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Contemporary Business Concepts and Strategies in the new Era
EuroMed Press, 2021.
Cicero’s writings as learning texts for humanities students: from Augustus Wilkins to Cicero Digitalis
The heritage of the ancient Roman politician, orator and thinker Marcus Tullius Cicero (106 BC – 43 BC), is considered as a set of texts that over centuries have been included in the curricula for humanities students, significantly changing the narrative tradition and detecting a way of understanding what is related to humanities. The key questions for the authors is the following: how and for what purposes was Cicero’s heritage presented to humanities students in educational texts in the first two decades of the 20th and 21st centuries? At the beginning of last century, scholars’ attention to Cicero was largely due to Augustus Samuel Wilkins (1843–1905), Paul Monroe (1869–1947) and his disciple Ellwood Cubberley (1868-1941). Many textbooks compiled by P. Monroe, A.S. Wilkins and E. Cubberley were published one after another. Thanks to the educational books of P. Monroe, A.S. Wilkins and E. Cubberley, different approaches to presenting Cicero's works for educational purposes were developed. It is these approaches that were reflected in educational books for humanists a century later. In Russian textbooks, sourcebooks, and anthologies on history of pedagogy, Cicero was mostly a figure of omission not only in the first decades, but throughout the entire 20th century. At the beginning of the 21st century, many learning books for humanities students appeared. Their authors and compilers consider Cicero as an author who left a conceptual description of pedagogical reality (a detailed description of educational process) and chose a narrative description (description of what happened through the eyes of those who take part in it). We have to regret that the Russian domestic tradition of including Cicero's heritage in the content of humanitarian education has hardly undergone any changes over a century: fragments of his works continue to be presented on a small scale, are practically not grouped according to key issues, and rarely accompanied by pedagogical commentaries. The question of why some texts were selected while others were not, can be asked to every author and compiler who included Cicero's texts in their books for humanities students. The search for answers to this “eternal question” can be associated both with the flexibility of the humanitarian curriculum, and with the personal preferences of the authors and compilers of learning books.
Hypothekai. 2021. No. 5. P. 191-213.
General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned
In this chapter, we analyze nationwide measures taken in Russia to organize the education system during the pandemic. We show the opportunities and limitations for responses associated relative to the previous policy phase. Special attention is paid to the peculiarities of a system reaction to the situation of a pandemic in a federative country with heterogeneous regions. In contrast to several other countries that adopted a single national strategy, different scenarios were implemented in Russian regions. We investigate the factors that influenced the scenarios and management decisions at the national and regional levels of the country. We highlight differences in the nature and dynamics of measures taken to organize learning in the first (spring–summer 2020) and second (autumn–winter 2020) waves of the pandemic. We also analyze the subjective experience and wellbeing of students and teachers during a pandemic. As the empirical base, we use data from several large sociological studies conducted in the Russian Federation over the past six months on the issues of school closures, distance learning, and the “new normal.” This provides a new perspective for studying the increasing education gap between children with different socioeconomic status due to the pandemic.
In bk.: Primary and Secondary Education During Covid-19. Iss. 1. Switzerland: Springer, 2022. Ch. 9. P. 227-261.
Fathers’ Involvement in Childcare, Children’s Education and Housework During the COVID-19 LockdownThe COVID-19 pandemic has transformed daily life across the world and affected multiple social institutions. It may also have modified parents’ gendered division of labour. Current research on family functioning during the pandemic has provided mixed evidence on the influence of at-home work and at-home schooling on mothers’ and fathers’ involvement in childcare, child’s education and housework. In this paper, we use data from 1359 Russian mothers to study whether fathers' participation in these activities was influenced by the increased need for parental help in schooling and more opportunities for help due to remote work during the lockdown. We find that fathers’ involvement was higher if they worked remotely during the lockdown and if the child needed much additional help with schooling after school closures. These results hold true even after controlling for fathers’ pre-pandemic involvement. In line with conditional fatherhood theory, mothers’ engagement with remote schooling was almost unrelated to their employment status and work arrangement. Overall, our evidence supports the ‘needs exposure’ hypothesis that additional family needs in combination with switching to remote work can increase fathers’ involvement. However, evaluating the duration of these changes and their long-term influence on families’ functioning would require further research.
OSF Preprints. OSF, 2021
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