Сущность конфуцианства, характер и особенности его педагогической составляющей
The first in historiography research of the life and writings of an outstanding Russian educator, a close friend of Vladimir Lenin's father Ilya Ulyanov Alexander Alexeevich Krasev (1844-1921). It extends and corrects the conventional image of Krasev as presented in available literature.
The paper discusses some aspects of Russian modernization in the framework of the basic ideas of contemporary educational philosophy. The article analyses the issue of the Russian University and the competence-based education in Russia. The author introduces the notion of «Innovative University» to show a powerful trend in the Russian modernization ideology, its politics of innovation economics and technological “break through”. According to the author, the Innovative University accumulates the social, economical and intellectual resources of the Russian society, and it is both the source and the model of innovative development in Russia.
This article is dedicated to Benjamin Rush,one of american Enlightmen of XVIII century.He was prominent physician («father of american phychiatry»),publisist,political figure and phylosopher. In his time Rush had no peer as a social reformer. Among many causes he championed were prison and judicial reform, abolition of slavery and death penalty, conservation of natural resources, education in USA and women's education.
The problem of bribery as well as protection in the course of the defense of a master's or doctoral thesis in Russian pre-revolutionary universities is discussed. Author lays special emphasis on legislative measures undertaken by the government and moves made by the scientific community in order to eliminate this negative issue.
This book develops an educational theory centered around the notion of relation. Alexander M. Sidorkin defines learning as the production of useless things and shows that problems of learning motivation are more institutional than individual or cultural. He then argues that contemporary mass schools are difficult to manage. The solution to the resulting authority crisis is not in the restoration of authority, but in the pedagogy of relation. The key to learning motivation is in what Sidorkin describes as «economy of relations,» a mechanism where personal relations between students and teachers are converted into relations involving curriculum. In order to remain a viable social institution, schools must become hybrid organizations that combine features of a regular school and a neighborhood club, giving teachers should have ample opportunity to build strong relations with and among students.