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I


Part I. CONCEPTUAL UNDERSTANDING OF THE PROBLEMS
OF THE PHILOSOPHY OF EDUCATION
37.0 + 316.7


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117454, . , . , . 78.
E-mail: lmatronina@mail.ru

I.
EDUCATION DURING THE EPOCH OF CHANGES

V. M. Kondratyev, L. F. Matronina (Moscow)


An epoch of changes is characterized as an epoch of structural changes in
society; and education, as a process of persons gaining conscious self-dependence
in exploring the space and time of his/her life. In the center of authors attention
is the mechanism of the social changes influence on the quality of education,
this mechanism being considered as a system phenomenon. The basic elements
of the educational system are educational, productive and leisure activity. The
characteristic feature of our todays life is the change of proportion between
rational and irrational elements in the structure of various kinds of activity.
The Internet, mass media, advertising foster the strengthening of the irrational
in societys life, the rational being restricted to industrial sphere. The changes in
the content and methods of education in school and the high education
establishments have led to decline of reflexive knowledge. As a result, we see the
diminishing of the degree of conscious self-dependence among students, workers
and citizens. Russia is in need of development of a new educational strategy.
Key words: education strategy, irrational and rational, reflexive knowledge.

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9. , . .
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. 2732.
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. 2008. 3(24). . 189196.

13 + 37.0


. . , . . ()
,
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, , . 11


, . ,
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: , , , .

THE PROBLEM OF ALIENATION IN RUSSIAN EDUCATION

E. M. Nikolaeva, M. D. Shchelkunov (Kazan)


The purpose of the article is to investigate the education through the discourse
of consumption. The consumer orientation is shown to be the main trend of
contemporary education. Consumerist features of education are demonstrated
by applying such concepts as producing consumption and consumer
production. There are shown the specificities of the consumer demands on
education produced by business, society, as well as the state. The system of symbolic
pseudo-values, generated by the consumerist mind in education, is exposed. A
special attention is paid to the transformations of subjectivity within the education
under the influence of consumerism. It is proved that the process of demarcating
education from teaching is increasing in the consumer society. The Bachelor
and Master Degree system is in full accordance with this demarcation.
Key words: consumerism, education, consumption, production, subjectivity,
value.


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-mail: evgenianik.@km.ru
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-mail: Mikhail.Schelkunov@ksu.ru

12

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6. Slate, D. Consumer ulture and modernity / D. Slate. Cambridge : Polity Press,
1997. 240 .
7. , . . / . , . . ,
. . . ., 1999. 768 .

18

I.
8. Bauman, Z. Consuming life / Z. Bauman. Cambridge Malden (Ma.) : Polity Press,
2007. 198 .
9. , . / . ; . . . . . : , 1999. 222 .
10. , . . / . . , . . // . 2006. 3(17). . 4548.
11. , . . / . . , . . //
. 2008. 3(24). . 196201.

101.1:316

. . ()
XXI .
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THE PROBLEM OF ALIENATION IN RUSSIAN EDUCATION

L. L. Timchenko (Barnaul)
The object of the article is to investigate the problem of alienation both in the
society and in Russian education. The author studies the problem of alienation
in contemporary social life and shows its expansion and complexity in the XXIst
century. A special emphasis is put on the alienation in the system of contemporary
Russian education. The author outlines the basic problems to be studied in this
area. The author singles out and substantiates ontological, epistemological,
methodological, axiological, praxiological, and optimological factors of alienation
in various spheres of social life, particularly, in the socio-individual, individualpsychological, and anthropo-technical ones.
Key words: alienation, alienation factors, inner and outer grounds,
alienation in education.

,
.
656049, . , , . 6.
E-mail: zamruk@gd.barnaul-adm.ru

19

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25


2. , . . / . . //
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3. , . . / . . , . . // . 2008. 3. . 418.
4. , . . : / . . . : - , 2008. . XXIX. 268 . (. .
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7. , . XXI / . . . : , 2004. 636 .
8. , . . / . . . : , 2005. 431 .
9. , . / . . . : , 2008. 314 .

13 + 37.0



. . , . . (, )
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-mail: nnalivaiko@mail.ru
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656049, . , . , . 90, , . 209 .
E-mail: androsenko82@mail.ru

26

I.
. ,
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: ;
; ; ;
.

THE PHILOSOPHICAL ANALYSIS OF THE EDUCATION SYSTEM


IN THE TRANSFORMING SOCIETIES

N. V. Nalivaiko, E. V. Ushakova (Novosibirsk, Barnaul)


In the article, a system-philosophical analysis of the transforming societies is
performed and the corresponding changes in the education system are uncovered;
the problem of the society transformation in the XXI century is formulated. The
authors investigate the transformations in modern Russian education, which
concern deep foundations of the socio-cultural existence of the society.
It is substantiated in the article that there are two levels of transformations:
a superficial one (social phenomena) and a deep one (intrinsic), and there
also exist the external and internal reasons of social transformations. A special
attention is paid to global factors, because the major part of the transformations are
of the Western-globalist type, and the Western world exerts the decisive influence on
the entire world community due to scientific and technical process, accompanying
by both egocentrism and rationalism. Other countries of the world are designated
as endemic, and on them the Western globalism exerts influences of various
kinds: stimulating, deforming, suppressing, fostering development and so forth.
Key words: transforming society; social transformations superficial and
deep; endemic countries; socio-cultural ideology; external and internal
transformation processes in education.

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630090, . , . , . 8, . 420.
-mail: maierbo@gmail.com

35


. ,
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: double bind, , , .

ABOUT THE POSTMODERNISM OF THE REFORM


OF RUSSIAN EDUCATION

B. O. Mayer (Novosibirsk)
The postmodernist features of the reform of Russian education are analyzed.
There are given the opinions of the reform participants: from the teachers to the
people who advance the reform. It is substantiated that in the sphere of the
education reform there has formed a situation of schizophrenia of public
consciousness on the basis of double bind pattern, which regularly reproduces
itself and leads to degradation of the education system. Moreover, a hypothesis
is put forward that, despite the seeming localness of the current reform of Russian
education, the ways of its development will define, in many respects, the image
of the future of the entire world because who owns Eurasia owns the world .
Key words: double bind, pattern, education, public consciousness,
postmodernism, reform.

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1. , . / . // http://www.comstol.ru/Ob/96.html
2. , . / . . : , 1998.
3. http://emdrone.livejournal.com/87562.html
4. http://emdrone.livejournal.com/153271.html
5. , . . double bind /
. . // . 2008. 2 (23). C. 145154.
6. , . : ,
: . . / . . . : , 2000. 476 .

43

II

Part II. INNOVATIONS IN EDUCATION
13 + 378



. . ()
.
, - .

, - .
: , ,
, ,
.

INNOVATIVE ACTIVITY AND POSSIBILITIES TO OVERCOME


THE IMITATIONAL PARADIGM

I. A. Valdman (Novosibirsk)
The crisis phenomena in modern society are, to a considerable degree,
conditioned by the excess of imitation in many spheres of social activity. Such
interconnected activities as social-innovative and educational ones are also not free
from imitation. The objective of this article is to reveal the imitational component
in modern society and show the possibilities of social design as a new developing
approach to social planning and education. The social design is considered to
be the means of overcoming imitation and ensuring the innovative development.
Key words: social design, social planning, innovative activity, social reality
constructing, imitation.
, ,
- , .
630092, . , . . , . 20.
-mail: veritasnostra@mail.ru

44

II.

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50

II.

, , .

1. , . . / . . , . . , . . // . 2004. 2(10). . 220225.
2. , . / . // . . : ; . : , 2007. . 6486.
3. , . . / . . // . 2001. 1. . 154162.
4. , . . / . . . : ,
2007. 643 .
5. , . . / . . , . . // . 2007. 2(19). . 194199.
6. , . . / . . . : , 1981. 304 .
7. , . . : / . . //
. . : , 1995. . 329333.
8. , . . / . . //
. . : , 1995. . 317328.

378


. . , . . ()
, . : -,
. , .
: , , , , , ,
.
630064, . , . , . 71.
-mail: sga-novosib@ngs.ru
, - .
630064, . , . , . 71.
-mail: novosib-muh@ngs.ru

51


, ,
.
EDUCATIONAL ENVIRONMENT OF THE INNOVATIVE
INSTITUTION OF HIGHER EDUCATION

A. G. Shabanov, T. I. Shorokhova (Novosibirsk)


Modern information technologies and resources of telecommunications form
the basis of realization of the educational programs on a new level.
The article is dedicated to the analysis of the educational environment of the
innovational institution of higher education. There are considered the following
components of the educational environment: information-technological,
intellectual and material ones. The authors present the experience of creating
the educational environment of the institution of higher education using, to the
full, the distant educational technologies.
Key words: educational environment, forms of presentation of the
educational material, distant educational technologies, information resources,
educational component, computer resources of education.




. ,
,
[3; 6]. [8]. ,

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52

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4. , . . : . / . . . . : , 2008. 800 .
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8. , . .
/ . . // . 2005. 3(14). . 9094.

56

II.
37.01.007



. . , . . , . . ()

. . , ,
. , ,
, .
: , , ,
, .

TEACHING AS THE PROCESS OF INFORMATION TRANSFERENCE


IN THE STRUCTURE OF INTER-SUBJECT LINKS

T. N. Gnitetskaya, E. N. Dolgih, E. B. Ivanova (Vladivostok)


In the paper, the methodological and theoretical questions of modeling the
educational objects are considered. The differences between the information,
knowledge and training material terms are analyzed. The authors introduce
a correction to the definition of inter-subject link. The inter-subject link is
interpreted as a substratum responsible for transference of information inside
the structure of the educational course. This definition of inter-subject link allows
presenting the link as a graph. This graphic model of the inter-subject link with
some quantitative characteristics allows: 1) distinguishing the fundamental core
on the basis of the established hierarchy of the elements of the training material,
2) ensuring the integrity of the educational course and 3) optimizing its content.
Key words: information, knowledge, informational model, inter-subject link.
, , .
690650, . , . , . 8.
-mail: gnts@phys.dvgu.ru
, .
-mail: ivanovael@imcs.dvgu.ru
, , , .
690650, . , . , . 8.
-mail: ivanovael@imcs.dvgu.ru

57

,

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58

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. 2003. 8. . 107114.
11. , . . - / . . , . . // . 2006. 3(17). . 292295.

61


12. , . . / . . , . . // . 2008.
2(23). . 201206.
13. , . . /
. . // . 2007. 3(20). . 298306.

13 + 37.0



. . (-)
, . ,
.
: , , , .

A META-SYSTEM APPROACH TO THE INNOVATIVE DEVELOPMENT


OF EDUCATION SYSTEMS

M. P. Barbolin (St.-Petersburg)
The article presents a research model which characterizes qualitative shifts
in scientific cognition. The author suggests that the paradigm approach be
replaced by a meta-system approach, as the latter more adequately reflects the
continuity of the dialectical process in theoretical and applied education systems.
Key words: paradigm, education, essence, metasystem, methodology,
scientific knowledge, qualitative transition, innovative development.



. , ,
, [6; 12].


, , , , , .
192007, -, ., . 202, . 1.
E-mail: info@petropolis-ph.spb.ru

62

II.

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2. , . . / . . , . . . . : , 2007. 240 .
3. , . . / . . ; . .
. . . . : , 2006. 372 .
4. , . . /
. . // . 2007. 34.
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. . , . . // . 2007. 1. . 2228.
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. . // . 2006. 1(15). . 1720.
7. , . . / . . . ., 2002.
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9. , . : . . / . . ., 2000.
10. . . : , 1985.
11. , . . /
. . , . . // . 2006. 3(17).
. 285290.
12. , . . / . . , . . // .
2007. . . 1. . 6065.

69

III


Part III. PHILOSOPHY OF EDUCATION IN WESTERN
AND EASTERN TRADITIONS
13 + 372.016:1



(, )

.
, , . , , .
.
: , ,
, , .

TEACHING PHILOSOPHY TO STUDENTS


OF THE NON-PHILOSOPHICAL MAJORS

Ioanna Kuchuradi (Istanbul, Turkey)


The author describes her experience of construction and realization of a
philosophical course for the non-philosophical majors. Instead of traditional
review of philosophical ideas in their historical development, this course considers
the problems related to the future professional activities of the students. In
connection with this, the emphasis is put on the epistemological, axiological,
ethical problems and the problems of human rights. The problems of professional
ethics are considered together with the general ethical problems.
Key words: knowledge kinds of activity, epistemological, axiological, ethics

and a professional etiquette, human rights.



, ,
, , , , - ().
E-mail: Gulriz Uygur@law.ankara.eclu.tr

70

III.

,
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72

III.

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101.8 + 37.0


(, )
,
() . , , (, ).
116 39, Praga 1, M. D. Rettigove, 4.
-mail: Hogen@centrum.cz

74

III.

. . , , .
: , , (), (), , .

MOVEMENT AND ART

Anna Hogenova (Prague, Czech Republic)


Clause acquaints the reader with phenomenological representation about
an essence of movement in art in which basis theory Aristotles about four
(fundamental) types of movement lays. Within the limits of modern thinking of
movement it is accepted to interpret as especially physical phenomenon. The
author suggests to consider fixing as one of kinds of movement. In opinion of
the author, the life is the most mysterious kind of dynamics, and all of us are
still rather far from its understanding.
Key words: movement, art, arch?, telos, ergon, intentionality

Movement is a phenomenon which we never fail to talk about and which


constantly holds our interest. Aristotles evaluation of the concept of movement
is based on the following description: generation/destruction, increase/
diminution, alteration and change of place. These four fundamental sorts of
movement are an inspired depiction. Modern movement is only a change of
place; i.e., Newtons, physical movement. Also, the common mans perception
of movement is based only on this physical portrayal. What a pity, what
simplification!
Movement is a mysterious phenomenon these days; it seems that it is
inexhaustible. One of the mysterious sorts of movement is tolerance. If, for
instance, our body endures an external blow, then it is hurt, but this pain is
necessary in order for the body to be preserved. Movement is not only an action
that is directly measured on the things around us; it is also an action that is
measured on the things which are against us and want to drive us out of a given
place or completely destroy us. Even defense is an action but a special type. If,
for example, a Christian is instructed in the sense of do not resist evil, it is
absolute inhibition of deed against outward action. It is clear that the action will
destroy from outside, it loses its sense, the aggressor disappears, he has no
response, he lacks an adversary. In this sense we also speak of the fact that some
people need to have their adversary and if they do not they must find it.
Unfortunately, this is sometimes true even in the political respect and is a very
dangerous thing. But lets get to the point!
It is not possible to endure pressure or a blow from outside without having to
change our structure. Each blow from outside creates a change inside us which
protects us. At this moment something is generated inside us, something is
destroyed, something quickly changes and something is rearranged. In other
words, at this moment all of Aristotles four movements manifest in our body;
75

i.e., generation, destruction, increase, diminution, alteration and change of place.


In other words, physical movement or, better still, human movement is always a
strange mixture of all four sorts of movement, and that is what we are talking
about here. What is created by these four sorts of movement? They form motive
and motive is a Latin word from the word motus, which again means movement.
Often movement is explained by movement without us noticing it. Psychology
uses the word motive as a basic definition, but this definition is something far
deeper and fundamental than a repeated account of purpose. Motive is motus,
created from all four sorts of Aristotles movement, in the movement called life.
This is an almost fathomless concept. Life is the most important movement and
we must admit that we do not understand it satisfactorily. The order to metabolize
and to reproduce is not enough. There are many microorganisms with metabolisms
that reproduce and we do not know whether they are biotic or abiotic entities.
Perhaps, they say: these are living organisms. Maybe they say: it is only a chemical
matter. We do not know anything exactly! But we act as though we understand
everything, like we understand movement and life. It is not true. We know hardly
anything for certain; we only act as though we understand everything. And, in
our opinion, life by way of movement is the greatest mystery. If we knew what
life is, we would also know what death is, because death is where life ends. It is
not the other way around. Death is the absence of life. Life is not the absence of
death. This is also a great mystery of the movement called life.
Movement must be the basis of art because something is always being created;
i.e., generation and destruction, something increases, something decreases,
something alters and something changes place. Something is also active but the
majority is passive, creating a basis for something enduring, worthwhile, and
beautiful. And this opens up a very important meaning. Endurance is patiens,
endurance is based on fixation. Fixation is based on the invariable activity against
the incoming tendency that tries to destroy things. Thus, everything that endures
is faithful and must be protected so that it is preserved; this movement is particularly
important and necessary for art. Of course, it is not widely talked about.
Fixation is a particular sort of movement that can be understood as tolerance
in a given situation. Such movement is present in each gymnastic figure and is
not measured by how may calories it burns. This movement cannot be measured
or controlled. We can say that this movement of fixation is the most important
because it preserves health, homeostasis in human physiology, and preserves
life. Descartes is sure that this movement of tolerance requires a reason to exist,
like the reason for a given thing to originate. It deals with enduring creation,
abiding formation; under no circumstances does it deal with only technically
comprehensible linear temporal phases that can be assembled together.
Unfortunately, in this day and age health is understood like this, like linear
temporal phases in which health can be artificially shaped and maintained. Hence,
there are so many different diets, different types of exercise etc.; but abidance of
life needs a different reason than this epiphenomenal reason of the well
functioning individual manifestation of living existence. But this remains
mysterious and basically unfinished. It again shows the important roles of
individual questions. They open previously locked horizons of interpretation
which shed a previously unsuspected light of relevance on the original problem.
76

III.

Suffering is a particular sort of movement; it belongs to passive tolerance in


a given situation against a destructive external activity. To suffer means to
enshrine, to endure a blow means persistence of being and this movement is the
most typical for art. Art can retrieve this movement and we can in effect participate
in this movement as a spectator, and thus we can talk about the catharsis effect
of this specific human ergon. A particular sort of suffering is humility, which
remains calm even against external, often destructive, influences. Hence, we
can say that this particular movement can be found in religion and is most
expressed in artistic ergon of a religious style. Michelangelos Pieta hides
exactly this sort of movement within. It is also on paintings, elsewhere within
sculptures, in music, in poetry. Thats why Heidegger can celebrate Hoelderlin
in his late work as a poet of being, as the deepest poet of all.
Science describes movement as a change of place (fora), it describes individual
phases, allocates a specific time, calculates velocity and other categories of
physical knowledge, but not movement, in which existence persists in fixation,
but science does not consider this. And this is also what we miss the most. We
are constantly pushed forward because we live in an image of the physical linear
time, hence the future interests us the most and we forget about the past and
what we carry inside us like tolerance, like faith, as a treasure for our passing
life. Consequently, we are tired people who constantly go forward, we have lost
the connection with the past, and we have lost the possibility to do something
faithful.
To endure a counter blow, means to move in a particular way. The movement
is hardly visible, it can only be felt. This resistance, passively interceptive
resistance which preserves itself, is a particular type of conflict. Even Gandhis
passive resistance was a specific movement.
Hence, love is the best modus of conflict. It is actually a basic Christian
thesis. Love in this theory is constant withdrawal; i.e., endurance of that which
would deserve punishment, because in such cases it hurts a loving person to a
certain extent. To endure counter force and maintain integrity and harmony is a
great victory, and in particular in our time, which assaults the integrity and
harmony of man everywhere. To endure this pressure means endurance in a
physical and spiritual sense. And in a spiritual regard this problem is much more
important, particularly today. These movements are the basic essence of art.
From Michelangelos David we can today, after several hundreds of years, step
into the horizon of Michelangelos Dasein (existence) and again retrieve that
which in that time constrained and assaulted it. This reverse process to passivity,
which is active passivity, is called hermeneutics, even it is spoken only to clear
up the meaning of a given text, like exegesis from biblical times actually is.
Each piece of art is a result of this specific type of movement, because it shows
the inside of the artist. And we are witnesses to the spiritual contest of Achilles,
Hamlet, and others. We can step inside the horizon, to the light of Hamlets life,
which showed him something important and fair, something irrelevant and unfair.
And this is the essence of art let the perceived persona enter into the world and
let it relive everything again. It is clear that it does not deal with a mathematically
exact copy; it is not about this at all. This model of accuracy is not appropriate
for life; it is only valid in a particular mathematical light of thinking more
geometrico. Its not just about replicating Michelangelos life in our own but
77

an approximation of the sources of his decision-making, his appraisal, his


emotiveness; and our life is then enriched to an extent that any normal person
who rejects art has no notion of. He does not know what it can bring and because
of this he speaks of art as something redundant. Such a person thinks mainly
about money and how to make it. He is a mindless and vain individual. He does
not know the specific movement of the body and soul in unison; i.e., from the
point of view of the body by way of pexis. He knows only experience, he pursues
only experience. But the best experience is entering into the light of life of this
type to something that is not easily accessible to everyone.
It deals with a movement of active passivity, which is not measurable in a
Cartesian way, but is much more important than that which is measurable. This
movement is the most typical for art. All perception is this concept; all questions
that play on our minds and assessment are this movement.
Life is thus a movement from arch (the beginning) to telos (the end, the end
of movement) through situations which offer us several options (dynamis) and
we select one of the possible options and then carry it out (energeia). At the end
there is our specific achievement function (ergon); and this ergon affirms our
arch, our telos, our dynamis and also which dynamis we have chosen to realize.
This all enters into ergon and leaves clear tracks in it. Hence, we can later untangle
these tracks hermeneutically and understand what happened in life. It deals with
motive, not cause. Motive is simplicity fashioned from arch, telos and from a
given situation. This is not the simple reason that physiologists search for in
carnal instinct, in others. Man is not a machine that works on simple stimuli;
there is something inside him that works like a filter through which external
stimuli transforms and forms motive. Inside man there is a river of cogitations,
with retention and expectation, with typicality and habituality. This constitutes
passive and active synthesis of retention which in turn becomes pre-memories
(Vorerinnerungen). Phenomenological interpretation of movement connects the
physical with the spiritual and with the spiritual by means of intentionality.
Unfortunately, it is not understandable at first sight, it is necessary to study the
given matter for a while. Movement cannot only be Cartesian, i.e. change in
place, but it is a very complicated habituality, created from the present day
diffusion of generation, destruction, increase, diminution, alteration and change
of place (genesis and ftora, audzesis and ftsis, metabole, fora)
In the ensuing situation we are exposed to pressure from outside; and the
movement enduring this pressure is the most typical movement in the field of
art. Patoka would refer to this theory as follows: Another order develops
from us observing ourselves. Our life does not play out on a level plane, but at
various depths from which each has its own concept of the others, and knows its
bearing on the plane of average quiet life. Our spiritual development is not,
metaphorically speaking, merely a change of items in our living room but
movement from hall to hall, during which horizons to uncertainty open on all
sides.[1]. Movement in art and movement in life are the same and are best
approached phenomenologically and this is what Patokas quotation is all about.

1. Patoka, J., ivotn rovnovha a ivotn amplituda. In: Kritick msnk. Ro. 2., 1939,
Praha: F. Borov, s.104.

78

IV.

IV

Part IV. LEGAL AND ECONOMIC ASPECTS OF EDUCATION


342




. . ()

, , ,
() . () ,
,
, ( , ) ,
, .
: , , , , , , .

INFLUENCE OF THE INSTITUTE OF OMBUDSMEN


ON THE FORMATION OF LEGAL CONSCIENCE
AND THE CIVIL SOCIETY DEVELOPMENT IN RUSSIA

N. A. Volkov (Kemerovo)
In the article there is described the influence of a new for the Russian reality
human-right defense mechanism an institute of Commissioners for human
rights in Russian Federation and its constituent territories on one of the forms
of social conscience, legal conscience, as well as on the formation of civil society.
, , , , .
650000, . , . , . 63, . 230.
-mail: ombudsman@mail.ru

79


The most important areas of the Ombudsmens work are the following: forming
citizens legal conscience, legal education and teaching civility, contribution to
education in the sphere of human rights, improvement of lawmaking, and above
all, of the legislative process in terms of its democratization, and also the progress
of collaboration with different Russian as well as international human rights
organizations.
Key words: ombudsman, commissioner, human rights, social conscience,
legal conscience, civil society, influence.

I .
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26.02.1997 1- [ . 25 1996 . : . 12 . 1997 .] ., 2001. 16 .
2. 2007.
., 2008. 71 .
3. : . . / . . . . . : , 2003. 312 .
4. -, . : ,
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. 1998. 2. . 7475.
5. , . . - :
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3(24). . 206212.
7. , . . /
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86

IV.
34 + 37.0

:

. . ()
. . ,

. , , . ,
.
.
: , , ,
, , , .

LEGAL EDUCATION IN RUSSIA:


FROM ETATISM TO ANTHROPOLOGISM

V. N. Pristensky (Voronezh)
This article is devoted to the problems of law reforms in contemporary Russia.
The purpose of the article is to discover their connection with the structure and
content of legal education. The purpose is achieved by a comparative analysis of
the opposite approaches to law etatist and anthropological ones. According to
them, the law is considered, respectively, to be a derivative of the state or the
individual. The article shows that in our legal education and society as a whole
the etatist approach to law is dominant and, thus, hinders the process of law
reforms. The author comes to a conclusion that the anthropological approach to
law has to be the conception of law reform; and, based on it, it is necessary to
revise the system of legal education. Only in this case the law reform in our
country may be successful.
Key words: law, law reform, legal education, anthropological approach to
law, etatist approach to law, study of law, study of legislation.

. : , , , , , , .
394065, . , . , . 53, .
E-mail: pvn1563@mail.ru

87

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93


6. , . ? / . //
. 1992. 10. . 7186.
7. , . . / . . // . 2006. 1. . 253257.
8. : . . / . . . ; . . . ; . . :
, 2001. 480 .
9. , . .
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. . // . 2006. 3(17). . 97103.
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.. // . . : - ,
1994. . 5886.
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13. , . . : / . . .
. : , 2002. 447 .

342 + 13 + 37.0


:

. . ()

. , , , . , - , ,
, .

, .
: , , , .

,
.
: 656065 . , . , . 28, . 267.
E-mail: androsenko82@mail.ru

94

IV.
A PHILOSOPHICAL ANALYSIS OF THE PHENOMENON OF STATE
POWER: THEORETICAL AND EDUCATIONAL ASPECTS

S. V. Androsenko (Barnaul)
The article is devoted to the philosophical analysis of the state power and the
use of theoretical results in educational process. Power is a many-sided
philosophical phenomenon, which requires complex approach in its studying.
The author of the article thinks that the main, leading principles of the state
power, which have to be considered in the educational process, are the following
spirituality, priority of culture and principle of common wealth. In the sphere of
liberal education within the framework of academic courses for the higher
education students, it is necessary to present both subject-object and subjectsubject approaches to the analysis of the state power, to show theirs advantages
and disadvantages. The future of the state depends on the quality of training of
the specialists of higher education.
Key words: phenomenon of state power, subject-object and subject-subject
approaches, priority of culture.

XXI , , , , .
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IV.

,
,
- .

1. , . . : / . . . . : ,
2001. 384 .
2. , . . : ,
, / . . // . 2003. 7. . 9299.
3. : . / . .
. : - . . -, 2006. 106 .
4. , . . / . . //
. 2007. 3(20). . 613.
5. : . / . . . :
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6. / . . . . . : , 1981. 445 .
7. . . : , 2007. 576 .
8. , . . / . . . . :
, 1999. 303 .
9. , . . (- ) : . ... . . : 09.00.11 / . . ,
2004. 172 .
10. http://www.politstudies.ru/N2004fulltext/2000/1/8.htm
11. http://www.provlast.ru
12. http://www.rus-lib.ru/book/27/85/037-094.html

99

Part V. EDUCATION IN CULTURE AND CULTURE OF EDUCATION


13 + 37.0



. . ()
- .
, . . , .
,

.
: , - , .

PHILOSOPHICAL ANALYSIS OF THE CULTURAL DEFINITIONS


IN EDUCATION

Yu. V. Klyuev (Kemerovo)


The socio-economic and political changes in Russia have led to partial
breakage of the museum-society ties. The museum is one of numerous subjects
of social-cultural sphere having its own specific features in organization and
social meaning. Today, it seems to be in little demand by the customers. It is
connected with the fact that new approaches and principles are not applied to
the administration of museums. As a result, though possessing rich expositional
materials, museums cannot attract visitors. The author considers marketing of
, - .
650056, , . , . , . 121.
-mail: klujev@yandex.ru

100

V.
the museum as one of the most effective ways of solving the problem of
incorporating the museum institutions into the life of modern society.
Key words: museum, educational-recreational function, museum marketing.


,
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102

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1. , . . / . .
// . 2005. 3 (14). . 142147.
2. , . . .
- - / . . // . 2004. 3. . 2535.
3. , . .
/ . . // . 2007. 1 (18).
. 213221.
4. / . . . . . : , 2005.

104

V.
5. , . . - /
. . // . 2008. 3(24). . 295300.
6. , . . . - / . . //
. 2005. 7. . 5059.
7. , . . / . . . . : .
2004 . . 4043, 100101.
8. , . . / . . . . : . .,
2005.

373.3/.5 + 008


-
. . ()
,
, , , : , , , . ,
.
.
.
. - .
: , , , ,
.
INTERCULTURAL COMMUNICATION
AS A SOCIO-PEDAGOGICAL PHENOMENON

E. A. Rekichinskaya (Novosibirsk)
This article is devoted to a modern problem of intercultural communication
whose urgency is determined by two opposite tendencies in the mutual relations
between countries, ethnoses, and cultures; namely, integration whose essence is
manifested in rapprochement and inter-penetration, and confrontation locally
and periodically making itself felt. The author considers intercultural
communication as a complex phenomenon, being studied by many branches of
, .
630126, . , . , . , . 28.
-mail: helen.rek@online.nsk.su

105


humanitarian knowledge. There is given a review of necessary scientific views
to reveal the essence of intercultural communication. In a brief review, the history
of studying the phenomenon is shown. The author analyzes and compares different
approaches to the concept of intercultural communication; and, in conclusion,
presents her own vision of intercultural communication. In the article, the
characteristic of the intercultural communication as a socio-pedagogical
phenomenon is given.
Key words: intercultural communication, social phenomenon, pedagogical
phenomenon, integration, national and international culture.

. 100 , , . , ,
.
. , .
,
, . , , [5, . 3].
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106

V.

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. 108

V.

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V.

. .
, ,
, , :
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, . . . . ,
,
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.

.
,
, . - , .
, , [10; 12]. ,
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, , ,
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1. : . . . / . .
. . . . : , 1999. 199 .
2. , . . : / . . , . . . . :
, 1983. 269 .
3. , . . : . /
. . , . . , . . ; . . . . . . :
-, 2002. . 141142.
4. , . . .
/ . . // http://www.rec.vsu.ru/vestnik/program/view
5. , . . :
. - . : 09.00.11 / . . ., 2003. 329 .

111


6. , . . : .. .
/ . . , 1999. 179 .
7. , . .
. : . . / . . ;
. . . . . ., 1996. 227 .
8. -, . . : . . /
. . -. . : /Slovo, 2000. 624 .
9. , . . - : -, / . . // . 2008. 3(24). . 260265.
10. , . . / . . , // . 2006. . 2. . 6974.
11. , . . - : . - . /
. . ., 1994. 412 .
12. , . . : .. . : / - . . , 1999. 212 .

39 + 37.0




. . ()
, ,
,
,

. , ,
.
.
: , , , , , , - ,
, - .
, , .
656031, . , . , . 55.
-mail: nat-bar@yandex.ru

112

V.
A CULTUROLOGY-BASED APPROACH TO MANAGING
THE DEVELOPMENT OF STUDENTS RESEARCH ACTIVITIES

N. G. Barushnikova (Barnaul)
The paper presents an analysis of various approaches to the understanding
of the concepts of culture, research culture, culture-congruous environment,
defines the conditions of realization of the culturological approach as one of
technological foundations of the development of students research activity,
determines the ways of analysis of the pedagogical events through the prism of
existing cultural norms and open cultural values. The purpose of the article is
to present some aspects of consideration of the research culture of students
phenomenon, reveal its essence, and also study the conditions of development of
the research activity of the future teachers and the parameters of efficiency of
this process management. On the basis of generalization of the available points
of view of scientists, the author opens new ways of resolving the problem of
development of students research activity.
Key words: axiological environment, integration, research culture, culturecongruous environment, development of research culture, the contents of
education, the subject-subject relations, management of development.

, , .
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.

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114

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118

V.

,
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1. , . . / . . ,
. . // . 2003. 9. . 2736.
2. , . . / . . . / : - , 2000. 153 .
3. , . .
: . -. . : 13.00.08 / . . ., 2002. 366 .
4. , . . -
/ . . // . 2003. 8 (24).
. 160164.
5. , . . - . : . / . . . : , 2001. 226 .
6. , . . : . . . :
13.00.01 / . . , 2003. 178 c.
7. , . . : . . . : 13.00.01 /
. . ., 2001. 183 .
8. , . . / . . //
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9. , . . - - : . . . : 13.00.08 / . . , 2000. 172 .
10. , . . : :
. / . . . , 2001. 326 .

008 + 39


. . ()
.
, - ,
. ,
, ,
.
630126, . , . , . 28.
-mail: kaimanakov@inbox.ru

119


.
: , , , .

ORDER AND CHAOS IN THE TRADITIONAL CULTURE

A. G. Kaimanakov (Novosibirsk)
In the article, there is considered the reflection in the celebratory folk
ceremonial actions of the concepts of chaos and order. In the authors opinion,
we may talk about a special role of the male group in the svjatochnomaslenichnaya (Christmas and the Last-week-before-the-Lent) ceremonialism
which is illustrated by the examples of Slavonic traditions of ryazheniye
(disguising). The male component in the folklore theater of the Eastern Slavs is
given in a context of comparison between the images of Christmas disguising
and the behavioral characteristics of folklore performers; and this component is
defined as dominant.
Keywords: Chaos, Terrible Kudesa, ceremonial action, traditional
culture, male cultural component.

, , , . , . , ,
. , .
.
, , . , , , .

, , , , ,
. ,
, ,
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.
, , () , ,
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, , 120

V.

, , . ,
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, [1, . 40]. , . : (), , , , , , ,
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: -, , , , , . , , ,
.

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. : , 1994.
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. : , 1997.
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, 1995.
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7. , . . / . . . :
, 2003.
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. . . ., 1982.
9. , . . / . . .
. : , 1994. 234 .
10. , . . XXI : / . . // . 2003. 7. . 206212.

124

V.
11. , . . / . . , . . // .
2008. 3(24). . 254260.

004 + 008



. . ()

. : ,
. , , , .
: , , , .

INFORMATIONAL CULTURE OF THE PERSON


AS AN IMPORTANT PROBLEM OF THE PRESENT TIME

V. P. Kazantseva (Krasnoyarsk)
One of the problems of the contemporary society is the level of the persons
informational culture. Informational culture is based on two concepts:
information and culture, where information is a connecting and organizing
resource. The level of the persons informational culture and the informational
potential of society are determined by the level of creative resource and general
culture of the person.
Key words: culture, information, informational culture of the person,
informational potential of the society.


.
, , . . . , : , ,
. ,
[1, . 16]. , , , , , ().
660041, . , . , 79.
-mail: verakazanceva@yandex.ru

125

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126

V.

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127

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128

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, 2005.
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4. , . . / . . //
. . 1. 2003. 11. . 49.

131


5. , . . , / . . .
, 1997.
6. , . . /
. . // . 2006. 6. . 5057.
7. , . . - / . . , . . ,
. . . ., 1998.
8. . ., 2000.
9. , . . / . . .
., 2002.
10. , . . / . . // . 2002. 3.
11. , . / . . ., 1997.
12. , . . : / . . // . 2007. 1. . 410.
13. , . .
/ . . // . 2004. 2(10).
. 207216.
14. , . . / . . // . 2008. 2(23). . 5461.
15. , . . /
. . // . 2005. 3 (14). . 214217.

39 + 008



. . ()

,
.
,
. , , , , , .
: , , , , .
, , .
630090, . , . , . 8.
-mail: oshelegina@yandex.ru

132

V.
ADAPTATION PROCESSES IN THE SUSTAINMENT
CULTURE OF THE POPULATION

O. N. Shelegina (Novosibirsk)
In the article is determinanted modern ways of cooperation of education,
science, culture in formation of successeful person of the adaptation in global
condition. onsiderable attention is devoted to the role and ssibilities of the
education in the transfer historical experience of the adaptation and search for
innovative work forms make use of the results investigations. In the article has
demonstrated high educational ssibilities the basis of the classification of
adaptation processes that has been elaborated by the author for the first time in
the Russian historiography, make use effective in the schools, historical courses,
local history, ethnology, culture, basis security of life, the issues of adaptation
strategies personals in the new millennium.
Key words: education, science, adaptation, sustenans culture, traditions,
innovations, basis security of life.

XXI . , , ,
,
[3; 5]. , , , ,
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, ( 55,2 % , 26,2 % , 12,4 % ).
, [10, . 16
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1. , . .
/ . . , . . //
: :
.-. . (1718 . 2008 .). , 2008. 154 .
2. , . . XIX
XX . / . . ; . . . -. : - . . . , 2005. 188 .
3. , . . / . . , . . , . . // . 2006. 2. . 244251.
4. , . . : , / . . ,
. . // : .
. (2730 . 2008 .). , 2008. 504 .
5. , . . ()
/ . . // .
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. . // : . .
(1516 2005 .). , 2006. 404 .
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. . VIII . / . . . . :
, 2001. . 2. 160 .
9. , . .
(XVIII XX ) /
. . // , . 2006.
2. . 116125.

138

VI. .

VI

.
Part VI. THE PROBLEMS OF THE PERSON IN THE
PHILOSOPHY OF EDUCATION. ECOLOGICAL EDUCATION
13 + 37.0

,

. . ()

.


.
: , ,
,
, , , , , , , .

THE STRUCTURE OF THE PHILOSOPHY OF THE EDUCATION


ORIENTED TO THE HUMAN DEVELOPMENT

N. L. Khudyakova (Chelyabinsk)
This essay seeks to discuss the problems of invariant content in the philosophy
of education and its place among other branches of philosophical knowledge. As
the author claims, the desired solution can be reached through establishing
connections between the philosophical knowledge, on one side, and the pedagogic
needs in theoretical grounds of research and formation of educational process
as well as the essential qualities of this process as the subject matter of the
pedagogical science, on the other.
Key words: philosophy of education, the subject of pedagogy, the subject of
philosophy of education, the structure of the content of philosophy of education,
, ,
.
454021, . , . , . 129.
E-mail: hudyakovaNL@gmail.com

139


systemic approach, genetic approach, anthropological approach, culturological
approach, axiological approach, activity approach, gnoseological approach.

, ,
. ,
, [6].
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, [1; 3]. ,
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, .

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140

VI. .

, .
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.
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,
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. 141

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142

VI. .

.

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143

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.
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144

VI. .

. ,
. ,
. ,
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. , .
, , ,
. , ,
,
, . - .
,
, ,
, , .

1. , . . / . . , . . // . 2008. 3(24). . 4 18.
2. , . . , / . . , . . //
. 2003. 9. . 276284.
3. , . .
/ . . // . 2007. 1(18).
. 213221.
4. , . . - /
. . // . 2004. 3(11). . 214216.
5. , . . :
2. . . 2 / . . ; . . -, -. .-.
. . . : - , 2002. 196 .
6. , . . / . . //
. 2008. 3(24). . 120125.

145


37.0 + 159.923

-
:
. . ()
; , .
: ,
, , .

THE MASS-MEDIA INFLUENCE ON SELF-IDENTIFICATION


OF THE PERSON: EDUCATIONAL ASPECT

N. A. Nekhaeva (Nefteyugansk)
The purpose of the article is to study the role of mass media in the destruction
of the traditional mechanisms of self-identification of the person. It is shown by
the author that this activity is being carried out purposefully and aggressively as
an anthropological strategy of mass-medians and it is aimed at disorientation
of the citizens and atomization of the society.
Key words: self-identification of the person, educational communications,
informational aggression, consciousness wars.

- ,
( , ),
,
, , , , , -, .
,
: ,
, : ,
, , , , , . -
, ().
628311, . , 13- , . 68.
E-mail: neheva75@mail.ru

146

VI. .

, (, . .). ,

,
.
, , , [1, . 16]. . .
. . . ,
( , , ) , , , .
, , , ,
, ;
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.
1314 . -, , .
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, ,
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. . . , . , ,
. 147

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? [2, . 20]. , , .
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: ,
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[3, . 69].
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[3, . 67].
,
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. , , , ,
.
,
. , , :
.
, ,
, -
148

VI. .

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, , . , ,

149

.
, ,
, , ,
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, -,
[4, . 26].
, ,
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, , ; , [810]. ,
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- ; [5, . 41].
. . ,
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, , 150

VI. .

, . , ,

, ,
, ,
:
, . , .
,
,
;
--, :
,
.
, , .
, , , .
, , ?

1. , . . / . . . . : , 2001. 213 .
2. , . . / . . // . 2002. 2. . 175180.
3. , . . : / . . . . : , 1999. 176 .
4. , . . , , / . . . . :
, 1988. 231 .
5. , . . .
/ . . // . 2005. 11. . 2436.
6. , . . / . . // . 2007. 1(18). . 152159.
7. , . . - : -, / . . // . 2008. 3(24). . 260265.
8. , . . : / . . // . 2002. 4. . 1520.
9. , . . / . . //
. 2005. 1(12). . 223228.
10. , . . /
. . // . 2006. 3(17). . 280285.

151


316.7 + 37.0



. . ()

. , , , .
: , ,
, , , , .

EDUCATION OF THE PERSON IN THE


CONTEXT OF MODEL SOCIAL CHANGES

Z. A. Shukshina (Novosibirsk)
The article is devoted to some current problems of receiving education in the
conditions of the informational society formation.
The author brings our attention to the phenomenon of adult education. The
problems in the adult higher education are caused by social changes in modern
world, by the processes of diversification of purposes and tasks of the entire system
of education and by new social roles both of the teacher and the student.
Key words: continuous socialization, human resources, social context,
diversification of education, incentives, the individual-approach teaching.

, , , , ,
, ( ),
(
), , , , [1014]. ,
,
, , - .
,
, , , .
,
, .
630102, . , . , . 6.
-mail: shukshina@sapa.nsk.su

152

VI. .

, , ,
:
(1960), (1972), (1985), (1997),
(1976). 2000 . ,
.
,
, XX ., , . : ? [4]. ,
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: , ; , ;
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[1, . 910].
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,
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[6, . 181].
, , , , .

.
,
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. , . . ,
, , ,
, 153

, [7, . 220].
, : , -
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. 160
, . : , ; , ,
[5, . 111]; [3, . 270]; , , , , ,
; () .
,
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); 2) (33 % ); 4)
(24 % ); 5)
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, , , , , .
, ,
, , ,
. , , , .
154

VI. .

( )
.
, ,
: ,
, 67 % (

1 35 ); 51 % ;

43 % ( 33,5 ); 27 %
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. 173]. , -, : , ,
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. , , , 156

VI. .

. - ,
67 % ; , , 50 % . ,
, , -. ,
,
.

, ,
. , ,
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) [7; 9], , , [4; 7].
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, 157

, , .

1. , . / . , . . . : , 1995. 183 .
2. , . . / . . // . 2004. 1. . 119124.
3. , . .
/ . . // : : . . (1011 . 2007 .). ., 2007. . 270272.
4. , . . : /
. . . . : -, 2003. 207.
5. , . .
/ . . //
: . . . (35 . 2006 .). .,
2006. . 109111.
6. , . / . . . : , 1997. 340 .
7. : , , : . . /
. . [ .]. . : , 2005. 540 .
8. , . / . , . //
. 2006. 5. . 140143.
9. , . . /
. . , . . // . 2007. 4.
. 6164.
10. , . . - / . . // .
2004. 3(11). . 251259.
11. , . . / . . // . 2003. 7. . 107114.
12. , . . / . . // . 2006. 2(16). . 1522.
13. , . .
/ . . , . . // . 2005. 1(12). . 154163.
14. , . . /
. . , . . // . 2008. 3(24). . 418.

37.0 + 316.7



. . , . . ()
,
,
.
158

VI. .

: , ,
, .

QUESTIONS OF EDUCATION IN THE CONTEXT OF MODERN


WORLD PROCESSES

T. S. Kosenko, N. V. Nalivaiko (Novosibirsk)


In given clause, bringing a attention to the question on global questions of
the present and their influence on problems of education of the person, we shall
try to reveal the tendency of development of a modern Russian educational system
in view of transformations of global character and qualitative transformations
of the most Russian society.
Key words: globalization, global problems, global education, global
formation.

, , ;
, ,
, () [1, . 81].
, , , ,
. , , .

,
.
, , ,
,
.
, -
.
630126, . , . , . 28, . 204.
-mail: nnalivaiko@mail.ru
, , ,
, , .
630090, . , . , . 8, . 420.
-mail: nnalivaiko@mail.ru

159

, . -
,
. , , ,
. , , , , , , , .
,

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,
, , , . , .
.
, ,
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; ,
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, , , .
, .
, , , , . , , ,
,
.
, 160

VI. .

, ,
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, ,

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, [2, . 6068]. , , , , ,
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, , .
- ,
.
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- ,
, .
. . . , , , , .
() ,
. [. : 3, . 130131].
, , , . ,

161

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, ,
. , ,
162

VI. .


. , ( ). , ,
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, , , .
, 1990- .
, ( ) (). , . ,
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, - .
.
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[6,
. 75]. .
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. :
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163

,
; ,
, , [7, . 69].
, , , [814],
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1. , . .
: . / . . , . . , . . . : - , 2007. 330 .
2. , . . /
. . // . 2007. 2 (19). . 6068.
3. , . . : ?
/ . . . . : , 2002. 416 .
4. , . . / . . // . 2002. 3. . 611.
5. : . . . = Global studies / . . : . . ,
. . . . . N.-Y. : , , 2006. 1160 .
6. , . . (- I .) /
. . ; . - . ; . . ; . -
. : . - ., 1997. 84 .
7. , . . / . . // . .
. -. 2001. 2 (18). . 6481.
8. , . .
/ . . // . 2003. 7. . 2636.
9. , . . : / . . // . 2007.
3(20). . 147154.
10. , . . / . . // . 2003. 9. . 254258.
11. , . . - / . . // . 2008. 3(24).
. 153157.
12. , . /
. // . 2008. 4(25). . 121127.
13. , . /
. // . 2008. . . 1. . 5167.
14. , . . / . . //
. 7. 2003. . 229235.

164

VI. .
37.0 + 159.9



. . ()
. ; , . ,
, , .
: , , , .

THE PROBLEM OF GENERALIZATION OF THE THEORIES


OF UPBRINGING WITHIN THE AXIOLOGICAL APPROACH

S. V. Yakovlev (Moscow)
The purpose of the article is to search for methodological approaches to
substantiation of a general theory of upbringing from the axiological positions.
A tendency of generalization of the upbringing theories is noted. The groups of
values, including the traditional directions of upbringing, are distinguished.
The author describes the invariant components of the persons system of values
which are formed during education; he also proposes scientific principles which
may form the axiological foundations of a general theory of upbringing.
Key words: upbringing, a general theory of upbringing, axiology, persons
system of values.

, , , , . -
- , , , ,
[16, . 6],
.

. ,
, ,
,
,
- .
123051, . , . ., . 6.
-mail: yakovlevaim@yandex.ru

165

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171


3. , . . /
. . . . : , 1986. 208 .
4. , . . /
. . . : - , 1997. 84 .
5. / .
. . , . . , . . . . : , 1985. 240 .
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7. , . . : , , / . . // . 2001. 3. . 4148.
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. 1911. 8. . 123140.
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. 1911. 9. . 78107.
11. , . . . . / . . , . . . . : , 1984. 161 .
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. . ; . . . . . : , 2002 . . 2. 252 .
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. . . . : , 2003. 192 .
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. / . . , . . . . : , 1998. 120 .
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. . . . : . ., 1987. 134 .
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- , 1998. 48 .
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(2830 . 2005 .) : 5 . . 4. : , 2005. . 193198.

316.3/.4 + 37.0



( )

. . ()
. , .
,
,
() .
630092, . , . . , . 20, I , 338 .
-mail: Assoc.NSTU-NETI@inter.nstu.ru

172

VI. .
.
, , .
.

. ,
.
: , ,
, .

FORMING A SELF-ACTUALIZATION STRATEGY OF ELDERLY


PEOPLE (ON THE EXAMPLE OF NSTU PEOPLES DEPARTMENT)

L.V. Prokhorova (Novosibirsk)


The problems of self-actualization can be called eternal in the history of
humanitarian thought. The complexity and contradictory character of selfactualization predetermines a variety of definitions of this scientific term. Selfactualization of elderly people is not an exception, as it has the highest rank in
the hierarchy of needs. Retirement drastically changes not only the lifestyle but
also the persons social position. Thus, the participation of the state is important.
The Peoples Department of the Novosibirsk State Technical University (NGTU)
is an example of such participation of the state.
This is a new form of the social work with pensioners, which helps them to
keep their activity and adapt to quickly developing information space.
Key words: self-actualization, self-actualization of elderly people, activity
of elderly people, education of elderly people.


. - - . , : , .
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, 1999. 424 .
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. . . . ; . . . . . . . : ,
1994. 480 .
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. . . . : : . 146 .
5. , . . : : . . . : , 2002. . 24. 115 . (.Sumposium).

178

VI. .
6. , . . /
. . , . . // . 2006. 3(17).
. 214220.
7. , . .
/ . . , . . // . 2007. 3(20). . 106113.
8. , . . / . . // . 2003. 7. . 7683.
9. , . . / . . //
. 2002. 5. . 147151.

13 + 37.0

:

. . (-)
.
,
. : , , . , , .
: . ,
.
: , , , , .

HUMANIZATION OF EDUCATION: FROM


THE LACK OF HUMANNESS TO THE FULL HUMANNESS

L. V. Gomboeva (Ulan-Ude)
The author expresses a critical opinion concerning the implementation of
the idea of humanization of the Russian education. The lack of success in the
education humanization is explained by the author by the prevalence of the
, , -
- .
670013, . -, . 3-84.
-mail: lida67@mail.ru

179


scientist and materialistic ideas in the society, which exclude universal and
metaphysical understanding of the essence of humanity and, through this, provoke
the lack of humanness phenomenon becoming wide-spread in the society. There
are considered some forms of the lack of humanness: the authoritative collectivism, individualism, and pessimism. Also, there are indicated two ways of humanization of the person: self-knowledge and dialogue. It is shown that the success of
education humanization depends on widening the sphere of dialogical education.
Key words: education, humanization, individualism, humanness,
spirituality.

2009 . (
;
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2010 . : , . ,
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2. , . : . . / . ; .
. . , . . // . . . : -
, 1982. . 231234.
3. , . ,
: . . / . ; . . . . , . . , . . // . 6 . . : , 1965. . 4, . 1. . 67210.
4. , . ; . . / . .
. . : , 1997. 430 .
5. , . : . . / . . . : -, 2000. 296 .

184

VI. .
6. --, . : . . / . --. . . :
: , 2005. 272 .
7. , . : 2 . / . ; . .
. . . . . : : , 1992.
8. , . . ( -- / . . // . : , . -, 1991. . 104125.
9. , . : : . . /
. . . : : , 1993. 480 c.
10. , . . / . . ,
. . // . 2003. 1. . 2429.
11. , . .
/ . . // .
2006. . . 2. . 239243.
12. , . . : / . . // . 2007. 2(19). . 411.
13. , . . / . . // . 2008. 3(24). . 9297.
14. , . . / . . , . . // . 2005. 3(14). . 263273.

37.0 + 159.9


: -
. . ()
-
, ,
I .
: , , , .

FORMATION OF ECOLOGICAL CULTURE OF A SOCIETY:


THE HISTORICO-PHILOSOPHICAL ASPECT

Yu. V. Oleynikova (Novosibirsk)


In clause from the socially-philosophical point of view the administrative,
political and ecological factors which have affected formation of features of
ecological behavior of peasants of Siberia in XIX are analyzed beginning XX
centuries.
Key words: philosophy of education, ecological education, ecological
consciousness, ecological behavior of the Siberian peasants.
, .
630126, . , . , . 28.
E-mail: prizvanie@ngs.ru

185

.

.
,
.
, .

.
, . ,
, . , ,
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. . , .
,
.
. ,
. ,
.
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, , ( ) [13].
, , ( XIX XX .) .
, :
, ; ( ), ; , 186

VI. .

, ,
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, [46].
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,
,
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, . XIX XX . , , , .
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, ,
.

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, ,
.

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, , , . , , , [810].
187

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, ( ).
.
, , - .
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, , .

XIX XX . .
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[5; 11].
, , ,
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19051907 .
. -
. , , . , , , , ,
.
,
, 188

VI. .

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, ,
, , . , 190

VI. .

. ,
.

1. , . .
/ . . . , 1991.
2. , . . /
. . . , 1992.
3. , . .
XIX / . . ; . : . . . //
XVIXX . , - .
: - , 1997. . 108119.
4. , . . : , , / . . . ., 1902.
5. , . . (1900
1917 .) / . . . , 1976.
6. ( XIX .
1917 .) / . . . . . , 1982.
7. , . . XX . ( ) / . . ; . . . . //
XVII XX .: .
, 1985. . 129146.
8. , . . XVIII
XIX . / . . . , 1975.
9. , . .
/ . . ; . . . . //
XVII XX . : . . . . : - , 1986. . 5670.
10. , . . /
. . // . , 1998.
11. , . . .
XIX . / . . . : - , 1995.
12. , . . , , / . . //
. 2003. 8. . 172182.
13. , . . -
/ . . // . 2003.
9. . 268276.
14. , . .
/ . . , . . // . 2005. 1(12). . 154163.
15. , . . : ,
/ . . // . 2004. 3(11). . 8296.
16. , . . / . . //
. 2003. 8. . 240245.
17. , . . / . . // . 2007. 1 (18).
. 213221.

191


37.0 + 13

. . , . . ()
, , .
. - ,
,
() , ,
. -, , :
, , - .
: , , - .
AN INTEGRATIVE APPROACH TO ECOLOGICAL EDUCATION

N. P. Nesgovorova, V. L. Savinyh (Kurgan)


Ecological education is, to some extent, an independent direction of
pedagogical activity, forming its own system which is determined by the ecological
culture being delivered through it.
The usage of a complex approach allows substantiating the demands to the
readiness of teachers to realize it. The personal and professional readiness of the
teacher is an open, complex, poly-functional, and multi-component system. Its
model includes integral features, characteristic to the personality of a socially
mature individual. These personal features form a basis necessary to create the
ecological culture. The main components of the professional readiness of the
teacher-ecologist are: the level of development of the professionally significant
personal features, the gnostic readiness, the level of methodical readiness, the
level of mastering the ecological and pedagogical ethics.
Key words: ecological education, readiness of teachers, complex approach,
personal and professional readiness.
, , , .
640669, , , . 25.
E-mail: Nesgovorova@yandex.ru
, , , .
640669, , , . 25.

192

VI. .

integratio, , .
()
(). , , , [13].
. , , ,
, [3, . 5]. . ,
, [14, . 330]. , , ,
[15, . 255].
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, .

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[2; 5]. .
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, [10, . 2]. .
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, ? 193

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[6, . 3].
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.), ,
[4; 9].
[4; 5; 9].


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VI. .

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196

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, , ,
, 198

VI. .

.

, -, .

1. , . . / . . // . ., 1988.
2. , . . : / . . .
. : , 1994. 55 .
3. , . / . // i. 1998.
1 . . 5.
4. , . . / . . . . : , 1998. 520 .
5. , . . : . : / . . . : . . - : . . , 1999. 145 .
6. , . . : . . / . . , . . ;
. . . . . : , 1998.
7. , . : . . / . .
. : , 1997. 430 .
8. , . . /
. . . : - . . . -, 1997. 106 .
9. , . . . : . / . . . :
- . . -, 2005. 228 .
10. , . . . /
. . . . : , 1970. . 279.
11. , . . / . . , . . . ., 1977.
12. , . . : 2 . / . . .
. : , 1989. . 1. 448 .
13. , . . / . . // . . 1970. 11.
14. Etzioni, A. Political unification: a comparative study of leaders and forces / A. Etzioni.
New York : Rinehart, 1965.
15. Corbey, D. Dialectical functionalism: stagnation as a booster of European integration / D. Corbey // International Organization. 1995. Vol. 49. 2. P. 255.
16. , . .
/ . . // . 2006. . . 2. . 388395.
17. , . . / . . , . . // .
2002. 4 . 102103.
18. , . . - / . . // . 2006. 1(15) . 172176.

199


100.63 + 37.0



. . ()

,

. ,
. . ,


, . , -
.
: , , , , .

HUMANIZATION OF EDUCATION AS THE MORAL BASIS


OF DEVELOPMENT OF THE SOCIETY

E. A. Pushkareva (Novosibirsk)
The author of the article emphasizes a high urgency of turning to the problem
of humanization of education in modern conditions, because the dynamics of
humanitarian changes in modern society is one of the developing global
phenomena and concepts of public life. It is substantiated that humanism in a
broad sense is the recognition of the value of the human being as a person. This
value has a priority in relation to all other values. It is noted that humanization
as the major characteristic of the concept of humanism is reflection of ideas of
humanism in the society and is realized depending on the concrete historical
conditions, the purposes and problems of social development on the basis of
universal values. It is proved that humanization of education today becomes the
moral guarantor and a basis of the society development. It is considered
unquestionable that the resolving social and economic problems is impossible
without a high level of development of education on the basis of the fundamental
values of humanism.
Key words: education, modern society, humanism, humanization of
education, universal values.

, ,
.
630126, . , . , 28, . 204.
E-mail: Pushkarev73@mail.ru

200

VI. .

. , , , ,
, ,
, .
. , - , [6, . 193].
. . . . ,
, , [5, . 97]. , .
XXXXI .
, . . . , , -
,
, ,
, , . ,
, . (. : [7, . 5]).

. , , , , , ,
. .
, , , ,
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. . , , , , - .

. , 201

, , , [6, . 193].
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.
,
.
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() [2, . 186].
, . -, - , , , . , , ,
. , .
, , . ,

, , [1, . 281].
,
, , .
, .
, , , , , [7, . 7071].
, : , ; ,
; .

, . , 202

VI. .

. , - , [7, . 13].
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. , ,
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,
, . [4, . 12].
.
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. . , , ( ,
),

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, .
[4, . 13].
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. ( . humanitaire, . humanitas , ) , , : , , , (,
, . .). , .

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.
, , , , , , [8, . 75].
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. -, ,

. -, ,
203

,
.
-, . . -, , , , ; () .
-, , . , ,
, .

. , -
.

1. , . / . ; . . , . . // : . ., 2003. . 281.
2. , . . / . . // .
: . . . , 1998. . 185.
3. , . . /
. . . ., 1996.
4. , . . : . / . . . . :
- , 2005. 307 .
5. , . . /
. . , . . // . 2002. 5. . 8593.
6. , . . :
/ . . . : - ,
1998. 291 .
7. : ( ) / .
. . , . . , . . . : . . -,
2006. 424 .
8. , . . /
. . . : - , 2002. 328 .
9. , . . / . . //
. 2007. 4 (21). . 6165.
10. , . . / . . // . 2002. 4. . 150154.
11. , . .
/ . . , . . // . 2001. 1. . 172178.
12. , . . / . . // . 2008.
3(24) . 7481.

204

VI. .
37.0 + 159.9



. . ()

.
, .
.
: , , , , , .

EDUCATION OF ECOLOGICAL THINKING


IN MODERN EDUCATIONAL SYSTEM

O. A. Novikova (Sochi)
In the article the contemporary educational system problems, interaction of
society and nature are touched upon. The reasons of those problems in the
institutional sphere, the process of forming and developing ecological mentality
and culture are considered. The article includes a philosophical analysis of the
term ecologization, proved the actuality of using in the paper an ecological
mentality in the system of moral spiritual education maintaining humanistic
ideals and values.
Key words: ecologization, ecological factor, ecologization of consciousness
in the society, institute of education, social and cultural sphere, ecological
mentality.

I .
, . ; ,
, ,
.
() ,
,
.
354065, , . , . , . 10 .
-mail: novikov_stav@mail.ru

205

.
, ,
. ,
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. 2006. . . 2. . 383388.
2. , . . / . . //
. 2003. 8. . 240245.
3. , . . -
/ . . // . 2006. 1(15).
. 196201.

159.923 + 378

-

-
. . ()
, - .
, .
: , , , .

THE VALUE-AND-SENSE ASPECT OF PROFESSIONAL ORIENTATION


OF THE STUDENTS-PSYCHOLOGISTS DURING THEIR STUDY
AT THE HIGHER EDUCATIONAL INSTITUTION

L. N. Zybina (Novosibirsk)
The author considers the problem of the values choice as the foundation of
formation and development of persons professional orientation. The leading
values of students-psychologists at different stages of their education are studied.
There is investigated the role of professional orientation in the formation of
professional activity, where the system of values is the decisive one.
Key words: professional orientation, value-and-sense aspect, professional
values, the meanings of the profession.


, ,
, .
630126, . , . , . 28.
-mail: Ly Zybina @ Jndex.ru

213

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218

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, 2003. 446 .
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1957. 348 .
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1991. 19 .
7. , . . /
. . // . 2005. 3(14). . 178181.
8. , . . / . . // . 2008. 3(24). . 174178.
9. , . . /
. . // . 2008. 2(23). . 2029.
10. , . .
/ . . , . . // . 2007. 4(21). . 308311.

219

VII

Part VII. SPECIFIC ISSUES OF PHILOSOPHY OF EDUCATION


101.8 + 37.0




. . ()
,
. .
, . , ,
, , .
: , ,
.

THE IRONIC METHOD OF PHILOSOPHIZING AS A WAY TO REALIZE


THE AESTHETIC FUNCTION OF PHILOSOPHICAL EDUCATION

I. V. Cherdantseva (Barnaul)
The purpose of the article is to study such possibilities of the ironic method of
philosophizing thanks to which this method acts as a way of realization of the
aesthetic function of philosophical education. In connection with this purpose,
the author distinguishes two basic problems. The first problem concerns the
aesthetic aspect of the educational process. The second problem is connected
with the search for the aesthetic content of irony. Trying to solve these problems,
, ,
, .
656049, . , . , . 61.
-mail: fdump@mail.ru

220

VII.
the author investigates how the ontological, epistemological and ethical spheres
of the ironic method express the category of beauty.
The article is devoted to study of the aesthetic function of philosophical
education. The author comes to a conclusion that the irony can appear as one of
the methods which expresses the aesthetic contents of philosophical education.
Key words: education, aesthetic function, beauty, cognition, unknown, the
ironic method of philosophizing.


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3. , . . -- / . . . , 2006.
4. , . . . / . . . ., 1970.
5. , . . / . . // . 2008. 1(22). . 268274.
6. , . . - /
. . // . 2008. 1(22). . 3740.
7. , . . : / . . , . . // . 2007. . .
1. . 215220.

378:001:891





. . ()
,
,
. , : ,
(
- ). , .
: , , , .

, ,
.
634041, . , . , . 62 .
E-mail: antonzarevich@ngs.ru

226

VII.
THE DECISIVE ROLE OF THE THEORY AND METHODS
OF PHYSICAL TRAINING SUBJECT IN THE IMPORVEMENT
OF PREPARATION OF THE PHYSICAL TRAINING TEACHER

A. V. Chesnokov (Tomsk)
In the paper, the decisive role of the Theory and methods of physical training
(TMPT) subject in the course of teacher preparation in the institution of higher
education is studied. There is substantiated the necessity of revision of both the
contents and structure of this major subject. It is shown that today many problems
in the field of TMPT are investigated poorly, or even not formulated: there is no
accurate understanding of the methodical approaches to its studying, of the
essence of physical training (including the understanding from the philosophicculturological positions). It is indicated that only after overcoming these
contradictions will it be possible to expect increasing the efficiency of preparation
of modern physical training cadres.
Key words: physical training, professional education, sports activity, teacher
training.

,
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[6].

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227

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228

VII.

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231



1. , . . /
. . // . 1993. 3. . 165170.
2. , . . / . . . . :
, 2000. 275 .
3. , . . / . . //
. 1986. 5. . 2427.
4. , . . / . . // .
1997. 12. . 4243.
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3. . 7797.
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. . : , 1984. . 926.
9. , . . , / . . //
.. 2002. 3. . 1520.
10. , . . , /
. . . . : , 1984. 200 .
11. , . .
/ . . // .
2007. . . 1. . 306311.
12. , . .
/
. . // . 2007. . . 1. . 289294.
13. , . . / . . // . 2007. 4(21). . 109113.
14. , . . / . . // . 2007. 1(18). . 294301.
15. Maier, B. O. bout the philosophy of movement and sports: wushu (
) / B. O. Maier // . 2008. . .
1. . 186194.

37.01.53



. . ()

, , . 232

VII.
, , , .
,
, , . .
: ,
, .

EFFECTIVENESS OF THE NOTIONAL INTERACTION IN EDUCATION

E. G. Evdokimova (Saratov)
In the article, there is considered a question, important for education, which
concerns the conditions that contribute to involving the learners into notional
interaction based on their understanding of the meanings of what is happening.
There is substantiated the necessity of additional organization of the notional
orientation of learners toward the situation which opens a possibility of the
further understanding of not only the information but also the meaning of the
texts, the relations of the opinions and generation of their own ones. According
to the data obtained by the author, joint organization of the conditions of a
pedagogical situation, verbalization by the learners of the significant themes
and notions assist in realizing the above task. The author considers the diagnostic
function of the metaphor to be the most appropriate method of fixation of the
effectiveness of the notional interaction.
Key words: humanitarian foundations of effectiveness, notional interaction,
metaphors of interaction.


(. . ), , , .
,
, , , , , [1, . 7].

. , , ,

. . . .
410012, . , . , . 83.
-mail: a1-ero@ yandex.ru

233

, [2].
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, [3, . 37].
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VII.

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236

VII.

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1. , . . - : . / . . , . . . : , 2005.
208 .
2. , . . :
- / . . . : , 2006. 161 .

237


3. , . . ? / . . // Alma
Mater, 2005. 4. . 3138.
4. , . . / . . //
. 2007. 4 (21). . 3741.
5. , . . : ,
/ . . . . 2-, . . : , 2003. 487 .
6. , . . : , , : . / . . , . . ,. . . . : , 2006. 464 .
7. , . / . . :
--, 2005. 416 . ( ).
8. , . . /
. . // . 2007. . . 1. . 8992.
9. , . . - / . . //
. 2007. 2(19). . 298302.
10. , . . . / . . // . 2002.
3. . 89122.
11. , . . : / . . // . 2005.
3 (14). . 172178.

13 + 81.0



. . ()

. . , , .
, ,

.
: , , , .

,
, .
630126, . , . , 28.
E-mail : zalex82@list.ru

238

VII.
WHOLE LANGUAGE PHILOSOPHY REALISATION

L. P. Zagorulko (Novosibirsk)
In the article, an attempt is made to study the language as whole philosophy
as a reading strategy. Language is treated as whole, not fragmented into various
skills. Learning within the classroom is integrated with the entire life of the
cadet. The research is focused on the problem of adaptation of educational
processes to social needs of our society and the maximum usage of the modern
information technologies in order to strengthen the position of the cadet as a
subject being able to control his action, their results and consequences.
A significant attention is paid to the questions concerning the role of the
instructor in modern educational system and some possibilities for combining
traditional and innovative approaches in training military specialists are
considered.
Key words: language as whole philosophy, integration of learning and
life, modern informational technologies, combining traditional and innovative
approaches.

()
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239

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VII.

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VII.

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1. Anderson, R. S. A schema theoretic view of basic processes in reading Comprehension / R. S. Anderson, P. D. Pearson // Handbook of reading research. N. Y. : Ed. by
B. D. Pearson, 1984.
2. Goodman, K. S. What is whole in whole language? / K. S. Goodman. N. Y., 1986.

244

VII.
3. , . . Whole language ( ) / . .
// . 2005. 1.
4. , . .
Whole Language ( ) / . . //
. 2005. 2. 108 .
5. , . . Everyday English : . / . . , . . ,
. . . : , 2007. 88 .
6. , . . Military English : . / . . , . . , . . . : , 2006.
136 .
7. , . . /
. . , . . // . 1999. 2.
8. , . .
/ . . // . 2006. 1(15).
. 5056.
9. , . . / . . , . . , . . // . 2007. 1(18).
. 233237.
10. , . . - / . . // . 2008. 3(24). . 114120.
11. , . . /
. . // . 2006. 2 (16) . 231236.
12. , . . / . . , . . , . . // . 2007. 1(18)
. 233237.

378 + 316.7



. . , . . ()
, - , , .
, , -
. . . .
308012, , . , . , . 46.
-mail: savenkova_soc@mail.ru
, ,
, - . . . .
308012, , . , . , . 46.
-mail: klyuyev@yandex.ru

245


. ,
.
: , ,
.

THE PARADIGM OF MANAGEMENT OF THE INSTITUTION


OF HIGHER EDUCATION ORGANIZATION CONNECTED
WITH THE USE OF GENDER POTENTIAL

I. V. Savenkova, S. V. Klyuev (Belgorod)


The topical character of the theme is clear, because the large-scale sociocultural and political transformations of the Russian society in the last decades
have fostered changing the status and role positions of men and women. In the
article, the authors analyze the career aspirations of women, and offer an
innovative model of management of the institution of higher education
organization with the use of gender potential. The authors emphasize that the
men and women should have an equal right to independently choose their
professional way and have an opportunity to participate in the sphere of
management.
Key words: gender potential, gender identity, management of the institution
of higher education organization.


,
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. ( )
.

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,
.
, , .
, , ,
. .
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246

VII.


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248

VII.

[35] .
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. . , . . . / : , 2005. 313 .
2. , . . / . . . . :
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3. , . . / . . // . 2006. . . 2. .
257259.
4. , . . / . .
// . 2004. 3(11). . 141147.
5. , . . /
. . // . 2006. 1(15) . 296300.

249


130.1:808


. . ()

. : , , .
, -
.
: , , ,
, .

THE PROBLEMS OF THE GENDER METAPHORIZATION

E. V. Reshetnikova (Novosibirsk)
The gnoseological status of a gender metaphor is connected with the process
of sense formation. Its place in the taxonomy of fundamental metaphors defines
necessary characteristics for the explication of the integrity of principles of
scientific knowledge development, such as creativity, mediation and agonic
processes. The author undertakes an attempt to pose a problem of categorization
of the world by the gender metaphors in the conditions of post-nonclassical science.
It allows looking anew at the role of expressive language instruments in the
process of scientific knowledge development.
Key words: gnoseology, gender metaphors, creativity, mediation, agonic
processes.


, , ,
. XIX .
,
XX . , ,

. ,
,
,
.
630103, . , . , . 86.
-mail: helena.reshetnikova@gmail.com

250

VII.

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251

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252

VII.

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.

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253

. ., . . . : -
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, XIX .,
. , , , . , ( )
.
.
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, 254

VII.

,

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:
, , .

1. , . / . // . 1998.
11. . 2734.
2. , . . , / . . // . 2002. 5. . 180191.
3. , . . / . . // . 2000.
3. . 8793.

255


4. , . / . , . // . . . ., 1999.
5. , . . : , ?/
. . // & . 2006. .IX. 3, . 515.
6. --, X. : . . / . -- // : . . : , 1991.
7. , . / . ; . . . . . . : , 1981. 383 .
8. , . . / .
. // . 2006. 1(15) . 296300.
9. , . . . . / . . // . 2006. 1(15) . 300303.

13 + 37.0


. . ()
, , . ,
. ()
. , , , .
: , , , , , , .

PROBABILISTIC KNOWLEDGE IN EDUCATION

S. L. Timofeyev (Krasnoyarsk)
The concept of probabilistic knowledge, in spite of its active use in the
contemporary science, is not used in the practice of education. In the article,
there is undertaken an attempt to solve this problem and to show that the
probabilistic knowledge is a consequence of the realization of the theory of
knowledge as the theories of representation. An alternative (dialectical) theory
of cognition in science gradually gathers force. Changes must begin from
education; therefore the teachers and students should know, understand and
correctly apply this knowledge in the practical professional activity.
,
.. .
660014, . , . . . , . 31.
-mail: tsl-f@yandex.ru

256

VII.

Key words: probabilistic knowledge, the theory of cognition, representation,


education, the principle of induction, deductive method, dialectics.


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261

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262

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1. / . . : ; . : , 2008.
. 611682.
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. 1. . 7214.
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. . -, 2007. . 33120;

263


4. , . / . . . : , 2001. 400 .
5. , . . . / . . . . :
, 2002. 384 .
6. , . . : / . . . . :
-, 2006. 264 .
7. , . . - /
. . // & . 2006. . IX. 3. . 3955.
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, 2006. 712 .
9. , . . : / . . //
. 2006. 2. . 191205.
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, 2001. 992 .
11. , . .
/ . . , . . // . 2007. 1(18). . 165169.
12. , . . /
. . , . . , . . // .
2007. 2(19). . 4853.

316 + 1 + 17



. . (, )
. . ,
, . .
: , .

THE SOCIOHUMANITIES AND NEW, PRACTICAL HUMANISM:


TO THE QUESTION OF THEIR COEXISTENCE

V. V. Pavlovskiy (Chernovtsy, Ukraina)


In thise article is critically considered the conception of new, practical
humanism of I. T. Frolov and the necessity of gradual practical humanization
of sociohumanities disciplines which are studied in the higher education. Possible
tendencies of their mutual relations and influences on a public life are defined.
Key words: sociohumanities sciences, new practical humanism.
, , , .
-mail: grey69@mail.ru

264

VII.

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).
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[3, . 567568].
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. . :
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, , , ? 268

VII.

, , , , , ? . .
, : : (). , ,
, , [3. . 583].
, , , . . , , .
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- , . .

. , . . , , ,
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.

1. , . : / . //
: - ; . . . . : , 2008.
2. , . . : / . . . . :
, 1989.
3. : , , /
. . . . . . . : , 2001.

269


4. , . . , / . . ,
. . // . 2007. . . 1. . 410.
5. , . . ( ) / . . // . 2008. 4(25). . 3441.
6. , . /
. // . 2008. . . 1. . 5167.
7. , . . ( - ) / . . ,
. . // . 2004. 3(11). . 5360.
8. , . . : / . . // . 2007. 3(20) . 101106.

37.0 + 13



. . ()
,
, .
.
, .
: , , .

PERCEPTION AS A STAGE OF COGNITION OF SUBJECTS CONTENT

G. S. Petrischeva (Biysk)
The article is devoted to perception as a mental process of cognition of the
content presented in the school biology textbooks. The textbook is a basic means
of education at school, and perception is a basic means of cognition. The aim of
the article is to consider the conditions of the development of perception as a
stage of cognition in the organization of pupils work with the textbooks.
There is presented in the article an analysis of the modern biology textbooks,
an explanation of units structure, a description of usage of the text and the
, ,
.
. . .
659333, . , . , . 53.
-mail: kpetrishev@mail.ru

270

VII.
additional texts from the textbooks. The author considers the peculiarities of
pupils perception and gives some recommendations to the teachers.
Key words: perception, the process of cognition, requirements, motive,
textbook, texts, additional text components.


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271

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272

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274

VII.

1. , . . - / . . //
: , . . : , 1982 . . 731.
2. , . . / . . . . : ,
2000. 511 .
3. , . . / . . . . : , 2002. 512 .
4. : . / . . . . . : , 2008.
5. : . / . . . . . : -, 2008.
6. : . / . . . . . : , 2008.
7. , . . / . . . . : -
, 1948. 118 .
8. , . . / . . . .: , 1982. 32 .
9. , . / . . . : , 2000. 460 .
10. , . . /
. . // . 2004. 1(9). . 108115.

275

VIII

Part VIII. QUESTIONS HISTORICAL KNOWLEDGE
930 + 37.0 + 316.7



. . ()
.
, ,
. .
.
: ; ;
; ; .

HISTORICAL KNOWLEDGE IN SOCIAL


AND EDUCATIONAL SYSTEMS

G. A. Antipov (Novosibirsk)
The article presents the results of analyzing the main aspects of functioning
of the forms of historical conscience in the life activity of human society. There
are uncovered the important peculiarities of the historical memory as a form of
historical conscience, on one hand, and of scientific knowledge about the past,
on the other hand. There is substantiated the necessity to direct the historical
education towards the purposes of translating the structures of historical memory.
Such an orientation is the main condition of realizing the upbringing and
identification functions of historical education.
Key words: history, historical science, historical memory, culture, education,
methodology of history, scientific rationality, art, narration.
, , .
630102 . , . , . 6.
-mail: eji@ngs.ru

276

VIII.

,
: . scientia potentia est
, ?
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[1, c. 11].
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. : , . 278

VIII.

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, , , 279

; , :

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[5, . 250]. ,
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:

[5, . 249]. .
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280

VIII.

. ,
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, :
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).
, , .
[710] , , 282

VIII.

, .
; ,
. (), ? [11,
. 414].
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,
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, .

1. , . , / . . . : , 1973.
2. , . . , . . /
. . : , 2003.
3. , . / . . . : REFL-book, 1994.

283


4. , . . : /
. . , . . // . . : , 2005.
5. , . . : : 2 . / . . ,
. . . . : , 2003. . 1.
6. , . . /
. . // . . . - ( ). , 1975.
7. , . : , / . . . :
, 2004.
8. , . . / . . . . :
, 2003.
9. , . : ,
? / // . 2008. . .
1. . 122135.
10. , . . / . . , . . //
. 2006. 1(15). . 257262.
11. , . . / . . // . . . . .: , 2003.

372.016:94 + 372.3/.4



. . ()
. , ,

, .
: , , - .

, , , .
630126, . , . , . 28.
-mail: khlytina@mail.ru

284

VIII.
IDEALS AND NORMS OF POST-NONCLASSICAL SCIENCE
IN THE HISTORICAL STUDIES AT SCHOOL

O. M. Khlytina (Novosibirsk)
The author examines the influence of ideals and norms of post-nonclassical
science on todays studying history at school. The paper presents the results of the
authors investigation into senior pupils ideas concerning scientific truth and
conditions of its achievement in the course of historical research. The paper
states that the transition to senior school age is marked by increasing number of
students sharing the views of post-nonclassical science. The pupils are aware of
this paradigm of scientific knowledge and its influence on historical knowledge,
the research toolkit of the historians, their values and priorities.
Key words: scientific historical knowledge, historical studies at school,
methodological knowledge of senior pupils.


. , , , ,
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[1].
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; . , - [5; 6]. , ()

.

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) , ; , 285


; , , -
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. XIX .,
. , . . . ,
. . . . .

286

VIII.

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VIII.

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290

VIII.

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. . ; - ; . . . . // : . . . : , 1992. . 716.
2. , . . / . . , . . ,
. . . . : , 2004. 288 .
3. ()
// http://window.edu.ru/window/library.
4. VII : // . 2007. 7. . 2639.
5. , . . / . . , . . // .
2007. 1(18). . 5662.
6. , . . :
/ . . // .
2003. 9. . 2427.

291

PHILOSOPHY OF EDUCATION

1(26) 2009

Editorial Board
Doctor of Biologica Sciences, Rector of Novosibirsk
State Pedagogical UniversityProfessor
Doctor of Philosophical Sciences, Professor
V. A. Dmitrienko
Doctor of Physical and Mathematical Sciences, Science
A. Zh. Zhafyarov
Pro-Rector of Novosibirsk State Pedagogical University
Doctor of Philosophical Sciences, Professor,
A. A. Korolkov
Academician of the Russian Academy of Education
Doctor of Pedagogical Sciences,
P. V. Lepin
Doctor of Philosophical Sciences, Professor
N. Pelzova
(Univerzita Karlova v Praze)
Doctor of Philosophical Sciences, Deputy Chair
O. N. Smolin
of the State Duma Committee on Education and Science
Academician of the Russian Academy of Sciences,
V. S. Stepin
President of the Russian Philosophical Society
Ya. S. Turbovskoi Doctor of Pedagogical Sciences, Professor, Academician
of the Academy of Pedagogical and Social Sciences
Doctor of Philosophical Sciences, Director
V. V. Tselishchev
of the Institute of Philosophy and Law of the Siberian
Branch of the Russian Academy of Sciences
Doctor of Philosophical Sciences, Professor
A. K. Chernenko
Doctor of Philosophical Sciences, Professor
A. N. Chumakov
Doctor of Philosophical Sciences, Professor
N. M. Churinov
A. D. Gerasyov

N. V. Nalivaiko
Editor-in-chief, Doctor
of Philosophical Sciences,
Professor, Director of the
Research Institute of
Philosophy of Education
at Novosibirsk State
Pedagogical University

V. I. Parshikov
Assistant Editor-in-chief,
Doctor of Philosophical
Sciences

B. O. Mayer
Assistant Editor-in-chief,
Doctor of Philosophical
Sciences

ISSN 18110916

CONTENT

The founders
of the journal:

O. N. Smolin (Moscow). The Russian formation: -9.9.


Performance at IX Congress of the Union of rectors of Russia
(Moscow, 3/20/2009) ................................................................................. 3

The Research Institute


of Philosophy of
Education
at Novosibirsk State
Pedagogical University
Institute of Philosophy
and Law of the Siberian
Branch of the Russian
Academy of Sciences
The journal is included
in the list of the leading
reviewed scientific
editions and journals
that are recommended
by the State Commission
for Academic Degrees
and Titles (VAK) for
publication of basic
scientific results of the
Candidate of Science
and Doctor of Science
dissertations.
The journal
is included in the
Russian scientific
citation index.
Certificate
PI 77-12553
The Research
Institute of
Philosophy of
Education
at Novosibirsk State
Pedagogical
University, 2009

292

PART I. CONCEPTUAL UNDERSTANDING OF THE PROBLEMS


OF THE PHILOSOPHY OF EDUCATION
F. M. Kondratyev, L. F. Matronina (Moscow). Education ormation during
the epoch of changes...................................................................................... 6
E. M. Nikolaeva, M. D. Shchelkunov (Kazan). Education in he
consumr society.......................................................................................... 11
L. L. Timchenko (Barnaul). The problem of alienation in russian education ... 19
N. V. Nalivaiko, E. V. Ushakova (Novosibirsk, Barnaul). The philosophical
analysis of the education system in the transforming societies................ 26
B. O. Mayer (Novosibirsk). About the postmodernism of the reform of
russian education.......................................................................................... 35
PART II. TRADITIONS AND INNOVATIONS IN EDUCATION
I. A. Valdman (Novosibirsk). Innovative activity and possibilities to overcome the imitational paradigm..................................................................... 44
A. G. Shabanov, T. I. Shorokhova (Novosibirsk). Educational
environment of the innovative institution of higher education.................. 51
T. N. Gnitetskaya, E. N. Dolgih, E. B. Ivanova (Vladivostok).
Teaching as the process of information transference in the structure
of inter-subject links..................................................................................... 57
M. P. Barbolin (St.-Petersburg). A meta-system approach to the innovative
development of education systems.............................................................. 62
Part III. PHILOSOPHY OF EDUCATION IN WESTERN
AND EASTERN TRADITIONS
Ioanna Kuchuradi (Istanbul, Turkey). Teaching philosophy to students of
the non-philosophical majors........................................................................ 70
Anna Hogenova (Prague, Czech Republic). Movement and art..................... 74
Part IV. LEGAL AND ECONOMIC ASPECTS OF EDUCATION
N. A. Volkov (Kemerovo). Influence of the institute of ombudsmen on the
formation of legal conscience and the civil society development in Russia... 79
V. N. Pristensky (Voronezh). Legal education in russia: from etatism to
anthropologism.............................................................................................. 87
S. V. Androsenko (Barnaul). A philosophical analysis of the phenomenon
of state power: theoretical and educational aspects................................... 94

Part V. EDUCATION IN CULTURE AND CULTURE OF EDUCATION

Yu. V. Klyuev (Kemerovo). Philosophical analysis of the cultural


definitions in education.............................................................................. 100
E. A. Rekichinskaya (Novosibirsk). Intercultural communication
as a socio-pedagogical phenomenon......................................................... 105
N. G. Barushnikova (Barnaul). A culturology-based approach to managing
the development of students research activities...................................... 112
A. G. Kaimanakov (Novosibirsk). Order and chaos in the traditional culture. 119
V. P. Kazantseva (Krasnoyarsk). Informational culture of the person
as an important problem of the present time............................................ 125
O. N. Shelegina (Novosibirsk). Adaptation processes in the sustainment
culture of the population............................................................................ 132
Part VI. THE PROBLEMS OF THE PERSON IN THE PHILOSOPHY
OF EDUCATION. ECOLOGICAL EDUCATION

N. L. Khudyakova (Chelyabinsk). The structure of the philosophy of the


education oriented to the human development........................................ 139
N. A. Nekhaeva (Nefteyugansk). The mass-media influence
on self-identification of the person: educational aspect........................... 146
Z. A. Shukshina (Novosibirsk). Education of the person in the context of
model social changes................................................................................. 152
T. S. Kosenko, N. V. Nalivaiko (Novosibirsk). Questions of education
in the context of modern world processes................................................ 158
S. V. Yakovlev (Moscow). The problem of generalization of the theories
of upbringing within the axiological approach......................................... 165
L.V. Prokhorova (Novosibirsk). Forming a self-actualization strategy
of elderly people (on the example of nstu peoples department)............ 172
L. V. Gomboeva (Ulan-Ude). Humanization of education: from
the lack of humanness to the full humanness................................... 179
Yu. V. Oleynikova (Novosibirsk). Formation of ecological culture
of a society: the historico-philosophical aspect......................................... 185
N. P. Nesgovorova, V. L. Savinyh (Kurgan). An integrative approach
to ecological education............................................................................... 192
E. A. Pushkareva (Novosibirsk). Humanization of education as the moral
basis of development of the society........................................................... 200
O. A. Novikova (Sochi). Education of ecological thinking in modern
educational system..................................................................................... 205
L. N. Zybina (Novosibirsk). The value-and-sense aspect of professional
orientation of the students-psychologists during their study
at the higher educational institution.......................................................... 213
Part VII. SPECIFIC ISSUES OF PHILOSOPHY OF EDUCATION

I. V. Cherdantseva (Barnaul). The ironic method of philosophizing as


a way to realize the aesthetic function of philosophical education.......... 220
A. V. Chesnokov (Tomsk). The decisive role of the theory and methods
of physical training subject in the imporvement of preparation
of the physical training teacher................................................................. 226
E. G. Evdokimova (Saratov). Effectiveness of the notional interaction
in education................................................................................................. 232
L. P. Zagorulko (Novosibirsk). Whole language philosophy realisation.... 238
I. V. Savenkova, S. V. Klyuev (Belgorod). The paradigm of management
of the institution of higher education organization connected with
the use of gender potential......................................................................... 245
E. V. Reshetnikova (Novosibirsk). The problems of the gender
metaphorization.......................................................................................... 250
S. L. Timofeyev (Krasnoyarsk). Probabilistic knowledge in education...... 256
V. V. Pavlovskiy (Chernovtsy, Ukraina). The socio-humanities and
a new practical humanism: to the question of their coexistence............. 264
G. S. Petrischeva (Biysk). Perception as a stage of cognition of subjects
content......................................................................................................... 270
PART VIII. QUESTIONS HISTORICAL KNOWLEDGE

G. A. Antipov (Novosibirsk). Historical knowledge in social


and educational systems............................................................................. 276
O. M. Khlytina (Novosibirsk). Ideals and norms of post-nonclassical
science in the historical studies at school................................................. 290

PHILOSOPHY
OF EDUCATION

1(26) 2009

Editor
A. G. Makhova,
V. I. Smirnova.
Translator
L. B. Vertgeim
Electronic
make-up operator
Yu. V. Pushkarev

Editors address:
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Vilyuiskaya street, 28
Tel. (383)268-16-71
Signed for printing
03.04.2009

Format 70x100/16.
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Siberian Branch
of the Russian
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Publishers
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