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The life path and activity of the Russian-Brazilian teacher and psychologist E.V. Antipova
Introduction. The relevance of the article is to reveal the positive influence of the Russian scientific school represented by E.V. Antipova on the development of psychology and pedagogy, as well as on the organization of psychological services in Brazil.
The purpose of the article is to create a complete description of the activities of a prominent psychologist-practitioner and organizer of the psychological service Elena Vladimirovna Antipova.
Materials and methods. Relying on the axiological methodological approach and biographical research method, as well as by including in the text of the article a number of scientific, including foreign, sources, little-known facts of the biography of E.V. Antipova are presented, her scientific connections with prominent foreign and Russian scientists are revealed, her contribution to the development of psychological services in Russia and Brazil is shown. The characteristic of the life and activity of E.V. Antipova in Russia is given in direct connection with the socio-political situation in those years in the country.
Results. The article gives a detailed description of the main stages of E.V. Antipova’s life: childhood in pre-October Russia, school years at the gymnasium of L.S. Tagantseva, study and work in England, France and Switzerland under the guidance of prominent foreign scientists such as E. Klapared. The author reveals the connections of E.V. Antipova with leading Russian psychologists and paedologists G.I. Chelpanov, K.N. Kornilov, P.O. Efrussi, Z.A. Luppova, V.A. Treiter, with whom she communicated and collaborated in Petrograd and Vyatka.
The contribution of E.V. Antipova to the development of psychological service in Brazil in 1928-1974 is shown. During this period, she actually acted as a kind of «goodwill ambassador» from Russia, establishing «a bridge of friendship» between our countries through her selfless work. She left a significant scientific and methodological legacy in five volumes of her writings.
Keywords: Antipova, Klapared, Treiter, Luppova, Vyatka, Brazil, Belo Horizonte
For Reference: Pomelov, V. B. (2023). The life path and activity of the Russian-Brazilian teacher and psychologist E.V. Antipova. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 61 (1), 469-481. doi: 10.32744/pse.2023.1.28
Information about the authors:
Vladimir B. Pomelov (Russia, Kirov) - Professor, Doctor of Pedagogical Sciences, Professor of the Pedagogy Department of the Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru. ORCID ID: 0000-0002-3813-7745. Scopus Author ID: 57200437621. ResearcherID: AAS-2608-2020
Reform and counter-reform of mathematics education in the USSR in 1960-1970
Introduction. In the 1960s and 1970s, a secondary school in the USSR became involved in the international mainstream for the reform of mathematics education. Both the content of mathematics education and its ideology and structure were subject to change. Today, the historical events of the last 50 years require a retrospective view. The relevance of the study is determined by the need to rethink the reform of mathematics education of the 1960s and 1970s in the new conditions of radical changes and modernization of the modern education system. The purpose of the study is to restore the objective history of the reform and counter-reform of mathematics education in the USSR, identify the prerequisites for the reform, analyze the reasons for its failure and identify the positive methodological aspects of transformations.
Research methods. More than 100 sources were used, including documents from the Archive of the Russian Academy of Sciences, textbooks on mathematics (pre-reform, reformist and post-reform textbooks), certificates of the participants of reform and counter-reforms. The leading methodological approaches included theoretical, philosophical, theoretical-mathematical and experimental-practical.
Research results. The analysis of the facts made it possible to establish that the main motives for the reform in the USSR were, on the one hand, the international movement for the new content of school mathematics education based on the ideas of an international group of mathematicians who called themselves Bourbaki, and on the other, the excessive involvement of academic structures (mathematicians and academicians) in solving this issue.
Results and discussion. The desire of the top leadership of the USSR not to lag behind the trends in science, education and technology in the world played a negative role in the field of Soviet mathematics education. The initiative in choosing the content of mathematics education “according to Western patterns” to academic workers and structures was erroneous, since the opinions of a community of thousands of teachers, practitioners, methodologists were not taken into account. According to the authors, another reason for the failure of the reform was the excessive involvement of academic structures.
Conclusion. Historical experience shows that the greatest successes in education and science are achieved during the periods of stabilization. In the mathematics education of Russia, the stabilizing factor is textbooks written in the traditions of a systematic course, going back to the Elements of Euclid, which is a kind of cultural and historical standard. One of the main conclusions of the study is that the quality of training is closely related to the preservation of the domestic pedagogical tradition, its fundamental principles of learning (systematics and consistency).
Keywords: reform of mathematics education in the USSR, theoretical and multiple approach, International Mathematical Congress, Bourbaki
For Reference: Dvoryatkina, S. N., Melnikov, R. A., & Savvina, O. A. (2022). Reform and counter-reform of mathematics education in the USSR in 1960-1970. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 60 (6), 519-534. doi: 10.32744/pse.2022.6.31
Information about the authors:
Svetlana N. Dvoryatkina (Russian Federation, Yelets) - Professor, Dr. Sci. (Educ.), Vice-Rector for Research and Innovation. Bunin Yelets State University. E-mail: sobdvor@yelets.lipetsk.ru. ORCID ID: 0000-0001-7823-7751. Scopus Author ID: 57193775897 Roman A. Melnikov (Russia, Yelets) - Cand. Sci. (Educ.), Assistant Professor, Associate Professor of the Department of Mathematics and Methods of its Teaching. Bunin Yelets State University. E-mail: roman_elets_08@mail.ru. ORCID ID: 0000-0003-4498-2459 Olga A. Savvina (Russia, Yelets) - Professor, Dr. Sci. (Educ.), Professor of the Department of Mathematics and Methods of its Teaching. Bunin Yelets State University. E-mail: oas5@mail.ru. ORCID ID: 0000-0002-0866-6945
Timkovsky: the first mentor of Ushinsky
Introduction. The problem of mentoring is one of the most urgent in pedagogical science. It′s important to take into account the positive experience previously developed by Russian and foreign science and educational practice, through the efforts of prominent teachers of the past, such as Ilya Fedorovich Timkovsky (1772-1853), who left his own unique mark in the history of the Russian enlightenment. He was the first mentor of the great teacher Konstantin Ushinsky. The purpose of the article is to show the importance of Ilya Timkovsky personality in the development of education. The objectives of the research are to create a biography of Timkovsky based on little–known sources, to characterize his activities in connection with the historical situation and the state of school affairs in the first half of the twentieth century in Russia.
Materials and methods. Research methods – analysis of historical and pedagogical, methodological and memoir literature on the research topic, biographical, historical and comparative methods, axiological (value) approach to the study of historical and pedagogical material.
Results. Ilya Timkovsky carried out active, fruitful organizational and administrative activities during the preparation for the opening of Kharkiv University and as the director of the Novgorod-Seversk Gymnasium, and also made a significant contribution to science and memoiristics. Memories of Timkovsky, left by his students K. Ushinsky and M. Chaly, allow us to imagine the personality of this outstanding figure of education. The memoirs of Timkovsky himself make it possible to more clearly present the historical events that he was a participant and witness.
Conclusion. The personality of Ilya Timkovsky is one of the most significant in the history of Russian education and needs further study by historians of pedagogy. The article was prepared in connection with the 250th anniversary of Ilya Timkovsky.
Keywords: Konstantin Ushinsky, Ilya Timkovsky, Maksimovich, Novgorod-Seversk Gymnasium, Kharkiv University, Chaly
For Reference: Pomelov, V. B. (2022). Timkovsky: the first mentor of Ushinsky. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 60 (6), 506-518. doi: 10.32744/pse.2022.6.30
Information about the authors:
Vladimir B. Pomelov (Russia, Kirov) - Professor, Doctor of Pedagogical Sciences, Professor of the Pedagogy Department of the Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru. ORCID ID: 0000-0002-3813-7745. Scopus Author ID: 57200437621
The pedagogical teaching of Immanuel Kant in the light of his philosophical anthropology
Introduction. The humanistic understanding of the goals and objectives of upbringing and education presupposes the expediency and fruitfulness of the fundamental idea of the comprehensive and harmonious development of human. The task of forming a personality comes to the fore here, and not just transferring a certain amount of knowledge and skills to a student.
One of the founders of this approach in upbringing and education is Immanuel Kant (1724–1824), which makes the analysis of his philosophical and pedagogical views relevant. The object of study in the article is the critical philosophy he created in unity with other parts of his system, and the subject is his pedagogical legacy. The purpose of the work is to analyze the main provisions of the concept of upbringing and education of Kant in the light of the project of philosophical anthropology developed by him, to determine the relationship between his pedagogy and anthropology.
Materials and methods. The general basis of the study was the method of philosophical and anthropological reconstruction and the method of content-semantic interpretation, through which the analysis of the pedagogy of the German thinker was carried out. The work also used the modeling method and the method of ascent from the abstract to the concrete.
Research results. Kant created pedagogical doctrine on the basis of the doctrine of human, the essence of which lies in the reason. The philosopher saw the rationale for the need for upbringing and education in morality. The goal of the development of society is the moral improvement of mankind on the basis of the development of abilities given by nature in the individual. Schooling refers to physical upbringing and involves the development of bodily properties and mental abilities of individuals; it is aimed at acquiring knowledge, developing skills and acquiring skills. Education refers to practical upbringing; it is aimed at the development of morality and the spiritual world of the individual.
The main goal of upbringing is the formation of a person as a rationally thinking and freely acting member of society. Therefore, upbringing, together with care and discipline, includes education and training. The task of school-mechanical education is the acquisition of skills useful for life, the task of pragmatic education is the achievement of rationality, the task of moral education is the formation of morality.
Conclusion. Contained in the three “Critiques”, the ideal of “educational human”, as a comprehensive and harmonious moral personality, is based on his understanding as a rational, free and creative being. The programs of transcendental anthropology, moral anthropology and empirical anthropology developed by Kant were implemented by him in the conceptual models of “physiological human science” (the study of what nature makes of a person) and “pragmatic human science” (the study of what he, as a free being, makes of himself), which are steps on the way to building a holistic doctrine of human.
But the philosophical anthropology of the Koenigsberg scientist is not a “concrete human science”, but rather his idea, a project where the doctrine of upbringing and education in individual development and in the course of social history serves as the basis for meaningful knowledge about a human as a representative of the genus Homo sapiens with reason.
Keywords: Immanuel Kant, pedagogy, transcendentalism, theoretical reason, practical reason, morality, human, personality, upbringing, training, education, philosophical anthropology
For Reference: Burkhanov, R. A., & Kosenok, S. M. (2022). The pedagogical teaching of Immanuel Kant in the light of his philosophical anthropology. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 60 (6), 491-505. doi: 10.32744/pse.2022.6.29
Information about the authors:
Rafael A. Burkhanov (Russia, Surgut) - Professor, Dr. Sci. (Philosophy), Head of the Philosophy and Law Department. Surgut State University. E-mail: ra.nvarta@gmail.com. ORCID ID: 0000-0003-4910-3759 Sergei M. Kosenok (Russia, Surgut) - Rector, Professor, Doctor of pedagogy, Professor of the Department of Pedagogy of Professional and Additional Education. Surgut State University. E-mail: ksm@surgu.ru. ORCID ID: 0000-0002-2262-9323
Aristotle’s philosophy on happiness and its meaning to educate Vietnamese today
Introduction. This article focuses on clarifying Aristotle’s views on happiness. The objective is to describe the development of the idea of happiness from ancient times to the present to explain the role of happiness in social life. Every person needs happiness, and every society wants to achieve it. Aristotle considered happiness to be a human epistemological process. Happiness plays a vital role in human life’s purpose. Happiness is also a right that every person should have in their life.
The purpose is to find out the content of happiness and the method to achieve happiness for people, especially Vietnamese people, in the process of global integration. They are educating people toward a happy life.
Materials and methods. Based on the study of Aristotle’s Nicomaque Ethics to clarify the happiness category. The work played a pivotal role in Aristotle’s determination of happiness. The article uses materialist dialectic to explain arguments about happiness expressed by Aristotle in ten separate books and based on notes from his lectures at the Lyceum. In addition, the article uses analytical and synthetic methods to clarify the point of happiness in the history of human philosophical thought from ancient, medieval, and modern times thereby drawing the content of Aristotle’s view of happiness.
Results and discussions. Aristotle was the first to address happiness and research on happiness. He affirmed that happiness is a need, a good nature of human beings. Happiness is considered under moral value as a criterion to evaluate a person’s virtue, so it has moral significance. Happiness is human action in life towards beauty. Happiness is also a cognitive ability in humans; through training, training, and education, people can achieve the value of happiness. Therefore, it is necessary to educate people to achieve happiness; however, the happiness of Aristotle is from a spiritual perspective. Meanwhile, material life plays a vital role in shaping the concept of human happiness. Therefore, Aristotle has not mentioned the decisive role of material life. At the same time, happiness is the factor that individuals do well, society is also good, but the part of social happiness places on the individual’s view of happiness.
Practical significance. Clarifying Aristotle’s perspective on happiness, the article points out the amount of socio-economic development orientation from a macro perspective in building a happy Vietnam. The nation’s happiness is the development of both material and spiritual factors. On that basis, personal happiness is the cause of national construction and renovation. Since then, for Vietnam to be happy, it is necessary to improve the people’s role as the master of the country, to take the people as the root. It is essential to educate Vietnamese people comprehensively so they realize that their happiness is closely related to the people’s happiness in the cause of building the nation’s happiness. The third is educating people about the spirit of building happiness in the government associated with the country’s socio-economic development because the happiness of the Vietnamese people is to ensure material and spiritual benefits for the Vietnamese people.
Keywords: Aristotle, happiness, human, philosophy, ethics
For Reference: Bui, D. X., & Pham, K. T. (2022). Aristotle’s philosophy on happiness and its meaning to educate Vietnamese today. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 60 (6), 475-490. doi: 10.32744/pse.2022.6.28
Information about the authors:
Dung Xuan Bui (Ho Chi Minh City, Vietnam) - Faculty of High Quality Training. Ho Chi Minh City University of Technology and Education. E-mail: dungbx@hcmute.edu.vn. ORCID ID: 0000-0002-8323-6443 Kien Thi Pham (Ho Chi Minh City, Vietnam) - University of Economics Ho Chi Minh City. E-mail: kienpt@ueh.edu.vn. ORCID ID: 0000-0001-8024-8679
Organization of music education in the Pre-Qin period: a theoretical aspect
Introduction. In the modern educational space of each state, music education plays an essential role in the upbringing of the rising generation. The national musical culture of Ancient China, as well as some aspects of musical education organization in the Pre-Qin period, have served as the primary basis in the sphere of modernization and improvement of the modern musical education system in this country. The aim of this article is to summarize some theoretical aspects of the organization of music education in ancient China – in the Pre-Qin period (8500–221 BC).
Materials and methods. The generalized materials of researchers’ works reveal the practice of “early” musical education in Ancient China, expressing the interests of this or that ruling dynasty (from the primitive society, where the Chinese national musical culture had originated, up to the Qin dynasty). Representing an important historical epoch, the Pre-Qin period reflects the time of the formation of a unique system of organization of traditional music education in China. Each era that is part of the Pre-Qin period has its own distinctive features and cultural and historical characteristics.
Results. In the course of summarizing certain theoretical aspects of the organization of music education in the Pre-Qin period, the names of four epochs were specified, as well as the peculiarities of the organization of general and music education in ancient China.
Thus, the first era “Chinese music education in primitive society” (or) “Prehistoric China” (8500–2070 BC) is conventionally considered a time of origin of music education; a period of formation of genres of Chinese folk music culture, based on myths, religion, legends, and customs of ancient China.
The second era, “Chinese Music Education in the Xia and Shang Dynasties” or “Bronze Age” (2070–1046 BC), is characterized by the appearance of the first musical instruments; the transformation of the functions of music education – from religious service to entertainment; the consolidation of the name “court music and dance education”; the appearance of the first specialized educational institutions and “special” music teachers.
Music education in the third era “Chinese music education in the Western Zhou Dynasty” (1046–771 BC) had the name “rites and music education”; distinguished by the appearance of the first musical performance groups; the training of “professional personnel” in music education.
The peculiarity of the fourth epoch “Chinese music education in the Spring and Autumn Era and the Age of Fighting Kingdoms” (770–221 BC) is the modernization and improvement of forms, methods, and means of music education; production of musical instruments; wide practice of performing schools and educational activities of Chinese thinkers, politicians, and educators; and availability of music education to various strata of the population.
Conclusion. This study allows arguing that the Pre-Qin period is the initial stage in the formation of music education in ancient China. Moreover, it also can be considered one of the most important times in a historical retrospective – the active development of the Chinese music education system.
Keywords: ancient Chinese music education, Pre-Qin period, epoch, musical educational institutions, organization of music education in ancient China
For Reference: Yang Zhou, Klimov, V. I., & Kirichenko, T. D. (2022). Organization of music education in the Pre-Qin period: a theoretical aspect. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 60 (6), 459-474. doi: 10.32744/pse.2022.6.27
Information about the authors:
Yang Zhou (Russia, Yelets) - Postgraduate student of the Institute of History and Culture. Bunin Yelets State University. E-mail: zhouyang1986@mail.ru. ORCID ID: 0000-0002-4619-1864 Vladimir I. Klimov (Russia, Yelets) - Associate Professor, Cand. Sci. (Educ.), Head of Music Education Department, Institute of History and Culture. Bunin Yelets State University. E-mail: autentichnyi25@yandex.ru. ORCID ID: 0000-0003-1123-6687. Scopus Author ID: 57205326927 Tatiana D. Kirichenko (Russia, Yelets) - Associate Professor, Cand. Sci. (Educ.), Bunin Yelets State University. E-mail: tatiana.kirichenko1@mail.ru. ORCID ID: 0000-0003-1939-4129
Islamic Pedagogical Renaissance: Formation and Substantiation of the Phenomenon
Problem. In recent decades, the system of Islamic education has been actively developing in Russia. The formation of this system led to the emergence of many problems of a socio-pedagogical, scientific and technological nature. It is obvious that the experience accumulated by the traditional secular education system cannot be used «without cuts» in Islamic educational institutions. The organization of a new Muslim education system determines the formation of adequate targeted, meaningful, technological, and managerial decisions that correspond to the worldview and worldview of students. From here it will be natural to draw attention to the experience gained by pedagogical science in the era of the Eastern Renaissance. The purpose of the article is to substantiate the idea of the design of such a historical and educational phenomenon as the Islamic Pedagogical Renaissance.
Materials and methods. The sources were the studies of Arab, Persian and Central Asian scientists, as well as the published works of domestic and foreign authors who considered certain problems of the pedagogy of medieval Islam. Methods of historical and pedagogical research: monographic, biographical, cultural-typological, problem-chronological, historical-typological and constructive-genetic. In addition, such general scientific theoretical (analysis, synthesis, systematization, classification, generalization, comparison, extrapolation, inductive and deductive methods) and bibliographic methods (annotation, reviewing, citation, abstraction, etc.).
Results. The pedagogical ideas of the Eastern Renaissance thinkers are systematized, which are a self-sufficient integral system, which made it possible to single out a separate historical and pedagogical phenomenon – the Islamic Pedagogical Renaissance. Substantiated and given the author’s definition of the concept of «Islamic Pedagogical Renaissance». The work will contribute to the formation of new scientific research of a pedagogical, psychological, historical, cultural nature, expanding and deepening the knowledge of the educational theory and practice of the phenomenon under consideration.
Conclusion. In science, for the first time, it is proposed to single out such a pedagogical phenomenon and, accordingly, a cultural and historical period as the “Islamic Pedagogical Renaissance”. The time when an integral and theoretical and practical pedagogical system was formed on the territory of the Arab East, Iran and Central Asia in the 9th-14th centuries. The article proposes a substantiation of the phenomenon we have identified and its definition, in which the main essential features of the phenomenon under study are highlighted.
Keywords: pedagogical system of the Islamic Middle Ages, Islamic Pedagogical Renaissance
For Reference: Aminov, T. M. (2022). Islamic Pedagogical Renaissance: Formation and Substantiation of the Phenomenon. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 59 (5), 506-517. doi: 10.32744/pse.2022.4.30
Information about the authors:
Takhir M. Aminov (Russia, Ufa) - Associate Professor, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy. Bashkir State Pedagogical University M. Akmulla. E-mail: tahir-aminov@yandex.ru. ORCID ID: 0000-0001-5269-2406. Scopus Author ID: 56275463900. ResearcherID: AAP-6200-2021
The Russian language in mining engineering education in the 1990s – the beginning of the XXIth century
Relevance of the study. Russian is one of the six official languages of the United Nations. About 300 million people on the planet speak Russian, and it puts it on the fifth place in terms of prevalence. Technical universities graduates and, in particular, those of mining engineering, carry out their professional activities worldwide in national and international corporations and companies. This fact contributes to strengthening the status of the Russian language as a language of professional communication. The Russian language teaching methods need to be improved in this regard, which is reflected, first of all, in teaching practice of Russian as a foreign language in technical high school.
The purpose of this study is to analyze and summarize the experience of teaching various aspects of the Russian language at the first higher technical educational institution in Russia – Saint Petersburg Mining University – in recent history (the 90s of the XXth century – the beginning of the XXIth century).
Research methodology. The research is based on the following methods: structural and substantive analysis of normative documents, educational and methodological literature and scientific publications; historiographical approach to understanding the role of the Russian language in the highly qualified professional training for the mineral resource complex.
Results and discussion. The concept and structure of disciplines aimed to study various aspects of the culture of Russian speech were introduced into the curricula of technical universities of Saint Petersburg in the late 90s. The role of the Department of the Russian Language and Literature at the Mining University in the development of the Russian language and speech culture program for universities of non-humanitarian profile and its implementation in the educational process is decisive. Textbooks created with the aim of studying a new discipline are addressed both to students of mining engineering profile and students of other non-humanitarian universities. The presented modern concept of studying the Russian language at the Mining University is connected with the traditions of teaching Humanities at the oldest technical higher educational institution in Russia. The communicative competencies being formed by the educational standards of the new generation determine the relevance and significance of the described scientific and methodological work. In connection with the trend towards the humanization of technical education and need of society for the formation of the intercultural communication the study of national culture, an integral part of teaching Russian, was included in the academic process.
Conclusion. For the first time the experience of teaching Russian (as a native and as a second language) in a higher educational institution of a mining technical profile from the 1990s up to the beginning of the XXI century has been summarized. The specifics of teaching the professional Russian language (native and foreign) at a technical university are described.
Keywords: engineering education, Humanities; Russian as a foreign language, the Russian language and speech culture, linguistic regional studies, Saint Petersburg Mining University
For Reference: Egorenkova, N. A., Shchukina, D. A., & Bondareva, O. N. (2022). The Russian language in mining engineering education in the 1990s – the beginning of the XXIth century. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 59 (5), 491-505. doi: 10.32744/pse.2022.5.29
Information about the authors:
Natalia A. Egorenkova (Russian Federation, St. Petersburg) - Associate Professor, Cand. Sci. (Philol.), Associate Professor of Russian Language and Literature Department. Saint-Petersburg Mining University. E-mail: donkip@yandex.ru. ORCID ID: 0000-0002-2863-0368. Scopus Author ID: 57215078058 Daria A. Shchukina (Russian Federation, Saint-Petersburg) - Professor, Dr. Sci. (Philol.), Head of Department of Russian Language and Literature. Saint-Petersburg Mining University. E-mail: dshukina@yandex.ru. ORCID ID: 0000-0002-2312-2794. Scopus Author ID: 57212656728. ResearcherID: A-5467-2019 Olga N. Bondareva (Russian Federation, Saint Petersburg) - Cand. Sci. (Educ.), Associate Professor of Russian Language and Literature Department. Saint-Petersburg Mining University. E-mail: olga_bondarewa@mail.ru. ORCID ID: 0000-0001-6173-206X. Scopus Author ID: 57221535354
The Centenary of the Pioneer Movement: history and lessons
Introduction. The problem of studying the history of the All-Union Pioneer Organization (AUPO) named after V.I. Lenin, which for a long time (1922-1991) played an important role in the education of the younger generation in the USSR, is of relevance, theoretical interest and practical value for modern Russian teachers in terms of studying the glorious past of our country in general and the pioneer organization in particular, restoring historical justice against a number of prominent teachers of the past, and using the experience accumulated by Soviet teachers-practitioners in organizing work with the younger generation today. The purpose of the issue is to study circumstances of the occurrence and characterization of the most important events in the history of the AUPO, to show the value content of its activities.
Materials and methods. Research methods – analysis of historical, pedagogical, methodological and fiction literature on the subject of research, biographical and historical methods, axiological approach in revealing valuable content in the structure of the characterized facts and phenomena.
Results. In the Russian historical and pedagogical science in the last three decades, there are practically no materials concerning the theory and practice of the work of the AUPO, its history and prospects for using the experience of its work in modern conditions. Significant stages of the AUPO genesis were awarded with state awards, reflected in cinematography and fiction. Along with the periodically changing official «Rules of the Pioneers», which regulated the activities of the AUPO, local traditions, children’s «oaths», the uniform of young communists and pioneers played a significant place in their lives. Such, for example, was the solemn ceremony «Octobrin», in which the pioneer E.I. Monoszon, the future academician of the USSR Academy of Pedagogical Sciences, took part.
Discussion of the results. At all stages of its activity, the AUPO combined significant achievements and shortcomings, primarily bureaucracy, formalism and paperwork. The defining indicators of the work of school pioneer organizations were successful reporting, numerous demonstration events. The real interests of the pioneers were often ignored. But still, the main reason for the liquidation of the AUPO was the cardinal socio-political events of the early 1990s in the USSR.
Conclusion. Currently, there is an urgent need to use the experience of AUPO in the work of existing children’s educational organizations.
Keywords: All-Union Pioneer Organization named after V.I. Lenin, scouting, N.K. Krupskaya, I.N. Zhukov, M.P. Stremyakov, N.P. Chaplin
For Reference: Pomelov, V. B. (2022). The Centenary of the Pioneer Movement: history and lessons. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 57 (3), 553-564. doi: 10.32744/pse.2022.3.32
Information about the author:
Vladimir B. Pomelov (Russia, Kirov) - Professor, Doctor of Pedagogical Sciences, Professor of the Pedagogy Department of the Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru. ORCID ID: 0000-0002-3813-7745. Scopus Author ID: 57200437621. ResearcherID: AAS-2608-2020
The creative legacy of Ibn Sina (Avicenna) and his scientific and pedagogical ideas
Introduction. The study of Avicenna’s pedagogical heritage is relevant since it allows to form a scientific notation of the progressive experience level of teaching and upbringing in the conditions of the early Middle Ages, during the culture explosion in the East.
The purpose of this particular article is to consider Avicenna’s creative heritage and to give an overview of his scientific and pedagogical ideas.
Methods and materials. Avicenna’s works reflecting his pedagogical ideas, as well as the works of modern teachers, historians and philosophers were used while working with this article. Research methods: analysis, synthesis and historical and pedagogical interpretation of the data contained in the sources; systematization and generalization of materials obtained as a result of the study of open Internet sources and modern scientific academic literature.
Results. A lot of verdicts expressed by Ibn Sina in his various works are really striking in the matter of their depth, humanity, and correct approach to solving a number of educational issues. Ibn Sina demonstrates a real understanding of the children’s nature, not only as a physician, but also as a teacher. Also, he gives subtle and reasonable pieces of advice about education. At the same time, the scientist pays serious attention to the personality of the educator involved in the formation of the character of the future citizen. Avicenna’s pedagogical ideas were very progressive and could not be implemented in the conditions of his time, but they are successfully implemented today in many world countries.
Discussion and conclusion. Avicenna not only generalized the knowledge accumulated before his time, but also developed them in many ways, enriching them with the results of the thorough observations and researches, brought them into a single coherent system. The realization of the plans of the great scientist is the activity of numerous educational institutions engaged in the study of the physical education problems, represented in the younger generation, as well as the role of physical education and sports in the prevention of various diseases, etc.
Keywords: Ibn Sina, Avicenna, scientific point of view, scientific and pedagogical ideas, child upbringing, educational goals
For Reference: Tercan, N., & Nurysheva, G. (2022). The creative legacy of Ibn Sina (Avicenna) and his scientific and pedagogical ideas. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 55 (1), 552-560. doi: 10.32744/pse.2022.1.35
Information about the authors:
Nurfer Tercan (Republic of Kazakhstan, Almaty) - Department of Philosophy and Politic Science. Al-Fārābī Kazakh National University. E-mail: nurfer.tercan@gmail.com. ORCID ID: 0000-0003-3482-4182 Gulzhikhan Nurysheva (Republic of Kazakhstan, Almaty) - Department of Philosophy and Politic Science. Al-Fārābī Kazakh National University. E-mail: gulzhikhan-nurysheva@yandex.ru. ORCID ID: 0000-0001-6640-8111
Перспективы науки и образования 