200 research outputs found
Metalanguage as pedagogical phenomenon and its role in language development of personality at school
The aim of this article is to consider psychological and pedagogical mechanisms of personal language development and formation of humanitarian culture of schoolchildren as part of their general culture by means of language as a symbolic and cultural phenomenon. Methods. Theoretical analysis, synthesis, generalization, specification, comparison, classification are the methods applied in this research. Conclusions are made on the basis of contemporary socio-cultural and linguistic situation analysis of fundamental psycho-pedagogical and linguistic theories and generalization of experience of the network project Β«Language personality development in the system of general education at schools of the Tyumen regionΒ». Results. It is proved that effective language education in the context of contemporary socio-cultural situation and new educational standard requirements is possible on the basis of updating axiological humanitarian approaches, which are linguistic and culturological, semiotic, hermeneutic; and help to design the metalanguage educational space as a space of intersection of different languages, subject-specific and interdisciplinary, cognitive and linguistic pictures of the world, between different speech practices. The article considers the nature and content of the metalanguage, based on mental corpus of individuals, including cultural, linguistic, semiotic concepts, metaphorical layer of language, cognitive metaphors, idioms, phraseological units, etc. It is proved that reading and understanding of text, its analysis and personal interpretation, production of Β«secondaryΒ» and Β«counterΒ» texts are the main types of metalanguage activities in the process of general personality development, when metalanguage is a mechanism of conceptualization of individual consciousness, the formation of individual linguistic picture of the world and individual concept sphere, enrichment of personal worldviews and sensitive experience, and value development of metatext of culture. Scientific novelty. The article reveals the authorβs concept of language development and metalanguage as a pedagogical phenomenon, which in the educational semiotics is systemic. The concept of metalanguage, which is a universal language, the language of culture is a broad way to build meta-scientific concepts, a tool of mastering all subject areas and different Β«subjectΒ» languages at school. Practical significance. The materials provided in this article will help teachers, heads of educational institutions in the implementation of new language policies and organization of the process of language development of personality based on humanitarian approachesΒ Π¦Π΅Π»Ρ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² ΠΊΠ°ΠΊ ΡΠ°ΡΡΠΈ ΠΎΠ±ΡΠ΅ΠΉ ΠΊΡΠ»ΡΡΡΡΡ ΠΏΡΠΈ ΠΎΠΏΠΎΡΡΠ΅Π΄ΡΡΡΠ΅ΠΉ ΡΠΎΠ»ΠΈ ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ Π·Π½Π°ΠΊΠΎΠ²ΠΎ-ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΠ°Π±ΠΎΡΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°, ΡΠΈΠ½ΡΠ΅Π·Π°, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠΈΠ·Π°ΡΠΈΠΈ, ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ, ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ. ΠΡΠ²ΠΎΠ΄Ρ ΡΠ΄Π΅Π»Π°Π½Ρ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΎΠ±Π·ΠΎΡΠ° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΈ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ, ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠΉ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠ·ΡΠΊΠΎΠ²ΡΡ
ΡΠ΅ΠΎΡΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Π³Π΅Π½Π΅ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠΏΡΡΠ° ΡΠΊΠΎΠ» Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, ΠΎΠ±ΡΠ΅ΡΠ΅Π½Π½ΠΎΠ³ΠΎ Π² Ρ
ΠΎΠ΄Π΅ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Β«Π―Π·ΡΠΊΠΎΠ²ΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΎΠ±ΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡΒ». Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ Π½ΠΎΠ²ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠ² Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² β Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΡΠ΅ΠΌΠΈΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΠΏΠΎΠΌΠΎΠ³Π°ΡΡΠΈΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°ΡΡ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ ΠΊΠ°ΠΊ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ ΠΏΠ΅ΡΠ΅ΡΠ΅ΡΠ΅Π½ΠΈΡ ΡΠ°Π·Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ², ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠΉ ΠΈ ΠΌΠ΅ΡΠ°ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠΉ, ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠΉ ΠΈ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΠΊΠ°ΡΡΠΈΠ½ ΠΌΠΈΡΠ°, Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ°Π·Π½ΡΡ
ΡΠ΅ΡΠ΅Π²ΡΡ
ΠΏΡΠ°ΠΊΡΠΈΠΊ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΡΠΈΡΠΎΠ΄Π° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠ°, ΠΎΡΠ½ΠΎΠ²Ρ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π»ΡΠ΅Ρ ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠΈΠΉ ΠΊΡΠ»ΡΡΡΡΠ½ΡΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡ, Π»ΠΈΠ½Π³Π²ΠΎΠΊΠΎΠ½ΡΠ΅ΠΏΡΡ, ΡΠ΅ΠΌΠΈΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡ, ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠ»ΠΎΠΉ ΡΠ·ΡΠΊΠ°, ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠ΅ ΠΌΠ΅ΡΠ°ΡΠΎΡΡ ΠΈ Ρ. ΠΏ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΡΡΠ΅Π½ΠΈΠ΅ ΠΈ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΅ΠΊΡΡΠ°, Π΅Π³ΠΎ Π°Π½Π°Π»ΠΈΠ· ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½Π°Ρ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡ, ΠΏΡΠΎΠ΄ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Β«Π²ΡΠΎΡΠΈΡΠ½ΡΡ
Β» ΠΈ Β«Π²ΡΡΡΠ΅ΡΠ½ΡΡ
Β» ΡΠ΅ΠΊΡΡΠΎΠ² β Π³Π»Π°Π²Π½ΡΠ΅ Π²ΠΈΠ΄Ρ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊ Π²ΡΡΡΡΠΏΠ°Π΅Ρ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ° ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΡΡΠ΅ΡΡ, ΠΎΠ±ΠΎΠ³Π°ΡΠ΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΈ ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΌΠ΅ΡΠ°ΡΠ΅ΠΊΡΡΠ° ΠΊΡΠ»ΡΡΡΡΡ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΠΊΡΡΠ²Π°Π΅ΡΡΡ Π°Π²ΡΠΎΡΡΠΊΠ°Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π°, ΠΊΠΎΡΠΎΡΡΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ΅ΠΌΠΈΠΎΡΠΈΠΊΠ΅ Π½ΠΎΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΠΎΠΎΠ±ΡΠ°Π·ΡΡΡΠΈΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ. ΠΠ²ΠΎΠ΄ΠΈΡΡΡ ΠΏΠΎΠ½ΡΡΠΈΠ΅ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠ°, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠΉ ΡΠ·ΡΠΊ, ΡΠ·ΡΠΊ ΠΊΡΠ»ΡΡΡΡΡ ΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΏΠΎΡΠΎΠ±ΠΎΠΌ ΡΠΈΡΠΎΠΊΠΎΠ³ΠΎ ΠΌΠ΅ΡΠ°Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΠΉ, ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠΌ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ Π²ΡΠ΅Ρ
ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ ΠΈ Β«ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
Β» ΡΠ·ΡΠΊΠΎΠ² ΡΡΠ΅Π±Π½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ·Π»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ Π² ΡΡΠ°ΡΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΏΠΎΠΌΠΎΠ³ΡΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌ, ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ Π² Π²ΡΠ±ΠΎΡΠ΅ Π½ΠΎΠ²ΡΡ
ΡΠ·ΡΠΊΠΎΠ²ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ²
The formation of practice-oriented research activity of teachers in the regional educational environment (analysis of the experience of the tyumen region)
The article considers the problem of forming practice-oriented research activities of teachers in the context of modernization of the national teacher education. On the analysis of the educational experience of the Tyumen region considers the role of regional educational environment in the implementation of new integration approaches in the training of teachers. The structure and main components of the regional educational environment, the basic directions and ways of its realizationΠ ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ° Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΡΠΎΠ»Ρ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π² ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π½ΠΎΠ²ΡΡ
ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ². ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΡΡΡΠΊΡΡΡΠ° ΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ, ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠΏΠΎΡΠΎΠ±Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π΅Π΅ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»
THE PROBLEMS OF LINGUISTIC EDUCATION AT SCHOOL AND PERSPECTIVE DIRECTIONS OF TEACHERSβ PROFESSIONAL TRAINING
The article makes an attempt to outline the range of issues and perspective directions of teachersβ professional training at postgraduate courses in accordance with the actual problems of linguistic education at school in the context of contemporary socio-cultural situation, which is characterized by the expansion of information and communication fields, change in types of culture and the crisis of speech standard; to define the reasons of the insufficient quality of language education, which today has a fragmented, unsystematic character; to prove the necessity to change the attitude of students and teachers to language. The overview analysis of the philosophy of language, psychological and pedagogical approaches to the language as a holistic construct to form sense and creativity, means to express public consciousness, energy and spirit of the people, identifies the basic functions and value (instrumental, world forming, mental) of the language in the formation of a personality. The article proves that linguistic development at school should be based on a deep understanding of the spiritual nature of language, the conscious relation to language as mental spiritual values, the integrator of culture and universal instrument of world creation, cultural self construction of a personality.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΡΠ΅ΡΡΠΈΡΡ ΠΊΡΡΠ³ Π·Π°Π΄Π°Ρ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² Π½Π° ΠΊΡΡΡΠ°Ρ
ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌΠΈ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΊΠΎΠ»Π΅ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅ΡΡΡ ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ»Ρ, ΡΠΌΠ΅Π½ΠΎΠΉ ΡΠΈΠΏΠΎΠ² ΠΊΡΠ»ΡΡΡΡ ΠΈ ΠΊΡΠΈΠ·ΠΈΡΠΎΠΌ ΠΊΡΠ»ΡΡΡΡΡ ΡΠ»ΠΎΠ²Π°; ΠΎΠ±ΠΎΠ·Π½Π°ΡΠΈΡΡ ΠΏΡΠΈΡΠΈΠ½Ρ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π½ΠΎΡΠΈΡ ΡΠ΅Π³ΠΎΠ΄Π½Ρ ΡΡΠ°Π³ΠΌΠ΅Π½ΡΠ°ΡΠ½ΡΠΉ, Π±Π΅ΡΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ; Π΄ΠΎΠΊΠ°Π·Π°ΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΡΠ·ΡΠΊΡ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ². ΠΠ° ΠΎΠ±Π·ΠΎΡΠ½ΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π΅ ΡΠΈΠ»ΠΎΡΠΎΡΠΈΠΈ ΡΠ·ΡΠΊΠ°, ΠΈΠ·Π²Π΅ΡΡΠ½ΡΡ
ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠΌΡ ΡΠΌΡΡΠ»ΠΎΡΠΎΡΠΌΠΈΡΡΡΡΠ΅ΠΌΡ ΠΈ ΡΠΌΡΡΠ»ΠΎΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠΌΡ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΡ, Π½ΠΎΡΠΈΡΠ΅Π»Ρ ΠΈ Π²ΡΡΠ°Π·ΠΈΡΠ΅Π»Ρ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ, ΡΠ½Π΅ΡΠ³ΠΈΠΈ ΠΈ Π΄ΡΡ
Π° Π½Π°ΡΠΎΠ΄Π° Π²ΡΡΠ²Π»ΡΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΡΠ½ΠΊΡΠΈΠΈ ΠΈ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ (ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅, ΠΌΠΈΡΠΎΠΌΠΎΠ΄Π΅Π»ΠΈΡΡΡΡΠ΅Π΅, ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ΅) ΡΠ·ΡΠΊΠ° Π² ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. Π ΡΡΠ°ΡΡΠ΅ Π΄ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π² ΡΠΊΠΎΠ»Π΅ Π΄ΠΎΠ»ΠΆΠ½ΠΎ Π±Π°Π·ΠΈΡΠΎΠ²Π°ΡΡΡΡ Π½Π° Π³Π»ΡΠ±ΠΈΠ½Π½ΠΎΠΌ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠΈ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠΉ ΡΡΡΠ½ΠΎΡΡΠΈ ΡΠ·ΡΠΊΠ°, ΠΎΡΠΎΠ·Π½Π°Π½Π½ΠΎΠΌ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΊ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠΉ ΡΠ΅Π½Π½ΠΎΡΡΠΈ, ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΎΡΡ ΠΊΡΠ»ΡΡΡΡΡ ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΡ ΠΌΠΈΡΠΎΡΠΎΠ·ΠΈΠ΄Π°Π½ΠΈΡ, ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΡΡΡΠΎΠΈΡΠ΅Π»ΡΡΡΠ²Π° Π»ΠΈΡΠ½ΠΎΡΡΠΈ
Introduction as a Genre of Auto-Commentary in Works of I. S. Turgenev
The phenomenon of the authorβs reflection on his works is considered on the basis of the introductions by I. S. Turgenev. The absence of special works on this topic allows us to speak about the novelty of the study. Its relevance is associated with raising the question of the specifics and role of the authorβs understanding of the meaning of his own works and its correlation with the perception of the reader. The results of a comparative analysis of all of Turgenevβs introductions are presented in the article. The attitude of Turgenev to the opinion of the reader and criticism is shown. It is proved that Turgenevβs introductions βdo not justifyβ their theoretical expectations, because the writer deliberately refuses to comment on the intentionality and meaning of his works in them. It is concluded that this allows the writer to express a theoretically important idea about the βnon-interferenceβ of the writer in the text he created. Particular attention is paid to the βIntroduction to the Novelsβ, which is a kind of metatext uniting all six works of this genre, which allows Turgenev to determine the main direction and principles of his work. It is shown that these issues are considered by the writer in the context of general aesthetic problems: the specifics of artistic cognition, freedom of creativity, the conscious and unconscious in art, the relationship between the artist and the critic / reader, etc
Action Immersion in the Social and Cultural Environment in the Course of Adultβs Foreign Language Training
Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π²ΡΠ½ΡΠΆΠ΄Π΅Π½Π½ΠΎΠ³ΠΎ, Π° Π½Π΅ ΡΠ°ΠΌΠΎΠ°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. Π Π°ΡΠΊΡΡΠ²Π°ΡΡΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΠΉ Π²ΠΎΠ·Π½ΠΈΠΊΡΠ΅ΠΉ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ. Π’Π΅ΠΎΡΠ΅ΡΠΈΠΊΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ»ΠΊΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°ΡΡΡΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·Π° Π³ΡΠΌΠ°Π½ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΈ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΡΡ
ΡΡΠ°Π΄ΠΈΡΠΈΠΉ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π½Π°ΡΠΊΠΈ.This article deals with the problem of forced and Self-actualized teaching of a foreign language for students, workers of education and representatives of practical spheres of activity. The authors reveal some theoretical and methodological possibilities to overcome the destructive manifestations of the needs arising in effective foreign language teaching. Theoretical and methodological assumptions are justified in the context of the analysis of humanistic approach and activity theory traditions of Russian psychological and pedagogical science
Dialogue between A. S. Khomyakov and I. V. Kireevsky on the Character of Russian and European Enlightenment
The article was submitted on 12.02.2018.This article focuses on the dialogue between A. S. Khomyakov and I. V. Kireevsky on the Russian and European Enlightenment. Comparative analysis of Kireevskyβs On the Character of European Enlightenment and Its Relation to Russian Enlightenment (1852) and Khomyakovβs On I. V. Kireevskyβs Article βOn the Character of European Enlightenment and Its Relation to Russian Enlightenmentβ (1852) illustrates their understanding of an issue which motivated their further creative and intellectual communication. This not only helps us to see the unity of Slavophile opinion but also each authorsβ individual attitude towards the matter at hand. According to them, the Russian and European Enlightenment differed in their origin and content. Both philosophers see the Enlightenment as a universal category which not only characterises intellectual activity connected with education and the peculiarity of scholarly knowledge, but also the moral, spiritual, and aesthetic values of society, peopleβs behaviour, and everyday life. While the two philosophers generally agree on the understanding of the issue, some of their conclusions are different. Thus, Khomyakov holds a more sympathetic position on the European question: he gives a detailed account of those achievements of European culture which became the common heritage of mankind and is more critical of the medieval period of Russian history, referring to historical facts. Kireevsky makes more general statements and is selective when it comes to illustrating his arguments with examples from European and Russian history. Ultimately, both philosophers recognise the advantages of the Russian Enlightenment, whose nature they both characterise as integrated, reasonable, and inspired by faith, unlike the bifurcated nature and deliberativeness of the European Enlightenment. Both Kireevsky and Khomyakov aim to avoid contrasting Russia and Europe, concluding that their inner connections are historically grounded and enrich both Russian and European cultures.Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π΄ΠΈΠ°Π»ΠΎΠ³ ΡΠΈΠ»ΠΎΡΠΎΡΠΎΠ²-ΠΏΡΠ±Π»ΠΈΡΠΈΡΡΠΎΠ² Π. Π‘. Π₯ΠΎΠΌΡΠΊΠΎΠ²Π° ΠΈ Π. Π. ΠΠΈΡΠ΅Π΅Π²ΡΠΊΠΎΠ³ΠΎ ΠΎ ΡΡΡΡΠΊΠΎΠΌ ΠΈ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠΌ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠΈ. Π‘ΠΎΠΎΡΠ½Π΅ΡΠ΅Π½ΠΈΠ΅ ΡΠ°Π±ΠΎΡ ΠΠΈΡΠ΅Π΅Π²ΡΠΊΠΎΠ³ΠΎ Β«Π Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ΅ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ ΠΠ²ΡΠΎΠΏΡ ΠΈ Π΅Π³ΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΊ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ Π ΠΎΡΡΠΈΠΈΒ» (1852) ΠΈ Π₯ΠΎΠΌΡΠΊΠΎΠ²Π° Β«ΠΠΎ ΠΏΠΎΠ²ΠΎΠ΄Ρ ΡΡΠ°ΡΡΠΈ Π. Π. ΠΠΈΡΠ΅Π΅Π²ΡΠΊΠΎΠ³ΠΎ βΠ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ΅ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ ΠΠ²ΡΠΎΠΏΡ ΠΈ Π΅Π³ΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΊ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ Π ΠΎΡΡΠΈΠΈβΒ» (1852) ΡΠ°ΡΠΊΡΡΠ²Π°Π΅Ρ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΈΠΌΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΡΡΠ°Π²ΡΠ΅ΠΉ ΠΏΠΎΠ²ΠΎΠ΄ΠΎΠΌ Π΄Π»Ρ ΠΈΡ
ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ. ΠΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΡΠ²ΠΈΠ΄Π΅ΡΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π΅Π΄ΠΈΠ½ΡΡΠ²ΠΎ Β«ΡΠ»Π°Π²ΡΠ½ΠΎΡΠΈΠ»ΡΡΠΊΠΈΡ
ΠΌΠ½Π΅Π½ΠΈΠΉΒ», Π½ΠΎ ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΉ Π²Π·Π³Π»ΡΠ΄ Π°Π²ΡΠΎΡΠΎΠ² Π½Π° ΠΎΠ±ΡΡΠΆΠ΄Π°Π΅ΠΌΠΎΠ΅ ΡΠ²Π»Π΅Π½ΠΈΠ΅. Π ΡΡΡΠΊΠΎΠ΅ ΠΈ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠ΅ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠ΅, ΠΏΠΎ ΠΈΡ
ΡΠ°Π·ΠΌΡΡΠ»Π΅Π½ΠΈΡΠΌ, ΠΎΡΠ»ΠΈΡΠ°ΡΡΡΡ ΠΈ Π² ΡΠ²ΠΎΠΈΡ
ΠΈΡΡΠΎΠΊΠ°Ρ
, ΠΈ ΡΠ²ΠΎΠ΅ΠΌ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠΈ. ΠΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΠ΅ Π² ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠΈ ΠΎΠ±ΠΎΠΈΡ
ΡΠΈΠ»ΠΎΡΠΎΡΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠ΅ΠΉ, ΠΊΠΎΡΠΎΡΠ°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅Ρ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΎΠΉ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ, Π½ΠΎ ΡΠ°ΠΊΠΆΠ΅ Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΠ΅, Π΄ΡΡ
ΠΎΠ²Π½ΡΠ΅, ΡΡΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΈ Π±ΡΡ Π»ΡΠ΄Π΅ΠΉ. Π‘ΠΎΠ²ΠΏΠ°Π΄Π°Ρ Π² ΡΠ΅Π»ΠΎΠΌ ΠΏΠΎ ΡΡΡΠΈ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΡΠΈΠ»ΠΎΡΠΎΡΡ ΡΠ°ΡΡ
ΠΎΠ΄ΡΡΡΡ Π² ΡΡΠ΄Π΅ ΡΠ°ΡΡΠ½ΡΡ
Π²ΡΠ²ΠΎΠ΄ΠΎΠ². ΠΠΎΠ·ΠΈΡΠΈΡ Π₯ΠΎΠΌΡΠΊΠΎΠ²Π° ΠΏΠΎ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠΌΡ Π²ΠΎΠΏΡΠΎΡΡ ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π±ΠΎΠ»Π΅Π΅ ΡΠΎΡΡΠ²ΡΡΠ²Π΅Π½Π½ΠΎΠΉ, ΠΎΠ½ ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΠΎ Π³ΠΎΠ²ΠΎΡΠΈΡ ΠΎ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡΡ
Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ°Π»ΠΈ ΠΎΠ±ΡΠΈΠΌ Π΄ΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΡΠ²Π°, ΠΈ Π±ΠΎΠ»Π΅Π΅ ΠΊΡΠΈΡΠΈΡΠ½ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π΅Ρ ΠΏΠ΅ΡΠΈΠΎΠ΄ ΠΆΠΈΠ·Π½ΠΈ ΠΡΠ΅Π²Π½Π΅ΠΉ Π ΡΡΠΈ, ΡΡΡΠ»Π°ΡΡΡ Π½Π° ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΡΠ΅ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ°ΠΊΡΡ. ΠΠΈΡΠ΅Π΅Π²ΡΠΊΠΈΠΉ Π² Π±ΠΎΠ»ΡΡΠ΅ΠΉ ΠΌΠ΅ΡΠ΅ ΡΡΡΠ΅ΠΌΠΈΡΡΡ ΠΊ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡΠΌ, ΠΈΠ·Π±ΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°Ρ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π» ΡΡΡΡΠΊΠΎΠΉ ΠΈ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠΉ ΠΈΡΡΠΎΡΠΈΠΈ. Π ΠΈΡΠΎΠ³Π΅ ΠΎΠ±Π° Π°Π²ΡΠΎΡΠ° ΠΏΡΠΈΠ·Π½Π°ΡΡ ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²ΠΎ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠ΅Π³ΠΎ Π²Π½ΡΡΡΠ΅Π½Π½Π΅ΠΉ ΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ ΠΈ ΡΠ°Π·ΡΠΌΠ½ΠΎΡΡΡΡ, ΠΎΠ΄ΡΡ
ΠΎΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΠ³ΠΎ Π²Π΅ΡΠΎΠΉ, Π² ΠΎΡΠ»ΠΈΡΠΈΠ΅ ΠΎΡ Β«ΡΠ°Π·Π΄Π²ΠΎΠ΅Π½Π½ΠΎΡΡΠΈΒ» ΠΈ ΡΠ°ΡΡΡΠ΄ΠΎΡΠ½ΠΎΡΡΠΈ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ. Π ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΠΈ ΠΠΈΡΠ΅Π΅Π²ΡΠΊΠΈΠΉ, ΠΈ Π₯ΠΎΠΌΡΠΊΠΎΠ² ΡΡΡΠ΅ΠΌΡΡΡΡ ΡΠΉΡΠΈ ΠΎΡ ΠΆΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ Π ΠΎΡΡΠΈΠΈ ΠΈ ΠΠ²ΡΠΎΠΏΡ ΠΈ ΠΏΡΠΈΡ
ΠΎΠ΄ΡΡ ΠΊ Π²ΡΠ²ΠΎΠ΄Ρ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΠΈΡ
Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠ΅ ΡΠ²ΡΠ·ΠΈ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½Ρ ΠΈ ΠΎΠ±ΠΎΠ³Π°ΡΠ°ΡΡ ΠΊΠ°ΠΊ ΡΡΡΡΠΊΡΡ, ΡΠ°ΠΊ ΠΈ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΡΡ ΠΊΡΠ»ΡΡΡΡΡ
The Criterion of Usefulness in the Evaluation of Art in the Russian Literary Criticism of the 1860s
ΠΠΎΡΡΡΠΏΠΈΠ»Π° Π² ΡΠ΅Π΄Π°ΠΊΡΠΈΡ 18.10.2017. ΠΡΠΈΠ½ΡΡΠ° ΠΊ ΠΏΠ΅ΡΠ°ΡΠΈ 30.01.2018.Submitted on 18 October, 2017. Accepted on 30 January, 2018.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΠΎΠ»Π΅ΠΌΠΈΠΊΠ΅ Π² ΡΡΡΡΠΊΠΎΠΉ ΠΊΡΠΈΡΠΈΠΊΠ΅ 1860-Ρ
Π³Π³. ΠΎ Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΠΈ, ΡΠ΅Π»ΠΈ ΠΈ Β«ΠΏΠΎΠ»Π΅Π·Π½ΠΎΡΡΠΈΒ» ΠΈΡΠΊΡΡΡΡΠ²Π°. Π‘ΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ°Π±ΠΎΡ ΠΏΡΠ±Π»ΠΈΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈ ΡΡΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΡΠΈΡΠΈΠΊΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ Π. Π. ΠΠ°ΡΠΊΠΎΠ²Π° ΠΈ Π. Π. ΠΡ
ΡΠ°ΡΡΠΌΠΎΠ²Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» ΠΏΡΠΈΠΉΡΠΈ ΠΊ ΡΠ»Π΅Π΄ΡΡΡΠΈΠΌ Π²ΡΠ²ΠΎΠ΄Π°ΠΌ. ΠΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄ΠΈΡΠΊΡΡΡΠΈΠΈ ΡΡΠΎΠ³ΠΎ ΠΏΠ΅ΡΠΈΠΎΠ΄Π° ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΈ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΠΎΡΠ²Π΅ΡΠΎΠ² Π½Π° ΡΠΊΠ°Π·Π°Π½Π½ΡΠ΅ Π²ΠΎΠΏΡΠΎΡΡ, ΠΏΡΠΈ ΡΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΠΈ ΡΡΠ΄Π° ΠΊΠΎΠ½ΡΡΠ°Π½ΡΠ½ΡΡ
ΠΈΠ΄Π΅ΠΉ. ΠΡΠΎ ΡΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΠΏΠΎΠ»ΡΠ·Ρ ΠΈΡΠΊΡΡΡΡΠ²Π° ΠΊΠ°ΠΊ ΠΏΠΎΠΏΡΠ»ΡΡΠΈΠ·Π°ΡΠΎΡΠ° Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ, Π°ΠΊΡΠ΅Π½Ρ Π½Π° Π΅Π³ΠΎ ΠΏΡΠΎΡΠ²Π΅ΡΠΈΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΡΡΠ½ΠΊΡΠΈΠΈ; ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π° ΠΊΠ°ΠΊ ΡΠ°ΠΊΡΠΎΡΠ° Π΄ΡΡ
ΠΎΠ²Π½ΠΎ-Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ Π½Π° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°; ΠΏΠΎΠ»Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π·Π°ΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΎ Π΅Π³ΠΎ Β«ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉΒ» Π±Π΅ΡΠΏΠΎΠ»Π΅Π·Π½ΠΎΡΡΠΈ, ΠΈΠ·Π±ΡΡΠΎΡΠ½ΠΎΡΡΠΈ, Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π³Π»ΡΠ΄Π° Π½Π° Π²Π΅ΡΠΈ. ΠΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½Π°Ρ Π°Π²ΡΠΎΡΡΠΊΠ°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π°ΠΊΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²ΠΈΠ»ΠΈ ΡΠ°Π·Π»ΠΈΡΠ½ΠΎΠ΅ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΊΡΠΈΡΠΈΠΊΠ°ΠΌΠΈ 1850β1860-Ρ
Π³Π³. Π²ΠΎΠΏΡΠΎΡΠ° ΠΎ ΠΏΠΎΠ»ΡΠ·Π΅ ΠΈΡΠΊΡΡΡΡΠ²Π°. Π’Π°ΠΊ, Π. Π. Π§Π΅ΡΠ½ΡΡΠ΅Π²ΡΠΊΠΈΠΉ ΡΡΠΈΡΠ°Π΅Ρ, ΡΡΠΎ ΠΏΡΠΎΠΏΠ°Π³Π°Π½Π΄ΠΈΡΡΡ, ΠΏΠΎΠΏΡΠ»ΡΡΠΈΠ·ΠΈΡΡΡ Π½Π°ΡΡΠ½ΡΠ΅ Π·Π½Π°Π½ΠΈΡ, ΠΈΡΠΊΡΡΡΡΠ²ΠΎ ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΈΠ·ΠΌΠ΅Π½ΠΈΡΡ ΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈ Π΄Π°ΠΆΠ΅ ΡΠ»ΡΡΡΠΈΡΡ Π΅Π³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ΅ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠ΅, ΠΈΠ½Π°ΡΠ΅ Π³ΠΎΠ²ΠΎΡΡ, Π±ΡΡΡ Π΄Π»Ρ Π½Π΅Π³ΠΎ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ ΠΏΠΎΠ»Π΅Π·Π½ΡΠΌ. Π. Π. ΠΡΡΠΆΠΈΠ½ΠΈΠ½, Π. Π. ΠΠΎΡΠΊΠΈΠ½, Π. Π. ΠΠ½Π½Π΅Π½ΠΊΠΎΠ², Π³ΠΎΠ²ΠΎΡΡ ΠΎ ΡΠΎΠ»ΠΈ ΠΈ Π·Π½Π°ΡΠ΅Π½ΠΈΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π°, Π²ΠΎΠΎΠ±ΡΠ΅ Π½Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΡΡ ΡΡΡ ΠΎΡΠ΅Π½ΠΎΡΠ½ΡΡ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡ. ΠΠ»Ρ Π. Π. ΠΠ°ΡΠΊΠΎΠ²Π° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΎ ΠΏΠΎΠ»ΡΠ·Π΅ ΠΈΡΠΊΡΡΡΡΠ²Π° ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ ΡΠ²ΡΠ·Π°Π½ΠΎ Ρ ΠΈΠ΄Π΅Π΅ΠΉ ΡΠ²ΠΎΠ±ΠΎΠ΄Ρ Ρ
ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ²ΠΎΡΡΠ΅ΡΡΠ²Π°, Π΅Π³ΠΎ Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ Π»ΡΠ±ΠΎΠ³ΠΎ Π²Π½Π΅ΡΠ½Π΅Π³ΠΎ Π΄ΠΈΠΊΡΠ°ΡΠ°. Π. Π. ΠΡ
ΡΠ°ΡΡΠΌΠΎΠ² ΠΎΡΠ²Π΅ΡΠ³Π°Π΅Ρ ΡΠ°ΠΌ ΠΊΡΠΈΡΠ΅ΡΠΈΠΉ ΠΏΠΎΠ»ΡΠ·Ρ ΠΏΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΠΈΡΠΊΡΡΡΡΠ²Ρ. ΠΠΌΠ΅ΡΡΠ΅ Ρ ΡΠ΅ΠΌ Π² ΠΈΡ
ΠΏΠΎΠ»Π΅ΠΌΠΈΠΊΠ΅ ΠΎΠ±Π½Π°ΡΡΠΆΠΈΠ»ΠΈΡΡ ΠΈ ΡΠ²ΠΎΠΈ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠ΅ ΡΠ±Π»ΠΈΠΆΠ΅Π½ΠΈΡ, Π²Π½Π΅ΡΠ½Π΅ Π½Π΅ ΡΡΠΎΠ»Ρ ΠΎΡΠ΅Π²ΠΈΠ΄Π½ΡΠ΅, Π½ΠΎ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΠΈ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΡΠ°Π·Π½ΡΡ
ΡΡΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΠΎΡΠΈΠΉ ΠΈ ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ°ΠΌΠΎΠΉ ΡΠΏΠΎΡ
ΠΈ. ΠΠΎΠ»Π΅ΠΌΠΈΠΊΠ° Π² ΠΊΡΠΈΡΠΈΠΊΠ΅ 1850β1860-Ρ
Π³Π³. ΠΏΠΎ ΠΏΠΎΠ²ΠΎΠ΄Ρ ΠΏΠΎΠ»ΡΠ·Ρ ΠΈΡΠΊΡΡΡΡΠ²Π° ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΠ΅Ρ ΠΎΠ± ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠΎΠΉ Π°ΠΊΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ Π΅Π΅ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ·ΠΌΠ΅Π½ΡΠΈΠ²ΠΎΡΡΠΈ. ΠΠ΄Π½Π°ΠΊΠΎ, Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎ ΠΎΡ ΠΈΡΡΠΎΠ»ΠΊΠΎΠ²Π°Π½ΠΈΡ ΡΡΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ, ΠΎΠ½Π° ΠΎΡΡΠ°Π΅ΡΡΡ ΠΊΠΎΠ½ΡΡΠ°Π½ΡΠ½ΡΠΌ ΠΏΠΎΠ½ΡΡΠΈΠ΅ΠΌ, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΠΈΠΌ Π² Π³Π»Π°Π·Π°Ρ
ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΡΠ΅Π½Π½ΠΎΡΡΡ ΠΈΡΠΊΡΡΡΡΠ²Π°, Π΅Π³ΠΎ Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ. ΠΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ Π΄Π»Ρ ΡΠΏΠΎΡ
ΠΈ Π²ΡΠ΅ΠΎΠ±ΡΠΈΡ
ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½, ΠΊΠ°ΠΊΠΎΠΉ Π±ΡΠ»Π° ΡΠ΅ΡΠ΅Π΄ΠΈΠ½Π° XIX Π²., ΡΡΠΈ Π²ΠΎΠΏΡΠΎΡΡ ΡΠ²Π»ΡΡΡΡΡ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΠΌΠΈ Π² Π»ΡΠ±ΠΎΠ΅ Π²ΡΠ΅ΠΌΡ, ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΠ΅ ΠΊ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ ΠΏΠΎ ΠΏΠΎΠ²ΠΎΠ΄Ρ Β«Π²Π΅ΡΠ½ΡΡ
Β» ΠΏΡΠΎΠ±Π»Π΅ΠΌ.This article considers discussions about the purpose and usefulness of art which took place in the Russian literary criticism of the 1860s. A comparative analysis of journalistic and aesthetic criticism as well as works by M. N. Katkov and N. D. Akhsharumov leads the author to conclude that the critical discussions of the period in question had a variety of answers to these questions, but there was a number of recurring ideas. Art is seen as a tool for popularising scientific knowledge and has enlightening functions; it is recognised as a valuable factor capable of spiritually and morally influencing people; it is regarded as lacking practical usefulness, and superfluous when considered from the rational viewpoint. Depending on the authorsβ methods and their own axiological preferences, the usefulness of art was considered differently between the 1850s and 1860s. For instance, N. G. Chernyshevsky argues that when promoting and popularising academic knowledge, art helps change peopleβs consciousness and improve their material and social status, in other words, it can become practically useful. A. V. Druzhinin, V. P. Botkin, and P. V. Annenkov do not use any evaluative categories when speaking about the role and meaning of art. For M. N. Katkov, the idea of usefulness of art is connected with the idea of creative freedom, and independence of creative work from any dictatorship from without. N. D. Akhshrumov thinks the criterion of usefulness cannot be applied to art at all. In spite of the polemic nature of the issue, all the above mentioned approaches manifest certain similarities, though not obvious enough, but anyway significant for the understanding of the complex relations between different aesthetic theories and key problems of the epoch. Discussions about the usefulness of art in the criticism of the 1850sβ1860s testify to the relativity of this axiological category and its historical changeability. However, regardless of the interpretations of the category, it remains a constant notion which determines the value of art for an individual and society as a whole as well as its purpose and need for it. Such issues were topical in the 19th century, an era of change, and they remain relevant in any epoch capable of reflection and not indifferent to βeternalβ questions
Evaluation of rate of pathological changes in parenchymal organs for embryo of caspian seal <i>Phoca caspica</i> in modern conditions of the ecosystem in the Caspian Sea
Pathological changes of the caspian seal fetus caused by negative processes in the motherβs organism under influence of disease and harmful environments are investigated. For that, parenchymal organs of the fetus are examined by histological methods. Active replacement of the fetusβ tissues by conjunctive tissue is detected in all organs, the most profound abnormalities are registered in the kidney and live
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