Альманах как среда воспитания и развития личности (Принципы организации литературно-художественного творчества подростков в образовательном учреждении)
Author discusses the most important and controversial issues associated with the project of educational standards for high school: a paradigm shift from "vseobuch" to "actionism", the need for teacher retraining, the changing nature of public control over the school and also the question of when new standards should be the implemented. Special attention is paid to the basic curriculum: subjects studied at a basic or advanced level; the need to reduce the number of existing subjects; rationality of the choice of subjects, which are assumed to be compulsory by the standards. Author also notices that one of the strengths of the new standards is moral and personal development of students.
The modern view on the problems of pedagogy in medicine and higher medical education is presented.
This book will help you navigate the main categories of pedagogy, understand the goals, principles, methods and forms of education in a medical university, identify pedagogical aspects in the activity of a doctor, as well as understand the role of pedagogy as humanitarian knowledge in professional and personal development, and improve your professional and moral culture.
Complies with the latest generation Federal State Educational Standard
For medical students and practicing medical teachers
The article describes on the basis of consultation materials and specially organized researches the redistribution and transformation of the main family functions (educational, psychotherapeutic, erotic, economic, protective, etc.) in conditions of husband’s seasonal or rotating work.
The peculiarities of the development of schoolchild personality in the conditions of the modern school are regarded in the article taking to account his or her migratory history. The sociological analysis of external factors and content elements of migrants' children adaptation, contradictions, that arise in the process of school adaptation, the opportunities of the personal development of children at school are underscored in the article.
This contribution to a volume on the“ultimate why-question” discusses ambiguities in Leibniz’s formulation of the question, “[. . . ] pourquoi il y a plus tôt quelque chose que rien”. This formulation poses two problems: Leibniz does not explain how to understand the concepts of “something” and “nothing”. And it is not clear, whether “something” and “nothing” are contradictory opposites, so that there is either nothing or something, or whether both concepts denote principles which are effective in the world at the same time. My analysis rests on the hypothesis that the relevant context for Leibniz’s question is the theology of creation.
Hence, the paper compares eight different approaches to “creation from nothing” (Thomists, Scotists, Taurellus, Lubinus, Timpler, Keckermann, Kircher, Knorr von Rosenroth, van Helmont). Candidates for the nihil the world was created from include absolute non-being, thoughts in God’s mind, unformed matter, imaginary space, or a self-contraction of the Divine spirit. These different approaches can be translated into different versions of the “ultimate why-question”. The paper concludes that Leibniz’s formulation contains a comparison between two Divine acts of creation, because not only “something”, but “nothing” as well owes its subsistence to the Divine will. This rises substantial questions: either God created first an imperfect entity in order to create the world as a whole, or Leibniz subscribes to an emanative understanding of creation that either levels the difference between creation and (natural) generation or is based on misunderstanding God as a material entity.
There were two tendencies in ancient philosophy: according to the first one, our universe is unique (the Eleatics, Plato, Aristoteles), while according to the other, there are several universes, similar or totally dissimilar to ours (the Pythagoreans, the Atomists). Proponents of the first theory diverged in their opinion on the universe’s eternity though. Supporters of the second one argued over the similarity of another universes as well as the question if those universes co-exist or replace each other over time. These questions didn’t stop being actual in medieval Christian philosophy. But if there were no doubts about the question of an actual existence of our universe as being the only and unique, the question if God created only our universe was yet to be answered. St. Thomas Aquinas provides several evidences of the uniqueness of the universe – two from the ‘authority’ and three from himself.