Еще раз о преподавании истории в школе: предварительные ответы на неизбежные вопросы
The article dicusses disputive problems of teaching history at high school. The author attracts attention to some key problems that are usually ignored by discussants.
The book is the collection of papers on history, archaeology and art critics of North-West Russia and Baltic area.
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Opinions of professors and chairmen of chambers of appeals on the quality of teaching in universities' law schools in imperial Russia in the late 19th - early 20th century are discussed.
The paper outlines key concepts of Hanna Arendt’s political philosophy. The main purpose of the work is to analyze the political virtues — courage, pride and respect, as well as the fundamental abilities (powers) to forgive and to promise. Besides, it’s important to pay attention to Arendt’s understanding of political sphere (as the Web of Relationships) and the role of language in political life. Taking these into account, the main political virtues and abilities of ζῷον πολιτικόν bind together past, present and future of political body into one space of history (ἱστορία).
In his article Vladimir Kantor explores the destiny of Russia intelligentsia within the context of cultural crisis that took place at the turn of XIX and XX centuries, analyzing the Vekhovs, a group of leading intellectuals who ran a collection of essays, titled "Vekhi", studying their relationship towards that Russian cultural phenomenon. To author, the intelligentsia is considered as a critical factor in the development of Russian history. Within a context of the struggle around the "Vekhi", by referring to famous philosophical and literature books, published in 1909, the author focuses on relationships between intelligentsia and ordinary people, their attractive and repulsive interaction, which represents the key theme of the Russian destiny. Any historical movement occurs through tragedy; heroes who move the history have to sacrifice themselves to provide that movement. Confirmation to that idea would be rejection and exclusion of the Russian intelligentsia from the country's mentality throughout a number of generations which ultimately led to its tragic being.
Combinatorial abilities are fundamental to experimental thinking. The aim of this work was to design didactic objects that will stimulate preschoolers’ experimental thinking and to study young children’s thinking in relation to these objects. Six heuristic rules for the design of didactic objects are specified, and the responses of 623 children aged between 3 and 7 to the didactic objects are described in this paper. The first two calculating devices required rods to be pressed simultaneously for successive windows to be lit up or made visible. A total of 30 five year olds played with these for 20 minutes, and were seen to perform a logical series of actions in order to understand the device’s function. Half of the children counted the presses and thereby understood the way the device functioned. The second device was designed to allow all possible combinations of four variables. Sixty children between the ages of 4 and 6 played with the device for 20 minutes. A total of 88% of the children found all possible combinations of the device, with no differences between age groups in the strategies used. The third device had a matrix of shutters opened by buttons arrayed along two edges. In the first mode, single buttons presses opened the nearest windows and button presses along both edges opened windows on coordinates determined by the two buttons. In the second mode, single button presses opened nothing and simultaneous button presses along two edges opened windows on coordinates determined by the two buttons. Ninety children between the ages of 5 and 10 played with the device in the second mode for 20 minutes. The children used scientific strategies to discover the device’s function in the following proportions: 20% at five years, 50% at six years and 93% at 10 years. Eighteen children between the ages of 4 and 6 played with the device in the second mode. They played in pairs, and each child was assigned a row of buttons, thus requiring co-operation to open the windows requiring two coordinated button presses. All the children were eventually successful in the joint experimentation. The fourth device had 16 windows and eight buttons, which lit up the windows when pressed in logical combinations. A total of 20 five-year-old children were trained on this device to use combinations of button presses to light up selected windows. These children were then allowed to explore the third device in second mode by themselves. The trained five year olds all used scientific strategies in their search for the third device’s combinations. The study showed that preschoolers can combine actions and discover hidden relationships, and that the didactic objects can be used to develop children’s thinking.
This paper is devoted to the problem of cultural crisis and those points of view on this problem that were maintained by russian and western philosophers. It was written a lot of books concerning this subject. At the beginning of XX century many philosophers within different philosophical tradition and schools began to reason about the crisis of culture. For some of them it was important to stress religious aspect of crisis: the mankind has lost the belief in God — this is the reason of crisis. For others it was importatt to understand the social aspect of cultural crisis.
Cultural crisis is the crisis of values: human and freedom. In the first half of the XXth century the culture has not found answers for two questions: what is freedom and what is human?