Journal articles on the topic 'Teaching Sets for Teachnig Russian'

When switching to online teaching, the question arises about the feasibility, methods and form of transposing existing teaching materials into the Internet and creating new ones. The aim of the study is to show what opportunities electronic educational environment ViLLE, developed in Finland, has for teaching Russian as a foreign language and as a second home language. The material of the article include exercises created in this e-environment, and the methods of the research include various software and pedagogical solutions aimed at implementing the methodology. During research, starting in 2017, e-learning platform ViLLE has allowed the Russian language to find and to take its place in Finlands digital language teaching system. Different courses were created, with different sets of tasks and exercises that can be used by teachers and students of any educational institution. Some of the courses, among them those aimed at bilinguals, provide an opportunity to familiarize students with the included theoretical material. Having mastered the necessary minimum skills of using ViLLE, any teacher can independently modify tasks and exercises, combine them in the desired sequence and volume, and thus create courses adapted to the needs of their students. An integrated performance analysis system makes their work easier by allowing the teacher to focus on a specific language teaching problem. The results showed that among the existing electronic educational resources, online platforms and e-learning environments are the most essential tools for teaching a foreign/second language, since only they give the teacher the opportunity to independently plan and structure the entire educational process, manage it, use existing materials and create new ones, automatize certain functions, combine various educational events, and communicate with students. The article compares criteria for evaluating such resources and dividing them into two categories: (1) general criteria that include multi-functionality, the set of features provided by the environment, and compatibility with regard to encoding and format of training materials and other system components; (2) those considering needs of specific teachers and students and their resources, namely, resource administrating, creating tasks and courses, managing and monitoring the learning process. The future plans concern carrying out extensive monitoring of the effectiveness of the system in school and university teaching.

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

The article demonstrates the application of the modular competence-based approach for the design of a Master degree programme in translation studies. The case study is based on output materials produced during the lifetime of the Tuning Russia project involving a number of Russian universities, one of which is the Russian State University for the Humanities (RSUH). The module in question – the LSP (language for special purposes) translation module – emphasizes interaction between the related disciplines on the basis of the common subject-matter, i.e. the translation of special purpose texts. The modular approach sets out to achieve key competences required for professional qualifications. In addition, the module considers teaching methods, ECTS and assessment tools. Attention is given to the concept of competence-based approach in contemporary education. The authors argue that the competence-based approach introduced in Russia at the national (Ministerial) level in 2016 facilitates Russia’s interactive alignment with the main principles of the Bologna Process adopted by the European Higher Education Area.Received: 01 April 2019Accepted: 24 June 2019Published online: 29 November 2019

The article sets out to explore and substantiate the effectiveness of using anti-Utopian and dystopian fiction in teaching intercultural communication. It is based on the lasting experience of teaching Russian and English languages and cultures to students from many European, Asian, and African countries trained as Russian and English philologists at the Kyiv National Linguistic University. Intercultural literacy is one of the conditions sine qua non for successful communications and career in the rapidly globalizing world. Intercultural awareness in the Foreign Language Classroom can be raised by incorporating literary texts written in target languages into the curriculum. In addition to being instrumental for acquiring linguistic prowess, they can also play a substantial part in fostering (inter)cultural competences in non-native speakers. The two texts by contemporary Russian and British writers (Tatiana Tolstaya’s The Slynx and Jeannette Winterson’s The Stone Gods) were selected as case studies due to their artistry in addressing familiar and relevant human concerns, while containing specific cultural codes to be deciphered and understood by the international students. It was established that the success of the teaching/learning process relies on the interactive dialogic qualities inherent in the texts under study and enabling comparative, interdisciplinary, and cross-cultural approaches to them, thus contributing to the formation of full-fledged intercultural speakers. As demonstrated by the article, current dystopian fiction may serve as an efficient tool in enhancing intercultural competence in international students.

Identity options available in secondary school textbooks may play an important role in stimulating or inhibiting the learners’ success. They are particularly significant in the multi-ethnic Kazakhstani context with a large number of minorities and their cross-cultural communication in the society.This paper investigates identity options provided in second language textbooks for Kazakhstani secondary-school students. The identities of imagined learners, imagined interlocutors, and hidden identities that are not included were analyzed in the texts. The study resultsconclude that the textbooks’ sets of identity options are likely stimulate or impede language learning. Findings from this study may contribute to the evaluation of current teaching methodology and materials and inform future textbook development with regard to identity representations and identity construction.

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Although the genre of horror has gained an extraordinary popularity in contemporary literature, it still raises controversy among specialists. The situation in Russia is especially complicated. Until the beginning of the 20th century, Russian horror fiction used to develop concurrently with the evolution of horror genre in the U.S., but after the revolution of 1917 and until the late 1980s this tradition was interrupted in Russia. Therefore, nowadays the question “What is horror fiction?” is unclear for Russian philologists, the question “How to write horror fiction?” is unclear for Russian writers, and including the horror genre in literature syllabus is regarded by Russian professors and teachers as a forbidden topic. The situation is different in the United States where a long-standing tradition of interpreting the category of the horrible has been created. Modern American scientists, philosophers, writers and educators agree that horror fiction in its best manifestations touches upon essential problems of a human soul. It allows to exert a powerful positive influence on the formation and development of a personality. Throughout the 20th century, the genre of horror was systematically evolving in the U.S., and as of today, it is American horror fiction that sets the standards of the genre all over the world. The aim of this research is to describe horror fiction as a dynamically developing genre from three points of view: 1) through comparative and genre analyzis of horror fiction in the U.S. and Russia; 2) by studying narrative strategies which are used by horror writers in the U.S.; 3) by surveying principles of teaching the horror genre in an American multicultural educational environment. After experiencing decades of oblivion, the genre of horror can revive in Russia thanks to the critical mastering of the U.S. experience, where the genre tradition has never been interrupted. A list of bibliography is attached to help beginner researchers with their study of the subject.

The goal of this research consists in examination of ethnolinguistic situation in the regions of Southern Siberia. The author sets the following tasks: determine the key vectors of research within the framework of ethnolinguistic theme of the indicated regions in post-Soviet period; elucidate the main statistical factors of ethnolinguistic dynamics in the titular ethnic groups; reveal the main factors influencing ethnolinguistic situation; analyze language problems in the republics. The object of this research is the representatives of titular ethnic groups of Southern Siberia, while the subject is ethnolinguistic situation in the regions of Southern Siberia. The article discusses ethnolinguistic situation of the titular ethnic groups of Southern Siberia based on socio-legal, socio-demographic, and sociological factors. Special attention is given to socio-legal component. The following conclusions are formulated. 1. The dominant vectors of research on ethnolinguistic situation consist in examination of the problems of functionality of the Russian and Tuvan languages in the Tuva Republic, and languages of the titular ethnic groups – in Khakassia and Altai. 2. The main statistical indicators (number of native speakers, monolinguals, Russian speakers among titular ethnoses) testify to the ongoing language shift. 3. The crucial factors impacting ethnolinguistic situation are ethnolinguistic law and social environment. The language law of titular ethnic groups of Southern Siberia has the peculiarities of development with clear manifestation in Tuva Republic at the first and last stage of language law. Social environment in the Tuva Republic is characterized by a more beneficial territorial and information space, which defines the situation in the sphere of functionality of native language; then follow Altai and Khakassia. 4. The determined language problems consists in the absence of language environment (dispersed settlement of Altai, and Khakas population), specifics of bilingualism in the regions (Russian-Khakas, Tuvan-Russian; Russian-Altai, and Russian-Kazakh), imperfection of the complex of educational components (educational materials for not native speakers, proper teaching technique, ratio of the levels of teaching native language within the system of education by the categories principal subject and elective course).

The article is dedicated to the twentieth anniversary of two Internet physics olympiads organized by the Physics Department of Novosibirsk State University, in which senior pupils from Russia and the USA participated. For the time when before the advent of popular social networks there were a few more years when the currently popular messengers were not yet widespread, the organization of such competitions was technically and organizationally far from a trivial task. It was also necessary to overcome the problem of different programs and different levels of school physics teaching in Russia and the USA, as well as the problem of the language barrier. All these tasks were successfully solved by the joint efforts of the Russian and American organizing committees, and in 1999 the competitions Novosibirsk – San Diego and in 2000 Novosibirsk – St. Petersburg – San Diego – Seattle were held. A successful invention that allowed equalizing the chances of teams and replacing interethnic rivalry with cooperation was the idea to hold competitions between international teams, consisting of an equal number of Russian and American schoolchildren communicating with each other via direct video communication. Sets of tasks were prepared for the olympiads, both ordinary, written, and video clips with tasks-demonstrations. The latter have been particularly successful in resolving the problem of the language barrier. The great help in conducting these two Olympiads was the many years of experience gained by NSU during the All-Siberian Olympiads and the idea of the demonstration tasks used in entrance examinations at the Physics Department of NSU. We present in this article both the content of the tasks of the Olympiads and the responses of the domestic and American press to the events described.

The study focuses on the problem of forgetting Chinese hieroglyphs that arises in the process of learning the Chinese language. The problem is relevant with regard to the modern methods in teaching Chinese as a foreign language. The author sets the following tasks: 1) by the example of students specializing in linguistics at Perm State University, to analyze experimentally the process of forgetting the lexical minimum; 2) to study the cognitive characteristics and patterns of forgetting hieroglyphics. The experiment results were analyzed based on the reactions ‘Reading’ and ‘Translation’. It was found that for students it is easier to remember translation rather than reading of a hieroglyph: the coefficient of correct answers for the ‘Translation’ reaction is on average higher than that for the ‘Reading’ reaction. Comparative tables were compiled showing the average value of the forgetting coefficient among students learning vocabulary HSK 1 and HSK 2 at three control time points. The experiment showed that at all levels and for both reactions one tendency is observed: the degree of forgetting hieroglyphics increases by the beginning of the academic period following the previously completed period but decreases by the end of the educational period to the initial or lower level. There were identified factors that can increase recognition of hieroglyphs, for example, the presence of analogues in the Russian language (terms of kinship, numerals, pronouns). The process of forgetting was analyzed; analysis showed that hieroglyphs are forgotten only at the initial stage of training, with subsequent increase in the memorizing degree exceeding the initial indicators. The data obtained can serve as an important empirical basis in developing approaches to the methodology of teaching the Chinese language, and can also be useful for research concerning the problems of forgetting lexical units when studying foreign languages and, in particular, the memorization of hieroglyphs.

Currently, Russian skaters are delivering incredible performances worldwide. In this regard, diverse social groups show increasing interest in this sport. Thus, professionals pay much attention to the coaching for win-win outcomes. It is especially important for single female skaters at the competitions where few hundredths of a point determine results of several participants from Russia, and at the same time dozens of points separate them and skaters from other countries on the podium. The aim of the research is to test the techniques of teaching multi-rotation jumps to female skaters aged 10-11. These techniques are part of training methodology, and they consider harmony, interconnection and versatility of sport training in general. These techniques include special exercises with the use of “Rotator” simulator. Materials and methods of the research. In our research, we used the review and analysis of scientific and methodological literature, pedagogical observations, pedagogical testing; pedagogical experiment, mathematical and statistical processing of the results. The experiment covered two groups of female athletes born in 2007-2008, with 8 people in each group. All the participants came from the «Zvezda» Center of Physical Culture and Sports of the North-Western administrative district of Moscow. Research results and discussion. Participants of the experimental group were performing the developed sets of exercises on general physical training, special physical training (including “Rotator” vestibular simulator) and training on skating rink during six months. The research revealed a significant increase in the technical and physical fitness of the participants of this subgroup. Conclusion. The developed set of “Rotator” simulator exercises, as well as complexes of auxiliary and special training exercises with increasing coordination complexity are effective in teaching multi-rotation jumps to female skaters aged 10-11 compared with the standard exercises performed in the control group.

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

Students studying at Russian universities in a non-native language in mixed language groups experience a significant cognitive load in the process of completing practical tasks in the disciplines of the information direction using traditional teaching materials. The article analyzes important aspects of cognitive and multimedia learning theories in the context of developing learning instructions, as well as specific problems of pedagogical design of multimedia materials for the use in mixed language groups in teaching computer science. As a result of the study, generalized recommendations were formulated for the development of educational multimedia materials on a cognitive basis for teaching in a non-native language, related to the semantic-contextual formalization of the structure (formulation of SMART goals; logical and semantic text structuring; presentation of content at several levels of collapse; organization of educational material in sequence from declarative to procedural knowledge; systematization and generalization of significant information at intermediate stages of reasoning; providing support for individual educational needs) and cognitive-semantic adaptation of multimedia content (consistent presentation of meaning; presentation of samples of assignments; graphical presentation of significant relevant information; video / audio dubbing of difficult to understand fragments of educational material through dynamic graphics; audio dubbing of difficult to understand fragments of educational material in the intermediate language; design of educational material using thoughtful sets of styles, pictograms, colors). The results of the study are of high practical importance: the development of multimedia educational materials adapted for teaching in a foreign language in a multilingual educational environment based on a cognitive approach can significantly reduce cognitive load, improve understanding and memorization of material, and facilitate language and academic adaptation.

Introduction Russian teachers of the third age are a social group that is currently in a difficult and ambiguous situation. On the one hand, raising the retirement age in Russia sets them the task of further professional development. On the other hand, the level of professional requirements associated with increasing the competitiveness of Russian higher education in the global educational space is sharply increasing. The purpose of the article is to answer the question - how the accumulated social potential of the third age's teachers allows them to adapt to new conditions, to increase the level of competitiveness, to act as a factor in the development of the University teaching community and higher education in general. Materials and methods The article is based on the materials of research team in the Ural Federal University (2017-2019). The article uses quantitative data of the mass survey of teachers in the Ural Federal district, implemented by the method of questioning. The population is 51 University of the Ural Federal district. Quota sampling was implemented in the study. The volume of the teachers' sample is 810 people. Social community of the third age's teachers was 38.5% of the total sample. The results of research The social potential of University teachers was considered in the context of the following structural elements: professional qualification, innovation, cultural, civil. Teachers of the third age have higher professional and qualification potential (qualification and status characteristics) than other age groups. The innovative potential realized in research activity and educational process is also high. This applies to innovation activity implemented in research projects and scientific communication. Their cultural practices are quite diverse, and the activity of cultural consumption is even higher than that of colleagues of other age groups. Civic activity of the third age's teachers is manifested in various forms of public participation, implemented through interaction with authorities of different levels and public organizations. The specificity of their civic activity is the implementation of expert functions that require high qualification, which has this group of teachers. At the same time, the teaching community of the third age notes the lack of sufficient institutional conditions for effective development, manifested primarily in the low level of social protection in the professional sphere. General conclusions University teachers of the third age have sufficient adaptive potential in the new challenges of the social environment. At the same time, the basic problem of their development is the creation of institutional conditions for professional activities and the effective realization of their social potential. Keywords Educational reforms, university teachers, teaching community, public participation, higher education, third age

In article the problem of forming of scientific potential in the course of development of discipline “Russian and the standard of speech" in not philological higher education institution is considered. In addition to interpretation of a modern line item of such concepts as scientific competence, the scientific potential, innovative technologies, the author sets the task scientific and pedagogical judgment of methods and methods of the effective organization of scientific cognitive activity of students, and also forming at the trained intellectual qualities and acceptances of generation and reproduction of new knowledge. On the example of teaching linguistic discipline questions of emergence of changes in the cogitative functions of the student allowing to manage effectively an information and intellectual resource are discussed. A condition of the problem resolution is implementation of innovative forms of knowledge acquisition and development of scientific potential, development of scientific and humanitarian thinking of the students included in scientific information space. Use of the principle of problem training acts as such innovations.

The article will consider information and communication technologies used in business processes, inter-preted for effective work in the educational process, of a teacher with students. Also, the article will describe several business management tools that have worked well in the Russian market: Bitrix24 and the Planfix management system. The author analyzes the entities that contribute to increasing the profit of enterprises having these automated information systems that will be used as enhancing the effectiveness of students, that is, students and the teacher will be considered as clients and the company negotiating through CRM or ERP systems. Since it is such cooperation that sets them apart and leads them to the leaders in the Russian and international markets. An analysis of 30 students divided into two groups will be conducted. A teacher works with one group using an unconventional method, using business tools, while the process proceeds in the other with traditional teaching methods. The key objective of this study is to show related aspects of the functioning of ICTs that are subtle to business processes in the education system. Since a growing number of universities are instilling their teachers to work on various cloud systems, for example, DGUNH has a Cisco platform that allows teachers to track students' actions at various intervals.

The article discusses the cultural code as a component of the general professional competence of translators and interpreters, postulating that the success of any given translation activity depends on the degree to which the translator knows the cultural code, viewed here as knowledge of key quotations, personalities, and dates. It also argues that a country’s national security depends upon the degree to which the population has mastered the country’s cultural code. The authors have conducted a survey among students of a Russian university to determine the degree to which they possess the Russian cultural code. The results of the survey reveal that the respondents’ mastery of the cultural code is weak and inadequate, and thus they are not prepared to perform translation activity with required accuracy. The authors conclude that potential erosion of the cultural code poses a threat to national security and results in the destruction of the nation’s geopolitical code. Theoretical relevance of the research lies in the authors’ attempt to estimate the present condition of the collective memory and the population’s mastery of the Russian cultural code as reflected in the younger generation as well as in determining the dependence of the country’s national security, firstly, on the degree to which the population has mastered the cultural code and, secondly, on the population’s grasp of its national identity. The practical value of this research project lies in the new additional challenges it sets for those who are involved in training translators and interpreters, calling educators to revise and improve current methods of teaching translation in view of the obvious insufficiency of students’ knowledge of their national culture.

The article focuses on the tools and methods of cross-disciplinary integration as a part of the professional education of primary schools teachers. According to the Federal Standards of High Education, primary school teachers must be able to ensure students’ progress in nine or ten subjects, which requires expertise in several non-closely connected subject areas. Currently each of these areas is studied separately, while reasonable integration would allow for more systematic knowledge. University lecturers and professors normally prefer to merge the subject areas with the methods of teaching these subjects, but rarely use the existing tools for exploring connections between science and humanities. Cross-disciplinary tasks are the most effective tool of such exploration. Hence, in this article the authors provide the defi nition of the cross-disciplinary tasks, its goals and purposes, methodological requirements for such tasks, and analyse their own experience of implementation such tasks in a university setting. The article provides examples of cross-disciplinary tasks the authors used in their Russian language and Mathematics courses, taught in 2018-2019 academic year in Ushinsky Yaroslavl State Pedagogic University. The tasks are applicable while studying the following topics – Theory of Sets, Theory of Combinations, Mathematical Logics, Algebra, as well as Phonetics, Phonology and Calligraphy. The authors found that the implementation of the tasks increased students’ motivation and helped establish connection between the two disciplines, while also enhancing the understanding of both subject areas. Based in these results, authors propose using such tasks as a form of the fi nal examination for the academic module «Subject Areas and Methods of Teaching» at higher education institutions offering degrees in Primary Education degrees.

The article analyzes changes in modern Russian education and related changes in pedagogical activity. Defining personal, metasubject and subject-based educational outcomes of students as the goals of education sets high requirements for the professionalism of the teacher, for his psychological and pedagogical competence. The professional standard for teachers, adopted in 2013, has captured new realities of pedagogical activity, providing definitions of the teaching, educational, and developmental functions of a teacher and a list of requirements for work actions and skills necessary for their implementations. The professional standard is defined as a target reference point for teacher education. The implementation of the professional standard requirements is possible with a serious restructuring of the system of teacher training practices. Traditional teacher education has always been characterized by a weak orientation to school, academism and verbalism, and the dominance of subject-based and methodological training at the expense of psychological and pedagogical, activity-based components of professional education. The article analyzes the cases of employing the activity approach in Russian teacher education, such as the one at the Krasnoyarsk state University and at the Tolstoy Tula State Pedagogical University. Also, the article describes a productive experience of implementing the activity approach in a large-scale experiment on the modernization of teacher training in 2014—2017 by the Moscow State University of Psychology and Education. It outlines the main components of the activity approach implementation in this experiment: orientation on the professional standard for teachers, modular structure of educational programs, practical orientation of the educational process.

The article discusses the long-term creative search of the famous Russian scientist – Professor Vera Yanovna Korovina – in creating new types of methodological and educational manuals on literature for secondary schools. In the undertaken analytical review of the works of the scientist’s, it is suggested that the methodological and training manuals created by V.Ya. Korovina are a form of practical implementation of her theoretical research in the field of methods of teaching literature. Thus, the methodical collection of articles “in defense of the living word” and phonohrestomatics on literature for grades 5–9 became a practical confirmation of V.Ya. Korovina’s theses “Development of oral speech of students in grades 4–7” and “Methodological foundations for improving the oral speech of students in the process of studying literature at school”. The article uses historical-chronological and structural-comparative research methods. The author describes in detail the innovative content of methodological collections of articles on the development of oral speech of schoolchildren, the study of A.S. Pushkin’s oeuvre at school, prepared by V.Ya. Korovina, noting the variability of the materials presented in them. Typologically new manuals included in the practical activities of secondary schools were the didactic manuals “Reading, thinking, arguing...” and the original type of textbook for the beginning of the century – “Phonochrestomathy”, which became a mandatory component of the educational and methodological set for each class of primary school. Innovative manuals created under the guidance of V.Ya. Korovina were taken as an example for preparing similar educational tools in the lines of other educational and methodical sets on literature in comprehensive schools. The author of the article pays special attention to the typological novelty of the unique reference publication for teachers and students – “A.S. Pushkin. School encyclopedic dictionary”. The typology of a monographic reference publication devoted to the life and work of one writer, developed in this reference book, became the basis for similar encyclopedic dictionaries published later. The article discusses in detail the educational functions of didactic manuals and phonochrestomathies as components of the educational system in the line of teaching sets edited by V.Ya. Korovina.

This paper sets out to clarify the criteria «Performance of a communicative task» and «Ability to consider the conditions of a speech situation» used for assessing the dialogue assignment at the Basic State Exam interview in the Russian language, as well as to outline directions for training conversational vocal responsiveness. The applied methodology included a correlation and discourse analysis of 9th-grade Russian students’ responses to the questions of the interlocutor-examiner, as well as a review of research and methodological sources. The author of the paper postulates that the fulfilment of the first criterion – «Performance of a communicative task» – entails an adequate interpretation of the question and consequent formulation of a detailed vocal response correlating with the question. A correlation analysis of interviews revealed that students’ inability to interpret questions and their insufficient apperception base generate such errors as violation of the subject domain of the question, question substitution, violation of the theme-rhematic structure of the answer, tautological character of the answer, poorly defined nominal group in the answer, absence of an answer to one of the questions in the series (question pair), formalistic answer. The second assessment criterion «Consideration of the conditions of a speech situation» – is correlated with the recipient factor, expressed in the speech code through the speaker’s performance of rapport-building and metalinguistic speech actions. A discourse analysis of interviews showed that students use numerous non-speech and nominal-speech units in their responses, which enable them to regulate their own mental activity, but appear to be invalid in terms of organising their speech with regard to a recipient. Vocalised pauses, puffs of sounds and filler phrases in the responses indicate tense speech production and a low level of lamprophony, thus making such responses difficult for the examiner to perceive. On the basis of the proposed interpretation of the criteria used for assessing dialogue speech, the author postulates the necessity of training speech responses in a dialogue situation, which can be organised in the following areas: 1) enrichment of the apperception base; 2) training the interpretation of interrogative statements; 3) teaching rapport-building and metalinguistic speech actions aimed at regulating mental activity and considering a recipient. The obtained results can be used for improving the methodology of preparing students for task 4 of the final interview in the Russian language, strengthening the continuity of training for interview at the 9th and Unified State Exam at the 11th grade.

Today translation experts agree that a translation teacher should be a practicing translator, aware of modern translation studies, having methodological knowledge and pedagogical skills, including the knowledge of translation didactics. A survey shows that in Russian universities there are practically no teachers with a degree in translation or those who have completed a specialized professional retraining program as a translation teacher. Thus, none of them has the full range of competences required to prepare translators who fully meet the requirements of the current translation industry. To change this situation, it is necessary to develop and implement special programs that allow translation teachers to supplement their education. These programs can be implemented in two formats. Firstly, there can be two different master’s degree programs: for those with a bachelor’s degree in translation and those with a bachelor’s degree in foreign language teaching. The program for the former should include more psychological and pedagogical disciplines, while the program for the latter should focus on translation. Secondly, it can be long-term courses of specialized professional retraining for translation teachers with two different sets of disciplines depending on their degree. Within the above-mentioned programs, special attention should be paid to the course of translation didactics.

Since the early 1990s non-traditional religions were widespread in Siberia and the Far East, and across Russia, among which there was a large number of totalitarian sects and destructive cults. The reason for the phenomenal success of previously unknown religious and occult teachings has been the spiritual vacuum that occurred in the country after the Communist ideology fall. Most of the new denominations launched in Russia publishing, which by the second decade of the XXI century was carried on by several dozen communal or sectarian publishers. In Siberia and the Far East the most active sects in publishing were the following: Protestant Church of Christ, Baha'i Faith followers, Krishna consciousness regional societies (in particular, the residents of Vladivostok), «Pleiadinas» sects («Ascended Masters» teachings). These sectarian creeds nave been brought into the country, however, and nowadays pseudo-religious cults are created in Russia, which carry a large destructive potential for the Russian society and its cultural traditions. They are Neo-pagans, the Marian center and a number of sects, whose activities began in Siberia: All-Russian movement «To God’s Rule!», The Church of the Last Testament of Vissarion Christ, etc. These cults had in Siberia and the Far East extensive publishing practices editing books, brochures, magazines, newspapers. «Pleiadinas» sect organized in Siberia edition of the monthly magazine «World Channeling» (Novokuznetsk), created two publishing houses: «Star of Freedom» (Novosibirsk) and «SiriuS» (Omsk). The Marian center used printing district offices of Kemerovo region for its production activity. Neo-pagans had publishing houses «Asgard’», «Arcor» and «Russian Truth» in Omsk. The article analyzes all these publishing organizations’ products. The ruinous effects of sectarian publishing activities distribution in the Russian regions is obvious. Its effect reduction will depend on the speed of eliminating the crisis in the spiritual sphere of our society.

Введение. Приводится методический анализ комплекса условно-речевых упражнений и их типологии в учебниках по русскому языку как иностранному (РКИ) для студентов, приступающих изучать русский язык на начальном уровне. Рассматривается проблема достаточности/недостаточности речевых упражнений для формирования лингвистической компетенции как важной составляющей межкультурной коммуникативной компетенции. В качестве объекта рассмотрен учебник по РКИ как основной компонент учебно-методического комплекса, в котором изложено содержание речевого материала и способы овладения им через систему упражнений. Предметом исследования является методический анализ типологии упражнений в составе комплекса в разделе «Семья» учебников по РКИ (начальный уровень) «Поехали!» (авторы С. Чернышов и А. Чернышова), «Русский сезон» (авторы М. М. Нахибина, В. Е. Антонова, В. Е. Жабоклицкая, И. И. Курлова, О. В. Смирнова, А. А. Толстых) и «Русский сувенир» (автор И. Мозелова). Цель – рассмотреть комплексы условно-речевых упражнений в учебниках РКИ, их типологию по формированию лингвистической компетенции на русском языке у иностранных учащихся подготовительных факультетов российских вузов. Материал и методы. Теоретический и сравнительный анализ условно-речевых упражнений в содержании раздела «Семья» в учебниках по РКИ с учетом коммуникативной практики обучения позволил выделить особенности типов упражнений в каждом отдельном учебнике. На основе количественного анализа определено их соотношение внутри комплекса. Результаты и обсуждение. Описаны типы условно-речевых упражнений, организованные в комплексы, представлено их количественное соотношение на примере содержания раздела по теме «Семья» в учебниках начального уровня: «Поехали», «Русский сезон», «Русский сувенир». Заключение. Данное исследование направлено на то, чтобы помочь преподавателю сориентироваться с выбором учебника для студентов-иностранцев начального этапа обучения в зависимости от их потребностей и целей изучения РКИ. Introduction. The article is devoted to the methodological analysis of the complex of conditional speech exercises and their typology in textbooks on Russian as a foreign language for students who begin to study Russian at the elementary level. The paper deals with the problem of sufficiency / insufficiency of speech exercises for the formation of linguistic competence as an important component of intercultural communicative competence. As an object, a textbook on Russian as a foreign language is considered as the main component of the educational and methodological complex, which sets out the content of speech material and ways of mastering it through a system of exercises. The subject of this research is a methodological analysis of the typology of exercises as part of the complex in the “Family” section of textbooks on Russian as a foreign language (elementary level) “Let’s go!” (authors S. Chernyshov and A. Chernyshova), “Russian season” (authors M. M. Nakhibina, V. E. Antonova, V. E. Zhaboklitskaya, I. I. Kurlova, O. V. Smirnova, A. A. Tolstykh) and “Russian souvenir” (author I. Mozelova). Purpose of the study. To consider the complexes of conditional speech exercises in textbooks of Russian as a foreign language, their typology for the formation of linguistic competence in Russian among foreign students of preparatory faculties of Russian universities. Material and methods. Theoretical and comparative analysis of conditional speech exercises in the content of the “Family” section in textbooks on RFL, taking into account the communicative practice of teaching, made it possible to highlight the features of the types of exercises in each individual textbook. On the basis of a quantitative analysis, their ratio within the complex was determined. Results and discussion. As a result of the study, the types of conditional speech exercises, organized in complexes, are described. Their quantitative ratio is presented on the example of the content of the section on the topic “Family” in the textbooks of the elementary level: “Let’s go”, “Russian season”, “Russian souvenir”. Conclusion. This study is aimed at helping the teacher navigate the choice of a textbook for foreign students at the initial stage of study, depending on their needs and the goals of studying RFL.

The development of information technologies has formed a socio-economic request to reduce the age at which children can be introduced to programming. After 6 years’ efforts, the authors managed to develop and on a large scale introduce a one-year programming course for preschoolers, which is built on a metaphor of programmed control. During the course development, a set of basic programming concepts was selected and specified to be mastered by preschoolers aged 6+ in the activity-game form. This set of concepts goes back to Seymour Papert's ideas about teaching programming by writing programs that control moving objects using intuitive sets of commands. The main feature of the proposed system of concepts, allow at the initial stage of training to demonstrate and assimilate all the elements of the concept in the real, not in the virtual world. In the picture of the World, which we explain and demonstrate to children, only one function remains at the computer - the execution of the program it has memorized. Everything else happens in the real world. In the real world, an environment is created in which a real robot will move. In the real world, a program is created from tangible objects, which will then be "shown" to the computer so that it stores it in its memory and can then execute it at the command of a human. In the real world, obeying the signals of the computer, the robot performs the work stipulated by the program. This allows you to begin acquaintance with the programming of children from 4 years old, without working individually or collectively with electronic screens, which in today's Russia is prohibited by federal medical authorities in the educational process of children under 5 years old. The course is built on the text-free pictographic programming system PiktoMir developed by Russian Academy of Sciences. The methodological content of the course allows each preschooler to gain experience in the development and debugging of 120-150 simple programs by the end of the course. The final part of the article discusses the authors' plans for the development of a three-year textless programming course, methodologically and instrumentally connected with the primary school programming course.

Introduction. The social order of modern society sets the task of training a specialist who would be able not only to organize effective communication with all subjects of the educational process, but would also be able to overcome certain crises in the professional activity, confidently go towards the goal, quickly recover from possible pedagogical failures, realistically assess the current situation and the prospects for getting out of it with minimal losses. This actualizes the need for the formation of pedagogical resilience in future teachers, which is possible by introducing a specially developed module into the educational process. The research purpose is to analyze the optimal ways of forming pedagogical resilience through the development and introduction of special training, business games, a project method, a case method in the educational process. Materials and methods. The pedagogical experiment was attended by 58 bachelor students of the Faculty of Foreign Languages, studying in the field of study “Pedagogical Education” at the South Ural State Humanitarian and Pedagogical University (Russian Federation). Research methods: a test for diagnosing the level of pedagogical resilience formation; χ2-Pearson statistical test. Research results. A module “Resilient teacher” has been developed and introduced into the educational process, implemented within the framework of the academic discipline “Methods of teaching a second foreign language”. The results of diagnostics at the final stage of the formative experiment showed an increase in the level of pedagogical resilience formation, which indicates the need to include the module in the educational process of training future teachers (χ2 = 5.9; p <0.1). Conclusion. It is concluded that pedagogical resilience is not only an important trait of a teacher’s personality, but it also serves as a fundamental component of successful pedagogical activity in the future.

The article analyzes the changes in the spiritual, moral and religious climate in Russian society in XIX - early XX century. The peculiarities of national modernization, that predetermined the gradual destruction of the traditional patriarchal way of life of the masses, are revealed; they led to the transformation of the world towards its secularization. The underlying problems of &#34;religious ignorance&#34; of a large part of the Orthodox population of the central part of Russia are determined, which are expressed in a large number of superstitions, prejudices and heresies incompatible with the official teaching. The crisis of the Russian Orthodox Church (ROC) is characterized, which is expressed in the rapid numerical growth of the various sects, strengthening of the Old Believer communities, the development of free God-seeking and spreading atheism. The pedagogical foundations of Russian Institute of elders are considered in the article, which determine certain anthropological strategy for Russia and are based not only on legal laws, but also on spiritual and moral primordial. Great importance is paid to the justification of the role of the institutions of elders in matters of correction of juvenile offenders.

The authors of the article, who were among the participants to the IV European Conference on Technology Assessment held in November 2019 in Bratislava, set a goal not only to inform the readers about its results, but also to draw the attention of our engineers, scientists and educationists to the interdisciplinary problem of technology assessment. Technology assessment principles were considered from the viewpoint of the fundamental documents adopted by world leaders and characterizing the policy of developed countries in the field of science and technology. The Good Governance Principles implied the participation of various stakeholders in decision-making; however, there arises a problem about the competence of these parties. Since 2011, technology assessment institutional and organizational principles are being actively developed in the European Union: financial and educational programs, forums and meetings, publications, and establishment of special research organizations. Conferences on technology assessment have been held since 2013. The forum participants also touched another key issue – how to digitize the indicators characterizing the extent to which the supported development goals have been achieved. Discussion of the consequences of already developed and applied technologies with an unpredictable benefit-to-harm ratio has been recognized to be an outdated form of assessment. Collaboration has become the key word that sets the tone. Nonetheless, the transition to a new model, in which the right to vote will be given to the public members united with incorruptible competent scientists-experts, will not be an easy and conflict-free process. The Russian academic and engineering community is gradually joining the pan-European movement; however, the teaching of social and humanitarian disciplines still remains the only form for technology assessment institutionalization in our country. There are proposals to set up a laboratory for social expertise of technological projects at the MPEI Department of Philosophy, Political Science and Sociology, which could also act as a crowdsourcing platform uniting researchers in the sociology of technology.

Introduction. The presented article touches upon one of the serious religious problems of Russian history, the phenomenon of “sects”. The author, with the help of the provincial periodical press of the Russian Orthodox Church, tried to highlight the activities of sectarians in the second half of the 19th century until the end of the First World War. The significance of the material presented is undoubtedly, especially in the context of the emergence of new radical sects. To these days, too much depends on the experience of solving this issue, which is acute in our country. The successful resolution of religious problems is the foundation of Russia’s peaceful existence. The purpose of the article is to determine the historical place of sects and sectarianism in the religious life of provinces Middle Volga region, based on the characteristics of their condition and activities, to highlight the policy of the Russian Orthodox Church in relation to sectarians in the period under review, to reveal the special role of the church periodicals aimed at forming environment of negative perception of sects, heretics and all those who broke away from the “true Orthodox teaching”. Materials and Methods. The most important in the study, based on the provisions formulated by the above authors, is the historical method, or, as it is also formulated, the principle of historicism. In carrying out this scientific research, the author relied, first of all, on special historical or general historical methods. Research Results. The study showed that the church media, controlled by local bishops and supported by the secular authorities, carried out an anti-sectarian policy on the pages of their magazines. The Russian Church in Russia had the status of a “state religion” and a monopoly on religious consciousness, therefore it suppressed any deviations from its dogmas. The anti-sectarian tone did not change until 1917. Discussion and Conclusion. We can conclude that the topic of sectarianism is still relevant, moreover, sects continue to arise and develop throughout the world. As long as there are official religions, new sects will be born and spun off. The image of a heretic-sectarian, when necessary, is actively used in propaganda in the media today. The proposed provisions and conclusions create prerequisites for further study of this problem.

70 years ago, the bloodiest of wars had ended. Literally, the next day the USA started the ruthless Cold war against the USSR. Goal – to destroy the USSR as political and military enemy. Ironically, it was the Russian Empire (and the Soviet Union – its successor) that first in the world recognized the USA as an independent state. In 1991, the goal was achieved. Russia considered the cold war over, and the USA a partner in all matters. In vain. It is no secret the CIA felt home in Russian governmental buildings. It is no secret that Department of State advisers sat in every Russian Ministry. Unsurprisingly, imposed reforms have led to destruction of industry, agriculture, and medicine. The country was flooded with imports, and Russia has lost the basic security of state. Obviously, the same benefactors from the CIA forced the Ministry of Education and Science to adopt the surrogate instead of the Soviet system of education. Moreover, the well-wishers perfectly knew that this surrogate was of very low quality. Introduction of the American system of education instead of the Soviet one is the manifestation of the cold war. Artificial confrontation of computer graphics vs. descriptive geometry arose. Enforced antagonism resulted in elimination of teaching descriptive geometry in many areas. Known: computers and computer graphics come from the USA. Note that geometry experts do not oppose to the use of computer graphics. More obscure is the position of some of our partners, when they advocate destruction of science in favor of a drawing instrument. In this mortal combat of geeks, the author sees a manifestation of the same cold war that the United States maintains with Russia. Deduction: it is so because computer graphics took all its geometric methods of constructing from descriptive geometry. Minimal program of overcoming this geometric crisis in higher education is provided.

The article considers the modern problems of religious extremism in the Russian Federation and abroad, and attempts to analyze of the causes of religious extremism and its spread. This paper highlights the scope of Islamic religious extremism and the danger of other kinds of extremism activities, destructive cults and totalitarian sects, which have distorted the essence and image of religious teaching. The article focuses on the current problems of the activities of Islamic religious extremist organizations, modern worship and its radical ideologies, which can be considered as a real threat to national security of the Russian Federation. Moreover, the problems of the prosecution’s office activity in the struggle with religious extremism are touched upon.

Purpose of the research. The purpose of this research is to study the problems of the features of teaching technologies of modern artificial neural networks for carrying out the procedure of unambiguous authentication of students according to a pre-formed reference base of digital biometric characteristics of the authorized users in the field of distance educational technologies.In the modern world, artificial neural networks are successfully used in both applied and scientific fields. The problem of authenticating a human personality, implemented using artificial neural networks, finds practical application in solving problems such as the protection of state and corporate information resources, robotics, access control systems, information retrieval, control systems, etc., and is already beginning to find application in the field of distance educational technologies. In March 2021, the Government of the Russian Federation developed a decree on the basis of which higher educational institutions are allowed to use distance learning technologies. Conducting remotely activities of intermediate and final certification, as well as monitoring the current progress of both distance learning students and full-time and part-time students with a temporary transition to distance learning in a pandemic, the problem of identifying the student’s personality arises in order to achieve unambiguous recognition of the authorized users for the purpose of reliable assessment of learning outcomes, which can be solved using modern technologies of artificial neural networks.Materials and methods. Methods of reviewing scientific literature on the research topic, methods of collecting, structuring and analyzing the information obtained were used as materials and methods.Research results. The results of the study allow us to draw the following conclusions: to solve the problem of authenticating students in distance education systems it is first necessary to form the actual base of biometric characteristics of the authorized users, which will be compared with the biometric data of the identified users, and for the recognition procedure, the neural network must be trained in advance on special trainers datasets. The identification procedure must be repeated several times during a session to ensure that the identity of the authorized user is verified.Conclusion. Realizing the set goal to study the problematics of learning technologies of modern artificial neural networks for carrying out the procedure of unambiguous authentication of students according to a pre-formed reference base of digital biometric characteristics of authorized users in the field of distance learning technologies, and relying on the results obtained in the course of generalization and analysis of existing experience and our own studies, the authors identified two independent stages in the algorithm for the implementation of the task of identifying the student’s personality: the formation of a reference base of digital biometric characteristics of authorized users and user authentication according to the previously formed reference base, and also revealed that when training a neural network, it is necessary to take into account a sufficiently large number of different attributes affecting it. With an insufficient number of training sets (datasets), neural networks begin to perceive errors as reliable information, which, as a result, will lead to the need to retrain neural networks. With a sufficiently large number of training sets (dataset), more versions of dependencies and variability appear, which makes it possible to create rather complex machine learning models of neural networks, in which retraining takes the main place.

The article considers the question of formation and development of teaching regional history. The main development stages of regional educational and methodical sets (EMS) have been allocated, which are caused by adoption of the normative documents defi ning the purposes and the maintenance of school education:The mandatory minimum content of basic general and complete secondary education in 1998/1999; State Education Standard 2004, Federal State Educational Standard of Basic General Education (it is put into operation with 9/1/2013); Federal state educational standard of secondary general education (it is put into operation with 9/1/2014); Historical and Cultural Standard of 2013. The article describes the characteristics of regionalEMS, the problems of their further development.

Editor's Introduction: In mid-August 2015, Japanese prime minister Abe Shinzo gave a high-profile speech looking back at the Japanese surrender of 1945. Three weeks later, also to mark the seventieth anniversary of the end of World War II in Asia, China's Communist Party head and president Xi Jinping presided over a lavish parade in the heart of Beijing, which featured missiles and other Chinese military hardware as well as large contingents of People's Liberation Army soldiers and small contingents of troops from various other countries. Following up on a trio of essays in the August issue of the JAS, which looked ahead to events such as these, we now publish this special “Asia Beyond the Headlines” section made up of four essays that explore the meaning, for different individual or sets of countries, of Abe's speech and Xi's spectacle. This quartet of commentaries, by three political scientists and one historian, is designed to complement the last issue's contributions by historians Carol Gluck, Rana Mitter, and Charles Armstrong, as well as the historical photograph from seventy years ago that appears on the cover of this issue.The set begins with an essay by historian John Delury, a scholar trained in Chinese history and currently teaching in Seoul, who has written on varied aspects of East Asian international relations and notes, among other things, the curious fact that the representative from South Korea rather than from North Korea got the warmer reception from Xi during the recent Beijing spectacle. Following this comes Sheila A. Smith, a scholar based at a Washington, D.C., think tank, reflecting on the current state of the complex bilateral relationship between Tokyo and Beijing. Appearing next is a commentary by Maria Repnikova, a specialist in both Chinese and Russian affairs who was trained in political science and holds a postdoctoral fellowship in a school of communications. She writes on the increasingly close ties yet lingering tensions between Beijing and Moscow, as well as the way that official media has celebrated, while some users of social media have mocked, the symbolism of Vladimir Putin and Xi Jinping presiding over recent victory day parades in their respective capitals. The series concludes with a commentary by Srinath Raghavan, a London-trained scholar now based at a New Delhi policy institute. He completes our survey of commemoration of the end of World War II with a look at the way recent parades revealed the Indian government's tricky position vis-à-vis Moscow and Beijing, as well as the relatively scant attention that India's significant contributions to World War II received, at home and internationally, during the season of commemorative speeches and displays.

The modern scientific paradigm of linguistics that replaced comparative historical and linguistic-centric paradigm is focused on the relationship between language and reality which is inherently asymmetric in nature. In this situation, the problem of an accurate and complete mutual understanding of the participants of communication becomes more and more urgent. This problem considered in the framework of cultural studies suggests the division of cultures into high context cultures, i.e. those where the behavior of communication participants does not directly express their goals and intentions, and low context cultures, implying direct and frank manifestations of those intentions. The author applies the idea of high and low contextuality to the Russian language, setting the task of identifying those typical manifestations of Russian discourse in which the linguistic signs show a high dependence on the situational and verbal context, and in this way, by virtue of the language structure, cause difficulties for mutual understanding. From this point of view, the study investigates the polysemy of Russian words and grammatical forms, as well as the conditions in which their unambiguous understanding is or is not achieved. It emphasizes the insufficiency of merely stating the possibility of several solutions and the need for algorithms that provide the only (or not the only) correct solution. The author sees another obstacle for successful communication in hyperonyms that do not have a distinct hyponymic content for each participant of communication. The third obstacle is the omission of the verbal designation of modifying and / or substantial characteristics of reality. The article emphasizes that those who speak Russian, in principle possessing the resources necessary for overcoming these difficulties, seek to use them effectively only in certain specialized areas (science, sports, trade) and do not care about the maximum adequacy of language units and reality in everyday and political discourse. In conclusion, the article describes how to take into account the noted features of the Russian language when consciously learning Russian as a native language, as well as when teaching it as a foreign language.

Hegel’s idea of life turned out to be productive in terms of understanding the present and the future of such a modern civilization as Russia. Turning to this idea allows us to answer some of the questions that concern us today, including what life is in its spiritual dimension and what may be the projection of the spirit on the development of a civilization. Firstly, we need to rethink Hegel’s teaching about life and its spiritual dimension to find out what we lack in the understanding of contemporary facts of life. Nature in the idea of life not only reaches its external manifestation, but also transcends its own limits. Hegel sees life in its unity with the spirit, which frees life from objectivity and subjectivity, raising it to “absolute universality”. All living things, including man, are a continuous ascent to the spirit, going beyond the boundaries of the bosom of nature. Only in man does life reach its spiritual development and go from nature to the kingdom of the spirit. Secondly, the present and the future of Russian civilization can be considered through the prism of Hegel’s understanding of the levels and contradictions of the spiritual organization of human life by conducting a certain thought experiment. Russia is at a civilizational crossroads today. It has not been able to reach the end of the stage of the development of the objective spirit as the actual embodiment of the moral idea and complete the construction of the civilization, including creating a civil society and the rule of law. The country is still in the grip of civilizational dilemmas, both in its present and in the anticipated future. It can be assumed that Russia’s living space is deformed and lies between two pairs of opposing trends: between traditionalization and modernization in the present and between informatization and ecologization in the possible future.

The article discusses the features of the emergence and spread of sectarian organizations and Old Believer communities in the Azov region in the 19th century. It is shown that the processes of the spread of sectarian organizations century were very active, which is explained by the fact that sectarian organizations had a broad social base and expanded dynamically, despite restrictions from the official government. The laws in force at that time limited the activities carried out by the Russian Orthodox Church in counteracting the process of promoting sectarian teachings at that time. The article illustrates that some of the representatives of sectarianism disguised themselves as Orthodox and compactly lived within the boundaries of church parishes. Proselytizing sectarianism was especially active in the territory of the Yekaterinoslav province by organizations such as the Molokans, Khlysts, Skoptsy, Old Believers, and others. This article characterizes the prevailing political and legal conditions for the spread of the sects, as well as the features of the system of religious relations that have developed in the region. On the basis of archival data, the number of such sects as the Molokans, the Whips, the Old Believers and the Evangelists, etc., was studied. The specificity of religious relations between representatives of different religious groups in the Azov region is analyzed within the framework of a unique phenomenon — a polymodel system of the interfaith relations.

Based on archival data the paper describes the religious situation in the Buryat ASSR, then the Buryat SSR and the Republic of Buryatia during the change of socio-political development of the national state in the late 1980s - early last decade of the XX century. The authors say that this problem has not received serious analysis in the framework of scientific publications. Therefore, the research was based on archival documents of the State Archive of the Russian Federation (SA RF) and the State Archive of the Republic of Buryatia (SARB). The purpose of the study is to characterize the religious situation in the border area of the local territory in a difficult transition period of national history. The research methodology is based on the fundamental principles of historical science, the principles of historicism and objectivity, which allowed us to consider a rather complex component of the life of society - religion, without bias, in its historical development. The result of the study was the identification of features of religious processes in Buryatia during the period under review. The authors provide quantitative indicators for registered religious associations and religious buildings. The religious situation is assessed against the background of the General situation in the RSFSR (Russian Federation), with statistics for the Republic and the country. It is noted that the trends of religious processes in Buryatia, at the time under review, were similar to the national ones. This is a sharp surge in religiosity, against the background of the resolution of religious freedom, on the one hand, and, in the context of the socio-economic crisis, on the other. It is said that in Buryatia, in addition to traditional religious teachings for the region, new ones appeared, among which, there were the teachings of totalitarian sects. It describes the difficulties that arose in connection with the change in the attitude of the authorities to religions. It is noted that further work with sources is necessary, which will allow us to recreate the most complete picture of the religious situation in Buryatia during the difficult transition period of the late 1980s - early 1990s.

This article discusses the problem of the relationship between sociology and philosophy in Soviet Russia in the 1920’s, which resulted in the birth of “Marxist sociology” and its approval in the 1930’s. In the second part of the article, social science discourse is analyzed in order to identify typical interpretations for the terms “sociology”, “sociological”, “sociologist”, and their three main meanings are revealed. It is proven that the spirit of Bolshevik intolerance for dissidence, which, as shown in the first part of the article, V. Lenin transferred from the political sphere to the intellectual realm, corresponds with the schismatic and religious-sectarian ethos. The author sees the origins of the political cultural canons he generated, as well as the style of public communications, in the charismatic personality traits of the founder of such an ideological trend as Bolshevism. The spirit of Bolshevism became a decisive, but negative factor that influenced the development of informal groups within academic and university communities, and through them — the forced sacralization of the teachings of K. Marx and F. Engels, the emergence of “Marxism-Leninism” and “Marxist sociology”. The “Discussion about ideologies” demonstrates the typical Leninist style of polemics. In conclusion, the historical fate of “Marxist sociology” is briefly evaluated.

This article, written using the materials of Ryazan diocesan press, studies the history of the formation of political ideas and the political struggle of pre-revolutionary Russian clergy. In the process of forming separate spiritual estate and system of the rationalized Latin-speaking spiritual education within the Russian Empire, the clergy becomes one of the forces modernizing the country, while perceiving itself as the enlightener and the civilizer of people. The state saw the clergy as petty officials, but the clergy were not willing to accept this role. During the creation of elementary school in the system of the Ministry of State Property, the clergy strengthened their social position and acquired many years of teaching experience. The liberal nobility feared that the clergy would take the lead in rural life by alienating the landlords. Zemstvos begin to fight to push the clergy away from the peasants, squeezing the clergy out of schools. At the same time, churches start opening schools en masse. The clergy enters a political struggle with the liberal gentry. Church periodicals began to appear, shaping the political stance of the clergy. The clergy sees itself as a separate politicum, which can be higher than zemstvos as all-empowerment bodies. Diocesan congresses, as well as district and parochial assemblies start appearing as a means of unification and consolidation of the clergy.The necessity of intra-church democracy, while ignoring the canonical role of the bishop and mass media's leading role, becomes a dominant idea in the clergy's life until the Revolution of 1917. These democratic representations in the Ryazan diocesan press were not called “sobornost” anymore but were political in nature. For utilitarian purposes, the state power supported such aspirations of the clergy during the 1912 election campaign to the State Duma. The clergy had the opportunity to realize their political views during the February Revolution of 1917 and fully supported it. Diocesan bishops were expelled, each parish was considered as a separate “local church”. The clergy sought to remain unelected and beyond the control of the parishioners, although they themselves insisted on electing diocesan bishops. However, parishioners turned their backs on their pastors. Some clergy were expelled from parishes, others limited the level of fees for services. Representatives of the laity and lower clergy drove the clergy out of elected parish and diocesan authorities. As the revolution developed and the country descended into chaos, the clergy, who had taken part in these processes, did not accept their share of responsibility for what was happening; on the contrary — they blamed the “ignorant” people for the church trials.

The relevance of this topic is due to the lack of study of the history of the formation of two mutually exclusive concepts of God, tanzih akyda (impropriety) and tashbih akyda (likening God to created) and the influence of this process on the formation and development of the Hanbali madhhab in Russian history and religious studies. The influence of Israiliyat, individual stories and beliefs inherent in some Jewish and Christian sects on the formation of the teachings of anthropomorphic sects is also noted. In this regard, the special role of neophytes, who formally accepted Islam and actively introduced Israelism, was noted. This applies primarily to Kab al-Akhbar and Wahb Ibn Munabbih. The subject of the study is tanzih akida and tashbih akida, the influence of Israiliyat on its formation and its role in the history of the Hanbali madhhab. Due to the fact that our research is primarily of a philosophical and religious nature, we applied research methods adopted in these Humanities. As a result, we studied the processes of influence of Israiliyat on the formation of tashbih akyda and came to the conclusion that it had a great impact on the formation of the Hanbali madhhab and the historical features of its development. Particular emphasis was placed on the fact that Imam Ahmad Ibn Hanbali, the eponym of Hanbali madhhab, held the aqida of unlikening God to created, but some of his disciples, who were followers of some anthropomorphistic sects, brought tasbih aqida mazhab, which was formed largely under the influence of Israiliyat. This has led to the fact that for many centuries, under the name of Hanbali madhhab, researchers unite two groups of people who profess a diametrically opposite concept of God. This research occupies an important place in religious studies, history and philosophy, because it reveals new aspects of the formation and historical development of this madhhab. There is also shown the Israiliyat influence on the formation of tasbih aqida and religious-philosophical doctrine, which at the turn of XIII – XIV centuries was preached by a famous religious figure from Syria – Ahmad Ibn Taymiyah, known for having the key influence on the formation of the Wahhabi sect in Arabia. The scope of the research results includes: theoretical development of courses and textbooks on the history of Islam, Islamic theology and sectarianism, etc. Practical application of the research results is possible in the development of methods for resolving religious and political conflicts of modern times, mainly between Sunnis and Shiites, as our research helps to understand the origins of their appearance and the formation of religious and political differences.Key words: Islam, Muslim, Israiliyat, tanzih aqida, tasbih aqida, Kab al-Ahbar, Wahb Ibn Munabbih, Hanbali madhhab, Ahmad Ibn Imam Hanbali, Ibn al-jawzi, the history of Baghdad

Summary. Religious differences may rise and actually historically rose tensions and even wars. In the history, Christians also caused wars and were a threat to social integration and peace, despite the fact that Christianity is a religion of peace. God in Christians’ vision is a God of peace, and the birth of Son of God was to give peace «among men in whom he is well pleased» (Lk 2,14b). Although Christians themselves caused wars, died in them, were murdered and had to fight, the social doctrine of Christianity is focused on peace. Also the social thought of the Roman Catholic Church strives to build peace. Over the years, the social teaching of the Roman Catholic Church was formed, which sees the conditions and foundations for peace. These are: the dignity of the human person, the natural law, human rights, common good, truth, freedom, love and social justice. The development of the Roman Catholic Church’s teaching on peace was contributed by popes of XX century: Pius XI (1922–1939), Pius XII (1939–1958), with high impact – John XXIII (1958–1963), Paul VI (1963–1978), Pope John Paul II (1978–2005) and Pope Benedict XVI (2005–2013). After Pope Benedict XVI’s resignation, the most important role of the preceptor in the Church of Rome fulfills Francis – the pope from Argentina. Although his pontificate is not long, and teaching is not complete, but you can tell that he continues to build the social doctrine of the Roman Church in matters of peace through the development of so-called «culture of encounter». Based on selected speeches and letters of two years’ pontificate of Francis, the first figure of «culture of encounter» can be lined out as a way of preventing and resolving tensions in the contemporary world. Fundamentals of the concept of dialogue Francis created in the days of being a Jesuit priest and professor at Jesuit universities. He based it on the concept of Romano Guardini’s dialogue. Foundations of the look at the dialogue – in terms of Jorge Mario Bergoglio are strictly theological: God enters into dialogue with man, what enables man to «leaving himself» and enter into dialogue with others. Bergoglio dealt with various aspects of the dialogue: the Church and the world, culture and faith, dialogue between religions and cultures, dialogue inter-social and inter-national, dialogue rising solidarity and co-creating the common good. According to him the dialogue is a continuous task, not a single event; is overcoming widespread «culture of effacement» and «culture of fight» towards a «culture of encounter»; it releases from autism, isolation, gives strength and meaning of life, renews the ability to listen, lets looking at community in the perspective of the whole and not just selected units. As Bishop of Rome Jorge Mario Bergoglio continues and develops his idea of «a culture of dialogue and encounter». In promoting dialogue, he sees his own mission and permanent commitment imposed on him. He promotes the atmosphere – a kind of «music» – of dialogue, by basing it on emotions, respect, intuition, lack of threat and on trust. The dialogue in this sense sees a partner in each person, values the exchange always positively, and as a result it leads to making life ethical, bringing back respect for life and rights of every human being, granting the world a more human face. «Culture of encounter» has the power of social integration: it removes marginalization, the man is the goal not the means of actions, it does not allow a man to be reduced to a mere object, tools for profit or authority, but includes him into a community that is created by people and for their benefit. Society integrated in this way, constantly following «culture of encounter» rule, renews itself all the time and continually builds peace. All people are called to such building: believers and those who do not believe, all of good will. Also, the heads of state have in this effort of breaking the spiral of violence and a «culture of conflict» – both in economic and political dimension – big task and responsibility. Pope Francis reminded about this in a special letter to president of the Russian Federation Vladimir Putin on September 14, 2014 year. In the letter he wrote: «it is clear that, for the world’s peoples, armed conflicts are always a deliberate negation of international harmony, and create profound divisions and deep wounds which require many years to heal. Wars are a concrete refusal to pursue the great economic and social goals that the international community has set itself, as seen, for example, in the Millennium Development Goals. Unfortunately, the many armed conflicts which continue to afflict the world today present us daily with dramatic images of misery, hunger, illness and death. Without peace, there can be no form of economic development. Violence never begets peace, the necessary condition for development». On thebasis of the current teaching of PopeFrancisthe following conclusion can be drawn, thatthe key topeace in the worldin many dimensions- evenbetweenreligions–isadialoguedeveloped under «cultureof encounter».

Kant’s views on space and time as well as his doctrine of the categories of understanding attracted the attention of thinkers belonging to the Russian spiritual-academic philosophical tradition of the nineteenth and early twentieth centuries. A prominent representative of these was Fyodor Golubinsky. He was among the first to react to Kant’s “Copernican turn”. He did not merely study the epistemological ideas of Kant but embraced them and modified them in the framework of his own philosophical teaching. To determine why Golubinsky turned to Kant’s ideas, to what extent he shared them and with what he disagreed and why, I propose to reconstruct Kant’s and Golubinsky’s ideas on space and time and to compare their doctrines of the categories of understanding. I come to the conclusion that Golubinsky borrowed some propositions of Kant’s theory of space and time, specifically, the procedure of identifying forms of sensibility — space and time — their a priori character, their being part of sensible intuitions and, finally, their definition as essential properties of sense perception. Golubinsky, unlike Kant, considers space and time to be objective. In his doctrine of the categories of understanding Golubinsky follows Kant in that the foundation of the categories of understanding is the unity of self-consciousness but he attributes the unity of self-consciousness to reason’s idea of the Infinite, whereas Kant sees it in the understanding. With some reservations, it can be said that Golubinsky adopts Kant’s table of categories but changes their order. As for the meaning of the categories, for Golubinsky they are not merely laws of cognising things, but laws of their being. In conclusion, I show that Golubinsky forms his epistemological concept in polemics with Kant, borrowing from him only those propositions which fit his metaphysics or modifying them to that end.

The paper discusses the early days of translation in China which began with the translation of Buddhist texts from Sanskrit into Chinese. The article addresses one of the most difficult and dramatic periods in the history of translation activities, the era of Three Kingdoms (220-280). First efforts of the Buddhist missionaries in translating the Buddhist texts from Sanskrit into Chinese are poorly studied in the Russian science. The article aims to fill the gap. This goal sets the following tasks: (1) to analyze the translation activities in the kingdoms of Wei (220–265) and Wu (222–280) during Three Kingdoms period; (2) to show the place and role of the translators of these kingdoms in the development of the translation tradition in China; (3) to consider the quality of the Buddhist texts translations and their contribution to the development of Buddhism in China. The study shows that Buddhist missionaries who came to China from India and the countries of Central Asia during the Three Kingdoms period played an important role in the spreading of Buddhism. Their search for methods and tools to give the sense of Sanskrit texts in Chinese, which experience had had no experience of assimilation before Buddhism, prepared a fertile ground for the emergence in China of such translations of Buddhist literature that were able to convey the exact meaning of Buddhist teachings. The activities of the Three Kingdoms Buddhist texts translators reflected the rise of Indian Mahayana Buddhism and its texts formation. The article draws on bibliographic works of medieval authors: Hui Jiao’s “Gao Sen Zhuan” (“Biography of worthy monks”), Sen Yu’s “Chu San Zang Ji Ji” (“Collection of Translation Information about Tripitaka”), Fei Changfang’s “Li Dai San Bao Ji” (“Information about the three treasuries [during] historical epochs”), which figure prominently in Buddhist historiography. Also the authors draw on the latest Chinese research summarized in the monograph: Lai Yonghai (ed.). “Zhongguo fojiao tongshi” [General History of Chinese Buddhism]. Nanjing, 2006.

The object of this research is the Buddhist doctrine of non-self; while the subject is the content of this doctrine and its evolution with the course of time. Special attention is given to demonstration of the fact that initially the Anatta doctrine did not imply the denial of existence of the subject (self) as such. The author examines such aspects of the topic as the doctrine of non-self in the early Buddhism (P&#257;li Canon) and the problem of interpretation of the phenomenon of self in modern Buddhism, including by such cultural and philosophical figures as Ngawang Lobsang Tenzin Gyatso (14th Dalai Lama). The novelty of the conducted research consists in carrying out the first in Russia comprehensive study of Buddhist doctrine of non-self and outlining a new perspective on the problem. The author&rsquo;s special contribution is lies in translations of the passages from Sutta dedicated to Anatmavada, which allowed formulating the fundamentally new conclusions. The following conclusions were made: 1) throughout history, Anatmavada underwent a difficult path from solely soteriological teaching that did not imply denial of self or subject to the open denial of subject in Buddhism of later period (the author sees recent interpretation of Anatmavada as incorrect); 2) two concepts of Anatta in early Buddhism can be determined: more common Anatmavada-2 and more &ldquo;marginal&rdquo; Anatmavada-1, which tends to denial of Anatta; 3) Anatmavada has evolved over the course of history from Anatmavada-2 to more nominalistic interpretations observed in the Buddhism of later period in form of the denial of self as such; 4) early Buddhism is not interested in ontological discourse on the existence of self; 5) Skandha in early Buddhism should be viewed from soteriological perspective &ndash; as a subject for meditation on the emergence, existence and elimination of certain moments of experience.

В статье рассматривается проект издания православного журнала «Апологет», предложенный святителем Феофаном в 1861 г. в письме к К. К. Зедергольму (впоследствии иеромонаху Оптиной пустыни Клименту). Святитель Феофан предложил состав редакционной коллегии, основные рубрики журнала, подробно описал методику работы редакционного коллектива. В числе ближайших соратников святителя были А. Д. и К. Д. Ушинские, С. О. Бурачок, В. И. Аскоченский, Н. В. Елагин и др. Проект по изданию журнала получил одобрение прп. Макария Оптинского. Новое издание, призванное защищать православную веру и нравственность, было особенно актуальным в эпоху ослабления цензуры и резкого увеличения периодических изданий либерально-западнического направления. Проект журнала с говорящим названием «Апологет» свидетельствовал об активной позиции святителя Феофана в области церковно-общественной жизни России второй половины XIX в., показывал его постоянную ревность о защите православия, готовность к борьбе с различными сектами и лжеучениями. К сожалению, проект по изданию журнала не был реализован. The article discusses a project publication of an Orthodox journal called “The Apologist”, proposed by St. Theophanes in 1861 in a letter to K. K. Zederholm (later hieromonk of the Optina Hermitage Clement). St. Theophanes suggested members of the editorial board, the main headings of the journal, described in detail the working methods of the editorial team. Among the closest companions of the saint were A. D. and K. D. Ushinsky, S. O. Burachok, V. I. Askochensky, N. V. Elagin, and others. The project of publishing the journal was approved by the St. Macarius of Optina. The new edition, designed to protect the Orthodox faith and morality, was particularly relevant in an era of weaker censorship and a sharp increase in the periodicals of a liberal-Westernist direction. The project of the magazine with the meaningful name “The Apologist” testified to the active position of St. Theophanes in the field of church and public life in Russia in the second half of the 19th century, it showed his unremitting zeal in protecting Orthodoxy, his readiness to fight various sects and false teachings. Unfortunately, the project for the publication of the journal was never realized.

Стремительно развивающийся процесс цифровизации экономики обусловил динамические изменения в среднем профессиональном образовании. Цифровая экономика выступает одним из основных источников образовательного целеполагания. Социальный заказ к результатам среднего профессионального образования (СПО) сформулирован в перечне формируемых профессиональных и общих компетенций, содержание которых существенно меняется под влиянием цифровизации. Введение федеральных государственных образовательных стандартов ставит перед профессиональными образовательными организациями задачу по выполнению их требований. Актуальной становится проблема выбора методов, технологий обучения, направленных на формирование у студентов общих компетенций и принципов, способов, методов их оценки. Вопрос формирования общих компетенций студентов на всех этапах обучения и воспитания является одним из актуальных в практике среднего профессионального образования России. Анализ нормативно-правовых документов, теоретических подходов, условий и результатов практической учебно-воспитательной деятельности позволил выявить актуальность и специфику процесса формирования у студентов СПО общих компетенций в условиях цифровых возможностей. Рассмотрены определяющие факторы, возможности внеурочных дистанционных состязательных технологий. Определена структура и разработана структурно-функциональная модель формирования общих компетенций студентов системы среднего профессионального образования в процессе внеурочных дистанционных состязательных образовательных мероприятий, представляющая целостную дидактическую систему, состоящую из структурных компонентов: целевого, средового, содержательного, процессуально-оценочного блоков. В представленной педагогической модели отражены необходимые элементы, образующие педагогический процесс. Включенные в модель составные части взаимосвязаны, несут определенную смысловую нагрузку и обусловливают друг друга. Особенностью педагогической модели является целенаправленное применение специальных механизмов формирования общих компетенций студентов, используемых в дистанционных образовательных технологиях для организации внеучебной состязательной деятельности. Практическая значимость исследования заключается в определении организационно-педагогических условий формирования общих компетенций студентов и использовании разработанной модели в образовательном процессе СПО в условиях цифровизации. The rapidly developing process of digitalization of the economy has led to dynamic changes in secondary vocational education. The digital economy is one of the main sources of educational goal-setting. The social order for the results of secondary vocational education is formulated in the list of formed professional and general competencies, the content of which changes significantly under the influence of digitalization. The introduction of Federal State Educational Standards sets professional educational organizations the task of meeting their requirements. The problem of choosing methods and technologies of teaching aimed at forming student’s general competencies and principles, ways and methods of their assessment becomes urgent. The issue of the formation of general competencies of students at all stages of training and education is one of the most relevant in the practice of secondary vocational education in Russia. The analysis of normative legal documents, theoretical approaches, conditions and results of practical educational activities allowed us to identify the relevance and specifics of the process of forming general competencies among students of secondary vocational education in the context of digital opportunities. The article considers the determining factors, the possibilities of extracurricular distance competitive technologies. The structure is defined and the structural and functional model of formation of general competences of students of the system of secondary vocational education in the process of extracurricular distance competitive educational events is developed, which represents an integral didactic system and consists of structural components: target, environmental, content, procedural and evaluation blocks. The presented pedagogical model reflects the necessary elements that form the pedagogical process. The components included in the model are interrelated, carry a certain semantic load and determine each other. A special feature of the pedagogical model is the purposeful application of the conditions and opportunities used in distance educational technologies to the extracurricular competitive activities of students in order to form common competencies. The practical significance of the study is to determine the organizational and pedagogical conditions for the formation of general competencies of students and the use of the developed model in the educational process of secondary vocational education in the context of digitalization.

Настоящая статья развивает предшествующие исследования автора, посвящённые путям рецепции паламизма в русской мысли начала - первой половины XX в. Здесь реконструируется исторический и интеллектуальный контекст рецепции паламизма у С. Н. Булгакова и Г. В. Флоровского, и показывается, как формировалось понимание паламизма Флоровским в контексте его полемического отталкивания от софиологии Булгакова. Выделяется два этапа в обращении Г. В. Флоровским к паламитскому богословию: в 1920-х и в 1950-х гг. В данной статье рассматривается первый из этих этапов, связанный с общением Г. В. Флоровского с С. Н. Булгаковым в 1920-х гг. В этой связи рассматривается софиологическая проблематика у С. Н. Булгакова и выделяется допаламитский (1910-е) и паламитский (1920-е) этапы в софиологии последнего. В своём фундаментальном труде «Свет Невечерний» (1917) Булгаков упоминает о Софии как о «четверной ипостаси» в Боге. Желая смягчить это учение, в статье «Ипостась и ипостасность» (1924) Булгаков вводит понятие «ипостасности», как относящееся к Софии, и привлекает паламитское различение сущности и энергий, соотнося Софию с божественной энергией, наделяя таким образом энергию «ипостасностью». Этот ход содержит пантеистические тенденции. Также, Булгаков предлагает «формулы паламизма», предполагающие, что божественность энергий Божества иная, чем сущности. Автор реконструирует интеллектуальный контекст этих формул и показывает их зависимость от трактовки паламизма П. А. Флоренским и С. В. Троицким (при том, что они были по разные стороны баррикад в имяславских спорах). Далее автор обращается к переписке Г. В. Флоровского с С. Н. Булгаковым 1926 г. и анализирует отражённую в ней полемику Флоровского с булгаковским софиологическим паламизмом. Автор показывает, что в ходе этой полемики Флоровский, желая элиминировать тенденцию Булгакова к гипостазированию энергии, говорит об энергии как об акциденции. Затем автор обращается к программному сочинению Флоровского «Тварь и тварность» (1928) и показывает, что в нем предлагается новое прочтение паламизма по сравнению с трактовкой паламизма у Булгакова (и Флоренского). В отличие от других исследователей, автор находит в этом сочинении прямую полемику с «Ипостасью и ипостасностью» Булгакова, касающуюся темы ипостасности энергии. Кроме того, Флоровский здесь пересматривает представление об энергии как акциденции и настаивает, что энергии - это тот же Бог, что и божественная сущность. Автор видит в этом новое для своего времени прочтение паламизма и первый шаг неопаламитского движения XX в. This article develops previous studies of the author on the ways of reception of Palamism in the Russian thought of the early 20th century. Here he reconstructs the historical and intellectual context of reception of Palamism in Sergius Bulgakov and Georges Florovsky, and shows how Florovsky’s understanding of Palamism was formed in the context of his polemical repulsion from Bulgakov’s Sophiology. The author distinguishes two stages in Florovsky’s appeal to Palamite theology: in the 1920s and the 1950s. In this article, the first of them is considered. This stage was due to the fact of the communication between Florovsky and Bulgakov in the 1920s. In this regard, the author considers Bulgakov’s Sophiology, and highlights Pre-Palamite (1910s) and Palamite (1920s) stages in it. In his fundamental work “The Unfading Light” (1917), Bulgakov mentions Sophia as the “fourth hypostasis” in the Godhead. In order to soften this teaching, in his article “Hypostasis and Hypostaticity” (1924) Bulgakov introduces the concept of “hypostaticity” as referring to Sofia, and introduces the Palamite distinction between essence and energies, taking Sofia as a divine energeia, thus endowing an energeia with “hypostaticity”. This step contains pantheistic tendencies. Also, Bulgakov offers the “formulas of Palamism”, suggesting that the divinity of the energies is different from one of the essence. The author reconstructs the intellectual context of these formulas and shows their dependence on the interpretation of Palamism by Pavel Florensky and Sergius Troitsky (despite the fact that they were opponents in the Name-Glorifying dispute). Next, he turns to the correspondence of Georgy Florovsky with Sergei Bulgakov in 1926, and analyzes Florovsky’s polemics with Bulgakov’s sophiological Palamism reflected in it. It is shown that in the course of this polemic, Florovsky, wishing to eliminate Bulgakov’s tendency to the hypostatizing of energeia, speaks of energeia as an accident. Then the author turns to Florovsky’s essay “Creation and Createdness” (1928) and shows that it offers a new reading of Palamism in comparison with Bulgakov’s (and Florensky’s) interpretation of it. Unlike previous researchers, the author sees in this work a direct polemic with Bulgakov’s “Hypostasis and Hypostaticity” concerning the theme of hypostaticity of energeia. In addition, Florovsky here revises and rejects the idea of energeia as an accident and insists that energeia is the same divine as the substance of the Godhead. The author conceives this as a new reading of Palamism for that time and the first step of the Neo-Palamite movement in the 20th century.

The scientific article deals with the problems encountered in the teaching of Russian as a foreign language to foreign students through distance learning (DL) under conditions of the coronavirus pandemic and quarantine measures taken worldwide. DL has become the only form of education available in many countries of the world. The author speaks about the problems of access of students and teachers to Internet resources, about the selection and use of various Internet platforms in the process of DL. The author shares his experience in organizing and administering lessons, midterms and examinations online. In the article, the author discusses the advantages and disadvantages of DL, the academic, psychological problems of students and teachers, the need for electronic content for each educational programs, ICT competency development courses for teachers and improving DL management. The author sets out the tasks to be carried out by the officials of the Ministry of Education, universities and by teachers ahead of the new school year. The pandemic is ongoing and every effort should be made to use DL in a wider format.

Area Studies and Study Abroad in the 21st Century The future now belongs to societies that organize themselves for learning. - Ray Marshall and Marc Tucker, Thinking for a Living, xiii Few today would argue with the conviction that nearly every phase of our daily lives is shaped and informed by global societies, corporations, events and ideas. More than ever before, it is possible to claim that we are increasingly aware of the dynamic power and penetrating effects of global flows on information, technology, the sciences, the arts, the humanities, and languages. Borderless, spaceless and timeless, such sources of knowledge, it appears, are effortlessly digested and disseminated without clocks, calendars, or physical limitations. It is, of course, a mistake to believe that packages of “instant” knowledge that appear to wing their way at megahertz speeds in and through our earthly lives account for all or nearly all that there is to know—or, more importantly, to learn—about our communities, regions and the globe itself. On the contrary: the “knowing” about how to live, to work, to prosper, or to understand ourselves and those around us is not what educators mean when they speak of intellectual achievement and practical understanding. It is the “learning” about us, our societies and our global knowledge that lies at the heart of the international educator’s life work, and it is the learning that is the most controversial aspect of education. The act of “learning,” in fact, is less objective and more subjective, is less passive and more active, and is less superficial and more profound in each of our lives. By definition, a responsible learner is one who takes on the intellectual challenge and the social and personal obligation to leave this globe a better place for those who follow, who assumes the life work of influencing the lives of others, and who is committed to making the best of every opportunity both within the reach and beyond the vision of the mind’s eye. Study abroad has traditionally been viewed as a time of seeing and viewing, however passively, the differences and similarities of other peoples, societies and cultures. The period of knowing about what others do or say can occur at any time during one’s life; however, the “knowing” of studying abroad is accomplished in the college years prior to the accumulated knowledge about practical learning and living. In this respect, study abroad has been seen as an experience which may or may not invest the students in greater or lesser insights about the peoples, societies or cultures around them. Further, when study abroad is bound up with travel or movement from place to place, it can become a passive act, so much so that travel rather than learning becomes the goal of the study abroad experience. Simply put, the more that one travels, the more, it is argued, one learns. Furthermore, while seen as desirable for “classroom learning,” some would say that no amount of academic preparation appears to be useful in the enterprise of the travel experience, since so many experiences are unpredictable, individualized and, in some cases, arbitrary. From the perspective of study abroad, it might be said that the gods of area studies no longer completely fulfill our students’ needs, while the gods of global studies have not yet fulfilled their promises. Janus-like, international educators look in one direction at a still highly intense and valued picture of local cultures and identities, and in another direction toward an increasingly common culture, economy and society. The former appears to celebrate the differences and “uncommonness” of the human experience while the latter smoothes over the differences to underscore the commonalities and sameness of our contemporary world. The choice appears to be between the particular and the universal, the local and the global. Academic preparations, such as area studies programs, appear to be unnecessary for the individualized forms of learning, such as study abroad. Indeed, since an area studies preparation may raise or strengthen stereotypical perceptions of the overseas peoples, societies and cultures, it has been argued that it best be left aside. In this context, students are viewed as a tabula rasa on which new discoveries from living and studying overseas leave an imprint or impression. It seems that sending as many students as possible in as many directions as possible has become the dominant study abroad objective. Thus, “whole world” presentations and documentation often rely on the “other” as the learning objective with little or no attempt to discriminate or distinguish the levels of learning that such “whole world” immersion entails. In recent times, additional concerns about liability, health, safety and comfort levels have been added to the “pre-departure” orientations and training programs. The “student as self-learner” continues to be viewed and treated as a “customer knowledge-consumer” within both U.S. private and public colleges and universities. In the age of “globalization,” it is the conviction of the editors of Frontiers that knowledge consumption is only a small aspect of the 21st century international educators’ arsenal. More importantly, it will be argued in this special issue on area studies and Study Abroad that the intellectual development of the U.S. undergraduate needs to be enhanced with skills of self-learning and transdisciplinary perspectives on local and regional cultures and languages. The authors contributing to this special thematic issue of Frontiers have been asked to bring their state-of-the-art thinking on area studies to bear on the key question confronting study abroad: How does specialized understanding of geographical and cultural areas of the world enhance and strengthen undergraduate learning on and beyond our campuses? In other words, in what ways do area studies inform overseas learning through the activity of study abroad? The variety of responses demonstrates two principal ways in which area studies has begun to reformulate its goals and strategies. First, area studies reaffirms a commitment to local and regional comprehensive research and teaching, and redefines its mission in terms of the need to come to grips with local knowledge and specific social and cultural practices within a globalized world. Second, area studies specialists question long-held definitions of concepts, including those of “geographical area” and “globalization,” in order to maximize contributions to U.S. undergraduate learning. David Ludden begins our issue with a review of the Social Science Research Council and the Ford Foundation’s understanding of the transition in area studies from the Sputnik era to the globalization era. Ludden notes the faculty dilemma in working in an “area.” He points out the political interests of the Cold War for public funding of such specialized academic skills, skills which, whether funded by the government or not, were and continue to be defined by the scholar first and then by finances. Drawing on his own experience at the South Asia Institute at the University of Pennsylvania, Ludden takes the reader through the intellectual rationale for area studies, and how that rationale is being redefined in favor of stronger area studies in the present globalization era. Gregory Kulacki’s study of China and the Chinese experience points accurately to one approach to defining area studies; that is, in terms of the peoples and cultures studied. In a sense, Kulacki makes it clear that Chinese studies is “legitimate” and has authority as long as it reflects the Chinese themselves, their experiences and lives. Ann Curthoys, on the other hand, notes the growing importance of defining Australians and Australian studies not only in terms of the changing experiences of contemporary Australia, but also in terms of the demands of non-Australians, who ask for more precision in defining Australians, their history, society and cultures. Richard Beach and George Sherman take on a more difficult matter, at least from the viewpoint of U.S. faculty and students. Canada is rarely seen as a study abroad site for U.S. students, not only because of its geographical position but also for its cultural and historical proximity. The overall U.S. view, albeit unflattering, is that Canada and Canadians are very much like the U.S. and Americans, so why study in Canada? Beach and Sherman argue that history, languages, and borders do make a difference, both physically as well as culturally. Using the argument of the previous area studies specialists, they are interested in the ways that Canadians have shaped and informed their cultural and social identities in the teeth of U.S. economic and political domination in the region. The implications of globalization are, perhaps, more immediately evident in the Canadian case than in any other world region. U.S. students would do well to observe the processes of adaptation and acculturation first-hand by studying and living in Canada. James Petras gives us a broader vista of regional adaptation to the economic and political forces of globalization with his essay on Latin America. Indeed, Latin America has a dynamic similar to that of Canada due to its physical, cultural and historical proximity to the U.S. It would be a mistake to see Latin America only in terms of the north-south regional dynamics, since Europe, Asia and Africa have also shaped both past and present structures and institutions within that region in ways far more dramatic than has the United States. Study abroad, Petras reminds us, is an excellent way of learning directly about Latin American societies, cultures and politics from Latin Americans themselves, a learning that may be widely different from the official U.S. diplomatic and corporate perspectives. Finally, the very familiar world regions, such as England, offer in some cases more challenges to the U.S. undergraduate than might be expected. Jane Edwards looks at Britain and all that U.S. students may or may not know about that culture and society. The study of Britain lends itself, Edwards argues, to more than the usual challenges, due to the preconceived notions that U.S. students bring with them to, say, London. Understanding the “European-ness” of Britain and its historic relationship with continental Western Europe will justify the need to see Britain as less familiar and more complex, thus necessitating the need to study, visit and live in parts of Britain and Western Europe. In this case, the area does define the country, its identity and culture in a historical interplay of social, cultural and economic forces. David Lloyd, Philip Khoury and Russell Bova invite the reader to return to large regional perspectives through African, Middle Eastern and Russian area studies. David Lloyd presents an analysis of the broad and immediate contexts of African studies. While recognizing the difficulty of establishing consistently causal links between African studies and study abroad in Africa, he delineates the significance of local, experience-based study for the development of collaborative African studies research. Lloyd argues that the benefits of study abroad in Africa to African studies belie the relatively small number of students involved. Further, assessment for funding and other purposes needs to utilize criteria that take into account the challenges of on-site study in Africa and the depth of post-study abroad participation not just in African studies per se, but in other related areas as well. Considering the recent past of Middle East studies, Philip Khoury charts its response to post-Cold War criticism. He illustrates new directions the field is taking towards including different geographic areas, and new emphasis in organizational priorities, noting the importance of funding for providing first-hand contact for students in Middle Eastern studies with scholars from the Middle East. Khoury assesses the impact of recent historical and political events in the area on Middle Eastern studies, and looks toward more inclusive research efforts. Russell Bova examines another region that has undergone considerable political, social and economic change in the 20th century. Having moved from empire to soviet socialist states and now to a confederation of nation states, Russia and, naturally, Russian area studies, offer an excellent example of local and regional complexities both in the nomenclature of the region and in the changes in Russian studies programs. Bova illustrates the need to understand the specific dynamics of local communities in their relationship to larger administrative units such as provinces, states and national capitals. In referring to the “double transition” of contemporary Russia, Bova reminds us that globalization is both a grass roots and elite process with many unlikely “bedfellows” that is also changing more rapidly each decade than had been the case fifty years ago. Finally, Richard Falk and Nancy Kanach collaborate to discuss the ways in which globalization and study abroad are emerging in the post-Cold War period. The sudden shifts of economic and political power make our world more fragile and more difficult to comprehend without considering the “computer gap” that is rapidly leaving whole communities and even nations in a more uneven relationship with the power brokers than ever before. The need to reflect with care and precision through area studies is complemented by the additional pressing need to study, see and learn outside of the U.S. Globalization means promoting study abroad and reaffirming the strengths of local and regional studies. Taken together, these essays invite international educators to reconsider notions of learning before, during and after study abroad. The writers view study abroad as an opportunity for social and intellectual engagement with other peoples and with oneself. The essays point to a variety of ways of intellectually preparing our students for their initial encounters with sets of real-life global experiences. Reflecting on such engagement and encounters allows students to begin to formulate, with increasing sophistication, specific and general concepts about individual differences, local and regional commonalities, and the global transformations of our present era. In light of the current area studies debates, we might also reconsider approaches to pre-departure preparations, create onsite projects, and reorganize the overseas curricula of study abroad programs themselves. In particular, students can continue to benefit from area and global studies programs back on the home campus upon their return, where they can enter effectively into scholarly debates and continue the learning and personal growth that began while they were abroad. Frontiers welcomes comments and suggestions for future special issues. We see ourselves and our field of international education in greater need of close cooperation with our faculty colleagues both in terms of defining the work of international learning, and in terms of formulating and designing international or global programs. We thus invite our readers to see Frontiers as a forum for such academic exchanges, and promise that Frontiers will respond to articles, essays, book reviews and reviews of resources for study abroad with collegial interest and enthusiasm. We wish to thank especially Brian Whalen, Rhoda Borcherding and our other colleagues on the Editorial Board for their support, encouragement and assistance in completing this special issue. We are particularly pleased with the authors and their willingness to listen to our requests and comments. Thomas Ricks, Villanova University Katharine Krebs, SUNY Binghamton Michael Monahan, Macalester College Suggestions for Further Reading Altbach, Philip G. and Patti McGill Peterson, eds. Higher Education in the 21st Century: Global Challenge and National Response. IIE Research Report Number 29. Annapolis, MD: IIE Books, 1999. This slim volume focuses on principal topics for colleges and universities to consider both locally and globally. Philip Altbach and Todd Davis set the tone of the volume with their “notes for an international dialogue on higher education.” Stressing the need for practical education, the authors also raise issues about the role of technology, the increase in “internationally mobile students,” the global role of graduate education, privatization of higher education, committed faculty and the threats of “managerialized” universities. The eight responses to the opening themes address specific issues for China, India, Africa and South Africa, Latin America, Japan and Europe. The work is a very good discussion text for international educators and their area studies faculty colleagues, and also provides a theoretical basis for the design and development of overseas programs. Stephen R. Graubard, ed. “Education Yesterday, Education Tomorrow.” Daedalus. Vol. 127, No. 4 (Fall, 1998). The eleven authors of this issue of the Journal of the American Academy of Arts and Sciences build off the Fall 1995 issue of Daedalus and its topic of “American Education: Still Separate, Still Unequal.” While neither accepting nor rejecting the thrust of A Nation at Risk, the authors look both at what has occurred over the past three decades, and at what is on the horizon for the next decade. In stressing reforms of systems and innovative ways of learning, the authors’ discussions invite the international educator to address a variety of ways in which students learn and to challenge the system in which they thrive. WWW. NAFSA.ORG/SECUSSA.WHYSTUDY In 1989, NAFSA and COUNCIL created the Whole World Committee (WWC). Initially chaired by John Sommers and now chaired by Mick Vandenberg, the WWC set out to find ways by which U.S. students could and would choose non-European overseas sites for a semester of study and learning. One of the tasks that the WWC accomplished was the creation of four area study essays on Africa, Asia, South America and the Middle East. Each essay, entitled “Why Study in …,” addresses basic fears and stereotyping of the non-European world regions. The essays then focus on benefits, health and safety, “getting started,” housing, and practical learning in each of these regions. In newly-attached longer versions, the essays also have a bibliography and more informative texts. The shorter versions were published serially in Transitions Abroad. NAFSA has added two additional important essays to this website, on “Class and Study Abroad” and “An African-American in South Africa.” Overall, the readers of Frontiers will be well-advised to access the articles at the website and consider using all the essays in their pre-departure orientation training, faculty area studies discussion groups, and in welcome-back sessions for returning students. Richard Falk. Predatory Globalization: A Critique. Cambridge, UK: Polity Press, 1999. The thesis of Richard Falk’s critique is that “predatory globalization’ has eroded, if not altogether broken, the former social contract that was forged between state and society during the last century or so” (p. 3). The breaking of that contract resulted from the state’s “deference to the discipline of global capital” and the neglect of the common good. Falk argues that only the “massing of strong transnational social pressures on the states of the world could alter the political equation to the point where the state could sufficiently recover its autonomy in relation to the world economy.” He demonstrates the emergence of a new kind of transnational politics referred to as “globalization-from-below.” In restoring “global civil society,” this new politics will need to move forward with the project of cosmopolitan democracy, including the protection of human rights. For the international educator, creating overseas programs that allow for a better understanding of the interconnectedness of regional and global levels is an admirable goal. More important, however, are those programs that offer U.S. undergraduates insights into “world order priorities” such as global poverty, protection of the planet, the sources of transnational violence, and “responsible sovereignty” in ways rarely found in traditional classroom learning on our campuses. Mark Tessler, Jodi Nachtwey and Anne Banda. Eds. Area Studies and Social Science: Strategies for Understanding Middle East Politics. Bloomington and Indianapolis, IN: Indiana University Press, 1999. This edited work addresses a wide range of issues involved in the “rational choice” versus area studies debate that is so well elucidated by David Ludden in the opening article of our special issue. Looking at the “area studies controversy” from the perspective of political scientists, the editors’ Introduction underscores questions that we international educators need to address ourselves. It is valuable to wonder about the “uses and abuses” of area studies in planning our overseas programs, or discussing the “internationalization” of our curricula. It is also critical to understand the Eurocentric and overly-simplistic approaches of the social science “rational choice” models. While agreeing that both area studies and the social science theories and methodologies are necessary for a global understanding, the present work places such questions within the context of the Middle East as a stimulus and a model for increasing the value of research about any country or region.