Headings of the journal
"Educational Resources and Technologies"

Annotation: The article describes one of the most well-known conceptual examples of special relativity, the so-called “twin paradox”, within the context of educational technology. The paradox is interpreted through the sequential ap- plication of Lorentz transformations in a system containing three objects (clocks), thereby circumventing the use of non-inertial reference frames. One object is conventionally stationary, and two move at equal speeds but in opposite directions. All operate in inertial frames. The slowing effect of the stationary clocks manifests itself as a result of the verification (synchronization) of the three events. The use of a virtual clock transfer and the introduction of three objects instead of two clearly demonstrates the key point—the relativity of simultaneity, which is the root of the paradox. This approach can be used to better understand the effects of Einstein’s special relativity, in particular relativistic synchronization, length contraction, and time dilation. This work can be ef- fectively used in the educational process.

Annotation: The article reveals the specifics of the socio-humanitarian expertise of future education in the context of the NBICS revolution (nano-, bio-, info-, cognitive and sociotechnologies) and the development of metatechnology of artificial intelligence. Social and humanitarian expertise of this type reveals the existential and eschatological dimensions of techno-innovations. The probabilistic nature of the results of social and humanitarian expertise is due to the fact that experts rely not on facts, but on archetypes, models, scenarios that allow identifying emerging trends and are the basis for decision-making in conditions of uncertainty, polyvariability, and nonlinearity of the future. The work compares the main scenarios of the future of education – techno-optimism and techno-pessimism. The importance of social and humanitarian expertise as a foresight of anthropological and educational risks generated by the autonomous development of artificial intelligence and its possible transformation into a subject of cognition is substantiated. The key risks are associated with the onset of the post-human era, threatening the existence of natural intelligence, and the destruction of education as an anthropological space.

Annotation: The article studies the actual socio-philosophical problem of rethinking traditional values in the context of rapidly changing modernity. A number of important traditional values, such as the priority of spiritual interests over material ones, common good over personal, patriarchal family and others, are rationally and critically examined. At the same time, their outdated semantic potential is revealed and a new conceptual understanding is proposed in the perspective of increasing degrees of personal and social freedom. The author’s approach is based on the acceptance of the general civilizational tendency of building harmonious relations between spiritual and material interests of man, as well as personal and common good. The article pays special attention to the modern synthetic understanding of the value of human dignity as a unity of social utility of a person and his moral and legal self-value. Thanks to the combination of pragmatic and moral-legal interests it is possible to achieve the fullness of being of a person and the whole society. The necessary practical task of the research is also to rethink the value of the family not as a patriarchal institution, but as a voluntary union of equal partners aimed at the joint achievement of a happy life. The final aspect of our study is to analyze the traditional concept of “volushka-volya” as negative freedom. The objective necessity of transition to positive freedom, namely to its highest manifestations in political, moral-religious and creative independence of the individual is shown. Practical realization of these renewed values will be an important condition for sustainable and successful development of the Russian society.

Annotation: The article is devoted to the study of the features of coping strategies and stress tolerance of HR company employees working in remote, hybrid and face-to-face work modes. An empirical study was conducted on the basis of a federal IT company. The data collection involved employees working in different modes of operation (remote, face-to-face and hybrid) and living in different cities in the Russian Federation and in other countries. The diagnosis was carried out remotely using three standardized diagnostic techniques: a self-assessment test of stress tolerance, Ways of Coping Questionary (methodology by R. Lazarus and S. Folkman), and Daily Stressors Questionnaire (methodology by M.D. Petrash and O.Y. Strizhitskaya). The data obtained were processed using methods of mathematical-statistical analysis of data, for the calculations was used the IBM SPSS Statistics 19.0 software: frequency analysis, descriptive statistics, comparative analysis (Kruskal – Wallis test), correlation analysis (Spearman’s rank correlation coefficient). The identified features of coping strategies and stress toler- ance of IT company employees working in remote, hybrid and face-to-face work modes will not only clarify and expand scientific understanding of these phenomena, but also suggest effective measures to optimize the working conditions of specialists.

Annotation: The relevance of the topic is related to the decline in the overall quality level of modern domestic higher educa- tion and, especially, its socio-humanitarian component, in which philosophy is the leading discipline studied by students of all universities, regardless of the area and profile of training. The object of the study is the pedagogi- cal features of teaching philosophy in higher education institutions. The subject of the research is the didactic specifics of studying the structure of philosophical knowledge. The purpose of the work is to substantiate the pedagogical maxim, according to which the degree of effectiveness of both secondary and higher education can be significantly increased provided the simplicity, clarity and vitality of the material offered to students. The research methods are pedagogical observation, comparative analysis, the formal logical method of dividing concepts, the classical method of defining concepts, deduction, induction and analogy, idealization and thought experiment. The result of the work is the substantiation and demonstration of the didactic possibility of trans- forming educational material in the educational process from complex, incomprehensible and uninteresting to simple, understandable and interesting. The field of application of the research results is the theory and practice of teaching social and humanitarian disciplines in higher education institutions.