The Co-Existential Educational Community and Culture

Purpose. The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process. Theoretical basis. To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realities is used; this allows to involve of such philosophical concepts as "sobornost", "all-unity", "culture" and distinguish their anthropological meaning. Under this approach, philosophical categories are able to appear as internal dimensions of the essence in the educational process, rather than a certain matrix, for which one or another theoretical or practical construction is adjusted. Originality. The originality of the article lies in the actualization of philosophical content in "sobornost" and "all-unity" concepts for philosophical-educational discourse and in solving the question on the real way of entering culture (precisely in its potential that generates its own human in man) in the context of pedagogical communication. Conclusions. Addressing the idea of a co-existential educational community is able to oppose the widespread superficial notions of the so-called "educational environment" in the pedagogical and psychological literature and orient pedagogical theory and pedagogical practices on the real way of entering the individual into truly human forms of life. It is argued that the co-existential educational community can and should unfold not only "horizontally" (in space), but also "vertically" (in historical time), consciously integrating the high culture in itself as a culture of high. The authors emphasized the role of imagination in this process. Education can and should build co-existence with the culture of participants in pedagogical communication. It is with this approach that the education sector can emerge from the systemic crisis and actively oppose those trends in modern social life that increase alienation and depopulation.

A Post-Structural Feminist Analysis of Eating Disorders Intervention Research

Through an epistemological stance of post-structural feminism, this conceptual paper explores the use of language within eating disorders (ED) intervention articles, and the problematic narratives and power dynamics that are reinforced through this discourse. The paper begins with a vignette coupled with reflexive analysis of the authors’ experiences within a hospital-based ED unit. The authors then engage in a post-structural feminist analysis to discuss how language within ED intervention research relay problematic narratives of: (1) the individual with an ED as passively, not actively, engaged in care; (2) that their experiences can be captured and categorized; and (3) that measurement based scientific knowledge is more valuable than the lived experiences of clients. Overall, the authors argue that these narratives not only shape how social work researchers think of EDs, but also what we think of those with EDs. These themes also signal a larger power dynamic that continuously favours the epistemic value of researchers’ knowledge over that of the client’s, which runs contrary to the guiding principles of client-centered care in social work. To address these critiques, the authors recommend that social work researchers adopt an eco-social phenomenological approach informed by post-structural feminism when conducting ED intervention research.

Relationship between value-oriented and motivational spheres of personality

The article deals with reflexive analysis of the peculiarities of the correlation of the components of value-orientation and motivational spheres of man. The formation of the individual as a full member and co-creator of the surrounding reality is characterized by a stable system of internal motives – motivational aspirations, taking into account social requirements and a personified system of values. The result of the interaction between man and the world is the discovery of a person’s synthesized expression of cost priorities or clear orientations and motives on the path to self-improvement. The complex and multi-faceted structure of value-orientation and motivational components of the individual involves a conscious progression to the implementation of a significant number of strategies, principles, criteria and parameters of their research. Therefore, it is expedient to use a systematic approach to the knowledge of the value orientations of man in the relationship of his personality and social guidance, creating a motivational field of its activity. On the basis of empirical search, types of value-motivational profile of respondents were distinguished: progressive, regressive, impulsive, expressive, trivial. It is proved that value orientations of a person are formed under the influence of conscious choice of cost priorities and are manifested in the through motive of committing. Valuable orientations are the basis for realizing the personality of rational choice of approaches and principles in achieving positive (from the evaluative positions of the person himself) results of his actions, whereas the process or procedure of this choice is based on the motives that determine the tools (means, forms, mechanisms and methods) of direct activity . Personality is guided by the choice of strategies for self-improvement, mainly by a system of values, which, transforming into a person’s value orientations, produce its motives-the desire for full self-realization under the actual conditions of situational everyday life.

Tolerance of a doctor as an outcome of vocational education of medical students

Актуальность исследуемой проблемы обусловлена необходимостью психолого-педагогического осмысления становления личности в свете социокультурных вызовов современности. Отмечается, что в условиях наблюдаемого нравственного релятивизма, деформации морально-этических норм, наряду с информационным консьюмеризмом, крайне важным является выработка стратегий противодействия насаждению деформированных понятий и ценностей в сознание российского общества. Подчёркивается, что при рассмотрении вопроса о формировании толерантности, необходимо опираться на отечественную трактовку данного понятия. Целью статьи является определение основ формирования профессиональной врачебной толерантности у студентов в процессе обучения профессионально-ориентированному иностранному языку. Уточнено понятие «профессиональная толерантность врача» и обоснованы особенности её факторов: психологической защиты, эффективной коммуникации, установления доверия в диаде «врач-пациент», искусства и практики врачевания. Основываясь на предыдущих исследованиях и теоретическом анализе собственного педагогического опыта, авторы предлагают стратегию формирования профессиональной врачебной толерантности у студентов в процессе профессионально-ориентированной иноязычной подготовки. Материалы статьи могут быть полезны для научно-педагогических работников, занимающихся проблемой профессионального обучения и воспитания. The relevance of the problem under study is due to the necessity of psychologic and pedagogic reflection of personality development in light of socio-cultural challenges of the modern era. The context of appearing moral relativism, deformation of ethical standards alongside informational consumerism is noted. Therefore, the development of strategies to resist the inculcation of distorted concepts and values in Russian public conscience needs to be addressed. The authors emphasize that considering the issue of tolerance formation, it is necessary to rely on the domestic interpretation of this concept. The purpose of this paper is to determine the basis of the formation of professional tolerance of a doctor in students via professionally oriented foreign language training. The notion of “professional tolerance of a doctor” is clarified. The peculiarities of its factors are substantiated: psychological defence, effective communication, the establishment of the trust-based doctor-patient relationship, art of doctoring. Based on their previous research and reflexive analysis of their pedagogic experience, the authors describe a strategy of professional tolerance formation in future doctors via professionally oriented foreign language training. The content of the article can be useful for scientific and pedagogical workers researching the problems of professional education.

Missiotropic Axiologic of the University

The authors view the of the university as a system of values that is logically connected with the nature of knowledge as the subject, goal, and highest value of the university’s main scientific and educational activities. The key criterion of knowledge is the evidential validity. The article reveals its meaning from the position of Russian intuitionism, which combines the method of reflexive analysis with the tradition of ontological proof. The authors treat the meaning of absolute truth intuition as the basis of the value function of knowledge in relation to university education. In accordance with the essential orientation of universities to the reproduction of knowledge, that is the unconditional public good, they are qualified as missiotropic organizations. The University’s missiotropic axiologic is justified as a humanistic alternative to the capitalist ideal of global social harmony. Based on the methodological potential of the fundamental motivational matrix (FMM), the caste attributes of the latter are revealed. The specific nature of the appeal to moral responsibility in the context of corporate governance is revealed; the tendency to legalize ethical responsibility in connection with its instrumental understanding in the context of global market competition is noted.

Knowing Groundlessness: An Enactive Approach to a Shift From Cognition to Non-Dual Awareness

The enactive approach has become an influential paradigm in cognitive science. One of its most important claims is that cognition is sense-making: to cognize is to enact a world of meaning. Thus, a world is not pregiven but enacted through sense-making. Most importantly, sense-making is not a fixed process or thing. It does not have substantial existence. Instead, it is groundless: it springs from a dynamic of relations, without substantial ground. Thereby, as all cognition is groundless, this groundlessness is considered the central underlying principle of cognition. This article takes that key concept of the enactive approach and argues that it is not only a theoretical statement. Rather, groundlessness is directly accessible in lived experience. The two guiding questions of this article concern that lived experience of groundlessness: (1) What is it to know groundlessness? (2) How can one know groundlessness? Accordingly, it elaborates (1) how this knowing of groundlessness fits into the theoretical framework of the enactive approach. Also, it describes (2) how it can be directly experienced when certain requirements are met. In an additional reflexive analysis, the context-dependency and observer-relativity of those statements themselves is highlighted. Through those steps, this article exhibits the importance of knowing groundlessness for a cognitive science discourse: this underlying groundlessness is not only the “ground” of cognition, but it also can be investigated empirically through lived experience. However, it requires a methodology that is radically different from classical cognitive science. This article ends with envisioning a future praxis of cognitive science which enables researchers to investigate not only theoretically but empirically the “foundationless foundation” of cognition: groundlessness.

Conceptualization of media competence as an "augmented competence"

Introduction: The ever-progressing transformation of the media as a result of digitization trends, the new characteristics of the communication environment and the associated communication practices and forms of user behaviour result in new educational needs and demands. Their reassessment in the context of current scientific discourses takes the form of revision and redefinition of the concept of media competence. Methodology: through a reflexive analysis of the concepts and models, we present the conceptualization of media competence as an extended competence to the area of personal, social, cultural and civic competencies. Results: The result of the work is a reassessment of conceptual positions in the projection of features of media competence in the context of the significant phenomena of the converged digital environment: participatory paradigm, hyperconnectivity, proliferation of disinformation. This approach requires the extension of skills and abilities in accessing, evaluating, analyzing, creating and communicating news and media; skills combining the previous forms of literacy and skills of digital environment (Livingstone, 2004; Pérez Tornero, Celot, Varis, 2007; Hobbs, 2008). Discussion: Our approach is associated with broader educational demands and needs aimed at the development of the individual´s personality in a more holistic way, connected with the more complex needs of a society where media presence is higher. Conclusions: The changes in the subject of ´Learning about the media´ are resassed at the end of the paper.

Thinking with autoethnography in collaborative research: A critical, reflexive approach to relational ethics

In this article, we propose a distinctive critical, reflexive approach to relational ethics in ‘collaborative, democratic and transformative’ research. Underpinning the approach is the view that the buzzwords of ‘collaboration’ and ‘co-creation/co-production’ may signify equitable, symmetrical power relations and, as a result, romanticise collaborative research as straightforward processes of inclusion. The approach integrates critical, reflexive analysis of the play of power in the ‘with’ in ‘research with, not on, people’ and the ‘co’ in ‘co-creating knowledge’ into the ongoing collaborative research process. As a main method for critical, reflexive analysis, the approach uses ‘thinking with’ autoethnography. In the article, we illustrate the approach by showing how we ‘think with’ autoethnographic texts to respond to discomfort and analyse the tensions in the co-constitution of knowledge and subjectivities in the preliminary phase of a collaborative, participatory research project on dance for people with Parkinson’s disease and their spouses.

Reflexive Competence in the Structure of Future Music Teachers’ Training: the Modern Vector of Research

The article presents an analytical and reflexive analysis of the problem of music teachers’ training in the context of educational changes. The peculiarities and specifics of Musical Arts specialists’ training are outlined; priorities in the creation of an educational environment in modern higher education institutions are defined as compared to the near and far-abroad countries. Factors contributing to music teachers’ training increased efficiency and popularity are substantiated. It is established that such a resource is the formation of reflexive competence. The means of forming reflexive competence in future music teachers are visualization, testing (paper- and computer-based), electronic textbooks, videos, multimedia, and stages within which reflexive competence is formed, where the priority is given to a reflective workshop.