19 research outputs found
Network Affiliates In Intellectual Networks: The Idea Of Generating Theoretical Knowledge
No full text“Digital Twins” in Education: Prospects and Reality
Get PDFThis article is aimed at understanding the revolutionary in meaning and “digital” in essence metamorphoses in education and the prospects for the emergence of a new educational network reality based on them. The focus of the discussion is not so much on digital innovations and transformations in education as such, but rather on the need to understand the possible prospects and results of these social network changes and modifications brought to life by the next stage of the digital revolution in education. It is proposed to include a wide range of network technologies and methodologies among the latest scientific and technological innovations taking into account the fact that the main focus of the work is on understanding the process / result of implementing the methodology of “digital twins” in education. Despite the fact that the latter is only at the beginning of its implementation in a broad educational context, the paper raises the question of the social consequences of implementing the methodology for constructing the latest network reality of “digital twins in education”, which has all the chances in the future to become a unique network of networks of “digital twins” of various social actors in education. The article discusses the managerial potential of developing and the difficulties of implementing the digital twin methodology, the expected effects of implementing the latter in education, and the socio-technological consequences of converting this technology into a new network educational reality in the Russian Federation
ВИЗУАЛЬНЫЕ КОННОТАЦИИ ТЕОРЕТИЗАЦИЙ СОЦИАЛЬНЫХ ФЕНОМЕНОВ
Get PDFThe paper makes an attempt to transfertraditional theorization of social phenomena in part to its visualization, as additional components of representation of theoretical statements concerning the studied object. Theorization of social phenomena is based on abstraction, formalization, idealization and creation of schemes. The author explores multidisciplinary scientific works devoted to different types of interaction with ideal objects in the course of knowledge of elements of social reality is given in work as the author. Expansion of an outline of theorization by introduction new components of «visual model», according to the author, is based on researches of scientists of visual perception in humanitarian and natural sciences and allows to receive result of theorization in forms, available to thinking of the person, graphic images. The author suggests an approach of designing the results of theoretical reflections of social phenomena, on the example of education, in a bilateral context of theorization. As a bilateral basis of designing the scheme containing the abstract objects acting in the form of ideal and typical constructs of judgment of the studied social phenomenon is offered two-component (theoretical and visual). As a theoretical and methodological basis, act fundamental cross-disciplinary approaches, the gained development in the field of studying of a phenomenon education. The research strategy acting as the scientific base of designing will be made by the groups dominating in scientific community, in results the practician. The analysis of sources display that scientific optics in which prism to be object of knowledge – a phenomenon of «education», it is possible to collect under a uniform «scientific dome»: a normativizm, subjectivity and their integrating paradigm. According to the author, visual designs expand range to judgment and interpretation of theoretical statements of rather social phenomena.В настоящей работе осуществлена попытка изменения традиционной процедуры теоретизации социальных феноменов в части обращения ее к визуализации в качестве дополнительной компоненты репрезентации теоретических высказываний относительно исследуемого объекта. Теоретизация социальных феноменов базируется на таких процессах, как абстрагирование, формализация, идеализация и построение схем. Приведен экскурс в мультидисциплинарные научные работы, посвященные различным видам интеракции с идеальными объектами в процессе познания элементов социальной реальности. Расширение абриса теоретизации путем внесения новой компоненты «визуальной модели», по мнению автора, базируется на исследованиях ученых визуального восприятия в гуманитарных и естественных науках и позволяет получить результат теоретизации в доступных для мышления человека формах – графических образах. Предложен подход к конструированию результатов теоретических рефлексий социальных феноменов на примере образования в билатеральном контексте теоретизации. В качестве билатеральной основы конструирования предлагается двухкомпонентная (теоретическая и визуальная) схема, содержащая абстрактные объекты, выступающие в виде идеально-типических конструктов осмысления изучаемого социального феномена. В качестве теоретико-методологической основы выступают фундаментальные междисциплинарные подходы, получившие развитие в области изучения феномена «образование». Исследовательскую стратегию, выступающую научным фундаментом конструирования, составят группы, доминирующие в научных кругах, в результатах практик. Анализ источников показал, что научную оптику, в призме которой находится объект познания – феномен «образования», можно собрать под единым «научным куполом»: нормативизм, субъективизм и их интегрирующую парадигму. По мнению автора, визуальные конструкции расширяют диапазон осмысления и интерпретации теоретических высказываний относительно социальных феноменов
От образования к его теоретическому образу: конструктивистский дискурс
Get PDFThe article aims to reflect on the applicability of the constructivist paradigm to the education study at the level of its theorizations and idealizations. It suggests that socio-philosophical reflection is carried out not over real education, but over its theoretical available context, that is, theoretical perceptions and judgements about it accumulated in the scientific interdisciplinary space. The author assumes that reliance on the basic principles and tools of the constructivist paradigm in the context of the education study as a social phenomenon will allow reaching a new level of its understanding. The fact is fixed that introducing an ideal-typical author’s design to the study - the «theoretical image of the education phenomenon», will reveal the main properties, connections, relations and patterns inherent in real education, as well as put forward prognostic hypotheses and assumptions of its development. The ideal-typical design of «theoretical image of the education phenomenon» includes the main attribution characteristics of real education, leaving outside its minor and non-essential signs. The paper assumes that shifting the research focus of knowledge from real education to the social and philosophical reflection of his theorizations, as well as applying the basic principles of the constructivist concept – make it possible to reach the generalizing research and prognostic concept of his understanding.Статья нацелена на осмысление применимости конструктивистской парадигмы к исследованию образования на уровне его теоретизации и идеализации. Выдвигается идея, что социально-философская рефлексия осуществляется не над реальным образованием, а над его теоретическим наличным контекстом, то есть накопленными в научном междисциплинарном пространстве теоретическими представлениями и суждениями о нем. Предполагается, что опора на основные принципы и инструментарий конструктивистской парадигмы в контексте исследования образования как социального феномена позволит выйти на новый уровень его постижения. Фиксируется тот факт, что введение в исследование идеально-типического авторского конструкта «теоретический образ феномена образования» позволит не только выявить основные свойства, связи, отношения и закономерности, присущие реальному образованию, но и выдвинуть прогностические гипотезы и допущения его развития. Идеально-типический конструкт «теоретический образ феномена образования» включает в себя основные атрибутивные характеристики реального образования, оставляя за рамками все его незначительные и несущественные признаки. Предполагается, что смещение исследовательского фокуса познания с реального образования на социально-философскую рефлексию его теоретизации, а также применение основных принципов конструктивистской концепции позволят выйти на генерализирующую исследовательско-прогностическую концепцию его постижения
Psychometric analysis of questionnaire of cyberbullying and aggression on the Internet
No full textIntroduction. The socialization of a modern teenager is inevitably connected with digital skills and communication on the Internet. The Internet itself acts as a cognitive technology that has many benefits and opportunities for cognitive development and education. At the same time, a child's activity on the Internet can lead to a number of risks, including a collision with aggression in the online space. With the development of information technology, a special type of bullying is being formed – cyberbullying. Often, Russian scientific articles do not provide data on the psychometric qualities of cyberbullying questionnaires and questionnaires used in the study. The content of the cyberbullying questionnaire requires constant updating and clarification of behavioral manifestations.Materials and Methods. The paper describes the results of a psychometric test of questionnaire of cyberbullying and aggression on the Internet. The questionnaire consists of 18 direct questions and is designed to define the experience of cyberbullying. Psychometric features of the Survey were tested among sampled 312 respondents, including girls (n=231) and boys (n=81) at the age of 13-22.Results. An exploratory factor analysis determines a four-component model of the Survey: cybervictimity, cyberagression, negative emotions from online communication and a factor of adults’ assistance. The Survey’s scales were verified for their reliability: Cronbach’s alpha coefficient of scales’ internal consistence is 0.712 – 0.779. The Surveys’ scales are reliably interconnected by their correlational ties from 0.50 to 0.60.Discussion and Conclusions. Convergent validity of the Cyberbullying Survey is examined: this revealed reliable correlational ties with all CIAS scales, as well as with personal features of irascibility, proneness to conflicts, suspiciousness, and negative aggression on the whole (Personal Aggression and Proneness to Conflicts by E.P. Ilin and P.A. Kovalev). The obtained results prove that the Survey under analysis is a reliable psychometric instrument for studying cyberbullying which could be applied for scientific purposes and in practice
Traditional and digital cyberbulling prevention
No full textIntroduction. The prevalence of information technology and the availability of the Internet have led to the emergence of a new form of bullying – cyberbullying. Cyberbullying is harassment that occurs through the use of technology (computer, mobile phones) and the Internet (e-mail, social networks, messengers). Unlike direct, contact forms of bullying, it has a number of specific properties such as: anonymity; distance; a large number of witnesses and uncontrolled dissemination of information provided by the Internet.Materials and Methods. The article presents a theoretical overview of the directions of prevention of cyberbullying. In the process of scientific search, theoretical research methods were used: comparative analysis, generalization, interpretation.Results. Taking into account the discussion about the similarities and differences between traditional bullying and cyberbullying, both traditional forms of joint prevention of aggression offline and online, as well as specific digital opportunities for assistance and support to victims of cyber aggression are highlighted.Anti-bullying programs, taking into account the role structure and complexity of influence, have proven their effectiveness in the situation of cyberbullying. Particular attention is paid to individual personal resources, the development or correction of which reduces the risk of cyber-victimization and cyber-aggression, facilitates coping with cyber-aggression and mitigates its negative consequences. Such personal resources include emotional intelligence and resilience, the ability to empathy, responsibility, moral and moral feelings, a sense of gratitude, emotions of forgiveness, balanced self-esteem, self-esteem, values of friendship and cohesion, controlled anger and temper, openness to new experiences and adaptive coping strategies with difficulties.The specific characteristics (the use of computer technology, anonymity, disinhibition) of cyberbullying allow the use of digital opportunities for its prevention: reducing the computer dependence of cyberbullying participants and redirecting unproductive activity on the Internet to the experience and skills of digital socialization, health-saving digital technologies, coping with online risks, parental control over the use of the Internet and the formation of Internet etiquette.Discussion and Conclusions. Unlike traditional forms of bullying, the digital environment itself can be an effective resource for preventing cyberbullying and mitigating its consequences. Victims of cyber aggression prefer to receive anonymous help via the Internet, and this makes cyberspace an ideal place for prevention and assistance in an online form.In general, the resource direction of prevention is the systematic tactical development of social, emotional, communicative and digital skills, as well as the strategic search and development of individual personal resources
Effect of Si additions on the microstructure and mechanical properties of hot-pressed B4C
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