Extracurricular activities as a means of developing the cognitive interests of younger schoolchildren

В статье рассматривается внеурочная деятельность как средство развития познавательных интересов младших школьников. Автор сравнивает такие понятия как «внеурочная» деятельность, «внеучебная» деятельность и «внеклассная» работа. В соответствии с требованиями Федерального государственного образовательного стандарта начального общего образования (Приказ Министерства просвещения РФ от 31 мая 2021 г. № 286 “Об утверждении федерального государственного образовательного стандарта начального общего образования”) (далее ФГОС НОО - 21), образовательная организация должна создать условия для максимально полного обеспечения образовательных потребностей и интересов обучающихся. При этом наличие у обучающихся познавательного интереса считается важным критерием эффективности достижения результатов освоения учебных предметов, курсов и внеурочной деятельности. Внеурочная деятельность в составе основной образовательной программы начального общего образования является важным средством по развитию познавательного интереса школьников. Под познавательным интересом младших школьников в нашем исследовании понимаем направленность личности на процесс познания, которая характеризуется положительным эмоционально-ценностным отношением к процессу или предмету познания, проявляется в интеллектуально-творческой деятельности, благотворно влияет на развитие одарённости, на воспитание инициативности и самостоятельности, но в силу особенностей возраста отличается неустойчивостью и динамичностью. Особая роль в развитии познавательных интересов младших школьников отводится внеурочной деятельности. При этом значения «внеклассная», «внеурочная» и «внеучебная» деятельность в последнее время часто отождествляют. Постараемся разобраться в отличиях данных понятий и уточним определение «внеурочная деятельность». The article examines the possibilities, methods and conditions of organizing extracurricular activities as a means of developing the cognitive interests of younger schoolchildren. The author considers the difference between such concepts as "extracurricular", "extracurricular" activity, "extracurricular" work. In accordance with the requirements of the Federal State Educational Standard of Primary General Education (Order of the Ministry of Education of the Russian Federation dated May 31, 2021 No. 286 "On Approval of the Federal State Educational Standard of primary general Education") (hereinafter referred to as the Federal State Educational Standard NOO - 21), an educational organization must create conditions for the fullest possible provision of educational needs and interests of students. At the same time, the presence of cognitive interest in students is considered an important criterion for the effectiveness of achieving the results of mastering academic subjects, courses and extracurricular activities. Extracurricular activities as part of the basic educational program of primary general education are an important means of developing the cognitive interest of schoolchildren. Under the cognitive interest of younger schoolchildren in our study, we understand the orientation of the personality to the process of cognition, which is characterized by a positive emotional and value attitude to the process or subject of cognition, manifests itself in intellectual and creative activity, has a beneficial effect on the development of giftedness, on the education of initiative and independence, but due to the peculiarities of age, it is unstable and dynamic. Extracurricular activities play a special role in the development of cognitive interests of younger schoolchildren. At the same time, the meanings of "extracurricular", "extracurricular" and "extracurricular" activities have often been identified recently. We will try to understand the differences between these concepts and clarify the definition of "extracurricular activities".

Livestock cognition: stimulating the minds of farm animals to improve welfare and productivity

Historically, farm animal cognition has not always been considered on commercial enterprises, but it has emerged as an important aspect of managing livestock to enhance welfare and increase productivity. The aim of this review is to summarise literature on the subject of cognition in livestock and discuss techniques to stimulate the minds of animals to enhance welfare practices on farm.

AUTHORSHIP IN THE GENRE OF SMALL PROSE

Автор рассматривает эстетическую и социальную роль личности писателя и образа автора в формировании малого жанра, раскрывает философский и лирический потенциал малой прозы, считает философское и лирическое начала жанрообразующими факторами малой прозы. Опираясь на антропологические концепции русских философов, автор усматривает их влияние на литературу через лиризацию прозы, в возрождении интереса к личности не только как субъекта познания, обладающего интуицией, но и как духовной субстанции, субъекта творчества. Особое внимание уделяется явлению циклизации и эпизации в современной «малой» прозе, теме сохранения национальных духовных традиций у ее лучших представителей, социальной проблематике в циклах миниатюр. The author examines the aesthetic and social role of the personality of the writer and the image of the author in the formation of a small genre, reveals the philosophical and lyrical potential of small prose, and considers the philosophical and lyrical principles to be genre-forming factors of small prose. Based on the anthropological concepts of Russian philosophers, the author sees their influence on literature through the lyricization of prose, in the revival of interest in the individual, not only as a subject of cognition with intuition, but also as a spiritual substance, a subject of creativity. Particular attention is paid to the phenomenon of cyclization and epization in modern «small» prose, the topic of preserving national spiritual traditions among its best representatives, social issues in miniature cycles.

Living Systems Escape Solipsism by Inverse Causality to Manage the Probability Distribution of Events

The external worlds do not objectively exist for living systems because these worlds are unknown from within systems. How can they escape solipsism to survive and reproduce as open systems? Living systems must construct their hypothetical models of external entities in the form of their internal structures to determine how to change states (i.e., sense and act) appropriately to achieve a favorable probability distribution of the events they experience. The model construction involves the generation of symbols referring to external entities. This paper attempts to provide a new view that living systems are an inverse-causality operator. Inverse causality (IC) is an algorithmic process that generates symbols referring to external reality states based on a given data sequence. For applying this logical model involving if–then entailments to living systems involving material interactions, the cognizers-system model was employed to represent the IC process; here, living systems were modeled as a subject of cognition and action. A focal subject system is described as a cognizer composed of sub-cognizers, such as a sensor, a signal transducer, and an effector. Analysis using this model proposes that living systems invented the “measurers” for conducting IC operations through their evolution.

New Chapters in the History of St. Petersburg School of Psychology

The history of St. Petersburg school of psychology has not been sufficiently studied if compared to foreign and Moscow scientific schools. The article provides new specific information on the institutionalization of psychology in Leningrad in the postwar period due to the establishment of the department and division, and later on, in 1966, the Faculty of Psychology at Leningrad (now St. Petersburg) State University. The author specifies the facts regarding the influence of historical cataclysms, postwar political events, ideological campaigns on the deve­lopment of psychological science and education: The Great Patriotic war, “the struggle against cosmopolitanism”, Joint Session of the USSR Academy of Sciences and the Academy of Medical Sciences focused on the teachings of I.P. Pavlov, changes in the country’s situation and sciences during the “Soviet thaw”, etc. The consequences of these events resulted in the abrupt suspension of communications with foreign colleagues in 1948. The reestablishment and expansion of international contacts occurred in the second half of the 1950s. The information concerning the scientific school staff and B.G. Ananyev’s remarkable contribution to the school focused establishment in the course of his hard daily work as Head of Psychology Department at the university, Dean of the Faculty of Psychology, and Director of the Research Institute of Pedagogy has been supplemented. The facts about B.G. Ananyev’s initiatives to create the Institute of Comprehensive Social Studies within Leningrad University, the laboratory of differential psychology and anthropology, and to organize comprehensive studies of human individuality have been documented. The author establishes the date when Ananyev began vigo­rously writing his book “Man as a Subject of Cognition” (1963). The development of St. Petersburg school of psychology was uneven, often against the odds. The collective work style at school was democratic and creative. The school educated professional psychologists; the best of them became prominent figures in the national science. The article presents a new periodization of St. Petersburg school of psychology, which identifies the Bekhterev, post-Bekhterev, Ananyev and post-Ananyev development periods.

The resource component of the dynamic of socio-psychological adaptation and conflict resistance of junior students

The article presents the author's understanding of the concept of adaptation as a process of interaction of the person with the environment, which unfolds in the form of activity that contributes to the transformation of the environment in accordance with the new conditions and goals of activity. From these positions, adaptation is studies in the context of the socialization of the person – a process that allows a person to acquire a new social status. Socio-psychological adaptability is consideres as an integrative quality of a person, characterized by the presence of cognitive, motivational, communicative and self-regulating components in its structure. These components nonadditively form a complete structure of socio-psychological adaptation, which has cognitive, motivating and transformative functions. The implementation of these functions increases conflict tolerance and ensures the use of adaptive actions in interpersonal interaction. The resource component of socio-psychological adaptation’s dynamic and conflict resistance of junior students is established. The reasons of biology students for the negative dynamic in the indicator «motivation of pursuit for success» are revealed. The need of psychology students for constant appeal to reflection and self-discovery in the learning process contributes to the formation of a positive attitude to their personality and self-acceptance. This personal orientation increases the resource capacity, which should be considered in the context of the activity of the subject. The resource component is determined by the non-homeostatic principle of its existence and the manifestation of its activity. Resource capacity is enriched in the process of carrying out activity and behavior. In this regard, resource capacity acts both as a process and as a result. Therefore, it is impossible to consider resource capacity outside of the subject of cognition, communication and activity.

“Anthropological or Humanistic View of the World”: a Model of Scientific Cognition in Mikhailovsky's Heritage

The article focuses on the approach to the study of human psyche and behavior, suggested by literary critic and ideologist of Narodnikism N. K. Mikhailovsky in the second half of the 19th century. Mikhaylovsky is proved to have developed an original model of scientific cognition, which was based on the synthesis of knowledge from different fields of science and built around an “anthropological or humane point of view”. Scientific search within the framework of this model is carried out with the help of the subjective method, based on the effort to understand another person, and the subject of cognition is a “profane” — a person complete with all of his social experience. The problems put forward by Mikhailovsky seem relevant in the light of the modern “cognitive turn” in the humanities, the desire for interdisciplinary approach and the creation of an integrative scientific picture of the world, fundamental rethinking of the classical objectivistic model of scientific knowledge.

Linguistic-cognitive and communicative-pragmatic features of a politician’s speech activity in a discursive position “after power”

The cognitive and speech activity of the linguistic personality of a politician in the discursive position “after power” has a number of significant differences in comparison with the stages “before power” and “in power”. Its general cognitive and communicative-pragmatic character that can be described as accumulative-syncretic, adaptive and agonal, is due, firstly, to the seamless combination of substantive-thematic and speech signals of the personal and political past experiences. These experiences are projected onto the issues of the supra-individual present and included in the forecasts of the social future. These signals are present in texts generated by the politician during the post-power period. There is a subject-object “stratification” with a different balance of a subject and/or object functional status in the structure of the linguistic personality of the post-power politician. As a (proactive) subject of cognition and communication, the politician “after power” creates his/her own texts, primarily memoirs and (oral) political speeches. Becoming the object of evaluation, the politician verbally responds to them as a mental-speech subject of speech utterances in communicative situations of interviews, political discussions, public responses to articles of other politicians or comments of journalists that are close or distant to the other side of the communication. At the same time, being an object, not only with social and professional functions, but also personal qualities of the ex-politician are publicly discussed, which indicates the mandatory combination of institutional, professional and individual (third-party) assessment parameters in the structure of his/her personality.