The authors of the research states that the educational system is very fragile and requires maximum protection from various threats and challenges, including those of criminal nature. Such threats comprise education workers’ crimes as well. The authors analyze qualitative and quantitative indicators of such crimes and provides the official statistics that characterize the crimes committed by teaching staff and other workers of the educational sphere. The authors pay special attention to the following corruption crimes: receiving bribes, fraud, misappropriation, and embezzlement committed by the educational sphere workers. Other types of corruption crimes in the field of education are less common; they are commercial bribery, giving bribes, mediation in bribery, legalization (laundering) of money or other property acquired by criminal means. The authors note that the official statistics indicate the formation of a trend towards a decrease in recorded crimes in the educational sector in the current period. In 2013, there were 1,344 cases of bribes received by education workers, whereas in 2017, only 329 such crimes were committed according to the official data. In this case, the rate of these crimes is decreased by minus 76%. According to the authors, such a significant reduction in indicators can be explained by various hypotheses that are presented in this study. In addition, the article states that as a result of committing criminal acts, the educational system suffers material damage in the amount of about 40 million rubles annually. At the same time, modern statistical reporting does not contain information about other types of harm to the educational environment, which does not always reflect modern realities. In conclusion, the authors states that despite all preventive measures, crimes are still committed in the educational environment, which indicates the need to develop new approaches to the issue of combating crimes committed by education workers.
The article examines the main key technologization of modern society as a fundamental reason for the value and socio-cultural changes in public life. Therefore, for a socio-philosophical analysis of social transformations, it is not enough to study only the processes taking place in the economy or political system. For a systematic analysis of social transformations, it is necessary to take into account exactly what changes are taking place in the culture and social system, the development cycle of which is much longer than in the economy or in the industrial sphere; what changes in culture follow economic and political reforms and how these processes are interconnected. In addition, the problem of technologization of modern society is important, which is considered from the point of view of the value and dangers of technocratism and the identification of technocratic thinking and rationality, as well as problems and prospects for the development of a technogenic society in the modern world.
The trasformation of the moder society is often considered through the analysys of developing and modernizing countries that are undergoing transitional socio-economic conditions and stages of radical transformation of socio-political structures. At the same time, it is often overlooked that the development of many countries also went through periods of modernization, which included evolutionary and revolutionary transformations. This article will consider different approaches to the socio-philisophical analysis of the modern society transformation with the aim to structure current and historical knowledge of this matter.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.