Visualization and Digitalization: Between Tradition and Innovation in Modern Education

This article considers visualization as a special way in which the individual represents information in the conditions of post-literacy and actualizes technological means from the digital environment. Along with the traditional understanding of literacy (visual, media and information), this study suggests that a new one should be developed dealing with the creation of texts of various modalities.  In connection with this, tasks aimed at developing critical thinking skills focused on understanding and comprehending the mechanisms and content of the conveyed information in actual socio-cultural practices are gaining particular relevance. When combining tradition and innovation in education, visualization is becoming an increasingly common practice teaching method. Media literacy as a set of competencies which allow a person to acquire information, create high-quality content and distribute it in various forms using modern technologies, becoming a part of a large public dialogue. The possibility of representation of data, both visual and visualized, with the help of technologies contributes not only to the inclusion of the student in the media context of the present but also to the professional formation of his personality. Keywords: visualization; digitalization; visual literacy; information literacy; media literacy; traditions and innovations in educatio

Media Education as a Relevant Practice of Contemporary Culture

The author highlights the main features of the Western tradition of media education that has influenced the development of media and education relationships in the Russian culture of the early XXIst century. Today, we have the three key directions in theoretical understanding and practical implementation. The first is media education for professional work in journalism and mass media. The second is media education as the practice of media literacy. The third is media education as a component/tool for professional pedagogical work in education. Each of these trends occupies a special position in the history and perspectives of mediacultural development in the context of Russian education.     Keywords: media, education, media education, media literacy, media pedagogy, media cultur

Cultural Interpretation: From Method to Methodology

The method of cultural interpretation is considered as a way to comprehend the processes of culture in their integrity and particular phenomena from the point of their inclusion in the general cultural context. The interpretation underlying the method is  a complex procedure of interpretation and comprehension of reality.  It is important in research and educational practices. As an alternative, a technique of segmental analysis of the visual image is proposed, which allows to solve general pedagogical tasks. Keywords: method of cultural interpretation, interpretation, segmental analysis technique, visual image, general pedagogical task

Practices and subjects of contemporary culture

The article deals with reading and interpretation as actual practices of contemporary culture on the example of visual text. The subjects of perception and interpretation of cultural text are defined: flaneur, subject of artistic creativity and expert in cultural sphere.В статье представлены чтение и интерпретация как актуальные практики современной культуры на примере визуального текста. Выделяются субъекты восприятия и интерпретации текстов культуры: фланер, субъект художественного творчества и эксперт в сфере культуры

Formation of Cultural Identity of Bilingual Children in the Conditions of Russian Everyday Life

In the 21st century, many children learn different languages from an early age. The teaching practices of everyday life are considered as an environment. The purpose of the study is to identify the features of the formation of the cultural identity of bilingual children in everyday life. In such circumstances, the ‘guide’ is an important adult who is not only a parent, but also a teacher for the child. Overcoming the binary oppositions of the culture ‘friend or foe’ and the development of a culture of dialogue becomes possible precisely in this context. The authors’ appeal to the problem of the formation and development of the cultural identity of bilingual children in the socio-cultural conditions of the 21st century is due to a number of factors. The main results of the study are that, firstly, bilingualism and polylingualism are common everyday practices that have become an integral part of the life of a modern person. Secondly, the parents are interested in the child speaking two or more languages, which in the future will allow him to adapt in a multicultural environment and successfully build communication. Thirdly, teaching several languages from early childhood has its own specifics, since thinking and the speech of bi- and polylingual children differs from thinking and the speech of monolinguals. The conclusions reached by the authors are that the combination of online and offline technologies in teaching foreign languages contributes to the harmonious entry of students into the language environment in a multicultural world; maintaining interest in the language and the application of educational practices in everyday life is a task that is solved not only by teachers, but also by parents; language learning from early childhood has a special effect on the child’s thinking. The authors point out the problem associated with the for mation of cultural identity: how much the knowledge of a foreign language and the maintenance of the practices of the ‘other’ culture at the everyday level ensures overcoming of binary oppositions of culture and contributes to the development of a culture of dialogue in modern communicative practices.This research was financially supported by the Russian Foundation for Basic Research (Grant No. 17-29-09136/20 “Multilingualism in the era of post-literacy: Philosophical and cultural studies and methodological and pedagogical development of a multilingual education model”)

Architectural markers of the district: brand or business card?

In the article authors differentiate concepts of image, brand and architectural business card of the urbanized space. Architectural markers of the district are considered as carriers and visual sources of historical and cultural information: the external parameters of the building imply concrete cultural and historical meanings.В статье разграничиваются понятия имиджа, бренда и визитной карточки урбанизированной среды. Рассматривается особенность архитектурных маркеров местности как носителей и визуальных источников информации исторического и культурного характера: как внешние параметры здания отсылают к тем или иным культурно-историческим смыслам

Особые экономические зоны – локомотив развития бизнеса

В статье рассматриваются объективные причины, обуславливающие развитие предпринимательской среды в особой экономической зоне. Представлен инструментарий соединения условий государства и бизнеса в процессе развития предпринимательской среды.The research is done to identify the reasons for the development of the business environment in the special economic zone. The relationships between the state and business in the development of the business environment are considered

Cultural and Educational Practices in the Museum Environment: Transmission of Cultural Heritage

Received 4 June 2020. Accepted 20 November 2020. Published online 29 December 2020.In the age of digitalisation and globalisation, one of the essential tasks addressed at the level of cultural policy, having relevance for all generations, consists in the preservation of cultural heritage. Cultural and educational practices, integrated in the preschool-, school- and higher education environments and aimed at the formation of the worldview and identity of the younger generation, are considered by the authors as effective and relevant mechanisms for transmitting the memory of values, meanings, places, cultural artefacts, etc. Therefore, it seems advisable for the organisers of multi-level projects to address the potential of the museum as a cultural institute. Today, museums are oriented towards a wide variety of visitors, including professionals and creative audiences of all ages, in the presented activities and services. The transmission of cultural memory in the museum environment is implemented not only in traditional ways, but also through contemporary information and media technologies. The introduction of the younger generation to cultural heritage provides them with an opportunity to experience significant values and meanings of the cultural space and time of the city, region, or country at the personal level.The work was supported by the grant of the Russian Foundation for Basic Research, (No. 17-29-09136/18)

2,6-Dicyano-4-pyrone as a Novel and Multifarious Building Block for the Synthesis of 2,6-Bis(hetaryl)-4-pyrones and 2,6-Bis(hetaryl)-4-pyridinols

In this work, a three-stage and easily scalable synthesis of 2,6-dicyano-4-pyrone (overall yield of 45%) as a new convenient building block has been developed from diethyl acetonedioxalate. It was shown that the transformation with hydroxylamine and [3 + 2]-cycloaddition, in contrast to the reactions with hydrazines, selectively proceed through the attack at the cyano groups without the pyrone ring-opening to give symmetrical and unsymmetrical pyrone-bearing heterocyclic triads containing 1,2,4- and 1,3,4-oxadiazoles as well as tetrazole moieties. The reaction of 2,6-bis(hetaryl)-4-pyrones with ammonia afforded 2,6-bis(hetaryl)pyridines in 63-87% yields. The 4-pyridone/4-pyridinol tautomerism of 2,6-bis(hetaryl)pyridinols and the influence of the nature of adjacent azolyl moieties on this equilibrium have been discussed. © 2020 The Authors. Published by American Chemical Society.This work was financially supported by the Russian Science Foundation (grant 18-13-00186). Analytical studies were carried out using equipment of the Center for Joint Use “Spectroscopy and Analysis of Organic Compounds” at the Postovsky Institute of Organic Synthesis of the Russian Academy of Sciences (Ural Branch) and the Laboratory of Complex Investigations and Expert Evaluation of Organic Materials of the Center for Joint Use at the Ural Federal University (UrFU). The authors would like to thank Suslova A.I. and Morozova A.P. for their help in this work