Formatting rules for authors
- Papers submitted for publication in the peer-reviewed scientific journal "Philosophy of Education" must be designed in accordance with the requirements established by the editors of the Journal.
- It is necessary to submit to the editors:
- electronic version of the paper;
- information about the author/authors;
- Consent for the right to use a scientific work in the Journal.
3. Structure of the paper submitted to the editors of the journal:
- UDC code;
- title of the paper;
- name, patronymic, surname of the author/authors;
- place of work/study, email address, ORCID;
- acknowledgements (optional element);
- the text of the paper;
- list of sources;
- information about the authors;
- contribution of the authors.
This information is presented starting from a separate line on the left in capital letters.
The title of the paper should not be lengthy, should reflect the content of the paper and correspond to the general topics of the journal. It is presented in capital letters, bold font.
The name, patronymic, surname of the author/authors are indicated in full, in bold, indicating the sequence of authors with a superscript, chosen by the authors (for example, Maxim Ivanovich Morozov1, Rosa Nikolaevna Novikova2).
Information about the place of work/study, city, country, the author's e-mail address (without the word "e-mail") and the author's ORCID are presented in a separate line for each author with a superscript at the beginning of the line.
Abstract (200-250 words) should briefly reveal the main content of the paper. It should clearly identify the following components: introduction; methodology; discussion; conclusion.
Keywords (3-15 words) should reflect the essence of the content of the topic of the paper. They are separated by commas. There is no dot at the end of keywords. The presence of keywords is mandatory.
After the keywords, words of gratitude are given to organizations/institutions, scientific supervisors/consultants; information about the grant, project, research work within or based on the results of which this paper was written.
The main text of the paper with in-text links and footnotes to the cited sources should contain the following sections:
Introduction (purpose of the paper, relevance, problem situation).
Methodology (object and subject of research, discussion of approaches, materials and methods).
Discussion (analysis of the problem, novelty, interpretation of the main research material with justification of the results obtained).
Conclusion (conclusions and judgments according to the goal, forecasting and prospects for further scientific developments).
The list of sources/references includes resources that are mentioned or cited in the main text of the paper, indicating the sequential number (indicated in the text) in square brackets, if necessary, pages are indicated (for example, [1, p. 25]); should include research sources (scientific papers, monographs, author’s abstracts of dissertations), including publications for the last 3-5 years included in Scopus, WoS with DOI or URL. Bibliographic entries in the list of sources are arranged in the order of their citation in the text of the paper. Footnotes inside the text of the papers indicate: reference (dictionaries, encyclopedias, etc.), archival, regulatory, legislative, journalistic, educational and methodological literature, information from the Internet.
The authors are responsible for the veracity of the submitted bibliographic data.
Additional information about the author/authors is given at the end of the paper in the section "Information about the authors": academic degree, academic title, position, place of work with an indication of the postal address.
Information about the personal contribution of each author* is given at the end of the paper in the section "Contribution of the authors". If the authors have made an equivalent contribution, then it is indicated: all authors have made an equivalent contribution to the preparation of the paper for publication. On the next line, it is noted that the Authors declare that there is no conflict of interest.
4. Rules for the design of the paper:
a) the volume of the paper should be 32,000-40,000 characters with spaces;
b) A4 format, Word font, 1.5 interval;
c) all margins - 2.0 cm;
d) the main size - 14;
e) font – Times New Roman.
* Idea, analysis of scientific literature, material processing, methodology development, construction of the paper structure, scientific editing, etc.
UDC 13+37 (470+571)
Distance education in modern Russia: humanistic and humanitarian aspects
Yakovleva Irina Vladimirovna1, Kosenko Tatiana Sergeevna2, Glios Gennady Nikolaevich3
1,2Novosibirsk State Pedagogical University, 3Altai State Medical University
Abstract. Introduction. The increasing necessity and importance of distant forms of communication in the educational process should be considered as a temporary measure caused by an emergency situation, which inevitably generates the need to introduce new methods, functions and forms of organization of the educational process. In order to find an appropriate approach to new forms of educational practices, there is a need to study the basics of communicative activity. Methodology. Understanding distance education from the point of view of humanistic and humanitarian intra-system concepts can reveal new organizational and educational mechanisms and constructs. Humanistic and humanitarian approaches to the consideration of distance learning technologies are carried out on the basis of socio-philosophical methodology and accompanying educational and informational trends, such as "form" and "content", "correlation" and "interrelation". Discussion. Based on the understanding of humanistic and humanitarian problems that inevitably accompany new trends in education, the philosophical categories of "form" and "content", "correlation" and "interrelation" are revealed. It is shown that "form" and "content" as humanistic categories in relation to professionalism, with indirect (distance) learning, lose their traditional rational meaning, acquiring an inverse character in cognitive practices. "Correlation" and "interrelation" as humanistic categories partly work to develop a strategy for the optimal and coordinated development of the individual as a subject in education. Conclusion. Despite the inevitable digitalization of the educational process, it is necessary to bear in mind that the main task of education in the traditional sense has always been the formation of an individual, whereas the means to achieve this goal have evolved with the development of scientific and technological progress. Therefore, in the conditions of digitalization of education, it is necessary to preserve the traditional content and meaning in distance education in a proportionate manner. Humanitarian and humanistic reflection reveals in such trends, to a greater extent, the processes not of opposition, but of combinations and interrelations, which may represent a solution to temporary problems in society and secondary ones in education.
Keywords: distance learning, humanistic approach, humanitarian reflection, form, content, correlation, interrelation
For citation: Yakovleva I. V., Kosenko T. S., Glios G. N. Distance education in modern Russia: Humanistic and humanitarian aspects. Philosophy of Education, 2021, vol. 21, no. 1, pp. ..-... DOI:
THE TEXT OF THE PAPER
List of sources
- Zahid G. Globalization, Nationalization and Rationalization. Procedia – Social and Behavioral Sciences, 2015, vol. 174, pp. 109–114. DOI: https://doi.org/10.1016/j.sbspro.2015.01.633
- Nalivayko N. V. Philosophy of education: formation of the concept: a monograph. Novosibirsk: Publishing house of SB RAS, 2008, 272 p.
Information about the authors
I. V. Yakovleva – Candidate of Philosophical Sciences, Associate Professor, Researcher at the Scientific Center Research of the Russian Academy of Education, Novosibirsk State Pedagogical University (28 Vilyuiskaya str., Novosibirsk, 630126, Russian Federation).
T. S. Kosenko – Candidate of Philosophical Sciences, Associate Professor, Deputy Head of the Scientific Center of the Russian Academy of Education, Novosibirsk State Pedagogical University (28 Vilyuiskaya str., Novosibirsk, 630126, Russian Federation).
G. N. Glios – Candidate of Philosophical Sciences, Associate Professor of the Humanities with course of clinical psychology, Altai State Medical University (40 Lenin Avenue, Barnaul, 656038, Russian Federation).
Authors' contribution: All authors have made an equivalent contribution to the preparation of the paper for publication.
The authors declare that there is no conflict of interest.