Аксиологический аспект содержания непрерывного иноязычного образования: проблемы и решения
The paper dwells upon the problem of the conceptual metaphors and similes functioning in the pedagogical discourse. The author considers two approaches to studying metaphors and similes in the pedagogical discourse – on the one hand, metaphors and similes are viewed as the means of conceptualisation of the teaching process, on the other hand, metaphors and similes are regarded as the means to increase the effectiveness of the process of education. Special attention is given to the analysis of metaphors and similes in the Internet. To illustrate the benefits of the usage of the Internet during classes the author analyses the examples of metaphors and similes in the Internet terminology and on educational websites. The author then examines the role of metaphors and similes in the development of critical thinking skills.
"Axiology in foreign-language education 2" is a collection of scholarly articles on theory and practices of implementing an axiological approach in foreign-language teaching and learning. The book is a new contribution in a series on general and professional linguodidactics.
The article discusses the influence of a teacher’s system of values and beliefs on their assessment practices, and describes the content of the axiological aspect of the competence in assessment as part of a teacher’s professional competence.
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.