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I


Part I. INNOVATIVE EDUCATION IN THE INNOVATIVE

SOCIETY
37.0 + 316.7



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DESIGNING OF AN INNOVATIVE VARIANT OF EDUCATION

V. I. Kudashov (Krasnoyarsk)
The article is dedicated to the analysis of modern innovative education. In
authors opinion, within the framework of creation of an innovative variant of
education the major problems of the state and corporate administration are
management of science and research, establishment of harmony between
innovative and social-cultural processes in the society.
Key words: education in the epoch of transition, an innovative variant of
education, innovative and social-cultural processes in the society.

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660112, . , . , 20.
E-mail: vkudashov@mail.ru

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37.0 + 316.7




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INNOVATIVE PROCESSES IN THE EDUCATION SYSTEM


IN THE CONTEXT OF TRANSFORMATION
OF THE RUSSIAN SOCIETY CONSCIOUSNESS

S. A. Khrapov (Astrakhan)
The purpose of the article is to disclose the essence of innovative processes in
the education system in the context of transformation of consciousness of the
Russian society. The main theme of the article is the influence of the deformed
images of innovations and the styles of their introduction, fixed in the Russian
society consciousness, on the destructive processes in the education system. The
contribution of the author is in demonstrating the link between the destructive
tendencies of consciousness of the Russian society and the problems of formation
of innovative education.
Key words: innovative processes, innovative technologies, education system,
transformation, consciousness of the russian society.


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414056, . , . , . 20 .
-mail: Psychoan21@yandex.ru

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13 + 378


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INNOVATIVE DEVELOPMENT OF THE


SPHERE OF SCIENCE AND EDUCATION

. . Pushkareva (Novosibirsk)
The article is devoted to the analysis of modern trends of innovative
development and interaction of modern social systems of education and science.
An economic aspect of integration of science and education is revealed, on one
hand, from the positions of interaction of the sphere of science and education
and the industrial sphere and, on the other hand, from the positions of innovative
development of the scientific-educational sphere.
Key words: innovative development, integration of education and science,
research university, social systems of education and science.
, - .
630126, . , . , . 28, . 204
E-mail: pushkarev73@mail.ru

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316.7 + 378


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685000, . , . , . 13.
E-mail: efidrya@rambler.ru

20

I.

EEDUCATION AS A FICTITIOUS COMMODITY AND A CULTURAL


CAPITAL: AN ECONOMIC-SOCIOLOGICAL CRITIQUE

E. S. Fidrya (Magadan)
The aim of the work is to examine the issue of payment for the education
from the economic-sociological perspective. Possible extent of commodification
of education is considered, and an attempt is made to bring it out from the
market relations. With the help of the notions of the fictitious good, introduced
by K. Polanyi and the cultural capital by P. Bourdieu, the nature and
characteristics of the education, and the ways and conditions of its transfer and
reproduction are analyzed; also, possible social consequences of its
commercializing are considered. As a result, the impossibility of alienation,
direct acquiring and circulation of the education on the market is proved.
Key words: education, fictitious good, cultural capital.

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13.0 + 378



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630049, . , . . , 191.
-mail: srn-travel@mail.ru

28

I.

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A REGIONAL ASPECT OF THE ONTOLOGY FOR THE MODEL


OF THE INNOVATION EDUCATION QUALITY

R. N. Shmatkov (Novosibirsk)
At the moment there is no unified understanding of the education quality
concept among scientists, political figures, state organizations and social
associations. Moreover, there are no precise definitions of this concept in the
domestic normative documents. These circumstances, to a considerable extent,
make difficult the very procedure of taking measures for the education quality
improvement. In the paper there are considered the best known approaches to
construction of the innovation education quality model, which help forming
more clear understanding of the concept of education quality. The problem of
this investigation is extraordinary urgent, because the improvement of the
domestic education quality is a problem of the state importance. This problem
has a straight connection to the defensive capability of our country and security
in the world.
Key words: education quality, innovation education, philosophy of quality,
social effect of education.


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36

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37.0 + 316.7

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EDUCATION: QUALITY AND INNOVATION

V. V. Bobrov (Novosibirsk)
In the article the connection is shown between the understanding of the content
of the education, quality and innovations concepts with the practical actions
of people in the sphere of education. Conclusions are made about the need of
guaranteeing the adequacy of the educational content, transmitted in the
educational institutions, to the knowledge, experience and skills required by practice.
Key words: education, quality, innovations, knowledge, skills, habits.

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-mail: secretar@philosophy.nsc.ru

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8. , . : / . // . 2007.
. 10. .
9. // http://quality.guap.ru/?n=main&p=pol-guap
10. // http://v4.udsu.ru/
official/politika_udgu
11. //
http://www.akkork.ru/
12. , . :
? / . // http://www.pravoslavie.ru/jurnal/
13. , . . /
. . // . 1994. 1.
14. , . . / . . // . 2003. 6.
15. , . . /
. . // . 2002. 5.
16. , . . / . . // .
2003. 7.

47


17. , . . : / . . // http://www.researcher.ru/methodics/nauka/
18. , . . : . 1. / . . ,
. . , . . . : . , 2007.
19. : : .
(19171973 .) / . . . , . . , . . , . . .
., 1974.

316.7 + 37.0 + 323

,

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

EDUCATION, MANAGEMENT AND THE DEVELOPMENT OF SOCIETY


IN THE CONTEXT OF TRADITIONS AND NOVATIONS

S. P. Dureev (Krasnoyarsk)
The article is devoted to the problem of education and upbringing in the
society. The ontological basis for the human beings way of existence is the relations
between cognition and transformation of reality. These relations help the human
,
- .
660100, . , . , . 70 .
E-mail: serge@krkime.com

48

I.

being perceive the things in existence as a whole. Being individualized, these


relations contribute to the development of the human beings individuality,
personal and professional potential which are likely to find their reflection in
social relations. That is why the most rational means of perfecting the society
are the continuing education and formation of personality. One of the conditions
of the Russian societys development and improvement is the historically developed
system of upbringing and education in our countrys schools, functioning as a
matrix, according to which the nation is reproduced in every new generation.
The system creates favorable conditions for self-development, self-realization of
essential forces of the most complex social system and every person separately.
Key words: human being, consciousness, society, ideology, activity,
management.

, . . . ,
. , ,
[1, . 29]. , ,
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49

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I.

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53


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. 1917 .
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, , . , , ,
, .
. . , : ... -
, ,
. . [8, . 291].

.
, , .

1. , . . : / . . // . 2008. 4 (25). . 2833.
2. , . / . // . 2004.
5. . XXI. . 1222.
3. , . . / . . . : ; . : Terra Fantastica,
2001. 762 .
4. , .-.-. / .-.-. . . : , 1990. 526 .
5. , . . . / . . . . :
, 2003. 64 .
6. , . . / . . . , 1920. . 10.
7. , . . / . . . . : . . , 1895. 275 .
8. , . . / . . . . : , 1993. 430 .

54

II.

II


Part II. CONCRETE DIRECTIONS OF INNOVATIVE EDUCATION

316 + 37.0



. . ()
. , ,
.

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

THE INFLUENCE OF THE ORGANIZATIONAL CULTURE VALUES


ON THE INNOVATIVE PROCESSES IN EDUCATION

A. B. Bakuradze (Moscow)
The goal of the article is to consider the influence of various values of
organizational culture on the character of innovative processes in the educational
institutions. The author indicates that values determine the mindset of the
workers with respect to acceptance of innovations and the desire to introduce
, , .
125212, . , , . 8, . 2.
-mail: bondovich@mail.ru

55


something new into the educational process. In the article there is analyzed in
detail the influence of the parameters of the value-related core of the
organizational culture of educational institution: the relations between
individualism and collectivism, power distance, acceptance or rejection of
uncertainty, relation between masculinity and femininity, long-term or shortterm orientation toward the innovative processes.
Key words: values of organizational culture, individualism, collectivism,
power distance, uncertainty, masculinity, femininity, long-term orientation,
short-term orientation, innovation, management of innovative processes.

, ,
, .
:
, ,
,
.
, . , ,
, , . , , [1, c. 56],
. . . , , , [2, . 365].
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,

.

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. ,
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56

II.

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57


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58

II.



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61

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.
,
,
. ,

.

1. Kilmann, R. Gaining ontrol of the orporate ulture / R. Kilmann, M. Saxton,
R. Serpa. San-Francisco : Jossey-Bass, 1985. 446 p.
2. , . . : . . /
. , . ; . . . . . : -, 2003. 463 .
3. Hofstede, G. Culture s onsequences: International difference in work-relates
values / G. Hofstede. [S. l.], 1980. 312 .
4. , . . : / . . . . : , 2004. 192 .
5. , . . : , , , /
. . , . . . . : , 1996. 416 .

13 + 008 + 316.7

. . ()
.
.
.
.
644099, . , . , . 14.
E-mail: Lobanov-y@mail.ru

62

II.

.
: , -.
: , , .

A PHENOMENON OF CULTURAL LIMITATION


AS AN INNOVATIONAL ASPECT OF EDUCATION

Y. S. Lobanov (Novosibirsk)
The article examines the process of creation, the form and the way of existence
of the borders of cultural activity. In connection with the essential difference
between the creation process and functioning of the borders of cultural activity
in different cultures, the article marks out two principally different methods of
activity limitation. These methods are shown to be the base for culture
classification, depending on their type of limitation. The central question of the
article is the creation of different content of the process of limitation of cultural
activity. To study this problem the moral culture is examined in three main
aspects: sense-generating, social and personally-moral. In each of these aspects
culture uses limitations on different levels, depending on the external and internal
conditions of its existence.
Key words: nuance culture, concept culture, cultural nucleus, spirituality.

, , , ( );
,
[1, . 213]. ,
.
,
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.
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[3, c. 45],
.

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64

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. , , , .
, , ,
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, , [7, . 247].

1. , . . / . . // . 2008. 1 (22). . 213219.
2. , . .
( : ) /
. . // . 2007. 4 (21). . 303308.
3. , . . / . . // . 2009.
1 (26) . 4452.
4. , . / . // . : .
. : , 2000. 992 .
5. , . / .. . : ,
1990. 722 .
6. , . . : . / . . . : , 1998. .8287.
7. , . / . ; . . . . .
. : . ., 1993. 349 .

69


13 + 008 + 37.0 + 316.7

:

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

THE CULTURAL DYNAMICS OF TRADITION AND INNOVATION:


AN EDUCATIONAL ASPECT

D. A. Tsyplakov, S. M. Tsyplakova (Novosibirsk)


The article deals with the educational aspect of the interaction between
tradition and innovation in culture. The purpose of the article is to reveal a
link between tradition and innovation in the educational sphere. This
relationship is traced through the subjective and objective approaches to the
social traditions. This helps us to reveal the connection of cultural dynamics
with the educational field. The article indicates that the innovations, reflecting
the worldview transformations, are sustained by the educational system in the
mechanism of cultural transmission.
Key words: tradition, innovation, cultural dynamics, subjective approach,
objective approach, education.

, ,
, , . .
.
630090, . , . , . 10.
-mail: tsypl@ngs.ru
,
.
630090, . , . , . 2.
-mail: tsypl@ngs.ru

70

II.

, .
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71

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[2, . 48].

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[3, . 39].
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[. : 8, . 327].
72

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. , XX . , bestia cupidisima rerum novarum. ,

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. . [7, . 427].

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. . , [5, . 261]. , .
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. , XVIII .,
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. .
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.

1. , . . / . . , . . . : , 2001. 130 .
2. , . . / . . // . . 1981. 3. . 4052.
3. , . . : , , / . . . : , 1991. 84 .
4. , . . / . . // : 5 .
. 5. ., 1970.
5. , . . /
. . // . 2007. 2. . 261267.
6. , . .
/ . . // .
2007. 1. . 209212.

74

II.
7. , . . / . . // . . . . : , 1992. 495 .
8. , . . / . // .
. : , 1990. 456 .

316.7 + 378




. . , . . ()

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

THE TRENDS OF THE INNOVATIVE HUMANITARIAN EDUCATION


AS A WAY OF ADAPTATION TO THE GLOBAL CHALLENGES

M. N. Shmatkov, R. N. Shmatkov (Novosibirsk)


In the paper there are discussed some main modern trends of the Russian
innovative humanitarian education from the point of view of adaptation of the
system of education to the new conditions of the society existence. The following
topics are under consideration: the background of the current state of the system
of education, the trends of humanization, humanitarization, modernization,
commercialization, informatization of education. Special attention is paid to
the innovative legal education. A differentiated approach to the notion of
adaptation in the field of innovative education and social systems is suggested.
- ,
-
.
630117, . , / 59.
-mail: mihnik2001@mail.ru
- ,
.
630117, . , / 59.
-mail: srn-travel@mail.ru

75

Key words: humanitarian education, innovative education, adaptation,


informatization, humanization, humanitarization, modernization, unification
of education.

, : .
, .
, ,
[4; 10].
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77

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

1. , . . / . . . ., 1995.
2. , . . - /
. . // . 2008. 1. . 239244.
3. , . . - / . . , . . . : , 2001.
4. , . . / . . // . 2005. 3. . 2733.
5. , . . : (, 2527 2006 .) /
. . , . . , . . // . 2007.
1 (18). . 301306.

82

II.
6. , . . / . . // . 2008. 1 (22). . 213219.
7. / . . . . . : , 1991.
8. , . . / . . // . 2007. 4 (21). . 7379.
9. , . . / . . . : , 2008. 330 .
10. , . . / . . // . 2006. 3.
. 199205.
11. , . . / . . // . 2008. 1.
. 315323.
12. Hartman, H. Ich-Psychologie und Adaptationsproblem / H. Hartman. Berlin, 1960.
13. Presthus, R. Individuum und Organisation. Typologie der Adaptation / R. Presthus.
Stuttgart, 1962.

376.5 + 37.0


: -

. . , . . ()

.
, .
- .
,
. , .
: ; ;
; , - ;
; ; ; .
, ,
-
.
630049, . , . . , . 191.
-mail: gpd@stu.ru
.
630049, . , . . , . 191.
-mail: krutko@ngs.ru

83


AN INNOVATIVE APPROACH TO THE PROBLEM OF HOMELESS
CHILDREN: A SOCIO-PHILOSOPHICAL ANALYSIS

T. A. Rubantzova, E. A. Krutko (Novosibirsk)


The problem of neglected, unsupervised and homeless children is becoming
acute in the modern society. A tendency of increase in the numbers of homeless
children can be observed not only in developing countries but in highly
industrialized countries too. The article presents a socio-philosophical analysis
of this problem. It also highlights the difference in the definitions of homeless
and neglected, unsupervised, defines the origin of the problem. The article
pays special attention to the increase of homeless and neglected children and
suggests the ways to alleviate and finally eliminate this problem.
Key words: homelessness, neglected, unsupervised child; homeless children;
family at risk; protection of childs rights and interests; prevention; early
intervention; objective and subjective factors.

, ,
.
, 2005 . 100 .
, 1,6 . .
12 [1, c. 1]. .
, .
, 1,5
10 17 . , , -, . , [2, c. 616].
1990- . [3, c. 5].
, 2001 .,
. XXI ., , 1
5 [2, c. 616].

1990- ., ,
.
1015 , 2 . ,
1985 1997 .
733 %, 258 %. - 140 000 [7, c. 364].
, ;
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84

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85

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, [9, c. 112118].
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88

II.

. ,

, , , ,
- .

1. Miloon, Kothari. Press briefing by special rapporteur on right to adequate housing /
Miloon Kothari // http://www.un.org/News/briefings/docs/2005/kotharibrf
050511.doc.htm
2. , . .
: .
12 . 2001 . / . . // . . . 2002.
20 (176). . 616.
3. . -., 2008.
. 535.
4. , . . . -
/ . . . . : - ; : , 2004. 464 .
5. , . . (, , ) / . . .
. : , 2000.
6. , . . : ./ . . ; . .
. . . . : , 1998.
7. 2007 :
. 27.05.2008 // http://www.icrc.org/Web/rus/siterus0.nsf/htmlall/2007annual- report-facts-figures 270508?Open Document&style=custo_print
8. : . 05-06 (43-44) 01-31 2008 . // http://www.socpolitika.ru/files/7277/37.doc
9. , . . / . . , . . // . 2007. 1. . 112118.

378 + 316.7



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

89


INNOVATIVE ACTIVITY OF THE UNIVERSITY
IN THE SYSTEM OF MODERN EDUCATION

Yu. V. Pushkarev, O. A. Latukha (Novosibirsk)


In modern complex social and economic conditions, the development of
innovative activity as perspective resolving of various problems put before the
university becomes a priority direction of development of the sector of higher
education in Russia.
Key words: innovative activity of the university, research university,
innovative process, innovative technologies.

, , , , , - , .
, , , 7085 % .
2,3 . [1].
. ,
.
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, 75 % .
, , ,
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630126, . , . , . 28, . 204
E-mail: pushkarev73@mail.ru
,

.
630091, . , . , . 52.
E-mail: latucha@mail.ru

90

II.

- , 67 % , . .
, - , , 4065 % [1].
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2. , . .
/ . . // . 2007. 3 (20). . 6369.
3. , . , /
. , . , . / .
1. 2006. . 1527.

93

III

Part III. PHILOSOPHY OF EDUCATION IN WESTERN


TRADITION
37.0 + 13


(, )

, - ;
.
: , , , , .

EDUCATION IN THE NEW MILLENNIUM

Isabelle Sabau (Illinois, USA)


There are considered in the article the issues of continuous education with
the usage of distant learning and on-line courses; the educational possibilities
and resources of the Internet are studied.
Key words: continuous education, interactive education, information technologies, Internet, on-line courses.

The 21-st century is the era of global economy that places increasing
demands on education. The rapid development in all fields of knowledge
requires an uninterrupted preoccupation with continuing education and
upgrading of knowledge and information. This need for continuing education is designed to assure a high level of competence in step with the new
developments in various fields. This action is also directed to attest that
the licenses and certifications of competence in various fields are upgraded continuously. The need for retraining and re-certification is coupled with
.
E-mail: isabau@niu.edu

94

III.

the need for flexibility and personalization. The fast rapid crisscrossing of
communications across the planet gives rise to closer interchanges and
exchanges of cultures and ideas. The new millennium promises greater
opportunities for development and learning. Re-certification and continuing education which attract nontraditional students and adults have given
rise to alternative delivery systems of education. The learners demand
access to resources, multidisciplinary approaches, greater flexibility and
continuous interaction. To meet such demands many distance education
systems and programs have arisen. The business of education has grown
exponentially, stressing efficiency and greater opportunities for more learners. To maintain quality of education, programs need to empower students
with skills and knowledge, increase their potential and help learners achieve
their educational goals. Todays educational environment must provide
skills for careers and jobs, greater dialogue, a stress on civil society, democracy and freedom.
The new pedagogies focus on a learner-centered and interactive environment. Yet these new pedagogies continue to stress the importance of
learners motivation, perseverance and the hard work needed to successfully accomplish the learning process. Distance education includes online
courses and programs, and is mainly characterized by the geographical
separation of the participants and the predominant use of the computer
interface. Constructivist approaches to the synthesis of knowledge, critical thinking, logical argumentation and analysis, have transformed learning and enabled greater self-reflection. Learning today stresses the cognitive aspect through scrutiny of materials, evaluation of web sites, collaborative activities and distributed cognition. Critical thinking aspects involve
evaluation of information, analysis of sources, breaking down of assumptions and uncovering connections between subjects and ideas. Books and
other print materials remain as a significant aspect of resources used for
learning, but are supplemented by the newer electronic materials especially the World Wide Web. The computer and the electronic revolution have
enabled multimedia applications visualizations, rapid communications, and
large databases of resources. Computers provide speed, accuracy, and
reliability along with greater storage capacity and electronic communications. Different software can include productivity such as word processing, presentation, spreadsheet sheets and databases, and multimedia, graphics, audio-video virtual reality. The computer facilitates multitasking possibilities and the use of the Internet. The Internet provides fast access to a
myriad of resources and materials which are distributed over a wide range.
Collaboration possibilities can include file exchange, synchronous and asyn95

chronous chats and discussions. Online courses can provide geographically remote participants the opportunity to engage in learning activities.
Computer management systems provide building templates which are easy
to use and benefit from a uniform design. Password protected secure logins and collaborative tools are included in the systems. The collaborative
tools include discussion boards and real-time synchronous chats. These
tools enable anytime, anywhere, anyplace education.
Online courses stress interaction and participation. The quality of education one obtains online is comparable to that in the classroom. The professor acts as a facilitator and moderator of discussions posing intriguing
questions and encouraging the students to analyze the material deeper.
Motivation of students and encouragement to participate remains a most
important role for the professor. The professor instills a love of learning
and increases the interest of the students by exposing them to various connections between the new materials and their own experiences. As the participants begin to become used to the interface the technology becomes
transparent. Online courses require greater structure and organization
and continuous feedback for the students. The syllabus contains all the
policies and expectations upfront and the materials and resources necessary for the course are posted within the course information areas. The
assignments and participation grading rubrics are provided to the student
in the beginning of the class. By stressing analysis, argumentation, and
self-reflection, one can ensure that the participation and interaction in online courses is comparable to the classroom. Critical thinking skills can be
fostered through research and dialogue. The asynchronous discussion
boards can be set up with multiple folders for each of the subtopics of the
course. Within those folders the students can post ideas along with analysis and participate in a timeless dialogue with colleagues and the professor. This modality allows for the flexibility needed for those with jobs,
families and other responsibilities. Participants can login to the course
and post their ideas at any time. By demanding a certain level of participation in the class, the instructor can ensure that the discussions would be
fruitful. Another modality of interaction is provided through synchronous
chats. For the chats all participants have to login at the same time. Although they all have to be present at the same time they can login from
anywhere. During the chats a more spontaneous discussion can take place.
Some software have the capability of enabling voice chats, where the professor can lecture and answer questions by speaking into a microphone,
while the students participate by typing their answers onto the board. The
chats ensure greater interaction and provide immediacy for the students
96

III.

questions by fostering a real-time dialogue. The Internet provides a variety


of resources for research and group project collaborations. The variety of
web sites can enable a multidisciplinary approach of using information from
a variety of domains and synthesizing it to create new knowledge and new
ideas. When sending students to web sites one needs to encourage them
to evaluate the information for accuracy, authorship, relevance, and frequent updating. One can use triangulation techniques of checking more
than one web site for similar information. Since browsing the Internet can
lead one to many connections producing the effect of one losing focus of
the subject at hand, the professor needs to provide specific guidelines and
areas within web sites to look for information. Various web sites provide
visualization of data and multimedia presentations. These can foster a greater understanding of abstract information and include opportunities for various learning styles. Collaboration online can be promoted across the globe
through the use of these online systems. This can foster greater exchange
of ideas and a better understanding of cultures and civilizations.
The evaluation of students in online courses can be done through the
course management system, which allows for testing that is timed and security can be provided through logins and passwords. Proctored exams
can also be part of the course, by having students go to a specified location
such as a local school or library and take the exams there. The proctored
exams require the integrity and honesty of the proctor and thus a good
relation between the professor and the remote proctor. Continuous assessment of the course is also a necessity and can be done at various points
during the class. Asking the students to write a one minute summary of an
important idea learned or about confusing points, can help the instructor
better judge the progress of the students. Surveys can also be conducted
anonymously through the course management systems and students can
be asked to provide feedback on course materials and the progress of the
class. Summary assessments can be done at the end of the course again
through surveys or by asking the students to write self-reflective analysis
about their learning. Papers and projects can be posted on the course
management system for the professor to grade and collaborative activities
can be encouraged. Of major importance is the stress on respect for intellectual property and avoidance of plagiarism. There are software and web
sites which can help professors judge and compare student work with other publications and thus ascertain and guard against plagiarism. Stressing
the importance of proper citation and the documentation of resources can
also help students avoid copyright issues. These modalities help ensure
the quality of the learning in the online environment.
97

Online learning requires highly motivated students and time management skills. The learners need to know the amount of time they will have
to spend in order to achieve educational goals and this should be made
clear in the beginning of the class. Online courses are based mainly on
textual and written interchanges; therefore they foster an increase in communication and writing skills. Asynchronous discussion enables those who
would not normally participate in dialogue to reflect deeper and compose
better answers and ideas. The stress on participation and interaction in
online courses is greater than in regular classrooms and therefore online
courses are not only on a par with traditional learning but are more demanding of participation from the learners and the professor. It is through
the interaction of the participants in an online course that learning communities can be formed and a greater dialogue can ensue. Online education
provides an alternative to the traditional classroom for those who cannot
attend specific times and places for their education. By increasing the
opportunities and providing flexibility, online and distance education can
help promotes and foster the ability of more people to participate in educational activities. By increasing opportunities for learners we can increase
the level of education on the globe. Students can participate across geographical and national boundaries in collective enterprises and foster learning and the creation of new ideas. Online education provides a solution for
an increasingly busy world that places greater demands for continuing recertification and lifelong learning. Technology, computers, and the Internet can be the answers for the pressing need for greater understanding
and communication on earth.
REFERENCES
Bernt Gustavsson, (2002) What do we mean by lifelong learning and knowledge? International Journal of Lifelong Education Vol.21, No.1 February, 13-23
Knowles M.S., The modern practice of adult education, (Chicago: Follett Publ. Co., 1980)
Mezirow Jack, Fostering Critical Reflection in Adulthood, (San Francisco: Jossey-Bass,
1990)
Russell Bertrand, The Problems of Philosophy, (London: Oxford University Press, 1959)
Steinbacker Michele, Schools use online classes, http://www.pantagraph.com/stories/
110203/new_20031102015.shtml
Steinbacker Michele, Format clicks with student, http://www.pantagraph.com/stories/
110203/new_20031102016.shtml

98

IV.

IV

Part IV. INNOVATIONS IN PROFESSIONAL EDUCATION


378 + 316.7




. . ()

,
. ,
, ,
, .
: , , .

THE PERSPECTIVE DEVELOPMENT OF AN EDUCATION


SYSTEM AND EFFECTIVE UTILIZATION OF THE STAFF
IN NOVOSIBIRSK AREA

M. I. Ananich (Novosibirsk)
In the article there is analyzed the problem of realization of the idea of technoparks in the Novosibirsk region which presupposes the existence of a developed
university system in the area. The education system, in authors opinion, is one
of the major components defining competitiveness of the region, forming its
modern innovative environment.
Key words: system of innovative education, techno-park ideology, innovative
environment of the region.

, , , , .
630007, . , , 18.
E-mail: anmi@obladm.nso.ru

99

- 2025
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106

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13 + 37.0



. . , . . ()

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: , , , , , .

INNOVATIONAL ASPECT OF STUDYING THE CONTROVERSIAL


ISSUES OF TNE HISTORICAL SCIENCE

V. I. Varyushchenko, O. V. Gajkova (Novosibirsk)


The article brings attention of the educators to one of the possible ways of
innovative development of historical education. Historiography as an obligatory
part of the content of historical education demands professional consideration
of the theoretical and empirical levels of the historical knowledge, deepening
competence in the sphere of gnoseology. The authors offer some criteria of selection
of the historical content, concretizing the concepts: Discourse, Legitimacy,
Scientific character, Pluralism, Subjectivity.
Key words: historiographic version, discourse, legitimacy, scientific
character, pluralism, subjectivity.

.
-
, , .
630007, . , ., . 2.
-mail: rusa nova@nipkipro.ru
.
630007, . , ., . 2.
E-mail: varvic47@mail.ru

107

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113


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10. , . . : / . . // . . 2004. 10. . 6172.

372.016:7.0 + 75 + 37.0




. . ()
,

. ,
, . .

, .
:
, , .

THE INNOVATIVE MODELS OF TEACHING ACADEMIC PAINTING


AT THE ART DEPARTMENTS OF PEDAGOGICAL UNIVERSITIES

O. V. Shalypin (Novosibirsk)
In the article there is discussed the question of innovative models of education,
which will help to elevate the learning process to a principally new level. Special
attention in mastering the creative activities should be given to the development
of students intellectual skills, which foster evolution from intuitive to maximally
conscious portrayal. In the article there is considered a possibility to employ the
principles of programming education in academic painting. The innovative
methods of education in the universities should serve to find perspective aims,
, .
630005, . , . , . 79.
E-mail: Shalyapin55@mail.ru

114

IV.

which can help raising the teaching level in the novel conditions, existing in our
countrys universities.
Key words: innovative methods of teaching academic painting, development
of the intellectual skills of the students, the principles of programming education.

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1. , . . - --
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378 + 316.6 + 316.7



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

VOCATIONAL SOCIALIZATION OF THE FUTURE SPECIALIST


IN THE UNIVERSITY

. V. Shmakova (Novosibirsk)
The purpose of the article is to investigate the problem of vocational
socialization of the future specialist in the context of modern informational society.
The author deals with the essence and specificity of vocational socialization as a
socio-cultural element of professional education, allowing the specialist to attain
complete self-actualization as well as to enrich his/her personality. The article
presents some findings of the completed scientific research devoted to vocational
socialization of the prospective specialist by means of a humanitarian subject.
Key words: vocational socialization, professional training, personality
development, self-actualization, business communication in foreign language,
educational environment.


.
630126, . , . , 28.
E-mail: shmakovs@online.nsk.su

121

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2. -, . / . -. . : , 1994. 223 .
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378 + 37.0




. . ()
. , -

128

IV.

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

REFORMING THE PRIVATE SECTOR OF HIGHER EDUCATION


IN RUSSIAN FEDERATION

O. V. Tsiguleva (Novosibirsk)
This article is devoted to private universities as one of the important
components of higher education system in Russian Federation. The author
considers the problems that the private sector of higher education deals with
today. Academic mobility of students and teachers is considered as the main
prerequisite of education modernization. The author indicates which key aspects
are necessary for the private institutions of higher education to survive in
competition and suggests alternative ways of raising the academic mobility of
private sector of higher education.
Key words: modernization, private institution of higher education, Bologna
declaration, European system of higher education, academic mobility.

XX . , , , .
, , .
. , , , .

, . ,
.
, ,
.
630087, . , . . , . 30.
-mail: oltsiguleva@yandex.ru

129

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1999 .,
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3. . 8/2 12.04.1999 // http:/
/cqc.spbstu.ru/zn_baza/akkred/akred_(00-97).htm
4. : c. . . / . . . . . : , 1999. . 37.

134

IV.
74.5: 37.016

:
-


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

INNOVATIONS IN PROFESSIONAL EDUCATION:


SITUATIONAL-THESAURUS TECHNOLOGY OF TRAINING
THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE
IN THE EDUCATION OF FUTURE SPECIALISTS

L. P. Kistanova (Sochi)
The paper concerns with the structure of the foreign language communicative
competence as a key one in the education of future specialist. This enables us to
specify the logical-supporting base of the future specialists training for their
professional communication in foreign language.
Key words: foreign language communicative competence, thesaurus
structures, speech functions of communication, pedagogical technologies.


,
.
, : ,
, , . .
,

,
,
.
354000, . , . , . 26 .
-mail: kist07@mail.ru

135




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, , , ; ;
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.

1. . : , 1986.
2. , . . : . /
. . . . : , 1998. 256 .
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. : . ., 1990. 152 .
4. , . . / . . . . : , 1984. 144 .
5. , . . / . . . . : , 1989. 276 .

37.012.1

-



. . ()

XXI . - ,
145


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

PHILOSOPHICAL ASPECTS OF THE CONCEPTIONAL MODEL


OF THE PROFESSIONAL ECONOMIC EDUCATION

S. V. Shlegel (Moscow)
The object of the article is to introduce a conceptual model of the specialist of
the 21st century higher professional economic education. The author envisages a
methodological basis of this model which is based upon the principles of philosophy
of education. The basis of the model is an active approach and a principle of
optimum in the activity of the professional, and also a holistic approach to the
content of the personal features of the specialist. Key attention is given to the
formation of the harmoniously developed economic personality of the specialist.
Key words: conceptual model of the professional economic education,
economic personality, economic model of behavior, economic eco-centrism.

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

.


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

146

IV.

.

,
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, homo economicus, ).

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),

147

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148

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. ,
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-, , 152

IV.


, -
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, . , ,
.
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1. , . . / . . . . : ,
1996. 309 .
2. , . / . // : . . : , 2000. 449 .
3. , . . ()
. . / . . , . . ;
. . . // . . : , 2006. . 7792.
4. , . . -
/ . . . : - ,
2003. 22 .
5. , . . // . . , . . // . 2009.
1 (26). . 158164.
6. , . . / . . , . . , . . // . 2006. 2. . 244251.
7. , . . ()
/ . . // .
2005. 2. . 362379.
8. , . . / . . ; . . . , . . , . . . . : , 1993. 543 .
9. , . . /
. . . . : , 1991. 424 .
10. , . /
. // . 2008. 4. . 12 127.
11. , . .
: / . . , . . ,
. . // . 2006. 3. . 97103.

153


372.016:51




. . ()

.
: , , .

ABOUT QUALITY ASSURANCE OF TRAINING TO THE


MATHEMATICIAN OF STUDENTS OF THE TECHNICAL COLLEGE
WITHIN THE LIMITS OF ADAPTIVE SYSTEM OF TRAINING

E. V. Smirnova (Novosibirsk)
In clause correcting opportunities of adaptive system of training are offered
to the mathematics of students of a technical college according to results of quality
assurance of mathematical preparation.
Key words: quality of training, adaptive system, pedagogical monitoring.

, .

.
, ,

. , (!)
, , .
: , , .
,
.
630099, . , 33.
E-mail: kred@ad-sbras.nsc.ru

154

IV.

, , .
, ,
, ,
, :

.
, , :
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, , .
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,
. -, , -, . , 57 , ,
. ,
.
, , ,
.

1. , . . / . . //
. 2003. 9.
2. , . .
/ . . // . : . XV
. . , 2007.

156

V.

V


Part V. COMPETENCY-RELATED AND COMMUNICATIVE

ASPECTS OF INNOVATIVE EDUCATION


378 + 37.0


:

. . ()
. ,

,
, .
, .
: , ,
, , .

THE INNOVATIVE POTENTIAL OF THE COMPETENCY BUILDING


APPROACH: FROM THE CLASSICAL TO A NONCLASSICAL MODEL
OF HIGHER EDUCATION

O. V. Zinevich (Novosibirsk)
The article deals with the conditions of implementing the competency building
approach in Russian and European higher education. The article demonstrates
that realization of innovative potential of the competency building approach is
possible in the framework of a nonclassical model of educational process, which
,
.
630092, . , . . , . 20.
-mail: ozinevich@ngs.ru

157


reflects the concept of continuously changing, diversified subjectivity. This concept
serves as an alternative both to the classical idea of the subject as an autonomous
complete essence possessing unchangeable substantial characteristics and to the
attempts of postmodern disintegration of the subject.
Key words: higher education, innovative potential, competency building
approach, postnonclassical rationality, multiplicity subjectivity

.
, .
,

.
.
, . , ,
. , , .
( TUNING), , [1].

, . ,
,
.
, , , , , . , , , ,
.
(, -) .
,
.
158

V.

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159

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

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

, , , ,
.
,
, . , [5],
160

V.

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V.

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163

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,
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1.

Competence / Tuning educational structure in Europe // http://


www.tuning.unideusto.org
2. , . .
( ) : . / . . // http://
www.rc.edu.ru
3. , . . / . . ,
. . // . 2007. 4. . 8488.
4. Pushkareva, E. A. Humanization of education in the conditions of global changes //
. 2009. 2. . 185191.
5. , .. .
/ . . ,
. . , . . . ; . . . . . : ,
2004. 279 .
6. , . . / . . . . : -,
2003. 744 .
7. , .-. = La condition postmoderne / .-. ; . . . . . . : - . ; . : ,
1998. 160 .
8. , . . ? / . , . . , . . // .
2008. 2. . 6976.
9. , . : / . //
. : , . . . : , 1966 . 448 .

164

V.

37.0 + 316.7

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

COMPETENCE ORIENTED EDUCATION:


SOCIAL AND ECONOMIC BASIS

E. A. Samoilov (Samara)
The aim of the paper is to substantiate, from the social and economic point
of view, the conception of the competence oriented education as an alternative
to the traditional education in the information-oriented society. Analyzing the
three phases of the modern civilizations evolution, the author shows that the
information-oriented society has specific characteristics which stimulate the
mankind in its search for effective ways of self-organization and survival. Using
such characteristics of the subject as competence and skills in the sphere of
industrial and social relations should stimulate the development of the important
personal qualities: spirituality, cooperation, leadership, innovation, orientation
to effective activity in harmony with the universal values.
Key words: management of organizational systems, competence, skills,
competence oriented education.

-
_ ,
,
.
443090, . , . -, . 26.
E-mail: evge-samojlov@yandex.ru

165

()
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.
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. . . , , .

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: ,
, .
, , [1; 3]. . .
, (,
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, -, . , . .
,
166

V.

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. Modern Time.
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167

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168

V.

[5, . 75].
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V.

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171

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V.

- , ,
.
, .
, - ,
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, , . , , ().
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, . , ,
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1. , . : , / . . . : -, 2002. 396 .
2. , . / . . . : , 1999.
3. + . : . . / . . . . . . : -. . 6. 2001.
4. , . . : / . . . . : , 2003. 428 .
5. , . .
/ . . //
: IV . . : ,
2002. . 7377.
6. , . . /
. . // . . . . 1999. 1.
7. , . . : / . . ,
. . // : . . . : ,
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8. , . /
. , . . . : , 2004.
9. , . . : -, : . / . . . : - . . . -, 2006. 160 .
10. , . .
/ . . // . 2008. 2 (23).
. 8693.

173


378 + 316.7

-

. . ()

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

SOCIAL-PHILOSOPHICAL ASPECTS
OF THE COMPETENCE APPROACH

Z. A. Alexandrova (Kuibishev)
The article is devoted to the competence approach as a stage of renewal of
the content of education which was introduced into the scientific research in
connection with the search for the ways of modernization of Russian education.
The socio-philosophical aspects of this approach are considered here. Theoretical,
historical and pedagogical preconditions of the competence approach are
revealed. The set of main notions of the competence approach is outlined. The
necessity of formation of the key competences at all stages of the process of
education and in all the school subjects, including geometry in the secondary
school, is revealed. The presence of these competences is necessary not only for
the students for successful study but for the adults in their productive professional
activity during the entire life, for self-realization, for forming interrelations
between people.
Key words: modernization of education, competence approach, competence,
key competences.

, , ,
.
632382, . , . , . 7.
-mail: alexandrovaza@mail.ru

174

V.

.
.
, ,

XX . ,
.

, . ,
,
( );

. , , , .
, ( ), , , , [8,
. 213].
. , ,
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.
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,
,
.

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.
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, :
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175

, , , ,
- .
: -,
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. /
.
:
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,
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, [4, . 8].
,
. , ,
2010 (. . ,
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.
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[5, . 3]. , . .
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[5, . 3]. 176

V.

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.

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1970 .)
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. , 177

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V.

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180

V.

: , , , , . , ,

, .
,
, , . ,
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( ). , ,
, ?
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, ,
.

1. , . . / . . /
/ . : - , 2007. 2. . 2732.
2. , . / . // .
. . 2003. 3. . 415.
3. , . . - / . . . . :
, 2004. 35 .
4. // . . :
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5. , . . . . /
. . , . . . . : , 2007. 352 .
6. , . . :
/ . . , . . // . 1999.
1. . 29.
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/ . . // . 2007.
2. . 97103.
8. , . . / . . // . : - ,
2008. 1 (22). . 213219.
9. , . : , / . . . : - -, 2002. 396 .
10. , . . / . . // . 2006. 2 (16).
. 273278.
11. , . . / . . . . : , 2004. 541 .

181


316.6 + 37.0



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

COMMUNICATIVE DIDACTICS IN THE MODERN


INNOVATIONAL ASPECT

E. V. Grebenkin (Novosibirsk)
The article is devoted to the role of communications and communicative
didactics in the framework of educational dispute, to the problem of teaching
the pedagogues the methods and ways of resolving conflicts in the educational
process and interpersonal communication, the right choice of the strategy and
tactics of behavior in the conflict situation.
Key words: conflict, communication, disputed interaction, disputed
situations, settlement of conflicts, mediation, school service of reconciliation.

,
1960- ., , , - , ,
, .
XX .
, . , .
, .
,
. , , .
630126, . , . , . 28.
E-mail: rusforscher@mail.ru

182

V.

(. onflictus ) , .
. . (1866 .) [1]
,
. . (1949 .) [2] , , .
, . , . ,

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, , , , ,
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, , , -
. ,
; , .
2009 .
13 . .
79 .
, (39 %),
(28 %).
(68 %) ,
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;
184

V.

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: , .
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185

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. : ; , 1999. . 2. 784 .
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3. , . . /
. . . . : , 1991. 128 .
4. . . : . ., 1993. 740 .

188

V.

13 + 37.0

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

A PARADIGM OF THE COMMUNICATIVE ASPECT OF EDUCATION

V. A. Zhilina (Magnitogorsk)
In the authors opinion, in the foundation and development of all the
independent spiritual phenomena there lie the ideological processes. Ideology
always reflects the confrontation of existence and freedom, general and individual,
harmony and spontaneity in the human being. The aim of the article is to analyze
the essence of ideology, in particular, through its content components. The features
of the content and the forms of the philosophical outlook are analyzed. On the
basis of this analysis there is examined the real process of interaction between
ideology and the forms of education.
Key words: education, freedom, ideology, being, human being, philosophy,
activity.


. ,
.
, . ,
.

, .
, ,
. . . .
45500, . , . , . 38.
-mail: vera-zhilina@yandex.ru

189

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V.

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194

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3 1977 .) / . . // . ., 1994. 5. . 519.
3. , . . . . . / . . . . : , 1995.
4. , . . / . . // . 2008. 2 (23).
5. , . , / . // . : 2 .
. : , 1990. . 1. 384 .
6. , . / . . . : . ., 1993. 175 .
7. , . . / . . // : . ., 1995. . 211250.

195


37.0



. . ()

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

ESSENTIAL CHARACTERISTICS OF MOBILE LEARNING


AS A PEDAGOGICAL INNOVATION

V. A.Kuklev (Ulyanovsk)
In the article the results of new scientific knowledge about mobile learning
are presented; the components of the means of mobile learning are demonstrated;
their authors classification is given; a concept of mobile textbook is introduced;
some specific forms of mobile learning are distinguished: studying of educational
material, dialogue, control, performance of the practical tasks; special attention
is given to the technologies conditioning the introduction of mobile learning.
Key words: innovation, mobile learning, mobile textbook, forms of mobile
learning, the training environment.

, , , , , , . : , , .
, ; ,
, , . . , .
, (), XXI .
,
.
432027, . , . , . 32.
-mail: v_kuklev@gmail.com

196

V.

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

[1].
[26] (), [7].
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,
, . 197

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V.

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200

V.

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201

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; ; ;
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, : ; ; ;
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.
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. :
,
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202

V.

. : , , , , .
6.
, .
, .
.
:
, ; - ; .
, , ;

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

1. , . . : / . . // . 2006. 2.
. 103106.
2. , . . /
. . // . 2006. 6. . 8389.
3. , . .
/ . . // . 2007. 5. . 6570.
4. , . . - / . . //
: IV . .-. .
36 2007. . : , 2007. . 123124.
5. , . . ? / . . // . 2007. 3. . 6870.
6. , . .
( ) : . . . : 13.00.08 / . . : , 2002. 304 .
7. , . . / . . . :
, 2006. 254 .
8. : . / . . . .
: , 2007. 277 .
9. , . / . // . 2006. 2. . 5256.

203


10. : . / . . . . . : . ., 2003. 792 .
11. , . Homo Mobiles: / . .
E-Learning World. 2004. 4. . 2531.
12. , . . / . . // 2005 : . XII . .-. . (69 2005) / . . , . . // http://tm.ifmo.ru

378 + 316.7



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

DIALOGUE AS A DEVELOPMENT CONDITION FOR THE


TRADITIONS AND NOVATIONS OF MODERN UPBRINGING

T. S. Kosenko, N. V. Nalivayko, V. I. Panarin (Novosibirsk)


While reasoning about dialogue as a development condition for modern
upbringing, the authors draw a conclusion that in modern society dialogue can
- .
630126, . , . , . 28, . 204.
-mail: nnalivaiko@mail.ru
, ,
, , , .
630090, . , . , . 8, . 420.
-mail: nnalivaiko@mail.ru
, - .
630007, . , , . 18, . 438.
-mail: Kav@obladm.nso.ru

204

V.

be considered as a way of persons socialization and a way of overcoming the


global crisis in modern world. One more time the dialogue of generations has
been interrupted. This has happened because of a radical turn in the conceptions
about the values and purposes of upbringing and has lead to the catastrophic
state of the upbringing system. The problem that appeared is not resolved yet.
Key words: dialogue, upbringing, traditions, novations, globalization.

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

, . . ,
,
.

, , ,
,
. ,
, . ,
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, , .
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. (dialogos , [1,
. 307]) . .
205

[2]; . . [3]; . . [4]; . . [5] .


, -, , -, . , , ,
( , ) [6, . 134135]. . . ,
[7]:
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206

V.

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.

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V.

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[5, . 361].

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

1. : . / . . . , . . ; .
. . . : , 2003. 1328 .
2. , . . : - /
. . . : . . . -, 2000. 186 .

210

V.

3. , . . : /
. . . , 1998. 162 .
4. , . .
/ . . . . : . .
.-. -, 2006. 271 .
5. , . . XXI /
. . // : . . . : .-.
. -, 2002. . 23. . 358364. (. Symposium).
6. / . . . , . . ,
. . . . : , 1994. 576 .
7. , . . / . . . . : . , 1979. 318 .
8. , . . - : . / . . . . : , 2000. 235 .
9. , . .
/ . . . . : , 1999. 242 .
10. , . / . ; . . . : ,
1990. 368 .
11. , B. C. / B. C. // . . 1989.
7. . 78.
12. , . : , , / . . . : , 2002. 455 .
13. , . . /
. . . . : - TVPinc, 1995.

211

VI
:

Part VI. REFORMING OF EDUCATION: THE MODERN TRENDS
371 + 37.0

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

THE SYSTEM MANAGEMENT OF EDUCATIONAL PROCESS:


MODELS AND THE PROBLEMS OF REALIZATION

A. D. Gerasyov, L. A. Barakhtenova (Novosibirsk)


It is shown that system management in education process is based on a
hierarchical model developed considering requirements of the systems theory
and innovation management theory. The main problems of its realization are
determined by the variety of consumer categories, the specificity of regional labormarket conditions as well as the need of development of management mechanisms
by results via training quality management.
Key words: hierarchical model of system management, management theory,
training quality, educational institution.
, ,
.
630126, ., . , 28.
E-mail: rector@nspu.net
, , .
630126, ., . , 28.

212

VI. :


, .

. [1], , [25].
, (, , ) .
[6],
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- ,
:
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,
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[4] : () ;
213

; -
; , (), .
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, :
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.
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.
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, .
1 > 2 , , , 1 > 3 ,
() .
4 > 2 ,
214

VI. :

, , , 4 > 5
,
()
.
, () [3]:
;
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( , ).
.
,
(-, , , .).
510 %, 3040 %.
, [7].

( 050000 ) (1995 .), (
2005 .) (, 2009 .).

,
2,5 ,
().
,
,
[8]

.

1. , . .
/ . . , . . // . : - , 2009. . 723.

215


2. , . . . / . . , . . , . . // . 2004. 1. . 734.
3. , . . / . . , . . // : . . . (28 2008 .). , 2008. . 79.
4. , . /
. ; . . . : , 2002. 464 .
5. : . / . . . . . : ,
2001. 265 .
6. , . . / . . //
. 2001. 1. . 1529.
7. , . .
/ . . , . . //
. 2005. 2(3). . 1527.
8. , . . /
. . , . . , . . , . . . . ,
. . . : - , 2007. 23 .

32 + 342


-

. . ()
- - . ,
.
,
. - . - , ,
.
,
.
, , .
630078, . , . , . 17/1.
E-mail: simor@simor.ru

216

VI. :


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

THE BASIC METHODOLOGICAL PRINCIPLES OF ADMINISTRATIVE


AND STATE REFORMS IN THE EU COUNTRIES

Yu. I. Dubrovin (Novosibirsk)


In the European political science M. Webers conception is the most influential
methodological and theoretical approach to the state management reforms. The
Weber conception strongly distinguishes the political and state management
spheres. This approach considers the administrative reforms only in the functional
aspect apart from political discussions and political struggle. The second
important methodological and theoretical approach to the modern administrative
reforms is the system approach. This approach considers the state management
as an integrated system with its inherent elements, structures, and functions. It
also looks at the administrative reforms as system innovations. Today in the
European reforms the contingency approach is an important supplement to the
system approach, which presupposes the thorough analysis of the specific
management situation in the process of the administrative reforms for the purpose
of its systematic changing. Modern European researchers mark out some basic
principles of the state management reforming in the European developed
countries such as: principle of evolutional development, which presupposes stageby-stage reforms without shock therapy; orientation to the modern technologies
of management and the modern informational support of management; society
control for state management.
Key words: methodological principles; system approach; contingency
approach; stage-by-stage reforming; technologies of management; communication
management, e-government; man-caused risks.

- -
. , .
, [12].
- , .
217

, [2, . 173].
-

. -
, ,
.
,
,
. . .

[3, . 55].
, , ,
: (, ); (,
); (, ); (, ) .
, . ,
,
.
, . , , , [4, . 4041].

. . , .
. , , , [5,
. 134]. . : , , , .

, ; , , [5, . 136]. ,

.

:
218

VI. :

,
, ;
;
;
[6, . 173].
- , .
,
. , , , ., .
.
(. , . , . , . , . ,
. , . ) [710].


, -
.
.

[11, . 34].
,

-.

20 .

- ( -).
.
- .
, ,
, (2001 .). , .

219

- : (
); (
); , , . [12].

, , , , , . - . : ; :
, ; ; . 55 %
.
. .
1999 .
- -, . - UK Online
, , . -

[13].
,
750 .
( 1976 .) 475 . . (2004 .). ,
, , . .
,
. , , ,
. . ,
.
, , [14, . 173].
220

VI. :

, : , ,
, , , , . ,
, , ,
.
(, )
(
). ,
(57 % ) (53 %).
( 80 %
).
. , , .
.
(e-Europe), :
;

;
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.
, [16, . 1112].
,
, . .
, .
[17, . 169].

221

,
, ( ), .

( ), ,
. ,

, , , .
. . , ,
.
, , , , , , .
.
, , ,
,
: (, , ) [18, . 16].
, , .
- [19, . 274].
-
.
,
:
, .
- ;
- .
,
, .

.
222

VI. :

, ; ,
. , , .

, , , [20, . 44100].

1. Considine, M. Bureaucracy, Network, or Enterprise? Comparing Models of Governance
in Australia, Britain, the Netherlands, and New Zealand / M. Considine, J. M. Lewis //
Public Administration Review. 2003. Vol. 63, N 2.
2. , . / . // . 2007. 6.
3. , . / . , . . ., 1993.
4. , . . / . . . ., 2007.
5. , . / . , . ,
. . ., 1995.
6. , . / . // . 2007. 6.
7. , . / . // . 2008. 2.
8. , . . / . , . , . , .
// . 2008. 2.
9. , . / . //
. 2007. 4.
10. , . , / . // . 2008. 2.
11. , . : / . /
/ : . . .-. .
. . : , 2005.
12. - // htpp://www.om.fi.
13. - // htpp://www.open.gov.uk.
14. , . / . //
. 2005. 4.
15. // http://www.ci.ru/inform22_02/p_14-15.htm.
16. , . / . // . 2008. 2.
17. , . : / . //
. 2008. 4.
18. , . . /
. . // . 2004. 8.
19. , . . / . . . ., 2002.
20. , . :
/ . , . . ., 2003.

223

VII


Part VII. ON THE SPECIFICITY OF THE MILITARY
EDUCATION DEVELOPMENT IN THE INNOVATIVE SOCIETY
355/359



. . ()

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

COMPUTERIZED VIRTUAL REALITY FOR THE INNOVATIVE


MILITARY EDUCATION

S. V. Shikhov (Yekaterinburg)
The purpose of the article is to study the opportunities of computerized virtual
reality and determine its role in modern war. Among the problems it is possible
to emphasize the following ones: correlation between educational and military
, .
620062, . , . , . 22.
-mail: shihova_julia@pm.convex.ru

224

VII.

computer technologies at the modern stage of society evolution; blurring the line
between war and war game; compensation of the reality deficiency by means of
computer simulation. The majority of articles about application of systems of
computerized virtual reality are devoted to virtual simulators and training of
military experts at a preparatory stage of war. In our work on the basis of
materials from open sources a wider spectrum of possible application of the
technologies of virtual modeling, both in the system of military education and at
various stages of hi-tech war, is considered.
Key words: illusion, virtual model, game, deficiency of reality, virtual
panorama.


, , . , , , , .


, ,
, . ,
, .
,
, ,
.
, ,
: , , , ,
. , , - , , .
,
, .
, . . , [7]. , , , , ,
,
, , , ,
.
, .
225


,
. (headmounted display) , (data glove), ,
, , . .,
,
,
. , , , . , , ,
,
, , , ,
, , [5, . 38].
,
: 1) ; 2) ; 3) ,
; 4) .
,

,
,
. , , .
, , ,
1990- . ,
, , (
) , -.
,
(, ) , , ,
, , 226

VII.

, . ,
, , .
,
.
.
, , , ,
, , , . ,
ASCI White, IBM ,

[9].

.
,

-
. , .
, ,
,
, , . , Boeing, Ford
Motor Volvo, Motorola
1990- .
, ,
[6].
NASA ISDE (Integrated Spacecraft Design Environment
),
,
JPL
NASA , [12]. 227

. . , ,
, , ,
, , . ,
.
1970- .,
, . , , .
,

, ,
, . . . , , ,
[2], .
,
, , .
,
. . , , . . , 1990 .
SIMNET (SIMulator NETworking), , , , [2].
, ,
, , . , 228

VII.

, . Close Combat Tactical


Trainer [11],
Ethernet. .


,

, , .
-
2001 . , .
Dell Inspiron NVIDIA,
, , . , , .
,
, , , - , , ,
[11].
.
, ,
, . , Predator, , .
, , .
,
.

- . ,
(
Navstar GPS, Glonass, Galileo), Photosynth [8]
Microsoft, .

Envisat. -

229

,
.
Google Earth,
. ,
, , , , , . ,
(), . - ,
, - ,
,
.
1999 ., , , , , . ,
[3],
, , . Tactical Operational
Scene (TopScene), Lockheed Martin,
, Digital Terrain Elevation Data , .
, . ,
,

.
, . . 1999 .
, 3 . - .
,
,
.
TopScene
230

VII.

RealSite Harris, .
. RealSite
11 2001 .

, - ,
Easting-73. . .
, .
, ,
, ,
[2].

Virtual Iraq ( ..), , .
[10]. Virtual Iraq
. , , , .
, ,
, , ,
.
, , . , Kings College Hospital ,
Philips Live 3D Echo, [1].
,
, .
,
.
, , , .

231

. ,
,
. , , ,
, .

, ,
.
, . ,
, . , ,
[4, . 424].

1. Philips Live 3D Echo // http://www.osp.ru/cw/2003/08/61965/
2. , . . / . . // // http://zurnal.ape.relarn.ru/articles/2003/100.pdf
3. , . TopScene ,
/ . // http://www.osp.ru/cw/2001/46/46970/
4. , . : , = The
information age: conomy, society and culture / . ; . . .
. . . . : . - ; . . , 2000. 608 .
5. , . . : / . . ; . . . , . . //
: . . ., 1998. . 4. . 37 43.
6. , . , / .
// http://www.osp.ru/cw/1997/35/
7. , . . : : .
/ . . . : , 2001. 428 .
8. , . Endeavour / . // http://
www.osp.ru/cw/2007/29/4304466/
9. //http://www.osp.ru/cw/2001/
33/43711/
10. Virtual Iraq // http://www.osp.ru/cw/
2007/11/4095304/
11. , . / . // http:/
/www.osp.ru/cw/2001/46/46967/
12. , . / . // http://
www.osp.ru/cw/1997/35/

232

VII.

378 + 355/359




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ON THE NECESSITY OF STUDYING THE SUBCULTURE


OF THE SPECIAL UNITS OF THE FORCE STRUCTURES
IN THE MILITARY INSTITUTIONS OF HIGHER EDUCATION

A. V. Lukianova (Barnaul)
This article points out the importance of studying the subculture of special
sub-units by representatives of officer corps who conscripted to command these
official collectives. The main attention in this work the author gives to basic
factors of professional activity which favor the formation of special sub-units
subculture.The expedience of understanding by officers to be the content of official
collectives subculture, its influence on efficiency of management, professional
training and reorganization of force structures special sub-units was proved by
the author.
Key words: special sub-unit, subculture, officer corps, professional collectives,
extreme conditions, professional training, values, norms.


, , . , ,
,
.
656025, . , - , . 74, . 3420.
-mail: lukyanova.alex@gmail.com

233

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378 + 355/359



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THE MILITARY EDUCATION IN RUSSIA AT THE MODERN


STAGE OF DEVELOPMENT

D. A. Gridnev (Ekaterinburg)
The state of military education in the present-day Russia is analyzed in the
article on the basis of the structure of the functional analysis. The facts of the
, .
620000, . , . , 11, . 434.
-mail: jull_80@maill.ru

239


sociological research which reflect the problems of military education are given.
Its consideration allows correcting the course of carrying out the reforms, which
will also promote the efficacy of administration in the sphere of military education
in the period of its transformation.
Key words: military education, reforms, sociological research, social and
material problems.

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378 + 355/359



. . . . ()

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VII.

, ).
: , ,
.

FORMATION OF A SYSTEM OF MILITARY - VOCATIONAL TRAINING


IN THE TECHNICAL INSTITUTION OF HIGHER EDUCATION

V. V. Kolga, A. S. Timohovich (Krasnoyarsk)


The article is devoted to organization of military training in the technical
institution of higher education. The problems and contradictions of modern
system of officers training are shown, the historical experience of military
education in Russia is studied, the system of officers training at the M. F.
Reshetnev Siberian State Aerospace University, (military vocational training,
professional pedagogy) is presented in the article.
Key words: military vocational training, modern system of officers
preparation are shown, organisation of military preparation in the technical
college.


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,
.

- .
:
; , . .. .
660014, . , . . . , 31;
-mail: kolga@sibsau.ru
, . .. .
660014, . , . . . , 31
-mail: TAStepanich@yandex.ru

247


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248

VII.


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3. , . . / . . , . . // .
. II . .-. . , 2008. . 112113.

251

PHILOSOPHY OF EDUCATION
Editor-in-chief, Doctor
of Philosophical Sciences,
Professor, Director of the
Research Institute of
Philosophy of Education
at Novosibirsk State
Pedagogical University

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

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

The founders
of the journal:
The Research Institute
of Philosophy of
Education
at Novosibirsk State
Pedagogical University

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

N. V. Nalivaiko

ISSN 18110916

3(28) 2009

CONTENT

Word of the main thing editor ................................................................ 3


Part I. INNOVATIVE EDUCATION IN THE INNOVATIVE SOCIETY

V. I. Kudashov (Krasnoyarsk). Construction of an innovative variant


of education ............................................................................................ 5
S. A. Khrapov (Astrakhan). Innovative processes in the education
system in the context of transformation of the Russian society
Institute of Philosophy
consciousness ...................................................................................... 10
and Law of the Siberian . . Pushkareva (Novosibirsk). Innovative development
Branch of the Russian
of the sphere of science and education .............................................. 16
Academy of Sciences
E. S. Fidrya (Magadan). Education as a fictitious commodity
and a cultural capital: an economic-sociological critique .................. 20
The journal is included
in the list of the leading R. N. Shmatkov (Novosibirsk). A regional aspect of the ontology
for the model of the innovation education quality.............................. 28
reviewed scientific
V. V. Bobrov (Novosibirsk). Education : quality and innovations .... 37
editions and journals
that are recommended S. P. Dureev (Krasnoyarsk). Education, management and the deveby the State Commission
lopment of society in the context of traditions and novations .......... 48
for Academic Degrees
and Titles (VAK) for
publication of basic
scientific results of the
Candidate of Science
and Doctor of Science
dissertations.

The journal
is included in the
Russian scientific
citation index.
Certificate
PI 77-12553
The Research
Institute of
Philosophy of
Education
at Novosibirsk State
Pedagogical
University, 2009

252

Part II. CONCRETE DIRECTIONS OF INNOVATIVE EDUCATION


A. . Bakuradze (Moscow). The influence of the organizational
culture values on the innovative processes in education .................. 55
Yu. S. Lobanov (Novosibirsk). A phenomenon of cultural limitation
as an innovational aspect of education ............................................... 62
D. A. Tsyplakov, S. M. Tsyplakova (Novosibirsk). The cultural
dynamics of tradition and innovation: an educational aspect ............ 70
M. N. Shmatkov, R. N. Shmatkov (Novosibirsk). The trends
of the innovative humanitarian education as a way of adaptation
to the global challenges ....................................................................... 75
T. A. Rubantsova, E. A. Krutko (Novosibirsk). An innovative approach
to the problem of homeless children: a socio-philosophical analysis .... 83
Yu. V. Pushkarev, O. A. Latukha (Novosibirsk). Innovative activity
of the university in the system of modern education ........................ 89
Part III. PHILOSOPHY OF EDUCATION IN WESTERN TRADITION
I. Sabau (Illinois, USA). Education in the new millennium .................... 94

Part IV. INNOVATIONS IN PROFESSIONAL EDUCATION

PHILOSOPHY
OF EDUCATION

V. I. Varyushchenko, O.V. Gaikova (Novosibirsk). Innovational aspect of studying the controversial issues of the historical science ... 99
M. I. Ananich (Novosibirsk). The perspective development
of an education system and effective utilization of the staff
in Novosibirsk area ............................................................................ 107
O. V. Shalyapin (Novosibirsk). The innovative models of teaching academic painting at the art departments of pedagogical universities ..... 114
. V. Shmakova (Novosibirsk). Vocational socialization of the future
specialist in the university.................................................................. 121
O. V. Tsiguleva (Novosibirsk). Reforming the private sector
of higher education in Russian Federation ...................................... 128
L. P. Kistanova (Sochi). Innovations in professional education:
situational-thesaurus technology of training the foreign language
communicative competence in the education of future specialists ..... 135
S.V. Shlegel (Barnaul). Philosophical aspects of the conceptional
model of the professional economic education ................................ 145
E. V. Smirnova (Novosibirsk). About quality assurance of training
to the mathematician of students of the technical college within
the limits of adaptive system of training ........................................... 154

3(28) 2009

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

Part V. COMPETENCY-RELATED AND COMMUNICATIVE


ASPECTS OF INNOVATIVE EDUCATION
O. V. Zinevich (Novosibirsk). The innovative potential
of the competency building approach: from the classical
to a nonclassical model of higher education .................................... 157
E. A. Samoilov (Samara). Competence oriented education:
social and economic bases ................................................................ 165
Z. A. Aleksandrova (Kuibyshev). Social-philosophical aspects
of the competence approach ............................................................. 174
E. V. Grebenkin (Novosibirsk). Communicative didactics
in the modern innovational aspect .................................................... 182
V. A. Zhilina (Magnitogorsk). A paradigm of the communicative
aspect of education ............................................................................ 189
V. A. Kuklev (Ulyanovsk). Essential characteristics of mobile
learning as a pedagogical innovation ................................................ 196
T. S. Kosenko, N. V. Nalivayko, V. I. Panarin (Novosibirsk).
Dialogue as a development condition for the traditions
and novations of modern upbringing ................................................ 204
Part VI. REFORMING OF EDUCATION: THE MODERN TRENDS
A. D. Gerasyov, L. A. Barakhtenova (Novosibirsk). The system
management of educational process: models and the problems
of realization ....................................................................................... 212
Yu. I. Dubrovin (Novosibirsk). The basic methodological principles
of administrative and state reforms in the EU countries ................. 216
Part VII. ON THE SPECIFICITY OF THE MILITARY EDUCATION
DEVELOPMENT IN THE INNOVATIVE SOCIETY
S. V. Shikhov (Yekaterinburg). Computerized virtual reality
for the innovative military education ................................................ 224
A. V. Lukianova (Barnaul). On the necessity of studying
the subculture of the special units of the force structures
in the military institutions of higher education ................................ 233
D. A. Gridnev (Ekaterinburg). The military education in Russia
at the modern stage of development ................................................ 239
V. V. Kolga, A. S. Timohovich (Krasnoyarsk). Formation
of a system of military - vocational training in the technical
institution of higher education ......................................................... 246

Editors address:
630126
Novosibirsk,
Vilyuiskaya street, 28
Tel. (383)244-16-71
Signed for printing
20.08.2009

Format 70x100/16.
Offset printing.
Offset paper.
Printers sheets: 24.5
Publishers
sheets: 25.0
Circulation
1000 issues.
Order 398.

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

253



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