Child's views and child's rights: insuring young people democratic participation
This publication is a continuation of the series of yearly Academic papers, published since 2006, by the "Baltic Practice" interdisciplinary research Center, in a form of structured and edited collection pf research papers of participants of the International summer school "Practice at the Baltic Sea" or simply "Baltic Practice".
The main focus of this paper is the relation between the realisation of the right of the child to express his/her views and democracy in Russia. With this in view, I will study the interconnection between the right to express the views and the right to participate. Further, I will give an overview of the specifics of democracy in Russia, how they influence political participation, and what could be done to prevent the further infantilisation of citizens in Russia. Finally, I will explore traditional perceptions with regard to children’s participation in Russia and the legal framework and practice of the implementation of the child’s right to social and political participation.
This publication is an continuation of the series of yearly Academic Papers, published since 2006, by the “Baltic Practice” interdisciplinary research Center, in a form of structured and edited collection of research papers of participants of the International HSE Summer School “Practice at the Baltic Sea” or simply “Baltic Practice”, submitted by the students of National Research University “Higher School of Economics”, as well undergraduate and graduate students from several European universities, complimented by the commentaries and research articles by research groups academic leaders and experts.
In his paper to explore such a problem as an identification of philosophical knowledge is proposed to turn to the H.-G. Gadamer's project of philosophical hermeneutics, within the framework of which there's an attempt to determine the universal specific features in any case of philosophizing. As an interesting point it seems to be a convergence between poetry and philosophy on the grounds of some of their common features itemized in the paper. The convergence with poetry in particular and with work of art in principle allows to distinguish clearly the philosophy from the science and reveal its (philosophy) importance in the context of daily practice for each person. As a distinctive feature of philosophizing is noted its speculative nature, especial work with the concept.
Foresight has become an ‘institutional’ activity as more emphasis has been given to the active participation of stakeholders to shape the future of society. As a key element of Foresight, participation improves the quality of Foresight exercises through the engagement of both scientific and non-scientific knowledge, and stakeholder values and preferences. The overall aim of this chapter is to strengthen the Foresight literature with novel concepts and ideas, which are rooted in the participation literature. This will assist Foresight researchers and practitioners understand various rationales of participation and to determine the type and extent of participation that is desirable for different types of Foresight exercises.
ECCE 2018 VII International Conference Early Childhood Care and Education Proceedings
This paper presents an analysis of the UK Technology Foresight Exercise from the Dialogue, Vision and Dissemination perspectives. Participation and dialogue-based visioning and policy making process was one of the key components of the Foresight exercise, which aimed at involving stakeholders to set priorities in the UK science base and industry. In this way, the stakeholders were given the opportunity to shape the S&T policies and strategies. The exercise helped in a great deal to the establishment of better links between the Government funded S&T and industry in a collective visioning process.