A counter-factual modeling is considered, which is of the past (CFM) as a means of solving pedagogical tasks within a number of humanitarian disciplines (historical science, philosophy of history, social philosophy, etc.). The purpose of the article is to highlight specific forms of the CFM use in pedagogy. It has been revealed that CFM is most often used for simulation and comparative analysis, implemented and potential variants. It was shown that in the first case the following pedagogical methods had been used: preparation for future activities; learning from the experience of more successful predecessors; expansion of the variability of cogitation and action; move away from the fatalistic perception of the past. In the second caseother methods were used: identifying trends in the formation of potential events; the establishment of complex principles of non-implementation of events; the need to give descriptions of surreal situations. In combination, these means of knowledge make the study of the past an interesting and useful process for people nowadays.
Introduction. Taking the Workers’ and Peasants’ Red Army of 1941—1945 as an example the authors identify features of the personnel selection in the army during military operations, conditions, requirements, criteria, qualities necessary for promotion to higher command positions. The aim of the study is to identify the mechanism of personnel selection in the armed forces during military operations. Methods. The authors use the following general scientific methods: modeling, structural and functional, systemic and comparative analysis; movement from the abstract to the concrete and from the concrete to the abstract. The authors make use of P.A. Sorokin’s theory of vertical mobility. For further research of the problem, the methodology of synergetics and counterfactual modeling of the past can be involved. Scientific novelty of the research. The following existing concepts of the Red Army officers’ dynamics in 1941—1945 are generalized: positive, negative, moral and psychological selection. Their basic concepts and shortcomings are revealed. An initiativeintellectual concept of the officers’ selection in war is formulated on the basis of P. Sorokin’s theory of vertical mobility. The author identify specific conditions, requirements, and criteria influencing the selection of commanders during the war. Results. A clear opposition to the conditions, requirements and selection criteria in peacetime and wartime is given. The following specific criteria for selecting officers of the Red Army during the war are highlighted: the presence of combat experience; non-conformism; the ability to take personal responsibility; analyze and correct errors; nonstandard thinking. Military action creates specific conditions that give rise to the selection criteria for commanders. Conclusions. The selection criteria for personnel in peacetime and wartime armies differ sharply. At the beginning of battle actions, stereotyped commanders prevailed. Such people are replaced by commanders who are able to go beyond the established canons, orders of the chiefs. The work presents a diagram showing the stages of selecting officers in a war: military actions — conditions — selection criteria - requirements — new qualities of a person adapted to combat operations. This leads to the success of military operations, and, consequently, to the promotion of officers in rank and position.
The article highlights the difficulties arisen in the process of philosophy teaching in a technical university. The purpose of the article is to display heuristic approaches to increase the efficiency of teaching philosophy and to shoe gaining student interest. Authors indicate contact points between philosophical, humanitarian and natural science knowledge together with demonstration the way how various scientific worldviews consonance could be expressed in the teaching process. It is stressed that the advantage of philosophy as intellectual practice is in the fundamental orientation of understanding the position of a person in the world and in being indifferent to the fate of civilization and culture. Besides, philosophy always comes out of specific historical conditions based on the personality of the author. Nevertheless, philosophy and natural science add each other mutually so it should be especially stressed in the teaching process.
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