DOI: 10.7256/2409-8744.2015.4.15511

Abstract: The article deals with the philosophical and cultural heritage value of A.S. Pushkin in the context of ideas of new Renaissance. The article presents a comparative analysis of the philosophical content of Pushkin's work with the ideas of Friedrich Nietzsche. The article reveals the tradition of considering the value of Pushkin and Nietzsche in the same context in the Russian philosophical thought of the XIX-XX centuries. Explicated the importance of the tradition of considering of Pushkin and Nietzsche in the same context in the Russian philosophical thought of the XIX-XX centuries. Develop the concept of a new Renaissance as the central idea of the Russian philosophy of the Silver Age and one of the fundamental ideas of Friedrich Nietzsche. The article used the methodological principles and guidelines of approaches such as comparative literature, deconstruction and hermeneutics. The main result of the study is an explication of the significance of the creative heritage of AS Pushkin and Nietzsche as the heralds of a new Renaissance. It offered concepts of pracultural and postcultural chaos. It developed the idea of a new Renaissance building on the provisions of the teachings of Friedrich Nietzsche. It identified and justified by the fact of community life and cultural problems of Pushkin and Nietzsche.

DOI: 10.7256/2409-8744.2015.4.15870

Abstract: The given research deals with the concept of “semio-sphere” of modern preschool education content. The author of the article gives coverage to semiotic and symbolic grounds of teaching preschool children which is presented in the program “World Outlook”. According to the author, the concept “semio-sphere” includes signs, symbols and values that are reflected in mytho-poetic, philosophical, universal, symbolic and scientific world views. The above mentioned program unites signs and symbols from various areas of life – nature, society and art. They are united into the complete world view as a result of translation which becomes the main mechanism of mental operations. Continuous translation from one cultural language to another is occurring all the time: from the language of senses – into the language of concepts, from the natural language – into the language of art. Methodological background of the research lies within the framework of the following ideas: understanding of culture as the philosophical category which causes deep changes in the education model as a whole and the system of preschool education in particular (M.M. Bakhtin, V.S. Bibler, M.S. Kagan, Yu.M. Lotman, L.P. Pechko, V. N. Stolovich); semio-sphere is seen as the semiotic and symbolic space of culture (Yu.M. Lotman); childhood is understood as the period of the highest level of unleashing potential of a child and his/her comprehensive knowledge of the world around (L.A. Wenger, L.S. Vygotsky, A.G. Gogoberidze, A.V. Zaporozhets, M.V. Korepanova, V.T. Kudryavtsev, E.A. Tupichkina, R.M. Chumicheva) . The author comes to a number of conclusions. Thus, the definition of semio-sphere of preschool education content which opens way to the complete world view is given. The following principles provide the developing effect of the education content: unity of filo and ontogenesis; integration of mythology, philosophy and science; integrity and differentiation of age-related periodization; culture congruent knowledge and ways of learning about the signs and symbols of culture. The content of preschool education aimed at development of the complete world view of preschool children is presented in the program “World Outlook” which includes several components. The first is called “The Elements of the World”. It is aimed at revealing the signs and symbols of the nature reflected in folklore and ways of learning about the real natural phenomena (for children aged 4-5). The second component “Basics of Literacy” reflects the knowledge about signs and symbols of culture presented in the generalized, curtailed form in the letters of the Russian alphabet and small literary texts (for children aged 6-7). The third component, referred to as “Categorical View of the World: Flowers of Russia", reflects the signs and symbols of floristics, nature worthiness, diverse forms of interrelation between a child and the natural world around (for children aged 6-7).The conducted research is of topical interest since it gives full definition to the concept “semio-sphere” of preschool education content as well as the detailed description of the program “World Outlook” which treats the world view as the elaborated set of various signs (cultural, natural, eco-cultural, speech and motive related). The unity of semiotic and symbolic systems which is further elaborated in its components and thematic blocks provide integrity of the whole program. What makes the program specific is the idea of integration, based on the principle of culture congruence, representation of the complete world view in preschool didactics, including mytho-poetic, philosophical, universal and symbolic world views which correspond to the figurative type of perception and thinking of a child. What is more, semio-sphere of preschool education content is mentioned in the Federal State Standard of Preschool Education regarding the criteria of informative, speech, artistic and esthetic development of children.

DOI: 10.7256/2409-8744.2015.4.15609

Abstract: The subject of the focus of this article is chosen scientific-philosophical and socio-political debate, initiated by the Research Institute of Applied Ethics, Tyumen State Oil and Gas University in the 1990s. within the public examination of the «doctrine of the success» of the group of authors of the periodical «The Ethics of success». As part of the process of socio-cultural concept symbolizing success there is reason to consider this debate as a form of social and cultural reflection, understand our socio-cultural system as a reaction to the changing conditions of development, manifested in the re-evaluation of the axiological capital, expressed in everyday socio-cultural well-established concepts, such as «success». Socio-cultural approach, common in social philosophy, psychology, sociology and cultural studies is applicable as a method of analyzing social phenomena in the historical and cultural context in identifying universal ways and patterns of human activity. Testing of the proposed method is problematic nature, because the analysis is focused on the historical and cultural context of contemporary phenomena. The novelty of the research is revealed in the author's approach to the synthesis of socio-cultural semiotic-cognitive methods allowing textually expressed tendency to regard social development as having a cultural base system reflections. We noticed by the identity of the modernist project of transformation of the social and cultural reality by total idea of educating a new type of individual Russians in the beginning and at the end of XX century, it concerns a number of controversial and poorly understood issues, attention of the scientific community which is justified in view of their relevance in the socio-cultural aspect of the management process.

DOI: 10.7256/2409-8744.2015.4.15486

Abstract: The object of the research is the process of training university students for professional cross-cultural communication. The subject of the research is the main efficiency criteria during such training. The author of the article examines the pedagogical process from the point of view of language education, social and cultural studies as well as the recent reforms of the higher schools in Russia. Cross-cultural communication is being described by the author as a multi-faceted and multi-aspect phenomenon. Special attention is paid to the validation of the efficiency criteria of training students for cross-cultural communication taking into account the contemporary social and economic environment. The research method used by the author is the comprehensive sociocultural and linguodidactic analysis as well as definition of the efficiency criteria based on that analysis. The main conclusion is that not only didactic but also institutional and social factors influence the efficiency of training students for cross-cultural communication. Only the combination of all these factors can ensure the efficiency of this process. The novelty of the article is caused by the fact that the process of training students for cross-cultural communication is being viewed in terms of a wide range of associated problems and issues including contemporary labor market conditions. 

DOI: 10.7256/2409-8744.2015.4.15815

Abstract: The article deals with the historical and cultural aspects of development in the plane philophonia collecting records and other musical audionositeley. The issue of research into the causes and conditions of formation and development in the socio-cultural philophonia communications under socialism is an actual scientific problem. Accordingly, the subject of the publication are the social and communicative aspects of collecting, the collecting of artifacts music recording activities in the recreational area of leisure culture. The purpose of the study is to examine the social infrastructure philophonia and its cultural and recreational functions. The methodological basis of the article is a systematic method, because the study is based on a synthesis of different perspectives in the social sciences and humanities to the phenomenon of philophonia. The author concludes that the introduction of the category "philophonia" will transform not only the theory of culture, communicative science: the typology of mass communication in the field of leisure is impossible without taking into account the experience of the creation of audio-visual collections. The particular attention is paid to the analysis of infrastructure like philophonia sociocommunicative phenomenon under socialism. This publication is characterized recreational function philophonia in leisure cultural space. The hypothesis according to which philophonia is a unique institution of social and cultural communication.