Педагогика и образование: новые вызовы и перспективы: сборник научных статей
The chapter describes characteristics of Russian innovators acting within and without formal education system in comparison with Russian population as a whole. The study gives an indication of values (according to Schwartz’s theory) and motivational (PSED questionnaire) structure inherent to innovators as well as socio-demographic information such as education and occupation. The main values that underlie innovators’ activity and distinguish them from average Russian person are Universalism, Benevolence, Self-Direction and Stimulation. On the contrary such values as Conformity and Power are less important for innovators. Concerning motivation to innovation four types of motives that trigger innovative project launching were identified: social, status, financial and innovative. Social and innovative motivations serve as universal drivers of nowadays innovators in education. While financial and social motivations could play a distinguishing role for different groups of innovators. The main inference is that innovators from both sides of education, guided by the needs of others; even if they represent business oriented project, they always have a social mission. In conclusion the discussion on how the emergence of visible flow of grassroots innovation will change the education system.
The article analyzes the social and professional characteristics as well as the value orientations of the contemporary innovator in the field of education. The study was conducted among 304 participants in the 2014 Competition for Innovation in Education. The value orientations were revealed using Schwartz’s Portrait Values Questionnaire. The results were compared with data on value orientations of the Russian population obtained from the European Social Survey.
In 2012 the contestants were significantly different from the average Russian by the subjective importance that they attributed to certain value orientations as well as by their structural hierarchy. Innovators are more likely to exemplify the values of autonomy, benevolence, and universalism, and are willing to take risks in their professional life. They are less guided in their actions by a desire to obtain and retain power that is not based on their own achievements.
The study showed that specialists, including employees of educational institutions at various levels, employees of organizations not directly related to education, as well as school-age children and college students are prepared to implement and propose innovations in the field of education. Innovators stand out by their high level of education and active participation in extracurricular educational activities.
This is an analysis of social and professional characteristics, as well as value orientations of a modern educational innovator. The survey included participants of the 2014 Contest of Innovations in Education, with the sample of 304 respondents. Value orientations were revealed with the help of a questionnaire based on the Schwartz’s value theory. The results were compared to those of the European Social Survey of the Russian population conducted in 2012. Answers of the Contest participants differed dramatically from those of an average Russian, both in subjective importance of specific value orientations and in the structure of value orientation hierarchy. Innovators appreciated more often the values of self-sufficiency, kindness and universalism, as well as willingness to take risks in their professional life. They were less guided in their actions by the desire to take and to hold power which was not associated with their personal achievements. The survey demonstrated that innovations in education could be offered and implemented not only by experts, i.e. people working in educational institutions of different levels, but also by employees of companies that are not directly related to education, as well as by school and university students. Innovators have a better educational background and participate actively in supplementary education events.
The book is devoted to the results received within implementation of the international EURECA program and generalizes experience of maintenance of system innovations in education through the international cooperation and partnership of higher education institution-business-power.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.