Home – Home – Jornals – "Philosophy of Education" 2013 number 2

Holocene shallow (0.5–4.5 m, rarely more) and Pliocene–Pleistocene deep (>25 m) placers occur within the China tectonic depression. The shallow placers are associated with the formation of the present-day drainage valleys of the China River under permafrost conditions, and the deep ones are localized within the preglacial paleovalleys of the river basin. An integrated geological and geochemical study was carried out at ten shallow commercial placers, eight of which are classified as poorly studied and “unconventional.” Placers are considered “unconventional” based on their technological characteristics (commercial gold is small (–0.25 to +0.1 mm), thin (–0.1 mm), and micron-sized or “bound” (invisible)), geomorphologic conditions of formation, confinement to the oxidized zone of active permafrost, significant portion of fine hydrogenic gold, and several other minor features. The formation of shallow “unconventional” placers is controlled by the conditions of active permafrost. Under aerobic conditions, suprapermafrost waters form an oxidized zone, in which iron hydroxides impart a yellowish reddish color to water-bearing rocks. Long-lived geochemical barriers (biogenic, reduction, electrochemical, sorption, and others), including gravitational differentiation, play an important role in the concentration of small and thin gold. Alluvial deposits in Meso-Cenozoic tectonic depressions, such as the China basin, are the most promising in terms of “unconventional” placers. The main factors favoring the formation of these localities and the criteria for their assessment are large feeding sources of gold (mainly carbonaceous and sulfide) mineralization, endogenic and exogenic dispersion aureoles with thin and invisible gold; increased thickness of the suprapermafrost active layer and its temporal and spatial stability, contributing to the formation and functioning of oxidized horizons with the accumulation of ferric hydroxide and hydrogenic gold; specific morphologic varieties of hydrogenic gold, which are the fundamental criterion for primary gold mineralization with migratable metal; fine-clastic clay-rich composition of recent alluvial or alluvial-talus sediments, produced by water reworking of ancient gold-bearing weathering crusts; and development of broad floodplains filled with Holocene sediments and their junction with talus-solifluction erosional slopes.

The chemical, gas, and isotopic compositions of nitric thermal waters in the Baikal Rift Zone are considered. It is shown that the behavior of sulfate and carbonate ions in hydrothermal systems is different, which indicates that they are of two different origins. The studied thermal waters are of five chemical types formed in different geologic conditions. Special attention is given to the genesis of hydrotherms, the geologic and geomorphologic conditions of their recharge, and their equilibrium with rocks. It has been established that most of chemical elements of the waters migrated from rocks, but a significant portion of them is bound by secondary minerals, which results in their deep differentiation, accumulation, or precipitation. Thus, the so-called redundant elements appear, which were earlier considered to be of mantle origin.

Model experiments were performed on the solubility of sulfide ores fr om the Kyzyl-Tashtyg deposit in distilled water and fulvic-acid (FA) solutions of different concentrations. It has been established that the oxidation of sulfide minerals in ores under atmospheric conditions might produce acid drainage waters with toxic heavy metals (Cu, Zn, Cd). The influence of natural organic acids depends on the capability of ore and host rock to neutralize the acidity of solutions. If carbonate content is enough at the first stage, a considerable increase in the pH value of FA-free solutions ensures Fe and Cu removal into the solid phase, wh ereas the formation of metal fulvate complexes hinders this process. However, the rocks exhaust their neutralizing potential, all the solutions remain acidic for >100 days of leaching. In this case, FAs, on the contrary, inhibit the oxidation of the surface of sulfide minerals and reduce the removal of heavy metals into the solution.

We present data on the location, chemical composition, and contents of trace elements in thin ferromanganese crusts at two sites of the submarine Vityaz’ Ridge: Diana and Bussol’ test grounds. The crusts abound in inclusions of grains of nonferrous (Cu, Zn, Pb, Sn, Ni, W) and noble (Au, Ag, Pd, Pt) metals in the form of native elements, sulfides, sulfates, oxides, or intermetallic compounds. The crusts at the Diana test ground contain mainly grains of nonferrous-metal minerals, and those at the Bussol’ test ground, mainly noble-metal minerals. There are also sites with Ni-rich (up to 3.5%) manganese crust. A detailed study of the ore crusts from the Vityaz’ Ridge showed that they are probably at the initial stage of formation.

The three-mode distribution of trace-element (TE) concentrations is observed in accordance with three main forms of TE occurrence in mineral: structural, surficial, and phase (native TE phases). Minerals of hydrothermally synthesized pyrite–pyrrhotite–magnetite–greenockite assemblage in the presence of Au and Mn are studied. Discrimination of modes is made, using the method of statistical sample of analytical data for single crystals, which is based on the postulate that individual crystals can contain predominantly one of possible forms. This is supported by study of Cd modes of occurrence by element thermorelease atomic-absorption spectrometry. X-ray photoelectron spectroscopy and atomic-force microscopy were used to examine the surficial TE forms. It has been confirmed that the dependence of the TE content on the crystal size in the sample is mainly due to surficial nonautonomous phases absorbing TEs. The effect of correspondence of chemical-component forms on the surfaces of coexisting minerals is also corroborated. This phenomenon is not related to the mutual contamination of phases but is due to the induction of the corresponding states of chemical forms in coexisting nonautonomous phases. It is possible to obtain true coefficients of interface distribution, characterizing structural TE impurities. These coefficients differ strongly fr om apparent distribution coefficients calculated from the bulk contents of impurities, except for Mn in pyrrhotite and magnetite, wh ere its structural mode is predominant. The results obtained show that TEs can be used as quantitative geochemical indicators, which help to obtain correct information about the parameters of mineral formation and TE contents in the fluid phase.

We present a thermophysical model for interaction between the conduit of a thermochemical plume and free convection flows in the mantle. The mantle flow incident on the plume conduit melts at the conduit boundary (front part) and crystallizes at its back. Geological data on the intensity of plume magmatism over the last 150 Myr are used to estimate the total thermal power of mantle plumes. A possible scenario for plume-related mantle recrystallization by plumes is proposed. Over the lifespan of a thermochemical plume, mantle melts and recrystallizes owing to the motion of the plume source and interaction between the plume conduit and free convection flows. The plume conduits can melt and recrystallize the entire mantle over a certain period of time. The model for the interaction of drifting plume conduits with mantle flows and the estimated total thermal power of mantle plumes are used to estimate the duration of plume-related melting and recrystallization of the entire mantle. The influence of mantle plumes on the convective structure of the mantle through melting is judged from the model for plume interaction with horizontal mantle flows.

Geological and geophysical interpretation of TEM data has revealed changes to the subsurface from the «Kraton-3» peaceful underground nuclear explosion (PUNE). The explosion was conducted on 24 August 1978 at a depth of 577 m in Middle Cambrian limestone on the eastern periphery of the Tunguska basin (Western Yakutia). The site is located in an area of 100 to 300 m thick permafrost and pressurized aquifers with Na-Ca-Cl brines (up to 400 g/l TDS) and cryopegs. The «Kraton-3» epicenter is only 160 m away from a fault emerging along the Markha River. TEM responses collected at 22 stations along three profiles image a layered-earth background resistivity pattern. The highly resistive uppermost layer, ~ 150–200 m thick, consists of perennially frozen ice-rich rocks. Dry permafrost on watersheds of the Markha right side reaches 1200 Ohm · m, while the hypsometrically lower frozen ground along the fault is 10 to 40 times less resistive. That is exactly the place of the PUNE epicenter, and the resistivity lows may record permafrost degradation and taliks (unfrozen layers). The layers below are conductive and correspond to Upper Cambrian and Middle Cambrian (I) aquifers with brines. The top of the Upper Cambrian aquifer along the central profile is highly variable in depth, especially along the fault on the river left bank. The data indicate a local groundwater anomaly above the explosion: the Middle Cambrian I brines, which show up as a conductor in the resistivity pattern, become ~300 m shallower, most likely rising along the rubble chimney above the UNE containment cavity; the lateral extent of the anomaly reaches 400 m. There may exist paths for mass and heat transport maintained by pressurized brines in the system «containment cavity–rubble chimney–fault zone–ground surface».

Care of young in males and females of the common voles reared by both parents (complete families, the control group) or by females only (incomplete families, the experimental group) was studied under laboratory conditions. In the control group, there were no significant sex differences in nest attendance, but females licked pups for a longer time. As for the experimental group, nest-residence in males was shortened by 29.9 % in average, compared with the control group. In females, the nest-residence without the male mates averaged 22.7 min against 9.1 min in the control group. The present findings show that the absence of the male in the family group leading to the reduction of the care of young (mainly of tactile stimulation) negatively affects pair-bonding and subsequent parental activities in male offspring.

Concentrations of chlorinated hydrocarbons and their derivatives in the organs of spotted seals captured in the Sea of Japan were determined. The isomers of hexachlorocyclohexane (HCCH) and metabolites of dichlorodiphenyltrichloromethylmethane (DDT) were detected in all the studied animals in al samples but the highest concentrations were detected in adipose tissue, which is a peculiar depot in which toxins are accumulated. Substantial differences in the extent of damage by toxins were discovered in the seals of different populations, which is due to different intensities of the action of technogenic load on separate water areas. The level of accumulation of lipophil xenobiotics in the tissues and organs of spotted seals from the Sea of Japan, in particular from the Gulf of Peter the Great, turned out to be very high, several orders of magnitude higher than that in spotted seals from the Tatar Strait and the coastal region of Hokkaido. Such a high level of chlorinated organics have not yet been detected in any Pinnipeds inhabiting the northern part of the Pacific ocean. The results of our studies allow us to state that chlorinated organics are present in the ecosystem of the Sea of Japan for a long time and have undergone substantial transformation.

The influence of host plant on the number of Lepidopteran phytophagous insects and their susceptibility to the biological preparation on cabbage subspecies and cultivars was studied. Under the field conditions, red and write cabbage subspecies were preferable for diamondback moth larvae, whereas cauliflower and white cabbage were preferable for large white butterflies larvae. The differences is the efficacy of bacterial entomopathogenic preparation used for phytophage biocontrol depending on cabbage subspecies were discovered. Biocontrol efficacy was higher on host plants that showed better resistance to phytophagous insects.

The paper analyzes the factors affecting the level of development of the personality of the student in the conditions of challenges and risks of the information society, as well as the ability to influence the formation of the productive behavioral, communicational, emotional and cognitive patterns of the students in the process of professional training. There is emphasized the need for using the resources of the network education environment by modern teachers.

In the article some aspects of the development of the Russian higher education in light of its further reforming are considered. The author, analyzing the text of the law «On education in the Russian Federation» and the project of the state program of the Russian Federation «Development of education for the years 2013-2020», substantiates the thesis that the basic principles of these documents rather correspond to the “factory model” of education than to the pedagogical technologies of the XXI century and the principles of “informational revolution” which has engendered the «society of knowledge». Nevertheless, the author thinks that these documents (after the corresponding modification) can form a basis for returning the Russian education to the leading positions in the world educational space.

The aim of the article is to analyze the peculiarities of the science functioning in the conditions of scientification of the society. The author considers the positions of science in the contemporary society, defines new trends in the development of the social institution of science, and traces the changes in the character of scientific activity and its structural components. In the article the author investigates and compares the foundations of cognitive activity, the role of subject and subjectivity in traditionally and technologically oriented science, and points out to the intensification of technical and informational components of science, which leads to the emergence of fundamentally new conditions of functioning and obtaining the scientific knowledge and influences the educational process. The article justifies the necessity of the proper philosophical and pedagogical reflection on the new conditions of functioning and obtaining the scientific knowledge which exert crucial influence on social and cultural dimensions of human development as well as on individual characteristics of the person.

The paper briefly traces the history of formation of education, first, as a scientific research subject, and then as an object of philosophical reflection. In this regard, the author provides a critical analysis of the extreme approaches proposed in the domestic literature to solving the problem of the subject and status of the philosophy of education. Defining education from a philosophical point of view as a way of being human in the society and, therefore, as a way of becoming the human individuality, and defining philosophy as some form of unscientific knowledge, the author substantiates his understanding of the subject and status of the philosophy of education.

In the article there are considered in their interconnection the axiological and the ontological aspects of interaction between the social institutions of education and law. On the basis of characteristics of the indicated aspects, the author concludes that there exists an important contradiction between the social request and the content of the Russian law, related to the issues of axiology and ontology.

In the modern world, which abounds with innovative technologies, the competitiveness of education is becoming more and more significant. Proceeding from the thesis that the future belongs to the countries that most productively use knowledge and technologies, the author analyzes methodological and world outlook aspects of educational programs. The better the professionals capable to adapt to the changing conditions and technologies are being trained, the more effective is the economic development of a country. Whatever the methodological innovations, an indispensable condition of their implementation should be the content of the value-related components based on humanization of education, on the declaration that the human being is the supreme value.

The author substantiates the necessity and possibility of turning to the potential of pedagogical axiology in order to improve vocational education of the contemporary person. The clarification of the ontological, epistemological, and hermeneutic aspects of understanding the value-related foundations of vocational education allows determining its axiological invariant.

The philosophical problems of globalization and education are analyzed. Globalization is a special form of the social-historical process. It includes the objective and subjective components. The absolutization of the subjective component leads to emphasizing an exclusive role of the strong subjects, forcing their interests and their scale of values upon other participants of the planetary relations. The absolutization of the objective component of globalization leads to its understanding as independence from the purposeful activity of the participants of the historical process. Each of these extreme cases is conditioned by one of two philosophical world models, dialectical or metaphysical (representational). In the dialectical world model, globalization is adequate to the human-dimension systems, which exist according to the objective regularities. In these systems the human factor is taken into account. The author studies the tendency of instauration of the spiritual historical potential. The purpose of the article is to reveal the author’s vision of the society research on the basis of unity of essence and existence.

In the article the problems of modern social policy in the education system and the need for their solution are described. In this regard, there is a need of modernization of education, in particular, through creation of social partnership that will allow the educational establishments not only to survive but also to develop in the modern market of educational services according to the expectations of the society and the state. Social partnership is considered as a mechanism of interaction of the state, public organizations, business, establishments of education, civil society, which reveals the general directions of interaction for the development of education.

The value-related constants of the educational strategies are discussed in relation to the theoretical context of the global world. The phenomenon of trans-pedagogics is understood as an actual process and reflection. The philosophy of education is considered in dialogue with the philosophy of the event. There are determined the prospects of topologically oriented philosophy of education in its dialogue with the philosophy of event.

The aim of the article is to explore the specifics of the impact of the authoritarian and elitist tendencies on the social security of the society. This problem in any of its aspects is critical for the development of humanity. Presently, the world has seen many changes, associated with the emergence of the authoritarian and elitist tendencies. Having arisen in the life of society, they gradually spread to all spheres of human activity, including social security of the individual person.

The article is about the phenomenon of social competence. The analysis of different approaches to the content of social competence has let the authors to draw a conclusion about its structure and elements. The authors have created a model of social competence, which reflects the interrelation of its components. The authors demonstrate the importance of forming social competence of the higher education students.

This article discusses the process of socialization of the person. In today’s culture, education acts as the leading element in this process. However, today the problem of socialization and enculturation of the person is connected with the fact that education, just as the entire system of information transfer in the postindustrial society, has a mosaic character. This special feature raises new challenges for the processes of cultural reproduction.

The article shows that the optimization of the process of the natural science education of the humanities students determines the necessity of the development and the realization of the educational conditions of interaction between the humanitarian and the natural science knowledge systems. The author considers the convergent approach as a basic concept of the natural science education, which conditions the interaction between the natural science and the humanitarian knowledge systems in forming an integral scientific picture of the world. The basic points of the concept of the natural science education of the humanities students of pedagogical higher institutions within the framework of the convergent approach are revealed in the article.

In the article, the features are shown of mastering the humanitarian disciplines by the students of higher education; the analysis is performed of existing tests (from the sociology area) in terms of their pedagogical potential and conformity to the main principles of testing. The features of the test technologies usage in practice are revealed. The basic complexities are shown of working out the tests in humanitarian areas of knowledge and the potential ways of their overcoming are designated. The approaches to the algorithms of estimating the test results are analyzed. There are formulated the most urgent problems which the developers of pedagogical tests are faced with; their realization in the pedagogical practice is shown. On the basis of his own research, conducted during 3 years, the author substantiates the necessity of a complex approach to resolving the problems of testing. This approach presupposes the usage of the system-activity, individually-differentiated, integrative-developing and contextually-modular approaches.

The introduction of the competence approach into the educational process is presented now as one of the key methods of increasing its quality and effectiveness. In the article the conditions and the reasons for the increased attention to this approach are examined, the special features of studying this problem in dissertations and monographs, and in the proceedings of seminars and conferences are analyzed. On the basis of facts the author has showed that the conceptual complex of the competence approach used in scientific works does not make it possible to adequately reflect the objective reality. The basic efforts of the researchers are directed toward the enumeration of competences and scopes without guaranteeing their proper connection with the concrete educational programs. The indications of the presence in the competence approach of the semantic content are given without the theoretical substantiation necessary in such cases. A conclusion is made that the competence approach in the education presupposes: the development of a model of the educational institution’s graduate; the establishment of connection between the model of the graduate and the content of education and teaching process; the determination of the position, role and designation of training disciplines in the formation of the public, general and concrete professional qualities of the graduate. The article is aimed at the specialists in the field of education.

There are several approaches to the safety probelms: «political safety», «economic safety», «social safety», «ecological safety», «safety of education» and others. Education takes an important place in the system of ensuring the national security of Russia, because it depends on the educational preparation the youth in the XXI century. It is a basis without which the society cannot normally function and develop. In the «Strategy of national security of the Russian Federation till 2020» science and education are specified as one of the main priorities of the sustainable development of Russia at the present stage. The sociopolitical and economic transformations occurring in Russia objectively lead to the need of development of new scientific, world outlook, methodological and conceptual approaches to the problem of safety of education as an important component of national security. An important component of any theoretical development of the phenomenon, process, or subject domain is the methodology which defines the ways and the corresponding tools of knowledge acquisition. It is necessary to note that the problem of safety of education is an interdisciplinary problem. The typology of methodological practices is a problem which is very valuable for our methodological analysis of the «safety of education»; in particular, it deals with the following issues: the search for the philosophical bases; the definition of the subject and object of research; the problem of the ontological status of the research object; the statement of tasks; the development of methods, etc. While defining the main directions and programs of research, it is necessary to consider that the correct methodological formulation of the problem of safety should correspond to the question of the ontological status of national security, its communication with the safety of spiritual, social and natural systems and processes in the society. While forming the methodological basis of the research of the education safety, it is expedient to start with the following levels of methodology: safety philosophy, general theory of safety, special theory of safety. Integrated application of the possibilities of all three levels of methodology in the interests of research of the education safety is attained within a complex-systemic approach.

In the article the author considers the topical problems of struggling with the drug abuse and corruption. A new form of the state education policy is viewed as a way of solving these problems.

The purpose of the article is to study the foundations of moral upbringing from the viewpoint of standards of naturalness existing in the Russian world model. The standards of naturalness of the Russian world model are connected with a communal (collectivistic) type of social relationships, their improvement and spiritual love. According to the standards of naturalness, there has been formed a centuries-old concept of education which is a unity of training and upbringing. Throughout the entire history of formation, development and existence of the Russian world model, the social relationships have been based on some cultural, historical, economical traditions and social institutions determining the methods of moral upbringing.

The purpose of the article is to analyze asymmetry as a qualitative characteristic of the dialogue of cultures and civilizations. The author considers the asymmetry of the dialogic interaction as a multidimensional phenomenon, now being studied by the representatives of various areas of scientific knowledge, but in the humanitarian sphere having no precise boundaries and specifications. The article argues that the asymmetry is a qualitative characteristic of the inter-subject dialogue, including the dialogue between civilizations and cultures, based on non-equilibrium position of its subjects, their status and resources.

In the article we consider the peculiarities of historical cognition under the conditions of globalization, one of the most important characteristics of which being the force-centered interpretation of history. History is used in its euro-centric variant, which justifies the aggressive ambitions of the initiators of globalization. Historical past can be used by the subjects of artificial globalization as the foundation of management of the globalization processes or for causing chaos depending on the axiological vector of the subjects of globalization.

In the article the concept of “heroism” in the philosophy of upbringing of the soldiers of the society of collectivist type and the society of individualistic type is investigated. The aim of the article is to consider the conditions of emergence and realization, in the fighting activity, of the phenomenon of heroism as a supernormal virtue. In the work, an analysis is carried out of the phenomenon of heroism and its influence on the formation of soldier’s personality during training, preparation and conducting the military practice in the wars of the first generation. The author distinguishes heroism in the system of values of the soldiers, formed in the course of military training as a basis of patriotism education.

The anthropological discourse of «taking care of itself» of the Western pedagogy are made more concrete through the concepts of «mentor», «city», «body» and «soul». These concepts reflect the changes in the pedagogical reality in its transition from the premodern to the modern and the postmodern periods.

In the article the basic task of modern education is considered as its correlation with the natural capabilities of man, their improvement and development during the entire life. It is substantiated that the sources of accomplishing this basic task are in the original positions of pedagogical anthropology that can be considered as a methodology of a new philosophy of education. The conclusion is made that the modern system of education must fulfill the moral and ethical functions, foster the formation of an integral picture of the world.

The purpose of the article is to attract attention to the unresolved spirituality and moral problems of our society. Improvement of morality opens new horizons of freedom of the person in the Russian society. Living according to high norms and principles of morality makes freedom attractive to the entire society which develops as a result of responsible and purposeful actions of the individual persons and the collective efforts. Nowadays, strengthening of the moral core has become a necessity both in Russia and in the West; and it is possible to solve this problem along the ways of humanization of the society, having made room for spirituality in the formation of people’s behavior. The inner world of the person can be characterized as possessing boundless spiritual potential covering everything from the interior, society and everything that exists and even what is not yet present.

The author analyzes the connection between philosophy of education and spiritual-moral upbringing of the youth during the epoch of scientific-technical progress (STP). In the article there is investigated the philosophical problem of the STP influence on the spiritual-moral formation of the person as the intellectual, spiritually rich and educated specialist, on the nature of the person and his/her activity in the information society of XXI century. It is substantiated that only the union between STP and a new quality of education and spiritual-moral upbringing of young generation, their mentality and consciousness, is capable to overcome the spiritual crisis of the modern civilization, because spirituality is the supreme value of the meaning of life of the mankind.

In the article the institute of education is considered as an institute of human being. The author proposes to come back to the basic goals of education, understanding it as a space where the educational practices should be built, the practices of transfiguration of human being. The author claims that modern education has totally “forgot” human being. The notion of “autopoiesis” is introduced in the article as the basic method and principle of the educational practice, the practices of transfiguration of human being. This principle is contrasted with the principles of mimesis and ecstasy.

The factors of education and upbringing of the disabled person are investigated. Their influence upon the psychological status of the disabled individual or the small group of disabled persons is assessed. For the first time, we investigate in the psychological-social aspect the possibility of influence of the factor of education and the effect of education and upbringing of the disabled persons upon the formation of law consciousness and rejection of suicide, upon formation of the positive life orientations, positive changes of the system of values, upon the formation of life perspectives and new significant life goals. The potentialities related to the development of the spiritual potential and to the personality formation of the disabled persons are analyzed.

The article considers the problem of formation of the innovative policy and innovative environment of the higher education institution as a factor for innovations in this institution. The purpose of the article is to analyze various factors of innovations in higher education; the activities to form the innovative policy and innovative environment of the higher education institution; and the psychological, social, economic factors hindering innovations.