Home – Home – Jornals – Advanced Search

In the article, the problems of modern terrorism, which is insufficiently studied as a socio-cultural phenomenon, are considered from the point of view of the social-philosophical analysis. In the scientific circles, three points of view concerning the nature of terrorism prevail now: the research, practical and critical points of view. The first point of view relies on the approach according to which it is necessary to reveal the fundamental principles of terrorism, its sources, because only having understood them, it is possible to find an effective mean to fight it. The second, practical approach denies the need of searching for the prime causes of terrorism, considering that it only distracts from the fight against this evil. The representatives of the third approach to the analysis of terrorism deny the first two approaches, considering them as the links of one chain. These are the most furious critics rejecting the idea of terrorism as consistent actions of the USA. S. Huntington has predicted «collision of civilizations»; however it has not become objective reality, and cannot be considered as a basis of modern terrorism. It is possible to call this approach a confrontational model of «collision of civilizations», which, as a negative scenario, can result in antagonism in Russia of two irreconcilable camps: Orthodox Christians and followers of other religions. In order that it does not happen, it is necessary to develop an ideology of «social responsibility» of the representatives of all religious confessions of multinational Russia.

In the article, the value and role of education in the socio-economic development of the country, in preserving the sovereignty of Russia are considered. The article is devoted to possible consequences of the influence of external economic factors on education; this will allow formulating, in the long term, the actions for protection of the economic and political sovereignty of Russia. In the conditions of globalization of the world economic system, the dependence of national economy on the external economic factors and the universal tendencies becomes not only pronounced, but also testifies to the loss of sovereignty by the states, that is, the loss of independence in decision-making, including in the sphere of education. The external problems and the pressure of sanctions are combined in a certain way with the internal problems caused by many years of government’s ignoring the problems of education and the contradictory nature of the ongoing reforms. As a result of their reflections, the authors come to conclusion about the need of developing the immediate measures for overcoming, correction of the negative tendencies, and, in some cases, preservation of the positive that was created in the domestic education system.

This article discusses the problem of increasing the efficiency of pedagogical prevention of illegal behavior of military servicemen. The author reveals the condi-tions that improve the effectiveness of teaching the prevention of unlawful behavior of military personnel. The article shows the conditions fostering the increase of effectiveness of pedagogical prevention of unlawful behavior of the military personnel, and also various aspects of organization of preventive work, discussed in the publications of modern pedagogues dedicated to organization of the military pedagogic process and pedagogical prevention of deviant behavior among adolescents and young people. Besides, a topic is touched upon of the impact of humanitarian culture, determined by the specifics of socially conditioned characteristics of professional military activity, on pedagogical prevention of unlawful behavior of the military personnel. Attention is paid to a complex of preventive educational activities aimed at the creation of military-cultural legal living environment of the servicemen. There are distinguished and described the principles of personal orientation, prevention and systemic character, based on which the work is structured of pedagogical prevention of illegal behavior of military personnel. The main attention in the paper is paid to the role of volitional powers of an officer, which play an important role in solving the prophylactic-pedagogical problems. The author concludes that the manifestations of volitional qualities of officers are determined not only by the motives of their moral principles, but also by the inherent characteristics of the manifestations of the properties of higher nervous activity. The author examines the role of will as a mechanism to overcome the obstacles and difficulties, manifested in different ways in different situations. Also, there are revealed in the article the concepts of determination, dedication, perseverance, courage, discipline, endurance, self-reliance as a foundation of the volitional powers of an officer. The problem of upbringing the volitional powers of an officer will be of interest to researchers engaged in the search for management solutions in the field of military-pedagogical knowledge. The main content of the research is formed by an analysis, carried out in military units, of the persistence of unit commanders in achieving the set prophylactic-pedagogical goals. Improving the efficiency of pedagogical prevention of illegal behavior of military personnel is revealed by the author in the light of the teaching process tasks included in the logic of educational-upbringing activities of unit commanders. In conclusion, there is revealed the importance of training the commanders of units, so that the public importance, duty, morals become their objectives and the moral content of their consciousness and will.

The article presents an analysis of the educational process for the students of special medical groups. This research has been conducted over three years at the Department of Physical Education of the Novosibirsk State Pedagogical University. The author focuses on the fact that students with poor health are a special contingent, characterized by a lack of fitness and physical activity, as well as negative attitudes to the PE discipline. A large part of the students of this category have complete exemption from the PE lessons, and they are only supposed to do a written work on the health preservation problems. The author believes that the students of special medical groups are in need of motor activity even to a greater degree than the healthy students. Taking into account the volitional characteristics of this category of students and assessing the structural organization of physical education as a weakly dynamic and unstable system, the author make a conclusion that there is a need for a special organization of the education process for the students with poor health. This educational process should be fundamentally different from the one concerning the students of the main group in the department of physical education. The article discusses a nonlinear dynamics model, which is a synthesis of sci-ence and natural philosophy statements by Haken, Prigogine, Poincare, and A. A. Andronov - the people considered as the founders of synergetics. According to the given model, the organization of educational process can affect the improvement of students’ volitional self-regulation, and, under certain conditions, it can affect the self-organization dynamics of their own health preservation. In the view of the non-linear dynamics paradigm, the self-organization is possible in the presence of the new types of objects - the so-called auto waves. Unlike classical waves associated with normal environment, the sustained waves can be considered as the generation of active media filled with rich energy, which sustained waves can get as much as they «need». The author suggests filling this given active "medium" or space with some new ways of physical, psychological and intellectual impact on the students. This comprehensive support is able to affect the worldview, sense-motivation and activity regarding students’ personal health.

In the article, an attempt is made of redirecting the existing educational paradigm and forming a new educational vector of the purpose for implementation of the crisis-free sustainable management of the education system by way of its inscribing into ae world outlook matrix of the social development of society. A room analysis is carried out of the tendencies of existing alternatives of evolution of the education system offered by liberal economy, and a conclusion is made about the need of its transformation. A methodology of formation of a new educational vector, proceeding from the world outlook concept of understanding of the world and the role of the human being in it, is offered. On the basis of new conceptual thinking, the existing problems of educational system and educational paradigm are revealed and the ways of their solving and forming of a correct educational vector are offered.

The ability of the human being to find a way out of non-standard situations and, at the same time, to act in accordance with the generally accepted rules, regulations and the basic principles of society has attracted the attention of scientists from the earliest times. However, only recently the scientific terminology has started to accommodate such notion as the «uncertainty principle»; and this is not accidental, but conditioned by the reality. In the opinion of the authors, the uncertainty principle has deep historical roots. The basis of uncertainty is in the human nature itself. It is exactly the «uncertainty» that encourages people to think and then to act. Thus, it serves as a certain «engine». The state of uncertainty in the education system arises both for the teacher («how to teach?», «what to teach?») or the student («what to study?», «how to study?») and for the education system as a whole. It is not right to consider only the negative aspects of the uncertainty principle. Among the important positive trends there are democratization of school systems, differentiation, humanistic orientation of upbringing and training, increasing activity and independence of students, the opportunity to actively participate in the international cooperation, and so on. Presently, the uncertainty principle is actively developed by modern scientists, in particular, for solving the problems of modernization of contemporary education.

There are identified and described the levels of implementation of the priorities identified in the Concept of the spiritual and moral development and upbringing of the personality of the citizen of Russia in the field of education. A comparison is carried out of the technocratic, humanistic and anthropological models of education. The pedagogical activity is considered as a form of anthropo-practice, the practice of «humanization of man». The necessity to introduce children to the traditional spiritual culture is substantiated. Some problems are revealed in the student training in the Master’s Degree programs, the necessity is proved of opening the research laboratories and centers, where the Master’s Degree students would receive the skills of development and implementation of projects. The creation of research laboratories and centers with the participation of Master’s Degree students and their involvement into research teams can eliminate the paradox that has emerged today in the training of Masters’ Degree students. Currently, science is being developed by the teams of researchers, whereas Masters’ Degree students work alone. It is advisable to introduce a gradation of the Master degrees, for instance, allocating 5-10% of the total number of Masters as the Masters of a high category. This will create the conditions for the selection of the most talented graduates and turn the attention of the business leaders of the enterprises, where these Masters will work, to their potential. In essence, Specialists and Masters belong to the same level of education. For many people, therefore, the question arises: is Master «below» or «above» Specialist? Of course, there are structural differences in educational programs, providing much greater volume of research and independent work for the Masters in comparison with the Specialists, but today it is more of a disadvantage than advantage, because these kinds of activities became a weaker link in the educational process, as it remains poorly organized and poorly provided with methodology. Therefore, the main directions of improving the quality of education at the Masters’ courses should be the following key activities: - Improving the organization of independent work of Masters’ Degree students; - The search for optimal forms of organization of scientific research at the Masters’ courses and its personnel, information, technical, financial and administrative support; - Increase the level of theoretical training of Masters’ Degree students, especially not specialized ones. Thus, within the framework of the Bologna educational scheme, where the Master is a connecting link between scientific research and higher education, Master's degree should have a different focus, while professional Masters’ courses will be considered as the final level of higher education.

The article discusses the need for ecological ethics, which should teach to treat nature as our mother with loving and grateful attitude. The subject of ecological ethics is moral standards and ethical behavior in the man-society-nature relationship. Eсоlogical education should involve developing one’s ability to see nature as a spiritual beauty of the objective world. Human ecology ought to be the recuperation and enhancement of the spiritual world of society, the development of high culture and humanistic morality. Traditionally, the term ‘ecology’ refers to the field of science dealing with the study of multiple relationships of living organisms with their environment. However, the term ‘ecology’ has overstepped the boundaries of its original scientific meaning and is used in various spheres of human activity. In the public mind, the term is usually associated with the scandals related to pollution of the biosphere with toxic wastes and the damage of natural ecosystems. Therefore, the word ‘ecology’ has acquired moral overtones. The term ‘ecological’ is now equivalent to the terms ‘clean,’ ‘safe,’ ‘moral’, and ‘humane’. It is important to form a harmonious relationship between the components of the ecosystem of ‘man-natural environment’, ‘society-natural environment’, and to control therefore the processes engendered by man and dangerous to all living things. Mankind is facing the need for ecological morality, the basis of which should be man’s creative activity aimed at harmonization of the relations with nature. In the technogenic culture of the West, nature is understood as a material for the transforming activity of man. Human activity in Western culture is directed at the outside world, its transformation and submission to human objectives. A predatory attitude to nature is destructive to it and therefore immoral. In the modern period, the socio-economic orientation of human activity is changing and acquiring a universal character. This is why ecological moral standards are meant to regulate the interaction between society and the environment, both natural and cultural. This is how ecological ethics ought to be formed. The basic principle of ethical conduct was established at the dawn of civilization. It was recorded in the laws of the Babylonian king Hammurabi and the Old and New Testaments. This is the reciprocity principle: Do to others whatever you would like them to do to you. In relation to nature, this principle can be defined as the commandment of the Ancient Greek physician Hippocrates: Do no harm. The turn of the twenty-first century poses the issue of the formation of personality capable of giving an adequate response to the challenges of our time. The humanistic ideas of environmental ethics, entering pedagogy, are able to be of methodological assistance in tackling this task.

It is known that the system of education is given a special role in the process of reforming the economy and the education system itself, especially in the period of recovery from the crisis. This is due to the fact that education is the most important source of socio-economic and scientific-technical development, the progress of all aspects of the society life. The relevance of the study is determined by the increase of attention today to the problems of education and strengthening of measures to resolve the contradictions in the education system at the state, public and personal levels. The aim of the article is to analyze the special features of value components of modern education. On the basis of axiological approach and reflective analysis of the philosophy of education, the dialectical understanding of education as a value is shown, and the values of the education system are considered. The dual education as a form of practice-oriented vocational training is analyzed.

The article reveals the essence of the key concepts of «competence», «competency». Based on the definitions of «competence», «competency», the authors, on the basis of the analysis of the existing Master's Degree program written in terms of competencies, concludes that the program only contains a list of things that the graduates have to do after having successfully mastered the program. There are a number of inaccuracies in the exiting Master's Degree program: there is no definition of the key concept of competence, which significantly reduces the scientific presentation of the state standards. In addition, the wordings in terms of competences are heavy and uncomfortable to read, so it is best to use the terms of competencies. The main purpose of the article is: 1) to clarify the concepts of «competence» and «competency»; 2) to write new state standards for the Master's Degree program of the pedagogical direction in terms of competencies. In the article there are presented comments, observations and counterexamples.