Suchergebnisse

Educational inequality is constantly in the scope of foreign and Russian scientists alike, however there are differences in the way it is interpreted. If we were to consider education as a system, we could acknowledge the existence of inequality in initial educational opportunities (at the system's gateway), as well as inequality in the education process itself (within the system), and inequality of education results (when transitioning from one stage to the next, or when exiting the system). The goal of this study was to determine the specifics of how territorial factor in a specific type of environment influences educational inequality among children. Part of the study was to verify the suggestion that this factor has been increasing its influence in Russia. Empirical data was collected using focus group and expert interview methods. Adult and adolescent participants of the study were asked questions about the interpretation of educational inequality (how it manifests in schooling), determining factors which affect the reproduction of educational inequality, including whether there is a territorial aspect to how it manifests. Study participants described local features in educational inequality, comparing city and village, large and small towns. The logic of comparing large and small settlements can be traced throughout the remarks of informants of all ages. Children spoke more of inequality within the education system, citing examples such as differences in how schools are equipped, varying level of skill among teachers, differences in the amount of cultural-leisure, educational and other facilities in their settlement. Experts also pointed out examples of educational inequality at the system's "gateways" and "exits", while speaking about socio-cultural and financial capital being possible sources for educational inequality, which from an organizational standpoint is considered by the study participants on the level of school – locale – region. The suggestion that territorial factor currently plays an increased role in reproducing educational inequality needs to be further researched utilizing regional statistical data.

Modern higher education's central issue – educational inefficiency among a considerable portion of students – is examined in close conjunction with developing relationships of trust within universities. The main goal of this article is to reveal the issue of educational inefficiency among Russian college students and to present trust within universities as a vital resource for solving the issue. The article interprets the basic concepts of trust within universities and students' educational inefficiency. Trust within universities is shown to be a predictor for developing stable motivation in education, as well as students' professional inclinations, which ultimately define success in education and human capital quality. Sociological analysis revealed the source of students' educational inefficiency, as well as how it transfers through all levels of education – from preschool to university. Determined are the risks associated with an increase in the magnitude of students' educational inefficiency and with an emergence of imitational strategies in universities, which serve to conceal this phenomenon. Brought forth is the issue of educational inefficiency being concentrated among students attending provincial universities. The authors maintain that "two-way" trust could become a factor in overcoming such inefficiency in universities – both on behalf of students towards other educational collectives, primarily the scientific-pedagogical community and administrative personnel, and coming from these university collectives towards students. This article reveals the main characteristics of such mutual trust, which can act as a resource for overcoming students' inefficiency. Illustrated is the purpose for developing and fortifying trust within universities, based on the economic and socio-cultural necessity to transform those students who are experiencing trouble in the academic field into professionally and socially successful actors. The dominant idea in their life after university should be pursuing an aptitude for achievement in vital fields of activity.

The article substantiates the need for training personnel with theoretical knowledge in the field of the history of Eurasianism as a civilizational space, cultural and historical features of the Eurasian states, as well as those who are able to work in a multinational team, research and design activities to improve the efficiency of integration processes in the post-Soviet space. The main approaches to the development and implementation of the Master's program in sociology «Integration processes in Eurasia» are proposed, the purpose of which is to form a pool of specialists with the necessary competencies for this: research, preparation of predictive and analytical recommendations for government agencies and various organizations, participation in the implementation of interstate programs. The socio-humanitarian meanings of the development of integration interaction of the EAEU member states, the tasks of promoting socio-humanitarian values for the development of Eurasian integration are substantiated. Based on expert assessments, conditions have been proposed to guarantee the successful implementation of the program: the introduction of new teaching methods and technologies; broad partnership with employers and public organizations; the use of the advantages of digitalization of the educational process, programs, applications and other digital resources for
e-learning both remotely and directly at the university; the introduction of online courses. The ideas formulated in the article can be used in the development of educational programs for the training and education of not only specialists — sociologists, but also other specialists of social and humanitarian professions, additional professional programs (advanced training programs and professional retraining programs) for representatives of institutions of the Eurasian Economic Union, public authorities, business and non-profit sector of the EAEU member states and other countries, a network program in the field of Eurasian integration of the Eurasian Network University (ESU), a Network CIS universities, Slavic universities, etc.

The article examines the general picture of the use of their time fund by university students, its structuring, as well as the dynamics of time indicators related to the main spheres of students' daily activities in 2002–20. Particular attention is paid to educational activities as status-forming for full-time students. A survey of university students in Moscow, Omsk and Pskov was conducted in March 2019 – January 2020 by the sector for studying the daily activities and time budget of the ISRAS within the framework of the monitoring complex research "Daily activities of the urban population: time budget, values, social adaptation." The real behaviorur of students was analyzed in combination with the analysis of motivation to obtain higher education, adaptive opportunities for participation in educational activities and the success of professional socialization of students. It was revealed that the dominant motive for obtaining higher education - "the need to have a higher education diploma in order to get a good job" - not only retained (over the period 2002–20) its dominance and a significant "gap" from the significance of other motives, but its importance even rose. In general, the configuration of educational motivation has not changed much. Changes in resource time possibilities least of all affected the segment of daily activities related to the total work load (study time, paid work, unpaid work). The study time of students decreased more significantly for women (much less for men). The amount of time spent on physical recovery of students has decreased, but the space for studying in their free time has significantly expanded. It is shown that the types of students' value orientation in relation to educational activities have a connection with the volume, structure of educational time and other indicators. Indicators of adaptive capabilities of students for the implementation of educational activities are associated with the degree of preparedness of students to study at the university. It was revealed that the time spent on all educational activities and its structure in 2019–20 differs by the worst characteristics both in comparison with 1920 and in comparison, with other periods (the period of 1920–2020 was considered in dynamics).

This article presents the results of a study conducted by the authors from January to May 2022 on the territory of the Stavropol Territory; an analysis of the conducted in-depth interview is presented. The authors describe the main ways to achieve the goal of forming a tolerant attitude towards representatives of various ethnic and cultural groups, including familiarizing students with the peculiarities of the national culture of other peoples through various creative competitions, ethnographic seminars, organizing joint excursion trips to the most interesting places of one or another subject of our country. Brief results are presented that are specific and narrow for studying the study of the characteristics of marriage by students of educational organizations of the Stavropol Territory, which are of particular interest, since for historical reasons it intricately combines the original Russian culture, the Cossacks and the peculiarities of the life of various peoples both in Russia and neighboring countries. As the main culturally conditioned models, the researchers singled out the primordialist and constructivist approaches, which determine a different way of interpreting ethnicity as such and the possibility of building constructive social ties. The article notes that certain ethnocultural contradictions are present, but significantly greater risks in building interethnic interaction are not associated with real contradictions in culture, but with ethnic stereotypes that have developed at the level of cultural and informational space, which provoke members of society to implement conflict models of interaction. The authors describe the process of legal prevention of conflicts on interethnic grounds, through the actions of our state represented by law enforcement agencies that are implementing a program to prevent extremism and terrorism among young people.

In the context of the institutional transformation of education and the complication of the processes of its functioning and development in the information age, the problem of analyzing the self-assessment of educational success as a subjective regulator of human educational activity becomes of particular importance. The article examines the subjective assessment of success in formal education as a reflection of students' ideas about the degree of compliance with the system of institutional requirements through their acceptance / rejection. The analysis of the problems of educational success is bazed on the material of a large-scale sociological study of schoolchildren, students of secondary vocational education (SVE) and universities of the Sverdlovsk region (N = 2489 people). There were carried out the typologization of subjects of educational activity in accordance with the level of self-assessment of educational success; comparison of the types identified during the transition from one subsystem of education to another (school - secondary vocational education - university); determination of individual-personal and institutional contradictions and conflicts in the assessment of educational success as points of growth, the search for coordination of the needs and interests of the individual, on the one hand, and education as a social institution, on the other. The author comes to the conclusion that the self-assessment of educational success is a stable institutional construct that uniformly regulates educational activity at all stages of education, carrying out the process of differentiation of its subjects. At the same time, it can be dysfunctional in relation to the institution of education, its implementation of an adaptive, socio-cultural function, the function of professional self-determination. The results of the sociological study demonstrated that the institutionally formed model of self-assessment of success for educational communities in the current conditions is not optimal. Gradually transforming in accordance with the needs of students, the possibilities of the educational institution, the challenges of the time, it will have to change, creating conditions for broader prospects and diversity of the educational and professional future of students.

The article analyzes the reasons behind the choice of non-state preschool education for children by the families of St. Petersburg. The subject area relevance is associated with the need to study family investments in the educational and cultural capital of the younger generation. The main research questions are the advantages of non-state kindergartens education, the influence of the received educational and cultural resources on the further educational path of a person, the relevance of digital methods for collecting sociological information.
In the empirical part of the study, we studied the parents' statements on an Internet forum, where the motives behind choosing non-state kindergartens in St. Petersburg were discussed. In addition, an available sociological results analysis and statistical data were used, and expert judgments on the development of the private preschool education sphere in Russia were collected on the Internet.
The author presents a parental arguments classification in favor of non-state kindergartens education, developed based on the materials analysis from an Internet forum. The content classification of the unstructured text array was conducted using domestic specialized computer programs.
It was found that the main motive for the family choice of non-state preschool education in St. Petersburg is the parents' desire to provide their children with high-quality educational capital. Previously, the most significant reason for preschoolers to turn to private education was the need to place a child at the age of two months in a day nursery. Other advantages of studying in a non-state kindergarten are considered by parents to be an individual approach to children with special needs, care for the student's health, and high-level equipment in private preschool educational institutions. An important condition for choosing a commercial kindergarten is a sufficient family income. Parents see cultural capital as a supplement to the educational resource they receive at an early age, and they also associate education in a private kindergarten with the choice of specialized schools and the high academic performance of the child in primary grades.
Research perspective — search and methodological understanding of sociology digital methods to study the long-term effects of the early education stage.

The author investigates the main factors of Russian education modernization which is caused by necessity to develop education appropriate to up-today challenges in concern of scientific progress and national security. The author defines that concept of modernization means development, improvement and changes which meet the modern requirements. Modernization of Russian society considered as the most important factor of its revival is caused by deep historic and philosophic traditions. On Russia 's joining the European processes the problems related to the country development and taking its own place in the world have been aggravated. The author supposes that development of the Russian educational system strategy which would provide not only a survival, but also sustainable development and turning educational system into the defining factor of the country revival is one of the most urgent method tasks. The paper shows that carrying out of the goal should become the main task of educational strategy as humanistic and democratic values for individual development and free self-determination are built up by means of social platform only. In the author's opinion, education represents a multidimensional phenomenon. First, it is a kind of activity; second, it is the most important social institute; third, it is a process of acquirement and transfer of knowledge, abilities, skills and development of needs and personal abilities on their basis; fourth, it is a level of abilities, skills and knowledge and certain abilities based on them; fifth, it is an interdisciplinary science which is formed at the intersection of Philosophy, Pedagogics, Sociology, Psychology, Economies and Medicine; sixth, it is a social value. Finally, education demonstrates closer and deeper integration with industry and science, acting as the most important economic branch. Assessment of contemporary educational system should be followed by development of educational strategy. This problem rises opposite views and judgments. However, strategic planning fails if there is no appropriate assessment of contemporary situation. ; Реферат. Авторское исследование основных факторов модернизации российской системы образования обусловлено объективной потребностью проектирования системы образования, адекватной вызовам сегодняшнего времени в плане как реализации научно-технического прогресса, так и обеспечения национальной безопасности Российской Федерации. Автором установлено, что термин «модернизация» означает усовершенствования, изменения, позволяющие отвечать современным требованиям. Модернизация российского общества как важнейший фактор его возрождения имеет в своей основе глубокие историко-философские традиции. После включения России в европейские процессы на новом качественном уровне обострились проблемы, связанные с ее дальнейшим развитием и завоеванием своего места в современном мире. Автор считает, что выработка основ стратегии российской образовательной системы, которая бы обеспечила не только выживание, но и стабильное развитие с превращением ее в определяющий фактор возрождения страны, является одной из самых актуальных методологических задач. Практическая реализация этой цели должна стать основной задачей образовательной стратегии, поскольку лишь на общественной основе могут формироваться подлинно гуманные и демократические условия для индивидуального развития и свободного самоопределения каждого индивидуума. По мнению автора, образование представляет собой многомерный феномен. Это, во-первых, род деятельности, во-вторых - важнейший социальный институт, в-третьих - целенаправленный процесс приобретения и передачи знаний, умений, навыков и развития на их основе потребностей и способностей личности, в-четвертых - уровень умений, навыков, знаний и определенных способностей, основанных на них, в-пятых - междисциплинарная наука, формирующаяся на стыке философии, педагогики, социологии, психологии, экономики, медицины, в-шестых - социальная ценность. Наконец, образование демонстрирует все более тесную интеграцию с производством и наукой, выступая в качестве важнейшей народнохозяйственной отрасли. Объективная оценка сегодняшнего состояния отечественной образовательной системы должна предшествовать разработке образовательной стратегии. Этот вопрос вызывает диаметрально противоположные суждения. Однако без проведения объективной оценки текущего состояния дел какие-либо попытки стратегического планирования обречены на неудачу.

The article presents an analysis of the influence of the family on the development and implementation of the educational route of children. The relevance of the problematics is related to the need to improve the quality of personal and social human capital. The purpose of the research is the study educational ways of different types of families.

The project can be divided into theoretical and empirical parts. It was established in the theoretical section that in modern sociology the resource approach is most relevant to research issues. According to his interpretation, the family is the strongest factor in the educational route of children. Among family resources, economic, educational, and cultural capital have the greatest impact on the educational route of children.

Тhe empirical part of the project contains, students' parents, school principals surveys, collection of biographical materials, analysis of documents, analysis of statistical data and the results of all-Russian representative researches. Longitudinal studies of the educational path have been realised by interviewing families of students and collecting parental diaries. The author provides an analysis of two educational routes of Russian children. One way is leaving after ninth grade and going to college. It has been established that the majority of parents of 9th grade graduates don't have higher education and families don't have a developed cultural resource. The choice of college is explained by the reluctance to take a unified state exam after 11th grade, the desire to get a specialized secondary education for free, defined professional choice.

The second educational route studied in detail in the empirical part of the research is the child's admission to a top-rated school which falls under one of the top 500 best schools in Russia. This is the most thought-out educational plan which is implemented by parents with high educational and cultural values. It has been established that the likelihood of studying at a top-rated school increases the leadership position and the high professional qualifications of the student's father.

The empirical prospect of the study is the search and analysis of other relevant educational routes offered by families to their children. The findings suggest the need to support high-ranking schools and help Russian families providing children with educational opportunities.

The article is dedicated to the issues of professional socialisation of legal students in modern Russia. The relevance of this research topic is defined by the meaningfulness of the successful formation of professional legal culture among legal students while studying at university and professional socialisation from the perspective of increasing the overall level of legal culture in the society and the efficiency of its legal institutions. The latter contains especially topical social and practical aspects for the contemporary Russian society which still experiences the consequences of social anomia and weakened legal control describing the initial period of system reforms. Making an attempt to solve the task, the author resorts to the methodology of Parson's structural functional approach, as well as to the socio-cultural approach. The author gives a detailed review of functional and role specific features of legal community and their value for modern developed society. According to the author's opinion, effective formation of professional legal culture while studying at university is required to provide the functionality of lawyers which first and foremost is related to comprehension of the rule of law as the highest professional value. Within this framework legal students are considered as representatives of young generation of Russian people. The author is pointing at the dominance of pragmatic and individualistic mindset when they enter legal educational establishments, which creates potential risk for the rule of law to be devalued in their professional motivation. The article underlines the communal value of effective professional socialization of legal students. The author studies the features of educational environment as its agent emphasizing the factors of insufficiency of students' socialization in legal universities from the point of view of shaping the value of the rule of law as the fundamental professional priority

The article analyzes the cultural capital of the family, as well as the ways of its transmission to the younger generations. The relevance of the problem is due to the need to develop human resources, especially educational and professional ones. The research questions were the types of cultural family capital and the peculiarities of its transmission, the influence of the teacher's profession in the field of preschool education on personal and intergenerational social mobility, the passage of educational and professional path by representatives of several family generations, the relevance of the biographical method.
The project studied biographical interviews of parents of students of top-rated Russian schools. The collected empirical arrays allowed us to draw conclusions about three generations of the informants' family. In addition to the intergenerational analysis, a study of existing sociological projects was conducted that examined in detail the activities of teachers in the field of preschool and school education.
The author presents the substantiation of several significant mechanisms of inheritance of cultural capital by the middle and younger generations of the family. The study of biographical materials was carried out using the domestic computer program Diskant. It is established that the profession of a kindergarten teacher has a positive effect on personal and generational social mobility. The main way of transferring family capital is the inheritance of value orientations for education and obtaining a profession in the field of highly qualified labor. An additional mechanism for the transmission of cultural resources can be considered a visit to cultural events and clubs.
The relevance of the biographical approach in application to the problems of research is substantiated. The method provides extensive empirical material with the opportunity to delve into the understanding of texts. The limitation in using the biographical approach was the complexity of digital processing of primary sociological information.

Целью данного исследования является: разработка теоретико-методологических основ политико-образовательной логистики с использованием квалиметрических моделей, характеризующих роль образовательной системы в структурной оценке государств.Метод или методология проведения работы. Основу исследования составляют образовательно-экономические теории и концепции. Данное исследование потребовало включить целый ряд междисциплинарных подходов с включением инструментария педагогики, политологии, экономики, экономической социологии и др.Результаты. Результаты работы заключаются в том, что автор сделал попытку создать интегральную модель оценки уровня развития государства, основанную на широком диапазоне различных информативных данных, включающих различные показатели.Область применения результатов. Результаты исследования могут быть использованы в педагогической, экономической, политической деятельностях, где требуется оценить уровень развития государства как в отдельном, так и интегральных аспектах. ; The aim. The theoretical and methodological foundations of political and educational logistics and also qualimetric models that characterize the role of the educational system in the structural assessment of states will be created.The method or methodology of the paper. The research is based on educational and economic theories and concepts; this study involves a wide range of cross-disciplinary approaches including the tools of pedagogy, political science, economics, economic sociology etc.The results. The results of the work are about making an attempt to create an integral model of assessing the state development level based on a wide range of various informative data, including different indicators.The field of application. The results of the research can be used in pedagogical, economic, political practices where it is required to assess the level of state development both in a separate and integral aspects.

This article is devoted to the history of the Department of Political Science and Sociology of Political Processes of the Faculty of Sociology at Lomonosov Moscow State University. The stages of the organization and formation of the Department, the processes of teaching formation and methodological activities, which have occurred over the thirty-year history of the Faculty of Sociology, are considered, and the priority areas of the professors research works are outlined. ; Представленная статья посвящена историческому аспекту развития кафедры политологии и социологии политических процессов социологического факультета Московского государственного университета имени М.В. Ломоносова. Рассмотрены произошедшие за тридцатилетнюю историю социологического факультета этапы организации и формирования кафедры, процессы становления учебно-методической деятельности, а также изложены приоритетные направления научно-исследовательской работы профессорскопреподавательского состава.

The article considers the problem of alternative ways of working with childrenand young people when realizing the Federal State Educational Standards of thesecond generation and sense-value pedagogy. The authors analyze the currentstate of knowledge and elaboration of the concept of "psychotechnique" andprovide a detailed de]nition of this concept, taking into account its historicaldevelopment.The authors consider alternatives of classification, depending on the keycriteria: psychotechniques which belong to any theoretical and practicaldirection (behaviorism, psychoanalysis, Gestalt and humanistic approaches);psychotechniques of classic, developing, and non-traditional training;psychotechniques grouped according to the principle of information coding, whichincludes verbal, audiovisual, machine-learning, multimedia, hypertext, holographicones and other; psychotechniques based on the principle of quantity (individual,group, and mass). The model of emanation which is the most interesting to authorsis based on the principle of sense-imagery.The o^ered classi]cation model substantiates the uniqueness of a specialgroup of psychotechniques – sense techniques – which underlie the technologyof sense training. The authors argue that their development and use in theeducational process at various stages of training is urgent. They also describetypes of sense techniques in detail and reveal their nature and possibilities of thepedagogical introduction in the education and training of children and youngpeople. The article summarizes data on some studies of the in_uence of sensetechniques on the formation of motivation, in sense-value choice situations, inproblem and project tasks. For the purpose of giving a complete informationand analytical picture of the modern use of sense techniques in psychotherapy,advertising, politics, sociology, and other ]elds of anthropological knowledgethe authors review them, emphasizing the importance of the development ofa sense-technical approach, its prospects and ecological compatibility amongother psychotechniques. ; В статье рассматривается вопрос об альтернативных методах работы с детьми и молодежью в рамках реализации Федерального государственного образовательного стандарта второго поколения и ценностно-смысловойпедагогики.Приводятсярезультатыанализасовременногосостоянияизученности и проработанности понятия «психотехника», дается развернутое определение данного термина с учетом его исторического развития. Рассматриваютсявариантыклассификацийв зависимости от выделения ведущего ключевого критерия: психотехники, принадлежащие к какому-либо научно-практическому направлению (бихевиоризм, психоанализ, гештальт- и гуманистический подходы); психотехники классического, развивающего и нетрадиционного обучения; психотехники, сгруппированные по принципу кодирования информации, к которым относятся вербальные, аудиовизуальные, машинообучающие, мульти- медийные, гипертекстовые, голографические и другие; психотехники, сформированные по принципу количественного охвата (индивидуальные, групповые и массовые) и, наиболее интересная для нас модель эманации, – по принципу смыслообразности. Предлагаемая модель классификации позволяет обосновать уникаль- ность особой группы психотехник – смыслотехник, которые лежат в основе технологии смыслового обучения. Аргументируется актуальность их совершенствования и применения в практике образовательного процесса на разных этапах обучения. Также дается подробное описание видов смыслотехник, раскрывается их сущность и возможности педагогического внедрения в обучение и воспитание детей и молодежи. Приводятся обобщенные данные, посвященные отдельным исследованиям влияния смыслотехник на формирование мотивации, в ситуациях ценностно-смыслового выбора, в проблемных и проектных заданиях. Для составления полной информационно-аналитической картины о современныхособенностях использования смыслотехник в психотерапии, рекламе, политике, социологии и других сферах антропологического знания авторы делают их краткий обзор, подчеркивая важность разработки смыслотехнического подхода, его перспективность и экологичность среди других психотехник.

The article contains a brief analysis of the difficulties and problems of the development of the sociology of sports abroad and in our country. The article considers the situation with certain measures to displace applied profile sociology undertaken in some Russian physical culture and sports universities in the modern period. As a possible explanation of the reasons for the unfavorable policy regarding the sociology of physical culture and sports and, nevertheless, to prove the prospects of including applied concrete sociological research in the organization of educational and research practice in the field of physical culture and sports in Russia, the materials of the plenary report at the International Congress dedicated to the 100th anniversary of the RSUPESY&T (Russian state university of physical education, sport, youth and tourism) are positioned. The text of the article contains references to the fundamental works performed by teachers, undergraduates and applicants of the Department of Philosophy and Sociology of this university over the past 10 years, which formed the basis of this report. The references show the problems facing modern profile science, as well as the results of specific sociological research (CSI) on this issue. In addition, some of the sports-specific areas of the department's work with the use of CSI are briefly reflected.