Notice bibliographique
Résumé
context global civilization processes, huge man-made influence on state planet and all life on it, in postindustrial information age objectively and primarily for individual becomes ability to live in this world , keeping yourself in physical condition, realizing yourself to maximum spiritually, intellectually and energetically. new environment education requires radical revision portrait modern man - the modern man is one, who in order to be an adequate in social and professional dynamics, must possess self transformation practices, to be able to change infinite self.1FROM MODERNISM TO POSTMODERNISMIn global education lies a huge complexity and no one will be able to solve it, to what extent it is possible, based on specifics postmodernism, not only as a philosophical movement, but also as a social, cultural and historical phenomenon of Zeitgeist2. For philosophy globalization, it is suitable, term critical postmodernism. Appeal to special dictionary: In most general sense postmodernism called Zeitgeist radical pluralism, i.e., universal, all-consuming multiplicity views, theories, concepts, which brings together all that happened after modernism in different kinds human activty: philosophy, art sociology, economics, politics/3. This is the spirit times.Postmodernism, in its essence, is not compatible with modernism (Zeitgeist industrial period) (Table 1).THE TRANSITION FROM THE INDUSTRIAL AGE TO THE GLOBALIZATION, FROM MODERNISM TO POSTMODERNISM THROUGH THE PRISM OF 3D THINKINGIntellectual activity mainly is realized on basic information and bigger it is, closer to truth product is. today's world, to increase basis information short bunches information that have different compression ratios are widely used - from 3D to 10D (eg, DNA in which 77 km are compressed. Linear information!).Modernization education aimed at a qualitative leap from industrial age to globalization, from modernism to postmodernism reclaims change typology thinking - from linear and systems thinking in 3D thinking (Figure 1). Because, only three coordinate system determines structure close connection systems and their dynamics. Three coordinates events provide minimal information about factors development tangible and intangible events.In this quadrant international and European education benchmarks are presented:* Education for All (Human Rights, Rights Child, World Education Forum, Dakar, 2000);* Quality Education (UNESCO);* Competence approach in education (UNESCO, European qualification standards - 2006). There is experience in Australia, Brazil, Mexico, Canada (Quebec), Kazakhstan (political will - state program for development education);* European qualification standard. Kazakhstan - political will (State Education Development Program, President's address), introducing 3 levels higher education;* Innovative activities - modern management. Kazakhstan - political will, President's Message, Strategy Kazakhstan - 2050.Quadrant Postmodernism - industrial eraTraps:* Competence approach in teaching (plus.). Countries that adopt eight European competences, but add up to them several national competencies. Example: Romania, Republic Moldova - European competences eight + two national competences;* Partial implementation European qualification standard. Introduction only two levels higher education (Republic Moldova, Russia, Ukraine).Quadrant Industrial Age - modernismTraps:* Changes in shape, keeping same content - joint stock companies, creation various structures - centers development tests, pedagogical skill Center, Center for textbooks, etc. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».