PRINCIPIOS DE DESARROLLO DE LA EDUCACIÓN SUPERIOR EN TRABAJOS DE FILOSÓFEROS Y CIENTÍFICOS RUSOS DEL SIGLO XX

Introducción: el artículo está dedicado a la investigación de la educación superior en diversos aspectos, se presentan los resultados de su reconocimiento en el pensamiento científico y filosófico nacional del siglo XX, se detecta la conexión con las tendencias europeas comunes de la escuela superior. Se consideran las opiniones de los filósofos y científicos rusos populares que hicieron su contribución a la base ideológica y los principios de la educación universitaria en Rusia en el siglo XX. Materiales y métodos: los métodos se basan en tradiciones de investigación del conocimiento humano: enfoque filosófico-antropológico de los problemas de la existencia humana, método comparativo de consideración de problemas educativos en relación con diversos contextos culturales e históricos del desarrollo de la existencia humana, método comparativo-histórico. Además de eso se reflejan los métodos de investigación fenomenológica y hermenéutica. Se detectan y comprenden filosóficamente las bases, los contenidos, los objetivos y las metas del sistema educativo, incluida la educación universitaria y la conexión de la educación con las investigaciones reales del ser humano y la sociedad contemporáneos. Resultados de la investigación: se presenta en el artículo que los principales enfoques de la educación y los resultados de su comprensión por parte de los pensadores rusos comprenden la unidad de contenido y resuenan con los problemas reales de su estructura y contenido en términos del mundo moderno, incluida la realidad rusa. Por lo tanto, se confirma la idea de la necesidad de una combinación óptima de conocimiento científico natural, especial y filosófico en el sistema educativo. Tal enfoque permite desarrollar la educación en términos de valores humanitarios, facilita la formación de la personalidad moral y espiritualmente orientada y socialmente responsable del especialista, ejerciendo una visión del mundo razonable. Discusión y conclusión: los resultados recibidos pueden usarse para ejercer los principios del desarrollo de la educación superior en términos de desafíos contemporáneos basados en el principio de sucesión y el mantenimiento de las mayores tradiciones culturales, y también para la planificación estratégica de los programas educativos de la Universidad.Introdução: o artigo é dedicado à pesquisa do ensino superior em vários aspectos, são apresentados os resultados do seu reconhecimento no pensamento científico e filosófico nacional do século XX, sendo detectada conexão com as tendências europeias comuns do ensino superior. Considerações de filósofos e cientistas russos populares que deram sua contribuição à base ideológica e aos princípios do ensino universitário na Rússia no século XX são consideradas.Materiais e métodos: Os métodos são baseados em tradições de pesquisa do conhecimento humano: abordagem filosóficoantropológica dos problemas da existência humana, método comparativo de consideração de problemas educacionais em conexão com vários contextos culturais e históricos do desenvolvimento da existência humana, método histórico-comparativo. Além disso, são refletidos os métodos de pesquisa fenomenológica e hermenêutica. A base, o conteúdo, as metas e os objetivos do sistema educacional, incluindo o ensino universitário e a conexão da educação com investigações reais do ser humano e da sociedade contemporâneos, são detectados e compreendidos filosoficamente.Resultados da pesquisa: É apresentado no artigo que as principais abordagens da educação e os resultados de sua compreensão pelos pensadores russos compreendem a unidade de conteúdo e ressoam com problemas reais de sua estrutura e conteúdo em termos do mundo moderno, incluindo a realidade russa.Portanto, a idéia da necessidade de uma combinação ótima de conhecimentos científicos, especiais e filosóficos naturais no sistema educacional é fundamentada. Essa abordagem permite desenvolver a educação em termos de valores humanitários, facilita a formação de personalidade moral e espiritualmente orientada e socialmente responsável do especialista, exercendo uma visão de mundo razoável. Discussão e conclusão: os resultados recebidos podem ser utilizados para o exercício dos princípios do desenvolvimento do ensino superior em termos de desafios contemporâneos, baseados no princípio da sucessão e na manutenção das maiores tradições culturais, e também no planejamento estratégico dos programas educacionais da Universidade.Introduction: the article is devoted to research of higher education various aspects, results of its recognition in national scientific and philosophical thought of 20th century are presented, connection with common European trends of higher school is detected. Views of popular Russian philosophers and scientists who made their contribution into ideologic basis and principles of University education in Russia in 20th century are considered. Materials and methods: Methods are based on research traditions of humane knowledge: philosophical-anthropologic approach to problems of human existence, comparative method of educational problems consideration in connection with various cultural and historical contexts of human existence development, comparative-historical method. Besides that phenomenological and hermeneutic research methods are reflected. Basis, contents, goals and targets of educational system including University education and connection of education with actual inquiries of contemporary human being and society are detected and philosophically comprehended. Results of research: It is presented in the article that major approaches to education and results of its comprehension by Russian thinkers comprise content unity and resonate with actual problems of its structure and contents in terms of modern world including Russian reality. Therefore the idea of necessity of optimal combination of natural scientific, special and philosophical knowledge in educational system is substantiated. Such approach allows to develop education in terms of humanitarian values, facilitates the formation of morally and spiritually oriented and socially responsible personality of the specialist, exercising reasonable world view. Discussion and conclusion: received results may be used in order to exercising the principles of higher education development in terms of contemporary challenges basing on principle of succession and keeping the greatest cultural traditions, and also for strategical planning of University educational programs

Educational activities and creative work of Russian scientist, thinker, and philosopher M. V. Lomonosov

Lomonosov is the founder of secular education in Russia. The long process of forming the educational principles that created the basis for scientific development and the training of academic personnel resulted in the creation of Moscow University. The university under Lomonosov's plan embodied the unity of natural science and humanities, elimination of theology and the secular education system, training of national academic personnel, combining education and upbringing, implementation of the principles of self-government. This article considers the outstanding ideas of the scientist and thinker in terms of their interrelationship, interdependence, and mutual influence, thereby offering a holistic view of this Russian scientist's work. The methods used in this study are based on philosophical research traditions. The findings of this research can be used to advance research on the relationship between science and philosophical knowledge, both in the scientist's activity and in the education system

Prevention of the development of root on stage of post-harvest storage of sugar beet

This article is devoted to the study of the reasons for the decline in the quality of root crops during post-harvest storage in piles under the influence of harmful microflora. The subject of the research is the process of sugar beet storage in enterprises. The causes of sugar beet mass losses are analyzed. Mathematical models have been developed for the intensity of damage to root crops by the most common types of clamp rot. A description of an automated information system designed to maintain the normative parameters of the microclimate inside the piles by means of information technologies is given

Prevention of the development of root on stage of post-harvest storage of sugar beet

This article is devoted to the study of the reasons for the decline in the quality of root crops during post-harvest storage in piles under the influence of harmful microflora. The subject of the research is the process of sugar beet storage in enterprises. The causes of sugar beet mass losses are analyzed. Mathematical models have been developed for the intensity of damage to root crops by the most common types of clamp rot. A description of an automated information system designed to maintain the normative parameters of the microclimate inside the piles by means of information technologies is given