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    Π‘ΠΏΠ΅Ρ†ΠΈΡ„ΠΈΠΊΠ° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡƒΠ°Π»ΡŒΠ½ΠΎ-авторского стиля создания Ρ†Π²Π΅Ρ‚ΠΎΠ²ΠΎΠΉ сСнсорной образности Π² поэтичСском тСкстС: Π»ΠΈΠ½Π³Π²ΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€ΠΎΠ»ΠΎΠ³ΠΈΡ‡Π΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ·

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    Sensory perception of the world is the ontological basis of human existence that helps an individual to be oriented in the world. It also helps one to find the path in the most difficult circumstances of social communication. This makes it relevant to pay attention to sensory mechanisms and their functions in various fields of knowledge, from psychology to linguacultural studies. In modern linguistics, the category of sensory imagery is one of the complex phenomena, based on the author’s individual sociocultural experience. This experience is especially vividly realized in a poetic text, which is the highest form of sensory expression. In a poetic text, one can single out an independent block of color information, deliberately embedded in the content by its creators as an additional visual means. At the same time, this functionality of color is determined primarily by the peculiarities of individual author’s style in the creation of sensory visual color imagery.Sensory perception of the world is the ontological basis of human existence that helps an individual to be oriented in the world. It also helps one to find the path in the most difficult circumstances of social communication. This makes it relevant to pay attention to sensory mechanisms and their functions in various fields of knowledge, from psychology to linguacultural studies. In modern linguistics, the category of sensory imagery is one of the complex phenomena, based on the author’s individual sociocultural experience. This experience is especially vividly realized in a poetic text, which is the highest form of sensory expression. In a poetic text, one can single out an independent block of color information, deliberately embedded in the content by its creators as an additional visual means. At the same time, this functionality of color is determined primarily by the peculiarities of individual author’s style in the creation of sensory visual color imagery.ЧувствСнноС мировосприятиС Π΅ΡΡ‚ΡŒ онтологичСская основа сущСствования Ρ‡Π΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΠΏΠΎΠΌΠΎΠ³Π°ΡŽΡ‰Π°Ρ Π΅ΠΌΡƒ ΠΎΡ€ΠΈΠ΅Π½Ρ‚ΠΈΡ€ΠΎΠ²Π°Ρ‚ΡŒΡΡ Π² ΠΏΡ€ΠΈΡ€ΠΎΠ΄Π½ΠΎΠΌ ΠΌΠΈΡ€Π΅. Она ΠΆΠ΅ ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ‚ Π΅ΠΌΡƒ ΠΎΡ€ΠΈΠ΅Π½Ρ‚ΠΈΡ€ΠΎΠ²Π°Ρ‚ΡŒΡΡ ΠΈ Π² Π±ΠΎΠ»Π΅Π΅ слоТных ΠΎΠ±ΡΡ‚ΠΎΡΡ‚Π΅Π»ΡŒΡΡ‚Π²Π°Ρ… ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ†ΠΈΠΈ. ВсС это Π΄Π΅Π»Π°Π΅Ρ‚ Π°ΠΊΡ‚ΡƒΠ°Π»ΡŒΠ½Ρ‹ΠΌ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΊ сСнсорным ΠΌΠ΅Ρ…Π°Π½ΠΈΠ·ΠΌΠ°ΠΌ ΠΈ ΠΈΡ… Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΎΠ½ΠΈΡ€ΠΎΠ²Π°Π½ΠΈΡŽ Π² самых Ρ€Π°Π·Π½Ρ‹Ρ… областях знания, ΠΎΡ‚ психологии Π΄ΠΎ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π’ соврСмСнной лингвистикС катСгория сСнсорной образности выступаСт ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· слоТных Ρ„Π΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ², Π² основС своСй ΠΎΠΏΠΈΡ€Π°ΡŽΡ‰ΠΈΠΉΡΡ Π½Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡƒΠ°Π»ΡŒΠ½Ρ‹ΠΉ ΡΠΎΡ†ΠΈΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹ΠΉ ΠΎΠΏΡ‹Ρ‚ Π°Π²Ρ‚ΠΎΡ€Π°. ОсобСнно ярко Π΄Π°Π½Π½Ρ‹ΠΉ ΠΎΠΏΡ‹Ρ‚ рСализуСтся Π² поэтичСском тСкстС, ΠΏΡ€Π΅Π΄ΡΡ‚Π°Π²Π»ΡΡŽΡ‰ΠΈΠΌ собой Π½Π°ΠΈΠ²Ρ‹ΡΡˆΡƒΡŽ Ρ„ΠΎΡ€ΠΌΡƒ чувствСнной экспрСссии. Π’ Ρ‚Π°ΠΊΠΎΠΌ тСкстС ΠΌΠΎΠΆΠ½ΠΎ Π²Ρ‹Π΄Π΅Π»ΠΈΡ‚ΡŒ ΡΠ°ΠΌΠΎΡΡ‚ΠΎΡΡ‚Π΅Π»ΡŒΠ½Ρ‹ΠΉ Π±Π»ΠΎΠΊ ΠΈΠ½Ρ„ΠΎΡ€ΠΌΠ°Ρ†ΠΈΠΈ, ΠΏΠ΅Ρ€Π΅Π΄Π°ΡŽΡ‰Π΅ΠΉΡΡ с ΠΏΠΎΠΌΠΎΡ‰ΡŒΡŽ Ρ†Π²Π΅Ρ‚Π°, ΡΠΎΠ·Π½Π°Ρ‚Π΅Π»ΡŒΠ½ΠΎ Π²Π»ΠΎΠΆΠ΅Π½Π½Ρ‹ΠΉ Π² содСрТаниС Π΅Π³ΠΎ создатСлями Π² качСствС Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΠ³ΠΎ ΠΈΠ·ΠΎΠ±Ρ€Π°Π·ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΠ³ΠΎ срСдства. ΠŸΡ€ΠΈ этом ΠΏΠΎΠ΄ΠΎΠ±Π½ΠΎΠ΅ Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΎΠ½ΠΈΡ€ΠΎΠ²Π°Π½ΠΈΠ΅ Ρ†Π²Π΅Ρ‚Π° опрСдСляСтся, Π² ΠΏΠ΅Ρ€Π²ΡƒΡŽ ΠΎΡ‡Π΅Ρ€Π΅Π΄ΡŒ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡƒΠ°Π»ΡŒΠ½ΠΎ-авторскими особСнностями Π² создании сСнсорной Π·Ρ€ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎ-Ρ†Π²Π΅Ρ‚ΠΎΠ²ΠΎΠΉ образности

    Personally-oriented approach in the system of education in the humanities: From monologism to dialogical model of teaching

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    Introduction. The formation of information society is followed, on the one hand, by unprecedented acceleration of rates of scientific and technological progress, and on the other – by activisation of sociocultural communications, which have to be focused on the ideas of respect for an individual and his or her rights, cooperation and assistance, tolerance and mutual understanding based on dialogical relations between subjects of communication (both between specific individuals and social groups). In the light of the contemporary realities, such an important component of socialisation of an individual as education in its traditional form, formed within the framework of the monological type of communications, ceases to meet the requirements of the present day. There many changes. In particular, the ideas of directive presentation of disciplines, domination of a teacher at classes, the understanding of professionalism of a specialist as having mastered a fixed amount of knowledge fall into the background.The aim of the paper was to justify the need for a gradual transition to personally-oriented teaching by introducing a dialogical teaching model into the higher education system. Methodology and research methods. The work on the article was carried out on the basis of comparative analysis and generalisation of modern scientific literature on the problems and specifics of theoretical justification and practical application of the dialogical model of education in the educational process; as well as comparison of the already established monological educational paradigm with a conceptually new approach to the learning process. Results and scientific novelty. Today, education is increasingly beginning to be recognised as a priority area of investment in people. It is stated that an urgent task at the nowadays period of the reforming of Russian education and our society in whole is the education of a creative and responsible person with communicative culture. This means that the educational process must be reoriented from the formal reproduction of concepts, techniques and ways of thinking to development of creative thinking of students. The wide application of such productive forms of pedagogical communication as educational dialogue and educational discussion will contribute to the problem solution. The most researchers who addressed this issue repeatedly pointed out that no new information and communication technologies can replace the teacher’s lively dialogue with students. Only by acquiring a real experience in the introduction of dialogue, students will be able to get professional skills and the ability to constantly self-education. The practice of dialogue promotes the development of a critical attitude to what others have said and the transformation of one’s own criticism into self-reflection.The problematic nature of the concept of β€œdialogue” is considered. The concept is not reduced to any one educational paradigm, and its content is generated directly in the course of pedagogical communication. Thus, in order to not get a mass consumer form a β€œmosaic” culture but to educate a competent specialist and a socially responsible person (the author of the act, according to Mikhail M. Bakhtin), it is necessary to shift the emphasis in the educational process from the monologic type of communication to the dialogical one, intelligently combining both approaches and avoiding absolutisation on the latter, which threatens to slide towards a thoughtless pseudo-dialogue. Practical significance. The results of the research can be used as a methodological basis for the development and practical implementation of the dialogical model of education in the system of higher education.Π’Π²Π΅Π΄Π΅Π½ΠΈΠ΅. Π€ΠΎΡ€ΠΌΠΈΡ€ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΠ½Ρ„ΠΎΡ€ΠΌΠ°Ρ†ΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ общСства сопровоТдаСтся, с ΠΎΠ΄Π½ΠΎΠΉ стороны, бСспрСцСдСнтным ускорСниСм Ρ‚Π΅ΠΌΠΏΠΎΠ² Π½Π°ΡƒΡ‡Π½ΠΎΠ³ΠΎ ΠΈ тСхнологичСского прогрСсса, Π° с Π΄Ρ€ΡƒΠ³ΠΎΠΉ – Π°ΠΊΡ‚ΠΈΠ²ΠΈΠ·Π°Ρ†ΠΈΠ΅ΠΉ ΡΠΎΡ†ΠΈΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹Ρ… ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ†ΠΈΠΉ, ΠΊΠΎΡ‚ΠΎΡ€Ρ‹Π΅ Ρ€Π°Π΄ΠΈ ΠΈΡ… ΡƒΡΠΏΠ΅ΡˆΠ½ΠΎΡΡ‚ΠΈ Π΄ΠΎΠ»ΠΆΠ½Ρ‹ Π±Ρ‹Ρ‚ΡŒ ΠΎΡ€ΠΈΠ΅Π½Ρ‚ΠΈΡ€ΠΎΠ²Π°Π½Ρ‹ Π½Π° ΠΈΠ΄Π΅ΠΈ ΠΊΠΎΠΎΠΏΠ΅Ρ€Π°Ρ†ΠΈΠΈ ΠΈ содСйствия, толСрантности ΠΈ взаимопонимания, уваТСния личности ΠΈ Π΅Π΅ ΠΏΡ€Π°Π², Ρ‡Ρ‚ΠΎ ΠΏΡ€Π΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ‚ диалогичСскиС ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρƒ ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚Π°ΠΌΠΈ общСния (ΠΊΠ°ΠΊ ΠΌΠ΅ΠΆΠ΄Ρƒ ΠΊΠΎΠ½ΠΊΡ€Π΅Ρ‚Π½Ρ‹ΠΌΠΈ людьми, Ρ‚Π°ΠΊ ΠΈ ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹ΠΌΠΈ Π³Ρ€ΡƒΠΏΠΏΠ°ΠΌΠΈ). Π’ Π½ΠΎΠ²Ρ‹Ρ… рСалиях Ρ‚Π°ΠΊΠΎΠΉ Π²Π°ΠΆΠ½Ρ‹ΠΉ институт социализации, ΠΊΠ°ΠΊ ΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, Π² Π΅Π³ΠΎ Ρ‚Ρ€Π°Π΄ΠΈΡ†ΠΈΠΎΠ½Π½ΠΎΠΉ Ρ„ΠΎΡ€ΠΌΠ΅, слоТившСйся Π² Ρ€Π°ΠΌΠΊΠ°Ρ… монологичСского Ρ‚ΠΈΠΏΠ° ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ†ΠΈΠΉ, пСрСстаСт ΠΎΡ‚Π²Π΅Ρ‡Π°Ρ‚ΡŒ Π²Ρ‹Π·ΠΎΠ²Π°ΠΌ Π²Ρ€Π΅ΠΌΠ΅Π½ΠΈ. Π“Π»ΠΎΠ±Π°Π»ΡŒΠ½Ρ‹Π΅ ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½ΠΎ-экономичСскиС трансформации Ρ‚Ρ€Π΅Π±ΡƒΡŽΡ‚ ΠΊΠ°Ρ€Π΄ΠΈΠ½Π°Π»ΡŒΠ½ΠΎΠ³ΠΎ пСрСсмотра ΠΎΡ€Π³Π°Π½ΠΈΠ·Π°Ρ†ΠΈΠΈΒ  обучСния  Π² Π²Ρ‹ΡΡˆΠ΅ΠΉΒ  школС.Β  И ΠΌΠ½ΠΎΠ³ΠΎΠ΅Β  ΡƒΠΆΠ΅Β  измСняСтся. Π’ частности, уходят Π² ΠΏΡ€ΠΎΡˆΠ»ΠΎΠ΅ Π΄ΠΈΡ€Π΅ΠΊΡ‚ΠΈΠ²Π½Ρ‹ΠΉ ΡΡ‚ΠΈΠ»ΡŒ излоТСния дисциплин, Π΄ΠΎΠΌΠΈΠ½ΠΈΡ€ΠΎΠ²Π°Π½ΠΈΠ΅ прСподаватСля Π² Π°ΡƒΠ΄ΠΈΡ‚ΠΎΡ€ΠΈΠΈ, прСдставлСниС ΠΎ профСссионалС ΠΊΠ°ΠΊ носитСлС фиксированного объСма Π·Π½Π°Π½ΠΈΠΉ. ЦСль ΡΡ‚Π°Ρ‚ΡŒΠΈ – ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Ρ‚ΡŒ Π½Π΅ΠΎΠ±Ρ…ΠΎΠ΄ΠΈΠΌΠΎΡΡ‚ΡŒ постСпСнного ΠΏΠ΅Ρ€Π΅Ρ…ΠΎΠ΄Π° систСмы Π²Ρ‹ΡΡˆΠ΅Π³ΠΎ образования ΠΊ личностно ΠΎΡ€ΠΈΠ΅Π½Ρ‚ΠΈΡ€ΠΎΠ²Π°Π½Π½ΠΎΠΌΡƒ ΠΎΠ±ΡƒΡ‡Π΅Π½ΠΈΡŽ посрСдством внСдрСния Π² Π½Π΅Π΅ диалогичСской ΠΌΠΎΠ΄Π΅Π»ΠΈ прСподавания. ΠœΠ΅Ρ‚ΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅Ρ‚ΠΎΠ΄ΠΈΠΊΠΈ. Π Π°Π±ΠΎΡ‚Π° ΠΎΡΡƒΡ‰Π΅ΡΡ‚Π²Π»ΡΠ»Π°ΡΡŒ с ΠΎΠΏΠΎΡ€ΠΎΠΉ Π½Π° ΠΌΠ΅Ρ‚ΠΎΠ΄Ρ‹ ΠΊΠΎΠΌΠΏΠ°Ρ€Π°Ρ‚ΠΈΠ²Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ обобщСния содСрТания Π½Π°ΡƒΡ‡Π½Ρ‹Ρ… ΠΏΡƒΠ±Π»ΠΈΠΊΠ°Ρ†ΠΈΠΉ, Π² ΠΊΠΎΡ‚ΠΎΡ€Ρ‹Ρ… ΠΎΡ‚Ρ€Π°ΠΆΠ°ΡŽΡ‚ΡΡ аспСкты тСорСтичСского обоснования ΠΈ спСцифика практичСского примСнСния диалогичСской ΠΌΠΎΠ΄Π΅Π»ΠΈ Π² ΡƒΡ‡Π΅Π±Π½ΠΎΠΌ процСссС; Π° Ρ‚Π°ΠΊΠΆΠ΅ Π½Π° ΠΌΠ΅Ρ‚ΠΎΠ΄ сопоставлСния ΡƒΡΡ‚ΠΎΡΠ²ΡˆΠ΅ΠΉΡΡ монологичСской ΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Ρ‚Π΅Π»ΡŒΠ½ΠΎΠΉ ΠΏΠ°Ρ€Π°Π΄ΠΈΠ³ΠΌΡ‹ с ΠΊΠΎΠ½Ρ†Π΅ΠΏΡ‚ΡƒΠ°Π»ΡŒΠ½ΠΎ Π½ΠΎΠ²Ρ‹ΠΌ ΠΏΠΎΠ΄Ρ…ΠΎΠ΄ΠΎΠΌ ΠΊ ΠΎΠ±ΡƒΡ‡Π΅Π½ΠΈΡŽ. Π Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ ΠΈ научная Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠžΠ±Ρ€Π°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ сСгодня Π½Π°Ρ‡ΠΈΠ½Π°Π΅Ρ‚ ΠΎΡΠΎΠ·Π½Π°Π²Π°Ρ‚ΡŒΡΡ ΠΊΠ°ΠΊ приоритСтная сфСра инвСстиций Π² Ρ‡Π΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠšΠΎΠ½ΡΡ‚Π°Ρ‚ΠΈΡ€ΡƒΠ΅Ρ‚ΡΡ, Ρ‡Ρ‚ΠΎ Π³Π»Π°Π²Π½ΠΎΠΉ Π·Π°Π΄Π°Ρ‡Π΅ΠΉ ΠΌΠΎΠ΄Π΅Ρ€Π½ΠΈΠ·Π°Ρ†ΠΈΠΈ российского образования ΠΈ общСства Π² Ρ†Π΅Π»ΠΎΠΌ являСтся воспитаниС творчСской ΠΈ отвСтствСнной личности, Π²Π»Π°Π΄Π΅ΡŽΡ‰Π΅ΠΉ ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΠΉ ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€ΠΎΠΉ. Для этого вузовская ΠΏΠΎΠ΄Π³ΠΎΡ‚ΠΎΠ²ΠΊΠ° Π΄ΠΎΠ»ΠΆΠ½Π° Π±Ρ‹Ρ‚ΡŒ ΠΏΠ΅Ρ€Π΅Π½Π°Ρ†Π΅Π»Π΅Π½Π° с мСханичСского зазубривания студСнтами Π½Π°Π±ΠΎΡ€Π° часто бСссвязных Π½Π°ΡƒΡ‡Π½Ρ‹Ρ… Ρ„Π°ΠΊΡ‚ΠΎΠ² ΠΈ Ρ„ΠΎΡ€ΠΌΠ°Π»ΡŒΠ½ΠΎΠ³ΠΎ ΠΈΡ… воспроизвСдСния Π½Π° Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ Ρƒ ΠΎΠ±ΡƒΡ‡Π°ΡŽΡ‰ΠΈΡ…ΡΡ ΡΠΎΠ·ΠΈΠ΄Π°Ρ‚Π΅Π»ΡŒΠ½ΠΎΠ³ΠΎ нСстандартного ΠΌΡ‹ΡˆΠ»Π΅Π½ΠΈΡ. РСшСнию Π΄Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°Ρ‡ΠΈ Π±ΡƒΠ΄Π΅Ρ‚ ΡΠΏΠΎΡΠΎΠ±ΡΡ‚Π²ΠΎΠ²Π°Ρ‚ΡŒ ΡˆΠΈΡ€ΠΎΠΊΠΎΠ΅ ΠΏΡ€ΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Ρ‚Π°ΠΊΠΈΡ… ΠΏΡ€ΠΎΠ΄ΡƒΠΊΡ‚ΠΈΠ²Π½Ρ‹Ρ… Ρ„ΠΎΡ€ΠΌ пСдагогичСского общСния, ΠΊΠ°ΠΊ ΡƒΡ‡Π΅Π±Π½Ρ‹ΠΉ Π΄ΠΈΠ°Π»ΠΎΠ³ ΠΈ учСбная дискуссия. ΠžΠ±Π·ΠΎΡ€ Ρ‚Ρ€ΡƒΠ΄ΠΎΠ² классиков ΠΈ соврСмСнных исслСдований ΠΏΠΎΠΊΠ°Π·Ρ‹Π²Π°Π΅Ρ‚, Ρ‡Ρ‚ΠΎ Π½ΠΈΠΊΠ°ΠΊΠΈΠ΅ новСйшиС ΠΈΠ½Ρ„ΠΎΡ€ΠΌΠ°Ρ†ΠΈΠΎΠ½Π½ΠΎ-ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½Ρ‹Π΅ Ρ‚Π΅Ρ…Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π½Π΅ смогут Π·Π°ΠΌΠ΅Π½ΠΈΡ‚ΡŒ ΠΆΠΈΠ²Ρ‹Ρ… ΠΊΠΎΠ½Ρ‚Π°ΠΊΡ‚ΠΎΠ² учитСля с ΡƒΡ‡Π΅Π½ΠΈΠΊΠ°ΠΌΠΈ. Волько ΠΏΠΎΠ»ΡƒΡ‡ΠΈΠ² Ρ€Π΅Π°Π»ΡŒΠ½Ρ‹ΠΉ ΠΎΠΏΡ‹Ρ‚ вСдСния конструктивного Π΄ΠΈΠ°Π»ΠΎΠ³Π°, усвоив умСния ΠΈ Π½Π°Π²Ρ‹ΠΊΠΈ, способы ΠΈ ΠΏΡ€ΠΈΠ΅ΠΌΡ‹ Π΅Π³ΠΎ построСния, студСнты смогут Π²Ρ‹Ρ€Π°Π±ΠΎΡ‚Π°Ρ‚ΡŒ ΡΠ°ΠΌΠΎΡΡ‚ΠΎΡΡ‚Π΅Π»ΡŒΠ½ΠΎΠ΅ критичСскоС ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠ΅ ΠΊ ΠΏΡ€ΠΎΡ„Π΅ΡΡΠΈΠΎΠ½Π°Π»ΡŒΠ½Ρ‹ΠΌ ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ, ΠΎΠ±Ρ€Π΅Ρ‚ΡƒΡ‚ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡ‚ΡŒ ΠΊ саморСфлСксии ΠΈ постоянному ΡΠ°ΠΌΠΎΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Π½ΠΈΡŽ. РассмотрСн ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΠ½Ρ‹ΠΉ Ρ…Π°Ρ€Π°ΠΊΡ‚Π΅Ρ€ понятия Β«Π΄ΠΈΠ°Π»ΠΎΠ³Β». Он, ΠΊΠ°ΠΊ ΠΈ Π±ΠΎΠ»ΡŒΡˆΠΈΠ½ΡΡ‚Π²ΠΎ Π³ΡƒΠΌΠ°Π½ΠΈΡ‚Π°Ρ€Π½Ρ‹Ρ… ΠΏΡ€Π°ΠΊΡ‚ΠΈΠΊ, Π½Π΅ сводится ΠΊ ΠΊΠ°ΠΊΠΎΠΉ-Π»ΠΈΠ±ΠΎ ΠΎΠ΄Π½ΠΎΠΉ ΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Ρ‚Π΅Π»ΡŒΠ½ΠΎΠΉ ΠΏΠ°Ρ€Π°Π΄ΠΈΠ³ΠΌΠ΅, ΠΈ Π΅Π³ΠΎ содСрТаниС гСнСрируСтся нСпосрСдствСнно Π² процСссС пСдагогичСского общСния. Π§Ρ‚ΠΎΠ±Ρ‹ ΠΏΠΎΠ»ΡƒΡ‡ΠΈΡ‚ΡŒ Π½Π° Π²Ρ‹Ρ…ΠΎΠ΄Π΅ ΠΈΠ· Π²ΡƒΠ·Π° Π½Π΅ массового потрСбитСля Β«ΠΌΠΎΠ·Π°ΠΈΡ‡Π½ΠΎΠΉΒ» ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Ρ‹, Π° Π³Ρ€Π°ΠΌΠΎΡ‚Π½ΠΎΠ³ΠΎ, ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½ΠΎ отвСтствСнного спСциалиста (Π°Π²Ρ‚ΠΎΡ€Π° поступка, ΠΏΠΎ М. М. Π‘Π°Ρ…Ρ‚ΠΈΠ½Ρƒ), слСдуСт ΡΠΌΠ΅ΡΡ‚ΠΈΡ‚ΡŒ Π°ΠΊΡ†Π΅Π½Ρ‚ Π² ΠΏΡ€Π΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ с монологичСского Ρ‚ΠΈΠΏΠ° ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ†ΠΈΠΉ Π½Π° диалогичСский, Ρ€Π°Π·ΡƒΠΌΠ½ΠΎ сочСтая ΠΈΡ… ΠΈ избСгая Π°Π±ΡΠΎΠ»ΡŽΡ‚ΠΈΠ·Π°Ρ†ΠΈΠΈ послСднСго, ΡƒΠ³Ρ€ΠΎΠΆΠ°ΡŽΡ‰Π΅ΠΉ скатываниСм ΠΊ Π±Π΅Π·Π΄ΡƒΠΌΠ½ΠΎΠΌΡƒ псСвдодиалогу. ΠŸΡ€Π°ΠΊΡ‚ΠΈΡ‡Π΅ΡΠΊΠ°Ρ Π·Π½Π°Ρ‡ΠΈΠΌΠΎΡΡ‚ΡŒ. Π Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ исслСдования ΠΌΠΎΠ³ΡƒΡ‚ Π±Ρ‹Ρ‚ΡŒ ΠΈΡΠΏΠΎΠ»ΡŒΠ·ΠΎΠ²Π°Π½Ρ‹ Π² качСствС мСтодологичСской основы для Ρ€Π°Π·Ρ€Π°Π±ΠΎΡ‚ΠΊΠΈ ΠΈ практичСского внСдрСния диалогичСской ΠΌΠΎΠ΄Π΅Π»ΠΈ обучСния Π½Π° Π²Ρ‹ΡΡˆΠ΅ΠΉ ступСни образования

    Bakhtin’s Dialogue as Supply Chain Value of the Contemporary Humanities

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    Abstract The article gives a short review on fundamentally new ideas, which were advanced by Mikhail Bakhtin in different spheres of socially humanitarian cognition based on the supply chain strategy. It is about the supply chain strategy in philosophical anthropology and ethics. The idea of the integrated approach to the study of human; in social philosophy and axiology – the priority of universal humanistic values. In cultural studies – the unity and diversity of world culture and the importance of a constructive dialogue between nations; the theoretical foundations of the β€œlaughter and carnival culture”; in literary criticism – a dialogic understanding of an author and a hero of a narration; in stylistics – the problems of modern speech genres and the meta-language of texts. In the given article we consider the principle of β€œdialogic thinking” as the main methodological discovery made by M. Bahtin. Based on the method of logical extrapolation, the authors put forward the provisions on the further development of Bakhtin’s principle of β€œdialogical thinking” in its relation to the current humanitarian problems

    ΠžΡΠΎΠ±Π΅Π½Π½ΠΎΡΡ‚ΠΈ соврСмСнной сСмьи: модСль Π²Π·Π°ΠΈΠΌΠΎΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠΉ Π² России ΠΈ ΠΌΠΈΡ€Π΅

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    Modern society is currently undergoing the stage of transition. Such a change has an impact on all social institutions, including the family and family-marital relations. People are becoming increasingly liberated and independent. This affects marital relations, which are currently being built according to new paradigms associated with greater responsibility for oneself and less for the partner. All these are new phenomena of our social reality, requiring a new understanding and development of new social practice. To validly disclose the features of the modern model of family relations, we will build our considerations in line with evolutionary, functional, empirical and interactionist approaches, based on the assertion that the family is, first of all, a small social group, where each partner has their own, often opposing, interests, and which at the same time acts as an integral social system.Π‘ΠΎΠ²Ρ€Π΅ΠΌΠ΅Π½Π½ΠΎΠ΅ общСство Π² настоящСС врСмя ΠΏΠ΅Ρ€Π΅ΠΆΠΈΠ²Π°Π΅Ρ‚ ΠΏΠ΅Ρ€Π΅Ρ…ΠΎΠ΄Π½Ρ‹ΠΉ этап. Π’Π°ΠΊΠΎΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΎΠΊΠ°Π·Ρ‹Π²Π°Π΅Ρ‚ влияниС Π½Π° всС ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹Π΅ институты, Π²ΠΊΠ»ΡŽΡ‡Π°Ρ сСмью ΠΈ сСмСйно-Π±Ρ€Π°Ρ‡Π½Ρ‹Π΅ ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΡ. Π›ΡŽΠ΄ΠΈ становятся всС Π±ΠΎΠ»Π΅Π΅ раскрСпощСнными ΠΈ нСзависимыми. Π­Ρ‚ΠΎ сказываСтся Π½Π° супруТСских ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΡΡ…, ΠΊΠΎΡ‚ΠΎΡ€Ρ‹Π΅ Π² настоящСС врСмя строятся Π² соотвСтствии с Π½ΠΎΠ²Ρ‹ΠΌΠΈ ΠΏΠ°Ρ€Π°Π΄ΠΈΠ³ΠΌΠ°ΠΌΠΈ, связанными с большСй ΠΎΡ‚Π²Π΅Ρ‚ΡΡ‚Π²Π΅Π½Π½ΠΎΡΡ‚ΡŒΡŽ Π·Π° сСбя ΠΈ мСньшСй стСпСни Π·Π° ΠΏΠ°Ρ€Ρ‚Π½Π΅Ρ€Π°. ВсС это - Π½ΠΎΠ²Ρ‹Π΅ явлСния нашСй ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½ΠΎΠΉ Ρ€Π΅Π°Π»ΡŒΠ½ΠΎΡΡ‚ΠΈ, Ρ‚Ρ€Π΅Π±ΡƒΡŽΡ‰ΠΈΠ΅ Π½ΠΎΠ²ΠΎΠ³ΠΎ понимания ΠΈ развития Π½ΠΎΠ²ΠΎΠΉ ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½ΠΎΠΉ ΠΏΡ€Π°ΠΊΡ‚ΠΈΠΊΠΈ. Π§Ρ‚ΠΎΠ±Ρ‹ достовСрно Ρ€Π°ΡΠΊΡ€Ρ‹Ρ‚ΡŒ особСнности соврСмСнной ΠΌΠΎΠ΄Π΅Π»ΠΈ сСмСйных ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠΉ, ΠΌΡ‹ строим наши рассуТдСния Π² руслС ΡΠ²ΠΎΠ»ΡŽΡ†ΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ, Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΎΠ½Π°Π»ΡŒΠ½ΠΎΠ³ΠΎ, эмпиричСского ΠΈ интСракционистского ΠΏΠΎΠ΄Ρ…ΠΎΠ΄ΠΎΠ², основанных Π½Π° ΡƒΡ‚Π²Π΅Ρ€ΠΆΠ΄Π΅Π½ΠΈΠΈ, Ρ‡Ρ‚ΠΎ сСмья β€” это ΠΏΡ€Π΅ΠΆΠ΄Π΅ всСго нСбольшая ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Π°Ρ Π³Ρ€ΡƒΠΏΠΏΠ°, Π³Π΄Π΅ ΠΊΠ°ΠΆΠ΄Ρ‹ΠΉ ΠΏΠ°Ρ€Ρ‚Π½Π΅Ρ€ ΠΈΠΌΠ΅Π΅Ρ‚ свои, часто ΠΏΡ€ΠΎΡ‚ΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½Ρ‹Π΅, интСрСсы ΠΈ которая Π² Ρ‚ΠΎ ΠΆΠ΅ врСмя выступаСт ΠΊΠ°ΠΊ цСлостная ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Π°Ρ систСма

    Factors influencing the participation of gastroenterologists and hepatologists in clinical research

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    <p>Abstract</p> <p>Background</p> <p>Although clinical research is integral to the advancement of medical knowledge, physicians face a variety of obstacles to their participation as investigators in clinical trials. We examined factors that influence the participation of gastroenterologists and hepatologists in clinical research.</p> <p>Methods</p> <p>We surveyed 1050 members of the American Association for the Study of Liver Diseases regarding their participation in clinical research. We compared the survey responses by specialty and level of clinical trial experience.</p> <p>Results</p> <p>A majority of the respondents (71.6%) reported involvement in research activities. Factors most influential in clinical trial participation included funding and compensation (88.3%) and intellectual pursuit (87.8%). Barriers to participation were similar between gastroenterologists (n = 160) and hepatologists (n = 189) and between highly experienced (n = 62) and less experienced (n = 159) clinical researchers. These barriers included uncompensated research costs and lack of specialized support. Industry marketing was a greater influence among respondents with less trial experience, compared to those with extensive experience (15.7% vs 1.6%; <it>P </it>< .01). Hepatologists and respondents with extensive clinical trial experience tended to be more interested in phase 1 and 2 studies, whereas gastroenterologists and less experienced investigators were more interested in phase 4 studies.</p> <p>Conclusion</p> <p>This study suggests that the greatest barrier to participation in clinical research is lack of adequate resources. Respondents also favored industry-sponsored research with less complex trial protocols and studies of relatively short duration.</p

    Ethical and practical challenges of sharing data from genome-wide association studies: The eMERGE Consortium experience

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    In 2007, the National Human Genome Research Institute (NHGRI) established the Electronic MEdical Records and GEnomics (eMERGE) Consortium (www.gwas.net) to develop, disseminate, and apply approaches to research that combine DNA biorepositories with electronic medical record (EMR) systems for large-scale, high-throughput genetic research. One of the major ethical and administrative challenges for the eMERGE Consortium has been complying with existing data-sharing policies. This paper discusses the challenges of sharing genomic data linked to health information in the electronic medical record (EMR) and explores the issues as they relate to sharing both within a large consortium and in compliance with the National Institutes of Health (NIH) data-sharing policy. We use the eMERGE Consortium experience to explore data-sharing challenges from the perspective of multiple stakeholders (i.e., research participants, investigators, and research institutions), provide recommendations for researchers and institutions, and call for clearer guidance from the NIH regarding ethical implementation of its data-sharing policy

    A thematic analysis of factors influencing recruitment to maternal and perinatal trials

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    Background: Recruitment of eligible participants remains one of the biggest challenges to successful completion of randomised controlled trials (RCTs). Only one third of trials recruit on time, often requiring a lengthy extension to the recruitment period. We identified factors influencing recruitment success and potentially effective recruitment strategies. Methods: We searched MEDLINE and EMBASE from 1966 to December Week 2, 2006, the Cochrane Library Methodology Register in December 2006, and hand searched reference lists for studies of any design which focused on recruitment to maternal/perinatal trials, or if no studies of maternal or perinatal research could be identified, other areas of healthcare. Studies of nurses' and midwives' attitudes to research were included as none specifically about trials were located. We synthesised the data narratively, using a basic thematic analysis, with themes derived from the literature and after discussion between the authors. Results: Around half of the included papers (29/53) were specific to maternal and perinatal healthcare. Only one study was identified which focused on factors for maternal and perinatal clinicians and only seven studies considered recruitment strategies specific to perinatal research. Themes included: participant assessment of risk; recruitment process; participant understanding of research; patient characteristics; clinician attitudes to research and trials; protocol issues; and institutional or organisational issues. While no reliable evidence base for strategies to enhance recruitment was identified in any of the review studies, four maternal/perinatal primary studies suggest that specialised recruitment staff, mass mailings, physician referrals and strategies targeting minority women may increase recruitment. However these findings may only be applicable to the particular trials and settings studied. Conclusion: Although factors reported by both participants and clinicians which influence recruitment were quite consistent across the included studies, studies comparing different recruitment strategies were largely missing. Trials of different recruitment strategies could be embedded in large multicentre RCTs, with strategies tailored to the factors specific to the trial and institution.Rebecca L Tooher, Philippa F Middleton and Caroline A Crowthe

    The Crazy world of julius vrooder/ Somkin

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