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The problem of the philosophical content of the concept of «Economic activity» in the educational and reference literature

Introduction. The problem of identifying the role of contemporary art thesauri in the teaching profession development has become aggravated in the context of global socio-economic changes, apparently irreversible after the COVID-19 pandemic. Contemporary art, actively exploring the reality of the digital age, makes it possible to comprehend the essence of the new in education, clearly see the ideal of a person who is in demand by the society of the 2020s, and choose a way to overcome the crisis of the teaching profession, which is no longer limited by the framework of person-to-person duality but is fundamentally open due to technology.

The research purpose is to generalize scientific ideas for the study of contemporary art thesauri as a tool for developing the teaching profession in the cultural-educational space of the 21st century.

The research methodology includes the thesaurus, interdisciplinary and integrated approaches; identification and systematization of units of knowledge about contemporary art through thesauri influencing the development of the profession of a teacher. The use of a thesaurus approach made it possible to identify and systematize units of knowledge about contemporary art and its educational opportunities that coincide in one way or another. An interdisciplinary approach showed the mechanism of integrating disciplines studied by future teachers with the space of modern artistic culture. An integrated approach was used to view contemporary art as a hierarchical system of a high degree of complexity in specific historical and psychological aspects.

The research results contain a generalized description of the process of integrating contemporary art into education: the transition from a teacher’s professionalism to transprofessionalism through the introduction into the widespread practice of approaches that have resulted from the activities of representatives of creative professions; increasing the significance of a teacher as an organizer of cultural activities in the context of distance learning, with the emergence of new professional roles; the formation of concepts reflecting the commonality of thinking of a teacher and an author of artworks.

Findings. Contemporary art thesauri help pedagogical education get to a higher level due to a new understanding of the profession of a teacher: as developing from professionalism to transprofessionalism through the assimilation of knowledge about the formation of a professional in the art sphere (“alien” becomes “own”), focused on organizing students’ cultural activities using distance technologies and new professional roles, explaining itself in terms of pedagogy and art.

The field of application of research findings is the improvement of educational programs at all education levels (from the preschool establishment to university) in accordance with the requirements of state standards.

Keywords: contemporary art, thesaurus approach, values of education, professional training of a teacher, aesthetic education in higher education

For Reference: Kalinina, L. Yu., Ivanov, D. V., & Nikitin, N. A. (2021). Contemporary art thesauri in the context of the teaching profession development. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 53 (5), 32-47. doi: 10.32744/pse.2021.5.3

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Larisa Yu. Kalinina (Russia, Samara) - Associate Professor, PhD in Pedagogical Sciences, Associate Professor of Preschool Education Department. Samara State Social and Pedagogical University. E-mail: klar1992@gmail.com. ORCID ID: 0000-0002-0034-0262

Dmitry V. Ivanov (Russia, Samara) - Associate Professor, PhD in Psychological Sciences, Associate Professor of Pedagogy and Psychology Department. Samara State Social Pedagogical University. E-mail: avatary@yandex.ru. ORCID ID: 0000-0003-3768-7523

Nikolai A. Nikitin (Russia, Samara) - Researcher of the research part. Samara State Social Pedagogical University. E-mail: nikolai_nikitin@inbox.ru. ORCID ID: 0000-0003-1387-2556

Contemporary art thesauri in the context of the teaching profession development

Introduction. The structure of the concept of «economic activity», in addition to the specific content related to empirical reality, includes philosophical content related to the scientific picture of the world. Hence the problem arises: in the process of the historical development of economic science, the semantic inertia of past ideas about the world and man, manifested in language constructions, remains in the concept of «economic activity». These changes should be taken into account in the educational process, since the concept of «economic activity» is one of the didactic units.

Materials and methods. The research material is reference and educational literature, as well as economic classics (works of Aristotle, etc.). The article uses methods of philosophical analysis, primarily systematic and comparative. The systematic method allows us to identify the determinants of the philosophical content of the concept of «economic activity» associated with the scientific picture of the world. The comparative method allows us to assess the change in the philosophical content of the concept in the course of its historical development, to consider the commensurability of new and traditional meanings.

The results of the study. The solution of the problem of the philosophical content of the concept of «economic activity» requires the elimination of the ideological heritage of past epochs, in particular, the ancient one (naturally, taking into account the historical value of this heritage). It is important to modernize the philosophical content of the concept of «economic activity» within the framework of the modern scientific picture of the world. In the latter, the understanding of economic activity is correct as not one of the types, but as one of the aspects of human activity, evaluating this activity from the point of view of value.

Discussion and conclusion. The implementation of these theoretical and methodological procedures is expedient. The change of scientific pictures of the world, which occurs in the course of the development of science, leads to significant changes in the philosophical content of the conceptual apparatus of economic science. If these changes are not taken into account in the educational and reference literature, this negatively affects the quality of the economist’s training.

Keywords: economic activity, science, scientific picture of the world, scientific concept, tradition, modern, postmodern

For Reference: Kuzmenko, G. N., & Evreeva, O. A. The problem of the philosophical content of the concept of «Economic activity» in the educational and reference literature. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 53 (5), 21-31. doi: 10.32744/pse.2021.5.2

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Grigory N. Kuzmenko (Russia, Moscow) - Associate Professor, Doctor of Philosophy, Professor of the Philosophy Department. Russian State Social University. E-mail: rgsu-centr@mail.ru. ORCID ID: 0000-0002-7616-1404

Olga A. Evreeva (Russia, Moscow) - PhD in Philosophy, Associate Professor, Philosophy Department. Russian State Social University. E-mail: evreeva@yandex.ru

Axiological problematics in scientific and pedagogical research

Introduction. In modern pedagogy, research and thought on upbringing and personal development in a significant number of cases come to the problem of values such as identifying values in educational process, definition of basic values, forming values in an individual, etc. The purpose of the article is to analyze the specifics of pedagogical researches related to axiological aspects in education, to identify existing problems in the same studies and ways to overcome these problems.

Materials and methods. As basic research methods we used a literary review on the problem of values in philosophy and psychology, as well as a critical analysis of the problems of pedagogical researches related to values in education.

Results. The authors quite often demonstrate a lack of understanding of the scope and concepts related to value problems, inability to focus on concretization of values and, as a result, adequately construct a formative experiment that gives result appropriated to the set goal. Referred to the studies of philosophers and psychologists on problem of values, we have found various methodological approaches to understanding essence and meaning of those values, the need for a clear division of the concept «value» and the definition of generic and specific concepts, as well as its content. Using the example of identifying the concept of «Christian values» based on certain methodological positions, the authors demonstrate possible variants of values concretization when formulating topics of pedagogical studies for students of pedagogical universities.

Conclusions. The authors attract attention of researchers to the problem of the classification of values; identify and define such concepts as «values», «value orientations», «value ideas» of the individual; as well consider that it is possible for pedagogical studies, limited in time, to focus on the creation of the value perceptions of individuals.

Keywords: axiology, values, value orientations, value ideas, pedagogical research

For Reference: Divnogortceva, S. Yu., Atroschenko, S. A., & Zabegailova, I. V. (2021). Axiological problematics in scientific and pedagogical research. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 53 (5), 10-20. doi: 10.32744/pse.2021.5.1

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Svetlana Yu. Divnogortseva (Russia, Moscow) - Associate Professor, Doctor of Pedagogical Sciences, Head of Pedagogy Department. St. Tikhon Orthodox Humanitarian University | Professor, Department of Pedagogy and Psychology of Vocational Education named after Academician of Russian Academy of Education V.A. Slastenin. Moscow State Pedagogical University. E-mail: sdivnogortseva@mail.ru. ORCID ID: 0000-0002-4143-2614

Svetlana A. Atroshchenko (Russia, Arzamas) - Associate Professor, PhD in Pedagogical Sciences, Associate Professor of Physics and Mathematics Education Department. National Research Lobachevsky State University of Nizhni Novgorod | 
Associate Professor, Department of Pedagogy. St. Tikhon Orthodox Humanitarian University. E-mail: atrochshenko_s@mail.ru. ORCID ID: 0000-0002-9998-9423 

Irina V. Zabegaylova (Russia, Moscow) - Postgraduate student of the Department of Pedagogy. St. Tikhon Orthodox Humanitarian University | Senior Tutor. State Budgetary Educational Institution School № 2009. E-mail: zabegaylova@sch2009.net. ORCID ID: 0000-0002-9617-8502

Совершенствуясь, человек изменяет мир

Актуальность. Осуществить прорыв в будущее проблематично без решения глобальной задачи по формированию активной позиции большинства граждан, понимающих проблемы развития общества, страны, мира в целом. Обозначенное в свою очередь требует переформатирования мышления этого большинства в направлении понимания того, что возникающие проблемы должны стать определяющими для всех, а значит, меняясь, это большинство должно адекватно влиять на изменение мира.

Проблема исследования. Взаимообусловленность двух процессов, предопределяющих существование жизни: постоянно меняющийся Человек и изменяющийся Мир.

Цель. Показать, каким должен быть Человек, способный изменять Мир, и как изменяющийся Мир изменяет/совершенствует Человека.

Методологической основой стали системный подход к исследованию социальных процессов, принципы единства исторического и логического; объективности; всеобщей связи явлений; сочетания ретроспективы с перспективой развития.

Результаты и обсуждение. Главный посыл исследования: Человек – дитя природы. Он, человек, не может выстраивать свою жизнедеятельность, игнорируя законы природы. Совершенствуясь человек так ли иначе изменяет мир. Эти два процесса взаимообусловлены и взаимозависимы. Эффективность воспитания подрастающих поколений всесторонне и гармонично развитыми будет гораздо выше при условии выявления природно-генетических задатков и проявляющейся одаренности ребят в раннем возрасте, если их интеллектуальное совершенствование будет нравственно окрашено, а усваиваемые знания будут вочеловечены.

Расширяющийся горизонт развития подрастающих поколений увеличит возможности как можно большего числа граждан изменять мир в направлении улучшения жизни на Земле.
Наиболее дискуссионным является вопрос формирования у подрастающих поколений прочного духовно-нравственного стержня.

Вывод. Мир созидается человеком, и только ему человеку под силу изменять мир. Под воздействием человека мир изменяется и в свою очередь мир изменяет, совершенствует человека.

Ключевые слова: условия, определяющие существование жизни; совершенствование человека; факторы, продуцирующие изменение человека; изменяющийся мир; факторы, обуславливающие изменение мира

Ссылка для цитирования: Мухин М. И. Совершенствуясь, человек изменяет мир // Перспективы науки и образования. 2021. № 4 (52). С. 10-27. doi: 10.32744/pse.2021.4.1

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Мухин Михаил Иванович (Россия, Москва) - Профессор, доктор педагогических наук, профессор. Российского университета дружбы народов | Ведущий научный сотрудник научно-исследовательского института Федеральной службы исполнения наказаний России. E-mail: m.i.mukhin@gmail.com. ORCID ID: 0000-0003-4740-729X

Формирование авторитарной личности в рамках образовательных моделей с советской и постсоветской философско-идеологической спецификой

Введение. Исследование факторов формирования авторитарной личности приобретают все большую актуальность, в связи с необходимостью оценить продуктивность демократизации и гуманизации социокультурной среды. Несмотря на то, что доминирующей тенденцией в современном образовании является стремление максимально расширить поле возможностей для реализации личности, авторитарный тип руководства встречается и развивается во многих сферах социальных отношений.

Материалы и методы. В ходе эмпирического исследования, авторы осуществляют диагностику авторитарного потенциала личности у респондентов, имеющих отношение к разным моделям обучения, при помощи измерения выраженности черт, составляющих авторитарный синдром, склонности выбирать авторитарный режим, как способ защиты от опасностей, уровней выраженности трех видов авторитаризма: межличностного, организационного и социально-политического. Обозначенные параметрические характеристики изучаются у респондентов с использованием комплекса стандартизированных, валидных диагностических методик: опросник «Авторитарный потенциал личности (F-scale)» Т. Адорно (в адаптации Д.М. Денисовой); опросник «Шкала правого авторитаризма» (RWA) Б. Альтемайера (в адаптации Н.А.Дьяконовой); опросник Дж. Даккита «Вера в опасный мир» (в адаптации Гулевич, Аникеенок, Безменовой); опросник «Авторитарный стереотип» Р.Ф. Баязитова и Б.С. Алишева.

Результаты исследования. На основе сравнительно-сопоставительного анализа эмпирических данных, полученных в ходе исследования, установлена связь между выраженностью авторитарности личности и спецификой моделей обучения. В ходе анализа полученных данных было выявлено, что у старшей группы, уровень авторитаризма правого толка по методике Б. Альтемайера оказался выше, чем у младшей (младшая группа – 15,24 балла, старшая группа – 19,12 балла). В старшей группе респондентов уровень авторитаризма оказался статистически достоверно выше по суммарному показателю методики «Авторитарный стереотип» Р.Ф. Баязитова и Б.С. Алишева (младшая группа – 4,10 балла, старшая группа – 4,55 балла).

Выводы. Философско-идеологическая платформа образовательных моделей оказывает влияние на процесс формирования авторитарной личности. Влияние философско-идеологической платформы на личность может быть скорректировано только за счет расширения индивидуальных возможностей осмысления глобальной социокультурной ситуации и своего места в ней. Прогрессу в этом направлении может способствовать повышение авторитета фундаментальных дисциплин, в первую очередь философии и внедрение в школах курсов психологической грамотности для школьников, их родителей и педагогических коллективов.

Ключевые слова: авторитарная личность, образовательная модель, государственно-патерналистсткая модель обучения, либеральная модель обучения, авторитаризм, виды авторитаризма, аксиологические характеристики образовательной системы, авторитарный стереотип

Ссылка для цитирования: Романов Д. Б., Сердакова К. Г., Смирникова О. В., Херсонский И. И., Ковалева С. Е. Формирование авторитарной личности в рамках образовательных моделей с советской и постсоветской философско-идеологической спецификой // Перспективы науки и образования. 2021. № 2 (50). С. 40-55. doi: 10.32744/pse.2021.2.3

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Романов Дмитрий Борисович (Россия, Москва) - Ассистент. Первый Московский государственный медицинский университет имени И.М. Сеченова. E-mail: romanov.dmitry80@gmail.com

Сердакова Кира Геннадьевна (Россия, Москва) - Кандидат психологических наук, доцент. Первый Московский государственный медицинский университет имени И.М. Сеченова. E-mail: kiraserdakova@mail.ru 

Смирникова Ольга Владимировна (Россия, Москва) - Кандидат психологических наук, доцент. Первый Московский государственный медицинский университет имени И.М. Сеченова. E-mail: o.smirnikova@gmail.com 

Херсонский Илья Игоревич (Россия, Москва) - Ассистент. Первый Московский государственный медицинский университет имени И.М. Сеченова. E-mail: kosmos086@mail.ru

Ковалева Светлана Евгеньевна (Россия, Москва) - Ассистент. Первый Московский государственный медицинский университет имени И.М. Сеченова. E-mail: mental@bk.ru 

System analysis of digital economy virtualization processes

The virtualization of socio-economic processes is expressed in the development of various types of economic activities in the Internet computer network, acting as the infrastructure of the modern economic system, a catalyst for globalization processes, and the main means of communication between computers, information systems of various purposes and complexity, and people. The study of the theoretical and methodological problem of digital economy virtualization processes is due to the importance of determining the structure of virtualization as a set of interconnected industries, consumption, markets, and finance on the Internet. The elements of the system combine the types of economic activities, which include entrepreneurship on the Internet, as well as information and intellectual activities. The study of this problem was carried out using empirical methods of cognition of the structure of the system analysis of digital economy virtualization processes, along with the use of scientometric methods for reviewing the methodology of the educational process for training digital economy personnel and improving their qualifications as a precursor to the design of production processes, consumption, market and financial processes occurring in a digital environment.

The conducted studies make it possible to obtain scientific results in the field of structuring the socio-economic processes of virtualization, namely: a dichotomy of virtualization processes in the digital economy is proposed, taking into account the factor of education; the positive and negative consequences of virtualization for the economy and society as a whole are identified.

It was concluded in the course of the study that the system analysis of digital economy virtualization processes should be based on the development of the educational component and reflect the environment of virtualization processes, including digital platforms, which, first, form the global infrastructure of the world economy; second, they contribute to the development of entrepreneurship; third, they provide production, consumer, market and financial functions and corporate governance; fourth, they are a source of network externalities that create new social and economic problems. The prospect for further research is the development of a model for assessing the impact of the structure of virtualization processes on economic growth in the digital economy.

Keywords: digital economy, virtualization, system analysis, socio-economic processes

For Reference: Simchenko, N. A., Apatova, N. V., & Korolev, O. L. (2021). System analysis of digital economy virtualization processes. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 50 (2), 23-39. doi: 10.32744/pse.2021.2.2

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Natalia A. Simchenko (Russia, Simferopol) - Professor, Doctor of Economics, Head of the Department of Economic Theory. V.I. Vernadsky Crimean Federal University. E-mail: natalysimchenko@yandex.ru. ORCID ID: 0000-0001-8364-2313. Scopus ID: 36176174500. Researcher ID: AAA-1338-2020

Natalia V. Apatova (Russia, Simferopol) - Professor, Doctor of Economics, Head of the Department of Business Informatics. V.I. Vernadsky Crimean Federal University. E-mail: apatova@list.ru. ORCID ID: 0000-0003-4066-3821. Scopus ID: 16418493500. Researcher ID: B-5353-2018

Oleg L. Korolev (Russia, Simferopol) - Associate Professor, PhD in Economic Sciences, Associate Professor of the Department of Business Informatics. V.I. Vernadsky Crimean Federal University. E-mail: o.korolyov@cfuv.ru. ORCID ID: 0000-0002-8059-7702. Scopus ID: 572085552520 

The concept of creative doing in the philosophy of I.A. Ilyin and its application in modern liberal arts education in the high school

Introduction. The philosophy of I.A. Ilyin proposes a program for the renewal of society while returning to the spiritual tradition, which seems to be relevant for modern humanitarian education.

The aim of this research is to reconstruct the concept of creative doing in the I.A. Ilyins philosophy and to demonstrate of its application in the organization of design and research work of universities students in the framework of humanitarian education.

Materials and methods. Based on the analysis of modern research literature and works of I.A. Ilyin, theoretical and hermeneutical methods were used in this work, as well as the design and research method of organizing educational work with students.

Research results. Creative doing is the creative implementation of each person’s life project in real conditions. The concept of creative doing consists of four points: 1) creation of oneself; 2) building your own business; 3) building a family and raising children; 4) social and cultural creation. In the philosophical works of I.A. Ilyin, you can find this concept. By discovering spiritual reality, a person comprehends God’s plan for himself, his “calling”, freely accepts it and responsibly implements it in his life. The family, created on the basis of the spiritual community of the spouses, transmits the spiritual tradition and creates a new, more creative generation. Patriotism is brought up in the family, the transition to the concepts of the Motherland, the state, domestic and world culture is carried out. The topics are named and the stages of organizing the design and research work of students are presented.

Discussion and conclusions. The novelty of this research lies in the combination of theoretical (philosophical ideas of I.A. Ilyin) and practical (long-term practice of organizing students’ design and research work) approaches, which allows solving educational problems within the framework of humanitarian education. The concept of creative doing allows you to combine a personal approach with domestic traditions and public good.

Keywords: creative doing, the concept of creative doing, Ilyin’s philosophy, liberal arts education, educational work, design and research activities of students

For Reference: Gladysheva, E. V. (2021). The concept of creative doing in the philosophy of I.A. Ilyin and its application in modern liberal arts education in the high school. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 50 (2), 10-22. doi: 10.32744/pse.2021.2.1

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Elena V. Gladysheva (Russia Moscow) - Associate Professor, PhD in Philosophical Sciences, Associate Professor of the Department of Humanities and Social Sciences. MIREA - Russian Technological University. E-mail: evgladysheva@mail.ru
ORCID ID: 0000-0002-3411-6437

Constructivist pedagogy in context of modern philosophy of education

Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way.

Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm.

Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students’ abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education.

Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

Keywords: philosophy of education, constructivism, constructivist epistemology, e-learning, distance learning technologies, art-based learning

For Reference: Koptseva, N. P. (2020). Constructivist pedagogy in context of modern philosophy of education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 48 (6), 40-54. doi: 10.32744/pse.2020.6.4

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Natalia P. Koptseva (Russia, Krasnoyarsk) - Professor, Doctor of Philosophy, Head of the Department of Culturology and Art History. Siberian Federal University. E-mail: nkoptseva@sfu-kras.ru. ORCID ID: 0000-0003-3910-7991. Scopus ID: 56128057600. Researcher ID: AAU-8038-2020

Conceptualization of serious play in modern sociocultural reality

In the conditions of transformation of sociocultural reality, its processes, levels, spheres, and new integrative social phenomena emerge, the meaning and role of which in the modern world have yet to be clarified. One of such phenomena is serious play. Traditionally, the playful and the serious, at the intersection of which serious play arises, are positioned as independent and mutually exclusive elements of the social world. We examine what changes in the social reality, in the relations of the playful and the serious, in the position of man in modern social processes make serious play possible and how serious play redetermines the conditions of its occurrence.

For this, we used methods of philosophical analysis and hermeneutics: interpretation, conceptualization, comparative analysis. As a theoretical and methodological basis, we used the categorical apparatus of social philosophy, theory of practice, pragmatism, and social epistemology.

As a result, we found that serious play is thought of as a social process in the range from an individual to global scale. In serious play, the subject, through the generation of meanings, performs both the production and reproduction of culture in predetermined ontoaxiological bases, and constructs these bases, while realizing the degree of his freedom, responsibility and immersion in the world he creates through his practices.

The significance of the results of our research lies in the fact that the concept of serious play at the intersection of serious and game relations reveals the potential of serious play as an element of sociocultural reality. Serious play reflects the level of complexity of modern reality and ensures that a person adapts to the ever-increasing dynamics of this complexity. The trend of gamification registers this in the space of higher education, which causes a change in the role of the university in the modern social world. Serious play redefines the position of a person in the modern, dynamic and individualized social world. For the first time, serious play is conceptualized at the intersection of the playful and the serious as independent and mutually exclusive elements of sociocultural reality and is analyzed in the trend of the gamification of higher education.

Keywords: concept of serious, concept of game, serious play, sociocultural reality, gamification, Seneca, Huizinga

For Reference: Fanenshtil, T. V., Sadykova, I. V., & Sukhanova, S. Y. (2020). Conceptualization of serious play in modern sociocultural reality. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 48 (6), 31-39. doi: 10.32744/pse.2020.6.3

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Information about the authors:

Tatiana V. Fanenshtil (Russia, Tomsk) - PhD in Philosophy, Associate Professor of the Department of Philosophy and Methodology of Science. National Research Tomsk State University. E-mail: fan_tan@mail.tsu.ru. ORCID ID: 0000-0001-8887-608X

Irina V. Sadykova (Russia, Tomsk) - PhD In Philology, Associate Professor of the Department of General, Slavic-Russian Linguistics and Classical Philology. National Research Tomsk State University. E-mail: pansadyk@rambler.ru. ORCID ID: 0000-0002-7483-3588

Sofya Y. Sukhanova (Russia, Tomsk) - PhD In Philology, Associate Professor of the Department of General, Slavic-Russian Linguistics and Classical Philology. National Research Tomsk State University. E-mail: suhanova_sofia@mail.ru. ORCID: 0000-0002-0205-7655. Scopus ID: 56307870900