Рецензия на книгу Т.Я. Ереминой «Книга А.И.Солженицына «Архипелаг ГУЛАГ» в школьном изучении», М.Просвещение, 2012
The study analyzes the genesis of the modern attitude towards spelling and spelling mistakes in Germany and in Russia in the nineteenth century, showing that both the spelling norms and the relevance of their violation are social constructions to do with major developments of the time such as industrialization, political reaction, proliferation of literacy and mass schooling, and introduction of exams and grading as means to check the upward social mobility via education.
The author’s views on the essence of educational objectives and outcomes, on their interrelation in the area of general education, on specifics of pedagogical goal-setting, on the structure of the hierarchical system of educational objectives have been forming throughout almost 60 years of professional educational work. He represents common objectives of school education as a three-level system: development of the ability to choose some lifestyle that is appropriate to the current society development trends; shaping the experience of solving cognitive, communicative and other problems relevant to students without assistance; learning of work methods that are applicable to school practice and beyond it.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.