<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara Artashkina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING ACTIVITY APPROACH IN HIGHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">activity approach</style></keyword><keyword><style  face="normal" font="default" size="100%">professional goal</style></keyword><keyword><style  face="normal" font="default" size="100%">target-setting issue</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666593.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The conducted research is devoted to the issue of target-setting in the system of higher education. The stated issue was initially solved as a development of models of specialists. In the late 1960s there formed two directions that researchers followed. The first one represented by E. Smirnova’s works focused on two separate objects: humans and their activity. The second direction is connected with the name of N.F. Talyzina who proposed a special language to describe the goals of learning – the language of professional tasks. However, “a model of specialist” in all its aspects used in the late 1960s – early 1980s contained regulatory characteristics, that is, standard (etalon) attributes, thus not being a model proper. 
The analysis of professional activity proper requires methodological framework suitable for this activity. Activity approach and psychological activity theory become such a universal framework but remain the matter of scholarly and philosophic discussions. Within this approach the author analyzes the structure of creative activity and singles out the structure of humanitarian activity and the structure of professional activity of PR specialist. Based on the analysis of the stated structures the conclusion is made that humanitarian training is not only capable of but bound to perform professional functions to educate non-humanitarian specialists. 
Activity approach is also employed by the author to analyze the concept of professional goal. Based on this concept two ways to train generalists are proposed. In the first case generalist mode is maintained by the system of professional goals of a certain personnel “module”. The second way is based on the usage of general methods to solve professional goals of different personnel modules. 
Finally, the conclusion is made that competence approach is not applicable to distinguish activity structures but it can be extensively applied to distinguish professional goals. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">138-152</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara Artashkina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INDIVIDUAL PICTURE OF THE WORLD AS A COMPONENT OF TRIVIAL CONSCIOUSNESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">individual picture of the world</style></keyword><keyword><style  face="normal" font="default" size="100%">inter-textuality of visual images</style></keyword><keyword><style  face="normal" font="default" size="100%">trivial consciousness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392222690.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the course of historical evolution the following main channels that form, consolidate and transmit the individual picture of the world: mythology; religion; philosophy; science; education are developed. In modern environment the abovementioned channels have been expanded by new ones: information technologies, cinematographic art, modern television. Education ceases to be the main channel responsible for formation, consolidation and transmission of the individual picture of the world. The common feature of the new channels is not the rational thought but a profoundly emotional reaction of a person to the environment. Withdrawal from the tradition of realism becomes one more means of formation of specific virtual reality.
 At present there are two pictures of the world: natural-science and humanitarian, in trivial consciousness they, as a rule, don’t correlate. This is reflected in discussions on the subject matter of school education. This is the reason for the following principle that comes into effect: it is necessary that representatives of Humanities commence “to come down” to the problems of Natural Science, and representatives of Natural Science should “come up” to the level of humanitarian problems. From didactic point of view this stated principle shall lead to setting of the issue of formation of the picture of the world in the subject matter of school education.
 Modern movies and television programs reflect the latest scientific achievements, hypotheses and guesses much faster than the subject matter of school education. The active process of mythologisation of individual picture of the world is observed in modern society due to the inter-textual character of visual images created with the help of modern mass media. The subject matter of school education should work on the special mechanism of prompt reaction to any innovation in the area of modern science. It means that the subject matter of education, at schools in the first place, can not be static and rigid. General education requires appropriate mechanism of popularization of scientific achievements.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-56</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara Artashkina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIOCULTURAL ASPECTS OF BOLOGNA PROCESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bologna process</style></keyword><keyword><style  face="normal" font="default" size="100%">diploma convertibility</style></keyword><keyword><style  face="normal" font="default" size="100%">education area</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392284883.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Under modern conditions no culture or country can isolate its development from other cultures and countries. Therefore, the present research focuses on sociocultural factors that stipulate Bologna process as well as its results and indicate an ambiguous character of changes undergoing in education. The theoretical basis of the research includes Mikhail Bakhtin’s concept of chronotope as well as a special methodology of culture studies introduced by Vadim M. Rozin who presented such method as a logical sequence in certain stages of cognition. 
Institutional forms of European and Russian education have developed as two separate chronotopes which coincide only at a final stage in an industrial society of man-caused civilization. Since national education systems in post-Soviet area developed as a unified chronotope, we can assert that the described patterns of Russian higher education are characteristic of these systems as well. Modernization processes in education should not disrupt the weave of cultural traditions. Interference in or destruction of a single tradition without an adequate replacement can lead to a change in value scale and even to an intensification of negative trends in education system development. 
Under Bologna process, the resolutions and decisions concerning nostrification of diplomas in higher education are implemented to the largest extent while those concerning content selection - to the smallest. It is assumed that the system of credits and the systems of descriptors at a contemporary stage of Bologna process are the regulators of content in higher education. However, the existing system of credit transfer services the legal procedure of nostrification of diplomas in higher education. This means that a certain antinomy appeared under Bologna process. 
The key issue concerns the possible ways to preserve national and cultural peculiarities while modernizing education systems in this process. 
The presence of several regional education areas leads to a dilemma in the world education system development: whether the world education system is to have a more complex multilevel structure than it is stipulated by Bologna agreements, or the process of creating a unified world education system with unified parameters and unified organization structure is to develop more actively. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">162-172</style></section></record></records></xml>