Modern Education - rubric Ways of upbringing
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MAIN PAGE > Journal "Modern Education" > Rubric "Ways of upbringing"
Ways of upbringing
Lobkovskaya N.I., Zheleznyakova A.V., Evdoshkina Y.A. - Peculiarities of establishing the educational process under the conditions of socio-educational space of a technical university pp. 0-0


Abstract: The questions of socialization and upbringing of students in modern Russian society have a number of contradictions. This article examines the peculiarities of establishing the educational process under the conditions of socio-educational space of a technical university. Formation of the high level of moral and ethical competencies of the graduates is relevant not only as one of directions in the work of educational institutions, but also state policy in the area of education. The object of this research is the upbringing of modern students of a technical university, while the subject is the establishment of educational process under the conditions of socio-educational space of a technical university. Special attention is given to the process of formation of the structure of students’ demands in the context of adjustment to the specific atmosphere of a technical university. Based on the analysis of survey conducted among the students of Volgodonsk Engineering Technical Institute – branch of the National Research Nuclear University MEPhI (Moscow Engineering Physics Institute), the authors determine the key problems and trends in the structure of students’ demands that affect the process of formation of ethical values alongside the professional self-identification, including the principles of comprehensive development of personality and its uniqueness. The authors’ main contribution consists in substantiation of the need for organization of the educational process, considering the specificities of individual space of the students, within which they claim and realize their social demands. The article highlights the priority of value components in implementation of the educational program and assistance to formation of the professional self-identification of the future specialists by means of development of the high-level cultural competencies in the course of studying in a technical university. The results of this research can be applied for the psychological and pedagogical preparation of the curators, mentors, and specialists of educational services
Shakhmarova R.R. - School self-government as means of establishment of social activeness of the students pp. 1-8


Abstract:   This article substantiates the relevance of school self-government in the modern system of education. The subject of this research is the interconnection of the school self-government with the formation of social activeness of the students. It is noted that for establishment of the social activeness among teenagers, it is necessary to comply with the following conditions: realization of personally important goals of social activity; choice of acceptable forms of such activity and personal participation in it. The author conducts the analysis of separate models of school self-government: “School Council”, “Game State”, “Democratic Republic”, “Alternate Day”. The article demonstrates the adjusted model of school self-government – the “School Republic”, its structure, stages of development, and functionality, as well as analyzes social activeness of the students at each stage of the evolution of school self-government.  
Novikov S.G. - Up-Bringing of the Subject of Modernization in Russia: Review of the Modern Problem from the Point of View of Experience of the 1920s - 1930s pp. 54-73


Abstract: The author of the article outlines important aspects of the Soviet experience in formation of a subject of forced modernization. The author pays attention to the following facts. Firstly, the Soviet educational megaproject was developed as a part of the global social project and therefore based on the researchers' clear vision of Russia's future. Secondly, up-bringing was not limited to only educational and cultural institutions but spread within the entire society and involved all spheres of social life. Thirdly, the authors of the project used the method of 'prognosis based on stadards', in other words, the method of planning up-bringing and educational activities from the future to the past , i.e. from the ideal target to the real measures to be undertaken. Fourthly, the younger generation of those times was offered the ideal of the young man fighting for the 'kingdom of Truth' but not the ideal of a young man as a consumer of goods. Fifthly, the researchers did not deny the traditional ideals of Russian culture but tried to adjust the Western values to the socio-cultural environment of Russia. 
Korotkikh O. - Verbal folklore as the means of ethical education in the Russian folk pedagogy pp. 54-65


Abstract: This article examines the experience of existence of the verbal folklore in the tradition of Russian folk pedagogy, as well as possibility of its implementation in practice of the modern pedagogy. The author analyzes the educational potential of slumber and lyrical songs, proverbs, sayings, and fairytales. Special attention is given to the ethical content of folklore compositions, its artistic-aesthetic peculiarities, historical and sociocultural circumstances of appearance and application within the folk pedagogy, specificity of perception of the songs, proverbs, sayings, and fairytales by a child. The need for actualization of the experience of ethical upbringing, acquired in folk pedagogy, is substantiate by a crisis situation of the emotional-value sphere of the modern society. Methodology of the research leans on the historical-cultural reconstruction of the arsenal of methods of the folk pedagogy, analysis of its moral content and educational abilities, as well as modelling og the circumstances for its implementation in modern pedagogy. The scientific novelty consists in determination of relation of the ethical education of the Russian folk pedagogy with the history and culture of the nation alongside the comprehensive analysis of the content and artistic-aesthetic specificities of the key elements of folk pedagogy. A conclusion is made about the need for revival of the traditions of folk pedagogy in the moral upbringing of children under the current circumstances.
Gordashnikov V.A., Sergievich A.A., Khoroshikh P.P. - Psychoecological principles in the structure of educational process in terms of developing the professional competencies among medical students pp. 62-67


Abstract: This article examines the main psychoecological principles that are basic in establishment of the professional competencies among medical students. The authors believe that the principle of health forms the foundation for development of a positive attitude towards the own body. The correspondence principle allows forming the proper understanding of the development and functionality of correspondences between the various body systems. The principle of protection is based on the general mechanism of external and internal protective responses of the body as vital system. An equally important principle is considered the principle of measure, which forms the foundation of precision and proper understanding of the quantitative relations in body processes. Consideration of all principles in the educational process allows forming the general professional competencies of a student of medical specialty that comprise the basis of clinical judgment of a health professional. In this case, clinical judgments will function in accordance with the same principles as the human body.
Khoroshikh P.P., Nosko I.V. - Psychological-pedagogical basis of patriotic upbringing of the senior preschoolers pp. 68-72


Abstract: This article is dedicated to the analysis of the structure of patriotic upbringing within the system of preschool education. The authors note that the development of patriotic feelings in the context of modern educational process acquires an important meaning. For establishment of the process of patriotic upbringing, it is proposed to lean on the developed by the authors psychological-pedagogical model, which suggests the assessment of educational process from the perspective of axiological, phenomenological and methodological elements. Axiological element implies the consideration of such value structures imbued by a pedagogue in formation of positive feelings for the Motherland. Phenomenological aspect allows revealing the content of all concepts of the patriotic upbringing. Methodological element includes such methods and approaches that are applied by a pedagogue within the structure of patriotic upbringing. All three elements are basic, and the integrated assessment with consideration of each of them, helps establishing the more complete process of patriotic upbringing. The authors conclude that the implementation of psychological-pedagogical model will allow structuring the patriotic education in the preschool facility, as well as establish the systematic process that contains the work with a child and the assessment of the results of educational process.
Shchuplenkov O.V. - Patriotic Education Under New Historical Conditions pp. 70-112


Abstract: The article is devoted to the problem of patriotic education in terms of Russian culture and history. The phenomenon of patriotism is shown as one of the most significant timeless values of the society. The phenomenon is based on the highest level of the development of all personality qualities. It is underlined that patriotism is the most important psychological quality of a motherland's defender and it is usually expressed in love for our homeland and feeling close to native history, culture, achievements, problems as well as constant and successive starvation for higher development and realisation of personal potential. Patriotism defines one's civic position, system of morals and a desire to protect our Motherland even when it requires self-sacrifice. If we manage to form a civic identity in Russian polyethic, polyconfessional and polycultural environment as well as to provide for social and spiritual consolidation of the Russian society and ensure social mobility of a person, quality and availability of education as the factor decreasing risks of social stratification, we will be able to build an effective model of patriotic education in modern Russia. 
Grishina E.A. - Peculiarities of adjustment of aggressiveness among teenagers within the educational environment based on their gender pp. 84-94


Abstract: This article examines the problems of adjustment of the teenage aggressiveness within the educational environment. The gender aspect of the juvenile aggressiveness consists in the fact that depending on age group and gender factor, there are different manifestations of aggression, as well as different causes that can provoke aggressive behavior. If in childhood, there are practically no differences in aggression of boys and girls, then in teenage years we can observe significant changes. In addition to that, the level of aggressiveness notably increases among teenagers under the various factors and circumstances examined in the article.  This leads to the different established forms of aggressive behavior characteristic to young men and young ladies, which is necessary to consider for the timely adjustment of aggressive behavior in educational environment.  The main idea of this work is to provide an effective and timely diagnostics, as well as conduct psycho-correctional work in form of individual or group classes. Special attention is given to the cooperation with parents and pedagogues as representatives of education environment, who strongly affect the development of teenage aggressiveness. The work reviews the ways of reducing aggression, as well as recommendations for the representatives of educational facilities in interaction with the aggressive juveniles.
Baranova E.M. - Psychological Aspects of Preschooler's Development in Montessori Education pp. 134-149


Abstract: The author of the article offers a psychological analysis of Maria Montessori method of preschool education. The author analyzes principles of development of child's abilities in free education and compares them to Lev Vygotsky's theory of the development of higher cognitive functions as well as Vladimir Druzhinin's theory of creative abilities. The author also provides the results of T. N. Berezina's experimental research of development of abilities. The author underlines that the most important goal of the preshool age and primary school age is to develop voluntary activity. Voluntary activity lies in the basis of development of higher cognitive functions (voluntary attention and memory). Without voluntary activity it would be impossible to develop child's self-control both over behavior and physiological processes. Child's voluntary activity is first formed by an adult who teaches a child to control his behavior. The author of the article makes a conclusion that free up-bringing is good for developing some abilities and talents while focused education is good for developing other abilities. Therefore, free education is good only for preschoolers because it allows to develop their creative abilities.
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