Обществознание. Учебник для бакалавров
In the last twenty years the number of university programs in Russia which involve the teaching of philosophy has increased dramatically. Despite the growth of the profession of academic philosophy in Russia and the absence of ideological pressure since the collapse of the USSR, Russian philosophers are still not properly integrated in the international field of academic philosophy. I suggest that in order to understand what happened to the University philosopher in Russia after the collapse of the Soviet Union we have to look at the institutional and organizational levels of development of this academic discipline. This article focuses on current changes in the patterns of professional identity of Russian University philosophers. I analyze the institutional history of philosophy departments that were established in universities in the Soviet period. I argue that, on the one hand, the system of organization based on the division of knowledge into sub-disciplines, typical for Soviet universities, helps philosophers today to overcome the crises of professional self-identification after the discrediting of Soviet philosophy. On the other hand, the influence of professional standards follows the regionalization of the philosophical community.
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.