Обучение иностранному языку в неязыковом вузе: от самостоятельной работы к творческой деятельности
In the article existing approaches to definition of concepts “independent work”, “independent activity”, “creativity”, “creative independence”, “creative activity” of the student are considered, their author's interpretation is offered. Conditions for the effectiveness of the system of organization of independent educational and cognitive activity of students are determined; the role of independent educational and cognitive activity of students when learning a foreign language in the formation of a creative professional personality of a specialist is substantiated; the strategy of transition from independent work of students to their creative activity is offered.
The palmy days of the corporate culture of medieval guilds were the time of the origin of the modern corporate identity. Medieval corporate aesthetic as a code of corporate culture formed a unique identity of corporate culture and played the regulatory function in the activity of medieval craftsmen. This communicative potential of the corporate identity is especially required for corporate business cultures of modern informational age.
In this work the problem of learning and development of creativity with a view to the position of reflexive psychology, akmeology and pedagogics in the context of the human capital analysis in the conditions of modern society globalization is raised. The theme is urgent from the practical point of view in demand of a creative personality under conditions of the economic crisis and at the same time it is actual, because it interprets creativity in a new way according to interdisciplinary approach. The author emphasizes that a reflexively-creative potential is considered to be the backbone factor of professional and innovative activity in modern social space. On basis of philosophical foundations' analysis of psychology of creativity we theoretically build the conceptual model of reflexive creativity and we also examine the precedents of its psychology-pedagogical development in the secondary and high education (in case of reflexive-psycological support).
The present article continues the investigation of the Soqotri verbal system undertaken by the Russian-Soqotri fieldwork team. The article focuses on the so-called “weak” and “geminated” roots in the basic stem. The investigation is based on the analysis of full paradigms (perfect, imperfect and jussive) of more than 170 “weak” and “geminated” Soqotri verbs.