DOI: 10.7256/2454-0676.2014.4.14160

Abstract: The article analyzes the liberal model of education, which now becomes a subject of acute criticism of scholars, specialists and teachers. Having appeared in the period of early capitalism, that model enthusiastically built the scheme of free and independent education. It proceeded from the idea that schools and higher institutions should train their students to democracy and freedom of behaviour. Creativity became the emblem of such education. As was believed, students did not need knowledge but the faculty of free, critical thinking. A creative approach is certainly important in education. But first of all it should give real knowledge. Nowadays it has become clear that the copying of European educational reforms decreases the quality of education.Methods of the problem analysis are built on historicism. As expertise shows, the liberal model of education was imposed on western countries without serious scientific or social research of its validity. The comparativist method was used to compare two– liberal and conservative – models of education.The novelty of the article is that a comparison of two educational models – liberal and conservative – is performed for the first time in Russian literature. A liberal education was beyond competition for a long time. Acute criticism of this model by K. Mannheim did not change the educational practice. But nowadays it is evident that this model is outdated, does not respond to current social reality and nevertheless it serves as the basis for reforming the system of Russian education. The author comes to the conclusion that a decrease of the quality of education results from thoughtless copying of a liberal education.

Keywords: personal growth, socialization, creativity, critical thinking, freedom of behaviour, liberal model, education, quality of knowledge, creation, reform of education

DOI: 10.7256/2454-0676.2014.4.66044

Abstract: The article analyzes the liberal model of education, which now becomes a subject of acute criticism of scholars, specialists and teachers. Having appeared in the period of early capitalism, that model enthusiastically built the scheme of free and independent education. It proceeded from the idea that schools and higher institutions should train their students to democracy and freedom of behaviour. Creativity became the emblem of such education. As was believed, students did not need knowledge but the faculty of free, critical thinking. A creative approach is certainly important in education. But 􀏔irst of all it should give real knowledge. Nowadays it has become clear that the copying of European educational reforms decreases the quality of education. Methods of the problem analysis are built on historicism. As expertise shows, the liberal model of education was imposed on western countries without serious scienti􀏔ic or social research of its validity. The comparativist method was used to compare two– liberal and conservative – models of education. The novelty of the article is that a comparison of two educational models – liberal and conservative – is performed for the 􀏔irst time in Russian literature. A liberal education was beyond competition for a long time. Acute criticism of this model by K. Mannheim did not change the educational practice. But nowadays it is evident that this model is outdated, does not respond to current social reality and nevertheless it serves as the basis for reforming the system of Russian education. The author comes to the conclusion that a decrease of the quality of education results from thoughtless copying of a liberal education.

Keywords: personal growth, socialization, creativity, critical thinking, freedom of behaviour, liberal model, education, quality of knowledge, creation, reform of education.

DOI: 10.7256/2454-0676.2014.4.14110

Abstract: The initial phase of post-industrialism engendered the «spatial» perception of the problems of globalization by the humanities, including the problem of socialization of an individual. Until recently, Russian paedagogy and philosophy have regarded socialization as involvement of an individual into the system of social relationships, as «mastering of the socio-cultural experience – work skills, etc.», whereas Western psychologists and sociologists have historically studied socialization as relationships between individuals in various life situations. This problem has determined the subject of study chosen by the author of this article: the social space of the system of continuing education viewed within the framework of the changing paedagogical, philosophical and sociological ideas.The author analyzes historical-philosophical, scientific-paedagogical, sociological and cultural-scientific literature; and performs theoretical modelling with the use of the model of metaphysical processes of activities.The development of a three-component model of the social space of the system of continuing education is a new line of research work. The author offers a conceptual model of educational social activities of students, which permits to pass from the subject-free teaching technique of rewards and punishment to subject-oriented cognitive activities aimed at formation of real social relationships, social choice and social behaviour in general, taking into account the powerful influence of a social space.

Keywords: educational social activities, systematization, structurization, establishment of relation, metaphysical processes of activities, educational space, social space, relationship, choice, responsibility

DOI: 10.7256/2454-0676.2014.4.66045

Abstract: The initial phase of post-industrialism engendered the «spatial» perception of the problems of globalization by the humanities, including the problem of socialization of an individual. Until recently, Russian paedagogy and philosophy have regarded socialization as involvement of an individual into the system of social relationships, as «mastering of the socio-cultural experience – work skills, etc.», whereas Western psychologists and sociologists have historically studied socialization as relationships between individuals in various life situations. This problem has determined the subject of study chosen by the author of this article: the social space of the system of continuing education viewed within the framework of the changing paedagogical, philosophical and sociological ideas.The author analyzes historical-philosophical, scienti􀏔ic-paedagogical, sociological and cultural-scienti􀏔ic literature; and performs theoretical modelling with the use of the model of metaphysical processes of activities.The development of a three-component model of the social space of the system of continuing education is a new line of research work. The author offers a conceptual model of educational social activities of students, which permits to pass from the subject-free teaching technique of rewards and punishment to subject-oriented cognitive activities aimed at formation of real social relationships, social choice and social behaviour in general, taking into account the powerful in􀏔luence of a social space.

Keywords: educational social activities, systematization, structurization, establishment of relation, metaphysical processes of activities, educational space, social space, relationship, choice, responsibility.

DOI: 10.7256/2454-0676.2014.4.14029

Abstract: The research subject of this article is the distinctive features of educational migration in Russia today. The author of the article focuses on both negative and positive sides of educational migration. In addition, in her article Lakomova outlines the problems faced by migrant school students and their parents, foreign students, young scientists and specialists in the course of their studying or undergoing a traineeship in Russia. The author also describes the factors that make young men and women to migrate to other countries in order to study a foreign language, receive higher or additional education, participate in conferences, master classes and etc. The research methods include the analysis of sociological, socio-economical and pedagogical literature. Moreover, the author has also used official statistical data provided by the Federal Migration Service of Russia. Educational migration has become quite a widespread phenomenon in many countries and Russia in particular. Future students and young scientists are attracted by many factors. In this article educational migration is viewed from the two points of view: as the educational migration of young researchers and students from Russia to other countries (to study at more prestigous, as they think, universities) and as the educational migration of young foreigners to Russia where they undertake a traineeship, university courses, language courses, study our culture, etc. Lakomova also examines particular problems faced by migrant school students and their parents as well as peculiarities of social work with them. 

Keywords: higher education, educational migration, traineeship, adaptation, integration, foreign students, university, prestige, young scientists, educational goal

DOI: 10.7256/2454-0676.2014.4.66046

Abstract: The research subject of this article is the distinctive features of educational migration in Russia today. The author of the article focuses on both negative and positive sides of educational migration. In addition, in her article Lakomova outlines the problems faced by migrant school students and their parents, foreign students, young scientists and specialists in the course of their studying or undergoing a traineeship in Russia. The author also describes the factors that make young men and women to migrate to other countries in order to study a foreign language, receive higher or additional education, participate in conferences, master classes and etc. The research methods include the analysis of sociological, socio-economical and pedagogical literature. Moreover, the author has also used of􀏔icial statistical data provided by the Federal Migration Service of Russia. Educational migration has become quite a widespread phenomenon in many countries and Russia in particular. Future students and young scientists are attracted by many factors. In this article educational migration is viewed from the two points of view: as the educational migration of young researchers and students from Russia to other countries (to study at more prestigous, as they think, universities) and as the educational migration of young foreigners to Russia where they undertake a traineeship, university courses, language courses, study our culture, etc. Lakomova also examines particular problems faced by migrant school students and their parents as well as peculiarities of social work with them.

Keywords: higher education, educational migration, traineeship, adaptation, integration, foreign students, university, prestige, young scientists, educational goal.

DOI: 10.7256/2454-0676.2014.4.14288

Abstract: This article discusses the major milestones in the development and establishment of a system of distance education, from the first mention of "correspondent training" at the beginning of the XVIII century to the modern online education, implemented by means of the Internet. The subject of this research is the development of distance education. The author of the work as regards the creation of individual courses and entire higher education institutions that implement in their work the principle of distance learning for students. The paper deals with foreign and domestic experience in the implementation of distance education. The methods of this study were made by theoretical analysis of Russian and foreign scientific literature, as well as a comparative analysis of the basic aspects of the theory and methodology of distance education. This paper presents the main stages of the development of distance education in Russia and abroad. It was found out that the development of distance education in Russia, unlike other countries was based on a different principle and are less involved hardware and focused on education on the job: a combination of theoretical knowledge and practical skills.

Keywords: distance education, distance learning, extramural, history of education, open university, distance learning courses, online (distance) education, informatization, correspondent training, education terminology

DOI: 10.7256/2454-0676.2014.4.66047

Abstract: This article discusses the major milestones in the development and establishment of a system of distance education, from the 􀏔irst mention of “correspondent training” at the beginning of the XVIII century to the modern online education, implemented by means of the Internet. The subject of this research is the development of distance education. The author of the work as regards the creation of individual courses and entire higher education institutions that implement in their work the principle of distance learning for students. The paper deals with foreign and domestic experience in the implementation of distance education. The methods of this study were made by theoretical analysis of Russian and foreign scienti􀏔ic literature, as well as a comparative analysis of the basic aspects of the theory and methodology of distance education. This paper presents the main stages of the development of distance education in Russia and abroad. It was found out that the development of distance education in Russia, unlike other countries was based on a different principle and are less involved hardware and focused on education on the job: a combination of theoretical knowledge and practical skills.

Keywords: distance education, distance learning, extramural, history of education, open university, distance learning courses, online (distance) education, informatization, correspondent training, education terminology.

DOI: 10.7256/2454-0676.2014.4.14020

Abstract: The research subject is the intellectual upbringing of students. The general goal of the intellectual upbringing is the enrichment of students' mental experience. Intellectual upbringing is performed through developing the basic intellectual qualities such as the competency in one's major and professional competency in general, independent activity and self-regulation, creative activity and intellectual initiative and unique attitude of mind. Mental or 'intellectual' experience of a student is the ground for intellectual upbringing. The main goal of intellectual upbringing is to help a student to build his own mental world through enrichment of his individual mental or intellectual experience. In this article Artyukhina provides a review of psychological and pedagogical researches as well as shares her own view on intellectual upbringing of school and university students. Artyukhina suggests that we should extend the list of the basic intellectual qualities and focus on high school students. She also suggests to use interactive teaching technologies for intellectual upbringing of school students because as the psychological ground of intellectual upbringing, mental or intellectual experience is the key source of interactive teaching technologies. 

Keywords: intelligence, intellectual upbringing, intellectual qualities, experience, mental experience, interactive teaching, interaction, dialogue, competence, activity

DOI: 10.7256/2454-0676.2014.4.66048

Abstract: The research subject is the intellectual upbringing of students. The general goal of the intellectual upbringing is the enrichment of students’ mental experience. Intellectual upbringing is performed through developing the basic intellectual qualities such as the competency in one’s major and professional competency in general, independent activity and self-regulation, creative activity and intellectual initiative and unique attitude of mind. Mental or ‘intellectual’ experience of a student is the ground for intellectual upbringing. The main goal of intellectual upbringing is to help a student to build his own mental world through enrichment of his individual mental or intellectual experience. In this article Artyukhina provides a review of psychological and pedagogical researches as well as shares her own view on intellectual upbringing of school and university students. Artyukhina suggests that we should extend the list of the basic intellectual qualities and focus on high school students. She also suggests to use interactive teaching technologies for intellectual upbringing of school students because as the psychological ground of intellectual upbringing, mental or intellectual experience is the key source of interactive teaching technologies.

Keywords: intelligence, intellectual upbringing, intellectual qualities, experience, mental experience, interactive teaching, interaction, dialogue, competence, activity.

DOI: 10.7256/2454-0676.2014.4.13926

Abstract: The present article is devoted to the processes of transformation of pedagogical knowledge at the modern stage of its development and consequential peculiarities of modern pedagogical research. Special attention is paid to  pedagogical methodology. Pedagogy is a socio-humanitarian science and therefore the following question is especially important: what have been the changes in social sciences caused by the new postnonclassical paradigm of knowledge (the last third of the XX century) and what impact these changes have had on pedagogy.  Even though Russian and Western social transformations have happened in completely different environments, there is one feature they have in common. Today both Western and Russian societies are nonstable or transitional communities. In terms of self-organization theory this means that these societies are at the bifurcation point where even a slightest or accidental influence may lead to choosing the path of a sustainable development. The research methods used in this article include retrospective analysis, analysis of issues and contents of the academic field, discovery of contradictions and 'blindspots', development of approaches to solving practical research issues and developing theoretical concepts and heuristic synthesis. The main conclusions of this research prove the thesis that being a true 'representative' of socio-humanitarian knowledge, today's pedagogy does not only encourage the search for historical roots and prerequisites of modern knowledge, it alo makes researchers to study principles of knowledge creation, knowledge structure and the process of obtaining knowledge. This demonstrates that pedagogy is moving from the empiric/descriptive stage of development to the stage of serious theoretical grounds when pedagogy can even perform the predictive function. 

Keywords: socio-humanitarian knowledge, pedagogical methodology, pedagogy theory, gnoseology, logic, ethic-esthetic aspect, heuristic synthesis, synergetics, bifurcation, philosophy of education

DOI: 10.7256/2454-0676.2014.4.66049

Abstract: The present article is devoted to the processes of transformation of pedagogical knowledge at the modern stage of its development and consequential peculiarities of modern pedagogical research. Special attention is paid to pedagogical methodology.Pedagogy is a socio-humanitarian science and therefore the following question is especially important: what have been the changes in social sciences caused by the new postnonclassical paradigm of knowledge (the last third of the XX century) and what impact these changes have had on pedagogy. Even though Russian and Western social transformations have happened in completely different environments, there is one feature they have in common. Today both Western and Russian societies are nonstable or transitional communities. In terms of self-organization theory this means that these societies are at the bifurcation point where even a slightest or accidental in􀏔luence may lead to choosing the path of a sustainable development. The research methods used in this article include retrospective analysis, analysis of issues and contents of the academic 􀏔ield, discovery of contradictions and ‘blindspots’, development of approaches to solving practical research issues and developing theoretical concepts and heuristic synthesis. The main conclusions of this research prove the thesis that being a true ‘representative’ of socio-humanitarian knowledge, today’s pedagogy does not only encourage the search for historical roots and prerequisites of modern knowledge, it alo makes researchers to study principles of knowledge creation, knowledge structure and the process of obtaining knowledge. This demonstrates that pedagogy is moving from the empiric/descriptive stage of development to the stage of serious theoretical grounds when pedagogy can even perform the predictive function.

Keywords: socio-humanitarian knowledge, pedagogical methodology, pedagogy theory, gnoseology, logic, ethic-esthetic aspect, heuristic synthesis, synergetics, bifurcation, philosophy of education.

DOI: 10.7256/2454-0676.2014.4.14306

Abstract: The object of research is the means of teaching English. The matter under study is using blogs in this pedagogical process as a mean of teaching. The author deeply studies the problem of choosing means of teaching English these days and influence of modern technologies on it as well as characteristics of blog texts and ways to work with them. Introduction of new means along with classic ones is motivated. Particular attention is paid to importance of using authentic materials in teaching English nowadays. The method of research in this article is author’s analysis of widespread teaching practice and his own experience of teaching English. The novelty of the article consists in viewing a habitual virtual object as a mean of teaching English. In the new role this object gets originality. The principal conclusions from the article are the following. 1) There is the necessity to add new means of teaching English to traditional teaching methods. 2) Authentic materials are effective both from methodological and from psychological point of view. 3) Blog texts are linguistically specific and resemble discourse. 4) Originality of blogs as a mean of teaching gives new ways of working with texts that contain considerable methodological potential.

Keywords: English, theory of education, means, discourse, text, communication, Internet, blog, technologies, teacher

DOI: 10.7256/2454-0676.2014.4.66050

Abstract: The object of research is the means of teaching English. The matter under study is using blogs in this pedagogical process as a mean of teaching. The author deeply studies the problem of choosing means of teaching English these days and in􀏔luence of modern technologies on it as well as characteristics of blog texts and ways to work with them. Introduction of new means along with classic ones is motivated. Particular attention is paid to importance of using authentic materials in teaching English nowadays. The method of research in this article is author’s analysis of widespread teaching practice and his own experience of teaching English. The novelty of the article consists in viewing a habitual virtual object as a mean of teaching English. In the new role this object gets originality. The principal conclusions from the article are the following. 1) There is the necessity to add new means of teaching English to traditional teaching methods. 2) Authentic materials are effective both from methodological and from psychological point of view. 3) Blog texts are linguistically speci􀏔ic and resemble discourse. 4) Originality of blogs as a mean of teaching gives new ways of working with texts that contain considerable methodological potential.

Keywords: English, theory of education, means, discourse, text, communication, Internet, blog, technologies, teacher.

DOI: 10.7256/2454-0676.2014.4.14021

Abstract: In this article features of carrying out interactive lectures as an innovative form of education are explained. One of the principal shortcomings of a traditional lecture is a weak feedback, i.e. the absence of interactivity as it is. It is necessary to apply new approaches to giving lectures based on interactive technologies where training activity is carried out in the conditions of continuous, active interaction of all members of the educational process. In the article methods of the organization of main types of interactive lectures are provided: lectures with the analysis of specific situations, vizualization lectures, lectures using the feedback technique. The author examines examples of interactive lectures for bachelors majoring in the discipline 'Pedagogical Education', Faculty of Physics. In his article Artyukhin provides theoretical grounds and describes practical implementation of teaching methods that are based on the bilateral feedback and creative interaction of all actors of the educational process. The author also gives examples of lectures and shows that the knowledge and skills obtained during such lectures are more profound, better systematized, longer remembered and easier implemented. As a result, this significantly increases students' interest in the discipline and improves their professional skills. 

Keywords: interactive lecture, dialogue, visualization, higher school, elective courses, physics, pedagogical education, interactivity, interactive technologies, rural school

DOI: 10.7256/2454-0676.2014.4.66051

Abstract: In this article features of carrying out interactive lectures as an innovative form of education are explained. One of the principal shortcomings of a traditional lecture is a weak feedback, i.e. the absence of interactivity as it is. It is necessary to apply new approaches to giving lectures based on interactive technologies where training activity is carried out in the conditions of continuous, active interaction of all members of the educational process. In the article methods of the organization of main types of interactive lectures are provided: lectures with the analysis of speci􀏔ic situations, vizualization lectures, lectures using the feedback technique. The author examines examples of interactive lectures for bachelors majoring in the discipline ‘Pedagogical Education’, Faculty of Physics. In his article Artyukhin provides theoretical grounds and describes practical implementation of teaching methods that are based on the bilateral feedback and creative interaction of all actors of the educational process. The author also gives examples of lectures and shows that the knowledge and skills obtained during such lectures are more profound, better systematized, longer remembered and easier implemented. As a result, this signi􀏔icantly increases students’ interest in the discipline and improves their professional skills.

Keywords: interactive lecture, dialogue, visualization, higher school, elective courses, physics, pedagogical education, interactivity, interactive technologies, rural school.

DOI: 10.7256/2454-0676.2014.4.14008

Abstract: The article describes a new method of project activities applied during implementation of the educational process in the Master's degree program and contributing to the effective implementation of the competence-based approach in the education process there. Within the given context, the crowdsourcing method is veiwed as the 'co-creation of benefits'. The purpose of the method is to develop innotative thinking skills of students studying for a Master's degree, the kind of skills that would allow them to design and build the social environment for education, the ability to adapt to modern socio-economic conditions, to find organizational and managerial solutions and be responsible for them. The research is based on the materials tested and effectively realized at the Faculty of Taxes and Taxation at Financial University under the Government of the Russian Federation. The author emphasized the priority of implementation of project activities in the educational process and improvement of adaptive abilities of students to the current economic situation of the country; teamwork skills; readiness for cooperation with colleagues; the ability to take into account the interests of others, select and use adequate solutions of communication tasks taking into account the age, psychological and physiological characteristics of students; an effective independent work on the implementation of the individual educational plans in cooperation with teachers and fellow students.

Keywords: Master's degree programs, crowdsourcing, collective intelligence, project activity, competence, innovative methods, modern approaches, research project, Ideas Fairy, collective cooperation

DOI: 10.7256/2454-0676.2014.4.66052

Abstract: The article describes a new method of project activities applied during implementation of the educational process in the Master’s degree program and contributing to the effective implementation of the competence- based approach in the education process there. Within the given context, the crowdsourcing method is veiwed as the ‘co-creation of bene􀏔its’. The purpose of the method is to develop innotative thinking skills of students studying for a Master’s degree, the kind of skills that would allow them to design and build the social environment for education, the ability to adapt to modern socio-economic conditions, to 􀏔ind organizational and managerial solutions and be responsible for them. The research is based on the materials tested and effectively realized at the Faculty of Taxes and Taxation at Financial University under the Government of the Russian Federation.The author emphasized the priority of implementation of project activities in the educational process and improvement of adaptive abilities of students to the current economic situation of the country; teamwork skills; readiness for cooperation with colleagues; the ability to take into account the interests of others, select and use adequate solutions of communication tasks taking into account the age, psychological and physiological characteristics of students; an effective independent work on the implementation of the individual educational plans in cooperation with teachers and fellow students.

Keywords: Master’s degree programs, crowdsourcing, collective intelligence, project activity, competence, innovative methods, modern approaches, research project, Ideas Fairy, collective cooperation.