scholarly journals The features of the formation of ethno-value consciousness in the modern Kazakh Pedagogical University

Eduweb ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 229-244
Author(s):  
Ainash Aipova ◽  
Sofiya Apaeva ◽  
Assel Temirgalinova ◽  
Anara Shabambaeva ◽  
Irina Karabulatova
Keyword(s):  
Emotional Experience ◽  
Cognitive Activity ◽  
Theory And Practice ◽  
Value Consciousness ◽  
Synergistic Approach ◽  
Linguistic Analyses ◽  
Definition Of ◽  
The Individual ◽  
Education Of Students ◽  
Activity Method

The specifics of the conditions for the formation of the ethno-value consciousness of future teachers based on a comprehensive approach to mastering their ethnic knowledge and skills in the process of competence and activity approaches is the goal of study. The authors used a synergistic approach based on competence-based and activity-based approaches. These approaches include the following methods: interiorization of internal cognitive activity with cross-cultural, cross-competent, cross-linguistic analyses, the method of emotional experience; frame modeling method, competence approach, psycholinguistic and pedagogical experiments. The results the essence of the ethno-value consciousness of the individual is determined; the types of values reflected in the ethno-value consciousness of the individual in the mental form are described, its specificity is revealed; the definition of the ethno-value competence is given and its components are clarified; it is proved that the main methods of forming the ethno-value consciousness of the individual is the event-activity method of reproducing the cultural scenario in order to actualize the cultural space. The results of the study can make a certain contribution to the theory and practice of ethnopedagogical education of students.

scholarly journals Goods and property as subject and object of accounting: economic, legal and philosophical aspects

2020 ◽  
pp. 20-32
Author(s):  
Volodymyr HOLOVACH ◽  
Tetiana HOLOVACH
Keyword(s):  
Economic Theory ◽  
Economic Activity ◽  
Cognitive Activity ◽  
Economic Resources ◽  
Philosophical Concept ◽  
Property Relations ◽  
The Subject ◽  
Self Knowledge ◽  
Definition Of ◽  
The Individual

The issue of the subject and objects of accounting are constantly in the center of attention of scientists and is being investigated in various aspects. At the same time the conducted researches are predominantly sustainable and don't exceed the traditional accounting concepts and ideas. It is the definition of the content of the object and the subject of accounting as a science that doesn't agree with the philosophical concept of the interaction of the subject with the object in cognitive activity process. Traditionally in accounting publications the idea of the subject is considered more meaningful than the idea of the object. At the same time the various economic resources, means, sources of their formation, etc. are included to the category of objects. Considering these comments, in the article with using the achievements of modern gnosiology, economic theory, scientific concepts of accounting an attempt is made to determine the content of its subject and objects. With this purpose the analysis of existing researches on the issues of accounting subject and objects in regard to their relationship with the categories of goods and property is done. According to the conceptual provisions of gnosiology, the phenomena and processes of economic activity in regard to accounting in the aspect of interaction of subject with the object are primary, and the acquired knowledge about them is secondary. Therefore it is logical to call the knowledge in regard to goods and property as the subject of accounting as a science. This doesn't contradict the fact that the individual phenomena and processes of economic activity in regard to their self-knowledge can be studied as an object, and the results of scientific research can be called subject when agreement with their inherent commercial properties and property relations, which in their totality form the subject of accounting as a science.

scholarly journals To the Question on the Nature of Military Threats and Non-Military Responses

2015 ◽  
pp. 133-142
Author(s):  
S. R. Tsyrendorzhjyev
Keyword(s):  
National Security ◽  
The State ◽  
Theory And Practice ◽  
Structural Elements ◽  
Common Task ◽  
Military Security ◽  
Definition Of ◽  
The Individual ◽  
The Military

The notion of "military danger, military threats, military and non-military measures to Parry, and other definitions from the policy of the State to ensure the military security of the now widely used in journalism, conceptual, other documents and research. The attentive reader it is not difficult to notice the ambiguity in the interpretation of these concepts. This makes it difficult to not only the perception of the relevant topics for ensuring military security publications, but also the development of the theory and practice of ensuring the defence and security of the State. The author's view on the essence of the reasoning logic of non-military measures to counter military threats, as the ultimate goal of the article is the following.First the task of analyzing the concept of "national security", "object of national security" and understand the functions of the State, society and the individual to ensure national security. Decomposition of an object of national security, which is "national property" (the content of the concepts described in the article) has made it possible to substantiate the basis for classification of national security threats and with better understanding of the nature, variety, Genesis. This provided a rationale for the role and the place of the tasks ensuring military security in the common task of ensuring national security, the correlation of military and non-military threats.The final phase of the research, the results of which are set out in the article is devoted to analysis of military threats, which made it possible to identify their main structural elements: source, media, military-political and strategic nature, install the main factors defining the content of these elements and their interaction. Based on these results, the proposed definition of the essence of non-military measures for counteracting of military threats, as well as guidelines for developing these measures.

scholarly journals Time in Russian and Japanese Lingo-cultures

2014 ◽  
pp. 306-311
Author(s):  
N. E. Gorelova
Keyword(s):  
Cultural Differences ◽  
Failure Time ◽  
Intersection Point ◽  
Theory And Practice ◽  
Japanese Culture ◽  
World Picture ◽  
The World ◽  
Sense Orientation ◽  
Definition Of ◽  
The Individual

The article highlights the concept of "time" as the most important axiom which is a part of linguocultural worldview of different nations, that also allows us to consider this concept in terms of its cultural distinctive potential. In its turn, the definition of the limits and possibilities of matching cultures by comparing their lingvocultural axioms enables us to refine the boundaries of their communicative interactions, identifying areas of understanding /misunderstanding and the most constructive interaction /potentialproneness to conflict. Cultural differences in understanding the time could be considered in two main directions: first, each culture performs the calculation of time in its own way; secondly, the way to decompose the time, its "segmentation" also creates a significant originality of unique linguocultural pictures of the world. These features are interrelated and interdependent, therefore it is reasonable to combine them under the title "time attitude." It goes without saying that, the attitude towards time in each linguoculture formed for many centuries, being therefore historically conditioned. In this case, axiological aspect in the attitude towards time should be mentioned, which is also associated with the reflection in this concept of the socially- approved values of different levels (ethical, aesthetic, religious, etc.). Consequently, we are talking about a concentrated expression of the important world paradigms in the concept of “time", which are related to value-sense orientation and social psychology segments, that are projected on the individual consciousness in the process of enculturation. The specificity of the Japanese culture is usually described within the overall paradigm of the relations between East and West, considered as a synthetic and analytical way of perceiving the world. These relations - are relations between two independent, different systems of traditions, meanings and world-views. The question of their commensuration is one of the key questions for the theory and practice ofintercultural communication, considering the influence of cultural differences on the run of the communicative event, its "success" or "failure." "Time attitude" is the most important linguocultural "axiom", allowing not only to recognize the specificity of the world picture of Japanese culture representatives, but also to highlight the clear criteria for its possible comparison with the counter-agents of the communication, to describe the "intersection point" and "point of mutual exclusionemerging form comparison of Japanese and Russian linguocultures, their peculiar" time attitude."

INFLUENCE OF JOHN DEWEY PEDAGOGICAL IDEAS ON THE PEDAGOGICAL THEORY AND PRACTICE IN UKRAINE (20's OF XX CENTURY)

2019 ◽  
Vol 3 (35) ◽  
Author(s):  
M. Bogomolova
Keyword(s):  
John Dewey ◽  
Creative Thinking ◽  
Cognitive Activity ◽  
Philosophy Of Education ◽  
Theory And Practice ◽  
Historical Period ◽  
Child Socialization ◽  
Pedagogical Theory ◽  
The Individual ◽  
Concept Theory

The article analyzes the influence of pedagogical ideas of the famous American philosopher, teacher, psychologist John Dewey (1859-1952) on the development of the pedagogical theory and practice of Ukraine in the 20-30s' of the XXth century. It is noted that domestic education in this historical period of its development was based on both national traditions and world experience, new approaches and ideas, in particular, reformed pedagogy with a bright representative  J. Dewey.J. Dewey developed a new philosophy of education based on the ideas of pragmatism, pedocentrism, the democratization of education and the socialization of the individual, the integration of the content of education, the development of students' creative thinking, the justification of student and teacher self-realization, and the humanization of relationships between educators and pupils.A scientific search showed that his legacy was well known to more than one generation of Ukrainian researchers, scientists and educators, organizers of education in Ukraine at different stages of development and formation: in the 20's of the XX century  was studied, implemented in the educational process.Ukrainian teachers Y. Chepiga, S. Rusova, O. Muzychenko and others advocated the idea of substantially reforming the education system as a whole, and training in particular. They emphasized that all efforts should be directed towards the development of cognitive activity of students, the active use of active research methods, directing students to self-examination, rather than the predominance of control by teachers, the establishment of subject-subjective interaction of participants in the educational process.Keywords: philosophy of education, child socialization, labor school, pedagogical concept, theory of upbringing, new school.кандидат педагогічних наук, Богомолова М.Ю. Уплив педагогічних ідей Дж. Дьюї на педагогічну теорію й практику в країні (20-ті роки ХХ ст.)/ Херсонський державний університет, Україна, Херсон.У статті аналізується питання впливу педагогічних ідей відомого американського філософа, педагога, психолога Джона Дьюї (1859 – 1952) на розвиток педагогічної теорії й практики України в 20-х – 30-х роках ХХ ст. Зазначається, що вітчизняна освіта в цей історичний період свого розвитку вибудовувалася як на національній традиції, так і з урахуванням світового досвіду, нових підходів, ідей, зокрема, реформаторській педагогіці, яскравим представником якої є Дж. Дьюї.    Дж. Дьюї розробив нову філософію виховання, яка ґрунтувалася на ідеях прагматизму, педоцентризму, демократизації освіти та соціалізації особистості, інтеграції змісту освіти, розвитку творчого мислення учнів, обґрунтування самореалізації учня і вчителя, гуманізації взаємин між педагогами та вихованцями. Науковий пошук свідчив, що його спадщина була добре відома не одному поколінню українських дослідників, учених-педагогів, організаторів освіти в Україні на різних етапах розвитку та становлення: у 20-х роках ХХ століття із зацікавленістю вивчалася, упроваджувалася в освітній процес.  Українські педагоги Я. Чепіга, С. Русова, О. Музиченко та ін. відстоювали ідею суттєвого реформування системи освіти в цілому і навчання зокрема. Наголошували, що всі зусилля необхідно спрямувати на розвиток пізнавальної діяльності учнів, активне використання активних дослідницьких методів, спрямовувати роботу учнів на самоаналіз, а не переважання контролю з боку вчителів, встановлення суб’єкт-суб’єктної взаємодії учасників навчально-виховного процесу.Ключові слова: філософія виховання, соціалізація дитини, трудова школа, педагогічна концепція, теорія виховання, нова школа.

Untangling Employee Loyalty: A Psychological Contract Perspective

2007 ◽  
Vol 17 (2) ◽  
pp. 297-323 ◽  
Author(s):  
David W. Hart ◽  
Jeffery A. Thompson
Keyword(s):  
Psychological Contract ◽  
Theory And Practice ◽  
Employee Loyalty ◽  
Moral Issues ◽  
Individual Level ◽  
Ethical Implications ◽  
Definition Of ◽  
The Individual ◽  
The Mind ◽  
Cognitive Dimensions

ABSTRACT:Although business ethicists have theorized frequently about the virtues and vices of employee loyalty, the concept of loyalty remains loosely defined. In this article, we argue that viewing loyalty as a cognitive phenomenon—an attitude that resides in the mind of the individual—helps to clarify definitional inconsistencies, provides a finer-grained analysis of the concept, and sheds additional light on the ethical implications of loyalty in organizations. Specifically, we adopt the psychological contract perspective to analyze loyalty's cognitive dimensions, and treat loyalty as an individual-level construction of perceived reciprocal obligations. Based upon this perspective, we present a three-tiered framework of loyalty that provides a psychologically informed definition of the concept, specifies the variety of obligation types that loyalty can imply, and anticipates the potential for asymmetrical loyalty configurations between employers and employees. We use the framework to articulate moral issues associated with both symmetrical and asymmetrical loyalty configurations and discuss the implications of the framework for theory and practice.

American Studies—Beyond the Crisis?: Recent Redefinitions and the Meaning of Theory, History, and Practical Criticism

Prospects ◽  
1982 ◽  
Vol 7 ◽  
pp. 53-113 ◽  
Author(s):  
Guenter H. Lenz
Keyword(s):  
American Studies ◽  
The United States ◽  
International Perspective ◽  
Theory And Practice ◽  
Starting Point ◽  
The Social ◽  
Theoretical Thinking ◽  
Definition Of ◽  
The Individual ◽  
Practical Criticism

Since its beginning, the American Studies community has been remarkably uneasy about the role and meaning theoretical thinking about its premises and objectives should have in its work. Even more than the individual disciplines in the humanities and the social sciences, the American Studies movement has again and again felt compelled to justify its existence and its aims, to develop a “method” or “philosophy” for its pursuits. But these attempts at theory more often than not have resulted in a glorification of practical or substantive work, or in an identification of its rationale with a few books by its major scholars. In the most recent time of “crisis,” the traditional opposition of “theory” to “practice” seems to have been confirmed, in one way or another, not only on a national scale but in its international perspective. In a recent interview, Henry Nash Smith, using two articles by young German scholars as a starting point, endorsed the old view that “practice is much more important” in America and that, “almost by instinct, in this country we are less, far less theoretical than the Germans.” It should be mentioned that, ironically, contributions to a theoretical definition of American Studies became far more numerous in the United States just when the younger German scholars began to turn from theoretical debates to substantive work, which shows that Smith's “instinctual” distinction actually prevents us from realizing the fundamental historical differences in the development and the significance of the interaction of theory and practice in the two countries.

scholarly journals Мethodical ways of junior schoolchildren’ mental work culture education

2020 ◽  
Vol 5 (1) ◽  
pp. 59-64
Author(s):  
Anatolii Podufalov ◽  
Keyword(s):  
Intellectual Development ◽  
Emotional Experience ◽  
Cognitive Activity ◽  
Learning Ability ◽  
Educational Activity ◽  
Work Culture ◽  
Mental Work ◽  
Educational Models ◽  
The World ◽  
The Individual

The article reveals the description experience of practical work for junior schoolchildren educating culture of mental work. The cornerstone of any educational concept is the idea of ​​intellectual development of the pupil who finds ways to solve it in different methods, technologies, didactic and educational models. Traditionally, the intellectual development of the student is considered to be the prerogative of didactics. Meanwhile, without mental education it is impossible to form a proper level of intelligence of a child, because didactics equips the individual with applied tools for learning about the world, and successful use of knowledge, skills, abilities and competencies in everyday life is impossible without emotional experience, reflection on personal achievements and development. That helps in organizing, regulating human activities in the world. Modern pedagogical science has an integrated approach in defining the concept of learning ability - it combines the personal characteristics of the student with the semantic and procedural basis of learning and is interpreted as a regulatory universal learning action, mastery of which ensures success in cognitive activity at all stages and levels of education. In a wider context, universal learning activities are considered to be as the ability of the individual to self-development and self-improvement through conscious and active assimilation of social experience. In this sense, they can be correlated with the concept of "culture of mental work", which means a quality that is manifested not only in education but also in other activities – such as playing and working. The purpose of forming a culture of mental work is to develop the child's readiness to implement various activities in society and the biological environment and the formation of a holistic picture of the world, which is constantly recognized and enriched with new intellectual and emotional aspects of meaning. Methodical aspects of mental work culture formation of the younger schoolchildren discover forms of the organization of educational activity of pupils; selection of exercises and tasks that help the child to understand the purpose of each intellectual operation, to comprehend it and integrate it into a holistic system of operations and to master the algorithm of action; development by schoolchildren of own algorithms of educational actions. Such exercises include reflexive tasks, solving puzzles, composing short texts with explanations, establishing analogies, composing riddles and crossword puzzles, problem tasks

scholarly journals Call for papers: LGBTI+ population and healthcare context

2019 ◽  
Vol 1 (1) ◽  
pp. 1-1
Author(s):  
Luca Giustiniano ◽  
Paolo Gubitta ◽  
Giovanni Masino ◽  
Luca Solari ◽  
Teresina Torre
Keyword(s):  
Organization Theory ◽  
Social Life ◽  
Theory And Practice ◽  
Uncertain Environments ◽  
Organizational Boundaries ◽  
Use Of Resources ◽  
Demographic Processes ◽  
Definition Of ◽  
The Individual ◽  
Collective Creation

The call for paper clearly builds on the WOA 2019’s theme, acknowledging that organization theory and practice are progressively challenged and enriched by conflicting expectations expressed by a plethora of stakeholders whose answers have often to be found by the embracement of academic multidisciplinarity – i.e. the borrowing of constructs and models from other fields. In this fluid reality, organizations tend to be more problematic to design while extremely meaningful as privileged points of observations of phenomena. In this vein, they result as “convenient microcosms” where scholars and managers can observe the emergence of the unexpected, the craft of the new, the unfolding of novel practices and meanings. Anchoring the idea of organization (and organizing) to the Chester Barnard’s intuition of “fabrics of social life”, identity and pluralism are therefore put to the test as reality challenges what we know. As the WOA 2019 theme statement recalls: “Technology is reshaping the meaning of division of work and coordination, and even the borders of what is human in and around organizations, anticipating the emergence of robots and machine-based agents. Global socio-demographic processes are leading to massive migration processes and changes in the focus of economic processes. Societal values are changing the habits and patterns of consumption and the use of resources. Many other challenges are waiting for us to consider them in our theorizing and researching”. Moving from the philosophical roots of the ego consciousness, studies on pluralism and organizational identity have variously addressed what is believed to be foundational, valid, central and meaningful by organizational members, however the organizational boundaries would have been defined. Such studies have spanned from the questioning of the individual fit (via her/his self) with the organizational values and culture, to value-based and cognitive-enacted links glueing entire dispersed communities, passing though teams and more traditional forms of organizing (associations, companies, etc.). In this heterogeneous and magmatic manifestation of the “real”, individuals and organizations of various kind, nature and size struggle with the definition of their identities (sensegiving), the result of the individual and collective creation of meaning (respectively, perceptions/projections vs. sensemaking/sensebreaking), the processes through which they try to survive juggling with different affordances of pluralism and identity. With this call for paper we want to address all these issues by soliciting the submission of papers that, grounded in rigorous studies, embrace in a novel way the challenge to reflect on the “who, what and how” organizations can deal with pluralism and identity, yet attempting to thrive while exposed to fluid and uncertain environments. Full paper submission deadline: 31st May 2019

scholarly journals Apriorism as the Basis of Spirituality in the Philosophical Heritage of Europe and Russia: An Ethical Aspect

2021 ◽  
pp. 54-63
Author(s):  
С.В. Ковалева
Keyword(s):  
Immanuel Kant ◽  
Emotional Experience ◽  
A Priori ◽  
Cognitive Activity ◽  
Ethical Aspect ◽  
Moral Law ◽  
Moral Choice ◽  
Modern Culture ◽  
Moral Position ◽  
The Individual

Статья призвана определить значение нравственного компонента априорности в философском наследии И. Канта, В. С. Соловьева и М. Шелера и выявить потенциал соответствующих концепций в аспекте совершения нравственного выбора. Исследование основано на трудах перечисленных мыслителей и результатах научных изысканий современных философов. Для каждой из рассмотренных концепций установлено значение чистых априорных категорий и чувственного опыта в нравственном выборе. Эволюция осмысления априорных форм в европейском и отечественном философском наследии заключалась в движении от кантовского формализма к пониманию априорности как целостной установки, определяющей предпочтение человеком одних ценностей другим. Подчеркнута актуальность проанализированных произведений философского наследия для современной моральной практики. Моральный выбор должен осуществляться личностью, нравственно-априорные основания которой актуализируются посредством чувственно-эмоционального переживания этических ценностей. The article aims to establish the meaning of the moral component of apriorism in the philosophical heritage of Immanuel Kant, Vladimir Solovyov, and Мax Scheler, and to determine the possibility of using appropriate conceptions when choosing the moral position of a person in modern culture. The research material was writings by the mentioned thinkers and research analysing their heritage by modern scholars. The methodology is based on the principles of philosophical comparative studies and an axiological approach, which allowed comparing the values and ideas inherent in the conceptions of the three philosophers. The author examines Kant’s heritage in the aspect of the analysis of ideas related to a priori forms and pays special attention to Kant’s theses related to the practical activities of a person as basic apriorism and the importance of moral law in this activity. The author next turns to the philosophical heritage of Solovyov and identifies his views on the elements of an ethical nature that make up the ontological basis of the philosopher’s personality. She further analyses works by Scheler, which allowed comparing his view with Kant’s ethical ideas by the criterion of revealing a person’s attitude to the surrounding world. The value of pure a priori categories and sensory experience in moral choice is established for each of the considered conceptions. The author concludes that the comprehension of the meaning of a priori forms in the European and domestic philosophical heritage during almost three centuries demonstrates a sufficiently clear evolution based on Kant’s formal law of duty, which later received a critical assessment in the works of Russian and foreign thinkers. The main content of this evolution was a departure from Kant’s formalism towards understanding apriorism as a holistic attitude, which determines a person’s preference for some values to others and thus contributes to the formation of a hierarchy of personal values. The three thinkers emphasised the importance of apriorism and a priori forms as fundamental foundations of human morality; however, the philosophical meaning and specific characteristics of the forms changed noticeably throughout the three centuries. Based on her research, the author emphasises the relevance of the examined works for modern moral practice. The individual must be not only a subject of cognitive activity but also a person, whose moral and a priori foundations are actualised through the sensual and emotional experience of ethical values.

Adaptation and Adoption of the American Marketing Association (2007) Definition for Social Marketing

2008 ◽  
Vol 14 (2) ◽  
pp. 92-100 ◽  
Author(s):  
Stephen Dann
Keyword(s):  
Social Marketing ◽  
Theory And Practice ◽  
Marketing Theory ◽  
Marketing Practice ◽  
Non Profit ◽  
Marketing Activities ◽  
Definition Of ◽  
The Individual ◽  
Social Marketing Theory

Social marketing has traditionally been the adaptation and adoption of commercial marketing. With the release of the American Marketing Association (2007) definition, commercial marketing may well have become the adaptation of social marketing with the new commercial marketing definition recognizing the role of non-profit and social marketing with “clients” as one of the four beneficiaries of marketing activities. The revised definition also includes indirect benefit in the form of value for customers, consumers, and society at large in an update that makes the contemporary definition of marketing extremely compatible with existing social marketing theory and practice. This article examines how social marketing theory and practice fit into the revised understanding of commercial marketing. It also discusses how the new AMA definition resolves several of the problems encountered with the AMA 2004 definition of marketing. In summary, AMA (2007) presents an opportunity for the mainstreaming of social marketing within the core understanding of marketing practice, while also creating the opportunity for social marketers to adopt the commercial marketing approach of creating, communicating, delivering, and exchanging offerings of value to improve the welfare of the individual and that of society.

Sign in / Sign up

Export Citation Format

Share Document