Home – Home – Jornals – "Philosophy of Education" 2013 number 1

The author analyzes a topical problem of modernity, connected with the transformation of geopolitical structure which has developed after the Second World War. In the article there are shown the results of forcible globalization which not only breaks the settled borders but also provokes regional conflicts. The author investigates the motivation of the subjects of globalization and their role in changing the geopolitical picture of the world. Key words: globalization, global geopolitical situation (geopolitical picture of the world), forcible globalization, subjects of globalization, objects of globalization.

The article examines an important problem connected with the reforming of educational systems in the global world. The author proves that Russian education can develop only on the basis of historical traditions and mentality. The author especially emphasizes the importance of taking into account the regional aspects, playing a fundamental role in the development of a unified educational policy. In the article there are developed non-traditional approaches to the educational system as an educational institution, with both global and regional aspects. The author comes to the conclusion that the stable development of education and future sustainability of educational systems are concerned with the global-regional world order.

In the article there is substantiated the need to study the heritage of Russian philosophers at the level of education system. The author argues that such directions are topical as “Russian Cosmism”, “autotrophy” and other concepts that have a domestic basis in modern education. It is shown that the doctrine of autotrophy is an efficient alternative to today’s consumerist lifestyle.

Globalization is often described as a universal process that influences the periphery of the microsystem space. This approach does not take into consideration such factors as geographical and climate conditions, national models of demographic reproduction, cultural and educational features, etc. These factors form the ability to react to transnational challenges which come from beyond the bounds of the national political systems.

Globalization is often described as a universal process. We have been witnessing to the developing process of globalization and, therefore, have to understand it adequately and effectively. Various research works are often united by one common idea – globalization is taken as a complicated evolving open system, which poses numerous problems which can be solved through deep analysis and which influence the prospects of the modern civilization development.

The article considers the issues of development of the Russian system of education from the point of view of inclusion of this education system into the modern globalization processes, transformation of the functions of modern education and its role in transferring of culture. On the basis of analysis of the process of reforming of Russian education, the author makes a conclusion that the development of education in Russia must include a cultural component, as well as it should be built on the recognition of self-sufficiency of the national system of education and its competitive ability.

This article is devoted to the problem of paradigm transformation of modern education. The author indicates the necessity of transformation of a new cultural paradigm of education for the XXI-st century, directed on formation of the priority of the culturally educated person. The cultural paradigm of education is considered as a result of ideas, theories and concepts which are giving a chance to the person to live in harmony with him(her)self, nature and society.

The author analyzes the characteristics of globalization as a process, revealing its ambiguity and inconsistency in the context of modern world. The globalized society is characterized from the point of view of various authors. The issues are considered related to the concept of continuous education of the pedagogue, the role of continuous education in the context of globalization, and various education models.

In the article the author considers one side of modern education: its ethno-cultural diversity as an integral component of globalization processes of the society, generating a new basis of educational culture. The author investigates the characteristics of ethno-social phenomenon, mechanisms of its manifestation in the educational space. The material presented in this article allows drawing conclusions about the imbalance of the changing value-and-meaning-related concept of domestic education and the consequences of «the era of educational reformation».

The modern situation in the world is characterized as a situation of global crisis. Both the human factor, and an environment put before mankind all new and new problems. To operate social systems there is all more difficultly and more difficultly. Not the unimportant role in positive influence on safety of the state and society, will be played by university.

Globalization of education today is a reality of the modern world structure. It is manifested as strengthening and deepening of communications between the national educational systems directed on formation of vital competences of the people in the changing multipolar world. Among these competences there are the social, intercultural, communicative, imperative ones and also the ability of the person to study throughout his/her entire life. However, the real value of these key competences is determined by the humanitarian vector, their orientation to the person. Today we are witnessing devaluation of values, which occurs not only in Russia. In the article, an attempt is made to consider the humanitarian bases of the modern globalization of education.

The author analyzes the content and meaning of the problem of subjective perception of time within the framework of educational space. In the article a philosophical understanding of time is given, some laws, factors and types of subjective perception of time and their influence on the development of educational space are investigated. Thus, a great significance of the factor of subjective perception of time for the successful development of educational space is substantiated.

The article is dedicated to the problem of formation of the international financial centers in the developing countries (on the example of Turkey and Poland). The authors consider the models of organization of financial centers in each of the above-mentioned countries, examine their common and individual features, as well as their major competitive advantages. According to the authors, the analysis of formation of such centers may be interesting from the viewpoint of application of these models in the national practice.

The author analyzes the directions of strategy of informatization of higher education. It is shown that the Russian higher education can be not only a consumer of information resources, but also an exporter of modern information technology of systemic cognition of the objects of the Biosphere according to the algorithm of co-evolutionary thinking.

In the article the author analyzes the topical problem of alienation, which is significantly worsened because of globalization of the educational space. The author proves that the new information technologies have a double impact on the society. On one hand, they significantly enhance the gnoseological process (in particular, in the universities), but, on the other hand, there is a deficit of direct communication, in particular, in the «teacher-student» system. All this complicates the communication in the global educational space, exacerbating the problem of alienation among young people.

In the paper the issues of modeling of educational objects in physics are discussed. The authors focus on modeling of physics phenomena on the basis of information technology. The paper includes some examples of information modeling of such phenomena as diffraction, the action of thermal engine and so on. The advantages and convenience of using the Power Point program are described in the paper. The findings include recommendation of application of information technology to the physics education.

The author analyzes the opportunities for regional Russian universities in the areas of international cooperation with foreign universities of the Far East. The author emphasizes the need for advanced information medium of the University as a basic condition for international cooperation in the field of education The article describes the international projects (including international distance education) implemented in the Far Eastern University as an example of well-functioning information educational environment.

The author analyzes the modern system of corporate education, its content and significance in modern Russian society. An innovative form of corporate training is investigated in the article, the preconditions for searching and introducing of new ways of training are considered, the expected results of distance education are described. Thus, introduction of distance education is proved to be a sound element of the corporate education system.

In this paper the methodological basis of informatization of the physics education is investigated. The proportion between the quantitative and qualitative methods in the educational research and their features and properties are analyzed. The necessity of using informational models of interconnection between the academic subjects while studying the informational limits in the physics education is justified.

Cicero diagnoses the necessity of a uniform education that will politically affect the younger generations. As the issue is primarily concerned with the organicity between the members that consist the State, it is ascertained that there is a specific moral bond which is developed between the hegemon, or the hegemonic group, that exerts power and the citizens. Several aspects of duties lie within the context of the social dynamics of moral action. In this frame, Cicero proceeds with the distinction of the “utile” and the “honestum”, i.e. the expedient and the right, which are connected with political education. According to this theorization, the two are eventually tautological, therefore averting any political involvement that would defy their common and unswerving acknowledgement. The Roman orator follows closely the stoic dogma while elaborating on his own conceptual approach of the political “decorum”. The power given by the State and the people serves as the undeniable witness of the principles that have to become apparent in every expression of it. The mutual management of the political power and the shared responsibility of the two parts guides to the conception of a State that abides by the “officia” but also realizes that practically the right action continues to be a matter contingent on customs, law and training.

To a great extent, education explains and justifies the state and the development of any modern political society. In this sense, education betrays the degree of rationality and maturity of a society in its attempt to uphold the imperatives of democracy. The modern world professes an admirable allegiance to a range of values. Education is one of the values, which our modern democracies seek to express and realize. Nearly every contemporary political philosophy endorses these values providing arguments about their nature and compatibility with one another. None of them, however, elevates education to such a higher, pre-suppositional status, as Plato and Hegel did. Indeed, hardly any political theory justifies acting contrary to popular legitimacy on epistemological ground. Although Plato and Hegel were highly critical or even dismissive of democracy, they both thought of knowledge as a necessary prerequisite of both individual and social freedom and prosperity. This meant that it would be a serious mistake not to judge a) responsibility for political decision-making and b) participation in the political affairs on the basis of sufficient knowledge. This paper aims to throw some light on the epistemological and educational requirements of their political vision. Modern political philosophy has neglected Plato and Hegel for the undemocratic nature of their political vision. The paper suggests that despite the negativity of their vision, they both offer positive arguments for strengthening the institutional space of modern democracy. In this sense, their idealist critique of democracy may incite us to reconsider the ultimate goal of a democratic culture, i.e. the creation of responsible and educated citizenship and render this the central task of modern political education.

The article deals with the goal-related component of upbringing of the contemporary Russian youth. The author thinks that upbringing must focus on an ideal that would be consistent, first of all, with the core of Russian culture and, secondly, with the needs of post-industrial modernization. According to the author, this ideal must be of dualistic nature (synthesis of anthropocentrism and sociocentrism), which will optimally connect the best interests of the society and the individual. The article argues that the person, brought up on the basis of the dualistic ideal, will be able to preserve Russia as a unique socio-cultural system in the conditions of globalization.

The article is devoted to the analysis of the conceptual grounds of philosophical interpretation of personality in European humanism in the context of the contemporary pedagogics. As a sort of applied philosophy, it needs elaborate reflection on the basic positions about personality, represented in contemporary philosophical research where the concept of personality is questioned and even declared as an obsolete cultural-historical product.

In the article there are considered the problems of the phenomenon of childhood in modern society, in particular, the lack of philosophical reflection on this phenomenon, which engenders the existence of the psychological-pedagogical stereotypes concerning childhood and children which are considered to be an object of supervision and experiment for the grown-up part of the society, instead of original and equally valuable age group and subculture. Thus, the education system reorganization without elimination these erroneous stereotypes cannot give positive results.

The author analyzes the education-upbringing potential of the social work of specialists, teachers in solving the problems of deviant behavior of the juveniles. The article analyses the specificity of professionals working with children with deviant behavior, shows the complexity of the work of experts, classifies the ways of strengthening the educational role of the educational institution. Thus, the necessity is substantiated of improving the level of education of the social work specialists and teachers working with the children with deviant behavior.

The philosophical meaning of the «creativity» concept is analyzed. The ways of creation of an educational environment providing development of the creative abilities of the person are considered.

The article deals with the definition of youth subculture in modern society. Different approaches to the categories of “subculture” and “counterculture” are considered. The analysis of the socio-cultural status of young people in today’s world is presented.

In the article, the mutual influence and interconditionality of transformations of domestic education and the socio-cultural situation in Russia are revealed. There is substantiated the necessity of change in the value orientations of both the individual person and education as a whole.

The author of the article claims that the process of realization of the rich potential of Russia as an independent civilization in the new competitive environment of other cultures is hampered by such feature of the national mentality as the primacy of the general over the individual. This feature gives rise to our social infantilism and hinders the development of the civil and individual-personal bases. The author’s position is conditioned by the sense of concern for the fate of the country and is the result of reflections on the reasons for its current state and the possible development prospects.

In the article, on the example of the academic sector of science, some administrative aspects of the productivity increase of participation of the researchers from the local scientific community in the competitions of scientific funds are considered. On the basis of interviews with the heads of structural divisions of the institutes of humanitarian and economic profile of the Siberian Branch of the Russian Academy of Sciences and a sociological poll of the researchers, the positions of the heads and the motivation of participation of the researchers in the Russian Humanitarian Scientific Foundation competitions are revealed. An insufficient role of the administrative practices in the stimulation of activity and productivity of participation in the competitions is shown, some directions of administrative influences taking into account motivational factors are offered.

One of the questions which the scientific community faces is how to integrate social and cognitive aspects of scientific practice. To answer this question it is necessary to find out the basic epistemological positions concerning the purposes of scientific research. The article shows that, while discussing the purposes of scientific research, we explicitly or implicitly accept four epistemological theses, each of which can be challenged. Although even in this case we will any way have a set of similar or alternative epistemological basic positions which are significantly similar. Some of them will pertain to an entity which is called science, and which, as any entity, has its own purpose.

Quantum chemical PBE0 and B3LYP/cc-pVTZ, PBE0, B3LYP, RHF and MP2/6-31G(d,p) methods are employed to calculate the structural parameters of octa(silsesquioxane) H₈Si₈O₁₂ and octa(methylsilsesquioxane) Me₈Si₈O₁₂. These molecules and complexes Н@Me₈Si₈O₁₂, Не@Me₈Si₈O, and Не@Me₈Si₈O₁₂ have highly symmetric (O_h) equilibrium configurations. With the use of the PBE0 method and a cc-pVTZ multicenter basis set common for the complex and its components coincidence is achieved between the calculated polarizability of a free He atom and the experimental value of 0.21 ų and the polarizability depression of 0.17 ų was found for Нe@Me₈Si₈O₁₂. In order to avoid the false conclusion about molecular symmetry the calculations of the structure of silsesquioxanes must be performed with sufficiently high accuracy (Int = ultrafine and Opt = tight in the use of the GAUSSIAN program).

The structure of the [Mn₆(O)₂(Piv)₁₀L₂]_∞ compound, where Piv is the pivalate anion and L is isonicotinamide, is investigated. Its solid phase is found to be formed by polymeric layers within which hexanuclear fragments {Mn₆(O)₂(Piv)₁₀} are bound by bidentate bridging L. The molecules of the solvent (Me₂CO or EtOAc) in which the synthesis was performed are incorporated into the inter-layer space of the crystal.

A new 1D cadmium coordination polymer [Cd(PhCOO)₂(bbbm)]_n (1) (bbbm = 1,1'-(1,4-butanediyl)bis-1H-benzimidazole ) is synthesized under hydrothermal conditions and characterized by elemental analysis, IR, TG, and X-ray single-crystal diffraction. Compound 1 crystallizes in the triclinic system, space group P-1 with a = 10.4289(17) Å, b = 12.5198(9) Å, c = 12.6130(9) Å, α = 118.4260(10)°, β = 95.1990(10)°, γ = 94.3820(10)°, V = 1428.8(3) ų, Z = 2. In the structure of 1, each cadmium center is six-coordinated in a strongly distorted octahedron by two N and four O atoms; an infinite one-dimensional linear chain was built by the flexible bbbm ligand that adopts a bis-monodentate bridging mode linking Cd^II atoms.

A novel viologen(4,4'-bipyridinium)-based compound FeCl₄(4,4'-diethyl-4,4'-bipyH) (1) (bipy = bipyridine), in which 4,4'-diethyl-4,4'-bipyH (MQ⁺) was generated in situ, is synthesized via the hydrothermal reaction and structurally characterized by single crystal X-ray diffraction. The crystal structure analysis reveals that the title compound features an isolated structure based on 4,4'-diethyl-4,4'-bipyH moieties and an iron atom terminally bound by four chlorine atoms. The 4,4'-diethyl-4,4'-bipyH moieties and (FeCl₄)^– anions are interconnected by hydrogen bonds to form a 3D supramolecular framework.

The diacetato-bis(2-methyl-2-propylamine)zinc(II) compound crystallizes in the triclinic system, space group P-1 with unit cell parameters a = 10.0144(10) Å, b = 10.2687(10) Å, c = 10.5149(10) Å, α = 115.184(2)°, β = 97.489(2)°, γ = 114.066(2)°, ν = 830.85(14) ų. The obtained solid state structure of (^tBuNH₂)₂Zn(OOCCH₃)₂ shows both inter- and intramolecular NH---O hydrogen bond interactions which are analyzed.

By X‑ray diffraction the crystal and molecular structure of N-methyl-bis(2-hydroxyethyl)ammonium (4-chlorphenylsulfonyl)acetate 4-ClC₆H₄SO₂CH₂COO^–⋅CH₃N⁺H(CH₂CH₂OH)₂ synthesized by the interaction of (4-chlorphenylsulfonyl)acetic acid with N-methyl-bis(2-hydroxyethyl)amine is studied.

As a result of one-pot three-component condensation of acetone with diethyl oxalate and p -tolyl diazonium chloride of ethyl 3-(4-tolyl)hydrazono-2,4-dioxopentanoates p-tolyl diazonium diethyloxalate and chloride, ethyl ether of 3-(4-tolyl)hydrazono-2,4-dioxopentanoic acid is obtained. The structure of the synthesized compound is studied.

The absolute configuration of 3-acetoxybetulinic acid is determined by single crystal X-ray diffraction.

According to the X‑ray diffraction data, the crystal and molecular structure of tris(2-hydroxyethyl) ammonium fluoride (F^–N⁺H(CH₂CH₂OH)₃, fluoroprotatrane, substantially differs from other halo protatranes X^–N⁺H(CH₂CH₂OH)₃ (X = Cl, Br, and I). At X = F, to the endo-molecular LP of the nitrogen atom the HF molecule having the minimum ionic radius in a series of X^– anions is bonded. The geometry of fluoroprotatrane and the cation packing in the crystal are analyzed.