Imagery agnosia and its phenomenology

Lack of vivid sensory imagery has recently become an active subject of research, under the name of aphantasia. Extremely vivid imagery, or hyperphantasia, is at the other end of the spectrum of individual differences. While most research has focused on visual imagery in this paper I argue that from a neuropsychological perspective this phenomenon is much more widespread, and should be categorized as imagery sensory agnosia. After over twenty years of learning to play music phenomenology of auditory imagery agnosia is described from the first-person perspective. Reflections on other forms of imagery agnosia and deficits of autobiographical memories are presented and a hypothesis about putative brain processes that can account for such phenomena is discussed. Extreme individual differences in imagery and in autobiographical memory have implications for many fields of study, from consciousness research to education.

IMPLEMENTATION OF STUDENT-CENTERED APPROACH IN MODERN CONDITIONS OF HIGHER EDUCATION DEVELOPMENT

In modern conditions of higher school development the problem of student-centrism realization is actualized, which encourages to design educational environment for the development and formation of personality of future specialist, capable of independent construction of educational trajectory, of constant self-development and self-improvement, self-realization of creative potential. Modern students are an active subject and participants of international and domestic scientific and educational forums, public initiatives and social transformations. The purpose of the study was to carry out an aspect analysis of student-centeredness as a characteristic feature of modern university education and to reveal the conditions for the effectiveness of its implementation. To achieve this goal, the following research methods were applied: analysis, synthesis, generalization, systematization to identify aspects of student-centeredness: social (civilizational), philosophical, social, psychological, pedagogical, managerial, personal and revealing the essence of each. The modeling method was used to penetrate into the essence of the social phenomenon − student-centeredness and to define markers for its characterization and criterion assessment of levels of manifestation. The method of interpreting the results of the survey clarified the nature of non-adaptability to the perception of the idea of student-centeredness. The зкщоусештп method was used to outline the strategic directions of higher school development on the example of a specific university in terms of student-centered learning. The result of the study is the formulation of conditions for the effectiveness of the student-centered approach in the context of university education. The prospects for the further research: to identify markers of student-centeredness, which would make it possible to recognize the levels of its displays and comparative analysis (foreign and domestic) of higher education institutions to implement the idea of student-centeredness.

Blended Learning: Features of Application in the Modern Educational System

The article analyzes the potential and possibilities of the method of blended learning as a didactic means of implementing the transition from the traditional model of learning to the integrated one with involving electronic environments and resources. The existing models of blended learning are considered, the ways of their adaptation to the conditions of studying at institutions of higher education are discussed. It will help to improve the quality of education as well as to provide opportunities for the implementing various educational models, forms and means of education. It is pointed out the problems which hinder the effective and rapid integration of e-learning environments. Some strategic initiatives to solve them are proposed. It is proved that blended learning technology involves the transformation of the student's position from the object to the active subject of teaching, and the teacher - from the main source of knowledge to the organizer of the students` learning process. Blended learning is justified as an educational model which bases on the integration of traditional face-to-face and electronic education systems and provides personalization of the learning process by means of providing the learners with the opportunity to choose conditions and control over the process of mastering the set of necessary competencies.

The role of the advocate in the ensuring the unity of the judicial practice in civil cases

The presented work highlights the possible ways of the advocate's influence on the implementation by the Supreme Court of the function of ensuring the unity of judicial practice in civil cases. Without denying the status of the Supreme Court as a central institution in the field of forming unified approaches to law enforcement, attention is focused on the fact that the dynamics of procedural legislation in terms of regulating procedures for access to cassation in civil cases allows us to rethink the mission and content of the representative function of a lawyer at the appropriate stage of the civil process. Based on the analysis of the current edition of the Civil Procedure Code of Ukraine, it is argued that the ability of the advocate to be an active subject of influence on the formation of a unified law enforcement practice is most noticeably manifested when overcoming existing filters of access to cassation, in particular, when applying to the Supreme Court with a cassation appeal, which today demands from the advocate extended argumentation when proving the existence of grounds for cassation revision, with a thorough analysis of the established practice of the cassation court and, at times, giving reasons for the need to deviate from such practice and form new law enforcement approaches. Along with the above, among the individual methods of influence of the advocate on ensuring the unity of judicial practice, the filing of a petition for the suspension of proceedings on the basis of a review of a court decision in similar legal relations (in another case) by way of appeal by the chambers of the Supreme Court, as well as a petition to transfer the case for consideration The Grand Chamber of the Supreme Court in connection with the need to resolve an exceptional legal problem.

Features of the development of cognitive interest of junior schoolchildren to the history of fine arts

Актуальность статьи обусловлена проблемой развития познавательного интереса младших школьников в процессе творческой деятельности, когда ученик становится не только объектом, но и активным субъектом обучения. Исследование, проведенное в одной из школ Красноярского края, позволило подтвердить, что интерес к теоретическим дисциплинам у обучающихся 9 - 10 лет можно успешно развивать путем совмещения преподавания предметов теоретического цикла с практическими занятиями, т.к. применение скульптурно-пластических форм способствует более полному и глубокому восприятию учебного материала по истории изобразительного искусства. Цель статьи заключается в обосновании эффективности использования программы «Путешествие в прошлое…» на занятиях скульптурой, направленной на повышение интереса к истории изобразительного искусства. Авторами проанализировано современное состояние исследуемой проблемы в школьной практике и дополнительном образовании, выявлен актуальный уровень сформированности познавательного интереса обучающихся детской школы искусств, представлены результаты опытно-экспериментальной работы по решению данной проблемы. Статья предназначена для учителей изобразительного искусства, а также педагогов художественных школ и школ искусств. The relevance of the article is due to the problem of developing the cognitive interest of younger schoolchildren in the process of creative activity when one can see the formation of a student not only as an object but also as an active subject of learning. A study conducted in one of the schools of the Krasnoyarsk Territory confirms the successful development of cognitive interest of students aged 9-10 in the subject of the theoretical cycle by combining with practical lessons because the use of sculptural and plastic forms contributes to a more complete and deep perception of the educational material on the history of fine art. The purpose of the article is to substantiate the effectiveness of using the developed program "Journey into the past ..." in sculpture classes aimed at increasing interest in the history of fine art. The authors analyzed the current state of the problem in school practice and additional education, identified the current level of formation of cognitive interest of younger schoolchildren, presented the results of experimental work to solve this problem. The article is intended for teachers of fine arts, as well as teachers of art schools and art schools.

ESTRATÉGIAS FORMATIVAS E PROCESSOS METACOGNITIVOS NO CONTEXTO DA PEDAGOGIA DA ALTERNÂNCIA

Neste estudo, objetiva-se compreender como os espaços e tempos promovidos por uma estrutura organizacional e metodológica alternante potencializam situações que levam os educandos a conhecer, refletir e autorregular seus processos formativos. Tal direcionamento parte de uma problemática estabelecida pelas seguintes questões: (a) que elementos/situações os educandos mobilizam diante de uma estrutura organizacional e metodológica alternante, que lhes demanda o papel de sujeito ativo e protagonista do seu processo formativo? (b) Mediante quais condições as estratégias que a escola dispõe na sua organização metodológica alternante potencializam pensamentos e conhecimentos metacognitivos nos educandos? Para dar conta dessas interrogações, a pesquisa se caracteriza como um estudo de caso de tipo etnográfico, desenvolvido com jovens secundaristas no âmbito do Instituto Educar, sendo adotados como procedimentos de investigação a observação participante, a análise documental e o grupo focal. Esses delineamentos se amparam em bases teórico-conceituais sobre cultura e aprendizagem (POZO, 2002), narrativa, cultura e externalização (BRUNER, 2001) e metacognição (FLAVELL, 1979). Os resultados evidenciam que os espaços e tempos promovidos pela estrutura organizacional alternante mobilizam os educandos à experiência participativa, à construção de projetos de vida que ensejam democracia e autonomia e à ampliação das práticas culturais de suas comunidades. Com relação aos processos que levam os educandos a conhecer, refletir e autorregular a própria formação, evidenciou-se que as possibilidades de avanços cognitivos decorrem da sua participação em coletivos, sendo que é mediante a cooperação entre os pares que as estratégias formativas podem ser potencializadoras de pensamentos e conhecimentos metacognitivos.Palavras-chave: pedagogia da alternância; educação do campo; metacognição; narrativas.Formative strategies and metacognitive processes in the context of Alternance PedagogyAbstractThis study intends to comprehend how the spaces and times promoted by an Alternant organizational and methodological structure enhance situations that lead the learners to know, reflect and autoregulate its own formative processes. This targeting starts from a problematic stablished by the following questions: (a) which elements/situations the leaners mobilize when an Alternant organizational and methodological structure demand them the active subject role as the protagonist of their own formative process? (b) in which conditions the strategies that schools have in its Alternant methodological organization enhance the metacognitive thinking and knowledge in learners? To answer these questions, the research became a ethnographic case study, developed with high school students from “Instituto Educar”, in which the adopted investigation procedures were the participant observation, the documental analysis and the focal group. These outlines are sustained by theorical-conceptual basis about culture and learning (POZO, 2002), narrative, culture an externalization (BRUNER, 2001) and metacognition (FLAVELL, 1979). The results show that spaces and times promoted by the Alternant organizational and methodological structure engage the learners to the participative experience, to build life projects aiming democracy and autonomy to enlarge the cultural practices on their communities. Regarding the processes that lead the learners to know, reflect and autoregulate its own formation, the study has shown that the possibilities of cognitive advances are result of their own collective participation, being that is through the peer cooperation that the formative strategies can enhance metacognitive thoughts and knowledge.Keywords: alternance pedagogy; countryside education; metacognition; narratives.Estrategias formativas y procesos metacognitivos en el contexto de la Pedagogía de la AlternanciaResumenEn este estudio, se pretende comprender cómo los espacios y tiempos promovidos por una estructura organizacional y metodológica alternante potencian situaciones que llevan a los educandos a conocer, reflejar y autorregular sus procesos formativos. Tal orientación parte de una problemática establecida por las siguientes cuestiones: (a) qué elementos/situaciones los educandos movilizan ante una estructura organizacional y metodológica alternante, que les demanda el papel de sujeto activo y protagonista de su proceso formativo? (b) ¿En qué condiciones las estrategias que la escuela dispone en su organización metodológica alternante potencian pensamientos y conocimientos metacognitivos en los educandos? Para dar cuenta de estas interrogantes, la investigación se caracteriza como un estudio de caso de tipo etnográfico, desarrollado con jóvenes secundarios en el ámbito del Instituto Educar, siendo adoptados como procedimientos de investigación la observación participante, el análisis documental y el grupo focal. Estos delineamientos se amparan en bases teórico-conceptuales sobre cultura y aprendizaje (POZO, 2002), narrativa, cultura y externalización (BRUNER, 2001) y metacognición (FLAVELL, 1979). Los resultados evidencian que los espacios y tiempos promovidos por la estructura organizacional alternante movilizan a los educandos a la experiencia participativa, a la construcción de proyectos de vida que dan democracia y autonomía ya la ampliación de las prácticas culturales de sus comunidades. Con respecto a los procesos que llevan a los educandos a conocer, reflexionar y autorregular la propia formación, se evidenció que las posibilidades de avances cognitivos derivan de su participación en colectivos, siendo que es mediante la cooperación entre los pares que las estrategias formativas pueden ser potencializadoras de pensamientos y conocimientos metacognitivos.Palabras clave: pedagogía de la alternancia; educación del campo; metacognición; narrativas.

The Community of Parents of Schoolchildren as a Subject of Civil Society (based on Materials from a Study conducted in a Russian Megalopolis)

The article is dedicated to analyzing the potential of transformation of parents into a subject of civil society through amplifying their social activities in schools and in big cities. The school and the megalopolis are regarded as social environments that have the potential to create new social trends and movements that are manifested in modified urban community behavior strategies, with such communities including parents of schoolchildren. The results of a survey of parents of schoolchildren (2019, Yekaterinburg, n = 7281) serve as the empirical foundation for the article. The article analyzes the characteristics of parents of schoolchildren in the megalopolis as a social community and as a subject of civil society. The importance of forming and developing this community’s social capital in relation to both its “strong” and “weak” connections is emphasized. The features of schoolchildren parents’ involvement in public practices at the school and in the megalopolis are shown. The forms of public participation preferred by parents in schools and in megalopolises are determined. Parents are becoming increasingly willing to engage in various practices of social activity in the future. Something else we noticed is the lack of active desire on behalf of the schoolchildren parent community to participate in managing the school, to stage protests or to support public initiatives in big cities. The authors insist that the parent schoolchildren community has the potential to turn into an active subject of state policy by means of increasing social activity and possibly translating it into civic activity under certain conditions.

ЕЗИКОВАТА КОНДЕНЗАЦИЯ КАТО ТЕНДЕНЦИЯ В МЕДИЙНИЯ ДИСКУРС / LANGUAGE CONDENSATION AS A TREND IN MEDIA DISCOURSE

The paper discusses cases of language condensation (language economy) caused by social changes in media electronic texts created during the pandemic. Special emphasis is placed on lexical and syntactic condensation. The following major cases of lexical condensation have emerged: participle adjectivization and substantivisation, new biaspectual verbs with the suffix -iram/-iziram, nouns formed by means of suffixation from motivating biaspectual verbs, abbreviation and composition as word-formation mechanisms, appositive collocations. The following cases of syntactic condensation are observed: monocomponential subjectless sentences with personal indefinite reference containing the predicate karantiniram (to quarantine) and the omission of the phrase de-noting the active subject in passive constructions. The study also highlights the relation-ship between the tendency towards linguistic condensation and other interlingual trends of development in grammar. Conclusions are drawn about the reasons for language condensation in texts related to the coronavirus, which are determined not only linguistically but also pragmatically. Keywords: language condensation (language economy), social changes, lexical condensation, syntactic condensation, adjectivization, substantivization, biaspectual verbs, Bulgarian language

Soviet Poetic Underground in Critical and Scientific Coverage (First Article)

The results of a research of literary critical works devoted to the study of Soviet under-ground poetry in the 1960s and 70s are presented in the review article. It is shown how the process of liberation of unofficial poetic culture from the collectivist attitudes of Soviet ideology and the search by its representatives for the spiritual and moral foundations of life and creativity was highlighted in the sam- and tamizdat periodicals. Special attention in the review is payed to the reflection of uncensored criticism in relation to the problems of restoring the connection with the literary tradition of the Silver Age by nonconformist poets and the formation of new principles of artistic writing in their work. In the context of these processes, the value nature of the phenomenon of “Christian Renaissance” in underground poetry, its role in the development of modernist poetic culture in the second half of the 20th century is revealed. In the light of literary-critical reception, the concept of “cultural movement” is considered as a strategy for uniting creative forces in the literary underground, which determines the value horizons of unofficial poetry. It is substantiated that the “cultural movement” was interpreted by uncensored criticism from the standpoint of its ideological and institutional self-sufficiency, the ability to be an active subject of Russian and world culture.

Characteristics of cognitive fctions in judicial control proceedigs

The article is sanctified to research of problem questions of cognitive activity of inquisitional judge in judicial control realization in pretrial investigation. Certain limits of activity of inquisitional judge are in the process of finishing telling during realization of judicial control, and set forth a conclusion, that an inquisitional judge is an active subject in criminal realization on the stage of pretrial investigation, that conditioned by both the tasks of criminal realization and features of judicial control. Duty of court, including inquisitional judge, in relation to providing of principle of contentionness of parties and absence of duty to take participating in finishing telling is important, but not qualificatory during realization of discretionary plenary powers an inquisitional judge in the process of finishing telling. It is thus accented, that activity of inquisitional judge must be directed not in support of or refutation of the proofs given by the subjects of finishing telling, but on finding out of circumstances, establishment of that is a necessity for consideration of solicitor or complaint essentially and acceptance of legal, reasonable and explained judicial decision.Participation of inquisitional judge is analysed in the process of assembly of proofs, and set forth a conclusion, that an inquisitional judge carries out the activity, sent to "providing" of proofs of parties of criminal realization or representative of legal entity in relation to that realization comes true. It is suggested to make alteration to КПК and give a right to the inquisitional judge at consideration of any solicitor, statement or complaint on own initiative to hear any witness or investigate any materials of criminal case.Certain features of verification and estimation of proofs by an inquisitional judge during realization of judicial control. It is marked that an inquisitional judge at a decisionmaking carries out the estimation of proofs, taking into account the article of consideration, and requirements set in КПК in relation to the necessity of circumstances of wellproven. Investigational problem questions of application of part are 2 articles of 89 КПК in judicial control realization and a conclusion is reasonable in relation to impossibility by an inquisitional judge during judicial control to acknowledge proofs "obviously" impermissible.