Axiological Positions Research Articles

Students' hierarchy of values as an area of educational research. Practical recommendations

The article concerns the issue of learning the hierarchy of values shaped by students. The aim of this paper is to determine what values are, including philosophical, psychological, sociological, pedagogical perspectives, as well as to present recommendations for learning the values preferred by students. The article emphasizes the complexity of the category of values and addresses the issue of the existence of values. The solution to this problem is to adopt a specific axiological position. This allows for the creation of recommendations for learning the hierarchy of values shaped by students using the activating method. The article presents practical recommendations regarding learning the values preferred by students and the possibility for students to learning the values. The indicated recommendations can be used by the educators during the classes with school-age students.

CONTENT OF DEVELOPMENT OF AXIOLOGICAL POSITION IN FUTURE TEACHERS IN THE PROCESS OF HISTORY EDUCATION

In this article, the pedagogical, psychological and methodological features of the development of the axiological position in the process of teaching history to students of higher educational institutions are widely covered.

A paradigmatic dialogue-disagreement in a democratic school: A conceptual analysis of a soul-searching assembly meeting

In this article, I attempt to conceptually analyze points of disagreement among the students of the first democratic high school in Norway, The Experimental Gymnasium of Oslo (EGO). The clashes and disagreements among the students started heating up immediately after the school was opened in the fall of 1967. As they were learning how to run their school, the students discovered profound differences in their views of education and its purposes. Their deep disagreements about the meaning of education and conflicts about their school practices almost broke up their school right at the very start of its existence. Their different understandings of education erupted in a passionate and dramatic general assembly meeting, which they later referred to as the Soul-Searching Assembly. This four-and-a-half hour-long meeting was recorded and its transcript was published (Hem & Remlov, 1969). In this article, I analyze the dialogues from the assembly, looking for the students’ diverse ideological and conceptual positions, views, desires, and underlying values. The tensions and clashes the students voiced echo the profound paradigmatic differences in conceptualizing education throughout the modern history of education, from the Enlightenment until now, a few decades into the 21st century. The purpose of my analysis is to examine these paradigmatically different views and the concerns behind them. These radically different paradigmatic, conceptual, and axiological positions have an effect on what we may consider being good, ethical, just, and true for human existence, human relationships, and human rights in general, and especially in education. The EGO students’ intensive and urgent ontological need to explain their very different positions to each other allowed me to take a closer look into the tensions and conflicts still existing in the larger cultural-historical public sphere of discourse on education.

Scientific Discourse with the Key Term Artificial Intelligence

The authors argue that at present, a new scientific object, a discourse with the key term artificial intelligence (AI), has formed in the language of science. The state of the discourse is characterized as extremely debatable. From a substantive point of view, the articles have the object of AI technology, and the subject is the problems of the emergence of AI systems in various branches of human activity. The formation of AI discourse is at the initial stage, as evidenced by the elements of linguocreativity in the texts of institutional discourse, characterized by the lack of imagery, personalities and terminology. The authors emphasize the novelty of this phenomenon and the comprehensiveness of AI technologies with different words and word combinations with temporal and spatial semantics. In the discourse lexical means create the effect of speed, pressure, quantitative and qualitative growth of new AI systems. The key words of the new discourse are advantage, benefit, trust, challenges. The discourse is characterized by metaphorical language and a large number of personifications. From axiological positions the value of AI is not questioned. From the point of view of determining the author’s goal-setting, the purpose of the text in the discourse, new goals are affirmed, namely the justification of the opportunities and limits of the application of AI. The communicative strategy of the authors of the articles is aimed at creating the effect of readers’ involvement, synergy in achieving the goals. For this purpose, a variety of rhetorical means and techniques are used (personal pronouns, personal forms of verbs, rhetorical questions, oxymoron, phraseological expressions, winged words, epithets, etc.). At this stage of the existence of scientific discourse with the key word artificial intelligence is found similar to the artistic discourse, as there is the creation of a new scientific object, looking for approaches to its linguistic positioning, forms of putting forward the scientific result.

Is ‘diversity’ a liability or an asset in elite labour markets? The case of graduates who have benefited from a French positive discrimination scheme

ABSTRACT This article analyses the obstacles faced by graduates who benefited from a positive discrimination scheme at an elite French higher education institution. It adopts a Bourdieusian perspective enriched by research on the barriers encountered by socially mobile individuals from disadvantaged and stigmatised categories and studies the experiences of graduates who lack the economic, cultural, and social capital necessary to compete with traditional holders of elite positions and who, due to their ascribed characteristics and/or the positive discrimination label itself, are prone to self-eliminate from elite positions or be subjected to discriminatory practices. Using data collected through interviews with 42 beneficiaries of this scheme still in the early stages of their professional careers, the article shows that the graduates’ disadvantages and ways of coping with them, as well their chances of being stigmatised and reactions to this process, vary considerably. This variation can be explained by different family backgrounds and ethnoracial characteristics but also by axiological positions towards employability and social mobility, with ‘purists’ more likely to invest in increasing their technical cultural capital to make up for ‘handicaps’ and ‘players’ more likely to put forward ‘soft skills’ including, in some cases, those associated with their ‘diversity’.

IS EVERY PATH THE RIGHT PATH? A SEMIOLOGICAL ANALYSIS OF THE AXIOLOGICAL CHOICES IN MR NOBODY (2009)

Jaco Van Dormael’s 2009 film Mr Nobody presents the viewer with a set of different choices and lives. The explicit moral of the film is that each of these lives is the right one, that every path is the right path. This paper proposes a semiotic analysis of the romantic interests of Nemo to investigate whether this is truly the case. Through the use of different semiological models (among others Metzian semiotics of cinema, Fontanille and Zilverberg’s tensive model and Greimas’ semiotic square), it disproves the axiological position of the film and shows that the different lives of Nemo are presented as unequal.

The Ontological and Axiological Position of Tuche or Fortune in Aristotle's View

The Ontological and Axiological Position of Tuche or Fortune in Aristotle's View

Реактивные реплики с иллокуцией несогласия в контексте неформального интервью: форма выражения, прагматические функции, мотивы реализации

Within the framework of this study – based on the texts of informal interviews published in English-language tabloids – the illocution of reactive disagreement is defined as an effective pragmatic mechanism for the coherent unfolding of the text, jointly generated by the interlocutors. Based on the method of conversational analysis, the constructive potential of a negative response to the propositional content and assessments that form a stimulating assertive message of the interviewer is revealed. Attention is focused on the form and content of the responses, explicitly/implicitly expressing disagreement, their pragmatic functions and role in ensuring the coherence of dialogical unity, reflecting the discussion of a specific topic by the interlocutors. It is established that in order to minimize discursive confrontation, the respondent can react with disagreement, which has a delayed character, with a preliminary expression of concession in favor of the effectiveness of the interviewer’s point of view. At the same time, in order to create relevant conditions for the implementation of a relaxed / partial disagreement, the respondent can initiate several dialogical moves. As a result, the stimulating judgments of the interviewer are interpreted as one of the alternative versions of the interpretation of the event or fact being discussed, and an informal conversation produces a pragmatic effect of intrigue. A softened form of disagreement can also be implemented by reacting replicas with blurred semantics due to hedging and markers of epistemic modality, a detailed explanation of the facts associated with the topic under discussion, activation of the shift of the current attention of the interviewer and the target audience. The motives underlying the reactive implementation of direct/implicit disagreement are revealed: the respondent’s desire to hide information about the prospects of his creative activity, which is requested by the interviewer, to avoid disharmony in interpersonal interaction, the gap between the interlocutors’ background knowledge, the dissimilarity of their axiological positions regarding the topic of discussion. A pragmatic justification of these motives is given. It is concluded that the reactive remarks of disagreement, implemented in the context of an informal interview, predetermine the conflict-free unfolding of interpersonal interaction of interlocutors due to the deliberate minimization of the threat to their social face from the respondent.

Crônicas de Milton Hatoum: dialogismo e emancipação na pósmodernidade

ABSTRACT This study analyzes Milton Hatoum’s narrative using the crônicas Um sonhador [A Dreamer] and Margens secas da cidade [Dry Riverbanks of the City] as corpus. It aims to ascertain the discursive and aesthetic characteristics of Hatoum’s literary creation from the dialogical perspective proposed by Mikhail Bakhtin, exploring the artistic-literary discourse of the Amazonian writer, the axiological positions refracted in his narrative. It also relates Boaventura Santos’ epistemological perspective about the waste of social experience in modernity/post-modernity, discussing the criticism of the paradigm of current rationality called by the author as indolent reason. Initial analysis based on these theoretical-methodological approaches show evidence in Hatoum’s cronistic narrative that brings it closer to a counter-hegemonic and responsive perspective of literary representation. Thus, with this inter-relationship among literature, dialogism and theory of knowledge, we intend to highlight the existing overlaps between the socio-historical and economic discourse produced by the critique of modernity / postmodernity and literary discourse of Milton Hatoum.

Малкъар прозада социалист идеологияны шартлары (Хочуланы С. бла Гыттыуланы М. чыгъармаларына кёре)

The article reflects the specifics of Balkarian prose during the period of domination of socialist ideology, the canons of normative aesthetics. The consequence of the destruction of conceptual categories was the displacement of ethnically marked constants by the problems of the ideologi-cal, “Soviet” plan. In pre-war Balkarianprose; binary-opposition (“positive” - “negative”) aesthet-ic representation was preserved as the primary method of fixing and comprehending the surround-ing world, the ideological content of the described completely and unambiguously determined its axiological position. The ethical and ideological conceptualism of Bolshevism remained the motivational basis for the psychological states of the heroes of national prose in the first post-war decades. There-fore, it is also unnecessary to speak of a pronounced national component in the imagery of the works of this period: this is manifested both in the characters’ lives and in the plot's localization. It is practically impossible to determine how much the type of highlander depicted by M. Gettuev corresponds to real prototypes, questions of socialist construction supplanted how much in the minds of people. However, this type was replicated in a huge number of works of that era. The sublimative behavioral motives depicted by the authors of the 1950s and 1960s practically seem to be a direct continuation of the prose of the pre-war years. This situation of aesthetic predetermina-tion gave impetus to the development of a narrative skill, which consisted of the textual justifica-tion of the actions of the characters. Understanding the need for this justification prepared the ap-pearance in the works of a specific national component, embodied no longer in the names and ex-ternal surroundings, but in the psychological characteristics of the characters. Research methods: historical-typological, comparative, epistemological.

ПОСТАНОВКА И РЕШЕНИЕ АКСИОЛОГИЧЕСКИХ ПРОБЛЕМ ВОСПИТАНИЯ ШКОЛЬНИКОВ В УЧЕБНИКАХ ОСНОВ РЕЛИГИОЗНЫХ КУЛЬТУР И СВЕТСКОЙ ЭТИКИ

The paper analyzes the content of the textbooks on the course “Fundamentals of Religious Cultures and Secular Ethics” (FRCSE) from the perspective of setting axiological problems aimed at civic, cultural, and ethical education of schoolchildren. The authors discuss fundamental issues that reveal the axiological content of the FRCSE textbooks used by the local teachers on the Trans-Baikal Territory. The analysis focuses on such issues as culture and attitude towards it, historical aspects of the subject modules, worldview, the source of the concepts of the world, the essence of a person, the purpose of life, morality and the Golden Rule of ethics, the concepts of good and evil, repentance and penitence, compassion and mercy, man and Motherland, defense of the Motherland, man and family, man and nature, man and labor, shrines, and cultural traditions. The authors come to the conclusion that a lot of the issues proposed for study in all textbooks have much in common and contribute to the development of the individual values-based attitude to the world. Still, there is a difference in the spiritual aspects of the content of different modules of the course. The fact is emphasized that information from the module “Fundamentals of World Religious Cultures” can hardly be perceived by a 10-year-old child and does not contribute to the development of their axiological position, and the preservation of their informational and spiritual security.

ПОСТАНОВКА И РЕШЕНИЕ АКСИОЛОГИЧЕСКИХ ПРОБЛЕМ ВОСПИТАНИЯ ШКОЛЬНИКОВ В УЧЕБНИКАХ ОСНОВ РЕЛИГИОЗНЫХ КУЛЬТУР И СВЕТСКОЙ ЭТИКИ

The paper analyzes the content of the textbooks on the course “Fundamentals of Religious Cultures and Secular Ethics” (FRCSE) from the perspective of setting axiological problems aimed at civic, cultural, and ethical education of schoolchildren. The authors discuss fundamental issues that reveal the axiological content of the FRCSE textbooks used by the local teachers on the Trans-Baikal Territory. The analysis focuses on such issues as culture and attitude towards it, historical aspects of the subject modules, worldview, the source of the concepts of the world, the essence of a person, the purpose of life, morality and the Golden Rule of ethics, the concepts of good and evil, repentance and penitence, compassion and mercy, man and Motherland, defense of the Motherland, man and family, man and nature, man and labor, shrines, and cultural traditions. The authors come to the conclusion that a lot of the issues proposed for study in all textbooks have much in common and contribute to the development of the individual values-based attitude to the world. Still, there is a difference in the spiritual aspects of the content of different modules of the course. The fact is emphasized that information from the module “Fundamentals of World Religious Cultures” can hardly be perceived by a 10-year-old child and does not contribute to the development of their axiological position, and the preservation of their informational and spiritual security.

“It is not a miracle, but grief...”: representations of Sergey Kozlov's on soteriological mission of the woman (based on the novella “Mother-Masha”)

This article analyzes the views of the contemporary Ugric writer Sergey Kozlov pertaining to mission of the women in 1990s – 2000s, which was the turning period for the country. The novella “Mother-Masha” demonstrates that it textual space, namely the woman becomes the symbol of justice of the Christian fabric of life, and is reflected in the sincere desire of the protagonist to establish good and justice in the world. The author contemplates on S. Kozlov's ideological and artistic views upon the role of the woman at the time of major transformations in the Russian history. Reference to the writer’s fictional prose, diaries, and interviews allows revealing the peculiarities of his axiological position in the context of the Russian philosophy of femininity. The scientific novelty of this research is substantiated by the need for articulation of the problem related to the study of specificity of female images in the creative heritage of Siberian writer Sergey Kozlov. Comprehensive analysis of the writer's novella “Mother-Masha” included into the book “Duty Angel” (2011) is carried out. The article introduces the sources, such as diary notes and interview materials, which have not been previously used in studying the works of S. Kozlov. The conclusion is made that soteriological mission was imposed on Mother Masha – the woman who proliferated the Divine Commandments to the world and is associated with the symbol of national salvation.

A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.

Review: Switched-On Bach, by Roshanak Kheshti, and Wendy Carlos: A Biography, by Amanda Sewel

Review: <i>Switched-On Bach</i>, by Roshanak Kheshti, and <i>Wendy Carlos: A Biography</i>, by Amanda Sewel

Foreign language education as a scientific category in the context of future teachers‟ training

The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.

20 years of Nordic place branding research: a review and future research agenda

ABSTRACT In the past 20 years, the Nordic region has fostered a distinct place branding scholarship and practice. This paper briefly revisits hallmark contributions that founded and shaped Nordic place branding and argues that by today, the Nordic approach earned widespread international acknowledgement. The Nordic region offers more than a regional context of place branding; its cultural and geo-political idiosyncrasies greatly affect the axiological position of place branding research. By positioning Nordic place branding research on the global scene, the paper outlines the contours of a hybrid scholarly approach (the Nordic wave), which bridges across managerial and critical schools of branding and promotes a more extroverted knowledge collaboration with branding practitioners. The paper concludes with discussing the potential the NordicWave for future place branding endeavours.

PHILOSOPHICAL BACKGROUND OF RELIGIOUS STUDIES

Achievement of the right ratio of religious studies and religious education is possible under the condition of integration of mental values of individuals and societies, as well as the gradual formation of a single mental space of civilization. It has been established that the philosophical basis of religious studies is that it can: define and form the correct worldview positions regarding religion; offer the person a system of attitudes that excludes negative fluctuations in the search for an appropriate worldview; regulate the axiological positions in the multi-variance of moral choice. In addition, the philosophical basis of religious studies should help to harmonize the content of this education with personal views on the student's religion. This basis should be grounded in the position that religious studies should not impose a certain view of the religions of the world on young people, but should offer a volume of objectively balanced knowledge of religious world view.

МНИМЫЕ ЦЕННОСТИ СУИЦИДА

The problem of suicide is investigated, namely, different interpretations of suicide in philosophy and psychology are compared. Three different axiological positions of the individual that can become life orientations to suicide are presented. This is an egoistic attitude "from people", expressed in indifference; an altruistic attitude "to people", expressed in self-abasement of a person; an anomic attitude "against people", expressed in aggression. The value of death is presented as an imaginary alternative to life, as an antipode and negation of its meaning, which can become a goal. The hermeneutical method of interpretation of texts is applied. The purpose of the article is to demonstrate the illusory nature of value orientations on suicide.

THE SHADOWS OF SELFDESTRUCTION AND THE MEANING OF LIFE

The problem of suicide is investigated, namely, different interpretations of suicide in philosophy and psychology are compared. Three different axiological positions of the individual that can become life orientations to suicide are presented. This is an egoistic attitude "from people", expressed in indifference; an altruistic attitude "to people", expressed in self-abasement of a person; an anomic attitude "against people", expressed in aggression. The value of death is presented as an imaginary alternative to life, as an antipode and negation of its meaning, which can become a goal. The hermeneutical method of interpretation of texts is applied. The purpose of the article is to demonstrate the illusory nature of value orientations on suicide.