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21Altogether, the results of this interview showed that almost all the children refused to admit that the Almighty Wizard could exist outside their imagination.
Conclusion: Most children of all age groups in Russia and the UK strongly resisted the idea that they might live in a world of computer simulation.
Keywords: computer simulation, imagination, perception DOI:
RELATIONSHIP OF PSYCHOLOGICAL WELL-BEING WITH REGULATORY AND MOTIVATIONAL CHARACTERISTICS OF STUDENTS IN SECONDARY SCHOOL
Igor Tsyganov
Senior researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
i4321@mail.ru
Abstract: Relevance. Understanding the factors ensuring the stability of psychological well-being (PWB) will provide teachers and psychologists with a useful tool. Purpose of the study. The study investigated the differences in the relationship of psychological well-being with regulatory and motivational characteristics in students with different dynamics of psychological well-being in fifth and sixth grades. Research methods and sample. Longitudinal data of 155 secondary school pupils (Moscow and Kaluga) aged 10-12 years (M = 11 ± 0.28) were analyzed. According to two 5th and 6th grader surveys, we identified groups with decreasing, increasing, and stable PWB. Research methods: "Well-Being Manifestation Measure Scale" (modification: V.I. Morosanova et al., 2018), "The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)" (V.I. Morosanova, I.N. Bondarenko, 2018), "Academic Motivation Scale - School (AMS-S)" (T.O. Gordeeva et al., 2017). The academic performance indicator: the average score of success in learning Russian and mathematics. Main results. The decrease in PWB is associated with a weakening of the links between PWB and students' motivational and regulatory characteristics. In comparison with the 5th grade, in the 6th grade, conscious self-regulation ceases to be a regulatory resource for both PWB and academic performance. PWB stability is ensured by the strong relationship between self-regulation and PWB and the "inclusion" of all regulatory and motivational factors in this process. The increase in PWB is primarily associated with the actualization of personal development: an accentuated and stable relationship between PWB and self-esteem motivation was revealed. Conclusion. The study results allow us to obtain new data on changes occurring in the system of PWB and academic performance predictors during the beginning of secondary school education.
Keywords: psychological well-being, conscious self-regulation, motivation, younger adolescents DOI:
Philosophy of Digital Education
PRACTICAL PHILOSOPHY AS AN EDUCATIONAL TECHNOLOGY ON THE "IN SEARCH OF WISDOM CLUB'S ACTIVITY AT THE FACULTY OF PHILOSOPHY OF MOSCOW STATE UNIVERSITY
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Elena Davydova
Master degree student, HSE University, Moscow, Russia; e-mail: elena.davydova.a@gmail.com
Abstract: Philosophy for Children (P4C) as a division of Practical Philosophy is actively developing and expanding in Russia nowadays. "In Search of Wisdom" club at the Faculty of Philosophy of Moscow State University has existed for more than 10 years under the guidance of Professor L.T. Retyunskykh, influencing both the development of practical philosophy in the country and the formation of critical thinking and other soft skills in adolescent children. The conducted research shows how Practical Philosophy classes within the framework of the "In Search of Wisdom" club form a set of soft skills, such as analytical and critical thinking, the ability to listen, the ability to resolve conflicts, self-organization and self-discipline, teamwork, etc., in younger, middle, and senior school age. The data collected during interviews with club members and their parents illustrated how the acquired skills allow them to improve academic results in school. Also, both children and adults noted the main value of classes in the way in which children begin to interact with the world around them more efficiently at all levels. The interviewees emphasized that, within the framework of the classes, "skills for life" are developed, allowing children to maintain a conversation with adults and more high-ranked interlocutors (such as parents, teachers, school administration, etc.) on an equal footing and to argue their position. It is especially interesting that such manifestations are observed in children attending the club even for no more than six months.
Keywords: philosophy, philosophy for children, P4C, soft skills, educational analytics, extracurricular education
DOI:
ARTIFICIAL INTELLIGENCE FOR CHILDREN: ETHICAL AND PHILOSOPHICAL ASPECTS
Natalia Klyueva
Assistant Professor, Lomonosov Moscow State University, Moscow, Russia; e-mail:
klyueva.msu@gmail.com
Abstract: The development of artificial intelligence technologies is currently rapidly advancing. It can be understood as a set of technological solutions that allow the simulation human cognitive functions (including self-learning and searching for solutions without a predetermined algorithm), obtaining results that are at least comparable to the results of human intellectual activity. Some AI-based technologies are included in our daily lives today. The lack of a philosophical assessment of the prospects for using AI technologies in terms of values entails an increase of social, ethical, legal, and psychological risks of its use. Herein are presented some of the most discussed risks of using AI technology with or by children. In the field of education, these are the risks of the reproduction of inequality (in cases of using adaptive learning systems); risks of unplanned discrimination (in the case of advisory programs); the risks of decreasing motivation and the formation of gaming addictions (in the case of gaming intellectual learning technologies) and others. The use of AI technologies in childcare can lead to a threat to human dignity, and a problem of distribution of responsibility.
Keywords: artificial intelligence, ethics DOI:
PHILOSOPHICAL SKILLS FOR CHILDREN'S THINKING DEVELOPMENT
Larisa Retyunskikh
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