Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education

=

Main problems of the development of scientific schools in modern education

Y.N. Ebzeeva, Luiza N. Gishkaeva
$2.50

UDC 378:001.89

https://doi.org/10.20339/AM.05-23.035

 

Yulia N. Ebzeeva, Cand. Sci. (Philology), Head of Foreign Languages Department, Faculty of Philology, First Vice Rector – Vice Rector for Education at Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN), ORCID ID: 0000-0002-0043-7590, SPIN-code: 3316-4356, RSCI AuthorID: 486267; Scopus ID: 57194398624, e-mail: ebzeeva-yun@rudn.ru

Luiza N. Gishkaeva, Cand. Sci. (Philology), Docent, Associate Professor of the Department of Foreign Languages of the Philological Faculty, Peoples Friendship University of Russia named after Patrice Lumumba (RUDN), WoS ResearcherID AAD-8682-2019, Scopus AuthorID 57204500717, ORCID 0000-0001-7627-5375, RSCI AuthorID 613600, e-mail: gishkaeva-ln@rudn.ru

 

In recent years, the importance of scientific and pedagogical knowledge for solving the problems of education has greatly increased. The scientific community is interested in the development of the intellectual and creative potential of society. This article examines the problems of development of scientific and creative schools, analyzes the humanitarian scientific schools of Peoples’ Friendship University of Russia named after Patrice Lumumba and their contribution to the development of the variation of multinational languages in the context of migration, digitalization, language contacts, multiculturalism, ethnolinguistics, sociolinguistics. Using the example of a scientific school based on the Department of Foreign Languages of the Faculty of Philology, the presence of a multilevel scientific school (four generations of scientific researchers) proves that, led by scientific leaders, such a team achieves high performance and serious achievements as a result of its work.

Scientific schools are one of the important criteria for improving the quality of vocational education. The role of traditions is to transfer accumulated knowledge to future generations and preserve it within a particular scientific community, field and discipline. The results of the study can be applied in the activities of scientific communities, schools, as well as for monitoring the quality, efficiency and innovation in the field of education and training.

Keywords: scientific schools, scientific views, research work, diversity classification system, organization of training, teacher and student personality.

 

 

References

  1. Antonov, A.N. (1985) Continuity and the Emergence of New Knowledge in Science. Moscow: Moscow University Press. 171 p. (In Rus.)
  2. The Great Soviet Encyclopedia in 30 vols. (1978). A.M. Prokhorov (ed.). 3th ed. Moscow: Soviet Encyclopedia. 640 p. (In Rus.)
  3. Borisova, V.V. (2014) Scientific School of R.G. Nazirov. Nazirovskij arhiv. 1 (3). (In Rus.) URL: https://cyberleninka.ru/article/n/nauchnaya-shkola-r-g-nazirova-1
  4. Vasilenok, V.L., Usik, N.I. (2011) The criteria for assessing productivity research schools in universities of Russia. Ekonomika i ekologicheskij menedzhment. 1, 6–12. (In Rus.)
  5. Leading Scientific Schools of Russia. Handbook. (1998) Moscow: Yanus-K. 624 p. (In Rus.)
  6. Grezneva, O.Yu. (2003) Scientific schools (pedagogical aspect). Moscow. 69 p. (In Rus.)
  7. Zerbino, D.D. (2004) Scientific schools as a phenomenon. Zerkalo Nedeli. 15, 490 p. (In Rus.)
  8. Loginova, N.A. (2000) Phenomenon of apprenticeship: joining a scientific school. 5 (21), 106–111. (In Rus.)
  9. Moskvina, L.P., Svechnikov, S.K. (2016) Scientific School of K.N. Sanukov. Vestnik Marijskogo gosudarstvennogo universiteta. Ser. “Istoricheskie nauki. Yuridicheskie nauki”. 3 (7), 38–45. (In Rus.)
  10. Science of Science: Collected Articles: transl. from English. (1966) V.N. Stoletov (ed.). Moscow: Progress. 424 p. (In Rus.)
  11. Scientific schools in pedagogy: research experience: Collection of scientific works. (2002) S.D. Polyakov (ed.), E.S. Zimin (compl.). Ulyanovsk: UlGTU. 72 p. (In Rus.)
  12. Petrovsky, A.V., Yaroshevsky, M.G. (1998) Fundamentals of theoretical psychology. Moscow: INFRA-M. 528 p. (In Rus.)
  13. Firsova, N.M. (2006) Spanish-Russian dictionary. Latin America: Dictionary. Moscow: Russian Language Media Publishing House. 610 p. (In Rus.)
  14. Firsova, N.M. (2002) Spanish language in the countries of Latin America: Colombia, Ecuador, Puerto Rico: monograph. Moscow: Muravei. 162 p. (In Rus.)
  15. Firsova, N.M. (2007) Modern Spanish language in Spain and Latin America: monograph. Moscow: Vostok-West Publishing House. 352 p. (In Rus.)
  16. IV Firsova Readings. (2019) Language in modern discursive practices: materials of reports and messages of the International Scientific-Practical Conference. A.S. Borisova, A.V. Ignatenko, T.V. Larina, O.V. Lomakina (eds.). Moscow: RUDN. 518 p. (In Rus.)
  17. Schools in science: Collection. (1977) S.R. Mikulinsky, M.G. Yaroshevsky, G. Kreb, G. Steiner (eds.). Moscow: Nauka. 523 p. (In Rus.)
  18. Shapka, V.V., Bobrov, F.A. (2015) Scientific school as a social institution in the Russian Federation. Nauka. Mysl’. 5, 58−71. (In Rus.)
  19. Yaroshevsky, M.G. (1977) Logic of the Development of Science and the Scientific School: In: Schools in Science. S.R. Mikulinsky, M.G. Yaroshevsky, G. Kreb, G. Steiner (eds.). Moscow: Nauka. 7–97. (In Rus.)