scholarly journals The contextual method of Academician Verbitsky: is a revolution in didactics possible?

2021 ◽  
Vol 23 (4) ◽  
pp. 108-125
Author(s):  
I. P. Smirnov

Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.

2014 ◽  
Vol 41 (3) ◽  
pp. 261-280
Author(s):  
Анна Дмитриевна Попова

“The Process of Reform during the Era of Perestroika and the Social Consciousness of Russian Society, from ‘Letters to the Authority’ Materials,” by Anna Dmitrievna Popova (Ryazan State University named for S. A. Yesenin): This article analyzes the transformation of Soviet public consciousness during the era of perestroika (restructuring). The authors examined letters which were sent by Soviet citizens to then President of the Russian Soviet Republic and future Russian Federation President Boris N. Yeltsin. In these letters, citizens stated their opinions about the transformation of the Soviet political and economic system during this period. The authors’ analysis of these letters reveals that the mentality of the Soviet populace was strongly influenced by its assessment of perestroika. In this public consciousness, citizens placed a large emphasis on the traditional Soviet values of equality, justice, and labor, which defined public opinions about the transformation of Soviet society during perestroika. Soviet citizens demanded that the state deal with the problem of wide-ranging privileges afforded to officials of the Communist Party, while citizens negatively estimated the freedoms in spiritual life accorded to them by the state.


Author(s):  
Irina E. Khanova ◽  

The monograph submitted for review is the second one in the author’s planned series of three books on the social responsibility of businesses, authorities, and civil society. In 2011, the publishing centre of Russian State University for the Humanities published the first monograph in that series of the author, Social Responsibility of Businesses in the post-Soviet space, in which the large empirical material showed complex factors for the formation of social responsibility of businesses in the post-Soviet countries in the course of business activities in the economic, political, and social spheres. The second work of the author called Social Responsibility of Authorities is a complex work, which presents a critical analysis of the social responsibility of the authorities in post-Soviet Russia for the selection of goals and ways of the country development, for the degree of and price for achieving the goals, and for the quality, results, and impact of implemented system change affecting all spheres of public life. The monograph considers a number of theoretical issues: the genesis and development of the basic concepts for social responsibility of authorities, its criteria and indicators, the causes of irresponsibility of authorities, the boundaries and responsibilities of state institutions, the questions of forming the shared social responsibility in all its subjects (authorities, businesses, and society). The author analyses the social responsibility of the authorities in the field of economic policy (stages and processes of privatisation, creating conditions for fair competition and innovative development), in the modernisation of Russian society (achievements and shortcomings in the fight against poverty, in the formation of the middle class, in evening out excessive social inequalities), and also analyses measures for the development of democracy.


2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dorota Zdybel

The last 20 years in Polish educational policy has been marked by radical but positive change in the social perception of new, innovative ideas in educational practice. This change, however, came along with important misconceptions, including: superficial/or insubstantial understanding of the very concept of “innovation”, “staging” innovations to fulfill bureaucratic demands. The article explores popular barriers and veiled threats in the process of introducing innovative ideas into schools, searching for potential means of overcoming these barriers. How to bridge the gap between the educational sciences and the school practice? How to prevent the decline in the quality in teacher training? What changes in teacher training are necessary to create the culture of enquiry, self-regulated learning, building learning potential of both, teachers and students? Can innovative teacher training be the answer to bureaucracy, politicization and fake reforms in the Polish educational system? These are the main questions addressed in the presentation.


Author(s):  
О.Ю. Хацринова ◽  
И.В. Павлова

Необходимым условием существования инновационной экономики является модернизация системы образования как основы социального развития общества. Чтобы развить личностные качества обучающихся, актуальные для решения перспективных задач реального сектора экономики, нужно использовать в образовательной практике технологии, направленные на формирование навыков XXI века. В последние годы большое внимание уделяется развитию метода проектного обучения. Необходимо проанализировать природу данного метода и его основных компонентов, чтобы определить целесообразные способы их применения для школьной и вузовской практики. Целью исследования является анализ особенностей применения проектного обучения на различных этапах образовательной системы. Актуальность данного исследования связана с ростом трансформационных процессов в образовании, направленных на усиление его практикоориентированности. Гипотеза исследования опирается на положение, что увеличение доли проектных технологий при их целенаправленном педагогическом сопровождении в системе образования будет способствовать развитию профессиональных и личностных качеств будущих специалистов, делая их более конкурентоспособными и востребованными на рынке труда. Основное предназначение метода проектов состоит в предоставлении студентам возможности самостоятельного приобретения знаний и умений в процессе решения разноуровневых профессиональных задач. A necessary condition for the existence of an innovative economy is the modernization of the education system as the basis for the social development of society. In order to develop the personal qualities of students that are relevant for solving promising problems in the real sector of the economy, it is necessary to use technologies in educational practice aimed at developing skills of the 21st century. In recent years, much attention has been paid to the development of the project-based teaching method. It is necessary to analyze the nature of this method and its main components in order to determine the appropriate ways of their application for school and university practice. The aim of the study is to analyze the features of the application of project-based learning at various stages of the educational system. The relevance of this study is associated with the growth of transformational processes in education, aimed at strengthening its practice orientation. The research hypothesis is based on the position that an increase in the share of design technologies with their purposeful pedagogical support in the education system will contribute to the development of professional and personal qualities of future specialists, making them more competitive and in demand in the labor market. The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge and skills in the process of solving professional problems of different levels.


2021 ◽  
pp. 80-83
Author(s):  
O.Yu. Muller ◽  

Substantiated is implementation’s effectiveness of the pedagogical conditions of the model of the formation of project competence of future teachers in a university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course «Learning to work on a project» into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical and practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education “Surgut State University”. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students.


2020 ◽  
Vol 16 (10) ◽  
pp. 1800-1816
Author(s):  
G.B. Kozyreva ◽  
T.V. Morozova ◽  
R.V. Belaya

Subject. The article provides considerations on the formation and development of a successful person model in the modern Russian society. Objectives. The study is an attempt to model a successful person in the Russian society, when the ideological subsystem of the institutional matrix is changing. Methods. The study relies upon the theory of institutional matrices by S. Kirdina, theories of human and social capital. We focus on the assumption viewing a person as a carrier of social capital, which conveys a success, socio-economic position, social status, civic activism, doing good to your family and the public, confidence in people and association with your region. The empirical framework comprises data of the sociological survey of the Russian population in 2018. The data were processed through the factor analysis. Results. We devised a model of a successful person in today's Russian society, which reveals that a success, first of all, depends on the economic wellbeing and has little relation to civic activism. The potential involvement (intention, possibility, preparedness) in the social and political life significantly dominates the real engagement of people. The success has a frail correlation with constituents of the social capital, such as confidence in people and doing good to the public. Conclusions and Relevance. Based on the socio-economic wellbeing, that is consumption, the existing model of a successful person proves to be ineffective. The sustainability of socio-economic wellbeing seriously contributes to the social disparity of opportunities, which drive a contemporary Russian to a success in life.


2020 ◽  
Vol 63 (4) ◽  
pp. 152-159
Author(s):  
Vladimir V. Krivosheev

The review reveals the basic conceptions elaborated by one of the major Russian modern sociologists Zh.T. Toshchenko in his new research. The reviewer argues that the book’s author thoroughly examines the various methodological grounds for identifying the essential characteristics of social dynamics. At the same time, the reviewer focuses on the further development of the theory of modern society, proposed by the book’s author. Thus, Zh.T. Toshchenko, who spent many years researching social deformations, formulates an important concept – the concept of a society of trauma as the third modality of social development along with evolution and revolution. The book offers a fundamentally new view of social life, there is a holistic, systematic approach to all its processes and phenomena. The reviewer concludes that the new book of the social theorist Zh.T. Toshchenko is a significant contribution to sociological theory, since it develops ideas about the state and prospects of Russian society, gives accurate assessments of all social processes.


2018 ◽  
Vol 13 (2) ◽  
pp. 92
Author(s):  
V. V. Gorshkova ◽  
A. A. Melnikova

The article considers the contradictions and conflicts that are characteristic of modern Russian society. The processes of social disintegration are analyzed and interpreted as a result of fundamental social and economic transformations. The problems of economic inequality are presented in the historical perspective in close connection with the previous stages of Russia's socioeconomic development. Significant polarization of the population is one of the most significant conflict factors in modern society, which leads to an increase in protest moods and may in the long term threaten social upheavals. Nevertheless, dissatisfaction with the socio-economic situation does not lead to ideas of the unification and consolidation of society, but find expression in social conflicts. The emergence and development of social conflicts is influenced by a number of factors: economic, ethnic, religious. One of the most important characteristics of society is its social structure. After the collapse of the USSR, the previous social structure was abolished, and a new social reality was formed in Russia. When considering the stratification structure of society, most attention is paid to the middle class, which is considered the backbone of a stable society. The middle class in Russia is in the stage of formation, it is hardly possible to speak of a complete analogy with the middle class of Western society. The share of middle class in society can be estimated in different ways depending on the methodological approaches used by researchers. An important consequence of the transformation of the social structure was the problem of marginalization, since the dismantling of the old social structure and the slow formation of the new one put the social status and place in the division of labor system of many individuals into question. The sharp impoverishment of representatives of prestigious professions led to a reassessment of their situation, especially for the younger generation. When analyzing the origins of social conflicts in modern Russian society, it is necessary to consider the issue of the attitude of the broad masses of the population to power and national elites. It should be noted that power in Russia historically takes shape around specific leaders and does not have an institutional character. The most significant factor shaping the attitude towards the authorities and the elite in general in Russian society are the economic results of the market reforms that have taken place. Only a small part of the population believes that they won as a result of the changes that have taken place, the natural consequence of which is the population's distrust of the authorities and, in general, political institutions.


2020 ◽  
pp. 22-38
Author(s):  
Natalia Guseva ◽  
Vitaliy Berdutin

At present, the problem of establishing disability is a point at issue in Russia. Despite the fact that medical criteria for disability are being developed very actively, high-quality methods for assessing social hallmarks are still lacking. Since disability is a phenomenon inherent in any society, each state forms a social and economic policy for people with disabilities in accordance with its level of development, priorities and opportunities. We have proposed a three-stage model, which includes a system for the consistent solution of the main tasks aimed at studying the causes and consequences of the problems encountered today in the social protection of citizens with health problems. The article shows why the existing approaches to the determination of disability and rehabilitation programs do not correspond to the current state of Russian society and why a decrease in the rate of persons recognized as disabled for the first time does not indicate an improvement in the health of the population. The authors proposed a number of measures with a view to correcting the situation according to the results of the study.


Author(s):  
Christian List

AbstractThe aim of this exploratory paper is to review an under-appreciated parallel between group agency and artificial intelligence. As both phenomena involve non-human goal-directed agents that can make a difference to the social world, they raise some similar moral and regulatory challenges, which require us to rethink some of our anthropocentric moral assumptions. Are humans always responsible for those entities’ actions, or could the entities bear responsibility themselves? Could the entities engage in normative reasoning? Could they even have rights and a moral status? I will tentatively defend the (increasingly widely held) view that, under certain conditions, artificial intelligent systems, like corporate entities, might qualify as responsible moral agents and as holders of limited rights and legal personhood. I will further suggest that regulators should permit the use of autonomous artificial systems in high-stakes settings only if they are engineered to function as moral (not just intentional) agents and/or there is some liability-transfer arrangement in place. I will finally raise the possibility that if artificial systems ever became phenomenally conscious, there might be a case for extending a stronger moral status to them, but argue that, as of now, this remains very hypothetical.


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