Philosophical aspect of understanding addictive behavior determinants

The present situation in Russia is characterized by the fact that the number of young people particularly susceptible to developing addictions like alcoholism and drug addiction is continuously growing, and this cannot but adversely affect their socialization, the way they learn and follow the norms and beliefs of society, and increases the risk of further development of this tendency in the country. The purpose of this study was to examine and elucidate the addictive behavior determinants from the standpoint of social philosophy and social psychology. The major approach to explore the problem is a systemic-activity based approach that allowed us to consider determination problem and causality of addictive behavior on the basis of people’s involvement into certain types of activities that contribute to the formation of addictive behavior. The paper discusses the main challenges that human civilization faces, changes in the industrial and information age, as well as the challenges that people face in the rapidly changing conditions and forms of their own lives and activities. all negative factors that cause dissatisfaction and collapse of person’s identity like loss of values once considered positive and conventional, spiritual and emotional crisis, lack of clear prospects and confidence in the future, growing individualism, selfishness, and hedonism, contribute into creating a fertile ground for addictive behavior spread. Addictive behavior is understood as a specific kind of activity, the social importance of which is negative and destructive, but it is of special significance for the people involved in it. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Philosophical aspect of understanding addictive behavior determinants

The present situation in Russia is characterized by the fact that the number of young people particularly susceptible to developing addictions like alcoholism and drug addiction is continuously growing, and this cannot but adversely affect their socialization, the way they learn and follow the norms and beliefs of society, and increases the risk of further development of this tendency in the country. The purpose of this study was to examine and elucidate the addictive behavior determinants from the standpoint of social philosophy and social psychology. The major approach to explore the problem is a systemic-activity based approach that allowed us to consider determination problem and causality of addictive behavior on the basis of people’s involvement into certain types of activities that contribute to the formation of addictive behavior. The paper discusses the main challenges that human civilization faces, changes in the industrial and information age, as well as the challenges that people face in the rapidly changing conditions and forms of their own lives and activities. all negative factors that cause dissatisfaction and collapse of person’s identity like loss of values once considered positive and conventional, spiritual and emotional crisis, lack of clear prospects and confidence in the future, growing individualism, selfishness, and hedonism, contribute into creating a fertile ground for addictive behavior spread. Addictive behavior is understood as a specific kind of activity, the social importance of which is negative and destructive, but it is of special significance for the people involved in it. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Recreating Imagination and Self-Regulation as Means of Mathematical Thinking Development in Inclusive Education

© 2020. All rights reserved. The relevance of this article is determined by the need to study new approaches to the organization of the study of mathematics in inclusive education, explore recreational imagination, as well as self-regulation for the development of the learners’ ability to explain in detail their actions, find and correct mistakes on their own and thus develop their mathematical thinking. Today the needs of society to improve the quality of modern education along with the increasing volume of information that modern students must continuously process make the problem of developing mathematical thinking even more acute. The purpose of the study is to research the relationship between recreating imagination, mental self-regulation and mathematical thinking in students with mental retardation. Research methods included observation, psychological and pedagogical experiment, psychodiagnostic tests, and diagnostic tasks. Mathematical and statistical methods were also used (the Pearson correlation coefficient reflecting the degree of correlation between changes in two variables, where the changes in one of them correspond to the changes in the other), as well as interpretive methods. Research result: the article examines the relationship of mental self-regulation, recreating imagination and mathematical thinking in students with mental retardation and confirms the interrelationship of these processes using methods of mathematical statistics in psychology. It also discusses the complex of correctional and developmental exercises aimed at the development of recreating imagination and offers the means of developing mental self-regulation for the further development of the learners’ mathematical abilities. The data obtained in this research can be used in social psychology, pedagogy, developmental psychology, inclusive education, as well as for further theoretical development of this area and find application in the broad practice of inclusive education together with an established and experienced system of tasks

Learning styles and development of cognitive skills in mathematics learning

© 2020, Modestum LTD. Modern schoolchildren are the new digital generation and their preferences for working with information are based on of the dominant sensory modality which can be visual, auditory, and tactile/ kinesthetic. Therefore, to organize effective mathematics teaching it is necessary to use a personalized system of teaching techniques, instructional methods, and educational technologies taking into account the way students process information from the outside world. In light of neuropedagogy achievements and the idea of the dynamic balance, the purpose of the article is to provide evidence for the current need for taking into account the students' perceptual learning styles which reflect the nature of interhemispheric interaction in the process of cognitive learning development in mathematics learning. The article is also aimed at establishing a scientific rationale for a classification of teaching methods for development of general learning skills, logical operations, and problem solving skills in mathematics learning based on the criteria of "dominant hemisphere" and "learning style". The research methods are content analysis of scientific, educational and methodological literature to review the methods for cognitive skill development; testing the students' level of general learning skills and the level of verbal reasoning; modeling method, Google questioning of teachers from different regions of the Russian Federation, qualitative analysis of the empirical data. The scientific novelty of the study is the obtained results: empirical data in respect to personalized learning technologies used by Russian teachers; identifying the stages of cognitive skill development in mathematics learning based on the perceptual learning styles of students; establishing a scientific rationale for a classification of techniques for development of general learning skills according to the criteria of "type of learning in accordance with the dominant hemisphere"; developing the criteria for assessing cognitive skills on the basis of the students' learning styles. The theoretical significance of the study lies in its contribution to the mathematics methodology in regard to personalized learning technologies, the techniques for developing cognitive skills in mathematics learning taking into account students' learning styles and applying the ideas of neuropedagogy and the idea of the dynamic balance in teaching mathematics