On the content of the "basic course of informatics" in the project "IT class in Moscow school"

The article discusses approaches to the organization of pre-professional training of students in 10–11th grades within the framework of the project "IT class in Moscow school", the task of which is to create a platform for training specialists in IT sphere. The basis for training students in informatics in the project "IT class in Moscow school" is the discipline "Basic informatics course", designed for two years of study, four hours a week. Thematic course planning is presented in the article. The content of the new textbook for the 11th grade is described in detail, including the following topics: "Graphics and multimedia", "Files and file system", "Modeling and game theory", "Databases", "Web programming", "Uneven coding, noiseproof codes", "Complexity of algorithms", "Algorithms", "Programming paradigms".

Roadmap for the future of global education project: designers' objectives and potential risks

The article carries out a teleological analysis of the structure and content of the map-scheme of the project of global education “The Future of Global Education”, which formed the basis of the National Project “Education”, the implementation of which was approved by the Ministry of Education in 2020 as a model of the desired future of global education and Russian education as an integral part of it until 2035. The analysis revealed the Roadmap (hereinafter referred to as “RM”) of the “Future of Global Education” project developed by ASI (Agency for Strategic Initiatives under the President of the Russian Federation), NRU HSE, Moscow School of Management Skolkovo, Sberinvest Management Company, Cisco, etc.; revealed its dystopian nature, and generalised the critical remarks of the pedagogic, educational and scientific communities regarding the structure, content and risks associated with the implementation of important events reflected by the designers in the “RM”.

Bridging Sebeok and the Tartu circle

We briefly sketch some characteristics of Thomas A. Sebeok’s program to develop semiotics and relate them to the approaches in the Tartu circle. It is not a historical, but effectively a paradigmatic insight into research in contemporary Tartu semiotics, where we can see the inevitability of cooperation between the large branches of semiotics such as bio-, socio-, and cultural semiotics that were, consciously or not, preceded by Sebeok. We take a closer look into Sebeok’s arguments in between the times when he re-introduced semiotics to contemporary audiences and when he seemingly departed from the conceptual realm of the Tartu–Moscow School of semiotics. Likewise, we aim to show how his practical engagement in “radwaste” is already acute today and demands realization of the connection between the biological and the cultural as mediated by the social.

The end of Sebeok’s century meets twenty-first century pandemic: modeling through and beyond Sebeok’s systems, semiotics, science

Thomas A. Sebeok’s name became all but synonymous with semiotics during the last half of the twentieth century. Sebeok located neglected semioticians in antiquity, and convinced many contemporary scholars that they were semioticians. One of his most fruitful encounters was with Juri Lotman of the Tartu–Moscow School of Semiotics, who had published in 1967 an ambitious model of human sign systems in which language would constitute a primary modeling system, and cultural phenomena a secondary modeling system. We inspect how Sebeok amended Lotman’s system, inserting another primary modeling system before language. This brings biological precursors to human language as a syntactic and learned faculty that builds on many nonsyntactic and sometimes nonconscious senses, including emotion, affect, and memory. We note how, in Sebeok’s final book in 2000 on modeling systems theory, co-authored with Marcel Danesi, there is a suggestion that the three layers of modeling systems may be colored by Peircean notions of firstness, secondness, and thirdness; we clarify how these layers are analogue. Finally, the fundamentals of the primary modeling system leak into languaging, as better understood through post-Sebeok cognitive and neurological sciences, and rendering less mysterious some of the strange effects of the COVID-19 pandemic’s proxemics crisis.

Hermeneutics of Old Russian Literature

The Serial Scientific Edition Hermeneutics of Old Russian Literature (HORL) is a collection of monographs and articles devoted to the Russian literature of the 11th – 17th centuries. The Serial Scientific Edition is based on the research of representatives of the Moscow school of hermeneutics, which is actively developing in science today, which sets itself the task of interpreting and comprehending Old Russian and Old Slavonic texts, developing a methodology of scientific evidence, a syncretic study of the history of literary and artistic works of small and large medieval literary forms. The research methodology, presented in the Serial Scientific Edition Hermeneutics of Old Russian Literature, is based primarily on the explanation of phenomena, their connection with social thought, the psychology of literary creativity, history, and in this sense, the Serial Scientific Edition continues the scientific traditions of studying Old Russian literature laid by N.K. Gudziy, V.D. Kuzmina. At the same time, unlike the above-mentioned school, textology is the starting point of hermeneutical research in the field of medieval Russian literature. A large corpus of works in Serial Scientific Edition is devoted to the problems of poetics, style, aesthetics of Old Russian literature. Continuing and developing the scientific directions of studying old Russian texts of the 11th – 17th centuries, the sources of which are the works of F.I. Buslaev, A.S. Orlov, D.S. Likhachev, the Moscow school of hermeneutics nevertheless represents an original direction in the study of medieval texts, since the triad is based on the research presented in the Serial Scientific Edition: textology – poetics – hermeneutics (i.e. interpretation and explanation based on a multitude of facts). Such an integrated approach, supported by a comparative analysis involving the comparison of old Russian texts with medieval Slavic and Western European texts, allows hermeneutics to detect such phenomena that are not revealed with other research methods. Due to this scientific approach to the study of the medieval texts and monographs, the articles presented in Serial Scientific Edition Hermeneutics of Old Russian Literature open up new dimensions in understanding of old Russian texts of the 11th – 17th centuries, both well-known and newly introduced into scientific circulation.

To the question about selecting software to support the Learning process in informatics at secondary school realized online

The article analyzes the experience of teaching informatics in a comprehensive Moscow school in a distance form in 2020 during the coronavirus pandemic. Of all the variety of problems and issues generated by the pandemic, the issue of choosing the optimal system and application software to support the learning process stands out. The possibility of using various types of domestic free operating systems for these purposes is analyzed, and their brief comparative characteristics are given. It's considered what kind of application software, which is included in the distribution of the Alt Education 9 operating system, can be used to support the teaching of all topics of the informatics course in primary, secondary and high school. The advantages of the Alt Education 9 operating system over similar domestic operating systems are listed, and the conclusion is drawn about the need to select this type of operating system as the optimal option for implementing the educational process in a remote form.

Kozhevnikov School: V. A. Karlov

The report substantiates the concept of combining the Kozhevnikov Neurological School with the Moscow School of Neurology. It is shown that almost all the great Russian neurologists passed through the clinic created by A.Ya. Kozhevnikov. The representative of this school, V.A. Karlov, consistently follows the principles laid down by the teachers, that allows him to create new concepts of neurology and develop the Moscow Neurological School.

The Issue of the Continuity and Discontinuity of the Historical Process in Russian Religious Philosophy

This article considers the issue of the continuity and discontinuity of the historical process within the legacy of the Russian philosophers of the first half of the twentieth century. Its main task is to reconstruct their understanding of the category of discontinuity in relation to social sciences and the humanities in the works of N.V. Bugaev, V.G. Alekseev, P.A. Florensky, V.F. Ern, and L.P. Karsavin. This task is accomplished by carrying out a comparative historical study of the works of these philosophers in the context of their mutual influence and of how the given topics are developed. The research, which was conducted mainly on the existing historiography of the Moscow School of Philosophy and Mathematics, identifies a number of lacunae regarding the category of continuity/discontinuity. While this issue was first raised by Nikolai Bugaev and Vissarion Alekseev, it was Pavel Florensky who suggested a solution to the problem by applying the theory of discontinuous functions used in arithmology to the historical process. Florensky’s efforts were initially fruitless, however, and it was not until after 1905 that he succeeded in doing so. It has been proven that Vladimir Ern radicalized Florensky’s thoughts and made significant progress in understanding the topic of discontinuity within the historical process and the progress of mankind. Considerable attention is also paid to the reasons for the repressions enacted against the Moscow school during the Soviet period. Finally, Lev Karsavin’s relationship with this line of study of discontinuity in Russian philosophy is clarified and the place of Karsavin’s early and late works in the study of the category of continuity and discontinuity in the history of mankind is also considered. The conclusion of this article deals with the relevance of this legacy of Russian philosophers in contemporary epistemology and the methodology of history.

Critical Remarks on the Question of a “Moscow School of Metaphysics”

The article analyzes the concept of the “Moscow School of Metaphysics,” an expression proposed by S.L. Frank in 1932 referring to the institutionalization of the initial advancement of Russian thought in the form of a “scientific metaphysics.” S.L. Frank held the rationalism of L.M. Lopatin and the transcendentalism of S.N. Trubetskoy to be the chief methodologies of this movement. S.L. Frank’s institutional identification is judged to be one episode in the search for a general developmental pattern within Russian thought – a movement toward a scientific and systematic philosophy. In his book Russian Philosophy around S.L. Frank. Selected articles (2020) the contemporary investigator of Russian philosophy, G.E. Alyaev turned his attention to the “Moscow School of Metaphysics” as a historical and philosophical concept. Agreeing with Frank, G.E. Alyaev names the alleged participants in the school, excluding V.S. Solovyov considering him a “religious thinker.” Referring to the material in the journal Problems of Philosophy and Psychology and to the speeches of N.Ya. Grot and V.S. Solovyov, the author shows that the philosophical education of Russian society, and in particular of professional philosophers, was not at a level that allowed for the emergence of the school as a scientometric unit. With the final two decades of the nineteenth century in mind, the author prefers to speak not about the school, but about the direction of the philosophical sympathies of Russian educated society toward either positivism or metaphysics. Within the bounds of the latter, there took place a selection of methodological techniques that allowed Russian thought to move toward a scientific metaphysics. The author mentions V.S. Solovyov, with his final articles, as among those who persistently sought the principles of theoretical philosophy. The author also shows that S.L. Frank, who proposed the concept of the “Moscow Metaphysical School,” is far from precise in its application