Headings of the journal
"Educational Resources and Technologies"

Annotation: The purpose of research consists in substantiation of interconnection of digital culture and informational com- petence as didactic objects in 2020s. The main research method is descriptive and differential analysis touching upon social, communicative and educational aspects of digital-epoch personality development. Basing on this the authors highlight digital culture components taking into account the specificities of the present-day informa- tion environment outlining thus their interconnection with competence-related qualities. The novelty of research consists in viewing comparatively poorly analyzed phenomenon counterbalancing informational competence. It also consists in revealing axiological and worldviewing vectors of personality’s digital behavior. The basic nature of digital culture in relation to information competence as a local didactic unit is demonstrated. As a result, the essential and meaningful similarities and differences of the studied phenomena are highlighted and promising information and pedagogical directions for the study of this problem are proposed. The authors come to conclusions about the possibility of effective development of information competence based on understand- ing and actualizing the more complex essence of digital culture, the components of which lie beyond the purely functional qualities realized by a modern person in everyday information activities.

Annotation: The relevance of the issue is determined by the need to find effective methods for teaching philosophical disciplines aimed at overcoming educational demotivation and skepticism of students regarding humanitarian knowledge. Modern students are characterized by a pragmatic approach, evaluating information from the point of view of usefulness and applied significance, which is why it is important for a teacher to have a set of tools that allow them to reveal the vital, existential meaning of abstract problems of philosophy and logic, which are not actually divorced from human needs and demands of everyday life. The object of the research is the didactic features of familiarizing students (non-philosophical areas of training) with the main content of the university disciplines “Philosophy” and “Logic” as general education courses. The subject of the study is the didactic specificity of the study of the famous aporias of Zeno of Elea, which as a teaching material are in the semantic field of both philosophical and logical problems. The purpose of the work is to substantiate the heuristic and educational potential of the chosen topic and the practical significance of its study at a university from the point of view of the formation of positive cognitive motivation, the development of critical, multidimensional and creative thinking of students, self-actualization and self-knowledge. The research methods are empirical generalization, conclusions by analogy, deductively and inductively constructed conclusions, idealization, abstraction, thought experiment and comparative analysis. The result of the work and one of its conclusions is the substantiation of the position that virtually any material from general university courses of philosophy and logic, with appropriate didactic construction, design and presentation, can be a factor in increasing the level of cognitive interest of students and a stimulus for self-actualization of personality. The scope of application of the research results is world outlook and philosophical heuristics, logical paradoxology, effective didactic strategies and diverse educational interactions not only in higher but also in secondary school.

Annotation: The academic discipline “Philosophy” is currently being studied by students of all universities, institutes, faculties, directions and profiles of training in the higher education system. Whereas the discipline “Logic”, which comes fr om philosophical knowledge and can be considered as one of the sections of philosophy, is not studied everywhere as a separate course – in various educational programs and curricula, unlike “Philosophy”, it will rather be absent than present. Wh ere it is present, it is studied as formal logic – the science of the correct construction of thoughts in reasoning. Meanwhile, it is not uncommon to hear about dialectical logic. What is it? Surprisingly, despite the term “logic” in this phrase, dialectical logic is one of the themes of philosophy, but not logic in its formal or traditional sense. It is possible that not every representative of philosophical knowledge and teacher of logic and philosophy will undertake the work of a popular and clear explanation of what dialectical logic is, why it is a branch of philosophy and actually has nothing to do with logic as such, or with formal logic. The question arises – how is it possible to demand from students studying a philosophy course an adequate knowledge of this issue? It is possible, of course, in the course of philosophy, to bypass it. However, if we still include it in the main content of the discipline – because of its importance and didactic attractiveness – in terms of the implementation of educational and developmental learning goals, then how can we clearly and intelligibly explain this material to students, in both substance and form? The article is devoted to this pedagogical, psychological, didactic, methodological, as well as philosophical and logical question to no lesser extent.

Annotation: The article describes the relevant socio-philosophical problem of preventing and overcoming modern value and meaning conflicts. Conflicts of belief are activated in times of crisis and are powerful sources of destructive processes, thus modern professionals need to have the knowledge and skills to identify this kind of conflict situations and analyze them systematically. Modern social and practical philosophy offers three philosophical and methodological grounds for such analysis: first, the distinction between private beliefs and universal knowledge, which are coercive to rational beings. Second, the recognition of different beliefs and convictions as having an equal right to coexist peacefully in a modern democratic society and a state governed by the rule of law, since they cannot claim objective truth and superiority over one another. Third, contemporary beliefs should be consistent with applicable legal laws, and therefore they should not contradict the constitutional rights and freedoms of all citizens of the country, and at the same time should allow for mutual respect for other legitimate beliefs. The article presents two bases of mutually respectful attitudes – pragmatic (economic and legal) and general moral (humanistic and ecocentric), the forming of which should be included in the content of modern socio-humanitarian disciplines.

Annotation: The article is devoted to the issues of building ground-based networks for collecting information about aerosol pollution of coastal zones, taking into account the wind speed from sea to shore. The methodology of the study provides for taking into account the following main influencing factors of the coastal zone: wind speed in the “sea-shore” direction, distance from the shore, exponential decrease in the optical thickness of the coastal sea aerosol at a distance from the coastline to the land. The optimization problem of choosing the distance of the location of the photometer depending on the wind speed is formulated and solved in the article. A formula is given for calculating the distance from the coastline at which the average value of the measuring signal over a certain range of permissible wind speeds reaches a minimum value. The main conclusion of the study is the established fact that there are optimal ratios of influencing factors of the coastal zone, which should be taken into account when constructing and using technical means of collecting information and monitoring the state of the atmosphere in coastal zones. The results obtained can be applied in the construction of meteorological networks and stations for monitoring atmospheric pollution in coastal zones.