Динамика нормативно-ценностной системы российского общества: 1995-2010 годы
In article the picture of changes of standard-values system of the Russian society is presented. It is shown that, remaining as a whole neoetatcratic, it in last years has undergone the essential changes testifying to its slow washing out traditionalist kernel.
While many past theoretical discussions on nature of social norms were centered on a problem of their precise definition, I propose an analysis of peculiar character of sociological theorizing about norms which is grounded in a wider interdisciplinary context (particularly, on sociologically relevant implications from H.L.A. Hart’s and H. Kelsen’s views on law and norms) and based on systematization of principal norm-related questions which varying types of theories attempt to answer, i.e., nature of norms, social mechanisms of their maintenance and change, analytic and empirically-based distinctions between norms and rules and conventions, irreducible complexity of norms, etc. Besides, the chapter presents a systematic review of classical and modern approaches to elucidation of intricate relations between multiple normative systems, e.g., law and morality. I also discuss some recent arguments against moral relativism in social sciences brought forward by S. Lukes.
This article first gives a brief overview of my adventures in developing two theories of values and the methods to measure them. First came my theory of the basic values on which individuals in all cultures differ. Then, quite unexpectedly, the opportunity arose to develop a theory of cultural values on which societies differ. As the story unfolds, I tell of failures, triumphs, and challenges. Values research has expanded in the past two decades beyond my wildest early imaginings. The second section of the article presents some ideas about future directions worth pursuing in values research. It describes competing theories and controversies as well as ways to go beyond them. I hope it will stimulate further advances in this field to which I have devoted more than 20 years.
The collective monograph presents the results of the theoretical and historical-sociological research of the normative grammar of social action as well as the moral infrastructure of social order. The research was based on the in-depth analysis of the relevant mainstream and also rather peripheral ideas and concepts of classical and modern social theory, cognitive science and the ‘new’ sociology of morality. Among the main topics of the monograph are the theoretical re-interpretation of the concept of “norm” in an interdisciplinary perspective, the mechanisms of normative morphogenesis, structures of group and professional morals, and theoretical examination of risk-responsibility link in everyday moral evaluations. In addition, historical-theoretical reconstruction of some classical sociological theories is used for outlining new prospects in theoretical interpretation of the processes of normative change and crystallization and also of the multiplicity of normative systems. The book will be useful to readers in many different fields of social sciences and humanities, including those studying sociology at advanced level. It also will make an immediate appeal to the general reader familiar with contemporary social theory.
The said article is devoted to the investigation of personality intellect attitude capable of cultural innovations. Attitudes for knowledge, understanding, interpretation, dialogue, reflection, wit and creation are taken into account in the article. The article also grounds that in its harmonious development, two-way influence and in the integrating role of the attitude for creation they add to the personality a creative quality and status of a peculiar thinker. The article under lines as well that a system of mature intellectual attitudes makes it possible for the personality to disclose cultural potential and to define cultural trends individually.
The paper examines the structure, governance, and balance sheets of state-controlled banks in Russia, which accounted for over 55 percent of the total assets in the country's banking system in early 2012. The author offers a credible estimate of the size of the country's state banking sector by including banks that are indirectly owned by public organizations. Contrary to some predictions based on the theoretical literature on economic transition, he explains the relatively high profitability and efficiency of Russian state-controlled banks by pointing to their competitive position in such functions as acquisition and disposal of assets on behalf of the government. Also suggested in the paper is a different way of looking at market concentration in Russia (by consolidating the market shares of core state-controlled banks), which produces a picture of a more concentrated market than officially reported. Lastly, one of the author's interesting conclusions is that China provides a better benchmark than the formerly centrally planned economies of Central and Eastern Europe by which to assess the viability of state ownership of banks in Russia and to evaluate the country's banking sector.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
The paper examines the principles for the supervision of financial conglomerates proposed by BCBS in the consultative document published in December 2011. Moreover, the article proposes a number of suggestions worked out by the authors within the HSE research team.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.