No 4 (2024)
PEDAGOGY
The pedagogical tools of digital didactics
Abstract
This article provides a theoretical analysis of two didactic methods: classical didactics and digital didactics. Classical didactics, as a branch of pedagogy, explores basic principles and teaching methods and emphasizes the role of the teacher in conveying given content and developing essential skills and competencies in students. In contrast, digital didactics is an emerging field that deals with the organization of educational processes in the context of the digital transformation of society. The primary goal is to craft learning experiences that leverage modern information technologies, emphasizing active, independent student engagement. The article highlights the key principles, pedagogical tools, and educational outcomes that differentiate classical from digital didactics. At the center of the article is an explicit description of the pedagogical tools of digital didactics. It contains verified examples of the implementation of digital didactics in the Russian education system. It is stated that digital didactics is a comprehensive approach to organizing the educational process. This approach encompasses personalized learning, broadening the academic context, gamification, online learning, the application of artificial intelligence, and the ongoing enhancement of the digital learning environment.



Designing Russian Language Learning Materials for Kenyan Students
Abstract
This article explores approaches to developing culturally enriched learning materials for Russian as a foreign language tailored for Kenyan learners, integrating traditional cultural content and innovative teaching techniques. The main aim is to create engaging learning materials that bridge cultural differences and improve language proficiency. We will use a combination of customized software tools, surveys, and a literature review on Kenyan culture and modern language learning methods. These tools include an interactive web platform for vocabulary training, a video and subtitle extraction tool for contextualized listening and reading exercises, and lexical approach software that provides contextualized sentences from the literature. In addition, surveys on Kenyan perceptions of Russian and research on cultural differences will guide content development. Our research findings reveal significant cultural differences between Russian and Kenyan learners, such as different proverbs, folk heroes, and unique cultural contexts. The article also describes the three software tools, including examples and manuals to demonstrate their use in the language classroom. Developing culturally enriched language learning materials supported by innovative tools enhances the learning process, making it more effective and engaging for students and teachers. These resources can serve as a model for creating similar materials in other cross-cultural contexts.



Integration of Logical and Intuitive Student Experience as a Condition for Understanding Mathematics
Abstract
Recent studies in psychology and pedagogy explore the duality of human thought, where two opposing systems – heuristic and analytical – interact in a dialectical unity. This leads to two corresponding ways of understanding the world: logical and intuitive. Focusing solely on developing students’ logical abilities may result in them being able to solve only a small number of typical problems and fail to promote their overall personal development. Therefore, more emphasis is now placed on promoting a deeper understanding of topics by moving away from formal approaches. This is done by encouraging active learning and integrating logical and intuitive thinking, which helps students absorb the information at a deeper level. This article explores how these two styles of thinking can be combined in the mathematics classroom and the impact this has on student learning.



Concepts of Rurality in Modern Education: the Formulation of a Research Problem
Abstract
As the modern village evolves, with shifts in lifestyle, identity, daily practices, and a growing diversification of the rural economy, it becomes necessary to broaden the traditional range of career options for rural students. An analysis of rural school development programs shows that, in most cases, the strategic educational objectives are hardly linked to the economic and sociocultural characteristics of the areas in which they are located. A task allocation that correlates with rural identity and the local sociocultural code is extremely rare. If we look at the strategies for the vocational self-determination of rural students, generally oriented towards the agricultural sector, and the mechanisms for their implementation, we see that they are stereotypical and have a certain formalism. Perhaps for this very reason, the potential of a rural school is not really considered by those responsible as a factor and resource for the socio economic development of the territory. In this context, the goal setting of rural schools concerning the self determined life of students, which is important for rural identity and the specificities of the territories in which they are located, is becoming increasingly important. In this case, the rural school can be considered a key element of the infrastructure that allows the diffusion and rooting of the rural code in the life and professional paths of rural youth. The study aims to pose a research problem on the necessity of a modern concept of rurality within the framework of rural school pedagogy as an independent branch of pedagogical science. Our scientific research will refer to our previously formed understanding of rural school as “a complexly organized educational system capable of self-organization and self-regulation under the conditions of a hybrid (real/virtual) ontology... Its basic characteristics are multifunctionality, openness, continuity, adaptability to the local culture of a given rural society, and convergence.” The existing concepts of rurality, which are based on a sociological approach, are interdisciplinary. The basic ideas about the network society are reflected in the scientific approaches used for the theoretical identification of the village and the conceptualization of rurality in the post-industrial era. In our view, the most important approaches are the sociocultural, spatial, and systemic approaches. The sociocultural approach makes it possible to expand the boundaries of research by considering a rural school in a system of cultural coordinates (meanings, values, value orientations, principles) that ensures social connections and at the center of which is the active human being (homo activus), a multidimensional bio-socio-cultural being. Spatial and systemic approaches are needed in research as complementary approaches. The spatial approach aims to explain the village’s situation in the context of globalization and urbanization of the modern world and the implementation of Russian state programs for the economic development of territories. From a theoretical point of view, one can rely on understanding the village as a totality of changing physical and social spaces. A systematic approach helps to maintain the integrity and structure of the study. The peculiarities of the new rurality and its characteristics can be considered in developing rural-oriented strategies for the self-determined lives of students in rural schools. Education that incorporates the sociocultural code by strengthening rurality should aim to develop creativity, critical thinking, communication skills, and the ability to work together. This is fundamental for future professionals who can reshape the rural economy by considering market demands.



PSYCHOLOGY
Psychological and pedagogical periodization of childhood in the concepts of the russian scientific school of the xx–xxi centuries
Abstract
The relevance of studying the phenomenon of childhood, including its periodization, is shown. The study of this topic makes it possible to understand the hidden patterns of the relationship between the systems of “personality” and “society”; it is a contribution to the formation of the theoretical basis of Russian social policy, which includes demography, health care, education, culture, and science. Historically established (generally accepted) and nominal periodizations of childhood are examined, and the most important criteria for the periodization of childhood are mentioned. The author’s concept of periodization of childhood is presented, integrating postembryonic (juvenile) ontogenesis, mental development, social interaction, and the dynamics of the mother-child relationship. The author’s periodization of childhood is systemic in nature, takes into account the biopsychosocial nature of a person, develops a systemic theory of personality (STP), and complements the epistemological models of the mother-child relationship. The systematization of childhood periodization is considered. In order to uphold the prominence of Russian science, the concept developed by the classic Soviet psychologist L Vygotsky is emphasized. The author of this work illustrates the principle of systematizing childhood periodization formulated by L. Vygotsky. The author’s systematization of the nominal periodizations of childhood is presented and supplemented by graphic illustrations. Perspectives for further research are outlined. Within the framework of the authors’ professional interests, childhood and its periodization problem are considered an additional direction in systemic personological research as a separate element of the structure of human reproductive function, an integral part of the mother-child relationship. The material in this article complements the epistemological models used in pedagogy, psychology, and medicine and is intended for use in the educational process of higher education. The periodizations of childhood may be in demand in the study of academic disciplines such as pedagogy, age psychology, anthropology, human morphology, physical education, sport, history, and philosophy.


