Suchergebnisse

The report analyzes the relationship between educational and socio-economic indicators using international statistics. Based on the analysis of international databases and a review of literary sources, hypotheses about the relationship between the indicators of educational systems and the effects of education for society, the economy and the individual are formed, methods of analysis are selected, indicators for analysis were chosen.

Within the framework of this work, an attempt is made to scientifically comprehend the principles of student motivation, in particular its features in the framework of online education. The authors consider the educational process as a communication between a teacher and a student and argue that online education radically changes the process of communication between the subjects of the educational process and translates it into a mediated and asynchronous format. To identify factors that determine the degree of motivation of students studying in the online format, the scientific work of foreign researchers with experience in the use of online technologies and the skills of scientific understanding of how the online format affects the assimilation of new knowledge by students was considered. The paradigm basis of the study is the cognitive approach, and the consideration of the process of mastering knowledge is based on the theory of MOA (motivation, opportunity, ability) and the probability model of conscious information processing. It has been established that the main advantage of online education is the reliance on independent work of students, and the use of
project-based learning is the best way to overcome the obstacles facing online education and unleash its full potential. The external and internal factors influencing motivation are identified, the main problems of the Russian education system, which is attempting to enter the online format, are identified, and recommendations are given for optimizing this process aimed at increasing the motivation of Russian students.

Russia presents specific mosaic, consisted from many peoples. They are different in size and in strength of inner connections, in economic and social characteristics, level of political organization, language and culture, spiritual features and national character. In such context the problem of multi-cultural education becomes very actual and complicated in terms of polyethnical Russian society.

Сегодня невозможно представить нашу жизнь без внедрения цифровых технологий в различные сферы жизнедеятельности человека. Современное общество стремительно входит в эпоху киберсоциализации, где меняется не только потребностно-мотивационная сфера человека, но и структура самосознания личности. Данная статья посвящена изучению вопроса цифровой социализации с опорой на принцип системности и учета многомерности данного процесса. В ходе сбора информации по структуре цифровой социализации не было найдено общего определения данного явления, однако в статье предпринимается попытка выделить структуру цифровой социализации в современном обществе, которая необходима для дальнейшего изучения процесса цифровизации как современного гражданского общества в целом, так и образовательного процесса в частности. Особенности постиндустриального общественного строя предполагают трансформацию взглядов на структуру социализации современного человека, в чем и заключается злободневность выделения структуры цифровой социализации. В заключение проведенного анализа литературных источников, касающихся вопроса цифровизации, выделяются основные компоненты процесса цифровой социализации, которые будут пригодны в современном образовательном процессе. Таким образом, результаты научной статьи могут быть полезны в процессе дальнейшего исследования явлений цифровизации современного постиндустриального общества во всех сферах жизнедеятельности человека.
Today it is impossible to imagine our life without the introduction of digital technologies in various spheres of human activity. Modern society is rapidly entering the era of cybersocialization, where not only the need-motivational sphere of a person is changing, but also the structure of self-consciousness of the individual. This article is devoted to the study of the issue of digital socialization based on the principle of consistency and taking into account the multidimensionality of this process. In the process of collecting information on the structure of digital socialization, no definition of the structure of digital socialization was found, however, the article attempts to highlight the structure of digital socialization in modern society, which is necessary for further study of the digitalization process of both modern civil society in general and the educational process in particular. This paper pays attention to the analysis of scientific works devoted to the study of the digitalization process, in which researchers express their point of view on the phenomena of digital socialization in the modern information space. Thus, the results of the scientific article can be useful in the process of further research of the phenomena of digitalization of modern post-industrial society in all spheres of human activity.

"Soft power" has been an integral part of the foreign policy Arsenal of a number of States in recent decades. Including various tools, "soft power" as one of the most effective tools used to achieve the goals, includes education. Even during the cold war, the West and theSoviet Unionactively used education to train personnel in third countries who fully share the values of one or another party. In a multipolar world, the situation has changed somewhat-now all the major States, as well as their associations, seek to use education as a means of influence and influence on their counterparts. The article considers and analyzes the mechanisms used by this actors in the implementation of the policy of «soft power» through education, using the example of theUSA,Chinaand the European Union. As the analysis carried out in the article showed, both theUS,Chinaand the EU are actively using education to achieve their foreign policy goals. At the same time, their educational policy directed from outside has significant differences. As a result, we can talk about three different models of using education as a tool of «soft power». Each of them has its own distinctive features associated primarily with the specific mechanisms of use of education, as well as the content of educational policy and its meaning and ideological content. Nevertheless, despite the serious differences, we can confidently say that all three of the subjects of international relations considered in the article use education very successfully, often achieving a positive effect for themselves in the regions of their national interests. ; «Мягкая сила» в последние десятилетия является неотъемлемой частью внешнеполитического арсенала целого ряда государств. Включая в себя различный инструментарий, «мягкая сила» в качестве одного из наиболее эффективных инструментов, применяемых для достижения поставленных целей, включает в себя образование. Еще в период холодной войны Запад и Советский Союз активно использовали образование для подготовки в третьих странах кадров, полностью разделяющих ценности той или иной стороны. В условиях многополярного мира ситуация несколько изменилась: теперь все крупные государства, а также их объединения стремятся задействовать образование в качестве средства влияния и воздействия на своих контрагентов. В статье на примере США, Китая и Европейского союза рассматриваются и анализируются механизмы, используемые акторами при проведении политики «мягкой силы» через образование. Как показал проведенный в статье анализ, и США, и Китай, и ЕС на сегодняшний день активно используют образование для достижения своих внешнеполитических целей. При этом сама их образовательная политика, направленная вовне, имеет значительные различия. В результате мы можем говорить о трех разных моделях использования образования в качестве инструмента «мягкой силы». Каждая из них имеет свои отличительные черты, связанные, прежде всего, с конкретными механизмами использования образования, а также с содержанием образовательной политики и ее смыслоидеологическим наполнением. Тем не менее, несмотря на серьезные различия, можно уверенно говорить о том, что все три рассмотренные в статье субъекта международных отношений крайне успешно используют образование, часто добиваясь позитивного для себя эффекта в регионах своих национальных интересов.

Розглянута проблема взаємозв'язку культури й освіти в сучасному суспільстві, що глобалізується. Транзитивним елементом у цій міжсистемній взаємодії є культурація – складний і багаторівнений процес опанування людиною традиціями та нормами поведінки в суспільстві на певному етапі його історичного розвитку. Показано, що завдяки культурації по-сучасному освічена людина отримує здатність до передбачення та прогнозування подій, спроможність до усвідомлення варіативності й невизначеності майбутнього та, як наслідок, – можливість розбудовувати й реалізовувати ту модель поведінки, яка є для неї найдоцільнішою. ; Transition of humanity to the post-industrial phase of development (informational by the nature) naturally involves changes of all spheres of life. The modern world is included in difficult and inconsistent process of globalization, in creation of uniform system of social, cultural, economic, political, and other relationships. Representing the multidimensional phenomenon, globalization mentions practically all aspects of life of society and the individual. The profound changes in the society have resulted in the fact, that in globalizing world the development vectors of education and culture are positioned in different directions. Being culturally and naturally consistent, education is obliged to correspond to basic factors of development of the person and society. As philosopher Sergey Hessen said, «life defines education, and on the contrary ─ education influences life». The position of this article's author is the following: productive education comprises three interdependent and supplementing components: teaching, socialization and culturation. Culturation is the process of person's training to traditions and standards of behavior in concrete society at a certain stage of its historical development. At the same time it is the universal program of interaction of the person with his environment, both social, and natural. In the 21st century this interaction quickly loses the standard, mono variant character caused by an instinct or custom, it becomes more and more free, poly variant, define rational consciousness. The author considers culturation as a counterbalance to an «obrazovanshchina» (according to A. Solzhenitsyn). The result of culturation which we must obtain in education is a supporting of fundamental values, of creativity, but not just an experience formed earlier. The main purpose of culturation is not only to enrich the person with diverse information about the cultures and provide policultural education, but also to supply a person with abilities to prevision, to anticipation of events, a conscious choice of alternatives, when he will be able to consider variability and indetermination of future and to find model of behavior which is necessary for him. Basing on creativity, but not on the last experience, the person will be able to determine the trajectory of his activity, will find himself in the culture, will form his own individual cultural shape and image.

The article is about development of mathematical education and science in Penza region. Author examines main stages of development, classifies institutions of the early XX century and the exam program for the grammar school students. Penza's mathematicians' contribution to world science is mentioned.

According to Plato, a good state administration ("best"/ideal state) can only be combined with a good society ("best"/ideal society), and a good society can only be achieved with a good education ("best"/ideal education). He saw it as possible: "It must be able to be turned towards the most luminous aspect of existence, the direction we call -good-, right? Yes, education is the art of turning this power of the soul - for the good - and finding the easiest and most unfailing way for it. Education only leads him to the good side. It is up to us, the founders of the state, to lead people towards the knowledge of what we regard as the highest, to bring them out of the darkness into the light" (p.236-237). Since education is an idea-based and therefore an "ideological device" (Althusser, 2010), it acts as a kind of bridge between the state and society (Wiborg, 2000). This is the importance of analyzing Plato's Republic in terms of education policies.

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries' participation in European educational programs became an additional incentive for their intensification.

Зиновкина Милослава Михайловна: В статье автор описывает теорию и практику внедрения в школах России и за рубежом авторской системы многоуровневого непрерывного креативного образования NFTM-TRIZ. Эта система с восторгом востребована и реализуется в школах Южной Кореи, в стране, которая за короткое время достигла огромных успехов в своем развитии. Статья адресована учителям школ, гимназий, лицеев; полезна аспирантам и специалистам, работающим в области креативной педагогики.