Asmolov ag optics of education sociocultural perspectives. Presentation of the book by Alexander Asmolov “Optics of Enlightenment: Sociocultural Perspectives”
02/14/2013 the publishing house "Prosveshcheniye" hosted a presentation of the book by the director of the Federal State Institution "FIRO", academician of the Russian Academy of Education, Doctor of Psychological Sciences Alexandra Asmolova "Optics of Enlightenment: Sociocultural Perspectives", published in 2012. The author presented the book in the same hall of the Prosveshcheniya publishing house, where eight years ago he and his colleagues began to develop new standards for Russian education.
“Is your book about glasses?” Alexander Asmolov was asked more than once. And he invariably answered: “Yes, about the glasses. Only about philosophical, methodological ones.”
Those gathered in the audience, Shalva Amonashvili, Maria Antonova, Olga Bogomolova, Gennady Burbulis, Tatyana Galishnikova, Galina Zakhoder, Ilya Lomakin-Rumyantsev, Alexander Kondakov, Vadim Petrovsky, Andrey Svinarenko, Elena Soboleva, Evgeny Yamburg and other colleagues, according to Alexander Asmolov, did not only co-authors of his ideas, thoughts, and in the literal sense of the word, co-authors of his life. It is not without reason that Vadim Petrovsky, Doctor of Psychology, Professor at the State University Higher School of Economics, believes that personality is the sum of what we invest in each other.
That is why “Optics of Enlightenment” is very personal, different in content and meaning, and full of passionate stories related to love for teachers, life stories, and poems. The author boldly combines the incongruous: children's poems and a detailed analysis of the ascent to diversity, how our life is connected with historical-evolutionary psychology and cultural-historical pedagogy.
The counterpoint is the idea that education does not exist outside of evolution, freedom and culture, moreover, it is its complete product. The book has three sections: socioculturality, variability and tolerance. The first, “What the hell?, or Naked Meanings,” begins with the lines of Andrei Voznesensky, from whom Alexander Asmolov also studied. Despite the fact that they were written in 63, they really sound modern. “You can’t come to education just like that, but only come forever to breathe and live in it, and gain navigation and guidelines, and for this you need to reveal meanings,” explains Asmolov. “I have always dreamed of seeing education as a unique historical-evolutionary mechanism of ascent to diversity.”
In the section “Diary entries. People and Goals,” the author explains why, thinking that he would never leave psychology, and being in love with Alexei Leontiev, he suddenly decided to “sail in the administrative galleys.”
“Witch Hunt: The Historical Experience of Intolerance” was written by Maria Tendryakova, Marina Guseltseva and Alexander Asmolov together. They tried to analyze the movements of the so-called pendulum of civilization, the trajectory of which determines whether we are faced with xenophobia, totalitarian cultures, genocide, or freedom and a culture of dignity. In one visual series are portraits of Galileo Galilei, Giordano Bruno and Andrei Sakharov.
Another chapter is devoted to pseudo-patriots. Asmolov contrasts “The Internationale,” the most conflict-generating song, in his opinion, with the poem “Mr. Iscariot” by Pierre Beranger, who back in the 18th century warned against Pharisees of any kind. Of course, the pendulum of historical motivation swings from conflicts to mutual assistance, but “Optics of Enlightenment” shows that the main driving force is not conflict at all. If the words of Lev Vygotsky that it is learning that leads to development are considered the refrain of the book, then its main themes are the sociocultural design of education as a key mechanism for ascent to the diversity of personality as a history of rejected alternatives. The speech expressed thoughts that education, personality, culture of dignity, freedom and love are the symbol of our era.
Vadim Petrovsky, professor of the Faculty of Psychology of the National Research University Higher School of Economics, corresponding member of the Russian Academy of Education
In his works, the famous psychologist Alexander Asmolov acts as an interesting methodologist who views psychology as a science about various forms of variability in man and society. In the book “Optics of Enlightenment: Sociocultural Perspectives,” he talks about the plurality of human worlds, that is, not just the multidimensionality of man, but his multiworldliness. And the book fully shows the multi-worldliness of its author, in it he paints an image of himself in culture, in society, in science, this is a portrait of the cultural space in which Asmolov lived and lives.
The book “Optics of Enlightenment: Sociocultural Perspectives” by Alexander Asmolov - academician of the Russian Academy of Education, head of the Department of Personality Psychology at Moscow State University, director of the Federal Institute for Educational Development - cannot be described in a nutshell, just as it is impossible to briefly describe the personality of its author. It’s best to just look into this work, feel its spirit, atmosphere, ideological structure and pathos. I can only say that in this book the author appears as a true innovator - an innovator in the subject of his developments and in the search for forms in which his innovative thinking can be implemented in society.
Education, school in “Optics of Enlightenment” are interesting for the author as a connection between the individual and society; he is attracted by everything innovative in the relationship between society and man. The subject of his developments is the search for ways of total renewal and humanization of the world order. Reflecting in the book on the problems of modern Russian education and the mechanisms of its modernization, he uses various examples to illustrate the idea of “the non-existence of education outside of culture, evolution and freedom.”
All the years during which I have known the author of the book, he has been exploring the individuality of man, but at the same time the subject of his research is society, the prospects for its movement and development.
In his works, Alexander Asmolov acts as an interesting methodologist who views psychology as a science about various forms of variability in man and society. In “Optics of Enlightenment” he talks about the plurality of human worlds, that is, not just the multidimensionality of man, but his multiworldliness. And the book fully shows the multi-worldliness of its author, in it he paints an image of himself in culture, in society, in science, this is a portrait of the cultural space in which Asmolov lived and lives. In my opinion, this is an excellent book, equal parts scholarly and passionate non-fiction.
I have acted as an opponent in dissertation defenses more than 300 times, and in addition to the classic words - relevance, practical significance, novelty, sometimes there is a need to say something different than what the Higher Attestation Commission requires. It is very rare, but it happens that scientific work is a contribution to culture, when the scientific treatise itself acts as a certain set of ideas that work in the realities of modern culture. And this book is precisely such a work.
“Optics of Enlightenment” is a multilingual work that includes poetry, prose, journalism, philosophy, history, politics, cultural studies, and psychology. Finding a common language allows representatives of different traditions and schools to hear each other. Fortunately, Asmolov’s text is not written in artificial, tasteless academic language, simplified in advance for future translation into English. Before us is a bright, figurative, clear Russian language, native speech for those of us for whom personality and education are not an empty phrase. He has a command of words - this was already well known to those who read his poems. “I cannot reconcile two ambassadors, words without meaning, meaning without words”... “There will always be a little Dantes, and Goncharova will get tired of Pushkin”...
This book is a special word in culture and a new word in the poetics of education, a symbol of the “culture of dignity” that Asmolov writes about, in contrast to the doctrine of adaptation that permeates Russian schools. In his work, he not only writes about maladaptation as a key force in a social movement, but he himself is what he writes about. He himself is a bright “non-adapter”. Unlike people who live for tomorrow and miss the present in the name of what will be missed in the future, Asmolov belongs entirely to the present. He is present here and now, and does not just theorize, he acts, creates something to which, perhaps, sooner or later, those who have adaptation in their blood will have to adapt. His works are the clearest example of the pre-embodiment of the future, because they are already shaping it here and now.
Four pleasures from the “Optics of Enlightenment”
Lyudmila Mezentseva, junior researcher at IGITI named after A.V. Poletaeva National Research University Higher School of Economics
“The Optics of Enlightenment” is not a book for one evening, this is not a “metro” read - 450 pages, not a pocket version at all. Rather, it is a work of art that is pleasant to enjoy.
The first thing you notice when you pick up a book is the form of execution. The work of the editors, artists, and designers who worked on the book cannot be ignored: beautiful illustrations, collage sketches, original layout, and high-quality printing are pleasing to the eye.
The second and most important advantage is presented to the reader: the content itself.
The focus of the author - not just a scientist, but an educational manager with extensive experience, in the Soviet years the chief psychologist of the USSR State Education Department, and in the 1990s - deputy and then first deputy federal minister of education - are events and processes in the field of education taking place in our eyes in which we take part, not always having time to understand what is happening. Excursions into the history of Russian psychological and pedagogical thought, memories and observations of teachers and colleagues are woven into the book with an analysis of current events and decisions in the field of Russian educational policy in recent decades. The author proposes to “reflect on real historical moments and chances of educational policy,” so as not to become hostages of political processes, in particular the “pre-election tsunami” that swept across the country in 2011-2012. Asmolov places high demands on education; he sees it as “a unique historical and evolutionary mechanism of ascension to diversity.”
For the author of The Optics of Enlightenment, issues of tolerance, dissent, freedom and independence have always gone beyond the scope of academic discussion. He paints a psychological portrait of fanaticism, so that there is slight anxiety and a latent desire to take a closer look at this picture, so as not to miss the moment of transformation into the mankurts from Chingiz Aitmatov’s novel “Stormy Stop”. In each of the three sections of the book - “Socioculturality”, “Variability”, “Tolerance” - we talk about the relationship between personality and culture, about individuality in culture, about ways of its development, preservation and upholding, since, according to the author, “an individual are born, become individuals, and defend individuality.”
The third thing that cannot be overlooked is the style and language of presentation. This is another facet of Asmolov’s talent - a poet who once made a choice in favor of psychology, not enslaved by the framework of academic language.
And another feature of the book is humor, which makes itself felt already on the first page. “What the hell!?”, or naked meanings” - with this rhetorical question-epigraph the reader begins to become acquainted with the personality and individuality of the author of these 450 pages. Since humor is combined with encyclopedicism and the depth of knowledge of the author in the field of psychology, philosophy, history and other sciences, even the most demanding reader will enjoy the book.
List of used literature
1. Asmolov A.G. Optics of education: sociocultural perspectives. - M.: “Enlightenment”, 2012. - P. 447.
2. Asmolov A., Semenov A., Uvarov A. We are waiting for change. // Children in the information society. - 2010. - No. 5. P.18-27.
3. Asmolov A. G., Soldatova G. V. Social competence of the class teacher: directing joint actions. - M.: Education, 2007. - P. 321.
4. Bauman Z. Fluid modernity. - St. Petersburg: Peter, 2008. - P. 240.
5. Vygotsky L. S. Questions of child psychology // Psychology. - M.: Eksmo-Press, 2000. - 1008 p. - pp. 892-997.
6. Carr N. Dummy. What the Internet is doing to our brains. - M: BestBusinessBooks, 2012. - P. 253.
7. Lau H. Guide to Information Literacy for Lifelong Education. - M.: IOO WFP UNESCO “Information for All”, 2007. –P. 616.
8. Luhmann N. Social systems. - St. Petersburg: Nauka, 2007. - P. 648.
9. Media and information literacy: A teacher education program. - M.: UNESCO Institute for Information Technologies in Education, 2012. - P. 200.
10. Approximate basic educational program of an educational institution. Basic school. - M.: Education, 2011. - P. 332.
11. Semenov A. L. Quality of informatization of school education. // Issues of education. - 2005. - No. 3. - P. 270.
12. Sobkin V. S., Adamchuk D. V. Monitoring the social consequences of informatization: what has changed in school in three years? - M.: Institute of Sociology of Education RAO, 2008. - P. 159.
13. Soldatova G., Zotova E., Chekalina A., Gostimskaya O. Caught in one Net: social-psych- chological study of children's and adults' ideas about the Internet. - M.: Internet Development Foundation, 2011. - P. 176.
14. Soldatova G.V., Nestik T.A., Rasskazova E.A., Zotova E.Yu.Digital competence of adolescents and parents: results of an all-Russian study. - M.: Internet Development Foundation, 2013. - P. 144.
15. Fedorov A.V. Media education: yesterday and today. - M: IOO WFP UNESCO “Information for All”, 2009. - P. 234.
16. Finkelhor D. False alarm? // Children in the information society. - 2012. - No. 11. - P. 30–37.
17. Gilster P. Digital Literacy. - New York: Wiley, 1997. - P. 276.
18. Ilomaki L., Lakkala M., Kantosalo A. Which areas of digital competence are important for a teacher? - Finland: University of Helsinki, 2011. [Electronic resource] // URL:
http://linked.eun.org/c/document_library/get_file?p_l_id=22345&folderId=23768&name=DLFE-742.pdf/.
19. Johnson L., Smith R., Levine A., Haywood K. Horizon Report: K–12 Edition. - Austin, Texas: The New Media Consortium, 2010. P. 36.
20. Johnson L., Adams Becker S., Cummins M., Estrada V., Freeman A., Ludgate H. NMC Horizon Report: 2013 K–12 Edition. - Austin, Texas: The New Media Consortium, 2013. - P. 44.
21. Martin A., Madigan D. Digital literacies for learning. - London: Facet Publishing London. 2006. - P. 500.
22. Mossberger K., Tolbert C. J., McNeal R. S. Digital Citizenship. The Internet, Society and
Participation. - Cambridge, Massachusetts: MIT Press, 2007. - P. 235.
23. Mossberger K. Digital Cities: The Internet and the Geography of Opportunity. - Oxford: Oxford University Press, 2012. - P. 26
and roval ra nce 41 chitErs and pupils
Self-test questions
1. What generations exist today under one school roof?
2. How do the lives of different generations compare with development? information and communication technologies?
3. How do representatives of the digital generation differ from their predecessors?
4. How does the digital divide between generations affect their relationships?
5. What are the reasons for the need to close the intergenerational digital divide?
V educational environment?
6. What are the components and types of digital competence?
7. In what areas of life is it necessary to improve digital competence?
8. What opportunities does the digital age open up in education?
9. What technological changes in the field of education can be considered as key factors in its development in the coming years?
10. Which educational technologies have the greatest potential for secondary school education?
11. Name the main types online risks for children and adolescents.
12. What age-psychological characteristics of adolescents determine their placement?
V risk zone of using modern technologies?
13. What difference is there between safety rules in the real and virtual world?
14. What are some ways to keep children safe online?
15. What is the role of parents in teaching children how to behave safely online?
16. What is the role of schools in teaching children how to behave safely online?
Technical aspects of use |
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INTERNET* |
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Technorace
Every year we are surrounded by more and more technical devices that perform various household, professional, and entertainment functions. Among them, the most important place is occupied by computers and other devices that provide access to the Internet. Many people can no longer imagine their life without them.
In 2013, every second resident of our country was already an Internet user and had at least one technical device with Internet access. These could be either desktop computers or various mobile gadgets, which have become and are becoming more and more advanced and “smart.” Modern digital technology is improving every month and is gradually gaining popularity among representatives of all generations. Gadgetomania - a passion for digital technology - has swept the whole world. Psychologist Mark Griffiths proposed the term “technology addiction,” which describes a wide range of relationships between humans and technology. Gadgetomania is one of its manifestations. The question of where the border between various types of addictions and adherence to a modern lifestyle lies today remains open. Technological progress is shifting the boundaries of normality and pathology. It is up to adults to think about the answer to this question. Children and teenagers do not reflect on this topic; every child dreams of owning the most modern gadget. Two-year-old children inexplicably begin to deftly and effectively use tablets and mobile phones. And by the time they enter adolescence, many of them already own a variety of handheld and desktop devices.
* This module was written with the participation of S. Ovcharenko
Key changes in technology are being driven by increased communication speeds (widespread adoption of broadband Internet), smaller devices (from jumbo computers to tablets and smartphones), and improved people's ability to interact (through always-on apps and social media). Already, the number of mobile devices with Internet access exceeds the number of people on the planet, and by 2017, according to analysts, it will exceed 10 billion. All these portable devices will generate an amount of information that is 13 times greater than the amount of traffic from such devices
in 2012.
Largely due to the availability of personal gadgets that allow you to access the World Wide Web.
24/7 and from almost anywhere, 15% of Russian schoolchildren in 2012–2013 spent almost their entire day on the Internet. According to a study by the Internet Development Foundation, more than 60% of children access the Internet from their computer or laptop, almost every second has access to the Internet through mobile phones and smartphones, every tenth child is the proud owner of a tablet (Fig. 13).
Rice. 13. Devices used by children to access the Internet (Research on digital competence, Internet Development Foundation with the support of
Google, 2013)
All these various digital devices, in order to satisfy discerning users, must be not only stylish, beautiful, convenient, but also “smart”. Today's mobile phones are quite comparable in functionality to desktop computers. The latest developments in software aim to unite all Internet access devices under a single interface. According to Lawrence Lessing, author of Code and Other Laws of Cyberspace, modern society is already so dependent on the Internet and digital technology that in the near future it will be regulated not through laws, but through software and technical solutions.
The younger generation is contributing to the development of programs and applications that enable digital devices and the Internet. There are many known young computer geniuses,
who began to be interested in gadgets and programming from the age of 4–5, and by the age of nine were already recognized professionals. Schoolchildren interested in computer technology realize their potential in special programming environments that provide a lot of opportunities: from writing simple programs to creating controlled robots.
Modern digital inventions do not fit into the usual thinking patterns. The headlines of the section of the news portal dedicated to interesting inventions in the world of digital technology may seem like science fiction from the books of the last century. Device management
With using your gaze, an “aerial display” is a full-color, physically permeable image right in the air, controlled by multi-touch gestures; transmission of information through the human body, glasses that analyze reality - much of this already exists or is about to be born.
Technical devices are improving every day, and traditionally children and young people are the first to master new technologies. They are inseparable from their portable devices and live by the principle “Internet anytime, anywhere.” Children and adolescents, as a rule, unlike adults, do not experience any particular difficulties in mastering digital devices at the user level. Indian scientist and educator Sugata Mitra conducted a series of experiments called “Computer in the Wall” in different countries of the world. The essence of the experiment was that he left children, who had never seen a computer before, alone with it for a certain period of time. The results were stunning. For example, four hours after the first acquaintance with the computer, the children recorded their own music and played it to their friends. After two months, children from a remote Indian village, through independent active exploration, not only learned to use a computer, but also learned the basics of biotechnology in English and asked for a computer with a more powerful processor.
Marshall McLuhan, in his book Understanding Media, viewed mass communication media as direct technical extensions of the human body, its organs, senses and abilities. In other words, as an external expansion of man, defining new
possibilities. The Internet today provides people with universal access to various information.
With different opportunities and needs around the world. The Internet gives everyone the right to vote
sa, regardless of age, social status and education. However, to prevent technology from taking over us, we need to learn to master it. As a necessary technical minimum, it is important for an Internet user to master the basics of using technical devices that provide access to the Internet, skills in working with software and online technologies.
Three pillars of the Internet
Using the Internet is impossible without ensuring the normal operation of three components: hardware (devices that allow you to access the Internet), software for using the Internet, and a direct connection to the Internet. All three components have evolved over time: increased hardware performance has led to more complex programs and the emergence of new programming languages and operating systems. The emergence and improvement of local and global computer networks became the next stage in the development of information technology and made it possible to combine individual devices to solve one problem. Currently, all three components stimulate the development of each other:
powerful computers allow you to create and execute more complex programs, which in turn require increased hardware performance. Computer networks have been created
There are new tasks, the implementation of which also requires the development of two other components. As a result, the pace of technological development in accessing and using the Internet is constantly accelerating. Let's look at the three components that provide users with Internet access in the context of the increasing pace of technological change.
Hardware (“Hardware”)
The first computers began to appear on the eve of World War II. These were mostly mechanical or combined electronic-mechanical devices,
performing a specific class of tasks, such as calculating the trajectory of a projectile or deciphering intercepted messages. These electronic computers were based on the ideas of the Englishman Alan Turing and the American Emil Post, who worked independently of each other. Based on Turing's ideas, John von Neumann, one of the outstanding mathematicians of the 20th century, developed the principle of operation of the device, which is still relevant today, when both the executable program and the data are stored in the same memory space.
The development of electronic computer technology is usually divided into generations, each of which is determined by the physical elements used and manufacturing technology. The first generation of computers used vacuum tubes as the processor element, which made the devices fragile, huge and extremely energy-intensive. For example, the popular IBM 650, released in 1954, weighed about 900 kg (not counting the power supply, which weighed another 1,350 kg), both units being the size of a small room. The cost of the car was $500,000 (more than $4 million in 2012 terms). The first Soviet computer was developed by Sergei Lebedev in the early 1950s. She
called the "Small Electronic Computing Machine", contained 6,000 vacuum tubes and consumed 15 kW, approximately the same as 100 modern computers
The invention in 1947 of a more productive, less energy consuming, cheaper and smaller transistor led to the creation of the second generation of computers. However, computers were still extraordinarily expensive and were used primarily for scientific or military purposes.
A real breakthrough in computing was the emergence of integrated circuits - crystals of semiconductor material (usually silicon), which house a huge number of transistors (up to several billion). Modern chips make it possible to place a processor, RAM, permanent memory, and input and output ports on a single chip the size of a fingernail. Computers built on integrated circuits are called third generation computers.
WITH Over time, production technologies improved, computers became smaller
And became cheaper, which led to a new qualitative breakthrough at the end of the 20th century: the emergence of personal computers and the penetration of microprocessors into most consumer devices. However, microelectronics has approached the limit established by physical laws: an increase in the number of components on an integrated circuit chip may soon lead to the fact that the technical production process will approach atomic distances. This will require engineers to develop new approaches to creating computing
devices. Some of these approaches are already emerging: optoelectronic components have found their niche in building computer networks, and some research centers are producing prototypes of optical processors. Quantum and DNA computer technologies are also being established today. Perhaps one of these technologies will become the basis for the emergence of fifth-generation computers.
As we already wrote in the introduction, in 1986 a new subject, “Fundamentals of Informatics and Computer Science,” was introduced in Soviet schools, and at the same time the construction of computers for education began. In many schools, computer science began with a piece of paper and a programmable calculator, until the first generation of Soviet computers reached them. The characteristics of those computers were very modest by modern standards: processor from 1 to 10 MHz, RAM from 32 to 128 KB, storage media -
tape cassette or floppy disk. Only by the beginning of the 1990s did computers appear in almost every school in large cities, but only in the early 2000s did school computer classes begin to be updated.
Software
A computer, unlike other computing devices such as an abacus or slide rule, thanks to software, can solve a wide range of problems.
Software is an intermediary between computer hardware and the user. It provides the user with a convenient and clear way to tell the computer what to do. To do this, we must use only the mouse, keyboard and the structures we know: input fields, links and buttons in various programs and on web pages. Few people other than professional programmers can “talk” to a computer in its language. However, even very young children can use ready-made software and get the desired results, not suspecting that behind their simple actions are hidden significant calculations, access to the local memory of the computer or other computers over the Network.
Programs running on a personal computer or device can be divided into two main groups: system and application. System software controls the components of a computer system and provides application programs with a convenient means of interacting with the hardware. Often users do not notice or even suspect the work of these programs, at least until something breaks. Application programs interact directly with the user and are created to solve specific problems. These are programs familiar to every user for working with text, listening to music or watching videos, and surfing the Internet.
The most popular application program for working on the Internet today is a browser (from English to browse - view) - a program for viewing websites. Browsers come with all desktop operating systems and are installed on most devices that access the Internet. Browsers and the World Wide Web improved simultaneously, and the development of these programs greatly contributed to the popularization of the Web. That’s why many people now still call the browser “a gateway to the Internet.”
Children and teenagers growing up in the digital world not only intuitively master programs, but sometimes learn to create new applications on their own. Moreover, large IT companies and software development institutes encourage the creation of applications
Google Docs. Sharing documents, spreadsheets
And presentations, collaboration within a group or the entire educational institution in real time. Administrators can manage file permissions system-wide, and document authors can grant or revoke access at any time.
Google Sites. Dynamic and secure web pages for students, teachers, clubs, etc. Collaborate and centrally store related documents, web content and other information on one site.
Google Video for Educational Institutions. A video hosting and sharing solution that enables schools and other organizations to use video as an effective means of internal communication and collaboration.
Hangouts on Google+. Possibility of conducting video lectures and interactive webinars with simultaneous connection to up to ten different points.
More detailed information about Google solutions for educational institutions and connecting packages: http://www.google.com/apps/intl/ru/edu/.
In addition to the wide variety of technical means of accessing the Internet, there are many options for connecting these devices to the World Wide Web. Internet access technologies can be divided into two main groups: wired connection - data is transmitted via cable, and wireless connection - data is transmitted by radio waves in a certain frequency range.
To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:
You can search in several fields at the same time:
Logical operators
The default operator is AND.
Operator AND means that the document must match all elements in the group:
research development
Operator OR means that the document must match one of the values in the group:
study OR development
Operator NOT excludes documents containing this element:
study NOT development
Search type
When writing a query, you can specify the method in which the phrase will be searched. Four methods are supported: search with morphology, without morphology, prefix search, phrase search.
By default, the search is performed taking into account morphology.
To search without morphology, just put a “dollar” sign in front of the words in the phrase:
$ study $ development
To search for a prefix, you need to put an asterisk after the query:
study *
To search for a phrase, you need to enclose the query in double quotes:
" research and development "
Search by synonyms
To include synonyms of a word in the search results, you need to put a hash " #
" before a word or before an expression in parentheses.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthetical expression, a synonym will be added to each word if one is found.
Not compatible with morphology-free search, prefix search, or phrase search.
# study
Grouping
In order to group search phrases you need to use brackets. This allows you to control the Boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:
Approximate word search
For an approximate search you need to put a tilde " ~ " at the end of a word from a phrase. For example:
bromine ~
When searching, words such as "bromine", "rum", "industrial", etc. will be found.
You can additionally specify the maximum number of possible edits: 0, 1 or 2. For example:
bromine ~1
By default, 2 edits are allowed.
Proximity criterion
To search by proximity criterion, you need to put a tilde " ~ " at the end of the phrase. For example, to find documents with the words research and development within 2 words, use the following query:
" research development "~2
Relevance of expressions
To change the relevance of individual expressions in the search, use the " sign ^
" at the end of the expression, followed by the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the expression is.
For example, in this expression, the word “research” is four times more relevant than the word “development”:
study ^4 development
By default, the level is 1. Valid values are a positive real number.
Search within an interval
To indicate the interval in which the value of a field should be located, you should indicate the boundary values in parentheses, separated by the operator TO.
Lexicographic sorting will be performed.
Such a query will return results with an author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in a range, use square brackets. To exclude a value, use curly braces.
The Prosveshchenie publishing house hosted a presentation of the book by the director of the Federal Institute for Educational Development, Alexander Asmolov, “The Optics of Education: Sociocultural Perspectives.”
The presentation brought together a circle of people who would be unlikely to be seen together at any other event.
Among them are politicians who over the years participated in making key decisions for the state - Gennady Burbulis, Ilya Lomakin-Rumyantsev, Andrey Svinarenko, and representatives of psychological and pedagogical science - Vadim Petrovsky, Shalva Amonashvili, Alexander Kuznetsov, and famous masters of educational policy - Efim Rachevsky, Evgeny Yamburg.
Since many of those present, as often happens at such events, did not have time to read the book, having received it only at the entrance to the publishing house, the conversation turned out to be not so much about its content, but about the personality of the author.
First, Asmolov himself spoke, then, in turn, all those gathered. The result is an amazing mixture of lofty philosophical generalizations and everyday, sometimes anecdotal stories, scientific truths and poetic quotes (it’s easier to list those poets whose poems were not spoken), reflections on the fate of the country and declarations of love to the hero of the occasion. Love, of course, is mutual: as Alexander Grigorievich said, many of those gathered here are not just co-authors of ideas and thoughts, but also “co-authors of my life”: “The concept of personalization, developed by Vadim Petrovsky, is based on the fact that personality is those contributions the things we do to each other. And when I look at you, I think: how much you have all invested in me!”
...On January 9, 1992, the Minister of Education of the Russian Federation Eduard Dneprov came to First Deputy Prime Minister Gennady Burbulis and proposed to appoint Alexander Asmolov, who had already worked as the chief psychologist of the State Education Department of the USSR, as his deputy. "Psychologist?" - Burbulis asked. “Psychologist,” answered Dneprov. - “The one who wrote the book “Personality Psychology”?” - “Wrote it.” - “What should he do in the administrative system?” - “He should help us according to culture.” - “By culture? Well, let him help." This is how Alexander Asmolov’s path into public politics began.
Why do scientists at a certain stage of their lives come into the administration system, “board the administrative galley”? Not at all in pursuit of social status. They just want their ideas to organically enter the history of culture and have an impact on the development of society through the development of the state. When it is possible through the administrative system - and no one has come up with another method of management - to “push the culture from a culture of utility to a culture of dignity,” you find justification for your actions. At the same time, there is a danger of the motive shifting to the goal, when status unexpectedly and imperceptibly for a person becomes an end in itself. Then you stop being both a scientist and a manager, and begin to design comfortable programs for survival, but not for development.
This is how Asmolov, years later, explains his “walk into power” and does not regret anything - after all, he, like some of his other fellow scientists, always found himself, figuratively speaking, above his social status. It is not difficult for such people to part with power: the story of Asmolov’s departure from the post of First Deputy Minister of Education, told by the president of the Prosveshcheniye publishing house, Alexander Kondakov, demonstrates this perfectly. In the fall of 1998, having refused to work in the Ministry of Education under the leadership of Vladimir Filippov, who was considered a protege of the communists, leaving his office in the building on Chistye Prudy, Alexander Grigorievich took with him several books and a two-meter model of an earthworm, donated by biologist Dmitry Kavtaradze (who was also present at the presentation of the book). The watchman mistook this model for a carpet and immediately called Filippov: “Asmolov is taking out ministerial property!..”
“In 1998, a scientist, professor came to me and began to explain that the country simply needed a federal target program “Tolerance,” recalled Andrei Svinarenko, in those years the first deputy minister of economy of the Russian Federation, and now deputy chairman of the board of RUSNANO. - And this person was so convincing, bright, captivating from the first minute of communication that the program appeared. He still amazes people with his knowledge and erudition, knows how to convince them and make them his allies.” “When a serious scientific or methodological problem arises, we call Asmolov and turn on the voice recorders,” said Alexander Kondakov. “After this, ideas are formulated that materialize in projects now being implemented throughout the country.”
“The Optics of Enlightenment” is a heavy tome, 450 pages, with an outlandish cosmic collage on the cover. The book has three sections: “Socioculturality,” “Variability,” and Tolerance.” The last chapters of each section are combined into separate blocks under the heading “Naked Meanings”. There are three such blocks: “Childhood”, “Education”, “Personality”.
“We got an author who did a lot for both the Enlightenment and for enlightenment in a broader context. This book outlines the history of psychological and pedagogical thought, but most importantly, the author shows how the idea of sociocultural modernization materialized, what scientific, methodological and other foundations underlie his work in the last ten to fifteen years. A lot is said about the greatest scientists of our time, about his teachers,” these words of Alexander Kondakov, perhaps, can be considered a deliberately simplified summary reflecting the content of the book. How this book was born is a separate story. It was not enough to write a text and send it to the publishing house - it required, in the author’s words, the “unique long-suffering” of the Prosveshcheniye publishing house and especially those editors who helped work on the book: they selected illustrations and created a layout. After all, Asmolov is one of those authors who redo and change their minds ten times.
According to Alexander Grigorievich himself, “Optics of Enlightenment” is “a mixture of everything: life, poetry, attempts to create an approach to education, and what is literally freedom.” Education in the book is “a unique historical-evolutionary mechanism of ascension to diversity”, “there is no education outside of culture, evolution and freedom.” Many stories in the book are dedicated to teachers - those from whom, in the broad sense of the word, the author himself studied. On one of the first pages there are portraits of Russian psychologists: Vygotsky, Luria, Leontiev, Elkonin, on the next - foreign psychologists with whom they polemicized: Piaget, Tolman, Bartlett, Bruner. You leaf through the book further - and before you are Bakhtin and Bibler, Vavilov and Vernadsky, Luther, Chaadaev, Galich...
Probably, “Optics of Enlightenment” will be difficult to translate into another language, even more difficult than poetry - this is due to Asmolov’s special style: a stream of associations, unexpected allusions and verbal constructions, catchy subtitles, a jumble of quotes from scientists and poets of different eras. So far, only the table of contents has been translated into English in the book - for example, the title “The Completeness Complex” is translated as The James Bond complex. And how to translate the title of the book itself? “Some colleagues asked: is this about glasses? Yes, about the glasses,” Asmolov answers. - “About philosophical, methodological glasses.” Vadim Petrovsky discerned “natural spontaneity and unstoppability” in Asmolov’s style: “I’m listening to you, well, this is impossible, I want to join this flow, be with him constantly.” “Asmolov combines different ways of understanding the world: scientific - through categories and poetic - through metaphors,” continued Evgeniy Yamburg. “This combination is organic, so the optics are stereoscopic.”
“This is not a book that is read overnight, shed with hot girlish tears and placed under the pillow - then you won’t sleep,” said Mikhail Bogulavsky. “It needs to be read in difficult moments, line by line, page by page.” “It’s impossible to read it from cover to cover, and it’s pointless to do so,” agreed Efim Rachevsky. “It’s good to keep it on the table and return to it periodically. You can guess from this book: every line is a powerful associative series. And it is quite suitable for film adaptation - you can make a film of any genre, a tragicomic cartoon or something epoch-making, it all depends on what the script will be.”
Here are more excerpts from the speeches of the presentation participants:
“What Sasha does, what he dreams and talks about - everything is his calling, his destiny to spiritualize universal reality and level out value meanings. And in this sphere of life creativity, not a single moment is useless.”
(Gennady Burbulis, Vice-Rector of the International University in Moscow).
“Asmolov is the leader behind whom stands a pedagogical tradition, a social phenomenon that we call modern pedagogy, innovative pedagogy, cultural-historical and activity-based approach. Asmolov represents what he writes and speaks about: he himself is activity, tolerance, creativity, and not stories about them.”
(Alexander Adamsky, scientific director of the Institute for Problems of Educational Policy "Eureka").
“I have known Alexander Grigorievich since 1992 and in relation to him I have gone through a path that I have never had in my life: from rejection, first to acceptance, then to interest and, finally, to love.”
(Elena Soboleva, Director of the Department of Educational Programs of RUSNANO).
One can have different attitudes towards Asmolov as a scientist, administrator and public figure - it is known that even today he has irreconcilable opponents both in the scientific community and among representatives of the educational elite. But there is no doubt that Asmolov’s very personality, his courage, his signature style nullify scientific and any other disagreements. Colleagues in psychology reproached Asmolov for distinguishing between the theory of attitude and the theory of activity in his scientific works, to which Vadim Petrovsky responded impromptu back in 1977, which he eagerly recited at the presentation of “Optics of Enlightenment”:
- Asmolov tore off
Activities from installation...
Meanwhile, the truth is in the dock,
And not in the gap between two principles...
But even if, tearing off,
Asmolov lied a little,
We, without hiding our admiration:
"Wow!
I tore this off!”