Актуальные проблемы образования и педагогики: диалог истории и современности. К 75-летию со дня рождения члена-корр. РАО, проф. Е. Г. Осовского. Материалы Всероссийской научно-практической конференции. 11-12 октября 2005 г. Саранск
The collection contains materials of scientists, teachers and students at the National Scientific and Practical Conference. The book is intended for a wide range of readers interested in pedagogy, education, history, local history, techniques, etc.
Russian history textbooks virtually ignore the historical achievements of feminology, textbooks continue to strengthen the stereotype that the main "person - man." Pupils and students grow, turning into politicians, businessmen and officials. The stereotype of the secondary role of women in society leads to a lack of gender expertise in making laws to discriminate in hiring, to ousting of women to low-paid and less prestigious area.
The article presents epistemological and methodological analysis of biography and psychological and pedagogical ideas of the famous scientist-humanistician of Silver Age of the Russian culture Konstantin Ventsel. The paper provides characteristics of the philosophical and pedagogical theory of liberal education and pedagogical practice of liberal school developed by Ventsel from the point of view of refl exive acmeology and personology of creativity. The authors examine philosophical background of the concept of creative person, its genesis in the context of philosophical and psychological debates of the late XIX — early XX centuries. The research emphasizes the continuity of Ventsel’s life experience, his philosophical basis, psychological theory and pedagogical ideas. Through historical-philosophical reconstruction the authors expose dependence of the Ventsel’s theory on ethical and psychological debates in the Russian Silver Age Culture (religious Tolstoyism, philosophic voluntarism, political ideas of “Narodnaya Volya” movement, legal Marxism), as well as in post-Kantian European philosophy (in particular, concerning the problem of free will). While the Ventsel’s pedagogical project is interpreted as an actualization of his ethical, philosophical and psychological ideas. In this holistic psychological and pedagogical context, the article demonstrates the signifi cance of the Ventsel’s pre-acmeological theory of a creative personality development for further development of acmeology.
Article represents the short analysis of conditions of penetration of Jesuits into Russia. In the center of attention is an influence of pedagogical system of Ignatiy Loyola – the founder of Society of Jesus - on formation of consciousness of the Russian aristocracy on the second half of 18-19 centuries and emergence of a phenomenon of the Russian Catholicism.
Imagine There Were No Humanities
Changes to the content, structure of the subjects is the process necessary and in some cases salutary. The school social science is not an exception. Moreover, as modern public realities change quickly enough then the ideas about what should be the subject, reflecting them, is also changeable. Discussion on, to what degree and in what directions it is expedient to transform the developed subject, are especially actual as the school is on the threshold of transition to the new educational standards. Discussion is opened by L.V. Polyakov's acute polemic material. The author strictly criticizes the paradigm of the today's social science («society as a subject for studying» - the so-called spherical approach) and proves the variant of training courses for the senior school, developed under his control.
The paper contains a review of contemporary research into perceptual processes carried out in the Humanities. The paper identifies the factors that have contributed to a rapidly growing interest in perception as a research issue, considers current trends and defines the role of Linguistics as a means of integrating humanitarian knowledge.
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.
The collection includes the abstracts of reports included in the program of the international scientific conference "History teacher at the beginning of the XXI century: content and technology skills in the modernization of teacher education." They touched upon topical issues of teacher training history. The collection is intended for lectures and graduate students of historical faculty.
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.