scholarly journals The main stages of the ancient history of Japan (materials for educational course "Archaeology of overseas Asia")

2018 ◽  
Vol 17 (5) ◽  
pp. 9-20 ◽  
Author(s):  
S. A. Komissarov ◽  
E. A. Solovieva ◽  
A. V. Tabarev ◽  
A. I. Soloviev
Keyword(s):  
Iron Age ◽  
Academic Community ◽  
Educational Process ◽  
Main Task ◽  
Archaeological Data ◽  
Teachers And Students ◽  
History Of ◽  
Northeast Asian ◽  
Oriental Studies ◽  
Different Cultures

This review of the main publications about the problems of Japanese archaeology (from Paleolithic epoch up to the period of Kofun culture) represents teaching materials for students with specialty in archaeology (within the course «Archaeology of overseas Asia») and with specialty in oriental studies (within the course «History and culture of Japan»). Taking into account the main task of this publication – namely, support for educational process – authors of this review, first of all, engaged most authoritative summarizing editions, because their conceptions and conclusions passed through necessary approbation and were maintained by the greater part of academic community. The main problems under discussion in Japanese archaeology are as follows: chronology of the first inhabitation of Archipelago; classification of the stone implements according technologies of production and ways of usage; early ceramics in the context of Northeast Asian archaeology; the origin of Ainu and their predecessors; beginning of agriculture and development of bronze and iron metallurgy; semantics of dogu and haniva figurines; characteristics of megalithic monuments; attribution of «horse-rider culture»; correlation between ethno-linguistic and archaeological data; using of historical records for interpretation of excavated relics; the routes of ancient migrations etc. As a result, this review of ancient past of Japan obviously demonstrates that so called isolation of insular population had quiet relative character. During thousands and thousands years, islanders came into contacts with bearers of different cultures of Eurasian mainland and island part of it, as well. The result of these permanent cultural exchanges served as foundation for creation of Japanese ethnos. In certain periods the contacts were more intensive along Northern, or Southern routes; the most significant way went through Korean Peninsula. For Siberian archaeologists the matter of special interest is represented by the finds of early ceramics on Honshu and in East Amur area; by analogies between cultures of Archipelago and Maritime regions of Russia (including Sakhalin and Kuril Islands) in Early Iron Age; by similarities between «Old-kurgans’ culture» at Japan and those in Central Asia. In selection of published materials for this review the preference was given to those available for teachers and students in the universities’ libraries or through free Internet access (published mostly in Russian and English as working languages).

The Department of Restoration and Examination of Works of Art of the Kharkiv State Academy of Design and Arts in the History of Restoration in Slobozhanshchyna

2021 ◽  
Vol 2021 (02) ◽  
pp. 186-198
Author(s):  
V. Shulika ◽  
Keyword(s):  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Art Gallery ◽  
Works Of Art ◽  
The First World War ◽  
Teachers And Students ◽  
History Of ◽  
Scientific Practical ◽  
First Time

The article is devoted to the scientific, practical and pedagogical experience of the Department of Restoration and Examination of Works of Art of the Kharkiv State Academy of Design and Arts throughout its existence in the context of the development of this industry in the historical territory of Sloboda Ukraine. The REWA department of KSADA is the only educational institution in the East of Ukraine that trains artists-restorers of easel and monumental painting, specialists in expertise. Over the years, the department has restored many hundreds of works of art, and graduates of the department successfully work in restoration and museum institutions in Ukraine and the EU. The establishment of the REWA department was preceded by a long historical process of restoration activities in the region, which dates back to the second half of the seventeenth century, the time of the founding of Slobozhanshchyna. The first local restorers were icon painters, who were invited to perform works of art in cities and monasteries. Later, in the nineteenth century, the role of restorers was performed by local, including well-known, painters (I. Bunakov, I. Kulikovsky, M. Uvarov). Restoration education in Slobozhanshchyna dates back to 1902, when the training and icon-painting workshop was opened in Sloboda Borysivka, where the restoration of icon-painting was taught for the first time in the historical Ukrainian lands. During the First World War, the unveiling of the icon of St. Nicholas of Miletus Monastery became a significant event in Kharkiv (1915). In the 1920s and 1930s well-known restorers and representatives of related professions who mastered the profession of a restorer (M. Kasperovych, I. Sviatenko, P. Fomin, etc.), worked in Kharkiv. A restoration workshop operated at the Ukrainian Art Gallery in 1930s, and in 1938 the first Ukrainian-language edition on this subject was published and a separate section devoted to restoration (V. Lokhanko “Artistic Materials and Painting Techniques”). In 1984, Kharkiv branch of the State Research and Restoration Workshops was opened. Higher restoration education in Slobozhanshchyna was started in 1988, as a section of painting restoration, which was transformed into an independent graduating department in 1994. Teachers and students of the department within the educational process carry out practical restoration of works of art, monitoring of private and museum collections, the state of preservation of monumental paintings. They develop and improve methods of restoration, publish and patent developments and discoveries. The Department of REWA is constantly working on improvement of teaching and methods of evaluating the work of students, planning to open new educational programs.

scholarly journals Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov

2018 ◽  
Vol 27 (3) ◽  
pp. 176-182
Author(s):  
M.V. Rosen (Udovenko)
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Educational Process ◽  
Point Of View ◽  
Main Task ◽  
Stage 4 ◽  
History Of ◽  
Age Appropriate ◽  
Training Activities ◽  
Common Understanding

This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.

The Spade and the Text: The Interaction between Archaeology and Israelite History Relating to the Tenth-Ninth Centuries bce

2007 ◽  
Author(s):  
AMIHAI MAZAR
Keyword(s):  
Iron Age ◽  
Wide Spectrum ◽  
Ninth Century ◽  
Late Time ◽  
Biblical Text ◽  
Ancient History ◽  
Archaeological Data ◽  
United Monarchy ◽  
History Of ◽  
Biblical Sources

There exists today a wide spectrum of views concerning the process of the writing and redaction of the various parts of the Hebrew Bible, as well as the evaluation of the biblical text in reconstructing the history of Israel during the Iron Age. An archaeologist must make a choice between divergent views and epistemological approaches when trying to combine archaeological data with biblical sources. There are five major possibilities, one of which is to claim that the biblical sources retain important kernels of ancient history in spite of the comparatively late time of writing and editing. Archaeology can be utilized to examine biblical data in the light of archaeology and judge critically the validity of each biblical episode. This chapter examines why we should accept the historicity of the biblical account regarding ninth-century northern Israel and discredit the historicity of the United Monarchy or Judah. It also discusses Jerusalem as a city during the tenth to ninth centuries and its role in defining state formation in Judah.

“To the God Who is in Dan”: The Archaeology and History of Biblical Dan

2009 ◽  
Vol 106 (3) ◽  
pp. 323-359
Author(s):  
John C.H. Laughlin
Keyword(s):  
Bronze Age ◽  
Iron Age ◽  
Iron Age Ii ◽  
Archaeological Data ◽  
The Bible ◽  
Northern Kingdom ◽  
History Of ◽  
Middle Bronze Age ◽  
Biblical Texts ◽  
The City

This article consists of two foci. First, the archaeological history of Tel Dan as revealed by the longest running excavation ever conducted in Israel will be surveyed. Emphasis will be given to the major periods of known urbanization of the site: The Early Bronze Age; the Middle Bronze Age; and the Iron Age II. The materials dated to Iron Age II will be especially emphasized because they have the most significance for any attempt to understand the city of Dan during the biblical period. The second issue to be discussed is the thorny one of relating biblical texts to archaeological data or vice-versa. The Bible is not written as straightforward history, whatever that may be. Thus biblical texts cannot often be taken at face value in evaluating their historical content. It will be argued that is especially true of the mostly negative and hostile attitude seen towards the City of Dan in the Bible. It will be concluded that this view of Dan is due to the literary formation and editing of the texts as we now have them in the Bible. This hostility represents a Judean perspective which is very negative of the northern kingdom of Israel that was created after the death of Solomon.

PROFESSIONAL PREPARATION OF STUDENTS IS IN KHARKIV UNIVERSITY IN THE FIRST HALF OF ХІХ OF CENTURY. (AFTER REMEMBRANCES OF TEACHERS AND STUDENTS)

2019 ◽  
pp. 9-16
Author(s):  
Nataliia Sokolova
Keyword(s):  
Young People ◽  
Professional Preparation ◽  
Educational Process ◽  
Considerable Part ◽  
Faculty Advisors ◽  
History Of Development ◽  
Educational Establishment ◽  
Teachers And Students ◽  
History Of ◽  
Trade Education

History of development of trade education is represented in the Emperor's Kharkiv university in the first half of ХІХ of century. Methodological basis of publication was made by the historical and dialectical methods of research. It is found out, that the Kharkiv university began work as higher educational establishment that had to give education to future officials. To the volume, in the first decade of functioning of establishment, basic attention applied not on professional preparation of future specialists, but on organizational and economic questions. It is set that at the beginning ХІХ of century faculty advisors on 70 percents consisted of foreigners, however a situation began to change in 20-30th ХІХ of century, due to preparation of young teachers and scientists university. An educational process was taken to listening of lectures and handing over of examinations. Practical employments in an university are entered only from the second half of ХІХ of century At the beginning ХІХ of century only some teachers on own initiative conducted practical employments - rehearsals, where students could get points for the successful stowage of examinations. The analysis of remembrances of teachers and students of the Kharkiv university showed that considerable part of professors had carried out the duties not properly.Students also were not interested in the scientific thoughtful piece of work, what the wretched amount of the student advanced studies, published in the first half of ХІХ of century Moreover, testifies to, most teachers did not even try to bring over listeners to the advanced study. In general, the effective method of motivation of student young people to the studies was a punishment cell. Also, in the Kharkiv university a corruption prospered with that both higher officials and some students tried to contest. It is well-proven that without regard to the constabulary orders set in an university in the days of reign of Nikolay І, in 30-50th, the pleiad of talented scientists that eulogized Ukrainian science was formed. Except that, the first student scientific groups begin in the Kharkiv university to be created, and self establishment will grow into one of centers of the Ukrainian national revival.

scholarly journals On the Origins of Churches and Churchyards of Southern Estonia: The Evidence of Early Grave Finds

2017 ◽  
Vol 13 ◽  
pp. 99 ◽  
Author(s):  
Heiki Valk
Keyword(s):  
Iron Age ◽  
Local Communities ◽  
Burial Site ◽  
Rural Churches ◽  
Archaeological Data ◽  
Parish Priest ◽  
History Of ◽  
Christian Origins ◽  
The Church

Data about the earliest history of medieval churches of southernEstonia are fragmentary, being limited to the first mentions ofthe parish, priest or congregation, or to mostly scanty historicalinformation about the architecture. Some information can also beprovided by archaeological grave finds, which often date back furtherthan the first data about the churches.The article presents a brief survey of the finds from the churchyardsof southern Estonia, the area of medieval diocese of Tartu, frombefore ca. 1450 AD. The finds, mostly jewellery and fragments ofcremated bones, show that churches were often built on top of oldcemeteries from the Final Iron Age, whereby the pre-Christianjewellery items, mostly brooches, rings and bracelets, date mainlyfrom the 11th to the early 13th centuries. If the cases in which thearchaeological information is limited or non-existent are excluded,60% of the rural churches of southern Estonia (9 out of 15) were builton pre-Christian cemeteries. The percentage may even be higher,since archaeological data for more than half of the churchyards iseither missing or insufficient for drawing any conclusions. In thecases where major temporal gaps exist between the Final Iron Agefinds and the first written or architectural data about the church,the cemetery probably functioned continuously as a village cemeteryin the Christian period.The pre-Christian origins of the cemeteries in the churchyards indicatethat the local communities were actively involved in choosing thelocations for the churches at the time of Christianization. Place continuityalso shows that, despite the violent nature of Christianization,the natives of southern Estonia did not oppose having Christiansanctuaries built on pre-Christian cemeteries, and evidently, thecontinuous use of the former burial site was considered important.

A Nationally Oriented Russian Language Textbook for Foreigners (RFL) in Croatian Audience. What Should It Be Like?

2020 ◽  
Vol 9 (2) ◽  
pp. 29-34
Author(s):  
Natal'ya Koneva ◽  
Ana Zalović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
School Students ◽  
Teachers And Students ◽  
History Of ◽  
The Russian Language

The topicality of the stated topic is due to the lack of nationally oriented Russian language textbooks in Croatia. Russian-Croatian relations from the XVIII century to the present day are briefly reviewed in the article and attention is paid to the history of Russian language learning in Croatia. The paper touches upon the topic of intercultural communication, which is particularly important for the organization of educational process, in which the teacher of Russian as a foreign language must take into account the national and cultural students’ characteristics. A survey among teachers of Russian as a foreign language and language school students in Croatia was conducted by the authors of this article in order to substantiate prerequisites for creating a nationally oriented Russian language textbook. Russian language teachers’ methodical preferences, aims of studying Russian language and possible factors which can increase students’ motivation are shown; most often difficulties linked to mastering the Russian language are revealed, the same as teachers’ and students’ recommendations regarding a creation of nationally oriented Russian language textbook for elementary level.

scholarly journals Impact of Textbook Reform on the Formation of Chinese National Identity

2021 ◽  
Vol 25 (1) ◽  
pp. 22-42
Author(s):  
Alina M. Nurzhayeva ◽  
Nurzhamal A. Aldabek ◽  
Gulnar E. Nadirova ◽  
Nurzhan B. Saparbayeva Nurzhan B. Saparbayeva ◽  
Konstantin B. Svoikin
Keyword(s):  
National Identity ◽  
Political Identity ◽  
Personal Data ◽  
Academic Community ◽  
Educational Process ◽  
Modern China ◽  
Educational Strategies ◽  
Teachers And Students ◽  
Historical Heritage ◽  
The Impact

Introduction. A search for effective educational strategies that can form and maintain Chinese national identity is a highly relevant task for the Chinese academic community. Secondary school textbooks’ content revision has become one of the ways to solve the problem. The purpose of the article is to analyze the complex of educational and methodological materials within the framework of school education, aimed at influencing the formation of national identity in China. Materials and Methods. To study the problem, we conducted a survey, in which schoolteachers and parents of schoolchildren from the city of Lanzhou (PRC) took part. In order to identify the views of these two communities regarding the impact of the updated textbook content on the emerging identity of schoolchildren, we analyzed the personal data, and to understand the learning outcomes, we examined in detail the content and structure of new textual narratives, comparing them with previous educational materials. This helped us to identify a mechanism for developing lessons using the corpus of cultural and historical heritage, which was the essence of the reform aimed at shaping national priorities in the identity of the younger generation. Owing to the chosen methods, we were able to better understand and comprehend the role that ideological education is designed to play in the conditions of modern China. Results. The analysis showed that the updated textbooks reflect the main discourses of Confucian philosophy, fostering cultural and political identity in students. The survey showed that the increased national discourse in the content-factual part of textbooks facilitated the fostering of national identity among schoolchildren. Discussion and Conclusion. The materials of this article can be used for further research of the educational process and its influence on the development of civil society cohesion. This can be useful for polyethnic states in terms of strategic planning and development of mechanisms of construction and maintenance of national identity when drawing up educational textbooks. The results of this study may also be of interest to researchers dealing with educational problems and considering education as one of the elements that play an important role in the formation of national identity, as well as for teachers and students.

scholarly journals Academic Drawing in the Context of Distance Learning

2020 ◽  
pp. 72-78
Author(s):  
Viktor Sukhenko ◽  
Oleksandr Zasypkin
Keyword(s):  
Distance Learning ◽  
Close Contact ◽  
Educational Institution ◽  
Real Life ◽  
Academic Community ◽  
Educational Process ◽  
Teaching Staff ◽  
Philosophy Of Art ◽  
Life Model ◽  
History Of

Today the art school is going through a real test of time, being at a difficult stage of its development. One of the evidences is the transformation of the educational process and the transition to distance learning, that came to be a test for the teaching staff and the students for their methodological maturity and willingness to give a quick response to the changes that took place. In order to find effective approaches to teaching and new philosophy of art education the authors direct their attention to the history of academic drawing. Distance learning is the interaction of participants at a distance during educational process that reflects all the components inherent in this process (namely goals, content and methods) and implemented by specific technologies. The first experience of the Ukrainian academic community in terms of distance learning caused a negative reaction, since the traditional well-established teaching methods based on close contact between teacher and student have lost their effectiveness. The principle of life drawing has been a dominant method throughout the history of academic drawing. The method of speculativedrawing also developed at the same time. There is no doubt that the method of speculative drawing, when the artist does not interactwith the model is more acceptable in case of distance learning. In the process of life drawing, the artist's fulcrum is the real-life model that poses for him. Whereas in case of speculative drawing method, the model is imaginary or being rather a graphical reflection of it. It becomes possible with the help of certain artistic techniques and composition. Today, when the rela- tionship between the student and the educational institution has largely moved to the plane of the educational services, a certain methodology, which is carried by the teacher, can be fairly considered and evaluated as a product (brand). In this case, the economic and financial aspects of the educational process can be of decisive importance. All this, ultimately, crystallizes into a certain pedagogical technology, when distance learning has educational potential and development prospects. The authors of the article substantiate the idea that using any forms of teaching process (when it comes to drawing), the educational essence of the discipline is unchanged.

scholarly journals HISTORICAL EDUCATION IN HIGHER SCHOOL AS A CONSOLIDATION'S FACTOR IN UKRAINIAN SOCIETY

2018 ◽  
pp. 136-141
Author(s):  
Yaroslav Motenko ◽  
Eugenia Shishkina
Keyword(s):  
Higher Education ◽  
World View ◽  
Academic Community ◽  
Educational Process ◽  
Political Elite ◽  
Political Crisis ◽  
Institutions Of Higher Education ◽  
History Of ◽  
Historical Education ◽  
Ukrainian Society

The article offers an analysis of the main trends in the development of historical education as an important component of the educational process in the higher school of Ukraine at the beginning of the 21st century. The problematic issues of transformation in the sphere of teaching of historical disciplines at the present stage are determined. Separately, the specific characteristics of teaching «History of Ukraine» in technical universities are examined. The authors consider the modernization of learning process in the institutions of higher education of Ukraine as a dialectic issue containing certain risks for humanities’ component of bachelors’ and masters’ preparation. Important stages of this process were the events of 2009, 2014 and 2015. They demonstrated the fundamental divergence of views on the ways of higher schools’ reforming in Ukraine of the most part of humanities’ academic community on the one hand, and state bureaucracy on the other. The public debate on the role of historical disciplines in the preparation of modern graduates of higher schools of Ukraine revealed a number of pedagogical, didactical and methodological problems. Foremost among these was recognized the challenge of distinguishing between secondary and higher school courses of «History of Ukraine». The subject of intense discussion is the mechanism for the enforcement of the problem and dialogical methods to the teaching process of the institutions of higher education. In the end, the conclusion was made according the aspiration of the senior management of the Ministry of Education and Science of Ukraine to cut back as short as possible schedule of hours for humanities in the institutions of higher education (especially in the technical and military universities) can have serious social and political consequences. Ignoring the importance of the discipline «History of Ukraine» in developing of the technical students’ and cadets’ world view in the conditions of the «hybrid war» could become an essential precondition for defeat the informational war by Ukraine. Authors are emphasizing on attention that among the political elite of Ukraine dominate technocratic understanding of term «information security». As a result, historical disciplines are turning into outsiders of educational process thus making it more difficult to consolidate Ukrainian society in the period of the serious military-political crisis.

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