Collaborative Multinational Military Education: Arctic Simulation

AbstractThe paper presents and analyses two facets of a controversial educational reality, emphasising the presence of this duality also in the military education. A lot of scholars argue that indoctrination is a reprehensible psycho-pedagogical action, because an indoctrinated person is no longer able to think independently. This is the exact opposite of education and ideals of education, which aim to endow people with rationality, autonomy and cultural openness. Other scholars, even some of those mentioned, admit that education necessarily involves a certain dose of indoctrination of young people, in order to ensure the preservation of the values of communities and organizations. In order to be able to function as a unit and fulfill its missions, the military institutions turn to indoctrination to some extent, proposing and imposing values and desirable ways of behaving on its people. This controversial educational practice must be made aware and kept under control in order to prevent major deviations.

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Management Decisions in the Russian Military Education System: Socio-Humanitarian aspect (second half of the XIX – early XX centuries)

Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.) ◽

10.37492/etno.2020.91.88.043 ◽

2020 ◽

Author(s):

С.Д. Половецкий

Keyword(s):

Positive Result ◽

Large Scale ◽

Military Education ◽

Educational Institutions ◽

Management Decisions ◽

Historical Experience ◽

Military Reform ◽

The Social ◽

Russian Military ◽

Xix Century

в статье обосновывается объективная необходимость изменения системы управления военным образованием в рамках проведения военной реформы второй половины XIX века. Проводимые мероприятия опирались на достижения русской педагогической мысли и военной педагогики. Комплекс управленческих решений был теоретически обоснованным, проводился последовательно и поступательно, до достижения необходимого положительного результата. Решить масштабные и сложные задачи оптимизации процесса военного образования было бы невозможно без усиления внимания к социально-гуманитарным дисциплинам, преподаваемых в военно-учебных заведениях. Накопленный исторический опыт реализации принятых управленческих решений актуален и востребован в настоящее время. the article substantiates the objective need to change the management system of military education in the framework of military reform in the second half of the XIX century. The events were based on the achievements of Russian pedagogical thought and military pedagogy. It is emphasized that the complex of management decisions was theoretically justified, carried out consistently and progressively, until the necessary positive result was achieved. It would be impossible to solve these large–scale and complex tasks of optimizing the process of military education without increasing attention to the social and humanitarian disciplines taught in military educational institutions. The accumulated historical experience of implementing management decisions is relevant and may be in demand at the present time.

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FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)

Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Сентябрь 2020) ◽

10.37539/ko187.2020.27.80.002 ◽

2020 ◽

Author(s):

Вадим Манцурович Бикбаев

Keyword(s):

Professional Development ◽

Foreign Language ◽

Psychological Factors ◽

Military Service ◽

Military Education ◽

Internal Motivation ◽

Professional Activities ◽

Army Officer ◽

Language Communication

В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.

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