The basic principle of creative education - a creative collaboration of students and teachers in the learning process. Dialogic interaction is key when training people with disabilities. Dialogic interaction - a system of formation and development of practical skills of communication and co-creation of trainees based on openness and spiritual enrichment. Interactive technology is self-forming communication skills among the youth of the creative personality.
In the process of solving the legislatively set tasks of information openness of educational organizations ((hereinafter - PA), significant results have been achieved in the creation of official websites, which provide normatively required information about the activities of educational organizations. The achievement of such results is facilitated by the active position of regional and municipal education authorities and supervisory authorities. exercising control over compliance with the requirements for the structure and content of a special section of the official sites Information about the educational organization.
The paper discusses the results of review of the business models innovation, open innovation business models and open innovation strategies. We reveal an increasing business attention and extensive growth of scientific paper in this field. We define positions of single authors about framework of components, parameters and relation business model innovation with open business models and open innovation strategies Based on existing literature, we illustrate that openness of business models innovation enhance the role of ecosystems, platforms, communities and other network forms in strategic management. The important avenues for future research in understanding and alignment business model innovation with effectiveness of creating and capturing value, business, innovation strategies and positioning strategies in digital transformation era.
The article analyses the essence of Special Economic Zones and modern trends of its development. It considers the main creation stages and success factors of SEZ, it studies the special economic zone of Shenzhen and its contribution to the development of the Chinese economy. It proposes the author's vision of the modern problems and future development of SEZ. The analysis is based on the research of Chinese, and domestic economists, historical facts, and statistics in the field of Special Economic Zones and «the policy of reform and openness». Considerable attention is paid to the publications and statements of the creator of SEZ Deng Xiaoping. The findings of this study about the impact and nature of Special Economic Zones can be used further for a more detailed study of themes related to the Chinese economy.
The subject of the study is the financial and economic activities of the subjects of domestic credit cooperation at the present stage. The purpose of the work is to determine the contradictions in the functioning of credit consumer cooperatives (at the micro and macro levels) and to develop practical measures to resolve them. The article singles out seven main groups of problems an unbalanced structure of the rights and obligations of the shareholders of credit cooperatives, low degree of state regulation of the credit cooperative market, instability in the subject composition of the credit cooperative market, low degree of security of the invested funds in credit cooperatives, ultra-low openness of financial statistics of credit cooperation, low transparency of the conditions for the provision of financial services by credit 83 cooperatives, insufficient attention to strategic planning and conducting scientific and practical consultations.
The purpose of this article is to show how a coordination of interests in education occurs based on trust. Trust in sociology of education is usually understood as an indicator or a foundation of social consensus. In the latter case, researchers focus on the essential characteristics of trust (transparency, openness, etc.). However, such an understanding only fixates a certain state of interaction, or just prepares the ground for it. In this text, the focus is on ways or strategies of trust. They allow us to see not only the existence of a consensus, but also how it is achieved. In this case, we are not talking about the best or only form of consensus, which is often identified with the notion of ''quality education''. The emphasis is on there existing many forms of consent in the field of education. The source of legitimacy for justifying the transition from single to multiple forms was the joint research work of L. Boltanski and L. Theveno on the problem of reconciliation of interests. Different forms of consent arise when the expectations of interested participants in interactions are justified. Thus, the basis for their occurrence is not a reference to a bad or good education, but to how much it meets expectations or does not meet expectations.
Modern Russian political science has been actively researching identification processes at all levels in society in recent years. In this regard, understanding of the dynamics, specifics and content of the identity of national journalism seems to be relevant. In essence, identity in the field of mass media and mass communication remains outside the field of scientific interests of researchers. The article focuses on the interdependence of journalism identity and political identity, political and information space.
Journalism as a social institution, the institution of mass media is the most important component in the structure of the political system of society. This dictates the need and relevance of the study of various aspects of the identity of Russian national (state) journalism, its identification factors. Journalism is a sphere of public activity (openness, transparency, publicity), the ability to freely receive and distribute information addressed to a mass audience.
The factor of open information boundaries, wide and close interaction of the media requires real integration within the framework of all-European and world information systems. Consistently implementing the constitutional principles of freedom of information, Russian journalism must clearly identify and defend its identity in the global information space.
In information interaction and counteraction, the problem of the identity of journalism, which closely interacts with political and ethnic identities, is quite acute.
In the research field of identity within the framework of domestic political science, identity in the field of information and journalism remains poorly studied.
The problems of political science in the field of identity research are equally becoming the focus of attention of philosophy, sociology, history and psychology. Certain aspects of the identity of information and journalism can be found in interdisciplinary research, the achievements of various social sciences and humanities.
The authors refer to the concept of hubris syndrome, introduced into political lexicon in the 2010s by D. Owen, and understood as a specific disease of "people of power." The hypothesis of the study is that the attribution of hubris syndrome to a leader by the media and within expert discourse is not based on objective criteria, but is manipulative in nature and is determined by the degree of "perverseness of the political course" in terms of its compliance or non-compliance with universal democratic values. The article reveals the mechanisms of delegitimization of power through the assignment of a number of characteristics to it within the framework of hubris syndrome. As the analysis shows, hubris syndrome is an exclusively political construction, which is broadcast to the general public as a medical concept. Arguments about hubris syndrome are always built on the basis of the oppositional pair "democracy – authoritarianism / tyranny", as it is understood that democratic regimes themselves, due to their immanent properties (multi-stage institutions of control, change of power, openness, etc.), usually prevent the development of hubris. Reversely, authoritarian and tyrannical regimes automatically turn out to be hubristic ones, which allows democratic regimes, by the right of moral superiority, to correct them in different ways that may even lead to intervention and interference. This scheme finds a historical analogy to the application of the concept of civilizational peoples and states in the civilization/barbarism dichotomy in the 18th-19th centuries, which played a similar function for the West, as described by S. Huntington. The discrepancy between the formal definition of hubris syndrome and the use of the concept in politics is obvious. A highly manipulative construct embodies the tactics of de-legitimization of a political leader if he/ she ceases to comply with the norms of a certain cultural and historical chronotope. The authors draw attention to the specific linguistic markers of hubris syndrome in political communication and the ways in which any politician whose speech contains these units can be declared suffering from hubris syndrome.
The publication presents an analysis of the materials of the surveys of the FCTAS RAS, the Interregional Social Science Study "The Future of Russia", the Levada Center and the Public Opinion Foundation for the last two decades, covering historical topics. The aim of the study was to identify the main characteristics of the historical consciousness and the state of the historical memory of Russians at present. Studies by sociological centres in recent years show that the historical knowledge of a large part of Russians is fragmentary, comes from different sources, and is not always correct. Many events and personalities are mixed up in consciousness, or even forgotten altogether. Moreover, this phenomenon refers not only to distant events in history, known exclusively from textbooks, but also to decades directly related to the person´s life. Choosing between various historical alternatives of the country's future vision, Russians to a greater extent are focused on neutral ideas of strengthening Russia's position in the external and internal arena, whilst the ideas of an "Orthodox state", a turn towards Europe or Eurasianism do not find major support among the population. With major contribution by the authorities the Great Patriotic War at present is the main historical event, overshadowing all the others. At the same time, the constant emphasis on the war theme and on heroic moments, combined with the levelling of tragic ones, causes a distorted perception of the event among a part of the population. In addition, the interpretation of history (especially during the Great Patriotic War) becomes the arena of a "political war." Various political forces give their own interpretation of events, that can both confuse some citizens and, on the other hand, form irreconcilable ideological opponents. The memory of the war is becoming more and more mythologised as a consequence of the fact that its real participants are gradually passing away. In connection with all above, current and future generations will have to look for grains of truth in a highly politicised and sometimes deceptive information field. The correct perspective of raising the awareness of the Russian population, "clarifying historical consciousness" is seen in a multifaceted historical discourse with the participation of professional historians, openness to any discussion, and broader media coverage.
What makes this article relevant is the fact that, given the current context of multiculturalism, the communication process is fundamental for many aspects and functions of the business environment. Ever accelerating processes of integration in the field of economics and business, the population becoming more active in terms of migration, academic mobility – this calls for mastering intercultural communication (ICC) skills, which are gradually gaining more relevance and importance. People are beginning to realize that possessing a certain level of knowledge and skill in the realm of ICC is becoming a necessary component for success in any professional field. The main goal of the presented study is to determine how well prepared today's students, who in the future are slated to become experts in their respective fields, are for living and functioning in a context of multiculturalism. A precondition for developing multicultural competencies would be the awareness of cultural and national differences, which needs to be based on intercultural sensitivity. This particular aspect was analyzed by the authors with the help of a questionnaire titled "scale of intercultural sensitivity", developed by G. Chen and J. Starosta. This questionnaire consists of 24 statements and covers 5 factors which its authors attribute to the concept of intercultural sensitivity: involvement in interaction, respect for cultural differences, degree of confidence when communicating, pleasure from interaction, an analytical approach towards conversing. The study was conducted among bachelor and masters degree students at the Nizhny Novgorod campus of the Higher School of Economics in 2017-2019. The following aspects were subject to analysis: attitudes towards cultural traits and people from other nations, self-evaluation of the perception of one's own and foreign cultures, predicting behavioral reactions when finding oneself in an international environment. In the process of analysis, the dependence was considered between the level of intercultural sensitivity and the respondents' gender, grade points, experience of interacting with people from foreign cultures. Openness, willingness to communicate and respect towards one's partner in communication, and conversely suspicion and even prejudice towards people of foreign cultures were all identified within the sample. The results of this study will allow for finding a more efficient approach towards resolving issues associated with enhancing intercultural competencies as part of the education process.
Настоящая статья посвящена вопросу эффективности реализации смешанного формата школьного литературного образования на примере изучения романа в стихах А. С. Пушкина «Евгений Онегин» в 9 классе. В соответствии с рабочей программой по литературе под редакцией В. Я. Коровиной, составленной на основе ФГОС основного общего образования, цикл уроков по пушкинскому тексту включает 8 аудиторных занятий, при этом самостоятельная внеурочная деятельность ученика по освоению произведения, его чтению и осмыслению не менее значительная и трудоемкая. Актуальность предпринятого исследования определяется необходимостью адаптации домашней работы школьника к условиям цифровой образовательной среды, разработки заданий с привлечением цифровых технологий, способствующих усилению познавательного интереса и творческого потенциала обучающихся. Открытость современного образовательного процесса, многообразие медиа-, видеоконтента ставят перед учителем-словесником новую задачу - помочь ученику сориентироваться в обилии обучающих Интернет-ресурсов. В данной статье обоснована целесообразность включения видеолекции выдающегося российского ученого-литературоведа Ю. В. Манна о романе в стихах «Евгений Онегин» в систему онлайн- и офлайн-занятий по произведению, приведены вопросы, позволяющие ученику познакомиться с одной из интереснейших интерпретаций пушкинского текста, сосредоточившись на ключевых мыслях воспринимаемого материала. This article is devoted to the issue of effectiveness of the implementation of the blended format of school literature education by the example of studying the novel in verse "Eugene Onegin" by A. S. Pushkin in the 9th grade. In accordance with the work program on literature edited by V. Ya. Korovina and compiled on the basis of the Federal State Educational Standard of Basic General Education, the cycle of lessons on the Pushkin text includes 8 classroom sessions, while student's independent extracurricular activity for studying, reading and comprehending the literary work is no less significant and time-consuming. The relevance of the undertaken study is determined by the need to adapt student's homework to the conditions of digital learning environment, development of tasks involving digital technology to enhance cognitive interest and creativity of students. The openness of modern educational process, the diversity of media and video content poses a new task for the teacher - to help students navigate in the abundance of educational Internet resources. This article substantiates the expediency of including a video lecture by the outstanding Russian scholar of literature Yu. V. Mann about the novel in verse "Eugene Onegin" in the system of online and offline classes on the work, provides questions that allow students to learn one of the most interesting interpretations of Pushkin's text, focusing on the key ideas of the perceived material.
В статье обсуждается эссе Карла Кереньи «Religio academici» (1938), которое интерпретируется в надлежащем историко-философском и культурном контексте. Рассматриваются высказанные в этом эссе филологические установки и философские воззрения Кереньи. Особое внимание уделяется тому, каким образом Кереньи истолковывает понятие religio: используя «Учение академиков» и «О природе богов» Цицерона, он пытается истолковать religio эпохи Цицерона в духе скептической Академии и на примере понтифика Гая Аврелия Котты доказывает, что поведенческие характеристики ученого и жреца совпадают. Обращено внимание на то, что академики Котта и Цицерон признают существование богов, в чем схожи с Аркесилаем и Карнеадом, которые полемизировали только с theologia naturalis и rationalis стоиков, тогда как транслируемая традицией религия сомнению не подвергалась. Обсуждается термин «открытость» (das Offene), используемый Кереньи. Указывается, что некоторые положения Кереньи предвосхищают позднейшие высказывания Хайдеггера в статье «Нужны ли поэты?» (1946), посвященной Рильке и Гёльдерлину, что может быть связано с общим источником — опубликованными письмами Рильке. В заключение указано, что сопоставления модусов существования академического ученого и религиозного жреца, которые на первый взгляд могут показаться экстравагантными и произвольными, в полной мере задействованы современными историками науки. The article discusses Karl Kerényi's essay "Religio academici" (1938), which is interpreted in a proper historical, philosophical and cultural context. The philological attitudes and philosophical views of Kerényi expressed in this essay are considered. Particular attention is paid to how Kerényi interprets the concept of religio: using Cicero's "Academica priora" and "De natura deorum", he tries to interpret religio of the Cicero era in the spirit of the skeptical Academy and, using the example of the Roman ponifex and Academic Sceptic Gaius Aurelius Cotta, proves that the behavioral characteristics of an academic and a priest coincide. Attention is drawn to the fact that Academics Cotta and Cicero recognize the existence of gods, in which they are similar to Arcesilaus and Carneades, who polemicized only with the theologia naturalis and rationalis of the Stoics, while the religion transmitted by tradition was not questioned. The term "openness" (das Offene) used by Kerényi is discussed. It is pointed out that some of Kerényi's propositions anticipate the later statements of Heidegger in the article "Wozu Dichter?" (1946) dedicated to Rilke and Hölderlin, which can be explained by the presence of a common source — Rilke's published letters. In conclusion, it is indicated that the comparisons made between the modes of existence of an academic and a priest, which at first glance may seem extravagant and arbitrary, are engaged by contemporary historians of science.
Актуальность нашей работы обусловлена необходимостью внедрения смешанного обучения в общеобразовательной школе. Решение этой задачи затруднено в связи с недостаточной научной разработанностью теоретических и методических основ его эффективной реализации. Поэтому цель исследования заключалась в определении специфических принципов и педагогических условий применения смешанного обучения в общеобразовательной школе. К специфическим принципам реализации смешанного обучения нами отнесены принципы последовательной взаимосвязи самостоятельной работы в режиме онлайн, усвоения на уроке теоретических знаний и их применения на практике; постоянства и непрерывности доступа к цифровым образовательным ресурсам; педагогической целесообразности применения ИКТ; системной взаимосвязи онлайн-обучения и обучения «лицом к лицу»; интерактивности; идентификации; открытости, гибкости и доступности. Эффективность смешанного обучения обеспечивается выполнением комплекса педагогических условий, коими являются позитивное отношение учащихся, учителя, администрации школы и родителей; автоматизированный рейтинговый контроль; трансформация содержания обучения в цифровой формат; индивидуализация цели обучения и образовательной траектории; тематическая завершенность; создание среды высоких ожиданий и личной ответственности; наличие онлайн-среды, которая обеспечивает автономность, адаптивность, вариативность, оперативную обратную связь; готовность учителя к эффективной интеграции онлайн-обучения с обучением «лицом к лицу»; информационно-коммуникативная компетентность учителя и учащихся; готовность учащихся к самостоятельной учебной деятельности. Наблюдаемое в педагогической практике игнорирование отдельных специфических принципов и педагогических условий реализации смешанного обучения является основной причиной возникновения барьеров и трудностей, препятствующих повышению его педагогической эффективности. The relevance of the paper is due to the need to introduce blended learning in secondary schools. The solution of this problem is difficult due to insufficient scientific development of theoretical and methodological foundations of its effective implementation. Therefore, the purpose of the study was to determine the specific principles and pedagogical conditions for the use of blended learning in secondary schools. The specific principles of the implementation of blended learning include the principles of consistent interrelation of independent work online, assimilation of theoretical knowledge its application in practice; constancy and continuity of access to digital educational resources; pedagogical expediency of ICT application; systemic interrelation of online learning and face-to-face learning; interactivity; identification; openness, flexibility and accessibility. The effectiveness of blended learning is ensured by the fulfillment of a set of pedagogical conditions: the positive attitude of students, teachers, school administration and parents; automated rating control; transformation of learning content into digital format; individualization of learning objectives and educational trajectory; thematic completeness; creation of an environment of high expectations and personal responsibility; availability of online environment, which provides autonomy, adaptability, variability, operational feedback; ready The neglect of some specific principles and pedagogical conditions of blended learning realization observed in pedagogical practice is the main reason for the emergence of barriers and difficulties preventing the increase of its pedagogical effectiveness.
В статье представлены результаты работы команды преподавателей и студентов факультета физико-математического образования, информатики и технологий Чувашского государственного педагогического университета им. И. Я. Яковлева по внедрению проектного обучения в вузе. Технология проектного обучения, ориентированная на развитие у студентов профессиональных и личностных навыков, а также умений решать сложные задачи в команде, рассматривается как важная часть организации учебного процесса. Такая технология помогает студентам критически мыслить, развивает у них навыки поиска информации и умение использовать ее в своих проектах. Среди особенностей технологии проектного обучения выделяются: самостоятельный выбор проекта; работа в команде; открытость процесса; ориентация на реальные проблемы (проекты, над которыми работают студенты, должны быть связаны с реальными проблемами и вызовами). Проходя весь путь реализации жизненного цикла образовательного проекта, студенты выступают инициаторами идей, в ходе которых пробуют себя в качестве помощника руководителя или участника команды. Однако для успешного проектного обучения необходимо правильно организовать этот процесс, создать подходящую образовательную среду и обеспечить необходимые ресурсы и поддержку. Автором выделяются ключевые аспекты и условия реализации технологии проектного обучения, ориентированные на творческую самореализацию личности студента. В статье приводятся практические аспекты и примеры успешной реализации технологии проектного обучения. The article presents the result of the work of a team of teachers and students of the Faculty of Physics and Mathematics Education, Computer Science and Technology of I. Yakovlev CHSPU associated with the introduction of project-based learning at the university. The technology of project-based learning that focuses on the development of students' professional and personal skills, as well as the ability to solve complex problems in a team, is considered an important part of the educational process organization. This technology helps students to think critically, develop their skills of information search and the ability to use it in their projects. Among the features of project-based learning technology are independent project selection; teamwork; openness of the process; orientation to real problems: projects that students are working on should be related to real problems and challenges. Going all the way through the implementation of the life cycle of an educational project, students initiate ideas, during which they try themselves as an assistant manager or a team member. However, for successful project-based learning, it is necessary to properly organize the process, create a suitable educational environment and provide the necessary resources and support. The author highlights the key aspects and conditions for the implementation of project-based learning technology, focused on the creative self-realization of the student's personality. The article presents practical aspects and examples of successful implementation of project-based learning technology.
Recently, the topic of the life positions of young people attracts more attention due to the activation of youth in the socio-political space of the society life: defending their right to participate in the formation of urban space, participation in volunteer and environmental movement, for the preservation of cultural heritage and values of a various spectrum: from traditional to modern. The nature of these and other types of activity is regulated by a life position, reflecting the understanding by different groups of young people of themselves, the meaning of their life, their role in society.
The article examines the essence of the life position of youth, the specifics of its formation within the existing semantic space of reality and the relationship with social activity. On the basis of the concept of socio-cultural self-regulation of life activity developed by the Center for Sociology of Youth of the Institute of Socio-Political Research FCTAS RAS and the data obtained in the course of the Center for Sociological Research, the author analyses the connection between the life position of young people and age, the level of material status and education, as well as with regional living conditions.
The interconnection between the life positions of young people and their ideological attitudes towards individualism and collectivism, trust and distrust of others are described. By using structural and taxonomic modeling of the life process of young people, the interrelationships of their life positions with elements of the socio-cultural mechanism of self-regulation are considered. Thus, the author analyzes the connections between the core of the taxon of habitus of active and passive life positions of young people with archetypes, mental traits, modern features and life-meaning values, types of youth cultures. It has been established that the regulatory function of an active life position is realiszed through both traditional and modern elements of the self-regulation mechanism: by archetypes of glory and idealzation of the past, on the one hand, and rationalism, openness to everything foreign, attitude to the country as a place of residence, on the other. In turn, the regulatory function of a passive life position is predominantly formed under the influence of the conditions of the vital activities of the young people, and the role of youth types of culture and life-meaning values is reduced to their awareness of the semantic content of the formed habitual attitude. The article also analyzes the indicators of the social activity of young people based on their connection with the worldview semantic attitudes.
