Suchergebnisse

Важнейшим фактором становления творческого опыта детей является развивающая игровая деятельность, формирующая гибкость мышления, интеллект, которыйпредставляет собой навыки обработки информации («книжный ум»), развивающие беглость, гибкость, оригинальность и разработанность мышления. В процессе обучения игре в шахматы используются методы решения шахматных задач, современные информационные технологии и методы, реализация врожденных задатков, превращение их в способности, креативное мышление, наличие цели достижения шахматных высот, определяющих его дальнейшую деятельность. В качестве диагностического инструментария оценки уровня сформированности творческого опыта младших школьников, обучающихся шахматам, использовались тест креативности Торренса,«карта одаренности» (А. И. Савенкова), опрос родителей и др. Обучение шахматам состоит из последовательности занятий, имеющих два уровня сложности, распределенных по годам обучения. Важным условием реализации творческого опыта младших школьников является соблюдение принципов развивающего обучения. Активно используются компьютер, задачный подход в обучении, решение сложных и многогранных шахматных задач. Учащимся даются для решения шахматные задачи, развивающие беглость, гибкость, оригинальность и разработанность мышления, предлагаются позиции для решения и разыгрывания нестандартных шахматных задач. Полученные результаты позволяют сделать заключение о последовательности актуализации творческого опыта младших школьников от осмысления генетического опыта до решения сложных шахматных задач.
The most important factor in the formation of the creative experience of children is the developmental play activity, which forms the flexibility of thinking, intellect, which is information processing skills ("book mind"), which develops fluency, flexibility, ingenuity and development of thinking. In the process of learning to play chess, methods for solving chess problems, modern information technologies and methods, the implementation of innate inclinations, their transformation into abilities, creative thinking, the goal of reaching heights in playing chess are used. As a diagnostic tool to evaluate the level of formation of the creative experience of junior schoolchildren learning chess, we used Torrance Tests of Creative Thinking, the Map of Giftedness by A.I. Savenkov, a survey of parents, etc. Teaching chess consists of a sequence of lessons that have two levels complexity, distributed over the years of training. An important condition for the implementation of the creative experience of younger students is the observance of the principles of developmental education. The computer, the task-based approach to learning, and the solution of complex and multifaceted chess problems are actively used. Students are offered to solve chess problems that develop fluency, flexibility, originality and development of thinking, positions are offered for solving and playing non-standard chess problems. The obtained results make it possible to draw a conclusion about the sequence of actualization of the creative experience of younger schoolchildren from understanding the genetic experience to the solution complex chess problems.

The article reflects the main aspects that should be taken into account in developing and changing the regulation of intellectual property sphere. Being harmful in some aspects, piracy also has a number of properties that can be useful for copyright owners: information, network and indirect effects. The paper presents a mathematical model showing the case where the protection of intellection activity result can cause more damage to public welfare than piracy itself. The findings show a need for tools more flexible than the intellectual property system so that every copyright owner can choose the required level of protection.

The present study legal analysis of the legal aspects of violations of intellectual property rights in modern Russian criminal law, which is currently, despite the urgency of the problem, little studied area, both from the point of view of the theory and from the practical point of view.

Intellectual activity of students requires a special approach towards the system of organization and management of this process. Drawing on the institutional approach, the paper shows the interdependence between the values and norms of the institution and the basic values of students in terms of enhancing their intellectual activity and the formation of human capital of students, as well as the maintenance and development of the intellective potential of the institution. The authors first explore the peculiar forms of presenting in the educational process the basic values of students and university facilitating the efficiency and diligence of students, then present the key values crucial for further functioning and development of students' education system. The article identifies the factors that determine the education system functionality. Among such factors are teaching methodology, the system of periodic and current evaluation of students work, the organization of the learning process, the forms of motivation. The findings demonstrate the influence of students basic values on their intellectual activity, the role of these values in educational and scientific activity of students, the growing impact of the values of higher education institutions on their intellectual activity and intellective capital through the system of students motivation.

The purpose of the article is to demonstrate an influence of Jewish salons of Berlin on the intellectual life of Prussia at the turn of the XVIII–XIX centuries. As a form of communication, salon is characterized with an active participation of women in «traditionally» men's discussions on politics, philosophy and literature. Woman, as a rule, an aristocrat, selected a public at her discretion and moderated a conversation. A blossom of salon culture in Prussia took place at the second quarter of the XVIII century. Influence of Jewish salons on intellectual life of the kingdom is consided to be a one of the topics-in-question for researchers in this field. Deborah Hertz, Petra Wilhelmy-Dollinger and Renata Fuchs are inclined to represent Jewish salons as a phenomenon of a great significance for both Prussian Jews' life and cultural climat of German- speaking space. Hannah Lund and Barbara Hahn assess Jewish salons as one of integrative channels at the turn of the XVIII–XIX centuries. The sourse base of this article is presented with a wide correspondense and memoires by actors of salon communication in Berlin, as well as with satirical writings. In this article, the most famous Jewish salons' hostesses — Henriette Herz and Rahel Levin — are presented. High social position of Jewish women's families, as well as their accomplishment and originality incited a great interest to them. Eminent German cultural activists were among the guests of Jewish salons. Intensive communication with Jewish women affected creativity of German authors. So, it is traced in the present article, how a friendship of Henriette Herz with Friedrich Schleiermacher influenced on his formation as a founder of the original religious concept. Also, a role of Dorothea Mendelsohn in Friedrich Schlegel's life and creativity is highlighted. A special attention is paid to the Jewish women's literary activity as an important component of cultural integration. On a Dorothea Mendelsohn's example, author makes an attempt to demonstrate that affiliation to salon circles gave Jewish women a possibility to start their literary activity. Author of the present article traces a reaction of Prussian conservative literary circles to a popularity of Jewish salons. On examples of Friedrich Nicolai and August Bernhardi is demonstrated, how a fear of feminization and Jewish integration are reflected in Prussian satire at the end of the XVIII century.

Статья посвящена проблеме воспитания интеллектуальной элиты, значимость которой как основы цивилизационного развития российского общества в современной геополитической ситуации очевидна. Авторы рассматривают проблему с точки зрения обращения к историческому опыту ее решения в наиболее прогрессивных российских учебных заведениях. Одним из таких учреждений является Симбирская чувашская школа, основанная великим чувашским просветителем И. Я. Яковлевым и задуманная им как элитарная школа. Историко-ретроспективный анализ этапов становления Симбирской чувашской школы, методов и форм организации учебного процесса и внеучебной деятельности обучающихся в ней позволил авторам сделать вывод о том, что созданные в школе условия, связанные с хорошим материальным оснащением, наличием разнообразной образовательной среды, способствовали интеллектуальному развитию каждого воспитанника. Показаны такие характеристики Симбирской школы, как построение образовательного процесса на идеях личностно ориентированной педагогики, создание атмосферы школы-семьи, реализация принципа потенциальной талантливости всех детей. Особое внимание уделено таким направлениям воспитания интеллектуальной элиты в школе, как изучение опыта элитарного образования в зарубежных странах, развитие академической мобильности особо одаренных учащихся, организация их обучения и стажировки в зарубежных учебных заведениях. Делается вывод об эффективности этого опыта и возможности его применения в современных условиях для решения проблемы формирования национальных элит.
The article is devoted to the problem of education of intellectual elite, the importance of which as the basis of civilizational development of Russian society in the current geopolitical situation is obvious. The authors consider the problem from the point of view of historical experience of its solution in the most progressive Russian educational institutions. One of such institutions is the Simbirsk Chuvash Teacher's School which was founded by the great Chuvash educator I. Yakovlev and was conceived by him as an elite school. Historical and retrospective analysis of the stages of formation of the Simbirsk Chuvash Teacher's School, methods and forms of organization of the educational process and extracurricular activities of students in it allowed the authors to make a conclusion that the conditions created in the school together with good material equipment, diverse educational environment, contributed to the intellectual development of each pupil. The paper presents such characteristics of the Simbirsk Teacher's School as the educational process being based on the ideas of personality-oriented pedagogy, creation of the atmosphere of the school-family, realization of the principle of potential talent of all children. Special attention is paid to such directions of education of intellectual elite at school as studying the experience of elite education in foreign countries, development of academic mobility of especially gifted students, organization of their training and internship in foreign educational institutions. The conclusion is made about the effectiveness of this experience and the possibility of its application in modern conditions to solve the problem of formation of national elites.

Review of the monograph indicated in the subtitle V.T. Ryazanov. The reviewer is critical of the position of the author of the book, believing that it is possible and even necessary (to increase the effectiveness of General economic theory and bring it closer to practice) substantial (and not just formal-conventional) synthesis of the Marxist system of political economy with its non-Marxist systems. The article emphasizes the difference between the subject and the method of the classical, including Marxist, school of political economy with its characteristic objective perception of the subject from the neoclassical school with its reduction of objective reality to subjective assessments; this excludes their meaningful synthesis as part of a single «modern political economy». V.T. Ryazanov's interpretation of commodity production in the economic system of «Capital» of K. Marx as a purely mental abstraction, in fact — a fiction, myth is also counter-argued. On the issue of identification of the discipline «national economy», the reviewer, unlike the author of the book, takes the position that it is a concrete economic science that does not have a political economic status.

The article analyses the contribution of G. Hickes (1642–1715), the author of an Anglo-Saxon grammar and Linguarum vett. septentrionalium thesaurus grammatico-criticus et archæologicus, into the intellectual life of his time. Gathering around him the group of 'Oxford saxonists', he promoted the study of the AngloSaxon language and culture, the publication of texts in ancient Germanic languages and their translation into Late Modern English. In the context of the history of comparative linguistics, his works, in which Anglo-Saxon was considered alongside other Germanic languages, testify, in spite of their deficiencies, to the emergence in that early period of such important concepts as a parent language and a family tree. His achievements include the first description of Anglo-Saxon dialects and poetry. Taking into consideration Hickes' attainments, one might find it strange that many of his contemporaries viewed his research and that of other Oxford saxonists in a critical light. The first reason lay in the intellectual climate of his time. In an age when most British intellectuals saw their historical roots in the culture of Ancient Greece and Rome, the scholars suggested a principally different interpretation of the roots of the British nation. In fact, they contributed to the emergence of a new AngloSaxon identity. Secondly, their contemporaries found strange and pedantic their scholarly methods of textological analysis, which, actually, were quite close to modern ones, and the dry style of their works, the abundance of terms and complicated syntactic structures. The third explanation is the practical bias of most prescriptive grammars of the 18th century, which looked for criteria of correctness not in historical records, but in contemporary usage.

Статья посвящена характеристике некоторых черт варварства и цивилизации в контексте их общественного развития и оппозиции. Акцент сделан на одной из форм социального общения, связанной с интеллектуальной сферой, а именно, на неформальных сообществах Франции. Такими сообществами, среди прочих, были салоны, которые появились как форма проведения досуга французской аристократии в XVII в., но особенно востребованными они стали в эпоху Просвещения, в условиях трансформации социальных структур и духовно-культурных основ общества. Ряд просветительских положений, ставших фундаментом теорий современности (в частности, идеи превосходства цивилизованных народов над варварскими и необходимости их «цивилизовать»), разрабатывались как раз в салонах аристократии, которые, таким образом, стали триггером актуальных идейных концепций. Авторы полагают, что в XVIII в. во Франции в рамках салонных собраний выработалась своеобразная коммуникативная практика в интеллектуальной сфере, которая сформировала культурный образ цивилизации, одна из основных черт которого — интеллектуальное общение, сложившееся в систему правил.
The article focuses on one of the forms of social discourse in the intellectual sphere, French informal communities, in particular. Such communities, among others, included salons, which appeared as a form of leisure for the French aristocracy in the 17th century, yet demand for them surged in the Age of Enlightenment, that came with transformations of social structures, spiritual canons, and cultural foundations. A number of educational policies, which served as the base for the theories of our time (particularly the idea of civilized people superiority over barbarians and the need to "civilize" them), were developed in such salons for the aristocracy, hence making them a trigger for the spread of new societal and philosophical ideas. The authors believe that the intellectual sphere of the 18th century France has developed a kind of communicative practice within the framework of salon meetings that formed the cultural image of civilization, with intellectual discourse, forming a system of rules, as one of its main features.

The following essay analyzes the context in which Vl. Solovyov wrote his philosophical treatise "Justification of the Moral Good". Such an analysis is a necessary condition for a conscientious reconstruction of the treatise's creative history and thus for a proper analysis of the concepts and ideas expressed therein. The aim of this study is a detailed restoration of the intellectual atmosphere in which Solovyov's work was created. Such a project requires a turn to the philosophical activities of less eminent contemporaries of Solovyov, including N.I. Kareev, whose work Solovyov closely followed, responding to him not just critically, but also with a certain amount of sympathy. We also take up here a well-known discussion between the two concerning the philosophy of history and the theory of the historical process. Solovyov's position in this discussion is shown as containing the kernel of a plan embodied in the parts of the "Justification" dealing with social philosophy and philosophy of history. In addition, a textual, conceptual, and comparative analysis of Solovyov's treatise shows that Kareev's scholarly activity was an important factor in the intellectual context in which the plan of the treatise arose, was realized, and corrected. The essay also examines the notes in the text of the Justification that are complementary to N. Kareev (and to N. Mikhailovsky) and that were deleted by the author in preparing the 1899 edition. As we know, this later edition became the basis of all subsequent editions and reprintings. We see that Solovyov was sympathetic and to a certain degree close not only to Kareev's attempts to create an integral philosophical and historical standpoint, but also to his ideas about the high historical vocation of the individual. However, he was also sympathetic to the general pathos of Kareev's theory, which consists in understanding moral activity as a key factor in historical change, taking the historical process as a sphere of the objectification of moral ideals.

The article analyses the main features of the intellectual activity results market through the lens of the product boundaries definition. Frequently the pirated copy is not considered as a substitute for original products in legal cases. However, unlicensed computer programs should be included in the product market boundaries regardless of its legal status if the consumer considers them as substitutes. The difference between these types of products (original and pirated) are hidden not in transformation but in transaction characteristics. It is also important to take into consideration the possible complementarity between pirated and original products expressed in the information and network effects. In order to assess the buyers' choice it is necessary to adjust the methods evaluating product market boundaries prescribed by «The Procedure of market competition analysis» of the Russia's Federal Antimonopoly Service.

Dystopian images: myth or reality? How to understand the risks in the field of progress from the perspective of semiotics of culture? In the article we propose a semiotic approach to the ethics of the relationship between humans and artificial intelligence products in a literary context. The literary dystopia of the early 21st century is built on the principle of "feeling for the future" (Shklovsky) and at the same time "taking a closer look at similar events in the past" (Lotman). From the point of view of semiotics, a person in a dystopia is an image of a "thinking reed": the ability to innovate is his evolutionary advantage. Human thought is comparable to geological force, and in this sense, Yuri Lotman's approach continues the intellectual tradition of Vladimir Vernadsky, from the biosphere to the semiosphere. Modern dystopias by Kazuo Ishiguro show us a society of the future with the division of human groups into 'reserve' and 'legitimate'. Clones and robots are proposed to be viewed not as soulless devices, but as works of art. Dystopian texts are the basis for thinking about the ethical behavior of a person of the future.

Герой прозы Довлатова находится в постоянном онтологическом «зависании в парадоксе» между частями множества оппозиций личностного свойства. В настоящей работе рассматривается его промежуточное положение между статусами эрудированного и мыслящего человека и человека малообразованного. Материалом исследования послужили проявления сознательного приема, состоящего в введении автором в его тексты, вне зависимости от периодов и жанров творчества, вольных или невольных погрешностей против фактов действительности с целью повышения интеллектуального и духовного статуса героя в восприятии читателя. В исследовании применялись структурно-описательный, описательно-функциональный и интерпретационный методы. Задачей работы были группировка и классификация многочисленных примеров недостоверных и ошибочных сообщений из текстов С. Довлатова, еще не ставших предметом внимания в довлатоведении. В ходе работы были сделаны выводы о сознательном формировании автором завышенного представления о герое его прозы как о личности глубоко мыслящего и широко образованного человека, которое далеко не всегда соответствует действительности.
The character of Dovlatov's prose is in constant ontological "hanging in a paradox" between parts of a multitude of personal oppositions. This paper considers his intermediate position between the status of an erudite and thinking person and a poorly educated person. The material of the study was the manifestation of a conscious method, which consists in the introduction by the author into his texts, regardless of the periods and genres of creativity, voluntary or involuntary errors against the facts of reality in order to increase the intellectual and spiritual status of the character in the perception of the reader. The study used structural-descriptive, descriptive-functional and interpretive methods. The task of the work was to group and classify numerous examples of unreliable and erroneous messages from the texts of S. Dovlatov, which have not yet become the subject of attention in Dovlatov studies. In the course of the work, the conclusions were drawn about the conscious formation by the author of an overestimated idea of the character in his prose as a person of a deeply thinking and broadly educated person, which does not always correspond to reality.

Nowadays IT sphere all over the world experiences rapid growth. This situation also refers to the State of Israel that is considered to be one of the leaders in IT-startups and IT sphere in all. The development of IT has a great influence on economy of Israel and its economic development. Application software is usually defined as a main unit in information technologies. Therefore, legal protection of software becomes one of the most important issues regarding IT sphere. Intellectual property law in Israel is mostly based on British intellectual property law. International legislation concerning intellectual property also influences Israeli IP law. As in the majority of countries, in Israel software is considered as an object of copyright law and it is protected in compliance with its provisions. Copyright law is regulated by the Copyright Act passed the Knesset in 2007. The term of protection granted by this Act shall be the life of the author and seventy years after his death. In accordance with the main principle of copyright law, software has been protected since the moment the software was created. That means that software in Israel does not subject to registration or any other procedure of its kind. It is also possible to register a logo and a unique name of software as a trademark, and this can become a substantial addition to the law protection.

This article presents F.A. Stepun's interpretation of the views of the outstanding Russian philosopher Vladimir Solovyov (1853–1900) concerning the issue of the direction of historical development, as an integral part of Solovyov's philosophy of unitotality. It must be observed that this part of Stepun's creative output has not yet been sufficiently studied. In fact, Stepun's interpretation of Solovyov's views in the context of religious symbolism facilitates a deeper understanding of Solovyov's conception as well as the comprehension of the theoretical sources of the historical and religious constructions of Stepun himself. This study emphasizes the importance of Solovyov's work and personality for Russia's Silver Age culture, including his religious and philosophical trajectory, to which Stepun himself belonged. The interest of scholars in Solovyov's work is also documented, with a particular focus on the contribution the Russian émigré community gave to its study: these authors, in fact, managed to preserve during emigration the best traditions of Russian culture, in general, and of Russian religious and philosophical thought, in particular. The core of a number of theoretical statements of Solovyov's historiosophy will be also provided, along with Stepun's interpretation of them. Moreover, the special nature of the "methodological pluralism", which is peculiar to Stepun's approach to research, will be analyzed as well as the importance for him of religious symbolism's method in the study of Solovyov's views on the historical process. Finally, the great meaning of Solovyov's doctrine of God-manhood for Stepun's work will be explored. The main theoretical statements of this doctrine turned out to be compatible with his ideas on the ontology of history, on its structure, and on its anthropological nature. It will be also emphasized the perception of the historicity and "singularity" of Christ, which is peculiar for Solovyov, and subsequently for Stepun, being it the key for Christianity, in general, and for Christian historicism, in particular. The conclusion deals with the significant influence of Solovyov's ideas on Stepun's historical and philosophical studies, as well as with the importance of the problems that concern the study of the intellectual history of Russia.