АРХЕТИПЫ КОРПОРАТИВНОСТИ И ИЕРАРХИИ КАК ДЕТЕРМИНАНТЫ ИМПЕРАТИВОВ ИНСТИТУТА ОБРАЗОВАНИЯ

The authors attempt to interpret the educational imperative from the standpoint of the theory of archetypesis.The contradiction between demanding equality in education and the requirement of a hierarchical differentiation of educational paths is considered in the view of archetypal programs of corporativity and hierarchy.В статье предпринята попытка интерпретации образовательных императивов с позиций теории архетипов. Противоречие между требованием равенства в образовании и требованием иерархической дифференциации образовательных траекторий рассмотрено в дискурсе архетипических программ корпоративности ииерархии

Учитель, ученик и администратор в образовательном процессе: усиление архетипа иерархии

The authors have made an attempt to consider the consequences of strengthening the role of the administrator in the modern educational process from the standpoint of the concept of archetypes of the collective unconscious, which allows to identify unconscious «programs»that are strung on the cultural and symbolic experience of consciousness. The paper analyzes the interrelations of archetypal figures of the pupil, teacher and administrator. The authors observed a balanced impact of the archetypes of corporativity and hierarchy in the interaction between a teacher and a student. On the one hand, they are both equal in their opposition to the world and in their identification with the we-self. On the other hand, the teacher is supposed to have higher with the certain power in relation to the student. The teacher is regarded as a «guide» to  the area of implicit knowledge, as a person who «launches» collective unconscious programs in a student, in which the experience of previous generations is fixed on the archetypal level. The transfer of a fixed cultural code to the student, which allows to achieve the necessary level of coherence with other members of the community, is the main task of the education system. The authors show the strengthening of the role of the Government in the educational process, which brought the figure of an administrator, which significantly increased the archetype of the hierarchy. This led to the following consequences: a decrease in the independence of the social institution of education; distortion of the motives of the participants of the educational process with a reorientation to formal indicators set by the external environment; formalization of interpersonal relations between the participants of the educational process; reducing the sense of unity and belonging generated by the archetype of corporativity; increased competition between educational institutions; the emergence and flourishing of various forms of distant education.Авторы статьи предприняли попытку рассмотреть последствия усиления роли администратора в современном образовательном процессе с позиций концепции архетипов коллективного бессознательного, позволяющей выявить бессознательные программы, на которые наслаивается культурно-символический опыт сознания. Произведён анализ взаимоотношений архетипических фигур ученика, учителя и администратора. Во взаимодействии учителя и ученика наблюдается динамичное относительно равновесное влияние архетипов корпоративности и иерархии. С одной стороны, оба равны в своём противостоянии миру и идентификации с одной и той же Мы-Самостью. С другой стороны, учитель заведомо имеет более высокий статус, наделяющий его даже определённой властью по отношению к ученику. Об учителе в определённом смысле можно говорить как о «проводнике» на территорию неявного знания, как о том, кто «запускает» в ученике программы коллективного бессознательного, в которых на архетипическом уровне закреплён опыт предыдущих поколений. Передача ученику закреплённого культурного кода, позволяющего достигать с другими членами сообщества необходимого уровня согласованности, является основной задачей, поставленной перед системой образования. Показано усиление в Новое время роли государства в образовательном процессе, привнёсшего фигуру администратора, что существенно усилило архетип иерархии. Это привело к таким следствиям: уменьшение самостоятельности социального института образования; искажение мотивов участников образовательного процесса с переориентировкой на формальные показатели, заданные внешней средой; формализация межличностных взаимоотношений участников образовательного процесса; снижение чувства единения и сопричастности, формируемого архетипом корпоративности; усиление конкуренции между образовательными организациями; появление и расцвет различных форм дистанционного образования

Robot-assisted technologies for targeted prostate biopsy: a literature review

One key aspect in treating any cancer is timely diagnosis and treatment. Obtaining the right diagnosis depends mainly on running the biopsy algorithm. Most studies show a significant increase in sensitivity and specificity in the targeted tissue sampling method compared to standard biopsy. The human factor can result in more medical errors. This can be solved by replacing the standard biopsy method with a more advanced one. The human factor is excluded from the biopsy sampling process using the semi-automatic robotic biopsy needle guidance. This paper presents a literature review development in robot assisted prostate biopsy. A literature review was performed using PubMed and Scopus databases. Papers reporting on experiments using semi-automatic robotic systems were included. Using the literature, we described the prerequisites for the development the software for semi-automatic targeted biopsy to increase the sensitivity and specificity of prostate cancer diagnosis

Perceptions of the appropriate response to norm violation in 57 societies

Norm enforcement may be important for resolving conflicts and promoting cooperation. However, little is known about how preferred responses to norm violations vary across cultures and across domains. In a preregistered study of 57 countries (using convenience samples of 22,863 students and non-students), we measured perceptions of the appropriateness of various responses to a violation of a cooperative norm and to atypical social behaviors. Our findings highlight both cultural universals and cultural variation. We find a universal negative relation between appropriateness ratings of norm violations and appropriateness ratings of responses in the form of confrontation, social ostracism and gossip. Moreover, we find the country variation in the appropriateness of sanctions to be consistent across different norm violations but not across different sanctions. Specifically, in those countries where use of physical confrontation and social ostracism is rated as less appropriate, gossip is rated as more appropriate.info:eu-repo/semantics/publishedVersio

Anger and disgust shape judgments of social sanctions across cultures, especially in high individual autonomy societies

Data availability; The datasets analyzed during the current study are available in the Center for Open Science repository, https://osf.io/djnfg/.Supplementary Information is available online at: https://link.springer.com/article/10.1038/s41598-024-55815-x#Sec17 .When someone violates a social norm, others may think that some sanction would be appropriate. We examine how the experience of emotions like anger and disgust relate to the judged appropriateness of sanctions, in a pre-registered analysis of data from a large-scale study in 56 societies. Across the world, we find that individuals who experience anger and disgust over a norm violation are more likely to endorse confrontation, ostracism and, to a smaller extent, gossip. Moreover, we find that the experience of anger is consistently the strongest predictor of judgments of confrontation, compared to other emotions. Although the link between state-based emotions and judgments may seem universal, its strength varies across countries. Aligned with theoretical predictions, this link is stronger in societies, and among individuals, that place higher value on individual autonomy. Thus, autonomy values may increase the role that emotions play in guiding judgments of social sanctions.This research was funded by the Swedish Foundation for Humanities and Social Sciences (Riksbankens Jubileumsfond) [P17-0030:1]. The contribution of J.W was supported by CAS Youth Innovation Promotion Association and fundings from the Institute of Psychology, Chinese Academy of Sciences (Y5CX052003 and E2CX3315CX). The contributions of M.H and S.G. for the Czech part of research was supported by a Grant 23-061770S of the Czech Science Foundation and by RVO: 68081740 of the Institute of Psychology, Czech Academy of Sciences. Open access funding provided by Linköping University

Взаимодействие архетипов корпоративности и иерархии в процессе становления внутригрупповой общности

In this article the interaction of corporate and hierarchy archetypes in the process of forming a group community is considered. The authors point out some emerging contradictions in this processВ статье рассматривается взаимодействие архетипов корпоративности и иерархии в процессе становления групповой общности. Исследуются возникающие в этом процессе противоречи

Взаимодействие архетипов корпоративности и иерархии в процессе становления внутригрупповой общности

In this article the interaction of corporate and hierarchy archetypes in the process of forming a group community is considered. The authors point out some emerging contradictions in this processВ статье рассматривается взаимодействие архетипов корпоративности и иерархии в процессе становления групповой общности. Исследуются возникающие в этом процессе противоречи