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dc.contributor.authorArdashkin, Igor Borisovichen
dc.date.accessioned2016-12-16T03:18:12Z-
dc.date.available2016-12-16T03:18:12Z-
dc.date.issued2015-
dc.identifier.citationArdashkin, Igor Borisovich. Philosophy of Education as a Social Development Factor: World Trends and Prospects for Russia [Electronic resource] / I. B. Ardashkin // Procedia - Social and Behavioral Sciences . — 2015 . — Vol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia . — [P. 277-286] .en
dc.identifier.urihttp://earchive.tpu.ru/handle/11683/35401-
dc.description.abstractThe author analyzes the correlation between the development of society and philosophy of education. The goal of this article is to demonstrate that social development is more clearly shaped when the process of education is given an appropriate philosophy, which means the presence of a sense-making and goal-setting strategy (paradigm, “religion”) of the evolution of society. The example of a number of the world's leading countries confirms the value of such correlation. Even when in a crisis, these countries adapt to the modern world's dynamics (globalization, informatization, etc.) with higher speed if they possess an adequate education philosophy. These leading countries’ philosophy of education is underlain by the thesis: the quality of education defines the quality of life. This outcome can be achieved by drawing on such values as freedom, creativity, partnership, and trust. World university rankings show that the most successful universities aim at achieving this outcome and rely on these basic values regardless of all the modern transformations. The author comes to the conclusion that Russia, represented by its leaders and its government, should, given its desire to join the ranks of the world's leading countries, should instate substantial indicators of quality of life for its citizens, as well as strive to generate an education philosophy of similar nature and actively introduce it in the process of education in the first place.en
dc.language.isoenen
dc.publisherElsevierru
dc.relation.ispartofProcedia - Social and Behavioral Sciences. Vol. 166: Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia, 2015.en
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.subjectphilosophy of educationru
dc.subjectsocial development strategyru
dc.subjectglobalizationru
dc.subjectquality of educationru
dc.subjectquality of liferu
dc.subjectfreedomru
dc.subjectcreativityru
dc.subjectpartnershipru
dc.subjecttrustru
dc.subjectобразованиеru
dc.subjectсоциальное развитиеru
dc.subjectглобализацияru
dc.subjectкачествоru
dc.subjectкреативностьru
dc.subjectпартнерствоru
dc.titlePhilosophy of Education as a Social Development Factor: World Trends and Prospects for Russiaen
dc.typeConference Paperen
dc.typeinfo:eu-repo/semantics/publishedVersionen
dc.typeinfo:eu-repo/semantics/conferencePaperen
dcterms.audienceResearchesen
local.departmentНациональный исследовательский Томский политехнический университет (ТПУ)::Институт социально-гуманитарных технологий (ИСГТ)::Кафедра философии (ФИЛ)ru
local.description.firstpage277-
local.description.lastpage286-
local.filepathhttp://dx.doi.org/10.1016/j.sbspro.2014.12.524-
local.identifier.bibrecRU\TPU\network\3161-
local.identifier.colkeyRU\TPU\col\18928-
local.identifier.perskeyRU\TPU\pers\30247-
local.localtypeДокладru
local.volume16620142014-
local.conference.nameInternational Conference on Research Paradigms Transformation in Social Sciences-
local.conference.date2014-
dc.identifier.doi10.1016/j.sbspro.2014.12.524-
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