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3 (24) 2008

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I

Part I. THE THEORY OF EDUCATION IN A SOCIETY
OF KNOWLEDGE
37.0


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630126, . , . , . 8, . 420.
E-mail: maier@online.nsk.su
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630126, . , . , . 8, . 420.
E-mail: nnalivaiko@mail.ru

I.
ON ONTOLOGY OF QUALITIES OF AN EDUCATION
IN THE SOCIETY OF KNOWLEDGE

B. O. Mayer, N. V. Nalivaiko (Novosibirsk)


The comparative analysis of concepts an information society and a society
of knowledge, and also quantity and quality with reference to sphere of
formation is lead. It is shown, that in estimations of an education system often
there is a methodological mixture of quantitative and qualitative characteristics.
In particular, it is proved, that the Uniform graduation examination there is
the first in history of Russia attempt of introduction of a uniform quantitative
measuring scale of results of an education for all country. With reference to a
society of knowledge proves that quality of an education system probably to
estimate on its adaptable orientation.
Key words: an information society, a society of knowledge, quantity and
quality of an education system, criteria of quality, an adaptable orientation of
an education system.


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2008. 2 (23). . 6976.
8. Information Society // http://whatis.techtarget.com/definition/0,sid9_gci213588,00.html
9. , . .
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10. The Information Society / the Knowledge Society // http://www.vecam.org
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18. , . . / . . // http:/
/www.ubo.ru/articles
19. // http://www.gorby.ru/
rubrs.asp?art_id=23530&rubr_id=22&page=1
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21. , . . / . . . : - , 2005. 213 .

37.0



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, .
: ; , ; ; - .

WAYS OF DEVELOPMENT OF THE HIGHER SCHOOL ACCORDING


TO INQUIRIES OF REGIONAL ECONOMY

M. I. Ananich (Novosibirsk)
On an example of Novosibirsk area the place and a role of the higher school
in formation of the economy based on knowledge is analyzed. Objective preferences
of large employers in relation to graduates of high schools are considered. Shows,
as at a regional level in formation of innovative economic system the human
capital becomes the defining factor of growth. Proves, that mission of regional
, , , , .
630007, . , . , 18
-mail: Kav@obladm.nso.ru

18

I.
scientific and technical and innovative policy of Novosibirsk area is creation of
conditions for dynamical development of economy of area due to technological
equipment of the enterprises, the organization of new manufactures on the basis
of innovative technologies and scientific development, transformation of area
into the largest innovative center of the east of the country.
Key words: the higher school; the economy based on knowledge; innovative
economic system; mission of regional scientific and technical and innovative
policy.

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656031, , . , . 141, . 123.
E-mail: iva-nauka@mail.ru

24

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

FORMATION OF NEW MEANINGS AND SENSES


IN THE SCIENCE LANGUAGE

V. A. Ivanova (Barnaul)
The author considers the science language as an embodiment of all features
of the diachronously and synchronously changeable scientific discourse. Studying
the processes of the scientific knowledge growth and the status of the knowledge
subject are of great importance for the philosophy and the science. The purpose
of the article is to investigate the mechanisms of overcoming the suggestibility of
the language of fundamental science, because these mechanisms will allow
perceiving new aspects of scientific knowledge and the science language itself.
In the context of open rationality, the scientific language unambiguity is not
perceived unconditionally. Therefore, there arose an objective necessity of studying
the non-rational components of the science language, estimating their potential
and the role in the functioning of this language. Thus, an idea arises to use a
similar approach for the ontological-gnoseological study of the science language.
This constitutes the novelty of the present research.
Key words: science language, processes of the scientific knowledge growth,
mechanisms of overcoming the suggestibility of the language of fundamental science.

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3. , . / . ; . . ., 1967. 188 .
4. , . . / . . . . :
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5. -, . / . - // ; . . . , . . . . : - , 1980.
6. -, . / . - // ; ., . ., . . . . . : , 1994.
7. , . . . / . . . . : , 2000. 224 .
8. , . . . . / . . /
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9. , . . / . . // .
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10. , . . . /
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11. , . . / . . ; .
. . // . . : , 1995.

30

I.
37.01 + 001.18

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

.
.
: , , , , , , .

AN OPTIMIZATION APPROACH IN MODERN EDUCATION

I. I. Slepynina (Barnaul)
The author considers the system of education, which presently exists in Russia,
using the system-ecological and optimological approaches. Optimology, which is
based on philosophy and science, makes it possible, first, to give an expert
evaluation of the state of certain educational structures and systems; second, to
reveal and plan some particular ways of administering these systems with the
aim of their optimization and improvement of their activity. A plan of
examination of the educational system, based on these approaches, is given in
the article.
Key words: optimology, optimum, optimal, criteria of optimum, educational
systems, innovations, model of education.


, : -, , ,
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, ,
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, - .
656019, . , . 202 . 1. . 76.
-mail:androsenko82@mail.ru

31

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1. 2010 /
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3. , . . . - / . . . : - , 1999. 285 .
4. : 2 . / . . . . . . :
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6. , . . -
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656049, . , . , 111.
E-mail:androsenko82@mail.ru

35

: , , .

SPECIFICITY OF THE WESTERN TRADITION IN THE PROBLEMS


OF COGNITION IN PHILOSOPHY AND EDUCATION

Yu. I. Kolyuzhov (Barnaul)


The purpose of this article is to describe the Western tradition of knowledge
and the aspects of its mastering in Russian education. Evolution, specificity,
and heterogeneity of knowledge are investigated in the traditions of the Western
philosophical culture. Egocentrism, elitism, and the division of the world on Me
and Not-me are predominant there. There are there masterpieces of great ego in
the sphere of philosophy, art, religion, mystics, science, and technology. Also,
there is rationalism and immorality, elitist-mass division of the world, and
growing deconstructivism in the mass environment. The author follows and
analyzes the Western tradition of knowledge and proves a thesis that, in the
Russian education, we should master it on our cultural and historical basis.
Key words: Western knowledge, tradition of knowledge, cultural specificity
of education.


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124



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41


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

PARTIALNESS AND HOLISM IN MODERN SCIENCE AND


EDUCATION

E. V. Ushakova (Barnaul)
The purpose of this article is to show the correlation of the principles of
partialness and holism and the necessity of a final holistic approach in education,
knowledge, and practice. The problems of knowledge in philosophy of education
are described. The specificity of partial and holistic principles in modern
education, knowledge, and practice is showed. Partialness is presently common
but leads to deconstruction of society, individual, and the balance between society
and nature. Preservation of the potential of viable knowledge, integrity of human
being, and the society-nature balance is possible only on the basis of holistic
principle and the complex approaches to the solution of these problems. The
authors contribution is substantiation of the heuristic character and practicality
of the holistic principle in education and the study of knowledge.
Key words: knowledge, study of knowledge, education, partial principle,
holistic principle.

XXI . , ,
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XXI .
,
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- .
656049, . , ., 90, , . 209.
E-mail: androsenko82@mail.ru

42

I.


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.
, , ,
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, , - .
. , . , () - , , ,
,
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. , , , ;
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() .
,
, , - - , . , .
44

I.


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

, . ,
[3].
,
. , , ,
, ( , , ). ,
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- , , XXI . ,

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

, ,
, , ,
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45

: ,
[2, . 261].
, - - , , , - .
, . -
, .
, . ,
, .


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

, .
, .
, , -, , , - ,
. -,
, 46

I.

.
. , - ,
(. holo , ),
- , [3].
, , . ( ), , [1].
,
.
,
, ,
. - . , , .

, , . , , , ,
,
, .
XXI . . , .
.

1. , . . / . .. , 1999. . 1.
2. , . . / . . //
. : 19921994.
., 1996.
3. , . . / . . // : , , : . . . , 2006.
4. , , : . - .
, 20032007. . 16.

47




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

SOME ASPECTS OF THE WORLD PICTURE FORMATION IN THE


CONTEXT OF A NON-CLASSICAL PARADIGM

E. L. Tseizer (Barnaul)
The article touches upon the problem of formation of the scientific picture of
the world. The object of philosophical analysis is nature and the intrinsic
characteristics of consciousness as a major component of the world outlook. The
author offers, in particular, a possible interpretation of such property of
consciousness as activity from the standpoint of a non-classical paradigm. It is
known that in quantum mechanics the conceptual problems are solvable in
principle only when the consciousness of the observer is directly included in the
context of the situation of studying the quantum object. A hypothesis is formulated
about the nature of consciousness as commensurable with the nature of the objects
of the quantum reality. This allows a possibility of the direct influence of
consciousness on the physical reality.
Key words: scientific picture of the world, consciousness, activity of
consciousness, non-classical paradigm, quantum object.

- ,
, .
656038, . , . , 85, . 3.
-mail: alek@svs-6.ru

48

I.

. , , .
. , - , , - ,
, [2, . 196].
, , . ,
: , , , , , .
,
. ,
,
. , , - ,
, . , . , . , .
, , . , ,

,
.
, , , ,
.
, , ,
, [2, . 395].
,
. , ,
.
, ,
.
,
. - ,
49


, , , ,
[3]. , , ,
, . , , ,
, .
,
, . , , , ,
-
. . , . ,

, , ( , ), , , ,
.
, , ( ,
)
, , , .
. . ,
[1].
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, . , , , , , .
, , . ,
. ,
. , ,
(
).
,
. 50

I.

. , , . ? , ,
, .
,
, -
.
,
, (
) , , -, , -, , ,
. , , , , , , ,
[1].
, , ,
. ,
.
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, , , .
- ,
, . , . , . .
[1]. ,
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,
, .
, , , ,
,
. , , .

51



1. , . . , /
. . // . 2004. 6. . 6474.
2. , . . : , /
. . . . : , 2002. 744 .
3. , . . -
: . : 2 . / . . .
: - . -, 1998. . 2. 222 .

1 + 5

,

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

REVOLUTIONS IN SCIENCE, CHANGE OF WORLDS


PICTURES AND EDUCATION
V. V. Deryushev (Biisk)
In the article, there are considered the approaches of modern authors of the
textbooks for the Conceptions of modern natural science course to the analysis
of such concepts as scientific revolution and scientific picture of the world, to the
problem of periodization of scientific revolutions and the world pictures. The
author proposes to supplement the existing periodization of scientific revolutions
with the Maxwell scientific revolution. The analysis of scientific pictures of the
world and their periodization leads the author to the conclusion about the
necessity to take into consideration the universal philosophical methodology.
,

. . .
659333, , . , . , 53.
-mail: androsenko82@mail.ru

52

I.
The universal philosophical methodology is an essential premise for building
the integral modern universal scientific picture of the world. Being developed in
this way, the integral universal scientific picture determines the structure of the
Conceptions of modern natural science course.
Key words: science, revolution in science, scientific picture of the world,
Maxwell scientific revolution, universal philosophical methodology, education.

, . [1, . 100101].
[2, . 43].
, [3]. .
.
. -,
. -, ,
.
-,
. - . -
, ,
, ,
. . ,
.
. . . ,
, [1, . 140].
. . : , , [4]. ,
. 70 (18311895 .). . , ,
. . , ,
,

, .
, , .
. .
, , -. [1, . 100101]. , , -

53

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

[1, . 123]. , , , (, ); , , (
). , ; , , . .
, .
- [1, . 140]. . , , , .
: , ,
.
( ).
, , .
. -, . . . -,
. . -
, , , ,
, ,
. -, , , ,
.
, . ,
, , 54

I.

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

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

1. , . . / . . . / : , 2004.
2. , . . / . . . . :
, 1997.
3. , . . / . . . . : ,
2002.
4. : . / . . . , . . . ., 1999.

37.0 + 371



. . ()

, . , .
630126, . , . , . 28, . 204.
E-mail: pushkarev73@mail.ru

55


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

PHILOSOPHICAL FUNDAMENTAL KNOWLEDGE IN THE SYSTEM


OF MODERN EDUCATION

E. A. Pushkareva (Novosibirsk)
The authors investigate the problem of integration of scientific and
educational spheres of modern society where the system approach acts as a
categorical imperative of scientific and educational knowledge. In the authors
opinion, in modern conditions the philosophical knowledge as a system represents
the most significant level of educational knowledge. It is emphasized that it is
precisely the system knowledge developed by philosophy that becomes more and
more important for the formation of system thinking, the basis of solid
fundamental education. From the indicated standpoint, the philosophy of
education represents theoretic-methodological, axiological, and the world-outlook
basis of the education system. An emphasis is made on the fact that philosophy
provided and still provides the educational theories with the value foundations
and that philosophy is a vector of development of the education system.
Key words: integration of scientific and educational spheres of modern
society, the philosophical knowledge, fundamental education, the philosophy of
education.


-
. , , . . ,
.
?
,
, , , - .
56

I.

, , ,
. , , [1, . 4551].
, , , . , ,
.
. , . ,
.
,
.
, , - - , .
, . , , . , , . , , . , ,
.
- , - , , , , . . , -,

. ,
, , ,
, , . . , 57

, . [4], (, , , , ) ,
.
,
, .
. , , ,
. , , , ,
.
[2, . 1947]. , , . , ()
: , , : , , ,
[2, . 47]. , . ,
,
.
[3, . 193].
, , , . , , , , ,
. . , ,
, , , . , , , , , ,
. , , , .

() , , . , ,
, : (
; ; . .);
,
;
, .
58

I.

.
, , . ,
: , , , - , , , ,
() . . .
, .
- - .
, .
. , () - .
. , , , , , , , [5].
,
, ,
, . ,
- .
- , , , - .
-, , ,
[4].
, ,
, , .
( )
.
, ,
, . , 59

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

, , ,
,
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, ,
,
.
, ,
.
, ,
,
. , , ,
. , , , , , ; .
, , : , , , . , 60

I.

- ,
,
. , [4].
. -,
. -
. -,
,
.

. , , .
, ,
. , , ,
.


. , , .

1. , . . / . . // . 2003.
2 (7). 4551.
2. , . / . . ., 1993. . 1947.
3. , . . / . . . . : -
- , 2002. 592 .
4. , . .
/ . . // . 2007. 1 (18).
. 213221.
5. , . . : /
. . , . . // . 2005. 2 (13).
. 276280.

111.1 + 930.1

-:

. . ()

.
.
61


XIX-XX :
(. ), (. ) (. )
. , , ,
,
.
: , , , , , , .

ONTOLOGY AND CO-EXISTENCE:


THE COSTS OF THE LINGUISTIC TURN

M. N. Chistanov (Abakan)
The crisis of traditional ontology forces philosophers to look for the ways
around the traps of metaphysics. At that, an unlucky choice of the basic ontological
category restricts the further development of the conception. The most influential
and fundamental ontological projects of XIX-XX centuries neokantianism
(H.Rickert), phenomenology (E.Husserl), and neopositivism (G.Frege)
consider the metaphysics as a horizon of meaning. They utilize the ontology of
meaning. At the same time, we may introduce the social ontology and view
metaphysics as a horizon of the social; and, in such a way, overcome the
traditional traps via interpreting the problems in any regional ontology in a
broader and more universal context.
Key words: ontology, metaphysics, neokantianism, neopositivism,
phenomenology, social ontology, linguistic turn.

,

, ,
, . , , , ,
.
, , . , , , , ,
, .
, , , . XIX .
, ,

. . . .
655017, . , . , 90.
E-mail: marat@khsu.ru

62

I.

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

,
, ,
,
. ,
, , , ,
[3, . 3435].
. ,
, .
63

, ., . , , ,
, , , .
,
- , . ,
, ,
, , . ,
: , ? ,
, . : ,
. , .
, , , , ,
- . , ,
, - [2, . 7879].
, , , : . eo ipso ( )
,
, . , , ? [1, . 554].
,
,
.
,
.
ego , , ,
,
,
64

I.

. Ego
, , - , .
, ego, , , , , , , ego. , , ,
. , ,
( ) .
, .
,
, , . , , , . ,
.
, ,
. -
, . . , .
, . , , , .
( , )
,
. , ,
, ( ) , .
, - , ,
65

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

, XX . .
,
, ,
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, , , , , (
) , , . , ,
, .
, -
:
, .
, ,
. ,
. , , ,
, . ,
.
, ,
66

I.

. , -

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

1. , . /
. // . . : ; . : , 2000.
. 543624.
2. , . . . II.
/ . // . . : ,
2005. . 75184.
3. , . / . // . . : , 1998. . 206362.

37.0

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

,
- .
630030, . , . , . 202.
E-mail: rectorat_ngi@freemail.ru

67


SPECIAL FEATURES OF THE MODERN EDUCATIONAL SPACE

N. I. Makarova (Novosibirsk)
In the article, special features of the modern educational space and its
components are considered. Special attention is paid to the features of the modern
educational space in the conditions of the Bologna agreement, which requires a
cardinal change of the domestic education. The author distinguishes organized
and unorganized educational spaces and touches upon the problems of selfeducation which may take place in the unorganized educational space and have
not only asocial but also antisocial orientation.
Key words: education, educational space, educational environment, selfeducation, unorganized and organized educational spaces.

, ,
.
, , ,
.
, , .
,
.
, , ,
, , , , - . . , , , [1].
,
.
: , , , , , -
. , . . ,
, , , - , : , , , , - , , , [2,
. 510]. :
,
, , ,
, , , ,
68

I.

,
, , . . [2, . 510].
, . , . . , . . , . . ,
,
,
.
, ,
, , , - , . . ,
, - , ,
,
.
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. . , . . , . . ,
. . . . . . , , ,
,
(
),
, <> , ,
,
, - [3, . 167]. , , , -, , ,
-, , , ,

. -, . -, ,
, , - , , , 69

, - .
,
- . , . . ,
. , ,
[4, . 29].
, . , , , , , .
. .
. . , . . , . . . , ,
, ,
, , , , , .
,
, -,

.
, , , . , - ,
. . . , , .
. . , . . , . . , . . , . . . ,
, . . , , , - ,
- , ,
, [5,
. 225]. , ,
,
, , .
,
-
70

I.

, , .
, . . , , , , - ,
, . , - <> ,
[6, . 97]. , , - [6,
. 99]. . . ,
, , (
, , , .), , , ,
[7, . 118123].
, , . , , , , -
, ,
. ,
, ,
,
.
, . . , .
, .
, , . , . . , ,
, .
, (. )
(. ), ,
[7, . 118123].

71

,

: - . , - , ,
, .
,

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

.
,
, , , , .
.
,
. 72

I.

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

1. , . . : : .
/ . . ; . . . . . : , 2008. 352 .
2. ( ) : . : 3 . . : . . , 2001. . 3. 672 . . 510.
3. , . .
/ . . , . . //
( . , 1999. . 167.
4. , . . / . . //
. 2000. 6. . 2934.
5. , . . /
. . // . , 2001. . 2. . 225.
6. , . . - / . . // XXI . , 2002. . 9699.
7. , . . /
. . // . 2006. 1. . 118123.

73

II

Part II. HUMANIZATION AND HUMANITARIZATION


OF EDUCATION
1 + 37.017.92



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

THE PROBLEM OF HUMANITARIZATION AND HUMANIZATION


IN THE MODERN RUSSIAN EDUCATION

S. V. Homutsov (Barnaul)
The purpose of this article is to show the cultural meaning of the notion of
humanitarization and the place and the role of humanitarian knowledge. The
main danger of the civilization of XXI century is dehumanization of the human
being, his/her transformation to a machine of wishes and mass consumption.
The meaning of the terms humanization and humanitarization is considered.
,
.
656031, . , . , . 55, . 306.
-mail: androsenko82@mail.ru

74

II.
The role of humanism, humanitarian culture, and humanitarian education in
Russia is showed. The main task is to nurture humaneness as a comprehensive
spirituality of the individual and an integral culture scientific, ethic, aesthetic,
religious, and ecological. The author substantiates attributiveness of the factor
of humanization and the necessity of humanitarization of modern education.
Key words: human being, education, spirituality, humaneness,
humanization, humanitarization, culture.

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

, .
-

75

, ,
. , , -, , , (. .
, . . , . . .). ,
, , ()
. - ,
- , ;
,
[2, . 87]. ,
,
, .
,
, , , (, , , , , ).
, , , , , . . [3].
, (
) , - .
, , , (,
, ),
. ,
. , homo .
humanus humanitas
- , .
humanus () ,
. , , , , 76

II.

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

, , , , ,
.
. , ,
, ,
, , . () , () ,
. , () , ,
,
.
77

,

. : , , ,
, , , .

: , , , , , , , , -
.
-
. , , , .
, , , ( ) [4].
,
( ) ,
, . , .
,
.
,
.
- . , , ,
.
- , , , , , , (
), . . [2].
. ,
.
. 78

II.

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

. ,
. ( ) , , . , . .
. . ( )
, , ( ), [1, . 116]. ,
, (), , , .
, , ,
( ), .
, - - , . ,
, , : ; , - ; - ,
;
, ,
, ; , ,
-
[3].
, , : ; ; 79

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

.
, ,
, , , , . , , -, [4]. -
, -
, .
,
. :
-, , -, , - - ;
;

, , ; , (, , -, .); ,
,
; ,
;
, ,
; , .
, ,
, ,
,
.
80

II.

1. , . . : . / . . , . . : -
, 2002.
2. . , 2004.
3. , . . / . . . , 2004.
4. , . . / . . //
- : . XXXVIII .-. .
, 2005. . 109112.

00.9 + 378 + 008



. . ()
,

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

NEW APPROACHES IN THE GENERAL HUMANITARIAN EDUCATION

S. V. Nesterova (Barnaul)
The purpose of the article is to address the problem of local culture.
Examination of the subject matters helps us to solve a number of the tasks of
cognitive and educative character. This is of a great importance for the multinational regions of our country. The peculiarities and originality of the ethnical
,
.
656049, . , - , 96 , . 8.
E-mail: androsenko82@mail.ru

81


culture in Altai territory are shown in this study. The author offers a multi-level
structure which fixes various ethnical formations. The author systematizes the
scientific material, distinguishes sub-ethnical groups, reveals the communities
of people on this territory such as the Siberian sub-ethnical group, the Altai
peasantry, the Cossacks, Old Believers, and the mining industry workers. The
author describes all variants of ethnical contacts, which took place within the
Altai territory such as coexistence, assimilation, mixing, and consolidation.
Key words: regional component, local culture, ethnical structure.

, ,
.
, .
, , ; , .
. - , , ;
; ; - .
, XVIII .
XX ., (
).

.
, , ,
- , , , , - [1, . 53].
, . , ,
, - , [2, . 251252].

82

II.

, ,
(), .
. : (
. . ,
, ) -, . . , .
,
,
,
. . , , , . , .
, , ( ), ,
. , . , ,
. , ( ) [3, . 8283].
, . ,
. , [5, . 10]. ( , )
(, , , .), (
), .

,
( ),
, [6, . 47].

XVIII .
, .
, ,
, , ,
83

, ,
. ,
. , ( II ), -
[8, . 87].

, , ,
.

(VIII . . .), .
( - )
, (), , , , .
, , , ,
- , -, -.
, , , , [9, . 8788].
,
. , - , (
), ( ).
( -).
, [8, . 105107].
XVII , , . ( ), - ( ) ( )
- - , , , . ,
, , . 84

II.

: ( ),
.
(
), (
), - ( ) , ( ), ,
. , , ,
[8, . 111].
- , ,
, ,
. ., ,

[10, . 31].
, , ,
, ( ), ,
- ( ). , . . , () , [6, . 4849].
. , , .
, (- , ,
) . ,
,
- [4, . 139].
, ,
, , , .
, .

. , (),
,
().
85

. , ,
.
, XVIII , , .
, , , ,
.
, . . ,

. ,
. :
. ,
. [4, . 111113]. , ,
- .
, . .

1. , . . : /
. . // : : . .
. , 1997. . 5259.
2. , . . / . . . ., 2001. 256 .
3. , . . / . . , . . . ., 2000.
384 .
4. , . . / . . . ., 1994.
5. , . . / . . // . , 1991. . XIV. . 1023.
6. , . . ( ) /
. . . ., 1981.
7. , . . /
. . // : . II .-. . , 1996.
. 6165.
8. : 2 . , 1995. . 1. 368 .
9. . : - . -, 1995. . 1. 480 .
10. , . . -
/ . . // . ., 1985. . 3034.

86

II.
85.12


:
. . ()

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

AN INTEGRATIVE APPROACH IN THE REGIONAL EDUCATION:


HUMANITARIAN ASPECT

T. P. Alekseeva (Biysk)
The object of the article is to describe an integrative approach in the regional
education. The main idea of the article is in the following words: Integration
of the art subjects in studying the aesthetical expressiveness of the Altai national
costume is an alternative system of the aesthetical education and development.
The author of the article speaks in detail about the essence of the integration of
the art subjects and the subjects of the humanitarian cycle in the regional
education of Altai Republic in studying the aesthetical expressiveness of the Altai
national costume.
Key words: regional education, integrative approach, aesthetical
expressiveness, education, development, integration, Altai national costume.


, , , , -, , ,
, , .

. . . , 46.
659303, , . , . , 123.
E-mail: philos@bigpi.biysk.ru

87

, :

; -
; .
,

- ,

- .
(, , ,
. .). ,
, ,
. , , , ,
,
- . . . ,
. . , . . , . . , . . ,
. . , . . , . . , . . .
, , , , , .
. . , . . , . . ,
. . , . . .
- , , , - .
, . , , ,
, . . .
: , , , ,
[3, . 67].
, .
88

II.

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

: , , , ,
, , .
- ,
.
- .
, ,
: , , - , . . , :
; ;
; ; , , .
, -: , , .
, , :
, , , .
.
, . .
, . . . ,
- - [2, . 54].
46 , , , , ,
, 89

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,
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92

II.

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

HUMANIZATION OF EDUCATION IN THE CONTEXT


OF REGIONAL CULTURE

N. V. Vinitskaya (Biysk)
The article is devoted to the problem of studying the regional culture. ven
the advanced stage of development of multimedia cannot substitute the real-life
communication with the authentic objects of art. The remoteness from the great
Russian museums has resulted in the fact that the works of regional art remain
the only available originals for many of our countrymen. On the other hand,
many gifted painters, writers, poets, and actors glorified Altai, and the
acquaintance with their work will significantly enrich the inner world of any
person. This can also become a support in the upbringing of the young generation
not only in terms of aesthetic and artistic education but also patriotic education.
Besides, Altai is a multinational region with the interesting folk traditions,
native customs, and local legends. Russia has always existed as a multinational
state, and exploration of the local cultures will help to comprehend more
thoroughly the regularities of the development of all-Russian culture.
Key words: regional culture, music, writers and painters of Altai,
humanization of education

,
,
, , , , . , -

, .
. (, ,
) ,
, , , , .
,
. . . .
659303, , . , . , 123.
E-mail: philos@bigpi.biysk.ru

93


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008 + 378 + 1



. . ()
- . , . . , ( ), - , ,
(, , , , , ). ,
, . ,
, .
656049, . , . , . 80, . 32.
E-mail: androsenko82@mail.ru

97


, , .
: , , , .

ON THE ISSUE OF REVIVAL OF CULTURAL TRADITIONS


AND VALUES IN EDUCATION

L. G. Apyonysheva (Barnaul)
The problem of spiritual-moral upbringing is of great importance for modern
reforms in higher education. We consider secularization of morality and culture
to be one of the reasons of immorality in modern society. It is necessary to revive
historical and cultural continuity in the educational system. The author, in
contrast to the European rationalistic approach to education (the Bologna
process) that is widely supported now, asserts a rational-spiritual (traditional)
approach. This approach includes not only the rational part of education but
also the restoration of spiritual traditions (ethical, aesthetic, religious % first of
all, in the form of Orthodoxy as a special part of the thousand-year Russian
culture). Being a traditional religion in Russia, Orthodoxy is tolerant towards
the religions of various peoples in Russia. Nevertheless, the attitude towards
various destructive sects, especially in the educational establishments, must be
negative.
Key words: morality, culture, spiritual traditions, cultural continuity.

- , ,
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1. , . . / . . ; .
. . , . . . . : . . : , 2000. 224 .
2. , . . XX . / . . // http: //
www. portal-slovo. ru
3. , . . / . . // http: // www. portal-slovo. ru
4. , . , , / . //
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. . ()

, .
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. . , . . . . .
659303, , . , . , 123.
-mail: alimova.g@mail.ru

103


CREATIVE POTENTIAL OF THE LINGUISTIC PERSONALITY:
EDUCATIONAL ASPECT

G. V. Alimova (Biysk)
Nowadays, many linguists pay much attention to the linguistic personality.
This has led to the formation of a new branch of linguistics, linguo-personology.
The author points out that one of its main tasks is to study individual and
typological characteristics of the linguistic personality. The author analyzes
theoretical approaches to determining the notion of linguistic personality and
its structure. The derivation is treated as a form of displaying the linguistic
creativity. The experimental results have been summarized in order to distinguish
the personological types of the linguistic personality taking into account its
creativity. The article also contains recommendations how to use the obtained
results of the experiment while teaching the mother tongue.
Key words: linguistic personality, type of the linguistic personality, linguocreative ability, derivation, anthropo-text, reproduction, creativity.

. . . ,
, , ,
[1, . 10]. , .
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[2, . 113]. ().
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1. , . . : / . . ,
. . // : . . .
: - , 2007. . 1 . 713.
2. , . . : / . . // . . : . . . . : . .
. -, 1996. . 112116.
3. , . . / . . . .,
1987. 264 .
4. , . . / . . . ,
1980. 41 .
5. , . . /
. . // : - : / . . . , . .
, . . . ; : - , 2006. 435 .
6. , . . / . . . : - . , 1984. 56 .
7. , . . :
// : / . . . . : - , 1998. . 6584.
8. , . . . , / . . . . : . ; :
, 2004. 464 .

377 + 37.026



. . ()
, ()
107


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

DEVELOPMENT OF PERSONS CREATIVITY


IN VOCATIONAL TRAINING

N. V. Dudareva (Baraul)
The problem of dialectics of the federal and the regional components in
education is considered, a characteristic of the humanization principle in the
general and vocational (special) artistic education is given. The problem of
crisis of the local culture and integration of the culture is considered. The modern
condition of culture is characterized. It is argued that there is a need to take
into account the relationship between the content of vocational training and the
realities of modern culture. The contribution of the author is substantiation of
the dialogue of cultures in the educational process of the system of vocational
training, widening of the variety of applied activity, mastering the directions of
the youth subculture.
Key words: humanization, vocational training, artist, culture, crisis,
dialogue, open system, youth subculture.

, , . - . ,
, ,
. ,
.
- , . , .
, . , 3 . .
656036 . , . . , . 56 . 15.
E-mail: androsenko82@mail.ru

108

II.

, .


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109

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II.

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II.

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1. , . . : . / . . . . :
- , 2004. 256 .
2. , . . - / . . // . 2007. 1. . 9296.
3. . : - . -,
2007. 60 .
4. : / . . , . . ,
. . . . : , 2003. 432 .
5. , . . / . . . : , 2004.

113


378

-


. . ()
, , , . . ,

.
: , , , .

PHILOSOPHIC-EDUCATIONAL ASPECTS OF THE HUMANITARIAN


CULTURE FORMATION THROUGH THE STUDY OF FOREIGN
LANGUAGES

M. Yu. Gorbukhova (Barnaul)


The article considers some aspects of the humanitarian culture formation,
when foreign languages are taught along with other subjects at the universities.
The author views the potential of language as a system and the conditions under
which the foreign language studies would provide opportunities for enculturation
and acculturation of the future specialists in the sphere of science and technology.
Key words: humanitarian culture, foreign language study, enculturation,
acculturation.


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


656015, . , . , . 78, . 24
-mail: mag6549@yandex.ru

114

II.

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115

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116

II.

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118

II.

; 2)
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; 4) .

1. , . . , / . . // . 2007. . 1. . 303306.
2. , . . ( ) :
/ . . . . :
, 1990. 253 .
3. , . . :
- : . . . . / . . , 2005. 168 .
4. , . / . . . : , 2005. 416 .
5. , . / . . . : ,
1997.
6. , . . / . . //
. . : , 1974. . 313318.
7. , . . : . . . . / . . : - , 2006. 25 .

119

III

Part III. PHILOSOPHY OF THE PERSON AND PROBLEMS


EDUCATION
101


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

PHILOSOPHY OF HUMAN BEING IN EDUCATION

P. V. Ushakov (Barnaul)
The purpose of this article is to describe the systematic and systematicallyecological approaches to the human being and their role in education. There
are showed the role of the problems of the philosophy of human being in modern
education and the heuristic character of the complex systematically-ecological
approach to the individual. Multivariate systematically-philosophical and new
systematically-ecological approaches to the human being are substantiated. In
the system of knowledge, this is a transition from the conception of the biological
individual to the social one. The contribution of the author is his own variant of
multivariate and socially-ecological conception of the human being.
, ,
.
656049, . , . , . 80, . 20.
E-mail: ushakov@bk.ru

120

III.

Key words: conceptions of the human being: one-dimensional, twodimensional, deconstructive, multivariate systematic and systematicallyecological; biological individual, social individual.

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

[5; 10]. , . . - , , ,
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[2; 3].
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121

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122

III.


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124

III.

, .
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[9]. ,
.
,
, , , . , , .

1. . ., 1997. . 1.
2. , . . / . . . , 1996.
3. , . . ,
/ . . , . . , . . . , 1996.
4. . ., 1990.
5. , . . / . . . ., 1997. 321 .
6. , . / . . ., 1994.
7. , . . /
. . . , 2000.
8. , . . -
/ . . . . 2, , 1998.
9., . . /
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10.. , .
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13 + 37.0



. . ()
, , ,
- . , ,
.
, ,
-
.
630126, . , . , . 28, . 204.
-mail: nnalivaiko@mail.ru

125


.
: , , , , .

ON SOME APPROACHES IN THE FORMATION OF THE CONCEPT


OF PHILOSOPHY OF EDUCATION

T. S. Kosenko (Novosibirsk)
It is known that the traditional educational system is destroyed, and the new
educational system is not yet completely formed. There is an acute problem of a
theoretic-methodological support of the theory and practice of the modern
educational system. It is especially important, since there are today some isolated
ideas which have not been incorporated into an integrated harmonious concept
of education. However, there is exactly the need for the philosophical
comprehension of this problem, ordering of the concepts related to the problems
of education, and the development of a general theory of philosophy of education
with recommendations on the practical use of its results.
Key words: education, development, dialogue, the concept of education,
philosophy of education.

, ,
. , ,
,
( , ),
, , . , . , ,
, , .
, , , , ,
, ,
, , , . , , ,
, , .
,
, .
, , , 126

III.

, ,
2025 ., ,
2010 .,
20002005 .; 20062010
., 20061010 ., 20052009 .,
20072010 . .
, , , ,
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.
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. . , . . ; . . ;
. . ; . . .
127

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

; . . .
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, , .
.
. . , ,
,
.
, 128

III.

, . ,
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, [1, . 17].
. ,
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; ; ( ) . , (, , ) (
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130

III.

1. , . . :
/ . . . : - . . -,
1995. 237 .
2. / . . . . . : ,
2002. 144 .
3. / . . . , . . ,
. . : , 1994. 576 .
4. / . . . . ., 1998.
5. : // terme.ru/dictionary/470/
word
6. 2006 // terme.ru/dictionary/195/word

159.923.5



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

FORMATION OF THE NATIONAL VALUES OF RUSSIAN YOUTH

L. A. Kuminova (Barnaul)
The aim of this work is to summarize the national Russian values and their
role in the socio-cultural activity of the libraries. The article deals with the problem
of value determination, revealing the content of the national Russian values,
substantiation of the ways of their formation among the youth by means of library
information activity. The author develops a model of formation of the national
Russian values of youth, various socio-cultural directions, forms and methods of
, .
656057, . , . , . 5 . 90.
-mail: kuminoval@mail.ru

131


formation of the youth values taking into account historically developed values
of the various peoples of Russia. An experimental work on formation of national
Russian values was carried out on the basis of qualimetrical characteristics,
taking into account an estimation of the development of theoretical consciousness,
ideal requirements, and value orientations of the person.
Key words: value orientations of the youth, national Russian values, universal
values, national idea, library information activity, socio-cultural activity.

, , ,
,
.

,
, , ,
.
, ,
, , . , (. . , .
. ) , (.
. , . . ), , , , .
, .
,
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: . ,
(, , ) [2, . 319].
, -

132

III.

.
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[6, . 46].

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, 133

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134

III.

,
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1. , . . / . . . ., 1990. 346 .
2. , . . - : . / . . ,
. . . . : , 2004. 539 .
3. , . . . : . /
. . . . : , 2006. 144 .
4. , . . / . . . . : ,
2006. 32 .
5. , . . / . . //
. ., 1990. . 4551.
6., . . :
/ . . . : , 2004. 108 .

37.018.1


. . , . . ()
( )
. ,
.
,
, , , . ,
. . .
.
659333, , . , . , . 53.
E-mail: philos@bigpi.biysk.ru

. . . .
659323, , . , . , . 53.
E-mail: philos@bigpi.biysk.ru

136

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

PATRIOTIC EDUCATION AT HOME AND IN THE SCHOOL

O. N. Apanasenko, O. I. Gerbet (Biisk)


The ideas of patriotism serve nowadays as a general basis of new ideology
and education. One of the topical problems of the modern society is the problem
of patriotic education and upbringing of true citizens of the society. In all times,
the patriotic education as a pedagogical problem occupied a special place not
only in the spiritual life of the society but also in all the spheres of its activity;
i.e., in ideology, politics, culture, and economics. The authors formulate the
basic aims which may be viewed as the strategies fostering the upbringing of the
individual as a citizen and a patriot.
Key words: patriotism, citizen, patriot, Homeland, family, school.

,
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2. , . . -
: . . . . /
. . ., 1996. 21 .
3.
20062010 . ., 2005.
4. : . /
. . , . . . . : , 2007. 208 .
5. , . . / . . //
. 1984. 4. . 37.

101.1:316 + 130.2:37


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

PATRIOTISM EDUCATION
IN THE PHILOSOPHIC-EDUCATIONAL HERITAGE OF SIBERIA

A. V. Golovinov (Barnaul)
The article considers the philosophic-educational heritage of the Siberian
oblastnichestvo (a regional Siberian socio-political movement). In the

.
659049, . , ., 90.
E-mail: alex-golovinov@mail.ru

142

III.
philosophic-educational heritage of the Siberian oblastnichestvo, the ideas that
are useful for the education of all-Russian patriotism are marked.
The central issue is the views of oblastniks on the fact that awakening of
patriotic feelings becomes a precondition for the formation of all-Russian
patriotism. The author has discovered that in the Siberian oblastniks opinion,
patriotism is the expression of the regional and all-Russian awareness, and sociocultural determination, a creative and stimulating foundation of the actions
for the benefit of the homeland.
Key words: patriotism, intelligentsia, enlightenment, regional study, polycultural unity, regional awareness.


. -
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2. , . . / . . // . , 1986. . 7. 358 .

147


3. , . . / . . // . . . . . .148. . 6899.
4. . . . , 1988. . 2. 234 .
5. , . . . . / . . // 150 : . .
. .. : -, 2007. . 126130.
6. , . . /
. . ; . . . . : , 2000. 356 .
7. , . . : ,
, / . . ; . . . . : , 2000. 480 .

371.013



. . ()

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

REGIONAL TRADITIONS AND THEIR PLACE


IN THE EDUCATIOHAL PROCEESS

L. V. Shokorova (Zmeinogorsk)
The problem of studying and developing of folk trades in the Altai region in
the context of artistic culture of Siberia applies to actual and modern because of
,
;
658480, , . , . , 14, . 2.
-mail: dxsh81@mail.ru

148

III.
growing interest to folk trades at the end of the twentieth Century, region folk
trades have become enough unstudied sphere. Folk art of the Altai region is
multiform and complex phenomena which had not been treated seriously and
adequate with science and society till present days. The aim of this article is to
analyst the emergence of folk trades of the Altai region under socio-economic,
natural-geographical and cultural conditions and determines the role and
importance of arts and crafts in the educational process. The author of the article
uses in her research work practical experience in teaching arts and crafts in childrens
art school and descriptive, art criticism and comparative methods of inquiry.
Key words: regional traditions, folk art of the Altai region, the educatiohal
process.

, ,
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. ,
[3, . 2].
, , ,
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[4, . 76].

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. , 150

III.

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151

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1. , . . / . . . . : , 1998. 342 .

152

III.
2. , . . XIX / . . // . 1968. 11. . 1419.
3. , . . ( XVIIIXIX . /
. . . . : . 1996. 573 .
4. , . . - / . . . . :
, 2007. 312 .
5. , . . / . . . : , 1989. 167 .

130.2

-

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

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

MORAL PRINCIPLES OF THE BOLOGNA EDUCATIONAL MODEL

A. B. Protopopova (Ust Kamenogorsk, Kazakhstan)


The intellectual potential of nations (a human capital), which is created,
first of all, by the educational system, becomes a defining factor of the progressive
development of countries and peoples. The article is topical because of the analysis
of a recently passed legislation which makes provisions for the transition to the
, ,
- .
492025, . -, . 30- , 20. . 86.
E-mail: aprotopopova@mail.ru

153


two-level system of specialists training. The new bill was a result of the Bologna
process, where the most important factor is a transition of the society to a new
stage of development where knowledge becomes a decisive factor of the progress.
Thus, there arises the need to modernize the Russian higher education. The
historical-philosophical thinking of the prominent domestic XIX century scientists
emphasized the idea that in the purposes of education there is reflected the system
of educational views of the people which was formed during its historical
development on the basis of its world perception, world outlook, and national
consciousness. In this connection, there is studied in the article the relation between
the spiritual potential of the new generation and its professional competence.
Key words: the intellectual potential of nations, the Russian higher
education. the system of educational views of the people, the spiritual potential of
the new generation.

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. 154

III.

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.
156

III.

.

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.

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1. : . , 1995.
2. , . . : . . . . / . . . . : . ., 1995. 352 .
3. , . . : / . . . . : , 1988.

130+2


:
. . ( )
-

, - .
157


,
.
: , , , , , .

GENEALOGY RESEARCH IN SYSTEM OF MORAL


EDUCATION IN SCHOOL

I. N. Izvekov (Velikii Novgorod)


The article describes the theoretical and methodological bases of the process
of students moral education in the family and in the school educational
environment, a scientific ground of conceptual model of students moral
education in the context of genealogical approach. The article contains a
philosophical analysis of the genealogy concept. The importance of genealogical
research in the system of moral education is substantiated.
Key words: moral education, historical genealogy, educational
environment, model of moral education, value, humanization of education.

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

.
174023, , . , , . 23/2, . 38.
E-mail: igor.izvekov@novsu.ru

158

III.

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III.

1. , . . : / . . ,
. . . . : , 2004. 280 .
2. :
: XVIII . . , 2628 . 2006 . / . :
. . (. .) .; . . . -, .-. -, . . . . . : , 2006. 457 .
3. :
/ . . . . ; . . , . . ,
. . .; . . , . . : , 2004. 280 .
4. , . . 500 : / . . , . . , . . .
. : , 2002 264 .
5. , . . : / . . . . : ,
2000. 137 .

378



M. B. , . . ()
,
. . , ,
. .
: , , , ,
, , , , , .

, , , . . .. .
660037, . , 14, .68.
E-mail: yumaslov@online.ru
, , ..
,
..
.. .
660069, . , . 11, .15.
E-mail: msavelyeva@sibsau.ru

163


PASSIONARITY AS ENERGETIC FILLING AND A MEASURE
OF ACTIVITY OF THE HUMAN BEING AND SOCIETY

M. V. Savelyeva, O. V. Maslova (Krasnoyarsk)


In the article, the authors consider the concept of passionarnost
(passionarity), introduced into scientific usage by the famous historian and
philosopher L. N. Gumilyov. The influence of the phases of passionarity on various
states of the society is also considered. The phenomenon of a personality of
passionarity is revealed. The influence of the positive and negative passionarity
on the social processes is shown.
Key words: ethnos, ethno-genesis, socio-sphere, thermodynamics, entropy,
passionarity (passionarnost), state, personality, terrorism, conflict, imperative.

. . , . , ,
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[1, . 23]. . . ,
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164

III.

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165

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166

III.

, , ,
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,
, ;
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1. , . . / . . . . :
. 1998. 592 .
2. , . . / . . . . : .
2001. 638 .
3. , . . : /
. . . . : . 2000 384 .

167


159.947

:


. . ()

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

COGNITIVE ACTIVITY: THE PROBLEM


OF DIALECTICS AND OPTIMIZATION IN MODERN EDUCATION

T. . Guseva (Biisk)
The purpose of this study is to actualize one problem of modern education:
the research methodology for the study of the cognitive activity of the subject.
A variety of methodological approaches can be found in the modern studies of
the cognitive activity; however, a holistic perception of the considered phenomenon
can be obtained based on a system-style approach, providing resolution of the
main problems of the study of this phenomenon, in particular, of the semanticstructural, deterministic, and diagnostic problems. In the article, there are presented
the main aspects of the authors conception of a system-style study of the cognitive
activity: a dynamic structure is considered, the key style characteristics are
distinguished, and the styles of the cognitive activity of the subject are described.
Key words: cognitive activity, system-style approach, styles of the cognitive
activity.

, , . , , , . . . .
659335, . , , . , . 53.
-mail: guseva_ta@mail.ru

168

III.

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, , - 169

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,
, 170

III.

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172

III.

:
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, , .
, . [1].

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

1. , . . - / . . ,
. . . . : , 2000. 528 .
2. , . . / . . // . 2005. 7. . 9297.
3. , . . : . / . .
: , 2000. 170 .
4. , . . - / . . // . . : ,
1994. . 923.

173


158.1

. . ()

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

SPECIFICITIES OF THE FORMATION OF PROFESSIONAL


COMPETENCY OF THE CRIMINAL INVESTIGATION DEPARTMENT
EMPLOYEES

E. V. Malchenkov (Barnaul)
The article deals with the content of the professional competence of the CID
men and modeling its formation in the process of adaptation to service.
Conditions, directions, and methods of this process are revealed. To approve the
effectiveness of the model of professional competence of the CID men in the process
of adaptation to service, the author carried out much experimental work. Based
on the results of the experiment, a methodics of formation of professional
competence of the CID men in the process of adaptation to service was worked
out; the methodical recommendations Organization of the professional
adaptation of CID men were prepared.
Key words: professional competence, adaptation process, factors of
adaptation, employees of the Criminal Investigation Department (CID men),
instructors, tutors, professionalism.

, ,

, ,
.
.
656000, . , . , . 34, . 116.
E-mail: zhukovsky@list.ru

174

III.

.
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.
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, .
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175

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176

III.

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177

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1. , . : / . , . / . . : . . . . , . . ,
. . . . : , 1986. 432 .
2. , . . / . . ,
. . . . : , 1983. 165 .
3. , . . / . . . . : , 1988. 301 .
4. , . . / . . . . : Academia,
2007. 288 .
5. , . / . / . . ; . ., .
. . . . : - . 1976. 144 .
6. , . .
: . . ... . . /
. . , 1996. 32 .

178

III.
37.0 + 008


. . ()
XI .

, , .
, . , ,

,
, .
: , , , .

THE MYTH OF FREEDOM IN THE EDUCATION OF PERSONALITY

V. Ya. Laluev (Novosibirsk)


The XXIst century is characterized by a significant growth of attention toward
the problems of education and development of the persons creative potential.
The time of radical changes demands the higher institutions to find new
approaches to upbringing the socially active and creative personalities who are
able to evaluate new information and make the right decisions. The importance
of the article is that it reflects upon new ways of personality formation in
education. Thus, the conclusion is made that presently the main task of the
philosophy of education is to comprehend the integrity of the educational culture
and to search for the ways leading to a harmonious development of personality,
which is free from the myth.
Key words: freedom, personality, education, the myth of freedom in
education.

, , ,
, . ,
. . . , ,
, , ,
.
630049, . , . , . 191.

179

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180

III.

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181

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1. , . : / . . ., 1993.
2. , . . : /
. . // . ., 1987. . 262300.
3. , . . / . . . , 1969. . 5.
4. , . / . , . . ., 1974.
5. , . . / . . . .,
1997.
6. : , : .
// . 1995. 11.
7. , : . // . 1997. 2.
8. , . . - / . . . , 2004.

182

IV.

IV


Part IV. PROBLEMS OF MANAGEMENT AND LEGAL
REGULATION BY AN EDUCATION SYSTEM
37 + 005


XXXXI
. . ()
- XXXXI . ; .
, . . ,
60/40, .
: ,
, , - .

PHILOSOPHICAL ANALYSIS OF THE RUSSIAN INSTITUTIONS


OF HIGHER EDUCATION TRANSFORMATIONS AT THE TURN
OF THE XXI CENTURY
N. P. Orlova (Barnaul)
The aim of the article is to carry out a theoretical-methodological analysis of
the transformations of the Russian institutions of higher education at the end of
the XXth and in the beginning of the XXIst century. The following questions are
discussed: the potential of philosophy of education in the integral conception of
the Russian institutions of higher education transformations; the role of the

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

183


methodological principles of holism and the role of partiality in the investigation
of the problem; heuristic principle in considering education in a broad sense
as education-upbringing as applied to the institutions of higher education. The
authors contribution is that she has substantiated the approach to education as
an attributive sphere of contemporary social life, the necessity of optimum
relationship (approximately 60/40) of the state and the private sectors in higher
education to strengthen the potential of the Russian state.
Key words: institutions of higher education of Russia, education in a broad
and a narrow senses, the sphere of education, socio-philosophical socio-genetic law.

-
,
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, - , , , , -, -, 188

IV.

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

1. , . . /
. . // ., 2005. 10.
2. , . . : / . . , . . . , 2002.
3. , . . -
/ . . // : . . . . . 6. ., 2007.
4. , . . / . . , . . //
. 2005. 2 (13). . 1823.
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316.422

. . ()
- .
, , . , ,
. .
: , , .
,
.
650043, . , . , . 5, . 2, . 311.
E-mail: taigree @yandex.ru

189


TENDENCIES OF THE DOMESTIC EDUCATION REFORM:
CONCEIVABLE AND VALID IN REALIZATION OF THE NATIONAL PROJECT

T. I. Gritskevich (Kemerovo)
The education system reforming is one of the major tasks of social and
economic development of Russia. The purpose of this process is forming such
socialization mechanisms in the sphere of school and high school education
which will be effective to form not only the labor market but also to satisfy the
spiritual needs of the persons realization. Today, there is an urgent question:
what characteristics should the specialists education have so that it is claimed
by the enterprises with their regional specificity and fosters the formation of
innovative clusters in the economy. In the article, there are analyzed the basic
problems of the education reform realization and the destabilizing factors in the
achievement of the set objectives.
Key words: education reform, educational policy, regional innovative
education.

- . - .
, - 1990- .
.
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6. , . . / . . // : . .- . . . : .
, 2007. 5. . 47.

316


. . , . . ()
. ,

. .
.
, - , .
630126, . , . , . 28, . 204.
-mail: kvs200@ngs.ru
, - .
630007, . , , . 18, . 438.
-mail: Kav@obladm.nso.ru

196

IV.

: , , , , .

EDUCATION IN THE CONDITIONS OF MARKET

S. V. Kamashev, V. I. Panarin (Novosibirsk)


In the paper, the problems of education and its role in modern economical
relations are considered. It is indicated that the growth of the economy of
knowledge transforms the education system into one of the important factors of
steady economic development of the country and of the increase of prosperity of
its citizens. The authors investigate the problem of education as a service in
the modern global space. Special attention is paid to the basic tendencies of
development of domestic education.
Key words: globalization, domestic education, intellectual economy,
integration processes, educational policy.

.

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, , ; ; .
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, , ,
. , , , ,
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1. , . . : ?
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, 2002 416 .
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1. . 1519.
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. 2-, . . . : . . , 2002. 511 .
4. , . . : ? / . . . . :
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- , 2005. 424 .
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008 + 32 + 37



. . ()

, .
56049, . , ., 90, , . 209.
E-mail: androsenko82@mail.ru

201



. .

. , .
.
: , , .

THE COMPARATIVE ANALYSIS OF THE MODELS OF CULTURAL


POLICY IN THE SPHERE OF EDUCATION

. P. Ponomarenko (Barnaul)
In the article there are analyzed the models of Russian cultural politics of Soviet
and Post-Soviet periods; positive and negative aspects in the cultural life of the
society are specified. In the modern conditions of the Russian society, the function
of cultural policy in the field of education acquires an essential importance for
the development of domestic culture. The cultural policy in the sphere of education
should ensure an optimum balance in terms of the cultures of the past and the
present. Absence of an integral connection between the culture of the past and
the present weakens peoples links with the experience of the past generations;
therefore, they lose social orientation in the modern conditions. The author
offers optimal ways of improvement of cultural politics in the sphere of education.
Key words: cultural policy, educational system, model of cultural policy.

. . , . . , . - . ,
- . . , .
,
. . , ,
.
202

IV.


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IV.

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1. , . . / . . . ., 2002. 616 .
2. , . . : /
. . // . 1996. 10. . 127129.

37.01 + 001.8



. . ()
,
. ,
, , . , , . 206

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

THE PHILOSOPHY OF HUMAN RIGHTS AS AN ELEMENT


OF NEW POLITICAL THINKING IN EDUCATION

O. N. Apanasenko (Biisk)
The idea of human rights forms the foundation of democratic thinking which
is struggling its way in the sphere of education in our renewing society. The
article deals with the necessity of perfecting the human rights issues from the
point of view of democracy, freedom of conscience, and justice. The article presents
the attempts to delineate the educational potential of human rights (the childrens
rights including) as the content of education and specific institutions which are
to define the new humane and democratic style of relationships between teachers
and students.
Key words: human rights, democratic thinking, humane ideology,
educational potential.

, , , . .

, , , . , , ,
. , .
, , :
, , , . . - ,
(, ),
.
, , , , [1].
,
.
,
, . . . .
659333, . , . , 53.
-mail: philos@bigpi.biysk.ru

207

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,
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,
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, .
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, , , ( )
,
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[3].
208

IV.

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. 1989 . 45- 1989/53:
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209

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, , , , 210

IV.

, . , ,
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. () - -
.
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1. , . . / . . //
. . , 1993. . 485.
2. , . , , ,
,
/ . , . // . 1997. 2. . 425.
3. , . / . //
. 1999. 2.

211


34

-


. . ()

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

THE SOCIO-PHILOSOPHICAL ANALYSIS OF THE PROBLEM


OF LEGAL CONSCIOUSNESS IN THE TRANSITIONAL PERIOD
OF MODERN EDUCATION

G. N. Glios (Barnaul)
The process of formation of the rule-of-the-law state in Russia took place in
the period which was called transitional. Such period means transformation in
all spheres of society and, first of all, in the juridical sphere. These changes
cannot be of universal character, because of national, historic, cultural, and
religious traditions in each country. We must keep in mind the special features
of the transformations of traditions. The development of the legislative system greatly
influenced the development of legal consciousness of the modern Russian society.
Legal consciousness means an aggregate of ideas, meanings, and points of views
concerning the law. The main purpose of legal consciousness is to develop the just
attitudes of people in order to save the unity of the society. Legal consciousness is the
most important part of the development of cooperation between countries.
Key words: legal consciousness, transitional period, legislative system,
education.

, -
, ,
.
656050, , . , . . , . 142-, . 20.
E-mail: androsenko82@mail.ru

212

IV.

, .
,
.
, XXXXI .
, - , ,
. ,
,
. ,
-
,
, .

,
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, , () .
,

. , ,
, .
- , , , - , . , -
( ) , , . . . ,
, , , , - - [1, . 216].
, ,
, (
), 1985 1991 ., 213

( ,
), . ,
,

, . . . ,
, - , , 1990- . [2, . 67]. ,
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. , , , ,
. , ,
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. .

.
, , . , ,
, , ( ), , , . . , . ,
, ( ) [3, . 1522].
,
. . . ,
: -,

() ( ) [3, . 84]. ,
214

IV.

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: ,
. .

, <> <> [3, . 23]. ,
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215

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.
, . , . ,

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. . , ,
. ,
, ,
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. . ,
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IV.

-
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, .

,
.
, - . ,
, , , ,
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, , . , , -,
1991 .,
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.
, 1990- . , - , .
. , ,
, ,
.
, .
217

,
I .

, ,
, ,
, - , ,
. , - , XXXXI . , ,
. , , , . ,
,
. XX . XXI , .

1. , . . / . . // . 2008. 1(22). . 213219.
2. , . . : / . . // . 2008. 1(22). . 6671.
3. , . . . / . . .
: - . . . -, 1992. . 1. 126 .
4. , . . / . . , . . . 2- .
: . -, 2006. 226 .

37.01

. . ()
- . XXI .
, ,
.
656023, . , . 64, . 38.
E-mail: werewolf_chaos@mail.ru

218

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

PHILOSOPHICAL ANALYSIS OF SOCIAL RESPONSIBILITY


IN THE SYSTEM OF LEGAL EDUCATION

V. P. Dik (Barnaul)
Social responsibility is considered on the basis of theoretic-methodological
potential of philosophy of education. The emphasis is placed on the education of
the individuals sense of responsibility towards society, in the conditions of the
Russian society of XXI century. The cultural crisis and the decline of morals
that engulfed the society in the post-Soviet period actualized the issue of
responsibility of an individual and society and made it one of important
challenges facing the state. The author substantiates that the study of social
responsibility in the legal education at the present stage of the Russian society
development has not only a socio-philosophical and theoretical but a practical
value, proposes to introduce the issue of social responsibility in the structural
field of legal education, along with the study of legal liability.
Key words: philosophy of education, legal education, legal awareness,
social responsibility.


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

, (). - 219


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IV.

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221

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222

IV.

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. . . . :
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223

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[2, . 89]. ,
, .
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, -
. , . ,
, .

1. , . . / . . , . . . : - . . . -, 1994. 376 .
2. , . / . // . 2005.
6. . 8489.
3. , . . / . . ,
. . // - . 2006. 5. . 6479.
4. . . . . 1948
1954 . : 2- . / . . . . : , 1992. . 1. 344 .
5. , . . / . . , . . // . 2003.
1. . 5056.
6. , . . / . . // - . 2006. 5. . 233245.
7. , . . ( ) / . . . : - . -, 1978. 232.
8. , . . / . . //
. . 2007. 1. . 198201.
9. , . . : / . . // . 2005.
2. . 2332.
10. , . . XXI
/ . . , . . // : .
: , 2008. 238.

224

IV.
1 + 37



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

. , .
: , , , .

PHILOSOPHY OF MANAGEMENT AS A CONCEPTUAL


FOUNDATION OF EDUCATION IN THE SPHERE OF MANAGEMENT

B. N. Kagirov (Barnaul)
The purpose of the article is to show the role of philosophy of management as
a philosophical-theoretical basis for training professionals of the management
specialty. In the modern knowledge about management, the partial approach is
predominant. However, it is necessary to turn to the holistic (entire, complex)
approach to management in education and practice. That is why we should
turn to the traditions and modern progress of the philosophy of management.
The author substantiates the importance of such course as philosophy of
management for Russian education, because in the theories of modern
management the partial approach is predominant.
Key words: management, theory and philosophy of management, partial
and holistic approaches in management.

.
, , .

, , ,
, . XIX . , , , , .
656049, . , . , 61, . 324.
-mail: Kagirov@mc.asu.ru

225

.
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[2]. .
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,
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.
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, . , - ,
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.
:
, , , , - .
, , , .
, , , , , . .
. (
- ) ( ).
. , 226

IV.

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,
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. . ,
,
,
. ,
[1, . 163]. , , , .
227

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. . , ,
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(mamagement) , ,
, , .
[1, . 167].
, ( ) ( , ), () , ,
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,
. , , , , .
.
- . ,
, ,
, , . , 228

IV.

, . () - , , (, ,
, ,
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, , - ; -, -
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229

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230

IV.

, , . , - ,
.

1. , . . / . . // . . . 2004. . 3 (23).
2. , . . / . . // . . -. 2005. 43.
3. , . . / . . . . : .
, 2002.
4. , . . 19602005 . / . . . , 2006.
5. , . / . //
. 4. 2004.

130.2 + 34



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


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

231


THE PROBLEM OF POWER IN PHILOSOPHICAL AND POLITICAL
SCIENCE EDUCATION

S. V. Androsenko (Barnaul)
The humanitarian sphere of the education system is one of the most important
elements of spiritual culture. It reflects the current transformation processes in
contemporary Russian state and forms the political consciousness and political
culture of the citizens. It also trains specialists in the sphere of administration
and power on the macro- and micro-levels of the society. The fate of Russian
state depends, to a great extent, on the quality of training of the specialists with
a sound world outlook and ideology. Therefore, it is important to discuss the
following questions with respect to higher professional education in political
science and philosophy: definition of the concepts of power and state power,
interaction of the subject and the object of authoritative relations, social
organization, and interrelation of society and power on different stages of
development of the Russian state.
Key words: philosophical education, political science education, power,
state, state power.

, , ,
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1. , . . : / . . . : , 1999. . 1. 678 .
2. , . . : / . . . : -, 1939. 222 .
3. , . . : . / . . . . :
, 1999. 544 .
4. , . . : . ...
. . / . . , 2006. 140 .
5. , . . / .. // 2007. 2. . 158163.
6. , . . / . . // XXI . 2002. 3. . 4551.
7. , . . (- ) /
. . // . 2005. 10. . 1421.
8. , . . : . ... . . / . . .,
2005. 173 .
9. , . . , , . . :
; , 2004. 328 .
10. , . . / . . . , , 2004. 272 .
11. , . . : . ... . . / . . , 2005. 173 .

236

IV.
371.7+ 316.624



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

SOCIAI-EDAGODICAL DETERMINANTS OF JUVENILES DRUG


DEPENDENCE AND THE MEASURES OF ITS PREVENTION

D. O. Zarechnev (Barnaul)
The article deals with the presently topical problem of involving children
into the illegal drug trafficking. There is considered the influence of such social
institutions as family, school, leisure activity, clubs etc on the process of juveniles
socialization. Some social-pedagogical determinants which influence the minors
usage of drugs are considered. The definition of juveniles drug usage is given
more precisely; organization of the preventive work of various social institutions
is suggested. In the article, the author notes that, in the regional and municipal
programs, these measures must be worked out in detail taking into account
concrete questions of the practice of counteraction to the juveniles drug usage.
The main results of this investigation can be used in the practical activity of
different educational establishments which contribute to the prevention of drug
usage among the young people.
Key words: educational policy, drug addiction among minors, socialization
of youth.

- .
656039, . , . . , . 187, . 45.
- mail: zarechnev@buimvd.rv

237

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, , , ; , , ;
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1. , . . XXI . , / . . ,
. . . ., 2000. 253 .
2. , . . : /
. . , . . , . . . , 1989. 313 .
3. , . . , /
. . // ? . : . .,
1991. 153 .
4. , . . / . . , . : , 1989. 242 .
5. , . . , , / . . / . : . - , 2004. 415 .

1 (075.8.)




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


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

242

IV.

: , , , .

PHILOSOPHICAL ANALYSIS OF THE ORGANIZATION OF


PREVENTION OF CHILDRENS NEGLECT AND CHILDRENS
DELINQUENCY

N. A. Sytyh (Barnaul)
As a consequence of deep social processes, which have been taking place in
the Russian society for the last years, the problem of childrens neglect and
delinquency has aggravated. The prophylactic work is remaining mostly the
prerogative of the police; however, it is necessary to point out that there is no
continuity in the preventive work of various educational institutions, boarding
schools, orphanages, state institutions, and the law-enforcement agencies. The
article considers some variants of childrens deviant behavior, the organization
of a prevention system, and the reasons of crimes committing by minors. The
author underlines the typical features of orphans behavior. The author tries to
present some methods of prevention of this social-pedagogical phenomenon, which
take into account the modern theories and practices.
Key words: childrens neglect and homelessness, deviant behavior,
prophylactic work, the work of state services and social organizations.

, . -
.
, , ,
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244

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, 24. 06. 1999, 120, . , , ,
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. - . ,
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- .

1. , . . / . . . . ; : - :
, 2004. 462 .
2. , . . / . . , . . . : - , 2002. 192 .
3. , . .
/ . . // . 2007. . 1. . 121126.
4. , . . /
. . . . : , 2004. 272 .

247

V

Part V. CULTUROLOGICAL ASPECTS OF EDUCATION

130.2 + 316

-

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

UNDERSTANDING OF PHILOSOPHICAL-CULTURAL EDUCATION


IN THE SOCIAL LIFE OF RUSSIA

Yu. I. Orlov (Biisk)


The purpose of the article is to show the role of modern philosophical-cultural
education in sociological knowledge and practice. Concepts and conceptual
sphere in the field of social-philosophical knowledge are investigated; the concepts
of noosphere, social sphere, technologically-consumerist and spiritual-ecological
civilizations are analyzed. The necessity of including the philosophical-cultural
problems in the social-philosophical education for the all-round understanding
of social life is substantiated. The author reveals the role of such notions as
concept and conceptual sphere as applied to the analysis of social reality; proposes
to include the problem of concepts of modern society in social knowledge and
education.
, , .
654332, . , . , .123/1.

248

V.

Key words: concept, conceptual sphere, noosphere, social sphere, interaction


of civilizations, concepts of education.

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XXI .: . . , . . , . . ,
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253



1. , . . / . . // .
. . ., 1997.
2. , . .
: . . . / . . , 2006.
3. , . / . ., 2006.
4. , . . . / . ., . . , . . . ., 2007.
5. , . . - / . . , . . ,
. . . ., 2000.
6. , . . / . . // . . .-, 2002.
7. , . . , / . . . , 2002.
8. , . . / . . , . . . , 2006.
9. , . . /
. . . , 2004.
10. , . . / . . . , 1992.

101.1 + 316



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

,
. . . .
659322, , . , / 96.
E-mail: philos@bigpi.biysk.ru
, . . . .
659322, , . , . , . 81, . 49.
E-mail: philos@bigpi.biysk.ru

254

V.
, , ,
.

THE CONTINUITY OF TRADITIONS IS THE EXISTENCE IN CULTURE

V. A. Vozchikov, A. Yu. Arutyunyan (Biisk)


The main aim of the article is to consider the problem of traditions in mediaculture. This problem is considered in educational and world-view aspects, though
the authors addressing the modern practice of mass media is of particular
interest. It is substantiated that media-culture outside the historical coming-tobe is no longer a culture but becomes an instrument of the political influence of
the acting power on the society. The authors connect the problem of traditions
with the notions of historical continuity, national identity etc. and, in the final
analysis, with the peculiarities of the Russian way toward the information society.
Key words: information society, historical continuity, manipulation, mediaactivity, media-culture, press, creative interaction, television, traditions, civilized
development.

, , , . , . , , [10,
. 295]. ,
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, , [6, . 323]. , ,
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, .
, , , . , . , , 1990-
, - [2, c. 52].
, ,
,
, .
, . ,

, 256

V.

. 29 1949 .
. 1970- .
. ,
. : , , , , ,
, , , .
, , .
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[1, . 30]. , ,
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.
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) , . 1961 . , ,
, ,
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257


,
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1970- .
:
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, , ,
[1, . 4243].

,
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, , , .
( , , - .) , , , .
258

V.

(, , , ) , , , , .
.
, . , ,
. XIX ., , [8, . 87].
.
, , , , , , ,
.

1. , . . : / . . . . : ,
2004. 202 .
2. , . . : . / . . . . : - , 1999. 80 .
3. , . , / . ,
. , . // . : - -, 1973. . 93110.
4. , . / . . . : , 1985. 208 .
5. , . . : . / . . .
2 ., . . : - . -, 2004. 400 .
6. , . : / . ; . .
. . ; . . . . . : , 1988. . 322361.
7. , . : / . ;
.-. . . // : . . .. . . : , 1989. . 105112.
8. / . . . . // . . . . . : , 1995. . 79101.
9. // . 2006. 4. . 2944.
10. , . / . ; . . . . :
, 1990. 368 .

259


008 + 316.722


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

THE OPPOSITION OF INFORMATION-COMMUNICATIONAL


SPHERES OF FORMATION OF SOCIETYS CULTURE:
MASS-MEDIA AND EDUCATION

E. A. Toropchina (Biisk)
The article analyzes the problems of the most important systems of cultural
communication in contemporary society. The article is devoted to the problem
of mass-media and mass culture influence on the formation of consciousness of
the modern individual and, especially, a young one. The informational
environment created by the mass-media is compared with the education system
as an institutionalized form of translation of cultural values.
Key words: ultural ommunication, mass-media, mass culture, formation
of consciousness, education system.

, ,
. - , , . , . -,
. - - . . . .
659333, , . , . , . 53.

260

V.

. . ,
. , -
, - [1].
, , , , , , , ,
, , . , , . . . ,
, ,
, , , , .., , , , . XXI . - [2]. , , ,
, ,
,
.
- ,
, . , . , ,
. .
, , , , .
,
. . .
, , , , 261

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; .
, , , .
, ,
, .
, .

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. ,
, , . ,
.
. . . . -
, , .
. 262

V.

: , (
)
.
, , , ,
. .

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

. -
, , 263

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, , , -,
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- , - , ,
, . -, , ?

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

1. : . . ., 2003.
2. , . . /
. . // . . ., 1993.

264

V.
130.2


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

ON THE TERMINOLOGY IN CULTURAL ANTHROPOLOGY

N. V. Goncharova (Kemerovo)
Cultural anthropology is a fundamental science which studies the common
problems of cultural development of the mankind. The main aim of cultural
anthropology is a comprehensive study of formation and development of culture.
The article deals with the terminology of cultural anthropology: culture, language,
world picture (cultural and linguistic), ideology, outlook, language norm, and
mentality. The diversity of definitions of the above terms is a consequence of
complexity of the phenomena.
Key words: cultural anthropology, culture, language, cultural picture of
the world, language picture of the world, ideology, outlook, language norm,
mentality, interrelation of terms.

: , , . : ,
( ), , , ,
/ . , ,
. . : . ,
.
650002, . , . , . 8. . 27.
-mail: goncharova_n74@mail.ru

265


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[1, . 13].
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[5, . 75].
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.
, 266

V.

,
, , [8, . 55].

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[6, . 204]. , . , , ,
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.
. . , ,
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[9, . 38]. . .
,
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. . XX . . 194050- . , ,
.-. , , -

267

: ? [2, . 144].
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, 268

V.

- ,
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.
,
, , [7, . 139].
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,
.

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[4, . 195].
, ,
,
, : , -,
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, [3, . 13].
,
, , , .
, ,
, . -,

,
.

269



1. -, . . / . . -.
. :, 2007. 286 .
2. , .-. / .-. . . :
, 1988. 224 .
3. , . . :
. . - . / . . , 1998. 19 .
4. , . . / . . . . :
, 1993. 328 .
5. , . / . . . : ,
1984. 264 .
6. , . : 6 . / . . . 2. . : , 1964. 510 .
7. , . . /
. . // - . 2001. 1. . 133146.
8. -, . . / . . -.
. : , 2004. 350 .
9. , . . / . . . . : , 1982. 184 .
10. Redfield, R. The Little Community. Viewpoints of the Study of a Human Whole /
R. Redfield. Uppsala and Stockholm : Almovist and Wiksells, 1955.

21 + 14 + 37.0



. . ()
,
. ,

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

, , . . .
659333, , . , . , 53.
E-mail: zwm@yourline.ru

270

V.
THE PROCESS OF CO-EVOLUTION OF THE SCIENTIFIC
AND THE RELIGIOUS CONSCIOUSNESS IN EDUCATION

V. M. Zhuravlyov (Biisk)
The aim of the article is to study the correlation between the scientific,
philosophical, and the religious consciousness in the modern educational space
of Russia. A special attention is paid to the increasing tolerance in the relation
of scientific and educational community with religious confessions of Russia
which, in its turn, influences the perception of integrity of human spirituality
and creates additional conditions for the moral molding of a personality. The
author suggests the idea of complementary nature of scientific and religious
viewpoints in the frameworks of common spiritual development of a person.
The necessity to develop a new viewpoint that will include the transformed
traditional scientific and religious knowledge is stressed out.
Key words: spirituality, viewpoint, philosophy, morals, science, religion,
education, complementarity principle.

,

,
, .
,
.
, . ,
, , .
, 2021 2007 . . . ()
,
[1].

- . , , , , -
, ,
, , , , , . ,
, , 271

- , .

.
, .
XXII .
- ,
,
.
.
, . , . , , .
,
.
. , , . .
.
,

. , ,
. , -
,
.
, , .

. , . .
. , ,
.
- , .
, , , , 272

V.

. ,
. ,
, ( ) . .
,
, , .
, ,
, . ,
, , .
. , , , , , .
.
. . XXI . ,
,
, . ,
.
XXI .

, . , , .
, , . , , ,
, [2, . 734].
, .

.
273

. . , , : -, () [1, . 737]. , . ,
, .

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, . , , , . , ,
. , , . , , 274

V.

, .

, ,
, ,

. [3, . 203].
, . ,
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1.
04.12.2007 273/03 : (2021 ). , 2007.
2. , . . : / . . . . : , 1998. 816 .
3. , . / . . . : 1987. 350 .

275


781 + 378



. . ()

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

THE CULTURE OF ORGAN MUSIC


IN THE SYSTEM OF RUSSIAN EDUCATION

S. M. Budkeev (Barnaul)
The article is devoted to the analysis of the special features of the organ
music culture in Russia starting from the period of establishment of cultural ties
with Byzantium. As the Orthodox Church doesnt use the organ music
performance in church, the Russian culture of organ music has been developing
in the secular direction. In the problem field, marked by the periods from the
appearance of the organ pedagogy, music making, concert performance, and to
present day, there are analyzed the problems of mastering the organ instrument,
development of the teaching methods, and formation of the curricula. The author
has analysed the peculiarities of the organ culture development, revealed the
regularities of its development within a wide historic framework.
Key words: organ, organ music culture, organ education, pedagogy.

. 957 .
().
, . , (
) ,
, , , .
656031, . , . , . 55.
E-mail: budkeev@rambler.ru

276

V.

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(. . ). , , . ,
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1. , . . : 2- . /
. . . : - , 2001. . 1. 244 .
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. 1757. 24 .

78 + 37.0

. . ()
-
.

. . . ,
,
656023, , . , . , . 29, . 8.
E-mail: stas-gasaev@yandex.ru

280

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

SOCIO-CULTURAL TRADITIONS OF MUSICAL EDUCATION

S. B. Gasaev (Barnaul)
The object of the article is to show the socio-cultural role of traditions of
playing the balalaika and the domra in the present Russian education.
The article substantiates the necessity of preserving the traditions of the
balalaika and the domra playing. The performance on these musical instruments
is considered during the whole history of their existence in Russia but the main
accent is made on the present time, because the author observes a decline of
interest toward these instruments by young people. The author believes that
playing these instruments is an essential part of Russian culture like the Russian
folklore or the Russian fine arts. Disappearance of the traditions of playing the
Russian folk instruments would have a bad influence on the entire Russian
culture and especially on the young generation. The author substantiates the
necessity of keeping the Russian cultural traditions in musical education.
Key words: socio-cultural traditions, musical education, history of folk
instruments, balalaika and domra playing.

. : , ,
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V.

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, , . XIX ., . . ,
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1. , . . / . . . . : , 1986.
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3. , . . / . . . . : , 1995.

1 + 78 + 37.0

. . ()
-. , -
,
. ,
,
. 284

V.
. , .
: , , - , .

PHYLOSOPHY OF SOUND IN THE MODERN MUSICAL EDUCATION

V. V. Dutov (Barnaul)
The purpose of this article is to show the role of the formation of the skills of
philosophical attitude to sound for the future professional musicians. In the
article, there is explained a pedagogical approach to pupils which allows
developing the musical-image thinking, understanding the philosophy of the
performed sound, and bringing it to the listener. It is claimed that the philosophical attitude to the performed sounds is a foundation without which it is impossible
to become a real musician. There is shown the authors approach to the technology
of education of the performance mastery. It is showed that the result of teaching
becomes apparent in the innovative methods of modern music education.
Key words: musical education, creative potential of pupils, music-image
thinking, philosophy of performed sound.

, , , , ,
. ( , ) .
,
, , , , -
. ? .
, . , .
,
, ,
.
656066, . , . , . 107, . 156.

285

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286

V.


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288

V.

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289

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. ,
. , ,
. , .

1. , . . . . / . . : 13 . . : ,
1955. . 7. 793 .
2. , . . : / . . . 4- . . : , 1987. 300 .
3. , . . . . 24 1878 . / . . // http://ru.wikisource.org/wiki
4. , . . / . . . . : .
, 1960. 330 .

37.036


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.

, . .
.
: , , .

. . . .
659333, , . , . , 53.
E-mail: nemix@rambler.ru

290

V.
THE SOURCES OF ALTAI CULTURE
IN THE SOCIAL-PHILOSOPHICAL COMPREHENSION

M. G. Nechaev (Biisk)
The purpose of the article is a social-philosophical analysis of the significance
of the sources of Altai culture in modern society. The author considers the problem
of application of the artifacts of Altai culture in formation of the educational
program and its content in view of regional and national features of the
educational space of modern educational institutions. The author develops an
important theme of studying the history and significance of the objects of material
culture of Altai in the context of modern philosophical comprehension of the
content, form, and symbolism of the Altai petroglyphs carrying a certain volume
of information about the past. The greatest attention in the article is given to
the problem of interpretation of symbolism and treatment of deep foundations of
art creativity. This research enriches opportunities of the programs of the regional
educational component in the educational institutions of Siberia.
Key words: sources of Altai culture, objects of material culture, formation
of philosophical outlook by the pupils.


, . - ,
. , , .
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. . , . . , . . , . . ,
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291

.
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. . , . . , B. C. , . . ,
. . , . . , . . , . . ,
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V.

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, , , ,
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, , . , - , -
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1. , . . / . . , . . //
. : , 1978. . 1121.
2. , . . / . . , . . . : , 1992. 123 .

294

V.
3. , . . / . . // http://www.analiculturolog.ru
4. -, . / . -.
. : -, 1994. 602 .
5. -c, . / . -. . : ,
1994. 384 .
6. , . . / . . .
. : ,1985. 221 .
7. , . / . . . : , 1991. 283 .
8. - / .250-. //
http://www.altay-250-letie.ru

37.036


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

CONTINUUM OF EDUCATION
IN THE CULTURAL-HISTORICAL DYNAMICS

N. G. Smirnova (Kemerovo)
The purpose of the article is to describe the cultural-historical bases of
continuous education as the conditions of formation of the person who is adequate
to social requests and expectations. There are analyzed the best known and
,
.
650029, . , . , . 19.

295


influential historic-philosophical sources, thanks to which it is possible to claim
that the idea of continuous education was born in antiquity and even earlier. A
step-by-step structure of education directed to perfection of persons culture is
described. The interaction of culture and education is most brightly manifested
in the education of the Byzantine citizen. Special attention is paid to the subjective
basis of continuous education as self-determination. Presently, in the conditions
of cultural-philosophical pluralism, turning to the origins of continuous education
is connected with comprehension of the subject potential of the person in
educational space as ontological and pedagogical reality.
Key words: personality, continuous education, culture, educational space,
cultural-historical dynamics, self-determination.

- , , ,
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, . , , , 296

V.

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V.

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299

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1. , . . / . . //
. 1971. 9. . 79.
2. , . . : : . . . . / . . ., 1992. . 8.
3. , . : /
. // - ( ). 2006. 1. . 4142.
4. , . . / . . // : . III . . : -
, 2002. . 2125.

316


:
. . ()

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

THE TRANSFORMATION OF RUSSIAN SOCIETY IN THE XX-th


ENTURY: THE CULTUROLOGICAL ASPECT

Yu. G. Marchenko (Novosibirsk)


The author considers the culturological problems of the modern Russian
society. The concepts of globalization are analyzed while emphasizing that there
is taking place a change of the world outlook of the modern generation. In the
authors opinion, it is alarming that the national cultures are becoming secondary
in the conditions of global humanism. It is emphasized that it is dangerous to
accept the developing transformational processes as optimal; it is necessary to
concentrate the research energy on the special features of the renewal of Russia.
,
630099, . , . , 6, . 56.
E-mail: pavel mar@sibmail.ru

300

V.

Key words: the system-formation principle of life, global humanism, conflict


of values, transformation of the Russian society.

XXXXI . .C
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. : - , 2003. 544 .
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4. , . . : / . . . . : -, 2006. 176 .

305


5. . . : , 2005. 751 .
6. , . / . . . : - , 1999. 288 .
7. , . . / . . . :
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8. , . . IXXX . / . . . . : , 2005. 704 .
9. : XXI .
. : - -, 2003. 380 .
10. , . . / . . , . . ,
. . . : - , 1996. 296 .

306

VI.

VI

Part VI. INFORMATION

. . , . . , . .



E. V. Ushakova, N. V. Nalivaiko, G. N. Glios
MATERIALS OF A ROUND TABLE
PROBLEMS OF REFORMING OF EDUCATION
IN MODERN RUSSIA

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319

PHILOSOPHY OF EDUCATION
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
Executive Editor, Doctor
of Philosophical Sciences
ISSN 18110916
The founders
of the journal:

3(24) 2008

Editorial Board
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, Professor
P. V. Lepin
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
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 Pedagogical Sciences, Professor, Academician
Ya. S. Turbovskoi
of the Academy of Pedagogical and Social 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

CONTENT
Word of the editor .................................................................................................................. 3

Part I. THE THEORY OF FORMATION IN A SOCIETY OF KNOWLEDGE


The Research Institute
(Training-Methodological
Center) of Philosophy
B. O. Mayer, N. V. Nalivaiko (Novosibirsk). On ontology of qualities of an
of Education
education in the society of knowledge ....................................................................... 4
at Novosibirsk State
M. I. Ananich (Novosibirsk). Ways of development of the higher school
Pedagogical University
according to inquiries of regional economy ............................................................ 18
V. A. Ivanova (Barnaul). Formation of new meanings and senses in the science
Institute of Philosophy
language an optimization approach in modern education ..................................... 24
and Law of the Siberian I. I. Slepynina (Barnaul). An optimization approach in modern education ............ 31
Branch of the Russian
Yu. I. Kolyuzhov (Barnaul). Specificity of the western tradition in the problems
Academy of Sciences
of cognition in philosophy and education ................................................................ 35
E. V. Ushakova (Barnaul). Partialness and holism in modern science
and education ............................................................................................................... 41
The journal is included
in the list of the leading E. L. Tseizer (Barnaul). Some aspects of the world picture formation in the
context of a non-classical paradigm .......................................................................... 48
reviewed scientific
V.V. Deryushev (Biisk). Revolutions in science, change of worlds pictures
editions and journals
that are recommended
and education ............................................................................................................... 52
by the State Commission E. A. Pushkareva (Novosibirsk). Philosophical fundamental knowledge in the
system of modern education ...................................................................................... 55
for Academic Degrees
and Titles (VAK) for
M. N. Chistanov (Abakan). Ontology and co-existence: the costs of the linguistic
turn ................................................................................................................................ 61
publication of basic
N. I. Makarova (Novosibirsk). Special features of the modern educational space .. 67
scientific results of the
Candidate of Science
and Doctor of Science
Part II. HUMANIZATION AND HUMANITARIZATION OF EDUCATION
dissertations.
The journal
is included in the
Russian scientific
citation index.
Certificate
PI N 77-2553
The Research
Institute (TrainingMethodological
Center) of Philosophy
of Education
at Novosibirsk State
Pedagogical
University, 2008

S. V. Homutsov (Barnaul). The problem of humanitarization and humanization


in the modern russian education ............................................................................... 74
S. V. Nesterova (Barnaul). New approaches in the general humanitarian
education ....................................................................................................................... 81
T. P. Alekseeva (Biysk). An integrative approach in the regional education:
humanitarian aspect .................................................................................................... 87
N. V. Vinitskaya (Biysk). Humanization of education in the context of regional
culture ........................................................................................................................... 92
L. G. Apyonysheva (Barnaul). On the issue of revival of cultural traditions
and values in education ............................................................................................... 97
G. V. Alimova (Biysk). Creative potential of the linguistic personality:
educational aspect ...................................................................................................... 103
N. V. Dudareva (Baraul). Development of persons creativity in vocational
training ........................................................................................................................ 107
M. Yu. Gorbukhova (Barnaul). Philosophic-educational aspects of the
humanitarian culture formation through the study of foreign languages ......... 114

Part III. PHILOSOPHY OF THE PERSON AND EDUCATION


P. V. Ushakov (Barnaul). Philosophy of human being in education ..................... 120
T. S. Kosenko (Novosibirsk). On some approaches in the formation
of the concept of philosophy of education ............................................................. 125
L. A. Kuminova (Barnaul). Formation of the national values of russian youth ... 131
O. N. Apanasenko, O. I. Gerbet (Biisk). Patriotic education at home
and in the school ........................................................................................................ 136
A. V. Golovinov (Barnaul). Patriotism education in the philosophic-educational
heritage of siberia ...................................................................................................... 142
L. V. Shokorova (Zmeinogorsk). Regional traditions and their place
in the educatiohal proceess ...................................................................................... 148
A. B. Protopopova (Ust-Kamenogorsk). Moral principles of the bologna
educational model ...................................................................................................... 153
I. N. Izvekov (Velikii Novgorod). Genealogy research in the system
of moral education in school ................................................................................... 157
M. V. Savelyeva, O.V. Maslova (Krasnoyarsk). Passionarity as energetic
filling and a measure of activity of the human being and society ....................... 163
T. A. Guseva (Biisk). Cognitive activity: the problem of dialectics
and optimization in modern education ................................................................... 168
E. V. Malchenkov (Barnaul). Specificities of the formation of professional
competency of the criminal investigation department employees ..................... 174
V. Ya. Laluev (Novosibirsk). The myth of freedom in the education of personality .... 179

PHILOSOPHY
OF EDUCATION

Part IV. PROBLEMS OF MANAGEMENT AND LEGAL


REGULATION BY AN EDUCATION SYSTEM
N. P. Orlova (Barnaul). Philosophical analysis of the russian institutions
of higher education transformations at the turn of the XXI century ................. 183
T. I. Gritskevich (Kemerovo). The tendencies of the education reform:
the conceivable and the actual in realization of the national project ................. 189
S. V. Kamashev, V. I. Panarin (Novosibirsk). Education in the conditions
of market ..................................................................................................................... 196
. P. Ponomarenko (Barnaul). A comparative analysis of the models
of educational and cultural policy ............................................................................ 201
O. N. Apanasenko (Biisk). The philosophy of human rights as an element
of new political thinking in education ..................................................................... 206
G. N. Glios (Barnaul). The socio-philosophical analysis of the problem of legal
consciousness in the transitional period of modern education ........................... 212
V. P. Dik (Barnaul). Philosophical analysis of social responsibility
in the system of legal education .............................................................................. 218
B. N. Kagirov (Barnaul). Philosophy of management as a conceptual
foundation of education in the sphere of management ........................................ 225
S. V. Androsenko (Barnaul). The problem of power in philosophical
and political science education ................................................................................ 231
D. O. Zarechnev (Barnaul). Sociai-edagodical determinants of juveniles drug
dependence and the measures of its prevention ................................................... 237
N. A. Sytyh (Barnaul). Philosophical analysis of the organization
of prevention of childrens neglect and childrens delinquency ........................ 242

Electronic
make-up operator
Yu. V. Pushkarev

Part V. CULTUROLOGICAL ASPECTS OF EDUCATION


Yu. I. Orlov (Biisk). Understanding of philosophical-cultural education
in the social life of Russia ........................................................................................ 248
V. A. Vozchikov, A. Yu. Arutyunyan (Biisk). The continuity of traditions
is the existence in culture ........................................................................................ 254
E. A. Toropchina (Biisk). The opposition of information-communicational
spheres of formation of societys culture: mass-media and education ............... 260
N. V. Goncharova (Kemerovo). On the terminology in cultural anthropology ..... 265
V. M. Zhuravlyov (Biisk). The process of co-evolution of the scientific
and the religious consciousness in education ....................................................... 270
S. M. Budkeev (Barnaul). The culture of organ music in the system of russian
education ..................................................................................................................... 276
S. B. Gasaev (Barnaul). Socio-cultural traditions of musical education ................. 280
V. V. Dutov (Barnaul). Phylosophy of sound in the modern musical education .. 284
M. G. Nechaev (Biisk). The sources of altai culture in the social-philosophical
comprehension ........................................................................................................... 290
N. G. Smirnova (Kemerovo). Continuum of education in the cultural-historical
dynamics ..................................................................................................................... 295
Yu. G. Marchenko (Novosibirsk). The transformation of russian society
in the XX-th entury: the culturological aspect ..................................................... 300
Part VI. INFORMATION
E. V. Ushakova, N. V. Nalivaiko, G. N. Glios. Materials of a round table
Problems of reforming of education in modern Russia ................................... 307

3(24)2008
The edition is
carried out with
the financial
support of the
Administration
of Novosibirsk
Region

Editor
N. I. Makarova
Translator
L. B. Vertgeim

Editors address:
630126
Novosibirsk,
Vilyuiskaya street, 28
Tel. (383)2681671
Signed for printing
10.08.2008

Format 70x108/16.
Offset printing.
Offset paper.
Printers sheets: 30.
Publishers
sheets: 30,5.
Circulation
1000 issues.
Order 307.

Siberian Branch
of the Russian
Academy of Sciences
Publishers
630090, Novosibirsk,
Morskoi avenue, 2


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