ministry of education of the russian federation tomsk

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

Tomsk State Pedagogical University(TSPU)

EDUCATION amp PEDAGOGY JOURNAL

TOMSK2021

ISSUE 1 (1) 2021

Addressul Kiyevskaya 60 Tomsk Russia 634061 Telfax +7 (38-22) 31-14-64

Corresponding address pr Komsomolskiy 75 of 319 Tomsk Russia 634041

Тel +7 (38-22) 52-06-17 telfax +7 (38-22) 31-14-64 E-mail epjtspueduru httpsedujournaltspueduruedujournal-contactshtml

Printed in the TSPU publishing house ul Gertsena 49 Tomsk Russia 634061

Certifi cate of registration of mass mediaThe Federal Service for Supervision of Communications Information Technology and Mass Media (Roskomnadzor)

PI No FS77-81195 issued on 02062021

Approved for printing 24072021 Submitted for printing 25072021 Format 60times908 Paper offset Printing screen Circulation 1000 copies Price not settled Order 1184НProduction editor LV Dombrauskayte Text designer OA Turchinovich

Cover designer VYu Zyubanov Translator VYu Zyubanov Proofreading EV Litvinova

copy Tomsk State Pedagogical University 2021 All rights reserved

Editor-in-ChiefVV Obukhov Doctor of Physics and Mathematics Professor (Tomsk State Pedagogical University

Russian Federation) E-mail epjtspueduru

Editorial BoardIV Melik-Gaykazyan Doctor of Science (Philosophy) Professor (Deputy Editor-in-Chief) (Tomsk Russian

Federation)YuYu Afanasyeva Candidate of Philological Sciences (Executive Secretary) (Tomsk Russian

Federation)MA Chervonnyy Candidate of Pedagogical Sciences Associate Professor (Tomsk Russian Federation)AYu Filchenko Candidate of Philological Sciences Associate Professor PhD (Tomsk Russian

Federation)TT Gazizov Doctor of Technical Sciences Associate Professor (Tomsk Russian Federation)EG Gelfman Doctor of Pedagogical Sciences Professor (Tomsk Russian Federation)A Istenic PhD Professor (Koper Slovenia)MA Kholodnaya Doctor of Science (Psychology) Professor (Moscow Russian Federation)VM Lopatkin Doctor of Pedagogical Sciences Professor (Barnaul Russian Federation) A Nakaya Associate Professor (Hiroshima Japan)AA Nikitin Doctor of Science (Physics and Mathematics) Professor (Novosibirsk Russian

Federation)SM Redlikh Doctor of Pedagogical Sciences Professor (Kemerovo Russian Federation)MP Voitekhovskaya Doctor of Science (History) Professor (Tomsk Russian Federation)B Winczura Doctor of Humanistic Sciences PhD Candidate of Medical Sciences (Wroclaw

Poland)VYu Zyubanov Candidate of Pedagogical Sciences PhD (Tomsk Russian Federation)

Scientifi c Editor of the IssueMP Voitekhovskaya

FounderTomsk State Pedagogical University

Education amp Pedagogy Journal 2021 1 (1)

mdash 3 mdash

CONTENTS

A Message from the Editor-in-Chief 4

NI Sirotkina Against Epistemological Hierarchies on the Value of Forming Bodily Knowledge 5

IB Ardashkin DN Borovinskaya VA Surovtsev The Epistemology of Smart Technologies is Smart Epistemology Derived from Smart Education 21

IL Shelekhov Mother-Child Relationship Diagnostics and Assessment 36

YuV Melnik Psychological and Pedagogical Support for an Exceptional Child in An Inclusive Class Comparison of Western and Russian Refl ection 47

IV Rudin Speech Disorders of Genetic Origin in Teaching Practice 56

EA Tomtosova MS Yakushkina Event-Driven Education of Northerners in the Nomadic Arctic Region 64

NI Spiridonova Pedagogical Conditions for Forming Bilingual Mathematical Competence in Basic School Students 75

VA Domansky IS Turgenev in a Modern School 87


mdash 4 mdash

A MESSAGE FROM THE EDITOR-IN-CHIEF

At the present stage of our civilization development technology has achieved outstanding results and obeying the third law of Arthur Clarke becomes less and less distinguishable from magic In these conditions special responsibility for the fate of humanity is assigned to the education system On the one hand education should ensure further scientific and technological progress making the natural science component of education very impor-tant On the other hand the acquisition of enormous power by our kind including destruc-tive uses of power makes the issue of humanizing education especially significant and pressing

In this regard the essential task of the international scientific and pedagogical community is a philosophical rethinking of the goals and content of education adequate to the contem-porary challenges of humanity It also seems necessary to develop new upbringing and teaching technologies

Realizing the objective need to create shared principles for improving and humanizing education the founder and the editorial board of ldquoEducation amp Pedagogy Journalrdquo hope to make the results of scientific research and practical activities in the field of education mutually accessible to international and Russian specialists

For this purpose the journal will publishndash translations into English of the most interesting from the point of view of the editorial board articles written by Russian and international authors published in ldquoTSPU Bulletinldquo ldquoPedagogical Reviewrdquo and ldquoΠΡΑΞΗMΑrdquondash original articles in English devoted to the most pressing problems of the theory practice philosophy and history of education Moreover authors will be given the opportunity to publish Russian translations of these articles in other TSPU journals

The editorial board of ldquoEducation amp Pedagogy Journalrdquo invites scientists and practitioners from Russian and interna-tional education communities to cooperate with hopes to fulfill our mutual honorable mission successfully

Valery ObukhovEditor-in-ChiefldquoEducation amp Pedagogy Journalrdquo

На современном этапе развития цивилизации технология добилась выдающихся достижений и подчи-няясь третьему закону Артура Кларка становится всё менее отличимой от магии В этих условиях особая от-ветственность за судьбу человечества возлагается на систему образования С одной стороны образование должно обеспечить дальнейший научно-технический прогресс что придаёт важное значение естественнона-учной составляющей обучения c другой ndash обретение людьми огромной силы в том числе и разрушительной делает особо значимой и неотложной проблему гуманизации образования В связи с этим важнейшей задачей международной научно-педагогической общественности является философское переосмысление целей и со-держания образования адекватных вызовам времени Представляется необходимым также разработать новые технологии воспитания и обучения

Осознавая объективную потребность в создании единых принципов совершенствования и гуманизации образования учредитель и редакционная коллегия ldquoEducation amp Pedagogy Journalrdquo надеются сделать взаим-но-доступными для зарубежных и российских специалистов результаты научных изысканий и практической деятельности в сфере образования

С этой целью в журнале будут публиковатьсяndash переводы на английский язык наиболее интересных с точки зрения редколлегии статей российских и

зарубежных авторов опубликованных на русском языке в журналах laquoВестник ТГПУraquo laquoНаучно-педагогиче-ское обозрениеraquo и laquoПраксемаraquo

ndash оригинальные статьи на английском языке посвящённые наиболее актуальным проблемам теории практики философии и истории образования Авторам будет предоставлена возможность опубликовать пере-воды этих статей на русский язык в журналах ТГПУ

Редколлегия ldquoEducation amp Pedagogy Journalrdquo приглашает к сотрудничеству учёных и практиков отечест-венного и зарубежного образования

Надеемся на успешную реализацию нашей общей высокой миссии

mdash 5 mdash

IE Sirotkina Against Epistemological Hierarchies on the Value of Forming Bodily Knowledge

Original Russian language version of the article Sirotkina IE ldquoUmnoye umeniyerdquo v kakom smysle mozhno govoritrsquo o ldquotelesnom znaniirdquo [ldquoSage Skillrdquoin what Sense Can one Speak ofldquoBodily Knowledgerdquo] Praksema Problemy vizualrsquonoj semiotiki ndash ΠΡΑΞΗMΑ Journal of Visual Semiotics 2020 no 2 (24) pp 225ndash250

UDC 1650 37010018DOI 10239512782-2575-2021-1-5-20

AGAINST EPISTEMOLOGICAL HIERARCHIES ON THE VALUE OF FORMING BODILY KNOWLEDGEIE Sirotkina

Institute for the History of Natural Science and Technology Russian Academy of Science Russian Federation

The article reveals such concepts as ldquometisrdquo ldquobody techniquesrdquo ldquopractical skillrdquo ldquokinesthetic intelligencerdquo and ldquomovement skillrdquo These concepts are united by the fact that the accumulation of knowledge is presented as a largely unconscious process in which muscles play the same role as the brain The essence of these concepts can be expressed in the term ldquobodily knowledgerdquo which contrasts itself in the epistemological sense with codified practical knowledge instructions and rules ndash techne Bodily knowledge is based on movements and muscle sensations Russian physiologist IM Sechenov called this sensation ldquodarkrdquo pointing out that such sensations are almost impossible to comprehend describe and analyze However such feelings cannot be entirely opposed to thought This ldquosmart skillrdquo as poet and writer Varlam Shalamov called it can be considered a separate type of cognition This article is an attempt to comprehensively discuss the concept of ldquobody knowledgerdquo

Keywords metis techne skill movement skill kinesthetic intelligence body techniques

There is a citation from the poem ldquoMemoryrdquo by Varlam Shalamov in the title of this paperЕсли ты владел умелоТопором или пилойОстается в мышцах телаПамять радости былой

То что некогда зубрилаОсторожная рукаУдержавшая зубилоПод ударом молотка

Вновь почти без напряженьяОбретает каждый разРавновесие движеньяБез распоряженья глаз

Это умное уменьеЭти навыки трудаВ нашем теле без сомненьяЗатаились навсегда

1957 [1]

If you ever have masteredAn ax or a sawThe memory of the old daysrsquo joyRemains in the muscles of your body

What once was memorizedBy a careful hand Holding a chisel Under the blow of the hammer

Now once againRestores its balanceAlmost without tension And without looking

This smart skillThese labor habitsAre without a doubtHidden forever in our body

(Approx prose translation)

Growing up in the small town of Vologda where even now central heating is not available everywhere Shalamov knew how to work with an ax and a saw from a very young age This skill


mdash 6 mdash

came in handy when he was forced to move to the Siberian sawmills and mines Without the bodily knowledge of labor skills without the ldquosmart skillrdquo he would most likely not have survived in the Gulag In any case the fifty-year-old poet believed that the body memory is stronger than the brain memory because the latter can forget what has been learned

Сколько в жизни нашей смытоМощною рекой временРазноцветных пятен бытаДобрых дел и злых имен

Мозг не помнит мозг не можетНе старается сберечьТо что знают мышцы кожаПамять пальцев память плеч

How much in our life ndashGood deeds and evil names ndashIs washed awayBy the mighty river of times

The brain does not remember The brain cannot saveWhat do muscles and skin knowThe memory of fingers and shoulders


How can we describe this body memory this ldquomuscular knowledgerdquo ndash not in poetic language but in more or less academic prose Several synonymous concept words are used for that purpose practical skill skill metis body techniques motor or kinesthetic intelligence They are in one group because the accumulation of knowledge is often presented as a non-verbal process three-quarters of which are unconscious but the muscular feeling is also responsible to the same extent as consciousness or the brain For example a singer friend of mine who sang in the choir for many years decided to start a solo career in opera She complained that she had to rebuild the entire muscular apparatus involved in singing posture and behavior on stage In other words the knowledge of how to be an opera soloist is muscular or physical

Shalamov compares muscle memory with reading a poem by heart

Эти точные движеньяПозабытые давно ndashКак поток стихотвореньяЧто на память прочтено

These precise movementsForgotten long agoLike the flow of a poemRead by heart


According to the poet motor skills are ldquopreciserdquo ldquointelligentrdquo and merge into a stream and then into the verse flow However physiologists have discussed the ldquounityrdquo of the skill the ldquokinetic melodyrdquo earlier at the beginning of the twentieth century but in a slightly different sense For instance in a book scheduled for publication in 1937 but which remained unpublished the physiologist Nikolai Bernstein writes about ldquocoordination lsquomelodiesrsquordquo [2 p 251] In the book he characterizes the nervous systemrsquos flexibility the ability to switch between skills achieve the same result with the help of other organs a different motor alignment In the same ldquomusicalrdquo way mountain climbers describe their motor experience Reinhold Messner famous for the speed of his ascents (he had been climbing rocks in the Dolomites since childhood) mentioned ldquoflowrdquo ldquomelodyrdquo and compared rock climbing with ballet [3 p 345]

The idea of this article is partly inspired by the controversy between contemporary dance and ballet From the moment of its birth at the beginning of the twentieth century modern dance has opposed itself to ballet with its pointe technique codified positions of hands and feet 32 fouetteacutes and other accepted virtuosity signs Modern dance supporters criticize ballet for its ldquovirtuosityrdquo and technique prevalence not feelings and thoughts Instead of ballet techniques different avant-

mdash 7 mdash

garde dancers and choreographers offered emotionality expressiveness and even conceptuality A ldquonon-dancerdquo movement appeared first in America and then in Europe its authors opposed the well-trained bodies of classical dancers to the ldquoordinaryrdquo bodies of new dance artists This is how ldquomodernrdquo dancers made it clear that ballet is just a routine training and exercise saying that they are the real art [4]

Not only ballet but also breakdance or acrobatic rock and roll ndash require the highest technique complexity lengthy training and strict discipline We saw an advertisement for dance courses that taught people how to interact with a partner (in club dances) without the partnerrsquos presence However the course authors emphasized that they count on ldquosmartrdquo students with high intelligence But can intelligence completely replace practical bodily knowledge or muscle memory This is the first issue that we would like to discuss And the second one ndash is ldquotechniquerdquo really the opposite of thinking and do the skillful and disciplined moves exclude thought Is the technique the training the ldquovirtuosityrdquo really ldquobrainlessrdquo Samuel Beckettrsquos Rule No 40 says ldquoDance first think later It is the natural orderrdquo According to contemporary choreographers ldquodance is one way of thinkingrdquo [5] Let us try to examine a motor skill as a ldquosmart skillrdquo bodily knowledge

Motor skill and kinesthetic intelligenceIt is impossible to learn to swim in a dry pool just as it is impossible to learn to ride a bicycle

only theoretically In practice numerous trials and errors are essential ldquolearning from mistakesrdquo is the core of such activities ldquoTo develop intuition ndash writes the philosopher and anthropologist James Scott ndashyou have to make at least one mistake and mess things uprdquo [6 pp 351ndash352] No instruction will allow beginners to ride a bike on the first attempt ndash they will need to fall more than once to catch a sense of balance in motion Alternatively as the physiologist and researcher in the field of motor control and motor learning Nikolai Bernstein writes

ldquoThe studentrsquos legs begin to feel the correct circular shape of the feetrsquos movements and the specific variable resistance made by the pedals The hands master the agility of the steering fork and adapt to combine its arbitrary turns with leaning on it It takes much longer to develop and gradually sharpen the sense of the side tilts of the bicycle and the feeling of how the steering wheelrsquos turns affect themrdquo [7 p 217]

The biomechanical core of the formed skill consists of ldquomoving the center of gravity under the supportrdquo New attempts and failures are needed to automate the skill However it is not a matter of ldquomemorizingrdquo at all Repetition is necessary so that each time the student acquires almost imperceptible bodily adaptations According to Bernstein during the formation of a skill repetition without repetition takes place With each new attempt a person receives new sensations that are not visible from the outside Such sensations from the ldquoperipheryrdquo of movement ndash proprioceptors in the skin muscles tendons ndash Bernstein calls ldquosensory correctionsrdquo (later with the advent of cybernetics he started to use the term ldquofeedbackrdquo) So the periphery sends sensory signals to the center which constantly ldquocorrectrdquo the movement model depending on the situation developing on the periphery This is how a person learns not to fall anymore

ldquoAn old instinct connected with previous experience in space may at first cause a person to turn the steering wheel to the right when it tips to the left Little by little this instinct fades and the novice independently or at the direction of the teacher responds to these tips to the left by turning the steering wheel to the left since the general center of gravity moves under the bicyclersquos support points and restore the disturbed balancerdquo [7 p 217]

The nervous system performs a tremendous amount of work ldquofor this it must practically familiarize itself or as they like to say now work it out ndash Bernstein adds with sinister irony



mdash 8 mdash

hinting at party lsquopurgersquo and lsquoelaborationrsquo a huge number of variants of the movement The body must try it out in order to experience all the sensations that will make the basis of its sensory correctionsrdquo [7 p 217]

Bernsteinrsquos view on the mechanism of skill formation was very different from the theory of IP Pavlov The latter believed that in the course of the conditioned reflex closure (which he saw in a smooth increase in the dripping saliva amount) ldquothe neural pathways are blazedrdquo However the skill automation is instead a sudden insight ldquoa flashrdquo exclamation ldquoahardquo The student suddenly realizes that the water is holding himher or that the bike has acquired such stability as if it had grown a third wheel At the moment of movementrsquos automation the outbreak of sensitivity attention and muscles is called ldquorelaxationrdquo ldquoThe rigid bridle of sensory corrections that were necessary before to prevent movement from derailingrdquo is now relaxed [7 pp 233ndash234]

Even if it has become an automatism a skill is a smart move Bernstein does not equate motor skill to a stimulus-response but views it as the solution of a motor problem an intellectual act He did not use the word ldquointelligencerdquo preferring its motor equivalent ldquodexterityrdquo (see below) However his followers use such terms as ldquobodily-motorrdquo or ldquokinesthetic intelligencerdquo Psychologist AV Zaporozhets was among the first to use this term He wrote ldquothere are not only motor perception and memory but also motor intelligence which has not been carefully studiedrdquo [8 p 163] His American colleague Howard Gardner proposed a theory of multiple intelligences including bodily-kinesthetic intelligence Referring to Bernstein Gardner writes that this kind of intelligence is ldquothe ability to control onersquos movements and handle objects skillfullyrdquo [9 p 208 10] Kinesthetic intelligence is inherent in humans and animals capable of learning and forming motor skills

The term ldquomotor intelligencerdquo has some predecessors In the Interwar period the term ldquowisdom of the bodyrdquo appeared in the titles of scientific works in 1932 a book by the physiologist Walter Cannon was published under this title [11]1 and five years later the movementrsquos practitioner Mabel Elsworth Todd published the book ldquoThe Thinking Bodyrdquo ndash about developing of refined neuromuscular coordination with the help of mental images and conscious relaxation [12] At the same time in Soviet Russia poet Osip Mandelstam wrote about the ldquothinking bodyrdquo [13]

After the Second World War it became clear to many that it was necessary to change the political system foundations starting with education In the updated education ideology such qualities as openness awareness reflection creativity and freedom were recognized as valuable ndash as opposed to control discipline and authoritarianism Attention to the body the development of a sense of movement and awareness of the inner state have become the goals of new physical and motor education systems They replaced training systems based on obedience discipline and conformity According to the historian of physical culture Georges Vigarello in the physical training programs that have appeared after the war the central role was given to the inner side of the movement the feeling of onersquos own body [14 pp 177ndash178] The new approach offered an in-depth self-study conscious perception of onersquos own body and movements the use of imagination and visualization of different parts of the body and its dynamics and the formation of a holistic body image

The desire to develop and improve motor skills has led to the emergence of an entire industry of body-movement practices Over the decades that have passed since then the old group of physical education specialists ndash sports coaches rehabilitation doctors physical education instructors and dance teachers ndash have been joined by the followers of new systems the Alexander

1 However under the ldquowisdom of the bodyrdquo Walter Cannon understood the ability of the body to maintain a balanced state ndash homeostasis Bernstein on the other hand did not agree with this believing that the goal of the body is activity

mdash 9 mdash

technique the Feldenkrais Method Hanna Somatics Lulu Sweigardrsquos ideokinesis The Body ndash Mind Approach and others Many of them are based on feeling or awareness of movement bodily knowledge and kinesthetic intelligence Cognitive psychology has also changed it includes such concepts as ldquoembodimentrdquo ldquoembodied mindrdquo (ie mind in the flesh) ldquosituated cognitionrdquo (cognition adapted to circumstances) and ldquoextended cognitionrdquo [15ndash17] Today sociologists (following Pierre Bourdieu and his concept of ldquohabitusrdquo) have concluded that ldquofleshly understanding and sentient comprehensionrdquo may and should be used to help the analytical tools of the mind In particular an anthropologist or a sociologist who studies something by participant observation must take into account bodily knowledge [18 p 9] A follower of Bourdieu sociologist and boxer Loiumlc Wacquant states that our ldquosocial competencerdquo ie practical knowledge and skills is based on ldquovisceral know-how and pre-discursive skillsrdquo and in this we all resemble martial artists (ldquowe are all martial artists of one sort or anotherrdquo) [18 p 12]

Although the terminology and details may differ these areas are united by a common idea our knowledge of the world is not transcendent it is not beyond this world it is rooted in our body and its practices including the movement practices interaction with other people and manipulation of things

Metis or Cunning OdysseusFor almost three millennia Odysseus has been considered as the standard of worldly wisdom

practical intelligence Homer calls him ldquocunningrdquo not only because he tricked Circe the cyclops Polyphemus and gave the order to tie himself to the shiprsquos mast to avoid the Sirensrsquo temptation but also because he constantly restored the crew and the ship Thanks to his experience practical knowledge and flexible tactics Odysseus outsmarts his enemies and returns home ldquoCunningrdquo ldquoagilityrdquo ldquoresourcefulnessrdquo and ldquodexterityrdquo are not divided between the body and mind of the hero but characterize the person as a whole The ancient Greeks called it ldquometisrdquo [19] Metis was the name of the first bride of Zeus who deceived his father Chronos She gave Chronos a herb that made him vomit up Zeusrsquos older brothers (Chronos consumed them fearing that they would turn against him) Zeus in turn ate Mestizo thus appropriating all her intelligence and cunning before she could give birth to Athena Athena was born from the thigh of Zeus

Usually ldquometisrdquo is translated as ldquocunningrdquo In a broad sense this word means a wide variety of practical skills and acquired information in a strong connection with the constantly changing natural and human environment Sociologist James Scott prefers the term ldquometisrdquo to expressions such as ldquolocal knowledgerdquo or ldquofolk wisdomrdquo because they limit such knowledge to ldquotraditionalrdquo cultures [6 p 353] Metis on the other hand exists in the most modern actions takes place everywhere from a factory to a research laboratory In addition ldquolocal knowledgerdquo is too static to reflect the dynamic aspect of metis associated with constant change Metis is a quick and appropriate reaction to unpredictable events whether it be a change in the weather or sudden movements of the enemy

ldquoMetisrdquo can be translated as ldquodexterityrdquo or ldquoagilityrdquo Although ldquodexterityrdquo is not a scientific concept but an everyday one it entered the academic vocabulary thanks to the doctors and the creators of sports and physical education systems In Russia at the end of the 19th century Peter Franzevich Lesgaft an anatomy teacher who founded the first courses for training female physical education trainers wrote about the development of dexterity In the gymnastic systems at that time the emphasis was made on strength and endurance Lesgaft on the other hand believed that physical exercise is designed to educate not only the body but also the mind of the child Criticizing the existing gymnastics for being mechanical he suggested that instead the training should be held within the course of ldquonaturalrdquo exercises and games The child should ldquolearn to



mdash 10 mdash

consciously perform the most physical work with the least effort in the shortest time possible and to act gracefully and energeticallyrdquo [20 p 239] At first the child is only required to perform simple motor skills correctly walking running jumping throwing The following skills should be improved at the next stage running as fast as possible jumping as high as possible Finally in the third stage a person learns to consciously control hisher movements calculate them in time and space and perform them with maximum accuracy ndash for example to run a certain distance at a precisely specified time So this is what dexterity exactly means

Fig 1 Ilya Shlepyanov ldquoDexterous Body Controlrdquo the early 1920s

The scientist of the next generation after Lesgaft Nikolai Bernstein devoted an entire book to dexterity where he also defines dexterity as an effective solution to a motor problem

Dexterity is the ability to move out of any position ie the ability to cope with any motor task that has arisen

1) correctly (ie adequately and accurately)2) quickly (ie quickly and efficiently)3) rationally (ie rational and economical) and4) inventively (ie flexible and proactive) [7 p 267]However unlike Lesgaft he does not include beauty or consciousness in the definition of

dexterity A rational (ie reasonable and economical) solution to a motor problem ndash for example the movement of a football playerrsquos foot scoring a ball from an uncomfortable position ndash occurs at lightning speed without the consciousness participation Here is how a football player is ready to hit the ball but slips and falls

ldquoHis right foot went too far to the right and the ball rolled to the left Before the player had time to realize anything consciously his instinct and experience were already implementing a new solution to the same problem the balance after tripping was transferred to his right leg giving him a direct blow that neither his teammates nor the opponentrsquos goalkeeper who was not prepared for a shot from there could have foreseen The goal was scored The whole scene took hardly more than two secondsrdquo [7 p 266]

Bernstein calls ldquoantecipationrdquo such a mechanical unconscious ability to foresee (insisting that this term should be written with an ldquoerdquo since in Latin ldquoanterdquo means ldquobeforerdquo) The movement

mdash 11 mdash

simultaneously begins with the event that triggers the movement or even before it Lightning-fast and anticipatory reactions are extremely important in hand-to-hand combat airplane combat fencing or boxing Football boxing wrestling and fencing require an instant automatic reaction to the opponentrsquos attacks A dexterous ldquocunningrdquo player or fighter knows how to perform a movement in such a way as to provoke a retaliatory strike which then is used for onersquos own purposes Bernstein quotes the hygienist F Lagrange

ldquoThe old swordsman had fought so many opponents that he had reached the point of accurately classifying different manners and different temperaments After one or two ldquofalse attacksrdquo he already knows the strength and the style of the opponent He guesses his intentions using ldquoprobability calculusrdquo of some sort that is almost equivalent to certainty Each day can bring him a new experience as each new opponent is a case for a new study All masters suggest changing opponents frequently in order to become proficient in fencing When you have reached a certain strength you no longer progress if you always fight the same opponent even if you are a good masterrdquo [7 pp 263ndash264]

The philosopher Ludwig Wittgenstein considered the ability to anticipate foresee imagine the future more important than the ability to predict ldquoone cannot predict what cannot be anticipated just as one cannot anticipate what can be predictedrdquo (quoted from [21 p 71]) Researchers in the XIXth century wrote a lot about anticipation as a relatively unconscious foresight However starting with Sigmund Freud the unconscious has been associated not with the future but with the past Unlike many of his colleagues (and above all IP Pavlov) Bernstein was interested in the action determinants related not only to the past but rather to the future Physiologist Alain Bertoz who considers himself a student of Bernstein notes that his teacher was one of the first to make ldquoanticipationrdquo ldquoanticipatory reflectionrdquo a constructive element of movement [21 p 88]

ldquoAntecipationrdquo instant anticipatory reactions are essential not only in the fight In 2015 we interviewed a well-known test pilot and cosmonaut Igor Petrovich Volk (1937ndash2017) He had been flying for almost half a century and most of that time he had been testing new equipment How did he manage to complete tasks successfully and survive in a profession where people do not live long In response to our question Igor Petrovich said that he could feel anticipate the onset of an emergency and immediately react to prevent this situation This ability comes with experience the more significant the accumulated experience the higher the possibility to feel in advance the approach of the external event to which you need to respond According to Volk he knew the technique ldquoin his gutrdquo felt it with his body ldquois it possible to hug a woman and not feel herrdquo ndash he explained to me jokingly This bodily ldquocunningrdquo or metis Volk developed by experience having spent 7000 hours at the yoke more than half of which were spent in test flights mastering new aircraft

If metis dexterity or bodily knowledge are acquired through practice how do they relate to another kind of practical knowledge techne a formalized and codified knowledge

Techne and body techniques Sociologist and anthropologist Marcel Mauss viewed ldquobody techniquesrdquo as culturally-specific

ways to stand sit cook sleep wash and express emotions [22] As an example Mauss refers to swimming He and his contemporaries swam breaststroke with one feature ndash on the inhale they sucked water and then on the exhale spat it out (one of the swimmers joked that Mauss looked like a paddle steamer) Later the crawl style became widespread but Mauss admits that he could never switch to it the style of swimming he mastered as a child entered his body became part of



mdash 12 mdash

him It was due to the breathing technique peculiar to this style ndash after all the way we breathe is complicated to control [23]1

Just like metis body techniques are part of personal experience or in the words of Michael Polanyi ldquotacit knowledgerdquo [24] These techniques are embodied as a part of everyday life On the contrary general abstract practical knowledge is denoted by the term ldquotechnerdquo James Scott says that this kind of knowledge was utterly different for the Greek philosophers especially for Plato [6 p 370] Body techniques may not be recognized rarely verbalized and even less often codified

In contrast general pragmatic-technical knowledge or techne can be accurately and exhaustively expressed in the form of strict and rigorous rules principles and conclusions We heard an example of techne from a friend whose grandmother was an agronomist One day when she was visiting her friends she saw cucumber seedlings on the windowsill and said to the owners (according to her entirely automatically) ldquoYour seedlings are not viable They grew without light too long and got pale Throw it away and soak the new seedsrdquo This technical knowledge was verbalized and codified and she inherited it from her grandmother since she has never been engaged in gardening

While metis is associated with personal skill and the ability to ldquofeelrdquo with practical results techne is characterized by impersonal often quantitative accuracy and requires explanation verification validation Metis is contextual and specific while techne is universal Finally techne is most suitable for those activities with a single primary goal and this goal can be separated from the activity itself and can be measured quantitatively Therefore techne is used in management including state management However metis also has its advantages it is indispensable when quick reaction improvisation and skillful successive approaches to the problemrsquos solution are required Metis enters the game when it is essential to make a prediction based on insufficient grounds ndash for example to assess early signs of how well or bad things are going It is essential in situations that are ldquotemporary changeable ambiguous and confusing situations that do not lend themselves to accurate assessment rigorous analysis and solid logicrdquo In these situations the epistemic alternative to metis performs ldquomuch slower and painstaking requires more intensive investment and is not always convincingrdquo [6 p 362] Scott writes that ldquoif your life depended on a ship navigating in bad weather you would prefer a captain with much experience instead of say a brilliant physicist who can analyze the laws of navigation but has never steered a shiprdquo [6 p 362]

The distinction between techne and body techniques is at the heart of the work-to-rule strike (the French call it ldquogregraveve du zelerdquo ldquothe strike of diligencerdquo) During such a strike employees strictly observe the rules and instructions and perform only those specified in the contract As a result the work is slowed down considerably and may even stop altogether The work-to-rule strike shows that working with full compliance with the rules is less productive than taking the initiative and that the current production is very much dependent on informal arrangements and improvisations [6 p 348] Another example of how difficult it is to perform a movement or an action based solely on instructions is an attempt to reconstruct the exercises of ldquomusical movementrdquo2 made in the Studio-Laboratory of musical movement ldquoTerpsichorerdquo (where the author of this article also studies) Some of the exercises created a century ago are almost lost

1 Perhaps Mauss did not master the crawl because he had a ldquowater senserdquo in the breaststroke and he was never able to acquire it in the crawl The ldquofeeling of waterrdquo which is well known to good swimmers and athletes consists in the ability to ldquoleanrdquo on the water and ldquopush offrdquo from it According to experienced coaches this feeling is the result of long training sessions but it came not while working on the style but after spending quite a time passing long and medium distance [23] Perhaps Mauss simply did not have time to use the crawl as much as he had previously used the breaststroke in his life and when crawling he did not have a ldquosense of waterrdquo

2 Musical movement is a national tradition of a free dance which is more than a hundred years old see wwwdancefrommusicru

mdash 13 mdash

only the descriptions and music to which these exercises are performed have been preserved To demonstrate to the reader how difficult it is to understand the movement from the instructions we will describe the exercise ldquoStep sighsrdquo (performed to the music from the opera ldquoPebblesrdquo by the composer Monyushko) Here is the description

Bars 2-6 On each beat ndash inhale on one two three and make a quick exhale on four At the same time the upper breath takes three short breaths without exhalations the rib cage rises a ldquosteprdquo higher each time On four ndash a complete active exhalation the chest is lowered

Bars 7-9 Short upper breaths accompany the main breath only on one and two of the 7th bar then they merge with it in a full deep breath on the ltillegiblegt On one and three of the 8th bar and one of the 9th bar a complete exhalation occurs in three steps which continues until the end of the musical phrase Further (on 11-12 and 13-14 bars) the main breaths last for two bars and are accompanied by short upper breaths for each count end with general exhalations etc1

Fortunately the musical movement is a practical living tradition transmitted however not ldquoby word of mouthrdquo or ldquofrom hand to handrdquo but (as in general in choreography) ndash ldquofrom foot to footrdquo

Fig 2 Stephanida Rudneva Musical and choreographic etude ldquoWingsrdquo the early 1920s

There is a triumph of metis in such situations So why does the academic world reject bodily skill in favor of more abstract codified knowledge Perhaps it is because ldquodiscoveriesrdquo of metis are practical contextual and time-bound and scientific reasoning on the other hand is based on generalized solutions [6 p 363] Paradoxically the low status of metis in the academic world contributes to its strengths in practical life Doesnrsquot this tell us something about academic knowledge itself The actual practice of science is something entirely different ndash in the philosophical literature it is usually placed in the context of discovery as opposed to the context of justification [25 p 5 26 27] Ethnomethodologists emphasize the difference between de facto practice in the laboratory on the one hand and the codified form of knowledge presented in articles or communications on the other [28ndash30] If proof of a mathematical law must follow the principles of techne then its discovery requires personal knowledge or metis The contexts (conditions of possibility) of discovery are so complex and unique that formal procedures for making decisions and drawing rational conclusions become impossible

James Scott presented his analysis of metis to answer the question (stated in the title of his book) ldquoHow Certain Schemes to Improve the Human Condition Have Failedrdquo Why did the most beautiful utopias the most coherent plans for improving life almost always end in nothing at best

1 Compiled by one of the founders of the method of musical movement SD Rudneva see wwwdancefrommusicru



mdash 14 mdash

and at worst ndash in a catastrophe for humanity Why are authoritarian high-modern systems so potentially destructive The answer that Scott suggests because such systems ignore often to the point of complete suppression the practical skills and without such skills complex activities are unthinkable ldquoMany forms of high modernism have replaced the valuable collaboration between these two sides of knowledge with an lsquoimperialrsquo view of science that rejects practical skill as insignificant at best and ignorant at worstrdquo [6 p 349] The dispute between scientific and practical knowledge over priority reflects the political struggle for the hegemony between specialists and their departments

Scott illustrates this with cases of Taylorism and agricultural rationalization By ldquoscientific managementrdquo Taylor meant ldquocollecting all the traditional knowledge that workers had in the past and then classifying and reducing this knowledge to rules laws formulasrdquo [6 p 349] In the new system all the technological developments that the workers had back in the old system should be examined by the management structure following scientific laws Taylorism is a system where the mind is in complete control of the body In a Taylorist factory only the manager has access to the knowledge and control of the entire process and the role of the worker is reduced to performing small often minute general production operations The goal of Taylor ndash who according to Scott was a genius of modern methods of mass production ndash was the destruction of metis and transformation of the resisting supposedly independent craftsmen population into more suitable units or ldquoworking handsrdquo [6 p 349]

At least briefly let us turn to the history of labor rationalization in the early USSR and see how the hierarchy of knowledge in which practical knowledge is subordinated to theoretical knowledge and body to mind is maintained by a specific social order And not only by capitalists but also by socialists

Skill and mindIn the poem ldquoMemoryrdquo quoted above Varlam Shalamov mentions a hammer and chisel and

I think does so on purpose


What once was memorizedBy a careful hand Holding a chisel Under the blow of the hammer(Approx prose translation)

Hitting a chisel with a hammer became a training activity implemented in the early 1920s by Alexey Kapitonovich Gastev (1882ndash1939) who practiced the Scientific Organization of Labor (SOL) In the Central Institute of Labor (CIL) which he created hundreds of yesterdayrsquos peasants future workers were trained to work on metal with the help of special simulators how to hold a hammer and swing and hit the chisel Shalamov was living in Moscow at the time and no doubt had heard of Gastev and his system of rationalizing labor Let us not forget that Gastev was already a recognized poet whose collections (including the ldquoPoetry of the Workersrsquo Strikerdquo) had already been published in several editions and Shalamov was just a beginner

SOL has been compared to Taylorism but Gastev refused to have anything to do with Taylorrsquos ldquosweatshop capitalist systemrdquo Of course Gastev also wanted to organize the scientific work rationally and sought for the greatest efficiency at the lowest cost ldquoA skillful organizer can turn things around in straitened circumstances in limited time in a minimal space with a small number of tools and with limited materialrdquo [30] However Gastev objected to the absolute separation of management and execution between people ndash perhaps he thought so for ideological

mdash 15 mdash

reasons and not for efficiency reasons The Soviet cult of labor endowed the proletariat with all possible virtues including ldquoconsciousnessrdquo intelligence and status higher than the intelligentsia status Therefore Gastev called the worker ldquomanagerrdquo or ldquodirectorrdquo of the machine and did not separate the operationrsquos execution from its planning Firstly the worker needs to plan everything out present a ldquoworking draftrdquo and the image of the part to be manufactured so that ldquoa real technical bureau works in a personrsquos headrdquo [31]1

Fig 3 Loop-shooting of labor movements (hammer blow on chisel) in the Central Institute of Labor laboratory the mid-1920s

Gastev defined ldquomotor culturerdquo as ldquothe sum of the peoplersquos motor habits and skillsrdquo it is ldquothe movement of onersquos own body expressed in such acts as protecting the body from attack the attack itself the pursuit motor power speed what is called motor speed the precision of movementsrdquo [31] To work ldquoculturallyrdquo meant ldquoto work smoothly to work in order to work cleanlyrdquo [32 p 27] At the same time he believed that only a state could create a new culture as well as a new economy ldquonever before has the social and economic role of the state been so great as in our days Therefore our culture must at the same time be a state culturerdquo [32 p 27] In the Proletkult Gastev was perhaps the greatest etatist He wanted factories across the country to become ldquogiant laboratoriesrdquo where the machine organizes the workersrsquo actions and cultivates self-control discipline and intelligence Gastev opposed the new motor culture to the ldquofrozen modern intellectual culturerdquo ndash the sedentary existence of the intelligentsia including armchair scientists and ldquopen workersrdquo In this one can see anti-intellectualism or criticism of the gap between the mind and the body ldquoA dexterous and well-aimed blow sudden interrupted subtle calculated pressure dexterous transfer and lifting of weights ndash he wrote ndash all this should be valued just as the higher intellectual activity of our brainrdquo [32 p 17]

Despite the attempt to distance itself from Taylorism the Soviet SOL possessed all its features the breakdown of the labor process into operations the standardization of each of them strict timekeeping the worker training for labor operations ldquofrom scratchrdquo the creation of new ldquolabor setsrdquo One may wonder what Gastev did not like for example in the village blacksmithrsquos labor movements After all a blacksmithrsquos blow with a hammer on an anvil is similar to smashing a chisel with a hammer one of the first labor movements which was rationalized by the CIL The village blacksmith is a handicraftsman who works alone or with an assistant who takes over the

1 The memo ldquoHow to workrdquo compiled by Gastev had a subtitle ldquoHow to inventrdquo Here one can recognize ldquoThe Juvenile Sea ldquo by Andrey Platonov ndash his hero the engineer Vermo is very similar to the visionary Gastev ldquoWhy do we need work at all as a repetition of monotonous processes we need to replace it with a continuous creativity of inventionsrdquo ndash refl ects Vermo ldquoin the silence of a large spacerdquo see [33 188]



mdash 16 mdash

craft from his father or mentor and who has unique techniques and individually manages time and energy Village handicraftsmen possess not just work experience but also a powerful rural way of life and the self-consciousness of a person rooted in tradition Unlike the peasant and the craftsman the factory worker receives strength not from tradition but from the organization and the crowd In order to do this work operations need to be unified subordinated to one standard removed from the individuality that manifests itself in the body the handwriting gait and other movements of each person that are individual However a crowd where everyone acts in the same way and the same rhythm can be a source of an almost supernatural force that can frighten or inspire1

The ldquozeroingrdquo of past labor experience including peasant experience is similar to how the avant-gardists including Kazimir Malevich ldquozeroedrdquo the old art Gastev considered the peasantry ldquoa solid untouched virgin landrdquo and agitated for ldquogoing to the countryside as revolutionary colonialistsrdquo

Setting up a blacksmith shop setting up the inventory repair setting tools iron fastenings in wooden equipment planning a vegetable garden and thousands of small but demonstrative cases ndash this is the installation program Even

more evidential and instructive for the peasant will be bringingCULTURE TO VIRGIN LANDS

to empty abandoned or stray places [31]

In the empty tabula rasa-like bodies of the peasants the educator of the proletariat had to write their signs2

Fig 4 Metalwork training in the workshops of the CIL the mid-1920s

1 Siegfried Kracauer was one of the fi rst who wrote about this According to him In the army at sports at a factory the bodies of people are formed into an ldquoornament of the massesrdquo ldquoNot the people but the fi gures formed by them which are not woven out of thin air but grow out of the community ltgt As for those who have broken away from the collective and think of themselves as individuals with an independent spirit such people will fi nd their inconsistency in the formation of new confi gurationsrdquo [34 p 42] Many pictures made in The Central Institute of Labour give the impression of theatrical mise-en-scenes even rows of workers are hitting the chisel with hammers in the same way

2 Long ago I was sent to review the masterrsquos thesis by Simon Werrett now a renowned historian of science It was called eloquently ldquoPeasants are NOT workingrdquo [35] The pun is that in English ldquoNOTrdquo means ldquonordquo and in Russian ldquoНОТrdquo sounds like an abbreviation of ldquoScientific Organization of Laborrdquo (ldquoНаучная организация трудаrdquo) The title suggests that in industrial production peasant labor is devalued not considered as work This of course is the general attitude of the modernizer towards a tradition that is subject to either complete abolition or drastic change

mdash 17 mdash

It would be a mistake to assume Scott writes that the destruction of metis is an unintended and unavoidable by-product of economic progress The typical structure of handicraft production he believes could be efficient but almost always became a hindrance to capitalist profits ldquoThe destruction of metis and its replacement with standardized formulas legalized from above is part of the agenda of both the state and large-scale bureaucratic capitalismrdquo [6 pp 376ndash377] Gastev acted in a different political system but the hierarchy of knowledge remained the same codified and formalized knowledge was considered the main while physical practical knowledge was devalued and denied In socialism the system of handicraft production was also sacrificed to bureaucratic control over mass production (state-controlled production alas did not become effective) Under both regimes the destruction of metis led to the replacement of local and personal knowledge with abstract generalized knowledge which is easier to centralize and use in bureaucratic classifications Speaking about the human subject transformation into the subject of the human sciences Michel Foucault connects the emergence of human science and society (including statistics demography biomedicine) with the centralized state formation and the control bureaucratization over subjects [36] In such states no matter what system they adhere to rationalized formal knowledge is valued much higher than practical knowledge and takes the central place in the hierarchy of types of knowledge Perhaps this social order can be called ldquomodernismrdquo

The value of bodily knowledge The disappearance of metis is not always regrettable ldquoThe ability to wash clothes with a

washboard or on the riverrsquos rock requires an undoubted skill but it is happily forgotten by those who can afford to buy a washing machine Scott writes Similarly darning skills were forgotten when cheap machine-knitted socks appeared on the marketrdquo [6 p 376] Liberation from hard work and drudgery does not lead to a complete loss of practical knowledge since ldquono form of production or social life can be put into action by formulas alone ie without metisrdquo Scott believes that personal and local knowledge ldquogiven its dispersion and relative independence allows everything but regulationrdquo Taylorrsquos utopia ndash a factory in which the movements of each pair of hands would be reduced to automatism like programmed devices turned out to be unrealizable Gastevrsquos socialist utopia also did not come true1

However metis does not lose its position so quickly especially in traditional activities such as agriculture Here there are many obstacles to ldquorationalizationrdquo and standardization ndash including criticism of standardized farm products from consumers As noted by the anthropologist SB Adonyeva and her colleagues in the village metis is tied to the geographical location and a personrsquos position in the social hierarchy

ldquo[metis] is deeply rooted in the local natural and social landscape finely tuned to local meteorological conditions (river flooding and the formation of winter roads the time of fishing and hunting) The practices based on it are consistent with other social cyclical processes such as seasonal visits to the countryside by urban adult children conscription summer holidays and commemorations Everyday experience is also consistent with social hierarchies time and circumstances caused by the change in the socio-economic system lead to restoration of the seniority hierarchy [38 p 38]

They attribute this to the ldquometis paradoxrdquo Metis is not distributed democratically On the one hand everyone has a body and therefore direct access to bodily knowledge On the other hand

1 However just partially ndash because according to figures provided by the CIL it managed to train half a million workers for the metal industry [37]



mdash 18 mdash

dexterity agility and perceptual abilities are not the same for different people The acquisition of metis requires experience and practice and it is also a factor of inequality Finally metis requires submission and self-discipline ie adherence to the social hierarchy (which can resist democracy) [38 p 39] However in the integration of metis in general practices lifestyle body and social fabric one can also see the key to resisting the power and dominant discourse ldquoMetis stored by the memory of bodies and practices is destroyed when bodies and practices are destroyed If the bodies are still intact and the practices exist then metis can be restoredrdquo [38 pp 35ndash36]

The philosopher Judith Butler states that because we learn ldquobody techniquesrdquo from other people from their images and words these techniques are always given to us through language and consciousness Therefore bodily experience provides endless possibilities for manipulating the individual by society [39] On the contrary Adonieva and her colleagues give metis a higher ldquonoise immunityrdquo ie invulnerability to external influences primarily political ones compared to discursive knowledge Adonyeva believes that discursive knowledge is more vulnerable to the dominant discourse ndash it is easy to interpret it ideologically In addition it is possible to talk about direct non-discursive knowledge For example traditionally girls learned needlework ldquoby the method of participatory observationrdquo just watching how older women did it [38 p 205] The difference between discursive knowledge transmitted through language and speech and bodily knowledge can also be explained in this way The actual movement is performed with much greater body involvement and generates more intense and rich kinesthetic experiences than speech (which also includes movements) [40] The process of learning new movements and still unfamiliar body techniques can play a crucial role here Learning a skill always produces a unique experience ndash the movement itself which is not limited to how it looks in the mirror or how it is described in words In addition to the external side every movement also has an inner side facing the subject itself Scott mentions an experiment conducted by the philosopher Charles Pierce

ldquoPierce asked participants to lift two bodies and decide which one was heavier At first their assessment was rather raw People had been doing this for a long time and eventually learned to identify minimal differences in weight At the same time they could not accurately describe their feelings their sensations but their actual ability to estimate weight increased enormously Peirce saw these results as evidence of some subconscious connection between people through ldquoweak interactionsrdquo For us however this experiment illustrates the rudimentary kind of knowledge that can only be acquired by practice and the fact that it is almost impossible to transmit in written or oral form without direct practicerdquo (cit by [6 p 354])

Maxine Sheets-Johnston a former dancer and now a phenomenologist a follower of Maurice Merleau-Ponty (whose work ldquoPhenomenology of Perceptionrdquo is among the most cited books on the importance of corporeity in cognition) also disagrees with the fact that metis always requires consciousness and verbalization [41] She proves the importance of ldquomuscle senserdquo in several thick volumesrdquo ndash kinaesthesia and kinesthetic intelligence [42 p 439] The sense of movement kinesthesia involved in the acquisition of the metis perfectly demonstrates that bodily knowledge is more than the product of discourse verbal instructions Moreover as the skill is mastered in repeated movements this discourse itself becomes kinesthetically conditioned

The kinesthetic experience that movements and gestures produce is engaging because it can produce as yet unmarked and unrecognized sensations In mastering new movements gestures skills and abilities a person creates new meanings thereby proving onersquos own personal agency activity Can you remember being a child in the first grade when you first took a ballpoint or ink pen and learned to write with it It was a completely incomprehensible kinesthetic experience unmarked At first almost the whole body is involved in writing ndash sometimes children write with

mdash 19 mdash

their tongues out Metis of writing did not come easily ndash some have a callus on our fingers for the rest of our lives No less rich kinesthetic experience is accumulated when teaching writing in other cultures ndash for example when teaching calligraphy the art of hieroglyphics [43 p 171] As we learn and become adults we tend to forget motor sensations rich and essential kinesthetic experiences that the learning process generates However the bodily knowledge produced by this experience fortunately remains with us If we keep this in mind the consonances between ldquomusclerdquo and ldquomindrdquo ldquoskillrdquo and ldquospiritrdquo will not seem so random

References1 Shalamov V Collected works In 4 volumes Moscow fi ction VAGRIUS 1998 URL httpsshalamovru

library97html (accessed 01222020) 2 Bernstein NA Feigenberg IM Sirotkina IE (eds) Modern searches in the physiology of the nervous process

Moscow Smysl 2003 3 Smith R The Sense of Movement An Intellectual History London Process Press 20194 Banes S Terpsichore in Sneakers Post-modern Dance Middletown CT Wesleyan University Press 20115 Gurskaya I Dance story based on the production of Wayne McGregorrsquos ldquoAutobiographyrdquo Topos Literary and

philosophical journal 2019 URL httpswwwtoposruarticleprozatancrasskaz-po-motivam-postanovki-avtobiografi ya-ueyna-makgregora published on-line 08112019 (accessed 22012020)

6 Scott J How Certain Schemes to Improve the Human Condition Have Failed Translation from English by EN Gusinsky YuI Turchaninova Moscow University book 2005

7 Bernstein NA Feigenberg IM (ed) On Dexterity and Its Development Moscow Physical culture and sport 1991 8 Zaporozhets AV Changing the motor skills of a preschooler child depending on the conditions and motives of his

her activity News of the Academy of Pedagogical Sciences of the Russian Soviet Federative Socialist Republic Department of Psychology 1948 issue 14 pp 125ndash166

9 Gardner H Frames of Mind The Theory of Multiple Intelligences London Heinemann 198310 Sirotkina IE The World as a Living Movement An Intellectual Biography of Nikolai Bernstein Moscow Kogito-

center 201811 Cannon WB The Wisdom of the Body New York WW Norton 1932 12 Todd ME Study of the Dynamic Forces of Dynamic Man Princeton NJ Princeton University Press 193713 Mandelstam OE ldquoO I ty Moskva sestra moya legkardquo Poems prose memoirs materials for biography

Moscow Moscow worker 1990 14 Vigarello J Train the body In Corbin A Curtin J-J Vigarello J (eds) Body history Volume 3 Change of view

XX century Moscow NLO 2016S 149ndash184 15 Johnson M The Body in the Mind The Bodily Basis of Meaning Imagination and Reasoning The University of

Chicago Press 198716 Clark A Supersizing the Mind Embodiment Action and Cognitive Extension Oxford Oxford University Press

200817 Gallagher S Philosophical antecedents to situated cognition In Robbins P and Aydede M (Eds) The Cambridge

Handbook of Situated Cognition Cambridge University Press 2009 Pp 35ndash5118 Wacquant L Homines in Extremis What Fighting Scholars Teach Us about Habitus BodyampSociety 2013 vol

20(2) pp 3ndash1719 Detienne M Vernant J-P Cunning Intelligence in Greek Culture and Society Trans J Lloyd Atlantic Highlands

NJ Humanities Press 1978 original Les ruses drsquointelligence La metis des grecs Paris Flammarion 1974

20 Lesgaft PF Guidelines for the physical education of schoolchildren Izbr pedagogical op Moscow Pedagogika 1988 S 228ndash263

21 Bertoz A Petit J-L The Physiology and Phenomenology of Action Transl by C Macana Oxford Oxford University Pres2008s

22 Mauss M Body techniques In Societies exchange personality Moscow Science Main edition of oriental literature 1996 Pp 242ndash263



mdash 20 mdash

23 Zhekulin SA The experience of psychological study of the formation of swimming skills in styles In Rudik PA (ed) Psychomotorics and physical culture Moscow All-Russian Research Institute of Physical Culture and Sports 1935 pp 57ndash92

24 Polanyi M Personal Knowledge Towards a Post-Critical Philosophy Chicago University of Chicago Press 1958 Russian publication Polanyi M Personal knowledge Moscow Progress 1985

25 Bloor D Knowledge and Social Imagery Routledge 1976 26 Hoyningen-Huene P Context of Discovery versus Context of Justifi cation and Thomas Kuhn In Schickore J and

F Steinle (eds) Revisiting Discovery and Justifi cation Historical and Philosophical Perspectives on the Context Distinction Springer 2006 Pp 119ndash132

27 Kasavin IT Text Discourse Context An introduction to the social epistemology of language Moscow 2008 28 Latour B Science in Action How to Follow Scientists and Engineers through Society Cambridge Harvard

University Press 198729 Hacking I The Self-Vindication of the Laboratory Sciences In Pickering A (ed) Science as Practice and Culture

Chicago University of Chicago Press 1992 Pp 29ndash6430 Pickering A Objectivity and the Mangle of Practice In Megill A (ed) Rethinking Objectivity Durham Duke

University Press 1994 Pp 109ndash12531 Gastev AK New cultural attitude ldquoOrga-biblioteka CITrdquo 1924 No 3 ed 2nd Moscow VTSSPS-CIT

URL httpruslittraumlibrarynetbookgastev-kak-nado-rabotatgastev-kak-nado-rabotathtmlreturn_n_6 (date accessed 01222020)

32 Gastev AK How to work Arkhangelsk Publishing House of the Arkhangelsk Provincial Soviet Party School named after Lenin 1922

33 Platonov AP Juvenile sea In Foundation pit Juvenile sea Stories Moscow Fiction 1977 Pp 116ndash19134 Krakauer Z Mass ornament Weimar Essays Per with him ed N Fedorova Moscow Ad Marginem Press 201935 Werrett S ldquoPeasants are NOT workingrdquo M Phil History of Science University of Cambridge 1996 unpublished

ms36 Foucault M Words and Things Archeology of the Humanities Translation from French by VP Vizgin and NS

Avtonomova St Petersburg A-cad 199437 Sirotkina IE Is the Central Labor Institute the embodiment of utopia Questions of the history of natural science

and technology 1991 no 2 pp 67ndash7238 Adonyeva SB Veselova IS Marinicheva YuYu Petrova LF Primary Signs Assigned Reality St Petersburg

Propp Center 2017 39 Butler J Gender Trouble Feminism and the Subversion of Identity New York 199040 Noland C Agency and Embodiment Performing Gestures Producing Culture Cambridge MA Harvard

University Press 200941 Merleau-Ponty M Phenomenology of Perception Trans by DA Landes New York Routledge 201242 Sheets-Johnstone M The Primacy of Movement Exp 2nd ed Amsterdam John Benjamins 201143 Sirotkina IE The sixth sense of the avant-garde dance movement and kinaesthesia in the lives of poets and

artists 2nd ed St Petersburg Publishing house of the European University 2016

Irina E Sirotkina Institute for the History of Natural Science and Technology Russian Academy of Science Russian FederationE-mail isiro1yandexru

mdash 21 mdash

UDC 1650 37010018DOI 10239512782-2575-2021-1-21-35

THE EPISTEMOLOGY OF SMART TECHNOLOGIES IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION

IB Ardashkin1 DN Borovinskaya2 VA Surovtsev3 4

1 National Research Tomsk Polytechnic University Russian Federation2 Surgut State Pedagogical University Surgut Russian Federation3 Tomsk State Pedagogical University Tomsk Russian Federation4 National Research Tomsk State University Tomsk Russian Federation

RFBR funded the reported study according to the research project No 18-013-00192

The paper deals with the impact of smart technologies on cognitive and educational activities and assesses the role of smart education in education and cognition from semiotics and epistemology The authors of the article consider smart-technologies as modern information technologies of various profiles developed mainly for the performance of the semiotic and epistemological functions of the person with its maximum possible replacement in different areas of life

The article notes that when evaluating smart technologies some criteria are often overlooked while the importance of others is exaggerated In general quantitative scenarios for the use of smart technologies prevail over qualitative ones This situation leads to the fact that the main characteristics of smart technologies are replaced by secondary ones causing overestimated expectations For example the authors examined the misconception that a student who studies a subject as part of online learning using smart technology begins to participate in an epistemological situation from a semiotic perspective It is because online learning makes students ldquodiscoverrdquo knowledge independently without the necessary methodology and teacher support An overwhelming amount of research sees this situation as an achievement and the authors consider it to be a negative factor However according to the assessment of the consequences of smart learning the best results are shown by students who already possess some methodological knowledge At the same time the vast majority of students show a decline in their performance in online education

The authors of the article note that from an epistemological point of view such a property of smart technologies as a functional substitution of the subject is very consonant with some constructivist trends in epistemology and cognitive sciences admitting ldquocognition without a subjectrdquo These smart technologiesrsquo parameters in education and epistemology allow some studies to voice ideas about the possibility of forming smart education and smart epistemology as non-subject ways of knowledge and cognition The article demonstrated that this situation is permissible if one does not distinguish between the concepts of ldquoinformationrdquo and ldquoknowledgerdquo and the processes of cognition and informing It is shown that if this condition is ignored then the concepts of ldquoknowledgerdquo and ldquocognitionrdquo lose their meaning since the process of cognition is a way of relating knowledge and information and it is impossible without a subject The authors conclude that smart technologies should be considered an

Original Russian language version of the article Ardashkin IB K voprosu o vizualizacii znanija i informacii rolrsquo smart-tehnologij [On The Issue of Knowledge and Information Visualization The Role of Smart Technologies] Praksema Problemy vizualrsquonoj semiotiki ndash ΠΡΑΞΗMΑ Journal of Visual Semiotics 2018 no 4 (18) pp 12ndash48

IB Ardashkin DN Borovinskaya VA Surovtsev The Epistemology of Smart Technologies


mdash 22 mdash

additional tool used for similar but not heuristic creative and primary actions prioritizing the subject in education and epistemology

Keywords education cognition smart-technologies person epistemology

The indication of a new type of technology as ldquosmartrdquo implies an understanding of how they differ from other technologies This question is not solved within the framework of the technologies themselves but requires a philosophical and semiotic aspect The active development of smart technologies in the form of the smart economy smart management smart education smart city smart home smart society and smart person contains a lot of positive things but at the same time there is much uncertainty in the way they function It is especially true for what is commonly called smart education or smart technologies in education Distance learning with the help of Internet technologies Massive Open Online Courses (MOOCs) has already become a common phenomenon and many see them as the future of the educational system

What do smart technologies change in education and are they indeed qualitatively superior to traditional educational activities In philosophical and semiotic terms this question can only be answered if we touch upon the epistemological and semiotic aspects of the application and functioning of smart technologies in education and smart technologies in general The epistemological-semiotic view of this issue allows us to better understand the changes made in education since the latter is an integral part of it At the same time to assess the cognitive potential of smart educational technologies it seems that we should not start from a priori epistemological model but rather try to analyze the ways of organizing smart education to find out the features of the epistemological position that they suggest The latter is important because modern epistemology is characterized by a pluralism of often mutually exclusive positions

This approach is important for epistemology itself since its very significance is becoming more complicated given the development of cognitive sciences The trend analysis in smart education and other smart technologies that change social reality allows us to update some traditional questions of the theory of knowledge within the framework of philosophy and scientific research Regarding epistemology IT Kasavin and VN Porus believe that ldquothe question is not whether it has a future but what it should be Furthermore there is a general answer to this question The future of philosophical epistemology is associated with reforming its conceptual apparatus methodological tools and its issues It applies to all system-forming concepts and methodological principles it is necessary to introduce new semantic content into what is called lsquotruthrsquo lsquoobjectivityrsquo lsquorationalityrsquo and lsquorealityrsquordquo [1 p 19] Smart technologies may play an important role in the reform of the ldquosemantic contentrdquo of epistemology

The semiotic aspect of smart technologies in education is no less interesting In order to evaluate the role and influence of smart technologies we need to understand what criteria should be used to measure education itself and based on this see how these criteria change under the influence of smart technologies Here we are faced with semiotic uncertainty when trying to make a comparison since as IV Melik-Gaykazyan noted there is no correspondence between education and its essence in measuring education methods She writes that ldquoagainst the background of an endless stream of numbers in which education is currently measured ndash in hours in rates in the volume of student populations it can be considered irresponsible to say that the organizers and researchers of education have just a lsquolock pickrsquo It would be so if the listed indicators measured the essence of education and not what it costs its organizers and consumers It is easy to understand that all these indicators are the expression of monetary units This dimension is relevant in the social reality of the knowledge society The only exception is one

mdash 23 mdash

nuance ndash the socio-cultural effect of education is immeasurable in money since the unconditional achievements of culture are always priceless ie they are not determined by the cost of the resources expendedrdquo [2 p 15ndash16]

Similar problems arise in evaluating smart technologies and their application in education when some parameters are declared as primary criteria but other parameters replace them This article is devoted to considering this aspect its visualization in semiotic epistemological and other aspects

The phenomenon of smart technologies has been sufficiently studied [3] The prefix ldquosmartrdquo is added to the technology concept when it is implied that these are rdquosmartrdquo technologies that is technologies designed to replace a person as much as possible in the areas in which they are used Semiotically smart technologies are technologies that can to a certain extent perform the function of a subject At least such functionality is attributed to them by their creators The question of the capacity limits of this idea and what it means to perform the function of the subject is still open The main thing is that smart technologies according to the assumption can and should replace a person where it is possible to implement the following characteristics of the technological process concreteness measurability reachability relevance and time constraints

Smart technologies are actively used and their use is declared a very convenient comfortable and effective form of organizing peoplersquos lives For example a smart apartment can free a person from many everyday functions However this is an example from the sphere of everyday life Nevertheless can education be considered a sphere of everyday life or to some extent similar to it By everyday life we mean routine duties such as maintenance of an apartment which fully correspond to the above characteristics of a suitable technological process Suppose smart technologies are able to do something for a person In that case the idea of smart education on the one hand should assume the presence of specific processes and factors that exclude the direct participation of a person and on the other hand the process of education itself can promote a person to change something in hisher ideas abilities skills competencies preferably in the direction of expanding improving existing ones Moreover these transformations cannot take place without the direct participation of a person

Extremely positive assessments prevail In the analysis of smart education which shows the advantages of such an innovative construction of the education system for an individual and society In particular Raschupkina A S when describing the smart education system as the latest type of training highlights adaptability and flexibility self-orientation motivation accessibility and high-tech security among its strengths [4 p 380] The emphasis here must be drawn primarily on individual or personal orientation which is especially emphasized by ES Mironenko who generalized and presented in her article the results of the definition of smart education by various researchers The general summary of her research on the assessment of smart technologies in the education system is as follows ldquothe use of smart technologies in the educational process increases the efficiency of learning leading to the individualization of educational routesrdquo [5]

However the most interesting point of these assessments is that while declaring the positive sides of smart education and mainly focusing on its individual (personal) orientation the researchers do not specify how this is achieved and how these aspects can be evaluated It is assumed that the openness and accessibility of educational resources the ability to form a sequence of individual approaches during training the ability to discuss them in networks on a forum or on Skype produces the positive results mentioned above

It turns out that semiotically the student within the smart educational model is visualized as a kind of researcher not in the context of science but in educational activities There is one significant difference research activities in science are carried out as a rule by competent



mdash 24 mdash

professionals having some experience in such activities who can determine the problem field in the system of available scientific knowledge who possess the appropriate scientific methodology whereas in the education system (even smart education) the student is unlikely to have the above-listed abilities although heshe is pushed to engage in research activities Naturally amateurs or novices who did not have the appropriate competencies achieved results in science but this is still more an exception than a norm In contrast smart education in terms of the characteristics that describe it should reproduce research activities as the main ones for those who receive an education Therefore the assessment of smart education as a certain reference point (ideal) and the future of education does not seem unambiguous until the individual (personal) emphasis of training can be demonstrated not only technologically but also methodologically and meaningfully is clarified Furthermore here one cannot do without certain parallels with epistemological aspects

In addition both in educational and cognitive terms the terms ldquoknowledgerdquo and ldquoinformationrdquo are sometimes used inaccurately or incorrectly when assessing smart education Inaccuracy and incorrectness are manifested primarily in the fact that these concepts are considered interchangeable even identical It is also important to consider because smart education as a form of smart technology is based on information technology Information technologies act as the technological and substantive foundation of smart technologies Therefore a lack of understanding of the differences between knowledge and information or underestimating can lead to complications of the personrsquos (subjectrsquos) perception of how educational and cognitive research processes are interpreted Partly the disagreement with this kind of manifestation caused the writing of this article

In other words researchers highlight the positive characteristics of smart education which today make the educational process personal oriented In such education a student is not just a recipient of knowledge but also a producer of knowledge (at least the organization of the educational process is based on the rules of research) and the lack of methodological and content abilities is compensated by information technologies (electronic courses the Internet social networks Skype and other information and communication resources and technologies) In fact for the student the educational situation is transformed into an epistemological one

However despite all the formal similarities of situations in the educational and cognitive processes when using smart technologies we should not forget that the goals of the cognitive (scientific-cognitive) process and the educational process are not identical In the case of scientific knowledge the goal is to obtain new knowledge (new knowledge for the whole of humanity such knowledge that has not yet existed) In the case of education the goal is to master the existing knowledge In addition it is important to clarify that the development of existing knowledge is necessary not just to memorize it but to master certain social life practices that have already proven their effectiveness so as not to rediscover what was already done by the predecessors Moreover in this regard the transformation of the educational situation into an epistemological one can be naive and dangerous leading the students into a specific delusion making them believe that their abilities can bring results that they are not ready to achieve

Furthermore the students are ready to receive the results not so much technologically (in this matter smart technologies give the students great opportunities to have quick access to any source of information for familiarization clarification and verification) as semantically and conceptually It is because they do not have the maximum possible completeness in any of the subject areas of knowledge and therefore cannot organize the cognitive process in the right direction Even in the case of an unexpected coincidence of these factors a student will not be ready to assess the resultrsquos significance This situation can be compared (only in the opposite

mdash 25 mdash

direction) with the phenomenon of an untimely scientific discovery when a scientist comes to a certain result individually Still society is not ready to appreciate this result For example G Mendel once formulated the laws of heredity applying mathematical modeling of this evaluative phenomenon but was not understood by his contemporaries There are many similar cases in the history of science In smart education the situation is inverse A student can receive knowledge already known to society Still there is a high probability of not understanding the meaning of this result or conviction of being the first who made it

It turns out that smart education brings the student to the epistemological situation only psychologically but all other aspects necessary for cognition are absent In this case students are invited to independently master the course they have chosen implicitly assuming that there are no obstacles on this path All students are put in a typical situation regardless of how much they are ready to follow the proposed educational program It leads to a discrepancy in the results between those who are ready psychologically and methodologically and those who are not ready In the United States it is no accident where the share of online courses in public universities reaches 35 of all taught disciplines According to a study by American researchers S Protopsaltis and S Baum there is a gap between students with strong and weak knowledge after the latter studied online It is noted that ldquoStudents without strong academic backgrounds are less likely to persist in fully online courses than in courses that involve personal contact with faculty and other students and when they do persist they have weaker outcomes The lack of sufficient interaction between students and faculty is likely online educationrsquos lsquoAchillesrsquo heelrdquo [6 p 8]

At the same time it would be wrong to ignore the possibilities of smart education and smart technologies in general since each tool should be used for the purpose for which it was created and for the purposes and volumes in which it is most effectively used without attributing extra expectations to it Smart education which includes online education and distance education is an important convenient and effective tool if it is used not instead but as a supplement to the traditional education system Creating an epistemological situation for the student just as it happens in the smart education system can be useful primarily in methodological terms There is a connection between epistemology and education and that a certain parallel can be drawn between these processes has never been a secret The process of mastering existing knowledge is set by understanding how cognition works ndash the process of obtaining new scientific knowledge (among other things) The educational process is often organized as a heuristic cognitive process when the teacher does not just convey knowledge to the students but does it in the same sequence in which the researcher came to it giving the student a chance to be in the situation of the researcher and (before the teacher reports) to determine the result

In this sense it would be interesting to trace the relationship between the ratio of educational and cognitive processes in the context of the active use of smart technologies Such parallels can be identified in any historical period of science education and philosophy development and demonstrate the knowledge and education correlation Moreover it can help to clarify this correlation in the smart technologies era The key factor in implementing such a parallel is the person who determines the cognitive and pedagogical factors during the person and the world interaction This move can be the subject of a separate study and necessary for philosophical scientific and educational practices The comparison of educational and epistemological models itself already requires substantial justification given their diversity However in this article we will limit ourselves to small analogies to firstly emphasize the existence of such dependence and secondly to understand the essence of the epistemological and pedagogical functions of smart technologies for society This should help to avoid unnecessary illusions and apply them exclusively to what they should be used for



mdash 26 mdash

The cognitive and educational process is built upon the personrsquos abilities to the world cognition If we turn to Plato to describe how the cognitive and academic process is constructed then the indicated dependence is visible In ldquoRepublicrdquo Plato divides epistemology into knowledge (episteme) and opinion (doxa) True ldquobeingrdquo is in knowledge but it is not given to most people (only to the chosen ones and as a rule to philosophers) A person has only an opinion but this is an unreliable way of understanding the world

ldquondash Then opinion and knowledge have to do with different kinds of matter corresponding to this difference of faculties

ndash Yes they are different ndash So each of them has a distinct direction and features by its nature ndash Absolutely ndash Knowledge is a mental facultypower that allows us to apprehend ldquobeingrdquondash Yes ndash For opinion is that with which we are able to form an opinionrdquo [7 p 258]In cognition little depends on a person since objective reality is not comprehended directly

but instead in its side manifestations (copies reflections) therefore the result of this cognition is an opinion However it is an unreliable source of ideas about the world Hence the educational model proposed by Plato is of a predetermined nature since a person must only comprehend what is necessary and presented by more skilled persons philosophers since knowledge is available to them It by the way is the reason why the latter can and should govern the state Plato also builds an educational model according to the cognitive abilities of members of society According to N A Butenko ldquothe education system is divided according to the inequality of society which is based on three classes philosophers who manage the state guards who can be loyal to the state and the great bulk (craftsmen and farmers) who are occupied with material interests and are subject not so much to education as to mass ideological influence

In the context of childrenrsquos education it is necessary to select the most pious parts from the myths discarding lies and baseness shocking music focusing on the development of courage and restraint There is an emphasis on disciplines that develop the mind in secondary and higher education which goes back to theoretical thinking which only allows us to understand the highest values arithmetic geometry astronomy music (harmony as the basis of mathematics) and dialectics (logic) However dialectics (philosophy) is allowed to be studied only after reaching the age of 30 when the mind is focused on stability maintaining the status quo and obeying the teacher-philosopher who broadcasts absolute truths drawn from the eternal world of ideasrdquo [8 p 51]

If we turn to the concept of J Locke here we will see a significantly changed model of the epistemological capabilities of the subject and accordingly a different model of education associated with these transformations The concept of J Locke is interesting because in contrast to the majority of European thinkers of the New Time he more clearly demonstrates the connection between the epistemological and pedagogical (educational) components Unlike Plato J Locke assumes certain freedom in the actions of the subject in cognition and education Experience is the source of human knowledge through which onersquos thoughts are formed and confirmed The person himself initially possesses a kind of cognitive ldquopurityrdquo that requires a filling which distinguishes this concept from the Platonic one where the main cognitive action ndash remembering testifies more to the original cognitive fullness lost (forgotten) during the birth of a person

In ldquoAn Essay Concerning Human Understandingrdquo J Locke compares a person to a blank sheet of paper that has to be filled out ldquoLet us then suppose the mind to be as we say white

mdash 27 mdash

paper void of all characters without any ideasndash How comes it to be furnished Whence comes it by that vast store which the busy and boundless fancy of man has painted on it with an almost endless variety Whence has it all the materials of reason and knowledge To this I answer in one word from EXPERIENCE In that all our knowledge is founded and from that it ultimately derives itself Our observation employed either about external sensible objects or about the internal operations of our minds perceived and reflected on by ourselves is that which supplies our understandings with all the materials of thinking These two are the fountains of knowledge from whence all the ideas we have or can naturally have do springrdquo [9 p 154]

The concept of the initial cognitive purity of the subject for which Locke applied the term ldquotabula rasardquo (blank slate) formed the basis not just for a pedagogical concept but received a broader interpretation as a model of human socialization This concept was understood as optimistic since the education content could transform a person according to the needs of society However J Locke himself believed that everything is much more complicated According to TB Kadobny ldquoperhaps a very unambiguous attitude to the point just mentioned led the educational philosophy to the assertion of almost one hundred percent predetermination of human knowledge skills and abilities by external ndash social historical economic ndash circumstances It is how the message of the Enlightenment age appeared that it is possible to change the mind and morality of a person for the better by changing the society in which he lives J Locke on the contrary proves in his pedagogical works that there are no children with the same abilities and identical perceptions of the material they acquire in the process of education and training Each consciousness forms the perception of reality through a unique scale of interactions with the environmentrdquo [10 p 76]

J Locke on the one hand admitted the presence of the necessary amount of knowledge which has already been tested and requires its assimilation by students naturally taking into account the individual characteristics of perception On the other hand the possibility of free knowledge and education was allowed through the acquisition of new experience provided the ability to reasonably assimilate this experience D Defoe showed this model of education and cognition by the example of his literary hero Robinson Crusoe The hero of D Defoe experiences a ldquotabula rasardquo situation once on a desert island and finding himself in entirely new conditions However thanks to the intelligence and proper organization of the experience gained he quite successfully survives on the island thereby demonstrating the effectiveness of the cognitive and educational model proposed by J Locke

The Plato and Locke models of the personrsquos cognitive perception presented above are in some sense antipodes (subject-nonoriented and subject-oriented) and are given to demonstrate by contrast how the essence and direction of the educational process depend on the differences in understanding the essence and direction of the cognitive process and the role of the subject in it In one case the cognitive process is understood as predetermined (subject-nonoriented) It depends on the cognitive abilities given to a person from above by nature which serves as the basis for a clear differentiation of the educational process and its linking to societyrsquos cognitive and social characteristics As in Plato rulers (aka philosophers) take this post due to having the most advanced cognitive abilities and can directly comprehend existence while other members of society have a lower social status (guards farmers craftsmen) They also differ among themselves in a specific cognitive-social hierarchy

In another case the cognitive process is understood as open which also depends on the characteristics of cognitive perception (subject-oriented) However these features no longer serve as the basis for building an appropriate social structure since the cognitive experience of each member of society is considered unique and varies from person to person So in education



mdash 28 mdash

without rejecting class differentiation J Locke nevertheless clarifies that the cognitive process depends not only on a personrsquos cognitive abilities but also on experience He emphasizes the unique nature of the cognitive experience of each person which accordingly should be taken into account when organizing the educational process ldquoEach manrsquos mind has some peculiarity as well as his face that distinguishes him from all others and there are possibly scarce two children who can be conducted by exactly the same methodrdquo [11 p 608]

Letrsquos turn to the concepts of the subject within the framework of modern epistemology Firstly it is complicated to identify unity in these approaches and secondly the very concept of ldquothe personrdquo is being questioned ndash we are talking about the ldquodeath of the personrdquo and such an interpretation is inherent in areas that are entirely different in their subject orientation In all fairness it should be clarified that the above examples (Plato and Locke) are in some sense a consequence of the authorrsquos reductionism used for clarity Therefore the question of the person has always been difficult with a wide range of approaches

In todayrsquos epistemological literature the concept of ldquothe personrsquos deathrdquo or the concept of denying its autonomy is a consequence of overcoming the representationalistic understanding of the essence of cognitive activity based on the idea of mental reproduction of the external world In postmodern literature this was caused by ldquodissolutionrdquo of the subject in the text and in writing structures (M Foucault R Barthes) by the dependence of human intellectual activity on language practices and at the same time by a peculiar rejection of Descartesrsquo anthropocentrism and Kantrsquos transcendentalism All this was laid over on certain phenomenological and existential accents emphasizing the character of individuality in the worldview and the resulting radical denial of the possibility of a universal comprehension of the world As J Baudrillard writes ldquoThe lsquopersonrsquo as an absolute value with its indestructible features and specific force forged by the whole of the Western tradition as the organizing myth of the subject ndash the person with its passions its will its character (or banality) ndash is absent dead swept out of our functional universerdquo [12 p 82]

In constructivist concepts the idea of the ldquosubjectrsquos deathrdquo is understood initially as a consequence of the non-acceptance that the world can independently exist from it therefore the mere knowledge of the world formed by a person or another agent (actor) can be abstractly expressed and function without affecting the latter in any way From the constructivistsrsquo standpoint the very concept of the person testifies to its confrontation with the world and is the main reason for its appearance Constructivists believe that a person is a part of the world inseparable from it Therefore it possesses a more significant number of abilities and functions than subjectivity which loses its relevance As EN Knyazeva writes when characterizing one of the constructivist trends in epistemology (enactivism) ldquothe concept of enactive cognition or enactivism is becoming more and more influential in modern cognitive science philosophy of consciousness and epistemology It is influential because it develops in line with the current widespread constructivist orientations in epistemology psychology social philosophy management theory and Future Studies Within this conceptsrsquo framework the cognition subject or a cognitive agent be it a person or an animal is considered as active and interactive it is actively embedded in the environment its cognitive activity is performed through its ldquoactionsrdquo or ldquoinactionsrdquo in the environment Cognition perception thinking and imagination are associated with an action

In this concept a holistic picture of cognitive processes is constructed in which the brain as a part of the body the body itself as an instrument of cognition searching and cognizing the material mind and the environment it cognizes cognitive effort as an active action are considered in a mutually conditioning synergistic bundlerdquo [13 p 4]

mdash 29 mdash

Since the representatives of constructivist trends in the classical epistemology see the person only as one of the principles without which a society can efficiently function and develop research interest in the person disappears It even goes so far that consciousness (which is the basis of subjectivity) is considered a specific function which can be found in human beings and transferred to some other medium It seems fantastic but modern researchers including philosophers are actively discussing this topic and believe that the solution to this problem is a matter of time [14]

In particular AV Katunin who is far from the only supporter of the indicated points and writes on subjectivity in the journal ldquoVoprosy Filosofiirdquo (2016) is deeply convinced that such transfer is possible According to him ldquoIf we are talking about transferring of consciousness to an artificial medium of course this topic is closely related to the long-standing question in the field of artificial intelligence is a machine capable of thinking and how can it be realized technologically There are many thought experiments in this field the Chinese Room Argument the Turing test the hypotheses of strong and weak versions of artificial intelligence but there is also a thought experiment of the philosopher and psychologist Zenon Pylyshyn We take the human brain and replace each neuron with an identical microchip with the corresponding functions properties until we replace all the neurons At the end of this experiment the brain becomes artificial but it retains the consciousness of the same person Furthermore most likely if we develop enough so that we can make this kind of thought experiment real the subject himself is unlikely to notice this replacementrdquo [14] Moreover he is amongst many Russian and foreign researchers who admit such a possibility This suggestion alone which characterizes the epistemological nuances of cognitive activity allows us to understand and explain a lot about how it can affect the educational process There is a direct correlation with the understanding of the educational process manifested in smart education Moreover the very idea of technological development with smart technologies as its quintessence also absolutely correlates with understanding the place and role of the subject in cognition Suppose smart technologies are designed to replace a person wherever possible In that case the declining interest in the person in many epistemological directions is in fact a certain embodiment of the replacement of a person in the field of cognition

Indeed the person can be reduced according to the supporters of such a position to a certain set of data information that can be ldquodownloadedrdquo ldquosentrdquo ldquotransferredrdquo ldquomultipliedrdquo For this reason its role in cognition becomes unclear However this kind of transformation in principle should radically lead to the breaking of literally all the parameters of existence which at the moment still do not seem unambiguous Nevertheless researchers adhering to constructivist positions believe such changes to be quite possible It is especially evident from the following quotation by DI Dubrovsky ldquoIf a new bearer of your consciousness is the same in its properties dimensions and ability to change its position in space like your brain then you saving your identity will be simultaneously in two places This is not critical either for the identity or for the functions of consciousness and even can be seen as an advantage since it is possible to switch the positions by attention shifting However suppose the new carrier of consciousness becomes a certain wave formation In that case you can become almost omnipresent and you do not want to return to your former limited earthly consciousness (although who knows you may want to take a little break from the burden of cosmic consciousness and cognition from the existential meanings and activities that come along) Of course it is hypothetical reasoning However it can to some extent show that it is impossible to measure the future with the standards of our present consciousness The transfer of consciousness if implemented will be associated with new value-semantic and activity-willing attitudes of consciousness will open the era of new existential meanings of existence and activityrdquo [14]



mdash 30 mdash

Suppose we assume that the situation described in the quote is possible In that case knowledge in its traditional sense will cease to exist or we will enter the period of existence that is called smart epistemology in the title of this paper This period will be based on smart technologies that will carry out information exchange processes knowledge acquisition without the subjectrsquos participation Moreover the person himself can become the object of such an exchange and be ldquodownloadedrdquo from one medium to another simultaneously function as two or more Identities and so on It is no accident that today such characteristics of the person as ldquointegral personrdquo ldquonetwork personrdquo ldquocontextual personrdquo ldquodistributed personrdquo ldquosynergistic interaction of the personrdquo ldquocognitive agentrdquo ldquoembodied mindrdquo ldquoqualiardquo are being updated reflecting the fact that the cognitive characteristic of the latter ceases to be the key one

These characteristics also semiotically blur the borders between cognition and education as a process of acquiring new and assimilating existing knowledge since these processes are simply reduced to certain information exchange The lack of necessary information is solved by using appropriate smart technologies to search for information and transfer it to a carrier Of course in some philosophical concepts of education (pragmatism existentialism postmodernism) the transfer and assimilation of knowledge are not the educational processrsquos main goal Since the personrsquos personality itself its formation is a key guideline of the pedagogical process However knowledge acts as an instrument of educational training and the process of personality maturation depends on the way of mastering and presenting knowledge [15 p 26ndash30] Furthermore suppose the personal aspect loses its cognitive significance (and this how the subjectivity of cognition is expressed) In that case it turns out that smart education should lead to smart epistemology and vice versa

Such a radical revision of the usual phenomena and processes concerning cognition (scientific cognition) causes objections from specific philosophical approaches and a number of philosophers or clarifications related to some essential questions about the figure of the subject and its cognitive functions There is even a trend of research the general theme of which is ldquothe return of the personrdquo Of course supporters of this idea do not deny the role of technologies (especially smart technologies) in the development of society and humans their influence on the development of science and cognition in general Such radical assessments indicated above are the projections of human thought into the perspective of the technological future of society At the same time these authors believe that the substitution of the subject in cognition its replacement or elimination by technology is not quite an accurate understanding of what is happening and is not quite the assessment that can be viewed as definitive In particular VA Lectorsky proposed several counterarguments against the idea of ldquothe death of the personrdquo in situations of risk and uncertainty the role of the individual will only increase (technological development constantly sets society situations to risk and uncertainty) the multi-layered human Self requires a certain reflective principle which allows restoring the loss of social identity of any of the Self-manifestations of the individual in the conditions of network diversity without the Self as a subjective principle cynical and ironic behavior in critical situations is impossible [16 p 235ndash237]

The authors believe that they can also make a specific argument on their part about this It seems that one of the main reasons associated with the personrsquos role in cognition revision in terms of losing its cognitive monopoly lies in the field of differences in the essence of such processes as cognition and informatization Unfortunately very often these differences are not taken into account If we are talking about everyday communication even scientific communication but not in cognitive sciences or epistemology then basically such freedom of application is not of fundamental importance The authors themselves sometimes also allow such liberties in ordinary

mdash 31 mdash

conversation However if we are talking about cognitive sciences and epistemology it is vital to observe certain implementation boundaries of such concepts as informatization and cognition The importance of distinguishing between the concepts of ldquoknowledgerdquo and ldquoinformationrdquo has already been mentioned above but it has not been specified why It is now necessary to explain these points more precisely to clarify the authorsrsquo position regarding the epistemology of smart technologies smart education and smart epistemology

The divergence in informatization and cognition should be sought in the difference between information and knowledge as phenomena It was investigated in more detail earlier [17 p 25ndash38] The main thing now is to demonstrate the basic essence of the differentiation of their nature The authors understand information as a certain existential dimension that underlies the world order It is a collection of various data that can be transmitted changed and stored The world has an information shell that is inherent in it initially To emphasize the peculiar nature of information we need to turn to the concept of the universe Of course the ancient philosophers did not use the concept of information Still this concept correlates with how they characterize one of the components of the world which moreover is considered by them to be genuine and existing in contrast to the second component Plato distinguishes between metaphysical (the world of ideas eidos) and physical realities (the world of things) The metaphysical dimension of the world ndash the world of ideas is a real non-material world (ideal) inaccessible to the personrsquos direct perception Ideas (eidos) are of divine origin independent of a man even though the possibility of their mental comprehension is not excluded As Plato writes ldquoan idea is not born and does not perish does not perceive anything in itself from anywhere and does not enter into anything itself invisible and not felt in any other way but put into the care of thoughtrdquo [18 p 155]

The world of Platorsquos ideas is in fact a certain ontological dimension of the world that is similar to information The possibility of comprehending an idea by thought (mind) does not mean transforming its nature in the direction of the subjective principle The latter is given exclusively physical reality (the world of things) Like an idea (the world of ideas) information also functions as an independent and self-sufficient reality regardless of whether a person perceives it or not Knowledge is a phenomenon of a different plane connected with subjective nature and is formed by the subject in its perception of the world Using analogies to separatе the concepts of ldquoinformationrdquo and ldquoknowledgerdquo based on Platorsquos works one should be careful since knowledge in Plato and the framework of the authorrsquos concept is somewhat different since in the latter knowledge (episteme) is not a product of subjective origin Instead it is a product of the mind but it is more connected with the cosmic (existential) principle than the subjective one Therefore in Platorsquos work we are primarily interested in the phenomenon of the idea the world of the idea as an analog of the phenomenon of information

The subjective nature of knowledge presumes that its genesis is associated with a person including the individual consciousness and the specifics of individual perception of the world The world of knowledge is an exclusively subjective world related to the life of a person (society) and hisher abilities to exist and learn If knowledge is not associated with the person then it ceases to be knowledge In this sense such aspect of K Popperrsquos work as the ldquothird worldrdquo (the world of objective knowledge) is not entirely clear since this aspect in the framework of the article could be called ldquosubjective informationrdquo However it is difficult to say how it can function At the same time the difference between the nature of information and knowledge does not mean that they do not correlate in any way with each other Their relationship is called the cognitive process Especially suppose we apply a particular replacement of the ldquoworldrdquo concept with the concept of ldquoinformationrdquo (which is one of the worldrsquos dimensions) In that case the actual



mdash 32 mdash

cognitive actions become more evident to correlate knowledge and information (as one of the states of reality) Another thing is that this correlation does not occur automatically but involves the subjectification of information ie its transformation into knowledge We get a paradox of some sort that information can be available to a person only when it becomes knowledge but by itself (in its non-knowledge form) it cannot be accessible

This paradox often leads to the fact that when there is an increase in information (and this process for us today is permanent) we tend to compensate for the inability of the human consciousness to master it by attracting appropriate technologies (the generalized name of which is smart technologies) At the same time the fact that in cognition it is possible to replace a person (subject) with the help of these technologies is also relevant hence the idea arises that a personrsquos knowledge can also be transformed back into information and his consciousness can be reduced to some information carrier Even referring to the publications by researchers who believe that it is possible to ldquocopyrdquo or ldquotransferrdquo consciousness to some medium shows that in their description it is possible when they start to avoid the concepts of cognition and consciousness replacing them with concepts related to information

In particular let us refer to an excerpt from DI Dubrovsky at a round table on the topic of subjectivity concerning the challenges of cognitive science and information-cognitive technologies ldquoThe ego-system of the brain constitutes our identity It is a conscious-unconscious outline of information processes it is multidimensional organized in the brain vertically and horizontally starting from the cortical and up to the stem structures It consists of genetic and biographical levels (which store in memory the historical stages of our life underlying our identity) It is a self-organizing system in which global and local self-regulation processes of our Self are constantly carried outrdquo [14] As seen from the text consciousness is placed on the same level as the unconscious but considered an information process outline It is impossible within the framework of the conceptual apparatus of the article since conscious and informational processes are incompatible processes

IV Melik-Gaikazyan presented an interesting way of distinguishing information and knowledge The researcher on the contrary did it in the context of studying the information and its characteristics According to this approach information and its nature can only be fully understood if three characteristics are considered the amount of information its value and its effectiveness IV Melik-Gaikazyan believes that such specification of characteristics is essential for the following reason ldquoThe emphasis is placed in connection with the widespread belief that 1) to understand the phenomenon of information we need just one characteristic ndash the amount of information determined by the formula of K Shannon 2) it is permissible to identify the amount of information with entropy We fundamentally disagree with these statementsrdquo [19 p 179] Moreover this disagreement is because the amount of information is not its main characteristic since there are more significant characteristics of the latter for a person value and efficiency In this the authors see a certain semiotic similarity of the distinction between knowledge and information since the subjective (human) factor for evaluating information plays the most significant role and not possible to imagine without the transformation of the latter into knowledge

If we separate the concepts of ldquoknowledgerdquo and ldquoinformationrdquo according to the principle described by the authors above then the human consciousness (as the source of knowledge and the basis of its subjectivity) retains its autonomy and cannot be transferred anywhere (to any carrier) since such an action will lead to its loss or non-equivalent substitution Moreover these positions should be separated if we talk about knowledge and education and the relationship of these systems in their organization and functioning

mdash 33 mdash

In this sense smart epistemology cannot exist since its semantic origin implies replacing the subject in the maximum possible way and ideally in the absolute one Some research in the field of cognitive sciences probably demonstrates that the brain and neural processes determine our consciousness and subjectivity and we live in the illusion that we have autonomy independence and freedom However here we find ourselves in the space of assumptions non-obvious explanations and therefore we are free to make a decision based on our preferences Furthermore preferences are such that without subjective participation cognition itself ceases to be such so it is possible to characterize human subjectivity and consciousness differently but it must be present in these processes According to the authors of the article the loss of subjectivity leads to the ldquodeathrdquo of knowledge

It is especially clearly demonstrated through the authorrsquos understanding of smart education Smart education leads to a change in educationrsquos spatial and temporal characteristics In this case education is shifted to a virtual environment from the classroom and eliminates the time factor (schedule of lectures seminars) The student can access the educational resource from anywhere where there is access to the Internet The very contact with the teacher becomes indirect only through electronic sources and information technology mediators

What can be considered as the positives of this way of education organization First of all the preparation becomes fast The student is not limited to a place time or schedule Secondly the student can independently determine the pace of educational training by having a powerful information resource to fill in the emerging problems in knowledge (although the student can not always adequately access hisher progress) These are the obvious advantages of smart education but perhaps all the positive points are limited to this

What are the negative aspects of smart education First of all decrease in direct contact between the teacher and the student and subjective interaction loss It includes an emotional component feedback and the possibility of prompt management of the educational process Secondly it is the loss or reduction of the educational aspect factor since with the acquisition of new knowledge the teacher transmits certain values behaviors that are easier to perceive when associated with acquired knowledge The knowledge obtained in traditional education is associated with the individual personality of the teacher which significantly contributes to the educational process Thirdly the loss of the methodological aspect Knowledge is mastered easier when it is obvious how this knowledge was obtained when the reasons and mechanisms for obtaining it are explained In smart education this aspect as shown above is transferred to the student but to master such qualifications independently the student must have significant methodological training which is very rarely a case Fourthly the loss or reduction of the educationrsquos creative component when the teacher or student in the course of the lesson may wander away from the specified content or in the process of communication come to some discoveries which is almost impossible to do in the framework of electronic course materials Fifthly an exclusively technical aspect ndash no charging or power failure or no Internet access Even if this is rare it makes smart education impracticable so this fact can not be excluded

In other words according to the authors of the article the ratio of positive and negative aspects of smart education demonstrates that the critical factor of the educational process in semiotic terms its subjective component and its minimization will not affect the quality of education in the best way Therefore smart education (smart technologies in education) makes sense to use to the extent that they do not interfere with the most fruitful manifestation of the individuality of teachers and students in this process It means that smart education should not be considered an alternative to traditional education but only as an auxiliary means allowing you to compensate for many routine traditional education processes (for example selecting literature



mdash 34 mdash

familiarity with the course plan and access to sources) The same can be said about the epistemology of smart technologies To the extent that smart technologies facilitate the life of a cognitive subject in performing cognitive activities their use becomes necessary and practical However suppose there are tendencies of partial or complete replacement of the subjective principle in cognition In that case their implementation seems excessive and even dangerous since we are talking about eliminating cognition and epistemology (as the study of human knowledge) as a phenomenon

Thus considering the epistemology of smart technologies and understanding such concepts as smart education and smart epistemology allows us to draw the following conclusions It would be too early to talk about the real benefits or harms of smart technologies in education Hence there are incredibly optimistic scenarios and pictures of the smart technologiesrsquo dominance in education systems and epistemology Up to the total replacement of education and cognition in their relatively traditional form to support ldquotriumphrdquo of smart education and smart epistemology which should be defined as education and cognition without the person (without the personrsquos participation) Supporters of this constructivist approach admit the possibility of reducing the subject to certain information and transferring this information to different media The authors believe that such scenarios result from a loose separation of the concepts of ldquoknowledgerdquo and ldquoinformationrdquo the processes of cognition and informatization The critical aspect explaining the separation of these concepts and processes is the figure of the subject through which cognition becomes possible as a conscious activity In this case smart technologies act exclusively as auxiliary means making it easier to perform educational and cognitive routine functions while creative heuristic individual-personal manifestations of the indicated processes are given to an autonomous person with the ability to act freely Such a point allows epistemology to remain relevant today and not be replaced by various cognitive sciences

References1 Kasavin IT Porus VN Sovremennaja jepistemologija i ee kritiki o krizisah i perspektivah [Modern

Epistemology and Its Critics About Crises and Prospects] Epistemology amp Philosophy of Sciences 2018 vol 55 no 4 pp 8ndash25 (In Russian)

2 Melik-Gaykazyan IV Semiotika obrazovaniya ili ldquoklyuchirdquo i ldquootmychkirdquo k modelirovaniyu obrazovatelrsquonykh sistem [Semiotics of Education or ldquoKeysrdquo and ldquoLock Picksrdquo to the Modelling of Educational Systems] Ideas and Ideals 2014 vol 1 no 4 (22) pp 14ndash27 (In Russian)

3 Ardashkin IB Smart-tehnologii kak fenomen konceptualizacija podhodov i fi losofskij analiz Javljajutsja li smart-tehnologii dejstvitelrsquono umnymi [Smart Technologies As a Phenomenon Conceptualization of Approaches and Philosophical Analysis Are Smart Technologies Really Smart] Tomsk State University Journal Of Philosophy Sociology And Political Science 2018 no 43 pp 55ndash68 (In Russian)

4 Rashhupkina AS Formirovanie sistemy SMART-obrazovanija vuza kak novejshego vida obuchenija [Formation of the SMART Education System of the University As The Newest Type of Education] In Tehnologicheskaja perspektiva v ramkah Evrazijskogo prostranstva novye rynki i tochki jekonomicheskogo rosta Materialy 2-j Mezhdunarodnoj nauchnoj konferencii (20ndash22 oktjabrja 2016) [Technological Perspective Within the Eurasian Space New Markets and Points of Economic Growth Materials of the 2nd International Scientifi c Conference (October 20ndash22 2016)] SPb Asterion 2016 pp 378ndash383 (In Russian)

5 Mironenko ES Zadachi i perspektivy vnedrenija smart-tehnologij v obrazovatelrsquonyj process [Challenges and Prospects For The Introduction of Smart Technologies In The Educational Process] Socialrsquonoe prostranstvo ndash Social Space 2018 no 1 (13) URL httpsavsccacruarticle2549full (accessed on 26012019) (In Russian)

6 Protopsaltis S Baum S Does Online Education Live Up to Its Promise A Look at the Evidence and Implications for Federal Policy URL httpsmasongmuedu~sprotopsOnlineEdpdf (accessed on 01022019)

7 Platon Gosudarstvo [State] In Platon Sobranie sochinenij v 4 tomah [Collected Works in 4 Volumes] vol 3 Moscow Myslrsquo 1994 654 p (In Russian)

mdash 35 mdash

8 Butenko NA Problemy obrazovanija i vospitanija v uchenii Platona ob idealrsquonom gosudarstve [Problems of Education and Upbringing In The Teachings of Plato About The Ideal State] Innovacionnaja nauka ndash Innovative Science 2016 no 53 pp 51ndash53 (In Russian)

9 Lokk J Sochinenija V 3 t [Works In 3 t] t 1 Moscow Myslrsquo 1985 623 p (In Russian)10 Kadobnyj TB Jepistemologicheskie idei Dzh Lokka v kontekste transformacij jempiristskoj metodologii

[J Lockersquos Epistemological Ideas in the Context of Empiricist Transformations] Alrsquomanah sovremennoj nauki i obrazovanija ndash Almanac of Modern Science and Education 2013 no 12 (79) pp 75ndash79 (In Russian)

11 Lokk J Sochinenija V 3 t [Works In 3 t] t 3 Moscow Myslrsquo 1988 668 p (In Russian) 12 Bodrijjar Zh Obshhestvo potreblenija Ego mify i struktury [Consumer Society His Myths and Structures]

Moscow Respublika Kulrsquoturnaja revoljucija 2006 269 p (In Russian)13 Knjazeva EN Jenaktivizm novaja forma konstruktivizma v jepistemologii [Enactivism A New Form of

Constructivism in Epistemology] Moscow Sanct-Peterburg Centr Gumanitarnyh iniciativ Universitetskaja kniga 352 pp (In Russian)

14 Lektorskij VA Dubrovskij DI Ivanov DV Katuninm AV Mihajlov IF Trufanova EO Chertkova EL Shhedrina IO Jakovleva AF Chelovecheskaja subektivnostrsquo v svete sovremennyh vyzovov kognitivnoj nauki i informacionno-kognitivnyh tehnologij Materialy ldquokruglogo stolardquo [Human Subjectivity in The Light of Modern Challenges of Cognitive Science and Information-cognitive Technologies Materials ldquoRound Tablerdquo] Philosophy Issues 2016 no 10 URL htt pvphilruindexphpoption=com_contentamptask=viewampid=1500ampItemid=52 (accessed on 05022019) (In Russian)

15 Tan Charlene Philosophical perspectives on education In Tan C Wong B Chua JSM amp Kang T (Eds) Critical Perspectives on Education An Introduction Singapore Prentice Hall 2006 pp 21ndash40

16 Lektorskij VA Umer li chelovek [Has Man Died] Nauka Obshhestvo Chelovek [The Science Society Person] Moscow Nauka 2004 pp 229ndash238 (In Russian)

17 Ardashkin IB K voprosu o vizualizacii znanija i informacii rolrsquo smart-tehnologij [On The Issue of Knowledge and Information Visualization The Role of Smart Technologies] Praksema Problemy vizualrsquonoj semiotiki ndash ΠΡΑΞΗMΑ Journal of Visual Semiotics 2018 no 4 (18) pp 12ndash48 URL htt pspraxematspuedurufi lespraxemaPDFarticlesardashkin_i_b_12_48_4_18_2018pdf (accessed on 27012019) (In Russian)

18 Platon Timej [Timaeus] In Platon Sobranie sochinenij v 4 t [Collected Works in 4 tons] Moscow Myslrsquo 1994 T 3 pp 421ndash500

19 Melik-Gaykazyan IV Melik-Gaykazyan MV Tarasenko VF Pproyektivnyy konsalting na ldquoosi sintaktikirdquo [Projective Consulting ON the ldquoAxis of Syntacticsrdquo] Praksema Problemy vizualrsquonoj semiotiki ndash ΠΡΑΞΗMΑ Journal of Visual Semiotics 2018 no 4 (18) pp 169ndash185 URL htt pspraxematspuedurufi lespraxemaPDFarticlesmelik-gaykazyan_i_v_169_185_4_18_2018pdf (accessed on 29012019) (In Russian)

Igor B Ardashkin National Research Tomsk Polytechnic University (pr Lenina 30 Tomsk Russian Federation 634050)E-mail ibardashkinmailru

Daria N Borovinskaya Surgut State Pedagogical University (ul 50 let VLKSM 102 Surgut Russian Federation 628400) E-mail sweetharddkmailru

Valery A Surovtsev National Research Tomsk State Pedagogical University (ul Kievskaya 60 Tomsk Russian Federation 634041) Tomsk State University Russian Federation (ul Lenina 36 Tomsk Russian Federation 634050)E-mail surovtsev1964mailru



mdash 36 mdash

Original Russian language version of the article Shelekhov IL Sistemnyy podchod k opredeleniyu normy i otkloneniy v psikhologiceskikh issledovaniyakh materinstva [A Systematic Approach to the Defi nition of Norms and Deviations in Psychological Studies of Motherhood] Nauchno-pedagogicheskoye obozreniye ndash Pedagogical Review 20183 (21)206-216 DOI 10239512307-6127-2018-3-206-216

UDC 1599 + 316 + 314 +37DOI 10239512782-2575-2021-1-36-46

MOTHER-CHILD RELATIONSHIP DIAGNOSTICS AND ASSESSMENT

IL Shelekhov

Tomsk State Pedagogical University Tomsk Russian Federation

The images presented in this work clearly illustrate the variety of experiences of motherhood

The material in this article supplements the existing epistemological ideas about the problem of determining the norms and deviations in psychological studies of motherhood

The author presents a system of diagnostic criteria and assessment of the mother-child relationship The article explains the term ldquodeviant motherhoodrdquo and indicates various degrees of severity of behavioral disorders There are four main modes of the functioning of the ldquomother-childrdquo system reflecting the main variants of motherhood normative and relatively normative motherhood deviant mother-child relationship pathological motherhood (antisocial form) and pathological motherhood (prosocial form)

Keywords science psychology methodology system psyche personality woman motherhood mother child relationship assessment norm deviation pathology

Relevance of the research topic The problem of deviant motherhood is one of the most socially significant areas of research in psychology The term ldquodeviant motherhoodrdquo is understood as a deviation of the motherrsquos behavior which becomes a factor for the destabilization of parent-child relations

The antisocial form of deviant motherhood poses a particular danger to society and the state These behavioral disorders have varying degrees of severity

ndash formal situational communication with the childndash ignoring their responsibilities in providing holistic care for the childndash unwillingness to take part in the childrsquos upbringingndash deviations in mother-child relationships which are reasons for a decrease in the childrsquos

emotional well-being and deviations in his or her mental developmentndash legal abandonment of the childndash manifestation of open neglect and violence towards the childndash provoking accidents (latent infanticide)ndash the deliberate murder of a childLatent infanticide includesndash insufficient child carendash neglect of the child needsndash deprivation of custody and guardianshipndash failure to provide medical and other types of assistancendash provoking accidents leading to the death of a childIn Europe and the USA the bulk of scientific research devoted to the problem of deviant

forms of maternal behavior is reflected in the works of Barnett D Manly JT Cicchetti D 1993

mdash 37 mdash

IL Shelekhov Mother-Child Relationship Diagnostics and Assessment

Singer P 1993 Bonnet S 1995 Spinelli M G 2002 Holt S Buckley H Whelan S 2008 Dedel K 2010 Finkelhor D Turner H Ormrod R Hamby S 2010 Leventhal JM Martin KD Gaither JR 2012 Chiang WL Huang Y T Feng JY Lu TH 2012 Devaku mar D Osrin D 2016 Crouch JL Irwin LM Milner J S 2017

Before the collapse of the USSR in 1991 statistical reports did not have any data on deviant forms of maternal behavior In modern Russia the main objects of scientific research are the abandonment of a child by their mother and latent infanticide (VI Radionova MS 1997 Brutman VI Varga AYa Khamitova IY et al 2000 Filippova GG 2000ndash2003 2006 Ayvazyan EB Arina GA Nikolaeva VV 2002 Ayvazyan E B 2005 Mikhel DV 2007 Gelimkhanova NV Pashkova MV Revina YaS 2009 Shelekhov IL Urazaev AM 2009 Zhiginas NV Semke VYa 2013 Zakharova EI 2015) [1ndash4]

The research basis The study was carried out voluntarily according to a unified diagnostic program from 2002 till 2020 in the following organizations

ndash obstetric clinics of the Siberian State Medical Universityndash consultations office at N A Semashko Maternity Hospital (Tomsk)ndash Faculty of Psychological Pedagogical and Special Education Tomsk State Pedagogical

Universityndash at the places of study and work of the participantsThe study included 1123 women aged 18ndash37Evaluation of motherhood Determining the norm and an objective assessment of

motherhood is a rather difficult task due to the lack of unambiguous diagnostic criteria Practice shows that to determine the norm one should use one criterion and a set of features that reflect the whole multifaceted nature of mother-child relationships [5ndash7]

As the criteria for normal motherhood data from our research were taken an analysis of psychological literary sources (Bonnet S 1995 Eidemiller EG 1996 Brutman VI Radiono-va MS 1997 Brutman VI Varga AYa Khamitova IY et al 2000 Filippova GG 2002)

Fig 1 Variability of motherhood No te Areas of the childrsquos well-being level decrease the occurrence of deviations in mental and somatic development are marked in gray


mdash 38 mdash

and the legal framework the International Convention on the Rights of the Child (approved by the UN General Assembly on November 20 1989 entered into force for the USSR on September 15 1990) the Constitution of the Russian Federation was adopted by popular vote on December 12 1993) (Articles 7 38 commentary on Article 38 of the Constitution of the Russian Federation) Family Code of the Russian Federation of December 29 1995)

The variability of motherhood Motherhood is characterized by an objective variety of options to implement mother-child relationships (Fig 1)

In practice there are five main options for the functioning of the mother-child system (Fig 2)

The main variants of motherhood we present in the table 1

Fig 2 The main variants of the motherhood implementation a ndash Deviations of mother-child relationships (prosocial form) b ndash pathological motherhood (prosocial form) c ndash normative and relatively normative motherhood d ndash Deviations of mother-child

relationships (antisocial form) e ndash pathological motherhood (antisocial form)

mdash 39 mdash

Table 1The variability of motherhood and the characteristics of the functioning of the mother-child

systemVariability of motherhood Characteristics of the motherrsquos behavior and the functioning of

the mother-child systemNorm Normative motherhood Fully complies with the norms (medico-biological medico-

psychological statistical legal linguistic moral social cultural religious family and parent-child ideal)

Relatively normative motherhood

Minor deviations from the optimum of the mother-child relationship

Deviation from the

norm

Deviations of mother-child relationships (pro and

antisocial forms)

Digressive functioning negatively affects the psychosomatic social status of the child The existing deviations from the norms

can be compensated by the combined infl uence of positive endo- and exogenous factors

Pathological motherhood (pro and antisocial forms)

It is characterized by gross deviations of mother-child relationships which become the reasons for a decrease in the level of the childrsquos well-being and the deviations in his or her mental and somatic development The behavior of the mother can lead to severe health problems in the child or even death

Deviations in mother-child relationships and pathological motherhood are presented in antisocial and prosocial forms

Pronounced deviations of the motherrsquos behavioral reactions are caused by pathological processes and can be considered manifestations of the disease

Since motherhood is a multi-aspect phenomenon it is necessary to use a system of criteria for its study and assessment (Table 2)

Table 2System of diagnostic criteria and assessment of mather-child relationships

No Diagnostic criterion

Mother-child relationshipNorm Deviation from the norm

Normative motherhood

Relatively normative

motherhood

Deviations in mother-child relationships

Pathological motherhood (antisocial

form)


Pathological motherhood (prosocial form)

1 Family history and

women upbringing

features in the family

Family history is not burdened

In the family history there are cases of

deviations in interpersonal

relations between mother and

grandmother

Interpersonal relationships along the

female line are broken in three generations or more Mother and grandmother

are characterized as distant from each other In

previous generations physical abuse

dissolution of marriages abandonment of children

addictive states the suicide of one of the parents are recorded

Interpersonal relationships along the female line are

broken in three generations or more Mother and

grandmother are ambivalent In previous

generations physical abuse divorce and child

abandonment have been recorded The family

history includes relatives criminally or politically

repressed within the USSR Criminal Code victims of hunger brought up in an

orphanage



mdash 40 mdash





motherhood



form)



2 Family traits as a basis for

the implemen-tation of the motherhood institution

Mother has support from other family

members

Single mother Single mother or dysfunctional family

Complete family or single mother A prosperous or

dysfunctional family

3 Motherrsquos life scenario

The scenario of life is realized Motherhood

is one of the key positions in the life

scenario

The life scenario is not fully realized

There is motherhood in the life scenario

The life scenario does not imply motherhood The child does not occupy a

signifi cant place in a parentrsquos life

In the life scenario motherhood is seen as the

only signifi cant event The child is the center

of the universe to a parentrsquos life

4 Value of the child

The child has an independent value with an adequate maternal attitude

towards him or her

Decreased or inadequately

overestimated the value of the child and an anxiously

ambivalent style of maternal attitude

The child is not valued or happens to be a means to

achieve other values (material wealth a way to

keep a partner)

The child is valued excessively

5 Pregnancy planning

Planned pregnancy desirable

Pregnancy not planned (accidental)

Pregnancy not planned (accidental) unwanted


6 Attitude towards

pregnancy

Positive Measures are being taken to

preserve pregnancy (attendance at

antenatal clinics following the

obstetric recommendations

preparation for childbirth)

Mostly positiveAt the stage of

pregnancy a high or low feeling of fetal movement is noted

NegativeThe mother does not consider it necessary

to change her lifestyle connected with

pregnancy and give up bad habits

Late pregnancy identifi cation An attempt to terminate a pregnancy Miscarriage provocations

(running dieting exercise lifting

weights jumping) Irregular visits at the

antenatal clinics

PositiveThe mother completely

changes her lifestyle due to pregnancy Anxiety

hypochondriacal fi xation are noted Emotional

instability

7 Pregnancy was planned

The child is wanted Forced preservation of pregnancy

The child is unwanted Giving birth or adoption is a means of obtaining

material benefi ts

The child is wanted Birth or adoption is a means of resolving intrapersonal

confl ict raising self-esteem raising social status

manipulating a spouse and obtaining the society

approval

Table 2 cont inuat ion

mdash 41 mdash





motherhood



form)



8 Willingness to perform maternal functions

High level of psychological

readiness

The mother is not ready for

motherhood (lack of psychological

readiness social and economic instability

lack of education)

Psychological readiness is low or absent Child

abandonment (mental or physical) a tendency to

latent infanticide

High level of psychological readiness Immersion in motherhood (mental and

physical)

9 Maternal attitude to the child

Love or an expressed positive attitude towards the child

Distorted perception of an unwanted child (ambivalent attitude)

Negative attitude towards the child Frequent

punishments claims

Positive or ambivalent attitude towards the child Idealization of the child is

often noted10 Emotional

contact with the child

Emotional contact with the child which provides his or her

mental and physical development

Emotional contact is missing

Emotional rejection of the child

The child evokes negative emotions

The child evokes ambivalent emotions with a predominance of positive

ones

11 Communi-cation with the child

Friendly warm adequate long-

lasting

Situational formal short-term

Hypo-protectionAbsent or hostile

Mentoring communication

style

Hyper-care Indulging controlling lasting

12 The child in the motherrsquos inner picture of the world

The parent presents the child as part

of her

A parent presents a child as something

insignifi cant distant

A parent presents a child as something hostile

as a creature that deceived her hopes a source

of coercion and suffering

A parent perceives a child as an overvalued property

The full responsibility for his or her fate and the

right to shape it

13 Psycholo-gical

characte-ristics of the

mother

Absence of acute neurotic confl icts

associated with the child Willingness to care for and raise a

child

Motherrsquos infantilism

egocentrism selfi shness and

increased aggression Feelings

of guilt overcompensation in the form of striving for anxiety-riddled

ldquoperfect motherhoodrdquo

Manifestation of open neglect and violence

towards the child

The presence of acute neurotic confl icts including

those related to the child The all-consuming motherhood model

14 Mother-child relationship

It is built according to the style of patronage

and cooperationSubjectndashsubject

attitude

Permissive emotionally

detached regulating

Hostile hypo-protectiveSubject-object attitude

Dependent hyper-protective




mdash 42 mdash





motherhood



form)



15 Child care Systematic Situational The mother does not take care of the child

entrusting her functions to other family members

or relevant social institutions

The mother devotes all her time to caring for the child

involving all family members other people and relevant social institutions

Childcare issues are discussed on the Internet

16 Child upbringing

Raising a child as a full-fl edged member

of society There is an upbringing strategy

Parenting strategies (hypo-care less

often hyper-care) are the reasons for the

decrease in the emotional well-

being of the child and the appearance of deviations in his

or her mental development

The child is brought up situationally with the

absence of a clear upbringing strategy or is

not brought up at all

The childrsquos upbringing strategy is hyper-protection

17 Compliance with linguistic norms when communi-cating with

a child

Monologues and dialogues conform to

the rules of the literary language

Verbal communication with

the rare use of profanity - archaisms

dialectisms jargon barbarisms neologisms

Verbal communication with regular use of

profanity including the use of taboo abusive and

obscene language

Verbal communication with everyday use of diminutive words The social isolation

mindset

18 Compliance with cultural norms when communi-

cating with a child

Cultural norms are respected their meaning and

signifi cance are explained to the child

Cultural norms are rarely adhered to

Cultural norms are not respected

Often the child is allowed to violate cultural norms

19 Motherrsquos participation

in the education of

the child

The mother makes a systematic effort to educate her child

Situationally controls the

educational process of the child

The mother does not pay attention to the education of the child or interferes

with the studying process

She devotes all her free time to her childrsquos education and attracts all family members and relevant social

institutions Delegating to the child the fulfi llment of the motherrsquos unfulfi lled

dreams


mdash 43 mdash





motherhood



form)



20 Childrsquos education

(attendance at educational institutions)

The child receives an education that meets the requirements of

modern society (including

extracurricular educational programs)

The child receives insuffi cient education

The child does not receive education or is limited to low levels of education (primary incomplete

secondary) At the request of the educational

institution transfer to homeschooling is possible

The child receives primary and additional education works with tutors attends sports sections music and art schools At the request of the mother transfer to

homeschooling is possible

21 Physical and mental

development of the child

The child is provided with conditions for physical and mental development (there

are toys books pets a computer)

The child allocated time and material resources are on a

leftover basis

The mother is not involved in the

development of the child A Child has behavioral disorders and disregard

for the opinions of others

The mother devotes all her free time to the


22 Protecting the interests of the child

Systematic protection of the childrsquos interests

Situational protection of the childrsquos interests

Minimal protection or neglect of the childrsquos

interests

The safety of the childrsquos interests is demonstrative

hypertrophied23 Providing

medical assistance to a

child

Disease prevention (balanced diet

vaccinations regular medical check-ups)

It is given in the case of a disease

Is not given The medical care is demonstrative

hypertrophied inadequate

24 Providing conditions for

the childrsquos physical

well-being

The child is equipped with a level of

material benefi ts corresponding to the

economic and cultural level of society (good

nutrition medical care living

conditions housing)

The level of the childrsquos physical comfort is lower than the family income allows

The minimum level of physical comfort Funds

allocated by the state funding for child care are

spent on other needs

Family resources are spent on the childrsquos maximum level of physical comfort

25 Ensuring the childrsquos safety

Systematic measures are taken to ensure safety (child care

removal of hazardous items instructions)

Situational security Latent infanticide (insuffi cient care failure

to provide medical assistance as well as provoking accidents leading to the childrsquos

death)

Systematic and redundant measures are taken to

ensure safety (excessive child care elimination of

potentially dangerous items excessive instructions

hyper-care)26 The motherrsquos

behavior in extreme

situations

Mother would sacrifi ce for the childrsquos safety

Evasion to protect the childrsquos interests

Sacrifi cing the child for own safetylife

Hypertrophied readiness for self-sacrifi ce for the childrsquos

safety

27 Aggression towards the

child

Is absent Verbal aggression towards the child

Verbal aggression and physical abuse

Absent or manifested in psychological abuse




mdash 44 mdash





motherhood



form)



28 Separation of the mother

and the child

The mother has a hard time parting

with a child

Mother easily overcomes parting

with a child

The mother voluntarily leaves the child Refuses

to perform maternal functions entrusting them to a third party or the state

Separation of mother and child is possible only under the infl uence of exceptional

circumstances and is perceived by the mother as

a disaster The mother is taking steps to fi nd the

child Child control through gadgets

29 Tendency to develop addictive

states

The mother has no mental or physical

dependencies

The presence of certain signs of

insignifi cant deviations from social norms watching TV

programs (news series criminal

chronicles) buying goods from catalogs the need to listen to

certain music dependence on

relationships with a particular person

Suffers from non-pharmacological (game addiction workaholism

shopaholism) or pharmacological

(alcoholism substance abuse drug addiction)

addiction

There is a predisposition to the development of non-

pharmacological (workaholism


(alcoholism substance abuse) addictions

30 Illegal actions against the

child

Impossible Possible in dreams of a frightening

nature

Infl icting grievous bodily harm to a child Latent

infanticide Killing a child

Impossible

The set of diagnostic criteria items shown in table 2 allows for a qualitative analysis of mother-child relationships their compliance with the norm or pathology If deviations from the optimum are detected psychological correction is advised [8ndash12]

Timely identification of violations of the mother-child interaction and effective implementation of psychological correction allows to solve a number of essential tasks

ndash ensuring the psychological health of family membersndash increasing the social significance of the familyndash optimization of demographic indicatorsndash stabilization of the economic and political situation in the countryndash reduction of social tensionThe proposed system of criteria is essential for organizing personality-oriented measures to

prevent deviant motherhood [13 14]

End of Table 2

mdash 45 mdash

Conclusion The modifications of motherhood are qualitatively different normative motherhood conditionally normative motherhood deviation of the mother-child relationships pathological motherhood


Slow digression in the behavioral reactions of the mother is represented by various variants of the mother-child relationship deviations Clearly outlined deviations from the optimal functioning of the mother-child system are considered as pathological

Family and the mother-child relationships are a multi-aspect phenomenon that is difficult to assess formally At the same time there is a real possibility of a qualitative analysis of mother-child relationships and their compliance with the norm or pathology

The proposed system of criteria considers the variety of maternal-child relationships which vary widely from the norm to different deviations

The criteria for assessing the implementation of maternal functions are relevant for psychological science and practice contributes to resolving the primary problems of society and the state

References1 Brutman VI Varga AYa Khamitova IYu Vliyaniye semeynykh faktorov na formirovaniye deviantnogo

povedeniya materi [Infl uence of family factors on the formation of deviant behavior of the mother] Psikhologicheskiy zhurnal ndash Psychological Journal 2000 vol 21 no 2 pp 79ndash87 (in Russian)

2 Zalevskiy GV Mamysheva NL Shelekhov IL Individualrsquono-psikhologicheskiey osobennosti beremennykh v prognoze formirovaniya deviantnykh form materinskogo povedeniya [Individually-psychological features pregnant in the forecast of formation of deviating forms of parent behavior] Sibirskiy psikhologicheskiy zhurnal ndash Siberian Psychological Journal 2005 no 22 pp 7ndash12 (in Russian)

3 Shelekhov IL Urazaev AM Psikhologicheskaya korrektsiya deviantnykh form materinskogo povedeniya [Psychological correction of deviant forms of maternal behavior] Tomsk TSPU Publ 2009 128 p (in Russian)

4 Zhiginas NV Semke VYa Psikhicheskoye zdorovrsquoe semrsquoi [Mental health of the family] Tomsk TSPU Publ 2013 304 p (in Russian)

5 Shelekhov IL Grebennikova EV Metodologicheskiy podkhod k issledovaniyu reproduktivnogo povedeniya zhenshchiny kak sistemnomu strukturno-urovnevomu fenomenu [Methodological approaches to research the reproductive behavior of women as systemic structural phenomenon] Vestnik Tomskogo gosudarstvennogo pedagogicheskogo univeriteta ndash TSPU Bulletin 2015 no 9 (162) pp 89ndash95 (in Russian)

6 Shelekhov IL Sistemnyy podkhod kak metodologicheskiy bazis lichnostno-orientirovannykh psikhologicheskihk issledo-vaniy [Systematic approach as methodological basis of personality-oriented psychological research] Nauchno-pedagogicheskoye obozreniye ndash Pedagogical Review 2017 no 2 (16) pp 9ndash20 (in Russian)

7 Shelekhov IL Belozerova GV Vzaimodeystviye sistem ldquolichnostrsquordquo ndash ldquosotsiumrdquo [Interaction of systems ldquopersonalityrdquo ndash ldquosociumrdquo] Nauchno-pedagogicheskoye obozreniye ndash Pedagogical Review 2017 no 3 (17) pp 117ndash126 (in Russian)

8 Shelekhov IL Berestneva OG Reproduktivnoye zdorovrsquoe zhenshchiny psikhologicheskiye isotsialrsquonye aspekty [Reproductive health of a woman psychological and social aspects] Tomsk Tomsk Polytechnic University Publ 2013 366 p (in Russian)

9 Shelekhov IL Grebennikova EV Ivanichko PV Metody aktivnogo sotsialrsquono-psikhologicheskogo obucheniya ucheb-metod kompleks [Methods of active socio-psychological education training and metodology complex] Tomsk TSPU Publ 2014 264 p (in Russian)

10 Shelekhov IL Belozerova GV Vizualizatsiya semeynoy sistemy Metod B Hellingera v kontekste nauchnoy paradigm [Visualization of the family system B Hellingerrsquos method in the context of the scientifi c paradigm] ПРАЕНМА Problemy vizualrsquonoy semiotiki ndash РРАЕНМА Problems of visual semiotics (Journal of Visual Semiotics) 2017 no 1 (11) pp 86ndash103 (in Russian)



mdash 46 mdash

11 Shelekhov IL Belozerova GV Lichnostnye aspekty adaptatsii v issledovanii obrazov simvolov syuzhetov snovideniy [Personality aspects of adaptation in the study of images symbols dream scenes] Tomsk Tomsk State Pedagogical University Publ 2016 420 p (in Russian)

12 Smyshlyaeva LG Demina LS Shelekhov IL Nasonov DB Kravchenko OI Kalinina SS Peer Mentoring as a Professional Test for Trainee Teachers in the Sphere of Deviant Behavior Prevention of Minors Linguistic and Cultural Studies Traditions and Innovations Proceedings of the XVIIth International Conference on Linguistic and Cultural Studies (LKTI 2017) Tomsk 2017 Pp 37ndash43 URL httpslink springer combook101007978-3-319-67843-6 (accessed 26 January 2018)

Igor L Shelekhov Tomsk State Pedagogical University (ul Kievskaya 60 Tomsk Russian Federation 634061) E-mail briefsibmailcom

mdash 47 mdash

YuV Melnik Psychological and Pedagogical Support for an Exceptional Child in An Inclusive Class

Original Russian language version of the article Melnik YuV Psychologo-pedagogichesko soprovozhdenie netipichnogo rebenka v inklyuzivnom klasse komparatsiya zapadnoy i rossiyskoy refl eksii [Psychological and Pedagogical Support for an Atypical Child in An Inclusive Class Comparison of Western and Russian Refl ection] Nauchno-pedagogicheskoye obozreniye ndash Pedagogical Review 20182 (20)95-105 DOI 10239512307-6127-2018-2-95-105

UDC 3761DOI 10239512782-2575-2021-1-47-55

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS COMPARISON OF WESTERN AND RUSSIAN REFLECTIONYuV Melnik

Moscow State University of Psychology and Education Moscow Russian Federation

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group introducing elements of creativity to solve possible issues The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following resistance cooperation between all participants reliance on the potential of the studentrsquos personality and others Pedagogical modifications that optimize the process of inclusive learning are the following change of motives for inclusive education consolidation of positive behavioral forms of communication in an inclusive group and other modifications The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered epistemological perceptual socio-communicative and semiotic adaptation

Keywords psychological and pedagogical support inclusive education exceptional child exceptionality educational psychologist

An inclusive educational process is a fusion of various entities that determine the success of the psychological well-being and the academic effectiveness of an exceptional child in an inclusive group In this study exceptionality means the presence of explicit (external) or implicit (internal) individual characteristics which cause specific antagonisms in the area of complete cultural socio-psychological and pedagogical adaptation to the requirements of the general educational system This also directly affects the formation of a non-trivial image of self-concepts with a modified set of social-role repertoire

Such ontogenetic deviations of biosocial order can include disability giftedness poverty ethnic religious cultural and linguistic minorities In these conditions the implementation of techniques for relevant psychological and pedagogical support for an exceptional child is an essential factor in eliminating internal frustration and increasing his or her epistemological potential for adequate interiorization of the cognitive basis and the development of an acceptable behavior model in the society

The formation and practical intervention of psychological and pedagogical support strategies in an inclusive classroom always act as a polythematic semantic category that includes a complex of variable dispositions Describing the actual content of the accompanying route for an exceptional child in psychological and pedagogical aspects T Smith and M Peterson point to the


mdash 48 mdash

presence of a priority expressive-emphatic teleology (a target base aimed at solving variable psycho-emotional problems) of an educational psychologist in his or her interaction with all participants in the inclusive educational process In the course of establishing a dialog with an exceptional child the critical goal of psychological support is to construct a basis of a positive connotative (positively colored) background of expression which makes it possible for each child to exteriorize (reveal) inherent learning abilities to the maximum extent and develop skills of effective communication with peers as well as productive cultural socialization [1 2]

The author assesses this point of view as productive since the primary transformation of the emphatic background of inclusion is one of the leading and priority components in developing a strategy for satisfying the personal communicative interpersonal cultural and educational needs of each child In the case of the presence of certain pronounced deviations from a given imperative the creation of a positive psychological background of interaction between all subjects of inclusive education plays a binary role in constructing the state of individual satisfaction of a special student with his or her position in the childrenrsquos group and the intensification of mnemonic (operational-mental) functions to acquire the required amount of material At the same time the author believes itrsquos necessary to highlight specific psychological and pedagogical methods of initiating emphatic comfort for each child in an inclusive educational environment which contribute to the work of an educational psychologist both with a group and individuals These include

1 The creation of a positive self-image on a personal level In this case psychological and pedagogical support comes from the conscious development of a range of environmental conditions conducive to the formation and further development of high-quality techniques for individual social perception An important aspect here is the formation and disclosure of potential reserves for positive self-perception by implementing training to create a relevant and holistic self-image In this context the primary semantic role is played by the psychologistrsquos possession of basic knowledge about the basics of childrenrsquos compensatory skills cultural identity in childhood and the practical skills of introducing techniques for compensating specific restrictive forces arising from biological social personal or communicative imbalances

2 Perception of pluralism in an inclusive environment through the prism of a positive cognitive-behavioral approach The formation of psychological and pedagogical support for an exceptional student in this case comes from the construction of a stable motivational basis among all subjects of inclusion to a positive perception of any forms of ldquonon-standardnessrdquo as immanent (integral) elements of the anthropological continuum existence in general and of a specific educational community in particular At the same time cognitive-behavioral strategies among all children in the inclusive class include gradual development of a stable relationship between mental formations This is related to the normalization of various forms of otherness and the consolidation of the created perceptual images in the system of socially approved norms of behavior when communicating with their exceptional peer Building such a balance makes it possible to optimize the psychological attitude in the childrenrsquos group to implement the tactics of accepting an exceptional peer in the academic and social components of the educational process

3 Search and gradual implementation of creative solution elements to the various levels of contradictions emerging in the educational process Psychological and pedagogical work is defined here as a triggering mechanism for the initiation of possible non-trivial manifestations of existence (meaningful life activity) in the subject-activity philosophical personality-oriented and moral-moral approaches Finding a set of non-standard solutions to eliminate the actual and potential problems in the inclusive class should be built considering the pronounced psychological correlation between the thought processes of excitability and inhibition in each subject

mdash 49 mdash

of inclusion Adequate and timely focus on these mental functions allows you to select a range of tasks for each child which entirely takes into account the individual temporal characteristics and learning abilities

4 Development on a conscious level of situations where a special student is successful in academic and social life Creation of conditions where the exteriorization of the latent reserves of each subject of activity makes it possible to consolidate the feeling of individual assertiveness at the mental social existential sensory levels under the action of various life circumstances This factor ensures the formation of a sense of affiliation to society in general and the inclusive class particularly

5 Introduction of a variable therapeutic spectrum into the academic and social life of an inclusive class The active development and further testing of various types of therapies for a special student balance the internal life resources and adequately distribute available reserves for solving current educational and social tasks in operational tactical and strategic plans A prerequisite for the successful implementation of this disposition is the psychological and pedagogical consideration of the specific ontogenetic stage of the childrsquos development within the framework of age and social gradation and the ability to include all other subjects of inclusion in the developed therapeutic work practices In this case the harmonization of the general connotative background of the inclusive class can be successfully carried out with the disclosure of positive emphatic foundations existing in the perceptual background of all participants of the inclusive education and upbringing

6 Developing skills for positive catharsis in an inclusive classroom and teaching cathartic techniques to support each subject of inclusion Having the basics for strong empathy to an exceptional child and providing him or her with the required types of assistance make it possible to build relevant and productive communication in the following systems ldquoexceptional student ndash typical peerrdquo and ldquoexceptional student ndash significant adultrdquo The key and fundamental point here is the teacher psychologistrsquos demonstration of the practice of parity catharsis in which a flexible balance is achieved between the principles of individual autonomy in the educational process and childrenrsquos collectivism while providing compensation for disturbed or distorted vital functions

7 Provision of facilitation and mediation techniques after a complete psychological and pedagogical history analysis of exceptional child data The creation of a portrait of a special student with the formation of a single image of his or her psychological characteristics and pedagogical capabilities within the framework of personal ontogenesis always comes from a combinatorial understanding of the childrenrsquos functions performed in various activities In this aspect the educational psychologist plays the role of a coordinator and facilitator in forming the required database and its subsequent updating An essential point is a professional ability to preserve facilitation and mediation skills in a prolonged mode when analyzing individual points of growth and development of an exceptional student at each age point Such practices ensure the unity of ideas among professionals of various thematic areas about the problems existing in an exceptional child and the reserves for eliminating the arising antinomies

8 Taking into account the cumulative effect while an exceptional child acquires academic knowledge and social skills Within the framework of the indicated dispositive method of psychological and pedagogical support it is necessary to consider the observance of the continuity elements when achieving certain stages of personal growth In this regard the functional role of the educational psychologist consists in the resistant training of the necessary skills for the interiorization of educational material and social communication among all subjects of inclusion At the same time cumulation should be considered as a stable basis for the further progressive



mdash 50 mdash

development of exceptional individuals and ensure the stability of their intrapersonal intentions to demonstrate positive forms of communication with others and to master the required educational standards

The Russian paradigm of psychological and pedagogical support of exceptional children in an inclusive educational process also recognizes the importance of emphasizing the interpersonal relationship in an inclusive classroom and the simultaneous harmonization of the emotional background during the educational process Revealing the essential characteristics of emotional interactions between any participants of the educational process L S Vygotsky and S L Rubinstein define the structure of any personality as a multi-component model Within this model a uniform functional distribution carries biological social factors and personality-anthropomorphic factors ndash its layer of character made up of individual characteristics of any subject of communication which arise due to its uniqueness and positive distinction from other individuals in the social field of interactivity A proper combination of the designated components allows forming a personality with a set of necessary skills for the comprehensive implementation of communicative intentions [3ndash5]

In the authorrsquos opinion the presented point of view has unconditional modulation rationality since it includes the factorial triad of the formation of socially oriented foundations for any personality In the presence of some exceptional features these components also retain their semantic and teleological characteristics

At the same time for their relevant functioning and correlation it is necessary to comply with a number of principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class and his or her comfortable psychosocial well-being among typical peers These principles include

ndash resistance of the psychological and pedagogical influencendash thematic focus on the spheres of the exceptional child existence who due to a combination

of various reasons is exposed to social deprivationsndash holistic and temporal adequacy of psychological and pedagogical supportndash taking into account the primary interests and needs of the exceptional student at a priority

levelndash reliance on the existing internal potential of the studentrsquos personalityndash progressive dialectics of individual growth and development of special childrenndash intensification with subsequent enrichment of mnemonic functions in exceptional studentsndash observance of the cooperation techniques between all subjects of the inclusive educational

processndash gradual development of skills to the required types of activityndash identification and constant reliance on the leading signal systems for the perception of

information in an exceptional student with the accumulation of an epistemological base and social experience of communication

ndash maintaining a balance when working as a teacher-psychologist with a child with special educational needs

ndash development of motivational and volitional personal qualities of an exceptional student through the demonstration of their behavioral patterns as well as behavioral patterns in an inclusive educational environment

ndash formation of a stable basis for the mnemonic functions of an exceptional child through conducting special psychology and defectology classes

ndash a combination of individual and group forms of work with an exceptional student

mdash 51 mdash

ndash active introduction of elements of interpersonal interactivity to an exceptional student when performing social communication functions

ndash stable consolidation of the acquired skills of psychological and pedagogical communication both in school and outside it

ndash teaching the skills of psychological self-defense against possible frustration in a groupndash the constant emphasis on the destruction of discretion in the system ldquooperational-tactical-

strategic objectivesrdquo transitioned to a meaningful unity of these componentsSo the comparison of the reflective vision of the psychological and pedagogical support for

an exceptional student in a situation of inclusion in the Western and Russian understanding indicates some distinctive differences in the qualitative content of the existing emotional background in an inclusive classroom The Russian paradigm has a greater degree of detailing of this vision Within its framework the layer of any individual personality is distinguished which occupies the middle position between the environmental and organic determinants of any personrsquos formation in society Western pedagogical thought is more generalized in its content and in the category of anthropo-social factors has internal elements of the personal culture itself formed under the influence of the inner intentions and motives of the individual himself

Among the general characteristics of Western and Russian reflection of the emphatic mode of an inclusive class in a psychological and pedagogical context the unity of awareness of environmental and biological determinants stands out as uniform factors of any student growth and development regardless of the manifestation of his or her individual distinctive features

In direct correlation with the communicative and perceptual aspects of psychological and pedagogical assistance to an exceptional child in an inclusive class there are modification ideas about behavioral class management as the basis for developing behavioral strategies that are acceptable in a particular society This semantic relationship is due to the ratio of generalized and detailed aspects of inclusion at the psychological level With an adequate organization of communication and social perception with an exceptional student a holistic transformation of the general behavioral patterns of all subjects of inclusion takes place This includes the formation of variable psychological patterns associated with achieving a balance between objectification and subjectivity of self-perception as well as the individual well-being of special children in a peer group Reflecting the essential content of behavioral management S Vauchn R M Garzhulo and V Jones point to the pivotal role of the educational psychologist in an inclusive classroom as the main initiator and at the same time stabilizer of the introduced changes At the same time various modifications should always be accompanied by a set of imitation practices that allow all children in an inclusive class to form on a personal level a sense of assertiveness anthropophilia as well as develop psychological readiness for the necessary techniques to identify themselves with a significant environment The consistent implementation of imitation teaching methods determines the successful formation and development of all cognitive and communicative functions of a person which in general determines the success of special children in solving a set of academic intrapersonal interpersonal and social tasks [6ndash8]

The presented position according to the authors has a pronounced positivity Since in this case there is a semantic understanding of the general psychological and pedagogical foundations of inclusive educational activity and the very social and psychological well-being of special children is assessed as an immanent component of behavioral management which allows all children to equally develop their creative inclinations and characteristics for productive interaction with a child with special educational needs Along with this it is necessary to highlight specific targeted changes on a teacher on the psychological level ensuring holistic inclusion and full



mdash 52 mdash

exteriorization of the exceptional studentrsquos abilities to study and communicate within the created field of contact Such pedagogical changes include

1 Teleological change of motives of inclusive education It is defined as a conscious distance from the traditional understanding of educational activities focusing on the priority of the academization of the educational process In this case the functional role of the teacher-psychologist is to take into account and focus on the social development priorities of each subject in the educational process It is essential to follow the postulate of dialectics in the field of psychological and pedagogical growth of a child emphasizing the achieved learning outcomes in the context of social adaptability integrativity and flexibility of all children in an inclusive class

2 Consolidation of positive behavioral forms through psychological techniques to reinforce a positive pattern of action Professional competence consists of demonstrating such positive behavioral forms by personal example and eliminating possible characterological traits of character accentuation in individuals with exceptionality Such a restructuring determines the overall success of psychological and pedagogical support for non-standard children

3 Changing the traditional focus of thinking in all participants of inclusion in the framework of the normalization theory The defining value of psychological and pedagogical support lies in this situation in the movement from the principle of hypertrophied mainstreaming (excessive striving to endow the individual with typical features) and the transition to the paradigm of nontriviality pluralistic sense Constant consideration and reliance on non-standard properties and qualities of an individual student make it possible to semantically transform the understanding of personal characteristics from the point of view of their potential to form an inclusive class as a microsocial continuum which harmonizes the general tactics of psychological and pedagogical support of exceptional children at school

4 Leveling socio-psychological expectations from all children involved in the educational process In this aspect psychological and pedagogical support is defined as the starting line for building a single equality trajectory and equal expectations from all children regardless of their differences The professional activity allows you to eliminate the manifestation of otherness and create a standard line of dialectical growth of the child in the academic and social senses

5 Timeliness of psychological and pedagogical correction of possible negative manifestations concerning an exceptional student The introduction and consistency of corrective work methods into the inclusive educational activities determine the opportunity to optimize the socio-psychological atmosphere in an inclusive group and create the effect of self-perception of this community as a we-community In this case the role of the educational psychologist is to reveal the implicit dispositions (internal characteristics) of the psychological and pedagogical state of each participant in the team with the maximum possible development of his or her sense of assertiveness and distance from stigmatized relational ldquoglassesrdquo

6 Conscientiousness of equal distribution of rights and obligations in all areas of inclusive educational activities In this case the pedagogical processrsquos psychological support consists of the rejection of a central focus on different social and legal dispositions This approach determines the overall success of the psychological adaptation of each individual to the existing environment It allows to timely achieve the effect of pluralistic thinking for any person regardless of the mental state exercises a range of their powers on a certain issue of existence in a uniform and equal way

7 Increasing the level of individual susceptibility of special children This task can be achieved through the teacher-psychologistrsquos conscious inclusion of social praxis elements making it possible to develop skills for interiorizing the material in a social context The indicated

mdash 53 mdash

situation contributes to an increase in all participantsrsquo flexibility and eliminates possible psychological destruction (environmental or biological)

8 Testing the ability to achieve positive autonomy for an exceptional student in an inclusive classroom The noted modification guarantees a comprehensive disclosure of the special childrensrsquo individuality and the feeling of their self-integrity in various social situations Such psychological formations improve adaptive skills with specific characteristics and create an essential background for their full inclusion in an inclusive class with existing academic and social realities

The Russian understanding of behavioral management in the psychological and pedagogical aspect emphasizes the adaptive and communicative properties of the individual

At the same time behavioral management is considered as a teleological toolkit for the implementation of the individualrsquos comprehensive abilities to achieve the necessary adaptation indicators which directly and indirectly improve communication skills with society and provides prerequisites for the comprehensive realization of ldquosociophiliardquo Reflecting this point of view A A Nalchajyan E P Ilyin and Yu V Khotinets define the personal field of an individual as a set of diverse motives the correlation between which leads to the effective implementation of the law of conjugate development of mental phenomena As a result of the personality motivational base transformation the spectrum of its actual and potential adaptability at various levels increases and as a result reciprocal communication is carried out between all participants with an expressed cathartic and affiliation basis as well as the development of coping strategies to overcome complex issues [9ndash11]

The communicative-adaptive interpretation of behavioral management at the psychological and pedagogical level indicated by these researchers has binary significance in certain types of exceptionality Implementation of an inclusive educational paradigm closely correlates with the law of coupled development since changes in the socio-psychological well-being and the level of readiness for inclusion among typical students entail a decrease in the manifestations of residual forms of autostigmatization in an exceptional student Such interdependence and complementarity reflectively affect the quality of the integral communicative background in an inclusive classroom and create the necessary prerequisites intensifying all childrenrsquos academic and social abilities At the same time it is expedient to single out specific types of adaptability formed by positive behavioral management in an inclusive class with a short description of the basic semantic content of a specific adaptability type as a component of the productive social identity formation In this regard the following types of adaptability can be distinguished

1 Epistemological adaptability An exceptional child in an inclusive class in many cases experiences variable discomfort of various origins In this regard the formation of individual adaptation at the cognitive level is the primary link for establishing a social dialogue system with peers and a teacher Such a situation indirectly entails the enrichment of the communicative field with the introduction of theoretical and practice-oriented elements into it which leads to the development of a positive socio-cultural identity of a particular person with peers

2 Perceptual adaptability It is based on the development of a stable base for the inclusive education perception not in the context of philanthropy but within the framework of the legalization of the child with special educational needs rights to master the aggregate basis of knowledge The formation of pronounced adaptation at the perceptual level in all participants of inclusive education optimizes and facilitates the general process of psychological and pedagogical support in the classroom which expands the possibilities for a positive interpretation of any forms of nontriviality and creates a sound basis for consolidating academic and social results of the activity



mdash 54 mdash

3 Social and communicative adaptation It contains the key determinants for the successful development of any child in a group The role of the educational psychologist is defined here through the implementation of his or her competent responsibility for the social microclimate in the childrenrsquos group and the elimination of distorted forms of communication with the absence of parity positions in the dialogue Timely and adequate psychological support serves as a necessary basis for all participants in inclusive education to initiate equality non-discrimination and the interactivity of the educational process

4 Semiotic adaptation It has a pronounced implicit meaning and involves the vision of the latent attributes of inclusive learning All participantsrsquo ability to recognize signal-sign elements in educational discourse creates a holistic background for eliminating possible hidden psychological pedagogical or social antagonisms

Comparative analysis of the Western and Russian behavioral management foundations in an inclusive classroom in a psychological and pedagogical context reveals the presence of significant convergence This convergence combines the semantic understanding of the behavioral patterns management as a leading factor in the formation of a favorable socio-psychological background of inclusive education and upbringing where academic and social achievements of special children are equally taken into account and inclusion itself has the character of parity holism and resistance

Among the distinguishing features stands out a different focus on individual dispositions of behavioral management Within the framework of the Western paradigm a competency-based approach is taken into account focused primarily on the imitation of relevant behavioral forms by an educational psychologist so that the exceptional student could master them In the Russian interpretation there is a pronounced centering on the adaptive and communicative aspects of each participantrsquos personality of educational activity

These forms contain both positive and negative practice-oriented aspects On the one hand in this case a significant degree of individualization of the learning process is achieved which consequently increases the psychological readiness for learning of all individuals and eliminates possible social antagonisms On the other hand insufficient consideration of the organizational and competence aspects of educational activity reduces the general ordering of mental functions of any individual at the academic and social levels This forms the preconditions for specific manifestations of the exclusion of exceptional children from the educational continuum

Thus the reflection of an exceptional childrsquos psychological and pedagogical support in an inclusive class in the Western and Russian understanding demonstrates the presence of divergence components in various detailed aspects among which theoretical-psychological communicative status-role and functional-activity orientations stand out most clearly At the same time there is a convergence of reflexive paradigms in the teleological basis of psychological and pedagogical support This support includes maximum possible inclusion of a the child with special educational needs in the spectrum of academic and environmental realities with the development of his or her psychological readiness for inclusive learning and the development of stable ldquosociophiliardquo towards the subjects of his or her immediate environment and also the formation of adaptability to possible stressful situations that arise during the inclusive educational process

References1 Smith TE Teaching students with special needs in inclusive settings 4th ed Boston MA Pearson Education Inc

2008 465 p2 Peterson MJ Inclusive teaching The journey towards effective schools for all learners 2th ed Boston MA

Pearson Education Inc 2010 507 p

mdash 55 mdash

3 Vygotskiy LS Pedagogicheskaya psikhologiya [Pedagogical psychology] Moscow Pedagogika-Press Publ 1996 536 p (in Russian)

4 Rubinshteyn SL Osnovy obshchey psikhologii [Bases of general psychology] St Petersburg Piter Publ 2002 720 p (in Russian)

5 Abulrsquokhanova KA Metodologicheskiy printsip subrsquorsquoyekta issledovaniye zhiznennogo puti lichnosti [Methodological principle of subject research of personalityrsquos life journey] Psikhologicheskiy zhurnal ndash Psychological Journal 2014 no 2 pp 5ndash18 (in Russian)

6 Vaughn S Bos CS Strategies for teaching students with learning and behavior problems 8th ed Upper Saddle River NJ Pearson Education Inc 2012 450 p

7 Gargiulo RM Metcalf D Teaching in todayrsquos inclusive classrooms a universal design for learning approach Belmont CA Wadsworth Cengage Learning 2013 504 p

8 Jones V Jones L Comprehensive classroom management creating communities of support and solving problems Boston Pearson Education Inc 2007 480 p

9 Nalchadzhyan AA Psikhologicheskaya adaptatsiya mekhanizmy i strategii [Psychological adaptation mecha-nisms and strategies] Moscow Eksmo Publ 2010 368 p (in Russian)

10 Ilrsquoin EP Psikhologiya obshcheniya i mezhlichnostnykh otnosheniy [Psychology of communication and inter-personal relationships] St Petersburg Piter Publ 2012 576 p (in Russian)

11 Khotinets YuV Korobeynikova AYa Psikhologicheskiye mekhanizmy produktivnogo koping-povedeniya v problemnykh kommunikativnykh situatsiyakh [Psychological mechanisms of productive coping behavior in problematic communicative situations] Psikhologicheskiy zhurnal ndash Psychological Journal 2016 vol 37 no 4 pp 59ndash73 (in Russian)

Yuliya V Melnik Moscow State University of Psychology and Education (ul Sretenka 29 Moscow Russian Federation 127051) E-mail melnik_stavmailru



mdash 56 mdash

UDC 37637 DOI 10239512782-2575-2021-1-56-63

SPEECH DISORDERS OF GENETIC ORIGIN IN TEACHING PRACTICEIV Rudin


In recent years there has been a significant increase in children with various speech disorders Also identifying the factors causing these disorders early and providing proper support is increasingly important If the steps to correct such speech disorders are not taken quickly secondary issues such as communication socialization and educational problems are observed Training and corrective measures should be carried out while considering both the individualrsquos psychological and physiological characteristics Identifying the cause and symptoms of a speech disorder plays an important role when developing a plan for a childrsquos education upbringing and development These measures are crucial to providing the most suitable help to children with such disorders The signs identified during diagnosis and those revealing the causes of the speech disorders are vital for outlining a pathogenetic description of the disorder and prescribing a set of corrective measures Speech disorders indicate the intactness of a large part of the central nervous system including motor and sensory areas Moreover they have diagnostic applications in cases of organic brain damage malfunctions in the development of the nervous system and mental retardation of various origins The pedagogical process must include a full examination as well as the proper combined support by speech disorder specialists It is possible to carry out differential diagnoses of speech function disorders using the results of genetic studies and prepare correctional programs tailored to the identified disorders

Keywords speech disorders early diagnosis genetic syndromes correction of speech disorders

In recent years a distinctive feature of Russian education is a significant increase in the number of children (at both preschool and later stages) with speech disorders of varying severity Inclusive education provides an opportunity for children with speech disorders to adapt and develop in an educational setting Human speech being an integrative mental function [1 2] makes socialization possible and can also reveal information about the development of certain areas of the brain for example the motor and sensory centers [3] Impairment of various areas of the central nervous system can be linked [4 5] to speech disorders even if these centers are seemingly unrelated to speech Therefore the idea that speech can be used for the early diagnosis of disorders of the central nervous system including screening [6] seems quite reasonable In addition early diagnosis provides an opportunity for corrective work earlier on However there is a problem of diagnostic differentiation of speech disorders which among other things is reflected in the fact that until now there has been no single generally recognized classification which leads to diagnostic issues and a decrease in the predictive value of detected speech disorders [7 8]

This problem is especially relevant in identifying childhood speech disorders [9] This is explained by both obvious factors in particular the childrsquos lack of developed speech before

Original Russian language version of the article Rudin IV Pedagogicheskie osobennosti korrektsii rechevykh rasstroystv vyzvannykh geneticheskimi sindromami [Pedagogical Particularities in Correction of Speech Disorders Caused by Genetic Syndromes] Nauchno-pedagogicheskoye obozreniye ndash Pedagogical Review 2019631-24 DOI 10239512307-6127-2019-6-31-42

mdash 57 mdash

IV Rudin Speech Disorders of Genetic Origin in Teaching Practice

the onset of the disorder making it difficult to perform a comparative analysis that is possible in the case of an adult patient and non-obvious ndash the lack of strict diagnostic criteria due to the presence of different approaches to the classification of speech disorders [10] and multiple factors affecting the vector of ontogenetic development of children including their speech function when an adequate assessment of mental functions is complex due to their objective age-related infancy [11] At the same time the organization of correctional and pedagogical work should be based on the psychophysiological characteristics of a child obtained during the diagnostic study

In such conditions the search for diagnostic markers of the speech disorder etiology becomes relevant for describing an adequate pathogenetic picture of a disorder and determining the grounds for developing correctional programs

It has been shown that speech function disorder can have a diagnostic value as an early symptom in such conditions as organic brain damage [12] complex disorders of the nervous system development [3] and mental retardation [13ndash15]

Etiologically disorders of speech function can be congenital [16ndash18] acquired [12] or have a mixed nature as in the case of the Landau-Kleffner syndrome [19] in which both education and the genetic components take place [20]

Suppose in the case of acquired speech disorders we can trace the cause-and-effect relations between the etiological factor and the subsequent impairment of speech function so in that case the symptomatology of genetic syndromes associated with speech impairment can appear without visible dependence on environmental factors or there is a regression of the normative function as in the case of Retta syndrome [21]

Therefore the idea of the etiology and symptomatology of genetic syndromes has gained greater importance in the early differential diagnosis of speech disorders [22] and has prognostic value in terms of developing adequate individual correctional programs for impaired speech functions and building an individual educational plan for a student Let us look closely at several genetic syndromes that cause among other things delayed speech development

Angelman syndrome The etiological factor of Angelman syndrome is an abnormality in the genome of the 15q112-q13 15 chromosome region where several million nucleobase pairs are in the deletion or there is a mutation of this DNA fragment [17]

In the case of maternal chromosome damage Angelman syndrome develops and if the damage is paternal then Prader-Willi syndrome develops In addition to symptoms of general underdevelopment and reduced weight gain convulsive syndrome tremors strabism sleep disturbance and delayed development of general motor skills can be observed Children with Angelman syndrome are characterized by a profound delay in speech development in sensory and motor components [23] The development of such behavioral disorders also characterizes them as attention deficit hyperactivity disorder [24] At the same time the non-verbal forms of communication with an apparent dissociation between speech impairment and other expressive forms are possible [25]

Prader-Willi syndrome The cause of Prader-Willi syndrome is the 15q112-q13 region deletion of the fifteenth chromosome which is inherited from the father In rare cases inheritance from the mother is possible As a rule the manifestation of the disease is sporadic [17]

As for symptoms Prader-Willi syndrome manifests itself in low muscle tone reduced growth scoliosis impaired coordination of movements hypogonadism strabismus increased drowsiness a tendency towards overeating and obesity [26] Violation of communicative functions is expressed in fine motor skills delay and a language development delay Passive vocabulary prevails over an active one It has been shown that this disorder can be detected at an early age


mdash 58 mdash

based on impairment of spontaneous movements after the 11th week of development and canonical babbling after the 27th week of life [22]

The quality of childrenrsquos life with Angelman and Prader-Willi syndrome is significantly reduced which leads to an even more significant deepening of the speech function defect [27]

Rett syndrome As a developmental nervous system disorder [16] Rett syndrome is manifested by symptoms of regression of cognitive and motor functions expressed in impaired locomotion loss of purposeful arm movements (arm twisting) and speech skills Previously it was believed that the disease occurs exclusively in females but the recent cases of Rett syndrome have also been described in boys [28 29]

Rett syndrome is characterized by the normal development of the newborn between 6ndash18 months after which regression of all central nervous system functions that had developed occurs including speech that can be aggravated up to mutism [30 31]

Ultimately the complex of mental and communicative disorders resembles Kannerrsquos syndrome with signs of oligophrenia [32 33] Etiologically the disease develops due to a mutation in the MECP2 gene located on the X chromosome [34 35]

Smith-Magenis syndrome Children with Smith-Magenis syndrome have peculiar facial features brachycephaly broad flat face wide nose bridge protruding forehead fused eyebrows and a tent-shaped upper lip The following features are distinctive delayed development muscle tone reduction congenital malformations of the cardiovascular system hearing impairment scoliosis obesity and convulsive syndrome [36] The disease is caused by sporadic deletion of the 17p112 region which contains the RAI1 gene [18]

The syndrome is accompanied by behavioral disorder and sleep disorder that appear in the second or third year of life The behavior is characterized by prolonged tantrums hyperactivity impulsion aggressiveness Emotional excitement [37] is shown through stereotyped movements (shaking hands) Children with Smith-Magenis syndrome are prone to a self-destructive behavior [38] There is a moderate degree of mental retardation with a general decrease in cognitive functions In most cases such children are diagnosed with an autism spectrum disorder Speech delay in this case is more pronounced due to the motor component [37 39]

Potocki-Lupski syndrome It is caused by a duplication of the chromosome 17 genome region localized in region 17p112 As in Smith-Magenis syndrome the RAI1 gene may be involved but in the Pototski-Lupski syndrome this gene is duplicated [40 41] Symptoms are similar to that of Smith-Magenis syndrome but in a more mild form [42] Motor activity is restricted Behavioral disorders are also characterized by hyperactivity self-destructive behavior and aggressiveness Defects in communication are determined by speech stereotypes verbal stereotypy abnormalities in intonation and prosody [43 44]

Fragile X syndrome is a genetic syndrome resulting from excessive repetition of the CHG trinucleotide in the FMR1 gene region on the X chromosome [45] In infancy it is manifested by a decrease in the frequency of gestural movements [46] and impaired babbling [47] The subsequent speech is fast and confused and characterized by echolalia and perseveration

The face has a distinguished appearance flattened chin ears that are protruding and low-set The iris is light The skin is highly elastic Motor extrapyramidal disorders are in the form of muscle tone reduction tremor and ataxia Behavior shows irritability aggressiveness and a tendency to self-harm [48 49]

Smith-Lemli-Opitz syndrome The genetic origin of the disease lies in a mutation in the DHCR7 gene This gene is responsible for producing the enzyme 7-Dehydrocholesterol reductase which synthesizes cholesterol [50 51] Low cholesterol levels cause symptoms that vary in severity ranging from mild to fatal In children with this syndrome congenital malformations of

mdash 59 mdash

the cardiovascular and excretory systems mental retardation growth retardation anomalies of the facial skeleton and teeth are revealed [52 51] as well as cognitive functions being impaired Behavioral and speech disorders are similar to those in autism spectrum disorders [53 54]

Interestingly many people are carriers of the defective gene but since the mode of the syndrome inheritance is recessive a clinically apparent variant is rare [51]

The analysis of the literature data shows that the etiological spectrum of speech function disorders is quite broad and includes not only the maladaptive influence of the environment and the effect of various pathogens on the developing organism but also an extensive group of genetic syndromes the clinical manifestations of which are associated with speech disorders Disturbance of ontogeny in the morphological and functional sense in genetic syndromes has a global nature and includes aspects from the motor to the cognitive In most cases dysontogenesis also affects the communicative and intellectual spheres

When forming pedagogical tools for the development of correctional programs for speech disorders caused by genetic syndromes it is necessary to consider the global character of the function violations of the childrsquos body in such diseases Correction of the actual speech disorders should be carried out according to the principles generally accepted in speech therapy [55] At the same time during correctional work with children having complex combined defects the following is recommended the active use of visualization elements of game therapy art therapy bibliotherapy hug therapy and other innovative methods and techniques

At the same time given the complexity of the disorders characteristic of the above-described syndromes it is also necessary to develop corrective programs to restore other impaired functions be it motor sensory cognitive or another type This task is demanding both in material legislative and pedagogical terms When working with such children it is necessary to use a complex systemic and personality-oriented approach based on a particular childrsquos individual psychophysiological characteristics It is also necessary to plan corrective measures taking into account the prognosis of the disease which may be unfavorable in the case of genetic syndromes

At the same time the development of fundamental science may lead to a prognostic reassessment of the speech disorders correction programs in some genetic syndromes In particular methods of gene therapy for Rett syndrome are being developed [56ndash58] which when introduced into practice will make it possible to restore the functioning of the patientrsquos genome both at the organismic level and at the level of speech functions

Speech function disorder which is essentially integrative can serve as one of the first symptoms of a developmental disorder and thus attract the attention of specialists to use it as means of early diagnosis and timely correction In this sense scientific works devoted to studying the genetic nature of complex speech disorders are relevant

Thus the development of fundamental science at its present stage allows in some cases to carry out the differential diagnosis of speech disorders using genetic research and develop correction programs considering the diagnosed developmental deviations

References 1 Pomberger T Risueno-Segovia C Gultekin YB Dohmen D Hage SR Cognitive control of complex motor

behavior in marmoset monkeys Nature Communications 2019 vol 10 is 1 p3796 URL httpsdoi101038s41467-019-11714-8 (accessed 1 October 2019)

2 Livezey JA Bouchard KE Chang EF Deep learning as a tool for neural data analysis Speech classifi cation and cross-frequency coupling in human sensorimotor cortex PLOS Computational Biology 2019 vol 15 is 9 URL https doi 101371 journalpcbi1007091eCollection 2019 Sep (accessed 1 October 2019)

3 Shriberg LD Strand EA Jakielski KJ Mabie HLEstimates of the prevalence of speech and motor speech disorders in persons with complex neurodevelopmental disorders Clinical Linguistics and Phonetics 2019



mdash 60 mdash

vol 33 is 8 pp 707ndash736 URL https doi1010800269920620191595732 (accessed 1 October 2019)4 Borisov AE Aktualrsquonyye voprosy kompleksnoy reabilitatsii pri detskom tserebralnom paraliche [Currant issues

in comprehensive aftercare of infantile cerebral palsy] Vestnik Gosudarstvennogo sotsialno-gumanitarnogo universiteta ndash Herald of State University of Humanities and Social Sciences 2018 no 3 (31) pp 3ndash45 (in Russian)

5 Batysheva TT Krapivkin AI Tsaregorodtsev AD Sukhorukov VS Tikhonov SV Reabilitatsiya detey s porazheniyem tsentralrsquonoy nervnoy sistemy [Rehabilitation of children with the pathology of central nervous system] Rossiyskiy vestnik perinatologii i pediatrii ndash Russian Bulletin of perinatology and pediatrics 2017 vol 62 no 6 pp 7ndash15 (in Russian)

6 Gentilleau-Lambin P Nicli J Richard AF Macchi L Barbeau C Nguyen S Medjkane F Lemaicirctre MP Assessment of conversational pragmatics A screening tool for pragmatic language impairment in a control population of children aged 6ndash12 yearsArchives de Peacutediatrie 2019 vol 26 is 4 pp 214ndash219 URL httpsdoi 101016jarcped201903004 (accessed 2 October 2019)

7 Lopatina LV Analiz podkhodov k izucheniyu rechevykh i yazykovykh rasstroystv v rossiyskoy i frantsuzskoy logopedii [Analysis of approaches to the research of speech and language disorders in the Russian and French speech therapy] Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im A I Gertsena ndash Izvestia Herzen University Journal of Humanities and Sciences 2018 no 190 pp 100ndash107 (in Russian)

8 Diagnostic and Statisticalv Manual of Mental Disorders Fifth Edition Arlington VA American Psychiatric Association 2013 947 p

9 Gribova OE Batyayeva SVK probleme opredeleniya ponyatiya ldquotyazhelyye narusheniya rechirdquo [On the problem of ldquosevere speech disordersrdquo determination] Obrazovaniye Nauka Innovatsii Yuzhnoye izmereniye ndash Education Science Innovations the Southern Dimension 2015 no 1 (39) pp 59ndash74 (in Russian)

10 Bobylova MYu Braudo TE Kazakova MV Vinyarskaya IV Zaderzhka rechevogo razvitiya u detey vvedeniye v terminologiyu [Delayed speech development in children introduction in terminology] Russkiy zhurnal detskoy nevrologii ndash Russian Journal of Russian Neurology 2017 vol 12 no 1 pp 56ndash62 (in Russian)

11 Gibadullina AV Zakonomernosti razvitiya rechi u detey rannego razvitiya v norme [Patterns of normal speech development in young children] Mezhdunarodnyy studencheskiy nauchnyy vestnik 2016 no 5-2 pp 182ndash185 (in Russian)

12 Norman RS Shah MN Turkstra LS Language Comprehension After Mild Traumatic Brain Injury The Role of Speed American Journal of Speech-Language Pathology 2019 URL httpsdoi1010442019_AJSLP-18-0203 [Epub ahead of print] (accessed 1 October 2019)

13 Bryukhovskikh LAOsobennosti ponimaniya rechi u detey s umstvennoy otstalostyu [Features of understanding speech in children with mental retardation]Vestnik Krasnoyarskogo gosudarstvennogo pedagogicheskogo univer-siteta im V P Astafyeva ndash The bulletin of KSPU named after V P Astafi ev 2009 no 1 pp 82ndash87 (in Russian)

14 Birt L Griffi ths R Charlesworth G Higgs P Orrell M Leung P Poland F Maintaining Social Connections in Dementia A Qualitative Synthesis Qualitative Health Research 2019 URL httpsdoi 1011771049732319874782 [Epub ahead of print] (accessed 1 October 2019)

15 Reppermund S Heintze T Srasuebkul P Reeve R Dean K Smith M Emerson E Snoyman P Baldry E Dowse L Szanto T Sara G Florio T Johnson A Clements M McKenzie K Trollor JHealth and wellbeing of people with intellectual disability in New South Wales Australia a data linkage cohort BMJ Open 2019 URL httpsdoi101136bmjopen-2019-031624 (accessed 2 October 2019)

16 Operto FF Mazza R Pastorino GMG Verrotti A Coppola G Epilepsy and genetic in Rett syndrome A review Brain and Behavior 2019 vol 9 is 5 URL httpsdoi101002brb31250 (accessed 1 October 2019)

17 Fricano-Kugler C Gordon A Shin G Gao K Nguyen J Berg J Starks M Geschwind DH CYFIP1 overexpression increases fear response in mice but does not affect social or repetitive behavioral phenotypesMolecular Autism 2019 URL httpsdoi101186s13229-019-0278-0 (accessed 1 October 2019)

18 Pounraja VK Girirajan SMolecular basis for phenotypic similarity of genetic disordersGenome Med 2019 vol 11 is 1 p 24 URL httpsdoi101186s13073-019-0641-y (accessed 1 October 2019)

19 Besag FMC Vasey MJSocial cognition and psychopathology in childhood and adolescenceEpilepsy amp Behavior 2019 URL httpsdoi101016jyebeh201903015 [Epub ahead of print] (accessed 3 October 2019)

20 Lesca G Moslashller RS Rudolf G Hirsch E Hjalgrim H Szepetowski P Update on the genetics of the epilepsy-aphasia spectrum and role of GRIN2A mutations Epileptic Disorders 2019 vol 1 is 21 pp 41ndash47 URL httpsdoi101684 epd20191056 (accessed 3 October 2019)

mdash 61 mdash

21 Einspieler C Marschik PB Regression in Rett syndrome Developmental pathways to its onset Neuroscience amp Biobehavioral Reviews 2019 URL httpsdoi101016jneubiorev201901028 (accessed 1 October 2019)

22 Pansy J Barones C Urlesberger B Pokorny FB Bartl-Pokorny KD Verheyen S Marschik PB Einspieler C Early motor and pre-linguistic verbal development in Prader-Willi syndrome ndash A case report Research in Developmental Disabilities 2019 vol 88 pp 16ndash21 URL httpsdoi101016jridd201901012 (accessed 1 October 2019)

23 Carson RP Bird L Childers AK Wheeler F Duis J Preserved expressive language as a phenotypic determinant of Mosaic Angelman Syndrome Molecular Genetics amp Genomic Medicine 2019 vol 7 is 9 p837 URL httpsdoi101002mgg3837(accessed 1 October 2019)

24 Ostergaard JR Do individuals with Angelman syndrome have a maladaptive behavior American Journal of Medical Genetics Part A 2019 URL httpsdoi101002ajmga61346 [Epub ahead of print] (accessed 1 October 2019)

25 Pearson E Wilde L Heald M Royston R Oliver C Communication in Angelman syndrome a scoping reviewDevelopmental Medicine amp Child Neurology 2019 vol 61 is 11 pp 1266ndash1274 URL httpsdoi 101111dmcn14257Epub 2019 May 10 (accessed 3 October 2019)

26 Bohonowych J Miller J McCandless SE Strong TV The Global Prader-Willi Syndrome Registry Development Launch and Early Demographics Genes (Basel) 2019 vol 10 is 9 URL httpsdoi103390genes10090713 (accessed 3 October 2019)

27 Mao SJ Shen J Xu F Zou CC Quality of life in caregivers of young children with Prader-Willi syndromeWorld Journal of Pediatrics 2019 URL httpsdoi101007s12519-019-00311-w [Epub ahead of print] (accessed 1 October 2019)

28 Khan AA Kirmani S Mild presentation of the congenital variant Rett syndrome in a Pakistani male expanding the phenotype of the forkhead box protein G1 spectrum Clinical Dysmorphology 2019 URL httpsdoi101097MCD0000000000000302 (accessed 2 October 2019)

29 Inui T Iwama K Miyabayashi T Sato R Okubo Y Endo W Togashi N Kakisaka Y Kikuchi A Mizuguchi T Kure S Matsumoto N Haginoya K Two males with sick sinus syndrome in a family with 06 kb deletions involving major domains in MECP2 European Journal of Medical Genetics 2019 URL httpsdoi101016jejmg2019103769 (accessed 1 October 2019)

30 Brima T Molholm S Molloy CJ Sysoeva OV Nicholas E Djukic A Freedman EG Foxe JJ Auditory sensory memory span for duration is severely curtailed in females with Rett syndrome Translational Psychiatry 2019 vol 9 is 1 p130URL httpsdoi101038s41398-019-0463-0 (accessed 2 October 2019)

31 Key AP Jones D Peters SSpoken word processing in Rett syndrome Evidence from event-related potentialsInternational Journal of Developmental Neuroscience 2019 vol 73 pp 26ndash31 URL httpsdoi101016jijdevneu 201901001 (accessed 3 October 2019)

32 Clarkson T LeBlanc J DeGregorio G Vogel-Farley V Barnes K Kaufmann WE Nelson CA Adapting the Mullen Scales of Early Learning for a Standardized Measure of Development in Children With Rett SyndromeJournal of Intellectual amp Developmental Disability 2017 vol 55 is 6 pp 419ndash431URL httpsdoi1013521934-9556-556419 (accessed 1 October 2019)

33 Perez Y Menascu S Cohen I Kadir R Basha O Shorer Z Romi H Meiri G Rabinski T Ofi r R Yeger-Lotem E Birk OSRSRC1 mutation affects intellect and behaviour through aberrant splicing and transcription downregulating IGFBP3 Brain 2018 vol 141 is 4 pp 961ndash970URL httpsdoi101093brainawy045 (accessed 2 October 2019)

34 Martiacutenez-Rodriacuteguez E Martiacuten-Saacutenchez A Coviello S Foiani C Kul E Stork O Martiacutenez-Garciacutea F Nacher J Lanuza E Santos M Agustiacuten-Pavoacuten C Lack of MeCP2 leads to region-specifi c increase of doublecortin in the olfactory system Brain Structure and Function 2019 vol 224 is 4 pp 1647ndash1658 URL httpsdoi101007s00429-019-01860-6Epub 2019 Mar 28 (accessed 2 October 2019)

35 Ehrhart F Coort SL Eijssen L Cirillo E Smeets EE Bahram Sangani N Evelo CT Curfs LMG Integrated analysis of human transcriptome data for Rett syndrome fi nds a network of involved genes The World Journal of Biological Psychiatry 2019 pp 1ndash14 URL httpsdoi1010801562297520191593501 [Epub ahead of print] (accessed 1 October 2019)

36 Neira-Fresneda J Potocki L Neurodevelopmental Disorders Associated with Abnormal Gene Dosage Smith-Magenis and Potocki-Lupski Syndromes Journal of Pediatric Genetics 2015 vol 4 is 3pp 159ndash167 URL httpsdoi 101055s-0035-1564443 Epub 2015 Sep 28 (accessed 1 October 2019)



mdash 62 mdash

37 Laje GL Morse R Richter W Ball J Pao M Smith AC Autism spectrum features in Smith-Magenis syndromeAmerican Journal of Medical Genetics Part C 2010 vol 154C is 4 pp 456ndash462 URL httpsdoi101002ajmgc30275 (accessed 3 October 2019)

38 Finucane B Dirrigl KH Simon EW Characterization of self-injurious behaviors in children and adults with Smith-Magenis syndrome American Journal on Mental Retardation 2001 vol 106 is 1 pp 52ndash58

39 Wolters PL Gropman AL Martin SC Smith MR Hildenbrand HL Brewer CC Smith AC Neurodevelopment of children under 3 years of age with Smith-Magenis syndrome Pediatric Neurology 2009vol 41 is 4 URL httpsdoi 101016jpediatrneurol200904015 (accessed 2 October 2019)

40 Bissell S Wilde L Richards C Moss J Oliver C The behavioural phenotype of Potocki-Lupski syndrome a cross-syndrome comparison Journal of Neurodevelopmental Disorders 2018 vol 10 iss1 p2URL httpsdoi101186s11689-017-9221-x (accessed 2 October 2019)

41 Zhang F Potocki L Sampson JB Liu P Sanchez-Valle A Robbins-Furman P Navarro AD Wheeler PG Spence J E Brasington CK Withers MA Lupski JR Identifi cation of uncommon recurrent Potocki-Lupski syndrome-associated duplications and the distribution of rearrangement types and mechanisms in PTLSAmerican Journal of Human Genetics 2010 vol 86 is 3 pp 462ndash470URL httpsdoi101016jajhg201002001 Epub 2010 Feb 25 (accessed 1 October 2019)

42 Sanchez-Valle A Pierpont ME Potocki L The severe end of the spectrum Hypoplastic left heart in Potocki-Lupski syndrome American Journal of Medical Genetics Part A 2011 vol 155A is 2 pp 363ndash366 URL httpsdoi101002ajmga33844 (accessed 3 October 2019)

43 Soler-Alfonso C Motil KJ Turk CL Robbins-Furman P Friedman EM Zhang F Lupski JR Fraley JK Potocki L Potocki- Lupski syndrome a microduplication syndrome associated with oropharyngeal dysphagia and failure to thrive The Journal of Pediatrics 2011 vol 158 is 4 pp 655ndash659 URL https doi101016jjpeds201009062 (accessed 3 October 2019)

44 Treadwell-Deering DE Powell MP Potocki L Cognitive and behavioral characterization of the Potocki-Lupski syndrome (duplication 17p112) Journal of Developmental and Behavioral Pediatrics 2010 vol 31 is 2 pp 137ndash143 URL httpsdoi 101097DBP0b013e3181cda67e (accessed 1 October 2019)

45 Crawford DC Acuntildea JM Sherman SL FMR1 and the fragile X syndrome human genome epidemiology review Genetics in Medicine 2001 vol 3 is 5 pp 359ndash371 (accessed 3 October 2019)

46 Hughes KR Hogan AL Roberts JE Klusek J Gesture Frequency and Function in Infants With Fragile X Syndrome and Infant Siblings of Children With Autism Spectrum Disorder Journal of Speech Language and Hearing Research 2019 vol 62 is 7 pp 2386ndash2399 URL httpsdoi1010442019_JSLHR-L-17-0491 (accessed 2 October 2019)

47 Hamrick LR Seidl A Tonnsen BL Acoustic properties of early vocalizations in infants with fragile X syndromeAutism Research 2019 URL httpsdoi101002aur2176 [Epub ahead of print] (accessed 2 October 2019)

48 Eckert EM Dominick KC Pedapati EV Wink LK Shaffer RC Andrews H Choo TH Chen C Kaufmann WE Tartaglia N Berry-Kravis EM Erickson CA Pharmacologic Interventions for Irritability Aggression Agitation and Self- Injurious Behavior in Fragile X Syndrome An Initial Cross-Sectional Analysis Journal of Autism and Developmental Disorders 2019 URL httpsdoi101007s10803-019-04173-z (accessed 2 October 2019)

49 Zafarullah M Tassone F Fragile X-Associated TremorAtaxia Syndrome (FXTAS) Methods in Molecular Biology 2019 vol 1942 pp 173ndash189 URL httpsdoi101007978-1-4939-9080-1_15 (accessed 2 October 2019)

50 Rojare C Opdenakker Y Laborde A Nicot R Mention K Ferri J The Smith-Lemli-Opitz syndrome and dentofacial anomalies diagnostic Case reports and literature review International Orthodontics 2019 vol 17 is 2 pp 375ndash383 URL httpsdoi 101016jortho201903020 (accessed 3 October 2019)

51 Waterham HR Hennekam RC Mutational spectrum of Smith-Lemli-Opitz syndrome American Journal of Medical Genetics Part C 2012 vol 160C is 4 рр 263ndash284 URL httpsdoi101002ajmgc31346 (accessed 3 October 2019)

52 Donoghue SE Pitt JJ Boneh A White SM Smith-Lemli-Opitz syndrome clinical and biochemical correlatesJournal of Pediatric Endocrinology and Metabolism 2018 vol 31 is 4 pp 451ndash459 URL httpsdoi101515jpem-2017-0501 (accessed 3 October 2019)

mdash 63 mdash

53 Nowaczyk MJ Irons MB Smith-Lemli-Opitz syndrome phenotype natural history and epidemiology American Journal of Medical Genetics Part C 2012 vol 160C is 4 pp 250ndash562 URL httpsdoi101002ajmgc31343 (accessed 2 October 2019)

54 DeBarber AE Eroglu Y Merkens LS Pappu AS Steiner RD Smith-Lemli-Opitz syndrome Expert Reviews in Molecular Medicine 2011 vol 13 URL httpsdoi101017S146239941100189X (accessed 1 October 2019)

55 Panasenko KE Soderzhaniye i napravlennostrsquo deyatelrsquonosti uchitelya-logopeda po razvitiyu kommunikativnykh navykov u doshkolrsquonikov s rasstroystvami autisticheskogo spektra [The content and focus of teacher-speech therapistlsquos development of communication skills in preschoollers with autism spectrum disorders] Sovremennye naukoemkiye tekhnologii ndash Modern High Technologies 2018 no 8 pp 209ndash213 (in Russian)

56 Le TTH Tran NT Dao TML Nguyen DD Do HD Ha TL Kuumlhn R Nguyen TL Rajewsky K Chu VT Effi cient and Precise CRISPRCas9-Mediated MECP2 Modifi cations in Human-Induced Pluripotent Stem Cells Frontiers in Genetics 2019 vol 10 pp 625ndash637 URL httpsdoi103389fgene201900625ECollection 2019 (accessed 1 October 2019)

57 Gogliotti RG Niswender CM A Coordinated Attack Rett Syndrome Therapeutic Development Trends in Pharmacological Sciences 2019 vol 40 is 4 pр 233ndash236 URL httpsdoi101016jtips201902007 (accessed 1 October 2019)

58 Banerjee A Miller MT Li K Sur M Kaufmann WE Towards a better diagnosis and treatment of Rett syndrome a model synaptic disorder Brain 2019 vol 142 is 2 pp 239ndash248 URL httpsdoi 101093brainawy323(accessed 1 October 2019)

Iliya V Rudin Tomsk State Pedagogical University (ul Kiyevskaya 60 Tomsk Russian Federation 634061) E-mail iliawryahoocom



mdash 64 mdash

Original Russian language version of the article Tomtosova EA Yakushkina MS Osobennosti vospitatelrsquonogo protsesa v arkticheskom regione [Features of the Upbringing Process in the Nomadic Arctic Region] Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universite-ta ndash TSPU Bulletin 2019 vol 1 (198) pp 113ndash127 DOI 10 239511609-624X-2020-6-9-19

UDC 371487DOI 10239512782-2575-2021-1-64-74

EVENT-DRIVEN EDUCATION OF NORTHERNERS IN THE NOMADIC ARCTIC REGIONEA Tomtosova MS Yakushkina

Institute of Education Management Russian Academy of Education St Petersburg Russian Federation

The article was prepared within the framework of a research project supported by the RFBR grant No 19-013-00012

Introduction The nomadic peoples of the North belonging to the Arctic world can be regarded as a unique result of the development dynamics of world civilization For many centuries they managed to preserve a distinctive way of life and a nomadic lifestyle as the basis for the evolution of Arctic culture Today specialists are concerned about the traditional cultural norms values and ethnic characteristics of the northern territory peoples established for centuries and which have now been partly lost

The goal is to characterize the educational process in the modern nomadic Arctic region Materials and methods Pedagogical literature analysis the study of normative

documentation regarding the education systematization of the experience and practice from preschool and basic educational organizations in Yakutia participant observation questionnaire survey expert assessment use of the obtained results in the pedagogical practice

Results and Discussion This study was carried out based on the following regional educational space monitoring (the Republic of Sakha (Yakutia)) community and family education surveys the study of the relevance of national holidays and the demand for nomadic educational structures The study of inherent upbringing processes among the peoples of the northern territories expands the existing ideas about the variety of means and forms of upbringing and new opportunities for individuality and subjectivity formation among Northerners in the harsh conditions of the Arctic region The intertwining of cultures among the peoples inhabiting modern Yakutia pushes us to study the educational traditions using ethnocultural experience Ethnocultural traditions are passed from generation to generation and are considered to be historically formed and transmitted through behavior patterns and folk-education practices which include behavioral rules of everyday life lifestyle occupation traditions social environment systems of value orientations spirituality and language Creating preschool educational space in a nomadic structure and a nomadic basic education organization in the Arctic region with nomadic settlements is analyzed It is substantiated that a nomadic preschoolrsquos educational space is considered an environment where self-organization is the value-oriented meetings between a teacher and a child pedagogical events with the participation of children and parents and other adults who are significant for the child The study of the upbringing history among the peoples of the northern territories expands the understanding of the diversity in upbringing practices The intertwining of cultures pushes us to update the ethnocultural experience The choice of the language of communication between subjects of the educational space plays an important role and affects the formation of labor skills and guarantees the development of traditional folk crafts in the Arctic territories with harsh local climatic conditions The study revealed original upbringing practices associated with the use for example of the Even traditional

mdash 65 mdash

EA Tomtosova MS Yakushkina Event-Driven Education of Northerners in the Nomadic Arctic Region

calendar folklore texts ditties (keinairsya) riddles (tumta) sayings (bodu) myths and songs (Balyh)

Conclusion The upbringing process of the northerner schoolchild can be represented by a logical sequence expressed in the form of a chain family community preschool and basic school upbringing The chain can be disseminated into different territorial entities The nomadic way of life being revived today must have legal legitimacy justified by the current state legislation and be recognized as a free choice of the Northernerrsquos life path

Key words education educational space nomadism Arctic conditions folk traditions preschoolers schoolchildren cultural values events ethnopedagogy nomadic educational organization children and adults community

IntroductionThe modern society is interested in preserving the ethnicity of the peoples inhabiting a

particular state [1] reflecting the idea of national preservation of the age-old historical and cultural heritage [2] the development of positive ethnocultural traditions the use of the teachersrsquo experience in the ethnic environment for obtaining results in the field of education and socialization of new generations of children and schoolchildren researched in the works by BT Likhachev AB Pankin AYu Aksenova The nomadic peoples of the North belonging to the Arctic world can be regarded as a unique result of the development dynamics of world civilization For many centuries they managed to preserve a unique way of life and a nomadic lifestyle presented today as the basis for the evolution of the nomadic peoplesrsquo arctic culture The signs of tribal and communal governance which make up a particular way of their life are manifested in management organization and survival in harsh natural conditions by the entire tribal community [3] Over time each nation has formed traditions in the forms of management and traditions inherent only to this nation in material culture spiritual culture [4] and language [5] The lifestyle of the indigenous population of the Arctic directly depends (innate genetically psychophysiologically) on the natural living conditions that is the lifestyle existence in the natural environment that surrounds the Northerner (UA Vinokurova IS Gurvich VA Robbeck) Specialists are concerned (NI Novikov AL Bugaeva AS Nesmelaya) that the traditional cultural norms and values and ethnic characteristics established for centuries are partially lost[6 7] This situation updates the study of the conditions for the upbringing and personality development (KA Abulkhanova-Slavskaya NV Bordovskaya AA Rean) of a nomadic northerner preschooler and a schoolchild [8ndash10] Sociocultural processes that take place in the Arctic region cause a change in the role of the Arctic peoples in the modern world and attitudes towards them [11 12] That leads to the understanding and acceptance of new educational processes [13 14] and therefore requires scientific substantiation of the phenomena occurring in modern education and the upbringing of the peoples of the North [15 16]

The goal is to characterize the educational process in the modern nomadic Arctic region

Materials and methodsPedagogical literature analysis the study of normative education documentation

systematization of the experience and practice from preschool and general education organizations in Yakutia participant observation questionnaire survey expert assessment implementation of the obtained results into the pedagogical practice were performed

Results and discussionThis study was carried out based on the following regional educational space monitoring

(the Republic of Sakha (Yakutia)) community and family education surveys the study of the relevance of national holidays and the demand for nomadic educational structures The study of


mdash 66 mdash

inherent upbringing processes among the peoples of the northern territories expands the existing ideas about the variety of means and forms of upbringing and new opportunities for individuality and subjectivity formation among northerners in the harsh conditions of the Arctic region [17] The intertwining of cultures among the peoples inhabiting modern Yakutia pushes us to study the educational traditions using ethnocultural experience Ethnocultural traditions are passed from generation to generation and are considered to be historically formed and transmitted through behavior patterns and folk-education practices These include behavioural rules of everyday life lifestyle occupation traditions social environment systems of value orientations spirituality and language (VS Kukushkin TG Stefanenko VI Slobodchikov) including meanings and experience comprehension of the folk upbringing practices [18] the analysis of which is presented in the works of KD Ushinsky VA Sukhomlinsky II Valeev GN Volkov Various aspects of ethnocultural education and upbringing were considered in the works of AF Golovin EV Golovneva BT Likhachev IZ Skovorodkina

As shown by the analysis of the sociocultural situation and topical upbringing issues in the Republic of Sakha (Yakutia) presented in the publications of VA Robbeck and UA Vinokurova OA Murashko the most topical issues are the theoretical understanding and implementation of the educational space concept in educational organizations and the region

The concept of ldquoeducational spacerdquo first appeared in the works of LI Novikova in the 1990s Further it was mentioned in the theoretical ideas and education practices of NL Selivanov EV Bondarevskaya and NM Borytko then analyzed under the sociocultural contexts (VG Bocharova MM Plotkin NYe Shchurkova MS Yakushkina) of the educational space development [19] (LM Gustokashina MR Ilakavichus VI Slobodchikov MV Shakurova IG Shendrick) in different organizations and territories of the Arctic region with nomadic settlements

In this study creating preschool educational space in a nomadic structure and a nomadic basic education organization in the Arctic region with nomadic settlements was analyzed in detail

Within the framework of the study the following key definitions were accepted The educational space of a nomadic preschool educational structure (authors) is an environment whose self-organization mechanism is value-oriented meetings of the teacher and the child pedagogical co-existence with the participation of children and parents and other adults important for the child According to DV Grigoriev LI Novikova NL Selivanova and other researchers educational space is an effective means for a childrsquos personal growth

The nomadic school educational space (authors) results from the schoolchildren parents teachers social partners (communities jobs) activities characterized by the search and intergenerational coordination of the meaning of living space and their appropriation Functioning in a natural and consequently educational environment of the Arctic in addition to its educational functions the village school actualizes and constantly looks for solutions to a number of socially significant problems among which the most important is the preservation of the Arctic Ocean ethnic groups culture

We study the possibility of forming an educational space within the framework of the regionrsquos space (circumpolar otherwise ndash Arctic) The educational space is considered as a form of peoplersquos existence functioning and self-organization A broader concept is the regional circumpolar upbringing space which includes the educational space The educational space is based on the formation of an educational policy of existence functioning and self-organization It is important to note that the subject of the regional educational space is an individual or a group of people capable of forming a complex network of interactions relationships and co-existential practices in the educational field (DV Grigoriev NL Selivanova VI Slobodchikov) that influence

mdash 67 mdash

educational processes The network in this semantic context is considered not so much as a geographical one but as event-driven [20 21] educational reflecting the dynamic interconnection of pedagogical events [22] created in the co-existence environment (daily living together) and the dialogues between schoolchildren and teachers [23] The structure of the upbringing space is a complex ramified network of educational organizations including social and tribal structures Based on the pragmatic research approach in the social sciences including the event philosophy of M Heidegger L Wittgenstein the idea of everyday life by M Gardiner B Highmore the concept of P Bourdieu revealing the sequential process of the subjectivity formation in children and adults research by VV Volkov OV Kharkhordin created the theory of practices [24] we consider real-life practices as educational practices that lead to changes in the activity worldview relations with ethnocultural signs systems associated with traditions that have survived through the centuries in this case among nomadic peoples [25 26]

The analysis of literature on theoretical ideas and methodological developments concerning the problems of upbringing using the folk experience and regional ethnocultural traditions is offered in the works of RS Nikitin AV Krivoshapkin [27] UA Vinokurov [28] and others The basis of educational processes in the Arctic territories is undoubtedly the intergenerational transmission of the significant ethnic and cultural experience of the northern (Arctic) nomadic peoples to the child accompanied by the development of national consciousness and the formation of national identity [29] Following the same logic the integral process of upbringing is presented as the following sequential chain family community public (preschool and school) upbringing [30]

Experimental work and analysis of educational practices have shown that the optimal mechanism for the education system development is the modeling of educational space with the nomadic representativesrsquo participation The educational space formed through the interaction of its various subjects and the creation of network structures [31] makes it possible to include parents in the educational process and make them active participants of the created educational space However modeling the educational space in the Arctic territories has certain features

1 The peculiarity of creating any educational space in the Arctic territory (educational organizations territorial associations region) lies in the fact that at the start of the educational space development there are parents with a high motivation to participate This is because many parents today do not want to part with their children for a long time sending them to boarding schools Thus at the first stage teachers of the future nomadic educational structures effortlessly create groups of parents motivated to participate identify territories with educational systems that existed or still exist (family preschool tribal school) they look for clan community representatives and family contacts who can participate for example in early career guidance for children and schoolchildren

2 The next stage is to search for directions to develop the educational organization and perform its coordination with the territorial community representatives Example ethnocultural development early vocational guidance environmental education (environmental design in joint co-existential child-adult uneven-aged activities)

3 At this stage methodological foundations are being determined to justify the logic the algorithm for the educational space development The activity approach will make it possible to focus on the new experience of joint activities for children and adults of different ages (the most significant in these conditions are the joint children and parents activities that contribute to the inclusion of the latter in the processes of upbringing) [32] The anthropological approach will make it possible to focus on the forms and means of teaching parents and other adult participants



mdash 68 mdash

The choice of an event-driven approach will focus the participantsrsquo attention on new experiences and new meanings of joint co-existent activity between children and parents [33]

4 Further the participants need to evaluate the resources and ways of using them when developing educational space (courses masterclasses holidays social projects and new programs) [34] This stage of implementation resulted in the methodically devised program ldquoNomadic teacherrdquo [35]

5 The next stage seems to be very important Spheres of independence are identified a strategy for the participantsrsquo interaction management and the educational space are developed and justified During this stage the foundations for the development of each category of participantsrsquo subjective position were formed

6 The choice of the language of communication between subjects of the educational space plays an important role and affects the formation of labor skills and guarantees the development of traditional folk crafts in the Arctic territories with harsh local climatic conditions During this period a set of powerful gaming technologies and methods of national games revival is formed [36]

7 Indicators of the developed and formed educational space can be considered a) openness of the educational organizations communities and creative groups b) the presence of multiple connections between partners in a nomadic environment c) free choice of programs projects and technologies

The step-by-step process of creating an integral educational space considered above is invariant for both the preschool organization and the school However each educational organization differs in the organizationrsquos development direction the age of the students the characteristics of the territory etc may have modular and model differences The variability of modules and models ensures the integrity of educational policy in the region

Thus the integrity of the educational process for both preschool and basic school in the Arctic region is ensured by the existence of an ideal of a Northerner (GN Volkov) characterized by harmonious development hard work a healthy lifestyle unity with the natural environment love for the Motherland and respect for the ancestors These human qualities are significant for every Northerner and necessary for a personrsquos existence They can be called the components of the Northern nomadic peoplesrsquo culture which are based on the Northernersrsquo ideas about the world order image a unique state of consciousness the worldview of a Northerner and their lives [37] In the ethno-pedagogical traditions of the peoples inhabiting the North the most important value for them according to EV Larichev is love for Motherland their ancestors and their people It is formed in preschoolers within the family and then in clan communities The values are reflected in the knowledge about the native nature acquired in childhood playing and communicating in the native language folk music songs and folklore works [38] Fairy tales legends epic poetry and folk wisdom show the child the heroic lines of their peoplersquos history fights with enemies where the heroes were the national Bogatyrs and were sure to win Nature is presented as a living thing in folk art

Along with the national heroes and ordinary people it becomes a ldquoshieldrdquo for the Motherland helps people fight enemies it is characterized by a kind attitude towards people and protects them In epic rhythmic legends ndash sittabs heroes and their great deeds are sung They always accompanied the long dark evenings of the nga-nasans living in the Taimyr tundra Popular ones are folklore ditties (keinairsya) riddles (tumta) sayings (bodu) myths songs (bahls) Nursery rhymes ndash nrsquouona bahls lullaby songs ndash nrsquouolrsquoanters created by parents for children individually

In the course of experimental work on the use of ethnocultural traditions in the upbringing of preschoolers primary school students and adolescent schoolchildren it was noted that building

mdash 69 mdash

the pedagogical process of mastering folk traditions during a year cycle is of great importance For each nation all traditional economic activities cultural and ceremonial life go in a specific cycle equated to the seasons particular area and community activities which is currently interpreted as an annual calendar All peoples have a calendar and each has its differences [39] The basis for the emergence and development of the Northern peoplesrsquo calendar is the historical characteristics of a particular period of life the natural and geographical conditions of economic management and living in fact the economic activity and observation of nature The calendars of the nomadic peoples of the North reflected the main types of farming and professional activities ndash reindeer husbandry hunting and fishing The calendar plays a unique role in the life of every nation According to the indigenous people the calendar regulates the time intervals affects household practices and forms the ritual cycle When forming the annual cycle of traditional folklore holidays for children timed to coincide with the annual cycle of the Northern peoples of Yakutia it is necessary to take into account the following calendars the Evensrsquo traditional calendar the everyday life and fishing calendar of the Lower Indigirskaya tundra inhabitants the Evenksrsquo calendar of the Amur region the Yukagir calendar the Chukchi calendar and holidays held during these months [40] Today each calendar is accompanied by scenarios of traditional calendar holidays Specialists of cultural and leisure institutions interested in the development promotion of the original culture and folk art of the indigenous peoples of the North use them in their work

Let us consider the potential of the Even traditional calendar for the formation of preschool upbringing practices In scientific research it is noted that the folk calendar of the Evens has origins dating back to ancient times One of the most exciting features essential for a child is the original apparently very ancient form of the folk calendar The seasons in the calendar are calculated following certain parts of the human body The Evensrsquo calendar year consists of thirteen lunar months Parts of the head represent each month arms legs and movements such as a rising shoulder a rising elbow a rising wrist head top ldquohaerdquo a falling shoulder etc The months in the calendar are counted starting from the right-hand fingers

Further the list of months is indicated by the movements of body parts raising to the head and then lowering down moving along the left hand The day of the summer solstice is very significant for every Even the Evens considered it simultaneously the beginning of the year and the beginning of summer The Evens do not have four seasons as we have but six Thus according to the Yakutia Evensrsquo ideas the year (annani) in addition to the four main seasons (dugani ndash summer boloni ndash autumn tugeni ndash winter nolkeni ndash spring) the Evens distinguish two additional ndash transitional seasons nolkarep ndash pre-spring mooltense ndash pre-winter

The calculation of days months seasons using body parts was traditional not only among the Evens but also among other nomadic Siberian peoples and peoples of Central Asia In pre-revolutionary times time counting following ldquobody partsrdquo was first recorded in the works of VG Bogoraz who revealed this fact among the Anadyr Evens (Magadan region) In Soviet times this was recorded by researchers VI Tsintsius VA Tugolukov and UG Popova in the modern period by the researcher AA Alekseev [41] The famous Siberia researcher VA Tugolukov emphasized that the Evens adopted the archaic Evenks calendar This fact has historical roots ndash Evens and Evenks were once one people

The well-known Orthodox calendar greatly influenced the structure and content of the Evensrsquo hunting and reindeer husbandry calendar As a result the Evens began to use pascals in determining the time Nevertheless the archaic calendar has not lost its relevance This calendar is still in use amongst older people living with reindeer herds Perhaps it is convenient for calculating the six seasons which are directly related to the nomadsrsquo grazing places the timing



mdash 70 mdash

of the reindeer birth and other economic factors It reflects the knowledge about nomadic life the annual economic cycle of hunters and reindeer herders weather conditions fauna and flora of the northern territories In the Even lunar year the month begins with a new moon Each month consists of 29 or 30 days The days marked by the solstice and equinox were very well known to the peoples inhabiting Siberia The holidays of the summer solstice among the Evens Yakuts and other peoples of the Arctic territories reflect the ancient solar cult inherent in the culture of paganism

The formation of the annual cycle of customs reflected in the calendar is based on the customs and traditions of the nomad life image determined by the demands of the northern economic and cultural structure which was reflected in the transport reindeer husbandry traditional hunting and fishing Without a doubt the calendar was created in ancient times It was influenced by the peculiarities of the northernersrsquo culture collected and systematized sun (nyolten) and moon (ilaan) observations planets and stars (osikat) movements and observations of seasonal natural phenomena [40]

Interacting with the Russians who were exploring the northern territories the Evens began to use the ldquochiveserdquo calendar (from the word ldquosvyatsy (saints)rdquo) Chivese was traditionally placed on boards Many holes marking the days could be seen in each board In general the number of holes was equal to the number of days of the year A cross was carved over the holes that marked Sundays or Orthodox holidays Time was counted by moving a wooden stick daily from one hole to another Chiveses were usually hung on a dwelling pole next to icons or the house patron spirit image Nomadic reindeer herders used such calendars in everyday life even in the XXth century However the Orthodox calendar was inconvenient It was as a rule made of wood and it was difficult to transport when every gram of luggage transported to the nomadic camps on the reindeer migration trail was counted After the revolution it completely disappeared from their everyday life

The use of traditions in different life situations in the upbringing processes of a preschooler or a schoolchild leads to the childrsquos sociocultural adaptation formation of independence responsibility creative activity and the manifestation of national identity [41] This knowledge is of particular interest because it develops respect for a human being as the highest value connection with nature and the world around

The upbringing potential of the family is determined by the state and dynamics of the sociocultural environment the structure of the family which can be one- (mom dad child) or multi-generational complete or incomplete large or containing only one child the level of material well-being of the family (income level etc) and the conditions (favorable living conditions well-being in everyday life etc) personal characteristics of working-age parents (social status level of education received aimed at educating their children or not) the psychological climate in the family assistance from the state and the public

The life of the traditional large clan family the community and its patriarchal type of relations within the community made it possible to implement we would call ldquopreschoolersrsquo initial acquaintance with the professions of nomadic peoplesrdquo (housekeeping fishing) practical upbringing and preparation for the role of mother or father who knows how to take responsibility for the community

In order to preserve the close interaction of the child with the family and not lose the foundations of the unique upbringing experience in recent years nomadic structural units of preschool educational organizations are actively being revived in nomadic territories helping parents and clan communities in the revival of the family and clan education traditions as well as their participation in educational processes within the framework of the state policy standards and

mdash 71 mdash

requirements Parents become full-fledged subjects of a nomadic preschool educational organization

Todayrsquos rural school is the main component of the educational system in the Arctic territories [42] The social status of a village school in its environment created by the rural society is most often higher than the status of an urban educational organization A rural school is a sociocultural center a source of education and of the formation of rural intelligentsia [43] The surrounding society recognizes the leaders of the educational center maintains its status looks up to them A rural educational organization acts as a guarantor of the implementation of state policy national culture national identity the mentality of an ethnic group nation and nationality

In this study a rural educational organization is fixed in the form of a set of educational organization models [44] which are included in the territorial educational space of Yakutia and implement specific sociocultural and pedagogical functions It is justified by the difference in the number of students the zone or territorial location cultural and historical roots the environmental specifics and the ethnic composition of students A significant stage in the development of the education system of Yakutia is the reinstatement of the upbringing and educational status of the nomadic school The varieties of the nomadic school noted after monitoring and studying the documentation were formed under the influence of factors and conditions associated with the regional education system the Arctic climate and the lifestyle of nomadic peoples These stationary schools differ from traditional stationary schools in the flexible organization of the learning process They teach school children whose parents are involved in historically established types of household management the children live partly with them and the teachers work on a rotational basis [45]

In the course of the study the advantages and disadvantages of the upbringing processes in small nomadic schools were identified The advantages of nomadic schools are related to examples of existing family contracts that manifest themselves as reindeer herding and fishing teams Children live here together with their parents develop and grow up in nature and become involved in the national economy and professions from childhood At the same time parents use the experience and upbringing traditions on the example of a father or a mother From an early age they are distinguished from their peers by the sense of being a homeland master The revival of the nomadic type of educational organizations helps with housing problems creating working conditions for rural areas a vivid manifestation of the schoolrsquos cultural and educational functions in work with the parents and the local population The negative aspects are manifested by the absence of a constant close connection with the basic stationary educational organization the educational authorities in the uluses and the lack of facilities and resources

Experimental work has shown that a prerequisite for the upbringing space development is the development of the tactics for the near future through the network interaction between the participants of the regional sociocultural and educational activity The network form implies the merging of financially and legally independent organizations communities creation of common educational resources the long-term use of which allows the coordination of efforts of all participants in the interaction to achieve agreed targets and goals [46] The following characteristics distinguish network organizations shared goals uniform criteria and examination procedure joint work joint decision-making joint planning joint mutual responsibility and a system of remuneration and incentives that are common for all organizations (AI Adamskiy AM Tsirulnikov IM Remorenko) An essential condition for the network efficiency is the development of regulations that guarantee the right of the educational organization to choose a strategy for its development Today this right is practically not regulated although the state legislative acts provide it This situation applies to both rural and urban educational organizations The lack of economic levers explains the current system of assigning schoolchildren to an



mdash 72 mdash

educational organization in many territories to regulate the interest of general education organizations in increasing the number of students Quite often in recent years there has been a situation in which parents choose an educational organization following the level of the familyrsquos financial situation and its place of residence A possible solution is to include normative per capita funding which is determined by the number of students in an educational organization by the list of educational services and programs provided in a given organization (municipal authorities of territorial entities often regulate the availability of some educational programs (languages sports excursions)) and their development that includes curricula projects for the network interaction development and others [47 48] (AI Adamskiy)

In the process of designing network interaction in the regional educational space the scientific ideas of MM Chuchkevich (theoretical foundations for creating a network the true meaning of ldquonetworkrdquo) about the possibility of uniting independent individuals groups or organizations on the condition that the common goals corporate image and corporate infrastructure are set The ethnocultural component opens up the door for a child to everything that makes it possible for himher to understand the national cultural diversity One way to implement this component is to make the content and pedagogical technologies of the regional educational development dynamic and make the change in the education policy

The given recommendations for the upbringing space development in the Arctic region can be applied to other territories following the specifics of children schoolchildren parents directions of project activities and other unique qualities

ConclusionThe upbringing experience that has developed in the educational organizations of Yakutia in

recent decades does not provide significant results in solving the problems existing in the state since it is more intended to accompany the education system in the conditions of a stable life in the Arctic region The revival of the original upbringing traditions which determine the self-awareness of the northern peoples their lifestyle perception of the world thoughts feelings and their dynamics in the developing educational space can radically change the situation today systemic use reproduction and transmission of traditions give the meaning to life and the educational path Traditions are designed to connect a personrsquos present with the ancestorsrsquo past life experience [49] The upbringing process of a Northerner child within the nomadic educational structures has a sociocultural conditionality Educational space development is based on the intergenerational transmission of the characteristics and prevailing experience of nomadism which may be accompanied by national consciousness and national identity formation The process of raising a child and a schoolchild can be presented in the form of a logical sequence expressed in the form of a chain diagram family community preschool school education and the childrsquos adaptation to society The introduction of this experience affects the entire education system of the region It can be disseminated to other territories The main achievement of the nomadic lifestyle can be considered the preservation of reindeer husbandry fishing and hunting cultures which are considered integral cultural components of the peoples inhabiting the Republic of Sakha (Yakutia) [50] We can say that the nomadic way of life being revived today acts as a sure addition to the sedentary way of life which was imposed but mastered and adopted The nomadic way of life must have legal legitimacy justified by current state legislation and should be recognized as a free choice in the Northernerrsquos life path

The article was submitted to the editorial office on

mdash 73 mdash

References1 Aydin MK Aydin H (ed) Multicultural Education Diversity Pluralism and Democracy An International

Perspective Saarbrucken LAP Lambert Academic Publishing 2013 Pр 55ndash912 Gosudarstvennaya programma Rossiyskoy Federatsii ldquoRazvitiye obrazovaniyardquo na 2013ndash2020 gody (utverzhdena

rasporyazheniyem Pravitelrsquostva RF ot 15 aprelya 2014 g No 295) [State Program of the Russian Federation ldquoDevelopment of Educationrdquo for 2013ndash2020 (approved by the order of the Government of the Russian Federation of April 15 2014 No 295)] (in Russian)

3 Conle C Community Refl ection and the Shared Governance of Schools Teacher and Teacher Education 1997 vol 13 no 2 pp 137ndash152

4 Dobrushina NR Yazyk i etnichnostrsquo malogo naroda bytrsquo ili ne bytrsquo [language and ethnicity of small people to be or not to be] Sotsiologicheskiye issledovaniya ndash Sociological Studies 2009 no 11 pp 34ndash45 (in Russian)

5 Abulrsquokhanova-Slavskaya KA Razvitiye lichnosti v protsesse zhiznedeyatelrsquonosti [Personal development in the process of life] Psikhologiya formirovaniya i razvitiya lichnosti [Psychology of the formation and development of personality] Moscow Nauka Publ 1981 Pp 19ndash44 (in Russian)

6 Bordovskaya NV Rean AA Pedagogika uchebnik dlya vuzov [Pedagogy a textbook for universities] Saint Petersburg Piter Publ 2000 304 p (in Russian)

7 Strategiya sotsialrsquono-ekonomicheskogo razvitiya Respubliki Sakha (Yаkutiya) na period do 2030 g s opredeleniyem tselevogo videniya do 2050 g [Strategy of socio-economic development of the Republic of Sakha (Yakutia) for the period up to 2030 with the defi nition of a target vision until 2050] (in Russian) URL httpoldeconomygovruminecresources4b4ebe75-303e-431e-97a8-c49be4b77939 sakhapdf (accessed 5 August 2020)

8 Shergina TA Selrsquoskaya malokomplektnaya shkola v usloviyakh modernizatsii obrazovaniya [Rural small school in the context of education modernization] Nauchnoye obozreniye 2014 no 12 pp 968ndash973 (in Russian)

9 Shergina TA Modernizatsiya deyatelrsquonosti selrsquoskikh malokomplektnykh shkol kak sotsialrsquono-pedagogicheskaya problema [Modernization of the activity of rural small schools as a social and pedagogical problem] Rezulrsquotaty issledovaniy poluchateley grantov Prezidenta RS (YA) i gosudarstvennykh stipendiy RS (YA) za 2012 god [Research results of recipients of grants of the President of the Republic of Sakha (Yakutia) and state scholarships of the Republic of Sakha (Yakutia) for 2012] Yakutsk Sfera Publ 2013 Pp 236ndash239 (in Russian)

10 Nieto S Affi rming diversity the sociopolitical context of multicultural education Boston Pearson Allyn amp Bacon 2004 464 pp

11 Sobytiynostrsquo v obrazovatelrsquonoy deyatelrsquonosti [Eventfulness in educational activities] Edited by NB Krylova MYu Zhilina 2010 Vol 1 (43) (in Russian)

12 Pedan VA Pedagogicheskoye soprovozhdeniye professionalrsquonogo samoopredeleniya starsheklassnikov na osnove sobytiynykh setey Avtoref dis kand ped nauk [Pedagogical support of professional self-determination of older graders based on event networks Abstract of thesis of cand ped sci] Saint Petersburg Moscow 2017 (in Russian)

13 Volkov VV Kharkhordin OV Teoriya praktik [Theory of practice] Saint Petersburg European university at Saint Petersburg Publ 2008 298 p (in Russian)

14 Clarke A Professional Development in Practicum Settings Refl ective Practice under Scrutiny Teacher and Teacher Education 1995 vol 11 no 3 pp 243ndash261

15 Uley A Pisrsquomo Abrama Uley iz sela Tilichki Olyutorskiy rayon Kamchatki [Letter from Abram Beehive from Tilichka Olyutorsky district of Kamchatka] Severnye prostory 1996 no 1ndash2 pp 79 (in Russian)

16 Nikitina RS Krivoshapkin A V Programma obucheniya i vospitaniya detey v dukhe predkov dlya 1ndash4 klassov kochevoy shkoly narodov Severa [The program of teaching and upbringing of children in the spirit of their ancestors for grades 1ndash4 of the nomadic school of the peoples of the North] Moscow 1993 46 p (in Russian)

17 Vinokurova UA Vospitaniye i obrazovaniye detey u narodov Severa [Upbringing and education of children among the peoples of the North] Yakutsk Bichik Publ 1997 172 p (in Russian)

18 Lawson T Livingston K Mistrik E Teacher training and multiculturalism in a transitional society the case of the Slovak Republic Intercultural Education 2003 vol 14 no 4 рр 409ndash421

19 Semenova LA Maksimova LI Soderzhaniye rabochey programmy pedagoga kochevoy gruppy detskogo sada Content of the work program of the teacher of the nomadic group of the kindergarten] Nauchnoye obozreniye Pedagogicheskiye nauki ndash Scientifi c Review Pedagogy Science 2019 no 4-1 pp 112ndash114 (in Russian) URL httpscience-pedagogyruruarticleviewid=2077 (accessed 5 August 2020)



mdash 74 mdash

20 Susoy EG Iz glubiny vekov [From time immemorial] Tyumenrsquo IPOS RAS Publ 1994 176 p (in Russian)21 Ivanishchenko VF Ekologo-etnografi cheskiy kalendarrsquo evenkov Amurskoy oblasti [Ecological and ethnographic

calendar of the Evenks of the Amur region] Dorokhinskiye chteniya sbornik nauchnykh statey [Dorokhinskiye readings collection of scientifi c articles] Blagoveshchensk ndash Albazino 2008 vol 2 pp 78ndash88 (in Russian)

22 Batrsquoyanova EP Turayev VA Narody Severo-Vostoka Sibiri [Peoples of the North-East of Siberia] Moscow Nauka Publ 2010 Pp 553ndash570 (in Russian)

23 Alekseyev AA Eveny Verkhoyanrsquoya istoriya i kulrsquotura (konets XIX ndash 80-e gg XX v) [Evens of Verkhoyanye history and culture (late 19th ndash 80s of the 20th century)] Saint Petersburg VVM Publ 2006 248 p (in Russian)

24 Bierman D Minority studentsrsquo psychological adjustment in the school context an integrative review of ualitative research on acculturation Intercultural Education 2016 no 27 (1) DOI 1010801467598620161144382

25 Diveyeva GV Bugayeva AL Nasilov DM Sotsiokulrsquoturnyy kompleks kak pedagogicheskaya innovatsiya kachestva obrazovaniya metodicheskiye rekomendatsii [Sociocultural complex as a pedagogical innovation of the quality of education guidelines] Hanty-Mansiysk Institut razvitiya obrazovaniya Publ 2015 50 p (in Russian)

26 Diveyeva GV Razvitiye razlichnykh obrazovatelrsquonykh organizatsiy korennykh malochislennykh narodov Severa v sovremennykh usloviyakh development of various educational organizations of the indigenous small-numbered peoples of the North in modern conditions] Realizatsiya tsennostnogo podkhoda v obrazovanii [Implementation of the value approach in education] Executive editor LA Ibragimova OI Istrofi lova Nizhnevartovsk Nizhnevartovsk State University Publ 2014 Pp 137ndash144 (in Russian)

27 Kuksin K Putrsquo ot ldquoKrasnogo Cрumardquo k uchitelyu-kochevniku [The path from the ldquoRed Plaguerdquo to a nomad teacher] (in Russian) URL httppolitruarticle20070709kochev (accessed 5 August 2020)

28 Martin D Mentoring in Onersquos Own Classroom An Exploratory Study of Contexts Teaching and Teacher Education 1997 vol 13 no 2 p 183

29 Afanasrsquoeva LI Markova OP Vliyaniye natsionalrsquonykh traditsiy na vospitaniye detey v yakutskikh semrsquoyakh [The infl uence of national traditions on the upbringing of children in Yakut families] Nauchno-metodicheskiy elektronnyy zhurnal ldquoKontseptrdquo ndash Scientifi c and Methodical Electornic Journal 2016 vol 30 pp 250ndash253 (in Russian) URL httpe-konceptru201656628htm (accessed 5 August 2020)

Elena A Tomtosova graduate student Institute of Education Management of the Russian Academy of Education (ul Chernyakhovsky 2 Saint Petersburg Russian Federation 191119) E-mail e_tomtosovamailru

Marina S Yakushkina Doctor of Pedagogic Sciences head of the Laboratory of Theory of Formation of the Educational Space of the CIS deputy director of the Institute for Research Institute of Education Management of the Russian Academy of Education (ul Chernyakhovsky 2 Saint Petersburg Russian Federation 191119) E-mail vosp_spbgumailru

mdash 75 mdash

Original Russian language version of the article Spiridonova NI Formirovaniye bilingvalrsquooy matematicheskoy kompetentsii u obuchayuschikhsya osnovnoy shkoly v usloviyakh natsionalrsquono-russkogo dvuyazychiya [Formation of Bilingual Mathematical Competence in Primary School Pupils in the Conditions of National Russian Bilingualism] Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universite-ta ndash TSPU Bulletin 2020 vol 6 (212) pp 27ndash38 DOI 10239511609-624X-2020-6-27-38 (in Russian)

UDC [3701651]81rsquo2462 (=1611=512157)DOI 10239512782-2575-2021-1-75-86

PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTSNI Spiridonova

Federal Institute of Native Languages of the Peoples of the Russian Federation Yakutsk

Introduction In the process of bilingual education schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties There is a connection between speech and mathematical activities The essence and structure of bilingual mathematical competence are based on this relationship allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge

Aim The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism

Material and methods The study relies on theoretical methods of comparative analysis synthesis and generalization provided by the scientific and methodological literature on the researched topic

Results and discussion Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed The need to take into account the mother tongue of schoolchildren in bilingual education was established In addition it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students According to the analysis bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject

Conclusion The concept of ldquobilingual mathematical competencerdquo got a detailed description in the course of the research This concept combines components of a school subject languages ( native and Russian) and a component of intercultural communication The following pedagogical components were described

1) tasks aimed at mastering terminology symbols and graphic images verbal and logical constructions of the mathematical language written educational texts

2) illustrated Yakut-Russian Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades which includes 349 terms and set phrases

3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words changing the passive voice to active verb forms reducing long names and indications highlighting individual conditional sentences or changing the order of the conditional and main sentences replacing complex questions to simple ones clarification of abstractions using more specific information)

4) methods and techniques of bilingual teaching of mathematics (consecutive translation visual aids immersion teaching semantization)

5) tasks that contain historical ethnocultural and local history materials

NI Spiridonova Pedagogical Conditions for Forming Bilingual Mathematical Competence in Basic School


mdash 76 mdash

Keywords bilingual mathematical competence instruction language bilingualism bilingual student bitext the culture of mathematical speech bilingual student

IntroductionRecently the development of bilingual education has become a growing trend all over the

world Various options of its implementation are used 1) based on the languages spoken by a linguistic majorityminority 2) based on the official language of the state as well as the languages of ethnic groups 3) based on the native and foreign languages [1 p 91] Citizens of the Russian Federation have the right to get preschool primary and basic education both in their native language and in Russian [2] Russia is a multinational state and there are 277 languages and dialects 30 of which are used as the language of instruction [3] The Republic of Sakha (Yakutia) has officially adopted the second state language ndash the Yakut language (Sakha) [4] which along with Russian is the language of instruction In Yakutia from 1917 to the present the following models of bilingual education have been formed the ldquoLinguistic Heritagerdquo program a transitional model and immersion education [5] According to the experience of basic education organizations that implement the native (Sakha) language of instruction in primary grades bilingualism (the process of alternating use of languages [6 p 22]) is formed with an emphasis on the native language of students In the 5th and 6th grades of the middle school there is a gradual transition from the native language to Russian in the 7th to 11th grades on the contrary bilingualism with an emphasis on the Russian language is observed

In the context of the Russian national bilingualism in which the first component of bilingualism is the native language and the second is Russian [7] a study of Mathematics is often associated with mathematical and linguistic difficulties According to M K Cirillo R Bruna B Herbel-Eisenmann [8] and P Ron [9] it would be a mistake to believe that even students with a high level of language proficiency can automatically master the oral and written forms of mathematical speech It is evident that in national schools language difficulties may be more pronounced when teaching mathematics We believe that the poor level of Russian language proficiency and the flow of thought processes mainly in their native language can cause these difficulties

Since studying mathematics like any other academic discipline is impossible without mathematical and natural languages [10 11] the relationship between speech and mathematical activity should be considered in educational practice Thus this article clarifies the concept and structure of bilingual mathematical competence which allows students to successfully master the primary school curriculum in the conditions of national-Russian bilingualism Presented below are ways of forming such competence

Materials and methodsWithin the framework of this study domestic and foreign scientific and methodological

literature was analyzed The synthesis and generalization of the data obtained during the analysis made it possible to reveal the meaning of the concept ldquobilingual mathematical competencerdquo and describe the forms resources and methods of its formation in the conditions of national-Russian bilingualism

Let us consider the relationship between the language of instruction and mathematical content The results of many foreign studies show that the mathematical and language skills of students are closely interrelated [12] Several studies indicate that language skills [13] reading comprehension [14] and vocabulary [15] can be identified as significant predictors of the development of math skills K Bochnik and S Ufer [16] proved that subject-specific language

mdash 77 mdash

skills partially mediate the relationship between general language and math skills In their study S Prediger and L Wessel noted the significant role of subject-specific language registers necessary for understanding the meaning of mathematical concepts [17] By ldquoregisterrdquo we mean a functional variety of a language in various situational contexts (a text consisting of lexical and grammatical units typical for a particular communicational situation) [18] According to MAK Halliday the term ldquomathematical registerrdquo denotes language expression for mathematical purposes where natural languages play a significant role in the expression of mathematical ideas Just like other natural languages a mathematical language has some specific features [19] It is known that a mathematical language is used to describe representations examples or phenomena associated with previously studied mathematical concepts It includes the vocabulary specific to the subject and more complex skills such as the derivation of mathematical structures described verbally [20]

Let us highlight some studies that have identified the differences between casual and academic language registers [21] S Prediger and L Wessel believe that mathematical concepts within classroom discourse are described according to a specific register [17] The school language register which is part of the academic language register [22] is located between the informal register and the technical register which describes language in teaching mathematics as a school subject [17] Members of the National Council of Teachers of Mathematics also believe that there is a ldquomore mathematically structuredrdquo language between casual and academic languages [23] Letrsquos consider that the actual mathematical language is an extension of the natural language [24] then the use of the casual spoken language can be viewed as the basis for developing the mathematical language

Many scientists believe that academic achievements are associated with general language competence and text comprehension [25ndash29] The reasons for this underlie the educational and linguistic requirements of the subject ldquoMathematicsrdquo (for example reading and understanding the texts on mathematical problems) [30] Since the language carries two functions (communicative cognitive) it is difficult for learners to overcome the language requirements in the oral and written environment when teaching mathematics [31 32] It is evident that the conditions of national-Russian bilingualism exacerbate this problem According to L Wessel the use of the native language in multilingual classes (especially at the initial stage) is crucial for forming and using an abstract mathematical language in speech [33] Many studies on multilingualism in the educational environment show how important it is to take into account the native language of students when using a second language as the language of instruction [34] Indeed bilingual students who speak both languages at a sufficiently high level of proficiency show excellent results in math education [23 35ndash39] A smooth transition of instruction language from the native language to Russian helps schoolchildren overcome linguistic and subject difficulties in teaching mathematics [40]

Following L T Zembatova we understand the concept of ldquobilingual teaching in mathematicsrdquo ldquoas an interconnected activity of a teacher and a student aimed at the formation of mathematical knowledge using the native and Russian languages resulting in the deep conscious acquisition of mathematical content the development of mathematical speech the formation of a culture of mathematical thinking as well as in increasing of proficiency level in a second language (Russian)rdquo [41 p 177]

The result of bilingual education is the synthesis of specific competencies ensuring a high level of language proficiency and deep mastery of subject content [42 43] According to The Threshold Theory a necessary condition for achieving a positive influence of bilingualism on the intellectual development of schoolchildren is the formation of bilingual competence J Cummins [23 44] distinguishes two levels of bilingual competence 1) ldquoBICSrdquo (Basic Interpersonal Communicative Skills) ndash basic language proficiency at the level of everyday communication



mdash 78 mdash

2) ldquoCALPrdquo (Cognitive Academic Language Proficiency) ndash the use of a second language at a higher level in the learning process

To reveal the essence of the ldquobilingual mathematical competencerdquo concept let us analyze concepts that are close in meaning to it AV Khutorskoy defines the concept of ldquocompetencerdquo as a set of interrelated personal traits (knowledge abilities skills methods of activity) related to a specific range of objects and processes which are necessary for achieving productive activity in interaction with these objects and processes [45]

N Chomsky [46] defines the concept of ldquolinguistic competencerdquo as the ability to understand and reproduce an unlimited number of correct sentences through the acquired linguistic signs and the rules for their connection He also believes that linguistic competence is perfect grammatical knowledge which is always correlated with knowledge of a language system

DH Hymes [47] expanded the concept of ldquolanguage competencerdquo and introduced the concept of ldquocommunicative competencerdquo which denotes the sum of language skills and knowledge of the speakerlistener under changing situations and conditions of speech

YuL Semenova studied the formation of bilingual communicative competence of schoolchildren and defined it as ldquothe ability (mastery of subject and language competences in two languages) and studentsrsquo readiness (competence of personal self-improvement) to carry out effective interpersonal intergroup and intercultural communication both in their native language and foreign languagerdquo [48 p 69]

Some scientists [45 49ndash51] believe that the concept of ldquosubject competencerdquo includes the abilities required to perform specific actions in any subject category and narrow-subject knowledge skills and abilities as well as methods of thinking In particular mathematical competence is the ability to structure data (a situation) isolate mathematical relations create a mathematical model of a situation analyze and transform it and interpret the results obtained [52]

So to define the concept of ldquobilingual mathematical competencerdquo we will operate with such concepts as ldquoknowledgerdquo ldquoskillsrdquo ldquoabilityrdquo and ldquoreadinessrdquo [53]

Abilities are individual psychological characteristics of a personality expressed in its activities that are conditional for the success of the activities The overall mastery of knowledge skills and abilities (in terms of depth easy-learning high learning pace) depends on abilities but they are not limited to knowledge and skills [54]

Readiness is also based on the activity approach and implies onersquos desire to do something In pedagogy ldquoreadinessrdquo is used as an integrative concept and includes ideas about readiness for certain activity types such as readiness for school teaching [55 p 148]

Theoretical analysis of the literature showed that in modern pedagogy despite extensive data on the competence-based approach in education the problem concerning the formation of subject competence in the process of bilingual teaching of mathematics is not given due attention Among the researches we would like to note the works related to the formation of bilingual subject competence in mathematics for primary school students [56] and higher educational institutions [43] Based on the definitions by L L Salekhova [43] and LT Zembatova [56] we define bilingual mathematical competence of primary school students as a didactic category denoting a set of intercultural and special mathematical knowledge skills and abilities that ensure the readiness to implement successful educational activities in the native and Russian languages in the conditions of national-Russian bilingualism We also clarify its structural composition which consists of the following components subject (mathematics) special language (native language) special language (Russian) and intercultural component

The mastery of the school curriculum in mathematics and the level of mathematical thinking among students is reflected in the subject component of bilingual mathematical competence The

mdash 79 mdash

subject component consists of knowledge system of the scientific conceptual mathematical apparatus (basic laws of mathematics mathematical concepts) mathematical language (semantics and syntax) universal mathematical methods (mathematical description of processes mathematical modeling) as well as skills and abilities of mathematization of empirical material (application of the concepts and methods of mathematics for the quantitative analysis of processes and phenomena of the world) the logical organization of mathematical material and the application of mathematical theory (the ability to apply mathematical concepts mathematical methods and mathematical language extract mathematical information from educational texts translate the information received into the language of mathematics solve mathematical problems perform computational actions use computer technologies evaluate mathematical objects and phenomena from the position of previously acquired knowledge present mathematical objects in the form of diagrams graphs formulas)

The language components in the native and Russian languages consist of general language and speech competencies and include studentsrsquo mathematical speech in their native and Russian languages These components also characterize the degree of language proficiency of schoolchildren and their ability to use languages in speech A sufficient level of language components allows students to use mathematical language based on their native and Russian languages such as explaining the material covered describing objects or conditions introducing mathematical concepts commenting on the problem-solving situations

A sufficient formation level of the intercultural component allows bilingual schoolchildren to apply multicultural knowledge in bilingual education allowing them to use more methods of mental activity thereby deepening and consolidating the knowledge gained and also making it easier to participate in communication with members of a multicultural society

Results and discussionLet us describe the methodology for the formation of bilingual mathematical competence In

order to implement successful educational activities in the native and Russian languages the following principles can be applied taking into account the linguistic properties as a means of teaching [57]

1 Integrated language and subject learning (using the native language of learners observing and providing support to learners understanding subject matter and supporting learning processes through task-oriented language work)

2 There is speech attention and speech consciousness (specific and consciously developed speech action awareness and reflection of linguistic phenomena terms or structures)

3 Active actions and interaction of languages (stimulating students to participate in active speech activity)

4 Transparency of language requirements (clarification of language learning goals along with subject goals)

5 Systematic language support (teacher assistance only if necessary when the student cannot cope with the task independently)

6 Emphasis on written speech (stimulating lengthy consistent oral and written texts)7 Emphasis on working with text (providing a plan for writing and reading operating with

longer texts)Applying these principles helps ease the language difficulties that bilingual children

experience in the teaching of mathematics In order to follow these principles it is necessary to use bilingual teaching methods Scientists have different opinions on the methods of bilingual education Based on the works of AG Shirin [42] N Masch [58] MN Pevzner [59] E Turman



mdash 80 mdash

[60] ES Pavlov [61] it is possible to distinguish a set of methods of bilingual education 1) methods of teaching mathematics 2) methods of teaching native and Russian languages 3) general didactic methods traditional (frontal teacherrsquos report standardized conversation reproductive-response method) developing methods (work in group and pairs discussion debate role play panel discussion brainstorming problem-based learning) open methods (free activity project activity independent activity individual educational project information technology) 4) special methods and techniques immersion methods (total and soft immersion) language support (visual support reading support language support) bilingual teaching techniques (input bridging prompting code-switching)

These teaching methods are also applicable for the formation of bilingual mathematical competence In addition to textbooks we suggest using a system of mathematical tasks aimed at developing mathematical speech in schoolchildren (as in the case of the Yakut-Russian bilingualism) The system forms the subject and special language components (native and Russian) of bilingual mathematical competence Tasks are presented in parallel texts in the native (Yakut) and Russian languages ie texts in one language and their translation into another language [62] The task system consists of the following components

1 Tasks designed for working with terminology symbols and graphical imagesndash explanation of terms symbols and symbolic expressions the origin of terms correlation of

terms with each other explanation of the symbols meaning and symbolic expressionsndash transition from a graphical form of notation to a verbal-symbolic form (ldquoreadingrdquo of

graphical images)ndash transition from a symbolic (verbal) form of notation to a graphical presentationndash writing mathematical sentences (or individual terms) using symbolsndash reading symbolsndash transformation of symbolsndash terminological vocabulary testndash consecutive translation2 Tasks designed to work with the verbal and logical constructions of the mathematical

languagendash finding false or missing features in the definitions of mathematical conceptsndash finding errors in the definitions of mathematical conceptsndash true or false statementsndash studentsrsquo independent wording of mathematical sentences3 Tasks designed to work with written training texts ndash finding unknown words language phrases and symbols in the textndash finding errors in the textndash making a coherent text from ldquoscatteredrdquo sentences (or fragments)ndash filling in gaps in the text4 Tasks designed for working with text tasks (commenting on solving a text problem)For example let us consider tasks requiring students to explain the meaning of terms and

symbolic expressionsTable 1

Math problems in the native language (Sakha) and the Russian language requiring an explanation of the term

1 холобур laquoСөптөөх доруопraquo тиэрмин суолтатын тылгынан быһаар (быһааран суруй)

Example 1 Объясни значение термина laquoправильная дробьraquo (Explain the meaning of the term laquocorrect

fractionraquo)

mdash 81 mdash

The answer in the native language of the students can be as follows laquoЗнаменателэ числителинээҕэр улахан көннөрү доруоп сөптөөх доруоп буолар Холобур знаменателгэ турар 2 чыыһыла числителгэ турар 1 чыыһылатааҕар улахан буолан икки гыммыт биирэ доруоп сөптөөх доруоп буолар 2 gt 1 12 ndash сөптөөх доруопraquo

The answer in Russian can be as follows laquoПравильная дробь ndash это обыкновенная дробь в которой числитель меньше знаменателя Например дробь одна вторая является правильной дробью так как в числителе стоит натуральное число 1 которое меньше числа 2 стоящего в знаменателе дроби правильная дробь так как 1 lt 2raquo (A regular fraction is an ordinary fraction in which the numerator is less than the denominator For example a one-half fraction is a regular fraction since the numerator contains a natural number 1 which is less than the number 2 in the denominator of the fraction It is a regular fraction since 1 lt 2)

Table 2Parallel text translations of a math problem in the native (Sakha) and Russian languages

requiring an explanation of the meaning of symbolic expressions

The answer in the studentrsquos native language laquoСөптөөх холобур ууруктаах уонна мэлдьэхтээх чыыһылалар төгүллээһиннэрэ буолар (34 bull ndash7 = ndash38 Ууруктаах уонна мэлдьэхтээх чыыһылалары төгүлллүүргэ бу чыыһылалар муодулларын төгүллээн этиллии суолтатын булабыт Ууруктаах уонна мэлдьэхтээх чыыһылалар үөскэмнэрэ мэлдьэхтээх чыыһыла буоларын иһин тахсыбыт чыыһыла иннигэр laquondashraquo бэлиэни туруорабыт НОД (418) = 18 холобур суолтата суох буолар 4 чыыһыла 18 чыыһылаҕа түҥэтиллибэт буолан 4 уонна 18 чыыһылалар саамай улахан уопсай түҥэтээччилэрэ 18-ка тэҥнэспэт Ханнык баҕарар чыыһыла муодула ууруктаах чыыһыла буолан икки ууруктаах булкаас чыыһылалары тэҥниибит Бэриллэбит мэлдьэхтээх чыыһыла муодула ууруктаах чыыһылатааҕар улахан буолан тэҥэ-суох сыыһа холобур буоларraquo

The answer in Russian laquoЗапись НОД (4 18) = 18 неверна так как число 18 не является делителем числа 4 поэтому наибольший общий делитель чисел 4 и 18 не может быть равен 18 Также не имеет смысл запись так как модуль отрицательного числа ndash 3 14 равен 3 14 Сравнив два смешанных положительных числа выясним что 3 14 больше 1 12 Среди данных примеров правильным оказался пример где предтавлена запись 34 (ndash 7) = ndash238 так как при умножении чисел с разными знаками модули этих чисел перемножаются а перед произведением ставится знак laquondashraquo В результате умножения положительного числа 34 и отрицательного числа (ndash7) получаем отрицательное число (ndash238)raquo (Recording GCD (4 18) = 18 is incorrect since the number 18 is not a divisor of the number 4 therefore the greatest common divisor of the numbers 4 and 18 cannot be equal to 18 It also makes no sense to write since the modulus of a negative number is ndash 3 14 is equal to 3 14 Comparing the two



mdash 82 mdash

mixed positive numbers we find that 3 14 is greater than 1 12 Among these examples the correct example turned out to be where the notation 34 middot (ndash 7) = ndash 238 is presented since when multiplying numbers with different signs the moduli of these numbers are multiplied and a ldquondashrdquo sign is placed in front of the product As a result of multiplying a positive number 34 and a negative number (ndash7) we get a negative number (ndash 238))

The answers of bilingual students must be accurate and proper ie mathematical terms and expressions correctly should be written correctly (following the literary native and Russian languages) sentences must be formulated precisely their explanation must be complete notes must be made accurately In addition the reasoning of children must be logically structured so that they can come to the correct conclusion In other words the communicative qualities of mathematical speech among schoolchildren should be at a sufficiently high level For example a teacher can periodically monitor the development of the basic communicative qualities of mathematical speech (correctness consistency accuracy relevance) [63] the level of formation of which shows the level of development of the culture of mathematical speech as a whole Students should consciously switch from one language to another when providing an answer while not mixing them A solution can also be presented orally

Such tasks allow us to apply the above principles in Maths class and use the techniques and methods of bilingual learning to control the processes of switching and mixing language codes and avoid the negative consequences of language contacts and interferences

It is necessary to offer students word problems containing the following materials to form an intercultural component in Maths lessons historical (historical events biographies of mathematicians) ethnocultural (traditions culture national values experience-based knowledge of peoples) as well as materials based on local history (geographical cultural historical economic ethnographic features of Russia and the republic)

In addition to the tasks system in Maths lessons a dictionary can be used as an additional teaching aid for example a dictionary of mathematical terms [64] visual support cards comparison tables and Internet resources

ConclusionSince the study of mathematics is closely related to language processes the interdependence

between speech and mathematical activity should be taken into account in educational practice In the conditions of national-Russian bilingualism in schools bilingual education should be focused on developing competencies in schoolchildren ensuring the achievement of a high proficiency level of mathematical speech in two languages and the ability to communicate with members of a multicultural society That is the result of bilingual teaching in mathematics should be considered the formation of bilingual mathematical competence

References1 Kachalov NA Polesyuk RS Bilingvalrsquonoye obrazovaniye kak sredstvo mezhkulrsquoturnoy podgotovki uchitelya

inostrannogo yazyka [Bilingual education as a means of intercultural training of a foreign language teacher] Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta (Seriya Gumanitarnye nauki (fi lologiya) ndash TSPU Bulletin 2006 no 9 (60) pp 90ndash93 (in Russian)

2 Federalrsquonyy zakon ldquoOb obrazovanii v Rossiyskoy Federatsiirdquo ot 29122012 no 273-FZ (red ot 26072019) [Federal law ldquoAbout education in the Russian Federationrdquo from 29 December 2012 no 273-FZ (as amended 26 July 2019)] httpwwwconsultantrudocumentcons_doc_LAW_140174bf7fadb3532c712ccd28cc2599243 fb8018ed869 (in Russian)

3 Ukaz Prezidenta RF ot 19122012 no 1666 ldquoO strategii gosudarstvennoy natsionalrsquonoy politiki Rossiyskoy Federatsii na period do 2025 godardquo (red ot 06122018) [On the Strategy of the state national policy of the

mdash 83 mdash

Russian Federation for the period up to 2025 (as revised on 6 December 2018)] URL httpwwwconsultantrudocumentcons_doc_LAW_139350 (in Russian)

4 Zakon Respubliki Sakha (Yakutiya) ot 16101992 no 1170-XII ldquoO yazykakh v Respublike Sakha (Yakutiya)rdquo (s izmeneniyami na 30052017) [Law of the Republic of Sakha (Yakutia) dated 16 October 1992 No 1170-XII ldquoOn languages in the Republic of Sakha (Yakutia)rdquo (as amended on 30 May 2017) (in Russian) URL httpdocscntdrudocument804911252

5 Petrova AI Stanovleniye i razvitiye sistemy dvuyazychnogo obrazovaniya istoriya teoriya opyt perspektivy (na primere matematicheskogo obrazovaniya v Respublike Sakha (Yаkutiya)) (na materialakh Yаkutii XVIIIndashXX vv) [Formation and development of the system of bilingual education history theory experience prospects (on the example of mathematical education in the Republic of Sakha (Yakutia)) (on the materials of Yakutia XVIIIndashXX centuries)] Under the scientifi c editorship of G L Lukankin Moscow Izdatelrsquostvo MGOU Publ 161 p (in Russian)

6 Vaynraykh U Odnoyazychiye i mnogoyazychiye [Monolingualism and multilingualism] Novoye v lingvistike [New in linguistics] Moscow Progress Publ 1972 pp 25ndash60 (in Russian)

7 Zherebilo TV Terminy i ponyatiya lingvistiki Obshcheye yazykoznaniye Sotsiolingvistika Slovarrsquo-spravochnik (960 slovarnykh statey) [Terms and concepts of linguistics General linguistics Sociolinguistics Dictionary-reference (960 dictionary articles)] Narzanrsquo Piligrim Publ 2011 280 p (in Russian)

8 Cirillo M Bruna KR Herbel-Eisenmann B Acquisition of Mathematical Language Suggestions and Activities for English Language Learners Multicultural Perspectives 2010 no 12 (1) pp 34ndash41 DOI 10108015210961003641385

9 Ron P Spanish-English Language Issues in the Mathematics Classroom Changing the Faces of Mathematics Perspectives on Latinos Ed by L Ortiz-Franco NG Hernandez Y de la Cruz Reston VA National Council of Teacher of Mathematics 1999 Р 23ndash34

10 Kempert S Saalbach H Hardy I Cognitive benefi ts and costs of bilingualism in elementary school students The case of mathematical word problems Journal of Educational Psychology 2011 no 103 (3) pp 547ndash561 DOI httpdxdoiorg101037a0023619

11 Abedi J Lord C The language factor in mathematics tests Applied Measurement in Education 2001 no 14 (3) pp 219ndash234 DOI httpsdoi org101207S15324818AME1403_2

12 Tarelli I Schwippert K Stubbe TC Mathematische und naturwissenschaftliche Kompetenzen von Schuumllerinnen und Schuumllern mit Migrationshintergrund TIMSS 2011 Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich Eds By W Bos H Wendt O Koumlller C Selter Muumlnster Waxmann 2012 pp 247ndash267

13 Ufer S Reiss K Mehringer V Sprachstand soziale Herkunft und Bilingualitaumlt Effekte auf Facetten mathematischer Kompetenz Sprache im Fach Eds by M Becker-Mrotzek K Schramm E Thuumlrmann HJ Vollmer Muumlnster Waxmann 2013 S 185ndash202

14 Paetsch J Radmann S Felbrich A Lehmann R Stanat P Sprachkompetenz als Praumldiktor mathematischer Kompetenzentwicklung von Kindern deutscher und nicht-deutscher Familiensprache Zeitschrift fuumlr Entwicklungspsychologie und Paumldagogische Psychologie 2016 no 48 pp 27ndash41

15 Paetsch J Felbrich A Stanat P Der Zusammenhang von sprachlichen und mathematischen Kompetenzen bei Kindern mit Deutsch als Zweitsprache Zeitschrift fuumlr Paumldagogische Psychologie 2015 no 29 pp 19ndash29

16 Bochnik K Ufer S Die Rolle (fach-)sprachlicher Kompetenzen zur Erklaumlrung mathematischer Kompetenzunterschiede zwischen Kindern mit deutscher und nicht-deutscher Familiensprache Zeitschrift fuumlr Grundschulforschung 2016a no 9 (1) pp 135ndash147

17 Prediger S Wessel L Fostering German-language learnersrsquo constructions of meanings for fractions design and effects of a language-and mathematics-integrated intervention Mathematics Education Research Journal 2013 no 25 (3) pp 435ndash456

18 Halliday MAK MacIntosh A and Strevens P The Linguistic Sciences and Language Teaching London Longman 1964

19 Halliday MAK Language as Social Semiotic London Edward Arnold 1978 Р 19520 Gabler L Ufer S Sprachliche Flexibilitaumlt von Grundvorstellungen zu Addition und Subtraktion ndash Eine Vorstudie

zu einem Foumlrderkonzept fuumlr die zweite Jahrgangsstufe Journal fuumlr Mathematikdidaktik under revision (nd)21 Cummins J BICS and CALP empirical and theoretical status of the distinction In Encyclopedia of language and

education Berlin Heidelberg Springer 2008 Рp 487ndash499



mdash 84 mdash

22 Schleppegrell MJ Linguistic features of the language of schooling Linguistics and education 2001 no 12 (4) pp 431ndash459

23 Cummins J Interdependence of fi rst ndash and second ndash language profi ciency in bilingual children In E Bialystok (ed) Language Processing in Bilingual children Cambridge Cambridge University Press 1991 Pp 70ndash89

24 Dorofeyev GV O nekotorykh osobennostyakh realrsquonogo yazyka matematiki [About some features of the real language of mathematics] Matematika v shkole 1999 no 6 pp 4ndash12 (in Russian)

25 Duarte J Gogolin I Kaiser G Sprachlich bedingte Schwierigkeiten von mehrsprachigen Schuumllerinnen und Schuumllern bei Textaufgaben In Mathematiklernen unter Bedingungen der Mehrsprachigkeit Stand und Perspektive der Forschung und Entwicklung in Deutschland Hrsg E Oumlzdil S Prediger Muumlnster Waxmann 2011 S 35ndash54

26 Paetsch J Felbrich A Longitudinale Zusammenhaumlnge zwischen sprachlichen Kompetenzen und elementaren mathematischen Modellierungskompetenzen bei Kindern mit Deutsch als Zweitsprache Psychologie in Erziehung Und Unterricht 2016 vol 1 pp 16ndash33 DOI httpsdoiorg102378peu2016 art03d

27 Plath J Leiss D The impact of linguistic complexity on the solution of mathematical modelling tasks Springer Science and Business Media LLC 2018 vol 50 pp 159ndash171 DOI httpsdoiorg101007s11858-017-0897-x

28 Prediger S Kroumlgeloh N Low achieving eighth graders learn to crack word problems a design research project for aligning a strategic scaffolding tool to studentsrsquo mental processes ZDM Mathematics Education 2015 no 47 (6) pp 947ndash962

29 Vukovic RK Lesaux N The language of mathematics Investigating the ways language counts for childrenrsquos mathematical development Journal of Experimental Child Psychology 2013 vol 115 (2) pp 227ndash244 DOI httpsdoiorg101016jjecp201302002

30 Leiss D Schukajlow S Blum W Messner R Pekrun R Zur Rolle des Situationsmodells beim mathematischen Modellieren ndash Aufgabenanalysen Schuumllerkompetenzen und Lehrerinterventionen Journal fuumlr Mathematik-Didaktik 2010 vol 31 pp 119ndash141 DOI httpsdoiorg101007s13138-010-0006-y

31 Maier H Schweiger F Mathematik und Sprache Zum Verstehen und Verwenden von Fachsprache im Mathematikunterricht Wien 1999

32 Morek M Heller V Bildungssprache ndash Kommunikative epistemische soziale und interaktive Aspekte ihres Gebrauchs Zentralblatt Fuumlr Didaktik Der Mathematik 2012 no 57 (1) pp 67ndash101

33 Wessel L Fachund sprachintegrierte Foumlrderung durch Darstellungsvernetzung und Scaffolding Ein Entwicklungsforschungsprojekt zum Anteilbegriff Heidelberg Springer Spektrum 2015

34 Cummins J The role of primary language development in promoting education success for language minority students In California State Department of Education (Eds) Schooling and language minority students A theoretical framework Los Angeles National Dissemination and Assessment Center 1981 Рp 3ndash49

35 Clarkson P C Language and mathematics A comparison of bilingual and monolingual students of mathematics Educational Studies in Mathematics Netherlands Springer Netherlands 1992 no 23 (4) pp 417ndash429

36 Clarkson PC Dawe L NESB migrant students studying Mathematics Vietnamese students in Melbourne and Sydney In Pehkonen E (ed) Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education Lahte Finland International Group for the Psychology Mathematics Education 1997 vol 2 pp 153ndash160

37 Moschkovich J A situated and sociocultural perspective on bilingual mathematics learners In Mathematical Thinking and Learning Philadelphia USA Taylor amp Francis Inc 2002 no 4 (2-3) pp 189ndash212

38 Secada WC Race ethnicity social class language and achievement in mathematics In Handbook of Research on Mathematics Teaching and Learning New York MacMillan 1992 Pp 623ndash661

39 Setati M Researching mathematics education and language in multilingual South Africa In The Mathematics Educator Athens USA Mathematics Education Student Association 2002 no 12 (2) pp 6ndash20

40 Zembatova LT Realizatsiya printsipa polilingvalrsquonosti v protsesse izucheniya matematiki v natsionalrsquonoy shkole Implementation of the principle of polylinguality in the process of studying mathematics in the national school] European Social Science Journal 2011 no 3 pp 44ndash48 (in Russian)

41 Zembatova LT Povysheniye kachestva nachalrsquonogo obrazovaniya v natsionalrsquonoy shkole na osnove polilingvalrsquonogo i polikulrsquoturnogo podkhodov na primere distsipliny ldquoMatematikardquo Dis dokt ped nauk [Improving the quality of primary education in the national school on the basis of polylingual and multicultural approaches on the example of the discipline ldquoMathematicsrdquo Diss of doct of ped sci] Vladikavkaz 2014 386 p (in Russian)

mdash 85 mdash

42 Siguan M Obrazovanie i dvuyazychie [Education and bilingualism] Moscow Pedagogika 1990 181 p (in Russian)

43 Shirin A G Bilingvalrsquonoye obrazovaniye v otechestvennoy i zarubezhnoy pedagogike Avtoref dis d-ra ped nauk [Bilingual education in domestic and foreign pedagogy Abstract of thesis doct of ped sci] Velikiy Novgorod 2007 54 p (in Russian)

44 Salekhova LL Modelrsquo i urovni realizatsii tekhnologii formirovaniya bilingvalrsquonoy predmetnoy kompetentsii budushchikh uchiteley [The model and the levels of realization of the technology of forming bilingual subject competence of future teachers] Vestnik TGGPU ndash TSHPU Bulletin 2010 no 20 (in Russian) URL httpscyberleninkaruarticlenmodel-i-urovni-realizatsii-tehnologii-formirovaniya-bilingvalnoy-predmetnoy-kompetentsii-buduschih-uchiteley (accessed 28 April 2020)

45 Cummins J Language Power and Pedagogy Bilingual Children in the Crossfi re Clevedon Multilingual Matters 2000

46 Khutorskoy AV Klyuchevye kompetentsii i obrazovatelrsquonye standarty [Key competencies and educational standards] Eydos 2002 no 2 pp 58ndash64 (in Russian)

47 Chomsky N Aspekty teorii sintaksisa perevod s angliyskogo [Aspects of the theory of syntax translated from English] Edited with a preface by VA Zvegintsev Moscow MSU Publ 1972 259 p (in Russian)

48 Hymes DH Sociolinguistics Selected Readings Harmondsworth Penguin Education Publ 1972 P 269ndash29349 Semenova YuL Formirovaniye bilingvalrsquonoy kommunikativnoy kompetentsii uchashchikhsya gimnazii v

usloviyakh dialoga kulrsquotur Formation of bilingual communicative competence of high school students in the context of a dialogue of cultures] Vestnik Surgutskogo gosudarstvennogo pedagogicheskogo universiteta ndash The Surgut State Pedagogical University Bulletin 2011 no 3 (in Russian) URL httpscyberleninkaruarticlenformirovanie-bilingvalnoy-kommunikativnoy-kompetentsii-uchas-chihsya-gimnazii-v-usloviyah-dialoga-kultur (accessed 14 August 2020)

50 Zimnyaya IA Klyuchevye kompetentsii ndash novaya paradigma rezulrsquotata obrazovaniya [Key competencies ndash a new paradigm of educational results] Vyssheye obrazovaniye segodnya 2003 no 5 pp 34ndash 42 (in Russian)

51 Rodzhers K Voprosy kotorye ya by sebe zadal esli by byl uchitelem [Questions I would ask myself if I were a teacher] Eksperiment i innovatsii v shkole 2011 no 4 pp 10ndash13 (in Russian)

52 Shishov SE Kalrsquoney VA Shkola monitoring kachestva obrazovaniya [School monitoring the quality of education] Moscow Pedagogicheskoye obshchestvo Rossii Publ 2000 320 p (in Russian)

53 Lunrsquokova TM Formirovaniye kompetentsiy na urokakh matematiki formation of competencies in mathematics lessons] (in Russian) URL httpfestival1septemberruarticles530530 (accessed 24 April 2020)

54 Lobos E Macura J Mathematical competencies of engineering students ICEE-2010 International Conference on Engineering Education July 18ndash22 2010 Gliwice Poland Silestian University of Technology

55 Zeidmane A Rubina T Student-Related factor for dropping out in the fi rst year of studies at LLU engineering programmes Engineering for Rural Development 2017 No 16 Pp 612ndash618 DOI 1022616ERDev201716N122

56 Steyn T Plessis ID Competence in mathematics ndash more than mathematical skills International Journal of Mathematical Education in Science and Technology 2007 vol 38 issue 7 pp 881ndash890 DOI 10108000207390701579472

57 Zimnyaya IA Psikhologicheskiye aspekty obucheniya govoreniya na inostrannom yazyke [Psychological aspects of teaching speaking in a foreign language] Moscow Prosveshcheniye Publ 1985 160 p (in Russian)

58 Kalashnikov MM K voprosu o sushchnosti ponyatiya sposobnostey v pedagogike i psikhologii [On the question of the essence of the concept of abilities in pedagogy and psychology] Vestnik BGU ndash BSU Herald 2014 no 1 (in Russian) URL httpscyberleninkaruarticlenk-voprosu-o-suschnosti-ponyatiya-sposobnostey-v-pedagogike-i-psihologii (accessed 5 May 2020)

59 Evsyukova NI Psikhologo-pedagogicheskiye usloviya formirovaniya gotovnosti yunoshey doprizyvnogo vozrasta k sluzhbe v vooruzhennykh silakh [Psychological and pedagogical conditions of formation of readiness of young men of pre-conscription age for service in the armed forces] Vladimir Vyatka State University Publ 2009 192 p (in Russian)

60 Zembatova LT Formirovaniye bilingvalrsquonoy (osetinsko-russkoy) matematicheskoy kompetentsii na nachalrsquonom etape obucheniya [Formation of bilingual (Ossetian-Russian) mathematical competence at the initial stage of training] Vestnik GUU ndash Vestnik Universiteta 2013 no 21 (in Russian) URL httpscyberleninkaruarticlen



mdash 86 mdash

formirovanie-bilingvalnoy-osetinsko-russkoy-matematicheskoy-kompetentsii-na-nachalnom-etape-obucheniya (accessed 28 May 2020)

61 Federalrsquonyj gosudarstvennyj obrazovatelrsquonyj standart osnovnogo obshchego obrazovaniya (utv prikazom Ministerstva obrazovaniya i nauki RF ot 17 dekabrya 2010 g N 1897) [Federal state educational standard of basic education (approved by Order of the Ministry of Education and Science of the Russian Federation of December 17 2010 N 1897)] httpsfgosru(in Russian)

62 Muzhikova AV Gabova MN (2020) Development of Competent Mathematical Speech of Students at Technical University Vysshee obrazovanie v Rossii ndash Higher Education in Russia Vol 29 no 1 pp 66ndash75 (In Russ abstract in Eng) DOI httpsdoiorg10319920869-3617-2020-29-1-66-75

63 Nalimova IV Elifantrsquoeva SS Razvitie matematicheskoj rechi v processe podgotovki budushchih uchitelej nachalrsquonyh klassov [The development of mathematical speech in the process of training future primary school teachers] Yaroslavskij pedagogicheskij vestnik 2018 no 2 pp 74ndash77 (in Russian)

64 Schmoumllzer-Eibinger S Dorner M Langer E Helten-Pacher M Sprachfoumlrderung im Fachunterucht in sprachlich heterogenen Klassen Stuttgart Klett Publ 2013

65 Andreev VI Pedagogika tvorcheskogo samorazvitiya [Pedagogy of creative self-development] Kazanrsquo 1996 P 568 (in Russian)

66 Sharmin DV Formirovaniye kulrsquotury matematicheskoy rechi uchashchikhsya v protsesse obucheniya algebre i nachalam analiza Dis kand ped nauk Formation of the culture of mathematical speech of students in the process of teaching algebra and the basics of analysis Diss cand ped sci] Omsk 2005 212 p (in Russian)

67 Spiridonova NI Savvinova AD (compilers) Yakutsko-russkiy russko-yakutskiy terminologicheskiy slovarrsquo po matematike dlya uchashchikhsya osnovnoy shkoly [Yakut-Russian Russian-Yakut terminological dictionary of mathematics for primary school students] Yakutsk Dani-Almas Publ 2016 88 p (in Russian)

68 Egorov I G Petrov P P Petrova A I (compilers) Russko-yakutskij tolkovyj slovarrsquo matematicheskih terminov [Russian-Yakut explanatory dictionary of mathematical terms] Yakutsk Bichik 1998 P 184 (in Russian)

69 Orfografi cheskij slovarrsquo yakutskogo yazyka [Spelling dictionary of the Yakut language] Yakutsk Bichik 2015P479 (in Russian)

70 Nikolsky SM Potapov MK et al Matematika 5 klass Uchebnik [Mathematics Grade 5 Textbook] Moscow 2015 P 272 (in Russian)

71 Wode H Immersion Mehrsprachigkeit durch mehrsprachigen Unterricht Informationshefte zum Lernen in der Fremdsprache 1 Eichtatt Kiel 1990

72 Turman E Bilingualen Lernen Wege zur Mehrsprachingkeit Neue deutsche Scule 1994 no 46 pp 34ndash3673 Pevzner MN Shirin AG Bilingvalrsquonoye obrazovaniye v kontekste mirovogo opyta (Na primere Germanii)

[Bilingual education in the context of world experience (on the example of Germany)] Novgorod Yaroslav-the-Wise NovSU Publ 1999 96 p (in Russian)

74 Salekhova LL Didakticheskaya modelrsquo bilingvalrsquonogo obucheniya matematike v vysshej pedagogicheskoj shkole Dis dokt ped nauk [Didactic model of bilingual teaching of mathematics in the higher pedagogical school Diss doct ped sci] Kazanrsquo 2008 P 447 (in Russian)

75 Pavlova ES Metodika bilingvalrsquonogo obucheniya khimii uchashchikhsya osnovnoy shkoly Dis kand ped nauk [Methods of bilingual teaching of chemistry to primary school students Diss cand ped sci] Saint Petersburg 2011 155 p (in Russian)

76 Petrova AI Kajgorodov SP EA Ilrsquoina Spiridonova NI Terentrsquoeva MD Narodnye matematicheskie zadachi kak sredstvo uchebno-poznavatelrsquonoj deyatelrsquonosti [Folk mathematical problems as a means of educational and cognitive activity] Kazanskaya nauka 2012 no 11 pp 288ndash293 (in Russian)

77 Petrova AI Gabysheva SA Tomskaj GV Kajgorodov SP Ushnickaj SM Kuzrsquomina LM Chenyanova NI Chekanceva NI Argunova NV Saha myndyr suota Yakutsk Bichik 2012 P 72 [in Yakut]

Nataliya I Spiridonova Senior Research Officer Federal Institute of Native Languages of the Peoples of the Russian Federation in Yakutsk (pr Lenina 42 Yakutsk Russian Federation 677000) E-mail tashachenmailru

mdash 87 mdash

Original Russian language version of the article Domanskiy VA IS Turgenev v shkole traditsii i preodolenie stereotipov [IS Turgenev in School Traditions and Overcoming Stereotypes] Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta ndash TSPU Bulletin 2019 vol 1 (198) pp 113ndash127 DOI 10239511609-624X-2019-1-113-127

UDC 3702 37016 008 + 01DOI 10239512782-2575-2021-1-87-103

IS TURGENEV IN A MODERN SCHOOLVA Domansky

St Petersburg Institute of Business and Innovation St Petersburg Russian Federation

Introduction The articlersquos relevance is determined by the need to find new ways to study Russian classics in a modern school setting As studies show studentsrsquo quality of classics perception decreases every year explained by socio-cultural conditions and methodological aspects This problem requires special attention in connection with the past and upcoming 200th anniversaries of the most significant canonical writers IA Goncharov MYu Lermontov IS Turgenev AA Fet NA Nekrasov AN Ostrovsky FM Dostoevsky LN Tolstoy The author believes that literary anniversaries are a good incentive to revive the most influential classical literature and include students in their countryrsquos cultural life And the literature teacher might benefit from knowing the anniversaries mentioned above and whether there are any events dedicated to these anniversaries Teachers should also contribute to a philological environment in the school and continuously improve literary and methodological competence

The study is based on the biography and works by Turgenev whose 200th anniversary was widely celebrated in 2018 We want to share the experience of teaching the creative heritage of an outstanding Russian writer in a modern school we identified the difficulties that literature teachers face and outlined productive ways to overcome psychological and pedagogical contradictions in the theory and practice of literary education which happens primarily due to the gap between the scientific and pedagogical studies of Turgenevrsquos works

Materials and methods The study hypothetically formulated the problem which was confirmed during the analysis of scientific and methodological works and while evaluating studentsrsquo residual knowledge

Results and discussion Stereotypes of studentsrsquo perception of the writerrsquos personality and his creative work are revealed Productive ways and forms of acquaintance with the authorrsquos personality new genres of creating a biographical sketch are considered Particular attention is paid to Turgenevrsquos concept of nature and love their aesthetic and philosophical essence New methods of enhancing the reading activity are proposed particularly methods to create intertextuality (based on the appeal to the landscapes by the artists from the Barbizon school) The ways of acquainting students with the writerrsquos manor texts in the context of the Russian manor culture are presented Specific recommendations are given to include the ldquoHome of the Gentryrdquo novel in the 10th-grade literature class New approaches to the study of the ldquoFathers and Sonsrdquo novel are revealed the comparison teaching method of the television series based on the writerrsquos work ldquoBazarovrsquos Mistakerdquo by Avdotya Smirnova is proposed

Conclusion To actualize the studentsrsquo perception of Turgenevrsquos novel a model of a lesson dialogue is developed with the involvement of works of modern Literature (Vera Tchaikovskayarsquos remake ldquoNew under the Sunrdquo) In general the study showed that it is possible to teach further methodological improvement of Turgenevrsquos creative work at school by relying on established traditions and using new forms and methods of the reading activity organization and by increasing the philological competence of the literature teacher

Keywords updating the Russian classical Literature IS Turgenev in the modern school traditions and innovation stereotypes of the writerrsquos world perception knowledge

VA Domansky IS Turgenev in a Modern School


mdash 88 mdash

evaluation Turgenevrsquos concept of nature and love manor texts methods of reading activity enhancement methods to create intertextuality intermodality in a literature class

IntroductionIn 2018 Russia and Europe widely celebrated the 200th anniversary of IS Turgenev as

evidenced by numerous international conferences1 new books and monographs publications dedicated to his life and works2 In Moscow on Ostozhenka for Turgenevrsquos anniversary the reconstruction of the Turgenev Museum was completed and the opening of the monument to the writer took place The Turgenev theme was one of the central in the VII St Petersburg International Cultural Forum program which took place on November 15ndash17

All these events speak of the growing attention of philologists and the public to the personality and creative heritage of the great Russian writer At the same time Turgenev has not yet been assigned the place in the world literature and culture that he deserves on a par with our other canonical writers ndash Tolstoy Dostoevsky Chekhov This very idea was often voiced in many reports among the participants of the conferences on Turgenev

The underestimation of Turgenev as a writer is explained by stereotypes of his creative work perception which began to take shape in the public mind after the publication of his most famous novel ldquoFathers and Sonsrdquo 1862 The controversy around the book crossed all the lines criticism without objectivity turning into satire parody caricature In this regard the most exemplary is the polemical article by MA Antonovich ldquoAsmodeus of Our Timerdquo published in ldquoThe Contemporaryrdquo To convince his reader that the author of the novel has created a caustic satire on the younger generation the critic uses various parody techniques to create a comic effect This is above all a primitive retelling of the novel in which all artistry disappears the initial idea of the article is that ldquothe new work of Mr Turgenev is extremely unsatisfactory in artistic termsrdquo [1 p 36] Antonovich was echoed by D Minaev and V Kurochkin who mocked the characters of Turgenevrsquos novel and its author [2 p 108ndash111]

In the context of the late 1860sndash1870s Turgenevrsquos late novels were also deceitfully criticized not to mention his ldquoMysterious Storiesrdquo Turgenev was not lucky either during the formation and development of Russian modernism when new forms in literature were in demand ldquoThe singer for noble nestsrdquo was thrown ldquofrom the ship of modernityrdquo as an archaic writer whose time was irrevocably gone Even the New Peasant poet N Klyuev spoke quite ironically in one of his poems about the author of manor novels

ldquoLet Turgenev grieve about the manor on the shelf languishing slowly with a paper tearrdquo [3 p 400]

But most of all in the era of the Silver Age Turgenevrsquos literary reputation was harmed by YuI Eichenwald spoke of him not as a classic of Russian Literature but as a second-tier writer

1 ldquoTurgenev and the Liberal Idea in Russiardquo (April 19ndash21 Perm State Humanitarian Pedagogical University) ldquoTurgenev Days in Brussels Russian Writers Abroadrdquo (4ndash8 July Turgenev Society of the Benelux Russian Center for Science and Culture in Brussels) ldquoIS Turgenev and World Literaturerdquo (October 1ndash19 IMLI RAN Moscow) ldquoTurgenev and the Russian Worldrdquo (October 29ndash31 IRLI RAS St Petersburg) ldquoIS Turgenev and World Literaturerdquo (October 24ndash25 Oryol State University named after I Turgenev) Colloque International ldquoIvan Tourgueacuteniev hommedepaixrdquo (November 7ndash10 International colloquium ldquoIvan Turgenev ndash a man of the worldrdquo Under the patronage of UNESCO Paris ndash Bougival) International scientifi c and practical conference dedicated to the 200th anniversary (November 15ndash17 St Petersburg State University) ldquoIS Turgenev is our contemporaryrdquo (19ndash20 November The Pushkin State Museum Library-reading room named after IS Turgenev) ldquoTurgenev in cross-cultural communicationrdquo (November 21ndash22 Russian State University for the Humanities)

2 Golovko VM Philosophical worldview and creative searches of IS Turgenev in the context of culture Stavropol publishing house of NCFU 2017 Golovko VM IS Turgenev the art of artistic philosophizing Moscow Flinta 2018 Belyaeva IA Works by IS Turgenev Faustian contexts Moscow Nestor-History 2018 Domansky VA Kafanova OB The artistic worlds of Ivan Turgenev Moscow Flinta 2018 Rebel GM Turgenev in Russian culture Moscow St Petersburg Nestor-History 2018 Tchaikovskaya VM Such a versatile Turgenev On the occasion of the 200th anniversary of his birth Moscow Academic project 2018 I S Turgenev Moscow time Author-comp N A Kargapolova Moscow Historical Museum 2018

mdash 89 mdash

ldquoTurgenev is not deep And in many ways his creative work is commonplace ltgt some plots and themes are sinful to subject to watercolor treatment Meanwhile he talks about everything he talks of death horror and madness but all this is done superficially and in tones that are too light In general he has an easy attitude to life and it is almost insulting to see how difficult problems of the spirit fit into his little stories just like in some boxesrdquo [4 p four]

Everything changed during the Soviet period Thanks to his ldquoFathers and Sonsrdquo Turgenev became one of the most recognized Russian classics although his work was viewed quite straightforwardly as a kind of artistic illustration of Russiarsquos revolutionary democratic movement stages

ldquoFathers and Sonsrdquo became a textbook in school curricula which was interpreted very ideologically The ldquoSonsrdquo (revolutionary democrats) were recognized as positive characters since the future was after them Negative or almost negative were the ldquoFathersrdquo (noble liberals) who had outlived their days Bazarov was called almost the first image of a Russian revolutionary although he was overshadowed by the more understandable and straightforward characters by NG Chernyshevsky ldquoWhat is to be donerdquo [5ndash8]

Turgenevrsquos ldquoFathers and Sonsrdquo was filmed and in the first feature film in 1958 directed by Natalia Rashevskaya and Adolf Bergunker the outstanding ensemble of actors managed to convey the social and psychological drama of the characters The leading actor ndash Viktor Avdyushko ndash created an attractive image of a strong and courageous Bazarov who was liked by millions of viewers The filmrsquos success made Turgenevrsquos novel famous and people began to read and study it more willingly

In the 1970s with the advent of AI Batuto [9] NN Mostovskaya [10] AB Muratov [11] VG Odinokov [12] SE Shatalov [13] and others finally a scientific ldquobreakthroughrdquo in Turgenev studies began A wide range of philosophical socio-psychological and cultural problems in Turgenevrsquos works with access to the new contexts was investigated in the writings of 1980ndash2000 NP Generalova [14] VM Golovko [15] GB Kurlyandskaya [16] YuV Lebedev [17] VM Markovich [18] VA Nedzvetskiy [19] GA Time [20] and others)

The basis for a qualitatively new level of the writerrsquos heritage perception is the publication of the complete Turgenevrsquos collection in 30 volumes (started under the editorship of MP Alekseev and continued under the editorship of NP Generalova) The publication of new Turgenev texts was accompanied by series of articles and comments to each volume This collection should become a kind of matrix in the works of Turgenev scholars and teachers of literature and philology students

Materials and MethodsIn the Russian school after overcoming the sociological approach to the study of literature

which lasted from the 1930s till the 1950s interest in Turgenevrsquos personality increased This was largely facilitated by the appearance of a textbook for high school students by NN Naumova [21] which went through several editions But by the year 2000 it turned out to be forgotten entirely by that time not only the content of the school literary education had radically changed but also the didactics of the lesson itself

A good help for the teacher in the 1980s was the ldquoTurgenev at schoolrdquo textbook compiled by TF Kurdyumova [22] a well-known methodology scientist editor of literature programs and author of textbooks for secondary schools It presents methodological approaches and lesson plans to study the writerrsquos works from the 5th till the 10th grades This textbook by tradition is still one of the leading books in the methodological library of the literature teacher along with the ldquoTurgenev and Russian Literaturerdquo textbook by the famous Turgenev researcher GB Kurlyandskaya The book presents a broad literary context of the writerrsquos works [23]



mdash 90 mdash

Since the 1990s language specialists also use the book by YuV Lebedev in which the biography of the writer is vividly and thoroughly presented [24]

Unfortunately in the 2000s and 2010s no serious publications appeared in the pedagogical Turgenev study although the school has always been a sensitive barometer reacting to all changes in the public consciousness A brief review of the methodological literature shows the need for new textbooks to help the literature teacher with lectures on the study of Turgenevrsquos creative work especially biographical lectures

In the theory and practice of literature teaching there are several ways to study the writerrsquos biography depending on the studentsrsquo age In grades 5 and 6 brief biographical information about the writer is given in grades 7 and 8 the writerrsquos life is partially introduced into the historical context and presented in the genre of a short biographical sketch And finally in high school when studying an author it is proposed to research biography in conjunction with the literary works including a historical approach to the study of literary phenomena [25]

Even though these biography study methods have been tested by long-term school practice their productivity can only be talked about with the successful development of the content component of biographical lessons and teaching materials that correspond to the studentrsquos age-specific psychological characteristics

We made residual knowledge assessments on Turgenevrsquos biography in the Vsevolozhsky and Vyborgsky districts of the Leningrad region for several years For the evaluation middle school students wrote a short essay about the writer and his life during a lesson In addition to the pieces teachers also considered studentsrsquo oral statements Based on these essays and the schoolchildrenrsquos answers a generalized text was built ldquoTurgenev is a great Russian writer who was born in the depths of Russia in the family of a wealthy landowner Since childhood he was friends with peasant children whom he later wrote about in the story ldquoBezhin Meadowrdquo He was very fond of hunting but even more fond of Russian nature He traveled half of Russia with a hunting shotgun and recounted his meetings with different people in the book ldquoA Sportsmanrsaquos Sketchesrdquo Turgenev was close to the Russian people knew their customs well as evidenced by his short story ldquoMumurdquo In this story he portrayed a simple peasant the dumb ldquoBogatyrrdquo Gerasim who was disliked by an evil landowner who looked like the writerrsquos mother Turgenev often traveled abroad where he met a singer he fell in love with her very much but did not marry her He wrote many books about children and adults one of them he even called ldquoFathers and sonsrdquo I like his works and characters especially his Biryuk ndash a real Russian man strong and fairrdquo

As you can see the adolescentsrsquo judgments about the writer and his life are naive sincere Due to the peculiarities of age and due to the lack of knowledge about the essential facts of the writerrsquos biography it is difficult for students to compose a complete holistic story therefore schoolchildren create their own conditional even slightly mythologized story of Turgenevrsquos life which is then hard to change Of course when teaching literature a lot depends on the teacher his or her education culture pedagogical skills but also the textbook which students use to prepare for lessons plays an important role The method of expert assessments which was used in the experiment among teachers in the Leningrad region (we interviewed approximately 100 teachers of Russian language and literature) showed that the genre of ldquocurriculum vitaerdquo used in the literature textbooks for middle grades is ineffective The teachers suggested that it would be more productive to put information about the main dates of the writerrsquos life in a literature textbook and the acquaintance with his personality is best made with the help of a fictionalized story about the author Of course we can apply this to all writers not just Turgenev

The thoughts of high school students about the personality of Turgenev are more diverse than the middle school ones In many ways they are motivated by the monographic study of the

mdash 91 mdash

writerrsquos creative work and the acquaintance with other different sources We obtained the study material during the school Olympiads Students were asked to draw up Turgenevrsquos short biographical outline name the people and circumstances that played a significant role in forming his personality find the moments of the writerrsquos life that made a memorable impression on them Another task was related to the compilation of the writerrsquos psychological portrait The experiment was also carried out in schools of the Leningrad region during the second term of the academic year and it covered more than 120 10th grade students The material obtained testifies to the insufficient knowledge of Turgenevrsquos biography more than half of the students in the experiment did not cope with the task Particular difficulties arose in building a psychological portrait of the writer isolating and analyzing the most important facts of his biography The shallow knowledge of Turgenevrsquos biography and the inability to motivate its attributes as the experiment showed lies not only in the quality of teaching but also in the information that students receive from educational literature and in the form of its presentation

Let us turn to specific examples of Turgenevrsquos life in some literature textbooks for the 10th grade Thus in one of them written under the guidance of Professor IN Sukhikh1 (2011) the author of the biographical sketch presented Turgenevrsquos biography in a fun and entertaining way believing that he could remove the prevailing stereotypes about the writer But the story about the author in the biographical article sometimes turns into the authorrsquos game with a young reader and a fictionalized story replaces a scientific biography

Letrsquos turn to a specific example illustrating the interpretation of the facts of Turgenevrsquos biography in this textbook

ldquoThe handsome twenty-two-year-old Sergei Nikolaevich Turgenev was a noble but a very poor noble Varvara Petrovna Lutovinova ndash 6 years older not good-looking not very educated but she had 5 thousand serfs 600 thousand rubles and several estates inherited from her uncle ltgt Even after becoming a family the parents lived separate lives The father did not introduce his wife to his circle had love affairs on the side looked indifferently at what was happening in his house including the upbringing of his sons He died in 1834 at the age of 43 turning into such a convenient poetic memory for Varvara Petrovnardquo [26 part 2 p 5ndash6]

Reading this fragment of the textbook one involuntarily asks do students need these details from the life of the writerrsquos parents and presented in such a playful form to understand the personality of the writer In addition I would like to argue with some of the statements Varvara Petrovna can hardly be called ldquonot very educatedrdquo She knew French well read a lot studied botany was very receptive to acquiring new knowledge Her recently published letters to Ivan allow us to see the personality of the writerrsquos mother from a new perspective who sought to cultivate will responsibility and hard work in her son wanted to be not only his mentor but also the first reader and critic of his works even a friend [27]

Turgenevrsquos father too should not be spoken of in such a tone He was a good educator as evidenced by his surviving letters to his sons And the story of his love for Princess Yekaterina Lvovna Shakhovskaya is the key to understanding Turgenevrsquos ldquoFirst Love Storyrdquo which reveals the tragic essence of love in the writerrsquos works

Another approach to writing Turgenevrsquos biography was carried out on the pages of a literature textbook edited by IG Marantzman [28] The authors tried to present the writerrsquos life in connection with the stages of his creative work and the most critical events in the historical and cultural life of Russia and Europe The writerrsquos personality is presented on a large scale by attracting reviews of contemporaries about the writer his letters conceptual presentation of

1 The textbook is included in the federal list of textbooks for the 2018ndash2019 academic year (basic level)



mdash 92 mdash

the material although without any everyday life details Some chapters of the biographical sketch are called interesting and problematic ldquoNo one could have done it better than yourdquo (reviews of French writers about ldquoA Sportsmanrsaquos Sketchesrdquo) ldquoI spent the best years of my life hererdquo (about Turgenevrsquos stay in Spasskoye-Lutovinovo) ldquoTragic Music of Loverdquo (love in Turgenevrsquos life and creative work) The authors of the textbook also use productive techniques for organizing studentsrsquo independent work related to the study of the writerrsquos biography using slides and documentary materials to create the content of an extramural excursion to Spasskoye study Turgenevrsquos iconography selectively read letters from which students learn about the relationship between Turgenev and Belinsky Herzen Pauline Viardot

At the same time the perspective given by the authors for considering Turgenevrsquos biography at the end of the essay leads to the fact that it is primarily dissolved in his creative activity Personality is replaced by a story about the writerrsquos works and gradually while reading the textbook interest in the writerrsquos biography fades away Of course the volume restrictions of the textbook did not allow its authors who kept on studying Turgenevrsquos works to turn to other facts and episodes of his life And this is a general contradiction with which according to YuM Lotman every time the writerrsquos biography author comes across ldquoBlending the authorrsquos biography and the analysis of his or her works rarely leads to success Of course the life of a creative person is inseparable from his or her works but the biography describes the creative work from a different angle than a monographrdquo [29 p 228]

Next is the fictionalized story about Turgenevrsquos life by B Zaitsev ldquoThe Life of Turgenevrdquo [30] The author does not always follow the records and documents about Turgenev but gives descriptions portraits dialogues and mise-en-scegravenes a beautiful rich personality of the writer appears before the reader This book can be successfully recommended for out-of-class reading and help to ldquoreviverdquo Turgenevrsquos character and avoid schematism But in a fictionalized biography personality still dominates creativity pushing it into the background and this is not always acceptable for educational literature

Another way of presenting Turgenevrsquos biography was proposed by the well-known literary critic YuV Lebedev According to the classification of YuM Lotman his book is a biographical monograph of a scientific type [17] Turgenevrsquos life is presented holistically in numerous details and nuances and in close connection with his creative work The author seeks to combine documentary with artistry and scientific conceptuality synthetically But surveys of students show that they have difficulty reading the book Overloading it with factual material leads to the fact that students either lose interest or perceive it fragmentarily In addition it is also necessary to take into account the large volume of the book for which the tenth graders simply do not have time to read Thus another format is suggested a biography text adapted to the studentsrsquo perception

In the study (using the expert assessments method) a biographical article in a textbook edited by BA Lanin1 [31] was considered The expert teachers concluded that this article is a collection of facts behind which it is difficult to discern the writerrsquos unique personality

The experiment carried out and the analysis of biographical articles in textbooks on literature for the 10th grade lead to the idea that it is necessary to look for new ways and forms of writing a biographical sketch or biographical article It is not so much everyday life details that are important but showing the process of formation and development of the writerrsquos personality a person of the 1840s in relationships and dialogues with contemporaries Westerners and Slavophiles liberals and democrats A special place in the writerrsquos biography is occupied

1 The textbook is included in the federal list of textbooks for the 2018ndash2019 academic year (basic and advanced levels)

mdash 93 mdash

by affection and music his service to the national culture his civic position which manifests itself with his homeland Russia and social progress In such an essay the writerrsquos personal and creative dominants should play a unifying role In general such an introduction to the study of Turgenevrsquos personality and creativity becomes only a matrix for the subsequent independent work of students the direction of their reading essays reports creative works The writerrsquos biography is revealed only in the readerrsquos interaction with his personality the readerrsquos ability to empathy and the ability to interpret individual facts and consider them in the system

The study of Turgenevrsquos works and immersion in his artistic world begins in the 5th grade The school has developed a stable tradition of thematic and genre study of his works in the 5thndash6th grades the stories ldquoMumurdquo and ldquoBezhin Meadowrdquo are studied in the 8th grade ndash the story ldquoAsyardquo in the 10th ndash the novel ldquoFathers and Sonsrdquo and one of the novels (ldquoRudinrdquo or ldquoNoblersquos Nestrdquo)

In terms of content such a system has justified itself and does not require radical changes At the same time already in middle school the problem-thematic approach to the study of Turgenevrsquos creative work requires some adjustments The methodological system of lessons should be based on modern scientific achievements in the field of Turgenev studies Thus traditionally in the classes on the analysis of the ldquoBezhin Meadowrdquo story the primary attention was paid to the images of peasant children and their ldquohorrorrdquo stories Turgenevrsquos landscapes and literary skills were left without any attention But it is from this story young readers begin to comprehend the Turgenev world of nature which like no other writer he celebrated in the subtlest nuances and changes The reader sees naturersquos images with its details and observes how lighting and colors change can hear sounds and feel the scents Everything breathes moves lives unfolds in time and space one picture replaces the another His landscapes accompany as if fringing the action chronotope convey the life of the charactersrsquo souls in its fluidity and changes reveal the beauty of the world in the moments of existence Some of his landscapes sound like poetry in prose as a poem about a lyrical character who discovers and comprehends the natural world and the world of his or her soul

The formation of Turgenev as a skilled landscape painter happened already at the time of the creation of the ldquoA Sportsmanrsquos Sketchesrdquo book in which he demonstrates his unique vision of nature in colors lights tones and shades But the most important thing is that the writer for the first time in Russian Literature began to depict an ordinary realistic landscape devoid of any romantic exoticism Here he followed in the footsteps of some of his predecessors in literature (for example George Sand) and the Barbizon artists who depicted common nature in the vicinity of the village of Barbizon

Therefore in a literature class where we turn to Turgenevrsquos landscapes we teach schoolchildren to discover the beauty of their native nature in paints colors details and poetic images And this must be done already during the first acquaintance with the ldquoBezhin Meadowrdquo story using photographs of Barbizon artistsrsquo paintings as a visual aid revealing the intermedial essence of the writerrsquos skills

The author of ldquoA Sportsmanrsquos Sketchesrdquo like the artists of the Barbizon school poeticized in prose the most common natural loci of central Russia groves copses meadows swamps ravines glades he described their changing colors during different times of the day seasons variations of lighting and natural phenomena And they became the personification of the homeland Russia and Russian nature There is so much light in Turgenevrsquos literary landscapes colors with different shades tints of light and shadow And this can already be demonstrated to students by referring to the first ldquoBezhina Meadowsrdquo landscape a description of a beautiful July day

ldquoFrom the very early morning the sky is clear the morning dawn does not glow with fire it spreads with a gentle blush The sun ndash not fiery not incandescent as during a sultry drought not



mdash 94 mdash

dull-purple as before a storm but bright and welcomingly radiant ndash peacefully rises under a narrow and long cloud shines freshly and plunges into its purple fog The upper thin edge of the stretched cloud will sparkle with snakes their shine is similar to the shine of forged silverrdquo [32 v 4 p 84]

There are no harsh colors in Turgenevrsquos description gentle and caressing tones prevail The writer skillfully uses epithets that directly convey a certain color lilac white scarlet pink The landscape is drawn as if the narrator constantly gazes into the distance and the sky above his head The author of the story as a landscape painter managed to convey the early morning with the help of freshness and purity of colors and thoughtful spatial construction He convinces his readers that he captured the landscape as it was on this beautiful day in July In describing the morning we have a broad panoramic view the subtlest changes in the state of nature light and air The early morning painting is filled with colors of different shades the morning is described as if the artistrsquos brush moves quickly and confidently across the canvas The peaceful July morning is palpable and visible its serenity is conveyed with the help of an important detail ndash the image of the ldquowelcoming and radiantrdquo sun This description of the early morning in the story ldquoBezhin Meadowrdquo can be compared with the painting by French artist C Corot ldquoMorningrdquo (1865 State Hermitage)

Corot and Turgenev have a tangible similarity of colors the choice of the time of day light golden rays of the sun which cut through the transparent purple fog are almost equally depicted The clouds are airy and light the area is filled with air the light is very clear

For both Corot and Turgenev color and light become the main ldquocharactersrdquo of the landscape Turgenev reflects softness the vagueness of forms nebula covering the distance contribute to the unification of all parts of the picture Corotrsquos landscape is covered with the most delicate veil along which separate bright specks of golden sun rays are scattered But if Camille Corot on his canvas depicts early morning Turgenev in an expanded landscape consistently describes

mdash 95 mdash

morning day and evening observing nature from the morning dawn till the last reflection of the sunset

To activate the reading activity of schoolchildren in the process of their acquaintance with the story of ldquoBezhin Meadowrdquo we can offer a system of questions and tasks

1 Find descriptions of nature in Turgenevrsquos story that depict morning afternoon evening and night landscapes Learn to read them dramatically Draw one or more of these landscapes the way you see them

2 Observe while reading Turgenevrsquos landscapes what changes occur in nature during the day how the light and tones of color in the description of the sky air and trees change

3 Share your impressions about Turgenevrsquos descriptions of nature How did your mood change depending on the landscape you read

4 Look at the painting by Camille Corot ldquoMorningrdquo Think about what Corot has in common with Turgenevrsquos morning landscape and what is the difference

Above the aesthetic level of Turgenevrsquos perception of nature was considered but there is also an equally important philosophical level that must be drawn to the attention of senior students The Russian writer created his own original concept of nature In his work starting from the 1850s there is an understanding of nature coming from Schopenhauer as a blind force that acts ldquoaccording to general laws without deviations without individuality and the same force of nature is found in exactly the same way in all millions of its manifestationsrdquo [33 from 174] However a reflective person cannot and does not want to come to terms with the thought of the indifference of nature with its defenselessness in front of the finitude of being Furthermore in Turgenevrsquos works a ldquorebelliousrdquo person appears (Elena Stakhova the protagonist of ldquoOn the Everdquo novel in the scene ldquoAt the bedside of the dying Insarovrdquo and Bazarov in the second part of the novel ldquoFathers and Sonsrdquo) And only ldquothe nature personrdquo obeying the laws of nature is devoid of this fear of death The writer quite definitely speaks about this in his story ldquoDeathrdquo ldquoA Russian peasant is dying amazingly His state before his death cannot be called indifference or stupidity he dies as if he is performing a ceremony cold and simplerdquo (11 vol III p 200)

Results and discussion1 In the discussion about the study of Turgenev at school which took place within the

framework of the VII St Petersburg International Cultural Forum literature teachers expressed the opinion that the reason for the problematic perception of the writerrsquos literary world by modern schoolchildren is associated with their unpreparedness for understanding the manor text its structure and figurative system This opinion was confirmed by our observations and long-term work at school Turgenev in his manor genres and above all in his manor novels ldquoRudinrdquo ldquoNoble Nestrdquo ldquoOn the Everdquo ldquoFathers and Sonsrdquo developed a unique form of artistic modeling of the Russian national space [34 p 61] Of course the non-formal sign of the manor topos presence in the writerrsquos works allows us to classify them as manor texts The main thing is the internal organization structuring the novelsrsquo artistic space and their unique world concept associated with the idea of paradise paradise on earth a special cultural area that was personified by the Russian manor

The action of the manor text takes place in the cultural space of the manor which includes the house and its interiors various architectural buildings and the garden with its alleys gazebos grottoes pavilions labyrinths ponds streams and bridges It also includes all the romantic components of this space the moon stars sky shadow sunrise and sunset Manor loci can act as ldquocharactersrdquo of the story or key motives concepts of the manor text



mdash 96 mdash

Learning to read manor novels is always associated with immersion in the cultural environment of the manor understanding its signs and figurative structure But it turns out that as practice shows schoolchildren approach the study of Turgenevrsquos most complicated novel ldquoFathers and Sonsrdquo without having any idea of either the manor culture or the world of Turgenevrsquos manor texts Therefore a simple way out is suggested the study of the novel ldquoFathers and Sonsrdquo should be preceded by a lesson devoted to an independent reading of one of the writerrsquos manor novels (ldquoRudinrdquo or ldquoNoble Nestrdquo) which is in the 10th-grade literature program (edited by GS Merkin SA Zinin VA Chalmaev) [35] Preparing students for this lesson the literature teacher offers consultations and a system of individual assignments so the students would be able to speak at a discussion lesson on one of these novels The majority of students as a rule on the recommendation of their teachers or parents choose the novel ldquoNoble Nestrdquo

Here is an approximate list of these tasks1 What impression did Turgenevrsquos novel make on you What feelings did it evoke in you

What scenes are especially memorable What were you thinking after you finished reading the novel

2 How do you imagine the space of the manor recreated in the novel ldquoNoble Nestrdquo If you were the director of a film what toposes would you show on the screen

3 Turgenevrsquos novel consists of biographical sketches and lyric-dramatic scenes How do they interact Identify parts in the plot related to the development of a love line and prepare a dramatic reading of one of them

4 Researchers call Liza Kalitina ldquothe Turgenevrsquos Girlrdquo What qualities is she endowed with and how does she differ from other characters

5 How did you understand the central conflict of the novel and its ending Why werenrsquot the main characters happy after all although it was ldquoso close so possiblerdquo

6 Find musical scenes in the novel and think about how they relate to developing the novelrsquos plot and its climax What kind of music would you choose to convey the feelings of love between Lavretsky and Lisa Kalitina

7 Prepare a staging of one of the lyrical episodes of the novelConcluding the work on the ldquoNoble Nestrdquo novel the teacher leads students to the idea that a

distinctive feature of Turgenevrsquos manor novels is the high concentration of the spiritual life of their main characters who far from the bustle of the city lead ideological disputes and live a tense spiritual life All of this is achieved since the writer invented a capacious form of the novel which allowed him to organically combine real-life events and develop feelings with intellectual fights contemplation and philosophical reflection This task is served by

ndash construction of the plot which develops in two parallel levels ndash event and ontologicalndash typification of characters (he correlates his top characters with cultural and historical types)ndash the introduction of a new character (ldquothe Turgenevrsquos girlrdquo)ndash an extraordinary saturation of texts with cultural signs and images especially from

philosophy and arts The reader experiencing and comprehending the central collisions of the novels should come

to think about a wide range of social aesthetic philosophical ideological and ontological problems of life Therefore Turgenevrsquos manor novels cannot be attributed only to one genre they combine a socio-psychological ideological and love story At the same time these novels test education level aesthetic taste ideological convictions and most importantly test the strength of feelings the characterrsquos personality and the correspondence of their words to their deeds

Music plays a unique role in each novel It accompanies the development of a love story expresses the aesthetic tastes of the characters conveys what cannot be described in words in

mdash 97 mdash

their feelings and sentiments So for example through the attitude to music Turgenev shows the impossibility of a union between Liza Kalitina the protagonist of the ldquoNoble Nestrdquo novel and Vladimir Panshin If Panshin is interested in its outer side Liza like Lavretsky is deeply and sincerely moved by music touching the innermost strings of the soul The birth of love in the hearts of characters begins with music and it conveys the culmination of their feelings and speaks about what cannot be expressed in words

2 Entering the world of Turgenev is impossible without understanding his concept of love primarily the feeling of first love The tenth graders have some reading experience of Turgenevrsquos depiction of love (mainly based on the story ldquoAsyardquo) In the 10th grade of course this feeling is understood deeper and more seriously therefore turning to lyrical episodes describing the origin and development of love among Turgenevrsquos characters enhances the reading motivation The famous teacher from ldquoKingisepp Gymnasiumrdquo LA Belyanskaya often begins her lessons on the study of Turgenevrsquos works in the 10th grade with a dramatic reading and staging of scenes of love declaration from the novels

Of course the metaphysics of Turgenevrsquos love is rather complicated In Turgenevrsquos love conflicts a personrsquos character personality as a whole and his or her spontaneous romantic essence are revealed And the teacher cannot deliver this to the student without modern philological research The famous Turgenev researcher VA Nedzvetsky distinguishes two main types of love in Turgenevrsquos world spiritually conscious and spontaneously sensual He calls the first type ldquowinged loverdquo [36] which lifts lovers to the sky turning them into poets musicians heroes Turgenev portrays such love in his ldquoThe Noble Nestrdquo novel The second type of love is irrational love and it is akin to passion and completely takes possession of the characters breaks their fates and can even lead to a tragic outcome especially if it encounters the concept of duty as in the story ldquoFaustrdquo These two types of love are presented in the works of Turgenev in different versions and modifications

3 Undoubtedly the study of the main novel of the writer ldquoFathers and Sonsrdquo at school requires new interpretations and methodological ideas It is the clearest example of a classic work that has absorbed many of the meaning of its era and thanks to its rich cultural strata found life in the ldquobig timerdquo For a long time in school practice it was read mainly as a socio-psychological novel in which two generations clash ndash noble liberals and raznochintsy democrats ndash in their ideological moral dispute about the problems of Russian life in the 60s of XIX century But this is all in the past It can be read as a novel about the spiritual quest of young people in a modern socio-cultural context raising the eternal problem of ldquoFathers and Sonsrdquo ldquophysicists and lyricistsrdquo and as a philosophical work about the enduring values of life

These problems were most of all actualized in new television series stage and film adaptations based on it Unfortunately a modern teacher rarely turns to these adaptations due to the lack of school hours and the lack of methodological skills to use them in the educational process The difficulty of working with the stage and film adaptations lies in the fact that a literary work undergoes transposition a peculiar translation from the verbal language into the visual language Of course for a conversation about a stage or a film adaptation to occur it is necessary to be simultaneously in the same semantic field with the novel author its text and the director of the adaptation Consequently both the literature teacher and the students need at least elementary information about the language of theatrical and movie art and the methodological guidance for their interpretive activity [37 p 26ndash29]

Of course when using visual versions of the text the literary text should always remain the basis the matrix for the interpretive studentsrsquo activity But life shows that our schoolchildren often judge a writerrsquos literary world only by these adaptations not by the original texts And this



mdash 98 mdash

phenomenon is becoming typical the rendered text is more easily perceived by the multimedia community than the text of fiction which requires a thoughtful and erudite reader Therefore if earlier the educators recommended getting acquainted with the film adaptation after reading and studying the text now the literature teacher often has to change tactics the text is read after the screen version has been watched in the process of perception of which the recipient develops a specific concept of it and subsequently tries to transfer it to the text As a result a literature teacher has to familiarize students with the screen versions of the studied works and their stage adaptations posted online These adaptations should also be taken into account when preparing for lessons to create an educational dialogue on the issues raised in a literary work and its adaptations

In recent years Avdotya Smirnovarsquos TV series ldquoBazarovrsquos Mistakerdquo has been an original film adaptation of ldquoFathers and Sonsrdquo the introduction of which in the class will undoubtedly help to remove standard approaches to the interpretation of ldquoFathers and Sonsrdquo novel According to the classification of GA Polichko [38] this is a mixed type of film adaptation based on the novel with a relatively complete reproduction of its family scenes

Most of the film was filmed in Spasskoye-Lutovinovo where the ldquoold men Bazarovsrdquo house was built in the orchard The filmmakers succeeded in conveying the manor atmosphere of the novel very well the details of life and the furnishings of the noble nests

Each episode of the TV series was opened with the romance ldquoWhen the soul is embraced by confusion And everything breathes with a premonition of loverdquo created by the series composers It is performed in two voices by Anna Odintsova and her sister Katya The romance and flowers that Fenichka sorts out immediately immerse the viewer in the atmosphere of the manor chronotope But Turgenevrsquos high tragedy initially disappears here The film adaptationrsquos ideological and philosophical problems are almost not raised the primary attention is paid to the love in the family fatherhood motherhood moral and psychological conflicts

The first mise-en-scene of the film evidences that the director is not going to follow the text literally Nikolai Petrovich meets his son and his friend at the inn not on a warm spring day but in rainy weather there is dampness mud puddles everywhere However cheerful young voices contrast with the despondency of nature and they inspire it Since the appearance of Arkady and Eugene in the Kirsanov estate the measured life of the manor has been disrupted Young people frolic a lot play get into new relationships As in the novel Bazarov works a lot and retires in his ldquobanyardquo but he is no stranger to entertainment either After the characters arrived in the provincial town Bazarov suddenly became fond of playing thimbles (of course this scene is not in the novel) and loses several times

The scriptwriters of the film constantly deliberately disrupt and reshuffle the course of events Thus the story of Pavel Petrovich and the Dutches R Arkady tells Bazarov not in the family estate but on the way to the provincial town where they go to ldquounwindrdquo

The famous ideological dispute between fathers and sons in the film adaptation is devoid of its ideological intensity and happens somehow routinely Bazarov and Arkady drink and eat while talking about politics and art Pavel Petrovich constantly interferes in their conversation who nervously walks around the dining room showing with all his appearance the unacceptability of the position of young people Bazarov in the television series can be rude even impudent but he can also be gallant even liked by others appearing at a ball in an elegant frock coat

It is a pity that the TV series also lacks Mozartrsquos sonata which Katya performed Turgenevrsquos appeal to Mozartrsquos work helps to better understand and comprehend the novelrsquos philosophical and aesthetic conflicts [34 p 228ndash230] The famous scene ldquoAt the Haystackrdquo is also not in the film in which Bazarov gives his monologue about the insignificance of man in the face of a vast

mdash 99 mdash

cosmos (Blaise Pascalrsquos idea of a thinking reed) The film also lacks the motive of the knight of Toggenburg through which the novel illustrates the romantic love of Pavel Petrovich and the development of Bazarovrsquos feelings of love Nevertheless in the series Bazarovrsquos love for Anna Sergeevna Odintsova is convincingly shown though the scene of the declaration of love itself is unconvincing The night disappears with its annoying freshness and romance For some reason the declaration takes place in the dining room in the afternoon among dishes and crystal which should symbolize the coldness of the heroinersquos feelings

The filmrsquos undoubted success is the convincing performance of Sergei Yursky and Natalya Tenyakova playing the roles of the ldquoold men Bazarovsrdquo gentle humble and selflessly loving their son Perhaps the most powerful scenes in the television series are Odintsovarsquos visit to the dying Bazarov the hope in the parents to save their son and then the desperate murmur of Vasily Ivanovich who is experiencing the death of his Evgeny and daring to threaten God with raised fists

The final scene of the television series is sad and touching Pavel Petrovich sets off along a snow-covered road in a sleigh leaving his family estate after the double wedding of his brother Nikolai Petrovich and nephew Arkady Furthermore at the same time there are the ldquoold men Bazarovsrdquo walking along the path trodden in the snow to their sonrsquos grave The actors raised this scene to high art conveying the boundless grief of their parents and their all-conquering love

The inclusion of viewersrsquo interpretations in the structure of a literature lesson while studying ldquoFathers and Sonsrdquo allows an in-depth study of individual episodes in the text ambiguously comprehending the images of the characters and the authorrsquos world concept as a whole For this purpose unique techniques are used which in the Literature teaching methods are called techniques of translating a literary work into works of other arts [39 part 1 p 172ndash185] Let us single out these basic techniques that are found in the practical activities of a modern literature teacher

1 Compare literary text scenes and their adaptations to identify their role in the works of different arts

2 Find characteristics of the characters of the two works appearance speech actions the general interpretation of the characterrsquos image

3 Reveal the essence of the conflict and the features of the literary text and its adaptation4 Search for the most obvious ways to identify the position of the author and its adaptation5 Compare the film adaptation with the original text to identify life scenesrsquo common and

distinctive features6 Write reviews on a literary work and a film and posting them online The reviews can also

be heard and discussed during the lesson 7 Turgenevrsquos novel ldquoFathers and Sonsrdquo has turned out to be so popular in our time so that

modern authors create their remakes based on it Addressing them also contributes to the actualization of Turgenevrsquos text although it requires the teacher to be very skillful and able to place the necessary accents to see what is the enduring value of a classic work So recently on the stage of the Vladimir Mayakovsky Theater a stage production based on the play by the Irish playwright Brian Friel ldquoFathers and Sonsrdquo was shown (directed by Leonid Kheifets) The performance aroused the interest of a specific audience with its postmodern drama and a number of fascinating stage solutions The playwright tried to interpret the plot lines of Turgenevrsquos novel in a new way and proceeding from the original text created his ldquoFathers and Sonsrdquo But his text turned out to be so much weaker than Turgenevrsquos that at times aroused irritation among the audience although according to one of them with whom the author of the article had a



mdash 100 mdash

conversation there are many ldquocool scenesrdquo in it (episodes from this performance and a short speech by the director can be viewed at httpswwwyoutubecomwatchv=oAnKfwrDOWg)

Another example is the introduction of Vera Tchaikovskayarsquos novel ldquoNew under the Sunrdquo during a lesson on ldquoFathers and Sonsrdquo Conducting such a lesson dialogue between classics and modernity expands the novelrsquos cultural context lets us consider some of its issues differently and intensifies the studentsrsquo reading activity

Tchaikovskayarsquos novel is an independent work about the problems of Russian reality in the early 1990s but it is built according to the ldquotemplaterdquo of ldquoFathers and Sonsrdquo Already the title of the story ndash ldquoNew under the sunrdquo and the name of the protagonist ndash Max (Maximilian) orient us to the familiar Turgenev intergenerational conflict Even more of these associations with ldquoFathers and Sonsrdquo appear when considering the storyrsquos plot From the capital to the ldquomanorrdquo as Arseny Arsenievich Kositsky ironically called his dacha two young men arrive They are greeted with joy although with some anxiety by the inhabitants of the ldquomanorrdquo Like Bazarov the owners of the ldquomanorrdquo settle Maximilian in the ldquoannexrdquo ndash an unfinished banya The first meal in the Kositskysrsquo house turns into a clash between ldquoSonsrdquo ndash Maximilian Kuntsevich and Andrey Kositsky and ldquoFathersrdquo ndash the famous art critic Andreyrsquos father Arseniy Arsenievich his wife Lydia Aleksandrovna and their distant relative the artist Lev Moiseevich Pieruv The dialogues and disputes between ldquoFathersrdquo and ldquoSonsrdquo although they take place in a new socio-cultural environment undoubtedly remind us of the disputes of Turgenevrsquos characters Even in the definition of the younger generation position the word ldquonihilistsrdquo appears in Tchaikovskayarsquos story and Kuntsevich agrees with this definition

ldquondash Yes nihilists ndash suddenly picked up Kuntsevich ndash I am glad that this word has been spoken It is better than Russophobes In Russia everything is repeating itself Thousand times all the same thing And the denial was already there But our predecessors never reached the end in their denial not even Chaadaev And we got there We deny ourselves We need to break out of this vicious circlerdquo [19]

The above quote makes it possible to understand that there was something new in the nihilists of another century this is the denying of man In other words the industrial and post-industrial epochs gave birth to the mass man all individuality disappeared Therefore the most hated word for Kuntsevich is ldquospiritualityrdquo

ldquondash The word ldquospiritualityrdquo ndash he admits ndash makes me sickrdquo [40] Interestingly while being a famous art critic he lectures on Russian art in many universities worldwide while denying art and spirituality He is a cynic a man of a new mercantile age and treats his activities like a merchant who sells goods in demand

The story also contains a number of other parallels with Turgenevrsquos novel this is Kuntsevichrsquos attitude to women and marriage the denial of the special Russian soul etc Thus the orientation of Tchaikovskaya in her remake-novel makes it possible to address the problems of the 1990s in an interesting and original way this transitional period of Russian history and culture when traditional values collapsed and gaping voids were opened that had to be filled with other values

Below you can see the questions and tasks that were used in our lesson dialogue mentioned above

1 Read the story ldquoNew under the Sunrdquo by Vera Tchaikovskaya and be prepared for an analytical discussion

2 What works of Russian classics are in your opinion a remake of this story3 How did you understand the meaning of its title4 How are the ldquoeternal problemsrdquo of the Russian classics raised and discussed in it What

problems of art and creativity are touched in it

mdash 101 mdash

5 Compare the characters of the story with the characters of the famous work of Russian classics

6 What is the novelty and originality of Vera Tchaikovskayarsquos story

ConclusionThus the research showed that the study of Turgenevrsquos personality and his creative work in

the modern school of the 2010s has stable traditions manifested in the content of the educational material the problem-genre system of constructing literature lessons organization of studentsrsquo reading activity and ways of examining the biography of the writer At the same time in the methodological science and during the practical activities of literature teachers certain stereotypes of the writerrsquos personality and creative work have developed They are manifested in the lag of pedagogical Turgenev studies behind the scientific simplified understanding of the Russian writerrsquos world neglecting contemporary forms of Turgenevrsquos works in modern culture

It is necessary to look for productive ways and forms of acquaintance with the writerrsquos personality use new genres of creating a biographical sketch which would be based on the disclosure of the writerrsquos personality development and his ideological and creative searches

Particular attention in this article is paid to Turgenevrsquos concept of nature its aesthetic and philosophical essence and new methodological techniques used by the teacher to enhance reading activity The author offers teaching methods to work with Turgenevrsquos literary landscapes comparing them to the Barbizon school paintings

Entering the world of Turgenev is impossible without understanding his concept of love which has received a scientific explanation in modern research The use of productive techniques for reading the lyrical parts enhances the readerrsquos motivation significantly

The great difficulties of modern schoolchildren in the perception of Turgenevrsquos artistic world are primarily due to their unpreparedness for reading the manor text understanding its structure and a figurative system Therefore it is advisable to include a lesson on the independent reading of one of the manor novels (preferably ldquoNoble Nestrdquo) for the 10th-grade literature lessons

The article also proposes new approaches to the study of Turgenevrsquos ldquoFathers and Sonsrdquo which in the modern socio-cultural context can be read as a novel that raises the eternal problem of the relationship between parents and children as well as ldquophysicists and lyricistsrdquo To actualize the ldquoFathers and Sonsrdquo novel and show its everlasting deep meaning we propose a method of comparing the novel with Avdotya Smirnovarsquos television series ldquoBazarovrsquos Mistakerdquo

In conclusion of the article in order to actualize the perception of Turgenevrsquos novel by students a model of a lesson dialogue was developed with the involvement of works of modern Literature (Vera Tchaikovskayarsquos adaptation ldquoNew under the Sunrdquo)

Acknowledgments The study was carried out with the financial support of the RFBR grant No 20-013-00684 ldquoClassics in dialogue with the present theoretical and methodological aspects of the Russian literature studyrdquo

References1 Antonovich MA Asmodey nashego vremeni [Asmodeus of our time] Literaturno-kriticheskie statrsquoi [Literary

critical articles] Moscow ndash Leningrad Khudozh Lit Publ 1961 515 р (in Russian)2 Domanskiy VA ldquoOttsy i detirdquo Turgeneva v russkoy literature parodiiiremeyki [Turgenevrsquos ldquoFathers and Sonsrdquo in

the Russian Literature parodies and remakes] K Turgenevu v Baden-Baden sbornik materialov mezhdunarodnykh nauchnykh konferentsiy (2013ndash2014) [To Turgenev in Baden-Baden collection of materials of international scientifi c conference (2013ndash2014)] Moscow Ekon-Inform Publ 2016 Pp 106ndash115 (in Russian)

3 Klyuev NA Serdtse Edinoroga Stikhotvoreniya i poemy [Unicorn Heart Verses and poems] Preface by NN Skatov the introductory article by AI Mikhailov ed preparation of the text and notes VP Garnin Saint



mdash 102 mdash

Petersburg Russian Christian Academy of Humanities Publ 1999 1072 p (in Russian)4 Aykhenvalrsquod YuI Siluety russkikh pisateley Kn II [Silhouettes of Russian writers Prince II] Ed LM Suris

Moscow Berlin Direct Media Publ 2017 312 p (in Russian) 5 Kleman MK Ivan Sergeevich Turgenev Ocherk zhizni i tvorchestva [Ivan Sergeevich Turgenev Sketch of life and

work] Leningrad Goslitizdat Publ 1936 224 p (in Russian)6 Pustovoyt PG Ivan Sergeevich Turgenev Iz kursa lektsiy po istorii russkoy literatury XIX veka [Ivan Sergeevich

Turgenev From the course of lectures on the history of Russian literature of the XIX century] Ed AN Sokolov Moscow Moscow University Publ 1957 139 p (in Russian)

7 Petrov SM Turgenev [Turgenev] Moscow Uchpedgiz Publ 1957 201 p (in Russian)8 Efi mova EM IS Turgenev Seminariy [IS Turgenev Seminary] Leningrad Uchpedgiz Publ 1958 204 p (in

Russian)9 Batyuto AI Turgenev ndash romanist [Turgenev ndash the novelist] Leningrad Nauka Publ 1972 394 p (in Russian)10 Mostovskaya NN IS Turgenev I russkaya zhurnalistika 70-kh godov XIX veka [IS Turgenev and Russian

journalism of the 70s of the XIX century] Leningrad Nauka Publ 198 214 p (in Russian)11 Odinokov VG Pushkin i Turgenev (Problemy poetiki I tipologii russkogo romana) uchebnoye posobiye dlya

studentov [Pushkin and Turgenev (Problems of poetics and typologies of the Russian novel) a manual for students] Novosibirsk Nauka Publ 1968 128 p (in Russian)

12 Muratov AB Povesti i rasskazy IS Turgeneva 1867ndash1871-kh godov [Novels and short stories by IS Turgenev of 1867ndash1871] Leningrad LSU Publ 1980 184 p (in Russian)

13 Shatalov SE Khudozhestvennyy mir IS Turgeneva [IS Turgenevrsquos artistic world] Moscow Nauka Publ 1979 312 p (in Russian)

14 Generalova NP IS Turgenev Rossiya i Evropa Iz istorii russko-evropeyskikh literaturnykh i obshchestvennykh otnosheniy [IS Turgenev Russia and Europe From the history of Russian-European literary and social relations] Saint Petersburg Russian Christian Academy of Humanities Publ 2003 583 p (in Russian)

15 Golovko VM Khudozhestvenno-fi losofskiyeiskaniyapozdnegoTurgeneva (izobrazheniyecheloveka) [Artistic and philosophical quest of the late Turgenev (human image)] Sverdlovsk UrSU Publ 1989 168 p (in Russian)

16 Kurlyandskaya GB IS Turgenev Mirovozzreniye metod traditsii [IS Turgenev Worldview method tradition] Tula Grifi Kdeg Publ 2001 229 p (in Russian)

17 Lebedev YuV Turgenev [Turgenev] Moscow Molodaya gvardiya Publ 1990 (Seriya ldquoZhiznrsquo zamechatelrsquonykhlyudeyrdquo) [(Series ldquoLife of remarkable peoplerdquo)] 608 p (in Russian)

18 Markovich VM Turgenev irusskiyrealisticheskiy roman XIX veka (30ndash50-e gody) [Turgenev and the Russian realistic novel of the XIX century (30ndash50s)] Leningrad 1982 208 p (in Russian)

19 Nedzvetskiy VA Russkiysotsialrsquono-universalrsquonyy roman XIX veka Stanovleniye i zhanrovaya evolyutsiya [Russian social universal novel of the XIX century Formation and genre evolution] Moscow AO Dialog-MSU Publ 1997 262 p (in Russian)

20 Time GA Nemetskayaliteraturno-fi losofskayamyslrsquo XVIIIndashXIX vekov v kontekstetvorchestva IS Turgeneva (geneticheskiyeitipologicheskiyeaspekty) [German literary and philosophical thought of the 18th ndash 19th centuries in the context of IS Turgenev (genetic and typological aspects)] Vortraumlge und AbhandlungenzurSlavistik Band 31 Muumlnchen Verlag Otto Sagner Publ 1997 144 p (in Russian)

21 Naumova NN Ivan Sergeevich Turgenev biografi yapisatelya 2-e izd [Ivan Sergeevich Turgenev biography of the writer 2nd ed] Leningrad Prosveshcheniye Publ 1976 160 p (in Russian)

22 Turgenev v shkole Posobiyedlyauchiteley [Turgenev at school Manual for teachers] Compl TF Kurdyumova Moscow Prosveshcheniye Publ 1981 192 p (in Russian)

23 Kurlyandskaya GB Turgenev I russkaya literatura ucheb posobiye dlya studentov ped in-tov [Turgenev and Russian literature textbook for students of pedagogical institutes] Moscow Prosveshcheniye Publ 1980 192 p (in Russian)

24 Lebedev YV Ivan Sergeevich Turgenev [Ivan Sergeevich Turgenev] Moscow Prosveshcheniye Publ 1989 207 p (in Russian)

25 Drobot VN Izucheniye biografi i pisatelya v shkole posobiye dlya uchitelya [Studying the writerrsquos biography at school teacherrsquos guide] Kiev 1988 189 p (in Russian)

26 Sukhikh IN Literatura uchebnik dlya 10 klassa [Literature textbook for grade 10] In 2 vol Vol 2 Moscow Izd tsentrAkademiya Publ 2011 368 p (in Russian)

mdash 103 mdash

27 ldquoTvoy drug i matrsquo Varvara Turgenevardquo Pisrsquoma VP Turgenevoy k IS Turgenevu (1838ndash1844) [ldquoYour friend and mother Barbara Turgenevardquo Letters of VP Turgeneva to I S Turgenev (1838ndash1844)] Tula Grifi K Publ 2012 584 p (in Russian)

28 Literatura 10 klass uchebnik V 2 ch Ch 1 6 izd [Literature Grade 10 textbook In 2 parts Part 1 6 ed] Moscow 2009 383 p (in Russian)

29 Lotman YuM Biografi ya ndash zhivoyelitso [Biography ndash a living face] Novyy mir 1985 no 2 pp 228ndash236 (in Russian)

30 Zaytsev BK Ziznrsquo Turgeneva Literaturnaya biografi ya [Turgenevrsquos life A literary biography] Moscow DruzhbanarodovPubl 2000 224 p (inRussian)

31 Literatura 10 klass [Literature Grade 10] Ed B A Lanin Moscow VENTANA-GRAF Publ 2018 (in Russian)32 Turgenev I S Polnoye sobraniye sochineniy I pisem v 30 t T 4 [Complete works and letters in thirty volumes

In 30 vol Vol 4] Moscow Nauka Publ 1980 687 p (in Russian)33 Shopengauer A Ponyatiye voli [Notion of will] Sbornik proizvedeniy Per s nem Vstup st I primechaniya

IS Narskogo [Collection of works Translation from German introductory article and notes by IS Narsky] Minsk Popurri Publ 1999 464 p (in Russian)

34 Domanskiy VA Kafanova OB Khudozhestvennye miry Ivana Turgeneva [Artistic worlds of Ivan Turgenev] Moscow Flinta Publ 2018 432 p (in Russian)

35 Programma po literature dlya 5ndash11 klassov obshcheobrazovatelrsquonoy shkoly 6-e izd [Literature program for 5ndash11 grades of secondary school 6 ed] Compl GS Merkin SA Zinin VA Chalmaev Moscow OOO TID Russkoye slovo ndash RS Publ 2010 200 p (in Russian)

36 Nedzvetskiy VA IS Turgenev logika tvorchestva I mentalitet geroya kurs lektsiy [IS Turgenev the logic of creativity and the mentality of the hero Lecture course] Moscow Sterlitamak Publ 2008 232 p (in Russian)

37 Domanskiy VA Ekranizatsiya kak interpretatsiya literaturnoy klassiki [Screen adaptation as an interpretation of literary classics] Literatura v shkole 2018 no 1 pp 26ndash29 (in Russian)

38 Polichko GA Osnovy kinematografi cheskikh znaniy na urokakh literatury v sredney shkole [Fundamentals of cinematic knowledge in literature classes in high school] Kurgan 1980 147 p (in Russian)

39 Metodika prepodavaniya literatury posobiye dlya studentov I prepodavateley v 2 ch Ch 1 [Methods of teaching literature manual for students and teachers in 2 vol Vol 1] Ed OYu Bogdanova and VG Marantsman Moscow Prosveshcheniye VLADOS Publ 1994 288 p (in Russian)

40 Chaykovskaya VI Novoye pod solntsem [New under the sun] Novyy mir 1995 no 7 URL httpmagazinesrussrunovyi_mi19957chaykovhtml (accessed 13 December 2018) (in Russian)

Valery A Domansky Doctor of Pedagogical Science Professor St Petersburg Institute of Business and Innovation (Gavanskaya St 3 St Petersburg Russia 196106)E-mail valerii_domanskimailru


Tomsk State Pedagogical University Bulletin ndash a peer-reviewed scientific journal founded in 1997 published six times a year It is included in the list of the leading peer-reviewed scientific journals and publications with the main scientific results from Candidate of Sciences and Doctor of Sciences dissertations which go through the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation

The Journal is included in the following databases ULRICHSWEB Google Scholar WorldCat EBSCO ERIH PLUS DOAJ and Russian Science Citation Index (RSCI)

Online version httpvestniktspuedu E-mail vestniktspueduru

Tomsk Journal of Linguistics and Anthropology ndash a peer-reviewed scientific journal founded in 2013 published four times a year It is included in the list of the leading peer-reviewed scientific journals and publications with the main scientific results from Candidate of

Sciences and Doctor of Sciences dissertations which go through the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation The highest priority for the Journal is the organization of productive academic exchange among both experienced and young researchers in a wide range of issues in linguistics and anthropology united primarily by a common geographical area ndash Siberia including genetically affiliated and unrelated cultures of past and present Moreover the Journal is naturally interested in theoretical methodological and technological aspects of linguistic and anthropological research

The Journal is included in the Web of Science ESCI Index since 10092017 and included in the RSCI Web of Science Platform

The Journal is also included in the ULRICHSWEB ERIH PLUS EBSCO databases and Russian Science Citation Index (RSCI)

Online version httplingtspueduru E-mail tjlatspueduru

Pedagogical Review ndash a peer-reviewed scientific journal founded in 2013 published six times a year It is included in the list of the leading peer-reviewed scientific journals and publications with the main scientific results from Candidate of Sciences and Doctor of Sciences dissertations which go through the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation It is aimed at acquainting the general scientific and pedagogical community with current research in the fields of pedagogy psychology and methods of learning and teaching

The Journal is also included in the ULRICHSWEB Google Scholar WorldCat EBSCO DOAJ databases and Russian Science Citation Index (RSCI)

Online version httpnpotspueduru E-mail npotspueduru

The ldquoΠΡΑΞΗMΑ Journal of Visual Semioticsrdquo (ldquoPRAXEMArdquo) is a periodical issue intended for the discussion of theoretical problems of modern visual semiotics the sphere of which includes the questions of studying the visual aspects of organization and functioning of culture as a communicative environment

Founded in 2014 published four times a year The Journal is included in the ULRICHSWEB SJR databases and Russian Science Citation Index (RSCI)

Online version httppraxematspueduru E-mail inirtspueduru

OUR JOURNALS

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 ETI 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 FRA 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 GRE ltFEFF03a703c103b703c303b903bc03bf03c003bf03b903ae03c303c403b5002003b103c503c403ad03c2002003c403b903c2002003c103c503b803bc03af03c303b503b903c2002003b303b903b1002003bd03b1002003b403b703bc03b903bf03c503c103b303ae03c303b503c403b5002003ad03b303b303c103b103c603b1002000410064006f006200650020005000440046002003c003bf03c5002003b503af03bd03b103b9002003ba03b103c42019002003b503be03bf03c703ae03bd002003ba03b103c403ac03bb03bb03b703bb03b1002003b303b903b1002003c003c103bf002d03b503ba03c403c503c003c903c403b903ba03ad03c2002003b503c103b303b103c303af03b503c2002003c503c803b703bb03ae03c2002003c003bf03b903cc03c403b703c403b103c2002e0020002003a403b10020005000440046002003ad03b303b303c103b103c603b1002003c003bf03c5002003ad03c703b503c403b5002003b403b703bc03b903bf03c503c103b303ae03c303b503b9002003bc03c003bf03c103bf03cd03bd002003bd03b1002003b103bd03bf03b903c703c403bf03cd03bd002003bc03b5002003c403bf0020004100630072006f006200610074002c002003c403bf002000410064006f00620065002000520065006100640065007200200035002e0030002003ba03b103b9002003bc03b503c403b103b303b503bd03ad03c303c403b503c103b503c2002003b503ba03b403cc03c303b503b903c2002egt HEB 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 HRV (Za stvaranje Adobe PDF dokumenata najpogodnijih za visokokvalitetni ispis prije tiskanja koristite ove postavke Stvoreni PDF dokumenti mogu se otvoriti Acrobat i Adobe Reader 50 i kasnijim verzijama) HUN ltFEFF004b0069007600e1006c00f30020006d0069006e0151007300e9006701710020006e0079006f006d00640061006900200065006c0151006b00e90073007a00ed007401510020006e0079006f006d00740061007400e100730068006f007a0020006c006500670069006e006b00e1006200620020006d0065006700660065006c0065006c0151002000410064006f00620065002000500044004600200064006f006b0075006d0065006e00740075006d006f006b0061007400200065007a0065006b006b0065006c0020006100200062006500e1006c006c00ed007400e10073006f006b006b0061006c0020006b00e90073007a00ed0074006800650074002e0020002000410020006c00e90074007200650068006f007a006f00740074002000500044004600200064006f006b0075006d0065006e00740075006d006f006b00200061007a0020004100630072006f006200610074002000e9007300200061007a002000410064006f00620065002000520065006100640065007200200035002e0030002c0020007600610067007900200061007a002000610074007400f3006c0020006b00e9007301510062006200690020007600650072007a006900f3006b006b0061006c0020006e00790069007400680061007400f3006b0020006d00650067002egt ITA 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 JPN ltFEFF9ad854c18cea306a30d730ea30d730ec30b951fa529b7528002000410064006f0062006500200050004400460020658766f8306e4f5c6210306b4f7f75283057307e305930023053306e8a2d5b9a30674f5c62103055308c305f0020005000440046002030d530a130a430eb306f3001004100630072006f0062006100740020304a30883073002000410064006f00620065002000520065006100640065007200200035002e003000204ee5964d3067958b304f30533068304c3067304d307e305930023053306e8a2d5b9a306b306f30d530a930f330c8306e57cb30818fbc307f304c5fc59808306730593002gt KOR ltFEFFc7740020c124c815c7440020c0acc6a9d558c5ec0020ace0d488c9c80020c2dcd5d80020c778c1c4c5d00020ac00c7a50020c801d569d55c002000410064006f0062006500200050004400460020bb38c11cb97c0020c791c131d569b2c8b2e4002e0020c774b807ac8c0020c791c131b41c00200050004400460020bb38c11cb2940020004100630072006f0062006100740020bc0f002000410064006f00620065002000520065006100640065007200200035002e00300020c774c0c1c5d0c11c0020c5f40020c2180020c788c2b5b2c8b2e4002egt LTH 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 LVI 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 NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken die zijn geoptimaliseerd voor prepress-afdrukken van hoge kwaliteit De gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe Reader 50 en hoger) NOR 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 POL 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 PTB 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 RUM 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 RUS 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 SKY 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 SLV 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 SUO 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 SVE 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 TUR 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 UKR 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 ENU (Use these settings to create Adobe PDF documents best suited for high-quality prepress printing Created PDF documents 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Addressul Kiyevskaya 60 Tomsk Russia 634061 Telfax +7 (38-22) 31-14-64

Corresponding address pr Komsomolskiy 75 of 319 Tomsk Russia 634041

Тel +7 (38-22) 52-06-17 telfax +7 (38-22) 31-14-64 E-mail epjtspueduru httpsedujournaltspueduruedujournal-contactshtml

Printed in the TSPU publishing house ul Gertsena 49 Tomsk Russia 634061

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PI No FS77-81195 issued on 02062021

Approved for printing 24072021 Submitted for printing 25072021 Format 60times908 Paper offset Printing screen Circulation 1000 copies Price not settled Order 1184НProduction editor LV Dombrauskayte Text designer OA Turchinovich

Cover designer VYu Zyubanov Translator VYu Zyubanov Proofreading EV Litvinova

copy Tomsk State Pedagogical University 2021 All rights reserved

Editor-in-ChiefVV Obukhov Doctor of Physics and Mathematics Professor (Tomsk State Pedagogical University

Russian Federation) E-mail epjtspueduru

Editorial BoardIV Melik-Gaykazyan Doctor of Science (Philosophy) Professor (Deputy Editor-in-Chief) (Tomsk Russian

Federation)YuYu Afanasyeva Candidate of Philological Sciences (Executive Secretary) (Tomsk Russian

Federation)MA Chervonnyy Candidate of Pedagogical Sciences Associate Professor (Tomsk Russian Federation)AYu Filchenko Candidate of Philological Sciences Associate Professor PhD (Tomsk Russian

Federation)TT Gazizov Doctor of Technical Sciences Associate Professor (Tomsk Russian Federation)EG Gelfman Doctor of Pedagogical Sciences Professor (Tomsk Russian Federation)A Istenic PhD Professor (Koper Slovenia)MA Kholodnaya Doctor of Science (Psychology) Professor (Moscow Russian Federation)VM Lopatkin Doctor of Pedagogical Sciences Professor (Barnaul Russian Federation) A Nakaya Associate Professor (Hiroshima Japan)AA Nikitin Doctor of Science (Physics and Mathematics) Professor (Novosibirsk Russian

Federation)SM Redlikh Doctor of Pedagogical Sciences Professor (Kemerovo Russian Federation)MP Voitekhovskaya Doctor of Science (History) Professor (Tomsk Russian Federation)B Winczura Doctor of Humanistic Sciences PhD Candidate of Medical Sciences (Wroclaw

Poland)VYu Zyubanov Candidate of Pedagogical Sciences PhD (Tomsk Russian Federation)

Scientifi c Editor of the IssueMP Voitekhovskaya

FounderTomsk State Pedagogical University


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CONTENTS











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UDC 1650 37010018DOI 10239512782-2575-2021-1-5-20









1957 [1]








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UDC 1650 37010018DOI 10239512782-2575-2021-1-21-35











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UDC 1599 + 316 + 314 +37DOI 10239512782-2575-2021-1-36-46


IL Shelekhov











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mdash 39 mdash







Deviation from the

norm


antisocial forms)













motherhood



form)




women upbringing






grandmother














orphanage



mdash 40 mdash





motherhood



form)






members







scenario










towards him or her






keep a partner)







6 Attitude towards

pregnancy














antenatal clinics




instability




material benefi ts




approval


mdash 41 mdash





motherhood



form)





readiness




lack of education)



latent infanticide


physical)





punishments claims










ones



lasting




style




of her








right to shape it

13 Psycholo-gical


mother



child







towards the child






attitude


detached regulating






mdash 42 mdash





motherhood



form)









16 Child upbringing













a child








obscene language


mindset


cating with a child







in the education of

the child








dreams


mdash 43 mdash





motherhood



form)



















leftover basis










interests




child








well-being





conditions housing)











death)





behavior in extreme

situations





safety


child







mdash 44 mdash





motherhood



form)




and the child


with a child


with a child








states


dependencies










addiction






child


nature



Impossible





End of Table 2

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fractionraquo)

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UDC 3702 37016 008 + 01DOI 10239512782-2575-2021-1-87-103











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OUR JOURNALS

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HEB 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 HRV (Za stvaranje Adobe PDF dokumenata najpogodnijih za visokokvalitetni ispis prije tiskanja koristite ove postavke Stvoreni PDF dokumenti mogu se otvoriti Acrobat i Adobe Reader 50 i kasnijim verzijama) HUN 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 ITA 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 JPN ltFEFF9ad854c18cea306a30d730ea30d730ec30b951fa529b7528002000410064006f0062006500200050004400460020658766f8306e4f5c6210306b4f7f75283057307e305930023053306e8a2d5b9a30674f5c62103055308c305f0020005000440046002030d530a130a430eb306f3001004100630072006f0062006100740020304a30883073002000410064006f00620065002000520065006100640065007200200035002e003000204ee5964d3067958b304f30533068304c3067304d307e305930023053306e8a2d5b9a306b306f30d530a930f330c8306e57cb30818fbc307f304c5fc59808306730593002gt KOR ltFEFFc7740020c124c815c7440020c0acc6a9d558c5ec0020ace0d488c9c80020c2dcd5d80020c778c1c4c5d00020ac00c7a50020c801d569d55c002000410064006f0062006500200050004400460020bb38c11cb97c0020c791c131d569b2c8b2e4002e0020c774b807ac8c0020c791c131b41c00200050004400460020bb38c11cb2940020004100630072006f0062006100740020bc0f002000410064006f00620065002000520065006100640065007200200035002e00300020c774c0c1c5d0c11c0020c5f40020c2180020c788c2b5b2c8b2e4002egt LTH 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 LVI 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 NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken die zijn geoptimaliseerd voor prepress-afdrukken van hoge kwaliteit De gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe Reader 50 en hoger) NOR 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 POL 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 PTB ltFEFF005500740069006c0069007a006500200065007300730061007300200063006f006e00660069006700750072006100e700f50065007300200064006500200066006f0072006d00610020006100200063007200690061007200200064006f00630075006d0065006e0074006f0073002000410064006f0062006500200050004400460020006d00610069007300200061006400650071007500610064006f00730020007000610072006100200070007200e9002d0069006d0070007200650073007300f50065007300200064006500200061006c007400610020007100750061006c00690064006100640065002e0020004f007300200064006f00630075006d0065006e0074006f00730020005000440046002000630072006900610064006f007300200070006f00640065006d0020007300650072002000610062006500720074006f007300200063006f006d0020006f0020004100630072006f006200610074002000650020006f002000410064006f00620065002000520065006100640065007200200035002e0030002000650020007600650072007300f50065007300200070006f00730074006500720069006f007200650073002egt RUM 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 RUS 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 SKY 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 SLV 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 SUO 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 SVE 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 TUR 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 UKR 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 ENU (Use these settings to create Adobe PDF documents best suited for high-quality prepress printing Created PDF documents can be opened with Acrobat and Adobe Reader 50 and later) gtgt Namespace [ (Adobe) (Common) (10) ] OtherNamespaces [ ltlt AsReaderSpreads false CropImagesToFrames true ErrorControl WarnAndContinue FlattenerIgnoreSpreadOverrides false IncludeGuidesGrids false IncludeNonPrinting false IncludeSlug false Namespace [ (Adobe) (InDesign) (40) ] OmitPlacedBitmaps false OmitPlacedEPS false OmitPlacedPDF false SimulateOverprint Legacy gtgt ltlt AddBleedMarks false AddColorBars false AddCropMarks false AddPageInfo false AddRegMarks false ConvertColors ConvertToCMYK DestinationProfileName () DestinationProfileSelector DocumentCMYK Downsample16BitImages true FlattenerPreset ltlt PresetSelector MediumResolution gtgt FormElements false GenerateStructure false IncludeBookmarks false IncludeHyperlinks false IncludeInteractive false IncludeLayers false IncludeProfiles false MultimediaHandling UseObjectSettings Namespace [ (Adobe) (CreativeSuite) (20) ] PDFXOutputIntentProfileSelector DocumentCMYK PreserveEditing true UntaggedCMYKHandling LeaveUntagged UntaggedRGBHandling UseDocumentProfile UseDocumentBleed false gtgt ]gtgt setdistillerparamsltlt HWResolution [2400 2400] PageSize [612000 792000]gtgt setpagedevice


mdash 3 mdash

CONTENTS











mdash 4 mdash















mdash 5 mdash



UDC 1650 37010018DOI 10239512782-2575-2021-1-5-20









1957 [1]








mdash 6 mdash














mdash 7 mdash











mdash 8 mdash








mdash 9 mdash









mdash 10 mdash









mdash 11 mdash










mdash 12 mdash








mdash 13 mdash











mdash 14 mdash










mdash 15 mdash








mdash 16 mdash










mdash 17 mdash










mdash 18 mdash






mdash 19 mdash























mdash 20 mdash



















mdash 21 mdash

UDC 1650 37010018DOI 10239512782-2575-2021-1-21-35











mdash 22 mdash







mdash 23 mdash










mdash 24 mdash






mdash 25 mdash







mdash 26 mdash








mdash 27 mdash








mdash 28 mdash






mdash 29 mdash






mdash 30 mdash





mdash 31 mdash







mdash 32 mdash






mdash 33 mdash








mdash 34 mdash











mdash 35 mdash


















mdash 36 mdash


UDC 1599 + 316 + 314 +37DOI 10239512782-2575-2021-1-36-46


IL Shelekhov











mdash 37 mdash











mdash 38 mdash







mdash 39 mdash







Deviation from the

norm


antisocial forms)













motherhood



form)




women upbringing






grandmother














orphanage



mdash 40 mdash





motherhood



form)






members







scenario










towards him or her






keep a partner)







6 Attitude towards

pregnancy














antenatal clinics




instability




material benefi ts




approval


mdash 41 mdash





motherhood



form)





readiness




lack of education)



latent infanticide


physical)





punishments claims










ones



lasting




style




of her








right to shape it

13 Psycholo-gical


mother



child







towards the child






attitude


detached regulating






mdash 42 mdash





motherhood



form)









16 Child upbringing













a child








obscene language


mindset


cating with a child







in the education of

the child








dreams


mdash 43 mdash





motherhood



form)



















leftover basis










interests




child








well-being





conditions housing)











death)





behavior in extreme

situations





safety


child







mdash 44 mdash





motherhood



form)




and the child


with a child


with a child








states


dependencies










addiction






child


nature



Impossible





End of Table 2

mdash 45 mdash




















mdash 46 mdash




mdash 47 mdash



UDC 3761DOI 10239512782-2575-2021-1-47-55









mdash 48 mdash






mdash 49 mdash









mdash 50 mdash














mdash 51 mdash











mdash 52 mdash









mdash 53 mdash










mdash 54 mdash










mdash 55 mdash













mdash 56 mdash

UDC 37637 DOI 10239512782-2575-2021-1-56-63








mdash 57 mdash













mdash 58 mdash












mdash 59 mdash















mdash 60 mdash



















mdash 61 mdash



















mdash 62 mdash

















mdash 63 mdash










mdash 64 mdash


UDC 371487DOI 10239512782-2575-2021-1-64-74








mdash 65 mdash













mdash 66 mdash








mdash 67 mdash









mdash 68 mdash










mdash 69 mdash








mdash 70 mdash








mdash 71 mdash








mdash 72 mdash







mdash 73 mdash























mdash 74 mdash













mdash 75 mdash


UDC [3701651]81rsquo2462 (=1611=512157)DOI 10239512782-2575-2021-1-75-86















mdash 76 mdash









mdash 77 mdash








mdash 78 mdash












mdash 79 mdash
















mdash 80 mdash











fractionraquo)

mdash 81 mdash









mdash 82 mdash












mdash 83 mdash






















mdash 84 mdash





















mdash 85 mdash






















mdash 86 mdash




















mdash 87 mdash


UDC 3702 37016 008 + 01DOI 10239512782-2575-2021-1-87-103











mdash 88 mdash











mdash 89 mdash












mdash 90 mdash








mdash 91 mdash











mdash 92 mdash








mdash 93 mdash










mdash 94 mdash





mdash 95 mdash













mdash 96 mdash















mdash 97 mdash









mdash 98 mdash









mdash 99 mdash













mdash 100 mdash












mdash 101 mdash


















mdash 102 mdash
























mdash 103 mdash































OUR JOURNALS



mdash 4 mdash















mdash 5 mdash



UDC 1650 37010018DOI 10239512782-2575-2021-1-5-20









1957 [1]








mdash 6 mdash














mdash 7 mdash











mdash 8 mdash








mdash 9 mdash









mdash 10 mdash









mdash 11 mdash










mdash 12 mdash








mdash 13 mdash











mdash 14 mdash










mdash 15 mdash








mdash 16 mdash










mdash 17 mdash










mdash 18 mdash






mdash 19 mdash























mdash 20 mdash



















mdash 21 mdash

UDC 1650 37010018DOI 10239512782-2575-2021-1-21-35











mdash 22 mdash







mdash 23 mdash










mdash 24 mdash






mdash 25 mdash







mdash 26 mdash








mdash 27 mdash








mdash 28 mdash






mdash 29 mdash






mdash 30 mdash





mdash 31 mdash







mdash 32 mdash






mdash 33 mdash








mdash 34 mdash











mdash 35 mdash


















mdash 36 mdash


UDC 1599 + 316 + 314 +37DOI 10239512782-2575-2021-1-36-46


IL Shelekhov











mdash 37 mdash











mdash 38 mdash







mdash 39 mdash







Deviation from the

norm


antisocial forms)













motherhood



form)




women upbringing






grandmother














orphanage



mdash 40 mdash





motherhood



form)






members







scenario










towards him or her






keep a partner)







6 Attitude towards

pregnancy














antenatal clinics




instability




material benefi ts




approval


mdash 41 mdash





motherhood



form)





readiness




lack of education)



latent infanticide


physical)





punishments claims










ones



lasting




style




of her








right to shape it

13 Psycholo-gical


mother



child







towards the child






attitude


detached regulating






mdash 42 mdash





motherhood



form)









16 Child upbringing













a child








obscene language


mindset


cating with a child







in the education of

the child








dreams


mdash 43 mdash





motherhood



form)



















leftover basis










interests




child








well-being





conditions housing)











death)





behavior in extreme

situations





safety


child







mdash 44 mdash





motherhood



form)




and the child


with a child


with a child








states


dependencies










addiction






child


nature



Impossible





End of Table 2

mdash 45 mdash




















mdash 46 mdash




mdash 47 mdash



UDC 3761DOI 10239512782-2575-2021-1-47-55









mdash 48 mdash






mdash 49 mdash









mdash 50 mdash














mdash 51 mdash











mdash 52 mdash









mdash 53 mdash










mdash 54 mdash










mdash 55 mdash













mdash 56 mdash

UDC 37637 DOI 10239512782-2575-2021-1-56-63








mdash 57 mdash













mdash 58 mdash












mdash 59 mdash















mdash 60 mdash



















mdash 61 mdash



















mdash 62 mdash

















mdash 63 mdash










mdash 64 mdash


UDC 371487DOI 10239512782-2575-2021-1-64-74








mdash 65 mdash













mdash 66 mdash








mdash 67 mdash









mdash 68 mdash










mdash 69 mdash








mdash 70 mdash








mdash 71 mdash








mdash 72 mdash







mdash 73 mdash























mdash 74 mdash













mdash 75 mdash


UDC [3701651]81rsquo2462 (=1611=512157)DOI 10239512782-2575-2021-1-75-86















mdash 76 mdash









mdash 77 mdash








mdash 78 mdash












mdash 79 mdash
















mdash 80 mdash











fractionraquo)

mdash 81 mdash









mdash 82 mdash












mdash 83 mdash






















mdash 84 mdash





















mdash 85 mdash






















mdash 86 mdash




















mdash 87 mdash


UDC 3702 37016 008 + 01DOI 10239512782-2575-2021-1-87-103











mdash 88 mdash











mdash 89 mdash












mdash 90 mdash








mdash 91 mdash











mdash 92 mdash








mdash 93 mdash










mdash 94 mdash





mdash 95 mdash













mdash 96 mdash















mdash 97 mdash









mdash 98 mdash









mdash 99 mdash













mdash 100 mdash












mdash 101 mdash


















mdash 102 mdash
























mdash 103 mdash































OUR JOURNALS


mdash 5 mdash



UDC 1650 37010018DOI 10239512782-2575-2021-1-5-20









1957 [1]








mdash 6 mdash














mdash 7 mdash











mdash 8 mdash








mdash 9 mdash









mdash 10 mdash









mdash 11 mdash










mdash 12 mdash








mdash 13 mdash











mdash 14 mdash










mdash 15 mdash








mdash 16 mdash










mdash 17 mdash










mdash 18 mdash






mdash 19 mdash























mdash 20 mdash



















mdash 21 mdash

UDC 1650 37010018DOI 10239512782-2575-2021-1-21-35











mdash 22 mdash







mdash 23 mdash










mdash 24 mdash






mdash 25 mdash







mdash 26 mdash








mdash 27 mdash








mdash 28 mdash






mdash 29 mdash






mdash 30 mdash





mdash 31 mdash







mdash 32 mdash






mdash 33 mdash








mdash 34 mdash











mdash 35 mdash


















mdash 36 mdash


UDC 1599 + 316 + 314 +37DOI 10239512782-2575-2021-1-36-46


IL Shelekhov











mdash 37 mdash











mdash 38 mdash







mdash 39 mdash







Deviation from the

norm


antisocial forms)













motherhood



form)




women upbringing






grandmother














orphanage



mdash 40 mdash





motherhood



form)






members







scenario










towards him or her






keep a partner)







6 Attitude towards

pregnancy














antenatal clinics




instability




material benefi ts




approval


mdash 41 mdash





motherhood



form)





readiness




lack of education)



latent infanticide


physical)





punishments claims










ones



lasting




style




of her








right to shape it

13 Psycholo-gical


mother



child







towards the child






attitude


detached regulating






mdash 42 mdash





motherhood



form)









16 Child upbringing













a child








obscene language


mindset


cating with a child







in the education of

the child








dreams


mdash 43 mdash





motherhood



form)



















leftover basis










interests




child








well-being





conditions housing)











death)





behavior in extreme

situations





safety


child







mdash 44 mdash





motherhood



form)




and the child


with a child


with a child








states


dependencies










addiction






child


nature



Impossible





End of Table 2

mdash 45 mdash




















mdash 46 mdash




mdash 47 mdash



UDC 3761DOI 10239512782-2575-2021-1-47-55









mdash 48 mdash






mdash 49 mdash









mdash 50 mdash














mdash 51 mdash











mdash 52 mdash









mdash 53 mdash










mdash 54 mdash










mdash 55 mdash













mdash 56 mdash

UDC 37637 DOI 10239512782-2575-2021-1-56-63








mdash 57 mdash













mdash 58 mdash












mdash 59 mdash















mdash 60 mdash



















mdash 61 mdash



















mdash 62 mdash

















mdash 63 mdash










mdash 64 mdash


UDC 371487DOI 10239512782-2575-2021-1-64-74








mdash 65 mdash













mdash 66 mdash








mdash 67 mdash









mdash 68 mdash










mdash 69 mdash








mdash 70 mdash








mdash 71 mdash








mdash 72 mdash







mdash 73 mdash























mdash 74 mdash













mdash 75 mdash


UDC [3701651]81rsquo2462 (=1611=512157)DOI 10239512782-2575-2021-1-75-86















mdash 76 mdash









mdash 77 mdash








mdash 78 mdash












mdash 79 mdash
















mdash 80 mdash











fractionraquo)

mdash 81 mdash









mdash 82 mdash












mdash 83 mdash






















mdash 84 mdash





















mdash 85 mdash






















mdash 86 mdash




















mdash 87 mdash


UDC 3702 37016 008 + 01DOI 10239512782-2575-2021-1-87-103











mdash 88 mdash











mdash 89 mdash












mdash 90 mdash








mdash 91 mdash











mdash 92 mdash








mdash 93 mdash










mdash 94 mdash





mdash 95 mdash













mdash 96 mdash















mdash 97 mdash









mdash 98 mdash









mdash 99 mdash













mdash 100 mdash












mdash 101 mdash


















mdash 102 mdash
























mdash 103 mdash































OUR JOURNALS


ministry of education of the russian federation tomsk

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