Open Lectures and Cultural Event at the Faculty of Philosophy and Psychology of YSU

<p>It has been argued that what marks the fully literate person in modern societies is the ability to reason effectively about what one reads and writes in order to extend one’s understanding of the ideas expressed by developing reasoning. Although current literacy theory and practices are being fundamentally altered (multiliteracies, multimodality) and put aside explicit instruction on argumentation, this capacity remains a fundamental element of literacy and of critical literacy. On the other hand, both experience and research findings reveal increasingly poor argumentation of students and their low ability to develop reasoning in the school and University context. A qualitative case study was carried out during the spring semester 2014-2015 in the Post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). A task assigned to 17 post-graduate students in the course of Teaching Literature triggered the conduct of the present research. Students were asked to indicate a number of strategies to support literary reading, drawing criteria from the Vygotskian theoretical concept of Zone of Proximal Development, as well as scaffolding instruction theory. In these tasks we found that students had problems using the criteria and evidence reasoning; they simply described some literary reading strategies without developing a rationale on why they are seen as supportive. The poor argumentation of almost all post-graduate students’ work, which the 17 students recognized during the process of correction, led us to investigate the causes from the subjective perspective of those involved. That is the purpose of the research: to reveal the causes to which the post-graduate students themselves attribute their low ability to use criteria, to argue and develop reasoning. The main sources of data for this case study were the focus group discussion with 11 students of the above mentioned group, and 17 individual semi-structured interviews. The method of analysis used is grounded theory. The qualitative data were analyzed without an existing theoretical framework, by the method of constant comparison, so that they could develop by themselves some theoretical considerations that would contribute to the understanding and the interpretation of the phenomenon. The categories emerged open, axial and selective coding became the basis for theoretical perspective literacy as a socially constructed process. Key findings highlight the causes of their low ability to develop reasoning and attribute it to: a) the new social literacy practices resulting from evolving web technologies and primarily b) school practices which do not promote personal or critical thinking, but the skill of the students to know how to say "what must be said" about everything, thus weakening their cognitive as well as language use abilities. These results suggest the need for a research focus on the processes by which literacy is constructed in everyday life, through conversational exchanges and the negotiation of meanings in many different contexts of schooling. </p>

Student teachers that enter in a practicum program bring their own conceptions and beliefs about teaching and teacher’s role; they have a well-developed set of personal beliefs about teaching prior to entering their teacher preparation program. These personal beliefs or preconceptions could form new experiences and perspectives. Historical literacy, which returns as aim in epistemology and teaching of history, is defined by concepts, prominent among which retains the ability to develop historical reasoning. In this research historical literacy was investigated on the basis of fourteen post-graduate students’ ability to generate historical reasoning during a post-graduate course of History Teaching. A qualitative case study was carried out during the winter semester 2013-2014 in the post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). Fourteen (14) post-graduate students, enrolled in a postgraduate teacher education program had to conduct their compulsory practicum in Greek secondary schools during the second semester of their studies. The first semester, they attended the course “History Didactics” (the one of the two teachers of the course is the author of this paper). The aim of this study is to investigate whether and to what extent 14 post-graduate students cultivated the capacity of developing historical reasoning during the teaching of the course and during the six-month practicum in several school settings. Special focus was on developing the capacity of a) connection of historical events of the past with the present, b) interpretation of historical events through the examination of opposing historical sources, c) doing historical questions to students, which are key components of historical reasoning. The research questions of the survey are: a) What were the initial conceptions of the post-graduate student teachers for history teaching and b) whether and to what extent these conceptions seemed to vary and / or be transformed, concerning the developing of their historical literacy? Research data were collected by: a) transcribed teaching implementations of 14 students, b) transcripts of two-hour discussions between student-teachers and their university supervisor, which conducted after every teaching implementation, and c) transcripts of interviews of student teachers at the end of their practicum. Data were analyzed with the method of grounded theory. Data analysis revealed that the characteristics and dynamics of student teachers’ learning community formed during the university course and enlarged in two-hour discussions, were the central point for the development of their historical literacy. Specifically, mutual respect, climate favoring innovation, risk taking, the knowledge problematization and the supportive role of the university supervisor strengthened post-graduate students, who originally had a weakness in the production of historical reasoning, to conquer the specific components.

Psychobiology is an area of knowledge that deals with the biological basis of behaviour. Its concretion as a specific area of study originates in the confluence and development of other areas such as physiological psychology, experimental and comparative psychology, ethology, biology and the neurosciences. For some, psychobiology would be that part of the neurosciences that deals with the study of the processes of emotion, motivation, cognition and learning. Others are of the opinion that it covers a much wider area, and that its objective is rooted in the study of all biological mechanisms that govern behaviour — and these, undertaken from a philogenetic and ontogenetic perspective. In the last decade, we have witnessed the creation of psychobiology departments throughout the world. These departments participate in the teaching of faculties of medicine, psychology, biology and zoology. In some universities, these departments even contribute to the teaching imparted by the faculties of philosophy and educational sciences. Sooner or later, the universities teaching at a distance had to consider the creation of departments of psychobiology to attend to the up‐dating of the curriculum of diversive faculties. In the National University of Education at a Distance, U.N.E.D. (Madrid, Spain) the teaching of psychobiology is entrusted to a department of the same name which started during the academic year of 1982–83. Even though the experience is very short to be able to advance a complete evaluation, the difficulties encountered in the organization of the form and content of different courses imparted by the department of psychobiology (D.P.) could be useful to the reader. Therefore, these difficulties must be understood within the educational model of teaching at a distance at U.N.E.D.

Our interviewee is one of the most prominent personalities of Romanian academic and cultural life. Starting as one of Constantin Noica’s disciples, he begun his carrier as a philosopher, but in time he grew more and more acquainted with psychoanalysis, so that he finally came to embrace it as a full-time profession, not only as a professor, but also as analyst and director of the main psychoanalytical publishing house in Romania . His research activity spreads out on more than 30 years, during which he worked in the research institutes of the Romanian Academy (The Philosophy Institute, The Anthropology Institute) and in several faculties of psychology, philosophy and educational sciences within the University of Bucharest and “Titu Maiorescu” University. As philosopher, psychoanalyst, professor and researcher, Vasile Dem Zamfirescu is a vivid example of professional and academic excellence and also an active model for younger generations, in a cultural area profoundly marked by the inevitable side-effects of about half a century of communism.

The article we present is framed within a research project1, currently underway and is described using a biographical-narrative approach, the main objective of which is focused on identifying and studying the barriers and support students with disabilities find in the University of Seville. Although in the research process, we mention evidence of what is happening in the five fields of knowledge, in this article we focus only on the information provided by a group of students from the faculties of Education, Psychology and Philosophy. The results presented here belong to the first phase of the research project; in particular, we will focus on the barriers and support students with disabilities identified among faculty and the methodologies used during their university courses.

The article is devoted to the 95th birthday of Galina M. Andreeva, an outstanding scientist, a wonderful, bright personality. Memories about the scientific supervisor brings back to the 90s of the last century, when students were lucky enough to listen to lectures of G.M. Andreeva on social psychology, history of western social psychology (shared with N.N. Bogomolova and L.A. Petrovskaya) and psychology of social cognition. Readers can easily imagine the founder of the Social Psychology Department at the Faculty of Psychology of the Lomonosov Moscow State University. A person with an outstanding life, that could hardly have been imagined otherwise: a voluntary participation in the WW2, studies at the Faculty of Philosophy, the rebirth of sociology in Russia, the foundation of the Department of Social Psychology, and many generations of social psychologists.

Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Y. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of the main directions of research carried out under her leadership and with her direct participation. Methods. In this historical and psychological research, the oral and written speeches of N.F. Talyzina, as well as biographical and archival materials were analysed. Results. The article presents the main stages of the scientific biography of N.F. Talyzina. N.F. Talyzina completed her Cand. Sci. (Psychology) thesis on the topic “Inferences in solving geometric problems” under the supervision of P.A. Shevarev at the graduate school of the Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO). After defending the thesis in 1950 she began working at Moscow University. At Lomonosov Moscow State University N.F. Talyzina made her way from assistant (1950-1952), senior lecturer (1952–1960), associate professor (1960–1963) of the Department of Psychology of the Faculty of Philosophy to the head of the Department of Pedagogy of Humanities Faculties (1963–1966), and then head of the Department of Pedagogy and Educational Psychology (1966–1995) of the Faculty of Psychology created in 1966. In 1970, N.F. Talyzina defended her doctoral dissertation on the topic “Psychological foundations of managing knowledge acquisition.” In 1989, on the initiative of N.F. Talyzina a Training Center for retraining university employees in the field of psychological and pedagogical foundations of the educational process in higher education at the Faculty of Psychology of Lomonosov Moscow State University was created. In 1995 N.F. Talyzina left the post of the head of the department and for 20 years until 2015 she remained a professor at the above-mentioned Training Center. From 2015 until the end of her life N.F. Talyzina was a leading researcher at the Laboratory of Educational Psychology at the Department of Psychology of Education and Pedagogy. Conclusions. The ideas about the controlled formation of concepts developed by N.F. Talyzina not only received experimental testing, but were also used in organizing school and vocational instruction.

On September 21, 2025, the Department of Psychophysiology at the Faculty of Psychology, Lomonosov Moscow State University, will celebrate its 55th anniversary, in accordance with the order issued by Rector I.G. Petrovsky establishing the department. Just two days later – on September 23 – will mark the 105th anniversary of the birth of its founder, the eminent scientist, Professor, and Academician of the Russian Academy of Education, Evgeny Nikolaevich Sokolov (1920–2008). These dates are not only close on the calendar, but also symbolically highlight the enduring connection between the fate of the scientific school and that of its creator. The scientific school of E.N. Sokolov, whose formation began in 1953 with the establishment of the Laboratory of Analyzers within the Department of Psychology of the Faculty of Philosophy at Moscow State University, became a cornerstone in the development of Russian psychophysiology as an independent discipline at the intersection of psychology and the natural sciences. E.N. Sokolov’s contribution to world psychophysiology was recognized by its highest distinction – the “Centennial Award – 1998” from the International Organization of Psychophysiology under the auspices of the United Nations. This article is dedicated to the key milestones in the evolution of one of Moscow University’s most renowned scientific traditions – the scientific and pedagogical psychophysiological school founded by E.N. Sokolov.

The article discusses the features of the social protection system for children left without parental care in the Republic of Kazakhstan. The article reveals the problem of the development of innovative technologies in social work in SOS family-type children's villages, namely, the development of case management, and the objective need for their application in the process of supporting families and children in difficult life situations. The purpose of the article is to study the use of innovative technologies through the introduction of case management technology, as an important tool for supporting families and children left in difficult situations. To do this, the following tasks are solved: to give a complete picture of the algorithm of the case manager; to study the contribution of foreign researchers and compare it with the experience of SOS family-type villages. The main methods of research of the issue were historical and methodological study of scientific literature, synthesis and analysis of social work technology, meetings with the deputy director for the profile of social orphanhood and specialists of the SOS project of family-type villages, a training webinar within the framework of the studied problem with bachelors and undergraduates of the Faculty of Philosophy and Psychology of Karaganda University of the name of academician E.A. Buketov. The article shows that in the process of professional training of future social workers it is necessary to increase the level of knowledge and develop the skills necessary for the effective work of case managers of the project.

Currently, the number of democratic republics is largest in history. However, a number of events that took place in the 21st century – the change of political regimes after mass protests in Europe and some Arab states, along with a decrease in the electoral turnout and an increase in the level of political absenteeism (including in the countries with traditionally strong democratic traditions) have challenged the classical model of democracy. It seems that the classical model of democracy is a systemic crisis. Therefore, it is necessary to develop an optimal model for the new phase of development of society and its democratic structure. The article provides a brief overview of theoretical concepts of democracy, as well as describes a new model of government – PES (Power of Expert Society) developed by Russian scientists from of the Faculty of Philosophy and Psychology of the Dagestan State University. The PES concept focuses on decision-making. The participation of experts in the political process when forming government bodies includes an examination of election programs, an assessment of candidate; at the stage of control over the government bodies, a regular examination of their activities (political "audit") is required. The PEN concept has two versions. In the "strong" version, the expert communities are endowed with the functions of making political decisions (electing deputies, governors, mayors; dismissing). In the “weak” version, the decisions of expert communities are of a recommendatory nature, and the final decision is made by the voters.

The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at the university is revealed. The results obtained by the authors of the article demonstrate the greatest severity of all parameters of physical and psychological distress at first and fourth years of study. The non-adaptive nature of coping strategies used by students of different grades to stop the negative psycho-emotional experiences associated with stress in educational activities is disclosed. The necessity of psychological and pedagogical support of students in situation of academic stress is shown. The general characteristic of the support program developing personality resources of the students is given, taking into account new methodological approaches to skills and learning strategies.

The manual presents the brief content and assignments of the lectures of the “Social Mythology” course taught in the third year of the baccalaureate of the Chair of Philosophy of the Faculty of Philosophy and Psychology. The goal of the course is to analyze the nature and formation mechanisms of social myths, to understand the influence of social myths on mass consciousness and behavior, as well as to acquaint students with all the social, political and cultural processes that contribute to the emergence and spread of social myths. It will help the student to understand the main functions of social myths and identify the main mythological structure of the life, the main mechanisms and tools of mythologizing reality, and also will be able to evaluate the importance of demythologizing and rational understanding of reality.

The study of the predictor of academic achievements of first-year students, the indicator of which is calculated based on the final grades of academic achievements in academic performance are considered. Self-management skills were determined using the method of N. Peisakhov, and the sample included 90 first-year students of the Faculty of Philosophy and Psychology of the E.A. Buketov Karaganda University. Quantitative analysis was carried out using descriptive statistics and correlation analysis. The study showed that the self-management operation «predictor» can be considered as a predictor of student academic performance. The field of search for psychological predictors of students' academic performance is constantly expanding. For example, psychologists around the world are beginning to carefully study various aspects of self-management skills in vocational education in order to improve the academic performance of your students. Kazakh psychologists have established that self-management is a necessary condition for students' educational and professional achievements

The educational manual presents in details different stages of development of ancient philosophy, philosophical teachings of philosophical directions, schools and individual thinkers, shows the peculiarities of the types of Eastern and Western philosophy, views of the representatives of Greco-Roman philosophy, in particular Heraclitus, Socrates, Plato, Aristotle, Epicurus and others. The philosophical-historical material in this manual has been written in accordance with the requirements of the course “History of Ancient Philosophy”, taught for bachelors of the Chair of Philosophy of YSU Faculty of Philosophy and Psychology. However, it can also be useful for those who are interested in the history of philosophy in general, as well as ancient philosophy in particular.