Information Metaphors and Classification of Information Sciences

Ивлев, В. Ю.; Ивлева, Марина; Sedyakin, V.P.

doi:10.2991/cesses-18.2018.193

Cited by 35 publications

(35 citation statements)

References 7 publications

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“…The ranking systems are flexible, they are constantly being adjusted. For example, earlier the object field-based rankings assessed only a few disciplines (mathematics, physics, computer science and economics), but now they include tens of object fields [3].…”

Section: Ranking Methodologies Used For Western Universitiesmentioning

confidence: 99%

Russian Universities and Global Ratings

Zemtsov¹,

Suzdaleva²

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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The paper covers high school reform in Russia. It considers the problem of university ranking. The world rating systems' influence and their application in the assessment of higher education in Russia are analyzed. The discussion goes into complicated questions of indexing and synthesis between our country's tradition and modern practices used worldwide. The authors make a point on the importance of the correlation between the international scientometrics and the features of Russian higher education in order to successfully integrate the latter into the highly competitive environment of the world-leading centers for science and education.

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Section: Ranking Methodologies Used For Western Universitiesmentioning

confidence: 99%

Russian Universities and Global Ratings

Zemtsov¹,

Suzdaleva²

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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“…Russian education is immersed in a pragmatic context related to the analysis of transformations taking place in Russian society. The structure of the job market is included in the processes of the information society development, which are characterized by the rapid pace of development of new information and communication technologies, the growth of scientific knowledge, technological advances of a global scale [21]. A university graduate is faced with the constant problem of changing requirements for jobs in the labor market, the need for continuous upgrading.…”

Section: The Development Of Basic Paradigms and Concepts Inmentioning

confidence: 99%

Analytical Philosophy of Education: Approaches and Russian Realities

Novikova¹,

Galukhin²,

Ivlev³

et al. 2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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The article explores the constructive possibilities of developing theories and approaches in the field of higher school pedagogy based on the use of a system of concepts and methods of analytical philosophy. The methodological functions of analytical philosophy in relation to educational programs in higher education manifested themselves in the form of a fundamental focus on conceptual analysis, revealing substantial and variational aspects of the meaning of terms used for theoretical description and modeling of the educational process. The specifics of the methodology and the thematic profile of the analytical philosophy of education are revealed through the analysis of the concepts of R. Peters and P. Hirst, representative for this direction, which consist in certain continuity and reflect both positive heuristics and limitations of the analytical approaches used in educational theory. Russian higher education paradigms cover the stages of formation in general, which are indicated in the analytical philosophy of education. However, the epistemological similarity is accompanied by an ontological difference in the basis for the development of programs, which in Russian schools are more relevant to the specifics of the socioeconomic and cultural context.

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“…The real history does not fit into this Procrustean bed; it is ambiguous, contradictory, and irrational. In the real past of social objects, chance dominates [11]. This past does not make sense and, therefore, cannot act as a reference sample for group identification.…”

Section: The Role Of Historiography In the Formationmentioning

confidence: 99%

Historical Memory as the Basis of Group Identity

Nesterenko¹

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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The paper examines the role of historiography in the formation of the identity of imaginary communities ("wegroups") by conceptualizing the past. Historiographic concepts serve both to define the boundaries of "their" group and selfidentify its members, as well as to form opinions about other "we-groups". Concepts of identity based on the common perceptions of the past in this community are created within the framework of special institutions. They are considered as a phenomenon of "historical memory", which is a modus of "cultural memory". A distinctive feature of "historical memory" is an appeal to the mythological images and mutually exclusive interpretations of the past. In the ideological aspect, historiography serves as the basis for justifying the claims of this "we-group" in the present.

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Information Metaphors and Classification of Information Sciences

Cited by 35 publications

References 7 publications

Russian Universities and Global Ratings

Russian Universities and Global Ratings

Analytical Philosophy of Education: Approaches and Russian Realities

Historical Memory as the Basis of Group Identity

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