Home – Home – Jornals – Advanced Search

Introduction. The main goal of the strategy of scientific and technological development of the Russian Federation is to ensure the promotion of Russian technologies and innovative products to world markets with an increase in income from the export of high-tech products, rights to these technologies, which in general will strengthen Russia’s competitiveness in the world. Planning the transition to the 7th technological order (knowledge economy) requires the formation of creative thinking and the accumulation of cognitive capital in the education system. Methodology. The structural and system tools of the components of the object of research in the field of education in the form of cybernetic modeling are used. Discussion. Improvement of the current state of scientific and technological development of the Russian state, its economic, technical and technological security is possible with the transition to a new innovative model of education development in Russia, which will ensure the growth of the intellectual potential of the country, through the formation of creative thinking and the formation of cognitive capital of students. The practice-oriented training of specialists considered in the article, which is in demand in organizations producing competitive products on the domestic and world markets, is formulated in the tasks and strategies of scientific and technological development of the Russian Federation. Conclusion. The education system in the Russian Federation needs to switch to new professional standards and practice-oriented methodology that require the growth of the cognitive capital of professional groups. Their development is formed by creating an educational system that has the ability to perceive and increase the cognitive capital of Russian society in a new way.

Introduction. The effectiveness of the educational process in teaching a foreign language is directly related to motivation and adaptation. In order to discover the mechanisms of self-motivation and self-adaptation, as well as to find ways to effectively organize the educational process, the effect of communication and professional motives as semantic aspects of social interaction integrating motivation and adaptation is investigated. Methodology. The epistemological interpretation of the concepts of “adaptability”, “adaptability”, “adaptation of students”, “motivation”, “motivation”, “communication” and “professional motives” allows us to consider in a new way the relationship of the organization of an effective educational process with the study of a foreign language and the assessment of the level of preparedness of students of a secondary specialized educational institution. Discussion. Adaptation and motivation of students to the educational environment is considered as an effective factor of professional development. The study of the level of internal motivation of the student to study the discipline of a Foreign language and the search for ways to increase the adaptation of students to the educational process within the framework of the discipline under study revealed the importance of the trajectory of activity-instrumental improvement of both the subject and the object of the educational ecosystem, as well as the general focus of students directly on improving their own adaptation. Conclusion. In the conditions of new types of social and educational relations, a constant analysis of the effectiveness of integrative types of communication activities is required, reflecting the ability of an individual to use communication skills in his native and foreign languages for successful formation in future professional activity. The level of adaptation and motivation depends on the degree of availability of professional motives, including the specifics of the increased level of various types of communication.

Introduction. The introduction substantiates the need to define prolegomena that contribute to the understanding of the phenomenon called “intercultural communication” (hereinafter IC) in the context of the eternal categories of Good and Evil. Methodology. Within the framework of the method of historical and philosophical reconstruction, the origins of prolegomena are explicated, which, through the prism of the categories of Good and Evil, lead to the juxtaposition of culture and anti-culture, expressed in the opposition medicine - antimedicine. Discussion. The peculiarity of the work is the definition and description in the religious and philosophical aspect of the prolegomena of IC in medicine. The authors refer to these as a language that opens the door to a culture based on tradition, in the light of which the younger generation is brought up and trained, a worldview is formed and preserved. Culture is based on eternal values, especially on faith, driven by love-gratitude to the Creator, to man as a creation of God, to his people and fatherland. In this regard, attention is focused on medicine as a special culture that has its own language in the form of terminogenesis, characterized by homogeneity, heterochrony and continuity. The status of the peculiarity of the culture of medicine is due to the disease, in the confrontation of which the basic models of relationships were formed, preserving and transmitting from generation to generation the experience of cognitive, educational and therapeutic activities. In the global space of the culture of medicine, the past and the present, death and life are combined, interfering, while the basic values of human existence, ideas about Good and Evil are crystallized. Conclusion. The authors come to the conclusion that the religious and philosophical aspect allows to reveal the origins of the prolegomena of the IC, originating in the sacred area, where Good and Evil are distinguished, immanently inherent in human life. Related to the Good are: language, tradition, culture, knowledge of history. With Evil - their simulacra. Today it is especially important to understand that knowledge of the culture of the past has a profound result of a general rise in the level of modern culture that provides effective intercultural communication in time and space.

Introduction. Students’ perception of the world and the successful interpretation of it in writing build self-esteem and a more positive opinion of their writing efforts. In the writing classroom ethical concerns may add a personal sense of purpose absent from many other disciplines. Confucian and Platonic dialogues may become valuable sources for rhetorical exploration with the emerging awareness of secondary orality as rhetoric is a complex system of ideas, values, psychology, language and technique of which truthfulness is fundamental. Methodology. A comparative analysis of the rhetorical approaches of Plato and Confucius in their writings on rhetoric, truth, and ethics is used as a methodological framework to broaden the understanding of the rhetoric of writing. Discussion. The purpose of the research was to explore how Confucius and Plato view rhetoric, and how these views inform and complicate our understanding of the ethical dimension of rhetoric and writing. Modern textbooks spend a great deal of time on strategies and exercises to help students improve various techniques that are often seen as separate entities. Issues of truth, ethics, and values are problematic for teachers of the culturally diverse student body of most colleges and universities. Introducing writing instruction based on the rhetorical approaches of Plato and Confucius has the potential to help students improve their critical skills as well as their writing skills. Conclusion. Comparing the rhetorical approaches of Plato and Confucius in their writings on rhetoric, truth and ethics offers educators valuable lessons and insights into the importance of maintaining the ethical dimension of written discourse when teaching writing. Writing should be presented as a complex system of skills, ideology, and psychology, and students who gain insight into this system will have a more accurate and truthful understanding of what writing should be and is.

Introduction. The study aims to formulate a methodology for independent assessments of the legal support of the current stage in the development of the Russian education system among the educational community. An independent assessment of legal support is influenced by many factors. Among this “set”, a special place is occupied by value factors, which, in the general dialectic of the development of the educational space, most significantly influence the objectivity of the assessment itself. In this regard, approaches to the formation of value-containing foundations of Russian educational policy in their dialectic with legal support are considered. Methodology. Identifying the principles of educational policy that contribute to the development of education in a situation of active experimental work on organizing legal support for the current stage of development of the Russian education system requires turning to the axiology of education. A reflection of new values in Russian legislative acts was carried out on the basis of scientific publications, Internet sources and the content of educational platforms. Discussion. Interpretation of the content of these acts made it possible to determine the dependence of their changes on the value orientations of the main subjects of educational policy throughout its development in the first pre-perestroika period (1966-1990); in the 2nd period (1990s - early 2000s); 3rd period (2010-2020); 4th period (2021); 5th period (2022); 6th period (beginning of 2023). It has been revealed that the current state of the legislative framework, its correlation and relationship with the values of the main subjects of the educational space today lack clear codification and algorithmization. The value-oriented methodology proposed in the text, enshrined in the appropriate legal framework, can act as a regulator of a dialectically integrated model of legal practices. Conclusion. It is noted that the codification-legal absence of value-based fundamental provisions at the level of ensuring changes in education in content requires the development of a synthetic model of educational policy filled with axiological content.

Introduction. Russia has changed its development strategy twice over the past decades. It was integrated into the international system of division of labor during the collapse of the USSR, and after 2014, Russia begins to break the existing networks of unequal exchange and, as in the Soviet period, enters into confrontation with the core of the world system. It is obvious that these changes have an impact on the education system, changing its goals and the content of the educational process. Methodology. Based on such basic concepts of the world-system approach as “geoculture”, “semi-periphery” and “peripheralization” (I. Wallerstein), the problem of transformation of Russian education in the processes of integration and confrontation with the world-system is described. Discussion. Three stages can be distinguished in the processes of transformation of Russia in recent decades. These stages correspond to the geocultural ideologies of the Modern era: socialism, liberalism, conservatism. It is shown that each of the ideologies was reflected in the goals and content of the educational process. Soviet ideology contained nation-building values that were relevant to post-colonial societies and contributed to their integration into the international system of socialism, while education solved problems of labor reproduction for the corresponding division of labor system. The Russian political elite has not formed the levers of symbolic power within the framework of neoliberal doctrine for more than two decades of integration into the world-system, which has led to a loss of control over social action, including education. Modern Russian conservatism, like the Soviet political doctrine, proclaims the idea of the struggle for the reorganization of the world, but unlike socialist ideology, it does not have such an extensive social base and is significantly inferior to it in terms of integration potential. Conclusion. By strengthening the integration capabilities of conservative ideology by turning to Soviet heroics and including Soviet-Russian historical parallels in educational literature, the state introduces a contradiction into the system, since it silences the main idea of socialism - the idea of social equality.

Introduction. Despite the fact that post-modernity is characterized by the rejection of the metanarrative of Eurocentrism and the transition to decolonial epistemologies, approaches to the development of education still remain Eurocentric. The reason for this is the fact that post-modern society does not replace modern society, with its metanarrative of Eurocentrism, but exists in parallel with it. In this regard, there is a need for a philosophical analysis of the development of education, taking into account the processes taking place in society. The object of this study is the transformation of education in post-modern society. The subject of the study is the metanarrative of Eurocentrism in education in the conditions of post-modernity. Methodology. The methodological basis of the study was based on the works of researchers who develop the decolonial approach in social and humanitarian research - W. Mignolo, M. Tlostanova, A. Quijano, E. Dussel. Discussion. Post-modernity, through the rejection of metanarratives, seeks to reject the idea of Eurocentrism and comes into conflict with the ideas of modernity that are transmitted by the dominant Western social institutions. If we look at the epistemological and pedagogical hierarchies, we see that they give primacy to Western Cartesian-type systems institutionalized by the colonizers. Instead of inextricably bound epistemological and pedagogical hierarchies, the decolonial approach assumes the use of epistemologies forgotten in the process of colonization. Conclusion. The application of a decolonial approach to the analysis of education in post-modern society will solve the problem of Eurocentricity of education and reveal new ways of learning, as opposed to the Western model of education, broadcast around the world as the only true one.

Introduction. The relevance of the research is due to the processes taking place in modern Russian education. Methodology. The research is based on methods of analysis and synthesis of facts from open sources (the Internet), the study of modern scientific and popular science literature on the designated topic, as well as personal reflection on the processes emerging in the Russian educational environment against the background of digitalization and the development of artificial intelligence. Discussion. Value orientation is the most important component of human life, the basis for the formation of life goals, expectations and motivations. The author tries to determine the values formed in the process of digitalization of education, taking into account the fundamental factors of the development of the world. Digitalization is changing attitudes towards the values of traditional education. In the new model of education, there are no clearly defined hierarchies, students are an active beginning, easily adapt to changes, are focused on creativity, innovation and independence, unlike teachers. A prefigurative model of education is being implemented, which has a preventive character. A new form of education is emerging: “mutual learning” groups based on horizontal connections. In this regard, the priorities of competencies are also changing: hard skills, which the traditional model of education was focused on, give priority to soft skills. Among soft skills, critical thinking, ethics and communication skills are the most relevant. Conclusion. The process of digitalization is determined by two attractors - the possible degradation of humanity in general and the educational system in particular (technology as the meaning of existence), or the transformation of digital technologies into new resources for human improvement (technology as a means of existence).

Introduction. The relevance of the topic is determined by the need to search for conceptual foundations for increasing the motivation of students to master the content of education, as well as the perspectives for using knowledge and ways to transfer it in the interests of developing the subject queries of the younger generation. The purpose of this article is to clarify the theoretical basis for studying the possibility of forming intrinsic motivation for learning with the help of external interest. Methodology. The methodological principles of the problem are based on the subjectivist paradigm in social philosophy, since the topic is related to the designing ideal forms of educational activity. The research approach comes down to search the correlation between intrinsic motivation and external interest in meaningful activity, including the study of the axiological modality of educational requirements. The object of this investigation is the educational sphere. The subject of this investigation is the problem of interest in education. Discussion. Contradictions have been identified between the interests of students and external enforcement from the education system. The possibility of mastering the content of education in the absence of internal interest, as well as the problem of moral assessment of low learning motivation in this case, is called into question. The author does not consider it impossible of different didactic practices, which increase learning motivation with the help of external influence. At the same time, the situation appears in the most harmonious version when the content of the educational process is not so strictly fixed, is versatile and largely depends on the intrinsic interests of a person. Conclusion. The intrinsic motivation of the student in relation to the content and forms of educational work determines the learning effectiveness and expediency of training. The further study of the problem may be related to the analysis of motivation as an area of a person’s value choice aimed at the educational activity.

Introduction. The sphere of modern education is the sphere of searching for its new principles of organization, and these principles should be connected with the structure and logic of modern culture. Rethinking world and national history (a sign of recent years) is a multi-level, multifactorial process that requires work in aspects of the methodology of historical science, historical education and enlightenment. In addition, the course “Fundamentals of Russian Statehood” introduced into the university programs, which contains a multidisciplinary content, needs a methodological solution to the ways of forming historical consciousness among students. In this regard, the research of historical consciousness in the space of philosophical culture is of particular importance. Methodology. The socio-philosophical approach, as well as observation and analysis of the pedagogical process, generalization of personal experience of teaching philosophy constitute the methodological basis of this study. Discussion. The paper formulates practical tasks of philosophical enlightenment in the context of the problem of historical consciousness. It is shown that through the adoption of traditional philosophical principles of mastering the world, the student is given the opportunity to know himself as a historical subject. The emphasis is placed on the fact that only subjectivity in history is the way to the formation of the historical consciousness of each person. The image of a historical event is a form of individual memory, which becomes a special form of social memory. Conclusion. Philosophical enlightenment provides methods for analyzing the specific features of historical consciousness and gives their philosophical and categorical description. The shown methodological approach to philosophical enlightenment may be effective in an attempt to take a theoretical view of philosophy as a methodology of pedagogical thought.