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2 (23) 2008

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S. Laskiene, D. Lapeniene (, ). Construction

of reality percep-tion through the means of linguistic
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I

Part I. MODERN SOCIETY AND EDUCATION
1(075.8)

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A SYNERGETIC APPROACH TO THE PROBLEM

OF STABLE DEVELOPMENT OF EDUCATION

V. A. Rabosh (Saint-Petersburg)
This article is devoted to the features of a synergetic approach to the question
of stable development in the educational sphere. The problems are investigated
in the context of philosophical-anthropological studies concerning the
organizational basis of the education systems stable development. The author
carries out a theoretical-methodological analysis of the synergetic basis of the
stable development concept. The problems of the optimal conditions for selfrealization and self-development of the person are considered. The author
substantiates the ideas of a modern pedagogy of co-authorship and unity. The
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181190, . -, . . , . 48.
-mail: fphchel@herzen.spb.ru


concept apparatus of the modern conception of stable development is specified
and concretized from the position of synergetic approach: synergy, selforganization, co-evolution, resonance education, steady development and others.
Key words: synergy, self-organization, co-evolution, resonance education,
steady development.

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., 2003.
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9. , . . : - / . . , . . . . : - , 2004.
10. , . . / . . . ., 2000.
11. , . . / . . . - .-.
. -, 2004.

12

 I.
1 + 37

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: , , , , .

EDUCATION AS A FIELD OF BIFURCATIVE CHOICE

OF THE FUTURE STATUS OF SOCIETY

A. P. Fomin (Volkhov)
The article is dedicated to the philosophical substantiation of the special
status of education in the modern changing society. Pedagogical theory declares
as its goal the formation of creative and harmonic personality. However, the
education policy aims more and more at transforming the education into the
market of education services. The first purpose reflects the postmodern epoch,
which uses all the experience of the past, present, and future. The second purpose
reflects the epoch of the modernist style: that is, the past of our education.
This contradiction is to be solved by the education itself. However, it will only be
possible if education is considered not only as a social institute but as a special
sphere of social reality.
Key words: human essence, culture, cultural senses, postmodernist style,
synergetic approach, bifurcation points.

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181190, . -, . . , . 48.
E-mail: fapfme@yandex.ru

13

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3. , . / . ; . . ; . .
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4. , . . . / . . . . . : ,
2000. 480 .
5. , . . / . . , . . ; ., . . . // . 10- . . . . . : , 2002. 532 .
6. , . / . ; . .
. . . . : : , 2005. 588 .

130.2

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390039, . , . , . 31, . 1, . 373.
-mail: n-agapova@mail.ru

20

 I.

: - , , , , .

THE PHENOMENON OF CHANGE OF EDUCATION

PARADIGM IN THE HISTORY OF CULTURE

N. G. Agapova (Ryazan)
The aim of the article is to reveal the possibilities of system-synergetic approach
to the interpretation of the existence of a great number of educational paradigms
as a regular phenomenon. The problem is that there is no explanation of the fact
that a great number of paradigms are distinguished in the theory and practice
of modern education. The question is whether it is possible to explain the existence
of a great number of educational paradigms as a regular phenomenon using
the system-synergetic approach to the history of culture. The article is devoted
to the possibilities of system-synergetic approach, which reveals non-linear process
f rise, co-existence, and competition of different education paradigms in the
stable and unstable periods of the development of society and culture.
Key words: system-synergetic approach, educational paradigm, history of
culture, co-existence of paradigms.

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1. , . . / . . , . . // . 2002. 4. . 5460.
2. , . . / . . , . . // . 2005.
9. . 1725.
3. , . . . . 1 / . . . . :
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4. , . . / . . . . : , 2003. 284 .
5. , . / . . // . 2004. 14. . 68.
6. , . . : /
. . // . 1997. 2. . 39.

37.0 + 0.13 + 46

. . ()
.
; .
, .
: , , , .

CIVILIZATIONAL APPROACH IN THE RESEARCH

OF THE PEDAGOGICAL PROCESSES

O. V. Petunin (Kemerovo)
The article provides the characteristic of the civilizational approach with
the reference to pedagogical systems and processes. It describes the differences
between formational and civilizational approaches, reveals strengths and
weaknesses of each approach, and shows the specificities of application of the
civilizational approach to the analysis of pedagogical processes by various
researchers. The article makes a conclusion that the educational system in any
, , ,
.
653050, , . , . , . 17, . 156.
E-mail: petunnin@yandex.ru

29


country is impossible if the historical and socio-cultural regularities of the
development of this particular country are not taken into consideration.
Key words: civilizational approach, civilization, pedagogical processes,
modernization, education.

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[1, . 215].

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 I.

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2. , . . : / . . // . . : , 1993. . 2. . 1427.
3. , . . : . // . . , . . ;
. . . . . : -, 2001.
4. , . . // . . // . 1995. 6. . 3748.
5. , . . - / . . . . : , 1994.
6. , . . / . . // . 1996. 2. . 1832.
7. , . . / . . . . : , 2005.
8. , . . , / . . // . . : , 1991. . 1.
. 1529.
9. , . . / . . // . 1991. 5. . 316.
10. , . . / . . // . 1990. 5. . 4659.
11. , . . ( ) / . . . . : . , 1996.

376

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679016, , . -, . 4.
E-mail: carpi@rambler.ru

37


, ,
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: , , ,
.

ON THE EDUCATIONAL POTENTIAL OF THE YOUTH

POLYETHNIC COMMUNITIES

V. N. Nikitenko (Birobidzhan)
The purpose of the work is to analyze the opportunities and directions of
nurturing the culture of interethnic relations in polyethnic communities of Russia.
The common and particular in the culture of interethnic relations and
tolerance concepts are investigated. The data of sociological surveys on the
culture of interethnic relations in polyethnic communities in Far East region of
Russia are cited. Some proposals concerning realization of the educational
opportunities of nurturing the culture of polyethnic youth communities are put
forward.
Key words: youth polyethnic communities, educational opportunities,
interethnic communication, interethnic relations

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7. , . . / . . . ., 1946.
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1999.
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/ . . // .
2007. 8. . 184186.
13. : . / . . . . ., 2004.

43


14. , . . -:
/ . . ; . . . . . ., 1998.
15. : . / . . . . , . . . 2-
., . . ., 1990.
16. , . . : / . . .
, 2006.

130.2

*
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. . , . . , . . ,
, , , . ,
, - .
: ,
, , .

WORLD OUTLOOK PRECONDITIONS OF FORMATION IN RUSSIA

MULTICULTURAL COMMUNITY

M. A. Abramova (Novosibirsk)
In the article, the author considers formation of a strategy of intercultural
interaction between peoples in the pre-revolutionary and Soviet Russia, as well
as the socially - consolidating function of the Russian humanitarian culture in
this process. Based on the works of Feodosii, P. F. Kapterev, M. M. Bakhtin,
D. S. Likhachev, and the results of the research on the features of the world
* 2007 .
: ( ())
, .
630090, . , . , . 8.
E-mail: marika24@yandex.ru

44

 I.
perception of northerners, the conclusion is made that the creation of a legal
state in Russia is impossible without development of a concept representing the
basic categories that determine the process of the civil society formation. In these
conditions, multicultural policy may become a starting point enabling to
formulate and create the legislative instruments that reflect the state national
politics.
Key words: multicultural communication, ethnic identification,
integration, sociallyconsolidating function of humanitarian culture.of the world
of northerners is judged existence in Russia world outlook preconditions for
realization of a politics multicultural.

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46

 I.

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48

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.

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. . , . . . ., 1991. 280 .
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. . : , 1986.
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4. , . . / . . . ., 1989.
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6. (2004). ().
. : , 2004.

50

 I.
101.1 + 316

*
. . , . . ()
. , - ;
; . ,
.
; , .
: , , , , , .

THE CORRELATION OF RATIONAL AND IRRATIONAL IN PUBLIC

CONSCIOUSNESS AND THE SAFETY PROBLEM OF THE DOMESTIC
EDUCATION SYSTEM iN RUSSIAN FEDERATION

S. V. Kushchenko, V. I. Panarin (Novosibirsk)

Purposes of the article is to show the correlation of rational and irrational
in public consciousness and the problems of safety of the system of the education
in Russian Federation. The Feature of the problem-solving field. The List of the
main problems, touched in article. The Problem-solving field comprises of itself
such problems, as: the provision of safety of the system of the education in RF;
separations of social-information aspects of this problem; full information on
advantages and disadvantages Bolonjas process; knowledge and faith in the
process of reforms in the system of the education in RF. The author offers the
original approach to irrational, according to which irrational is divided into
* 07-03-90 311 /.
, , , .
630048, . , . -, . 11, . 25.
chuyko_m@ngs.ru
, , - .
630011, . , ., . 18, . 438.
Kav@obladm.nso.ru

51


fetish and potential image. The fetish prevents the optimization of social
management; the potential image promotes the optimization of social
management, including reforms in the system of the education in RF.
Key words: rational, irrational, public consciousness, fetish, potential
image, social information.

. ,
, ( ,
, ).
, , -, ; -, . . - ,
? .
, , .
, ,
. , . ,
. - ,
. , ,
.
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, 10 2000 .).
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. , ,

. .
52

 I.

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, () ()
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53

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1. : .
10. 01. 2000 / http://www. Nationalsecurity.ru /library/00002/00002 concept 2.htm
2. , . . - (- ) / . . . : - : - ,
2007. 248 .

37.0

. . ()
. , ; ; ;
. , , - .
: , ,
.

KNOWLEDGE AND THE INFORMATION IN A MODERN SOCIETY

E. A. Pushkareva (Novosibirsk)
The author considers the problem of significance of knowledge and
information for the development of modern society. The basic questions analyzed
by the author are the following. What is the similarity and difference between
the concepts of knowledge and information? What are the prominent features
of modern knowledge as a general area of science and education? What are the
ways of development of scientific and educational knowledge? What are the
directions the knowledge development of the society and individual?
Key words: information, scientific and educational knowledge, the modern
society of knowledge.
, .
630126, . , . , 28, . 204.
E-mail: Pushkarev73@mail.ru

54

 I.

. ,
, ,
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. .-. ., 2002. 592 .
2. , . . :
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. 2026.
3. , . . Hi-Tech: , :
. . - . / . . , 2007. 39 .
4. , . .
/ . . // . 2007. 1(18).
. 213221.
5. . : . . . . / . . . . . . 1. , 2002. 228 .
6. , . . / . . // . 2005. 2(13). . 36.
7. / . . . . . : -
. . , 1998. 896 .
8. , . . / . . // . 2004. 9. . 284288.

101.1 + 316

. . ()

, , . , ,
,
. , : ( )
( ). , , ,
( ).
124617, . , , 14 , . 1462, . 525.
E-mail: kalnej@zelnet.ru

61



- . ,
, , , .
: ,
, .

ON THE METHODOLOGY OF SOCIAL PROGNOSIS

M. S. Kalnei (Moscow)
The understanding of social regularity is essential for the understanding of
the place of humans in the Universe. The transformations of the social system
set the question of the social trends estimation. In order to estimate the social
trends we need to understand the meaning of history. One of the main problems
is the problem of historicism. The historicist approach is often connected with
tyranny. On the other hand, considering the unity of history is essential for the
understanding the meaning of human being. Society needs to find a satisfactory
methodology of social prognosis. Such a methodology is essential for efficient
social engineering. Thus, the study of social and historical prognosis is essential
for the formation of intelligent mind. The author analyzes the principles of
historical prognosis.
Key words: social regularity, social and historical prognosis, social trends,
social system, historism, historicism, the sense of history, the unity of history,
methodology, social engineering.

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62

 I.

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68

 I.
2. , . : . . / . ; .
. . . . : , 2003. 256 .
3. , . . / . . .
. : , 1975. 151 .
4. , . . / . . // . 1999.
9 . 322.
5. , . . : I / . . ,
. . . : +, 2006. 448 .
6. , . : 2 . : . . / . .
: -, 2005. 800 .
7. , . / . // . . : , 1991. . 28288.

316 + 344.3 + 378.12

?
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. ,
,

.
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* 21.6
, ,
, - - .
630090, . , . , . 8, . 420.
-mail: maierbo@gmail.com
, , ,
, ,
, .
630090, . , . , . 8, . 420.
-mail: nnalivaiko@mail.ru
, ,
.
630090, . , . , . 8, . 411.
-mail: pokevi@mail.ru

69


POSTMODERNISM IN THE SYSTEM OF EDUCATION IS THE NEXT
STEP OF THE SOCIETY ADAPTATION?

B. O. Maier, E. V. Pokasova, N. V. Nalivaiko (Novosibirsk)

It is demonstrated that the introduction of the ideas of postmodernism into
the education system may change the sign of the feedback between education
and society from negative to positive. This phenomenon may increase the chances
that unstable regimes of the society development will appear.
Key words: education, society, cybernetic epistemology, feedback,
postmodernism.

[.: 14]
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70

 I.

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1. , . . / . . , . . , . . // . : - , 2006. 2(16). . 244250.
2. , . . / . . ,
. . , . . // . 2006. .
1. . 244250.
3. , . . : / . . // . 2006. . 1. . 224230.
4. , . . : / . . , . . , . . // . 2007. 2(19) . 199202.
5. // http://
emdrone.livejournal.com/191695.html.
6. , . . / . . // . 2001. 34.
7. , . . / . . // .
2006. 2(16). . 311.

378 + 1

. . (), . . (-)
. , ,
. ,
. ,
.
, ,
76

 I.
.
.
: , ,
, .

EDUCATION IN THE INFORMATION AGE

V. I. Ignatev (Novosibirsk), F. I. Rozanov (Ust-Ilimsk)

The article is devoted to the problem of transformation of education in the
information age. The authors consider the main features of the future information
society indicated by the theorists and analyze their influence on the educational
system. The demand for creative workers increases, because the scientific and
technical knowledge has become the main value. Transition from the society of
manufacturers to the service society leads to the service sphere becoming the
main source of societys wealth. Inevitably, this results in moving away from the
predominance of practical knowledge toward fundamental and humanitarian
knowledge. We should also expect increasing of the share of humanitarian
educational institutions and special educational organizations for the work force
market in the service sector.
Key words: transformation of education, service society, educational system,
information age.

- () , . , ,
, . , ,
.
,
.
, . . ,
, , , .
630092, . , . . 20, . 6, . 407.
-mail: ignat@fgo.nstu.ru
, ( . -),

.
630092, . , . . 20, . 6, . 407.
-mail: firoz@narod.ru

77

. , . . , . , . . ,
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78

 I.

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80

 I.

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1. , . : , / . . : -, 2004.
2. , . : , / . . . : , 2000.
3. , . . :
: / . . // . . 7 // http://
www.irex.ru/press/pub/polemika/07/ast.
4. , . : / . // http://ncdo.levsha.ru/Pub/036D.htm.
5. , . . : / . . // http://www.lihachev.ru/chten/2006god/dokladi/
sektsiya1/gogol.
6. , . . : / . ., . . // http://ido.tsu.ru/ss ?unit=222&page
=contents.
7. , . . / . . , . . // . . IX . . . - RELARN. : - ,
2002.
8. , / XXI :
. . Microsoft. 2004. . 26. .
9. , . . :
. / . . // . .-. . : 2 . : ,. 2006. . 1. . 377382.
10. , . . . / . . //
. .-. . : 2 . : . 2006. . 1.
. 373377.

85

II

Part II. THE PROBLEMS OF GUARANTEEING THE QUALITY

OF EDUCATION
37 + 803

. . ()
. , ,

, . , , , . , ,
, , .
: , , .

COMPETENCE ORIENTED EDUCATION: PHILOSOPHIC BASIS

. . Samoilov (Samara)
The aim of this paper is to substantiate, from the philosophical point of view,
the conception of the competence oriented education alternative to the traditional
education in the information-oriented society. Considering the pedagogy as an
applied philosophy, the author shows that the information-oriented age of modern
civilization must have its own educational system with ethics in its kernel.
, ,
,
.
443090, , . -, 26, . 211.
-mail: evge-samojlov@yandex.ru

86

 II.
Sustainable development of modern society is connected with the upbringing of
the human being of high moral standards, independent, responsible; the human
capable of transforming the world according to the universal values. The paper
reveals the essence of such concepts as competence and skills. There is proposed
a model of persons competence in the information-oriented society which is
built according to the idea of anthropocentrism and the universal system-wide
regularities.
Key words: competence, skills, competence oriented education.

. , , - . ,
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. 88

 II.

, , [3, . 14].
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 II.

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1. , . . . /
. . . . : -, 1995. 448 .
2. , . . / . . //
- . . : , 1993.
3. 2100. / . . . . . . : ,
2000. 208 .
4. , . : . . / . , . .
. : , 2001.
5. , . : .
. / . , . . . : , 2004.
6. , . . /
. . // . . . . 1999. 1. . 5576.
7. , . . : , , / . . ,
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VII . . : . . , 2005. . 227232.

92

 II.
8. , . . : , : . / . . . : - . . . -, 2006. 160 .
9. , . . /
. . . . : , 2000.
10. , . . : / . . . / : , 1996. 512 .

159 + 923

?
. . ()
.
- . -
, .
- , ,
- .
: , , , , , , , , , , - .

WHAT IS COMPETENCE?

T. G. Bogachyova (Novosibirsk)
The main purpose of the article is to analyze the scientific work by foreign
researchers dealing with the problem of definition of the notion of competence.
The article considers the problem of definition of the notion of competence from
the psychological viewpoint. The author tries to analyze and summarize the
viewpoints of various foreign authors concerning this aspect and the issue of
practical possibility of using the competence diagnostics in the scientific research
activity. The variety of approaches to the diagnostics and measurement of
, , .
630039, . , . , . 155, . 408.
-mail: tatiana.bogacheva@gmail.com

93


competence is determined by the theoretical and empirical basis of the modern
natural science paradigm, where competence is described as a premise for selforganized activity. On the basis of European experience of practical and applied
usage of the competence diagnostics techniques, we can conclude that competences
are a decisive factor in the professional and personal spheres.
Key words: ability, self-organization, qualification, skill, activity
competence, personality, social-communication competence.

,
. , ,
,
, .
, ,

. ,
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.

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, .
.
competentia competere,
, . competens , , , . XIII . competentia
- .
competentia Heinrich Zedlers (1753)
, , .
, , . ,
, , , ,
[1].
94

 II.

.
, . .
,
.
J. Weinberg , ,
.
, ,
,
, J. Erpenbeck. , , .
J. Weinberg , ,
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,
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.
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F. Bazer 1995 .
. ,
(N. Thom R. Zaugg) (G. Nourth).
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, , , , , , , , , 98

 II.

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- (
);
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, , .

1. Erpenbeck, J. Handbuch Kompetenzmessung. Erkennen, verstehen und bewerten
von Kompetenzen in der betrieblichen, pdagogischen und psychologischen Praxis /
J. Erpenbeck, L. Rosenstiel. Stuttgart : Schffer Poeschel, 2004.
2. Erpenbeck, J. Die Kompetenzbiographie. Strategien der Kompetenzentwicklung durch
selbstorganisiertes Lernen und multimediale Kommunikation / J. Erpenbeck,
V. Heyse. Muenster : Waxmann Verlag GmbH, 1999.
3. Staudt, E. Wissenschaft ignoriert Mittelstand und Handwerk Fachleute nicht mehr
verfgbar / E. Staudt, B. Kriegesmann, M. Kottmann // Know-How. 19992000.
. 4 (Dez. Jan.). S. 410.
4. White, R. W. Motivation reconsidered: the concept of competence / R. W. White //
Psychological Review. 1959. H. 66. S. 297333.

100

 II.
378

. . ()

- . , , , ;
. . , .
: , , , - .

AXIOLOGICAL BASES OF COMMUNICATIVE COMPETENCE

OF STUDENTS OF HIGHER EDUCATION

V. M. Onishik (Kemerovo)
Articles goal: to actualize students problem of developing the communicative
competence in conditions of specially organized cultural-educational space of
higher education. There is a tradition of studying of communicative competence
in domestic social psychology proceeding from three parties of dialogue:
communication, perception and interaction. The author suggests viewing
communicative competence, proceeding from interrelation of language, culture
and mentality. Such actual approach is connected with a problem of integrity of
consciousness of the person in the conditions of fragmentary world.
Key words: competent paradigm, communicative competence, a concept
sphere, cultural-educational space of higher.

, , , , .
, , , , ,
.
650029, . , . , . 19, . 509.
E-mail: Onishhik@yandex.ru

101

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102

 II.

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J. S. Bruner, A.W. Combs, M. L. Hoffman .).
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106

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[10]. .
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2. , . . - : - : . . . : 19.00.01 / . . . : -,
2003. 176 .
3. , . . / . . , . . , . . . . : - , 1990. 104 .
4. , . .
/ . . // . . . . :
. . . -, 2002. . 4. . 3842.
5. , . . / . . ; . . .
. . // . . : , 2000. . 438453.
6. , . . / . . , . . ; . . . . //
: . . : , 2000. . 616.
7. : . / . . . ; . . . . . 2- .,
. . . : : , 2004. 752 .
8. , . . -
/ . . // . . : ,
1998. . 4766.
9. , . .-
/ . . , . . , . . . . : - -
, 2002. 490 .
10. : / . . . . .
: , 1992. 96 .

107


371 + 13

. . ()
, . , .
. .
.
.

.
: , , , , , , .

DEEPENING OF UNDERSTANDING OF THE TEACHING

MATERIAL AS A PROBLEM OF LEARNING EFFICIENCY

G. M. Seryogin (Novosibirsk)
In the article, some ways of increasing the learning efficiency aimed at solution
of the problem of conscious mastering of educational material are considered.
An important element of reflective activity of pupils is the skill of putting questions
in order to learn as well as to specify or complement the knowledge. Solution of
the problem of understanding of the mathematical text is also connected with
this skill of raising questions. The substantiation of truthfulness or falseness of
statements and conclusions is, to the greatest degree, connected with deepening
of understanding. Inclusion of the reflective problems into the educational activity
also promotes conscious and deep mastering of the mathematical material. In
the article, a great attention is paid to the questions of visualization. One of the
effective ways of deepening the understanding of educational material is the
distinguishing of the semantic cornerstones in the mathematical text and the
usage of basic signals.
Key words: understanding, conscious mastering, raising questions,
substantiation of truthfulness, reflective problems, visualization, basic signals.
, , .
630126, . , . , 28.
E-mail: Has@nspu.ru

108

 II.

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109

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110

 II.

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 II.

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114

 II.

, [. : 1, . 58].
. .
, , ,
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.

1. , . . / . . // . . : , 1976.
2. , . . : . / . . . : - , 1997. 149 .
3. , . . / . . . . : , 1996. 479 .
4. , . .
. . ? / . . // . 1987. 2. . 7180.
5. , . .
: - / . . .
. : , 1964. 219 .
6. , . . : / . . ; , . , . . . : , 1975. 255 .
7. , . . / . . . : , 1997. 85 .

378+13

:

. . ()
,
,
, .
. .
: , , .

, , .
630126, . , . , 28.
E-mail: ftip@nspu.net, dmkruglov@yndex.ru

115


THE MANAGEMENT OF THE EDUCATION QUALITY:
THE PEDAGOGICAL MONITORING

N. R. Kruglova (Novosibirsk)
With the introduction of the system of quality management in the universities
based on the principles of universal quality management, it became necessary
to use the technologies that are closely monitoring the process of forming the
future specialists. One of such technologies is pedagogical monitoring of the
specialist training quality. Various approaches to control and evaluation of the
higher education results during various historic periods are considered in the
article.
Key words: quality of higher education, quality management technology,
pedagogical monitoring of quality.

, , ,

[7, . 23]. , . : , , , ,
.
,
.
1998 ., ; , [3, . 11].
2003 . , ,
, (, , , ,
), .
, , (, , ,
. .).
:
, , , ;

;
, [2, . 21].
116

 II.

-,
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[5].
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, , , ( ) [1]. , , .
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, . - [5, . 15].
197080- . .
: , , , , [4, . 78].
, 1974 ., ,
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, , , . 117

,
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,
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(), 9000.
9000 1987 . . . ,
2000 . . . , , ,
,
[6, . 50]. , , : , , , , ,
, , ,
.
(TQM), . , PDCA (plan do check action)
. , , ,
, . ,
. 9001-2001, 118

 II.

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[8, . 67]. , , - ,
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.

1. , . . / . . .
. : . . , 1961. 618 .
2. , /
. . , . . ; . . . // :
, , : VII .-. .
(1920 . 2004 .). : - . . - . , 2005. 264 .
3. , . . : . /
. . , . . . . : : , 2007. 192 .
4.
(1618 . 1973 .) . : . ., 1973.

119


5. , . .
: . / . . . :
. . - , 1998. 150 .
6. : . / . . . . : , 2002. 174 .
7. , . . . . 4 / . . . ., 1991.
8. : -
/ . . . . . : . - ,
2000. 448 .

378.02 + 51

. . ()
, : ,
,
, ,
, .
: , , , , , , .

DIFFERENTIATION OF TRAINING AND THE LEVELS

OF MASTERING OF KNOWLEDGE

M. E. Fedotova (Yakutsk)
In the article, various approaches to the problem of studying different levels
of mastering of knowledge are considered, the main interpretations of the
following concepts are analyzed in detail: the levels of educational activity, the
levels of intellectual activity of pupils, the levels of cognitive activity of pupils,
self-management of educational activity, the levels of cognitive independence,
the levels of mastering of knowledge and skills.
Key words: teaching, level, knowledge acquiring, evaluation of the results,
basic level, intermediate level, advanced level.

. , ,
.
677000, . , . , . 12, . 47.
E-mail: mil_imi@mail.ru

120

 II.

, . : (. . [1]), (. . [8]), (. . [7]).

() (. . [9]),

(. . [11]), (. .
[2]),
(. . [3]), (. . [10]);
(. . , . .
[12; 13]), (. . [4]),
(. . [5]), (. . [4]).
.

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.
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, . , 121

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 II.

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 II.

[13, . 4041].
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: , [4, . 7].
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, , , ,
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: ( , , ), (), . , ;
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; .

1. , . . / . . .
: - . -, 1977. 304 .
2. , . . : /
. . // . 1999. 5. . 1625.
3. , . . : . . . . / . . , 1996. 18 .
4. , . . ( ) :
. . . . / . . , 1998. 17 .
5. , . . /
. . // (. . ). 1999. 38.
. 37.

125


6. , . .
/ . . // . 1973. 8 (XXI). . 4345.
7. , . .
/ . . . : - . . -, 1982. 224 .
8. , . .
/ . . // .
1974. 10 (XXIII). .1315.
9. , . . / . . . . : ,
1981. 96 .
10. , . . : . . . . / . . , 1996. 39 .
11. . .
/ . . ; . . . ,
. . // : . . . . : - , 1987. . 7888.
12. , . . : .
. - . / . . ., 1998. 37 .
13. , . .
: . . . / . . , 2000.
188 .

378+13

:

. . , . . ()

.
. .
: , , .

, ,
,
.
630126, . , . , 28.
E-mail: krash@nspu.net
, , .
630126, . , . , 28.
E-mail: ftip@nspu.net, dmkruglov@yndex.ru

126

 II.

GUARANTEEING THE QUALITY OF THE SPECIALIST TRAINING:

A CONCEPTUAL MODEL

V. V. Krasheninnikov, N. R. Kruglova (Novosibirsk)

Various approaches to defining the quality of education concept and the
ways of realization of the quality improvement on the state and university levels
are considered in this article. The monitoring results of the student training
quality at the department of technology and business are introduced. A model of
quality improvement of the specialist training is suggested in the article.
Key words: education quality, system of quality management, model of
quality improvement of the specialist training.

, , .
, -
,
. XXI .
, .
2003 . , 2010 . - . :
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 II.

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 II.

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1. , . . , / . . , . . ; . . . // : , , : VII- .-.
. (1920 . 2004 .). : - . . - . , 2005. 264 .
2. , . . : / . . , . . ,
. . ; . . . . . : - , 2006. 72 .
3. : - / . . . . . : . - , 2000. 448 .
4. , . .
/ . . ; . . .-. . - // . : - , 2003. . 3.

13 + 65

. . ()
,
.
, , .
630126, . , . , 28.
-mail: alek@svs-6.ru

131


,
, , -.
: ,
, , , .

THE LEVEL OF TRAINING AND DEVELOPMENT

OF THE PERSONNEL AS A CONDITION OF COMPANYS
SCORECARD BEING BALANCED

A.V. Morgunov (Novosibirsk)

In the article, there is considered one of the aspects of the modern philosophy
of management the human factor which is becoming the foundation of high
results for any company. To create wide competition possibilities, one needs a
balanced system of the effectiveness indicators; whereas personnels training and
development turns out to be the leading criterion, because it is exactly the factor
providing realization of the goals concerning financial activity, relations with
clients, and optimization of the internal business processes.
Key words: manpower, balanced scorecard, office work, clerical work,
strategic operation, corporate management.

,
XX .
(18421924) ,
, , , .
1930- ., . ( ). , , . XX . ,
, , . ,
. . , . .
.

.
, , , , . .
1920- . : , . , . , . ,
, , .
132

 II.

. 1922 . ,
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134

 II.

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139


371.162 + 01.031.4(100)

( )

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. ,

XX XXI . .
: - ,
, ,
, .

THE FUNCTIONAL LITERACY REQUIREMENTS

IN THE CONTINUOUS EDUCATION CONCEPT
(IN THE WESTERN COUNTRIES)

N. . ganesyants (Vladikavkaz)
The article analyzes the transformation of the definition of functional literacy
as the development of the continuous education skills in the contemporary
research in the West. The author focuses on the social context, philosophical and
pedagogical aspects and technological foundations of interpreting the functional
literacy of the information society based on the example of educational policy in
the U.S in the second half of the 20th and the beginning of the 21st century. The
outcome of the research is represented as a technological construct of the
functional literacy.
Key words: information and communication technologies, functional
literacy, technological literacy, learning skills, continuous education.

,
(R. Lanham, M. Tuman, P. Gilster, J. Bolter, G. Hawisher, C. Selfe, G. Kress).
, .
, ,
- .
362039, . , , . , . 63/2,
. 136.
-mail: oganat@mail.ru

140

 II.

. .
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20032012: ,
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. [2, . 20].

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, , [4, . 27].
, XIX .
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142

 II.

[6, pt. 2, . 2].
,
.
, , ,
[6, . 3].
,
. . .
., . .

.
2002 .
XXI . (Partnership for 21st Century Skills),
, Apple, Dell Microsoft, ,
, . XXI ,
,
, XXI .
-
() . - . XXI . ,
- .
-
[7, . 11].
2007 .
(International society for technology in education)
(National educational technology standards for students),
1998 . ,
.
:
143

1. . ,
.
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,
.
3. - . - , .
4. ,
. , ,
, .
5. . ,
, , .
6. . , [8].

, . ,
, .

1. Adult literacy and new technologies: Tools for a lifetime. U.S. Congress, Office of
technology assessment, 1993 // www.eric.ed.gov/ERICWebPortal recordDetail?
accno=ED361473.
2. 20032012 //
www.un.org/russian/events/literacy/literacy.htm.
3. Tuman, M. A. Preface to literacy: An inquiry into pedagogy practice and progress /
M. Tuman. Alabama : The Univ. of Alabama Press, 1987.
4. Faucault, M. Discipline and punish: The birth of prison / M. Faucault. New York :
Vintage Books, 1979.
5. Deleuze, G. Negotiations / G. Deleuze. New York : Columbia Univ. Press, 1995.
6. Getting Americas students ready for the 21st century: Meeting the technology literacy
challenge. A report to the nation on technology and education reform, 1996 //
www.ed.gov.about/offices/list/os/technology/plan/national/index.
7. Learning for the 21st century, Partnership for 21 st entury skills, 2003 //
www.21stcenturyskills.org/documents/P21_pollreport_singlepg.pdf.
8. National educational technology standards for students, ISTE, 2007 // www.iste.org/
inhouse/nets/cnets/students/pdf/NETS_for_Students_2007.pdf.

144

 II.
37.011.33

*
. . ()
. . . ,
.
: , , , .

AN ADAPTING ROLE OF THE PATTERN DOUBLE BIND

IN EDUCATION STATEMENT OF THE PROBLEM
AND BASIC CONCEPTS

B. O. Maier (Novosibirsk)
There is analyzed G. Batesons approach to formalization of the double bind
situation during communication between individuals on the basis of the theory
of logic types and logic levels of communication. Generalization of this approach
to the case of communication between social groups and social institutes is
suggested. It is substantiated that the analysis of the double bind situation in
the society has a paramount importance for revealing the adapting function of
modern education.
Key words: patterns, logical level of communication, double bind,
adaptation.

[1] .
. ,
* 21.6.
, ,
, - - .
630090, . , . , . 8, . 420.
-mail: maierbo@gmail.com

145

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,
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, double bind , .

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( ). , , 2007 .
Kybernetes,
. ,
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, , :
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,
,
[11, . 158]. 146

 II.

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152

 II.

the agreement is binding

upon both parties ( ) bind, ,
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153

,

.

1. , . .
/ . . // . 2006. 2 (16). . 284291.
2. , . . / . . // . 2007. 3 (20). . 6775.
3. , . . / . . ,
. . , . . // . 2006. . .
1. . 305315.
4. , . . : / . . // . 2006. . . 1. . 224230.
5. , . . : / . . , . . // . 2006. 3 (17). . 6370.
6. , . . / . . , . . , . . // . 2006. 2 (16). . 244250.
7. , . : ,
: . . / . . . : , 2000. 476 .
8. , A. M. / . . // .
. , . . :
, 2000. 476 .
9. Kybernetes (Bingley, UK: Emerald Group Publishing Limited). 2007. Vol. 36.
7/8. // http://www.emeraldinsight.com.
10. , . . : . . / . .
. : , 2007. 248 .
11. , . / . ,
. // : , ,
. . : , 1996. 400 .
12. , . / . // :
. . : , 2003. . 451452.
13. , . / . // . .
, . . : , 2000. 476 .
14. , . . / . . , . . // .
. , . . : , 2000. 476 .
15. , . . / . , . . // http://
ihtik.lib.ru.
16. , . . Double bind / . . // http://metanymous.livejournal.com/
46700.html.

154

 II.
813 + 37.0

. . ()


, -.

, , .
, , ( , ,
, ). , , - .
: , , , , , , , .

INTEGRATION OF LINGUISTIC DISCIPLINES

IN THE INSTITUTION OF HIGHER EDUCATION

A. V. Koreneva (Murmansk)
In this article the author is considering integration as one of the conditions
for professionally-oriented Russian Language and Language Culture University
course, aimed at nonphilologists. The author offers the model of the course
integration with general and specialized subjects, determines its role in
educational process and describes the criteria for integrated subjects selection.
The forms, methods and ways of integrating the subjects are described (i. e.
integrated classes, talks on integrated topics, professionally oriented language
material usage, professional course books analysis). The author proves that
application of the integration principle increases the motivation of students for
studying Russian Language and Language Culture and helps to form their
professional communicative competence.
Key words: professionally oriented education, integration, interdisciplinary integration, integrative model, interdisciplinary links, integrated class,
professionally oriented texts.
, , ,
.
183031, . , . , . 4/1, . 58.
-mail: shishloeg@mstu.edu.ru.

155

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,
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 II.

). ( ):
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158

 II.

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 II.

. , ,
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.
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1. , . . : . . . . / . . , 2004.
2. . ., 1988.
3. , . . / . . // . 1 (18). 2007.

37.01

. . ()
- .
161



- , , , , , . ( ). , , , ,
, - , .
: , , , , , , , , , .

METHODOLOGICAL FOUNDATIONS
OF THE SENSE-ORIENTED EDUCATION

E. G. Belyakova (Tuymen)
The essence of education, as a part of upbringing of the sensible culturalhistorical person, cannot be fully realized within the traditional context of
cognitive-oriented school. There is described in the article a complex of mutually
coordinated and mutually complementary methodologies including various
approaches of cultural studies, axiology, anthropology, psychology, and
hermeneutics. Using this basis, a sense-oriented educational model can be built
up. There are shown by the author the possibilities of an absolutely novel
interpretation of knowledge assimilation as a fully cultural, personal, and
development oriented process, using the resources of the Understanding
category. The author suggests quite a novel approach to determination of different
values, goals, principles, contents, ways, and methods of the educational process
as an alternative to the cognitive-oriented methods. This new way leads to
formation of sense and values of the person and ensures formation of the manof-culture.
Key words: understanding, sense, culture, person, cultural studies, axiology,
anthropology, hermeneutics, psychology, sense-oriented education.

,
,
,
.
, , ,
- , .
625003, , ., 10.
E-mail: B-Evgenia@yandex.ru

162

 II.

,
. , , - ,
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, 164

 II.

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 II.

.
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( , , , ).
- , ,
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, .

1. , . . /
. . // . 1997. 3. . 1520.
2. , . . : , /
. . // . 2002. 3. . 37.
3. , . . XXI / . . .
. : , 1998. 605 .
4. , . . : / . . . : : . -, 1998. 312 .
5. , . . : ,
/ . . . . : , 1999. 487 .
6. , . . . / . . . . : , 2003. 271 .
7. , . . : /
. . // . 2002. 1. . 7187.

167

III


Part III. PHILOSOPHY OF EDUCATION IN WESTERN
AND EASTERN TRADITIONS
80 + 81 + 13

CONSTRUCTION OF REALITY PERCEPTION THROUGH

THE MEANS OF LINGUISTIC EXPRESSIONS:
A POSTMODERN VIEWPOINT
S. Laskiene, D. Lapeniene (Lithuania, Kaunas)
In the article, the concept of destruction, introduced by the post-structuralist
Jacque Derrida, is analyzed. The ways of its application to the notion of the
variety of texts meanings are considered. Based on Jacque Derridas ideas
that any system of meanings can be considered as a text, the ideas of
deconstruction are applied and interpreted in the context of the educational
institution activity. The methods of application of the primary deconstruction
as a way of reading and perceiving the meaning of the text are analyzed. They
are interpreted in the educational context. Intertwining of the varieties of
meanings in the educational activity is discussed. Thus, there is demonstrated
the influence of these methods on language expressiveness in the intertwined
varieties of meanings which can be considered as a dialogue. In the process of
this dialogue, the reality is constructed employing various ways of language
expressiveness.
Key words: postmodernism, language, deconstruction, logo-centrism,
meaning, educational institution (school).

:

. , . (, )
, , , (), ,

.
LT-44221, Kaunas, Sporto, g. 6. . , . , . 6.
E-mail: s.laskiene@lkka.lt

168

 III.
. , .
, . , ,
.
(
) , , . ,
, .
: , , , , , ().

Postmodernism originated in the sixth decade of the 20th Century. Since

1960s it has become a dominant way of reflecting the processes occurring in
the society. According to Bing Fai (2004), the emergence of Postmodernism
was connected with the appearance of the knowledge-based economy which
brought about radical changes in societys life.
Postmodernism may be considered as a reaction to modernism. It is a
philosophical movement which, according to Adams (1998), is called the
Reflection of the XX centurys Culture. Bauman (1992) treats postmodernism
as a state of mind: an attempt to rebuilt, reestablish what was devaluated by
modernism which was the framework of the progress of the Western civilization.
Adams (1998) indicates that postmodernism is a way to conceive that the world
experiences a period of basic change. This is the title of the epoch which links
what already passed and what is going to happen. It encourages flexibility of
boundaries and uncertainty about the Future (Bing Fai, 2004).
According to Longstreet (2003), postmodernism arouses understanding that
there are different ways of Knowledge and Being. Postmodern philosophy
provokes multiplicity, variety of viewpoints. If we agree with Allans (2004)
proposition that each paradigm is valuable as much as it has positive influence
on societys life, Postmodern philosophy gets surplus while realizing itself in
the educational context.
Postmodernism signifies the culture of meaning, elocution, individualism,
subjectivity, and playfulness. The accents of freedom are to be changed; the
values of subjective perception, innovations, and challenges are established.
They are involved in all the forms of social life and all the social institutes.
They are reflected in the Other way of the educational philosophy discourse.
The influence of the instruments of speech to the perception of Reality in a
generic sense, as well as the school reality perception in the educational context,
is the greatest part of the concept of Jacque Derrida, the most outstanding
20th century French philosopher. One of the greatest post-structuralist and a
language philosopher, J. Derrida introduced a term deconstruction in the context
of philosophical grammatology.
Speaking about deconstruction, J. Derrida (1976) applied this term at first
for the process of reading and valuation of the philosophical text. In his
subsequent works, Derrida (2004) expanded the notion to valuation of societys
virtues and interpretation of the social identities. The philosopher enlarged
the traditional notion of the text. He claimed that everything that can be

169

perceived is, at the same time, a text (or there is nothing outside the text,
p. 158, J. Derrida, 1976). The text is much more than what could be written on
the paper. In Derridas opinion, every system of meanings might be understood,
interpreted, and read as a text, because it is the signs that are making the
systems of meaning; and, as a consequence, the perception of reality becomes
possible. The written signs form texts. Virtues, capacities, and characteristics
are a small part of things that compose the Self. Personalities form organizations.
Every action has a meaning which is much more than a scheme of various
signs. This might be said about all forms of action. The notion of Deconstruction
takes peculiar forms in the educational context.
The aim of the article is to interpret J. Derridas concept of deconstruction
in the educational context.
The power of language: construction and deconstruction of logos
According to Leggo (1998), Deconstruction might be treated, in a generic
sense, as a philosophy which claims that the world, which we know and
experience, is constructed and revealed through language. Language is overt,
changeable, vibrating. The power of language enables us to experience doubt,
incredulity, questioning, and irony. We are able to understand reality by
denominating, using terms and oppositions.
Deconstruction opens perception for searching the meanings. According
to Kuiper (1997), deconstruction allows perceiving the openness, which is
presented in terms of how close the scheme is from the point of view of the
Other. Deconstructive openness is the openness for the Other.
J. Derridas work is unique he treated philosophical texts as writing, as
one more genre in literature. Before him, philosophy only treated itself as a
science which was able to find and reflect the Truth and Essence. The
philosopher not only understood but also demonstrated the importance of
written signs conveying the conception of reality: there is always the third
between the world and the speaker seeking to know the world that is, the
written symbols of language. They had to be left only as neutral aids which
helped to express the speakers ideas. It is undeniable that the written symbols
and texts are different in different cultures and minds; and they have different
readers and even interpreters for whom the text was a written text. Words,
their structures and meanings do not represent only regularities of universal
truth or entity. Interpreting texts as the authors social and cultural experience
and subjective product of the world-view reveals the subjective part of the
philosophy.
In his seminal book Off Grammatology, the philosopher expressed the
ideas which later on were interpreted as deconstruction of philosophy. Derridas
followers readjusted the thoughts from the context of grammatology to the
perception and analysis of the literal text. After that, there followed the
deconstruction of the social science texts. Unlike the humanities, in the context
of social sciences not only texts but also institutions are possible to deconstruct.
In the educational context, not only the politics of education can be
deconstructed but also its premises, adequacy, and the outcomes in the school,
a unique and interdependent community. Here we might notice a critical role
of speech, its depth and its boundaries, constructing and conveying reality as

170

 III.

it is desired to be seen. The emphasis on the text apprehension techniques

allows understanding a critical role of language in constructing the reality,
later on demonstrating its influence on the interpretation of the social context.
Deconstruction enables to reveal new sides of the meaning of the text,
experience reading as intellectual enjoyment. Deconstruction of the text is an
analysis through which these nuances of the meaning are revealed. By
systematizing Derridas ideas (1976), it is reasonable to distinguish five ways
of how the writing conveys different meanings and how to envisage them:
The metaphysics of presence. Presence is perceived as a relation between
consciousness, contemplation, and the object of analysis. The main question
raised by Derrida is to what degree the linguistic signs might be neutral; or, as
Clauson (2007) claims, is the author able to control all the meanings that the
written text accommodates? The author always inserts his/her own meaning
into the text; still, if the reader finds other meanings in the text, this is not the
readers or writers mistake. Every text has its own spectrum of meanings. The
reader envisages the meaning depending on his/her own cultural experience
and perception. Symbols never remain as simply neutral meaning conveyors
which exist in the authors mind. They form meanings which create sub
auditions and categories through which the cultural and historical basis of the
text is unfolded.
Stressing the repeated process of criticism and reinscription, the
philosopher expresses the idea that there is no word which has only one
meaning. Each notion is ambiguous and its meaning varies in different contexts.
Creating neologism difference, the philosopher does not define the notion.
He shows that the change of one symbol radically change the content of the
notion. The term Diffrance is close not only to the notion of deferal efforts to
define the meaning but also to difference; i. e., a game with plenty possibilities
of meaning. Consequently, both differences and identity might be characterized
as the forms of diffrance. Diffrance might be understood as a continuous
process of searching for meaning and connection of oppositions.
One of J. Derridas strategies of creating a repeated process of criticism is
by deliberate suspension of the concepts. Philosopher puts words under
erasure. The words in the text may be crossed. Writing a word and crossing it
out means that the word is inaccurate. However, printing both the word and
deletion signifies that the word is necessary and it remains legible. Hence, the
mark of erasure acknowledges a highly provisional status and inadequacy of
the employed word; and the fact that the word and the deletion are printed
means that the reader cannot manage without them in the work of
deconstruction. This method is a way to motivate the reader to contemplate
about the latent meanings of the text, envisage them. The deleting allows
transformation, liberalizes new notions.
Decentering of the text structure allows liberating from the created
and transmitted discourse meaning which is presented as one and unique.
Each text has its structure where some notions are in higher hierarchical
positions than others. They form the center of the text and first convey the
noticeable meanings. Besides, elimination of texts center does not make them
immovable into another notion or notions, and also opens other meanings.
The spectrum of meanings is expanded up to infinity, as the readers mind is
171

not limited to the cyclical logic which is created and proposed by the discourse.
Tracing only the primary meanings of the text, the reader becomes trapped in
the circular logic of the discourse which ceaselessly confirms its truth. While
deconstructing the text, not only the meanings dictated by the discourse are
perceived but also the latent meanings of the text.
Investigation of the rhetorical strategies might be treated as one way of
the text decentralization. It is precisely through the text oppositions to logics,
metaphors, allegories, and neologisms that the latent meanings are disclosed.
The means of rhetoric are extremely ambiguous and allow text liberalization.
The postmodern conception of speech, as well as deconstruction, appreciates
metaphors in the sense that the meaning is constructed but not absorbed from
the words. As being socially constructed, the meaning perception allows
conceptualizing and admitting more than one concept of reality. Vandenboncoeue and Torres (2003) points out that metaphor is the main linguistic
characteristic, leading to creativity and visions of alternative worlds. Metaphors
evaluate different ways of perception. They allow envisaging different,
alternative, and profound meanings.
It might be stated that deconstruction is a way to envisage profound
meanings, notice other meanings than that which dominate in the hierarchic
structure of the text. Deconstruction theory declares suspiciousness towards
unambiguous implications and categorical, single-sided generalizations.
Deconstruction is a covenant to see different meanings: search for them,
distinguish them, not to confine oneself to them and not to forget that there
always exists the Other.
Opening the School System of Meanings
According to Sidorkin (2005), school is a social system which is so subtle,
so complicated, and so unique that it hardly yields to any generalizations.
Sidorkins (2005) ideas yield the conclusion that studying the school, even
more so its improvement cannot be performed within the framework of the
modern discourse. First of all, school is a dialogue, split into meanings, a unique
culture and creativity in activity, for which generalizations and laws describing
the rest of the world of work are not applicable. The school system might be
analyzed individually, invoking qualitative methods and avoiding generalizations. It is a system of meanings and dialogue which has an individual logocentric expression.
School as an institution has its own logo-centrism. According to Allan (2004),
it is expressed by myths, the most important one being the expert status of
teachers cognition in relation to the experience and knowledge of the students.
Cognition might be equated to a metaphor of tree. It is characterized by
consistency, systematization, hierarchy, and validity. School has its own
cogitation models, where it is very important to emphasize what is appropriate,
expected, and desirable. It has concrete evaluation mechanisms. We realize
our own competence, effectiveness, and quality of the action comparing them
with those who embody the Other those parts of communication, qualities,
and commodities that are not admissible. Furthermore, school has mechanisms
of defining and discharging the Other. The Other always exists and school as
an organization tries to expel, delimitate it. However, the Other never departs
and always finds new forms of ostentation. There always exits a fraternity of
172

 III.

those who are the most important, productive, awakened, and most seeking;
and there always exists a fraternity of those who bear the outsider label.
Nonetheless, as Gregory (2005) notes, there always exists comparing us with
those people; the remaining ones define their identity and subordination. The
Other represents a different meaning which allows to glimpse that dominating
virtues and meanings are not universal; still, logo-centrism is inferred through
them. According to Allan (2004), schools deconstruction is valuable not as
much as it enables to formulate and give recommendations to the Education
policy and practice, but because it shows ambiguity of the viewpoint on the
educational process and reminds us that there are lots of ways to perceive and
define the Reality. Deconstruction suggests the means for envisaging the
ambiguity:
Convention of the interaction and action in present. Each word, action, or
decision has its own meaning which is implied by the agent. The question is
whether the agent might control all the meanings that could be noticed or
implied into his/her words, his/her speech, pauses, voice timbre, and
intonation. There is a great number of ways to say the same words and every
time we might notice their different meanings.
School is an area of binary oppositions. Formal educational style and informal
relationships of peers, gloomy school environment and youthful schoolboy
tricks, small innocent habits which are better to keep in silence and lifelong
school traditions symbolizing communitys identity and pride these are only
a few examples where diffrance exists. There is a spectrum of meanings and
shades. Sidorkin (2005) describes the possibilities to use the pupil groups and
join their informal relationships while seeking formalized educational objectives.
Solutions ambiguity. School is a system which has some formal difficulties
in organization of management, claims Sidorkin (2005). In some cases, the
most important thing is not the question of whether all the possibilities have
been really evaluated and the solution admitted evaluating all aspects. Is it
really so that the solution guarantees the much desired social justice to the
community? Very often the resolution is conditional: it is the best in the existing
situation but not the best.
School management hierarchy and its decentralization. School is a
bureaucratic system where everything is formalized by means and procedures.
Along with this, it is a social system where everything is alive, dynamic, and
active; and where every member of the community has its own vision and
potential to search. Every school finds its balance between the formalization of
management and the expression of democratic mechanisms where everybody
has his/her right to vote. This structure and hierarchy is not a unique one.
Action orderliness and chaos. According to Sidorkin (2005), each school
has a piece of chaos. It is a system scintillating with energy and vitality, where
there is no purpose to seek precise order and accuracy. There always has to
be some space left for improvisation, surprise, chaos, deviation from the
schedule. That is a part of the study.
So, these are five means to envisage schools logo-centric expressions and
to deconstruct it. There are much more of them and they might be used
remembering that the speech is very important and how important the narrative
is in the community members gatherings. School is a way to speak and to
173

hear each other, to understand, and to face. Although there always is a rooted
illusion that there exist only teachers and pupils potentials, there always is
between them the third the way of speaking. It never performs only an official
part: speech determines in what way we construct reality and how we convey
it. Sidorkin (2005) evokes a three-dimensional space metaphor, claiming that a
three-dimensional view is always constructed from lots of two-dimensional
views. However precisely we would try to define schools system, this would
still be one of two-dimensional views, one of the meanings, one of the
approaches. Only when lots of meanings and approaches confluence, there
unfold the parameters of schools variety and heterogeneity which have to be
perceived while planning and improving education.
Conclusions
It is reasonable to treat postmodern philosophy as a reflection of cultural
and social life in the epoch of knowledge-based economy.
One of the most famous representatives of postmodernism, the French
philosopher J. Derrida introduced a conception of deconstruction.
Deconstruction, applied in different contexts, embodies the viewpoint that
behind the manifested meanings there always exist latent contemplation
patterns and convictions which are described by the philosopher as logocentrism. Logo-centrism acts as a conviction for the cognition of what is the
Truth and how to comprehend it. Every culture, every community has its own
logo-centrism, which defines what the right way to live is. Logo-centrism
displaces the Other.
Text is not the only system of meanings which is possible to deconstruct.
Every system of meanings has its component of metaphysics. Deconstruction
of schools system opens a variety of possible viewpoints and ways of action. It
enables us to envisage myths which transmit logo-centrism and repress the
Other.
The system of social interaction at school can be deconstructed in similar
ways as the system of meanings in the text. The purpose of deconstruction is
not to give certain generalized recommendation for Educational policy and
practice. In this context, deconstruction empowers to understand heterogeneity
and complexity of educational processes and overcome underlying myths about
schools life.
BIBLIOGRAPHY
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2003. Jan/Feb. P. 1114.
12. Sidorkin, A. M. Doing and talking. Schools, complexity, and conversation /
A. M. Sidorkin ; B. Kluwer, J. Kluwer (ed.) // Dialogue as a means of collective
communications. New York : Academic/Plenum Publishers, 2005. P. 241253.
13. Vadenboncoeue, J. A. Constructing and reconstructing teaching roles: a focus on
generative metaphors and dichotomies / J. A. Vadenboncoeue, M. N. Torres //
Discourse: Studies in the cultural politics of education. 2003. Vol. 24. 1. P. 87103.
13

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POLES REQUIRE WHAT PHILOSOPHY?

V. Slomski (Warsaw, Poland)

In the article, there is raised and resolved the question of what Polish
philosophy is in the context of the continental philosophy development. There is
analyzed the understanding of self-determination of Poles as Europeans and
also the attitude in the Polish society to the necessity of studying and developing
, , ,
(, )
E-mail: slomski@vizja.pl

175


philosophy. It is proven that the postulate of philosophys coming closer to life,
creation of an active philosophy capable of solving practical questions is
characteristic for the Polish philosophical reflection.
Key words: continental philosophy, the Polish philosophy, active
philosophy , self-determination, practice.

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IV


Part IV. CONCRETE ISSUES OF THE MODERN
EDUCATIONAL PROCESS DEVELOPMENT
323 + 342 + 37.0

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STRATEGY OF TERRITORIAL DEVELOPMENT AND FEDERAL

REGIONAL POLICY. PROBLEMS OF EXTREMAL REGIONS,
PROSPECT OF SCHOOL EDUCATION

A. P. Gruzkov (Moscow)
Results of the authors analysis of strategic orientations in territorial
development of the Russian Federation against the background of political
reforming are presented. General trends of regional policy are shown (economic
and social spheres), basic development problems of extremal regions are
characterized, an original model of general education development is discussed
relating to educational development of minor and/or indigenous people of the
North.
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E-mail:eliseeva.e@mail.ru.

186

 IV.

Key words: model of education, the regional policy, reforming of education,
regional management, regional development of education.

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-mail: etracken@gmail.com

194

 IV.

: , , , .

GLOBALIZATION, INFORMATION SOCIETY,

AND NATIONAL EDUCATION

D. V. Evzrezov, B. O. Mayer (Novosibirsk)

There is studied the place and role of national education in formation of an
information society in conditions of globalization. There are analyzed The
oncept of formation of an information society in Russia, the national project
An Education, and features of occurrence of Russia in a global information
society. We prove that the information resource is a specific component in the
aggregate development of the state resources. We substantiate that the
globalization processes are closely coordinated with the formation and
development of the modern information society.
Key words: globalization, information society, national education,
information technologies.

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37.0 + 371

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E-mail: Pushkarev73@mail.ru

201


INFORMATION AS A MEANS OF INTEGRATION
OF A SCIENCE AND FORMATION

Yu. V. Pushkarev, E. A. Pushkareva (Novosibirsk)

Interaction of a modern science, society and high technologies have the
information nature. The system approach is deeply connected with information,
as the important principle of integration of a science and formation. The problem
consists that, despite of aspiration to the integration, the certain degree of
autonomy and today is characteristic for establishments, both the science, and
the higher school. It is represented to us, that the principle of an openness will
allow, it is the most rational to solve many problems of integration of a science
and formation, including a problem of creation of the uniform integrated
information space of a science and formation. And the material basis of this
integrated information space will be made with the information infrastructure
created as a result of information.
Key words: educational system, of an information society, information, a
science and the formation, fundamental knowledge, globalization.

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159.9 + 159.922 + 343 + 13

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630005, . , . , . 28.
E-mail: oksvital@ngs.ru

207


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THE EDUCATION OF THE EMOTIONAL EMPATHY AS MEANS

OF THE PREVENTION OF THE DEFLECTING BEHAVIOR

J. V. Lebedeva (Novosibirsk)
In the article, the problem of deviant behavior of minors is considered. The
author analyzes the statistics of criminality among children and teenagers and
arrives at the conclusion that the origins of the problem lie in a wrong choice of
the way of development of the personality of the concrete child (teenager, young
man)-offender (delinquent). This choice is influenced by the changed social
and economic conditions of the society life which indirectly fostered aggravation
of the criminal situation among the youth, drug abuse spreading, social disorder,
and existential vacuum. In the authors opinion, nurturing the emotional
responsiveness beginning from the earliest, preschool age can become one of
the factors determining successful formation of the personality.
Key words: deviant behavior, juvenile, younger schoolboy, emotional
empathy, development prevention.

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. , , 3,8 % ; 4,2 % . , 15,3 %
, 15 % .
, . , .
(sensation seeking); , , , ,
[. : 6, . 28].
, , , -
: ; ; ; ; ; ;
; ; ; , ,
(33 %), (18 %), (42 %) [6, . 62].
. .
:
( , ,
, ;
; , , . .);
- (
- , , . , , , , );
,
.
[7, . 80].
, , ,
, , , .
210

 IV.

. , , , , [. : 4, . 73].
, .

, . ,
, , , .
,
,
.
,
. , ,
.
:
(
);
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, ).
, :
;
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.
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.
-
211

, , , , .
,
. , , , , .
, ,
.
. , .
,

. . ,
. , , .

, ; ,
.


: ; ; -;
; 10
.


. , .
:
10 % ;
47 % ; - 40 %
, 10- 39 %
;

212

 IV.

15 % .
:
10- , -,
,
.
- .
:
50 % ;
16 % ; 10- 21,7 % ;
- 10 % ; 30 % .
, , -, 10- .
:
;
;
.
, . . . : , , , ,
, , , .
: 25 %; 30 %;
35 %; 35 %.
: 25 %; 25 %; 25 %;
25 %.
,
, . -

213

10- .

: .

1. , . . : / . . . . : -,
2004. 315 .
2. , . . /
. . // . : , 2001. 224 . (. ).
3. , . .
/ . . . , 1997.
4. , . . : . //
. . . . : , 2004. 192 .
5. , . . -
: . . . . / . . , 2003. 23 c.
6. . : . . . , . . . : , 2002. 278 .
7. , . . : . / . . . .,
1998. 267 .
8. 19972004 . : . / . . . . : . . - ,
2005. 136 .
9. , . .
: . . . / . . , 1999. 22 .

37.0 + 13 + 316.7

( )

. . ()
, , ;

, , ,
, ,
, .
: , , , , .
, , .
630128, . , . , . 28.
E-mail: shulga.61@mail.ru

214

 IV.

LEISURE AND EDUCATION OF THE PERSON
(HISTORICAL CONTEXT)

I. I. Shulga (Novosibirsk)
In the article, there are considered the problem of free time, the definitions
of its essence, its structure and educational potential. The author performs a
brief retrospective analysis of the viewpoints of well-known representatives of
the basic philosophical schools on this issue and arrives at the conclusion that
free time, leisure can be considered to be an area of development of the positive
forces of the person, one of the basic conditions of its self-development,
introduction to the cultural heritage and creation of new cultural values; that
is, a way of socialization of the person.
Key words: free time, leisure, development of the person, socialization,
civilization of leisure.

, , ,
, - , ,
. . . , . . .
.

, , , , , .
: ,
,
, ,
, , . , .
, , .
, , ,
, . ,
, , , , , [1, . 117]. , , ,
. ,
. , . , . , . 215

[. : 5, . 28].
,
[.
: 5, . 29]. , , .
XIX . . ,
, . , , , . , ,
, , ,
, [2, . 78].
. . ,

: , . (), (). . ,
, ,
, [4, . 56].
, - , - , ,
. . ,

, . , , .
. leisure ()
. loisir, . () . ,
, . . . : , , ,
, . ,
:
, ,
[6, . 481]. ,
, , ,
216

 IV.

, , , .
XX . .
(. , . , . .). , (. , . , . .). , . ,
: , , ; , ; ,
, , , [5, . 31].

.
- . ,
( - ),
, ,
, .
, , , ,
. : ,
, ,
, .
, , , . , , , ,
.
.
.
. 1887 . XX . . , ,
.. , : , (. , . ); ,
,
(. , . ).
217

XX .

. . -, . . , . . , . . ,
. . , . . , . . , . . . , . .
, , [3].
(
, , , , , , ) , , , , ,
,
. ,
-
, , -
.
,
, , .
,
. ,
, , . , , (, -, , , )
.

.
, ,
.
-
. , ,

, ,
,
, .
218

 IV.


1. . : . . / . ., 1884.
2. , . : 30 . . 23. / . , . . . : ,
1967.
3. , . . / . . . . : , 2000.
200 .
4. , . . / . . // . . : , 1977. 207 .
5. , . . : - / . . . : - ,
2003. 127 .
6. , . . : 4 . . 1. () /
. . . . : , 1994. 800 .

37.013.73

. . ()
,
, , , .

. , , .
: , , , , , .

THE PROBLEMS OF SOMATIC EDUCATION

IN EDUCATIONAL POLICY

I. V. Ivanov (Novosibirsk)
In the article, there is considered the problem of somatic education which is
understood as an area of purposeful pedagogical activity directed not only on
preservation but also on formation and strengthening of health, positive
, , ,
- .
630008, . , . , . 113.
E-mail: ivanov.58@mail.ru

219


motivation to a healthy lifestyle. It is impossible to overcome the negative
influences and improve the qualitative and quantitative characteristics of life
without changing consciousness and motivation of the social models of persons
behavior. The author suggests approaching the study of the person from the
point of view of psychosomatics, claiming that the psychosomatic harmonization
is the main valeological method of restoration of the persons internal integrity.
Key words: somatics, training, education, socium, culture, educational
policy, integration,

, , ,
, , , . . ,
, . (
), : (, . soma
), ( . psyche ), (. nous ). , .
.
,
.
,
, .
, , . , , , ,
.
( , ), . : ,
, ,
, .
,
, ,
.
, . -
[1, c. 1824] ( ); ( -

220

 IV.

).
.
,
. , ,
,
- , , . ,
-, .
, , , .
. , ,
, .
( ). .
(. holos ).

, . , , , , ,
, . ,
[11, c. 168].
;
, ,
[5, c. 611]. , , [12, c. 166].
. ,
.
, ,

. ,
, .
, ,
. , , , .
, ,
221

.
( , , , , . .)
,
, . . , , ; ,
, .

, . . [1, . 182184],
. -, ( ) ,
. -, , , , , , . -,
.
, , ,
. ,
, .
, . , ,
,
. . ,
,
. , , ,
, .

; . ,
,
. -
, , , ,
.
( ) . . . - (, , ) . . .
,
222

 IV.

:
, , , ,
, [6, c. 7]. ,


[7, c. 252253]. : ,
, :
, , ,
,
[7, c. 252253].
, . . : ,
;
, ,

.
,
:
[8, c. 27].
,

I . . .
. . . , . . , , , , ,
[10]. . . . . , .
, ,
. , , , , , ,
.
, , , , . . [9, c. 237239].
. .
. ,
223

. . . .
,
, .

, , , .
. . , . . .
, ,
.
I ., , , , , (, , , ) .
, ,

, , , , ,
.

. , , , .
, ,
;
-
. -
,
,

[2; 3; 12].
, . , , , . .

, (
) . ,
.
, :
, ;
() ;
.
224

 IV.

,
.
, .
,
, .

, ;
, [2, . 56]. , , , . . , ,
, , , , ,

, .
,
, , ( ), ; , , ,
;
, (
). , , - , .
, ,
, , . .
.
, , , . , , , ,
.

1. , . . / . . .
, 1985. 248 .
2. , . . ( ) / . . . .,
1997. 209 .

225


3. , . . : / . . . ., 1993. 180 .
4. , . . / . . . ., 1996.
208 .
5. , . : . . / . , . . -,
1984. 76 .
6. , . . . . : 2 . / . . . ., 1952. . 2.
7. , . . . . : 2 . / . . . ., 1951. . 1.
8. , . . / . . . . : ,
1953.
9. , . . ( 150- . . , ) / . . , . . , . . // : . . ,
1995. 295 .
10. , . . / . . ; . . . // XIX . . : , 1987.
11. , . . (section aurea) / . . .
., 1996. 168 .
12. : / . . . . , . . . . : . - , 1993. 166 .
13. , . : . . / . . -, 1988. 296 .

378 + 070.11

XXI

. . ()

.
,
, .
, , , .
, , .
,
, ,
, - .
644080, . , . , . 5, . 213.
E-mail: fr2003@bk.ru

226

 IV.

,
.
: ,
, - .

FORMATION OF THE PROFESSIONAL CULTURE OF THE XXI-ST

CENTURY SPECIALISTS IN THE TECHNICAL UNIVERSITY

I. G. Bagno (Omsk)
In the article, there are considered two major aspects of the problem of optimal
conjunction of the domestic and world experience in specialist training. The
first aspect is continuity and organicity of the connection between professional
culture and general culture of the concrete society; the second, the dependence
of the dynamics of the society development on such basic mechanisms as selfmanufacture and self-renewal. From the authors viewpoint, the technics is a
universal, panhuman phenomenon, a phenomenon of human culture.
Recognition of the variety of types of the technics, that are directly or indirectly
connected with the cultural wealth of this or that local culture, creates necessary
preconditions for self-understanding and development of the societys selfawareness. According to the author, orientation to individuality can become a
strategy of survival and development for the peripheral institution of higher
education. To this end, it is necessary to keep and multiply the positive experience
which has been accumulated by the domestic educational system.
Key words: essential characteristics of technics, characteristics of technics
in aspect of local culture, evolution types of technics: universal and type of
local-culture.

- ,
.
.
. (
) .
, , .
. , , -
. . ,
, - . .
227

( , ).
, ,

, , , . ,

(), , ().
, , -, [6, . 210].
. --
. . -

[6, . 210]. ,
, ,

.
,
,
, . . ,
,
. ,
,
.
, , , , ,
. , ,
, ,
, ,
, , , .
, ,
.
-
; ,
. , (
228

 IV.

, ) ,
, ,
.
, . , ,
,
.
[3, . 32].
, .
. , : , .
, (, ,
) , , , . ,
, , , - ,
, .
, .
. . ,
.
,
. , , .

- , , , . , , , ,
, , , ,
. . .

, . , , , 229

, , , , . , , . ,
, , , , .
, , . , , , ,
() [3].
. , . , [5].
, 5 . ,
.
, . ,
. --,
, [6]. , ,
, .
. ,
. .

. , ,
. ,
. --
.
[6, . 213]. ,
. , , : ,

. ,
, .
.

[4, . 132]. , ,
. , , , , ,
.
. , .
230

 IV.

, .

.

,

, , .
, .
,
. ,
, , , ,
, ,
, - 80- 90- . . , , ,

. , ,
, , ,
, . .
,
,
1980- ., , ,

[2]. , . . :
67 ,
[7, . 8283].
.
, , , , . .

, , .
; , .

231

, ( ).
, , ,
.
.
- . . , , , . , ,
, ,
[1, . 28].
, . (
) .
,
. , ,
. ,
, . . , ,
[1].
, . , , , , , , .
, ,
,
.

:
1) - , , ;
2) ,
- ;
3) - : ,
, . .,
- , , ;
4) ,
;
232

 IV.

5) .
, , - - , .

1. , . / . . . : , 2002.
390 .
2. , . . : . . / . . . :
-, 2000. 384 .
3. , . . / . . . . : , 2004. 200 .
4. , . : . . / . . . : , 2005. 256 .
5. , . . / . .
. : , 2001. 408 .
6. --, . : . . / . -- //
. . : , 2000. . 164232.
7. , . : . . / . . . : , 1997. 464 .
8. , . : : . . / . . . : , 1993. 447 .

101.1 + 316

(- )*

. . ()
-.
- ,
(
, , ). , ;
, (). * 07-06 00 390.
, , , .
630048, . , . -, . 11, . 25.
E-mail: chuyko_m@ngs.ru.

233


;
.
: , , , , , .

ON THE MUTUAL COMPLEMENTARITY OF RATIONAL

AND IRRATIONAL IN PUBLIC CONSCIOUSNESS
(SOCIAL-INFORMATIONAL ASPECT)

S. V. Kushchenko (Novosibirsk)
In the article, there is given authorial analysis of the relation between the
rational and irrational in the public consciousness in one of possible aspects
social-informational. The author substantiates a possibility of a socialinformational approach to understanding the rational and irrational, according
to which the rational is mainly the external for the subject information about
something (and, correspondingly, the irrational is the internal for the subject
information about something). The author considers the relation between the
rational and irrational as a mutually approaching process initiated by the
subject according to its needs. This connection results in diffusion of the internal
and external information; that is, formation of new information (concept).
This process is one side of the social activity of the subject. To describe this
process, one needs to use the complementarity principle.
Key words: rational, irrational, public consciousness, principle addition,
social information, correlation.

-. , ,
. , [1] - ,
, .
.
,

, . , <> () ,
,
[2, c. 691].
234

 IV.

, , , [2, c. 692]. . . ,
,
,
( ) , ,
. . [2, c. 692].
, , , . , . .
, , . , , ,
, . . : <> ,
, ,
, , .
,
, ; , , [3, c. 12]. , . . . , , . . , :
, , , ,
,
[. : 3, c. 23]. .
(), : , ,
, ; , ,
; <>
, , [. : 3, c. 27]. . . , [. : 3, c. 28] ,
, ,
, .
235

, , ,
: -,

; -, ,
; -,
,
,
.
, , , .
, ( ).
, ( ),
, , .
,
, , .
, . , , .
. , . , , ,
. ,
. , ,
.
, . , , , , .
:
(. ), (. ),
(. ) .
( ).
236

 IV.

.
,
, [4, c. 181].
.
( ) ,
, .
.
, , ,
,
. ,
.
, , , , .
: ,
.

, , . ,
. . ( ), . .
, . . .
, ,
[5, c. 152]. ,
, , : . ( ! !)
- ( ) , . ,
[5, c. 152]. , , , , . : ,
,
.

.
, ,
237

, - .
,
( ).
. . ,
. , , . ,
,
( ).

. , .

,
, ( ), .

, .
, .
,
, . . , , , , ,
, . ,
() . , , , , , ,
. , ,
.
, ,
, ,
,
238

 IV.

( ),
.
, - ,
. .
,
,
. , , ,
( ).
, , ( ). , , ,
,
: , , .
, , , .
, - , , , , , (, ). , , ,
, , .
. . : ,
, .
. ,
[6, c. 183]. ,
( )
[6, c. 179].
, , . , .
, 239

, - , ,
. , ,
, .
, .
,
. ,
, ( , ) . , ,
( , ).
,

. , , . ,
.
, , , .
, ,
. , , , .
,
.
,
, , . -
. ,
, , ,
.
-
, .

240

 IV.


1. , . .
/ . . // . . . 2006. 1(35), . 185200.
2. / . . . ., 2000.
3. , . . / . . // : . .
. : , 1976. 367 .
4. , . : 6 . : . . / . . ., 1965. . 4, . 1.
5. , . . : 2 . /
. . . . : , 1983. . 2.
6. , . : . . / . .
. : , 1999. 432 .

339.1 + 378 + 13

. . ()

. ,
.
, (,
, ).

( ,
).
: , , , , -.

RUSSIAN MARKETING PHILOSOPHY

AND MARKETING EDUCATION

S. G. Borisowa (Nowosibirsk)
A contradictory state of marketing theory and practice in Russia is analyzed
in the article. On one hand, understanding the necessity of marketing as the
, ,
.
630126, . , . , . 24, . 167.
-mail: s3257@rambler.ru

241


most adequate concept of enterprise management is growing in the modern
conditions. On the other hand, there is inadequate attitude towards this concept
in real business (for example, there is a skeptical point of view on marketing
technologies; and the influence of marketologists on our domestic management,
especially higher leadership, is still insignificant). The author also touches upon
the topic of improving the marketing education (not only in the higher educational
institutions but also in the entire additional professional education as well).
Key words: crisis of marketing, philosophy of modern business, marketing
management concept, basic education, business education.

,
, . . , , . ,
, : 1970- . [2, . 3739]. ,
:
(, , , ,
, . .);
( , ) , ;
, ,
.
, , , ? ,
,
, ,
.
, , . : , ,
, ?
, : , ? : . ,
.
: -,
, , . . 80 ( , , ), 15 . , .
. ,

242

 IV.

, . , . ,
, :
(
);

;
-, ;
,
( , , . .) ( );
;
( , ).
, , (, )
. : ,
; - , ;
, ;
, ; , , . .

:
(
);
- (,
PR- . .);
,
(
);

(
:
, ).
, ,
, , ,
.
( ?) .
-
.
243

, . .


, . ,
(46 %) , 29 %
, 5 % [3, . 7182]. - .
.
.
, , , (90,5 %) (62,7 %). ,
(46,8 %) , , , ,
.
, , , .
,
(67,1 %) -
.
[3, . 7175]. : .
,
.
, : ,
, , , [3, . 75].
,
,
( , ), () , - . .
, (24,7 %). , 244

 IV.

. , , , , , ,
( !) .
, ,
( ) , ( ,
, , 1990- .).
,
.
1. ,
() .
. : ,
. , ,
, , . , , . , [4, . 1112].
,
, ( ,
). ,
, ,
. , . ,
, (,
,
, . .).

( ),
( ).
.
. , , - , , , - .
,
, -, 245

. ,
.
, ; , (
)
.
( ) . . , -
. -,
,
, . , , ,
-: , . , .
, :
. , ,
, , ,
.
.
-, : , . .
.
-, ( , )
, . ( , )
, -,

.
,
.
( 246

 IV.

- ),
(
),
.
,
. [5, . 26]. ,
, , , . .
,
-, ,

, , , [2, . 37].
, ,

. ,
.
( , , ) -.
2. ,
. ,
, ,
, , [1, . 441].
, ( , )

.
-, .
. ( ) .
3. , . .
( ), 247

. , ,
, ,
[6, . 1819].
(, ) , . ( , ) ,
, . , , , , . .
,
. , . ,
,
- :
( ). , , , ;
( ). ,
.
, , -, .
, , . ,

, ( ). :
, ,
. 196080- .,
. ,
;
. , .

248

 IV.


1. , . . / . . ,
. . // . 2007. 5(71).
. 438443.
2. , . , : . . / . .
. : , 2001. 480 .
3. , . : / . , . , . // . 2005. 9. . 6786.
4. , . . : . . / . ; .
. . , . . . . : , 2005. 272 .
5. , . . : .
. / . . . : , 2004. 656 .
6. , . . :
. . / . , . . . : , 2004. 240 .
7. , . . : / . . // . 2006. 1(61). . 29.

37.015.4

. . ()
. , . .
( )
, . ,
, .
: , , , , , , .

, ; , .
630098, , . , 23.
E-mail: nn_savina@mail.ru

249


THE PERSONAL FACTORS OF DELINQUENCY

N. N. Savina (Novosibirsk)
In conditions of social crisis of a society questions antisocial behaviour of
teenagers have a special urgency. In clause it is shown, that objective conditions
of a life generate a real opportunity such behaviour. Attitudes to the given
opportunities are defined by personal factors of the teenager. The role of the last
(personal factors) in formation of the criminal person also is great, as well as
a role of an adverse social environment. It is shown, that there is a close
communication psychoticism, neuroticism and criminal antisocial behaviour
of the person of the teenager.
Key words: determinism, freedom, delinquency, hyperactivity, psychoticism,
neuroticism,antisocial behaviour.

, () . - ,
- . , ,
- ,
. ,
- ,
, , - .
, , . ,
, , . . ,
, , , . , , ,
.
, ,
, .

, .
, .
, , .
,

250

 IV.

. . , , , [1, . 189].
.
, . ,
[2, . 161]. , ,
, , , . , . ,
.
, . . , .
.
.
( ) , .
, , . ,
, ,
.
[3] , ,
, ( ) , ,
. ,
, , .
, . , ,
.
760 . 217 , , . . 543 , , . , .
. 14
18 .
. [4],
/ , , .
251

. , , , .
: , ,
.
, ,
.
, , .
, . ,
, , ,
, , . / . ,
. , , . ,
, . .
, , , , . ,
, .
.

. , . . . 1415
. 1618 ( , ) . ,
1415 , .
1415
,
1618 .

252

 IV.

, ( ) : F (3, 384) = 3,36;

p < 0,019; : F (3, 384) = 7,23; p < 0,001. , . 1415 .
1415 1618
(r = 0,68; p < 0,01), 1415
1618 (r = 0,41; p < 0,01).
1415 (r = 0,89; p < 0,003). 1415 1618 (r = 0,64; p < 0,048). 1618 1415 (r = 0,79; p < 0,001). 1618
(r = 0,54; p < 0,015) , .
(r = 0,48; p < 0,041). 1415
(r = 0,66; p < 0,008). .

. . , .
,
, .
. . , ,
. , ,
, .
, . -, -, , ,
, . ,
1415 , 1618 .
-, 1416
, ,
253

, 1618- . : , , [4],
; , , ;
[5] ,
, .
-, , , ,
. , , .
, .
. , , . ,
, .

, , 14
.
[6]. . , . 1415- -. 14-
[7]. , , ,
. .
, , ,
, , ,
,
.
, . , ,
.
254

 IV.

, , .
, .
, . , , , .

1. , . . / . . //
. , 1971.
2. , . / . . ., 1965.
3. , . / . , . . .,
2001.
4. Eysenck, S. The dual nature of extraversion / S. Eysenck, H. Eysenck / Personality
structure and measurement. London : Routledge&Kegan Paul, 1969.
5. Eysenck, H. Crime and Personality: an empirical study of three-factor theory /
H. Eysenck, M. Eysenck // British Jornal of Criminology. 1970. Nr 10.
6. Farrington, D. Juvenile delinquency. The school years : current issues in the socialization
of young people / D. Farrington. London : Routledge, 1992.
7. Heaven, P. Personality and self-reported delinquency : a longitudinal analysis /
P. Heaven // Journal of Child Psychology and Psychiatry. 1996. Nr 37.
8. Lane, D. Personality and antisocial behaviour : a long-term study / D. Lane // Personality
and Individual Differences. 1987. Nr 8.

316 + 37

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E-mail: aktor@mail.ru

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THE SOCIAL-ANTROPOLOGICAL FOUNDATIONS OF MODERN

EDUCATIONAL PRACTICES

A. A. Popov (Moscow)
New priorities of the social and economic development of Russia, connected
with the introduction of new technologies and innovative development,
objectively result in the necessity of new concepts of the human potential
development anthropological ones. With their help, it is possible to change the
existing modes of the basic educational process, which is understood by the author
as a process of the persons self-determination. The author distinguishes the
following types of educational activity: management, design, and research. He
also claims that it is necessary to move from the principle of subjects to the
humanitarian-technological principle of the education organization. This is
because the humanitarian technology (not knowledge) is the unit of the practice
reproduction. According to the author, it is necessary to employ a certain sphere
approach in the organization of the conditions for the human potential
development. The essence of this approach is the construction of an educational
society which oversteps the boundaries of the organizational structures of the
existing education system.
Key words: anthropological technologies, human potential, humanitarian
technology, open educational systems, sphere approach.

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CONFLICT INTERACTION IN THE MODERN SYSTEM OF EDUCATION

E. B. Grebenkin (Novosibirsk)
In article, the behavioral stereotypes in the relations between teachers and
schoolchildren are analyzed; the ways of settling school conflicts, innovational
in the conceptual and contextual planes, are examined. These ways are called
mediation. Mediation is specially organized conciliatory procedures integrated
in the educational-training process of school and aimed at making reparation
for the harm done to the victim.
Key words: conflict, conflict interaction, conflict situations, settlement of
conflicts mediation, the school reconciliation service.

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E-mail: rusforscher@mail.ru

262

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. . . . : , 1991. 128 .
5. Mediation in der Schule: Konflikte Loesen in der Sekundarstufe I / hrsg. : Jamie
Walker. Berlin : Cornelsen Scriptor, 2001. 223 s.

267

PHILOSOPHY OF EDUCATION
N. V. Nalivaiko
Editor-in-chief, Doctor
of Philosophical Sciences,
Professor, Director of the
Research Institute of
Philosophy of Education
at Novosibirsk State
Pedagogical University

V. I. Parshikov
Assistant Editor-in-chief,
Doctor of Philosophical
Sciences

B. O. Mayer
Executive Editor, Doctor
of Philosophical Sciences
ISSN 18110916
The founders
of the journal:

2(23) 2008

Editorial Board:
Doctor of Philosophical Sciences, Professor
V. A. Dmitrienko
Doctor of Physical and Mathematical Sciences, Science
A. Zh. Zhafyarov
Pro-Rector of Novosibirsk State Pedagogical University
Doctor of Philosophical Sciences, Professor,
A. A. Korolkov
Academician of the Russian Academy of Education
Doctor of Pedagogical Sciences, Professor
P. V. Lepin
Doctor of Philosophical Sciences, Deputy Chair
O. N. Smolin
of the State Duma Committee on Education and Science
Academician of the Russian Academy of Sciences,
V. S. Stepin
President of the Russian Philosophical Society
Doctor of Philosophical Sciences, Director
V. V. Tselishchev
of the Institute of Philosophy and Law of the Siberian
Branch of the Russian Academy of Sciences
Doctor of Pedagogical Sciences, Professor, Academician
Ya. S. Turbovskoi
of the Academy of Pedagogical and Social Sciences
Doctor of Philosophical Sciences, Professor
A. K. Chernenko
Doctor of Philosophical Sciences, Professor
A. N. Chumakov
Doctor of Philosophical Sciences, Professor
N. M. Churinov

CONTENT
Word of the editor .................................................................................................................. 3

Part I. MODERN SOCIETY AND EDUCATION

The Research Institute
(Training-Methodological
Center) of Philosophy
V. A. Rabosh (Saint-Petersburg). A synergetic approach
of Education
to the problem of stable development of education ............................... 5
at Novosibirsk State
A. P. Fomin (Volkhov). Education as a field of bifurcative choice
Pedagogical University
of the future status of society ................................................................... 13
Institute of Philosophy
N. G. Agapova (Ryazan). The phenomenon of change
and Law of the Siberian
of educational paradigms in the history of culture ................................ 20
Branch of the Russian
O. V. Petunin (Kemerovo). Civilizational approach in the research
Academy of Sciences
of the pedagogical processes .................................................................... 29
The journal is included
in the list of the leading
reviewed scientific
editions and journals
that are recommended
by the State Commission
for Academic Degrees
and Titles (VAK) for
publication of basic
scientific results of the
Candidate of Science
and Doctor of Science
dissertations.
The journal
is included in the
Russian scientific
citation index.
Certificate
PI N 77-2553
The Research
Institute (TrainingMethodological
Center) of Philosophy
of Education
at Novosibirsk State
Pedagogical
University, 2008

V. N. Nikitenko (Birobidzhan). On the educational potential

of the youth polyethnic communities ...................................................... 37
M. A. Abramova (Novosibirsk). World outlook preconditions
of formation in russia multicultural community ..................................... 44
S. V. Kushchenko, V. I. Panarin (Novosibirsk). The correlation
of rational and irrational in public consciousness and the safety
problem of the domestic education system in Russian Federation .... 51
E. A. Pushkareva (Novosibirsk). Knowledge and the information
in a modern society .................................................................................... 54
M. S. Kalnei (Moscow). On the methodology of social prognosis .......... 61
B. O. Maier, N. V. Nalivaiko, E. V. Pokasova (Novosibirsk).
Postmodernism in the system of education is the next step
of the society adaptation? .......................................................................... 69
V. I. Ignatev (Novosibirsk), F. I. Rozanov (Ust-Ilimsk). Education
in the information age ................................................................................ 76
Part II. THE PROBLEMS OF GUARANTEEING

THE QUALITY OF EDUCATION

. . Samoilov (Samara). Competence oriented education:

philosophic basis ........................................................................................ 86
T. G. Bogachyova (Novosibirsk). What is competence? ........................... 93
V. M. Onishik (Kemerovo). Axiological bases of communicative
competence of students of higher education ....................................... 101

G. M. Seryogin (Novosibirsk). Deepening of understanding

of the teaching material as a problem of learning efficiency ............. 108
N. R. Kruglova (Novosibirsk). The management of the education
quality: the pedagogical monitoring ...................................................... 116
M. E. Fedotova (Yakutsk). Differentiation of training and the levels
of mastering of knowledge ...................................................................... 120
V. V. Krashenninikov, N. R. Kruglova (Novosibirsk). Guaranteeing
the quality of the specialist training: a conceptual model .................. 126
A. V. Morgunov (Novosibirsk). The level of training
and development of the personnel as a condition of companys
scorecard being balanced ........................................................................ 131
N. A. Oganesyants (Vladikavkaz). The functional literacy
requirements in the continuous education concept
(in the Western countries) ...................................................................... 140
B. O. Maier (Novosibirsk). An adapting role of the pattern double
bind in education statement of the problem and basic concepts .... 145
A. V. Koreneva (Murmansk). Integration of linguistic disciplines
in the institution of higher education .................................................... 155
E. G. Belyakova (Tuymen). Methodological foundations
of the sense-oriented education ............................................................. 161
Part III. PHILOSOPHY OF EDUCATION IN WESTERN
AND EASTERN TRADITIONS

S. Laskiene, D. Lapeniene (Lithuania, Kaunas). Construction

of reality perception through the means of linguistic expressions:
a postmodern viewpoint ........................................................................... 168
V. Slomsky (Warsaw, Poland). Poles require what philosophy? ........... 175

PHILOSOPHY
OF EDUCATION

2(23)2008
The edition is
carried out with
the financial
support of the
Administration
of Novosibirsk
Region

Editors
A. G. Makhova,
V. I. Smirnova.
Translator
L. B. Vertgeim
Electronic
make-up operator
Yu. V. Pushkarev
Typesetting

T. S. Kosenko,
E. S. Susueva

Part IV. CONCRETE ISSUES OF THE MODERN

EDUCATIONAL PROCESS DEVELOPMENT

Editors address:

A. P. Gruzkov (Moscow). Strategy of territorial development

and federal regional policy. problems of extremal regions,
prospect of school education .................................................................. 186
D. V. Evzrezov, B. O. Mayer (Novosibirsk). Globalization,
information society, and national education ......................................... 194
Yu. V. Pushkarev, E. A. Pushkareva (Novosibirsk). Information
as a means of integration of a science and formation ......................... 201
J. V. Lebedeva (Novosibirsk). The education of the emotional
empathy as means of the prevention of the deflecting behavior ...... 207
I. I. Shulga (Novosibirsk). Leisure and education of the person
(historical context) ................................................................................... 214
I. V. Ivanov (Novosibirsk). The problems of somatic education
in educational policy ................................................................................ 219
I. G. Bagno (Omsk). Formation of the professional culture
of the XXI-st century specialists in the technical university .............. 226
S. V. Kushchenko (Novosibirsk). On the mutual complementarity
of rational and irrational in public consciousness
(social-informational aspect) ................................................................... 233
S. G. Borisowa (Nowosibirsk). Russian marketing philosophy
and marketing education ......................................................................... 241
N. N. Savina (Novosibirsk). The personal factors of delinquency ......... 249
A. A. Popov (Moscow). The social-antropological foundations
of modern educational practices ............................................................ 255
E. B. Grebenkin (Novosibirsk). Conflict interaction in the modern
system of education .................................................................................. 262

630126
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