scholarly journals The State of Music Semiology Development

2021 ◽  
Vol 11 (4) ◽  
pp. 2509-2523
Author(s):  
Olga B. Solomonova ◽  
Galyna F. Zavgorodnia ◽  
Olha V. Muravska ◽  
Alla D. Chernoivanenko ◽  
Oksana O. Aleksandrova
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
Educational Practice ◽  
Reference Points ◽  
Practical Significance ◽  
Starting Point ◽  
Wide Range ◽  
History Of ◽  
Human Thinking ◽  
Development Of Language

The terminology of music semiology, which is an academic discipline with a significant educational resonance and a necessary component of music and educational practice at its higher educational and qualification levels, lies at the intersection of the main aspects of musicology such as the history of music, the theory and analysis of musical forms, music aesthetics and the theory of music interpretation, and others. Music semiology covers the transitional methodological abilities due to its subject reference points and the wide range of the material involved in the cognitive field. Music semiology can be considered a necessary basic discipline for the professional training of musicologists and practicing musicians of any programme. There is no doubt about the importance of mastering the language system, which is fundamental in the chosen field of communication. As an academic discipline, music semiology can be presented according to the way its terminology is built, it includes three main themes among which each of the following continues the meaning of the previous one by deepening and enlarging, detailing in an analytical way. Scientific novelty is determined by the fact that unlike music semiotics and the theory of music semantics, semiology is looking for a way not only to expand culture, but also the metacultural ontological and transcendental premises of human thinking and communication, it refers to the experience that is the "starting point for all beginnings" while explaining the reasons for any human activity related to signs, the needs of the human community in the development of language and in linguistic being. But most of all, it is determined by the need to identify the origins of the musical language as the language of consciousness, which reveals its true reality of creating meaning to a person. Therefore, the study within music semiology focuses on specific ways of organising the sign form and meaning-designated content. The practical significance of the study is determined by the fact that the sociocultural nature of humans, which is integral to the natural and biological conditions of one’s existence, is merged with human speech.

scholarly journals Interconnection of linguistics and musical art

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Olga B. Solomonova ◽  
Galyna F. Zavgorodnia ◽  
Olha V. Muravska ◽  
Alla D. Chernoivanenko ◽  
Oksana O. Aleksandrova
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
Educational Practice ◽  
Reference Points ◽  
Language System ◽  
Wide Range ◽  
Music Interpretation ◽  
Music Aesthetics ◽  
History Of ◽  
The Way

The terminology of music semiology, which is an academic discipline with a significant educational resonance and a necessary component of music and educational practice at its higher educational and qualification levels, lies at the intersection of the main aspects of musicology such as the history of music, the theory and analysis of musical forms, music aesthetics and the theory of music interpretation, and others. Music semiology covers the transitional methodological abilities due to its subject reference points and the wide range of the material involved in the cognitive field. Music semiology can be considered a necessary basic discipline for the professional training of musicologists and practicing musicians of any programme. There is no doubt about the importance of mastering the language system, which is fundamental in the chosen field of communication. As an academic discipline, music semiology can be presented according to the way its terminology is built, it includes three main themes among which each of the following continues the meaning of the previous one by deepening and enlarging, detailing in an analytical way. Scientific novelty is determined by the fact that unlike music semiotics and the theory of music semantics.

scholarly journals Innovation Ecosystem: Review of the Research Field

2021 ◽  
Vol 18 (3) ◽  
pp. 462-473
Author(s):  
V.V. Akberdina ◽  
◽  
E.V. Vasilenko ◽  
Keyword(s):  
Research Field ◽  
Practical Significance ◽  
New Paradigm ◽  
Regional Innovation ◽  
Innovation Ecosystem ◽  
Digital Ecosystem ◽  
Starting Point ◽  
Wide Range ◽  
Analytical Review ◽  
History Of

The article focuses on a relatively new concept of innovation ecosystem. The purpose of this article is to provide an analytical review of the Russian and international research field associated with this concept. The study relies on the methods of meaningful content analysis of publications. The article outlines the history of the concept’s emergence; six different approaches to its understanding and their evolution. Based on a wide range of sources, the analysis reveals the fundamental aspects of the concept directly related to the diversity of its applications. Demonstrating the differences between the concept of innovation ecosystem and other similar concepts (e. g. digital ecosystem, regional innovation ecosystem), we show the main feature of all ecosystems — the coevolution of its participants throughout their interaction. The factors that affect the development of innovation ecosystems are also identified. The final part of the article is devoted to the analysis of the interpretations of the concept ‘innovation ecosystem’ and to the conceptual ‘traps’ inherent in the operationalization of this concept. The concept ‘innovation ecosystem’ is now beginning to acquire practical significance marking the transition to a new paradigm in management; it is the starting point for a variety of approaches designed to solve specific practical problems.

scholarly journals PEDAGOGICAL CLASSES AS SOCIO-CULTURAL AND SOCIO-ECONOMIC PHENOMENON IN HISTORICAL PERSPECTIVE

2020 ◽  
pp. 235-240
Author(s):  
Олег Геннадиевич Якимов
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Historical Perspective ◽  
Educational Practice ◽  
Economic Phenomenon ◽  
Modern System ◽  
History Of ◽  
The Subject ◽  
Oriented System

В статье рассматривается проблема функционирования педагогических классов в современной образовательной практике сквозь призму перспективы и исторической ретроспективы, т. е. в контексте истории развития педагогического образования в России. Цель исследования - научное обоснование педагогических классов как социокультурного и социально-экономического феноменов на основе рассмотрения их в историческом аспекте. Для реализации данной цели автором проводится анализ истории российской практики создания педагогических классов как прообраза современной системы предпрофессиональной подготовки педагогических кадров в системе среднего образования, выявляются социокультурные доминанты и социально-экономические предпосылки организации педагогических классов. Определены этапы становления системы педагогических классов в России. Дана сущностная характеристика педагогических классов, обозначены целевые ориентиры их создания и функционирования в системе профильного обучения в общеобразовательной школе, критериальные особенности, что позволяет рассматривать их как социокультурный и социально-экономический феномен. The article examines the problem of functioning of pedagogical classes in modern educational practice through in historical perspective in the context of the history of the development of pedagogical education in Russia. The author aims to scientifically justify pedagogical classes as socio-cultural and socio-economic phenomena in historical perspective. To achieve this goal, the author analyzes the history of the Russian practice of creating pedagogical classes, as a prototype of the modern system of pre-professional training of teachers in secondary education; reveals the socio-cultural dominants and socio-economic prerequisites of the organization of pedagogical classes; identifies the stages of formation of the system of pedagogical classes in Russia; provides the essential characteristics of the pedagogical classes, the targets of their creation and functioning in the subject-oriented system in the secondary school, which allows to consider them as socio-cultural and socio-economic phenomenon.

Martin Heidegger: Middle Works

2021 ◽  
Keyword(s):  
Martin Heidegger ◽  
Edmund Husserl ◽  
Relevant Literature ◽  
Being And Time ◽  
Major Influence ◽  
National Socialist ◽  
Starting Point ◽  
Wide Range ◽  
Dominant Ideologies ◽  
History Of

Martin Heidegger (b. 1889–d. 1976) is a central figure in 20th-century philosophy. Especially in his early works, most notably Being and Time (1927), Heidegger critically continues the tradition of phenomenology inaugurated by Edmund Husserl (b. 1859–d. 1938). Heidegger’s philosophy has been a major influence on a number of important philosophers in their own right, including Hans-Georg Gadamer (b. 1900–d. 2002), Maurice Merleau-Ponty (b. 1908–d. 1961), Hannah Arendt (b. 1906–d. 1975), Paul Ricoeur (b. 1913–d. 2005), Michel Foucault (b. 1926–d. 1984), Jacques Derrida (b. 1930–d. 2004), and Richard Rorty (b. 1931–d. 2007). His work has also impacted other disciplines, such as theology, literary and cultural studies, art theory, and the theory of architecture. Heidegger is primarily known for his work in metaphysics and existential philosophy, but he has also made much-discussed contributions to a wide range of philosophical topics, including the study of numerous authors from the history of philosophy. The German edition of his collected works (Gesamtausgabe, or GA) includes published writings, lecture courses, seminars, and manuscripts. Once completed, it will include 102 volumes. To manage this rich material, Heidegger’s philosophy is often divided into different periods. Although how to demarcate these periods is itself a matter of scholarly debate, Oxford Bibliographies divides his work into an early, middle, and later period. This entry treats the middle period of his thought (roughly 1933–1945). It coincides with the rise to power of the German National Socialist Party, in which Heidegger was involved as rector of the University of Freiburg, the Second World War, and the Holocaust. Although Heidegger rarely addresses these events directly, this period in particular should not be considered without taking into account these events and the dominant ideologies of the time. Heidegger’s major concerns during this period are with the experience of art, the philosophy of history, and the history of Western philosophy in particular. Heidegger gives a few important lectures and lecture series during this time that were later edited. These should be the starting point for any reading. The major body of his writing during this period, however, consists of manuscripts, notes, and course materials, which are more difficult to assess. In using this bibliography, be sure to also check the entries on the early and later period of Heidegger’s works. Although the focus of Heidegger’s philosophical concern shifts, many themes continue to be relevant throughout his works. Often, scholars writing on Heidegger take into account his development as whole, and relevant literature may be treated in another entry. This bibliography aims to be inclusive with regard to schools of thought and interpretations of Heidegger. It is not exhaustive but rather an attempt to identify useful starting points for individual study within the more recent literature on Heidegger.

The Pleasures of Imagination. Aspects of Fictionality in the Poetics of the Age of Enlightenment and in Present-Day Theories of Fiction

2020 ◽  
Vol 14 (2) ◽  
pp. 260-286
Author(s):  
Frank Zipfel
Keyword(s):  
Common Ground ◽  
Literary Fiction ◽  
Small Contribution ◽  
Major Question ◽  
Theoretical Concepts ◽  
Starting Point ◽  
Wide Range ◽  
History Of ◽  
Similarities And Differences ◽  
Age Of Enlightenment

AbstractInvestigations into the history of the modern practice of fiction encounter a wide range of obstacles. One of the major impediments lies in the fact that former centuries have used different concepts and terms to designate or describe phenomena or ideas that we, during the last 50 years, have been dealing with under the label of fiction/ality. Therefore, it is not easy to establish whether scholars and poets of other centuries actually do talk about what we today call fiction or fictionality and, if they do, what they say about it. Moreover, even when we detect discourses or propositions that seem to deal with aspects of fictionality we have to be careful and ask whether these propositions are actually intended to talk about phenomena that belong to the realm of fiction/ality. However, if we want to gain some knowledge about the history of fiction/ality, we have no other choice than to tackle the arduous task of trying to detect similarities (and differences) between the present-day discourse on fictionality and (allegedly) related discourses of other epochs. The goal of this paper is to make a small contribution to this task.The starting point of the paper are two observations, which also determine the approach I have chosen for my investigations. 1) In the 18th century the terms »fiction« or »fictionality« do not seem to play a significant role in the discussion of art and literature. However, some propositions of the discourse on imagination, one of the most prominent discourses of the Age of Enlightenment, seem to suggest that this discourse deals more or less explicitly with questions regarding the fictionality of literary artefacts as we conceive it today. 2) The concepts of imagination and fictionality are also closely linked in present-day theories of fiction. Naturally, the question arises how the entanglement of the concepts of fictionality and imagination can be understood in a historical perspective. Can it function as a common ground between 18th-century and present-day conceptions of fiction/ality? Is imagination still used in the same ways to explain phenomena of fictionality or have the approaches evolved over the last 250 years and if yes, then how? These kinds of questions inevitably lead to one major question: What do 18th-century and present-day conceptions of fiction/ality have in common, how much and in what ways do they differ?For heuristic reasons, the article is subdivided according to what I consider the three salient features of today’s institutional theories of fiction (i. e. theories which try to explain fictionality as an institutional practice that is determined and ruled by specific conventions): fictive utterance (aspects concerning the production of fictional texts), fictional content (aspects concerning the narrated story in fictional texts) and fictive stance (aspects concerning the reader’s response to fictional texts). The article focusses on the English, French and German-speaking debates of the long 18th century and within these discourses on the most central and, therefore, for the development of the concept of fiction/ality most influential figures. These are, most notably, Madame de Staël, Voltaire, Joseph Addison, Georg Friedrich Meier, Christian Wolff, the duo Johann Jakob Bodmer and Johann Jakob Breitinger as well as their adversary Johann Christoph Gottsched.The relevance of the article for a historical approach to the theory of fiction lies in the following aspects. By means of a tentative reconstruction of some carefully chosen propositions of 18th-century discourse on imagination I want to show that these propositions deal in some way or other with literary phenomena and theoretical concepts that in present-day theory are addressed under the label of fiction/ality. By comparing propositions stemming from 18th-century discourse on imagination with some major assertions of present-day theories of fiction I try to lay bare the similarities and the differences of the respective approaches to literary fiction and its conceptualisations. One of the major questions is to what extent these similarities and differences stem from the differing theoretical paradigms that are used to explain literary phenomena in both epochs. I venture some hypotheses about the influence of the respective theoretical backgrounds on the conceptions of fictionality then and today. An even more intriguing question seems to be whether the practice of fictional storytelling as we know and conceive it today had already been established during the 18th century or whether it was only in the process of being established.

scholarly journals Performative education: is sociology required outside the humanities?

2019 ◽  
Vol 3 (3) ◽  
pp. 20-39
Author(s):  
Albina A. Beschasnaya ◽  
Andrei A. Beschasnyi
Keyword(s):  
Social Relations ◽  
Professional Training ◽  
Academic Discipline ◽  
Educational Process ◽  
Point Of View ◽  
Academic Disciplines ◽  
Educational Activity ◽  
Practical Significance ◽  
Individual Level ◽  
The Individual

This article analyzes the importance of sociological education in the professional training of specialists outside the humanities from the point of view of “performative education”. The “performativity” of education is understood as the production of knowledge and educational activity and it becomes meaningful only in the situation of their demand and efficiency (J.-F. Liotard). The сurrent trends in the formation of the curricula of higher educational institutions by academic disciplines of a “performative” nature have been expressed in reducing the hours of general humanities, among which the sociology teaching has been minimized or completely eliminated. The material for the empirical stage of the research was the organizational and methodological documentation accompanying the educational process in a number of Russian universities. The authors performed a content analysis of the curriculum of higher education. The following methods of collecting information were used: analytical-synthetic, induction and deduction, content and comparative analyzes. The performativity of sociological knowledge and the study of sociology at the individual level is expressed in several aspects: 1) in the formation of the self-consciousness of the individual and the development of a professional integrated into social relations; 2) in the development of graduates’ ability to analyze and forecast social transformations; 3) in maintaining the value basis and civil law culture in society. The practical significance of the findings is expressed in strengthening the position of sociology as a science and academic discipline in the simulation of educational programs for professional training of university students.

scholarly journals Franciszek Majchrowicz (1858–1928) – pedagog i historyk wychowania. Kilka uzupełnień do biografii

2019 ◽  
pp. 103-116
Author(s):  
Agnieszka Wałęga
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
National Curriculum ◽  
History Of Education ◽  
University Education ◽  
Professional Career ◽  
National Education ◽  
Teaching History ◽  
History Of ◽  
Teachers Training

Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the 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 significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The 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. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

Theoretical basis of research of the process of formation of police bodies in the Western Ukrainian lands in 1944-1953

2021 ◽  
pp. 37-48
Author(s):  
Vasyl Zhupnyk
Keyword(s):  
Previous History ◽  
Practical Significance ◽  
Soviet Period ◽  
Comparative Approach ◽  
Wide Range ◽  
Western Ukraine ◽  
History Of ◽  
General Scientific ◽  
Second Wave ◽  
Postwar Decade

Purpose. The aim of the study is to analyze the works of Soviet and modern Ukrainian scientists, which reveal the process of formation and specifics of the police in Western Ukraine in the postwar decade. Methods. The methodological basis of the study was a set of general scientific, special scientific and philosophical methods, as well as the principles of historicism and objectivity. The key was the historiographical method and comparative approach, which allowed to identify key approaches and trends in the study of the process of creation and operation of police bodies in Western Ukraine in the first postwar decades. Results. It is established that the scientific works which reveal the process of creation of the Soviet authorities in the western Ukrainian lands, in particular the militia, were formed on the basis of several subjective factors, which were especially evident in the Soviet period. So, first, they were usually timed to coincide with certain events related to the anniversaries of the police and the Communist Party; as a «leading and guiding force»; second, they were all based on Marxist-Leninist methodology; thirdly, they have a one-sided «positive» character, although they give an idea of the main activities of the police; fourth, they do not cover the causes of repression, and even if they do, only as a «fight against criminal and anti-Soviet» criminal elements. In the conditions of Ukraine’s statehood, the departure from ideological dogmas, as well as access to a large array of previously inaccessible to a wide range of researchers archival material made it possible to find new conceptual approaches to objectively cover the history of Soviet police in Ukraine. Scientific novelty. The analysis of the main theoretical and historical-legal approaches to the disclosure of the process of creation and activity of police bodies in the western Ukrainian lands in the conditions of the second wave of Sovietization is given. Practical significance. The results of the preliminaries can be obtained from the previous history and legal preliminaries, preparatory special courses.

Introduction

2020 ◽  
pp. 1-11
Author(s):  
Gabriela A. Frei
Keyword(s):  
International Law ◽  
Research Area ◽  
Reference Points ◽  
Maritime Law ◽  
Starting Point ◽  
State Practice ◽  
Close Relationship ◽  
History Of ◽  
History Of International Law ◽  
Definition Of

The Introduction provides an outline of the theme of the book, explaining the focus on state practice, custom, and the codification of international maritime law. State practice and custom were important reference points for the codification of international maritime law, and William E. Hall’s definition of international law serves as a starting point for the reflection on the importance of state practice for the making of international law. History was also an important reference point for early international lawyers, and Theodore D. Woolsey’s explanation helps to understand the close relationship between history and law more generally. The history of international law has become a vibrant research area in recent decades thanks to Martti Koskenniemi, whose works have contributed to the understanding of the construction of a legal argument and the philosophical basis of international law.

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