80301
2782-5450
Terra Linguistica
12
3
2021
1-115
RAR
RUS
7-19
Rakhmankulova
Nelli
Lomonosov Moscow State University
nrahmankul@gmail.com
Moscow, Russian Federation
Contemporary crisis of values: survival or self-expression
The author explores the reasons and prospects of the emerging weakening of the values of self-expression and retaliation of survival values in the world. She regards such revenge as an inadequate response to the crisis, arising from the transition to the stage of artificial intelligence society and threatening the existential security of millions of people. The best fruits of such changes go to the new elite, and their negative impact largely affects the rest of the people. Hence the escalation of social conflicts, the growth of social mistrust, the decline in the attractiveness of freedom and universal solidarity. In search of a positive response to this challenge, the author considers the results of multidisciplinary research on values and happiness, seeing a solution in the deliberate and systematic implementation of the values of self-expression as a priority. She puts forward the idea of the expediency of applying the humanitarian criterion of social progress, previously proposed by P.V. Alekseev, for assessing the direction of global processes. In her opinion, adherence to the values of freedom, trust, cultural diversity and personal dignity is most consistent with the goals of strengthening security, increasing the happiness and improving present society.
10.18721/JHSS.12301
13
values
survival
self-expression
freedom and happiness
trust
COVID-19
humanitarian criterion of progress
https://human.spbstu.ru/article/2021.45.1/
7-19.pdf
RAR
RUS
20-35
Mureyko
Larisa
lamureiko@mail.ru
Constructivist theater and the “Society of the Spectacle”: on the problem of constructing imaginative knowledge
The purpose of the study is to develop a hypothesis about the possibility of an epistemological study of the “Society of the Spectacle” on the model of Constructivist Theater. The research is aimed at clarifying the ontological, usually unconscious cross-section of technologies for creating, translating and assimilating automatic acts of imaginative thinking. The methodological basis of this work is the director’s ideas of V. Meyerhold (including their development in the modern experimental theater) and the concepts of G. Deborah, B. Laurel etc. about the trend towards the general theatricalization of society due to the development of the mass media environment. The comparisons of the field of science and the theater scene proposed by P. Bourdieu, J. Baudrillard, D. Dennett, B. Baars are taken into account. The empirical material is theater productions focused on a technological game with images of reality. In general, the above-mentioned purpose of the article is implemented using a communicative-epistemological approach. Results. When highlighting the special role of mechanically (automatically) functioning images of the objective world in V. Meyerhold’s productions, the thesis is clarified, according to which theatrical constructivism is inherently anti-psychological. It is proposed to interpret the phenomenon of a human-“automaton” who is under the influence of certain technologies as follows: the technical, machinelike component combining with the automatically flowing affective one is able to produce a new subjectivity. Conclusion. The author’s contribution to the problem under consideration is the development of the idea according to which the use of the metaphors of the theater in philosophical research especially vividly demonstrates the conceptual inconsistency in the understanding of consciousness and subjectivity. The mechanistic nature of imaginative thinking is ambiguous and may be accompanied by subjectivity. Such knowledge is necessary for the development of new technologies for controlling imitations of subjects.
10.18721/JHSS.12302
1:165; 111.1.
constructivist theater
“society of the spectacle”
media
mass media
constructing the image of the observed world
https://human.spbstu.ru/article/2021.45.2/
20-35.pdf
RAR
RUS
36-45
Khazov
Vladimir
Peter the Great St. Petersburg Polytechnic University
vla1698@yandex.ru
St. Petersburg, Russian Federation
Heterology as a new perspective of philosophical anthropology
The possibility of forming a new approach to the philosophical study of the complex of questions about “human nature” is investigated. There are two groups of reasons that determine the relevance of such research. First, it is the need to understand the phenomena determined by the development of the philosophical discourse itself (the development of the Actor-network theory of B. Latour, the formation of the Object-oriented ontology of G. Harman, etc.). The second group includes the tasks that society faces in connection with scientific, technical, social, economic and cultural development (for example, strengthening of digitalization and the resulting reorientation of humanitarian knowledge from the study of practices to the study of systems of relations of the “subject-sign environment”). The term “heterology” means the doctrine of human nature containing some components that are not reducible to the conscious “I”. The main concepts of the description of human nature (biological-social, psychoanalytic, social-constructivist) are analyzed. On the basis of the conducted analysis, each of these concepts demonstrates the recognition of the presence of an “innermost part” of the human being (cultural unconscious, individual unconscious, discursive norms), which, defining the “I” of an individual, nevertheless, are not part of it. The concepts of “polyphony” (the ability to various kinds of manifestations of human potencies) and “heterogeneity” (i.e., secrecy, inaccessibility for direct cognition, a certain number of human characteristics and potencies) are clarified and compared.
10.18721/JHSS.12303
101.3
philosophical anthropology
heterology
polyphony
self-alienation
digitalization
https://human.spbstu.ru/article/2021.45.3/
36-45.pdf
RAR
RUS
46-56
Sokolov
Evgeniy
St. Petersburg State University
egslov@gmail.com
St. Petersburg, Russian Federation
Philosophical education in post-soviet Russia: horizons of opportunities
The article is devoted to the analysis of the situation that has developed in post-Soviet Russia with a philosophical education. The question of the legitimization of philosophy in modern society is directly related to how, in what social spaces and through what educational tools philosophical investments are made. The use of the methodology of problematization, descriptive analytics and contextualization made it possible to identify the trends that can be traced in the constitution of philosophical educational pragmatics, as well as to identify the causes of the latter. Outside the sphere of philosophical educational, practices of knowledge popularization among the general population regular and purposeful received a lot of attention in post-Soviet Russia. Modern Russian philosophical education is confined only to the limits of higher education. The tendency of further purposeful restriction of this space is clearly manifested: philosophy is no longer a mandatory discipline in the training of highly qualified specialists. There are several reasons for this, both socially objective, related to the historical circumstances of the development of philosophy in Russia, and subjective, related to the specifics of philosophical knowledge as such and its “uncompetitiveness” today with the privileged model of the world order. The first is the identification of philosophy and ideology, which has not been overcome since the time of socialism. The second is a rather indifferent attitude to all kinds of communicative and technological innovations in general, and the heuristic and methodological advantages they can give to education in particular. The use of the technological innovations does not give any conceptually significant increment for the discipline. The status of the “agent” himself, the figure of the philosopher, who is nominally present in the current system of the social division of labor as the corresponding position in the state nomenclature register of legitimately nominated professions, remains ambiguous and uncertain, but in reality is absent.
10.18721/JHSS.12304
101
philosophy
Russian philosophy
ideology
post-soviet Russia
higher education
philosophical education
https://human.spbstu.ru/article/2021.45.4/
46-58.pdf
RAR
RUS
59-69
55446258300
0000-0002-4160-6215
Zharkynbekova
Sholpan
L.N.Gumilyov Eurasian National University
zharkynbekova_shk@enu.kz
Nur-Sultan, Kazakhstan
A-13042017
57200371860
0000-0002-6039-6305
Chernyavskaya
Valeria
Peter the Great St.Petersburg Polytechnic University
chernyavskaya_ve@spbstu.ru
Polytechnicheskaya, 29, St.Petersburg, 195251, Russian Federation
Scientific discourse and linguistic strategies in Kazakhstan: new priorities and challenges in the international framework
The present paper discusses the scientific discourse and standards for presenting and foregrounding of the new scientific result in English-language international communication. A special perspective has been set in connection with the current situation in Kazakhstan, where at the state level a gradual transition to trilingualism and thus mastery of the Kazakh, Russian, and English languages was initiated. The transition to trilingualism is most noticeably carried out in the academic sphere and scholarly communication. In this framework, the focus is on mastering the norms of verbalizing a scientific result and producing a publication according to the sociocultural norms and patterns of English-based communication. The paper discusses cultural and linguistic characteristics of scientific publications of Kazakhstani authors that reflect the existing academic traditions for the presentation of scientific results. The analysis is based on research papers in the field of humanities and natural sciences in 2015–2020 published in Russian and Kazakh languages by Kazakhstani authors.
10.18721/JHSS.12305
81"33
science communication
scientific text
knowledge dissemination
trilingualism in Kazakhstan
cultural specifics
https://human.spbstu.ru/article/2021.45.5/
59-69.pdf
RAR
RUS
70-80
Troshina
Natalia
Institute of Scientific Information for Social Sciences of the Russian Academy of Sciences
troshinat@mail.ru
Moscow, Russian Federation
Internationalization of science and the problem of scientific culture in the epoch of globalization
The paper shows a relation between internalization of science and higher education falsely interpreted as anglicization of this sphere and changes in modern paradigm of scientific culture. The analysis is based on researches done according to the methodology of scientific knowledge, sociology of science, cognitive linguistics and discourse theory. Modern scientific discourse in its written and oral variants is characterized by the obvious domination of the English language in international communication. It is also in a wider use inside the non-English speaking countries: in scientific conferences, in the activity of scientific publishing houses, and in carrying out of many educational programs in English at universities and colleges. It shows that internalization of science is interpreted improperly as reduction of the area where other communicatively powerful European languages can be used. Such approach towards organization of a scientific process contradicts significant provisions of basic international documents, which regulate the international cooperation in the field of scientific research and higher education. The existing situation is caused by the influence, first, of the American system of higher education and by the general economic influence of English-speaking countries, for which reason the English language is qualified in special literature as an economic variable in the field of science and education. Impoverishment of the language base in modern science leads to the exclusion of the great layer of accumulated knowledge articulated in other languages from this sphere. This knowledge shows the scientific culture of other countries, as well as the style of scientific thinking in other cultures. Therefore, the possibilities to carry out epistemologically different approaches upon solving scientific problems are reduced, because second language skills not only expand the way of thinking, but also change the one available before.
10.18721/JHSS.12306
81-13
internalization of science
monolingualism
polylingualism
epistemological diversity
scientific culture
cultural paradigm
scientific style
https://human.spbstu.ru/article/2021.45.6/
70-80.pdf
RAR
RUS
81-92
Noskova
Tatiana N.
Herzen State Pedagogical University of Russia
noskovatn@gmail.com
St. Petersburg, Russian Federation
Kozina
Nataliya
Herzen State Pedagogical University of Russia
nkozina@herzen.spb.ru
St. Petersburg, Russian Federation
Digital environment for supporting the project activities of undergraduates studying “Technological education” in higher school
This paper describes a digital environment for supporting project activities as an element of the model for organizing project activities of the “Technological education” profile students. Digital environment resources are considered, which make it possible to manage the educational and cognitive activities of students. The study discovered the activity of the teacher in the organization of pedagogical support in the digital environment as part of the study of the discipline “Design-project activity”. The article described the conditions for inclusion of students not only in the academic, but also extracurricular activities. This paper gave the practical experience of building educational connections, information and data exchange, cooperation in digital environment, which together contributed to the development of students’ necessary skills in using digital tools in teaching. The skills included: a) personalized learning, the ability to make a choice based on the student’s personal preferences; b) person-oriented technologies of independent extracurricular work.
10.18721/JHSS.12307
378.147.88
digital environment for supporting project activities
technological education
project activities
digitalization
professional training
https://human.spbstu.ru/article/2021.45.7/
81-92.pdf
RAR
RUS
93-104
Ivanova
Olga
Moscow City Teacher Training University
KabanovaOA@mgpu.ru
Moscow, Russian Federation
Online-course within blended learning and its lingo-didactic potential
In this paper, the major trends within contemporary lingua-didactic development are summarized along with increasing role of ICT (information and communication technology) in teaching foreign languages at the university. The use of various ICTs for teaching foreign languages is traced from the 20th century to the present and, as a result, elements of distance learning are being introduced into the traditional practice of teaching in higher education. The definition of blended learning is reviewed in both domestic and overseas sources making it possible to clarify the working definition of the concept in this paper. The author presents blended learning models choosing the most suitable one for the linguistic university. The choice was made based on the methodological literature analysis and the results of a 3-year students survey conducted after implementation of the online-course into educational process. The MOOC (massive open online course) definition is presented. The main problems and opportunities of the MOOC usage at the university are outlined. They are mainly connected with the content of the course, development of the competencies, testing, open opportunities of the online-course, engaging students from different countries, interpersonal communication, self-management and motivation, the language and computer skills level. Therefore, the solutions for possible difficulties connected with MOOC being a supplementary tool of teaching at the university were suggested. The author juxtaposed some ICT with MOOC in order to analyze their effectiveness for teaching foreign languages. Hence, a conclusion concerning the linguo-didactic potential of MOOCs for training within the blended learning system at a university was drawn.
10.18721/JHSS.12308
378
online-course
massive open online-course
MOOC
blended learning
blended leaning model
ICT
https://human.spbstu.ru/article/2021.45.8/
93-104.pdf
RAR
RUS
105-114
Vishnevetskaya
Natalya
Moscow City University
vish_natalya@mail.ru
Moscow, Russian Federation
Topic-based typology of specialized vocabulary in professional pedagogical discourse
The article is devoted to the linguistic and linguo-didactic typology of a foreign language (English) teacher. It outlines the problems related to the systematization of educational terminology and proposes possible solutions. To identify the topic-based classification of L2 teachers’ professional vocabulary, the article uses the lexicographical analysis of education dictionaries. On the basis of the compiled list, the principles of vocabulary selection are demonstrated: we followed the combined approach, using dictionaries and authentic materials as sources of vocabulary selection. Moreover, the methods of corpus linguistics are used to select the vocabulary from the list according to the principle of frequency. The study defines the topic-based structure of the general professional vocabulary of education based on various sources, which was subsequently specified and adapted to higher education. The author demonstrated the principle of lexical material selection based on the above mentioned structure and describes the difficulties of English and Russian terminology harmonization (their synonymy and polysemy). A solution to the above problems is suggested. The article justifies the combined approach to the selection of professional vocabulary of education. Based the two classifications identified in the article, a course for postgraduate students may be developed. At the same time, the vocabulary list remains open and the course implies training future foreign language teachers and teaching them the principles of working with professional vocabulary.
10.18721/JHSS.12309
378.016:81
professional teachers’ communication
professional educational discourse
vocabulary of education
pedagogical terminology
teacher’s training
https://human.spbstu.ru/article/2021.45.9/
105-114.pdf