Culture in Transition: Problems of Thinking and Speech Development

The authors consider this psychological and pedagogical research to be relevant as it advances the discussion of Lev Vygotsky and Alexander Luria’s cultural–historical theory of higher psychological functions and seeks to understand environment as a source of psychological development rather than as a condition for it. The interiorization of contemporary cultural phenomena bears the signs of fragmentary, mosaic thinking that makes it difficult to nurture the ability to analyze and identify cause-and-effect relationships. A superficial approach to the ever-expanding volume of knowledge prevents one from comprehending concepts, which has a negative impact on the development of consciousness, cognitive and affective functions, activity, verbal and non-verbal communication, and of the conceptual structure of the world and self-reflection on one’s place in the world. Speech enriches and stimulates thinking, thus driving the educational process toward a search for ways of integrating innovative tools and methods of engaging learners in adequate types of learning activities in the ‘the zone of proximal development’. The author’s many years of experience confirms the psychological and pedagogical effectiveness of the acquisition of meta-disciplinary content in philosophical propaedeutic starting from primary school. Meta-disciplinarity as a universal integratory phenomenon encompasses meta-knowledge, meta-tools, meta-skills, and meta-action that are connected with mental activity in super-subject knowledge acquisition by contrast with subject knowledge acquisition. Philosophical knowledge as meta-knowledge has a high degree of generalization and facilitates a holistic view of the world and the human’s place in it that is registered in the speech of the linguistic persona. The latter grows from being ‘knowledgeable’ to being a ‘thinking’ and ‘creating’ one. The theoretical and practical novelty of the study is that explores the concept of self-care in education. Keywords: digital civilization, changing society, culture, linguistic persona, higher psychological functions, thinking and speech, mosaic thinking, ‘self-care

Formation of Aluminum Particles with Shell Morphology during Pressureless Spark Plasma Sintering of Fe-Al Mixtures: Current-Related or Kirkendall Effect?

A need to deeper understand the influence of electric current on the structure and properties of metallic materials consolidated by Spark Plasma Sintering (SPS) stimulates research on inter-particle interactions, bonding and necking processes in low-pressure or pressureless conditions as favoring technique-specific local effects when electric current passes through the underdeveloped inter-particle contacts. Until now, inter-particle interactions during pressureless SPS have been studied mainly for particles of the same material. In this work, we focused on the interactions between particles of dissimilar materials in mixtures of micrometer-sized Fe and Al powders forming porous compacts during pressureless SPS at 500-650 °C. Due to the chemical interaction between Al and Fe, necks of conventional shape did not form between the dissimilar particles. At the early interaction stages, the Al particles acquired shell morphology. It was shown that this morphology change was not related to the influence of electric current but was due to the Kirkendall effect in the Fe-Al system and particle rearrangement in a porous compact. No experimental evidence of melting or melt ejection during pressureless SPS of the Fe-Al mixtures or Fe and Al powders sintered separately was observed. Porous FeAl-based compacts could be obtained from Fe-40at.%Al mixtures by pressureless SPS at 650 °C

Инновационные технологии: критерий антропологической соразмерности

The author highlights the problem of anthropological adequacy [Электронный ресурс] / inadequacy in terms of employing innovative technologies which have infinitely expanded the informative and communicative area of time and space and thus proposed new requirements to pedagogical interaction.Автор ставит проблему антропологической соразмерности/несоразмерности использования инновационных технологий, беспредельно расширивших информационно-коммуникационное пространство-время и предъявивших новые требования к педагогическому взаимодействию

Big Data Analysis, Use of Facebook Data.

90% of disponible data are created in recent years. Big Data term was know for the first time since 2005, and even before in Mesopotamia, in order to register the increased of their productions. But evolution erea of Big Data started at 20 century. Early data  are from 1887, when Herman Hollerith created a computer that read wholes made on a card to organize registered data. Every our device is connected with internet of things (IoT), from which we can use and collect data. Collected data can help business understanding consumer model and behaviors. But big data is more than that. Big Data can help schientifics to face global problems, and business to face the right decision. The best example how big data had changed our live are social media. Use of big data collected from social media network help business to understand consummator behavior, audience groups and their dedication on studied situation.  Our research focused in building an analysis informatic model, to analyse data collected from facebook pages. Keyword: IoT(Internet of things),Big Data,Social Media. DOI: 10.7176/CTI/8-0

Problem research assertiveness f youth in pedagogical sociology

Авторские исходные позиции обусловлены анализом динамично протекающих социокультурных трансформаций, непосредственно и опосредованно влияющих на личность с ранних лет и в последующих возрастных периодах, развитие которой детерминировано внешними и внутренними факторами, влияющими на личность, онтологически находящейся в поиске смысла жизни, ценностных ориентаций и отношений. Поставлена проблема необходимости социологического исследования уверенности в себе как свойстве личности носителя инновационной культуры, проявляющемся в ассертивном поведении в демократическом обществе.Author's original positions due to the analysis of dynamically flowing sociocultural transformations that directly and indirectly affect the personality from an early age and in later age periods, the development of which is determined by external and internal factors affecting the personality, ontologically located in the search for the meaning of life, values and attitudes. Posed the problem of the need for a sociological study of confidence in himself as the property of the personality the carrier of innovation culture, manifested in assertive behavior in a democratic society

Value orieentas students as teachers acmeological problem

This article explains how to choose values of students in a situation of changing perceptions of the value system, the center of which is the freedom of the individual self-sufficiency. Given the methodological substantiation of changing ideas about the values we hypothesized large variation value preferences of students, which is confirmed experimentallyВ статье рассматривается выбор студентами ценностей в ситуации меняющихся представлений о системе ценностей, в центре которой стоит свобода, самодостаточность личности. Дано методологическое обоснование меняющимся представлениям о ценностях, высказана гипотеза о большом разбросе ценностных предпочтений студентов, которая подтверждается экспериментальн

Reflexive culture in the context of pedigogical professionalism

In the author's understanding of the meaning of the integrated pedagogical professionalism includes a meta and substantive components, the nature and content of which are caused by modern chronotop, which has no democratic traditions.В авторском понимании интегрированный смысл педагогического профессионализма включает метапредметную и предметную составляющие, сущность и содержание которых обусловлены современным хронотопом, не имеющем демократических традиций

PROFESSIONAL-PEDAGOGICAL REFLECTION OF STUDENTS: RESULTS OF EMPIRICAL RESEARCH WORK

Introduction. Today, questions of valuable preferences and priorities of young people choosing a career in teaching are attracting widespread interest due to the introduction of new educational standards and subsequently fullygrown social and state requirements for teaching professionals. Individual characteristics (own intensions, potentialities, achievements) of future teachers have to correspond ideally to a humanistic educational paradigm and personally focused model of training and education. The aim of this research is to clarify the specifics of students’ reflection on the acquired profession and seeing themselves as future teachers.Methodology and research methods. The methodological framework of the study is based on competencyand system-based approaches. The author’s technique built upon a questionnaire was the main research tool. The technique of psychometric diagnostics offered by S. A. Minyurova and A. I. Kalashnikov became initial material for drawing up tasks of the questionnaire; that diagnostics is designed for measurement of professional commitment of school teachers and adapted to study reflexive sphere of students’ personality who chose pedagogical field of study. The non-parametric Mann-Whitney U-criterion test was applied when processing the data obtained during the questionnaire to compare average values of independent samples of respondents. Results and scientific novelty. The carried out analysis of dynamically changing external and internal (objective and subjective) allowed the author to emphasize the factors that influence students’ motivation to pedagogical activity, desire to realize themselves in it, and aspirations to study “through all life”. The proposed by the author new technique of a self-assessment for students with different levels of higher pedagogical education including postgraduate is approved. Significantly, the technique enables to reveal: socially and personally significant purposes of future teachers and lecturers; their valuable orientations; levels of adequacy for reflection of their personal attitudes to pedagogical activity; students’ ability to realize own professional competence and pedagogical marginalization. Successful approbation of the trial version of new methodical tools showed that selfassessment of future teachers significantly correlates with recognition of great demands of society required to a pedagogical profession.Practical significance. The research materials will be useful in psychological and pedagogical support for students when designing individual educational paths of pedagogical professional development.Введение. В связи с внедрением новых образовательных стандартов и существенно выросшими в последнее время требованиями со стороны общества и государства к работникам сферы образования актуализируются вопросы о ценностных предпочтениях и приоритетах молодых людей, избирающих профессию педагога, индивидуальные характеристики которого (интенции, потенции, поссиденции) должны в идеале соответствовать гуманистической образовательной парадигме и личностно ориентированной модели обучения и воспитания. Цель изложенного в статье исследования заключается в выяснении специфики рефлексии студентов педагогических специальностей по поводу приобретаемой профессии и представлений себя в ней.Методология и методы. Методологической базой работы послужили компетентностный и системный подходы. Главным инструментарием исследования была разработанная автором методика, основанная на опросе. Исходным материалом для составления заданий опросника стала предложенная С. А. Минюровой и А. И. Калашниковым методика психометрической диагностики, предназначенная для измерения профессиональной приверженности школьных учителей и адаптированная для изучения рефлексивной сферы личности студентов, выбравших педагогические направления подготовки. При обработке полученных в ходе опроса данных для сравнения средних значений независимых выборок респондентов применялся непараметрический U-критерий Манна-Уитни. Результаты и научная новизна. Осуществлен анализ динамично меняющихся внешних и внутренних (объективных и субъективных) факторов, влияющих на устойчивость мотивации студентов к педагогической деятельности, желание реализовать себя в ней, стремление к образованию «через всю жизнь». Апробирована новая методика самооценки учащихся разных уровней высшего педагогического образования, включая послевузовское. Методика позволяет выявлять социально и личностно значимые цели будущих учителей и преподавателей, их ценностные ориентации, степень адекватности рефлексии их личной расположенности к педагогической деятельности, меру понимания учащимися собственной профессиональной компетентности и педагогического маргинализма. Успешная апробация пробной версии нового методического инструментария показала, что самооценка будущих педагогов значимо коррелирует с признанием высоких требований социума, предъявляемых к профессии. Практическая значимость. Материалы исследования могут быть использованы психолого-педагогическом сопровождении студентов при их продвижении по индивидуальным маршрутам освоения педагогической профессии