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TRANSCULTURALISM AS AN URGENT PROBLEM OF MODERN PEDAGOGY // Pedagogical Review. 2015. Issue 4 (10). P. 103-108

The paper analyzes the concept of transculturalism and its role in the formation of modern pedagogy and psychology. An actual problem of the modern teacher becomes his selfdevelopment and the development of his professional and psychological culture. Knowing the specifics of other cultures and communities substantially facilitates comprehension of the subject’s own personality, allows to achieve objectivity in assessing the role of their social institutions, in relation to the system of transculturalism pervading modern society. The article presents a semantic analysis of the concept of transculturalism.

Keywords: culture, transculturalism, pedagogy, ethnic psychology

CRISIS OF DEVELOPING PERSON IN MODERN CONDITIONS: SETTING OF THE PROBLEM // Pedagogical Review. 2016. Issue 2 (12). P. 25-30

The article deals with psychological components and the nature of the phenomenon of spiritual crisis, that was investigated by the psychologists of different directions. Spirituality is seen as the principle, the process and the result of self-development and self-realization, to reduce him to the highest universal spiritual values. The processes of self-identity, the selfattitude and the self-understanding result in the phenomenon of identity, the concept of which has a different interpretation in the literature.

Keywords: identity crisis, crisis, person, biopsychosocial model

PROBLEMS OF THE DEVELOPING PERSONALITY AND PROFESSIONAL DEVELOPMENT OF PEDAGOGICAL HIGHER SCHOOL STUDENTS IN THE RESEARCH OF SCIENTISTS OF TOMSK STATE PEDAGOGICAL UNIVERSITY // Pedagogical Review. 2017. Issue 2 (16). P. 183-197

The review is devoted to the analysis of the work of scientists and psychologists, teachers of Tomsk State Pedagogical University, the problem of professional formation of the developing personality of the future teacher in pedagogical higher school system. On the basis of multidisciplinary analysis the following conclusions are made. A complex, existential process of personal and professional development of a student is inseparable from the organization of a creative educational space. It must ensure that, based on the concept of democratization and humanization of higher education, the coordination of the entire range of models that describe the quality of education results, the quality of education, teacher student the quality of the professionalization of teaching a higher school graduate, his willingness to become a teacher-creator in the modern education. Therefore, it is important that in addition to teaching purely academic disciplines to students – future teachers, more work should still be done which could contribute to their professional and personal self-determination. Final conclusion on the study lies in the fact that on the basis of multidisciplinary experimental approaches, verified the accuracy of the pedagogical conditions conducive to the formation of educational identity of the graduate teacher. You can see how the personal growth of the graduate-teacher is related, on the one hand, with the reflection of his insufficient implementation / potential feasibility, on the other hand – with multiple identities, the most important of which at this stage of social development is the personality of the graduate-the educational identity. This view has a certain socio-cultural “lining” because pedagogy is exactly the dominant image of the man in culture. Today, typical of the culture of postmodern discourse incomplete, open personality innovation, reflection development, the ability to emotional and volitional voltage leads to the isolation of potentiality as the distinctive features of the human in general, putting pedagogy task of studying not only current but also future potential of being graduates – the future professional. Therefore, improving the quality of education implies solution of important methodological problems of quality management of pedagogical knowledge, which include the solution of psychological and pedagogical problems of professional self-identification and education. The directions of solutions to these problems must be taken into account by expert assessments as training in technological quality management.

Keywords: identity, existential crisis, developing personality, teacher education, professional development

SOCIO-PEDAGOGICAL CONDITIONS OF CHILD AGGRESSION // Pedagogical Review. 2017. Issue 4 (18). P. 34-39

The article deals with the problem of ag gressive behavior of preschool and primary school children. A comprehensive study of this issue adequately meets the urgent needs of a wide audience of educators and psychologists, as well as the social demand of society. A detailed analysis of the types of child aggression is given. Direct, physical, verbal, indirect and instrumental aggression displayed by children are singled out, forms of its manifestation are described. The relationship between the types of child aggression and the typology of parental attitudes to the problem is analyzed. Social and ethical standards determine the mechanisms of personal response and contribute to the prevention of deviant behavior, which is laid at an early age and indirectly reflects the level of individual, family and social well-being. The characteristics and style of the parental attitude to the problem of the child’s aggressive be havior are presented and the forecast of a possible correction is given. The emphasis is placed on the problems of intra-family interaction. Based on the indicators, in the process of working with children and parents, the following data were obtained, characterizing the specificity of family upbringing. 75 % of preschool children could not answer the question “what is good and what is bad”, 23 % called mainly ethical standards. Revealed a direct correlation between the aggressive behavior of preschool and primary school children and the style of parental upbringing and intra-family interaction. We observe mostly liberal-democratic and conniving styles of family education. This can be justified by the fact that the parents became the socalled “children of the 90”, due to socio-economic upheavals and instability themselves brought up in conditions of deprivation, unconsciously copying the behavior of parents, those who strived to provide material support for the child, substituting for material goods the need to educate moral and moral qualities.

Keywords: conditions, upbringing, family, child aggression, social environment

SSELF-DESTRUCTIVE BEHAVIOR AS A PROBLEM OF OLDER ADOLESCENTS’ SELF-DETERMINATION // Pedagogical Review. 2018. Issue 2 (20). P. 139-145

The article deals with the problem of self-destructive behavior of older adolescents. A comprehensive study of this issue adequately meets the urgent needs of a wide audience of educators and psychologists, as well as the social demand of society. The results of our own research are presented. The analysis of the motive in the process of self-determination in the senior adolescence and the problem of the character of the adolescent as a combined effect of two factors that take part in its formation – socio-psychological and biological – are given. Gender bias in the process of self-determination and the choice of a self-destructive lifestyle is associated not only with biological characteristics, but also with social, cultural stereotypes of masculinity and femininity. These stereotypes are assimilated in the process of interiorization of norms or role expectations, the laws and specificity of development of both sexes, their social status, peculiarities of manifestation of the characteristic types of masculinity and femininity, caused by the influence of social factors and the level of development of society. “Normal” to deviant does not occur suddenly or abruptly. These changes have their dynamics, oscillations, deceleration and acceleration. On the part of adult participants in the educational process, attention and observation, tactfulness, exactingness and systematic control are necessary. It is impossible to allow to strengthen negative reactions in the youth environment. Psycho-corrective work should be carried out as early as possible, because a teenager is easily influenced and it is easier in such cases to activate his internal forces to overcome addiction.

Keywords: self-destructive behavior, self-determination, older adolescents, motivation, social environment

AGGRESSION AS AN OBJECTIVE FACTOR IN MODERN SOCIETY // Pedagogical Review. 2020. Issue 3 (31). P. 208-214

The article analyzes the problem of aggression of modern society on the basis of data from our own research conducted in 2014–19 on the basis of surveys of men and women of various social and educational levels aged 15 to 70 years, mass media and research data. The phenomenon of aggression for many years continues to be an urgent topic of sociological, psychological and pedagogical research, despite a large number of various humanitarian research and ongoing controversy in the media and on the Internet. Nevertheless, the problem of aggression and its consequences for society as a whole and each individual in particular is not only relevant, but also a direct determinant of development, social integration and personal position in relation to society as a whole and to an individual person in particular. The results of the study indicate not only the multiplicity and multi-level aggressive behavior and perception of society as aggressive, but also make a certain contribution to understanding the nature of such a complex phenomenon as aggressiveness. However, based on the data of psychocorrection of our early works, we can talk about the limitations of the fatal perception of the phenomenon of aggressiveness and understanding of the ways to reduce it. The essence of aggression at the gender level is considered as a serious intrapersonal conflict, which is an obstacle to the organization of the spiritual space of the individual.

Keywords: aggression, modern society, society, public opinion

THE QUESTION OF INTRODUCTION OF UNIVERSAL EDUCATION IN THE ACTIVITIES OF THE STATE DUMA OF THE RUSSIAN EMPIRE // Pedagogical Review. 2020. Issue 6 (34). P. 199-213

The introduction of universal primary education in the activities of the State Duma of the Russian Empire was for a long time not under the attention of the researchers, and interest in the topic increased due to the restoration of parliamentary traditions and deep reform of the education system. Historical sources show that at the beginning of the XX century, this issue was probably the only one that did not cause disagreements between political parties. But it was never resolved because of the six years of discussions between the factions in the State Duma, the Duma and the Council of State, the Parliament and the Government on related issues – the mandatory or granting of the right to receive primary education, the amount of funding and the nature of the management of Ministerial and Church schools, the language of teaching in primary schools in areas with non-Russian populations, about the role of local governments in the development of school Affairs, and others. The First State Duma, owing to its short existence, was unable to consider the draft law on the introduction of universal primary education, the Second Duma began its work, but its early dissolution did not allow any significant decisions to be taken on the issue. The Third State Duma was the only one in the pre-revolutionary history of Russia that lasted a full term of office, and the results of its activities in the field of education gave it the name “Duma of national education”. More than 300 legislative initiatives in the field of science and education were considered, including 15 draft laws on primary education, and additional allocations for primary schools increased by almost 40 million rubles a year. But the bill passed by the Duma on the introduction of universal primary education did not pass in the State Council. The Deputies of the fourth convocation again discussed the content of the draft developed by the Third Duma. The main cause of the conflicts was the issue of parochial schools. The last time in the history of the Duma a bill was introduced by the Minister of Public Education, P. N. Ignatiev, on 28 August 1916, but the decision on it was never made. However, during the years of operation of the State Duma, unprecedented resources have been allocated for the development of primary education, the training of teachers, the salaries of teachers and the construction of new schools, and public spending on schools almost doubled.

Keywords: universal primary education, primary education, primary schools, elementary schools, the State Duma, the Russian Empire