9 research outputs found
ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΈΡΡΠΎΠ²ΡΡ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π² ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ: ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ
The article analyzes the main trends related to the use of digital technologies, which characterizes the current stage in the development of higher education, as well as their impact on teaching. Three main trends were identified: mobilization (widespread use of mobile devices in the learning process), gaming (the use of gaming computer technologies to increase the motivation and involvement of students), as well as mass approach based on the development of mass open online courses.Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ ΡΡΠ°ΠΏ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΈΡ
Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠ΅. ΠΡΡΠ²Π»Π΅Π½Ρ ΡΡΠΈ Π³Π»Π°Π²Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ: ΠΌΠΎΠ±ΠΈΠ»ΠΈΠ·Π°ΡΠΈΡ (ΡΠΈΡΠΎΠΊΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΡΡ
ΡΡΡΡΠΎΠΉΡΡΠ² Π² ΡΡΠ΅Π±Π½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅), Π³Π΅ΠΉΠΌΠΈΡΠΈΠΊΠ°ΡΠΈΡ (ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΈΠ³ΡΠΎΠ²ΡΡ
ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΠΈ Π²ΠΊΠ»ΡΡΠ΅Π½Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²), Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ°ΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΡ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½Π°Ρ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΌΠ°ΡΡΠΎΠ²ΡΡ
ΠΎΡΠΊΡΡΡΡΡ
ΠΎΠ½Π»Π°ΠΉΠ½-ΠΊΡΡΡΠΎΠ²
ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΈΡΡΠΎΠ²ΡΡ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π² ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ: ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ
The article analyzes the main trends related to the use of digital technologies, which characterizes the current stage in the development of higher education, as well as their impact on teaching. Three main trends were identified: mobilization (widespread use of mobile devices in the learning process), gaming (the use of gaming computer technologies to increase the motivation and involvement of students), as well as mass approach based on the development of mass open online courses.Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ ΡΡΠ°ΠΏ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΈΡ
Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠ΅. ΠΡΡΠ²Π»Π΅Π½Ρ ΡΡΠΈ Π³Π»Π°Π²Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ: ΠΌΠΎΠ±ΠΈΠ»ΠΈΠ·Π°ΡΠΈΡ (ΡΠΈΡΠΎΠΊΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΡΡ
ΡΡΡΡΠΎΠΉΡΡΠ² Π² ΡΡΠ΅Π±Π½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅), Π³Π΅ΠΉΠΌΠΈΡΠΈΠΊΠ°ΡΠΈΡ (ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΈΠ³ΡΠΎΠ²ΡΡ
ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΠΈ Π²ΠΊΠ»ΡΡΠ΅Π½Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²), Π° ΡΠ°ΠΊΠΆΠ΅ ΠΌΠ°ΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΡ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½Π°Ρ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΌΠ°ΡΡΠΎΠ²ΡΡ
ΠΎΡΠΊΡΡΡΡΡ
ΠΎΠ½Π»Π°ΠΉΠ½-ΠΊΡΡΡΠΎΠ²
FEOFAN PROKOPOVICH AND BENEDICT DE SPINOZA THOUGHTS ABOUT GOD AND THE ESSENCE OF NATURE
The 18th century was marked by extremely dynamic changes and reformatting of the European intellectual space, namely by the foundation of new educational institutions representing different denominations, which was reflected in the works of Russian and Western European thinkers. This article aims to conduct a comparative analysis of the philosophical content of the thoughts about God and the essence of Nature expressed by Feofan Prokopovich and Benedict de Spinoza. It is shown that the relationship between the philosophical beliefs of Feofan Prokopovich and Benedict de Spinoza represents a cross-section of the European philosophical landscape of the time when the commonality of initial premises did not at all guarantee similar conclusions; on the contrary, it created favourable conditions for a diversity of philosophical ideas. The conclusion drawn in this article suggests that the views on the essence of Nature and existence of God expressed by Feofan Prokopovich and Benedict de Spinoza if not do not fully coincide, then at least can be considered not contradictory. Besides, the criticism of Spinoza's views in Feofan's works can be fully explained by the religious mind-set that largely influenced Feofan's worldview as opposed to Spinoza
ΠΠΎΠΌΠΏΡΡΡΠ΅ΡΠΈΠ·Π°ΡΠΈΡ ΠΊΠ°ΠΊ ΡΠ°ΠΊΡΠΎΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½ΠΎΠ²ΠΎΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
The article describes the possibilities of digital devices and resources of the Internet space, allowing to make the educational process accessible, effective, maximally focused on the educational needs of students, Autonomous, individually routed. The article focuses on the technologies that accompany the process of digitalization of education, the principles on which the new pedagogical concept is based, didactic and methodological tools that allow to optimize didactic methods based on the principles of reflection, the development of critical thinking, autonomy, mobility, multilevel.Π ΡΡΠ°ΡΡΠ΅ ΠΈΠ·Π»Π°Π³Π°ΡΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΡΡΡΠΎΠΉΡΡΠ² ΠΈ ΡΠ΅ΡΡΡΡΠ½ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΡ
ΡΠ΄Π΅Π»Π°ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ Π±ΠΎΠ»Π΅Π΅ Π΄ΠΎΡΡΡΠΏΠ½ΡΠΌ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌ, ΠΌΠ°ΠΊΡΠΈΠΌΠ°Π»ΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΌ Π½Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ, Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΡΠΌ, ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ ΠΌΠ°ΡΡΡΡΡΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΠΌ. Π ΡΡΠ°ΡΡΠ΅ ΡΠ΄Π΅Π»Π΅Π½ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌ, ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π°ΡΡΠΈΠΌ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°ΠΌ, Π½Π° ΠΊΠΎΡΠΎΡΡΡ
ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π½ΠΎΠ²Π°Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ, Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ΅ΠΌΡ ΠΎΠΏΡΠΈΠΌΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ, ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΡΡΠΈ, ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ, ΠΌΠ½ΠΎΠ³ΠΎΡΡΠΎΠ²Π½Π΅Π²ΠΎΡΡΠΈ