t. 1. Problemy vospitanii︠a︡ vsestoronne razvitoĭ lichnosti. Dukhovnyĭ mir shkolʹnika. Metodika vospitanii︠a︡ kollektiva.--t. 2. Formirovanie Kommunisticheskikh ubezhdeniĭ molodogo pokolenii︠a︡. Kak vospitat nastoi︠a︡shchego cheloveka. Sto sovetov uchiteli︠u︡.--t. 3. Serdt︠s︡e otdai︠u︡ deti︠a︡m. Rozhdenie grazhdanina. Pisʹma k synu.--t. 4. Pavlyshskai︠a︡ sredni︠a︡i︠a︡ shkola. Razgovor s molodym direktorom shkoly.--t. 5. Statʹi.

t. 1. Problemy vykhovanni︠a︡ vsebichno rozvynenoï osobystosti. Dukhovnyĭ svit shkoli︠a︡ra. Metodika vykhovanni︠a︡ kolektyvu -- t. 2. Formuvanni︠a︡ komunistychnykh perekonanʹ molodoho pokolinni︠a︡. I︠A︡k vykhovaty spravz︠h︡ni︠u︡ li︠u︡dynu. Sto porad uchytelevi -- t. 3. Sert︠s︡e viddai︠u︡ diti︠a︡m. Narodz︠h︡enni︠a︡ hromadi︠a︡nyna. Lysty do syna -- t. 4. Pavlysʹka seredni︠a︡ shkola. Rozmova z molodym dyrektorom -- t. 5. Statti.

t. 1. Serdt︠s︡e otdai︠u︡ deti︠a︡m. Rozhdenie grazhdanina.--t. 2. Pavlyshskai︠a︡ sredni︠a︡i︠a︡ shkola.

In the article, we undertook an analysis of the prospects described in the research literature in connection with overcoming the linear interpretations of time and the transition to the concept of multiple times. We argue that it is possible to link two relatively autonomous objects on the basis of which they are discussed: the sphere of historical knowledge and the theme of memory. We argue that, overcome at the level of theories of the historical process, the linear idea of time (...) is preserved at the level of the creation of national histories and finds its expression in ethnocentrism or methodological individualism. Overcoming ethnocentrism should be associated not so much with the search for a more balanced attitude to specific interpretations of the historical past, associated with the inclusion of injustice shown in relation to other peoples in their own national histories, but with the development of alternative concepts of time that constitute the very formats of writing stories. We believe that the prospects for overcoming linear interpretations of time are associated with the development of the theory of multiple times. We argue that the constructivist approach should be considered the most heuristic theoretical and methodological basis for its implementation. We believe that modern interpretations of the heterogeneity of time imply the recognition of the mobility of time boundaries between the past, present, and future. We put forward the thesis that the criterion for distinguishing the modes of time should be considered the difference in the formats of the organization of knowledge. Correspondingly, we offer an interpretation of the historical past in the format of historical experience. As one of the consequences of this thesis, we affirm the need to revise ideas about the forms of influence of the past on the present. We argue that the recognition of the theory of the heterogeneity of time gives rise to relativism in determining the significance of different time streams in different social groups and cultures. We believe that the recognition of the theory of the diversity of temporal flows for different social and cultural groups presupposes the implementation of a procedure for synchronizing the data of temporal flows, which, on the one hand, makes it possible to overcome relativism, and, on the other hand, allochronism. Furthermore, we emphasize that synchronization should be based on the concept of modernity, which in turn is built on the basis of the project of the future and thus allows for the selection of various ideas about time. (shrink)

The author elucidates the ontological basis of elementary mathematical theories and thereby assesses their certainty as a foundation for the more complex theories of modern mathematics, such as mathematical analysis and set theory. He adduces arguments in favor of the position of Frege, who held that geometry can provide a sufficiently broad and certain foundation for mathematics.