41 research outputs found
NATIONAL PEDAGOGY ON A COSMIC CURVE
No full textThe author critically examines the A.V. Khutorskoy’s article published in the 12th issue of 2017. The analysis is done with the use of other articles of the author who is aspiring to create a new scientific school of pedagogy, in particular in the field of the competency based approach. It is shown that the author’s claim to create a new approach to the design of education based on the competences is completely untenable. First, the delineated groups of competencies are so loosely formulated that the majority of these competencies preclude the verifiability, and therefore it is unclear for what purpose they have been formulated. Second, the principles of the new approach, which supposedly are dating back to the works of Russian cosmists, are so peculiar and contradictory that their unambiguous understanding is excluded straight away. In fact, it does not matter for the author, because these principles do not affect the content of the competencies proposed at the end. Yet, if they really influence something like, for example, the definition of the types of the customers of education, the result is extremely strange and absolutely not operational
The New Normal?
No full textThe article discusses the preliminary results of the forced transition to entire online learning in the higher education system in the context of the general growth trend of the corresponding form of education in various universities around the world. The ideology defining this trend is considered. Special attention is paid to the analysis of the reality of a sharp increase in the level of control of both teachers and students by the creators of training platforms, as well as the possible consequences of this situation. It is shown that universities in different countries are seeking suitable forms of supplementing regular education with remote ones. The overall trend is a steady growth in online learning with significant variations across countries (examples include the United States, Australia, Germany, and China). It is obvious that national education systems differ significantly from each other, and with certain general trend towards online learning, each educational system is looking for its own, most suitable for the national culture, forms of education. It is also necessary to understand how online learning can be integrated into existing system without harm. At the moment, this is not clear either on the content level or methodological one. The article analyzes the temporary and long-term problems associated with the transition to distant education. The problem of technical support is probably the easiest to be solved. More serious and requiring new technologies is the problem of changing the nature of communication, which requires quite different efforts of both teachers and students if compare with the usual ones. Working on the platforms that are intended to radically change the educational environment under the slogans of ensuring an individual educational trajectory, in fact leads to the opposite. The author dwells on the problem of possible widespread replacement of conventional courses with recorded ones and, especially, the ideology of transition to online learning in the format of virtual reality, which allows the creators to exercise full control over the individual. The problem of monitoring of educational activities is discussed, which already in the current conditions makes it possible to record any actions and states of all participants in the process. The article is a reaction to the beginning of the process of widespread introduction of online technologies, and this approach, according to the author, allows to observe vividly the most painful aspects of the new situation (like the first impression of a meeting with the unknown)
Heading to the global world with pipets?
No full textОбосновывается позиция, согласно которой, во-первых, необходимо вести серьезную политику в отношении русского языка; во-вторых, система образования должна быть в этом отношении радикально перестроена; в третьих, литература должна осознавать свою ответственность перед русской культурой.The author substantiates the opinion demanding a serious policy as related to the Russian language, and, secondly, a radical restructuring of education system in this connection, and, thirdly, claims that literature must realize its responsibility to Russian culture
Waves of infinity in the goblet of the imagination
Get PDFThe article was submitted on 23.05.2016.In this article, the poetic worlds of Fyodor Tyutchev and William Blake are analysed in terms of their comprehension of infinity. Both of them combine their notion of infinity with an understanding that the divine is manifested in the tangible world. The article demonstrates that Tyutchev talks about two infinities – the daily one, which establishes the divine unity of existence, and the nightly one, which leads everything into chaos. They can be easily recognised as the actual and potential infinities in the philosophy of Aristotle. Blake recognises infinity as the procedural deployment of the Universe and, at the same time, as the divine foundation of everything: this allows all things to be part of unified universal space. For him, the infinite and eternal essence of each thing (taking into account that everything is infinite and eternal at every point in space and time) fills things with their inner light and allows them to witness God. The opportunity to perceive nature like this is given by the loving heart and a vivid imagination, but is closed to both human and universal reason. The infinity perceived by reason is just a dark void, which closes worlds and separates them from each other.Анализируются поэтические миры Федора Тютчева и Уильяма Блейка с точки зрения их понимания бесконечности. Оба поэта связывают свое понятие бесконечности с тем, как Божественное проявляется в материальном мире. Показано, что Ф. Тютчев говорит о двух бесконечностях – дневной, которая манифестирует Божественное единство бытия, и ночной, которая ведет все к хаосу. Они вполне соответствуют понятиям актуальной и потенциальной бесконечности в философии Аристотеля. У. Блейк понимает бесконечность как процессуальное развертывание Вселенной и в то же время как Божественную основу всего. Это позволяет всем вещам быть частью единого вселенского пространства. Для него бесконечная и вечная сущность каждой вещи (учитывая, что все оказывается бесконечным и вечным в каждой точке пространства и времени) заполняет все своим внутренним светом и позволяет им свидетельствовать о Боге. Это дает возможность воспринимать природу так, как это
дано любящему сердцу и живому воображению, но такое восприятие закрыто для разума, будь он человеческий или вселенский. Бесконечность воспринимается разумом лишь как темная пустота, которая закрывает миры и отделяет их друг от друга
Этика долга и биоэтика: проблема социального регулирования
Get PDFThe author demonstrates that a new collective consciousness is being formed (contrary to the «axis time» transition from col- lective consciousness to individual consciousness), and in this situation ethical relationships are being transformed into juridical re- lationships. In parallel to this process, the ethics of duty with its address to clan consciousness is being pushed out by utilitarian eth- ics. Meanwhile the secularization of reality is being realized. In these conditions bioethics play a major part in the process of avoid- ing ethical responsibility.В статье показано, что в ситуации формирования нового коллективного сознания (в противоположность «осевому времени» перехода к сознанию индивидуальному) этические отношения подменяются отношениями юридическими. Па- раллельно этика долга с ее апелляцией к общинному сознанию вытесняется этикой утилитарной, причем происходит рас- колдование действительности. Биоэтика в этих условиях играет роль одного из основных инструментов, облегчающих уход от этической ответственности
Personal File of the Spiritual Culture (Reflections on the Library)
No full textThe author considers the library as assembly of collections of texts on different media, as well as location and method of communication with the past. In turn, the nature of communication determines the existence of library as a way of organizing the spiritual experience of mankind.</jats:p
CASE ON EDUCATIONAL STANDARDS
No full textIn the article the situation in the Russian higher education system is analyzed in relation to the incessant transition from one set of standards to another, and this has been going on for 15 years, since the adoption of the standards of the first generation. It is shown that the requirement of actualizing of the educational standards in order to match the professional standards can bring only a huge additional workload that will impact on the educational process itself only negatively. In particular, it is called to question the practicability of putting into action the standards of the generation 3+ in conditions when it is known for their shortcomings. The author draws attention to the negative effects of the total subordination of higher education to the badly formulated economic needs at the expense of other purposes, including cultural development of personality and its self-identification. It is noted that the reforms in the total absence of academic freedom set free higher school lecturers from any responsibility for the result of education, and this is bad either for themselves or for the system as a whole. The author defends the point of view that standardization of education oriented onto purely economic aspect of life cannot lead to any positive result in principle. This is evidenced by the experience of other countries
Dystrophy of the Sense of Incomprehension and its Consequences
Get PDFThe problem under investigation directly relates to a radically new social situation – the possibility to immediately get any information, which has drastically changed the process of education. This situation has superimposed some previous tendencies, particularly the simplification of tasks and diminishing of challenging conditions of education from the very beginning, which leads to diminishing the joy of learning and efforts to overcome difficulties. The trend towards early specialization plays the same role, because in reality it usually only leads to the exclusion of some subjects. Special attention is given to the distinction between information and knowledge. The crucial difference is between “obtaining knowledge” and “being informed”. Generally speaking, in the first case, a person has to construct an integrated picture of the fragment of reality with different links and relationships between parts of this picture. In the second case, the bits of information are added to something already known without endeavor to continue any further work to understand the subject on a deeper level. In relation to the process of comprehension, this means that in the first case we move from the surface level to the deeper one, while in the second case we are left on the surface level. Short-term memory is used instead of long-term memory. Also, the changed ratio between oral and written communication is analyzed. Due to the habitual practice of communication using electronic devices, the predominantly oral verbal dialogues are replaced with written ones. Therefore, the connection between actors of communication becomes 1) stretched and more muddled due to the mediation of written text, and 2) much narrower, because it lacks additional hints usual for oral communication. The integral result of such education expresses itself in a certain quality of personality that can be described as “the acquired dystrophy of the sense of incomprehension.” It has extremely significant negative consequences related to the formation of a free personality, for social life, and for genuine professional education
Horror Zivilisationis, or the Horror of Subjectivity
No full textIn the paper, the problem of the relationship between culture and civilisation, is studied. Civilisation is understood as the external expression of culture, while culture represents the content of civilisation. The relationships between culture and civilisation are always tense. The author also considers civilisation as the death of culture. The fear of the individual, the subjectivity ultimately results from the fact that humanity can no longer survive being soulless, only in the form of rationally determined civilisation. It is shown that modern civilisations suffer from the discrepancy between the increasing speed of the movement of communities towards a unified globalised humanity – a movement that is partly carried out with the help of technical progress that puts society and people into one orbit and transforms a human being into an objective, a controllable component – and the level of understanding the nature of this movement
Russian philosophy as an expression of Russian national consciousness
No full textAbstract not availabl
