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660041, . , . , . 26.
E-mail: kozhina_olga_p@mail.ru.
4-
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660041, . , . , . 26.
E-mail: anastacia_kozhina@mail.ru.

11

I


Part I. MODERNIZATION AND INFORMATIZATION
OF MODERN EDUCATION
13 + 17 + 37.0 + 316.7



. . ()
. - ,
.
: , .

EDUCATION IN THE EPOCH OF MODERNIZATION FROM


THE POSITIONS OF THE WORLD-SYSTEM APPROACH

A. A. Izgarskaya (Novosibirsk)
The subject of the article is the opportunities of solving, by the Russian state,
the problems of educational and moral development of modern youth. The author
establishes casual relations between the reforms of the contemporary education
system and the transformation of social and economic bases of the Russian society,
and also explains the reasons of the pedagogical communitys critical attitude to
the initiatives of the state.
Key words: reforms of the Russian education system, the semi-periphery
state.

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

12

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3. European report on preventing violence and knife crime among young people / ds.
Sethi D., Hughes K., Bellis M., and all. World Health Organization, 2010. 102 p.
4. Arrighi G. The developmentalist illusion: a reconceptualization of the semi-periphery //
Semi-peripheral states in the world-economy / ds. Martin W. G., Wallerstein I.
N. Y. : American sociological association, Greenwood Press, 1990. P. 1144.
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URL: http://news.kremlin.ru/transcripts/4834
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18

I.
37.0 + 13 + 316.7


:
. . ()

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

THE CULTURAL STRATEGIES OF MODERNIZATION OF EDUCATION:


THE PRINCIPLES OF SELF-DEVELOPMENT

I. A. Zhernosenko (Barnaul)
In the article there are considered the problems of formation of the modern
strategies of education, which are based on the systemic principles and the
principles of conformity to culture. Social systems, such as society, culture,
education, are living system, self-developing according to nonlinear laws. To
forecast the direction of their development, it is necessary to take into account
such unpredictable factors as creativity, freedom of will, and self-determination.
Key words: modernization of education, self-development, creativity,
freedom of will.


.
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. . . .
656038, . , . , . 46.
-mail: iaj2002@mail.ru

19

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24

I.
378



. . ()
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, - .

INFORMATIZATION OF EDUCATION AS A WAY


TO LIFELONG EDUCATION OF THE SPECIALIST

S. O. Manuylova (Novosibirsk)
The aim of the article is to search for the ways of increasing efficiency of
foreign language training of the students of the technical higher education
institutions. The author suggests incorporation of modern informational
technologies into the practical foreign language course as an instrument of
formation of foreign language professional communicative and information
competences within the system of higher education. This can also be a basis for
lifelong education of the specialist.
Key words: foreign language professional communicative competence,
information competence, practical course of foreign language.

,
, . . .
; ,
[1]. ,
. .

.
630049, . , . , . 191.
-mail: ludovik-14@rambler.ru

25

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URL: http://www.eidos.ru/journal/2008/0201-8.htm
2. . . // IV . .-. . . . : , 2010. . 5965.
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http:www.eidos.ru/journal/2002/0705-1.htm
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30

I.
378 + 13

-


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:
, , , .

THE CONTENT OF EDUCATIONAL PROCESS IN THE HIGHER


EDUCATION INSTITUTION FROM
THE POSITIONS OF HUMANITARIAN APPROACH

I. M. Asanova (St.-Petersburg)
The author analyzes the requirements to the formation of educational content in the
higher education institution from the positions of humanitarian approach. The specificity
of humanitarian approach as a methodological basis to the formation of educational
content is thoroughly studied in the article. A complex of requirements to the educational
content is substantiated; an invariant structure of the educational content is determined;
the interaction between these requirements and the graduates key competencies
which he/she must possess is revealed. Thus, the author has substantiated the
educational content structure based on the requirements, constructed from the
positions of humanitarian approach.
Key words: humanitarian approach to the specialist training in the higher
education institutions, the content of education of specialists in the higher
education institution, requirements to the content of educational process,
key competencies.


. , , , .
195197, . -, ., 59.
-mail: apsha@yandex.ru

31

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interlibrary.narod.ru/GenCat/GenCat.Scient.Dep/GenCatPedagogics/ 130000002/
130000002.htm.
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316.6 + 37.0



. . ()
. -.
: , , , , .
,
, .
625000, . , . , . 47.
E-mail: nikgol2004@mail.ru

38

I.

THE PROBLEMS OF PERSONALITY SOCIALIZATION IN THE


CONDITIONS OF INNOVATIVE EDUCATIONAL INSTITUTIONS

N. A. Golikov (Tyumen)
The problems of personality socialization in the conditions of innovative
educational institutions and the methods of solving these problems are considered
in the article. The analysis of activities of some innovative educational
institutions of Tyumen and Khanty-Mansiysk is presented.
Key words: socialization, life quality of the studying youth, social
technologies, multifunctional educational institution, invariant and variable
educational functions.

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378 + 13

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

THE PRINCIPLES OF STANDARDIZATION OF HIGHER EDUCATION

S. A. Terepishchyi (Kiev, Ukraine)


The article deals with determination of the principles of standardization of
higher education in the philosophical and educational terms. There are offered
, . . .
01030, , . , . , . 9.
-mail: som_org@ukr.net

45


the principles of consistency, adequacy, proactiveness, efficiency, personal
orientation, adequacy, necessity, uniqueness, variety, and self-renewal.
Key words: the principle of standardization of higher education.


,
, . XIX . . . : , ; [1, . 44].
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, 2002. . 3764.
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) : . . : - , 2010. 197 .
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. . . . : - , 2003. 503 .
4. . . - // . 2007. 1 (18). . 1824.
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51


11. . .
// . 2010. 1 (30). . 5560.
12. . . :
( ) : . ... - . : 13.00.01. .,
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, 2002. . 67107.

37.0 + 13 + 316.7

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

. , , .
: , , , , .

FORMATION AND DEVELOPMENT OF PRIVATE EDUCATION


(A SOCIO-PHILOSOPHICAL ANALYSIS)

N. Yu. Simushkina (Novosibirsk)


In the article, there is studied the development of the private education
category. The author shows that the content of the theoretical concept of private
education is essentially influenced by socio-economic and cultural factors. In
the article there is substantiated that at the formation stage the philosophy of
private education coincided with the philosophy of education and training.
Nowadays private education is a form of education, supplementing public
education and solving such social tasks that at the given moment remain unsolved
by the public education.
Key words: private education, private schools, public education, public
schools, religious education.


.
630126, . , . , . 28.
E-mail: malunsy@mail.ru

52

I.


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[1].
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. 2009. 1 (26). . 1119.
2. . . . . : , 2004. 560 .
3. . . . . . : , 1995. 448 .
4. . . (
XVIII . XIX .) : . . : ; : ,
2003. 308 .
5. . . . . : -, 2000. 487 .
6. . . : . ... . . : 13.00.01.
, 2007. 25 .
7. . . : , 1990. 89 .
8. . . . , 1966. 90 .
9. ., . : .
. . : . - , 2002. 381 .
10. Gryphon, Marie; Meyer, Emily A. Our history of educational freedom: what it should
mean for families today. Policy Analysis. 2003. 25 . [ ].
URL : www.ERIC.ed.gov.
11. : . / . . . , . . ;
. . . . ., 1996. 174 .

37. 0 + 13 + 378


,

. . ()
. .
, - , , -
, , . -, .
-
. . . .
105005, . , . 2- , . 5.
-mail: apfn@mx.bmstu.ru, a.o. karpov@gmail.com

60

I.

.
: , , , , , , .

RESEARCH EDUCATION AS A STRATEGIC RESOURCE


OF THE KNOWLEDGE-ACTUATED SOCIETY

. . Karpov (Moscow)
A specific role of research education under the conditions of the knowledge
culture growth is substantiated in the article. The criterion of scientific character
of modern education is formulated. The key notions of the new cultural paradigm
are described: research type of socialization, cognitive competence, cognitively
comfortable educational conditions, cultural diversity, and cognitive mobility.
The main problems connected with the acknowledgement of the research
education as the basic form of school and university education are determined.
There is shown the interconnection between the common technological field of
the culture of knowledge and the period of professional growing-up of the
personality and the innovative status of educational knowledge.
Key words: research education, society of knowledge, innovative
development, competence, socialization, cultural diversity, cognitive mobility.


,

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63

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[19, . 13]. ,
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, , ,
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1. . . . . : -, 2003. 744 .
2. . . // . .-.
. . : , 2003. (. ). . 1.
. 4854.
3. . . . . : , 2001. 256 .
4. . . // . 2006.
1 (15). . 234239.
5. Schn D. The reflective practitioner: How professionals think in action. New York:
Basic Books, 1983. P. 47.
6. Communique 2009. World Conference on Higher Education: The New Dynamics of
Higher Education and Research For Soietal Change and Development / UNESCO.
Paris, 2009. 10 .
7. Karpov A. Ethn-cultural dissonanse and education // Second International Conference
on Citizenship & Human Rights in Education. Education and Extremism.
Proceedings. London : Roehampton University, 2007. . 28.
8. Wright A. The Politics of Multikulturism // Studies in Philosophy and Education.
Dordrecht : Kluwer Academic Publishers, 2004. Vol. 23, 4. . 299311.
9. . . // . 2008.
2. . 3745.
10. . . : // . . .
. 2007. . 77. 2. . 127132.
11. . / . . . . [ ].
URL : http: old.belintellectuals.eu/library/book.php.?id=158.

67


12. . . : // . . . . 2010.
. 80. 7. . 616622.
13. . . , : // . 2011. 1011 (11361137).
. 1325.
14. . . . . : , 2005. 424 .
15. . // . . : 2 . . :
, 1977. . 1. . 81522.
16. . . // . 2007. 5. . 3764.
17. . . // . 2005. 12. . 4249.
18. . . // . 2006.
1 (15). . 234239.
19. . . -
// . ., 2006. . 1321.

378



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

, , .
641870, ., . , . . , . 3.
E-mail: artur.dziov@yandex.ru

68

I.

CONTEMPORARY HIGHER EDUCATION IN THE INSTITUTIONAL


ASPECT

A. R. Dziov (Shadrinsk)
The article discusses the functioning of higher education in Russia in the
institutional aspect. It is noted that in some studies on this subject there is shown
a tendency of non-distinction of the technical and technological approaches, the
applied aspects of the educational activities and its content-related, essential
foundations. On the background of changes in higher education, acting in
response to the challenges of civilization, it becomes increasingly relevant to
model the social processes, allowing to identify the integrative principles and to
describe the system of connections, which characterizes the interaction of
education and the progress of the society. An essential feature of contemporary
Russian society is its multi-structural character, which needs to be understood
in the educational aspect. With the help of the structural-functional approach,
there is studied the phenomenon of the Russian students.
Key words: higher education, social institution, the structural-functional
approach, the methodology of ideal-realism.


. ,
.
, . ,
.
, . :
: , 510 ,
, ;

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, , ,
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69

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70

I.

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. . . [3], . . [4], . . [5]. ,
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, .
, , , . ,

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.
- , :
;
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,
[. : 6].

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.

71


, .

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

1. . : // .
2010. 13 (0507). 1 . . 3.
2. . .
: . . - . . , 2010. 46 .
3. . . XXI (
). , 2007. 124 .
4. . . : . : - , 2008. 272 .
5. . . : . : - , 2008. 216 .
6. . ., . . XXI . //
. 2010. 1 (30). . 7180.

378 + 13 + 316.6



. . ()
. ,
. ,
.
630039, . , . , . 160.
-mail: 2560380@ngs.ru

72

I.

, -
. . .
: , , , .

THE PHENOMENON OF VIRTUAL PERSONALITY IN MODERN


PHILOSOPHY

S. I. Chernykh (Novosibirsk)
In the article the phenomenon of virtual personality is considered. On the
basis of methodological approaches of postmodernism, symbolic interactionism
and the studies of domestic philosophy, an attempt is undertaken to consider the
phenomenon of virtual personality as a new image of the information
civilization. The carried-out analysis leads the author to the conclusion about
the necessity of social control over the work in the Internet, on one hand, and of
the socio-philosophical analysis of the phenomenon of virtual personality, on the
other. The article is connected with consideration of the problems of existence of
virtual personality. Virtual personality is understood as my vision of myself as
somebody else.
Key words: virtual personality, virtualization of education, symbolical
interaction, information civilization.

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


. ,

.
,
Skype, G-mail
Hotmail. , [1]. , , [2].
73

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,

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. . [4].
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, ); ( 74

I.

, ); . 1986 . . [5] . [6]. . . , , ,


: ; ,
; [7].
,
, , .
[7]
[7]. ,
. . <>
, , , : . , . , ( )
[7].
, . . , 2011 .
55 . - .
1,6 % ( 19 ). 2015 .
5 % (
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). , , .
. ,
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(. . ,
. . , . , . . .) - . ,
75

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76

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. [7].

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19 . 19 (260). . 89.

77


2. . . // . 2008. 2 (23). . 1320.
3. . . : // . 2011. 1 (34). . 4050.
4. . . [
]. URL: http:// www.zhurnal.ru/stanff/gorny/translat/declare.html
5. . . // . . : , 2000. 69 . . 7 ( ).
6. . ., . . // .
. ., 1986. . 2654. . 253.
7. . . [ ]. URL:
http:// www.zhurnal.ru/stanff/gorny/text/avr.html
8. // : . :
, 2003. 909 .
9. : : . . // . . . . . : ,
2004. 766 .
10. . . [ ]. URL: http:// www.litera.ru/slova/zhitinski/Kadet 1.html
11. Donath J. S. Jdentity and Deception in the Virtual Community // Communities in
cyberspace / ed. by M. A. Smith and P. Kollock. London ; New York ; Routledge,
1999. [ ]. URL: http:// www.smg.media.mit.edu
12. . ., . . // . 2010. 1 (30). . 5055.
13. . . // . . 2004.
2. . 7596. . 7 ().

13 + 378 + 004



. . ()

.
.
. . .
.
.
630126, . , . , . 28.
-mail: s.v.chirkov@yandex.ru

78

I.

.
: ,
, , ,
.

ESSENCE OF INFORMATION CULTURE UNIVERSITY STUDENTS


IN THE CONTEXT OF COMPETENCE APPROACH

S. V. Chirkov (Novosibirsk)
Formation of an information society makes essential impact on professional
sphere. A consequence of it is increase of a role of studying of informatics and
information technology in universities.
The purpose of training to informatics and information technology of students
of high schools is formation of their information culture. One of directions of
development of higher education in the Russian Federation is the competence
approach. It causes changes in the essence of information culture of university
students.
The article reveals the essence of the concept of information culture of the
students in the context of the competence approach. The differences and the
relationship between the concepts of information competent and information
culture.
Key words: information culture, the competence approach, information
competent, information society, professional culture.

, . .
- - ,
[10, . 44].
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[4, . 14].

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80

I.

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-, , , , , [8, . 293].
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) [8, . 294].
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[8, . 376]. : ,
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[12],
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I.

,
- , .

1. . . // . 2004. 2 (10). . 207216.
2. . . // . . . -. 2010. 1 (. . ). . 16. . 7376.
3. . . :
// . 2005. 1. C. 5562.
4. . . : . ... . . :
13.00.08. , 2005. 164 .
5. . . : . . . : 22.00.44. , 1999. 170 .
6. . . . . :
; : , 2002 . 400 c.
7. . .
: . ... . . :
13.00.08. , 2006. 184 .
8. / . . . . . :
. , 1989. 815 .
9. . ., . ., . . : : . . : ; ,
2003. 272 .
10. . . XXI // . 2001. 2. . 4447.
11. . . : .
. (23 ., 2002) //
. [ ]. URL: http://www.eidos.ru/journal/2002/
0423.htm.
12. . .

// . 2010. 11. . 6875.

83

II
,

Part II. LEGAL REGULATION, SAFETY AND QUALITY
OF EDUCATION
13 + 37.0 + 342 + 316.7


:

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

A METHODOLOGY OF LEGAL REGULATION OF EDUCATION:


THE SITUATION IN THE GENERAL SYSTEM AND THE MAIN
CHARACTERISTIC OF THE CONTENT

A. V. Pugachyov (Novosibirsk)
The article discusses the concept of methodology, including the methodologies
of education, educational theory, law and legal regulation of education, their
relationships and position in the overall methodology. Based on the content
analysis of these concepts there is made a conclusion about a special position of
the methodology of legal regulation of education in the general methodology
and, as a consequence, about a specific nature of its content.
Key words: methodology of educational activities, legal regulation, theory
of educational law.
- .
630126, . , . , . 28.
E-mail: pugachev-1967@mail.ru

84

II. ,

, , .
, .
, .
, . , ,
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[1, . 30; 2].
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. [3, . 7374;
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[4, . 32].
85

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86

II. ,

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.

87

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. . , . . , . . , 88

II. ,

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[1, . 30], ,

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1. . ., . ., . . (-
) : . : - , 2010. 298 .
2. . ., . .
// . 2009. 1 (26).
. 2635.
3. . . : . : - , 2008. 269 .
4. . . (- ) : . : - , 2008. 260 .
5. . .
// . 1969. 5.
6. . . .
. : , 1982. 160 .
7. . . . . : , 2006. 488 .
8. . . : // . 2010. 1.
9. . . - : //
. 2010. 4.

13 + 37.0 + 342 + 316.7

. . ()
,
. , ,
.
630126, . , . , . 28.
E-mail: kvs200@ngs.ru

89


, .
, . .
: , , .

SAFETY OF EDUCATION IN RUSSIA IN THE CONDITIONS


OF INTEGRATION INTO THE EUROPEAN EDUCATIONAL SPACE

S. V. Kamashev (Novosibirsk)
In the article there are considered the problems of interaction of the national
safety of the state and education. It is noted that in modern conditions education
becomes a more and more powerful engine of economic growth, increase of
efficiency and competitiveness of Russia in the world. The author investigates
interrelation of education and safety which promotes the formation of objective
understanding concerning the parameters of development of the Russian state
and society. The attention is paid to the problems of integration of Russian
education in the European educational space.
Key words: safety, national safety, education, integration, educational space.

1980- . ,
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. . ()
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. ,
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400131, . , . , . 28.
E-mail: lokotigr@mail.ru

95


, .
: ; ; ; .

EDUCATION AND CIVIL SOCIETY IN THE CONDITIONS


OF UNCERTAINTY

. A. Solovyov (Volgograd)
The purpose of the paper is to study effective ways of interaction between
educational system and developing civil society in modern Russia. It is postulated
that uncertainty of the future is a factor substantially determining the principles
of formation of new mechanisms of social interactions. It is indicated that
uncertainty is not necessarily a negative factor; it can positively affect the
development of culture. In this context, realization of social inquiries is a purpose
of educational process. But this purpose is considered not in a strictly pragmatic
sense, but, first of all, through the prism of the possible culture-formation prospects
of the social organism.
Key words: education; civil society; the purposes of education; uncertainty;
self-organization.

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378 + 13 + 316.7



. . ()
.
, .
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: ,
, .


.
656090, . , . , . 66.
-mail: lubzay@mail.ru

101


THE ADMINISTRATIVE STRUCTURE OF THE HIGHER EDUCATION
INSTITUTION AND THE QUALITY OF HIGHER EDUCATION IN
RUSSIA

L. R. Vyshegurova (Barnaul)
The author analyzes the problem of controlling the quality of higher education
in modern Russia. The article evaluates the role of the higher education
institutions administrative structure in the process of raising the quality of
higher education. The emphasis of the article is on the importance of competent
approach in the development of educational technologies. The author analyzes
possible solutions to this problem in the realm of sociology and philosophy, which
give an opportunity to introduce the administrative structure of the higher
education institution as a necessary element of raising the quality of todays
higher education in Russia.
Key words: quality of higher education, administrative structure of the
higher education institution, modernization of higher education in Russia.


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- , : ( , ,
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, , , ,
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: - , ,
, , , , .
, ,
.
630126, . , . , . 28.
E-mail: selina_tatiana@mail.ru

108

II. ,

CONCEPTUAL APPROACHES TO THE EDUCATION QUALITY


PROBLEM

T. . Selina (Novosibirsk)
The author carries out a socio-philosophical analysis of the education quality,
distinguishes its structural components: conditions (the health preserving
technologies, psychological comfort, developing training-aid-related environment,
personnel, the level of its qualification), educational process (formation of the
content of pre-school education based on integrative, developing, activity-oriented
approach with the use of innovative, integrative, design technologies, the portfolio
technologies). There are also distinguished the results, formulated in the categories of succession, readiness to go to school, the level of relations with parents.
Thus, there is substantiated a specific character of modern quality of pre-school
education from the point of view of systemic and activity-oriented approach.
Key words: quality of education, systemic and activity-oriented approach,
succession, personnel, physical and intellectual qualities, childhood selfeducation, integration.


, ,
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. 244268. [ ]. URL: ido.rudn.ru.
3. . . // . 2000. [ ]. URL: http://akademy.edu.bu details /
personnels/krupnik/articles/guality2.doc.
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114

II. ,
5. . . //
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340 + 378 + 13


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

INNOVATIVE DEVELOPMENT OF LEGAL CULTURE

A. I. Markeev (Novosibirsk)
The author analyses the content and meanings of the modern stage of
innovative development of legal culture. He also considers the influence of the
contemporary federal state educational standards of higher professional education
and the passed federal laws on the development of legal culture of Russian society.
In the article, there are studied and compared different viewpoints of Russian
scientists on the content of legal culture of lawyers as its concrete bearers. The
ways of students legal culture innovative development are indicated. As a result,
there is substantiated the statement that innovative development of legal culture
of Russian society depends on the activity of legislative authorities, educational
structures and the law community itself.
, ,
.
630102, . , . , . 6.
-mail: markeev@sapa.nsk.su

115

Key words: innovative society, innovative development, legal culture,


modern education, specificity of education in the society of the twenty-first century.

. , ,
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32 + 378 + 13 + 316.7


-
(- )

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

, ,

.
630092, , . , 20.
-mail: kushenko@fgo.nstu.ru

120

II. ,

SOME PROBLEMS OF TRAINING SPECIALISTS IN THE FIELD


OF POLITICAL SCIENCE IN THE RUSSIAN FEDERATION
(A PHILOSOPHICAL-METHODOLOGICAL ANALYSIS)

S. V. Kushchenko (Novosibirsk)
In the present article two methodological problems are analyzed: 1)variation
of the definition of the subject of political science in Russia; 2)variation of the
hypothetical model of the specialist in the field of political science in Russia.
Key words: political science, the subject of political science, politics, political
relations, political behavior, political institutions, democracy, functional and
sense-related vagueness.

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3. : , , : / . ... : - . -,
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4. : : , : . / . .., ... : - , 2008. .1118.

124

III.

III

Part III. PHILOSOPHY OF EDUCATION IN THE WESTERN


TRADITION
13 + 316.7 + 37.0

. (, )

. : , .

, .
e , . , , .
: , , , ,
.

EDUCATION AS A MOVEMENT OF HUMAN EXISTENCE

N. Pelcova (Prague, Czech Republic)


This article deals with the issue of education in the context of the work of Jan
Patocka. Education is considered in the form of three movements of human
existence: receiving, reproduction and transcendence. It reveals the relationship
between Patockas theory of education as a movement of human existence and
modern European traditions and discusses the meanings of this theory for todays
theories on education. Education is understood as a chance to meet a generation
on common ground and as a dialogue, conflict and struggle across the
, ,
.
-mail: nadezda.pelcova@centrum.cz

125


generations. It is also understood as a continuity of culture and discontinuity of
necessary metamorphoses, as a symmetric and asymmetric relationship based
on responsibility.
Key words: education, movement, metamorphosis, encounter, agon.

Jan Patocka is one of the few world or at least European renowned Czech
philosophers (apart from Comenius and Masaryk) and his deep professional
knowledge and civic virtues are most worthy of our attention. Patocka was
born on the 1st of June 1907 in Turnov and died on the 13th of March 1977. He
was an exponent of phenomenology; he domesticated, translated and
commented on the works of Edmund Husserl, Martin Heidegger, Eugen Fink,
and Max Scheler etc. In 1936, he habilitated with his paper entitled The Natural
World as a Philosophical Problem. He worked in the philosophical faculty of
Charles University between 1945 and 1949. During this time he lectured antic
philosophy Lectures from the classic Greek philosophy of Socrates, Plato and
Aristotle. His books were still being published up to 1989. From 1950 he worked
at the John Amos Comenius Pedagogical Research Institute. He won European
recognition during his Comenius phase and his name is connected with the
study of Comenius philosophy of education (theory of education as
amendments). He set Comenius in the wider context of European thinking
(by examining his relationship with Mikulas Kusansky, Rene Descart and
Francisi Bacon). In the 1960s he was able to return to Charles University and
the Academy of Sciences of the Czech Republic, but not long after, in 1972, he
was superannuated during the normalization process. He later went on to write
his most famous works: Heretical Essays in the Philosophy of History etc. In
1977 he was one of the founders and first spokesman of Charta 77.
Patocka has a special type of philosophy, not abstract theory but a kind of
attitude towards human life which fulfills his basic theory that philosophy has
no sense in itself as a form of pure science but it is in essence education.
Therefore, he returned to the Socrates/Plato tradition of dialogue as a basic
form of philosophy and philosophizing, which helps man understand the
meaning of his own life, his role in society and position in the world.
Understanding does not leave us indifferent but changes our lives.
His work is not entirely characterized in the study; I focus mainly on the problem
of philosophical education, which Patocka addressed since his very earliest
philosophical years. I introduce three phases of his theory of education and relate
them to a certain form of movement of human existence. The first is represented
by the texts of his lectures entitled The philosophy of education (from 1938-39),
the second is Patockas Comenius phase during the 1950s and 1960s. The third
and final is the theory of education in later texts and in particular The natural
world and its authors reflections after thirty-three years. (1969)
The links between education, life and movement in J. Patockas work show
that it is not only a pedagogical reflex. A professional pedagogical attitude would
typically consider education as a long-term, targeted process, methodically
forming the human character and its holistic, social, intellectual, cognitive,
emotional, and moral development. I have highlight deliberateness, orderliness,
and long-standing behavior from the point of view of the possibilities of obtaining

126

III.

set goals, from an assumption of the continuity of the development of community


and continuity of the development of man himself. Man becomes human
through education; the social approach of education is a condition for mans
further existence.
The philosophical reflex of education is not less specific than the pedagogical
reflex; however, it is typical to break down the real manifestation of a practical
process of education and education into basic (ontological and anthropological)
layers, where one can grasp onto the fundamental features and assumptions of
the possibilities of education in a holistic context of the world, community and
mans relation with himself as an integral entity. This can be reached through
thematizing, problematizing that which is seemingly obvious, and analyzing
our experiences with education and education (i.e. we have all been educated
and brought up and sooner or later we have to raise others). As Patocka says
in the Philosophy of education, this is best achieved by asking skeptic, doubting
questions, which lead us slowly to a specific orientation point which reveals the
path we should follow. Such doubting, skeptic questions come directly to us in life,
we not only consider them through accepted thought pathways based on what we
have learned but also we begin to think about things. (1, 7) Thus, it is not a
definition of education, the basic concepts, methods and strategies (i.e. a
professional scientific approach), or a continuity of life from young to old, but
wonder, discontinuity of returning to the start of a journey which lets us find
the orientation point, to see the path, to forsake accepted thoughts. Philosophy
and education are a tremor of day-to-day actions and problematizing of everyday
experiences, it is a movement, a clear process inside man which relates to a
reflection of a navely natural and limited everydayness. (1, 5)
By movement (education, thought), however, the author does not mean
the external development and metamorphosis of an objective character based
on the speed of transferred and conveyed knowledge, its frequency, reliability,
cutting of corners and saving of time during the transfer of information.
Although we have all fulfilled these parameters there has been no deepening
of human relationships, on the contrary they have flattened and formalized.
E-mail, internet, mobiles and other technical communication devices have sped
up the transfer of information, but they often contribute to the emptying of the
content of the communication.
Patocka speaks of a different movement. He often refers to philosophical
movement as being a very complicated problem and he returns to the sources
of deliberation on the nature of movement, i.e. to Aristotle. Aristotle
distinguished between several movements: motus external movement,
outwardly describable and producible by coordinates as movement in space,
from place to place, from start to finish, kinesis movement of the organism
caused by external influences, movement as an answer to these influences,
and metabole internal metamorphosis and growth of an organism (increase
and decrease in size). These movements do not concern us here however, the
most important movements for us are genesis, fthora, dynamis and entelecheia
as forms of existence and the movements of dynamis tu paschein potentiality
and acting upon, dynamis tu poiein potentiality and being acted upon and telos
movements to our own form, to our naturalness.

127

For Patocka education is a type of dynamis, the possibility for ones own
development and transformation. Education is sufferance (it leads man to reject
instant experiences in favor of long term ones) and implicates metamorphosis
(for example, the opening up of new possibilities); education has sense and
directs one to certain goals (telos), in education it restores all of the hidden
bias of the educated and educators. In such an activity, internal movement,
something new opens up within man, in such an activity he changes internally.
(1, 9) Therefore, we should not think of education and education only as a
process of developing understanding, knowledge, skills, competence and
values. Education should touch man in their autonomous center and in their
inclusiveness (i.e. life in society and being in the world).
In the 1930s, Patocka criticized the well-known irrational objection which
even today is often heard from students and their parents: Why do I (my
children) have to learn something that I (they) will never need in life? The
aspect of practice comes from the assumption of set goals for which man selects
certain resources, as if it was a closed circle, nothing more is needed it is a
objection that is as old (modern) as school itself. However, school is not and
never was merely a place to attain qualifications, knowledge or work
competence.
As Patocka says .a school pupil should not only learn through resources to
reach a certain goal, but he should learn to want something more.(1, 9) This
basic experience of wanting something more is based on the understanding
of human possibilities (Aristotles dynamis, energeia) in the context of the
world as a whole. A philosopher close to Patocka, Eugen Fink, for example
calls it the oceans sensation, it is a relationship with immensurability, with
the infinite, with perfection. (5, 37)
When this happens, man feels something new, he feels a special movement,
everything gains new meaning, the world suddenly opens up into new and wide
horizons. It breaks through the everydayness, it blunts normality; it is a starting
point for the education process which Europeans have given meaning to throughout
history.(1, 10)
Qualifications are gained to prepare man to solve specific life situations,
education however opens the world in a wider context, to rise up out of
particularity into entirety.
Education should therefore be considered in the context of the world as a
whole, in its original dimension. This original dimension is found in the soil of
the natural world, in the original experience with ones self. Education is
characterized by forming the life of human existence in relation to oneself and
others. If we think of education as being formalization, molding of the possibilities
given to man by nature, education is given by three moments: in society there are
adults, i.e. already molded, and non adults, yet to be molded, together, thus a
change in the generations; the new generation is not incomplete; and finally the
members of these various generations belong together, this belonging together
provides them with certain tasks. They must look after each other. (1, 22).
Education is not a unilateral process of formalization, seniors influencing juniors,
the experienced influencing the inexperienced, the educated the uneducated
and adults minors, it is not causal linear determination, but a mutual relationship;

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it is an expression of belonging together and the solidarity of a generation. It is


a relationship that crosses the generations and builds communities, their culture
and existence. It is based on the fact that education is an introduction to a
world which is older than all of us and which allows that which another Czech
philosopher, Jaroslava Peskova calls the basic task of education, namely to
join in common things.
Education is a relationship between the educator and the educated, intended
not randomly (firstly in the pedocentrism of children, and secondly in the
authoritarian concepts of the educator) but through a common subject, interest,
caring for self and ones own existence. This is Heideggers Sorge: Man is a
being which takes care of his own existence. In an educational relationship we
feed our own existence, not the existence of others, i.e. the educator. Education
is a mutual journey in which we can become one in ourselves. (The largest
educational misdemeanor is for children to fulfill the ambitions of their parents.)
Education cannot avoid conflicts (with the educator, educated, with oneself),
therefore Patocka characterizes education as a match, which is played in an
educational situation. The result of this match should never be the victory of one
or another but a certain compromise, which can be considered ultimately as a
victory for those who are educated, not merely for those who educate... the task of
the educator is complete (of course in an individual sense) if the student, based on
their ability, manages to develop their own original lives along the pathways
developed by the teacher....(1, 42)
The scintillation between the participants, about themselves and others, is
expressed in the poem by Antonin Sova entitled Ucitel zakovi (Teacher to pupil):
My pupil, my rival comes to me on my path, I want to compel him so he prevails.
This motto binds the teacher to support the pupil in his independence, in his
own possibilities and at best when the pupil is not a mere follower but is better
and unlike the teacher, a partner and a true continuator. You must learn to win
my dear pupil, against me, it is honorable. The teacher is thus there to be
surpassed (1, 43). Education is an awakening of activity, strength (Patocka
cites Bergsons elan vital in the educator and the educated). The educator
cares for himself his own existence, the student and the existence of society;
within the educated there is an awakening of his own possibilities (rising up
from subservience, incompleteness), freedom (to be alone in society with
others) and responsibility (for a shared world).
In the second concept of Comenius research I will refer mainly to Patockas
work Comenius and the open soul. Here the author differentiates between
two standpoints of education at the gates of a modern age: the first is the closed
soul and against this stands Comenius open soul. The standpoint of the
closed soul comes from subjectivity conceived by way of thinking me;
independent understanding assumes the right to structure the world according
to ones own plan (a subjective-objective plan of the world, the world conceived
as a machine machina mundi), because of this the closed soul can only
encounter itself, beyond this it recognizes nothing else, it must solve each
problem with its own strength and resources. Its fundamental task is seen
from the perspectives of control, assist and integrate. The concept of a closed
soul gives rise to the tradition of instrumental education as a tool for mastering
the world, society and oneself.
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For Comenius understanding is only one of many strengths (in addition to


morality, free will, piety and faith). Man is bound to the world (we are all on
the same world stage), we cannot rise above it and become an impartial
onlooker, an objective observer (like in the concept of the closed soul).
Patocka states that in The Labyrinth of the World and the Paradise of
the Heart the wanderings of the pilgrim can be demonstrated (self-fixation of
an open soul...in the paradise of the heart) using two alternatives: on the one
side is the labyrinth of pure worldliness and on the other side the truth of
spiritual existence, Comenius advises us to find the path of inwardness and
faith. Patocka compares Platos prisoners of the cave with Comenius pilgrim;
both are deprived of their freedoms and opinions. The shackles of Platos
prisoners correspond to the bridle held by Knowall-Ubiquitous and the glasses
that Delusion places on the pilgrim. The tasks of the companions however are
different, whereas Platos prisoners turn to the light and true knowledge,
Comeniuss pilgrim, is not mislead by the veil of light but eliminates lifes
pressures. He compels himself to take the unavoidable basic decisions of life lightly.
He shows his difficulties and obligations in a rosy light; enticed by newly changing
and radiant things so hindering examination in its own sense. ... the pilgrim is
not a passively sitting prisoner like Platos, but within his seemingly positive
mobility lies the cause of his delusion and blunder. Mobility is mistaken and
worthless. (2, 342)
On one side we have the fixed gaze of Platos prisoners, on the other the
superficial fickleness of Comenius pilgrim. An obstruction to true
understanding can be the lack of understanding, the distorted and limited
insight (Platos prisoners have only what they see in the shadow theater) of
his knowledge has the character of doxa, common belief; so Comenius flood
of irrelevant information and false images leads us away from the truth, from
substance and leaves us to wander and gaze at superficiality.
According to Patocka, that which the guide conceals is death, acting as if it
was not mortal life. Unmasking death as an abyss of nothingness thus ends the
control of the pilgrims companions. Revelation of nothingness is, ..., the basic
act of an open soul. (2, 343) After this reversal in the understanding of meaning
he stops being a self-extradited pilgrim, the salutary voice of God resonates
and leads him from the nothingness of the world to a positive existence.
In The center of safety (Centrum securitatis) the basic experience of the
open soul is narrated in a slightly different way to the Labyrinth. The
embroilment of man in the world is identified by mans wandering path to
happiness, mans devoutness, his motives and self, the desire to be the center
of ones self and all others. Patocka evaluates this next step in the development
of thought very critically and regards Comenius attempt to identify with a
modern picture of the world and modern understanding with the concept of a
closed soul as being a dangerous simplification. The danger lies in the opinion
that it is both possible and necessary for there to be other natural sciences
than modern mathematics. Comenius places syncrisis (knowledge from analogy
based on a metaphysical interpretation of world events as a whole) against the
contemporary scientific methods of induction and deduction. With this
Comenius puts himself in a position beyond the main flow of scientific

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knowledge. He is discontent with knowledge and appreciation, modern science


does not offer anything whole and in this sense it is necessary and correct
(1, 345) criticizes Patocka.
The last concept of education as a movement of human existence is contained
in Patockas latter work, The Natural World as a Philosophical Problem
after 33 years and in Heretical Essays in the Philosophy of History.
The natural world (Husserls Lebenswelt) is not an objective givenness; it
is, as Patocka puts it, a correlation of meaning, a correlation of life in the world,
in the sense of intelligible coherence. It is a horizon, a background in which
phenomena may arise; it is a context in which we understand things. It is the
natural world in which human existence is formed in its temporal (anticipation,
presence and retention) and spatial definition (closeness and remoteness).
Existence itself is a movement where three basic human possibilities take place,
it is not a cellular movement, but holistic, the movement of existence. The first
of Patockas movements is anchorage, rooting or acceptance. The second is
self-assertion, in other words work and struggle and the third is the movement
towards truth or in truth, in other words the movement of transcendence.
Holistic movements are a relationship or movement towards so-called
arbitrators, a fixed foot-hold, which movement permits, collates and directs.
The arbitrator of the first movement of anchorage is home, the arbitrator of
the second movement self-assertion is the world and the arbitrator of the third
movement of transcendence is truth itself.
Patocka in his deliberations of home (3, 86) emphasizes the difference
between the center and movement, as a difference between the home and
strangeness, between the normality of the home and the exoticism of that which
is far away. Home permeates through recognition, familiarity and everydayness
which is not banal but opposite to strange, exotic.
The difference is articulated not only by space but also by time. The regular
movement of life belongs to home: relaxation and work, refreshment and sleep,
recreation and employment, food and love. Closeness is not only spatial but
also temporal; it is something like the fourth temporal dimension. The first
three are the past, present and future.
They split here with the coming together of young and old, childhood and
adulthood. Home is a place to encounter generations. Home is also an encounter
of men and women, man fetches and woman preserves. It is an expanding
future and cherished past, only this complementarity is augmented in the
present, it gathers together and forms this fourth dimension closeness,
credence, unity otherwise divided. Only this complementarity creates a home.
The home is a place in the world where we are accepted we can recall Patockas
movement of acceptance as primarily human.
The home is the center of the natural world; it is a place where we are at
most with ourselves. Patocka uses Comenius phrase of home as a gulf of safety,
it is the part of the universe that most penetrates man, things here are so to
say organs of our life, they are , with them we almost always
know what to think. (3, 86) The home is an extended organism, it is our
elongated body. To quote Gaston Bachelard, Our family home is physically

131

inscribed on us. It is a type of organic custom. After twenty years, against all
anonymous staircases, we would find reflexes of the first staircase; we would
not trip on the top step. The whole existence of home would unfold faithfully to
our existence. (4, 53) The experience of home guides us throughout our whole
life, in which we move as it were unwittingly, with closed eyes.
For this to take place, a house must be a home, domesticated, snug,
furnished therefore we find that we cannot throw away old toys so we do not
throw away part of our childhood, or old postcards so we do not end our
relationship with people who maybe are no longer with us. Near is never trivial.
Closeness is not given, one must strive for closeness, it is a task shared by
men and women, parents and children, old and young.
Home is not only a place where we are physically present, even if a house
often stops being a home the moment someone close to us leaves. To have
somewhere to return to is linked to the important feeling that someone is waiting
for you there.
Diversification of a home like human relationships anchored to things,
like a residence, like a neighborhood, like a human phenomenon, a means of
topo-analyzing man, space for comfort and intimacy highlights the fact that
home, the same as displacement, is a basic form of existence.
The home is a place which opens up wider spaces; it is a place to encounter
generations, occupations, friends, acquaintances, neighbors. Home is a horizon
in this sense, by which man opens the world, it is an angle of sight from which
we understand the world and how we behave towards it. To quote Bachelard
we can say, Before man was plunged into the world, as metaphysics recognize,
he was placed in the cradle of the home. (4, 53) Home is a place of intimacy
and refuge where the world opens up for us. Man is a distant being and therefore
he needs a home. Without a home man is a scattered being, in this sense
home is a stabilitas loci.
Acceptance to the world and the home takes place in the first movement of
human existence anchoring. However, the world does not accept us in its
immeasurable form but in its human advocates parents, fosterers. The world
arched over human community, in human understanding, something as an
internal core,...this is the content of the core protected against the exterior.
(3, 232) With this acceptance we can develop our own possibilities. Acceptance
means the protection of our existence based on the care and concern of others.
However, acceptance not only means sufferance (dynamis tu paschein), but
also active causation (dynamis tu poiein). We accept acceptance through tears,
smiles, outstretched arms, in blessed delight we transform into representatives
of the world. The face of a closed existence, its expression becomes the face of the
world... (3, 234) To quote Dilthey, A mother is a child full of reality. For
someone who has had a happy and affectionate childhood, life can no longer
harm them much...
The second movement is projection, or self-assertion, or the movements of
work and struggle. Here man aspires to his own form, he stands before the
task of providing lifes resources, to form a career, to assert oneself among
others (reduction of existence into a social role), to objectify and run the risk
of perpetuation. Work and struggle represent opposing principles. Work turns
man to things and struggle turns man to people (man captivated and captor).
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In this movement we aspire to self-determination, appreciation, in it we eliminate


the danger of self-deprivation and estrangement.
The third movement is the movement of breakthrough, or truth in truth, in
other words the movement of transcendence. This movement it is not about
an encounter with a strange existence but with ones own. In the last movement,
the movement of existence itself, we can see the most innate human essence and
potential subcelestialness, which is also a relationship with existence and the
universe. (3, 245)
The third movement reveals the fundamental dimension of the natural world,
that which is not given evades recollection, it evades material identification,
which this world substantially underlies. It gives it meaning.
Patocka shows this third movement in his paper on civil involvement.
LITERATURE
1. Patocka J. (1997) Filosofie vychovy. Studia paedagogica 18. Praha: Pedagogicka fakulta
UK.
2. Patocka J. (1998) Comenius a otevrena duse. (K tristemu vyroci Comenius smrti). In
Sebrane spisy sv. 10. Komeniologicke studie II. Praha: OIKOYMENH.
3. Patocka J. (1992) Prirozeny svet jako filosoficky problem. Praha: Ceskoslovensky
spisovatel.
4. Bachelard G. (1990) Poetika priestoru. Bratislava: Slovensky spisovatel.
5. Fink E. (1993) Hra jako symbol sveta. Praha: Cesky spisovatel.

13 + 159.9


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.
, , .
: , , , , .

THE BODY AND SPEECH

A. Hogenova (Prague, Czech Republic)


Body language is the most natural and most understandable dialogue in the
world. The significance of the Olympic Games against the backdrop of body
language is considered, as well as the role of hands in lifes movement, the role
of speech from the point of view of human principles.
, (, ).
E-mail: Hogen@volny.cz

133

Key words: speech, to talk, to speak, body language, phenomenology,


intenciponality

There is a difference between talking and speaking. Whereas we only talk


using words, we can speak without words. Our body can speak volumes; hence
sport is a dialogue which is more open than any other and that is why the
Olympic Games have such an immense significance.
From a phenomenological point of view life is a special kind of movement.
This movement is the most complicated and cannot be reduced to a relationship
between cause and effect. We can picture life as movement along a path. We
leave from one point and arrive at another and in doing so we find ourselves in
a situation which we could not predict. This plunging into a life situation is a
role played by fortuity which we have to learn to live with. We cannot completely
eliminate this fortuity; there is only one option and that is to be prepared for it.
Sometimes it is called wisdom. That, from which we appear is called the
beginning, in Greek arche and that to which we head for is called the goal
(telos). The situations into which we are thrown turn on us and we have to
solve the dilemma. We are equipped for these solutions with a beginning and
a goal. At first everything we have obtained from our past generations is hidden,
it is in our genes together with the customs and traditions with which we have
been brought up. This becomes intertwined with the goals of our life movement
(telos) and forms a foundation for solving a situation. From this basis we select
possibilities, in Greek dynamis. These possibilities for solving a situation
depend on our existence (arche) and our substance (telos).
In other words, life is not a simple line of cause and effect, as we are given
to understand by natural sciences: biology, chemistry, and physics. Even the
life of an athlete cannot be reduced to biological, chemical and physical causality.
But if you look around you at how sports science is carried out, you will discover
that research is mostly performed into these natural science causalities. Hence,
an athlete is understood, very mistakenly, to be a means for verifying and falsify
causality of this kind and many scientists build their reputations on this.
Being plunged into a situation is the work of the beginning, the end and the
possibilities which the situation offers. But here we need to pay particular
attention; we only perceive the options which are already inside us thanks to
the beginning the goal that is prepared for us. Phenomenologically we call
this protention. It is actually a set of lines which are formed by our experiences
in a former life. We cannot eliminate the influence of this protention, it is very
difficult. We only have to imagine an Asiatic practicing archery. The essence
of this training is not the firing of the bow but the focus on an achievement in
the moment, now. This focus is the crucial aspect but it is a mental achievement
not physical in the Cartesian sense of the word.
The decision making process has at least four causes, exactly how Aristotle
described them. They are efficient, final, formal and material causes (causa
efficientes, finalis, formalis and materialis). Efficient causes are arche, final
causes are telos, material causes are dynamis and formal causes are (energeia).
The result of these four causes is ergon, and this is nothing other than
achievement. What is this ergon in the case of sport? It is nothing more than
sporting achievement. Of course, if we know how to analyze ergon we can
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III.

reach arche, telos, dynamis (possibilities) and energeia (pursuance). This


means that we can understand the four causes from which ergon was
constituted. This reverse procedure from achievement to cause has long been
called hermeneutics. In modern times it was mostly brought to life by Martin
Heidegger and Hans Georg Gadamer.
But here we are dealing with the body and speech. Everything that the
body says is the body in achievement, before achievement and after
achievement. It is necessary to learn to understand the body in a different way
than by describing chemical, physical and biological causality. What is the
basis of this understanding? It is the hands. The hands have a body. Why?
Because the hands show telos, intention towards a goal. The hands lead us,
they work, they open doors, they write and the wave at people when we part
with them. Thus, it is not true that the body has hands, on the contrary the
hands have a body. The hands tell us a lot about our lives. Extending a bodily
hand is a language which has words. Whereas the bodily hand reaches out
to existence in time and space, speech as another hand reaches beyond time
and space, it enters into transcendence. Man is a being which in contrast to
animals can enter into practically anywhere. A bodily hand can reach
rescendence, a hand of language can reach transcendence. Both are connected
in a genial way in the Olympic Games. Therefore we cannot merely understand
them as physical achievement but also as sui generis achievement, i.e. spiritual
achievement.
LITERATURE
Heidegger, M. Parmenides. Frankfurt am Main: Vittorio Klostermann 1982.
Gadamer, H. G. Wahrheit und Methode. Tbingen 1972.

13 + 371 + 17


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, .

.
.
: , , , , , .

,
( ).
E-mail: ilona.semradova@uhk.cz

135


ON THE BASES OF TEACHERS PROFESSIONAL ETHICS

Ilona Semradova (Praga, Czech Republic)


The paper addresses the issue of theory, praxis and poiesis as manifestations
of human activity and as sources of its further modifications. It deals with the
application of this concept of human activity in the teaching profession. Therefore,
the focus is on the most important anthropina as indispensable constants in the
concept of the teaching profession. On the ground of the ethical analysis of the
current situation of the world as well as that of a human being, we look for the
bases of teachers professional ethics. Contemporary scholars point out the
substantial connection between education and meaningful co-being, which should
become a field for dialogue. It is necessary to make sure that live communication
is not pushed out by parallel monologues and that those models of thinking are
not expanding, which could lead to obstacles to understanding and interpretation
mistakes, and which are related especially to the instant knowledge and
information technology reductionism. We also deal with the shift in the notion
of teaching and of the dimensions of the teaching profession. More and more
widespread is the notion of the model of a so called broad profession. A teacher
is a specialist whose role is to facilitate the learning process and to create friendly
conditions and challenging opportunities to release the pupils / studentspotential.
These moments can also be seen when incorporating information and
communication technologies into the process of education and self-education.
Implementation of ICT into tuition and creation of virtual learning environments
are essential moments in the development of educational projects. The paper
also deals with the axiological and ethical dimensions of the virtual learning
environment. The outcome from the issue in focus is formulated in the reflection
on e-learning as an educational strategy, on one hand, and as a cultural
phenomenon on the other. The article closes with an outline of a structural
framework of teachers code of ethics.
Key words: the teacher profession, professional ethics, theory, praxis,
poiesis, human activity.

Theory, praxis, poiesis as manifestations of human activity


Human activity manifests itself in many ways and interferes with both natural
and social acts; it constitutes many of the substantial attributes of coexistence
among people, demonstrates itself in practical, theoretical, as well as poetic
areas. It is modified in the course of its application and through the impact of
its consequences. It is not only the process itself that is modified; the agent
himself, the generator of the process is modified, too.
The rational aspect of praxis represents the consequences intended.
However, not every consequence can be foreseen, or anticipated. In an ideal
case we are able to achieve an unexpectedly positive result; very often, though,
undesirable results occur as an unpredictable side effect. These demonstrations
of practical transforming and self-transforming activity can be found in every
action, both partial and complex, systematically based and conducted the
pedagogical activity as educating activity being no exception.
Attempts at theoretical reflection on the world, at understanding the meaning
of our actions, the meaning of our lives are, above all, connected with asking
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III.

questions like WHY?. Revealing the meaning, belief in meaningfulness, desire


for meaningfulness are, on the basic level, philosophizing and philosophical
(or theological) concepts, which also project themselves into the questions
related to single parts of the universum being examined, of which we are the
examining and self-examining parts. These philosophical concepts are in the
basics of special sciences. Pedagogy, as a free-standing discipline, necessary
for performing the teaching profession, also defines the subject of its
examination, its working methods, as well as the application connections of
the conclusions achieved. Here, it is also necessary to ask questions like
WHY?. Very often, though, we find mere taxonomy, description and
presentation of methodological instructions HOW?. These instructions, often
algorithmized, are very well planned, well linked to each other, they are logical,
scientific, clear, but questions like WHY? are not answered, let alone asked.
Contemplating the responsibility of the teaching profession represents an
axiological and ethical level of approach. What and why, then obviously also
why am I supposed to teach my students? What and why is supposed to be a
positive value for them and how can we get at positive values? Why is instant
knowledge not enough? Why is factographical rampancy of education contents
risky? Why cannot the largely perfect, sophisticated, multidimensional virtual
learning environments, perfectly equipped with information and communication
technologies, take over the teaching and education process? Why is a teachers
individual, personal, auctorial, both theoretically and emotionally engaged
approach significant and irreplaceable?
Poiesis as creation connected with the birth of a new piece of work which
has an aesthetic value, or as creation striving for aesthetic value, is not, in my
opinion, closely related only to works of art. Poiesis can also be found for
instance in the layout, in the decoration and adjustment of someones
environment, in the way we dress, which locations we choose to be in and the
way we adjust them, etc.
In our education effort we also create pieces of work, which are of cognitive
value and are aimed at being applied both directly or contextually. These
pieces of work (lesson plans, textbooks, lecture notes, e-learning courses) also
have their aesthetic, or aesthetizing features regarding the type of content, media,
students age and maturity, the teachers technical skills and aesthetic habits.
The most important constants in the concept of the teaching
profession
The most significant anthropina, given by the human ESSE, POSSE,
NECESSE, assert themselves in the demonstrations of the theory, praxis and
poiesis as the most important constants in the concept of the teaching
profession. These constants involve:
belief in meaningfulness, desire for meaningfulness
decency, morality, morals which reflect a large number of coordinates of
axiological and ethical systems
work
education
art
effort to solve conflicts, both polis and cosmopolis as focused on in politics
desire for knowledge, which shows results in systematized sets of
137

knowledge of individual scientific disciplines, as well as in the processes aimed


at education and self-education, as a part of the effort to understand what is
around us.
For the concept of education at the intersection and blending of worlds in
which we live, worlds showing labyrinth type of motion, it is still typical to
use the scientistic, subject-object scheme in ordinary school tuition. Pupils,
students are presented with ready, prefabricated data, which have to be
accepted and reproduced at the right moment. This instant knowledge, which
is still given to pupils and students in large amounts and in a ready-made form,
easily consumable knowledge does not provide enough references to wider
context and does not cultivate human creativity.
Analysis of the varied world points to global issues, the issues related to the
socio-cultural change, the change of paradigm, the problems of organizations,
institutions, companies, as well as the problems of individual professions and
individuals.
Contemporary scholars (Fink, Patocka, Palous, Liessmann) [1, 2] point out
the essential relationship between education and meaningful coexistence, which
is always an area of advice, getting advice, consultation, dialogue, listening. It
is necessary to make sure that live communication is not pushed out by parallel
monologues, and that those models of thinking do not expand, which might
lead to barriers in understanding or interpretation mistakes, and which are
especially related to instant knowledge and information-technological
reductionism.
The ever increasing demand on education, which does not settle for instant
knowledge and the possibilities, outcomes, limits and pitfalls of technologies
dominating our world, also brings about changes in the concept of teaching
and the dimensions of the teaching profession. More and more widespread is
the model of a so called broad profession, while the model of so called minimum
competence, in which the basic activity of a teacher is the transmission of the
findings from his or her school subject, or also the skills related to a specific
school subject, is being abandoned. The model of a so called broad profession,
the philosophical foundation of which can be found not only in the works of the
above mentioned scholars, brings about the concept of a significant widening
of the teachers sphere of action; the teacher being someone who takes care of
the overall cultivation of a pupil / student, who is capable of reflection and selfreflection, and who perceives teaching as an expert activity. A teacher is a
specialist who facilitates the learning process and creates friendly conditions
and challenging opportunities to release the pupils / students potential. It is
obvious that this concept of teaching is related to the basic anthropina and all
three levels of relating a human to the world and to him-/herself (theory, praxis,
poisis). It employs transdisciplianrity, transversality and contextuality. These
moments can be seen on the level of generality of knowledge, in its horizontal
and vertical linking, as well as when incorporating information and
communication technologies into the process of education and self-education.
Axiological and ethical dimension of virtual learning environment
Implementation of information and communication technologies into tuition
and creation of virtual learning environment are, these days, essential moments
in the development of educational projects, forms of education and creation of
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III.

e-learning educational products. These processes are limited by the schools


technical equipment and the level of computer literacy on the part of both
teachers and learners. Psychological, pedagogical, didactic and didactictechnological aspects of preparation, realisation of courses and evaluation of
different learning environments are very often the subject of examination.
Conferences, seminars and competitions focusing on e-learning, distance
education, e-communities etc. are often organized. E-learning courses evaluation
criteria in specific virtual learning environments are usually divided into four
groups:
These are the basic features of a course, especially expressing the course
objectives, the overall design of the course, clearness of layout, originality,
implementation of multimedia elements, quality and adequacy of complementary study materials.
What is also judged, is the way the course encourages the students own
activity through the tools of communication, team work and samples of
application of the subject matter on specific examples.
An essential part of evaluation is judging the level of planning and
organizing activities based on the syllable and calendar.
Also, feedback provided for by self-tests, scheduled homework tasks and
tests, is examined.
This operating framework, created ahead in the virtual learning
environment (related to the necessity to accept precisely algorithmized
procedures) represents the pragmatic aspect of the courses, their success,
efficiency, accessibility, linking and relation to other sources. Creation of selfeducating, cooperating e-communities results in a way from the activity of the
creators of virtual learning environments, as well as individual courses. The
possibility to constantly complement and update the content of courses, active
participation and connection of individual participants in the course, widening
the space and prolonging the time which the students can use for studying,
can definitely be seen as a big contribution. Positive characteristics also include
the fact that more people can educate themselves in this way, that it makes
systematic education accessible to groups of handicapped people, etc. On the
other hand, we can come across a whole range of objections against the stronger
and stronger trend to incorporate ICT in teaching. These objections result
from general neophobic attitudes, as well as from the fears of technization,
depersonalization, algorithmization, excess rationalization, economization, and
in a way also possible simplification in the approach to the world, people, and
oneself. Technical scientistic civilization perceives ICT as an optimal tool for
efficient and productive education in the direction of its further development.
The question asked by philosophers, educators, psychologists, and even some
of the authors of e-learning courses and their participants, is a question about
the content of education within the varied world, and the question about the
consequence of the reduction of the essential education (education of a man
as a whole being) to the education for the technocratical, bureaucratic
civilization, for the roles which we adopt and have to adopt if we want to succeed.
Thanks to its potential, however, ICT and educational courses created
through them do not have to contradict essential education, as they can
significantly respect the need to set the teaching objectives from the learners,
139

the teachers point of view, as well as with regard to the content of the subject.
They can make tuition distinctively individual, both with regard to its pace and
to the range of above-standard offers, apart from the education standard. In
future, therefore, we do not have to be accompanied by ICT as a symptom and
a tool of a technocratic diktat. ICT and virtual learning environments based on
and operating through them can also respect value, emotional, ethical and
aesthetic relations and connections of cognitive content, thus contributing to
personality development. In e-learning courses we can open space to both
explanation and asking questions, including questions about meaning and
meaningfulness. We assume that cognition implies open and reflected
understanding; its essential part being feedback mechanisms, clarifying the
common ground for communication as a precondition of cognition, and its
essential feature being incompleteness. New knowledge is constantly emerging
and continual updating is needed in the pedagogical process. Such updating
can be very well realized in virtual learning environment, which does not present
the subject matter, the topic to be mastered, only through the methods of
explanation and description.
Hermeneutic approach
For the hermeneutic approach, pointing out the necessity to go behind the
area of verbal explanation (both oral and written), a virtual learning environment
is such a bearer of cognition that makes it possible to reconstruct potential
questions, and that also makes it possible for the arising questions to be
formulated and asked immediately. In a virtual learning environment, with the
tools which we have at our disposal, we can grasp concurring connections in
different dimensions. Partial pieces of knowledge can be understood from the
whole of connections which are the starting point for the author of the course
and which is formulated in the form of objectives that are to be reached with
regard to him/her as a teacher, with regard to the pupil / student, and with
regard to the topic which is the subject matter of teaching and learning.
Reflection on the topic, explicit wording of its meaning with regard to the
competences required from the pupil / student, and self-reflection of the
teachers own predispositions to communicate the topic, contemplation on the
different levels of the subject matter are the necessary prerequisites of teachers
preparation. Application of the hermeneutic approach in a virtual learning
environment will result in making more specific the ideas of education for the
21st century covering the MyslefYou, MyselfWorld, MyselfMyself
relations, Myself not being perceived as superior and egoistic, but in its
experience, and knowledge set-out as a starting point for formulating the
objectives of education. Myself, which is more oriented, more reasonable,
richer in feelings, with values derived from responsibility, Myself, which is active,
capable of self-reflection and reflection, is then the goal of education. While reaching
this goal we can use ICT, which can also help us if incorporated adequately
into the process to look for the truth, the good and the beauty [3].
E-learning, in this context then, is not a mere education strategy, but also a
significant cultural phenomenon of the present time.
Conclusion
The most frequently discussed problems of the teachers professional ethics
include the content of education, the ways of communicating education
140

III.

contents, emphases put on the use of modern information and communication


technologies within the life processes in the varied world. The teacher faces
many dilemmas, many questions, out of which we can mention just a few:
the problem of the cult of fast experiences on the part of pupils / students
the issue of social exclusion
integration of handicapped people
intercultural dialogue in a multicultural world
the influence of media and parameters of media education
covert and overt vulgarity, aggressiveness, bullying
emotional and moral apathy
excessive amount of time spent at the computer
The structural framework of teachers code of ethics should come out from
the concept of the teaching profession and should include these items:
Preamble
Basic provisions: performing the profession in agreement with the
Constitution, legislation and acting in compliance with the Code.
General principles:
teacher and performance of the profession
teacher and pupil / student
teacher and pupils / students parents
teacher and colleagues.
The code of ethics should be based on theoretical background, and inspired
by codes of ethics of different countries (see Appendix 1), or those of different
professions, and through discussion of all parties concerned. We have all been
pupils / students, some of us are teachers, and each one of us from his / her
own point of view and from his / her own experience can contribute to
compilation of the code if we see the need ...
Notes
[1] E-learning courses (Chapters from the culture and literature of German
speaking countries, Translation from German language, Ethics and
Philosophical seminar), which were introduced at our Faculty in 2001-2003
and which are being constantly supplemented and updated, are used, on one
hand, in a utilitarian way to support in-class teaching, on the other hand, they
strive to reach beyond the common knowledge horizons of teaching; since
2005 the courses Ethics and Philosophical seminar having also been also
run as inter-university programmes.
REFERENCES
1. Palous R. Ars docendi. Praha: Karolinum, 2004, zejmena s. 81-82.
2. Liessmann K. P. Teorie nevzdelanosti. Praha: Academia, 2008, zejmena s. 911, 3840.
3. Semradova I. Paradigma komunikace a technologie vzdelavani. Hradec Kralove:
Gaudeamus, 2003, zejmena s. 105.

141

IV
,

Part IV. THE QUESTIONS OF CREATIVITY, HUMANIZATION
AND QUALITY OF MODERN EDUCATION
37.0 + 13


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. ,
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: - , , , - , .

THE VALUE-RELATED CHARACTERISTIC


OF THE ARTISTIC-INDUSTRIAL EDUCATION

B. V. Ilkevich (Lyubertsy, Moscow region)


The author analyses the content and meaning of the value-related
characteristic of the artistic-industrial education, which includes three
interconnected elements: the artistic-industrial education as a state value,
artistic-industrial education as a social value, artistic-industrial education as
a personal value. It is shown that when the question is about harmonizing the
personal and state (social) educational values, the accent should be made on
the latter ones.
, , - .
140013, ., -, . , . 67.
E-mail: ilk_bv@mail.ru

142

IV. , ...

Key words: artistic-industrial education, axiology of education, values of


education, decorative and applied art, folk artistic crafts.

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37.0 + 13

. . ()

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: , , .

MODERN EDUCATIONAL SPACE IN THE CONTEXT OF CHANGES OF


THE INTERACTION OF CULTURES

E. V. Semenova (Lesosibirsk)
The article is devoted to the problem of modern educational space in the
context of changes having intercultural character. The author identifies and
characterizes the components of modern educational space. Three components
of this space are distinguished: objectively existing educational space, specially
arranged educational space and subjective educational space of the individual.
There is raised a problem of finding adequate ways of understanding the
phenomenon and harmonization of these three spaces in the lives of pupils/
students.
Key words: modern educational space, interaction of cultures, intercultural
nature of the interaction of cultures in the modern world.

, , , . , ,
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662544, , . -4, . , . 42.
-mail: elenacs@mail.ru

148

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. . : , 1993. 663 .
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., 2007. 342 .
6. . / . . . : , 2008. 557 .
7. . . :
. . : , 1991. 412 .
8. . . (
). [ ]. URL : http//www.prof.msu.ru/publ/
omsk 2/035.htm
9. . . // . 1995. 2. . 3142.

154

IV. , ...
37.0 + 13



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

THE PECULIARITIES OF POLYCULTURAL EDUCATION


IN THE MODERN-DAY RUSSIA

S. Yu. Polyankina (Novosibirsk)


In the article there are specified the concept of polycultural education and
its principal distinction from multicultural and polyethnic education; the
dominant goals are distinguished of polycultural education in the modern-day
Russia as a factor of increasing effectiveness of education; the guidelines for this
research by the scientists of our country are classified. Drawing on the
peculiarities of polycultural education in the modern-day Russia, there are
suggested pedagogical conditions for construction an optimal model of education
in the context of polyculture.
Key words: polyculture, polycultural education, culturological approach
to education, goals and objectives of polycultural education, personal selfdetermination in culture.


XX XXI .
, , , , ,
, .

.
630007, . , , . 2.
E-mail: kgo@nipkipro.ru

155

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2. . . . . . // . 2010. 6 (73). . 1218.
3. ., . (Collins) :
2 . . : ; , 1999. 560 .
4. Nieto S. Affirming diversity: The sociopolitical context of multicultural education. White
Plains. NY : Longman, 1992. 496 p.
5. . [ ]. URL: http://mon.gov.ru/work/vosp/dok/6988/ (
: 23.07.2010).
6. . . // . 2008. 2. . 4450.
7. . . : // . 2008. 4 (25). . 212216.

37.0 + 13

. . ()
- .

.
: , , , , .

.
634055, . , . , . 10.
-mail: medov@sibmail.com

160

IV. , ...

INCLUSIVE EDUCATION IN THE PARADIGM OF DEVELOPMENT


OF NATIONAL EDUCATIONAL SYSTEMS

N. A. Medova (Tomsk)
The author carries out a historical-pedagogical analysis of the general and
special educational systems within the scope of the changing paradigm in the
period of formation of inclusive education both in Russian and international
educational communities. The concept of periodization of the evolution of the
public attitude towards the needs of handicapped people, elaborated by N. N.
Malafeev, Professor of Russian Academy of Sciences, is at the heart of the analysis.
There have been examined some prerequisites for the rapprochement between
general and special educational systems as a tendency toward formation of
inclusive education at the present stage of the society development.
Key words: inclusive education, integration, segregation, humanistic
pedagogy, handicap.


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. 2008. 2. . 2029.
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2008. . 2. 352 .
3. . [ ]. URL : http://www.bestpedagog.ru
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6. . . // , 1982.
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7. XX .
[ ]. URL : http://paidagogos.com/?p=122
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docs/?content=doc&id=2
9. . . // . 2006. 2 (16). . 8894.
10. . . // . 2010. 1 (30). . 2430.

164

IV. , ...
378 + 372.016 + 13



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

ON SOME PROBLEMS OF TEACHING HUMANITIES IN THE


TECHNICAL HIGHER EDUCATIONAL INSTITUTION

S. A. Kuleshov (Novosibirsk)
The article concentrates on the following: to explain the relevance of expanding
and improving the interdisciplinary relations; to eliminate duplication in the
process of teaching humanities and legal sciences; to define the importance and
relevance of understanding philosophically the most acute and actual problems
in the course of Russian history and political science; to review forms, methods
and recommendations for improving the quality of teaching, engaging students
in the studying of the latest fundamental research of Russian and foreign scholars
of the Russian and, particularly, Siberian history; to emphasize the necessity of
objective self-assessment of the teacher performance and of raising the humanities
status.
Key words: interdisciplinary relations, humanities, duplication in the
process of teaching, latest research, education quality.

: , , .

,
.
630092, . , . , . 20, . 6, .205.
E-mail: kushenko@fgo.ru

165

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1. . . //
. 2009. 1 (26). . 276283.
2. . . XXI - // . 2007. 3. . 8894.
3. . // . 2009. 1 (26). . 7074.
4. . .
// . 2007. 1. . 213220.
5. : . . . : ,1990. 211 .
6. . . . ,1995. 370 .
7. . . . . : , 2000. 400 .
8. . . . . : , 1999. 380 .

37.0 + 13

. . ()

. - , .
, ,
, ,
,
.
660041, . , . , . 82, . 452.
Email: delight1@yandex.ru

170

IV. , ...

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

EDUCATION AS A SYSTEM: THE RESEARCH TRADITIONS

M. V. Tarasova (Krasnoyarsk)
The main aim of the article is to explore the multilayered definition of
education as a system. To achieve this aim, the author studies traditional
systematic approaches to education. Education is viewed as a system with many
corresponding aspects. The possibility to see the integrity of different concepts is
investigated in the article. The analysis of the typical researchers ways to
determine the education system purpose as well as education content, technology
and organization makes the author of the article declare the structure of the
educational space to be dual. The educational space consists of two types of
systems which are called dictative and enthusiastic. The specific features and
common basics of each type are explored in the work.
Key words: education, system, subsystem, system of education, dictative,
enthusiastic, teaching, development.


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177


2. . : . : , 1998. 344 .
3. . . : . . . . : , 2005. 240 .
4. . . . : , 1999. 243 .
5. .-.-. : 3 . / . . : , 1975. . 3. 471 .
6. . . . : -, 2000. 382 .
7. . . . : , 2006. 160 .

37.0 + 13 +316.3/4

:
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. ., . . , . . (),
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, , , , ,
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, , .
630126, . , . , . 28.
E-mail: uchotdel@list.ru
, , .
630126, . , . , . 28.
E-mail: uchotdel@list.ru
, .
630008, . , . , 113.
E-mail: uchotdel@list.ru
, , .
107045, . , . , . 28.
E-mail: uchotdel@list.ru

178

IV. , ...

THE METHODOLOGY OF MONITORING: THE PRINCIPLES


OF ORGANIZATION, CLASSIFICATION AND TOOLS

O. A. Efremova, L. A. Barakhtenova, A. T. Pimenov (Novosibirsk),


A. A. Kiriniuk (Moscow)
There are shown in the article the bases of formal methodology for a
monitoring system; the principles of its structure and functional organization.
There are suggested the grounds for its classification, taking into account the
emergence of its constituent elements as well as requirements to design including
development stages, the use of methods and tools for evaluation of programs.
Key words: monitoring system, principles of organization, classification by
grounds, selection and evaluation of tools.


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. . : , 1974. 279 .
7. . ., . ., . . : .-. . : . 2010. 123 .
8. Widmer T. Evaluationsstandards in Europa // Joint Committee on Standards for
Educational Evaluation (ed.). Handbuch der Evaluationsstandards. 3. Auflage.
Wiesbaden, VS Verlag fr Sozialwissenschaften. 2006. . 301312.
9. ., ., . . : - . . : -, 2007. . 190351.

190

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10. Stufflebeam D. Meta-evaluation // Occasional Paper Series. 1973. Paper 3.
123 .
11. Reinhard S. Evaluation and Quality Management: A Discourse (work paper).
[S. l.], 2006. 511 .
12. ., . :
// . : . . 2004. 11. . 3539.
13.
2010 . [ ]. URL: http://www.strf.ru
14. Helmut W. Policy-knowledge and contractual research // International Encyclopedia
of Social and Behavioral Sciences. 2003. Vol. 5. . 1157411578.

378 + 372.016 + 13



. . ()

. ,
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A MODEL OF FORMING THE PREPAREDNESS OF THE STUDENTS


TO DIDACTIC RESEARCH

N. G. Shnipa (Barnaul)
In this article there is presented a model of forming the preparedness of the
students to the didactic research in the process of realizing private methods of
education. The model is based on a complex of methodological methods and
principles, pedagogical conditions; it represents a set of interconnected structural
components.
Key words: model, modeling; methodological methods and principles,
pedagogic conditions of education; components of the model.

,

.
656057, , . , . , . 55.
-mail: modern.language@bk.ru

191

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1. . ., . . . . : , 2007. 668 .
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// . 2008. 1 (22). . 342347.
8. . . // . 2008. 1 (22). . 329339.

13 + 378 + 37.0



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

THE NATURE OF PRE TRAINING IN THE LEARNING PROCESS

I. V. Ryabtseva (Novokyzneck)
The author analyzes the state of the problem of pre training of students at the
present stage of development of the education system. The paper studied the
nature of the organization of pre training, its content, the features of the basic
model of pre preparation and models of pre preparation of a separate domain of
knowledge, revealed the continuity of the concepts of profiling and career guidance
as the key in shaping the willingness of young people to choose the profile and
the profession.
,
,
.
-mail: ryabtseva2010@mail.ru

198

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Key words: modernization of education of pre training, specialized


education, professional orientation.



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202

V. ( )

V

( )
Part V. THE PROBLEMS OF LANGUAGE
(PHILOSOPHICAL JUDGEMENT)
13 + 17 + 37.0 + 316.3/.4


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

THE LINGUISTIC CONTEXT OF THE IDEAS OF WORLD CREATION


(AN ETHICAL-PHILOSOPHICAL ANALYSIS)

S. V. Maltseva (Kaluga)
The article is devoted to the analysis of the idea of world creation as a linguistic
phenomenon from the positions of ethical-philosophical worldview. The issue of
natural language reconstruction is being examined; moreover, the attention is
paid to the comprehension of an individual creation with the help of ones
language in combination with the idea of subjective world-perception, which is
based on the composite process of reality-cognition, including the capability of
the person to bring out ones potential as well as to control the process itself. The
author formulates a hypothesis that there is a strong connection between various
sides of reality and the influence of language on this reality.

. . . .
248600, . , . , . 83.
E-mail: sv-maltseva@bk.ru

203

Key words: ethics, perception, comprehension, cognition, epistemology,


word, world-language, reconstruction, ontology, theory of combinations, logos,
parent language, word-creation, communication.

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. 2010. 4 (33). . 249255.
2. . ., . .
// . 2010. 4 (33). . 256262.
3. . . . . . : , 1979.
4. . . . :
. . . :
, 2004 . 555 .
5. Schleiermacher F. Ethik. Hamburg, 1981.
6. Scholz G. Die Philosophie Schleiermachers. Darmstadt, 1984.
7. . . . : S : - : , 2001.
376 .
8. . . . : Alexandria,
2009. 417 .
9. . // . . . : , 1993.
10. . . . . : , 1983. 215 .
11. Noel Malcom. Aspects of Hobbes. New York : Oxford University Press, 2002.
12. Laskiene S., Lapeniene D. Construction of reality perception through the means of
linguistic expression: postmodern viewpoint // . 2008.
2 (23). . 168175.
13. . . . : , 2005.
. 3050.

208

V. ( )
37.0 + 13 + 008 + 81


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

BILINGUALISM AS A SYNONYM OF CULTURE

E. Yu. Pogozheva (Novosibirsk)


The article considers bilingualism in all its aspects, examines the basic
directions of studying bilingualism, discusses the aims of pedagogical
investigation, at the basis of which there lies a psychological mechanism of
development of multilingual personality in the multicultural society. A second
language is a means, changing psychological individuality, the viewpoint of the
world, life values, determining the character and the content of his/her acts and
deeds. And only the personality, capable of understanding the representatives of
other cultures, can make a contribution into effective realization of humankind
objectives in the language education: establishing mutual understanding and
peace between different cultures.
Key words: educational politics, lingual competence, bilingualism,
multilingualism, multilingual personality, multiculture, communicative
competence.

,
, , , . ,

.
630126, . , . , . 28.
Email: pogosheva@mail.ru

209

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216

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//
. 2010. 3. . 3237.

008 + 398 + 80 + 811.521



. . ()
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THE METHOD OF HERMENEUTICS AND AUTHENTICITY


OF THE CULTURAL TEXT

G. S. Popova (Yakutsk)
The aim of the article is to reveal the opportunities for a hermeneutical
analysis of the Olonkho (Sakha people epic songs) texts. It is supposed that the
original information contained in Olonkho is stored in archetypes obtained by
each representative of ethnos. Storytelling can reborn when three points are
reached: 1) synchronical position of a person in the center of co-existence,
,

. . . .
677016, . , . , . 42.
-mail GSpopova@yandex.ru

217


2) direct vertical connection of a person with the Universal order, 3) speaking
native language. There are two groups of methods suggested: 1) re-creation,
restoration of oral authentic texts of the Olonkho: ) spontaneous emergence of
the storytelling talent caused by entering the condition of meditation, autism;
b) mouth-to-mouth transition of Olonkho between two storytellers;
c) representation of Olonkho texts heard much in the story-tellers childhood;
2) re-creation, restoration of written Olonkho texts: a) re-reading of the texts
using hermeneutics methods; b) creation of a new text; c) creation of a new
synthetical writing genre of Olonkho based on the revived epic way of thinking.
Key words: hermeneutics, mechanisms and ways of revival of oral and
written authentical Olonkho texts.

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, 2004. 557 .
5. .-. : / . .
. : , 1988. 704 .
6. [ . .] / . . . . ; . : . . ... : , 2003. 240 . (
: 21 ; 2- .)
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384 .
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9. . . - : . . . . :
09.00.01. , 1993. 19 .
10. : . : ,1993.
330 . ( ).

223


13 + 314 + 37.0




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

THE DEVELOPMENT OF THE LANGUAGE EDUCATION SPACE IN


THE CONDITIONS OF CONTEMPORARY MIGRATION PROCESSES

L. P. Zagorulko (Novosibirsk)
The article explains the importance of studying the language education space,
while taking into account contemporary migration processes. The integration
of migrants is a complex social process which affects many aspects of social and
economic life including the processes of language education. Migration processes,
caused by the development of information society and globalization, alter the
architecture of language education space.
Key words: migration processes, language education space, integration,
native language, second language.

.
-,
,
. ,

,
.
, , . .
, . . .
630114, . , - , 6/2.
-mail : zalex82@list.ru

224

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1. / . . . . . : , 2005.
280 .
2. . . // : . . : , 2004. 322 .
3. Friedman D. A. Becoming National: Classroom Language Socialization and Political
Identities in the Age of Globalization // Annual Review of Applied Linguistics. 2010.
Vol. 30. P. 193210.
4. . . -
: . : , 2000. 200 .
5. . .
// . .,
1984. . 156180.
6. . . . . : , 1996. 416 . (. ).
7. ., . Family values .
[ ]. URL: http://www.gender.univer.kharkov.ua/gurnal/16/
05.pdf ( : 02.09.2010)
8. . / . . . , . . . : , 2003. 603 .
9. / . . . , . . , . . . . : -, 2006. 576 .

230

V. ( )
10. . ., . ., . .
: / . - ; . .
. . . . : , 1991. 239 .
11. . . : . . : , 2002. 206 .
12. . ., . . . . : , 2001. 439 .
13. . . . . : :
, 2002. 344 .
14. . . ? // . 2004. 5. . 6468.
15. - . . : . . . :
/ Slovo, 2008. 344 .
16. . . // .
., 1991. 1. . 915.
17. . . , : / . . . . . : , 1991. 64 .
18. . // . ., 1992. 1.
. 8593.
19. . ., . . . : . . . : , 2007. 336 .
20. . / . . . . , .
. . . . : URSS, 2009. 221 c.
21. . . // . 2004. 1 (9). [ ]. URL: http://www.kazanfed.ru
( : 03.03.2010)
22. . . // . 2010. 4 (33). . 249255.
23. . . // . 2009. 1 (26). . 238244.
24. . ., . . // . 2009. 2 (27). . 142147.
25. . . : . : . . - , 2000. 255 .
26. . . . . : -, 2002. 343 .

231

VI

()
Part VI. HUMANIZATION OF EDUCATION (UPBRINGING)
OF THE PERSON
13 + 316.6 + 159.923

-


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

THE PROBLEMS OF SOCIO-PSYCHOLOGICAL ADAPTATION


OF THE CADETS OF HIGHER MILITARY EDUCATION
IN THE CONDITIONS OF EDUCATION HUMANIZATION

N. A. Potapov (Novosibirsk)
The article considers some aspects of humanization of higher military
education. There are discussed the problems of humanization of higher military
education, providing psychological safety of the educational environment in the
military higher education institution. The author discloses the specific features
of military training and complexity of the processes of humanization of education.
The present study has identified some factors of socio-psychological adaptation
of the cadets to studying.

- .
630126, ., . , . 28.
-mail: n_potapova07@mail.ru

232

VI. ()

Key words: humanization of education, humanism, socio-psychological


adaptation, psychological safety of the educational environment, factors of sociopsychological adaptation, cadet.

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. 2836.
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, 1986. 296 .
8. . . - // :
.-. . : - (), 2010. . 3436.
9. . ., . . . . :
-, 2005. 672 .
10. . . . ., 1994. 192 .
11. . . : // . 2009. 1 (26). . 179184.

238

VI. ()
37.0 + 372.016:1/14 + 13




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

A HUMANISTIC APPROACH TO PHILOSOPHY TEACHING


AND TWO PARADIGMS IN MODERN PHILOSOPHICAL PROCESS

I. V. Borisov (Novosibirsk)
In the article there are considered contradictory relations between the problems
of humanistic education aimed at formation of the skills of complete personal
self-determination, and how this self-determination is presented in the modern
philosophical concepts which are being studied. The author asserts that for last
decades the theme of humanistic self-determination of the person has appeared
to be monopolized by the philosophical directions of the irrationalistic kind. In
the article there are considered those features of irrationalistic self-consciousness
(hermeticism, de-theorization, syncretism and so on) that obstruct fulfilling the
tasks of self-determination of the person in the actual complexity of social processes.
There is proposed a didactic scheme which could present alternative approaches
to the specified problems.
Key words : humanization of education, ontology of personal selfdetermination, irrationalism.

,
.
630126, ., . , . 2.
-mail: igbor@ngs.ru

239

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. ,


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240

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3. . . // . 2009. 2 (27). . 176185.
4. . . : - , 2001.
992 .
5. . . (19601980- ) : . . . . . . : - , 2008. 26 .
6. . // . . . :
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7. . . . . : , 2003. 296 .

37.0 + 13 + 159.9



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

,
- .
630126, . , . , . 28.
E-mail: tany0879@mail.ru
, ,
,
.
630090, . , . , . 8, . 420.
-mail: nnalivaiko@mail.ru

246

VI. ()

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

THE CONCEPT OF DIALOGUE IN THE MODERN


EDUCATION SYSTEM

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


In the article dialogue is being discussed as a way of realization of modern
education. This position is chosen for reason, because in the state educational
standards of the second generation there are defined the components of scientific
knowledge and competences, and among them communication is a key one.
Thus, the authors note that at the basis of modern education (training and
upbringing) there should be put the dialogue relations. This is because dialogue
in training and upbringing focuses on essentially new quality of education, creates
the conditions for the personality formation of the person, who should become a
thinking, independent individual, capable of word, dialogue, choice, action,
self-determination, reflection, etc.
Key words: education, dialogue, self-education, society.

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4. : . / . . . . , . . ;
. . : - , 2003. 1328 .

252

VI. ()
5. . .
XXI // : . . . : . -,
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6. : . / . . . .
. : , 2002. 144 .
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.: , 2004. 240 .
9. . . : . . . . :
13.00.01. , 2010. 25 .
10. . ., . .
// . 2007. 3 (20).
. 163170.
11. . . . , 1991.
12. . . . ., 1979.

253

VII

Part VII. INFORMATION



. . , . . ()

30 2011 .

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.

263

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

3 (36) 2011

Editorial Board

Doctor of Biological Sciences, Professor, Rector


of Novosibirsk State Pedagogical University
A. Zh. Zhafyarov Doctor of Physical and Mathematical Sciences
Doctor of Philosophical Sciences, Professor,
A. A. Korolkov
Academician of the Russian Academy of Education
Doctor of Pedagogical Sciences,
Doctor of Philosophical Sciences, Science
P. V. Lepin
Pro-Rector of Novosibirsk State Pedagogical University
B. O. Mayer
A. N. Nasanbaev Director of the Institute of Philosophy and political
V. I. Parshikov
sciences, the academician (Republic of Kazakhstan)
Assistant Editor-in-chief, V. I. Panarin
Doctor of Philosophical Sciences, Professor
Doctor of Philosophical Sciences, Professor (Prague)
Doctor of Philosophical N. Pelcova
Doctor of Philosophical Sciences, Professor
N. S. Rybakov
Sciences, Professor
Doctor of Philosophical Sciences, Deputy Chair
O. N. Smolin
on Education of the State Duma Committee
T. S. Kosenko
Academician of the Russian Academy of Sciences,
V. S. Stepin
Scientific Secretary
President of the Russian Philosophical Society
of the journal, Candidate Ya. S. Turbovskoi Doctor of Pedagogical Sciences, Professor, Academician
of the Academy of Pedagogical and Social Sciences
of Philosophical Sciences
V. V. Tselishchev Doctor of Philosophical Sciences, Director
of the Institute of Philosophy and Law of the Siberian
Branch of the Russian Academy of Sciences
Doctor of Philosophical Sciences, Professor
E. V. Ushakova
ISSN 18110916
Doctor of Philosophical Sciences, Professor (Prague)
A. Hogenova
A. N. Chumakov Doctor of Philosophical Sciences, Professor
The founders
N. M. Churinov
Doctor of Philosophical Sciences, Professor
of the journal:
Novosibirsk State
Pedagogical University,
the Research Institute
of Philosophy of
Education

A. D. Gerasyov

CONTENT
Concept steady development: it is devoted to the 80 anniversary
from the date of a birth the academician of V. A. Koptjuga ................................... 3

Part I. MODERNIZATION AND INFORMATIZATION


OF MODERN EDUCATION
Izgarskaya A. A. (Novosibirsk). Education in the epoch of modernization
from the positions of the world-system approach .................................................. 12
Zhernosenko I. A. (Barnaul). The cultural strategies of modernization
of education: the principles of self-development .................................................... 19
The journal is included
in the list of the leading Manuylova S. O. (Novosibirsk). Informatization of education as a way to
lifelong education of the specialist ........................................................................... 25
reviewed scientific
Asanova I. M. (St.-Petersburg). The content of educational process in the higher
editions and journals
education institution from the positions of humanitarian approach ................... 31
that are recommended
by the State Commission Golikov N. A. (Tyumen). The problems of personality socialization
in the conditions of innovative educational institutions ........................................ 38
for Academic Degrees
Terepishchyi S. A. (Kiev, Ukraine). The principles of standardization of higher
and Titles (VAK) for
education ...................................................................................................................... 45
publication of basic
scientific results of the
Simushkina N. Yu. (Novosibirsk). Formation and development of private
Candidate of Science
education (a socio-philosophical analysis) .............................................................. 52
and Doctor of Science
Karpov . . (Moscow). Research education as a strategic resource
dissertations.
of the knowledge-actuated society ........................................................................... 60
Dziov A. R. (Shadrinsk). Contemporary higher education in the institutional
The journal
aspect ............................................................................................................................ 68
is included in the
Chernykh S. I. (Novosibirsk). The phenomenon of virtual personality
Russian scientific
in modern philosophy ................................................................................................ 72
citation index.
Chirkov S. V. (Novosibirsk). Essence of information culture university students
Certificate
in the context of competence approach .................................................................. 78
PI 77-12553
Part II. LEGAL REGULATION, SAFETY AND QUALITY OF EDUCATION
Institute of Philosophy
and Law of the Siberian
Branch of the Russian
Academy of Sciences

The Research
Institute of Philosophy
of Education
at Novosibirsk State
Pedagogical
University, 2011

264

Pugachyov A. V. (Novosibirsk). A methodology of legal regulation


of education: the situation in the general system and the main
characteristic of the content ...................................................................................... 84
Kamashev S. V. (Novosibirsk). Safety of education in Russia
in the conditions of integration into the European educational space ................ 89
Solovyov . A. (Volgograd). Education and civil society in the conditions
of uncertainty .............................................................................................................. 95

Vyshegurova L. R. (Barnaul). The administrative structure of the higher


education institution and the quality of higher education in Russia .................
Selina T. . (Novosibirsk). Conceptual approaches to the education quality
problem ......................................................................................................................
Markeev A. I. (Novosibirsk). Innovative development of legal culture .................
Kushchenko S. V. (Novosibirsk). Some problems of training specialists
in the field of political science in the russian federation
(a philosophical-methodological analysis) ............................................................

101
108
115

PHILOSOPHY
OF EDUCATION

3 (36) 2011

120

Part III. PHILOSOPHY OF EDUCATION IN THE WESTERN TRADITION


Pelcova N. (Prague, Czech Republic). Education as a movement of human
existence .................................................................................................................... 125
Hogenova A. (Prague, Czech Republic). The body and speech ............................. 133
Semradova I. (Praga, Czech Republic). On the bases of teachers professional
ethics .......................................................................................................................... 135
Part IV. THE QUESTIONS OF CREATIVITY, HUMANIZATION
AND QUALITY OF MODERN EDUCATION
Ilkevich B. V. (Lyubertsy, Moscow region). The value-related characteristic
of the artistic-industrial education .......................................................................... 142
Semenova E. V. (Lesosibirsk). Modern educational space in the context
of changes of the interaction of cultures ............................................................... 148
Polyankina S. Yu. (Novosibirsk). The peculiarities of polycultural education
in the modern-day Russia ........................................................................................ 155
Medova N. A. (Tomsk). Inclusive education in the paradigm of development
of national educational systems .............................................................................. 160
Kuleshov S. A. (Novosibirsk). On some problems of teaching humanities
in the technical higher educational institution ..................................................... 165
Tarasova M. V. (Krasnoyarsk). Education as a system: the research traditions .. 170
Efremova O. A., Barakhtenova L. A., Pimenov A. T., (Novosibirsk),
Kirinyuk A. A. (Moscow). The methodology of monitoring:
the principles of organization, classification and tools ........................................ 178
Shnipa N. G. (Barnaul). A model of forming the preparedness of the students
to didactic research .................................................................................................. 191
Ryabtseva I. V. (Novokyzneck). The nature of pre training in the learning
process ........................................................................................................................ 198
Part V. THE PROBLEMS OF LANGUAGE
(IN EDUCATION AND MODERN WORLD)
Maltseva S. V. (Kaluga). The linguistic context of the ideas of world creation
(an ethical-philosophical analysis) .......................................................................... 203
Pogozheva E. Yu. (Novosibirsk). Bilingualism as a synonym of culture ............... 209
Popova G. S. (Yakutsk). The method of hermeneutics and authenticity
of the cultural text ..................................................................................................... 217
Zagorulko L. P. (Novosibirsk). The development of the language education
space in the conditions of contemporary migration processes ........................... 224
Part VI. HUMANIZATION OF EDUCATION (UPBRINGING)
OF THE PERSON
Potapov N. A. (Novosibirsk). The problems of socio-psychological adaptation
of the cadets of higher military education in the conditions of education
humanization .............................................................................................................. 232
Borisov I. V. (Novosibirsk). A humanistic approach to philosophy teaching
and two paradigms in modern philosophical process .......................................... 239
Kosenko T. S., Nalivayko N. V. (Novosibirsk). The concept of dialogue
in the modern education system ............................................................................. 246
Part VII. INFORMATION
The information on anniversary conference the research institute of philosophy
of education at Novosibirsk State Pedagogical University: New philosophy
of education the answer to calls of time ........................................................... 254
The rules for presenting the articles ............................................................................. 266

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