective mechanisms for intercultural interaction between the subjects of the upbringing environment. The paper is devoted to the consideration of the phenomenon of «intercultural interaction» in modern socio-pedagogical literature. The objectives of the paper are to concretize the concept of «intercultural interaction», justification of the need to set a problem regarding the organization of upbringing of foreign students in the context of intercultural interaction. Methodology and methods of the research. The research methodology consists of cultural, historical, and anthropological concepts, which make it possible to trace the interpretation of the phenomenon of «intercultural interaction» against the background of the development of pedagogical practice. The results of the research. The main characteristics of the concept of «interaction» in pedagogy are identified, key approaches to the organization of effective interaction in the upbringing space are outlined, and the pedagogical conditions for effective interaction are defined. Conclusion. The basic principles are presented of realization of the upbringing tasks for the formation of the experience of intercultural interaction in relation to foreign students.



14.
MEANING AND SIGNIFICANCE OF DISSERTATION

S. A. Prokopenko
Tomsk Polytechnic University, Tomsk, Russia
Keywords: диссертация, идея, представление, смысл, сущность, знание, содержание, форма, структура, связь, значение, диссертант, квалификация, dissertation, idea, presentation, meaning, essence, knowledge, content, form, structure, communication, significance, candidate for a degree, qualification

Abstract >>
Introduction. The problem of improving quality of dissertations and training of professional scientists remains vital. Analysis of the available scientific and methodological works on conducting dissertation research showed a contradiction between the need in considerable improvement of dissertation research quality and poor understanding of essence of dissertation research being a specific scientific and qualifying product. The present dissertation research theory needs to be advanced. The subject of research in this paper is the idea of the notion of ‘dissertation’. Methodology and methods of the research. In preparing this paper, the systemic and dialectical approaches, analysis and synthesis of scientific works and guidelines on preparation of dissertations, the structure of the dissertation material, and the procedure for documenting the obtained results were used. The idea of the notion of dissertation evolved due to summarizing its existing definitions and subsequent application of A. Schopenhauer’s method. The development of the dissertation structure was based on the methods of the structural and functional, systems and logical analyses. The results of the research. In the process of research, the idea of the dissertation was revealed and presented as a schematic diagram, i.e as the logic of identifying, framing and translating a new concept into scientific knowledge to improve reality. Three-stage manifestation of the logic of the idea is described. It is shown that the idea of the dissertation is structured according to a special linear-matrix type. The first block of its elements and relations performs the goal-setting function, the second block, the function of achieving goals. The structure provides for the construction of a scientific system to address a topical issue. The research shows connection between the structural elements of the dissertation and the professional skills of scientists being developed. Conclusion. The revealed idea and structure of the dissertation explain its special scientific value (novelty, validity, reliability, consistency), great social significance (solving a scientific problem, training a scientist), and the centuries-old vitality of this intellectual product. Compliance with the developed structure provides for the systemic nature of the dissertation research. Mastering the dissertation research methodology, passing through all its stages personally, creation and defense of the dissertation lead to mastering the mental and practical skills of efficient social functioning as a scientist.