122 research outputs found
Π‘ΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-Π°Π²ΡΠΎΡΡΠΊΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΠ²Π΅ΡΠΎΠ²ΠΎΠΉ ΡΠ΅Π½ΡΠΎΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΠΈ Π² ΠΏΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡΠ΅: Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ·
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 authorβs 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 authorβs 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 authorβs 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 authorβs style in the creation of sensory visual color imagery.Π§ΡΠ²ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΠΌΠΈΡΠΎΠ²ΠΎΡΠΏΡΠΈΡΡΠΈΠ΅ Π΅ΡΡΡ ΠΎΠ½ΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΎΡΠ½ΠΎΠ²Π° ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΠΏΠΎΠΌΠΎΠ³Π°ΡΡΠ°Ρ Π΅ΠΌΡ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°ΡΡΡΡ Π² ΠΏΡΠΈΡΠΎΠ΄Π½ΠΎΠΌ ΠΌΠΈΡΠ΅. ΠΠ½Π° ΠΆΠ΅ ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ Π΅ΠΌΡ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°ΡΡΡΡ ΠΈ Π² Π±ΠΎΠ»Π΅Π΅ ΡΠ»ΠΎΠΆΠ½ΡΡ
ΠΎΠ±ΡΡΠΎΡΡΠ΅Π»ΡΡΡΠ²Π°Ρ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. ΠΡΠ΅ ΡΡΠΎ Π΄Π΅Π»Π°Π΅Ρ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΊ ΡΠ΅Π½ΡΠΎΡΠ½ΡΠΌ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ°ΠΌ ΠΈ ΠΈΡ
ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ°ΠΌΡΡ
ΡΠ°Π·Π½ΡΡ
ΠΎΠ±Π»Π°ΡΡΡΡ
Π·Π½Π°Π½ΠΈΡ, ΠΎΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π΄ΠΎ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΠΊΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡ ΡΠ΅Π½ΡΠΎΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΠΈ Π²ΡΡΡΡΠΏΠ°Π΅Ρ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ»ΠΎΠΆΠ½ΡΡ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ², Π² ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ²ΠΎΠ΅ΠΉ ΠΎΠΏΠΈΡΠ°ΡΡΠΈΠΉΡΡ Π½Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΎΠΏΡΡ Π°Π²ΡΠΎΡΠ°. ΠΡΠΎΠ±Π΅Π½Π½ΠΎ ΡΡΠΊΠΎ Π΄Π°Π½Π½ΡΠΉ ΠΎΠΏΡΡ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ Π² ΠΏΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡΠ΅, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΡΡΠΈΠΌ ΡΠΎΠ±ΠΎΠΉ Π½Π°ΠΈΠ²ΡΡΡΡΡ ΡΠΎΡΠΌΡ ΡΡΠ²ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΊΡΠΏΡΠ΅ΡΡΠΈΠΈ. Π ΡΠ°ΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡΠ΅ ΠΌΠΎΠΆΠ½ΠΎ Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΡΠΉ Π±Π»ΠΎΠΊ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΏΠ΅ΡΠ΅Π΄Π°ΡΡΠ΅ΠΉΡΡ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΡΠ²Π΅ΡΠ°, ΡΠΎΠ·Π½Π°ΡΠ΅Π»ΡΠ½ΠΎ Π²Π»ΠΎΠΆΠ΅Π½Π½ΡΠΉ Π² ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π΅Π³ΠΎ ΡΠΎΠ·Π΄Π°ΡΠ΅Π»ΡΠΌΠΈ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ·ΠΎΠ±ΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ΅Π΄ΡΡΠ²Π°. ΠΡΠΈ ΡΡΠΎΠΌ ΠΏΠΎΠ΄ΠΎΠ±Π½ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ²Π΅ΡΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ, Π² ΠΏΠ΅ΡΠ²ΡΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-Π°Π²ΡΠΎΡΡΠΊΠΈΠΌΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΠΌΠΈ Π² ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΠ΅Π½ΡΠΎΡΠ½ΠΎΠΉ Π·ΡΠΈΡΠ΅Π»ΡΠ½ΠΎ-ΡΠ²Π΅ΡΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΠΈ
Personally-oriented approach in the system of education in the humanities: From monologism to dialogical model of teaching
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 β 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 teacherβs 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 oneβs own criticism into self-reflection.The problematic nature of the concept of βdialogueβ 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 βmosaicβ 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.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π°Π΅ΡΡΡ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π±Π΅ΡΠΏΡΠ΅ΡΠ΅Π΄Π΅Π½ΡΠ½ΡΠΌ ΡΡΠΊΠΎΡΠ΅Π½ΠΈΠ΅ΠΌ ΡΠ΅ΠΌΠΏΠΎΠ² Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠ°, Π° Ρ Π΄ΡΡΠ³ΠΎΠΉ β Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠ°Π΄ΠΈ ΠΈΡ
ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ Π΄ΠΎΠ»ΠΆΠ½Ρ Π±ΡΡΡ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Ρ Π½Π° ΠΈΠ΄Π΅ΠΈ ΠΊΠΎΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΈ ΠΈ ΡΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ, ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ, ΡΠ²Π°ΠΆΠ΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ Π΅Π΅ ΠΏΡΠ°Π², ΡΡΠΎ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ ΡΡΠ±ΡΠ΅ΠΊΡΠ°ΠΌΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΡ (ΠΊΠ°ΠΊ ΠΌΠ΅ΠΆΠ΄Ρ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΡΠΌΠΈ Π»ΡΠ΄ΡΠΌΠΈ, ΡΠ°ΠΊ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ Π³ΡΡΠΏΠΏΠ°ΠΌΠΈ). Π Π½ΠΎΠ²ΡΡ
ΡΠ΅Π°Π»ΠΈΡΡ
ΡΠ°ΠΊΠΎΠΉ Π²Π°ΠΆΠ½ΡΠΉ ΠΈΠ½ΡΡΠΈΡΡΡ ΡΠΎΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ, ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, Π² Π΅Π³ΠΎ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠΎΡΠΌΠ΅, ΡΠ»ΠΎΠΆΠΈΠ²ΡΠ΅ΠΉΡΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΌΠΎΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΈΠΏΠ° ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ, ΠΏΠ΅ΡΠ΅ΡΡΠ°Π΅Ρ ΠΎΡΠ²Π΅ΡΠ°ΡΡ Π²ΡΠ·ΠΎΠ²Π°ΠΌ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ. ΠΠ»ΠΎΠ±Π°Π»ΡΠ½ΡΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΡΠ΅Π±ΡΡΡ ΠΊΠ°ΡΠ΄ΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅ΡΠΌΠΎΡΡΠ° ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈΒ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡΒ Π² Π²ΡΡΡΠ΅ΠΉΒ ΡΠΊΠΎΠ»Π΅.Β Π ΠΌΠ½ΠΎΠ³ΠΎΠ΅Β ΡΠΆΠ΅Β ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅ΡΡΡ. Π ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΡΡ
ΠΎΠ΄ΡΡ Π² ΠΏΡΠΎΡΠ»ΠΎΠ΅ Π΄ΠΈΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΡΡΠΈΠ»Ρ ΠΈΠ·Π»ΠΎΠΆΠ΅Π½ΠΈΡ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½, Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Ρ Π² Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»Π΅ ΠΊΠ°ΠΊ Π½ΠΎΡΠΈΡΠ΅Π»Π΅ ΡΠΈΠΊΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΠΌΠ° Π·Π½Π°Π½ΠΈΠΉ. Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°ΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΠΎΡΡΠ΅ΠΏΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π° ΡΠΈΡΡΠ΅ΠΌΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π² Π½Π΅Π΅ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. Π Π°Π±ΠΎΡΠ° ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ»Π°ΡΡ Ρ ΠΎΠΏΠΎΡΠΎΠΉ Π½Π° ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΊΠΎΠΌΠΏΠ°ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΉ, Π² ΠΊΠΎΡΠΎΡΡΡ
ΠΎΡΡΠ°ΠΆΠ°ΡΡΡΡ Π°ΡΠΏΠ΅ΠΊΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π² ΡΡΠ΅Π±Π½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅; Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π° ΠΌΠ΅ΡΠΎΠ΄ ΡΠΎΠΏΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΡΡΠΎΡΠ²ΡΠ΅ΠΉΡΡ ΠΌΠΎΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΡ Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΠΎ Π½ΠΎΠ²ΡΠΌ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠΌ ΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π³ΠΎΠ΄Π½Ρ Π½Π°ΡΠΈΠ½Π°Π΅Ρ ΠΎΡΠΎΠ·Π½Π°Π²Π°ΡΡΡΡ ΠΊΠ°ΠΊ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ½Π°Ρ ΡΡΠ΅ΡΠ° ΠΈΠ½Π²Π΅ΡΡΠΈΡΠΈΠΉ Π² ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠΠΎΠ½ΡΡΠ°ΡΠΈΡΡΠ΅ΡΡΡ, ΡΡΠΎ Π³Π»Π°Π²Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠ΅ΠΉ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π² ΡΠ΅Π»ΠΎΠΌ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠΉ ΠΈ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π²Π»Π°Π΄Π΅ΡΡΠ΅ΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΠΎΠΉ. ΠΠ»Ρ ΡΡΠΎΠ³ΠΎ Π²ΡΠ·ΠΎΠ²ΡΠΊΠ°Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ° Π΄ΠΎΠ»ΠΆΠ½Π° Π±ΡΡΡ ΠΏΠ΅ΡΠ΅Π½Π°ΡΠ΅Π»Π΅Π½Π° Ρ ΠΌΠ΅Ρ
Π°Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π°Π·ΡΠ±ΡΠΈΠ²Π°Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Π½Π°Π±ΠΎΡΠ° ΡΠ°ΡΡΠΎ Π±Π΅ΡΡΠ²ΡΠ·Π½ΡΡ
Π½Π°ΡΡΠ½ΡΡ
ΡΠ°ΠΊΡΠΎΠ² ΠΈ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΡ
Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²Π΅Π΄Π΅Π½ΠΈΡ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Ρ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΡΠΎΠ·ΠΈΠ΄Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. Π Π΅ΡΠ΅Π½ΠΈΡ Π΄Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ Π±ΡΠ΄Π΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠΈΡΠΎΠΊΠΎΠ΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΠ°ΠΊΠΈΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΠΊΠ°ΠΊ ΡΡΠ΅Π±Π½ΡΠΉ Π΄ΠΈΠ°Π»ΠΎΠ³ ΠΈ ΡΡΠ΅Π±Π½Π°Ρ Π΄ΠΈΡΠΊΡΡΡΠΈΡ. ΠΠ±Π·ΠΎΡ ΡΡΡΠ΄ΠΎΠ² ΠΊΠ»Π°ΡΡΠΈΠΊΠΎΠ² ΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ Π½ΠΈΠΊΠ°ΠΊΠΈΠ΅ Π½ΠΎΠ²Π΅ΠΉΡΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π½Π΅ ΡΠΌΠΎΠ³ΡΡ Π·Π°ΠΌΠ΅Π½ΠΈΡΡ ΠΆΠΈΠ²ΡΡ
ΠΊΠΎΠ½ΡΠ°ΠΊΡΠΎΠ² ΡΡΠΈΡΠ΅Π»Ρ Ρ ΡΡΠ΅Π½ΠΈΠΊΠ°ΠΌΠΈ. Π’ΠΎΠ»ΡΠΊΠΎ ΠΏΠΎΠ»ΡΡΠΈΠ² ΡΠ΅Π°Π»ΡΠ½ΡΠΉ ΠΎΠΏΡΡ Π²Π΅Π΄Π΅Π½ΠΈΡ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π΄ΠΈΠ°Π»ΠΎΠ³Π°, ΡΡΠ²ΠΎΠΈΠ² ΡΠΌΠ΅Π½ΠΈΡ ΠΈ Π½Π°Π²ΡΠΊΠΈ, ΡΠΏΠΎΡΠΎΠ±Ρ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ Π΅Π³ΠΎ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ, ΡΡΡΠ΄Π΅Π½ΡΡ ΡΠΌΠΎΠ³ΡΡ Π²ΡΡΠ°Π±ΠΎΡΠ°ΡΡ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ, ΠΎΠ±ΡΠ΅ΡΡΡ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΠΊ ΡΠ°ΠΌΠΎΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ ΠΈ ΠΏΠΎΡΡΠΎΡΠ½Π½ΠΎΠΌΡ ΡΠ°ΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΏΠΎΠ½ΡΡΠΈΡ Β«Π΄ΠΈΠ°Π»ΠΎΠ³Β». ΠΠ½, ΠΊΠ°ΠΊ ΠΈ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
ΠΏΡΠ°ΠΊΡΠΈΠΊ, Π½Π΅ ΡΠ²ΠΎΠ΄ΠΈΡΡΡ ΠΊ ΠΊΠ°ΠΊΠΎΠΉ-Π»ΠΈΠ±ΠΎ ΠΎΠ΄Π½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ΅, ΠΈ Π΅Π³ΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π³Π΅Π½Π΅ΡΠΈΡΡΠ΅ΡΡΡ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ. Π§ΡΠΎΠ±Ρ ΠΏΠΎΠ»ΡΡΠΈΡΡ Π½Π° Π²ΡΡ
ΠΎΠ΄Π΅ ΠΈΠ· Π²ΡΠ·Π° Π½Π΅ ΠΌΠ°ΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Ρ Β«ΠΌΠΎΠ·Π°ΠΈΡΠ½ΠΎΠΉΒ» ΠΊΡΠ»ΡΡΡΡΡ, Π° Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΠ³ΠΎ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° (Π°Π²ΡΠΎΡΠ° ΠΏΠΎΡΡΡΠΏΠΊΠ°, ΠΏΠΎ Π. Π. ΠΠ°Ρ
ΡΠΈΠ½Ρ), ΡΠ»Π΅Π΄ΡΠ΅Ρ ΡΠΌΠ΅ΡΡΠΈΡΡ Π°ΠΊΡΠ΅Π½Ρ Π² ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ Ρ ΠΌΠΎΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΈΠΏΠ° ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΉ Π½Π° Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΡΠ°Π·ΡΠΌΠ½ΠΎ ΡΠΎΡΠ΅ΡΠ°Ρ ΠΈΡ
ΠΈ ΠΈΠ·Π±Π΅Π³Π°Ρ Π°Π±ΡΠΎΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π³ΠΎ, ΡΠ³ΡΠΎΠΆΠ°ΡΡΠ΅ΠΉ ΡΠΊΠ°ΡΡΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΊ Π±Π΅Π·Π΄ΡΠΌΠ½ΠΎΠΌΡ ΠΏΡΠ΅Π²Π΄ΠΎΠ΄ΠΈΠ°Π»ΠΎΠ³Ρ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²Ρ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π½Π° Π²ΡΡΡΠ΅ΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
Bakhtinβs Dialogue as Supply Chain Value of the Contemporary Humanities
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 β the priority of universal humanistic values. In cultural studies β the unity and diversity of world culture and the importance of a constructive dialogue between nations; the theoretical foundations of the βlaughter and carnival cultureβ; in literary criticism β a dialogic understanding of an author and a hero of a narration; in stylistics β the problems of modern speech genres and the meta-language of texts. In the given article we consider the principle of βdialogic thinkingβ 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 Bakhtinβs principle of βdialogical thinkingβ in its relation to the current humanitarian problems
ΠΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠ΅ΠΌΡΠΈ: ΠΌΠΎΠ΄Π΅Π»Ρ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π² Π ΠΎΡΡΠΈΠΈ ΠΈ ΠΌΠΈΡΠ΅
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‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ΅ ΠΎΠ±ΡΠ΅ΡΡΠ²ΠΎ Π² Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π΅Ρ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π½ΡΠΉ ΡΡΠ°ΠΏ. Π’Π°ΠΊΠΎΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° Π²ΡΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΠΈΠ½ΡΡΠΈΡΡΡΡ, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΠ΅ΠΌΡΡ ΠΈ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΠΎ-Π±ΡΠ°ΡΠ½ΡΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ. ΠΡΠ΄ΠΈ ΡΡΠ°Π½ΠΎΠ²ΡΡΡΡ Π²ΡΠ΅ Π±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΊΡΠ΅ΠΏΠΎΡΠ΅Π½Π½ΡΠΌΠΈ ΠΈ Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΡΠΌΠΈ. ΠΡΠΎ ΡΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π½Π° ΡΡΠΏΡΡΠΆΠ΅ΡΠΊΠΈΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡΡ
, ΠΊΠΎΡΠΎΡΡΠ΅ Π² Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ ΡΡΡΠΎΡΡΡΡ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π½ΠΎΠ²ΡΠΌΠΈ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ°ΠΌΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠΌΠΈ Ρ Π±ΠΎΠ»ΡΡΠ΅ΠΉ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΡΡ Π·Π° ΡΠ΅Π±Ρ ΠΈ ΠΌΠ΅Π½ΡΡΠ΅ΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ Π·Π° ΠΏΠ°ΡΡΠ½Π΅ΡΠ°. ΠΡΠ΅ ΡΡΠΎ - Π½ΠΎΠ²ΡΠ΅ ΡΠ²Π»Π΅Π½ΠΈΡ Π½Π°ΡΠ΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ, ΡΡΠ΅Π±ΡΡΡΠΈΠ΅ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½ΠΎΠ²ΠΎΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ. Π§ΡΠΎΠ±Ρ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎ ΡΠ°ΡΠΊΡΡΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ, ΠΌΡ ΡΡΡΠΎΠΈΠΌ Π½Π°ΡΠΈ ΡΠ°ΡΡΡΠΆΠ΄Π΅Π½ΠΈΡ Π² ΡΡΡΠ»Π΅ ΡΠ²ΠΎΠ»ΡΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ, ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ, ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠΎΠ½ΠΈΡΡΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ², ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΡ
Π½Π° ΡΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΠΈ, ΡΡΠΎ ΡΠ΅ΠΌΡΡ β ΡΡΠΎ ΠΏΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ Π½Π΅Π±ΠΎΠ»ΡΡΠ°Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ Π³ΡΡΠΏΠΏΠ°, Π³Π΄Π΅ ΠΊΠ°ΠΆΠ΄ΡΠΉ ΠΏΠ°ΡΡΠ½Π΅Ρ ΠΈΠΌΠ΅Π΅Ρ ΡΠ²ΠΎΠΈ, ΡΠ°ΡΡΠΎ ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΡΠ΅, ΠΈΠ½ΡΠ΅ΡΠ΅ΡΡ ΠΈ ΠΊΠΎΡΠΎΡΠ°Ρ Π² ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ Π²ΡΡΡΡΠΏΠ°Π΅Ρ ΠΊΠ°ΠΊ ΡΠ΅Π»ΠΎΡΡΠ½Π°Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ°
Recommended from our members
Patientsβ attitudes about the use of placebo treatments: telephone survey
Objective To examine the attitudes of US patients about the use of placebo treatments in medical care. Design: One time telephone surveys. Setting: Northern California. Participants 853 members of Kaiser Permanente Northern California, aged 18-75, who had been seen by a primary care provider for a chronic health problem at least once in the prior six months. Results The response rate was 53.4% (853/1598) of all members who were eligible to participate, and 73.2% (853/1165) of all who could be reached by telephone. Most respondents (50-84%) judged it acceptable for doctors to recommend placebo treatments under conditions that varied according to doctorsβ level of certainty about the benefits and safety of the treatment, the purpose of the treatment, and the transparency with which the treatment was described to patients. Only 21.9% of respondents judged that it was never acceptable for doctors to recommend placebo treatments. Respondents valued honesty by physicians regarding the use of placebos and believed that non-transparent use could undermine the relationship between patients and physicians. Conclusions: Most patients in this survey seemed favorable to the idea of placebo treatments and valued honesty and transparency in this context, suggesting that physicians should consider engaging with patients to discuss their values and attitudes about the appropriateness of using treatments aimed at promoting placebo responses in the context of clinical decision making
Factors influencing the participation of gastroenterologists and hepatologists in clinical research
<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
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
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
CaracterΓsticas de acesso ao preventivo de cΓ’ncer de colo do ΓΊtero: trΓͺs etapas metodolΓ³gicas da adaptação do instrumento de coleta de informação
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