Российская школа: воспитание гражданственности
From the author’s point of view, growth of individualism, globalization that generates mass cosmopolitism, increase of migration pressure caused erosion of civic consciousness, of sense of national identity and patriotism in dozens of countries, but especially in Russia. Prerequisites for lack of civic consciousness among Russians, notably youth, are discussed in the article, as well as prerequisites for erosion of national All- Russian identity. Those aspects of training and socialization processes History of Education Interview Reflections on… which form civic consciousness, national identity and patriotism are considered. Special focus is on activity training, involvement of a pupil into «creation» and life of a family, school, local community, region and native land. A special role of the state and its institutions in «civic consciousness pedagogy», connection of this pedagogy with basic and projectible in a legitimate way characteristics of a specific society are emphasized.
In March 2011 scholars met in Prague at the conference Interculturalism, Meaning and Identity. This event revitalised this important theme related to Diversity and Recognition. The terms 'interculturalism' and 'integration' are experiencing a renaissance. As the extent of human movement between nations increases attempts are made to balance cultural difference and social cohesion. In some contexts immigration and settlement policies are becoming more draconian in response. Because of this, interculturalism can take on many meanings. However, pivotal to the way interculturalism is understood is identification. As the relationship between nation, ethnicity and language becomes more complex so too do the ways in which people represent them selves. The cultural resources drawn on and the processes used to form identities are examined in this truly international collection. So too are the implications of these developments for how we theorise culture, meaning and identity.
This paper investigates the language situation in Moscow schools with an ethnocultural component – a new form of national schools. The analysis is based on interviews which were recorded in 2007, in two Moscow schools, one of them with Armenian ethno-cultural component, and the other, with Azeri. The sample included ten students from each school (five boys and five girls).
In the paper the process of linguistic integration of Azeri and Armenian children into modern Russian society is analyzed. The comparison between these two groups is particularly appealing, because the effects of Soviet Russification, and the language situations in general, were different in Armenia and in Azerbaijan. I show that this difference influences the use of language by Azeri and Armenian children.
This chapter proposes an unfolding view of the EU as a sort of post-modern neo-medieval empire, in which narratives of othering towards Central and Eastern Europe preserve their salience.
In this paper we introduce distinction between “ontologically non-fregean” logics and “pragmatically non-fregean” ones; by means of such distinction a classification of non-fregean logics is presented as well. We believe that NFL must be considered as a many-leveled structure; each level taken separately may vary in different way – from classical to non-classical. It is not these levels themselves that we should call “fregean” or “non-fregean”, but the ways they are stuck together within the whole system. The more levels a system has, the more kinds of “fregean” and “non-fregean” we can find in it.
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
In the article on the basis of the psycholinguistic experimental data obtained in 2009-2010 from Russian and Swedish students (the project on Swedish Institute grant) we consider internal features of several complex values (“Harmony”, “Freedom”, “Democracy”, “Tolerance” and “Patriotism”) and analyze their external systemic organization, taking into account both specificity of the two cultures and gender specifics. We argue that value concepts are hierarchically organized, forming different generalization levels from the simple to the more complex ones with intricate overlapping among different complex values within the system.
How are professors paid? Can the "best and brightest" be attracted to the academic profession? With universities facing international competition, which countries compensate their academics best, and which ones lag behind? Paying the Professoriate examines these questions and provides key insights and recommendations into the current state of the academic profession worldwide. Paying the Professoriate is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in twenty-eight countries across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. The top researchers on the academic profession worldwide analyze common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where higher education capacity is a key driver of national innovation and prosperity, and nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. Paying the Professoriate provides a much needed resource, illuminating the key issues and offering recommendations.
Тhе article is devoted to the analysis of science, education and business as key institutional agents of civil identity in contemporary society. The civil identity is specified as a subject-object interaction between an individual and a state. Also preconditions for diversification of state power in the field of civic identity forming are determined.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.