Der Neue Pauly. Reallexikon der Antike. Rezeptions- und Wissenschaftsgeschichte
History of classical philology and the reception of Greek and Roman antiquity in Moldova (Moldavia, Bessarabia).
The article is based on a survey of 700 Russian high-schoolers from 10 cities and 6 focus-groups of Moscow college students and analyzes yuong people`s attitude towards the major issues of literature instruction at school. School manages tj establish the value of literature, including classical Russian literature, but given the current approach it rarely manages to include an interest in reading, a desire ti read. Teenagers would like literature classes to be different of from other school subjects, since in their opinion literature doesn`t imply ready-made, right answers to the questions raised in literary works. they want to have a chance to express their own opinions; many respondents do not believe that such open discussions necessary require reading full works of literature. Most respondents clail that the teaching of literature at school is based on coercion, which causes fear, inner protest or full tejection which influences their attitude towards reading fiction in general and Russian classics in particular.
The book consists of lectures and papers on the Classical Myths and their functions in the modern culture and social life.
Article is dedicated to the problem of defining classical legacy in modern sociology. The nature and constitution of this process is analyzed as everyday framing practice. Some effects arising from classicalization procedures described by cases of embarrassing classicality - interpretations and reinterpretations of Erving Goffmans theoretical works. For this purpose Goffmans frame analysis is applied to itself; theory of framing helps to understand framing of the theory.
Research on the reading habits of the more intellectually inclined young people of Russia shows that their allegiance is to the more serious classics of literature rather than to contemporary popular fiction. Thus, the literary tastes of the older generation of Russian intellectuals are being preserved by the younger generation.
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.