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I


Part I. MODERN TENDENCIES OF DEVELOPMENT
OF THE EDUCATION SYSTEM
37.0 + 316.7

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

,
.
644099, . , . , . 14.
-mail: jbd2004@yandex.ru
, .
644099, . , . , . 14.
-mail: maknat1@yandex.ru

22

I.

THE MODERN APPROACHES TO STUDYING EDUCATION


IN THE POST-NON-CLASSICAL PERSPECTIVE

Yu. B. Drobotenko, N. S. Makarova (msk)


In the article there are presented new approaches to studying education in
the post-non-classical perspective: synergetic, interdisciplinary and scenario-based
approaches. The post-non-classical reality obviously requires new methods of
research to explore and foresee the ways of further transformation of education.
The methods of extrapolation, expertise, SWOT-analysis, foresight, the scenariobased methods, etc. are seen as highly applicable in this context. The future of
science and education is already predicted to become more and more
interdisciplinary; and, therefore, the advancement of ten interdisciplinary
scenarios of the education development sounds as an appropriate scientific
response to the post-non-classical challenges.
Key words: post-non-classical science, synergy, interdisciplinary, foresight,
scenario, scenario-based approach.

XX XXI .
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1. . . [ ]. URL: http://www.philosophy.ru/iphras/library/arshinov/ ( 11.07.2010).
2. . . . . : , 2008. 232 .
3. : , , : . / . . . . , . . . . : i, 2009. 672 .
4. . . // -. 10
[ ]. URL: http://vio.fio.ru/vio_10/cd_site/Articles/art_1_19.htm
( 11.07.2010).
5. Think Scenarios, Rethink Education, Centre for Educational Research and Education
Schooling Tomorrow. OECD, 2006.
6. Luckin R. Learning contexts as ecologies of resources: Issues for the design of
educational technology. Cognitive Science Research Papers. 2005. 578. Department
of Informatics, University of Sussex.
7. : -. / . . ,
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378 + 13




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,
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220030, . , . , . 4.
E-mail: ssn27@mail.ru
, , .
220030, . , . , . 4.
E-mail: andr61@mail.ru

29


.

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

THE BALANCED PARADIGM OF HIGHER EDUCATION


AS A FACTOR AND BASIS OF PROGRESSIVE
DEVELOPMENT OF THE SOCIETY

S. N. Sirenko, A. V. Kolesnikov (Minsk)


The aim of the article is to raise and consider the issue of the optimum
relation between fundamental and vocational training in the modern system of
higher education. Its other goal is to outline the determining role and influence
of training on the development of an advanced society. The main theme of the
article is to describe a model of the harmoniously developed person as a target
ideal of the educational process. In this work the harmoniously developed person
is understood as the unity of the developed scientific outlook, high moral-ethical
level, aesthetic development, deep professional knowledge and physical health.
Social progress is understood by the authors as the progress of the society with
respect to the same coordinates.
Key words: education, person, vocational training, fundamental knowledge,
progress, harmony, intensification of education, the content of training.

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316.7 + 378



*
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* ( 10-03- 00727-).

37


. . ,
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: , , , , .

THE PROSPECTS OF ACADEMIC SCIENCE AND UNIVERSITY


EDUCATION IN THE NETOCRATIC SOCIETY

O. K. Trubitsyn (Novosibirsk)
The concepts of postindustrial society, which are popular today, in their
majority, offer the forecasts of the social development which are rather optimistic
and promising for scientists and university teachers. There is predicted increase of
their social status and well-being in connection with increase of the role of science
as a direct productive force. However, many facts do not confirm the presence of
such tendencies. The concept of netocracy offers an alternative vision of the future,
according to which the development of postindustrial economy will affect negatively
the position of academic community. The article is devoted to the analysis of
validity of this forecast. The conclusion about its partial correctness is made.
Key words: science, university education, postindustrial society, society of
knowledge, netocracy.

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630090, . , . , . 2.
-mail: helgerri@mail.ru

38

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316.7 + 13 + 37.0



. . , .. ()
-
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() ; ; , .
630126, . , . , . 28.
E-mail: pushkarev73@mail.ru
, .
630126, . , . , . 28.
E-mail: pushkarev73@mail.ru

45


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

ABOUT MODERN PROBLEMS OF DEVELOPMENT OF THE THEORY


AND PRACTICE OF THE EDUCATIONAL PROCESS

E. A. Pushkareva, Yu. V. Pushkarev (Novosibirsk)


In the article there are analyzed the structural-organizational problems of
development of the modern domestic educational system. The structural aspect
is reflected in the construction of various models (concepts) of educational system,
in the existing inconsistency of the educational subsystems, in the uniformity of
modern educational establishments and other factors. The content-related aspect
is manifested in the discordance between the theoretical content of education
and the level of development of modern scientific knowledge, and also in the
inadequate development of the theory and practice of educational process. The
crisis condition of the content-related part of the educational system is also
connected with the fact that, on one hand, education has lost its previous
methodological basis as not meeting the modern requirements; but, on the other
hand, the domestic school, trying to overcome the formed situation of uncertainty,
aspires to find firmer bases for its further development.
Key words: crisis of educational-scientific sphere, integration of education
and science, the scientific component of education.

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159.9



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THE INTELLECTUAL TYPE OF REFLECTION


IN VOCATIONAL TRAINING

I. M. Voytik (Novosibirsk)
The reflective-humanistic approach in vocational training is considered in
the article. The author shows that the reflective approach in vocational training
, ,
.
630102, . , . , . 6, . 242.
E-mail: voytik@rambler.ru

51


promotes humanization in education. The content of the reflection concept in
psychology is analyzed in detail, the types of reflection are identified, experimental
research of the reflection of intellectual type is described, the directions and the
ways of forming the reflection of intellectual type in vocational training are
formulated in the paper.
Key words: humanization of education, reflection, reflective thinking, types
of reflection, intellectual type of reflection, vocational training.

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. . : , 2001. 144 .
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. 2007. 4. . 3134.
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. . :
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. 2001. 1. . 112119. [
]. URL: hppt: //www.reflexion.ru
8. . ., . . : // . 1985. 3. . 3140.
9. . . . . . :
, 2004. 384 .
10. . . : . . :
- : , 1997. 392 .

56

I.
13 + 37.0

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

EDUCATION AS A SOCIO-PEDAGOGICAL
AND INTERDISCIPLINARY CATEGORY

V. N. Nikitenko (Birobidzhan)
The article deals with substantiation of the category of education not only as
a socio-pedagogical notion but also as an interdisciplinary category. There is
argued the need in a field of science, whose subject would be education in its
wide meaning. There is an idea put forward in the article that educology as a
general theory of education can serve as such science.
Key words: education, the mission of education, educology, category.

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

. -, ,
*

09-1- 28-01

.

, , -
.
679016, . , . -, 4.
-mail: rsgilab@rambler.ru

57

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80 .
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// . 2004. 7. . 311.
5. / . . . . . 2- ., . . . : , 1998. 1456 .
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7. . . // . 2002. 2. . 38.
8. . . / .
2010. 28.
9. . . . . : , 1990. 351 .
10. . . , ( ) : . . : , 1995. 132 .
11. . . - . : , 2006. 151 .
12. . . : . . . : , 2000. 326 .
13.
. ., 1996.
14. . . [ ]. URL: htpp://nova.rambler.ru / cache?hilite=000000854CA&78words
=&padelen=10.

62

I.
15. ? [ ]. URL: htpp //
press-relizy.ru/archive/constitution/9294html.
16. [ ]. URL: htpp: // www.
anovikov.ru

378



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

PERSPECTIVE CALLING OF HIGHER EDUCATION

V. N. Samchenko (Krasnoyarsk)
An idea is expressed in the article that the perspective calling of education is
the formation of conceptual (logical) thinking of the future intellectual elite of
the society. However, the level of comprehension and realization of this calling
so far is rather low. For our country, its increase is an important prerequisite to
acquire the status of an advanced industrial or postindustrial state.
Key words: higher education, organization of education, conceptual logical
thinking, high technologies, social perspectives.

, , , () . ,
.
. , , .
, . .
, .
660049, . , . , . 90.
-mail: v777@bk.ru

63


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1. . . // . 2007. 1 (32). . 315.

68

I.
378 + 37.0



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

THE ROLE OF NON-GOVERNMENTAL INSTITUTIONS OF HIGHER


EDUCATION IN THE DEVELOPMENT
OF THE EDUCATIONAL SERVICES MARKET

O. V. Tsiguleva (Novosibirsk)
In the article an attempt is made to determine the place of non-governmental
institutions of higher vocational training in the market of educational services.
The author thinks that formation of a new market of educational services in
Russia and its segmentation are conditioned by parallel functioning of governmental
(budgetary) and non-governmental (off-budget) educational systems.
Key words: market of educational services, non-governmental education
system, subject of education, competitiveness, quality of education, innovative
activity, the accreditation indicator.

-
-
,
. ,
,
.
, ,
-
, .
1990- . ,
, -.
, ,
.
630000, . , . . , . 30.
-mail: oltsiguleva@yandex.ru

69

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.

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. , , , ,
.

1. . . . . : , 2007.
2. . .
(90- . XX .): . . . . ., 2000.
3. . . ( ) [ ]. URL: http://
www.ibi.spb.ru/struktura/book/book6.shtml.
4. . ., . . . // . 1999. 4. . 1013.
5. , . . // . 2008. 1 (22). . 213219.
6. 20002002 . // . 2004. 13.
7. . . : // . 2008. 3 (24). . 189196.
8. . . . : -, 1992.
9. . . // .
3 (28). 2009.

74

II. -

II
-

Part II. THE INNOVATION AND COMPETENCE ASPECTS
OF DOMESTIC EDUCATION

13 + 37.0


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

DEVELOPMENT OF THE INNOVATIVE SYSTEM OF EDUCATION:


THE COMPETENCE APPROACH

O. A. Savochkina (Novosibirsk)
In the article, the author proposes an approach to constructing the
methodology for managing the process of forming the social competence of the
higher education students. There are analyzed the causes and contradictions
which confirm the relevance of the formulated problem. Revealing the
contradictions in the problem of socialization and social adaptation of students
and graduates, the author formulates some proposals for development of the
management mechanism of building their social competence.
Key words: innovation in education, socialization, social adaptation, social
competence, IT-technologies in education.
,
.
630126, . , . , . 28.
E-mail: savochkina@ngs.ru

75

, ,
, .

.
,
, -
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. - ; 79

( , - ).
, ,
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. - . ,
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1. . . // .
2007. 4. . 412.
2. . . : // . 2005. 4. . 1926.
3. . . - . // . : , , .
. : . , 2004. 40 .
4. : / . . . .
. : , 2001. 95 .
5. . . : . . : ,
1999. 185 .
6. . .
[ ]. URL: www.urorao.ru/konf/tezis/2/3/yugova.doc.
7. . . . . : , 2004. 304 .
8. . .
// . 2010. 1. . 1218.

378 + 37.0


*
. . , . . ()
. 80

II. -

. , .
: , , , , , , .

INNOVATIVE ACTIVITY AND THE INNOVATIVE POTENTIAL


OF THE SPECIALIST

N. A. Rasschepkina, D. M. Kozlov (Samara)


In the paper the concept of the innovative potential of the expert is defined.
There is shown the necessity of using this concept as the characteristic of readiness
of the expert to the innovative professional work. There are considered the basic
qualities of the expert of a new formation, who is ready to the efficient innovative
activity.
Key words: innovative activity, innovation, potential, human potential,
potential of personality, faculties, specialist.

, ,
.
, ? , ,
, . [12] - -
. , (. innovation ) . , , -
. , , , , , ,

* (20092010 ). 3.1.1.
1120 -
.
, .
443086, . , , . 34.
E-mail: rasshhepkina.natalja@rambler.ru
, .
443086, . , , . 34.
E-mail: kozlov@ssau.ru; dmit.kozlov2009@yandex.ru

81

. - , , ,
, ,
.
, ,
,
- , , .
, , , .
, , -, ,
-, , , , . . . [3]
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, , , [4, . 442]. ,
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.

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II. -

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[7, . 145].
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, , ,
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.

1. . . // . 2008. 2 [ ]. URL: http:// innov.eltech.ru.

86

II. -
2. . . // . 2010. 1. . 3035.
3. . . : . . . ;
. . . . . : - . .-. - ; : ,
2005. 431 .
4. . 18- ., . . : , 1989. 624 .
5. . . // . : - . -,
2009. 34. . 711.
6. : / . . . . . : , 1999. 173 .
7. . . . . : - .-. , 1997. 321 .
8. . . : . . : , 1974. 328 .
9. . ., . . // . . :
- . .-. - ; : , 2000. 1. . 250262.
10. . ., . ., . ., . ., . . //
- : . .-. . (1720 2005 .).
., 2005. . 259260.
11. . ., . .
// . 2009. 32.
. 2328.

378 + 37.0



*
. . (), . . ()

. , , *

- 20092013 .

,
, .
634050, . , , . 30.
E-mail: kir712@yandex.ru
-
.
630090, . , . , . 11.
E-mail: v.v.p@ngs.ru

87


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

COMMUNICATIVE COMPETENCE AS A RESOURCE OF INCREASING


THE QUALITY OF INNOVATIVE EDUCATION

N. A. Lukyanova (Tomsk), V. V. Petrov (Novosibirsk)


The article emphasizes the necessity of forming the communicative competence
as an essential condition and resource to uplift the quality of higher education.
The authors prove that there is now a need for specialists with some specific
above-professional qualities which are necessary to create new competitive
products. Communicative competence is considered to be such above-professional
quality, determining the effectiveness of the specialists joining the professional
activities. Consequently, the result of learning at all levels of higher education
should not only be the professional competences themselves but also a number of
communicative competences, formed in a certain sequence.
Key words: communicative competence, communication technologies,
innovative education, professional education, quality of education, information,
knowledge.

, ,
, .
, , , ., ,
,
,
( ) , . , , , . [1, . 223].
, ( ) [2, . 5],
,
,
, , . -

88

II. -

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, , , , .
, . ,

90

II. -

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

?
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.
194050 .
, , , , (,
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, 195060- . ,
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. ). . , , ,
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. , , , ,
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. .

91

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

. , , .
-, . (,
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92

II. -


. ,
. , . , , , , , ,
. .
, , , .
. ,
, .
.
1. (12
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, , , .

1. . . // . 2009. 4 (29). . 8187.

94

II. -
2. . ., . ., . . . : : . : - ,
2009. 312 .
3. . . XI . . : , 1996. . 1102.
4. . . . // : . . . ; . . . . . / : , 2004. . 2. C. 103122.
5. . ., . . : // .
2007. 8. . 115117.
6. . .
// : . .
: - . -, 2008. . 269. . 3942.
7. : // . 1997. 9. . 2227.

378 + 374 + 37.0


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

, ,
.
630092, . , . . , . 20.
-mail: ozinevich@ngs.ru, ozinevich@gmail.com
.
630092, . , . . , . 20.
-mail: n_a_saf22@mail.ru

95


INNOVATIONS IN THE ACTIVITY
OF SCIENTIFIC-EDUCATIONAL CENTERS

O. V. Zinevich, N. A. Safronova (Novosibirsk)


The article discusses the scientific-educational centers at universities as
relatively independent scientific-educational units, their role in realization of
the principles of innovative education. It reveals the current understanding of
educational innovation, argues the case for their introduction in the extended
education in universities. The conditions of implementation and use of innovative
technologies in practical educational activities are determined. The article gives
an analysis of innovation in the educational component of the scientificeducational centers of higher education in Novosibirsk.
Key words: additional education, competitive advantage in education, the
market of educational services, scientific-educational centers, educational
innovation.


, . , , , ,
, .
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;

.
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. - .

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97

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, . , . - : .
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. 98

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1520 %, , [5].
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1. 3266-I (
13 1996 12-) // . 1992. 30.
2. /RC Network Resource Center
, [ ]. URL: http://nrc.edu.ru/razd2.
3. N 125 //
. 1996. 22 .
4. 06 2000 1705 , -
20012005 // .
2000. 11.
5. . [ ]. URL: http://nskczn.siberia.net/_jobdocs.php

101


316.7 + 13 + 37.0



. . ()

, 2010, 2010 .
, . , , ,

. .
: ,
, , , ,
.

INTERACTION OF THE NATIONAL AND REGIONAL


EDUCATIONAL POLICY

S. I. Chernykh (Novosibirsk)
The author analyses specific character of the national and regional
educational policy in the conditions of the ongoing process of education
modernization. In his study the author uses the materials of the international
forum Interra 2010, which took place in Novosibirsk, in September 2010.
The author claims that far from all the problems of modernization have
satisfactory solution nowadays. He especially points out that oftentimes the global,
national and regional levels of education have in their development an
inadequate algorithm of development. The basic reason for that, according to
the author, is the lack of interactive planning in the development of national
and regional educational systems.
Key words: educational system, educational policy, interactive planning,
globalization of education, national educational policy, regional educational
policy.

17
2008 . 1662- 2020 . ,
.
630039, . , . , . 160.
-mail: 2560380@ngs.ru

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378 + 37.0


( )
. . ()

,
, .
, . - ,
.
630126, . , . , . 28.
-mail: vtrofimov9@yahoo.com

107


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

A MODEL OF COMPETENCIES IN MODERN EDUCATION:


A PHILOSOPHICAL ANALYSIS

V. M. Trofimov (Novosibirsk)
In the article the author considers the philosophical status of the category of
competency, where the local integrity of the concept, the personified experience
and the promise of the result are united. Here one can perceive the opportunity
of adaptation of education, which is capable to adequately form the person in
the changing life conditions. Competency is a philosophical tool of the reality
cognition and mastering, which is created in the process of education as a result
of synchronizing between this process and self-determination of the person. On
the basis of oscillation theory, a simplified model of the learning process is proposed
by the author. The model assumes that knowledge is stored in the students mind
in the form of oscillations. The attention is focused on the scenarios of intensive
and extensive processes of learning. A specific role of the learning pace parameter
is revealed.
Kay words: competency, model of learning, knowledge inertia, learning
resistance, knowledge restoration, the learning pace parameter.


( [5]), . ( ), ( [5]) , ,
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115


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13 + 37.0

. . ()

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

RECONSIDERATION OF THE PHILOSOPHY OF EDUCATIONS


CONTINUITY

E. A. Tebenkova (Kurgan)
In the article there are brought to light some contradictions of the traditional
understanding of the models of educations continuity. The substantiation of the
psychological, pedagogical and philosophical reasons of inefficiency of the spatialtemporary continuous education results in the necessity to reconsider the
philosophy of educations continuity. There is offered an authors model of an
intrinsic-developing continuous system of education, in which there are defined in a
new fashion the purposes, mental mechanism, continuity of education, educational
activity and approaches to designing the contents (the meta-subject approach).
Key words: continuity of education, continuous education, making
transcendent of the consciousness of the subject of activity, intrinsic-developing
continuous system of education, meta-subject approach.
,
.
640000, . , . , 38.
-mail: ashu@ mail.ru

116

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1. . . [ ]. URL: http:// www.ageyev.kz/articles/article-42.html

122/129 + 001 + 37.0



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

A METHODOLOGICAL ANALYSIS
OF THE CATEGORY OF QUALITY MANAGEMENT

I. Yu. Lukina (Voronezh)


An analysis of the problem of formation of scientific concepts is carried out
by the author on the basis of the concept of multilevel methodological knowledge.
The array of scientific knowledge in the key categories (quality, management,
quality management) is structured on the philosophical, general scientific and
pedagogical levels. Within the framework of the discussion on the breadth of
application of the quality management term (with the English-origin word
management), the author demonstrates the sufficiency of using the Russian
term upravlenie kachestvom.
Key words: multilevel concept of methodological knowledge, quality,
management, quality management.

: , .
.
394043, . , . , 86.
-mail: lukina_ira@inbox.ru

122

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10. . . //
. 2009. 5.

129

III

Part III. PHILOSOPHY OF EDUCATION IN THE WESTERN


TRADITION

37.0 + 008 + 378


:

. (, )
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?
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, . II.
-mail: stefano.oliverio@unina.it

130

III.

, . ,
, , , (Gerald
Holton). ,
,
(Bildung).
: , , ,
, .

BARBARISM OF SPECIALIZATION VS PEDAGOGY OF SCIENCE:


NARROWING THE DIVIDE BETWEEN SCIENCE
AND THE ENCYCLOPAEDIA OF THOUGHT

S. Oliverio (Napoli, Italy)


The giddy process of the specialization of sciences represents a double menace
to our civilization: on the one hand, most of us are excluded from what is the
characteristic achievement of the modern age (Trilling) because we are not
able to access knowledge that is too esoteric; on the other hand, as Ortega y
Gasset emphasized 80 years ago, the barbarism of specialization threatens the
truth of science as culture.
How to preserve the link between science and the encyclopaedia of thought
(Ortega)? This pivotal question evokes a more radical one: is there a relationship
between science and thinking? What can this relationship be? What is science
in so far as (and if) it is related to thinking?
In order to investigate this issue the paper examines Heideggers momentous
saying science does not think. Comparing Heidegger and Kuhn, it is
maintained that science does not think exactly to the extent that it is research,
but that nevertheless it is constantly related to thinking as to its original ground.
In this sense it becomes crucial that science education is inspired by a
philosophical approach. In contrast to the most widespread perspective, a
philosophical approach is not meant principally as an analysis of the concepts
and of the logical cogency of the theories but as an investigation into the process
of the constitution of scientific notions out of the Lebenswelt. Exactly by doing
away with the oblivion of the rootedness of scientific notions in the Lebenswelt,
exactly by re-discovering the latter as the ground of science it is possible both to
ward off the disappearance of science into the mere manipulation of formulae
and to provide that ground shared by the ordinary don, the educated technician,
the average citizen which the physicist Gerald Holton invokes in order to narrow
the divide between science and culture. In the final part of the paper it is argued
that this rediscovery implies dwelling in the pedagogical dimension of science,
that is in science as part of human Bildung.
Key words: a science, culture, the vital world, formation of concepts,
specialization of sciences.

131


1. EDUCATION OF THE MIND IN THE AGE OF SCIENCE
In his famous Jefferson Lecture (1972), devoted to Mind in the Modern
World, Lionel Trilling highlights one of the most important cultural and
educational challenges we face in our age: The far-reaching development of
science has been refashioning human existence 2 in many aspects, but the
radical changes effected by it are disconnected from any awareness and any
ability to make sense of them at a deeper level:
The operative conceptions [of science] are alien to the mass of
educated persons. They generate no cosmic speculation, they do not
engage emotion or challenge imagination [] This exclusion of most of
us from the characteristic achievement of the modern age is bound to
be experienced as a wound given to our intellectual self-esteem. About
humiliation we all agree to be silent, but can we doubt that it has its
consequences, that it introduced into the life of mind a significant element
of dubiety and alienation which must be taken into account in any
estimate that is made of present fortunes of mind? [TRILLING 1972, pp.
13-4. Italics mine].
The train of thought of Trilling, one of the last custodians of the liberal
tradition, goes to the fundamentals of the question, without indulging in
grievances about the dehumanization and meaninglessness caused by science.
Indeed, Trilling recognizes that science is the way of thinking of modern age,
that being unacquainted with it is a form of alienation of the life of the mind,
and finally that present fortunes of mind are at stake.
In contrast to approaches rooted in the romantic revolt [BERLIN 1996, pp.
168-93] and carsically running through and reappearing throughout the 20th
century [ROSSI 1989; BELLONE 2005] (but also nowadays [SOKAL 1997;
2008]) we can argue, therefore, that is not science itself that is alienating; what
is alienating for the mind is existing outside the way of thinking of science, not
dwelling in it and not making it a springboard to artistic creations tuned in to
the spirit of the times. More generally what we must emphasize in Trillings
wake is the role science must play in an education that is integral, not maimed,
not unrealistic (in the sense of unrelated to the most powerful factor in our
reality).
But what do we speak about when we speak about science in the light of
Trillings speculations? What do we mean? Do we mean science as the provider
of ever more refined technical devices and the transformer of the landscape of
our existence from the physical point of view? Is it that science which has had
a revolutionary impact as John Dewey depicted it in his memorable introduction
to the second edition of Reconstruction in Philosophy?
[T]he present human scene, for good and for evil, for harm and
benefit alike, is what it is, because [] of the entry into everyday and
common (in the sense of ordinary and of shared) ways of living of
what has its origin in physical inquiry. The methods and conclusions
of science do not remain penned in within science. [] The science
that has found its way deeply and widely into the actual affairs of human
life is partial and incomplete science: competent in respect to physical,
and now increasingly to physiological conditions [] but nonexistent
132

III.

with respect to 3 matters of supreme significance to man those which


are distinctively of, for, and by, man [DEWEY 1920/1982, p. 269].
Both Dewey and Trilling, different though their standpoints may be, agree
on considering in which sense we must construe science as something the
remoteness of which from life of the mind is calamitous; which is in other
words the dimension of science that must become part of the human Bildung,
of the culture and education of modern men. Arguably they both consider
science as a frame of mind, as an activity of devising new concepts and
categories for our cognitive transaction with the world.
Trillings perspective is complementary to that of another great
representative of the liberal tradition, the Spanish philosopher Ortega y Gasset
who, in his epoch-making Larebelin de las masas, stresses an important point:
The constitution of physics, the collective name of the
experimental sciences, rendered necessary an effort towards
unification. Such was the work of Newton and other men of his time.
But the development of physics introduced a task opposite in
character to unification. In order to progress, science demanded
specialisation, not in herself, but in men of science. Science is not
specialist. If it were, it would ipso facto cease to be true. Not even
empirical science, taken in its integrity, can be true if separated from
mathematics, from logic, from philosophy. But scientific work does,
necessarily, require to be specialised. [] It would then be seen
how, generation after generation, the scientist has been gradually
restricted and confined into narrower fields of mental occupation.
But this is not the important point that such a history would show,
but rather the reverse side of the matter: how in each generation
the scientist, through having to reduce the sphere of his labour,
was progressively losing contact with other branches of science,
with that integral interpretation of the universe which is the only
thing deserving the names of science, culture, European civilisation
[ORTEGA Y GASSET, 1930/1980, pp. 140-141]1.
While Trilling draws our attention to the risk of being outside the way of
thinking of science, Ortega points to another danger inside scientific enterprise
1

Asi, la constitucion de la fisica, nombre colectivo de la ciencia experimental, obligo a un


esfuerzo di unificacion. Tal fue la obra de Newton y demas hombres de su tiempo. Pero
el desarollo de la fisica inici una faena de caracter opuesto a la unificacin. Para
progresar, la ciencia necesitaba que los hombres de ciencia se especializasen. Los
hombres de ciencia, no ella misma. La ciencia no es espacialista. Ipso facto dejaria de
ser verdadera. Ni siquiera la ciencia empirica, tomada en su intregridad, es verdadera
si se la separa de la matematica, de la logica, de la filosofia. Pero el trabajo en ella si
tiene irremisiblemente que se ser especializado. [] generacion tras generacion,
el hombre de ciencia ha ido constrinendose, recluyendose, en un campo de ocupacion
intelectual cada vez mas estrecho. Pero no es esto lo importante que esa historia no
ensearia, sino mas bien lo inverso: como en cada generacion el cientifico, por tener
que reducer su orbita de trabajo, iba progresivamente perdiendo contacto con las demas
partes de la ciencia, con una interpretacin intergral del universo, que es lo unico
merecedor de los nombres de ciencia, cultura, civilizacion europea. English version
on http://www.scribd.com/doc/7153482/Ortega-y-Gasset-The-Revolt-of-the-Masses.

133

itself, the process of incessant specialization which concerns, in Ortegas view,


the organization of science not science itself.
What is evident from a conjoint reading of Trilling and Ortega is an
argumentative constellation whose dialectic deserves to be made explicit: on
the one hand, cultivated men of our times can not be alien to science and
therefore are to be educated in it, by it, and to it; on the other hand, in order to
be truthful (i.e. faithful to itself) and not to selfalienate, science has to dwell in
the dimension of culture and strive for a global interpretation of reality, beyond
narrow-mindedness provoked by barbarism of specialization (Ortega y Gasset).
In an essay significantly convergent with Ortegas and Trillings views, the
historian Franklin Ford defines culture as
the most ambitious and the most exacting intellectual effort and
aesthetic endeavour in every discipline. Thus defined, it also
presupposes at least some exchange among the disciplines, some
reciprocal curiosity and appreciation. In short, it necessarily involves
a continuing tension between the centrifugal thrust of specialized
exploration and a centripetal tug toward synthesis, toward the central
area of shared concerns. What is worrying us now? Is it not precisely
the suspicion that the centrifugal has triumphed over centripetal, that
the essential tension has disappearedand with it, culture itself? As
we contemplate this possibility, chilling in its implied finality, why do
we tend so readily to focus our concern on the position of science?
[] Part of the answer seems to me to be that it is in discussing
science that all who are concerned, scientist and non-scientist alike,
see most clearly before them the threat that a synthesis of the human
comprehension of the world may never again be possible, that culture
as a thing shared may be lost forever to our species. [quoted by
HOLTON 1965, p. xiii].
The crumbling of knowledge caused by specialization threatens both the
global tone of our civilization (because most people are excluded from the
scientific comprehension of reality) and the future itself of the scientific
enterprise as far as it is left to its dynamics of fragmentation and to the
proliferation of disciplinary micro-sectors.
As Ortega points out:
The most immediate result of this unbalanced specialisation has
been that today, when there are more scientists than ever, there are
much less cultured men than, for example, about 1750. And the worst
is that with these turnspits of science not even the real progress of
science itself is assured. For science needs from time to time, as a
necessary regulator of its own advance, a labour of reconstitution, and,
as I have said, this demands an effort towards unification, which grows
more and more difficult, involving, as it does, ever-vaster regions of
the world of knowledge. Newton was able to found his system of physics
without knowing much philosophy, but Einstein needed to saturate
himself with Kant and Mach before he could reach his own keen
synthesis. Kant and Mach the names are mere symbols of the
enormous mass of philosophic and psychological thought which has
influence Einstein have served to liberate the mind of the latter and
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III.

leave the way open for his innovation. [ORTEGA Y GASSET, 1930/
1980, p. 143]2.
On the other hand, as the physicist Gerald Holton has admonished,
[] when it comes to discerning consequences for education that follow
from this point of view, one must be careful not to apply prescriptions
valid for those who can contribute at the level of scientia indiscriminately
also to the larger mass of those who will have to function at a quite different
level. If it is true, as has recently been claimed, that modern man must
specialize or die, and if all he does is specialize, then most men will not
know in what respect they are modern, or human, or alive. While those
who make the most elevated efforts to comprehend and organize reality,
by this very activity, share in one anothers different thoughts, what is it
that is shared by the ordinary don, the educated technician, the average
citizen? What should it be? [HOLTON 1965, p. xii].
Another question is tightly linked with that concerning what can be shared
by the specialist in advanced and esoteric fields of research with the average
citizen: how that is, appealing to what is it possible to discover this common
ground?
To sum up, a mind alien to the way of thinking of science risks being an
alienated mind, while a mind left to the specialist workings of scientific
enterprise risks being a slave and unable to keep alive the inquiring tension of
true science.
This dialectic results in a fundamental question, which is propaedeutic to
that asked by Holton: is there a radical and unredeemable contradiction between
science and thinking? Or is there a contradiction inside science between a
thinking-dimension and a specialist research dynamics?
To answer this question it is worth investigating the theoretical proposal of
the philosopher who more than any other seems to have adopted the first option:
Martin Heidegger.
2. WISSENSCHAFT DENKT NICHT (?)
The momentous Heideggerian sentence (science does not think) is too often
quoted out of its context, which is, instead, worth mentioning:
.science does not think, and cannot think: indeed, that is what
constitutes its chance, that which secures its own way of proceeding.
2

El risultado mas inmediato de este specialismo no compensado ha sido que hoy, cuando
hay mayor numero de hombres de ciencia que nunca, haya muchos menos hombres
cultos, que, por ejemplo, hacia 1750. Y lo peor es que con esos pachones del asador
cientifico ni siquiera esta asegurado el progreso intimo de la ciencia. Porque esta necesita
de tiempo en tiempo, como organica regulacion de su propio incremento, una labor de
reconstitucion, y, come he dicho, esto require un esfuerzo de unificacion, cada vez mas
dificil, que cada vez complica regiones mas vastas del saber total. Newton pudo crear
su sistema fisico sin saber mucha filosofia, pero Einstein ha necesitado saturarse de
Kant y Mach para poder llegar a su aguda sntesis. Kant y Mach con estos nombres
se simboliza solo la masa enorme de pensamientos filosoficos y psicologicos que han
influido en Einstein han servido para liberar la mente de este y dejarle la via franca
hacia su innovacin. English version on http://www.scribd.com/doc/7153482/Ortegay-Gasset-The-Revolt-of-the-Masses.

135

Science does not think. A shocking assertion. Let it be shocking, even


if we complete it with another assertion: that nonetheless science always
and in its peculiar way has to do with thinking. This way, however, is
genuine and subsequently fruitful only if the gap, which obtains
between thinking and sciences and indeed obtains as unbridgeable,
becomes noticeable. There are no bridges, just the jump
[HEIDEGGER 1954/1997, pp. 4-5. Italics mine]3.
Trying to think what is un-thought in Heidegger, thinking with him but
beyond (and against) him, we have to point out that Heidegger speaks of a notcompletely-unrelated exteriority of science to thinking not of an extraneousness
(indeed, science always and in its peculiar way has to do with thinking). At
the same time, Heidegger is drastic in condemning any attempt to bridge easily
the gap between science and thinking. These attempts signal the inability to
make the only legitimate move, that is recognizing that science is exterior to thinking
but within the framework of their relationship with each other.
Science and thinking do not overlap and such exteriority is sciences
chance because it secures [its] own way of proceeding. Although sciences
are essentially related to thinking, demanding that they constantly jump into it
would jam up and hinder their development.
But what does Heidegger mean by sciences (note that he passes to plural in
his text)? To what kind of scientific activity does he refer?
To Heidegger sciences are one of the essential phenomena of modernity4
[HEIDEGGER 1938/1994, p. 75] and their essence is research [Forschung].
Sciences-asresearch present three defining features: firstly, they are carried
out within a region of reality, opening which up as a realm of definite (and so
investigable) events and objects is the first task of any research. Such openingup implies the projecting of a ground plan of processes and objects which will
be investigated and sketches out how the knowing procedure has to be bound
to the opened realm. This bond is the rigor of research5 [HEIDEGGER 1938/
1994, p. 77].
Twenty-five years before Thomas Kuhn, Heidegger designates normal
science as science-as-Forschung. It is research firmly based upon one or more
past scientific achievements, achievements that some particular scientific
community acknowledges for a time as supplying the foundation for its further
practice [KUHN 1970/1996, p. 10]. What Heidegger calls the sketching out
3

Der Grund dieses Sachverhaltes liegt darin, dass die Wissenschaft ihrerseits nicht denkt
und nicht denken kann und zwar zu ihrem Gluck und das heist hier zur Sicherung ihres
eigenen festgelegten Ganges. Die Wissenschaft denkt nicht. Das ist ein anstoiger Satz.
Lassen wir dem Satz seinen anstoigen Charakter auch dann, wenn wir sogleich den
Nachsatz anfugen, da die Wissenschaft es gleichwohl stets und auf ihre besondere Weise
mit dem Denken zu tun hat. Diese Weise ist allerdings nur dann eine echte und in der
Folge eine fruchtbare, wenn die Kluft sichtbar geworden ist, die zwischen dem Denken
und den Wissenschaften besteht, und zwar besteht als eine unuberbruckbare. Es gibt
hier keine Brucke, sondern nur den Sprung. All translations from German are mine.
Italics added.
4
wesentlichen Erscheinungen der Neuzeit.
5
zeichnet vor, in welcher Weise das erkennende Vorgehen sich an den eroffneten Bezirk
zu binden hat. Diese Bindung ist die Strenge der Forschung.

136

III.

of a domain of investigation is in Kuhnian terms the establishing of a


paradigm.
Secondly, sciences-as-Forschung deal with facts but in such a way that they
make them objective and can represent what is variable in its variation, bring
it to a stand and anyhow let the movement be a movement6 [HEIDEGGER
1938/1994, p. 80]. Now, what is standing in the facts and the constancy of
their change as such is the rule. What is constant in the variation in the
necessity of its course is the law. Only in the horizon of rule and law facts
become clear as the facts which they are7 [ibidem]. In other words, scientific
activity consists in identifying and clarifying facts as facts and this activity is
nomothetic, law-positing to use the lexicon of the German debate of the
end of 19th century which Heidegger knew very well. And, according to
Heidegger, this nomothetic moment of modern sciences-as-Forschung results
in the emphasis on the experiment. In Heideggers perspective, science is
experimental because it is nomothetic, and not the other way round, as stated
by the inductivist-empiricist vulgata: Experiment is that operation which in
its arrangement and carrying out is supported and led by the underlying law,
in order to produce (as evidence) the facts which bear law out or fail the proof.
The more exact has the ground plan of nature been projected, the more exact
the possibility of the experiment becomes8 [HEIDEGGER 1938/1994, p. 81].
There can be scientific experiments stricto sensu only within the framework
of a paradigm. More radically, facts to be investigated can exist as such only
within a paradigm. The canonical image of science as a ceaseless discovery of
laws and gathering of new facts, as an explanation of how nature is, does not
make any sense before a paradigm is established. Science as an empirical search
for functional regularities (laws in Heideggerian terms) and as a gathering
of facts demands that projecting of a ground plan of nature which a
paradigm is.
Thirdly, [e]very science as research is based on the projecting of a delimited
domain of objects and is therefore necessarily a specialist science 9
[HEIDEGGER 1938/1994, p. 83]. Hence does the specialization of modern
science stem: specialism is not the result but the ground of the process of
research [] Modern science is defined by a third fundamental process: the
enterprise. [] But research is not enterprise because its work is carried out
in institutes, but [vice versa] institutes are necessary because science in itself
6

das Veranderliche in seiner Veranderung vorstellen, zum Stehen bringen und gleichwohl
die Bewegung eine Bewegung sein lassen.
7
[d]as Stehende der Tatsachen und die Bestndigkeit ihres Wechsels als solchen ist die
Regel. Das Bestandige der Veranderung in der Notwendigkeit ihres Verlaufs ist das
Gesetz. Erst im Gesichtskreis von Regel und Gestz werden Tatsachen als die Tatsachen,
die sie sind, klar.
8
Das Experiment ist jenes Verfahren, das in seiner Anlage und Durchfuhrung vom
zugrundegelegten Gesetz her getragen und geleitet wird, um die Tatsachen
beizubringen, die das Gesetz bewahren oder ihm die Bewahrung versagen. Je exakter
der Grundriss der Natur entworfen ist, um so exakter wird die Moglichkeit des
Experiments.
9
[j]ede Wissenschaft ist als Forschung auf den Entwurf eines umgrenzten
Gegenstandsbezirkes gegrundet und deshalb notwendig Einzelwissenschaft.

137

as research has the character of enterprise10 [HEIDEGGER 1938/1994,


pp. 83-4].
Once again, it is noteworthy how far the Heideggerian approach resonates
in Kuhns: Though science surely grows in depth, it may not grow in breadth
as well. If it does so, that breadth is manifest mainly in the proliferation of
scientific specialties, not in the scope of any single specialty alone. Yet despite
these and other losses to the individual communities, the nature of such
communities provides a virtual guarantee that both the list of problems solved
by science and the precision of individual problem-solutions will grow and grow.
[] scientific progress is not quite what we had taken it to be. But [] a sort
of progress will inevitably characterize the scientific enterprise so long as such
an enterprise survives [KUHN 1970/1996, p. 170. Italics mine].
The way Heidegger characterizes modern sciences and the comparison
with Kuhn permit us to specify in what sense science does not think: it does not
think as an activity of normal research which articulates a paradigm, extend[s]
the knowledge of those facts that the paradigm displays as particularly
revealing [KUHN 1970/1996, p. 24] and improves the extent of the match
between those facts and the paradigms prescriptions [ibidem].
In its normal phase science is just puzzle-solving [KUHN 1970/1996, ch. IV]
and this being just puzzle-solving is not a mark of inferiority or imperfection but
it is the very condition of its success, it is its chance, [what] secures its own
way of proceeding, as Heidegger writes (and Kuhn could subscribe to every
word).
At this level there is no thinking as inquiry, as far as inquiry, different from
research, is an exploration of the unknown which is always ready to re-think
the frameworks of the incessant transaction with the world.
Thinking as inquiry would hamper the self-deploying explicative power of
the paradigm, that is the attempt made by the community of scientists to extend
it. The mechanism through which science achieves results and amasses an
ever-increasing body of knowledge would jam (although it is worthwhile
insisting on it the attained results are hyper-specialized, they do not emerge
by virtue of a real investigation, of an interest in the etymological sense of
inter-esse, of being-in-the-midst-of the Lebenswelt).
Normal research which is cumulative, owes its success to the ability
of scientists regularly to select problems that can be solved with
conceptual and instrumental techniques close to those already in
existence. (This is why an excessive concern with useful problems,
regardless of their relation to existing knowledge and technique, can
so easily inhibit scientific development) [KUHN 1970/1996, p. 96].
As a conclusion it can be said that it is science as normal science, as research/
Forschung, as not-inquiry, that does not think.
In order to portray better this inquiring moment of science as opposed to
the normal one, we can draw on the approach of Schwab, who in the same
10

ist nicht die Folge, sondern der Grund des Fortschrittes aller Forschung [] die
neuzeitliche Wissenschaft wird durch einen dritten Grundvorgang bestimmt: den Betrieb
[] Allein die Forschung ist nicht Betrieb, weil ihre Arbeit in Institute vollzogen wird,
sondern die Institute sind notwendig, weil die Wissenschaft in sich als Forschung den
Charakter des Betriebes hat.

138

III.

years as Kuhns Structure worked out a difference akin to Kuhns (and


significantly he did it while reflecting on science education [SIEGEL 1988,
ch. 6]).
Schwab points out that science is inquiry as far as conceptions principles
must be invented or adapted by the investigator in order to determine his subject
matter and his data [SCHWAB 1978, p. 133]. Scientific subject matters are
already there, they are carved from the abundance of being (to use Feyerabends
(2001) charming expression) by courtesy of a set of concepts which identify
an object to be investigated and so establish a domain of knowledge. At the
same time and through the same move, methods and the perspective with
which to conduct the investigation are devised:
Not only the what but the what-about are determined by inquiry.
When our matter is made a subject by tearing it from context and
forcing on it some conception of self-supporting unity and
completeness, there is also a restriction of what to investigate about
it. The effect of principles which make a material investigable at all by
impressing on it an appearance of unity and completeness is
complemented by further effects which determine the form our
knowledge will take [SCHWAB 1978, pp. 134-135].
Recognizing this inquiring character of science entails accepting its
inescapable fluidity, although Schwab admits that in the history of science there
are phases of stable research during which the researcher confines himself to
taking for granted the domain of investigation and to fill[ing] a particular blank
in a growing body of language [SCHWAB 1962, p. 15]. In these phases the
scientist does not think, does not reflect upon the principles which define and
sketch out (to use a Heideggerian lexicon) his field, but [h]e receives them
from the others and treats them as matters of fact. He uses them as means of
enquiry and not as objects to be enquired into. The principles define his problem
for him and guide the pattern of experiment which will solve it, but the principles
are not treated as problems in themselves [SCHWAB 1962, p. 16].
In this depiction scientists look like the figures contemptuously described
by Ortega: narrow-minded men, men astoundingly mediocre, and even less
than mediocre11. [ORTEGA Y GASSET, 1930/1980, p. 141], who just by virtue
of the global organization of scientific enterprise are able to discover new
facts and advance the progress of the science which [they] hardly know, and
incidentally the encyclopaedia of thought of which [they are] conscientiously
ignorant12 [Ibidem].
Ignoring the encyclopaedia of thought (the culture in the above mentioned
passage of Ford), reducing science to its stable, un-critical, un-inquiring
dimension, is fatal to science. Real science to Schwab (as well as to Ortega and
perhaps to Heidegger if read under a specific perspective but unlike Kuhn) is
a practice of fluid research, which frames new principles defining a field of
investigation, new Entwrfe der Natur, and new tests permitting the
11

hombres fabulosamente mediocres, y aun menos que mediocres. English version on


http://www.scribd.com/doc/7153482/Ortega-y-Gasset-The-Revolt-of-the-Masses.
12
descubrir nuevos hechos y hacer avanzar su ciencia, uqe el apenas conoce, y con ella la
enciclopedia del pensamiento, que concienzudamente desconoce. English version on
http://www.scribd.com/doc/7153482/Ortega-y-Gasset-The-Revolt-of-the-Masses.

139

experimental control of hypotheses. In science-as-inquiry there is no gathering


of knowledge but a development of new lines of research through inventing
new conceptions. Scientist is then creative, he jumps to resort to the
Heideggerian word into that original having-to-do-with-thinking which belongs
to science (in spite of any serviceable oblivion of this relation in normal phases).
These considerations have significant educational implications: science
teaching is usually dominated by the rhetoric of results [SCHWAB 1962;
SCHWAB 1978]. Students are not exposed to the process of inquiry but just
given the products: theories, formulae etc. are displayed as ready-made. No
questioning occurs; theories, hypotheses etc, are taken for granted and tests
are at best a form of tinkering around [MATTHEWS 1994, p. 133] and students
are not encouraged to investigate why a specific test is linked with a specific
theory.
This kind of science education (which is still dominant at least in Italy)
mirrors an idea of research as stable, normal, dominated by one paradigm, by
one handbook, by one dogma [KUHN 1963] and recalcitrant to any secondlevel of questioning which deals with the reasons why world is investigated in a
certain way.
Emphasizing science as inquiry, on the contrary, and going beyond the
rhetoric of conclusions means that
a) [i]f a theory is to be known as a showing-forth of some aspect of the
world, we must also teach what the theory is a theory of and what about
that subject is and is not incorporated in the theory [] The theory is
only the terminal part of an enquiry. We need what comes before the
end, the early and middle parts of enquiry, in which its guiding principles
can be found, in order to discover what the theory is a theory of and what
aspects of its chosen subject matter are embraced [SCHWAB 1978, p.
134];
b) Knowledge is not cumulative, does not consist in amassing notions. The
progress of inquiry alters terms and concepts, demands the re-thinking
of their relationships, the abandoning of theories and the devising of new
hypotheses. What takes place is a process of constructive revision of the
categorial frames, not just a broadening of the body of knowledge; it is
thinking-in-action, not the mechanical and uncritical use of rules; it entails
conceptual change and investigation into principles. Exclusively in this
way students are ushered into the epistemic structure and dynamics of
science and do not assume the spectator attitude which is alien to the
spirit of modern science [DEWEY 1929/1984].
c) There is never just one set of principles in the light of which to investigate
the world but it is often possible to appeal to competing sets of principles.
Each of them gives rise to a form and kind of knowledge distinct from
that produced by the operation of other sets. Each such body of knowledge
often turns out to have its own peculiar value and usefulness [SCHWAB
1978, p. 136].
Science education inspired by the model of fluid inquiry does not build
bridges between science and thinking but jumps into the thinking dimension of
science and recognizes it as the original ground by virtue of which science is

140

III.

not an enterprise of mediocre men but the characteristic achievement of the


modern age (Trilling).
Science is inquiry, ergo cogitat, and the educational question is to recognize
this thoughtful calling of science and to translate it into didactic strategies,
without indulging in a concealed form in the canonical rhetoric of conclusions.
Preventing the risk of the rhetoric of conclusions arising again even in the
most skilled kinds of science education at the same time provides a ground
shared by the ordinary don, the educated technician, the average citizen, as
Holton puts it.
But what do we mean by thinking, if thinking has to permit us to overcome
the barbarism of specialization?
3. THE PEDAGOGICAL DIMENSION OF SCIENCE
In the perspective thus far outlined, a philosophical approach to science
teaching is pivotal if learning science has to be given an educational value, a
relevance to the cultivation of an open, critical, and inquiring mind, which has
always been one of the chief objectives of liberal education. But the philosophical
approach to science teaching does not entail replacing science with philosophy:
philosophy is not a sort of super-discipline introducing thinking where thinking
did not have citizenship. We do not have to yield to the epistemological fallacy
according to which reflecting on the foundations of scientific knowledge is a
compartmentalized sector, separated from science-in-action; there would be
the risk of sharpening the barbarism of specialization instead of overcoming it.
On the contrary, as has been pointed out,
[p]hilosophy is not far below the surface in any scientific
investigation. At a most basic level any text or scientific discussion will
contain terms such as law, theory, model, explanation, cause,
truth, knowledge, hypothesis, confirmation, observation,
evidence, idealization, time, space, fields, species. Philosophy
begins when students and teachers slow down the science lesson and
ask what these terms mean and what the conditions are for their correct
use. All of these terms contribute to, and in part arise from,
philosophical deliberation on issues of epistemology and metaphysics:
question about what things can be known and how we can know them,
and about what things actually exist in the world and the relations
possible between them. [MATTHEWS 1994, p. 87].
But when Matthews refers to logical-analytical questions emerging in the
science lesson (questions such as What does a particular concept mean? How
do we know the truth of a proposition? Does a conclusion follow from the premises
adduced? [ibidem]), he evokes an aspect of the philosophical approach to science
education which, although important, is far from being exhaustive.
Although Matthews takes into account the post-positivist debate, a Vienneselogical positivist echo resonates in some of his considerations. Indeed, what
he principally recommends is a sort of Begriffserklaung and examination of
the logical cogency of statements. From this perspective philosophy is meant
first of all as an activity of clarification, which is confined to checking that
concepts are used in a legitimate way. A philosophical approach to science

141

education so construed does have (or is in danger of having) just a prophylactic,


pre-emptive, and purging function, not a constructive one.
In this sense the jump into thinking would be a jump out of science, in order
to come back subsequently, equipped with a vocabulary not epistemologically
misleading. It would not be, then, a jump which remains in the original interesse, in that in-between linking science and philosophy without bringing them
to any coincidence. Such an inter-esse is thinking not as the activity of
disembodied minds but as the activity of inquiry and exploration on the part of
beings-in-the-world, who experience the world and are in transaction with it.
The main point in science, philosophy, and therefore in science education,
is that both science and philosophy are secondary constructions out of the
Lebenswelt; on the one hand, they carry out a withdrawal from the world of
appearances [ARENDT 1978], on the other they are inescapably tied up to the
world of common sense, both because it represents their backdrop and because
the majority of their concepts are but sophistications/transformations/
idealizations of those doxastic notions by means of which we orientate ourselves
in the world.
As Husserl pointed out in the fundamental investigations of Die Krisis der
europischen Wissenschaft und die traszendentale Phanomenologie, the despised
doxa has to be recognized as the ground for science [HUSSERL 1959/2007.
See also WALDENFELS 1982]. In our pre-scientific lives we already have a set
of truths and of pieces of knowledge defined on the basis of the requirements
of practical life, which determine their sense and guide their verification.
Empirical-experimental investigations on the folk scientific knowledge
[BOZZI 1990] bear out Husserls view. Common sense explanations are not
rough, incoherent, and wrong, they are not just the legacy or the deposit of
past knowledge, dominated by concepts which modern science bursting
through the fog of ignorance and imposing the methodical rigour has been
replacing. They are, instead, a repertoire of well-structured notions, often linked
with each other in a system (although not fully elaborated), and they stem
from the practical and lived intercourse with the world. They are themselves
knowledge.
Science (but also philosophy) are constituted and constructed on this ground
of prescientific knowledge. It is not possible here to investigate in-depth whether
the constitution of science (and philosophy) happens as a break with this ground
[WOLPERT 1992; CROMER 1993; see also ARENDT 1978 who, following the
echo of the Thracian servants laughter, explores the inevitable intestinal war
between common sense and philosophical thinking; and see BACHELARD
1938, with the notion of obstacle epistemologique]; or in continuity with this
ground; or finally as a transformation and reframing of the concepts of the
Lebenswelt, according to a perspective which is shared, despite differences in
their views, by Dewey (1929/1984; 1938/1986) and Husserl (a perspective by
which the present paper is inspired).
What must be emphasized is that this pre-categorial ground should be the
starting point for a philosophically-orientated science education and that the
dynamics through which science constructs itself on this ground and constantly
refers to it is what can represent the horizon shared by the ordinary don, the educated
technician, the average citizen, in Holtons words from which we have moved.
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III.

In a philosophical approach to science education, which confines itself to


analysing concepts in order to identify correct use and cogent connections
with each other, concepts are taken for granted, what is to learn is just their
right meaning. In the above quoted passage Matthews speaks of students
and teachers who slow down the science lesson to dwell on the concepts and
to try to explain what they mean. But in this way concepts are already there,
available within the framework of a discursive universe (that of science), the
process of constitution of which out of the worldly experience of the subjects
is not investigated.
As a consequence, a kind of rhetoric of conclusions keeps on living, even if
in a more articulated and refined form: in this case conclusions are not single
theories but sciences themselves, which are presented as self-segregated
disciplinary bodies to be learnt in their decoding keys and their lexicon. The
science lesson runs the risk of perpetuating that oblivion of the Lebenswelt
diagnosed by Husserl in his pages on Galileo, that concealment of the ground
of the lived experience and of practical intentionality out of which science grows
through operations of conceptual elaboration and idealization.
If in a class we confine ourselves to asking what these terms [law, theory,
cause, explanation, force, mass etc.] mean and what the conditions are for
their correct use (to quote Matthews once again), we stay at the surface of
science. To pick up just a couple of instances: the term law can not be clarified
if we do not start from our lived knowledge of what a regularity, a connection
lived as necessary and inviolable, is. We can not just dispose of such an idea
of law because it is fallacious and with no right of citizenship in the scientific
discourse. We have to investigate what transformations this notion has to
undergo in order to be accepted in the scientific discourse, as well as in which
ways the primordial lived knowledge of what a law is is serviceable to frame
the scientific concept and remains in it as the (back)ground of its
understandability.
Or to mention another example: after Michottes studies (1954), can we
confine ourselves to a mere Begriffserklarung of the notion of cause or do we
not have to investigate how this notion, in its scientific version, constitutes
itself on the basis of a perceptual knowledge of what a causal connection is
[BOZZI 1989; BOZZI 1990]?
To complete an analytical-philosophical approach it is not sufficient to
introduce the study of the history of science (important, significant though it
may be); for example how Galileo re-construed the notion of cause or how the
concept of law is rooted in theological speculation. The study of the history of
science in turn takes for granted disciplinary bodies of sciences and their sets
of concepts and confines itself to awakening the awareness of a historical
evolution. What keeps on going uninvestigated is the link between the
Lebenswelt-experience of the subjects and the scientific discourse.
In a wonderful page Philipp Frank makes the following remarks:
It is harder to explain the uniform motion of [a] body. We say that
it is caused by inertia; we all know what this means because we know
from everyday experience that we are inert. Inertia means
sluggishness, the lack of a desire to move. For example, there must
be some external inducement to get up in the morning some class
143

that must be attended, or the expectation of a good breakfast. []


However, this method of explanation by introducing the experience
of our own sluggishness is quite arbitrary [] In any case, the analogy
of the everyday experience of sluggishness predicts the observable
effects of motion only in a very vague way, which is useful only under
very special circumstances. What really matters in physical science is
the abstract scheme. [] Comparison with the phenomena of
everyday life will not show any inconsistency with this scheme
[FRANK 1962, pp. 7-8].
From a completely different perspective (Frank was one of the leading
figures of Logical Empiricism), what we are arguing finds an important
confirmation: on the one hand scientific notions can not be identified with those
of everyday experience; on the other they are constituted out of the Lebenswelt
and they constantly refer to it.
It is on this space of constitution (without any transcendentalist overtone)
that a pedagogy of science [WAGENSCHEIN 1970; WAGENSCHEIN 1995;
KUTSCHMANN 1999] has to insist, dwelling in it in order to regain that ground
through which science makes sense and which can represent what is shared
by the ordinary don, the educated technician, the average citizen (Holton)
and as a consequence can ward off the danger of self-alienation for science and
of exclusion of most of us from the characteristic achievement of the modern
age (Trilling). Dwelling in it is living the pedagogical dimension of science
[WAGENSCHEIN 1995], being-in-science as in a fundamental moment of
human Bildung and more radically in that Welt-Bildung [HEIDEGGER 192930/1992; OLIVERIO 2008] which constitutes the human being.
A pedagogy of science so construed is what narrows the divide between
science and the encyclopedia of thought (Ortega y Gasset) and is really the
education of the mind in the modern age which prevents us from falling into the
dubiety and alienation for which we would otherwise be destined.
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145

III


Part IV. THE VALUE AND LEGAL FOUNDATIONS
OF THE EDUCATION SYSTEM
37.0 + 316.7 + 008



. . ()

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

THE EDUCATION MAINTENANCE AND THE UNIVERSAL


SOCIALLY-CULTURAL VALUES

N. L. Rumyantseva (Moscow)
In the article the requirements to the education content, described in the
draft law On education in the Russian Federation, are analyzed. On the basis
of the system-dialectic approach, there are considered the cultural values of the
Western civilization and their transformation into the socio-cultural values. A
basic universal socio-cultural value is formed.
Key words: draft law, education, the system-dialectic approach, Western
civilization, development, universal socio-cultural values.
, .
142702, , . -2, 2- , . 20.
E-mail: nlrumyantseva@mail.ru

146

IV.

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154

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316.7 + 316.3/.4

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

YOUTH SUBCULTURE IN SEARCH FOR IDENTITY

O. T. Loyko, E. A. Leksina (Tomsk)


The article is devoted to the basic trends of the youth subculture, which
positions itself as a multiculture. The main theme of the article is the loss of
, .
634050, . , . , . 30.
-mail: Loyko49@mail.ru

.
634050, . , . , . 30.
-mail: evgenya0808@ramler.ru

155


connections of youth subculture with the culture of the society in which the youth
live. The youth culture is an integral component of modern society and closely
connected with such concepts as multiculture and multiculturalism. The authors
consider the analysis of searching for cultural identity in modern society as a
contradictory multidimensional process. The philosophy of multiculturalism
should embody liberal attention to individual in the context of dialogue of cultures
and simultaneously absorb aspiration to the integration, mutual understanding,
equality and solidarity.
Key words: multiculture, multiculturalism, youth subculture, identity, social
memory.


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156

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378 + 008 + 316.3/.4



. . (), . . ()
.
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. , , , , - , . . . .
620014, . , . , . 6.
-mail: a.p.vetoshkin@mail.ru
, .
641800, , . , . . , . 3.
-mail: dziov@mail.ru

160

IV.
,
.
: , , .

SPIRITUAL BASIS AND THE PRIORITIES


OF THE HIGHER EDUCATION DEVELOPMENT IN RUSSIA

A. P. Vetoshkin (Ekaterinburg), A. R. Dziov (Shadrinsk)


The article is devoted to the problems and priorities of the higher education
development in Russia and the specificities of its long-term modernization process.
It is indicated that the main problems and complications are the consequences
of the technocratic and pragmatic approaches combined with mythologization
and fetishization of some borrowed concepts and ideas. It is concluded that the
fundamental drawback of the higher educational policy is the absence of spiritual,
ideological, world-outlook related and theoretical-methodological grounds and the
absence of connection with the national educational traditions and national interests.
Key words: higher education, social institution, priorities of educational
development.

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3. . . . . . : , 1990. 608 .
4. XI . . . ., 2003.
5. : . [ ]. URL : http : //
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37.0 + 13

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, -
.
191002, . -, . , . 1113.
E-mail: matyushkina@spb.edu.ru

167


FORMATION OF CRITICAL MORAL CONSCIOUSNESS
AS A MAJOR GOAL OF MODERN EDUCATION

M. D. Matyushkina (St.-Petersburg)
The formation of independent critical moral consciousness is considered in
the article as a priority purpose and quality criteria of modern education. The
correlation of this purpose with the purposes of development of thinking, tolerance
and creativity is analyzed. It is shown that in order to form critical moral
consciousness it is necessary to combine versatile and profound knowledge with
the development of autonomy, personal freedom and thinking. It is proved that
education will promote the development of rational thinking if its methods are
neither authoritarian nor suggestive. A special attention is paid to the idea of
nonviolence as an essential factor of moral consciousness. The problems of
overcoming destructive aggression by means of game, theatrical activity and
creative self-realization in various creative projects are discussed.
Key words: moral consciousness, nonviolence, tolerance, rational thinking,
the value of creativity, quality of education.

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174

IV.
2. . .
( ): . 2- ., . . ., 2004. 368 .
3. . . //
: IX (1415
2009 .). . : - , 2009. . 6568.
4. . . // : . . // . 1990. 11. . 362.
5. . : . / .
. . . . : - , 1995. 309 .
6. . . . : , 1994. 700 .
7. . ; . . . : , 2005. 632 .
8. . .
// : - . 1999.
3 (19). . 189203.
9. . // . . . ., 1969. . 55231.
10. . . . : , 2001. 319 .

378



. . ()

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

THE AXIOLOGICAL CONTRADICTIONS OF THE HIGHER


EDUCATION QUALITY

G. A. Tsoy (Tomsk)
The problem of modern paradigm of higher education is analyzed in the
article. According to the author, in the higher education system the phenomenon
.
634050, . , . , . 30, 131 .
-mail: tsoy@tpu.ru

175


of crisis of education is a constant process reflecting metaphysical and social
changes in the society. Analyzing the challenges, which are confronted by the
system of higher education, the author examines the existing contradictions
between the educational subjects through the prism of axiological aspects. In
order to do that, the concept of quality of higher education as a consumer value
is introduced.
Key words: system of higher education, quality of education, crisis,
contradictions, axiological aspects, consumer value.

.
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1998. 154 .
5. . . . : ACT, 1999. 561 .
6. . ., . . . : - , 1994.
80 .

37.0 + 17 + 159.9

,

. . , . . ()
,
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,
. ,
.
630102, . , . , . 86.
E-mail: npvorob@yandex.ru
, , .
630102, . , . , . 86.
E-mail: aioreh@mail.ru

182

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

MORAL VALUES, CONSCIOUSNESS AND COMMUNICATION IN THE


PARADIGM OF CONTEMPORARY EDUCATION

N. P. Vorobyova, A. I. Orekhovskii (Novosibirsk)


The authors make an emphasis on the world outlook and axiological functions
in the philosophy of education. There are considered the main factors of the
society evolution which influence education (machinery, technology, economy).
A special attention is paid to examination of the internal factors of the education
evolution which renew the structure of educational process and its content. Some
internal components of educational process are distinguished: attitude to
knowledge, upbringing and motivation, individual approach, formative
environment, thinking and communication; the possibilities that they create
are described.
Key words: upbringing, requirements, interests, values, responsibility,
motivation, individual approach, formative environment, thinking,
communication.

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184

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1. . . [ ]. URL: http:/
/mhtml:file://F:\() %20__ - %20.
2. . . // . 2008. 5.
3. . . . . . : ,
2003. 352 .
4. . . // . 2008. . 29. 5.
5. . . . . : , 1997. 64 .
6. . . // . 2008.
6. . 2328.
7. . .
// - .
2008. . 4.
8. . ., . . : . : - , 2004. 208 .
9. . .
// . 2008. 6. . 2226.
10. . : . . ; . . . . . .
: , 1994. 527 .

13+ 37.0 + 316.3/.4

-

. . ()
, . - - .
630126, . , . , . 28.
-mail: pks1983@mail.ru

191


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

EVOLUTION OF THE PHILOSOPHICAL-ETHICAL CONCEPTS


OF COMMUNICATION

E. S. Ponomaryova (Novosibirsk)
The article analyzes the main approaches to definition of the concept of
communication in various religious outlooks, from the philosophy of antiquity
to our time. The author considers communication in axiological, functional
aspect as an ambivalent process. Evolution of the concepts of communication is
analyzed in the article: from the ritualized religious approach to the competencebased approach in the modern world. The author retraces the connection of
philosophical understanding of communication as a means of interpersonal
knowledge and the knowledge of the person him/herself. The essence of the perceptive,
communicative and interactive aspects of communication is considered in the
article; the structure of the communicative competence is described.
ey words: concept of communication, philosophy of antiquity, existential
communication, communicative competence.

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1. . . : . ; . . . . . : , 2004. 264 .
2. . : 4 . . : , 1976 1983. . 4. 830 .
3. . . . . : , 1995. 350 .
4. . . : . . : , 1999. 180 .
5. . : 3 . . : , 1985 1988. . 3. 668 .
6. . : 3 . . : , 1997. . 3. 397 c.
7. . .
// . 2008. 2 (23). . 101107.
8. . . : . . . : , 1998. 164 .
9. . : 2 . . : ,
1955. . 1. 1955. 369 .
10. . : 2- . ; . . . : , 1965. . 2 927 .

37.0 + 316.7

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050000, , . , . , . 29.
E-mail: nf_danik@mail.ru

197


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

THE VALUES AND GOALS-RELATED PRIORITIES


OF UPBRINGING AND EDUCATION

R. K. Turyszhanova (Almaty, Republic Kazakhstan)


In the article it is shown that education naturally includes the upbringing
component depending on the purposes, as the comprehension of the results whose
attainment the actions are directed to, as the meanings and ideals of life activity
of the society and people. However, values vary in the space of culture and
historical time, being divided into conventional (with the social-cultural basis)
and transcendental ones (with the profound internal basis of formation of the
attitude of people towards life and the world around). In the article it is
underlined that the social qualities of the person bear in themselves a combination
of axiological (the value-related) and functional qualities (I.Q., features of
thinking, speech, temperament, character, the inborn skills, the acquired
knowledge and skills, health and somatic form), that is, all the cognitive, sensual
and physical forces of the individual. The presence of universal meanings, opened
to the process of comprehension and reconsideration of their content, promotes
mutual understanding and coordination of efforts in achieving the common
goals, while improving the modern process of training and upbringing.
Key words: person, upbringing and educational activity, ideal of education,
social quality, values.

, -, . , . , ,
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., 1999.

206

IV.
37.0 + 13



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

WORLD OUTLOOK BASIS OF MODERN RUSSIAN EDUCATION

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


In clause the question that in modern conditions of development of a society
the philosophical analysis of world outlook bases of modern Russian education
is exclusively actual is analyzed; and the purposes of education the essence proves
in a context of problems of specificity of formation of outlook of the person. The
author shows, that change of values ( money - unique original value ) conducts
to a number of threats both for a society, and for an education system. Therefore
it is necessary to rethink aspect of world outlook bases of
education, maintenance of reorganization of an educational system from the
point of view of return to it the main cultural function.
Key words: education, formation, a society, outlook.

,

.
,
- .
630126, . , . , . 28.
E-mail: tany0879@mail.ru
,
- .
630007, . , , . 18, . 438.
-mail: Kav@obladm.nso.ru

207

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.
,
. :
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1. . ., . .
// . 2009. 1 (26). . 158165.
2. . ., . ., . . : //
. 2009. 4 (29). . 255265.
3. . ., . . // . 2009. 2 (27). . 1724.
4. . . //
: , , : II .
. (, 1517 ., 2010 .). . : , 2010. . 8284.
5. . ., . . : . : - , 2009. 252 .

13 + 37.0 + 316.7

-
:

. . ()
, - ,
, .
660049, . , . , . 90.
E-mail: valpavlovskiy@mail.ru

212

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

THE SUBJECT OF THE DIALECTICAL-MATERIALIST


PHILOSOPHY OF EDUCATION AND UPBRINGING:
STATEMENT OF THE PROBLEM

V. V. Pavlovskii (Krasnoyarsk)
In the article it is shown that the subject of the dialectical-materialist
philosophy of education and upbringing is the research of dialectic interrelations
and mutual development of the global metasystem, regional mesosystems and
individual state-public systems of education and upbringing, their phenomena,
forms, contents and essence, regularities of functioning and development. There
is carried out studying the factors of determination of these systems by the global
variety of the states-societies, their regional unions and associations, individual
states-societies. There are also studied the back influences of these systems on the
mentioned objects.
Key words: education and upbringing, dialectical-materialist philosophy,
state, society.

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. , , , . XX
XXI . , 213

. . . , . . ,
. . [2], . . , . . , . . [3],
. . , . . , . . , . . [5], . . , . . , . . ., , . , ,
, .
: . (J. Allack) [1],
B. P. Creemers . [9], Dave R. H. [10], Mondale S. [11], .
(J. J. Patrick), . (P. Shtompka) [8] .

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IV.

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- -
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1. . : . . : ;
, . - . 1993.
2. . . . . 1999.
3. . . . . : , 1998.
4. . . . , IV (, 2428 2005 .) // . 2006. 2 (16). . 311.
5. . ., . . : . : - , 2002. 192 .
6. . .
// . 2006. 2 (16). . 2731.
7. . . . . . ., 1996.
8. , . : . . / . . . . . : , 1996.
9. Creemers B. P. The effective classroom. London, 1994.
10. Dave R. H. Foundation of Lifelong Education. Oxford : Press UNESCO, 1976. 328 p.
11. Mondale S. History of american public education. N.-Y., 2000. 437 p.

316.3/.4

:


. . ()

. ,
, , ,
, .

,
.
660049, . , . , . 82.
E-mail: yarmyth@mail.ru

220

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

MODERN SOCIO-HUMANITARIAN KNOWLEDGE: MYTHOLOGY


OF THEORETICAL AND METHODOLOGICAL TENETS

S. A. Yarovenko (Krasnoyarsk)
The article is devoted to consideration of the basic tendencies of the formation
of theoretical and methodological tenets of modern socio-humanitarian
knowledge and substantiation of their mythological character. As some arguments
of the mythological nature of the components of socio-humanitarian knowledge,
there are presented: plurality of socio-humanitarian theory, aspiration of each
paradigm to being absolute, synthesis of cognitive tendencies, personal character
of any research tenets, interpretive character of knowledge, etc.
Key words: socio-humanitarian discourse, tenets of socio-humanitarian
knowledge, social validity, social reality, multiparadigmatic character of sociohumanitarian theory, myth designing, demythologization, scientism, anti-scientism.

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IV.

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2. . : // : : . . (1112 . 2005 .).
: , 2005. 262 . . 3335.
3. . . // . . : , 1985. 344 .
4. . . . : ,
1999. 236 .
5. . . Mythos sapiens . . : ; , 2001. 208 .
6. . . : : . . /. : , 2001. 416 .

227


7. . . // . 2008. 1. . 2023.
8. . . :
// . 2009. 1. . 264270.
9. . . // . 2008. 3.
. 4852.
10. . .
// - : . . (2028 2008 .). /. : - , 2008. . 240243.

37.0 + 316.7 + 070




. . ()

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

MEDIA-EDUCATION IN THE CONTEXT OF FORMATION


OF A HUMANISTIC MODEL OF THE UPBRINGING ACTIVITY

N. V. Yumasheva (Barnaul)
The article has the purpose to investigate the direction of evolution of mediaeducation in Russia, in particular, the amateur kids and teens journalism.
First of all, there is a problem to track the changes in the self-reflection of this
educational sphere: the transformation of the value-semantic dominants in the
consciousness of media teachers. The author undertook independent research

.
656031, , . , . , . 55.
E-mail: umna@inbox.ru

228

IV.
that was done in stages during ten years. By means of the questionnaire survey
and the subsequent comparative-historical analysis of the results, there are
revealed the shift from the humanistic model of teaching and educational activity
to the pragmatic one and the decrease of efficiency in the dialogue between media
teachers and young journalists in the process of creation of amateur youthful
mass media.
Key words: journalism, media teachers, amateur youth editions, social
functions, value-semantic dominants, mass media.

,
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229

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[1; 2]. , 2000 . 2010 ., , .

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[3, . 340].
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2002 ., 118 . 2000 , ,
[5].
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, , -, 230

IV.

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232

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5. [ ]. URL: http://lgo.ru/

37.0 + 34

. . ()

, . ,
-
.
630126, . , . , . 28.
E-mail: pugachev-1967@mail.ru

234

IV.
, ,
.
: , , , , .

THE PROBLEMS OF LEGAL REGULATION OF EDUCATION

A. V. Pugachyov (Novosibirsk)
The article discusses the concept of education as a totality of social relations
which are the subject of legal regulation, in terms of the content of legal norms.
Based on the analysis of legal regulation, there is made a conclusion about the
necessity of legal confirmation of a more complete definition of education, its
objectives and the necessity of legislative introduction of a mechanism of control
of education: both training and upbringing.
Key words: education, upbringing, training, subject of legal regulation,
control mechanism.

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236

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1. . ., . ., . . ? // . 2008.
2. . 6976.
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// . 2003. 7. . 202209.
3. . .
// . 2003. 7. . 2635.
4. . . ( ): . : , 2008. 260 .
5. 22 1996 . 125-
// 26.08.1996.
35, . 4135.
6. 10 1992 . 3266-I // .
1992. 172. 31 .
7. ( ) // 29.01.1996. 5, . 410.
8. 10 2007 . 1495 // , 19.11.2007. 47 (1 .), . 5749.

241


378 + 36.3/.4




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

THE TECHNOLOGIES OF SOCIAL MOBILIZATION IN THE


FORMATION OF PROFESSIONAL CULTURE OF LAW MAJORS

A. S. Dolgov (Novosibirsk)
The purpose of the article is to consider the process of forming the professional
culture of law majors using the social mobilization technologies.
The article provides a classification of the mobilization technologies. It is
emphasized that, in the conditions of a prolonged crisis in the society, the usage
of the mobilization technologies in the educational process fosters the professional
qualities of the students, activates and stimulates their social activities.
Key words: professional culture of law majors, professional culture of
lawyers, mobilization, mobilization technologies, educational technologies.

XX .
.
, , ,
.
. .

,
.
630088, . , . , . 56
E-mail: Alexd2004@yandex.ru

242

IV.

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3. . . : . . :
, 1989. 192 .
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7. . ., . . : 80000
. 4- ., . . : , 2006. 944 .
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, 2003. 52 .
9. . . // . 2009. 3. . 2837.
10. // +. 1996.

248

V. (- )

V

(- )
Part V. LANGUAGE EDUCATION
(SOCIALLY-PHILOSOPHICAL ANALYSIS)
13 + 81 + 316.3/.4

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

LANGUAGE EDUCATION IN THE CONDITIONS OF GLOBALIZATION

L. P. Zagorulko (Novosibirsk)
The article examines the trends in language education in the conditions of
globalization. The author studies the interdependence between the world
development problems and the modern system of language education. Turning
to the issues of foreign language education in modern conditions is conditioned
by the economic and political rather than the linguistic problems. The lack of
language knowledge in the conditions of growth of international contacts causes
huge material and moral damages. Learning foreign languages becomes a
necessity. This requires changes in the approaches to the study of languages,
which should enable students to use them in real communication.
. . .
630114, . , - , 6/2.
-mail : zalex82@list.ru

249

Key words: language barrier, language education, international


communication language.

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( Miniwatts Marketing Group) : 1263 , : 1373 . ,
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: - , 2007. 244 .
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2001. 219 .
3. : , , (Global studies) // . . . . , . . . ..- :
: , 2006. 1159 .

255


4. 2015 . / . . ;
. . . . : -, 2002. 119 .
5. . . [ ]. URL: http://www.gumer.info/
bibliotek_Buks/Culture/Toff_Shok/index.php ( : 23.07.2010).
6. . ., . . . : . . . : , 2007. 336 .
7. . . ? , 2004. 56 . [ ]. URL: http://www.alleng.ru/d/engl/engl07.htm ( :
20.05.2010).
8. ., ., .
: . / . . . . ; .
. . . . : , 2007. 118 . [ ]. URL: http://
www.ifap.ru/library/book219.pdf ( : 23.07.2010).
9. - . . : . . . : /
Slovo, 2008. 344 .
10. . . [ ]. URL:
http://www.modernlib.ru/books/hantington_samyuel/stolknovenie_civilizaciy/read
( : 31.07.2010).
11. . . : . , 2005. 80 .
12. . . : ... - . . . : , 2007. 305 .
13. . / . . .
2007 . 27 . [ ]. URL: http://www.ecolingvo.com ( : 28.12.2009).

80 + 81138 + 37.0



. . , . . ()
, . , , - .
, .
: , , .
,
.
634041, , , 75
E-mail: l kira73@mail.ru
,
.
634050, . , . , . 30.
E-mail: l kira73@mail.ru

256

V. (- )

HE PROBLEM OF TEACHING FOREIGN LANGUAGE


COMMUNICATION IN MODERN EDUCATION SYSTEM

V. A. Dmitrienko, K. S. Lelyushkina (Tomsk)


Presently there exist numerous points of view on the conceptions and
technologies of teaching foreign language communication. We have developed
an innovational direction of teaching the productive and original non-prepared
speech from the first step of mastering oral communication skills. This direction
is not an alternative but is interconnected with the concepts presented in scientific
literature.
Key words: innovative training, communication, communicative
competence, technologies of teaching foreign language communication.

.
,
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, . ,
, , .
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(. . ).
(. . , . . , . . , . . , . . ,
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257

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G. Morgan), - (. . ), (. . , . . , . . , . .
.), (. . , . ., . . .) . ,

, . .

258

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261

, ,
: , .

1. . . . ., 1991. 74 c.
2. . . . ., 1986.
3. . . . .,
1991.
4. . . : . ... . . :13.00.02. .,
1992. 130 .
5. . . - : . . . : 13.00.08. ., 2007. 145 .
6. . . //
/ . . . ., 1975.
120 c.

: 378 + 37.0 + 13



( )
. . ()

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


.
630049, . , . . , . 191.
E-mail: erarcher@mail.ru

262

V. (- )

THE CONTINUING FORMATION OF FOREIGN LANGUAGE


PROFESSIONAL COMMUNICATIVE COMPETENCE
(A PHILOSOPHICAL ANALYSIS)

I. S. Volegzhanina (Novosibirsk)
The aim of the article is searching the ways of increasing the effectiveness of
the process of formation of the learners foreign language professional
communicative competence within the system of lifelong education. A
philosophical interpretation of the category of continuity is given. The approaches
existing in pedagogics and the ways of solving the indicated problem are analyzed.
The author suggests considering complex, competence-related and the procedural
result-related approaches and the variety of the process-oriented principles as
theoretical and methodological foundation of the continuing formation of the
foreign language professional communicative competence within the school
universitytraining center at the enterprise format.
Key words: continuity, foreign language professional communicative
competence, approaches, principles.

- ,
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,
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,
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,
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[2].

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, . 263

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1. - .
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[34]. , , , . .
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3. - .
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,
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, .
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-, , - ., , , , , .
-
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264

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, [8];
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, [9, . 29].
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266

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[9, . 30].
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268

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1. . . ( ) // . . . . -. 2009. 3. . 107118.
2. . . // . 2008. 4 (25). . 8188.
3. . . // . 2009. 8. . 117120.
4. . . // . 2009. 2. . 1122.
5. . // . 2009. 7. . 810.
6. . .
// . 2010. 1. . 5862.
7. . .
: . . . . . , 2005. 18 .
8. . . : // . 2009. 3 (28). . 157164.

270

V. (- )
9. . . - . . :
, 2004. 38 .
10. . . - // . 2010.
1 (30). . 187192.
11. . . - // . 2009. 3 (28). . 165173.

1 + 16 + 80




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

THE LOGICAL FOUNDATIONS OF COMPOUND AND COMPLEX


SENTENCES WITHIN THE FRAMEWORK OF THE SCIENCE
PHILOSOPHY

N. S. Pomogaeva (Taganrog)
The history of correlation between co-ordination and subordination has not
been considered in science yet, and the problem of co-ordination and
subordination is a moot point today. So, the selected theme is very pressing. The
aim of the article is to consider the history of development of the co-ordination
.
347936, , . , . , . 48.
-mail: litfaktgpi24909@rambler.ru

271


and subordination study from the point of view of logical form of thinking. So,
the object of the article is co-ordination and subordination within the framework
of the science philosophy; and the subject of the investigation is the synonymic
relations between compound and complex sentences from the point of view of the
unity of form and content.
The presentation of the material is historically sequential and is realized in
accordance with logical approach, the narration goes along the line of gradual
narrowing of the material: in the very beginning (antiquity and middle ages)
language is characterized in general; then we turn to the syntax; then, to the
sentence; and, at last, we come to the co-ordination and subordination and then
to the compound and complex sentences.
Key words: philosophy, logic, language, linguistics, co-ordination and
subordination of the sentence.

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. .
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, . (, , ), ( ),
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272

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273


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[1, . 189].
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,
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. , . . ,
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.
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. ,
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. . . , , , [2, . 355].
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274

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. . ,
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,
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I A.-F. Bernhardi (Anfangsgrunde der Sprachwissenschaft, Berlin, 1808) ,
( ),
. S.-H.-A.Herling (Ueber die Topik der
deutschen Sprache, 1821), , , , .
. . . 275

, . . .
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. . . . , [3, . 67]. . . . . , ,
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; 276

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, , , .
, , ,
. , , , , ,
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277

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1. . . . . : , 2005. 287 c.
2. . . . . : , 2007. 232 c.
3. . . . . 1. . . : ,
1975. 559 c.
4. . . . .., 1935. 360 c.
5. . . . . : ,
1982. 448 c.

122/129 + 008



. . ()
, :
. .
, .
, - , () ,
. , ,
, .
: , , , , , ,.
.
630092, . , . . , . 20.
-mail: viktor-novoselov@yandex.ru

278

V. (- )

DENOTATION AND INTERPRETATION IN A CONTEXT


OF SEMIOTICS OF CULTURE

V. G. Novoselov (Novosibirsk)
This article is devoted to the semiotic analysis of the concepts of denotation
and interpretation. On the basis of the analysis, the conclusion is made that
the sign can display reality only in the course of human activity. Denotation of
the sign is a way of its usage and interpretation. From the point of view of the
denotation theory, the interpretants are verifiable and describable
correspondences associated with another sign. Thus, the content analysis becomes
a culture-conditioned operation which is carried out only with the physically
verifiable (perceived) products of culture, i.e. with other signs and their mutual
correlations. The process of unlimited semiosis shows how denotation, constantly
correlating one sign with another or with a number of other signs, depicts the
culture elements.
Key words: sign, denotation, reference, meaning, interpretant, denoting,
signification.

, . , . , , .
,
. , , ,
.
. , . , , .
, , . . , , , (iconic signs) , .
- ( -), - , () , . (image) ;
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.

279

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, , [] , <...> , ;
, [4, . 136].
() . , ,
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-. 280

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, . , ,
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, , , ,
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4. . . . ; . . . // . ., 1996. . 4061.

285

VI

Part VI. SPECIFIC PROBLEMS IN RUSSIAN EDUCATION

316.3/.4 + 378 + 316.7



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

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

, , .
630092, . , . , . 20, VI , 407 .
-mail: ignat@fgo.nstu.ru
.
630092, . , . , . 20, VI , 407 .
-mail: m.zakhvatkina@gmail.com
.
630092, . , . , . 20, VI , 407 .
-mail: m.zakhvatkina@gmail.com

286

VI.

CHOOSING A HIGHER EDUCATION INSTITUTION BY THE


APPLICANTS AND STUDENTS IN THE NOVOSIBIRSK EDUCATIONAL
SPACE (ON THE EXAMPLE OF NSTU)

V. I. Ignatyev, Y. V. Zhandarova, M. M. Zakhvatkina (Novosibirsk)


The article considers the motives of the applicants at the stage of choosing a
higher education institution and analyzes the reasons for transformation of the
background practices while changing the applicant status to the student status.
The authors study the specificities of choosing practices of the students and
applicants, identify some characteristics of the designated background practices
and their changes. A special attention is given to the practice of consuming the
image of NSTU (the Novosibirsk State Technical University) as a part of
consuming the educational services.
Key words: choice, higher education institution, motives, background
practice, applicants, students, transformation of practices, image of the higher
education institution.


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, 2001. 562 .
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3. . . //
, 1997. 6. . 923.
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- - : , 2002. 282 . . 1 (. . .
).
6. . . : . , 2008. 500 .
7. . . // . . : . . : , 2001. . 548562.
8. . ., . . //
. 2009. 1 (26). . 1118.

37.0 + 13



. . ()
,
.
292

VI.

, .
: , , , .

DIFFERENTIATION AND INDIVIDUALIZATION


IN EDUCATIONAL ACTIVITY

L. L. Dedyukina (Yakutsk)
In the article there are explained the concepts of differentiation and
individualization in education, there are considered the opportunities of
realization of the activity approach in the conditions of differentiation and
individualization of training and the role of the activity approach in activation
of the learners independent work. The author indicates the importance of
differentiation and individualization in education, analyzes the essence of the
activity approach, as well as various forms of organization of the independent
work in the conditions of differentiation and individualization.
Key words: individualization, differentiation, activity approach,
independent work.


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. . . , - ,
[9]. . . , . . , . . , . . - . . . .
685000, . , . , . 13.
E-mail: lldedykina@ mail.ru

293

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294

VI.

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160 .
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10. / . . . , . . . . : . , 1983. 840 .

297


18 + 78



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

A PHENOMENOLOGICAL PARADIGM IN MUSICAL EDUCATION

N. A. Golinevich (Moscow)
To make a wide circle of readers acquainted with the achievements of the
phenomenological thought, the article presents an attempt to explicate certain
problems of musical education using the tools of phenomenological analysis.
The essence of musical practice is presented in terms of E. Husserls and
M. Merleau-Pontys phenomenology. Using M. Merleau-Pontys concept of
corporeity and the primordial openness of consciousness, some aspects of musical
playing such as the problem of individual style or the problem of playing
habituation are interpreted. The gestures and movements of the musician are
interpreted as intentional movement of incarnated subjectivity, mastering the
space of music and expressing its meaning.
Key words: kinesthetic consciousness, phenomenology of music, corporeity,
phenomenology of education, flesh of the world.

.
, , , , ,
, . ,
, .
125993, -3, . , ., . 6.
-mail: pegasi@mail.ru

298

VI.

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.

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300

VI.

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VI.

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303

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.

1. . . . : , 1985. 104 .
2. . . - - // . 2006. . 2. . 6469.
3. . . . : , 1993. 507 .
4. . . . . : , 2003. 205 .
5. . //
. 2006. 3 (17). . 195198.
6. . // Homo musicus. 95. . : . . . . , 1995. . 116144.
7. - . . . : , 2006. 400 .
8. - . . . : ; . 1999.
608 .
9. . .
// . 2006. . . . 315321.
10. . . , 1999. 96 .
11. . . //
. 2007. 1 (18). . 2935.
12. . . . . . : , 2004. 368 .
13. Behnke E. A. At the Service of the Sonata: Music Lessons with Merleau-Ponty //
Merleau-Ponty: critical essays. Edited by Henry Pietersma. Washington : University
Press of America, 1989. P. 2329.
14. Pelcova Nadezda. The Ontology of Education (the Modern and Postmodern
Philosophy of Education) // Philosophy of Education. Novosibirsk : Siberian Branch
of the Russian Academy of Sciences Publishers, 2008. Special issue 1. . 821.
15. Ideen zur einer reinen Phnomenologie und phnomenologischen Philosophie (
). Zweites Buch :
Phnomenologische Untersuchungen zur Konstitution. Husserliana, Bd. IV. Den Haag,
1952.

304

VI.
13 + 376.5 + 37.0


:
-
. . ()
- ,
, .
,

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

THE FACTORS OF ORIGINATION OF THE CHILD NEGLECT


PROBLEM: A SOCIO-PHILOSOPHICAL ANALYSIS

E. A. Krutko (Novosibirsk)
In the article the author presents a socio-philosophical analysis of the problem
of neglected children through explanations of the categories of society,
marginalization, alienation, etc. Society is considered as a special, specific
subsystem of the objective reality which influences refraction of qualitative and
quantitative character of human relations and, under the influence of certain
circumstances, causes social stresses destroying habitual conditions of existence
and social integration that leads to alienation of people. It is noticed that
alienation processes are reflected most radically on marginal, low society groups,
exactly where the neglected children appear.
Key words: socio-philosophical analysis, neglected children, society,
marginalization, alienation.

, , ,
,
[1, c. 8485]. , ,
,

.
630102, . , . , . 6.
-mail: krutko@ngs.ru

305

, .
,
,
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.
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, [2, c.13]. , , ,
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, .
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[3, c. 881893].
, .
M ,
, , , , . .
( ) 1972 . ( ).
, , .

1968 ., . , . [4].

( , , , . .). , , .
, , , . , , , ,
, [3, c. 881893].
306

VI.

, , , [5]. .
, , .
.
, .
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, , . : ,
,
[6, c. 38].
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,
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.

[7, c. 6975].
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, [. : 8, c. 45].
,
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c. 124125]. , , , .
307

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[10, c. 230233].
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308

VI.

, ( ) .
,
- .

1. . ., . . : - // .
2009. 3. C. 8389.
2. . . : .
.: , 2003.
3. Park R. E. Human migration and the Marginal Man // American Journal of Sociology.
N.-Y, 1928. 33. . 8893.
4. . . // . , 1996.
5. . . // . .,
1989.
6. . : [. ]. ., 1990. . 3438.
7. . . : : ( 19971998 .) // . ., 1998. 4. . 6975.
8. . . - // XXI : , . :
, 2000. . 1. . 45.
9. . . ., 1991. . 124125.
10. , . // . 1996. 1. . 230
233.

37.0 + 316.6



. . ()
, , .
: , , , , ,
.
. . . .
660014, . , . . , . 31.
-mail: mmc24443@gmail.com

309


ON THE PREVENTION OF EXTREMISM AND TERRORISM AMONG
THE YOUTH IN THE PEDAGOGICAL PROCESS

T. F. Fazylova (Krasnoyarsk)
The article analyzes the current state of affairs in the problem of extremism
and terrorism among the young people. Some preventive measures are suggested
to counter the youth extremism; a number of research tasks are formulated.
Key words: the youth environment, the youth extremism, social
consciousness, political behavior, educational system, counteraction to extremism
and terrorism.

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. , 2006
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8 , 2005 . 214 [1].
, , .
,
310

VI.

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311

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312

VI.

. ,
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,
:
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1.
// . . . 2004. 1.
2. . . , , . /, 1996.
3. . . // . . . 12 ( ). 2000. 2.
4. . . // : . ., 2003.
5. . . . ., 1986.

313


13 + 316.3/.4+37.0

:
-
. . ()

.

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

MOTHERHOOD AND FAMILY AS A VALUE:


A SOCIO-PHILOSOPHICAL ANALYSIS

A. Yu. Zurueva (Novosibirsk)


The article is dedicated to the problem of devaluation of family and
motherhood and the necessity of formation, within the modern innovative
education, of the family values among schoolchildren and students. The article
gives understanding of motherhood as one of the basic dominants of culture
(archetypes), its importance for procreation in the quantitative and qualitative
aspects. The issues of patriotism and attitude to the Motherland as an
embodiment of the maternal archetype are also considered. In the article there
are studied the preconditions and consequences of the destructive social tendencies
which influenced the formation of the system of values and world outlook of
modern reproductive-capable people. The conclusions are supported by the
statistical data of the conducted questioning.
Key words: motherhood, cultural dominant, culture as a standard of human
activity.

, , . , .
, , , , .
630126, . , . , . 28, . 319.
E-mail: zurueva_anna@ngs.ru

314

VI.

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VI.

, ,
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2025 .: :
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[12, . 163]. ,
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1. . . : // : 4 . . II. / . .
. . . . : , 2008. . 1731.
2. - . : . . . : , 2008. 554 .
3. . . . . .
. : , 1997. 824 .
4. . . : : . : . . : -,
1997. 383 .
5. . . . : , 2003. 488 .
6. . ., . . XXI . . : -, 2006. 192 .
7. : . / . . . . . : : , 2007. 896 .
8. . . . [ ]. URL: http://
www.patriotica.ru/actual/koresh_demog.html

321


9.
2025 . [ ]. URL: http://www.demographia.ru/articles_N/
index.html?idR=5&idArt=947
10. . . : 2 . . I // . . : , 2005. 368 .
11. . . // . 2008. 3 (24). . 125131.
12. . ., . .
// . 2009. 1 (26). . 158164.
13. . ., . ., . .
// . 2009. 2 (27). . 197203.

376.6 + 316.3/.4 + 316.6

:


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

SOCIAL UPBRINGING: THE PROBLEMS OF PERSONALITY


FORMATION IN CHILDRENS HOMES

M. G. Dmitrieva (Saint-Petersburg)
The main theme of the article is the philosophical and methodological analysis
of the issue of personality formation in the homes for orphaned children and
determination of the problems and methods of social education. The article shows
-
.
191023, . -, , . 21.
-mail: maya_dm@mail.ru

322

VI.

that one of the key problems of the upbringing system within the homes for
orphaned children is the upbringing of the socially active individual possessing
spiritual, intellectual and physical potential, as is necessary for the fully-fledged
member of society. The principal way of resolving these issues and problems is
philosophical understanding and practical mastery of the legacy of the Russian
philosophical pedagogical thought, whose representatives proposed the methods
of social upbringing based on the holistic world outlook adequate to the historical
epoch.
Key words: formation of personality, socialization of the orphan child, social
education, Russian philosophical pedagogical thought.


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328

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3. . . / . . .
. . , . . . . : : , 1999. 215 .
4. - , : . -. (2528 . 2003 .) / . . . . .
: , 2003. 255 .
5. . . - : . . . . : 22.00.03.
, 2007. 19 .
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. . : . . ., 1993. 171 .
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1999. 215 .

159.9 + 316.3/.4 + 316.6 + 37.0



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

EDUCATION AS A FACTOR OF PSYCHOSOCIAL REHABILITATION


AND THE LAW CONSCIOUSNESS FORMATION IN DISABLED
PEOPLE

M. Y. Chernyshov (Irkutsk)
The factor of education is investigated. The author assesses its influence on
the psychological state of disabled people as a social group. For the first time we
, .
664033, . , . , . 134.
E-mail: idstu@icc.ru

329


investigate the issue of education of the disabled (i.e. issue of obtaining
professional or even higher education by them) as the factor which conditions
the physical, social-economic and social-cultural status of the disabled, and also
the factor fostering their psycho-social rehabilitation and avoidance of suicide.
The author has found out that education of disabled persons is a stimulus for
them to acquire life-valid goals, form the law consciousness and avoid suicide.
Key words: education, psychosocial rehabilitation of disabled people, lifevalid goals, law consciousness, suicide.

, XXI ., , , [2].
[1].
.

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[9, . 76]. 1989 2009 .


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1. Chernyshov M. The conception of programs related to social interactions (homestatic
approach) // Proc. 8th Intern. Congress of WOSC (New York, 1115 June, 1990). New
York : NJIT Press, 1990. . 6870.
2. . . : :
3 . . 2. . : - , 2007. 674 .
3. . . // . 2004. 2. . 2533.
4. . . // . ., 1997. 284 .

333


5. . . : // . 2009. 4.
6. . . .
, // . 2009. 6.
7. . . .
, - //
. 2009. 3. . 6268.
8. Becker G. The Human Capital. A Theoretical and Empirical Analysis with Special
Reference to Education. The University of Chicago. Chicago, 1993. 183 p.
9. . ., . .
// . 2002. 12. . 7577.
10. . . : . . . : 13.00.05. ., 2003. 248 .

37.0 + 13


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

A REVIVAL OF CHARITY AS A PHYLOSOPHIC-EDUCATIONAL


PROBLEM

M. I. Poskotina (Novosibirsk)
The philosophic-educational conditions fostering spiritual and moral revival
of ethical virtues in modern society are discussed in the article. The axiological
component of the phenomenon of charity is defined on the basis of the literature
review. The problematic issues are identified and the authors vision of the
formation of spiritual and moral values of the people is offered. The professional

.
633010, . , . , . 14.
E-mail: novosibirsk-ams@mail.ru

334

VI.

competence of the teacher in the context of didactic goals providing spiritual


and moral education is also considered.
Key words: charity, genetic memory, spirituality, lack of spirituality,
humanistic potential, moral value, education.

, Homo sapiens . , ( , ) , . ,
. . (19081989), , , , . , . ,
, , , , , ,
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335

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336

VI.

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338

VI.

;
, ;
, -
.

? ,
.

1. . . . [ ]. URL.:
http://lgp.websib.ru/p4aa1.html ( 25.03.2010).
2. . . . ., 1994. 285 .
3. . . . X . [ ]. URL.: http://www.vehi.net/berdyaev/carstvo.html
( 15.05.2010).
4. . . : 5 . . : - , 2008.
. 4. 576 .
5. . . . [ ].
URL.: http://www.pchela.ru/podshiv/16/beg.htm ( 25.03.2010).
6. . . , . [ ]. URL: http://www.librero.ru/article/noosfera/
nation.htm ( 09.04.2010).
7. . . / : , , . . : . , 2006. . 5154.
8. . . // . 1993. 2. . 39.
9. . . [ ]. URL.:
http://viktr.narod.ru/library/maslow/index.htm ( 30.04.2010).
10. . . / : . . -, 1953. 292 .
11. . . : . . 2- ., . .
. : , 2006. 304 .
12. . ., . . - : . : -
, 2007. 244 . (. XX. . ).
13. . . // V
. . . . III. : , 2009. . 360361.
14. . ., . .
// . 2005. 3 (14). . 263273.
15. . . //
. 2006. 2 (6). . 8491.
16. . .
// . ,
2006. 4 (46). [ ]. URL. : http://www.sibuch.ru/
article.php?no=434 ( 25.04.2010).

339


17. . // . 2008. . . 1. . 5167.
18. . . . / . . . .
, 2008. 427 .
19. . . // . 2008. 8. . 93100.
20. . . . . [ ]. URL.: http://www.i-u.ru/biblio/archive/
ushinskiy_chelovek ( 06.05.2010).

13 + 37.0



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

PHILOSOPHICAL ANALYSIS OF THE NATURE OF CO-EXISTENCE


FORMS IN THE EDUCATIONAL PROCESS

V. A. Gert (Ekaterinburg)
L. Feuerbachs anthropological principle proves the necessity of a person
like me in the existence and development of every person. Coexistence of the
person with another person as a co-being is a new type of integrity in nature and
with nature. The co-beings qualities such as consciousness, sympathy, assistance,
conscience are formed during various forms of joint actions. Pedagogics knows
various forms of co-being such as social assistance, support, cooperation and coauthorship. The co-being-like nature of coexistence provides the pedagogues with
,
.
620017, . , . , . 26.
E-mail: valeragert@gmail.com

340

VI.

a possibility of achieving the integrity of co-being even in the case of its


deformation.
Key words: co-being, structure, deformation of integrity of co-existence, forms
of co-existence, educational process.

,

. . . . [1]. , ,
, , .
, ,
. .
? ... [2, . 267].
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.

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[2, . 203].
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.
, . 341

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[2, . 204]. ?
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[2, . 181]. . ,
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. . , [2, . 231232]. ,
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, [2, . 235].

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, .
, . . ,
, .
, .

.

342

VI.

, , ,
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343

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VI.


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(2006)

345


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VI.

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1. . ., . .
( ) // . 2008. 4. . 2127.
2. . . ., 1955. . 1.
3. . . ( ). : , 1995. 152 .
4. / . . . ,
. . . . : , 2006. 421 .
5. . . : . :
. , 1996. 234 .

37.0 + 13

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

, .
386140, , . , . , . 66
E-mail: genesis-info@mail.ru; vamaret@mail.ru

348

VI.

THE PHILOSOPHICAL FOUNDATIONS OF PEACE EDUCATION

M. H. Dzejtova (Nazran)
The article is devoted to the issues of philosophy of peace education, which is
a new trend in the Russian pedagogical science. The article explores historical
and philosophical premises of the raise and development of peace education.
Strategic aims of peace education are formulated in the article, as well as the
mindsets and relations which the peace education seeks to foster and reveal in
new generation. Findings and conclusions, made by the author of the article,
possess theoretical and practical value, because they can be applied in designing
and development of educational and instructive process; apprehension,
formulation and creative solution of pedagogical goals; methodological reflection
of the pedagogues.
Key words: philosophy of education, culture of peace, peace education,
philosophy of peace education, modernization of education, civil society.


. . , ,
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349

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, .

350

VI.

, .
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.

(Teachers College Columbia University),
,
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351

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354

VI.

.

1. . .
: . . . . , 2005.
2. . . //
. 2003. 7.
3. . . // . ., 1987.
4. . . . . . . : , 1982.
5. - .
(14 . 2005 .). [ ]. URL: http:/www.civicedu.ru/
proekt.html
6. . . . ., 1997. . 1.
7. . . : [. .
. ] // . ., 1991.
8. . . . ., 2001.
9. . . . : , 1992.
10. Peace Education Program &Center. Teachers College Columbia University. New
York, 2002. 25 p.

378 + 355/359




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

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

355


ON THE NECESSITY OF STUDYING THE SUBCULTURE OF THE
SPECIAL SUB-UNITS OF THE DEFENCE AND LAW-ENFORCEMENT
AGENCIES IN THE MILITARY HIGHER EDUCATION INSTITUTIONS

A. V. Lukyanova (Barnaul)
The article shows the importance of studying the subculture of special subunits by the representatives of officer corps who have to command these collectives
of servicemen. The main attention in the work is paid to the basic factors of the
professional activity which foster the formation of the special sub-units subculture.
The author substantiates the expedience of understanding by the prospective
officers the content of the subculture of the servicemen collectives, its influence
on the management efficiency, professional training and reorganization of the
special sub-units of the defense and law-enforcement agencies.
Key words: special sub-unit, subculture, officer corps, professional collectives,
extreme conditions, professional training, values, norms.

,
, . ,
, , . ,
,
, .
. ,
,
[1], ,
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,
, [24]. . , ,
, ,
356

VI.

, , - .

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

, , ,
[5, . 288].


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, , 357

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.
[6].

, -, . , , . ,
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,

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,
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,
358

VI.

.
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, , , , .

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359

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,
, ,
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, , . ,

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.

1. . .
( ) // . 2005. 1. . 5463.
2. . . : XXI // . 1995. 6. . 8287.
3. . . // .
1993. 12. . 103108.
4. . . // . 1996.
9. . 1725.
5. . . ( , , ). . : , 2000. 545 .
6. . , // . 2002.
6. . 133149.

791.6 + 13 + 316.6 + 37.0


. . ()

. ,
, . 360

VI.

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

GAME AS A FACTOR OF PERSONS SOCIALIZATION

V. P. Kurbatov (Kemerovo)
The article considers game as a condition of persons socialization. The
characteristics of game, its special features and functions and also the active
nature of game are described in the article. The author identifies the specificity
of games in socialization, communication, education, justifies the application
of innovative games whose organization is based on a number of specific
principles. A classification of the game models is proposed. The article considers
the method of changing the game participants status during the game education.
Key words: game, socialization, reality, rules, status, changing, subject.

. . ,
,
, ,
, , [3].
. ,
. : () , - , , . : ( ,
), ,
( , , ). : , , , , , , . , , , ,
, ,
[1, . 52].
, .
650029, . , . , . 17.
E-mail: kentavr.810@mail.ru

361

, , , . , , ( ), , ,
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[2, . 160]
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362

VI.

, )
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[3, c. 24]. . .
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, .

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363

) [8]; . ( ,
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364

VI.

; .
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) [8, . 8586];
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366

VI.

3. ,
. , .
4. ,
. , .
5. .
6.
.

1. . . - //
. 2009. 4 (29). . 4754.
2. . . // . 2010. 2 (31). . 157163.
3. . Homo Ludens. . : -, 1992. 416 .
4. . ; . . //
: . . : , 1988. 552 .
5. . . // . . : , 1991. . 155156.
6. . . //
. 2009. 3 (28) . 189196.
7. . . . // . ., 1977.
832 .
8. . // . . : 15 . ., 1964. . 13. 192 .
9. . // . 1975. 46.
10. . . // : . . .-. -. ., 1987.
11. . ., . .
// . 1991. 7. . 8586.

367

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

4 (33) 2010

Editorial Board

Doctor of Biologica Sciences, Professor, Rector


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

A. D. Gerasyov

CONTENT
Strategy of development the state educational establishment the maximum
vocational training Novosibirsk state Pedagogical university for 2010-2015 ..... 3

Novosibirsk State
Pedagogical University,
the Research Institute
of Philosophy of
Education

Part I. MODERN TENDENCIES OF DEVELOPMENT


OF THE EDUCATION SYSTEM
Drobotenko Yu. B., Makarova N. S. (msk). The modern approaches
to studying education in the post-non-classical perspective .................................. 22
Sirenko S. N., Kolesnikov A. V. (Minsk). The balanced paradigm of higher
education as a factor and basis of progressive development of the society ........ 29
Institute of Philosophy
and Law of the Siberian Trubitsyn O. K. (Novosibirsk). The prospects of academic science
and university education in the netocratic society .................................................. 37
Branch of the Russian
Pushkareva E. A., Pushkarev Yu. V. (Novosibirsk). About modern problems
Academy of Sciences
of development of the theory and practice of the educational process ............... 45
The journal is included Voytik I. M. (Novosibirsk). The intellectual type of reflection in vocational training .... 51
in the list of the leading Nikitenko V. N. (Birobidzhan). Education as a socio-pedagogical
and interdisciplinary category ................................................................................... 57
reviewed scientific
Samchenko V. N. (Krasnoyarsk). Perspective calling of higher education ............. 63
editions and journals
that are recommended Tsiguleva O. V. (Novosibirsk). The role of non-governmental institutions
of higher education in the development of the educational services market ..... 69
by the State Commission
for Academic Degrees
Part II. THE INNOVATION AND COMPETENCE ASPECTS
and Titles (VAK) for
OF DOMESTIC EDUCATION
publication of basic
Savochkina O. A. (Novosibirsk). Development of the innovative system of
scientific results of the
education: the competence approach ....................................................................... 75
Candidate of Science
Rasschepkina N. A., Kozlov D. M. (Samara). Innovative activity
and Doctor of Science
and the innovative potential of the specialist ........................................................... 80
dissertations.
Lukyanova N. A. (Tomsk), Petrov V. V. (Novosibirsk). Communicative compeThe journal
tence as a resource of increasing the quality of innovative education ................. 87
is included in the
Zinevich O. V., Safronova N. A. (Novosibirsk). Innovations in the activity
Russian scientific
of scientific-educational centers ................................................................................ 95
citation index.
Chernykh S. I. (Novosibirsk). Interaction of the national and regional
Certificate
educational policy ...................................................................................................... 102
PI 77-12553
Trofimov V. M. (Novosibirsk). A model of competencies in modern education:
a philosophical analysis ............................................................................................ 107
Tebenkova E. A. (Kurgan). Reconsideration of the philosophy of educations
The Research
continuity .................................................................................................................... 116
Institute of Philosophy
Lukina I. Yu. (Voronezh). A methodological analysis of the category of quality
of Education
management ............................................................................................................. 122
at Novosibirsk State
Pedagogical
University, 2010

368

Part III. PHILOSOPHY OF EDUCATION IN THE WESTERN TRADITIONS


Oliverio S. (Napoli, Italy). Barbarism of specialization vs pedagogy of science:
narrowing the divide between science and the encyclopaedia of thought .... 130

Part 4. THE VALUE AND LEGAL FOUNDATIONS OF THE EDUCATION


SYSTEM
Rumyantseva N. L. (Moscow). The education maintenance and the universal
socially-cultural values .............................................................................................. 146
Loyko O. T., Leksina E. A. (Tomsk). Youth subculture in search for identity ... 155
Vetoshkin A. P. (Ekaterinburg), Dziov A. R. (Shadrinsk). Spiritual basis
and the priorities of the higher education development in Russia .................... 160
Matyushkina M. D. (St.-Petersburg). Formation of critical moral consciousness
as a major goal of modern education ...................................................................... 167
Tsoy G. A. (Tomsk). The axiological contradictions of the higher education
quality .......................................................................................................................... 175
Vorobyova N. P., Orekhovskii A. I. (Novosibirsk). Moral values, consciousness
and communication in the paradigm of contemporary education ...................... 182
Ponomaryova E. S. (Novosibirsk). Evolution of the philosophical-ethical
concepts of communication ...................................................................................... 191
Turyszhanova R. K. (Almaty, Republic Kazakhstan). The values
and goals-related priorities of upbringing and education .................................... 197
Kosenko T. S., Panarin V. I. (Novosibirsk). World outlook basis of modern
russian education ....................................................................................................... 207
Pavlovskii V. V. (Krasnoyarsk). The subject of the dialectical-materialist
philosophy of education and upbringing: statement of the problem ................. 212
Yarovenko S. A. (Krasnoyarsk). Modern socio-humanitarian knowledge:
mythology of theoretical and methodological tenets ........................................... 220
Yumasheva N. V. (Barnaul). Media-education in the context of formation
of a humanistic model of the upbringing activity .................................................. 228
Pugachyov A. V. (Novosibirsk). The problems of legal regulation of education .. 234
Dolgov A. S. (Novosibirsk). The technologies of social mobilization
in the formation of professional culture of law majors ......................................... 242
Part V. LANGUAGE EDUCATION (SOCIALLY-PHILOSOPHICAL ANALYSIS)
Zagorulko L. P. (Novosibirsk). Language education in the conditions
of globalization ........................................................................................................... 249
Dmitrienko V. A., Lelyushkina K. S. (Tomsk). The problem of teaching
foreign language communication in modern education system ......................... 256
Volegzhanina I. S. (Novosibirsk). The continuing formation of foreign language
professional communicative competence (a philosophical analysis) ................. 262
Pomogaeva N. S. (Taganrog). The logical foundations of compound
and complex sentences within the framework of the science philosophy ........ 271
Novoselov V. G. (Novosibirsk). Denotation and interpretation in a context
of semiotics of culture ............................................................................................... 278
Part VI. SPECIFIC PROBLEMS IN RUSSIAN EDUCATION
Ignatyev V. I., Zhandarova Y. V., Zakhvatkina M. M. (Novosibirsk).
Choosing a higher education institution by the applicants and students
in the novosibirsk educational space (on the example of nstu) ......................... 286
Dedyukina L. L. (Yakutsk). Differentiation and individualization
in educational activity ................................................................................................ 292
Golinevich N. A. (Moscow). A phenomenological paradigm in musical
education ..................................................................................................................... 298
Krutko E. A. (Novosibirsk). The factors of origination of the child neglect
problem: a socio-philosophical analysis ................................................................. 305
Fazylova T. F. (Krasnoyarsk). On the prevention of extremism and terrorism
among the youth in the pedagogical process ........................................................ 309
Zurueva A. Yu. (Novosibirsk). Motherhood and family as a value:
a socio-philosophical analysis .................................................................................. 314
Dmitrieva M. G. (Saint-Petersburg). Social upbringing: the problems
of personality formation in childrens homes ........................................................ 322
Chernyshov M. Y. (Irkutsk). Education as a factor of psychosocial rehabilitation
and the law consciousness formation in disabled people .................................... 329
Poskotina M. I. (Novosibirsk). A revival of charity as a phylosophic-educational
problem ....................................................................................................................... 334
Gert V. A. (Ekaterinburg). Philosophical analysis of the nature of co-existence
forms in the educational process ............................................................................. 340
Dzejtova M. H. (Nazran). The philosophical foundations of peace education ....... 348
Lukyanova A. V. (Barnaul). On the necessity of studying the subculture
of the special sub-units of the defence and law-enforcement agencies
in the military higher education institutions ......................................................... 355
Kurbatov V. P. (Kemerovo). Game as a factor of persons socialization ................ 361

PHILOSOPHY
OF EDUCATION

4 (33) 2010

Editors
A. G. Mahova
V. I. Smirnova
Translator
L. B. Vertgeim
Electronic
make-up operator
Yu. V. Pushkarev

Editors address:
630126
Novosibirsk,
Vilyuiskaya street, 28
Tel. (383)244-16-71
Signed for printing
20.12.2010

Format 70x100/16.
Offset printing.
Offset paper.
Printers sheets: 30.0
Publishers
sheets: 30.5
Circulation
1000 issues.
Order 389

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

Rules of registration for authors ..................................................................................... 370

369


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