Тенденции развития социологии и социологического образования в России
The article presents the experience of constructing of the social problems by students and teacher within the sociological course. Last years the course “Sociology of Social Problems” includes optional actionist part with a claims-making concerning some situations. The article describes actions made by the participants of the course with the aim to include in the city agenda such problems as the destroying of one of the famous historical buildings in Kazan (Karl Fuchs House), the inaccessibility of urban space for disabled people and the imposing of the music and ads on the pedestrians. The influence of such constructionist projects and their alleged significance for the students are discussed. In conclusion some questions concerning the transition from traditional teaching of sociology towards the teaching connected with the sociological intervention are formulated.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
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.