| 000 | 03241nla2a2200433 4500 | ||
|---|---|---|---|
| 001 | 638531 | ||
| 005 | 20231030040249.0 | ||
| 035 | _a(RuTPU)RU\TPU\network\2896 | ||
| 090 | _a638531 | ||
| 100 | _a20150129a2015 k y0engy50 ba | ||
| 101 | 0 | _aeng | |
| 105 | _ay z 100zy | ||
| 135 | _adrcn ---uucaa | ||
| 181 | 0 | _ai | |
| 182 | 0 | _ab | |
| 200 | 1 |
_aCultural and Historical Correlations of Ideal Education and Human Paradigm _fA. Kartashova |
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| 203 |
_aText _celectronic |
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| 300 | _aTitle screen | ||
| 320 | _a[References: р. 355 (9 tit.)] | ||
| 330 | _aThe article describes main educational paradigms developed in different historical periods: antiquity, the Middle Ages, the Renaissance, the Enlightenment and the Modern Age. It is shown that anthropocentrism is in the forefront of all philosophical works. In the present article we review different points of view on the ideal men described by famous philosophers, since the final objective of education is getting an ideal man, make him better. It is proved that intellectual experience of the past is quite useful nowadays for settling issues of modern education, since it allows for deeper understanding of the essence of what is happening now and what has happened in the field of education throughout history. It was concluded that the present model of education includes all educational practices that once existed in history. It is found that at present one of the reasons of systemic crisis in education is confrontation and competition of different educational models. Thus, it is necessary to determine a harmonic combination and interaction of different educational paradigms. | ||
| 333 | _aРежим доступа: по договору с организацией-держателем ресурса | ||
| 461 | 0 |
_0(RuTPU)RU\TPU\network\2898 _tProcedia - Social and Behavioral Sciences |
|
| 463 | 0 |
_0(RuTPU)RU\TPU\network\2900 _tVol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia _fNational Research Tomsk Polytechnic University (TPU) _v[P. 351-355] _d2015 |
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| 610 | 1 | _aэлектронный ресурс | |
| 610 | 1 | _aтруды учёных ТПУ | |
| 610 | 1 | _aparadigm | |
| 610 | 1 | _aeducation | |
| 610 | 1 | _aknowledge | |
| 610 | 1 | _amanagement | |
| 610 | 1 | _aпарадигмы | |
| 610 | 1 | _aобразование | |
| 610 | 1 | _aзнания | |
| 610 | 1 | _aуправление | |
| 700 | 1 |
_aKartashova _bA. A. _cspecialist in the field of sociology, psychology and law _cAssistant of the Department of Tomsk Polytechnic University _f1988- _gAnna Aleksandrovna _2stltpush _3(RuTPU)RU\TPU\pers\33413 |
|
| 712 | 0 | 2 |
_aНациональный исследовательский Томский политехнический университет (ТПУ) _bИнститут социально-гуманитарных технологий (ИСГТ) _bКафедра социологии, психологии и права (СОЦ) _h41 _2stltpush _3(RuTPU)RU\TPU\col\18373 |
| 801 | 2 |
_aRU _b63413507 _c20161227 _gRCR |
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| 856 | 4 | _uhttp://dx.doi.org/10.1016/j.sbspro.2014.12.535 | |
| 856 | 4 | _uhttp://earchive.tpu.ru/handle/11683/35375 | |
| 942 | _cCF | ||