Роль креативных методов обучения в формировании юридического мышления
This paper is devoted to an analysis of a book written by the Finnish, Dutch and Belgian legal scholars on the issue of objectivity of law. The main objective of this book is to investigate whether there are any firm criteria in the legal theory, any indisputable truths in the legal dogmatic, any preconditions of predictable and stable law-enforcement practice. Legal theorists consider their discipline as an objective endeavor in line with other fields of science. Objectivity in science is generally regarded as a fundamental condition, informing how science should be practiced and how truth can be found. Objective scientists venture to uncover empirical truths about the world and ought to eliminate personal biases, prior commitments and emotional involvement. However, legal theorists are inevitably bound up with a given legal culture. Consequently, their scholarly work derives at least in part from this environment and their subtle interaction with it. The analyzed book questions critically, in novel ways and from various perspectives, the possibilities of objectivity of legal theory in the twenty-first century. It transpires that legal theory is unavoidably confronted with varying conceptions of law, underlying ideologies, approaches to legal method, argumentation and discourse, which limit the possibilities of ‘objectivity’ in law and legal reasoning. The reviewed book reveals some of these underlying notions and discusses their consequences for legal theory. In the author’s opinion, this book is an important contribution to the debates about objectivity of law both in the world of legal science and in the Russian jurisprudence.
The article investigates the methods of teaching Spanish as a foreign language within interactive approach. The author analyzes the pros and contras of different methods and interactive platforms that offer Spanish publishers and analyzes websites with additional materials for independent work of students in the Spanish language.
Within article the principles and experience of realization of interactive approach in training in a foreign language within HIGHER EDUCATION INSTITUTION are considered, possibilities of use of game methods in training are considered: business games, role-playing games, case-stadi, trainings and educational video (podcast). Some recommendations about work with different types of audiences are made, methods of motivation and the organization of group work are given.
The monograph is devoted to the consideration of complex systems from the position of the end the 21st century. The considerable breakthrough in the understanding of complex systems is comprehensively analyzed. Such a breakthrough is connected with the use of the newest methods of nonlinear dynamics, of organization of the modern computational experiments. The book is meant for specialists in different fields of natural sciences and the humanities as well as for all readers who are interested in the recent advancements in science.
Russia's participation in the Bologna process led to the need to adapt training programs for bachelors, as well as teaching methods in accordance with the need to build bachelors’ core competencies in management studies. In these circumstances it is important for both teachers and students to change the form of joint participation in the process of delivering and acquiring knowledge. The teacher cannot only translate knowledge, since in this case students should behave as independently functioning and decision-making subjects. Otherwise, they will not be able to master the necessary competencies and will not possess the qualities necessary for managers. One solution to this problem is using interactive teaching methods, such as role-playing, case studies, videos, case studies, business games, design methods, and others. All these methods are aimed at the acquisition and interpretation of experience. The “Learning by Doing” approach, which is the basis for interactive technologies, opens great opportunities for semantic construction of the educational process and bringing it closer to real life. When doing the research, the authors developed a model of competencies that are formed during the "Developing Management Decisions" course. In the analysis of interactive methods we correlated competences that are to be formed at the end of the course and those formed by means of using interactive methods. Besides, the authors developed and tested some role-playing and simulation business games. We developed and tested the "Interactive Lecture" method; we formed a sufficient database of interactive methods that are obligatorily included in all seminars. Moreover, we conducted studies eliciting managerial qualities that undergraduate students possess before and after interactive classes. Finally, we reviewed and analyzed the dynamics of these changes.
Main concepts and models of the modern theory of self-organization of complex systems, called also synergetics, are generalized and formulated in the book as principles of a synergetic world view. They are under discussion in the context of philosophical studies of holism, teleology, evolutionism as well as of gestalt-psychology; they are compared with some images from the history of human culture. The original and unfamiliar (to the Western readers) research results of the Moscow synergetic school which has its center at the Keldysh Institute of Applied Mathematics of the Russian Academy of Sciences are expounded in the book. The heuristic value of the synergetic models of evolution and self-organization of complex systems in epistemology and cognitive psychology, education and teaching, futures studies, social management activities and systems of global security is shown in the book. The book is addressed to a wide circle of readers: students, teachers, scientists who are specialized in different fields of natural sciences and the humanities as well as to all readers who strive for using recent results of science for reflections and achieving success in their own life.
In this work the problem of learning and development of creativity with a view to the position of reflexive psychology, akmeology and pedagogics in the context of the human capital analysis in the conditions of modern society globalization is raised. The theme is urgent from the practical point of view in demand of a creative personality under conditions of the economic crisis and at the same time it is actual, because it interprets creativity in a new way according to interdisciplinary approach. The author emphasizes that a reflexively-creative potential is considered to be the backbone factor of professional and innovative activity in modern social space. On basis of philosophical foundations' analysis of psychology of creativity we theoretically build the conceptual model of reflexive creativity and we also examine the precedents of its psychology-pedagogical development in the secondary and high education (in case of reflexive-psycological support).