Abstract: Currently, demotivation, lack of cognitive interest, worldview and existential indifference of the students are perceived as a matter of course. One of the reasons consists in how the school and university pedagogues deliver the material. The students often say that they have no interest, as the cannot grasp what the teacher is saying. Thus, the material naturally becomes uninteresting, boring and “unnecessary”. This is one of the sources of mental indifference. The aim of this research is to establish correlation between the level of cognitive interest of students and pedagogical competence of the teacher, as well as and determine the key components of such competence and the ways for their formation in the educational process. The authors substantiate the dependence of the level of cognitive interest and motivation of students on the pedagogical competence. The theoretical and practical importance of this article lies in revelation the fundamental factors of students’ demotivation, which are directly related to the specificity of educational activity of the pedagogue, demonstration of the key components of pedagogical competence, as well as the methods for their formation, development and improvement, which can be used for remedying the lack of cognitive interest, educational and overall ideological and existential indifference of youth.

Keywords: educational content, educational literature, genre of academic literature, rhetorical culture, law of identity, logical culture, education, teacher, motivation, cognitive interest

References:
Khomenko V.G. Pedagogicheskoe masterstvo i pedagogicheskie tekhnologii kak sredstvo razvitiya professional'nogo masterstva prepodavatelya vysshey shkoly // Pedagogicheskoe masterstvo i pedagogicheskie tekhnologii. 2015. ¹ 2 (4). S 176–178.
Likhouzov K.I. Pedagogicheskoe masterstvo i pedagogicheskie tekhnologii // Pedagogicheskoe masterstvo i pedagogicheskie tekhnologii. 2015. ¹ 3 (5). S. 136–138.
Shishova S.V. Pedagogicheskaya kul'tura – element pedagogicheskogo masterstva // Nauchnyy al'manakh. 2015. ¹ 8 (10). S. 727–729.
Uchitel' I.B. Pedagogicheskie usloviya formirovaniya pedagogicheskogo masterstva budushchikh pedagogov professional'nogo obucheniya // Sotsiosfera. 2013. ¹ 4-2. S. 140–143.
Vertiy I.A. Pedagogicheskaya kompetentnost' i pedagogicheskoe masterstvo kak deyatel'nostnye sostavlyayushchie professionalizma pedagoga // Voprosy nauki i obrazovaniya. 2018. ¹ 7 (19). S. 229–231.
Frolova A.A. Shag vpered, dva shaga nazad: k voprosu ob innovatsiyakh i traditsiyakh v obrazovatel'nom protsesse // Nauka i shkola. 2015. ¹ 4. S. 126–134.
Volkova

Abstract: The present article presents an attempt to characterize the nature of questioning and highlight the main types of questioning. The author shows that questioning developed in the ancient culture along with the formation of identity as one of the ways to communicate with others. Another important aspect of questioning is that by the means of certain schemes questions emerge the questioner into reality where he or she receives the answer and can solve their problems. In his research Rozin covers the following types of questioning: prepersonal and impersonal, latent, original, physicalistic, traditional, and problematizing. The purpose of the latter type, standing alone, is to create a problem for the Other (responding to questioning) or to change his or her point of view. Problematizing questioning is used to initiate thought and thought management, especially within the framework of the methodology. The authors used such approaches and methods as development of typologies, situational analysis and problematization, cultural approach, hermeneutic approach, analysis of case studies, creation of definitions and concepts. As a result, the author managed to characterize the nature of questioning showing that this phenomenon is placed between two coordinates - the questioner's communication with others and creation of a certain reality with the help of special schemes which allows the questioner to understand, solve their problems, get help and feedback. The proposed typology of questioning types allows to continue the investigation and may be of practical value in the field of education and methodology.

Keywords: children, identity, reconstruction, thinking, scheme, type, questioning, questions, culture, communication

References:
Gurevich P.S. Postizhenie cheloveka cherez artefakty kul'tury // Filosofiya i kul'tura. 2014. ¹ 6. C. 916 - 918. DOI: 10.7256/1999-2793.2014.6.12263.
https://ru.wikipedia.org/wiki/ Teplorod
Teylor E. Pervobytnaya kul'tura. M., 1939. 537 s.
Stasyuk Yu. Preodolenie sud'by v «Uteshenii filosofii» Boetsiya // Materialy vtoroy nauchnoy konferentsii prepodavateley i studentov 4-5 aprelya 2001. Novosibirsk, Novyy sibirskiy universitet, 2001. S. 115-119.
Rozin V.M. Fenomen mnozhestvennoy lichnosti: Po materialam knigi Deniela Kiza «Mnozhestvennye umy Billi Milligana». M., 2015. 195 s.
Rozin V.M. Rezhimy funktsionirovaniya zhiznedeyatel'nosti individa (vmenenie, obshchenie, samoopredelenie) // Mir psikhologii. 2015. ¹ 3. S. 61-69
Rozin V.M. Kul'tury detstva i starosti: stanovlenie individual'noy zhizni i ee zavershenie // Kul'tura i iskusstvo. 2014. ¹ 3. S. 263-275.
Rozin V.M. Filosofsko-pedagogicheskie etyudy. Yoshkar-Ola, 2015. 184 s.
Rozin V.M. Lichnost' i ee izuchenie. M., 2012. 23

Abstract: The article gives a detailed account of scientometric approaches to evaluating the effectiveness of research. Different scientometric indicators of the scientist – the total number of publications and their citation, impact factor of the journals in which the scientist works are published, etc are touched. However, Levin focuses on the most commonly used indicator – Hirsch index. The definition of this indicator, various methods of calculation, accompanied by examples are presented. The point of view of J. Hirsch on the opportunities of index created by him to identify the importance and significance of the contribution of scientists to science, to compare efficiency of various scientists and to forecast the scientific achievements of the scientist is given. Critical assessment of this indicator of current scientists is also presented. The author also shares his own point of view on the matter as well as describes other scientometric indicators. Levin provides a few examples showing the inability of this and other scientometric indicators to adequately assess various aspects of scientist's activity. The author indicates risks associated with the possibility of falsification of scientometric indicators. At the end of the article the author concludes that it would be worth-while to apply the traditional expert review method to evaluating scientific activity. 

Keywords: traditional reviews, falsification of indicators, evaluation of achievements, contribution to science, scientific activity, impact factor, citation index, Hirsch index, bibliometrics, scientometrics

References:
Parshin A.N., akademik RAN. Otkrytoe pis'mo v Prezidium RAN // http://rusrep.ru/article/2013/10/22/ran.
Avtomatika. Vychislitel'naya tekhnika: Top-100 samykh tsitiruemykh rossiyskikh uchenykh // Sayt dissertation-info.ru.
Nirsch J.E. An Index to Quantify an Individuals Research Output // Proc. Natl. Acad. Sci. USA. 102 (2006). No. 46. P. 16569–16573.
Igra v tsifir', ili kak teper' otsenivayut trud uchenogo (sbornik statey o bibliometrike). M.: MTsNMO, 2011. 72 s.

Abstract: The subject of the present article is the concepts of 'knowledge society' and 'knowledge economy' in reference to the contemporary situation in the Russian education and science. The primary objective of the research is to analyze the history and definitions of these terms in contemporary Russian education and science as well as to perform the critical analysis of contemporary approaches to the evaluation of the work made by a teacher or a scientist.  The central issue of the research is the question whether it is reasonable to apply Western educational standards to the Russian education system. The main research methods include: examination and analysis of literature, historical approach, critical and comparative analysis and general scientific methods of theoretical research. The main conclusions of the research are the following: 1) Today's reforms that are being implemented in Russia according to Western standards appear to be a failure. This is due to the fact that little attention has been paid to the adaptation of new standards to the effective education system. Neither have been considered the history of the development of Russian education and science and mentality of the Russian society. 2) Education and science are the spheres of social life where the 'knowledge economy' methods, i.e. the attitude to knowledge as the goods, are not applicable. Thus, the methods that are offered by the contemporary scientific and education systems for evaluation the work of a scientist or a teacher using formal numerical values and the general attempt to narrow down such evaluation to the cost-effectiveness analysis may have a negative influence on the further development of culture in general, because education and science are not only the part of the economic system but also one of the most important elements of cultural life of the society and therefore can't be measured based on only pragmatic principles. The scientific novelty of the research is caused by the fact that the authors of the article provide the analysis of the latest tendencies in Russian education and science compared to the global trends that haven't been intepreted by the Russian scientific literature yet. 

Keywords: modern education models, education reform, bibliometry, cognitive capitalism, information society, knowledge economy, knowledge society, education, modernization of education

References:
K obshchestvam znaniya. YuNESKO, 2005.
Drucker P. Landmarks of Tomorrow: A Report on the New "Post-Modern" world. N.-Y., 1959.
Hutchins, R.M. The Learning Society. Chicago: The University of Chicago Press, 1968.
Husén T. The Learning Society. London, Methuen, 1974.
Stehr N. Knowledge Societies. Sage, 1994.
Mansell R., Wehn U., (eds.) Knowledge societies: information technology for sustainable development. Oxford University Press, Oxford, 1998.
Pruzhinin B.I. Nauka i epistemologiya v «tsivilizatsii znaniya» // Epistemologiya: perspektivy razvitiya. M., 2012. S.189-198.
Drucker P. The Age of Discontinuity. New York: Harper & Row, 1969.
Machlup F. The Production and Distribution of Knowledge in the United States. Princeton University Press, 1962.
Boutang Y.M. Cognitive Capitalism. Translated by Ed Emery, Polity Press, Cambridge and Malden, MA, 2012.
Alekseev A.P., Alekseeva I.Yu. Ekonomicheskiy pozitivizm i budushchee nauki // Filosofiya nauki. T. 20. ¹ 1. M.: IF RAN,

Abstract: The subject under review of the present research article is the project ‘Scientific Sphere’ (1783) as one of the utopian writings of a rather unknown writer of the Age of Enlightenment, editor of the Parnassian Vedomosti Journal Ivan Trevogin. Despite the fact that was the unique writing, so far only the autobiography of the ‘projector’ has been published. Trevogin’s projects have been mentioned only partly in the research literature. One of his least-known writings is ‘Scientific Sphere’ or ‘Branch of Knowledge’. Meanwhile, that was one of the earliest writings of Ivan Trevogin. Despite its utopianism, this is a very important writing because it reflects peculiarities of education and science of Russia during the ruling of Catherine the Great. The project is viewed in terms of legislative reforms of Catherine the Great which is quite an unusual approach for the humanities. Besides Ivan Trevogin’s writings, Rostovtseva has also analyzed a number of sources on the history of Russian law such as Nakaz (1767) and ‘Edict on Establishment of the Russian Academy of Sciences’ (1783). The novelty of the offered method has allowed to significantly change traditional views on Trevogin’s utopian projects and show their dependence on the legislative policy of the Enlightened Absolutism. In fact, the writing was devoted to Catherine the Great and it is no accident that the writing had the same date as the establishing of the Russian Academy of Sciences. These and other facts have allowed to conclude that the Imperial Majesty’s Edit of 1783 and activities performed by St. Petersburg Academy could have a significant influence on Ivan Trevogin’s writing.

Keywords: Ivan Trevogin, utopian project, enlightened absolutism, legislation, Catherine the Great, Nakaz, or Instruction, of the Catherine the Great, Russian Academy of Sciences, Age of Enlightenment, Imperial Majesty’s Edict, Branch of Knowledge.

References:
Artem'eva T. V. Ot slavnogo proshlogo k svetlomu budushchemu: filosofiya istorii i utopiya v Rossii epokhi Prosveshcheniya. SPb.: Aleteyya, 2005.
Dashkova E. R. Rech', govorennaya pri otkrytii imperatorskoy rossiyskoy akademii oktyabrya 21 dnya 1783 goda / Literaturnye sochineniya. M.: Pravda, 1990.
Didro D. P. Sobranie sochineniy. T. X. Rossica. Proizvedeniya, otnosyashchiesya k Rossii. Pod red. I. K. Luppola. M.: OGIZ, 1947.
Dmitrieva E. E., Toporkov A. L. Avantyurnaya avtobiografiya I.I. Trevogina // Pamyatiki kul'tury. Novye otkrytiya. Pis'mennost'. Iskusstvo. Arkheologiya. Ezhegodnik. M.: Krug, 1992.
Egorov B. F. Rossiyskie utopii: Istoricheskiy putevoditel'. SPb.: Iskusstvo – SPb., 2007.
Imennoy ukaz «Ob uchrezhdenii Rossiyskoy Akademii». 15.839. / Polnoe sobranie zakonov Rossiyskoy imperii. T. XXI. C. 1781 po 1783 gg. SPb., 1830.
Kaurkin R. V. Utopicheskie proekty Ivana Trevogi // Vestnik Nizhegorodskogo universiteta im. N. I. Lobachevskogo. ¹ 6 (1). 2011.
Kolominov V. V., F

Abstract: The article is based on Jerome Bruner’s idea about socialization of children through up-bringing and education. As a social institution, school should simulate social and emotional development of children besides performance of its main tasks, teaching and up-bringing. Only social and emotional development can allow school to prepare children for life in a society. School education has other cultural functions, too. Education is becoming the tool of cultural reproduction. The author of the article views education as a part of culture in general because education is created by culture, on one side and helps to form culture, on the other side. The most ultimate goal of school education is to help a student believe in his competence and intellectual abilities. This ultimate goal lies at the root of all up-bringing processes and achievement of this goal should be the true trigger of all education.

Keywords: pedagogical anthropology, human, society, teaching, up-bringing, socialization, culture of education, psychology, knowledge, narrative.

References:
Baksanskiy O.E. Filosofiya, obrazovanie i filosofiya obrazovaniya // Pedagogika i prosveshchenie. 2012. ¹ 2(6). S. 6-19.
Baksanskiy O.E., Kucher E.N. Kognitivnyy obraz mira: prolegomeny k filosofii obrazovaniya. M., 2010.
Bessarabova I.S. Pedagogicheskie vzglyady Dzherom Brunera v kontekste amerikanskogo obrazovaniya. Volgograd, 2000.
Bruner D.S. Kul'tura obrazovaniya. M., 2006.
Bruner D.S. Protsess obucheniya. M., 1962.
Bruner D.S. Psikhologiya poznaniya. M., 1977.
Gurevich P.S. Filosofiya obrazovaniya. M., 2004.
Ogurtsov A.P., Platonov V.V. Obrazy obrazovaniya. Zapadnaya filosofiya obrazovaniya. KhKh vek. SPb., 2004.
Fromm E. Zdorovoe obshchestvo M., 2005.
Fromm E. Imet' ili byt'. M., 2006.
Yaspers K. Smysl i naznachenie istorii. M., 1994.

Abstract: The article addresses the issues of ethics-oriented upbringing within family environment as defined by P.F. Kapterev’s works in late XIX and early XX century. This work breaks down the periods of moral maturation of the child and defines the parent’s role in the forming of moral values, as well as explores the chief factors of moral upbringing in family environment. The author addresses the necessity of moral conditioning in family environment as part of spiritual and moral upbringing and preparation of children for adult life that implies the absence of spoils, pampering and parental protection. The article offers extensive analysis of Kapterev’s pedagogic views, drawing conclusions on the topic of the matter and essence of moral upbringing and spiritual conditioning of children in family environment.

Keywords: pedagogy, ethics, family, parenthood, values of parenthood, moral upbringing, family upbringing, periods of moral upbringing, factors of moral upbringing, becoming of the individual.

References:
Kapterev P.F. Iz istorii nravstvennogo razvitiya detey [Tekst] // Semeynoe vospitanie: khrestomatiya / sost. P.A. Lebedev. M.: Akademiya, 2001. S. 94-107.
Kapterev P.F. O nravstvennom zakalivanii [Tekst] // Semeynoe vospitanie: khrestomatiya / sost. P.A. Lebedev. M.: Akademiya, 2001. S. 277-292

Abstract: The article describes Socrates’ didactic ideas which were later analyzed by a German philosopher Wilhelm Windelband. Special attention is paid at personal qualities of the great philosopher and his relations with the students.

Keywords: philosophy, didactics, human, history, truth, culture, mind, knowledge, character, morals.

References:
Vindel'band V. Izbrannoe. Dukh i istoriya. M., 1995.
Gurevich P.S., Filatov O.K.Filosofiya obrazovaniya. Kniga pervaya. M., 2004
Gurevich P.S., Filatov O.K. Filosofiya obrazovaniya. Kniga vtoraya. M., 2011.
Yaspers K. Obshchaya psikhopatologiya. M., 2007

Abstract: this is the text of a school book on social studies for 9-grade scholars of a general high school. The extract from the school book discusses interactions between all processes ongoing in the world and points out certain changes which have happened in geopolitics recently.

Keywords: pedagogy, philosophy, globalization, globalism, noosphere, anti-globalism, geopolitics, global world, tradition.

References:
Morev F. Rybinskiy Sofiyskiy zhenskiy monastyr'. Yaroslavl', 1886. S. 5.
Vsepoddanneyshiy otchet ober-prokurora Svyateyshego Sinoda po vedomstvu pravoslavnogo ispovedaniya za 1887 god. SPb., 1889. S. 145.
Gosudarstvennyy arkhiv Yaroslavskoy oblasti (dalee GAYaO). F.230. Op. 5. D. 4340. LL. 5-28.
Nachertanie pravil dlya bogadel'ni bednogo dukhovenstva pri Rostovskom Troitse-Varnitskom monastyre.//YaEV. Ch.O. 1894. ¹22.
Karpycheva L.A. Obshchiny sester miloserdiya i Pravoslavnaya Tserkov' // Blagotvoritel'nost' v Rossii: Istoricheskie i sotsial'no-ekonomicheskie issledovaniya. SPb., 2004/2005. S. 164.

Abstract: The topic about perspectives of human existence is far from being the ageless plot of the world philosophy. This topic was mostly created by the three factors: tremendous achievements of the human mind, transformation of human nature and realization of the cosmic destination of the person. Nothing much can be said about success of science and hopes we lay on it.

Keywords: pedagogy, human, up-brining, civilization, science, culture, morals, ethics, mind, progress.

References:
Berdyaev N.A. Smysl tvorchestva // Berdyaev N.A. Filosofiya svobody. Smysl tvorchestva. — M., 1989.
Bodriyyar Zh. Prozrachnost' zla. — M., 2006.
Gurevich P.S. Filosofskaya antropologiya. — M., 2008.
Kutyrev V.A. Chelovecheskoe i inoe. Bor'ba mirov. — SPb., 2009.
Samokhvalova V.I. K ponimaniyu cheloveka v ego chelovecheskoy identichnosti // Polignozis. — 2009. — ¹ 2. — S. 89-102