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Abstract

The article is devoted to theoretical problem of methodological character that is how to the form a new pedagogical concept, dubbed "radical pedagogy". The authors note the ambiguity of the definition of this term and the various vectors of considering the problems of radicalism in pedagogical projection. On the basis of theoretical and historical analysis it is shown that the ideas of the radical reconstruction of the education system and teaching practices have deep historical roots. In modern pedagogy the concept of "radical pedagogy" is understood in two ways. It is defined by some theorists as the notion that secures the changing views about cognitive capacities, conditions, and factors forming human exposure that indicates the system of pedagogical measures and solutions. The second group of researchers interprets this term as an uncompromising commitment to achieve real transformation in accordance with the views on the development of socio-political, ideological and economic spheres. On the basis of content-analytical study of special publications of the journal "Radical Pedagogy" it is shown that currently, this conceptualization is in the stage of intensive growth.

The research objective is the identification of dynamics and a ratio between figurative and rational ways of representation of a visual material in the example of didactic illustrations in the Russian textbooks on geography (1825-2013). As an example, the concept "image of Australia" as not adjoining to Russia, the far country-continent is used. A map as a visual representation of a territory is important for understanding the symbolic depiction highlighting relationships between elements of that space such as regions, economic structures, activity of the population and the condition of natural resources. Authors of textbooks, using schemes and numerous charts, expand limits of the symbolical image of information.

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The article analyzes the transformation of the methodological toolkit for teaching humanities and sciences in the Russian Federation. The method of case study, being widely spread in modern higher education research, is used as an example to illustrate the attempts to implement the best practices of foreign educational technology into tertiary academic process in Russia. The authors provide some historical aspects of introducing case studies in modern teaching practice. The article features peculiarities of the Soviet approach to the structure of cases. Content analysis helps to identify similarities and differences in Soviet/post-Soviet approaches to case study construction and brings into focus the problem points which reveal misinterpretation and/or misuse of didactic materials designated as cases. The approach suggested in the article implies presenting the content of a case study as a collection of documents related to a certain topic. The case study "Istanbul in the life and work of the artist Martiros Saryan" demonstrates that a case can have invariable and variable parts to reflect the specificity of the didactic task within the discipline. Such approach is expected to support students' cognitive activity, develop creativity in searching additional sources and missing materials, improve efficiency of students' autonomous work on solving complex problem solution.

The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

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