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"Philosophy of Education"

2018 year, number 4


M. A. Abramova1, E. V. Balganova2
1Institute of Philosophy and Law, Siberian Branch of the Russian Academy of Sciences, 630090, Russia, Novosibirsk, st. Nikolaeva, 8
2Russian Academy of National Economy and Public Administration under the President of the Russian Federation, 119571, Russia, Moscow, av. Vernadskogo, 82
Keywords: высшее образование, качество образования, международное образовательное пространство, образование и наука в регионах, общественное развитие, национальная политика, higher education, quality of education, international educational space, education and science in the regions, social development, national policy

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Introduction . The authors, on the basis of a retrospective analysis of trends in the modernization of higher education, address the problem of the impact of the transformation of society on the conceptual changes in the concept of quality of education, as well as strategies to ensure it. The methodology and methods of the research are based on the epistemological interpretation of the concepts of «quality of education», «international educational space», «social development» and «national policy». The World Declaration on Higher Education for the 21st Century and the Russian federal education laws are analyzed from a practical point of view. The results of the study. In 1998, the World Declaration on Higher Education for the XXI Century was prepared, where the main factors contributing to the modernization of the higher education system in the countries were noted. The solution of many problems was seen by governments in the strengthening of the role of quality higher education and research institutions, creating a critical mass of qualified and educated people. The mechanism for the implementation of these strategies was to create a single educational space, in which the mobility of teachers, researchers and students would increase. The condition for the creation of a single educational space was the unification of curricula. Thus, the task, set by the World Declaration on Higher Education for the Twenty-First Century, came into conflict with the mechanism of its implementation, since one of the tasks set in it was to promote the preservation, expansion, development and dissemination of national and regional, international and historical cultures in the context of cultural pluralism and diversity. That is, the task of preserving cultural diversity, in the context of the requirement to bring to uniformity the curricula by the countries that signed the Bologna Declaration, did not contribute to the solution of the above problem. The second element of the mechanism of increasing uniformity was the international rankings, in which countries actively began to participate, continuing to compete, including in the field of education and science. But the rating criteria focused on the ranking of higher education institutions, historically developed within the Anglo-Saxon system, led in countries, where education was based on the Prussian model, to the transformation of not only the education system, but also science. Conclusion . The countries, reforming the education according to the requirements of a changed society, themselves came under the influence of the consequences of the modernized system. The substitution of ensuring the quality of education while maintaining the uniqueness of educational resources, the pursuit of the implementation of formal characteristics have made topical the discussion by the professional community on the measures to improve the quality of vocational training of university graduates, which led to the need to revise existing principles and approaches to teaching students.


A. S. Komkova1, E. A. Krutko2
1Siberian State University of Communications, 630049, Russia, Novosibirsk, st. Dusi Kovalthuk, 191
2Russian Academy of National Economy and Public Administration under the President of the Russian Federation, 119571, Russia, Moscow, av. Vernadskogo, 82
Keywords: английский язык, edutainment, технология обучения, языковая подготовка в вузе, активное обучение, мотивация, игровой метод, English language, language teaching in the system of higher education, education technology, active learning, motivation, game method

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Introduction. The paper substantiates the urgent need for the new ways of transmitting information, its perception and comprehension in the context of the rapid development of science and society. Today various fields of scientific knowledge use for this purpose the innovative technology known as Edutainment. In the works of Russian and foreign scientists the definitions of Edutainment vary widely. The paper aims at presenting the methodological value, specificity and potential of the use of Edutainment technology in the English language and culture teaching in the system of higher professional education. Methodology and methods of the research. The identification of the methodological importance and potential of applying innovative technology Edutainment in the process of teaching English and culture in the system of higher vocational education involves a systemic and structural-functional approach. General scientific methods such as analysis and synthesis, induction and deduction, comparison were used in the article. The results of the study. The present study describes Edutainment as an education technology based on the concept of learning through entertainment. Authors give examples of the traditional and modern means of Edutainment technology that contribute mainly to the successful formation of language skills, comfortable emotional environment for obtaining information and strong educational motivation among students. Conclusion. The paper emphasizes the importance of the introduction of Edutainment technology in the educational process to develop students' abilities of using Internet resources for education and self-studies in order to get acquainted with the cultural heritage of the country of the studied language, meet their professional needs and interests.


L. S. Malik, L. A. Melkaya
M. V. Lomonosov Northern Federal University, 163002, Russia, Arxangelsk, st. Smolnii Byian, 7
Keywords: профессионализм, профессиональный стандарт, образовательный стандарт, идеология социальной работы, профессионализация социальной работы, философия профессионализма, критерии профессионализма, professionalism, professional standard, educational standard, ideology of social work, professionalization of social work, philosophy of professionalism, criteria of professionalism

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Introduction. The purpose of this paper is to analyze approaches, to define the concept of «philosophy of professionalism» and the criteria of professionalism in social work. The problem situation is indicated by the processes of standardization and the increasing risk of social work deprofessionalization, which requires a comprehensive theoretical understanding. Methodology and methods of the research. The methodology of the research is system-synergetic pedagogical theory, which allows considering the aspects of professionalization of social work as special bifurcation processes, after which qualitative changes become probable. The research methodology is based on two alternative directions of development of the «Social work» profession: technocratic, where the profession is represented by a tool of assistance and support to the needy, and potential, involving the activation of resources and social and personal development of customers. The results of the study. The study identified two opposing conceptual positions on the category of professionalism in social work. In the first case, professionalism is defined as a characteristic of the current professional practice, reflecting the requirements for the representative of the profession. In the second case, professionalism is considered as a modern paradigm of social work, where the system of professional training is one of its attributes. Bringing the two mentioned positions to a certain consensus is a condition for further development of the profession and professional development of specialists. Conclusion. The theoretical significance of the study is that it allowed systematizing approaches to the category of professionalism. The practical significance of the study is identifying the criteria of professionalism that can be used in the preparation of the integrative characteristics of the professional and the design of educational programs in social work. The prospects of the research are indicated by the further construction of the philosophy of professionalism in order to overcome the risk of deprofessionalization of social work.


R. A. Guscha1, L. N. Berezhnova2
1Novosibirsk military Institute named after General of the army Yakovlev of the troops of the National Guard of the Russian Federation, 630114, Russia, Novosibirsk, st. Kluth-Kamisenskoe plato, 6-4
2St. Petersburg Military Institute of the National Guard of the Russian Federation, 198206, Russia, Rankt-Pitersberg, st. Pilytova, 1
Keywords: оптимальность, комфортность, рациональность, эффективность, результативность, optimality, comfort, rationality, efficiency, effectiveness

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Introduction. A topical problem of the domestic pedagogical science and practice at the present stage is the search for learning criteria in modern conditions. Analytical acquaintance with the theory of optimization allows us to note its focus on taking into account the actual reality, the functioning of the entire educational process, that is, on possible objective changes in education. This encourages researchers to look for ways to further improve the learning process, taking into account modern reality. The purpose of the paper is to show that optimality can be considered as the basis for the organization of school education. Methodology and methods of the research. The following philosophical and scientific methodology was used: dialectical and systemic approaches, applied scientific and pedagogical methods for analyzing curricula and methods of vocational training, comparing the content of social, humanitarian and vocational training in the system of legal education; methods of didactic relations of participants in the educational process to identify the most effective ways to improve the quality of training in the system of the Ministry of Internal Affairs of Russia. The results of the study. The paper presents the characteristics of the optimality criteria: comfort, rationality, efficiency, effectiveness. One of the most significant indicators of optimality is comfort in learning - the creation of conditions for a sense of inner balance, security, confidence in one's abilities, self-esteem, etc. At the same time, the feeling of the teacher’s comfort is related to his/her spiritual emancipation. Such a person arouses the interest of others, forms a positive experience of relationships in the educational process. In conclusion, the authors conclude that the optimal construction of the educational process from the standpoint of the proposed criteria may be useful in solving the problem of introducing new information technologies.


N. N. Krasnova
Gorno-Altai State University, 649000, Russia, Gorno-Altaisk, st. Lenkina, 1
Keywords: правовое образование, права человека, социокультурная эволюция, обязанности личности, культура права, правообязанное поведение человека в обществе, legal education, human rights, sociocultural evolution, culture of the rights and duties of the individual, the problem of rights and law-bound human behavior in society

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Introduction. In modern school and university education, the discipline of «Fundamentals of Law» is presented, the main content of which is the issues of training and education of adolescents and young people from the perspective of knowledge and protection of their rights, interests and freedoms in civil society. However, in this discipline, the duties of young people towards society and other people are presented much more modestly. In theory and practice, the question arises of clarifying the relationship between the rights and duties of a person in the system «society - state - person». Methodology and methods of the research. The following techniques have been applied: the dialectical methodology, the systems approach, and the methods: comparative legal analysis, synthesis, induction, deduction, extrapolation. The results of the study. The author has identified the main stages of the socio-cultural evolution of law: 1) the right of society (where a person is only an object of relations so far); 2) a person in law (as a subject of relations); 3) human rights as a branch of law. The third stage legally enshrines human rights. Research on the systemic dialectics of the elements and the system (in society - the human and socio-system). The main types of relations as applied to person and society are highlighted: priority of rights and minimization of duties; the measure of the rights and obligations of the subject; maximization of duties with a minimum of rights. The first and third types of relations are not optimal. The basis of social balance is the second type associated with the culture of human rights and obligations in society. Conclusion. The legal discipline of «Fundamentals of Law» must be based on a culture of rights and obligations of the subject. In legal education and training it is necessary to solve the problem of rights and the right-bound behavior of the person in society.


M. S. Averkov1, S. V. Monakhov2, A. A. Popov2
1Regional Resource Center for Working with Gifted Children, 660079, Russia, Krasnoyarsk, st. Matrosova, 19
2Federal Institute for Educational Development, the Russian Academy of National Economy and Public Administration under the President of the Russian Federation, 125319, Russia, Moskow, st. Therniaxovskogo, 9
Keywords: образовательная политика, образовательная система, модель образования одаренных детей, educational policy, educational system, educational model for gifted children

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Introduction. The purpose of work is tracking of origin and evolution of the social and state need for the special organization of identification of the maturing people with outstanding abilities and qualities. The content of the problem situation consists in a historical gap between integral scientific concepts of a phenomenon of outstanding achievements and the fragmentary, spontaneously developing approaches to realization of educational policy of outstanding achievements. However, it is possible to track influence of scientific concepts of a phenomenon of outstanding achievements on creation of social policy concerning talented and gifted children. Among the brightest authors of such concepts are F. Galton (the hereditary nature of talent), L. Terman (IQ as the key indicator of giftedness), F. Gagne and A. Tannenbaum (factors of environmental catalysts of giftedness), R. Florida and Ch. Lendri (condition of productivity of creative people). Methodology and technique of the research. The comparative and system-genetic analysis of concrete normative-legal materials and large state and state-public projects worldwide, including, in the countries pursuing complex policy of modernization. The results of the study. The paper contains the analysis of the educational and administrative systems providing identification and the maximum educational and social advance of gifted children from the point of view of the bases of their formation, the main mechanisms of functioning, opportunities and restrictions from the point of view of providing successful educational policy. The idea that the educational policy of outstanding achievements, from its very origination during the era of «educated absolutism», is connected with development and implementation of projects of complex modernization of society is introduced and proved in the paper. Conclusion. As a result of the analysis of precedents of educational policy of outstanding achievements in various countries throughout the 20th century, basic models of realization of such policy are created and initial social conditions under which this or that model can be the most effective are described. Also basic components of educational policy of outstanding achievements are identified.


G. N. Glios
Altai State Medical University, 656038, Russia, Barnaul, st. Lenkina, 40
Keywords: социальное здоровье вузовской молодежи, социально-правовое мировоззрение, правовая культура, правосознание студентов, social health of university youth, social and legal outlook, legal culture, students' legal consciousness

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Introduction. The socio-philosophical and philosophical-legal aspects of the formation of the modern concept of Russian society are considered. The interrelation of the worldview, legal culture and legal consciousness of university youth with the formation of their social health and the creative application of professional knowledge and vitality in their future work activity is shown. Methodology and methods of the research. Various areas of modern humanities and natural sciences have developed a significant empirical base that is used not only by individual sciences (sociology, political science, law, conflictology, etc.), but also it is the basis for the formation of general social theories in the philosophical and philosophical-legal aspects of scientific knowledge. In the paper proposed to the reader, we will address the problem of legal consciousness and legal culture in the aspect of strengthening the social health of students. The results of the study. Time shows that the Marxist social concept that once prevailed in the Soviet period in modern conditions does not provide answers to a number of pressing issues of legal philosophy and social outlook. In the materialist theory of transition in the framework of a formational approach that is regressive in nature (the transition from socialism to capitalism), there is practically no socio-philosophical analysis, since the very possibility of such a transition was not foreseen by the authors of historical materialism. In this regard, there is room for creative development of the socio-philosophical theory of the transition period in this aspect, undoubtedly having heuristic and practical significance. Conclusion. Resolving the problems of modern education should use both the colossal potential accumulated over a long period of development of the domestic philosophical, legal and pedagogical science, as well as positive foreign theoretical experience and practical achievements. Only under the condition of the optimal combination of the above conditions is it possible to reform the modern Russian education, aimed at achieving a new qualitative state of social development. Only through education can society either degrade or make a decisive breakthrough to a new, higher level. In these conditions, it is the intelligentsia and the scientific and pedagogical community with a civil position that plays a decisive role in how educational reform is implemented, as well as the responsibility that should be shared by the scientific and pedagogical community for its results.


D. V. Ushakov
Institute of Philosophy and Law of the SB of RAS, 630090, Russia, Novosibirsk, st. Nikolaeva, 8
Keywords: Монголия, Россия, начальное, общее, профессиональное образование, образовательное сотрудничество, западные стандарты, Mongolia, Russia, primary, general, vocational education, educational cooperation, Western standards

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Introduction. Over the past thirty years, not only the system of education in Russia has had to undergo drastic changes, but also the education systems of other countries. In Mongolia, many innovations in the field of education were designed to improve its quality and improve the skills of graduates, however, as in Russia, sometimes they led to the opposite consequences. The paper analyzes the main trends in the development of the Mongolian education system in order to find the most appropriate ways of cooperation between Russia and Mongolia. Methodology and methods of the research. The methodological basis of the study is a system-genetic approach, which allows considering the education system as a multilevel, internally structured integral phenomenon, developing both in internal relationships and in connection with the external environment. The analysis of statistical data and documents, observation, analytical method, the principle of logical and historical unity were used as a research methodology. The result of the study. Both the Russian and Mongolian education systems endure somewhat similar transformations due to the influence of neoliberal ideas, building a system of anglo-saxon type, pressure from foreign political organizations and the need for compliance with new technological paradigms. Among the problems noted are the strengthening of commercialization, when education becomes a service sector, with the subsequent erosion of nationally important goals and priorities; the complication of bureaucratization, reducing opportunities for quality education available to the bulk of the population; reducing the overall funding and prestige of teaching job. Conclusion. Development of mutually beneficial economic, cultural and political cooperation is possible only with informal cooperation in the field of education and training of required personnel, both in Mongolia and in Russia.


G. S. Solodova
Institute of Philosophy and Law of the RAS, 630090, Russia, Novosibirsk, st. Nikolaeva, 8
Keywords: образование, религиозное просвещение, ислам, предпосылки распространения образования в Туркестане, education and religious enlightenment, Ministry of Spiritual Affairs and National Education, Islam, prerequisites for the spread of education in Turkestan

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Introduction. Territorial convergence, the entry of different peoples and tribes into one state necessarily sets the task of reducing cultural and spiritual disunity. One of the conditions for economic, political and cultural integration, the community of the country is language and culture. Among the most effective institutions for building public solidarity and civic identity is the education system. Hence, the purpose of this article is to examine the historical connection between religious and educational activities; identifying factors that contributed to the spread of public education in Turkestan before joining Russia. Methodology and methods of the research. In the methodological basis of this research is the sociocultural approach. The main method was a historical analysis. The object of research is the religious and spiritual component in the history of educational activity. The social problem of the growth of intercultural contacts actualizes the task of fostering mutual respect, the formation of a common civil identity. One of the main functions of the institution of education, as an instrument of social consolidation, is developing a strategy to prevent and reduce intercultural contradictions. The results of the study. In the paper, a brief excursion into the history of the pedagogical profession is made, its relationship with the spiritual sphere is shown. Particular attention is paid to the situation in the field of public education in Turkestan in the pre-revolutionary period. Conclusion. Based on the historical review and analysis of prerevolutionary and Soviet sources, the author singled out and formulated the basic prerequisites that contributed to the development of public education in Turkestan.


I. V. Yakovleva
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Viluiiskaua, 28
Keywords: аксиология образования, противоречия, парадоксы, философско-социо-антропологический подход, axiology of education, contradictions, paradoxes, philosophical and socio-anthropological approach

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Introduction. The central concept of philosophical axiology is the answer to the question «For what?» Answering this question, the axiology of education seeks to understand itself in its own space. Such axiological positions lead to the need, from axiological positions, to analyze patterns of development or changes in material and ideal objects and subjects of the Russian educational space, which in modern conditions are devoid of a single internal coherent line, which is caused by random processes of contradictory and paradoxical types. Methodology and methods of the research. The analysis of the contradictions of modern education and sociocultural realities is carried out in the logic of the philosophical and socio-anthropological approach, which presupposes the understanding of the individual as self-value and social reality as a sphere of existence in its interaction with the sphere of education in global and local scales. The main research methodology is based on the dialectic principle of mutual transitions of conflicting trends in the education system and paradoxes in the sociocultural approach to understanding personality and reality. The results of the study. The contradictory nature of educational and general cultural realities is considered through a prism of the need to develop system values, since the system always overcomes the manifestations of personalism and the ideology of society itself can grow out of the system of values of education. Based on this provision, we consider the contradictory relations between the public and state orders for education, in the formation and development of the individual, in the dilemma: an educated person and an effective economy or the relationship between education and business. Contradictions in personal and public self-awareness, in professional and social roles of managers and teachers, in the incompatibility of educational content with the modern level of knowledge development and social life features, as well as in the idea of creating a global educational space. Conclusion. Axiological approach is one of the key methodological approaches in the philosophy of education, able to identify the severity of contradictions and the degree of paradox of situations in education and socio-cultural space. The most optimal in understanding of educational and general cultural values is their definition as an attitude to understanding, evaluating through the generally significant values of the world, communities, teaching staff, leaders, and social groups. It is precisely this vision that seems to us the most acceptable for the philosophy of education, since it opens up possibilities for developing new educational technologies capable of setting an impetus for activating socio-anthropological value orientations.


A. M. Ablazhey
Institute of Philosophy and Law of the Siberian Branch of the Russian Academy of Sciences, 630090, Russia, Novosibirsk, st. Nikolaeva, 8
Keywords: аспирант, научный руководитель, вузы, академические институты, реформа, задачи аспирантуры, В«проточная аспирантураВ», диссертация, защита диссертации, post-graduate student, supervisor, universities, academic institutions, reform, tasks of postgraduate schools, В«flowing postgraduate studiesВ», dissertation, dissertation defense

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Introduction. The paper attempts to highlight the situation in the field of training personnel for science and higher education, as it developed by the beginning of the 2000s, on the eve of the development and implementation of large-scale reforms in the sphere of intellectual production. The methodology and methods of the research was based on the idea of graduate school as an important element of the science system, designed, on one hand, to teach the future scientist the basics of the scientific profession, on the other hand, to convey to him/her the basic values and rules of behavior of scientists. In addition, special attention was paid to the description of the external social context, which in many ways determined the transformation of the postgraduate institute as the most important element in the system of training scientific and scientific-pedagogical personnel of the highest qualification in the first post-Soviet decade. The findings were based on the results of two studies: a series of focused interviews with research supervisors of postgraduate students (2004) and a mass survey of graduate students themselves (2005). The results of the analysis are as follows: 1) the objectives of the teaching have changed dramatically, when along with the desire to devote one's life to science, there is a desire to avoid conscription, to defend thesis "just in case» (may be useful in later life), to use graduate school as a channel for «moving abroad», to provide for a certain period of time some minimum material and living conditions, «look around», find a suitable job, including outside science, etc .; 2) the scientific community of the NSC continued to maintain a high level of scientific requirements for the young replenishment of science, primarily to the dissertations being defended; 3) a significant part of the experts recognized the «flow-through post-graduate» system as a very reasonable and productive measure in the specific conditions that existed in Russian science, in particular at the Novosibirsk Scientific Center, in the early 2000s; 4) the main reasons for the low percentage of young researchers staying in science were low wages and housing problems, a serious and independent problem was the emigration of young scientists abroad; 5) identified and described the main types of graduate students - «traditional scientist», «scientist of a new formation», «businessman from science». It is concluded that the state of graduate school as the most important institution for the training of scientific personnel did not cause critical concern. At the same time, attention was drawn to the insufficient «resolving power» of postgraduate study («it only partially fulfills its task»); the weakness in the orientation toward science of part of graduate students; backwardness of the material and technical base of research; low living standards of graduate students, delays in defense of dissertations. Of particular concern was the problem of securing young scientists in science.


M. S. Bukhtoyarov, M. V. Kozlova
Siberian Federal University, 660041. Russia, Krasnouarsk, av. Svobodnii, 79
Keywords: геймификация, смешанное обучение, социальный конструктивизм, философия, педагогический дизайн, сообщество исследователей, методика преподавания, gamification, mixed learning, social constructivism, philosophy, instructional design, community of inquiry, instructional method

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Introduction.Gamification in education is a recent and topical trend in the current pedagogical design. Gamified techniques application has spread throughout different educational levels including higher education. This paper summarizes the authors’ experience in gamification applied to some parts of Introduction to Philosophy course for undergraduate students of technical majors. The course taught to eighteen student groups was launched during the Spring semester of 2016-2017 academic year at Siberian Federal University, Russia. The methods described in the paper are designed for teaching a mixed course which combines face-to-face classes with various forms of e-learning. The experiment is aimed at increasing the students’ motivation to learning philosophy. Methodology and methods os the research.The «Philosophical Hunt» game includes a set of assignments to construct a scenario to add new dimensions to the course. This gamified approach strengthens History of Philosophy topics that are traditionally taught based on biographical, typological and comparative methods. Gamifying both in-class and home assignments of the mixed course allows creating an interconnected learning scenario and tracking the results. The results of the study.The result of the experiment reflected in teaching evaluations and students’ feedback demonstrate a significant increase in motivation and engagement. The authors claim that they have successfully implemented the Community of Inquiry instructional model. It is proved to be efficient for the technical major undergraduate students. The keys to the model implementation success are utilization of the game mechanics elements, introduction of various group work forms and creation of the learning environment with high density of communication. Conclusion.The most significant limitations of gamified approach appeared to be the increase in the workload for instructors, time consuming development of the instructional materials, ambiguity of assessment, lack of the published guidelines for gamified instruction, absence of research based guidelines or recommendations for quality and valid gamified assessment for philosophy teaching. Pedagogical experiments in humanities and liberal arts have high capacity for gamification implementation, however integration of pedagogical innovations into their long-lasting tradition requires creative, though careful approach to the game mechanics and the ability to harmonize the gamified elements inside the course.


P. G. Vorontsov
Altai State Medical University Ministry of Health of the Russian Federation, 656038, Russia, Bernaul, av. Lenina, 40
Keywords: физическая культура и спорт, антропосоциальная сфера, образование, педагогика физической культуры и спорта, здоровый образ жизни, physical culture and sport, anthropo-social sphere, education, pedagogics of physical culture and sport, healthy way of life

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Introduction. Modern pedagogy is a developing knowledge. There are traditional branches in it: social and humanitarian, natural science, etc. But as society develops, new areas are organized in it, new fields of knowledge are accumulated, and new branches of pedagogical knowledge are formed in pedagogy, the educational process acquires specificity. Methodology and methods of the research. The following philosophical and scientific methodology is used: dialectical and systemic approaches, scientific methods of analysis, comparison, extrapolation, integration. The results of the study. It substantiates the idea that special anthropo-social relations in the field of physical culture and sports (FKiS), the formation of a healthy lifestyle (HLS), the dissemination of entertainment events of mass sports and the sports of high achievements, specific socio-economic processes have been formed in modern society. As a result, in modern society a special anthropo-social sphere of health-improving physical culture and sports activity (FCC - HLS) is taking shape. But it must also correspond to a special system of training people in this field in education. In the field of pedagogical and psychological-pedagogical training, a special branch is being formed - the pedagogy of physical culture, sport and a healthy lifestyle (FCC-HLS), which is conceptually supported by the relevant scientific branch. Conclusion. In the XXI century, we can talk about the formation of a sphere of physical culture, sports, healthy lifestyles, according to which a special branch of pedagogical knowledge is formed - physical culture and sport, and healthy lifestyle.


N. M. Garipova
V. I. Vernadsky Crimean Federal University, 298635, Russia, Yalta, st. Xaltyrina, 14
Keywords: гуманизация образования, конвергенционные процессы в образовании, взаимопроникновение научной и художественной форм познания мира в учебном процессе, В«компетентностныйВ» и В«личностно-смысловойВ» подходы к образованию, полифункциональность музыки в образовательном процессе, humanization of education, convergence processes in education, the interpenetration of scientific and artistic forms of knowledge of the world, В«competence-basedВ» and “personal-meaning” approaches to education, polyfunctionality of music in the educational process

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Introduction. At present, the inability of modern education to solve the problems associated with the improvement of the spiritual and moral world of the individual is becoming increasingly clear. It is clear that the low spiritual level of people generates negative phenomena of society. In addition, modern education in a number of positions is in conflict with the human essence. The purpose of the paper is to uncover the unclaimed potential of music in the modern educational process. This is possible if the mechanisms of music impact on people will be revealed. Understanding the mechanisms of influence of music on the person will contribute to the effective construction of training in gaining valuable experience for humanity, which, thanks to music, will be mastered as a personal meaning. Traditionally, the ability of music to positively influence the spiritual and moral sphere of the personality is in the focus of attention of many teachers-musicians. It is also noted by musicologists and musicians-philosophers. However, most authors only state this ability without explaining its mechanisms. They often focus on only one of these aspects. This does not allow to fully see the place of music in the educational process and to fully use its potential for human perfection. Methodology and methods of the research. We see the solution of the problems of human perfection and modern education relying on the concept of moral philosophy of M. M. Bakhtin, on the theory of personal meaning of D. A. Leont'ev, on the unified theory of mental processes of L. M. Vekker. Appealing to such concepts and phenomena as the forms of mastering reality and personal meaning determined the choice of research methods, among which were the content analysis and generalization of scientific literature, as well as the dialectical and hypothetical methods of cognition. The results of the study. The paper reveals the unused potential of music in the modern educational process and indicates that the «competence approach» to education at the present stage of society development is flawed in the civilizational plan. At the same time, the paper proves that music is something more than an academic discipline, and the mechanisms of its «over didactic» functions are revealing. The way the author suggests using music allows us to talk about convergent processes in education. Convergence processes, according to the author, can be realized not only on the basis of interpenetration of knowledge, but also on the basis of interpenetration of various forms of knowledge of the world - scientific and artistic («knowledge» and «personal-meaning»). The paper shows that music in the educational process is capable of performing many functions. Conclusion. All the functions of music exhibited above and the ways of using it in the educational process are as yet unused potential, the realization of which will undoubtedly contribute to the cultivation of best properties in man.


O. P. Saveleva
Magnitogorsk State Technical University. G. I. Nosov, 455000, Russia, Magnitogorsk, av. Lenina, 38
Keywords: художественное образование, художественно-творческая деятельность, педагогические условия, художественный интерес, мотивация, восприятие цвета, культура цвета, art education, artistic and creative activities, pedagogical conditions, artistic interest, motivation, color perception, color culture

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Introduction. The article analyzes the current state of development of artistic and creative activities of students in the context of changing the educational paradigm. The author considers the specifics of the art education of children, identifies factors affecting the change in approaches to the revitalization of artistic and creative activities. Methodology and methods of the research. Analysis of the works of N. N. Rostovtsev, V. S. Kuzin, S. P. Lomov, G. A. Gorbunova, S. E. Ignatiev allow to isolate the components of artistic and creative activity and to determine the factors influencing its activation. Experimental testing of classes with students proves the effectiveness of the chosen methods and techniques for working with children. In the research methodology they used - observation of children's activities, analysis and interpretation of the product of artistic and creative activities (drawings, paintings, creative applied works, applications). The results of the study. Fundamental approaches in the revitalization of the artistic and creative activities of children and adolescents are highlighted - the formation of artistic interest and the use of progressive teaching methods and techniques. Conclusion. The study does not pretend to be complete and can be continued from the point of view of involving the potential of other types of arts in the process of enhancing artistic and creative activity.


A. G. Lagutin, G. V. Ruff, T. V. Sidorina
Novosibirsk military Institute named after General of the army I. K. Yakovlev of national guard troops of Russia, 630114, Russia, st. Kluth-Kamisenskoe plato, 6-2
Keywords: самоуправление, управление, методическое мастерство, педагогическая деятельность, преподаватели и курсанты Росгвардии, self-management, management, methodical skill, pedagogical activity, teachers and cadets of Federal National Guard Troops Service

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Introduction. The purpose of the paper is to search for points of contact arising in the course of managing the process of cadets learning and self-management of their actions in the classroom.The development of effective methods and techniques for firearms training is dictated by the requirement for the level of cadets mastering the service weapons, since how well they master motor algorithms in the process of fire training in a shooting range will determine the length of service of future officers and the quality of their fulfillment of official tasks. The methodological skills of teachers at a military higher educational institution directly depend on their ability to self-manage their actions and to teach the students this skill, which leads to their ability to improve their military-professional qualities. Methodology and methods of the research. The basis of the performed study, taking into account military specificity, was the psychological and pedagogical ideas on the development of personality. The process of teaching cadets in an educational institution by applying the systems approach is considered as a system, whereas the use of the personality-activity approach made it possible to analyze the components of the student’s personality as an object of educational activity. The results of the study. As a result of the research, recommendations for teachers and cadets on self-management were compiled. The results of the interviews and analyzes showed that the development of cadets' self-management of their achievements in the educational practice of a military higher educational institution is not considered as one of the main tasks of educational activity, which leads to a certain loss of the effectiveness of the educational process, and the goal setting did not become the starting point for cadets in self-management. Conclusion. The authors conclude that the process of cadets' self-management of their actions is an important component of the teacher's activity and contributes to improving the methodological skills of teachers.


O. P. Karnaukhov
Barnaul Law Institute of the Ministry of Internal Affairs of Russia, 656038, Russia, Barnaul, st. Shkalova, 49
Keywords: административное право, теория государства и права, отрасль права, охрана правопорядка, профессиональная подготовка лиц впервые принимаемых на службу в органы внутренних дел, administrative law, theory of state and law, branch of law, protection of law and order, professional training of persons for the first time employed in the Internal Affairs bodies

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Introduction. In vocational training in the system of the Ministry of Internal Affairs of Russia, a number of topical issues are related to the administrative, legal, pedagogical and socio-philosophical aspects of optimizing the professional training of individuals in the Police Officer educational programs for the employees who were first employed in internal affairs agencies, before their independent fulfillment of their official duties. Methodology and methods of the research. The used philosophical and scientific methodology is: the dialectical and systemic approaches, scientific and pedagogical methods of analyzing curricula and methods of vocational training, comparing the content of socio-humanitarian and vocational training in the system of legal education, identifying the most effective ways to improve training in the Ministry of Internal Affairs of Russia. The results of the study. The article explores the following range of issues. Firstly, the significance of the theoretical legal unit in the professional training of police officers is revealed, where the skills of conducting explanatory work with the population, the implementation of measures to prevent offenses, as well as, if necessary, effective administrative coercion are necessary. Secondly, the topical aspects of practical training of students were identified, taking into account the mandatory interconnection and continuity of different levels and types of training. Thirdly, different types of interactions between ATS employees and citizens at police stations were identified: coordinated, uncoordinated, conflict interaction, as well as conflict-chaotic relations with insufficiently prepared ATS personnel. These features of inter-subject relations should be reflected in the educational process. Fourthly, they formulated proposals for optimizing the training of personnel of the ATS of Russia for persons who were first recruited. Conclusion. In the considered form of vocational training, the development of adequate competences of the forms of education is required, taking into account the updating of legislation, the social environment and the activities of ATS personnel in complex changing situations.