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"Philosophy of Education"

2018 year, number 2


O. V. Mamonov1, S. I. Chernykh1, N. V. Gulyaevskaya2
1Novosibirsk State Agrarian University, 630039. Russia, Novosibirsk, st. Dobrolybova, 160
2Novosibirsk State Medical University, 630091. Russia, Novosibirsk, av. Krasnii prospect, 52
Keywords: образование, интеграция, экосистема, моделирование, принципы управления, education, integration, ecosystem, modeling, management principles

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Introduction. The Russian educational space has been reformed during many years. The basis for reforms is the globalization and digitalization of the regional educational space, which is developing against the background of the production technologization. These factors put higher educational institutions into the pre-crisis state, while independent solving the arising problems is required from these institutions. In addition, today in Russia there takes place an organizational, content-related and meaning-related formation of a new educational space: the number of higher education institutions and rural schools is being reduced, numerous competing strategies and programs are being developed, other meanings are being conceptualized and other values of education are being proclaimed. Almost in all strategies and programs, one of the conditions for the success of the university is the creation of an ecosystem that optimizes the relationship between «higher education and the social environment», «higher education and production», «higher education, science and production», etc. The problem becomes more topical of creating one's own university production base, which is integrated to the extent possible into external business structures and optimally combined with the internal university functional. Methodology and methods of research. Based on the development of foreign and domestic researchers, the authors propose their own vision of the management model of the production and educational complex in the condition of market economy. Particular attention is paid to the structure of the production base of the educational institution and the types of its integration into the external and internal ecosystems of a particular institution. It is concluded that one of the most optimal models of management of the educational and production complex based on a particular institution is management based on corporate principles. Time will show how effective and sustainable the proposed system is in the Russian reality, but already now its further development and application can arouse the interest of business structures, educational institutions, regional authorities and public organizations. Results of research. The transition to the VI technological structure and the development of the information society pose complex challenges for educational systems of different levels: the creation of the production base, the expansion of competitiveness and cooperation, modeling the development of integration schemes of the University with enterprises (in the creation of the production base of the University), etc. But the main direction should be considered to promote the development of clusters, which involves support from the authorities in the implementation of cluster members of the following activities: the formation of a special-alized organization that coordinates the activities of cluster members and can be created in various legal forms (it is assumed that the functions of this organization can be assigned to both newly created and existing institutions); development of a cluster development strategy and a plan of measures for its implementation, including the preparation of a set of cluster projects and measures aimed at creating favorable conditions for the development of the cluster; effective information exchange between cluster members; implementation of measures to promote cooperation of cluster members (conferences, seminars, working groups, creation of specialized Internet resources, electronic mailing lists, etc.). Conclusion. Based on the discussion of the above case, it is concluded that one of the most optimal models of management of the educational and production complex on the basis of a specific University is management based on corporate principles. Time will show how effective and sustainable the proposed system is in the Russian reality, but even now its further development and application may be of interest to business structures, public institutions, regional authorities and public organizations.


D. V. Rakhinskiy
Krasnoyarsk state agrarian university, 660049, Russia, Krasnoyarsk, av. Mira, 90
Keywords: глобализация, национальные ценности, взаимодействие цивилизаций, историческая преемственность, информационное общество, суверенитет, цивилизация, социокультурная идентичность, менталитет, globalization, national values, interaction of civilizations, historical continuity, information society, sovereignty, civilization, socio-cultural identity, mentality

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Introduction. It is shown in the article that one major characteristic of global education is the crisis of socio-cultural identity of societies. The author argues for the need to distinguish between productive and unproductive educational processes. This aspect is of particular importance for providing sustainability of the development of individual societies. The author examines the features of the interaction of various educational systems in the process of building a global society. Methodology and methods of research. The study of the features of social universalism in modern education involves a systematic approach. The tasks that are of a systematic nature include the following procedures of solution: planning, design, evaluation. The article also uses the general scientific methods: analysis, synthesis, ascent from the abstract to the concrete. In addition, the principles of universal communication, historicism, contradiction, development, relativity, autonomy, dynamic balance have an important methodological significance in the study. Results of research. Such trends are closely conditioned by the level of effectiveness of management mechanisms, which has undergone a transformation as a result of the pressure of globalization. In the modern world, the relationships between subjects and objects of educational process are qualitatively changing. This is due to the emergence of powerful elements of modern information technologies on the basis of modern mass media. This article analyzes the impact of digital technologies on the improving the quality of education, as well as its prospects. Conclusion. The author concludes that globalization processes of modernity presuppose, as a prerequisite for a new paradigm, a certain strategy of the social system informatization, the essence of which is manifested in positioning the world as an orderly integrity from which individual parts are deduced by means of stepwise concretizing.


V. V. Petrov
Institute of Philosophy and Law of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk
Keywords: социум, образовательная политика, академическая свобода, университетская автономия, наука, образование, университет, society, educational policy, academic freedom, university autonomy, science, education, university

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Introduction. Under the influence of globalization, in the conditions of modern social and cultural transformations, the convergence of national educational systems is clearly manifested, which is expressed in the desire of the state to bring the organization of domestic science and education in line with world trends. The problem considered in this paper can be formulated as follows: on one hand, the state policy in the sphere of science and education provides for the provision of key system-wide changes, within which a new organizational and economic mechanism operates that theoretically allows the restructuring of the system in accordance with the most successful Western models of development, and on the other hand, the declared goal of numerous transformations, namely, the maximization of the competitive position of Russian universities in the global market of educational services and research programs - has not yet achieved. Methodology and methods of research. A retrospective analysis of changes in the structure, form and methods of the French higher education was carried out, which succeeded in successfully adapting the «initially alien» Anglo-American model of a two-tier system of higher education, which significantly increased the number of students and substantially increased the rating of their own universities in the world scientific and educational space. Result of research. The analysis revealed the steps that led to the growth of academic freedom and created the prerequisites for strengthening the links of universities with other social institutions, which contributed to a real increase in the autonomy of universities, led to the development of inter-institutional cooperation, large-scale student and academic mobility, the development of joint training programs, and the expansion of the practical training of students and intensification of scientific research. As a result of the comparison of the modernization processes of the French and Russian higher education systems for similar purposes, tasks and mechanisms of reforms, it has been shown that, in the domestic conditions, the same qualitative breakthrough did not happen. Conclusion. One of the key reasons is the fact that domestic reforms, unlike the French model, translate the notions of academic freedoms and university autonomy from the intellectual plane to the economic one, despite the resistance of the academic community. The conclusion is made that if it becomes possible to circumvent such restrictions, taking into account the experience of the development of the French higher education, this can contribute not only to increasing the competitiveness of national universities in the global educational services market, but also to the further positive development of the domestic scientific and educational system.


O. V. Tsiguleva
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Vilyiskaya, 28
Keywords: человеческий капитал, высшее образование, образовательные реформы, инновации, инвестиции, human capital, higher education, educational reforms, innovations, investment

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Introduction. The importance of successful modernization of economy, strengthening its competitive advantages and ensuring the socio-economic security of the state in the face of increasing global competition make increasingly pressing the issues of effective use of the domestic sources of development. In the context of this formulation of the problem, there becomes quite understandable and natural making the human capital research as a priority research area. The experience of developed countries shows that there is a certain historical pattern of human capital`s transformation into a leading factor in the state`s economic life. The costs associated with productive investment into the human being not only increase productivity, but are also reimbursed along with profit in the future. The relevance of issues related to the process of human capital development is due to the fact that in the competitive state, active use of new knowledge is assumed. The leading countries have achieved success in the field of scientific and technological progress due to intensive development of education, science and technology. Methodology and methods of research has a complex integrative character, which is determined by its purpose and objectives. As the research`s starting point was used a set of scientific ideas of economic sciences, sociology, philosophy and pedagogy. The use of these ideas in the pedagogical semantic field and their interpretation required synthesis of the concepts of interdisciplinary scientific approaches in their complementarity: - system-activity as a general methodological principle of complex pedagogical analysis and understanding of relations between subjects, objects and products of educational activity; - competence as actualizing personal, activity and axiological foundations in education. To solve research problems, theoretical methods were used: analysis of philosophical, psychological, pedagogical psychological, sociological literature; historical and methodological analysis (including studying documents, concepts, provisions); comparative analysis of the content of educational programs, modeling, generalization, systematization of domestic and foreign experience in the human capital formation and development. Results of research. Education, the knowledge accumulated by society and the human capital development of the state are interrelated, because both generate income for the investments made in them. Education today is defined not as expenses of productiont, but as an investment into a special form of capital associated with man. Conclusion. Scientific, technical and social progress is increasingly determined by the qualitative characteristics of the state education system, training level of scientific personnel and highly qualified specialists. In turn, the education system development depends on the level of development and quality of the state`s human capital.


I. V. Yakovleva, Zh. N. Istyufeeva
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Vilyiskaya, 28
Keywords: ценностно-целевые ориентиры, глобальное миропонимание, интеграция знаний, образовательно-аксиологическая стратегия, социальная зрелость, value-target milestones, global outlook, knowledge integration, educational-axiological strategy, social maturity

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Introduction. The paper discusses the problems of modernization of education, depending on the prevailing spiritual and moral basis of society, the worldview foundations of the philosophical knowledge, integrated by new axiosphere of social life. The purpose of the paper is the accentuation of value-oriented milestones in the content of humanities and natural science education. Methodology and methods of research. Modernization of the content of education, according to the authors, is possible with a global understanding, a change in the perspective of the education construction, the integration of the world and domestic educational systems. A fundamentally new content in the «human dimension» approaches requires the introduction of a multivariate assessment of the solution of innovative problems into the educational practice of the culture, as well as the development of the individual in the aspect of social maturity. Results of research. It is determined that for a real modernization of education, it is necessary to truly carry out modernization, and not reforms. Since reforms are essentially a change in form, while modernization, in content. It is especially noted that the modernization of the content of education should be considered not only as a transfer of knowledge and skills, but also as the introduction of alternative value-target imperatives, conditioned by the needs for a new content of education. Conclusion. The authors made conclusions about the specifics of the educational and axiological strategy of the development of education, based on a philosophical and methodological understanding of the harmonization of the relations between social consciousness and value knowledge.


G. A. Kasatova, Yu. S. Sedova
Magnitogorsk State Technical University, 455000, Russia, Magnitogorsk, av. Lenina, 38
Keywords: ценности, аксиологические основы, профессиональные компетенции, бакалавры, художественная обработка материалов, готовность к профессиональной деятельности, экстеоризация, values, axiological foundations of professional competence, bachelors of art processing of materials, readiness for professional activities, exteriorization

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Introduction. The article considers the main questions of formation of professional competences and the need of integration of traditional value bases of educational process and innovations in the field of formation of professional competencies. The relevance of the presented research consists in the consideration and representation of the mechanism of formation of professional competences on the basis of values and meanings of education, where spiritual and material values of art in General and artistic processing of materials, in particular, are internalized by the person in the learning process at the University. The need to include in the educational process values the knowledge in the field of art is incontrovertible, on this basis there is a gradual formation of values-attitudes and values-qualities. However, the development of identity as a professional occurs with the formation of professional competence, which involves the willingness of a person to perform professional activities in different types. Results of research. Readiness for professional activities in itself implies the existence of the following components: professional competencies: knowledge in a particular field, experience in a certain area (or specific skills in this area) and the readiness of the individual, including psychological, to apply knowledge and experience in professional activities. Therefore it is logical to identify the components of professional competence: motivation; strong-willed; evaluation. A motivational component based on the professional knowledge in the field of art and artistic processing of materials and, accordingly, the formulation of values related to the process of professional activity; volitional component involves the individual's ability to organize their own professional activity; an evaluation component involves assessing the results of their professional activities. Conclusion. The result of the formation of professional competence of bachelors on the axiological basis is a personal development professional and the transformation of society in artistic value.


M. E. Vorobyov
Novosibirsk College of Olympic Reserve, 630087, Russia, Novosibirsk, st. Nemirovitha-Danthenko, 140
Keywords: футбол, имидж футбольного арбитра, физическая подготовка судей, обучение молодых судей, система ценностей в футболе, football, image of a football referee, physical training of referees, training of young referees, value system in football

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Introduction. Football is a powerful and effective tool in the hands of state structures to create moral standards among the population for humanity, a healthy lifestyle, respect and solidarity. However, in recen times, there has been a decline in the interest of the people in this sport, which is connected with many factors, which people more reflect upon than they try to solve them. Methodology and methods of research. An important element for maintaining the football system in the future is the training of qualified referees. The construction of the training process, when training of young referees in specialized centers and schools for their preparation in many regions of the Russian Federation, is directed to a greater extent to mastering the theoretical section and the fundamentals of the judging methodology of the competitions, without emphasis on values relating to the formation of the personality of a successful football referee. Also of great importance is the fact that the students of the centers and schools do not receive adequate information on the regularities of building sports training. This approach in the conditions of modern information flow is not capable of qualitatively solving the tasks of initial training of referees. Result of research. Theoretical and empirical analysis of the football referee image formation in educational institutions indicates the methodological insufficiency of educational technologies. Judges of high qualification clearly realize that without such factors as intelligence, stress resistance and communication skills, the formation of a successful judge's personality is not possible. The author suggests that the root of the problem lies in the lack of basic knowledge not only about the sports training of young judges, but also about the presence of communication skills, the ability to demonstrate high ethical behavior. Accordingly, the most important task of the teachers of the specialized centres for the training of judges is to transfer this information to the students at the initial stage of training. Conclusion. The system of values in football is based on the formation of a powerful positive image of the football referee among the population; on the universal sports moral standards built into the educational process at the stage of initial training; on the development of the axiological methodological apparatus of the sports referee.


Xiaohui Yang
Northeast Normal University, China, Changchun, av. Jenmin
Keywords: Китай, развитие образования, концепции, ориентации, тенденции, China, education development, vision, orientation, trend

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Since the founding of the People’s Republic of China in 1949, the Chinese Communist Party (CPC) and the government have attached great importance to promoting education innovation and development. The achievements accomplished drew the worldwide attention. Under President Xi’s governance after the 18th National Congress of the CPC, strengthening education is fundamental to the pursuit of national rejuvenation. The core visions of present development are giving priority to developing education, promoting and advancing educational modernization and developing education that people are satisfied with. Beyond that, promoting universally-available education, equal education, quality education and life-long education has becoming the basic orientation in present China, thereby, forming the socialist education system with distinct Chinese characteristics. Looking forward to the future, the education development in China presents its intensive, legislative, internationalized, innovative and information-based trend.


I. B. Korotkina
Russian Academy of national economy and state service under the President of the Russian Federation, 119571, Russia, Moscow, Prospekt Bernadskogo, 84
Keywords: риторика и композиция, академическое письмо, классическая риторика, академический дискурс, высшее образование, rhetoric and composition, academic writing, classical rhetoric, academic discourse, higher education

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Introduction. In Western universities, academic writing is a well-developed discipline, whereas in Russia it is still virtually unknown. The paper gives an overview of the development of academic writing as rhetoric and composition, analyzing the impact of classical rhetoric at different stages of its development, and sheds light on the reasons underlying the major differences between the international (mainly anglophone) and national traditions of writing at university and beyond. Methodology and methods of research. The paper employs retrospective, diachronic analysis of the development of academic writing in Western universities, and comparative analysis, which encompasses the different stages of this development through the lens of the classical model of rhetoric, the historical deviations from the cognitive components of the model, and the consequences of these deviations for scholarly discourse. The method of intercultural rhetoric is incorporated into the comparative study of the Russian and international modes of argument. Result of research. Two major deviations from the classical model of rhetoric, in the Middle Ages due to the dominance of Christianity, and the 19th century due to the connection of writing with literature, resulted in the spread of formal, ideologically restricted ways of presenting arguments. Rethinking rhetoric in the 20th century in Western universities fostered the dynamic development of rhetoric and composition, involving collaborative, cognitive and student-centered approaches, which eventually led to establishing academic writing as a discipline. The study demonstrates that the diversity between the international and Russian scholarly traditions originates in the lack of awareness of the theoretical and methodological bases of academic writing in Russia, which is due to the still prevailing idea of writing as the field of language and literature. This idea pertained in scholarly writing under the pressure of the Soviet ideology thus leading to the isolation of Russian academic community and depriving it of developing in the mainstream of the global academic communication. Conclusions. To overcome the diversity between the Russian and globally accepted traditions of scholarly publications, the Russian academic community needs to be educated into the international rhetorical and publishing conventions. This can only be achieved through introducing academic writing as a discipline and specific field of educational research, incorporating a wide range of theoretical, methodological and institutional studies.


N. V. Michailova
Belarusian National Technical University, Belarus
Keywords: проблемно-ориентированное обоснование, современная математика, философия математического образования, problem-oriented justification, modern mathematics, philosophy of mathematical education

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Introduction. The purpose of this article is the argument of need of new conceptual approaches use to mathematics justification. Methodology and methods of research. The article considers the problem-oriented approach to mathematics justification that used in philosophy and methodology of mathematical education. The important methodological characteristic of this research is the system integrity principle of different levels mathematical formation. It will well be coordinated with problem-oriented training in mathematics. Result of research. The author proves that the philosophical analysis of a problem situation is necessary in mathematics training. Such situation arises at a stage of a theoretical statements wording in the form of problem tasks. Such tasks use a philosophical reflection of the available mathematics knowledge at the decision. According to the author, experts of mathematics philosophy focus attention on philosophical questions of mathematics and seldom connect philosophical sense of training process with problem training. The author suggests to use gnoseological prerequisites of a formalism, intuitionism and a platonizm for mathematics understanding. They reveal system integrity of justification and prove its practical expediency. Conclusion. The author concludes that the philosophy of mathematical education is a reference point for training reorganization. The methodical position of synthesis of different approaches deserves special attention in the system of mathematics justification. It assumes increase in philosophical training of teachers of mathematics and formation of critical thinking of students of the University.


V. D. Emelyanenko
Bryansk State University, 241036, Russia, Briansk, st. Bezitskaya, 14
Keywords: геймификация, игровые технологии, мировоззрение, ценностно-мировоззренческие основания геймификации, gamification, using games for learning, ideology, values and ideologies as a basis of gamification

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Introduction. Gamification techniques are widely used in education. Still, the results of their use are insufficiently studied. Moreover, it is known that sometimes game-design elements affect students in a negative way. In addition, the practical aspects of the use of gamification in education have been studied so far. Therefore, it is necessary to examine the role of gamification techniques in training at a theoretical level taking into consideration the system quality of man’s mental world, its values and worldview foundations. Methodology and methods of research. The aim of the study is to determine the limits within which game-based learning can be used in the context of the values and philosophical grounds the participants of the educational process have. Firstly, to achieve this goal a secondary analysis of the scientific literature on the issue is made. It helps to identify and evaluate the researchers’ main points of view on gamification. Secondly, using the system approach, it is shown that the impact of gamification on students is determined by the level and features of their values and outlook. While working on the problem, we applied general scientific and special scientific methods which are normally used in social and humanitarian studies. However, the most important among them is the method of system analysis. Game-based learning is not viewed in isolation due to this. The method allows us to consider the application of game-based learning in educational process taking into account the role of man's mental world, especially of his world outlook. This helps to explain the essential causes of the difficulties teachers face applying gamification in the educational process. Result of research. Adequate evaluation of the technologies of gamification is possible if we consider the nature and the extent, to which the student’s or pupil’s system of values is developed, as well as the social environment in which the education system exists. It is easier to carry out a learning process, a pupil or a student participates in, as of with the help of gamification, which is particularly motivational for students as it is based on positive moral and spiritual values developed by the teachers and parents in the process of education and communication. The student’s orientation toward the personal development, determined by his values and based on positive and sustainable beliefs, principles and ideals, leads to improving the efficiency of gamification in the educational process. Conclusion. Gamification is not a universal trend; it is only an important form of an educational process. The novelty of this work is that it shows that the nature and the results of the process of gamification depend on the values and philosophical grounds of the students’ spiritual world.


A. V. Makulin
Northern State Medical University, 163001, Russia, Arxangelsk, av. Troitskii, 51
Keywords: инфографика, визуализация, формализация, infographics, visualization, formalization

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Introduction. This article is devoted to the problems of visualization of philosophical knowledge on the example of infographics of thought philosophical experiments. It is no secret that even at the time of its appearance, philosophy as the pinnacle of the abstract way of understanding the world had several advantages over the objective knowledge of the world. The intelligible speculative character of philosophical knowledge, which grew up within the framework of classical metaphysics, adapted its categorical apparatus to the knowledge that in principle is impossible not only to see, but even to know to the end. Since the time of Plato and his famous «Allegory of the Cave», philosophers have been unanimous in that only the construction of speculative theories can fully explain all the problems of philosophical knowledge. At the same time, the visual, despite anti-visual rhetoric, was constantly present in the philosophical discourse in the form of a visual metaphor, even though, according to classical Platonic idealism, the visible and the intelligible tend to some extent to incompatible goals, because the first is guided by the world of illusions, shadows and errors, the second, to the true light of truth, proceeding from the «sun-like» good, accessible for contemplation only to the inner mental vision, which is specially prepared with the help of philosophical exercises. However, during the course of intellectual evolution, i.e. the evolution of philosophy and science, the tactics of visual cognition developed in the world of cognition, creating a whole layer of visual metaphors that turned out to be not only visual, but also a material for thought philosophical experiments and thought experiments in the field of science. There appeared the possibility of constructing full-fledged homomorphic models, some of which were not only described visually-metaphorically, but had their own quite graphic analogs. Methodology of methods of research is built on the basis of the approaches that arose in the framework of the so-called «visual turn» in philosophy. The tabular method and circular diagrams with internal connections are used as a technique for visual analysis and presentation of philosophical thought experiments. The main method of analysis is the decomposition of thought philosophical experiments into composite elements and their subsequent combination. As a result of the research, an author's method for decomposing thought experiments on the basis of logical-structural, reflexive and information criteria is proposed, which makes it possible to find the key reflexive-structural mechanism that determines the essence and distinctive features of thought experiment. A table of probable combinations of 26 known thought experiments is also offered, which shows the final range of superposition and connection of selected thought experiments with each other. Within the framework of the revealed combinations, the author identifies the most well-known connections of thought experiments, acting in relation to each other as a complement or even an analogue. In conclusion, the role of the infographics of thought experiments in the development of visual thinking is described, without which the modern education system is inconceivable. The formation of «visual literacy» of students is able to provide future specialists with ways of extracting new knowledge and their translation in the visual world of the Internet.


V. N. Goptarev
N. G. Zhiganov Kazan State Conservatory, 420015, Russia, Kazan, st. B. Krasnaia, 38
Keywords: эмерджентность, эмерджент, теория, психология, педагогика, исследование, научный подход, emergence, emergent, psychology, pedagogic, study, the scientific approach

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Introduction. In this article the author refers to the idea of emergence, which since the 19th century was in sight of a number of foreign researchers (G. Lewis, S. Alexander, C.L. Morgan, etc.) and subsequently realized in scientific theory, certain provisions of which still find conflicting interpretations among researchers. In the introduction are justified the purpose of the article and relevance appeals to the phenomenon and theory of emergence, the study of which has not found a common understanding among researchers, presenting considerable scientific interest. Methodology and methods of research served as the ideas and theoretical positions - first and foremost - foreign researchers of the phenomenon of as well as philosophical and methodological paradigm and provisions inherent in the modern domestic philosophical and psycho-pedagogical science. They identified a number of empirical and theoretical research methods, of which the most important are comparative, comparative-historical, hermeneutic and analytical. Since this theory have relevance for psycho-pedagogical researches, the explication of the problem its provisions, identify its potential and capabilities that could be used for research in psycho-pedagogical sphere and in pedagogical practice, has gained special relevance. An important place in the work takes the consideration of emergence as a scientific phenomenon. In modern scientific literature we can find quite a lot of definitions, points of view and theoretical constructs that reflect different approaches to its understanding and interpretation. In this matter the author generally adheres to the beliefs, inherent to the founders of this theory. According to the author, under the term emergence should be understood property of reality to emergence outward in different States, types and forms. A special place when studying the emergence as the phenomenon took recourse to the issue of the content and structure of the emergents. In this context, it seems very appropriate recourse to categories such as emergent, resultant, emergent`s complex, levels of explanation as well as to identify features of mutual match of emergent and resultants, to determining the grounds and approaches to formation of emergents. In the process of reviewing the problems associated with the formation of emergence, the author appealed to the American researcher k. Bailey, using morphological approach to the formation of emergent matrices, labeling the inference problem the structure and content of the emergents. The author completely endorses the conclusions of Ritchey T. on incorrectness applied k. Bailey binary approach as well as the idea of as factors (parameters in k. Bailey) which take place in create of emergent signs (Alexander and others), under whom he had in mind a number of emergent`s properties and qualities. Based on the findings of L. Morgan and S. Alexander, the author believes that the essence and composition of the emergents can exist not only at the levels of matter, life, spirit, but also in the spheres of human existence, including psycho-pedagogical. The author believes that the main factors that influence on the formation of emergents of pedagogic-psychological field are tangible, non-individual (objective and subjective), social and individually-mental. In the emergents of the psychic sphere in addition to special entities - the impact of the above four factors - may also manifest inherent properties and quality. Result of research was to refine certain aspects and provisions of the notional fields of the emergence`s theory, revealing features of formation of emergents that may be relevant to the study of phenomena psycho-pedagogical sphere. Conclusion. The results of a study of the phenomenon of emergence, theoretical positions and the problems are directly related to the identification and formation of the composition and content of the emergents of psycho-pedagogical sphere can be used when examining the peculiar to it phenomena and processes, related both individuals and social groups, implementing learning processes, education and personal development, as well as serve as justifications for other - emergent`s - scientific approach. The research results can be used in studying the phenomena of psycho-pedagogical sphere in the estimation procedures and the formation of individual and social qualities and properties.


M. N. Anikina1, R. N. Afonina2, E. A. Lesnykh3, T. S. Maloletkina1
1Altai state medical University, 656038, Russia, Barnaul, av. Lenina, 40
2Altai state pedagogical University, 656031, Russia, Barnaul, st. Molodejnaua, 55
3Altai state agrarian University, 656049, Russia, Barnaul, av. Krasnoarmeiskii, 98
Keywords: экологическое образование, творческое мышление студентов, педагогические условия образовательного процесса, ecological education, creative thinking of students, pedagogical conditions of the educational process

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The article deals with the tasks and conditions for the development of students' creative thinking in the process of environmental education. The purpose of the article is to analyze the pedagogical conditions of the educational process that determine the ability and readiness of future specialists to learn knowledge and develop experience in solving environmental problems in standard and non-standard situations. Methodology and methods of research. At present, pedagogical practice has become the norm for the greening of natural science education. Almost all natural science courses have an environmental component that is important for the professional training of a future specialist and his successful socialization. Today, not only environmental knowledge is required, but the formation of experience in solving standard and non-standard environmental problems. Formation of experience in solving standard problems is carried out in pedagogical practice through the application of the analogy method. Success in the formation of experience in solving problems in non-standard conditions directly depends on the development of creative thinking. Result of research. It is proposed to teach the ecology of university students on the basis of methods of creative didactics. Features of the implementation of creative didactics consist in the fact that the student passes from the rank of the object of pedagogical influence to the rank of the subject of creativity, and the traditional educational material from the rank of the object of development is translated into the rank of means of achieving creative goals. Conclusion. This way of studying the ecological content allows to increase the level of interest and level of motivation, promotes the development of creative abilities, and determines the success of achieving the result - the formation of an ecological culture of the individual.


S. N. Vakhrusheva1, T. V. Masharova2
1Moscow State University of Law named after O. E. Kutafin, 125993, Russia, Moscow, st. Sadovaia-Kudrinskaua, 9
2Moscow city pedagogical University, 129226, Russia, Moscow, 2-I Selskoxoziaistvennii proezd, 4
Keywords: самостоятельная работа, самообразование, студенты, учебный процесс, обучение, образование, профессиональная компетентность, self-training, self-teaching, students, educational process, training, education, professional competency

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Introduction. The article is devoted to the consideration of the role of self-education in the formation of professional competence of law students. Vocational training involves the development of the student as a person capable of modeling their behavior in the upcoming professional activities. In this regard, it should be noted a type of activity such as professional education, defined by well-known researchers as an independent social process aimed at the formation of professional interests, knowledge, moral principles, skills. Vocational education includes those elements of education that are related to work. It is accompanied by formal, non-formal and informal education. Methodology and methods of research. At present, lifelong learning is a means of multifaceted personal development: formal, non-formal and informal education throughout life. The mission of the teacher is to develop students' qualities such as self-control, self-assessment, self-organization, planning, the desire to engage in cognitive and research activities. The authors emphasize that one of the most important methodological grounds of the modern educational process is the rational organization of independent work of students, which is aimed at raising their interest and desire to find new knowledge from various information sources, the development of the ability to analyze them independently and apply them creatively. Independent work allows students to prepare for practical classes, to maintain interest in cognitive activity. The article also focuses on the types of work performed in preparation for self-educational activities. Let us list some of them. Result of research. The article also focuses on the types of work performed in preparation for self-educational activities. Let's list some of them. Project method is the epitome of student-centered learning, a method of organization of independent activity aimed at the solution of the problem of the educational project that integrates a problem-based approach. A problem-based approach helps to develop independent and responsible personality, develop creativity and mental skills, without which the development of intellect unthinkable. Research work of students is considered as an integral part of the development of professional competences. The student must become an active subject of his/her education, determine its content, as well as plan the activities in the direction of replenishment of special knowledge, which he/she will use in law enforcement. It should also be noted that the discussion-based methods of work, which allow to reveal the unusual nature of complex human actions affecting the course of social processes, are becoming relevant. Project activity is one of the most effective methods of enhancing cognitive activity and independence. There are different types of projects: research, creative, information, etc., which can be used at all stages of the study material. Conclusion. Thus, the use of such types of work motivates students to independent cognition, which is a source of intellectual and personal development, better assimilation of knowledge, mastery of different types of educational activities.


T. A. Rubantsova1, E. A. Krutko2
1Siberian state University of railway communication, 630049, Russia, Novosibirsk, st. Dusi Kovalthyk, 191
2Russian presidential Academy of national economy and public administration under the President of the Russian Federation, 119571, Russia, Moscow, av. Vernaqdskogo, 82
Keywords: образование, образовательное пространство, виртуальное образовательное пространство, субъекты образовательного процесса, отчуждение, психологическое отчуждение, обратимое и необратимое отчуждение, education, educational space, virtual educational space, subjects of educational space, alienation, psychological alienation, reversible and irreversible alienation

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Introduction. The modern educational space is constantly changing, causing destabilization both in social processes and in education. The aim of the article is to analyse problem of alienation in modern education, which affects both the subject of education, and the subject of pedagogical activity. Methodology and methods of research. In accordance with a number of scientific approaches, such as systemic and structural-functional, the authors disclose the contradictions of modern education, which lead to alienated perception of the educational space. The study used General scientific methods: analysis and synthesis, induction and deduction, comparison. Result of research. From the position of the subject of training, these processes are developed through alienation from educational activity and its results; alienation of subjects of training from each other; and alienation from the values of their native culture and the lack of management of their education. From the position of the subject of pedagogical activity, alienation from the new ways and forms of work is observed. Conclusion. The authors assert that alienation processes in the modern Russian education are object-subjective, since on the one hand, the emerging educational environment itself includes alienation from the subject of education, and on the other hand the entity of education is not itself ready to work with it.


M. S. Averkov1, P. P. Glukhov2, A. A. Popov3
1Krasnoyarsk regional Institute of training and retraining of education workers, 660079, Russia, Krasnoiarsk, st. Matrosova, 19
2Moscow city pedagogical University, 129226, Russia, Moscow, 2-i Selskoxoziaistvennii proezd, 4
3Novosibirsk state technical University, 630073, Russia, Novosibirsk, av. Karla Marksa, 20
Keywords: мотивационная одаренность, индивидуальные образовательные проекты, постнеклассический подход в образовании, образовательная политика выдающихся достижений, motivational giftedness, individual learning projects, post-non-classical approach in education, educational policy outstanding achievements

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Introduction. The article is devoted to the study of the type of talent, which is associated with high claims on the goals and results of activity, with the willingness to build their livelihoods to achieve them, with the ability to functionally integrate existing subject knowledge and functionalize cognitive abilities. Its relevance is related to the insufficient criteria of the existing approach to giftedness and, as a consequence, its focus on formal indicators, rather than practical achievements. Methodology and methods of research: system-genetic analysis, integrative systematization of data and construction of explanatory dynamic models. Results of research. The study identifies the key criteria of motivational giftedness, as well as specific settings that allow you to track its actual manifestation; proposed gradual age-consistent model of pedagogical maintenance of development of motivational giftedness. Conclusion. Motivational talent can be represented as a complex implementation of outstanding human qualities, organized by the ability and willingness to set and achieve their own goals, including through special design methods and technologies necessary activities. Criteria bases for allocation of various approaches to definition of giftedness on which, motivational giftedness can be allocated in a mode of comparison and distinction with other types of complexes of outstanding qualities of the growing person are entered. The specific social and psychological indicators of motivational talent are described in detail, the optimal forms of its support are described.


N. S. Zhdanova
G. I. Nosov Magnitogorsk State Technical University, 455000, Russia, Magnitogorsk, av. Lenina, 38
Keywords: эстетические и художественные ценности, эстетические взгляды и идеал, декоративно-прикладное искусство Урала, процесс обучения магистров, aesthetic and artistic values, aesthetic views and ideal, decorative and applied arts of the Urals, the process of master's education

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Introduction. The article summarizes the experience of organizing the research work of undergraduates in the study of regional objects of arts and crafts and art crafts in the Urals. In the introduction, the author explains the purpose of writing master's works on arts and crafts, when along with knowledge the values of regional art are comprehended. The importance of such studies is also in the fact that masters study little described products from local museums of local lore, which have great aesthetic value. Ural, since the XVIII century was one of the most developed regions of the Russian Empire, which was expressed not only in technical production, but also in the composition of the art school, which manifested itself in decorative and applied art. At the beginning of the twentieth century, it reached the world level. This became possible due to the deep educational traditions that covered large sections of the Urals population. The early appearance of the art industry filled the region with a rather large number of high-level art objects that are now stored in numerous museums and private collections. Methodology and methods of research. The methodology and methodology of studying the teaching of undergraduates of arts and crafts is based on the competence approach, which determines not only the scope of their knowledge and skills, but also certain qualities of the individual, in our case these are the qualities of a researcher-art critic. Results of research. In the results of the study, the main components were singled out, which made it possible to form master students' ability to determine the aesthetic values of regional objects of arts and crafts. They were aesthetic views, ideals and taste. Each component has a certain independence and is formed in different age periods, while at the same time in an adult person they act interrelated and simultaneously. They express themselves in aesthetic evaluation, which should be done by undergraduates in their research. In this respect, regional art objects are preferable, since they can be directly studied by students in art galleries, museums of local lore and at exhibitions. Personal aesthetic perception of the object is the primary point of the formation of aesthetic and artistic values. Purposeful and consistent training of undergraduates contributes to the formation of their aesthetic views that allow us to objectively assess the identified aesthetic values for the current generation of people. Conclusion. The author in the emphasizes that the search and description of poorly studied objects of regional art is an actual task of scientific research of future masters. The preserved artistic traditions are the source for the creation of new objects of decorative and applied art. The main thing is that the formed ability of undergraduates to correctly evaluate works of art remains for the rest of their lives.


A. V. Ekaterinuchkina
G. I. Nosov Magnitogorsk State Technical University, 455000, Russia, Magnitogorsk, av. Lenina, 38
Keywords: проектная деятельность, проект, профессиональная компетенция, компетентностный подход, квазипрофессиональная модель, project activity, project, professional competence, competence approach, quasi-professional model

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Introduction. The article discusses the formation of professional competencies of future masters of design through project activities. Project activities are considered in the context of two-level education. Substantiates the relevance of the transition of higher education in Russia to a two-level system of bachelor's and master's degrees, as a result of which there is a reorganization and modernization of professional training of highly qualified specialists in all areas. The concepts of «competence» and «professional competence» as mandatory components of the educational program are defined. The problems of correlation of formation of complex competencies at both stages of training of future designers are revealed. Methodology and methods of research. The methodological basis was the competence-based approach in the professional training of designers through project activities within the two-level education system. The implementation of this approach is carried out in stages, where the design is one of the main means of formation of professional competencies of students. Result of research. The model of project activity in a two-level system of training designers is described. This model considers the differences of project activities in three components: scientific, project, effective. The necessity of changing the specificity of design in the master's degree in comparison with the bachelor's degree is substantiated. Conclusion. Training in design according to the developed model leads to the understanding of the importance of the desire to learn, personal motivation and activity of students, providing a higher level of professional competence. This allows at graduate level most fully to recreate the professiogram of a designer of the highest category.


T. S. Kosenko, A. G. Ligostaeyev, N. V. Nalivaiko, I. V. Yakovleva
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Vileuiiskaya, 28


N. V. Nalivaiko
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Vileuiiskaya, 28