Suchergebnisse

In recent scholarly debates about cultural stratification, some have argued that 'openness' and 'omnivorous' lifestyles constitute a new form of distinction. Using qualitative interviews, we address this by focusing on adolescents from backgrounds particularly rich in cultural capital, namely students at Schola Osloensis, the most prestigious upper-secondary school in Norway. Our findings reveal that (i) these students value academic merit; although they embrace selected forms of pop culture, and are self-reflexively reluctant to describe themselves as 'elite', their lifestyle is characterized by preferences for classical cultural canons. They regard this as necessary to understand contemporary avant-garde culture and achieve academic success. They also exhibit (ii) a distinctive fashion style that does not only emphasize aesthetics but also involves moral-political aspects. 'Hipster' style is criticized for being too commercial, whereas a 'nerdy' position is embraced as compatible with a quest for knowledge and insight. They also adopt (iii) political positions on feminism, antiracism and environmental protection, seamlessly interweaving these forms of position-taking in their everyday lives. (iv) Those who break key moral-political and aesthetic norms are negatively sanctioned and there are few signs of truly 'open' and 'omnivorous' lifestyles. We conclude that an elite education in an egalitarian society such as Norway is associated with a purported non-elitist style, where liberal values such as gender equality and international solidarity are at the centre. Simultaneously, however, through their education at Schola Osloensis, these students acquire high levels of cultural capital, including symbolic mastery and an embodied ability to perform well in demanding social settings. These skills, we argue, will be useful at the top levels of a rapidly changing labour market. In pointing to the persistent salience of 'old school' displays of cultural capital, as well as clear instances of symbolic boundary work, our study challenges core assumptions in research about cultural stratification and omnivorousness.

Penelitian terhadap Panti Asuhan dianggap penting untuk dilakukan karena dengannya dapat diketahui efektivitas pembinaan anak-anak panti, dan berbagai kendala yang dihadapinya, serta solusinya dalam upaya pembentukan akhlak. Manajemen sarana dan prasarana merupakan kendala utama yang dihadapi panti asuhan di Kota Makassar. Kenyataan menunjukkan bahwa sebagian panti asuhan masih menempati rumah kontrakan padahal tempat tinggal merupakan kebutuhan primer dalam kehidupan. Di samping itu, manajemen keuangan juga menemui hambatan kurangnya perhatian dan bantuan dari pihak pemerintah terkait, seperti Pemerintah Kota (Pemkot) melalui Dinas Sosial, dan dinas lain yang terkait, serta donatur tidak tetap. Penelitian ini menunjukkan bahwa terdapat tiga kategori pola pendidikan pada panti asuhan, yakni pendidikan otoriter, demokratis dan permisif, tetapi yang paling dominan adalah pendidikan demokratis. Pola pembinaan akhlak mulia bagi anak panti asuhan di Kota Makassar dapat tercapat dilihat dari ouput berupa akhlak mulia bagi anak panti asuhan, berbeda dengan anak lain yang ada di luar panti asuhan. ABSTRACTThe research about orphanage is considered important to do because it can comprehend the effectiveness of orphans development, the obstacles faced by the orphanage as well as the solutions in an effort of moral formulation. The infrastructure management is a major challenge facing by the orphanage in Makassar. The fact shows that some orphanages are still occupying the rented house when shelter is a primary need in life. In addition, financial management also encounters obstacles the lack of attention and support from the relevant goverment such as city goverment through social services, other related agencies, and aslo from unfixed donors. This research shows that there are three categories of education pattern of the orpahanage, namely, authoritarian, democratic, and permissive, but the most dominant is democratic education. The pattern of moral building for orphans in Makassar can be regarded successful if those ...

International Society of Business, Economics and Ethics (ISBEE) Paper, Warsaw, 2012 ; This paper makes an overview of the efforts and achievements gained in ethics research and teaching in the last two decades by different stakeholders. These include some philosophical inquiries regarding the existence of and the concept of ethics and the moral character in Africa, the debate regarding the opinion that a viable business ethics for Africa would have to take into consideration the general African cultures and practices, and the efforts gained so far in the ethics and corporate governance. The paper also looks at the efforts and gains made towards entrenching a value system in Kenya by a broad array of stakeholders, from government, private sector, civil society and academia. In conclusion, the paper proposes that in order to imbue a more rationalized understanding of why it makes good sense to observe ethics in business and public life, there is need for education based on the idea of general human good and universal human dignity. ; This paper makes an overview of the efforts and achievements gained in ethics research and teaching in the last two decades by different stakeholders. These include some philosophical inquiries regarding the existence of and the concept of ethics and the moral character in Africa, the debate regarding the opinion that a viable business ethics for Africa would have to take into consideration the general African cultures and practices, and the efforts gained so far in the ethics and corporate governance. The paper also looks at the efforts and gains made towards entrenching a value system in Kenya by a broad array of stakeholders, from government, private sector, civil society and academia. In conclusion, the paper proposes that in order to imbue a more rationalized understanding of why it makes good sense to observe ethics in business and public life, there is need for education based on the idea of general human good and universal human dignity.

В статье рассматриваются вопросы, касающиеся осуществления и защиты прав ребенка, от реализации которых зависят развитие его личности, его воспитание и нравственное здоровье. Тематика статьи весьма актуальна в свете того, что государство, обеспечивая имущественные гарантии для детей, не уделяет должного внимания проблемам охраны личности и духовного развития детей. Автор обосновывает необходимость закрепления права ребенка на жизнь до его рождения, с момента начала осуществления психических процессов во время внутриутробного развития, исходя из представления о ребенке как о развивающейся личности. В отдельных случаях даются рекомендации по устранению пробелов в законодательстве, связанных с защитой права ребенка на имя, а также на жизнь и воспитание в семье. Особое внимание уделяется роли государственных органов в защите личности несовершеннолетних. Автор приходит к выводу о необходимости создания единой централизованной системы органов по защите прав несовершеннолетних в РФ. ; In this article actual questions are considered, concerning realization and protection of rights, on which development of the person of child, his education and moral health depend. The topic of article is such actual in the light of that the state, providing property guarantees for children, do not pay proper attention in problems of protection of the person and moral development of children. The author proves necessity of protection of life of the child till birth, since the moment of beginning of realization of psychical processes during pre-natal development, proceeding from representation about the child as about the developing person. On occasion recommendations about elimination of blanks in the legislation, connected with protection of rights of the child to life and education in a family, are given. The special attention is paid in role of state structures in protection of the person of child. Author comes to conclusion about necessity of creation of the united centralized system of state institutions on protection of the rights of children in Russian Federation.

В даній статті відображено дослідження ефективності використання театралізації як педагогічної технології у навчанні іноземни м мовам, що застосовувалася на кафедрі ділової іноземної мови та перекладу Національного технічного університету "Харківський політехнічний інститут" протягом багатьох років. Висновки дослідження базуються на аналізі досвіду викладацького складу та студентів. У статті показано, що театральна діяльність студентів спеціальності "Переклад" є обов'язковою частиною навчального процесу. Центральне місце посідає опис формування партнерських відносин між викладачами і студентами. Театр англійських мініатюр описано як новітню педагогічну методику. Відзначено, що Театр англійських мініатюр є ефективною методикою моделювання іншомовного середовища. Зроблено висновок про те, що ця форма позааудиторної діяльності дозволяє успішно розвивати творчі здібності, уяву, активність і самостійність. Театралізація та драматизація сприяє розвитку мислення, розробці прийомів співтворчості та інтелектуальн ої напруги, передбачає експеримент, гнучке і гармонійне поєднання індивідуальної, групової та колективної діяльності, самостійної та педа гогічно скерованої. Театралізація описана як інноваційний підхід до навчання, як один з найдемократичніших видів педагогіки та мистецтва, що дозволяє вирішити безліч актуальних проблем сучасної педагогіки і психології, пов'язаних з:художньою освітою та вихованням;формуванням естетичного смаку;моральним вихованням;розвитком комунікативних якостей особистості;вихованням волі, розвитком пам'яті, уяви, ініціативності, фантазії, мови (діалогу і монологу);створенням позитивного емоційного настрою; зняттям напруження;вирішенням конфліктних ситуацій через гру. Театр англійських мініатюр розглянуто як одну із можливих стратегій подолання комунікативних утруднень при вивченні англійської мови. Драматизація під час навчання іноземній мові допомагає створити ситуацію спілкування іноземною мовою, яка наближена до реальних життєвих ситуацій та спонукає учнів до розв'язання проблем, що виникають вході цієї ситуації. ; The article suggests examining efficiency of use of staging as a pedagogical technique in the course of foreign language studies, which has been used at the Business Foreign Languages and Translation Department of the National Technical University "Kharkiv Polytechnic Institute". The findings of our research are based on the analysis of experience of the teaching staff and students. The article shows that theatrical activity of the students of the specialty "Translation" is a mandatory element of the educational process. The focus is given to description of formation of partnerships between teachers and students. The Theatre of English Miniatures is described as an innovative pedagogical method. The authors emphasize that the Theatre of English Miniatures is an efficient technique for modelling the foreign language environment. It is concluded that this form of extracurricular activity makes it possible to successfully develop creative abilities, imagination, activity and independence. Staging and dramatization contribute to development of thinking, development of methods of joint creativity and intellectual tension, involve experiments, a flexible and harmonious conjunction of the individual, group and team activities, independent and focused on teaching. Staging is described as an innovative approach to studying as one of the most democratic types of pedagogy and art, which enables solving plenty of current problems of modern pedagogy and psychology related to: artistic training and education; formation of aesthetic taste; moral education; development of communicative qualities of the individual; training of the will, development of memory, imagination, initiative, fancy, language (monologue and dialogue); creating a positive emotional state; stress relief; solving conflicting situations through the game. The Theatre of English Miniatures is considered as one of the potential strategies for overcoming communicative difficulties in the course of the foreign language learning. Dramatization while learning the foreign language promotes creation of a situation of communication in the foreign language that is close to the real life circumstances and pushes students to solving the problems that arise within the bounds of such situation.

The authors examine the history of the development of the children's and youth movement in Russia in connection with the development of the domestic children's periodicals, which were an upbringing factor, forming the values of the movement's participants.The prototype of the first children's and youth organisations was the scout movement, which appeared in the UK in the early twentieth century. R. Baden-Powell's ideas found followers in Russia. The main distinguishing feature of the Russian scouting was the military and patriotic orientation. Analysing the situation of the rapid spread of the Scout movement in Russia, the authors come to the conclusion that this was made possible by the creation of an effective model of functioning of scouting media. Based on a study of prerevolutionary domestic media for children and young people, the authors argue that the pioneer media that were created in the early years of the Soviet period were organised and functioned in the same mode, only with a different ideological content. In the meantime, the patriotic education of the young generation remained the dominant vector in the new political system of coordinates.The next stage was the activities of the media during the "pre-pioneer period", the functioning of the Pioneer Organisation in the life of children in the USSR (the 1920s–1980s). The stage is characterised by joint activities with Komsomol organisations on combating homelessness, eliminating illiteracy in the 1920s–1930s, the preparation of youth for service in the Soviet army, etc. New forms of organising children and youth (volunteering and voluntarism) have got their media as well.The continuity of traditions and principles of patriotic and moral education, respect for the child's personality in the pre-Soviet and Soviet period of the development of our country is evident. The impact that the system of domestic media had on children in the USSR is unprecedented in terms of the scale of goals and objectives, the mass coverage and involvement of the younger generation in voluntary social movements. ; Авторы рассматривают историю развития детско-юношеского общественного движения в России во взаимосвязи с развитием отечественной детской периодики, которая выступала фактором воспитания, формирования ценностей участников движений.Прообразом первых детско-юношеских общественных организаций стало скаутское движение, появившееся в Великобритании в начале ХХ в. Идеи Р. Баден-Пауэлла нашли последователей и в России. Главной отличительной чертой российского скаутинга явилась военно-патриотическая направленность. Анализируя ситуацию быстрого распространения скаутского движения в России, авторы приходят к выводу, что это стало возможным благодаря созданию эффективной модели функционирования скаутских СМИ. На основании исследования дореволюционных отечественных средств массовой информации для детей и юношества авторы доказывают, что пионерские СМИ, созданные в первые годы советской власти, были организованы и функционировали по той же модели, только с другой идеологической наполненностью. При этом доминирующим вектором и в новой политической системе координат осталось патриотическое воспитание молодого поколения.Следующим этапом стала деятельность СМИ «допионерского периода», система функционирования пионерской организации в жизни детей в СССР (1920–1980-е годы.). Этап отличался совместной деятельностью с комсомольскими организациями в борьбе с беспризорничеством, ликвидацией неграмотности в 1920–1930-е годы, в подготовке юношества к службе в Советской армии и т. д. Новые формы организации детей и молодежи (добровольчество и волонтерство) также имеют свои СМИ.Очевидна преемственность традиций и принципов патриотического, нравственного воспитания, уважения к личности ребенка в досоветский и советский период развития нашей страны. Воздействие системы отечественных СМИ для детей в СССР беспрецедентно по масштабу целей и задач, по массовому охвату и вовлечению молодого поколения в добровольные общественные движения.

This study seeks to review how to formulate educational programs to prepare potential ideal leaders amid Indonesia's learning problems which are only limited to rote practice. This phenomenon results in students having little or no reasoning power. Moreover, many state officials have committed criminal acts of corruption so that students seem not to have moral role models. This teaching problem, in essence, can be prevented by Plato's philosophy of political education. This study is descriptive qualitative research. Data collection was obtained from the literature. Primary data is taken from The Republic Plato, and secondary data includes books, journals, magazines, mass media, and writings relevant to the subject matter of the discussion. From the sources that have been collected, it is then presented and then analyzed/dialogued in such a way and a conclusion is drawn. Based on the results of observations on Plato's political education philosophy, the results obtained include; the domain of discussion refers to the human soul, so in terms of education, it presupposes mousike, gymnastike, and dialectic programs. Also the allegory of the cave that Plato used to criticize the Sophists and describe the struggles of gaining knowledge. Then analyzed, and then integrated with the 2013 curriculum, resulting in educational programs: reading of Al-Barzanji text - for Muslims - or spiritual songs - for non-Muslims; martial arts; Discussion in each learning session. From there it is hoped that the ideal leader for Indonesia will emerge. Keywords: Leader, Philosophy of Political Education Plato, Education Program. Kajian ini berusaha mengulas bagaimana cara merumuskan program pendidikan untuk menyiapkan calon pemimpin ideal di tengah problematika pembelajaran Indonesia yang hanya terbatas pada praktik hafalan. Fenomena ini mengakibatkan anak didik memiliki sedikit daya nalar bahkan tidak memiliki sama sekali. Terlebih, banyak pejabat negara yang melakukan tindak pidana korupsi sehingga anak didik seperti tidak memiliki figur teladan moral. Permasalahan pengajaran tersebut, pada hakikatnya dapat dicegah dengan filsafat pendidikan politik Plato. Kajian ini merupakan penelitian kualitatif deskriptif. Pengumpulan data diperoleh dari kepustakaan. Data primer diambil dari The Republic Plato, dan data sekunder meliputi buku, jurnal, majalah, media massa, serta tulisan yang relevan dengan tajuk pembahasan. Dari sumber-sumber yang telah terkumpul, kemudian disajikan lalu dianalisis/didialogkan sedemikian rupa dan ditarik pada suatu kesimpulan. Berdasarkan hasil pengamatan terhadap filsafat pendidikan politik Plato, yang diperoleh meliputi; domain pembahasan merujuk pada jiwa manusia, sehingga dalam hal pendidikan, mengandaikan program mousike, gymnastike, dan dialektika. Juga alegori gua yang digunakan Plato untuk mengkritik kaum Sofis dan menggambarkan perjuangan saat menimba ilmu pengetahuan. Selanjutnya dianalisis, dan kemudian diintegrasikan dengan kurikulum 2013, sehingga menghasilkan program pendidikan: pembacaan teks Al-Barzanji–untuk muslim–atau lagu-lagu rohani–untuk non-muslim; pencak silat; Diskusi di setiap sesi pembelajaran. Dari sana diharapkan muncul pemimpin ideal bagi Indonesia. Kata Kunci: Pemimpin, Filsafat Pendidikan Politik Plato, Program Pendidikan.

Авторы анализируют литературу по количеству людских потерь в годы Великой Отечественной войны. Выделяется группа авторов, формулирующих в своих работах выводы о «многократном превышении людских потерь Красной армии над потерями вермахта» в операциях Великой Отечественной войны Борис Соколов, Марк Солонин, Гавриил Попов, Владимир Бешанов, Андрей Зубов. Данной группе современных исследователей авторы противопоставляют выводы зарубежных авторов американского и британского историков Дэвида Гланца и Роберта Кершоу, а также российского военного специалиста-исследователя В.В. Литвиненко. ; The authors analyze the sources on the number of casualties during the Second World War and reveal the trend according to which during the initial period of the post-Soviet time there was the idea of the ''excessive cost of the Victory''. Then there appeared the idea that the Red Army losses greatly exceeded those of the German troops and their allies. Besides, in recent years there has been the statement of the considerable numerical superiority of the Red Army before and during the war. These are Boris Sokolov, Mark Solonin, Gavriil Popov, Vladimir Beshanov and Andrei Zubov who make up the group of authors comingto such conclusions. As the cause of heavy losses in the initial operations of the war,they consider the low morale of the Red Army, the lack of the ability to fight, the Red Army "incompetent commanders". In contrast to these conclusionsthe authors adducethose of foreign ones American and British historians David Glantz and Robert Kershaw as well as Russian military researcher V. Litvinenko. The latter has highlighted three important qualities of the Red Army. Firstly, the soldiers and officers of the Red Army more firmly and courageously defended the Soviet Union in 1941, than the soldiers and officers of the Wehrmacht of Germany in 1945. Secondly, in the decisive battles of the war the command of the Red Army was more far-sighted and realistic compared with the command of the Wehrmacht in the assessment of the situation at the front and reacted more promptly and adequately in the current combat situation. Thirdly, the Red Army not only surpassed the Wehrmacht with its combat power and military prowess, but also demonstrated the immensely higher morality in dealing with the defeated enemy and the civilians. The combination of outstanding military and moral qualities puts the Red Army in the first row of the greatest armies in the world history. V. Litvinenko has counted the 'irretrievable loss of human life in the battles of the war' and his estimation has refuted the existing opinion of the 'multiple excess of casualty losses of the Red Army over the Wehrmacht' in the Great Patriotic War operations.

Introduction. Institutional expediency over cultural integration, accompanied by the speed and comprehensiveness of the systemic change in East Germany marginalized the whole East German community, including one professional group of particular importance: teachers. How did they adopt to the new conditions? How did they perceive their new role in the changed social and educational system? Research Aim. The answers to these questions are based on a review and critical analysis of German empirical research on experiences of the Wende among teachers from former East Germany. Excerpts from the author's own research are also included. Evidence-based Facts. In studies of teachers' subjective perception of the Wende there appear two significant strategies compensating for their biographical and professional insecurities. One is continuity, the accompanying lack of criticism and distance from the moral evaluation of the dismantled political system, including education. The other is the turn towards the idealized image of "lost community" and "closeness and care" as opposed to the "bureaucratic mentality" in the West. Summary. East German teachers' longing for egalitarianism, for the "closeness of relations", and for the "heartland", as well as distance from moral thinking about the past, are not only an educational version of the Fromm's escape from freedom in the hardship of the transition to democracy and capitalism. They also constitute an effective means of dealing with the difficult past by gradually "taming" the experiences of life in the GDR. ; Wprowadzenie. Dominacja instytucjonalizacji nad integracją kulturową, szybkość i wszechogarniający wymiar zmiany systemowej doprowadziły do marginalizacji całego społeczeństwa Niemiec Wschodnich, w tym grupy zawodowej o szczególnym znaczeniu społecznym: nauczycieli. Jak dostosowali się do nowych warunków? Jak postrzegali swoją nową rolę w zmienionym systemie społecznym i oświatowym? Cel badań. Odpowiedzi na te pytania dostarczyły przegląd i krytyczna analiza niemieckich badań empirycznych nad subiektywnymi doświadczeniami przełomu wśród nauczycieli z byłej NRD. Uwzględniono również fragmenty badań własnych. Stan wiedzy. Wyniki badań wskazują na dwie istotne strategie kompensujące niepewność biograficzną i zawodową nauczycieli. Jedną z nich jest zwrócenie się ku kontynuacji oraz towarzyszący jej brak krytyki, dystans do moralnej oceny zdemontowanego systemu politycznego, w tym edukacji. Drugi to mentalny zwrot ku wyidealizowanej "wspólnocie utraconej", a także ku "bliskości i trosce", będących przeciwieństwem nowej, zachodniej "mentalności urzędniczej". Podsumowanie. Tęsknota nauczycieli wschodnioniemieckich za egalitaryzmem i familiaryzmem "rdzennej krainy", a także dystans wobec moralnego myślenia o przeszłości, to nie wyłącznie edukacyjna wersja Fromma ucieczki od wolności w obliczu trudów przejścia do demokracji i kapitalizmu. Były one sposobem na długotrwały proces uporania się z trudną przeszłością i "oswajania" doświadczeń życia w NRD.

The interest for the care and education of childhood have varied throughout the different historical time. Together with the transformations experienced within families, childhood has gradually and progressively attained meaning and relevance in the social environment. The new moral and spiritual function assumed by the family in the transition to modern times, and which went beyond its traditional function as transmitter of surname and heritage, implied the appearance of new emotions towards childhood at the same time their individuality intensified.At present, childhood acquires important centrality both in the private family space in which its protection, care, assistance and education prevail, rooted in new link of relationship (Burgess, 1972: 6-7), as well as in the public space, social, political, normative and economic. With these ideas, this research aims to historical analysis of the conception of childhood and its education, from ancient times to the present day, within the framework of the family and considering the repercussions that political, social, economic, demographic and cultural changes have had on childhood.
La atención y el interés por el cuidado y la educación de la infancia han ido variando a lo largo de las diferentes etapas históricas. Ligada a las transformaciones experimentadas en el seno de las familias, de forma gradual y progresiva la infancia ha ido alcanzando significado y relevancia en el medio social. La nueva función moral y espiritual asumida por la familia en el tránsito hacia los tiempos modernos, y que rebasaba su tradicional función como transmisora de apellido y patrimonio, implicó la aparición de nuevas emociones hacia los menores al tiempo que se intensificaba su individualidad. En la actualidad la infancia adquiere notable centralidad tanto en el espacio privado familiar en el cual prima su protección, cuidado, asistencia y educación, enraizadas en nuevos vínculos de relacionabilidad (Burgess, 1972: 6-7), como también en el espacio público, social, político, normativo y económico. Partiendo de estas premisas, este artículo tiene por finalidad el estudio y análisis histórico de la concepción sobre la infancia y su educación, desde la antigüedad hasta nuestros días, dentro del marco de la familia y considerando las repercusiones que los cambios políticos, sociales, económicos, demográficos y culturales han tenido sobre la misma.

Проблемы военно-патриотического воспитания учеников начальных классов на основе азербайджанской музыки являются актуальными как с точки зрения формирования личности ребенка, так и в плане эстетического воспитания. Использование азербайджанской музыки в процессе обучения формирует характер, нравственные и духовные качества, чувство любви к родной земле и патриотизма, одним словом, оказывает огромное положительное влияние на внутренний мир школьников. Следует отметить, что разучиваемые на уроках музыки песни военно-патриотической и гражданственной тематики, вызывают у школьников глубокие духовно-нравственные переживания, формируют их идейные позиции и патриотические чувства. Кроме того, это может стать решающим фактором при выборе в будущем, например, военных профессий. Каждая песня, разучиваемая на уроках музыки, а также образцы музыки для слушания в рамках различных компонентов воспитания, обладают многосторонним воспитательным характером, в том числе и военно-патриотическим. Например, песни композиторов Т.Гулиева «Мингечевир», С.Рустамова «Азербайджан» воспитывают любовь к родному краю, А.Рзаевой «Сын партизана», С.Алескерова «Бессмертный полководец» (о герое Советского Союза, генерале Ази Асланове), О.Зульфугарова «Мехти» (о герое Советского Союза партизане Мехти Гусейнзаде) и др. формируют у школьников героические, военно-патриотические, борцовские качества. ; Problems of military-patriotic education of primary school pupils on the basis of Azerbaijani music are relevant from the point of view of the formation of the child''s personality, and in terms of aesthetic education. Use of Azerbaijani music in learning shapes the character, moral and spiritual qualities, feelings of love for his native land and patriotism, in a word, has a tremendous positive effect on the inner world of students. It should be noted that to unlearn the lessons of music songs military-patriotic and civic subjects, pupils cause profound spiritual and moral experiences that shape their ideological positions and patriotic feelings. Furthermore, this can be a decisive factor when choosing the future, for example, military occupations. Each song, learned the lessons of music and music samples for hearings in the various components of education, has a versatile educational nature, including the military-patriotic. For example, songs of composers T.Gulieva "Mingechevir" S.Rustamov "Azerbaijan" bring love to the native land, A.Rzaevoy "Son partisan" S.Aleskerova "immortal leader" (the hero of the Soviet Union, General Hazi Aslanov), O.Zulfugarova "Mehdi" (the hero of the Soviet Union Mehdi Huseynzade partisan), and others. Indoctrinate schoolchildren heroic, military, patriotic, wrestling quality.

У статті розкрито сутність поняття «технологічна готовність» як інтегративну, значиму якість особистості, визначено її етапи, рівні та структуру, а саме висвітлено основні її компоненти (мотиваційний, інформаційно-змістовий, оцінно-рефлексивний), критерії (мотивація студента, яка спонукає його до формування технологічної готовності; система знань, необхідних для розуміння сутності та структури інноваційних технологій і способів роботи з ними; здатність адекватно оцінювати власні результати роботи з інноваційними технологіями, прагненні до професійного самовдосконалення) та показники. ; The current state of socio-economic development of Ukrainian society necessitates the preparation of educated, moral, mobile, constructive and practical people capable of cooperation, intercultural interactions that have a deep sense of responsibility for the fate of the country, establishing it as a sovereign, independent, democratic, social, legal state. Education is the basis of personality, its intellectual wealth, the key to the future of Ukraine. The leading role in this process belongs to the teacher. The general process of reform of higher education in the context of Ukraine objectives of the Bologna process actualizes an appeal of innovation in the sphere of education that emerged in different historical periods and determined its development today. The most complete essence of readiness for professional work is given by L. V. Kondrashova. Readiness is a complex personality formation, including ideological and moral and professional attitudes and beliefs, vocational and educational orientation mental processes, self-control, optimism teaching, performance, installation and creative educational work, the ability to determine the difficulties to self-evaluation of its results, the need for professional self and providing highly effective pedagogical. Readiness of a teacher to professional activity should be considered at three levels: personal, theoretical and technological. We turn our attention to the technological readiness, which is regarded as integrative, significant quality of the individual, which consists of various components. The analysis of scientific literature on the researched topic allowed to identify the structural components of technological readiness of future teachers of foreign languages (English) for professional careers. Based on the analysis of scientific literature, given the specificity of teachers of foreign languages, we have identified the following structural components: motivation, informative, contents, evaluative, reflective. Dedicated structure and its components allow us to develop a content technology of the training of future teachers of foreign languages to use various technologies, forms and methods of professional activity.

Part I Introduction to Artificial Intelligence and Big Data in Accounting -- Organisational and Ethical Perspectives / Othmar M. Lehner and Carina Knoll -- Artificial Intelligence-driven Accounting (AIDA): Future Insights and Organisational Implications / Othmar M. Lehner, Susanne Leitner-Hanetseder, Christoph Eisl and Carina Knoll -- Part II Organisational Implications -- The "Human" Factor in a Digital Accounting World / Shawnie Kruskopf, Charlotta Lobbas, Hanna Meinander and Kira Söderling -- Quo Vadis Accountancy? - Future Roles and Responsibilities / Susanne Leitner-Hanetseder, Othmar M. Lehner, Christoph Eisl and Carina Knoll -- The Need for an Adapted Skillset for Accountants-What Does Accounting Education Literature Tell Us? / Susanne Leitner-Hanetseder, Carina Knoll, Christoph Eisl and Othmar M. Lehner -- Cybernetic Limits of Artificial Intelligence in Accounting and a Future Research Agenda / Heimo Losbichler and Othmar M. Lehner -- Good Governance of AI and Big Data Processes in Accounting and Auditing / Tatu Jauhiainen and Othmar M. Lehner -- Cybersecurity in Accounting Research / Elina Haapamäki and Jukka Sihvonen -- Part III Ethical Implications -- Ethics and the Future of Artificial Intelligence in Auditing / Michael Alles, Ivy Munoko and Miklos Vasarhelyi -- Ethical Challenges and Normative Thinking in AIDA / Othmar M. Lehner, Kim Ittonen, Hanna Silvola and Eva Ström -- The Promise of Digital Accounting and Auditing: Brave New World or Dystopia? / Hannah Seligson and Othmar M. Lehner.

У статті проаналізовано та обґрунтовано зміст поняття «цінність». Розглянуто теорії цінностей та концепцію морального позитивізму. Визначено відмінності між концепціями цінностей у філософії. Розглянуто проблему формування й вибору цінностей у педагогіці. Сформульовано авторське визначення дефініції «цінність» як реального поняття про об'єкт, відображений, усвідомлений і оцінений суб'єктом у процесі оволодіння моральними знаннями та практичним досвідом у сфері моральної свідомості суспільства. Визначено змінність і постійність як якості цінностей. ; In our time the young generation faces the dilemma of selecting values and orientations in the background of socio-economic instability, a fall in the living standards of the population that naturally causes the contradictory positions of the student youth in relation to their values and their behaviour. So, the author pays attention to the analysis of such definition as «value» in different scientific sources. As the philosophy considers the existence of man and the development of the sense of life and its separate aspect – ethics, first of all, help to define the aims of education, extracting and exploring the values to which in the process of education should be combined with each person. Socio-historical, socio-economic, political, psychological phenomenon have different semantic sounding of the concept of «value», depending on the actual conditions of life of the particular society, the stages of development of the state, public attitudes of the community. It is known that the educational process can never be successful if it will not generate in the person value approach to specific phenomena of reality. Because one or another object of the spiritual or the material spheres of human life should be the goal of achieving actions but to it the object must be perceived as the value which is necessary to be mastered. More often to the universal values constituting the Fund Absolutes, adopted include the so-called «triads»: a set of socio-ethical qualities, giving an idea of the personality of a perfect man (educational ideal). In folk pedagogy it is mind, kindness, diligence, in ancient philosophers this is truth, goodness, beauty; in Christianity – faith, hope, love. Renaissance with its inherent belief in man, as the centre of the universe, recognizes the higher ground of being – value of personality. The meaning of definition «value» has been analyzed and grounded in the article. The theories of values and conception of moral positivism have been examined. The differences between conceptions of values in philosophy have been defined. The problem of forming and choice of values in pedagogics has been considered. The definition of the concept of «value» as a real notion about the object reflected, realized and appreciated by the subject in the process of mastering the moral knowledge and practical experience in the moral consciousness of the society has been formulated. Variability and continuity have been determined as quality values.

List of Contributors -- Foreword: Critical perpetrator studies / Alexander Hinton -- Introduction / Susanne C. Knittel and Zachary J. Goldberg -- PART 1. Core concepts and key debates. 1.1. Definitions and terminology. 1. From perpetrators to perpetration: definitions, typologies, and processes / Uğur Ümit Üngör and Kjell Anderson -- 1.2. Group dynamics and moral psychology. 2. The making and un-making of perpetrators: patterns of involvement in Nazi persecution / Mary Fulbrook -- 3. Ordinary organizations: a systems theory approach to perpetrator studies / Stefan Kühl -- 4. Stanley Milgram's obedience experiments / Stephen Gibson -- 5. The authoritarian personality: then and now / Christina Gerhardt -- 6. What's moral character got to do with it?: Perpetrators and the nature of moral evil / Zachary J. Goldberg -- 7. The making of a torturer / Jessica Wolfendale -- 8. Linking perpetrator characteristics to jihadist modus operandi: an exploratory study / Teun van Dongen -- 1.3. Perpetrators and the law. 9. Nazi perpetrators and the law: postwar trials, courtroom testimony, and debates about the motives of Nazi war criminals / Hilary Earl -- 10. When perpetrators become defendants and then convicts / Mark A. Drumbl -- 11. Unsettling accounts: perpetrators' confessions in the aftermath of state violence and armed conflict / Leigh A. Payne -- 12. The coercive effects of international justice: how perpetrators respond to threats of prosecution / David Mendeloff -- PART 2. Intersections. 2.1. Perpetrators -- new theoretical approaches. 13. Gendering the perpetrator: gendering perpetrator studies / Clare Bielby -- 14. Posthumanism and perpetrators / Jonathan Luke Austin -- 15. Notes on the subaltern: or, how postcolonial critique meets the perpetrator / rashné limki -- 16. Perpetrators, animals, and animality / Kári Driscoll -- 17. Understanding perpetrators' use of music / M.J. Grant -- 18. Information technologies and constructions of perpetrator identities / Adam Henschke -- 19. Climate change perpetrators: ecocriticism, implicated subjects, and Anthropocene fiction / Rick Crownshaw -- 2.2. Aftermaths, responsibility, trauma, and memory. 20. Moral responsibility and evil / Paul Formosa -- 21. Restorative justice and the challenge of perpetrator accountability / Margaret Urban Walker -- 22. The contours and controversies of perpetrator trauma / Saira Mohamed -- 23. The intergenerational effects of mass trauma in sculpting new perpetrators / Lane Benjamin and Melike M. Fourie -- 24. One perpetrator at a time: the contribution of public health science to genocide prevention / Reva N. Adler -- 2.3. Perpetrators and representation. 25. Perpetrators and perpetration in literature / Stephanie Bird -- 26. Whose evil is this? Perpetrators in the theater / Robert Skloot -- 27. Representing infamous others: perpetrator imagery in visual art / Diana I. Popescu -- 28. Cultural codes: Holocaust resonances in representations of genocide perpetrators / Rebecca Jinks -- 29. Playing perpetrators: interrogating evil in videogames about violent conflicts / Holger Pötzsch and Emil Lundedal Hammar -- 2.4. Teaching about perpetrators. 30. Playing devil's advocate: classroom encounters with Holocaust perpetrators / Alasdair Richardson -- 31. Teaching the perpetrator's perspective in Holocaust literature / Erin McGlothlin -- 32. Teaching for/about empathy in peace education / Michalinos Zembylas -- 33. Beyond thinking like a lawyer: providing a space for perpetrator studies within the legal classroom / Brianne McGonigle Leyh -- 34. The ethics of discomfort: critical perpetrator studies and/as education after Auschwitz / Susanne C. Knittel -- Index.