Counter-factual Modeling of the Past: Philosophical and Pedagogical Aspect

Abstract

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.

Basic Methodological Principles of Technical Creativity

“…In practice, these processes are often carried out spontaneously and that slows down economic indexes significantly. For example, it could be noticed that inventions and achievements in one industry have long and difficult way of implementation into another [11].…”

Russian Universities and Global Ratings

“…The objectification of scientometrics will also require a methodology for ranking in humanities [11].…”

Analytical Philosophy of Education: Approaches and Russian Realities

“…The problem of the relationship of goal-oriented and value components of the educational process in the studies of Russian authors has been presented at several levels. First, this has been a theoretical level of understanding, going back to classical works from the field of philosophy, psychology, acmeology, where the development of the subject in the learning process has been considered on the basis of standards of spirituality, personal self-realization, striving for creativity and achievements [25]. Secondly, we are talking about numerous empirical works, in which it was shown that vocational education is associated with the values and motives of students, not reducible to the schematic -know‖, -can‖ and -have‖.…”