Bastrakova G.P. —
Comparative-methodological aspects and peculiarities of teaching the program of “Psychology and Pedagogy of the Higher School” in the post-graduate school
// NB: Îòëàäî÷íûé æóðíàë. – 2017. – ¹ 1.
– P. 26 - 34.
DOI: 10.7256/123.2017.1.18127
URL: https://en.e-notabene.ru/dbg2/article_18127.html
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Abstract: The object of this research is the content of education in the post-graduate school. The subject is the peculiarities of teaching the program of “Psychology and Pedagogy of the Higher School” within the system of training of the highly qualified personnel. The author substantiates the pedagogical importance of this program in the post-graduate school, which became the final level of the higher education, and focuses his attention on the main difficulties that faces an educator who lectures this class. A special attention is given to the questions of thematic content of the aforementioned discipline, as well as to the specifics of the work with post-graduate students. This research is based in the materials from the articles dedicated to the issues of development of the higher school, as well as on the empirical data acquired as a result of personal work with post-graduates. The author’s main conclusion consists in the fact that gaining the qualification of the “Educator-Researcher” by all alumni of the post-graduate school, which is confirmed by the corresponding state-recognized diploma, makes relevant the questions of psychological-pedagogical training of post-graduate students of various major, while the program “Psychology and Pedagogy of the Higher School” in essence represents the only discipline that allows to systematically expound the scientific basis of the educational process in the higher educational facility. Scientific novelty consists in the attention towards the third level of higher education and the issues of a specific program within it.
Bastrakova G.P., Bastrakova G. —
Socialization of the scientific-research type in the knowledge society
// NB: Debug Journal. – 2015. – ¹ 4.
– P. 29 - 40.
DOI: 10.7256/2310-0673.2014.2.13466
URL: https://en.e-notabene.ru/dbg/article_18532.html
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Abstract: The concept of knowledge society represents an influential paradigm of the modern social development. In the conditions, when the knowledge becomes the key socioeconomic asset of the society, a special significance gains a specific type of socialization that endows a growing individual with productive attitude towards knowledge and cognition. Socialization of the scientific-research type develops as a total public process, which transforms the behavior of people of all ages and professions. The role of cultural-executive foundation of knowledge society is played by education, which trains individuals capable of scientific search, i.e. research learning. The goal of the article is to present the peculiarities of the scientific-research type of socialization, as well as to examine its stages and analyze its initial forms within the research education. The introductory section of this work is dedicated to the review of the role of education within the concept of knowledge society, created during the 1940’s-1960’s, which comprises the cultural-historical context for further narration. Giving characteristic to the socialization of knowledge society, the author demonstrates its binary complexity, in which intertwine the instrumental and liberal traditions. As the fundamental factors of a new type of socialization, the author presents a cognitive-thematic structure of the knowledge society, as well as spiritual ability that determine the creativity. Epistemic imprinting and the base system of the initial cognitive practices are being reviewed as the primary forms of socialization.
Bastrakova G.P. —
Socialization of the scientific-research type in the knowledge society
// NB: Debug Journal. – 2015. – ¹ 3.
– P. 1 - 11.
DOI: 10.7256/2310-0673.2014.2.13466
URL: https://en.e-notabene.ru/dbg/article_18535.html
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Abstract: The concept of knowledge society represents an influential paradigm of the modern social development. In the conditions, when the knowledge becomes the key socioeconomic asset of the society, a special significance gains a specific type of socialization that endows a growing individual with productive attitude towards knowledge and cognition. Socialization of the scientific-research type develops as a total public process, which transforms the behavior of people of all ages and professions. The role of cultural-executive foundation of knowledge society is played by education, which trains individuals capable of scientific search, i.e. research learning. The goal of the article is to present the peculiarities of the scientific-research type of socialization, as well as to examine its stages and analyze its initial forms within the research education. The introductory section of this work is dedicated to the review of the role of education within the concept of knowledge society, created during the 1940’s-1960’s, which comprises the cultural-historical context for further narration. Giving characteristic to the socialization of knowledge society, the author demonstrates its binary complexity, in which intertwine the instrumental and liberal traditions. As the fundamental factors of a new type of socialization, the author presents a cognitive-thematic structure of the knowledge society, as well as spiritual ability that determine the creativity. Epistemic imprinting and the base system of the initial cognitive practices are being reviewed as the primary forms of socialization.
Bastrakova G.P. —
Socialization of the scientific-research type in the knowledge society
// NB: Debug Journal. – 2015. – ¹ 2.
– P. 1 - 16.
DOI: 10.7256/2310-0673.2014.2.13466
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Abstract: The concept of knowledge society represents an influential paradigm of the modern social development. In the conditions, when the knowledge becomes the key socioeconomic asset of the society, a special significance gains a specific type of socialization that endows a growing individual with productive attitude towards knowledge and cognition. Socialization of the scientific-research type develops as a total public process, which transforms the behavior of people of all ages and professions. The role of cultural-executive foundation of knowledge society is played by education, which trains individuals capable of scientific search, i.e. research learning. The goal of the article is to present the peculiarities of the scientific-research type of socialization, as well as to examine its stages and analyze its initial forms within the research education. The introductory section of this work is dedicated to the review of the role of education within the concept of knowledge society, created during the 1940’s-1960’s, which comprises the cultural-historical context for further narration. Giving characteristic to the socialization of knowledge society, the author demonstrates its binary complexity, in which intertwine the instrumental and liberal traditions. As the fundamental factors of a new type of socialization, the author presents a cognitive-thematic structure of the knowledge society, as well as spiritual ability that determine the creativity. Epistemic imprinting and the base system of the initial cognitive practices are being reviewed as the primary forms of socialization.
Bastrakova G.P. —
Plausible conspiracy theories (Discourse analysis)
// NB: Îòëàäî÷íûé æóðíàë. – 2014. – ¹ 2.
– P. 56 - 66.
DOI: 10.7256/123.2014.2.18295
URL: https://en.e-notabene.ru/dbg2/article_18295.html
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Abstract: The article analyzes one of the types of conspiracy discourse, which the author described as "credible." These discourses are quite complex and to its arguments using modern scientific knowledge - mainly economic, social, political science, psychological. And they addressed more educated contingent, at least somewhat familiar with these disciplines. Examples of plausible discourse, discusses how you can treat them. In particular, the author shows that such theories are helping modern identity to build a world in which it can live and deal with their problems. Naturally, no one world for all, and the world is an individual under this man. At the end of this article we are talking about the social, hermeneutic and axiological features plausible conspiracy discourse. As the author uses the methodology of comparative and situational analysis, problematization, construction of cases and the analysis of their dialogue with his own position. As a result of research it is possible to enter and analyze a new type of conspiracy theory. Show that the conspiracy discourse requires interpretation, and depending on this last discourse receives different evaluation. What plausible conspiracy theories should be viewed in two ways - psychologically and socially.
Bastrakova G.P. —
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// NB: Îòëàäî÷íûé æóðíàë. – 0. – ¹ 0.
DOI: 10.7256/123.0.0.25333
URL: https://en.e-notabene.ru/dbg2/article_25333.html
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