The purpose of the article is to project the general statements of the philosophical tradition and domestic psychological schools of thought on the specific situation of teaching and education, as well as to compare the historically emerging ideas of upbringing and education with modern approaches, and to trace the genetic connection and the continuity of ideas. In this context, it is possible to draw conclusions and learn lessons for the development of the modern pedagogical situation. The research results are novel and practically significant, since the main conclusion is the choice of a methodological basis for teaching natural sciences with a view to the sustainable development of society as a whole and within the framework of subject-subject relationship in particular. According to the chosen methodology, teaching information about sustainable development involves a set of interconnected methods for the purpose of their application in the educational process so to access each student individually. A special contribution of the authors is a comparative analysis of approaches to training and education, which result in the sustainable development of society.
The ideas and principles of synergistic and fractal approaches make up methodological provision for the research. An important role is also given to methods of system analysis, mathematical and visual modeling, experimental and statistical methods. The methodological basis of the article is a synthesis of synergistic and fractal approaches. The purpose of the article is theoretical underpinning and development of effective didactic mechanisms for enhancing pedagogical synergy in mathematical education by improving the key components of pedagogical process on the basis of the fractal approach. The article presents all stages of a technology for enhancing pedagogical synergy in mathematical education on the basis of the fractal approach. As a didactic mechanism of pedagogical synergy, the authors propose a set of teaching objectives and professionally oriented tasks correlated with an interdisciplinary fractal-organized base of key mathematical concepts, as well as a system for monitoring/assessment of students' knowledge on the basis of fractal methods.
El propósito de este artículo es replantear la cuestión del poder y su esencia en el contexto de cómo lo ve la filosofía religiosa rusa, en este caso, N. A. Berdyaev. Sus reflexiones cobran relevancia porque plantea el problema en un sentido universal, vinculándolo con la esencia del hombre y los hechos históricos que lo rodean. La ontología histórica se revela en la filosofía del pensador ruso como un misterio infinito, cuyas definiciones racionales son muy difíciles. La metodología de este trabajo está tomada de los trabajos del programa sobre la historia de la filosofía rusa de V. V. Zenkovsky y N. O. Lossky y consiste en crear una base comparativa para comparar los principales conceptos de poder en la filosofía occidental y la filosofía rusa. Incluso un análisis aproximado muestra que el gobierno elude el discurso y evita las definiciones racionales, de lo contrario sería posible explicar la revolución en Rusia por su carácter fundamental. El material del artículo puede ser utilizado en estudios sociales y antropológicos del poder, lo que aumenta y extiende su influencia incluso a las relaciones más simples pero en lugar de reducirla. Los creadores de nuevas épocas siempre enfrentan un nuevo tipo de responsabilidad en el sentido de que son responsables ante las generaciones vivas de cómo usan el poder y si es para bien o para mal.
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