DOI: 10.7256/2454-0676.2013.4.10535

Abstract:

DOI: 10.7256/2454-0676.2013.4.64115

Abstract: The author of the article re􀏔lects upon the historical fate and prospects of pedagogical anthropology as a new branch of humanities. Raising the question about whether it is efficient to break anthropology into pieces, the author assumes that not only new approaches and branches of humanities are being formed today but also previous branches of humanities are being integrated. The author of the article extends the theoretical scope of pedagogical anthropology. According to the author, pedagogical anthropology can also include reflections on human being as the result of integration of teaching and upbringing theories and ideas. The guiding idea here can be researchers’ attempt to create the image of human as it is presented in the theory of up-bringing. The author also raises a question about the future of pedagogical anthropology. The main methods of analysis used in the research article are the historical and phenomenological methods. These methods allow to appeal to many works and publications that haven’t been viewed as the topic of pedagogical anthropology until recently. The fact that the author touches upon the basic problems of pedagogical anthropology defines the novelty and scientific importance of the present research. The author of the research article conducts a critical analysis of the terms that have been already introduced by the followers of pedagogical anthropology. The author makes a distinction between pedagogical anthropology and philosophy of education. At the same time, the author does not agree with the list of philosopher who are thought to make their contribution to pedagogical anthropology. The author offers his own list of philosophers and educators who reflected on the process of education and up-bringing and caused the breakthrough in the philosophical understanding of human. For example, the author includes antique philosophers, well-known theologists and founders of the humanistic thought of Renaissance. The author’s conclusion is the following: we need pedagogical anthropology as an independent branch of humanities but the list of founders of pedagogical anthropology cannot be limited to the narrow circle of educational theorists.

Keywords: philosophy, pedagogy, teaching, education, human, personality, anthropology, up-bringing, knowledge, spirituality.

DOI: 10.7256/2454-0676.2013.4.10807

Abstract:

DOI: 10.7256/2454-0676.2013.4.64116

Abstract: As the information streams radically increase, the processing and realizing mechanisms change as well, as an important part of education that follows ever-changing social realities. The education ideology, subliminal setting of goals towards unified common tasks, which is guided by governments as clients who order products with middle and high-level education, reflect the importance of humanitarian parts of overall organized common learning. Humanitarian sciences are not only a way to familiarize oneself with the achievements of human culture but also are an educational core when it comes to common sense and cultural thought. The author brings up reflective arguments the overall meaning of humanitarian and general world-view disciplines (like astronomy in school, philosophy and social sciences in higher educational facilities with technical, mathematical or physics direction) and brings up a spectre of meta-problems in relation to current changes in the modern educational system in this country. The lack of political will to ensure that deprives metalevel significant advantages of the education – to become a person and a good citizen of his country.

Keywords: World view, humanitarian sciences, personality, mission, anthropology, cultural studies, society, information technology, contemporaneity.

DOI: 10.7256/2454-0676.2013.4.11760

Abstract:

DOI: 10.7256/2454-0676.2013.4.64117

Abstract: Shumen Gymnasium (1922–1934) that was relocated from Constantinople to Bulgaria and due to the teaching talent and distinguished organizing skills of the first director A. Beyer (1922–1928) took the first place among all secondary schools in Bulgaria not only in the number of students but also in the organization of education and up-bringing. It was quite a challenge because it was the school for young men of different age who overcame the civil war. Despite poverty, poor food, strict schedule and etc., graduates of the Gymnasium who had problems socializing in a foreign environment recalled years spent there as the happiest years in their life. Good evidence to that is their letters that were addressed to the Gymnasium teachers and mentors and are kept at State Archive of the Russian Federation now. These letters provide an insight into how Russian emigrants lived in Bulgaria. Throughout many centuries cultural and language contacts between Russians and Bulgarians have been a unique example of cross pollination. Being one of the six Russian gymnasiums in Bulgaria, the gymnasium in Shumen in the 20s -30s of the XXth century presented a great example of direct cultural and language interaction between Bulgarians and Russians. In many respects Russians appeared to be the most privileged Diaspora in the country. That policy of the Bulgarian government predetermined the uplift of Russian emigration culture. However, the global economic depression at the end of the 20s – 30s of the XXth century that came to Bulgaria as well aggravated the situation for Russian emigrants. The government kept to the strict policy of national priority on the labor market and therefore made Russians equal to other foreigners. That lasted till September 1944 and brought many emigrants to poverty. Even though the government continued to help them, it had to limit the financial support and liquidated some emigrant organizations. A new state policy towards Russian emigrants was started at the end of the 1930s. In 1938 the League of Nations declared that the question about Russia emigration was ‘solved’. The Nunsen International Office for Refugees was closed and the League of Nations recommended the governments that had accepted Russian emigrants to start the policy aimed at nationalization of Russians. At that point the favorable attitude towards Russians was over and Russians were treated just like other foreigners. Along with the repressions against Russian refugees during the Second World War, the new policy marked the beginning of assimilation of Russians.

Keywords: Beyer, Bulgaria, culture, cultural research, education, Russian emigration, socialization in exile, Shumen Gymnasium, language, language studies.

DOI: 10.7256/2454-0676.2013.4.10837

Abstract:

DOI: 10.7256/2454-0676.2013.4.64118

Abstract: A new branch of fine art that had appeared in the 30s of the XXth century and had been called Post-Modernism turned out to be an intuitive forecast of genius artists predicting the shift in cultural and historical epochs. Philosophers who were no less genius that artists studied personal characters, defined the requirements of the forecasted future towards a human being and offered new concepts and theories of education. Russian teacher Konstantin Ushinsky was one of such founders of pedagogy in Russia. The subject matter of the present research article is the model of the development of teaching and the theory of up-bringing offered by Konstantin Ushinsky viewed from the point of view of the development of the historical pedagogical process in Europe. The researcher analyzes historical, philosophical, scientific, pedagogical and cultural literature on the matter and uses the method of theoretical modeling along with the system analysis. Such approach allows to define cultural and historical cycles of development of the European civilization. The researcher also describes patterns of creation and development of new pedagogical ideas on raising ‘a new human’ that appeared right before the shift in cultural and historical epochs of development of the European civilization. The list of philosophers who offered new ideas regarding raising the human of the future culture included Konstantin Ushinsky.

Keywords: pedagogical anthropology, Ushisnky, developmental teaching, aim of up-bringing, modernism project, educational concepts, activity, moral development, cognition, creation.

DOI: 10.7256/2454-0676.2013.4.11768

Abstract:

DOI: 10.7256/2454-0676.2013.4.64119

Abstract: The article is devoted to the stages in development of pedagogical ideas of John Dewey in the educational environment of Russia and foreign countries. The author of the article underlines the importance of John Dewey’s ideas for modern education and describes modern methods that are based on John Dewey’s ideas – Dalton plan and project method. In conclusion the author describes why John Dewey’s theories have declined and modern education have come back to the class-and-lesson system. Today John Dewey’s ideas are becoming very important for Russian pedagogy due to the reformation of education in Russia and development of progressive education. Because of the development of the democratic society in our country, personal competence is important again. Person-centered technologies of development have taken a special place among all kinds of approaches and new pedagogical technologies. New values that have been formed under the influence of the educational crisis formed the basis for interpretation of a new educational paradigm offered by John Dewey. John Dewey’s methods were mostly aimed at formation of independent thinking and intellectual development. All these conditions have made the system of education offered by John Dewey quite important for the Russian educational environment.

Keywords: Dalton plan, project method, pedagogical ideas, pragmatic pedagogy, pragmatic philosophy, progressive pedagogy, school of progressivism, free up-bringing, career education, values.

DOI: 10.7256/2454-0676.2013.4.11778

Abstract:

DOI: 10.7256/2454-0676.2013.4.64120

Abstract: A genotype is a life’s true agent. Its behavior patterns are a model for human behavior. Men don’t know about that. But genotype’s behavior explains the most complex forms of human behavior. So genotype’s wide-spread determines by ecological factors that the food pyramid and the population waves. Human knowledge of essences determines by their pyramid hierarchy and quantity. This essence’s quality is gene’s behavior guise.

Keywords: anthropology, essence, gene, group selection, individual selection, instinct, interspecies selection, personality, phenomenon, wide-spread.

DOI: 10.7256/2454-0676.2013.4.11644

Abstract:

DOI: 10.7256/2454-0676.2013.4.64121

Abstract: The article is devoted to the concept of philosophy of culture introduced by Ernst Cassirer as well as his ideas on philosophical anthropology and human freedom. At some point Cassirer agreed with the Kant’s and Hegel’s concepts of culture as a progressive development of the idea of freedom. To him freedom of mind was essential and shown in each movement of the thought, will or feeling bringing a man from a passive state to a particular activity. This is why Cassirer started with the analytical description of different activities including language, art, religion and science and viewed that description as a background for future synthesis of these activities, i.e. creation of the cultural universum by the means of man’s creative abilities. The author of the present research article has been studying Cassirer’s philosophy for many years. The research presented in this article was started when Parkhomenko studied at a University under the guidance of a famous Russian philosopher Pavel Gurevich. Pavel Gurevich was the first philosopher in Russia to publish translations of Cassirer’s works in Russian. He also published a whole series of analytical articles discussing Cassirer’s philosophy. The author of the present research article shows how Cassirer’s philosophy gradually developed from philosophy of culture to philosophical anthropology. While Cassirer’s Philosophy of Symbolic Form and the Logic of the Cultural Sciences talked mostly the ‘products’ of culture, the author of the present research article analyzes the symbolic forms constituting the entire universum of human culture as well as general principles allowing these autonomous forms to exist as a stable and integrated cultural environment. Later in his Essay on Man Cassirer focused on the subject creating all these symbolic forms, i.e. human and his freedom as the main feature of human.

Keywords: Cassirer, freedom, philosophy of culture, philosophical anthropology, human, symbolic form, myth, consciousness, rationalism, language.

DOI: 10.7256/2454-0676.2013.4.11001

Abstract:

DOI: 10.7256/2454-0676.2013.4.64122

Abstract: The need for new forms of work with students is dictated by the modern development trends in the general educational process at a University caused by social and economic changes in Russia as well as the demand for modernization of many social institutions including the system of education. Today it is very important to trace new knowledge in order to catch up with the science-driven development and offer one’s own point of view if necessary. The authors of the present research article share their experience in using new forms and methods of organizing student’s research activity. The aforesaid goal requires a search for the best ways of adaptation of students to the modern social environment. The Fair of Scientific ideas and Internet discussions are a great example. Using such forms of organizing research activity of students, we can talk about a certain logic of implementation of the competency building approach allowing to combine traditional forms of research with innovative methods more efficiently. The authors have three years of experience in using the aforesaid methods with student and therefore an offer an approximate order and schedule of such activities.

Keywords: competence, educational process, innovative forms, modernization of education, Internet discussion, fair of scientific ideas, competency building approach, work with students, innovative methods, virtual discussion.

DOI: 10.7256/2454-0676.2013.4.11759

Abstract:

DOI: 10.7256/2454-0676.2013.4.64123

Abstract: The problems of ethnopolitical relations that are usually called ‘the national issue’ are constantly discussed in both philosophical and psychological literature. As a rule, the modern global political process mobilizes groups based on ethnic grounds. The global community faces the fact that young countries with archaic or traditional ethnic groups have been included in the active historical process. Moreover, globalization has evoked opposition and separatist movements in a number of countries. There are many countries that want to become independent and autonomous today. At the same time, there are still many ethnic issues that remain unsolved. Nations demonstrate a growing interest towards their ethnic identity. The author of the present research article tries to make a distinction in interpretations of the ethnonational issues from the point of view of mordialism, constructivism and instrumentalism. The researcher uses the method of historical analysis that allows to describe how views on ethnos and ethnicity have been changing over the past decades and why the current definition of ethnicity has been created. The author also carries out a scientific analysis of works on the phenomenology of ethnicity. The scientific importance and novelty of the article is that the researcher compares modernistic and post-modernistic views on ethnicity issues. The researcher stresses out that formation of a nation or ethnos is based on social historical facts first of all. However, modern interpretation of ethnos also involves the analysis of imaginary works used in social constructivism.

Keywords: philosophy, pedagogy, ethnos, nation, separatism, mordialism, constructivism, nationalism, globalization, psychology.