Инновационный Университет и российская модернизация
The paper discusses some aspects of Russian modernization in the framework of the basic ideas
of contemporary educational philosophy. The article analyses the issue of the Russian University
and the competence-based education in Russia. The author introduces the notion of «Innovative
University» to show a powerful trend in the Russian modernization ideology, its politics of innovation
economics and technological “break through”. According to the author, the Innovative University accumulates
the social, economical and intellectual resources of the Russian society, and it is both the
source and the model of innovative development in Russia.
This paper deals with professional / non-professional degree of academic discourse by analyzing cognitive metaphor models in the English written texts produced by students with different competence in economics. It distinguishes a set of features that characterize academic and professional discourse. It also focuses on the problem of developing professional competence in economics.
The paper aims to highlight the major aspects of professional structure of employed population to point out its facilitation and discouraging nature in terms of modernization of Russia. Having in the scope of the analysis such realms as dynamic of manual and non-manual workers, qualified and non-qualified portion of the labor force, and educational and demographic features of occupational structure the paper generalizes the crucial outcomes derived from the studies had been accomplished by the author and his colleagues for the recent six years
This book develops an educational theory centered around the notion of relation. Alexander M. Sidorkin defines learning as the production of useless things and shows that problems of learning motivation are more institutional than individual or cultural. He then argues that contemporary mass schools are difficult to manage. The solution to the resulting authority crisis is not in the restoration of authority, but in the pedagogy of relation. The key to learning motivation is in what Sidorkin describes as «economy of relations,» a mechanism where personal relations between students and teachers are converted into relations involving curriculum. In order to remain a viable social institution, schools must become hybrid organizations that combine features of a regular school and a neighborhood club, giving teachers should have ample opportunity to build strong relations with and among students.
The monograph reflects a new look at the professional training of students of managers in a modern society with the use of project activities. Based on a detailed theoretical analysis of existing approaches to project activities, analysis of domestic and foreign practice of implementing project activities in the university, the author suggests the concept of organization of project activities in the process of professional training of management bachelors.
The monograph is addressed to teachers of higher education, post-graduate students, students of retraining and advanced training of scientific and pedagogical staff, heads of educational institutions of higher education.
The collection of materials of the XI International Scientific Conference «Global Science and Innovation» is the research and practice edition which includes the researches of students, graduate students, postdoctoral students of Europe, Russia and other countries. It is intended for students, teachers, graduate students and people who areinterested in contemporary science.
The article deals with the attempt to consider the problem of learners’ lexicon revision, consolidation and expansion in the course of final classes, where back translation from the Russian language (L1) into English (L2) on the covered topic was implemented. The example of the course vocabulary exercises built on the principle of increasing difficulty is provided. The tests have shown that exercises on back translation facilitate vocabulary consolidation and expansion.
Educational reforms in developed countries are not successful, because we do not have a clear understanding of what is education. The essence of education is the limits of its improvement. Education is understood as the artificial extension of human ability to learn, as the product of learner's own efforts, and finally, as a series of historic forms of labor arrangements. © 2012 Springer Science+Business Media Dordrecht. All rights are reserved.
In July 2014 amendment to the Federal Law #131-FZ dated on October, 3, 2003 “On the general principles of the organization of the local self-government system in the Russian Federation” set out a typology of municipal formations for urban areas. For designing a new model two legal practices were used: the procedure of forming representative body of municipal district without municipal elections and the organization of LSG in federal cities. From 2003 till 2014 only two cities in RF had internal city entities with the status of local authorities – Moscow and Saint-Petersburg. The cities have the status of the subjects of the Russian federation. In comparison to other subjects Moscow and Saint-Petersburg have the additional competence in terms of establishing the financial basis and organizational structure of local authorities by regional acts in accordance with the federal legislation. The reason for this was the necessity to manage the city economy as a whole and to avoid its fragmentation. No other Russian cities (in spite of the territory and even with more than one million populations) had the same structure. The extension of Moscow capital city territory was realized by accession of some municipalities of the Moscow region (Moscovskaya oblast’). In accordance with the federal legislation their competence was broader than those of Moscow local municipalities. The organizational structure, competence and financing are the milestones of any LSG system. Thus, the balance and coherence between “New Moscow” and “Old Moscow” municipalities will be seen through these characteristics.
The article considers the Views of L. N. Tolstoy not only as a representative, but also as a accomplisher of the Enlightenment. A comparison of his philosophy with the ideas of Spinoza and Diderot made it possible to clarify some aspects of the transition to the unique Tolstoy’s religious and philosophical doctrine. The comparison of General and specific features of the three philosophers was subjected to a special analysis. Special attention is paid to the way of thinking, the relation to science and the specifics of the worldview by Tolstoy and Diderot. An important aspect is researched the contradiction between the way of thinking and the way of life of the three philosophers.
Tolstoy's transition from rational perception of life to its religious and existential bases is shown. Tolstoy gradually moves away from the idea of a natural man to the idea of a man, who living the commandments of Christ. Starting from the educational worldview, Tolstoy ended by creation of religious and philosophical doctrine, which were relevant for the 20th century.
This important new book offers the first full-length interpretation of the thought of Martin Heidegger with respect to irony. In a radical reading of Heidegger's major works (from Being and Time through the ‘Rector's Address' and the ‘Letter on Humanism' to ‘The Origin of the Work of Art' and the Spiegel interview), Andrew Haas does not claim that Heidegger is simply being ironic. Rather he argues that Heidegger's writings make such an interpretation possible - perhaps even necessary.
Heidegger begins Being and Time with a quote from Plato, a thinker famous for his insistence upon Socratic irony. The Irony of Heidegger takes seriously the apparently curious decision to introduce the threat of irony even as philosophy begins in earnest to raise the question of the meaning of being. Through a detailed and thorough reading of Heidegger's major texts and the fundamental questions they raise, Haas reveals that one of the most important philosophers of the 20th century can be read with as much irony as earnestness. The Irony of Heidegger attempts to show that the essence of this irony lies in uncertainty, and that the entire project of onto-heno-chrono-phenomenology, therefore needs to be called into question.
The article is concerned with the notions of technology in essays of Ernst and Friedrich Georg Jünger. The special problem of the connection between technology and freedom is discussed in the broader context of the criticism of culture and technocracy discussion in the German intellectual history of the first half of the 20th century.