Университеты в условиях рынка. Коммерциализация высшего образования
The main idea of the article written in the genre of the philosophical satire is the search for an answer to the question of the possibility of theories in an age of a triumph of empiricism and positivism. Reflecting on the problems of education in the modern world, the author refers to the recently published book of Richard Pohl «Plato as a teacher. Plato’s Renaissance and Antimodernism in Germany (1890–1933)». The book tells how, while solving the tasks of a nation building and the transformation of Germany into the intellectual and cultural center of all mankind, the state educational machine of the German Empire used Plato and his doctrine of «eternal forms» for the needs of education. In addition, the book analyzes a very noteworthy phenomenon of «German neo-Platonism», which arose in the late XIX – early XX century and represented by a variety of schools – from the neo-Kantians to the circle of Stefan Gheorghe, each of which had its own concept of Plato. The author notes that Plato’s philosophy is also actualized in the modern times. But does this mean that Plato can become a «staple» for culture and a symbol of education in the current conditions? And is it possible today to restore the authentic image of Plato, or does each era re-imagines the philosopher in its own way?
The paper deals with normative economics of education distribution. Traditionally, education is considered under positive economics of externalities, the presence of which leads to underproduction of educational services in comparison with socially optimal amount. However, the normative aspect of education distribution is also important. The distribution of education according to wiliness to pay principle leads to the consolidation of social inequality, therefore significant share of educational services is distributed through non-market mechanisms. The paper is devoted to the analysis of these mechanisms. It is shown that with the non-market distribution of educational services society may be willing to sacrifice some degree of efficiency in maximizing aggregate returns to education gains in exchange for a distribution that is perceived to be more fair; this is known as the ‘equity-efficiency trade-off’. Distribution of educational services on a meritocratic principle, which maximizes the aggregate returns to education, leads more affluent students receive more educational assets.
The paper addresses the questions of data science education of current importance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The rubrics as a power but hardly formalizable evaluation method in application to digital media artefacts are also discussed. Moreover, the paper documents the experience of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.
INTED2016 Proceedings 10th International Technology, Education and Development Conference March 7th-9th, 2016 — Valencia, Spain ISBN: 978-84-608-5617-7 ISSN: 2340-1079 Deposito Legal: V-337-2016 Dear INTED2016 participants, Welcome to this 10th anniversary of INTED! We wish to express our most sincere thanks for being part of this inspiring forum of knowledge exchange. It is a pleasure to present a varied program with a wide range of sessions covering all aspects of learning, teaching and educational technology advances. After 10 years, this edition has brought together nearly 700 delegates coming from more than 80 countries. This will create a truly international and multidisciplinary atmosphere that will promote the interaction with other colleagues with the same aim: to meet, learn and share ideas for a better education. We hope that your participation in this conference will provide you with an opportunity to open your minds to other educational perspectives and explore new horizons. Thank you very much for your contribution to these “10 Years together for Education”. INTED2016 Organising Committee
The problem of emotional development, not only cognitive, is entering into education system step-by-step. The concept of emotional intelligence pushes into the traditional educational (“knowledgeable”) model of teaching students: to know about their emotions, to differentiate the emotions of others. Complementing it by the idea of getting control over emotional self-regulation. The idea of building education on a subject-activity basis, with an understanding personality development in its integrity (including the emotional aspect), means involving students in activities with the task of developing the ability of self-regulation. Self-regulation of learning calls for the mastering self-reflection of motivational-emotional sphere. There is a natural connection between the development of intrinsic motivation, self-regulation, emotional involvement and insistence in achieving training target. The development of differentsides of personality by separate courses will lead nowhere. It’s more required the restructuring of educational system on an activity basis and the change of teacher training practise, not leading up the additional courses for the development of emotional intelligence. This will require the development of the teacher’s emotional intelligence; the development of the teacher’s understanding of the patterns of the emotional and social aspects of the child’s holistic development in ontogenesis; the mastering by teacher the methods of organizing educational practice taking into account the integral development of the student’s personality. Such teacher training will allow solving the tasks of social and emotional development of students not within the framework of autonomous training courses that increase the student’s workload, but during the implementation of basic training courses, the emotional and motivational involvement of students in which is important both for learning success and for their personal development.
State Institute for Art Studies (Russia) and International Science and Culture Center for Academic Contacts (ISCCAC) delivered the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019) which was followed by a publication of the conference Proceedings.