80301 2782-5450 Terra Linguistica 9 2 2018 1-122
RAR RUS 7-16 Institute of oriental manuscripts of Russian Academy of Sciences Tsvetkov Dmitriy dmitry.tswetckov@yandex.ru
St. Petersburg
 G. Alenio’s catechism “The true beginning of all things” in Chinese and its translation into Russian language by A. Agafonov This paper is dedicated to the manuscript “The True Origin of All Things”, which is a Russian translation of a Christian catechism, written in Chinese in early 18th century by Giulio Alenio. This text was translated into Russian in the 1791 by Alexey Agafonov. This study is based on comparative analysis of the original text and its Russian translation. As a result, it was established that the two versions of this text mostly coincide but there is a number of differences. Some chapters and fragments were replaced. This translation currently exists as a single copy stored at the Research Department of the Library of the Russian Academy of Sciences. This manuscript is not mentioned in any catalogues or papers or monographs on the history of Russian sinology. 10.18721/JHSS.9201 94(47).043 source study Christianity in China contact forms Jesuits history of Russian sinology https://human.spbstu.ru/article/2018.32.1/ 01.pdf
RAR RUS 17-28 Spichak Aleksandra Features of documenting the activities of parish churches in Siberia from the 18th to the early 20th century (based on the materials of the Tobolsk diocese) The study aims to find out the factors influencing the change in document forms of parish churches and leading to the emergence of new types of documents, and also to reveal the peculiarities of documenting the activities of Siberian churches from the 18th to the early 20th centuries in comparison with other regions of Russia. We have determined that the documents which were established at the legislative level had undergone significant changes from the 18th to the early 20th centuries, and the documentation which was not controlled by the highest authorities, for example, local records, remained virtually unchanged. Comparison of legal acts and documents of parish churches revealed that the structure of the documents depended on new forms but even after they were adopted, old forms were still filled out in many churches. That is why the Synod had to duplicate the decrees and order of the diocesan authorities to convince their subordinates to keep records according to statutory rules. The main issue of “Church record keeping” in the Tobolsk diocese was the lack of trained personnel; the diocese occupied a very large area, many communities distant from the center and obviously not receiving enough attention from the diocesan authorities and the deans, and clergymen of major and minor orders rarely expressed a desire to move and work in distant parishes. 10.18721/JHSS.9202 930.253 Russian Orthodox Church Tobolsk diocese Synodal period parish church church records parish records parish document https://human.spbstu.ru/article/2018.32.2/ 02.pdf
RAR RUS 29-43 Peter the Great St.Petersburg Polytechnic University Dianova Elena lenadianova@inbox.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russia
 War memoirs of Soviet specialists, published in the 1920s, as a source on the history of the Chinese revolution of 1925–1927 The study has considered war memoirs of N.K. Kostarev, B.A. Pohvalinsky and S.A. Dalin who took part in the Chinese revolution of 1925–1927. We have set the following tasks: comparative analysis of the texts of first publication with subsequent reissues; study of changes in these texts; assessment of the accents placed by the authors depending on the changing political situation within the country and on the relations of Soviet Union and China. The study also includes the memoirs of V.M. Shtein and F.S. Borodina that were published only once. The article partially traces the process of creating a memoir source, i.e., notes and articles containing memoirs about the Chinese revolution, which were subsequently included in the main text of the memoir. Conclusions are drawn regarding the specifics and general features of the memoirs published in the USSR in 1928; the content of the memoirs has been found to depend on the politics and ideology of the state. 10.18721/JHSS.9203 930.2 memoirs Soviet military specialists Chinese revolution 1925–1927 Kostarev Dalin publishing houses agitation literature https://human.spbstu.ru/article/2018.32.3/ 03.pdf
RAR RUS 44-55 The A.S. Popov Central museum of communications Borisova Nina borisova@rustelecom-museum.ru
St. Petersburg
 Russian and foreign developments of television systems in the 1920s The main goal of this study has been to establish the Russian contribution to the initial stage of television. Complex research methodology has been used, the main method being comparison (of Russian and foreign projects) using the methodological tool of the theory of innovations. In the first half of the 1920s Russia was outrunning the advanced industrial countries in terms of developing the ideas of mechanical as well as electronic television. In the mid-1920s Russian technologies kept up with the foreign ones and even had a priority. By the end of the 1920s, when it was time to implement the ideas of television, the leader potential had been lost, there was no call for Rosing’s innovative capacities. The reasons for this situation are well-known: television was ahead of its time and science was not ready for producing the components; traditional Russian issues (technological and production problems) slowed down implementation of any innovative ideas. The study has revealed the importance of the reasons historically rooted in mentality that are still relevant today: these are the lack of confidence in implementing technical innovations independently, not following in the footsteps of the West, and the tendency to adopt risky administrative decisions. A burst of activity during scientific and technical isolation and a return to extensive foreign purchases when restrictions from the outside are weakened is typical for Russian history. It would be beneficial to consider these conclusions when developing a strategy of how Russia moves along an innovation-based development path. 10.18721/JHSS.9204 621.397.13 history of television mechanical television electronic television cathode ray electroscopy Rosing; innovations in Russia 1920s https://human.spbstu.ru/article/2018.32.4/ 04.pdf
RAR RUS 56-63 Peter the Great St.Petersburg Polytechnic University Akhmadeeva Yana frau-ahmadeeva@yandex.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russia
 The theory of “three worlds” in the context of Сhina’s modern foreign policy concept The study considers the process of formation of the modern foreign policy concept of People’s Republic of China, and presents an analysis of its practical realization. This work examines the processes of transformations and changes in the foreign policy concept of China, shows how Beijing’s current ideas about international relations and China’s role in it evolved. We have taken into account the fact that the Chinese concept is largely based on traditional Chinese ideas about the world order. The theory of “three worlds” was formed by the Chairman of China Mao Zedong in the 1970s; having gone through some changes, this theory continues to meet the modern challenges and threats. This theory formalized and completed the transition to an independent foreign policy and a gradual departure from the rhetoric of block confrontation. The main prerequisites for the formation of the modern national foreign policy concept of China are shown, and the features of this concept are considered. A separate focus is on analysis of the changes that occurred during the disintegration of the bipolar system of international relations. We have analyzed China’s foreign policy and shown examples of practical implementation of the foreign policy concept of “three worlds” in practice, international relations are examined from the perspective of the Chinese foreign policy concept. . 10.18721/JHSS.9205 327.5 foreign policy foreign policy concept theory of “three worlds” Russian-Chinese cooperation Chinese-American relations https://human.spbstu.ru/article/2018.32.5/ 05.pdf
RAR RUS 64-70 Shadow Alexandr alexshadow91@mail.ru Imagination as cognition of possibility and possibility as initiation of imagination This study is topical because currently, insufficient attention has been paid to the contiguity of such important categories of philosophy as the possibility and the imagination. This paper is aimed at exploring the deep connection between these concepts. The main approaches to studying this problem are Epstein’s possibilistic method and Bachelard’s imagination method, allowing to address this issue comprehensively. The article discusses the categories of possibility and imagination and gives their definitions. The article also analyzes the common features used and the possible points of intersection of these concepts. We have substantiated that possibility and imagination are closely related categories, and should be defined in conjunction with each other. This article primarily discusses Epstein’s concept, described in his book “The Philosophy of the possible”, and Bachelard’s position. The materials and conclusions of the article can be used to develop lecture courses on ontology, methodology and theory of knowledge, epistemology and philosophy of science, philosophical anthropology and philosophy of culture. 10.18721/JHSS.9206 159.954.5:101.2 philosophy possibly probably potential imagination https://human.spbstu.ru/article/2018.32.6/ 06.pdf
RAR RUS 71-85 Peter the Great St.Petersburg Polytechnic University Shostak Ekaterina ekaterinavsh@yandex.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russia
 Plurilingual education as a new term of modern linguodidactics within the scope of a plurilingual paradigm This study deals with the phenomenon of plurilingual education that has recently emerged in works on teaching and learning several foreign languages. The purpose of the article is to justify the existence of the newly-coined terms “plurilingual education” and “plurilingual training” for Russian linguodidactics. The reason lying behind this necessity is that there are several other terms in the Russian system which refer to studying and teaching more than one foreign language: multilingual education, multilingual training, polylingual education and polylingual training. In this study, we have employed the following methods: analysis, synthesis, induction and modeling. The study shows the correlation of the above-mentioned terms within the scope of the new paradigm adopted by the Council of Europe. The results can be used by researchers in the area of plurilingual education. 10.18721/JHSS.9207 37.02 plurilingualism multilingualism plurilingual education / training multilingual education / training polylingual education / training https://human.spbstu.ru/article/2018.32.7/ 07.pdf
RAR RUS 86-96 St. Petersburg military institut of Russian national guard forces Suprun Anton scarsystems@mail.ru
St. Petersburg
 Theoretical and practical aspects of individualization and differentiation of training cadets of high schools of national guard troops of Russian Federation The article deals with the problem of individualization and differentiation of cadets training in higher educational institutions of the troops of the national guard of Russia. Within the context of the transition of the education system to federal state educational standards, individualization and differentiation of training are considered as an effective mechanism for ensuring that each cadet achieves the goals of mastering the basic educational programs. The peculiarities of individualization and differentiation of training, the similarity and difference of these two concepts have been discussed. The article gives the methodological foundations of individualization and differentiation. Individualization of training along with differentiation of work with students is considered as a basis for implementing the principle of individual approach. Individualization and differentiation are assumed to create the necessary conditions for forming professionally significant personal qualities of future officers, based on the consideration of their individual characteristics and capabilities. We have concluded that the level of knowledge, skills, the students’ interest in mastering academic disciplines increase in the process of appropriately prepared and properly organized practical application of individualization and differentiation but these are undoubtedly rather labor-intensive organizational forms that are quite difficult to apply in practice, which means that the teacher has to possess substantial theoretical knowledge, high pedagogical skills, great experience, patience and high and stable motive education. 10.18721/JHSS.9208 376.1/378 individualization differentiation individual and differentiated approach individualized training individual education personality-oriented education individual psychological qualities competence https://human.spbstu.ru/article/2018.32.8/ 08.pdf
RAR RUS 97-107 Dashkina Alexandra Fyodorova Alexandra Collaborative learning of professional and academic vocabulary by economics majors within the CLIL framework The article explores the advantages of learning professional terms and academic vocabulary using a course book in CLIL format in the process of student collaboration. The study was aimed at determining the efficiency of general academic vocabulary acquisition and learning professional terms through applying the integrated context-based language learning approach. We have examined the scientific works studying the problems of teaching a foreign language at a technical university including the ones describing the application of content-based language learning. We have made an attempt to ascertain whether CLIL format combined with collaborative learning was an effective means of learning new words. By conducting a trial experiment in the groups of 3rd-year economic majors, we have tried to determine whether the students’ collaborative activities in the CLIL format contributed to more successful vocabulary development. The experiment helped us find out that CLIL approach proved to be useful in acquiring frequently used words, academic vocabulary in particular. On the other hand, intentional learning is more appropriate than CLIL for acquiring special terms, which are not frequent for the whole volume of the texts. The results of the experiment reveal that content-based language learning proves to be more effective in combination with lexical exercises aimed at consolidation of new terms. The experiment also proves that CLIL format should be used in combination with collaborative learning. 10.18721/JHSS.9209 378.147:811.111 vocabulary development Content and Language Integrated Learning trial experiment frequently used vocabulary academic vocabulary special terms course book lexical tasks https://human.spbstu.ru/article/2018.32.9/ 09.pdf
RAR RUS 108-115 Voronezh State Technical University Zhidko Elena lenag66@mail.ru
Voronezh, Russian Federation
 Methodology to estimation of quality of the process of training specialists The methodological approach to the evaluation of the educational process, to the methods of its adaptation and management is considered in the article for a significant increase in the efficiency of the training process for specialists, for example in the field of information security, especially when moving to a multi-level university system of training specialists taking into account the requirements that constantly change during the planning of the training process. The methodical approach to the evaluation of the quality of the learning process based on the use of automated learning technologies is conventionally divided into three groups: a method of direct evaluation, when the quality indicator is based on a three-dimensional measurement (personality, subject, time), conducted directly by the training group or one instructor (the methods of the first group ), methods based on the evaluation of the indicators of management of the educational process (second group methodology) and methodologies, based on the methodological approach of assessment with structural features of the learning process used in the theory of automated systems with elements of high-level adaptation and self-learning (the methods of the third group). 10.18721/JHSS.9210 519.7:621.3 evaluation educational process quality of the student effectiveness methodical approach https://human.spbstu.ru/article/2018.32.10/ 10.pdf
CHR RUS 116-120 Peter the Great St.Petersburg Polytechnic University Pozdeeva Elena elepozd@mail.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russia
 Peter the Great St.Petersburg Polytechnic University Trostinskaya Irina irtrost@mail.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russia
 The fourth industrial revolution from the standpoint of scientific ideas (based on the materials of the 10th jubilee St. Petersburg sociological readings) The article analyzes the topics of discussions and materials of the 10th Sociological Readings conference, highlights the current issues of concern which have been widely discussed. The conference participants considered the problems of essential characteristics and stages of the fourth industrial revolution, personal and communicative transformations, the social consequences of the new technological order. Problems of security and changes in the field of interaction, including with artificial intelligence, were debated. Particular attention was paid to new opportunities in the methodology of scientific research, the change of the scientific language of communications, the development of the sociology of science and technology. Participants considered new phenomena in the educational environment and the attitude of young people towards innovations from a comparative perspective. Social problems of the labor sphere were discussed. The summary results of the conference confirm that it is a significant event in the scientific life of the university and the professional community of scientists. 10.18721/JHSS.9211 316.32 sociology fourth industrial revolution new technological order communication personality youth education science technology social consequences https://human.spbstu.ru/article/2018.32.11/ 11.pdf