!! Ссылки
[ext[ Интернет|http://teoria-practica.ru/rus/files/arhiv_zhurnala/2011/1/pedagogika/makarova.pdf]]
{
"tiddlers": {
"$:/Acknowledgements": {
"title": "$:/Acknowledgements",
"text": "TiddlyWiki incorporates code from these fine OpenSource projects:\n\n* [[The Stanford Javascript Crypto Library|http://bitwiseshiftleft.github.io/sjcl/]]\n* [[The Jasmine JavaScript Test Framework|http://pivotal.github.io/jasmine/]]\n* [[Normalize.css by Nicolas Gallagher|http://necolas.github.io/normalize.css/]]\n\nAnd media from these projects:\n\n* World flag icons from [[Wikipedia|http://commons.wikimedia.org/wiki/Category:SVG_flags_by_country]]\n"
},
"$:/core/copyright.txt": {
"title": "$:/core/copyright.txt",
"type": "text/plain",
"text": "TiddlyWiki created by Jeremy Ruston, (jeremy [at] jermolene [dot] com)\n\nCopyright (c) 2004-2007, Jeremy Ruston\nCopyright (c) 2007-2018, UnaMesa Association\nAll rights reserved.\n\nRedistribution and use in source and binary forms, with or without\nmodification, are permitted provided that the following conditions are met:\n\n* Redistributions of source code must retain the above copyright notice, this\n list of conditions and the following disclaimer.\n\n* Redistributions in binary form must reproduce the above copyright notice,\n this list of conditions and the following disclaimer in the documentation\n and/or other materials provided with the distribution.\n\n* Neither the name of the copyright holder nor the names of its\n contributors may be used to endorse or promote products derived from\n this software without specific prior written permission.\n\nTHIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS 'AS IS'\nAND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE\nIMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE\nDISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT HOLDER OR CONTRIBUTORS BE LIABLE\nFOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL\nDAMAGES (INCLUDING, BUT NOT LIMITED TO, PROCUREMENT OF SUBSTITUTE GOODS OR\nSERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSINESS INTERRUPTION) HOWEVER\nCAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY,\nOR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE\nOF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE."
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},
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"title": "$:/core/images/twitter",
"tags": "$:/tags/Image",
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},
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"title": "$:/core/images/underline",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-underline tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <path d=\"M7,117.421488 L121.247934,117.421488 L121.247934,128 L7,128 L7,117.421488 Z M104.871212,98.8958333 L104.871212,0 L88.6117424,0 L88.6117424,55.8560606 C88.6117424,60.3194668 88.0060035,64.432115 86.7945076,68.1941288 C85.5830116,71.9561425 83.7657949,75.239885 81.342803,78.0454545 C78.9198111,80.8510241 75.8911167,83.0189317 72.2566288,84.5492424 C68.6221409,86.0795531 64.3182067,86.844697 59.344697,86.844697 C53.0959284,86.844697 48.1862552,85.0593613 44.6155303,81.4886364 C41.0448054,77.9179114 39.2594697,73.0720003 39.2594697,66.9507576 L39.2594697,0 L23,0 L23,65.0378788 C23,70.3939662 23.5419769,75.2717583 24.625947,79.6714015 C25.709917,84.0710447 27.5908957,87.864883 30.2689394,91.0530303 C32.9469831,94.2411776 36.4538925,96.6960141 40.7897727,98.4176136 C45.125653,100.139213 50.545422,101 57.0492424,101 C64.3182182,101 70.630655,99.5653553 75.9867424,96.6960227 C81.3428298,93.8266902 85.742407,89.33147 89.1856061,83.2102273 L89.5681818,83.2102273 L89.5681818,98.8958333 L104.871212,98.8958333 Z\"></path>\n </g>\n</svg>"
},
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"title": "$:/core/images/unfold-all-button",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-unfold-all tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <rect x=\"0\" y=\"0\" width=\"128\" height=\"16\" rx=\"8\"></rect>\n <rect x=\"0\" y=\"64\" width=\"128\" height=\"16\" rx=\"8\"></rect>\n <path d=\"M85.598226,8.34884273 C84.1490432,6.89863875 82.1463102,6 79.9340286,6 L47.9482224,6 C43.5292967,6 39.9411255,9.581722 39.9411255,14 C39.9411255,18.4092877 43.5260249,22 47.9482224,22 L71.9411255,22 L71.9411255,45.9929031 C71.9411255,50.4118288 75.5228475,54 79.9411255,54 C84.3504132,54 87.9411255,50.4151006 87.9411255,45.9929031 L87.9411255,14.0070969 C87.9411255,11.7964515 87.0447363,9.79371715 85.5956548,8.34412458 Z\" transform=\"translate(63.941125, 30.000000) scale(1, -1) rotate(-45.000000) translate(-63.941125, -30.000000) \"></path>\n <path d=\"M85.6571005,72.2899682 C84.2079177,70.8397642 82.2051847,69.9411255 79.9929031,69.9411255 L48.0070969,69.9411255 C43.5881712,69.9411255 40,73.5228475 40,77.9411255 C40,82.3504132 43.5848994,85.9411255 48.0070969,85.9411255 L72,85.9411255 L72,109.934029 C72,114.352954 75.581722,117.941125 80,117.941125 C84.4092877,117.941125 88,114.356226 88,109.934029 L88,77.9482224 C88,75.737577 87.1036108,73.7348426 85.6545293,72.2852501 Z\" transform=\"translate(64.000000, 93.941125) scale(1, -1) rotate(-45.000000) translate(-64.000000, -93.941125) \"></path>\n </g>\n</svg>"
},
"$:/core/images/unfold-button": {
"title": "$:/core/images/unfold-button",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-unfold tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <rect x=\"0\" y=\"0\" width=\"128\" height=\"16\" rx=\"8\"></rect>\n <path d=\"M85.598226,11.3488427 C84.1490432,9.89863875 82.1463102,9 79.9340286,9 L47.9482224,9 C43.5292967,9 39.9411255,12.581722 39.9411255,17 C39.9411255,21.4092877 43.5260249,25 47.9482224,25 L71.9411255,25 L71.9411255,48.9929031 C71.9411255,53.4118288 75.5228475,57 79.9411255,57 C84.3504132,57 87.9411255,53.4151006 87.9411255,48.9929031 L87.9411255,17.0070969 C87.9411255,14.7964515 87.0447363,12.7937171 85.5956548,11.3441246 Z\" transform=\"translate(63.941125, 33.000000) scale(1, -1) rotate(-45.000000) translate(-63.941125, -33.000000) \"></path>\n <path d=\"M85.6571005,53.4077172 C84.2079177,51.9575133 82.2051847,51.0588745 79.9929031,51.0588745 L48.0070969,51.0588745 C43.5881712,51.0588745 40,54.6405965 40,59.0588745 C40,63.4681622 43.5848994,67.0588745 48.0070969,67.0588745 L72,67.0588745 L72,91.0517776 C72,95.4707033 75.581722,99.0588745 80,99.0588745 C84.4092877,99.0588745 88,95.4739751 88,91.0517776 L88,59.0659714 C88,56.855326 87.1036108,54.8525917 85.6545293,53.4029991 Z\" transform=\"translate(64.000000, 75.058875) scale(1, -1) rotate(-45.000000) translate(-64.000000, -75.058875) \"></path>\n </g>\n</svg>"
},
"$:/core/images/unlocked-padlock": {
"title": "$:/core/images/unlocked-padlock",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-unlocked-padlock tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <path d=\"M48.6266053,64 L105,64 L105,96.0097716 C105,113.673909 90.6736461,128 73.001193,128 L55.998807,128 C38.3179793,128 24,113.677487 24,96.0097716 L24,64 L30.136303,64 C19.6806213,51.3490406 2.77158986,28.2115132 25.8366966,8.85759246 C50.4723026,-11.8141335 71.6711028,13.2108337 81.613302,25.0594855 C91.5555012,36.9081373 78.9368488,47.4964439 69.1559674,34.9513593 C59.375086,22.4062748 47.9893192,10.8049522 35.9485154,20.9083862 C23.9077117,31.0118202 34.192312,43.2685325 44.7624679,55.8655518 C47.229397,58.805523 48.403443,61.5979188 48.6266053,64 Z M67.7315279,92.3641717 C70.8232551,91.0923621 73,88.0503841 73,84.5 C73,79.8055796 69.1944204,76 64.5,76 C59.8055796,76 56,79.8055796 56,84.5 C56,87.947435 58.0523387,90.9155206 61.0018621,92.2491029 L55.9067479,115.020857 L72.8008958,115.020857 L67.7315279,92.3641717 L67.7315279,92.3641717 Z\"></path>\n </g>\n</svg>"
},
"$:/core/images/up-arrow": {
"title": "$:/core/images/up-arrow",
"created": "20150316000544368",
"modified": "20150316000831867",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-up-arrow tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n<path transform=\"rotate(-135, 63.8945, 64.1752)\" d=\"m109.07576,109.35336c-1.43248,1.43361 -3.41136,2.32182 -5.59717,2.32182l-79.16816,0c-4.36519,0 -7.91592,-3.5444 -7.91592,-7.91666c0,-4.36337 3.54408,-7.91667 7.91592,-7.91667l71.25075,0l0,-71.25074c0,-4.3652 3.54442,-7.91592 7.91667,-7.91592c4.36336,0 7.91667,3.54408 7.91667,7.91592l0,79.16815c0,2.1825 -0.88602,4.16136 -2.3185,5.59467l-0.00027,-0.00056l0.00001,-0.00001z\" />\n</svg>\n \n"
},
"$:/core/images/video": {
"title": "$:/core/images/video",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-video tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <path d=\"M64,12 C29.0909091,12 8.72727273,14.9166667 5.81818182,17.8333333 C2.90909091,20.75 1.93784382e-15,41.1666667 0,64.5 C1.93784382e-15,87.8333333 2.90909091,108.25 5.81818182,111.166667 C8.72727273,114.083333 29.0909091,117 64,117 C98.9090909,117 119.272727,114.083333 122.181818,111.166667 C125.090909,108.25 128,87.8333333 128,64.5 C128,41.1666667 125.090909,20.75 122.181818,17.8333333 C119.272727,14.9166667 98.9090909,12 64,12 Z M54.9161194,44.6182253 C51.102648,42.0759111 48.0112186,43.7391738 48.0112186,48.3159447 L48.0112186,79.6840553 C48.0112186,84.2685636 51.109784,85.9193316 54.9161194,83.3817747 L77.0838806,68.6032672 C80.897352,66.0609529 80.890216,61.9342897 77.0838806,59.3967328 L54.9161194,44.6182253 Z\"></path>\n </g>\n</svg>"
},
"$:/core/images/warning": {
"title": "$:/core/images/warning",
"tags": "$:/tags/Image",
"text": "<svg class=\"tc-image-warning tc-image-button\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 128 128\">\n <g fill-rule=\"evenodd\">\n <path d=\"M57.0717968,11 C60.1509982,5.66666667 67.8490018,5.66666667 70.9282032,11 L126.353829,107 C129.433031,112.333333 125.584029,119 119.425626,119 L8.57437416,119 C2.41597129,119 -1.43303051,112.333333 1.64617093,107 L57.0717968,11 Z M64,37 C59.581722,37 56,40.5820489 56,44.9935776 L56,73.0064224 C56,77.4211534 59.5907123,81 64,81 C68.418278,81 72,77.4179511 72,73.0064224 L72,44.9935776 C72,40.5788466 68.4092877,37 64,37 Z M64,104 C68.418278,104 72,100.418278 72,96 C72,91.581722 68.418278,88 64,88 C59.581722,88 56,91.581722 56,96 C56,100.418278 59.581722,104 64,104 Z\"></path>\n </g>\n</svg>"
},
"$:/language/Buttons/AdvancedSearch/Caption": {
"title": "$:/language/Buttons/AdvancedSearch/Caption",
"text": "advanced search"
},
"$:/language/Buttons/AdvancedSearch/Hint": {
"title": "$:/language/Buttons/AdvancedSearch/Hint",
"text": "Advanced search"
},
"$:/language/Buttons/Cancel/Caption": {
"title": "$:/language/Buttons/Cancel/Caption",
"text": "cancel"
},
"$:/language/Buttons/Cancel/Hint": {
"title": "$:/language/Buttons/Cancel/Hint",
"text": "Discard changes to this tiddler"
},
"$:/language/Buttons/Clone/Caption": {
"title": "$:/language/Buttons/Clone/Caption",
"text": "clone"
},
"$:/language/Buttons/Clone/Hint": {
"title": "$:/language/Buttons/Clone/Hint",
"text": "Clone this tiddler"
},
"$:/language/Buttons/Close/Caption": {
"title": "$:/language/Buttons/Close/Caption",
"text": "close"
},
"$:/language/Buttons/Close/Hint": {
"title": "$:/language/Buttons/Close/Hint",
"text": "Close this tiddler"
},
"$:/language/Buttons/CloseAll/Caption": {
"title": "$:/language/Buttons/CloseAll/Caption",
"text": "close all"
},
"$:/language/Buttons/CloseAll/Hint": {
"title": "$:/language/Buttons/CloseAll/Hint",
"text": "Close all tiddlers"
},
"$:/language/Buttons/CloseOthers/Caption": {
"title": "$:/language/Buttons/CloseOthers/Caption",
"text": "close others"
},
"$:/language/Buttons/CloseOthers/Hint": {
"title": "$:/language/Buttons/CloseOthers/Hint",
"text": "Close other tiddlers"
},
"$:/language/Buttons/ControlPanel/Caption": {
"title": "$:/language/Buttons/ControlPanel/Caption",
"text": "control panel"
},
"$:/language/Buttons/ControlPanel/Hint": {
"title": "$:/language/Buttons/ControlPanel/Hint",
"text": "Open control panel"
},
"$:/language/Buttons/CopyToClipboard/Caption": {
"title": "$:/language/Buttons/CopyToClipboard/Caption",
"text": "copy to clipboard"
},
"$:/language/Buttons/CopyToClipboard/Hint": {
"title": "$:/language/Buttons/CopyToClipboard/Hint",
"text": "Copy this text to the clipboard"
},
"$:/language/Buttons/Delete/Caption": {
"title": "$:/language/Buttons/Delete/Caption",
"text": "delete"
},
"$:/language/Buttons/Delete/Hint": {
"title": "$:/language/Buttons/Delete/Hint",
"text": "Delete this tiddler"
},
"$:/language/Buttons/Edit/Caption": {
"title": "$:/language/Buttons/Edit/Caption",
"text": "edit"
},
"$:/language/Buttons/Edit/Hint": {
"title": "$:/language/Buttons/Edit/Hint",
"text": "Edit this tiddler"
},
"$:/language/Buttons/Encryption/Caption": {
"title": "$:/language/Buttons/Encryption/Caption",
"text": "encryption"
},
"$:/language/Buttons/Encryption/Hint": {
"title": "$:/language/Buttons/Encryption/Hint",
"text": "Set or clear a password for saving this wiki"
},
"$:/language/Buttons/Encryption/ClearPassword/Caption": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Caption",
"text": "clear password"
},
"$:/language/Buttons/Encryption/ClearPassword/Hint": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Hint",
"text": "Clear the password and save this wiki without encryption"
},
"$:/language/Buttons/Encryption/SetPassword/Caption": {
"title": "$:/language/Buttons/Encryption/SetPassword/Caption",
"text": "set password"
},
"$:/language/Buttons/Encryption/SetPassword/Hint": {
"title": "$:/language/Buttons/Encryption/SetPassword/Hint",
"text": "Set a password for saving this wiki with encryption"
},
"$:/language/Buttons/ExportPage/Caption": {
"title": "$:/language/Buttons/ExportPage/Caption",
"text": "export all"
},
"$:/language/Buttons/ExportPage/Hint": {
"title": "$:/language/Buttons/ExportPage/Hint",
"text": "Export all tiddlers"
},
"$:/language/Buttons/ExportTiddler/Caption": {
"title": "$:/language/Buttons/ExportTiddler/Caption",
"text": "export tiddler"
},
"$:/language/Buttons/ExportTiddler/Hint": {
"title": "$:/language/Buttons/ExportTiddler/Hint",
"text": "Export tiddler"
},
"$:/language/Buttons/ExportTiddlers/Caption": {
"title": "$:/language/Buttons/ExportTiddlers/Caption",
"text": "export tiddlers"
},
"$:/language/Buttons/ExportTiddlers/Hint": {
"title": "$:/language/Buttons/ExportTiddlers/Hint",
"text": "Export tiddlers"
},
"$:/language/Buttons/Fold/Caption": {
"title": "$:/language/Buttons/Fold/Caption",
"text": "fold tiddler"
},
"$:/language/Buttons/Fold/Hint": {
"title": "$:/language/Buttons/Fold/Hint",
"text": "Fold the body of this tiddler"
},
"$:/language/Buttons/Fold/FoldBar/Caption": {
"title": "$:/language/Buttons/Fold/FoldBar/Caption",
"text": "fold-bar"
},
"$:/language/Buttons/Fold/FoldBar/Hint": {
"title": "$:/language/Buttons/Fold/FoldBar/Hint",
"text": "Optional bars to fold and unfold tiddlers"
},
"$:/language/Buttons/Unfold/Caption": {
"title": "$:/language/Buttons/Unfold/Caption",
"text": "unfold tiddler"
},
"$:/language/Buttons/Unfold/Hint": {
"title": "$:/language/Buttons/Unfold/Hint",
"text": "Unfold the body of this tiddler"
},
"$:/language/Buttons/FoldOthers/Caption": {
"title": "$:/language/Buttons/FoldOthers/Caption",
"text": "fold other tiddlers"
},
"$:/language/Buttons/FoldOthers/Hint": {
"title": "$:/language/Buttons/FoldOthers/Hint",
"text": "Fold the bodies of other opened tiddlers"
},
"$:/language/Buttons/FoldAll/Caption": {
"title": "$:/language/Buttons/FoldAll/Caption",
"text": "fold all tiddlers"
},
"$:/language/Buttons/FoldAll/Hint": {
"title": "$:/language/Buttons/FoldAll/Hint",
"text": "Fold the bodies of all opened tiddlers"
},
"$:/language/Buttons/UnfoldAll/Caption": {
"title": "$:/language/Buttons/UnfoldAll/Caption",
"text": "unfold all tiddlers"
},
"$:/language/Buttons/UnfoldAll/Hint": {
"title": "$:/language/Buttons/UnfoldAll/Hint",
"text": "Unfold the bodies of all opened tiddlers"
},
"$:/language/Buttons/FullScreen/Caption": {
"title": "$:/language/Buttons/FullScreen/Caption",
"text": "full-screen"
},
"$:/language/Buttons/FullScreen/Hint": {
"title": "$:/language/Buttons/FullScreen/Hint",
"text": "Enter or leave full-screen mode"
},
"$:/language/Buttons/Help/Caption": {
"title": "$:/language/Buttons/Help/Caption",
"text": "help"
},
"$:/language/Buttons/Help/Hint": {
"title": "$:/language/Buttons/Help/Hint",
"text": "Show help panel"
},
"$:/language/Buttons/Import/Caption": {
"title": "$:/language/Buttons/Import/Caption",
"text": "import"
},
"$:/language/Buttons/Import/Hint": {
"title": "$:/language/Buttons/Import/Hint",
"text": "Import many types of file including text, image, TiddlyWiki or JSON"
},
"$:/language/Buttons/Info/Caption": {
"title": "$:/language/Buttons/Info/Caption",
"text": "info"
},
"$:/language/Buttons/Info/Hint": {
"title": "$:/language/Buttons/Info/Hint",
"text": "Show information for this tiddler"
},
"$:/language/Buttons/Home/Caption": {
"title": "$:/language/Buttons/Home/Caption",
"text": "home"
},
"$:/language/Buttons/Home/Hint": {
"title": "$:/language/Buttons/Home/Hint",
"text": "Open the default tiddlers"
},
"$:/language/Buttons/Language/Caption": {
"title": "$:/language/Buttons/Language/Caption",
"text": "language"
},
"$:/language/Buttons/Language/Hint": {
"title": "$:/language/Buttons/Language/Hint",
"text": "Choose the user interface language"
},
"$:/language/Buttons/Manager/Caption": {
"title": "$:/language/Buttons/Manager/Caption",
"text": "tiddler manager"
},
"$:/language/Buttons/Manager/Hint": {
"title": "$:/language/Buttons/Manager/Hint",
"text": "Open tiddler manager"
},
"$:/language/Buttons/More/Caption": {
"title": "$:/language/Buttons/More/Caption",
"text": "more"
},
"$:/language/Buttons/More/Hint": {
"title": "$:/language/Buttons/More/Hint",
"text": "More actions"
},
"$:/language/Buttons/NewHere/Caption": {
"title": "$:/language/Buttons/NewHere/Caption",
"text": "new here"
},
"$:/language/Buttons/NewHere/Hint": {
"title": "$:/language/Buttons/NewHere/Hint",
"text": "Create a new tiddler tagged with this one"
},
"$:/language/Buttons/NewJournal/Caption": {
"title": "$:/language/Buttons/NewJournal/Caption",
"text": "new journal"
},
"$:/language/Buttons/NewJournal/Hint": {
"title": "$:/language/Buttons/NewJournal/Hint",
"text": "Create a new journal tiddler"
},
"$:/language/Buttons/NewJournalHere/Caption": {
"title": "$:/language/Buttons/NewJournalHere/Caption",
"text": "new journal here"
},
"$:/language/Buttons/NewJournalHere/Hint": {
"title": "$:/language/Buttons/NewJournalHere/Hint",
"text": "Create a new journal tiddler tagged with this one"
},
"$:/language/Buttons/NewImage/Caption": {
"title": "$:/language/Buttons/NewImage/Caption",
"text": "new image"
},
"$:/language/Buttons/NewImage/Hint": {
"title": "$:/language/Buttons/NewImage/Hint",
"text": "Create a new image tiddler"
},
"$:/language/Buttons/NewMarkdown/Caption": {
"title": "$:/language/Buttons/NewMarkdown/Caption",
"text": "new Markdown tiddler"
},
"$:/language/Buttons/NewMarkdown/Hint": {
"title": "$:/language/Buttons/NewMarkdown/Hint",
"text": "Create a new Markdown tiddler"
},
"$:/language/Buttons/NewTiddler/Caption": {
"title": "$:/language/Buttons/NewTiddler/Caption",
"text": "new tiddler"
},
"$:/language/Buttons/NewTiddler/Hint": {
"title": "$:/language/Buttons/NewTiddler/Hint",
"text": "Create a new tiddler"
},
"$:/language/Buttons/OpenWindow/Caption": {
"title": "$:/language/Buttons/OpenWindow/Caption",
"text": "open in new window"
},
"$:/language/Buttons/OpenWindow/Hint": {
"title": "$:/language/Buttons/OpenWindow/Hint",
"text": "Open tiddler in new window"
},
"$:/language/Buttons/Palette/Caption": {
"title": "$:/language/Buttons/Palette/Caption",
"text": "palette"
},
"$:/language/Buttons/Palette/Hint": {
"title": "$:/language/Buttons/Palette/Hint",
"text": "Choose the colour palette"
},
"$:/language/Buttons/Permalink/Caption": {
"title": "$:/language/Buttons/Permalink/Caption",
"text": "permalink"
},
"$:/language/Buttons/Permalink/Hint": {
"title": "$:/language/Buttons/Permalink/Hint",
"text": "Set browser address bar to a direct link to this tiddler"
},
"$:/language/Buttons/Permaview/Caption": {
"title": "$:/language/Buttons/Permaview/Caption",
"text": "permaview"
},
"$:/language/Buttons/Permaview/Hint": {
"title": "$:/language/Buttons/Permaview/Hint",
"text": "Set browser address bar to a direct link to all the tiddlers in this story"
},
"$:/language/Buttons/Print/Caption": {
"title": "$:/language/Buttons/Print/Caption",
"text": "print page"
},
"$:/language/Buttons/Print/Hint": {
"title": "$:/language/Buttons/Print/Hint",
"text": "Print the current page"
},
"$:/language/Buttons/Refresh/Caption": {
"title": "$:/language/Buttons/Refresh/Caption",
"text": "refresh"
},
"$:/language/Buttons/Refresh/Hint": {
"title": "$:/language/Buttons/Refresh/Hint",
"text": "Perform a full refresh of the wiki"
},
"$:/language/Buttons/Save/Caption": {
"title": "$:/language/Buttons/Save/Caption",
"text": "ok"
},
"$:/language/Buttons/Save/Hint": {
"title": "$:/language/Buttons/Save/Hint",
"text": "Confirm changes to this tiddler"
},
"$:/language/Buttons/SaveWiki/Caption": {
"title": "$:/language/Buttons/SaveWiki/Caption",
"text": "save changes"
},
"$:/language/Buttons/SaveWiki/Hint": {
"title": "$:/language/Buttons/SaveWiki/Hint",
"text": "Save changes"
},
"$:/language/Buttons/StoryView/Caption": {
"title": "$:/language/Buttons/StoryView/Caption",
"text": "storyview"
},
"$:/language/Buttons/StoryView/Hint": {
"title": "$:/language/Buttons/StoryView/Hint",
"text": "Choose the story visualisation"
},
"$:/language/Buttons/HideSideBar/Caption": {
"title": "$:/language/Buttons/HideSideBar/Caption",
"text": "hide sidebar"
},
"$:/language/Buttons/HideSideBar/Hint": {
"title": "$:/language/Buttons/HideSideBar/Hint",
"text": "Hide sidebar"
},
"$:/language/Buttons/ShowSideBar/Caption": {
"title": "$:/language/Buttons/ShowSideBar/Caption",
"text": "show sidebar"
},
"$:/language/Buttons/ShowSideBar/Hint": {
"title": "$:/language/Buttons/ShowSideBar/Hint",
"text": "Show sidebar"
},
"$:/language/Buttons/TagManager/Caption": {
"title": "$:/language/Buttons/TagManager/Caption",
"text": "tag manager"
},
"$:/language/Buttons/TagManager/Hint": {
"title": "$:/language/Buttons/TagManager/Hint",
"text": "Open tag manager"
},
"$:/language/Buttons/Timestamp/Caption": {
"title": "$:/language/Buttons/Timestamp/Caption",
"text": "timestamps"
},
"$:/language/Buttons/Timestamp/Hint": {
"title": "$:/language/Buttons/Timestamp/Hint",
"text": "Choose whether modifications update timestamps"
},
"$:/language/Buttons/Timestamp/On/Caption": {
"title": "$:/language/Buttons/Timestamp/On/Caption",
"text": "timestamps are on"
},
"$:/language/Buttons/Timestamp/On/Hint": {
"title": "$:/language/Buttons/Timestamp/On/Hint",
"text": "Update timestamps when tiddlers are modified"
},
"$:/language/Buttons/Timestamp/Off/Caption": {
"title": "$:/language/Buttons/Timestamp/Off/Caption",
"text": "timestamps are off"
},
"$:/language/Buttons/Timestamp/Off/Hint": {
"title": "$:/language/Buttons/Timestamp/Off/Hint",
"text": "Don't update timestamps when tiddlers are modified"
},
"$:/language/Buttons/Theme/Caption": {
"title": "$:/language/Buttons/Theme/Caption",
"text": "theme"
},
"$:/language/Buttons/Theme/Hint": {
"title": "$:/language/Buttons/Theme/Hint",
"text": "Choose the display theme"
},
"$:/language/Buttons/Bold/Caption": {
"title": "$:/language/Buttons/Bold/Caption",
"text": "bold"
},
"$:/language/Buttons/Bold/Hint": {
"title": "$:/language/Buttons/Bold/Hint",
"text": "Apply bold formatting to selection"
},
"$:/language/Buttons/Clear/Caption": {
"title": "$:/language/Buttons/Clear/Caption",
"text": "clear"
},
"$:/language/Buttons/Clear/Hint": {
"title": "$:/language/Buttons/Clear/Hint",
"text": "Clear image to solid colour"
},
"$:/language/Buttons/EditorHeight/Caption": {
"title": "$:/language/Buttons/EditorHeight/Caption",
"text": "editor height"
},
"$:/language/Buttons/EditorHeight/Caption/Auto": {
"title": "$:/language/Buttons/EditorHeight/Caption/Auto",
"text": "Automatically adjust height to fit content"
},
"$:/language/Buttons/EditorHeight/Caption/Fixed": {
"title": "$:/language/Buttons/EditorHeight/Caption/Fixed",
"text": "Fixed height:"
},
"$:/language/Buttons/EditorHeight/Hint": {
"title": "$:/language/Buttons/EditorHeight/Hint",
"text": "Choose the height of the text editor"
},
"$:/language/Buttons/Excise/Caption": {
"title": "$:/language/Buttons/Excise/Caption",
"text": "excise"
},
"$:/language/Buttons/Excise/Caption/Excise": {
"title": "$:/language/Buttons/Excise/Caption/Excise",
"text": "Perform excision"
},
"$:/language/Buttons/Excise/Caption/MacroName": {
"title": "$:/language/Buttons/Excise/Caption/MacroName",
"text": "Macro name:"
},
"$:/language/Buttons/Excise/Caption/NewTitle": {
"title": "$:/language/Buttons/Excise/Caption/NewTitle",
"text": "Title of new tiddler:"
},
"$:/language/Buttons/Excise/Caption/Replace": {
"title": "$:/language/Buttons/Excise/Caption/Replace",
"text": "Replace excised text with:"
},
"$:/language/Buttons/Excise/Caption/Replace/Macro": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Macro",
"text": "macro"
},
"$:/language/Buttons/Excise/Caption/Replace/Link": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Link",
"text": "link"
},
"$:/language/Buttons/Excise/Caption/Replace/Transclusion": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Transclusion",
"text": "transclusion"
},
"$:/language/Buttons/Excise/Caption/Tag": {
"title": "$:/language/Buttons/Excise/Caption/Tag",
"text": "Tag new tiddler with the title of this tiddler"
},
"$:/language/Buttons/Excise/Caption/TiddlerExists": {
"title": "$:/language/Buttons/Excise/Caption/TiddlerExists",
"text": "Warning: tiddler already exists"
},
"$:/language/Buttons/Excise/Hint": {
"title": "$:/language/Buttons/Excise/Hint",
"text": "Excise the selected text into a new tiddler"
},
"$:/language/Buttons/Heading1/Caption": {
"title": "$:/language/Buttons/Heading1/Caption",
"text": "heading 1"
},
"$:/language/Buttons/Heading1/Hint": {
"title": "$:/language/Buttons/Heading1/Hint",
"text": "Apply heading level 1 formatting to lines containing selection"
},
"$:/language/Buttons/Heading2/Caption": {
"title": "$:/language/Buttons/Heading2/Caption",
"text": "heading 2"
},
"$:/language/Buttons/Heading2/Hint": {
"title": "$:/language/Buttons/Heading2/Hint",
"text": "Apply heading level 2 formatting to lines containing selection"
},
"$:/language/Buttons/Heading3/Caption": {
"title": "$:/language/Buttons/Heading3/Caption",
"text": "heading 3"
},
"$:/language/Buttons/Heading3/Hint": {
"title": "$:/language/Buttons/Heading3/Hint",
"text": "Apply heading level 3 formatting to lines containing selection"
},
"$:/language/Buttons/Heading4/Caption": {
"title": "$:/language/Buttons/Heading4/Caption",
"text": "heading 4"
},
"$:/language/Buttons/Heading4/Hint": {
"title": "$:/language/Buttons/Heading4/Hint",
"text": "Apply heading level 4 formatting to lines containing selection"
},
"$:/language/Buttons/Heading5/Caption": {
"title": "$:/language/Buttons/Heading5/Caption",
"text": "heading 5"
},
"$:/language/Buttons/Heading5/Hint": {
"title": "$:/language/Buttons/Heading5/Hint",
"text": "Apply heading level 5 formatting to lines containing selection"
},
"$:/language/Buttons/Heading6/Caption": {
"title": "$:/language/Buttons/Heading6/Caption",
"text": "heading 6"
},
"$:/language/Buttons/Heading6/Hint": {
"title": "$:/language/Buttons/Heading6/Hint",
"text": "Apply heading level 6 formatting to lines containing selection"
},
"$:/language/Buttons/Italic/Caption": {
"title": "$:/language/Buttons/Italic/Caption",
"text": "italic"
},
"$:/language/Buttons/Italic/Hint": {
"title": "$:/language/Buttons/Italic/Hint",
"text": "Apply italic formatting to selection"
},
"$:/language/Buttons/LineWidth/Caption": {
"title": "$:/language/Buttons/LineWidth/Caption",
"text": "line width"
},
"$:/language/Buttons/LineWidth/Hint": {
"title": "$:/language/Buttons/LineWidth/Hint",
"text": "Set line width for painting"
},
"$:/language/Buttons/Link/Caption": {
"title": "$:/language/Buttons/Link/Caption",
"text": "link"
},
"$:/language/Buttons/Link/Hint": {
"title": "$:/language/Buttons/Link/Hint",
"text": "Create wikitext link"
},
"$:/language/Buttons/Linkify/Caption": {
"title": "$:/language/Buttons/Linkify/Caption",
"text": "wikilink"
},
"$:/language/Buttons/Linkify/Hint": {
"title": "$:/language/Buttons/Linkify/Hint",
"text": "Wrap selection in square brackets"
},
"$:/language/Buttons/ListBullet/Caption": {
"title": "$:/language/Buttons/ListBullet/Caption",
"text": "bulleted list"
},
"$:/language/Buttons/ListBullet/Hint": {
"title": "$:/language/Buttons/ListBullet/Hint",
"text": "Apply bulleted list formatting to lines containing selection"
},
"$:/language/Buttons/ListNumber/Caption": {
"title": "$:/language/Buttons/ListNumber/Caption",
"text": "numbered list"
},
"$:/language/Buttons/ListNumber/Hint": {
"title": "$:/language/Buttons/ListNumber/Hint",
"text": "Apply numbered list formatting to lines containing selection"
},
"$:/language/Buttons/MonoBlock/Caption": {
"title": "$:/language/Buttons/MonoBlock/Caption",
"text": "monospaced block"
},
"$:/language/Buttons/MonoBlock/Hint": {
"title": "$:/language/Buttons/MonoBlock/Hint",
"text": "Apply monospaced block formatting to lines containing selection"
},
"$:/language/Buttons/MonoLine/Caption": {
"title": "$:/language/Buttons/MonoLine/Caption",
"text": "monospaced"
},
"$:/language/Buttons/MonoLine/Hint": {
"title": "$:/language/Buttons/MonoLine/Hint",
"text": "Apply monospaced character formatting to selection"
},
"$:/language/Buttons/Opacity/Caption": {
"title": "$:/language/Buttons/Opacity/Caption",
"text": "opacity"
},
"$:/language/Buttons/Opacity/Hint": {
"title": "$:/language/Buttons/Opacity/Hint",
"text": "Set painting opacity"
},
"$:/language/Buttons/Paint/Caption": {
"title": "$:/language/Buttons/Paint/Caption",
"text": "paint colour"
},
"$:/language/Buttons/Paint/Hint": {
"title": "$:/language/Buttons/Paint/Hint",
"text": "Set painting colour"
},
"$:/language/Buttons/Picture/Caption": {
"title": "$:/language/Buttons/Picture/Caption",
"text": "picture"
},
"$:/language/Buttons/Picture/Hint": {
"title": "$:/language/Buttons/Picture/Hint",
"text": "Insert picture"
},
"$:/language/Buttons/Preview/Caption": {
"title": "$:/language/Buttons/Preview/Caption",
"text": "preview"
},
"$:/language/Buttons/Preview/Hint": {
"title": "$:/language/Buttons/Preview/Hint",
"text": "Show preview pane"
},
"$:/language/Buttons/PreviewType/Caption": {
"title": "$:/language/Buttons/PreviewType/Caption",
"text": "preview type"
},
"$:/language/Buttons/PreviewType/Hint": {
"title": "$:/language/Buttons/PreviewType/Hint",
"text": "Choose preview type"
},
"$:/language/Buttons/Quote/Caption": {
"title": "$:/language/Buttons/Quote/Caption",
"text": "quote"
},
"$:/language/Buttons/Quote/Hint": {
"title": "$:/language/Buttons/Quote/Hint",
"text": "Apply quoted text formatting to lines containing selection"
},
"$:/language/Buttons/RotateLeft/Caption": {
"title": "$:/language/Buttons/RotateLeft/Caption",
"text": "rotate left"
},
"$:/language/Buttons/RotateLeft/Hint": {
"title": "$:/language/Buttons/RotateLeft/Hint",
"text": "Rotate image left by 90 degrees"
},
"$:/language/Buttons/Size/Caption": {
"title": "$:/language/Buttons/Size/Caption",
"text": "image size"
},
"$:/language/Buttons/Size/Caption/Height": {
"title": "$:/language/Buttons/Size/Caption/Height",
"text": "Height:"
},
"$:/language/Buttons/Size/Caption/Resize": {
"title": "$:/language/Buttons/Size/Caption/Resize",
"text": "Resize image"
},
"$:/language/Buttons/Size/Caption/Width": {
"title": "$:/language/Buttons/Size/Caption/Width",
"text": "Width:"
},
"$:/language/Buttons/Size/Hint": {
"title": "$:/language/Buttons/Size/Hint",
"text": "Set image size"
},
"$:/language/Buttons/Stamp/Caption": {
"title": "$:/language/Buttons/Stamp/Caption",
"text": "stamp"
},
"$:/language/Buttons/Stamp/Caption/New": {
"title": "$:/language/Buttons/Stamp/Caption/New",
"text": "Add your own"
},
"$:/language/Buttons/Stamp/Hint": {
"title": "$:/language/Buttons/Stamp/Hint",
"text": "Insert a preconfigured snippet of text"
},
"$:/language/Buttons/Stamp/New/Title": {
"title": "$:/language/Buttons/Stamp/New/Title",
"text": "Name as shown in menu"
},
"$:/language/Buttons/Stamp/New/Text": {
"title": "$:/language/Buttons/Stamp/New/Text",
"text": "Text of snippet. (Remember to add a descriptive title in the caption field)."
},
"$:/language/Buttons/Strikethrough/Caption": {
"title": "$:/language/Buttons/Strikethrough/Caption",
"text": "strikethrough"
},
"$:/language/Buttons/Strikethrough/Hint": {
"title": "$:/language/Buttons/Strikethrough/Hint",
"text": "Apply strikethrough formatting to selection"
},
"$:/language/Buttons/Subscript/Caption": {
"title": "$:/language/Buttons/Subscript/Caption",
"text": "subscript"
},
"$:/language/Buttons/Subscript/Hint": {
"title": "$:/language/Buttons/Subscript/Hint",
"text": "Apply subscript formatting to selection"
},
"$:/language/Buttons/Superscript/Caption": {
"title": "$:/language/Buttons/Superscript/Caption",
"text": "superscript"
},
"$:/language/Buttons/Superscript/Hint": {
"title": "$:/language/Buttons/Superscript/Hint",
"text": "Apply superscript formatting to selection"
},
"$:/language/Buttons/Transcludify/Caption": {
"title": "$:/language/Buttons/Transcludify/Caption",
"text": "transclusion"
},
"$:/language/Buttons/Transcludify/Hint": {
"title": "$:/language/Buttons/Transcludify/Hint",
"text": "Wrap selection in curly brackets"
},
"$:/language/Buttons/Underline/Caption": {
"title": "$:/language/Buttons/Underline/Caption",
"text": "underline"
},
"$:/language/Buttons/Underline/Hint": {
"title": "$:/language/Buttons/Underline/Hint",
"text": "Apply underline formatting to selection"
},
"$:/language/ControlPanel/Advanced/Caption": {
"title": "$:/language/ControlPanel/Advanced/Caption",
"text": "Advanced"
},
"$:/language/ControlPanel/Advanced/Hint": {
"title": "$:/language/ControlPanel/Advanced/Hint",
"text": "Internal information about this TiddlyWiki"
},
"$:/language/ControlPanel/Appearance/Caption": {
"title": "$:/language/ControlPanel/Appearance/Caption",
"text": "Appearance"
},
"$:/language/ControlPanel/Appearance/Hint": {
"title": "$:/language/ControlPanel/Appearance/Hint",
"text": "Ways to customise the appearance of your TiddlyWiki."
},
"$:/language/ControlPanel/Basics/AnimDuration/Prompt": {
"title": "$:/language/ControlPanel/Basics/AnimDuration/Prompt",
"text": "Animation duration:"
},
"$:/language/ControlPanel/Basics/Caption": {
"title": "$:/language/ControlPanel/Basics/Caption",
"text": "Basics"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint",
"text": "Use [[double square brackets]] for titles with spaces. Or you can choose to <$button set=\"$:/DefaultTiddlers\" setTo=\"[list[$:/StoryList]]\">retain story ordering</$button>"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt",
"text": "Default tiddlers:"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint",
"text": "Choose which tiddlers are displayed at startup:"
},
"$:/language/ControlPanel/Basics/Language/Prompt": {
"title": "$:/language/ControlPanel/Basics/Language/Prompt",
"text": "Hello! Current language:"
},
"$:/language/ControlPanel/Basics/NewJournal/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Title/Prompt",
"text": "Title of new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewJournal/Text/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Text/Prompt",
"text": "Text for new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt",
"text": "Tags for new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewTiddler/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewTiddler/Title/Prompt",
"text": "Title of new tiddlers"
},
"$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt",
"text": "Number of overridden shadow tiddlers:"
},
"$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt",
"text": "Number of shadow tiddlers:"
},
"$:/language/ControlPanel/Basics/Subtitle/Prompt": {
"title": "$:/language/ControlPanel/Basics/Subtitle/Prompt",
"text": "Subtitle:"
},
"$:/language/ControlPanel/Basics/SystemTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/SystemTiddlers/Prompt",
"text": "Number of system tiddlers:"
},
"$:/language/ControlPanel/Basics/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tags/Prompt",
"text": "Number of tags:"
},
"$:/language/ControlPanel/Basics/Tiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tiddlers/Prompt",
"text": "Number of tiddlers:"
},
"$:/language/ControlPanel/Basics/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/Title/Prompt",
"text": "Title of this ~TiddlyWiki:"
},
"$:/language/ControlPanel/Basics/Username/Prompt": {
"title": "$:/language/ControlPanel/Basics/Username/Prompt",
"text": "Username for signing edits:"
},
"$:/language/ControlPanel/Basics/Version/Prompt": {
"title": "$:/language/ControlPanel/Basics/Version/Prompt",
"text": "~TiddlyWiki version:"
},
"$:/language/ControlPanel/EditorTypes/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Caption",
"text": "Editor Types"
},
"$:/language/ControlPanel/EditorTypes/Editor/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Editor/Caption",
"text": "Editor"
},
"$:/language/ControlPanel/EditorTypes/Hint": {
"title": "$:/language/ControlPanel/EditorTypes/Hint",
"text": "These tiddlers determine which editor is used to edit specific tiddler types."
},
"$:/language/ControlPanel/EditorTypes/Type/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Type/Caption",
"text": "Type"
},
"$:/language/ControlPanel/Info/Caption": {
"title": "$:/language/ControlPanel/Info/Caption",
"text": "Info"
},
"$:/language/ControlPanel/Info/Hint": {
"title": "$:/language/ControlPanel/Info/Hint",
"text": "Information about this TiddlyWiki"
},
"$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt",
"text": "Type shortcut here"
},
"$:/language/ControlPanel/KeyboardShortcuts/Add/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Add/Caption",
"text": "add shortcut"
},
"$:/language/ControlPanel/KeyboardShortcuts/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Caption",
"text": "Keyboard Shortcuts"
},
"$:/language/ControlPanel/KeyboardShortcuts/Hint": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Hint",
"text": "Manage keyboard shortcut assignments"
},
"$:/language/ControlPanel/KeyboardShortcuts/NoShortcuts/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/NoShortcuts/Caption",
"text": "No keyboard shortcuts assigned"
},
"$:/language/ControlPanel/KeyboardShortcuts/Remove/Hint": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Remove/Hint",
"text": "remove keyboard shortcut"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/All": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/All",
"text": "All platforms"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Mac": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Mac",
"text": "Macintosh platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonMac": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonMac",
"text": "Non-Macintosh platforms only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Linux": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Linux",
"text": "Linux platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonLinux": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonLinux",
"text": "Non-Linux platforms only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Windows": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Windows",
"text": "Windows platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonWindows": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonWindows",
"text": "Non-Windows platforms only"
},
"$:/language/ControlPanel/LoadedModules/Caption": {
"title": "$:/language/ControlPanel/LoadedModules/Caption",
"text": "Loaded Modules"
},
"$:/language/ControlPanel/LoadedModules/Hint": {
"title": "$:/language/ControlPanel/LoadedModules/Hint",
"text": "These are the currently loaded tiddler modules linked to their source tiddlers. Any italicised modules lack a source tiddler, typically because they were setup during the boot process."
},
"$:/language/ControlPanel/Palette/Caption": {
"title": "$:/language/ControlPanel/Palette/Caption",
"text": "Palette"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Caption",
"text": "clone"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Prompt",
"text": "It is recommended that you clone this shadow palette before editing it"
},
"$:/language/ControlPanel/Palette/Editor/Prompt/Modified": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt/Modified",
"text": "This shadow palette has been modified"
},
"$:/language/ControlPanel/Palette/Editor/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt",
"text": "Editing"
},
"$:/language/ControlPanel/Palette/Editor/Reset/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Reset/Caption",
"text": "reset"
},
"$:/language/ControlPanel/Palette/HideEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/HideEditor/Caption",
"text": "hide editor"
},
"$:/language/ControlPanel/Palette/Prompt": {
"title": "$:/language/ControlPanel/Palette/Prompt",
"text": "Current palette:"
},
"$:/language/ControlPanel/Palette/ShowEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/ShowEditor/Caption",
"text": "show editor"
},
"$:/language/ControlPanel/Parsing/Caption": {
"title": "$:/language/ControlPanel/Parsing/Caption",
"text": "Parsing"
},
"$:/language/ControlPanel/Parsing/Hint": {
"title": "$:/language/ControlPanel/Parsing/Hint",
"text": "Here you can globally disable/enable wiki parser rules. For changes to take effect, save and reload your wiki. Disabling certain parser rules can prevent <$text text=\"TiddlyWiki\"/> from functioning correctly. Use [[safe mode|https://tiddlywiki.com/#SafeMode]] to restore normal operation."
},
"$:/language/ControlPanel/Parsing/Block/Caption": {
"title": "$:/language/ControlPanel/Parsing/Block/Caption",
"text": "Block Parse Rules"
},
"$:/language/ControlPanel/Parsing/Inline/Caption": {
"title": "$:/language/ControlPanel/Parsing/Inline/Caption",
"text": "Inline Parse Rules"
},
"$:/language/ControlPanel/Parsing/Pragma/Caption": {
"title": "$:/language/ControlPanel/Parsing/Pragma/Caption",
"text": "Pragma Parse Rules"
},
"$:/language/ControlPanel/Plugins/Add/Caption": {
"title": "$:/language/ControlPanel/Plugins/Add/Caption",
"text": "Get more plugins"
},
"$:/language/ControlPanel/Plugins/Add/Hint": {
"title": "$:/language/ControlPanel/Plugins/Add/Hint",
"text": "Install plugins from the official library"
},
"$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint": {
"title": "$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint",
"text": "This plugin is already installed at version <$text text=<<installedVersion>>/>"
},
"$:/language/ControlPanel/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Caption",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Disable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Disable/Caption",
"text": "disable"
},
"$:/language/ControlPanel/Plugins/Disable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Disable/Hint",
"text": "Disable this plugin when reloading page"
},
"$:/language/ControlPanel/Plugins/Disabled/Status": {
"title": "$:/language/ControlPanel/Plugins/Disabled/Status",
"text": "(disabled)"
},
"$:/language/ControlPanel/Plugins/Empty/Hint": {
"title": "$:/language/ControlPanel/Plugins/Empty/Hint",
"text": "None"
},
"$:/language/ControlPanel/Plugins/Enable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Enable/Caption",
"text": "enable"
},
"$:/language/ControlPanel/Plugins/Enable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Enable/Hint",
"text": "Enable this plugin when reloading page"
},
"$:/language/ControlPanel/Plugins/Install/Caption": {
"title": "$:/language/ControlPanel/Plugins/Install/Caption",
"text": "install"
},
"$:/language/ControlPanel/Plugins/Installed/Hint": {
"title": "$:/language/ControlPanel/Plugins/Installed/Hint",
"text": "Currently installed plugins:"
},
"$:/language/ControlPanel/Plugins/Languages/Caption": {
"title": "$:/language/ControlPanel/Plugins/Languages/Caption",
"text": "Languages"
},
"$:/language/ControlPanel/Plugins/Languages/Hint": {
"title": "$:/language/ControlPanel/Plugins/Languages/Hint",
"text": "Language pack plugins"
},
"$:/language/ControlPanel/Plugins/NoInfoFound/Hint": {
"title": "$:/language/ControlPanel/Plugins/NoInfoFound/Hint",
"text": "No ''\"<$text text=<<currentTab>>/>\"'' found"
},
"$:/language/ControlPanel/Plugins/NotInstalled/Hint": {
"title": "$:/language/ControlPanel/Plugins/NotInstalled/Hint",
"text": "This plugin is not currently installed"
},
"$:/language/ControlPanel/Plugins/OpenPluginLibrary": {
"title": "$:/language/ControlPanel/Plugins/OpenPluginLibrary",
"text": "open plugin library"
},
"$:/language/ControlPanel/Plugins/ClosePluginLibrary": {
"title": "$:/language/ControlPanel/Plugins/ClosePluginLibrary",
"text": "close plugin library"
},
"$:/language/ControlPanel/Plugins/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Caption",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Plugins/Hint": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Hint",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Reinstall/Caption": {
"title": "$:/language/ControlPanel/Plugins/Reinstall/Caption",
"text": "reinstall"
},
"$:/language/ControlPanel/Plugins/Themes/Caption": {
"title": "$:/language/ControlPanel/Plugins/Themes/Caption",
"text": "Themes"
},
"$:/language/ControlPanel/Plugins/Themes/Hint": {
"title": "$:/language/ControlPanel/Plugins/Themes/Hint",
"text": "Theme plugins"
},
"$:/language/ControlPanel/Saving/Caption": {
"title": "$:/language/ControlPanel/Saving/Caption",
"text": "Saving"
},
"$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Description": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Description",
"text": "Permit automatic saving for the download saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Hint",
"text": "Enable Autosave for Download Saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/Caption": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/Caption",
"text": "Download Saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/Hint": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/Hint",
"text": "These settings apply to the HTML5-compatible download saver"
},
"$:/language/ControlPanel/Saving/General/Caption": {
"title": "$:/language/ControlPanel/Saving/General/Caption",
"text": "General"
},
"$:/language/ControlPanel/Saving/General/Hint": {
"title": "$:/language/ControlPanel/Saving/General/Hint",
"text": "These settings apply to all the loaded savers"
},
"$:/language/ControlPanel/Saving/Hint": {
"title": "$:/language/ControlPanel/Saving/Hint",
"text": "Settings used for saving the entire TiddlyWiki as a single file via a saver module"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading",
"text": "Advanced Settings"
},
"$:/language/ControlPanel/Saving/TiddlySpot/BackupDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/BackupDir",
"text": "Backup Directory"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Backups": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Backups",
"text": "Backups"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Caption": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Caption",
"text": "~TiddlySpot Saver"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Description": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Description",
"text": "These settings are only used when saving to http://tiddlyspot.com or a compatible remote server"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Filename": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Filename",
"text": "Upload Filename"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Heading",
"text": "~TiddlySpot"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Hint": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Hint",
"text": "//The server URL defaults to `http://<wikiname>.tiddlyspot.com/store.cgi` and can be changed to use a custom server address, e.g. `http://example.com/store.php`.//"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Password": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Password",
"text": "Password"
},
"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/ServerURL",
"text": "Server URL"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UploadDir",
"text": "Upload Directory"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UserName": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UserName",
"text": "Wiki Name"
},
"$:/language/ControlPanel/Settings/AutoSave/Caption": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Caption",
"text": "Autosave"
},
"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Disabled/Description",
"text": "Do not save changes automatically"
},
"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Enabled/Description",
"text": "Save changes automatically"
},
"$:/language/ControlPanel/Settings/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Hint",
"text": "Attempt to automatically save changes during editing when using a supporting saver"
},
"$:/language/ControlPanel/Settings/CamelCase/Caption": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Caption",
"text": "Camel Case Wiki Links"
},
"$:/language/ControlPanel/Settings/CamelCase/Hint": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Hint",
"text": "You can globally disable automatic linking of ~CamelCase phrases. Requires reload to take effect"
},
"$:/language/ControlPanel/Settings/CamelCase/Description": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Description",
"text": "Enable automatic ~CamelCase linking"
},
"$:/language/ControlPanel/Settings/Caption": {
"title": "$:/language/ControlPanel/Settings/Caption",
"text": "Settings"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Caption": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Caption",
"text": "Editor Toolbar"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Hint": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Hint",
"text": "Enable or disable the editor toolbar:"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Description": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Description",
"text": "Show editor toolbar"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Caption": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Caption",
"text": "Tiddler Info Panel Mode"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Hint": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Hint",
"text": "Control when the tiddler info panel closes:"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description",
"text": "Tiddler info panel closes automatically"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description",
"text": "Tiddler info panel stays open until explicitly closed"
},
"$:/language/ControlPanel/Settings/Hint": {
"title": "$:/language/ControlPanel/Settings/Hint",
"text": "These settings let you customise the behaviour of TiddlyWiki."
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Caption",
"text": "Navigation Address Bar"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Hint",
"text": "Behaviour of the browser address bar when navigating to a tiddler:"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description",
"text": "Do not update the address bar"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description",
"text": "Include the target tiddler"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description",
"text": "Include the target tiddler and the current story sequence"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Caption",
"text": "Navigation History"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Hint",
"text": "Update browser history when navigating to a tiddler:"
},
"$:/language/ControlPanel/Settings/NavigationHistory/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/No/Description",
"text": "Do not update history"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description",
"text": "Update history"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption",
"text": "Permalink/permaview Mode"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint",
"text": "Choose how permalink/permaview is handled:"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description",
"text": "Copy permalink/permaview URL to clipboard"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description",
"text": "Update address bar with permalink/permaview URL"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption",
"text": "Performance Instrumentation"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint",
"text": "Displays performance statistics in the browser developer console. Requires reload to take effect"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description",
"text": "Enable performance instrumentation"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption",
"text": "Toolbar Button Style"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint",
"text": "Choose the style for toolbar buttons:"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless",
"text": "Borderless"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed",
"text": "Boxed"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded",
"text": "Rounded"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Caption",
"text": "Toolbar Buttons"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Hint",
"text": "Default toolbar button appearance:"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description",
"text": "Include icon"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description",
"text": "Include text"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption",
"text": "Default Sidebar Tab"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint",
"text": "Specify which sidebar tab is displayed by default"
},
"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption",
"text": "Default More Sidebar Tab"
},
"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint",
"text": "Specify which More sidebar tab is displayed by default"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/Caption",
"text": "Tiddler Opening Behaviour"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint",
"text": "Navigation from //within// the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint",
"text": "Navigation from //outside// the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove",
"text": "Open above the current tiddler"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow",
"text": "Open below the current tiddler"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop",
"text": "Open at the top of the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom",
"text": "Open at the bottom of the story river"
},
"$:/language/ControlPanel/Settings/TitleLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Caption",
"text": "Tiddler Titles"
},
"$:/language/ControlPanel/Settings/TitleLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Hint",
"text": "Optionally display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/TitleLinks/No/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/No/Description",
"text": "Do not display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Yes/Description",
"text": "Display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/MissingLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Caption",
"text": "Wiki Links"
},
"$:/language/ControlPanel/Settings/MissingLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Hint",
"text": "Choose whether to link to tiddlers that do not exist yet"
},
"$:/language/ControlPanel/Settings/MissingLinks/Description": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Description",
"text": "Enable links to missing tiddlers"
},
"$:/language/ControlPanel/StoryView/Caption": {
"title": "$:/language/ControlPanel/StoryView/Caption",
"text": "Story View"
},
"$:/language/ControlPanel/StoryView/Prompt": {
"title": "$:/language/ControlPanel/StoryView/Prompt",
"text": "Current view:"
},
"$:/language/ControlPanel/Stylesheets/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Caption",
"text": "Stylesheets"
},
"$:/language/ControlPanel/Stylesheets/Expand/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Expand/Caption",
"text": "Expand All"
},
"$:/language/ControlPanel/Stylesheets/Hint": {
"title": "$:/language/ControlPanel/Stylesheets/Hint",
"text": "This is the rendered CSS of the current stylesheet tiddlers tagged with <<tag \"$:/tags/Stylesheet\">>"
},
"$:/language/ControlPanel/Stylesheets/Restore/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Restore/Caption",
"text": "Restore"
},
"$:/language/ControlPanel/Theme/Caption": {
"title": "$:/language/ControlPanel/Theme/Caption",
"text": "Theme"
},
"$:/language/ControlPanel/Theme/Prompt": {
"title": "$:/language/ControlPanel/Theme/Prompt",
"text": "Current theme:"
},
"$:/language/ControlPanel/TiddlerFields/Caption": {
"title": "$:/language/ControlPanel/TiddlerFields/Caption",
"text": "Tiddler Fields"
},
"$:/language/ControlPanel/TiddlerFields/Hint": {
"title": "$:/language/ControlPanel/TiddlerFields/Hint",
"text": "This is the full set of TiddlerFields in use in this wiki (including system tiddlers but excluding shadow tiddlers)."
},
"$:/language/ControlPanel/Toolbars/Caption": {
"title": "$:/language/ControlPanel/Toolbars/Caption",
"text": "Toolbars"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Caption",
"text": "Edit Toolbar"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Hint",
"text": "Choose which buttons are displayed for tiddlers in edit mode. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/Hint": {
"title": "$:/language/ControlPanel/Toolbars/Hint",
"text": "Select which toolbar buttons are displayed"
},
"$:/language/ControlPanel/Toolbars/PageControls/Caption": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Caption",
"text": "Page Toolbar"
},
"$:/language/ControlPanel/Toolbars/PageControls/Hint": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Hint",
"text": "Choose which buttons are displayed on the main page toolbar. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditorToolbar/Caption",
"text": "Editor Toolbar"
},
"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditorToolbar/Hint",
"text": "Choose which buttons are displayed in the editor toolbar. Note that some buttons will only appear when editing tiddlers of a certain type. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Caption",
"text": "View Toolbar"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Hint",
"text": "Choose which buttons are displayed for tiddlers in view mode. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Tools/Download/Full/Caption": {
"title": "$:/language/ControlPanel/Tools/Download/Full/Caption",
"text": "Download full wiki"
},
"$:/language/Date/DaySuffix/1": {
"title": "$:/language/Date/DaySuffix/1",
"text": "st"
},
"$:/language/Date/DaySuffix/2": {
"title": "$:/language/Date/DaySuffix/2",
"text": "nd"
},
"$:/language/Date/DaySuffix/3": {
"title": "$:/language/Date/DaySuffix/3",
"text": "rd"
},
"$:/language/Date/DaySuffix/4": {
"title": "$:/language/Date/DaySuffix/4",
"text": "th"
},
"$:/language/Date/DaySuffix/5": {
"title": "$:/language/Date/DaySuffix/5",
"text": "th"
},
"$:/language/Date/DaySuffix/6": {
"title": "$:/language/Date/DaySuffix/6",
"text": "th"
},
"$:/language/Date/DaySuffix/7": {
"title": "$:/language/Date/DaySuffix/7",
"text": "th"
},
"$:/language/Date/DaySuffix/8": {
"title": "$:/language/Date/DaySuffix/8",
"text": "th"
},
"$:/language/Date/DaySuffix/9": {
"title": "$:/language/Date/DaySuffix/9",
"text": "th"
},
"$:/language/Date/DaySuffix/10": {
"title": "$:/language/Date/DaySuffix/10",
"text": "th"
},
"$:/language/Date/DaySuffix/11": {
"title": "$:/language/Date/DaySuffix/11",
"text": "th"
},
"$:/language/Date/DaySuffix/12": {
"title": "$:/language/Date/DaySuffix/12",
"text": "th"
},
"$:/language/Date/DaySuffix/13": {
"title": "$:/language/Date/DaySuffix/13",
"text": "th"
},
"$:/language/Date/DaySuffix/14": {
"title": "$:/language/Date/DaySuffix/14",
"text": "th"
},
"$:/language/Date/DaySuffix/15": {
"title": "$:/language/Date/DaySuffix/15",
"text": "th"
},
"$:/language/Date/DaySuffix/16": {
"title": "$:/language/Date/DaySuffix/16",
"text": "th"
},
"$:/language/Date/DaySuffix/17": {
"title": "$:/language/Date/DaySuffix/17",
"text": "th"
},
"$:/language/Date/DaySuffix/18": {
"title": "$:/language/Date/DaySuffix/18",
"text": "th"
},
"$:/language/Date/DaySuffix/19": {
"title": "$:/language/Date/DaySuffix/19",
"text": "th"
},
"$:/language/Date/DaySuffix/20": {
"title": "$:/language/Date/DaySuffix/20",
"text": "th"
},
"$:/language/Date/DaySuffix/21": {
"title": "$:/language/Date/DaySuffix/21",
"text": "st"
},
"$:/language/Date/DaySuffix/22": {
"title": "$:/language/Date/DaySuffix/22",
"text": "nd"
},
"$:/language/Date/DaySuffix/23": {
"title": "$:/language/Date/DaySuffix/23",
"text": "rd"
},
"$:/language/Date/DaySuffix/24": {
"title": "$:/language/Date/DaySuffix/24",
"text": "th"
},
"$:/language/Date/DaySuffix/25": {
"title": "$:/language/Date/DaySuffix/25",
"text": "th"
},
"$:/language/Date/DaySuffix/26": {
"title": "$:/language/Date/DaySuffix/26",
"text": "th"
},
"$:/language/Date/DaySuffix/27": {
"title": "$:/language/Date/DaySuffix/27",
"text": "th"
},
"$:/language/Date/DaySuffix/28": {
"title": "$:/language/Date/DaySuffix/28",
"text": "th"
},
"$:/language/Date/DaySuffix/29": {
"title": "$:/language/Date/DaySuffix/29",
"text": "th"
},
"$:/language/Date/DaySuffix/30": {
"title": "$:/language/Date/DaySuffix/30",
"text": "th"
},
"$:/language/Date/DaySuffix/31": {
"title": "$:/language/Date/DaySuffix/31",
"text": "st"
},
"$:/language/Date/Long/Day/0": {
"title": "$:/language/Date/Long/Day/0",
"text": "Sunday"
},
"$:/language/Date/Long/Day/1": {
"title": "$:/language/Date/Long/Day/1",
"text": "Monday"
},
"$:/language/Date/Long/Day/2": {
"title": "$:/language/Date/Long/Day/2",
"text": "Tuesday"
},
"$:/language/Date/Long/Day/3": {
"title": "$:/language/Date/Long/Day/3",
"text": "Wednesday"
},
"$:/language/Date/Long/Day/4": {
"title": "$:/language/Date/Long/Day/4",
"text": "Thursday"
},
"$:/language/Date/Long/Day/5": {
"title": "$:/language/Date/Long/Day/5",
"text": "Friday"
},
"$:/language/Date/Long/Day/6": {
"title": "$:/language/Date/Long/Day/6",
"text": "Saturday"
},
"$:/language/Date/Long/Month/1": {
"title": "$:/language/Date/Long/Month/1",
"text": "January"
},
"$:/language/Date/Long/Month/2": {
"title": "$:/language/Date/Long/Month/2",
"text": "February"
},
"$:/language/Date/Long/Month/3": {
"title": "$:/language/Date/Long/Month/3",
"text": "March"
},
"$:/language/Date/Long/Month/4": {
"title": "$:/language/Date/Long/Month/4",
"text": "April"
},
"$:/language/Date/Long/Month/5": {
"title": "$:/language/Date/Long/Month/5",
"text": "May"
},
"$:/language/Date/Long/Month/6": {
"title": "$:/language/Date/Long/Month/6",
"text": "June"
},
"$:/language/Date/Long/Month/7": {
"title": "$:/language/Date/Long/Month/7",
"text": "July"
},
"$:/language/Date/Long/Month/8": {
"title": "$:/language/Date/Long/Month/8",
"text": "August"
},
"$:/language/Date/Long/Month/9": {
"title": "$:/language/Date/Long/Month/9",
"text": "September"
},
"$:/language/Date/Long/Month/10": {
"title": "$:/language/Date/Long/Month/10",
"text": "October"
},
"$:/language/Date/Long/Month/11": {
"title": "$:/language/Date/Long/Month/11",
"text": "November"
},
"$:/language/Date/Long/Month/12": {
"title": "$:/language/Date/Long/Month/12",
"text": "December"
},
"$:/language/Date/Period/am": {
"title": "$:/language/Date/Period/am",
"text": "am"
},
"$:/language/Date/Period/pm": {
"title": "$:/language/Date/Period/pm",
"text": "pm"
},
"$:/language/Date/Short/Day/0": {
"title": "$:/language/Date/Short/Day/0",
"text": "Sun"
},
"$:/language/Date/Short/Day/1": {
"title": "$:/language/Date/Short/Day/1",
"text": "Mon"
},
"$:/language/Date/Short/Day/2": {
"title": "$:/language/Date/Short/Day/2",
"text": "Tue"
},
"$:/language/Date/Short/Day/3": {
"title": "$:/language/Date/Short/Day/3",
"text": "Wed"
},
"$:/language/Date/Short/Day/4": {
"title": "$:/language/Date/Short/Day/4",
"text": "Thu"
},
"$:/language/Date/Short/Day/5": {
"title": "$:/language/Date/Short/Day/5",
"text": "Fri"
},
"$:/language/Date/Short/Day/6": {
"title": "$:/language/Date/Short/Day/6",
"text": "Sat"
},
"$:/language/Date/Short/Month/1": {
"title": "$:/language/Date/Short/Month/1",
"text": "Jan"
},
"$:/language/Date/Short/Month/2": {
"title": "$:/language/Date/Short/Month/2",
"text": "Feb"
},
"$:/language/Date/Short/Month/3": {
"title": "$:/language/Date/Short/Month/3",
"text": "Mar"
},
"$:/language/Date/Short/Month/4": {
"title": "$:/language/Date/Short/Month/4",
"text": "Apr"
},
"$:/language/Date/Short/Month/5": {
"title": "$:/language/Date/Short/Month/5",
"text": "May"
},
"$:/language/Date/Short/Month/6": {
"title": "$:/language/Date/Short/Month/6",
"text": "Jun"
},
"$:/language/Date/Short/Month/7": {
"title": "$:/language/Date/Short/Month/7",
"text": "Jul"
},
"$:/language/Date/Short/Month/8": {
"title": "$:/language/Date/Short/Month/8",
"text": "Aug"
},
"$:/language/Date/Short/Month/9": {
"title": "$:/language/Date/Short/Month/9",
"text": "Sep"
},
"$:/language/Date/Short/Month/10": {
"title": "$:/language/Date/Short/Month/10",
"text": "Oct"
},
"$:/language/Date/Short/Month/11": {
"title": "$:/language/Date/Short/Month/11",
"text": "Nov"
},
"$:/language/Date/Short/Month/12": {
"title": "$:/language/Date/Short/Month/12",
"text": "Dec"
},
"$:/language/RelativeDate/Future/Days": {
"title": "$:/language/RelativeDate/Future/Days",
"text": "<<period>> days from now"
},
"$:/language/RelativeDate/Future/Hours": {
"title": "$:/language/RelativeDate/Future/Hours",
"text": "<<period>> hours from now"
},
"$:/language/RelativeDate/Future/Minutes": {
"title": "$:/language/RelativeDate/Future/Minutes",
"text": "<<period>> minutes from now"
},
"$:/language/RelativeDate/Future/Months": {
"title": "$:/language/RelativeDate/Future/Months",
"text": "<<period>> months from now"
},
"$:/language/RelativeDate/Future/Second": {
"title": "$:/language/RelativeDate/Future/Second",
"text": "1 second from now"
},
"$:/language/RelativeDate/Future/Seconds": {
"title": "$:/language/RelativeDate/Future/Seconds",
"text": "<<period>> seconds from now"
},
"$:/language/RelativeDate/Future/Years": {
"title": "$:/language/RelativeDate/Future/Years",
"text": "<<period>> years from now"
},
"$:/language/RelativeDate/Past/Days": {
"title": "$:/language/RelativeDate/Past/Days",
"text": "<<period>> days ago"
},
"$:/language/RelativeDate/Past/Hours": {
"title": "$:/language/RelativeDate/Past/Hours",
"text": "<<period>> hours ago"
},
"$:/language/RelativeDate/Past/Minutes": {
"title": "$:/language/RelativeDate/Past/Minutes",
"text": "<<period>> minutes ago"
},
"$:/language/RelativeDate/Past/Months": {
"title": "$:/language/RelativeDate/Past/Months",
"text": "<<period>> months ago"
},
"$:/language/RelativeDate/Past/Second": {
"title": "$:/language/RelativeDate/Past/Second",
"text": "1 second ago"
},
"$:/language/RelativeDate/Past/Seconds": {
"title": "$:/language/RelativeDate/Past/Seconds",
"text": "<<period>> seconds ago"
},
"$:/language/RelativeDate/Past/Years": {
"title": "$:/language/RelativeDate/Past/Years",
"text": "<<period>> years ago"
},
"$:/language/Docs/ModuleTypes/allfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/allfilteroperator",
"text": "A sub-operator for the ''all'' filter operator."
},
"$:/language/Docs/ModuleTypes/animation": {
"title": "$:/language/Docs/ModuleTypes/animation",
"text": "Animations that may be used with the RevealWidget."
},
"$:/language/Docs/ModuleTypes/authenticator": {
"title": "$:/language/Docs/ModuleTypes/authenticator",
"text": "Defines how requests are authenticated by the built-in HTTP server."
},
"$:/language/Docs/ModuleTypes/bitmapeditoroperation": {
"title": "$:/language/Docs/ModuleTypes/bitmapeditoroperation",
"text": "A bitmap editor toolbar operation."
},
"$:/language/Docs/ModuleTypes/command": {
"title": "$:/language/Docs/ModuleTypes/command",
"text": "Commands that can be executed under Node.js."
},
"$:/language/Docs/ModuleTypes/config": {
"title": "$:/language/Docs/ModuleTypes/config",
"text": "Data to be inserted into `$tw.config`."
},
"$:/language/Docs/ModuleTypes/filteroperator": {
"title": "$:/language/Docs/ModuleTypes/filteroperator",
"text": "Individual filter operator methods."
},
"$:/language/Docs/ModuleTypes/global": {
"title": "$:/language/Docs/ModuleTypes/global",
"text": "Global data to be inserted into `$tw`."
},
"$:/language/Docs/ModuleTypes/info": {
"title": "$:/language/Docs/ModuleTypes/info",
"text": "Publishes system information via the [[$:/temp/info-plugin]] pseudo-plugin."
},
"$:/language/Docs/ModuleTypes/isfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/isfilteroperator",
"text": "Operands for the ''is'' filter operator."
},
"$:/language/Docs/ModuleTypes/library": {
"title": "$:/language/Docs/ModuleTypes/library",
"text": "Generic module type for general purpose JavaScript modules."
},
"$:/language/Docs/ModuleTypes/macro": {
"title": "$:/language/Docs/ModuleTypes/macro",
"text": "JavaScript macro definitions."
},
"$:/language/Docs/ModuleTypes/parser": {
"title": "$:/language/Docs/ModuleTypes/parser",
"text": "Parsers for different content types."
},
"$:/language/Docs/ModuleTypes/route": {
"title": "$:/language/Docs/ModuleTypes/route",
"text": "Defines how individual URL patterns are handled by the built-in HTTP server."
},
"$:/language/Docs/ModuleTypes/saver": {
"title": "$:/language/Docs/ModuleTypes/saver",
"text": "Savers handle different methods for saving files from the browser."
},
"$:/language/Docs/ModuleTypes/startup": {
"title": "$:/language/Docs/ModuleTypes/startup",
"text": "Startup functions."
},
"$:/language/Docs/ModuleTypes/storyview": {
"title": "$:/language/Docs/ModuleTypes/storyview",
"text": "Story views customise the animation and behaviour of list widgets."
},
"$:/language/Docs/ModuleTypes/texteditoroperation": {
"title": "$:/language/Docs/ModuleTypes/texteditoroperation",
"text": "A text editor toolbar operation."
},
"$:/language/Docs/ModuleTypes/tiddlerdeserializer": {
"title": "$:/language/Docs/ModuleTypes/tiddlerdeserializer",
"text": "Converts different content types into tiddlers."
},
"$:/language/Docs/ModuleTypes/tiddlerfield": {
"title": "$:/language/Docs/ModuleTypes/tiddlerfield",
"text": "Defines the behaviour of an individual tiddler field."
},
"$:/language/Docs/ModuleTypes/tiddlermethod": {
"title": "$:/language/Docs/ModuleTypes/tiddlermethod",
"text": "Adds methods to the `$tw.Tiddler` prototype."
},
"$:/language/Docs/ModuleTypes/upgrader": {
"title": "$:/language/Docs/ModuleTypes/upgrader",
"text": "Applies upgrade processing to tiddlers during an upgrade/import."
},
"$:/language/Docs/ModuleTypes/utils": {
"title": "$:/language/Docs/ModuleTypes/utils",
"text": "Adds methods to `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/utils-node": {
"title": "$:/language/Docs/ModuleTypes/utils-node",
"text": "Adds Node.js-specific methods to `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/widget": {
"title": "$:/language/Docs/ModuleTypes/widget",
"text": "Widgets encapsulate DOM rendering and refreshing."
},
"$:/language/Docs/ModuleTypes/wikimethod": {
"title": "$:/language/Docs/ModuleTypes/wikimethod",
"text": "Adds methods to `$tw.Wiki`."
},
"$:/language/Docs/ModuleTypes/wikirule": {
"title": "$:/language/Docs/ModuleTypes/wikirule",
"text": "Individual parser rules for the main WikiText parser."
},
"$:/language/Docs/PaletteColours/alert-background": {
"title": "$:/language/Docs/PaletteColours/alert-background",
"text": "Alert background"
},
"$:/language/Docs/PaletteColours/alert-border": {
"title": "$:/language/Docs/PaletteColours/alert-border",
"text": "Alert border"
},
"$:/language/Docs/PaletteColours/alert-highlight": {
"title": "$:/language/Docs/PaletteColours/alert-highlight",
"text": "Alert highlight"
},
"$:/language/Docs/PaletteColours/alert-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/alert-muted-foreground",
"text": "Alert muted foreground"
},
"$:/language/Docs/PaletteColours/background": {
"title": "$:/language/Docs/PaletteColours/background",
"text": "General background"
},
"$:/language/Docs/PaletteColours/blockquote-bar": {
"title": "$:/language/Docs/PaletteColours/blockquote-bar",
"text": "Blockquote bar"
},
"$:/language/Docs/PaletteColours/button-background": {
"title": "$:/language/Docs/PaletteColours/button-background",
"text": "Default button background"
},
"$:/language/Docs/PaletteColours/button-border": {
"title": "$:/language/Docs/PaletteColours/button-border",
"text": "Default button border"
},
"$:/language/Docs/PaletteColours/button-foreground": {
"title": "$:/language/Docs/PaletteColours/button-foreground",
"text": "Default button foreground"
},
"$:/language/Docs/PaletteColours/dirty-indicator": {
"title": "$:/language/Docs/PaletteColours/dirty-indicator",
"text": "Unsaved changes indicator"
},
"$:/language/Docs/PaletteColours/code-background": {
"title": "$:/language/Docs/PaletteColours/code-background",
"text": "Code background"
},
"$:/language/Docs/PaletteColours/code-border": {
"title": "$:/language/Docs/PaletteColours/code-border",
"text": "Code border"
},
"$:/language/Docs/PaletteColours/code-foreground": {
"title": "$:/language/Docs/PaletteColours/code-foreground",
"text": "Code foreground"
},
"$:/language/Docs/PaletteColours/download-background": {
"title": "$:/language/Docs/PaletteColours/download-background",
"text": "Download button background"
},
"$:/language/Docs/PaletteColours/download-foreground": {
"title": "$:/language/Docs/PaletteColours/download-foreground",
"text": "Download button foreground"
},
"$:/language/Docs/PaletteColours/dragger-background": {
"title": "$:/language/Docs/PaletteColours/dragger-background",
"text": "Dragger background"
},
"$:/language/Docs/PaletteColours/dragger-foreground": {
"title": "$:/language/Docs/PaletteColours/dragger-foreground",
"text": "Dragger foreground"
},
"$:/language/Docs/PaletteColours/dropdown-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-background",
"text": "Dropdown background"
},
"$:/language/Docs/PaletteColours/dropdown-border": {
"title": "$:/language/Docs/PaletteColours/dropdown-border",
"text": "Dropdown border"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background-selected",
"text": "Dropdown tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background",
"text": "Dropdown tab background"
},
"$:/language/Docs/PaletteColours/dropzone-background": {
"title": "$:/language/Docs/PaletteColours/dropzone-background",
"text": "Dropzone background"
},
"$:/language/Docs/PaletteColours/external-link-background-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-background-hover",
"text": "External link background hover"
},
"$:/language/Docs/PaletteColours/external-link-background-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-background-visited",
"text": "External link background visited"
},
"$:/language/Docs/PaletteColours/external-link-background": {
"title": "$:/language/Docs/PaletteColours/external-link-background",
"text": "External link background"
},
"$:/language/Docs/PaletteColours/external-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-hover",
"text": "External link foreground hover"
},
"$:/language/Docs/PaletteColours/external-link-foreground-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-visited",
"text": "External link foreground visited"
},
"$:/language/Docs/PaletteColours/external-link-foreground": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground",
"text": "External link foreground"
},
"$:/language/Docs/PaletteColours/foreground": {
"title": "$:/language/Docs/PaletteColours/foreground",
"text": "General foreground"
},
"$:/language/Docs/PaletteColours/message-background": {
"title": "$:/language/Docs/PaletteColours/message-background",
"text": "Message box background"
},
"$:/language/Docs/PaletteColours/message-border": {
"title": "$:/language/Docs/PaletteColours/message-border",
"text": "Message box border"
},
"$:/language/Docs/PaletteColours/message-foreground": {
"title": "$:/language/Docs/PaletteColours/message-foreground",
"text": "Message box foreground"
},
"$:/language/Docs/PaletteColours/modal-backdrop": {
"title": "$:/language/Docs/PaletteColours/modal-backdrop",
"text": "Modal backdrop"
},
"$:/language/Docs/PaletteColours/modal-background": {
"title": "$:/language/Docs/PaletteColours/modal-background",
"text": "Modal background"
},
"$:/language/Docs/PaletteColours/modal-border": {
"title": "$:/language/Docs/PaletteColours/modal-border",
"text": "Modal border"
},
"$:/language/Docs/PaletteColours/modal-footer-background": {
"title": "$:/language/Docs/PaletteColours/modal-footer-background",
"text": "Modal footer background"
},
"$:/language/Docs/PaletteColours/modal-footer-border": {
"title": "$:/language/Docs/PaletteColours/modal-footer-border",
"text": "Modal footer border"
},
"$:/language/Docs/PaletteColours/modal-header-border": {
"title": "$:/language/Docs/PaletteColours/modal-header-border",
"text": "Modal header border"
},
"$:/language/Docs/PaletteColours/muted-foreground": {
"title": "$:/language/Docs/PaletteColours/muted-foreground",
"text": "General muted foreground"
},
"$:/language/Docs/PaletteColours/notification-background": {
"title": "$:/language/Docs/PaletteColours/notification-background",
"text": "Notification background"
},
"$:/language/Docs/PaletteColours/notification-border": {
"title": "$:/language/Docs/PaletteColours/notification-border",
"text": "Notification border"
},
"$:/language/Docs/PaletteColours/page-background": {
"title": "$:/language/Docs/PaletteColours/page-background",
"text": "Page background"
},
"$:/language/Docs/PaletteColours/pre-background": {
"title": "$:/language/Docs/PaletteColours/pre-background",
"text": "Preformatted code background"
},
"$:/language/Docs/PaletteColours/pre-border": {
"title": "$:/language/Docs/PaletteColours/pre-border",
"text": "Preformatted code border"
},
"$:/language/Docs/PaletteColours/primary": {
"title": "$:/language/Docs/PaletteColours/primary",
"text": "General primary"
},
"$:/language/Docs/PaletteColours/select-tag-background": {
"title": "$:/language/Docs/PaletteColours/select-tag-background",
"text": "`<select>` element background"
},
"$:/language/Docs/PaletteColours/select-tag-foreground": {
"title": "$:/language/Docs/PaletteColours/select-tag-foreground",
"text": "`<select>` element text"
},
"$:/language/Docs/PaletteColours/sidebar-button-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-button-foreground",
"text": "Sidebar button foreground"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover",
"text": "Sidebar controls foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground",
"text": "Sidebar controls foreground"
},
"$:/language/Docs/PaletteColours/sidebar-foreground-shadow": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground-shadow",
"text": "Sidebar foreground shadow"
},
"$:/language/Docs/PaletteColours/sidebar-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground",
"text": "Sidebar foreground"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover",
"text": "Sidebar muted foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground",
"text": "Sidebar muted foreground"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background-selected",
"text": "Sidebar tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background",
"text": "Sidebar tab background"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border-selected",
"text": "Sidebar tab border for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border",
"text": "Sidebar tab border"
},
"$:/language/Docs/PaletteColours/sidebar-tab-divider": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-divider",
"text": "Sidebar tab divider"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected",
"text": "Sidebar tab foreground for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground",
"text": "Sidebar tab foreground"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover",
"text": "Sidebar tiddler link foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground",
"text": "Sidebar tiddler link foreground"
},
"$:/language/Docs/PaletteColours/site-title-foreground": {
"title": "$:/language/Docs/PaletteColours/site-title-foreground",
"text": "Site title foreground"
},
"$:/language/Docs/PaletteColours/static-alert-foreground": {
"title": "$:/language/Docs/PaletteColours/static-alert-foreground",
"text": "Static alert foreground"
},
"$:/language/Docs/PaletteColours/tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/tab-background-selected",
"text": "Tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-background": {
"title": "$:/language/Docs/PaletteColours/tab-background",
"text": "Tab background"
},
"$:/language/Docs/PaletteColours/tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/tab-border-selected",
"text": "Tab border for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-border": {
"title": "$:/language/Docs/PaletteColours/tab-border",
"text": "Tab border"
},
"$:/language/Docs/PaletteColours/tab-divider": {
"title": "$:/language/Docs/PaletteColours/tab-divider",
"text": "Tab divider"
},
"$:/language/Docs/PaletteColours/tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tab-foreground-selected",
"text": "Tab foreground for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-foreground": {
"title": "$:/language/Docs/PaletteColours/tab-foreground",
"text": "Tab foreground"
},
"$:/language/Docs/PaletteColours/table-border": {
"title": "$:/language/Docs/PaletteColours/table-border",
"text": "Table border"
},
"$:/language/Docs/PaletteColours/table-footer-background": {
"title": "$:/language/Docs/PaletteColours/table-footer-background",
"text": "Table footer background"
},
"$:/language/Docs/PaletteColours/table-header-background": {
"title": "$:/language/Docs/PaletteColours/table-header-background",
"text": "Table header background"
},
"$:/language/Docs/PaletteColours/tag-background": {
"title": "$:/language/Docs/PaletteColours/tag-background",
"text": "Tag background"
},
"$:/language/Docs/PaletteColours/tag-foreground": {
"title": "$:/language/Docs/PaletteColours/tag-foreground",
"text": "Tag foreground"
},
"$:/language/Docs/PaletteColours/tiddler-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-background",
"text": "Tiddler background"
},
"$:/language/Docs/PaletteColours/tiddler-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-border",
"text": "Tiddler border"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover",
"text": "Tiddler controls foreground hover"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected",
"text": "Tiddler controls foreground for selected controls"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground",
"text": "Tiddler controls foreground"
},
"$:/language/Docs/PaletteColours/tiddler-editor-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-background",
"text": "Tiddler editor background"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border-image": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border-image",
"text": "Tiddler editor border image"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border",
"text": "Tiddler editor border"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-even": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-even",
"text": "Tiddler editor background for even fields"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-odd": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-odd",
"text": "Tiddler editor background for odd fields"
},
"$:/language/Docs/PaletteColours/tiddler-info-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-background",
"text": "Tiddler info panel background"
},
"$:/language/Docs/PaletteColours/tiddler-info-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-border",
"text": "Tiddler info panel border"
},
"$:/language/Docs/PaletteColours/tiddler-info-tab-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-tab-background",
"text": "Tiddler info panel tab background"
},
"$:/language/Docs/PaletteColours/tiddler-link-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-background",
"text": "Tiddler link background"
},
"$:/language/Docs/PaletteColours/tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-foreground",
"text": "Tiddler link foreground"
},
"$:/language/Docs/PaletteColours/tiddler-subtitle-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-subtitle-foreground",
"text": "Tiddler subtitle foreground"
},
"$:/language/Docs/PaletteColours/tiddler-title-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-title-foreground",
"text": "Tiddler title foreground"
},
"$:/language/Docs/PaletteColours/toolbar-new-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-new-button",
"text": "Toolbar 'new tiddler' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-options-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-options-button",
"text": "Toolbar 'options' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-save-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-save-button",
"text": "Toolbar 'save' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-info-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-info-button",
"text": "Toolbar 'info' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-edit-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-edit-button",
"text": "Toolbar 'edit' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-close-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-close-button",
"text": "Toolbar 'close' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-delete-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-delete-button",
"text": "Toolbar 'delete' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-cancel-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-cancel-button",
"text": "Toolbar 'cancel' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-done-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-done-button",
"text": "Toolbar 'done' button foreground"
},
"$:/language/Docs/PaletteColours/untagged-background": {
"title": "$:/language/Docs/PaletteColours/untagged-background",
"text": "Untagged pill background"
},
"$:/language/Docs/PaletteColours/very-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/very-muted-foreground",
"text": "Very muted foreground"
},
"$:/language/EditTemplate/Body/External/Hint": {
"title": "$:/language/EditTemplate/Body/External/Hint",
"text": "This tiddler shows content stored outside of the main TiddlyWiki file. You can edit the tags and fields but cannot directly edit the content itself"
},
"$:/language/EditTemplate/Body/Placeholder": {
"title": "$:/language/EditTemplate/Body/Placeholder",
"text": "Type the text for this tiddler"
},
"$:/language/EditTemplate/Body/Preview/Type/Output": {
"title": "$:/language/EditTemplate/Body/Preview/Type/Output",
"text": "output"
},
"$:/language/EditTemplate/Field/Remove/Caption": {
"title": "$:/language/EditTemplate/Field/Remove/Caption",
"text": "remove field"
},
"$:/language/EditTemplate/Field/Remove/Hint": {
"title": "$:/language/EditTemplate/Field/Remove/Hint",
"text": "Remove field"
},
"$:/language/EditTemplate/Field/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Field/Dropdown/Caption",
"text": "field list"
},
"$:/language/EditTemplate/Field/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Field/Dropdown/Hint",
"text": "Show field list"
},
"$:/language/EditTemplate/Fields/Add/Button": {
"title": "$:/language/EditTemplate/Fields/Add/Button",
"text": "add"
},
"$:/language/EditTemplate/Fields/Add/Name/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Name/Placeholder",
"text": "field name"
},
"$:/language/EditTemplate/Fields/Add/Prompt": {
"title": "$:/language/EditTemplate/Fields/Add/Prompt",
"text": "Add a new field:"
},
"$:/language/EditTemplate/Fields/Add/Value/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Value/Placeholder",
"text": "field value"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/System": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/System",
"text": "System fields"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/User": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/User",
"text": "User fields"
},
"$:/language/EditTemplate/Shadow/Warning": {
"title": "$:/language/EditTemplate/Shadow/Warning",
"text": "This is a shadow tiddler. Any changes you make will override the default version from the plugin <<pluginLink>>"
},
"$:/language/EditTemplate/Shadow/OverriddenWarning": {
"title": "$:/language/EditTemplate/Shadow/OverriddenWarning",
"text": "This is a modified shadow tiddler. You can revert to the default version in the plugin <<pluginLink>> by deleting this tiddler"
},
"$:/language/EditTemplate/Tags/Add/Button": {
"title": "$:/language/EditTemplate/Tags/Add/Button",
"text": "add"
},
"$:/language/EditTemplate/Tags/Add/Placeholder": {
"title": "$:/language/EditTemplate/Tags/Add/Placeholder",
"text": "tag name"
},
"$:/language/EditTemplate/Tags/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Caption",
"text": "tag list"
},
"$:/language/EditTemplate/Tags/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Hint",
"text": "Show tag list"
},
"$:/language/EditTemplate/Title/BadCharacterWarning": {
"title": "$:/language/EditTemplate/Title/BadCharacterWarning",
"text": "Warning: avoid using any of the characters <<bad-chars>> in tiddler titles"
},
"$:/language/EditTemplate/Title/Exists/Prompt": {
"title": "$:/language/EditTemplate/Title/Exists/Prompt",
"text": "Target tiddler already exists"
},
"$:/language/EditTemplate/Title/Relink/Prompt": {
"title": "$:/language/EditTemplate/Title/Relink/Prompt",
"text": "Update ''<$text text=<<fromTitle>>/>'' to ''<$text text=<<toTitle>>/>'' in the //tags// and //list// fields of other tiddlers"
},
"$:/language/EditTemplate/Title/References/Prompt": {
"title": "$:/language/EditTemplate/Title/References/Prompt",
"text": "The following references to this tiddler will not be automatically updated:"
},
"$:/language/EditTemplate/Type/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Type/Dropdown/Caption",
"text": "content type list"
},
"$:/language/EditTemplate/Type/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Type/Dropdown/Hint",
"text": "Show content type list"
},
"$:/language/EditTemplate/Type/Delete/Caption": {
"title": "$:/language/EditTemplate/Type/Delete/Caption",
"text": "delete content type"
},
"$:/language/EditTemplate/Type/Delete/Hint": {
"title": "$:/language/EditTemplate/Type/Delete/Hint",
"text": "Delete content type"
},
"$:/language/EditTemplate/Type/Placeholder": {
"title": "$:/language/EditTemplate/Type/Placeholder",
"text": "content type"
},
"$:/language/EditTemplate/Type/Prompt": {
"title": "$:/language/EditTemplate/Type/Prompt",
"text": "Type:"
},
"$:/language/Exporters/StaticRiver": {
"title": "$:/language/Exporters/StaticRiver",
"text": "Static HTML"
},
"$:/language/Exporters/JsonFile": {
"title": "$:/language/Exporters/JsonFile",
"text": "JSON file"
},
"$:/language/Exporters/CsvFile": {
"title": "$:/language/Exporters/CsvFile",
"text": "CSV file"
},
"$:/language/Exporters/TidFile": {
"title": "$:/language/Exporters/TidFile",
"text": "\".tid\" file"
},
"$:/language/Docs/Fields/_canonical_uri": {
"title": "$:/language/Docs/Fields/_canonical_uri",
"text": "The full URI of an external image tiddler"
},
"$:/language/Docs/Fields/bag": {
"title": "$:/language/Docs/Fields/bag",
"text": "The name of the bag from which a tiddler came"
},
"$:/language/Docs/Fields/caption": {
"title": "$:/language/Docs/Fields/caption",
"text": "The text to be displayed on a tab or button"
},
"$:/language/Docs/Fields/color": {
"title": "$:/language/Docs/Fields/color",
"text": "The CSS color value associated with a tiddler"
},
"$:/language/Docs/Fields/component": {
"title": "$:/language/Docs/Fields/component",
"text": "The name of the component responsible for an [[alert tiddler|AlertMechanism]]"
},
"$:/language/Docs/Fields/current-tiddler": {
"title": "$:/language/Docs/Fields/current-tiddler",
"text": "Used to cache the top tiddler in a [[history list|HistoryMechanism]]"
},
"$:/language/Docs/Fields/created": {
"title": "$:/language/Docs/Fields/created",
"text": "The date a tiddler was created"
},
"$:/language/Docs/Fields/creator": {
"title": "$:/language/Docs/Fields/creator",
"text": "The name of the person who created a tiddler"
},
"$:/language/Docs/Fields/dependents": {
"title": "$:/language/Docs/Fields/dependents",
"text": "For a plugin, lists the dependent plugin titles"
},
"$:/language/Docs/Fields/description": {
"title": "$:/language/Docs/Fields/description",
"text": "The descriptive text for a plugin, or a modal dialogue"
},
"$:/language/Docs/Fields/draft.of": {
"title": "$:/language/Docs/Fields/draft.of",
"text": "For draft tiddlers, contains the title of the tiddler of which this is a draft"
},
"$:/language/Docs/Fields/draft.title": {
"title": "$:/language/Docs/Fields/draft.title",
"text": "For draft tiddlers, contains the proposed new title of the tiddler"
},
"$:/language/Docs/Fields/footer": {
"title": "$:/language/Docs/Fields/footer",
"text": "The footer text for a wizard"
},
"$:/language/Docs/Fields/hack-to-give-us-something-to-compare-against": {
"title": "$:/language/Docs/Fields/hack-to-give-us-something-to-compare-against",
"text": "A temporary storage field used in [[$:/core/templates/static.content]]"
},
"$:/language/Docs/Fields/icon": {
"title": "$:/language/Docs/Fields/icon",
"text": "The title of the tiddler containing the icon associated with a tiddler"
},
"$:/language/Docs/Fields/library": {
"title": "$:/language/Docs/Fields/library",
"text": "If set to \"yes\" indicates that a tiddler should be saved as a JavaScript library"
},
"$:/language/Docs/Fields/list": {
"title": "$:/language/Docs/Fields/list",
"text": "An ordered list of tiddler titles associated with a tiddler"
},
"$:/language/Docs/Fields/list-before": {
"title": "$:/language/Docs/Fields/list-before",
"text": "If set, the title of a tiddler before which this tiddler should be added to the ordered list of tiddler titles, or at the start of the list if this field is present but empty"
},
"$:/language/Docs/Fields/list-after": {
"title": "$:/language/Docs/Fields/list-after",
"text": "If set, the title of the tiddler after which this tiddler should be added to the ordered list of tiddler titles, or at the end of the list if this field is present but empty"
},
"$:/language/Docs/Fields/modified": {
"title": "$:/language/Docs/Fields/modified",
"text": "The date and time at which a tiddler was last modified"
},
"$:/language/Docs/Fields/modifier": {
"title": "$:/language/Docs/Fields/modifier",
"text": "The tiddler title associated with the person who last modified a tiddler"
},
"$:/language/Docs/Fields/name": {
"title": "$:/language/Docs/Fields/name",
"text": "The human readable name associated with a plugin tiddler"
},
"$:/language/Docs/Fields/plugin-priority": {
"title": "$:/language/Docs/Fields/plugin-priority",
"text": "A numerical value indicating the priority of a plugin tiddler"
},
"$:/language/Docs/Fields/plugin-type": {
"title": "$:/language/Docs/Fields/plugin-type",
"text": "The type of plugin in a plugin tiddler"
},
"$:/language/Docs/Fields/revision": {
"title": "$:/language/Docs/Fields/revision",
"text": "The revision of the tiddler held at the server"
},
"$:/language/Docs/Fields/released": {
"title": "$:/language/Docs/Fields/released",
"text": "Date of a TiddlyWiki release"
},
"$:/language/Docs/Fields/source": {
"title": "$:/language/Docs/Fields/source",
"text": "The source URL associated with a tiddler"
},
"$:/language/Docs/Fields/subtitle": {
"title": "$:/language/Docs/Fields/subtitle",
"text": "The subtitle text for a wizard"
},
"$:/language/Docs/Fields/tags": {
"title": "$:/language/Docs/Fields/tags",
"text": "A list of tags associated with a tiddler"
},
"$:/language/Docs/Fields/text": {
"title": "$:/language/Docs/Fields/text",
"text": "The body text of a tiddler"
},
"$:/language/Docs/Fields/title": {
"title": "$:/language/Docs/Fields/title",
"text": "The unique name of a tiddler"
},
"$:/language/Docs/Fields/type": {
"title": "$:/language/Docs/Fields/type",
"text": "The content type of a tiddler"
},
"$:/language/Docs/Fields/version": {
"title": "$:/language/Docs/Fields/version",
"text": "Version information for a plugin"
},
"$:/language/Filters/AllTiddlers": {
"title": "$:/language/Filters/AllTiddlers",
"text": "All tiddlers except system tiddlers"
},
"$:/language/Filters/RecentSystemTiddlers": {
"title": "$:/language/Filters/RecentSystemTiddlers",
"text": "Recently modified tiddlers, including system tiddlers"
},
"$:/language/Filters/RecentTiddlers": {
"title": "$:/language/Filters/RecentTiddlers",
"text": "Recently modified tiddlers"
},
"$:/language/Filters/AllTags": {
"title": "$:/language/Filters/AllTags",
"text": "All tags except system tags"
},
"$:/language/Filters/Missing": {
"title": "$:/language/Filters/Missing",
"text": "Missing tiddlers"
},
"$:/language/Filters/Drafts": {
"title": "$:/language/Filters/Drafts",
"text": "Draft tiddlers"
},
"$:/language/Filters/Orphans": {
"title": "$:/language/Filters/Orphans",
"text": "Orphan tiddlers"
},
"$:/language/Filters/SystemTiddlers": {
"title": "$:/language/Filters/SystemTiddlers",
"text": "System tiddlers"
},
"$:/language/Filters/ShadowTiddlers": {
"title": "$:/language/Filters/ShadowTiddlers",
"text": "Shadow tiddlers"
},
"$:/language/Filters/OverriddenShadowTiddlers": {
"title": "$:/language/Filters/OverriddenShadowTiddlers",
"text": "Overridden shadow tiddlers"
},
"$:/language/Filters/SystemTags": {
"title": "$:/language/Filters/SystemTags",
"text": "System tags"
},
"$:/language/Filters/StoryList": {
"title": "$:/language/Filters/StoryList",
"text": "Tiddlers in the story river, excluding <$text text=\"$:/AdvancedSearch\"/>"
},
"$:/language/Filters/TypedTiddlers": {
"title": "$:/language/Filters/TypedTiddlers",
"text": "Non wiki-text tiddlers"
},
"GettingStarted": {
"title": "GettingStarted",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\nWelcome to ~TiddlyWiki and the ~TiddlyWiki community\n\nBefore you start storing important information in ~TiddlyWiki it is vital to make sure that you can reliably save changes. See https://tiddlywiki.com/#GettingStarted for details\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"
},
"$:/language/Help/build": {
"title": "$:/language/Help/build",
"description": "Automatically run configured commands",
"text": "Build the specified build targets for the current wiki. If no build targets are specified then all available targets will be built.\n\n```\n--build <target> [<target> ...]\n```\n\nBuild targets are defined in the `tiddlywiki.info` file of a wiki folder.\n\n"
},
"$:/language/Help/clearpassword": {
"title": "$:/language/Help/clearpassword",
"description": "Clear a password for subsequent crypto operations",
"text": "Clear the password for subsequent crypto operations\n\n```\n--clearpassword\n```\n"
},
"$:/language/Help/default": {
"title": "$:/language/Help/default",
"text": "\\define commandTitle()\n$:/language/Help/$(command)$\n\\end\n```\nusage: tiddlywiki [<wikifolder>] [--<command> [<args>...]...]\n```\n\nAvailable commands:\n\n<ul>\n<$list filter=\"[commands[]sort[title]]\" variable=\"command\">\n<li><$link to=<<commandTitle>>><$macrocall $name=\"command\" $type=\"text/plain\" $output=\"text/plain\"/></$link>: <$transclude tiddler=<<commandTitle>> field=\"description\"/></li>\n</$list>\n</ul>\n\nTo get detailed help on a command:\n\n```\ntiddlywiki --help <command>\n```\n"
},
"$:/language/Help/editions": {
"title": "$:/language/Help/editions",
"description": "Lists the available editions of TiddlyWiki",
"text": "Lists the names and descriptions of the available editions. You can create a new wiki of a specified edition with the `--init` command.\n\n```\n--editions\n```\n"
},
"$:/language/Help/fetch": {
"title": "$:/language/Help/fetch",
"description": "Fetch tiddlers from wiki by URL",
"text": "Fetch one or more files over HTTP/HTTPS, and import the tiddlers matching a filter, optionally transforming the incoming titles.\n\n```\n--fetch file <url> <import-filter> <transform-filter>\n--fetch files <url-filter> <import-filter> <transform-filter>\n--fetch raw-file <url> <transform-filter>\n--fetch raw-files <url-filter> <transform-filter>\n```\n\nThe \"file\" and \"files\" variants fetch the specified files and attempt to import the tiddlers within them (the same processing as if the files were dragged into the browser window). The \"raw-file\" and \"raw-files\" variants fetch the specified files and then store the raw file data in tiddlers, without applying the import logic.\n\nWith the \"file\" and \"raw-file\" variants only a single file is fetched and the first parameter is the URL of the file to read.\n\nWith the \"files\" and \"raw-files\" variants, multiple files are fetched and the first parameter is a filter yielding a list of URLs of the files to read. For example, given a set of tiddlers tagged \"remote-server\" that have a field \"url\" the filter `[tag[remote-server]get[url]]` will retrieve all the available URLs.\n\nFor the \"file\" and \"files\" variants, the `<import-filter>` parameter specifies a filter determining which tiddlers are imported. It defaults to `[all[tiddlers]]` if not provided.\n\nFor all variants, the `<transform-filter>` parameter specifies an optional filter that transforms the titles of the imported tiddlers. For example, `[addprefix[$:/myimports/]]` would add the prefix `$:/myimports/` to each title.\n\nPreceding the `--fetch` command with `--verbose` will output progress information during the import.\n\nNote that TiddlyWiki will not fetch an older version of an already loaded plugin.\n\nThe following example retrieves all the non-system tiddlers from https://tiddlywiki.com and saves them to a JSON file:\n\n```\ntiddlywiki --verbose --fetch file \"https://tiddlywiki.com/\" \"[!is[system]]\" \"\" --rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[!is[system]]\"\n```\n\nThe following example retrieves the \"favicon\" file from tiddlywiki.com and saves it in a file called \"output.ico\". Note that the intermediate tiddler \"Icon Tiddler\" is quoted in the \"--fetch\" command because it is being used as a transformation filter to replace the default title, while there are no quotes for the \"--savetiddler\" command because it is being used directly as a title.\n\n```\ntiddlywiki --verbose --fetch raw-file \"https://tiddlywiki.com/favicon.ico\" \"[[Icon Tiddler]]\" --savetiddler \"Icon Tiddler\" output.ico\n```\n\n"
},
"$:/language/Help/help": {
"title": "$:/language/Help/help",
"description": "Display help for TiddlyWiki commands",
"text": "Displays help text for a command:\n\n```\n--help [<command>]\n```\n\nIf the command name is omitted then a list of available commands is displayed.\n"
},
"$:/language/Help/import": {
"title": "$:/language/Help/import",
"description": "Import tiddlers from a file",
"text": "Import tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The deserializer must be explicitly specified, unlike the `load` command which infers the deserializer from the file extension.\n\n```\n--import <filepath> <deserializer> [<title>] [<encoding>]\n```\n\nThe deserializers in the core include:\n\n* application/javascript\n* application/json\n* application/x-tiddler\n* application/x-tiddler-html-div\n* application/x-tiddlers\n* text/html\n* text/plain\n\nThe title of the imported tiddler defaults to the filename.\n\nThe encoding defaults to \"utf8\", but can be \"base64\" for importing binary files.\n\nNote that TiddlyWiki will not import an older version of an already loaded plugin.\n"
},
"$:/language/Help/init": {
"title": "$:/language/Help/init",
"description": "Initialise a new wiki folder",
"text": "Initialise an empty [[WikiFolder|WikiFolders]] with a copy of the specified edition.\n\n```\n--init <edition> [<edition> ...]\n```\n\nFor example:\n\n```\ntiddlywiki ./MyWikiFolder --init empty\n```\n\nNote:\n\n* The wiki folder directory will be created if necessary\n* The \"edition\" defaults to ''empty''\n* The init command will fail if the wiki folder is not empty\n* The init command removes any `includeWikis` definitions in the edition's `tiddlywiki.info` file\n* When multiple editions are specified, editions initialised later will overwrite any files shared with earlier editions (so, the final `tiddlywiki.info` file will be copied from the last edition)\n* `--editions` returns a list of available editions\n"
},
"$:/language/Help/listen": {
"title": "$:/language/Help/listen",
"description": "Provides an HTTP server interface to TiddlyWiki",
"text": "Serves a wiki over HTTP.\n\nThe listen command uses NamedCommandParameters:\n\n```\n--listen [<name>=<value>]...\n```\n\nAll parameters are optional with safe defaults, and can be specified in any order. The recognised parameters are:\n\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''credentials'' - pathname of credentials CSV file (relative to wiki folder)\n* ''anon-username'' - the username for signing edits for anonymous users\n* ''username'' - optional username for basic authentication\n* ''password'' - optional password for basic authentication\n* ''authenticated-user-header'' - optional name of header to be used for trusted authentication\n* ''readers'' - comma separated list of principals allowed to read from this wiki\n* ''writers'' - comma separated list of principals allowed to write to this wiki\n* ''csrf-disable'' - set to \"yes\" to disable CSRF checks (defaults to \"no\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''tls-cert'' - pathname of TLS certificate file (relative to wiki folder)\n* ''tls-key'' - pathname of TLS key file (relative to wiki folder)\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n\nFor information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\n"
},
"$:/language/Help/load": {
"title": "$:/language/Help/load",
"description": "Load tiddlers from a file",
"text": "Load tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The processing applied to incoming files is determined by the file extension. Use the alternative `import` command if you need to specify the deserializer and encoding explicitly.\n\n```\n--load <filepath>\n--load <dirpath>\n```\n\nTo load tiddlers from an encrypted TiddlyWiki file you should first specify the password with the PasswordCommand. For example:\n\n```\ntiddlywiki ./MyWiki --password pa55w0rd --load my_encrypted_wiki.html\n```\n\nNote that TiddlyWiki will not load an older version of an already loaded plugin.\n"
},
"$:/language/Help/makelibrary": {
"title": "$:/language/Help/makelibrary",
"description": "Construct library plugin required by upgrade process",
"text": "Constructs the `$:/UpgradeLibrary` tiddler for the upgrade process.\n\nThe upgrade library is formatted as an ordinary plugin tiddler with the plugin type `library`. It contains a copy of each of the plugins, themes and language packs available within the TiddlyWiki5 repository.\n\nThis command is intended for internal use; it is only relevant to users constructing a custom upgrade procedure.\n\n```\n--makelibrary <title>\n```\n\nThe title argument defaults to `$:/UpgradeLibrary`.\n"
},
"$:/language/Help/notfound": {
"title": "$:/language/Help/notfound",
"text": "No such help item"
},
"$:/language/Help/output": {
"title": "$:/language/Help/output",
"description": "Set the base output directory for subsequent commands",
"text": "Sets the base output directory for subsequent commands. The default output directory is the `output` subdirectory of the edition directory.\n\n```\n--output <pathname>\n```\n\nIf the specified pathname is relative then it is resolved relative to the current working directory. For example `--output .` sets the output directory to the current working directory.\n\n"
},
"$:/language/Help/password": {
"title": "$:/language/Help/password",
"description": "Set a password for subsequent crypto operations",
"text": "Set a password for subsequent crypto operations\n\n```\n--password <password>\n```\n\n''Note'': This should not be used for serving TiddlyWiki with password protection. Instead, see the password option under the [[ServerCommand]].\n"
},
"$:/language/Help/render": {
"title": "$:/language/Help/render",
"description": "Renders individual tiddlers to files",
"text": "Render individual tiddlers identified by a filter and save the results to the specified files.\n\nOptionally, the title of a template tiddler can be specified. In this case, instead of directly rendering each tiddler, the template tiddler is rendered with the \"currentTiddler\" variable set to the title of the tiddler that is being rendered.\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--render <tiddler-filter> [<filename-filter>] [<render-type>] [<template>] [<name>] [<value>]\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be rendered\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]addsuffix[.html]]`, which uses the unchanged tiddler title as the filename\n* ''template'': Optional template through which each tiddler is rendered\n* ''render-type'': Optional render type: `text/html` (the default) returns the full HTML text and `text/plain` just returns the text content (ie it ignores HTML tags and other unprintable material)\n* ''name'': Name of optional variable\n* ''value'': Value of optional variable\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When referring to a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets : `--render \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being rendered, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* The `--render` command is a more flexible replacement for both the `--rendertiddler` and `--rendertiddlers` commands, which are deprecated\n\nExamples:\n\n* `--render \"[!is[system]]\" \"[encodeuricomponent[]addprefix[tiddlers/]addsuffix[.html]]\"` -- renders all non-system tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles and the extension HTML\n\n"
},
"$:/language/Help/rendertiddler": {
"title": "$:/language/Help/rendertiddler",
"description": "Render an individual tiddler as a specified ContentType",
"text": "(Note: The `--rendertiddler` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender an individual tiddler as a specified ContentType, defaulting to `text/html` and save it to the specified filename.\n\nOptionally the title of a template tiddler can be specified, in which case the template tiddler is rendered with the \"currentTiddler\" variable set to the tiddler that is being rendered (the first parameter value).\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--rendertiddler <title> <filename> [<type>] [<template>] [<name>] [<value>]\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n\nFor example, the following command saves all tiddlers matching the filter `[tag[done]]` to a JSON file titled `output.json` by employing the core template `$:/core/templates/exporters/JsonFile`.\n\n```\n--rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[tag[done]]\"\n```\n"
},
"$:/language/Help/rendertiddlers": {
"title": "$:/language/Help/rendertiddlers",
"description": "Render tiddlers matching a filter to a specified ContentType",
"text": "(Note: The `--rendertiddlers` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender a set of tiddlers matching a filter to separate files of a specified ContentType (defaults to `text/html`) and extension (defaults to `.html`).\n\n```\n--rendertiddlers <filter> <template> <pathname> [<type>] [<extension>] [\"noclean\"]\n```\n\nFor example:\n\n```\n--rendertiddlers [!is[system]] $:/core/templates/static.tiddler.html ./static text/plain\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny files in the target directory are deleted unless the ''noclean'' flag is specified. The target directory is recursively created if it is missing.\n"
},
"$:/language/Help/save": {
"title": "$:/language/Help/save",
"description": "Saves individual raw tiddlers to files",
"text": "Saves individual tiddlers identified by a filter in their raw text or binary format to the specified files.\n\n```\n--save <tiddler-filter> <filename-filter>\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be saved\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]]`, which uses the unchanged tiddler title as the filename\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When saving a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets : `--save \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being saved, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* The `--save` command is a more flexible replacement for both the `--savetiddler` and `--savetiddlers` commands, which are deprecated\n\nExamples:\n\n* `--save \"[!is[system]is[image]]\" \"[encodeuricomponent[]addprefix[tiddlers/]]\"` -- saves all non-system image tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles\n"
},
"$:/language/Help/savetiddler": {
"title": "$:/language/Help/savetiddler",
"description": "Saves a raw tiddler to a file",
"text": "(Note: The `--savetiddler` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves an individual tiddler in its raw text or binary format to the specified filename.\n\n```\n--savetiddler <title> <filename>\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n"
},
"$:/language/Help/savetiddlers": {
"title": "$:/language/Help/savetiddlers",
"description": "Saves a group of raw tiddlers to a directory",
"text": "(Note: The `--savetiddlers` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves a group of tiddlers in their raw text or binary format to the specified directory.\n\n```\n--savetiddlers <filter> <pathname> [\"noclean\"]\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nThe output directory is cleared of existing files before saving the specified files. The deletion can be disabled by specifying the ''noclean'' flag.\n\nAny missing directories in the pathname are automatically created.\n"
},
"$:/language/Help/server": {
"title": "$:/language/Help/server",
"description": "Provides an HTTP server interface to TiddlyWiki (deprecated in favour of the new listen command)",
"text": "Legacy command to serve a wiki over HTTP.\n\n```\n--server <port> <root-tiddler> <root-render-type> <root-serve-type> <username> <password> <host> <path-prefix> <debug-level>\n```\n\nThe parameters are:\n\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''username'' - the default username for signing edits\n* ''password'' - optional password for basic authentication\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n\nIf the password parameter is specified then the browser will prompt the user for the username and password. Note that the password is transmitted in plain text so this implementation should only be used on a trusted network or over HTTPS.\n\nFor example:\n\n```\n--server 8080 $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n\nThe username and password can be specified as empty strings if you need to set the hostname or pathprefix and don't want to require a password.\n\n\n```\n--server 8080 $:/core/save/all text/plain text/html \"\" \"\" 192.168.0.245\n```\n\nUsing an address like this exposes your system to the local network. For information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\nTo run multiple TiddlyWiki servers at the same time you'll need to put each one on a different port. It can be useful to use an environment variable to pass the port number to the Node.js process. This example references an environment variable called \"MY_PORT_NUMBER\":\n\n```\n--server MY_PORT_NUMBER $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n"
},
"$:/language/Help/setfield": {
"title": "$:/language/Help/setfield",
"description": "Prepares external tiddlers for use",
"text": "//Note that this command is experimental and may change or be replaced before being finalised//\n\nSets the specified field of a group of tiddlers to the result of wikifying a template tiddler with the `currentTiddler` variable set to the tiddler.\n\n```\n--setfield <filter> <fieldname> <templatetitle> <rendertype>\n```\n\nThe parameters are:\n\n* ''filter'' - filter identifying the tiddlers to be affected\n* ''fieldname'' - the field to modify (defaults to \"text\")\n* ''templatetitle'' - the tiddler to wikify into the specified field. If blank or missing then the specified field is deleted\n* ''rendertype'' - the text type to render (defaults to \"text/plain\"; \"text/html\" can be used to include HTML tags)\n"
},
"$:/language/Help/unpackplugin": {
"title": "$:/language/Help/unpackplugin",
"description": "Unpack the payload tiddlers from a plugin",
"text": "Extract the payload tiddlers from a plugin, creating them as ordinary tiddlers:\n\n```\n--unpackplugin <title>\n```\n"
},
"$:/language/Help/verbose": {
"title": "$:/language/Help/verbose",
"description": "Triggers verbose output mode",
"text": "Triggers verbose output, useful for debugging\n\n```\n--verbose\n```\n"
},
"$:/language/Help/version": {
"title": "$:/language/Help/version",
"description": "Displays the version number of TiddlyWiki",
"text": "Displays the version number of TiddlyWiki.\n\n```\n--version\n```\n"
},
"$:/language/Import/Imported/Hint": {
"title": "$:/language/Import/Imported/Hint",
"text": "The following tiddlers were imported:"
},
"$:/language/Import/Listing/Cancel/Caption": {
"title": "$:/language/Import/Listing/Cancel/Caption",
"text": "Cancel"
},
"$:/language/Import/Listing/Hint": {
"title": "$:/language/Import/Listing/Hint",
"text": "These tiddlers are ready to import:"
},
"$:/language/Import/Listing/Import/Caption": {
"title": "$:/language/Import/Listing/Import/Caption",
"text": "Import"
},
"$:/language/Import/Listing/Select/Caption": {
"title": "$:/language/Import/Listing/Select/Caption",
"text": "Select"
},
"$:/language/Import/Listing/Status/Caption": {
"title": "$:/language/Import/Listing/Status/Caption",
"text": "Status"
},
"$:/language/Import/Listing/Title/Caption": {
"title": "$:/language/Import/Listing/Title/Caption",
"text": "Title"
},
"$:/language/Import/Listing/Preview": {
"title": "$:/language/Import/Listing/Preview",
"text": "Preview:"
},
"$:/language/Import/Listing/Preview/Text": {
"title": "$:/language/Import/Listing/Preview/Text",
"text": "Text"
},
"$:/language/Import/Listing/Preview/TextRaw": {
"title": "$:/language/Import/Listing/Preview/TextRaw",
"text": "Text (Raw)"
},
"$:/language/Import/Listing/Preview/Fields": {
"title": "$:/language/Import/Listing/Preview/Fields",
"text": "Fields"
},
"$:/language/Import/Listing/Preview/Diff": {
"title": "$:/language/Import/Listing/Preview/Diff",
"text": "Diff"
},
"$:/language/Import/Listing/Preview/DiffFields": {
"title": "$:/language/Import/Listing/Preview/DiffFields",
"text": "Diff (Fields)"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible",
"text": "Blocked incompatible or obsolete plugin"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Version": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Version",
"text": "Blocked plugin (due to incoming <<incoming>> being older than existing <<existing>>)"
},
"$:/language/Import/Upgrader/Plugins/Upgraded": {
"title": "$:/language/Import/Upgrader/Plugins/Upgraded",
"text": "Upgraded plugin from <<incoming>> to <<upgraded>>"
},
"$:/language/Import/Upgrader/State/Suppressed": {
"title": "$:/language/Import/Upgrader/State/Suppressed",
"text": "Blocked temporary state tiddler"
},
"$:/language/Import/Upgrader/System/Suppressed": {
"title": "$:/language/Import/Upgrader/System/Suppressed",
"text": "Blocked system tiddler"
},
"$:/language/Import/Upgrader/ThemeTweaks/Created": {
"title": "$:/language/Import/Upgrader/ThemeTweaks/Created",
"text": "Migrated theme tweak from <$text text=<<from>>/>"
},
"$:/language/AboveStory/ClassicPlugin/Warning": {
"title": "$:/language/AboveStory/ClassicPlugin/Warning",
"text": "It looks like you are trying to load a plugin designed for ~TiddlyWiki Classic. Please note that [[these plugins do not work with TiddlyWiki version 5.x.x|https://tiddlywiki.com/#TiddlyWikiClassic]]. ~TiddlyWiki Classic plugins detected:"
},
"$:/language/BinaryWarning/Prompt": {
"title": "$:/language/BinaryWarning/Prompt",
"text": "This tiddler contains binary data"
},
"$:/language/ClassicWarning/Hint": {
"title": "$:/language/ClassicWarning/Hint",
"text": "This tiddler is written in TiddlyWiki Classic wiki text format, which is not fully compatible with TiddlyWiki version 5. See https://tiddlywiki.com/static/Upgrading.html for more details."
},
"$:/language/ClassicWarning/Upgrade/Caption": {
"title": "$:/language/ClassicWarning/Upgrade/Caption",
"text": "upgrade"
},
"$:/language/CloseAll/Button": {
"title": "$:/language/CloseAll/Button",
"text": "close all"
},
"$:/language/ColourPicker/Recent": {
"title": "$:/language/ColourPicker/Recent",
"text": "Recent:"
},
"$:/language/ConfirmCancelTiddler": {
"title": "$:/language/ConfirmCancelTiddler",
"text": "Do you wish to discard changes to the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmDeleteTiddler": {
"title": "$:/language/ConfirmDeleteTiddler",
"text": "Do you wish to delete the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmOverwriteTiddler": {
"title": "$:/language/ConfirmOverwriteTiddler",
"text": "Do you wish to overwrite the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmEditShadowTiddler": {
"title": "$:/language/ConfirmEditShadowTiddler",
"text": "You are about to edit a ShadowTiddler. Any changes will override the default system making future upgrades non-trivial. Are you sure you want to edit \"<$text text=<<title>>/>\"?"
},
"$:/language/Count": {
"title": "$:/language/Count",
"text": "count"
},
"$:/language/DefaultNewTiddlerTitle": {
"title": "$:/language/DefaultNewTiddlerTitle",
"text": "New Tiddler"
},
"$:/language/Diffs/CountMessage": {
"title": "$:/language/Diffs/CountMessage",
"text": "<<diff-count>> differences"
},
"$:/language/DropMessage": {
"title": "$:/language/DropMessage",
"text": "Drop here (or use the 'Escape' key to cancel)"
},
"$:/language/Encryption/Cancel": {
"title": "$:/language/Encryption/Cancel",
"text": "Cancel"
},
"$:/language/Encryption/ConfirmClearPassword": {
"title": "$:/language/Encryption/ConfirmClearPassword",
"text": "Do you wish to clear the password? This will remove the encryption applied when saving this wiki"
},
"$:/language/Encryption/PromptSetPassword": {
"title": "$:/language/Encryption/PromptSetPassword",
"text": "Set a new password for this TiddlyWiki"
},
"$:/language/Encryption/Username": {
"title": "$:/language/Encryption/Username",
"text": "Username"
},
"$:/language/Encryption/Password": {
"title": "$:/language/Encryption/Password",
"text": "Password"
},
"$:/language/Encryption/RepeatPassword": {
"title": "$:/language/Encryption/RepeatPassword",
"text": "Repeat password"
},
"$:/language/Encryption/PasswordNoMatch": {
"title": "$:/language/Encryption/PasswordNoMatch",
"text": "Passwords do not match"
},
"$:/language/Encryption/SetPassword": {
"title": "$:/language/Encryption/SetPassword",
"text": "Set password"
},
"$:/language/Error/Caption": {
"title": "$:/language/Error/Caption",
"text": "Error"
},
"$:/language/Error/EditConflict": {
"title": "$:/language/Error/EditConflict",
"text": "File changed on server"
},
"$:/language/Error/Filter": {
"title": "$:/language/Error/Filter",
"text": "Filter error"
},
"$:/language/Error/FilterSyntax": {
"title": "$:/language/Error/FilterSyntax",
"text": "Syntax error in filter expression"
},
"$:/language/Error/IsFilterOperator": {
"title": "$:/language/Error/IsFilterOperator",
"text": "Filter Error: Unknown operand for the 'is' filter operator"
},
"$:/language/Error/LoadingPluginLibrary": {
"title": "$:/language/Error/LoadingPluginLibrary",
"text": "Error loading plugin library"
},
"$:/language/Error/RecursiveTransclusion": {
"title": "$:/language/Error/RecursiveTransclusion",
"text": "Recursive transclusion error in transclude widget"
},
"$:/language/Error/RetrievingSkinny": {
"title": "$:/language/Error/RetrievingSkinny",
"text": "Error retrieving skinny tiddler list"
},
"$:/language/Error/SavingToTWEdit": {
"title": "$:/language/Error/SavingToTWEdit",
"text": "Error saving to TWEdit"
},
"$:/language/Error/WhileSaving": {
"title": "$:/language/Error/WhileSaving",
"text": "Error while saving"
},
"$:/language/Error/XMLHttpRequest": {
"title": "$:/language/Error/XMLHttpRequest",
"text": "XMLHttpRequest error code"
},
"$:/language/InternalJavaScriptError/Title": {
"title": "$:/language/InternalJavaScriptError/Title",
"text": "Internal JavaScript Error"
},
"$:/language/InternalJavaScriptError/Hint": {
"title": "$:/language/InternalJavaScriptError/Hint",
"text": "Well, this is embarrassing. It is recommended that you restart TiddlyWiki by refreshing your browser"
},
"$:/language/InvalidFieldName": {
"title": "$:/language/InvalidFieldName",
"text": "Illegal characters in field name \"<$text text=<<fieldName>>/>\". Fields can only contain lowercase letters, digits and the characters underscore (`_`), hyphen (`-`) and period (`.`)"
},
"$:/language/LazyLoadingWarning": {
"title": "$:/language/LazyLoadingWarning",
"text": "<p>Trying to load external content from ''<$text text={{!!_canonical_uri}}/>''</p><p>If this message doesn't disappear, either the tiddler content type doesn't match the type of the external content, or you may be using a browser that doesn't support external content for wikis loaded as standalone files. See https://tiddlywiki.com/#ExternalText</p>"
},
"$:/language/LoginToTiddlySpace": {
"title": "$:/language/LoginToTiddlySpace",
"text": "Login to TiddlySpace"
},
"$:/language/Manager/Controls/FilterByTag/None": {
"title": "$:/language/Manager/Controls/FilterByTag/None",
"text": "(none)"
},
"$:/language/Manager/Controls/FilterByTag/Prompt": {
"title": "$:/language/Manager/Controls/FilterByTag/Prompt",
"text": "Filter by tag:"
},
"$:/language/Manager/Controls/Order/Prompt": {
"title": "$:/language/Manager/Controls/Order/Prompt",
"text": "Reverse order"
},
"$:/language/Manager/Controls/Search/Placeholder": {
"title": "$:/language/Manager/Controls/Search/Placeholder",
"text": "Search"
},
"$:/language/Manager/Controls/Search/Prompt": {
"title": "$:/language/Manager/Controls/Search/Prompt",
"text": "Search:"
},
"$:/language/Manager/Controls/Show/Option/Tags": {
"title": "$:/language/Manager/Controls/Show/Option/Tags",
"text": "tags"
},
"$:/language/Manager/Controls/Show/Option/Tiddlers": {
"title": "$:/language/Manager/Controls/Show/Option/Tiddlers",
"text": "tiddlers"
},
"$:/language/Manager/Controls/Show/Prompt": {
"title": "$:/language/Manager/Controls/Show/Prompt",
"text": "Show:"
},
"$:/language/Manager/Controls/Sort/Prompt": {
"title": "$:/language/Manager/Controls/Sort/Prompt",
"text": "Sort by:"
},
"$:/language/Manager/Item/Colour": {
"title": "$:/language/Manager/Item/Colour",
"text": "Colour"
},
"$:/language/Manager/Item/Fields": {
"title": "$:/language/Manager/Item/Fields",
"text": "Fields"
},
"$:/language/Manager/Item/Icon/None": {
"title": "$:/language/Manager/Item/Icon/None",
"text": "(none)"
},
"$:/language/Manager/Item/Icon": {
"title": "$:/language/Manager/Item/Icon",
"text": "Icon"
},
"$:/language/Manager/Item/RawText": {
"title": "$:/language/Manager/Item/RawText",
"text": "Raw text"
},
"$:/language/Manager/Item/Tags": {
"title": "$:/language/Manager/Item/Tags",
"text": "Tags"
},
"$:/language/Manager/Item/Tools": {
"title": "$:/language/Manager/Item/Tools",
"text": "Tools"
},
"$:/language/Manager/Item/WikifiedText": {
"title": "$:/language/Manager/Item/WikifiedText",
"text": "Wikified text"
},
"$:/language/MissingTiddler/Hint": {
"title": "$:/language/MissingTiddler/Hint",
"text": "Missing tiddler \"<$text text=<<currentTiddler>>/>\" -- click {{||$:/core/ui/Buttons/edit}} to create"
},
"$:/language/No": {
"title": "$:/language/No",
"text": "No"
},
"$:/language/OfficialPluginLibrary": {
"title": "$:/language/OfficialPluginLibrary",
"text": "Official ~TiddlyWiki Plugin Library"
},
"$:/language/OfficialPluginLibrary/Hint": {
"title": "$:/language/OfficialPluginLibrary/Hint",
"text": "The official ~TiddlyWiki plugin library at tiddlywiki.com. Plugins, themes and language packs are maintained by the core team."
},
"$:/language/PluginReloadWarning": {
"title": "$:/language/PluginReloadWarning",
"text": "Please save {{$:/core/ui/Buttons/save-wiki}} and reload {{$:/core/ui/Buttons/refresh}} to allow changes to plugins to take effect"
},
"$:/language/RecentChanges/DateFormat": {
"title": "$:/language/RecentChanges/DateFormat",
"text": "DDth MMM YYYY"
},
"$:/language/SystemTiddler/Tooltip": {
"title": "$:/language/SystemTiddler/Tooltip",
"text": "This is a system tiddler"
},
"$:/language/SystemTiddlers/Include/Prompt": {
"title": "$:/language/SystemTiddlers/Include/Prompt",
"text": "Include system tiddlers"
},
"$:/language/TagManager/Colour/Heading": {
"title": "$:/language/TagManager/Colour/Heading",
"text": "Colour"
},
"$:/language/TagManager/Count/Heading": {
"title": "$:/language/TagManager/Count/Heading",
"text": "Count"
},
"$:/language/TagManager/Icon/Heading": {
"title": "$:/language/TagManager/Icon/Heading",
"text": "Icon"
},
"$:/language/TagManager/Info/Heading": {
"title": "$:/language/TagManager/Info/Heading",
"text": "Info"
},
"$:/language/TagManager/Tag/Heading": {
"title": "$:/language/TagManager/Tag/Heading",
"text": "Tag"
},
"$:/language/Tiddler/DateFormat": {
"title": "$:/language/Tiddler/DateFormat",
"text": "DDth MMM YYYY at hh12:0mmam"
},
"$:/language/UnsavedChangesWarning": {
"title": "$:/language/UnsavedChangesWarning",
"text": "You have unsaved changes in TiddlyWiki"
},
"$:/language/Yes": {
"title": "$:/language/Yes",
"text": "Yes"
},
"$:/language/Modals/Download": {
"title": "$:/language/Modals/Download",
"subtitle": "Download changes",
"footer": "<$button message=\"tm-close-tiddler\">Close</$button>",
"help": "https://tiddlywiki.com/static/DownloadingChanges.html",
"text": "Your browser only supports manual saving.\n\nTo save your modified wiki, right click on the download link below and select \"Download file\" or \"Save file\", and then choose the folder and filename.\n\n//You can marginally speed things up by clicking the link with the control key (Windows) or the options/alt key (Mac OS X). You will not be prompted for the folder or filename, but your browser is likely to give it an unrecognisable name -- you may need to rename the file to include an `.html` extension before you can do anything useful with it.//\n\nOn smartphones that do not allow files to be downloaded you can instead bookmark the link, and then sync your bookmarks to a desktop computer from where the wiki can be saved normally.\n"
},
"$:/language/Modals/SaveInstructions": {
"title": "$:/language/Modals/SaveInstructions",
"subtitle": "Save your work",
"footer": "<$button message=\"tm-close-tiddler\">Close</$button>",
"help": "https://tiddlywiki.com/static/SavingChanges.html",
"text": "Your changes to this wiki need to be saved as a ~TiddlyWiki HTML file.\n\n!!! Desktop browsers\n\n# Select ''Save As'' from the ''File'' menu\n# Choose a filename and location\n#* Some browsers also require you to explicitly specify the file saving format as ''Webpage, HTML only'' or similar\n# Close this tab\n\n!!! Smartphone browsers\n\n# Create a bookmark to this page\n#* If you've got iCloud or Google Sync set up then the bookmark will automatically sync to your desktop where you can open it and save it as above\n# Close this tab\n\n//If you open the bookmark again in Mobile Safari you will see this message again. If you want to go ahead and use the file, just click the ''close'' button below//\n"
},
"$:/config/NewJournal/Title": {
"title": "$:/config/NewJournal/Title",
"text": "DDth MMM YYYY"
},
"$:/config/NewJournal/Text": {
"title": "$:/config/NewJournal/Text",
"text": ""
},
"$:/config/NewJournal/Tags": {
"title": "$:/config/NewJournal/Tags",
"text": "Journal"
},
"$:/language/Notifications/Save/Done": {
"title": "$:/language/Notifications/Save/Done",
"text": "Saved wiki"
},
"$:/language/Notifications/Save/Starting": {
"title": "$:/language/Notifications/Save/Starting",
"text": "Starting to save wiki"
},
"$:/language/Notifications/CopiedToClipboard/Succeeded": {
"title": "$:/language/Notifications/CopiedToClipboard/Succeeded",
"text": "Copied to clipboard!"
},
"$:/language/Notifications/CopiedToClipboard/Failed": {
"title": "$:/language/Notifications/CopiedToClipboard/Failed",
"text": "Failed to copy to clipboard!"
},
"$:/language/Search/DefaultResults/Caption": {
"title": "$:/language/Search/DefaultResults/Caption",
"text": "List"
},
"$:/language/Search/Filter/Caption": {
"title": "$:/language/Search/Filter/Caption",
"text": "Filter"
},
"$:/language/Search/Filter/Hint": {
"title": "$:/language/Search/Filter/Hint",
"text": "Search via a [[filter expression|https://tiddlywiki.com/static/Filters.html]]"
},
"$:/language/Search/Filter/Matches": {
"title": "$:/language/Search/Filter/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Matches": {
"title": "$:/language/Search/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Matches/All": {
"title": "$:/language/Search/Matches/All",
"text": "All matches:"
},
"$:/language/Search/Matches/Title": {
"title": "$:/language/Search/Matches/Title",
"text": "Title matches:"
},
"$:/language/Search/Search": {
"title": "$:/language/Search/Search",
"text": "Search"
},
"$:/language/Search/Search/TooShort": {
"title": "$:/language/Search/Search/TooShort",
"text": "Search text too short"
},
"$:/language/Search/Shadows/Caption": {
"title": "$:/language/Search/Shadows/Caption",
"text": "Shadows"
},
"$:/language/Search/Shadows/Hint": {
"title": "$:/language/Search/Shadows/Hint",
"text": "Search for shadow tiddlers"
},
"$:/language/Search/Shadows/Matches": {
"title": "$:/language/Search/Shadows/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Standard/Caption": {
"title": "$:/language/Search/Standard/Caption",
"text": "Standard"
},
"$:/language/Search/Standard/Hint": {
"title": "$:/language/Search/Standard/Hint",
"text": "Search for standard tiddlers"
},
"$:/language/Search/Standard/Matches": {
"title": "$:/language/Search/Standard/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/System/Caption": {
"title": "$:/language/Search/System/Caption",
"text": "System"
},
"$:/language/Search/System/Hint": {
"title": "$:/language/Search/System/Hint",
"text": "Search for system tiddlers"
},
"$:/language/Search/System/Matches": {
"title": "$:/language/Search/System/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/SideBar/All/Caption": {
"title": "$:/language/SideBar/All/Caption",
"text": "All"
},
"$:/language/SideBar/Contents/Caption": {
"title": "$:/language/SideBar/Contents/Caption",
"text": "Contents"
},
"$:/language/SideBar/Drafts/Caption": {
"title": "$:/language/SideBar/Drafts/Caption",
"text": "Drafts"
},
"$:/language/SideBar/Explorer/Caption": {
"title": "$:/language/SideBar/Explorer/Caption",
"text": "Explorer"
},
"$:/language/SideBar/Missing/Caption": {
"title": "$:/language/SideBar/Missing/Caption",
"text": "Missing"
},
"$:/language/SideBar/More/Caption": {
"title": "$:/language/SideBar/More/Caption",
"text": "More"
},
"$:/language/SideBar/Open/Caption": {
"title": "$:/language/SideBar/Open/Caption",
"text": "Open"
},
"$:/language/SideBar/Orphans/Caption": {
"title": "$:/language/SideBar/Orphans/Caption",
"text": "Orphans"
},
"$:/language/SideBar/Recent/Caption": {
"title": "$:/language/SideBar/Recent/Caption",
"text": "Recent"
},
"$:/language/SideBar/Shadows/Caption": {
"title": "$:/language/SideBar/Shadows/Caption",
"text": "Shadows"
},
"$:/language/SideBar/System/Caption": {
"title": "$:/language/SideBar/System/Caption",
"text": "System"
},
"$:/language/SideBar/Tags/Caption": {
"title": "$:/language/SideBar/Tags/Caption",
"text": "Tags"
},
"$:/language/SideBar/Tags/Untagged/Caption": {
"title": "$:/language/SideBar/Tags/Untagged/Caption",
"text": "untagged"
},
"$:/language/SideBar/Tools/Caption": {
"title": "$:/language/SideBar/Tools/Caption",
"text": "Tools"
},
"$:/language/SideBar/Types/Caption": {
"title": "$:/language/SideBar/Types/Caption",
"text": "Types"
},
"$:/SiteSubtitle": {
"title": "$:/SiteSubtitle",
"text": "a non-linear personal web notebook"
},
"$:/SiteTitle": {
"title": "$:/SiteTitle",
"text": "My ~TiddlyWiki"
},
"$:/language/Snippets/ListByTag": {
"title": "$:/language/Snippets/ListByTag",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "List of tiddlers by tag",
"text": "<<list-links \"[tag[task]sort[title]]\">>\n"
},
"$:/language/Snippets/MacroDefinition": {
"title": "$:/language/Snippets/MacroDefinition",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Macro definition",
"text": "\\define macroName(param1:\"default value\",param2)\nText of the macro\n\\end\n"
},
"$:/language/Snippets/Table4x3": {
"title": "$:/language/Snippets/Table4x3",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Table with 4 columns by 3 rows",
"text": "|! |!Alpha |!Beta |!Gamma |!Delta |\n|!One | | | | |\n|!Two | | | | |\n|!Three | | | | |\n"
},
"$:/language/Snippets/TableOfContents": {
"title": "$:/language/Snippets/TableOfContents",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Table of Contents",
"text": "<div class=\"tc-table-of-contents\">\n\n<<toc-selective-expandable 'TableOfContents'>>\n\n</div>"
},
"$:/language/ThemeTweaks/ThemeTweaks": {
"title": "$:/language/ThemeTweaks/ThemeTweaks",
"text": "Theme Tweaks"
},
"$:/language/ThemeTweaks/ThemeTweaks/Hint": {
"title": "$:/language/ThemeTweaks/ThemeTweaks/Hint",
"text": "You can tweak certain aspects of the ''Vanilla'' theme."
},
"$:/language/ThemeTweaks/Options": {
"title": "$:/language/ThemeTweaks/Options",
"text": "Options"
},
"$:/language/ThemeTweaks/Options/SidebarLayout": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout",
"text": "Sidebar layout"
},
"$:/language/ThemeTweaks/Options/SidebarLayout/Fixed-Fluid": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout/Fixed-Fluid",
"text": "Fixed story, fluid sidebar"
},
"$:/language/ThemeTweaks/Options/SidebarLayout/Fluid-Fixed": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout/Fluid-Fixed",
"text": "Fluid story, fixed sidebar"
},
"$:/language/ThemeTweaks/Options/StickyTitles": {
"title": "$:/language/ThemeTweaks/Options/StickyTitles",
"text": "Sticky titles"
},
"$:/language/ThemeTweaks/Options/StickyTitles/Hint": {
"title": "$:/language/ThemeTweaks/Options/StickyTitles/Hint",
"text": "Causes tiddler titles to \"stick\" to the top of the browser window"
},
"$:/language/ThemeTweaks/Options/CodeWrapping": {
"title": "$:/language/ThemeTweaks/Options/CodeWrapping",
"text": "Wrap long lines in code blocks"
},
"$:/language/ThemeTweaks/Settings": {
"title": "$:/language/ThemeTweaks/Settings",
"text": "Settings"
},
"$:/language/ThemeTweaks/Settings/FontFamily": {
"title": "$:/language/ThemeTweaks/Settings/FontFamily",
"text": "Font family"
},
"$:/language/ThemeTweaks/Settings/CodeFontFamily": {
"title": "$:/language/ThemeTweaks/Settings/CodeFontFamily",
"text": "Code font family"
},
"$:/language/ThemeTweaks/Settings/EditorFontFamily": {
"title": "$:/language/ThemeTweaks/Settings/EditorFontFamily",
"text": "Editor font family"
},
"$:/language/ThemeTweaks/Settings/BackgroundImage": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImage",
"text": "Page background image"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment",
"text": "Page background image attachment"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Scroll": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Scroll",
"text": "Scroll with tiddlers"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Fixed": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Fixed",
"text": "Fixed to window"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize",
"text": "Page background image size"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Auto": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Auto",
"text": "Auto"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Cover": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Cover",
"text": "Cover"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Contain": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Contain",
"text": "Contain"
},
"$:/language/ThemeTweaks/Metrics": {
"title": "$:/language/ThemeTweaks/Metrics",
"text": "Sizes"
},
"$:/language/ThemeTweaks/Metrics/FontSize": {
"title": "$:/language/ThemeTweaks/Metrics/FontSize",
"text": "Font size"
},
"$:/language/ThemeTweaks/Metrics/LineHeight": {
"title": "$:/language/ThemeTweaks/Metrics/LineHeight",
"text": "Line height"
},
"$:/language/ThemeTweaks/Metrics/BodyFontSize": {
"title": "$:/language/ThemeTweaks/Metrics/BodyFontSize",
"text": "Font size for tiddler body"
},
"$:/language/ThemeTweaks/Metrics/BodyLineHeight": {
"title": "$:/language/ThemeTweaks/Metrics/BodyLineHeight",
"text": "Line height for tiddler body"
},
"$:/language/ThemeTweaks/Metrics/StoryLeft": {
"title": "$:/language/ThemeTweaks/Metrics/StoryLeft",
"text": "Story left position"
},
"$:/language/ThemeTweaks/Metrics/StoryLeft/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryLeft/Hint",
"text": "how far the left margin of the story river<br>(tiddler area) is from the left of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryTop": {
"title": "$:/language/ThemeTweaks/Metrics/StoryTop",
"text": "Story top position"
},
"$:/language/ThemeTweaks/Metrics/StoryTop/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryTop/Hint",
"text": "how far the top margin of the story river<br>is from the top of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryRight": {
"title": "$:/language/ThemeTweaks/Metrics/StoryRight",
"text": "Story right"
},
"$:/language/ThemeTweaks/Metrics/StoryRight/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryRight/Hint",
"text": "how far the left margin of the sidebar <br>is from the left of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryWidth": {
"title": "$:/language/ThemeTweaks/Metrics/StoryWidth",
"text": "Story width"
},
"$:/language/ThemeTweaks/Metrics/StoryWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryWidth/Hint",
"text": "the overall width of the story river"
},
"$:/language/ThemeTweaks/Metrics/TiddlerWidth": {
"title": "$:/language/ThemeTweaks/Metrics/TiddlerWidth",
"text": "Tiddler width"
},
"$:/language/ThemeTweaks/Metrics/TiddlerWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/TiddlerWidth/Hint",
"text": "within the story river"
},
"$:/language/ThemeTweaks/Metrics/SidebarBreakpoint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarBreakpoint",
"text": "Sidebar breakpoint"
},
"$:/language/ThemeTweaks/Metrics/SidebarBreakpoint/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarBreakpoint/Hint",
"text": "the minimum page width at which the story<br>river and sidebar will appear side by side"
},
"$:/language/ThemeTweaks/Metrics/SidebarWidth": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarWidth",
"text": "Sidebar width"
},
"$:/language/ThemeTweaks/Metrics/SidebarWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarWidth/Hint",
"text": "the width of the sidebar in fluid-fixed layout"
},
"$:/language/TiddlerInfo/Advanced/Caption": {
"title": "$:/language/TiddlerInfo/Advanced/Caption",
"text": "Advanced"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint",
"text": "none"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Heading",
"text": "Plugin Details"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Hint",
"text": "This plugin contains the following shadow tiddlers:"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading",
"text": "Shadow Status"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint",
"text": "The tiddler <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> is not a shadow tiddler"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint",
"text": "The tiddler <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> is a shadow tiddler"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source",
"text": "It is defined in the plugin <$link to=<<pluginTiddler>>><$text text=<<pluginTiddler>>/></$link>"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint",
"text": "It is overridden by an ordinary tiddler"
},
"$:/language/TiddlerInfo/Fields/Caption": {
"title": "$:/language/TiddlerInfo/Fields/Caption",
"text": "Fields"
},
"$:/language/TiddlerInfo/List/Caption": {
"title": "$:/language/TiddlerInfo/List/Caption",
"text": "List"
},
"$:/language/TiddlerInfo/List/Empty": {
"title": "$:/language/TiddlerInfo/List/Empty",
"text": "This tiddler does not have a list"
},
"$:/language/TiddlerInfo/Listed/Caption": {
"title": "$:/language/TiddlerInfo/Listed/Caption",
"text": "Listed"
},
"$:/language/TiddlerInfo/Listed/Empty": {
"title": "$:/language/TiddlerInfo/Listed/Empty",
"text": "This tiddler is not listed by any others"
},
"$:/language/TiddlerInfo/References/Caption": {
"title": "$:/language/TiddlerInfo/References/Caption",
"text": "References"
},
"$:/language/TiddlerInfo/References/Empty": {
"title": "$:/language/TiddlerInfo/References/Empty",
"text": "No tiddlers link to this one"
},
"$:/language/TiddlerInfo/Tagging/Caption": {
"title": "$:/language/TiddlerInfo/Tagging/Caption",
"text": "Tagging"
},
"$:/language/TiddlerInfo/Tagging/Empty": {
"title": "$:/language/TiddlerInfo/Tagging/Empty",
"text": "No tiddlers are tagged with this one"
},
"$:/language/TiddlerInfo/Tools/Caption": {
"title": "$:/language/TiddlerInfo/Tools/Caption",
"text": "Tools"
},
"$:/language/Docs/Types/application/javascript": {
"title": "$:/language/Docs/Types/application/javascript",
"description": "JavaScript code",
"name": "application/javascript",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/application/json": {
"title": "$:/language/Docs/Types/application/json",
"description": "JSON data",
"name": "application/json",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/application/x-tiddler-dictionary": {
"title": "$:/language/Docs/Types/application/x-tiddler-dictionary",
"description": "Data dictionary",
"name": "application/x-tiddler-dictionary",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/image/gif": {
"title": "$:/language/Docs/Types/image/gif",
"description": "GIF image",
"name": "image/gif",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/jpeg": {
"title": "$:/language/Docs/Types/image/jpeg",
"description": "JPEG image",
"name": "image/jpeg",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/png": {
"title": "$:/language/Docs/Types/image/png",
"description": "PNG image",
"name": "image/png",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/svg+xml": {
"title": "$:/language/Docs/Types/image/svg+xml",
"description": "Structured Vector Graphics image",
"name": "image/svg+xml",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/x-icon": {
"title": "$:/language/Docs/Types/image/x-icon",
"description": "ICO format icon file",
"name": "image/x-icon",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/text/css": {
"title": "$:/language/Docs/Types/text/css",
"description": "Static stylesheet",
"name": "text/css",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/text/html": {
"title": "$:/language/Docs/Types/text/html",
"description": "HTML markup",
"name": "text/html",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/plain": {
"title": "$:/language/Docs/Types/text/plain",
"description": "Plain text",
"name": "text/plain",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/vnd.tiddlywiki": {
"title": "$:/language/Docs/Types/text/vnd.tiddlywiki",
"description": "TiddlyWiki 5",
"name": "text/vnd.tiddlywiki",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/x-tiddlywiki": {
"title": "$:/language/Docs/Types/text/x-tiddlywiki",
"description": "TiddlyWiki Classic",
"name": "text/x-tiddlywiki",
"group": "Text",
"group-sort": "0"
},
"$:/languages/en-GB/icon": {
"title": "$:/languages/en-GB/icon",
"type": "image/svg+xml",
"text": "<svg xmlns=\"http://www.w3.org/2000/svg\" viewBox=\"0 0 60 30\" width=\"1200\" height=\"600\">\n<clipPath id=\"t\">\n\t<path d=\"M30,15 h30 v15 z v15 h-30 z h-30 v-15 z v-15 h30 z\"/>\n</clipPath>\n<path d=\"M0,0 v30 h60 v-30 z\" fill=\"#00247d\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" stroke=\"#fff\" stroke-width=\"6\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" clip-path=\"url(#t)\" stroke=\"#cf142b\" stroke-width=\"4\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#fff\" stroke-width=\"10\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#cf142b\" stroke-width=\"6\"/>\n</svg>\n"
},
"$:/languages/en-GB": {
"title": "$:/languages/en-GB",
"name": "en-GB",
"description": "English (British)",
"author": "JeremyRuston",
"core-version": ">=5.0.0\"",
"text": "Stub pseudo-plugin for the default language"
},
"$:/core/modules/commander.js": {
"title": "$:/core/modules/commander.js",
"text": "/*\\\ntitle: $:/core/modules/commander.js\ntype: application/javascript\nmodule-type: global\n\nThe $tw.Commander class is a command interpreter\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParse a sequence of commands\n\tcommandTokens: an array of command string tokens\n\twiki: reference to the wiki store object\n\tstreams: {output:, error:}, each of which has a write(string) method\n\tcallback: a callback invoked as callback(err) where err is null if there was no error\n*/\nvar Commander = function(commandTokens,callback,wiki,streams) {\n\tvar path = require(\"path\");\n\tthis.commandTokens = commandTokens;\n\tthis.nextToken = 0;\n\tthis.callback = callback;\n\tthis.wiki = wiki;\n\tthis.streams = streams;\n\tthis.outputPath = path.resolve($tw.boot.wikiPath,$tw.config.wikiOutputSubDir);\n};\n\n/*\nLog a string if verbose flag is set\n*/\nCommander.prototype.log = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str + \"\\n\");\n\t}\n};\n\n/*\nWrite a string if verbose flag is set\n*/\nCommander.prototype.write = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str);\n\t}\n};\n\n/*\nAdd a string of tokens to the command queue\n*/\nCommander.prototype.addCommandTokens = function(commandTokens) {\n\tvar params = commandTokens.slice(0);\n\tparams.unshift(0);\n\tparams.unshift(this.nextToken);\n\tArray.prototype.splice.apply(this.commandTokens,params);\n};\n\n/*\nExecute the sequence of commands and invoke a callback on completion\n*/\nCommander.prototype.execute = function() {\n\tthis.executeNextCommand();\n};\n\n/*\nExecute the next command in the sequence\n*/\nCommander.prototype.executeNextCommand = function() {\n\tvar self = this;\n\t// Invoke the callback if there are no more commands\n\tif(this.nextToken >= this.commandTokens.length) {\n\t\tthis.callback(null);\n\t} else {\n\t\t// Get and check the command token\n\t\tvar commandName = this.commandTokens[this.nextToken++];\n\t\tif(commandName.substr(0,2) !== \"--\") {\n\t\t\tthis.callback(\"Missing command: \" + commandName);\n\t\t} else {\n\t\t\tcommandName = commandName.substr(2); // Trim off the --\n\t\t\t// Accumulate the parameters to the command\n\t\t\tvar params = [];\n\t\t\twhile(this.nextToken < this.commandTokens.length && \n\t\t\t\tthis.commandTokens[this.nextToken].substr(0,2) !== \"--\") {\n\t\t\t\tparams.push(this.commandTokens[this.nextToken++]);\n\t\t\t}\n\t\t\t// Get the command info\n\t\t\tvar command = $tw.commands[commandName],\n\t\t\t\tc,err;\n\t\t\tif(!command) {\n\t\t\t\tthis.callback(\"Unknown command: \" + commandName);\n\t\t\t} else {\n\t\t\t\tif(this.verbose) {\n\t\t\t\t\tthis.streams.output.write(\"Executing command: \" + commandName + \" \" + params.join(\" \") + \"\\n\");\n\t\t\t\t}\n\t\t\t\t// Parse named parameters if required\n\t\t\t\tif(command.info.namedParameterMode) {\n\t\t\t\t\tparams = this.extractNamedParameters(params,command.info.mandatoryParameters);\n\t\t\t\t\tif(typeof params === \"string\") {\n\t\t\t\t\t\treturn this.callback(params);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tif(command.info.synchronous) {\n\t\t\t\t\t// Synchronous command\n\t\t\t\t\tc = new command.Command(params,this);\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tthis.executeNextCommand();\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// Asynchronous command\n\t\t\t\t\tc = new command.Command(params,this,function(err) {\n\t\t\t\t\t\tif(err) {\n\t\t\t\t\t\t\tself.callback(err);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tself.executeNextCommand();\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nGiven an array of parameter strings `params` in name:value format, and an array of mandatory parameter names in `mandatoryParameters`, returns a hashmap of values or a string if error\n*/\nCommander.prototype.extractNamedParameters = function(params,mandatoryParameters) {\n\tmandatoryParameters = mandatoryParameters || [];\n\tvar errors = [],\n\t\tparamsByName = Object.create(null);\n\t// Extract the parameters\n\t$tw.utils.each(params,function(param) {\n\t\tvar index = param.indexOf(\"=\");\n\t\tif(index < 1) {\n\t\t\terrors.push(\"malformed named parameter: '\" + param + \"'\");\n\t\t}\n\t\tparamsByName[param.slice(0,index)] = $tw.utils.trim(param.slice(index+1));\n\t});\n\t// Check the mandatory parameters are present\n\t$tw.utils.each(mandatoryParameters,function(mandatoryParameter) {\n\t\tif(!$tw.utils.hop(paramsByName,mandatoryParameter)) {\n\t\t\terrors.push(\"missing mandatory parameter: '\" + mandatoryParameter + \"'\");\n\t\t}\n\t});\n\t// Return any errors\n\tif(errors.length > 0) {\n\t\treturn errors.join(\" and\\n\");\n\t} else {\n\t\treturn paramsByName;\t\t\n\t}\n};\n\nCommander.initCommands = function(moduleType) {\n\tmoduleType = moduleType || \"command\";\n\t$tw.commands = {};\n\t$tw.modules.forEachModuleOfType(moduleType,function(title,module) {\n\t\tvar c = $tw.commands[module.info.name] = {};\n\t\t// Add the methods defined by the module\n\t\tfor(var f in module) {\n\t\t\tif($tw.utils.hop(module,f)) {\n\t\t\t\tc[f] = module[f];\n\t\t\t}\n\t\t}\n\t});\n};\n\nexports.Commander = Commander;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/commands/build.js": {
"title": "$:/core/modules/commands/build.js",
"text": "/*\\\ntitle: $:/core/modules/commands/build.js\ntype: application/javascript\nmodule-type: command\n\nCommand to build a build target\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"build\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\t// Get the build targets defined in the wiki\n\tvar buildTargets = $tw.boot.wikiInfo.build;\n\tif(!buildTargets) {\n\t\treturn \"No build targets defined\";\n\t}\n\t// Loop through each of the specified targets\n\tvar targets;\n\tif(this.params.length > 0) {\n\t\ttargets = this.params;\n\t} else {\n\t\ttargets = Object.keys(buildTargets);\n\t}\n\tfor(var targetIndex=0; targetIndex<targets.length; targetIndex++) {\n\t\tvar target = targets[targetIndex],\n\t\t\tcommands = buildTargets[target];\n\t\tif(!commands) {\n\t\t\treturn \"Build target '\" + target + \"' not found\";\n\t\t}\n\t\t// Add the commands to the queue\n\t\tthis.commander.addCommandTokens(commands);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/clearpassword.js": {
"title": "$:/core/modules/commands/clearpassword.js",
"text": "/*\\\ntitle: $:/core/modules/commands/clearpassword.js\ntype: application/javascript\nmodule-type: command\n\nClear password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"clearpassword\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\t$tw.crypto.setPassword(null);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/editions.js": {
"title": "$:/core/modules/commands/editions.js",
"text": "/*\\\ntitle: $:/core/modules/commands/editions.js\ntype: application/javascript\nmodule-type: command\n\nCommand to list the available editions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"editions\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\t// Output the list\n\tthis.commander.streams.output.write(\"Available editions:\\n\\n\");\n\tvar editionInfo = $tw.utils.getEditionInfo();\n\t$tw.utils.each(editionInfo,function(info,name) {\n\t\tself.commander.streams.output.write(\" \" + name + \": \" + info.description + \"\\n\");\n\t});\n\tthis.commander.streams.output.write(\"\\n\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/fetch.js": {
"title": "$:/core/modules/commands/fetch.js",
"text": "/*\\\ntitle: $:/core/modules/commands/fetch.js\ntype: application/javascript\nmodule-type: command\n\nCommands to fetch external tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"fetch\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing subcommand and url\";\n\t}\n\tswitch(this.params[0]) {\n\t\tcase \"raw-file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turl: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turl: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"raw-files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t}\n\treturn null;\n};\n\nCommand.prototype.fetchFiles = function(options) {\n\tvar self = this;\n\t// Get the list of URLs\n\tvar urls;\n\tif(options.url) {\n\t\turls = [options.url]\n\t} else if(options.urlFilter) {\n\t\turls = $tw.wiki.filterTiddlers(options.urlFilter);\n\t} else {\n\t\treturn \"Missing URL\";\n\t}\n\t// Process each URL in turn\n\tvar next = 0;\n\tvar getNextFile = function(err) {\n\t\tif(err) {\n\t\t\treturn options.callback(err);\n\t\t}\n\t\tif(next < urls.length) {\n\t\t\tself.fetchFile(urls[next++],options,getNextFile);\n\t\t} else {\n\t\t\toptions.callback(null);\n\t\t}\n\t};\n\tgetNextFile(null);\n\t// Success\n\treturn null;\n};\n\nCommand.prototype.fetchFile = function(url,options,callback,redirectCount) {\n\tif(redirectCount > 10) {\n\t\treturn callback(\"Error too many redirects retrieving \" + url);\n\t}\n\tvar self = this,\n\t\tlib = url.substr(0,8) === \"https://\" ? require(\"https\") : require(\"http\");\n\tlib.get(url).on(\"response\",function(response) {\n\t var type = (response.headers[\"content-type\"] || \"\").split(\";\")[0],\n\t \tdata = [];\n\t self.commander.write(\"Reading \" + url + \": \");\n\t response.on(\"data\",function(chunk) {\n\t data.push(chunk);\n\t self.commander.write(\".\");\n\t });\n\t response.on(\"end\",function() {\n\t self.commander.write(\"\\n\");\n\t if(response.statusCode === 200) {\n\t\t self.processBody(Buffer.concat(data),type,options,url);\n\t\t callback(null);\n\t } else {\n\t \tif(response.statusCode === 302 || response.statusCode === 303 || response.statusCode === 307) {\n\t \t\treturn self.fetchFile(response.headers.location,options,callback,redirectCount + 1);\n\t \t} else {\n\t\t \treturn callback(\"Error \" + response.statusCode + \" retrieving \" + url)\t \t\t\n\t \t}\n\t }\n\t \t});\n\t \tresponse.on(\"error\",function(e) {\n\t\t\tconsole.log(\"Error on GET request: \" + e);\n\t\t\tcallback(e);\n\t \t});\n\t});\n\treturn null;\n};\n\nCommand.prototype.processBody = function(body,type,options,url) {\n\tvar self = this;\n\t// Collect the tiddlers in a wiki\n\tvar incomingWiki = new $tw.Wiki();\n\tif(options.raw) {\n\t\tvar typeInfo = type ? $tw.config.contentTypeInfo[type] : null,\n\t\t\tencoding = typeInfo ? typeInfo.encoding : \"utf8\";\n\t\tincomingWiki.addTiddler(new $tw.Tiddler({\n\t\t\ttitle: url,\n\t\t\ttype: type,\n\t\t\ttext: body.toString(encoding)\n\t\t}));\n\t} else {\n\t\t// Deserialise the file to extract the tiddlers\n\t\tvar tiddlers = this.commander.wiki.deserializeTiddlers(type || \"text/html\",body.toString(\"utf8\"),{});\n\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\tincomingWiki.addTiddler(new $tw.Tiddler(tiddler));\n\t\t});\n\t}\n\t// Filter the tiddlers to select the ones we want\n\tvar filteredTitles = incomingWiki.filterTiddlers(options.importFilter || \"[all[tiddlers]]\");\n\t// Import the selected tiddlers\n\tvar count = 0;\n\tincomingWiki.each(function(tiddler,title) {\n\t\tif(filteredTitles.indexOf(title) !== -1) {\n\t\t\tvar newTiddler;\n\t\t\tif(options.transformFilter) {\n\t\t\t\tvar transformedTitle = (incomingWiki.filterTiddlers(options.transformFilter,null,self.commander.wiki.makeTiddlerIterator([title])) || [\"\"])[0];\n\t\t\t\tif(transformedTitle) {\n\t\t\t\t\tself.commander.log(\"Importing \" + title + \" as \" + transformedTitle)\n\t\t\t\t\tnewTiddler = new $tw.Tiddler(tiddler,{title: transformedTitle});\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tself.commander.log(\"Importing \" + title)\n\t\t\t\tnewTiddler = tiddler;\n\t\t\t}\n\t\t\tself.commander.wiki.importTiddler(newTiddler);\n\t\t\tcount++;\n\t\t}\n\t});\n\tself.commander.log(\"Imported \" + count + \" tiddlers\")\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/help.js": {
"title": "$:/core/modules/commands/help.js",
"text": "/*\\\ntitle: $:/core/modules/commands/help.js\ntype: application/javascript\nmodule-type: command\n\nHelp command\n\n\\*/\n(function(){\n\n/*jshint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"help\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar subhelp = this.params[0] || \"default\",\n\t\thelpBase = \"$:/language/Help/\",\n\t\ttext;\n\tif(!this.commander.wiki.getTiddler(helpBase + subhelp)) {\n\t\tsubhelp = \"notfound\";\n\t}\n\t// Wikify the help as formatted text (ie block elements generate newlines)\n\ttext = this.commander.wiki.renderTiddler(\"text/plain-formatted\",helpBase + subhelp);\n\t// Remove any leading linebreaks\n\ttext = text.replace(/^(\\r?\\n)*/g,\"\");\n\tthis.commander.streams.output.write(text);\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/import.js": {
"title": "$:/core/modules/commands/import.js",
"text": "/*\\\ntitle: $:/core/modules/commands/import.js\ntype: application/javascript\nmodule-type: command\n\nCommand to import tiddlers from a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"import\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 2) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar filename = self.params[0],\n\t\tdeserializer = self.params[1],\n\t\ttitle = self.params[2] || filename,\n\t\tencoding = self.params[3] || \"utf8\",\n\t\ttext = fs.readFileSync(filename,encoding),\n\t\ttiddlers = this.commander.wiki.deserializeTiddlers(null,text,{title: title},{deserializer: deserializer});\n\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t});\n\tthis.commander.log(tiddlers.length + \" tiddler(s) imported\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/init.js": {
"title": "$:/core/modules/commands/init.js",
"text": "/*\\\ntitle: $:/core/modules/commands/init.js\ntype: application/javascript\nmodule-type: command\n\nCommand to initialise an empty wiki folder\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"init\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\t// Check that we don't already have a valid wiki folder\n\tif($tw.boot.wikiTiddlersPath || ($tw.utils.isDirectory($tw.boot.wikiPath) && !$tw.utils.isDirectoryEmpty($tw.boot.wikiPath))) {\n\t\treturn \"Wiki folder is not empty\";\n\t}\n\t// Loop through each of the specified editions\n\tvar editions = this.params.length > 0 ? this.params : [\"empty\"];\n\tfor(var editionIndex=0; editionIndex<editions.length; editionIndex++) {\n\t\tvar editionName = editions[editionIndex];\n\t\t// Check the edition exists\n\t\tvar editionPath = $tw.findLibraryItem(editionName,$tw.getLibraryItemSearchPaths($tw.config.editionsPath,$tw.config.editionsEnvVar));\n\t\tif(!$tw.utils.isDirectory(editionPath)) {\n\t\t\treturn \"Edition '\" + editionName + \"' not found\";\n\t\t}\n\t\t// Copy the edition content\n\t\tvar err = $tw.utils.copyDirectory(editionPath,$tw.boot.wikiPath);\n\t\tif(!err) {\n\t\t\tthis.commander.streams.output.write(\"Copied edition '\" + editionName + \"' to \" + $tw.boot.wikiPath + \"\\n\");\n\t\t} else {\n\t\t\treturn err;\n\t\t}\n\t}\n\t// Tweak the tiddlywiki.info to remove any included wikis\n\tvar packagePath = $tw.boot.wikiPath + \"/tiddlywiki.info\",\n\t\tpackageJson = JSON.parse(fs.readFileSync(packagePath));\n\tdelete packageJson.includeWikis;\n\tfs.writeFileSync(packagePath,JSON.stringify(packageJson,null,$tw.config.preferences.jsonSpaces));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/listen.js": {
"title": "$:/core/modules/commands/listen.js",
"text": "/*\\\ntitle: $:/core/modules/commands/listen.js\ntype: application/javascript\nmodule-type: command\n\nListen for HTTP requests and serve tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"listen\",\n\tsynchronous: true,\n\tnamedParameterMode: true,\n\tmandatoryParameters: [],\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: self.params\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/load.js": {
"title": "$:/core/modules/commands/load.js",
"text": "/*\\\ntitle: $:/core/modules/commands/load.js\ntype: application/javascript\nmodule-type: command\n\nCommand to load tiddlers from a file or directory\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"load\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar tiddlers = $tw.loadTiddlersFromPath(self.params[0]),\n\t\tcount = 0;\n\t$tw.utils.each(tiddlers,function(tiddlerInfo) {\n\t\t$tw.utils.each(tiddlerInfo.tiddlers,function(tiddler) {\n\t\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t\t\tcount++;\n\t\t});\n\t});\n\tif(!count) {\n\t\tself.callback(\"No tiddlers found in file \\\"\" + self.params[0] + \"\\\"\");\n\t} else {\n\t\tself.callback(null);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/makelibrary.js": {
"title": "$:/core/modules/commands/makelibrary.js",
"text": "/*\\\ntitle: $:/core/modules/commands/makelibrary.js\ntype: application/javascript\nmodule-type: command\n\nCommand to pack all of the plugins in the library into a plugin tiddler of type \"library\"\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"makelibrary\",\n\tsynchronous: true\n};\n\nvar UPGRADE_LIBRARY_TITLE = \"$:/UpgradeLibrary\";\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar wiki = this.commander.wiki,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\tupgradeLibraryTitle = this.params[0] || UPGRADE_LIBRARY_TITLE,\n\t\ttiddlers = {};\n\t// Collect up the library plugins\n\tvar collectPlugins = function(folder) {\n\t\t\tvar pluginFolders = fs.readdirSync(folder);\n\t\t\tfor(var p=0; p<pluginFolders.length; p++) {\n\t\t\t\tif(!$tw.boot.excludeRegExp.test(pluginFolders[p])) {\n\t\t\t\t\tpluginFields = $tw.loadPluginFolder(path.resolve(folder,\"./\" + pluginFolders[p]));\n\t\t\t\t\tif(pluginFields && pluginFields.title) {\n\t\t\t\t\t\ttiddlers[pluginFields.title] = pluginFields;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t},\n\t\tcollectPublisherPlugins = function(folder) {\n\t\t\tvar publisherFolders = fs.readdirSync(folder);\n\t\t\tfor(var t=0; t<publisherFolders.length; t++) {\n\t\t\t\tif(!$tw.boot.excludeRegExp.test(publisherFolders[t])) {\n\t\t\t\t\tcollectPlugins(path.resolve(folder,\"./\" + publisherFolders[t]));\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\tcollectPublisherPlugins(path.resolve($tw.boot.corePath,$tw.config.pluginsPath));\n\tcollectPublisherPlugins(path.resolve($tw.boot.corePath,$tw.config.themesPath));\n\tcollectPlugins(path.resolve($tw.boot.corePath,$tw.config.languagesPath));\n\t// Save the upgrade library tiddler\n\tvar pluginFields = {\n\t\ttitle: upgradeLibraryTitle,\n\t\ttype: \"application/json\",\n\t\t\"plugin-type\": \"library\",\n\t\t\"text\": JSON.stringify({tiddlers: tiddlers},null,$tw.config.preferences.jsonSpaces)\n\t};\n\twiki.addTiddler(new $tw.Tiddler(pluginFields));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/output.js": {
"title": "$:/core/modules/commands/output.js",
"text": "/*\\\ntitle: $:/core/modules/commands/output.js\ntype: application/javascript\nmodule-type: command\n\nCommand to set the default output location (defaults to current working directory)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"output\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing output path\";\n\t}\n\tthis.commander.outputPath = path.resolve(process.cwd(),this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/password.js": {
"title": "$:/core/modules/commands/password.js",
"text": "/*\\\ntitle: $:/core/modules/commands/password.js\ntype: application/javascript\nmodule-type: command\n\nSave password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"password\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing password\";\n\t}\n\t$tw.crypto.setPassword(this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/render.js": {
"title": "$:/core/modules/commands/render.js",
"text": "/*\\\ntitle: $:/core/modules/commands/render.js\ntype: application/javascript\nmodule-type: command\n\nRender individual tiddlers and save the results to the specified files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"render\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing tiddler filter\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\ttiddlerFilter = this.params[0],\n\t\tfilenameFilter = this.params[1] || \"[is[tiddler]addsuffix[.html]]\",\n\t\ttype = this.params[2] || \"text/html\",\n\t\ttemplate = this.params[3],\n\t\tvarName = this.params[4],\n\t\tvarValue = this.params[5],\n\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(template || title),\n\t\t\tvariables = {currentTiddler: title};\n\t\tif(varName) {\n\t\t\tvariables[varName] = varValue || \"\";\n\t\t}\n\t\tvar widgetNode = wiki.makeWidget(parser,{variables: variables}),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent,\n\t\t\tfilepath = path.resolve(self.commander.outputPath,wiki.filterTiddlers(filenameFilter,$tw.rootWidget,wiki.makeTiddlerIterator([title]))[0]);\n\t\tif(self.commander.verbose) {\n\t\t\tconsole.log(\"Rendering \\\"\" + title + \"\\\" to \\\"\" + filepath + \"\\\"\");\n\t\t}\n\t\t$tw.utils.createFileDirectories(filepath);\n\t\tfs.writeFileSync(filepath,text,\"utf8\");\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/rendertiddler.js": {
"title": "$:/core/modules/commands/rendertiddler.js",
"text": "/*\\\ntitle: $:/core/modules/commands/rendertiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render a tiddler and save it to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"rendertiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttype = this.params[2] || \"text/html\",\n\t\ttemplate = this.params[3],\n\t\tname = this.params[4],\n\t\tvalue = this.params[5],\n\t\tvariables = {};\n\t$tw.utils.createFileDirectories(filename);\n\tif(template) {\n\t\tvariables.currentTiddler = title;\n\t\ttitle = template;\n\t}\n\tif(name && value) {\n\t\tvariables[name] = value;\n\t}\n\tfs.writeFile(filename,this.commander.wiki.renderTiddler(type,title,{variables: variables}),\"utf8\",function(err) {\n\t\tself.callback(err);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/rendertiddlers.js": {
"title": "$:/core/modules/commands/rendertiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/rendertiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render several tiddlers to a folder of files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"rendertiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\ttemplate = this.params[1],\n\t\toutputPath = this.commander.outputPath,\n\t\tpathname = path.resolve(outputPath,this.params[2]),\t\t\n\t\ttype = this.params[3] || \"text/html\",\n\t\textension = this.params[4] || \".html\",\n\t\tdeleteDirectory = (this.params[5] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(template),\n\t\t\twidgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title}}),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent,\n\t\t\texportPath = null;\n\t\tif($tw.utils.hop($tw.macros,\"tv-get-export-path\")) {\n\t\t\tvar macroPath = $tw.macros[\"tv-get-export-path\"].run.apply(self,[title]);\n\t\t\tif(macroPath) {\n\t\t\t\texportPath = path.resolve(outputPath,macroPath + extension);\n\t\t\t}\n\t\t}\n\t\tvar finalPath = exportPath || path.resolve(pathname,encodeURIComponent(title) + extension);\n\t\t$tw.utils.createFileDirectories(finalPath);\n\t\tfs.writeFileSync(finalPath,text,\"utf8\");\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/save.js": {
"title": "$:/core/modules/commands/save.js",
"text": "/*\\\ntitle: $:/core/modules/commands/save.js\ntype: application/javascript\nmodule-type: command\n\nSaves individual tiddlers in their raw text or binary format to the specified files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"save\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename filter\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\ttiddlerFilter = this.params[0],\n\t\tfilenameFilter = this.params[1] || \"[is[tiddler]]\",\n\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.commander.wiki.getTiddler(title),\n\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"},\n\t\t\tfilepath = path.resolve(self.commander.outputPath,wiki.filterTiddlers(filenameFilter,$tw.rootWidget,wiki.makeTiddlerIterator([title]))[0]);\n\t\tif(self.commander.verbose) {\n\t\t\tconsole.log(\"Saving \\\"\" + title + \"\\\" to \\\"\" + filepath + \"\\\"\");\n\t\t}\n\t\t$tw.utils.createFileDirectories(filepath);\n\t\tfs.writeFileSync(filepath,tiddler.fields.text,contentTypeInfo.encoding);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savelibrarytiddlers.js": {
"title": "$:/core/modules/commands/savelibrarytiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savelibrarytiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the subtiddlers of a bundle tiddler as a series of JSON files\n\n--savelibrarytiddlers <tiddler> <pathname> <skinnylisting>\n\nThe tiddler identifies the bundle tiddler that contains the subtiddlers.\n\nThe pathname specifies the pathname to the folder in which the JSON files should be saved. The filename is the URL encoded title of the subtiddler.\n\nThe skinnylisting specifies the title of the tiddler to which a JSON catalogue of the subtiddlers will be saved. The JSON file contains the same data as the bundle tiddler but with the `text` field removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savelibrarytiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\tcontainerTitle = this.params[0],\n\t\tfilter = this.params[1],\n\t\tbasepath = this.params[2],\n\t\tskinnyListTitle = this.params[3];\n\t// Get the container tiddler as data\n\tvar containerData = self.commander.wiki.getTiddlerDataCached(containerTitle,undefined);\n\tif(!containerData) {\n\t\treturn \"'\" + containerTitle + \"' is not a tiddler bundle\";\n\t}\n\t// Filter the list of plugins\n\tvar pluginList = [];\n\t$tw.utils.each(containerData.tiddlers,function(tiddler,title) {\n\t\tpluginList.push(title);\n\t});\n\tvar filteredPluginList;\n\tif(filter) {\n\t\tfilteredPluginList = self.commander.wiki.filterTiddlers(filter,null,self.commander.wiki.makeTiddlerIterator(pluginList));\n\t} else {\n\t\tfilteredPluginList = pluginList;\n\t}\n\t// Iterate through the plugins\n\tvar skinnyList = [];\n\t$tw.utils.each(filteredPluginList,function(title) {\n\t\tvar tiddler = containerData.tiddlers[title];\n\t\t// Save each JSON file and collect the skinny data\n\t\tvar pathname = path.resolve(self.commander.outputPath,basepath + encodeURIComponent(title) + \".json\");\n\t\t$tw.utils.createFileDirectories(pathname);\n\t\tfs.writeFileSync(pathname,JSON.stringify(tiddler,null,$tw.config.preferences.jsonSpaces),\"utf8\");\n\t\t// Collect the skinny list data\n\t\tvar pluginTiddlers = JSON.parse(tiddler.text),\n\t\t\treadmeContent = (pluginTiddlers.tiddlers[title + \"/readme\"] || {}).text,\n\t\t\ticonTiddler = pluginTiddlers.tiddlers[title + \"/icon\"] || {},\n\t\t\ticonType = iconTiddler.type,\n\t\t\ticonText = iconTiddler.text,\n\t\t\ticonContent;\n\t\tif(iconType && iconText) {\n\t\t\ticonContent = $tw.utils.makeDataUri(iconText,iconType);\n\t\t}\n\t\tskinnyList.push($tw.utils.extend({},tiddler,{text: undefined, readme: readmeContent, icon: iconContent}));\n\t});\n\t// Save the catalogue tiddler\n\tif(skinnyListTitle) {\n\t\tself.commander.wiki.setTiddlerData(skinnyListTitle,skinnyList);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savetiddler.js": {
"title": "$:/core/modules/commands/savetiddler.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savetiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the content of a tiddler to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savetiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttiddler = this.commander.wiki.getTiddler(title);\n\tif(tiddler) {\n\t\tvar type = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"};\n\t\t$tw.utils.createFileDirectories(filename);\n\t\tfs.writeFile(filename,tiddler.fields.text,contentTypeInfo.encoding,function(err) {\n\t\t\tself.callback(err);\n\t\t});\n\t} else {\n\t\treturn \"Missing tiddler: \" + title;\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savetiddlers.js": {
"title": "$:/core/modules/commands/savetiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savetiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save several tiddlers to a folder of files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"savetiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tpathname = path.resolve(this.commander.outputPath,this.params[1]),\n\t\tdeleteDirectory = (this.params[2] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.createDirectory(pathname);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.commander.wiki.getTiddler(title),\n\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"},\n\t\t\tfilename = path.resolve(pathname,encodeURIComponent(title));\n\t\tfs.writeFileSync(filename,tiddler.fields.text,contentTypeInfo.encoding);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/server.js": {
"title": "$:/core/modules/commands/server.js",
"text": "/*\\\ntitle: $:/core/modules/commands/server.js\ntype: application/javascript\nmodule-type: command\n\nDeprecated legacy command for serving tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"server\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: {\n\t\t\tport: this.params[0],\n\t\t\thost: this.params[6],\n\t\t\t\"root-tiddler\": this.params[1],\n\t\t\t\"root-render-type\": this.params[2],\n\t\t\t\"root-serve-type\": this.params[3],\n\t\t\tusername: this.params[4],\n\t\t\tpassword: this.params[5],\n\t\t\t\"path-prefix\": this.params[7],\n\t\t\t\"debug-level\": this.params[8]\n\t\t}\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/setfield.js": {
"title": "$:/core/modules/commands/setfield.js",
"text": "/*\\\ntitle: $:/core/modules/commands/setfield.js\ntype: application/javascript\nmodule-type: command\n\nCommand to modify selected tiddlers to set a field to the text of a template tiddler that has been wikified with the selected tiddler as the current tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"setfield\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 4) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar self = this,\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tfieldname = this.params[1] || \"text\",\n\t\ttemplatetitle = this.params[2],\n\t\trendertype = this.params[3] || \"text/plain\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(templatetitle),\n\t\t\tnewFields = {},\n\t\t\ttiddler = wiki.getTiddler(title);\n\t\tif(parser) {\n\t\t\tvar widgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title}});\n\t\t\tvar container = $tw.fakeDocument.createElement(\"div\");\n\t\t\twidgetNode.render(container,null);\n\t\t\tnewFields[fieldname] = rendertype === \"text/html\" ? container.innerHTML : container.textContent;\n\t\t} else {\n\t\t\tnewFields[fieldname] = undefined;\n\t\t}\n\t\twiki.addTiddler(new $tw.Tiddler(tiddler,newFields));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/unpackplugin.js": {
"title": "$:/core/modules/commands/unpackplugin.js",
"text": "/*\\\ntitle: $:/core/modules/commands/unpackplugin.js\ntype: application/javascript\nmodule-type: command\n\nCommand to extract the shadow tiddlers from within a plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"unpackplugin\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing plugin name\";\n\t}\n\tvar self = this,\n\t\ttitle = this.params[0],\n\t\tpluginData = this.commander.wiki.getTiddlerDataCached(title);\n\tif(!pluginData) {\n\t\treturn \"Plugin '\" + title + \"' not found\";\n\t}\n\t$tw.utils.each(pluginData.tiddlers,function(tiddler) {\n\t\tself.commander.wiki.addTiddler(new $tw.Tiddler(tiddler));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/verbose.js": {
"title": "$:/core/modules/commands/verbose.js",
"text": "/*\\\ntitle: $:/core/modules/commands/verbose.js\ntype: application/javascript\nmodule-type: command\n\nVerbose command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"verbose\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.verbose = true;\n\t// Output the boot message log\n\tthis.commander.streams.output.write(\"Boot log:\\n \" + $tw.boot.logMessages.join(\"\\n \") + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/version.js": {
"title": "$:/core/modules/commands/version.js",
"text": "/*\\\ntitle: $:/core/modules/commands/version.js\ntype: application/javascript\nmodule-type: command\n\nVersion command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"version\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.streams.output.write($tw.version + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/config.js": {
"title": "$:/core/modules/config.js",
"text": "/*\\\ntitle: $:/core/modules/config.js\ntype: application/javascript\nmodule-type: config\n\nCore configuration constants\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.preferences = {};\n\nexports.preferences.notificationDuration = 3 * 1000;\nexports.preferences.jsonSpaces = 4;\n\nexports.textPrimitives = {\n\tupperLetter: \"[A-Z\\u00c0-\\u00d6\\u00d8-\\u00de\\u0150\\u0170]\",\n\tlowerLetter: \"[a-z\\u00df-\\u00f6\\u00f8-\\u00ff\\u0151\\u0171]\",\n\tanyLetter: \"[A-Za-z0-9\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\",\n\tblockPrefixLetters:\t\"[A-Za-z0-9-_\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\"\n};\n\nexports.textPrimitives.unWikiLink = \"~\";\nexports.textPrimitives.wikiLink = exports.textPrimitives.upperLetter + \"+\" +\n\texports.textPrimitives.lowerLetter + \"+\" +\n\texports.textPrimitives.upperLetter +\n\texports.textPrimitives.anyLetter + \"*\";\n\nexports.htmlEntities = {quot:34, amp:38, apos:39, lt:60, gt:62, nbsp:160, iexcl:161, cent:162, pound:163, curren:164, yen:165, brvbar:166, sect:167, uml:168, copy:169, ordf:170, laquo:171, not:172, shy:173, reg:174, macr:175, deg:176, plusmn:177, sup2:178, sup3:179, acute:180, micro:181, para:182, middot:183, cedil:184, sup1:185, ordm:186, raquo:187, frac14:188, frac12:189, frac34:190, iquest:191, Agrave:192, Aacute:193, Acirc:194, Atilde:195, Auml:196, Aring:197, AElig:198, Ccedil:199, Egrave:200, Eacute:201, Ecirc:202, Euml:203, Igrave:204, Iacute:205, Icirc:206, Iuml:207, ETH:208, Ntilde:209, Ograve:210, Oacute:211, Ocirc:212, Otilde:213, Ouml:214, times:215, Oslash:216, Ugrave:217, Uacute:218, Ucirc:219, Uuml:220, Yacute:221, THORN:222, szlig:223, agrave:224, aacute:225, acirc:226, atilde:227, auml:228, aring:229, aelig:230, ccedil:231, egrave:232, eacute:233, ecirc:234, euml:235, igrave:236, iacute:237, icirc:238, iuml:239, eth:240, ntilde:241, ograve:242, oacute:243, ocirc:244, otilde:245, ouml:246, divide:247, oslash:248, ugrave:249, uacute:250, ucirc:251, uuml:252, yacute:253, thorn:254, yuml:255, OElig:338, oelig:339, Scaron:352, scaron:353, Yuml:376, fnof:402, circ:710, tilde:732, Alpha:913, Beta:914, Gamma:915, Delta:916, Epsilon:917, Zeta:918, Eta:919, Theta:920, Iota:921, Kappa:922, Lambda:923, Mu:924, Nu:925, Xi:926, Omicron:927, Pi:928, Rho:929, Sigma:931, Tau:932, Upsilon:933, Phi:934, Chi:935, Psi:936, Omega:937, alpha:945, beta:946, gamma:947, delta:948, epsilon:949, zeta:950, eta:951, theta:952, iota:953, kappa:954, lambda:955, mu:956, nu:957, xi:958, omicron:959, pi:960, rho:961, sigmaf:962, sigma:963, tau:964, upsilon:965, phi:966, chi:967, psi:968, omega:969, thetasym:977, upsih:978, piv:982, ensp:8194, emsp:8195, thinsp:8201, zwnj:8204, zwj:8205, lrm:8206, rlm:8207, ndash:8211, mdash:8212, lsquo:8216, rsquo:8217, sbquo:8218, ldquo:8220, rdquo:8221, bdquo:8222, dagger:8224, Dagger:8225, bull:8226, hellip:8230, permil:8240, prime:8242, Prime:8243, lsaquo:8249, rsaquo:8250, oline:8254, frasl:8260, euro:8364, image:8465, weierp:8472, real:8476, trade:8482, alefsym:8501, larr:8592, uarr:8593, rarr:8594, darr:8595, harr:8596, crarr:8629, lArr:8656, uArr:8657, rArr:8658, dArr:8659, hArr:8660, forall:8704, part:8706, exist:8707, empty:8709, nabla:8711, isin:8712, notin:8713, ni:8715, prod:8719, sum:8721, minus:8722, lowast:8727, radic:8730, prop:8733, infin:8734, ang:8736, and:8743, or:8744, cap:8745, cup:8746, int:8747, there4:8756, sim:8764, cong:8773, asymp:8776, ne:8800, equiv:8801, le:8804, ge:8805, sub:8834, sup:8835, nsub:8836, sube:8838, supe:8839, oplus:8853, otimes:8855, perp:8869, sdot:8901, lceil:8968, rceil:8969, lfloor:8970, rfloor:8971, lang:9001, rang:9002, loz:9674, spades:9824, clubs:9827, hearts:9829, diams:9830 };\n\nexports.htmlVoidElements = \"area,base,br,col,command,embed,hr,img,input,keygen,link,meta,param,source,track,wbr\".split(\",\");\n\nexports.htmlBlockElements = \"address,article,aside,audio,blockquote,canvas,dd,div,dl,fieldset,figcaption,figure,footer,form,h1,h2,h3,h4,h5,h6,header,hgroup,hr,li,noscript,ol,output,p,pre,section,table,tfoot,ul,video\".split(\",\");\n\nexports.htmlUnsafeElements = \"script\".split(\",\");\n\n})();\n",
"type": "application/javascript",
"module-type": "config"
},
"$:/core/modules/deserializers.js": {
"title": "$:/core/modules/deserializers.js",
"text": "/*\\\ntitle: $:/core/modules/deserializers.js\ntype: application/javascript\nmodule-type: tiddlerdeserializer\n\nFunctions to deserialise tiddlers from a block of text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nUtility function to parse an old-style tiddler DIV in a *.tid file. It looks like this:\n\n<div title=\"Title\" creator=\"JoeBloggs\" modifier=\"JoeBloggs\" created=\"201102111106\" modified=\"201102111310\" tags=\"myTag [[my long tag]]\">\n<pre>The text of the tiddler (without the expected HTML encoding).\n</pre>\n</div>\n\nNote that the field attributes are HTML encoded, but that the body of the <PRE> tag is not encoded.\n\nWhen these tiddler DIVs are encountered within a TiddlyWiki HTML file then the body is encoded in the usual way.\n*/\nvar parseTiddlerDiv = function(text /* [,fields] */) {\n\t// Slot together the default results\n\tvar result = {};\n\tif(arguments.length > 1) {\n\t\tfor(var f=1; f<arguments.length; f++) {\n\t\t\tvar fields = arguments[f];\n\t\t\tfor(var t in fields) {\n\t\t\t\tresult[t] = fields[t];\t\t\n\t\t\t}\n\t\t}\n\t}\n\t// Parse the DIV body\n\tvar startRegExp = /^\\s*<div\\s+([^>]*)>(\\s*<pre>)?/gi,\n\t\tendRegExp,\n\t\tmatch = startRegExp.exec(text);\n\tif(match) {\n\t\t// Old-style DIVs don't have the <pre> tag\n\t\tif(match[2]) {\n\t\t\tendRegExp = /<\\/pre>\\s*<\\/div>\\s*$/gi;\n\t\t} else {\n\t\t\tendRegExp = /<\\/div>\\s*$/gi;\n\t\t}\n\t\tvar endMatch = endRegExp.exec(text);\n\t\tif(endMatch) {\n\t\t\t// Extract the text\n\t\t\tresult.text = text.substring(match.index + match[0].length,endMatch.index);\n\t\t\t// Process the attributes\n\t\t\tvar attrRegExp = /\\s*([^=\\s]+)\\s*=\\s*(?:\"([^\"]*)\"|'([^']*)')/gi,\n\t\t\t\tattrMatch;\n\t\t\tdo {\n\t\t\t\tattrMatch = attrRegExp.exec(match[1]);\n\t\t\t\tif(attrMatch) {\n\t\t\t\t\tvar name = attrMatch[1];\n\t\t\t\t\tvar value = attrMatch[2] !== undefined ? attrMatch[2] : attrMatch[3];\n\t\t\t\t\tresult[name] = value;\n\t\t\t\t}\n\t\t\t} while(attrMatch);\n\t\t\treturn result;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports[\"application/x-tiddler-html-div\"] = function(text,fields) {\n\treturn [parseTiddlerDiv(text,fields)];\n};\n\nexports[\"application/json\"] = function(text,fields) {\n\tvar incoming,\n\t\tresults = [];\n\ttry {\n\t\tincoming = JSON.parse(text);\n\t} catch(e) {\n\t\tincoming = [{\n\t\t\ttitle: \"JSON error: \" + e,\n\t\t\ttext: \"\"\n\t\t}]\n\t}\n\tif(!$tw.utils.isArray(incoming)) {\n\t\tincoming = [incoming];\n\t}\n\tfor(var t=0; t<incoming.length; t++) {\n\t\tvar incomingFields = incoming[t],\n\t\t\tfields = {};\n\t\tfor(var f in incomingFields) {\n\t\t\tif(typeof incomingFields[f] === \"string\") {\n\t\t\t\tfields[f] = incomingFields[f];\n\t\t\t}\n\t\t}\n\t\tresults.push(fields);\n\t}\n\treturn results;\n};\n\n/*\nParse an HTML file into tiddlers. There are three possibilities:\n# A TiddlyWiki classic HTML file containing `text/x-tiddlywiki` tiddlers\n# A TiddlyWiki5 HTML file containing `text/vnd.tiddlywiki` tiddlers\n# An ordinary HTML file\n*/\nexports[\"text/html\"] = function(text,fields) {\n\t// Check if we've got a store area\n\tvar storeAreaMarkerRegExp = /<div id=[\"']?storeArea['\"]?( style=[\"']?display:none;[\"']?)?>/gi,\n\t\tmatch = storeAreaMarkerRegExp.exec(text);\n\tif(match) {\n\t\t// If so, it's either a classic TiddlyWiki file or an unencrypted TW5 file\n\t\t// First read the normal tiddlers\n\t\tvar results = deserializeTiddlyWikiFile(text,storeAreaMarkerRegExp.lastIndex,!!match[1],fields);\n\t\t// Then any system tiddlers\n\t\tvar systemAreaMarkerRegExp = /<div id=[\"']?systemArea['\"]?( style=[\"']?display:none;[\"']?)?>/gi,\n\t\t\tsysMatch = systemAreaMarkerRegExp.exec(text);\n\t\tif(sysMatch) {\n\t\t\tresults.push.apply(results,deserializeTiddlyWikiFile(text,systemAreaMarkerRegExp.lastIndex,!!sysMatch[1],fields));\n\t\t}\n\t\treturn results;\n\t} else {\n\t\t// Check whether we've got an encrypted file\n\t\tvar encryptedStoreArea = $tw.utils.extractEncryptedStoreArea(text);\n\t\tif(encryptedStoreArea) {\n\t\t\t// If so, attempt to decrypt it using the current password\n\t\t\treturn $tw.utils.decryptStoreArea(encryptedStoreArea);\n\t\t} else {\n\t\t\t// It's not a TiddlyWiki so we'll return the entire HTML file as a tiddler\n\t\t\treturn deserializeHtmlFile(text,fields);\n\t\t}\n\t}\n};\n\nfunction deserializeHtmlFile(text,fields) {\n\tvar result = {};\n\t$tw.utils.each(fields,function(value,name) {\n\t\tresult[name] = value;\n\t});\n\tresult.text = text;\n\tresult.type = \"text/html\";\n\treturn [result];\n}\n\nfunction deserializeTiddlyWikiFile(text,storeAreaEnd,isTiddlyWiki5,fields) {\n\tvar results = [],\n\t\tendOfDivRegExp = /(<\\/div>\\s*)/gi,\n\t\tstartPos = storeAreaEnd,\n\t\tdefaultType = isTiddlyWiki5 ? undefined : \"text/x-tiddlywiki\";\n\tendOfDivRegExp.lastIndex = startPos;\n\tvar match = endOfDivRegExp.exec(text);\n\twhile(match) {\n\t\tvar endPos = endOfDivRegExp.lastIndex,\n\t\t\ttiddlerFields = parseTiddlerDiv(text.substring(startPos,endPos),fields,{type: defaultType});\n\t\tif(!tiddlerFields) {\n\t\t\tbreak;\n\t\t}\n\t\t$tw.utils.each(tiddlerFields,function(value,name) {\n\t\t\tif(typeof value === \"string\") {\n\t\t\t\ttiddlerFields[name] = $tw.utils.htmlDecode(value);\n\t\t\t}\n\t\t});\n\t\tif(tiddlerFields.text !== null) {\n\t\t\tresults.push(tiddlerFields);\n\t\t}\n\t\tstartPos = endPos;\n\t\tmatch = endOfDivRegExp.exec(text);\n\t}\n\treturn results;\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "tiddlerdeserializer"
},
"$:/core/modules/editor/engines/framed.js": {
"title": "$:/core/modules/editor/engines/framed.js",
"text": "/*\\\ntitle: $:/core/modules/editor/engines/framed.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea within an iframe. This is done so that the selection is preserved even when clicking away from the textarea\n\n\\*/\n(function(){\n\n/*jslint node: true,browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction FramedEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Create our hidden dummy text area for reading styles\n\tthis.dummyTextArea = this.widget.document.createElement(\"textarea\");\n\tif(this.widget.editClass) {\n\t\tthis.dummyTextArea.className = this.widget.editClass;\n\t}\n\tthis.dummyTextArea.setAttribute(\"hidden\",\"true\");\n\tthis.parentNode.insertBefore(this.dummyTextArea,this.nextSibling);\n\tthis.widget.domNodes.push(this.dummyTextArea);\n\t// Create the iframe\n\tthis.iframeNode = this.widget.document.createElement(\"iframe\");\n\tthis.parentNode.insertBefore(this.iframeNode,this.nextSibling);\n\tthis.iframeDoc = this.iframeNode.contentWindow.document;\n\t// (Firefox requires us to put some empty content in the iframe)\n\tthis.iframeDoc.open();\n\tthis.iframeDoc.write(\"\");\n\tthis.iframeDoc.close();\n\t// Style the iframe\n\tthis.iframeNode.className = this.dummyTextArea.className;\n\tthis.iframeNode.style.border = \"none\";\n\tthis.iframeNode.style.padding = \"0\";\n\tthis.iframeNode.style.resize = \"none\";\n\tthis.iframeDoc.body.style.margin = \"0\";\n\tthis.iframeDoc.body.style.padding = \"0\";\n\tthis.widget.domNodes.push(this.iframeNode);\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.iframeDoc.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.iframeDoc.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType) {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\t// Copy the styles from the dummy textarea\n\tthis.copyStyles();\n\t// Add event listeners\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"click\",handlerObject: this,handlerMethod: \"handleClickEvent\"},\n\t\t{name: \"input\",handlerObject: this,handlerMethod: \"handleInputEvent\"},\n\t\t{name: \"keydown\",handlerObject: this.widget,handlerMethod: \"handleKeydownEvent\"}\n\t]);\n\t// Insert the element into the DOM\n\tthis.iframeDoc.body.appendChild(this.domNode);\n}\n\n/*\nCopy styles from the dummy text area to the textarea in the iframe\n*/\nFramedEngine.prototype.copyStyles = function() {\n\t// Copy all styles\n\t$tw.utils.copyStyles(this.dummyTextArea,this.domNode);\n\t// Override the ones that should not be set the same as the dummy textarea\n\tthis.domNode.style.display = \"block\";\n\tthis.domNode.style.width = \"100%\";\n\tthis.domNode.style.margin = \"0\";\n\t// In Chrome setting -webkit-text-fill-color overrides the placeholder text colour\n\tthis.domNode.style[\"-webkit-text-fill-color\"] = \"currentcolor\";\n};\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nFramedEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode) {\n\t\t\tthis.domNode.value = text;\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nFramedEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nFramedEngine.prototype.fixHeight = function() {\n\t// Make sure styles are updated\n\tthis.copyStyles();\n\t// Adjust height\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\tvar newHeight = $tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t\tthis.iframeNode.style.height = (newHeight + 14) + \"px\"; // +14 for the border on the textarea\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t\tthis.iframeNode.style.height = (fixedHeight + 14) + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nFramedEngine.prototype.focus = function() {\n\tif(this.domNode.focus && this.domNode.select) {\n\t\tthis.domNode.focus();\n\t\tthis.domNode.select();\n\t}\n};\n\n/*\nHandle a click\n*/\nFramedEngine.prototype.handleClickEvent = function(event) {\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nFramedEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nFramedEngine.prototype.createTextOperation = function() {\n\tvar operation = {\n\t\ttext: this.domNode.value,\n\t\tselStart: this.domNode.selectionStart,\n\t\tselEnd: this.domNode.selectionEnd,\n\t\tcutStart: null,\n\t\tcutEnd: null,\n\t\treplacement: null,\n\t\tnewSelStart: null,\n\t\tnewSelEnd: null\n\t};\n\toperation.selection = operation.text.substring(operation.selStart,operation.selEnd);\n\treturn operation;\n};\n\n/*\nExecute a text operation\n*/\nFramedEngine.prototype.executeTextOperation = function(operation) {\n\t// Perform the required changes to the text area and the underlying tiddler\n\tvar newText = operation.text;\n\tif(operation.replacement !== null) {\n\t\tnewText = operation.text.substring(0,operation.cutStart) + operation.replacement + operation.text.substring(operation.cutEnd);\n\t\t// Attempt to use a execCommand to modify the value of the control\n\t\tif(this.iframeDoc.queryCommandSupported(\"insertText\") && this.iframeDoc.queryCommandSupported(\"delete\") && !$tw.browser.isFirefox) {\n\t\t\tthis.domNode.focus();\n\t\t\tthis.domNode.setSelectionRange(operation.cutStart,operation.cutEnd);\n\t\t\tif(operation.replacement === \"\") {\n\t\t\t\tthis.iframeDoc.execCommand(\"delete\",false,\"\");\n\t\t\t} else {\n\t\t\t\tthis.iframeDoc.execCommand(\"insertText\",false,operation.replacement);\n\t\t\t}\n\t\t} else {\n\t\t\tthis.domNode.value = newText;\n\t\t}\n\t\tthis.domNode.focus();\n\t\tthis.domNode.setSelectionRange(operation.newSelStart,operation.newSelEnd);\n\t}\n\tthis.domNode.focus();\n\treturn newText;\n};\n\nexports.FramedEngine = FramedEngine;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/engines/simple.js": {
"title": "$:/core/modules/editor/engines/simple.js",
"text": "/*\\\ntitle: $:/core/modules/editor/engines/simple.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction SimpleEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.widget.document.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.widget.document.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType) {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\tif(this.widget.editClass) {\n\t\tthis.domNode.className = this.widget.editClass;\n\t}\n\t// Add an input event handler\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"focus\", handlerObject: this, handlerMethod: \"handleFocusEvent\"},\n\t\t{name: \"input\", handlerObject: this, handlerMethod: \"handleInputEvent\"}\n\t]);\n\t// Insert the element into the DOM\n\tthis.parentNode.insertBefore(this.domNode,this.nextSibling);\n\tthis.widget.domNodes.push(this.domNode);\n}\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nSimpleEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode || text === \"\") {\n\t\t\tthis.domNode.value = text;\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nSimpleEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nSimpleEngine.prototype.fixHeight = function() {\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\t$tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nSimpleEngine.prototype.focus = function() {\n\tif(this.domNode.focus && this.domNode.select) {\n\t\tthis.domNode.focus();\n\t\tthis.domNode.select();\n\t}\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nSimpleEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nHandle a dom \"focus\" event\n*/\nSimpleEngine.prototype.handleFocusEvent = function(event) {\n\tif(this.widget.editFocusPopup) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNode,\n\t\t\ttitle: this.widget.editFocusPopup,\n\t\t\twiki: this.widget.wiki,\n\t\t\tforce: true\n\t\t});\n\t}\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nSimpleEngine.prototype.createTextOperation = function() {\n\treturn null;\n};\n\n/*\nExecute a text operation\n*/\nSimpleEngine.prototype.executeTextOperation = function(operation) {\n};\n\nexports.SimpleEngine = SimpleEngine;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/factory.js": {
"title": "$:/core/modules/editor/factory.js",
"text": "/*\\\ntitle: $:/core/modules/editor/factory.js\ntype: application/javascript\nmodule-type: library\n\nFactory for constructing text editor widgets with specified engines for the toolbar and non-toolbar cases\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DEFAULT_MIN_TEXT_AREA_HEIGHT = \"100px\"; // Minimum height of textareas in pixels\n\n// Configuration tiddlers\nvar HEIGHT_MODE_TITLE = \"$:/config/TextEditor/EditorHeight/Mode\";\nvar ENABLE_TOOLBAR_TITLE = \"$:/config/TextEditor/EnableToolbar\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nfunction editTextWidgetFactory(toolbarEngine,nonToolbarEngine) {\n\n\tvar EditTextWidget = function(parseTreeNode,options) {\n\t\t// Initialise the editor operations if they've not been done already\n\t\tif(!this.editorOperations) {\n\t\t\tEditTextWidget.prototype.editorOperations = {};\n\t\t\t$tw.modules.applyMethods(\"texteditoroperation\",this.editorOperations);\n\t\t}\n\t\tthis.initialise(parseTreeNode,options);\n\t};\n\n\t/*\n\tInherit from the base widget class\n\t*/\n\tEditTextWidget.prototype = new Widget();\n\n\t/*\n\tRender this widget into the DOM\n\t*/\n\tEditTextWidget.prototype.render = function(parent,nextSibling) {\n\t\t// Save the parent dom node\n\t\tthis.parentDomNode = parent;\n\t\t// Compute our attributes\n\t\tthis.computeAttributes();\n\t\t// Execute our logic\n\t\tthis.execute();\n\t\t// Create the wrapper for the toolbar and render its content\n\t\tif(this.editShowToolbar) {\n\t\t\tthis.toolbarNode = this.document.createElement(\"div\");\n\t\t\tthis.toolbarNode.className = \"tc-editor-toolbar\";\n\t\t\tparent.insertBefore(this.toolbarNode,nextSibling);\n\t\t\tthis.renderChildren(this.toolbarNode,null);\n\t\t\tthis.domNodes.push(this.toolbarNode);\n\t\t}\n\t\t// Create our element\n\t\tvar editInfo = this.getEditInfo(),\n\t\t\tEngine = this.editShowToolbar ? toolbarEngine : nonToolbarEngine;\n\t\tthis.engine = new Engine({\n\t\t\t\twidget: this,\n\t\t\t\tvalue: editInfo.value,\n\t\t\t\ttype: editInfo.type,\n\t\t\t\tparentNode: parent,\n\t\t\t\tnextSibling: nextSibling\n\t\t\t});\n\t\t// Call the postRender hook\n\t\tif(this.postRender) {\n\t\t\tthis.postRender();\n\t\t}\n\t\t// Fix height\n\t\tthis.engine.fixHeight();\n\t\t// Focus if required\n\t\tif(this.editFocus === \"true\" || this.editFocus === \"yes\") {\n\t\t\tthis.engine.focus();\n\t\t}\n\t\t// Add widget message listeners\n\t\tthis.addEventListeners([\n\t\t\t{type: \"tm-edit-text-operation\", handler: \"handleEditTextOperationMessage\"}\n\t\t]);\n\t};\n\n\t/*\n\tGet the tiddler being edited and current value\n\t*/\n\tEditTextWidget.prototype.getEditInfo = function() {\n\t\t// Get the edit value\n\t\tvar self = this,\n\t\t\tvalue,\n\t\t\ttype = \"text/plain\",\n\t\t\tupdate;\n\t\tif(this.editIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(this.editTitle,this.editIndex,this.editDefault);\n\t\t\tupdate = function(value) {\n\t\t\t\tvar data = self.wiki.getTiddlerData(self.editTitle,{});\n\t\t\t\tif(data[self.editIndex] !== value) {\n\t\t\t\t\tdata[self.editIndex] = value;\n\t\t\t\t\tself.wiki.setTiddlerData(self.editTitle,data);\n\t\t\t\t}\n\t\t\t};\n\t\t} else {\n\t\t\t// Get the current tiddler and the field name\n\t\t\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\t\t\tif(tiddler) {\n\t\t\t\t// If we've got a tiddler, the value to display is the field string value\n\t\t\t\tvalue = tiddler.getFieldString(this.editField);\n\t\t\t\tif(this.editField === \"text\") {\n\t\t\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\";\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// Otherwise, we need to construct a default value for the editor\n\t\t\t\tswitch(this.editField) {\n\t\t\t\t\tcase \"text\":\n\t\t\t\t\t\tvalue = \"Type the text for the tiddler '\" + this.editTitle + \"'\";\n\t\t\t\t\t\ttype = \"text/vnd.tiddlywiki\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"title\":\n\t\t\t\t\t\tvalue = this.editTitle;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tvalue = \"\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\n\t\t\t\tif(this.editDefault !== undefined) {\n\t\t\t\t\tvalue = this.editDefault;\n\t\t\t\t}\n\t\t\t}\n\t\t\tupdate = function(value) {\n\t\t\t\tvar tiddler = self.wiki.getTiddler(self.editTitle),\n\t\t\t\t\tupdateFields = {\n\t\t\t\t\t\ttitle: self.editTitle\n\t\t\t\t\t};\n\t\t\t\tupdateFields[self.editField] = value;\n\t\t\t\tself.wiki.addTiddler(new $tw.Tiddler(self.wiki.getCreationFields(),tiddler,updateFields,self.wiki.getModificationFields()));\n\t\t\t};\n\t\t}\n\t\tif(this.editType) {\n\t\t\ttype = this.editType;\n\t\t}\n\t\treturn {value: value || \"\", type: type, update: update};\n\t};\n\n\t/*\n\tHandle an edit text operation message from the toolbar\n\t*/\n\tEditTextWidget.prototype.handleEditTextOperationMessage = function(event) {\n\t\t// Prepare information about the operation\n\t\tvar operation = this.engine.createTextOperation();\n\t\t// Invoke the handler for the selected operation\n\t\tvar handler = this.editorOperations[event.param];\n\t\tif(handler) {\n\t\t\thandler.call(this,event,operation);\n\t\t}\n\t\t// Execute the operation via the engine\n\t\tvar newText = this.engine.executeTextOperation(operation);\n\t\t// Fix the tiddler height and save changes\n\t\tthis.engine.fixHeight();\n\t\tthis.saveChanges(newText);\n\t};\n\n\t/*\n\tCompute the internal state of the widget\n\t*/\n\tEditTextWidget.prototype.execute = function() {\n\t\t// Get our parameters\n\t\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t\tthis.editField = this.getAttribute(\"field\",\"text\");\n\t\tthis.editIndex = this.getAttribute(\"index\");\n\t\tthis.editDefault = this.getAttribute(\"default\");\n\t\tthis.editClass = this.getAttribute(\"class\");\n\t\tthis.editPlaceholder = this.getAttribute(\"placeholder\");\n\t\tthis.editSize = this.getAttribute(\"size\");\n\t\tthis.editRows = this.getAttribute(\"rows\");\n\t\tthis.editAutoHeight = this.wiki.getTiddlerText(HEIGHT_MODE_TITLE,\"auto\");\n\t\tthis.editAutoHeight = this.getAttribute(\"autoHeight\",this.editAutoHeight === \"auto\" ? \"yes\" : \"no\") === \"yes\";\n\t\tthis.editMinHeight = this.getAttribute(\"minHeight\",DEFAULT_MIN_TEXT_AREA_HEIGHT);\n\t\tthis.editFocusPopup = this.getAttribute(\"focusPopup\");\n\t\tthis.editFocus = this.getAttribute(\"focus\");\n\t\t// Get the default editor element tag and type\n\t\tvar tag,type;\n\t\tif(this.editField === \"text\") {\n\t\t\ttag = \"textarea\";\n\t\t} else {\n\t\t\ttag = \"input\";\n\t\t\tvar fieldModule = $tw.Tiddler.fieldModules[this.editField];\n\t\t\tif(fieldModule && fieldModule.editTag) {\n\t\t\t\ttag = fieldModule.editTag;\n\t\t\t}\n\t\t\tif(fieldModule && fieldModule.editType) {\n\t\t\t\ttype = fieldModule.editType;\n\t\t\t}\n\t\t\ttype = type || \"text\";\n\t\t}\n\t\t// Get the rest of our parameters\n\t\tthis.editTag = this.getAttribute(\"tag\",tag);\n\t\tthis.editType = this.getAttribute(\"type\",type);\n\t\t// Make the child widgets\n\t\tthis.makeChildWidgets();\n\t\t// Determine whether to show the toolbar\n\t\tthis.editShowToolbar = this.wiki.getTiddlerText(ENABLE_TOOLBAR_TITLE,\"yes\");\n\t\tthis.editShowToolbar = (this.editShowToolbar === \"yes\") && !!(this.children && this.children.length > 0) && (!this.document.isTiddlyWikiFakeDom);\n\t};\n\n\t/*\n\tSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n\t*/\n\tEditTextWidget.prototype.refresh = function(changedTiddlers) {\n\t\tvar changedAttributes = this.computeAttributes();\n\t\t// Completely rerender if any of our attributes have changed\n\t\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes[\"default\"] || changedAttributes[\"class\"] || changedAttributes.placeholder || changedAttributes.size || changedAttributes.autoHeight || changedAttributes.minHeight || changedAttributes.focusPopup || changedAttributes.rows || changedTiddlers[HEIGHT_MODE_TITLE] || changedTiddlers[ENABLE_TOOLBAR_TITLE]) {\n\t\t\tthis.refreshSelf();\n\t\t\treturn true;\n\t\t} else if(changedTiddlers[this.editTitle]) {\n\t\t\tvar editInfo = this.getEditInfo();\n\t\t\tthis.updateEditor(editInfo.value,editInfo.type);\n\t\t}\n\t\tthis.engine.fixHeight();\n\t\tif(this.editShowToolbar) {\n\t\t\treturn this.refreshChildren(changedTiddlers);\t\t\t\n\t\t} else {\n\t\t\treturn false;\n\t\t}\n\t};\n\n\t/*\n\tUpdate the editor with new text. This method is separate from updateEditorDomNode()\n\tso that subclasses can override updateEditor() and still use updateEditorDomNode()\n\t*/\n\tEditTextWidget.prototype.updateEditor = function(text,type) {\n\t\tthis.updateEditorDomNode(text,type);\n\t};\n\n\t/*\n\tUpdate the editor dom node with new text\n\t*/\n\tEditTextWidget.prototype.updateEditorDomNode = function(text,type) {\n\t\tthis.engine.setText(text,type);\n\t};\n\n\t/*\n\tSave changes back to the tiddler store\n\t*/\n\tEditTextWidget.prototype.saveChanges = function(text) {\n\t\tvar editInfo = this.getEditInfo();\n\t\tif(text !== editInfo.value) {\n\t\t\teditInfo.update(text);\n\t\t}\n\t};\n\n\t/*\n\tHandle a dom \"keydown\" event, which we'll bubble up to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.handleKeydownEvent = function(event) {\n\t\t// Check for a keyboard shortcut\n\t\tif(this.toolbarNode) {\n\t\t\tvar shortcutElements = this.toolbarNode.querySelectorAll(\"[data-tw-keyboard-shortcut]\");\n\t\t\tfor(var index=0; index<shortcutElements.length; index++) {\n\t\t\t\tvar el = shortcutElements[index],\n\t\t\t\t\tshortcutData = el.getAttribute(\"data-tw-keyboard-shortcut\"),\n\t\t\t\t\tkeyInfoArray = $tw.keyboardManager.parseKeyDescriptors(shortcutData,{\n\t\t\t\t\t\twiki: this.wiki\n\t\t\t\t\t});\n\t\t\t\tif($tw.keyboardManager.checkKeyDescriptors(event,keyInfoArray)) {\n\t\t\t\t\tvar clickEvent = this.document.createEvent(\"Events\");\n\t\t\t\t clickEvent.initEvent(\"click\",true,false);\n\t\t\t\t el.dispatchEvent(clickEvent);\n\t\t\t\t\tevent.preventDefault();\n\t\t\t\t\tevent.stopPropagation();\n\t\t\t\t\treturn true;\t\t\t\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\t// Propogate the event to the container\n\t\tif(this.propogateKeydownEvent(event)) {\n\t\t\t// Ignore the keydown if it was already handled\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\treturn true;\n\t\t}\n\t\t// Otherwise, process the keydown normally\n\t\treturn false;\n\t};\n\n\t/*\n\tPropogate keydown events to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.propogateKeydownEvent = function(event) {\n\t\tvar newEvent = this.document.createEventObject ? this.document.createEventObject() : this.document.createEvent(\"Events\");\n\t\tif(newEvent.initEvent) {\n\t\t\tnewEvent.initEvent(\"keydown\", true, true);\n\t\t}\n\t\tnewEvent.keyCode = event.keyCode;\n\t\tnewEvent.which = event.which;\n\t\tnewEvent.metaKey = event.metaKey;\n\t\tnewEvent.ctrlKey = event.ctrlKey;\n\t\tnewEvent.altKey = event.altKey;\n\t\tnewEvent.shiftKey = event.shiftKey;\n\t\treturn !this.parentDomNode.dispatchEvent(newEvent);\n\t};\n\n\treturn EditTextWidget;\n\n}\n\nexports.editTextWidgetFactory = editTextWidgetFactory;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/operations/bitmap/clear.js": {
"title": "$:/core/modules/editor/operations/bitmap/clear.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/clear.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to clear the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"clear\"] = function(event) {\n\tvar ctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.globalAlpha = 1;\n\tctx.fillStyle = event.paramObject.colour || \"white\";\n\tctx.fillRect(0,0,this.canvasDomNode.width,this.canvasDomNode.height);\n\t// Save changes\n\tthis.strokeEnd();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/bitmap/resize.js": {
"title": "$:/core/modules/editor/operations/bitmap/resize.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/resize.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to resize the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"resize\"] = function(event) {\n\t// Get the new width\n\tvar newWidth = parseInt(event.paramObject.width || this.canvasDomNode.width,10),\n\t\tnewHeight = parseInt(event.paramObject.height || this.canvasDomNode.height,10);\n\t// Update if necessary\n\tif(newWidth > 0 && newHeight > 0 && !(newWidth === this.currCanvas.width && newHeight === this.currCanvas.height)) {\n\t\tthis.changeCanvasSize(newWidth,newHeight);\n\t}\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/bitmap/rotate-left.js": {
"title": "$:/core/modules/editor/operations/bitmap/rotate-left.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/rotate-left.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to rotate the image left by 90 degrees\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"rotate-left\"] = function(event) {\n\t// Rotate the canvas left by 90 degrees\n\tthis.rotateCanvasLeft();\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/text/excise.js": {
"title": "$:/core/modules/editor/operations/text/excise.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/excise.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to excise the selection to a new tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"excise\"] = function(event,operation) {\n\tvar editTiddler = this.wiki.getTiddler(this.editTitle),\n\t\teditTiddlerTitle = this.editTitle;\n\tif(editTiddler && editTiddler.fields[\"draft.of\"]) {\n\t\teditTiddlerTitle = editTiddler.fields[\"draft.of\"];\n\t}\n\tvar excisionTitle = event.paramObject.title || this.wiki.generateNewTitle(\"New Excision\");\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\tthis.wiki.getCreationFields(),\n\t\tthis.wiki.getModificationFields(),\n\t\t{\n\t\t\ttitle: excisionTitle,\n\t\t\ttext: operation.selection,\n\t\t\ttags: event.paramObject.tagnew === \"yes\" ? [editTiddlerTitle] : []\n\t\t}\n\t));\n\toperation.replacement = excisionTitle;\n\tswitch(event.paramObject.type || \"transclude\") {\n\t\tcase \"transclude\":\n\t\t\toperation.replacement = \"{{\" + operation.replacement+ \"}}\";\n\t\t\tbreak;\n\t\tcase \"link\":\n\t\t\toperation.replacement = \"[[\" + operation.replacement+ \"]]\";\n\t\t\tbreak;\n\t\tcase \"macro\":\n\t\t\toperation.replacement = \"<<\" + (event.paramObject.macro || \"translink\") + \" \\\"\\\"\\\"\" + operation.replacement + \"\\\"\\\"\\\">>\";\n\t\t\tbreak;\n\t}\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/make-link.js": {
"title": "$:/core/modules/editor/operations/text/make-link.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/make-link.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to make a link\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"make-link\"] = function(event,operation) {\n\tif(operation.selection) {\n\t\toperation.replacement = \"[[\" + operation.selection + \"|\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t} else {\n\t\toperation.replacement = \"[[\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t}\n\toperation.newSelStart = operation.selStart + operation.replacement.length;\n\toperation.newSelEnd = operation.newSelStart;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/prefix-lines.js": {
"title": "$:/core/modules/editor/operations/text/prefix-lines.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/prefix-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to add a prefix to the selected lines\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"prefix-lines\"] = function(event,operation) {\n\t// Cut just past the preceding line break, or the start of the text\n\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t// Cut to just past the following line break, or to the end of the text\n\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t// Compose the required prefix\n\tvar prefix = $tw.utils.repeat(event.paramObject.character,event.paramObject.count);\n\t// Process each line\n\tvar lines = operation.text.substring(operation.cutStart,operation.cutEnd).split(/\\r?\\n/mg);\n\t$tw.utils.each(lines,function(line,index) {\n\t\t// Remove and count any existing prefix characters\n\t\tvar count = 0;\n\t\twhile(line.charAt(0) === event.paramObject.character) {\n\t\t\tline = line.substring(1);\n\t\t\tcount++;\n\t\t}\n\t\t// Remove any whitespace\n\t\twhile(line.charAt(0) === \" \") {\n\t\t\tline = line.substring(1);\n\t\t}\n\t\t// We're done if we removed the exact required prefix, otherwise add it\n\t\tif(count !== event.paramObject.count) {\n\t\t\t// Apply the prefix\n\t\t\tline = prefix + \" \" + line;\n\t\t}\n\t\t// Save the modified line\n\t\tlines[index] = line;\n\t});\n\t// Stitch the replacement text together and set the selection\n\toperation.replacement = lines.join(\"\\n\");\n\tif(lines.length === 1) {\n\t\toperation.newSelStart = operation.cutStart + operation.replacement.length;\n\t\toperation.newSelEnd = operation.newSelStart;\n\t} else {\n\t\toperation.newSelStart = operation.cutStart;\n\t\toperation.newSelEnd = operation.newSelStart + operation.replacement.length;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/replace-all.js": {
"title": "$:/core/modules/editor/operations/text/replace-all.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/replace-all.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the entire text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-all\"] = function(event,operation) {\n\toperation.cutStart = 0;\n\toperation.cutEnd = operation.text.length;\n\toperation.replacement = event.paramObject.text;\n\toperation.newSelStart = 0;\n\toperation.newSelEnd = operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/replace-selection.js": {
"title": "$:/core/modules/editor/operations/text/replace-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/replace-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the selection\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-selection\"] = function(event,operation) {\n\toperation.replacement = event.paramObject.text;\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/save-selection.js": {
"title": "$:/core/modules/editor/operations/text/save-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/save-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to save the current selection in a specified tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"save-selection\"] = function(event,operation) {\n\tvar tiddler = event.paramObject.tiddler,\n\t\tfield = event.paramObject.field || \"text\";\n\tif(tiddler && field) {\n\t\tthis.wiki.setText(tiddler,field,null,operation.text.substring(operation.selStart,operation.selEnd));\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/wrap-lines.js": {
"title": "$:/core/modules/editor/operations/text/wrap-lines.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selected lines with a prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-lines\"] = function(event,operation) {\n\t// Cut just past the preceding line break, or the start of the text\n\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t// Cut to just past the following line break, or to the end of the text\n\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t// Add the prefix and suffix\n\toperation.replacement = event.paramObject.prefix + \"\\n\" +\n\t\t\t\toperation.text.substring(operation.cutStart,operation.cutEnd) + \"\\n\" +\n\t\t\t\tevent.paramObject.suffix + \"\\n\";\n\toperation.newSelStart = operation.cutStart + event.paramObject.prefix.length + 1;\n\toperation.newSelEnd = operation.newSelStart + (operation.cutEnd - operation.cutStart);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/wrap-selection.js": {
"title": "$:/core/modules/editor/operations/text/wrap-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selection with the specified prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-selection\"] = function(event,operation) {\n\tif(operation.selStart === operation.selEnd) {\n\t\t// No selection; check if we're within the prefix/suffix\n\t\tif(operation.text.substring(operation.selStart - event.paramObject.prefix.length,operation.selStart + event.paramObject.suffix.length) === event.paramObject.prefix + event.paramObject.suffix) {\n\t\t\t// Remove the prefix and suffix unless they comprise the entire text\n\t\t\tif(operation.selStart > event.paramObject.prefix.length || (operation.selEnd + event.paramObject.suffix.length) < operation.text.length ) {\n\t\t\t\toperation.cutStart = operation.selStart - event.paramObject.prefix.length;\n\t\t\t\toperation.cutEnd = operation.selEnd + event.paramObject.suffix.length;\n\t\t\t\toperation.replacement = \"\";\n\t\t\t\toperation.newSelStart = operation.cutStart;\n\t\t\t\toperation.newSelEnd = operation.newSelStart;\n\t\t\t}\n\t\t} else {\n\t\t\t// Wrap the cursor instead\n\t\t\toperation.cutStart = operation.selStart;\n\t\t\toperation.cutEnd = operation.selEnd;\n\t\t\toperation.replacement = event.paramObject.prefix + event.paramObject.suffix;\n\t\t\toperation.newSelStart = operation.selStart + event.paramObject.prefix.length;\n\t\t\toperation.newSelEnd = operation.newSelStart;\n\t\t}\n\t} else if(operation.text.substring(operation.selStart,operation.selStart + event.paramObject.prefix.length) === event.paramObject.prefix && operation.text.substring(operation.selEnd - event.paramObject.suffix.length,operation.selEnd) === event.paramObject.suffix) {\n\t\t// Prefix and suffix are already present, so remove them\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t\toperation.replacement = operation.selection.substring(event.paramObject.prefix.length,operation.selection.length - event.paramObject.suffix.length);\n\t\toperation.newSelStart = operation.selStart;\n\t\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n\t} else {\n\t\t// Add the prefix and suffix\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t\toperation.replacement = event.paramObject.prefix + operation.selection + event.paramObject.suffix;\n\t\toperation.newSelStart = operation.selStart;\n\t\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/filters/addprefix.js": {
"title": "$:/core/modules/filters/addprefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/addprefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a prefix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addprefix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(operator.operand + title);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/addsuffix.js": {
"title": "$:/core/modules/filters/addsuffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/addsuffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a suffix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addsuffix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title + operator.operand);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/after.js": {
"title": "$:/core/modules/filters/after.js",
"text": "/*\\\ntitle: $:/core/modules/filters/after.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler from the current list that is after the tiddler named in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.after = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar index = results.indexOf(operator.operand);\n\tif(index === -1 || index > (results.length - 2)) {\n\t\treturn [];\n\t} else {\n\t\treturn [results[index + 1]];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/all/current.js": {
"title": "$:/core/modules/filters/all/current.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/current.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[current]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.current = function(source,prefix,options) {\n\tvar currTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\");\n\tif(currTiddlerTitle) {\n\t\treturn [currTiddlerTitle];\n\t} else {\n\t\treturn [];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/missing.js": {
"title": "$:/core/modules/filters/all/missing.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/missing.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[missing]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.missing = function(source,prefix,options) {\n\treturn options.wiki.getMissingTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/orphans.js": {
"title": "$:/core/modules/filters/all/orphans.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/orphans.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[orphans]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.orphans = function(source,prefix,options) {\n\treturn options.wiki.getOrphanTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/shadows.js": {
"title": "$:/core/modules/filters/all/shadows.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/shadows.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[shadows]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadows = function(source,prefix,options) {\n\treturn options.wiki.allShadowTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/tags.js": {
"title": "$:/core/modules/filters/all/tags.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/tags.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[tags]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tags = function(source,prefix,options) {\n\treturn Object.keys(options.wiki.getTagMap());\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/tiddlers.js": {
"title": "$:/core/modules/filters/all/tiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/tiddlers.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[tiddlers]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tiddlers = function(source,prefix,options) {\n\treturn options.wiki.allTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all.js": {
"title": "$:/core/modules/filters/all.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for selecting tiddlers\n\n[all[shadows+tiddlers]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar allFilterOperators;\n\nfunction getAllFilterOperators() {\n\tif(!allFilterOperators) {\n\t\tallFilterOperators = {};\n\t\t$tw.modules.applyMethods(\"allfilteroperator\",allFilterOperators);\n\t}\n\treturn allFilterOperators;\n}\n\n/*\nExport our filter function\n*/\nexports.all = function(source,operator,options) {\n\t// Get our suboperators\n\tvar allFilterOperators = getAllFilterOperators();\n\t// Cycle through the suboperators accumulating their results\n\tvar results = [],\n\t\tsubops = operator.operand.split(\"+\");\n\t// Check for common optimisations\n\tif(subops.length === 1 && subops[0] === \"\") {\n\t\treturn source;\n\t} else if(subops.length === 1 && subops[0] === \"tiddlers\") {\n\t\treturn options.wiki.each;\n\t} else if(subops.length === 1 && subops[0] === \"shadows\") {\n\t\treturn options.wiki.eachShadow;\n\t} else if(subops.length === 2 && subops[0] === \"tiddlers\" && subops[1] === \"shadows\") {\n\t\treturn options.wiki.eachTiddlerPlusShadows;\n\t} else if(subops.length === 2 && subops[0] === \"shadows\" && subops[1] === \"tiddlers\") {\n\t\treturn options.wiki.eachShadowPlusTiddlers;\n\t}\n\t// Do it the hard way\n\tfor(var t=0; t<subops.length; t++) {\n\t\tvar subop = allFilterOperators[subops[t]];\n\t\tif(subop) {\n\t\t\t$tw.utils.pushTop(results,subop(source,operator.prefix,options));\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/backlinks.js": {
"title": "$:/core/modules/filters/backlinks.js",
"text": "/*\\\ntitle: $:/core/modules/filters/backlinks.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning all the backlinks from a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.backlinks = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlerBacklinks(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/before.js": {
"title": "$:/core/modules/filters/before.js",
"text": "/*\\\ntitle: $:/core/modules/filters/before.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler from the current list that is before the tiddler named in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.before = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar index = results.indexOf(operator.operand);\n\tif(index <= 0) {\n\t\treturn [];\n\t} else {\n\t\treturn [results[index - 1]];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/commands.js": {
"title": "$:/core/modules/filters/commands.js",
"text": "/*\\\ntitle: $:/core/modules/filters/commands.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the commands available in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.commands = function(source,operator,options) {\n\tvar results = [];\n\t$tw.utils.each($tw.commands,function(commandInfo,name) {\n\t\tresults.push(name);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/contains.js": {
"title": "$:/core/modules/filters/contains.js",
"text": "/*\\\ntitle: $:/core/modules/filters/contains.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for finding values in array fields\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.contains = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldname = (operator.suffix || \"list\").toLowerCase();\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\tvar list = tiddler.getFieldList(fieldname);\n\t\t\t\tif(list.indexOf(operator.operand) === -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\tvar list = tiddler.getFieldList(fieldname);\n\t\t\t\tif(list.indexOf(operator.operand) !== -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/count.js": {
"title": "$:/core/modules/filters/count.js",
"text": "/*\\\ntitle: $:/core/modules/filters/count.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the number of entries in the current list.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.count = function(source,operator,options) {\n\tvar count = 0;\n\tsource(function(tiddler,title) {\n\t\tcount++;\n\t});\n\treturn [count + \"\"];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/days.js": {
"title": "$:/core/modules/filters/days.js",
"text": "/*\\\ntitle: $:/core/modules/filters/days.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects tiddlers with a specified date field within a specified date interval.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.days = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldName = operator.suffix || \"modified\",\n\t\tdayInterval = (parseInt(operator.operand,10)||0),\n\t\tdayIntervalSign = $tw.utils.sign(dayInterval),\n\t\ttargetTimeStamp = (new Date()).setHours(0,0,0,0) + 1000*60*60*24*dayInterval,\n\t\tisWithinDays = function(dateField) {\n\t\t\tvar sign = $tw.utils.sign(targetTimeStamp - (new Date(dateField)).setHours(0,0,0,0));\n\t\t\treturn sign === 0 || sign === dayIntervalSign;\n\t\t};\n\n\tif(operator.prefix === \"!\") {\n\t\ttargetTimeStamp = targetTimeStamp - 1000*60*60*24*dayIntervalSign;\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\t\tif(!isWithinDays($tw.utils.parseDate(tiddler.fields[fieldName]))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\t\tif(isWithinDays($tw.utils.parseDate(tiddler.fields[fieldName]))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/each.js": {
"title": "$:/core/modules/filters/each.js",
"text": "/*\\\ntitle: $:/core/modules/filters/each.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects one tiddler for each unique value of the specified field.\nWith suffix \"list\", selects all tiddlers that are values in a specified list field.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.each = function(source,operator,options) {\n\tvar results =[] ,\n\tvalue,values = {},\n\tfield = operator.operand || \"title\";\n\tif(operator.suffix === \"value\" && field === \"title\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!$tw.utils.hop(values,title)) {\n\t\t\t\tvalues[title] = true;\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else if(operator.suffix !== \"list-item\") {\n\t\tif(field === \"title\") {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && !$tw.utils.hop(values,title)) {\n\t\t\t\t\tvalues[title] = true;\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvalue = tiddler.getFieldString(field);\n\t\t\t\t\tif(!$tw.utils.hop(values,value)) {\n\t\t\t\t\t\tvalues[value] = true;\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\t$tw.utils.each(\n\t\t\t\t\toptions.wiki.getTiddlerList(title,field),\n\t\t\t\t\tfunction(value) {\n\t\t\t\t\t\tif(!$tw.utils.hop(values,value)) {\n\t\t\t\t\t\t\tvalues[value] = true;\n\t\t\t\t\t\t\tresults.push(value);\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/eachday.js": {
"title": "$:/core/modules/filters/eachday.js",
"text": "/*\\\ntitle: $:/core/modules/filters/eachday.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects one tiddler for each unique day covered by the specified date field\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.eachday = function(source,operator,options) {\n\tvar results = [],\n\t\tvalues = [],\n\t\tfieldName = operator.operand || \"modified\";\n\t// Function to convert a date/time to a date integer\n\tvar toDate = function(value) {\n\t\tvalue = (new Date(value)).setHours(0,0,0,0);\n\t\treturn value+0;\n\t};\n\tsource(function(tiddler,title) {\n\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\tvar value = toDate($tw.utils.parseDate(tiddler.fields[fieldName]));\n\t\t\tif(values.indexOf(value) === -1) {\n\t\t\t\tvalues.push(value);\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/editiondescription.js": {
"title": "$:/core/modules/filters/editiondescription.js",
"text": "/*\\\ntitle: $:/core/modules/filters/editiondescription.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the descriptions of the specified edition names\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.editiondescription = function(source,operator,options) {\n\tvar results = [],\n\t\teditionInfo = $tw.utils.getEditionInfo();\n\tif(editionInfo) {\n\t\tsource(function(tiddler,title) {\n\t\t\tif($tw.utils.hop(editionInfo,title)) {\n\t\t\t\tresults.push(editionInfo[title].description || \"\");\t\t\t\t\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/editions.js": {
"title": "$:/core/modules/filters/editions.js",
"text": "/*\\\ntitle: $:/core/modules/filters/editions.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the available editions in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.editions = function(source,operator,options) {\n\tvar results = [],\n\t\teditionInfo = $tw.utils.getEditionInfo();\n\tif(editionInfo) {\n\t\t$tw.utils.each(editionInfo,function(info,name) {\n\t\t\tresults.push(name);\n\t\t});\n\t}\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/decodeuricomponent.js": {
"title": "$:/core/modules/filters/decodeuricomponent.js",
"text": "/*\\\ntitle: $:/core/modules/filters/decodeuricomponent.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for applying decodeURIComponent() to each item.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter functions\n*/\n\nexports.decodeuricomponent = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar value = title;\n\t\ttry {\n\t\t\tvalue = decodeURIComponent(title);\n\t\t} catch(e) {\n\t\t}\n\t\tresults.push(value);\n\t});\n\treturn results;\n};\n\nexports.encodeuricomponent = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(encodeURIComponent(title));\n\t});\n\treturn results;\n};\n\nexports.decodeuri = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar value = title;\n\t\ttry {\n\t\t\tvalue = decodeURI(title);\n\t\t} catch(e) {\n\t\t}\n\t\tresults.push(value);\n\t});\n\treturn results;\n};\n\nexports.encodeuri = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(encodeURI(title));\n\t});\n\treturn results;\n};\n\nexports.decodehtml = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.htmlDecode(title));\n\t});\n\treturn results;\n};\n\nexports.encodehtml = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.htmlEncode(title));\n\t});\n\treturn results;\n};\n\nexports.stringify = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.stringify(title));\n\t});\n\treturn results;\n};\n\nexports.jsonstringify = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.jsonStringify(title));\n\t});\n\treturn results;\n};\n\nexports.escaperegexp = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.escapeRegExp(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/enlist.js": {
"title": "$:/core/modules/filters/enlist.js",
"text": "/*\\\ntitle: $:/core/modules/filters/enlist.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning its operand parsed as a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.enlist = function(source,operator,options) {\n\tvar list = $tw.utils.parseStringArray(operator.operand);\n\tif(operator.prefix === \"!\") {\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t\treturn results;\n\t} else {\n\t\treturn list;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/field.js": {
"title": "$:/core/modules/filters/field.js",
"text": "/*\\\ntitle: $:/core/modules/filters/field.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for comparing fields for equality\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.field = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldname = (operator.suffix || operator.operator || \"title\").toLowerCase();\n\tif(operator.prefix === \"!\") {\n\t\tif(operator.regexp) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && !operator.regexp.exec(text)) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && text !== operator.operand) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tif(operator.regexp) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && !!operator.regexp.exec(text)) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && text === operator.operand) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/fields.js": {
"title": "$:/core/modules/filters/fields.js",
"text": "/*\\\ntitle: $:/core/modules/filters/fields.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the fields on the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.fields = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tfor(var fieldName in tiddler.fields) {\n\t\t\t\t$tw.utils.pushTop(results,fieldName);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/get.js": {
"title": "$:/core/modules/filters/get.js",
"text": "/*\\\ntitle: $:/core/modules/filters/get.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for replacing tiddler titles by the value of the field specified in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.get = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tvar value = tiddler.getFieldString(operator.operand);\n\t\t\tif(value) {\n\t\t\t\tresults.push(value);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/getindex.js": {
"title": "$:/core/modules/filters/getindex.js",
"text": "/*\\\ntitle: $:/core/modules/filters/getindex.js\ntype: application/javascript\nmodule-type: filteroperator\n\nreturns the value at a given index of datatiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.getindex = function(source,operator,options) {\n\tvar data,title,results = [];\n\tif(operator.operand){\n\t\tsource(function(tiddler,title) {\n\t\t\ttitle = tiddler ? tiddler.fields.title : title;\n\t\t\tdata = options.wiki.extractTiddlerDataItem(tiddler,operator.operand);\n\t\t\tif(data) {\n\t\t\t\tresults.push(data);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/has.js": {
"title": "$:/core/modules/filters/has.js",
"text": "/*\\\ntitle: $:/core/modules/filters/has.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a tiddler has the specified field\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.has = function(source,operator,options) {\n\tvar results = [],\n\t\tinvert = operator.prefix === \"!\";\n\n\tif(operator.suffix === \"field\") {\n\t\tif(invert) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(!tiddler || (tiddler && (!$tw.utils.hop(tiddler.fields,operator.operand)))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && $tw.utils.hop(tiddler.fields,operator.operand)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tif(invert) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(!tiddler || !$tw.utils.hop(tiddler.fields,operator.operand) || (tiddler.fields[operator.operand] === \"\")) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && $tw.utils.hop(tiddler.fields,operator.operand) && !(tiddler.fields[operator.operand] === \"\" || tiddler.fields[operator.operand].length === 0)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/haschanged.js": {
"title": "$:/core/modules/filters/haschanged.js",
"text": "/*\\\ntitle: $:/core/modules/filters/haschanged.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returns tiddlers from the list that have a non-zero changecount.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.haschanged = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.getChangeCount(title) === 0) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.getChangeCount(title) > 0) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/indexes.js": {
"title": "$:/core/modules/filters/indexes.js",
"text": "/*\\\ntitle: $:/core/modules/filters/indexes.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the indexes of a data tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.indexes = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar data = options.wiki.getTiddlerDataCached(title);\n\t\tif(data) {\n\t\t\t$tw.utils.pushTop(results,Object.keys(data));\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/insertbefore.js": {
"title": "$:/core/modules/filters/insertbefore.js",
"text": "/*\\\ntitle: $:/core/modules/filters/insertbefore.js\ntype: application/javascript\nmodule-type: filteroperator\n\nInsert an item before another item in a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOrder a list\n*/\nexports.insertbefore = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar target = options.widget && options.widget.getVariable(operator.suffix || \"currentTiddler\");\n\tif(target !== operator.operand) {\n\t\t// Remove the entry from the list if it is present\n\t\tvar pos = results.indexOf(operator.operand);\n\t\tif(pos !== -1) {\n\t\t\tresults.splice(pos,1);\n\t\t}\n\t\t// Insert the entry before the target marker\n\t\tpos = results.indexOf(target);\n\t\tif(pos !== -1) {\n\t\t\tresults.splice(pos,0,operator.operand);\n\t\t} else {\n\t\t\tresults.push(operator.operand);\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/is/current.js": {
"title": "$:/core/modules/filters/is/current.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/current.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[current]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.current = function(source,prefix,options) {\n\tvar results = [],\n\t\tcurrTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\");\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title !== currTiddlerTitle) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title === currTiddlerTitle) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/image.js": {
"title": "$:/core/modules/filters/is/image.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/image.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[image]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.image = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isImageTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isImageTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/missing.js": {
"title": "$:/core/modules/filters/is/missing.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/missing.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[missing]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.missing = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/orphan.js": {
"title": "$:/core/modules/filters/is/orphan.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/orphan.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[orphan]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.orphan = function(source,prefix,options) {\n\tvar results = [],\n\t\torphanTitles = options.wiki.getOrphanTitles();\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(orphanTitles.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(orphanTitles.indexOf(title) !== -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/shadow.js": {
"title": "$:/core/modules/filters/is/shadow.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/shadow.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[shadow]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadow = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isShadowTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isShadowTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/system.js": {
"title": "$:/core/modules/filters/is/system.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/system.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[system]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.system = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isSystemTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isSystemTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/tag.js": {
"title": "$:/core/modules/filters/is/tag.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/tag.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[tag]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tag = function(source,prefix,options) {\n\tvar results = [],\n\t\ttagMap = options.wiki.getTagMap();\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!$tw.utils.hop(tagMap,title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif($tw.utils.hop(tagMap,title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/tiddler.js": {
"title": "$:/core/modules/filters/is/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/tiddler.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[tiddler]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tiddler = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is.js": {
"title": "$:/core/modules/filters/is.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking tiddler properties\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar isFilterOperators;\n\nfunction getIsFilterOperators() {\n\tif(!isFilterOperators) {\n\t\tisFilterOperators = {};\n\t\t$tw.modules.applyMethods(\"isfilteroperator\",isFilterOperators);\n\t}\n\treturn isFilterOperators;\n}\n\n/*\nExport our filter function\n*/\nexports.is = function(source,operator,options) {\n\t// Dispatch to the correct isfilteroperator\n\tvar isFilterOperators = getIsFilterOperators();\n\tif(operator.operand) {\n\t\tvar isFilterOperator = isFilterOperators[operator.operand];\n\t\tif(isFilterOperator) {\n\t\t\treturn isFilterOperator(source,operator.prefix,options);\n\t\t} else {\n\t\t\treturn [$tw.language.getString(\"Error/IsFilterOperator\")];\n\t\t}\n\t} else {\n\t\t// Return all tiddlers if the operand is missing\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t\treturn results;\n\t}\n};\n\n})();",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/limit.js": {
"title": "$:/core/modules/filters/limit.js",
"text": "/*\\\ntitle: $:/core/modules/filters/limit.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for chopping the results to a specified maximum number of entries\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.limit = function(source,operator,options) {\n\tvar results = [];\n\t// Convert to an array\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\t// Slice the array if necessary\n\tvar limit = Math.min(results.length,parseInt(operator.operand,10));\n\tif(operator.prefix === \"!\") {\n\t\tresults = results.slice(-limit);\n\t} else {\n\t\tresults = results.slice(0,limit);\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/links.js": {
"title": "$:/core/modules/filters/links.js",
"text": "/*\\\ntitle: $:/core/modules/filters/links.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning all the links from a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.links = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlerLinks(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/list.js": {
"title": "$:/core/modules/filters/list.js",
"text": "/*\\\ntitle: $:/core/modules/filters/list.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddlers whose title is listed in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.list = function(source,operator,options) {\n\tvar results = [],\n\t\ttr = $tw.utils.parseTextReference(operator.operand),\n\t\tcurrTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\"),\n\t\tlist = options.wiki.getTiddlerList(tr.title || currTiddlerTitle,tr.field,tr.index);\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tresults = list;\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/listed.js": {
"title": "$:/core/modules/filters/listed.js",
"text": "/*\\\ntitle: $:/core/modules/filters/listed.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all tiddlers that have the selected tiddlers in a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.listed = function(source,operator,options) {\n\tvar field = operator.operand || \"list\",\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.findListingsOfTiddler(title,field));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/listops.js": {
"title": "$:/core/modules/filters/listops.js",
"text": "/*\\\ntitle: $:/core/modules/filters/listops.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operators for manipulating the current selection list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOrder a list\n*/\nexports.order = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.operand.toLowerCase() === \"reverse\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.unshift(title);\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t}\n\treturn results;\n};\n\n/*\nReverse list\n*/\nexports.reverse = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.unshift(title);\n\t});\n\treturn results;\n};\n\n/*\nFirst entry/entries in list\n*/\nexports.first = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(0,count);\n};\n\n/*\nLast entry/entries in list\n*/\nexports.last = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(-count);\n};\n\n/*\nAll but the first entry/entries of the list\n*/\nexports.rest = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(count);\n};\nexports.butfirst = exports.rest;\nexports.bf = exports.rest;\n\n/*\nAll but the last entry/entries of the list\n*/\nexports.butlast = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(0,-count);\n};\nexports.bl = exports.butlast;\n\n/*\nThe nth member of the list\n*/\nexports.nth = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(count - 1,count);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/lookup.js": {
"title": "$:/core/modules/filters/lookup.js",
"text": "/*\\\ntitle: $:/core/modules/filters/lookup.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that looks up values via a title prefix\n\n[lookup:<field>[<prefix>]]\n\nPrepends the prefix to the selected items and returns the specified field value\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.lookup = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(options.wiki.getTiddlerText(operator.operand + title) || options.wiki.getTiddlerText(operator.operand + operator.suffix));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/minlength.js": {
"title": "$:/core/modules/filters/minlength.js",
"text": "/*\\\ntitle: $:/core/modules/filters/minlength.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for filtering out titles that don't meet the minimum length in the operand\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.minlength = function(source,operator,options) {\n\tvar results = [],\n\t\tminLength = parseInt(operator.operand || \"\",10) || 0;\n\tsource(function(tiddler,title) {\n\t\tif(title.length >= minLength) {\n\t\t\tresults.push(title);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/modules.js": {
"title": "$:/core/modules/filters/modules.js",
"text": "/*\\\ntitle: $:/core/modules/filters/modules.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the titles of the modules of a given type in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.modules = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.each($tw.modules.types[title],function(moduleInfo,moduleName) {\n\t\t\tresults.push(moduleName);\n\t\t});\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/moduletypes.js": {
"title": "$:/core/modules/filters/moduletypes.js",
"text": "/*\\\ntitle: $:/core/modules/filters/moduletypes.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the module types in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.moduletypes = function(source,operator,options) {\n\tvar results = [];\n\t$tw.utils.each($tw.modules.types,function(moduleInfo,type) {\n\t\tresults.push(type);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/next.js": {
"title": "$:/core/modules/filters/next.js",
"text": "/*\\\ntitle: $:/core/modules/filters/next.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler whose title occurs next in the list supplied in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.next = function(source,operator,options) {\n\tvar results = [],\n\t\tlist = options.wiki.getTiddlerList(operator.operand);\n\tsource(function(tiddler,title) {\n\t\tvar match = list.indexOf(title);\n\t\t// increment match and then test if result is in range\n\t\tmatch++;\n\t\tif(match > 0 && match < list.length) {\n\t\t\tresults.push(list[match]);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/plugintiddlers.js": {
"title": "$:/core/modules/filters/plugintiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/filters/plugintiddlers.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the titles of the shadow tiddlers within a plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.plugintiddlers = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar pluginInfo = options.wiki.getPluginInfo(title) || options.wiki.getTiddlerDataCached(title,{tiddlers:[]});\n\t\tif(pluginInfo && pluginInfo.tiddlers) {\n\t\t\t$tw.utils.each(pluginInfo.tiddlers,function(fields,title) {\n\t\t\t\tresults.push(title);\n\t\t\t});\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/prefix.js": {
"title": "$:/core/modules/filters/prefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/prefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a title starts with a prefix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.prefix = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(0,operator.operand.length) !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(0,operator.operand.length) === operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/previous.js": {
"title": "$:/core/modules/filters/previous.js",
"text": "/*\\\ntitle: $:/core/modules/filters/previous.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler whose title occurs immediately prior in the list supplied in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.previous = function(source,operator,options) {\n\tvar results = [],\n\t\tlist = options.wiki.getTiddlerList(operator.operand);\n\tsource(function(tiddler,title) {\n\t\tvar match = list.indexOf(title);\n\t\t// increment match and then test if result is in range\n\t\tmatch--;\n\t\tif(match >= 0) {\n\t\t\tresults.push(list[match]);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/range.js": {
"title": "$:/core/modules/filters/range.js",
"text": "/*\\\ntitle: $:/core/modules/filters/range.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for generating a numeric range.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.range = function(source,operator,options) {\n\tvar results = [];\n\t// Split the operand into numbers delimited by these symbols\n\tvar parts = operator.operand.split(/[,:;]/g),\n\t\tbeg, end, inc, i, fixed = 0;\n\tfor (i=0; i<parts.length; i++) {\n\t\t// Validate real number\n\t\tif(!/^\\s*[+-]?((\\d+(\\.\\d*)?)|(\\.\\d+))\\s*$/.test(parts[i])) {\n\t\t\treturn [\"range: bad number \\\"\" + parts[i] + \"\\\"\"];\n\t\t}\n\t\t// Count digits; the most precise number determines decimal places in output.\n\t\tvar frac = /\\.\\d+/.exec(parts[i]);\n\t\tif(frac) {\n\t\t\tfixed = Math.max(fixed,frac[0].length-1);\n\t\t}\n\t\tparts[i] = parseFloat(parts[i]);\n\t}\n\tswitch(parts.length) {\n\t\tcase 1:\n\t\t\tend = parts[0];\n\t\t\tif (end >= 1) {\n\t\t\t\tbeg = 1;\n\t\t\t}\n\t\t\telse if (end <= -1) {\n\t\t\t\tbeg = -1;\n\t\t\t}\n\t\t\telse {\n\t\t\t\treturn [];\n\t\t\t}\n\t\t\tinc = 1;\n\t\t\tbreak;\n\t\tcase 2:\n\t\t\tbeg = parts[0];\n\t\t\tend = parts[1];\n\t\t\tinc = 1;\n\t\t\tbreak;\n\t\tcase 3:\n\t\t\tbeg = parts[0];\n\t\t\tend = parts[1];\n\t\t\tinc = Math.abs(parts[2]);\n\t\t\tbreak;\n\t}\n\tif(inc === 0) {\n\t\treturn [\"range: increment 0 causes infinite loop\"];\n\t}\n\t// May need to count backwards\n\tvar direction = ((end < beg) ? -1 : 1);\n\tinc *= direction;\n\t// Estimate number of resulting elements\n\tif((end - beg) / inc > 10000) {\n\t\treturn [\"range: too many steps (over 10K)\"];\n\t}\n\t// Avoid rounding error on last step\n\tend += direction * 0.5 * Math.pow(0.1,fixed);\n\tvar safety = 10010;\n\t// Enumerate the range\n\tif (end<beg) {\n\t\tfor(i=beg; i>end; i+=inc) {\n\t\t\tresults.push(i.toFixed(fixed));\n\t\t\tif(--safety<0) {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t} else {\n\t\tfor(i=beg; i<end; i+=inc) {\n\t\t\tresults.push(i.toFixed(fixed));\n\t\t\tif(--safety<0) {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t}\n\tif(safety<0) {\n\t\treturn [\"range: unexpectedly large output\"];\n\t}\n\t// Reverse?\n\tif(operator.prefix === \"!\") {\n\t\tresults.reverse();\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/regexp.js": {
"title": "$:/core/modules/filters/regexp.js",
"text": "/*\\\ntitle: $:/core/modules/filters/regexp.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for regexp matching\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.regexp = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldname = (operator.suffix || \"title\").toLowerCase(),\n\t\tregexpString, regexp, flags = \"\", match,\n\t\tgetFieldString = function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\treturn tiddler.getFieldString(fieldname);\n\t\t\t} else if(fieldname === \"title\") {\n\t\t\t\treturn title;\n\t\t\t} else {\n\t\t\t\treturn null;\n\t\t\t}\n\t\t};\n\t// Process flags and construct regexp\n\tregexpString = operator.operand;\n\tmatch = /^\\(\\?([gim]+)\\)/.exec(regexpString);\n\tif(match) {\n\t\tflags = match[1];\n\t\tregexpString = regexpString.substr(match[0].length);\n\t} else {\n\t\tmatch = /\\(\\?([gim]+)\\)$/.exec(regexpString);\n\t\tif(match) {\n\t\t\tflags = match[1];\n\t\t\tregexpString = regexpString.substr(0,regexpString.length - match[0].length);\n\t\t}\n\t}\n\ttry {\n\t\tregexp = new RegExp(regexpString,flags);\n\t} catch(e) {\n\t\treturn [\"\" + e];\n\t}\n\t// Process the incoming tiddlers\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tvar text = getFieldString(tiddler,title);\n\t\t\tif(text !== null) {\n\t\t\t\tif(!regexp.exec(text)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tvar text = getFieldString(tiddler,title);\n\t\t\tif(text !== null) {\n\t\t\t\tif(!!regexp.exec(text)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/removeprefix.js": {
"title": "$:/core/modules/filters/removeprefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/removeprefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for removing a prefix from each title in the list. Titles that do not start with the prefix are removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.removeprefix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(title.substr(0,operator.operand.length) === operator.operand) {\n\t\t\tresults.push(title.substr(operator.operand.length));\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/removesuffix.js": {
"title": "$:/core/modules/filters/removesuffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/removesuffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for removing a suffix from each title in the list. Titles that do not end with the suffix are removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.removesuffix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(title.substr(-operator.operand.length) === operator.operand) {\n\t\t\tresults.push(title.substr(0,title.length - operator.operand.length));\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/sameday.js": {
"title": "$:/core/modules/filters/sameday.js",
"text": "/*\\\ntitle: $:/core/modules/filters/sameday.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects tiddlers with a modified date field on the same day as the provided value.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.sameday = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldName = operator.suffix || \"modified\",\n\t\ttargetDate = (new Date($tw.utils.parseDate(operator.operand))).setHours(0,0,0,0);\n\t// Function to convert a date/time to a date integer\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tif(tiddler.getFieldDay(fieldName) === targetDate) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/search.js": {
"title": "$:/core/modules/filters/search.js",
"text": "/*\\\ntitle: $:/core/modules/filters/search.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for searching for the text in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.search = function(source,operator,options) {\n\tvar invert = operator.prefix === \"!\";\n\tif(operator.suffixes) {\n\t\tvar hasFlag = function(flag) {\n\t\t\t\treturn (operator.suffixes[1] || []).indexOf(flag) !== -1;\n\t\t\t},\n\t\t\texcludeFields = false,\n\t\t\tfieldList = operator.suffixes[0] || [],\n\t\t\tfirstField = fieldList[0] || \"\", \n\t\t\tfirstChar = firstField.charAt(0),\n\t\t\tfields;\n\t\tif(firstChar === \"-\") {\n\t\t\tfields = [firstField.slice(1)].concat(fieldList.slice(1));\n\t\t\texcludeFields = true;\n\t\t} else if(fieldList[0] === \"*\"){\n\t\t\tfields = [];\n\t\t\texcludeFields = true;\n\t\t} else {\n\t\t\tfields = fieldList.slice(0);\n\t\t}\n\t\treturn options.wiki.search(operator.operand,{\n\t\t\tsource: source,\n\t\t\tinvert: invert,\n\t\t\tfield: fields,\n\t\t\texcludeField: excludeFields,\n\t\t\tcaseSensitive: hasFlag(\"casesensitive\"),\n\t\t\tliteral: hasFlag(\"literal\"),\n\t\t\twhitespace: hasFlag(\"whitespace\"),\n\t\t\tregexp: hasFlag(\"regexp\"),\n\t\t\twords: hasFlag(\"words\")\n\t\t});\n\t} else {\n\t\treturn options.wiki.search(operator.operand,{\n\t\t\tsource: source,\n\t\t\tinvert: invert\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/shadowsource.js": {
"title": "$:/core/modules/filters/shadowsource.js",
"text": "/*\\\ntitle: $:/core/modules/filters/shadowsource.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the source plugins for shadow tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadowsource = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar source = options.wiki.getShadowSource(title);\n\t\tif(source) {\n\t\t\t$tw.utils.pushTop(results,source);\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/sort.js": {
"title": "$:/core/modules/filters/sort.js",
"text": "/*\\\ntitle: $:/core/modules/filters/sort.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for sorting\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.sort = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",false,false);\n\treturn results;\n};\n\nexports.nsort = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",false,true);\n\treturn results;\n};\n\nexports.sortan = function(source, operator, options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results, operator.operand || \"title\", operator.prefix === \"!\",false,false,true);\n\treturn results;\n};\n\nexports.sortcs = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",true,false);\n\treturn results;\n};\n\nexports.nsortcs = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",true,true);\n\treturn results;\n};\n\nvar prepare_results = function (source) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/splitbefore.js": {
"title": "$:/core/modules/filters/splitbefore.js",
"text": "/*\\\ntitle: $:/core/modules/filters/splitbefore.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that splits each result on the first occurance of the specified separator and returns the unique values.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.splitbefore = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar parts = title.split(operator.operand);\n\t\tif(parts.length === 1) {\n\t\t\t$tw.utils.pushTop(results,parts[0]);\n\t\t} else {\n\t\t\t$tw.utils.pushTop(results,parts[0] + operator.operand);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/storyviews.js": {
"title": "$:/core/modules/filters/storyviews.js",
"text": "/*\\\ntitle: $:/core/modules/filters/storyviews.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the story views in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.storyviews = function(source,operator,options) {\n\tvar results = [],\n\t\tstoryviews = {};\n\t$tw.modules.applyMethods(\"storyview\",storyviews);\n\t$tw.utils.each(storyviews,function(info,name) {\n\t\tresults.push(name);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/subfilter.js": {
"title": "$:/core/modules/filters/subfilter.js",
"text": "/*\\\ntitle: $:/core/modules/filters/subfilter.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning its operand evaluated as a filter\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.subfilter = function(source,operator,options) {\n\tvar list = options.wiki.filterTiddlers(operator.operand,options.widget,source);\n\tif(operator.prefix === \"!\") {\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t\treturn results;\n\t} else {\n\t\treturn list;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/subtiddlerfields.js": {
"title": "$:/core/modules/filters/subtiddlerfields.js",
"text": "/*\\\ntitle: $:/core/modules/filters/subtiddlerfields.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the fields on the selected subtiddlers of the plugin named in the operand\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.subtiddlerfields = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar subtiddler = options.wiki.getSubTiddler(operator.operand,title);\n\t\tif(subtiddler) {\n\t\t\tfor(var fieldName in subtiddler.fields) {\n\t\t\t\t$tw.utils.pushTop(results,fieldName);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/suffix.js": {
"title": "$:/core/modules/filters/suffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/suffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a title ends with a suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.suffix = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(-operator.operand.length) !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(-operator.operand.length) === operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tag.js": {
"title": "$:/core/modules/filters/tag.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tag.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking for the presence of a tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tag = function(source,operator,options) {\n\tvar results = [];\n\tif((operator.suffix || \"\").toLowerCase() === \"strict\" && !operator.operand) {\n\t\t// New semantics:\n\t\t// Always return copy of input if operator.operand is missing\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t} else {\n\t\t// Old semantics:\n\t\tvar tiddlers = options.wiki.getTiddlersWithTag(operator.operand);\n\t\tif(operator.prefix === \"!\") {\n\t\t\t// Returns a copy of the input if operator.operand is missing\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddlers.indexOf(title) === -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\t// Returns empty results if operator.operand is missing\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddlers.indexOf(title) !== -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t\tresults = options.wiki.sortByList(results,operator.operand);\n\t\t}\t\t\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tagging.js": {
"title": "$:/core/modules/filters/tagging.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tagging.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all tiddlers that are tagged with the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tagging = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlersWithTag(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tags.js": {
"title": "$:/core/modules/filters/tags.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tags.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all the tags of the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tags = function(source,operator,options) {\n\tvar tags = {};\n\tsource(function(tiddler,title) {\n\t\tvar t, length;\n\t\tif(tiddler && tiddler.fields.tags) {\n\t\t\tfor(t=0, length=tiddler.fields.tags.length; t<length; t++) {\n\t\t\t\ttags[tiddler.fields.tags[t]] = true;\n\t\t\t}\n\t\t}\n\t});\n\treturn Object.keys(tags);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/title.js": {
"title": "$:/core/modules/filters/title.js",
"text": "/*\\\ntitle: $:/core/modules/filters/title.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for comparing title fields for equality\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.title = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields.title !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tresults.push(operator.operand);\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/untagged.js": {
"title": "$:/core/modules/filters/untagged.js",
"text": "/*\\\ntitle: $:/core/modules/filters/untagged.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all the selected tiddlers that are untagged\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.untagged = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && $tw.utils.isArray(tiddler.fields.tags) && tiddler.fields.tags.length > 0) {\n\t\t\t\t$tw.utils.pushTop(results,title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!tiddler || !tiddler.hasField(\"tags\") || ($tw.utils.isArray(tiddler.fields.tags) && tiddler.fields.tags.length === 0)) {\n\t\t\t\t$tw.utils.pushTop(results,title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/wikiparserrules.js": {
"title": "$:/core/modules/filters/wikiparserrules.js",
"text": "/*\\\ntitle: $:/core/modules/filters/wikiparserrules.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the wiki parser rules in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.wikiparserrules = function(source,operator,options) {\n\tvar results = [],\n\t\toperand = operator.operand;\n\t$tw.utils.each($tw.modules.types.wikirule,function(mod) {\n\t\tvar exp = mod.exports;\n\t\tif(!operand || exp.types[operand]) {\n\t\t\tresults.push(exp.name);\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/x-listops.js": {
"title": "$:/core/modules/filters/x-listops.js",
"text": "/*\\\ntitle: $:/core/modules/filters/x-listops.js\ntype: application/javascript\nmodule-type: filteroperator\n\nExtended filter operators to manipulate the current list.\n\n\\*/\n(function () {\n\n /*jslint node: true, browser: true */\n /*global $tw: false */\n \"use strict\";\n\n /*\n Fetch titles from the current list\n */\n var prepare_results = function (source) {\n var results = [];\n source(function (tiddler, title) {\n results.push(title);\n });\n return results;\n };\n\n /*\n Moves a number of items from the tail of the current list before the item named in the operand\n */\n exports.putbefore = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -1) :\n results.slice(0, index).concat(results.slice(-count)).concat(results.slice(index, -count));\n };\n\n /*\n Moves a number of items from the tail of the current list after the item named in the operand\n */\n exports.putafter = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -1) :\n results.slice(0, index + 1).concat(results.slice(-count)).concat(results.slice(index + 1, -count));\n };\n\n /*\n Replaces the item named in the operand with a number of items from the tail of the current list\n */\n exports.replace = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -count) :\n results.slice(0, index).concat(results.slice(-count)).concat(results.slice(index + 1, -count));\n };\n\n /*\n Moves a number of items from the tail of the current list to the head of the list\n */\n exports.putfirst = function (source, operator) {\n var results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,1);\n return results.slice(-count).concat(results.slice(0, -count));\n };\n\n /*\n Moves a number of items from the head of the current list to the tail of the list\n */\n exports.putlast = function (source, operator) {\n var results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,1);\n return results.slice(count).concat(results.slice(0, count));\n };\n\n /*\n Moves the item named in the operand a number of places forward or backward in the list\n */\n exports.move = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1),\n marker = results.splice(index, 1),\n offset = (index + count) > 0 ? index + count : 0;\n return results.slice(0, offset).concat(marker).concat(results.slice(offset));\n };\n\n /*\n Returns the items from the current list that are after the item named in the operand\n */\n exports.allafter = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand);\n return (index === -1 || index > (results.length - 2)) ? [] :\n (operator.suffix) ? results.slice(index) :\n results.slice(index + 1);\n };\n\n /*\n Returns the items from the current list that are before the item named in the operand\n */\n exports.allbefore = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand);\n return (index < 0) ? [] :\n (operator.suffix) ? results.slice(0, index + 1) :\n results.slice(0, index);\n };\n\n /*\n Appends the items listed in the operand array to the tail of the current list\n */\n exports.append = function (source, operator) {\n var append = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = parseInt(operator.suffix) || append.length;\n return (append.length === 0) ? results :\n (operator.prefix) ? results.concat(append.slice(-count)) :\n results.concat(append.slice(0, count));\n };\n\n /*\n Prepends the items listed in the operand array to the head of the current list\n */\n exports.prepend = function (source, operator) {\n var prepend = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,prepend.length);\n return (prepend.length === 0) ? results :\n (operator.prefix) ? prepend.slice(-count).concat(results) :\n prepend.slice(0, count).concat(results);\n };\n\n /*\n Returns all items from the current list except the items listed in the operand array\n */\n exports.remove = function (source, operator) {\n var array = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = parseInt(operator.suffix) || array.length,\n p,\n len,\n index;\n len = array.length - 1;\n for (p = 0; p < count; ++p) {\n if (operator.prefix) {\n index = results.indexOf(array[len - p]);\n } else {\n index = results.indexOf(array[p]);\n }\n if (index !== -1) {\n results.splice(index, 1);\n }\n }\n return results;\n };\n\n /*\n Returns all items from the current list sorted in the order of the items in the operand array\n */\n exports.sortby = function (source, operator) {\n var results = prepare_results(source);\n if (!results || results.length < 2) {\n return results;\n }\n var lookup = $tw.utils.parseStringArray(operator.operand, \"true\");\n results.sort(function (a, b) {\n return lookup.indexOf(a) - lookup.indexOf(b);\n });\n return results;\n };\n\n /*\n Removes all duplicate items from the current list\n */\n exports.unique = function (source, operator) {\n var results = prepare_results(source);\n var set = results.reduce(function (a, b) {\n if (a.indexOf(b) < 0) {\n a.push(b);\n }\n return a;\n }, []);\n return set;\n };\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters.js": {
"title": "$:/core/modules/filters.js",
"text": "/*\\\ntitle: $:/core/modules/filters.js\ntype: application/javascript\nmodule-type: wikimethod\n\nAdds tiddler filtering methods to the $tw.Wiki object.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParses an operation (i.e. a run) within a filter string\n\toperators: Array of array of operator nodes into which results should be inserted\n\tfilterString: filter string\n\tp: start position within the string\nReturns the new start position, after the parsed operation\n*/\nfunction parseFilterOperation(operators,filterString,p) {\n\tvar nextBracketPos, operator;\n\t// Skip the starting square bracket\n\tif(filterString.charAt(p++) !== \"[\") {\n\t\tthrow \"Missing [ in filter expression\";\n\t}\n\t// Process each operator in turn\n\tdo {\n\t\toperator = {};\n\t\t// Check for an operator prefix\n\t\tif(filterString.charAt(p) === \"!\") {\n\t\t\toperator.prefix = filterString.charAt(p++);\n\t\t}\n\t\t// Get the operator name\n\t\tnextBracketPos = filterString.substring(p).search(/[\\[\\{<\\/]/);\n\t\tif(nextBracketPos === -1) {\n\t\t\tthrow \"Missing [ in filter expression\";\n\t\t}\n\t\tnextBracketPos += p;\n\t\tvar bracket = filterString.charAt(nextBracketPos);\n\t\toperator.operator = filterString.substring(p,nextBracketPos);\n\t\t// Any suffix?\n\t\tvar colon = operator.operator.indexOf(':');\n\t\tif(colon > -1) {\n\t\t\t// The raw suffix for older filters\n\t\t\toperator.suffix = operator.operator.substring(colon + 1);\n\t\t\toperator.operator = operator.operator.substring(0,colon) || \"field\";\n\t\t\t// The processed suffix for newer filters\n\t\t\toperator.suffixes = [];\n\t\t\t$tw.utils.each(operator.suffix.split(\":\"),function(subsuffix) {\n\t\t\t\toperator.suffixes.push([]);\n\t\t\t\t$tw.utils.each(subsuffix.split(\",\"),function(entry) {\n\t\t\t\t\tentry = $tw.utils.trim(entry);\n\t\t\t\t\tif(entry) {\n\t\t\t\t\t\toperator.suffixes[operator.suffixes.length - 1].push(entry); \n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t});\n\t\t}\n\t\t// Empty operator means: title\n\t\telse if(operator.operator === \"\") {\n\t\t\toperator.operator = \"title\";\n\t\t}\n\n\t\tp = nextBracketPos + 1;\n\t\tswitch (bracket) {\n\t\t\tcase \"{\": // Curly brackets\n\t\t\t\toperator.indirect = true;\n\t\t\t\tnextBracketPos = filterString.indexOf(\"}\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"[\": // Square brackets\n\t\t\t\tnextBracketPos = filterString.indexOf(\"]\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"<\": // Angle brackets\n\t\t\t\toperator.variable = true;\n\t\t\t\tnextBracketPos = filterString.indexOf(\">\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"/\": // regexp brackets\n\t\t\t\tvar rex = /^((?:[^\\\\\\/]*|\\\\.)*)\\/(?:\\(([mygi]+)\\))?/g,\n\t\t\t\t\trexMatch = rex.exec(filterString.substring(p));\n\t\t\t\tif(rexMatch) {\n\t\t\t\t\toperator.regexp = new RegExp(rexMatch[1], rexMatch[2]);\n// DEPRECATION WARNING\nconsole.log(\"WARNING: Filter\",operator.operator,\"has a deprecated regexp operand\",operator.regexp);\n\t\t\t\t\tnextBracketPos = p + rex.lastIndex - 1;\n\t\t\t\t}\n\t\t\t\telse {\n\t\t\t\t\tthrow \"Unterminated regular expression in filter expression\";\n\t\t\t\t}\n\t\t\t\tbreak;\n\t\t}\n\n\t\tif(nextBracketPos === -1) {\n\t\t\tthrow \"Missing closing bracket in filter expression\";\n\t\t}\n\t\tif(!operator.regexp) {\n\t\t\toperator.operand = filterString.substring(p,nextBracketPos);\n\t\t}\n\t\tp = nextBracketPos + 1;\n\n\t\t// Push this operator\n\t\toperators.push(operator);\n\t} while(filterString.charAt(p) !== \"]\");\n\t// Skip the ending square bracket\n\tif(filterString.charAt(p++) !== \"]\") {\n\t\tthrow \"Missing ] in filter expression\";\n\t}\n\t// Return the parsing position\n\treturn p;\n}\n\n/*\nParse a filter string\n*/\nexports.parseFilter = function(filterString) {\n\tfilterString = filterString || \"\";\n\tvar results = [], // Array of arrays of operator nodes {operator:,operand:}\n\t\tp = 0, // Current position in the filter string\n\t\tmatch;\n\tvar whitespaceRegExp = /(\\s+)/mg,\n\t\toperandRegExp = /((?:\\+|\\-|~)?)(?:(\\[)|(?:\"([^\"]*)\")|(?:'([^']*)')|([^\\s\\[\\]]+))/mg;\n\twhile(p < filterString.length) {\n\t\t// Skip any whitespace\n\t\twhitespaceRegExp.lastIndex = p;\n\t\tmatch = whitespaceRegExp.exec(filterString);\n\t\tif(match && match.index === p) {\n\t\t\tp = p + match[0].length;\n\t\t}\n\t\t// Match the start of the operation\n\t\tif(p < filterString.length) {\n\t\t\toperandRegExp.lastIndex = p;\n\t\t\tmatch = operandRegExp.exec(filterString);\n\t\t\tif(!match || match.index !== p) {\n\t\t\t\tthrow $tw.language.getString(\"Error/FilterSyntax\");\n\t\t\t}\n\t\t\tvar operation = {\n\t\t\t\tprefix: \"\",\n\t\t\t\toperators: []\n\t\t\t};\n\t\t\tif(match[1]) {\n\t\t\t\toperation.prefix = match[1];\n\t\t\t\tp++;\n\t\t\t}\n\t\t\tif(match[2]) { // Opening square bracket\n\t\t\t\tp = parseFilterOperation(operation.operators,filterString,p);\n\t\t\t} else {\n\t\t\t\tp = match.index + match[0].length;\n\t\t\t}\n\t\t\tif(match[3] || match[4] || match[5]) { // Double quoted string, single quoted string or unquoted title\n\t\t\t\toperation.operators.push(\n\t\t\t\t\t{operator: \"title\", operand: match[3] || match[4] || match[5]}\n\t\t\t\t);\n\t\t\t}\n\t\t\tresults.push(operation);\n\t\t}\n\t}\n\treturn results;\n};\n\nexports.getFilterOperators = function() {\n\tif(!this.filterOperators) {\n\t\t$tw.Wiki.prototype.filterOperators = {};\n\t\t$tw.modules.applyMethods(\"filteroperator\",this.filterOperators);\n\t}\n\treturn this.filterOperators;\n};\n\nexports.filterTiddlers = function(filterString,widget,source) {\n\tvar fn = this.compileFilter(filterString);\n\treturn fn.call(this,source,widget);\n};\n\n/*\nCompile a filter into a function with the signature fn(source,widget) where:\nsource: an iterator function for the source tiddlers, called source(iterator), where iterator is called as iterator(tiddler,title)\nwidget: an optional widget node for retrieving the current tiddler etc.\n*/\nexports.compileFilter = function(filterString) {\n\tvar filterParseTree;\n\ttry {\n\t\tfilterParseTree = this.parseFilter(filterString);\n\t} catch(e) {\n\t\treturn function(source,widget) {\n\t\t\treturn [$tw.language.getString(\"Error/Filter\") + \": \" + e];\n\t\t};\n\t}\n\t// Get the hashmap of filter operator functions\n\tvar filterOperators = this.getFilterOperators();\n\t// Assemble array of functions, one for each operation\n\tvar operationFunctions = [];\n\t// Step through the operations\n\tvar self = this;\n\t$tw.utils.each(filterParseTree,function(operation) {\n\t\t// Create a function for the chain of operators in the operation\n\t\tvar operationSubFunction = function(source,widget) {\n\t\t\tvar accumulator = source,\n\t\t\t\tresults = [],\n\t\t\t\tcurrTiddlerTitle = widget && widget.getVariable(\"currentTiddler\");\n\t\t\t$tw.utils.each(operation.operators,function(operator) {\n\t\t\t\tvar operand = operator.operand,\n\t\t\t\t\toperatorFunction;\n\t\t\t\tif(!operator.operator) {\n\t\t\t\t\toperatorFunction = filterOperators.title;\n\t\t\t\t} else if(!filterOperators[operator.operator]) {\n\t\t\t\t\toperatorFunction = filterOperators.field;\n\t\t\t\t} else {\n\t\t\t\t\toperatorFunction = filterOperators[operator.operator];\n\t\t\t\t}\n\t\t\t\tif(operator.indirect) {\n\t\t\t\t\toperand = self.getTextReference(operator.operand,\"\",currTiddlerTitle);\n\t\t\t\t}\n\t\t\t\tif(operator.variable) {\n\t\t\t\t\toperand = widget.getVariable(operator.operand,{defaultValue: \"\"});\n\t\t\t\t}\n\t\t\t\t// Invoke the appropriate filteroperator module\n\t\t\t\tresults = operatorFunction(accumulator,{\n\t\t\t\t\t\t\toperator: operator.operator,\n\t\t\t\t\t\t\toperand: operand,\n\t\t\t\t\t\t\tprefix: operator.prefix,\n\t\t\t\t\t\t\tsuffix: operator.suffix,\n\t\t\t\t\t\t\tsuffixes: operator.suffixes,\n\t\t\t\t\t\t\tregexp: operator.regexp\n\t\t\t\t\t\t},{\n\t\t\t\t\t\t\twiki: self,\n\t\t\t\t\t\t\twidget: widget\n\t\t\t\t\t\t});\n\t\t\t\tif($tw.utils.isArray(results)) {\n\t\t\t\t\taccumulator = self.makeTiddlerIterator(results);\n\t\t\t\t} else {\n\t\t\t\t\taccumulator = results;\n\t\t\t\t}\n\t\t\t});\n\t\t\tif($tw.utils.isArray(results)) {\n\t\t\t\treturn results;\n\t\t\t} else {\n\t\t\t\tvar resultArray = [];\n\t\t\t\tresults(function(tiddler,title) {\n\t\t\t\t\tresultArray.push(title);\n\t\t\t\t});\n\t\t\t\treturn resultArray;\n\t\t\t}\n\t\t};\n\t\t// Wrap the operator functions in a wrapper function that depends on the prefix\n\t\toperationFunctions.push((function() {\n\t\t\tswitch(operation.prefix || \"\") {\n\t\t\t\tcase \"\": // No prefix means that the operation is unioned into the result\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"-\": // The results of this operation are removed from the main result\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t$tw.utils.removeArrayEntries(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"+\": // This operation is applied to the main results so far\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t// This replaces all the elements of the array, but keeps the actual array so that references to it are preserved\n\t\t\t\t\t\tsource = self.makeTiddlerIterator(results);\n\t\t\t\t\t\tresults.splice(0,results.length);\n\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"~\": // This operation is unioned into the result only if the main result so far is empty\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\tif(results.length === 0) {\n\t\t\t\t\t\t\t// Main result so far is empty\n\t\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t\t}\n\t\t\t\t\t};\n\t\t\t}\n\t\t})());\n\t});\n\t// Return a function that applies the operations to a source iterator of tiddler titles\n\treturn $tw.perf.measure(\"filter\",function filterFunction(source,widget) {\n\t\tif(!source) {\n\t\t\tsource = self.each;\n\t\t} else if(typeof source === \"object\") { // Array or hashmap\n\t\t\tsource = self.makeTiddlerIterator(source);\n\t\t}\n\t\tvar results = [];\n\t\t$tw.utils.each(operationFunctions,function(operationFunction) {\n\t\t\toperationFunction(results,source,widget);\n\t\t});\n\t\treturn results;\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/core/modules/info/platform.js": {
"title": "$:/core/modules/info/platform.js",
"text": "/*\\\ntitle: $:/core/modules/info/platform.js\ntype: application/javascript\nmodule-type: info\n\nInitialise basic platform $:/info/ tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.getInfoTiddlerFields = function() {\n\tvar mapBoolean = function(value) {return value ? \"yes\" : \"no\";},\n\t\tinfoTiddlerFields = [];\n\t// Basics\n\tinfoTiddlerFields.push({title: \"$:/info/browser\", text: mapBoolean(!!$tw.browser)});\n\tinfoTiddlerFields.push({title: \"$:/info/node\", text: mapBoolean(!!$tw.node)});\n\tif($tw.browser) {\n\t\t// Document location\n\t\tvar setLocationProperty = function(name,value) {\n\t\t\t\tinfoTiddlerFields.push({title: \"$:/info/url/\" + name, text: value});\t\t\t\n\t\t\t},\n\t\t\tlocation = document.location;\n\t\tsetLocationProperty(\"full\", (location.toString()).split(\"#\")[0]);\n\t\tsetLocationProperty(\"host\", location.host);\n\t\tsetLocationProperty(\"hostname\", location.hostname);\n\t\tsetLocationProperty(\"protocol\", location.protocol);\n\t\tsetLocationProperty(\"port\", location.port);\n\t\tsetLocationProperty(\"pathname\", location.pathname);\n\t\tsetLocationProperty(\"search\", location.search);\n\t\tsetLocationProperty(\"origin\", location.origin);\n\t\t// Screen size\n\t\tinfoTiddlerFields.push({title: \"$:/info/browser/screen/width\", text: window.screen.width.toString()});\n\t\tinfoTiddlerFields.push({title: \"$:/info/browser/screen/height\", text: window.screen.height.toString()});\n\t}\n\treturn infoTiddlerFields;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "info"
},
"$:/core/modules/keyboard.js": {
"title": "$:/core/modules/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/keyboard.js\ntype: application/javascript\nmodule-type: global\n\nKeyboard handling utilities\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar namedKeys = {\n\t\"cancel\": 3,\n\t\"help\": 6,\n\t\"backspace\": 8,\n\t\"tab\": 9,\n\t\"clear\": 12,\n\t\"return\": 13,\n\t\"enter\": 13,\n\t\"pause\": 19,\n\t\"escape\": 27,\n\t\"space\": 32,\n\t\"page_up\": 33,\n\t\"page_down\": 34,\n\t\"end\": 35,\n\t\"home\": 36,\n\t\"left\": 37,\n\t\"up\": 38,\n\t\"right\": 39,\n\t\"down\": 40,\n\t\"printscreen\": 44,\n\t\"insert\": 45,\n\t\"delete\": 46,\n\t\"0\": 48,\n\t\"1\": 49,\n\t\"2\": 50,\n\t\"3\": 51,\n\t\"4\": 52,\n\t\"5\": 53,\n\t\"6\": 54,\n\t\"7\": 55,\n\t\"8\": 56,\n\t\"9\": 57,\n\t\"firefoxsemicolon\": 59,\n\t\"firefoxequals\": 61,\n\t\"a\": 65,\n\t\"b\": 66,\n\t\"c\": 67,\n\t\"d\": 68,\n\t\"e\": 69,\n\t\"f\": 70,\n\t\"g\": 71,\n\t\"h\": 72,\n\t\"i\": 73,\n\t\"j\": 74,\n\t\"k\": 75,\n\t\"l\": 76,\n\t\"m\": 77,\n\t\"n\": 78,\n\t\"o\": 79,\n\t\"p\": 80,\n\t\"q\": 81,\n\t\"r\": 82,\n\t\"s\": 83,\n\t\"t\": 84,\n\t\"u\": 85,\n\t\"v\": 86,\n\t\"w\": 87,\n\t\"x\": 88,\n\t\"y\": 89,\n\t\"z\": 90,\n\t\"numpad0\": 96,\n\t\"numpad1\": 97,\n\t\"numpad2\": 98,\n\t\"numpad3\": 99,\n\t\"numpad4\": 100,\n\t\"numpad5\": 101,\n\t\"numpad6\": 102,\n\t\"numpad7\": 103,\n\t\"numpad8\": 104,\n\t\"numpad9\": 105,\n\t\"multiply\": 106,\n\t\"add\": 107,\n\t\"separator\": 108,\n\t\"subtract\": 109,\n\t\"decimal\": 110,\n\t\"divide\": 111,\n\t\"f1\": 112,\n\t\"f2\": 113,\n\t\"f3\": 114,\n\t\"f4\": 115,\n\t\"f5\": 116,\n\t\"f6\": 117,\n\t\"f7\": 118,\n\t\"f8\": 119,\n\t\"f9\": 120,\n\t\"f10\": 121,\n\t\"f11\": 122,\n\t\"f12\": 123,\n\t\"f13\": 124,\n\t\"f14\": 125,\n\t\"f15\": 126,\n\t\"f16\": 127,\n\t\"f17\": 128,\n\t\"f18\": 129,\n\t\"f19\": 130,\n\t\"f20\": 131,\n\t\"f21\": 132,\n\t\"f22\": 133,\n\t\"f23\": 134,\n\t\"f24\": 135,\n\t\"firefoxminus\": 173,\n\t\"semicolon\": 186,\n\t\"equals\": 187,\n\t\"comma\": 188,\n\t\"dash\": 189,\n\t\"period\": 190,\n\t\"slash\": 191,\n\t\"backquote\": 192,\n\t\"openbracket\": 219,\n\t\"backslash\": 220,\n\t\"closebracket\": 221,\n\t\"quote\": 222\n};\n\nfunction KeyboardManager(options) {\n\tvar self = this;\n\toptions = options || \"\";\n\t// Save the named key hashmap\n\tthis.namedKeys = namedKeys;\n\t// Create a reverse mapping of code to keyname\n\tthis.keyNames = [];\n\t$tw.utils.each(namedKeys,function(keyCode,name) {\n\t\tself.keyNames[keyCode] = name.substr(0,1).toUpperCase() + name.substr(1);\n\t});\n\t// Save the platform-specific name of the \"meta\" key\n\tthis.metaKeyName = $tw.platform.isMac ? \"cmd-\" : \"win-\";\n\tthis.shortcutKeysList = [], // Stores the shortcut-key descriptors\n\tthis.shortcutActionList = [], // Stores the corresponding action strings\n\tthis.shortcutParsedList = []; // Stores the parsed key descriptors\n\tthis.lookupNames = [\"shortcuts\"];\n\tthis.lookupNames.push($tw.platform.isMac ? \"shortcuts-mac\" : \"shortcuts-not-mac\")\n\tthis.lookupNames.push($tw.platform.isWindows ? \"shortcuts-windows\" : \"shortcuts-not-windows\");\n\tthis.lookupNames.push($tw.platform.isLinux ? \"shortcuts-linux\" : \"shortcuts-not-linux\");\n\tthis.updateShortcutLists(this.getShortcutTiddlerList());\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tself.handleShortcutChanges(changes);\n\t});\n}\n\n/*\nReturn an array of keycodes for the modifier keys ctrl, shift, alt, meta\n*/\nKeyboardManager.prototype.getModifierKeys = function() {\n\treturn [\n\t\t16, // Shift\n\t\t17, // Ctrl\n\t\t18, // Alt\n\t\t20, // CAPS LOCK\n\t\t91, // Meta (left)\n\t\t93, // Meta (right)\n\t\t224 // Meta (Firefox)\n\t]\n};\n\n/*\nParses a key descriptor into the structure:\n{\n\tkeyCode: numeric keycode\n\tshiftKey: boolean\n\taltKey: boolean\n\tctrlKey: boolean\n\tmetaKey: boolean\n}\nKey descriptors have the following format:\n\tctrl+enter\n\tctrl+shift+alt+A\n*/\nKeyboardManager.prototype.parseKeyDescriptor = function(keyDescriptor) {\n\tvar components = keyDescriptor.split(/\\+|\\-/),\n\t\tinfo = {\n\t\t\tkeyCode: 0,\n\t\t\tshiftKey: false,\n\t\t\taltKey: false,\n\t\t\tctrlKey: false,\n\t\t\tmetaKey: false\n\t\t};\n\tfor(var t=0; t<components.length; t++) {\n\t\tvar s = components[t].toLowerCase(),\n\t\t\tc = s.charCodeAt(0);\n\t\t// Look for modifier keys\n\t\tif(s === \"ctrl\") {\n\t\t\tinfo.ctrlKey = true;\n\t\t} else if(s === \"shift\") {\n\t\t\tinfo.shiftKey = true;\n\t\t} else if(s === \"alt\") {\n\t\t\tinfo.altKey = true;\n\t\t} else if(s === \"meta\" || s === \"cmd\" || s === \"win\") {\n\t\t\tinfo.metaKey = true;\n\t\t}\n\t\t// Replace named keys with their code\n\t\tif(this.namedKeys[s]) {\n\t\t\tinfo.keyCode = this.namedKeys[s];\n\t\t}\n\t}\n\tif(info.keyCode) {\n\t\treturn info;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nParse a list of key descriptors into an array of keyInfo objects. The key descriptors can be passed as an array of strings or a space separated string\n*/\nKeyboardManager.prototype.parseKeyDescriptors = function(keyDescriptors,options) {\n\tvar self = this;\n\toptions = options || {};\n\toptions.stack = options.stack || [];\n\tvar wiki = options.wiki || $tw.wiki;\n\tif(typeof keyDescriptors === \"string\" && keyDescriptors === \"\") {\n\t\treturn [];\n\t}\n\tif(!$tw.utils.isArray(keyDescriptors)) {\n\t\tkeyDescriptors = keyDescriptors.split(\" \");\n\t}\n\tvar result = [];\n\t$tw.utils.each(keyDescriptors,function(keyDescriptor) {\n\t\t// Look for a named shortcut\n\t\tif(keyDescriptor.substr(0,2) === \"((\" && keyDescriptor.substr(-2,2) === \"))\") {\n\t\t\tif(options.stack.indexOf(keyDescriptor) === -1) {\n\t\t\t\toptions.stack.push(keyDescriptor);\n\t\t\t\tvar name = keyDescriptor.substring(2,keyDescriptor.length - 2),\n\t\t\t\t\tlookupName = function(configName) {\n\t\t\t\t\t\tvar keyDescriptors = wiki.getTiddlerText(\"$:/config/\" + configName + \"/\" + name);\n\t\t\t\t\t\tif(keyDescriptors) {\n\t\t\t\t\t\t\tresult.push.apply(result,self.parseKeyDescriptors(keyDescriptors,options));\n\t\t\t\t\t\t}\n\t\t\t\t\t};\n\t\t\t\t$tw.utils.each(self.lookupNames,function(platformDescriptor) {\n\t\t\t\t\tlookupName(platformDescriptor);\n\t\t\t\t});\n\t\t\t}\n\t\t} else {\n\t\t\tresult.push(self.parseKeyDescriptor(keyDescriptor));\n\t\t}\n\t});\n\treturn result;\n};\n\nKeyboardManager.prototype.getPrintableShortcuts = function(keyInfoArray) {\n\tvar self = this,\n\t\tresult = [];\n\t$tw.utils.each(keyInfoArray,function(keyInfo) {\n\t\tif(keyInfo) {\n\t\t\tresult.push((keyInfo.ctrlKey ? \"ctrl-\" : \"\") + \n\t\t\t\t (keyInfo.shiftKey ? \"shift-\" : \"\") + \n\t\t\t\t (keyInfo.altKey ? \"alt-\" : \"\") + \n\t\t\t\t (keyInfo.metaKey ? self.metaKeyName : \"\") + \n\t\t\t\t (self.keyNames[keyInfo.keyCode]));\n\t\t}\n\t});\n\treturn result;\n}\n\nKeyboardManager.prototype.checkKeyDescriptor = function(event,keyInfo) {\n\treturn keyInfo &&\n\t\t\tevent.keyCode === keyInfo.keyCode && \n\t\t\tevent.shiftKey === keyInfo.shiftKey && \n\t\t\tevent.altKey === keyInfo.altKey && \n\t\t\tevent.ctrlKey === keyInfo.ctrlKey && \n\t\t\tevent.metaKey === keyInfo.metaKey;\n};\n\nKeyboardManager.prototype.checkKeyDescriptors = function(event,keyInfoArray) {\n\tfor(var t=0; t<keyInfoArray.length; t++) {\n\t\tif(this.checkKeyDescriptor(event,keyInfoArray[t])) {\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\nKeyboardManager.prototype.getShortcutTiddlerList = function() {\n\treturn $tw.wiki.getTiddlersWithTag(\"$:/tags/KeyboardShortcut\");\n};\n\nKeyboardManager.prototype.updateShortcutLists = function(tiddlerList) {\n\tthis.shortcutTiddlers = tiddlerList;\n\tfor(var i=0; i<tiddlerList.length; i++) {\n\t\tvar title = tiddlerList[i],\n\t\t\ttiddlerFields = $tw.wiki.getTiddler(title).fields;\n\t\tthis.shortcutKeysList[i] = tiddlerFields.key !== undefined ? tiddlerFields.key : undefined;\n\t\tthis.shortcutActionList[i] = tiddlerFields.text;\n\t\tthis.shortcutParsedList[i] = this.shortcutKeysList[i] !== undefined ? this.parseKeyDescriptors(this.shortcutKeysList[i]) : undefined;\n\t}\n};\n\nKeyboardManager.prototype.handleKeydownEvent = function(event) {\n\tvar key, action;\n\tfor(var i=0; i<this.shortcutTiddlers.length; i++) {\n\t\tif(this.shortcutParsedList[i] !== undefined && this.checkKeyDescriptors(event,this.shortcutParsedList[i])) {\n\t\t\tkey = this.shortcutParsedList[i];\n\t\t\taction = this.shortcutActionList[i];\n\t\t}\n\t}\n\tif(key !== undefined) {\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\t$tw.rootWidget.invokeActionString(action,$tw.rootWidget);\n\t\treturn true;\n\t}\n\treturn false;\n};\n\nKeyboardManager.prototype.detectNewShortcuts = function(changedTiddlers) {\n\tvar shortcutConfigTiddlers = [],\n\t\thandled = false;\n\t$tw.utils.each(this.lookupNames,function(platformDescriptor) {\n\t\tvar descriptorString = \"$:/config/\" + platformDescriptor + \"/\";\n\t\tObject.keys(changedTiddlers).forEach(function(configTiddler) {\n\t\t\tvar configString = configTiddler.substr(0, configTiddler.lastIndexOf(\"/\") + 1);\n\t\t\tif(configString === descriptorString) {\n\t\t\t\tshortcutConfigTiddlers.push(configTiddler);\n\t\t\t\thandled = true;\n\t\t\t}\n\t\t});\n\t});\n\tif(handled) {\n\t\treturn $tw.utils.hopArray(changedTiddlers,shortcutConfigTiddlers);\n\t} else {\n\t\treturn false;\n\t}\n};\n\nKeyboardManager.prototype.handleShortcutChanges = function(changedTiddlers) {\n\tvar newList = this.getShortcutTiddlerList();\n\tvar hasChanged = $tw.utils.hopArray(changedTiddlers,this.shortcutTiddlers) ? true :\n\t\t($tw.utils.hopArray(changedTiddlers,newList) ? true :\n\t\t(this.detectNewShortcuts(changedTiddlers))\n\t);\n\t// Re-cache shortcuts if something changed\n\tif(hasChanged) {\n\t\tthis.updateShortcutLists(newList);\n\t}\n};\n\nexports.KeyboardManager = KeyboardManager;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/language.js": {
"title": "$:/core/modules/language.js",
"text": "/*\\\ntitle: $:/core/modules/language.js\ntype: application/javascript\nmodule-type: global\n\nThe $tw.Language() manages translateable strings\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreate an instance of the language manager. Options include:\nwiki: wiki from which to retrieve translation tiddlers\n*/\nfunction Language(options) {\n\toptions = options || \"\";\n\tthis.wiki = options.wiki || $tw.wiki;\n}\n\n/*\nReturn a wikified translateable string. The title is automatically prefixed with \"$:/language/\"\nOptions include:\nvariables: optional hashmap of variables to supply to the language wikification\n*/\nLanguage.prototype.getString = function(title,options) {\n\toptions = options || {};\n\ttitle = \"$:/language/\" + title;\n\treturn this.wiki.renderTiddler(\"text/plain\",title,{variables: options.variables});\n};\n\n/*\nReturn a raw, unwikified translateable string. The title is automatically prefixed with \"$:/language/\"\n*/\nLanguage.prototype.getRawString = function(title) {\n\ttitle = \"$:/language/\" + title;\n\treturn this.wiki.getTiddlerText(title);\n};\n\nexports.Language = Language;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/macros/changecount.js": {
"title": "$:/core/modules/macros/changecount.js",
"text": "/*\\\ntitle: $:/core/modules/macros/changecount.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return the changecount for the current tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"changecount\";\n\nexports.params = [];\n\n/*\nRun the macro\n*/\nexports.run = function() {\n\treturn this.wiki.getChangeCount(this.getVariable(\"currentTiddler\")) + \"\";\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/contrastcolour.js": {
"title": "$:/core/modules/macros/contrastcolour.js",
"text": "/*\\\ntitle: $:/core/modules/macros/contrastcolour.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to choose which of two colours has the highest contrast with a base colour\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"contrastcolour\";\n\nexports.params = [\n\t{name: \"target\"},\n\t{name: \"fallbackTarget\"},\n\t{name: \"colourA\"},\n\t{name: \"colourB\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(target,fallbackTarget,colourA,colourB) {\n\tvar rgbTarget = $tw.utils.parseCSSColor(target) || $tw.utils.parseCSSColor(fallbackTarget);\n\tif(!rgbTarget) {\n\t\treturn colourA;\n\t}\n\tvar rgbColourA = $tw.utils.parseCSSColor(colourA),\n\t\trgbColourB = $tw.utils.parseCSSColor(colourB);\n\tif(rgbColourA && !rgbColourB) {\n\t\treturn rgbColourA;\n\t}\n\tif(rgbColourB && !rgbColourA) {\n\t\treturn rgbColourB;\n\t}\n\tif(!rgbColourA && !rgbColourB) {\n\t\t// If neither colour is readable, return a crude inverse of the target\n\t\treturn [255 - rgbTarget[0],255 - rgbTarget[1],255 - rgbTarget[2],rgbTarget[3]];\n\t}\n\t// Colour brightness formula derived from http://www.w3.org/WAI/ER/WD-AERT/#color-contrast\n\tvar brightnessTarget = rgbTarget[0] * 0.299 + rgbTarget[1] * 0.587 + rgbTarget[2] * 0.114,\n\t\tbrightnessA = rgbColourA[0] * 0.299 + rgbColourA[1] * 0.587 + rgbColourA[2] * 0.114,\n\t\tbrightnessB = rgbColourB[0] * 0.299 + rgbColourB[1] * 0.587 + rgbColourB[2] * 0.114;\n\treturn Math.abs(brightnessTarget - brightnessA) > Math.abs(brightnessTarget - brightnessB) ? colourA : colourB;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/csvtiddlers.js": {
"title": "$:/core/modules/macros/csvtiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/macros/csvtiddlers.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output tiddlers matching a filter to CSV\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"csvtiddlers\";\n\nexports.params = [\n\t{name: \"filter\"},\n\t{name: \"format\"},\n];\n\n/*\nRun the macro\n*/\nexports.run = function(filter,format) {\n\tvar self = this,\n\t\ttiddlers = this.wiki.filterTiddlers(filter),\n\t\ttiddler,\n\t\tfields = [],\n\t\tt,f;\n\t// Collect all the fields\n\tfor(t=0;t<tiddlers.length; t++) {\n\t\ttiddler = this.wiki.getTiddler(tiddlers[t]);\n\t\tfor(f in tiddler.fields) {\n\t\t\tif(fields.indexOf(f) === -1) {\n\t\t\t\tfields.push(f);\n\t\t\t}\n\t\t}\n\t}\n\t// Sort the fields and bring the standard ones to the front\n\tfields.sort();\n\t\"title text modified modifier created creator\".split(\" \").reverse().forEach(function(value,index) {\n\t\tvar p = fields.indexOf(value);\n\t\tif(p !== -1) {\n\t\t\tfields.splice(p,1);\n\t\t\tfields.unshift(value)\n\t\t}\n\t});\n\t// Output the column headings\n\tvar output = [], row = [];\n\tfields.forEach(function(value) {\n\t\trow.push(quoteAndEscape(value))\n\t});\n\toutput.push(row.join(\",\"));\n\t// Output each tiddler\n\tfor(var t=0;t<tiddlers.length; t++) {\n\t\trow = [];\n\t\ttiddler = this.wiki.getTiddler(tiddlers[t]);\n\t\t\tfor(f=0; f<fields.length; f++) {\n\t\t\t\trow.push(quoteAndEscape(tiddler ? tiddler.getFieldString(fields[f]) || \"\" : \"\"));\n\t\t\t}\n\t\toutput.push(row.join(\",\"));\n\t}\n\treturn output.join(\"\\n\");\n};\n\nfunction quoteAndEscape(value) {\n\treturn \"\\\"\" + value.replace(/\"/mg,\"\\\"\\\"\") + \"\\\"\";\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/displayshortcuts.js": {
"title": "$:/core/modules/macros/displayshortcuts.js",
"text": "/*\\\ntitle: $:/core/modules/macros/displayshortcuts.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to display a list of keyboard shortcuts in human readable form. Notably, it resolves named shortcuts like `((bold))` to the underlying keystrokes.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"displayshortcuts\";\n\nexports.params = [\n\t{name: \"shortcuts\"},\n\t{name: \"prefix\"},\n\t{name: \"separator\"},\n\t{name: \"suffix\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(shortcuts,prefix,separator,suffix) {\n\tvar shortcutArray = $tw.keyboardManager.getPrintableShortcuts($tw.keyboardManager.parseKeyDescriptors(shortcuts,{\n\t\twiki: this.wiki\n\t}));\n\tif(shortcutArray.length > 0) {\n\t\tshortcutArray.sort(function(a,b) {\n\t\t return a.toLowerCase().localeCompare(b.toLowerCase());\n\t\t})\n\t\treturn prefix + shortcutArray.join(separator) + suffix;\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/dumpvariables.js": {
"title": "$:/core/modules/macros/dumpvariables.js",
"text": "/*\\\ntitle: $:/core/modules/macros/dumpvariables.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to dump all active variable values\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"dumpvariables\";\n\nexports.params = [\n];\n\n/*\nRun the macro\n*/\nexports.run = function() {\n\tvar output = [\"|!Variable |!Value |\"],\n\t\tvariables = [], variable;\n\tfor(variable in this.variables) {\n\t\tvariables.push(variable);\n\t}\n\tvariables.sort();\n\tfor(var index=0; index<variables.length; index++) {\n\t\tvar variable = variables[index];\n\t\toutput.push(\"|\" + variable + \" |<input size=50 value=<<\" + variable + \">>/> |\")\n\t}\n\treturn output.join(\"\\n\");\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/jsontiddler.js": {
"title": "$:/core/modules/macros/jsontiddler.js",
"text": "/*\\\ntitle: $:/core/modules/macros/jsontiddler.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output a single tiddler to JSON\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"jsontiddler\";\n\nexports.params = [\n\t{name: \"title\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(title) {\n\ttitle = title || this.getVariable(\"currentTiddler\");\n\tvar tiddler = !!title && this.wiki.getTiddler(title),\n\t\tfields = new Object();\n\tif(tiddler) {\n\t\tfor(var field in tiddler.fields) {\n\t\t\tfields[field] = tiddler.getFieldString(field);\n\t\t}\n\t}\n\treturn JSON.stringify(fields,null,$tw.config.preferences.jsonSpaces);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/jsontiddlers.js": {
"title": "$:/core/modules/macros/jsontiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/macros/jsontiddlers.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output tiddlers matching a filter to JSON\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"jsontiddlers\";\n\nexports.params = [\n\t{name: \"filter\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(filter) {\n\treturn this.wiki.getTiddlersAsJson(filter);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/makedatauri.js": {
"title": "$:/core/modules/macros/makedatauri.js",
"text": "/*\\\ntitle: $:/core/modules/macros/makedatauri.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to convert a string of text to a data URI\n\n<<makedatauri text:\"Text to be converted\" type:\"text/vnd.tiddlywiki\">>\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"makedatauri\";\n\nexports.params = [\n\t{name: \"text\"},\n\t{name: \"type\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(text,type) {\n\treturn $tw.utils.makeDataUri(text,type);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/now.js": {
"title": "$:/core/modules/macros/now.js",
"text": "/*\\\ntitle: $:/core/modules/macros/now.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return a formatted version of the current time\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"now\";\n\nexports.params = [\n\t{name: \"format\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(format) {\n\treturn $tw.utils.formatDateString(new Date(),format || \"0hh:0mm, DDth MMM YYYY\");\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/qualify.js": {
"title": "$:/core/modules/macros/qualify.js",
"text": "/*\\\ntitle: $:/core/modules/macros/qualify.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to qualify a state tiddler title according\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"qualify\";\n\nexports.params = [\n\t{name: \"title\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(title) {\n\treturn title + \"-\" + this.getStateQualifier();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/resolvepath.js": {
"title": "$:/core/modules/macros/resolvepath.js",
"text": "/*\\\ntitle: $:/core/modules/macros/resolvepath.js\ntype: application/javascript\nmodule-type: macro\n\nResolves a relative path for an absolute rootpath.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"resolvepath\";\n\nexports.params = [\n\t{name: \"source\"},\n\t{name: \"root\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(source, root) {\n\treturn $tw.utils.resolvePath(source, root);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/version.js": {
"title": "$:/core/modules/macros/version.js",
"text": "/*\\\ntitle: $:/core/modules/macros/version.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return the TiddlyWiki core version number\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"version\";\n\nexports.params = [];\n\n/*\nRun the macro\n*/\nexports.run = function() {\n\treturn $tw.version;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/parsers/audioparser.js": {
"title": "$:/core/modules/parsers/audioparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/audioparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe audio parser parses an audio tiddler into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar AudioParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"audio\",\n\t\t\tattributes: {\n\t\t\t\tcontrols: {type: \"string\", value: \"controls\"}\n\t\t\t}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"audio/ogg\"] = AudioParser;\nexports[\"audio/mpeg\"] = AudioParser;\nexports[\"audio/mp3\"] = AudioParser;\nexports[\"audio/mp4\"] = AudioParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/binaryparser.js": {
"title": "$:/core/modules/parsers/binaryparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/binaryparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe video parser parses a video tiddler into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar BINARY_WARNING_MESSAGE = \"$:/core/ui/BinaryWarning\";\n\nvar BinaryParser = function(type,text,options) {\n\tthis.tree = [{\n\t\ttype: \"transclude\",\n\t\tattributes: {\n\t\t\ttiddler: {type: \"string\", value: BINARY_WARNING_MESSAGE}\n\t\t}\n\t}];\n};\n\nexports[\"application/octet-stream\"] = BinaryParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/csvparser.js": {
"title": "$:/core/modules/parsers/csvparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/csvparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe CSV text parser processes CSV files into a table wrapped in a scrollable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar CsvParser = function(type,text,options) {\n\t// Table framework\n\tthis.tree = [{\n\t\t\"type\": \"scrollable\", \"children\": [{\n\t\t\t\"type\": \"element\", \"tag\": \"table\", \"children\": [{\n\t\t\t\t\"type\": \"element\", \"tag\": \"tbody\", \"children\": []\n\t\t\t}], \"attributes\": {\n\t\t\t\t\"class\": {\"type\": \"string\", \"value\": \"tc-csv-table\"}\n\t\t\t}\n\t\t}]\n\t}];\n\t// Split the text into lines\n\tvar lines = text.split(/\\r?\\n/mg),\n\t\ttag = \"th\";\n\tfor(var line=0; line<lines.length; line++) {\n\t\tvar lineText = lines[line];\n\t\tif(lineText) {\n\t\t\tvar row = {\n\t\t\t\t\t\"type\": \"element\", \"tag\": \"tr\", \"children\": []\n\t\t\t\t};\n\t\t\tvar columns = lineText.split(\",\");\n\t\t\tfor(var column=0; column<columns.length; column++) {\n\t\t\t\trow.children.push({\n\t\t\t\t\t\t\"type\": \"element\", \"tag\": tag, \"children\": [{\n\t\t\t\t\t\t\t\"type\": \"text\",\n\t\t\t\t\t\t\t\"text\": columns[column]\n\t\t\t\t\t\t}]\n\t\t\t\t\t});\n\t\t\t}\n\t\t\ttag = \"td\";\n\t\t\tthis.tree[0].children[0].children[0].children.push(row);\n\t\t}\n\t}\n};\n\nexports[\"text/csv\"] = CsvParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/htmlparser.js": {
"title": "$:/core/modules/parsers/htmlparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/htmlparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe HTML parser displays text as raw HTML\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HtmlParser = function(type,text,options) {\n\tvar src;\n\tif(options._canonical_uri) {\n\t\tsrc = options._canonical_uri;\n\t} else if(text) {\n\t\tsrc = \"data:text/html;charset=utf-8,\" + encodeURIComponent(text);\n\t}\n\tthis.tree = [{\n\t\ttype: \"element\",\n\t\ttag: \"iframe\",\n\t\tattributes: {\n\t\t\tsrc: {type: \"string\", value: src},\n\t\t\tsandbox: {type: \"string\", value: \"\"}\n\t\t}\n\t}];\n};\n\nexports[\"text/html\"] = HtmlParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/imageparser.js": {
"title": "$:/core/modules/parsers/imageparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/imageparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe image parser parses an image into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ImageParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"img\",\n\t\t\tattributes: {}\n\t\t};\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\tif(type === \"image/svg+xml\" || type === \".svg\") {\n\t\t\telement.attributes.src = {type: \"string\", value: \"data:image/svg+xml,\" + encodeURIComponent(text)};\n\t\t} else {\n\t\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t\t}\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"image/svg+xml\"] = ImageParser;\nexports[\"image/jpg\"] = ImageParser;\nexports[\"image/jpeg\"] = ImageParser;\nexports[\"image/png\"] = ImageParser;\nexports[\"image/gif\"] = ImageParser;\nexports[\"image/webp\"] = ImageParser;\nexports[\"image/heic\"] = ImageParser;\nexports[\"image/heif\"] = ImageParser;\nexports[\"image/x-icon\"] = ImageParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/utils/parseutils.js": {
"title": "$:/core/modules/utils/parseutils.js",
"text": "/*\\\ntitle: $:/core/modules/utils/parseutils.js\ntype: application/javascript\nmodule-type: utils\n\nUtility functions concerned with parsing text into tokens.\n\nMost functions have the following pattern:\n\n* The parameters are:\n** `source`: the source string being parsed\n** `pos`: the current parse position within the string\n** Any further parameters are used to identify the token that is being parsed\n* The return value is:\n** null if the token was not found at the specified position\n** an object representing the token with the following standard fields:\n*** `type`: string indicating the type of the token\n*** `start`: start position of the token in the source string\n*** `end`: end position of the token in the source string\n*** Any further fields required to describe the token\n\nThe exception is `skipWhiteSpace`, which just returns the position after the whitespace.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nLook for a whitespace token. Returns null if not found, otherwise returns {type: \"whitespace\", start:, end:,}\n*/\nexports.parseWhiteSpace = function(source,pos) {\n\tvar p = pos,c;\n\twhile(true) {\n\t\tc = source.charAt(p);\n\t\tif((c === \" \") || (c === \"\\f\") || (c === \"\\n\") || (c === \"\\r\") || (c === \"\\t\") || (c === \"\\v\") || (c === \"\\u00a0\")) { // Ignores some obscure unicode spaces\n\t\t\tp++;\n\t\t} else {\n\t\t\tbreak;\n\t\t}\n\t}\n\tif(p === pos) {\n\t\treturn null;\n\t} else {\n\t\treturn {\n\t\t\ttype: \"whitespace\",\n\t\t\tstart: pos,\n\t\t\tend: p\n\t\t}\n\t}\n};\n\n/*\nConvenience wrapper for parseWhiteSpace. Returns the position after the whitespace\n*/\nexports.skipWhiteSpace = function(source,pos) {\n\tvar c;\n\twhile(true) {\n\t\tc = source.charAt(pos);\n\t\tif((c === \" \") || (c === \"\\f\") || (c === \"\\n\") || (c === \"\\r\") || (c === \"\\t\") || (c === \"\\v\") || (c === \"\\u00a0\")) { // Ignores some obscure unicode spaces\n\t\t\tpos++;\n\t\t} else {\n\t\t\treturn pos;\n\t\t}\n\t}\n};\n\n/*\nLook for a given string token. Returns null if not found, otherwise returns {type: \"token\", value:, start:, end:,}\n*/\nexports.parseTokenString = function(source,pos,token) {\n\tvar match = source.indexOf(token,pos) === pos;\n\tif(match) {\n\t\treturn {\n\t\t\ttype: \"token\",\n\t\t\tvalue: token,\n\t\t\tstart: pos,\n\t\t\tend: pos + token.length\n\t\t};\n\t}\n\treturn null;\n};\n\n/*\nLook for a token matching a regex. Returns null if not found, otherwise returns {type: \"regexp\", match:, start:, end:,}\n*/\nexports.parseTokenRegExp = function(source,pos,reToken) {\n\tvar node = {\n\t\ttype: \"regexp\",\n\t\tstart: pos\n\t};\n\treToken.lastIndex = pos;\n\tnode.match = reToken.exec(source);\n\tif(node.match && node.match.index === pos) {\n\t\tnode.end = pos + node.match[0].length;\n\t\treturn node;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLook for a string literal. Returns null if not found, otherwise returns {type: \"string\", value:, start:, end:,}\n*/\nexports.parseStringLiteral = function(source,pos) {\n\tvar node = {\n\t\ttype: \"string\",\n\t\tstart: pos\n\t};\n\tvar reString = /(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\")|(?:'([^']*)')/g;\n\treString.lastIndex = pos;\n\tvar match = reString.exec(source);\n\tif(match && match.index === pos) {\n\t\tnode.value = match[1] !== undefined ? match[1] :(\n\t\t\tmatch[2] !== undefined ? match[2] : match[3] \n\t\t\t\t\t);\n\t\tnode.end = pos + match[0].length;\n\t\treturn node;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLook for a macro invocation parameter. Returns null if not found, or {type: \"macro-parameter\", name:, value:, start:, end:}\n*/\nexports.parseMacroParameter = function(source,pos) {\n\tvar node = {\n\t\ttype: \"macro-parameter\",\n\t\tstart: pos\n\t};\n\t// Define our regexp\n\tvar reMacroParameter = /(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\\s>\"'=]+)))/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the parameter\n\tvar token = $tw.utils.parseTokenRegExp(source,pos,reMacroParameter);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the parameter details\n\tnode.value = token.match[2] !== undefined ? token.match[2] : (\n\t\t\t\t\ttoken.match[3] !== undefined ? token.match[3] : (\n\t\t\t\t\t\ttoken.match[4] !== undefined ? token.match[4] : (\n\t\t\t\t\t\t\ttoken.match[5] !== undefined ? token.match[5] : (\n\t\t\t\t\t\t\t\ttoken.match[6] !== undefined ? token.match[6] : (\n\t\t\t\t\t\t\t\t\t\"\"\n\t\t\t\t\t\t\t\t)\n\t\t\t\t\t\t\t)\n\t\t\t\t\t\t)\n\t\t\t\t\t)\n\t\t\t\t);\n\tif(token.match[1]) {\n\t\tnode.name = token.match[1];\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n/*\nLook for a macro invocation. Returns null if not found, or {type: \"macrocall\", name:, parameters:, start:, end:}\n*/\nexports.parseMacroInvocation = function(source,pos) {\n\tvar node = {\n\t\ttype: \"macrocall\",\n\t\tstart: pos,\n\t\tparams: []\n\t};\n\t// Define our regexps\n\tvar reMacroName = /([^\\s>\"'=]+)/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a double less than sign\n\tvar token = $tw.utils.parseTokenString(source,pos,\"<<\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the macro name\n\tvar name = $tw.utils.parseTokenRegExp(source,pos,reMacroName);\n\tif(!name) {\n\t\treturn null;\n\t}\n\tnode.name = name.match[1];\n\tpos = name.end;\n\t// Process parameters\n\tvar parameter = $tw.utils.parseMacroParameter(source,pos);\n\twhile(parameter) {\n\t\tnode.params.push(parameter);\n\t\tpos = parameter.end;\n\t\t// Get the next parameter\n\t\tparameter = $tw.utils.parseMacroParameter(source,pos);\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a double greater than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\">>\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n/*\nLook for an HTML attribute definition. Returns null if not found, otherwise returns {type: \"attribute\", name:, valueType: \"string|indirect|macro\", value:, start:, end:,}\n*/\nexports.parseAttribute = function(source,pos) {\n\tvar node = {\n\t\tstart: pos\n\t};\n\t// Define our regexps\n\tvar reAttributeName = /([^\\/\\s>\"'=]+)/g,\n\t\treUnquotedAttribute = /([^\\/\\s<>\"'=]+)/g,\n\t\treFilteredValue = /\\{\\{\\{(.+?)\\}\\}\\}/g,\n\t\treIndirectValue = /\\{\\{([^\\}]+)\\}\\}/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Get the attribute name\n\tvar name = $tw.utils.parseTokenRegExp(source,pos,reAttributeName);\n\tif(!name) {\n\t\treturn null;\n\t}\n\tnode.name = name.match[1];\n\tpos = name.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for an equals sign\n\tvar token = $tw.utils.parseTokenString(source,pos,\"=\");\n\tif(token) {\n\t\tpos = token.end;\n\t\t// Skip whitespace\n\t\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t\t// Look for a string literal\n\t\tvar stringLiteral = $tw.utils.parseStringLiteral(source,pos);\n\t\tif(stringLiteral) {\n\t\t\tpos = stringLiteral.end;\n\t\t\tnode.type = \"string\";\n\t\t\tnode.value = stringLiteral.value;\n\t\t} else {\n\t\t\t// Look for a filtered value\n\t\t\tvar filteredValue = $tw.utils.parseTokenRegExp(source,pos,reFilteredValue);\n\t\t\tif(filteredValue) {\n\t\t\t\tpos = filteredValue.end;\n\t\t\t\tnode.type = \"filtered\";\n\t\t\t\tnode.filter = filteredValue.match[1];\n\t\t\t} else {\n\t\t\t\t// Look for an indirect value\n\t\t\t\tvar indirectValue = $tw.utils.parseTokenRegExp(source,pos,reIndirectValue);\n\t\t\t\tif(indirectValue) {\n\t\t\t\t\tpos = indirectValue.end;\n\t\t\t\t\tnode.type = \"indirect\";\n\t\t\t\t\tnode.textReference = indirectValue.match[1];\n\t\t\t\t} else {\n\t\t\t\t\t// Look for a unquoted value\n\t\t\t\t\tvar unquotedValue = $tw.utils.parseTokenRegExp(source,pos,reUnquotedAttribute);\n\t\t\t\t\tif(unquotedValue) {\n\t\t\t\t\t\tpos = unquotedValue.end;\n\t\t\t\t\t\tnode.type = \"string\";\n\t\t\t\t\t\tnode.value = unquotedValue.match[1];\n\t\t\t\t\t} else {\n\t\t\t\t\t\t// Look for a macro invocation value\n\t\t\t\t\t\tvar macroInvocation = $tw.utils.parseMacroInvocation(source,pos);\n\t\t\t\t\t\tif(macroInvocation) {\n\t\t\t\t\t\t\tpos = macroInvocation.end;\n\t\t\t\t\t\t\tnode.type = \"macro\";\n\t\t\t\t\t\t\tnode.value = macroInvocation;\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tnode.type = \"string\";\n\t\t\t\t\t\t\tnode.value = \"true\";\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t} else {\n\t\tnode.type = \"string\";\n\t\tnode.value = \"true\";\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/parsers/pdfparser.js": {
"title": "$:/core/modules/parsers/pdfparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/pdfparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe PDF parser embeds a PDF viewer\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ImageParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"embed\",\n\t\t\tattributes: {}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:application/pdf;base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"application/pdf\"] = ImageParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/textparser.js": {
"title": "$:/core/modules/parsers/textparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/textparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe plain text parser processes blocks of source text into a degenerate parse tree consisting of a single text node\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar TextParser = function(type,text,options) {\n\tthis.tree = [{\n\t\ttype: \"codeblock\",\n\t\tattributes: {\n\t\t\tcode: {type: \"string\", value: text},\n\t\t\tlanguage: {type: \"string\", value: type}\n\t\t}\n\t}];\n};\n\nexports[\"text/plain\"] = TextParser;\nexports[\"text/x-tiddlywiki\"] = TextParser;\nexports[\"application/javascript\"] = TextParser;\nexports[\"application/json\"] = TextParser;\nexports[\"text/css\"] = TextParser;\nexports[\"application/x-tiddler-dictionary\"] = TextParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/videoparser.js": {
"title": "$:/core/modules/parsers/videoparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/videoparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe video parser parses a video tiddler into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar VideoParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"video\",\n\t\t\tattributes: {\n\t\t\t\tcontrols: {type: \"string\", value: \"controls\"}\n\t\t\t}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"video/mp4\"] = VideoParser;\nexports[\"video/quicktime\"] = VideoParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/wikiparser/rules/codeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/codeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/codeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for code blocks. For example:\n\n```\n\t```\n\tThis text will not be //wikified//\n\t```\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"codeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match and get language if defined\n\tthis.matchRegExp = /```([\\w-]*)\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /(\\r?\\n```$)/mg;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Look for the end of the block\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the block\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\t// Return the $codeblock widget\n\treturn [{\n\t\t\ttype: \"codeblock\",\n\t\t\tattributes: {\n\t\t\t\t\tcode: {type: \"string\", value: text},\n\t\t\t\t\tlanguage: {type: \"string\", value: this.match[1]}\n\t\t\t}\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/codeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/codeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/codeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for code runs. For example:\n\n```\n\tThis is a `code run`.\n\tThis is another ``code run``\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"codeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(``?)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar reEnd = new RegExp(this.match[1], \"mg\");\n\t// Look for the end marker\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the text\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"code\",\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\ttext: text\n\t\t}]\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/commentblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/commentblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/commentblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for HTML comments. For example:\n\n```\n<!-- This is a comment -->\n```\n\nNote that the syntax for comments is simplified to an opening \"<!--\" sequence and a closing \"-->\" sequence -- HTML itself implements a more complex format (see http://ostermiller.org/findhtmlcomment.html)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"commentblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\tthis.matchRegExp = /<!--/mg;\n\tthis.endMatchRegExp = /-->/mg;\n};\n\nexports.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\tif(this.match) {\n\t\tthis.endMatchRegExp.lastIndex = startPos + this.match[0].length;\n\t\tthis.endMatch = this.endMatchRegExp.exec(this.parser.source);\n\t\tif(this.endMatch) {\n\t\t\treturn this.match.index;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.endMatchRegExp.lastIndex;\n\t// Don't return any elements\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/commentinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/commentinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/commentinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for HTML comments. For example:\n\n```\n<!-- This is a comment -->\n```\n\nNote that the syntax for comments is simplified to an opening \"<!--\" sequence and a closing \"-->\" sequence -- HTML itself implements a more complex format (see http://ostermiller.org/findhtmlcomment.html)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"commentinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\tthis.matchRegExp = /<!--/mg;\n\tthis.endMatchRegExp = /-->/mg;\n};\n\nexports.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\tif(this.match) {\n\t\tthis.endMatchRegExp.lastIndex = startPos + this.match[0].length;\n\t\tthis.endMatch = this.endMatchRegExp.exec(this.parser.source);\n\t\tif(this.endMatch) {\n\t\t\treturn this.match.index;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.endMatchRegExp.lastIndex;\n\t// Don't return any elements\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/dash.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/dash.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/dash.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for dashes. For example:\n\n```\nThis is an en-dash: --\n\nThis is an em-dash: ---\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"dash\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /-{2,3}(?!-)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar dash = this.match[0].length === 2 ? \"–\" : \"—\";\n\treturn [{\n\t\ttype: \"entity\",\n\t\tentity: dash\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/bold.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/bold.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/bold.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - bold. For example:\n\n```\n\tThis is ''bold'' text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except bold \n\\rules only bold \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"bold\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /''/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/''/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"strong\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/italic.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/italic.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/italic.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - italic. For example:\n\n```\n\tThis is //italic// text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except italic\n\\rules only italic\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"italic\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\/\\//mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/\\/\\//mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"em\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - strikethrough. For example:\n\n```\n\tThis is ~~strikethrough~~ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except strikethrough \n\\rules only strikethrough \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"strikethrough\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /~~/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/~~/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"strike\",\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - subscript. For example:\n\n```\n\tThis is ,,subscript,, text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except subscript \n\\rules only subscript \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"subscript\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /,,/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/,,/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"sub\",\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - superscript. For example:\n\n```\n\tThis is ^^superscript^^ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except superscript \n\\rules only superscript \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"superscript\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\^\\^/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/\\^\\^/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"sup\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - underscore. For example:\n\n```\n\tThis is __underscore__ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except underscore \n\\rules only underscore\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"underscore\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /__/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/__/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"u\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/entity.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/entity.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/entity.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for HTML entities. For example:\n\n```\n\tThis is a copyright symbol: ©\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"entity\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(&#?[a-zA-Z0-9]{2,8};)/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar entityString = this.match[1];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Return the entity\n\treturn [{type: \"entity\", entity: this.match[0]}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/extlink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/extlink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/extlink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for external links. For example:\n\n```\nAn external link: https://www.tiddlywiki.com/\n\nA suppressed external link: ~http://www.tiddlyspace.com/\n```\n\nExternal links can be suppressed by preceding them with `~`.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"extlink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /~?(?:file|http|https|mailto|ftp|irc|news|data|skype):[^\\s<>{}\\[\\]`|\"\\\\^]+(?:\\/|\\b)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Create the link unless it is suppressed\n\tif(this.match[0].substr(0,1) === \"~\") {\n\t\treturn [{type: \"text\", text: this.match[0].substr(1)}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tattributes: {\n\t\t\t\thref: {type: \"string\", value: this.match[0]},\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t\ttarget: {type: \"string\", value: \"_blank\"},\n\t\t\t\trel: {type: \"string\", value: \"noopener noreferrer\"}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: this.match[0]\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for block-level filtered transclusion. For example:\n\n```\n{{{ [tag[docs]] }}}\n{{{ [tag[docs]] |tooltip}}}\n{{{ [tag[docs]] ||TemplateTitle}}}\n{{{ [tag[docs]] |tooltip||TemplateTitle}}}\n{{{ [tag[docs]] }}width:40;height:50;}.class.class\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"filteredtranscludeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{\\{([^\\|]+?)(?:\\|([^\\|\\{\\}]+))?(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}([^\\}]*)\\}(?:\\.(\\S+))?(?:\\r?\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar filter = this.match[1],\n\t\ttooltip = this.match[2],\n\t\ttemplate = $tw.utils.trim(this.match[3]),\n\t\tstyle = this.match[4],\n\t\tclasses = this.match[5];\n\t// Return the list widget\n\tvar node = {\n\t\ttype: \"list\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: filter}\n\t\t},\n\t\tisBlock: true\n\t};\n\tif(tooltip) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: tooltip};\n\t}\n\tif(template) {\n\t\tnode.attributes.template = {type: \"string\", value: template};\n\t}\n\tif(style) {\n\t\tnode.attributes.style = {type: \"string\", value: style};\n\t}\n\tif(classes) {\n\t\tnode.attributes.itemClass = {type: \"string\", value: classes.split(\".\").join(\" \")};\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for inline filtered transclusion. For example:\n\n```\n{{{ [tag[docs]] }}}\n{{{ [tag[docs]] |tooltip}}}\n{{{ [tag[docs]] ||TemplateTitle}}}\n{{{ [tag[docs]] |tooltip||TemplateTitle}}}\n{{{ [tag[docs]] }}width:40;height:50;}.class.class\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"filteredtranscludeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{\\{([^\\|]+?)(?:\\|([^\\|\\{\\}]+))?(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}([^\\}]*)\\}(?:\\.(\\S+))?/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar filter = this.match[1],\n\t\ttooltip = this.match[2],\n\t\ttemplate = $tw.utils.trim(this.match[3]),\n\t\tstyle = this.match[4],\n\t\tclasses = this.match[5];\n\t// Return the list widget\n\tvar node = {\n\t\ttype: \"list\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: filter}\n\t\t}\n\t};\n\tif(tooltip) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: tooltip};\n\t}\n\tif(template) {\n\t\tnode.attributes.template = {type: \"string\", value: template};\n\t}\n\tif(style) {\n\t\tnode.attributes.style = {type: \"string\", value: style};\n\t}\n\tif(classes) {\n\t\tnode.attributes.itemClass = {type: \"string\", value: classes.split(\".\").join(\" \")};\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for marking areas with hard line breaks. For example:\n\n```\n\"\"\"\nThis is some text\nThat is set like\nIt is a Poem\nWhen it is\nClearly\nNot\n\"\"\"\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"hardlinebreaks\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\"\"\"(?:\\r?\\n)?/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /(\"\"\")|(\\r?\\n)/mg,\n\t\ttree = [],\n\t\tmatch;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tdo {\n\t\t// Parse the run up to the terminator\n\t\ttree.push.apply(tree,this.parser.parseInlineRun(reEnd,{eatTerminator: false}));\n\t\t// Redo the terminator match\n\t\treEnd.lastIndex = this.parser.pos;\n\t\tmatch = reEnd.exec(this.parser.source);\n\t\tif(match) {\n\t\t\tthis.parser.pos = reEnd.lastIndex;\n\t\t\t// Add a line break if the terminator was a line break\n\t\t\tif(match[2]) {\n\t\t\t\ttree.push({type: \"element\", tag: \"br\"});\n\t\t\t}\n\t\t}\n\t} while(match && !match[1]);\n\t// Return the nodes\n\treturn tree;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/heading.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/heading.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/heading.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for headings\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"heading\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(!{1,6})/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar headingLevel = this.match[1].length;\n\t// Move past the !s\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse any classes, whitespace and then the heading itself\n\tvar classes = this.parser.parseClasses();\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tvar tree = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// Return the heading\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"h\" + headingLevel, \n\t\tattributes: {\n\t\t\t\"class\": {type: \"string\", value: classes.join(\" \")}\n\t\t},\n\t\tchildren: tree\n\t}];\n};\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/horizrule.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/horizrule.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/horizrule.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for rules. For example:\n\n```\n---\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"horizrule\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /-{3,}\\r?(?:\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\treturn [{type: \"element\", tag: \"hr\"}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/html.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/html.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/html.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for HTML elements and widgets. For example:\n\n{{{\n<aside>\nThis is an HTML5 aside element\n</aside>\n\n<$slider target=\"MyTiddler\">\nThis is a widget invocation\n</$slider>\n\n}}}\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"html\";\nexports.types = {inline: true, block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextTag = this.findNextTag(this.parser.source,startPos,{\n\t\trequireLineBreak: this.is.block\n\t});\n\treturn this.nextTag ? this.nextTag.start : undefined;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Retrieve the most recent match so that recursive calls don't overwrite it\n\tvar tag = this.nextTag;\n\tthis.nextTag = null;\n\t// Advance the parser position to past the tag\n\tthis.parser.pos = tag.end;\n\t// Check for an immediately following double linebreak\n\tvar hasLineBreak = !tag.isSelfClosing && !!$tw.utils.parseTokenRegExp(this.parser.source,this.parser.pos,/([^\\S\\n\\r]*\\r?\\n(?:[^\\S\\n\\r]*\\r?\\n|$))/g);\n\t// Set whether we're in block mode\n\ttag.isBlock = this.is.block || hasLineBreak;\n\t// Parse the body if we need to\n\tif(!tag.isSelfClosing && $tw.config.htmlVoidElements.indexOf(tag.tag) === -1) {\n\t\t\tvar reEndString = \"</\" + $tw.utils.escapeRegExp(tag.tag) + \">\",\n\t\t\t\treEnd = new RegExp(\"(\" + reEndString + \")\",\"mg\");\n\t\tif(hasLineBreak) {\n\t\t\ttag.children = this.parser.parseBlocks(reEndString);\n\t\t} else {\n\t\t\ttag.children = this.parser.parseInlineRun(reEnd);\n\t\t}\n\t\treEnd.lastIndex = this.parser.pos;\n\t\tvar endMatch = reEnd.exec(this.parser.source);\n\t\tif(endMatch && endMatch.index === this.parser.pos) {\n\t\t\tthis.parser.pos = endMatch.index + endMatch[0].length;\n\t\t}\n\t}\n\t// Return the tag\n\treturn [tag];\n};\n\n/*\nLook for an HTML tag. Returns null if not found, otherwise returns {type: \"element\", name:, attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseTag = function(source,pos,options) {\n\toptions = options || {};\n\tvar token,\n\t\tnode = {\n\t\t\ttype: \"element\",\n\t\t\tstart: pos,\n\t\t\tattributes: {}\n\t\t};\n\t// Define our regexps\n\tvar reTagName = /([a-zA-Z0-9\\-\\$]+)/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a less than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\"<\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the tag name\n\ttoken = $tw.utils.parseTokenRegExp(source,pos,reTagName);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tnode.tag = token.match[1];\n\tif(node.tag.slice(1).indexOf(\"$\") !== -1) {\n\t\treturn null;\n\t}\n\tif(node.tag.charAt(0) === \"$\") {\n\t\tnode.type = node.tag.substr(1);\n\t}\n\tpos = token.end;\n\t// Check that the tag is terminated by a space, / or >\n\tif(!$tw.utils.parseWhiteSpace(source,pos) && !(source.charAt(pos) === \"/\") && !(source.charAt(pos) === \">\") ) {\n\t\treturn null;\n\t}\n\t// Process attributes\n\tvar attribute = $tw.utils.parseAttribute(source,pos);\n\twhile(attribute) {\n\t\tnode.attributes[attribute.name] = attribute;\n\t\tpos = attribute.end;\n\t\t// Get the next attribute\n\t\tattribute = $tw.utils.parseAttribute(source,pos);\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a closing slash\n\ttoken = $tw.utils.parseTokenString(source,pos,\"/\");\n\tif(token) {\n\t\tpos = token.end;\n\t\tnode.isSelfClosing = true;\n\t}\n\t// Look for a greater than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\">\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Check for a required line break\n\tif(options.requireLineBreak) {\n\t\ttoken = $tw.utils.parseTokenRegExp(source,pos,/([^\\S\\n\\r]*\\r?\\n(?:[^\\S\\n\\r]*\\r?\\n|$))/g);\n\t\tif(!token) {\n\t\t\treturn null;\n\t\t}\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\nexports.findNextTag = function(source,pos,options) {\n\t// A regexp for finding candidate HTML tags\n\tvar reLookahead = /<([a-zA-Z\\-\\$]+)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a tag\n\t\tvar tag = this.parseTag(source,match.index,options);\n\t\t// Return success\n\t\tif(tag && this.isLegalTag(tag)) {\n\t\t\treturn tag;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\nexports.isLegalTag = function(tag) {\n\t// Widgets are always OK\n\tif(tag.type !== \"element\") {\n\t\treturn true;\n\t// If it's an HTML tag that starts with a dash then it's not legal\n\t} else if(tag.tag.charAt(0) === \"-\") {\n\t\treturn false;\n\t} else {\n\t\t// Otherwise it's OK\n\t\treturn true;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/image.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/image.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/image.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for embedding images. For example:\n\n```\n[img[https://tiddlywiki.com/fractalveg.jpg]]\n[img width=23 height=24 [https://tiddlywiki.com/fractalveg.jpg]]\n[img width={{!!width}} height={{!!height}} [https://tiddlywiki.com/fractalveg.jpg]]\n[img[Description of image|https://tiddlywiki.com/fractalveg.jpg]]\n[img[TiddlerTitle]]\n[img[Description of image|TiddlerTitle]]\n```\n\nGenerates the `<$image>` widget.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"image\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextImage = this.findNextImage(this.parser.source,startPos);\n\treturn this.nextImage ? this.nextImage.start : undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.nextImage.end;\n\tvar node = {\n\t\ttype: \"image\",\n\t\tattributes: this.nextImage.attributes\n\t};\n\treturn [node];\n};\n\n/*\nFind the next image from the current position\n*/\nexports.findNextImage = function(source,pos) {\n\t// A regexp for finding candidate HTML tags\n\tvar reLookahead = /(\\[img)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a tag\n\t\tvar tag = this.parseImage(source,match.index);\n\t\t// Return success\n\t\tif(tag) {\n\t\t\treturn tag;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\n/*\nLook for an image at the specified position. Returns null if not found, otherwise returns {type: \"image\", attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseImage = function(source,pos) {\n\tvar token,\n\t\tnode = {\n\t\t\ttype: \"image\",\n\t\t\tstart: pos,\n\t\t\tattributes: {}\n\t\t};\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[img`\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[img\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Process attributes\n\tif(source.charAt(pos) !== \"[\") {\n\t\tvar attribute = $tw.utils.parseAttribute(source,pos);\n\t\twhile(attribute) {\n\t\t\tnode.attributes[attribute.name] = attribute;\n\t\t\tpos = attribute.end;\n\t\t\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t\t\tif(source.charAt(pos) !== \"[\") {\n\t\t\t\t// Get the next attribute\n\t\t\t\tattribute = $tw.utils.parseAttribute(source,pos);\n\t\t\t} else {\n\t\t\t\tattribute = null;\n\t\t\t}\n\t\t}\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[` after the attributes\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Get the source up to the terminating `]]`\n\ttoken = $tw.utils.parseTokenRegExp(source,pos,/(?:([^|\\]]*?)\\|)?([^\\]]+?)\\]\\]/g);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\tif(token.match[1]) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: token.match[1].trim()};\n\t}\n\tnode.attributes.source = {type: \"string\", value: (token.match[2] || \"\").trim()};\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/import.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/import.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/import.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for importing variable definitions\n\n```\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"import\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\import[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\tvar self = this;\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the filter terminated by a line break\n\tvar reMatch = /(.*)(\\r?\\n)|$/mg;\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\tthis.parser.pos = reMatch.lastIndex;\n\t// Parse tree nodes to return\n\treturn [{\n\t\ttype: \"importvariables\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: match[1]}\n\t\t},\n\t\tchildren: []\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/list.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/list.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/list.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for lists. For example:\n\n```\n* This is an unordered list\n* It has two items\n\n# This is a numbered list\n## With a subitem\n# And a third item\n\n; This is a term that is being defined\n: This is the definition of that term\n```\n\nNote that lists can be nested arbitrarily:\n\n```\n#** One\n#* Two\n#** Three\n#**** Four\n#**# Five\n#**## Six\n## Seven\n### Eight\n## Nine\n```\n\nA CSS class can be applied to a list item as follows:\n\n```\n* List item one\n*.active List item two has the class `active`\n* List item three\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"list\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /([\\*#;:>]+)/mg;\n};\n\nvar listTypes = {\n\t\"*\": {listTag: \"ul\", itemTag: \"li\"},\n\t\"#\": {listTag: \"ol\", itemTag: \"li\"},\n\t\";\": {listTag: \"dl\", itemTag: \"dt\"},\n\t\":\": {listTag: \"dl\", itemTag: \"dd\"},\n\t\">\": {listTag: \"blockquote\", itemTag: \"p\"}\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Array of parse tree nodes for the previous row of the list\n\tvar listStack = [];\n\t// Cycle through the items in the list\n\twhile(true) {\n\t\t// Match the list marker\n\t\tvar reMatch = /([\\*#;:>]+)/mg;\n\t\treMatch.lastIndex = this.parser.pos;\n\t\tvar match = reMatch.exec(this.parser.source);\n\t\tif(!match || match.index !== this.parser.pos) {\n\t\t\tbreak;\n\t\t}\n\t\t// Check whether the list type of the top level matches\n\t\tvar listInfo = listTypes[match[0].charAt(0)];\n\t\tif(listStack.length > 0 && listStack[0].tag !== listInfo.listTag) {\n\t\t\tbreak;\n\t\t}\n\t\t// Move past the list marker\n\t\tthis.parser.pos = match.index + match[0].length;\n\t\t// Walk through the list markers for the current row\n\t\tfor(var t=0; t<match[0].length; t++) {\n\t\t\tlistInfo = listTypes[match[0].charAt(t)];\n\t\t\t// Remove any stacked up element if we can't re-use it because the list type doesn't match\n\t\t\tif(listStack.length > t && listStack[t].tag !== listInfo.listTag) {\n\t\t\t\tlistStack.splice(t,listStack.length - t);\n\t\t\t}\n\t\t\t// Construct the list element or reuse the previous one at this level\n\t\t\tif(listStack.length <= t) {\n\t\t\t\tvar listElement = {type: \"element\", tag: listInfo.listTag, children: [\n\t\t\t\t\t{type: \"element\", tag: listInfo.itemTag, children: []}\n\t\t\t\t]};\n\t\t\t\t// Link this list element into the last child item of the parent list item\n\t\t\t\tif(t) {\n\t\t\t\t\tvar prevListItem = listStack[t-1].children[listStack[t-1].children.length-1];\n\t\t\t\t\tprevListItem.children.push(listElement);\n\t\t\t\t}\n\t\t\t\t// Save this element in the stack\n\t\t\t\tlistStack[t] = listElement;\n\t\t\t} else if(t === (match[0].length - 1)) {\n\t\t\t\tlistStack[t].children.push({type: \"element\", tag: listInfo.itemTag, children: []});\n\t\t\t}\n\t\t}\n\t\tif(listStack.length > match[0].length) {\n\t\t\tlistStack.splice(match[0].length,listStack.length - match[0].length);\n\t\t}\n\t\t// Process the body of the list item into the last list item\n\t\tvar lastListChildren = listStack[listStack.length-1].children,\n\t\t\tlastListItem = lastListChildren[lastListChildren.length-1],\n\t\t\tclasses = this.parser.parseClasses();\n\t\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\t\tvar tree = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t\tlastListItem.children.push.apply(lastListItem.children,tree);\n\t\tif(classes.length > 0) {\n\t\t\t$tw.utils.addClassToParseTreeNode(lastListItem,classes.join(\" \"));\n\t\t}\n\t\t// Consume any whitespace following the list item\n\t\tthis.parser.skipWhitespace();\n\t}\n\t// Return the root element of the list\n\treturn [listStack[0]];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrocallblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrocallblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrocallblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for block macro calls\n\n```\n<<name value value2>>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrocallblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /<<([^>\\s]+)(?:\\s*)((?:[^>]|(?:>(?!>)))*?)>>(?:\\r?\\n|$)/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar macroName = this.match[1],\n\t\tparamString = this.match[2];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar params = [],\n\t\treParam = /\\s*(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))/mg,\n\t\tparamMatch = reParam.exec(paramString);\n\twhile(paramMatch) {\n\t\t// Process this parameter\n\t\tvar paramInfo = {\n\t\t\tvalue: paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5] || paramMatch[6]\n\t\t};\n\t\tif(paramMatch[1]) {\n\t\t\tparamInfo.name = paramMatch[1];\n\t\t}\n\t\tparams.push(paramInfo);\n\t\t// Find the next match\n\t\tparamMatch = reParam.exec(paramString);\n\t}\n\treturn [{\n\t\ttype: \"macrocall\",\n\t\tname: macroName,\n\t\tparams: params,\n\t\tisBlock: true\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrocallinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrocallinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrocallinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for macro calls\n\n```\n<<name value value2>>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrocallinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /<<([^\\s>]+)\\s*([\\s\\S]*?)>>/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar macroName = this.match[1],\n\t\tparamString = this.match[2];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar params = [],\n\t\treParam = /\\s*(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))/mg,\n\t\tparamMatch = reParam.exec(paramString);\n\twhile(paramMatch) {\n\t\t// Process this parameter\n\t\tvar paramInfo = {\n\t\t\tvalue: paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5]|| paramMatch[6]\n\t\t};\n\t\tif(paramMatch[1]) {\n\t\t\tparamInfo.name = paramMatch[1];\n\t\t}\n\t\tparams.push(paramInfo);\n\t\t// Find the next match\n\t\tparamMatch = reParam.exec(paramString);\n\t}\n\treturn [{\n\t\ttype: \"macrocall\",\n\t\tname: macroName,\n\t\tparams: params\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrodef.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrodef.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrodef.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for macro definitions\n\n```\n\\define name(param:defaultvalue,param2:defaultvalue)\ndefinition text, including $param$ markers\n\\end\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrodef\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\define\\s+([^(\\s]+)\\(\\s*([^)]*)\\)(\\s*\\r?\\n)?/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Move past the macro name and parameters\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the parameters\n\tvar paramString = this.match[2],\n\t\tparams = [];\n\tif(paramString !== \"\") {\n\t\tvar reParam = /\\s*([A-Za-z0-9\\-_]+)(?:\\s*:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))?/mg,\n\t\t\tparamMatch = reParam.exec(paramString);\n\t\twhile(paramMatch) {\n\t\t\t// Save the parameter details\n\t\t\tvar paramInfo = {name: paramMatch[1]},\n\t\t\t\tdefaultValue = paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5] || paramMatch[6];\n\t\t\tif(defaultValue) {\n\t\t\t\tparamInfo[\"default\"] = defaultValue;\n\t\t\t}\n\t\t\tparams.push(paramInfo);\n\t\t\t// Look for the next parameter\n\t\t\tparamMatch = reParam.exec(paramString);\n\t\t}\n\t}\n\t// Is this a multiline definition?\n\tvar reEnd;\n\tif(this.match[3]) {\n\t\t// If so, the end of the body is marked with \\end\n\t\treEnd = /(\\r?\\n\\\\end[^\\S\\n\\r]*(?:$|\\r?\\n))/mg;\n\t} else {\n\t\t// Otherwise, the end of the definition is marked by the end of the line\n\t\treEnd = /($|\\r?\\n)/mg;\n\t\t// Move past any whitespace\n\t\tthis.parser.pos = $tw.utils.skipWhiteSpace(this.parser.source,this.parser.pos);\n\t}\n\t// Find the end of the definition\n\treEnd.lastIndex = this.parser.pos;\n\tvar text,\n\t\tendMatch = reEnd.exec(this.parser.source);\n\tif(endMatch) {\n\t\ttext = this.parser.source.substring(this.parser.pos,endMatch.index);\n\t\tthis.parser.pos = endMatch.index + endMatch[0].length;\n\t} else {\n\t\t// We didn't find the end of the definition, so we'll make it blank\n\t\ttext = \"\";\n\t}\n\t// Save the macro definition\n\treturn [{\n\t\ttype: \"set\",\n\t\tattributes: {\n\t\t\tname: {type: \"string\", value: this.match[1]},\n\t\t\tvalue: {type: \"string\", value: text}\n\t\t},\n\t\tchildren: [],\n\t\tparams: params,\n\t\tisMacroDefinition: true\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/prettyextlink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/prettyextlink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/prettyextlink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for external links. For example:\n\n```\n[ext[https://tiddlywiki.com/fractalveg.jpg]]\n[ext[Tooltip|https://tiddlywiki.com/fractalveg.jpg]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"prettyextlink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextLink = this.findNextLink(this.parser.source,startPos);\n\treturn this.nextLink ? this.nextLink.start : undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.nextLink.end;\n\treturn [this.nextLink];\n};\n\n/*\nFind the next link from the current position\n*/\nexports.findNextLink = function(source,pos) {\n\t// A regexp for finding candidate links\n\tvar reLookahead = /(\\[ext\\[)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a link\n\t\tvar link = this.parseLink(source,match.index);\n\t\t// Return success\n\t\tif(link) {\n\t\t\treturn link;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\n/*\nLook for an link at the specified position. Returns null if not found, otherwise returns {type: \"element\", tag: \"a\", attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseLink = function(source,pos) {\n\tvar token,\n\t\ttextNode = {\n\t\t\ttype: \"text\"\n\t\t},\n\t\tnode = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tstart: pos,\n\t\t\tattributes: {\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t},\n\t\t\tchildren: [textNode]\n\t\t};\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[ext[`\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[ext[\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Look ahead for the terminating `]]`\n\tvar closePos = source.indexOf(\"]]\",pos);\n\tif(closePos === -1) {\n\t\treturn null;\n\t}\n\t// Look for a `|` separating the tooltip\n\tvar splitPos = source.indexOf(\"|\",pos);\n\tif(splitPos === -1 || splitPos > closePos) {\n\t\tsplitPos = null;\n\t}\n\t// Pull out the tooltip and URL\n\tvar tooltip, URL;\n\tif(splitPos) {\n\t\tURL = source.substring(splitPos + 1,closePos).trim();\n\t\ttextNode.text = source.substring(pos,splitPos).trim();\n\t} else {\n\t\tURL = source.substring(pos,closePos).trim();\n\t\ttextNode.text = URL;\n\t}\n\tnode.attributes.href = {type: \"string\", value: URL};\n\tnode.attributes.target = {type: \"string\", value: \"_blank\"};\n\tnode.attributes.rel = {type: \"string\", value: \"noopener noreferrer\"};\n\t// Update the end position\n\tnode.end = closePos + 2;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/prettylink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/prettylink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/prettylink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for pretty links. For example:\n\n```\n[[Introduction]]\n\n[[Link description|TiddlerTitle]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"prettylink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\[\\[(.*?)(?:\\|(.*?))?\\]\\]/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Process the link\n\tvar text = this.match[1],\n\t\tlink = this.match[2] || text;\n\tif($tw.utils.isLinkExternal(link)) {\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tattributes: {\n\t\t\t\thref: {type: \"string\", value: link},\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t\ttarget: {type: \"string\", value: \"_blank\"},\n\t\t\t\trel: {type: \"string\", value: \"noopener noreferrer\"}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: text\n\t\t\t}]\n\t\t}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"link\",\n\t\t\tattributes: {\n\t\t\t\tto: {type: \"string\", value: link}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: text\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/quoteblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/quoteblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/quoteblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for quote blocks. For example:\n\n```\n\t<<<.optionalClass(es) optional cited from\n\ta quote\n\t<<<\n\t\n\t<<<.optionalClass(es)\n\ta quote\n\t<<< optional cited from\n```\n\nQuotes can be quoted by putting more <s\n\n```\n\t<<<\n\tQuote Level 1\n\t\n\t<<<<\n\tQuoteLevel 2\n\t<<<<\n\t\n\t<<<\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"quoteblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(<<<+)/mg;\n};\n\nexports.parse = function() {\n\tvar classes = [\"tc-quote\"];\n\t// Get all the details of the match\n\tvar reEndString = \"^\" + this.match[1] + \"(?!<)\";\n\t// Move past the <s\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t\n\t// Parse any classes, whitespace and then the optional cite itself\n\tclasses.push.apply(classes, this.parser.parseClasses());\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tvar cite = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// before handling the cite, parse the body of the quote\n\tvar tree= this.parser.parseBlocks(reEndString);\n\t// If we got a cite, put it before the text\n\tif(cite.length > 0) {\n\t\ttree.unshift({\n\t\t\ttype: \"element\",\n\t\t\ttag: \"cite\",\n\t\t\tchildren: cite\n\t\t});\n\t}\n\t// Parse any optional cite\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tcite = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// If we got a cite, push it\n\tif(cite.length > 0) {\n\t\ttree.push({\n\t\t\ttype: \"element\",\n\t\t\ttag: \"cite\",\n\t\t\tchildren: cite\n\t\t});\n\t}\n\t// Return the blockquote element\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"blockquote\",\n\t\tattributes: {\n\t\t\tclass: { type: \"string\", value: classes.join(\" \") },\n\t\t},\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/rules.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/rules.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/rules.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for rules specifications\n\n```\n\\rules except ruleone ruletwo rulethree\n\\rules only ruleone ruletwo rulethree\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"rules\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\rules[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse whitespace delimited tokens terminated by a line break\n\tvar reMatch = /[^\\S\\n]*(\\S+)|(\\r?\\n)/mg,\n\t\ttokens = [];\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\twhile(match && match.index === this.parser.pos) {\n\t\tthis.parser.pos = reMatch.lastIndex;\n\t\t// Exit if we've got the line break\n\t\tif(match[2]) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the token\n\t\tif(match[1]) {\n\t\t\ttokens.push(match[1]);\n\t\t}\n\t\t// Match the next token\n\t\tmatch = reMatch.exec(this.parser.source);\n\t}\n\t// Process the tokens\n\tif(tokens.length > 0) {\n\t\tthis.parser.amendRules(tokens[0],tokens.slice(1));\n\t}\n\t// No parse tree nodes to return\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/styleblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/styleblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/styleblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for assigning styles and classes to paragraphs and other blocks. For example:\n\n```\n@@.myClass\n@@background-color:red;\nThis paragraph will have the CSS class `myClass`.\n\n* The `<ul>` around this list will also have the class `myClass`\n* List item 2\n\n@@\n```\n\nNote that classes and styles can be mixed subject to the rule that styles must precede classes. For example\n\n```\n@@.myFirstClass.mySecondClass\n@@width:100px;.myThirdClass\nThis is a paragraph\n@@\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"styleblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /@@((?:[^\\.\\r\\n\\s:]+:[^\\r\\n;]+;)+)?(?:\\.([^\\r\\n\\s]+))?\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEndString = \"^@@(?:\\\\r?\\\\n)?\";\n\tvar classes = [], styles = [];\n\tdo {\n\t\t// Get the class and style\n\t\tif(this.match[1]) {\n\t\t\tstyles.push(this.match[1]);\n\t\t}\n\t\tif(this.match[2]) {\n\t\t\tclasses.push(this.match[2].split(\".\").join(\" \"));\n\t\t}\n\t\t// Move past the match\n\t\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t\t// Look for another line of classes and styles\n\t\tthis.match = this.matchRegExp.exec(this.parser.source);\n\t} while(this.match && this.match.index === this.parser.pos);\n\t// Parse the body\n\tvar tree = this.parser.parseBlocks(reEndString);\n\tfor(var t=0; t<tree.length; t++) {\n\t\tif(classes.length > 0) {\n\t\t\t$tw.utils.addClassToParseTreeNode(tree[t],classes.join(\" \"));\n\t\t}\n\t\tif(styles.length > 0) {\n\t\t\t$tw.utils.addAttributeToParseTreeNode(tree[t],\"style\",styles.join(\"\"));\n\t\t}\n\t}\n\treturn tree;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/styleinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/styleinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/styleinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for assigning styles and classes to inline runs. For example:\n\n```\n@@.myClass This is some text with a class@@\n@@background-color:red;This is some text with a background colour@@\n@@width:100px;.myClass This is some text with a class and a width@@\n```\n\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"styleinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /@@((?:[^\\.\\r\\n\\s:]+:[^\\r\\n;]+;)+)?(\\.(?:[^\\r\\n\\s]+)\\s+)?/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /@@/g;\n\t// Get the styles and class\n\tvar stylesString = this.match[1],\n\t\tclassString = this.match[2] ? this.match[2].split(\".\").join(\" \") : undefined;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the run up to the terminator\n\tvar tree = this.parser.parseInlineRun(reEnd,{eatTerminator: true});\n\t// Return the classed span\n\tvar node = {\n\t\ttype: \"element\",\n\t\ttag: \"span\",\n\t\tattributes: {\n\t\t\t\"class\": {type: \"string\", value: \"tc-inline-style\"}\n\t\t},\n\t\tchildren: tree\n\t};\n\tif(classString) {\n\t\t$tw.utils.addClassToParseTreeNode(node,classString);\n\t}\n\tif(stylesString) {\n\t\t$tw.utils.addAttributeToParseTreeNode(node,\"style\",stylesString);\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/syslink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/syslink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/syslink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for system tiddler links.\nCan be suppressed preceding them with `~`.\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"syslink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = new RegExp(\n\t\t\"~?\\\\$:\\\\/[\" +\n\t\t$tw.config.textPrimitives.anyLetter.substr(1,$tw.config.textPrimitives.anyLetter.length - 2) +\n\t\t\"\\/._-]+\",\n\t\t\"mg\"\n\t);\n};\n\nexports.parse = function() {\n\tvar match = this.match[0];\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Create the link unless it is suppressed\n\tif(match.substr(0,1) === \"~\") {\n\t\treturn [{type: \"text\", text: match.substr(1)}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"link\",\n\t\t\tattributes: {\n\t\t\t\tto: {type: \"string\", value: match}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\ttext: match\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/table.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/table.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/table.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for tables.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"table\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\|(?:[^\\n]*)\\|(?:[fhck]?)\\r?(?:\\n|$)/mg;\n};\n\nvar processRow = function(prevColumns) {\n\tvar cellRegExp = /(?:\\|([^\\n\\|]*)\\|)|(\\|[fhck]?\\r?(?:\\n|$))/mg,\n\t\tcellTermRegExp = /((?:\\x20*)\\|)/mg,\n\t\ttree = [],\n\t\tcol = 0,\n\t\tcolSpanCount = 1,\n\t\tprevCell,\n\t\tvAlign;\n\t// Match a single cell\n\tcellRegExp.lastIndex = this.parser.pos;\n\tvar cellMatch = cellRegExp.exec(this.parser.source);\n\twhile(cellMatch && cellMatch.index === this.parser.pos) {\n\t\tif(cellMatch[1] === \"~\") {\n\t\t\t// Rowspan\n\t\t\tvar last = prevColumns[col];\n\t\t\tif(last) {\n\t\t\t\tlast.rowSpanCount++;\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"rowspan\",last.rowSpanCount);\n\t\t\t\tvAlign = $tw.utils.getAttributeValueFromParseTreeNode(last.element,\"valign\",\"center\");\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"valign\",vAlign);\n\t\t\t\tif(colSpanCount > 1) {\n\t\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"colspan\",colSpanCount);\n\t\t\t\t\tcolSpanCount = 1;\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[1] === \">\") {\n\t\t\t// Colspan\n\t\t\tcolSpanCount++;\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[1] === \"<\" && prevCell) {\n\t\t\tcolSpanCount = 1 + $tw.utils.getAttributeValueFromParseTreeNode(prevCell,\"colspan\",1);\n\t\t\t$tw.utils.addAttributeToParseTreeNode(prevCell,\"colspan\",colSpanCount);\n\t\t\tcolSpanCount = 1;\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[2]) {\n\t\t\t// End of row\n\t\t\tif(prevCell && colSpanCount > 1) {\n\t\t\t\tif(prevCell.attributes && prevCell.attributes && prevCell.attributes.colspan) {\n\t\t\t\t\t\tcolSpanCount += prevCell.attributes.colspan.value;\n\t\t\t\t} else {\n\t\t\t\t\tcolSpanCount -= 1;\n\t\t\t\t}\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(prevCell,\"colspan\",colSpanCount);\n\t\t\t}\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t\tbreak;\n\t\t} else {\n\t\t\t// For ordinary cells, step beyond the opening `|`\n\t\t\tthis.parser.pos++;\n\t\t\t// Look for a space at the start of the cell\n\t\t\tvar spaceLeft = false;\n\t\t\tvAlign = null;\n\t\t\tif(this.parser.source.substr(this.parser.pos).search(/^\\^([^\\^]|\\^\\^)/) === 0) {\n\t\t\t\tvAlign = \"top\";\n\t\t\t} else if(this.parser.source.substr(this.parser.pos).search(/^,([^,]|,,)/) === 0) {\n\t\t\t\tvAlign = \"bottom\";\n\t\t\t}\n\t\t\tif(vAlign) {\n\t\t\t\tthis.parser.pos++;\n\t\t\t}\n\t\t\tvar chr = this.parser.source.substr(this.parser.pos,1);\n\t\t\twhile(chr === \" \") {\n\t\t\t\tspaceLeft = true;\n\t\t\t\tthis.parser.pos++;\n\t\t\t\tchr = this.parser.source.substr(this.parser.pos,1);\n\t\t\t}\n\t\t\t// Check whether this is a heading cell\n\t\t\tvar cell;\n\t\t\tif(chr === \"!\") {\n\t\t\t\tthis.parser.pos++;\n\t\t\t\tcell = {type: \"element\", tag: \"th\", children: []};\n\t\t\t} else {\n\t\t\t\tcell = {type: \"element\", tag: \"td\", children: []};\n\t\t\t}\n\t\t\ttree.push(cell);\n\t\t\t// Record information about this cell\n\t\t\tprevCell = cell;\n\t\t\tprevColumns[col] = {rowSpanCount:1,element:cell};\n\t\t\t// Check for a colspan\n\t\t\tif(colSpanCount > 1) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"colspan\",colSpanCount);\n\t\t\t\tcolSpanCount = 1;\n\t\t\t}\n\t\t\t// Parse the cell\n\t\t\tcell.children = this.parser.parseInlineRun(cellTermRegExp,{eatTerminator: true});\n\t\t\t// Set the alignment for the cell\n\t\t\tif(vAlign) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"valign\",vAlign);\n\t\t\t}\n\t\t\tif(this.parser.source.substr(this.parser.pos - 2,1) === \" \") { // spaceRight\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"align\",spaceLeft ? \"center\" : \"left\");\n\t\t\t} else if(spaceLeft) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"align\",\"right\");\n\t\t\t}\n\t\t\t// Move back to the closing `|`\n\t\t\tthis.parser.pos--;\n\t\t}\n\t\tcol++;\n\t\tcellRegExp.lastIndex = this.parser.pos;\n\t\tcellMatch = cellRegExp.exec(this.parser.source);\n\t}\n\treturn tree;\n};\n\nexports.parse = function() {\n\tvar rowContainerTypes = {\"c\":\"caption\", \"h\":\"thead\", \"\":\"tbody\", \"f\":\"tfoot\"},\n\t\ttable = {type: \"element\", tag: \"table\", children: []},\n\t\trowRegExp = /^\\|([^\\n]*)\\|([fhck]?)\\r?(?:\\n|$)/mg,\n\t\trowTermRegExp = /(\\|(?:[fhck]?)\\r?(?:\\n|$))/mg,\n\t\tprevColumns = [],\n\t\tcurrRowType,\n\t\trowContainer,\n\t\trowCount = 0;\n\t// Match the row\n\trowRegExp.lastIndex = this.parser.pos;\n\tvar rowMatch = rowRegExp.exec(this.parser.source);\n\twhile(rowMatch && rowMatch.index === this.parser.pos) {\n\t\tvar rowType = rowMatch[2];\n\t\t// Check if it is a class assignment\n\t\tif(rowType === \"k\") {\n\t\t\t$tw.utils.addClassToParseTreeNode(table,rowMatch[1]);\n\t\t\tthis.parser.pos = rowMatch.index + rowMatch[0].length;\n\t\t} else {\n\t\t\t// Otherwise, create a new row if this one is of a different type\n\t\t\tif(rowType !== currRowType) {\n\t\t\t\trowContainer = {type: \"element\", tag: rowContainerTypes[rowType], children: []};\n\t\t\t\ttable.children.push(rowContainer);\n\t\t\t\tcurrRowType = rowType;\n\t\t\t}\n\t\t\t// Is this a caption row?\n\t\t\tif(currRowType === \"c\") {\n\t\t\t\t// If so, move past the opening `|` of the row\n\t\t\t\tthis.parser.pos++;\n\t\t\t\t// Move the caption to the first row if it isn't already\n\t\t\t\tif(table.children.length !== 1) {\n\t\t\t\t\ttable.children.pop(); // Take rowContainer out of the children array\n\t\t\t\t\ttable.children.splice(0,0,rowContainer); // Insert it at the bottom\t\t\t\t\t\t\n\t\t\t\t}\n\t\t\t\t// Set the alignment - TODO: figure out why TW did this\n//\t\t\t\trowContainer.attributes.align = rowCount === 0 ? \"top\" : \"bottom\";\n\t\t\t\t// Parse the caption\n\t\t\t\trowContainer.children = this.parser.parseInlineRun(rowTermRegExp,{eatTerminator: true});\n\t\t\t} else {\n\t\t\t\t// Create the row\n\t\t\t\tvar theRow = {type: \"element\", tag: \"tr\", children: []};\n\t\t\t\t$tw.utils.addClassToParseTreeNode(theRow,rowCount%2 ? \"oddRow\" : \"evenRow\");\n\t\t\t\trowContainer.children.push(theRow);\n\t\t\t\t// Process the row\n\t\t\t\ttheRow.children = processRow.call(this,prevColumns);\n\t\t\t\tthis.parser.pos = rowMatch.index + rowMatch[0].length;\n\t\t\t\t// Increment the row count\n\t\t\t\trowCount++;\n\t\t\t}\n\t\t}\n\t\trowMatch = rowRegExp.exec(this.parser.source);\n\t}\n\treturn [table];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/transcludeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/transcludeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/transcludeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for block-level transclusion. For example:\n\n```\n{{MyTiddler}}\n{{MyTiddler||TemplateTitle}}\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"transcludeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{([^\\{\\}\\|]*)(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}(?:\\r?\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar template = $tw.utils.trim(this.match[2]),\n\t\ttextRef = $tw.utils.trim(this.match[1]);\n\t// Prepare the transclude widget\n\tvar transcludeNode = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {},\n\t\t\tisBlock: true\n\t\t};\n\t// Prepare the tiddler widget\n\tvar tr, targetTitle, targetField, targetIndex, tiddlerNode;\n\tif(textRef) {\n\t\ttr = $tw.utils.parseTextReference(textRef);\n\t\ttargetTitle = tr.title;\n\t\ttargetField = tr.field;\n\t\ttargetIndex = tr.index;\n\t\ttiddlerNode = {\n\t\t\ttype: \"tiddler\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: targetTitle}\n\t\t\t},\n\t\t\tisBlock: true,\n\t\t\tchildren: [transcludeNode]\n\t\t};\n\t}\n\tif(template) {\n\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: template};\n\t\tif(textRef) {\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t} else {\n\t\tif(textRef) {\n\t\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: targetTitle};\n\t\t\tif(targetField) {\n\t\t\t\ttranscludeNode.attributes.field = {type: \"string\", value: targetField};\n\t\t\t}\n\t\t\tif(targetIndex) {\n\t\t\t\ttranscludeNode.attributes.index = {type: \"string\", value: targetIndex};\n\t\t\t}\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/transcludeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/transcludeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/transcludeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for inline-level transclusion. For example:\n\n```\n{{MyTiddler}}\n{{MyTiddler||TemplateTitle}}\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"transcludeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{([^\\{\\}\\|]*)(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar template = $tw.utils.trim(this.match[2]),\n\t\ttextRef = $tw.utils.trim(this.match[1]);\n\t// Prepare the transclude widget\n\tvar transcludeNode = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {}\n\t\t};\n\t// Prepare the tiddler widget\n\tvar tr, targetTitle, targetField, targetIndex, tiddlerNode;\n\tif(textRef) {\n\t\ttr = $tw.utils.parseTextReference(textRef);\n\t\ttargetTitle = tr.title;\n\t\ttargetField = tr.field;\n\t\ttargetIndex = tr.index;\n\t\ttiddlerNode = {\n\t\t\ttype: \"tiddler\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: targetTitle}\n\t\t\t},\n\t\t\tchildren: [transcludeNode]\n\t\t};\n\t}\n\tif(template) {\n\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: template};\n\t\tif(textRef) {\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t} else {\n\t\tif(textRef) {\n\t\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: targetTitle};\n\t\t\tif(targetField) {\n\t\t\t\ttranscludeNode.attributes.field = {type: \"string\", value: targetField};\n\t\t\t}\n\t\t\tif(targetIndex) {\n\t\t\t\ttranscludeNode.attributes.index = {type: \"string\", value: targetIndex};\n\t\t\t}\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/typedblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/typedblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/typedblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for typed blocks. For example:\n\n```\n$$$.js\nThis will be rendered as JavaScript\n$$$\n\n$$$.svg\n<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"150\" height=\"100\">\n <circle cx=\"100\" cy=\"50\" r=\"40\" stroke=\"black\" stroke-width=\"2\" fill=\"red\" />\n</svg>\n$$$\n\n$$$text/vnd.tiddlywiki>text/html\nThis will be rendered as an //HTML representation// of WikiText\n$$$\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.name = \"typedblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\$\\$\\$([^ >\\r\\n]*)(?: *> *([^ \\r\\n]+))?\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /\\r?\\n\\$\\$\\$\\r?(?:\\n|$)/mg;\n\t// Save the type\n\tvar parseType = this.match[1],\n\t\trenderType = this.match[2];\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Look for the end of the block\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the block\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\t// Parse the block according to the specified type\n\tvar parser = this.parser.wiki.parseText(parseType,text,{defaultType: \"text/plain\"});\n\t// If there's no render type, just return the parse tree\n\tif(!renderType) {\n\t\treturn parser.tree;\n\t} else {\n\t\t// Otherwise, render to the rendertype and return in a <PRE> tag\n\t\tvar widgetNode = this.parser.wiki.makeWidget(parser),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\ttext = renderType === \"text/html\" ? container.innerHTML : container.textContent;\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"pre\",\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\ttext: text\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/whitespace.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/whitespace.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/whitespace.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for whitespace specifications\n\n```\n\\whitespace trim\n\\whitespace notrim\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"whitespace\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\whitespace[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\tvar self = this;\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse whitespace delimited tokens terminated by a line break\n\tvar reMatch = /[^\\S\\n]*(\\S+)|(\\r?\\n)/mg,\n\t\ttokens = [];\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\twhile(match && match.index === this.parser.pos) {\n\t\tthis.parser.pos = reMatch.lastIndex;\n\t\t// Exit if we've got the line break\n\t\tif(match[2]) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the token\n\t\tif(match[1]) {\n\t\t\ttokens.push(match[1]);\n\t\t}\n\t\t// Match the next token\n\t\tmatch = reMatch.exec(this.parser.source);\n\t}\n\t// Process the tokens\n\t$tw.utils.each(tokens,function(token) {\n\t\tswitch(token) {\n\t\t\tcase \"trim\":\n\t\t\t\tself.parser.configTrimWhiteSpace = true;\n\t\t\t\tbreak;\n\t\t\tcase \"notrim\":\n\t\t\t\tself.parser.configTrimWhiteSpace = false;\n\t\t\t\tbreak;\n\t\t}\n\t});\n\t// No parse tree nodes to return\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/wikilink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/wikilink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/wikilink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for wiki links. For example:\n\n```\nAWikiLink\nAnotherLink\n~SuppressedLink\n```\n\nPrecede a camel case word with `~` to prevent it from being recognised as a link.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"wikilink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = new RegExp($tw.config.textPrimitives.unWikiLink + \"?\" + $tw.config.textPrimitives.wikiLink,\"mg\");\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get the details of the match\n\tvar linkText = this.match[0];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// If the link starts with the unwikilink character then just output it as plain text\n\tif(linkText.substr(0,1) === $tw.config.textPrimitives.unWikiLink) {\n\t\treturn [{type: \"text\", text: linkText.substr(1)}];\n\t}\n\t// If the link has been preceded with a blocked letter then don't treat it as a link\n\tif(this.match.index > 0) {\n\t\tvar preRegExp = new RegExp($tw.config.textPrimitives.blockPrefixLetters,\"mg\");\n\t\tpreRegExp.lastIndex = this.match.index-1;\n\t\tvar preMatch = preRegExp.exec(this.parser.source);\n\t\tif(preMatch && preMatch.index === this.match.index-1) {\n\t\t\treturn [{type: \"text\", text: linkText}];\n\t\t}\n\t}\n\treturn [{\n\t\ttype: \"link\",\n\t\tattributes: {\n\t\t\tto: {type: \"string\", value: linkText}\n\t\t},\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\ttext: linkText\n\t\t}]\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/wikiparser.js": {
"title": "$:/core/modules/parsers/wikiparser/wikiparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/wikiparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe wiki text parser processes blocks of source text into a parse tree.\n\nThe parse tree is made up of nested arrays of these JavaScript objects:\n\n\t{type: \"element\", tag: <string>, attributes: {}, children: []} - an HTML element\n\t{type: \"text\", text: <string>} - a text node\n\t{type: \"entity\", value: <string>} - an entity\n\t{type: \"raw\", html: <string>} - raw HTML\n\nAttributes are stored as hashmaps of the following objects:\n\n\t{type: \"string\", value: <string>} - literal string\n\t{type: \"indirect\", textReference: <textReference>} - indirect through a text reference\n\t{type: \"macro\", macro: <TBD>} - indirect through a macro invocation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar WikiParser = function(type,text,options) {\n\tthis.wiki = options.wiki;\n\tvar self = this;\n\t// Check for an externally linked tiddler\n\tif($tw.browser && (text || \"\") === \"\" && options._canonical_uri) {\n\t\tthis.loadRemoteTiddler(options._canonical_uri);\n\t\ttext = $tw.language.getRawString(\"LazyLoadingWarning\");\n\t}\n\t// Initialise the classes if we don't have them already\n\tif(!this.pragmaRuleClasses) {\n\t\tWikiParser.prototype.pragmaRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"pragma\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.pragmaRuleClasses,\"$:/config/WikiParserRules/Pragmas/\");\n\t}\n\tif(!this.blockRuleClasses) {\n\t\tWikiParser.prototype.blockRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"block\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.blockRuleClasses,\"$:/config/WikiParserRules/Block/\");\n\t}\n\tif(!this.inlineRuleClasses) {\n\t\tWikiParser.prototype.inlineRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"inline\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.inlineRuleClasses,\"$:/config/WikiParserRules/Inline/\");\n\t}\n\t// Save the parse text\n\tthis.type = type || \"text/vnd.tiddlywiki\";\n\tthis.source = text || \"\";\n\tthis.sourceLength = this.source.length;\n\t// Flag for ignoring whitespace\n\tthis.configTrimWhiteSpace = false;\n\t// Set current parse position\n\tthis.pos = 0;\n\t// Instantiate the pragma parse rules\n\tthis.pragmaRules = this.instantiateRules(this.pragmaRuleClasses,\"pragma\",0);\n\t// Instantiate the parser block and inline rules\n\tthis.blockRules = this.instantiateRules(this.blockRuleClasses,\"block\",0);\n\tthis.inlineRules = this.instantiateRules(this.inlineRuleClasses,\"inline\",0);\n\t// Parse any pragmas\n\tthis.tree = [];\n\tvar topBranch = this.parsePragmas();\n\t// Parse the text into inline runs or blocks\n\tif(options.parseAsInline) {\n\t\ttopBranch.push.apply(topBranch,this.parseInlineRun());\n\t} else {\n\t\ttopBranch.push.apply(topBranch,this.parseBlocks());\n\t}\n\t// Return the parse tree\n};\n\n/*\n*/\nWikiParser.prototype.loadRemoteTiddler = function(url) {\n\tvar self = this;\n\t$tw.utils.httpRequest({\n\t\turl: url,\n\t\ttype: \"GET\",\n\t\tcallback: function(err,data) {\n\t\t\tif(!err) {\n\t\t\t\tvar tiddlers = self.wiki.deserializeTiddlers(\".tid\",data,self.wiki.getCreationFields());\n\t\t\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\t\t\ttiddler[\"_canonical_uri\"] = url;\n\t\t\t\t});\n\t\t\t\tif(tiddlers) {\n\t\t\t\t\tself.wiki.addTiddlers(tiddlers);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\n*/\nWikiParser.prototype.setupRules = function(proto,configPrefix) {\n\tvar self = this;\n\tif(!$tw.safemode) {\n\t\t$tw.utils.each(proto,function(object,name) {\n\t\t\tif(self.wiki.getTiddlerText(configPrefix + name,\"enable\") !== \"enable\") {\n\t\t\t\tdelete proto[name];\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nInstantiate an array of parse rules\n*/\nWikiParser.prototype.instantiateRules = function(classes,type,startPos) {\n\tvar rulesInfo = [],\n\t\tself = this;\n\t$tw.utils.each(classes,function(RuleClass) {\n\t\t// Instantiate the rule\n\t\tvar rule = new RuleClass(self);\n\t\trule.is = {};\n\t\trule.is[type] = true;\n\t\trule.init(self);\n\t\tvar matchIndex = rule.findNextMatch(startPos);\n\t\tif(matchIndex !== undefined) {\n\t\t\trulesInfo.push({\n\t\t\t\trule: rule,\n\t\t\t\tmatchIndex: matchIndex\n\t\t\t});\n\t\t}\n\t});\n\treturn rulesInfo;\n};\n\n/*\nSkip any whitespace at the current position. Options are:\n\ttreatNewlinesAsNonWhitespace: true if newlines are NOT to be treated as whitespace\n*/\nWikiParser.prototype.skipWhitespace = function(options) {\n\toptions = options || {};\n\tvar whitespaceRegExp = options.treatNewlinesAsNonWhitespace ? /([^\\S\\n]+)/mg : /(\\s+)/mg;\n\twhitespaceRegExp.lastIndex = this.pos;\n\tvar whitespaceMatch = whitespaceRegExp.exec(this.source);\n\tif(whitespaceMatch && whitespaceMatch.index === this.pos) {\n\t\tthis.pos = whitespaceRegExp.lastIndex;\n\t}\n};\n\n/*\nGet the next match out of an array of parse rule instances\n*/\nWikiParser.prototype.findNextMatch = function(rules,startPos) {\n\t// Find the best matching rule by finding the closest match position\n\tvar matchingRule,\n\t\tmatchingRulePos = this.sourceLength;\n\t// Step through each rule\n\tfor(var t=0; t<rules.length; t++) {\n\t\tvar ruleInfo = rules[t];\n\t\t// Ask the rule to get the next match if we've moved past the current one\n\t\tif(ruleInfo.matchIndex !== undefined && ruleInfo.matchIndex < startPos) {\n\t\t\truleInfo.matchIndex = ruleInfo.rule.findNextMatch(startPos);\n\t\t}\n\t\t// Adopt this match if it's closer than the current best match\n\t\tif(ruleInfo.matchIndex !== undefined && ruleInfo.matchIndex <= matchingRulePos) {\n\t\t\tmatchingRule = ruleInfo;\n\t\t\tmatchingRulePos = ruleInfo.matchIndex;\n\t\t}\n\t}\n\treturn matchingRule;\n};\n\n/*\nParse any pragmas at the beginning of a block of parse text\n*/\nWikiParser.prototype.parsePragmas = function() {\n\tvar currentTreeBranch = this.tree;\n\twhile(true) {\n\t\t// Skip whitespace\n\t\tthis.skipWhitespace();\n\t\t// Check for the end of the text\n\t\tif(this.pos >= this.sourceLength) {\n\t\t\tbreak;\n\t\t}\n\t\t// Check if we've arrived at a pragma rule match\n\t\tvar nextMatch = this.findNextMatch(this.pragmaRules,this.pos);\n\t\t// If not, just exit\n\t\tif(!nextMatch || nextMatch.matchIndex !== this.pos) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the pragma rule\n\t\tvar subTree = nextMatch.rule.parse();\n\t\tif(subTree.length > 0) {\n\t\t\t// Quick hack; we only cope with a single parse tree node being returned, which is true at the moment\n\t\t\tcurrentTreeBranch.push.apply(currentTreeBranch,subTree);\n\t\t\tsubTree[0].children = [];\n\t\t\tcurrentTreeBranch = subTree[0].children;\n\t\t}\n\t}\n\treturn currentTreeBranch;\n};\n\n/*\nParse a block from the current position\n\tterminatorRegExpString: optional regular expression string that identifies the end of plain paragraphs. Must not include capturing parenthesis\n*/\nWikiParser.prototype.parseBlock = function(terminatorRegExpString) {\n\tvar terminatorRegExp = terminatorRegExpString ? new RegExp(\"(\" + terminatorRegExpString + \"|\\\\r?\\\\n\\\\r?\\\\n)\",\"mg\") : /(\\r?\\n\\r?\\n)/mg;\n\tthis.skipWhitespace();\n\tif(this.pos >= this.sourceLength) {\n\t\treturn [];\n\t}\n\t// Look for a block rule that applies at the current position\n\tvar nextMatch = this.findNextMatch(this.blockRules,this.pos);\n\tif(nextMatch && nextMatch.matchIndex === this.pos) {\n\t\treturn nextMatch.rule.parse();\n\t}\n\t// Treat it as a paragraph if we didn't find a block rule\n\treturn [{type: \"element\", tag: \"p\", children: this.parseInlineRun(terminatorRegExp)}];\n};\n\n/*\nParse a series of blocks of text until a terminating regexp is encountered or the end of the text\n\tterminatorRegExpString: terminating regular expression\n*/\nWikiParser.prototype.parseBlocks = function(terminatorRegExpString) {\n\tif(terminatorRegExpString) {\n\t\treturn this.parseBlocksTerminated(terminatorRegExpString);\n\t} else {\n\t\treturn this.parseBlocksUnterminated();\n\t}\n};\n\n/*\nParse a block from the current position to the end of the text\n*/\nWikiParser.prototype.parseBlocksUnterminated = function() {\n\tvar tree = [];\n\twhile(this.pos < this.sourceLength) {\n\t\ttree.push.apply(tree,this.parseBlock());\n\t}\n\treturn tree;\n};\n\n/*\nParse blocks of text until a terminating regexp is encountered\n*/\nWikiParser.prototype.parseBlocksTerminated = function(terminatorRegExpString) {\n\tvar terminatorRegExp = new RegExp(\"(\" + terminatorRegExpString + \")\",\"mg\"),\n\t\ttree = [];\n\t// Skip any whitespace\n\tthis.skipWhitespace();\n\t// Check if we've got the end marker\n\tterminatorRegExp.lastIndex = this.pos;\n\tvar match = terminatorRegExp.exec(this.source);\n\t// Parse the text into blocks\n\twhile(this.pos < this.sourceLength && !(match && match.index === this.pos)) {\n\t\tvar blocks = this.parseBlock(terminatorRegExpString);\n\t\ttree.push.apply(tree,blocks);\n\t\t// Skip any whitespace\n\t\tthis.skipWhitespace();\n\t\t// Check if we've got the end marker\n\t\tterminatorRegExp.lastIndex = this.pos;\n\t\tmatch = terminatorRegExp.exec(this.source);\n\t}\n\tif(match && match.index === this.pos) {\n\t\tthis.pos = match.index + match[0].length;\n\t}\n\treturn tree;\n};\n\n/*\nParse a run of text at the current position\n\tterminatorRegExp: a regexp at which to stop the run\n\toptions: see below\nOptions available:\n\teatTerminator: move the parse position past any encountered terminator (default false)\n*/\nWikiParser.prototype.parseInlineRun = function(terminatorRegExp,options) {\n\tif(terminatorRegExp) {\n\t\treturn this.parseInlineRunTerminated(terminatorRegExp,options);\n\t} else {\n\t\treturn this.parseInlineRunUnterminated(options);\n\t}\n};\n\nWikiParser.prototype.parseInlineRunUnterminated = function(options) {\n\tvar tree = [];\n\t// Find the next occurrence of an inline rule\n\tvar nextMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t// Loop around the matches until we've reached the end of the text\n\twhile(this.pos < this.sourceLength && nextMatch) {\n\t\t// Process the text preceding the run rule\n\t\tif(nextMatch.matchIndex > this.pos) {\n\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,nextMatch.matchIndex));\n\t\t\tthis.pos = nextMatch.matchIndex;\n\t\t}\n\t\t// Process the run rule\n\t\ttree.push.apply(tree,nextMatch.rule.parse());\n\t\t// Look for the next run rule\n\t\tnextMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t}\n\t// Process the remaining text\n\tif(this.pos < this.sourceLength) {\n\t\tthis.pushTextWidget(tree,this.source.substr(this.pos));\n\t}\n\tthis.pos = this.sourceLength;\n\treturn tree;\n};\n\nWikiParser.prototype.parseInlineRunTerminated = function(terminatorRegExp,options) {\n\toptions = options || {};\n\tvar tree = [];\n\t// Find the next occurrence of the terminator\n\tterminatorRegExp.lastIndex = this.pos;\n\tvar terminatorMatch = terminatorRegExp.exec(this.source);\n\t// Find the next occurrence of a inlinerule\n\tvar inlineRuleMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t// Loop around until we've reached the end of the text\n\twhile(this.pos < this.sourceLength && (terminatorMatch || inlineRuleMatch)) {\n\t\t// Return if we've found the terminator, and it precedes any inline rule match\n\t\tif(terminatorMatch) {\n\t\t\tif(!inlineRuleMatch || inlineRuleMatch.matchIndex >= terminatorMatch.index) {\n\t\t\t\tif(terminatorMatch.index > this.pos) {\n\t\t\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,terminatorMatch.index));\n\t\t\t\t}\n\t\t\t\tthis.pos = terminatorMatch.index;\n\t\t\t\tif(options.eatTerminator) {\n\t\t\t\t\tthis.pos += terminatorMatch[0].length;\n\t\t\t\t}\n\t\t\t\treturn tree;\n\t\t\t}\n\t\t}\n\t\t// Process any inline rule, along with the text preceding it\n\t\tif(inlineRuleMatch) {\n\t\t\t// Preceding text\n\t\t\tif(inlineRuleMatch.matchIndex > this.pos) {\n\t\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,inlineRuleMatch.matchIndex));\n\t\t\t\tthis.pos = inlineRuleMatch.matchIndex;\n\t\t\t}\n\t\t\t// Process the inline rule\n\t\t\ttree.push.apply(tree,inlineRuleMatch.rule.parse());\n\t\t\t// Look for the next inline rule\n\t\t\tinlineRuleMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t\t\t// Look for the next terminator match\n\t\t\tterminatorRegExp.lastIndex = this.pos;\n\t\t\tterminatorMatch = terminatorRegExp.exec(this.source);\n\t\t}\n\t}\n\t// Process the remaining text\n\tif(this.pos < this.sourceLength) {\n\t\tthis.pushTextWidget(tree,this.source.substr(this.pos));\n\t}\n\tthis.pos = this.sourceLength;\n\treturn tree;\n};\n\n/*\nPush a text widget onto an array, respecting the configTrimWhiteSpace setting\n*/\nWikiParser.prototype.pushTextWidget = function(array,text) {\n\tif(this.configTrimWhiteSpace) {\n\t\ttext = $tw.utils.trim(text);\n\t}\n\tif(text) {\n\t\tarray.push({type: \"text\", text: text});\t\t\n\t}\n};\n\n/*\nParse zero or more class specifiers `.classname`\n*/\nWikiParser.prototype.parseClasses = function() {\n\tvar classRegExp = /\\.([^\\s\\.]+)/mg,\n\t\tclassNames = [];\n\tclassRegExp.lastIndex = this.pos;\n\tvar match = classRegExp.exec(this.source);\n\twhile(match && match.index === this.pos) {\n\t\tthis.pos = match.index + match[0].length;\n\t\tclassNames.push(match[1]);\n\t\tmatch = classRegExp.exec(this.source);\n\t}\n\treturn classNames;\n};\n\n/*\nAmend the rules used by this instance of the parser\n\ttype: `only` keeps just the named rules, `except` keeps all but the named rules\n\tnames: array of rule names\n*/\nWikiParser.prototype.amendRules = function(type,names) {\n\tnames = names || [];\n\t// Define the filter function\n\tvar keepFilter;\n\tif(type === \"only\") {\n\t\tkeepFilter = function(name) {\n\t\t\treturn names.indexOf(name) !== -1;\n\t\t};\n\t} else if(type === \"except\") {\n\t\tkeepFilter = function(name) {\n\t\t\treturn names.indexOf(name) === -1;\n\t\t};\n\t} else {\n\t\treturn;\n\t}\n\t// Define a function to process each of our rule arrays\n\tvar processRuleArray = function(ruleArray) {\n\t\tfor(var t=ruleArray.length-1; t>=0; t--) {\n\t\t\tif(!keepFilter(ruleArray[t].rule.name)) {\n\t\t\t\truleArray.splice(t,1);\n\t\t\t}\n\t\t}\n\t};\n\t// Process each rule array\n\tprocessRuleArray(this.pragmaRules);\n\tprocessRuleArray(this.blockRules);\n\tprocessRuleArray(this.inlineRules);\n};\n\nexports[\"text/vnd.tiddlywiki\"] = WikiParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/wikiparser/rules/wikirulebase.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/wikirulebase.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/wikirulebase.js\ntype: application/javascript\nmodule-type: global\n\nBase class for wiki parser rules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nThis constructor is always overridden with a blank constructor, and so shouldn't be used\n*/\nvar WikiRuleBase = function() {\n};\n\n/*\nTo be overridden by individual rules\n*/\nWikiRuleBase.prototype.init = function(parser) {\n\tthis.parser = parser;\n};\n\n/*\nDefault implementation of findNextMatch uses RegExp matching\n*/\nWikiRuleBase.prototype.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\treturn this.match ? this.match.index : undefined;\n};\n\nexports.WikiRuleBase = WikiRuleBase;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/pluginswitcher.js": {
"title": "$:/core/modules/pluginswitcher.js",
"text": "/*\\\ntitle: $:/core/modules/pluginswitcher.js\ntype: application/javascript\nmodule-type: global\n\nManages switching plugins for themes and languages.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\noptions:\nwiki: wiki store to be used\npluginType: type of plugin to be switched\ncontrollerTitle: title of tiddler used to control switching of this resource\ndefaultPlugins: array of default plugins to be used if nominated plugin isn't found\nonSwitch: callback when plugin is switched (single parameter is array of plugin titles)\n*/\nfunction PluginSwitcher(options) {\n\tthis.wiki = options.wiki;\n\tthis.pluginType = options.pluginType;\n\tthis.controllerTitle = options.controllerTitle;\n\tthis.defaultPlugins = options.defaultPlugins || [];\n\tthis.onSwitch = options.onSwitch;\n\t// Switch to the current plugin\n\tthis.switchPlugins();\n\t// Listen for changes to the selected plugin\n\tvar self = this;\n\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,self.controllerTitle)) {\n\t\t\tself.switchPlugins();\n\t\t}\n\t});\n}\n\nPluginSwitcher.prototype.switchPlugins = function() {\n\t// Get the name of the current theme\n\tvar selectedPluginTitle = this.wiki.getTiddlerText(this.controllerTitle);\n\t// If it doesn't exist, then fallback to one of the default themes\n\tvar index = 0;\n\twhile(!this.wiki.getTiddler(selectedPluginTitle) && index < this.defaultPlugins.length) {\n\t\tselectedPluginTitle = this.defaultPlugins[index++];\n\t}\n\t// Accumulate the titles of the plugins that we need to load\n\tvar plugins = [],\n\t\tself = this,\n\t\taccumulatePlugin = function(title) {\n\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\tif(tiddler && tiddler.isPlugin() && plugins.indexOf(title) === -1) {\n\t\t\t\tplugins.push(title);\n\t\t\t\tvar pluginInfo = JSON.parse(self.wiki.getTiddlerText(title)),\n\t\t\t\t\tdependents = $tw.utils.parseStringArray(tiddler.fields.dependents || \"\");\n\t\t\t\t$tw.utils.each(dependents,function(title) {\n\t\t\t\t\taccumulatePlugin(title);\n\t\t\t\t});\n\t\t\t}\n\t\t};\n\taccumulatePlugin(selectedPluginTitle);\n\t// Unregister any existing theme tiddlers\n\tvar unregisteredTiddlers = $tw.wiki.unregisterPluginTiddlers(this.pluginType);\n\t// Register any new theme tiddlers\n\tvar registeredTiddlers = $tw.wiki.registerPluginTiddlers(this.pluginType,plugins);\n\t// Unpack the current theme tiddlers\n\t$tw.wiki.unpackPluginTiddlers();\n\t// Call the switch handler\n\tif(this.onSwitch) {\n\t\tthis.onSwitch(plugins);\n\t}\n};\n\nexports.PluginSwitcher = PluginSwitcher;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/saver-handler.js": {
"title": "$:/core/modules/saver-handler.js",
"text": "/*\\\ntitle: $:/core/modules/saver-handler.js\ntype: application/javascript\nmodule-type: global\n\nThe saver handler tracks changes to the store and handles saving the entire wiki via saver modules.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInstantiate the saver handler with the following options:\nwiki: wiki to be synced\ndirtyTracking: true if dirty tracking should be performed\n*/\nfunction SaverHandler(options) {\n\tvar self = this;\n\tthis.wiki = options.wiki;\n\tthis.dirtyTracking = options.dirtyTracking;\n\tthis.pendingAutoSave = false;\n\t// Make a logger\n\tthis.logger = new $tw.utils.Logger(\"saver-handler\");\n\t// Initialise our savers\n\tif($tw.browser) {\n\t\tthis.initSavers();\n\t}\n\t// Only do dirty tracking if required\n\tif($tw.browser && this.dirtyTracking) {\n\t\t// Compile the dirty tiddler filter\n\t\tthis.filterFn = this.wiki.compileFilter(this.wiki.getTiddlerText(this.titleSyncFilter));\n\t\t// Count of changes that have not yet been saved\n\t\tthis.numChanges = 0;\n\t\t// Listen out for changes to tiddlers\n\t\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\t\t// Filter the changes so that we only count changes to tiddlers that we care about\n\t\t\tvar filteredChanges = self.filterFn.call(self.wiki,function(iterator) {\n\t\t\t\t$tw.utils.each(changes,function(change,title) {\n\t\t\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\t\t\titerator(tiddler,title);\n\t\t\t\t});\n\t\t\t});\n\t\t\t// Adjust the number of changes\n\t\t\tself.numChanges += filteredChanges.length;\n\t\t\tself.updateDirtyStatus();\n\t\t\t// Do any autosave if one is pending and there's no more change events\n\t\t\tif(self.pendingAutoSave && self.wiki.getSizeOfTiddlerEventQueue() === 0) {\n\t\t\t\t// Check if we're dirty\n\t\t\t\tif(self.numChanges > 0) {\n\t\t\t\t\tself.saveWiki({\n\t\t\t\t\t\tmethod: \"autosave\",\n\t\t\t\t\t\tdownloadType: \"text/plain\"\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tself.pendingAutoSave = false;\n\t\t\t}\n\t\t});\n\t\t// Listen for the autosave event\n\t\t$tw.rootWidget.addEventListener(\"tm-auto-save-wiki\",function(event) {\n\t\t\t// Do the autosave unless there are outstanding tiddler change events\n\t\t\tif(self.wiki.getSizeOfTiddlerEventQueue() === 0) {\n\t\t\t\t// Check if we're dirty\n\t\t\t\tif(self.numChanges > 0) {\n\t\t\t\t\tself.saveWiki({\n\t\t\t\t\t\tmethod: \"autosave\",\n\t\t\t\t\t\tdownloadType: \"text/plain\"\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// Otherwise put ourselves in the \"pending autosave\" state and wait for the change event before we do the autosave\n\t\t\t\tself.pendingAutoSave = true;\n\t\t\t}\n\t\t});\n\t\t// Set up our beforeunload handler\n\t\t$tw.addUnloadTask(function(event) {\n\t\t\tvar confirmationMessage;\n\t\t\tif(self.isDirty()) {\n\t\t\t\tconfirmationMessage = $tw.language.getString(\"UnsavedChangesWarning\");\n\t\t\t\tevent.returnValue = confirmationMessage; // Gecko\n\t\t\t}\n\t\t\treturn confirmationMessage;\n\t\t});\n\t}\n\t// Install the save action handlers\n\tif($tw.browser) {\n\t\t$tw.rootWidget.addEventListener(\"tm-save-wiki\",function(event) {\n\t\t\tself.saveWiki({\n\t\t\t\ttemplate: event.param,\n\t\t\t\tdownloadType: \"text/plain\",\n\t\t\t\tvariables: event.paramObject\n\t\t\t});\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-download-file\",function(event) {\n\t\t\tself.saveWiki({\n\t\t\t\tmethod: \"download\",\n\t\t\t\ttemplate: event.param,\n\t\t\t\tdownloadType: \"text/plain\",\n\t\t\t\tvariables: event.paramObject\n\t\t\t});\n\t\t});\n\t}\n}\n\nSaverHandler.prototype.titleSyncFilter = \"$:/config/SaverFilter\";\nSaverHandler.prototype.titleAutoSave = \"$:/config/AutoSave\";\nSaverHandler.prototype.titleSavedNotification = \"$:/language/Notifications/Save/Done\";\n\n/*\nSelect the appropriate saver modules and set them up\n*/\nSaverHandler.prototype.initSavers = function(moduleType) {\n\tmoduleType = moduleType || \"saver\";\n\t// Instantiate the available savers\n\tthis.savers = [];\n\tvar self = this;\n\t$tw.modules.forEachModuleOfType(moduleType,function(title,module) {\n\t\tif(module.canSave(self)) {\n\t\t\tself.savers.push(module.create(self.wiki));\n\t\t}\n\t});\n\t// Sort the savers into priority order\n\tthis.savers.sort(function(a,b) {\n\t\tif(a.info.priority < b.info.priority) {\n\t\t\treturn -1;\n\t\t} else {\n\t\t\tif(a.info.priority > b.info.priority) {\n\t\t\t\treturn +1;\n\t\t\t} else {\n\t\t\t\treturn 0;\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\nSave the wiki contents. Options are:\n\tmethod: \"save\", \"autosave\" or \"download\"\n\ttemplate: the tiddler containing the template to save\n\tdownloadType: the content type for the saved file\n*/\nSaverHandler.prototype.saveWiki = function(options) {\n\toptions = options || {};\n\tvar self = this,\n\t\tmethod = options.method || \"save\",\n\t\tvariables = options.variables || {},\n\t\ttemplate = options.template || \"$:/core/save/all\",\n\t\tdownloadType = options.downloadType || \"text/plain\",\n\t\ttext = this.wiki.renderTiddler(downloadType,template,options),\n\t\tcallback = function(err) {\n\t\t\tif(err) {\n\t\t\t\talert($tw.language.getString(\"Error/WhileSaving\") + \":\\n\\n\" + err);\n\t\t\t} else {\n\t\t\t\t// Clear the task queue if we're saving (rather than downloading)\n\t\t\t\tif(method !== \"download\") {\n\t\t\t\t\tself.numChanges = 0;\n\t\t\t\t\tself.updateDirtyStatus();\n\t\t\t\t}\n\t\t\t\t$tw.notifier.display(self.titleSavedNotification);\n\t\t\t\tif(options.callback) {\n\t\t\t\t\toptions.callback();\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\t// Ignore autosave if disabled\n\tif(method === \"autosave\" && this.wiki.getTiddlerText(this.titleAutoSave,\"yes\") !== \"yes\") {\n\t\treturn false;\n\t}\n\t// Call the highest priority saver that supports this method\n\tfor(var t=this.savers.length-1; t>=0; t--) {\n\t\tvar saver = this.savers[t];\n\t\tif(saver.info.capabilities.indexOf(method) !== -1 && saver.save(text,method,callback,{variables: {filename: variables.filename}})) {\n\t\t\tthis.logger.log(\"Saving wiki with method\",method,\"through saver\",saver.info.name);\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\n/*\nChecks whether the wiki is dirty (ie the window shouldn't be closed)\n*/\nSaverHandler.prototype.isDirty = function() {\n\treturn this.numChanges > 0;\n};\n\n/*\nUpdate the document body with the class \"tc-dirty\" if the wiki has unsaved/unsynced changes\n*/\nSaverHandler.prototype.updateDirtyStatus = function() {\n\tif($tw.browser) {\n\t\t$tw.utils.toggleClass(document.body,\"tc-dirty\",this.isDirty());\n\t}\n};\n\nexports.SaverHandler = SaverHandler;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/savers/andtidwiki.js": {
"title": "$:/core/modules/savers/andtidwiki.js",
"text": "/*\\\ntitle: $:/core/modules/savers/andtidwiki.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the AndTidWiki Android app\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar AndTidWiki = function(wiki) {\n};\n\nAndTidWiki.prototype.save = function(text,method,callback) {\n\t// Get the pathname of this document\n\tvar pathname = decodeURIComponent(document.location.toString().split(\"#\")[0]);\n\t// Strip the file://\n\tif(pathname.indexOf(\"file://\") === 0) {\n\t\tpathname = pathname.substr(7);\n\t}\n\t// Strip any query or location part\n\tvar p = pathname.indexOf(\"?\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\tp = pathname.indexOf(\"#\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\t// Save the file\n\twindow.twi.saveFile(pathname,text);\n\t// Call the callback\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nAndTidWiki.prototype.info = {\n\tname: \"andtidwiki\",\n\tpriority: 1600,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.twi && !!window.twi.saveFile;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new AndTidWiki(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/beaker.js": {
"title": "$:/core/modules/savers/beaker.js",
"text": "/*\\\ntitle: $:/core/modules/savers/beaker.js\ntype: application/javascript\nmodule-type: saver\n\nSaves files using the Beaker browser's (https://beakerbrowser.com) Dat protocol (https://datproject.org/)\nCompatible with beaker >= V0.7.2\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSet up the saver\n*/\nvar BeakerSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nBeakerSaver.prototype.save = function(text,method,callback) {\n\tvar dat = new DatArchive(\"\" + window.location),\n\t\tpathname = (\"\" + window.location.pathname).split(\"#\")[0];\n\tdat.stat(pathname).then(function(value) {\n\t\tif(value.isDirectory()) {\n\t\t\tpathname = pathname + \"/index.html\";\n\t\t}\n\t\tdat.writeFile(pathname,text,\"utf8\").then(function(value) {\n\t\t\tcallback(null);\n\t\t},function(reason) {\n\t\t\tcallback(\"Beaker Saver Write Error: \" + reason);\n\t\t});\n\t},function(reason) {\n\t\tcallback(\"Beaker Saver Stat Error: \" + reason);\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nBeakerSaver.prototype.info = {\n\tname: \"beaker\",\n\tpriority: 3000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.DatArchive && location.protocol===\"dat:\";\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new BeakerSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/download.js": {
"title": "$:/core/modules/savers/download.js",
"text": "/*\\\ntitle: $:/core/modules/savers/download.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via HTML5's download APIs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar DownloadSaver = function(wiki) {\n};\n\nDownloadSaver.prototype.save = function(text,method,callback,options) {\n\toptions = options || {};\n\t// Get the current filename\n\tvar filename = options.variables.filename;\n\tif(!filename) {\n\t\tvar p = document.location.pathname.lastIndexOf(\"/\");\n\t\tif(p !== -1) {\n\t\t\t// We decode the pathname because document.location is URL encoded by the browser\n\t\t\tfilename = decodeURIComponent(document.location.pathname.substr(p+1));\n\t\t}\n\t}\n\tif(!filename) {\n\t\tfilename = \"tiddlywiki.html\";\n\t}\n\t// Set up the link\n\tvar link = document.createElement(\"a\");\n\tif(Blob !== undefined) {\n\t\tvar blob = new Blob([text], {type: \"text/html\"});\n\t\tlink.setAttribute(\"href\", URL.createObjectURL(blob));\n\t} else {\n\t\tlink.setAttribute(\"href\",\"data:text/html,\" + encodeURIComponent(text));\n\t}\n\tlink.setAttribute(\"download\",filename);\n\tdocument.body.appendChild(link);\n\tlink.click();\n\tdocument.body.removeChild(link);\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nDownloadSaver.prototype.info = {\n\tname: \"download\",\n\tpriority: 100\n};\n\nObject.defineProperty(DownloadSaver.prototype.info, \"capabilities\", {\n\tget: function() {\n\t\tvar capabilities = [\"save\", \"download\"];\n\t\tif(($tw.wiki.getTextReference(\"$:/config/DownloadSaver/AutoSave\") || \"\").toLowerCase() === \"yes\") {\n\t\t\tcapabilities.push(\"autosave\");\n\t\t}\n\t\treturn capabilities;\n\t}\n});\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn document.createElement(\"a\").download !== undefined;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new DownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/fsosaver.js": {
"title": "$:/core/modules/savers/fsosaver.js",
"text": "/*\\\ntitle: $:/core/modules/savers/fsosaver.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via MS FileSystemObject ActiveXObject\n\nNote: Since TiddlyWiki's markup contains the MOTW, the FileSystemObject normally won't be available. \nHowever, if the wiki is loaded as an .HTA file (Windows HTML Applications) then the FSO can be used.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar FSOSaver = function(wiki) {\n};\n\nFSOSaver.prototype.save = function(text,method,callback) {\n\t// Get the pathname of this document\n\tvar pathname = unescape(document.location.pathname);\n\t// Test for a Windows path of the form /x:\\blah...\n\tif(/^\\/[A-Z]\\:\\\\[^\\\\]+/i.test(pathname)) {\t// ie: ^/[a-z]:/[^/]+\n\t\t// Remove the leading slash\n\t\tpathname = pathname.substr(1);\n\t} else if(document.location.hostname !== \"\" && /^\\/\\\\[^\\\\]+\\\\[^\\\\]+/i.test(pathname)) {\t// test for \\\\server\\share\\blah... - ^/[^/]+/[^/]+\n\t\t// Remove the leading slash\n\t\tpathname = pathname.substr(1);\n\t\t// reconstruct UNC path\n\t\tpathname = \"\\\\\\\\\" + document.location.hostname + pathname;\n\t} else {\n\t\treturn false;\n\t}\n\t// Save the file (as UTF-16)\n\tvar fso = new ActiveXObject(\"Scripting.FileSystemObject\");\n\tvar file = fso.OpenTextFile(pathname,2,-1,-1);\n\tfile.Write(text);\n\tfile.Close();\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nFSOSaver.prototype.info = {\n\tname: \"FSOSaver\",\n\tpriority: 120,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\ttry {\n\t\treturn (window.location.protocol === \"file:\") && !!(new ActiveXObject(\"Scripting.FileSystemObject\"));\n\t} catch(e) { return false; }\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new FSOSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/manualdownload.js": {
"title": "$:/core/modules/savers/manualdownload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/manualdownload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via HTML5's download APIs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Title of the tiddler containing the download message\nvar downloadInstructionsTitle = \"$:/language/Modals/Download\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar ManualDownloadSaver = function(wiki) {\n};\n\nManualDownloadSaver.prototype.save = function(text,method,callback) {\n\t$tw.modal.display(downloadInstructionsTitle,{\n\t\tdownloadLink: \"data:text/html,\" + encodeURIComponent(text)\n\t});\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nManualDownloadSaver.prototype.info = {\n\tname: \"manualdownload\",\n\tpriority: 0,\n\tcapabilities: [\"save\", \"download\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new ManualDownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/msdownload.js": {
"title": "$:/core/modules/savers/msdownload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/msdownload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via window.navigator.msSaveBlob()\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar MsDownloadSaver = function(wiki) {\n};\n\nMsDownloadSaver.prototype.save = function(text,method,callback) {\n\t// Get the current filename\n\tvar filename = \"tiddlywiki.html\",\n\t\tp = document.location.pathname.lastIndexOf(\"/\");\n\tif(p !== -1) {\n\t\tfilename = document.location.pathname.substr(p+1);\n\t}\n\t// Set up the link\n\tvar blob = new Blob([text], {type: \"text/html\"});\n\twindow.navigator.msSaveBlob(blob,filename);\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nMsDownloadSaver.prototype.info = {\n\tname: \"msdownload\",\n\tpriority: 110,\n\tcapabilities: [\"save\", \"download\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.navigator.msSaveBlob;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new MsDownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/put.js": {
"title": "$:/core/modules/savers/put.js",
"text": "/*\\\ntitle: $:/core/modules/savers/put.js\ntype: application/javascript\nmodule-type: saver\n\nSaves wiki by performing a PUT request to the server\n\nWorks with any server which accepts a PUT request\nto the current URL, such as a WebDAV server.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRetrieve ETag if available\n*/\nvar retrieveETag = function(self) {\n\tvar headers = {\n\t\tAccept: \"*/*;charset=UTF-8\"\n\t};\n\t$tw.utils.httpRequest({\n\t\turl: self.uri(),\n\t\ttype: \"HEAD\",\n\t\theaders: headers,\n\t\tcallback: function(err,data,xhr) {\n\t\t\tif(err) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t\tvar etag = xhr.getResponseHeader(\"ETag\");\n\t\t\tif(!etag) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t\tself.etag = etag.replace(/^W\\//,\"\");\n\t\t}\n\t});\n};\n\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar PutSaver = function(wiki) {\n\tthis.wiki = wiki;\n\tvar self = this;\n\tvar uri = this.uri();\n\t// Async server probe. Until probe finishes, save will fail fast\n\t// See also https://github.com/Jermolene/TiddlyWiki5/issues/2276\n\t$tw.utils.httpRequest({\n\t\turl: uri,\n\t\ttype: \"OPTIONS\",\n\t\tcallback: function(err,data,xhr) {\n\t\t\t// Check DAV header http://www.webdav.org/specs/rfc2518.html#rfc.section.9.1\n\t\t\tif(!err) {\n\t\t\t\tself.serverAcceptsPuts = xhr.status === 200 && !!xhr.getResponseHeader(\"dav\");\n\t\t\t}\n\t\t}\n\t});\n\tretrieveETag(this);\n};\n\nPutSaver.prototype.uri = function() {\n\treturn document.location.toString().split(\"#\")[0];\n};\n\n// TODO: in case of edit conflict\n// Prompt: Do you want to save over this? Y/N\n// Merging would be ideal, and may be possible using future generic merge flow\nPutSaver.prototype.save = function(text,method,callback) {\n\tif(!this.serverAcceptsPuts) {\n\t\treturn false;\n\t}\n\tvar self = this;\n\tvar headers = {\n\t\t\"Content-Type\": \"text/html;charset=UTF-8\"\n\t};\n\tif(this.etag) {\n\t\theaders[\"If-Match\"] = this.etag;\n\t}\n\t$tw.utils.httpRequest({\n\t\turl: this.uri(),\n\t\ttype: \"PUT\",\n\t\theaders: headers,\n\t\tdata: text,\n\t\tcallback: function(err,data,xhr) {\n\t\t\tif(err) {\n\t\t\t\t// response is textual: \"XMLHttpRequest error code: 412\"\n\t\t\t\tvar status = Number(err.substring(err.indexOf(':') + 2, err.length))\n\t\t\t\tif(status === 412) { // edit conflict\n\t\t\t\t\tvar message = $tw.language.getString(\"Error/EditConflict\");\n\t\t\t\t\tcallback(message);\n\t\t\t\t} else {\n\t\t\t\t\tcallback(err); // fail\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tself.etag = xhr.getResponseHeader(\"ETag\");\n\t\t\t\tif(self.etag == null) {\n\t\t\t\t\tretrieveETag(self);\n\t\t\t\t}\n\t\t\t\tcallback(null); // success\n\t\t\t}\n\t\t}\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nPutSaver.prototype.info = {\n\tname: \"put\",\n\tpriority: 2000,\n\tcapabilities: [\"save\",\"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn /^https?:/.test(location.protocol);\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new PutSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/tiddlyfox.js": {
"title": "$:/core/modules/savers/tiddlyfox.js",
"text": "/*\\\ntitle: $:/core/modules/savers/tiddlyfox.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the TiddlyFox file extension\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar TiddlyFoxSaver = function(wiki) {\n};\n\nTiddlyFoxSaver.prototype.save = function(text,method,callback) {\n\tvar messageBox = document.getElementById(\"tiddlyfox-message-box\");\n\tif(messageBox) {\n\t\t// Get the pathname of this document\n\t\tvar pathname = document.location.toString().split(\"#\")[0];\n\t\t// Replace file://localhost/ with file:///\n\t\tif(pathname.indexOf(\"file://localhost/\") === 0) {\n\t\t\tpathname = \"file://\" + pathname.substr(16);\n\t\t}\n\t\t// Windows path file:///x:/blah/blah --> x:\\blah\\blah\n\t\tif(/^file\\:\\/\\/\\/[A-Z]\\:\\//i.test(pathname)) {\n\t\t\t// Remove the leading slash and convert slashes to backslashes\n\t\t\tpathname = pathname.substr(8).replace(/\\//g,\"\\\\\");\n\t\t// Firefox Windows network path file://///server/share/blah/blah --> //server/share/blah/blah\n\t\t} else if(pathname.indexOf(\"file://///\") === 0) {\n\t\t\tpathname = \"\\\\\\\\\" + unescape(pathname.substr(10)).replace(/\\//g,\"\\\\\");\n\t\t// Mac/Unix local path file:///path/path --> /path/path\n\t\t} else if(pathname.indexOf(\"file:///\") === 0) {\n\t\t\tpathname = unescape(pathname.substr(7));\n\t\t// Mac/Unix local path file:/path/path --> /path/path\n\t\t} else if(pathname.indexOf(\"file:/\") === 0) {\n\t\t\tpathname = unescape(pathname.substr(5));\n\t\t// Otherwise Windows networth path file://server/share/path/path --> \\\\server\\share\\path\\path\n\t\t} else {\n\t\t\tpathname = \"\\\\\\\\\" + unescape(pathname.substr(7)).replace(new RegExp(\"/\",\"g\"),\"\\\\\");\n\t\t}\n\t\t// Create the message element and put it in the message box\n\t\tvar message = document.createElement(\"div\");\n\t\tmessage.setAttribute(\"data-tiddlyfox-path\",decodeURIComponent(pathname));\n\t\tmessage.setAttribute(\"data-tiddlyfox-content\",text);\n\t\tmessageBox.appendChild(message);\n\t\t// Add an event handler for when the file has been saved\n\t\tmessage.addEventListener(\"tiddlyfox-have-saved-file\",function(event) {\n\t\t\tcallback(null);\n\t\t}, false);\n\t\t// Create and dispatch the custom event to the extension\n\t\tvar event = document.createEvent(\"Events\");\n\t\tevent.initEvent(\"tiddlyfox-save-file\",true,false);\n\t\tmessage.dispatchEvent(event);\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nInformation about this saver\n*/\nTiddlyFoxSaver.prototype.info = {\n\tname: \"tiddlyfox\",\n\tpriority: 1500,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TiddlyFoxSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/tiddlyie.js": {
"title": "$:/core/modules/savers/tiddlyie.js",
"text": "/*\\\ntitle: $:/core/modules/savers/tiddlyie.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via Internet Explorer BHO extenion (TiddlyIE)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar TiddlyIESaver = function(wiki) {\n};\n\nTiddlyIESaver.prototype.save = function(text,method,callback) {\n\t// Check existence of TiddlyIE BHO extension (note: only works after document is complete)\n\tif(typeof(window.TiddlyIE) != \"undefined\") {\n\t\t// Get the pathname of this document\n\t\tvar pathname = unescape(document.location.pathname);\n\t\t// Test for a Windows path of the form /x:/blah...\n\t\tif(/^\\/[A-Z]\\:\\/[^\\/]+/i.test(pathname)) {\t// ie: ^/[a-z]:/[^/]+ (is this better?: ^/[a-z]:/[^/]+(/[^/]+)*\\.[^/]+ )\n\t\t\t// Remove the leading slash\n\t\t\tpathname = pathname.substr(1);\n\t\t\t// Convert slashes to backslashes\n\t\t\tpathname = pathname.replace(/\\//g,\"\\\\\");\n\t\t} else if(document.hostname !== \"\" && /^\\/[^\\/]+\\/[^\\/]+/i.test(pathname)) {\t// test for \\\\server\\share\\blah... - ^/[^/]+/[^/]+\n\t\t\t// Convert slashes to backslashes\n\t\t\tpathname = pathname.replace(/\\//g,\"\\\\\");\n\t\t\t// reconstruct UNC path\n\t\t\tpathname = \"\\\\\\\\\" + document.location.hostname + pathname;\n\t\t} else return false;\n\t\t// Prompt the user to save the file\n\t\twindow.TiddlyIE.save(pathname, text);\n\t\t// Callback that we succeeded\n\t\tcallback(null);\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nInformation about this saver\n*/\nTiddlyIESaver.prototype.info = {\n\tname: \"tiddlyiesaver\",\n\tpriority: 1500,\n\tcapabilities: [\"save\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn (window.location.protocol === \"file:\");\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TiddlyIESaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/twedit.js": {
"title": "$:/core/modules/savers/twedit.js",
"text": "/*\\\ntitle: $:/core/modules/savers/twedit.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the TWEdit iOS app\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar TWEditSaver = function(wiki) {\n};\n\nTWEditSaver.prototype.save = function(text,method,callback) {\n\t// Bail if we're not running under TWEdit\n\tif(typeof DeviceInfo !== \"object\") {\n\t\treturn false;\n\t}\n\t// Get the pathname of this document\n\tvar pathname = decodeURIComponent(document.location.pathname);\n\t// Strip any query or location part\n\tvar p = pathname.indexOf(\"?\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\tp = pathname.indexOf(\"#\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\t// Remove the leading \"/Documents\" from path\n\tvar prefix = \"/Documents\";\n\tif(pathname.indexOf(prefix) === 0) {\n\t\tpathname = pathname.substr(prefix.length);\n\t}\n\t// Error handler\n\tvar errorHandler = function(event) {\n\t\t// Error\n\t\tcallback($tw.language.getString(\"Error/SavingToTWEdit\") + \": \" + event.target.error.code);\n\t};\n\t// Get the file system\n\twindow.requestFileSystem(LocalFileSystem.PERSISTENT,0,function(fileSystem) {\n\t\t// Now we've got the filesystem, get the fileEntry\n\t\tfileSystem.root.getFile(pathname, {create: true}, function(fileEntry) {\n\t\t\t// Now we've got the fileEntry, create the writer\n\t\t\tfileEntry.createWriter(function(writer) {\n\t\t\t\twriter.onerror = errorHandler;\n\t\t\t\twriter.onwrite = function() {\n\t\t\t\t\tcallback(null);\n\t\t\t\t};\n\t\t\t\twriter.position = 0;\n\t\t\t\twriter.write(text);\n\t\t\t},errorHandler);\n\t\t}, errorHandler);\n\t}, errorHandler);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nTWEditSaver.prototype.info = {\n\tname: \"twedit\",\n\tpriority: 1600,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TWEditSaver(wiki);\n};\n\n/////////////////////////// Hack\n// HACK: This ensures that TWEdit recognises us as a TiddlyWiki document\nif($tw.browser) {\n\twindow.version = {title: \"TiddlyWiki\"};\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/upload.js": {
"title": "$:/core/modules/savers/upload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/upload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via upload to a server.\n\nDesigned to be compatible with BidiX's UploadPlugin at http://tiddlywiki.bidix.info/#UploadPlugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar UploadSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nUploadSaver.prototype.save = function(text,method,callback) {\n\t// Get the various parameters we need\n\tvar backupDir = this.wiki.getTextReference(\"$:/UploadBackupDir\") || \".\",\n\t\tusername = this.wiki.getTextReference(\"$:/UploadName\"),\n\t\tpassword = $tw.utils.getPassword(\"upload\"),\n\t\tuploadDir = this.wiki.getTextReference(\"$:/UploadDir\") || \".\",\n\t\tuploadFilename = this.wiki.getTextReference(\"$:/UploadFilename\") || \"index.html\",\n\t\turl = this.wiki.getTextReference(\"$:/UploadURL\");\n\t// Bail out if we don't have the bits we need\n\tif(!username || username.toString().trim() === \"\" || !password || password.toString().trim() === \"\") {\n\t\treturn false;\n\t}\n\t// Construct the url if not provided\n\tif(!url) {\n\t\turl = \"http://\" + username + \".tiddlyspot.com/store.cgi\";\n\t}\n\t// Assemble the header\n\tvar boundary = \"---------------------------\" + \"AaB03x\";\t\n\tvar uploadFormName = \"UploadPlugin\";\n\tvar head = [];\n\thead.push(\"--\" + boundary + \"\\r\\nContent-disposition: form-data; name=\\\"UploadPlugin\\\"\\r\\n\");\n\thead.push(\"backupDir=\" + backupDir + \";user=\" + username + \";password=\" + password + \";uploaddir=\" + uploadDir + \";;\"); \n\thead.push(\"\\r\\n\" + \"--\" + boundary);\n\thead.push(\"Content-disposition: form-data; name=\\\"userfile\\\"; filename=\\\"\" + uploadFilename + \"\\\"\");\n\thead.push(\"Content-Type: text/html;charset=UTF-8\");\n\thead.push(\"Content-Length: \" + text.length + \"\\r\\n\");\n\thead.push(\"\");\n\t// Assemble the tail and the data itself\n\tvar tail = \"\\r\\n--\" + boundary + \"--\\r\\n\",\n\t\tdata = head.join(\"\\r\\n\") + text + tail;\n\t// Do the HTTP post\n\tvar http = new XMLHttpRequest();\n\thttp.open(\"POST\",url,true,username,password);\n\thttp.setRequestHeader(\"Content-Type\",\"multipart/form-data; charset=UTF-8; boundary=\" + boundary);\n\thttp.onreadystatechange = function() {\n\t\tif(http.readyState == 4 && http.status == 200) {\n\t\t\tif(http.responseText.substr(0,4) === \"0 - \") {\n\t\t\t\tcallback(null);\n\t\t\t} else {\n\t\t\t\tcallback(http.responseText);\n\t\t\t}\n\t\t}\n\t};\n\ttry {\n\t\thttp.send(data);\n\t} catch(ex) {\n\t\treturn callback($tw.language.getString(\"Error/Caption\") + \":\" + ex);\n\t}\n\t$tw.notifier.display(\"$:/language/Notifications/Save/Starting\");\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nUploadSaver.prototype.info = {\n\tname: \"upload\",\n\tpriority: 2000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new UploadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/server/authenticators/basic.js": {
"title": "$:/core/modules/server/authenticators/basic.js",
"text": "/*\\\ntitle: $:/core/modules/server/authenticators/basic.js\ntype: application/javascript\nmodule-type: authenticator\n\nAuthenticator for WWW basic authentication\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nif($tw.node) {\n\tvar util = require(\"util\"),\n\t\tfs = require(\"fs\"),\n\t\turl = require(\"url\"),\n\t\tpath = require(\"path\");\n}\n\nfunction BasicAuthenticator(server) {\n\tthis.server = server;\n\tthis.credentialsData = [];\n}\n\n/*\nReturns true if the authenticator is active, false if it is inactive, or a string if there is an error\n*/\nBasicAuthenticator.prototype.init = function() {\n\t// Read the credentials data\n\tthis.credentialsFilepath = this.server.get(\"credentials\");\n\tif(this.credentialsFilepath) {\n\t\tvar resolveCredentialsFilepath = path.resolve($tw.boot.wikiPath,this.credentialsFilepath);\n\t\tif(fs.existsSync(resolveCredentialsFilepath) && !fs.statSync(resolveCredentialsFilepath).isDirectory()) {\n\t\t\tvar credentialsText = fs.readFileSync(resolveCredentialsFilepath,\"utf8\"),\n\t\t\t\tcredentialsData = $tw.utils.parseCsvStringWithHeader(credentialsText);\n\t\t\tif(typeof credentialsData === \"string\") {\n\t\t\t\treturn \"Error: \" + credentialsData + \" reading credentials from '\" + resolveCredentialsFilepath + \"'\";\n\t\t\t} else {\n\t\t\t\tthis.credentialsData = credentialsData;\n\t\t\t}\n\t\t} else {\n\t\t\treturn \"Error: Unable to load user credentials from '\" + credentialsFilepath + \"'\";\n\t\t}\n\t}\n\t// Add the hardcoded username and password if specified\n\tif(this.server.get(\"username\") && this.server.get(\"password\")) {\n\t\tthis.credentialsData = this.credentialsData || [];\n\t\tthis.credentialsData.push({\n\t\t\tusername: this.server.get(\"username\"),\n\t\t\tpassword: this.server.get(\"password\")\n\t\t});\n\t}\n\treturn this.credentialsData.length > 0;\n};\n\n/*\nReturns true if the request is authenticated and assigns the \"authenticatedUsername\" state variable.\nReturns false if the request couldn't be authenticated having sent an appropriate response to the browser\n*/\nBasicAuthenticator.prototype.authenticateRequest = function(request,response,state) {\n\t// Extract the incoming username and password from the request\n\tvar header = request.headers.authorization || \"\";\n\tif(!header && state.allowAnon) {\n\t\t// If there's no header and anonymous access is allowed then we don't set authenticatedUsername\n\t\treturn true;\n\t}\n\tvar token = header.split(/\\s+/).pop() || \"\",\n\t\tauth = $tw.utils.base64Decode(token),\n\t\tparts = auth.split(/:/),\n\t\tincomingUsername = parts[0],\n\t\tincomingPassword = parts[1];\n\t// Check that at least one of the credentials matches\n\tvar matchingCredentials = this.credentialsData.find(function(credential) {\n\t\treturn credential.username === incomingUsername && credential.password === incomingPassword;\n\t});\n\tif(matchingCredentials) {\n\t\t// If so, add the authenticated username to the request state\n\t\tstate.authenticatedUsername = incomingUsername;\n\t\treturn true;\n\t} else {\n\t\t// If not, return an authentication challenge\n\t\tresponse.writeHead(401,\"Authentication required\",{\n\t\t\t\"WWW-Authenticate\": 'Basic realm=\"Please provide your username and password to login to ' + state.server.servername + '\"'\n\t\t});\n\t\tresponse.end();\n\t\treturn false;\n\t}\n};\n\nexports.AuthenticatorClass = BasicAuthenticator;\n\n})();\n",
"type": "application/javascript",
"module-type": "authenticator"
},
"$:/core/modules/server/authenticators/header.js": {
"title": "$:/core/modules/server/authenticators/header.js",
"text": "/*\\\ntitle: $:/core/modules/server/authenticators/header.js\ntype: application/javascript\nmodule-type: authenticator\n\nAuthenticator for trusted header authentication\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction HeaderAuthenticator(server) {\n\tthis.server = server;\n\tthis.header = server.get(\"authenticated-user-header\");\n}\n\n/*\nReturns true if the authenticator is active, false if it is inactive, or a string if there is an error\n*/\nHeaderAuthenticator.prototype.init = function() {\n\treturn !!this.header;\n};\n\n/*\nReturns true if the request is authenticated and assigns the \"authenticatedUsername\" state variable.\nReturns false if the request couldn't be authenticated having sent an appropriate response to the browser\n*/\nHeaderAuthenticator.prototype.authenticateRequest = function(request,response,state) {\n\t// Otherwise, authenticate as the username in the specified header\n\tvar username = request.headers[this.header];\n\tif(!username && !state.allowAnon) {\n\t\tresponse.writeHead(401,\"Authorization header required to login to '\" + state.server.servername + \"'\");\n\t\tresponse.end();\n\t\treturn false;\n\t} else {\n\t\t// authenticatedUsername will be undefined for anonymous users\n\t\tstate.authenticatedUsername = username;\n\t\treturn true;\n\t}\n};\n\nexports.AuthenticatorClass = HeaderAuthenticator;\n\n})();\n",
"type": "application/javascript",
"module-type": "authenticator"
},
"$:/core/modules/server/routes/delete-tiddler.js": {
"title": "$:/core/modules/server/routes/delete-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/delete-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nDELETE /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"DELETE\";\n\nexports.path = /^\\/bags\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]);\n\tstate.wiki.deleteTiddler(title);\n\tresponse.writeHead(204, \"OK\", {\n\t\t\"Content-Type\": \"text/plain\"\n\t});\n\tresponse.end();\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-favicon.js": {
"title": "$:/core/modules/server/routes/get-favicon.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-favicon.js\ntype: application/javascript\nmodule-type: route\n\nGET /favicon.ico\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/favicon.ico$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": \"image/x-icon\"});\n\tvar buffer = state.wiki.getTiddlerText(\"$:/favicon.ico\",\"\");\n\tresponse.end(buffer,\"base64\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-file.js": {
"title": "$:/core/modules/server/routes/get-file.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-file.js\ntype: application/javascript\nmodule-type: route\n\nGET /files/:filepath\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/files\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar path = require(\"path\"),\n\t\tfs = require(\"fs\"),\n\t\tutil = require(\"util\");\n\tvar filename = path.resolve($tw.boot.wikiPath,\"files\",decodeURIComponent(state.params[0])),\n\t\textension = path.extname(filename);\n\tfs.readFile(filename,function(err,content) {\n\t\tvar status,content,type = \"text/plain\";\n\t\tif(err) {\n\t\t\tif(err.code === \"ENOENT\") {\n\t\t\t\tstatus = 404;\n\t\t\t\tcontent = \"File '\" + filename + \"' not found\";\n\t\t\t} else if(err.code === \"EACCES\") {\n\t\t\t\tstatus = 403;\n\t\t\t\tcontent = \"You do not have permission to access the file '\" + filename + \"'\";\n\t\t\t} else {\n\t\t\t\tstatus = 500;\n\t\t\t\tcontent = err.toString();\n\t\t\t}\n\t\t} else {\n\t\t\tstatus = 200;\n\t\t\tcontent = content;\n\t\t\ttype = ($tw.config.fileExtensionInfo[extension] ? $tw.config.fileExtensionInfo[extension].type : \"application/octet-stream\");\n\t\t}\n\t\tresponse.writeHead(status,{\n\t\t\t\"Content-Type\": type\n\t\t});\n\t\tresponse.end(content);\n\t});\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-index.js": {
"title": "$:/core/modules/server/routes/get-index.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-index.js\ntype: application/javascript\nmodule-type: route\n\nGET /\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": state.server.get(\"root-serve-type\")});\n\tvar text = state.wiki.renderTiddler(state.server.get(\"root-render-type\"),state.server.get(\"root-tiddler\"));\n\tresponse.end(text,\"utf8\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-login/basic.js": {
"title": "$:/core/modules/server/routes/get-login/basic.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-login/basic.js\ntype: application/javascript\nmodule-type: route\n\nGET /login/basic -- force a Basic Authentication challenge\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/login\\/basic$/;\n\nexports.handler = function(request,response,state) {\n\tif(!state.authenticatedUsername) {\n\t\t// Challenge if there's no username\n\t\tresponse.writeHead(401,{\n\t\t\t\"WWW-Authenticate\": 'Basic realm=\"Please provide your username and password to login to ' + state.server.servername + '\"'\n\t\t});\n\t\tresponse.end();\t\t\n\t} else {\n\t\t// Redirect to the root wiki if login worked\n\t\tresponse.writeHead(302,{\n\t\t\tLocation: \"/\"\n\t\t});\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-status.js": {
"title": "$:/core/modules/server/routes/get-status.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-status.js\ntype: application/javascript\nmodule-type: route\n\nGET /status\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/status$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\tvar text = JSON.stringify({\n\t\tusername: state.authenticatedUsername || state.server.get(\"anon-username\") || \"\",\n\t\tanonymous: !state.authenticatedUsername,\n\t\tread_only: !state.server.isAuthorized(\"writers\",state.authenticatedUsername),\n\t\tspace: {\n\t\t\trecipe: \"default\"\n\t\t},\n\t\ttiddlywiki_version: $tw.version\n\t});\n\tresponse.end(text,\"utf8\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddler-html.js": {
"title": "$:/core/modules/server/routes/get-tiddler-html.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddler-html.js\ntype: application/javascript\nmodule-type: route\n\nGET /:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/([^\\/]+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\t\ttiddler = state.wiki.getTiddler(title);\n\tif(tiddler) {\n\t\tvar renderType = tiddler.getFieldString(\"_render_type\"),\n\t\t\trenderTemplate = tiddler.getFieldString(\"_render_template\");\n\t\t// Tiddler fields '_render_type' and '_render_template' overwrite\n\t\t// system wide settings for render type and template\n\t\tif(state.wiki.isSystemTiddler(title)) {\n\t\t\trenderType = renderType || state.server.get(\"system-tiddler-render-type\");\n\t\t\trenderTemplate = renderTemplate || state.server.get(\"system-tiddler-render-template\");\n\t\t} else {\n\t\t\trenderType = renderType || state.server.get(\"tiddler-render-type\");\n\t\t\trenderTemplate = renderTemplate || state.server.get(\"tiddler-render-template\");\n\t\t}\n\t\tvar text = state.wiki.renderTiddler(renderType,renderTemplate,{parseAsInline: true, variables: {currentTiddler: title}});\n\t\t// Naughty not to set a content-type, but it's the easiest way to ensure the browser will see HTML pages as HTML, and accept plain text tiddlers as CSS or JS\n\t\tresponse.writeHead(200);\n\t\tresponse.end(text,\"utf8\");\n\t} else {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddler.js": {
"title": "$:/core/modules/server/routes/get-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nGET /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\t\ttiddler = state.wiki.getTiddler(title),\n\t\ttiddlerFields = {},\n\t\tknownFields = [\n\t\t\t\"bag\", \"created\", \"creator\", \"modified\", \"modifier\", \"permissions\", \"recipe\", \"revision\", \"tags\", \"text\", \"title\", \"type\", \"uri\"\n\t\t];\n\tif(tiddler) {\n\t\t$tw.utils.each(tiddler.fields,function(field,name) {\n\t\t\tvar value = tiddler.getFieldString(name);\n\t\t\tif(knownFields.indexOf(name) !== -1) {\n\t\t\t\ttiddlerFields[name] = value;\n\t\t\t} else {\n\t\t\t\ttiddlerFields.fields = tiddlerFields.fields || {};\n\t\t\t\ttiddlerFields.fields[name] = value;\n\t\t\t}\n\t\t});\n\t\ttiddlerFields.revision = state.wiki.getChangeCount(title);\n\t\ttiddlerFields.type = tiddlerFields.type || \"text/vnd.tiddlywiki\";\n\t\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\t\tresponse.end(JSON.stringify(tiddlerFields),\"utf8\");\n\t} else {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddlers-json.js": {
"title": "$:/core/modules/server/routes/get-tiddlers-json.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddlers-json.js\ntype: application/javascript\nmodule-type: route\n\nGET /recipes/default/tiddlers/tiddlers.json\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers.json$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\tvar tiddlers = [];\n\tstate.wiki.forEachTiddler({sortField: \"title\"},function(title,tiddler) {\n\t\tvar tiddlerFields = {};\n\t\t$tw.utils.each(tiddler.fields,function(field,name) {\n\t\t\tif(name !== \"text\") {\n\t\t\t\ttiddlerFields[name] = tiddler.getFieldString(name);\n\t\t\t}\n\t\t});\n\t\ttiddlerFields.revision = state.wiki.getChangeCount(title);\n\t\ttiddlerFields.type = tiddlerFields.type || \"text/vnd.tiddlywiki\";\n\t\ttiddlers.push(tiddlerFields);\n\t});\n\tvar text = JSON.stringify(tiddlers);\n\tresponse.end(text,\"utf8\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/put-tiddler.js": {
"title": "$:/core/modules/server/routes/put-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/put-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nPUT /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"PUT\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\tfields = JSON.parse(state.data);\n\t// Pull up any subfields in the `fields` object\n\tif(fields.fields) {\n\t\t$tw.utils.each(fields.fields,function(field,name) {\n\t\t\tfields[name] = field;\n\t\t});\n\t\tdelete fields.fields;\n\t}\n\t// Remove any revision field\n\tif(fields.revision) {\n\t\tdelete fields.revision;\n\t}\n\tstate.wiki.addTiddler(new $tw.Tiddler(state.wiki.getCreationFields(),fields,{title: title},state.wiki.getModificationFields()));\n\tvar changeCount = state.wiki.getChangeCount(title).toString();\n\tresponse.writeHead(204, \"OK\",{\n\t\tEtag: \"\\\"default/\" + encodeURIComponent(title) + \"/\" + changeCount + \":\\\"\",\n\t\t\"Content-Type\": \"text/plain\"\n\t});\n\tresponse.end();\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/server.js": {
"title": "$:/core/modules/server/server.js",
"text": "/*\\\ntitle: $:/core/modules/server/server.js\ntype: application/javascript\nmodule-type: library\n\nServe tiddlers over http\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nif($tw.node) {\n\tvar util = require(\"util\"),\n\t\tfs = require(\"fs\"),\n\t\turl = require(\"url\"),\n\t\tpath = require(\"path\");\n}\n\n/*\nA simple HTTP server with regexp-based routes\noptions: variables - optional hashmap of variables to set (a misnomer - they are really constant parameters)\n\t\t routes - optional array of routes to use\n\t\t wiki - reference to wiki object\n*/\nfunction Server(options) {\n\tvar self = this;\n\tthis.routes = options.routes || [];\n\tthis.authenticators = options.authenticators || [];\n\tthis.wiki = options.wiki;\n\tthis.servername = $tw.utils.transliterateToSafeASCII(this.wiki.getTiddlerText(\"$:/SiteTitle\") || \"TiddlyWiki5\");\n\t// Initialise the variables\n\tthis.variables = $tw.utils.extend({},this.defaultVariables);\n\tif(options.variables) {\n\t\tfor(var variable in options.variables) {\n\t\t\tif(options.variables[variable]) {\n\t\t\t\tthis.variables[variable] = options.variables[variable];\n\t\t\t}\n\t\t}\t\t\n\t}\n\t$tw.utils.extend({},this.defaultVariables,options.variables);\n\t// Initialise CSRF\n\tthis.csrfDisable = this.get(\"csrf-disable\") === \"yes\";\n\t// Initialise authorization\n\tvar authorizedUserName = (this.get(\"username\") && this.get(\"password\")) ? this.get(\"username\") : \"(anon)\";\n\tthis.authorizationPrincipals = {\n\t\treaders: (this.get(\"readers\") || authorizedUserName).split(\",\").map($tw.utils.trim),\n\t\twriters: (this.get(\"writers\") || authorizedUserName).split(\",\").map($tw.utils.trim)\n\t}\n\t// Load and initialise authenticators\n\t$tw.modules.forEachModuleOfType(\"authenticator\", function(title,authenticatorDefinition) {\n\t\t// console.log(\"Loading server route \" + title);\n\t\tself.addAuthenticator(authenticatorDefinition.AuthenticatorClass);\n\t});\n\t// Load route handlers\n\t$tw.modules.forEachModuleOfType(\"route\", function(title,routeDefinition) {\n\t\t// console.log(\"Loading server route \" + title);\n\t\tself.addRoute(routeDefinition);\n\t});\n\t// Initialise the http vs https\n\tthis.listenOptions = null;\n\tthis.protocol = \"http\";\n\tvar tlsKeyFilepath = this.get(\"tls-key\"),\n\t\ttlsCertFilepath = this.get(\"tls-cert\");\n\tif(tlsCertFilepath && tlsKeyFilepath) {\n\t\tthis.listenOptions = {\n\t\t\tkey: fs.readFileSync(path.resolve($tw.boot.wikiPath,tlsKeyFilepath),\"utf8\"),\n\t\t\tcert: fs.readFileSync(path.resolve($tw.boot.wikiPath,tlsCertFilepath),\"utf8\")\n\t\t};\n\t\tthis.protocol = \"https\";\n\t}\n\tthis.transport = require(this.protocol);\n}\n\nServer.prototype.defaultVariables = {\n\tport: \"8080\",\n\thost: \"127.0.0.1\",\n\t\"root-tiddler\": \"$:/core/save/all\",\n\t\"root-render-type\": \"text/plain\",\n\t\"root-serve-type\": \"text/html\",\n\t\"tiddler-render-type\": \"text/html\",\n\t\"tiddler-render-template\": \"$:/core/templates/server/static.tiddler.html\",\n\t\"system-tiddler-render-type\": \"text/plain\",\n\t\"system-tiddler-render-template\": \"$:/core/templates/wikified-tiddler\",\n\t\"debug-level\": \"none\"\n};\n\nServer.prototype.get = function(name) {\n\treturn this.variables[name];\n};\n\nServer.prototype.addRoute = function(route) {\n\tthis.routes.push(route);\n};\n\nServer.prototype.addAuthenticator = function(AuthenticatorClass) {\n\t// Instantiate and initialise the authenticator\n\tvar authenticator = new AuthenticatorClass(this),\n\t\tresult = authenticator.init();\n\tif(typeof result === \"string\") {\n\t\t$tw.utils.error(\"Error: \" + result);\n\t} else if(result) {\n\t\t// Only use the authenticator if it initialised successfully\n\t\tthis.authenticators.push(authenticator);\n\t}\n};\n\nServer.prototype.findMatchingRoute = function(request,state) {\n\tvar pathprefix = this.get(\"path-prefix\") || \"\";\n\tfor(var t=0; t<this.routes.length; t++) {\n\t\tvar potentialRoute = this.routes[t],\n\t\t\tpathRegExp = potentialRoute.path,\n\t\t\tpathname = state.urlInfo.pathname,\n\t\t\tmatch;\n\t\tif(pathprefix) {\n\t\t\tif(pathname.substr(0,pathprefix.length) === pathprefix) {\n\t\t\t\tpathname = pathname.substr(pathprefix.length) || \"/\";\n\t\t\t\tmatch = potentialRoute.path.exec(pathname);\n\t\t\t} else {\n\t\t\t\tmatch = false;\n\t\t\t}\n\t\t} else {\n\t\t\tmatch = potentialRoute.path.exec(pathname);\n\t\t}\n\t\tif(match && request.method === potentialRoute.method) {\n\t\t\tstate.params = [];\n\t\t\tfor(var p=1; p<match.length; p++) {\n\t\t\t\tstate.params.push(match[p]);\n\t\t\t}\n\t\t\treturn potentialRoute;\n\t\t}\n\t}\n\treturn null;\n};\n\nServer.prototype.methodMappings = {\n\t\"GET\": \"readers\",\n\t\"OPTIONS\": \"readers\",\n\t\"HEAD\": \"readers\",\n\t\"PUT\": \"writers\",\n\t\"POST\": \"writers\",\n\t\"DELETE\": \"writers\"\n};\n\n/*\nCheck whether a given user is authorized for the specified authorizationType (\"readers\" or \"writers\"). Pass null or undefined as the username to check for anonymous access\n*/\nServer.prototype.isAuthorized = function(authorizationType,username) {\n\tvar principals = this.authorizationPrincipals[authorizationType] || [];\n\treturn principals.indexOf(\"(anon)\") !== -1 || (username && (principals.indexOf(\"(authenticated)\") !== -1 || principals.indexOf(username) !== -1));\n}\n\nServer.prototype.requestHandler = function(request,response) {\n\t// Compose the state object\n\tvar self = this;\n\tvar state = {};\n\tstate.wiki = self.wiki;\n\tstate.server = self;\n\tstate.urlInfo = url.parse(request.url);\n\t// Get the principals authorized to access this resource\n\tvar authorizationType = this.methodMappings[request.method] || \"readers\";\n\t// Check for the CSRF header if this is a write\n\tif(!this.csrfDisable && authorizationType === \"writers\" && request.headers[\"x-requested-with\"] !== \"TiddlyWiki\") {\n\t\tresponse.writeHead(403,\"'X-Requested-With' header required to login to '\" + this.servername + \"'\");\n\t\tresponse.end();\n\t\treturn;\t\t\n\t}\n\t// Check whether anonymous access is granted\n\tstate.allowAnon = this.isAuthorized(authorizationType,null);\n\t// Authenticate with the first active authenticator\n\tif(this.authenticators.length > 0) {\n\t\tif(!this.authenticators[0].authenticateRequest(request,response,state)) {\n\t\t\t// Bail if we failed (the authenticator will have sent the response)\n\t\t\treturn;\n\t\t}\t\t\n\t}\n\t// Authorize with the authenticated username\n\tif(!this.isAuthorized(authorizationType,state.authenticatedUsername)) {\n\t\tresponse.writeHead(401,\"'\" + state.authenticatedUsername + \"' is not authorized to access '\" + this.servername + \"'\");\n\t\tresponse.end();\n\t\treturn;\n\t}\n\t// Find the route that matches this path\n\tvar route = self.findMatchingRoute(request,state);\n\t// Optionally output debug info\n\tif(self.get(\"debug-level\") !== \"none\") {\n\t\tconsole.log(\"Request path:\",JSON.stringify(state.urlInfo));\n\t\tconsole.log(\"Request headers:\",JSON.stringify(request.headers));\n\t\tconsole.log(\"authenticatedUsername:\",state.authenticatedUsername);\n\t}\n\t// Return a 404 if we didn't find a route\n\tif(!route) {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t\treturn;\n\t}\n\t// Receive the request body if necessary and hand off to the route handler\n\tif(route.bodyFormat === \"stream\" || request.method === \"GET\" || request.method === \"HEAD\") {\n\t\t// Let the route handle the request stream itself\n\t\troute.handler(request,response,state);\n\t} else if(route.bodyFormat === \"string\" || !route.bodyFormat) {\n\t\t// Set the encoding for the incoming request\n\t\trequest.setEncoding(\"utf8\");\n\t\tvar data = \"\";\n\t\trequest.on(\"data\",function(chunk) {\n\t\t\tdata += chunk.toString();\n\t\t});\n\t\trequest.on(\"end\",function() {\n\t\t\tstate.data = data;\n\t\t\troute.handler(request,response,state);\n\t\t});\n\t} else if(route.bodyFormat === \"buffer\") {\n\t\tvar data = [];\n\t\trequest.on(\"data\",function(chunk) {\n\t\t\tdata.push(chunk);\n\t\t});\n\t\trequest.on(\"end\",function() {\n\t\t\tstate.data = Buffer.concat(data);\n\t\t\troute.handler(request,response,state);\n\t\t})\n\t} else {\n\t\tresponse.writeHead(400,\"Invalid bodyFormat \" + route.bodyFormat + \" in route \" + route.method + \" \" + route.path.source);\n\t\tresponse.end();\n\t}\n};\n\n/*\nListen for requests\nport: optional port number (falls back to value of \"port\" variable)\nhost: optional host address (falls back to value of \"hist\" variable)\n*/\nServer.prototype.listen = function(port,host) {\n\t// Handle defaults for port and host\n\tport = port || this.get(\"port\");\n\thost = host || this.get(\"host\");\n\t// Check for the port being a string and look it up as an environment variable\n\tif(parseInt(port,10).toString() !== port) {\n\t\tport = process.env[port] || 8080;\n\t}\n\t$tw.utils.log(\"Serving on \" + this.protocol + \"://\" + host + \":\" + port,\"brown/orange\");\n\t$tw.utils.log(\"(press ctrl-C to exit)\",\"red\");\n\t// Warn if required plugins are missing\n\tif(!$tw.wiki.getTiddler(\"$:/plugins/tiddlywiki/tiddlyweb\") || !$tw.wiki.getTiddler(\"$:/plugins/tiddlywiki/filesystem\")) {\n\t\t$tw.utils.warning(\"Warning: Plugins required for client-server operation (\\\"tiddlywiki/filesystem\\\" and \\\"tiddlywiki/tiddlyweb\\\") are missing from tiddlywiki.info file\");\n\t}\n\t// Listen\n\tvar server;\n\tif(this.listenOptions) {\n\t\tserver = this.transport.createServer(this.listenOptions,this.requestHandler.bind(this));\n\t} else {\n\t\tserver = this.transport.createServer(this.requestHandler.bind(this));\n\t}\n\treturn server.listen(port,host);\n};\n\nexports.Server = Server;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/browser-messaging.js": {
"title": "$:/core/modules/browser-messaging.js",
"text": "/*\\\ntitle: $:/core/modules/browser-messaging.js\ntype: application/javascript\nmodule-type: startup\n\nBrowser message handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"browser-messaging\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n/*\nLoad a specified url as an iframe and call the callback when it is loaded. If the url is already loaded then the existing iframe instance is used\n*/\nfunction loadIFrame(url,callback) {\n\t// Check if iframe already exists\n\tvar iframeInfo = $tw.browserMessaging.iframeInfoMap[url];\n\tif(iframeInfo) {\n\t\t// We've already got the iframe\n\t\tcallback(null,iframeInfo);\n\t} else {\n\t\t// Create the iframe and save it in the list\n\t\tvar iframe = document.createElement(\"iframe\");\n\t\tiframeInfo = {\n\t\t\turl: url,\n\t\t\tstatus: \"loading\",\n\t\t\tdomNode: iframe\n\t\t};\n\t\t$tw.browserMessaging.iframeInfoMap[url] = iframeInfo;\n\t\tsaveIFrameInfoTiddler(iframeInfo);\n\t\t// Add the iframe to the DOM and hide it\n\t\tiframe.style.display = \"none\";\n\t\tiframe.setAttribute(\"library\",\"true\");\n\t\tdocument.body.appendChild(iframe);\n\t\t// Set up onload\n\t\tiframe.onload = function() {\n\t\t\tiframeInfo.status = \"loaded\";\n\t\t\tsaveIFrameInfoTiddler(iframeInfo);\n\t\t\tcallback(null,iframeInfo);\n\t\t};\n\t\tiframe.onerror = function() {\n\t\t\tcallback(\"Cannot load iframe\");\n\t\t};\n\t\ttry {\n\t\t\tiframe.src = url;\n\t\t} catch(ex) {\n\t\t\tcallback(ex);\n\t\t}\n\t}\n}\n\n/*\nUnload library iframe for given url\n*/\nfunction unloadIFrame(url){\n\t$tw.utils.each(document.getElementsByTagName('iframe'), function(iframe) {\n\t\tif(iframe.getAttribute(\"library\") === \"true\" &&\n\t\t iframe.getAttribute(\"src\") === url) {\n\t\t\tiframe.parentNode.removeChild(iframe);\n\t\t}\n\t});\n}\n\nfunction saveIFrameInfoTiddler(iframeInfo) {\n\t$tw.wiki.addTiddler(new $tw.Tiddler($tw.wiki.getCreationFields(),{\n\t\ttitle: \"$:/temp/ServerConnection/\" + iframeInfo.url,\n\t\ttext: iframeInfo.status,\n\t\ttags: [\"$:/tags/ServerConnection\"],\n\t\turl: iframeInfo.url\n\t},$tw.wiki.getModificationFields()));\n}\n\nexports.startup = function() {\n\t// Initialise the store of iframes we've created\n\t$tw.browserMessaging = {\n\t\tiframeInfoMap: {} // Hashmap by URL of {url:,status:\"loading/loaded\",domNode:}\n\t};\n\t// Listen for widget messages to control loading the plugin library\n\t$tw.rootWidget.addEventListener(\"tm-load-plugin-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url;\n\t\tif(url) {\n\t\t\tloadIFrame(url,function(err,iframeInfo) {\n\t\t\t\tif(err) {\n\t\t\t\t\talert($tw.language.getString(\"Error/LoadingPluginLibrary\") + \": \" + url);\n\t\t\t\t} else {\n\t\t\t\t\tiframeInfo.domNode.contentWindow.postMessage({\n\t\t\t\t\t\tverb: \"GET\",\n\t\t\t\t\t\turl: \"recipes/library/tiddlers.json\",\n\t\t\t\t\t\tcookies: {\n\t\t\t\t\t\t\ttype: \"save-info\",\n\t\t\t\t\t\t\tinfoTitlePrefix: paramObject.infoTitlePrefix || \"$:/temp/RemoteAssetInfo/\",\n\t\t\t\t\t\t\turl: url\n\t\t\t\t\t\t}\n\t\t\t\t\t},\"*\");\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Listen for widget messages to control unloading the plugin library\n\t$tw.rootWidget.addEventListener(\"tm-unload-plugin-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url;\n\t\t$tw.browserMessaging.iframeInfoMap[url] = undefined;\n\t\tif(url) {\n\t\t\tunloadIFrame(url);\n\t\t\t$tw.utils.each(\n\t\t\t\t$tw.wiki.filterTiddlers(\"[[$:/temp/ServerConnection/\" + url + \"]] [prefix[$:/temp/RemoteAssetInfo/\" + url + \"/]]\"),\n\t\t\t\tfunction(title) {\n\t\t\t\t\t$tw.wiki.deleteTiddler(title);\n\t\t\t\t}\n\t\t\t);\n\t\t}\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-load-plugin-from-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url,\n\t\t\ttitle = paramObject.title;\n\t\tif(url && title) {\n\t\t\tloadIFrame(url,function(err,iframeInfo) {\n\t\t\t\tif(err) {\n\t\t\t\t\talert($tw.language.getString(\"Error/LoadingPluginLibrary\") + \": \" + url);\n\t\t\t\t} else {\n\t\t\t\t\tiframeInfo.domNode.contentWindow.postMessage({\n\t\t\t\t\t\tverb: \"GET\",\n\t\t\t\t\t\turl: \"recipes/library/tiddlers/\" + encodeURIComponent(title) + \".json\",\n\t\t\t\t\t\tcookies: {\n\t\t\t\t\t\t\ttype: \"save-tiddler\",\n\t\t\t\t\t\t\turl: url\n\t\t\t\t\t\t}\n\t\t\t\t\t},\"*\");\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Listen for window messages from other windows\n\twindow.addEventListener(\"message\",function listener(event){\n\t\tconsole.log(\"browser-messaging: \",document.location.toString())\n\t\tconsole.log(\"browser-messaging: Received message from\",event.origin);\n\t\tconsole.log(\"browser-messaging: Message content\",event.data);\n\t\tswitch(event.data.verb) {\n\t\t\tcase \"GET-RESPONSE\":\n\t\t\t\tif(event.data.status.charAt(0) === \"2\") {\n\t\t\t\t\tif(event.data.cookies) {\n\t\t\t\t\t\tif(event.data.cookies.type === \"save-info\") {\n\t\t\t\t\t\t\tvar tiddlers = JSON.parse(event.data.body);\n\t\t\t\t\t\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\t\t\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler($tw.wiki.getCreationFields(),tiddler,{\n\t\t\t\t\t\t\t\t\ttitle: event.data.cookies.infoTitlePrefix + event.data.cookies.url + \"/\" + tiddler.title,\n\t\t\t\t\t\t\t\t\t\"original-title\": tiddler.title,\n\t\t\t\t\t\t\t\t\ttext: \"\",\n\t\t\t\t\t\t\t\t\ttype: \"text/vnd.tiddlywiki\",\n\t\t\t\t\t\t\t\t\t\"original-type\": tiddler.type,\n\t\t\t\t\t\t\t\t\t\"plugin-type\": undefined,\n\t\t\t\t\t\t\t\t\t\"original-plugin-type\": tiddler[\"plugin-type\"],\n\t\t\t\t\t\t\t\t\t\"module-type\": undefined,\n\t\t\t\t\t\t\t\t\t\"original-module-type\": tiddler[\"module-type\"],\n\t\t\t\t\t\t\t\t\ttags: [\"$:/tags/RemoteAssetInfo\"],\n\t\t\t\t\t\t\t\t\t\"original-tags\": $tw.utils.stringifyList(tiddler.tags || []),\n\t\t\t\t\t\t\t\t\t\"server-url\": event.data.cookies.url\n\t\t\t\t\t\t\t\t},$tw.wiki.getModificationFields()));\n\t\t\t\t\t\t\t});\n\t\t\t\t\t\t} else if(event.data.cookies.type === \"save-tiddler\") {\n\t\t\t\t\t\t\tvar tiddler = JSON.parse(event.data.body);\n\t\t\t\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler(tiddler));\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tbreak;\n\t\t}\n\t},false);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/commands.js": {
"title": "$:/core/modules/startup/commands.js",
"text": "/*\\\ntitle: $:/core/modules/startup/commands.js\ntype: application/javascript\nmodule-type: startup\n\nCommand processing\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"commands\";\nexports.platforms = [\"node\"];\nexports.after = [\"story\"];\nexports.synchronous = false;\n\nexports.startup = function(callback) {\n\t// On the server, start a commander with the command line arguments\n\tvar commander = new $tw.Commander(\n\t\t$tw.boot.argv,\n\t\tfunction(err) {\n\t\t\tif(err) {\n\t\t\t\treturn $tw.utils.error(\"Error: \" + err);\n\t\t\t}\n\t\t\tcallback();\n\t\t},\n\t\t$tw.wiki,\n\t\t{output: process.stdout, error: process.stderr}\n\t);\n\tcommander.execute();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/favicon.js": {
"title": "$:/core/modules/startup/favicon.js",
"text": "/*\\\ntitle: $:/core/modules/startup/favicon.js\ntype: application/javascript\nmodule-type: startup\n\nFavicon handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"favicon\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\t\t\n// Favicon tiddler\nvar FAVICON_TITLE = \"$:/favicon.ico\";\n\nexports.startup = function() {\n\t// Set up the favicon\n\tsetFavicon();\n\t// Reset the favicon when the tiddler changes\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,FAVICON_TITLE)) {\n\t\t\tsetFavicon();\n\t\t}\n\t});\n};\n\nfunction setFavicon() {\n\tvar tiddler = $tw.wiki.getTiddler(FAVICON_TITLE);\n\tif(tiddler) {\n\t\tvar faviconLink = document.getElementById(\"faviconLink\");\n\t\tfaviconLink.setAttribute(\"href\",\"data:\" + tiddler.fields.type + \";base64,\" + tiddler.fields.text);\n\t}\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/info.js": {
"title": "$:/core/modules/startup/info.js",
"text": "/*\\\ntitle: $:/core/modules/startup/info.js\ntype: application/javascript\nmodule-type: startup\n\nInitialise $:/info tiddlers via $:/temp/info-plugin pseudo-plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"info\";\nexports.before = [\"startup\"];\nexports.after = [\"load-modules\"];\nexports.synchronous = true;\n\nexports.startup = function() {\n\t// Collect up the info tiddlers\n\tvar infoTiddlerFields = {};\n\t// Give each info module a chance to fill in as many info tiddlers as they want\n\t$tw.modules.forEachModuleOfType(\"info\",function(title,moduleExports) {\n\t\tif(moduleExports && moduleExports.getInfoTiddlerFields) {\n\t\t\tvar tiddlerFieldsArray = moduleExports.getInfoTiddlerFields(infoTiddlerFields);\n\t\t\t$tw.utils.each(tiddlerFieldsArray,function(fields) {\n\t\t\t\tif(fields) {\n\t\t\t\t\tinfoTiddlerFields[fields.title] = fields;\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Bake the info tiddlers into a plugin\n\tvar fields = {\n\t\ttitle: \"$:/temp/info-plugin\",\n\t\ttype: \"application/json\",\n\t\t\"plugin-type\": \"info\",\n\t\ttext: JSON.stringify({tiddlers: infoTiddlerFields},null,$tw.config.preferences.jsonSpaces)\n\t};\n\t$tw.wiki.addTiddler(new $tw.Tiddler(fields));\n\t$tw.wiki.readPluginInfo();\n\t$tw.wiki.registerPluginTiddlers(\"info\");\n\t$tw.wiki.unpackPluginTiddlers();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/load-modules.js": {
"title": "$:/core/modules/startup/load-modules.js",
"text": "/*\\\ntitle: $:/core/modules/startup/load-modules.js\ntype: application/javascript\nmodule-type: startup\n\nLoad core modules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"load-modules\";\nexports.synchronous = true;\n\nexports.startup = function() {\n\t// Load modules\n\t$tw.modules.applyMethods(\"utils\",$tw.utils);\n\tif($tw.node) {\n\t\t$tw.modules.applyMethods(\"utils-node\",$tw.utils);\n\t}\n\t$tw.modules.applyMethods(\"global\",$tw);\n\t$tw.modules.applyMethods(\"config\",$tw.config);\n\t$tw.Tiddler.fieldModules = $tw.modules.getModulesByTypeAsHashmap(\"tiddlerfield\");\n\t$tw.modules.applyMethods(\"tiddlermethod\",$tw.Tiddler.prototype);\n\t$tw.modules.applyMethods(\"wikimethod\",$tw.Wiki.prototype);\n\t$tw.modules.applyMethods(\"tiddlerdeserializer\",$tw.Wiki.tiddlerDeserializerModules);\n\t$tw.macros = $tw.modules.getModulesByTypeAsHashmap(\"macro\");\n\t$tw.wiki.initParsers();\n\t$tw.Commander.initCommands();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/password.js": {
"title": "$:/core/modules/startup/password.js",
"text": "/*\\\ntitle: $:/core/modules/startup/password.js\ntype: application/javascript\nmodule-type: startup\n\nPassword handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"password\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\nexports.startup = function() {\n\t$tw.rootWidget.addEventListener(\"tm-set-password\",function(event) {\n\t\t$tw.passwordPrompt.createPrompt({\n\t\t\tserviceName: $tw.language.getString(\"Encryption/PromptSetPassword\"),\n\t\t\tnoUserName: true,\n\t\t\tsubmitText: $tw.language.getString(\"Encryption/SetPassword\"),\n\t\t\tcanCancel: true,\n\t\t\trepeatPassword: true,\n\t\t\tcallback: function(data) {\n\t\t\t\tif(data) {\n\t\t\t\t\t$tw.crypto.setPassword(data.password);\n\t\t\t\t}\n\t\t\t\treturn true; // Get rid of the password prompt\n\t\t\t}\n\t\t});\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-clear-password\",function(event) {\n\t\tif($tw.browser) {\n\t\t\tif(!confirm($tw.language.getString(\"Encryption/ConfirmClearPassword\"))) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t}\n\t\t$tw.crypto.setPassword(null);\n\t});\n\t// Ensure that $:/isEncrypted is maintained properly\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,\"$:/isEncrypted\")) {\n\t\t\t$tw.crypto.updateCryptoStateTiddler();\n\t\t}\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/render.js": {
"title": "$:/core/modules/startup/render.js",
"text": "/*\\\ntitle: $:/core/modules/startup/render.js\ntype: application/javascript\nmodule-type: startup\n\nTitle, stylesheet and page rendering\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"render\";\nexports.platforms = [\"browser\"];\nexports.after = [\"story\"];\nexports.synchronous = true;\n\n// Default story and history lists\nvar PAGE_TITLE_TITLE = \"$:/core/wiki/title\";\nvar PAGE_STYLESHEET_TITLE = \"$:/core/ui/PageStylesheet\";\nvar PAGE_TEMPLATE_TITLE = \"$:/core/ui/PageTemplate\";\n\n// Time (in ms) that we defer refreshing changes to draft tiddlers\nvar DRAFT_TIDDLER_TIMEOUT_TITLE = \"$:/config/Drafts/TypingTimeout\";\nvar DRAFT_TIDDLER_TIMEOUT = 400;\n\nexports.startup = function() {\n\t// Set up the title\n\t$tw.titleWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_TITLE_TITLE,{document: $tw.fakeDocument, parseAsInline: true});\n\t$tw.titleContainer = $tw.fakeDocument.createElement(\"div\");\n\t$tw.titleWidgetNode.render($tw.titleContainer,null);\n\tdocument.title = $tw.titleContainer.textContent;\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.titleWidgetNode.refresh(changes,$tw.titleContainer,null)) {\n\t\t\tdocument.title = $tw.titleContainer.textContent;\n\t\t}\n\t});\n\t// Set up the styles\n\t$tw.styleWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_STYLESHEET_TITLE,{document: $tw.fakeDocument});\n\t$tw.styleContainer = $tw.fakeDocument.createElement(\"style\");\n\t$tw.styleWidgetNode.render($tw.styleContainer,null);\n\t$tw.styleElement = document.createElement(\"style\");\n\t$tw.styleElement.innerHTML = $tw.styleContainer.textContent;\n\tdocument.head.insertBefore($tw.styleElement,document.head.firstChild);\n\t$tw.wiki.addEventListener(\"change\",$tw.perf.report(\"styleRefresh\",function(changes) {\n\t\tif($tw.styleWidgetNode.refresh(changes,$tw.styleContainer,null)) {\n\t\t\t$tw.styleElement.innerHTML = $tw.styleContainer.textContent;\n\t\t}\n\t}));\n\t// Display the $:/core/ui/PageTemplate tiddler to kick off the display\n\t$tw.perf.report(\"mainRender\",function() {\n\t\t$tw.pageWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_TEMPLATE_TITLE,{document: document, parentWidget: $tw.rootWidget});\n\t\t$tw.pageContainer = document.createElement(\"div\");\n\t\t$tw.utils.addClass($tw.pageContainer,\"tc-page-container-wrapper\");\n\t\tdocument.body.insertBefore($tw.pageContainer,document.body.firstChild);\n\t\t$tw.pageWidgetNode.render($tw.pageContainer,null);\n \t\t$tw.hooks.invokeHook(\"th-page-refreshed\");\n\t})();\n\t// Remove any splash screen elements\n\tvar removeList = document.querySelectorAll(\".tc-remove-when-wiki-loaded\");\n\t$tw.utils.each(removeList,function(removeItem) {\n\t\tif(removeItem.parentNode) {\n\t\t\tremoveItem.parentNode.removeChild(removeItem);\n\t\t}\n\t});\n\t// Prepare refresh mechanism\n\tvar deferredChanges = Object.create(null),\n\t\ttimerId;\n\tfunction refresh() {\n\t\t// Process the refresh\n\t\t$tw.pageWidgetNode.refresh(deferredChanges);\n\t\tdeferredChanges = Object.create(null);\n \t\t$tw.hooks.invokeHook(\"th-page-refreshed\");\n\t}\n\t// Add the change event handler\n\t$tw.wiki.addEventListener(\"change\",$tw.perf.report(\"mainRefresh\",function(changes) {\n\t\t// Check if only drafts have changed\n\t\tvar onlyDraftsHaveChanged = true;\n\t\tfor(var title in changes) {\n\t\t\tvar tiddler = $tw.wiki.getTiddler(title);\n\t\t\tif(!tiddler || !tiddler.hasField(\"draft.of\")) {\n\t\t\t\tonlyDraftsHaveChanged = false;\n\t\t\t}\n\t\t}\n\t\t// Defer the change if only drafts have changed\n\t\tif(timerId) {\n\t\t\tclearTimeout(timerId);\n\t\t}\n\t\ttimerId = null;\n\t\tif(onlyDraftsHaveChanged) {\n\t\t\tvar timeout = parseInt($tw.wiki.getTiddlerText(DRAFT_TIDDLER_TIMEOUT_TITLE,\"\"),10);\n\t\t\tif(isNaN(timeout)) {\n\t\t\t\ttimeout = DRAFT_TIDDLER_TIMEOUT;\n\t\t\t}\n\t\t\ttimerId = setTimeout(refresh,timeout);\n\t\t\t$tw.utils.extend(deferredChanges,changes);\n\t\t} else {\n\t\t\t$tw.utils.extend(deferredChanges,changes);\n\t\t\trefresh();\n\t\t}\n\t}));\n\t// Fix up the link between the root widget and the page container\n\t$tw.rootWidget.domNodes = [$tw.pageContainer];\n\t$tw.rootWidget.children = [$tw.pageWidgetNode];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/rootwidget.js": {
"title": "$:/core/modules/startup/rootwidget.js",
"text": "/*\\\ntitle: $:/core/modules/startup/rootwidget.js\ntype: application/javascript\nmodule-type: startup\n\nSetup the root widget and the core root widget handlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"rootwidget\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.before = [\"story\"];\nexports.synchronous = true;\n\nexports.startup = function() {\n\t// Install the modal message mechanism\n\t$tw.modal = new $tw.utils.Modal($tw.wiki);\n\t$tw.rootWidget.addEventListener(\"tm-modal\",function(event) {\n\t\t$tw.modal.display(event.param,{variables: event.paramObject, event: event});\n\t});\n\t// Install the notification mechanism\n\t$tw.notifier = new $tw.utils.Notifier($tw.wiki);\n\t$tw.rootWidget.addEventListener(\"tm-notify\",function(event) {\n\t\t$tw.notifier.display(event.param,{variables: event.paramObject});\n\t});\n\t// Install the copy-to-clipboard mechanism\n\t$tw.rootWidget.addEventListener(\"tm-copy-to-clipboard\",function(event) {\n\t\t$tw.utils.copyToClipboard(event.param);\n\t});\n\t// Install the scroller\n\t$tw.pageScroller = new $tw.utils.PageScroller();\n\t$tw.rootWidget.addEventListener(\"tm-scroll\",function(event) {\n\t\t$tw.pageScroller.handleEvent(event);\n\t});\n\tvar fullscreen = $tw.utils.getFullScreenApis();\n\tif(fullscreen) {\n\t\t$tw.rootWidget.addEventListener(\"tm-full-screen\",function(event) {\n\t\t\tif(event.param === \"enter\") {\n\t\t\t\tevent.event.target.ownerDocument.documentElement[fullscreen._requestFullscreen](Element.ALLOW_KEYBOARD_INPUT);\n\t\t\t} else if(event.param === \"exit\") {\n\t\t\t\tevent.event.target.ownerDocument[fullscreen._exitFullscreen]();\n\t\t\t} else {\n\t\t\t\tif(event.event.target.ownerDocument[fullscreen._fullscreenElement]) {\n\t\t\t\t\tevent.event.target.ownerDocument[fullscreen._exitFullscreen]();\n\t\t\t\t} else {\n\t\t\t\t\tevent.event.target.ownerDocument.documentElement[fullscreen._requestFullscreen](Element.ALLOW_KEYBOARD_INPUT);\n\t\t\t\t}\t\t\t\t\n\t\t\t}\n\t\t});\n\t}\n\t// If we're being viewed on a data: URI then give instructions for how to save\n\tif(document.location.protocol === \"data:\") {\n\t\t$tw.rootWidget.dispatchEvent({\n\t\t\ttype: \"tm-modal\",\n\t\t\tparam: \"$:/language/Modals/SaveInstructions\"\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup.js": {
"title": "$:/core/modules/startup.js",
"text": "/*\\\ntitle: $:/core/modules/startup.js\ntype: application/javascript\nmodule-type: startup\n\nMiscellaneous startup logic for both the client and server.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"startup\";\nexports.after = [\"load-modules\"];\nexports.synchronous = true;\n\n// Set to `true` to enable performance instrumentation\nvar PERFORMANCE_INSTRUMENTATION_CONFIG_TITLE = \"$:/config/Performance/Instrumentation\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.startup = function() {\n\tvar modules,n,m,f;\n\t// Minimal browser detection\n\tif($tw.browser) {\n\t\t$tw.browser.isIE = (/msie|trident/i.test(navigator.userAgent));\n\t\t$tw.browser.isFirefox = !!document.mozFullScreenEnabled;\n\t}\n\t// Platform detection\n\t$tw.platform = {};\n\tif($tw.browser) {\n\t\t$tw.platform.isMac = /Mac/.test(navigator.platform);\n\t\t$tw.platform.isWindows = /win/i.test(navigator.platform);\n\t\t$tw.platform.isLinux = /Linux/i.test(navigator.platform);\n\t} else {\n\t\tswitch(require(\"os\").platform()) {\n\t\t\tcase \"darwin\":\n\t\t\t\t$tw.platform.isMac = true;\n\t\t\t\tbreak;\n\t\t\tcase \"win32\":\n\t\t\t\t$tw.platform.isWindows = true;\n\t\t\t\tbreak;\n\t\t\tcase \"freebsd\":\n\t\t\t\t$tw.platform.isLinux = true;\n\t\t\t\tbreak;\n\t\t\tcase \"linux\":\n\t\t\t\t$tw.platform.isLinux = true;\n\t\t\t\tbreak;\n\t\t}\n\t}\n\t// Initialise version\n\t$tw.version = $tw.utils.extractVersionInfo();\n\t// Set up the performance framework\n\t$tw.perf = new $tw.Performance($tw.wiki.getTiddlerText(PERFORMANCE_INSTRUMENTATION_CONFIG_TITLE,\"no\") === \"yes\");\n\t// Kick off the language manager and switcher\n\t$tw.language = new $tw.Language();\n\t$tw.languageSwitcher = new $tw.PluginSwitcher({\n\t\twiki: $tw.wiki,\n\t\tpluginType: \"language\",\n\t\tcontrollerTitle: \"$:/language\",\n\t\tdefaultPlugins: [\n\t\t\t\"$:/languages/en-US\"\n\t\t],\n\t\tonSwitch: function(plugins) {\n\t\t\tif($tw.browser) {\n\t\t\t\tvar pluginTiddler = $tw.wiki.getTiddler(plugins[0]);\n\t\t\t\tif(pluginTiddler) {\n\t\t\t\t\tdocument.documentElement.setAttribute(\"dir\",pluginTiddler.getFieldString(\"text-direction\") || \"auto\");\n\t\t\t\t} else {\n\t\t\t\t\tdocument.documentElement.removeAttribute(\"dir\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\t// Kick off the theme manager\n\t$tw.themeManager = new $tw.PluginSwitcher({\n\t\twiki: $tw.wiki,\n\t\tpluginType: \"theme\",\n\t\tcontrollerTitle: \"$:/theme\",\n\t\tdefaultPlugins: [\n\t\t\t\"$:/themes/tiddlywiki/snowwhite\",\n\t\t\t\"$:/themes/tiddlywiki/vanilla\"\n\t\t]\n\t});\n\t// Kick off the keyboard manager\n\t$tw.keyboardManager = new $tw.KeyboardManager();\n\t// Listen for shortcuts\n\tif($tw.browser) {\n\t\t$tw.utils.addEventListeners(document,[{\n\t\t\tname: \"keydown\",\n\t\t\thandlerObject: $tw.keyboardManager,\n\t\t\thandlerMethod: \"handleKeydownEvent\"\n\t\t}]);\n\t}\n\t// Create a root widget for attaching event handlers. By using it as the parentWidget for another widget tree, one can reuse the event handlers\n\t$tw.rootWidget = new widget.widget({\n\t\ttype: \"widget\",\n\t\tchildren: []\n\t},{\n\t\twiki: $tw.wiki,\n\t\tdocument: $tw.browser ? document : $tw.fakeDocument\n\t});\n\t// Execute any startup actions\n\tvar executeStartupTiddlers = function(tag) {\n\t\t$tw.utils.each($tw.wiki.filterTiddlers(\"[all[shadows+tiddlers]tag[\" + tag + \"]!has[draft.of]]\"),function(title) {\n\t\t\t$tw.rootWidget.invokeActionString($tw.wiki.getTiddlerText(title),$tw.rootWidget);\n\t\t});\n\t};\n\texecuteStartupTiddlers(\"$:/tags/StartupAction\");\n\tif($tw.browser) {\n\t\texecuteStartupTiddlers(\"$:/tags/StartupAction/Browser\");\t\t\n\t}\n\tif($tw.node) {\n\t\texecuteStartupTiddlers(\"$:/tags/StartupAction/Node\");\t\t\n\t}\n\t// Clear outstanding tiddler store change events to avoid an unnecessary refresh cycle at startup\n\t$tw.wiki.clearTiddlerEventQueue();\n\t// Find a working syncadaptor\n\t$tw.syncadaptor = undefined;\n\t$tw.modules.forEachModuleOfType(\"syncadaptor\",function(title,module) {\n\t\tif(!$tw.syncadaptor && module.adaptorClass) {\n\t\t\t$tw.syncadaptor = new module.adaptorClass({wiki: $tw.wiki});\n\t\t}\n\t});\n\t// Set up the syncer object if we've got a syncadaptor\n\tif($tw.syncadaptor) {\n\t\t$tw.syncer = new $tw.Syncer({wiki: $tw.wiki, syncadaptor: $tw.syncadaptor});\n\t} \n\t// Setup the saver handler\n\t$tw.saverHandler = new $tw.SaverHandler({wiki: $tw.wiki, dirtyTracking: !$tw.syncadaptor});\n\t// Host-specific startup\n\tif($tw.browser) {\n\t\t// Install the popup manager\n\t\t$tw.popup = new $tw.utils.Popup();\n\t\t// Install the animator\n\t\t$tw.anim = new $tw.utils.Animator();\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/story.js": {
"title": "$:/core/modules/startup/story.js",
"text": "/*\\\ntitle: $:/core/modules/startup/story.js\ntype: application/javascript\nmodule-type: startup\n\nLoad core modules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"story\";\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n// Default story and history lists\nvar DEFAULT_STORY_TITLE = \"$:/StoryList\";\nvar DEFAULT_HISTORY_TITLE = \"$:/HistoryList\";\n\n// Default tiddlers\nvar DEFAULT_TIDDLERS_TITLE = \"$:/DefaultTiddlers\";\n\n// Config\nvar CONFIG_UPDATE_ADDRESS_BAR = \"$:/config/Navigation/UpdateAddressBar\"; // Can be \"no\", \"permalink\", \"permaview\"\nvar CONFIG_UPDATE_HISTORY = \"$:/config/Navigation/UpdateHistory\"; // Can be \"yes\" or \"no\"\nvar CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD = \"$:/config/Navigation/Permalinkview/CopyToClipboard\"; // Can be \"yes\" (default) or \"no\"\nvar CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR = \"$:/config/Navigation/Permalinkview/UpdateAddressBar\"; // Can be \"yes\" (default) or \"no\"\n\n\n// Links to help, if there is no param\nvar HELP_OPEN_EXTERNAL_WINDOW = \"http://tiddlywiki.com/#WidgetMessage%3A%20tm-open-external-window\";\n\nexports.startup = function() {\n\t// Open startup tiddlers\n\topenStartupTiddlers();\n\tif($tw.browser) {\n\t\t// Set up location hash update\n\t\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\t\tif($tw.utils.hop(changes,DEFAULT_STORY_TITLE) || $tw.utils.hop(changes,DEFAULT_HISTORY_TITLE)) {\n\t\t\t\tupdateLocationHash({\n\t\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_UPDATE_ADDRESS_BAR,\"permaview\").trim(),\n\t\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim()\n\t\t\t\t});\n\t\t\t}\n\t\t});\n\t\t// Listen for changes to the browser location hash\n\t\twindow.addEventListener(\"hashchange\",function() {\n\t\t\tvar hash = $tw.utils.getLocationHash();\n\t\t\tif(hash !== $tw.locationHash) {\n\t\t\t\t$tw.locationHash = hash;\n\t\t\t\topenStartupTiddlers({defaultToCurrentStory: true});\n\t\t\t}\n\t\t},false);\n\t\t// Listen for the tm-browser-refresh message\n\t\t$tw.rootWidget.addEventListener(\"tm-browser-refresh\",function(event) {\n\t\t\twindow.location.reload(true);\n\t\t});\n\t\t// Listen for tm-open-external-window message\n\t\t$tw.rootWidget.addEventListener(\"tm-open-external-window\",function(event) {\n\t\t\tvar paramObject = event.paramObject || {},\n\t\t\t\tstrUrl = event.param || HELP_OPEN_EXTERNAL_WINDOW,\n\t\t\t\tstrWindowName = paramObject.windowName,\n\t\t\t\tstrWindowFeatures = paramObject.windowFeatures;\n\t\t\twindow.open(strUrl, strWindowName, strWindowFeatures);\n\t\t});\n\t\t// Listen for the tm-print message\n\t\t$tw.rootWidget.addEventListener(\"tm-print\",function(event) {\n\t\t\t(event.event.view || window).print();\n\t\t});\n\t\t// Listen for the tm-home message\n\t\t$tw.rootWidget.addEventListener(\"tm-home\",function(event) {\n\t\t\twindow.location.hash = \"\";\n\t\t\tvar storyFilter = $tw.wiki.getTiddlerText(DEFAULT_TIDDLERS_TITLE),\n\t\t\t\tstoryList = $tw.wiki.filterTiddlers(storyFilter);\n\t\t\t//invoke any hooks that might change the default story list\n\t\t\tstoryList = $tw.hooks.invokeHook(\"th-opening-default-tiddlers-list\",storyList);\n\t\t\t$tw.wiki.addTiddler({title: DEFAULT_STORY_TITLE, text: \"\", list: storyList},$tw.wiki.getModificationFields());\n\t\t\tif(storyList[0]) {\n\t\t\t\t$tw.wiki.addToHistory(storyList[0]);\n\t\t\t}\n\t\t});\n\t\t// Listen for the tm-permalink message\n\t\t$tw.rootWidget.addEventListener(\"tm-permalink\",function(event) {\n\t\t\tupdateLocationHash({\n\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR,\"yes\").trim() === \"yes\" ? \"permalink\" : \"none\",\n\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim(),\n\t\t\t\ttargetTiddler: event.param || event.tiddlerTitle,\n\t\t\t\tcopyToClipboard: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD,\"yes\").trim() === \"yes\" ? \"permalink\" : \"none\"\n\t\t\t});\n\t\t});\n\t\t// Listen for the tm-permaview message\n\t\t$tw.rootWidget.addEventListener(\"tm-permaview\",function(event) {\n\t\t\tupdateLocationHash({\n\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR,\"yes\").trim() === \"yes\" ? \"permaview\" : \"none\",\n\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim(),\n\t\t\t\ttargetTiddler: event.param || event.tiddlerTitle,\n\t\t\t\tcopyToClipboard: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD,\"yes\").trim() === \"yes\" ? \"permaview\" : \"none\"\n\t\t\t});\t\t\t\t\n\t\t});\n\t}\n};\n\n/*\nProcess the location hash to open the specified tiddlers. Options:\ndefaultToCurrentStory: If true, the current story is retained as the default, instead of opening the default tiddlers\n*/\nfunction openStartupTiddlers(options) {\n\toptions = options || {};\n\t// Work out the target tiddler and the story filter. \"null\" means \"unspecified\"\n\tvar target = null,\n\t\tstoryFilter = null;\n\tif($tw.locationHash.length > 1) {\n\t\tvar hash = $tw.locationHash.substr(1),\n\t\t\tsplit = hash.indexOf(\":\");\n\t\tif(split === -1) {\n\t\t\ttarget = decodeURIComponent(hash.trim());\n\t\t} else {\n\t\t\ttarget = decodeURIComponent(hash.substr(0,split).trim());\n\t\t\tstoryFilter = decodeURIComponent(hash.substr(split + 1).trim());\n\t\t}\n\t}\n\t// If the story wasn't specified use the current tiddlers or a blank story\n\tif(storyFilter === null) {\n\t\tif(options.defaultToCurrentStory) {\n\t\t\tvar currStoryList = $tw.wiki.getTiddlerList(DEFAULT_STORY_TITLE);\n\t\t\tstoryFilter = $tw.utils.stringifyList(currStoryList);\n\t\t} else {\n\t\t\tif(target && target !== \"\") {\n\t\t\t\tstoryFilter = \"\";\n\t\t\t} else {\n\t\t\t\tstoryFilter = $tw.wiki.getTiddlerText(DEFAULT_TIDDLERS_TITLE);\n\t\t\t}\n\t\t}\n\t}\n\t// Process the story filter to get the story list\n\tvar storyList = $tw.wiki.filterTiddlers(storyFilter);\n\t// Invoke any hooks that want to change the default story list\n\tstoryList = $tw.hooks.invokeHook(\"th-opening-default-tiddlers-list\",storyList);\n\t// If the target tiddler isn't included then splice it in at the top\n\tif(target && storyList.indexOf(target) === -1) {\n\t\tstoryList.unshift(target);\n\t}\n\t// Save the story list\n\t$tw.wiki.addTiddler({title: DEFAULT_STORY_TITLE, text: \"\", list: storyList},$tw.wiki.getModificationFields());\n\t// If a target tiddler was specified add it to the history stack\n\tif(target && target !== \"\") {\n\t\t// The target tiddler doesn't need double square brackets, but we'll silently remove them if they're present\n\t\tif(target.indexOf(\"[[\") === 0 && target.substr(-2) === \"]]\") {\n\t\t\ttarget = target.substr(2,target.length - 4);\n\t\t}\n\t\t$tw.wiki.addToHistory(target);\n\t} else if(storyList.length > 0) {\n\t\t$tw.wiki.addToHistory(storyList[0]);\n\t}\n}\n\n/*\noptions: See below\noptions.updateAddressBar: \"permalink\", \"permaview\" or \"no\" (defaults to \"permaview\")\noptions.updateHistory: \"yes\" or \"no\" (defaults to \"no\")\noptions.copyToClipboard: \"permalink\", \"permaview\" or \"no\" (defaults to \"no\")\noptions.targetTiddler: optional title of target tiddler for permalink\n*/\nfunction updateLocationHash(options) {\n\t// Get the story and the history stack\n\tvar storyList = $tw.wiki.getTiddlerList(DEFAULT_STORY_TITLE),\n\t\thistoryList = $tw.wiki.getTiddlerData(DEFAULT_HISTORY_TITLE,[]),\n\t\ttargetTiddler = \"\";\n\tif(options.targetTiddler) {\n\t\ttargetTiddler = options.targetTiddler;\n\t} else {\n\t\t// The target tiddler is the one at the top of the stack\n\t\tif(historyList.length > 0) {\n\t\t\ttargetTiddler = historyList[historyList.length-1].title;\n\t\t}\n\t\t// Blank the target tiddler if it isn't present in the story\n\t\tif(storyList.indexOf(targetTiddler) === -1) {\n\t\t\ttargetTiddler = \"\";\n\t\t}\n\t}\n\t// Assemble the location hash\n\tswitch(options.updateAddressBar) {\n\t\tcase \"permalink\":\n\t\t\t$tw.locationHash = \"#\" + encodeURIComponent(targetTiddler);\n\t\t\tbreak;\n\t\tcase \"permaview\":\n\t\t\t$tw.locationHash = \"#\" + encodeURIComponent(targetTiddler) + \":\" + encodeURIComponent($tw.utils.stringifyList(storyList));\n\t\t\tbreak;\n\t}\n\t// Copy URL to the clipboard\n\tswitch(options.copyToClipboard) {\n\t\tcase \"permalink\":\n\t\t\t$tw.utils.copyToClipboard($tw.utils.getLocationPath() + \"#\" + encodeURIComponent(targetTiddler));\n\t\t\tbreak;\n\t\tcase \"permaview\":\n\t\t\t$tw.utils.copyToClipboard($tw.utils.getLocationPath() + \"#\" + encodeURIComponent(targetTiddler) + \":\" + encodeURIComponent($tw.utils.stringifyList(storyList)));\n\t\t\tbreak;\n\t}\n\t// Only change the location hash if we must, thus avoiding unnecessary onhashchange events\n\tif($tw.utils.getLocationHash() !== $tw.locationHash) {\n\t\tif(options.updateHistory === \"yes\") {\n\t\t\t// Assign the location hash so that history is updated\n\t\t\twindow.location.hash = $tw.locationHash;\n\t\t} else {\n\t\t\t// We use replace so that browser history isn't affected\n\t\t\twindow.location.replace(window.location.toString().split(\"#\")[0] + $tw.locationHash);\n\t\t}\n\t}\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/windows.js": {
"title": "$:/core/modules/startup/windows.js",
"text": "/*\\\ntitle: $:/core/modules/startup/windows.js\ntype: application/javascript\nmodule-type: startup\n\nSetup root widget handlers for the messages concerned with opening external browser windows\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"windows\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n// Global to keep track of open windows (hashmap by title)\nvar windows = {};\n\nexports.startup = function() {\n\t// Handle open window message\n\t$tw.rootWidget.addEventListener(\"tm-open-window\",function(event) {\n\t\t// Get the parameters\n\t\tvar refreshHandler,\n\t\t\ttitle = event.param || event.tiddlerTitle,\n\t\t\tparamObject = event.paramObject || {},\n\t\t\ttemplate = paramObject.template || \"$:/core/templates/single.tiddler.window\",\n\t\t\twidth = paramObject.width || \"700\",\n\t\t\theight = paramObject.height || \"600\",\n\t\t\tvariables = $tw.utils.extend({},paramObject,{currentTiddler: title});\n\t\t// Open the window\n\t\tvar srcWindow,\n\t\t srcDocument;\n\t\t// In case that popup blockers deny opening a new window\n\t\ttry {\n\t\t\tsrcWindow = window.open(\"\",\"external-\" + title,\"scrollbars,width=\" + width + \",height=\" + height),\n\t\t\tsrcDocument = srcWindow.document;\n\t\t}\n\t\tcatch(e) {\n\t\t\treturn;\n\t\t}\n\t\twindows[title] = srcWindow;\n\t\t// Check for reopening the same window\n\t\tif(srcWindow.haveInitialisedWindow) {\n\t\t\treturn;\n\t\t}\n\t\t// Initialise the document\n\t\tsrcDocument.write(\"<html><head></head><body class='tc-body tc-single-tiddler-window'></body></html>\");\n\t\tsrcDocument.close();\n\t\tsrcDocument.title = title;\n\t\tsrcWindow.addEventListener(\"beforeunload\",function(event) {\n\t\t\tdelete windows[title];\n\t\t\t$tw.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t},false);\n\t\t// Set up the styles\n\t\tvar styleWidgetNode = $tw.wiki.makeTranscludeWidget(\"$:/core/ui/PageStylesheet\",{\n\t\t\t\tdocument: $tw.fakeDocument,\n\t\t\t\tvariables: variables,\n\t\t\t\timportPageMacros: true}),\n\t\t\tstyleContainer = $tw.fakeDocument.createElement(\"style\");\n\t\tstyleWidgetNode.render(styleContainer,null);\n\t\tvar styleElement = srcDocument.createElement(\"style\");\n\t\tstyleElement.innerHTML = styleContainer.textContent;\n\t\tsrcDocument.head.insertBefore(styleElement,srcDocument.head.firstChild);\n\t\t// Render the text of the tiddler\n\t\tvar parser = $tw.wiki.parseTiddler(template),\n\t\t\twidgetNode = $tw.wiki.makeWidget(parser,{document: srcDocument, parentWidget: $tw.rootWidget, variables: variables});\n\t\twidgetNode.render(srcDocument.body,srcDocument.body.firstChild);\n\t\t// Function to handle refreshes\n\t\trefreshHandler = function(changes) {\n\t\t\tif(styleWidgetNode.refresh(changes,styleContainer,null)) {\n\t\t\t\tstyleElement.innerHTML = styleContainer.textContent;\n\t\t\t}\n\t\t\twidgetNode.refresh(changes);\n\t\t};\n\t\t$tw.wiki.addEventListener(\"change\",refreshHandler);\n\t\t// Listen for keyboard shortcuts\n\t\t$tw.utils.addEventListeners(srcDocument,[{\n\t\t\tname: \"keydown\",\n\t\t\thandlerObject: $tw.keyboardManager,\n\t\t\thandlerMethod: \"handleKeydownEvent\"\n\t\t},{\n\t\t\tname: \"click\",\n\t\t\thandlerObject: $tw.popup,\n\t\t\thandlerMethod: \"handleEvent\"\n\t\t}]);\n\t\tsrcWindow.haveInitialisedWindow = true;\n\t});\n\t// Close open windows when unloading main window\n\t$tw.addUnloadTask(function() {\n\t\t$tw.utils.each(windows,function(win) {\n\t\t\twin.close();\n\t\t});\n\t});\n\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/story.js": {
"title": "$:/core/modules/story.js",
"text": "/*\\\ntitle: $:/core/modules/story.js\ntype: application/javascript\nmodule-type: global\n\nLightweight object for managing interactions with the story and history lists.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nConstruct Story object with options:\nwiki: reference to wiki object to use to resolve tiddler titles\nstoryTitle: title of story list tiddler\nhistoryTitle: title of history list tiddler\n*/\nfunction Story(options) {\n\toptions = options || {};\n\tthis.wiki = options.wiki || $tw.wiki;\n\tthis.storyTitle = options.storyTitle || \"$:/StoryList\";\n\tthis.historyTitle = options.historyTitle || \"$:/HistoryList\";\n};\n\nStory.prototype.navigateTiddler = function(navigateTo,navigateFromTitle,navigateFromClientRect) {\n\tthis.addToStory(navigateTo,navigateFromTitle);\n\tthis.addToHistory(navigateTo,navigateFromClientRect);\n};\n\nStory.prototype.getStoryList = function() {\n\treturn this.wiki.getTiddlerList(this.storyTitle) || [];\n};\n\nStory.prototype.addToStory = function(navigateTo,navigateFromTitle,options) {\n\toptions = options || {};\n\tvar storyList = this.getStoryList();\n\t// See if the tiddler is already there\n\tvar slot = storyList.indexOf(navigateTo);\n\t// Quit if it already exists in the story river\n\tif(slot >= 0) {\n\t\treturn;\n\t}\n\t// First we try to find the position of the story element we navigated from\n\tvar fromIndex = storyList.indexOf(navigateFromTitle);\n\tif(fromIndex >= 0) {\n\t\t// The tiddler is added from inside the river\n\t\t// Determine where to insert the tiddler; Fallback is \"below\"\n\t\tswitch(options.openLinkFromInsideRiver) {\n\t\t\tcase \"top\":\n\t\t\t\tslot = 0;\n\t\t\t\tbreak;\n\t\t\tcase \"bottom\":\n\t\t\t\tslot = storyList.length;\n\t\t\t\tbreak;\n\t\t\tcase \"above\":\n\t\t\t\tslot = fromIndex;\n\t\t\t\tbreak;\n\t\t\tcase \"below\": // Intentional fall-through\n\t\t\tdefault:\n\t\t\t\tslot = fromIndex + 1;\n\t\t\t\tbreak;\n\t\t}\n\t} else {\n\t\t// The tiddler is opened from outside the river. Determine where to insert the tiddler; default is \"top\"\n\t\tif(options.openLinkFromOutsideRiver === \"bottom\") {\n\t\t\t// Insert at bottom\n\t\t\tslot = storyList.length;\n\t\t} else {\n\t\t\t// Insert at top\n\t\t\tslot = 0;\n\t\t}\n\t}\n\t// Add the tiddler\n\tstoryList.splice(slot,0,navigateTo);\n\t// Save the story\n\tthis.saveStoryList(storyList);\n};\n\nStory.prototype.saveStoryList = function(storyList) {\n\tvar storyTiddler = this.wiki.getTiddler(this.storyTitle);\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\tthis.wiki.getCreationFields(),\n\t\t{title: this.storyTitle},\n\t\tstoryTiddler,\n\t\t{list: storyList},\n\t\tthis.wiki.getModificationFields()\n\t));\n};\n\nStory.prototype.addToHistory = function(navigateTo,navigateFromClientRect) {\n\tvar titles = $tw.utils.isArray(navigateTo) ? navigateTo : [navigateTo];\n\t// Add a new record to the top of the history stack\n\tvar historyList = this.wiki.getTiddlerData(this.historyTitle,[]);\n\t$tw.utils.each(titles,function(title) {\n\t\thistoryList.push({title: title, fromPageRect: navigateFromClientRect});\n\t});\n\tthis.wiki.setTiddlerData(this.historyTitle,historyList,{\"current-tiddler\": titles[titles.length-1]});\n};\n\nStory.prototype.storyCloseTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyCloseAllTiddlers = function() {\n// TBD\n};\n\nStory.prototype.storyCloseOtherTiddlers = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyEditTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyDeleteTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storySaveTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyCancelTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyNewTiddler = function(targetTitle) {\n// TBD\n};\n\nexports.Story = Story;\n\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/storyviews/classic.js": {
"title": "$:/core/modules/storyviews/classic.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/classic.js\ntype: application/javascript\nmodule-type: storyview\n\nViews the story as a linear sequence\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar easing = \"cubic-bezier(0.645, 0.045, 0.355, 1)\"; // From http://easings.net/#easeInOutCubic\n\nvar ClassicStoryView = function(listWidget) {\n\tthis.listWidget = listWidget;\n};\n\nClassicStoryView.prototype.navigateTo = function(historyInfo) {\n\tvar listElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Scroll the node into view\n\tthis.listWidget.dispatchEvent({type: \"tm-scroll\", target: targetElement});\n};\n\nClassicStoryView.prototype.insert = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Get the current height of the tiddler\n\tvar computedStyle = window.getComputedStyle(targetElement),\n\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\tcurrHeight = targetElement.offsetHeight + currMarginTop;\n\t// Reset the margin once the transition is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: \"\"}\n\t\t]);\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{marginBottom: (-currHeight) + \"px\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t// Transition to the final position\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"opacity \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms \" + easing},\n\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n};\n\nClassicStoryView.prototype.remove = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\tremoveElement = function() {\n\t\t\twidget.removeChildDomNodes();\n\t\t};\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Get the current height of the tiddler\n\tvar currWidth = targetElement.offsetWidth,\n\t\tcomputedStyle = window.getComputedStyle(targetElement),\n\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\tcurrHeight = targetElement.offsetHeight + currMarginTop;\n\t// Remove the dom nodes of the widget at the end of the transition\n\tsetTimeout(removeElement,duration);\n\t// Animate the closure\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{transform: \"translateX(0px)\"},\n\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms \" + easing},\n\t\t{transform: \"translateX(-\" + currWidth + \"px)\"},\n\t\t{marginBottom: (-currHeight) + \"px\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n};\n\nexports.classic = ClassicStoryView;\n\n})();",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/storyviews/pop.js": {
"title": "$:/core/modules/storyviews/pop.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/pop.js\ntype: application/javascript\nmodule-type: storyview\n\nAnimates list insertions and removals\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar PopStoryView = function(listWidget) {\n\tthis.listWidget = listWidget;\n};\n\nPopStoryView.prototype.navigateTo = function(historyInfo) {\n\tvar listElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Scroll the node into view\n\tthis.listWidget.dispatchEvent({type: \"tm-scroll\", target: targetElement});\n};\n\nPopStoryView.prototype.insert = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Reset once the transition is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"none\"},\n\t\t\t{transform: \"none\"}\n\t\t]);\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{transform: \"scale(2)\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t// Transition to the final position\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{transform: \"scale(1)\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n};\n\nPopStoryView.prototype.remove = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\tremoveElement = function() {\n\t\t\tif(targetElement.parentNode) {\n\t\t\t\twidget.removeChildDomNodes();\n\t\t\t}\n\t\t};\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Remove the element at the end of the transition\n\tsetTimeout(removeElement,duration);\n\t// Animate the closure\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{transform: \"scale(1)\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{transform: \"scale(0.1)\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n};\n\nexports.pop = PopStoryView;\n\n})();\n",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/storyviews/zoomin.js": {
"title": "$:/core/modules/storyviews/zoomin.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/zoomin.js\ntype: application/javascript\nmodule-type: storyview\n\nZooms between individual tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar easing = \"cubic-bezier(0.645, 0.045, 0.355, 1)\"; // From http://easings.net/#easeInOutCubic\n\nvar ZoominListView = function(listWidget) {\n\tvar self = this;\n\tthis.listWidget = listWidget;\n\t// Get the index of the tiddler that is at the top of the history\n\tvar history = this.listWidget.wiki.getTiddlerDataCached(this.listWidget.historyTitle,[]),\n\t\ttargetTiddler;\n\tif(history.length > 0) {\n\t\ttargetTiddler = history[history.length-1].title;\n\t}\n\t// Make all the tiddlers position absolute, and hide all but the top (or first) one\n\t$tw.utils.each(this.listWidget.children,function(itemWidget,index) {\n\t\tvar domNode = itemWidget.findFirstDomNode();\n\t\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\t\tif(!(domNode instanceof Element)) {\n\t\t\treturn;\n\t\t}\n\t\tif((targetTiddler && targetTiddler !== itemWidget.parseTreeNode.itemTitle) || (!targetTiddler && index)) {\n\t\t\tdomNode.style.display = \"none\";\n\t\t} else {\n\t\t\tself.currentTiddlerDomNode = domNode;\n\t\t}\n\t\t$tw.utils.addClass(domNode,\"tc-storyview-zoomin-tiddler\");\n\t});\n};\n\nZoominListView.prototype.navigateTo = function(historyInfo) {\n\tvar duration = $tw.utils.getAnimationDuration(),\n\t\tlistElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Make the new tiddler be position absolute and visible so that we can measure it\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"block\"},\n\t\t{transformOrigin: \"0 0\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{transition: \"none\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n\t// Get the position of the source node, or use the centre of the window as the source position\n\tvar sourceBounds = historyInfo.fromPageRect || {\n\t\t\tleft: window.innerWidth/2 - 2,\n\t\t\ttop: window.innerHeight/2 - 2,\n\t\t\twidth: window.innerWidth/8,\n\t\t\theight: window.innerHeight/8\n\t\t};\n\t// Try to find the title node in the target tiddler\n\tvar titleDomNode = findTitleDomNode(listItemWidget) || listItemWidget.findFirstDomNode(),\n\t\tzoomBounds = titleDomNode.getBoundingClientRect();\n\t// Compute the transform for the target tiddler to make the title lie over the source rectange\n\tvar targetBounds = targetElement.getBoundingClientRect(),\n\t\tscale = sourceBounds.width / zoomBounds.width,\n\t\tx = sourceBounds.left - targetBounds.left - (zoomBounds.left - targetBounds.left) * scale,\n\t\ty = sourceBounds.top - targetBounds.top - (zoomBounds.top - targetBounds.top) * scale;\n\t// Transform the target tiddler to its starting position\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transform: \"translateX(\" + x + \"px) translateY(\" + y + \"px) scale(\" + scale + \")\"}\n\t]);\n\t// Force layout\n\t$tw.utils.forceLayout(targetElement);\n\t// Apply the ending transitions with a timeout to ensure that the previously applied transformations are applied first\n\tvar self = this,\n\t\tprevCurrentTiddler = this.currentTiddlerDomNode;\n\tthis.currentTiddlerDomNode = targetElement;\n\t// Transform the target tiddler to its natural size\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t{opacity: \"1.0\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{zIndex: \"500\"},\n\t]);\n\t// Transform the previous tiddler out of the way and then hide it\n\tif(prevCurrentTiddler && prevCurrentTiddler !== targetElement) {\n\t\tscale = zoomBounds.width / sourceBounds.width;\n\t\tx = zoomBounds.left - targetBounds.left - (sourceBounds.left - targetBounds.left) * scale;\n\t\ty = zoomBounds.top - targetBounds.top - (sourceBounds.top - targetBounds.top) * scale;\n\t\t$tw.utils.setStyle(prevCurrentTiddler,[\n\t\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t\t{opacity: \"0.0\"},\n\t\t\t{transformOrigin: \"0 0\"},\n\t\t\t{transform: \"translateX(\" + x + \"px) translateY(\" + y + \"px) scale(\" + scale + \")\"},\n\t\t\t{zIndex: \"0\"}\n\t\t]);\n\t\t// Hide the tiddler when the transition has finished\n\t\tsetTimeout(function() {\n\t\t\tif(self.currentTiddlerDomNode !== prevCurrentTiddler) {\n\t\t\t\tprevCurrentTiddler.style.display = \"none\";\n\t\t\t}\n\t\t},duration);\n\t}\n\t// Scroll the target into view\n//\t$tw.pageScroller.scrollIntoView(targetElement);\n};\n\n/*\nFind the first child DOM node of a widget that has the class \"tc-title\"\n*/\nfunction findTitleDomNode(widget,targetClass) {\n\ttargetClass = targetClass || \"tc-title\";\n\tvar domNode = widget.findFirstDomNode();\n\tif(domNode && domNode.querySelector) {\n\t\treturn domNode.querySelector(\".\" + targetClass);\n\t}\n\treturn null;\n}\n\nZoominListView.prototype.insert = function(widget) {\n\tvar targetElement = widget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Make the newly inserted node position absolute and hidden\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"none\"}\n\t]);\n};\n\nZoominListView.prototype.remove = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\tremoveElement = function() {\n\t\t\twidget.removeChildDomNodes();\n\t\t};\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Abandon if hidden\n\tif(targetElement.style.display != \"block\" ) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Set up the tiddler that is being closed\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"block\"},\n\t\t{transformOrigin: \"50% 50%\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{transition: \"none\"},\n\t\t{zIndex: \"0\"}\n\t]);\n\t// We'll move back to the previous or next element in the story\n\tvar toWidget = widget.previousSibling();\n\tif(!toWidget) {\n\t\ttoWidget = widget.nextSibling();\n\t}\n\tvar toWidgetDomNode = toWidget && toWidget.findFirstDomNode();\n\t// Set up the tiddler we're moving back in\n\tif(toWidgetDomNode) {\n\t\t$tw.utils.addClass(toWidgetDomNode,\"tc-storyview-zoomin-tiddler\");\n\t\t$tw.utils.setStyle(toWidgetDomNode,[\n\t\t\t{display: \"block\"},\n\t\t\t{transformOrigin: \"50% 50%\"},\n\t\t\t{transform: \"translateX(0px) translateY(0px) scale(10)\"},\n\t\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t\t{opacity: \"0\"},\n\t\t\t{zIndex: \"500\"}\n\t\t]);\n\t\tthis.currentTiddlerDomNode = toWidgetDomNode;\n\t}\n\t// Animate them both\n\t// Force layout\n\t$tw.utils.forceLayout(this.listWidget.parentDomNode);\n\t// First, the tiddler we're closing\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transformOrigin: \"50% 50%\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(0.1)\"},\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t{opacity: \"0\"},\n\t\t{zIndex: \"0\"}\n\t]);\n\tsetTimeout(removeElement,duration);\n\t// Now the tiddler we're going back to\n\tif(toWidgetDomNode) {\n\t\t$tw.utils.setStyle(toWidgetDomNode,[\n\t\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t\t{opacity: \"1\"}\n\t\t]);\n\t}\n\treturn true; // Indicate that we'll delete the DOM node\n};\n\nexports.zoomin = ZoominListView;\n\n})();\n",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/syncer.js": {
"title": "$:/core/modules/syncer.js",
"text": "/*\\\ntitle: $:/core/modules/syncer.js\ntype: application/javascript\nmodule-type: global\n\nThe syncer tracks changes to the store. If a syncadaptor is used then individual tiddlers are synchronised through it. If there is no syncadaptor then the entire wiki is saved via saver modules.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nDefaults\n*/\nSyncer.prototype.titleIsLoggedIn = \"$:/status/IsLoggedIn\";\nSyncer.prototype.titleIsAnonymous = \"$:/status/IsAnonymous\";\nSyncer.prototype.titleIsReadOnly = \"$:/status/IsReadOnly\";\nSyncer.prototype.titleUserName = \"$:/status/UserName\";\nSyncer.prototype.titleSyncFilter = \"$:/config/SyncFilter\";\nSyncer.prototype.titleSyncPollingInterval = \"$:/config/SyncPollingInterval\";\nSyncer.prototype.titleSavedNotification = \"$:/language/Notifications/Save/Done\";\nSyncer.prototype.taskTimerInterval = 1 * 1000; // Interval for sync timer\nSyncer.prototype.throttleInterval = 1 * 1000; // Defer saving tiddlers if they've changed in the last 1s...\nSyncer.prototype.fallbackInterval = 10 * 1000; // Unless the task is older than 10s\nSyncer.prototype.pollTimerInterval = 60 * 1000; // Interval for polling for changes from the adaptor\n\n/*\nInstantiate the syncer with the following options:\nsyncadaptor: reference to syncadaptor to be used\nwiki: wiki to be synced\n*/\nfunction Syncer(options) {\n\tvar self = this;\n\tthis.wiki = options.wiki;\n\tthis.syncadaptor = options.syncadaptor;\n\tthis.disableUI = !!options.disableUI;\n\tthis.titleIsLoggedIn = options.titleIsLoggedIn || this.titleIsLoggedIn;\n\tthis.titleUserName = options.titleUserName || this.titleUserName;\n\tthis.titleSyncFilter = options.titleSyncFilter || this.titleSyncFilter;\n\tthis.titleSavedNotification = options.titleSavedNotification || this.titleSavedNotification;\n\tthis.taskTimerInterval = options.taskTimerInterval || this.taskTimerInterval;\n\tthis.throttleInterval = options.throttleInterval || this.throttleInterval;\n\tthis.fallbackInterval = options.fallbackInterval || this.fallbackInterval;\n\tthis.pollTimerInterval = options.pollTimerInterval || parseInt(this.wiki.getTiddlerText(this.titleSyncPollingInterval,\"\"),10) || this.pollTimerInterval;\n\tthis.logging = \"logging\" in options ? options.logging : true;\n\t// Make a logger\n\tthis.logger = new $tw.utils.Logger(\"syncer\" + ($tw.browser ? \"-browser\" : \"\") + ($tw.node ? \"-server\" : \"\") + (this.syncadaptor.name ? (\"-\" + this.syncadaptor.name) : \"\"),{\n\t\t\tcolour: \"cyan\",\n\t\t\tenable: this.logging\n\t\t});\n\t// Compile the dirty tiddler filter\n\tthis.filterFn = this.wiki.compileFilter(this.wiki.getTiddlerText(this.titleSyncFilter));\n\t// Record information for known tiddlers\n\tthis.readTiddlerInfo();\n\t// Tasks are {type: \"load\"/\"save\"/\"delete\", title:, queueTime:, lastModificationTime:}\n\tthis.taskQueue = {}; // Hashmap of tasks yet to be performed\n\tthis.taskInProgress = {}; // Hash of tasks in progress\n\tthis.taskTimerId = null; // Timer for task dispatch\n\tthis.pollTimerId = null; // Timer for polling server\n\t// Listen out for changes to tiddlers\n\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\tself.syncToServer(changes);\n\t});\n\t// Browser event handlers\n\tif($tw.browser && !this.disableUI) {\n\t\t// Set up our beforeunload handler\n\t\t$tw.addUnloadTask(function(event) {\n\t\t\tvar confirmationMessage;\n\t\t\tif(self.isDirty()) {\n\t\t\t\tconfirmationMessage = $tw.language.getString(\"UnsavedChangesWarning\");\n\t\t\t\tevent.returnValue = confirmationMessage; // Gecko\n\t\t\t}\n\t\t\treturn confirmationMessage;\n\t\t});\n\t\t// Listen out for login/logout/refresh events in the browser\n\t\t$tw.rootWidget.addEventListener(\"tm-login\",function() {\n\t\t\tself.handleLoginEvent();\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-logout\",function() {\n\t\t\tself.handleLogoutEvent();\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-server-refresh\",function() {\n\t\t\tself.handleRefreshEvent();\n\t\t});\n\t}\n\t// Listen out for lazyLoad events\n\tif(!this.disableUI) {\n\t\tthis.wiki.addEventListener(\"lazyLoad\",function(title) {\n\t\t\tself.handleLazyLoadEvent(title);\n\t\t});\t\t\n\t}\n\t// Get the login status\n\tthis.getStatus(function(err,isLoggedIn) {\n\t\t// Do a sync from the server\n\t\tself.syncFromServer();\n\t});\n}\n\n/*\nRead (or re-read) the latest tiddler info from the store\n*/\nSyncer.prototype.readTiddlerInfo = function() {\n\t// Hashmap by title of {revision:,changeCount:,adaptorInfo:}\n\tthis.tiddlerInfo = {};\n\t// Record information for known tiddlers\n\tvar self = this,\n\t\ttiddlers = this.filterFn.call(this.wiki);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\tself.tiddlerInfo[title] = {\n\t\t\trevision: tiddler.fields.revision,\n\t\t\tadaptorInfo: self.syncadaptor && self.syncadaptor.getTiddlerInfo(tiddler),\n\t\t\tchangeCount: self.wiki.getChangeCount(title),\n\t\t\thasBeenLazyLoaded: false\n\t\t};\n\t});\n};\n\n/*\nCreate an tiddlerInfo structure if it doesn't already exist\n*/\nSyncer.prototype.createTiddlerInfo = function(title) {\n\tif(!$tw.utils.hop(this.tiddlerInfo,title)) {\n\t\tthis.tiddlerInfo[title] = {\n\t\t\trevision: null,\n\t\t\tadaptorInfo: {},\n\t\t\tchangeCount: -1,\n\t\t\thasBeenLazyLoaded: false\n\t\t};\n\t}\n};\n\n/*\nChecks whether the wiki is dirty (ie the window shouldn't be closed)\n*/\nSyncer.prototype.isDirty = function() {\n\treturn (this.numTasksInQueue() > 0) || (this.numTasksInProgress() > 0);\n};\n\n/*\nUpdate the document body with the class \"tc-dirty\" if the wiki has unsaved/unsynced changes\n*/\nSyncer.prototype.updateDirtyStatus = function() {\n\tif($tw.browser && !this.disableUI) {\n\t\t$tw.utils.toggleClass(document.body,\"tc-dirty\",this.isDirty());\n\t}\n};\n\n/*\nSave an incoming tiddler in the store, and updates the associated tiddlerInfo\n*/\nSyncer.prototype.storeTiddler = function(tiddlerFields,hasBeenLazyLoaded) {\n\t// Save the tiddler\n\tvar tiddler = new $tw.Tiddler(tiddlerFields);\n\tthis.wiki.addTiddler(tiddler);\n\t// Save the tiddler revision and changeCount details\n\tthis.tiddlerInfo[tiddlerFields.title] = {\n\t\trevision: tiddlerFields.revision,\n\t\tadaptorInfo: this.syncadaptor.getTiddlerInfo(tiddler),\n\t\tchangeCount: this.wiki.getChangeCount(tiddlerFields.title),\n\t\thasBeenLazyLoaded: hasBeenLazyLoaded !== undefined ? hasBeenLazyLoaded : true\n\t};\n};\n\nSyncer.prototype.getStatus = function(callback) {\n\tvar self = this;\n\t// Check if the adaptor supports getStatus()\n\tif(this.syncadaptor && this.syncadaptor.getStatus) {\n\t\t// Mark us as not logged in\n\t\tthis.wiki.addTiddler({title: this.titleIsLoggedIn,text: \"no\"});\n\t\t// Get login status\n\t\tthis.syncadaptor.getStatus(function(err,isLoggedIn,username,isReadOnly,isAnonymous) {\n\t\t\tif(err) {\n\t\t\t\tself.logger.alert(err);\n\t\t\t\treturn;\n\t\t\t}\n\t\t\t// Set the various status tiddlers\n\t\t\tself.wiki.addTiddler({title: self.titleIsReadOnly,text: isReadOnly ? \"yes\" : \"no\"});\n\t\t\tself.wiki.addTiddler({title: self.titleIsAnonymous,text: isAnonymous ? \"yes\" : \"no\"});\n\t\t\tself.wiki.addTiddler({title: self.titleIsLoggedIn,text: isLoggedIn ? \"yes\" : \"no\"});\n\t\t\tif(isLoggedIn) {\n\t\t\t\tself.wiki.addTiddler({title: self.titleUserName,text: username || \"\"});\n\t\t\t}\n\t\t\t// Invoke the callback\n\t\t\tif(callback) {\n\t\t\t\tcallback(err,isLoggedIn,username);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tcallback(null,true,\"UNAUTHENTICATED\");\n\t}\n};\n\n/*\nSynchronise from the server by reading the skinny tiddler list and queuing up loads for any tiddlers that we don't already have up to date\n*/\nSyncer.prototype.syncFromServer = function() {\n\tif(this.syncadaptor && this.syncadaptor.getSkinnyTiddlers) {\n\t\tthis.logger.log(\"Retrieving skinny tiddler list\");\n\t\tvar self = this;\n\t\tif(this.pollTimerId) {\n\t\t\tclearTimeout(this.pollTimerId);\n\t\t\tthis.pollTimerId = null;\n\t\t}\n\t\tthis.syncadaptor.getSkinnyTiddlers(function(err,tiddlers) {\n\t\t\t// Trigger the next sync\n\t\t\tself.pollTimerId = setTimeout(function() {\n\t\t\t\tself.pollTimerId = null;\n\t\t\t\tself.syncFromServer.call(self);\n\t\t\t},self.pollTimerInterval);\n\t\t\t// Check for errors\n\t\t\tif(err) {\n\t\t\t\tself.logger.alert($tw.language.getString(\"Error/RetrievingSkinny\") + \":\",err);\n\t\t\t\treturn;\n\t\t\t}\n\t\t\t// Process each incoming tiddler\n\t\t\tfor(var t=0; t<tiddlers.length; t++) {\n\t\t\t\t// Get the incoming tiddler fields, and the existing tiddler\n\t\t\t\tvar tiddlerFields = tiddlers[t],\n\t\t\t\t\tincomingRevision = tiddlerFields.revision + \"\",\n\t\t\t\t\ttiddler = self.wiki.getTiddler(tiddlerFields.title),\n\t\t\t\t\ttiddlerInfo = self.tiddlerInfo[tiddlerFields.title],\n\t\t\t\t\tcurrRevision = tiddlerInfo ? tiddlerInfo.revision : null;\n\t\t\t\t// Ignore the incoming tiddler if it's the same as the revision we've already got\n\t\t\t\tif(currRevision !== incomingRevision) {\n\t\t\t\t\t// Do a full load if we've already got a fat version of the tiddler\n\t\t\t\t\tif(tiddler && tiddler.fields.text !== undefined) {\n\t\t\t\t\t\t// Do a full load of this tiddler\n\t\t\t\t\t\tself.enqueueSyncTask({\n\t\t\t\t\t\t\ttype: \"load\",\n\t\t\t\t\t\t\ttitle: tiddlerFields.title\n\t\t\t\t\t\t});\n\t\t\t\t\t} else {\n\t\t\t\t\t\t// Load the skinny version of the tiddler\n\t\t\t\t\t\tself.storeTiddler(tiddlerFields,false);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nSynchronise a set of changes to the server\n*/\nSyncer.prototype.syncToServer = function(changes) {\n\tvar self = this,\n\t\tnow = Date.now(),\n\t\tfilteredChanges = this.filterFn.call(this.wiki,function(callback) {\n\t\t\t$tw.utils.each(changes,function(change,title) {\n\t\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\t\tcallback(tiddler,title);\n\t\t\t});\n\t\t});\n\t$tw.utils.each(changes,function(change,title,object) {\n\t\t// Process the change if it is a deletion of a tiddler we're already syncing, or is on the filtered change list\n\t\tif((change.deleted && $tw.utils.hop(self.tiddlerInfo,title)) || filteredChanges.indexOf(title) !== -1) {\n\t\t\t// Queue a task to sync this tiddler\n\t\t\tself.enqueueSyncTask({\n\t\t\t\ttype: change.deleted ? \"delete\" : \"save\",\n\t\t\t\ttitle: title\n\t\t\t});\n\t\t}\n\t});\n};\n\n/*\nLazily load a skinny tiddler if we can\n*/\nSyncer.prototype.handleLazyLoadEvent = function(title) {\n\t// Don't lazy load the same tiddler twice\n\tvar info = this.tiddlerInfo[title];\n\tif(!info || !info.hasBeenLazyLoaded) {\n\t\t// Don't lazy load if the tiddler isn't included in the sync filter\n\t\tif(this.filterFn.call(this.wiki).indexOf(title) !== -1) {\n\t\t\tthis.createTiddlerInfo(title);\n\t\t\tthis.tiddlerInfo[title].hasBeenLazyLoaded = true;\n\t\t\t// Queue up a sync task to load this tiddler\n\t\t\tthis.enqueueSyncTask({\n\t\t\t\ttype: \"load\",\n\t\t\t\ttitle: title\n\t\t\t});\n\t\t}\n\t}\n};\n\n/*\nDispay a password prompt and allow the user to login\n*/\nSyncer.prototype.handleLoginEvent = function() {\n\tvar self = this;\n\tthis.getStatus(function(err,isLoggedIn,username) {\n\t\tif(!isLoggedIn) {\n\t\t\t$tw.passwordPrompt.createPrompt({\n\t\t\t\tserviceName: $tw.language.getString(\"LoginToTiddlySpace\"),\n\t\t\t\tcallback: function(data) {\n\t\t\t\t\tself.login(data.username,data.password,function(err,isLoggedIn) {\n\t\t\t\t\t\tself.syncFromServer();\n\t\t\t\t\t});\n\t\t\t\t\treturn true; // Get rid of the password prompt\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n};\n\n/*\nAttempt to login to TiddlyWeb.\n\tusername: username\n\tpassword: password\n\tcallback: invoked with arguments (err,isLoggedIn)\n*/\nSyncer.prototype.login = function(username,password,callback) {\n\tthis.logger.log(\"Attempting to login as\",username);\n\tvar self = this;\n\tif(this.syncadaptor.login) {\n\t\tthis.syncadaptor.login(username,password,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tself.getStatus(function(err,isLoggedIn,username) {\n\t\t\t\tif(callback) {\n\t\t\t\t\tcallback(null,isLoggedIn);\n\t\t\t\t}\n\t\t\t});\n\t\t});\n\t} else {\n\t\tcallback(null,true);\n\t}\n};\n\n/*\nAttempt to log out of TiddlyWeb\n*/\nSyncer.prototype.handleLogoutEvent = function() {\n\tthis.logger.log(\"Attempting to logout\");\n\tvar self = this;\n\tif(this.syncadaptor.logout) {\n\t\tthis.syncadaptor.logout(function(err) {\n\t\t\tif(err) {\n\t\t\t\tself.logger.alert(err);\n\t\t\t} else {\n\t\t\t\tself.getStatus();\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nImmediately refresh from the server\n*/\nSyncer.prototype.handleRefreshEvent = function() {\n\tthis.syncFromServer();\n};\n\n/*\nQueue up a sync task. If there is already a pending task for the tiddler, just update the last modification time\n*/\nSyncer.prototype.enqueueSyncTask = function(task) {\n\tvar self = this,\n\t\tnow = Date.now();\n\t// Set the timestamps on this task\n\ttask.queueTime = now;\n\ttask.lastModificationTime = now;\n\t// Fill in some tiddlerInfo if the tiddler is one we haven't seen before\n\tthis.createTiddlerInfo(task.title);\n\t// Bail if this is a save and the tiddler is already at the changeCount that the server has\n\tif(task.type === \"save\" && this.wiki.getChangeCount(task.title) <= this.tiddlerInfo[task.title].changeCount) {\n\t\treturn;\n\t}\n\t// Check if this tiddler is already in the queue\n\tif($tw.utils.hop(this.taskQueue,task.title)) {\n\t\t// this.logger.log(\"Re-queueing up sync task with type:\",task.type,\"title:\",task.title);\n\t\tvar existingTask = this.taskQueue[task.title];\n\t\t// If so, just update the last modification time\n\t\texistingTask.lastModificationTime = task.lastModificationTime;\n\t\t// If the new task is a save then we upgrade the existing task to a save. Thus a pending load is turned into a save if the tiddler changes locally in the meantime. But a pending save is not modified to become a load\n\t\tif(task.type === \"save\" || task.type === \"delete\") {\n\t\t\texistingTask.type = task.type;\n\t\t}\n\t} else {\n\t\t// this.logger.log(\"Queuing up sync task with type:\",task.type,\"title:\",task.title);\n\t\t// If it is not in the queue, insert it\n\t\tthis.taskQueue[task.title] = task;\n\t\tthis.updateDirtyStatus();\n\t}\n\t// Process the queue\n\t$tw.utils.nextTick(function() {self.processTaskQueue.call(self);});\n};\n\n/*\nReturn the number of tasks in progress\n*/\nSyncer.prototype.numTasksInProgress = function() {\n\treturn $tw.utils.count(this.taskInProgress);\n};\n\n/*\nReturn the number of tasks in the queue\n*/\nSyncer.prototype.numTasksInQueue = function() {\n\treturn $tw.utils.count(this.taskQueue);\n};\n\n/*\nTrigger a timeout if one isn't already outstanding\n*/\nSyncer.prototype.triggerTimeout = function() {\n\tvar self = this;\n\tif(!this.taskTimerId) {\n\t\tthis.taskTimerId = setTimeout(function() {\n\t\t\tself.taskTimerId = null;\n\t\t\tself.processTaskQueue.call(self);\n\t\t},self.taskTimerInterval);\n\t}\n};\n\n/*\nProcess the task queue, performing the next task if appropriate\n*/\nSyncer.prototype.processTaskQueue = function() {\n\tvar self = this;\n\t// Only process a task if the sync adaptor is fully initialised and we're not already performing a task. If we are already performing a task then we'll dispatch the next one when it completes\n\tif((!this.syncadaptor.isReady || this.syncadaptor.isReady()) && this.numTasksInProgress() === 0) {\n\t\t// Choose the next task to perform\n\t\tvar task = this.chooseNextTask();\n\t\t// Perform the task if we had one\n\t\tif(task) {\n\t\t\t// Remove the task from the queue and add it to the in progress list\n\t\t\tdelete this.taskQueue[task.title];\n\t\t\tthis.taskInProgress[task.title] = task;\n\t\t\tthis.updateDirtyStatus();\n\t\t\t// Dispatch the task\n\t\t\tthis.dispatchTask(task,function(err) {\n\t\t\t\tif(err) {\n\t\t\t\t\tself.logger.alert(\"Sync error while processing '\" + task.title + \"':\\n\" + err);\n\t\t\t\t}\n\t\t\t\t// Mark that this task is no longer in progress\n\t\t\t\tdelete self.taskInProgress[task.title];\n\t\t\t\tself.updateDirtyStatus();\n\t\t\t\t// Process the next task\n\t\t\t\tself.processTaskQueue.call(self);\n\t\t\t});\n\t\t} else {\n\t\t\t// Make sure we've set a time if there wasn't a task to perform, but we've still got tasks in the queue\n\t\t\tif(this.numTasksInQueue() > 0) {\n\t\t\t\tthis.triggerTimeout();\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nChoose the next applicable task\n*/\nSyncer.prototype.chooseNextTask = function() {\n\tvar self = this,\n\t\tcandidateTask = null,\n\t\tnow = Date.now();\n\t// Select the best candidate task\n\t$tw.utils.each(this.taskQueue,function(task,title) {\n\t\t// Exclude the task if there's one of the same name in progress\n\t\tif($tw.utils.hop(self.taskInProgress,title)) {\n\t\t\treturn;\n\t\t}\n\t\t// Exclude the task if it is a save and the tiddler has been modified recently, but not hit the fallback time\n\t\tif(task.type === \"save\" && (now - task.lastModificationTime) < self.throttleInterval &&\n\t\t\t(now - task.queueTime) < self.fallbackInterval) {\n\t\t\treturn;\n\t\t}\n\t\t// Exclude the task if it is newer than the current best candidate\n\t\tif(candidateTask && candidateTask.queueTime < task.queueTime) {\n\t\t\treturn;\n\t\t}\n\t\t// Now this is our best candidate\n\t\tcandidateTask = task;\n\t});\n\treturn candidateTask;\n};\n\n/*\nDispatch a task and invoke the callback\n*/\nSyncer.prototype.dispatchTask = function(task,callback) {\n\tvar self = this;\n\tif(task.type === \"save\") {\n\t\tvar changeCount = this.wiki.getChangeCount(task.title),\n\t\t\ttiddler = this.wiki.getTiddler(task.title);\n\t\tthis.logger.log(\"Dispatching 'save' task:\",task.title);\n\t\tif(tiddler) {\n\t\t\tthis.syncadaptor.saveTiddler(tiddler,function(err,adaptorInfo,revision) {\n\t\t\t\tif(err) {\n\t\t\t\t\treturn callback(err);\n\t\t\t\t}\n\t\t\t\t// Adjust the info stored about this tiddler\n\t\t\t\tself.tiddlerInfo[task.title] = {\n\t\t\t\t\tchangeCount: changeCount,\n\t\t\t\t\tadaptorInfo: adaptorInfo,\n\t\t\t\t\trevision: revision\n\t\t\t\t};\n\t\t\t\t// Invoke the callback\n\t\t\t\tcallback(null);\n\t\t\t},{\n\t\t\t\ttiddlerInfo: self.tiddlerInfo[task.title]\n\t\t\t});\n\t\t} else {\n\t\t\tthis.logger.log(\" Not Dispatching 'save' task:\",task.title,\"tiddler does not exist\");\n\t\t\treturn callback(null);\n\t\t}\n\t} else if(task.type === \"load\") {\n\t\t// Load the tiddler\n\t\tthis.logger.log(\"Dispatching 'load' task:\",task.title);\n\t\tthis.syncadaptor.loadTiddler(task.title,function(err,tiddlerFields) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\t// Store the tiddler\n\t\t\tif(tiddlerFields) {\n\t\t\t\tself.storeTiddler(tiddlerFields,true);\n\t\t\t}\n\t\t\t// Invoke the callback\n\t\t\tcallback(null);\n\t\t});\n\t} else if(task.type === \"delete\") {\n\t\t// Delete the tiddler\n\t\tthis.logger.log(\"Dispatching 'delete' task:\",task.title);\n\t\tthis.syncadaptor.deleteTiddler(task.title,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tdelete self.tiddlerInfo[task.title];\n\t\t\t// Invoke the callback\n\t\t\tcallback(null);\n\t\t},{\n\t\t\ttiddlerInfo: self.tiddlerInfo[task.title]\n\t\t});\n\t}\n};\n\nexports.Syncer = Syncer;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/tiddler.js": {
"title": "$:/core/modules/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/tiddler.js\ntype: application/javascript\nmodule-type: tiddlermethod\n\nExtension methods for the $tw.Tiddler object (constructor and methods required at boot time are in boot/boot.js)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.hasTag = function(tag) {\n\treturn this.fields.tags && this.fields.tags.indexOf(tag) !== -1;\n};\n\nexports.isPlugin = function() {\n\treturn this.fields.type === \"application/json\" && this.hasField(\"plugin-type\");\n};\n\nexports.isDraft = function() {\n\treturn this.hasField(\"draft.of\");\n};\n\nexports.getFieldString = function(field) {\n\tvar value = this.fields[field];\n\t// Check for a missing field\n\tif(value === undefined || value === null) {\n\t\treturn \"\";\n\t}\n\t// Parse the field with the associated module (if any)\n\tvar fieldModule = $tw.Tiddler.fieldModules[field];\n\tif(fieldModule && fieldModule.stringify) {\n\t\treturn fieldModule.stringify.call(this,value);\n\t} else {\n\t\treturn value.toString();\n\t}\n};\n\n/*\nGet the value of a field as a list\n*/\nexports.getFieldList = function(field) {\n\tvar value = this.fields[field];\n\t// Check for a missing field\n\tif(value === undefined || value === null) {\n\t\treturn [];\n\t}\n\treturn $tw.utils.parseStringArray(value);\n};\n\n/*\nGet all the fields as a hashmap of strings. Options:\n\texclude: an array of field names to exclude\n*/\nexports.getFieldStrings = function(options) {\n\toptions = options || {};\n\tvar exclude = options.exclude || [];\n\tvar fields = {};\n\tfor(var field in this.fields) {\n\t\tif($tw.utils.hop(this.fields,field)) {\n\t\t\tif(exclude.indexOf(field) === -1) {\n\t\t\t\tfields[field] = this.getFieldString(field);\n\t\t\t}\n\t\t}\n\t}\n\treturn fields;\n};\n\n/*\nGet all the fields as a name:value block. Options:\n\texclude: an array of field names to exclude\n*/\nexports.getFieldStringBlock = function(options) {\n\toptions = options || {};\n\tvar exclude = options.exclude || [];\n\tvar fields = [];\n\tfor(var field in this.fields) {\n\t\tif($tw.utils.hop(this.fields,field)) {\n\t\t\tif(exclude.indexOf(field) === -1) {\n\t\t\t\tfields.push(field + \": \" + this.getFieldString(field));\n\t\t\t}\n\t\t}\n\t}\n\treturn fields.join(\"\\n\");\n};\n\n/*\nCompare two tiddlers for equality\ntiddler: the tiddler to compare\nexcludeFields: array of field names to exclude from the comparison\n*/\nexports.isEqual = function(tiddler,excludeFields) {\n\tif(!(tiddler instanceof $tw.Tiddler)) {\n\t\treturn false;\n\t}\n\texcludeFields = excludeFields || [];\n\tvar self = this,\n\t\tdifferences = []; // Fields that have differences\n\t// Add to the differences array\n\tfunction addDifference(fieldName) {\n\t\t// Check for this field being excluded\n\t\tif(excludeFields.indexOf(fieldName) === -1) {\n\t\t\t// Save the field as a difference\n\t\t\t$tw.utils.pushTop(differences,fieldName);\n\t\t}\n\t}\n\t// Returns true if the two values of this field are equal\n\tfunction isFieldValueEqual(fieldName) {\n\t\tvar valueA = self.fields[fieldName],\n\t\t\tvalueB = tiddler.fields[fieldName];\n\t\t// Check for identical string values\n\t\tif(typeof(valueA) === \"string\" && typeof(valueB) === \"string\" && valueA === valueB) {\n\t\t\treturn true;\n\t\t}\n\t\t// Check for identical array values\n\t\tif($tw.utils.isArray(valueA) && $tw.utils.isArray(valueB) && $tw.utils.isArrayEqual(valueA,valueB)) {\n\t\t\treturn true;\n\t\t}\n\t\t// Otherwise the fields must be different\n\t\treturn false;\n\t}\n\t// Compare our fields\n\tfor(var fieldName in this.fields) {\n\t\tif(!isFieldValueEqual(fieldName)) {\n\t\t\taddDifference(fieldName);\n\t\t}\n\t}\n\t// There's a difference for every field in the other tiddler that we don't have\n\tfor(fieldName in tiddler.fields) {\n\t\tif(!(fieldName in this.fields)) {\n\t\t\taddDifference(fieldName);\n\t\t}\n\t}\n\t// Return whether there were any differences\n\treturn differences.length === 0;\n};\n\nexports.getFieldDay = function(field) {\n\tif(this.cache && this.cache.day && $tw.utils.hop(this.cache.day,field) ) {\n\t\treturn this.cache.day[field];\n\t}\n\tvar day = \"\";\n\tif(this.fields[field]) {\n\t\tday = (new Date($tw.utils.parseDate(this.fields[field]))).setHours(0,0,0,0);\n\t}\n\tthis.cache.day = this.cache.day || {};\n\tthis.cache.day[field] = day;\n\treturn day;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "tiddlermethod"
},
"$:/core/modules/upgraders/plugins.js": {
"title": "$:/core/modules/upgraders/plugins.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/plugins.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that checks that plugins are newer than any already installed version\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar UPGRADE_LIBRARY_TITLE = \"$:/UpgradeLibrary\";\n\nvar BLOCKED_PLUGINS = {\n\t\"$:/themes/tiddlywiki/stickytitles\": {\n\t\tversions: [\"*\"]\n\t},\n\t\"$:/plugins/tiddlywiki/fullscreen\": {\n\t\tversions: [\"*\"]\n\t}\n};\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {},\n\t\tupgradeLibrary,\n\t\tgetLibraryTiddler = function(title) {\n\t\t\tif(!upgradeLibrary) {\n\t\t\t\tupgradeLibrary = wiki.getTiddlerData(UPGRADE_LIBRARY_TITLE,{});\n\t\t\t\tupgradeLibrary.tiddlers = upgradeLibrary.tiddlers || {};\n\t\t\t}\n\t\t\treturn upgradeLibrary.tiddlers[title];\n\t\t};\n\n\t// Go through all the incoming tiddlers\n\t$tw.utils.each(titles,function(title) {\n\t\tvar incomingTiddler = tiddlers[title];\n\t\t// Check if we're dealing with a plugin\n\t\tif(incomingTiddler && incomingTiddler[\"plugin-type\"] && incomingTiddler.version) {\n\t\t\t// Upgrade the incoming plugin if it is in the upgrade library\n\t\t\tvar libraryTiddler = getLibraryTiddler(title);\n\t\t\tif(libraryTiddler && libraryTiddler[\"plugin-type\"] && libraryTiddler.version) {\n\t\t\t\ttiddlers[title] = libraryTiddler;\n\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/Plugins/Upgraded\",{variables: {incoming: incomingTiddler.version, upgraded: libraryTiddler.version}});\n\t\t\t\treturn;\n\t\t\t}\n\t\t\t// Suppress the incoming plugin if it is older than the currently installed one\n\t\t\tvar existingTiddler = wiki.getTiddler(title);\n\t\t\tif(existingTiddler && existingTiddler.hasField(\"plugin-type\") && existingTiddler.hasField(\"version\")) {\n\t\t\t\t// Reject the incoming plugin by blanking all its fields\n\t\t\t\tif($tw.utils.checkVersions(existingTiddler.fields.version,incomingTiddler.version)) {\n\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/Plugins/Suppressed/Version\",{variables: {incoming: incomingTiddler.version, existing: existingTiddler.fields.version}});\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\tif(incomingTiddler && incomingTiddler[\"plugin-type\"]) {\n\t\t\t// Check whether the plugin is on the blocked list\n\t\t\tvar blockInfo = BLOCKED_PLUGINS[title];\n\t\t\tif(blockInfo) {\n\t\t\t\tif(blockInfo.versions.indexOf(\"*\") !== -1 || (incomingTiddler.version && blockInfo.versions.indexOf(incomingTiddler.version) !== -1)) {\n\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/Plugins/Suppressed/Incompatible\");\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/upgraders/system.js": {
"title": "$:/core/modules/upgraders/system.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/system.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that suppresses certain system tiddlers that shouldn't be imported\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DONT_IMPORT_LIST = [\"$:/StoryList\",\"$:/HistoryList\"],\n\tDONT_IMPORT_PREFIX_LIST = [\"$:/temp/\",\"$:/state/\"];\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {};\n\t// Check for tiddlers on our list\n\t$tw.utils.each(titles,function(title) {\n\t\tif(DONT_IMPORT_LIST.indexOf(title) !== -1) {\n\t\t\ttiddlers[title] = Object.create(null);\n\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/System/Suppressed\");\n\t\t} else {\n\t\t\tfor(var t=0; t<DONT_IMPORT_PREFIX_LIST.length; t++) {\n\t\t\t\tvar prefix = DONT_IMPORT_PREFIX_LIST[t];\n\t\t\t\tif(title.substr(0,prefix.length) === prefix) {\n\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/State/Suppressed\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/upgraders/themetweaks.js": {
"title": "$:/core/modules/upgraders/themetweaks.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/themetweaks.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that handles the change in theme tweak storage introduced in 5.0.14-beta.\n\nPreviously, theme tweaks were stored in two data tiddlers:\n\n* $:/themes/tiddlywiki/vanilla/metrics\n* $:/themes/tiddlywiki/vanilla/settings\n\nNow, each tweak is stored in its own separate tiddler.\n\nThis upgrader copies any values from the old format to the new. The old data tiddlers are not deleted in case they have been used to store additional indexes.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar MAPPINGS = {\n\t\"$:/themes/tiddlywiki/vanilla/metrics\": {\n\t\t\"fontsize\": \"$:/themes/tiddlywiki/vanilla/metrics/fontsize\",\n\t\t\"lineheight\": \"$:/themes/tiddlywiki/vanilla/metrics/lineheight\",\n\t\t\"storyleft\": \"$:/themes/tiddlywiki/vanilla/metrics/storyleft\",\n\t\t\"storytop\": \"$:/themes/tiddlywiki/vanilla/metrics/storytop\",\n\t\t\"storyright\": \"$:/themes/tiddlywiki/vanilla/metrics/storyright\",\n\t\t\"storywidth\": \"$:/themes/tiddlywiki/vanilla/metrics/storywidth\",\n\t\t\"tiddlerwidth\": \"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\"\n\t},\n\t\"$:/themes/tiddlywiki/vanilla/settings\": {\n\t\t\"fontfamily\": \"$:/themes/tiddlywiki/vanilla/settings/fontfamily\"\n\t}\n};\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {};\n\t// Check for tiddlers on our list\n\t$tw.utils.each(titles,function(title) {\n\t\tvar mapping = MAPPINGS[title];\n\t\tif(mapping) {\n\t\t\tvar tiddler = new $tw.Tiddler(tiddlers[title]),\n\t\t\t\ttiddlerData = wiki.getTiddlerDataCached(tiddler,{});\n\t\t\tfor(var index in mapping) {\n\t\t\t\tvar mappedTitle = mapping[index];\n\t\t\t\tif(!tiddlers[mappedTitle] || tiddlers[mappedTitle].title !== mappedTitle) {\n\t\t\t\t\ttiddlers[mappedTitle] = {\n\t\t\t\t\t\ttitle: mappedTitle,\n\t\t\t\t\t\ttext: tiddlerData[index]\n\t\t\t\t\t};\n\t\t\t\t\tmessages[mappedTitle] = $tw.language.getString(\"Import/Upgrader/ThemeTweaks/Created\",{variables: {\n\t\t\t\t\t\tfrom: title + \"##\" + index\n\t\t\t\t\t}});\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/utils/crypto.js": {
"title": "$:/core/modules/utils/crypto.js",
"text": "/*\\\ntitle: $:/core/modules/utils/crypto.js\ntype: application/javascript\nmodule-type: utils\n\nUtility functions related to crypto.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nLook for an encrypted store area in the text of a TiddlyWiki file\n*/\nexports.extractEncryptedStoreArea = function(text) {\n\tvar encryptedStoreAreaStartMarker = \"<pre id=\\\"encryptedStoreArea\\\" type=\\\"text/plain\\\" style=\\\"display:none;\\\">\",\n\t\tencryptedStoreAreaStart = text.indexOf(encryptedStoreAreaStartMarker);\n\tif(encryptedStoreAreaStart !== -1) {\n\t\tvar encryptedStoreAreaEnd = text.indexOf(\"</pre>\",encryptedStoreAreaStart);\n\t\tif(encryptedStoreAreaEnd !== -1) {\n\t\t\treturn $tw.utils.htmlDecode(text.substring(encryptedStoreAreaStart + encryptedStoreAreaStartMarker.length,encryptedStoreAreaEnd-1));\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nAttempt to extract the tiddlers from an encrypted store area using the current password. If the password is not provided then the password in the password store will be used\n*/\nexports.decryptStoreArea = function(encryptedStoreArea,password) {\n\tvar decryptedText = $tw.crypto.decrypt(encryptedStoreArea,password);\n\tif(decryptedText) {\n\t\tvar json = JSON.parse(decryptedText),\n\t\t\ttiddlers = [];\n\t\tfor(var title in json) {\n\t\t\tif(title !== \"$:/isEncrypted\") {\n\t\t\t\ttiddlers.push(json[title]);\n\t\t\t}\n\t\t}\n\t\treturn tiddlers;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n\n/*\nAttempt to extract the tiddlers from an encrypted store area using the current password. If that fails, the user is prompted for a password.\nencryptedStoreArea: text of the TiddlyWiki encrypted store area\ncallback: function(tiddlers) called with the array of decrypted tiddlers\n\nThe following configuration settings are supported:\n\n$tw.config.usePasswordVault: causes any password entered by the user to also be put into the system password vault\n*/\nexports.decryptStoreAreaInteractive = function(encryptedStoreArea,callback,options) {\n\t// Try to decrypt with the current password\n\tvar tiddlers = $tw.utils.decryptStoreArea(encryptedStoreArea);\n\tif(tiddlers) {\n\t\tcallback(tiddlers);\n\t} else {\n\t\t// Prompt for a new password and keep trying\n\t\t$tw.passwordPrompt.createPrompt({\n\t\t\tserviceName: \"Enter a password to decrypt the imported TiddlyWiki\",\n\t\t\tnoUserName: true,\n\t\t\tcanCancel: true,\n\t\t\tsubmitText: \"Decrypt\",\n\t\t\tcallback: function(data) {\n\t\t\t\t// Exit if the user cancelled\n\t\t\t\tif(!data) {\n\t\t\t\t\treturn false;\n\t\t\t\t}\n\t\t\t\t// Attempt to decrypt the tiddlers\n\t\t\t\tvar tiddlers = $tw.utils.decryptStoreArea(encryptedStoreArea,data.password);\n\t\t\t\tif(tiddlers) {\n\t\t\t\t\tif($tw.config.usePasswordVault) {\n\t\t\t\t\t\t$tw.crypto.setPassword(data.password);\n\t\t\t\t\t}\n\t\t\t\t\tcallback(tiddlers);\n\t\t\t\t\t// Exit and remove the password prompt\n\t\t\t\t\treturn true;\n\t\t\t\t} else {\n\t\t\t\t\t// We didn't decrypt everything, so continue to prompt for password\n\t\t\t\t\treturn false;\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/csv.js": {
"title": "$:/core/modules/utils/csv.js",
"text": "/*\\\ntitle: $:/core/modules/utils/csv.js\ntype: application/javascript\nmodule-type: utils\n\nA barebones CSV parser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParse a CSV string with a header row and return an array of hashmaps.\n*/\nexports.parseCsvStringWithHeader = function(text,options) {\n\toptions = options || {};\n\tvar separator = options.separator || \",\",\n\t\trows = text.split(/\\r?\\n/mg).map(function(row) {\n\t\t\treturn $tw.utils.trim(row);\n\t\t}).filter(function(row) {\n\t\t\treturn row !== \"\";\n\t\t});\n\tif(rows.length < 1) {\n\t\treturn \"Missing header row\";\n\t}\n\tvar headings = rows[0].split(separator),\n\t\tresults = [];\n\tfor(var row=1; row<rows.length; row++) {\n\t\tvar columns = rows[row].split(separator),\n\t\t\tcolumnResult = Object.create(null);\n\t\tif(columns.length !== headings.length) {\n\t\t\treturn \"Malformed CSV row '\" + rows[row] + \"'\";\n\t\t}\n\t\tfor(var column=0; column<columns.length; column++) {\n\t\t\tvar columnName = headings[column];\n\t\t\tcolumnResult[columnName] = $tw.utils.trim(columns[column] || \"\");\n\t\t}\n\t\tresults.push(columnResult);\t\t\t\n\t}\n\treturn results;\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/diff-match-patch/diff_match_patch.js": {
"text": "(function(){function diff_match_patch(){this.Diff_Timeout=1;this.Diff_EditCost=4;this.Match_Threshold=.5;this.Match_Distance=1E3;this.Patch_DeleteThreshold=.5;this.Patch_Margin=4;this.Match_MaxBits=32}var DIFF_DELETE=-1,DIFF_INSERT=1,DIFF_EQUAL=0;\ndiff_match_patch.prototype.diff_main=function(a,b,c,d){\"undefined\"==typeof d&&(d=0>=this.Diff_Timeout?Number.MAX_VALUE:(new Date).getTime()+1E3*this.Diff_Timeout);if(null==a||null==b)throw Error(\"Null input. (diff_main)\");if(a==b)return a?[[DIFF_EQUAL,a]]:[];\"undefined\"==typeof c&&(c=!0);var e=c,f=this.diff_commonPrefix(a,b);c=a.substring(0,f);a=a.substring(f);b=b.substring(f);f=this.diff_commonSuffix(a,b);var g=a.substring(a.length-f);a=a.substring(0,a.length-f);b=b.substring(0,b.length-f);a=this.diff_compute_(a,\nb,e,d);c&&a.unshift([DIFF_EQUAL,c]);g&&a.push([DIFF_EQUAL,g]);this.diff_cleanupMerge(a);return a};\ndiff_match_patch.prototype.diff_compute_=function(a,b,c,d){if(!a)return[[DIFF_INSERT,b]];if(!b)return[[DIFF_DELETE,a]];var e=a.length>b.length?a:b,f=a.length>b.length?b:a,g=e.indexOf(f);return-1!=g?(c=[[DIFF_INSERT,e.substring(0,g)],[DIFF_EQUAL,f],[DIFF_INSERT,e.substring(g+f.length)]],a.length>b.length&&(c[0][0]=c[2][0]=DIFF_DELETE),c):1==f.length?[[DIFF_DELETE,a],[DIFF_INSERT,b]]:(e=this.diff_halfMatch_(a,b))?(b=e[1],f=e[3],a=e[4],e=this.diff_main(e[0],e[2],c,d),c=this.diff_main(b,f,c,d),e.concat([[DIFF_EQUAL,\na]],c)):c&&100<a.length&&100<b.length?this.diff_lineMode_(a,b,d):this.diff_bisect_(a,b,d)};\ndiff_match_patch.prototype.diff_lineMode_=function(a,b,c){var d=this.diff_linesToChars_(a,b);a=d.chars1;b=d.chars2;d=d.lineArray;a=this.diff_main(a,b,!1,c);this.diff_charsToLines_(a,d);this.diff_cleanupSemantic(a);a.push([DIFF_EQUAL,\"\"]);for(var e=d=b=0,f=\"\",g=\"\";b<a.length;){switch(a[b][0]){case DIFF_INSERT:e++;g+=a[b][1];break;case DIFF_DELETE:d++;f+=a[b][1];break;case DIFF_EQUAL:if(1<=d&&1<=e){a.splice(b-d-e,d+e);b=b-d-e;d=this.diff_main(f,g,!1,c);for(e=d.length-1;0<=e;e--)a.splice(b,0,d[e]);b+=\nd.length}d=e=0;g=f=\"\"}b++}a.pop();return a};\ndiff_match_patch.prototype.diff_bisect_=function(a,b,c){for(var d=a.length,e=b.length,f=Math.ceil((d+e)/2),g=2*f,h=Array(g),l=Array(g),k=0;k<g;k++)h[k]=-1,l[k]=-1;h[f+1]=0;l[f+1]=0;k=d-e;for(var m=0!=k%2,p=0,x=0,w=0,q=0,t=0;t<f&&!((new Date).getTime()>c);t++){for(var v=-t+p;v<=t-x;v+=2){var n=f+v;var r=v==-t||v!=t&&h[n-1]<h[n+1]?h[n+1]:h[n-1]+1;for(var y=r-v;r<d&&y<e&&a.charAt(r)==b.charAt(y);)r++,y++;h[n]=r;if(r>d)x+=2;else if(y>e)p+=2;else if(m&&(n=f+k-v,0<=n&&n<g&&-1!=l[n])){var u=d-l[n];if(r>=\nu)return this.diff_bisectSplit_(a,b,r,y,c)}}for(v=-t+w;v<=t-q;v+=2){n=f+v;u=v==-t||v!=t&&l[n-1]<l[n+1]?l[n+1]:l[n-1]+1;for(r=u-v;u<d&&r<e&&a.charAt(d-u-1)==b.charAt(e-r-1);)u++,r++;l[n]=u;if(u>d)q+=2;else if(r>e)w+=2;else if(!m&&(n=f+k-v,0<=n&&n<g&&-1!=h[n]&&(r=h[n],y=f+r-n,u=d-u,r>=u)))return this.diff_bisectSplit_(a,b,r,y,c)}}return[[DIFF_DELETE,a],[DIFF_INSERT,b]]};\ndiff_match_patch.prototype.diff_bisectSplit_=function(a,b,c,d,e){var f=a.substring(0,c),g=b.substring(0,d);a=a.substring(c);b=b.substring(d);f=this.diff_main(f,g,!1,e);e=this.diff_main(a,b,!1,e);return f.concat(e)};\ndiff_match_patch.prototype.diff_linesToChars_=function(a,b){function c(a){for(var b=\"\",c=0,f=-1,g=d.length;f<a.length-1;){f=a.indexOf(\"\\n\",c);-1==f&&(f=a.length-1);var h=a.substring(c,f+1);c=f+1;(e.hasOwnProperty?e.hasOwnProperty(h):void 0!==e[h])?b+=String.fromCharCode(e[h]):(b+=String.fromCharCode(g),e[h]=g,d[g++]=h)}return b}var d=[],e={};d[0]=\"\";var f=c(a),g=c(b);return{chars1:f,chars2:g,lineArray:d}};\ndiff_match_patch.prototype.diff_charsToLines_=function(a,b){for(var c=0;c<a.length;c++){for(var d=a[c][1],e=[],f=0;f<d.length;f++)e[f]=b[d.charCodeAt(f)];a[c][1]=e.join(\"\")}};diff_match_patch.prototype.diff_commonPrefix=function(a,b){if(!a||!b||a.charAt(0)!=b.charAt(0))return 0;for(var c=0,d=Math.min(a.length,b.length),e=d,f=0;c<e;)a.substring(f,e)==b.substring(f,e)?f=c=e:d=e,e=Math.floor((d-c)/2+c);return e};\ndiff_match_patch.prototype.diff_commonSuffix=function(a,b){if(!a||!b||a.charAt(a.length-1)!=b.charAt(b.length-1))return 0;for(var c=0,d=Math.min(a.length,b.length),e=d,f=0;c<e;)a.substring(a.length-e,a.length-f)==b.substring(b.length-e,b.length-f)?f=c=e:d=e,e=Math.floor((d-c)/2+c);return e};\ndiff_match_patch.prototype.diff_commonOverlap_=function(a,b){var c=a.length,d=b.length;if(0==c||0==d)return 0;c>d?a=a.substring(c-d):c<d&&(b=b.substring(0,c));c=Math.min(c,d);if(a==b)return c;d=0;for(var e=1;;){var f=a.substring(c-e);f=b.indexOf(f);if(-1==f)return d;e+=f;if(0==f||a.substring(c-e)==b.substring(0,e))d=e,e++}};\ndiff_match_patch.prototype.diff_halfMatch_=function(a,b){function c(a,b,c){for(var d=a.substring(c,c+Math.floor(a.length/4)),e=-1,g=\"\",h,k,l,m;-1!=(e=b.indexOf(d,e+1));){var p=f.diff_commonPrefix(a.substring(c),b.substring(e)),u=f.diff_commonSuffix(a.substring(0,c),b.substring(0,e));g.length<u+p&&(g=b.substring(e-u,e)+b.substring(e,e+p),h=a.substring(0,c-u),k=a.substring(c+p),l=b.substring(0,e-u),m=b.substring(e+p))}return 2*g.length>=a.length?[h,k,l,m,g]:null}if(0>=this.Diff_Timeout)return null;\nvar d=a.length>b.length?a:b,e=a.length>b.length?b:a;if(4>d.length||2*e.length<d.length)return null;var f=this,g=c(d,e,Math.ceil(d.length/4));d=c(d,e,Math.ceil(d.length/2));if(g||d)g=d?g?g[4].length>d[4].length?g:d:d:g;else return null;if(a.length>b.length){d=g[0];e=g[1];var h=g[2];var l=g[3]}else h=g[0],l=g[1],d=g[2],e=g[3];return[d,e,h,l,g[4]]};\ndiff_match_patch.prototype.diff_cleanupSemantic=function(a){for(var b=!1,c=[],d=0,e=null,f=0,g=0,h=0,l=0,k=0;f<a.length;)a[f][0]==DIFF_EQUAL?(c[d++]=f,g=l,h=k,k=l=0,e=a[f][1]):(a[f][0]==DIFF_INSERT?l+=a[f][1].length:k+=a[f][1].length,e&&e.length<=Math.max(g,h)&&e.length<=Math.max(l,k)&&(a.splice(c[d-1],0,[DIFF_DELETE,e]),a[c[d-1]+1][0]=DIFF_INSERT,d--,d--,f=0<d?c[d-1]:-1,k=l=h=g=0,e=null,b=!0)),f++;b&&this.diff_cleanupMerge(a);this.diff_cleanupSemanticLossless(a);for(f=1;f<a.length;){if(a[f-1][0]==\nDIFF_DELETE&&a[f][0]==DIFF_INSERT){b=a[f-1][1];c=a[f][1];d=this.diff_commonOverlap_(b,c);e=this.diff_commonOverlap_(c,b);if(d>=e){if(d>=b.length/2||d>=c.length/2)a.splice(f,0,[DIFF_EQUAL,c.substring(0,d)]),a[f-1][1]=b.substring(0,b.length-d),a[f+1][1]=c.substring(d),f++}else if(e>=b.length/2||e>=c.length/2)a.splice(f,0,[DIFF_EQUAL,b.substring(0,e)]),a[f-1][0]=DIFF_INSERT,a[f-1][1]=c.substring(0,c.length-e),a[f+1][0]=DIFF_DELETE,a[f+1][1]=b.substring(e),f++;f++}f++}};\ndiff_match_patch.prototype.diff_cleanupSemanticLossless=function(a){function b(a,b){if(!a||!b)return 6;var c=a.charAt(a.length-1),d=b.charAt(0),e=c.match(diff_match_patch.nonAlphaNumericRegex_),f=d.match(diff_match_patch.nonAlphaNumericRegex_),g=e&&c.match(diff_match_patch.whitespaceRegex_),h=f&&d.match(diff_match_patch.whitespaceRegex_);c=g&&c.match(diff_match_patch.linebreakRegex_);d=h&&d.match(diff_match_patch.linebreakRegex_);var k=c&&a.match(diff_match_patch.blanklineEndRegex_),l=d&&b.match(diff_match_patch.blanklineStartRegex_);\nreturn k||l?5:c||d?4:e&&!g&&h?3:g||h?2:e||f?1:0}for(var c=1;c<a.length-1;){if(a[c-1][0]==DIFF_EQUAL&&a[c+1][0]==DIFF_EQUAL){var d=a[c-1][1],e=a[c][1],f=a[c+1][1],g=this.diff_commonSuffix(d,e);if(g){var h=e.substring(e.length-g);d=d.substring(0,d.length-g);e=h+e.substring(0,e.length-g);f=h+f}g=d;h=e;for(var l=f,k=b(d,e)+b(e,f);e.charAt(0)===f.charAt(0);){d+=e.charAt(0);e=e.substring(1)+f.charAt(0);f=f.substring(1);var m=b(d,e)+b(e,f);m>=k&&(k=m,g=d,h=e,l=f)}a[c-1][1]!=g&&(g?a[c-1][1]=g:(a.splice(c-\n1,1),c--),a[c][1]=h,l?a[c+1][1]=l:(a.splice(c+1,1),c--))}c++}};diff_match_patch.nonAlphaNumericRegex_=/[^a-zA-Z0-9]/;diff_match_patch.whitespaceRegex_=/\\s/;diff_match_patch.linebreakRegex_=/[\\r\\n]/;diff_match_patch.blanklineEndRegex_=/\\n\\r?\\n$/;diff_match_patch.blanklineStartRegex_=/^\\r?\\n\\r?\\n/;\ndiff_match_patch.prototype.diff_cleanupEfficiency=function(a){for(var b=!1,c=[],d=0,e=null,f=0,g=!1,h=!1,l=!1,k=!1;f<a.length;)a[f][0]==DIFF_EQUAL?(a[f][1].length<this.Diff_EditCost&&(l||k)?(c[d++]=f,g=l,h=k,e=a[f][1]):(d=0,e=null),l=k=!1):(a[f][0]==DIFF_DELETE?k=!0:l=!0,e&&(g&&h&&l&&k||e.length<this.Diff_EditCost/2&&3==g+h+l+k)&&(a.splice(c[d-1],0,[DIFF_DELETE,e]),a[c[d-1]+1][0]=DIFF_INSERT,d--,e=null,g&&h?(l=k=!0,d=0):(d--,f=0<d?c[d-1]:-1,l=k=!1),b=!0)),f++;b&&this.diff_cleanupMerge(a)};\ndiff_match_patch.prototype.diff_cleanupMerge=function(a){a.push([DIFF_EQUAL,\"\"]);for(var b=0,c=0,d=0,e=\"\",f=\"\",g;b<a.length;)switch(a[b][0]){case DIFF_INSERT:d++;f+=a[b][1];b++;break;case DIFF_DELETE:c++;e+=a[b][1];b++;break;case DIFF_EQUAL:1<c+d?(0!==c&&0!==d&&(g=this.diff_commonPrefix(f,e),0!==g&&(0<b-c-d&&a[b-c-d-1][0]==DIFF_EQUAL?a[b-c-d-1][1]+=f.substring(0,g):(a.splice(0,0,[DIFF_EQUAL,f.substring(0,g)]),b++),f=f.substring(g),e=e.substring(g)),g=this.diff_commonSuffix(f,e),0!==g&&(a[b][1]=f.substring(f.length-\ng)+a[b][1],f=f.substring(0,f.length-g),e=e.substring(0,e.length-g))),0===c?a.splice(b-d,c+d,[DIFF_INSERT,f]):0===d?a.splice(b-c,c+d,[DIFF_DELETE,e]):a.splice(b-c-d,c+d,[DIFF_DELETE,e],[DIFF_INSERT,f]),b=b-c-d+(c?1:0)+(d?1:0)+1):0!==b&&a[b-1][0]==DIFF_EQUAL?(a[b-1][1]+=a[b][1],a.splice(b,1)):b++,c=d=0,f=e=\"\"}\"\"===a[a.length-1][1]&&a.pop();c=!1;for(b=1;b<a.length-1;)a[b-1][0]==DIFF_EQUAL&&a[b+1][0]==DIFF_EQUAL&&(a[b][1].substring(a[b][1].length-a[b-1][1].length)==a[b-1][1]?(a[b][1]=a[b-1][1]+a[b][1].substring(0,\na[b][1].length-a[b-1][1].length),a[b+1][1]=a[b-1][1]+a[b+1][1],a.splice(b-1,1),c=!0):a[b][1].substring(0,a[b+1][1].length)==a[b+1][1]&&(a[b-1][1]+=a[b+1][1],a[b][1]=a[b][1].substring(a[b+1][1].length)+a[b+1][1],a.splice(b+1,1),c=!0)),b++;c&&this.diff_cleanupMerge(a)};\ndiff_match_patch.prototype.diff_xIndex=function(a,b){var c=0,d=0,e=0,f=0,g;for(g=0;g<a.length;g++){a[g][0]!==DIFF_INSERT&&(c+=a[g][1].length);a[g][0]!==DIFF_DELETE&&(d+=a[g][1].length);if(c>b)break;e=c;f=d}return a.length!=g&&a[g][0]===DIFF_DELETE?f:f+(b-e)};\ndiff_match_patch.prototype.diff_prettyHtml=function(a){for(var b=[],c=/&/g,d=/</g,e=/>/g,f=/\\n/g,g=0;g<a.length;g++){var h=a[g][0],l=a[g][1].replace(c,\"&\").replace(d,\"<\").replace(e,\">\").replace(f,\"¶<br>\");switch(h){case DIFF_INSERT:b[g]='<ins style=\"background:#e6ffe6;\">'+l+\"</ins>\";break;case DIFF_DELETE:b[g]='<del style=\"background:#ffe6e6;\">'+l+\"</del>\";break;case DIFF_EQUAL:b[g]=\"<span>\"+l+\"</span>\"}}return b.join(\"\")};\ndiff_match_patch.prototype.diff_text1=function(a){for(var b=[],c=0;c<a.length;c++)a[c][0]!==DIFF_INSERT&&(b[c]=a[c][1]);return b.join(\"\")};diff_match_patch.prototype.diff_text2=function(a){for(var b=[],c=0;c<a.length;c++)a[c][0]!==DIFF_DELETE&&(b[c]=a[c][1]);return b.join(\"\")};\ndiff_match_patch.prototype.diff_levenshtein=function(a){for(var b=0,c=0,d=0,e=0;e<a.length;e++){var f=a[e][1];switch(a[e][0]){case DIFF_INSERT:c+=f.length;break;case DIFF_DELETE:d+=f.length;break;case DIFF_EQUAL:b+=Math.max(c,d),d=c=0}}return b+=Math.max(c,d)};\ndiff_match_patch.prototype.diff_toDelta=function(a){for(var b=[],c=0;c<a.length;c++)switch(a[c][0]){case DIFF_INSERT:b[c]=\"+\"+encodeURI(a[c][1]);break;case DIFF_DELETE:b[c]=\"-\"+a[c][1].length;break;case DIFF_EQUAL:b[c]=\"=\"+a[c][1].length}return b.join(\"\\t\").replace(/%20/g,\" \")};\ndiff_match_patch.prototype.diff_fromDelta=function(a,b){for(var c=[],d=0,e=0,f=b.split(/\\t/g),g=0;g<f.length;g++){var h=f[g].substring(1);switch(f[g].charAt(0)){case \"+\":try{c[d++]=[DIFF_INSERT,decodeURI(h)]}catch(k){throw Error(\"Illegal escape in diff_fromDelta: \"+h);}break;case \"-\":case \"=\":var l=parseInt(h,10);if(isNaN(l)||0>l)throw Error(\"Invalid number in diff_fromDelta: \"+h);h=a.substring(e,e+=l);\"=\"==f[g].charAt(0)?c[d++]=[DIFF_EQUAL,h]:c[d++]=[DIFF_DELETE,h];break;default:if(f[g])throw Error(\"Invalid diff operation in diff_fromDelta: \"+\nf[g]);}}if(e!=a.length)throw Error(\"Delta length (\"+e+\") does not equal source text length (\"+a.length+\").\");return c};diff_match_patch.prototype.match_main=function(a,b,c){if(null==a||null==b||null==c)throw Error(\"Null input. (match_main)\");c=Math.max(0,Math.min(c,a.length));return a==b?0:a.length?a.substring(c,c+b.length)==b?c:this.match_bitap_(a,b,c):-1};\ndiff_match_patch.prototype.match_bitap_=function(a,b,c){function d(a,d){var e=a/b.length,g=Math.abs(c-d);return f.Match_Distance?e+g/f.Match_Distance:g?1:e}if(b.length>this.Match_MaxBits)throw Error(\"Pattern too long for this browser.\");var e=this.match_alphabet_(b),f=this,g=this.Match_Threshold,h=a.indexOf(b,c);-1!=h&&(g=Math.min(d(0,h),g),h=a.lastIndexOf(b,c+b.length),-1!=h&&(g=Math.min(d(0,h),g)));var l=1<<b.length-1;h=-1;for(var k,m,p=b.length+a.length,x,w=0;w<b.length;w++){k=0;for(m=p;k<m;)d(w,\nc+m)<=g?k=m:p=m,m=Math.floor((p-k)/2+k);p=m;k=Math.max(1,c-m+1);var q=Math.min(c+m,a.length)+b.length;m=Array(q+2);for(m[q+1]=(1<<w)-1;q>=k;q--){var t=e[a.charAt(q-1)];m[q]=0===w?(m[q+1]<<1|1)&t:(m[q+1]<<1|1)&t|(x[q+1]|x[q])<<1|1|x[q+1];if(m[q]&l&&(t=d(w,q-1),t<=g))if(g=t,h=q-1,h>c)k=Math.max(1,2*c-h);else break}if(d(w+1,c)>g)break;x=m}return h};\ndiff_match_patch.prototype.match_alphabet_=function(a){for(var b={},c=0;c<a.length;c++)b[a.charAt(c)]=0;for(c=0;c<a.length;c++)b[a.charAt(c)]|=1<<a.length-c-1;return b};\ndiff_match_patch.prototype.patch_addContext_=function(a,b){if(0!=b.length){for(var c=b.substring(a.start2,a.start2+a.length1),d=0;b.indexOf(c)!=b.lastIndexOf(c)&&c.length<this.Match_MaxBits-this.Patch_Margin-this.Patch_Margin;)d+=this.Patch_Margin,c=b.substring(a.start2-d,a.start2+a.length1+d);d+=this.Patch_Margin;(c=b.substring(a.start2-d,a.start2))&&a.diffs.unshift([DIFF_EQUAL,c]);(d=b.substring(a.start2+a.length1,a.start2+a.length1+d))&&a.diffs.push([DIFF_EQUAL,d]);a.start1-=c.length;a.start2-=\nc.length;a.length1+=c.length+d.length;a.length2+=c.length+d.length}};\ndiff_match_patch.prototype.patch_make=function(a,b,c){if(\"string\"==typeof a&&\"string\"==typeof b&&\"undefined\"==typeof c){var d=a;b=this.diff_main(d,b,!0);2<b.length&&(this.diff_cleanupSemantic(b),this.diff_cleanupEfficiency(b))}else if(a&&\"object\"==typeof a&&\"undefined\"==typeof b&&\"undefined\"==typeof c)b=a,d=this.diff_text1(b);else if(\"string\"==typeof a&&b&&\"object\"==typeof b&&\"undefined\"==typeof c)d=a;else if(\"string\"==typeof a&&\"string\"==typeof b&&c&&\"object\"==typeof c)d=a,b=c;else throw Error(\"Unknown call format to patch_make.\");\nif(0===b.length)return[];c=[];a=new diff_match_patch.patch_obj;for(var e=0,f=0,g=0,h=d,l=0;l<b.length;l++){var k=b[l][0],m=b[l][1];e||k===DIFF_EQUAL||(a.start1=f,a.start2=g);switch(k){case DIFF_INSERT:a.diffs[e++]=b[l];a.length2+=m.length;d=d.substring(0,g)+m+d.substring(g);break;case DIFF_DELETE:a.length1+=m.length;a.diffs[e++]=b[l];d=d.substring(0,g)+d.substring(g+m.length);break;case DIFF_EQUAL:m.length<=2*this.Patch_Margin&&e&&b.length!=l+1?(a.diffs[e++]=b[l],a.length1+=m.length,a.length2+=m.length):\nm.length>=2*this.Patch_Margin&&e&&(this.patch_addContext_(a,h),c.push(a),a=new diff_match_patch.patch_obj,e=0,h=d,f=g)}k!==DIFF_INSERT&&(f+=m.length);k!==DIFF_DELETE&&(g+=m.length)}e&&(this.patch_addContext_(a,h),c.push(a));return c};\ndiff_match_patch.prototype.patch_deepCopy=function(a){for(var b=[],c=0;c<a.length;c++){var d=a[c],e=new diff_match_patch.patch_obj;e.diffs=[];for(var f=0;f<d.diffs.length;f++)e.diffs[f]=d.diffs[f].slice();e.start1=d.start1;e.start2=d.start2;e.length1=d.length1;e.length2=d.length2;b[c]=e}return b};\ndiff_match_patch.prototype.patch_apply=function(a,b){if(0==a.length)return[b,[]];a=this.patch_deepCopy(a);var c=this.patch_addPadding(a);b=c+b+c;this.patch_splitMax(a);for(var d=0,e=[],f=0;f<a.length;f++){var g=a[f].start2+d,h=this.diff_text1(a[f].diffs),l=-1;if(h.length>this.Match_MaxBits){var k=this.match_main(b,h.substring(0,this.Match_MaxBits),g);-1!=k&&(l=this.match_main(b,h.substring(h.length-this.Match_MaxBits),g+h.length-this.Match_MaxBits),-1==l||k>=l)&&(k=-1)}else k=this.match_main(b,h,\ng);if(-1==k)e[f]=!1,d-=a[f].length2-a[f].length1;else if(e[f]=!0,d=k-g,g=-1==l?b.substring(k,k+h.length):b.substring(k,l+this.Match_MaxBits),h==g)b=b.substring(0,k)+this.diff_text2(a[f].diffs)+b.substring(k+h.length);else if(g=this.diff_main(h,g,!1),h.length>this.Match_MaxBits&&this.diff_levenshtein(g)/h.length>this.Patch_DeleteThreshold)e[f]=!1;else{this.diff_cleanupSemanticLossless(g);h=0;var m;for(l=0;l<a[f].diffs.length;l++){var p=a[f].diffs[l];p[0]!==DIFF_EQUAL&&(m=this.diff_xIndex(g,h));p[0]===\nDIFF_INSERT?b=b.substring(0,k+m)+p[1]+b.substring(k+m):p[0]===DIFF_DELETE&&(b=b.substring(0,k+m)+b.substring(k+this.diff_xIndex(g,h+p[1].length)));p[0]!==DIFF_DELETE&&(h+=p[1].length)}}}b=b.substring(c.length,b.length-c.length);return[b,e]};\ndiff_match_patch.prototype.patch_addPadding=function(a){for(var b=this.Patch_Margin,c=\"\",d=1;d<=b;d++)c+=String.fromCharCode(d);for(d=0;d<a.length;d++)a[d].start1+=b,a[d].start2+=b;d=a[0];var e=d.diffs;if(0==e.length||e[0][0]!=DIFF_EQUAL)e.unshift([DIFF_EQUAL,c]),d.start1-=b,d.start2-=b,d.length1+=b,d.length2+=b;else if(b>e[0][1].length){var f=b-e[0][1].length;e[0][1]=c.substring(e[0][1].length)+e[0][1];d.start1-=f;d.start2-=f;d.length1+=f;d.length2+=f}d=a[a.length-1];e=d.diffs;0==e.length||e[e.length-\n1][0]!=DIFF_EQUAL?(e.push([DIFF_EQUAL,c]),d.length1+=b,d.length2+=b):b>e[e.length-1][1].length&&(f=b-e[e.length-1][1].length,e[e.length-1][1]+=c.substring(0,f),d.length1+=f,d.length2+=f);return c};\ndiff_match_patch.prototype.patch_splitMax=function(a){for(var b=this.Match_MaxBits,c=0;c<a.length;c++)if(!(a[c].length1<=b)){var d=a[c];a.splice(c--,1);for(var e=d.start1,f=d.start2,g=\"\";0!==d.diffs.length;){var h=new diff_match_patch.patch_obj,l=!0;h.start1=e-g.length;h.start2=f-g.length;\"\"!==g&&(h.length1=h.length2=g.length,h.diffs.push([DIFF_EQUAL,g]));for(;0!==d.diffs.length&&h.length1<b-this.Patch_Margin;){g=d.diffs[0][0];var k=d.diffs[0][1];g===DIFF_INSERT?(h.length2+=k.length,f+=k.length,h.diffs.push(d.diffs.shift()),\nl=!1):g===DIFF_DELETE&&1==h.diffs.length&&h.diffs[0][0]==DIFF_EQUAL&&k.length>2*b?(h.length1+=k.length,e+=k.length,l=!1,h.diffs.push([g,k]),d.diffs.shift()):(k=k.substring(0,b-h.length1-this.Patch_Margin),h.length1+=k.length,e+=k.length,g===DIFF_EQUAL?(h.length2+=k.length,f+=k.length):l=!1,h.diffs.push([g,k]),k==d.diffs[0][1]?d.diffs.shift():d.diffs[0][1]=d.diffs[0][1].substring(k.length))}g=this.diff_text2(h.diffs);g=g.substring(g.length-this.Patch_Margin);k=this.diff_text1(d.diffs).substring(0,\nthis.Patch_Margin);\"\"!==k&&(h.length1+=k.length,h.length2+=k.length,0!==h.diffs.length&&h.diffs[h.diffs.length-1][0]===DIFF_EQUAL?h.diffs[h.diffs.length-1][1]+=k:h.diffs.push([DIFF_EQUAL,k]));l||a.splice(++c,0,h)}}};diff_match_patch.prototype.patch_toText=function(a){for(var b=[],c=0;c<a.length;c++)b[c]=a[c];return b.join(\"\")};\ndiff_match_patch.prototype.patch_fromText=function(a){var b=[];if(!a)return b;a=a.split(\"\\n\");for(var c=0,d=/^@@ -(\\d+),?(\\d*) \\+(\\d+),?(\\d*) @@$/;c<a.length;){var e=a[c].match(d);if(!e)throw Error(\"Invalid patch string: \"+a[c]);var f=new diff_match_patch.patch_obj;b.push(f);f.start1=parseInt(e[1],10);\"\"===e[2]?(f.start1--,f.length1=1):\"0\"==e[2]?f.length1=0:(f.start1--,f.length1=parseInt(e[2],10));f.start2=parseInt(e[3],10);\"\"===e[4]?(f.start2--,f.length2=1):\"0\"==e[4]?f.length2=0:(f.start2--,f.length2=\nparseInt(e[4],10));for(c++;c<a.length;){e=a[c].charAt(0);try{var g=decodeURI(a[c].substring(1))}catch(h){throw Error(\"Illegal escape in patch_fromText: \"+g);}if(\"-\"==e)f.diffs.push([DIFF_DELETE,g]);else if(\"+\"==e)f.diffs.push([DIFF_INSERT,g]);else if(\" \"==e)f.diffs.push([DIFF_EQUAL,g]);else if(\"@\"==e)break;else if(\"\"!==e)throw Error('Invalid patch mode \"'+e+'\" in: '+g);c++}}return b};diff_match_patch.patch_obj=function(){this.diffs=[];this.start2=this.start1=null;this.length2=this.length1=0};\ndiff_match_patch.patch_obj.prototype.toString=function(){for(var a=[\"@@ -\"+(0===this.length1?this.start1+\",0\":1==this.length1?this.start1+1:this.start1+1+\",\"+this.length1)+\" +\"+(0===this.length2?this.start2+\",0\":1==this.length2?this.start2+1:this.start2+1+\",\"+this.length2)+\" @@\\n\"],b,c=0;c<this.diffs.length;c++){switch(this.diffs[c][0]){case DIFF_INSERT:b=\"+\";break;case DIFF_DELETE:b=\"-\";break;case DIFF_EQUAL:b=\" \"}a[c+1]=b+encodeURI(this.diffs[c][1])+\"\\n\"}return a.join(\"\").replace(/%20/g,\" \")};\nthis.diff_match_patch=diff_match_patch;this.DIFF_DELETE=DIFF_DELETE;this.DIFF_INSERT=DIFF_INSERT;this.DIFF_EQUAL=DIFF_EQUAL;\n}).call(exports);",
"type": "application/javascript",
"title": "$:/core/modules/utils/diff-match-patch/diff_match_patch.js",
"module-type": "library"
},
"$:/core/modules/utils/dom/animations/slide.js": {
"title": "$:/core/modules/utils/dom/animations/slide.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/animations/slide.js\ntype: application/javascript\nmodule-type: animation\n\nA simple slide animation that varies the height of the element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction slideOpen(domNode,options) {\n\toptions = options || {};\n\tvar duration = options.duration || $tw.utils.getAnimationDuration();\n\t// Get the current height of the domNode\n\tvar computedStyle = window.getComputedStyle(domNode),\n\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\tcurrPaddingBottom = parseInt(computedStyle.paddingBottom,10),\n\t\tcurrPaddingTop = parseInt(computedStyle.paddingTop,10),\n\t\tcurrHeight = domNode.offsetHeight;\n\t// Reset the margin once the transition is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(domNode,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: \"\"},\n\t\t\t{marginTop: \"\"},\n\t\t\t{paddingBottom: \"\"},\n\t\t\t{paddingTop: \"\"},\n\t\t\t{height: \"auto\"},\n\t\t\t{opacity: \"\"}\n\t\t]);\n\t\tif(options.callback) {\n\t\t\toptions.callback();\n\t\t}\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"none\"},\n\t\t{marginTop: \"0px\"},\n\t\t{marginBottom: \"0px\"},\n\t\t{paddingTop: \"0px\"},\n\t\t{paddingBottom: \"0px\"},\n\t\t{height: \"0px\"},\n\t\t{opacity: \"0\"}\n\t]);\n\t$tw.utils.forceLayout(domNode);\n\t// Transition to the final position\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"margin-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"height \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t{marginTop: currMarginTop + \"px\"},\n\t\t{paddingBottom: currPaddingBottom + \"px\"},\n\t\t{paddingTop: currPaddingTop + \"px\"},\n\t\t{height: currHeight + \"px\"},\n\t\t{opacity: \"1\"}\n\t]);\n}\n\nfunction slideClosed(domNode,options) {\n\toptions = options || {};\n\tvar duration = options.duration || $tw.utils.getAnimationDuration(),\n\t\tcurrHeight = domNode.offsetHeight;\n\t// Clear the properties we've set when the animation is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(domNode,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: \"\"},\n\t\t\t{marginTop: \"\"},\n\t\t\t{paddingBottom: \"\"},\n\t\t\t{paddingTop: \"\"},\n\t\t\t{height: \"auto\"},\n\t\t\t{opacity: \"\"}\n\t\t]);\n\t\tif(options.callback) {\n\t\t\toptions.callback();\n\t\t}\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(domNode,[\n\t\t{height: currHeight + \"px\"},\n\t\t{opacity: \"1\"}\n\t]);\n\t$tw.utils.forceLayout(domNode);\n\t// Transition to the final position\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"margin-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"height \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{marginTop: \"0px\"},\n\t\t{marginBottom: \"0px\"},\n\t\t{paddingTop: \"0px\"},\n\t\t{paddingBottom: \"0px\"},\n\t\t{height: \"0px\"},\n\t\t{opacity: \"0\"}\n\t]);\n}\n\nexports.slide = {\n\topen: slideOpen,\n\tclose: slideClosed\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "animation"
},
"$:/core/modules/utils/dom/animator.js": {
"title": "$:/core/modules/utils/dom/animator.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/animator.js\ntype: application/javascript\nmodule-type: utils\n\nOrchestrates animations and transitions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction Animator() {\n\t// Get the registered animation modules\n\tthis.animations = {};\n\t$tw.modules.applyMethods(\"animation\",this.animations);\n}\n\nAnimator.prototype.perform = function(type,domNode,options) {\n\toptions = options || {};\n\t// Find an animation that can handle this type\n\tvar chosenAnimation;\n\t$tw.utils.each(this.animations,function(animation,name) {\n\t\tif($tw.utils.hop(animation,type)) {\n\t\t\tchosenAnimation = animation[type];\n\t\t}\n\t});\n\tif(!chosenAnimation) {\n\t\tchosenAnimation = function(domNode,options) {\n\t\t\tif(options.callback) {\n\t\t\t\toptions.callback();\n\t\t\t}\n\t\t};\n\t}\n\t// Call the animation\n\tchosenAnimation(domNode,options);\n};\n\nexports.Animator = Animator;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/browser.js": {
"title": "$:/core/modules/utils/dom/browser.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/browser.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser feature detection\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSet style properties of an element\n\telement: dom node\n\tstyles: ordered array of {name: value} pairs\n*/\nexports.setStyle = function(element,styles) {\n\tif(element.nodeType === 1) { // Element.ELEMENT_NODE\n\t\tfor(var t=0; t<styles.length; t++) {\n\t\t\tfor(var styleName in styles[t]) {\n\t\t\t\telement.style[$tw.utils.convertStyleNameToPropertyName(styleName)] = styles[t][styleName];\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nConverts a standard CSS property name into the local browser-specific equivalent. For example:\n\t\"background-color\" --> \"backgroundColor\"\n\t\"transition\" --> \"webkitTransition\"\n*/\n\nvar styleNameCache = {}; // We'll cache the style name conversions\n\nexports.convertStyleNameToPropertyName = function(styleName) {\n\t// Return from the cache if we can\n\tif(styleNameCache[styleName]) {\n\t\treturn styleNameCache[styleName];\n\t}\n\t// Convert it by first removing any hyphens\n\tvar propertyName = $tw.utils.unHyphenateCss(styleName);\n\t// Then check if it needs a prefix\n\tif($tw.browser && document.body.style[propertyName] === undefined) {\n\t\tvar prefixes = [\"O\",\"MS\",\"Moz\",\"webkit\"];\n\t\tfor(var t=0; t<prefixes.length; t++) {\n\t\t\tvar prefixedName = prefixes[t] + propertyName.substr(0,1).toUpperCase() + propertyName.substr(1);\n\t\t\tif(document.body.style[prefixedName] !== undefined) {\n\t\t\t\tpropertyName = prefixedName;\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t}\n\t// Put it in the cache too\n\tstyleNameCache[styleName] = propertyName;\n\treturn propertyName;\n};\n\n/*\nConverts a JS format CSS property name back into the dashed form used in CSS declarations. For example:\n\t\"backgroundColor\" --> \"background-color\"\n\t\"webkitTransform\" --> \"-webkit-transform\"\n*/\nexports.convertPropertyNameToStyleName = function(propertyName) {\n\t// Rehyphenate the name\n\tvar styleName = $tw.utils.hyphenateCss(propertyName);\n\t// If there's a webkit prefix, add a dash (other browsers have uppercase prefixes, and so get the dash automatically)\n\tif(styleName.indexOf(\"webkit\") === 0) {\n\t\tstyleName = \"-\" + styleName;\n\t} else if(styleName.indexOf(\"-m-s\") === 0) {\n\t\tstyleName = \"-ms\" + styleName.substr(4);\n\t}\n\treturn styleName;\n};\n\n/*\nRound trip a stylename to a property name and back again. For example:\n\t\"transform\" --> \"webkitTransform\" --> \"-webkit-transform\"\n*/\nexports.roundTripPropertyName = function(propertyName) {\n\treturn $tw.utils.convertPropertyNameToStyleName($tw.utils.convertStyleNameToPropertyName(propertyName));\n};\n\n/*\nConverts a standard event name into the local browser specific equivalent. For example:\n\t\"animationEnd\" --> \"webkitAnimationEnd\"\n*/\n\nvar eventNameCache = {}; // We'll cache the conversions\n\nvar eventNameMappings = {\n\t\"transitionEnd\": {\n\t\tcorrespondingCssProperty: \"transition\",\n\t\tmappings: {\n\t\t\ttransition: \"transitionend\",\n\t\t\tOTransition: \"oTransitionEnd\",\n\t\t\tMSTransition: \"msTransitionEnd\",\n\t\t\tMozTransition: \"transitionend\",\n\t\t\twebkitTransition: \"webkitTransitionEnd\"\n\t\t}\n\t},\n\t\"animationEnd\": {\n\t\tcorrespondingCssProperty: \"animation\",\n\t\tmappings: {\n\t\t\tanimation: \"animationend\",\n\t\t\tOAnimation: \"oAnimationEnd\",\n\t\t\tMSAnimation: \"msAnimationEnd\",\n\t\t\tMozAnimation: \"animationend\",\n\t\t\twebkitAnimation: \"webkitAnimationEnd\"\n\t\t}\n\t}\n};\n\nexports.convertEventName = function(eventName) {\n\tif(eventNameCache[eventName]) {\n\t\treturn eventNameCache[eventName];\n\t}\n\tvar newEventName = eventName,\n\t\tmappings = eventNameMappings[eventName];\n\tif(mappings) {\n\t\tvar convertedProperty = $tw.utils.convertStyleNameToPropertyName(mappings.correspondingCssProperty);\n\t\tif(mappings.mappings[convertedProperty]) {\n\t\t\tnewEventName = mappings.mappings[convertedProperty];\n\t\t}\n\t}\n\t// Put it in the cache too\n\teventNameCache[eventName] = newEventName;\n\treturn newEventName;\n};\n\n/*\nReturn the names of the fullscreen APIs\n*/\nexports.getFullScreenApis = function() {\n\tvar d = document,\n\t\tdb = d.body,\n\t\tresult = {\n\t\t\"_requestFullscreen\": db.webkitRequestFullscreen !== undefined ? \"webkitRequestFullscreen\" :\n\t\t\t\t\t\t\tdb.mozRequestFullScreen !== undefined ? \"mozRequestFullScreen\" :\n\t\t\t\t\t\t\tdb.msRequestFullscreen !== undefined ? \"msRequestFullscreen\" :\n\t\t\t\t\t\t\tdb.requestFullscreen !== undefined ? \"requestFullscreen\" : \"\",\n\t\t\"_exitFullscreen\": d.webkitExitFullscreen !== undefined ? \"webkitExitFullscreen\" :\n\t\t\t\t\t\t\td.mozCancelFullScreen !== undefined ? \"mozCancelFullScreen\" :\n\t\t\t\t\t\t\td.msExitFullscreen !== undefined ? \"msExitFullscreen\" :\n\t\t\t\t\t\t\td.exitFullscreen !== undefined ? \"exitFullscreen\" : \"\",\n\t\t\"_fullscreenElement\": d.webkitFullscreenElement !== undefined ? \"webkitFullscreenElement\" :\n\t\t\t\t\t\t\td.mozFullScreenElement !== undefined ? \"mozFullScreenElement\" :\n\t\t\t\t\t\t\td.msFullscreenElement !== undefined ? \"msFullscreenElement\" :\n\t\t\t\t\t\t\td.fullscreenElement !== undefined ? \"fullscreenElement\" : \"\",\n\t\t\"_fullscreenChange\": d.webkitFullscreenElement !== undefined ? \"webkitfullscreenchange\" :\n\t\t\t\t\t\t\td.mozFullScreenElement !== undefined ? \"mozfullscreenchange\" :\n\t\t\t\t\t\t\td.msFullscreenElement !== undefined ? \"MSFullscreenChange\" :\n\t\t\t\t\t\t\td.fullscreenElement !== undefined ? \"fullscreenchange\" : \"\"\n\t};\n\tif(!result._requestFullscreen || !result._exitFullscreen || !result._fullscreenElement || !result._fullscreenChange) {\n\t\treturn null;\n\t} else {\n\t\treturn result;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/csscolorparser.js": {
"title": "$:/core/modules/utils/dom/csscolorparser.js",
"text": "// (c) Dean McNamee <dean@gmail.com>, 2012.\n//\n// https://github.com/deanm/css-color-parser-js\n//\n// Permission is hereby granted, free of charge, to any person obtaining a copy\n// of this software and associated documentation files (the \"Software\"), to\n// deal in the Software without restriction, including without limitation the\n// rights to use, copy, modify, merge, publish, distribute, sublicense, and/or\n// sell copies of the Software, and to permit persons to whom the Software is\n// furnished to do so, subject to the following conditions:\n//\n// The above copyright notice and this permission notice shall be included in\n// all copies or substantial portions of the Software.\n//\n// THE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR\n// IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,\n// FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE\n// AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER\n// LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING\n// FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS\n// IN THE SOFTWARE.\n\n// http://www.w3.org/TR/css3-color/\nvar kCSSColorTable = {\n \"transparent\": [0,0,0,0], \"aliceblue\": [240,248,255,1],\n \"antiquewhite\": [250,235,215,1], \"aqua\": [0,255,255,1],\n \"aquamarine\": [127,255,212,1], \"azure\": [240,255,255,1],\n \"beige\": [245,245,220,1], \"bisque\": [255,228,196,1],\n \"black\": [0,0,0,1], \"blanchedalmond\": [255,235,205,1],\n \"blue\": [0,0,255,1], \"blueviolet\": [138,43,226,1],\n \"brown\": [165,42,42,1], \"burlywood\": [222,184,135,1],\n \"cadetblue\": [95,158,160,1], \"chartreuse\": [127,255,0,1],\n \"chocolate\": [210,105,30,1], \"coral\": [255,127,80,1],\n \"cornflowerblue\": [100,149,237,1], \"cornsilk\": [255,248,220,1],\n \"crimson\": [220,20,60,1], \"cyan\": [0,255,255,1],\n \"darkblue\": [0,0,139,1], \"darkcyan\": [0,139,139,1],\n \"darkgoldenrod\": [184,134,11,1], \"darkgray\": [169,169,169,1],\n \"darkgreen\": [0,100,0,1], \"darkgrey\": [169,169,169,1],\n \"darkkhaki\": [189,183,107,1], \"darkmagenta\": [139,0,139,1],\n \"darkolivegreen\": [85,107,47,1], \"darkorange\": [255,140,0,1],\n \"darkorchid\": [153,50,204,1], \"darkred\": [139,0,0,1],\n \"darksalmon\": [233,150,122,1], \"darkseagreen\": [143,188,143,1],\n \"darkslateblue\": [72,61,139,1], \"darkslategray\": [47,79,79,1],\n \"darkslategrey\": [47,79,79,1], \"darkturquoise\": [0,206,209,1],\n \"darkviolet\": [148,0,211,1], \"deeppink\": [255,20,147,1],\n \"deepskyblue\": [0,191,255,1], \"dimgray\": [105,105,105,1],\n \"dimgrey\": [105,105,105,1], \"dodgerblue\": [30,144,255,1],\n \"firebrick\": [178,34,34,1], \"floralwhite\": [255,250,240,1],\n \"forestgreen\": [34,139,34,1], \"fuchsia\": [255,0,255,1],\n \"gainsboro\": [220,220,220,1], \"ghostwhite\": [248,248,255,1],\n \"gold\": [255,215,0,1], \"goldenrod\": [218,165,32,1],\n \"gray\": [128,128,128,1], \"green\": [0,128,0,1],\n \"greenyellow\": [173,255,47,1], \"grey\": [128,128,128,1],\n \"honeydew\": [240,255,240,1], \"hotpink\": [255,105,180,1],\n \"indianred\": [205,92,92,1], \"indigo\": [75,0,130,1],\n \"ivory\": [255,255,240,1], \"khaki\": [240,230,140,1],\n \"lavender\": [230,230,250,1], \"lavenderblush\": [255,240,245,1],\n \"lawngreen\": [124,252,0,1], \"lemonchiffon\": [255,250,205,1],\n \"lightblue\": [173,216,230,1], \"lightcoral\": [240,128,128,1],\n \"lightcyan\": [224,255,255,1], \"lightgoldenrodyellow\": [250,250,210,1],\n \"lightgray\": [211,211,211,1], \"lightgreen\": [144,238,144,1],\n \"lightgrey\": [211,211,211,1], \"lightpink\": [255,182,193,1],\n \"lightsalmon\": [255,160,122,1], \"lightseagreen\": [32,178,170,1],\n \"lightskyblue\": [135,206,250,1], \"lightslategray\": [119,136,153,1],\n \"lightslategrey\": [119,136,153,1], \"lightsteelblue\": [176,196,222,1],\n \"lightyellow\": [255,255,224,1], \"lime\": [0,255,0,1],\n \"limegreen\": [50,205,50,1], \"linen\": [250,240,230,1],\n \"magenta\": [255,0,255,1], \"maroon\": [128,0,0,1],\n \"mediumaquamarine\": [102,205,170,1], \"mediumblue\": [0,0,205,1],\n \"mediumorchid\": [186,85,211,1], \"mediumpurple\": [147,112,219,1],\n \"mediumseagreen\": [60,179,113,1], \"mediumslateblue\": [123,104,238,1],\n \"mediumspringgreen\": [0,250,154,1], \"mediumturquoise\": [72,209,204,1],\n \"mediumvioletred\": [199,21,133,1], \"midnightblue\": [25,25,112,1],\n \"mintcream\": [245,255,250,1], \"mistyrose\": [255,228,225,1],\n \"moccasin\": [255,228,181,1], \"navajowhite\": [255,222,173,1],\n \"navy\": [0,0,128,1], \"oldlace\": [253,245,230,1],\n \"olive\": [128,128,0,1], \"olivedrab\": [107,142,35,1],\n \"orange\": [255,165,0,1], \"orangered\": [255,69,0,1],\n \"orchid\": [218,112,214,1], \"palegoldenrod\": [238,232,170,1],\n \"palegreen\": [152,251,152,1], \"paleturquoise\": [175,238,238,1],\n \"palevioletred\": [219,112,147,1], \"papayawhip\": [255,239,213,1],\n \"peachpuff\": [255,218,185,1], \"peru\": [205,133,63,1],\n \"pink\": [255,192,203,1], \"plum\": [221,160,221,1],\n \"powderblue\": [176,224,230,1], \"purple\": [128,0,128,1],\n \"red\": [255,0,0,1], \"rosybrown\": [188,143,143,1],\n \"royalblue\": [65,105,225,1], \"saddlebrown\": [139,69,19,1],\n \"salmon\": [250,128,114,1], \"sandybrown\": [244,164,96,1],\n \"seagreen\": [46,139,87,1], \"seashell\": [255,245,238,1],\n \"sienna\": [160,82,45,1], \"silver\": [192,192,192,1],\n \"skyblue\": [135,206,235,1], \"slateblue\": [106,90,205,1],\n \"slategray\": [112,128,144,1], \"slategrey\": [112,128,144,1],\n \"snow\": [255,250,250,1], \"springgreen\": [0,255,127,1],\n \"steelblue\": [70,130,180,1], \"tan\": [210,180,140,1],\n \"teal\": [0,128,128,1], \"thistle\": [216,191,216,1],\n \"tomato\": [255,99,71,1], \"turquoise\": [64,224,208,1],\n \"violet\": [238,130,238,1], \"wheat\": [245,222,179,1],\n \"white\": [255,255,255,1], \"whitesmoke\": [245,245,245,1],\n \"yellow\": [255,255,0,1], \"yellowgreen\": [154,205,50,1]}\n\nfunction clamp_css_byte(i) { // Clamp to integer 0 .. 255.\n i = Math.round(i); // Seems to be what Chrome does (vs truncation).\n return i < 0 ? 0 : i > 255 ? 255 : i;\n}\n\nfunction clamp_css_float(f) { // Clamp to float 0.0 .. 1.0.\n return f < 0 ? 0 : f > 1 ? 1 : f;\n}\n\nfunction parse_css_int(str) { // int or percentage.\n if (str[str.length - 1] === '%')\n return clamp_css_byte(parseFloat(str) / 100 * 255);\n return clamp_css_byte(parseInt(str));\n}\n\nfunction parse_css_float(str) { // float or percentage.\n if (str[str.length - 1] === '%')\n return clamp_css_float(parseFloat(str) / 100);\n return clamp_css_float(parseFloat(str));\n}\n\nfunction css_hue_to_rgb(m1, m2, h) {\n if (h < 0) h += 1;\n else if (h > 1) h -= 1;\n\n if (h * 6 < 1) return m1 + (m2 - m1) * h * 6;\n if (h * 2 < 1) return m2;\n if (h * 3 < 2) return m1 + (m2 - m1) * (2/3 - h) * 6;\n return m1;\n}\n\nfunction parseCSSColor(css_str) {\n // Remove all whitespace, not compliant, but should just be more accepting.\n var str = css_str.replace(/ /g, '').toLowerCase();\n\n // Color keywords (and transparent) lookup.\n if (str in kCSSColorTable) return kCSSColorTable[str].slice(); // dup.\n\n // #abc and #abc123 syntax.\n if (str[0] === '#') {\n if (str.length === 4) {\n var iv = parseInt(str.substr(1), 16); // TODO(deanm): Stricter parsing.\n if (!(iv >= 0 && iv <= 0xfff)) return null; // Covers NaN.\n return [((iv & 0xf00) >> 4) | ((iv & 0xf00) >> 8),\n (iv & 0xf0) | ((iv & 0xf0) >> 4),\n (iv & 0xf) | ((iv & 0xf) << 4),\n 1];\n } else if (str.length === 7) {\n var iv = parseInt(str.substr(1), 16); // TODO(deanm): Stricter parsing.\n if (!(iv >= 0 && iv <= 0xffffff)) return null; // Covers NaN.\n return [(iv & 0xff0000) >> 16,\n (iv & 0xff00) >> 8,\n iv & 0xff,\n 1];\n }\n\n return null;\n }\n\n var op = str.indexOf('('), ep = str.indexOf(')');\n if (op !== -1 && ep + 1 === str.length) {\n var fname = str.substr(0, op);\n var params = str.substr(op+1, ep-(op+1)).split(',');\n var alpha = 1; // To allow case fallthrough.\n switch (fname) {\n case 'rgba':\n if (params.length !== 4) return null;\n alpha = parse_css_float(params.pop());\n // Fall through.\n case 'rgb':\n if (params.length !== 3) return null;\n return [parse_css_int(params[0]),\n parse_css_int(params[1]),\n parse_css_int(params[2]),\n alpha];\n case 'hsla':\n if (params.length !== 4) return null;\n alpha = parse_css_float(params.pop());\n // Fall through.\n case 'hsl':\n if (params.length !== 3) return null;\n var h = (((parseFloat(params[0]) % 360) + 360) % 360) / 360; // 0 .. 1\n // NOTE(deanm): According to the CSS spec s/l should only be\n // percentages, but we don't bother and let float or percentage.\n var s = parse_css_float(params[1]);\n var l = parse_css_float(params[2]);\n var m2 = l <= 0.5 ? l * (s + 1) : l + s - l * s;\n var m1 = l * 2 - m2;\n return [clamp_css_byte(css_hue_to_rgb(m1, m2, h+1/3) * 255),\n clamp_css_byte(css_hue_to_rgb(m1, m2, h) * 255),\n clamp_css_byte(css_hue_to_rgb(m1, m2, h-1/3) * 255),\n alpha];\n default:\n return null;\n }\n }\n\n return null;\n}\n\ntry { exports.parseCSSColor = parseCSSColor } catch(e) { }\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom.js": {
"title": "$:/core/modules/utils/dom.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom.js\ntype: application/javascript\nmodule-type: utils\n\nVarious static DOM-related utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nDetermines whether element 'a' contains element 'b'\nCode thanks to John Resig, http://ejohn.org/blog/comparing-document-position/\n*/\nexports.domContains = function(a,b) {\n\treturn a.contains ?\n\t\ta !== b && a.contains(b) :\n\t\t!!(a.compareDocumentPosition(b) & 16);\n};\n\nexports.removeChildren = function(node) {\n\twhile(node.hasChildNodes()) {\n\t\tnode.removeChild(node.firstChild);\n\t}\n};\n\nexports.hasClass = function(el,className) {\n\treturn el && el.className && el.className.toString().split(\" \").indexOf(className) !== -1;\n};\n\nexports.addClass = function(el,className) {\n\tvar c = el.className.split(\" \");\n\tif(c.indexOf(className) === -1) {\n\t\tc.push(className);\n\t}\n\tel.className = c.join(\" \");\n};\n\nexports.removeClass = function(el,className) {\n\tvar c = el.className.split(\" \"),\n\t\tp = c.indexOf(className);\n\tif(p !== -1) {\n\t\tc.splice(p,1);\n\t\tel.className = c.join(\" \");\n\t}\n};\n\nexports.toggleClass = function(el,className,status) {\n\tif(status === undefined) {\n\t\tstatus = !exports.hasClass(el,className);\n\t}\n\tif(status) {\n\t\texports.addClass(el,className);\n\t} else {\n\t\texports.removeClass(el,className);\n\t}\n};\n\n/*\nGet the first parent element that has scrollbars or use the body as fallback.\n*/\nexports.getScrollContainer = function(el) {\n\tvar doc = el.ownerDocument;\n\twhile(el.parentNode) {\t\n\t\tel = el.parentNode;\n\t\tif(el.scrollTop) {\n\t\t\treturn el;\n\t\t}\n\t}\n\treturn doc.body;\n};\n\n/*\nGet the scroll position of the viewport\nReturns:\n\t{\n\t\tx: horizontal scroll position in pixels,\n\t\ty: vertical scroll position in pixels\n\t}\n*/\nexports.getScrollPosition = function(srcWindow) {\n\tvar scrollWindow = srcWindow || window;\n\tif(\"scrollX\" in scrollWindow) {\n\t\treturn {x: scrollWindow.scrollX, y: scrollWindow.scrollY};\n\t} else {\n\t\treturn {x: scrollWindow.document.documentElement.scrollLeft, y: scrollWindow.document.documentElement.scrollTop};\n\t}\n};\n\n/*\nAdjust the height of a textarea to fit its content, preserving scroll position, and return the height\n*/\nexports.resizeTextAreaToFit = function(domNode,minHeight) {\n\t// Get the scroll container and register the current scroll position\n\tvar container = $tw.utils.getScrollContainer(domNode),\n\t\tscrollTop = container.scrollTop;\n // Measure the specified minimum height\n\tdomNode.style.height = minHeight;\n\tvar measuredHeight = domNode.offsetHeight || parseInt(minHeight,10);\n\t// Set its height to auto so that it snaps to the correct height\n\tdomNode.style.height = \"auto\";\n\t// Calculate the revised height\n\tvar newHeight = Math.max(domNode.scrollHeight + domNode.offsetHeight - domNode.clientHeight,measuredHeight);\n\t// Only try to change the height if it has changed\n\tif(newHeight !== domNode.offsetHeight) {\n\t\tdomNode.style.height = newHeight + \"px\";\n\t\t// Make sure that the dimensions of the textarea are recalculated\n\t\t$tw.utils.forceLayout(domNode);\n\t\t// Set the container to the position we registered at the beginning\n\t\tcontainer.scrollTop = scrollTop;\n\t}\n\treturn newHeight;\n};\n\n/*\nGets the bounding rectangle of an element in absolute page coordinates\n*/\nexports.getBoundingPageRect = function(element) {\n\tvar scrollPos = $tw.utils.getScrollPosition(element.ownerDocument.defaultView),\n\t\tclientRect = element.getBoundingClientRect();\n\treturn {\n\t\tleft: clientRect.left + scrollPos.x,\n\t\twidth: clientRect.width,\n\t\tright: clientRect.right + scrollPos.x,\n\t\ttop: clientRect.top + scrollPos.y,\n\t\theight: clientRect.height,\n\t\tbottom: clientRect.bottom + scrollPos.y\n\t};\n};\n\n/*\nSaves a named password in the browser\n*/\nexports.savePassword = function(name,password) {\n\ttry {\n\t\tif(window.localStorage) {\n\t\t\tlocalStorage.setItem(\"tw5-password-\" + name,password);\n\t\t}\n\t} catch(e) {\n\t}\n};\n\n/*\nRetrieve a named password from the browser\n*/\nexports.getPassword = function(name) {\n\ttry {\n\t\treturn window.localStorage ? localStorage.getItem(\"tw5-password-\" + name) : \"\";\n\t} catch(e) {\n\t\treturn \"\";\n\t}\n};\n\n/*\nForce layout of a dom node and its descendents\n*/\nexports.forceLayout = function(element) {\n\tvar dummy = element.offsetWidth;\n};\n\n/*\nPulse an element for debugging purposes\n*/\nexports.pulseElement = function(element) {\n\t// Event handler to remove the class at the end\n\telement.addEventListener($tw.browser.animationEnd,function handler(event) {\n\t\telement.removeEventListener($tw.browser.animationEnd,handler,false);\n\t\t$tw.utils.removeClass(element,\"pulse\");\n\t},false);\n\t// Apply the pulse class\n\t$tw.utils.removeClass(element,\"pulse\");\n\t$tw.utils.forceLayout(element);\n\t$tw.utils.addClass(element,\"pulse\");\n};\n\n/*\nAttach specified event handlers to a DOM node\ndomNode: where to attach the event handlers\nevents: array of event handlers to be added (see below)\nEach entry in the events array is an object with these properties:\nhandlerFunction: optional event handler function\nhandlerObject: optional event handler object\nhandlerMethod: optionally specifies object handler method name (defaults to `handleEvent`)\n*/\nexports.addEventListeners = function(domNode,events) {\n\t$tw.utils.each(events,function(eventInfo) {\n\t\tvar handler;\n\t\tif(eventInfo.handlerFunction) {\n\t\t\thandler = eventInfo.handlerFunction;\n\t\t} else if(eventInfo.handlerObject) {\n\t\t\tif(eventInfo.handlerMethod) {\n\t\t\t\thandler = function(event) {\n\t\t\t\t\teventInfo.handlerObject[eventInfo.handlerMethod].call(eventInfo.handlerObject,event);\n\t\t\t\t};\t\n\t\t\t} else {\n\t\t\t\thandler = eventInfo.handlerObject;\n\t\t\t}\n\t\t}\n\t\tdomNode.addEventListener(eventInfo.name,handler,false);\n\t});\n};\n\n/*\nGet the computed styles applied to an element as an array of strings of individual CSS properties\n*/\nexports.getComputedStyles = function(domNode) {\n\tvar textAreaStyles = window.getComputedStyle(domNode,null),\n\t\tstyleDefs = [],\n\t\tname;\n\tfor(var t=0; t<textAreaStyles.length; t++) {\n\t\tname = textAreaStyles[t];\n\t\tstyleDefs.push(name + \": \" + textAreaStyles.getPropertyValue(name) + \";\");\n\t}\n\treturn styleDefs;\n};\n\n/*\nApply a set of styles passed as an array of strings of individual CSS properties\n*/\nexports.setStyles = function(domNode,styleDefs) {\n\tdomNode.style.cssText = styleDefs.join(\"\");\n};\n\n/*\nCopy the computed styles from a source element to a destination element\n*/\nexports.copyStyles = function(srcDomNode,dstDomNode) {\n\t$tw.utils.setStyles(dstDomNode,$tw.utils.getComputedStyles(srcDomNode));\n};\n\n/*\nCopy plain text to the clipboard on browsers that support it\n*/\nexports.copyToClipboard = function(text,options) {\n\toptions = options || {};\n\tvar textArea = document.createElement(\"textarea\");\n\ttextArea.style.position = \"fixed\";\n\ttextArea.style.top = 0;\n\ttextArea.style.left = 0;\n\ttextArea.style.fontSize = \"12pt\";\n\ttextArea.style.width = \"2em\";\n\ttextArea.style.height = \"2em\";\n\ttextArea.style.padding = 0;\n\ttextArea.style.border = \"none\";\n\ttextArea.style.outline = \"none\";\n\ttextArea.style.boxShadow = \"none\";\n\ttextArea.style.background = \"transparent\";\n\ttextArea.value = text;\n\tdocument.body.appendChild(textArea);\n\ttextArea.select();\n\ttextArea.setSelectionRange(0,text.length);\n\tvar succeeded = false;\n\ttry {\n\t\tsucceeded = document.execCommand(\"copy\");\n\t} catch (err) {\n\t}\n\tif(!options.doNotNotify) {\n\t\t$tw.notifier.display(succeeded ? \"$:/language/Notifications/CopiedToClipboard/Succeeded\" : \"$:/language/Notifications/CopiedToClipboard/Failed\");\n\t}\n\tdocument.body.removeChild(textArea);\n};\n\nexports.getLocationPath = function() {\n\treturn window.location.toString().split(\"#\")[0];\n};\n\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/dragndrop.js": {
"title": "$:/core/modules/utils/dom/dragndrop.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/dragndrop.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser data transfer utilities, used with the clipboard and drag and drop\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOptions:\n\ndomNode: dom node to make draggable\ndragImageType: \"pill\" or \"dom\"\ndragTiddlerFn: optional function to retrieve the title of tiddler to drag\ndragFilterFn: optional function to retreive the filter defining a list of tiddlers to drag\nwidget: widget to use as the contect for the filter\n*/\nexports.makeDraggable = function(options) {\n\tvar dragImageType = options.dragImageType || \"dom\",\n\t\tdragImage,\n\t\tdomNode = options.domNode;\n\t// Make the dom node draggable (not necessary for anchor tags)\n\tif((domNode.tagName || \"\").toLowerCase() !== \"a\") {\n\t\tdomNode.setAttribute(\"draggable\",\"true\");\t\t\n\t}\n\t// Add event handlers\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"dragstart\", handlerFunction: function(event) {\n\t\t\tif(event.dataTransfer === undefined) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t\t// Collect the tiddlers being dragged\n\t\t\tvar dragTiddler = options.dragTiddlerFn && options.dragTiddlerFn(),\n\t\t\t\tdragFilter = options.dragFilterFn && options.dragFilterFn(),\n\t\t\t\ttitles = dragTiddler ? [dragTiddler] : [],\n\t\t\t \tstartActions = options.startActions;\n\t\t\tif(dragFilter) {\n\t\t\t\ttitles.push.apply(titles,options.widget.wiki.filterTiddlers(dragFilter,options.widget));\n\t\t\t}\n\t\t\tvar titleString = $tw.utils.stringifyList(titles);\n\t\t\t// Check that we've something to drag\n\t\t\tif(titles.length > 0 && event.target === domNode) {\n\t\t\t\t// Mark the drag in progress\n\t\t\t\t$tw.dragInProgress = domNode;\n\t\t\t\t// Set the dragging class on the element being dragged\n\t\t\t\t$tw.utils.addClass(event.target,\"tc-dragging\");\n\t\t\t\t// Invoke drag-start actions if given\n\t\t\t\tif(startActions !== undefined) {\n\t\t\t\t\toptions.widget.invokeActionString(startActions,options.widget,event,{actionTiddler: titleString});\n\t\t\t\t}\n\t\t\t\t// Create the drag image elements\n\t\t\t\tdragImage = options.widget.document.createElement(\"div\");\n\t\t\t\tdragImage.className = \"tc-tiddler-dragger\";\n\t\t\t\tvar inner = options.widget.document.createElement(\"div\");\n\t\t\t\tinner.className = \"tc-tiddler-dragger-inner\";\n\t\t\t\tinner.appendChild(options.widget.document.createTextNode(\n\t\t\t\t\ttitles.length === 1 ? \n\t\t\t\t\t\ttitles[0] :\n\t\t\t\t\t\ttitles.length + \" tiddlers\"\n\t\t\t\t));\n\t\t\t\tdragImage.appendChild(inner);\n\t\t\t\toptions.widget.document.body.appendChild(dragImage);\n\t\t\t\t// Set the data transfer properties\n\t\t\t\tvar dataTransfer = event.dataTransfer;\n\t\t\t\t// Set up the image\n\t\t\t\tdataTransfer.effectAllowed = \"all\";\n\t\t\t\tif(dataTransfer.setDragImage) {\n\t\t\t\t\tif(dragImageType === \"pill\") {\n\t\t\t\t\t\tdataTransfer.setDragImage(dragImage.firstChild,-16,-16);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tvar r = domNode.getBoundingClientRect();\n\t\t\t\t\t\tdataTransfer.setDragImage(domNode,event.clientX-r.left,event.clientY-r.top);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// Set up the data transfer\n\t\t\t\tif(dataTransfer.clearData) {\n\t\t\t\t\tdataTransfer.clearData();\t\t\t\t\t\n\t\t\t\t}\n\t\t\t\tvar jsonData = [];\n\t\t\t\tif(titles.length > 1) {\n\t\t\t\t\ttitles.forEach(function(title) {\n\t\t\t\t\t\tjsonData.push(options.widget.wiki.getTiddlerAsJson(title));\n\t\t\t\t\t});\n\t\t\t\t\tjsonData = \"[\" + jsonData.join(\",\") + \"]\";\n\t\t\t\t} else {\n\t\t\t\t\tjsonData = options.widget.wiki.getTiddlerAsJson(titles[0]);\n\t\t\t\t}\n\t\t\t\t// IE doesn't like these content types\n\t\t\t\tif(!$tw.browser.isIE) {\n\t\t\t\t\tdataTransfer.setData(\"text/vnd.tiddler\",jsonData);\n\t\t\t\t\tdataTransfer.setData(\"text/plain\",titleString);\n\t\t\t\t\tdataTransfer.setData(\"text/x-moz-url\",\"data:text/vnd.tiddler,\" + encodeURIComponent(jsonData));\n\t\t\t\t}\n\t\t\t\tdataTransfer.setData(\"URL\",\"data:text/vnd.tiddler,\" + encodeURIComponent(jsonData));\n\t\t\t\tdataTransfer.setData(\"Text\",titleString);\n\t\t\t\tevent.stopPropagation();\n\t\t\t}\n\t\t\treturn false;\n\t\t}},\n\t\t{name: \"dragend\", handlerFunction: function(event) {\n\t\t\tif(event.target === domNode) {\n\t\t\t\t// Collect the tiddlers being dragged\n\t\t\t\tvar dragTiddler = options.dragTiddlerFn && options.dragTiddlerFn(),\n\t\t\t\t\tdragFilter = options.dragFilterFn && options.dragFilterFn(),\n\t\t\t\t\ttitles = dragTiddler ? [dragTiddler] : [],\n\t\t\t \t\tendActions = options.endActions;\n\t\t\t\tif(dragFilter) {\n\t\t\t\t\ttitles.push.apply(titles,options.widget.wiki.filterTiddlers(dragFilter,options.widget));\n\t\t\t\t}\n\t\t\t\tvar titleString = $tw.utils.stringifyList(titles);\n\t\t\t\t$tw.dragInProgress = null;\n\t\t\t\t// Invoke drag-end actions if given\n\t\t\t\tif(endActions !== undefined) {\n\t\t\t\t\toptions.widget.invokeActionString(endActions,options.widget,event,{actionTiddler: titleString});\n\t\t\t\t}\n\t\t\t\t// Remove the dragging class on the element being dragged\n\t\t\t\t$tw.utils.removeClass(event.target,\"tc-dragging\");\n\t\t\t\t// Delete the drag image element\n\t\t\t\tif(dragImage) {\n\t\t\t\t\tdragImage.parentNode.removeChild(dragImage);\n\t\t\t\t\tdragImage = null;\n\t\t\t\t}\n\t\t\t}\n\t\t\treturn false;\n\t\t}}\n\t]);\n};\n\nexports.importDataTransfer = function(dataTransfer,fallbackTitle,callback) {\n\t// Try each provided data type in turn\n\tif($tw.log.IMPORT) {\n\t\tconsole.log(\"Available data types:\");\n\t\tfor(var type=0; type<dataTransfer.types.length; type++) {\n\t\t\tconsole.log(\"type\",dataTransfer.types[type],dataTransfer.getData(dataTransfer.types[type]))\n\t\t}\n\t}\n\tfor(var t=0; t<importDataTypes.length; t++) {\n\t\tif(!$tw.browser.isIE || importDataTypes[t].IECompatible) {\n\t\t\t// Get the data\n\t\t\tvar dataType = importDataTypes[t];\n\t\t\t\tvar data = dataTransfer.getData(dataType.type);\n\t\t\t// Import the tiddlers in the data\n\t\t\tif(data !== \"\" && data !== null) {\n\t\t\t\tif($tw.log.IMPORT) {\n\t\t\t\t\tconsole.log(\"Importing data type '\" + dataType.type + \"', data: '\" + data + \"'\")\n\t\t\t\t}\n\t\t\t\tvar tiddlerFields = dataType.toTiddlerFieldsArray(data,fallbackTitle);\n\t\t\t\tcallback(tiddlerFields);\n\t\t\t\treturn;\n\t\t\t}\n\t\t}\n\t}\n};\n\nvar importDataTypes = [\n\t{type: \"text/vnd.tiddler\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn parseJSONTiddlers(data,fallbackTitle);\n\t}},\n\t{type: \"URL\", IECompatible: true, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\t// Check for tiddler data URI\n\t\tvar match = decodeURIComponent(data).match(/^data\\:text\\/vnd\\.tiddler,(.*)/i);\n\t\tif(match) {\n\t\t\treturn parseJSONTiddlers(match[1],fallbackTitle);\n\t\t} else {\n\t\t\treturn [{title: fallbackTitle, text: data}]; // As URL string\n\t\t}\n\t}},\n\t{type: \"text/x-moz-url\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\t// Check for tiddler data URI\n\t\tvar match = decodeURIComponent(data).match(/^data\\:text\\/vnd\\.tiddler,(.*)/i);\n\t\tif(match) {\n\t\t\treturn parseJSONTiddlers(match[1],fallbackTitle);\n\t\t} else {\n\t\t\treturn [{title: fallbackTitle, text: data}]; // As URL string\n\t\t}\n\t}},\n\t{type: \"text/html\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"text/plain\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"Text\", IECompatible: true, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"text/uri-list\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}}\n];\n\nfunction parseJSONTiddlers(json,fallbackTitle) {\n\tvar data = JSON.parse(json);\n\tif(!$tw.utils.isArray(data)) {\n\t\tdata = [data];\n\t}\n\tdata.forEach(function(fields) {\n\t\tfields.title = fields.title || fallbackTitle;\n\t});\n\treturn data;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/http.js": {
"title": "$:/core/modules/utils/dom/http.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/http.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser HTTP support\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nA quick and dirty HTTP function; to be refactored later. Options are:\n\turl: URL to retrieve\n\theaders: hashmap of headers to send\n\ttype: GET, PUT, POST etc\n\tcallback: function invoked with (err,data)\n\treturnProp: string name of the property to return as first argument of callback\n*/\nexports.httpRequest = function(options) {\n\tvar type = options.type || \"GET\",\n\t\theaders = options.headers || {accept: \"application/json\"},\n\t\treturnProp = options.returnProp || \"responseText\",\n\t\trequest = new XMLHttpRequest(),\n\t\tdata = \"\",\n\t\tf,results;\n\t// Massage the data hashmap into a string\n\tif(options.data) {\n\t\tif(typeof options.data === \"string\") { // Already a string\n\t\t\tdata = options.data;\n\t\t} else { // A hashmap of strings\n\t\t\tresults = [];\n\t\t\t$tw.utils.each(options.data,function(dataItem,dataItemTitle) {\n\t\t\t\tresults.push(dataItemTitle + \"=\" + encodeURIComponent(dataItem));\n\t\t\t});\n\t\t\tdata = results.join(\"&\");\n\t\t}\n\t}\n\t// Set up the state change handler\n\trequest.onreadystatechange = function() {\n\t\tif(this.readyState === 4) {\n\t\t\tif(this.status === 200 || this.status === 201 || this.status === 204) {\n\t\t\t\t// Success!\n\t\t\t\toptions.callback(null,this[returnProp],this);\n\t\t\t\treturn;\n\t\t\t}\n\t\t// Something went wrong\n\t\toptions.callback($tw.language.getString(\"Error/XMLHttpRequest\") + \": \" + this.status);\n\t\t}\n\t};\n\t// Make the request\n\trequest.open(type,options.url,true);\n\tif(headers) {\n\t\t$tw.utils.each(headers,function(header,headerTitle,object) {\n\t\t\trequest.setRequestHeader(headerTitle,header);\n\t\t});\n\t}\n\tif(data && !$tw.utils.hop(headers,\"Content-type\")) {\n\t\trequest.setRequestHeader(\"Content-type\",\"application/x-www-form-urlencoded; charset=UTF-8\");\n\t}\n\tif(!$tw.utils.hop(headers,\"X-Requested-With\")) {\n\t\trequest.setRequestHeader(\"X-Requested-With\",\"TiddlyWiki\");\n\t}\n\ttry {\n\t\trequest.send(data);\n\t} catch(e) {\n\t\toptions.callback(e);\n\t}\n\treturn request;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/keyboard.js": {
"title": "$:/core/modules/utils/dom/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/keyboard.js\ntype: application/javascript\nmodule-type: utils\n\nKeyboard utilities; now deprecated. Instead, use $tw.keyboardManager\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n[\"parseKeyDescriptor\",\"checkKeyDescriptor\"].forEach(function(method) {\n\texports[method] = function() {\n\t\tif($tw.keyboardManager) {\n\t\t\treturn $tw.keyboardManager[method].apply($tw.keyboardManager,Array.prototype.slice.call(arguments,0));\n\t\t} else {\n\t\t\treturn null\n\t\t}\n\t};\n});\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/modal.js": {
"title": "$:/core/modules/utils/dom/modal.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/modal.js\ntype: application/javascript\nmodule-type: utils\n\nModal message mechanism\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar Modal = function(wiki) {\n\tthis.wiki = wiki;\n\tthis.modalCount = 0;\n};\n\n/*\nDisplay a modal dialogue\n\ttitle: Title of tiddler to display\n\toptions: see below\nOptions include:\n\tdownloadLink: Text of a big download link to include\n*/\nModal.prototype.display = function(title,options) {\n\toptions = options || {};\n\tthis.srcDocument = options.variables && (options.variables.rootwindow === \"true\" ||\n\t\t\t\toptions.variables.rootwindow === \"yes\") ? document :\n\t\t\t\t(options.event.event ? options.event.event.target.ownerDocument : document);\n\tthis.srcWindow = this.srcDocument.defaultView;\n\tvar self = this,\n\t\trefreshHandler,\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\ttiddler = this.wiki.getTiddler(title);\n\t// Don't do anything if the tiddler doesn't exist\n\tif(!tiddler) {\n\t\treturn;\n\t}\n\t// Create the variables\n\tvar variables = $tw.utils.extend({currentTiddler: title},options.variables);\n\t// Create the wrapper divs\n\tvar wrapper = this.srcDocument.createElement(\"div\"),\n\t\tmodalBackdrop = this.srcDocument.createElement(\"div\"),\n\t\tmodalWrapper = this.srcDocument.createElement(\"div\"),\n\t\tmodalHeader = this.srcDocument.createElement(\"div\"),\n\t\theaderTitle = this.srcDocument.createElement(\"h3\"),\n\t\tmodalBody = this.srcDocument.createElement(\"div\"),\n\t\tmodalLink = this.srcDocument.createElement(\"a\"),\n\t\tmodalFooter = this.srcDocument.createElement(\"div\"),\n\t\tmodalFooterHelp = this.srcDocument.createElement(\"span\"),\n\t\tmodalFooterButtons = this.srcDocument.createElement(\"span\");\n\t// Up the modal count and adjust the body class\n\tthis.modalCount++;\n\tthis.adjustPageClass();\n\t// Add classes\n\t$tw.utils.addClass(wrapper,\"tc-modal-wrapper\");\n\t$tw.utils.addClass(modalBackdrop,\"tc-modal-backdrop\");\n\t$tw.utils.addClass(modalWrapper,\"tc-modal\");\n\t$tw.utils.addClass(modalHeader,\"tc-modal-header\");\n\t$tw.utils.addClass(modalBody,\"tc-modal-body\");\n\t$tw.utils.addClass(modalFooter,\"tc-modal-footer\");\n\t// Join them together\n\twrapper.appendChild(modalBackdrop);\n\twrapper.appendChild(modalWrapper);\n\tmodalHeader.appendChild(headerTitle);\n\tmodalWrapper.appendChild(modalHeader);\n\tmodalWrapper.appendChild(modalBody);\n\tmodalFooter.appendChild(modalFooterHelp);\n\tmodalFooter.appendChild(modalFooterButtons);\n\tmodalWrapper.appendChild(modalFooter);\n\t// Render the title of the message\n\tvar headerWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tfield: \"subtitle\",\n\t\tmode: \"inline\",\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\tattributes: {\n\t\t\t\ttext: {\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: title\n\t\t}}}],\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\theaderWidgetNode.render(headerTitle,null);\n\t// Render the body of the message\n\tvar bodyWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\tbodyWidgetNode.render(modalBody,null);\n\t// Setup the link if present\n\tif(options.downloadLink) {\n\t\tmodalLink.href = options.downloadLink;\n\t\tmodalLink.appendChild(this.srcDocument.createTextNode(\"Right-click to save changes\"));\n\t\tmodalBody.appendChild(modalLink);\n\t}\n\t// Render the footer of the message\n\tif(tiddler && tiddler.fields && tiddler.fields.help) {\n\t\tvar link = this.srcDocument.createElement(\"a\");\n\t\tlink.setAttribute(\"href\",tiddler.fields.help);\n\t\tlink.setAttribute(\"target\",\"_blank\");\n\t\tlink.setAttribute(\"rel\",\"noopener noreferrer\");\n\t\tlink.appendChild(this.srcDocument.createTextNode(\"Help\"));\n\t\tmodalFooterHelp.appendChild(link);\n\t\tmodalFooterHelp.style.float = \"left\";\n\t}\n\tvar footerWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tfield: \"footer\",\n\t\tmode: \"inline\",\n\t\tchildren: [{\n\t\t\ttype: \"button\",\n\t\t\tattributes: {\n\t\t\t\tmessage: {\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: \"tm-close-tiddler\"\n\t\t\t\t}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\tattributes: {\n\t\t\t\t\ttext: {\n\t\t\t\t\t\ttype: \"string\",\n\t\t\t\t\t\tvalue: $tw.language.getString(\"Buttons/Close/Caption\")\n\t\t\t}}}\n\t\t]}],\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\tfooterWidgetNode.render(modalFooterButtons,null);\n\t// Set up the refresh handler\n\trefreshHandler = function(changes) {\n\t\theaderWidgetNode.refresh(changes,modalHeader,null);\n\t\tbodyWidgetNode.refresh(changes,modalBody,null);\n\t\tfooterWidgetNode.refresh(changes,modalFooterButtons,null);\n\t};\n\tthis.wiki.addEventListener(\"change\",refreshHandler);\n\t// Add the close event handler\n\tvar closeHandler = function(event) {\n\t\t// Remove our refresh handler\n\t\tself.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t// Decrease the modal count and adjust the body class\n\t\tself.modalCount--;\n\t\tself.adjustPageClass();\n\t\t// Force layout and animate the modal message away\n\t\t$tw.utils.forceLayout(modalBackdrop);\n\t\t$tw.utils.forceLayout(modalWrapper);\n\t\t$tw.utils.setStyle(modalBackdrop,[\n\t\t\t{opacity: \"0\"}\n\t\t]);\n\t\t$tw.utils.setStyle(modalWrapper,[\n\t\t\t{transform: \"translateY(\" + self.srcWindow.innerHeight + \"px)\"}\n\t\t]);\n\t\t// Set up an event for the transition end\n\t\tself.srcWindow.setTimeout(function() {\n\t\t\tif(wrapper.parentNode) {\n\t\t\t\t// Remove the modal message from the DOM\n\t\t\t\tself.srcDocument.body.removeChild(wrapper);\n\t\t\t}\n\t\t},duration);\n\t\t// Don't let anyone else handle the tm-close-tiddler message\n\t\treturn false;\n\t};\n\theaderWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\tbodyWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\tfooterWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\t// Set the initial styles for the message\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{opacity: \"0\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transformOrigin: \"0% 0%\"},\n\t\t{transform: \"translateY(\" + (-this.srcWindow.innerHeight) + \"px)\"}\n\t]);\n\t// Put the message into the document\n\tthis.srcDocument.body.appendChild(wrapper);\n\t// Set up animation for the styles\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{transition: \"opacity \" + duration + \"ms ease-out\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out\"}\n\t]);\n\t// Force layout\n\t$tw.utils.forceLayout(modalBackdrop);\n\t$tw.utils.forceLayout(modalWrapper);\n\t// Set final animated styles\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{opacity: \"0.7\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transform: \"translateY(0px)\"}\n\t]);\n};\n\nModal.prototype.adjustPageClass = function() {\n\tvar windowContainer = $tw.pageContainer ? ($tw.pageContainer === this.srcDocument.body.firstChild ? $tw.pageContainer : this.srcDocument.body.firstChild) : null;\n\tif(windowContainer) {\n\t\t$tw.utils.toggleClass(windowContainer,\"tc-modal-displayed\",this.modalCount > 0);\n\t}\n};\n\nexports.Modal = Modal;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/notifier.js": {
"title": "$:/core/modules/utils/dom/notifier.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/notifier.js\ntype: application/javascript\nmodule-type: utils\n\nNotifier mechanism\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar Notifier = function(wiki) {\n\tthis.wiki = wiki;\n};\n\n/*\nDisplay a notification\n\ttitle: Title of tiddler containing the notification text\n\toptions: see below\nOptions include:\n*/\nNotifier.prototype.display = function(title,options) {\n\toptions = options || {};\n\t// Create the wrapper divs\n\tvar self = this,\n\t\tnotification = document.createElement(\"div\"),\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\trefreshHandler;\n\t// Don't do anything if the tiddler doesn't exist\n\tif(!tiddler) {\n\t\treturn;\n\t}\n\t// Add classes\n\t$tw.utils.addClass(notification,\"tc-notification\");\n\t// Create the variables\n\tvar variables = $tw.utils.extend({currentTiddler: title},options.variables);\n\t// Render the body of the notification\n\tvar widgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: document,\n\t\tvariables: variables,\n\t\timportPageMacros: true});\n\twidgetNode.render(notification,null);\n\trefreshHandler = function(changes) {\n\t\twidgetNode.refresh(changes,notification,null);\n\t};\n\tthis.wiki.addEventListener(\"change\",refreshHandler);\n\t// Set the initial styles for the notification\n\t$tw.utils.setStyle(notification,[\n\t\t{opacity: \"0\"},\n\t\t{transformOrigin: \"0% 0%\"},\n\t\t{transform: \"translateY(\" + (-window.innerHeight) + \"px)\"},\n\t\t{transition: \"opacity \" + duration + \"ms ease-out, \" + $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out\"}\n\t]);\n\t// Add the notification to the DOM\n\tdocument.body.appendChild(notification);\n\t// Force layout\n\t$tw.utils.forceLayout(notification);\n\t// Set final animated styles\n\t$tw.utils.setStyle(notification,[\n\t\t{opacity: \"1.0\"},\n\t\t{transform: \"translateY(0px)\"}\n\t]);\n\t// Set a timer to remove the notification\n\twindow.setTimeout(function() {\n\t\t// Remove our change event handler\n\t\tself.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t// Force layout and animate the notification away\n\t\t$tw.utils.forceLayout(notification);\n\t\t$tw.utils.setStyle(notification,[\n\t\t\t{opacity: \"0.0\"},\n\t\t\t{transform: \"translateX(\" + (notification.offsetWidth) + \"px)\"}\n\t\t]);\n\t\t// Remove the modal message from the DOM once the transition ends\n\t\tsetTimeout(function() {\n\t\t\tif(notification.parentNode) {\n\t\t\t\tdocument.body.removeChild(notification);\n\t\t\t}\n\t\t},duration);\n\t},$tw.config.preferences.notificationDuration);\n};\n\nexports.Notifier = Notifier;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/popup.js": {
"title": "$:/core/modules/utils/dom/popup.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/popup.js\ntype: application/javascript\nmodule-type: utils\n\nModule that creates a $tw.utils.Popup object prototype that manages popups in the browser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreates a Popup object with these options:\n\trootElement: the DOM element to which the popup zapper should be attached\n*/\nvar Popup = function(options) {\n\toptions = options || {};\n\tthis.rootElement = options.rootElement || document.documentElement;\n\tthis.popups = []; // Array of {title:,wiki:,domNode:} objects\n};\n\n/*\nTrigger a popup open or closed. Parameters are in a hashmap:\n\ttitle: title of the tiddler where the popup details are stored\n\tdomNode: dom node to which the popup will be positioned (one of domNode or domNodeRect is required)\n\tdomNodeRect: rectangle to which the popup will be positioned\n\twiki: wiki\n\tforce: if specified, forces the popup state to true or false (instead of toggling it)\n\tfloating: if true, skips registering the popup, meaning that it will need manually clearing\n*/\nPopup.prototype.triggerPopup = function(options) {\n\t// Check if this popup is already active\n\tvar index = this.findPopup(options.title);\n\t// Compute the new state\n\tvar state = index === -1;\n\tif(options.force !== undefined) {\n\t\tstate = options.force;\n\t}\n\t// Show or cancel the popup according to the new state\n\tif(state) {\n\t\tthis.show(options);\n\t} else {\n\t\tthis.cancel(index);\n\t}\n};\n\nPopup.prototype.findPopup = function(title) {\n\tvar index = -1;\n\tfor(var t=0; t<this.popups.length; t++) {\n\t\tif(this.popups[t].title === title) {\n\t\t\tindex = t;\n\t\t}\n\t}\n\treturn index;\n};\n\nPopup.prototype.handleEvent = function(event) {\n\tif(event.type === \"click\") {\n\t\t// Find out what was clicked on\n\t\tvar info = this.popupInfo(event.target),\n\t\t\tcancelLevel = info.popupLevel - 1;\n\t\t// Don't remove the level that was clicked on if we clicked on a handle\n\t\tif(info.isHandle) {\n\t\t\tcancelLevel++;\n\t\t}\n\t\t// Cancel\n\t\tthis.cancel(cancelLevel);\n\t}\n};\n\n/*\nFind the popup level containing a DOM node. Returns:\npopupLevel: count of the number of nested popups containing the specified element\nisHandle: true if the specified element is within a popup handle\n*/\nPopup.prototype.popupInfo = function(domNode) {\n\tvar isHandle = false,\n\t\tpopupCount = 0,\n\t\tnode = domNode;\n\t// First check ancestors to see if we're within a popup handle\n\twhile(node) {\n\t\tif($tw.utils.hasClass(node,\"tc-popup-handle\")) {\n\t\t\tisHandle = true;\n\t\t\tpopupCount++;\n\t\t}\n\t\tif($tw.utils.hasClass(node,\"tc-popup-keep\")) {\n\t\t\tisHandle = true;\n\t\t}\n\t\tnode = node.parentNode;\n\t}\n\t// Then count the number of ancestor popups\n\tnode = domNode;\n\twhile(node) {\n\t\tif($tw.utils.hasClass(node,\"tc-popup\")) {\n\t\t\tpopupCount++;\n\t\t}\n\t\tnode = node.parentNode;\n\t}\n\tvar info = {\n\t\tpopupLevel: popupCount,\n\t\tisHandle: isHandle\n\t};\n\treturn info;\n};\n\n/*\nDisplay a popup by adding it to the stack\n*/\nPopup.prototype.show = function(options) {\n\t// Find out what was clicked on\n\tvar info = this.popupInfo(options.domNode);\n\t// Cancel any higher level popups\n\tthis.cancel(info.popupLevel);\n\n\t// Store the popup details if not already there\n\tif(!options.floating && this.findPopup(options.title) === -1) {\n\t\tthis.popups.push({\n\t\t\ttitle: options.title,\n\t\t\twiki: options.wiki,\n\t\t\tdomNode: options.domNode\n\t\t});\n\t}\n\t// Set the state tiddler\n\tvar rect;\n\tif(options.domNodeRect) {\n\t\trect = options.domNodeRect;\n\t} else {\n\t\trect = {\n\t\t\tleft: options.domNode.offsetLeft,\n\t\t\ttop: options.domNode.offsetTop,\n\t\t\twidth: options.domNode.offsetWidth,\n\t\t\theight: options.domNode.offsetHeight\n\t\t};\n\t}\n\tvar popupRect = \"(\" + rect.left + \",\" + rect.top + \",\" + \n\t\t\t\trect.width + \",\" + rect.height + \")\";\n\tif(options.noStateReference) {\n\t\toptions.wiki.setText(options.title,\"text\",undefined,popupRect);\n\t} else {\n\t\toptions.wiki.setTextReference(options.title,popupRect);\n\t}\n\t// Add the click handler if we have any popups\n\tif(this.popups.length > 0) {\n\t\tthis.rootElement.addEventListener(\"click\",this,true);\t\t\n\t}\n};\n\n/*\nCancel all popups at or above a specified level or DOM node\nlevel: popup level to cancel (0 cancels all popups)\n*/\nPopup.prototype.cancel = function(level) {\n\tvar numPopups = this.popups.length;\n\tlevel = Math.max(0,Math.min(level,numPopups));\n\tfor(var t=level; t<numPopups; t++) {\n\t\tvar popup = this.popups.pop();\n\t\tif(popup.title) {\n\t\t\tpopup.wiki.deleteTiddler(popup.title);\n\t\t}\n\t}\n\tif(this.popups.length === 0) {\n\t\tthis.rootElement.removeEventListener(\"click\",this,false);\n\t}\n};\n\n/*\nReturns true if the specified title and text identifies an active popup\n*/\nPopup.prototype.readPopupState = function(text) {\n\tvar popupLocationRegExp = /^\\((-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+)\\)$/;\n\treturn popupLocationRegExp.test(text);\n};\n\nexports.Popup = Popup;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/scroller.js": {
"title": "$:/core/modules/utils/dom/scroller.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/scroller.js\ntype: application/javascript\nmodule-type: utils\n\nModule that creates a $tw.utils.Scroller object prototype that manages scrolling in the browser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nEvent handler for when the `tm-scroll` event hits the document body\n*/\nvar PageScroller = function() {\n\tthis.idRequestFrame = null;\n\tthis.requestAnimationFrame = window.requestAnimationFrame ||\n\t\twindow.webkitRequestAnimationFrame ||\n\t\twindow.mozRequestAnimationFrame ||\n\t\tfunction(callback) {\n\t\t\treturn window.setTimeout(callback, 1000/60);\n\t\t};\n\tthis.cancelAnimationFrame = window.cancelAnimationFrame ||\n\t\twindow.webkitCancelAnimationFrame ||\n\t\twindow.webkitCancelRequestAnimationFrame ||\n\t\twindow.mozCancelAnimationFrame ||\n\t\twindow.mozCancelRequestAnimationFrame ||\n\t\tfunction(id) {\n\t\t\twindow.clearTimeout(id);\n\t\t};\n};\n\nPageScroller.prototype.cancelScroll = function(srcWindow) {\n\tif(this.idRequestFrame) {\n\t\tthis.cancelAnimationFrame.call(srcWindow,this.idRequestFrame);\n\t\tthis.idRequestFrame = null;\n\t}\n};\n\n/*\nHandle an event\n*/\nPageScroller.prototype.handleEvent = function(event) {\n\tif(event.type === \"tm-scroll\") {\n\t\treturn this.scrollIntoView(event.target);\n\t}\n\treturn true;\n};\n\n/*\nHandle a scroll event hitting the page document\n*/\nPageScroller.prototype.scrollIntoView = function(element,callback) {\n\tvar self = this,\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t srcWindow = element ? element.ownerDocument.defaultView : window;\n\t// Now get ready to scroll the body\n\tthis.cancelScroll(srcWindow);\n\tthis.startTime = Date.now();\n\t// Get the height of any position:fixed toolbars\n\tvar toolbar = srcWindow.document.querySelector(\".tc-adjust-top-of-scroll\"),\n\t\toffset = 0;\n\tif(toolbar) {\n\t\toffset = toolbar.offsetHeight;\n\t}\n\t// Get the client bounds of the element and adjust by the scroll position\n\tvar getBounds = function() {\n\t\t\tvar clientBounds = typeof callback === 'function' ? callback() : element.getBoundingClientRect(),\n\t\t\t\tscrollPosition = $tw.utils.getScrollPosition(srcWindow);\n\t\t\treturn {\n\t\t\t\tleft: clientBounds.left + scrollPosition.x,\n\t\t\t\ttop: clientBounds.top + scrollPosition.y - offset,\n\t\t\t\twidth: clientBounds.width,\n\t\t\t\theight: clientBounds.height\n\t\t\t};\n\t\t},\n\t\t// We'll consider the horizontal and vertical scroll directions separately via this function\n\t\t// targetPos/targetSize - position and size of the target element\n\t\t// currentPos/currentSize - position and size of the current scroll viewport\n\t\t// returns: new position of the scroll viewport\n\t\tgetEndPos = function(targetPos,targetSize,currentPos,currentSize) {\n\t\t\tvar newPos = targetPos;\n\t\t\t// If we are scrolling within 50 pixels of the top/left then snap to zero\n\t\t\tif(newPos < 50) {\n\t\t\t\tnewPos = 0;\n\t\t\t}\n\t\t\treturn newPos;\n\t\t},\n\t\tdrawFrame = function drawFrame() {\n\t\t\tvar t;\n\t\t\tif(duration <= 0) {\n\t\t\t\tt = 1;\n\t\t\t} else {\n\t\t\t\tt = ((Date.now()) - self.startTime) / duration;\t\n\t\t\t}\n\t\t\tif(t >= 1) {\n\t\t\t\tself.cancelScroll(srcWindow);\n\t\t\t\tt = 1;\n\t\t\t}\n\t\t\tt = $tw.utils.slowInSlowOut(t);\n\t\t\tvar scrollPosition = $tw.utils.getScrollPosition(srcWindow),\n\t\t\t\tbounds = getBounds(),\n\t\t\t\tendX = getEndPos(bounds.left,bounds.width,scrollPosition.x,srcWindow.innerWidth),\n\t\t\t\tendY = getEndPos(bounds.top,bounds.height,scrollPosition.y,srcWindow.innerHeight);\n\t\t\tsrcWindow.scrollTo(scrollPosition.x + (endX - scrollPosition.x) * t,scrollPosition.y + (endY - scrollPosition.y) * t);\n\t\t\tif(t < 1) {\n\t\t\t\tself.idRequestFrame = self.requestAnimationFrame.call(srcWindow,drawFrame);\n\t\t\t}\n\t\t};\n\tdrawFrame();\n};\n\nexports.PageScroller = PageScroller;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/edition-info.js": {
"title": "$:/core/modules/utils/edition-info.js",
"text": "/*\\\ntitle: $:/core/modules/utils/edition-info.js\ntype: application/javascript\nmodule-type: utils-node\n\nInformation about the available editions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar fs = require(\"fs\"),\n\tpath = require(\"path\");\n\nvar editionInfo;\n\nexports.getEditionInfo = function() {\n\tif(!editionInfo) {\n\t\t// Enumerate the edition paths\n\t\tvar editionPaths = $tw.getLibraryItemSearchPaths($tw.config.editionsPath,$tw.config.editionsEnvVar);\n\t\teditionInfo = {};\n\t\tfor(var editionIndex=0; editionIndex<editionPaths.length; editionIndex++) {\n\t\t\tvar editionPath = editionPaths[editionIndex];\n\t\t\t// Enumerate the folders\n\t\t\tvar entries = fs.readdirSync(editionPath);\n\t\t\tfor(var entryIndex=0; entryIndex<entries.length; entryIndex++) {\n\t\t\t\tvar entry = entries[entryIndex];\n\t\t\t\t// Check if directories have a valid tiddlywiki.info\n\t\t\t\tif(!editionInfo[entry] && $tw.utils.isDirectory(path.resolve(editionPath,entry))) {\n\t\t\t\t\tvar info;\n\t\t\t\t\ttry {\n\t\t\t\t\t\tinfo = JSON.parse(fs.readFileSync(path.resolve(editionPath,entry,\"tiddlywiki.info\"),\"utf8\"));\n\t\t\t\t\t} catch(ex) {\n\t\t\t\t\t}\n\t\t\t\t\tif(info) {\n\t\t\t\t\t\teditionInfo[entry] = info;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n\treturn editionInfo;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils-node"
},
"$:/core/modules/utils/fakedom.js": {
"title": "$:/core/modules/utils/fakedom.js",
"text": "/*\\\ntitle: $:/core/modules/utils/fakedom.js\ntype: application/javascript\nmodule-type: global\n\nA barebones implementation of DOM interfaces needed by the rendering mechanism.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Sequence number used to enable us to track objects for testing\nvar sequenceNumber = null;\n\nvar bumpSequenceNumber = function(object) {\n\tif(sequenceNumber !== null) {\n\t\tobject.sequenceNumber = sequenceNumber++;\n\t}\n};\n\nvar TW_TextNode = function(text) {\n\tbumpSequenceNumber(this);\n\tthis.textContent = text + \"\";\n};\n\nObject.defineProperty(TW_TextNode.prototype, \"nodeType\", {\n\tget: function() {\n\t\treturn 3;\n\t}\n});\n\nObject.defineProperty(TW_TextNode.prototype, \"formattedTextContent\", {\n\tget: function() {\n\t\treturn this.textContent.replace(/(\\r?\\n)/g,\"\");\n\t}\n});\n\nvar TW_Element = function(tag,namespace) {\n\tbumpSequenceNumber(this);\n\tthis.isTiddlyWikiFakeDom = true;\n\tthis.tag = tag;\n\tthis.attributes = {};\n\tthis.isRaw = false;\n\tthis.children = [];\n\tthis.style = {};\n\tthis.namespaceURI = namespace || \"http://www.w3.org/1999/xhtml\";\n};\n\nObject.defineProperty(TW_Element.prototype, \"nodeType\", {\n\tget: function() {\n\t\treturn 1;\n\t}\n});\n\nTW_Element.prototype.getAttribute = function(name) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot getAttribute on a raw TW_Element\";\n\t}\n\treturn this.attributes[name];\n};\n\nTW_Element.prototype.setAttribute = function(name,value) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot setAttribute on a raw TW_Element\";\n\t}\n\tthis.attributes[name] = value + \"\";\n};\n\nTW_Element.prototype.setAttributeNS = function(namespace,name,value) {\n\tthis.setAttribute(name,value);\n};\n\nTW_Element.prototype.removeAttribute = function(name) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot removeAttribute on a raw TW_Element\";\n\t}\n\tif($tw.utils.hop(this.attributes,name)) {\n\t\tdelete this.attributes[name];\n\t}\n};\n\nTW_Element.prototype.appendChild = function(node) {\n\tthis.children.push(node);\n\tnode.parentNode = this;\n};\n\nTW_Element.prototype.insertBefore = function(node,nextSibling) {\n\tif(nextSibling) {\n\t\tvar p = this.children.indexOf(nextSibling);\n\t\tif(p !== -1) {\n\t\t\tthis.children.splice(p,0,node);\n\t\t\tnode.parentNode = this;\n\t\t} else {\n\t\t\tthis.appendChild(node);\n\t\t}\n\t} else {\n\t\tthis.appendChild(node);\n\t}\n};\n\nTW_Element.prototype.removeChild = function(node) {\n\tvar p = this.children.indexOf(node);\n\tif(p !== -1) {\n\t\tthis.children.splice(p,1);\n\t}\n};\n\nTW_Element.prototype.hasChildNodes = function() {\n\treturn !!this.children.length;\n};\n\nObject.defineProperty(TW_Element.prototype, \"childNodes\", {\n\tget: function() {\n\t\treturn this.children;\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"firstChild\", {\n\tget: function() {\n\t\treturn this.children[0];\n\t}\n});\n\nTW_Element.prototype.addEventListener = function(type,listener,useCapture) {\n\t// Do nothing\n};\n\nObject.defineProperty(TW_Element.prototype, \"tagName\", {\n\tget: function() {\n\t\treturn this.tag || \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"className\", {\n\tget: function() {\n\t\treturn this.attributes[\"class\"] || \"\";\n\t},\n\tset: function(value) {\n\t\tthis.attributes[\"class\"] = value + \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"value\", {\n\tget: function() {\n\t\treturn this.attributes.value || \"\";\n\t},\n\tset: function(value) {\n\t\tthis.attributes.value = value + \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"outerHTML\", {\n\tget: function() {\n\t\tvar output = [],attr,a,v;\n\t\toutput.push(\"<\",this.tag);\n\t\tif(this.attributes) {\n\t\t\tattr = [];\n\t\t\tfor(a in this.attributes) {\n\t\t\t\tattr.push(a);\n\t\t\t}\n\t\t\tattr.sort();\n\t\t\tfor(a=0; a<attr.length; a++) {\n\t\t\t\tv = this.attributes[attr[a]];\n\t\t\t\tif(v !== undefined) {\n\t\t\t\t\toutput.push(\" \",attr[a],\"=\\\"\",$tw.utils.htmlEncode(v),\"\\\"\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\tif(this.style) {\n\t\t\tvar style = [];\n\t\t\tfor(var s in this.style) {\n\t\t\t\tstyle.push(s + \":\" + this.style[s] + \";\");\n\t\t\t}\n\t\t\tif(style.length > 0) {\n\t\t\t\toutput.push(\" style=\\\"\",style.join(\"\"),\"\\\"\")\n\t\t\t}\n\t\t}\n\t\toutput.push(\">\");\n\t\tif($tw.config.htmlVoidElements.indexOf(this.tag) === -1) {\n\t\t\toutput.push(this.innerHTML);\n\t\t\toutput.push(\"</\",this.tag,\">\");\n\t\t}\n\t\treturn output.join(\"\");\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"innerHTML\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\treturn this.rawHTML;\n\t\t} else {\n\t\t\tvar b = [];\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tif(node instanceof TW_Element) {\n\t\t\t\t\tb.push(node.outerHTML);\n\t\t\t\t} else if(node instanceof TW_TextNode) {\n\t\t\t\t\tb.push($tw.utils.htmlEncode(node.textContent));\n\t\t\t\t}\n\t\t\t});\n\t\t\treturn b.join(\"\");\n\t\t}\n\t},\n\tset: function(value) {\n\t\tthis.isRaw = true;\n\t\tthis.rawHTML = value;\n\t\tthis.rawTextContent = null;\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"textInnerHTML\", {\n\tset: function(value) {\n\t\tif(this.isRaw) {\n\t\t\tthis.rawTextContent = value;\n\t\t} else {\n\t\t\tthrow \"Cannot set textInnerHTML of a non-raw TW_Element\";\n\t\t}\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"textContent\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\tif(this.rawTextContent === null) {\n\t\t\t\treturn \"\";\n\t\t\t} else {\n\t\t\t\treturn this.rawTextContent;\n\t\t\t}\n\t\t} else {\n\t\t\tvar b = [];\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tb.push(node.textContent);\n\t\t\t});\n\t\t\treturn b.join(\"\");\n\t\t}\n\t},\n\tset: function(value) {\n\t\tthis.children = [new TW_TextNode(value)];\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"formattedTextContent\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\treturn \"\";\n\t\t} else {\n\t\t\tvar b = [],\n\t\t\t\tisBlock = $tw.config.htmlBlockElements.indexOf(this.tag) !== -1;\n\t\t\tif(isBlock) {\n\t\t\t\tb.push(\"\\n\");\n\t\t\t}\n\t\t\tif(this.tag === \"li\") {\n\t\t\t\tb.push(\"* \");\n\t\t\t}\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tb.push(node.formattedTextContent);\n\t\t\t});\n\t\t\tif(isBlock) {\n\t\t\t\tb.push(\"\\n\");\n\t\t\t}\n\t\t\treturn b.join(\"\");\n\t\t}\n\t}\n});\n\nvar document = {\n\tsetSequenceNumber: function(value) {\n\t\tsequenceNumber = value;\n\t},\n\tcreateElementNS: function(namespace,tag) {\n\t\treturn new TW_Element(tag,namespace);\n\t},\n\tcreateElement: function(tag) {\n\t\treturn new TW_Element(tag);\n\t},\n\tcreateTextNode: function(text) {\n\t\treturn new TW_TextNode(text);\n\t},\n\tcompatMode: \"CSS1Compat\", // For KaTeX to know that we're not a browser in quirks mode\n\tisTiddlyWikiFakeDom: true\n};\n\nexports.fakeDocument = document;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/utils/filesystem.js": {
"title": "$:/core/modules/utils/filesystem.js",
"text": "/*\\\ntitle: $:/core/modules/utils/filesystem.js\ntype: application/javascript\nmodule-type: utils-node\n\nFile system utilities\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar fs = require(\"fs\"),\n\tpath = require(\"path\");\n\n/*\nRecursively (and synchronously) copy a directory and all its content\n*/\nexports.copyDirectory = function(srcPath,dstPath) {\n\t// Remove any trailing path separators\n\tsrcPath = $tw.utils.removeTrailingSeparator(srcPath);\n\tdstPath = $tw.utils.removeTrailingSeparator(dstPath);\n\t// Create the destination directory\n\tvar err = $tw.utils.createDirectory(dstPath);\n\tif(err) {\n\t\treturn err;\n\t}\n\t// Function to copy a folder full of files\n\tvar copy = function(srcPath,dstPath) {\n\t\tvar srcStats = fs.lstatSync(srcPath),\n\t\t\tdstExists = fs.existsSync(dstPath);\n\t\tif(srcStats.isFile()) {\n\t\t\t$tw.utils.copyFile(srcPath,dstPath);\n\t\t} else if(srcStats.isDirectory()) {\n\t\t\tvar items = fs.readdirSync(srcPath);\n\t\t\tfor(var t=0; t<items.length; t++) {\n\t\t\t\tvar item = items[t],\n\t\t\t\t\terr = copy(srcPath + path.sep + item,dstPath + path.sep + item);\n\t\t\t\tif(err) {\n\t\t\t\t\treturn err;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t};\n\tcopy(srcPath,dstPath);\n\treturn null;\n};\n\n/*\nCopy a file\n*/\nvar FILE_BUFFER_LENGTH = 64 * 1024,\n\tfileBuffer;\n\nexports.copyFile = function(srcPath,dstPath) {\n\t// Create buffer if required\n\tif(!fileBuffer) {\n\t\tfileBuffer = Buffer.alloc(FILE_BUFFER_LENGTH);\n\t}\n\t// Create any directories in the destination\n\t$tw.utils.createDirectory(path.dirname(dstPath));\n\t// Copy the file\n\tvar srcFile = fs.openSync(srcPath,\"r\"),\n\t\tdstFile = fs.openSync(dstPath,\"w\"),\n\t\tbytesRead = 1,\n\t\tpos = 0;\n\twhile (bytesRead > 0) {\n\t\tbytesRead = fs.readSync(srcFile,fileBuffer,0,FILE_BUFFER_LENGTH,pos);\n\t\tfs.writeSync(dstFile,fileBuffer,0,bytesRead);\n\t\tpos += bytesRead;\n\t}\n\tfs.closeSync(srcFile);\n\tfs.closeSync(dstFile);\n\treturn null;\n};\n\n/*\nRemove trailing path separator\n*/\nexports.removeTrailingSeparator = function(dirPath) {\n\tvar len = dirPath.length;\n\tif(dirPath.charAt(len-1) === path.sep) {\n\t\tdirPath = dirPath.substr(0,len-1);\n\t}\n\treturn dirPath;\n};\n\n/*\nRecursively create a directory\n*/\nexports.createDirectory = function(dirPath) {\n\tif(dirPath.substr(dirPath.length-1,1) !== path.sep) {\n\t\tdirPath = dirPath + path.sep;\n\t}\n\tvar pos = 1;\n\tpos = dirPath.indexOf(path.sep,pos);\n\twhile(pos !== -1) {\n\t\tvar subDirPath = dirPath.substr(0,pos);\n\t\tif(!$tw.utils.isDirectory(subDirPath)) {\n\t\t\ttry {\n\t\t\t\tfs.mkdirSync(subDirPath);\n\t\t\t} catch(e) {\n\t\t\t\treturn \"Error creating directory '\" + subDirPath + \"'\";\n\t\t\t}\n\t\t}\n\t\tpos = dirPath.indexOf(path.sep,pos + 1);\n\t}\n\treturn null;\n};\n\n/*\nRecursively create directories needed to contain a specified file\n*/\nexports.createFileDirectories = function(filePath) {\n\treturn $tw.utils.createDirectory(path.dirname(filePath));\n};\n\n/*\nRecursively delete a directory\n*/\nexports.deleteDirectory = function(dirPath) {\n\tif(fs.existsSync(dirPath)) {\n\t\tvar entries = fs.readdirSync(dirPath);\n\t\tfor(var entryIndex=0; entryIndex<entries.length; entryIndex++) {\n\t\t\tvar currPath = dirPath + path.sep + entries[entryIndex];\n\t\t\tif(fs.lstatSync(currPath).isDirectory()) {\n\t\t\t\t$tw.utils.deleteDirectory(currPath);\n\t\t\t} else {\n\t\t\t\tfs.unlinkSync(currPath);\n\t\t\t}\n\t\t}\n\tfs.rmdirSync(dirPath);\n\t}\n\treturn null;\n};\n\n/*\nCheck if a path identifies a directory\n*/\nexports.isDirectory = function(dirPath) {\n\treturn fs.existsSync(dirPath) && fs.statSync(dirPath).isDirectory();\n};\n\n/*\nCheck if a path identifies a directory that is empty\n*/\nexports.isDirectoryEmpty = function(dirPath) {\n\tif(!$tw.utils.isDirectory(dirPath)) {\n\t\treturn false;\n\t}\n\tvar files = fs.readdirSync(dirPath),\n\t\tempty = true;\n\t$tw.utils.each(files,function(file,index) {\n\t\tif(file.charAt(0) !== \".\") {\n\t\t\tempty = false;\n\t\t}\n\t});\n\treturn empty;\n};\n\n/*\nRecursively delete a tree of empty directories\n*/\nexports.deleteEmptyDirs = function(dirpath,callback) {\n\tvar self = this;\n\tfs.readdir(dirpath,function(err,files) {\n\t\tif(err) {\n\t\t\treturn callback(err);\n\t\t}\n\t\tif(files.length > 0) {\n\t\t\treturn callback(null);\n\t\t}\n\t\tfs.rmdir(dirpath,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tself.deleteEmptyDirs(path.dirname(dirpath),callback);\n\t\t});\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils-node"
},
"$:/core/modules/utils/logger.js": {
"title": "$:/core/modules/utils/logger.js",
"text": "/*\\\ntitle: $:/core/modules/utils/logger.js\ntype: application/javascript\nmodule-type: utils\n\nA basic logging implementation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ALERT_TAG = \"$:/tags/Alert\";\n\n/*\nMake a new logger\n*/\nfunction Logger(componentName,options) {\n\toptions = options || {};\n\tthis.componentName = componentName || \"\";\n\tthis.colour = options.colour || \"white\";\n\tthis.enable = \"enable\" in options ? options.enable : true;\n}\n\n/*\nLog a message\n*/\nLogger.prototype.log = function(/* args */) {\n\tif(this.enable && console !== undefined && console.log !== undefined) {\n\t\treturn Function.apply.call(console.log, console, [$tw.utils.terminalColour(this.colour),this.componentName + \":\"].concat(Array.prototype.slice.call(arguments,0)).concat($tw.utils.terminalColour()));\n\t}\n};\n\n/*\nAlert a message\n*/\nLogger.prototype.alert = function(/* args */) {\n\tif(this.enable) {\n\t\t// Prepare the text of the alert\n\t\tvar text = Array.prototype.join.call(arguments,\" \");\n\t\t// Create alert tiddlers in the browser\n\t\tif($tw.browser) {\n\t\t\t// Check if there is an existing alert with the same text and the same component\n\t\t\tvar existingAlerts = $tw.wiki.getTiddlersWithTag(ALERT_TAG),\n\t\t\t\talertFields,\n\t\t\t\texistingCount,\n\t\t\t\tself = this;\n\t\t\t$tw.utils.each(existingAlerts,function(title) {\n\t\t\t\tvar tiddler = $tw.wiki.getTiddler(title);\n\t\t\t\tif(tiddler.fields.text === text && tiddler.fields.component === self.componentName && tiddler.fields.modified && (!alertFields || tiddler.fields.modified < alertFields.modified)) {\n\t\t\t\t\t\talertFields = $tw.utils.extend({},tiddler.fields);\n\t\t\t\t}\n\t\t\t});\n\t\t\tif(alertFields) {\n\t\t\t\texistingCount = alertFields.count || 1;\n\t\t\t} else {\n\t\t\t\talertFields = {\n\t\t\t\t\ttitle: $tw.wiki.generateNewTitle(\"$:/temp/alerts/alert\",{prefix: \"\"}),\n\t\t\t\t\ttext: text,\n\t\t\t\t\ttags: [ALERT_TAG],\n\t\t\t\t\tcomponent: this.componentName\n\t\t\t\t};\n\t\t\t\texistingCount = 0;\n\t\t\t}\n\t\t\talertFields.modified = new Date();\n\t\t\tif(++existingCount > 1) {\n\t\t\t\talertFields.count = existingCount;\n\t\t\t} else {\n\t\t\t\talertFields.count = undefined;\n\t\t\t}\n\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler(alertFields));\n\t\t\t// Log the alert as well\n\t\t\tthis.log.apply(this,Array.prototype.slice.call(arguments,0));\n\t\t} else {\n\t\t\t// Print an orange message to the console if not in the browser\n\t\t\tconsole.error(\"\\x1b[1;33m\" + text + \"\\x1b[0m\");\n\t\t}\t\t\n\t}\n};\n\nexports.Logger = Logger;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/parsetree.js": {
"title": "$:/core/modules/utils/parsetree.js",
"text": "/*\\\ntitle: $:/core/modules/utils/parsetree.js\ntype: application/javascript\nmodule-type: utils\n\nParse tree utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.addAttributeToParseTreeNode = function(node,name,value) {\n\tnode.attributes = node.attributes || {};\n\tnode.attributes[name] = {type: \"string\", value: value};\n};\n\nexports.getAttributeValueFromParseTreeNode = function(node,name,defaultValue) {\n\tif(node.attributes && node.attributes[name] && node.attributes[name].value !== undefined) {\n\t\treturn node.attributes[name].value;\n\t}\n\treturn defaultValue;\n};\n\nexports.addClassToParseTreeNode = function(node,classString) {\n\tvar classes = [];\n\tnode.attributes = node.attributes || {};\n\tnode.attributes[\"class\"] = node.attributes[\"class\"] || {type: \"string\", value: \"\"};\n\tif(node.attributes[\"class\"].type === \"string\") {\n\t\tif(node.attributes[\"class\"].value !== \"\") {\n\t\t\tclasses = node.attributes[\"class\"].value.split(\" \");\n\t\t}\n\t\tif(classString !== \"\") {\n\t\t\t$tw.utils.pushTop(classes,classString.split(\" \"));\n\t\t}\n\t\tnode.attributes[\"class\"].value = classes.join(\" \");\n\t}\n};\n\nexports.addStyleToParseTreeNode = function(node,name,value) {\n\t\tnode.attributes = node.attributes || {};\n\t\tnode.attributes.style = node.attributes.style || {type: \"string\", value: \"\"};\n\t\tif(node.attributes.style.type === \"string\") {\n\t\t\tnode.attributes.style.value += name + \":\" + value + \";\";\n\t\t}\n};\n\nexports.findParseTreeNode = function(nodeArray,search) {\n\tfor(var t=0; t<nodeArray.length; t++) {\n\t\tif(nodeArray[t].type === search.type && nodeArray[t].tag === search.tag) {\n\t\t\treturn nodeArray[t];\n\t\t}\n\t}\n\treturn undefined;\n};\n\n/*\nHelper to get the text of a parse tree node or array of nodes\n*/\nexports.getParseTreeText = function getParseTreeText(tree) {\n\tvar output = [];\n\tif($tw.utils.isArray(tree)) {\n\t\t$tw.utils.each(tree,function(node) {\n\t\t\toutput.push(getParseTreeText(node));\n\t\t});\n\t} else {\n\t\tif(tree.type === \"text\") {\n\t\t\toutput.push(tree.text);\n\t\t}\n\t\tif(tree.children) {\n\t\t\treturn getParseTreeText(tree.children);\n\t\t}\n\t}\n\treturn output.join(\"\");\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/performance.js": {
"title": "$:/core/modules/utils/performance.js",
"text": "/*\\\ntitle: $:/core/modules/utils/performance.js\ntype: application/javascript\nmodule-type: global\n\nPerformance measurement.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction Performance(enabled) {\n\tthis.enabled = !!enabled;\n\tthis.measures = {}; // Hashmap of current values of measurements\n\tthis.logger = new $tw.utils.Logger(\"performance\");\n}\n\n/*\nWrap performance reporting around a top level function\n*/\nPerformance.prototype.report = function(name,fn) {\n\tvar self = this;\n\tif(this.enabled) {\n\t\treturn function() {\n\t\t\tself.measures = {};\n\t\t\tvar startTime = $tw.utils.timer(),\n\t\t\t\tresult = fn.apply(this,arguments);\n\t\t\tself.logger.log(name + \": \" + $tw.utils.timer(startTime).toFixed(2) + \"ms\");\n\t\t\tfor(var m in self.measures) {\n\t\t\t\tself.logger.log(\"+\" + m + \": \" + self.measures[m].toFixed(2) + \"ms\");\n\t\t\t}\n\t\t\treturn result;\n\t\t};\n\t} else {\n\t\treturn fn;\n\t}\n};\n\n/*\nWrap performance measurements around a subfunction\n*/\nPerformance.prototype.measure = function(name,fn) {\n\tvar self = this;\n\tif(this.enabled) {\n\t\treturn function() {\n\t\t\tvar startTime = $tw.utils.timer(),\n\t\t\t\tresult = fn.apply(this,arguments),\n\t\t\t\tvalue = self.measures[name] || 0;\n\t\t\tself.measures[name] = value + $tw.utils.timer(startTime);\n\t\t\treturn result;\n\t\t};\n\t} else {\n\t\treturn fn;\n\t}\n};\n\nexports.Performance = Performance;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/utils/pluginmaker.js": {
"title": "$:/core/modules/utils/pluginmaker.js",
"text": "/*\\\ntitle: $:/core/modules/utils/pluginmaker.js\ntype: application/javascript\nmodule-type: utils\n\nA quick and dirty way to pack up plugins within the browser.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRepack a plugin, and then delete any non-shadow payload tiddlers\n*/\nexports.repackPlugin = function(title,additionalTiddlers,excludeTiddlers) {\n\tadditionalTiddlers = additionalTiddlers || [];\n\texcludeTiddlers = excludeTiddlers || [];\n\t// Get the plugin tiddler\n\tvar pluginTiddler = $tw.wiki.getTiddler(title);\n\tif(!pluginTiddler) {\n\t\tthrow \"No such tiddler as \" + title;\n\t}\n\t// Extract the JSON\n\tvar jsonPluginTiddler;\n\ttry {\n\t\tjsonPluginTiddler = JSON.parse(pluginTiddler.fields.text);\n\t} catch(e) {\n\t\tthrow \"Cannot parse plugin tiddler \" + title + \"\\n\" + $tw.language.getString(\"Error/Caption\") + \": \" + e;\n\t}\n\t// Get the list of tiddlers\n\tvar tiddlers = Object.keys(jsonPluginTiddler.tiddlers);\n\t// Add the additional tiddlers\n\t$tw.utils.pushTop(tiddlers,additionalTiddlers);\n\t// Remove any excluded tiddlers\n\tfor(var t=tiddlers.length-1; t>=0; t--) {\n\t\tif(excludeTiddlers.indexOf(tiddlers[t]) !== -1) {\n\t\t\ttiddlers.splice(t,1);\n\t\t}\n\t}\n\t// Pack up the tiddlers into a block of JSON\n\tvar plugins = {};\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = $tw.wiki.getTiddler(title),\n\t\t\tfields = {};\n\t\t$tw.utils.each(tiddler.fields,function (value,name) {\n\t\t\tfields[name] = tiddler.getFieldString(name);\n\t\t});\n\t\tplugins[title] = fields;\n\t});\n\t// Retrieve and bump the version number\n\tvar pluginVersion = $tw.utils.parseVersion(pluginTiddler.getFieldString(\"version\") || \"0.0.0\") || {\n\t\t\tmajor: \"0\",\n\t\t\tminor: \"0\",\n\t\t\tpatch: \"0\"\n\t\t};\n\tpluginVersion.patch++;\n\tvar version = pluginVersion.major + \".\" + pluginVersion.minor + \".\" + pluginVersion.patch;\n\tif(pluginVersion.prerelease) {\n\t\tversion += \"-\" + pluginVersion.prerelease;\n\t}\n\tif(pluginVersion.build) {\n\t\tversion += \"+\" + pluginVersion.build;\n\t}\n\t// Save the tiddler\n\t$tw.wiki.addTiddler(new $tw.Tiddler(pluginTiddler,{text: JSON.stringify({tiddlers: plugins},null,4), version: version}));\n\t// Delete any non-shadow constituent tiddlers\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tif($tw.wiki.tiddlerExists(title)) {\n\t\t\t$tw.wiki.deleteTiddler(title);\n\t\t}\n\t});\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\t// Return a heartwarming confirmation\n\treturn \"Plugin \" + title + \" successfully saved\";\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/transliterate.js": {
"title": "$:/core/modules/utils/transliterate.js",
"text": "/*\\\ntitle: $:/core/modules/utils/transliterate.js\ntype: application/javascript\nmodule-type: utils\n\nTransliteration static utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nTransliterate string to ASCII\n\n(Some pairs taken from http://semplicewebsites.com/removing-accents-javascript)\n*/\nexports.transliterationPairs = 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:\"o\",\n\t\"ṓ\":\"o\",\n\t\"ṑ\":\"o\",\n\t\"ǫ\":\"o\",\n\t\"ǭ\":\"o\",\n\t\"ø\":\"o\",\n\t\"ǿ\":\"o\",\n\t\"õ\":\"o\",\n\t\"ṍ\":\"o\",\n\t\"ṏ\":\"o\",\n\t\"ȭ\":\"o\",\n\t\"ƣ\":\"oi\",\n\t\"ꝏ\":\"oo\",\n\t\"ɛ\":\"e\",\n\t\"ᶓ\":\"e\",\n\t\"ɔ\":\"o\",\n\t\"ᶗ\":\"o\",\n\t\"ȣ\":\"ou\",\n\t\"ṕ\":\"p\",\n\t\"ṗ\":\"p\",\n\t\"ꝓ\":\"p\",\n\t\"ƥ\":\"p\",\n\t\"ᵱ\":\"p\",\n\t\"ᶈ\":\"p\",\n\t\"ꝕ\":\"p\",\n\t\"ᵽ\":\"p\",\n\t\"ꝑ\":\"p\",\n\t\"ꝙ\":\"q\",\n\t\"ʠ\":\"q\",\n\t\"ɋ\":\"q\",\n\t\"ꝗ\":\"q\",\n\t\"ŕ\":\"r\",\n\t\"ř\":\"r\",\n\t\"ŗ\":\"r\",\n\t\"ṙ\":\"r\",\n\t\"ṛ\":\"r\",\n\t\"ṝ\":\"r\",\n\t\"ȑ\":\"r\",\n\t\"ɾ\":\"r\",\n\t\"ᵳ\":\"r\",\n\t\"ȓ\":\"r\",\n\t\"ṟ\":\"r\",\n\t\"ɼ\":\"r\",\n\t\"ᵲ\":\"r\",\n\t\"ᶉ\":\"r\",\n\t\"ɍ\":\"r\",\n\t\"ɽ\":\"r\",\n\t\"ↄ\":\"c\",\n\t\"ꜿ\":\"c\",\n\t\"ɘ\":\"e\",\n\t\"ɿ\":\"r\",\n\t\"ś\":\"s\",\n\t\"ṥ\":\"s\",\n\t\"š\":\"s\",\n\t\"ṧ\":\"s\",\n\t\"ş\":\"s\",\n\t\"ŝ\":\"s\",\n\t\"ș\":\"s\",\n\t\"ṡ\":\"s\",\n\t\"ṣ\":\"s\",\n\t\"ṩ\":\"s\",\n\t\"ʂ\":\"s\",\n\t\"ᵴ\":\"s\",\n\t\"ᶊ\":\"s\",\n\t\"ȿ\":\"s\",\n\t\"ɡ\":\"g\",\n\t\"ᴑ\":\"o\",\n\t\"ᴓ\":\"o\",\n\t\"ᴝ\":\"u\",\n\t\"ť\":\"t\",\n\t\"ţ\":\"t\",\n\t\"ṱ\":\"t\",\n\t\"ț\":\"t\",\n\t\"ȶ\":\"t\",\n\t\"ẗ\":\"t\",\n\t\"ⱦ\":\"t\",\n\t\"ṫ\":\"t\",\n\t\"ṭ\":\"t\",\n\t\"ƭ\":\"t\",\n\t\"ṯ\":\"t\",\n\t\"ᵵ\":\"t\",\n\t\"ƫ\":\"t\",\n\t\"ʈ\":\"t\",\n\t\"ŧ\":\"t\",\n\t\"ᵺ\":\"th\",\n\t\"ɐ\":\"a\",\n\t\"ᴂ\":\"ae\",\n\t\"ǝ\":\"e\",\n\t\"ᵷ\":\"g\",\n\t\"ɥ\":\"h\",\n\t\"ʮ\":\"h\",\n\t\"ʯ\":\"h\",\n\t\"ᴉ\":\"i\",\n\t\"ʞ\":\"k\",\n\t\"ꞁ\":\"l\",\n\t\"ɯ\":\"m\",\n\t\"ɰ\":\"m\",\n\t\"ᴔ\":\"oe\",\n\t\"ɹ\":\"r\",\n\t\"ɻ\":\"r\",\n\t\"ɺ\":\"r\",\n\t\"ⱹ\":\"r\",\n\t\"ʇ\":\"t\",\n\t\"ʌ\":\"v\",\n\t\"ʍ\":\"w\",\n\t\"ʎ\":\"y\",\n\t\"ꜩ\":\"tz\",\n\t\"ú\":\"u\",\n\t\"ŭ\":\"u\",\n\t\"ǔ\":\"u\",\n\t\"û\":\"u\",\n\t\"ṷ\":\"u\",\n\t\"ü\":\"u\",\n\t\"ǘ\":\"u\",\n\t\"ǚ\":\"u\",\n\t\"ǜ\":\"u\",\n\t\"ǖ\":\"u\",\n\t\"ṳ\":\"u\",\n\t\"ụ\":\"u\",\n\t\"ű\":\"u\",\n\t\"ȕ\":\"u\",\n\t\"ù\":\"u\",\n\t\"ủ\":\"u\",\n\t\"ư\":\"u\",\n\t\"ứ\":\"u\",\n\t\"ự\":\"u\",\n\t\"ừ\":\"u\",\n\t\"ử\":\"u\",\n\t\"ữ\":\"u\",\n\t\"ȗ\":\"u\",\n\t\"ū\":\"u\",\n\t\"ṻ\":\"u\",\n\t\"ų\":\"u\",\n\t\"ᶙ\":\"u\",\n\t\"ů\":\"u\",\n\t\"ũ\":\"u\",\n\t\"ṹ\":\"u\",\n\t\"ṵ\":\"u\",\n\t\"ᵫ\":\"ue\",\n\t\"ꝸ\":\"um\",\n\t\"ⱴ\":\"v\",\n\t\"ꝟ\":\"v\",\n\t\"ṿ\":\"v\",\n\t\"ʋ\":\"v\",\n\t\"ᶌ\":\"v\",\n\t\"ⱱ\":\"v\",\n\t\"ṽ\":\"v\",\n\t\"ꝡ\":\"vy\",\n\t\"ẃ\":\"w\",\n\t\"ŵ\":\"w\",\n\t\"ẅ\":\"w\",\n\t\"ẇ\":\"w\",\n\t\"ẉ\":\"w\",\n\t\"ẁ\":\"w\",\n\t\"ⱳ\":\"w\",\n\t\"ẘ\":\"w\",\n\t\"ẍ\":\"x\",\n\t\"ẋ\":\"x\",\n\t\"ᶍ\":\"x\",\n\t\"ý\":\"y\",\n\t\"ŷ\":\"y\",\n\t\"ÿ\":\"y\",\n\t\"ẏ\":\"y\",\n\t\"ỵ\":\"y\",\n\t\"ỳ\":\"y\",\n\t\"ƴ\":\"y\",\n\t\"ỷ\":\"y\",\n\t\"ỿ\":\"y\",\n\t\"ȳ\":\"y\",\n\t\"ẙ\":\"y\",\n\t\"ɏ\":\"y\",\n\t\"ỹ\":\"y\",\n\t\"ź\":\"z\",\n\t\"ž\":\"z\",\n\t\"ẑ\":\"z\",\n\t\"ʑ\":\"z\",\n\t\"ⱬ\":\"z\",\n\t\"ż\":\"z\",\n\t\"ẓ\":\"z\",\n\t\"ȥ\":\"z\",\n\t\"ẕ\":\"z\",\n\t\"ᵶ\":\"z\",\n\t\"ᶎ\":\"z\",\n\t\"ʐ\":\"z\",\n\t\"ƶ\":\"z\",\n\t\"ɀ\":\"z\",\n\t\"ff\":\"ff\",\n\t\"ffi\":\"ffi\",\n\t\"ffl\":\"ffl\",\n\t\"fi\":\"fi\",\n\t\"fl\":\"fl\",\n\t\"ij\":\"ij\",\n\t\"œ\":\"oe\",\n\t\"st\":\"st\",\n\t\"ₐ\":\"a\",\n\t\"ₑ\":\"e\",\n\t\"ᵢ\":\"i\",\n\t\"ⱼ\":\"j\",\n\t\"ₒ\":\"o\",\n\t\"ᵣ\":\"r\",\n\t\"ᵤ\":\"u\",\n\t\"ᵥ\":\"v\",\n\t\"ₓ\":\"x\",\n\t\"Ё\":\"YO\",\n\t\"Й\":\"I\",\n\t\"Ц\":\"TS\",\n\t\"У\":\"U\",\n\t\"К\":\"K\",\n\t\"Е\":\"E\",\n\t\"Н\":\"N\",\n\t\"Г\":\"G\",\n\t\"Ш\":\"SH\",\n\t\"Щ\":\"SCH\",\n\t\"З\":\"Z\",\n\t\"Х\":\"H\",\n\t\"Ъ\":\"'\",\n\t\"ё\":\"yo\",\n\t\"й\":\"i\",\n\t\"ц\":\"ts\",\n\t\"у\":\"u\",\n\t\"к\":\"k\",\n\t\"е\":\"e\",\n\t\"н\":\"n\",\n\t\"г\":\"g\",\n\t\"ш\":\"sh\",\n\t\"щ\":\"sch\",\n\t\"з\":\"z\",\n\t\"х\":\"h\",\n\t\"ъ\":\"'\",\n\t\"Ф\":\"F\",\n\t\"Ы\":\"I\",\n\t\"В\":\"V\",\n\t\"А\":\"a\",\n\t\"П\":\"P\",\n\t\"Р\":\"R\",\n\t\"О\":\"O\",\n\t\"Л\":\"L\",\n\t\"Д\":\"D\",\n\t\"Ж\":\"ZH\",\n\t\"Э\":\"E\",\n\t\"ф\":\"f\",\n\t\"ы\":\"i\",\n\t\"в\":\"v\",\n\t\"а\":\"a\",\n\t\"п\":\"p\",\n\t\"р\":\"r\",\n\t\"о\":\"o\",\n\t\"л\":\"l\",\n\t\"д\":\"d\",\n\t\"ж\":\"zh\",\n\t\"э\":\"e\",\n\t\"Я\":\"Ya\",\n\t\"Ч\":\"CH\",\n\t\"С\":\"S\",\n\t\"М\":\"M\",\n\t\"И\":\"I\",\n\t\"Т\":\"T\",\n\t\"Ь\":\"'\",\n\t\"Б\":\"B\",\n\t\"Ю\":\"YU\",\n\t\"я\":\"ya\",\n\t\"ч\":\"ch\",\n\t\"с\":\"s\",\n\t\"м\":\"m\",\n\t\"и\":\"i\",\n\t\"т\":\"t\",\n\t\"ь\":\"'\",\n\t\"б\":\"b\",\n\t\"ю\":\"yu\"\n};\n\nexports.transliterate = function(str) {\n\treturn str.replace(/[^A-Za-z0-9\\[\\] ]/g,function(ch) {\n\t\treturn exports.transliterationPairs[ch] || ch\n\t});\n};\n\nexports.transliterateToSafeASCII = function(str) {\n\treturn str.replace(/[^\\x00-\\x7F]/g,function(ch) {\n\t\treturn exports.transliterationPairs[ch] || \"\"\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/utils.js": {
"title": "$:/core/modules/utils/utils.js",
"text": "/*\\\ntitle: $:/core/modules/utils/utils.js\ntype: application/javascript\nmodule-type: utils\n\nVarious static utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nDisplay a message, in colour if we're on a terminal\n*/\nexports.log = function(text,colour) {\n\tconsole.log($tw.node ? exports.terminalColour(colour) + text + exports.terminalColour() : text);\n};\n\nexports.terminalColour = function(colour) {\n\tif(!$tw.browser && $tw.node && process.stdout.isTTY) {\n\t\tif(colour) {\n\t\t\tvar code = exports.terminalColourLookup[colour];\n\t\t\tif(code) {\n\t\t\t\treturn \"\\x1b[\" + code + \"m\";\n\t\t\t}\n\t\t} else {\n\t\t\treturn \"\\x1b[0m\"; // Cancel colour\n\t\t}\n\t}\n\treturn \"\";\n};\n\nexports.terminalColourLookup = {\n\t\"black\": \"0;30\",\n\t\"red\": \"0;31\",\n\t\"green\": \"0;32\",\n\t\"brown/orange\": \"0;33\",\n\t\"blue\": \"0;34\",\n\t\"purple\": \"0;35\",\n\t\"cyan\": \"0;36\",\n\t\"light gray\": \"0;37\"\n};\n\n/*\nDisplay a warning, in colour if we're on a terminal\n*/\nexports.warning = function(text) {\n\texports.log(text,\"brown/orange\");\n};\n\n/*\nReturn the integer represented by the str (string).\nReturn the dflt (default) parameter if str is not a base-10 number.\n*/\nexports.getInt = function(str,deflt) {\n\tvar i = parseInt(str,10);\n\treturn isNaN(i) ? deflt : i;\n}\n\n/*\nRepeatedly replaces a substring within a string. Like String.prototype.replace, but without any of the default special handling of $ sequences in the replace string\n*/\nexports.replaceString = function(text,search,replace) {\n\treturn text.replace(search,function() {\n\t\treturn replace;\n\t});\n};\n\n/*\nRepeats a string\n*/\nexports.repeat = function(str,count) {\n\tvar result = \"\";\n\tfor(var t=0;t<count;t++) {\n\t\tresult += str;\n\t}\n\treturn result;\n};\n\n/*\nTrim whitespace from the start and end of a string\nThanks to Steven Levithan, http://blog.stevenlevithan.com/archives/faster-trim-javascript\n*/\nexports.trim = function(str) {\n\tif(typeof str === \"string\") {\n\t\treturn str.replace(/^\\s\\s*/, '').replace(/\\s\\s*$/, '');\n\t} else {\n\t\treturn str;\n\t}\n};\n\n/*\nFind the line break preceding a given position in a string\nReturns position immediately after that line break, or the start of the string\n*/\nexports.findPrecedingLineBreak = function(text,pos) {\n\tvar result = text.lastIndexOf(\"\\n\",pos - 1);\n\tif(result === -1) {\n\t\tresult = 0;\n\t} else {\n\t\tresult++;\n\t\tif(text.charAt(result) === \"\\r\") {\n\t\t\tresult++;\n\t\t}\n\t}\n\treturn result;\n};\n\n/*\nFind the line break following a given position in a string\n*/\nexports.findFollowingLineBreak = function(text,pos) {\n\t// Cut to just past the following line break, or to the end of the text\n\tvar result = text.indexOf(\"\\n\",pos);\n\tif(result === -1) {\n\t\tresult = text.length;\n\t} else {\n\t\tif(text.charAt(result) === \"\\r\") {\n\t\t\tresult++;\n\t\t}\n\t}\n\treturn result;\n};\n\n/*\nReturn the number of keys in an object\n*/\nexports.count = function(object) {\n\treturn Object.keys(object || {}).length;\n};\n\n/*\nCheck if an array is equal by value and by reference.\n*/\nexports.isArrayEqual = function(array1,array2) {\n\tif(array1 === array2) {\n\t\treturn true;\n\t}\n\tarray1 = array1 || [];\n\tarray2 = array2 || [];\n\tif(array1.length !== array2.length) {\n\t\treturn false;\n\t}\n\treturn array1.every(function(value,index) {\n\t\treturn value === array2[index];\n\t});\n};\n\n/*\nDetermine whether an array-item is an object-property\n*/\nexports.hopArray = function(object,array) {\n\tfor(var i=0; i<array.length; i++) {\n\t\tif($tw.utils.hop(object,array[i])) {\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\n/*\nPush entries onto an array, removing them first if they already exist in the array\n\tarray: array to modify (assumed to be free of duplicates)\n\tvalue: a single value to push or an array of values to push\n*/\nexports.pushTop = function(array,value) {\n\tvar t,p;\n\tif($tw.utils.isArray(value)) {\n\t\t// Remove any array entries that are duplicated in the new values\n\t\tif(value.length !== 0) {\n\t\t\tif(array.length !== 0) {\n\t\t\t\tif(value.length < array.length) {\n\t\t\t\t\tfor(t=0; t<value.length; t++) {\n\t\t\t\t\t\tp = array.indexOf(value[t]);\n\t\t\t\t\t\tif(p !== -1) {\n\t\t\t\t\t\t\tarray.splice(p,1);\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tfor(t=array.length-1; t>=0; t--) {\n\t\t\t\t\t\tp = value.indexOf(array[t]);\n\t\t\t\t\t\tif(p !== -1) {\n\t\t\t\t\t\t\tarray.splice(t,1);\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Push the values on top of the main array\n\t\t\tarray.push.apply(array,value);\n\t\t}\n\t} else {\n\t\tp = array.indexOf(value);\n\t\tif(p !== -1) {\n\t\t\tarray.splice(p,1);\n\t\t}\n\t\tarray.push(value);\n\t}\n\treturn array;\n};\n\n/*\nRemove entries from an array\n\tarray: array to modify\n\tvalue: a single value to remove, or an array of values to remove\n*/\nexports.removeArrayEntries = function(array,value) {\n\tvar t,p;\n\tif($tw.utils.isArray(value)) {\n\t\tfor(t=0; t<value.length; t++) {\n\t\t\tp = array.indexOf(value[t]);\n\t\t\tif(p !== -1) {\n\t\t\t\tarray.splice(p,1);\n\t\t\t}\n\t\t}\n\t} else {\n\t\tp = array.indexOf(value);\n\t\tif(p !== -1) {\n\t\t\tarray.splice(p,1);\n\t\t}\n\t}\n};\n\n/*\nCheck whether any members of a hashmap are present in another hashmap\n*/\nexports.checkDependencies = function(dependencies,changes) {\n\tvar hit = false;\n\t$tw.utils.each(changes,function(change,title) {\n\t\tif($tw.utils.hop(dependencies,title)) {\n\t\t\thit = true;\n\t\t}\n\t});\n\treturn hit;\n};\n\nexports.extend = function(object /* [, src] */) {\n\t$tw.utils.each(Array.prototype.slice.call(arguments, 1), function(source) {\n\t\tif(source) {\n\t\t\tfor(var property in source) {\n\t\t\t\tobject[property] = source[property];\n\t\t\t}\n\t\t}\n\t});\n\treturn object;\n};\n\nexports.deepCopy = function(object) {\n\tvar result,t;\n\tif($tw.utils.isArray(object)) {\n\t\t// Copy arrays\n\t\tresult = object.slice(0);\n\t} else if(typeof object === \"object\") {\n\t\tresult = {};\n\t\tfor(t in object) {\n\t\t\tif(object[t] !== undefined) {\n\t\t\t\tresult[t] = $tw.utils.deepCopy(object[t]);\n\t\t\t}\n\t\t}\n\t} else {\n\t\tresult = object;\n\t}\n\treturn result;\n};\n\nexports.extendDeepCopy = function(object,extendedProperties) {\n\tvar result = $tw.utils.deepCopy(object),t;\n\tfor(t in extendedProperties) {\n\t\tif(extendedProperties[t] !== undefined) {\n\t\t\tresult[t] = $tw.utils.deepCopy(extendedProperties[t]);\n\t\t}\n\t}\n\treturn result;\n};\n\nexports.deepFreeze = function deepFreeze(object) {\n\tvar property, key;\n\tif(object) {\n\t\tObject.freeze(object);\n\t\tfor(key in object) {\n\t\t\tproperty = object[key];\n\t\t\tif($tw.utils.hop(object,key) && (typeof property === \"object\") && !Object.isFrozen(property)) {\n\t\t\t\tdeepFreeze(property);\n\t\t\t}\n\t\t}\n\t}\n};\n\nexports.slowInSlowOut = function(t) {\n\treturn (1 - ((Math.cos(t * Math.PI) + 1) / 2));\n};\n\nexports.formatDateString = function(date,template) {\n\tvar result = \"\",\n\t\tt = template,\n\t\tmatches = [\n\t\t\t[/^0hh12/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getHours12(date));\n\t\t\t}],\n\t\t\t[/^wYYYY/, function() {\n\t\t\t\treturn $tw.utils.getYearForWeekNo(date);\n\t\t\t}],\n\t\t\t[/^hh12/, function() {\n\t\t\t\treturn $tw.utils.getHours12(date);\n\t\t\t}],\n\t\t\t[/^DDth/, function() {\n\t\t\t\treturn date.getDate() + $tw.utils.getDaySuffix(date);\n\t\t\t}],\n\t\t\t[/^YYYY/, function() {\n\t\t\t\treturn date.getFullYear();\n\t\t\t}],\n\t\t\t[/^0hh/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getHours());\n\t\t\t}],\n\t\t\t[/^0mm/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMinutes());\n\t\t\t}],\n\t\t\t[/^0ss/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getSeconds());\n\t\t\t}],\n\t\t\t[/^0XXX/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMilliseconds());\n\t\t\t}],\n\t\t\t[/^0DD/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getDate());\n\t\t\t}],\n\t\t\t[/^0MM/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMonth()+1);\n\t\t\t}],\n\t\t\t[/^0WW/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getWeek(date));\n\t\t\t}],\n\t\t\t[/^ddd/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Short/Day/\" + date.getDay());\n\t\t\t}],\n\t\t\t[/^mmm/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Short/Month/\" + (date.getMonth() + 1));\n\t\t\t}],\n\t\t\t[/^DDD/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Long/Day/\" + date.getDay());\n\t\t\t}],\n\t\t\t[/^MMM/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Long/Month/\" + (date.getMonth() + 1));\n\t\t\t}],\n\t\t\t[/^TZD/, function() {\n\t\t\t\tvar tz = date.getTimezoneOffset(),\n\t\t\t\tatz = Math.abs(tz);\n\t\t\t\treturn (tz < 0 ? '+' : '-') + $tw.utils.pad(Math.floor(atz / 60)) + ':' + $tw.utils.pad(atz % 60);\n\t\t\t}],\n\t\t\t[/^wYY/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getYearForWeekNo(date) - 2000);\n\t\t\t}],\n\t\t\t[/^[ap]m/, function() {\n\t\t\t\treturn $tw.utils.getAmPm(date).toLowerCase();\n\t\t\t}],\n\t\t\t[/^hh/, function() {\n\t\t\t\treturn date.getHours();\n\t\t\t}],\n\t\t\t[/^mm/, function() {\n\t\t\t\treturn date.getMinutes();\n\t\t\t}],\n\t\t\t[/^ss/, function() {\n\t\t\t\treturn date.getSeconds();\n\t\t\t}],\n\t\t\t[/^XXX/, function() {\n\t\t\t\treturn date.getMilliseconds();\n\t\t\t}],\n\t\t\t[/^[AP]M/, function() {\n\t\t\t\treturn $tw.utils.getAmPm(date).toUpperCase();\n\t\t\t}],\n\t\t\t[/^DD/, function() {\n\t\t\t\treturn date.getDate();\n\t\t\t}],\n\t\t\t[/^MM/, function() {\n\t\t\t\treturn date.getMonth() + 1;\n\t\t\t}],\n\t\t\t[/^WW/, function() {\n\t\t\t\treturn $tw.utils.getWeek(date);\n\t\t\t}],\n\t\t\t[/^YY/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getFullYear() - 2000);\n\t\t\t}]\n\t\t];\n\t// If the user wants everything in UTC, shift the datestamp\n\t// Optimize for format string that essentially means\n\t// 'return raw UTC (tiddlywiki style) date string.'\n\tif(t.indexOf(\"[UTC]\") == 0 ) {\n\t\tif(t == \"[UTC]YYYY0MM0DD0hh0mm0ssXXX\")\n\t\t\treturn $tw.utils.stringifyDate(new Date());\n\t\tvar offset = date.getTimezoneOffset() ; // in minutes\n\t\tdate = new Date(date.getTime()+offset*60*1000) ;\n\t\tt = t.substr(5) ;\n\t}\n\twhile(t.length){\n\t\tvar matchString = \"\";\n\t\t$tw.utils.each(matches, function(m) {\n\t\t\tvar match = m[0].exec(t);\n\t\t\tif(match) {\n\t\t\t\tmatchString = m[1].call();\n\t\t\t\tt = t.substr(match[0].length);\n\t\t\t\treturn false;\n\t\t\t}\n\t\t});\n\t\tif(matchString) {\n\t\t\tresult += matchString;\n\t\t} else {\n\t\t\tresult += t.charAt(0);\n\t\t\tt = t.substr(1);\n\t\t}\n\t}\n\tresult = result.replace(/\\\\(.)/g,\"$1\");\n\treturn result;\n};\n\nexports.getAmPm = function(date) {\n\treturn $tw.language.getString(\"Date/Period/\" + (date.getHours() >= 12 ? \"pm\" : \"am\"));\n};\n\nexports.getDaySuffix = function(date) {\n\treturn $tw.language.getString(\"Date/DaySuffix/\" + date.getDate());\n};\n\nexports.getWeek = function(date) {\n\tvar dt = new Date(date.getTime());\n\tvar d = dt.getDay();\n\tif(d === 0) {\n\t\td = 7; // JavaScript Sun=0, ISO Sun=7\n\t}\n\tdt.setTime(dt.getTime() + (4 - d) * 86400000);// shift day to Thurs of same week to calculate weekNo\n\tvar x = new Date(dt.getFullYear(),0,1);\n\tvar n = Math.floor((dt.getTime() - x.getTime()) / 86400000);\n\treturn Math.floor(n / 7) + 1;\n};\n\nexports.getYearForWeekNo = function(date) {\n\tvar dt = new Date(date.getTime());\n\tvar d = dt.getDay();\n\tif(d === 0) {\n\t\td = 7; // JavaScript Sun=0, ISO Sun=7\n\t}\n\tdt.setTime(dt.getTime() + (4 - d) * 86400000);// shift day to Thurs of same week\n\treturn dt.getFullYear();\n};\n\nexports.getHours12 = function(date) {\n\tvar h = date.getHours();\n\treturn h > 12 ? h-12 : ( h > 0 ? h : 12 );\n};\n\n/*\nConvert a date delta in milliseconds into a string representation of \"23 seconds ago\", \"27 minutes ago\" etc.\n\tdelta: delta in milliseconds\nReturns an object with these members:\n\tdescription: string describing the delta period\n\tupdatePeriod: time in millisecond until the string will be inaccurate\n*/\nexports.getRelativeDate = function(delta) {\n\tvar futurep = false;\n\tif(delta < 0) {\n\t\tdelta = -1 * delta;\n\t\tfuturep = true;\n\t}\n\tvar units = [\n\t\t{name: \"Years\", duration: 365 * 24 * 60 * 60 * 1000},\n\t\t{name: \"Months\", duration: (365/12) * 24 * 60 * 60 * 1000},\n\t\t{name: \"Days\", duration: 24 * 60 * 60 * 1000},\n\t\t{name: \"Hours\", duration: 60 * 60 * 1000},\n\t\t{name: \"Minutes\", duration: 60 * 1000},\n\t\t{name: \"Seconds\", duration: 1000}\n\t];\n\tfor(var t=0; t<units.length; t++) {\n\t\tvar result = Math.floor(delta / units[t].duration);\n\t\tif(result >= 2) {\n\t\t\treturn {\n\t\t\t\tdelta: delta,\n\t\t\t\tdescription: $tw.language.getString(\n\t\t\t\t\t\"RelativeDate/\" + (futurep ? \"Future\" : \"Past\") + \"/\" + units[t].name,\n\t\t\t\t\t{variables:\n\t\t\t\t\t\t{period: result.toString()}\n\t\t\t\t\t}\n\t\t\t\t),\n\t\t\t\tupdatePeriod: units[t].duration\n\t\t\t};\n\t\t}\n\t}\n\treturn {\n\t\tdelta: delta,\n\t\tdescription: $tw.language.getString(\n\t\t\t\"RelativeDate/\" + (futurep ? \"Future\" : \"Past\") + \"/Second\",\n\t\t\t{variables:\n\t\t\t\t{period: \"1\"}\n\t\t\t}\n\t\t),\n\t\tupdatePeriod: 1000\n\t};\n};\n\n// Convert & to \"&\", < to \"<\", > to \">\", \" to \""\"\nexports.htmlEncode = function(s) {\n\tif(s) {\n\t\treturn s.toString().replace(/&/mg,\"&\").replace(/</mg,\"<\").replace(/>/mg,\">\").replace(/\\\"/mg,\""\");\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n// Converts all HTML entities to their character equivalents\nexports.entityDecode = function(s) {\n\tvar converter = String.fromCodePoint || String.fromCharCode,\n\t\te = s.substr(1,s.length-2), // Strip the & and the ;\n\t\tc;\n\tif(e.charAt(0) === \"#\") {\n\t\tif(e.charAt(1) === \"x\" || e.charAt(1) === \"X\") {\n\t\t\tc = parseInt(e.substr(2),16);\n\t\t} else {\n\t\t\tc = parseInt(e.substr(1),10);\n\t\t}\n\t\tif(isNaN(c)) {\n\t\t\treturn s;\n\t\t} else {\n\t\t\treturn converter(c);\n\t\t}\n\t} else {\n\t\tc = $tw.config.htmlEntities[e];\n\t\tif(c) {\n\t\t\treturn converter(c);\n\t\t} else {\n\t\t\treturn s; // Couldn't convert it as an entity, just return it raw\n\t\t}\n\t}\n};\n\nexports.unescapeLineBreaks = function(s) {\n\treturn s.replace(/\\\\n/mg,\"\\n\").replace(/\\\\b/mg,\" \").replace(/\\\\s/mg,\"\\\\\").replace(/\\r/mg,\"\");\n};\n\n/*\n * Returns an escape sequence for given character. Uses \\x for characters <=\n * 0xFF to save space, \\u for the rest.\n *\n * The code needs to be in sync with th code template in the compilation\n * function for \"action\" nodes.\n */\n// Copied from peg.js, thanks to David Majda\nexports.escape = function(ch) {\n\tvar charCode = ch.charCodeAt(0);\n\tif(charCode <= 0xFF) {\n\t\treturn '\\\\x' + $tw.utils.pad(charCode.toString(16).toUpperCase());\n\t} else {\n\t\treturn '\\\\u' + $tw.utils.pad(charCode.toString(16).toUpperCase(),4);\n\t}\n};\n\n// Turns a string into a legal JavaScript string\n// Copied from peg.js, thanks to David Majda\nexports.stringify = function(s) {\n\t/*\n\t* ECMA-262, 5th ed., 7.8.4: All characters may appear literally in a string\n\t* literal except for the closing quote character, backslash, carriage return,\n\t* line separator, paragraph separator, and line feed. Any character may\n\t* appear in the form of an escape sequence.\n\t*\n\t* For portability, we also escape all non-ASCII characters.\n\t*/\n\treturn (s || \"\")\n\t\t.replace(/\\\\/g, '\\\\\\\\') // backslash\n\t\t.replace(/\"/g, '\\\\\"') // double quote character\n\t\t.replace(/'/g, \"\\\\'\") // single quote character\n\t\t.replace(/\\r/g, '\\\\r') // carriage return\n\t\t.replace(/\\n/g, '\\\\n') // line feed\n\t\t.replace(/[\\x00-\\x1f\\x80-\\uFFFF]/g, exports.escape); // non-ASCII characters\n};\n\n// Turns a string into a legal JSON string\n// Derived from peg.js, thanks to David Majda\nexports.jsonStringify = function(s) {\n\t// See http://www.json.org/\n\treturn (s || \"\")\n\t\t.replace(/\\\\/g, '\\\\\\\\') // backslash\n\t\t.replace(/\"/g, '\\\\\"') // double quote character\n\t\t.replace(/\\r/g, '\\\\r') // carriage return\n\t\t.replace(/\\n/g, '\\\\n') // line feed\n\t\t.replace(/\\x08/g, '\\\\b') // backspace\n\t\t.replace(/\\x0c/g, '\\\\f') // formfeed\n\t\t.replace(/\\t/g, '\\\\t') // tab\n\t\t.replace(/[\\x00-\\x1f\\x80-\\uFFFF]/g,function(s) {\n\t\t\treturn '\\\\u' + $tw.utils.pad(s.charCodeAt(0).toString(16).toUpperCase(),4);\n\t\t}); // non-ASCII characters\n};\n\n/*\nEscape the RegExp special characters with a preceding backslash\n*/\nexports.escapeRegExp = function(s) {\n return s.replace(/[\\-\\/\\\\\\^\\$\\*\\+\\?\\.\\(\\)\\|\\[\\]\\{\\}]/g, '\\\\$&');\n};\n\n// Checks whether a link target is external, i.e. not a tiddler title\nexports.isLinkExternal = function(to) {\n\tvar externalRegExp = /^(?:file|http|https|mailto|ftp|irc|news|data|skype):[^\\s<>{}\\[\\]`|\"\\\\^]+(?:\\/|\\b)/i;\n\treturn externalRegExp.test(to);\n};\n\nexports.nextTick = function(fn) {\n/*global window: false */\n\tif(typeof process === \"undefined\") {\n\t\t// Apparently it would be faster to use postMessage - http://dbaron.org/log/20100309-faster-timeouts\n\t\twindow.setTimeout(fn,4);\n\t} else {\n\t\tprocess.nextTick(fn);\n\t}\n};\n\n/*\nConvert a hyphenated CSS property name into a camel case one\n*/\nexports.unHyphenateCss = function(propName) {\n\treturn propName.replace(/-([a-z])/gi, function(match0,match1) {\n\t\treturn match1.toUpperCase();\n\t});\n};\n\n/*\nConvert a camelcase CSS property name into a dashed one (\"backgroundColor\" --> \"background-color\")\n*/\nexports.hyphenateCss = function(propName) {\n\treturn propName.replace(/([A-Z])/g, function(match0,match1) {\n\t\treturn \"-\" + match1.toLowerCase();\n\t});\n};\n\n/*\nParse a text reference of one of these forms:\n* title\n* !!field\n* title!!field\n* title##index\n* etc\nReturns an object with the following fields, all optional:\n* title: tiddler title\n* field: tiddler field name\n* index: JSON property index\n*/\nexports.parseTextReference = function(textRef) {\n\t// Separate out the title, field name and/or JSON indices\n\tvar reTextRef = /(?:(.*?)!!(.+))|(?:(.*?)##(.+))|(.*)/mg,\n\t\tmatch = reTextRef.exec(textRef),\n\t\tresult = {};\n\tif(match && reTextRef.lastIndex === textRef.length) {\n\t\t// Return the parts\n\t\tif(match[1]) {\n\t\t\tresult.title = match[1];\n\t\t}\n\t\tif(match[2]) {\n\t\t\tresult.field = match[2];\n\t\t}\n\t\tif(match[3]) {\n\t\t\tresult.title = match[3];\n\t\t}\n\t\tif(match[4]) {\n\t\t\tresult.index = match[4];\n\t\t}\n\t\tif(match[5]) {\n\t\t\tresult.title = match[5];\n\t\t}\n\t} else {\n\t\t// If we couldn't parse it\n\t\tresult.title = textRef\n\t}\n\treturn result;\n};\n\n/*\nChecks whether a string is a valid fieldname\n*/\nexports.isValidFieldName = function(name) {\n\tif(!name || typeof name !== \"string\") {\n\t\treturn false;\n\t}\n\tname = name.toLowerCase().trim();\n\tvar fieldValidatorRegEx = /^[a-z0-9\\-\\._]+$/mg;\n\treturn fieldValidatorRegEx.test(name);\n};\n\n/*\nExtract the version number from the meta tag or from the boot file\n*/\n\n// Browser version\nexports.extractVersionInfo = function() {\n\tif($tw.packageInfo) {\n\t\treturn $tw.packageInfo.version;\n\t} else {\n\t\tvar metatags = document.getElementsByTagName(\"meta\");\n\t\tfor(var t=0; t<metatags.length; t++) {\n\t\t\tvar m = metatags[t];\n\t\t\tif(m.name === \"tiddlywiki-version\") {\n\t\t\t\treturn m.content;\n\t\t\t}\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nGet the animation duration in ms\n*/\nexports.getAnimationDuration = function() {\n\treturn parseInt($tw.wiki.getTiddlerText(\"$:/config/AnimationDuration\",\"400\"),10);\n};\n\n/*\nHash a string to a number\nDerived from http://stackoverflow.com/a/15710692\n*/\nexports.hashString = function(str) {\n\treturn str.split(\"\").reduce(function(a,b) {\n\t\ta = ((a << 5) - a) + b.charCodeAt(0);\n\t\treturn a & a;\n\t},0);\n};\n\n/*\nDecode a base64 string\n*/\nexports.base64Decode = function(string64) {\n\tif($tw.browser) {\n\t\t// TODO\n\t\tthrow \"$tw.utils.base64Decode() doesn't work in the browser\";\n\t} else {\n\t\treturn Buffer.from(string64,\"base64\").toString();\n\t}\n};\n\n/*\nConvert a hashmap into a tiddler dictionary format sequence of name:value pairs\n*/\nexports.makeTiddlerDictionary = function(data) {\n\tvar output = [];\n\tfor(var name in data) {\n\t\toutput.push(name + \": \" + data[name]);\n\t}\n\treturn output.join(\"\\n\");\n};\n\n/*\nHigh resolution microsecond timer for profiling\n*/\nexports.timer = function(base) {\n\tvar m;\n\tif($tw.node) {\n\t\tvar r = process.hrtime();\n\t\tm = r[0] * 1e3 + (r[1] / 1e6);\n\t} else if(window.performance) {\n\t\tm = performance.now();\n\t} else {\n\t\tm = Date.now();\n\t}\n\tif(typeof base !== \"undefined\") {\n\t\tm = m - base;\n\t}\n\treturn m;\n};\n\n/*\nConvert text and content type to a data URI\n*/\nexports.makeDataUri = function(text,type) {\n\ttype = type || \"text/vnd.tiddlywiki\";\n\tvar typeInfo = $tw.config.contentTypeInfo[type] || $tw.config.contentTypeInfo[\"text/plain\"],\n\t\tisBase64 = typeInfo.encoding === \"base64\",\n\t\tparts = [];\n\tparts.push(\"data:\");\n\tparts.push(type);\n\tparts.push(isBase64 ? \";base64\" : \"\");\n\tparts.push(\",\");\n\tparts.push(isBase64 ? text : encodeURIComponent(text));\n\treturn parts.join(\"\");\n};\n\n/*\nUseful for finding out the fully escaped CSS selector equivalent to a given tag. For example:\n\n$tw.utils.tagToCssSelector(\"$:/tags/Stylesheet\") --> tc-tagged-\\%24\\%3A\\%2Ftags\\%2FStylesheet\n*/\nexports.tagToCssSelector = function(tagName) {\n\treturn \"tc-tagged-\" + encodeURIComponent(tagName).replace(/[!\"#$%&'()*+,\\-./:;<=>?@[\\\\\\]^`{\\|}~,]/mg,function(c) {\n\t\treturn \"\\\\\" + c;\n\t});\n};\n\n/*\nIE does not have sign function\n*/\nexports.sign = Math.sign || function(x) {\n\tx = +x; // convert to a number\n\tif (x === 0 || isNaN(x)) {\n\t\treturn x;\n\t}\n\treturn x > 0 ? 1 : -1;\n};\n\n/*\nIE does not have an endsWith function\n*/\nexports.strEndsWith = function(str,ending,position) {\n\tif(str.endsWith) {\n\t\treturn str.endsWith(ending,position);\n\t} else {\n\t\tif (typeof position !== 'number' || !isFinite(position) || Math.floor(position) !== position || position > str.length) {\n\t\t\tposition = str.length;\n\t\t}\n\t\tposition -= ending.length;\n\t\tvar lastIndex = str.indexOf(ending, position);\n\t\treturn lastIndex !== -1 && lastIndex === position;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/widgets/action-createtiddler.js": {
"title": "$:/core/modules/widgets/action-createtiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-createtiddler.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to create a new tiddler with a unique name and specified fields.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CreateTiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCreateTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCreateTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nCreateTiddlerWidget.prototype.execute = function() {\n\tthis.actionBaseTitle = this.getAttribute(\"$basetitle\");\n\tthis.actionSaveTitle = this.getAttribute(\"$savetitle\");\n\tthis.actionTimestamp = this.getAttribute(\"$timestamp\",\"yes\") === \"yes\";\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nCreateTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif($tw.utils.count(changedAttributes) > 0) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nCreateTiddlerWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar title = this.wiki.generateNewTitle(this.actionBaseTitle),\n\t\tfields = {},\n\t\tcreationFields,\n\t\tmodificationFields;\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tfields[name] = attribute;\n\t\t}\n\t});\n\tif(this.actionTimestamp) {\n\t\tcreationFields = this.wiki.getCreationFields();\n\t\tmodificationFields = this.wiki.getModificationFields();\n\t}\n\tvar tiddler = this.wiki.addTiddler(new $tw.Tiddler(creationFields,fields,modificationFields,{title: title}));\n\tif(this.actionSaveTitle) {\n\t\tthis.wiki.setTextReference(this.actionSaveTitle,title,this.getVariable(\"currentTiddler\"));\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-createtiddler\"] = CreateTiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-deletefield.js": {
"title": "$:/core/modules/widgets/action-deletefield.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-deletefield.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to delete fields of a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DeleteFieldWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDeleteFieldWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDeleteFieldWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nDeleteFieldWidget.prototype.execute = function() {\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.actionField = this.getAttribute(\"$field\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nDeleteFieldWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$tiddler\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nDeleteFieldWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar self = this,\n\t\ttiddler = this.wiki.getTiddler(self.actionTiddler),\n\t\tremoveFields = {},\n\t\thasChanged = false;\n\tif(this.actionField) {\n\t\tremoveFields[this.actionField] = undefined;\n\t\tif(this.actionField in tiddler.fields) {\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\tif(tiddler) {\n\t\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\t\tif(name.charAt(0) !== \"$\" && name !== \"title\") {\n\t\t\t\tremoveFields[name] = undefined;\n\t\t\t\thasChanged = true;\n\t\t\t}\n\t\t});\n\t\tif(hasChanged) {\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),tiddler,removeFields,this.wiki.getModificationFields()));\t\t\t\n\t\t}\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-deletefield\"] = DeleteFieldWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-deletetiddler.js": {
"title": "$:/core/modules/widgets/action-deletetiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-deletetiddler.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to delete a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DeleteTiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDeleteTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDeleteTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nDeleteTiddlerWidget.prototype.execute = function() {\n\tthis.actionFilter = this.getAttribute(\"$filter\");\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nDeleteTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$filter\"] || changedAttributes[\"$tiddler\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nDeleteTiddlerWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar tiddlers = [];\n\tif(this.actionFilter) {\n\t\ttiddlers = this.wiki.filterTiddlers(this.actionFilter,this);\n\t}\n\tif(this.actionTiddler) {\n\t\ttiddlers.push(this.actionTiddler);\n\t}\n\tfor(var t=0; t<tiddlers.length; t++) {\n\t\tthis.wiki.deleteTiddler(tiddlers[t]);\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-deletetiddler\"] = DeleteTiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-listops.js": {
"title": "$:/core/modules/widgets/action-listops.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-listops.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to apply list operations to any tiddler field (defaults to the 'list' field of the current tiddler)\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\nvar ActionListopsWidget = function(parseTreeNode, options) {\n\tthis.initialise(parseTreeNode, options);\n};\n/**\n * Inherit from the base widget class\n */\nActionListopsWidget.prototype = new Widget();\n/**\n * Render this widget into the DOM\n */\nActionListopsWidget.prototype.render = function(parent, nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n/**\n * Compute the internal state of the widget\n */\nActionListopsWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.target = this.getAttribute(\"$tiddler\", this.getVariable(\n\t\t\"currentTiddler\"));\n\tthis.filter = this.getAttribute(\"$filter\");\n\tthis.subfilter = this.getAttribute(\"$subfilter\");\n\tthis.listField = this.getAttribute(\"$field\", \"list\");\n\tthis.listIndex = this.getAttribute(\"$index\");\n\tthis.filtertags = this.getAttribute(\"$tags\");\n};\n/**\n * \tRefresh the widget by ensuring our attributes are up to date\n */\nActionListopsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.$tiddler || changedAttributes.$filter ||\n\t\tchangedAttributes.$subfilter || changedAttributes.$field ||\n\t\tchangedAttributes.$index || changedAttributes.$tags) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n/**\n * \tInvoke the action associated with this widget\n */\nActionListopsWidget.prototype.invokeAction = function(triggeringWidget,\n\tevent) {\n\t//Apply the specified filters to the lists\n\tvar field = this.listField,\n\t\tindex,\n\t\ttype = \"!!\",\n\t\tlist = this.listField;\n\tif(this.listIndex) {\n\t\tfield = undefined;\n\t\tindex = this.listIndex;\n\t\ttype = \"##\";\n\t\tlist = this.listIndex;\n\t}\n\tif(this.filter) {\n\t\tthis.wiki.setText(this.target, field, index, $tw.utils.stringifyList(\n\t\t\tthis.wiki\n\t\t\t.filterTiddlers(this.filter, this)));\n\t}\n\tif(this.subfilter) {\n\t\tvar subfilter = \"[list[\" + this.target + type + list + \"]] \" + this.subfilter;\n\t\tthis.wiki.setText(this.target, field, index, $tw.utils.stringifyList(\n\t\t\tthis.wiki\n\t\t\t.filterTiddlers(subfilter, this)));\n\t}\n\tif(this.filtertags) {\n\t\tvar tiddler = this.wiki.getTiddler(this.target),\n\t\t\toldtags = tiddler ? (tiddler.fields.tags || []).slice(0) : [],\n\t\t\ttagfilter = \"[list[\" + this.target + \"!!tags]] \" + this.filtertags,\n\t\t\tnewtags = this.wiki.filterTiddlers(tagfilter,this);\n\t\tif($tw.utils.stringifyList(oldtags.sort()) !== $tw.utils.stringifyList(newtags.sort())) {\n\t\t\tthis.wiki.setText(this.target,\"tags\",undefined,$tw.utils.stringifyList(newtags));\t\t\t\n\t\t}\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-listops\"] = ActionListopsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-navigate.js": {
"title": "$:/core/modules/widgets/action-navigate.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-navigate.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to navigate to a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar NavigateWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nNavigateWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nNavigateWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nNavigateWidget.prototype.execute = function() {\n\tthis.actionTo = this.getAttribute(\"$to\");\n\tthis.actionScroll = this.getAttribute(\"$scroll\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nNavigateWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$to\"] || changedAttributes[\"$scroll\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nNavigateWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tevent = event || {};\n\tvar bounds = triggeringWidget && triggeringWidget.getBoundingClientRect && triggeringWidget.getBoundingClientRect(),\n\t\tsuppressNavigation = event.metaKey || event.ctrlKey || (event.button === 1);\n\tif(this.actionScroll === \"yes\") {\n\t\tsuppressNavigation = false;\n\t} else if(this.actionScroll === \"no\") {\n\t\tsuppressNavigation = true;\n\t}\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.actionTo === undefined ? this.getVariable(\"currentTiddler\") : this.actionTo,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: triggeringWidget,\n\t\tnavigateFromClientRect: bounds && { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: suppressNavigation\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-navigate\"] = NavigateWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-sendmessage.js": {
"title": "$:/core/modules/widgets/action-sendmessage.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-sendmessage.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to send a message\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SendMessageWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSendMessageWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSendMessageWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nSendMessageWidget.prototype.execute = function() {\n\tthis.actionMessage = this.getAttribute(\"$message\");\n\tthis.actionParam = this.getAttribute(\"$param\");\n\tthis.actionName = this.getAttribute(\"$name\");\n\tthis.actionValue = this.getAttribute(\"$value\",\"\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nSendMessageWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(Object.keys(changedAttributes).length) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nSendMessageWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\t// Get the string parameter\n\tvar param = this.actionParam;\n\t// Assemble the attributes as a hashmap\n\tvar paramObject = Object.create(null);\n\tvar count = 0;\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tparamObject[name] = attribute;\n\t\t\tcount++;\n\t\t}\n\t});\n\t// Add name/value pair if present\n\tif(this.actionName) {\n\t\tparamObject[this.actionName] = this.actionValue;\n\t}\n\t// Dispatch the message\n\tthis.dispatchEvent({\n\t\ttype: this.actionMessage,\n\t\tparam: param,\n\t\tparamObject: paramObject,\n\t\ttiddlerTitle: this.getVariable(\"currentTiddler\"),\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tevent: event\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-sendmessage\"] = SendMessageWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-setfield.js": {
"title": "$:/core/modules/widgets/action-setfield.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-setfield.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to set a single field or index on a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SetFieldWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSetFieldWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSetFieldWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nSetFieldWidget.prototype.execute = function() {\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.actionField = this.getAttribute(\"$field\");\n\tthis.actionIndex = this.getAttribute(\"$index\");\n\tthis.actionValue = this.getAttribute(\"$value\");\n\tthis.actionTimestamp = this.getAttribute(\"$timestamp\",\"yes\") === \"yes\";\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nSetFieldWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$tiddler\"] || changedAttributes[\"$field\"] || changedAttributes[\"$index\"] || changedAttributes[\"$value\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nSetFieldWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar self = this,\n\t\toptions = {};\n\toptions.suppressTimestamp = !this.actionTimestamp;\n\tif((typeof this.actionField == \"string\") || (typeof this.actionIndex == \"string\") || (typeof this.actionValue == \"string\")) {\n\t\tthis.wiki.setText(this.actionTiddler,this.actionField,this.actionIndex,this.actionValue,options);\n\t}\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tself.wiki.setText(self.actionTiddler,name,undefined,attribute,options);\n\t\t}\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-setfield\"] = SetFieldWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/browse.js": {
"title": "$:/core/modules/widgets/browse.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/browse.js\ntype: application/javascript\nmodule-type: widget\n\nBrowse widget for browsing for files to import\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar BrowseWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nBrowseWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nBrowseWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar domNode = this.document.createElement(\"input\");\n\tdomNode.setAttribute(\"type\",\"file\");\n\tif(this.browseMultiple) {\n\t\tdomNode.setAttribute(\"multiple\",\"multiple\");\n\t}\n\tif(this.tooltip) {\n\t\tdomNode.setAttribute(\"title\",this.tooltip);\n\t}\n\t// Nw.js supports \"nwsaveas\" to force a \"save as\" dialogue that allows a new or existing file to be selected\n\tif(this.nwsaveas) {\n\t\tdomNode.setAttribute(\"nwsaveas\",this.nwsaveas);\n\t}\n\t// Nw.js supports \"webkitdirectory\" and \"nwdirectory\" to allow a directory to be selected\n\tif(this.webkitdirectory) {\n\t\tdomNode.setAttribute(\"webkitdirectory\",this.webkitdirectory);\n\t}\n\tif(this.nwdirectory) {\n\t\tdomNode.setAttribute(\"nwdirectory\",this.nwdirectory);\n\t}\n\t// Add a click event handler\n\tdomNode.addEventListener(\"change\",function (event) {\n\t\tif(self.message) {\n\t\t\tself.dispatchEvent({type: self.message, param: self.param, files: event.target.files});\n\t\t} else {\n\t\t\tself.wiki.readFiles(event.target.files,{\n\t\t\t\tcallback: function(tiddlerFieldsArray) {\n\t\t\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t\t\t},\n\t\t\t\tdeserializer: self.deserializer\n\t\t\t});\n\t\t}\n\t\treturn false;\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nBrowseWidget.prototype.execute = function() {\n\tthis.browseMultiple = this.getAttribute(\"multiple\");\n\tthis.deserializer = this.getAttribute(\"deserializer\");\n\tthis.message = this.getAttribute(\"message\");\n\tthis.param = this.getAttribute(\"param\");\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis.nwsaveas = this.getAttribute(\"nwsaveas\");\n\tthis.webkitdirectory = this.getAttribute(\"webkitdirectory\");\n\tthis.nwdirectory = this.getAttribute(\"nwdirectory\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nBrowseWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.browse = BrowseWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/button.js": {
"title": "$:/core/modules/widgets/button.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/button.js\ntype: application/javascript\nmodule-type: widget\n\nButton widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ButtonWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nButtonWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nButtonWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar tag = \"button\";\n\tif(this.buttonTag && $tw.config.htmlUnsafeElements.indexOf(this.buttonTag) === -1) {\n\t\ttag = this.buttonTag;\n\t}\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = this[\"class\"].split(\" \") || [],\n\t\tisPoppedUp = (this.popup || this.popupTitle) && this.isPoppedUp();\n\tif(this.selectedClass) {\n\t\tif((this.set || this.setTitle) && this.setTo && this.isSelected()) {\n\t\t\t$tw.utils.pushTop(classes,this.selectedClass.split(\" \"));\n\t\t}\n\t\tif(isPoppedUp) {\n\t\t\t$tw.utils.pushTop(classes,this.selectedClass.split(\" \"));\n\t\t}\n\t}\n\tif(isPoppedUp) {\n\t\t$tw.utils.pushTop(classes,\"tc-popup-handle\");\n\t}\n\tdomNode.className = classes.join(\" \");\n\t// Assign other attributes\n\tif(this.style) {\n\t\tdomNode.setAttribute(\"style\",this.style);\n\t}\n\tif(this.tooltip) {\n\t\tdomNode.setAttribute(\"title\",this.tooltip);\n\t}\n\tif(this[\"aria-label\"]) {\n\t\tdomNode.setAttribute(\"aria-label\",this[\"aria-label\"]);\n\t}\n\t// Add a click event handler\n\tdomNode.addEventListener(\"click\",function (event) {\n\t\tvar handled = false;\n\t\tif(self.invokeActions(self,event)) {\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.to) {\n\t\t\tself.navigateTo(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.message) {\n\t\t\tself.dispatchMessage(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.popup || self.popupTitle) {\n\t\t\tself.triggerPopup(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.set || self.setTitle) {\n\t\t\tself.setTiddler();\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.actions) {\n\t\t\tself.invokeActionString(self.actions,self,event);\n\t\t}\n\t\tif(handled) {\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t}\n\t\treturn handled;\n\t},false);\n\t// Make it draggable if required\n\tif(this.dragTiddler || this.dragFilter) {\n\t\t$tw.utils.makeDraggable({\n\t\t\tdomNode: domNode,\n\t\t\tdragTiddlerFn: function() {return self.dragTiddler;},\n\t\t\tdragFilterFn: function() {return self.dragFilter;},\n\t\t\twidget: this\n\t\t});\n\t}\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nWe don't allow actions to propagate because we trigger actions ourselves\n*/\nButtonWidget.prototype.allowActionPropagation = function() {\n\treturn false;\n};\n\nButtonWidget.prototype.getBoundingClientRect = function() {\n\treturn this.domNodes[0].getBoundingClientRect();\n};\n\nButtonWidget.prototype.isSelected = function() {\n return this.setTitle ? (this.setField ? this.wiki.getTiddler(this.setTitle).getFieldString(this.setField) === this.setTo :\n\t\t(this.setIndex ? this.wiki.extractTiddlerDataItem(this.setTitle,this.setIndex) === this.setTo :\n\t\t\tthis.wiki.getTiddlerText(this.setTitle))) || this.defaultSetValue || this.getVariable(\"currentTiddler\") :\n\t\tthis.wiki.getTextReference(this.set,this.defaultSetValue,this.getVariable(\"currentTiddler\")) === this.setTo;\n};\n\nButtonWidget.prototype.isPoppedUp = function() {\n\tvar tiddler = this.popupTitle ? this.wiki.getTiddler(this.popupTitle) : this.wiki.getTiddler(this.popup);\n\tvar result = tiddler && tiddler.fields.text ? $tw.popup.readPopupState(tiddler.fields.text) : false;\n\treturn result;\n};\n\nButtonWidget.prototype.navigateTo = function(event) {\n\tvar bounds = this.getBoundingClientRect();\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.to,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: this,\n\t\tnavigateFromClientRect: { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: event.metaKey || event.ctrlKey || (event.button === 1),\n\t\tevent: event\n\t});\n};\n\nButtonWidget.prototype.dispatchMessage = function(event) {\n\tthis.dispatchEvent({type: this.message, param: this.param, tiddlerTitle: this.getVariable(\"currentTiddler\"), event: event});\n};\n\nButtonWidget.prototype.triggerPopup = function(event) {\n\tif(this.popupTitle) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNodes[0],\n\t\t\ttitle: this.popupTitle,\n\t\t\twiki: this.wiki,\n\t\t\tnoStateReference: true\n\t\t});\n\t} else {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNodes[0],\n\t\t\ttitle: this.popup,\n\t\t\twiki: this.wiki\n\t\t});\n\t}\n};\n\nButtonWidget.prototype.setTiddler = function() {\n\tif(this.setTitle) {\n\t\tthis.setField ? this.wiki.setText(this.setTitle,this.setField,undefined,this.setTo) :\n\t\t\t\t(this.setIndex ? this.wiki.setText(this.setTitle,undefined,this.setIndex,this.setTo) :\n\t\t\t\tthis.wiki.setText(this.setTitle,\"text\",undefined,this.setTo));\n\t} else {\n\t\tthis.wiki.setTextReference(this.set,this.setTo,this.getVariable(\"currentTiddler\"));\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nButtonWidget.prototype.execute = function() {\n\t// Get attributes\n\tthis.actions = this.getAttribute(\"actions\");\n\tthis.to = this.getAttribute(\"to\");\n\tthis.message = this.getAttribute(\"message\");\n\tthis.param = this.getAttribute(\"param\");\n\tthis.set = this.getAttribute(\"set\");\n\tthis.setTo = this.getAttribute(\"setTo\");\n\tthis.popup = this.getAttribute(\"popup\");\n\tthis.hover = this.getAttribute(\"hover\");\n\tthis[\"class\"] = this.getAttribute(\"class\",\"\");\n\tthis[\"aria-label\"] = this.getAttribute(\"aria-label\");\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis.style = this.getAttribute(\"style\");\n\tthis.selectedClass = this.getAttribute(\"selectedClass\");\n\tthis.defaultSetValue = this.getAttribute(\"default\",\"\");\n\tthis.buttonTag = this.getAttribute(\"tag\");\n\tthis.dragTiddler = this.getAttribute(\"dragTiddler\");\n\tthis.dragFilter = this.getAttribute(\"dragFilter\");\n\tthis.setTitle = this.getAttribute(\"setTitle\");\n\tthis.setField = this.getAttribute(\"setField\");\n\tthis.setIndex = this.getAttribute(\"setIndex\");\n\tthis.popupTitle = this.getAttribute(\"popupTitle\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nButtonWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.to || changedAttributes.message || changedAttributes.param || changedAttributes.set || changedAttributes.setTo || changedAttributes.popup || changedAttributes.hover || changedAttributes[\"class\"] || changedAttributes.selectedClass || changedAttributes.style || changedAttributes.dragFilter || changedAttributes.dragTiddler || (this.set && changedTiddlers[this.set]) || (this.popup && changedTiddlers[this.popup]) || (this.popupTitle && changedAttributes[this.popupTitle]) || changedAttributes.setTitle || changedAttributes.setField || changedAttributes.setIndex || changedAttributes.popupTitle) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.button = ButtonWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/checkbox.js": {
"title": "$:/core/modules/widgets/checkbox.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/checkbox.js\ntype: application/javascript\nmodule-type: widget\n\nCheckbox widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CheckboxWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCheckboxWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCheckboxWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create our elements\n\tthis.labelDomNode = this.document.createElement(\"label\");\n\tthis.labelDomNode.setAttribute(\"class\",this.checkboxClass);\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"checkbox\");\n\tif(this.getValue()) {\n\t\tthis.inputDomNode.setAttribute(\"checked\",\"true\");\n\t}\n\tthis.labelDomNode.appendChild(this.inputDomNode);\n\tthis.spanDomNode = this.document.createElement(\"span\");\n\tthis.labelDomNode.appendChild(this.spanDomNode);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.labelDomNode,nextSibling);\n\tthis.renderChildren(this.spanDomNode,null);\n\tthis.domNodes.push(this.labelDomNode);\n};\n\nCheckboxWidget.prototype.getValue = function() {\n\tvar tiddler = this.wiki.getTiddler(this.checkboxTitle);\n\tif(tiddler) {\n\t\tif(this.checkboxTag) {\n\t\t\tif(this.checkboxInvertTag) {\n\t\t\t\treturn !tiddler.hasTag(this.checkboxTag);\n\t\t\t} else {\n\t\t\t\treturn tiddler.hasTag(this.checkboxTag);\n\t\t\t}\n\t\t}\n\t\tif(this.checkboxField) {\n\t\t\tvar value;\n\t\t\tif($tw.utils.hop(tiddler.fields,this.checkboxField)) {\n\t\t\t\tvalue = tiddler.fields[this.checkboxField] || \"\";\n\t\t\t} else {\n\t\t\t\tvalue = this.checkboxDefault || \"\";\n\t\t\t}\n\t\t\tif(value === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(value === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t\tif(this.checkboxIndex) {\n\t\t\tvar value = this.wiki.extractTiddlerDataItem(tiddler,this.checkboxIndex,this.checkboxDefault || \"\");\n\t\t\tif(value === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(value === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t} else {\n\t\tif(this.checkboxTag) {\n\t\t\treturn false;\n\t\t}\n\t\tif(this.checkboxField) {\n\t\t\tif(this.checkboxDefault === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(this.checkboxDefault === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\nCheckboxWidget.prototype.handleChangeEvent = function(event) {\n\tvar checked = this.inputDomNode.checked,\n\t\ttiddler = this.wiki.getTiddler(this.checkboxTitle),\n\t\tfallbackFields = {text: \"\"},\n\t\tnewFields = {title: this.checkboxTitle},\n\t\thasChanged = false,\n\t\ttagCheck = false,\n\t\thasTag = tiddler && tiddler.hasTag(this.checkboxTag),\n\t\tvalue = checked ? this.checkboxChecked : this.checkboxUnchecked;\n\tif(this.checkboxTag && this.checkboxInvertTag === \"yes\") {\n\t\ttagCheck = hasTag === checked;\n\t} else {\n\t\ttagCheck = hasTag !== checked;\n\t}\n\t// Set the tag if specified\n\tif(this.checkboxTag && (!tiddler || tagCheck)) {\n\t\tnewFields.tags = tiddler ? (tiddler.fields.tags || []).slice(0) : [];\n\t\tvar pos = newFields.tags.indexOf(this.checkboxTag);\n\t\tif(pos !== -1) {\n\t\t\tnewFields.tags.splice(pos,1);\n\t\t}\n\t\tif(this.checkboxInvertTag === \"yes\" && !checked) {\n\t\t\tnewFields.tags.push(this.checkboxTag);\n\t\t} else if(this.checkboxInvertTag !== \"yes\" && checked) {\n\t\t\tnewFields.tags.push(this.checkboxTag);\n\t\t}\n\t\thasChanged = true;\n\t}\n\t// Set the field if specified\n\tif(this.checkboxField) {\n\t\tif(!tiddler || tiddler.fields[this.checkboxField] !== value) {\n\t\t\tnewFields[this.checkboxField] = value;\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\t// Set the index if specified\n\tif(this.checkboxIndex) {\n\t\tvar indexValue = this.wiki.extractTiddlerDataItem(this.checkboxTitle,this.checkboxIndex);\n\t\tif(!tiddler || indexValue !== value) {\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\tif(hasChanged) {\n\t\tif(this.checkboxIndex) {\n\t\t\tthis.wiki.setText(this.checkboxTitle,\"\",this.checkboxIndex,value);\n\t\t} else {\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),fallbackFields,tiddler,newFields,this.wiki.getModificationFields()));\n\t\t}\n\t}\n\t// Trigger actions\n\tif(this.checkboxActions) {\n\t\tthis.invokeActionString(this.checkboxActions,this,event);\n\t}\n\tif(this.checkboxUncheckActions && !checked) {\n\t\tthis.invokeActionString(this.checkboxUncheckActions,this,event);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nCheckboxWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.checkboxActions = this.getAttribute(\"actions\");\n\tthis.checkboxUncheckActions = this.getAttribute(\"uncheckactions\");\n\tthis.checkboxTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.checkboxTag = this.getAttribute(\"tag\");\n\tthis.checkboxField = this.getAttribute(\"field\");\n\tthis.checkboxIndex = this.getAttribute(\"index\");\n\tthis.checkboxChecked = this.getAttribute(\"checked\");\n\tthis.checkboxUnchecked = this.getAttribute(\"unchecked\");\n\tthis.checkboxDefault = this.getAttribute(\"default\");\n\tthis.checkboxClass = this.getAttribute(\"class\",\"\");\n\tthis.checkboxInvertTag = this.getAttribute(\"invertTag\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCheckboxWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.tag || changedAttributes.invertTag || changedAttributes.field || changedAttributes.index || changedAttributes.checked || changedAttributes.unchecked || changedAttributes[\"default\"] || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.checkboxTitle]) {\n\t\t\tthis.inputDomNode.checked = this.getValue();\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.checkbox = CheckboxWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/codeblock.js": {
"title": "$:/core/modules/widgets/codeblock.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/codeblock.js\ntype: application/javascript\nmodule-type: widget\n\nCode block node widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CodeBlockWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCodeBlockWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCodeBlockWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar codeNode = this.document.createElement(\"code\"),\n\t\tdomNode = this.document.createElement(\"pre\");\n\tcodeNode.appendChild(this.document.createTextNode(this.getAttribute(\"code\")));\n\tdomNode.appendChild(codeNode);\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.domNodes.push(domNode);\n\tif(this.postRender) {\n\t\tthis.postRender();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nCodeBlockWidget.prototype.execute = function() {\n\tthis.language = this.getAttribute(\"language\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCodeBlockWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.codeblock = CodeBlockWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/count.js": {
"title": "$:/core/modules/widgets/count.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/count.js\ntype: application/javascript\nmodule-type: widget\n\nCount widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CountWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCountWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCountWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.currentCount);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nCountWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.filter = this.getAttribute(\"filter\");\n\t// Execute the filter\n\tif(this.filter) {\n\t\tthis.currentCount = this.wiki.filterTiddlers(this.filter,this).length;\n\t} else {\n\t\tthis.currentCount = undefined;\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCountWidget.prototype.refresh = function(changedTiddlers) {\n\t// Re-execute the filter to get the count\n\tthis.computeAttributes();\n\tvar oldCount = this.currentCount;\n\tthis.execute();\n\tif(this.currentCount !== oldCount) {\n\t\t// Regenerate and rerender the widget and replace the existing DOM node\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n\n};\n\nexports.count = CountWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/diff-text.js": {
"title": "$:/core/modules/widgets/diff-text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/diff-text.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to display a diff between two texts\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget,\n\tdmp = require(\"$:/core/modules/utils/diff-match-patch/diff_match_patch.js\");\n\nvar DiffTextWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDiffTextWidget.prototype = new Widget();\n\nDiffTextWidget.prototype.invisibleCharacters = {\n\t\"\\n\": \"↩︎\\n\",\n\t\"\\r\": \"⇠\",\n\t\"\\t\": \"⇥\\t\"\n};\n\n/*\nRender this widget into the DOM\n*/\nDiffTextWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create the diff\n\tvar dmpObject = new dmp.diff_match_patch(),\n\t\tdiffs = dmpObject.diff_main(this.getAttribute(\"source\"),this.getAttribute(\"dest\"));\n\t// Apply required cleanup\n\tswitch(this.getAttribute(\"cleanup\",\"semantic\")) {\n\t\tcase \"none\":\n\t\t\t// No cleanup\n\t\t\tbreak;\n\t\tcase \"efficiency\":\n\t\t\tdmpObject.diff_cleanupEfficiency(diffs);\n\t\t\tbreak;\n\t\tdefault: // case \"semantic\"\n\t\t\tdmpObject.diff_cleanupSemantic(diffs);\n\t\t\tbreak;\n\t}\n\t// Create the elements\n\tvar domContainer = this.document.createElement(\"div\"), \n\t\tdomDiff = this.createDiffDom(diffs);\n\tparent.insertBefore(domContainer,nextSibling);\n\t// Set variables\n\tthis.setVariable(\"diff-count\",diffs.reduce(function(acc,diff) {\n\t\tif(diff[0] !== dmp.DIFF_EQUAL) {\n\t\t\tacc++;\n\t\t}\n\t\treturn acc;\n\t},0).toString());\n\t// Render child widgets\n\tthis.renderChildren(domContainer,null);\n\t// Render the diff\n\tdomContainer.appendChild(domDiff);\n\t// Save our container\n\tthis.domNodes.push(domContainer);\n};\n\n/*\nCreate DOM elements representing a list of diffs\n*/\nDiffTextWidget.prototype.createDiffDom = function(diffs) {\n\tvar self = this;\n\t// Create the element and assign the attributes\n\tvar domPre = this.document.createElement(\"pre\"),\n\t\tdomCode = this.document.createElement(\"code\");\n\t$tw.utils.each(diffs,function(diff) {\n\t\tvar tag = diff[0] === dmp.DIFF_INSERT ? \"ins\" : (diff[0] === dmp.DIFF_DELETE ? \"del\" : \"span\"),\n\t\t\tclassName = diff[0] === dmp.DIFF_INSERT ? \"tc-diff-insert\" : (diff[0] === dmp.DIFF_DELETE ? \"tc-diff-delete\" : \"tc-diff-equal\"),\n\t\t\tdom = self.document.createElement(tag),\n\t\t\ttext = diff[1],\n\t\t\tcurrPos = 0,\n\t\t\tre = /([\\x00-\\x1F])/mg,\n\t\t\tmatch = re.exec(text),\n\t\t\tspan,\n\t\t\tprintable;\n\t\tdom.className = className;\n\t\twhile(match) {\n\t\t\tif(currPos < match.index) {\n\t\t\t\tdom.appendChild(self.document.createTextNode(text.slice(currPos,match.index)));\n\t\t\t}\n\t\t\tspan = self.document.createElement(\"span\");\n\t\t\tspan.className = \"tc-diff-invisible\";\n\t\t\tprintable = self.invisibleCharacters[match[0]] || (\"[0x\" + match[0].charCodeAt(0).toString(16) + \"]\");\n\t\t\tspan.appendChild(self.document.createTextNode(printable));\n\t\t\tdom.appendChild(span);\n\t\t\tcurrPos = match.index + match[0].length;\n\t\t\tmatch = re.exec(text);\n\t\t}\n\t\tif(currPos < text.length) {\n\t\t\tdom.appendChild(self.document.createTextNode(text.slice(currPos)));\n\t\t}\n\t\tdomCode.appendChild(dom);\n\t});\n\tdomPre.appendChild(domCode);\n\treturn domPre;\n};\n\n/*\nCompute the internal state of the widget\n*/\nDiffTextWidget.prototype.execute = function() {\n\t// Make child widgets\n\tvar parseTreeNodes;\n\tif(this.parseTreeNode && this.parseTreeNode.children && this.parseTreeNode.children.length > 0) {\n\t\tparseTreeNodes = this.parseTreeNode.children;\n\t} else {\n\t\tparseTreeNodes = [{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: \"$:/language/Diffs/CountMessage\"}\n\t\t\t}\n\t\t}];\n\t}\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDiffTextWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.source || changedAttributes.dest || changedAttributes.cleanup) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports[\"diff-text\"] = DiffTextWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/draggable.js": {
"title": "$:/core/modules/widgets/draggable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/draggable.js\ntype: application/javascript\nmodule-type: widget\n\nDraggable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DraggableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDraggableWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDraggableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Sanitise the specified tag\n\tvar tag = this.draggableTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"div\";\n\t}\n\t// Create our element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = [\"tc-draggable\"];\n\tif(this.draggableClasses) {\n\t\tclasses.push(this.draggableClasses);\n\t}\n\tdomNode.setAttribute(\"class\",classes.join(\" \"));\n\t// Add event handlers\n\t$tw.utils.makeDraggable({\n\t\tdomNode: domNode,\n\t\tdragTiddlerFn: function() {return self.getAttribute(\"tiddler\");},\n\t\tdragFilterFn: function() {return self.getAttribute(\"filter\");},\n\t\tstartActions: self.startActions,\n\t\tendActions: self.endActions,\n\t\twidget: this\n\t});\n\t// Insert the link into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nDraggableWidget.prototype.execute = function() {\n\t// Pick up our attributes\n\tthis.draggableTag = this.getAttribute(\"tag\",\"div\");\n\tthis.draggableClasses = this.getAttribute(\"class\");\n\tthis.startActions = this.getAttribute(\"startactions\");\n\tthis.endActions = this.getAttribute(\"endactions\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDraggableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedTiddlers.tag || changedTiddlers[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.draggable = DraggableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/droppable.js": {
"title": "$:/core/modules/widgets/droppable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/droppable.js\ntype: application/javascript\nmodule-type: widget\n\nDroppable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DroppableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDroppableWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDroppableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.droppableTag && $tw.config.htmlUnsafeElements.indexOf(this.droppableTag) === -1) {\n\t\ttag = this.droppableTag;\n\t}\n\t// Create element and assign classes\n\tvar domNode = this.document.createElement(tag),\n\t\tclasses = (this[\"class\"] || \"\").split(\" \");\n\tclasses.push(\"tc-droppable\");\n\tdomNode.className = classes.join(\" \");\n\t// Add event handlers\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"dragenter\", handlerObject: this, handlerMethod: \"handleDragEnterEvent\"},\n\t\t{name: \"dragover\", handlerObject: this, handlerMethod: \"handleDragOverEvent\"},\n\t\t{name: \"dragleave\", handlerObject: this, handlerMethod: \"handleDragLeaveEvent\"},\n\t\t{name: \"drop\", handlerObject: this, handlerMethod: \"handleDropEvent\"}\n\t]);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n\t// Stack of outstanding enter/leave events\n\tthis.currentlyEntered = [];\n};\n\nDroppableWidget.prototype.enterDrag = function(event) {\n\tif(this.currentlyEntered.indexOf(event.target) === -1) {\n\t\tthis.currentlyEntered.push(event.target);\n\t}\n\t// If we're entering for the first time we need to apply highlighting\n\t$tw.utils.addClass(this.domNodes[0],\"tc-dragover\");\n};\n\nDroppableWidget.prototype.leaveDrag = function(event) {\n\tvar pos = this.currentlyEntered.indexOf(event.target);\n\tif(pos !== -1) {\n\t\tthis.currentlyEntered.splice(pos,1);\n\t}\n\t// Remove highlighting if we're leaving externally. The hacky second condition is to resolve a problem with Firefox whereby there is an erroneous dragenter event if the node being dragged is within the dropzone\n\tif(this.currentlyEntered.length === 0 || (this.currentlyEntered.length === 1 && this.currentlyEntered[0] === $tw.dragInProgress)) {\n\t\tthis.currentlyEntered = [];\n\t\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t}\n};\n\nDroppableWidget.prototype.handleDragEnterEvent = function(event) {\n\tthis.enterDrag(event);\n\t// Tell the browser that we're ready to handle the drop\n\tevent.preventDefault();\n\t// Tell the browser not to ripple the drag up to any parent drop handlers\n\tevent.stopPropagation();\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDragOverEvent = function(event) {\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Tell the browser that we're still interested in the drop\n\tevent.preventDefault();\n\t// Set the drop effect\n\tevent.dataTransfer.dropEffect = this.droppableEffect;\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDragLeaveEvent = function(event) {\n\tthis.leaveDrag(event);\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDropEvent = function(event) {\n\tvar self = this;\n\tthis.leaveDrag(event);\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\tvar dataTransfer = event.dataTransfer;\n\t// Remove highlighting\n\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t// Try to import the various data types we understand\n\t$tw.utils.importDataTransfer(dataTransfer,null,function(fieldsArray) {\n\t\tfieldsArray.forEach(function(fields) {\n\t\t\tself.performActions(fields.title || fields.text,event);\n\t\t});\n\t});\n\t// Tell the browser that we handled the drop\n\tevent.preventDefault();\n\t// Stop the drop ripple up to any parent handlers\n\tevent.stopPropagation();\n\treturn false;\n};\n\nDroppableWidget.prototype.performActions = function(title,event) {\n\tif(this.droppableActions) {\n\t\tvar modifierKey = event.ctrlKey && ! event.shiftKey ? \"ctrl\" : event.shiftKey && !event.ctrlKey ? \"shift\" : \n\t\t\t\tevent.ctrlKey && event.shiftKey ? \"ctrl-shift\" : \"normal\" ;\n\t\tthis.invokeActionString(this.droppableActions,this,event,{actionTiddler: title, modifier: modifierKey});\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nDroppableWidget.prototype.execute = function() {\n\tthis.droppableActions = this.getAttribute(\"actions\");\n\tthis.droppableEffect = this.getAttribute(\"effect\",\"copy\");\n\tthis.droppableTag = this.getAttribute(\"tag\");\n\tthis.droppableClass = this.getAttribute(\"class\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDroppableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"class\"] || changedAttributes.tag) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.droppable = DroppableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/dropzone.js": {
"title": "$:/core/modules/widgets/dropzone.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/dropzone.js\ntype: application/javascript\nmodule-type: widget\n\nDropzone widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DropZoneWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDropZoneWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDropZoneWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar domNode = this.document.createElement(\"div\");\n\tdomNode.className = \"tc-dropzone\";\n\t// Add event handlers\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"dragenter\", handlerObject: this, handlerMethod: \"handleDragEnterEvent\"},\n\t\t{name: \"dragover\", handlerObject: this, handlerMethod: \"handleDragOverEvent\"},\n\t\t{name: \"dragleave\", handlerObject: this, handlerMethod: \"handleDragLeaveEvent\"},\n\t\t{name: \"drop\", handlerObject: this, handlerMethod: \"handleDropEvent\"},\n\t\t{name: \"paste\", handlerObject: this, handlerMethod: \"handlePasteEvent\"}\n\t]);\n\tdomNode.addEventListener(\"click\",function (event) {\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n\t// Stack of outstanding enter/leave events\n\tthis.currentlyEntered = [];\n};\n\nDropZoneWidget.prototype.enterDrag = function(event) {\n\tif(this.currentlyEntered.indexOf(event.target) === -1) {\n\t\tthis.currentlyEntered.push(event.target);\n\t}\n\t// If we're entering for the first time we need to apply highlighting\n\t$tw.utils.addClass(this.domNodes[0],\"tc-dragover\");\n};\n\nDropZoneWidget.prototype.leaveDrag = function(event) {\n\tvar pos = this.currentlyEntered.indexOf(event.target);\n\tif(pos !== -1) {\n\t\tthis.currentlyEntered.splice(pos,1);\n\t}\n\t// Remove highlighting if we're leaving externally\n\tif(this.currentlyEntered.length === 0) {\n\t\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t}\n};\n\nDropZoneWidget.prototype.handleDragEnterEvent = function(event) {\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\tthis.enterDrag(event);\n\t// Tell the browser that we're ready to handle the drop\n\tevent.preventDefault();\n\t// Tell the browser not to ripple the drag up to any parent drop handlers\n\tevent.stopPropagation();\n};\n\nDropZoneWidget.prototype.handleDragOverEvent = function(event) {\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\t// Tell the browser that we're still interested in the drop\n\tevent.preventDefault();\n\tevent.dataTransfer.dropEffect = \"copy\"; // Explicitly show this is a copy\n};\n\nDropZoneWidget.prototype.handleDragLeaveEvent = function(event) {\n\tthis.leaveDrag(event);\n};\n\nDropZoneWidget.prototype.handleDropEvent = function(event) {\n\tvar self = this,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t};\n\tthis.leaveDrag(event);\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\tvar self = this,\n\t\tdataTransfer = event.dataTransfer;\n\t// Remove highlighting\n\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t// Import any files in the drop\n\tvar numFiles = 0;\n\tif(dataTransfer.files) {\n\t\tnumFiles = this.wiki.readFiles(dataTransfer.files,{\n\t\t\tcallback: readFileCallback,\n\t\t\tdeserializer: this.dropzoneDeserializer\n\t\t});\n\t}\n\t// Try to import the various data types we understand\n\tif(numFiles === 0) {\n\t\t$tw.utils.importDataTransfer(dataTransfer,this.wiki.generateNewTitle(\"Untitled\"),readFileCallback);\n\t}\n\t// Tell the browser that we handled the drop\n\tevent.preventDefault();\n\t// Stop the drop ripple up to any parent handlers\n\tevent.stopPropagation();\n};\n\nDropZoneWidget.prototype.handlePasteEvent = function(event) {\n\tvar self = this,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t};\n\t// Let the browser handle it if we're in a textarea or input box\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) == -1 && !event.target.isContentEditable) {\n\t\tvar self = this,\n\t\t\titems = event.clipboardData.items;\n\t\t// Enumerate the clipboard items\n\t\tfor(var t = 0; t<items.length; t++) {\n\t\t\tvar item = items[t];\n\t\t\tif(item.kind === \"file\") {\n\t\t\t\t// Import any files\n\t\t\t\tthis.wiki.readFile(item.getAsFile(),{\n\t\t\t\t\tcallback: readFileCallback,\n\t\t\t\t\tdeserializer: this.dropzoneDeserializer\n\t\t\t\t});\n\t\t\t} else if(item.kind === \"string\") {\n\t\t\t\t// Create tiddlers from string items\n\t\t\t\tvar type = item.type;\n\t\t\t\titem.getAsString(function(str) {\n\t\t\t\t\tvar tiddlerFields = {\n\t\t\t\t\t\ttitle: self.wiki.generateNewTitle(\"Untitled\"),\n\t\t\t\t\t\ttext: str,\n\t\t\t\t\t\ttype: type\n\t\t\t\t\t};\n\t\t\t\t\tif($tw.log.IMPORT) {\n\t\t\t\t\t\tconsole.log(\"Importing string '\" + str + \"', type: '\" + type + \"'\");\n\t\t\t\t\t}\n\t\t\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify([tiddlerFields])});\n\t\t\t\t});\n\t\t\t}\n\t\t}\n\t\t// Tell the browser that we've handled the paste\n\t\tevent.stopPropagation();\n\t\tevent.preventDefault();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nDropZoneWidget.prototype.execute = function() {\n\tthis.dropzoneDeserializer = this.getAttribute(\"deserializer\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDropZoneWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.dropzone = DropZoneWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-binary.js": {
"title": "$:/core/modules/widgets/edit-binary.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-binary.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-binary widget; placeholder for editing binary tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar BINARY_WARNING_MESSAGE = \"$:/core/ui/BinaryWarning\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditBinaryWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditBinaryWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditBinaryWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditBinaryWidget.prototype.execute = function() {\n\t// Construct the child widgets\n\tthis.makeChildWidgets([{\n\t\ttype: \"transclude\",\n\t\tattributes: {\n\t\t\ttiddler: {type: \"string\", value: BINARY_WARNING_MESSAGE}\n\t\t}\n\t}]);\n};\n\n/*\nRefresh by refreshing our child widget\n*/\nEditBinaryWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports[\"edit-binary\"] = EditBinaryWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-bitmap.js": {
"title": "$:/core/modules/widgets/edit-bitmap.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-bitmap.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-bitmap widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Default image sizes\nvar DEFAULT_IMAGE_WIDTH = 600,\n\tDEFAULT_IMAGE_HEIGHT = 370;\n\n// Configuration tiddlers\nvar LINE_WIDTH_TITLE = \"$:/config/BitmapEditor/LineWidth\",\n\tLINE_COLOUR_TITLE = \"$:/config/BitmapEditor/Colour\",\n\tLINE_OPACITY_TITLE = \"$:/config/BitmapEditor/Opacity\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditBitmapWidget = function(parseTreeNode,options) {\n\t// Initialise the editor operations if they've not been done already\n\tif(!this.editorOperations) {\n\t\tEditBitmapWidget.prototype.editorOperations = {};\n\t\t$tw.modules.applyMethods(\"bitmapeditoroperation\",this.editorOperations);\n\t}\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditBitmapWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditBitmapWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create the wrapper for the toolbar and render its content\n\tthis.toolbarNode = this.document.createElement(\"div\");\n\tthis.toolbarNode.className = \"tc-editor-toolbar\";\n\tparent.insertBefore(this.toolbarNode,nextSibling);\n\tthis.domNodes.push(this.toolbarNode);\n\t// Create the on-screen canvas\n\tthis.canvasDomNode = $tw.utils.domMaker(\"canvas\",{\n\t\tdocument: this.document,\n\t\t\"class\":\"tc-edit-bitmapeditor\",\n\t\teventListeners: [{\n\t\t\tname: \"touchstart\", handlerObject: this, handlerMethod: \"handleTouchStartEvent\"\n\t\t},{\n\t\t\tname: \"touchmove\", handlerObject: this, handlerMethod: \"handleTouchMoveEvent\"\n\t\t},{\n\t\t\tname: \"touchend\", handlerObject: this, handlerMethod: \"handleTouchEndEvent\"\n\t\t},{\n\t\t\tname: \"mousedown\", handlerObject: this, handlerMethod: \"handleMouseDownEvent\"\n\t\t},{\n\t\t\tname: \"mousemove\", handlerObject: this, handlerMethod: \"handleMouseMoveEvent\"\n\t\t},{\n\t\t\tname: \"mouseup\", handlerObject: this, handlerMethod: \"handleMouseUpEvent\"\n\t\t}]\n\t});\n\t// Set the width and height variables\n\tthis.setVariable(\"tv-bitmap-editor-width\",this.canvasDomNode.width + \"px\");\n\tthis.setVariable(\"tv-bitmap-editor-height\",this.canvasDomNode.height + \"px\");\n\t// Render toolbar child widgets\n\tthis.renderChildren(this.toolbarNode,null);\n\t// // Insert the elements into the DOM\n\tparent.insertBefore(this.canvasDomNode,nextSibling);\n\tthis.domNodes.push(this.canvasDomNode);\n\t// Load the image into the canvas\n\tif($tw.browser) {\n\t\tthis.loadCanvas();\n\t}\n\t// Add widget message listeners\n\tthis.addEventListeners([\n\t\t{type: \"tm-edit-bitmap-operation\", handler: \"handleEditBitmapOperationMessage\"}\n\t]);\n};\n\n/*\nHandle an edit bitmap operation message from the toolbar\n*/\nEditBitmapWidget.prototype.handleEditBitmapOperationMessage = function(event) {\n\t// Invoke the handler\n\tvar handler = this.editorOperations[event.param];\n\tif(handler) {\n\t\thandler.call(this,event);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditBitmapWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nJust refresh the toolbar\n*/\nEditBitmapWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nSet the bitmap size variables and refresh the toolbar\n*/\nEditBitmapWidget.prototype.refreshToolbar = function() {\n\t// Set the width and height variables\n\tthis.setVariable(\"tv-bitmap-editor-width\",this.canvasDomNode.width + \"px\");\n\tthis.setVariable(\"tv-bitmap-editor-height\",this.canvasDomNode.height + \"px\");\n\t// Refresh each of our child widgets\n\t$tw.utils.each(this.children,function(childWidget) {\n\t\tchildWidget.refreshSelf();\n\t});\n};\n\nEditBitmapWidget.prototype.loadCanvas = function() {\n\tvar tiddler = this.wiki.getTiddler(this.editTitle),\n\t\tcurrImage = new Image();\n\t// Set up event handlers for loading the image\n\tvar self = this;\n\tcurrImage.onload = function() {\n\t\t// Copy the image to the on-screen canvas\n\t\tself.initCanvas(self.canvasDomNode,currImage.width,currImage.height,currImage);\n\t\t// And also copy the current bitmap to the off-screen canvas\n\t\tself.currCanvas = self.document.createElement(\"canvas\");\n\t\tself.initCanvas(self.currCanvas,currImage.width,currImage.height,currImage);\n\t\t// Set the width and height input boxes\n\t\tself.refreshToolbar();\n\t};\n\tcurrImage.onerror = function() {\n\t\t// Set the on-screen canvas size and clear it\n\t\tself.initCanvas(self.canvasDomNode,DEFAULT_IMAGE_WIDTH,DEFAULT_IMAGE_HEIGHT);\n\t\t// Set the off-screen canvas size and clear it\n\t\tself.currCanvas = self.document.createElement(\"canvas\");\n\t\tself.initCanvas(self.currCanvas,DEFAULT_IMAGE_WIDTH,DEFAULT_IMAGE_HEIGHT);\n\t\t// Set the width and height input boxes\n\t\tself.refreshToolbar();\n\t};\n\t// Get the current bitmap into an image object\n\tcurrImage.src = \"data:\" + tiddler.fields.type + \";base64,\" + tiddler.fields.text;\n};\n\nEditBitmapWidget.prototype.initCanvas = function(canvas,width,height,image) {\n\tcanvas.width = width;\n\tcanvas.height = height;\n\tvar ctx = canvas.getContext(\"2d\");\n\tif(image) {\n\t\tctx.drawImage(image,0,0);\n\t} else {\n\t\tctx.fillStyle = \"#fff\";\n\t\tctx.fillRect(0,0,canvas.width,canvas.height);\n\t}\n};\n\n/*\n** Change the size of the canvas, preserving the current image\n*/\nEditBitmapWidget.prototype.changeCanvasSize = function(newWidth,newHeight) {\n\t// Create and size a new canvas\n\tvar newCanvas = this.document.createElement(\"canvas\");\n\tthis.initCanvas(newCanvas,newWidth,newHeight);\n\t// Copy the old image\n\tvar ctx = newCanvas.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n\t// Set the new canvas as the current one\n\tthis.currCanvas = newCanvas;\n\t// Set the size of the onscreen canvas\n\tthis.canvasDomNode.width = newWidth;\n\tthis.canvasDomNode.height = newHeight;\n\t// Paint the onscreen canvas with the offscreen canvas\n\tctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n};\n\n/*\n** Rotate the canvas left by 90 degrees\n*/\nEditBitmapWidget.prototype.rotateCanvasLeft = function() {\n\t// Get the current size of the image\n\tvar origWidth = this.currCanvas.width,\n\t\torigHeight = this.currCanvas.height;\n\t// Create and size a new canvas\n\tvar newCanvas = this.document.createElement(\"canvas\"),\n\t\tnewWidth = origHeight,\n\t\tnewHeight = origWidth;\n\tthis.initCanvas(newCanvas,newWidth,newHeight);\n\t// Copy the old image\n\tvar ctx = newCanvas.getContext(\"2d\");\n\tctx.save();\n\tctx.translate(newWidth / 2,newHeight / 2);\n\tctx.rotate(-Math.PI / 2);\n\tctx.drawImage(this.currCanvas,-origWidth / 2,-origHeight / 2);\n\tctx.restore();\n\t// Set the new canvas as the current one\n\tthis.currCanvas = newCanvas;\n\t// Set the size of the onscreen canvas\n\tthis.canvasDomNode.width = newWidth;\n\tthis.canvasDomNode.height = newHeight;\n\t// Paint the onscreen canvas with the offscreen canvas\n\tctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n};\n\nEditBitmapWidget.prototype.handleTouchStartEvent = function(event) {\n\tthis.brushDown = true;\n\tthis.strokeStart(event.touches[0].clientX,event.touches[0].clientY);\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleTouchMoveEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.strokeMove(event.touches[0].clientX,event.touches[0].clientY);\n\t}\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleTouchEndEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.brushDown = false;\n\t\tthis.strokeEnd();\n\t}\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleMouseDownEvent = function(event) {\n\tthis.strokeStart(event.clientX,event.clientY);\n\tthis.brushDown = true;\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleMouseMoveEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.strokeMove(event.clientX,event.clientY);\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn false;\n\t}\n\treturn true;\n};\n\nEditBitmapWidget.prototype.handleMouseUpEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.brushDown = false;\n\t\tthis.strokeEnd();\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn false;\n\t}\n\treturn true;\n};\n\nEditBitmapWidget.prototype.adjustCoordinates = function(x,y) {\n\tvar canvasRect = this.canvasDomNode.getBoundingClientRect(),\n\t\tscale = this.canvasDomNode.width/canvasRect.width;\n\treturn {x: (x - canvasRect.left) * scale, y: (y - canvasRect.top) * scale};\n};\n\nEditBitmapWidget.prototype.strokeStart = function(x,y) {\n\t// Start off a new stroke\n\tthis.stroke = [this.adjustCoordinates(x,y)];\n};\n\nEditBitmapWidget.prototype.strokeMove = function(x,y) {\n\tvar ctx = this.canvasDomNode.getContext(\"2d\"),\n\t\tt;\n\t// Add the new position to the end of the stroke\n\tthis.stroke.push(this.adjustCoordinates(x,y));\n\t// Redraw the previous image\n\tctx.drawImage(this.currCanvas,0,0);\n\t// Render the stroke\n\tctx.globalAlpha = parseFloat(this.wiki.getTiddlerText(LINE_OPACITY_TITLE,\"1.0\"));\n\tctx.strokeStyle = this.wiki.getTiddlerText(LINE_COLOUR_TITLE,\"#ff0\");\n\tctx.lineWidth = parseFloat(this.wiki.getTiddlerText(LINE_WIDTH_TITLE,\"3\"));\n\tctx.lineCap = \"round\";\n\tctx.lineJoin = \"round\";\n\tctx.beginPath();\n\tctx.moveTo(this.stroke[0].x,this.stroke[0].y);\n\tfor(t=1; t<this.stroke.length-1; t++) {\n\t\tvar s1 = this.stroke[t],\n\t\t\ts2 = this.stroke[t-1],\n\t\t\ttx = (s1.x + s2.x)/2,\n\t\t\tty = (s1.y + s2.y)/2;\n\t\tctx.quadraticCurveTo(s2.x,s2.y,tx,ty);\n\t}\n\tctx.stroke();\n};\n\nEditBitmapWidget.prototype.strokeEnd = function() {\n\t// Copy the bitmap to the off-screen canvas\n\tvar ctx = this.currCanvas.getContext(\"2d\");\n\tctx.drawImage(this.canvasDomNode,0,0);\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\nEditBitmapWidget.prototype.saveChanges = function() {\n\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\tif(tiddler) {\n\t\t// data URIs look like \"data:<type>;base64,<text>\"\n\t\tvar dataURL = this.canvasDomNode.toDataURL(tiddler.fields.type),\n\t\t\tposColon = dataURL.indexOf(\":\"),\n\t\t\tposSemiColon = dataURL.indexOf(\";\"),\n\t\t\tposComma = dataURL.indexOf(\",\"),\n\t\t\ttype = dataURL.substring(posColon+1,posSemiColon),\n\t\t\ttext = dataURL.substring(posComma+1);\n\t\tvar update = {type: type, text: text};\n\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getModificationFields(),tiddler,update,this.wiki.getCreationFields()));\n\t}\n};\n\nexports[\"edit-bitmap\"] = EditBitmapWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-shortcut.js": {
"title": "$:/core/modules/widgets/edit-shortcut.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-shortcut.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to display an editable keyboard shortcut\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditShortcutWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditShortcutWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditShortcutWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.inputNode = this.document.createElement(\"input\");\n\t// Assign classes\n\tif(this.shortcutClass) {\n\t\tthis.inputNode.className = this.shortcutClass;\t\t\n\t}\n\t// Assign other attributes\n\tif(this.shortcutStyle) {\n\t\tthis.inputNode.setAttribute(\"style\",this.shortcutStyle);\n\t}\n\tif(this.shortcutTooltip) {\n\t\tthis.inputNode.setAttribute(\"title\",this.shortcutTooltip);\n\t}\n\tif(this.shortcutPlaceholder) {\n\t\tthis.inputNode.setAttribute(\"placeholder\",this.shortcutPlaceholder);\n\t}\n\tif(this.shortcutAriaLabel) {\n\t\tthis.inputNode.setAttribute(\"aria-label\",this.shortcutAriaLabel);\n\t}\n\t// Assign the current shortcut\n\tthis.updateInputNode();\n\t// Add event handlers\n\t$tw.utils.addEventListeners(this.inputNode,[\n\t\t{name: \"keydown\", handlerObject: this, handlerMethod: \"handleKeydownEvent\"}\n\t]);\n\t// Link into the DOM\n\tparent.insertBefore(this.inputNode,nextSibling);\n\tthis.domNodes.push(this.inputNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditShortcutWidget.prototype.execute = function() {\n\tthis.shortcutTiddler = this.getAttribute(\"tiddler\");\n\tthis.shortcutField = this.getAttribute(\"field\");\n\tthis.shortcutIndex = this.getAttribute(\"index\");\n\tthis.shortcutPlaceholder = this.getAttribute(\"placeholder\");\n\tthis.shortcutDefault = this.getAttribute(\"default\",\"\");\n\tthis.shortcutClass = this.getAttribute(\"class\");\n\tthis.shortcutStyle = this.getAttribute(\"style\");\n\tthis.shortcutTooltip = this.getAttribute(\"tooltip\");\n\tthis.shortcutAriaLabel = this.getAttribute(\"aria-label\");\n};\n\n/*\nUpdate the value of the input node\n*/\nEditShortcutWidget.prototype.updateInputNode = function() {\n\tif(this.shortcutField) {\n\t\tvar tiddler = this.wiki.getTiddler(this.shortcutTiddler);\n\t\tif(tiddler && $tw.utils.hop(tiddler.fields,this.shortcutField)) {\n\t\t\tthis.inputNode.value = tiddler.getFieldString(this.shortcutField);\n\t\t} else {\n\t\t\tthis.inputNode.value = this.shortcutDefault;\n\t\t}\n\t} else if(this.shortcutIndex) {\n\t\tthis.inputNode.value = this.wiki.extractTiddlerDataItem(this.shortcutTiddler,this.shortcutIndex,this.shortcutDefault);\n\t} else {\n\t\tthis.inputNode.value = this.wiki.getTiddlerText(this.shortcutTiddler,this.shortcutDefault);\n\t}\n};\n\n/*\nHandle a dom \"keydown\" event\n*/\nEditShortcutWidget.prototype.handleKeydownEvent = function(event) {\n\t// Ignore shift, ctrl, meta, alt\n\tif(event.keyCode && $tw.keyboardManager.getModifierKeys().indexOf(event.keyCode) === -1) {\n\t\t// Get the shortcut text representation\n\t\tvar value = $tw.keyboardManager.getPrintableShortcuts([{\n\t\t\tctrlKey: event.ctrlKey,\n\t\t\tshiftKey: event.shiftKey,\n\t\t\taltKey: event.altKey,\n\t\t\tmetaKey: event.metaKey,\n\t\t\tkeyCode: event.keyCode\n\t\t}]);\n\t\tif(value.length > 0) {\n\t\t\tthis.wiki.setText(this.shortcutTiddler,this.shortcutField,this.shortcutIndex,value[0]);\n\t\t}\n\t\t// Ignore the keydown if it was already handled\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn true;\t\t\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget needed re-rendering\n*/\nEditShortcutWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.placeholder || changedAttributes[\"default\"] || changedAttributes[\"class\"] || changedAttributes.style || changedAttributes.tooltip || changedAttributes[\"aria-label\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else if(changedTiddlers[this.shortcutTiddler]) {\n\t\tthis.updateInputNode();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports[\"edit-shortcut\"] = EditShortcutWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-text.js": {
"title": "$:/core/modules/widgets/edit-text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-text.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-text widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar editTextWidgetFactory = require(\"$:/core/modules/editor/factory.js\").editTextWidgetFactory,\n\tFramedEngine = require(\"$:/core/modules/editor/engines/framed.js\").FramedEngine,\n\tSimpleEngine = require(\"$:/core/modules/editor/engines/simple.js\").SimpleEngine;\n\nexports[\"edit-text\"] = editTextWidgetFactory(FramedEngine,SimpleEngine);\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit.js": {
"title": "$:/core/modules/widgets/edit.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit.js\ntype: application/javascript\nmodule-type: widget\n\nEdit widget is a meta-widget chooses the appropriate actual editting widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n// Mappings from content type to editor type are stored in tiddlers with this prefix\nvar EDITOR_MAPPING_PREFIX = \"$:/config/EditorTypeMappings/\";\n\n/*\nCompute the internal state of the widget\n*/\nEditWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.editField = this.getAttribute(\"field\",\"text\");\n\tthis.editIndex = this.getAttribute(\"index\");\n\tthis.editClass = this.getAttribute(\"class\");\n\tthis.editPlaceholder = this.getAttribute(\"placeholder\");\n\t// Choose the appropriate edit widget\n\tthis.editorType = this.getEditorType();\n\t// Make the child widgets\n\tthis.makeChildWidgets([{\n\t\ttype: \"edit-\" + this.editorType,\n\t\tattributes: {\n\t\t\ttiddler: {type: \"string\", value: this.editTitle},\n\t\t\tfield: {type: \"string\", value: this.editField},\n\t\t\tindex: {type: \"string\", value: this.editIndex},\n\t\t\t\"class\": {type: \"string\", value: this.editClass},\n\t\t\t\"placeholder\": {type: \"string\", value: this.editPlaceholder}\n\t\t},\n\t\tchildren: this.parseTreeNode.children\n\t}]);\n};\n\nEditWidget.prototype.getEditorType = function() {\n\t// Get the content type of the thing we're editing\n\tvar type;\n\tif(this.editField === \"text\") {\n\t\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\t\tif(tiddler) {\n\t\t\ttype = tiddler.fields.type;\n\t\t}\n\t}\n\ttype = type || \"text/vnd.tiddlywiki\";\n\tvar editorType = this.wiki.getTiddlerText(EDITOR_MAPPING_PREFIX + type);\n\tif(!editorType) {\n\t\tvar typeInfo = $tw.config.contentTypeInfo[type];\n\t\tif(typeInfo && typeInfo.encoding === \"base64\") {\n\t\t\teditorType = \"binary\";\n\t\t} else {\n\t\t\teditorType = \"text\";\n\t\t}\n\t}\n\treturn editorType;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEditWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// Refresh if an attribute has changed, or the type associated with the target tiddler has changed\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || (changedTiddlers[this.editTitle] && this.getEditorType() !== this.editorType)) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.edit = EditWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/element.js": {
"title": "$:/core/modules/widgets/element.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/element.js\ntype: application/javascript\nmodule-type: widget\n\nElement widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ElementWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nElementWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nElementWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Neuter blacklisted elements\n\tvar tag = this.parseTreeNode.tag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"safe-\" + tag;\n\t}\n\t// Adjust headings by the current base level\n\tvar headingLevel = [\"h1\",\"h2\",\"h3\",\"h4\",\"h5\",\"h6\"].indexOf(tag);\n\tif(headingLevel !== -1) {\n\t\tvar baseLevel = parseInt(this.getVariable(\"tv-adjust-heading-level\",\"0\"),10) || 0;\n\t\theadingLevel = Math.min(Math.max(headingLevel + 1 + baseLevel,1),6);\n\t\ttag = \"h\" + headingLevel;\n\t}\n\t// Create the DOM node\n\tvar domNode = this.document.createElementNS(this.namespace,tag);\n\tthis.assignAttributes(domNode,{excludeEventAttributes: true});\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nElementWidget.prototype.execute = function() {\n\t// Select the namespace for the tag\n\tvar tagNamespaces = {\n\t\t\tsvg: \"http://www.w3.org/2000/svg\",\n\t\t\tmath: \"http://www.w3.org/1998/Math/MathML\",\n\t\t\tbody: \"http://www.w3.org/1999/xhtml\"\n\t\t};\n\tthis.namespace = tagNamespaces[this.parseTreeNode.tag];\n\tif(this.namespace) {\n\t\tthis.setVariable(\"namespace\",this.namespace);\n\t} else {\n\t\tthis.namespace = this.getVariable(\"namespace\",{defaultValue: \"http://www.w3.org/1999/xhtml\"});\n\t}\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nElementWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\thasChangedAttributes = $tw.utils.count(changedAttributes) > 0;\n\tif(hasChangedAttributes) {\n\t\t// Update our attributes\n\t\tthis.assignAttributes(this.domNodes[0],{excludeEventAttributes: true});\n\t}\n\treturn this.refreshChildren(changedTiddlers) || hasChangedAttributes;\n};\n\nexports.element = ElementWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/encrypt.js": {
"title": "$:/core/modules/widgets/encrypt.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/encrypt.js\ntype: application/javascript\nmodule-type: widget\n\nEncrypt widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EncryptWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEncryptWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEncryptWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.encryptedText);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEncryptWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.filter = this.getAttribute(\"filter\",\"[!is[system]]\");\n\t// Encrypt the filtered tiddlers\n\tvar tiddlers = this.wiki.filterTiddlers(this.filter),\n\t\tjson = {},\n\t\tself = this;\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.wiki.getTiddler(title),\n\t\t\tjsonTiddler = {};\n\t\tfor(var f in tiddler.fields) {\n\t\t\tjsonTiddler[f] = tiddler.getFieldString(f);\n\t\t}\n\t\tjson[title] = jsonTiddler;\n\t});\n\tthis.encryptedText = $tw.utils.htmlEncode($tw.crypto.encrypt(JSON.stringify(json)));\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEncryptWidget.prototype.refresh = function(changedTiddlers) {\n\t// We don't need to worry about refreshing because the encrypt widget isn't for interactive use\n\treturn false;\n};\n\nexports.encrypt = EncryptWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/entity.js": {
"title": "$:/core/modules/widgets/entity.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/entity.js\ntype: application/javascript\nmodule-type: widget\n\nHTML entity widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EntityWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEntityWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEntityWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tvar entityString = this.getAttribute(\"entity\",this.parseTreeNode.entity || \"\"),\n\t\ttextNode = this.document.createTextNode($tw.utils.entityDecode(entityString));\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEntityWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEntityWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.entity) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.entity = EntityWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/fieldmangler.js": {
"title": "$:/core/modules/widgets/fieldmangler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/fieldmangler.js\ntype: application/javascript\nmodule-type: widget\n\nField mangler widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar FieldManglerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-remove-field\", handler: \"handleRemoveFieldEvent\"},\n\t\t{type: \"tm-add-field\", handler: \"handleAddFieldEvent\"},\n\t\t{type: \"tm-remove-tag\", handler: \"handleRemoveTagEvent\"},\n\t\t{type: \"tm-add-tag\", handler: \"handleAddTagEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nFieldManglerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nFieldManglerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nFieldManglerWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.mangleTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nFieldManglerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nFieldManglerWidget.prototype.handleRemoveFieldEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tdeletion = {};\n\tdeletion[event.param] = undefined;\n\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,deletion));\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleAddFieldEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\taddition = this.wiki.getModificationFields(),\n\t\thadInvalidFieldName = false,\n\t\taddField = function(name,value) {\n\t\t\tvar trimmedName = name.toLowerCase().trim();\n\t\t\tif(!$tw.utils.isValidFieldName(trimmedName)) {\n\t\t\t\tif(!hadInvalidFieldName) {\n\t\t\t\t\talert($tw.language.getString(\n\t\t\t\t\t\t\"InvalidFieldName\",\n\t\t\t\t\t\t{variables:\n\t\t\t\t\t\t\t{fieldName: trimmedName}\n\t\t\t\t\t\t}\n\t\t\t\t\t));\n\t\t\t\t\thadInvalidFieldName = true;\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tif(!value && tiddler) {\n\t\t\t\t\tvalue = tiddler.fields[trimmedName];\n\t\t\t\t}\n\t\t\t\taddition[trimmedName] = value || \"\";\n\t\t\t}\n\t\t\treturn;\n\t\t};\n\taddition.title = this.mangleTitle;\n\tif(typeof event.param === \"string\") {\n\t\taddField(event.param,\"\");\n\t}\n\tif(typeof event.paramObject === \"object\") {\n\t\tfor(var name in event.paramObject) {\n\t\t\taddField(name,event.paramObject[name]);\n\t\t}\n\t}\n\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,addition));\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleRemoveTagEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tmodification = this.wiki.getModificationFields();\n\tif(tiddler && tiddler.fields.tags) {\n\t\tvar p = tiddler.fields.tags.indexOf(event.param);\n\t\tif(p !== -1) {\n\t\t\tmodification.tags = (tiddler.fields.tags || []).slice(0);\n\t\t\tmodification.tags.splice(p,1);\n\t\t\tif(modification.tags.length === 0) {\n\t\t\t\tmodification.tags = undefined;\n\t\t\t}\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,modification));\n\t\t}\n\t}\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleAddTagEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tmodification = this.wiki.getModificationFields();\n\tif(tiddler && typeof event.param === \"string\") {\n\t\tvar tag = event.param.trim();\n\t\tif(tag !== \"\") {\n\t\t\tmodification.tags = (tiddler.fields.tags || []).slice(0);\n\t\t\t$tw.utils.pushTop(modification.tags,tag);\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,modification));\t\t\t\n\t\t}\n\t} else if(typeof event.param === \"string\" && event.param.trim() !== \"\" && this.mangleTitle.trim() !== \"\") {\n\t\tvar tag = [];\n\t\ttag.push(event.param.trim());\n\t\tthis.wiki.addTiddler(new $tw.Tiddler({title: this.mangleTitle, tags: tag},modification));\n\t}\n\treturn true;\n};\n\nexports.fieldmangler = FieldManglerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/fields.js": {
"title": "$:/core/modules/widgets/fields.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/fields.js\ntype: application/javascript\nmodule-type: widget\n\nFields widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar FieldsWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nFieldsWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nFieldsWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.text);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nFieldsWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.template = this.getAttribute(\"template\");\n\tthis.exclude = this.getAttribute(\"exclude\");\n\tthis.stripTitlePrefix = this.getAttribute(\"stripTitlePrefix\",\"no\") === \"yes\";\n\t// Get the value to display\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle);\n\t// Get the exclusion list\n\tvar exclude;\n\tif(this.exclude) {\n\t\texclude = this.exclude.split(\" \");\n\t} else {\n\t\texclude = [\"text\"]; \n\t}\n\t// Compose the template\n\tvar text = [];\n\tif(this.template && tiddler) {\n\t\tvar fields = [];\n\t\tfor(var fieldName in tiddler.fields) {\n\t\t\tif(exclude.indexOf(fieldName) === -1) {\n\t\t\t\tfields.push(fieldName);\n\t\t\t}\n\t\t}\n\t\tfields.sort();\n\t\tfor(var f=0; f<fields.length; f++) {\n\t\t\tfieldName = fields[f];\n\t\t\tif(exclude.indexOf(fieldName) === -1) {\n\t\t\t\tvar row = this.template,\n\t\t\t\t\tvalue = tiddler.getFieldString(fieldName);\n\t\t\t\tif(this.stripTitlePrefix && fieldName === \"title\") {\n\t\t\t\t\tvar reStrip = /^\\{[^\\}]+\\}(.+)/mg,\n\t\t\t\t\t\treMatch = reStrip.exec(value);\n\t\t\t\t\tif(reMatch) {\n\t\t\t\t\t\tvalue = reMatch[1];\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\trow = $tw.utils.replaceString(row,\"$name$\",fieldName);\n\t\t\t\trow = $tw.utils.replaceString(row,\"$value$\",value);\n\t\t\t\trow = $tw.utils.replaceString(row,\"$encoded_value$\",$tw.utils.htmlEncode(value));\n\t\t\t\ttext.push(row);\n\t\t\t}\n\t\t}\n\t}\n\tthis.text = text.join(\"\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nFieldsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.template || changedAttributes.exclude || changedAttributes.stripTitlePrefix || changedTiddlers[this.tiddlerTitle]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.fields = FieldsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/image.js": {
"title": "$:/core/modules/widgets/image.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/image.js\ntype: application/javascript\nmodule-type: widget\n\nThe image widget displays an image referenced with an external URI or with a local tiddler title.\n\n```\n<$image src=\"TiddlerTitle\" width=\"320\" height=\"400\" class=\"classnames\">\n```\n\nThe image source can be the title of an existing tiddler or the URL of an external image.\n\nExternal images always generate an HTML `<img>` tag.\n\nTiddlers that have a _canonical_uri field generate an HTML `<img>` tag with the src attribute containing the URI.\n\nTiddlers that contain image data generate an HTML `<img>` tag with the src attribute containing a base64 representation of the image.\n\nTiddlers that contain wikitext could be rendered to a DIV of the usual size of a tiddler, and then transformed to the size requested.\n\nThe width and height attributes are interpreted as a number of pixels, and do not need to include the \"px\" suffix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ImageWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nImageWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nImageWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\t// Determine what type of image it is\n\tvar tag = \"img\", src = \"\",\n\t\ttiddler = this.wiki.getTiddler(this.imageSource);\n\tif(!tiddler) {\n\t\t// The source isn't the title of a tiddler, so we'll assume it's a URL\n\t\tsrc = this.getVariable(\"tv-get-export-image-link\",{params: [{name: \"src\",value: this.imageSource}],defaultValue: this.imageSource});\n\t} else {\n\t\t// Check if it is an image tiddler\n\t\tif(this.wiki.isImageTiddler(this.imageSource)) {\n\t\t\tvar type = tiddler.fields.type,\n\t\t\t\ttext = tiddler.fields.text,\n\t\t\t\t_canonical_uri = tiddler.fields._canonical_uri;\n\t\t\t// If the tiddler has body text then it doesn't need to be lazily loaded\n\t\t\tif(text) {\n\t\t\t\t// Render the appropriate element for the image type\n\t\t\t\tswitch(type) {\n\t\t\t\t\tcase \"application/pdf\":\n\t\t\t\t\t\ttag = \"embed\";\n\t\t\t\t\t\tsrc = \"data:application/pdf;base64,\" + text;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"image/svg+xml\":\n\t\t\t\t\t\tsrc = \"data:image/svg+xml,\" + encodeURIComponent(text);\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tsrc = \"data:\" + type + \";base64,\" + text;\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\n\t\t\t} else if(_canonical_uri) {\n\t\t\t\tswitch(type) {\n\t\t\t\t\tcase \"application/pdf\":\n\t\t\t\t\t\ttag = \"embed\";\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"image/svg+xml\":\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\t\n\t\t\t} else {\n\t\t\t\t// Just trigger loading of the tiddler\n\t\t\t\tthis.wiki.getTiddlerText(this.imageSource);\n\t\t\t}\n\t\t}\n\t}\n\t// Create the element and assign the attributes\n\tvar domNode = this.document.createElement(tag);\n\tdomNode.setAttribute(\"src\",src);\n\tif(this.imageClass) {\n\t\tdomNode.setAttribute(\"class\",this.imageClass);\t\t\n\t}\n\tif(this.imageWidth) {\n\t\tdomNode.setAttribute(\"width\",this.imageWidth);\n\t}\n\tif(this.imageHeight) {\n\t\tdomNode.setAttribute(\"height\",this.imageHeight);\n\t}\n\tif(this.imageTooltip) {\n\t\tdomNode.setAttribute(\"title\",this.imageTooltip);\t\t\n\t}\n\tif(this.imageAlt) {\n\t\tdomNode.setAttribute(\"alt\",this.imageAlt);\t\t\n\t}\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nImageWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.imageSource = this.getAttribute(\"source\");\n\tthis.imageWidth = this.getAttribute(\"width\");\n\tthis.imageHeight = this.getAttribute(\"height\");\n\tthis.imageClass = this.getAttribute(\"class\");\n\tthis.imageTooltip = this.getAttribute(\"tooltip\");\n\tthis.imageAlt = this.getAttribute(\"alt\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nImageWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.source || changedAttributes.width || changedAttributes.height || changedAttributes[\"class\"] || changedAttributes.tooltip || changedTiddlers[this.imageSource]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\t\n\t}\n};\n\nexports.image = ImageWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/importvariables.js": {
"title": "$:/core/modules/widgets/importvariables.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/importvariables.js\ntype: application/javascript\nmodule-type: widget\n\nImport variable definitions from other tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ImportVariablesWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nImportVariablesWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nImportVariablesWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nImportVariablesWidget.prototype.execute = function(tiddlerList) {\n\tvar self = this;\n\t// Get our parameters\n\tthis.filter = this.getAttribute(\"filter\");\n\t// Compute the filter\n\tthis.tiddlerList = tiddlerList || this.wiki.filterTiddlers(this.filter,this);\n\t// Accumulate the <$set> widgets from each tiddler\n\tvar widgetStackStart,widgetStackEnd;\n\tfunction addWidgetNode(widgetNode) {\n\t\tif(widgetNode) {\n\t\t\tif(!widgetStackStart && !widgetStackEnd) {\n\t\t\t\twidgetStackStart = widgetNode;\n\t\t\t\twidgetStackEnd = widgetNode;\n\t\t\t} else {\n\t\t\t\twidgetStackEnd.children = [widgetNode];\n\t\t\t\twidgetStackEnd = widgetNode;\n\t\t\t}\n\t\t}\n\t}\n\t$tw.utils.each(this.tiddlerList,function(title) {\n\t\tvar parser = self.wiki.parseTiddler(title);\n\t\tif(parser) {\n\t\t\tvar parseTreeNode = parser.tree[0];\n\t\t\twhile(parseTreeNode && parseTreeNode.type === \"set\") {\n\t\t\t\taddWidgetNode({\n\t\t\t\t\ttype: \"set\",\n\t\t\t\t\tattributes: parseTreeNode.attributes,\n\t\t\t\t\tparams: parseTreeNode.params,\n\t\t\t\t\tisMacroDefinition: parseTreeNode.isMacroDefinition\n\t\t\t\t});\n\t\t\t\tparseTreeNode = parseTreeNode.children[0];\n\t\t\t}\n\t\t} \n\t});\n\t// Add our own children to the end of the pile\n\tvar parseTreeNodes;\n\tif(widgetStackStart && widgetStackEnd) {\n\t\tparseTreeNodes = [widgetStackStart];\n\t\twidgetStackEnd.children = this.parseTreeNode.children;\n\t} else {\n\t\tparseTreeNodes = this.parseTreeNode.children;\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nImportVariablesWidget.prototype.refresh = function(changedTiddlers) {\n\t// Recompute our attributes and the filter list\n\tvar changedAttributes = this.computeAttributes(),\n\t\ttiddlerList = this.wiki.filterTiddlers(this.getAttribute(\"filter\"),this);\n\t// Refresh if the filter has changed, or the list of tiddlers has changed, or any of the tiddlers in the list has changed\n\tfunction haveListedTiddlersChanged() {\n\t\tvar changed = false;\n\t\ttiddlerList.forEach(function(title) {\n\t\t\tif(changedTiddlers[title]) {\n\t\t\t\tchanged = true;\n\t\t\t}\n\t\t});\n\t\treturn changed;\n\t}\n\tif(changedAttributes.filter || !$tw.utils.isArrayEqual(this.tiddlerList,tiddlerList) || haveListedTiddlersChanged()) {\n\t\t// Compute the filter\n\t\tthis.removeChildDomNodes();\n\t\tthis.execute(tiddlerList);\n\t\tthis.renderChildren(this.parentDomNode,this.findNextSiblingDomNode());\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.importvariables = ImportVariablesWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/keyboard.js": {
"title": "$:/core/modules/widgets/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/keyboard.js\ntype: application/javascript\nmodule-type: widget\n\nKeyboard shortcut widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar KeyboardWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nKeyboardWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nKeyboardWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.tag && $tw.config.htmlUnsafeElements.indexOf(this.tag) === -1) {\n\t\ttag = this.tag;\n\t}\n\t// Create element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = (this[\"class\"] || \"\").split(\" \");\n\tclasses.push(\"tc-keyboard\");\n\tdomNode.className = classes.join(\" \");\n\t// Add a keyboard event handler\n\tdomNode.addEventListener(\"keydown\",function (event) {\n\t\tif($tw.keyboardManager.checkKeyDescriptors(event,self.keyInfoArray)) {\n\t\t\tself.invokeActions(self,event);\n\t\t\tif(self.actions) {\n\t\t\t\tself.invokeActionString(self.actions,self,event);\n\t\t\t}\n\t\t\tself.dispatchMessage(event);\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\treturn true;\n\t\t}\n\t\treturn false;\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nKeyboardWidget.prototype.dispatchMessage = function(event) {\n\tthis.dispatchEvent({type: this.message, param: this.param, tiddlerTitle: this.getVariable(\"currentTiddler\")});\n};\n\n/*\nCompute the internal state of the widget\n*/\nKeyboardWidget.prototype.execute = function() {\n\tvar self = this;\n\t// Get attributes\n\tthis.actions = this.getAttribute(\"actions\");\n\tthis.message = this.getAttribute(\"message\");\n\tthis.param = this.getAttribute(\"param\");\n\tthis.key = this.getAttribute(\"key\");\n\tthis.tag = this.getAttribute(\"tag\");\n\tthis.keyInfoArray = $tw.keyboardManager.parseKeyDescriptors(this.key);\n\tthis[\"class\"] = this.getAttribute(\"class\");\n\tif(this.key.substr(0,2) === \"((\" && this.key.substr(-2,2) === \"))\") {\n\t\tthis.shortcutTiddlers = [];\n\t\tvar name = this.key.substring(2,this.key.length -2);\n\t\t$tw.utils.each($tw.keyboardManager.lookupNames,function(platformDescriptor) {\n\t\t\tself.shortcutTiddlers.push(\"$:/config/\" + platformDescriptor + \"/\" + name);\n\t\t});\n\t}\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nKeyboardWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.message || changedAttributes.param || changedAttributes.key || changedAttributes[\"class\"] || changedAttributes.tag) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\t// Update the keyInfoArray if one of its shortcut-config-tiddlers has changed\n\tif(this.shortcutTiddlers && $tw.utils.hopArray(changedTiddlers,this.shortcutTiddlers)) {\n\t\tthis.keyInfoArray = $tw.keyboardManager.parseKeyDescriptors(this.key);\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.keyboard = KeyboardWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/link.js": {
"title": "$:/core/modules/widgets/link.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/link.js\ntype: application/javascript\nmodule-type: widget\n\nLink widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar LinkWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nLinkWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nLinkWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Get the value of the tv-wikilinks configuration macro\n\tvar wikiLinksMacro = this.getVariable(\"tv-wikilinks\"),\n\t\tuseWikiLinks = wikiLinksMacro ? (wikiLinksMacro.trim() !== \"no\") : true,\n\t\tmissingLinksEnabled = !(this.hideMissingLinks && this.isMissing && !this.isShadow);\n\t// Render the link if required\n\tif(useWikiLinks && missingLinksEnabled) {\n\t\tthis.renderLink(parent,nextSibling);\n\t} else {\n\t\t// Just insert the link text\n\t\tvar domNode = this.document.createElement(\"span\");\n\t\tparent.insertBefore(domNode,nextSibling);\n\t\tthis.renderChildren(domNode,null);\n\t\tthis.domNodes.push(domNode);\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nLinkWidget.prototype.renderLink = function(parent,nextSibling) {\n\tvar self = this;\n\t// Sanitise the specified tag\n\tvar tag = this.linkTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"a\";\n\t}\n\t// Create our element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = [];\n\tif(this.overrideClasses === undefined) {\n\t\tclasses.push(\"tc-tiddlylink\");\n\t\tif(this.isShadow) {\n\t\t\tclasses.push(\"tc-tiddlylink-shadow\");\n\t\t}\n\t\tif(this.isMissing && !this.isShadow) {\n\t\t\tclasses.push(\"tc-tiddlylink-missing\");\n\t\t} else {\n\t\t\tif(!this.isMissing) {\n\t\t\t\tclasses.push(\"tc-tiddlylink-resolves\");\n\t\t\t}\n\t\t}\n\t\tif(this.linkClasses) {\n\t\t\tclasses.push(this.linkClasses);\t\t\t\n\t\t}\n\t} else if(this.overrideClasses !== \"\") {\n\t\tclasses.push(this.overrideClasses)\n\t}\n\tif(classes.length > 0) {\n\t\tdomNode.setAttribute(\"class\",classes.join(\" \"));\n\t}\n\t// Set an href\n\tvar wikilinkTransformFilter = this.getVariable(\"tv-filter-export-link\"),\n\t\twikiLinkText;\n\tif(wikilinkTransformFilter) {\n\t\t// Use the filter to construct the href\n\t\twikiLinkText = this.wiki.filterTiddlers(wikilinkTransformFilter,this,function(iterator) {\n\t\t\titerator(self.wiki.getTiddler(self.to),self.to)\n\t\t})[0];\n\t} else {\n\t\t// Expand the tv-wikilink-template variable to construct the href\n\t\tvar wikiLinkTemplateMacro = this.getVariable(\"tv-wikilink-template\"),\n\t\t\twikiLinkTemplate = wikiLinkTemplateMacro ? wikiLinkTemplateMacro.trim() : \"#$uri_encoded$\";\n\t\twikiLinkText = $tw.utils.replaceString(wikiLinkTemplate,\"$uri_encoded$\",encodeURIComponent(this.to));\n\t\twikiLinkText = $tw.utils.replaceString(wikiLinkText,\"$uri_doubleencoded$\",encodeURIComponent(encodeURIComponent(this.to)));\n\t}\n\t// Override with the value of tv-get-export-link if defined\n\twikiLinkText = this.getVariable(\"tv-get-export-link\",{params: [{name: \"to\",value: this.to}],defaultValue: wikiLinkText});\n\tif(tag === \"a\") {\n\t\tdomNode.setAttribute(\"href\",wikiLinkText);\n\t}\n\t// Set the tabindex\n\tif(this.tabIndex) {\n\t\tdomNode.setAttribute(\"tabindex\",this.tabIndex);\n\t}\n\t// Set the tooltip\n\t// HACK: Performance issues with re-parsing the tooltip prevent us defaulting the tooltip to \"<$transclude field='tooltip'><$transclude field='title'/></$transclude>\"\n\tvar tooltipWikiText = this.tooltip || this.getVariable(\"tv-wikilink-tooltip\");\n\tif(tooltipWikiText) {\n\t\tvar tooltipText = this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",tooltipWikiText,{\n\t\t\t\tparseAsInline: true,\n\t\t\t\tvariables: {\n\t\t\t\t\tcurrentTiddler: this.to\n\t\t\t\t},\n\t\t\t\tparentWidget: this\n\t\t\t});\n\t\tdomNode.setAttribute(\"title\",tooltipText);\n\t}\n\tif(this[\"aria-label\"]) {\n\t\tdomNode.setAttribute(\"aria-label\",this[\"aria-label\"]);\n\t}\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"click\", handlerObject: this, handlerMethod: \"handleClickEvent\"},\n\t]);\n\t// Make the link draggable if required\n\tif(this.draggable === \"yes\") {\n\t\t$tw.utils.makeDraggable({\n\t\t\tdomNode: domNode,\n\t\t\tdragTiddlerFn: function() {return self.to;},\n\t\t\twidget: this\n\t\t});\n\t}\n\t// Insert the link into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nLinkWidget.prototype.handleClickEvent = function(event) {\n\t// Send the click on its way as a navigate event\n\tvar bounds = this.domNodes[0].getBoundingClientRect();\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.to,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: this,\n\t\tnavigateFromClientRect: { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: event.metaKey || event.ctrlKey || (event.button === 1),\n\t\tmetaKey: event.metaKey,\n\t\tctrlKey: event.ctrlKey,\n\t\taltKey: event.altKey,\n\t\tshiftKey: event.shiftKey\n\t});\n\tif(this.domNodes[0].hasAttribute(\"href\")) {\n\t\tevent.preventDefault();\n\t}\n\tevent.stopPropagation();\n\treturn false;\n};\n\n/*\nCompute the internal state of the widget\n*/\nLinkWidget.prototype.execute = function() {\n\t// Pick up our attributes\n\tthis.to = this.getAttribute(\"to\",this.getVariable(\"currentTiddler\"));\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis[\"aria-label\"] = this.getAttribute(\"aria-label\");\n\tthis.linkClasses = this.getAttribute(\"class\");\n\tthis.overrideClasses = this.getAttribute(\"overrideClass\");\n\tthis.tabIndex = this.getAttribute(\"tabindex\");\n\tthis.draggable = this.getAttribute(\"draggable\",\"yes\");\n\tthis.linkTag = this.getAttribute(\"tag\",\"a\");\n\t// Determine the link characteristics\n\tthis.isMissing = !this.wiki.tiddlerExists(this.to);\n\tthis.isShadow = this.wiki.isShadowTiddler(this.to);\n\tthis.hideMissingLinks = (this.getVariable(\"tv-show-missing-links\") || \"yes\") === \"no\";\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nLinkWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.to || changedTiddlers[this.to] || changedAttributes[\"aria-label\"] || changedAttributes.tooltip) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.link = LinkWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/linkcatcher.js": {
"title": "$:/core/modules/widgets/linkcatcher.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/linkcatcher.js\ntype: application/javascript\nmodule-type: widget\n\nLinkcatcher widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar LinkCatcherWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-navigate\", handler: \"handleNavigateEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nLinkCatcherWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nLinkCatcherWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nLinkCatcherWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.catchTo = this.getAttribute(\"to\");\n\tthis.catchMessage = this.getAttribute(\"message\");\n\tthis.catchSet = this.getAttribute(\"set\");\n\tthis.catchSetTo = this.getAttribute(\"setTo\");\n\tthis.catchActions = this.getAttribute(\"actions\");\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n\t// When executing actions we avoid trapping navigate events, so that we don't trigger ourselves recursively\n\tthis.executingActions = false;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nLinkCatcherWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.to || changedAttributes.message || changedAttributes.set || changedAttributes.setTo) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\n/*\nHandle a tm-navigate event\n*/\nLinkCatcherWidget.prototype.handleNavigateEvent = function(event) {\n\tif(!this.executingActions) {\n\t\t// Execute the actions\n\t\tif(this.catchTo) {\n\t\t\tthis.wiki.setTextReference(this.catchTo,event.navigateTo,this.getVariable(\"currentTiddler\"));\n\t\t}\n\t\tif(this.catchMessage && this.parentWidget) {\n\t\t\tthis.parentWidget.dispatchEvent({\n\t\t\t\ttype: this.catchMessage,\n\t\t\t\tparam: event.navigateTo,\n\t\t\t\tnavigateTo: event.navigateTo\n\t\t\t});\n\t\t}\n\t\tif(this.catchSet) {\n\t\t\tvar tiddler = this.wiki.getTiddler(this.catchSet);\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,{title: this.catchSet, text: this.catchSetTo}));\n\t\t}\n\t\tif(this.catchActions) {\n\t\t\tthis.executingActions = true;\n\t\t\tthis.invokeActionString(this.catchActions,this,event,{navigateTo: event.navigateTo});\n\t\t\tthis.executingActions = false;\n\t\t}\n\t} else {\n\t\t// This is a navigate event generated by the actions of this linkcatcher, so we don't trap it again, but just pass it to the parent\n\t\tthis.parentWidget.dispatchEvent({\n\t\t\ttype: \"tm-navigate\",\n\t\t\tparam: event.navigateTo,\n\t\t\tnavigateTo: event.navigateTo\n\t\t});\n\t}\n\treturn false;\n};\n\nexports.linkcatcher = LinkCatcherWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/list.js": {
"title": "$:/core/modules/widgets/list.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/list.js\ntype: application/javascript\nmodule-type: widget\n\nList and list item widgets\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\n/*\nThe list widget creates list element sub-widgets that reach back into the list widget for their configuration\n*/\n\nvar ListWidget = function(parseTreeNode,options) {\n\t// Initialise the storyviews if they've not been done already\n\tif(!this.storyViews) {\n\t\tListWidget.prototype.storyViews = {};\n\t\t$tw.modules.applyMethods(\"storyview\",this.storyViews);\n\t}\n\t// Main initialisation inherited from widget.js\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nListWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nListWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n\t// Construct the storyview\n\tvar StoryView = this.storyViews[this.storyViewName];\n\tif(this.storyViewName && !StoryView) {\n\t\tStoryView = this.storyViews[\"classic\"];\n\t}\n\tif(StoryView && !this.document.isTiddlyWikiFakeDom) {\n\t\tthis.storyview = new StoryView(this);\n\t} else {\n\t\tthis.storyview = null;\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nListWidget.prototype.execute = function() {\n\t// Get our attributes\n\tthis.template = this.getAttribute(\"template\");\n\tthis.editTemplate = this.getAttribute(\"editTemplate\");\n\tthis.variableName = this.getAttribute(\"variable\",\"currentTiddler\");\n\tthis.storyViewName = this.getAttribute(\"storyview\");\n\tthis.historyTitle = this.getAttribute(\"history\");\n\t// Compose the list elements\n\tthis.list = this.getTiddlerList();\n\tvar members = [],\n\t\tself = this;\n\t// Check for an empty list\n\tif(this.list.length === 0) {\n\t\tmembers = this.getEmptyMessage();\n\t} else {\n\t\t$tw.utils.each(this.list,function(title,index) {\n\t\t\tmembers.push(self.makeItemTemplate(title));\n\t\t});\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(members);\n\t// Clear the last history\n\tthis.history = [];\n};\n\nListWidget.prototype.getTiddlerList = function() {\n\tvar defaultFilter = \"[!is[system]sort[title]]\";\n\treturn this.wiki.filterTiddlers(this.getAttribute(\"filter\",defaultFilter),this);\n};\n\nListWidget.prototype.getEmptyMessage = function() {\n\tvar emptyMessage = this.getAttribute(\"emptyMessage\",\"\"),\n\t\tparser = this.wiki.parseText(\"text/vnd.tiddlywiki\",emptyMessage,{parseAsInline: true});\n\tif(parser) {\n\t\treturn parser.tree;\n\t} else {\n\t\treturn [];\n\t}\n};\n\n/*\nCompose the template for a list item\n*/\nListWidget.prototype.makeItemTemplate = function(title) {\n\t// Check if the tiddler is a draft\n\tvar tiddler = this.wiki.getTiddler(title),\n\t\tisDraft = tiddler && tiddler.hasField(\"draft.of\"),\n\t\ttemplate = this.template,\n\t\ttemplateTree;\n\tif(isDraft && this.editTemplate) {\n\t\ttemplate = this.editTemplate;\n\t}\n\t// Compose the transclusion of the template\n\tif(template) {\n\t\ttemplateTree = [{type: \"transclude\", attributes: {tiddler: {type: \"string\", value: template}}}];\n\t} else {\n\t\tif(this.parseTreeNode.children && this.parseTreeNode.children.length > 0) {\n\t\t\ttemplateTree = this.parseTreeNode.children;\n\t\t} else {\n\t\t\t// Default template is a link to the title\n\t\t\ttemplateTree = [{type: \"element\", tag: this.parseTreeNode.isBlock ? \"div\" : \"span\", children: [{type: \"link\", attributes: {to: {type: \"string\", value: title}}, children: [\n\t\t\t\t\t{type: \"text\", text: title}\n\t\t\t]}]}];\n\t\t}\n\t}\n\t// Return the list item\n\treturn {type: \"listitem\", itemTitle: title, variableName: this.variableName, children: templateTree};\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nListWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\tresult;\n\t// Call the storyview\n\tif(this.storyview && this.storyview.refreshStart) {\n\t\tthis.storyview.refreshStart(changedTiddlers,changedAttributes);\n\t}\n\t// Completely refresh if any of our attributes have changed\n\tif(changedAttributes.filter || changedAttributes.template || changedAttributes.editTemplate || changedAttributes.emptyMessage || changedAttributes.storyview || changedAttributes.history) {\n\t\tthis.refreshSelf();\n\t\tresult = true;\n\t} else {\n\t\t// Handle any changes to the list\n\t\tresult = this.handleListChanges(changedTiddlers);\n\t\t// Handle any changes to the history stack\n\t\tif(this.historyTitle && changedTiddlers[this.historyTitle]) {\n\t\t\tthis.handleHistoryChanges();\n\t\t}\n\t}\n\t// Call the storyview\n\tif(this.storyview && this.storyview.refreshEnd) {\n\t\tthis.storyview.refreshEnd(changedTiddlers,changedAttributes);\n\t}\n\treturn result;\n};\n\n/*\nHandle any changes to the history list\n*/\nListWidget.prototype.handleHistoryChanges = function() {\n\t// Get the history data\n\tvar newHistory = this.wiki.getTiddlerDataCached(this.historyTitle,[]);\n\t// Ignore any entries of the history that match the previous history\n\tvar entry = 0;\n\twhile(entry < newHistory.length && entry < this.history.length && newHistory[entry].title === this.history[entry].title) {\n\t\tentry++;\n\t}\n\t// Navigate forwards to each of the new tiddlers\n\twhile(entry < newHistory.length) {\n\t\tif(this.storyview && this.storyview.navigateTo) {\n\t\t\tthis.storyview.navigateTo(newHistory[entry]);\n\t\t}\n\t\tentry++;\n\t}\n\t// Update the history\n\tthis.history = newHistory;\n};\n\n/*\nProcess any changes to the list\n*/\nListWidget.prototype.handleListChanges = function(changedTiddlers) {\n\t// Get the new list\n\tvar prevList = this.list;\n\tthis.list = this.getTiddlerList();\n\t// Check for an empty list\n\tif(this.list.length === 0) {\n\t\t// Check if it was empty before\n\t\tif(prevList.length === 0) {\n\t\t\t// If so, just refresh the empty message\n\t\t\treturn this.refreshChildren(changedTiddlers);\n\t\t} else {\n\t\t\t// Replace the previous content with the empty message\n\t\t\tfor(t=this.children.length-1; t>=0; t--) {\n\t\t\t\tthis.removeListItem(t);\n\t\t\t}\n\t\t\tvar nextSibling = this.findNextSiblingDomNode();\n\t\t\tthis.makeChildWidgets(this.getEmptyMessage());\n\t\t\tthis.renderChildren(this.parentDomNode,nextSibling);\n\t\t\treturn true;\n\t\t}\n\t} else {\n\t\t// If the list was empty then we need to remove the empty message\n\t\tif(prevList.length === 0) {\n\t\t\tthis.removeChildDomNodes();\n\t\t\tthis.children = [];\n\t\t}\n\t\t// Cycle through the list, inserting and removing list items as needed\n\t\tvar hasRefreshed = false;\n\t\tfor(var t=0; t<this.list.length; t++) {\n\t\t\tvar index = this.findListItem(t,this.list[t]);\n\t\t\tif(index === undefined) {\n\t\t\t\t// The list item must be inserted\n\t\t\t\tthis.insertListItem(t,this.list[t]);\n\t\t\t\thasRefreshed = true;\n\t\t\t} else {\n\t\t\t\t// There are intervening list items that must be removed\n\t\t\t\tfor(var n=index-1; n>=t; n--) {\n\t\t\t\t\tthis.removeListItem(n);\n\t\t\t\t\thasRefreshed = true;\n\t\t\t\t}\n\t\t\t\t// Refresh the item we're reusing\n\t\t\t\tvar refreshed = this.children[t].refresh(changedTiddlers);\n\t\t\t\thasRefreshed = hasRefreshed || refreshed;\n\t\t\t}\n\t\t}\n\t\t// Remove any left over items\n\t\tfor(t=this.children.length-1; t>=this.list.length; t--) {\n\t\t\tthis.removeListItem(t);\n\t\t\thasRefreshed = true;\n\t\t}\n\t\treturn hasRefreshed;\n\t}\n};\n\n/*\nFind the list item with a given title, starting from a specified position\n*/\nListWidget.prototype.findListItem = function(startIndex,title) {\n\twhile(startIndex < this.children.length) {\n\t\tif(this.children[startIndex].parseTreeNode.itemTitle === title) {\n\t\t\treturn startIndex;\n\t\t}\n\t\tstartIndex++;\n\t}\n\treturn undefined;\n};\n\n/*\nInsert a new list item at the specified index\n*/\nListWidget.prototype.insertListItem = function(index,title) {\n\t// Create, insert and render the new child widgets\n\tvar widget = this.makeChildWidget(this.makeItemTemplate(title));\n\twidget.parentDomNode = this.parentDomNode; // Hack to enable findNextSiblingDomNode() to work\n\tthis.children.splice(index,0,widget);\n\tvar nextSibling = widget.findNextSiblingDomNode();\n\twidget.render(this.parentDomNode,nextSibling);\n\t// Animate the insertion if required\n\tif(this.storyview && this.storyview.insert) {\n\t\tthis.storyview.insert(widget);\n\t}\n\treturn true;\n};\n\n/*\nRemove the specified list item\n*/\nListWidget.prototype.removeListItem = function(index) {\n\tvar widget = this.children[index];\n\t// Animate the removal if required\n\tif(this.storyview && this.storyview.remove) {\n\t\tthis.storyview.remove(widget);\n\t} else {\n\t\twidget.removeChildDomNodes();\n\t}\n\t// Remove the child widget\n\tthis.children.splice(index,1);\n};\n\nexports.list = ListWidget;\n\nvar ListItemWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nListItemWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nListItemWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nListItemWidget.prototype.execute = function() {\n\t// Set the current list item title\n\tthis.setVariable(this.parseTreeNode.variableName,this.parseTreeNode.itemTitle);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nListItemWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.listitem = ListItemWidget;\n\n})();",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/macrocall.js": {
"title": "$:/core/modules/widgets/macrocall.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/macrocall.js\ntype: application/javascript\nmodule-type: widget\n\nMacrocall widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar MacroCallWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nMacroCallWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nMacroCallWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nMacroCallWidget.prototype.execute = function() {\n\t// Get the parse type if specified\n\tthis.parseType = this.getAttribute(\"$type\",\"text/vnd.tiddlywiki\");\n\tthis.renderOutput = this.getAttribute(\"$output\",\"text/html\");\n\t// Merge together the parameters specified in the parse tree with the specified attributes\n\tvar params = this.parseTreeNode.params ? this.parseTreeNode.params.slice(0) : [];\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tparams.push({name: name, value: attribute});\t\t\t\n\t\t}\n\t});\n\t// Get the macro value\n\tvar macroName = this.parseTreeNode.name || this.getAttribute(\"$name\"),\n\t\tvariableInfo = this.getVariableInfo(macroName,{params: params}),\n\t\ttext = variableInfo.text,\n\t\tparseTreeNodes;\n\t// Are we rendering to HTML?\n\tif(this.renderOutput === \"text/html\") {\n\t\t// If so we'll return the parsed macro\n\t\tvar parser = this.wiki.parseText(this.parseType,text,\n\t\t\t\t\t\t\t{parseAsInline: !this.parseTreeNode.isBlock});\n\t\tparseTreeNodes = parser ? parser.tree : [];\n\t\t// Wrap the parse tree in a vars widget assigning the parameters to variables named \"__paramname__\"\n\t\tvar attributes = {};\n\t\t$tw.utils.each(variableInfo.params,function(param) {\n\t\t\tvar name = \"__\" + param.name + \"__\";\n\t\t\tattributes[name] = {\n\t\t\t\tname: name,\n\t\t\t\ttype: \"string\",\n\t\t\t\tvalue: param.value\n\t\t\t};\n\t\t});\n\t\tparseTreeNodes = [{\n\t\t\ttype: \"vars\",\n\t\t\tattributes: attributes,\n\t\t\tchildren: parseTreeNodes\n\t\t}];\n\t} else {\n\t\t// Otherwise, we'll render the text\n\t\tvar plainText = this.wiki.renderText(\"text/plain\",this.parseType,text,{parentWidget: this});\n\t\tparseTreeNodes = [{type: \"text\", text: plainText}];\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nMacroCallWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif($tw.utils.count(changedAttributes) > 0) {\n\t\t// Rerender ourselves\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.macrocall = MacroCallWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/navigator.js": {
"title": "$:/core/modules/widgets/navigator.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/navigator.js\ntype: application/javascript\nmodule-type: widget\n\nNavigator widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar IMPORT_TITLE = \"$:/Import\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar NavigatorWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-navigate\", handler: \"handleNavigateEvent\"},\n\t\t{type: \"tm-edit-tiddler\", handler: \"handleEditTiddlerEvent\"},\n\t\t{type: \"tm-delete-tiddler\", handler: \"handleDeleteTiddlerEvent\"},\n\t\t{type: \"tm-save-tiddler\", handler: \"handleSaveTiddlerEvent\"},\n\t\t{type: \"tm-cancel-tiddler\", handler: \"handleCancelTiddlerEvent\"},\n\t\t{type: \"tm-close-tiddler\", handler: \"handleCloseTiddlerEvent\"},\n\t\t{type: \"tm-close-all-tiddlers\", handler: \"handleCloseAllTiddlersEvent\"},\n\t\t{type: \"tm-close-other-tiddlers\", handler: \"handleCloseOtherTiddlersEvent\"},\n\t\t{type: \"tm-new-tiddler\", handler: \"handleNewTiddlerEvent\"},\n\t\t{type: \"tm-import-tiddlers\", handler: \"handleImportTiddlersEvent\"},\n\t\t{type: \"tm-perform-import\", handler: \"handlePerformImportEvent\"},\n\t\t{type: \"tm-fold-tiddler\", handler: \"handleFoldTiddlerEvent\"},\n\t\t{type: \"tm-fold-other-tiddlers\", handler: \"handleFoldOtherTiddlersEvent\"},\n\t\t{type: \"tm-fold-all-tiddlers\", handler: \"handleFoldAllTiddlersEvent\"},\n\t\t{type: \"tm-unfold-all-tiddlers\", handler: \"handleUnfoldAllTiddlersEvent\"},\n\t\t{type: \"tm-rename-tiddler\", handler: \"handleRenameTiddlerEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nNavigatorWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nNavigatorWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nNavigatorWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.storyTitle = this.getAttribute(\"story\");\n\tthis.historyTitle = this.getAttribute(\"history\");\n\tthis.setVariable(\"tv-story-list\",this.storyTitle);\n\tthis.setVariable(\"tv-history-list\",this.historyTitle);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nNavigatorWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.story || changedAttributes.history) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nNavigatorWidget.prototype.getStoryList = function() {\n\treturn this.storyTitle ? this.wiki.getTiddlerList(this.storyTitle) : null;\n};\n\nNavigatorWidget.prototype.saveStoryList = function(storyList) {\n\tvar storyTiddler = this.wiki.getTiddler(this.storyTitle);\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\t{title: this.storyTitle},\n\t\tstoryTiddler,\n\t\t{list: storyList}\n\t));\n};\n\nNavigatorWidget.prototype.removeTitleFromStory = function(storyList,title) {\n\tvar p = storyList.indexOf(title);\n\twhile(p !== -1) {\n\t\tstoryList.splice(p,1);\n\t\tp = storyList.indexOf(title);\n\t}\n};\n\nNavigatorWidget.prototype.replaceFirstTitleInStory = function(storyList,oldTitle,newTitle) {\n\tvar pos = storyList.indexOf(oldTitle);\n\tif(pos !== -1) {\n\t\tstoryList[pos] = newTitle;\n\t\tdo {\n\t\t\tpos = storyList.indexOf(oldTitle,pos + 1);\n\t\t\tif(pos !== -1) {\n\t\t\t\tstoryList.splice(pos,1);\n\t\t\t}\n\t\t} while(pos !== -1);\n\t} else {\n\t\tstoryList.splice(0,0,newTitle);\n\t}\n};\n\nNavigatorWidget.prototype.addToStory = function(title,fromTitle) {\n\tthis.wiki.addToStory(title,fromTitle,this.storyTitle,{openLinkFromInsideRiver: this.getAttribute(\"openLinkFromInsideRiver\",\"top\"),openLinkFromOutsideRiver: this.getAttribute(\"openLinkFromOutsideRiver\",\"top\")});\n};\n\n/*\nAdd a new record to the top of the history stack\ntitle: a title string or an array of title strings\nfromPageRect: page coordinates of the origin of the navigation\n*/\nNavigatorWidget.prototype.addToHistory = function(title,fromPageRect) {\n\tthis.wiki.addToHistory(title,fromPageRect,this.historyTitle);\n};\n\n/*\nHandle a tm-navigate event\n*/\nNavigatorWidget.prototype.handleNavigateEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-navigating\",event);\n\tif(event.navigateTo) {\n\t\tthis.addToStory(event.navigateTo,event.navigateFromTitle);\n\t\tif(!event.navigateSuppressNavigation) {\n\t\t\tthis.addToHistory(event.navigateTo,event.navigateFromClientRect);\n\t\t}\n\t}\n\treturn false;\n};\n\n// Close a specified tiddler\nNavigatorWidget.prototype.handleCloseTiddlerEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle,\n\t\tstoryList = this.getStoryList();\n\t// Look for tiddlers with this title to close\n\tthis.removeTitleFromStory(storyList,title);\n\tthis.saveStoryList(storyList);\n\treturn false;\n};\n\n// Close all tiddlers\nNavigatorWidget.prototype.handleCloseAllTiddlersEvent = function(event) {\n\tthis.saveStoryList([]);\n\treturn false;\n};\n\n// Close other tiddlers\nNavigatorWidget.prototype.handleCloseOtherTiddlersEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle;\n\tthis.saveStoryList([title]);\n\treturn false;\n};\n\n// Place a tiddler in edit mode\nNavigatorWidget.prototype.handleEditTiddlerEvent = function(event) {\n\tvar editTiddler = $tw.hooks.invokeHook(\"th-editing-tiddler\",event);\n\tif(!editTiddler) {\n\t\treturn false;\n\t}\n\tvar self = this;\n\tfunction isUnmodifiedShadow(title) {\n\t\treturn self.wiki.isShadowTiddler(title) && !self.wiki.tiddlerExists(title);\n\t}\n\tfunction confirmEditShadow(title) {\n\t\treturn confirm($tw.language.getString(\n\t\t\t\"ConfirmEditShadowTiddler\",\n\t\t\t{variables:\n\t\t\t\t{title: title}\n\t\t\t}\n\t\t));\n\t}\n\tvar title = event.param || event.tiddlerTitle;\n\tif(isUnmodifiedShadow(title) && !confirmEditShadow(title)) {\n\t\treturn false;\n\t}\n\t// Replace the specified tiddler with a draft in edit mode\n\tvar draftTiddler = this.makeDraftTiddler(title);\n\t// Update the story and history if required\n\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\tvar draftTitle = draftTiddler.fields.title,\n\t\t\tstoryList = this.getStoryList();\n\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\tthis.replaceFirstTitleInStory(storyList,title,draftTitle);\n\t\tthis.addToHistory(draftTitle,event.navigateFromClientRect);\n\t\tthis.saveStoryList(storyList);\n\t\treturn false;\n\t}\n};\n\n// Delete a tiddler\nNavigatorWidget.prototype.handleDeleteTiddlerEvent = function(event) {\n\t// Get the tiddler we're deleting\n\tvar title = event.param || event.tiddlerTitle,\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tstoryList = this.getStoryList(),\n\t\toriginalTitle = tiddler ? tiddler.fields[\"draft.of\"] : \"\",\n\t\toriginalTiddler = originalTitle ? this.wiki.getTiddler(originalTitle) : undefined,\n\t\tconfirmationTitle;\n\tif(!tiddler) {\n\t\treturn false;\n\t}\n\t// Check if the tiddler we're deleting is in draft mode\n\tif(originalTitle) {\n\t\t// If so, we'll prompt for confirmation referencing the original tiddler\n\t\tconfirmationTitle = originalTitle;\n\t} else {\n\t\t// If not a draft, then prompt for confirmation referencing the specified tiddler\n\t\tconfirmationTitle = title;\n\t}\n\t// Seek confirmation\n\tif((this.wiki.getTiddler(originalTitle) || (tiddler.fields.text || \"\") !== \"\") && !confirm($tw.language.getString(\n\t\t\t\t\"ConfirmDeleteTiddler\",\n\t\t\t\t{variables:\n\t\t\t\t\t{title: confirmationTitle}\n\t\t\t\t}\n\t\t\t))) {\n\t\treturn false;\n\t}\n\t// Delete the original tiddler\n\tif(originalTitle) {\n\t\tif(originalTiddler) {\n\t\t\t$tw.hooks.invokeHook(\"th-deleting-tiddler\",originalTiddler);\n\t\t}\n\t\tthis.wiki.deleteTiddler(originalTitle);\n\t\tthis.removeTitleFromStory(storyList,originalTitle);\n\t}\n\t// Invoke the hook function and delete this tiddler\n\t$tw.hooks.invokeHook(\"th-deleting-tiddler\",tiddler);\n\tthis.wiki.deleteTiddler(title);\n\t// Remove the closed tiddler from the story\n\tthis.removeTitleFromStory(storyList,title);\n\tthis.saveStoryList(storyList);\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\treturn false;\n};\n\n/*\nCreate/reuse the draft tiddler for a given title\n*/\nNavigatorWidget.prototype.makeDraftTiddler = function(targetTitle) {\n\t// See if there is already a draft tiddler for this tiddler\n\tvar draftTitle = this.wiki.findDraft(targetTitle);\n\tif(draftTitle) {\n\t\treturn this.wiki.getTiddler(draftTitle);\n\t}\n\t// Get the current value of the tiddler we're editing\n\tvar tiddler = this.wiki.getTiddler(targetTitle);\n\t// Save the initial value of the draft tiddler\n\tdraftTitle = this.generateDraftTitle(targetTitle);\n\tvar draftTiddler = new $tw.Tiddler(\n\t\t\ttiddler,\n\t\t\t{\n\t\t\t\ttitle: draftTitle,\n\t\t\t\t\"draft.title\": targetTitle,\n\t\t\t\t\"draft.of\": targetTitle\n\t\t\t},\n\t\t\tthis.wiki.getModificationFields()\n\t\t);\n\tthis.wiki.addTiddler(draftTiddler);\n\treturn draftTiddler;\n};\n\n/*\nGenerate a title for the draft of a given tiddler\n*/\nNavigatorWidget.prototype.generateDraftTitle = function(title) {\n\tvar c = 0,\n\t\tdraftTitle,\n\t\tusername = this.wiki.getTiddlerText(\"$:/status/UserName\"),\n\t\tattribution = username ? \" by \" + username : \"\";\n\tdo {\n\t\tdraftTitle = \"Draft \" + (c ? (c + 1) + \" \" : \"\") + \"of '\" + title + \"'\" + attribution;\n\t\tc++;\n\t} while(this.wiki.tiddlerExists(draftTitle));\n\treturn draftTitle;\n};\n\n// Take a tiddler out of edit mode, saving the changes\nNavigatorWidget.prototype.handleSaveTiddlerEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle,\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tstoryList = this.getStoryList();\n\t// Replace the original tiddler with the draft\n\tif(tiddler) {\n\t\tvar draftTitle = (tiddler.fields[\"draft.title\"] || \"\").trim(),\n\t\t\tdraftOf = (tiddler.fields[\"draft.of\"] || \"\").trim();\n\t\tif(draftTitle) {\n\t\t\tvar isRename = draftOf !== draftTitle,\n\t\t\t\tisConfirmed = true;\n\t\t\tif(isRename && this.wiki.tiddlerExists(draftTitle)) {\n\t\t\t\tisConfirmed = confirm($tw.language.getString(\n\t\t\t\t\t\"ConfirmOverwriteTiddler\",\n\t\t\t\t\t{variables:\n\t\t\t\t\t\t{title: draftTitle}\n\t\t\t\t\t}\n\t\t\t\t));\n\t\t\t}\n\t\t\tif(isConfirmed) {\n\t\t\t\t// Create the new tiddler and pass it through the th-saving-tiddler hook\n\t\t\t\tvar newTiddler = new $tw.Tiddler(this.wiki.getCreationFields(),tiddler,{\n\t\t\t\t\ttitle: draftTitle,\n\t\t\t\t\t\"draft.title\": undefined,\n\t\t\t\t\t\"draft.of\": undefined\n\t\t\t\t},this.wiki.getModificationFields());\n\t\t\t\tnewTiddler = $tw.hooks.invokeHook(\"th-saving-tiddler\",newTiddler);\n\t\t\t\tthis.wiki.addTiddler(newTiddler);\n\t\t\t\t// If enabled, relink references to renamed tiddler\n\t\t\t\tvar shouldRelink = this.getAttribute(\"relinkOnRename\",\"no\").toLowerCase().trim() === \"yes\";\n\t\t\t\tif(isRename && shouldRelink && this.wiki.tiddlerExists(draftOf)) {\nconsole.log(\"Relinking '\" + draftOf + \"' to '\" + draftTitle + \"'\");\n\t\t\t\t\tthis.wiki.relinkTiddler(draftOf,draftTitle);\n\t\t\t\t}\n\t\t\t\t// Remove the draft tiddler\n\t\t\t\tthis.wiki.deleteTiddler(title);\n\t\t\t\t// Remove the original tiddler if we're renaming it\n\t\t\t\tif(isRename) {\n\t\t\t\t\tthis.wiki.deleteTiddler(draftOf);\n\t\t\t\t}\n\t\t\t\t// #2381 always remove new title & old\n\t\t\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\t\t\tthis.removeTitleFromStory(storyList,draftOf);\n\t\t\t\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\t\t\t\t// Replace the draft in the story with the original\n\t\t\t\t\tthis.replaceFirstTitleInStory(storyList,title,draftTitle);\n\t\t\t\t\tthis.addToHistory(draftTitle,event.navigateFromClientRect);\n\t\t\t\t\tif(draftTitle !== this.storyTitle) {\n\t\t\t\t\t\tthis.saveStoryList(storyList);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// Trigger an autosave\n\t\t\t\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\n// Take a tiddler out of edit mode without saving the changes\nNavigatorWidget.prototype.handleCancelTiddlerEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-cancelling-tiddler\", event);\n\t// Flip the specified tiddler from draft back to the original\n\tvar draftTitle = event.param || event.tiddlerTitle,\n\t\tdraftTiddler = this.wiki.getTiddler(draftTitle),\n\t\toriginalTitle = draftTiddler && draftTiddler.fields[\"draft.of\"];\n\tif(draftTiddler && originalTitle) {\n\t\t// Ask for confirmation if the tiddler text has changed\n\t\tvar isConfirmed = true,\n\t\t\toriginalTiddler = this.wiki.getTiddler(originalTitle),\n\t\t\tstoryList = this.getStoryList();\n\t\tif(this.wiki.isDraftModified(draftTitle)) {\n\t\t\tisConfirmed = confirm($tw.language.getString(\n\t\t\t\t\"ConfirmCancelTiddler\",\n\t\t\t\t{variables:\n\t\t\t\t\t{title: draftTitle}\n\t\t\t\t}\n\t\t\t));\n\t\t}\n\t\t// Remove the draft tiddler\n\t\tif(isConfirmed) {\n\t\t\tthis.wiki.deleteTiddler(draftTitle);\n\t\t\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\t\t\tif(originalTiddler) {\n\t\t\t\t\tthis.replaceFirstTitleInStory(storyList,draftTitle,originalTitle);\n\t\t\t\t\tthis.addToHistory(originalTitle,event.navigateFromClientRect);\n\t\t\t\t} else {\n\t\t\t\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\t\t\t}\n\t\t\t\tthis.saveStoryList(storyList);\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\n// Create a new draft tiddler\n// event.param can either be the title of a template tiddler, or a hashmap of fields.\n//\n// The title of the newly created tiddler follows these rules:\n// * If a hashmap was used and a title field was specified, use that title\n// * If a hashmap was used without a title field, use a default title, if necessary making it unique with a numeric suffix\n// * If a template tiddler was used, use the title of the template, if necessary making it unique with a numeric suffix\n//\n// If a draft of the target tiddler already exists then it is reused\nNavigatorWidget.prototype.handleNewTiddlerEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-new-tiddler\", event);\n\t// Get the story details\n\tvar storyList = this.getStoryList(),\n\t\ttemplateTiddler, additionalFields, title, draftTitle, existingTiddler;\n\t// Get the template tiddler (if any)\n\tif(typeof event.param === \"string\") {\n\t\t// Get the template tiddler\n\t\ttemplateTiddler = this.wiki.getTiddler(event.param);\n\t\t// Generate a new title\n\t\ttitle = this.wiki.generateNewTitle(event.param || $tw.language.getString(\"DefaultNewTiddlerTitle\"));\n\t}\n\t// Get the specified additional fields\n\tif(typeof event.paramObject === \"object\") {\n\t\tadditionalFields = event.paramObject;\n\t}\n\tif(typeof event.param === \"object\") { // Backwards compatibility with 5.1.3\n\t\tadditionalFields = event.param;\n\t}\n\tif(additionalFields && additionalFields.title) {\n\t\ttitle = additionalFields.title;\n\t}\n\t// Make a copy of the additional fields excluding any blank ones\n\tvar filteredAdditionalFields = $tw.utils.extend({},additionalFields);\n\tObject.keys(filteredAdditionalFields).forEach(function(fieldName) {\n\t\tif(filteredAdditionalFields[fieldName] === \"\") {\n\t\t\tdelete filteredAdditionalFields[fieldName];\n\t\t}\n\t});\n\t// Generate a title if we don't have one\n\ttitle = title || this.wiki.generateNewTitle($tw.language.getString(\"DefaultNewTiddlerTitle\"));\n\t// Find any existing draft for this tiddler\n\tdraftTitle = this.wiki.findDraft(title);\n\t// Pull in any existing tiddler\n\tif(draftTitle) {\n\t\texistingTiddler = this.wiki.getTiddler(draftTitle);\n\t} else {\n\t\tdraftTitle = this.generateDraftTitle(title);\n\t\texistingTiddler = this.wiki.getTiddler(title);\n\t}\n\t// Merge the tags\n\tvar mergedTags = [];\n\tif(existingTiddler && existingTiddler.fields.tags) {\n\t\t$tw.utils.pushTop(mergedTags,existingTiddler.fields.tags);\n\t}\n\tif(additionalFields && additionalFields.tags) {\n\t\t// Merge tags\n\t\tmergedTags = $tw.utils.pushTop(mergedTags,$tw.utils.parseStringArray(additionalFields.tags));\n\t}\n\tif(templateTiddler && templateTiddler.fields.tags) {\n\t\t// Merge tags\n\t\tmergedTags = $tw.utils.pushTop(mergedTags,templateTiddler.fields.tags);\n\t}\n\t// Save the draft tiddler\n\tvar draftTiddler = new $tw.Tiddler({\n\t\t\ttext: \"\",\n\t\t\t\"draft.title\": title\n\t\t},\n\t\ttemplateTiddler,\n\t\tadditionalFields,\n\t\tthis.wiki.getCreationFields(),\n\t\texistingTiddler,\n\t\tfilteredAdditionalFields,\n\t\t{\n\t\t\ttitle: draftTitle,\n\t\t\t\"draft.of\": title,\n\t\t\ttags: mergedTags\n\t\t},this.wiki.getModificationFields());\n\tthis.wiki.addTiddler(draftTiddler);\n\t// Update the story to insert the new draft at the top and remove any existing tiddler\n\tif(storyList.indexOf(draftTitle) === -1) {\n\t\tvar slot = storyList.indexOf(event.navigateFromTitle);\n\t\tif(slot === -1) {\n\t\t\tslot = this.getAttribute(\"openLinkFromOutsideRiver\",\"top\") === \"bottom\" ? storyList.length - 1 : slot;\n\t\t}\n\t\tstoryList.splice(slot + 1,0,draftTitle);\n\t}\n\tif(storyList.indexOf(title) !== -1) {\n\t\tstoryList.splice(storyList.indexOf(title),1);\n\t}\n\tthis.saveStoryList(storyList);\n\t// Add a new record to the top of the history stack\n\tthis.addToHistory(draftTitle);\n\treturn false;\n};\n\n// Import JSON tiddlers into a pending import tiddler\nNavigatorWidget.prototype.handleImportTiddlersEvent = function(event) {\n\t// Get the tiddlers\n\tvar tiddlers = [];\n\ttry {\n\t\ttiddlers = JSON.parse(event.param);\n\t} catch(e) {\n\t}\n\t// Get the current $:/Import tiddler\n\tvar importTiddler = this.wiki.getTiddler(IMPORT_TITLE),\n\t\timportData = this.wiki.getTiddlerData(IMPORT_TITLE,{}),\n\t\tnewFields = new Object({\n\t\t\ttitle: IMPORT_TITLE,\n\t\t\ttype: \"application/json\",\n\t\t\t\"plugin-type\": \"import\",\n\t\t\t\"status\": \"pending\"\n\t\t}),\n\t\tincomingTiddlers = [];\n\t// Process each tiddler\n\timportData.tiddlers = importData.tiddlers || {};\n\t$tw.utils.each(tiddlers,function(tiddlerFields) {\n\t\ttiddlerFields.title = $tw.utils.trim(tiddlerFields.title);\n\t\tvar title = tiddlerFields.title;\n\t\tif(title) {\n\t\t\tincomingTiddlers.push(title);\n\t\t\timportData.tiddlers[title] = tiddlerFields;\n\t\t}\n\t});\n\t// Give the active upgrader modules a chance to process the incoming tiddlers\n\tvar messages = this.wiki.invokeUpgraders(incomingTiddlers,importData.tiddlers);\n\t$tw.utils.each(messages,function(message,title) {\n\t\tnewFields[\"message-\" + title] = message;\n\t});\n\t// Deselect any suppressed tiddlers\n\t$tw.utils.each(importData.tiddlers,function(tiddler,title) {\n\t\tif($tw.utils.count(tiddler) === 0) {\n\t\t\tnewFields[\"selection-\" + title] = \"unchecked\";\n\t\t}\n\t});\n\t// Save the $:/Import tiddler\n\tnewFields.text = JSON.stringify(importData,null,$tw.config.preferences.jsonSpaces);\n\tthis.wiki.addTiddler(new $tw.Tiddler(importTiddler,newFields));\n\t// Update the story and history details\n\tif(this.getVariable(\"tv-auto-open-on-import\") !== \"no\") {\n\t\tvar storyList = this.getStoryList(),\n\t\t\thistory = [];\n\t\t// Add it to the story\n\t\tif(storyList.indexOf(IMPORT_TITLE) === -1) {\n\t\t\tstoryList.unshift(IMPORT_TITLE);\n\t\t}\n\t\t// And to history\n\t\thistory.push(IMPORT_TITLE);\n\t\t// Save the updated story and history\n\t\tthis.saveStoryList(storyList);\n\t\tthis.addToHistory(history);\n\t}\n\treturn false;\n};\n\n//\nNavigatorWidget.prototype.handlePerformImportEvent = function(event) {\n\tvar self = this,\n\t\timportTiddler = this.wiki.getTiddler(event.param),\n\t\timportData = this.wiki.getTiddlerDataCached(event.param,{tiddlers: {}}),\n\t\timportReport = [];\n\t// Add the tiddlers to the store\n\timportReport.push($tw.language.getString(\"Import/Imported/Hint\") + \"\\n\");\n\t$tw.utils.each(importData.tiddlers,function(tiddlerFields) {\n\t\tvar title = tiddlerFields.title;\n\t\tif(title && importTiddler && importTiddler.fields[\"selection-\" + title] !== \"unchecked\") {\n\t\t\tvar tiddler = new $tw.Tiddler(tiddlerFields);\n\t\t\ttiddler = $tw.hooks.invokeHook(\"th-importing-tiddler\",tiddler);\n\t\t\tself.wiki.addTiddler(tiddler);\n\t\t\timportReport.push(\"# [[\" + tiddlerFields.title + \"]]\");\n\t\t}\n\t});\n\t// Replace the $:/Import tiddler with an import report\n\tthis.wiki.addTiddler(new $tw.Tiddler({\n\t\ttitle: event.param,\n\t\ttext: importReport.join(\"\\n\"),\n\t\t\"status\": \"complete\"\n\t}));\n\t// Navigate to the $:/Import tiddler\n\tthis.addToHistory([event.param]);\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n};\n\nNavigatorWidget.prototype.handleFoldTiddlerEvent = function(event) {\n\tvar paramObject = event.paramObject || {};\n\tif(paramObject.foldedState) {\n\t\tvar foldedState = this.wiki.getTiddlerText(paramObject.foldedState,\"show\") === \"show\" ? \"hide\" : \"show\";\n\t\tthis.wiki.setText(paramObject.foldedState,\"text\",null,foldedState);\n\t}\n};\n\nNavigatorWidget.prototype.handleFoldOtherTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix;\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,event.param === title ? \"show\" : \"hide\");\n\t});\n};\n\nNavigatorWidget.prototype.handleFoldAllTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix;\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,\"hide\");\n\t});\n};\n\nNavigatorWidget.prototype.handleUnfoldAllTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix;\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,\"show\");\n\t});\n};\n\nNavigatorWidget.prototype.handleRenameTiddlerEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-renaming-tiddler\", event);\n\tvar paramObject = event.paramObject || {},\n\t\tfrom = paramObject.from || event.tiddlerTitle,\n\t\tto = paramObject.to;\n\t$tw.wiki.renameTiddler(from,to);\n};\n\nexports.navigator = NavigatorWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/password.js": {
"title": "$:/core/modules/widgets/password.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/password.js\ntype: application/javascript\nmodule-type: widget\n\nPassword widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar PasswordWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nPasswordWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nPasswordWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Get the current password\n\tvar password = $tw.browser ? $tw.utils.getPassword(this.passwordName) || \"\" : \"\";\n\t// Create our element\n\tvar domNode = this.document.createElement(\"input\");\n\tdomNode.setAttribute(\"type\",\"password\");\n\tdomNode.setAttribute(\"value\",password);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nPasswordWidget.prototype.handleChangeEvent = function(event) {\n\tvar password = this.domNodes[0].value;\n\treturn $tw.utils.savePassword(this.passwordName,password);\n};\n\n/*\nCompute the internal state of the widget\n*/\nPasswordWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.passwordName = this.getAttribute(\"name\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nPasswordWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.password = PasswordWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/qualify.js": {
"title": "$:/core/modules/widgets/qualify.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/qualify.js\ntype: application/javascript\nmodule-type: widget\n\nQualify text to a variable \n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar QualifyWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nQualifyWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nQualifyWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nQualifyWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.qualifyName = this.getAttribute(\"name\");\n\tthis.qualifyTitle = this.getAttribute(\"title\");\n\t// Set context variable\n\tif(this.qualifyName) {\n\t\tthis.setVariable(this.qualifyName,this.qualifyTitle + \"-\" + this.getStateQualifier());\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nQualifyWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name || changedAttributes.title) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.qualify = QualifyWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/radio.js": {
"title": "$:/core/modules/widgets/radio.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/radio.js\ntype: application/javascript\nmodule-type: widget\n\nSet a field or index at a given tiddler via radio buttons\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RadioWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRadioWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRadioWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\tvar isChecked = this.getValue() === this.radioValue;\n\t// Create our elements\n\tthis.labelDomNode = this.document.createElement(\"label\");\n\tthis.labelDomNode.setAttribute(\"class\",\n \t\t\"tc-radio \" + this.radioClass + (isChecked ? \" tc-radio-selected\" : \"\")\n \t);\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"radio\");\n\tif(isChecked) {\n\t\tthis.inputDomNode.setAttribute(\"checked\",\"true\");\n\t}\n\tthis.labelDomNode.appendChild(this.inputDomNode);\n\tthis.spanDomNode = this.document.createElement(\"span\");\n\tthis.labelDomNode.appendChild(this.spanDomNode);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.labelDomNode,nextSibling);\n\tthis.renderChildren(this.spanDomNode,null);\n\tthis.domNodes.push(this.labelDomNode);\n};\n\nRadioWidget.prototype.getValue = function() {\n\tvar value,\n\t\ttiddler = this.wiki.getTiddler(this.radioTitle);\n\tif (this.radioIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.radioTitle,this.radioIndex);\n\t} else {\n\t\tvalue = tiddler && tiddler.getFieldString(this.radioField);\n\t}\n\treturn value;\n};\n\nRadioWidget.prototype.setValue = function() {\n\tif(this.radioIndex) {\n\t\tthis.wiki.setText(this.radioTitle,\"\",this.radioIndex,this.radioValue);\n\t} else {\n\t\tvar tiddler = this.wiki.getTiddler(this.radioTitle),\n\t\t\taddition = {};\n\t\taddition[this.radioField] = this.radioValue;\n\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),{title: this.radioTitle},tiddler,addition,this.wiki.getModificationFields()));\n\t}\n};\n\nRadioWidget.prototype.handleChangeEvent = function(event) {\n\tif(this.inputDomNode.checked) {\n\t\tthis.setValue();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRadioWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.radioTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.radioField = this.getAttribute(\"field\",\"text\");\n\tthis.radioIndex = this.getAttribute(\"index\");\n\tthis.radioValue = this.getAttribute(\"value\");\n\tthis.radioClass = this.getAttribute(\"class\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRadioWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.value || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.radioTitle]) {\n\t\t\tthis.inputDomNode.checked = this.getValue() === this.radioValue;\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.radio = RadioWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/range.js": {
"title": "$:/core/modules/widgets/range.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/range.js\ntype: application/javascript\nmodule-type: widget\n\nRange widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RangeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRangeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRangeWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create our elements\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"range\");\n\tthis.inputDomNode.setAttribute(\"class\",this.elementClass);\n\tif(this.minValue){\n\t\tthis.inputDomNode.setAttribute(\"min\", this.minValue);\n\t}\n\tif(this.maxValue){\n\t\tthis.inputDomNode.setAttribute(\"max\", this.maxValue);\n\t}\n\tif(this.increment){\n\t\tthis.inputDomNode.setAttribute(\"step\", this.increment);\n\t}\n\tthis.inputDomNode.value = this.getValue();\n\n\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"input\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.inputDomNode,nextSibling);\n\tthis.domNodes.push(this.inputDomNode);\n};\n\nRangeWidget.prototype.getValue = function() {\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle),\n\t\tvalue = this.defaultValue;\n\tif(tiddler) {\n\t\tif($tw.utils.hop(tiddler.fields,this.tiddlerField)) {\n\t\t\tvalue = tiddler.fields[this.tiddlerField] || \"\";\n\t\t} else {\n\t\t\tvalue = this.defaultValue || \"\";\n\t\t}\n\t}\n\treturn value;\n};\n\nRangeWidget.prototype.handleChangeEvent = function(event) {\n\tthis.wiki.setText(this.tiddlerTitle ,this.tiddlerField, null,this.inputDomNode.value);\n};\n\n/*\nCompute the internal state of the widget\n*/\nRangeWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.tiddlerField = this.getAttribute(\"field\");\n\tthis.minValue = this.getAttribute(\"min\");\n\tthis.maxValue = this.getAttribute(\"max\");\n\tthis.increment = this.getAttribute(\"increment\");\n\tthis.defaultValue = this.getAttribute(\"default\");\n\tthis.elementClass = this.getAttribute(\"class\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRangeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes['min'] || changedAttributes['max'] || changedAttributes['increment'] || changedAttributes[\"default\"] || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.tiddlerTitle]) {\n\t\t\tthis.inputDomNode.checked = this.getValue();\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.range = RangeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/raw.js": {
"title": "$:/core/modules/widgets/raw.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/raw.js\ntype: application/javascript\nmodule-type: widget\n\nRaw widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RawWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRawWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRawWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tvar div = this.document.createElement(\"div\");\n\tdiv.innerHTML=this.parseTreeNode.html;\n\tparent.insertBefore(div,nextSibling);\n\tthis.domNodes.push(div);\t\n};\n\n/*\nCompute the internal state of the widget\n*/\nRawWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRawWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.raw = RawWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/reveal.js": {
"title": "$:/core/modules/widgets/reveal.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/reveal.js\ntype: application/javascript\nmodule-type: widget\n\nReveal widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RevealWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRevealWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRevealWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.revealTag && $tw.config.htmlUnsafeElements.indexOf(this.revealTag) === -1) {\n\t\ttag = this.revealTag;\n\t}\n\tvar domNode = this.document.createElement(tag);\n\tvar classes = this[\"class\"].split(\" \") || [];\n\tclasses.push(\"tc-reveal\");\n\tdomNode.className = classes.join(\" \");\n\tif(this.style) {\n\t\tdomNode.setAttribute(\"style\",this.style);\n\t}\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tif(!domNode.isTiddlyWikiFakeDom && this.type === \"popup\" && this.isOpen) {\n\t\tthis.positionPopup(domNode);\n\t\t$tw.utils.addClass(domNode,\"tc-popup\"); // Make sure that clicks don't dismiss popups within the revealed content\n\t}\n\tif(!this.isOpen) {\n\t\tdomNode.setAttribute(\"hidden\",\"true\");\n\t}\n\tthis.domNodes.push(domNode);\n};\n\nRevealWidget.prototype.positionPopup = function(domNode) {\n\tdomNode.style.position = \"absolute\";\n\tdomNode.style.zIndex = \"1000\";\n\tswitch(this.position) {\n\t\tcase \"left\":\n\t\t\tdomNode.style.left = Math.max(0, this.popup.left - domNode.offsetWidth) + \"px\";\n\t\t\tdomNode.style.top = this.popup.top + \"px\";\n\t\t\tbreak;\n\t\tcase \"above\":\n\t\t\tdomNode.style.left = this.popup.left + \"px\";\n\t\t\tdomNode.style.top = Math.max(0, this.popup.top - domNode.offsetHeight) + \"px\";\n\t\t\tbreak;\n\t\tcase \"aboveright\":\n\t\t\tdomNode.style.left = (this.popup.left + this.popup.width) + \"px\";\n\t\t\tdomNode.style.top = Math.max(0, this.popup.top + this.popup.height - domNode.offsetHeight) + \"px\";\n\t\t\tbreak;\n\t\tcase \"right\":\n\t\t\tdomNode.style.left = (this.popup.left + this.popup.width) + \"px\";\n\t\t\tdomNode.style.top = this.popup.top + \"px\";\n\t\t\tbreak;\n\t\tcase \"belowleft\":\n\t\t\tdomNode.style.left = Math.max(0, this.popup.left + this.popup.width - domNode.offsetWidth) + \"px\";\n\t\t\tdomNode.style.top = (this.popup.top + this.popup.height) + \"px\";\n\t\t\tbreak;\n\t\tdefault: // Below\n\t\t\tdomNode.style.left = this.popup.left + \"px\";\n\t\t\tdomNode.style.top = (this.popup.top + this.popup.height) + \"px\";\n\t\t\tbreak;\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRevealWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.state = this.getAttribute(\"state\");\n\tthis.revealTag = this.getAttribute(\"tag\");\n\tthis.type = this.getAttribute(\"type\");\n\tthis.text = this.getAttribute(\"text\");\n\tthis.position = this.getAttribute(\"position\");\n\tthis[\"class\"] = this.getAttribute(\"class\",\"\");\n\tthis.style = this.getAttribute(\"style\",\"\");\n\tthis[\"default\"] = this.getAttribute(\"default\",\"\");\n\tthis.animate = this.getAttribute(\"animate\",\"no\");\n\tthis.retain = this.getAttribute(\"retain\",\"no\");\n\tthis.openAnimation = this.animate === \"no\" ? undefined : \"open\";\n\tthis.closeAnimation = this.animate === \"no\" ? undefined : \"close\";\n\t// Compute the title of the state tiddler and read it\n\tthis.stateTiddlerTitle = this.state;\n\tthis.stateTitle = this.getAttribute(\"stateTitle\");\n\tthis.stateField = this.getAttribute(\"stateField\");\n\tthis.stateIndex = this.getAttribute(\"stateIndex\");\n\tthis.readState();\n\t// Construct the child widgets\n\tvar childNodes = this.isOpen ? this.parseTreeNode.children : [];\n\tthis.hasChildNodes = this.isOpen;\n\tthis.makeChildWidgets(childNodes);\n};\n\n/*\nRead the state tiddler\n*/\nRevealWidget.prototype.readState = function() {\n\t// Read the information from the state tiddler\n\tvar state = this.stateTitle ? (this.stateField ? this.wiki.getTiddler(this.stateTitle).getFieldString(this.stateField) :\n\t\t(this.stateIndex ? this.wiki.extractTiddlerDataItem(this.stateTitle,this.stateIndex) :\n\t\t\tthis.wiki.getTiddlerText(this.stateTitle))) || this[\"default\"] || this.getVariable(\"currentTiddler\") :\n\t\t(this.stateTiddlerTitle ? this.wiki.getTextReference(this.state,this[\"default\"],this.getVariable(\"currentTiddler\")) : this[\"default\"]);\n\tif(state === null) {\n\t\tstate = this[\"default\"];\n\t}\n\tswitch(this.type) {\n\t\tcase \"popup\":\n\t\t\tthis.readPopupState(state);\n\t\t\tbreak;\n\t\tcase \"match\":\n\t\t\tthis.isOpen = !!(this.compareStateText(state) == 0);\n\t\t\tbreak;\n\t\tcase \"nomatch\":\n\t\t\tthis.isOpen = !(this.compareStateText(state) == 0);\n\t\t\tbreak;\n\t\tcase \"lt\":\n\t\t\tthis.isOpen = !!(this.compareStateText(state) < 0);\n\t\t\tbreak;\n\t\tcase \"gt\":\n\t\t\tthis.isOpen = !!(this.compareStateText(state) > 0);\n\t\t\tbreak;\n\t\tcase \"lteq\":\n\t\t\tthis.isOpen = !(this.compareStateText(state) > 0);\n\t\t\tbreak;\n\t\tcase \"gteq\":\n\t\t\tthis.isOpen = !(this.compareStateText(state) < 0);\n\t\t\tbreak;\n\t}\n};\n\nRevealWidget.prototype.compareStateText = function(state) {\n\treturn state.localeCompare(this.text,undefined,{numeric: true,sensitivity: \"case\"});\n};\n\nRevealWidget.prototype.readPopupState = function(state) {\n\tvar popupLocationRegExp = /^\\((-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+)\\)$/,\n\t\tmatch = popupLocationRegExp.exec(state);\n\t// Check if the state matches the location regexp\n\tif(match) {\n\t\t// If so, we're open\n\t\tthis.isOpen = true;\n\t\t// Get the location\n\t\tthis.popup = {\n\t\t\tleft: parseFloat(match[1]),\n\t\t\ttop: parseFloat(match[2]),\n\t\t\twidth: parseFloat(match[3]),\n\t\t\theight: parseFloat(match[4])\n\t\t};\n\t} else {\n\t\t// If not, we're closed\n\t\tthis.isOpen = false;\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRevealWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.state || changedAttributes.type || changedAttributes.text || changedAttributes.position || changedAttributes[\"default\"] || changedAttributes.animate || changedAttributes.stateTitle || changedAttributes.stateField || changedAttributes.stateIndex) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar currentlyOpen = this.isOpen;\n\t\tthis.readState();\n\t\tif(this.isOpen !== currentlyOpen || (this.stateTiddlerTitle && changedTiddlers[this.stateTiddlerTitle])) {\n\t\t\tif(this.retain === \"yes\") {\n\t\t\t\tthis.updateState();\n\t\t\t} else {\n\t\t\t\tthis.refreshSelf();\n\t\t\t\treturn true;\n\t\t\t}\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\n/*\nCalled by refresh() to dynamically show or hide the content\n*/\nRevealWidget.prototype.updateState = function() {\n\tvar self = this;\n\t// Read the current state\n\tthis.readState();\n\t// Construct the child nodes if needed\n\tvar domNode = this.domNodes[0];\n\tif(this.isOpen && !this.hasChildNodes) {\n\t\tthis.hasChildNodes = true;\n\t\tthis.makeChildWidgets(this.parseTreeNode.children);\n\t\tthis.renderChildren(domNode,null);\n\t}\n\t// Animate our DOM node\n\tif(!domNode.isTiddlyWikiFakeDom && this.type === \"popup\" && this.isOpen) {\n\t\tthis.positionPopup(domNode);\n\t\t$tw.utils.addClass(domNode,\"tc-popup\"); // Make sure that clicks don't dismiss popups within the revealed content\n\n\t}\n\tif(this.isOpen) {\n\t\tdomNode.removeAttribute(\"hidden\");\n $tw.anim.perform(this.openAnimation,domNode);\n\t} else {\n\t\t$tw.anim.perform(this.closeAnimation,domNode,{callback: function() {\n\t\t\t//make sure that the state hasn't changed during the close animation\n\t\t\tself.readState()\n\t\t\tif(!self.isOpen) {\n\t\t\t\tdomNode.setAttribute(\"hidden\",\"true\");\n\t\t\t}\n\t\t}});\n\t}\n};\n\nexports.reveal = RevealWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/scrollable.js": {
"title": "$:/core/modules/widgets/scrollable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/scrollable.js\ntype: application/javascript\nmodule-type: widget\n\nScrollable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ScrollableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.scaleFactor = 1;\n\tthis.addEventListeners([\n\t\t{type: \"tm-scroll\", handler: \"handleScrollEvent\"}\n\t]);\n\tif($tw.browser) {\n\t\tthis.requestAnimationFrame = window.requestAnimationFrame ||\n\t\t\twindow.webkitRequestAnimationFrame ||\n\t\t\twindow.mozRequestAnimationFrame ||\n\t\t\tfunction(callback) {\n\t\t\t\treturn window.setTimeout(callback, 1000/60);\n\t\t\t};\n\t\tthis.cancelAnimationFrame = window.cancelAnimationFrame ||\n\t\t\twindow.webkitCancelAnimationFrame ||\n\t\t\twindow.webkitCancelRequestAnimationFrame ||\n\t\t\twindow.mozCancelAnimationFrame ||\n\t\t\twindow.mozCancelRequestAnimationFrame ||\n\t\t\tfunction(id) {\n\t\t\t\twindow.clearTimeout(id);\n\t\t\t};\n\t}\n};\n\n/*\nInherit from the base widget class\n*/\nScrollableWidget.prototype = new Widget();\n\nScrollableWidget.prototype.cancelScroll = function() {\n\tif(this.idRequestFrame) {\n\t\tthis.cancelAnimationFrame.call(window,this.idRequestFrame);\n\t\tthis.idRequestFrame = null;\n\t}\n};\n\n/*\nHandle a scroll event\n*/\nScrollableWidget.prototype.handleScrollEvent = function(event) {\n\t// Pass the scroll event through if our offsetsize is larger than our scrollsize\n\tif(this.outerDomNode.scrollWidth <= this.outerDomNode.offsetWidth && this.outerDomNode.scrollHeight <= this.outerDomNode.offsetHeight && this.fallthrough === \"yes\") {\n\t\treturn true;\n\t}\n\tthis.scrollIntoView(event.target);\n\treturn false; // Handled event\n};\n\n/*\nScroll an element into view\n*/\nScrollableWidget.prototype.scrollIntoView = function(element) {\n\tvar duration = $tw.utils.getAnimationDuration();\n\tthis.cancelScroll();\n\tthis.startTime = Date.now();\n\tvar scrollPosition = {\n\t\tx: this.outerDomNode.scrollLeft,\n\t\ty: this.outerDomNode.scrollTop\n\t};\n\t// Get the client bounds of the element and adjust by the scroll position\n\tvar scrollableBounds = this.outerDomNode.getBoundingClientRect(),\n\t\tclientTargetBounds = element.getBoundingClientRect(),\n\t\tbounds = {\n\t\t\tleft: clientTargetBounds.left + scrollPosition.x - scrollableBounds.left,\n\t\t\ttop: clientTargetBounds.top + scrollPosition.y - scrollableBounds.top,\n\t\t\twidth: clientTargetBounds.width,\n\t\t\theight: clientTargetBounds.height\n\t\t};\n\t// We'll consider the horizontal and vertical scroll directions separately via this function\n\tvar getEndPos = function(targetPos,targetSize,currentPos,currentSize) {\n\t\t\t// If the target is already visible then stay where we are\n\t\t\tif(targetPos >= currentPos && (targetPos + targetSize) <= (currentPos + currentSize)) {\n\t\t\t\treturn currentPos;\n\t\t\t// If the target is above/left of the current view, then scroll to its top/left\n\t\t\t} else if(targetPos <= currentPos) {\n\t\t\t\treturn targetPos;\n\t\t\t// If the target is smaller than the window and the scroll position is too far up, then scroll till the target is at the bottom of the window\n\t\t\t} else if(targetSize < currentSize && currentPos < (targetPos + targetSize - currentSize)) {\n\t\t\t\treturn targetPos + targetSize - currentSize;\n\t\t\t// If the target is big, then just scroll to the top\n\t\t\t} else if(currentPos < targetPos) {\n\t\t\t\treturn targetPos;\n\t\t\t// Otherwise, stay where we are\n\t\t\t} else {\n\t\t\t\treturn currentPos;\n\t\t\t}\n\t\t},\n\t\tendX = getEndPos(bounds.left,bounds.width,scrollPosition.x,this.outerDomNode.offsetWidth),\n\t\tendY = getEndPos(bounds.top,bounds.height,scrollPosition.y,this.outerDomNode.offsetHeight);\n\t// Only scroll if necessary\n\tif(endX !== scrollPosition.x || endY !== scrollPosition.y) {\n\t\tvar self = this,\n\t\t\tdrawFrame;\n\t\tdrawFrame = function () {\n\t\t\tvar t;\n\t\t\tif(duration <= 0) {\n\t\t\t\tt = 1;\n\t\t\t} else {\n\t\t\t\tt = ((Date.now()) - self.startTime) / duration;\t\n\t\t\t}\n\t\t\tif(t >= 1) {\n\t\t\t\tself.cancelScroll();\n\t\t\t\tt = 1;\n\t\t\t}\n\t\t\tt = $tw.utils.slowInSlowOut(t);\n\t\t\tself.outerDomNode.scrollLeft = scrollPosition.x + (endX - scrollPosition.x) * t;\n\t\t\tself.outerDomNode.scrollTop = scrollPosition.y + (endY - scrollPosition.y) * t;\n\t\t\tif(t < 1) {\n\t\t\t\tself.idRequestFrame = self.requestAnimationFrame.call(window,drawFrame);\n\t\t\t}\n\t\t};\n\t\tdrawFrame();\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nScrollableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create elements\n\tthis.outerDomNode = this.document.createElement(\"div\");\n\t$tw.utils.setStyle(this.outerDomNode,[\n\t\t{overflowY: \"auto\"},\n\t\t{overflowX: \"auto\"},\n\t\t{webkitOverflowScrolling: \"touch\"}\n\t]);\n\tthis.innerDomNode = this.document.createElement(\"div\");\n\tthis.outerDomNode.appendChild(this.innerDomNode);\n\t// Assign classes\n\tthis.outerDomNode.className = this[\"class\"] || \"\";\n\t// Insert element\n\tparent.insertBefore(this.outerDomNode,nextSibling);\n\tthis.renderChildren(this.innerDomNode,null);\n\tthis.domNodes.push(this.outerDomNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nScrollableWidget.prototype.execute = function() {\n\t// Get attributes\n\tthis.fallthrough = this.getAttribute(\"fallthrough\",\"yes\");\n\tthis[\"class\"] = this.getAttribute(\"class\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nScrollableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.scrollable = ScrollableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/select.js": {
"title": "$:/core/modules/widgets/select.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/select.js\ntype: application/javascript\nmodule-type: widget\n\nSelect widget:\n\n```\n<$select tiddler=\"MyTiddler\" field=\"text\">\n<$list filter=\"[tag[chapter]]\">\n<option value=<<currentTiddler>>>\n<$view field=\"description\"/>\n</option>\n</$list>\n</$select>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SelectWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSelectWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSelectWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n\tthis.setSelectValue();\n\t$tw.utils.addEventListeners(this.getSelectDomNode(),[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n};\n\n/*\nHandle a change event\n*/\nSelectWidget.prototype.handleChangeEvent = function(event) {\n\t// Get the new value and assign it to the tiddler\n\tif(this.selectMultiple == false) {\n\t\tvar value = this.getSelectDomNode().value;\n\t} else {\n\t\tvar value = this.getSelectValues()\n\t\t\t\tvalue = $tw.utils.stringifyList(value);\n\t}\n\tthis.wiki.setText(this.selectTitle,this.selectField,this.selectIndex,value);\n\t// Trigger actions\n\tif(this.selectActions) {\n\t\tthis.invokeActionString(this.selectActions,this,event);\n\t}\n};\n\n/*\nIf necessary, set the value of the select element to the current value\n*/\nSelectWidget.prototype.setSelectValue = function() {\n\tvar value = this.selectDefault;\n\t// Get the value\n\tif(this.selectIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.selectTitle,this.selectIndex,value);\n\t} else {\n\t\tvar tiddler = this.wiki.getTiddler(this.selectTitle);\n\t\tif(tiddler) {\n\t\t\tif(this.selectField === \"text\") {\n\t\t\t\t// Calling getTiddlerText() triggers lazy loading of skinny tiddlers\n\t\t\t\tvalue = this.wiki.getTiddlerText(this.selectTitle);\n\t\t\t} else {\n\t\t\t\tif($tw.utils.hop(tiddler.fields,this.selectField)) {\n\t\t\t\t\tvalue = tiddler.getFieldString(this.selectField);\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tif(this.selectField === \"title\") {\n\t\t\t\tvalue = this.selectTitle;\n\t\t\t}\n\t\t}\n\t}\n\t// Assign it to the select element if it's different than the current value\n\tif (this.selectMultiple) {\n\t\tvalue = value === undefined ? \"\" : value;\n\t\tvar select = this.getSelectDomNode();\n\t\tvar values = Array.isArray(value) ? value : $tw.utils.parseStringArray(value);\n\t\tfor(var i=0; i < select.children.length; i++){\n\t\t\tif(values.indexOf(select.children[i].value) != -1) {\n\t\t\t\tselect.children[i].selected = true;\n\t\t\t}\n\t\t}\n\t\t\n\t} else {\n\t\tvar domNode = this.getSelectDomNode();\n\t\tif(domNode.value !== value) {\n\t\t\tdomNode.value = value;\n\t\t}\n\t}\n};\n\n/*\nGet the DOM node of the select element\n*/\nSelectWidget.prototype.getSelectDomNode = function() {\n\treturn this.children[0].domNodes[0];\n};\n\n// Return an array of the selected opion values\n// select is an HTML select element\nSelectWidget.prototype.getSelectValues = function() {\n\tvar select, result, options, opt;\n\tselect = this.getSelectDomNode();\n\tresult = [];\n\toptions = select && select.options;\n\tfor (var i=0; i<options.length; i++) {\n\t\topt = options[i];\n\t\tif (opt.selected) {\n\t\t\tresult.push(opt.value || opt.text);\n\t\t}\n\t}\n\treturn result;\n}\n\n/*\nCompute the internal state of the widget\n*/\nSelectWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.selectActions = this.getAttribute(\"actions\");\n\tthis.selectTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.selectField = this.getAttribute(\"field\",\"text\");\n\tthis.selectIndex = this.getAttribute(\"index\");\n\tthis.selectClass = this.getAttribute(\"class\");\n\tthis.selectDefault = this.getAttribute(\"default\");\n\tthis.selectMultiple = this.getAttribute(\"multiple\", false);\n\tthis.selectSize = this.getAttribute(\"size\");\n\t// Make the child widgets\n\tvar selectNode = {\n\t\ttype: \"element\",\n\t\ttag: \"select\",\n\t\tchildren: this.parseTreeNode.children\n\t};\n\tif(this.selectClass) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"class\",this.selectClass);\n\t}\n\tif(this.selectMultiple) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"multiple\",\"multiple\");\n\t}\n\tif(this.selectSize) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"size\",this.selectSize);\n\t}\n\tthis.makeChildWidgets([selectNode]);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nSelectWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// If we're using a different tiddler/field/index then completely refresh ourselves\n\tif(changedAttributes.selectTitle || changedAttributes.selectField || changedAttributes.selectIndex) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t// If the target tiddler value has changed, just update setting and refresh the children\n\t} else {\n\t\tvar childrenRefreshed = this.refreshChildren(changedTiddlers);\n\t\tif(changedTiddlers[this.selectTitle] || childrenRefreshed) {\n\t\t\tthis.setSelectValue();\n\t\t} \n\t\treturn childrenRefreshed;\n\t}\n};\n\nexports.select = SelectWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/set.js": {
"title": "$:/core/modules/widgets/set.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/set.js\ntype: application/javascript\nmodule-type: widget\n\nSet variable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SetWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSetWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSetWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nSetWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.setName = this.getAttribute(\"name\",\"currentTiddler\");\n\tthis.setFilter = this.getAttribute(\"filter\");\n\tthis.setSelect = this.getAttribute(\"select\");\n\tthis.setTiddler = this.getAttribute(\"tiddler\");\n\tthis.setSubTiddler = this.getAttribute(\"subtiddler\");\n\tthis.setField = this.getAttribute(\"field\");\n\tthis.setIndex = this.getAttribute(\"index\");\n\tthis.setValue = this.getAttribute(\"value\");\n\tthis.setEmptyValue = this.getAttribute(\"emptyValue\");\n\t// Set context variable\n\tthis.setVariable(this.setName,this.getValue(),this.parseTreeNode.params,!!this.parseTreeNode.isMacroDefinition);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nGet the value to be assigned\n*/\nSetWidget.prototype.getValue = function() {\n\tvar value = this.setValue;\n\tif(this.setTiddler) {\n\t\tvar tiddler;\n\t\tif(this.setSubTiddler) {\n\t\t\ttiddler = this.wiki.getSubTiddler(this.setTiddler,this.setSubTiddler);\n\t\t} else {\n\t\t\ttiddler = this.wiki.getTiddler(this.setTiddler);\t\t\t\n\t\t}\n\t\tif(!tiddler) {\n\t\t\tvalue = this.setEmptyValue;\n\t\t} else if(this.setField) {\n\t\t\tvalue = tiddler.getFieldString(this.setField) || this.setEmptyValue;\n\t\t} else if(this.setIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(this.setTiddler,this.setIndex,this.setEmptyValue);\n\t\t} else {\n\t\t\tvalue = tiddler.fields.text || this.setEmptyValue ;\n\t\t}\n\t} else if(this.setFilter) {\n\t\tvar results = this.wiki.filterTiddlers(this.setFilter,this);\n\t\tif(this.setValue == null) {\n\t\t\tvar select;\n\t\t\tif(this.setSelect) {\n\t\t\t\tselect = parseInt(this.setSelect,10);\n\t\t\t}\n\t\t\tif(select !== undefined) {\n\t\t\t\tvalue = results[select] || \"\";\n\t\t\t} else {\n\t\t\t\tvalue = $tw.utils.stringifyList(results);\t\t\t\n\t\t\t}\n\t\t}\n\t\tif(results.length === 0 && this.setEmptyValue !== undefined) {\n\t\t\tvalue = this.setEmptyValue;\n\t\t}\n\t} else if(!value && this.setEmptyValue) {\n\t\tvalue = this.setEmptyValue;\n\t}\n\treturn value || \"\";\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nSetWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name || changedAttributes.filter || changedAttributes.select || changedAttributes.tiddler || (this.setTiddler && changedTiddlers[this.setTiddler]) || changedAttributes.field || changedAttributes.index || changedAttributes.value || changedAttributes.emptyValue ||\n\t (this.setFilter && this.getValue() != this.variables[this.setName].value)) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.setvariable = SetWidget;\nexports.set = SetWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/text.js": {
"title": "$:/core/modules/widgets/text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/text.js\ntype: application/javascript\nmodule-type: widget\n\nText node widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TextNodeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTextNodeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTextNodeWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar text = this.getAttribute(\"text\",this.parseTreeNode.text || \"\");\n\ttext = text.replace(/\\r/mg,\"\");\n\tvar textNode = this.document.createTextNode(text);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTextNodeWidget.prototype.execute = function() {\n\t// Nothing to do for a text node\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTextNodeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.text) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.text = TextNodeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/tiddler.js": {
"title": "$:/core/modules/widgets/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/tiddler.js\ntype: application/javascript\nmodule-type: widget\n\nTiddler widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTiddlerWidget.prototype.execute = function() {\n\tthis.tiddlerState = this.computeTiddlerState();\n\tthis.setVariable(\"currentTiddler\",this.tiddlerState.currentTiddler);\n\tthis.setVariable(\"missingTiddlerClass\",this.tiddlerState.missingTiddlerClass);\n\tthis.setVariable(\"shadowTiddlerClass\",this.tiddlerState.shadowTiddlerClass);\n\tthis.setVariable(\"systemTiddlerClass\",this.tiddlerState.systemTiddlerClass);\n\tthis.setVariable(\"tiddlerTagClasses\",this.tiddlerState.tiddlerTagClasses);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nCompute the tiddler state flags\n*/\nTiddlerWidget.prototype.computeTiddlerState = function() {\n\t// Get our parameters\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Compute the state\n\tvar state = {\n\t\tcurrentTiddler: this.tiddlerTitle || \"\",\n\t\tmissingTiddlerClass: (this.wiki.tiddlerExists(this.tiddlerTitle) || this.wiki.isShadowTiddler(this.tiddlerTitle)) ? \"tc-tiddler-exists\" : \"tc-tiddler-missing\",\n\t\tshadowTiddlerClass: this.wiki.isShadowTiddler(this.tiddlerTitle) ? \"tc-tiddler-shadow\" : \"\",\n\t\tsystemTiddlerClass: this.wiki.isSystemTiddler(this.tiddlerTitle) ? \"tc-tiddler-system\" : \"\",\n\t\ttiddlerTagClasses: this.getTagClasses()\n\t};\n\t// Compute a simple hash to make it easier to detect changes\n\tstate.hash = state.currentTiddler + state.missingTiddlerClass + state.shadowTiddlerClass + state.systemTiddlerClass + state.tiddlerTagClasses;\n\treturn state;\n};\n\n/*\nCreate a string of CSS classes derived from the tags of the current tiddler\n*/\nTiddlerWidget.prototype.getTagClasses = function() {\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle);\n\tif(tiddler) {\n\t\tvar tags = [];\n\t\t$tw.utils.each(tiddler.fields.tags,function(tag) {\n\t\t\ttags.push(\"tc-tagged-\" + encodeURIComponent(tag));\n\t\t});\n\t\treturn tags.join(\" \");\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\tnewTiddlerState = this.computeTiddlerState();\n\tif(changedAttributes.tiddler || newTiddlerState.hash !== this.tiddlerState.hash) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.tiddler = TiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/transclude.js": {
"title": "$:/core/modules/widgets/transclude.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/transclude.js\ntype: application/javascript\nmodule-type: widget\n\nTransclude widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TranscludeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTranscludeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTranscludeWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTranscludeWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.transcludeTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.transcludeSubTiddler = this.getAttribute(\"subtiddler\");\n\tthis.transcludeField = this.getAttribute(\"field\");\n\tthis.transcludeIndex = this.getAttribute(\"index\");\n\tthis.transcludeMode = this.getAttribute(\"mode\");\n\t// Parse the text reference\n\tvar parseAsInline = !this.parseTreeNode.isBlock;\n\tif(this.transcludeMode === \"inline\") {\n\t\tparseAsInline = true;\n\t} else if(this.transcludeMode === \"block\") {\n\t\tparseAsInline = false;\n\t}\n\tvar parser = this.wiki.parseTextReference(\n\t\t\t\t\t\tthis.transcludeTitle,\n\t\t\t\t\t\tthis.transcludeField,\n\t\t\t\t\t\tthis.transcludeIndex,\n\t\t\t\t\t\t{\n\t\t\t\t\t\t\tparseAsInline: parseAsInline,\n\t\t\t\t\t\t\tsubTiddler: this.transcludeSubTiddler\n\t\t\t\t\t\t}),\n\t\tparseTreeNodes = parser ? parser.tree : this.parseTreeNode.children;\n\t// Set context variables for recursion detection\n\tvar recursionMarker = this.makeRecursionMarker();\n\tthis.setVariable(\"transclusion\",recursionMarker);\n\t// Check for recursion\n\tif(parser) {\n\t\tif(this.parentWidget && this.parentWidget.hasVariable(\"transclusion\",recursionMarker)) {\n\t\t\tparseTreeNodes = [{type: \"element\", tag: \"span\", attributes: {\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-error\"}\n\t\t\t}, children: [\n\t\t\t\t{type: \"text\", text: $tw.language.getString(\"Error/RecursiveTransclusion\")}\n\t\t\t]}];\n\t\t}\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nCompose a string comprising the title, field and/or index to identify this transclusion for recursion detection\n*/\nTranscludeWidget.prototype.makeRecursionMarker = function() {\n\tvar output = [];\n\toutput.push(\"{\");\n\toutput.push(this.getVariable(\"currentTiddler\",{defaultValue: \"\"}));\n\toutput.push(\"|\");\n\toutput.push(this.transcludeTitle || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeField || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeIndex || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeSubTiddler || \"\");\n\toutput.push(\"}\");\n\treturn output.join(\"\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTranscludeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedTiddlers[this.transcludeTitle]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.transclude = TranscludeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/vars.js": {
"title": "$:/core/modules/widgets/vars.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/vars.js\ntype: application/javascript\nmodule-type: widget\n\nThis widget allows multiple variables to be set in one go:\n\n```\n\\define helloworld() Hello world!\n<$vars greeting=\"Hi\" me={{!!title}} sentence=<<helloworld>>>\n <<greeting>>! I am <<me>> and I say: <<sentence>>\n</$vars>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar VarsWidget = function(parseTreeNode,options) {\n\t// Call the constructor\n\tWidget.call(this);\n\t// Initialise\t\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nVarsWidget.prototype = Object.create(Widget.prototype);\n\n/*\nRender this widget into the DOM\n*/\nVarsWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nVarsWidget.prototype.execute = function() {\n\t// Parse variables\n\tvar self = this;\n\t$tw.utils.each(this.attributes,function(val,key) {\n\t\tif(key.charAt(0) !== \"$\") {\n\t\t\tself.setVariable(key,val);\n\t\t}\n\t});\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nVarsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(Object.keys(changedAttributes).length) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports[\"vars\"] = VarsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/view.js": {
"title": "$:/core/modules/widgets/view.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/view.js\ntype: application/javascript\nmodule-type: widget\n\nView widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ViewWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nViewWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nViewWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tif(this.text) {\n\t\tvar textNode = this.document.createTextNode(this.text);\n\t\tparent.insertBefore(textNode,nextSibling);\n\t\tthis.domNodes.push(textNode);\n\t} else {\n\t\tthis.makeChildWidgets();\n\t\tthis.renderChildren(parent,nextSibling);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nViewWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.viewTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.viewSubtiddler = this.getAttribute(\"subtiddler\");\n\tthis.viewField = this.getAttribute(\"field\",\"text\");\n\tthis.viewIndex = this.getAttribute(\"index\");\n\tthis.viewFormat = this.getAttribute(\"format\",\"text\");\n\tthis.viewTemplate = this.getAttribute(\"template\",\"\");\n\tthis.viewMode = this.getAttribute(\"mode\",\"block\");\n\tswitch(this.viewFormat) {\n\t\tcase \"htmlwikified\":\n\t\t\tthis.text = this.getValueAsHtmlWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"plainwikified\":\n\t\t\tthis.text = this.getValueAsPlainWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"htmlencodedplainwikified\":\n\t\t\tthis.text = this.getValueAsHtmlEncodedPlainWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"htmlencoded\":\n\t\t\tthis.text = this.getValueAsHtmlEncoded();\n\t\t\tbreak;\n\t\tcase \"urlencoded\":\n\t\t\tthis.text = this.getValueAsUrlEncoded();\n\t\t\tbreak;\n\t\tcase \"doubleurlencoded\":\n\t\t\tthis.text = this.getValueAsDoubleUrlEncoded();\n\t\t\tbreak;\n\t\tcase \"date\":\n\t\t\tthis.text = this.getValueAsDate(this.viewTemplate);\n\t\t\tbreak;\n\t\tcase \"relativedate\":\n\t\t\tthis.text = this.getValueAsRelativeDate();\n\t\t\tbreak;\n\t\tcase \"stripcomments\":\n\t\t\tthis.text = this.getValueAsStrippedComments();\n\t\t\tbreak;\n\t\tcase \"jsencoded\":\n\t\t\tthis.text = this.getValueAsJsEncoded();\n\t\t\tbreak;\n\t\tdefault: // \"text\"\n\t\t\tthis.text = this.getValueAsText();\n\t\t\tbreak;\n\t}\n};\n\n/*\nThe various formatter functions are baked into this widget for the moment. Eventually they will be replaced by macro functions\n*/\n\n/*\nRetrieve the value of the widget. Options are:\nasString: Optionally return the value as a string\n*/\nViewWidget.prototype.getValue = function(options) {\n\toptions = options || {};\n\tvar value = options.asString ? \"\" : undefined;\n\tif(this.viewIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.viewTitle,this.viewIndex);\n\t} else {\n\t\tvar tiddler;\n\t\tif(this.viewSubtiddler) {\n\t\t\ttiddler = this.wiki.getSubTiddler(this.viewTitle,this.viewSubtiddler);\t\n\t\t} else {\n\t\t\ttiddler = this.wiki.getTiddler(this.viewTitle);\n\t\t}\n\t\tif(tiddler) {\n\t\t\tif(this.viewField === \"text\" && !this.viewSubtiddler) {\n\t\t\t\t// Calling getTiddlerText() triggers lazy loading of skinny tiddlers\n\t\t\t\tvalue = this.wiki.getTiddlerText(this.viewTitle);\n\t\t\t} else {\n\t\t\t\tif($tw.utils.hop(tiddler.fields,this.viewField)) {\n\t\t\t\t\tif(options.asString) {\n\t\t\t\t\t\tvalue = tiddler.getFieldString(this.viewField);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tvalue = tiddler.fields[this.viewField];\t\t\t\t\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tif(this.viewField === \"title\") {\n\t\t\t\tvalue = this.viewTitle;\n\t\t\t}\n\t\t}\n\t}\n\treturn value;\n};\n\nViewWidget.prototype.getValueAsText = function() {\n\treturn this.getValue({asString: true});\n};\n\nViewWidget.prototype.getValueAsHtmlWikified = function(mode) {\n\treturn this.wiki.renderText(\"text/html\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t});\n};\n\nViewWidget.prototype.getValueAsPlainWikified = function(mode) {\n\treturn this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t});\n};\n\nViewWidget.prototype.getValueAsHtmlEncodedPlainWikified = function(mode) {\n\treturn $tw.utils.htmlEncode(this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t}));\n};\n\nViewWidget.prototype.getValueAsHtmlEncoded = function() {\n\treturn $tw.utils.htmlEncode(this.getValueAsText());\n};\n\nViewWidget.prototype.getValueAsUrlEncoded = function() {\n\treturn encodeURIComponent(this.getValueAsText());\n};\n\nViewWidget.prototype.getValueAsDoubleUrlEncoded = function() {\n\treturn encodeURIComponent(encodeURIComponent(this.getValueAsText()));\n};\n\nViewWidget.prototype.getValueAsDate = function(format) {\n\tformat = format || \"YYYY MM DD 0hh:0mm\";\n\tvar value = $tw.utils.parseDate(this.getValue());\n\tif(value && $tw.utils.isDate(value) && value.toString() !== \"Invalid Date\") {\n\t\treturn $tw.utils.formatDateString(value,format);\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\nViewWidget.prototype.getValueAsRelativeDate = function(format) {\n\tvar value = $tw.utils.parseDate(this.getValue());\n\tif(value && $tw.utils.isDate(value) && value.toString() !== \"Invalid Date\") {\n\t\treturn $tw.utils.getRelativeDate((new Date()) - (new Date(value))).description;\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\nViewWidget.prototype.getValueAsStrippedComments = function() {\n\tvar lines = this.getValueAsText().split(\"\\n\"),\n\t\tout = [];\n\tfor(var line=0; line<lines.length; line++) {\n\t\tvar text = lines[line];\n\t\tif(!/^\\s*\\/\\/#/.test(text)) {\n\t\t\tout.push(text);\n\t\t}\n\t}\n\treturn out.join(\"\\n\");\n};\n\nViewWidget.prototype.getValueAsJsEncoded = function() {\n\treturn $tw.utils.stringify(this.getValueAsText());\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nViewWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.template || changedAttributes.format || changedTiddlers[this.viewTitle]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.view = ViewWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/widget.js": {
"title": "$:/core/modules/widgets/widget.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/widget.js\ntype: application/javascript\nmodule-type: widget\n\nWidget base class\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreate a widget object for a parse tree node\n\tparseTreeNode: reference to the parse tree node to be rendered\n\toptions: see below\nOptions include:\n\twiki: mandatory reference to wiki associated with this render tree\n\tparentWidget: optional reference to a parent renderer node for the context chain\n\tdocument: optional document object to use instead of global document\n*/\nvar Widget = function(parseTreeNode,options) {\n\tif(arguments.length > 0) {\n\t\tthis.initialise(parseTreeNode,options);\n\t}\n};\n\n/*\nInitialise widget properties. These steps are pulled out of the constructor so that we can reuse them in subclasses\n*/\nWidget.prototype.initialise = function(parseTreeNode,options) {\n\toptions = options || {};\n\t// Save widget info\n\tthis.parseTreeNode = parseTreeNode;\n\tthis.wiki = options.wiki;\n\tthis.parentWidget = options.parentWidget;\n\tthis.variablesConstructor = function() {};\n\tthis.variablesConstructor.prototype = this.parentWidget ? this.parentWidget.variables : {};\n\tthis.variables = new this.variablesConstructor();\n\tthis.document = options.document;\n\tthis.attributes = {};\n\tthis.children = [];\n\tthis.domNodes = [];\n\tthis.eventListeners = {};\n\t// Hashmap of the widget classes\n\tif(!this.widgetClasses) {\n\t\tWidget.prototype.widgetClasses = $tw.modules.applyMethods(\"widget\");\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nWidget.prototype.execute = function() {\n\tthis.makeChildWidgets();\n};\n\n/*\nSet the value of a context variable\nname: name of the variable\nvalue: value of the variable\nparams: array of {name:, default:} for each parameter\nisMacroDefinition: true if the variable is set via a \\define macro pragma (and hence should have variable substitution performed)\n*/\nWidget.prototype.setVariable = function(name,value,params,isMacroDefinition) {\n\tthis.variables[name] = {value: value, params: params, isMacroDefinition: !!isMacroDefinition};\n};\n\n/*\nGet the prevailing value of a context variable\nname: name of variable\noptions: see below\nOptions include\nparams: array of {name:, value:} for each parameter\ndefaultValue: default value if the variable is not defined\n\nReturns an object with the following fields:\n\nparams: array of {name:,value:} of parameters passed to wikitext variables\ntext: text of variable, with parameters properly substituted\n*/\nWidget.prototype.getVariableInfo = function(name,options) {\n\toptions = options || {};\n\tvar actualParams = options.params || [],\n\t\tparentWidget = this.parentWidget;\n\t// Check for the variable defined in the parent widget (or an ancestor in the prototype chain)\n\tif(parentWidget && name in parentWidget.variables) {\n\t\tvar variable = parentWidget.variables[name],\n\t\t\tvalue = variable.value,\n\t\t\tparams = this.resolveVariableParameters(variable.params,actualParams);\n\t\t// Substitute any parameters specified in the definition\n\t\t$tw.utils.each(params,function(param) {\n\t\t\tvalue = $tw.utils.replaceString(value,new RegExp(\"\\\\$\" + $tw.utils.escapeRegExp(param.name) + \"\\\\$\",\"mg\"),param.value);\n\t\t});\n\t\t// Only substitute variable references if this variable was defined with the \\define pragma\n\t\tif(variable.isMacroDefinition) {\n\t\t\tvalue = this.substituteVariableReferences(value);\t\t\t\n\t\t}\n\t\treturn {\n\t\t\ttext: value,\n\t\t\tparams: params\n\t\t};\n\t}\n\t// If the variable doesn't exist in the parent widget then look for a macro module\n\treturn {\n\t\ttext: this.evaluateMacroModule(name,actualParams,options.defaultValue)\n\t};\n};\n\n/*\nSimplified version of getVariableInfo() that just returns the text\n*/\nWidget.prototype.getVariable = function(name,options) {\n\treturn this.getVariableInfo(name,options).text;\n};\n\nWidget.prototype.resolveVariableParameters = function(formalParams,actualParams) {\n\tformalParams = formalParams || [];\n\tactualParams = actualParams || [];\n\tvar nextAnonParameter = 0, // Next candidate anonymous parameter in macro call\n\t\tparamInfo, paramValue,\n\t\tresults = [];\n\t// Step through each of the parameters in the macro definition\n\tfor(var p=0; p<formalParams.length; p++) {\n\t\t// Check if we've got a macro call parameter with the same name\n\t\tparamInfo = formalParams[p];\n\t\tparamValue = undefined;\n\t\tfor(var m=0; m<actualParams.length; m++) {\n\t\t\tif(actualParams[m].name === paramInfo.name) {\n\t\t\t\tparamValue = actualParams[m].value;\n\t\t\t}\n\t\t}\n\t\t// If not, use the next available anonymous macro call parameter\n\t\twhile(nextAnonParameter < actualParams.length && actualParams[nextAnonParameter].name) {\n\t\t\tnextAnonParameter++;\n\t\t}\n\t\tif(paramValue === undefined && nextAnonParameter < actualParams.length) {\n\t\t\tparamValue = actualParams[nextAnonParameter++].value;\n\t\t}\n\t\t// If we've still not got a value, use the default, if any\n\t\tparamValue = paramValue || paramInfo[\"default\"] || \"\";\n\t\t// Store the parameter name and value\n\t\tresults.push({name: paramInfo.name, value: paramValue});\n\t}\n\treturn results;\n};\n\nWidget.prototype.substituteVariableReferences = function(text) {\n\tvar self = this;\n\treturn (text || \"\").replace(/\\$\\(([^\\)\\$]+)\\)\\$/g,function(match,p1,offset,string) {\n\t\treturn self.getVariable(p1,{defaultValue: \"\"});\n\t});\n};\n\nWidget.prototype.evaluateMacroModule = function(name,actualParams,defaultValue) {\n\tif($tw.utils.hop($tw.macros,name)) {\n\t\tvar macro = $tw.macros[name],\n\t\t\targs = [];\n\t\tif(macro.params.length > 0) {\n\t\t\tvar nextAnonParameter = 0, // Next candidate anonymous parameter in macro call\n\t\t\t\tparamInfo, paramValue;\n\t\t\t// Step through each of the parameters in the macro definition\n\t\t\tfor(var p=0; p<macro.params.length; p++) {\n\t\t\t\t// Check if we've got a macro call parameter with the same name\n\t\t\t\tparamInfo = macro.params[p];\n\t\t\t\tparamValue = undefined;\n\t\t\t\tfor(var m=0; m<actualParams.length; m++) {\n\t\t\t\t\tif(actualParams[m].name === paramInfo.name) {\n\t\t\t\t\t\tparamValue = actualParams[m].value;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// If not, use the next available anonymous macro call parameter\n\t\t\t\twhile(nextAnonParameter < actualParams.length && actualParams[nextAnonParameter].name) {\n\t\t\t\t\tnextAnonParameter++;\n\t\t\t\t}\n\t\t\t\tif(paramValue === undefined && nextAnonParameter < actualParams.length) {\n\t\t\t\t\tparamValue = actualParams[nextAnonParameter++].value;\n\t\t\t\t}\n\t\t\t\t// If we've still not got a value, use the default, if any\n\t\t\t\tparamValue = paramValue || paramInfo[\"default\"] || \"\";\n\t\t\t\t// Save the parameter\n\t\t\t\targs.push(paramValue);\n\t\t\t}\n\t\t}\n\t\telse for(var i=0; i<actualParams.length; ++i) {\n\t\t\targs.push(actualParams[i].value);\n\t\t}\n\t\treturn (macro.run.apply(this,args) || \"\").toString();\n\t} else {\n\t\treturn defaultValue;\n\t}\n};\n\n/*\nCheck whether a given context variable value exists in the parent chain\n*/\nWidget.prototype.hasVariable = function(name,value) {\n\tvar node = this;\n\twhile(node) {\n\t\tif($tw.utils.hop(node.variables,name) && node.variables[name].value === value) {\n\t\t\treturn true;\n\t\t}\n\t\tnode = node.parentWidget;\n\t}\n\treturn false;\n};\n\n/*\nConstruct a qualifying string based on a hash of concatenating the values of a given variable in the parent chain\n*/\nWidget.prototype.getStateQualifier = function(name) {\n\tthis.qualifiers = this.qualifiers || Object.create(null);\n\tname = name || \"transclusion\";\n\tif(this.qualifiers[name]) {\n\t\treturn this.qualifiers[name];\n\t} else {\n\t\tvar output = [],\n\t\t\tnode = this;\n\t\twhile(node && node.parentWidget) {\n\t\t\tif($tw.utils.hop(node.parentWidget.variables,name)) {\n\t\t\t\toutput.push(node.getVariable(name));\n\t\t\t}\n\t\t\tnode = node.parentWidget;\n\t\t}\n\t\tvar value = $tw.utils.hashString(output.join(\"\"));\n\t\tthis.qualifiers[name] = value;\n\t\treturn value;\n\t}\n};\n\n/*\nCompute the current values of the attributes of the widget. Returns a hashmap of the names of the attributes that have changed\n*/\nWidget.prototype.computeAttributes = function() {\n\tvar changedAttributes = {},\n\t\tself = this,\n\t\tvalue;\n\t$tw.utils.each(this.parseTreeNode.attributes,function(attribute,name) {\n\t\tif(attribute.type === \"filtered\") {\n\t\t\tvalue = self.wiki.filterTiddlers(attribute.filter,self)[0] || \"\";\n\t\t} else if(attribute.type === \"indirect\") {\n\t\t\tvalue = self.wiki.getTextReference(attribute.textReference,\"\",self.getVariable(\"currentTiddler\"));\n\t\t} else if(attribute.type === \"macro\") {\n\t\t\tvalue = self.getVariable(attribute.value.name,{params: attribute.value.params});\n\t\t} else { // String attribute\n\t\t\tvalue = attribute.value;\n\t\t}\n\t\t// Check whether the attribute has changed\n\t\tif(self.attributes[name] !== value) {\n\t\t\tself.attributes[name] = value;\n\t\t\tchangedAttributes[name] = true;\n\t\t}\n\t});\n\treturn changedAttributes;\n};\n\n/*\nCheck for the presence of an attribute\n*/\nWidget.prototype.hasAttribute = function(name) {\n\treturn $tw.utils.hop(this.attributes,name);\n};\n\n/*\nGet the value of an attribute\n*/\nWidget.prototype.getAttribute = function(name,defaultText) {\n\tif($tw.utils.hop(this.attributes,name)) {\n\t\treturn this.attributes[name];\n\t} else {\n\t\treturn defaultText;\n\t}\n};\n\n/*\nAssign the computed attributes of the widget to a domNode\noptions include:\nexcludeEventAttributes: ignores attributes whose name begins with \"on\"\n*/\nWidget.prototype.assignAttributes = function(domNode,options) {\n\toptions = options || {};\n\tvar self = this;\n\t$tw.utils.each(this.attributes,function(v,a) {\n\t\t// Check exclusions\n\t\tif(options.excludeEventAttributes && a.substr(0,2) === \"on\") {\n\t\t\tv = undefined;\n\t\t}\n\t\tif(v !== undefined) {\n\t\t\tvar b = a.split(\":\");\n\t\t\t// Setting certain attributes can cause a DOM error (eg xmlns on the svg element)\n\t\t\ttry {\n\t\t\t\tif (b.length == 2 && b[0] == \"xlink\"){\n\t\t\t\t\tdomNode.setAttributeNS(\"http://www.w3.org/1999/xlink\",b[1],v);\n\t\t\t\t} else {\n\t\t\t\t\tdomNode.setAttributeNS(null,a,v);\n\t\t\t\t}\n\t\t\t} catch(e) {\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\nMake child widgets correspondng to specified parseTreeNodes\n*/\nWidget.prototype.makeChildWidgets = function(parseTreeNodes) {\n\tthis.children = [];\n\tvar self = this;\n\t$tw.utils.each(parseTreeNodes || (this.parseTreeNode && this.parseTreeNode.children),function(childNode) {\n\t\tself.children.push(self.makeChildWidget(childNode));\n\t});\n};\n\n/*\nConstruct the widget object for a parse tree node\n*/\nWidget.prototype.makeChildWidget = function(parseTreeNode) {\n\tvar WidgetClass = this.widgetClasses[parseTreeNode.type];\n\tif(!WidgetClass) {\n\t\tWidgetClass = this.widgetClasses.text;\n\t\tparseTreeNode = {type: \"text\", text: \"Undefined widget '\" + parseTreeNode.type + \"'\"};\n\t}\n\treturn new WidgetClass(parseTreeNode,{\n\t\twiki: this.wiki,\n\t\tvariables: {},\n\t\tparentWidget: this,\n\t\tdocument: this.document\n\t});\n};\n\n/*\nGet the next sibling of this widget\n*/\nWidget.prototype.nextSibling = function() {\n\tif(this.parentWidget) {\n\t\tvar index = this.parentWidget.children.indexOf(this);\n\t\tif(index !== -1 && index < this.parentWidget.children.length-1) {\n\t\t\treturn this.parentWidget.children[index+1];\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nGet the previous sibling of this widget\n*/\nWidget.prototype.previousSibling = function() {\n\tif(this.parentWidget) {\n\t\tvar index = this.parentWidget.children.indexOf(this);\n\t\tif(index !== -1 && index > 0) {\n\t\t\treturn this.parentWidget.children[index-1];\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRender the children of this widget into the DOM\n*/\nWidget.prototype.renderChildren = function(parent,nextSibling) {\n\t$tw.utils.each(this.children,function(childWidget) {\n\t\tchildWidget.render(parent,nextSibling);\n\t});\n};\n\n/*\nAdd a list of event listeners from an array [{type:,handler:},...]\n*/\nWidget.prototype.addEventListeners = function(listeners) {\n\tvar self = this;\n\t$tw.utils.each(listeners,function(listenerInfo) {\n\t\tself.addEventListener(listenerInfo.type,listenerInfo.handler);\n\t});\n};\n\n/*\nAdd an event listener\n*/\nWidget.prototype.addEventListener = function(type,handler) {\n\tvar self = this;\n\tif(typeof handler === \"string\") { // The handler is a method name on this widget\n\t\tthis.eventListeners[type] = function(event) {\n\t\t\treturn self[handler].call(self,event);\n\t\t};\n\t} else { // The handler is a function\n\t\tthis.eventListeners[type] = function(event) {\n\t\t\treturn handler.call(self,event);\n\t\t};\n\t}\n};\n\n/*\nDispatch an event to a widget. If the widget doesn't handle the event then it is also dispatched to the parent widget\n*/\nWidget.prototype.dispatchEvent = function(event) {\n\t// Dispatch the event if this widget handles it\n\tvar listener = this.eventListeners[event.type];\n\tif(listener) {\n\t\t// Don't propagate the event if the listener returned false\n\t\tif(!listener(event)) {\n\t\t\treturn false;\n\t\t}\n\t}\n\t// Dispatch the event to the parent widget\n\tif(this.parentWidget) {\n\t\treturn this.parentWidget.dispatchEvent(event);\n\t}\n\treturn true;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nRebuild a previously rendered widget\n*/\nWidget.prototype.refreshSelf = function() {\n\tvar nextSibling = this.findNextSiblingDomNode();\n\tthis.removeChildDomNodes();\n\tthis.render(this.parentDomNode,nextSibling);\n};\n\n/*\nRefresh all the children of a widget\n*/\nWidget.prototype.refreshChildren = function(changedTiddlers) {\n\tvar self = this,\n\t\trefreshed = false;\n\t$tw.utils.each(this.children,function(childWidget) {\n\t\trefreshed = childWidget.refresh(changedTiddlers) || refreshed;\n\t});\n\treturn refreshed;\n};\n\n/*\nFind the next sibling in the DOM to this widget. This is done by scanning the widget tree through all next siblings and their descendents that share the same parent DOM node\n*/\nWidget.prototype.findNextSiblingDomNode = function(startIndex) {\n\t// Refer to this widget by its index within its parents children\n\tvar parent = this.parentWidget,\n\t\tindex = startIndex !== undefined ? startIndex : parent.children.indexOf(this);\nif(index === -1) {\n\tthrow \"node not found in parents children\";\n}\n\t// Look for a DOM node in the later siblings\n\twhile(++index < parent.children.length) {\n\t\tvar domNode = parent.children[index].findFirstDomNode();\n\t\tif(domNode) {\n\t\t\treturn domNode;\n\t\t}\n\t}\n\t// Go back and look for later siblings of our parent if it has the same parent dom node\n\tvar grandParent = parent.parentWidget;\n\tif(grandParent && parent.parentDomNode === this.parentDomNode) {\n\t\tindex = grandParent.children.indexOf(parent);\n\t\tif(index !== -1) {\n\t\t\treturn parent.findNextSiblingDomNode(index);\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nFind the first DOM node generated by a widget or its children\n*/\nWidget.prototype.findFirstDomNode = function() {\n\t// Return the first dom node of this widget, if we've got one\n\tif(this.domNodes.length > 0) {\n\t\treturn this.domNodes[0];\n\t}\n\t// Otherwise, recursively call our children\n\tfor(var t=0; t<this.children.length; t++) {\n\t\tvar domNode = this.children[t].findFirstDomNode();\n\t\tif(domNode) {\n\t\t\treturn domNode;\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRemove any DOM nodes created by this widget or its children\n*/\nWidget.prototype.removeChildDomNodes = function() {\n\t// If this widget has directly created DOM nodes, delete them and exit. This assumes that any child widgets are contained within the created DOM nodes, which would normally be the case\n\tif(this.domNodes.length > 0) {\n\t\t$tw.utils.each(this.domNodes,function(domNode) {\n\t\t\tdomNode.parentNode.removeChild(domNode);\n\t\t});\n\t\tthis.domNodes = [];\n\t} else {\n\t\t// Otherwise, ask the child widgets to delete their DOM nodes\n\t\t$tw.utils.each(this.children,function(childWidget) {\n\t\t\tchildWidget.removeChildDomNodes();\n\t\t});\n\t}\n};\n\n/*\nInvoke the action widgets that are descendents of the current widget.\n*/\nWidget.prototype.invokeActions = function(triggeringWidget,event) {\n\tvar handled = false;\n\t// For each child widget\n\tfor(var t=0; t<this.children.length; t++) {\n\t\tvar child = this.children[t];\n\t\t// Invoke the child if it is an action widget\n\t\tif(child.invokeAction) {\n\t\t\tchild.refreshSelf();\n\t\t\tif(child.invokeAction(triggeringWidget,event)) {\n\t\t\t\thandled = true;\n\t\t\t}\n\t\t}\n\t\t// Propagate through through the child if it permits it\n\t\tif(child.allowActionPropagation() && child.invokeActions(triggeringWidget,event)) {\n\t\t\thandled = true;\n\t\t}\n\t}\n\treturn handled;\n};\n\n/*\nInvoke the action widgets defined in a string\n*/\nWidget.prototype.invokeActionString = function(actions,triggeringWidget,event,variables) {\n\tactions = actions || \"\";\n\tvar parser = this.wiki.parseText(\"text/vnd.tiddlywiki\",actions,{\n\t\t\tparentWidget: this,\n\t\t\tdocument: this.document\n\t\t}),\n\t\twidgetNode = this.wiki.makeWidget(parser,{\n\t\t\tparentWidget: this,\n\t\t\tdocument: this.document,\n\t\t\tvariables: variables\n\t\t});\n\tvar container = this.document.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn widgetNode.invokeActions(this,event);\n};\n\nWidget.prototype.allowActionPropagation = function() {\n\treturn true;\n};\n\nexports.widget = Widget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/wikify.js": {
"title": "$:/core/modules/widgets/wikify.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/wikify.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to wikify text into a variable\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar WikifyWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nWikifyWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nWikifyWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nWikifyWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.wikifyName = this.getAttribute(\"name\");\n\tthis.wikifyText = this.getAttribute(\"text\");\n\tthis.wikifyType = this.getAttribute(\"type\");\n\tthis.wikifyMode = this.getAttribute(\"mode\",\"block\");\n\tthis.wikifyOutput = this.getAttribute(\"output\",\"text\");\n\t// Create the parse tree\n\tthis.wikifyParser = this.wiki.parseText(this.wikifyType,this.wikifyText,{\n\t\t\tparseAsInline: this.wikifyMode === \"inline\"\n\t\t});\n\t// Create the widget tree \n\tthis.wikifyWidgetNode = this.wiki.makeWidget(this.wikifyParser,{\n\t\t\tdocument: $tw.fakeDocument,\n\t\t\tparentWidget: this\n\t\t});\n\t// Render the widget tree to the container\n\tthis.wikifyContainer = $tw.fakeDocument.createElement(\"div\");\n\tthis.wikifyWidgetNode.render(this.wikifyContainer,null);\n\tthis.wikifyResult = this.getResult();\n\t// Set context variable\n\tthis.setVariable(this.wikifyName,this.wikifyResult);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nReturn the result string\n*/\nWikifyWidget.prototype.getResult = function() {\n\tvar result;\n\tswitch(this.wikifyOutput) {\n\t\tcase \"text\":\n\t\t\tresult = this.wikifyContainer.textContent;\n\t\t\tbreak;\n\t\tcase \"formattedtext\":\n\t\t\tresult = this.wikifyContainer.formattedTextContent;\n\t\t\tbreak;\n\t\tcase \"html\":\n\t\t\tresult = this.wikifyContainer.innerHTML;\n\t\t\tbreak;\n\t\tcase \"parsetree\":\n\t\t\tresult = JSON.stringify(this.wikifyParser.tree,0,$tw.config.preferences.jsonSpaces);\n\t\t\tbreak;\n\t\tcase \"widgettree\":\n\t\t\tresult = JSON.stringify(this.getWidgetTree(),0,$tw.config.preferences.jsonSpaces);\n\t\t\tbreak;\n\t}\n\treturn result;\n};\n\n/*\nReturn a string of the widget tree\n*/\nWikifyWidget.prototype.getWidgetTree = function() {\n\tvar copyNode = function(widgetNode,resultNode) {\n\t\t\tvar type = widgetNode.parseTreeNode.type;\n\t\t\tresultNode.type = type;\n\t\t\tswitch(type) {\n\t\t\t\tcase \"element\":\n\t\t\t\t\tresultNode.tag = widgetNode.parseTreeNode.tag;\n\t\t\t\t\tbreak;\n\t\t\t\tcase \"text\":\n\t\t\t\t\tresultNode.text = widgetNode.parseTreeNode.text;\n\t\t\t\t\tbreak;\t\n\t\t\t}\n\t\t\tif(Object.keys(widgetNode.attributes || {}).length > 0) {\n\t\t\t\tresultNode.attributes = {};\n\t\t\t\t$tw.utils.each(widgetNode.attributes,function(attr,attrName) {\n\t\t\t\t\tresultNode.attributes[attrName] = widgetNode.getAttribute(attrName);\n\t\t\t\t});\n\t\t\t}\n\t\t\tif(Object.keys(widgetNode.children || {}).length > 0) {\n\t\t\t\tresultNode.children = [];\n\t\t\t\t$tw.utils.each(widgetNode.children,function(widgetChildNode) {\n\t\t\t\t\tvar node = {};\n\t\t\t\t\tresultNode.children.push(node);\n\t\t\t\t\tcopyNode(widgetChildNode,node);\n\t\t\t\t});\n\t\t\t}\n\t\t},\n\t\tresults = {};\n\tcopyNode(this.wikifyWidgetNode,results);\n\treturn results;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nWikifyWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// Refresh ourselves entirely if any of our attributes have changed\n\tif(changedAttributes.name || changedAttributes.text || changedAttributes.type || changedAttributes.mode || changedAttributes.output) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\t// Refresh the widget tree\n\t\tif(this.wikifyWidgetNode.refresh(changedTiddlers)) {\n\t\t\t// Check if there was any change\n\t\t\tvar result = this.getResult();\n\t\t\tif(result !== this.wikifyResult) {\n\t\t\t\t// If so, save the change\n\t\t\t\tthis.wikifyResult = result;\n\t\t\t\tthis.setVariable(this.wikifyName,this.wikifyResult);\n\t\t\t\t// Refresh each of our child widgets\n\t\t\t\t$tw.utils.each(this.children,function(childWidget) {\n\t\t\t\t\tchildWidget.refreshSelf();\n\t\t\t\t});\n\t\t\t\treturn true;\n\t\t\t}\n\t\t}\n\t\t// Just refresh the children\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.wikify = WikifyWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/wiki-bulkops.js": {
"title": "$:/core/modules/wiki-bulkops.js",
"text": "/*\\\ntitle: $:/core/modules/wiki-bulkops.js\ntype: application/javascript\nmodule-type: wikimethod\n\nBulk tiddler operations such as rename.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRename a tiddler, and relink any tags or lists that reference it.\n*/\nfunction renameTiddler(fromTitle,toTitle,options) {\n\tfromTitle = (fromTitle || \"\").trim();\n\ttoTitle = (toTitle || \"\").trim();\n\toptions = options || {};\n\tif(fromTitle && toTitle && fromTitle !== toTitle) {\n\t\t// Rename the tiddler itself\n\t\tvar oldTiddler = this.getTiddler(fromTitle),\n\t\t\tnewTiddler = new $tw.Tiddler(oldTiddler,{title: toTitle},this.getModificationFields());\n\t\tnewTiddler = $tw.hooks.invokeHook(\"th-renaming-tiddler\",newTiddler,oldTiddler);\n\t\tthis.addTiddler(newTiddler);\n\t\tthis.deleteTiddler(fromTitle);\n\t\t// Rename any tags or lists that reference it\n\t\tthis.relinkTiddler(fromTitle,toTitle,options)\n\t}\n}\n\n/*\nRelink any tags or lists that reference a given tiddler\n*/\nfunction relinkTiddler(fromTitle,toTitle,options) {\n\tvar self = this;\n\tfromTitle = (fromTitle || \"\").trim();\n\ttoTitle = (toTitle || \"\").trim();\n\toptions = options || {};\n\tif(fromTitle && toTitle && fromTitle !== toTitle) {\n\t\tthis.each(function(tiddler,title) {\n\t\t\tvar type = tiddler.fields.type || \"\";\n\t\t\t// Don't touch plugins or JavaScript modules\n\t\t\tif(!tiddler.fields[\"plugin-type\"] && type !== \"application/javascript\") {\n\t\t\t\tvar tags = (tiddler.fields.tags || []).slice(0),\n\t\t\t\t\tlist = (tiddler.fields.list || []).slice(0),\n\t\t\t\t\tisModified = false;\n\t\t\t\tif(!options.dontRenameInTags) {\n\t\t\t\t\t// Rename tags\n\t\t\t\t\t$tw.utils.each(tags,function (title,index) {\n\t\t\t\t\t\tif(title === fromTitle) {\nconsole.log(\"Renaming tag '\" + tags[index] + \"' to '\" + toTitle + \"' of tiddler '\" + tiddler.fields.title + \"'\");\n\t\t\t\t\t\t\ttags[index] = toTitle;\n\t\t\t\t\t\t\tisModified = true;\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tif(!options.dontRenameInLists) {\n\t\t\t\t\t// Rename lists\n\t\t\t\t\t$tw.utils.each(list,function (title,index) {\n\t\t\t\t\t\tif(title === fromTitle) {\nconsole.log(\"Renaming list item '\" + list[index] + \"' to '\" + toTitle + \"' of tiddler '\" + tiddler.fields.title + \"'\");\n\t\t\t\t\t\t\tlist[index] = toTitle;\n\t\t\t\t\t\t\tisModified = true;\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tif(isModified) {\n\t\t\t\t\tvar newTiddler = new $tw.Tiddler(tiddler,{tags: tags, list: list},self.getModificationFields())\n\t\t\t\t\tnewTiddler = $tw.hooks.invokeHook(\"th-relinking-tiddler\",newTiddler,tiddler);\n\t\t\t\t\tself.addTiddler(newTiddler);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n};\n\nexports.renameTiddler = renameTiddler;\nexports.relinkTiddler = relinkTiddler;\n\n})();\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/core/modules/wiki.js": {
"title": "$:/core/modules/wiki.js",
"text": "/*\\\ntitle: $:/core/modules/wiki.js\ntype: application/javascript\nmodule-type: wikimethod\n\nExtension methods for the $tw.Wiki object\n\nAdds the following properties to the wiki object:\n\n* `eventListeners` is a hashmap by type of arrays of listener functions\n* `changedTiddlers` is a hashmap describing changes to named tiddlers since wiki change events were last dispatched. Each entry is a hashmap containing two fields:\n\tmodified: true/false\n\tdeleted: true/false\n* `changeCount` is a hashmap by tiddler title containing a numerical index that starts at zero and is incremented each time a tiddler is created changed or deleted\n* `caches` is a hashmap by tiddler title containing a further hashmap of named cache objects. Caches are automatically cleared when a tiddler is modified or deleted\n* `globalCache` is a hashmap by cache name of cache objects that are cleared whenever any tiddler change occurs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar USER_NAME_TITLE = \"$:/status/UserName\",\n\tTIMESTAMP_DISABLE_TITLE = \"$:/config/TimestampDisable\";\n\n/*\nGet the value of a text reference. Text references can have any of these forms:\n\t<tiddlertitle>\n\t<tiddlertitle>!!<fieldname>\n\t!!<fieldname> - specifies a field of the current tiddlers\n\t<tiddlertitle>##<index>\n*/\nexports.getTextReference = function(textRef,defaultText,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle = tr.title || currTiddlerTitle;\n\tif(tr.field) {\n\t\tvar tiddler = this.getTiddler(title);\n\t\tif(tr.field === \"title\") { // Special case so we can return the title of a non-existent tiddler\n\t\t\treturn title;\n\t\t} else if(tiddler && $tw.utils.hop(tiddler.fields,tr.field)) {\n\t\t\treturn tiddler.getFieldString(tr.field);\n\t\t} else {\n\t\t\treturn defaultText;\n\t\t}\n\t} else if(tr.index) {\n\t\treturn this.extractTiddlerDataItem(title,tr.index,defaultText);\n\t} else {\n\t\treturn this.getTiddlerText(title,defaultText);\n\t}\n};\n\nexports.setTextReference = function(textRef,value,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle = tr.title || currTiddlerTitle;\n\tthis.setText(title,tr.field,tr.index,value);\n};\n\nexports.setText = function(title,field,index,value,options) {\n\toptions = options || {};\n\tvar creationFields = options.suppressTimestamp ? {} : this.getCreationFields(),\n\t\tmodificationFields = options.suppressTimestamp ? {} : this.getModificationFields();\n\t// Check if it is a reference to a tiddler field\n\tif(index) {\n\t\tvar data = this.getTiddlerData(title,Object.create(null));\n\t\tif(value !== undefined) {\n\t\t\tdata[index] = value;\n\t\t} else {\n\t\t\tdelete data[index];\n\t\t}\n\t\tthis.setTiddlerData(title,data,modificationFields);\n\t} else {\n\t\tvar tiddler = this.getTiddler(title),\n\t\t\tfields = {title: title};\n\t\tfields[field || \"text\"] = value;\n\t\tthis.addTiddler(new $tw.Tiddler(creationFields,tiddler,fields,modificationFields));\n\t}\n};\n\nexports.deleteTextReference = function(textRef,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle,tiddler,fields;\n\t// Check if it is a reference to a tiddler\n\tif(tr.title && !tr.field) {\n\t\tthis.deleteTiddler(tr.title);\n\t// Else check for a field reference\n\t} else if(tr.field) {\n\t\ttitle = tr.title || currTiddlerTitle;\n\t\ttiddler = this.getTiddler(title);\n\t\tif(tiddler && $tw.utils.hop(tiddler.fields,tr.field)) {\n\t\t\tfields = Object.create(null);\n\t\t\tfields[tr.field] = undefined;\n\t\t\tthis.addTiddler(new $tw.Tiddler(tiddler,fields,this.getModificationFields()));\n\t\t}\n\t}\n};\n\nexports.addEventListener = function(type,listener) {\n\tthis.eventListeners = this.eventListeners || {};\n\tthis.eventListeners[type] = this.eventListeners[type] || [];\n\tthis.eventListeners[type].push(listener);\t\n};\n\nexports.removeEventListener = function(type,listener) {\n\tvar listeners = this.eventListeners[type];\n\tif(listeners) {\n\t\tvar p = listeners.indexOf(listener);\n\t\tif(p !== -1) {\n\t\t\tlisteners.splice(p,1);\n\t\t}\n\t}\n};\n\nexports.dispatchEvent = function(type /*, args */) {\n\tvar args = Array.prototype.slice.call(arguments,1),\n\t\tlisteners = this.eventListeners[type];\n\tif(listeners) {\n\t\tfor(var p=0; p<listeners.length; p++) {\n\t\t\tvar listener = listeners[p];\n\t\t\tlistener.apply(listener,args);\n\t\t}\n\t}\n};\n\n/*\nCauses a tiddler to be marked as changed, incrementing the change count, and triggers event handlers.\nThis method should be called after the changes it describes have been made to the wiki.tiddlers[] array.\n\ttitle: Title of tiddler\n\tisDeleted: defaults to false (meaning the tiddler has been created or modified),\n\t\ttrue if the tiddler has been deleted\n*/\nexports.enqueueTiddlerEvent = function(title,isDeleted) {\n\t// Record the touch in the list of changed tiddlers\n\tthis.changedTiddlers = this.changedTiddlers || Object.create(null);\n\tthis.changedTiddlers[title] = this.changedTiddlers[title] || Object.create(null);\n\tthis.changedTiddlers[title][isDeleted ? \"deleted\" : \"modified\"] = true;\n\t// Increment the change count\n\tthis.changeCount = this.changeCount || Object.create(null);\n\tif($tw.utils.hop(this.changeCount,title)) {\n\t\tthis.changeCount[title]++;\n\t} else {\n\t\tthis.changeCount[title] = 1;\n\t}\n\t// Trigger events\n\tthis.eventListeners = this.eventListeners || {};\n\tif(!this.eventsTriggered) {\n\t\tvar self = this;\n\t\t$tw.utils.nextTick(function() {\n\t\t\tvar changes = self.changedTiddlers;\n\t\t\tself.changedTiddlers = Object.create(null);\n\t\t\tself.eventsTriggered = false;\n\t\t\tif($tw.utils.count(changes) > 0) {\n\t\t\t\tself.dispatchEvent(\"change\",changes);\n\t\t\t}\n\t\t});\n\t\tthis.eventsTriggered = true;\n\t}\n};\n\nexports.getSizeOfTiddlerEventQueue = function() {\n\treturn $tw.utils.count(this.changedTiddlers);\n};\n\nexports.clearTiddlerEventQueue = function() {\n\tthis.changedTiddlers = Object.create(null);\n\tthis.changeCount = Object.create(null);\n};\n\nexports.getChangeCount = function(title) {\n\tthis.changeCount = this.changeCount || Object.create(null);\n\tif($tw.utils.hop(this.changeCount,title)) {\n\t\treturn this.changeCount[title];\n\t} else {\n\t\treturn 0;\n\t}\n};\n\n/*\nGenerate an unused title from the specified base\n*/\nexports.generateNewTitle = function(baseTitle,options) {\n\toptions = options || {};\n\tvar c = 0,\n\t\ttitle = baseTitle;\n\twhile(this.tiddlerExists(title) || this.isShadowTiddler(title) || this.findDraft(title)) {\n\t\ttitle = baseTitle + \n\t\t\t(options.prefix || \" \") + \n\t\t\t(++c);\n\t}\n\treturn title;\n};\n\nexports.isSystemTiddler = function(title) {\n\treturn title && title.indexOf(\"$:/\") === 0;\n};\n\nexports.isTemporaryTiddler = function(title) {\n\treturn title && title.indexOf(\"$:/temp/\") === 0;\n};\n\nexports.isImageTiddler = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\t\t\n\t\tvar contentTypeInfo = $tw.config.contentTypeInfo[tiddler.fields.type || \"text/vnd.tiddlywiki\"];\n\t\treturn !!contentTypeInfo && contentTypeInfo.flags.indexOf(\"image\") !== -1;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLike addTiddler() except it will silently reject any plugin tiddlers that are older than the currently loaded version. Returns true if the tiddler was imported\n*/\nexports.importTiddler = function(tiddler) {\n\tvar existingTiddler = this.getTiddler(tiddler.fields.title);\n\t// Check if we're dealing with a plugin\n\tif(tiddler && tiddler.hasField(\"plugin-type\") && tiddler.hasField(\"version\") && existingTiddler && existingTiddler.hasField(\"plugin-type\") && existingTiddler.hasField(\"version\")) {\n\t\t// Reject the incoming plugin if it is older\n\t\tif(!$tw.utils.checkVersions(tiddler.fields.version,existingTiddler.fields.version)) {\n\t\t\treturn false;\n\t\t}\n\t}\n\t// Fall through to adding the tiddler\n\tthis.addTiddler(tiddler);\n\treturn true;\n};\n\n/*\nReturn a hashmap of the fields that should be set when a tiddler is created\n*/\nexports.getCreationFields = function() {\n\tif(this.getTiddlerText(TIMESTAMP_DISABLE_TITLE,\"\").toLowerCase() !== \"yes\") {\n\t\tvar fields = {\n\t\t\t\tcreated: new Date()\n\t\t\t},\n\t\t\tcreator = this.getTiddlerText(USER_NAME_TITLE);\n\t\tif(creator) {\n\t\t\tfields.creator = creator;\n\t\t}\n\t\treturn fields;\n\t} else {\n\t\treturn {};\n\t}\n};\n\n/*\nReturn a hashmap of the fields that should be set when a tiddler is modified\n*/\nexports.getModificationFields = function() {\n\tif(this.getTiddlerText(TIMESTAMP_DISABLE_TITLE,\"\").toLowerCase() !== \"yes\") {\n\t\tvar fields = Object.create(null),\n\t\t\tmodifier = this.getTiddlerText(USER_NAME_TITLE);\n\t\tfields.modified = new Date();\n\t\tif(modifier) {\n\t\t\tfields.modifier = modifier;\n\t\t}\n\t\treturn fields;\n\t} else {\n\t\treturn {};\n\t}\n};\n\n/*\nReturn a sorted array of tiddler titles. Options include:\nsortField: field to sort by\nexcludeTag: tag to exclude\nincludeSystem: whether to include system tiddlers (defaults to false)\n*/\nexports.getTiddlers = function(options) {\n\toptions = options || Object.create(null);\n\tvar self = this,\n\t\tsortField = options.sortField || \"title\",\n\t\ttiddlers = [], t, titles = [];\n\tthis.each(function(tiddler,title) {\n\t\tif(options.includeSystem || !self.isSystemTiddler(title)) {\n\t\t\tif(!options.excludeTag || !tiddler.hasTag(options.excludeTag)) {\n\t\t\t\ttiddlers.push(tiddler);\n\t\t\t}\n\t\t}\n\t});\n\ttiddlers.sort(function(a,b) {\n\t\tvar aa = a.fields[sortField].toLowerCase() || \"\",\n\t\t\tbb = b.fields[sortField].toLowerCase() || \"\";\n\t\tif(aa < bb) {\n\t\t\treturn -1;\n\t\t} else {\n\t\t\tif(aa > bb) {\n\t\t\t\treturn 1;\n\t\t\t} else {\n\t\t\t\treturn 0;\n\t\t\t}\n\t\t}\n\t});\n\tfor(t=0; t<tiddlers.length; t++) {\n\t\ttitles.push(tiddlers[t].fields.title);\n\t}\n\treturn titles;\n};\n\nexports.countTiddlers = function(excludeTag) {\n\tvar tiddlers = this.getTiddlers({excludeTag: excludeTag});\n\treturn $tw.utils.count(tiddlers);\n};\n\n/*\nReturns a function iterator(callback) that iterates through the specified titles, and invokes the callback with callback(tiddler,title)\n*/\nexports.makeTiddlerIterator = function(titles) {\n\tvar self = this;\n\tif(!$tw.utils.isArray(titles)) {\n\t\ttitles = Object.keys(titles);\n\t} else {\n\t\ttitles = titles.slice(0);\n\t}\n\treturn function(callback) {\n\t\ttitles.forEach(function(title) {\n\t\t\tcallback(self.getTiddler(title),title);\n\t\t});\n\t};\n};\n\n/*\nSort an array of tiddler titles by a specified field\n\ttitles: array of titles (sorted in place)\n\tsortField: name of field to sort by\n\tisDescending: true if the sort should be descending\n\tisCaseSensitive: true if the sort should consider upper and lower case letters to be different\n*/\nexports.sortTiddlers = function(titles,sortField,isDescending,isCaseSensitive,isNumeric,isAlphaNumeric) {\n\tvar self = this;\n\ttitles.sort(function(a,b) {\n\t\tvar x,y,\n\t\t\tcompareNumbers = function(x,y) {\n\t\t\t\tvar result = \n\t\t\t\t\tisNaN(x) && !isNaN(y) ? (isDescending ? -1 : 1) :\n\t\t\t\t\t!isNaN(x) && isNaN(y) ? (isDescending ? 1 : -1) :\n\t\t\t\t\t\t\t\t\t\t\t(isDescending ? y - x : x - y);\n\t\t\t\treturn result;\n\t\t\t};\n\t\tif(sortField !== \"title\") {\n\t\t\tvar tiddlerA = self.getTiddler(a),\n\t\t\t\ttiddlerB = self.getTiddler(b);\n\t\t\tif(tiddlerA) {\n\t\t\t\ta = tiddlerA.fields[sortField] || \"\";\n\t\t\t} else {\n\t\t\t\ta = \"\";\n\t\t\t}\n\t\t\tif(tiddlerB) {\n\t\t\t\tb = tiddlerB.fields[sortField] || \"\";\n\t\t\t} else {\n\t\t\t\tb = \"\";\n\t\t\t}\n\t\t}\n\t\tx = Number(a);\n\t\ty = Number(b);\n\t\tif(isNumeric && (!isNaN(x) || !isNaN(y))) {\n\t\t\treturn compareNumbers(x,y);\n\t\t} else if(isAlphaNumeric) {\n\t\t\treturn isDescending ? b.localeCompare(a,undefined,{numeric: true,sensitivity: \"base\"}) : a.localeCompare(b,undefined,{numeric: true,sensitivity: \"base\"});\n\t\t} else if($tw.utils.isDate(a) && $tw.utils.isDate(b)) {\n\t\t\treturn isDescending ? b - a : a - b;\n\t\t} else {\n\t\t\ta = String(a);\n\t\t\tb = String(b);\n\t\t\tif(!isCaseSensitive) {\n\t\t\t\ta = a.toLowerCase();\n\t\t\t\tb = b.toLowerCase();\n\t\t\t}\n\t\t\treturn isDescending ? b.localeCompare(a) : a.localeCompare(b);\n\t\t}\n\t});\n};\n\n/*\nFor every tiddler invoke a callback(title,tiddler) with `this` set to the wiki object. Options include:\nsortField: field to sort by\nexcludeTag: tag to exclude\nincludeSystem: whether to include system tiddlers (defaults to false)\n*/\nexports.forEachTiddler = function(/* [options,]callback */) {\n\tvar arg = 0,\n\t\toptions = arguments.length >= 2 ? arguments[arg++] : {},\n\t\tcallback = arguments[arg++],\n\t\ttitles = this.getTiddlers(options),\n\t\tt, tiddler;\n\tfor(t=0; t<titles.length; t++) {\n\t\ttiddler = this.getTiddler(titles[t]);\n\t\tif(tiddler) {\n\t\t\tcallback.call(this,tiddler.fields.title,tiddler);\n\t\t}\n\t}\n};\n\n/*\nReturn an array of tiddler titles that are directly linked from the specified tiddler\n*/\nexports.getTiddlerLinks = function(title) {\n\tvar self = this;\n\t// We'll cache the links so they only get computed if the tiddler changes\n\treturn this.getCacheForTiddler(title,\"links\",function() {\n\t\t// Parse the tiddler\n\t\tvar parser = self.parseTiddler(title);\n\t\t// Count up the links\n\t\tvar links = [],\n\t\t\tcheckParseTree = function(parseTree) {\n\t\t\t\tfor(var t=0; t<parseTree.length; t++) {\n\t\t\t\t\tvar parseTreeNode = parseTree[t];\n\t\t\t\t\tif(parseTreeNode.type === \"link\" && parseTreeNode.attributes.to && parseTreeNode.attributes.to.type === \"string\") {\n\t\t\t\t\t\tvar value = parseTreeNode.attributes.to.value;\n\t\t\t\t\t\tif(links.indexOf(value) === -1) {\n\t\t\t\t\t\t\tlinks.push(value);\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t\tif(parseTreeNode.children) {\n\t\t\t\t\t\tcheckParseTree(parseTreeNode.children);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t};\n\t\tif(parser) {\n\t\t\tcheckParseTree(parser.tree);\n\t\t}\n\t\treturn links;\n\t});\n};\n\n/*\nReturn an array of tiddler titles that link to the specified tiddler\n*/\nexports.getTiddlerBacklinks = function(targetTitle) {\n\tvar self = this,\n\t\tbacklinks = [];\n\tthis.forEachTiddler(function(title,tiddler) {\n\t\tvar links = self.getTiddlerLinks(title);\n\t\tif(links.indexOf(targetTitle) !== -1) {\n\t\t\tbacklinks.push(title);\n\t\t}\n\t});\n\treturn backlinks;\n};\n\n/*\nReturn a hashmap of tiddler titles that are referenced but not defined. Each value is the number of times the missing tiddler is referenced\n*/\nexports.getMissingTitles = function() {\n\tvar self = this,\n\t\tmissing = [];\n// We should cache the missing tiddler list, even if we recreate it every time any tiddler is modified\n\tthis.forEachTiddler(function(title,tiddler) {\n\t\tvar links = self.getTiddlerLinks(title);\n\t\t$tw.utils.each(links,function(link) {\n\t\t\tif((!self.tiddlerExists(link) && !self.isShadowTiddler(link)) && missing.indexOf(link) === -1) {\n\t\t\t\tmissing.push(link);\n\t\t\t}\n\t\t});\n\t});\n\treturn missing;\n};\n\nexports.getOrphanTitles = function() {\n\tvar self = this,\n\t\torphans = this.getTiddlers();\n\tthis.forEachTiddler(function(title,tiddler) {\n\t\tvar links = self.getTiddlerLinks(title);\n\t\t$tw.utils.each(links,function(link) {\n\t\t\tvar p = orphans.indexOf(link);\n\t\t\tif(p !== -1) {\n\t\t\t\torphans.splice(p,1);\n\t\t\t}\n\t\t});\n\t});\n\treturn orphans; // Todo\n};\n\n/*\nRetrieves a list of the tiddler titles that are tagged with a given tag\n*/\nexports.getTiddlersWithTag = function(tag) {\n\tvar self = this;\n\treturn this.getGlobalCache(\"taglist-\" + tag,function() {\n\t\tvar tagmap = self.getTagMap();\n\t\treturn self.sortByList(tagmap[tag],tag);\n\t});\n};\n\n/*\nGet a hashmap by tag of arrays of tiddler titles\n*/\nexports.getTagMap = function() {\n\tvar self = this;\n\treturn this.getGlobalCache(\"tagmap\",function() {\n\t\tvar tags = Object.create(null),\n\t\t\tstoreTags = function(tagArray,title) {\n\t\t\t\tif(tagArray) {\n\t\t\t\t\tfor(var index=0; index<tagArray.length; index++) {\n\t\t\t\t\t\tvar tag = tagArray[index];\n\t\t\t\t\t\tif($tw.utils.hop(tags,tag)) {\n\t\t\t\t\t\t\ttags[tag].push(title);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\ttags[tag] = [title];\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t},\n\t\t\ttitle, tiddler;\n\t\t// Collect up all the tags\n\t\tself.eachShadow(function(tiddler,title) {\n\t\t\tif(!self.tiddlerExists(title)) {\n\t\t\t\ttiddler = self.getTiddler(title);\n\t\t\t\tstoreTags(tiddler.fields.tags,title);\n\t\t\t}\n\t\t});\n\t\tself.each(function(tiddler,title) {\n\t\t\tstoreTags(tiddler.fields.tags,title);\n\t\t});\n\t\treturn tags;\n\t});\n};\n\n/*\nLookup a given tiddler and return a list of all the tiddlers that include it in the specified list field\n*/\nexports.findListingsOfTiddler = function(targetTitle,fieldName) {\n\tfieldName = fieldName || \"list\";\n\tvar titles = [];\n\tthis.each(function(tiddler,title) {\n\t\tvar list = $tw.utils.parseStringArray(tiddler.fields[fieldName]);\n\t\tif(list && list.indexOf(targetTitle) !== -1) {\n\t\t\ttitles.push(title);\n\t\t}\n\t});\n\treturn titles;\n};\n\n/*\nSorts an array of tiddler titles according to an ordered list\n*/\nexports.sortByList = function(array,listTitle) {\n\tvar self = this,\n\t\treplacedTitles = Object.create(null);\n\tfunction replaceItem(title) {\n\t\tif(!$tw.utils.hop(replacedTitles, title)) {\n\t\t\treplacedTitles[title] = true;\n\t\t\tvar newPos = -1,\n\t\t\t\ttiddler = self.getTiddler(title);\n\t\t\tif(tiddler) {\n\t\t\t\tvar beforeTitle = tiddler.fields[\"list-before\"],\n\t\t\t\t\tafterTitle = tiddler.fields[\"list-after\"];\n\t\t\t\tif(beforeTitle === \"\") {\n\t\t\t\t\tnewPos = 0;\n\t\t\t\t} else if(afterTitle === \"\") {\n\t\t\t\t\tnewPos = titles.length;\n\t\t\t\t} else if(beforeTitle) {\n\t\t\t\t\treplaceItem(beforeTitle);\n\t\t\t\t\tnewPos = titles.indexOf(beforeTitle);\n\t\t\t\t} else if(afterTitle) {\n\t\t\t\t\treplaceItem(afterTitle);\n\t\t\t\t\tnewPos = titles.indexOf(afterTitle);\n\t\t\t\t\tif(newPos >= 0) {\n\t\t\t\t\t\t++newPos;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// We get the currPos //after// figuring out the newPos, because recursive replaceItem calls might alter title's currPos\n\t\t\t\tvar currPos = titles.indexOf(title);\n\t\t\t\tif(newPos === -1) {\n\t\t\t\t\tnewPos = currPos;\n\t\t\t\t}\n\t\t\t\tif(currPos >= 0 && newPos !== currPos) {\n\t\t\t\t\ttitles.splice(currPos,1);\n\t\t\t\t\tif(newPos >= currPos) {\n\t\t\t\t\t\tnewPos--;\n\t\t\t\t\t}\n\t\t\t\t\ttitles.splice(newPos,0,title);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n\tvar list = this.getTiddlerList(listTitle);\n\tif(!array || array.length === 0) {\n\t\treturn [];\n\t} else {\n\t\tvar titles = [], t, title;\n\t\t// First place any entries that are present in the list\n\t\tfor(t=0; t<list.length; t++) {\n\t\t\ttitle = list[t];\n\t\t\tif(array.indexOf(title) !== -1) {\n\t\t\t\ttitles.push(title);\n\t\t\t}\n\t\t}\n\t\t// Then place any remaining entries\n\t\tfor(t=0; t<array.length; t++) {\n\t\t\ttitle = array[t];\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\ttitles.push(title);\n\t\t\t}\n\t\t}\n\t\t// Finally obey the list-before and list-after fields of each tiddler in turn\n\t\tvar sortedTitles = titles.slice(0);\n\t\tfor(t=0; t<sortedTitles.length; t++) {\n\t\t\ttitle = sortedTitles[t];\n\t\t\treplaceItem(title);\n\t\t}\n\t\treturn titles;\n\t}\n};\n\nexports.getSubTiddler = function(title,subTiddlerTitle) {\n\tvar bundleInfo = this.getPluginInfo(title) || this.getTiddlerDataCached(title);\n\tif(bundleInfo && bundleInfo.tiddlers) {\n\t\tvar subTiddler = bundleInfo.tiddlers[subTiddlerTitle];\n\t\tif(subTiddler) {\n\t\t\treturn new $tw.Tiddler(subTiddler);\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRetrieve a tiddler as a JSON string of the fields\n*/\nexports.getTiddlerAsJson = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\n\t\tvar fields = Object.create(null);\n\t\t$tw.utils.each(tiddler.fields,function(value,name) {\n\t\t\tfields[name] = tiddler.getFieldString(name);\n\t\t});\n\t\treturn JSON.stringify(fields);\n\t} else {\n\t\treturn JSON.stringify({title: title});\n\t}\n};\n\nexports.getTiddlersAsJson = function(filter) {\n\tvar tiddlers = this.filterTiddlers(filter),\n\t\tdata = [];\n\tfor(var t=0;t<tiddlers.length; t++) {\n\t\tvar tiddler = this.getTiddler(tiddlers[t]);\n\t\tif(tiddler) {\n\t\t\tvar fields = new Object();\n\t\t\tfor(var field in tiddler.fields) {\n\t\t\t\tfields[field] = tiddler.getFieldString(field);\n\t\t\t}\n\t\t\tdata.push(fields);\n\t\t}\n\t}\n\treturn JSON.stringify(data,null,$tw.config.preferences.jsonSpaces);\n};\n\n/*\nGet the content of a tiddler as a JavaScript object. How this is done depends on the type of the tiddler:\n\napplication/json: the tiddler JSON is parsed into an object\napplication/x-tiddler-dictionary: the tiddler is parsed as sequence of name:value pairs\n\nOther types currently just return null.\n\ntitleOrTiddler: string tiddler title or a tiddler object\ndefaultData: default data to be returned if the tiddler is missing or doesn't contain data\n\nNote that the same value is returned for repeated calls for the same tiddler data. The value is frozen to prevent modification; otherwise modifications would be visible to all callers\n*/\nexports.getTiddlerDataCached = function(titleOrTiddler,defaultData) {\n\tvar self = this,\n\t\ttiddler = titleOrTiddler;\n\tif(!(tiddler instanceof $tw.Tiddler)) {\n\t\ttiddler = this.getTiddler(tiddler);\t\n\t}\n\tif(tiddler) {\n\t\treturn this.getCacheForTiddler(tiddler.fields.title,\"data\",function() {\n\t\t\t// Return the frozen value\n\t\t\tvar value = self.getTiddlerData(tiddler.fields.title,undefined);\n\t\t\t$tw.utils.deepFreeze(value);\n\t\t\treturn value;\n\t\t}) || defaultData;\n\t} else {\n\t\treturn defaultData;\n\t}\n};\n\n/*\nAlternative, uncached version of getTiddlerDataCached(). The return value can be mutated freely and reused\n*/\nexports.getTiddlerData = function(titleOrTiddler,defaultData) {\n\tvar tiddler = titleOrTiddler,\n\t\tdata;\n\tif(!(tiddler instanceof $tw.Tiddler)) {\n\t\ttiddler = this.getTiddler(tiddler);\t\n\t}\n\tif(tiddler && tiddler.fields.text) {\n\t\tswitch(tiddler.fields.type) {\n\t\t\tcase \"application/json\":\n\t\t\t\t// JSON tiddler\n\t\t\t\ttry {\n\t\t\t\t\tdata = JSON.parse(tiddler.fields.text);\n\t\t\t\t} catch(ex) {\n\t\t\t\t\treturn defaultData;\n\t\t\t\t}\n\t\t\t\treturn data;\n\t\t\tcase \"application/x-tiddler-dictionary\":\n\t\t\t\treturn $tw.utils.parseFields(tiddler.fields.text);\n\t\t}\n\t}\n\treturn defaultData;\n};\n\n/*\nExtract an indexed field from within a data tiddler\n*/\nexports.extractTiddlerDataItem = function(titleOrTiddler,index,defaultText) {\n\tvar data = this.getTiddlerDataCached(titleOrTiddler,Object.create(null)),\n\t\ttext;\n\tif(data && $tw.utils.hop(data,index)) {\n\t\ttext = data[index];\n\t}\n\tif(typeof text === \"string\" || typeof text === \"number\") {\n\t\treturn text.toString();\n\t} else {\n\t\treturn defaultText;\n\t}\n};\n\n/*\nSet a tiddlers content to a JavaScript object. Currently this is done by setting the tiddler's type to \"application/json\" and setting the text to the JSON text of the data.\ntitle: title of tiddler\ndata: object that can be serialised to JSON\nfields: optional hashmap of additional tiddler fields to be set\n*/\nexports.setTiddlerData = function(title,data,fields) {\n\tvar existingTiddler = this.getTiddler(title),\n\t\tnewFields = {\n\t\t\ttitle: title\n\t};\n\tif(existingTiddler && existingTiddler.fields.type === \"application/x-tiddler-dictionary\") {\n\t\tnewFields.text = $tw.utils.makeTiddlerDictionary(data);\n\t} else {\n\t\tnewFields.type = \"application/json\";\n\t\tnewFields.text = JSON.stringify(data,null,$tw.config.preferences.jsonSpaces);\n\t}\n\tthis.addTiddler(new $tw.Tiddler(this.getCreationFields(),existingTiddler,fields,newFields,this.getModificationFields()));\n};\n\n/*\nReturn the content of a tiddler as an array containing each line\n*/\nexports.getTiddlerList = function(title,field,index) {\n\tif(index) {\n\t\treturn $tw.utils.parseStringArray(this.extractTiddlerDataItem(title,index,\"\"));\n\t}\n\tfield = field || \"list\";\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\n\t\treturn ($tw.utils.parseStringArray(tiddler.fields[field]) || []).slice(0);\n\t}\n\treturn [];\n};\n\n// Return a named global cache object. Global cache objects are cleared whenever a tiddler change occurs\nexports.getGlobalCache = function(cacheName,initializer) {\n\tthis.globalCache = this.globalCache || Object.create(null);\n\tif($tw.utils.hop(this.globalCache,cacheName)) {\n\t\treturn this.globalCache[cacheName];\n\t} else {\n\t\tthis.globalCache[cacheName] = initializer();\n\t\treturn this.globalCache[cacheName];\n\t}\n};\n\nexports.clearGlobalCache = function() {\n\tthis.globalCache = Object.create(null);\n};\n\n// Return the named cache object for a tiddler. If the cache doesn't exist then the initializer function is invoked to create it\nexports.getCacheForTiddler = function(title,cacheName,initializer) {\n\tthis.caches = this.caches || Object.create(null);\n\tvar caches = this.caches[title];\n\tif(caches && caches[cacheName]) {\n\t\treturn caches[cacheName];\n\t} else {\n\t\tif(!caches) {\n\t\t\tcaches = Object.create(null);\n\t\t\tthis.caches[title] = caches;\n\t\t}\n\t\tcaches[cacheName] = initializer();\n\t\treturn caches[cacheName];\n\t}\n};\n\n// Clear all caches associated with a particular tiddler, or, if the title is null, clear all the caches for all the tiddlers\nexports.clearCache = function(title) {\n\tif(title) {\n\t\tthis.caches = this.caches || Object.create(null);\n\t\tif($tw.utils.hop(this.caches,title)) {\n\t\t\tdelete this.caches[title];\n\t\t}\n\t} else {\n\t\tthis.caches = Object.create(null);\n\t}\n};\n\nexports.initParsers = function(moduleType) {\n\t// Install the parser modules\n\t$tw.Wiki.parsers = {};\n\tvar self = this;\n\t$tw.modules.forEachModuleOfType(\"parser\",function(title,module) {\n\t\tfor(var f in module) {\n\t\t\tif($tw.utils.hop(module,f)) {\n\t\t\t\t$tw.Wiki.parsers[f] = module[f]; // Store the parser class\n\t\t\t}\n\t\t}\n\t});\n\t// Use the generic binary parser for any binary types not registered so far\n\tif($tw.Wiki.parsers[\"application/octet-stream\"]) {\n\t\tObject.keys($tw.config.contentTypeInfo).forEach(function(type) {\n\t\t\tif(!$tw.utils.hop($tw.Wiki.parsers,type) && $tw.config.contentTypeInfo[type].encoding === \"base64\") {\n\t\t\t\t$tw.Wiki.parsers[type] = $tw.Wiki.parsers[\"application/octet-stream\"];\n\t\t\t}\n\t\t});\t\t\n\t}\n};\n\n/*\nParse a block of text of a specified MIME type\n\ttype: content type of text to be parsed\n\ttext: text\n\toptions: see below\nOptions include:\n\tparseAsInline: if true, the text of the tiddler will be parsed as an inline run\n\t_canonical_uri: optional string of the canonical URI of this content\n*/\nexports.parseText = function(type,text,options) {\n\ttext = text || \"\";\n\toptions = options || {};\n\t// Select a parser\n\tvar Parser = $tw.Wiki.parsers[type];\n\tif(!Parser && $tw.utils.getFileExtensionInfo(type)) {\n\t\tParser = $tw.Wiki.parsers[$tw.utils.getFileExtensionInfo(type).type];\n\t}\n\tif(!Parser) {\n\t\tParser = $tw.Wiki.parsers[options.defaultType || \"text/vnd.tiddlywiki\"];\n\t}\n\tif(!Parser) {\n\t\treturn null;\n\t}\n\t// Return the parser instance\n\treturn new Parser(type,text,{\n\t\tparseAsInline: options.parseAsInline,\n\t\twiki: this,\n\t\t_canonical_uri: options._canonical_uri\n\t});\n};\n\n/*\nParse a tiddler according to its MIME type\n*/\nexports.parseTiddler = function(title,options) {\n\toptions = $tw.utils.extend({},options);\n\tvar cacheType = options.parseAsInline ? \"inlineParseTree\" : \"blockParseTree\",\n\t\ttiddler = this.getTiddler(title),\n\t\tself = this;\n\treturn tiddler ? this.getCacheForTiddler(title,cacheType,function() {\n\t\t\tif(tiddler.hasField(\"_canonical_uri\")) {\n\t\t\t\toptions._canonical_uri = tiddler.fields._canonical_uri;\n\t\t\t}\n\t\t\treturn self.parseText(tiddler.fields.type,tiddler.fields.text,options);\n\t\t}) : null;\n};\n\nexports.parseTextReference = function(title,field,index,options) {\n\tvar tiddler,text;\n\tif(options.subTiddler) {\n\t\ttiddler = this.getSubTiddler(title,options.subTiddler);\n\t} else {\n\t\ttiddler = this.getTiddler(title);\n\t\tif(field === \"text\" || (!field && !index)) {\n\t\t\tthis.getTiddlerText(title); // Force the tiddler to be lazily loaded\n\t\t\treturn this.parseTiddler(title,options);\n\t\t}\n\t}\n\tif(field === \"text\" || (!field && !index)) {\n\t\tif(tiddler && tiddler.fields) {\n\t\t\treturn this.parseText(tiddler.fields.type,tiddler.fields.text,options);\t\t\t\n\t\t} else {\n\t\t\treturn null;\n\t\t}\n\t} else if(field) {\n\t\tif(field === \"title\") {\n\t\t\ttext = title;\n\t\t} else {\n\t\t\tif(!tiddler || !tiddler.hasField(field)) {\n\t\t\t\treturn null;\n\t\t\t}\n\t\t\ttext = tiddler.fields[field];\n\t\t}\n\t\treturn this.parseText(\"text/vnd.tiddlywiki\",text.toString(),options);\n\t} else if(index) {\n\t\tthis.getTiddlerText(title); // Force the tiddler to be lazily loaded\n\t\ttext = this.extractTiddlerDataItem(tiddler,index,undefined);\n\t\tif(text === undefined) {\n\t\t\treturn null;\n\t\t}\n\t\treturn this.parseText(\"text/vnd.tiddlywiki\",text,options);\n\t}\n};\n\n/*\nMake a widget tree for a parse tree\nparser: parser object\noptions: see below\nOptions include:\ndocument: optional document to use\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.makeWidget = function(parser,options) {\n\toptions = options || {};\n\tvar widgetNode = {\n\t\t\ttype: \"widget\",\n\t\t\tchildren: []\n\t\t},\n\t\tcurrWidgetNode = widgetNode;\n\t// Create set variable widgets for each variable\n\t$tw.utils.each(options.variables,function(value,name) {\n\t\tvar setVariableWidget = {\n\t\t\ttype: \"set\",\n\t\t\tattributes: {\n\t\t\t\tname: {type: \"string\", value: name},\n\t\t\t\tvalue: {type: \"string\", value: value}\n\t\t\t},\n\t\t\tchildren: []\n\t\t};\n\t\tcurrWidgetNode.children = [setVariableWidget];\n\t\tcurrWidgetNode = setVariableWidget;\n\t});\n\t// Add in the supplied parse tree nodes\n\tcurrWidgetNode.children = parser ? parser.tree : [];\n\t// Create the widget\n\treturn new widget.widget(widgetNode,{\n\t\twiki: this,\n\t\tdocument: options.document || $tw.fakeDocument,\n\t\tparentWidget: options.parentWidget\n\t});\n};\n\n/*\nMake a widget tree for transclusion\ntitle: target tiddler title\noptions: as for wiki.makeWidget() plus:\noptions.field: optional field to transclude (defaults to \"text\")\noptions.mode: transclusion mode \"inline\" or \"block\"\noptions.children: optional array of children for the transclude widget\noptions.importVariables: optional importvariables filter string for macros to be included\noptions.importPageMacros: optional boolean; if true, equivalent to passing \"[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\" to options.importVariables\n*/\nexports.makeTranscludeWidget = function(title,options) {\n\toptions = options || {};\n\tvar parseTreeDiv = {tree: [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"div\",\n\t\t\tchildren: []}]},\n\t\tparseTreeImportVariables = {\n\t\t\ttype: \"importvariables\",\n\t\t\tattributes: {\n\t\t\t\tfilter: {\n\t\t\t\t\tname: \"filter\",\n\t\t\t\t\ttype: \"string\"\n\t\t\t\t}\n\t\t\t},\n\t\t\tisBlock: false,\n\t\t\tchildren: []},\n\t\tparseTreeTransclude = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {\n\t\t\t\t\tname: \"tiddler\",\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: title}},\n\t\t\tisBlock: !options.parseAsInline};\n\tif(options.importVariables || options.importPageMacros) {\n\t\tif(options.importVariables) {\n\t\t\tparseTreeImportVariables.attributes.filter.value = options.importVariables;\n\t\t} else if(options.importPageMacros) {\n\t\t\tparseTreeImportVariables.attributes.filter.value = \"[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\";\n\t\t}\n\t\tparseTreeDiv.tree[0].children.push(parseTreeImportVariables);\n\t\tparseTreeImportVariables.children.push(parseTreeTransclude);\n\t} else {\n\t\tparseTreeDiv.tree[0].children.push(parseTreeTransclude);\n\t}\n\tif(options.field) {\n\t\tparseTreeTransclude.attributes.field = {type: \"string\", value: options.field};\n\t}\n\tif(options.mode) {\n\t\tparseTreeTransclude.attributes.mode = {type: \"string\", value: options.mode};\n\t}\n\tif(options.children) {\n\t\tparseTreeTransclude.children = options.children;\n\t}\n\treturn $tw.wiki.makeWidget(parseTreeDiv,options);\n};\n\n/*\nParse text in a specified format and render it into another format\n\toutputType: content type for the output\n\ttextType: content type of the input text\n\ttext: input text\n\toptions: see below\nOptions include:\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.renderText = function(outputType,textType,text,options) {\n\toptions = options || {};\n\tvar parser = this.parseText(textType,text,options),\n\t\twidgetNode = this.makeWidget(parser,options);\n\tvar container = $tw.fakeDocument.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn outputType === \"text/html\" ? container.innerHTML : container.textContent;\n};\n\n/*\nParse text from a tiddler and render it into another format\n\toutputType: content type for the output\n\ttitle: title of the tiddler to be rendered\n\toptions: see below\nOptions include:\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.renderTiddler = function(outputType,title,options) {\n\toptions = options || {};\n\tvar parser = this.parseTiddler(title,options),\n\t\twidgetNode = this.makeWidget(parser,options);\n\tvar container = $tw.fakeDocument.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn outputType === \"text/html\" ? container.innerHTML : (outputType === \"text/plain-formatted\" ? container.formattedTextContent : container.textContent);\n};\n\n/*\nReturn an array of tiddler titles that match a search string\n\ttext: The text string to search for\n\toptions: see below\nOptions available:\n\tsource: an iterator function for the source tiddlers, called source(iterator), where iterator is called as iterator(tiddler,title)\n\texclude: An array of tiddler titles to exclude from the search\n\tinvert: If true returns tiddlers that do not contain the specified string\n\tcaseSensitive: If true forces a case sensitive search\n\tfield: If specified, restricts the search to the specified field, or an array of field names\n\texcludeField: If true, the field options are inverted to specify the fields that are not to be searched\n\tThe search mode is determined by the first of these boolean flags to be true\n\t\tliteral: searches for literal string\n\t\twhitespace: same as literal except runs of whitespace are treated as a single space\n\t\tregexp: treats the search term as a regular expression\n\t\twords: (default) treats search string as a list of tokens, and matches if all tokens are found, regardless of adjacency or ordering\n*/\nexports.search = function(text,options) {\n\toptions = options || {};\n\tvar self = this,\n\t\tt,\n\t\tinvert = !!options.invert;\n\t// Convert the search string into a regexp for each term\n\tvar terms, searchTermsRegExps,\n\t\tflags = options.caseSensitive ? \"\" : \"i\";\n\tif(options.literal) {\n\t\tif(text.length === 0) {\n\t\t\tsearchTermsRegExps = null;\n\t\t} else {\n\t\t\tsearchTermsRegExps = [new RegExp(\"(\" + $tw.utils.escapeRegExp(text) + \")\",flags)];\n\t\t}\n\t} else if(options.whitespace) {\n\t\tterms = [];\n\t\t$tw.utils.each(text.split(/\\s+/g),function(term) {\n\t\t\tif(term) {\n\t\t\t\tterms.push($tw.utils.escapeRegExp(term));\n\t\t\t}\n\t\t});\n\t\tsearchTermsRegExps = [new RegExp(\"(\" + terms.join(\"\\\\s+\") + \")\",flags)];\n\t} else if(options.regexp) {\n\t\ttry {\n\t\t\tsearchTermsRegExps = [new RegExp(\"(\" + text + \")\",flags)];\t\t\t\n\t\t} catch(e) {\n\t\t\tsearchTermsRegExps = null;\n\t\t\tconsole.log(\"Regexp error parsing /(\" + text + \")/\" + flags + \": \",e);\n\t\t}\n\t} else {\n\t\tterms = text.split(/ +/);\n\t\tif(terms.length === 1 && terms[0] === \"\") {\n\t\t\tsearchTermsRegExps = null;\n\t\t} else {\n\t\t\tsearchTermsRegExps = [];\n\t\t\tfor(t=0; t<terms.length; t++) {\n\t\t\t\tsearchTermsRegExps.push(new RegExp(\"(\" + $tw.utils.escapeRegExp(terms[t]) + \")\",flags));\n\t\t\t}\n\t\t}\n\t}\n\t// Accumulate the array of fields to be searched or excluded from the search\n\tvar fields = [];\n\tif(options.field) {\n\t\tif($tw.utils.isArray(options.field)) {\n\t\t\t$tw.utils.each(options.field,function(fieldName) {\n\t\t\t\tif(fieldName) {\n\t\t\t\t\tfields.push(fieldName);\t\t\t\t\t\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tfields.push(options.field);\n\t\t}\n\t}\n\t// Use default fields if none specified and we're not excluding fields (excluding fields with an empty field array is the same as searching all fields)\n\tif(fields.length === 0 && !options.excludeField) {\n\t\tfields.push(\"title\");\n\t\tfields.push(\"tags\");\n\t\tfields.push(\"text\");\n\t}\n\t// Function to check a given tiddler for the search term\n\tvar searchTiddler = function(title) {\n\t\tif(!searchTermsRegExps) {\n\t\t\treturn true;\n\t\t}\n\t\tvar tiddler = self.getTiddler(title);\n\t\tif(!tiddler) {\n\t\t\ttiddler = new $tw.Tiddler({title: title, text: \"\", type: \"text/vnd.tiddlywiki\"});\n\t\t}\n\t\tvar contentTypeInfo = $tw.config.contentTypeInfo[tiddler.fields.type] || $tw.config.contentTypeInfo[\"text/vnd.tiddlywiki\"],\n\t\t\tsearchFields;\n\t\t// Get the list of fields we're searching\n\t\tif(options.excludeField) {\n\t\t\tsearchFields = Object.keys(tiddler.fields);\n\t\t\t$tw.utils.each(fields,function(fieldName) {\n\t\t\t\tvar p = searchFields.indexOf(fieldName);\n\t\t\t\tif(p !== -1) {\n\t\t\t\t\tsearchFields.splice(p,1);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsearchFields = fields;\n\t\t}\n\t\tfor(var fieldIndex=0; fieldIndex<searchFields.length; fieldIndex++) {\n\t\t\t// Don't search the text field if the content type is binary\n\t\t\tvar fieldName = searchFields[fieldIndex];\n\t\t\tif(fieldName === \"text\" && contentTypeInfo.encoding !== \"utf8\") {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t\tvar matches = true,\n\t\t\t\tstr = tiddler.fields[fieldName],\n\t\t\t\tt;\n\t\t\tif(str) {\n\t\t\t\tif($tw.utils.isArray(str)) {\n\t\t\t\t\t// If the field value is an array, test each regexp against each field array entry and fail if each regexp doesn't match at least one field array entry\n\t\t\t\t\tfor(t=0; t<searchTermsRegExps.length; t++) {\n\t\t\t\t\t\tvar thisRegExpMatches = false\n\t\t\t\t\t\tfor(var s=0; s<str.length; s++) {\n\t\t\t\t\t\t\tif(searchTermsRegExps[t].test(str[s])) {\n\t\t\t\t\t\t\t\tthisRegExpMatches = true;\n\t\t\t\t\t\t\t\tbreak;\n\t\t\t\t\t\t\t}\n\t\t\t\t\t\t}\n\t\t\t\t\t\t// Bail if the current search expression doesn't match any entry in the current field array\n\t\t\t\t\t\tif(!thisRegExpMatches) {\n\t\t\t\t\t\t\tmatches = false;\n\t\t\t\t\t\t\tbreak;\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// If the field isn't an array, force it to a string and test each regexp against it and fail if any do not match\n\t\t\t\t\tstr = tiddler.getFieldString(fieldName);\n\t\t\t\t\tfor(t=0; t<searchTermsRegExps.length; t++) {\n\t\t\t\t\t\tif(!searchTermsRegExps[t].test(str)) {\n\t\t\t\t\t\t\tmatches = false;\n\t\t\t\t\t\t\tbreak;\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tmatches = false;\n\t\t\t}\n\t\t\tif(matches) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t};\n\t\treturn false;\n\t};\n\t// Loop through all the tiddlers doing the search\n\tvar results = [],\n\t\tsource = options.source || this.each;\n\tsource(function(tiddler,title) {\n\t\tif(searchTiddler(title) !== options.invert) {\n\t\t\tresults.push(title);\n\t\t}\n\t});\n\t// Remove any of the results we have to exclude\n\tif(options.exclude) {\n\t\tfor(t=0; t<options.exclude.length; t++) {\n\t\t\tvar p = results.indexOf(options.exclude[t]);\n\t\t\tif(p !== -1) {\n\t\t\t\tresults.splice(p,1);\n\t\t\t}\n\t\t}\n\t}\n\treturn results;\n};\n\n/*\nTrigger a load for a tiddler if it is skinny. Returns the text, or undefined if the tiddler is missing, null if the tiddler is being lazily loaded.\n*/\nexports.getTiddlerText = function(title,defaultText) {\n\tvar tiddler = this.getTiddler(title);\n\t// Return undefined if the tiddler isn't found\n\tif(!tiddler) {\n\t\treturn defaultText;\n\t}\n\tif(tiddler.fields.text !== undefined) {\n\t\t// Just return the text if we've got it\n\t\treturn tiddler.fields.text;\n\t} else {\n\t\t// Tell any listeners about the need to lazily load this tiddler\n\t\tthis.dispatchEvent(\"lazyLoad\",title);\n\t\t// Indicate that the text is being loaded\n\t\treturn null;\n\t}\n};\n\n/*\nCheck whether the text of a tiddler matches a given value. By default, the comparison is case insensitive, and any spaces at either end of the tiddler text is trimmed\n*/\nexports.checkTiddlerText = function(title,targetText,options) {\n\toptions = options || {};\n\tvar text = this.getTiddlerText(title,\"\");\n\tif(!options.noTrim) {\n\t\ttext = text.trim();\n\t}\n\tif(!options.caseSensitive) {\n\t\ttext = text.toLowerCase();\n\t\ttargetText = targetText.toLowerCase();\n\t}\n\treturn text === targetText;\n}\n\n/*\nRead an array of browser File objects, invoking callback(tiddlerFieldsArray) once they're all read\n*/\nexports.readFiles = function(files,options) {\n\tvar callback;\n\tif(typeof options === \"function\") {\n\t\tcallback = options;\n\t\toptions = {};\n\t} else {\n\t\tcallback = options.callback;\n\t}\n\tvar result = [],\n\t\toutstanding = files.length,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tresult.push.apply(result,tiddlerFieldsArray);\n\t\t\tif(--outstanding === 0) {\n\t\t\t\tcallback(result);\n\t\t\t}\n\t\t};\n\tfor(var f=0; f<files.length; f++) {\n\t\tthis.readFile(files[f],$tw.utils.extend({},options,{callback: readFileCallback}));\n\t}\n\treturn files.length;\n};\n\n/*\nRead a browser File object, invoking callback(tiddlerFieldsArray) with an array of tiddler fields objects\n*/\nexports.readFile = function(file,options) {\n\tvar callback;\n\tif(typeof options === \"function\") {\n\t\tcallback = options;\n\t\toptions = {};\n\t} else {\n\t\tcallback = options.callback;\n\t}\n\t// Get the type, falling back to the filename extension\n\tvar self = this,\n\t\ttype = file.type;\n\tif(type === \"\" || !type) {\n\t\tvar dotPos = file.name.lastIndexOf(\".\");\n\t\tif(dotPos !== -1) {\n\t\t\tvar fileExtensionInfo = $tw.utils.getFileExtensionInfo(file.name.substr(dotPos));\n\t\t\tif(fileExtensionInfo) {\n\t\t\t\ttype = fileExtensionInfo.type;\n\t\t\t}\n\t\t}\n\t}\n\t// Figure out if we're reading a binary file\n\tvar contentTypeInfo = $tw.config.contentTypeInfo[type],\n\t\tisBinary = contentTypeInfo ? contentTypeInfo.encoding === \"base64\" : false;\n\t// Log some debugging information\n\tif($tw.log.IMPORT) {\n\t\tconsole.log(\"Importing file '\" + file.name + \"', type: '\" + type + \"', isBinary: \" + isBinary);\n\t}\n\t// Give the hook a chance to process the drag\n\tif($tw.hooks.invokeHook(\"th-importing-file\",{\n\t\tfile: file,\n\t\ttype: type,\n\t\tisBinary: isBinary,\n\t\tcallback: callback\n\t}) !== true) {\n\t\tthis.readFileContent(file,type,isBinary,options.deserializer,callback);\n\t}\n};\n\n/*\nLower level utility to read the content of a browser File object, invoking callback(tiddlerFieldsArray) with an array of tiddler fields objects\n*/\nexports.readFileContent = function(file,type,isBinary,deserializer,callback) {\n\tvar self = this;\n\t// Create the FileReader\n\tvar reader = new FileReader();\n\t// Onload\n\treader.onload = function(event) {\n\t\tvar text = event.target.result,\n\t\t\ttiddlerFields = {title: file.name || \"Untitled\", type: type};\n\t\tif(isBinary) {\n\t\t\tvar commaPos = text.indexOf(\",\");\n\t\t\tif(commaPos !== -1) {\n\t\t\t\ttext = text.substr(commaPos + 1);\n\t\t\t}\n\t\t}\n\t\t// Check whether this is an encrypted TiddlyWiki file\n\t\tvar encryptedJson = $tw.utils.extractEncryptedStoreArea(text);\n\t\tif(encryptedJson) {\n\t\t\t// If so, attempt to decrypt it with the current password\n\t\t\t$tw.utils.decryptStoreAreaInteractive(encryptedJson,function(tiddlers) {\n\t\t\t\tcallback(tiddlers);\n\t\t\t});\n\t\t} else {\n\t\t\t// Otherwise, just try to deserialise any tiddlers in the file\n\t\t\tcallback(self.deserializeTiddlers(type,text,tiddlerFields,{deserializer: deserializer}));\n\t\t}\n\t};\n\t// Kick off the read\n\tif(isBinary) {\n\t\treader.readAsDataURL(file);\n\t} else {\n\t\treader.readAsText(file);\n\t}\n};\n\n/*\nFind any existing draft of a specified tiddler\n*/\nexports.findDraft = function(targetTitle) {\n\tvar draftTitle = undefined;\n\tthis.forEachTiddler({includeSystem: true},function(title,tiddler) {\n\t\tif(tiddler.fields[\"draft.title\"] && tiddler.fields[\"draft.of\"] === targetTitle) {\n\t\t\tdraftTitle = title;\n\t\t}\n\t});\n\treturn draftTitle;\n}\n\n/*\nCheck whether the specified draft tiddler has been modified.\nIf the original tiddler doesn't exist, create a vanilla tiddler variable,\nto check if additional fields have been added.\n*/\nexports.isDraftModified = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(!tiddler.isDraft()) {\n\t\treturn false;\n\t}\n\tvar ignoredFields = [\"created\", \"modified\", \"title\", \"draft.title\", \"draft.of\"],\n\t\torigTiddler = this.getTiddler(tiddler.fields[\"draft.of\"]) || new $tw.Tiddler({text:\"\", tags:[]}),\n\t\ttitleModified = tiddler.fields[\"draft.title\"] !== tiddler.fields[\"draft.of\"];\n\treturn titleModified || !tiddler.isEqual(origTiddler,ignoredFields);\n};\n\n/*\nAdd a new record to the top of the history stack\ntitle: a title string or an array of title strings\nfromPageRect: page coordinates of the origin of the navigation\nhistoryTitle: title of history tiddler (defaults to $:/HistoryList)\n*/\nexports.addToHistory = function(title,fromPageRect,historyTitle) {\n\tvar story = new $tw.Story({wiki: this, historyTitle: historyTitle});\n\tstory.addToHistory(title,fromPageRect);\n};\n\n/*\nAdd a new tiddler to the story river\ntitle: a title string or an array of title strings\nfromTitle: the title of the tiddler from which the navigation originated\nstoryTitle: title of story tiddler (defaults to $:/StoryList)\noptions: see story.js\n*/\nexports.addToStory = function(title,fromTitle,storyTitle,options) {\n\tvar story = new $tw.Story({wiki: this, storyTitle: storyTitle});\n\tstory.addToStory(title,fromTitle,options);\n};\n\n/*\nInvoke the available upgrader modules\ntitles: array of tiddler titles to be processed\ntiddlers: hashmap by title of tiddler fields of pending import tiddlers. These can be modified by the upgraders. An entry with no fields indicates a tiddler that was pending import has been suppressed. When entries are added to the pending import the tiddlers hashmap may have entries that are not present in the titles array\nReturns a hashmap of messages keyed by tiddler title.\n*/\nexports.invokeUpgraders = function(titles,tiddlers) {\n\t// Collect up the available upgrader modules\n\tvar self = this;\n\tif(!this.upgraderModules) {\n\t\tthis.upgraderModules = [];\n\t\t$tw.modules.forEachModuleOfType(\"upgrader\",function(title,module) {\n\t\t\tif(module.upgrade) {\n\t\t\t\tself.upgraderModules.push(module);\n\t\t\t}\n\t\t});\n\t}\n\t// Invoke each upgrader in turn\n\tvar messages = {};\n\tfor(var t=0; t<this.upgraderModules.length; t++) {\n\t\tvar upgrader = this.upgraderModules[t],\n\t\t\tupgraderMessages = upgrader.upgrade(this,titles,tiddlers);\n\t\t$tw.utils.extend(messages,upgraderMessages);\n\t}\n\treturn messages;\n};\n\n})();\n\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/palettes/Blanca": {
"title": "$:/palettes/Blanca",
"name": "Blanca",
"description": "A clean white palette to let you focus",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #66cccc\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #ffffff\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #7897f3\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ccc\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #ffffff\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #7897f3\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #eeeeee\ntab-border-selected: #cccccc\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ffeedd\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: #eee\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #ff9900\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Blue": {
"title": "$:/palettes/Blue",
"name": "Blue",
"description": "A blue theme",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #fff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour foreground>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333353\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #ddddff\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ffffff\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: <<colour page-background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #5959c0\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: #ccccdd\ntab-border-selected: #ccccdd\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #eeeeff\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #666666\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #ffffff\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #ffffff\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #5959c0\ntoolbar-new-button: #5eb95e\ntoolbar-options-button: rgb(128, 88, 165)\ntoolbar-save-button: #0e90d2\ntoolbar-info-button: #0e90d2\ntoolbar-edit-button: rgb(243, 123, 29)\ntoolbar-close-button: #dd514c\ntoolbar-delete-button: #dd514c\ntoolbar-cancel-button: rgb(243, 123, 29)\ntoolbar-done-button: #5eb95e\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Muted": {
"title": "$:/palettes/Muted",
"name": "Muted",
"description": "Bright tiddlers on a muted background",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #bbb\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #6f6f70\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #29a6ee\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #c2c1c2\nsidebar-foreground-shadow: rgba(255,255,255,0)\nsidebar-foreground: #d3d2d4\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #6f6f70\nsidebar-tab-background: #666667\nsidebar-tab-border-selected: #999\nsidebar-tab-border: #515151\nsidebar-tab-divider: #999\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: #999\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #d1d0d2\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #d5ad34\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/ContrastLight": {
"title": "$:/palettes/ContrastLight",
"name": "Contrast (Light)",
"description": "High contrast and unambiguous (light version)",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #f00\nalert-border: <<colour background>>\nalert-highlight: <<colour foreground>>\nalert-muted-foreground: #800\nbackground: #fff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: <<colour background>>\nbutton-foreground: <<colour foreground>>\nbutton-border: <<colour foreground>>\ncode-background: <<colour background>>\ncode-border: <<colour foreground>>\ncode-foreground: <<colour foreground>>\ndirty-indicator: #f00\ndownload-background: #080\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: <<colour foreground>>\ndropdown-tab-background: <<colour foreground>>\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #00a\nexternal-link-foreground: #00e\nforeground: #000\nmessage-background: <<colour foreground>>\nmessage-border: <<colour background>>\nmessage-foreground: <<colour background>>\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: <<colour foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour foreground>>\nmodal-header-border: <<colour foreground>>\nmuted-foreground: <<colour foreground>>\nnotification-background: <<colour background>>\nnotification-border: <<colour foreground>>\npage-background: <<colour background>>\npre-background: <<colour background>>\npre-border: <<colour foreground>>\nprimary: #00f\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: <<colour background>>\nsidebar-controls-foreground: <<colour foreground>>\nsidebar-foreground-shadow: rgba(0,0,0, 0)\nsidebar-foreground: <<colour foreground>>\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: <<colour foreground>>\nsidebar-tab-background-selected: <<colour background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: <<colour foreground>>\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: <<colour foreground>>\nsidebar-tiddler-link-foreground: <<colour primary>>\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: <<colour foreground>>\ntab-border-selected: <<colour foreground>>\ntab-border: <<colour foreground>>\ntab-divider: <<colour foreground>>\ntab-foreground-selected: <<colour foreground>>\ntab-foreground: <<colour background>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #000\ntag-foreground: #fff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour foreground>>\ntiddler-controls-foreground-hover: #ddd\ntiddler-controls-foreground-selected: #fdd\ntiddler-controls-foreground: <<colour foreground>>\ntiddler-editor-background: <<colour background>>\ntiddler-editor-border-image: <<colour foreground>>\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: <<colour background>>\ntiddler-editor-fields-odd: <<colour background>>\ntiddler-info-background: <<colour background>>\ntiddler-info-border: <<colour foreground>>\ntiddler-info-tab-background: <<colour background>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour foreground>>\ntiddler-title-foreground: <<colour foreground>>\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour foreground>>\nvery-muted-foreground: #888888\n"
},
"$:/palettes/ContrastDark": {
"title": "$:/palettes/ContrastDark",
"name": "Contrast (Dark)",
"description": "High contrast and unambiguous (dark version)",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #f00\nalert-border: <<colour background>>\nalert-highlight: <<colour foreground>>\nalert-muted-foreground: #800\nbackground: #000\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: <<colour background>>\nbutton-foreground: <<colour foreground>>\nbutton-border: <<colour foreground>>\ncode-background: <<colour background>>\ncode-border: <<colour foreground>>\ncode-foreground: <<colour foreground>>\ndirty-indicator: #f00\ndownload-background: #080\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: <<colour foreground>>\ndropdown-tab-background: <<colour foreground>>\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #00a\nexternal-link-foreground: #00e\nforeground: #fff\nmessage-background: <<colour foreground>>\nmessage-border: <<colour background>>\nmessage-foreground: <<colour background>>\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: <<colour foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour foreground>>\nmodal-header-border: <<colour foreground>>\nmuted-foreground: <<colour foreground>>\nnotification-background: <<colour background>>\nnotification-border: <<colour foreground>>\npage-background: <<colour background>>\npre-background: <<colour background>>\npre-border: <<colour foreground>>\nprimary: #00f\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: <<colour background>>\nsidebar-controls-foreground: <<colour foreground>>\nsidebar-foreground-shadow: rgba(0,0,0, 0)\nsidebar-foreground: <<colour foreground>>\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: <<colour foreground>>\nsidebar-tab-background-selected: <<colour background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: <<colour foreground>>\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: <<colour foreground>>\nsidebar-tiddler-link-foreground: <<colour primary>>\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: <<colour foreground>>\ntab-border-selected: <<colour foreground>>\ntab-border: <<colour foreground>>\ntab-divider: <<colour foreground>>\ntab-foreground-selected: <<colour foreground>>\ntab-foreground: <<colour background>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #fff\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour foreground>>\ntiddler-controls-foreground-hover: #ddd\ntiddler-controls-foreground-selected: #fdd\ntiddler-controls-foreground: <<colour foreground>>\ntiddler-editor-background: <<colour background>>\ntiddler-editor-border-image: <<colour foreground>>\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: <<colour background>>\ntiddler-editor-fields-odd: <<colour background>>\ntiddler-info-background: <<colour background>>\ntiddler-info-border: <<colour foreground>>\ntiddler-info-tab-background: <<colour background>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour foreground>>\ntiddler-title-foreground: <<colour foreground>>\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour foreground>>\nvery-muted-foreground: #888888\n"
},
"$:/palettes/DarkPhotos": {
"title": "$:/palettes/DarkPhotos",
"created": "20150402111612188",
"description": "Good with dark photo backgrounds",
"modified": "20150402112344080",
"name": "DarkPhotos",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: \nbutton-foreground: \nbutton-border: \ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #ddd\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #336438\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #ccf\nsidebar-controls-foreground: #fff\nsidebar-foreground-shadow: rgba(0,0,0, 0.5)\nsidebar-foreground: #fff\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #eee\nsidebar-tab-background-selected: rgba(255,255,255, 0.8)\nsidebar-tab-background: rgba(255,255,255, 0.4)\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: rgba(255,255,255, 0.2)\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #aaf\nsidebar-tiddler-link-foreground: #ddf\nsite-title-foreground: #fff\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ec6\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Rocker": {
"title": "$:/palettes/Rocker",
"name": "Rocker",
"description": "A dark theme",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #000\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #cc0000\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ffffff\nsidebar-foreground-shadow: rgba(255,255,255, 0.0)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #000\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #ffbb99\nsidebar-tiddler-link-foreground: #cc0000\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ffbb99\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #cc0000\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/SolarFlare": {
"title": "$:/palettes/SolarFlare",
"name": "Solar Flare",
"description": "Warm, relaxing earth colours",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": ": Background Tones\n\nbase03: #002b36\nbase02: #073642\n\n: Content Tones\n\nbase01: #586e75\nbase00: #657b83\nbase0: #839496\nbase1: #93a1a1\n\n: Background Tones\n\nbase2: #eee8d5\nbase3: #fdf6e3\n\n: Accent Colors\n\nyellow: #b58900\norange: #cb4b16\nred: #dc322f\nmagenta: #d33682\nviolet: #6c71c4\nblue: #268bd2\ncyan: #2aa198\ngreen: #859900\n\n: Additional Tones (RA)\n\nbase10: #c0c4bb\nviolet-muted: #7c81b0\nblue-muted: #4e7baa\n\nyellow-hot: #ffcc44\norange-hot: #eb6d20\nred-hot: #ff2222\nblue-hot: #2298ee\ngreen-hot: #98ee22\n\n: Palette\n\n: Do not use colour macro for background and foreground\nbackground: #fdf6e3\n download-foreground: <<colour background>>\n dragger-foreground: <<colour background>>\n dropdown-background: <<colour background>>\n modal-background: <<colour background>>\n sidebar-foreground-shadow: <<colour background>>\n tiddler-background: <<colour background>>\n tiddler-border: <<colour background>>\n tiddler-link-background: <<colour background>>\n tab-background-selected: <<colour background>>\n dropdown-tab-background-selected: <<colour tab-background-selected>>\nforeground: #657b83\n dragger-background: <<colour foreground>>\n tab-foreground: <<colour foreground>>\n tab-foreground-selected: <<colour tab-foreground>>\n sidebar-tab-foreground-selected: <<colour tab-foreground-selected>>\n sidebar-tab-foreground: <<colour tab-foreground>>\n sidebar-button-foreground: <<colour foreground>>\n sidebar-controls-foreground: <<colour foreground>>\n sidebar-foreground: <<colour foreground>>\n: base03\n: base02\n: base01\n alert-muted-foreground: <<colour base01>>\n: base00\n code-foreground: <<colour base00>>\n message-foreground: <<colour base00>>\n tag-foreground: <<colour base00>>\n: base0\n sidebar-tiddler-link-foreground: <<colour base0>>\n: base1\n muted-foreground: <<colour base1>>\n blockquote-bar: <<colour muted-foreground>>\n dropdown-border: <<colour muted-foreground>>\n sidebar-muted-foreground: <<colour muted-foreground>>\n tiddler-title-foreground: <<colour muted-foreground>>\n site-title-foreground: <<colour tiddler-title-foreground>>\n: base2\n modal-footer-background: <<colour base2>>\n page-background: <<colour base2>>\n modal-backdrop: <<colour page-background>>\n notification-background: <<colour page-background>>\n code-background: <<colour page-background>>\n code-border: <<colour code-background>>\n pre-background: <<colour page-background>>\n pre-border: <<colour pre-background>>\n sidebar-tab-background-selected: <<colour page-background>>\n table-header-background: <<colour base2>>\n tag-background: <<colour base2>>\n tiddler-editor-background: <<colour base2>>\n tiddler-info-background: <<colour base2>>\n tiddler-info-tab-background: <<colour base2>>\n tab-background: <<colour base2>>\n dropdown-tab-background: <<colour tab-background>>\n: base3\n alert-background: <<colour base3>>\n message-background: <<colour base3>>\n: yellow\n: orange\n: red\n: magenta\n alert-highlight: <<colour magenta>>\n: violet\n external-link-foreground: <<colour violet>>\n: blue\n: cyan\n: green\n: base10\n tiddler-controls-foreground: <<colour base10>>\n: violet-muted\n external-link-foreground-visited: <<colour violet-muted>>\n: blue-muted\n primary: <<colour blue-muted>>\n download-background: <<colour primary>>\n tiddler-link-foreground: <<colour primary>>\n\nalert-border: #b99e2f\ndirty-indicator: #ff0000\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nmessage-border: #cfd6e6\nmodal-border: #999999\nselect-tag-background:\nselect-tag-foreground:\nsidebar-controls-foreground-hover:\nsidebar-muted-foreground-hover:\nsidebar-tab-background: #ded8c5\nsidebar-tiddler-link-foreground-hover:\nstatic-alert-foreground: #aaaaaa\ntab-border: #cccccc\n modal-footer-border: <<colour tab-border>>\n modal-header-border: <<colour tab-border>>\n notification-border: <<colour tab-border>>\n sidebar-tab-border: <<colour tab-border>>\n tab-border-selected: <<colour tab-border>>\n sidebar-tab-border-selected: <<colour tab-border-selected>>\ntab-divider: #d8d8d8\n sidebar-tab-divider: <<colour tab-divider>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-border: #dddddd\ntiddler-subtitle-foreground: #c0c0c0\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Vanilla": {
"title": "$:/palettes/Vanilla",
"name": "Vanilla",
"description": "Pale and unobtrusive",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndiff-delete-background: #ffc9c9\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #aaefad\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #bbb\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #f4f4f4\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #aaaaaa\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #f4f4f4\nsidebar-tab-background: #e0e0e0\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: #e4e4e4\nsidebar-tab-foreground-selected:\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #999999\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ec6\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/core/readme": {
"title": "$:/core/readme",
"text": "This plugin contains TiddlyWiki's core components, comprising:\n\n* JavaScript code modules\n* Icons\n* Templates needed to create TiddlyWiki's user interface\n* British English (''en-GB'') translations of the localisable strings used by the core\n"
},
"$:/library/sjcl.js/license": {
"title": "$:/library/sjcl.js/license",
"type": "text/plain",
"text": "SJCL is open. You can use, modify and redistribute it under a BSD\nlicense or under the GNU GPL, version 2.0.\n\n---------------------------------------------------------------------\n\nhttp://opensource.org/licenses/BSD-2-Clause\n\nCopyright (c) 2009-2015, Emily Stark, Mike Hamburg and Dan Boneh at\nStanford University. All rights reserved.\n\nRedistribution and use in source and binary forms, with or without\nmodification, are permitted provided that the following conditions are\nmet:\n\n1. Redistributions of source code must retain the above copyright\nnotice, this list of conditions and the following disclaimer.\n\n2. Redistributions in binary form must reproduce the above copyright\nnotice, this list of conditions and the following disclaimer in the\ndocumentation and/or other materials provided with the distribution.\n\nTHIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS \"AS\nIS\" AND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED\nTO, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A\nPARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT\nHOLDER OR CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL,\nSPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED\nTO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR\nPROFITS; OR BUSINESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF\nLIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY, OR TORT (INCLUDING\nNEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE OF THIS\nSOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.\n\n---------------------------------------------------------------------\n\nhttp://opensource.org/licenses/GPL-2.0\n\nThe Stanford Javascript Crypto Library (hosted here on GitHub) is a\nproject by the Stanford Computer Security Lab to build a secure,\npowerful, fast, small, easy-to-use, cross-browser library for\ncryptography in Javascript.\n\nCopyright (c) 2009-2015, Emily Stark, Mike Hamburg and Dan Boneh at\nStanford University.\n\nThis program is free software; you can redistribute it and/or modify it\nunder the terms of the GNU General Public License as published by the\nFree Software Foundation; either version 2 of the License, or (at your\noption) any later version.\n\nThis program is distributed in the hope that it will be useful, but\nWITHOUT ANY WARRANTY; without even the implied warranty of\nMERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General\nPublic License for more details.\n\nYou should have received a copy of the GNU General Public License along\nwith this program; if not, write to the Free Software Foundation, Inc.,\n59 Temple Place, Suite 330, Boston, MA 02111-1307 USA"
},
"$:/core/templates/MOTW.html": {
"title": "$:/core/templates/MOTW.html",
"text": "\\rules only filteredtranscludeinline transcludeinline entity\n<!-- The following comment is called a MOTW comment and is necessary for the TiddlyIE Internet Explorer extension -->\n<!-- saved from url=(0021)https://tiddlywiki.com --> "
},
"$:/core/templates/alltiddlers.template.html": {
"title": "$:/core/templates/alltiddlers.template.html",
"type": "text/vnd.tiddlywiki-html",
"text": "<!-- This template is provided for backwards compatibility with older versions of TiddlyWiki -->\n\n<$set name=\"exportFilter\" value=\"[!is[system]sort[title]]\">\n\n{{$:/core/templates/exporters/StaticRiver}}\n\n</$set>\n"
},
"$:/core/templates/canonical-uri-external-image": {
"title": "$:/core/templates/canonical-uri-external-image",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external images.\n\nChange the `./images/` part to a different base URI. The URI can be relative or absolute.\n\n-->\n./images/<$view field=\"title\" format=\"doubleurlencoded\"/>"
},
"$:/core/templates/canonical-uri-external-raw": {
"title": "$:/core/templates/canonical-uri-external-raw",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external raw files that are stored in the same directory\n\n-->\n<$view field=\"title\" format=\"doubleurlencoded\"/>"
},
"$:/core/templates/canonical-uri-external-text": {
"title": "$:/core/templates/canonical-uri-external-text",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external text files.\n\nChange the `./text/` part to a different base URI. The URI can be relative or absolute.\n\n-->\n./text/<$view field=\"title\" format=\"doubleurlencoded\"/>.tid"
},
"$:/core/templates/css-tiddler": {
"title": "$:/core/templates/css-tiddler",
"text": "<!--\n\nThis template is used for saving CSS tiddlers as a style tag with data attributes representing the tiddler fields.\n\n-->`<style`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/css\">`<$view field=\"text\" format=\"text\" />`</style>`"
},
"$:/core/templates/exporters/CsvFile": {
"title": "$:/core/templates/exporters/CsvFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/CsvFile}}",
"extension": ".csv",
"text": "\\define renderContent()\n<$text text=<<csvtiddlers filter:\"\"\"$(exportFilter)$\"\"\" format:\"quoted-comma-sep\">>/>\n\\end\n<<renderContent>>\n"
},
"$:/core/templates/exporters/JsonFile": {
"title": "$:/core/templates/exporters/JsonFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/JsonFile}}",
"extension": ".json",
"text": "\\define renderContent()\n<$text text=<<jsontiddlers filter:\"\"\"$(exportFilter)$\"\"\">>/>\n\\end\n<<renderContent>>\n"
},
"$:/core/templates/exporters/StaticRiver": {
"title": "$:/core/templates/exporters/StaticRiver",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/StaticRiver}}",
"extension": ".html",
"text": "\\define tv-wikilink-template() #$uri_encoded$\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<style type=\"text/css\">\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n</style>\n</head>\n<body class=\"tc-body\">\n{{$:/StaticBanner||$:/core/templates/html-tiddler}}\n<section class=\"tc-story-river\">\n{{$:/core/templates/exporters/StaticRiver/Content||$:/core/templates/html-tiddler}}\n</section>\n</body>\n</html>\n"
},
"$:/core/templates/exporters/StaticRiver/Content": {
"title": "$:/core/templates/exporters/StaticRiver/Content",
"text": "\\define renderContent()\n{{{ $(exportFilter)$ ||$:/core/templates/static-tiddler}}}\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<<renderContent>>\n"
},
"$:/core/templates/exporters/TidFile": {
"title": "$:/core/templates/exporters/TidFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/TidFile}}",
"extension": ".tid",
"text": "\\define renderContent()\n{{{ $(exportFilter)$ +[limit[1]] ||$:/core/templates/tid-tiddler}}}\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<<renderContent>>"
},
"$:/core/save/all-external-js": {
"title": "$:/core/save/all-external-js",
"text": "\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/core]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] $(publishFilter)$\n\\end\n{{$:/core/templates/tiddlywiki5-external-js.html}}\n"
},
"$:/core/templates/tiddlywiki5.js": {
"title": "$:/core/templates/tiddlywiki5.js",
"text": "\\rules only filteredtranscludeinline transcludeinline codeinline\n\n/*\n{{ $:/core/copyright.txt ||$:/core/templates/plain-text-tiddler}}\n`*/\n`<!--~~ Library modules ~~-->\n{{{ [is[system]type[application/javascript]library[yes]] ||$:/core/templates/plain-text-tiddler}}}\n<!--~~ Boot prefix ~~-->\n{{ $:/boot/bootprefix.js ||$:/core/templates/plain-text-tiddler}}\n<!--~~ Core plugin ~~-->\n{{$:/core/templates/tiddlywiki5.js/tiddlers}}\n<!--~~ Boot kernel ~~-->\n{{ $:/boot/boot.js ||$:/core/templates/plain-text-tiddler}}\n"
},
"$:/core/templates/tiddlywiki5.js/tiddlers": {
"title": "$:/core/templates/tiddlywiki5.js/tiddlers",
"text": "`\n$tw.preloadTiddlerArray(`<$text text=<<jsontiddlers \"[[$:/core]]\">>/>`);\n$tw.preloadTiddlerArray([{\n\ttitle: \"$:/config/SaveWikiButton/Template\",\n\ttext: \"$:/core/save/all-external-js\"\n}]);\n`\n"
},
"$:/core/templates/tiddlywiki5-external-js.html": {
"title": "$:/core/templates/tiddlywiki5-external-js.html",
"text": "\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n{{$:/core/templates/MOTW.html}}<html>\n<head>\n<meta http-equiv=\"X-UA-Compatible\" content=\"IE=Edge\">\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"application-name\" content=\"TiddlyWiki\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\" />\n<meta name=\"copyright\" content=\"{{$:/core/copyright.txt}}\" />\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<!--~~ This is a Tiddlywiki file. The points of interest in the file are marked with this pattern ~~-->\n\n<!--~~ Raw markup ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/core/wiki/rawmarkup]] [all[shadows+tiddlers]tag[$:/tags/RawMarkup]] ||$:/core/templates/plain-text-tiddler}}}\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified]] ||$:/core/templates/raw-static-tiddler}}}\n</head>\n<body class=\"tc-body\">\n<!--~~ Static styles ~~-->\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<!--~~ Static content for Google and browsers without JavaScript ~~-->\n<noscript>\n<div id=\"splashArea\">\n{{$:/core/templates/static.area}}\n</div>\n</noscript>\n<!--~~ Ordinary tiddlers ~~-->\n{{$:/core/templates/store.area.template.html}}\n</body>\n<script src=\"%24%3A%2Fcore%2Ftemplates%2Ftiddlywiki5.js\" onerror=\"alert('Error: Cannot load tiddlywiki.js');\"></script>\n</html>\n"
},
"$:/core/templates/html-div-tiddler": {
"title": "$:/core/templates/html-div-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as an HTML DIV tag with attributes representing the tiddler fields.\n\n-->`<div`<$fields template=' $name$=\"$encoded_value$\"'></$fields>`>\n<pre>`<$view field=\"text\" format=\"htmlencoded\" />`</pre>\n</div>`\n"
},
"$:/core/templates/html-tiddler": {
"title": "$:/core/templates/html-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as raw HTML\n\n--><$view field=\"text\" format=\"htmlwikified\" />"
},
"$:/core/templates/javascript-tiddler": {
"title": "$:/core/templates/javascript-tiddler",
"text": "<!--\n\nThis template is used for saving JavaScript tiddlers as a script tag with data attributes representing the tiddler fields.\n\n-->`<script`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/javascript\">`<$view field=\"text\" format=\"text\" />`</script>`"
},
"$:/core/templates/json-tiddler": {
"title": "$:/core/templates/json-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as raw JSON\n\n--><$text text=<<jsontiddler>>/>"
},
"$:/core/templates/module-tiddler": {
"title": "$:/core/templates/module-tiddler",
"text": "<!--\n\nThis template is used for saving JavaScript tiddlers as a script tag with data attributes representing the tiddler fields. The body of the tiddler is wrapped in a call to the `$tw.modules.define` function in order to define the body of the tiddler as a module\n\n-->`<script`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/javascript\" data-module=\"yes\">$tw.modules.define(\"`<$view field=\"title\" format=\"jsencoded\" />`\",\"`<$view field=\"module-type\" format=\"jsencoded\" />`\",function(module,exports,require) {`<$view field=\"text\" format=\"text\" />`});\n</script>`"
},
"$:/core/templates/plain-text-tiddler": {
"title": "$:/core/templates/plain-text-tiddler",
"text": "<$view field=\"text\" format=\"text\" />"
},
"$:/core/templates/raw-static-tiddler": {
"title": "$:/core/templates/raw-static-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as static HTML\n\n--><$view field=\"text\" format=\"plainwikified\" />"
},
"$:/core/save/all": {
"title": "$:/core/save/all",
"text": "\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] $(publishFilter)$\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/empty": {
"title": "$:/core/save/empty",
"text": "\\define saveTiddlerFilter()\n[is[system]] -[prefix[$:/state/popup/]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]]\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/lazy-all": {
"title": "$:/core/save/lazy-all",
"text": "\\define saveTiddlerFilter()\n[is[system]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] \n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/lazy-images": {
"title": "$:/core/save/lazy-images",
"text": "\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] -[!is[system]is[image]] +[sort[title]] \n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/templates/server/static.sidebar.wikitext": {
"title": "$:/core/templates/server/static.sidebar.wikitext",
"text": "\\whitespace trim\n<div class=\"tc-sidebar-scrollable\" style=\"overflow: auto;\">\n<div class=\"tc-sidebar-header\">\n<h1 class=\"tc-site-title\">\n<$transclude tiddler=\"$:/SiteTitle\"/>\n</h1>\n<div class=\"tc-site-subtitle\">\n<$transclude tiddler=\"$:/SiteSubtitle\"/>\n</div>\n<h2>\n</h2>\n<div class=\"tc-sidebar-lists\">\n<$list filter={{$:/DefaultTiddlers}}>\n<div class=\"tc-menu-list-subitem\">\n<$link><$text text=<<currentTiddler>>/></$link>\n</div>\n</$list>\n</div>\n<!-- Currently disabled the recent list as it is unweildy when the responsive narrow view kicks in\n<h2>\n{{$:/language/SideBar/Recent/Caption}}\n</h2>\n<div class=\"tc-sidebar-lists\">\n<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n</div>\n</div>\n</div>\n-->\n"
},
"$:/core/templates/server/static.tiddler.html": {
"title": "$:/core/templates/server/static.tiddler.html",
"text": "\\whitespace trim\n\\define tv-wikilink-template() $uri_encoded$\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content={{$:/core/templates/version}} />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<link rel=\"stylesheet\" href=\"%24%3A%2Fcore%2Ftemplates%2Fstatic.template.css\">\n<title><$view field=\"caption\" format=\"plainwikified\"><$view field=\"title\"/></$view>: <$view tiddler=\"$:/core/wiki/title\" format=\"plainwikified\"/></title>\n</head>\n<body class=\"tc-body\">\n<$transclude tiddler=\"$:/core/templates/server/static.sidebar.wikitext\" mode=\"inline\"/>\n<section class=\"tc-story-river\">\n<div class=\"tc-tiddler-frame\">\n<$transclude tiddler=\"$:/core/templates/server/static.tiddler.wikitext\" mode=\"inline\"/>\n</div>\n</section>\n</body>\n</html>"
},
"$:/core/templates/server/static.tiddler.wikitext": {
"title": "$:/core/templates/server/static.tiddler.wikitext",
"text": "\\whitespace trim\n<div class=\"tc-tiddler-title\">\n<div class=\"tc-titlebar\">\n<h2><$text text=<<currentTiddler>>/></h2>\n</div>\n</div>\n<div class=\"tc-subtitle\">\n<$link to={{!!modifier}}>\n<$view field=\"modifier\"/>\n</$link> <$view field=\"modified\" format=\"date\" template={{$:/language/Tiddler/DateFormat}}/>\n</div>\n<div class=\"tc-tags-wrapper\">\n<$list filter=\"[all[current]tags[]sort[title]]\">\n<a href={{{ [<currentTiddler>encodeuricomponent[]] }}}>\n<$macrocall $name=\"tag-pill\" tag=<<currentTiddler>>/>\n</a>\n</$list>\n</div>\n<div class=\"tc-tiddler-body\">\n<$transclude mode=\"block\"/>\n</div>\n"
},
"$:/core/templates/single.tiddler.window": {
"title": "$:/core/templates/single.tiddler.window",
"text": "<$set name=\"themeTitle\" value={{$:/view}}>\n\n<$set name=\"tempCurrentTiddler\" value=<<currentTiddler>>>\n\n<$set name=\"currentTiddler\" value={{$:/language}}>\n\n<$set name=\"languageTitle\" value={{!!name}}>\n\n<$set name=\"currentTiddler\" value=<<tempCurrentTiddler>>>\n\n<$importvariables filter=\"[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\">\n\n<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\">\n\n<$transclude mode=\"block\"/>\n\n</$navigator>\n\n</$importvariables>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n"
},
"$:/core/templates/split-recipe": {
"title": "$:/core/templates/split-recipe",
"text": "<$list filter=\"[!is[system]]\">\ntiddler: <$view field=\"title\" format=\"urlencoded\"/>.tid\n</$list>\n"
},
"$:/core/templates/static-tiddler": {
"title": "$:/core/templates/static-tiddler",
"text": "<a name=<<currentTiddler>>>\n<$transclude tiddler=\"$:/core/ui/ViewTemplate\"/>\n</a>"
},
"$:/core/templates/static.area": {
"title": "$:/core/templates/static.area",
"text": "<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawStaticContent]!has[draft.of]] ||$:/core/templates/raw-static-tiddler}}}\n{{$:/core/templates/static.content||$:/core/templates/html-tiddler}}\n</$reveal>\n<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\nThis file contains an encrypted ~TiddlyWiki. Enable ~JavaScript and enter the decryption password when prompted.\n</$reveal>\n"
},
"$:/core/templates/static.content": {
"title": "$:/core/templates/static.content",
"text": "<!-- For Google, and people without JavaScript-->\nThis [[TiddlyWiki|https://tiddlywiki.com]] contains the following tiddlers:\n\n<ul>\n<$list filter=<<saveTiddlerFilter>>>\n<li><$view field=\"title\" format=\"text\"></$view></li>\n</$list>\n</ul>\n"
},
"$:/core/templates/static.template.css": {
"title": "$:/core/templates/static.template.css",
"text": "{{$:/boot/boot.css||$:/core/templates/plain-text-tiddler}}\n\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n"
},
"$:/core/templates/static.template.html": {
"title": "$:/core/templates/static.template.html",
"type": "text/vnd.tiddlywiki-html",
"text": "\\define tv-wikilink-template() static/$uri_doubleencoded$.html\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<style type=\"text/css\">\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n</style>\n</head>\n<body class=\"tc-body\">\n{{$:/StaticBanner||$:/core/templates/html-tiddler}}\n{{$:/core/ui/PageTemplate||$:/core/templates/html-tiddler}}\n</body>\n</html>\n"
},
"$:/core/templates/static.tiddler.html": {
"title": "$:/core/templates/static.tiddler.html",
"text": "\\define tv-wikilink-template() $uri_doubleencoded$.html\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n`<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"`{{$:/core/templates/version}}`\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<link rel=\"stylesheet\" href=\"static.css\">\n<title>`<$view field=\"caption\"><$view field=\"title\"/></$view>: {{$:/core/wiki/title}}`</title>\n</head>\n<body class=\"tc-body\">\n`{{$:/StaticBanner||$:/core/templates/html-tiddler}}`\n<section class=\"tc-story-river\">\n`<$view tiddler=\"$:/core/ui/ViewTemplate\" format=\"htmlwikified\"/>`\n</section>\n</body>\n</html>\n`"
},
"$:/core/templates/store.area.template.html": {
"title": "$:/core/templates/store.area.template.html",
"text": "<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n`<div id=\"storeArea\" style=\"display:none;\">`\n<$list filter=<<saveTiddlerFilter>> template=\"$:/core/templates/html-div-tiddler\"/>\n`</div>`\n</$reveal>\n<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\n`<!--~~ Encrypted tiddlers ~~-->`\n`<pre id=\"encryptedStoreArea\" type=\"text/plain\" style=\"display:none;\">`\n<$encrypt filter=<<saveTiddlerFilter>>/>\n`</pre>`\n</$reveal>"
},
"$:/core/templates/tid-tiddler": {
"title": "$:/core/templates/tid-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers in TiddlyWeb *.tid format\n\n--><$fields exclude='text bag' template='$name$: $value$\n'></$fields>`\n`<$view field=\"text\" format=\"text\" />"
},
"$:/core/templates/tiddler-metadata": {
"title": "$:/core/templates/tiddler-metadata",
"text": "<!--\n\nThis template is used for saving tiddler metadata *.meta files\n\n--><$fields exclude='text bag' template='$name$: $value$\n'></$fields>"
},
"$:/core/templates/tiddlywiki5.html": {
"title": "$:/core/templates/tiddlywiki5.html",
"text": "\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n{{$:/core/templates/MOTW.html}}<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<!--~~ Raw markup for the top of the head section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/TopHead]] ||$:/core/templates/raw-static-tiddler}}}\n<meta http-equiv=\"X-UA-Compatible\" content=\"IE=Edge\"/>\n<meta name=\"application-name\" content=\"TiddlyWiki\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\" />\n<meta name=\"copyright\" content=\"{{$:/core/copyright.txt}}\" />\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<!--~~ This is a Tiddlywiki file. The points of interest in the file are marked with this pattern ~~-->\n\n<!--~~ Raw markup ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/core/wiki/rawmarkup]] [all[shadows+tiddlers]tag[$:/tags/RawMarkup]] ||$:/core/templates/plain-text-tiddler}}}\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified]] ||$:/core/templates/raw-static-tiddler}}}\n</head>\n<body class=\"tc-body\">\n<!--~~ Raw markup for the top of the body section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/TopBody]] ||$:/core/templates/raw-static-tiddler}}}\n<!--~~ Static styles ~~-->\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<!--~~ Static content for Google and browsers without JavaScript ~~-->\n<noscript>\n<div id=\"splashArea\">\n{{$:/core/templates/static.area}}\n</div>\n</noscript>\n<!--~~ Ordinary tiddlers ~~-->\n{{$:/core/templates/store.area.template.html}}\n<!--~~ Library modules ~~-->\n<div id=\"libraryModules\" style=\"display:none;\">\n{{{ [is[system]type[application/javascript]library[yes]] ||$:/core/templates/javascript-tiddler}}}\n</div>\n<!--~~ Boot kernel prologue ~~-->\n<div id=\"bootKernelPrefix\" style=\"display:none;\">\n{{ $:/boot/bootprefix.js ||$:/core/templates/javascript-tiddler}}\n</div>\n<!--~~ Boot kernel ~~-->\n<div id=\"bootKernel\" style=\"display:none;\">\n{{ $:/boot/boot.js ||$:/core/templates/javascript-tiddler}}\n</div>\n<!--~~ Raw markup for the bottom of the body section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/BottomBody]] ||$:/core/templates/raw-static-tiddler}}}\n</body>\n</html>\n"
},
"$:/core/templates/version": {
"title": "$:/core/templates/version",
"text": "<<version>>"
},
"$:/core/templates/wikified-tiddler": {
"title": "$:/core/templates/wikified-tiddler",
"text": "<$transclude />"
},
"$:/core/ui/AboveStory/tw2-plugin-check": {
"title": "$:/core/ui/AboveStory/tw2-plugin-check",
"tags": "$:/tags/AboveStory",
"text": "\\define lingo-base() $:/language/AboveStory/ClassicPlugin/\n<$list filter=\"[all[system+tiddlers]tag[systemConfig]limit[1]]\">\n\n<div class=\"tc-message-box\">\n\n<<lingo Warning>>\n\n<ul>\n\n<$list filter=\"[all[system+tiddlers]tag[systemConfig]]\">\n\n<li>\n\n<$link><$view field=\"title\"/></$link>\n\n</li>\n\n</$list>\n\n</ul>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/Actions/new-image": {
"title": "$:/core/ui/Actions/new-image",
"tags": "$:/tags/Actions",
"description": "create a new image tiddler",
"text": "\\define get-type()\nimage/$(imageType)$\n\\end\n<$vars imageType={{$:/config/NewImageType}}>\n<$action-sendmessage $message=\"tm-new-tiddler\" type=<<get-type>>/>\n</$vars>\n"
},
"$:/core/ui/Actions/new-journal": {
"title": "$:/core/ui/Actions/new-journal",
"tags": "$:/tags/Actions",
"description": "create a new journal tiddler",
"text": "<$vars journalTitleTemplate={{$:/config/NewJournal/Title}} journalTags={{$:/config/NewJournal/Tags}} journalText={{$:/config/NewJournal/Text}}>\n<$wikify name=\"journalTitle\" text=\"\"\"<$macrocall $name=\"now\" format=<<journalTitleTemplate>>/>\"\"\">\n<$reveal type=\"nomatch\" state=<<journalTitle>> text=\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalTags>> text={{{ [<journalTitle>get[]] }}}/>\n</$reveal>\n<$reveal type=\"match\" state=<<journalTitle>> text=\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalTags>> text=<<journalText>>/>\n</$reveal>\n</$wikify>\n</$vars>\n"
},
"$:/core/ui/Actions/new-tiddler": {
"title": "$:/core/ui/Actions/new-tiddler",
"tags": "$:/tags/Actions",
"description": "create a new empty tiddler",
"text": "<$action-sendmessage $message=\"tm-new-tiddler\"/>\n"
},
"$:/core/ui/AdvancedSearch/Filter": {
"title": "$:/core/ui/AdvancedSearch/Filter",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Filter/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<<lingo Filter/Hint>>\n\n<div class=\"tc-search tc-advanced-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\"/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/AdvancedSearch/FilterButton]!has[draft.of]]\"><$transclude/></$list>\n</div>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$set name=\"resultCount\" value=\"\"\"<$count filter={{$:/temp/advancedsearch}}/>\"\"\">\n<div class=\"tc-search-results\">\n<<lingo Filter/Matches>>\n<$list filter={{$:/temp/advancedsearch}} template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$set>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/clear": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/clear",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/delete": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/delete",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button popup=<<qualify \"$:/state/filterDeleteDropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/delete-button}}\n</$button>\n</$reveal>\n\n<$reveal state=<<qualify \"$:/state/filterDeleteDropdown\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<div class=\"tc-dropdown-item-plain\">\n<$set name=\"resultCount\" value=\"\"\"<$count filter={{$:/temp/advancedsearch}}/>\"\"\">\nAre you sure you wish to delete <<resultCount>> tiddler(s)?\n</$set>\n</div>\n<div class=\"tc-dropdown-item-plain\">\n<$button class=\"tc-btn\">\n<$action-deletetiddler $filter={{$:/temp/advancedsearch}}/>\nDelete these tiddlers\n</$button>\n</div>\n</div>\n</div>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/filterDropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n</$button>\n</span>\n\n<$reveal state=<<qualify \"$:/state/filterDropdown\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Filter]]\"><$link to={{!!filter}}><$transclude field=\"description\"/></$link>\n</$list>\n</div>\n</div>\n</$linkcatcher>\n</$set>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/export": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/export",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$macrocall $name=\"exportButton\" exportFilter={{$:/temp/advancedsearch}} lingoBase=\"$:/language/Buttons/ExportTiddlers/\"/>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Shadows": {
"title": "$:/core/ui/AdvancedSearch/Shadows",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Shadows/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo Shadows/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\"/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[all[shadows]search{$:/temp/advancedsearch}] -[[$:/temp/advancedsearch]]\"/>\"\"\">\n\n<div class=\"tc-search-results\">\n\n<<lingo Shadows/Matches>>\n\n<$list filter=\"[all[shadows]search{$:/temp/advancedsearch}sort[title]limit[250]] -[[$:/temp/advancedsearch]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n</div>\n\n</$set>\n\n</$list>\n\n</$reveal>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"match\" text=\"\">\n\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Standard": {
"title": "$:/core/ui/AdvancedSearch/Standard",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Standard/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo Standard/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\"/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$set name=\"searchTiddler\" value=\"$:/temp/advancedsearch\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]butfirst[]limit[1]]\" emptyMessage=\"\"\"\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\">\n<$transclude/>\n</$list>\n\"\"\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\" default={{$:/config/SearchResults/Default}}/>\n</$list>\n</$set>\n</$list>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/System": {
"title": "$:/core/ui/AdvancedSearch/System",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/System/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo System/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\"/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[is[system]search{$:/temp/advancedsearch}] -[[$:/temp/advancedsearch]]\"/>\"\"\">\n\n<div class=\"tc-search-results\">\n\n<<lingo System/Matches>>\n\n<$list filter=\"[is[system]search{$:/temp/advancedsearch}sort[title]limit[250]] -[[$:/temp/advancedsearch]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n</div>\n\n</$set>\n\n</$list>\n\n</$reveal>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"match\" text=\"\">\n\n</$reveal>\n"
},
"$:/AdvancedSearch": {
"title": "$:/AdvancedSearch",
"icon": "$:/core/images/advanced-search-button",
"color": "#bbb",
"text": "<div class=\"tc-advanced-search\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/AdvancedSearch]!has[draft.of]]\" \"$:/core/ui/AdvancedSearch/System\">>\n</div>\n"
},
"$:/core/ui/AlertTemplate": {
"title": "$:/core/ui/AlertTemplate",
"text": "<div class=\"tc-alert\">\n<div class=\"tc-alert-toolbar\">\n<$button class=\"tc-btn-invisible\"><$action-deletetiddler $tiddler=<<currentTiddler>>/>{{$:/core/images/delete-button}}</$button>\n</div>\n<div class=\"tc-alert-subtitle\">\n<$view field=\"component\"/> - <$view field=\"modified\" format=\"date\" template=\"0hh:0mm:0ss DD MM YYYY\"/> <$reveal type=\"nomatch\" state=\"!!count\" text=\"\"><span class=\"tc-alert-highlight\">({{$:/language/Count}}: <$view field=\"count\"/>)</span></$reveal>\n</div>\n<div class=\"tc-alert-body\">\n\n<$transclude/>\n\n</div>\n</div>\n"
},
"$:/core/ui/BinaryWarning": {
"title": "$:/core/ui/BinaryWarning",
"text": "\\define lingo-base() $:/language/BinaryWarning/\n<div class=\"tc-binary-warning\">\n\n<<lingo Prompt>>\n\n</div>\n"
},
"$:/core/ui/Components/plugin-info": {
"title": "$:/core/ui/Components/plugin-info",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n\\define popup-state-macro()\n$(qualified-state)$-$(currentTiddler)$\n\\end\n\n\\define tabs-state-macro()\n$(popup-state)$-$(pluginInfoType)$\n\\end\n\n\\define plugin-icon-title()\n$(currentTiddler)$/icon\n\\end\n\n\\define plugin-disable-title()\n$:/config/Plugins/Disabled/$(currentTiddler)$\n\\end\n\n\\define plugin-table-body(type,disabledMessage,default-popup-state)\n<div class=\"tc-plugin-info-chunk tc-small-icon\">\n<$reveal type=\"nomatch\" state=<<popup-state>> text=\"yes\" default=\"\"\"$default-popup-state$\"\"\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"yes\">\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<popup-state>> text=\"yes\" default=\"\"\"$default-popup-state$\"\"\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"no\">\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n</div>\n<div class=\"tc-plugin-info-chunk\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<plugin-icon-title>>>\n<$transclude tiddler=\"$:/core/images/plugin-generic-$type$\"/>\n</$transclude>\n</div>\n<div class=\"tc-plugin-info-chunk\">\n<h1>\n''<$view field=\"description\"><$view field=\"title\"/></$view>'' $disabledMessage$\n</h1>\n<h2>\n<$view field=\"title\"/>\n</h2>\n<h2>\n<div><em><$view field=\"version\"/></em></div>\n</h2>\n</div>\n\\end\n\n\\define plugin-info(type,default-popup-state)\n<$set name=\"popup-state\" value=<<popup-state-macro>>>\n<$reveal type=\"nomatch\" state=<<plugin-disable-title>> text=\"yes\">\n<$link to={{!!title}} class=\"tc-plugin-info\">\n<<plugin-table-body type:\"$type$\" default-popup-state:\"\"\"$default-popup-state$\"\"\">>\n</$link>\n</$reveal>\n<$reveal type=\"match\" state=<<plugin-disable-title>> text=\"yes\">\n<$link to={{!!title}} class=\"tc-plugin-info tc-plugin-info-disabled\">\n<<plugin-table-body type:\"$type$\" default-popup-state:\"\"\"$default-popup-state$\"\"\" disabledMessage:\"<$macrocall $name='lingo' title='Disabled/Status'/>\">>\n</$link>\n</$reveal>\n<$reveal type=\"match\" text=\"yes\" state=<<popup-state>> default=\"\"\"$default-popup-state$\"\"\">\n<div class=\"tc-plugin-info-dropdown\">\n<div class=\"tc-plugin-info-dropdown-body\">\n<$list filter=\"[all[current]] -[[$:/core]]\">\n<div style=\"float:right;\">\n<$reveal type=\"nomatch\" state=<<plugin-disable-title>> text=\"yes\">\n<$button set=<<plugin-disable-title>> setTo=\"yes\" tooltip={{$:/language/ControlPanel/Plugins/Disable/Hint}} aria-label={{$:/language/ControlPanel/Plugins/Disable/Caption}}>\n<<lingo Disable/Caption>>\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<plugin-disable-title>> text=\"yes\">\n<$button set=<<plugin-disable-title>> setTo=\"no\" tooltip={{$:/language/ControlPanel/Plugins/Enable/Hint}} aria-label={{$:/language/ControlPanel/Plugins/Enable/Caption}}>\n<<lingo Enable/Caption>>\n</$button>\n</$reveal>\n</div>\n</$list>\n<$set name=\"tabsList\" filter=\"[<currentTiddler>list[]] contents\">\n<$macrocall $name=\"tabs\" state=<<tabs-state-macro>> tabsList=<<tabsList>> default={{{ [enlist<tabsList>] }}} template=\"$:/core/ui/PluginInfo\"/>\n</$set>\n</div>\n</div>\n</$reveal>\n</$set>\n\\end\n\n<$macrocall $name=\"plugin-info\" type=<<plugin-type>> default-popup-state=<<default-popup-state>>/>\n"
},
"$:/core/ui/Components/tag-link": {
"title": "$:/core/ui/Components/tag-link",
"text": "<$link>\n<$set name=\"backgroundColor\" value={{!!color}}>\n<span style=<<tag-styles>> class=\"tc-tag-label\">\n<$view field=\"title\" format=\"text\"/>\n</span>\n</$set>\n</$link>"
},
"$:/core/ui/ControlPanel/Advanced": {
"title": "$:/core/ui/ControlPanel/Advanced",
"tags": "$:/tags/ControlPanel/Info",
"caption": "{{$:/language/ControlPanel/Advanced/Caption}}",
"text": "{{$:/language/ControlPanel/Advanced/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Advanced]!has[draft.of]]\" \"$:/core/ui/ControlPanel/TiddlerFields\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/Appearance": {
"title": "$:/core/ui/ControlPanel/Appearance",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Appearance/Caption}}",
"text": "{{$:/language/ControlPanel/Appearance/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Appearance]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Theme\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/Basics": {
"title": "$:/core/ui/ControlPanel/Basics",
"tags": "$:/tags/ControlPanel/Info",
"caption": "{{$:/language/ControlPanel/Basics/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\n\n\\define show-filter-count(filter)\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $value=\"\"\"$filter$\"\"\"/>\n<$action-setfield $tiddler=\"$:/state/tab--1498284803\" $value=\"$:/core/ui/AdvancedSearch/Filter\"/>\n<$action-navigate $to=\"$:/AdvancedSearch\"/>\n''<$count filter=\"\"\"$filter$\"\"\"/>''\n{{$:/core/images/advanced-search-button}}\n</$button>\n\\end\n\n|<<lingo Version/Prompt>> |''<<version>>'' |\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/status/UserName\"><<lingo Username/Prompt>></$link> |<$edit-text tiddler=\"$:/status/UserName\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/AnimationDuration\"><<lingo AnimDuration/Prompt>></$link> |<$edit-text tiddler=\"$:/config/AnimationDuration\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\" class=\"tc-edit-texteditor\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n|<$link to=\"$:/language/DefaultNewTiddlerTitle\"><<lingo NewTiddler/Title/Prompt>></$link> |<$edit-text tiddler=\"$:/language/DefaultNewTiddlerTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/NewJournal/Title\"><<lingo NewJournal/Title/Prompt>></$link> |<$edit-text tiddler=\"$:/config/NewJournal/Title\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/NewJournal/Text\"><<lingo NewJournal/Text/Prompt>></$link> |<$edit tiddler=\"$:/config/NewJournal/Text\" tag=\"textarea\" class=\"tc-edit-texteditor\" default=\"\"/> |\n|<$link to=\"$:/config/NewJournal/Tags\"><<lingo NewJournal/Tags/Prompt>></$link> |<$edit-text tiddler=\"$:/config/NewJournal/Tags\" default=\"\" tag=\"input\"/> |\n|<<lingo Language/Prompt>> |{{$:/snippets/minilanguageswitcher}} |\n|<<lingo Tiddlers/Prompt>> |<<show-filter-count \"[!is[system]sort[title]]\">> |\n|<<lingo Tags/Prompt>> |<<show-filter-count \"[tags[]sort[title]]\">> |\n|<<lingo SystemTiddlers/Prompt>> |<<show-filter-count \"[is[system]sort[title]]\">> |\n|<<lingo ShadowTiddlers/Prompt>> |<<show-filter-count \"[all[shadows]sort[title]]\">> |\n|<<lingo OverriddenShadowTiddlers/Prompt>> |<<show-filter-count \"[is[tiddler]is[shadow]sort[title]]\">> |\n"
},
"$:/core/ui/ControlPanel/EditorTypes": {
"title": "$:/core/ui/ControlPanel/EditorTypes",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/EditorTypes/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/EditorTypes/\n\n<<lingo Hint>>\n\n<table>\n<tbody>\n<tr>\n<th><<lingo Type/Caption>></th>\n<th><<lingo Editor/Caption>></th>\n</tr>\n<$list filter=\"[all[shadows+tiddlers]prefix[$:/config/EditorTypeMappings/]sort[title]]\">\n<tr>\n<td>\n<$link>\n<$list filter=\"[all[current]removeprefix[$:/config/EditorTypeMappings/]]\">\n<$text text={{!!title}}/>\n</$list>\n</$link>\n</td>\n<td>\n<$view field=\"text\"/>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ControlPanel/Info": {
"title": "$:/core/ui/ControlPanel/Info",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Info/Caption}}",
"text": "{{$:/language/ControlPanel/Info/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Info]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Basics\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/KeyboardShortcuts": {
"title": "$:/core/ui/ControlPanel/KeyboardShortcuts",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/KeyboardShortcuts/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/KeyboardShortcuts/\n\n\\define new-shortcut(title)\n<div class=\"tc-dropdown-item-plain\">\n<$edit-shortcut tiddler=\"$title$\" placeholder={{$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt}} style=\"width:auto;\"/> <$button>\n<<lingo Add/Caption>>\n<$action-listops\n\t$tiddler=\"$(shortcutTitle)$\"\n\t$field=\"text\"\n\t$subfilter=\"[{$title$}]\"\n/>\n<$action-deletetiddler\n\t$tiddler=\"$title$\"\n/>\n</$button>\n</div>\n\\end\n\n\\define shortcut-list-item(caption)\n<td>\n</td>\n<td style=\"text-align:right;font-size:0.7em;\">\n<<lingo Platform/$caption$>>\n</td>\n<td>\n<div style=\"position:relative;\">\n<$button popup=<<qualify \"$:/state/dropdown/$(shortcutTitle)$\">> class=\"tc-btn-invisible\">\n{{$:/core/images/edit-button}}\n</$button>\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts={{$(shortcutTitle)$}} prefix=\"<kbd>\" separator=\"</kbd> <kbd>\" suffix=\"</kbd>\"/>\n\n<$reveal state=<<qualify \"$:/state/dropdown/$(shortcutTitle)$\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown tc-popup-keep\">\n<$list filter=\"[list[$(shortcutTitle)$!!text]sort[title]]\" variable=\"shortcut\" emptyMessage=\"\"\"\n<div class=\"tc-dropdown-item-plain\">\n//<<lingo NoShortcuts/Caption>>//\n</div>\n\"\"\">\n<div class=\"tc-dropdown-item-plain\">\n<$button class=\"tc-btn-invisible\" tooltip=<<lingo Remove/Hint>>>\n<$action-listops\n\t$tiddler=\"$(shortcutTitle)$\"\n\t$field=\"text\"\n\t$subfilter=\"+[remove<shortcut>]\"\n/>\n×\n</$button>\n<kbd>\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts=<<shortcut>>/>\n</kbd>\n</div>\n</$list>\n<hr/>\n<$macrocall $name=\"new-shortcut\" title=<<qualify \"$:/state/new-shortcut/$(shortcutTitle)$\">>/>\n</div>\n</div>\n</$reveal>\n</div>\n</td>\n\\end\n\n\\define shortcut-list(caption,prefix)\n<tr>\n<$list filter=\"[[$prefix$$(shortcutName)$]]\" variable=\"shortcutTitle\">\n<<shortcut-list-item \"$caption$\">>\n</$list>\n</tr>\n\\end\n\n\\define shortcut-editor()\n<<shortcut-list \"All\" \"$:/config/shortcuts/\">>\n<<shortcut-list \"Mac\" \"$:/config/shortcuts-mac/\">>\n<<shortcut-list \"NonMac\" \"$:/config/shortcuts-not-mac/\">>\n<<shortcut-list \"Linux\" \"$:/config/shortcuts-linux/\">>\n<<shortcut-list \"NonLinux\" \"$:/config/shortcuts-not-linux/\">>\n<<shortcut-list \"Windows\" \"$:/config/shortcuts-windows/\">>\n<<shortcut-list \"NonWindows\" \"$:/config/shortcuts-not-windows/\">>\n\\end\n\n\\define shortcut-preview()\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts={{$(shortcutPrefix)$$(shortcutName)$}} prefix=\"<kbd>\" separator=\"</kbd> <kbd>\" suffix=\"</kbd>\"/>\n\\end\n\n\\define shortcut-item-inner()\n<tr>\n<td>\n<$reveal type=\"nomatch\" state=<<dropdownStateTitle>> text=\"open\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield\n\t$tiddler=<<dropdownStateTitle>>\n\t$value=\"open\"\n/>\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<dropdownStateTitle>> text=\"open\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield\n\t$tiddler=<<dropdownStateTitle>>\n\t$value=\"close\"\n/>\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n''<$text text=<<shortcutName>>/>''\n</td>\n<td>\n<$transclude tiddler=\"$:/config/ShortcutInfo/$(shortcutName)$\"/>\n</td>\n<td>\n<$list filter=\"$:/config/shortcuts/ $:/config/shortcuts-mac/ $:/config/shortcuts-not-mac/ $:/config/shortcuts-linux/ $:/config/shortcuts-not-linux/ $:/config/shortcuts-windows/ $:/config/shortcuts-not-windows/\" variable=\"shortcutPrefix\">\n<<shortcut-preview>>\n</$list>\n</td>\n</tr>\n<$set name=\"dropdownState\" value={{$(dropdownStateTitle)$}}>\n<$list filter=\"[<dropdownState>prefix[open]]\" variable=\"listItem\">\n<<shortcut-editor>>\n</$list>\n</$set>\n\\end\n\n\\define shortcut-item()\n<$set name=\"dropdownStateTitle\" value=<<qualify \"$:/state/dropdown/keyboardshortcut/$(shortcutName)$\">>>\n<<shortcut-item-inner>>\n</$set>\n\\end\n\n<table>\n<tbody>\n<$list filter=\"[all[shadows+tiddlers]removeprefix[$:/config/ShortcutInfo/]]\" variable=\"shortcutName\">\n<<shortcut-item>>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ControlPanel/LoadedModules": {
"title": "$:/core/ui/ControlPanel/LoadedModules",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/LoadedModules/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n<<lingo LoadedModules/Hint>>\n\n{{$:/snippets/modules}}\n"
},
"$:/core/ui/ControlPanel/Modals/AddPlugins": {
"title": "$:/core/ui/ControlPanel/Modals/AddPlugins",
"subtitle": "{{$:/core/images/download-button}} {{$:/language/ControlPanel/Plugins/Add/Caption}}",
"text": "\\define install-plugin-button()\n<$button>\n<$action-sendmessage $message=\"tm-load-plugin-from-library\" url={{!!url}} title={{$(assetInfo)$!!original-title}}/>\n<$list filter=\"[<assetInfo>get[original-title]get[version]]\" variable=\"installedVersion\" emptyMessage=\"\"\"{{$:/language/ControlPanel/Plugins/Install/Caption}}\"\"\">\n{{$:/language/ControlPanel/Plugins/Reinstall/Caption}}\n</$list>\n</$button>\n\\end\n\n\\define popup-state-macro()\n$:/state/add-plugin-info/$(connectionTiddler)$/$(assetInfo)$\n\\end\n\n\\define display-plugin-info(type)\n<$set name=\"popup-state\" value=<<popup-state-macro>>>\n<div class=\"tc-plugin-info\">\n<div class=\"tc-plugin-info-chunk tc-small-icon\">\n<$reveal type=\"nomatch\" state=<<popup-state>> text=\"yes\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"yes\">\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<popup-state>> text=\"yes\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"no\">\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n</div>\n<div class=\"tc-plugin-info-chunk\">\n<$list filter=\"[<assetInfo>has[icon]]\" emptyMessage=\"\"\"<$transclude tiddler=\"$:/core/images/plugin-generic-$type$\"/>\"\"\">\n<img src={{$(assetInfo)$!!icon}}/>\n</$list>\n</div>\n<div class=\"tc-plugin-info-chunk\">\n<h1><$view tiddler=<<assetInfo>> field=\"description\"/></h1>\n<h2><$view tiddler=<<assetInfo>> field=\"original-title\"/></h2>\n<div><em><$view tiddler=<<assetInfo>> field=\"version\"/></em></div>\n</div>\n<div class=\"tc-plugin-info-chunk\">\n<<install-plugin-button>>\n</div>\n</div>\n<$reveal type=\"match\" text=\"yes\" state=<<popup-state>>>\n<div class=\"tc-plugin-info-dropdown\">\n<div class=\"tc-plugin-info-dropdown-message\">\n<$list filter=\"[<assetInfo>get[original-title]get[version]]\" variable=\"installedVersion\" emptyMessage=\"\"\"{{$:/language/ControlPanel/Plugins/NotInstalled/Hint}}\"\"\">\n<em>\n{{$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint}}\n</em>\n</$list>\n</div>\n<div class=\"tc-plugin-info-dropdown-body\">\n<$transclude tiddler=<<assetInfo>> field=\"readme\" mode=\"block\"/>\n</div>\n</div>\n</$reveal>\n</$set>\n\\end\n\n\\define load-plugin-library-button()\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-load-plugin-library\" url={{!!url}} infoTitlePrefix=\"$:/temp/RemoteAssetInfo/\"/>\n{{$:/core/images/chevron-right}} {{$:/language/ControlPanel/Plugins/OpenPluginLibrary}}\n</$button>\n\\end\n\n\\define display-server-assets(type)\n{{$:/language/Search/Search}}: <$edit-text tiddler=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" default=\"\" type=\"search\" tag=\"input\"/>\n<$reveal state=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n<div class=\"tc-plugin-library-listing\">\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]search{$:/temp/RemoteAssetSearch/$(currentTiddler)$}sort[description]]\" variable=\"assetInfo\">\n<<display-plugin-info \"$type$\">>\n</$list>\n</div>\n\\end\n\n\\define display-server-connection()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/ServerConnection]suffix{!!url}]\" variable=\"connectionTiddler\" emptyMessage=<<load-plugin-library-button>>>\n\n<<tabs \"[[$:/core/ui/ControlPanel/Plugins/Add/Plugins]] [[$:/core/ui/ControlPanel/Plugins/Add/Themes]] [[$:/core/ui/ControlPanel/Plugins/Add/Languages]]\" \"$:/core/ui/ControlPanel/Plugins/Add/Plugins\">>\n\n</$list>\n\\end\n\n\\define close-library-button()\n<$reveal type='nomatch' state='$:/temp/ServerConnection/$(PluginLibraryURL)$' text=''>\n<$button class='tc-btn-big-green'>\n<$action-sendmessage $message=\"tm-unload-plugin-library\" url={{!!url}}/>\n{{$:/core/images/chevron-left}} {{$:/language/ControlPanel/Plugins/ClosePluginLibrary}}\n<$action-deletetiddler $filter=\"[prefix[$:/temp/ServerConnection/$(PluginLibraryURL)$]][prefix[$:/temp/RemoteAssetInfo/$(PluginLibraryURL)$]]\"/>\n</$button>\n</$reveal>\n\\end\n\n\\define plugin-library-listing()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/PluginLibrary]]\">\n<div class=\"tc-plugin-library\">\n\n!! <$link><$transclude field=\"caption\"><$view field=\"title\"/></$transclude></$link>\n\n//<$view field=\"url\"/>//\n\n<$transclude/>\n\n<$set name=PluginLibraryURL value={{!!url}}>\n<<close-library-button>>\n</$set>\n\n<<display-server-connection>>\n</div>\n</$list>\n\\end\n\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<div>\n<<plugin-library-listing>>\n</div>\n"
},
"$:/core/ui/ControlPanel/Palette": {
"title": "$:/core/ui/ControlPanel/Palette",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Palette/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Palette/\n\n{{$:/snippets/paletteswitcher}}\n\n<$reveal type=\"nomatch\" state=\"$:/state/ShowPaletteEditor\" text=\"yes\">\n\n<$button set=\"$:/state/ShowPaletteEditor\" setTo=\"yes\"><<lingo ShowEditor/Caption>></$button>\n\n</$reveal>\n\n<$reveal type=\"match\" state=\"$:/state/ShowPaletteEditor\" text=\"yes\">\n\n<$button set=\"$:/state/ShowPaletteEditor\" setTo=\"no\"><<lingo HideEditor/Caption>></$button>\n{{$:/snippets/paletteeditor}}\n\n</$reveal>\n\n"
},
"$:/core/ui/ControlPanel/Parsing": {
"title": "$:/core/ui/ControlPanel/Parsing",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/Parsing/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Parsing/\n\n\\define toggle(Type)\n<$checkbox\ntiddler=\"\"\"$:/config/WikiParserRules/$Type$/$(rule)$\"\"\"\nfield=\"text\"\nchecked=\"enable\"\nunchecked=\"disable\"\ndefault=\"enable\">\n<<rule>>\n</$checkbox>\n\\end\n\n\\define rules(type,Type)\n<$list filter=\"[wikiparserrules[$type$]]\" variable=\"rule\">\n<dd><<toggle $Type$>></dd>\n</$list>\n\\end\n\n<<lingo Hint>>\n\n<dl>\n<dt><<lingo Pragma/Caption>></dt>\n<<rules pragma Pragma>>\n<dt><<lingo Inline/Caption>></dt>\n<<rules inline Inline>>\n<dt><<lingo Block/Caption>></dt>\n<<rules block Block>>\n</dl>"
},
"$:/core/ui/ControlPanel/Plugins/Add/Languages": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Languages",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[language]]\"/>)",
"text": "<<display-server-assets language>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Add/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[plugin]]\"/>)",
"text": "<<display-server-assets plugin>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Add/Themes": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Themes",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[theme]]\"/>)",
"text": "<<display-server-assets theme>>\n"
},
"$:/core/ui/ControlPanel/Plugins/AddPlugins": {
"title": "$:/core/ui/ControlPanel/Plugins/AddPlugins",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n<$button message=\"tm-modal\" param=\"$:/core/ui/ControlPanel/Modals/AddPlugins\" tooltip={{$:/language/ControlPanel/Plugins/Add/Hint}} class=\"tc-btn-big-green\" style=\"background:blue;\">\n{{$:/core/images/download-button}} <<lingo Add/Caption>>\n</$button>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Languages": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Languages",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[language]]\"/>)",
"text": "<<plugin-table language>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[plugin]]\"/>)",
"text": "<<plugin-table plugin>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Themes": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Themes",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[theme]]\"/>)",
"text": "<<plugin-table theme>>\n"
},
"$:/core/ui/ControlPanel/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Plugins/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n\\define plugin-table(type)\n<$set name=\"plugin-type\" value=\"\"\"$type$\"\"\">\n<$set name=\"qualified-state\" value=<<qualify \"$:/state/plugin-info\">>>\n<$list filter=\"[!has[draft.of]plugin-type[$type$]sort[description]]\" emptyMessage=<<lingo \"Empty/Hint\">> template=\"$:/core/ui/Components/plugin-info\"/>\n</$set>\n</$set>\n\\end\n\n{{$:/core/ui/ControlPanel/Plugins/AddPlugins}}\n\n<<lingo Installed/Hint>>\n\n<<tabs \"[[$:/core/ui/ControlPanel/Plugins/Installed/Plugins]] [[$:/core/ui/ControlPanel/Plugins/Installed/Themes]] [[$:/core/ui/ControlPanel/Plugins/Installed/Languages]]\" \"$:/core/ui/ControlPanel/Plugins/Installed/Plugins\">>\n"
},
"$:/core/ui/ControlPanel/Saving/DownloadSaver": {
"title": "$:/core/ui/ControlPanel/Saving/DownloadSaver",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/DownloadSaver/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/DownloadSaver/\n\n<<lingo Hint>>\n\n!! <$link to=\"$:/config/DownloadSaver/AutoSave\"><<lingo AutoSave/Hint>></$link>\n\n<$checkbox tiddler=\"$:/config/DownloadSaver/AutoSave\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <<lingo AutoSave/Description>> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Saving/General": {
"title": "$:/core/ui/ControlPanel/Saving/General",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/General/Caption}}",
"list-before": "",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/\n\n{{$:/language/ControlPanel/Saving/General/Hint}}\n\n!! <$link to=\"$:/config/AutoSave\"><<lingo AutoSave/Caption>></$link>\n\n<<lingo AutoSave/Hint>>\n\n<$radio tiddler=\"$:/config/AutoSave\" value=\"yes\"> <<lingo AutoSave/Enabled/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/AutoSave\" value=\"no\"> <<lingo AutoSave/Disabled/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Saving/TiddlySpot": {
"title": "$:/core/ui/ControlPanel/Saving/TiddlySpot",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/TiddlySpot/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/TiddlySpot/\n\n\\define backupURL()\nhttp://$(userName)$.tiddlyspot.com/backup/\n\\end\n\\define backupLink()\n<$reveal type=\"nomatch\" state=\"$:/UploadName\" text=\"\">\n<$set name=\"userName\" value={{$:/UploadName}}>\n<$reveal type=\"match\" state=\"$:/UploadURL\" text=\"\">\n<<backupURL>>\n</$reveal>\n<$reveal type=\"nomatch\" state=\"$:/UploadURL\" text=\"\">\n<$macrocall $name=resolvePath source={{$:/UploadBackupDir}} root={{$:/UploadURL}}>>\n</$reveal>\n</$set>\n</$reveal>\n\\end\n\n<<lingo Description>>\n\n|<<lingo UserName>> |<$edit-text tiddler=\"$:/UploadName\" default=\"\" tag=\"input\"/> |\n|<<lingo Password>> |<$password name=\"upload\"/> |\n|<<lingo Backups>> |<<backupLink>> |\n\n''<<lingo Advanced/Heading>>''\n\n|<<lingo ServerURL>> |<$edit-text tiddler=\"$:/UploadURL\" default=\"\" tag=\"input\"/> |\n|<<lingo Filename>> |<$edit-text tiddler=\"$:/UploadFilename\" default=\"index.html\" tag=\"input\"/> |\n|<<lingo UploadDir>> |<$edit-text tiddler=\"$:/UploadDir\" default=\".\" tag=\"input\"/> |\n|<<lingo BackupDir>> |<$edit-text tiddler=\"$:/UploadBackupDir\" default=\".\" tag=\"input\"/> |\n\n<<lingo TiddlySpot/Hint>>"
},
"$:/core/ui/ControlPanel/Saving": {
"title": "$:/core/ui/ControlPanel/Saving",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Saving/Caption}}",
"text": "{{$:/language/ControlPanel/Saving/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Saving]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Saving/General\">>\n</div>\n"
},
"$:/core/buttonstyles/Borderless": {
"title": "$:/core/buttonstyles/Borderless",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless}}",
"text": "tc-btn-invisible"
},
"$:/core/buttonstyles/Boxed": {
"title": "$:/core/buttonstyles/Boxed",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed}}",
"text": "tc-btn-boxed"
},
"$:/core/buttonstyles/Rounded": {
"title": "$:/core/buttonstyles/Rounded",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded}}",
"text": "tc-btn-rounded"
},
"$:/core/ui/ControlPanel/Settings/CamelCase": {
"title": "$:/core/ui/ControlPanel/Settings/CamelCase",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/CamelCase/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/CamelCase/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/WikiParserRules/Inline/wikilink\" field=\"text\" checked=\"enable\" unchecked=\"disable\" default=\"enable\"> <$link to=\"$:/config/WikiParserRules/Inline/wikilink\"><<lingo Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/DefaultMoreSidebarTab": {
"title": "$:/core/ui/ControlPanel/Settings/DefaultMoreSidebarTab",
"caption": "{{$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption}}",
"tags": "$:/tags/ControlPanel/Settings",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/DefaultMoreSidebarTab/\n\n<$link to=\"$:/config/DefaultMoreSidebarTab\"><<lingo Hint>></$link>\n\n<$select tiddler=\"$:/config/DefaultMoreSidebarTab\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar]!has[draft.of]]\">\n<option value=<<currentTiddler>>><$transclude field=\"caption\"><$text text=<<currentTiddler>>/></$transclude></option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/DefaultSidebarTab": {
"title": "$:/core/ui/ControlPanel/Settings/DefaultSidebarTab",
"caption": "{{$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption}}",
"tags": "$:/tags/ControlPanel/Settings",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/DefaultSidebarTab/\n\n<$link to=\"$:/config/DefaultSidebarTab\"><<lingo Hint>></$link>\n\n<$select tiddler=\"$:/config/DefaultSidebarTab\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SideBar]!has[draft.of]]\">\n<option value=<<currentTiddler>>><$transclude field=\"caption\"><$text text=<<currentTiddler>>/></$transclude></option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/EditorToolbar": {
"title": "$:/core/ui/ControlPanel/Settings/EditorToolbar",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/EditorToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/EditorToolbar/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/TextEditor/EnableToolbar\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/TextEditor/EnableToolbar\"><<lingo Description>></$link> </$checkbox>\n\n"
},
"$:/core/ui/ControlPanel/Settings/InfoPanelMode": {
"title": "$:/core/ui/ControlPanel/Settings/InfoPanelMode",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/InfoPanelMode/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/InfoPanelMode/\n<$link to=\"$:/config/TiddlerInfo/Mode\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/TiddlerInfo/Mode\" value=\"popup\"> <<lingo Popup/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/TiddlerInfo/Mode\" value=\"sticky\"> <<lingo Sticky/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/LinkToBehaviour": {
"title": "$:/core/ui/ControlPanel/Settings/LinkToBehaviour",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/LinkToBehaviour/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/LinkToBehaviour/\n\n<$link to=\"$:/config/Navigation/openLinkFromInsideRiver\"><<lingo \"InsideRiver/Hint\">></$link>\n\n<$select tiddler=\"$:/config/Navigation/openLinkFromInsideRiver\">\n <option value=\"above\"><<lingo \"OpenAbove\">></option>\n <option value=\"below\"><<lingo \"OpenBelow\">></option>\n <option value=\"top\"><<lingo \"OpenAtTop\">></option>\n <option value=\"bottom\"><<lingo \"OpenAtBottom\">></option>\n</$select>\n\n<$link to=\"$:/config/Navigation/openLinkFromOutsideRiver\"><<lingo \"OutsideRiver/Hint\">></$link>\n\n<$select tiddler=\"$:/config/Navigation/openLinkFromOutsideRiver\">\n <option value=\"top\"><<lingo \"OpenAtTop\">></option>\n <option value=\"bottom\"><<lingo \"OpenAtBottom\">></option>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/MissingLinks": {
"title": "$:/core/ui/ControlPanel/Settings/MissingLinks",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/MissingLinks/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/MissingLinks/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/MissingLinks\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/MissingLinks\"><<lingo Description>></$link> </$checkbox>\n\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationAddressBar": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationAddressBar",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationAddressBar/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationAddressBar/\n\n<$link to=\"$:/config/Navigation/UpdateAddressBar\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"permaview\"> <<lingo Permaview/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"permalink\"> <<lingo Permalink/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationHistory": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationHistory",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationHistory/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationHistory/\n<$link to=\"$:/config/Navigation/UpdateHistory\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateHistory\" value=\"yes\"> <<lingo Yes/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateHistory\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationPermalinkviewMode": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationPermalinkviewMode",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationPermalinkviewMode/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Navigation/Permalinkview/CopyToClipboard\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Navigation/Permalinkview/CopyToClipboard\"><<lingo CopyToClipboard/Description>></$link> </$checkbox>\n\n<$checkbox tiddler=\"$:/config/Navigation/Permalinkview/UpdateAddressBar\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Navigation/Permalinkview/UpdateAddressBar\"><<lingo UpdateAddressBar/Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/PerformanceInstrumentation": {
"title": "$:/core/ui/ControlPanel/Settings/PerformanceInstrumentation",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/PerformanceInstrumentation/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Performance/Instrumentation\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <$link to=\"$:/config/Performance/Instrumentation\"><<lingo Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/TitleLinks": {
"title": "$:/core/ui/ControlPanel/Settings/TitleLinks",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/TitleLinks/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/TitleLinks/\n<$link to=\"$:/config/Tiddlers/TitleLinks\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Tiddlers/TitleLinks\" value=\"yes\"> <<lingo Yes/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Tiddlers/TitleLinks\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/ToolbarButtonStyle": {
"title": "$:/core/ui/ControlPanel/Settings/ToolbarButtonStyle",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/ToolbarButtonStyle/\n<$link to=\"$:/config/Toolbar/ButtonClass\"><<lingo \"Hint\">></$link>\n\n<$select tiddler=\"$:/config/Toolbar/ButtonClass\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ToolbarButtonStyle]]\">\n<option value={{!!text}}>{{!!caption}}</option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/ToolbarButtons": {
"title": "$:/core/ui/ControlPanel/Settings/ToolbarButtons",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtons/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/ToolbarButtons/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Toolbar/Icons\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Toolbar/Icons\"><<lingo Icons/Description>></$link> </$checkbox>\n\n<$checkbox tiddler=\"$:/config/Toolbar/Text\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <$link to=\"$:/config/Toolbar/Text\"><<lingo Text/Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings": {
"title": "$:/core/ui/ControlPanel/Settings",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Settings/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/\n\n<<lingo Hint>>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Settings]]\">\n\n<div style=\"border-top:1px solid #eee;\">\n\n!! <$link><$transclude field=\"caption\"/></$link>\n\n<$transclude/>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/ControlPanel/StoryView": {
"title": "$:/core/ui/ControlPanel/StoryView",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/StoryView/Caption}}",
"text": "{{$:/snippets/viewswitcher}}\n"
},
"$:/core/ui/ControlPanel/Stylesheets": {
"title": "$:/core/ui/ControlPanel/Stylesheets",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/Stylesheets/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\n<<lingo Stylesheets/Hint>>\n\n{{$:/snippets/peek-stylesheets}}\n"
},
"$:/core/ui/ControlPanel/Theme": {
"title": "$:/core/ui/ControlPanel/Theme",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Theme/Caption}}",
"text": "{{$:/snippets/themeswitcher}}\n"
},
"$:/core/ui/ControlPanel/TiddlerFields": {
"title": "$:/core/ui/ControlPanel/TiddlerFields",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/TiddlerFields/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\n<<lingo TiddlerFields/Hint>>\n\n{{$:/snippets/allfields}}"
},
"$:/core/ui/ControlPanel/Toolbars/EditToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/EditToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/EditToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/EditToolbar/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/EditToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>"
},
"$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate",
"text": "\\define config-title()\n$(config-base)$$(currentTiddler)$\n\\end\n\n<$draggable tiddler=<<currentTiddler>>>\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <span class=\"tc-icon-wrapper\"><$transclude tiddler={{!!icon}}/></span> <$transclude field=\"caption\"/> -- <i class=\"tc-muted\"><$transclude field=\"description\"/></i>\n</$draggable>\n"
},
"$:/core/ui/ControlPanel/Toolbars/EditorToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditorToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/EditorToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/EditorToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/EditorToolbar/Hint}}\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/EditorToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate\"/>\n"
},
"$:/core/ui/ControlPanel/Toolbars/ItemTemplate": {
"title": "$:/core/ui/ControlPanel/Toolbars/ItemTemplate",
"text": "\\define config-title()\n$(config-base)$$(currentTiddler)$\n\\end\n\n<$draggable tiddler=<<currentTiddler>>>\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <span class=\"tc-icon-wrapper\"> <$transclude field=\"caption\"/> <i class=\"tc-muted\">-- <$transclude field=\"description\"/></i></span>\n</$draggable>\n"
},
"$:/core/ui/ControlPanel/Toolbars/PageControls": {
"title": "$:/core/ui/ControlPanel/Toolbars/PageControls",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/PageControls/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/PageControlButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/PageControls/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/PageControls\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/ControlPanel/Toolbars/ViewToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/ViewToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/ViewToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/ViewToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/ViewToolbar/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/ViewToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/ControlPanel/Toolbars": {
"title": "$:/core/ui/ControlPanel/Toolbars",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Toolbars/Caption}}",
"text": "{{$:/language/ControlPanel/Toolbars/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Toolbars]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Toolbars/ViewToolbar\" \"$:/state/tabs/controlpanel/toolbars\" \"tc-vertical\">>\n</div>\n"
},
"$:/ControlPanel": {
"title": "$:/ControlPanel",
"icon": "$:/core/images/options-button",
"color": "#bbb",
"text": "<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Info\">>\n</div>\n"
},
"$:/core/ui/DefaultSearchResultList": {
"title": "$:/core/ui/DefaultSearchResultList",
"tags": "$:/tags/SearchResults",
"caption": "{{$:/language/Search/DefaultResults/Caption}}",
"text": "\\define searchResultList()\n//<small>{{$:/language/Search/Matches/Title}}</small>//\n\n<$list filter=\"[!is[system]search:title{$(searchTiddler)$}sort[title]limit[250]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n//<small>{{$:/language/Search/Matches/All}}</small>//\n\n<$list filter=\"[!is[system]search{$(searchTiddler)$}sort[title]limit[250]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n\\end\n<<searchResultList>>\n"
},
"$:/core/ui/EditTemplate/body/preview/diffs-current": {
"title": "$:/core/ui/EditTemplate/body/preview/diffs-current",
"tags": "$:/tags/EditPreview",
"caption": "differences from current",
"list-after": "$:/core/ui/EditTemplate/body/preview/output",
"text": "<$list filter=\"[<currentTiddler>!is[image]]\" emptyMessage={{$:/core/ui/EditTemplate/body/preview/output}}>\n\n<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle={{!!draft.of}} destTiddlerTitle=<<currentTiddler>>/>\n\n</$list>\n\n"
},
"$:/core/ui/EditTemplate/body/preview/diffs-shadow": {
"title": "$:/core/ui/EditTemplate/body/preview/diffs-shadow",
"tags": "$:/tags/EditPreview",
"caption": "differences from shadow (if any)",
"list-after": "$:/core/ui/EditTemplate/body/preview/output",
"text": "<$list filter=\"[<currentTiddler>!is[image]]\" emptyMessage={{$:/core/ui/EditTemplate/body/preview/output}}>\n\n<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle={{{ [{!!draft.of}shadowsource[]] }}} sourceSubTiddlerTitle={{!!draft.of}} destTiddlerTitle=<<currentTiddler>>/>\n\n</$list>\n\n"
},
"$:/core/ui/EditTemplate/body/preview/output": {
"title": "$:/core/ui/EditTemplate/body/preview/output",
"tags": "$:/tags/EditPreview",
"caption": "{{$:/language/EditTemplate/Body/Preview/Type/Output}}",
"text": "<$set name=\"tv-tiddler-preview\" value=\"yes\">\n\n<$transclude />\n\n</$set>\n"
},
"$:/state/showeditpreview": {
"title": "$:/state/showeditpreview",
"text": "no"
},
"$:/core/ui/EditTemplate/body/editor": {
"title": "$:/core/ui/EditTemplate/body/editor",
"text": "<$edit\n\n field=\"text\"\n class=\"tc-edit-texteditor\"\n placeholder={{$:/language/EditTemplate/Body/Placeholder}}\n\n><$set\n\n name=\"targetTiddler\"\n value=<<currentTiddler>>\n\n><$list\n\n filter=\"[all[shadows+tiddlers]tag[$:/tags/EditorToolbar]!has[draft.of]]\"\n\n><$reveal\n\n type=\"nomatch\"\n state=<<config-visibility-title>>\n text=\"hide\"\n class=\"tc-text-editor-toolbar-item-wrapper\"\n\n><$transclude\n\n tiddler=\"$:/core/ui/EditTemplate/body/toolbar/button\"\n mode=\"inline\"\n\n/></$reveal></$list></$set></$edit>\n"
},
"$:/core/ui/EditTemplate/body/toolbar/button": {
"title": "$:/core/ui/EditTemplate/body/toolbar/button",
"text": "\\define toolbar-button-icon()\n<$list\n\n filter=\"[all[current]!has[custom-icon]]\"\n variable=\"no-custom-icon\"\n\n><$transclude\n\n tiddler={{!!icon}}\n\n/></$list>\n\\end\n\n\\define toolbar-button-tooltip()\n{{!!description}}<$macrocall $name=\"displayshortcuts\" $output=\"text/plain\" shortcuts={{!!shortcuts}} prefix=\"` - [\" separator=\"] [\" suffix=\"]`\"/>\n\\end\n\n\\define toolbar-button()\n<$list\n\n filter={{!!condition}}\n variable=\"list-condition\"\n\n><$wikify\n\n name=\"tooltip-text\"\n text=<<toolbar-button-tooltip>>\n mode=\"inline\"\n output=\"text\"\n\n><$list\n\n filter=\"[all[current]!has[dropdown]]\"\n variable=\"no-dropdown\"\n\n><$button\n\n class=\"tc-btn-invisible $(buttonClasses)$\"\n tooltip=<<tooltip-text>>\n actions={{!!actions}}\n\n><span\n\n data-tw-keyboard-shortcut={{!!shortcuts}}\n\n/><<toolbar-button-icon>><$transclude\n\n tiddler=<<currentTiddler>>\n field=\"text\"\n\n/></$button></$list><$list\n\n filter=\"[all[current]has[dropdown]]\"\n variable=\"dropdown\"\n\n><$set\n\n name=\"dropdown-state\"\n value=<<qualify \"$:/state/EditorToolbarDropdown\">>\n\n><$button\n\n popup=<<dropdown-state>>\n class=\"tc-popup-keep tc-btn-invisible $(buttonClasses)$\"\n selectedClass=\"tc-selected\"\n tooltip=<<tooltip-text>>\n actions={{!!actions}}\n\n><span\n\n data-tw-keyboard-shortcut={{!!shortcuts}}\n\n/><<toolbar-button-icon>><$transclude\n\n tiddler=<<currentTiddler>>\n field=\"text\"\n\n/></$button><$reveal\n\n state=<<dropdown-state>>\n type=\"popup\"\n position=\"below\"\n animate=\"yes\"\n tag=\"span\"\n\n><div\n\n class=\"tc-drop-down tc-popup-keep\"\n\n><$transclude\n\n tiddler={{!!dropdown}}\n mode=\"block\"\n\n/></div></$reveal></$set></$list></$wikify></$list>\n\\end\n\n\\define toolbar-button-outer()\n<$set\n\n name=\"buttonClasses\"\n value={{!!button-classes}}\n\n><<toolbar-button>></$set>\n\\end\n\n<<toolbar-button-outer>>"
},
"$:/core/ui/EditTemplate/body": {
"title": "$:/core/ui/EditTemplate/body",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/Body/\n\\define config-visibility-title()\n$:/config/EditorToolbarButtons/Visibility/$(currentTiddler)$\n\\end\n<$list filter=\"[all[current]has[_canonical_uri]]\">\n\n<div class=\"tc-message-box\">\n\n<<lingo External/Hint>>\n\n<a href={{!!_canonical_uri}}><$text text={{!!_canonical_uri}}/></a>\n\n<$edit-text field=\"_canonical_uri\" class=\"tc-edit-fields\"></$edit-text>\n\n</div>\n\n</$list>\n\n<$list filter=\"[all[current]!has[_canonical_uri]]\">\n\n<$reveal state=\"$:/state/showeditpreview\" type=\"match\" text=\"yes\">\n\n<div class=\"tc-tiddler-preview\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/editor\" mode=\"inline\"/>\n\n<div class=\"tc-tiddler-preview-preview\">\n\n<$transclude tiddler={{$:/state/editpreviewtype}} mode=\"inline\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/preview/output\" mode=\"inline\"/>\n\n</$transclude>\n\n</div>\n\n</div>\n\n</$reveal>\n\n<$reveal state=\"$:/state/showeditpreview\" type=\"nomatch\" text=\"yes\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/editor\" mode=\"inline\"/>\n\n</$reveal>\n\n</$list>\n"
},
"$:/core/ui/EditTemplate/controls": {
"title": "$:/core/ui/EditTemplate/controls",
"tags": "$:/tags/EditTemplate",
"text": "\\define config-title()\n$:/config/EditToolbarButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-tiddler-title tc-tiddler-edit-title\">\n<$view field=\"title\"/>\n<span class=\"tc-tiddler-controls tc-titlebar\"><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditToolbar]!has[draft.of]]\" variable=\"listItem\"><$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\"><$transclude tiddler=<<listItem>>/></$reveal></$list></span>\n<div style=\"clear: both;\"></div>\n</div>\n"
},
"$:/core/ui/EditTemplate/fields": {
"title": "$:/core/ui/EditTemplate/fields",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/\n\\define config-title()\n$:/config/EditTemplateFields/Visibility/$(currentField)$\n\\end\n\n\\define config-filter()\n[[hide]] -[title{$(config-title)$}]\n\\end\n\n\\define new-field()\n<$vars name={{$:/temp/newfieldname}}>\n<$reveal type=\"nomatch\" text=\"\" default=<<name>>>\n<$button>\n<$action-sendmessage $message=\"tm-add-field\"\n$name=<<name>>\n$value={{$:/temp/newfieldvalue}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldname\"/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldvalue\"/>\n<<lingo Fields/Add/Button>>\n</$button>\n</$reveal>\n<$reveal type=\"match\" text=\"\" default=<<name>>>\n<$button>\n<<lingo Fields/Add/Button>>\n</$button>\n</$reveal>\n</$vars>\n\\end\n\n<div class=\"tc-edit-fields\">\n<table class=\"tc-edit-fields\">\n<tbody>\n<$list filter=\"[all[current]fields[]] +[sort[title]]\" variable=\"currentField\">\n<$list filter=<<config-filter>> variable=\"temp\">\n<tr class=\"tc-edit-field\">\n<td class=\"tc-edit-field-name\">\n<$text text=<<currentField>>/>:</td>\n<td class=\"tc-edit-field-value\">\n<$edit-text tiddler=<<currentTiddler>> field=<<currentField>> placeholder={{$:/language/EditTemplate/Fields/Add/Value/Placeholder}}/>\n</td>\n<td class=\"tc-edit-field-remove\">\n<$button class=\"tc-btn-invisible\" tooltip={{$:/language/EditTemplate/Field/Remove/Hint}} aria-label={{$:/language/EditTemplate/Field/Remove/Caption}}>\n<$action-deletefield $field=<<currentField>>/>\n{{$:/core/images/delete-button}}\n</$button>\n</td>\n</tr>\n</$list>\n</$list>\n</tbody>\n</table>\n</div>\n\n<$fieldmangler>\n<div class=\"tc-edit-field-add\">\n<em class=\"tc-edit\">\n<<lingo Fields/Add/Prompt>>\n</em>\n<span class=\"tc-edit-field-add-name\">\n<$edit-text tiddler=\"$:/temp/newfieldname\" tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Fields/Add/Name/Placeholder}} focusPopup=<<qualify \"$:/state/popup/field-dropdown\">> class=\"tc-edit-texteditor tc-popup-handle\"/>\n</span>\n<$button popup=<<qualify \"$:/state/popup/field-dropdown\">> class=\"tc-btn-invisible tc-btn-dropdown\" tooltip={{$:/language/EditTemplate/Field/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Field/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button>\n<$reveal state=<<qualify \"$:/state/popup/field-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$linkcatcher to=\"$:/temp/newfieldname\">\n<div class=\"tc-dropdown-item\">\n<<lingo Fields/Add/Dropdown/User>>\n</div>\n<$list filter=\"[!is[shadow]!is[system]fields[]search:title{$:/temp/newfieldname}sort[]] -created -creator -draft.of -draft.title -modified -modifier -tags -text -title -type\" variable=\"currentField\">\n<$link to=<<currentField>>>\n<<currentField>>\n</$link>\n</$list>\n<div class=\"tc-dropdown-item\">\n<<lingo Fields/Add/Dropdown/System>>\n</div>\n<$list filter=\"[fields[]search:title{$:/temp/newfieldname}sort[]] -[!is[shadow]!is[system]fields[]]\" variable=\"currentField\">\n<$link to=<<currentField>>>\n<<currentField>>\n</$link>\n</$list>\n</$linkcatcher>\n</$set>\n</div>\n</$reveal>\n<span class=\"tc-edit-field-add-value\">\n<$edit-text tiddler=\"$:/temp/newfieldvalue\" tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Fields/Add/Value/Placeholder}} class=\"tc-edit-texteditor\"/>\n</span>\n<span class=\"tc-edit-field-add-button\">\n<$macrocall $name=\"new-field\"/>\n</span>\n</div>\n</$fieldmangler>\n"
},
"$:/core/ui/EditTemplate/shadow": {
"title": "$:/core/ui/EditTemplate/shadow",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/Shadow/\n\\define pluginLinkBody()\n<$link to=\"\"\"$(pluginTitle)$\"\"\">\n<$text text=\"\"\"$(pluginTitle)$\"\"\"/>\n</$link>\n\\end\n<$list filter=\"[all[current]get[draft.of]is[shadow]!is[tiddler]]\">\n\n<$list filter=\"[all[current]shadowsource[]]\" variable=\"pluginTitle\">\n\n<$set name=\"pluginLink\" value=<<pluginLinkBody>>>\n<div class=\"tc-message-box\">\n\n<<lingo Warning>>\n\n</div>\n</$set>\n</$list>\n\n</$list>\n\n<$list filter=\"[all[current]get[draft.of]is[shadow]is[tiddler]]\">\n\n<$list filter=\"[all[current]shadowsource[]]\" variable=\"pluginTitle\">\n\n<$set name=\"pluginLink\" value=<<pluginLinkBody>>>\n<div class=\"tc-message-box\">\n\n<<lingo OverriddenWarning>>\n\n</div>\n</$set>\n</$list>\n\n</$list>"
},
"$:/core/ui/EditTemplate/tags": {
"title": "$:/core/ui/EditTemplate/tags",
"tags": "$:/tags/EditTemplate",
"text": "\\whitespace trim\n\n\\define lingo-base() $:/language/EditTemplate/\n\n\\define tag-styles()\nbackground-color:$(backgroundColor)$;\nfill:$(foregroundColor)$;\ncolor:$(foregroundColor)$;\n\\end\n\n\\define tag-body-inner(colour,fallbackTarget,colourA,colourB,icon)\n\\whitespace trim\n<$vars foregroundColor=<<contrastcolour target:\"\"\"$colour$\"\"\" fallbackTarget:\"\"\"$fallbackTarget$\"\"\" colourA:\"\"\"$colourA$\"\"\" colourB:\"\"\"$colourB$\"\"\">> backgroundColor=\"\"\"$colour$\"\"\">\n<span style=<<tag-styles>> class=\"tc-tag-label tc-tag-list-item\">\n<$transclude tiddler=\"\"\"$icon$\"\"\"/> <$view field=\"title\" format=\"text\" />\n<$button message=\"tm-remove-tag\" param={{!!title}} class=\"tc-btn-invisible tc-remove-tag-button\">×</$button>\n</span>\n</$vars>\n\\end\n\n\\define tag-body(colour,palette,icon)\n<$macrocall $name=\"tag-body-inner\" colour=\"\"\"$colour$\"\"\" fallbackTarget={{$palette$##tag-background}} colourA={{$palette$##foreground}} colourB={{$palette$##background}} icon=\"\"\"$icon$\"\"\"/>\n\\end\n\n\\define tag-picker-actions()\n<$action-listops\n\t$tiddler=<<currentTiddler>>\n\t$field=\"tags\"\n\t$subfilter=\"[<tag>] [all[current]tags[]]\"\n/>\n\\end\n\n<div class=\"tc-edit-tags\">\n<$fieldmangler>\n<$list filter=\"[all[current]tags[]sort[title]]\" storyview=\"pop\">\n<$macrocall $name=\"tag-body\" colour={{!!color}} palette={{$:/palette}} icon={{!!icon}}/>\n</$list>\n</$fieldmangler>\n<$macrocall $name=\"tag-picker\" actions=<<tag-picker-actions>>/>\n</div>\n"
},
"$:/core/ui/EditTemplate/title": {
"title": "$:/core/ui/EditTemplate/title",
"tags": "$:/tags/EditTemplate",
"text": "<$edit-text field=\"draft.title\" class=\"tc-titlebar tc-edit-texteditor\" focus=\"true\"/>\n\n<$vars pattern=\"\"\"[\\|\\[\\]{}]\"\"\" bad-chars=\"\"\"`| [ ] { }`\"\"\">\n\n<$list filter=\"[all[current]regexp:draft.title<pattern>]\" variable=\"listItem\">\n\n<div class=\"tc-message-box\">\n\n{{$:/core/images/warning}} {{$:/language/EditTemplate/Title/BadCharacterWarning}}\n\n</div>\n\n</$list>\n\n</$vars>\n\n<$reveal state=\"!!draft.title\" type=\"nomatch\" text={{!!draft.of}} tag=\"div\">\n\n<$list filter=\"[{!!draft.title}!is[missing]]\" variable=\"listItem\">\n\n<div class=\"tc-message-box\">\n\n{{$:/core/images/warning}} {{$:/language/EditTemplate/Title/Exists/Prompt}}\n\n</div>\n\n</$list>\n\n<$list filter=\"[{!!draft.of}!is[missing]]\" variable=\"listItem\">\n\n<$vars fromTitle={{!!draft.of}} toTitle={{!!draft.title}}>\n\n<$checkbox tiddler=\"$:/config/RelinkOnRename\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> {{$:/language/EditTemplate/Title/Relink/Prompt}}</$checkbox>\n\n<$vars stateTiddler=<<qualify \"$:/state/edit/references\">> >\n\n<$reveal type=\"nomatch\" state=<<stateTiddler>> text=\"show\">\n<$button set=<<stateTiddler>> setTo=\"show\" class=\"tc-btn-invisible\">{{$:/core/images/right-arrow}} \n<<lingo EditTemplate/Title/References/Prompt>></$button>\n</$reveal>\n<$reveal type=\"match\" state=<<stateTiddler>> text=\"show\">\n<$button set=<<stateTiddler>> setTo=\"hide\" class=\"tc-btn-invisible\">{{$:/core/images/down-arrow}} \n<<lingo EditTemplate/Title/References/Prompt>></$button>\n</$reveal>\n\n<$reveal type=\"match\" state=<<stateTiddler>> text=\"show\">\n<$tiddler tiddler=<<fromTitle>> >\n<$transclude tiddler=\"$:/core/ui/TiddlerInfo/References\"/>\n</$tiddler>\n</$reveal>\n\n</$vars>\n\n</$vars>\n\n</$list>\n\n</$reveal>\n"
},
"$:/core/ui/EditTemplate/type": {
"title": "$:/core/ui/EditTemplate/type",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/\n<div class=\"tc-type-selector\"><$fieldmangler>\n<em class=\"tc-edit\"><<lingo Type/Prompt>></em> <$edit-text field=\"type\" tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Type/Placeholder}} focusPopup=<<qualify \"$:/state/popup/type-dropdown\">> class=\"tc-edit-typeeditor tc-popup-handle\"/> <$button popup=<<qualify \"$:/state/popup/type-dropdown\">> class=\"tc-btn-invisible tc-btn-dropdown\" tooltip={{$:/language/EditTemplate/Type/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Type/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button> <$button message=\"tm-remove-field\" param=\"type\" class=\"tc-btn-invisible tc-btn-icon\" tooltip={{$:/language/EditTemplate/Type/Delete/Hint}} aria-label={{$:/language/EditTemplate/Type/Delete/Caption}}>{{$:/core/images/delete-button}}</$button>\n</$fieldmangler></div>\n\n<div class=\"tc-block-dropdown-wrapper\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$reveal state=<<qualify \"$:/state/popup/type-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$linkcatcher to=\"!!type\">\n<$list filter='[all[shadows+tiddlers]prefix[$:/language/Docs/Types/]each[group]sort[group-sort]]'>\n<div class=\"tc-dropdown-item\">\n<$text text={{!!group}}/>\n</div>\n<$list filter=\"[all[shadows+tiddlers]prefix[$:/language/Docs/Types/]group{!!group}] +[sort[description]]\"><$link to={{!!name}}><$view field=\"description\"/> (<$view field=\"name\"/>)</$link>\n</$list>\n</$list>\n</$linkcatcher>\n</div>\n</$reveal>\n</$set>\n</div>\n"
},
"$:/core/ui/EditTemplate": {
"title": "$:/core/ui/EditTemplate",
"text": "\\define actions()\n<$action-sendmessage $message=\"tm-add-tag\" $param={{$:/temp/NewTagName}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n<$action-sendmessage $message=\"tm-add-field\" $name={{$:/temp/newfieldname}} $value={{$:/temp/newfieldvalue}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldname\"/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldvalue\"/>\n<$action-sendmessage $message=\"tm-save-tiddler\"/>\n\\end\n\\define frame-classes()\ntc-tiddler-frame tc-tiddler-edit-frame $(missingTiddlerClass)$ $(shadowTiddlerClass)$ $(systemTiddlerClass)$\n\\end\n<div class=<<frame-classes>> data-tiddler-title=<<currentTiddler>>>\n<$fieldmangler>\n<$set name=\"storyTiddler\" value=<<currentTiddler>>>\n<$keyboard key=\"((cancel-edit-tiddler))\" message=\"tm-cancel-tiddler\">\n<$keyboard key=\"((save-tiddler))\" actions=<<actions>>>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditTemplate]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>>/>\n</$set>\n</$list>\n</$keyboard>\n</$keyboard>\n</$set>\n</$fieldmangler>\n</div>\n"
},
"$:/core/ui/Buttons/cancel": {
"title": "$:/core/ui/Buttons/cancel",
"tags": "$:/tags/EditToolbar",
"caption": "{{$:/core/images/cancel-button}} {{$:/language/Buttons/Cancel/Caption}}",
"description": "{{$:/language/Buttons/Cancel/Hint}}",
"text": "<$button message=\"tm-cancel-tiddler\" tooltip={{$:/language/Buttons/Cancel/Hint}} aria-label={{$:/language/Buttons/Cancel/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/cancel-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Cancel/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/delete": {
"title": "$:/core/ui/Buttons/delete",
"tags": "$:/tags/EditToolbar $:/tags/ViewToolbar",
"caption": "{{$:/core/images/delete-button}} {{$:/language/Buttons/Delete/Caption}}",
"description": "{{$:/language/Buttons/Delete/Hint}}",
"text": "<$button message=\"tm-delete-tiddler\" tooltip={{$:/language/Buttons/Delete/Hint}} aria-label={{$:/language/Buttons/Delete/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/delete-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Delete/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/save": {
"title": "$:/core/ui/Buttons/save",
"tags": "$:/tags/EditToolbar",
"caption": "{{$:/core/images/done-button}} {{$:/language/Buttons/Save/Caption}}",
"description": "{{$:/language/Buttons/Save/Hint}}",
"text": "<$fieldmangler><$button tooltip={{$:/language/Buttons/Save/Hint}} aria-label={{$:/language/Buttons/Save/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-add-tag\" $param={{$:/temp/NewTagName}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n<$action-sendmessage $message=\"tm-add-field\" $name={{$:/temp/newfieldname}} $value={{$:/temp/newfieldvalue}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldname\"/>\n<$action-deletetiddler $tiddler=\"$:/temp/newfieldvalue\"/>\n<$action-sendmessage $message=\"tm-save-tiddler\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/done-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Save/Caption}}/></span>\n</$list>\n</$button></$fieldmangler>\n"
},
"$:/core/ui/EditorToolbar/bold": {
"title": "$:/core/ui/EditorToolbar/bold",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/bold",
"caption": "{{$:/language/Buttons/Bold/Caption}}",
"description": "{{$:/language/Buttons/Bold/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((bold))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"''\"\n\tsuffix=\"''\"\n/>\n"
},
"$:/core/ui/EditorToolbar/clear-dropdown": {
"title": "$:/core/ui/EditorToolbar/clear-dropdown",
"text": "''{{$:/language/Buttons/Clear/Hint}}''\n\n<div class=\"tc-colour-chooser\">\n\n<$macrocall $name=\"colour-picker\" actions=\"\"\"\n\n<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"clear\"\n\tcolour=<<colour-picker-value>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n\n</div>\n"
},
"$:/core/ui/EditorToolbar/clear": {
"title": "$:/core/ui/EditorToolbar/clear",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/erase",
"caption": "{{$:/language/Buttons/Clear/Caption}}",
"description": "{{$:/language/Buttons/Clear/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/clear-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/editor-height-dropdown": {
"title": "$:/core/ui/EditorToolbar/editor-height-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/EditorHeight/\n''<<lingo Hint>>''\n\n<$radio tiddler=\"$:/config/TextEditor/EditorHeight/Mode\" value=\"auto\"> {{$:/core/images/auto-height}} <<lingo Caption/Auto>></$radio>\n\n<$radio tiddler=\"$:/config/TextEditor/EditorHeight/Mode\" value=\"fixed\"> {{$:/core/images/fixed-height}} <<lingo Caption/Fixed>> <$edit-text tag=\"input\" tiddler=\"$:/config/TextEditor/EditorHeight/Height\" default=\"100px\"/></$radio>\n"
},
"$:/core/ui/EditorToolbar/editor-height": {
"title": "$:/core/ui/EditorToolbar/editor-height",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/fixed-height",
"custom-icon": "yes",
"caption": "{{$:/language/Buttons/EditorHeight/Caption}}",
"description": "{{$:/language/Buttons/EditorHeight/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>get[type]prefix[text/]] +[first[]]",
"dropdown": "$:/core/ui/EditorToolbar/editor-height-dropdown",
"text": "<$reveal tag=\"span\" state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"fixed\">\n{{$:/core/images/fixed-height}}\n</$reveal>\n<$reveal tag=\"span\" state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"auto\">\n{{$:/core/images/auto-height}}\n</$reveal>\n"
},
"$:/core/ui/EditorToolbar/excise-dropdown": {
"title": "$:/core/ui/EditorToolbar/excise-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Excise/\n\n\\define body(config-title)\n''<<lingo Hint>>''\n\n<<lingo Caption/NewTitle>> <$edit-text tag=\"input\" tiddler=\"$config-title$/new-title\" default=\"\" focus=\"true\"/>\n\n<$set name=\"new-title\" value={{$config-title$/new-title}}>\n<$list filter=\"\"\"[<new-title>is[tiddler]]\"\"\">\n<div class=\"tc-error\">\n<<lingo Caption/TiddlerExists>>\n</div>\n</$list>\n</$set>\n\n<$checkbox tiddler=\"\"\"$config-title$/tagnew\"\"\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"false\"> <<lingo Caption/Tag>></$checkbox>\n\n<<lingo Caption/Replace>> <$select tiddler=\"\"\"$config-title$/type\"\"\" default=\"transclude\">\n<option value=\"link\"><<lingo Caption/Replace/Link>></option>\n<option value=\"transclude\"><<lingo Caption/Replace/Transclusion>></option>\n<option value=\"macro\"><<lingo Caption/Replace/Macro>></option>\n</$select>\n\n<$reveal state=\"\"\"$config-title$/type\"\"\" type=\"match\" text=\"macro\">\n<<lingo Caption/MacroName>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/macro-title\"\"\" default=\"translink\"/>\n</$reveal>\n\n<$button>\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"excise\"\n\ttitle={{$config-title$/new-title}}\n\ttype={{$config-title$/type}}\n\tmacro={{$config-title$/macro-title}}\n\ttagnew={{$config-title$/tagnew}}\n/>\n<$action-deletetiddler\n\t$tiddler=\"$config-title$/new-title\"\n/>\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n<<lingo Caption/Excise>>\n</$button>\n\\end\n\n<$macrocall $name=\"body\" config-title=<<qualify \"$:/state/Excise/\">>/>\n"
},
"$:/core/ui/EditorToolbar/excise": {
"title": "$:/core/ui/EditorToolbar/excise",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/excise",
"caption": "{{$:/language/Buttons/Excise/Caption}}",
"description": "{{$:/language/Buttons/Excise/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>type[text/vnd.tiddlywiki]] +[first[]]",
"shortcuts": "((excise))",
"dropdown": "$:/core/ui/EditorToolbar/excise-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/heading-1": {
"title": "$:/core/ui/EditorToolbar/heading-1",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-1",
"caption": "{{$:/language/Buttons/Heading1/Caption}}",
"description": "{{$:/language/Buttons/Heading1/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((heading-1))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-2": {
"title": "$:/core/ui/EditorToolbar/heading-2",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-2",
"caption": "{{$:/language/Buttons/Heading2/Caption}}",
"description": "{{$:/language/Buttons/Heading2/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-2))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"2\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-3": {
"title": "$:/core/ui/EditorToolbar/heading-3",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-3",
"caption": "{{$:/language/Buttons/Heading3/Caption}}",
"description": "{{$:/language/Buttons/Heading3/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-3))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"3\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-4": {
"title": "$:/core/ui/EditorToolbar/heading-4",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-4",
"caption": "{{$:/language/Buttons/Heading4/Caption}}",
"description": "{{$:/language/Buttons/Heading4/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-4))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"4\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-5": {
"title": "$:/core/ui/EditorToolbar/heading-5",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-5",
"caption": "{{$:/language/Buttons/Heading5/Caption}}",
"description": "{{$:/language/Buttons/Heading5/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-5))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"5\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-6": {
"title": "$:/core/ui/EditorToolbar/heading-6",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-6",
"caption": "{{$:/language/Buttons/Heading6/Caption}}",
"description": "{{$:/language/Buttons/Heading6/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-6))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"6\"\n/>\n"
},
"$:/core/ui/EditorToolbar/italic": {
"title": "$:/core/ui/EditorToolbar/italic",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/italic",
"caption": "{{$:/language/Buttons/Italic/Caption}}",
"description": "{{$:/language/Buttons/Italic/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((italic))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"//\"\n\tsuffix=\"//\"\n/>\n"
},
"$:/core/ui/EditorToolbar/line-width-dropdown": {
"title": "$:/core/ui/EditorToolbar/line-width-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/LineWidth/\n\n\\define toolbar-line-width-inner()\n<$button tag=\"a\" tooltip=\"\"\"$(line-width)$\"\"\">\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/LineWidth\"\n\t$value=\"$(line-width)$\"\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<div style=\"display: inline-block; margin: 4px calc(80px - $(line-width)$); background-color: #000; width: calc(100px + $(line-width)$ * 2); height: $(line-width)$; border-radius: 120px; vertical-align: middle;\"/>\n\n<span style=\"margin-left: 8px;\">\n\n<$text text=\"\"\"$(line-width)$\"\"\"/>\n\n<$reveal state=\"$:/config/BitmapEditor/LineWidth\" type=\"match\" text=\"\"\"$(line-width)$\"\"\" tag=\"span\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</span>\n\n</$button>\n\\end\n\n''<<lingo Hint>>''\n\n<$list filter={{$:/config/BitmapEditor/LineWidths}} variable=\"line-width\">\n\n<<toolbar-line-width-inner>>\n\n</$list>\n"
},
"$:/core/ui/EditorToolbar/line-width": {
"title": "$:/core/ui/EditorToolbar/line-width",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/line-width",
"caption": "{{$:/language/Buttons/LineWidth/Caption}}",
"description": "{{$:/language/Buttons/LineWidth/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/line-width-dropdown",
"text": "<$text text={{$:/config/BitmapEditor/LineWidth}}/>"
},
"$:/core/ui/EditorToolbar/link-dropdown": {
"title": "$:/core/ui/EditorToolbar/link-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Link/\n\n\\define add-link-actions()\n<$action-sendmessage $message=\"tm-edit-text-operation\" $param=\"make-link\" text={{$(linkTiddler)$}} />\n<$action-deletetiddler $tiddler=<<dropdown-state>> />\n<$action-deletetiddler $tiddler=<<searchTiddler>> />\n<$action-deletetiddler $tiddler=<<linkTiddler>> />\n\\end\n\n\\define external-link()\n<$button class=\"tc-btn-invisible\" style=\"width: auto; display: inline-block; background-colour: inherit;\" actions=<<add-link-actions>>>\n{{$:/core/images/chevron-right}}\n</$button>\n\\end\n\n\\define body(config-title)\n''<<lingo Hint>>''\n\n<$vars searchTiddler=\"\"\"$config-title$/search\"\"\" linkTiddler=\"\"\"$config-title$/link\"\"\" linktext=\"\" >\n\n<$vars linkTiddler=<<searchTiddler>>>\n<$keyboard key=\"ENTER\" actions=<<add-link-actions>>>\n<$edit-text tiddler=<<searchTiddler>> type=\"search\" tag=\"input\" focus=\"true\" placeholder={{$:/language/Search/Search}} default=\"\"/>\n<$reveal tag=\"span\" state=<<searchTiddler>> type=\"nomatch\" text=\"\">\n<<external-link>>\n<$button class=\"tc-btn-invisible\" style=\"width: auto; display: inline-block; background-colour: inherit;\">\n<$action-setfield $tiddler=<<searchTiddler>> text=\"\" />\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</$keyboard>\n</$vars>\n\n<$reveal tag=\"div\" state=<<searchTiddler>> type=\"nomatch\" text=\"\">\n\n<$linkcatcher actions=<<add-link-actions>> to=<<linkTiddler>>>\n\n{{$:/core/ui/SearchResults}}\n\n</$linkcatcher>\n\n</$reveal>\n\n</$vars>\n\n\\end\n\n<$macrocall $name=\"body\" config-title=<<qualify \"$:/state/Link/\">>/>"
},
"$:/core/ui/EditorToolbar/link": {
"title": "$:/core/ui/EditorToolbar/link",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/link",
"caption": "{{$:/language/Buttons/Link/Caption}}",
"description": "{{$:/language/Buttons/Link/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((link))",
"dropdown": "$:/core/ui/EditorToolbar/link-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/linkify": {
"title": "$:/core/ui/EditorToolbar/linkify",
"caption": "{{$:/language/Buttons/Linkify/Caption}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Buttons/Linkify/Hint}}",
"icon": "$:/core/images/linkify",
"list-before": "$:/core/ui/EditorToolbar/mono-block",
"shortcuts": "((linkify))",
"tags": "$:/tags/EditorToolbar",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"[[\"\n\tsuffix=\"]]\"\n/>\n"
},
"$:/core/ui/EditorToolbar/list-bullet": {
"title": "$:/core/ui/EditorToolbar/list-bullet",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/list-bullet",
"caption": "{{$:/language/Buttons/ListBullet/Caption}}",
"description": "{{$:/language/Buttons/ListBullet/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((list-bullet))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"*\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/list-number": {
"title": "$:/core/ui/EditorToolbar/list-number",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/list-number",
"caption": "{{$:/language/Buttons/ListNumber/Caption}}",
"description": "{{$:/language/Buttons/ListNumber/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((list-number))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"#\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/mono-block": {
"title": "$:/core/ui/EditorToolbar/mono-block",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/mono-block",
"caption": "{{$:/language/Buttons/MonoBlock/Caption}}",
"description": "{{$:/language/Buttons/MonoBlock/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((mono-block))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-lines\"\n\tprefix=\"\n```\"\n\tsuffix=\"```\"\n/>\n"
},
"$:/core/ui/EditorToolbar/mono-line": {
"title": "$:/core/ui/EditorToolbar/mono-line",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/mono-line",
"caption": "{{$:/language/Buttons/MonoLine/Caption}}",
"description": "{{$:/language/Buttons/MonoLine/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((mono-line))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"`\"\n\tsuffix=\"`\"\n/>\n"
},
"$:/core/ui/EditorToolbar/more-dropdown": {
"title": "$:/core/ui/EditorToolbar/more-dropdown",
"text": "\\define config-title()\n$:/config/EditorToolbarButtons/Visibility/$(toolbarItem)$\n\\end\n\n\\define conditional-button()\n<$list filter={{$(toolbarItem)$!!condition}} variable=\"condition\">\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/toolbar/button\" mode=\"inline\"/> <$transclude tiddler=<<toolbarItem>> field=\"description\"/>\n</$list>\n\\end\n\n<div class=\"tc-text-editor-toolbar-more\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditorToolbar]!has[draft.of]] -[[$:/core/ui/EditorToolbar/more]]\">\n<$reveal type=\"match\" state=<<config-visibility-title>> text=\"hide\" tag=\"div\">\n<<conditional-button>>\n</$reveal>\n</$list>\n</div>\n"
},
"$:/core/ui/EditorToolbar/more": {
"title": "$:/core/ui/EditorToolbar/more",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/down-arrow",
"caption": "{{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"condition": "[<targetTiddler>]",
"dropdown": "$:/core/ui/EditorToolbar/more-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/opacity-dropdown": {
"title": "$:/core/ui/EditorToolbar/opacity-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Opacity/\n\n\\define toolbar-opacity-inner()\n<$button tag=\"a\" tooltip=\"\"\"$(opacity)$\"\"\">\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/Opacity\"\n\t$value=\"$(opacity)$\"\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<div style=\"display: inline-block; vertical-align: middle; background-color: $(current-paint-colour)$; opacity: $(opacity)$; width: 1em; height: 1em; border-radius: 50%;\"/>\n\n<span style=\"margin-left: 8px;\">\n\n<$text text=\"\"\"$(opacity)$\"\"\"/>\n\n<$reveal state=\"$:/config/BitmapEditor/Opacity\" type=\"match\" text=\"\"\"$(opacity)$\"\"\" tag=\"span\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</span>\n\n</$button>\n\\end\n\n\\define toolbar-opacity()\n''<<lingo Hint>>''\n\n<$list filter={{$:/config/BitmapEditor/Opacities}} variable=\"opacity\">\n\n<<toolbar-opacity-inner>>\n\n</$list>\n\\end\n\n<$set name=\"current-paint-colour\" value={{$:/config/BitmapEditor/Colour}}>\n\n<$set name=\"current-opacity\" value={{$:/config/BitmapEditor/Opacity}}>\n\n<<toolbar-opacity>>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/EditorToolbar/opacity": {
"title": "$:/core/ui/EditorToolbar/opacity",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/opacity",
"caption": "{{$:/language/Buttons/Opacity/Caption}}",
"description": "{{$:/language/Buttons/Opacity/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/opacity-dropdown",
"text": "<$text text={{$:/config/BitmapEditor/Opacity}}/>\n"
},
"$:/core/ui/EditorToolbar/paint-dropdown": {
"title": "$:/core/ui/EditorToolbar/paint-dropdown",
"text": "''{{$:/language/Buttons/Paint/Hint}}''\n\n<$macrocall $name=\"colour-picker\" actions=\"\"\"\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/Colour\"\n\t$value=<<colour-picker-value>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n"
},
"$:/core/ui/EditorToolbar/paint": {
"title": "$:/core/ui/EditorToolbar/paint",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/paint",
"caption": "{{$:/language/Buttons/Paint/Caption}}",
"description": "{{$:/language/Buttons/Paint/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/paint-dropdown",
"text": "\\define toolbar-paint()\n<div style=\"display: inline-block; vertical-align: middle; background-color: $(colour-picker-value)$; width: 1em; height: 1em; border-radius: 50%;\"/>\n\\end\n<$set name=\"colour-picker-value\" value={{$:/config/BitmapEditor/Colour}}>\n<<toolbar-paint>>\n</$set>\n"
},
"$:/core/ui/EditorToolbar/picture-dropdown": {
"title": "$:/core/ui/EditorToolbar/picture-dropdown",
"text": "\\define replacement-text()\n[img[$(imageTitle)$]]\n\\end\n\n''{{$:/language/Buttons/Picture/Hint}}''\n\n<$macrocall $name=\"image-picker\" actions=\"\"\"\n\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"replace-selection\"\n\ttext=<<replacement-text>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n"
},
"$:/core/ui/EditorToolbar/picture": {
"title": "$:/core/ui/EditorToolbar/picture",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/picture",
"caption": "{{$:/language/Buttons/Picture/Caption}}",
"description": "{{$:/language/Buttons/Picture/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((picture))",
"dropdown": "$:/core/ui/EditorToolbar/picture-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/preview-type-dropdown": {
"title": "$:/core/ui/EditorToolbar/preview-type-dropdown",
"text": "\\define preview-type-button()\n<$button tag=\"a\">\n\n<$action-setfield $tiddler=\"$:/state/editpreviewtype\" $value=\"$(previewType)$\"/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<$transclude tiddler=<<previewType>> field=\"caption\" mode=\"inline\">\n\n<$view tiddler=<<previewType>> field=\"title\" mode=\"inline\"/>\n\n</$transclude> \n\n<$reveal tag=\"span\" state=\"$:/state/editpreviewtype\" type=\"match\" text=<<previewType>> default=\"$:/core/ui/EditTemplate/body/preview/output\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</$button>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditPreview]!has[draft.of]]\" variable=\"previewType\">\n\n<<preview-type-button>>\n\n</$list>\n"
},
"$:/core/ui/EditorToolbar/preview-type": {
"title": "$:/core/ui/EditorToolbar/preview-type",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/chevron-down",
"caption": "{{$:/language/Buttons/PreviewType/Caption}}",
"description": "{{$:/language/Buttons/PreviewType/Hint}}",
"condition": "[all[shadows+tiddlers]tag[$:/tags/EditPreview]!has[draft.of]butfirst[]limit[1]]",
"button-classes": "tc-text-editor-toolbar-item-adjunct",
"dropdown": "$:/core/ui/EditorToolbar/preview-type-dropdown"
},
"$:/core/ui/EditorToolbar/preview": {
"title": "$:/core/ui/EditorToolbar/preview",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/preview-open",
"custom-icon": "yes",
"caption": "{{$:/language/Buttons/Preview/Caption}}",
"description": "{{$:/language/Buttons/Preview/Hint}}",
"condition": "[<targetTiddler>]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((preview))",
"text": "<$reveal state=\"$:/state/showeditpreview\" type=\"match\" text=\"yes\" tag=\"span\">\n{{$:/core/images/preview-open}}\n<$action-setfield $tiddler=\"$:/state/showeditpreview\" $value=\"no\"/>\n</$reveal>\n<$reveal state=\"$:/state/showeditpreview\" type=\"nomatch\" text=\"yes\" tag=\"span\">\n{{$:/core/images/preview-closed}}\n<$action-setfield $tiddler=\"$:/state/showeditpreview\" $value=\"yes\"/>\n</$reveal>\n"
},
"$:/core/ui/EditorToolbar/quote": {
"title": "$:/core/ui/EditorToolbar/quote",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/quote",
"caption": "{{$:/language/Buttons/Quote/Caption}}",
"description": "{{$:/language/Buttons/Quote/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((quote))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-lines\"\n\tprefix=\"\n<<<\"\n\tsuffix=\"<<<\"\n/>\n"
},
"$:/core/ui/EditorToolbar/rotate-left": {
"title": "$:/core/ui/EditorToolbar/rotate-left",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/rotate-left",
"caption": "{{$:/language/Buttons/RotateLeft/Caption}}",
"description": "{{$:/language/Buttons/RotateLeft/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"rotate-left\"\n/>\n"
},
"$:/core/ui/EditorToolbar/size-dropdown": {
"title": "$:/core/ui/EditorToolbar/size-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Size/\n\n\\define toolbar-button-size-preset(config-title)\n<$set name=\"width\" filter=\"$(sizePair)$ +[first[]]\">\n\n<$set name=\"height\" filter=\"$(sizePair)$ +[last[]]\">\n\n<$button tag=\"a\">\n\n<$action-setfield\n\t$tiddler=\"\"\"$config-title$/new-width\"\"\"\n\t$value=<<width>>\n/>\n\n<$action-setfield\n\t$tiddler=\"\"\"$config-title$/new-height\"\"\"\n\t$value=<<height>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/presets-popup\"\"\"\n/>\n\n<$text text=<<width>>/> × <$text text=<<height>>/>\n\n</$button>\n\n</$set>\n\n</$set>\n\\end\n\n\\define toolbar-button-size(config-title)\n''{{$:/language/Buttons/Size/Hint}}''\n\n<<lingo Caption/Width>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/new-width\"\"\" default=<<tv-bitmap-editor-width>> focus=\"true\" size=\"8\"/> <<lingo Caption/Height>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/new-height\"\"\" default=<<tv-bitmap-editor-height>> size=\"8\"/> <$button popup=\"\"\"$config-title$/presets-popup\"\"\" class=\"tc-btn-invisible tc-popup-keep\" style=\"width: auto; display: inline-block; background-colour: inherit;\" selectedClass=\"tc-selected\">\n{{$:/core/images/down-arrow}}\n</$button>\n\n<$reveal tag=\"span\" state=\"\"\"$config-title$/presets-popup\"\"\" type=\"popup\" position=\"belowleft\" animate=\"yes\">\n\n<div class=\"tc-drop-down tc-popup-keep\">\n\n<$list filter={{$:/config/BitmapEditor/ImageSizes}} variable=\"sizePair\">\n\n<$macrocall $name=\"toolbar-button-size-preset\" config-title=\"$config-title$\"/>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n<$button>\n<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"resize\"\n\twidth={{$config-title$/new-width}}\n\theight={{$config-title$/new-height}}\n/>\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/new-width\"\"\"\n/>\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/new-height\"\"\"\n/>\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n<<lingo Caption/Resize>>\n</$button>\n\\end\n\n<$macrocall $name=\"toolbar-button-size\" config-title=<<qualify \"$:/state/Size/\">>/>\n"
},
"$:/core/ui/EditorToolbar/size": {
"title": "$:/core/ui/EditorToolbar/size",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/size",
"caption": "{{$:/language/Buttons/Size/Caption}}",
"description": "{{$:/language/Buttons/Size/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/size-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/stamp-dropdown": {
"title": "$:/core/ui/EditorToolbar/stamp-dropdown",
"text": "\\define toolbar-button-stamp-inner()\n<$button tag=\"a\">\n\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"replace-selection\"\n\ttext={{$(snippetTitle)$}}\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<$view tiddler=<<snippetTitle>> field=\"caption\" mode=\"inline\">\n\n<$view tiddler=<<snippetTitle>> field=\"title\" mode=\"inline\"/>\n\n</$view>\n\n</$button>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TextEditor/Snippet]!has[draft.of]sort[caption]]\" variable=\"snippetTitle\">\n\n<<toolbar-button-stamp-inner>>\n\n</$list>\n\n----\n\n<$button tag=\"a\">\n\n<$action-sendmessage\n\t$message=\"tm-new-tiddler\"\n\ttags=\"$:/tags/TextEditor/Snippet\"\n\tcaption={{$:/language/Buttons/Stamp/New/Title}}\n\ttext={{$:/language/Buttons/Stamp/New/Text}}\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<em>\n\n<$text text={{$:/language/Buttons/Stamp/Caption/New}}/>\n\n</em>\n\n</$button>\n"
},
"$:/core/ui/EditorToolbar/stamp": {
"title": "$:/core/ui/EditorToolbar/stamp",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/stamp",
"caption": "{{$:/language/Buttons/Stamp/Caption}}",
"description": "{{$:/language/Buttons/Stamp/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>get[type]prefix[text/]] +[first[]]",
"shortcuts": "((stamp))",
"dropdown": "$:/core/ui/EditorToolbar/stamp-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/strikethrough": {
"title": "$:/core/ui/EditorToolbar/strikethrough",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/strikethrough",
"caption": "{{$:/language/Buttons/Strikethrough/Caption}}",
"description": "{{$:/language/Buttons/Strikethrough/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((strikethrough))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"~~\"\n\tsuffix=\"~~\"\n/>\n"
},
"$:/core/ui/EditorToolbar/subscript": {
"title": "$:/core/ui/EditorToolbar/subscript",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/subscript",
"caption": "{{$:/language/Buttons/Subscript/Caption}}",
"description": "{{$:/language/Buttons/Subscript/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((subscript))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\",,\"\n\tsuffix=\",,\"\n/>\n"
},
"$:/core/ui/EditorToolbar/superscript": {
"title": "$:/core/ui/EditorToolbar/superscript",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/superscript",
"caption": "{{$:/language/Buttons/Superscript/Caption}}",
"description": "{{$:/language/Buttons/Superscript/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((superscript))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"^^\"\n\tsuffix=\"^^\"\n/>\n"
},
"$:/core/ui/EditorToolbar/transcludify": {
"title": "$:/core/ui/EditorToolbar/transcludify",
"caption": "{{$:/language/Buttons/Transcludify/Caption}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Buttons/Transcludify/Hint}}",
"icon": "$:/core/images/transcludify",
"list-before": "$:/core/ui/EditorToolbar/mono-block",
"shortcuts": "((transcludify))",
"tags": "$:/tags/EditorToolbar",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"{{\"\n\tsuffix=\"}}\"\n/>\n"
},
"$:/core/ui/EditorToolbar/underline": {
"title": "$:/core/ui/EditorToolbar/underline",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/underline",
"caption": "{{$:/language/Buttons/Underline/Caption}}",
"description": "{{$:/language/Buttons/Underline/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((underline))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"__\"\n\tsuffix=\"__\"\n/>\n"
},
"$:/core/Filters/AllTags": {
"title": "$:/core/Filters/AllTags",
"tags": "$:/tags/Filter",
"filter": "[tags[]!is[system]sort[title]]",
"description": "{{$:/language/Filters/AllTags}}",
"text": ""
},
"$:/core/Filters/AllTiddlers": {
"title": "$:/core/Filters/AllTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]sort[title]]",
"description": "{{$:/language/Filters/AllTiddlers}}",
"text": ""
},
"$:/core/Filters/Drafts": {
"title": "$:/core/Filters/Drafts",
"tags": "$:/tags/Filter",
"filter": "[has[draft.of]sort[title]]",
"description": "{{$:/language/Filters/Drafts}}",
"text": ""
},
"$:/core/Filters/Missing": {
"title": "$:/core/Filters/Missing",
"tags": "$:/tags/Filter",
"filter": "[all[missing]sort[title]]",
"description": "{{$:/language/Filters/Missing}}",
"text": ""
},
"$:/core/Filters/Orphans": {
"title": "$:/core/Filters/Orphans",
"tags": "$:/tags/Filter",
"filter": "[all[orphans]sort[title]]",
"description": "{{$:/language/Filters/Orphans}}",
"text": ""
},
"$:/core/Filters/OverriddenShadowTiddlers": {
"title": "$:/core/Filters/OverriddenShadowTiddlers",
"tags": "$:/tags/Filter",
"filter": "[is[shadow]]",
"description": "{{$:/language/Filters/OverriddenShadowTiddlers}}",
"text": ""
},
"$:/core/Filters/RecentSystemTiddlers": {
"title": "$:/core/Filters/RecentSystemTiddlers",
"tags": "$:/tags/Filter",
"filter": "[has[modified]!sort[modified]limit[50]]",
"description": "{{$:/language/Filters/RecentSystemTiddlers}}",
"text": ""
},
"$:/core/Filters/RecentTiddlers": {
"title": "$:/core/Filters/RecentTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]has[modified]!sort[modified]limit[50]]",
"description": "{{$:/language/Filters/RecentTiddlers}}",
"text": ""
},
"$:/core/Filters/ShadowTiddlers": {
"title": "$:/core/Filters/ShadowTiddlers",
"tags": "$:/tags/Filter",
"filter": "[all[shadows]sort[title]]",
"description": "{{$:/language/Filters/ShadowTiddlers}}",
"text": ""
},
"$:/core/Filters/StoryList": {
"title": "$:/core/Filters/StoryList",
"tags": "$:/tags/Filter",
"filter": "[list[$:/StoryList]] -$:/AdvancedSearch",
"description": "{{$:/language/Filters/StoryList}}",
"text": ""
},
"$:/core/Filters/SystemTags": {
"title": "$:/core/Filters/SystemTags",
"tags": "$:/tags/Filter",
"filter": "[all[shadows+tiddlers]tags[]is[system]sort[title]]",
"description": "{{$:/language/Filters/SystemTags}}",
"text": ""
},
"$:/core/Filters/SystemTiddlers": {
"title": "$:/core/Filters/SystemTiddlers",
"tags": "$:/tags/Filter",
"filter": "[is[system]sort[title]]",
"description": "{{$:/language/Filters/SystemTiddlers}}",
"text": ""
},
"$:/core/Filters/TypedTiddlers": {
"title": "$:/core/Filters/TypedTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]has[type]each[type]sort[type]] -[type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Filters/TypedTiddlers}}",
"text": ""
},
"$:/core/ui/ImportListing": {
"title": "$:/core/ui/ImportListing",
"text": "\\define lingo-base() $:/language/Import/\n\n\\define messageField()\nmessage-$(payloadTiddler)$\n\\end\n\n\\define selectionField()\nselection-$(payloadTiddler)$\n\\end\n\n\\define previewPopupState()\n$(currentTiddler)$!!popup-$(payloadTiddler)$\n\\end\n\n\\define select-all-actions()\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" variable=\"payloadTiddler\">\n<$action-setfield $field={{{ [<payloadTiddler>addprefix[selection-]] }}} $value={{$:/state/import/select-all}}/>\n</$list>\n\\end\n\n<table>\n<tbody>\n<tr>\n<th>\n<$checkbox tiddler=\"$:/state/import/select-all\" field=\"text\" checked=\"checked\" unchecked=\"unchecked\" default=\"checked\" actions=<<select-all-actions>>>\n<<lingo Listing/Select/Caption>>\n</$checkbox>\n</th>\n<th>\n<<lingo Listing/Title/Caption>>\n</th>\n<th>\n<<lingo Listing/Status/Caption>>\n</th>\n</tr>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" variable=\"payloadTiddler\">\n<tr>\n<td>\n<$checkbox field=<<selectionField>> checked=\"checked\" unchecked=\"unchecked\" default=\"checked\"/>\n</td>\n<td>\n<$reveal type=\"nomatch\" stateTitle=<<previewPopupState>> text=\"yes\" tag=\"div\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" setTitle=<<previewPopupState>> setTo=\"yes\">\n{{$:/core/images/right-arrow}} <$text text=<<payloadTiddler>>/>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<previewPopupState>> text=\"yes\" tag=\"div\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" setTitle=<<previewPopupState>> setTo=\"no\">\n{{$:/core/images/down-arrow}} <$text text=<<payloadTiddler>>/>\n</$button>\n</$reveal>\n</td>\n<td>\n<$view field=<<messageField>>/>\n</td>\n</tr>\n<tr>\n<td colspan=\"3\">\n<$reveal type=\"match\" text=\"yes\" stateTitle=<<previewPopupState>> tag=\"div\">\n<$list filter=\"[{$:/state/importpreviewtype}has[text]]\" variable=\"listItem\" emptyMessage={{$:/core/ui/ImportPreviews/Text}}>\n<$transclude tiddler={{$:/state/importpreviewtype}}/>\n</$list>\n</$reveal>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ImportPreviews/Diff": {
"title": "$:/core/ui/ImportPreviews/Diff",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Diff}}",
"text": "<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle=<<payloadTiddler>> destTiddlerTitle=<<currentTiddler>> destSubTiddlerTitle=<<payloadTiddler>>/>\n"
},
"$:/core/ui/ImportPreviews/DiffFields": {
"title": "$:/core/ui/ImportPreviews/DiffFields",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/DiffFields}}",
"text": "<$macrocall $name=\"compareTiddlers\" sourceTiddlerTitle=<<payloadTiddler>> destTiddlerTitle=<<currentTiddler>> destSubTiddlerTitle=<<payloadTiddler>> exclude=\"text\"/>\n"
},
"$:/core/ui/ImportPreviews/Fields": {
"title": "$:/core/ui/ImportPreviews/Fields",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Fields}}",
"text": "<table class=\"tc-view-field-table\">\n<tbody>\n<$list filter=\"[<payloadTiddler>subtiddlerfields<currentTiddler>sort[]] -text\" variable=\"fieldName\">\n<tr class=\"tc-view-field\">\n<td class=\"tc-view-field-name\">\n<$text text=<<fieldName>>/>\n</td>\n<td class=\"tc-view-field-value\">\n<$view field=<<fieldName>> tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>>/>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ImportPreviews/Text": {
"title": "$:/core/ui/ImportPreviews/Text",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Text}}",
"text": "<$transclude tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>> mode=\"block\"/>\n"
},
"$:/core/ui/ImportPreviews/TextRaw": {
"title": "$:/core/ui/ImportPreviews/TextRaw",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/TextRaw}}",
"text": "<pre><code><$view tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>> /></code></pre>"
},
"$:/core/ui/KeyboardShortcuts/new-image": {
"title": "$:/core/ui/KeyboardShortcuts/new-image",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-image))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-image}}\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/new-journal": {
"title": "$:/core/ui/KeyboardShortcuts/new-journal",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-journal))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-journal}}\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/new-tiddler": {
"title": "$:/core/ui/KeyboardShortcuts/new-tiddler",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-tiddler))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-tiddler}}\n</$navigator>\n"
},
"$:/core/ui/ListItemTemplate": {
"title": "$:/core/ui/ListItemTemplate",
"text": "<div class=\"tc-menu-list-item\">\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</div>"
},
"$:/Manager/ItemMain/Fields": {
"title": "$:/Manager/ItemMain/Fields",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/Fields}}",
"text": "<table>\n<tbody>\n<$list filter=\"[all[current]fields[]sort[title]] -text\" template=\"$:/core/ui/TiddlerFieldTemplate\" variable=\"listItem\"/>\n</tbody>\n</table>\n"
},
"$:/Manager/ItemMain/RawText": {
"title": "$:/Manager/ItemMain/RawText",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/RawText}}",
"text": "<pre><code><$view/></code></pre>\n"
},
"$:/Manager/ItemMain/WikifiedText": {
"title": "$:/Manager/ItemMain/WikifiedText",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/WikifiedText}}",
"text": "<$transclude mode=\"block\"/>\n"
},
"$:/Manager/ItemSidebar/Colour": {
"title": "$:/Manager/ItemSidebar/Colour",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Colour}}",
"text": "\\define swatch-styles()\nheight: 1em;\nbackground-color: $(colour)$\n\\end\n\n<$vars colour={{!!color}}>\n<p style=<<swatch-styles>>/>\n</$vars>\n<p>\n<$edit-text field=\"color\" tag=\"input\" type=\"color\"/> / <$edit-text field=\"color\" tag=\"input\" type=\"text\" size=\"9\"/>\n</p>\n"
},
"$:/Manager/ItemSidebar/Icon": {
"title": "$:/Manager/ItemSidebar/Icon",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Icon}}",
"text": "<p>\n<div class=\"tc-manager-icon-editor\">\n<$button popup=<<qualify \"$:/state/popup/image-picker\">> class=\"tc-btn-invisible\">\n<$transclude tiddler={{!!icon}}>\n{{$:/language/Manager/Item/Icon/None}}\n</$transclude>\n</$button>\n<div class=\"tc-block-dropdown-wrapper\" style=\"position: static;\">\n<$reveal state=<<qualify \"$:/state/popup/image-picker\">> type=\"nomatch\" text=\"\" default=\"\" tag=\"div\" class=\"tc-popup\">\n<div class=\"tc-block-dropdown tc-popup-keep\" style=\"width: 80%; left: 10%; right: 10%; padding: 0.5em;\">\n<$macrocall $name=\"image-picker-include-tagged-images\" actions=\"\"\"\n<$action-setfield $field=\"icon\" $value=<<imageTitle>>/>\n<$action-deletetiddler $tiddler=<<qualify \"$:/state/popup/image-picker\">>/>\n\"\"\"/>\n</div>\n</$reveal>\n</div>\n</div>\n</p>\n"
},
"$:/Manager/ItemSidebar/Tags": {
"title": "$:/Manager/ItemSidebar/Tags",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Tags}}",
"text": "\\define tag-checkbox-actions()\n<$action-listops\n\t$tiddler=\"$:/config/Manager/RecentTags\"\n\t$subfilter=\"[<tag>] [list[$:/config/Manager/RecentTags]] +[limit[12]]\"\n/>\n\\end\n\n\\define tag-picker-actions()\n<<tag-checkbox-actions>>\n<$action-listops\n\t$tiddler=<<currentTiddler>>\n\t$field=\"tags\"\n\t$subfilter=\"[<tag>] [all[current]tags[]]\"\n/>\n\\end\n\n<p>\n<$list filter=\"[all[current]tags[]] [list[$:/config/Manager/RecentTags]] +[sort[title]] \" variable=\"tag\">\n<div>\n<$checkbox tiddler=<<currentTiddler>> tag=<<tag>> actions=<<tag-checkbox-actions>>>\n<$macrocall $name=\"tag-pill\" tag=<<tag>>/>\n</$checkbox>\n</div>\n</$list>\n</p>\n<p>\n<$macrocall $name=\"tag-picker\" actions=<<tag-picker-actions>>/>\n</p>\n"
},
"$:/Manager/ItemSidebar/Tools": {
"title": "$:/Manager/ItemSidebar/Tools",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Tools}}",
"text": "<p>\n<$button to=<<currentTiddler>>>{{$:/core/images/link}} open</$button>\n</p>\n<p>\n<$button message=\"tm-edit-tiddler\" param=<<currentTiddler>>>{{$:/core/images/edit-button}} edit</$button>\n</p>\n"
},
"$:/Manager": {
"title": "$:/Manager",
"icon": "$:/core/images/list",
"color": "#bbb",
"text": "\\define lingo-base() $:/language/Manager/\n\n\\define list-item-content-item()\n<div class=\"tc-manager-list-item-content-item\">\n\t<$vars state-title=\"\"\"$:/state/popup/manager/item/$(listItem)$\"\"\">\n\t\t<$reveal state=<<state-title>> type=\"match\" text=\"show\" default=\"show\" tag=\"div\">\n\t\t\t<$button set=<<state-title>> setTo=\"hide\" class=\"tc-btn-invisible tc-manager-list-item-content-item-heading\">\n\t\t\t\t{{$:/core/images/down-arrow}} <$transclude tiddler=<<listItem>> field=\"caption\"/>\n\t\t\t</$button>\n\t\t</$reveal>\n\t\t<$reveal state=<<state-title>> type=\"nomatch\" text=\"show\" default=\"show\" tag=\"div\">\n\t\t\t<$button set=<<state-title>> setTo=\"show\" class=\"tc-btn-invisible tc-manager-list-item-content-item-heading\">\n\t\t\t\t{{$:/core/images/right-arrow}} <$transclude tiddler=<<listItem>> field=\"caption\"/>\n\t\t\t</$button>\n\t\t</$reveal>\n\t\t<$reveal state=<<state-title>> type=\"match\" text=\"show\" default=\"show\" tag=\"div\" class=\"tc-manager-list-item-content-item-body\">\n\t\t\t<$transclude tiddler=<<listItem>>/>\n\t\t</$reveal>\n\t</$vars>\n</div>\n\\end\n\n<div class=\"tc-manager-wrapper\">\n\t<div class=\"tc-manager-controls\">\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Show/Prompt>> <$select tiddler=\"$:/config/Manager/Show\" default=\"tiddlers\">\n\t\t\t\t<option value=\"tiddlers\"><<lingo Controls/Show/Option/Tiddlers>></option>\n\t\t\t\t<option value=\"tags\"><<lingo Controls/Show/Option/Tags>></option>\n\t\t\t</$select>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Search/Prompt>> <$edit-text tiddler=\"$:/config/Manager/Filter\" tag=\"input\" default=\"\" placeholder={{$:/language/Manager/Controls/Search/Placeholder}}/>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/FilterByTag/Prompt>> <$select tiddler=\"$:/config/Manager/Tag\" default=\"\">\n\t\t\t\t<option value=\"\"><<lingo Controls/FilterByTag/None>></option>\n\t\t\t\t<$list filter=\"[!is{$:/config/Manager/System}tags[]!is[system]sort[title]]\" variable=\"tag\">\n\t\t\t\t\t<option value=<<tag>>><$text text=<<tag>>/></option>\n\t\t\t\t</$list>\n\t\t\t</$select>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Sort/Prompt>> <$select tiddler=\"$:/config/Manager/Sort\" default=\"title\">\n\t\t\t\t<optgroup label=\"Common\">\n\t\t\t\t\t<$list filter=\"title modified modifier created creator created\" variable=\"field\">\n\t\t\t\t\t\t<option value=<<field>>><$text text=<<field>>/></option>\n\t\t\t\t\t</$list>\n\t\t\t\t</optgroup>\n\t\t\t\t<optgroup label=\"All\">\n\t\t\t\t\t<$list filter=\"[all{$:/config/Manager/Show}!is{$:/config/Manager/System}fields[]sort[title]] -title -modified -modifier -created -creator -created\" variable=\"field\">\n\t\t\t\t\t\t<option value=<<field>>><$text text=<<field>>/></option>\n\t\t\t\t\t</$list>\n\t\t\t\t</optgroup>\n\t\t\t</$select>\n\t\t\t<$checkbox tiddler=\"$:/config/Manager/Order\" field=\"text\" checked=\"reverse\" unchecked=\"forward\" default=\"forward\">\n\t\t\t\t<<lingo Controls/Order/Prompt>>\n\t\t\t</$checkbox>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<$checkbox tiddler=\"$:/config/Manager/System\" field=\"text\" checked=\"\" unchecked=\"system\" default=\"system\">\n\t\t\t\t{{$:/language/SystemTiddlers/Include/Prompt}}\n\t\t\t</$checkbox>\n\t\t</div>\n\t</div>\n\t<div class=\"tc-manager-list\">\n\t\t<$list filter=\"[all{$:/config/Manager/Show}!is{$:/config/Manager/System}search{$:/config/Manager/Filter}tag:strict{$:/config/Manager/Tag}sort{$:/config/Manager/Sort}order{$:/config/Manager/Order}]\">\n\t\t\t<$vars transclusion=<<currentTiddler>>>\n\t\t\t\t<div style=\"tc-manager-list-item\">\n\t\t\t\t\t<$button popup=<<qualify \"$:/state/manager/popup\">> class=\"tc-btn-invisible tc-manager-list-item-heading\" selectedClass=\"tc-manager-list-item-heading-selected\">\n\t\t\t\t\t\t<$text text=<<currentTiddler>>/>\n\t\t\t\t\t</$button>\n\t\t\t\t\t<$reveal state=<<qualify \"$:/state/manager/popup\">> type=\"nomatch\" text=\"\" default=\"\" tag=\"div\" class=\"tc-manager-list-item-content tc-popup-handle\">\n\t\t\t\t\t\t<div class=\"tc-manager-list-item-content-tiddler\">\n\t\t\t\t\t\t\t<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Manager/ItemMain]!has[draft.of]]\" variable=\"listItem\">\n\t\t\t\t\t\t\t\t<<list-item-content-item>>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<div class=\"tc-manager-list-item-content-sidebar\">\n\t\t\t\t\t\t\t<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Manager/ItemSidebar]!has[draft.of]]\" variable=\"listItem\">\n\t\t\t\t\t\t\t\t<<list-item-content-item>>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t</$reveal>\n\t\t\t\t</div>\n\t\t\t</$vars>\n\t\t</$list>\n\t</div>\n</div>\n"
},
"$:/core/ui/MissingTemplate": {
"title": "$:/core/ui/MissingTemplate",
"text": "<div class=\"tc-tiddler-missing\">\n<$button popup=<<qualify \"$:/state/popup/missing\">> class=\"tc-btn-invisible tc-missing-tiddler-label\">\n<$view field=\"title\" format=\"text\" />\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/missing\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$transclude tiddler=\"$:/core/ui/ListItemTemplate\"/>\n<hr>\n<$list filter=\"[all[current]backlinks[]sort[title]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$reveal>\n</div>\n"
},
"$:/core/ui/MoreSideBar/All": {
"title": "$:/core/ui/MoreSideBar/All",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/All/Caption}}",
"text": "<$list filter={{$:/core/Filters/AllTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Drafts": {
"title": "$:/core/ui/MoreSideBar/Drafts",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Drafts/Caption}}",
"text": "<$list filter={{$:/core/Filters/Drafts!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Explorer": {
"title": "$:/core/ui/MoreSideBar/Explorer",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Explorer/Caption}}",
"text": "<<tree \"$:/\">>\n"
},
"$:/core/ui/MoreSideBar/Missing": {
"title": "$:/core/ui/MoreSideBar/Missing",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Missing/Caption}}",
"text": "<$list filter={{$:/core/Filters/Missing!!filter}} template=\"$:/core/ui/MissingTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Orphans": {
"title": "$:/core/ui/MoreSideBar/Orphans",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Orphans/Caption}}",
"text": "<$list filter={{$:/core/Filters/Orphans!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Plugins": {
"title": "$:/core/ui/MoreSideBar/Plugins",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/ControlPanel/Plugins/Caption}}",
"text": "\n{{$:/language/ControlPanel/Plugins/Installed/Hint}}\n\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar/Plugins]!has[draft.of]]\" \"$:/core/ui/MoreSideBar/Plugins/Plugins\">>\n"
},
"$:/core/ui/MoreSideBar/Recent": {
"title": "$:/core/ui/MoreSideBar/Recent",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Recent/Caption}}",
"text": "<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n"
},
"$:/core/ui/MoreSideBar/Shadows": {
"title": "$:/core/ui/MoreSideBar/Shadows",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Shadows/Caption}}",
"text": "<$list filter={{$:/core/Filters/ShadowTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/System": {
"title": "$:/core/ui/MoreSideBar/System",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/System/Caption}}",
"text": "<$list filter={{$:/core/Filters/SystemTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Tags": {
"title": "$:/core/ui/MoreSideBar/Tags",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Tags/Caption}}",
"text": "<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n{{$:/core/ui/Buttons/tag-manager}}\n\n</$set>\n\n</$set>\n\n</$set>\n\n<$list filter={{$:/core/Filters/AllTags!!filter}}>\n\n<$transclude tiddler=\"$:/core/ui/TagTemplate\"/>\n\n</$list>\n\n<hr class=\"tc-untagged-separator\">\n\n{{$:/core/ui/UntaggedTemplate}}\n"
},
"$:/core/ui/MoreSideBar/Types": {
"title": "$:/core/ui/MoreSideBar/Types",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Types/Caption}}",
"text": "<$list filter={{$:/core/Filters/TypedTiddlers!!filter}}>\n<div class=\"tc-menu-list-item\">\n<$view field=\"type\"/>\n<$list filter=\"[type{!!type}!is[system]sort[title]]\">\n<div class=\"tc-menu-list-subitem\">\n<$link to={{!!title}}><$view field=\"title\"/></$link>\n</div>\n</$list>\n</div>\n</$list>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Languages": {
"title": "$:/core/ui/MoreSideBar/Plugins/Languages",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[language]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}/>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Plugins": {
"title": "$:/core/ui/MoreSideBar/Plugins/Plugins",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[plugin]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}>>/>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Theme": {
"title": "$:/core/ui/MoreSideBar/Plugins/Theme",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[theme]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}/>\n"
},
"$:/core/ui/Buttons/advanced-search": {
"title": "$:/core/ui/Buttons/advanced-search",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/advanced-search-button}} {{$:/language/Buttons/AdvancedSearch/Caption}}",
"description": "{{$:/language/Buttons/AdvancedSearch/Hint}}",
"text": "\\define control-panel-button(class)\n<$button to=\"$:/AdvancedSearch\" tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/advanced-search-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/AdvancedSearch/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/AdvancedSearch]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/close-all": {
"title": "$:/core/ui/Buttons/close-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/close-all-button}} {{$:/language/Buttons/CloseAll/Caption}}",
"description": "{{$:/language/Buttons/CloseAll/Hint}}",
"text": "<$button message=\"tm-close-all-tiddlers\" tooltip={{$:/language/Buttons/CloseAll/Hint}} aria-label={{$:/language/Buttons/CloseAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/close-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/CloseAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/control-panel": {
"title": "$:/core/ui/Buttons/control-panel",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/options-button}} {{$:/language/Buttons/ControlPanel/Caption}}",
"description": "{{$:/language/Buttons/ControlPanel/Hint}}",
"text": "\\define control-panel-button(class)\n<$button to=\"$:/ControlPanel\" tooltip={{$:/language/Buttons/ControlPanel/Hint}} aria-label={{$:/language/Buttons/ControlPanel/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/options-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/ControlPanel/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/ControlPanel]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/encryption": {
"title": "$:/core/ui/Buttons/encryption",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/locked-padlock}} {{$:/language/Buttons/Encryption/Caption}}",
"description": "{{$:/language/Buttons/Encryption/Hint}}",
"text": "<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\n<$button message=\"tm-clear-password\" tooltip={{$:/language/Buttons/Encryption/ClearPassword/Hint}} aria-label={{$:/language/Buttons/Encryption/ClearPassword/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/locked-padlock}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Encryption/ClearPassword/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n<$button message=\"tm-set-password\" tooltip={{$:/language/Buttons/Encryption/SetPassword/Hint}} aria-label={{$:/language/Buttons/Encryption/SetPassword/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/unlocked-padlock}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Encryption/SetPassword/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>"
},
"$:/core/ui/Buttons/export-page": {
"title": "$:/core/ui/Buttons/export-page",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/export-button}} {{$:/language/Buttons/ExportPage/Caption}}",
"description": "{{$:/language/Buttons/ExportPage/Hint}}",
"text": "<$macrocall $name=\"exportButton\" exportFilter=\"[!is[system]sort[title]]\" lingoBase=\"$:/language/Buttons/ExportPage/\"/>"
},
"$:/core/ui/Buttons/fold-all": {
"title": "$:/core/ui/Buttons/fold-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/fold-all-button}} {{$:/language/Buttons/FoldAll/Caption}}",
"description": "{{$:/language/Buttons/FoldAll/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/FoldAll/Hint}} aria-label={{$:/language/Buttons/FoldAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-all-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/FoldAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/full-screen": {
"title": "$:/core/ui/Buttons/full-screen",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/full-screen-button}} {{$:/language/Buttons/FullScreen/Caption}}",
"description": "{{$:/language/Buttons/FullScreen/Hint}}",
"text": "<$button message=\"tm-full-screen\" tooltip={{$:/language/Buttons/FullScreen/Hint}} aria-label={{$:/language/Buttons/FullScreen/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/full-screen-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/FullScreen/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/home": {
"title": "$:/core/ui/Buttons/home",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/home-button}} {{$:/language/Buttons/Home/Caption}}",
"description": "{{$:/language/Buttons/Home/Hint}}",
"text": "<$button message=\"tm-home\" tooltip={{$:/language/Buttons/Home/Hint}} aria-label={{$:/language/Buttons/Home/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/home-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Home/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/import": {
"title": "$:/core/ui/Buttons/import",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/import-button}} {{$:/language/Buttons/Import/Caption}}",
"description": "{{$:/language/Buttons/Import/Hint}}",
"text": "<div class=\"tc-file-input-wrapper\">\n<$button tooltip={{$:/language/Buttons/Import/Hint}} aria-label={{$:/language/Buttons/Import/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/import-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Import/Caption}}/></span>\n</$list>\n</$button>\n<$browse tooltip={{$:/language/Buttons/Import/Hint}}/>\n</div>"
},
"$:/core/ui/Buttons/language": {
"title": "$:/core/ui/Buttons/language",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/globe}} {{$:/language/Buttons/Language/Caption}}",
"description": "{{$:/language/Buttons/Language/Hint}}",
"text": "\\define flag-title()\n$(languagePluginTitle)$/icon\n\\end\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/language\">> tooltip={{$:/language/Buttons/Language/Hint}} aria-label={{$:/language/Buttons/Language/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n<span class=\"tc-image-button\">\n<$set name=\"languagePluginTitle\" value={{$:/language}}>\n<$image source=<<flag-title>>/>\n</$set>\n</span>\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Language/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/language\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n{{$:/snippets/languageswitcher}}\n</div>\n</$reveal>"
},
"$:/core/ui/Buttons/manager": {
"title": "$:/core/ui/Buttons/manager",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/list}} {{$:/language/Buttons/Manager/Caption}}",
"description": "{{$:/language/Buttons/Manager/Hint}}",
"text": "\\define manager-button(class)\n<$button to=\"$:/Manager\" tooltip={{$:/language/Buttons/Manager/Hint}} aria-label={{$:/language/Buttons/Manager/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/list}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Manager/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/Manager]]\" emptyMessage=<<manager-button>>>\n<<manager-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/more-page-actions": {
"title": "$:/core/ui/Buttons/more-page-actions",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/down-arrow}} {{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"text": "\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<$button popup=<<qualify \"$:/state/popup/more\">> tooltip={{$:/language/Buttons/More/Hint}} aria-label={{$:/language/Buttons/More/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/down-arrow}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/More/Caption}}/></span>\n</$list>\n</$button><$reveal state=<<qualify \"$:/state/popup/more\">> type=\"popup\" position=\"below\" animate=\"yes\">\n\n<div class=\"tc-drop-down\">\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"tc-btn-invisible\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]] -[[$:/core/ui/Buttons/more-page-actions]]\" variable=\"listItem\">\n\n<$reveal type=\"match\" state=<<config-title>> text=\"hide\">\n\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$set>\n\n</$reveal>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</div>\n\n</$reveal>"
},
"$:/core/ui/Buttons/new-image": {
"title": "$:/core/ui/Buttons/new-image",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-image-button}} {{$:/language/Buttons/NewImage/Caption}}",
"description": "{{$:/language/Buttons/NewImage/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/NewImage/Hint}} aria-label={{$:/language/Buttons/NewImage/Caption}} class=<<tv-config-toolbar-class>> actions={{$:/core/ui/Actions/new-image}}>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/new-image-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewImage/Caption}}/></span>\n</$list>\n</$button>\n"
},
"$:/core/ui/Buttons/new-journal": {
"title": "$:/core/ui/Buttons/new-journal",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-journal-button}} {{$:/language/Buttons/NewJournal/Caption}}",
"description": "{{$:/language/Buttons/NewJournal/Hint}}",
"text": "\\define journalButton()\n<$button tooltip={{$:/language/Buttons/NewJournal/Hint}} aria-label={{$:/language/Buttons/NewJournal/Caption}} class=<<tv-config-toolbar-class>> actions={{$:/core/ui/Actions/new-journal}}>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/new-journal-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewJournal/Caption}}/></span>\n</$list>\n</$button>\n\\end\n<<journalButton>>\n"
},
"$:/core/ui/Buttons/new-tiddler": {
"title": "$:/core/ui/Buttons/new-tiddler",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-button}} {{$:/language/Buttons/NewTiddler/Caption}}",
"description": "{{$:/language/Buttons/NewTiddler/Hint}}",
"text": "<$button actions={{$:/core/ui/Actions/new-tiddler}} tooltip={{$:/language/Buttons/NewTiddler/Hint}} aria-label={{$:/language/Buttons/NewTiddler/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/new-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewTiddler/Caption}}/></span>\n</$list>\n</$button>\n"
},
"$:/core/ui/Buttons/palette": {
"title": "$:/core/ui/Buttons/palette",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/palette}} {{$:/language/Buttons/Palette/Caption}}",
"description": "{{$:/language/Buttons/Palette/Hint}}",
"text": "<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/palette\">> tooltip={{$:/language/Buttons/Palette/Hint}} aria-label={{$:/language/Buttons/Palette/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/palette}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Palette/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/palette\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\" style=\"font-size:0.7em;\">\n{{$:/snippets/paletteswitcher}}\n</div>\n</$reveal>"
},
"$:/core/ui/Buttons/print": {
"title": "$:/core/ui/Buttons/print",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/print-button}} {{$:/language/Buttons/Print/Caption}}",
"description": "{{$:/language/Buttons/Print/Hint}}",
"text": "<$button message=\"tm-print\" tooltip={{$:/language/Buttons/Print/Hint}} aria-label={{$:/language/Buttons/Print/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/print-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Print/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/refresh": {
"title": "$:/core/ui/Buttons/refresh",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/refresh-button}} {{$:/language/Buttons/Refresh/Caption}}",
"description": "{{$:/language/Buttons/Refresh/Hint}}",
"text": "<$button message=\"tm-browser-refresh\" tooltip={{$:/language/Buttons/Refresh/Hint}} aria-label={{$:/language/Buttons/Refresh/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/refresh-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Refresh/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/save-wiki": {
"title": "$:/core/ui/Buttons/save-wiki",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/save-button}} {{$:/language/Buttons/SaveWiki/Caption}}",
"description": "{{$:/language/Buttons/SaveWiki/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/SaveWiki/Hint}} aria-label={{$:/language/Buttons/SaveWiki/Caption}} class=<<tv-config-toolbar-class>>>\n<$wikify name=\"site-title\" text=\"{{$:/SiteTitle}}.html\">\n<$action-sendmessage $message=\"tm-save-wiki\" $param={{$:/config/SaveWikiButton/Template}} filename=<<site-title>>/>\n</$wikify>\n<span class=\"tc-dirty-indicator\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/save-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/SaveWiki/Caption}}/></span>\n</$list>\n</span>\n</$button>"
},
"$:/core/ui/Buttons/storyview": {
"title": "$:/core/ui/Buttons/storyview",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/storyview-classic}} {{$:/language/Buttons/StoryView/Caption}}",
"description": "{{$:/language/Buttons/StoryView/Hint}}",
"text": "\\define icon()\n$:/core/images/storyview-$(storyview)$\n\\end\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/storyview\">> tooltip={{$:/language/Buttons/StoryView/Hint}} aria-label={{$:/language/Buttons/StoryView/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n<$set name=\"storyview\" value={{$:/view}}>\n<$transclude tiddler=<<icon>>/>\n</$set>\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/StoryView/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/storyview\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n{{$:/snippets/viewswitcher}}\n</div>\n</$reveal>"
},
"$:/core/ui/Buttons/tag-manager": {
"title": "$:/core/ui/Buttons/tag-manager",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/tag-button}} {{$:/language/Buttons/TagManager/Caption}}",
"description": "{{$:/language/Buttons/TagManager/Hint}}",
"text": "\\define control-panel-button(class)\n<$button to=\"$:/TagManager\" tooltip={{$:/language/Buttons/TagManager/Hint}} aria-label={{$:/language/Buttons/TagManager/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/tag-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/TagManager/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/TagManager]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/theme": {
"title": "$:/core/ui/Buttons/theme",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/theme-button}} {{$:/language/Buttons/Theme/Caption}}",
"description": "{{$:/language/Buttons/Theme/Hint}}",
"text": "<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/theme\">> tooltip={{$:/language/Buttons/Theme/Hint}} aria-label={{$:/language/Buttons/Theme/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/theme-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Theme/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/theme\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$linkcatcher to=\"$:/theme\">\n{{$:/snippets/themeswitcher}}\n</$linkcatcher>\n</div>\n</$reveal>"
},
"$:/core/ui/Buttons/timestamp": {
"title": "$:/core/ui/Buttons/timestamp",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/timestamp-on}} {{$:/language/Buttons/Timestamp/Caption}}",
"description": "{{$:/language/Buttons/Timestamp/Hint}}",
"text": "<$reveal type=\"nomatch\" state=\"$:/config/TimestampDisable\" text=\"yes\">\n<$button tooltip={{$:/language/Buttons/Timestamp/On/Hint}} aria-label={{$:/language/Buttons/Timestamp/On/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-setfield $tiddler=\"$:/config/TimestampDisable\" $value=\"yes\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/timestamp-on}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Timestamp/On/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=\"$:/config/TimestampDisable\" text=\"yes\">\n<$button tooltip={{$:/language/Buttons/Timestamp/Off/Hint}} aria-label={{$:/language/Buttons/Timestamp/Off/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-setfield $tiddler=\"$:/config/TimestampDisable\" $value=\"no\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/timestamp-off}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Timestamp/Off/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>"
},
"$:/core/ui/Buttons/unfold-all": {
"title": "$:/core/ui/Buttons/unfold-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/unfold-all-button}} {{$:/language/Buttons/UnfoldAll/Caption}}",
"description": "{{$:/language/Buttons/UnfoldAll/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/UnfoldAll/Hint}} aria-label={{$:/language/Buttons/UnfoldAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-unfold-all-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\" variable=\"listItem\">\n{{$:/core/images/unfold-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/UnfoldAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/PageTemplate/pagecontrols": {
"title": "$:/core/ui/PageTemplate/pagecontrols",
"text": "\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-page-controls\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n<$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$set>\n</$reveal>\n</$list>\n</div>\n\n"
},
"$:/core/ui/PageStylesheet": {
"title": "$:/core/ui/PageStylesheet",
"text": "\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<$set name=\"currentTiddler\" value={{$:/language}}>\n\n<$set name=\"languageTitle\" value={{!!name}}>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<$transclude mode=\"block\"/>\n</$list>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/PageTemplate/alerts": {
"title": "$:/core/ui/PageTemplate/alerts",
"tags": "$:/tags/PageTemplate",
"text": "<div class=\"tc-alerts\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Alert]!has[draft.of]]\" template=\"$:/core/ui/AlertTemplate\" storyview=\"pop\"/>\n\n</div>\n"
},
"$:/core/ui/PageTemplate/drafts": {
"title": "$:/core/ui/PageTemplate/drafts",
"tags": "$:/tags/PageTemplate",
"text": "\\whitespace trim\n<$reveal state=\"$:/status/IsReadOnly\" type=\"nomatch\" text=\"yes\" tag=\"div\" class=\"tc-drafts-list\">\n<$list filter=\"[has[draft.of]!sort[modified]] -[list[$:/StoryList]]\">\n<$link>\n{{$:/core/images/edit-button}} <$text text=<<currentTiddler>>/>\n</$link>\n</$list>\n</$reveal>\n"
},
"$:/core/ui/PageTemplate/pluginreloadwarning": {
"title": "$:/core/ui/PageTemplate/pluginreloadwarning",
"tags": "$:/tags/PageTemplate",
"text": "\\define lingo-base() $:/language/\n\n<$list filter=\"[has[plugin-type]haschanged[]!plugin-type[import]limit[1]]\">\n\n<$reveal type=\"nomatch\" state=\"$:/temp/HidePluginWarning\" text=\"yes\">\n\n<div class=\"tc-plugin-reload-warning\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<<lingo PluginReloadWarning>> <$button set=\"$:/temp/HidePluginWarning\" setTo=\"yes\" class=\"tc-btn-invisible\">{{$:/core/images/close-button}}</$button>\n\n</$set>\n\n</div>\n\n</$reveal>\n\n</$list>\n"
},
"$:/core/ui/PageTemplate/sidebar": {
"title": "$:/core/ui/PageTemplate/sidebar",
"tags": "$:/tags/PageTemplate",
"text": "\\define config-title()\n$:/config/SideBarSegments/Visibility/$(listItem)$\n\\end\n\n<$scrollable fallthrough=\"no\" class=\"tc-sidebar-scrollable\">\n\n<div class=\"tc-sidebar-header\">\n\n<$reveal state=\"$:/state/sidebar\" type=\"match\" text=\"yes\" default=\"yes\" retain=\"yes\" animate=\"yes\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SideBarSegment]!has[draft.of]]\" variable=\"listItem\">\n\n<$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\" tag=\"div\">\n\n<$transclude tiddler=<<listItem>> mode=\"block\"/>\n\n</$reveal>\n\n</$list>\n\n</$reveal>\n\n</div>\n\n</$scrollable>"
},
"$:/core/ui/PageTemplate/story": {
"title": "$:/core/ui/PageTemplate/story",
"tags": "$:/tags/PageTemplate",
"text": "<section class=\"tc-story-river\">\n\n<section class=\"story-backdrop\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/AboveStory]!has[draft.of]]\">\n\n<$transclude/>\n\n</$list>\n\n</section>\n\n<$list filter=\"[list[$:/StoryList]]\" history=\"$:/HistoryList\" template=\"$:/core/ui/ViewTemplate\" editTemplate=\"$:/core/ui/EditTemplate\" storyview={{$:/view}} emptyMessage={{$:/config/EmptyStoryMessage}}/>\n\n<section class=\"story-frontdrop\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/BelowStory]!has[draft.of]]\">\n\n<$transclude/>\n\n</$list>\n\n</section>\n\n</section>\n"
},
"$:/core/ui/PageTemplate/topleftbar": {
"title": "$:/core/ui/PageTemplate/topleftbar",
"tags": "$:/tags/PageTemplate",
"text": "<span class=\"tc-topbar tc-topbar-left\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>\n\n</span>\n"
},
"$:/core/ui/PageTemplate/toprightbar": {
"title": "$:/core/ui/PageTemplate/toprightbar",
"tags": "$:/tags/PageTemplate",
"text": "<span class=\"tc-topbar tc-topbar-right\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]]\" variable=\"listItem\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>\n\n</span>\n"
},
"$:/core/ui/PageTemplate": {
"title": "$:/core/ui/PageTemplate",
"text": "\\define containerClasses()\ntc-page-container tc-page-view-$(storyviewTitle)$ tc-language-$(languageTitle)$\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<$set name=\"tv-config-toolbar-icons\" value={{$:/config/Toolbar/Icons}}>\n\n<$set name=\"tv-config-toolbar-text\" value={{$:/config/Toolbar/Text}}>\n\n<$set name=\"tv-config-toolbar-class\" value={{$:/config/Toolbar/ButtonClass}}>\n\n<$set name=\"tv-show-missing-links\" value={{$:/config/MissingLinks}}>\n\n<$set name=\"storyviewTitle\" value={{$:/view}}>\n\n<$set name=\"currentTiddler\" value={{$:/language}}>\n\n<$set name=\"languageTitle\" value={{!!name}}>\n\n<$set name=\"currentTiddler\" value=\"\">\n\n<div class=<<containerClasses>>>\n\n<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n\n<$dropzone>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageTemplate]!has[draft.of]]\" variable=\"listItem\">\n\n<$transclude tiddler=<<listItem>>/>\n\n</$list>\n\n</$dropzone>\n\n</$navigator>\n\n</div>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/PluginInfo": {
"title": "$:/core/ui/PluginInfo",
"text": "\\define localised-info-tiddler-title()\n$(currentTiddler)$/$(languageTitle)$/$(currentTab)$\n\\end\n\\define info-tiddler-title()\n$(currentTiddler)$/$(currentTab)$\n\\end\n\\define default-tiddler-title()\n$:/core/ui/PluginInfo/Default/$(currentTab)$\n\\end\n<$transclude tiddler=<<localised-info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<localised-info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<default-tiddler-title>> mode=\"block\">\n{{$:/language/ControlPanel/Plugin/NoInfoFound/Hint}}\n</$transclude>\n</$transclude>\n</$transclude>\n</$transclude>\n"
},
"$:/core/ui/PluginInfo/Default/contents": {
"title": "$:/core/ui/PluginInfo/Default/contents",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/PluginInfo/\n<<lingo Hint>>\n<ul>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" emptyMessage=<<lingo Empty/Hint>>>\n<li>\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</li>\n</$list>\n</ul>\n"
},
"$:/core/ui/PluginListItemTemplate": {
"title": "$:/core/ui/PluginListItemTemplate",
"text": "<div class=\"tc-menu-list-item\">\n<$link to={{!!title}}>\n<$view field=\"description\">\n<$view field=\"title\"/>\n</$view>\n</$link>\n</div>"
},
"$:/core/ui/SearchResults": {
"title": "$:/core/ui/SearchResults",
"text": "<div class=\"tc-search-results\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]butfirst[]limit[1]]\" emptyMessage=\"\"\"\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\">\n<$transclude mode=\"block\"/>\n</$list>\n\"\"\">\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\" default={{$:/config/SearchResults/Default}}/>\n\n</$list>\n\n</div>\n"
},
"$:/core/ui/SideBar/More": {
"title": "$:/core/ui/SideBar/More",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/More/Caption}}",
"text": "<div class=\"tc-more-sidebar\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar]!has[draft.of]]\" default={{$:/config/DefaultMoreSidebarTab}} state=\"$:/state/tab/moresidebar\" class=\"tc-vertical\" />\n</div>"
},
"$:/core/ui/SideBar/Open": {
"title": "$:/core/ui/SideBar/Open",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Open/Caption}}",
"text": "\\whitespace trim\n\\define lingo-base() $:/language/CloseAll/\n\n\\define drop-actions()\n<$action-listops $tiddler=\"$:/StoryList\" $subfilter=\"+[insertbefore:currentTiddler<actionTiddler>]\"/>\n\\end\n\n<$list filter=\"[list[$:/StoryList]]\" history=\"$:/HistoryList\" storyview=\"pop\">\n<div style=\"position: relative;\">\n<$droppable actions=<<drop-actions>>>\n<div class=\"tc-droppable-placeholder\">\n \n</div>\n<div>\n<$button message=\"tm-close-tiddler\" tooltip={{$:/language/Buttons/Close/Hint}} aria-label={{$:/language/Buttons/Close/Caption}} class=\"tc-btn-invisible tc-btn-mini\">×</$button> <$link to={{!!title}}><$view field=\"title\"/></$link>\n</div>\n</$droppable>\n</div>\n</$list>\n<$tiddler tiddler=\"\">\n<$droppable actions=<<drop-actions>>>\n<div class=\"tc-droppable-placeholder\">\n \n</div>\n<$button message=\"tm-close-all-tiddlers\" class=\"tc-btn-invisible tc-btn-mini\"><<lingo Button>></$button>\n</$droppable>\n</$tiddler>\n"
},
"$:/core/ui/SideBar/Recent": {
"title": "$:/core/ui/SideBar/Recent",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Recent/Caption}}",
"text": "<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n"
},
"$:/core/ui/SideBar/Tools": {
"title": "$:/core/ui/SideBar/Tools",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Tools/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n\n<<lingo Basics/Version/Prompt>> <<version>>\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n\n<div style=\"position:relative;\" class={{{ [<listItem>encodeuricomponent[]addprefix[tc-btn-]] }}}>\n\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <$transclude tiddler=<<listItem>>/> <i class=\"tc-muted\"><$transclude tiddler=<<listItem>> field=\"description\"/></i>\n\n</div>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/SideBarLists": {
"title": "$:/core/ui/SideBarLists",
"text": "<$transclude tiddler=\"$:/core/ui/SideBarSegments/search\"/>\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\"/>\n\n"
},
"$:/core/ui/SideBarSegments/page-controls": {
"title": "$:/core/ui/SideBarSegments/page-controls",
"tags": "$:/tags/SideBarSegment",
"text": "{{||$:/core/ui/PageTemplate/pagecontrols}}\n"
},
"$:/core/ui/SideBarSegments/search": {
"title": "$:/core/ui/SideBarSegments/search",
"tags": "$:/tags/SideBarSegment",
"text": "<div class=\"tc-sidebar-lists\">\n\n<$set name=\"searchTiddler\" value=\"$:/temp/search\">\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/search\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}} focusPopup=<<qualify \"$:/state/popup/search-dropdown\">> class=\"tc-popup-handle\"/>\n<$reveal state=\"$:/temp/search\" type=\"nomatch\" text=\"\">\n<$button tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" text={{$:/temp/search}}/>\n<$action-setfield $tiddler=\"$:/temp/search\" text=\"\"/>\n<$action-navigate $to=\"$:/AdvancedSearch\"/>\n{{$:/core/images/advanced-search-button}}\n</$button>\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/search\" text=\"\" />\n{{$:/core/images/close-button}}\n</$button>\n<$button popup=<<qualify \"$:/state/popup/search-dropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n<$list filter=\"[{$:/temp/search}minlength{$:/config/Search/MinLength}limit[1]]\" variable=\"listItem\">\n<$set name=\"searchTerm\" value={{{ [<searchTiddler>get[text]] }}}>\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[!is[system]search<searchTerm>]\"/>\"\"\">\n{{$:/language/Search/Matches}}\n</$set>\n</$set>\n</$list>\n</$button>\n</$reveal>\n<$reveal state=\"$:/temp/search\" type=\"match\" text=\"\">\n<$button to=\"$:/AdvancedSearch\" tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"tc-btn-invisible\">\n{{$:/core/images/advanced-search-button}}\n</$button>\n</$reveal>\n</div>\n\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/temp/search\" type=\"nomatch\" text=\"\">\n\n<$reveal tag=\"div\" class=\"tc-block-dropdown tc-search-drop-down tc-popup-handle\" state=<<qualify \"$:/state/popup/search-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n\n<$list filter=\"[{$:/temp/search}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n{{$:/core/ui/SearchResults}}\n\n</$list>\n\n</$reveal>\n\n</$reveal>\n\n</$set>\n\n</div>\n"
},
"$:/core/ui/SideBarSegments/site-subtitle": {
"title": "$:/core/ui/SideBarSegments/site-subtitle",
"tags": "$:/tags/SideBarSegment",
"text": "<div class=\"tc-site-subtitle\">\n\n<$transclude tiddler=\"$:/SiteSubtitle\" mode=\"inline\"/>\n\n</div>\n"
},
"$:/core/ui/SideBarSegments/site-title": {
"title": "$:/core/ui/SideBarSegments/site-title",
"tags": "$:/tags/SideBarSegment",
"text": "<h1 class=\"tc-site-title\">\n\n<$transclude tiddler=\"$:/SiteTitle\" mode=\"inline\"/>\n\n</h1>\n"
},
"$:/core/ui/SideBarSegments/tabs": {
"title": "$:/core/ui/SideBarSegments/tabs",
"tags": "$:/tags/SideBarSegment",
"text": "<div class=\"tc-sidebar-lists\">\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SideBar]!has[draft.of]]\" default={{$:/config/DefaultSidebarTab}} state=\"$:/state/tab/sidebar\" />\n\n</div>\n"
},
"$:/TagManager": {
"title": "$:/TagManager",
"icon": "$:/core/images/tag-button",
"color": "#bbb",
"caption": "{{$:/language/TagManager/Caption}}",
"text": "\\define lingo-base() $:/language/TagManager/\n\\define iconEditorTab(type)\n<$list filter=\"[all[shadows+tiddlers]is[image]] [all[shadows+tiddlers]tag[$:/tags/Image]] -[type[application/pdf]] +[sort[title]] +[$type$is[system]]\">\n<$link to={{!!title}}>\n<$transclude/> <$view field=\"title\"/>\n</$link>\n</$list>\n\\end\n\\define iconEditor(title)\n<div class=\"tc-drop-down-wrapper\">\n<$button popupTitle={{{ [[$:/state/popup/icon/]addsuffix<__title__>] }}} class=\"tc-btn-invisible tc-btn-dropdown\">{{$:/core/images/down-arrow}}</$button>\n<$reveal stateTitle={{{ [[$:/state/popup/icon/]addsuffix<__title__>] }}} type=\"popup\" position=\"belowleft\" text=\"\" default=\"\">\n<div class=\"tc-drop-down\">\n<$linkcatcher actions=\"\"\"<$action-setfield $tiddler=<<__title__>> icon=<<navigateTo>>/>\"\"\">\n<<iconEditorTab type:\"!\">>\n<hr/>\n<<iconEditorTab type:\"\">>\n</$linkcatcher>\n</div>\n</$reveal>\n</div>\n\\end\n\\define toggleButton(state)\n<$reveal stateTitle=<<__state__>> type=\"match\" text=\"closed\" default=\"closed\">\n<$button setTitle=<<__state__>> setTo=\"open\" class=\"tc-btn-invisible tc-btn-dropdown\" selectedClass=\"tc-selected\">\n{{$:/core/images/info-button}}\n</$button>\n</$reveal>\n<$reveal stateTitle=<<__state__>> type=\"match\" text=\"open\" default=\"closed\">\n<$button setTitle=<<__state__>> setTo=\"closed\" class=\"tc-btn-invisible tc-btn-dropdown\" selectedClass=\"tc-selected\">\n{{$:/core/images/info-button}}\n</$button>\n</$reveal>\n\\end\n<table class=\"tc-tag-manager-table\">\n<tbody>\n<tr>\n<th><<lingo Colour/Heading>></th>\n<th class=\"tc-tag-manager-tag\"><<lingo Tag/Heading>></th>\n<th><<lingo Count/Heading>></th>\n<th><<lingo Icon/Heading>></th>\n<th><<lingo Info/Heading>></th>\n</tr>\n<$list filter=\"[tags[]!is[system]sort[title]]\">\n<tr>\n<td><$edit-text field=\"color\" tag=\"input\" type=\"color\"/></td>\n<td>{{||$:/core/ui/TagTemplate}}</td>\n<td><$count filter=\"[all[current]tagging[]]\"/></td>\n<td>\n<$macrocall $name=\"iconEditor\" title={{!!title}}/>\n</td>\n<td>\n<$macrocall $name=\"toggleButton\" state={{{ [[$:/state/tag-manager/]addsuffix<currentTiddler>] }}} /> \n</td>\n</tr>\n<tr>\n<td></td>\n<td colspan=\"4\">\n<$reveal stateTitle={{{ [[$:/state/tag-manager/]addsuffix<currentTiddler>] }}} type=\"match\" text=\"open\" default=\"\">\n<table>\n<tbody>\n<tr><td><<lingo Colour/Heading>></td><td><$edit-text field=\"color\" tag=\"input\" type=\"text\" size=\"9\"/></td></tr>\n<tr><td><<lingo Icon/Heading>></td><td><$edit-text field=\"icon\" tag=\"input\" size=\"45\"/></td></tr>\n</tbody>\n</table>\n</$reveal>\n</td>\n</tr>\n</$list>\n<tr>\n<td></td>\n<td style=\"position:relative;\">\n{{$:/core/ui/UntaggedTemplate}}\n</td>\n<td>\n<small class=\"tc-menu-list-count\"><$count filter=\"[untagged[]!is[system]] -[tags[]]\"/></small>\n</td>\n<td></td>\n<td></td>\n</tr>\n</tbody>\n</table>\n"
},
"$:/core/ui/TagTemplate": {
"title": "$:/core/ui/TagTemplate",
"text": "\\whitespace trim\n<span class=\"tc-tag-list-item\">\n<$set name=\"transclusion\" value=<<currentTiddler>>>\n<$macrocall $name=\"tag-pill-body\" tag=<<currentTiddler>> icon={{!!icon}} colour={{!!color}} palette={{$:/palette}} element-tag=\"\"\"$button\"\"\" element-attributes=\"\"\"popup=<<qualify \"$:/state/popup/tag\">> dragFilter='[all[current]tagging[]]' tag='span'\"\"\"/>\n<$reveal state=<<qualify \"$:/state/popup/tag\">> type=\"popup\" position=\"below\" animate=\"yes\" class=\"tc-drop-down\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$transclude tiddler=\"$:/core/ui/ListItemTemplate\"/>\n</$set>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TagDropdown]!has[draft.of]]\" variable=\"listItem\"> \n<$transclude tiddler=<<listItem>>/> \n</$list>\n<hr>\n<$macrocall $name=\"list-tagged-draggable\" tag=<<currentTiddler>>/>\n</$reveal>\n</$set>\n</span>\n"
},
"$:/core/ui/TiddlerFieldTemplate": {
"title": "$:/core/ui/TiddlerFieldTemplate",
"text": "<tr class=\"tc-view-field\">\n<td class=\"tc-view-field-name\">\n<$text text=<<listItem>>/>\n</td>\n<td class=\"tc-view-field-value\">\n<$view field=<<listItem>>/>\n</td>\n</tr>"
},
"$:/core/ui/TiddlerFields": {
"title": "$:/core/ui/TiddlerFields",
"text": "<table class=\"tc-view-field-table\">\n<tbody>\n<$list filter=\"[all[current]fields[]sort[title]] -text\" template=\"$:/core/ui/TiddlerFieldTemplate\" variable=\"listItem\"/>\n</tbody>\n</table>\n"
},
"$:/core/ui/TiddlerInfo/Advanced/PluginInfo": {
"title": "$:/core/ui/TiddlerInfo/Advanced/PluginInfo",
"tags": "$:/tags/TiddlerInfo/Advanced",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/PluginInfo/\n<$list filter=\"[all[current]has[plugin-type]]\">\n\n! <<lingo Heading>>\n\n<<lingo Hint>>\n<ul>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" emptyMessage=<<lingo Empty/Hint>>>\n<li>\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</li>\n</$list>\n</ul>\n\n</$list>\n"
},
"$:/core/ui/TiddlerInfo/Advanced/ShadowInfo": {
"title": "$:/core/ui/TiddlerInfo/Advanced/ShadowInfo",
"tags": "$:/tags/TiddlerInfo/Advanced",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/ShadowInfo/\n<$set name=\"infoTiddler\" value=<<currentTiddler>>>\n\n''<<lingo Heading>>''\n\n<$list filter=\"[all[current]!is[shadow]]\">\n\n<<lingo NotShadow/Hint>>\n\n</$list>\n\n<$list filter=\"[all[current]is[shadow]]\">\n\n<<lingo Shadow/Hint>>\n\n<$list filter=\"[all[current]shadowsource[]]\">\n\n<$set name=\"pluginTiddler\" value=<<currentTiddler>>>\n<<lingo Shadow/Source>>\n</$set>\n\n</$list>\n\n<$list filter=\"[all[current]is[shadow]is[tiddler]]\">\n\n<<lingo OverriddenShadow/Hint>>\n\n</$list>\n\n\n</$list>\n</$set>\n"
},
"$:/core/ui/TiddlerInfo/Advanced": {
"title": "$:/core/ui/TiddlerInfo/Advanced",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Advanced/Caption}}",
"text": "<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfo/Advanced]!has[draft.of]]\" variable=\"listItem\">\n<$transclude tiddler=<<listItem>>/>\n\n</$list>\n"
},
"$:/core/ui/TiddlerInfo/Fields": {
"title": "$:/core/ui/TiddlerInfo/Fields",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Fields/Caption}}",
"text": "<$transclude tiddler=\"$:/core/ui/TiddlerFields\"/>\n"
},
"$:/core/ui/TiddlerInfo/List": {
"title": "$:/core/ui/TiddlerInfo/List",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/List/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[list{!!title}]\" emptyMessage=<<lingo List/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/Listed": {
"title": "$:/core/ui/TiddlerInfo/Listed",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Listed/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]listed[]!is[system]]\" emptyMessage=<<lingo Listed/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/References": {
"title": "$:/core/ui/TiddlerInfo/References",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/References/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]backlinks[]sort[title]]\" emptyMessage=<<lingo References/Empty>> template=\"$:/core/ui/ListItemTemplate\">\n</$list>"
},
"$:/core/ui/TiddlerInfo/Tagging": {
"title": "$:/core/ui/TiddlerInfo/Tagging",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Tagging/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]tagging[]]\" emptyMessage=<<lingo Tagging/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/Tools": {
"title": "$:/core/ui/TiddlerInfo/Tools",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Tools/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]]\" variable=\"listItem\">\n\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <$transclude tiddler=<<listItem>>/> <i class=\"tc-muted\"><$transclude tiddler=<<listItem>> field=\"description\"/></i>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/TiddlerInfo": {
"title": "$:/core/ui/TiddlerInfo",
"text": "<div style=\"position:relative;\">\n<div class=\"tc-tiddler-controls\" style=\"position:absolute;right:0;\">\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"sticky\">\n<$button set=<<tiddlerInfoState>> setTo=\"\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=\"tc-btn-invisible\">\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n</div>\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfo]!has[draft.of]]\" default={{$:/config/TiddlerInfo/Default}}/>"
},
"$:/core/ui/TopBar/menu": {
"title": "$:/core/ui/TopBar/menu",
"tags": "$:/tags/TopRightBar",
"text": "<$reveal state=\"$:/state/sidebar\" type=\"nomatch\" text=\"no\">\n<$button set=\"$:/state/sidebar\" setTo=\"no\" tooltip={{$:/language/Buttons/HideSideBar/Hint}} aria-label={{$:/language/Buttons/HideSideBar/Caption}} class=\"tc-btn-invisible\">{{$:/core/images/chevron-right}}</$button>\n</$reveal>\n<$reveal state=\"$:/state/sidebar\" type=\"match\" text=\"no\">\n<$button set=\"$:/state/sidebar\" setTo=\"yes\" tooltip={{$:/language/Buttons/ShowSideBar/Hint}} aria-label={{$:/language/Buttons/ShowSideBar/Caption}} class=\"tc-btn-invisible\">{{$:/core/images/chevron-left}}</$button>\n</$reveal>\n"
},
"$:/core/ui/UntaggedTemplate": {
"title": "$:/core/ui/UntaggedTemplate",
"text": "\\define lingo-base() $:/language/SideBar/\n<$button popup=<<qualify \"$:/state/popup/tag\">> class=\"tc-btn-invisible tc-untagged-label tc-tag-label\">\n<<lingo Tags/Untagged/Caption>>\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/tag\">> type=\"popup\" position=\"below\">\n<div class=\"tc-drop-down\">\n<$list filter=\"[untagged[]!is[system]] -[tags[]] +[sort[title]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/body": {
"title": "$:/core/ui/ViewTemplate/body",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal tag=\"div\" class=\"tc-tiddler-body\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" retain=\"yes\" animate=\"yes\">\n\n<$list filter=\"[all[current]!has[plugin-type]!field:hide-body[yes]]\">\n\n<$transclude>\n\n<$transclude tiddler=\"$:/language/MissingTiddler/Hint\"/>\n\n</$transclude>\n\n</$list>\n\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/classic": {
"title": "$:/core/ui/ViewTemplate/classic",
"tags": "$:/tags/ViewTemplate $:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/ClassicWarning/\n<$list filter=\"[all[current]type[text/x-tiddlywiki]]\">\n<div class=\"tc-message-box\">\n\n<<lingo Hint>>\n\n<$button set=\"!!type\" setTo=\"text/vnd.tiddlywiki\"><<lingo Upgrade/Caption>></$button>\n\n</div>\n</$list>\n"
},
"$:/core/ui/ViewTemplate/import": {
"title": "$:/core/ui/ViewTemplate/import",
"tags": "$:/tags/ViewTemplate",
"text": "\\define lingo-base() $:/language/Import/\n\n\\define buttons()\n<$button message=\"tm-delete-tiddler\" param=<<currentTiddler>>><<lingo Listing/Cancel/Caption>></$button>\n<$button message=\"tm-perform-import\" param=<<currentTiddler>>><<lingo Listing/Import/Caption>></$button>\n<<lingo Listing/Preview>> <$select tiddler=\"$:/state/importpreviewtype\" default=\"$:/core/ui/ImportPreviews/Text\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ImportPreview]!has[draft.of]]\">\n<option value=<<currentTiddler>>>{{!!caption}}</option>\n</$list>\n</$select>\n\\end\n\n<$list filter=\"[all[current]field:plugin-type[import]]\">\n\n<div class=\"tc-import\">\n\n<<lingo Listing/Hint>>\n\n<<buttons>>\n\n{{||$:/core/ui/ImportListing}}\n\n<<buttons>>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/ViewTemplate/plugin": {
"title": "$:/core/ui/ViewTemplate/plugin",
"tags": "$:/tags/ViewTemplate",
"text": "<$list filter=\"[all[current]has[plugin-type]] -[all[current]field:plugin-type[import]]\">\n<$set name=\"plugin-type\" value={{!!plugin-type}}>\n<$set name=\"default-popup-state\" value=\"yes\">\n<$set name=\"qualified-state\" value=<<qualify \"$:/state/plugin-info\">>>\n{{||$:/core/ui/Components/plugin-info}}\n</$set>\n</$set>\n</$set>\n</$list>\n"
},
"$:/core/ui/ViewTemplate/subtitle": {
"title": "$:/core/ui/ViewTemplate/subtitle",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<div class=\"tc-subtitle\">\n<$link to={{!!modifier}}>\n<$view field=\"modifier\"/>\n</$link> <$view field=\"modified\" format=\"date\" template={{$:/language/Tiddler/DateFormat}}/>\n</div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/tags": {
"title": "$:/core/ui/ViewTemplate/tags",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<div class=\"tc-tags-wrapper\"><$list filter=\"[all[current]tags[]sort[title]]\" template=\"$:/core/ui/TagTemplate\" storyview=\"pop\"/></div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/title": {
"title": "$:/core/ui/ViewTemplate/title",
"tags": "$:/tags/ViewTemplate",
"text": "\\define title-styles()\nfill:$(foregroundColor)$;\n\\end\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-tiddler-title\">\n<div class=\"tc-titlebar\">\n<span class=\"tc-tiddler-controls\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]]\" variable=\"listItem\"><$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\"><$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\"><$transclude tiddler=<<listItem>>/></$set></$reveal></$list>\n</span>\n<$set name=\"tv-wikilinks\" value={{$:/config/Tiddlers/TitleLinks}}>\n<$link>\n<$set name=\"foregroundColor\" value={{!!color}}>\n<span class=\"tc-tiddler-title-icon\" style=<<title-styles>>>\n<$transclude tiddler={{!!icon}}/>\n</span>\n</$set>\n<$list filter=\"[all[current]removeprefix[$:/]]\">\n<h2 class=\"tc-title\" title={{$:/language/SystemTiddler/Tooltip}}>\n<span class=\"tc-system-title-prefix\">$:/</span><$text text=<<currentTiddler>>/>\n</h2>\n</$list>\n<$list filter=\"[all[current]!prefix[$:/]]\">\n<h2 class=\"tc-title\">\n<$view field=\"title\"/>\n</h2>\n</$list>\n</$link>\n</$set>\n</div>\n\n<$reveal type=\"nomatch\" text=\"\" default=\"\" state=<<tiddlerInfoState>> class=\"tc-tiddler-info tc-popup-handle\" animate=\"yes\" retain=\"yes\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfoSegment]!has[draft.of]] [[$:/core/ui/TiddlerInfo]]\" variable=\"listItem\"><$transclude tiddler=<<listItem>> mode=\"block\"/></$list>\n\n</$reveal>\n</div>"
},
"$:/core/ui/ViewTemplate/unfold": {
"title": "$:/core/ui/ViewTemplate/unfold",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal tag=\"div\" type=\"nomatch\" state=\"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar\" text=\"hide\">\n<$reveal tag=\"div\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\" retain=\"yes\" animate=\"yes\">\n<$button tooltip={{$:/language/Buttons/Fold/Hint}} aria-label={{$:/language/Buttons/Fold/Caption}} class=\"tc-fold-banner\">\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n{{$:/core/images/chevron-up}}\n</$button>\n</$reveal>\n<$reveal tag=\"div\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"show\" default=\"show\" retain=\"yes\" animate=\"yes\">\n<$button tooltip={{$:/language/Buttons/Unfold/Hint}} aria-label={{$:/language/Buttons/Unfold/Caption}} class=\"tc-unfold-banner\">\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n{{$:/core/images/chevron-down}}\n</$button>\n</$reveal>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate": {
"title": "$:/core/ui/ViewTemplate",
"text": "\\define frame-classes()\ntc-tiddler-frame tc-tiddler-view-frame $(missingTiddlerClass)$ $(shadowTiddlerClass)$ $(systemTiddlerClass)$ $(tiddlerTagClasses)$ $(userClass)$\n\\end\n\\define folded-state()\n$:/state/folded/$(currentTiddler)$\n\\end\n<$vars storyTiddler=<<currentTiddler>> tiddlerInfoState=<<qualify \"$:/state/popup/tiddler-info\">> userClass={{!!class}}><$tiddler tiddler=<<currentTiddler>>><div data-tiddler-title=<<currentTiddler>> data-tags={{!!tags}} class=<<frame-classes>>><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewTemplate]!has[draft.of]]\" variable=\"listItem\"><$transclude tiddler=<<listItem>>/></$list>\n</div>\n</$tiddler></$vars>\n"
},
"$:/core/ui/Buttons/clone": {
"title": "$:/core/ui/Buttons/clone",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/clone-button}} {{$:/language/Buttons/Clone/Caption}}",
"description": "{{$:/language/Buttons/Clone/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-new-tiddler\" param=<<currentTiddler>> tooltip={{$:/language/Buttons/Clone/Hint}} aria-label={{$:/language/Buttons/Clone/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/clone-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Clone/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/close-others": {
"title": "$:/core/ui/Buttons/close-others",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/close-others-button}} {{$:/language/Buttons/CloseOthers/Caption}}",
"description": "{{$:/language/Buttons/CloseOthers/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-close-other-tiddlers\" param=<<currentTiddler>> tooltip={{$:/language/Buttons/CloseOthers/Hint}} aria-label={{$:/language/Buttons/CloseOthers/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/close-others-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/CloseOthers/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/close": {
"title": "$:/core/ui/Buttons/close",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/close-button}} {{$:/language/Buttons/Close/Caption}}",
"description": "{{$:/language/Buttons/Close/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-close-tiddler\" tooltip={{$:/language/Buttons/Close/Hint}} aria-label={{$:/language/Buttons/Close/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/close-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/Close/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/edit": {
"title": "$:/core/ui/Buttons/edit",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/edit-button}} {{$:/language/Buttons/Edit/Caption}}",
"description": "{{$:/language/Buttons/Edit/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-edit-tiddler\" tooltip={{$:/language/Buttons/Edit/Hint}} aria-label={{$:/language/Buttons/Edit/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/edit-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Edit/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/export-tiddler": {
"title": "$:/core/ui/Buttons/export-tiddler",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/export-button}} {{$:/language/Buttons/ExportTiddler/Caption}}",
"description": "{{$:/language/Buttons/ExportTiddler/Hint}}",
"text": "\\define makeExportFilter()\n[[$(currentTiddler)$]]\n\\end\n<$macrocall $name=\"exportButton\" exportFilter=<<makeExportFilter>> lingoBase=\"$:/language/Buttons/ExportTiddler/\" baseFilename=<<currentTiddler>>/>"
},
"$:/core/ui/Buttons/fold-bar": {
"title": "$:/core/ui/Buttons/fold-bar",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/chevron-up}} {{$:/language/Buttons/Fold/FoldBar/Caption}}",
"description": "{{$:/language/Buttons/Fold/FoldBar/Hint}}",
"text": "<!-- This dummy toolbar button is here to allow visibility of the fold-bar to be controlled as if it were a toolbar button -->"
},
"$:/core/ui/Buttons/fold-others": {
"title": "$:/core/ui/Buttons/fold-others",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/fold-others-button}} {{$:/language/Buttons/FoldOthers/Caption}}",
"description": "{{$:/language/Buttons/FoldOthers/Hint}}",
"text": "\\whitespace trim\n<$button tooltip={{$:/language/Buttons/FoldOthers/Hint}} aria-label={{$:/language/Buttons/FoldOthers/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-other-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-others-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/FoldOthers/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/fold": {
"title": "$:/core/ui/Buttons/fold",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/fold-button}} {{$:/language/Buttons/Fold/Caption}}",
"description": "{{$:/language/Buttons/Fold/Hint}}",
"text": "\\whitespace trim\n<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\">\n<$button tooltip={{$:/language/Buttons/Fold/Hint}} aria-label={{$:/language/Buttons/Fold/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Fold/Caption}}/>\n</span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\">\n<$button tooltip={{$:/language/Buttons/Unfold/Hint}} aria-label={{$:/language/Buttons/Unfold/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\" variable=\"listItem\">\n{{$:/core/images/unfold-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Unfold/Caption}}/>\n</span>\n</$list>\n</$button>\n</$reveal>\n"
},
"$:/core/ui/Buttons/info": {
"title": "$:/core/ui/Buttons/info",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/info-button}} {{$:/language/Buttons/Info/Caption}}",
"description": "{{$:/language/Buttons/Info/Hint}}",
"text": "\\whitespace trim\n\\define button-content()\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/info-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/Info/Caption}}/>\n</span>\n</$list>\n\\end\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"popup\">\n<$button popup=<<tiddlerInfoState>> tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"sticky\">\n<$reveal state=<<tiddlerInfoState>> type=\"match\" text=\"\" default=\"\">\n<$button set=<<tiddlerInfoState>> setTo=\"yes\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n<$reveal state=<<tiddlerInfoState>> type=\"nomatch\" text=\"\" default=\"\">\n<$button set=<<tiddlerInfoState>> setTo=\"\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n</$reveal>"
},
"$:/core/ui/Buttons/more-tiddler-actions": {
"title": "$:/core/ui/Buttons/more-tiddler-actions",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/down-arrow}} {{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"text": "\\whitespace trim\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<$button popup=<<qualify \"$:/state/popup/more\">> tooltip={{$:/language/Buttons/More/Hint}} aria-label={{$:/language/Buttons/More/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/down-arrow}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/More/Caption}}/>\n</span>\n</$list>\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/more\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n\n<div class=\"tc-drop-down\">\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"tc-btn-invisible\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]] -[[$:/core/ui/Buttons/more-tiddler-actions]]\" variable=\"listItem\">\n\n<$reveal type=\"match\" state=<<config-title>> text=\"hide\">\n\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$set>\n\n</$reveal>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</div>\n\n</$reveal>"
},
"$:/core/ui/Buttons/new-here": {
"title": "$:/core/ui/Buttons/new-here",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/new-here-button}} {{$:/language/Buttons/NewHere/Caption}}",
"description": "{{$:/language/Buttons/NewHere/Hint}}",
"text": "\\whitespace trim\n\\define newHereButtonTags()\n[[$(currentTiddler)$]]\n\\end\n\\define newHereButton()\n<$button tooltip={{$:/language/Buttons/NewHere/Hint}} aria-label={{$:/language/Buttons/NewHere/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-new-tiddler\" tags=<<newHereButtonTags>>/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/new-here-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/NewHere/Caption}}/>\n</span>\n</$list>\n</$button>\n\\end\n<<newHereButton>>"
},
"$:/core/ui/Buttons/new-journal-here": {
"title": "$:/core/ui/Buttons/new-journal-here",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/new-journal-button}} {{$:/language/Buttons/NewJournalHere/Caption}}",
"description": "{{$:/language/Buttons/NewJournalHere/Hint}}",
"text": "\\whitespace trim\n\\define journalButtonTags()\n[[$(currentTiddlerTag)$]] $(journalTags)$\n\\end\n\\define journalButton()\n<$button tooltip={{$:/language/Buttons/NewJournalHere/Hint}} aria-label={{$:/language/Buttons/NewJournalHere/Caption}} class=<<tv-config-toolbar-class>>>\n<$wikify name=\"journalTitle\" text=\"\"\"<$macrocall $name=\"now\" format=<<journalTitleTemplate>>/>\"\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalButtonTags>>/>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/new-journal-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/NewJournalHere/Caption}}/>\n</span>\n</$list>\n</$wikify>\n</$button>\n\\end\n<$set name=\"journalTitleTemplate\" value={{$:/config/NewJournal/Title}}>\n<$set name=\"journalTags\" value={{$:/config/NewJournal/Tags}}>\n<$set name=\"currentTiddlerTag\" value=<<currentTiddler>>>\n<<journalButton>>\n</$set>\n</$set>\n</$set>"
},
"$:/core/ui/Buttons/open-window": {
"title": "$:/core/ui/Buttons/open-window",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/open-window}} {{$:/language/Buttons/OpenWindow/Caption}}",
"description": "{{$:/language/Buttons/OpenWindow/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-open-window\" tooltip={{$:/language/Buttons/OpenWindow/Hint}} aria-label={{$:/language/Buttons/OpenWindow/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/open-window}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/OpenWindow/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/permalink": {
"title": "$:/core/ui/Buttons/permalink",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/permalink-button}} {{$:/language/Buttons/Permalink/Caption}}",
"description": "{{$:/language/Buttons/Permalink/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-permalink\" tooltip={{$:/language/Buttons/Permalink/Hint}} aria-label={{$:/language/Buttons/Permalink/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/permalink-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Permalink/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/permaview": {
"title": "$:/core/ui/Buttons/permaview",
"tags": "$:/tags/ViewToolbar $:/tags/PageControls",
"caption": "{{$:/core/images/permaview-button}} {{$:/language/Buttons/Permaview/Caption}}",
"description": "{{$:/language/Buttons/Permaview/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-permaview\" tooltip={{$:/language/Buttons/Permaview/Hint}} aria-label={{$:/language/Buttons/Permaview/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/permaview-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Permaview/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/DefaultTiddlers": {
"title": "$:/DefaultTiddlers",
"text": "GettingStarted\n"
},
"$:/temp/advancedsearch": {
"title": "$:/temp/advancedsearch",
"text": ""
},
"$:/snippets/allfields": {
"title": "$:/snippets/allfields",
"text": "\\define renderfield(title)\n<tr class=\"tc-view-field\"><td class=\"tc-view-field-name\">''$title$'':</td><td class=\"tc-view-field-value\">//{{$:/language/Docs/Fields/$title$}}//</td></tr>\n\\end\n<table class=\"tc-view-field-table\"><tbody><$list filter=\"[fields[]sort[title]]\" variable=\"listItem\"><$macrocall $name=\"renderfield\" title=<<listItem>>/></$list>\n</tbody></table>\n"
},
"$:/config/AnimationDuration": {
"title": "$:/config/AnimationDuration",
"text": "400"
},
"$:/config/AutoSave": {
"title": "$:/config/AutoSave",
"text": "yes"
},
"$:/config/BitmapEditor/Colour": {
"title": "$:/config/BitmapEditor/Colour",
"text": "#444"
},
"$:/config/BitmapEditor/ImageSizes": {
"title": "$:/config/BitmapEditor/ImageSizes",
"text": "[[62px 100px]] [[100px 62px]] [[124px 200px]] [[200px 124px]] [[248px 400px]] [[371px 600px]] [[400px 248px]] [[556px 900px]] [[600px 371px]] [[742px 1200px]] [[900px 556px]] [[1200px 742px]]"
},
"$:/config/BitmapEditor/LineWidth": {
"title": "$:/config/BitmapEditor/LineWidth",
"text": "3px"
},
"$:/config/BitmapEditor/LineWidths": {
"title": "$:/config/BitmapEditor/LineWidths",
"text": "0.25px 0.5px 1px 2px 3px 4px 6px 8px 10px 16px 20px 28px 40px 56px 80px"
},
"$:/config/BitmapEditor/Opacities": {
"title": "$:/config/BitmapEditor/Opacities",
"text": "0.01 0.025 0.05 0.075 0.1 0.15 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0"
},
"$:/config/BitmapEditor/Opacity": {
"title": "$:/config/BitmapEditor/Opacity",
"text": "1.0"
},
"$:/config/DefaultMoreSidebarTab": {
"title": "$:/config/DefaultMoreSidebarTab",
"text": "$:/core/ui/MoreSideBar/Tags"
},
"$:/config/DefaultSidebarTab": {
"title": "$:/config/DefaultSidebarTab",
"text": "$:/core/ui/SideBar/Open"
},
"$:/config/DownloadSaver/AutoSave": {
"title": "$:/config/DownloadSaver/AutoSave",
"text": "no"
},
"$:/config/Drafts/TypingTimeout": {
"title": "$:/config/Drafts/TypingTimeout",
"text": "400"
},
"$:/config/EditTemplateFields/Visibility/title": {
"title": "$:/config/EditTemplateFields/Visibility/title",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/tags": {
"title": "$:/config/EditTemplateFields/Visibility/tags",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/text": {
"title": "$:/config/EditTemplateFields/Visibility/text",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/creator": {
"title": "$:/config/EditTemplateFields/Visibility/creator",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/created": {
"title": "$:/config/EditTemplateFields/Visibility/created",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/modified": {
"title": "$:/config/EditTemplateFields/Visibility/modified",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/modifier": {
"title": "$:/config/EditTemplateFields/Visibility/modifier",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/type": {
"title": "$:/config/EditTemplateFields/Visibility/type",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/draft.title": {
"title": "$:/config/EditTemplateFields/Visibility/draft.title",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/draft.of": {
"title": "$:/config/EditTemplateFields/Visibility/draft.of",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/revision": {
"title": "$:/config/EditTemplateFields/Visibility/revision",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/bag": {
"title": "$:/config/EditTemplateFields/Visibility/bag",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-4": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-4",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-5": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-5",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-6": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-6",
"text": "hide"
},
"$:/config/EditorTypeMappings/image/gif": {
"title": "$:/config/EditorTypeMappings/image/gif",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/webp": {
"title": "$:/config/EditorTypeMappings/image/webp",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/heic": {
"title": "$:/config/EditorTypeMappings/image/heic",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/heif": {
"title": "$:/config/EditorTypeMappings/image/heif",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/jpeg": {
"title": "$:/config/EditorTypeMappings/image/jpeg",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/jpg": {
"title": "$:/config/EditorTypeMappings/image/jpg",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/png": {
"title": "$:/config/EditorTypeMappings/image/png",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/x-icon": {
"title": "$:/config/EditorTypeMappings/image/x-icon",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/text/vnd.tiddlywiki": {
"title": "$:/config/EditorTypeMappings/text/vnd.tiddlywiki",
"text": "text"
},
"$:/config/Manager/Show": {
"title": "$:/config/Manager/Show",
"text": "tiddlers"
},
"$:/config/Manager/Filter": {
"title": "$:/config/Manager/Filter",
"text": ""
},
"$:/config/Manager/Order": {
"title": "$:/config/Manager/Order",
"text": "forward"
},
"$:/config/Manager/Sort": {
"title": "$:/config/Manager/Sort",
"text": "title"
},
"$:/config/Manager/System": {
"title": "$:/config/Manager/System",
"text": "system"
},
"$:/config/Manager/Tag": {
"title": "$:/config/Manager/Tag",
"text": ""
},
"$:/state/popup/manager/item/$:/Manager/ItemMain/RawText": {
"title": "$:/state/popup/manager/item/$:/Manager/ItemMain/RawText",
"text": "hide"
},
"$:/config/MissingLinks": {
"title": "$:/config/MissingLinks",
"text": "yes"
},
"$:/config/Navigation/UpdateAddressBar": {
"title": "$:/config/Navigation/UpdateAddressBar",
"text": "no"
},
"$:/config/Navigation/UpdateHistory": {
"title": "$:/config/Navigation/UpdateHistory",
"text": "no"
},
"$:/config/NewImageType": {
"title": "$:/config/NewImageType",
"text": "jpeg"
},
"$:/config/OfficialPluginLibrary": {
"title": "$:/config/OfficialPluginLibrary",
"tags": "$:/tags/PluginLibrary",
"url": "https://tiddlywiki.com/library/v5.1.18/index.html",
"caption": "{{$:/language/OfficialPluginLibrary}}",
"text": "{{$:/language/OfficialPluginLibrary/Hint}}\n"
},
"$:/config/Navigation/openLinkFromInsideRiver": {
"title": "$:/config/Navigation/openLinkFromInsideRiver",
"text": "below"
},
"$:/config/Navigation/openLinkFromOutsideRiver": {
"title": "$:/config/Navigation/openLinkFromOutsideRiver",
"text": "top"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/advanced-search": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/advanced-search",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/close-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/close-all",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/encryption": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/encryption",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/export-page": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/export-page",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/fold-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/fold-all",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/full-screen": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/full-screen",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/home": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/home",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/refresh": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/refresh",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/import": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/import",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/language": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/language",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/tag-manager": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/tag-manager",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/manager": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/manager",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/more-page-actions": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/more-page-actions",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-journal": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-journal",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-image": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-image",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/palette": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/palette",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/permaview": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/permaview",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/print": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/print",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/storyview": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/storyview",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/timestamp": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/timestamp",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/theme": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/theme",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/unfold-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/unfold-all",
"text": "hide"
},
"$:/config/Performance/Instrumentation": {
"title": "$:/config/Performance/Instrumentation",
"text": "no"
},
"$:/config/SaveWikiButton/Template": {
"title": "$:/config/SaveWikiButton/Template",
"text": "$:/core/save/all"
},
"$:/config/SaverFilter": {
"title": "$:/config/SaverFilter",
"text": "[all[]] -[[$:/HistoryList]] -[[$:/StoryList]] -[[$:/Import]] -[[$:/isEncrypted]] -[[$:/UploadName]] -[prefix[$:/state/]] -[prefix[$:/temp/]]"
},
"$:/config/Search/AutoFocus": {
"title": "$:/config/Search/AutoFocus",
"text": "true"
},
"$:/config/Search/MinLength": {
"title": "$:/config/Search/MinLength",
"text": "3"
},
"$:/config/SearchResults/Default": {
"title": "$:/config/SearchResults/Default",
"text": "$:/core/ui/DefaultSearchResultList"
},
"$:/config/ShortcutInfo/bold": {
"title": "$:/config/ShortcutInfo/bold",
"text": "{{$:/language/Buttons/Bold/Hint}}"
},
"$:/config/ShortcutInfo/cancel-edit-tiddler": {
"title": "$:/config/ShortcutInfo/cancel-edit-tiddler",
"text": "{{$:/language/Buttons/Cancel/Hint}}"
},
"$:/config/ShortcutInfo/excise": {
"title": "$:/config/ShortcutInfo/excise",
"text": "{{$:/language/Buttons/Excise/Hint}}"
},
"$:/config/ShortcutInfo/heading-1": {
"title": "$:/config/ShortcutInfo/heading-1",
"text": "{{$:/language/Buttons/Heading1/Hint}}"
},
"$:/config/ShortcutInfo/heading-2": {
"title": "$:/config/ShortcutInfo/heading-2",
"text": "{{$:/language/Buttons/Heading2/Hint}}"
},
"$:/config/ShortcutInfo/heading-3": {
"title": "$:/config/ShortcutInfo/heading-3",
"text": "{{$:/language/Buttons/Heading3/Hint}}"
},
"$:/config/ShortcutInfo/heading-4": {
"title": "$:/config/ShortcutInfo/heading-4",
"text": "{{$:/language/Buttons/Heading4/Hint}}"
},
"$:/config/ShortcutInfo/heading-5": {
"title": "$:/config/ShortcutInfo/heading-5",
"text": "{{$:/language/Buttons/Heading5/Hint}}"
},
"$:/config/ShortcutInfo/heading-6": {
"title": "$:/config/ShortcutInfo/heading-6",
"text": "{{$:/language/Buttons/Heading6/Hint}}"
},
"$:/config/ShortcutInfo/italic": {
"title": "$:/config/ShortcutInfo/italic",
"text": "{{$:/language/Buttons/Italic/Hint}}"
},
"$:/config/ShortcutInfo/link": {
"title": "$:/config/ShortcutInfo/link",
"text": "{{$:/language/Buttons/Link/Hint}}"
},
"$:/config/ShortcutInfo/list-bullet": {
"title": "$:/config/ShortcutInfo/list-bullet",
"text": "{{$:/language/Buttons/ListBullet/Hint}}"
},
"$:/config/ShortcutInfo/list-number": {
"title": "$:/config/ShortcutInfo/list-number",
"text": "{{$:/language/Buttons/ListNumber/Hint}}"
},
"$:/config/ShortcutInfo/mono-block": {
"title": "$:/config/ShortcutInfo/mono-block",
"text": "{{$:/language/Buttons/MonoBlock/Hint}}"
},
"$:/config/ShortcutInfo/mono-line": {
"title": "$:/config/ShortcutInfo/mono-line",
"text": "{{$:/language/Buttons/MonoLine/Hint}}"
},
"$:/config/ShortcutInfo/new-image": {
"title": "$:/config/ShortcutInfo/new-image",
"text": "{{$:/language/Buttons/NewImage/Hint}}"
},
"$:/config/ShortcutInfo/new-journal": {
"title": "$:/config/ShortcutInfo/new-journal",
"text": "{{$:/language/Buttons/NewJournal/Hint}}"
},
"$:/config/ShortcutInfo/new-tiddler": {
"title": "$:/config/ShortcutInfo/new-tiddler",
"text": "{{$:/language/Buttons/NewTiddler/Hint}}"
},
"$:/config/ShortcutInfo/picture": {
"title": "$:/config/ShortcutInfo/picture",
"text": "{{$:/language/Buttons/Picture/Hint}}"
},
"$:/config/ShortcutInfo/preview": {
"title": "$:/config/ShortcutInfo/preview",
"text": "{{$:/language/Buttons/Preview/Hint}}"
},
"$:/config/ShortcutInfo/quote": {
"title": "$:/config/ShortcutInfo/quote",
"text": "{{$:/language/Buttons/Quote/Hint}}"
},
"$:/config/ShortcutInfo/save-tiddler": {
"title": "$:/config/ShortcutInfo/save-tiddler",
"text": "{{$:/language/Buttons/Save/Hint}}"
},
"$:/config/ShortcutInfo/stamp": {
"title": "$:/config/ShortcutInfo/stamp",
"text": "{{$:/language/Buttons/Stamp/Hint}}"
},
"$:/config/ShortcutInfo/strikethrough": {
"title": "$:/config/ShortcutInfo/strikethrough",
"text": "{{$:/language/Buttons/Strikethrough/Hint}}"
},
"$:/config/ShortcutInfo/subscript": {
"title": "$:/config/ShortcutInfo/subscript",
"text": "{{$:/language/Buttons/Subscript/Hint}}"
},
"$:/config/ShortcutInfo/superscript": {
"title": "$:/config/ShortcutInfo/superscript",
"text": "{{$:/language/Buttons/Superscript/Hint}}"
},
"$:/config/ShortcutInfo/underline": {
"title": "$:/config/ShortcutInfo/underline",
"text": "{{$:/language/Buttons/Underline/Hint}}"
},
"$:/config/SyncFilter": {
"title": "$:/config/SyncFilter",
"text": "[is[tiddler]] -[[$:/HistoryList]] -[[$:/Import]] -[[$:/isEncrypted]] -[prefix[$:/status/]] -[prefix[$:/state/]] -[prefix[$:/temp/]]"
},
"$:/config/Tags/MinLength": {
"title": "$:/config/Tags/MinLength",
"text": "0"
},
"$:/config/TextEditor/EditorHeight/Height": {
"title": "$:/config/TextEditor/EditorHeight/Height",
"text": "400px"
},
"$:/config/TextEditor/EditorHeight/Mode": {
"title": "$:/config/TextEditor/EditorHeight/Mode",
"text": "auto"
},
"$:/config/TiddlerInfo/Default": {
"title": "$:/config/TiddlerInfo/Default",
"text": "$:/core/ui/TiddlerInfo/Fields"
},
"$:/config/TiddlerInfo/Mode": {
"title": "$:/config/TiddlerInfo/Mode",
"text": "popup"
},
"$:/config/Tiddlers/TitleLinks": {
"title": "$:/config/Tiddlers/TitleLinks",
"text": "no"
},
"$:/config/Toolbar/ButtonClass": {
"title": "$:/config/Toolbar/ButtonClass",
"text": "tc-btn-invisible"
},
"$:/config/Toolbar/Icons": {
"title": "$:/config/Toolbar/Icons",
"text": "yes"
},
"$:/config/Toolbar/Text": {
"title": "$:/config/Toolbar/Text",
"text": "no"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/clone": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/clone",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/close-others": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/close-others",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/export-tiddler": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/export-tiddler",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/info": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/info",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/more-tiddler-actions": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/more-tiddler-actions",
"text": "show"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-here": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-here",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-journal-here": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-journal-here",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/open-window": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/open-window",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permalink": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permalink",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permaview": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permaview",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/delete": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/delete",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-others": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-others",
"text": "hide"
},
"$:/config/shortcuts-mac/bold": {
"title": "$:/config/shortcuts-mac/bold",
"text": "meta-B"
},
"$:/config/shortcuts-mac/italic": {
"title": "$:/config/shortcuts-mac/italic",
"text": "meta-I"
},
"$:/config/shortcuts-mac/underline": {
"title": "$:/config/shortcuts-mac/underline",
"text": "meta-U"
},
"$:/config/shortcuts-mac/new-image": {
"title": "$:/config/shortcuts-mac/new-image",
"text": "ctrl-I"
},
"$:/config/shortcuts-mac/new-journal": {
"title": "$:/config/shortcuts-mac/new-journal",
"text": "ctrl-J"
},
"$:/config/shortcuts-mac/new-tiddler": {
"title": "$:/config/shortcuts-mac/new-tiddler",
"text": "ctrl-N"
},
"$:/config/shortcuts-not-mac/bold": {
"title": "$:/config/shortcuts-not-mac/bold",
"text": "ctrl-B"
},
"$:/config/shortcuts-not-mac/italic": {
"title": "$:/config/shortcuts-not-mac/italic",
"text": "ctrl-I"
},
"$:/config/shortcuts-not-mac/underline": {
"title": "$:/config/shortcuts-not-mac/underline",
"text": "ctrl-U"
},
"$:/config/shortcuts-not-mac/new-image": {
"title": "$:/config/shortcuts-not-mac/new-image",
"text": "alt-I"
},
"$:/config/shortcuts-not-mac/new-journal": {
"title": "$:/config/shortcuts-not-mac/new-journal",
"text": "alt-J"
},
"$:/config/shortcuts-not-mac/new-tiddler": {
"title": "$:/config/shortcuts-not-mac/new-tiddler",
"text": "alt-N"
},
"$:/config/shortcuts/cancel-edit-tiddler": {
"title": "$:/config/shortcuts/cancel-edit-tiddler",
"text": "escape"
},
"$:/config/shortcuts/excise": {
"title": "$:/config/shortcuts/excise",
"text": "ctrl-E"
},
"$:/config/shortcuts/heading-1": {
"title": "$:/config/shortcuts/heading-1",
"text": "ctrl-1"
},
"$:/config/shortcuts/heading-2": {
"title": "$:/config/shortcuts/heading-2",
"text": "ctrl-2"
},
"$:/config/shortcuts/heading-3": {
"title": "$:/config/shortcuts/heading-3",
"text": "ctrl-3"
},
"$:/config/shortcuts/heading-4": {
"title": "$:/config/shortcuts/heading-4",
"text": "ctrl-4"
},
"$:/config/shortcuts/heading-5": {
"title": "$:/config/shortcuts/heading-5",
"text": "ctrl-5"
},
"$:/config/shortcuts/heading-6": {
"title": "$:/config/shortcuts/heading-6",
"text": "ctrl-6"
},
"$:/config/shortcuts/link": {
"title": "$:/config/shortcuts/link",
"text": "ctrl-L"
},
"$:/config/shortcuts/linkify": {
"title": "$:/config/shortcuts/linkify",
"text": "alt-shift-L"
},
"$:/config/shortcuts/list-bullet": {
"title": "$:/config/shortcuts/list-bullet",
"text": "ctrl-shift-L"
},
"$:/config/shortcuts/list-number": {
"title": "$:/config/shortcuts/list-number",
"text": "ctrl-shift-N"
},
"$:/config/shortcuts/mono-block": {
"title": "$:/config/shortcuts/mono-block",
"text": "ctrl-shift-M"
},
"$:/config/shortcuts/mono-line": {
"title": "$:/config/shortcuts/mono-line",
"text": "ctrl-M"
},
"$:/config/shortcuts/picture": {
"title": "$:/config/shortcuts/picture",
"text": "ctrl-shift-I"
},
"$:/config/shortcuts/preview": {
"title": "$:/config/shortcuts/preview",
"text": "alt-P"
},
"$:/config/shortcuts/quote": {
"title": "$:/config/shortcuts/quote",
"text": "ctrl-Q"
},
"$:/config/shortcuts/save-tiddler": {
"title": "$:/config/shortcuts/save-tiddler",
"text": "ctrl+enter"
},
"$:/config/shortcuts/stamp": {
"title": "$:/config/shortcuts/stamp",
"text": "ctrl-S"
},
"$:/config/shortcuts/strikethrough": {
"title": "$:/config/shortcuts/strikethrough",
"text": "ctrl-T"
},
"$:/config/shortcuts/subscript": {
"title": "$:/config/shortcuts/subscript",
"text": "ctrl-shift-B"
},
"$:/config/shortcuts/superscript": {
"title": "$:/config/shortcuts/superscript",
"text": "ctrl-shift-P"
},
"$:/config/shortcuts/transcludify": {
"title": "$:/config/shortcuts/transcludify",
"text": "alt-shift-T"
},
"$:/config/WikiParserRules/Inline/wikilink": {
"title": "$:/config/WikiParserRules/Inline/wikilink",
"text": "enable"
},
"$:/snippets/currpalettepreview": {
"title": "$:/snippets/currpalettepreview",
"text": "\\define swatchStyle()\nbackground-color: $(swatchColour)$;\n\\end\n\\define swatch()\n<$set name=\"swatchColour\" value={{##$(colour)$}}\n><div class=\"tc-swatch\" style=<<swatchStyle>> title=<<colour>>/></$set>\n\\end\n<div class=\"tc-swatches-horiz\"><$list filter=\"\nforeground\nbackground\nmuted-foreground\nprimary\npage-background\ntab-background\ntiddler-info-background\n\" variable=\"colour\"><<swatch>></$list></div>"
},
"$:/snippets/download-wiki-button": {
"title": "$:/snippets/download-wiki-button",
"text": "\\define lingo-base() $:/language/ControlPanel/Tools/Download/\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/core/save/all\" filename=\"index.html\"/>\n<<lingo Full/Caption>> {{$:/core/images/save-button}}\n</$button>"
},
"$:/language": {
"title": "$:/language",
"text": "$:/languages/en-GB"
},
"$:/snippets/languageswitcher": {
"title": "$:/snippets/languageswitcher",
"text": "\\define flag-title()\n$(languagePluginTitle)$/icon\n\\end\n\n<$linkcatcher to=\"$:/language\">\n<div class=\"tc-chooser tc-language-chooser\">\n<$list filter=\"[[$:/languages/en-GB]] [plugin-type[language]sort[description]]\">\n<$set name=\"cls\" filter=\"[all[current]field:title{$:/language}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>>\n<$link>\n<span class=\"tc-image-button\">\n<$set name=\"languagePluginTitle\" value=<<currentTiddler>>>\n<$transclude subtiddler=<<flag-title>>>\n<$list filter=\"[all[current]field:title[$:/languages/en-GB]]\">\n<$transclude tiddler=\"$:/languages/en-GB/icon\"/>\n</$list>\n</$transclude>\n</$set>\n</span>\n<$view field=\"description\">\n<$view field=\"name\">\n<$view field=\"title\"/>\n</$view>\n</$view>\n</$link>\n</div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
},
"$:/core/macros/CSS": {
"title": "$:/core/macros/CSS",
"tags": "$:/tags/Macro",
"text": "\\define colour(name)\n<$transclude tiddler={{$:/palette}} index=\"$name$\"><$transclude tiddler=\"$:/palettes/Vanilla\" index=\"$name$\"/></$transclude>\n\\end\n\n\\define color(name)\n<<colour $name$>>\n\\end\n\n\\define box-shadow(shadow)\n``\n -webkit-box-shadow: $shadow$;\n -moz-box-shadow: $shadow$;\n box-shadow: $shadow$;\n``\n\\end\n\n\\define filter(filter)\n``\n -webkit-filter: $filter$;\n -moz-filter: $filter$;\n filter: $filter$;\n``\n\\end\n\n\\define transition(transition)\n``\n -webkit-transition: $transition$;\n -moz-transition: $transition$;\n transition: $transition$;\n``\n\\end\n\n\\define transform-origin(origin)\n``\n -webkit-transform-origin: $origin$;\n -moz-transform-origin: $origin$;\n transform-origin: $origin$;\n``\n\\end\n\n\\define background-linear-gradient(gradient)\n``\nbackground-image: linear-gradient($gradient$);\nbackground-image: -o-linear-gradient($gradient$);\nbackground-image: -moz-linear-gradient($gradient$);\nbackground-image: -webkit-linear-gradient($gradient$);\nbackground-image: -ms-linear-gradient($gradient$);\n``\n\\end\n\n\\define column-count(columns)\n``\n-moz-column-count: $columns$;\n-webkit-column-count: $columns$;\ncolumn-count: $columns$;\n``\n\\end\n\n\\define datauri(title)\n<$macrocall $name=\"makedatauri\" type={{$title$!!type}} text={{$title$}}/>\n\\end\n\n\\define if-sidebar(text)\n<$reveal state=\"$:/state/sidebar\" type=\"match\" text=\"yes\" default=\"yes\">$text$</$reveal>\n\\end\n\n\\define if-no-sidebar(text)\n<$reveal state=\"$:/state/sidebar\" type=\"nomatch\" text=\"yes\" default=\"yes\">$text$</$reveal>\n\\end\n\n\\define if-background-attachment(text)\n<$reveal state=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\" type=\"nomatch\" text=\"\">$text$</$reveal>\n\\end\n"
},
"$:/core/macros/colour-picker": {
"title": "$:/core/macros/colour-picker",
"tags": "$:/tags/Macro",
"text": "\\define colour-picker-update-recent()\n<$action-listops\n\t$tiddler=\"$:/config/ColourPicker/Recent\"\n\t$subfilter=\"$(colour-picker-value)$ [list[$:/config/ColourPicker/Recent]remove[$(colour-picker-value)$]] +[limit[8]]\"\n/>\n\\end\n\n\\define colour-picker-inner(actions)\n<$button tag=\"a\" tooltip=\"\"\"$(colour-picker-value)$\"\"\">\n\n$(colour-picker-update-recent)$\n\n$actions$\n\n<div style=\"background-color: $(colour-picker-value)$; width: 100%; height: 100%; border-radius: 50%;\"/>\n\n</$button>\n\\end\n\n\\define colour-picker-recent-inner(actions)\n<$set name=\"colour-picker-value\" value=\"$(recentColour)$\">\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$set>\n\\end\n\n\\define colour-picker-recent(actions)\n{{$:/language/ColourPicker/Recent}} <$list filter=\"[list[$:/config/ColourPicker/Recent]]\" variable=\"recentColour\">\n<$macrocall $name=\"colour-picker-recent-inner\" actions=\"\"\"$actions$\"\"\"/></$list>\n\\end\n\n\\define colour-picker(actions)\n<div class=\"tc-colour-chooser\">\n\n<$macrocall $name=\"colour-picker-recent\" actions=\"\"\"$actions$\"\"\"/>\n\n---\n\n<$list filter=\"LightPink Pink Crimson LavenderBlush PaleVioletRed HotPink DeepPink MediumVioletRed Orchid Thistle Plum Violet Magenta Fuchsia DarkMagenta Purple MediumOrchid DarkViolet DarkOrchid Indigo BlueViolet MediumPurple MediumSlateBlue SlateBlue DarkSlateBlue Lavender GhostWhite Blue MediumBlue MidnightBlue DarkBlue Navy RoyalBlue CornflowerBlue LightSteelBlue LightSlateGrey SlateGrey DodgerBlue AliceBlue SteelBlue LightSkyBlue SkyBlue DeepSkyBlue LightBlue PowderBlue CadetBlue Azure LightCyan PaleTurquoise Cyan Aqua DarkTurquoise DarkSlateGrey DarkCyan Teal MediumTurquoise LightSeaGreen Turquoise Aquamarine MediumAquamarine MediumSpringGreen MintCream SpringGreen MediumSeaGreen SeaGreen Honeydew LightGreen PaleGreen DarkSeaGreen LimeGreen Lime ForestGreen Green DarkGreen Chartreuse LawnGreen GreenYellow DarkOliveGreen YellowGreen OliveDrab Beige LightGoldenrodYellow Ivory LightYellow Yellow Olive DarkKhaki LemonChiffon PaleGoldenrod Khaki Gold Cornsilk Goldenrod DarkGoldenrod FloralWhite OldLace Wheat Moccasin Orange PapayaWhip BlanchedAlmond NavajoWhite AntiqueWhite Tan BurlyWood Bisque DarkOrange Linen Peru PeachPuff SandyBrown Chocolate SaddleBrown Seashell Sienna LightSalmon Coral OrangeRed DarkSalmon Tomato MistyRose Salmon Snow LightCoral RosyBrown IndianRed Red Brown FireBrick DarkRed Maroon White WhiteSmoke Gainsboro LightGrey Silver DarkGrey Grey DimGrey Black\" variable=\"colour-picker-value\">\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$list>\n\n---\n\n<$edit-text tiddler=\"$:/config/ColourPicker/New\" tag=\"input\" default=\"\" placeholder=\"\"/> \n<$edit-text tiddler=\"$:/config/ColourPicker/New\" type=\"color\" tag=\"input\"/>\n<$set name=\"colour-picker-value\" value={{$:/config/ColourPicker/New}}>\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$set>\n\n</div>\n\n\\end\n"
},
"$:/core/macros/copy-to-clipboard": {
"title": "$:/core/macros/copy-to-clipboard",
"tags": "$:/tags/Macro",
"text": "\\define copy-to-clipboard(src,class:\"tc-btn-invisible\",style)\n<$button class=<<__class__>> style=<<__style__>> message=\"tm-copy-to-clipboard\" param=<<__src__>> tooltip={{$:/language/Buttons/CopyToClipboard/Hint}}>\n{{$:/core/images/copy-clipboard}} <$text text={{$:/language/Buttons/CopyToClipboard/Caption}}/>\n</$button>\n\\end\n\n\\define copy-to-clipboard-above-right(src,class:\"tc-btn-invisible\",style)\n<div style=\"position: relative;\">\n<div style=\"position: absolute; bottom: 0; right: 0;\">\n<$macrocall $name=\"copy-to-clipboard\" src=<<__src__>> class=<<__class__>> style=<<__style__>>/>\n</div>\n</div>\n\\end\n\n"
},
"$:/core/macros/diff": {
"title": "$:/core/macros/diff",
"tags": "$:/tags/Macro",
"text": "\\define compareTiddlerText(sourceTiddlerTitle,sourceSubTiddlerTitle,destTiddlerTitle,destSubTiddlerTitle)\n<$set name=\"source\" tiddler=<<__sourceTiddlerTitle__>> subtiddler=<<__sourceSubTiddlerTitle__>>>\n<$set name=\"dest\" tiddler=<<__destTiddlerTitle__>> subtiddler=<<__destSubTiddlerTitle__>>>\n<$diff-text source=<<source>> dest=<<dest>>/>\n</$set>\n</$set>\n\\end\n\n\\define compareTiddlers(sourceTiddlerTitle,sourceSubTiddlerTitle,destTiddlerTitle,destSubTiddlerTitle,exclude)\n<table class=\"tc-diff-tiddlers\">\n<tbody>\n<$set name=\"sourceFields\" filter=\"[<__sourceTiddlerTitle__>fields[]sort[]]\">\n<$set name=\"destFields\" filter=\"[<__destSubTiddlerTitle__>subtiddlerfields<__destTiddlerTitle__>sort[]]\">\n<$list filter=\"[enlist<sourceFields>] [enlist<destFields>] -[enlist<__exclude__>] +[sort[]]\" variable=\"fieldName\">\n<tr>\n<th>\n<$text text=<<fieldName>>/> \n</th>\n<td>\n<$set name=\"source\" tiddler=<<__sourceTiddlerTitle__>> subtiddler=<<__sourceSubTiddlerTitle__>> field=<<fieldName>>>\n<$set name=\"dest\" tiddler=<<__destTiddlerTitle__>> subtiddler=<<__destSubTiddlerTitle__>> field=<<fieldName>>>\n<$diff-text source=<<source>> dest=<<dest>>>\n</$diff-text>\n</$set>\n</$set>\n</td>\n</tr>\n</$list>\n</$set>\n</$set>\n</tbody>\n</table>\n\\end\n"
},
"$:/core/macros/export": {
"title": "$:/core/macros/export",
"tags": "$:/tags/Macro",
"text": "\\define exportButtonFilename(baseFilename)\n$baseFilename$$(extension)$\n\\end\n\n\\define exportButton(exportFilter:\"[!is[system]sort[title]]\",lingoBase,baseFilename:\"tiddlers\")\n<span class=\"tc-popup-keep\"><$button popup=<<qualify \"$:/state/popup/export\">> tooltip={{$lingoBase$Hint}} aria-label={{$lingoBase$Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/core/images/export-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$lingoBase$Caption}}/></span>\n</$list>\n</$button></span><$reveal state=<<qualify \"$:/state/popup/export\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Exporter]]\">\n<$set name=\"extension\" value={{!!extension}}>\n<$button class=\"tc-btn-invisible\">\n<$action-sendmessage $message=\"tm-download-file\" $param=<<currentTiddler>> exportFilter=\"\"\"$exportFilter$\"\"\" filename=<<exportButtonFilename \"\"\"$baseFilename$\"\"\">>/>\n<$action-deletetiddler $tiddler=<<qualify \"$:/state/popup/export\">>/>\n<$transclude field=\"description\"/>\n</$button>\n</$set>\n</$list>\n</div>\n</$reveal>\n\\end\n"
},
"$:/core/macros/image-picker": {
"title": "$:/core/macros/image-picker",
"created": "20170715180840889",
"modified": "20170715180914005",
"tags": "$:/tags/Macro",
"type": "text/vnd.tiddlywiki",
"text": "\\define image-picker-thumbnail(actions)\n<$button tag=\"a\" tooltip=\"\"\"$(imageTitle)$\"\"\">\n$actions$\n<$transclude tiddler=<<imageTitle>>/>\n</$button>\n\\end\n\n\\define image-picker-list(filter,actions)\n<$list filter=\"\"\"$filter$\"\"\" variable=\"imageTitle\">\n<$macrocall $name=\"image-picker-thumbnail\" actions=\"\"\"$actions$\"\"\"/>\n</$list>\n\\end\n\n\\define image-picker(actions,filter:\"[all[shadows+tiddlers]is[image]] -[type[application/pdf]] +[!has[draft.of]$subfilter$sort[title]]\",subfilter:\"\")\n<div class=\"tc-image-chooser\">\n<$vars state-system=<<qualify \"$:/state/image-picker/system\">>>\n<$checkbox tiddler=<<state-system>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"hide\">\n{{$:/language/SystemTiddlers/Include/Prompt}}\n</$checkbox>\n<$reveal state=<<state-system>> type=\"match\" text=\"hide\" default=\"hide\" tag=\"div\">\n<$macrocall $name=\"image-picker-list\" filter=\"\"\"$filter$ +[!is[system]]\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</$reveal>\n<$reveal state=<<state-system>> type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"div\">\n<$macrocall $name=\"image-picker-list\" filter=\"\"\"$filter$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</$reveal>\n</$vars>\n</div>\n\\end\n\n\\define image-picker-include-tagged-images(actions)\n<$macrocall $name=\"image-picker\" filter=\"[all[shadows+tiddlers]is[image]] [all[shadows+tiddlers]tag[$:/tags/Image]] -[type[application/pdf]] +[!has[draft.of]sort[title]]\" actions=\"\"\"$actions$\"\"\"/>\n\\end\n"
},
"$:/core/macros/lingo": {
"title": "$:/core/macros/lingo",
"tags": "$:/tags/Macro",
"text": "\\define lingo-base()\n$:/language/\n\\end\n\n\\define lingo(title)\n{{$(lingo-base)$$title$}}\n\\end\n"
},
"$:/core/macros/list": {
"title": "$:/core/macros/list",
"tags": "$:/tags/Macro",
"text": "\\define list-links(filter,type:\"ul\",subtype:\"li\",class:\"\",emptyMessage)\n<$type$ class=\"$class$\">\n<$list filter=\"$filter$\" emptyMessage=<<__emptyMessage__>>>\n<$subtype$>\n<$link to={{!!title}}>\n<$transclude field=\"caption\">\n<$view field=\"title\"/>\n</$transclude>\n</$link>\n</$subtype$>\n</$list>\n</$type$>\n\\end\n\n\\define list-links-draggable-drop-actions()\n<$action-listops $tiddler=<<targetTiddler>> $field=<<targetField>> $subfilter=\"+[insertbefore:currentTiddler<actionTiddler>]\"/>\n\\end\n\n\\define list-links-draggable(tiddler,field:\"list\",type:\"ul\",subtype:\"li\",class:\"\",itemTemplate)\n<$vars targetTiddler=\"\"\"$tiddler$\"\"\" targetField=\"\"\"$field$\"\"\">\n<$type$ class=\"$class$\">\n<$list filter=\"[list[$tiddler$!!$field$]]\">\n<$droppable actions=<<list-links-draggable-drop-actions>> tag=\"\"\"$subtype$\"\"\">\n<div class=\"tc-droppable-placeholder\">\n \n</div>\n<div>\n<$transclude tiddler=\"\"\"$itemTemplate$\"\"\">\n<$link to={{!!title}}>\n<$transclude field=\"caption\">\n<$view field=\"title\"/>\n</$transclude>\n</$link>\n</$transclude>\n</div>\n</$droppable>\n</$list>\n</$type$>\n<$tiddler tiddler=\"\">\n<$droppable actions=<<list-links-draggable-drop-actions>> tag=\"div\">\n<div class=\"tc-droppable-placeholder\">\n \n</div>\n<div style=\"height:0.5em;\"/>\n</$droppable>\n</$tiddler>\n</$vars>\n\\end\n\n\\define list-tagged-draggable-drop-actions(tag)\n<!-- Save the current ordering of the tiddlers with this tag -->\n<$set name=\"order\" filter=\"[<__tag__>tagging[]]\">\n<!-- Remove any list-after or list-before fields from the tiddlers with this tag -->\n<$list filter=\"[<__tag__>tagging[]]\">\n<$action-deletefield $field=\"list-before\"/>\n<$action-deletefield $field=\"list-after\"/>\n</$list>\n<!-- Save the new order to the Tag Tiddler -->\n<$action-listops $tiddler=<<__tag__>> $field=\"list\" $filter=\"+[enlist<order>] +[insertbefore:currentTiddler<actionTiddler>]\"/>\n<!-- Make sure the newly added item has the right tag -->\n<!-- Removing this line makes dragging tags within the dropdown work as intended -->\n<!--<$action-listops $tiddler=<<actionTiddler>> $tags=<<__tag__>>/>-->\n<!-- Using the following 5 lines as replacement makes dragging titles from outside into the dropdown apply the tag -->\n<$list filter=\"[<actionTiddler>!contains:tags<__tag__>]\">\n<$fieldmangler tiddler=<<actionTiddler>>>\n<$action-sendmessage $message=\"tm-add-tag\" $param=<<__tag__>>/>\n</$fieldmangler>\n</$list>\n</$set>\n\\end\n\n\\define list-tagged-draggable(tag,subFilter,emptyMessage,itemTemplate,elementTag:\"div\")\n<$set name=\"tag\" value=<<__tag__>>>\n<$list filter=\"[<__tag__>tagging[]$subFilter$]\" emptyMessage=<<__emptyMessage__>>>\n<$elementTag$ class=\"tc-menu-list-item\">\n<$droppable actions=\"\"\"<$macrocall $name=\"list-tagged-draggable-drop-actions\" tag=<<__tag__>>/>\"\"\">\n<$elementTag$ class=\"tc-droppable-placeholder\">\n \n</$elementTag$>\n<$elementTag$>\n<$transclude tiddler=\"\"\"$itemTemplate$\"\"\">\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</$transclude>\n</$elementTag$>\n</$droppable>\n</$elementTag$>\n</$list>\n<$tiddler tiddler=\"\">\n<$droppable actions=\"\"\"<$macrocall $name=\"list-tagged-draggable-drop-actions\" tag=<<__tag__>>/>\"\"\">\n<$elementTag$ class=\"tc-droppable-placeholder\">\n \n</$elementTag$>\n<$elementTag$ style=\"height:0.5em;\">\n</$elementTag$>\n</$droppable>\n</$tiddler>\n</$set>\n\\end\n"
},
"$:/core/macros/tabs": {
"title": "$:/core/macros/tabs",
"tags": "$:/tags/Macro",
"text": "\\define tabs(tabsList,default,state:\"$:/state/tab\",class,template,buttonTemplate,retain)\n<div class=\"tc-tab-set $class$\">\n<div class=\"tc-tab-buttons $class$\">\n<$list filter=\"$tabsList$\" variable=\"currentTab\"><$set name=\"save-currentTiddler\" value=<<currentTiddler>>><$tiddler tiddler=<<currentTab>>><$button set=<<qualify \"$state$\">> setTo=<<currentTab>> default=\"$default$\" selectedClass=\"tc-tab-selected\" tooltip={{!!tooltip}}>\n<$tiddler tiddler=<<save-currentTiddler>>>\n<$set name=\"tv-wikilinks\" value=\"no\">\n<$transclude tiddler=\"$buttonTemplate$\" mode=\"inline\">\n<$transclude tiddler=<<currentTab>> field=\"caption\">\n<$macrocall $name=\"currentTab\" $type=\"text/plain\" $output=\"text/plain\"/>\n</$transclude>\n</$transclude>\n</$set></$tiddler></$button></$tiddler></$set></$list>\n</div>\n<div class=\"tc-tab-divider $class$\"/>\n<div class=\"tc-tab-content $class$\">\n<$list filter=\"$tabsList$\" variable=\"currentTab\">\n\n<$reveal type=\"match\" state=<<qualify \"$state$\">> text=<<currentTab>> default=\"$default$\" retain=\"\"\"$retain$\"\"\">\n\n<$transclude tiddler=\"$template$\" mode=\"block\">\n\n<$transclude tiddler=<<currentTab>> mode=\"block\"/>\n\n</$transclude>\n\n</$reveal>\n\n</$list>\n</div>\n</div>\n\\end\n"
},
"$:/core/macros/tag-picker": {
"title": "$:/core/macros/tag-picker",
"tags": "$:/tags/Macro",
"text": "\\define add-tag-actions()\n<$action-sendmessage $message=\"tm-add-tag\" $param={{$:/temp/NewTagName}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n\\end\n\n\\define add-tag-actions()\n<$action-sendmessage $message=\"tm-add-tag\" $param={{$:/temp/NewTagName}}/>\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n\\end\n\n\\define tag-button()\n<$button class=\"tc-btn-invisible\" tag=\"a\">\n$(actions)$\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n<$macrocall $name=\"tag-pill\" tag=<<tag>>/>\n</$button>\n\\end\n\n\\define tag-picker(actions)\n<$set name=\"actions\" value=\"\"\"$actions$\"\"\">\n<div class=\"tc-edit-add-tag\">\n<span class=\"tc-add-tag-name\">\n<$keyboard key=\"ENTER\" actions=<<add-tag-actions>>>\n<$edit-text tiddler=\"$:/temp/NewTagName\" tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Tags/Add/Placeholder}} focusPopup=<<qualify \"$:/state/popup/tags-auto-complete\">> class=\"tc-edit-texteditor tc-popup-handle\"/>\n</$keyboard>\n</span> <$button popup=<<qualify \"$:/state/popup/tags-auto-complete\">> class=\"tc-btn-invisible\" tooltip={{$:/language/EditTemplate/Tags/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Tags/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button> <span class=\"tc-add-tag-button\">\n<$set name=\"tag\" value={{$:/temp/NewTagName}}>\n<$button set=\"$:/temp/NewTagName\" setTo=\"\" class=\"\">\n$actions$\n<$action-deletetiddler $tiddler=\"$:/temp/NewTagName\"/>\n{{$:/language/EditTemplate/Tags/Add/Button}}\n</$button>\n</$set>\n</span>\n</div>\n<div class=\"tc-block-dropdown-wrapper\">\n<$reveal state=<<qualify \"$:/state/popup/tags-auto-complete\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown\">\n<$list filter=\"[{$:/temp/NewTagName}minlength{$:/config/Tags/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$list filter=\"[tags[]!is[system]search:title{$:/temp/NewTagName}sort[]]\" variable=\"tag\">\n<<tag-button>>\n</$list></$list>\n<hr>\n<$list filter=\"[{$:/temp/NewTagName}minlength{$:/config/Tags/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$list filter=\"[tags[]is[system]search:title{$:/temp/NewTagName}sort[]]\" variable=\"tag\">\n<<tag-button>>\n</$list></$list>\n</div>\n</$reveal>\n</div>\n</$set>\n\\end\n"
},
"$:/core/macros/tag": {
"title": "$:/core/macros/tag",
"tags": "$:/tags/Macro",
"text": "\\define tag-pill-styles()\nbackground-color:$(backgroundColor)$;\nfill:$(foregroundColor)$;\ncolor:$(foregroundColor)$;\n\\end\n\n\\define tag-pill-inner(tag,icon,colour,fallbackTarget,colourA,colourB,element-tag,element-attributes,actions)\n<$vars foregroundColor=<<contrastcolour target:\"\"\"$colour$\"\"\" fallbackTarget:\"\"\"$fallbackTarget$\"\"\" colourA:\"\"\"$colourA$\"\"\" colourB:\"\"\"$colourB$\"\"\">> backgroundColor=\"\"\"$colour$\"\"\">\n<$element-tag$ $element-attributes$ class=\"tc-tag-label tc-btn-invisible\" style=<<tag-pill-styles>>>\n$actions$<$transclude tiddler=\"\"\"$icon$\"\"\"/> <$view tiddler=<<__tag__>> field=\"title\" format=\"text\" />\n</$element-tag$>\n</$vars>\n\\end\n\n\\define tag-pill-body(tag,icon,colour,palette,element-tag,element-attributes,actions)\n<$macrocall $name=\"tag-pill-inner\" tag=<<__tag__>> icon=\"\"\"$icon$\"\"\" colour=\"\"\"$colour$\"\"\" fallbackTarget={{$palette$##tag-background}} colourA={{$palette$##foreground}} colourB={{$palette$##background}} element-tag=\"\"\"$element-tag$\"\"\" element-attributes=\"\"\"$element-attributes$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n\\end\n\n\\define tag-pill(tag,element-tag:\"span\",element-attributes:\"\",actions:\"\")\n<span class=\"tc-tag-list-item\">\n<$macrocall $name=\"tag-pill-body\" tag=<<__tag__>> icon={{{ [<__tag__>get[icon]] }}} colour={{{ [<__tag__>get[color]] }}} palette={{$:/palette}} element-tag=\"\"\"$element-tag$\"\"\" element-attributes=\"\"\"$element-attributes$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</span>\n\\end\n\n\\define tag(tag)\n{{$tag$||$:/core/ui/TagTemplate}}\n\\end\n"
},
"$:/core/macros/thumbnails": {
"title": "$:/core/macros/thumbnails",
"tags": "$:/tags/Macro",
"text": "\\define thumbnail(link,icon,color,background-color,image,caption,width:\"280\",height:\"157\")\n<$link to=\"\"\"$link$\"\"\"><div class=\"tc-thumbnail-wrapper\">\n<div class=\"tc-thumbnail-image\" style=\"width:$width$px;height:$height$px;\"><$reveal type=\"nomatch\" text=\"\" default=\"\"\"$image$\"\"\" tag=\"div\" style=\"width:$width$px;height:$height$px;\">\n[img[$image$]]\n</$reveal><$reveal type=\"match\" text=\"\" default=\"\"\"$image$\"\"\" tag=\"div\" class=\"tc-thumbnail-background\" style=\"width:$width$px;height:$height$px;background-color:$background-color$;\"></$reveal></div><div class=\"tc-thumbnail-icon\" style=\"fill:$color$;color:$color$;\">\n$icon$\n</div><div class=\"tc-thumbnail-caption\">\n$caption$\n</div>\n</div></$link>\n\\end\n\n\\define thumbnail-right(link,icon,color,background-color,image,caption,width:\"280\",height:\"157\")\n<div class=\"tc-thumbnail-right-wrapper\"><<thumbnail \"\"\"$link$\"\"\" \"\"\"$icon$\"\"\" \"\"\"$color$\"\"\" \"\"\"$background-color$\"\"\" \"\"\"$image$\"\"\" \"\"\"$caption$\"\"\" \"\"\"$width$\"\"\" \"\"\"$height$\"\"\">></div>\n\\end\n\n\\define list-thumbnails(filter,width:\"280\",height:\"157\")\n<$list filter=\"\"\"$filter$\"\"\"><$macrocall $name=\"thumbnail\" link={{!!link}} icon={{!!icon}} color={{!!color}} background-color={{!!background-color}} image={{!!image}} caption={{!!caption}} width=\"\"\"$width$\"\"\" height=\"\"\"$height$\"\"\"/></$list>\n\\end\n"
},
"$:/core/macros/timeline": {
"title": "$:/core/macros/timeline",
"created": "20141212105914482",
"modified": "20141212110330815",
"tags": "$:/tags/Macro",
"text": "\\define timeline-title()\n<!-- Override this macro with a global macro \n of the same name if you need to change \n how titles are displayed on the timeline \n -->\n<$view field=\"title\"/>\n\\end\n\\define timeline(limit:\"100\",format:\"DDth MMM YYYY\",subfilter:\"\",dateField:\"modified\")\n<div class=\"tc-timeline\">\n<$list filter=\"[!is[system]$subfilter$has[$dateField$]!sort[$dateField$]limit[$limit$]eachday[$dateField$]]\">\n<div class=\"tc-menu-list-item\">\n<$view field=\"$dateField$\" format=\"date\" template=\"$format$\"/>\n<$list filter=\"[sameday:$dateField${!!$dateField$}!is[system]$subfilter$!sort[$dateField$]]\">\n<div class=\"tc-menu-list-subitem\">\n<$link to={{!!title}}>\n<<timeline-title>>\n</$link>\n</div>\n</$list>\n</div>\n</$list>\n</div>\n\\end\n"
},
"$:/core/macros/toc": {
"title": "$:/core/macros/toc",
"tags": "$:/tags/Macro",
"text": "\\define toc-caption()\n<$set name=\"tv-wikilinks\" value=\"no\">\n <$transclude field=\"caption\">\n <$view field=\"title\"/>\n </$transclude>\n</$set>\n\\end\n\n\\define toc-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<ol class=\"tc-toc\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$vars item=<<currentTiddler>> path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}} excluded=\"\"\"[enlist<__exclude__>] -[<__tag__>]\"\"\">\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item\" value=\"toc-item-selected\">\n <li class=<<toc-item-class>>>\n <$list filter=\"[all[current]toc-link[no]]\" emptyMessage=\"<$link><$view field='caption'><$view field='title'/></$view></$link>\">\n <<toc-caption>>\n </$list>\n <$macrocall $name=\"toc-body\" tag=<<item>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<excluded>> path=<<path>>/>\n </li>\n </$set>\n </$vars>\n </$list>\n</ol>\n\\end\n\n\\define toc(tag,sort:\"\",itemClassFilter:\" \")\n<$macrocall $name=\"toc-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> />\n\\end\n\n\\define toc-linked-expandable-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<!-- helper function -->\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item\" value=\"toc-item-selected\">\n <li class=<<toc-item-class>>>\n <$link>\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n </$button>\n </$reveal>\n <<toc-caption>>\n </$link>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-unlinked-expandable-body(tag,sort:\"\",itemClassFilter:\" \",exclude,path)\n<!-- helper function -->\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item\" value=\"toc-item-selected\">\n <li class=<<toc-item-class>>>\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-expandable-empty-message()\n<$macrocall $name=\"toc-linked-expandable-body\" tag=<<tag>> sort=<<sort>> itemClassFilter=<<itemClassFilter>> exclude=<<excluded>> path=<<path>>/>\n\\end\n\n\\define toc-expandable(tag,sort:\"\",itemClassFilter:\" \",exclude,path)\n<$vars tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> excluded=\"\"\"[enlist<__exclude__>] -[<__tag__>]\"\"\" path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}}>\n <ol class=\"tc-toc toc-expandable\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$list filter=\"[all[current]toc-link[no]]\" emptyMessage=<<toc-expandable-empty-message>> >\n <$macrocall $name=\"toc-unlinked-expandable-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=\"\"\"itemClassFilter\"\"\" exclude=<<excluded>> path=<<path>> />\n </$list>\n </$list>\n </ol>\n</$vars>\n\\end\n\n\\define toc-linked-selective-expandable-body(tag,sort:\"\",itemClassFilter:\" \",exclude,path)\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item\" value=\"toc-item-selected\" >\n <li class=<<toc-item-class>>>\n <$link>\n <$list filter=\"[all[current]tagging[]limit[1]]\" variable=\"ignore\" emptyMessage=\"<$button class='tc-btn-invisible'>{{$:/core/images/blank}}</$button>\">\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n </$button>\n </$reveal>\n </$list>\n <<toc-caption>>\n </$link>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-unlinked-selective-expandable-body(tag,sort:\"\",itemClassFilter:\" \",exclude,path)\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item\" value=\"toc-item-selected\">\n <li class=<<toc-item-class>>>\n <$list filter=\"[all[current]tagging[]limit[1]]\" variable=\"ignore\" emptyMessage=\"<$button class='tc-btn-invisible'>{{$:/core/images/blank}}</$button> <$view field='caption'><$view field='title'/></$view>\">\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n </$list>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-selective-expandable-empty-message()\n<$macrocall $name=\"toc-linked-selective-expandable-body\" tag=<<tag>> sort=<<sort>> itemClassFilter=<<itemClassFilter>> exclude=<<excluded>> path=<<path>>/>\n\\end\n\n\\define toc-selective-expandable(tag,sort:\"\",itemClassFilter,exclude,path)\n<$vars tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> excluded=\"\"\"[enlist<__exclude__>] -[<__tag__>]\"\"\" path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}}>\n <ol class=\"tc-toc toc-selective-expandable\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$list filter=\"[all[current]toc-link[no]]\" variable=\"ignore\" emptyMessage=<<toc-selective-expandable-empty-message>> >\n <$macrocall $name=\"toc-unlinked-selective-expandable-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<excluded>> path=<<path>>/>\n </$list>\n </$list>\n </ol>\n</$vars>\n\\end\n\n\\define toc-tabbed-external-nav(tag,sort:\"\",selectedTiddler:\"$:/temp/toc/selectedTiddler\",unselectedText,missingText,template:\"\")\n<$tiddler tiddler={{{ [<__selectedTiddler__>get[text]] }}}>\n <div class=\"tc-tabbed-table-of-contents\">\n <$linkcatcher to=<<__selectedTiddler__>>>\n <div class=\"tc-table-of-contents\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=\"[all[current]field:title<__selectedTiddler__>]\"/>\n </div>\n </$linkcatcher>\n <div class=\"tc-tabbed-table-of-contents-content\">\n <$reveal stateTitle=<<__selectedTiddler__>> type=\"nomatch\" text=\"\">\n <$transclude mode=\"block\" tiddler=<<__template__>>>\n <h1><<toc-caption>></h1>\n <$transclude mode=\"block\">$missingText$</$transclude>\n </$transclude>\n </$reveal>\n <$reveal stateTitle=<<__selectedTiddler__>> type=\"match\" text=\"\">\n $unselectedText$\n </$reveal>\n </div>\n </div>\n</$tiddler>\n\\end\n\n\\define toc-tabbed-internal-nav(tag,sort:\"\",selectedTiddler:\"$:/temp/toc/selectedTiddler\",unselectedText,missingText,template:\"\")\n<$linkcatcher to=<<__selectedTiddler__>>>\n <$macrocall $name=\"toc-tabbed-external-nav\" tag=<<__tag__>> sort=<<__sort__>> selectedTiddler=<<__selectedTiddler__>> unselectedText=<<__unselectedText__>> missingText=<<__missingText__>> template=<<__template__>>/>\n</$linkcatcher>\n\\end\n\n"
},
"$:/core/macros/translink": {
"title": "$:/core/macros/translink",
"tags": "$:/tags/Macro",
"text": "\\define translink(title,mode:\"block\")\n<div style=\"border:1px solid #ccc; padding: 0.5em; background: black; foreground; white;\">\n<$link to=\"\"\"$title$\"\"\">\n<$text text=\"\"\"$title$\"\"\"/>\n</$link>\n<div style=\"border:1px solid #ccc; padding: 0.5em; background: white; foreground; black;\">\n<$transclude tiddler=\"\"\"$title$\"\"\" mode=\"$mode$\">\n\"<$text text=\"\"\"$title$\"\"\"/>\" is missing\n</$transclude>\n</div>\n</div>\n\\end\n"
},
"$:/core/macros/tree": {
"title": "$:/core/macros/tree",
"tags": "$:/tags/Macro",
"text": "\\define leaf-link(full-title, chunk)\n<$link to=<<__full-title__>>><$text text=<<__chunk__>>/></$link>\n\\end\n\n\\define leaf-node(prefix, chunk)\n<li>\n<$list filter=\"[<__prefix__>addsuffix<__chunk__>is[shadow]] [<__prefix__>addsuffix<__chunk__>is[tiddler]]\" variable=\"full-title\">\n<$list filter=\"[<full-title>removeprefix<__prefix__>]\" variable=\"chunk\">\n<span>{{$:/core/images/file}}</span> <$macrocall $name=\"leaf-link\" full-title=<<full-title>> chunk=<<chunk>>/>\n</$list>\n</$list>\n</li>\n\\end\n\n\\define branch-node(prefix, chunk)\n<li>\n<$set name=\"reveal-state\" value={{{ [[$:/state/tree/]addsuffix<__prefix__>addsuffix<__chunk__>] }}}>\n<$reveal type=\"nomatch\" stateTitle=<<reveal-state>> text=\"show\">\n<$button setTitle=<<reveal-state>> setTo=\"show\" class=\"tc-btn-invisible\">\n{{$:/core/images/folder}} <$text text=<<__chunk__>>/>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<reveal-state>> text=\"show\">\n<$button setTitle=<<reveal-state>> setTo=\"hide\" class=\"tc-btn-invisible\">\n{{$:/core/images/folder}} <$text text=<<__chunk__>>/>\n</$button>\n</$reveal>\n<span>(<$count filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>removeprefix<__chunk__>] -[<__prefix__>addsuffix<__chunk__>]\"/>)</span>\n<$reveal type=\"match\" stateTitle=<<reveal-state>> text=\"show\">\n<$macrocall $name=\"tree-node\" prefix={{{ [<__prefix__>addsuffix<__chunk__>] }}}/>\n</$reveal>\n</$set>\n</li>\n\\end\n\n\\define tree-node(prefix)\n<ol>\n<$list filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>splitbefore[/]sort[]!suffix[/]]\" variable=\"chunk\">\n<$macrocall $name=\"leaf-node\" prefix=<<__prefix__>> chunk=<<chunk>>/>\n</$list>\n<$list filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>splitbefore[/]sort[]suffix[/]]\" variable=\"chunk\">\n<$macrocall $name=\"branch-node\" prefix=<<__prefix__>> chunk=<<chunk>>/>\n</$list>\n</ol>\n\\end\n\n\\define tree(prefix: \"$:/\")\n<div class=\"tc-tree\">\n<span><$text text=<<__prefix__>>/></span>\n<div>\n<$macrocall $name=\"tree-node\" prefix=<<__prefix__>>/>\n</div>\n</div>\n\\end\n"
},
"$:/snippets/minilanguageswitcher": {
"title": "$:/snippets/minilanguageswitcher",
"text": "<$select tiddler=\"$:/language\">\n<$list filter=\"[[$:/languages/en-GB]] [plugin-type[language]sort[title]]\">\n<option value=<<currentTiddler>>><$view field=\"description\"><$view field=\"name\"><$view field=\"title\"/></$view></$view></option>\n</$list>\n</$select>"
},
"$:/snippets/minithemeswitcher": {
"title": "$:/snippets/minithemeswitcher",
"text": "\\define lingo-base() $:/language/ControlPanel/Theme/\n<<lingo Prompt>> <$select tiddler=\"$:/theme\">\n<$list filter=\"[plugin-type[theme]sort[title]]\">\n<option value=<<currentTiddler>>><$view field=\"name\"><$view field=\"title\"/></$view></option>\n</$list>\n</$select>"
},
"$:/snippets/modules": {
"title": "$:/snippets/modules",
"text": "\\define describeModuleType(type)\n{{$:/language/Docs/ModuleTypes/$type$}}\n\\end\n<$list filter=\"[moduletypes[]]\">\n\n!! <$macrocall $name=\"currentTiddler\" $type=\"text/plain\" $output=\"text/plain\"/>\n\n<$macrocall $name=\"describeModuleType\" type=<<currentTiddler>>/>\n\n<ul><$list filter=\"[all[current]modules[]]\"><li><$link><<currentTiddler>></$link>\n</li>\n</$list>\n</ul>\n</$list>\n"
},
"$:/palette": {
"title": "$:/palette",
"text": "$:/palettes/Vanilla"
},
"$:/snippets/paletteeditor": {
"title": "$:/snippets/paletteeditor",
"text": "\\define lingo-base() $:/language/ControlPanel/Palette/Editor/\n\\define describePaletteColour(colour)\n<$transclude tiddler=\"$:/language/Docs/PaletteColours/$colour$\"><$text text=\"$colour$\"/></$transclude>\n\\end\n<$set name=\"currentTiddler\" value={{$:/palette}}>\n\n<<lingo Prompt>> <$link to={{$:/palette}}><$macrocall $name=\"currentTiddler\" $output=\"text/plain\"/></$link>\n\n<$list filter=\"[all[current]is[shadow]is[tiddler]]\" variable=\"listItem\">\n<<lingo Prompt/Modified>>\n<$button message=\"tm-delete-tiddler\" param={{$:/palette}}><<lingo Reset/Caption>></$button>\n</$list>\n\n<$list filter=\"[all[current]is[shadow]!is[tiddler]]\" variable=\"listItem\">\n<<lingo Clone/Prompt>>\n</$list>\n\n<$button message=\"tm-new-tiddler\" param={{$:/palette}}><<lingo Clone/Caption>></$button>\n\n<table>\n<tbody>\n<$list filter=\"[all[current]indexes[]]\" variable=\"colourName\">\n<tr>\n<td>\n''<$macrocall $name=\"describePaletteColour\" colour=<<colourName>>/>''<br/>\n<$macrocall $name=\"colourName\" $output=\"text/plain\"/>\n</td>\n<td>\n<$edit-text index=<<colourName>> tag=\"input\"/>\n<br>\n<$edit-text index=<<colourName>> type=\"color\" tag=\"input\"/>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n</$set>\n"
},
"$:/snippets/palettepreview": {
"title": "$:/snippets/palettepreview",
"text": "<$set name=\"currentTiddler\" value={{$:/palette}}>\n{{||$:/snippets/currpalettepreview}}\n</$set>\n"
},
"$:/snippets/paletteswitcher": {
"title": "$:/snippets/paletteswitcher",
"text": "<$linkcatcher to=\"$:/palette\">\n<div class=\"tc-chooser\"><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Palette]sort[description]]\"><$set name=\"cls\" filter=\"[all[current]prefix{$:/palette}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>><$link to={{!!title}}>''<$view field=\"name\" format=\"text\"/>'' - <$view field=\"description\" format=\"text\"/>{{||$:/snippets/currpalettepreview}}</$link>\n</div></$set>\n</$list>\n</div>\n</$linkcatcher>"
},
"$:/snippets/peek-stylesheets": {
"title": "$:/snippets/peek-stylesheets",
"text": "\\define expandable-stylesheets-list()\n<ol>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<$vars state=<<qualify \"$:/config/peek-stylesheets/open/\">>>\n<$set name=\"state\" value={{{ [<state>addsuffix<currentTiddler>] }}}>\n<li>\n<$reveal type=\"match\" state=<<state>> text=\"yes\" tag=\"span\">\n<$button set=<<state>> setTo=\"no\" class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"nomatch\" state=<<state>> text=\"yes\" tag=\"span\">\n<$button set=<<state>> setTo=\"yes\" class=\"tc-btn-invisible\">\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$link>\n<$view field=\"title\"/>\n</$link>\n<$reveal type=\"match\" state=<<state>> text=\"yes\" tag=\"div\">\n<$set name=\"source\" tiddler=<<currentTiddler>>>\n<$wikify name=\"styles\" text=<<source>>>\n<pre>\n<code>\n<$text text=<<styles>>/>\n</code>\n</pre>\n</$wikify>\n</$set>\n</$reveal>\n</li>\n</$set>\n</$vars>\n</$list>\n</ol>\n\\end\n\n\\define stylesheets-list()\n<ol>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<li>\n<$link>\n<$view field=\"title\"/>\n</$link>\n<$set name=\"source\" tiddler=<<currentTiddler>>>\n<$wikify name=\"styles\" text=<<source>>>\n<pre>\n<code>\n<$text text=<<styles>>/>\n</code>\n</pre>\n</$wikify>\n</$set>\n</li>\n</$list>\n</ol>\n\\end\n\n<$vars modeState=<<qualify \"$:/config/peek-stylesheets/mode/\">>>\n\n<$reveal type=\"nomatch\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<$button set=<<modeState>> setTo=\"expanded\" class=\"tc-btn-invisible\">{{$:/core/images/chevron-right}} {{$:/language/ControlPanel/Stylesheets/Expand/Caption}}</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<$button set=<<modeState>> setTo=\"restored\" class=\"tc-btn-invisible\">{{$:/core/images/chevron-down}} {{$:/language/ControlPanel/Stylesheets/Restore/Caption}}</$button>\n</$reveal>\n\n<$reveal type=\"nomatch\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<<expandable-stylesheets-list>>\n</$reveal>\n<$reveal type=\"match\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<<stylesheets-list>>\n</$reveal>\n\n</$vars>\n"
},
"$:/temp/search": {
"title": "$:/temp/search",
"text": ""
},
"$:/tags/AdvancedSearch": {
"title": "$:/tags/AdvancedSearch",
"list": "[[$:/core/ui/AdvancedSearch/Standard]] [[$:/core/ui/AdvancedSearch/System]] [[$:/core/ui/AdvancedSearch/Shadows]] [[$:/core/ui/AdvancedSearch/Filter]]"
},
"$:/tags/AdvancedSearch/FilterButton": {
"title": "$:/tags/AdvancedSearch/FilterButton",
"list": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown $:/core/ui/AdvancedSearch/Filter/FilterButtons/clear $:/core/ui/AdvancedSearch/Filter/FilterButtons/export $:/core/ui/AdvancedSearch/Filter/FilterButtons/delete"
},
"$:/tags/ControlPanel": {
"title": "$:/tags/ControlPanel",
"list": "$:/core/ui/ControlPanel/Info $:/core/ui/ControlPanel/Appearance $:/core/ui/ControlPanel/Settings $:/core/ui/ControlPanel/Saving $:/core/ui/ControlPanel/Plugins $:/core/ui/ControlPanel/Tools $:/core/ui/ControlPanel/Internals"
},
"$:/tags/ControlPanel/Info": {
"title": "$:/tags/ControlPanel/Info",
"list": "$:/core/ui/ControlPanel/Basics $:/core/ui/ControlPanel/Advanced"
},
"$:/tags/ControlPanel/Plugins": {
"title": "$:/tags/ControlPanel/Plugins",
"list": "[[$:/core/ui/ControlPanel/Plugins/Installed]] [[$:/core/ui/ControlPanel/Plugins/Add]]"
},
"$:/tags/EditTemplate": {
"title": "$:/tags/EditTemplate",
"list": "[[$:/core/ui/EditTemplate/controls]] [[$:/core/ui/EditTemplate/title]] [[$:/core/ui/EditTemplate/tags]] [[$:/core/ui/EditTemplate/shadow]] [[$:/core/ui/ViewTemplate/classic]] [[$:/core/ui/EditTemplate/body]] [[$:/core/ui/EditTemplate/type]] [[$:/core/ui/EditTemplate/fields]]"
},
"$:/tags/EditToolbar": {
"title": "$:/tags/EditToolbar",
"list": "[[$:/core/ui/Buttons/delete]] [[$:/core/ui/Buttons/cancel]] [[$:/core/ui/Buttons/save]]"
},
"$:/tags/EditorToolbar": {
"title": "$:/tags/EditorToolbar",
"list": "$:/core/ui/EditorToolbar/paint $:/core/ui/EditorToolbar/opacity $:/core/ui/EditorToolbar/line-width $:/core/ui/EditorToolbar/rotate-left $:/core/ui/EditorToolbar/clear $:/core/ui/EditorToolbar/bold $:/core/ui/EditorToolbar/italic $:/core/ui/EditorToolbar/strikethrough $:/core/ui/EditorToolbar/underline $:/core/ui/EditorToolbar/superscript $:/core/ui/EditorToolbar/subscript $:/core/ui/EditorToolbar/mono-line $:/core/ui/EditorToolbar/mono-block $:/core/ui/EditorToolbar/quote $:/core/ui/EditorToolbar/list-bullet $:/core/ui/EditorToolbar/list-number $:/core/ui/EditorToolbar/heading-1 $:/core/ui/EditorToolbar/heading-2 $:/core/ui/EditorToolbar/heading-3 $:/core/ui/EditorToolbar/heading-4 $:/core/ui/EditorToolbar/heading-5 $:/core/ui/EditorToolbar/heading-6 $:/core/ui/EditorToolbar/link $:/core/ui/EditorToolbar/excise $:/core/ui/EditorToolbar/picture $:/core/ui/EditorToolbar/stamp $:/core/ui/EditorToolbar/size $:/core/ui/EditorToolbar/editor-height $:/core/ui/EditorToolbar/more $:/core/ui/EditorToolbar/preview $:/core/ui/EditorToolbar/preview-type"
},
"$:/tags/Manager/ItemMain": {
"title": "$:/tags/Manager/ItemMain",
"list": "$:/Manager/ItemMain/WikifiedText $:/Manager/ItemMain/RawText $:/Manager/ItemMain/Fields"
},
"$:/tags/Manager/ItemSidebar": {
"title": "$:/tags/Manager/ItemSidebar",
"list": "$:/Manager/ItemSidebar/Tags $:/Manager/ItemSidebar/Colour $:/Manager/ItemSidebar/Icon $:/Manager/ItemSidebar/Tools"
},
"$:/tags/MoreSideBar": {
"title": "$:/tags/MoreSideBar",
"list": "[[$:/core/ui/MoreSideBar/All]] [[$:/core/ui/MoreSideBar/Recent]] [[$:/core/ui/MoreSideBar/Tags]] [[$:/core/ui/MoreSideBar/Missing]] [[$:/core/ui/MoreSideBar/Drafts]] [[$:/core/ui/MoreSideBar/Orphans]] [[$:/core/ui/MoreSideBar/Types]] [[$:/core/ui/MoreSideBar/System]] [[$:/core/ui/MoreSideBar/Shadows]] [[$:/core/ui/MoreSideBar/Explorer]] [[$:/core/ui/MoreSideBar/Plugins]]",
"text": ""
},
"$:/tags/PageControls": {
"title": "$:/tags/PageControls",
"list": "[[$:/core/ui/Buttons/home]] [[$:/core/ui/Buttons/close-all]] [[$:/core/ui/Buttons/fold-all]] [[$:/core/ui/Buttons/unfold-all]] [[$:/core/ui/Buttons/permaview]] [[$:/core/ui/Buttons/new-tiddler]] [[$:/core/ui/Buttons/new-journal]] [[$:/core/ui/Buttons/new-image]] [[$:/core/ui/Buttons/import]] [[$:/core/ui/Buttons/export-page]] [[$:/core/ui/Buttons/control-panel]] [[$:/core/ui/Buttons/advanced-search]] [[$:/core/ui/Buttons/manager]] [[$:/core/ui/Buttons/tag-manager]] [[$:/core/ui/Buttons/language]] [[$:/core/ui/Buttons/palette]] [[$:/core/ui/Buttons/theme]] [[$:/core/ui/Buttons/storyview]] [[$:/core/ui/Buttons/encryption]] [[$:/core/ui/Buttons/timestamp]] [[$:/core/ui/Buttons/full-screen]] [[$:/core/ui/Buttons/print]] [[$:/core/ui/Buttons/save-wiki]] [[$:/core/ui/Buttons/refresh]] [[$:/core/ui/Buttons/more-page-actions]]"
},
"$:/tags/PageTemplate": {
"title": "$:/tags/PageTemplate",
"list": "[[$:/core/ui/PageTemplate/topleftbar]] [[$:/core/ui/PageTemplate/toprightbar]] [[$:/core/ui/PageTemplate/sidebar]] [[$:/core/ui/PageTemplate/story]] [[$:/core/ui/PageTemplate/alerts]]",
"text": ""
},
"$:/tags/SideBar": {
"title": "$:/tags/SideBar",
"list": "[[$:/core/ui/SideBar/Open]] [[$:/core/ui/SideBar/Recent]] [[$:/core/ui/SideBar/Tools]] [[$:/core/ui/SideBar/More]]",
"text": ""
},
"$:/tags/SideBarSegment": {
"title": "$:/tags/SideBarSegment",
"list": "[[$:/core/ui/SideBarSegments/site-title]] [[$:/core/ui/SideBarSegments/site-subtitle]] [[$:/core/ui/SideBarSegments/page-controls]] [[$:/core/ui/SideBarSegments/search]] [[$:/core/ui/SideBarSegments/tabs]]"
},
"$:/tags/TiddlerInfo": {
"title": "$:/tags/TiddlerInfo",
"list": "[[$:/core/ui/TiddlerInfo/Tools]] [[$:/core/ui/TiddlerInfo/References]] [[$:/core/ui/TiddlerInfo/Tagging]] [[$:/core/ui/TiddlerInfo/List]] [[$:/core/ui/TiddlerInfo/Listed]] [[$:/core/ui/TiddlerInfo/Fields]]",
"text": ""
},
"$:/tags/TiddlerInfo/Advanced": {
"title": "$:/tags/TiddlerInfo/Advanced",
"list": "[[$:/core/ui/TiddlerInfo/Advanced/ShadowInfo]] [[$:/core/ui/TiddlerInfo/Advanced/PluginInfo]]"
},
"$:/tags/ViewTemplate": {
"title": "$:/tags/ViewTemplate",
"list": "[[$:/core/ui/ViewTemplate/title]] [[$:/core/ui/ViewTemplate/unfold]] [[$:/core/ui/ViewTemplate/subtitle]] [[$:/core/ui/ViewTemplate/tags]] [[$:/core/ui/ViewTemplate/classic]] [[$:/core/ui/ViewTemplate/body]]"
},
"$:/tags/ViewToolbar": {
"title": "$:/tags/ViewToolbar",
"list": "[[$:/core/ui/Buttons/more-tiddler-actions]] [[$:/core/ui/Buttons/info]] [[$:/core/ui/Buttons/new-here]] [[$:/core/ui/Buttons/new-journal-here]] [[$:/core/ui/Buttons/clone]] [[$:/core/ui/Buttons/export-tiddler]] [[$:/core/ui/Buttons/edit]] [[$:/core/ui/Buttons/delete]] [[$:/core/ui/Buttons/permalink]] [[$:/core/ui/Buttons/permaview]] [[$:/core/ui/Buttons/open-window]] [[$:/core/ui/Buttons/close-others]] [[$:/core/ui/Buttons/close]] [[$:/core/ui/Buttons/fold-others]] [[$:/core/ui/Buttons/fold]]"
},
"$:/snippets/themeswitcher": {
"title": "$:/snippets/themeswitcher",
"text": "<$linkcatcher to=\"$:/theme\">\n<div class=\"tc-chooser\"><$list filter=\"[plugin-type[theme]sort[title]]\"><$set name=\"cls\" filter=\"[all[current]field:title{$:/theme}] [[$:/theme]!has[text]addsuffix[s/tiddlywiki/vanilla]field:title<currentTiddler>] +[limit[1]]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>><$link to={{!!title}}>''<$view field=\"name\" format=\"text\"/>'' <$view field=\"description\" format=\"text\"/></$link></div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
},
"$:/core/wiki/title": {
"title": "$:/core/wiki/title",
"text": "{{$:/SiteTitle}} --- {{$:/SiteSubtitle}}"
},
"$:/view": {
"title": "$:/view",
"text": "classic"
},
"$:/snippets/viewswitcher": {
"title": "$:/snippets/viewswitcher",
"text": "\\define icon()\n$:/core/images/storyview-$(storyview)$\n\\end\n<$linkcatcher to=\"$:/view\">\n<div class=\"tc-chooser\">\n<$list filter=\"[storyviews[]]\" variable=\"storyview\">\n<$set name=\"cls\" filter=\"[<storyview>prefix{$:/view}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>>\n<$link to=<<storyview>>>\n<$transclude tiddler=<<icon>>/>\n<$text text=<<storyview>>/>\n</$link>\n</div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
}
}
}
{
"tiddlers": {
"$:/language/Buttons/+ExportPage/Hint": {
"title": "$:/language/Buttons/+ExportPage/Hint",
"text": "Экспортировать все заметки"
},
"$:/language/Buttons/+ExportTiddler/Caption": {
"title": "$:/language/Buttons/+ExportTiddler/Caption",
"text": "экспортировать заметку"
},
"$:/language/Buttons/+ExportTiddler/Hint": {
"title": "$:/language/Buttons/+ExportTiddler/Hint",
"text": "Экспортировать заметку"
},
"$:/language/Buttons/+ExportTiddlers/Caption": {
"title": "$:/language/Buttons/+ExportTiddlers/Caption",
"text": "экспортировать заметки"
},
"$:/language/Buttons/+ExportTiddlers/Hint": {
"title": "$:/language/Buttons/+ExportTiddlers/Hint",
"text": "Экспортировать заметки"
},
"$:/language/Buttons/AdvancedSearch/Caption": {
"title": "$:/language/Buttons/AdvancedSearch/Caption",
"text": "расширенный поиск"
},
"$:/language/Buttons/AdvancedSearch/Hint": {
"title": "$:/language/Buttons/AdvancedSearch/Hint",
"text": "Расширенный поиск"
},
"$:/language/Buttons/Cancel/Caption": {
"title": "$:/language/Buttons/Cancel/Caption",
"text": "отмена"
},
"$:/language/Buttons/Cancel/Hint": {
"title": "$:/language/Buttons/Cancel/Hint",
"text": "Отменить редактирование заметки"
},
"$:/language/Buttons/Clone/Caption": {
"title": "$:/language/Buttons/Clone/Caption",
"text": "клонировать"
},
"$:/language/Buttons/Clone/Hint": {
"title": "$:/language/Buttons/Clone/Hint",
"text": "Создать копию заметки"
},
"$:/language/Buttons/Close/Caption": {
"title": "$:/language/Buttons/Close/Caption",
"text": "закрыть"
},
"$:/language/Buttons/Close/Hint": {
"title": "$:/language/Buttons/Close/Hint",
"text": "Закрыть заметку"
},
"$:/language/Buttons/CloseAll/Caption": {
"title": "$:/language/Buttons/CloseAll/Caption",
"text": "закрыть все"
},
"$:/language/Buttons/CloseAll/Hint": {
"title": "$:/language/Buttons/CloseAll/Hint",
"text": "Закрыть все заметки"
},
"$:/language/Buttons/CloseOthers/Caption": {
"title": "$:/language/Buttons/CloseOthers/Caption",
"text": "закрыть остальные"
},
"$:/language/Buttons/CloseOthers/Hint": {
"title": "$:/language/Buttons/CloseOthers/Hint",
"text": "Закрыть остальные заметки"
},
"$:/language/Buttons/ControlPanel/Caption": {
"title": "$:/language/Buttons/ControlPanel/Caption",
"text": "панель управления"
},
"$:/language/Buttons/ControlPanel/Hint": {
"title": "$:/language/Buttons/ControlPanel/Hint",
"text": "Открыть панель управления"
},
"$:/language/Buttons/Delete/Caption": {
"title": "$:/language/Buttons/Delete/Caption",
"text": "удалить"
},
"$:/language/Buttons/Delete/Hint": {
"title": "$:/language/Buttons/Delete/Hint",
"text": "Удалить заметку"
},
"$:/language/Buttons/Edit/Caption": {
"title": "$:/language/Buttons/Edit/Caption",
"text": "редактировать"
},
"$:/language/Buttons/Edit/Hint": {
"title": "$:/language/Buttons/Edit/Hint",
"text": "Редактировать заметку"
},
"$:/language/Buttons/Encryption/Caption": {
"title": "$:/language/Buttons/Encryption/Caption",
"text": "шифрование"
},
"$:/language/Buttons/Encryption/ClearPassword/Caption": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Caption",
"text": "сбросить пароль"
},
"$:/language/Buttons/Encryption/ClearPassword/Hint": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Hint",
"text": "Сбросить пароль и сохранить без использования шифрования"
},
"$:/language/Buttons/Encryption/Hint": {
"title": "$:/language/Buttons/Encryption/Hint",
"text": "Установить или сбросить пароль"
},
"$:/language/Buttons/Encryption/SetPassword/Caption": {
"title": "$:/language/Buttons/Encryption/SetPassword/Caption",
"text": "установить пароль"
},
"$:/language/Buttons/Encryption/SetPassword/Hint": {
"title": "$:/language/Buttons/Encryption/SetPassword/Hint",
"text": "Установить пароль и включить шифрование"
},
"$:/language/Buttons/ExportPage/Caption": {
"title": "$:/language/Buttons/ExportPage/Caption",
"text": "экспортировать всё"
},
"$:/language/Buttons/ExportPage/Hint": {
"title": "$:/language/Buttons/ExportPage/Hint",
"text": "Экспортировать все тиддлеры"
},
"$:/language/Buttons/ExportTiddler/Caption": {
"title": "$:/language/Buttons/ExportTiddler/Caption",
"text": "экспорт тиддлера"
},
"$:/language/Buttons/ExportTiddler/Hint": {
"title": "$:/language/Buttons/ExportTiddler/Hint",
"text": "Экспорт тиддлера"
},
"$:/language/Buttons/ExportTiddlers/Caption": {
"title": "$:/language/Buttons/ExportTiddlers/Caption",
"text": "экспорт тиддлеров"
},
"$:/language/Buttons/ExportTiddlers/Hint": {
"title": "$:/language/Buttons/ExportTiddlers/Hint",
"text": "Экспорт тиддлеров"
},
"$:/language/Buttons/FullScreen/Caption": {
"title": "$:/language/Buttons/FullScreen/Caption",
"text": "полный экран"
},
"$:/language/Buttons/FullScreen/Hint": {
"title": "$:/language/Buttons/FullScreen/Hint",
"text": "Включить или выключить полноэкранный режим"
},
"$:/language/Buttons/Help/Caption": {
"title": "$:/language/Buttons/Help/Caption",
"text": "помощь"
},
"$:/language/Buttons/Help/Hint": {
"title": "$:/language/Buttons/Help/Hint",
"text": "Показать панель помощи"
},
"$:/language/Buttons/HideSideBar/Caption": {
"title": "$:/language/Buttons/HideSideBar/Caption",
"text": "скрыть боковую панель"
},
"$:/language/Buttons/HideSideBar/Hint": {
"title": "$:/language/Buttons/HideSideBar/Hint",
"text": "Скрыть боковую панель"
},
"$:/language/Buttons/Home/Caption": {
"title": "$:/language/Buttons/Home/Caption",
"text": "главная"
},
"$:/language/Buttons/Home/Hint": {
"title": "$:/language/Buttons/Home/Hint",
"text": "Открыть заметки по умолчанию"
},
"$:/language/Buttons/Import/Caption": {
"title": "$:/language/Buttons/Import/Caption",
"text": "импортировать"
},
"$:/language/Buttons/Import/Hint": {
"title": "$:/language/Buttons/Import/Hint",
"text": "Импорт файлов"
},
"$:/language/Buttons/Info/Caption": {
"title": "$:/language/Buttons/Info/Caption",
"text": "информация"
},
"$:/language/Buttons/Info/Hint": {
"title": "$:/language/Buttons/Info/Hint",
"text": "Показать информацию об этой заметке"
},
"$:/language/Buttons/Language/Caption": {
"title": "$:/language/Buttons/Language/Caption",
"text": "язык"
},
"$:/language/Buttons/Language/Hint": {
"title": "$:/language/Buttons/Language/Hint",
"text": "Выбрать язык пользовательского интерфейса"
},
"$:/language/Buttons/More/Caption": {
"title": "$:/language/Buttons/More/Caption",
"text": "ещё"
},
"$:/language/Buttons/More/Hint": {
"title": "$:/language/Buttons/More/Hint",
"text": "Другие действия"
},
"$:/language/Buttons/NewHere/Caption": {
"title": "$:/language/Buttons/NewHere/Caption",
"text": "новая заметка здесь"
},
"$:/language/Buttons/NewHere/Hint": {
"title": "$:/language/Buttons/NewHere/Hint",
"text": "Создать новую заметку, помеченную этой заметкой"
},
"$:/language/Buttons/NewJournal/Caption": {
"title": "$:/language/Buttons/NewJournal/Caption",
"text": "дневник"
},
"$:/language/Buttons/NewJournal/Hint": {
"title": "$:/language/Buttons/NewJournal/Hint",
"text": "Создать новую заметку в дневник"
},
"$:/language/Buttons/NewJournalHere/Caption": {
"title": "$:/language/Buttons/NewJournalHere/Caption",
"text": "дневник здесь"
},
"$:/language/Buttons/NewJournalHere/Hint": {
"title": "$:/language/Buttons/NewJournalHere/Hint",
"text": "Создать новую заметку в дневник, помеченную этой заметкой"
},
"$:/language/Buttons/NewTiddler/Caption": {
"title": "$:/language/Buttons/NewTiddler/Caption",
"text": "новая заметка"
},
"$:/language/Buttons/NewTiddler/Hint": {
"title": "$:/language/Buttons/NewTiddler/Hint",
"text": "Создать новую заметку"
},
"$:/language/Buttons/OpenWindow/Caption": {
"title": "$:/language/Buttons/OpenWindow/Caption",
"text": "открыть в новом окне"
},
"$:/language/Buttons/OpenWindow/Hint": {
"title": "$:/language/Buttons/OpenWindow/Hint",
"text": "Открыть тиддлер в новом окне"
},
"$:/language/Buttons/Palette/Caption": {
"title": "$:/language/Buttons/Palette/Caption",
"text": "цветовая схема"
},
"$:/language/Buttons/Palette/Hint": {
"title": "$:/language/Buttons/Palette/Hint",
"text": "Выбрать цветовую схему"
},
"$:/language/Buttons/Permalink/Caption": {
"title": "$:/language/Buttons/Permalink/Caption",
"text": "прямая ссылка"
},
"$:/language/Buttons/Permalink/Hint": {
"title": "$:/language/Buttons/Permalink/Hint",
"text": "Показать прямую ссылку на заметку в адресной строке браузера"
},
"$:/language/Buttons/Permaview/Caption": {
"title": "$:/language/Buttons/Permaview/Caption",
"text": "прямая ссылка"
},
"$:/language/Buttons/Permaview/Hint": {
"title": "$:/language/Buttons/Permaview/Hint",
"text": "Показать прямую ссылку на открытые заметки в адресной строке браузера"
},
"$:/language/Buttons/Refresh/Caption": {
"title": "$:/language/Buttons/Refresh/Caption",
"text": "oбновить"
},
"$:/language/Buttons/Refresh/Hint": {
"title": "$:/language/Buttons/Refresh/Hint",
"text": "Выполнить обновление страницы"
},
"$:/language/Buttons/Save/Caption": {
"title": "$:/language/Buttons/Save/Caption",
"text": "сохранить"
},
"$:/language/Buttons/Save/Hint": {
"title": "$:/language/Buttons/Save/Hint",
"text": "Сохранить заметку"
},
"$:/language/Buttons/SaveWiki/Caption": {
"title": "$:/language/Buttons/SaveWiki/Caption",
"text": "сохранить изменения"
},
"$:/language/Buttons/SaveWiki/Hint": {
"title": "$:/language/Buttons/SaveWiki/Hint",
"text": "Сохранить изменения"
},
"$:/language/Buttons/ShowSideBar/Caption": {
"title": "$:/language/Buttons/ShowSideBar/Caption",
"text": "показать боковую панель"
},
"$:/language/Buttons/ShowSideBar/Hint": {
"title": "$:/language/Buttons/ShowSideBar/Hint",
"text": "Показать боковую панель"
},
"$:/language/Buttons/StoryView/Caption": {
"title": "$:/language/Buttons/StoryView/Caption",
"text": "отображение заметок"
},
"$:/language/Buttons/StoryView/Hint": {
"title": "$:/language/Buttons/StoryView/Hint",
"text": "Выбрать способ отображения заметок"
},
"$:/language/Buttons/TagManager/Caption": {
"title": "$:/language/Buttons/TagManager/Caption",
"text": "управление метками"
},
"$:/language/Buttons/TagManager/Hint": {
"title": "$:/language/Buttons/TagManager/Hint",
"text": "Открыть панель управления метками"
},
"$:/language/Buttons/Theme/Caption": {
"title": "$:/language/Buttons/Theme/Caption",
"text": "тема"
},
"$:/language/Buttons/Theme/Hint": {
"title": "$:/language/Buttons/Theme/Hint",
"text": "Выбрать тему"
},
"$:/language/ControlPanel/Advanced/Caption": {
"title": "$:/language/ControlPanel/Advanced/Caption",
"text": "Расширенные"
},
"$:/language/ControlPanel/Advanced/Hint": {
"title": "$:/language/ControlPanel/Advanced/Hint",
"text": "Системные сведения об этой TiddlyWiki"
},
"$:/language/ControlPanel/Appearance/Caption": {
"title": "$:/language/ControlPanel/Appearance/Caption",
"text": "Внешний вид"
},
"$:/language/ControlPanel/Appearance/Hint": {
"title": "$:/language/ControlPanel/Appearance/Hint",
"text": "Способы настройки внешнего вида TiddlyWiki."
},
"$:/language/ControlPanel/Basics/AnimDuration/Prompt": {
"title": "$:/language/ControlPanel/Basics/AnimDuration/Prompt",
"text": "Продолжительность анимации:"
},
"$:/language/ControlPanel/Basics/Caption": {
"title": "$:/language/ControlPanel/Basics/Caption",
"text": "Основные"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint",
"text": "Заметки, содержащие пробелы нужно взять в [[двойные квадратные скобки]]. А также можно возвращать <$button set=\"$:/DefaultTiddlers\" setTo=\"[list[$:/StoryList]]\">открытые ранее заметки</$button>"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt",
"text": "Открывать при старте:"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint",
"text": "Выберите заметки открытые при запуске:"
},
"$:/language/ControlPanel/Basics/Language/Prompt": {
"title": "$:/language/ControlPanel/Basics/Language/Prompt",
"text": "Привет! Текущий язык:"
},
"$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt",
"text": "Метки новых заметок дневника"
},
"$:/language/ControlPanel/Basics/NewJournal/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Title/Prompt",
"text": "Заголовок новых заметок дневника"
},
"$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt",
"text": "Количество переопределённых встроенных заметок:"
},
"$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt",
"text": "Количество встроенных заметок:"
},
"$:/language/ControlPanel/Basics/Subtitle/Prompt": {
"title": "$:/language/ControlPanel/Basics/Subtitle/Prompt",
"text": "Подзаголовок:"
},
"$:/language/ControlPanel/Basics/SystemTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/SystemTiddlers/Prompt",
"text": "Количество системных заметок:"
},
"$:/language/ControlPanel/Basics/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tags/Prompt",
"text": "Количество меток:"
},
"$:/language/ControlPanel/Basics/Tiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tiddlers/Prompt",
"text": "Количество заметок:"
},
"$:/language/ControlPanel/Basics/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/Title/Prompt",
"text": "Заголовок этой ~TiddlyWiki:"
},
"$:/language/ControlPanel/Basics/Username/Prompt": {
"title": "$:/language/ControlPanel/Basics/Username/Prompt",
"text": "Имя пользователя для подписи под изменениями:"
},
"$:/language/ControlPanel/Basics/Version/Prompt": {
"title": "$:/language/ControlPanel/Basics/Version/Prompt",
"text": "Версия ~TiddlyWiki:"
},
"$:/language/ControlPanel/EditorTypes/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Caption",
"text": "Редакторы"
},
"$:/language/ControlPanel/EditorTypes/Editor/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Editor/Caption",
"text": "Редактор"
},
"$:/language/ControlPanel/EditorTypes/Hint": {
"title": "$:/language/ControlPanel/EditorTypes/Hint",
"text": "Эти заметки определяют, какой редактор используется для конкретного типа заметки."
},
"$:/language/ControlPanel/EditorTypes/Type/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Type/Caption",
"text": "Тип содержимого"
},
"$:/language/ControlPanel/Info/Caption": {
"title": "$:/language/ControlPanel/Info/Caption",
"text": "Сведения"
},
"$:/language/ControlPanel/Info/Hint": {
"title": "$:/language/ControlPanel/Info/Hint",
"text": "Сведения об этой TiddlyWiki"
},
"$:/language/ControlPanel/LoadedModules/Caption": {
"title": "$:/language/ControlPanel/LoadedModules/Caption",
"text": "Загруженные модули"
},
"$:/language/ControlPanel/LoadedModules/Hint": {
"title": "$:/language/ControlPanel/LoadedModules/Hint",
"text": "Это загруженные в настоящий момент модули, ссылающиеся на их исходные заметки. Модули, обозначенные курсивом, не имеют исходных заметок (обычно, потому что они были установлены во время процесса загрузки)."
},
"$:/language/ControlPanel/Palette/Caption": {
"title": "$:/language/ControlPanel/Palette/Caption",
"text": "Цветовая схема"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Caption",
"text": "скопировать"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Prompt",
"text": "Перед редактированием рекомендуется скопировать встроенную цветовую схему"
},
"$:/language/ControlPanel/Palette/Editor/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt",
"text": "Редактирование"
},
"$:/language/ControlPanel/Palette/Editor/Prompt/Modified": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt/Modified",
"text": "Эта встроенная цветовая схема изменена"
},
"$:/language/ControlPanel/Palette/Editor/Reset/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Reset/Caption",
"text": "сброс"
},
"$:/language/ControlPanel/Palette/HideEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/HideEditor/Caption",
"text": "скрыть редактор"
},
"$:/language/ControlPanel/Palette/Prompt": {
"title": "$:/language/ControlPanel/Palette/Prompt",
"text": "Текущая цветовая схема:"
},
"$:/language/ControlPanel/Palette/ShowEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/ShowEditor/Caption",
"text": "показать редактор"
},
"$:/language/ControlPanel/Plugins/Add/Caption": {
"title": "$:/language/ControlPanel/Plugins/Add/Caption",
"text": "Другие плагины"
},
"$:/language/ControlPanel/Plugins/Add/Hint": {
"title": "$:/language/ControlPanel/Plugins/Add/Hint",
"text": "Установить официальные плагины"
},
"$:/language/ControlPanel/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Caption",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Disable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Disable/Caption",
"text": "выключить"
},
"$:/language/ControlPanel/Plugins/Disable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Disable/Hint",
"text": "Выключить этот плагин"
},
"$:/language/ControlPanel/Plugins/Disabled/Status": {
"title": "$:/language/ControlPanel/Plugins/Disabled/Status",
"text": "(выключен)"
},
"$:/language/ControlPanel/Plugins/Empty/Hint": {
"title": "$:/language/ControlPanel/Plugins/Empty/Hint",
"text": "Нет"
},
"$:/language/ControlPanel/Plugins/Enable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Enable/Caption",
"text": "включить"
},
"$:/language/ControlPanel/Plugins/Enable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Enable/Hint",
"text": "Выключить этот плагин"
},
"$:/language/ControlPanel/Plugins/Installed/Hint": {
"title": "$:/language/ControlPanel/Plugins/Installed/Hint",
"text": "Список установленных плагинов:"
},
"$:/language/ControlPanel/Plugins/Language/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Language/Prompt",
"text": "Языки"
},
"$:/language/ControlPanel/Plugins/Languages/Caption": {
"title": "$:/language/ControlPanel/Plugins/Languages/Caption",
"text": "Языки"
},
"$:/language/ControlPanel/Plugins/Languages/Hint": {
"title": "$:/language/ControlPanel/Plugins/Languages/Hint",
"text": "Плагины языковых пакетов"
},
"$:/language/ControlPanel/Plugins/Plugin/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Plugin/Prompt",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Caption",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Plugins/Hint": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Hint",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Theme/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Theme/Prompt",
"text": "Темы"
},
"$:/language/ControlPanel/Plugins/Themes/Caption": {
"title": "$:/language/ControlPanel/Plugins/Themes/Caption",
"text": "Темы"
},
"$:/language/ControlPanel/Plugins/Themes/Hint": {
"title": "$:/language/ControlPanel/Plugins/Themes/Hint",
"text": "Плагины тем"
},
"$:/language/ControlPanel/Saving/Caption": {
"title": "$:/language/ControlPanel/Saving/Caption",
"text": "Сохранение"
},
"$:/language/ControlPanel/Saving/Heading": {
"title": "$:/language/ControlPanel/Saving/Heading",
"text": "Сохранение"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading",
"text": "Расширенные настройки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/BackupDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/BackupDir",
"text": "Каталог для резервной копии"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Backups": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Backups",
"text": "Резервная копия"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Description": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Description",
"text": "Эти настройки нужны для сохранения на http://tiddlyspot.com или совместимый с ним удаленный сервер"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Filename": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Filename",
"text": "Имя файла для загрузки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Heading",
"text": "~TiddlySpot"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Hint": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Hint",
"text": "//URL сервера по умолчанию - `http://<wikiname>.tiddlyspot.com/store.cgi`. Его можно указать если используется другой сервер//"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Password": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Password",
"text": "Пароль"
},
"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/ServerURL",
"text": "URL сервера"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UploadDir",
"text": "Каталог загрузки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UserName": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UserName",
"text": "Название Wiki"
},
"$:/language/ControlPanel/Settings/AutoSave/Caption": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Caption",
"text": "Автосохранение"
},
"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Disabled/Description",
"text": "Не сохранять изменения автоматически"
},
"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Enabled/Description",
"text": "Сохранять изменения автоматически"
},
"$:/language/ControlPanel/Settings/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Hint",
"text": "Сохранять изменения автоматически в процессе редактирования"
},
"$:/language/ControlPanel/Settings/Caption": {
"title": "$:/language/ControlPanel/Settings/Caption",
"text": "Настройки"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption",
"text": "Стандартная боковая панель"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint",
"text": "Определяет какую боковую панель показывать по умолчанию"
},
"$:/language/ControlPanel/Settings/Hint": {
"title": "$:/language/ControlPanel/Settings/Hint",
"text": "Эти настройки позволяют изменить поведение TiddlyWiki."
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/Caption",
"text": "Открытие Тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint",
"text": "По ссылке //из// открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove",
"text": "Открывать выше открытого тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom",
"text": "Открывать ниже всех открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop",
"text": "Открывать выше всех открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow",
"text": "Открывать ниже открытого тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint",
"text": "По ссылке //вне// открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Caption",
"text": "Адресная строка браузера"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Hint",
"text": "Поведение адресной строки браузера при открытии заметки:"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description",
"text": "Не изменять адресную строку"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description",
"text": "Включить целевую заметку"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description",
"text": "Включить целевую заметку и все открытые заметки"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Caption",
"text": "История браузера"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Hint",
"text": "Обновлять историю браузера при открытии заметки:"
},
"$:/language/ControlPanel/Settings/NavigationHistory/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/No/Description",
"text": "Не обновлять историю"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description",
"text": "Обновлять историю"
},
"$:/language/ControlPanel/Settings/TitleLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Caption",
"text": "Заголовки Тиддлеров"
},
"$:/language/ControlPanel/Settings/TitleLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Hint",
"text": "Выборочно показывает заголовки тиддеров как ссылки"
},
"$:/language/ControlPanel/Settings/TitleLinks/No/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/No/Description",
"text": "Не показывать заголовки тиддлеров как ссылки"
},
"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Yes/Description",
"text": "Показывать заголовки тиддлеров как ссылки"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Caption",
"text": "Кнопки"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Hint",
"text": "Внешний вид кнопок:"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description",
"text": "Показывать значок"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description",
"text": "Показывать текст"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption",
"text": "Стиль кнопок панелей"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint",
"text": "Выберите стиль кнопок панелей:"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless",
"text": "Без границ"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed",
"text": "Внутри квадрата"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded",
"text": "Внутри круга"
},
"$:/language/ControlPanel/StoryView/Caption": {
"title": "$:/language/ControlPanel/StoryView/Caption",
"text": "Поведение открытых заметок"
},
"$:/language/ControlPanel/StoryView/Prompt": {
"title": "$:/language/ControlPanel/StoryView/Prompt",
"text": "Текущий вид:"
},
"$:/language/ControlPanel/Theme/Caption": {
"title": "$:/language/ControlPanel/Theme/Caption",
"text": "Тема"
},
"$:/language/ControlPanel/Theme/Prompt": {
"title": "$:/language/ControlPanel/Theme/Prompt",
"text": "Текущая тема:"
},
"$:/language/ControlPanel/TiddlerFields/Caption": {
"title": "$:/language/ControlPanel/TiddlerFields/Caption",
"text": "Поля заметок"
},
"$:/language/ControlPanel/TiddlerFields/Hint": {
"title": "$:/language/ControlPanel/TiddlerFields/Hint",
"text": "Это полный набор полей заметок (включая системные заметки, но без встроенных)."
},
"$:/language/ControlPanel/Toolbars/Caption": {
"title": "$:/language/ControlPanel/Toolbars/Caption",
"text": "Панели инструментов"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Caption",
"text": "При редактировании"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Hint",
"text": "Выберите кнопки, отображаемые во время редактирования заметок"
},
"$:/language/ControlPanel/Toolbars/Hint": {
"title": "$:/language/ControlPanel/Toolbars/Hint",
"text": "Выберите отображаемые кнопки"
},
"$:/language/ControlPanel/Toolbars/PageControls/Caption": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Caption",
"text": "Боковой панели"
},
"$:/language/ControlPanel/Toolbars/PageControls/Hint": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Hint",
"text": "Выберите кнопки, отображаемые на боковой панели"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Caption",
"text": "При просмотре"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Hint",
"text": "Выберите кнопки, отображаемые во время просмотра заметок"
},
"$:/language/ControlPanel/Tools/Download/Full/Caption": {
"title": "$:/language/ControlPanel/Tools/Download/Full/Caption",
"text": "Скачать wiki целиком"
},
"$:/core/readme": {
"title": "$:/core/readme",
"text": "Этот плагин содержит компоненты ядра TiddlyWiki, содержащие:\n\n* коды модуля JavaScript\n* Изображения\n* Шаблоны, необходимые для создания пользовательского интерфейса TiddlyWiki\n* British English (en-GB) переводы локализуемых строк используемых в ядре"
},
"$:/language/Date/Long/Day/0": {
"title": "$:/language/Date/Long/Day/0",
"text": "Воскресенье"
},
"$:/language/Date/Long/Day/1": {
"title": "$:/language/Date/Long/Day/1",
"text": "Понедельник"
},
"$:/language/Date/Long/Day/2": {
"title": "$:/language/Date/Long/Day/2",
"text": "Вторник"
},
"$:/language/Date/Long/Day/3": {
"title": "$:/language/Date/Long/Day/3",
"text": "Среда"
},
"$:/language/Date/Long/Day/4": {
"title": "$:/language/Date/Long/Day/4",
"text": "Четверг"
},
"$:/language/Date/Long/Day/5": {
"title": "$:/language/Date/Long/Day/5",
"text": "Пятница"
},
"$:/language/Date/Long/Day/6": {
"title": "$:/language/Date/Long/Day/6",
"text": "Суббота"
},
"$:/language/Date/Long/Month/1": {
"title": "$:/language/Date/Long/Month/1",
"text": "января"
},
"$:/language/Date/Long/Month/2": {
"title": "$:/language/Date/Long/Month/2",
"text": "февраля"
},
"$:/language/Date/Long/Month/3": {
"title": "$:/language/Date/Long/Month/3",
"text": "марта"
},
"$:/language/Date/Long/Month/4": {
"title": "$:/language/Date/Long/Month/4",
"text": "апреля"
},
"$:/language/Date/Long/Month/5": {
"title": "$:/language/Date/Long/Month/5",
"text": "мая"
},
"$:/language/Date/Long/Month/6": {
"title": "$:/language/Date/Long/Month/6",
"text": "июня"
},
"$:/language/Date/Long/Month/7": {
"title": "$:/language/Date/Long/Month/7",
"text": "июля"
},
"$:/language/Date/Long/Month/8": {
"title": "$:/language/Date/Long/Month/8",
"text": "августа"
},
"$:/language/Date/Long/Month/9": {
"title": "$:/language/Date/Long/Month/9",
"text": "сентября"
},
"$:/language/Date/Long/Month/10": {
"title": "$:/language/Date/Long/Month/10",
"text": "октября"
},
"$:/language/Date/Long/Month/11": {
"title": "$:/language/Date/Long/Month/11",
"text": "ноября"
},
"$:/language/Date/Long/Month/12": {
"title": "$:/language/Date/Long/Month/12",
"text": "декабря"
},
"$:/language/Date/Period/am": {
"title": "$:/language/Date/Period/am",
"text": "до полудня"
},
"$:/language/Date/Period/pm": {
"title": "$:/language/Date/Period/pm",
"text": "после полудня"
},
"$:/language/Date/Short/Day/0": {
"title": "$:/language/Date/Short/Day/0",
"text": "Вс"
},
"$:/language/Date/Short/Day/1": {
"title": "$:/language/Date/Short/Day/1",
"text": "Пн"
},
"$:/language/Date/Short/Day/2": {
"title": "$:/language/Date/Short/Day/2",
"text": "Вт"
},
"$:/language/Date/Short/Day/3": {
"title": "$:/language/Date/Short/Day/3",
"text": "Ср"
},
"$:/language/Date/Short/Day/4": {
"title": "$:/language/Date/Short/Day/4",
"text": "Чт"
},
"$:/language/Date/Short/Day/5": {
"title": "$:/language/Date/Short/Day/5",
"text": "Пт"
},
"$:/language/Date/Short/Day/6": {
"title": "$:/language/Date/Short/Day/6",
"text": "Сб"
},
"$:/language/Date/Short/Month/1": {
"title": "$:/language/Date/Short/Month/1",
"text": "янв"
},
"$:/language/Date/Short/Month/2": {
"title": "$:/language/Date/Short/Month/2",
"text": "фев"
},
"$:/language/Date/Short/Month/3": {
"title": "$:/language/Date/Short/Month/3",
"text": "мрт"
},
"$:/language/Date/Short/Month/4": {
"title": "$:/language/Date/Short/Month/4",
"text": "апр"
},
"$:/language/Date/Short/Month/5": {
"title": "$:/language/Date/Short/Month/5",
"text": "май"
},
"$:/language/Date/Short/Month/6": {
"title": "$:/language/Date/Short/Month/6",
"text": "июн"
},
"$:/language/Date/Short/Month/7": {
"title": "$:/language/Date/Short/Month/7",
"text": "июл"
},
"$:/language/Date/Short/Month/8": {
"title": "$:/language/Date/Short/Month/8",
"text": "авг"
},
"$:/language/Date/Short/Month/9": {
"title": "$:/language/Date/Short/Month/9",
"text": "сен"
},
"$:/language/Date/Short/Month/10": {
"title": "$:/language/Date/Short/Month/10",
"text": "окт"
},
"$:/language/Date/Short/Month/11": {
"title": "$:/language/Date/Short/Month/11",
"text": "нбр"
},
"$:/language/Date/Short/Month/12": {
"title": "$:/language/Date/Short/Month/12",
"text": "дек"
},
"$:/language/Date/DaySuffix/1": {
"title": "$:/language/Date/DaySuffix/1",
"text": "-й"
},
"$:/language/Date/DaySuffix/10": {
"title": "$:/language/Date/DaySuffix/10",
"text": "-й"
},
"$:/language/Date/DaySuffix/11": {
"title": "$:/language/Date/DaySuffix/11",
"text": "-й"
},
"$:/language/Date/DaySuffix/12": {
"title": "$:/language/Date/DaySuffix/12",
"text": "-й"
},
"$:/language/Date/DaySuffix/13": {
"title": "$:/language/Date/DaySuffix/13",
"text": "-й"
},
"$:/language/Date/DaySuffix/14": {
"title": "$:/language/Date/DaySuffix/14",
"text": "-й"
},
"$:/language/Date/DaySuffix/15": {
"title": "$:/language/Date/DaySuffix/15",
"text": "-й"
},
"$:/language/Date/DaySuffix/16": {
"title": "$:/language/Date/DaySuffix/16",
"text": "-й"
},
"$:/language/Date/DaySuffix/17": {
"title": "$:/language/Date/DaySuffix/17",
"text": "-й"
},
"$:/language/Date/DaySuffix/18": {
"title": "$:/language/Date/DaySuffix/18",
"text": "-й"
},
"$:/language/Date/DaySuffix/19": {
"title": "$:/language/Date/DaySuffix/19",
"text": "-й"
},
"$:/language/Date/DaySuffix/2": {
"title": "$:/language/Date/DaySuffix/2",
"text": "-й"
},
"$:/language/Date/DaySuffix/20": {
"title": "$:/language/Date/DaySuffix/20",
"text": "-й"
},
"$:/language/Date/DaySuffix/21": {
"title": "$:/language/Date/DaySuffix/21",
"text": "-й"
},
"$:/language/Date/DaySuffix/22": {
"title": "$:/language/Date/DaySuffix/22",
"text": "-й"
},
"$:/language/Date/DaySuffix/23": {
"title": "$:/language/Date/DaySuffix/23",
"text": "-й"
},
"$:/language/Date/DaySuffix/24": {
"title": "$:/language/Date/DaySuffix/24",
"text": "-й"
},
"$:/language/Date/DaySuffix/25": {
"title": "$:/language/Date/DaySuffix/25",
"text": "-й"
},
"$:/language/Date/DaySuffix/26": {
"title": "$:/language/Date/DaySuffix/26",
"text": "-й"
},
"$:/language/Date/DaySuffix/27": {
"title": "$:/language/Date/DaySuffix/27",
"text": "-й"
},
"$:/language/Date/DaySuffix/28": {
"title": "$:/language/Date/DaySuffix/28",
"text": "-й"
},
"$:/language/Date/DaySuffix/29": {
"title": "$:/language/Date/DaySuffix/29",
"text": "-й"
},
"$:/language/Date/DaySuffix/3": {
"title": "$:/language/Date/DaySuffix/3",
"text": "-й"
},
"$:/language/Date/DaySuffix/30": {
"title": "$:/language/Date/DaySuffix/30",
"text": "-й"
},
"$:/language/Date/DaySuffix/31": {
"title": "$:/language/Date/DaySuffix/31",
"text": "-й"
},
"$:/language/Date/DaySuffix/4": {
"title": "$:/language/Date/DaySuffix/4",
"text": "-й"
},
"$:/language/Date/DaySuffix/5": {
"title": "$:/language/Date/DaySuffix/5",
"text": "-й"
},
"$:/language/Date/DaySuffix/6": {
"title": "$:/language/Date/DaySuffix/6",
"text": "-й"
},
"$:/language/Date/DaySuffix/7": {
"title": "$:/language/Date/DaySuffix/7",
"text": "-й"
},
"$:/language/Date/DaySuffix/8": {
"title": "$:/language/Date/DaySuffix/8",
"text": "-й"
},
"$:/language/Date/DaySuffix/9": {
"title": "$:/language/Date/DaySuffix/9",
"text": "-й"
},
"$:/language/RelativeDate/Future/Days": {
"title": "$:/language/RelativeDate/Future/Days",
"text": "через <<period>> дней"
},
"$:/language/RelativeDate/Future/Hours": {
"title": "$:/language/RelativeDate/Future/Hours",
"text": "через <<period>> часов"
},
"$:/language/RelativeDate/Future/Minutes": {
"title": "$:/language/RelativeDate/Future/Minutes",
"text": "через <<period>> минут"
},
"$:/language/RelativeDate/Future/Months": {
"title": "$:/language/RelativeDate/Future/Months",
"text": "через <<period>> месяцев"
},
"$:/language/RelativeDate/Future/Second": {
"title": "$:/language/RelativeDate/Future/Second",
"text": "через 1 секунду"
},
"$:/language/RelativeDate/Future/Seconds": {
"title": "$:/language/RelativeDate/Future/Seconds",
"text": "через <<period>> секунд"
},
"$:/language/RelativeDate/Future/Years": {
"title": "$:/language/RelativeDate/Future/Years",
"text": "через <<period>> лет"
},
"$:/language/RelativeDate/Past/Days": {
"title": "$:/language/RelativeDate/Past/Days",
"text": "<<period>> дней назад"
},
"$:/language/RelativeDate/Past/Hours": {
"title": "$:/language/RelativeDate/Past/Hours",
"text": "<<period>> часов назад"
},
"$:/language/RelativeDate/Past/Minutes": {
"title": "$:/language/RelativeDate/Past/Minutes",
"text": "<<period>> минут назад"
},
"$:/language/RelativeDate/Past/Months": {
"title": "$:/language/RelativeDate/Past/Months",
"text": "<<period>> месяцев назад"
},
"$:/language/RelativeDate/Past/Second": {
"title": "$:/language/RelativeDate/Past/Second",
"text": "1 секунду назад"
},
"$:/language/RelativeDate/Past/Seconds": {
"title": "$:/language/RelativeDate/Past/Seconds",
"text": "<<period>> секунд назад"
},
"$:/language/RelativeDate/Past/Years": {
"title": "$:/language/RelativeDate/Past/Years",
"text": "<<period>> лет назад"
},
"$:/language/Docs/Fields/_canonical_uri": {
"title": "$:/language/Docs/Fields/_canonical_uri",
"text": "Полный URI заметки, содержащей внешнюю картинку"
},
"$:/language/Docs/Fields/bag": {
"title": "$:/language/Docs/Fields/bag",
"text": "Название \"мешка\" заметки из TiddlyWeb"
},
"$:/language/Docs/Fields/caption": {
"title": "$:/language/Docs/Fields/caption",
"text": "Текст на вкладке или кнопке"
},
"$:/language/Docs/Fields/color": {
"title": "$:/language/Docs/Fields/color",
"text": "CSS значение цвета заметки"
},
"$:/language/Docs/Fields/component": {
"title": "$:/language/Docs/Fields/component",
"text": "Название компонента, ответственного за [[заметку-тревогу|AlertMechanism]]"
},
"$:/language/Docs/Fields/created": {
"title": "$:/language/Docs/Fields/created",
"text": "Дата создания заметки"
},
"$:/language/Docs/Fields/creator": {
"title": "$:/language/Docs/Fields/creator",
"text": "Имя создателя заметки"
},
"$:/language/Docs/Fields/current-tiddler": {
"title": "$:/language/Docs/Fields/current-tiddler",
"text": "Использовалось для хранения верхней заметки в [[списке истории|HistoryMechanism]]"
},
"$:/language/Docs/Fields/dependents": {
"title": "$:/language/Docs/Fields/dependents",
"text": "Для плагина, перечисляет названия зависимых плагинов"
},
"$:/language/Docs/Fields/description": {
"title": "$:/language/Docs/Fields/description",
"text": "Описание плагина или модального окна"
},
"$:/language/Docs/Fields/draft.of": {
"title": "$:/language/Docs/Fields/draft.of",
"text": "Для черновиков, содержит название редактируемой заметки"
},
"$:/language/Docs/Fields/draft.title": {
"title": "$:/language/Docs/Fields/draft.title",
"text": "Для черновиков, содержит новое название заметки"
},
"$:/language/Docs/Fields/footer": {
"title": "$:/language/Docs/Fields/footer",
"text": "Текст \"подвала\" мастера"
},
"$:/language/Docs/Fields/hack-to-give-us-something-to-compare-against": {
"title": "$:/language/Docs/Fields/hack-to-give-us-something-to-compare-against",
"text": "Временное поле используемое в [[$:/core/templates/static.content]]"
},
"$:/language/Docs/Fields/icon": {
"title": "$:/language/Docs/Fields/icon",
"text": "Название заметки, содержащей значок заметки"
},
"$:/language/Docs/Fields/library": {
"title": "$:/language/Docs/Fields/library",
"text": "Если \"yes\", то заметка сохраняется как библиотека JavaScript"
},
"$:/language/Docs/Fields/list": {
"title": "$:/language/Docs/Fields/list",
"text": "Упорядоченный список названий связанных заметок"
},
"$:/language/Docs/Fields/list-after": {
"title": "$:/language/Docs/Fields/list-after",
"text": "Название заметки, после которой эта заметка добавляется в упорядоченный список"
},
"$:/language/Docs/Fields/list-before": {
"title": "$:/language/Docs/Fields/list-before",
"text": "Название заметки, перед которой эта заметка добавляется в упорядоченный список; если это поле создано и имеет пустое значение, то заметка добавляется в начало списка"
},
"$:/language/Docs/Fields/modified": {
"title": "$:/language/Docs/Fields/modified",
"text": "Дата последнего изменения заметки"
},
"$:/language/Docs/Fields/modifier": {
"title": "$:/language/Docs/Fields/modifier",
"text": "Имя редактора заметки"
},
"$:/language/Docs/Fields/name": {
"title": "$:/language/Docs/Fields/name",
"text": "Название плагина"
},
"$:/language/Docs/Fields/plugin-priority": {
"title": "$:/language/Docs/Fields/plugin-priority",
"text": "Число - приоритет плагина"
},
"$:/language/Docs/Fields/plugin-type": {
"title": "$:/language/Docs/Fields/plugin-type",
"text": "Тип плагина"
},
"$:/language/Docs/Fields/released": {
"title": "$:/language/Docs/Fields/released",
"text": "Дата выпуска TiddlyWiki"
},
"$:/language/Docs/Fields/revision": {
"title": "$:/language/Docs/Fields/revision",
"text": "Версия заметки на сервере"
},
"$:/language/Docs/Fields/source": {
"title": "$:/language/Docs/Fields/source",
"text": "Исходный URL связанный с заметкой"
},
"$:/language/Docs/Fields/subtitle": {
"title": "$:/language/Docs/Fields/subtitle",
"text": "Подзаголовок мастера"
},
"$:/language/Docs/Fields/tags": {
"title": "$:/language/Docs/Fields/tags",
"text": "Список меток связанный с заметкой"
},
"$:/language/Docs/Fields/text": {
"title": "$:/language/Docs/Fields/text",
"text": "Содержимое заметки"
},
"$:/language/Docs/Fields/title": {
"title": "$:/language/Docs/Fields/title",
"text": "Уникальное название заметки"
},
"$:/language/Docs/Fields/type": {
"title": "$:/language/Docs/Fields/type",
"text": "Тип содержимого заметки"
},
"$:/language/Docs/Fields/version": {
"title": "$:/language/Docs/Fields/version",
"text": "Версия плагина"
},
"$:/language/Docs/ModuleTypes/animation": {
"title": "$:/language/Docs/ModuleTypes/animation",
"text": "Анимации для виджета Reveal."
},
"$:/language/Docs/ModuleTypes/command": {
"title": "$:/language/Docs/ModuleTypes/command",
"text": "Команды, исполняемые Node.js."
},
"$:/language/Docs/ModuleTypes/config": {
"title": "$:/language/Docs/ModuleTypes/config",
"text": "Данные для вставки в `$tw.config`."
},
"$:/language/Docs/ModuleTypes/filteroperator": {
"title": "$:/language/Docs/ModuleTypes/filteroperator",
"text": "Отдельные методы операторов фильтра."
},
"$:/language/Docs/ModuleTypes/global": {
"title": "$:/language/Docs/ModuleTypes/global",
"text": "Глобальные данные для вставки в `$tw`."
},
"$:/language/Docs/ModuleTypes/isfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/isfilteroperator",
"text": "Операнды для оператора фильтра ''is''."
},
"$:/language/Docs/ModuleTypes/macro": {
"title": "$:/language/Docs/ModuleTypes/macro",
"text": "Макросы JavaScript."
},
"$:/language/Docs/ModuleTypes/parser": {
"title": "$:/language/Docs/ModuleTypes/parser",
"text": "Парсеры для разных типов содержимого."
},
"$:/language/Docs/ModuleTypes/saver": {
"title": "$:/language/Docs/ModuleTypes/saver",
"text": "Методы сохранения."
},
"$:/language/Docs/ModuleTypes/startup": {
"title": "$:/language/Docs/ModuleTypes/startup",
"text": "Функции, выполняемые при загрузке."
},
"$:/language/Docs/ModuleTypes/storyview": {
"title": "$:/language/Docs/ModuleTypes/storyview",
"text": "Настройка анимации и поведения виджета List."
},
"$:/language/Docs/ModuleTypes/tiddlerdeserializer": {
"title": "$:/language/Docs/ModuleTypes/tiddlerdeserializer",
"text": "Превращают разные типы содержимого в заметки."
},
"$:/language/Docs/ModuleTypes/tiddlerfield": {
"title": "$:/language/Docs/ModuleTypes/tiddlerfield",
"text": "Определяет поведение отдельных полей заметок."
},
"$:/language/Docs/ModuleTypes/tiddlermethod": {
"title": "$:/language/Docs/ModuleTypes/tiddlermethod",
"text": "Добавляет методы к прототипу заметки `$tw.Tiddler`."
},
"$:/language/Docs/ModuleTypes/upgrader": {
"title": "$:/language/Docs/ModuleTypes/upgrader",
"text": "Обработка заметок во время обновления/импорта."
},
"$:/language/Docs/ModuleTypes/utils": {
"title": "$:/language/Docs/ModuleTypes/utils",
"text": "Добавляет методы в `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/utils-node": {
"title": "$:/language/Docs/ModuleTypes/utils-node",
"text": "Добавляет специфичные для Node.js методы в `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/widget": {
"title": "$:/language/Docs/ModuleTypes/widget",
"text": "Виджеты отвечают за отображение и обновление DOM."
},
"$:/language/Docs/ModuleTypes/wikimethod": {
"title": "$:/language/Docs/ModuleTypes/wikimethod",
"text": "Добавляет методы в `$tw.Wiki`."
},
"$:/language/Docs/ModuleTypes/wikirule": {
"title": "$:/language/Docs/ModuleTypes/wikirule",
"text": "Отдельные правила для главного парсера WikiText."
},
"$:/language/Docs/PaletteColours/alert-background": {
"title": "$:/language/Docs/PaletteColours/alert-background",
"text": "Фон сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-border": {
"title": "$:/language/Docs/PaletteColours/alert-border",
"text": "Граница сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-highlight": {
"title": "$:/language/Docs/PaletteColours/alert-highlight",
"text": "Подсветка сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/alert-muted-foreground",
"text": "Приглушенный цвет текста сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/background": {
"title": "$:/language/Docs/PaletteColours/background",
"text": "Общий фон"
},
"$:/language/Docs/PaletteColours/blockquote-bar": {
"title": "$:/language/Docs/PaletteColours/blockquote-bar",
"text": "Оформление цитаты"
},
"$:/language/Docs/PaletteColours/button-background": {
"title": "$:/language/Docs/PaletteColours/button-background",
"text": "Фон кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/button-border": {
"title": "$:/language/Docs/PaletteColours/button-border",
"text": "Граница кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/button-foreground": {
"title": "$:/language/Docs/PaletteColours/button-foreground",
"text": "Цвет кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/code-background": {
"title": "$:/language/Docs/PaletteColours/code-background",
"text": "Фон блоков кода"
},
"$:/language/Docs/PaletteColours/code-border": {
"title": "$:/language/Docs/PaletteColours/code-border",
"text": "Граница блоков кода"
},
"$:/language/Docs/PaletteColours/code-foreground": {
"title": "$:/language/Docs/PaletteColours/code-foreground",
"text": "Цвет текста блоков кода"
},
"$:/language/Docs/PaletteColours/dirty-indicator": {
"title": "$:/language/Docs/PaletteColours/dirty-indicator",
"text": "Индикатор несохранённых изменений"
},
"$:/language/Docs/PaletteColours/download-background": {
"title": "$:/language/Docs/PaletteColours/download-background",
"text": "Фон кнопки Скачать"
},
"$:/language/Docs/PaletteColours/download-foreground": {
"title": "$:/language/Docs/PaletteColours/download-foreground",
"text": "Цвет текста кнопки Скачать"
},
"$:/language/Docs/PaletteColours/dragger-background": {
"title": "$:/language/Docs/PaletteColours/dragger-background",
"text": "Фон перетаскиваемой ссылки"
},
"$:/language/Docs/PaletteColours/dragger-foreground": {
"title": "$:/language/Docs/PaletteColours/dragger-foreground",
"text": "Цвет текста перетаскиваемой ссылки"
},
"$:/language/Docs/PaletteColours/dropdown-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-background",
"text": "Фон выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-border": {
"title": "$:/language/Docs/PaletteColours/dropdown-border",
"text": "Граница выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background",
"text": "Фон вкладок выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background-selected",
"text": "Фон выбранных вкладок выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropzone-background": {
"title": "$:/language/Docs/PaletteColours/dropzone-background",
"text": "Фон области перетаскивания"
},
"$:/language/Docs/PaletteColours/external-link-background": {
"title": "$:/language/Docs/PaletteColours/external-link-background",
"text": "фон внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-background-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-background-hover",
"text": "Фон внешней ссылки при наведении"
},
"$:/language/Docs/PaletteColours/external-link-background-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-background-visited",
"text": "Фон посещённой внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-foreground": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground",
"text": "Цвет текста внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-hover",
"text": "Цвет текста внешней ссылки при наведении"
},
"$:/language/Docs/PaletteColours/external-link-foreground-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-visited",
"text": "Цвет текста посещённой внешней ссылки"
},
"$:/language/Docs/PaletteColours/foreground": {
"title": "$:/language/Docs/PaletteColours/foreground",
"text": "Общий цвет текста"
},
"$:/language/Docs/PaletteColours/message-background": {
"title": "$:/language/Docs/PaletteColours/message-background",
"text": "Фон сообщений"
},
"$:/language/Docs/PaletteColours/message-border": {
"title": "$:/language/Docs/PaletteColours/message-border",
"text": "Граница сообщений"
},
"$:/language/Docs/PaletteColours/message-foreground": {
"title": "$:/language/Docs/PaletteColours/message-foreground",
"text": "Цвет текста сообщений"
},
"$:/language/Docs/PaletteColours/modal-backdrop": {
"title": "$:/language/Docs/PaletteColours/modal-backdrop",
"text": "Цвет фона за модальным окном"
},
"$:/language/Docs/PaletteColours/modal-background": {
"title": "$:/language/Docs/PaletteColours/modal-background",
"text": "Фон модального окна"
},
"$:/language/Docs/PaletteColours/modal-border": {
"title": "$:/language/Docs/PaletteColours/modal-border",
"text": "Граница модального окна"
},
"$:/language/Docs/PaletteColours/modal-footer-background": {
"title": "$:/language/Docs/PaletteColours/modal-footer-background",
"text": "Фон подвала модального окна"
},
"$:/language/Docs/PaletteColours/modal-footer-border": {
"title": "$:/language/Docs/PaletteColours/modal-footer-border",
"text": "Граница подвала модального окна"
},
"$:/language/Docs/PaletteColours/modal-header-border": {
"title": "$:/language/Docs/PaletteColours/modal-header-border",
"text": "Граница шапки модального окна"
},
"$:/language/Docs/PaletteColours/muted-foreground": {
"title": "$:/language/Docs/PaletteColours/muted-foreground",
"text": "Приглушенный цвет текста"
},
"$:/language/Docs/PaletteColours/notification-background": {
"title": "$:/language/Docs/PaletteColours/notification-background",
"text": "Фон уведомлений"
},
"$:/language/Docs/PaletteColours/notification-border": {
"title": "$:/language/Docs/PaletteColours/notification-border",
"text": "Граница уведомлений"
},
"$:/language/Docs/PaletteColours/page-background": {
"title": "$:/language/Docs/PaletteColours/page-background",
"text": "Фон страницы"
},
"$:/language/Docs/PaletteColours/pre-background": {
"title": "$:/language/Docs/PaletteColours/pre-background",
"text": "Фон неформатированного текста"
},
"$:/language/Docs/PaletteColours/pre-border": {
"title": "$:/language/Docs/PaletteColours/pre-border",
"text": "Граница неформатированного текста"
},
"$:/language/Docs/PaletteColours/primary": {
"title": "$:/language/Docs/PaletteColours/primary",
"text": "Первичный цвет"
},
"$:/language/Docs/PaletteColours/sidebar-button-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-button-foreground",
"text": "Цвет текста кнопок боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground",
"text": "Цвет элементов управления боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover",
"text": "Цвет элементов управления боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/sidebar-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground",
"text": "Цвет текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-foreground-shadow": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground-shadow",
"text": "Цвет тени текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground",
"text": "Приглушенный цвет текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover",
"text": "Приглушенный цвет текста на боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background",
"text": "Фон вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background-selected",
"text": "Фон выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border",
"text": "Граница вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border-selected",
"text": "Граница выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-divider": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-divider",
"text": "Разделитель вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground",
"text": "Цвет текста вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected",
"text": "Цвет текста выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground",
"text": "Цвет ссылок на заметки на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover",
"text": "Цвет ссылок на заметки на боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/site-title-foreground": {
"title": "$:/language/Docs/PaletteColours/site-title-foreground",
"text": "Цвет заголовка сайта"
},
"$:/language/Docs/PaletteColours/static-alert-foreground": {
"title": "$:/language/Docs/PaletteColours/static-alert-foreground",
"text": "Цвет текста статической версии сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/tab-background": {
"title": "$:/language/Docs/PaletteColours/tab-background",
"text": "Фон вкладок"
},
"$:/language/Docs/PaletteColours/tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/tab-background-selected",
"text": "Фон выбранных вкладок"
},
"$:/language/Docs/PaletteColours/tab-border": {
"title": "$:/language/Docs/PaletteColours/tab-border",
"text": "Граница вкладок"
},
"$:/language/Docs/PaletteColours/tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/tab-border-selected",
"text": "Граница выбранных вкладок"
},
"$:/language/Docs/PaletteColours/tab-divider": {
"title": "$:/language/Docs/PaletteColours/tab-divider",
"text": "Разделитель вкладок"
},
"$:/language/Docs/PaletteColours/tab-foreground": {
"title": "$:/language/Docs/PaletteColours/tab-foreground",
"text": "Цвет текста вкладок"
},
"$:/language/Docs/PaletteColours/tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tab-foreground-selected",
"text": "Цвет текста выбранных вкладок"
},
"$:/language/Docs/PaletteColours/table-border": {
"title": "$:/language/Docs/PaletteColours/table-border",
"text": "Граница таблиц"
},
"$:/language/Docs/PaletteColours/table-footer-background": {
"title": "$:/language/Docs/PaletteColours/table-footer-background",
"text": "Фон подвала таблиц"
},
"$:/language/Docs/PaletteColours/table-header-background": {
"title": "$:/language/Docs/PaletteColours/table-header-background",
"text": "Фон шапки таблиц"
},
"$:/language/Docs/PaletteColours/tag-background": {
"title": "$:/language/Docs/PaletteColours/tag-background",
"text": "Фон меток"
},
"$:/language/Docs/PaletteColours/tag-foreground": {
"title": "$:/language/Docs/PaletteColours/tag-foreground",
"text": "Цвет текста меток"
},
"$:/language/Docs/PaletteColours/tiddler-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-background",
"text": "Фон заметок"
},
"$:/language/Docs/PaletteColours/tiddler-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-border",
"text": "Граница заметок"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground",
"text": "Цвет элементов управления заметки"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover",
"text": "Цвет элементов управления заметки при наведении"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected",
"text": "Цвет выбранных элементов управления заметки"
},
"$:/language/Docs/PaletteColours/tiddler-editor-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-background",
"text": "Фон редактора заметок"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border",
"text": "Граница редактора заметок"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border-image": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border-image",
"text": "Граница редактора изображений"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-even": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-even",
"text": "Фон четных полей"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-odd": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-odd",
"text": "Фон нечётных полей"
},
"$:/language/Docs/PaletteColours/tiddler-info-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-background",
"text": "Фон информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-info-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-border",
"text": "Граница информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-info-tab-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-tab-background",
"text": "Фон вкладок информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-link-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-background",
"text": "Фон ссылок на заметку"
},
"$:/language/Docs/PaletteColours/tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-foreground",
"text": "Цвет текста ссылок на заметку"
},
"$:/language/Docs/PaletteColours/tiddler-subtitle-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-subtitle-foreground",
"text": "Цвет текста подзаголовка заметки"
},
"$:/language/Docs/PaletteColours/tiddler-title-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-title-foreground",
"text": "Цвет текста заголовка заметки"
},
"$:/language/Docs/PaletteColours/toolbar-cancel-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-cancel-button",
"text": "Цвет кнопки 'отменить'"
},
"$:/language/Docs/PaletteColours/toolbar-close-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-close-button",
"text": "Цвет кнопки 'закрыть'"
},
"$:/language/Docs/PaletteColours/toolbar-delete-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-delete-button",
"text": "Цвет кнопки 'удалить'"
},
"$:/language/Docs/PaletteColours/toolbar-done-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-done-button",
"text": "Цвет кнопки 'готово'"
},
"$:/language/Docs/PaletteColours/toolbar-edit-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-edit-button",
"text": "Цвет кнопки 'редактировать'"
},
"$:/language/Docs/PaletteColours/toolbar-info-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-info-button",
"text": "Цвет кнопки 'информация'"
},
"$:/language/Docs/PaletteColours/toolbar-new-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-new-button",
"text": "Цвет кнопки 'создать'"
},
"$:/language/Docs/PaletteColours/toolbar-options-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-options-button",
"text": "Цвет кнопки 'настройки'"
},
"$:/language/Docs/PaletteColours/toolbar-save-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-save-button",
"text": "Цвет кнопки 'сохранить'"
},
"$:/language/Docs/PaletteColours/untagged-background": {
"title": "$:/language/Docs/PaletteColours/untagged-background",
"text": "Фон метки 'без метки'"
},
"$:/language/Docs/PaletteColours/very-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/very-muted-foreground",
"text": "Очень приглушенный цвет текста"
},
"$:/language/EditTemplate/Body/External/Hint": {
"title": "$:/language/EditTemplate/Body/External/Hint",
"text": "Содержимое этой заметки находится вне TiddlyWiki. Но вы можете редактировать метки и поля"
},
"$:/language/EditTemplate/Body/Placeholder": {
"title": "$:/language/EditTemplate/Body/Placeholder",
"text": "Введите текст заметки"
},
"$:/language/EditTemplate/Field/Remove/Caption": {
"title": "$:/language/EditTemplate/Field/Remove/Caption",
"text": "удалить поле"
},
"$:/language/EditTemplate/Field/Remove/Hint": {
"title": "$:/language/EditTemplate/Field/Remove/Hint",
"text": "Удалить поле"
},
"$:/language/EditTemplate/Fields/Add/Button": {
"title": "$:/language/EditTemplate/Fields/Add/Button",
"text": "добавить"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/System": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/System",
"text": "Системные поля"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/User": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/User",
"text": "Пользовательские поля"
},
"$:/language/EditTemplate/Fields/Add/Name/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Name/Placeholder",
"text": "название поля"
},
"$:/language/EditTemplate/Fields/Add/Prompt": {
"title": "$:/language/EditTemplate/Fields/Add/Prompt",
"text": "Добавить новое поле:"
},
"$:/language/EditTemplate/Fields/Add/Value/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Value/Placeholder",
"text": "значение"
},
"$:/language/EditTemplate/Shadow/OverriddenWarning": {
"title": "$:/language/EditTemplate/Shadow/OverriddenWarning",
"text": "Это переопределённая встроенная заметка. Для восстановления стандартного значения просто удалите её"
},
"$:/language/EditTemplate/Shadow/Warning": {
"title": "$:/language/EditTemplate/Shadow/Warning",
"text": "Это встроенная заметка. Любое изменение переопределит стандартное значение"
},
"$:/language/EditTemplate/Tags/Add/Button": {
"title": "$:/language/EditTemplate/Tags/Add/Button",
"text": "добавить"
},
"$:/language/EditTemplate/Tags/Add/Placeholder": {
"title": "$:/language/EditTemplate/Tags/Add/Placeholder",
"text": "название метки"
},
"$:/language/EditTemplate/Tags/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Caption",
"text": "список меток"
},
"$:/language/EditTemplate/Tags/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Hint",
"text": "Показать список меток"
},
"$:/language/EditTemplate/Type/Delete/Caption": {
"title": "$:/language/EditTemplate/Type/Delete/Caption",
"text": "удалить тип содержимого"
},
"$:/language/EditTemplate/Type/Delete/Hint": {
"title": "$:/language/EditTemplate/Type/Delete/Hint",
"text": "Удалить тип содержимого"
},
"$:/language/EditTemplate/Type/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Type/Dropdown/Caption",
"text": "список типов содержимого"
},
"$:/language/EditTemplate/Type/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Type/Dropdown/Hint",
"text": "Показать список типов содержимого"
},
"$:/language/EditTemplate/Type/Placeholder": {
"title": "$:/language/EditTemplate/Type/Placeholder",
"text": "тип содержимого"
},
"$:/language/EditTemplate/Type/Prompt": {
"title": "$:/language/EditTemplate/Type/Prompt",
"text": "Тип:"
},
"$:/language/Exporters/StaticRiver": {
"title": "$:/language/Exporters/StaticRiver",
"text": "Показываемые заметки в виде статического HTML файла"
},
"$:/language/Exporters/JsonFile": {
"title": "$:/language/Exporters/JsonFile",
"text": "Заметки в формате JSON"
},
"$:/language/Exporters/CsvFile": {
"title": "$:/language/Exporters/CsvFile",
"text": "Заметки в формате CSV"
},
"$:/language/Exporters/TidFile": {
"title": "$:/language/Exporters/TidFile",
"text": "Одна заметка в формате \".tid\""
},
"$:/language/Filters/AllTags": {
"title": "$:/language/Filters/AllTags",
"text": "Все метки, кроме системных"
},
"$:/language/Filters/AllTiddlers": {
"title": "$:/language/Filters/AllTiddlers",
"text": "Все заметки, кроме системных"
},
"$:/language/Filters/Drafts": {
"title": "$:/language/Filters/Drafts",
"text": "Черновики"
},
"$:/language/Filters/Missing": {
"title": "$:/language/Filters/Missing",
"text": "Отсутствующие заметки"
},
"$:/language/Filters/Orphans": {
"title": "$:/language/Filters/Orphans",
"text": "Потерянные заметки"
},
"$:/language/Filters/OverriddenShadowTiddlers": {
"title": "$:/language/Filters/OverriddenShadowTiddlers",
"text": "Переопределённые встроенные заметки"
},
"$:/language/Filters/RecentSystemTiddlers": {
"title": "$:/language/Filters/RecentSystemTiddlers",
"text": "Недавно измененные заметки, включая системные"
},
"$:/language/Filters/RecentTiddlers": {
"title": "$:/language/Filters/RecentTiddlers",
"text": "Недавно измененные заметки"
},
"$:/language/Filters/ShadowTiddlers": {
"title": "$:/language/Filters/ShadowTiddlers",
"text": "Встроенные заметки"
},
"$:/language/Filters/SystemTags": {
"title": "$:/language/Filters/SystemTags",
"text": "Системные метки"
},
"$:/language/Filters/SystemTiddlers": {
"title": "$:/language/Filters/SystemTiddlers",
"text": "Системные заметки"
},
"$:/language/Filters/TypedTiddlers": {
"title": "$:/language/Filters/TypedTiddlers",
"text": "Не вики-текстовые тиддлеры"
},
"GettingStarted": {
"title": "GettingStarted",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\nДобро пожаловать в ~TiddlyWiki, нелинейную личную сетевую записную книжку.\n\nДля начала убедитесь, что у вас работает сохранение - подробные инструкции на https://tiddlywiki.com/.\n\nЗатем вы можете:\n\n* Создать новые заметки, используя кнопку 'плюс' на боковой панели\n* Зайти в панель управления, используя кнопку с изображением 'шестерёнки' на боковой панели и настроить TiddlyWiki на свой вкус\n** Убрать это сообщение, изменив настройку 'заметки по умолчанию' на вкладке Основные\n* Сохранить изменения при помощи кнопки 'скачать' на боковой панели\n* Изучить подробнее WikiText\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit-text tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"
},
"$:/language/Import/Listing/Cancel/Caption": {
"title": "$:/language/Import/Listing/Cancel/Caption",
"text": "Отмена"
},
"$:/language/Import/Listing/Hint": {
"title": "$:/language/Import/Listing/Hint",
"text": "Импортируемые заметки:"
},
"$:/language/Import/Listing/Import/Caption": {
"title": "$:/language/Import/Listing/Import/Caption",
"text": "Импортировать"
},
"$:/language/Import/Listing/Select/Caption": {
"title": "$:/language/Import/Listing/Select/Caption",
"text": "Выбор"
},
"$:/language/Import/Listing/Status/Caption": {
"title": "$:/language/Import/Listing/Status/Caption",
"text": "Примечание"
},
"$:/language/Import/Listing/Title/Caption": {
"title": "$:/language/Import/Listing/Title/Caption",
"text": "Название"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible",
"text": "Заблокированный несовместимый или устаревший плагин"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Version": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Version",
"text": "Заблокированный плагин (импотируемый <<incoming>> старее существующего <<existing>>)"
},
"$:/language/Import/Upgrader/Plugins/Upgraded": {
"title": "$:/language/Import/Upgrader/Plugins/Upgraded",
"text": "Обновляемый плагин с версии <<incoming>> до <<upgraded>>"
},
"$:/language/Import/Upgrader/State/Suppressed": {
"title": "$:/language/Import/Upgrader/State/Suppressed",
"text": "Заблокированная временная внутренняя заметка"
},
"$:/language/Import/Upgrader/System/Suppressed": {
"title": "$:/language/Import/Upgrader/System/Suppressed",
"text": "Заблокированная системная заметка"
},
"$:/language/Import/Upgrader/ThemeTweaks/Created": {
"title": "$:/language/Import/Upgrader/ThemeTweaks/Created",
"text": "Импортированная настройка темы из <$text text=<<from>>/>"
},
"$:/language/BinaryWarning/Prompt": {
"title": "$:/language/BinaryWarning/Prompt",
"text": "Эта заметка содержит двоичные данные"
},
"$:/language/ClassicWarning/Hint": {
"title": "$:/language/ClassicWarning/Hint",
"text": "Эта заметка написана в формате TiddlyWiki Classic WikiText, который не совместим с TiddlyWiki 5. Подробнее: https://tiddlywiki.com/static/Upgrading.html"
},
"$:/language/ClassicWarning/Upgrade/Caption": {
"title": "$:/language/ClassicWarning/Upgrade/Caption",
"text": "обновление"
},
"$:/language/CloseAll/Button": {
"title": "$:/language/CloseAll/Button",
"text": "закрыть все"
},
"$:/language/ConfirmCancelTiddler": {
"title": "$:/language/ConfirmCancelTiddler",
"text": "Отменить изменения заметки \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmDeleteTiddler": {
"title": "$:/language/ConfirmDeleteTiddler",
"text": "Удалить заметку \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmEditShadowTiddler": {
"title": "$:/language/ConfirmEditShadowTiddler",
"text": "Вы собираетесь редактировать встроенную заметку. Любое изменение переопределит стандартное значение и может привести к проблемам при обновлении TiddlyWiki. Вы действительно хотите редактировать \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmOverwriteTiddler": {
"title": "$:/language/ConfirmOverwriteTiddler",
"text": "Заменить заметку \"<$text text=<<title>>/>\"?"
},
"$:/language/Count": {
"title": "$:/language/Count",
"text": "номер"
},
"$:/language/DefaultNewTiddlerTitle": {
"title": "$:/language/DefaultNewTiddlerTitle",
"text": "Новая заметка"
},
"$:/language/DropMessage": {
"title": "$:/language/DropMessage",
"text": "Перетащите сюда (или нажмите escape для отмены)"
},
"$:/language/Encryption/Cancel": {
"title": "$:/language/Encryption/Cancel",
"text": "Отмена"
},
"$:/language/Encryption/ConfirmClearPassword": {
"title": "$:/language/Encryption/ConfirmClearPassword",
"text": "Вы действительно хотите сбросить пароль? Это действие отменит шифрование при следующем сохранении"
},
"$:/language/Encryption/Password": {
"title": "$:/language/Encryption/Password",
"text": "Пароль"
},
"$:/language/Encryption/PasswordNoMatch": {
"title": "$:/language/Encryption/PasswordNoMatch",
"text": "Пароли не совпадают"
},
"$:/language/Encryption/PromptSetPassword": {
"title": "$:/language/Encryption/PromptSetPassword",
"text": "Установить новый пароль для TiddlyWiki"
},
"$:/language/Encryption/RepeatPassword": {
"title": "$:/language/Encryption/RepeatPassword",
"text": "Повторите пароль"
},
"$:/language/Encryption/SetPassword": {
"title": "$:/language/Encryption/SetPassword",
"text": "Введите пароль"
},
"$:/language/Encryption/Username": {
"title": "$:/language/Encryption/Username",
"text": "Имя пользователя"
},
"$:/language/InvalidFieldName": {
"title": "$:/language/InvalidFieldName",
"text": "Недопустимые символы в названии поля \"<$text text=<<fieldName>>/>\". Поля могут содержать только латинские буквы нижнего регистра, цифры и символы: подчеркивание (`_`), дефис (`-`) и точку (`.`)"
},
"$:/language/MissingTiddler/Hint": {
"title": "$:/language/MissingTiddler/Hint",
"text": "Заметка \"<$text text=<<currentTiddler>>/>\" отсутствует - нажмите {{||$:/core/ui/Buttons/edit}} чтобы её создать"
},
"$:/language/OfficialPluginLibrary": {
"title": "$:/language/OfficialPluginLibrary",
"text": "Официальная Библиотека Плагинов ~TiddlyWiki"
},
"$:/language/PluginReloadWarning": {
"title": "$:/language/PluginReloadWarning",
"text": "Пожалуйста, сохраните {{$:/core/ui/Buttons/save-wiki}} и перезапустите {{$:/core/ui/Buttons/refresh}} вики, чтобы изменения в плагинах возымели эффект."
},
"$:/language/RecentChanges/DateFormat": {
"title": "$:/language/RecentChanges/DateFormat",
"text": "DD MMM YYYY"
},
"$:/language/SystemTiddler/Tooltip": {
"title": "$:/language/SystemTiddler/Tooltip",
"text": "Это системная заметка"
},
"$:/language/TagManager/Colour/Heading": {
"title": "$:/language/TagManager/Colour/Heading",
"text": "Цвет"
},
"$:/language/TagManager/Count/Heading": {
"title": "$:/language/TagManager/Count/Heading",
"text": "Номер"
},
"$:/language/TagManager/Icon/Heading": {
"title": "$:/language/TagManager/Icon/Heading",
"text": "Значок"
},
"$:/language/TagManager/Info/Heading": {
"title": "$:/language/TagManager/Info/Heading",
"text": "Детали"
},
"$:/language/TagManager/Tag/Heading": {
"title": "$:/language/TagManager/Tag/Heading",
"text": "Метка"
},
"$:/language/UnsavedChangesWarning": {
"title": "$:/language/UnsavedChangesWarning",
"text": "Изменения TiddlyWiki не сохранены"
},
"$:/language/Modals/Download": {
"title": "$:/language/Modals/Download",
"type": "text/vnd.tiddlywiki",
"subtitle": "Скачать изменения",
"footer": "<$button message=\"tm-close-tiddler\">Закрыть</$button>",
"help": "https://tiddlywiki.com/static/DownloadingChanges.html",
"text": "Ваш браузер поддерживает только ручное сохранение.\n\nЧтобы сохранить измененную ~TiddlyWiki, щёлкните правой кнопкой мыши по ссылке ниже и выберите \"Скачать файл\" или \"Сохранить файл\", затем выберите расположение и имя файла.\n\n//Вы можете заметно ускорить этот процесс, щёлкнув по ссылке с нажатой клавишей Control (Windows) или Options/Alt (Mac OS X). У вас не спросят расположение и имя файла, возможно, имя будет неузнаваемым -- также может понадобиться добавить расширение `.html` к имени файла.//\n\nНа смартфонах, которые на позволяют скачивать файлы, можно поместить ссылку в закладки, затем синхронизировать закладки с компьютером, где ~TiddlyWiki можно сохранить обычным методом.\n"
},
"$:/language/Modals/SaveInstructions": {
"title": "$:/language/Modals/SaveInstructions",
"type": "text/vnd.tiddlywiki",
"subtitle": "Сохраните свою работу",
"footer": "<$button message=\"tm-close-tiddler\">Закрыть</$button>",
"help": "https://tiddlywiki.com/static/SavingChanges.html",
"text": "Изменения должны быть сохранены в виде HTML файла ~TiddlyWiki.\n\n!!! На компьютере\n\n# Нажмите ''Сохранить как'' в меню ''Файл''\n# Выберите название и расположение файла\n#* Иногда требуется также явно указать формат сохраняемого файла: ''Веб-страница, только HTML'' или подобный\n# Закройте эту вкладку\n\n!!! На смартфоне\n\n# Поместите эту страницу в закладки\n#* Если у вас настроен iCloud или Google Sync, тогда закладка автоматически синхронизируется с компьютером, и вы сможете открыть её и сохранить по инструкции для компьютеров\n# Закройте эту вкладку\n\n//При открытии закладки в Mobile Safari вы снова увидите это сообщение. Если вы хотите продолжить работу с файлом, нажмите на кнопку ''Закрыть'' ниже//\n"
},
"$:/config/NewJournal/Tags": {
"title": "$:/config/NewJournal/Tags",
"text": "Дневник"
},
"$:/config/NewJournal/Title": {
"title": "$:/config/NewJournal/Title",
"text": "DD MMM YYYY"
},
"$:/language/Notifications/Save/Done": {
"title": "$:/language/Notifications/Save/Done",
"text": "Успешно сохранено"
},
"$:/language/Notifications/Save/Starting": {
"title": "$:/language/Notifications/Save/Starting",
"text": "Идёт сохранение"
},
"$:/language/Search/DefaultResults/Caption": {
"title": "$:/language/Search/DefaultResults/Caption",
"text": "Список"
},
"$:/language/Search/Filter/Caption": {
"title": "$:/language/Search/Filter/Caption",
"text": "Фильтр"
},
"$:/language/Search/Filter/Hint": {
"title": "$:/language/Search/Filter/Hint",
"text": "Поиск с помощью [[фильтров|https://tiddlywiki.com/static/Filters.html]]"
},
"$:/language/Search/Filter/Matches": {
"title": "$:/language/Search/Filter/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Matches": {
"title": "$:/language/Search/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Shadows/Caption": {
"title": "$:/language/Search/Shadows/Caption",
"text": "Встроенные"
},
"$:/language/Search/Shadows/Hint": {
"title": "$:/language/Search/Shadows/Hint",
"text": "Поиск встроенных заметок"
},
"$:/language/Search/Shadows/Matches": {
"title": "$:/language/Search/Shadows/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Standard/Caption": {
"title": "$:/language/Search/Standard/Caption",
"text": "Обычные"
},
"$:/language/Search/Standard/Hint": {
"title": "$:/language/Search/Standard/Hint",
"text": "Поиск обычных заметок"
},
"$:/language/Search/Standard/Matches": {
"title": "$:/language/Search/Standard/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/System/Caption": {
"title": "$:/language/Search/System/Caption",
"text": "Системные"
},
"$:/language/Search/System/Hint": {
"title": "$:/language/Search/System/Hint",
"text": "Поиск системных заметок"
},
"$:/language/Search/System/Matches": {
"title": "$:/language/Search/System/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/SideBar/All/Caption": {
"title": "$:/language/SideBar/All/Caption",
"text": "Все"
},
"$:/language/SideBar/Contents/Caption": {
"title": "$:/language/SideBar/Contents/Caption",
"text": "Оглавление"
},
"$:/language/SideBar/Drafts/Caption": {
"title": "$:/language/SideBar/Drafts/Caption",
"text": "Черновики"
},
"$:/language/SideBar/Missing/Caption": {
"title": "$:/language/SideBar/Missing/Caption",
"text": "Отсутствующие"
},
"$:/language/SideBar/More/Caption": {
"title": "$:/language/SideBar/More/Caption",
"text": "Ещё"
},
"$:/language/SideBar/Open/Caption": {
"title": "$:/language/SideBar/Open/Caption",
"text": "Открытые"
},
"$:/language/SideBar/Orphans/Caption": {
"title": "$:/language/SideBar/Orphans/Caption",
"text": "Потерянные"
},
"$:/language/SideBar/Recent/Caption": {
"title": "$:/language/SideBar/Recent/Caption",
"text": "Последние"
},
"$:/language/SideBar/Shadows/Caption": {
"title": "$:/language/SideBar/Shadows/Caption",
"text": "Встроенные"
},
"$:/language/SideBar/System/Caption": {
"title": "$:/language/SideBar/System/Caption",
"text": "Системные"
},
"$:/language/SideBar/Tags/Caption": {
"title": "$:/language/SideBar/Tags/Caption",
"text": "Метки"
},
"$:/language/SideBar/Tags/Untagged/Caption": {
"title": "$:/language/SideBar/Tags/Untagged/Caption",
"text": "без метки"
},
"$:/language/SideBar/Tools/Caption": {
"title": "$:/language/SideBar/Tools/Caption",
"text": "Инструменты"
},
"$:/language/SideBar/Types/Caption": {
"title": "$:/language/SideBar/Types/Caption",
"text": "Типы"
},
"$:/SiteSubtitle": {
"title": "$:/SiteSubtitle",
"text": "нелинейная личная сетевая записная книжка"
},
"$:/SiteTitle": {
"title": "$:/SiteTitle",
"text": "Моя ~TiddlyWiki"
},
"$:/language/TiddlerInfo/Advanced/Caption": {
"title": "$:/language/TiddlerInfo/Advanced/Caption",
"text": "Расширенные"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint",
"text": "нет"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Heading",
"text": "Сведения о плагине"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Hint",
"text": "Плагин содержит следующие встроенные заметки:"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading",
"text": "Встроенность"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint",
"text": "Заметка <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> не является встроенной"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint",
"text": "Она переопределена обычной заметкой"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint",
"text": "Заметка <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> является встроенной"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source",
"text": "Она принадлежит плагину <$link to=<<pluginTiddler>>><$text text=<<pluginTiddler>>/></$link>"
},
"$:/language/TiddlerInfo/Fields/Caption": {
"title": "$:/language/TiddlerInfo/Fields/Caption",
"text": "Поля"
},
"$:/language/TiddlerInfo/List/Caption": {
"title": "$:/language/TiddlerInfo/List/Caption",
"text": "Список"
},
"$:/language/TiddlerInfo/List/Empty": {
"title": "$:/language/TiddlerInfo/List/Empty",
"text": "У этой заметки нет списка"
},
"$:/language/TiddlerInfo/Listed/Caption": {
"title": "$:/language/TiddlerInfo/Listed/Caption",
"text": "В списках"
},
"$:/language/TiddlerInfo/Listed/Empty": {
"title": "$:/language/TiddlerInfo/Listed/Empty",
"text": "Этой заметки нет в списках"
},
"$:/language/TiddlerInfo/References/Caption": {
"title": "$:/language/TiddlerInfo/References/Caption",
"text": "Ссылки"
},
"$:/language/TiddlerInfo/References/Empty": {
"title": "$:/language/TiddlerInfo/References/Empty",
"text": "Другие заметки не ссылаются на эту"
},
"$:/language/TiddlerInfo/Tagging/Caption": {
"title": "$:/language/TiddlerInfo/Tagging/Caption",
"text": "Отмеченные"
},
"$:/language/TiddlerInfo/Tagging/Empty": {
"title": "$:/language/TiddlerInfo/Tagging/Empty",
"text": "Нет заметок, отмеченных этой"
},
"$:/language/TiddlerInfo/Tools/Caption": {
"title": "$:/language/TiddlerInfo/Tools/Caption",
"text": "Инструменты"
},
"$:/language/Docs/Types/application/javascript": {
"title": "$:/language/Docs/Types/application/javascript",
"description": "JavaScript code",
"name": "application/javascript",
"group": "Разработка"
},
"$:/language/Docs/Types/application/json": {
"title": "$:/language/Docs/Types/application/json",
"description": "JSON data",
"name": "application/json",
"group": "Разработка"
},
"$:/language/Docs/Types/application/x-tiddler-dictionary": {
"title": "$:/language/Docs/Types/application/x-tiddler-dictionary",
"description": "Data dictionary",
"name": "application/x-tiddler-dictionary",
"group": "Разработка"
},
"$:/language/Docs/Types/image/gif": {
"title": "$:/language/Docs/Types/image/gif",
"description": "GIF изображение",
"name": "image/gif",
"group": "Изображение"
},
"$:/language/Docs/Types/image/jpeg": {
"title": "$:/language/Docs/Types/image/jpeg",
"description": "JPEG изображение",
"name": "image/jpeg",
"group": "Изображение"
},
"$:/language/Docs/Types/image/png": {
"title": "$:/language/Docs/Types/image/png",
"description": "PNG изображение",
"name": "image/png",
"group": "Изображение"
},
"$:/language/Docs/Types/image/svg+xml": {
"title": "$:/language/Docs/Types/image/svg+xml",
"description": "SVG изображение",
"name": "image/svg+xml",
"group": "Изображение"
},
"$:/language/Docs/Types/image/x-icon": {
"title": "$:/language/Docs/Types/image/x-icon",
"description": "ICO значок",
"name": "image/x-icon",
"group": "Изображение"
},
"$:/language/Docs/Types/text/css": {
"title": "$:/language/Docs/Types/text/css",
"description": "Static stylesheet",
"name": "text/css",
"group": "Разработка"
},
"$:/language/Docs/Types/text/html": {
"title": "$:/language/Docs/Types/text/html",
"description": "HTML разметка",
"name": "text/html",
"group": "Текст"
},
"$:/language/Docs/Types/text/plain": {
"title": "$:/language/Docs/Types/text/plain",
"description": "Обычный текст",
"name": "text/plain",
"group": "Текст"
},
"$:/language/Docs/Types/text/vnd.tiddlywiki": {
"title": "$:/language/Docs/Types/text/vnd.tiddlywiki",
"description": "TiddlyWiki 5",
"name": "text/vnd.tiddlywiki",
"group": "Текст"
},
"$:/language/Docs/Types/text/x-tiddlywiki": {
"title": "$:/language/Docs/Types/text/x-tiddlywiki",
"description": "TiddlyWiki Classic",
"name": "text/x-tiddlywiki",
"group": "Текст"
},
"$:/languages/ru-RU/icon": {
"title": "$:/languages/ru-RU/icon",
"type": "image/svg+xml",
"text": "<?xml version=\"1.0\" encoding=\"UTF-8\"?>\n<svg xmlns=\"http://www.w3.org/2000/svg\" viewBox=\"0 0 9 6\" width=\"900\" height=\"600\">\n<rect width=\"9\" height=\"6\" fill=\"#D52B1E\"/>\n<rect width=\"9\" height=\"4\" fill=\"#0039A6\"/>\n<rect width=\"9\" height=\"2\" fill=\"#FFF\"/>\n<path d=\"m0,0h9v6H0z\" stroke=\"#a0a0a0\" stroke-width=\".1\" fill=\"none\"/>\n</svg>"
}
}
}
Персональная мобильная обучающая среда 5118 вар. 20191203
$:/themes/tiddlywiki/vanilla/themetweaks
$:/core/ui/ControlPanel/Basics
$:/core/ui/ControlPanel/Plugins/Installed/Plugins
$:/core/ui/ControlPanel/EditorTypes
$:/core/ui/ControlPanel/Plugins/Add/Languages
$:/core/ui/ControlPanel/Info
{
"tiddlers": {
"$:/info/browser": {
"title": "$:/info/browser",
"text": "yes"
},
"$:/info/node": {
"title": "$:/info/node",
"text": "no"
},
"$:/info/url/full": {
"title": "$:/info/url/full",
"text": "http://x919232q.bget.ru/wp-content/uploads/2019/12/PMLE4-1.html"
},
"$:/info/url/host": {
"title": "$:/info/url/host",
"text": "x919232q.bget.ru"
},
"$:/info/url/hostname": {
"title": "$:/info/url/hostname",
"text": "x919232q.bget.ru"
},
"$:/info/url/protocol": {
"title": "$:/info/url/protocol",
"text": "http:"
},
"$:/info/url/port": {
"title": "$:/info/url/port",
"text": ""
},
"$:/info/url/pathname": {
"title": "$:/info/url/pathname",
"text": "/wp-content/uploads/2019/12/PMLE4-1.html"
},
"$:/info/url/search": {
"title": "$:/info/url/search",
"text": ""
},
"$:/info/url/origin": {
"title": "$:/info/url/origin",
"text": "http://x919232q.bget.ru"
},
"$:/info/browser/screen/width": {
"title": "$:/info/browser/screen/width",
"text": "1920"
},
"$:/info/browser/screen/height": {
"title": "$:/info/browser/screen/height",
"text": "1080"
}
}
}
{
"tiddlers": {
"$:/themes/tiddlywiki/snowwhite/base": {
"title": "$:/themes/tiddlywiki/snowwhite/base",
"tags": "[[$:/tags/Stylesheet]]",
"text": "\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\n.tc-sidebar-header {\n\ttext-shadow: 0 1px 0 <<colour sidebar-foreground-shadow>>;\n}\n\n.tc-tiddler-info {\n\t<<box-shadow \"inset 1px 2px 3px rgba(0,0,0,0.1)\">>\n}\n\n@media screen {\n\t.tc-tiddler-frame {\n\t\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n\t}\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\t<<box-shadow none>>\n\t}\n}\n\n.tc-page-controls button svg, .tc-tiddler-controls button svg, .tc-topbar button svg {\n\t<<transition \"fill 150ms ease-in-out\">>\n}\n\n.tc-tiddler-controls button.tc-selected,\n.tc-page-controls button.tc-selected {\n\t<<filter \"drop-shadow(0px -1px 2px rgba(0,0,0,0.25))\">>\n}\n\n.tc-tiddler-frame input.tc-edit-texteditor {\n\t<<box-shadow \"inset 0 1px 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-edit-tags {\n\t<<box-shadow \"inset 0 1px 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-tiddler-frame .tc-edit-tags input.tc-edit-texteditor {\n\t<<box-shadow \"none\">>\n\tborder: none;\n\toutline: none;\n}\n\ntextarea.tc-edit-texteditor {\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/editorfontfamily}};\n}\n\ncanvas.tc-edit-bitmapeditor {\n\t<<box-shadow \"2px 2px 5px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-drop-down {\n\tborder-radius: 4px;\n\t<<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-block-dropdown {\n\tborder-radius: 4px;\n\t<<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-modal {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.3)\">>\n}\n\n.tc-modal-footer {\n\tborder-radius: 0 0 6px 6px;\n\t<<box-shadow \"inset 0 1px 0 #fff\">>;\n}\n\n\n.tc-alert {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.6)\">>\n}\n\n.tc-notification {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.3)\">>\n\ttext-shadow: 0 1px 0 rgba(255,255,255, 0.8);\n}\n\n.tc-sidebar-lists .tc-tab-set .tc-tab-divider {\n\tborder-top: none;\n\theight: 1px;\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.15) 0%, rgba(0,0,0,0.0) 100%\">>\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.01) 0%, rgba(0,0,0,0.1) 100%\">>\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button.tc-tab-selected {\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.05) 0%, rgba(255,255,255,0.05) 100%\">>\n}\n\n.tc-message-box img {\n\t<<box-shadow \"1px 1px 3px rgba(0,0,0,0.5)\">>\n}\n\n.tc-plugin-info {\n\t<<box-shadow \"1px 1px 3px rgba(0,0,0,0.5)\">>\n}\n"
}
}
}
{
"tiddlers": {
"$:/themes/tiddlywiki/vanilla/themetweaks": {
"title": "$:/themes/tiddlywiki/vanilla/themetweaks",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ThemeTweaks/ThemeTweaks}}",
"text": "\\define lingo-base() $:/language/ThemeTweaks/\n\n\\define replacement-text()\n[img[$(imageTitle)$]]\n\\end\n\n\\define backgroundimage-dropdown()\n<div class=\"tc-drop-down-wrapper\">\n<$button popup=<<qualify \"$:/state/popup/themetweaks/backgroundimage\">> class=\"tc-btn-invisible tc-btn-dropdown\">{{$:/core/images/down-arrow}}</$button>\n<$reveal state=<<qualify \"$:/state/popup/themetweaks/backgroundimage\">> type=\"popup\" position=\"belowleft\" text=\"\" default=\"\">\n<div class=\"tc-drop-down\">\n<$macrocall $name=\"image-picker\" actions=\"\"\"\n\n<$action-setfield\n\t$tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\"\n\t$value=<<imageTitle>>\n/>\n\n\"\"\"/>\n</div>\n</$reveal>\n</div>\n\\end\n\n\\define backgroundimageattachment-dropdown()\n<$select tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment\" default=\"scroll\">\n<option value=\"scroll\"><<lingo Settings/BackgroundImageAttachment/Scroll>></option>\n<option value=\"fixed\"><<lingo Settings/BackgroundImageAttachment/Fixed>></option>\n</$select>\n\\end\n\n\\define backgroundimagesize-dropdown()\n<$select tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize\" default=\"scroll\">\n<option value=\"auto\"><<lingo Settings/BackgroundImageSize/Auto>></option>\n<option value=\"cover\"><<lingo Settings/BackgroundImageSize/Cover>></option>\n<option value=\"contain\"><<lingo Settings/BackgroundImageSize/Contain>></option>\n</$select>\n\\end\n\n<<lingo ThemeTweaks/Hint>>\n\n! <<lingo Options>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\"><<lingo Options/SidebarLayout>></$link> |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\"><option value=\"fixed-fluid\"><<lingo Options/SidebarLayout/Fixed-Fluid>></option><option value=\"fluid-fixed\"><<lingo Options/SidebarLayout/Fluid-Fixed>></option></$select> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\"><<lingo Options/StickyTitles>></$link><br>//<<lingo Options/StickyTitles/Hint>>// |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\"><option value=\"no\">{{$:/language/No}}</option><option value=\"yes\">{{$:/language/Yes}}</option></$select> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/codewrapping\"><<lingo Options/CodeWrapping>></$link> |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/codewrapping\"><option value=\"pre\">{{$:/language/No}}</option><option value=\"pre-wrap\">{{$:/language/Yes}}</option></$select> |\n\n! <<lingo Settings>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\"><<lingo Settings/FontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\"><<lingo Settings/CodeFontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\"><<lingo Settings/EditorFontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\"><<lingo Settings/BackgroundImage>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\" default=\"\" tag=\"input\"/> |<<backgroundimage-dropdown>> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment\"><<lingo Settings/BackgroundImageAttachment>></$link> |<<backgroundimageattachment-dropdown>> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize\"><<lingo Settings/BackgroundImageSize>></$link> |<<backgroundimagesize-dropdown>> | |\n\n! <<lingo Metrics>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/fontsize\"><<lingo Metrics/FontSize>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/fontsize\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/lineheight\"><<lingo Metrics/LineHeight>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/lineheight\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize\"><<lingo Metrics/BodyFontSize>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight\"><<lingo Metrics/BodyLineHeight>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storyleft\"><<lingo Metrics/StoryLeft>></$link><br>//<<lingo Metrics/StoryLeft/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storyleft\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storytop\"><<lingo Metrics/StoryTop>></$link><br>//<<lingo Metrics/StoryTop/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storytop\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storyright\"><<lingo Metrics/StoryRight>></$link><br>//<<lingo Metrics/StoryRight/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storyright\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\"><<lingo Metrics/StoryWidth>></$link><br>//<<lingo Metrics/StoryWidth/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\"><<lingo Metrics/TiddlerWidth>></$link><br>//<<lingo Metrics/TiddlerWidth/Hint>>//<br> |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\"><<lingo Metrics/SidebarBreakpoint>></$link><br>//<<lingo Metrics/SidebarBreakpoint/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\"><<lingo Metrics/SidebarWidth>></$link><br>//<<lingo Metrics/SidebarWidth/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\" default=\"\" tag=\"input\"/> |\n"
},
"$:/themes/tiddlywiki/vanilla/base": {
"title": "$:/themes/tiddlywiki/vanilla/base",
"tags": "[[$:/tags/Stylesheet]]",
"text": "\\define custom-background-datauri()\n<$set name=\"background\" value={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}}>\n<$list filter=\"[<background>is[image]]\">\n`background: url(`\n<$list filter=\"[<background>!has[_canonical_uri]]\">\n`\"`<$macrocall $name=\"datauri\" title={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}}/>`\"`\n</$list>\n<$list filter=\"[<background>has[_canonical_uri]]\">\n`\"`<$view tiddler={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}} field=\"_canonical_uri\"/>`\"`\n</$list>\n`) center center;`\n`background-attachment: `{{$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment}}`;\n-webkit-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\n-moz-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\n-o-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\nbackground-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;`\n</$list>\n</$set>\n\\end\n\n\\define if-fluid-fixed(text,hiddenSidebarText)\n<$reveal state=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\" type=\"match\" text=\"fluid-fixed\">\n$text$\n<$reveal state=\"$:/state/sidebar\" type=\"nomatch\" text=\"yes\" default=\"yes\">\n$hiddenSidebarText$\n</$reveal>\n</$reveal>\n\\end\n\n\\define if-editor-height-fixed(then,else)\n<$reveal state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"fixed\">\n$then$\n</$reveal>\n<$reveal state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"auto\">\n$else$\n</$reveal>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock\n\n/*\n** Start with the normalize CSS reset, and then belay some of its effects\n*/\n\n{{$:/themes/tiddlywiki/vanilla/reset}}\n\n*, input[type=\"search\"] {\n\tbox-sizing: border-box;\n\t-moz-box-sizing: border-box;\n\t-webkit-box-sizing: border-box;\n}\n\nhtml button {\n\tline-height: 1.2;\n\tcolor: <<colour button-foreground>>;\n\tbackground: <<colour button-background>>;\n\tborder-color: <<colour button-border>>;\n}\n\n/*\n** Basic element styles\n*/\n\nhtml {\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/fontfamily}};\n\ttext-rendering: optimizeLegibility; /* Enables kerning and ligatures etc. */\n\t-webkit-font-smoothing: antialiased;\n\t-moz-osx-font-smoothing: grayscale;\n}\n\nhtml:-webkit-full-screen {\n\tbackground-color: <<colour page-background>>;\n}\n\nbody.tc-body {\n\tfont-size: {{$:/themes/tiddlywiki/vanilla/metrics/fontsize}};\n\tline-height: {{$:/themes/tiddlywiki/vanilla/metrics/lineheight}};\n\tword-wrap: break-word;\n\t<<custom-background-datauri>>\n\tcolor: <<colour foreground>>;\n\tbackground-color: <<colour page-background>>;\n\tfill: <<colour foreground>>;\n}\n\n<<if-background-attachment \"\"\"\n\nbody.tc-body {\n background-color: transparent;\n}\n\n\"\"\">>\n\nh1, h2, h3, h4, h5, h6 {\n\tline-height: 1.2;\n\tfont-weight: 300;\n}\n\npre {\n\tdisplay: block;\n\tpadding: 14px;\n\tmargin-top: 1em;\n\tmargin-bottom: 1em;\n\tword-break: normal;\n\tword-wrap: break-word;\n\twhite-space: {{$:/themes/tiddlywiki/vanilla/options/codewrapping}};\n\tbackground-color: <<colour pre-background>>;\n\tborder: 1px solid <<colour pre-border>>;\n\tpadding: 0 3px 2px;\n\tborder-radius: 3px;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/codefontfamily}};\n}\n\ncode {\n\tcolor: <<colour code-foreground>>;\n\tbackground-color: <<colour code-background>>;\n\tborder: 1px solid <<colour code-border>>;\n\twhite-space: {{$:/themes/tiddlywiki/vanilla/options/codewrapping}};\n\tpadding: 0 3px 2px;\n\tborder-radius: 3px;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/codefontfamily}};\n}\n\nblockquote {\n\tborder-left: 5px solid <<colour blockquote-bar>>;\n\tmargin-left: 25px;\n\tpadding-left: 10px;\n\tquotes: \"\\201C\"\"\\201D\"\"\\2018\"\"\\2019\";\n}\n\nblockquote.tc-big-quote {\n\tfont-family: Georgia, serif;\n\tposition: relative;\n\tbackground: <<colour pre-background>>;\n\tborder-left: none;\n\tmargin-left: 50px;\n\tmargin-right: 50px;\n\tpadding: 10px;\n border-radius: 8px;\n}\n\nblockquote.tc-big-quote cite:before {\n\tcontent: \"\\2014 \\2009\";\n}\n\nblockquote.tc-big-quote:before {\n\tfont-family: Georgia, serif;\n\tcolor: <<colour blockquote-bar>>;\n\tcontent: open-quote;\n\tfont-size: 8em;\n\tline-height: 0.1em;\n\tmargin-right: 0.25em;\n\tvertical-align: -0.4em;\n\tposition: absolute;\n left: -50px;\n top: 42px;\n}\n\nblockquote.tc-big-quote:after {\n\tfont-family: Georgia, serif;\n\tcolor: <<colour blockquote-bar>>;\n\tcontent: close-quote;\n\tfont-size: 8em;\n\tline-height: 0.1em;\n\tmargin-right: 0.25em;\n\tvertical-align: -0.4em;\n\tposition: absolute;\n right: -80px;\n bottom: -20px;\n}\n\ndl dt {\n\tfont-weight: bold;\n\tmargin-top: 6px;\n}\n\ntextarea,\ninput[type=text],\ninput[type=search],\ninput[type=\"\"],\ninput:not([type]) {\n\tcolor: <<colour foreground>>;\n\tbackground: <<colour background>>;\n}\n\ninput[type=\"checkbox\"] {\n vertical-align: middle;\n}\n\n.tc-muted {\n\tcolor: <<colour muted-foreground>>;\n}\n\nsvg.tc-image-button {\n\tpadding: 0px 1px 1px 0px;\n}\n\n.tc-icon-wrapper > svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\nkbd {\n\tdisplay: inline-block;\n\tpadding: 3px 5px;\n\tfont-size: 0.8em;\n\tline-height: 1.2;\n\tcolor: <<colour foreground>>;\n\tvertical-align: middle;\n\tbackground-color: <<colour background>>;\n\tborder: solid 1px <<colour muted-foreground>>;\n\tborder-bottom-color: <<colour muted-foreground>>;\n\tborder-radius: 3px;\n\tbox-shadow: inset 0 -1px 0 <<colour muted-foreground>>;\n}\n\n/*\nMarkdown likes putting code elements inside pre elements\n*/\npre > code {\n\tpadding: 0;\n\tborder: none;\n\tbackground-color: inherit;\n\tcolor: inherit;\n}\n\ntable {\n\tborder: 1px solid <<colour table-border>>;\n\twidth: auto;\n\tmax-width: 100%;\n\tcaption-side: bottom;\n\tmargin-top: 1em;\n\tmargin-bottom: 1em;\n}\n\ntable th, table td {\n\tpadding: 0 7px 0 7px;\n\tborder-top: 1px solid <<colour table-border>>;\n\tborder-left: 1px solid <<colour table-border>>;\n}\n\ntable thead tr td, table th {\n\tbackground-color: <<colour table-header-background>>;\n\tfont-weight: bold;\n}\n\ntable tfoot tr td {\n\tbackground-color: <<colour table-footer-background>>;\n}\n\n.tc-csv-table {\n\twhite-space: nowrap;\n}\n\n.tc-tiddler-frame img,\n.tc-tiddler-frame svg,\n.tc-tiddler-frame canvas,\n.tc-tiddler-frame embed,\n.tc-tiddler-frame iframe {\n\tmax-width: 100%;\n}\n\n.tc-tiddler-body > embed,\n.tc-tiddler-body > iframe {\n\twidth: 100%;\n\theight: 600px;\n}\n\n/*\n** Links\n*/\n\nbutton.tc-tiddlylink,\na.tc-tiddlylink {\n\ttext-decoration: none;\n\tfont-weight: 500;\n\tcolor: <<colour tiddler-link-foreground>>;\n\t-webkit-user-select: inherit; /* Otherwise the draggable attribute makes links impossible to select */\n}\n\n.tc-sidebar-lists a.tc-tiddlylink {\n\tcolor: <<colour sidebar-tiddler-link-foreground>>;\n}\n\n.tc-sidebar-lists a.tc-tiddlylink:hover {\n\tcolor: <<colour sidebar-tiddler-link-foreground-hover>>;\n}\n\nbutton.tc-tiddlylink:hover,\na.tc-tiddlylink:hover {\n\ttext-decoration: underline;\n}\n\na.tc-tiddlylink-resolves {\n}\n\na.tc-tiddlylink-shadow {\n\tfont-weight: bold;\n}\n\na.tc-tiddlylink-shadow.tc-tiddlylink-resolves {\n\tfont-weight: normal;\n}\n\na.tc-tiddlylink-missing {\n\tfont-style: italic;\n}\n\na.tc-tiddlylink-external {\n\ttext-decoration: underline;\n\tcolor: <<colour external-link-foreground>>;\n\tbackground-color: <<colour external-link-background>>;\n}\n\na.tc-tiddlylink-external:visited {\n\tcolor: <<colour external-link-foreground-visited>>;\n\tbackground-color: <<colour external-link-background-visited>>;\n}\n\na.tc-tiddlylink-external:hover {\n\tcolor: <<colour external-link-foreground-hover>>;\n\tbackground-color: <<colour external-link-background-hover>>;\n}\n\n/*\n** Drag and drop styles\n*/\n\n.tc-tiddler-dragger {\n\tposition: relative;\n\tz-index: -10000;\n}\n\n.tc-tiddler-dragger-inner {\n\tposition: absolute;\n\ttop: -1000px;\n\tleft: -1000px;\n\tdisplay: inline-block;\n\tpadding: 8px 20px;\n\tfont-size: 16.9px;\n\tfont-weight: bold;\n\tline-height: 20px;\n\tcolor: <<colour dragger-foreground>>;\n\ttext-shadow: 0 1px 0 rgba(0, 0, 0, 1);\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n\tbackground-color: <<colour dragger-background>>;\n\tborder-radius: 20px;\n}\n\n.tc-tiddler-dragger-cover {\n\tposition: absolute;\n\tbackground-color: <<colour page-background>>;\n}\n\n.tc-dropzone {\n\tposition: relative;\n}\n\n.tc-dropzone.tc-dragover:before {\n\tz-index: 10000;\n\tdisplay: block;\n\tposition: fixed;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbackground: <<colour dropzone-background>>;\n\ttext-align: center;\n\tcontent: \"<<lingo DropMessage>>\";\n}\n\n.tc-droppable > .tc-droppable-placeholder {\n\tdisplay: none;\n}\n\n.tc-droppable.tc-dragover > .tc-droppable-placeholder {\n\tdisplay: block;\n\tborder: 2px dashed <<colour dropzone-background>>;\n}\n\n.tc-draggable {\n\tcursor: move;\n}\n\n/*\n** Plugin reload warning\n*/\n\n.tc-plugin-reload-warning {\n\tz-index: 1000;\n\tdisplay: block;\n\tposition: fixed;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbackground: <<colour alert-background>>;\n\ttext-align: center;\n}\n\n/*\n** Buttons\n*/\n\nbutton svg, button img, label svg, label img {\n\tvertical-align: middle;\n}\n\n.tc-btn-invisible {\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n cursor: pointer;\n}\n\n.tc-btn-boxed {\n\tfont-size: 0.6em;\n\tpadding: 0.2em;\n\tmargin: 1px;\n\tbackground: none;\n\tborder: 1px solid <<colour tiddler-controls-foreground>>;\n\tborder-radius: 0.25em;\n}\n\nhtml body.tc-body .tc-btn-boxed svg {\n\tfont-size: 1.6666em;\n}\n\n.tc-btn-boxed:hover {\n\tbackground: <<colour muted-foreground>>;\n\tcolor: <<colour background>>;\n}\n\nhtml body.tc-body .tc-btn-boxed:hover svg {\n\tfill: <<colour background>>;\n}\n\n.tc-btn-rounded {\n\tfont-size: 0.5em;\n\tline-height: 2;\n\tpadding: 0em 0.3em 0.2em 0.4em;\n\tmargin: 1px;\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground: <<colour muted-foreground>>;\n\tcolor: <<colour background>>;\n\tborder-radius: 2em;\n}\n\nhtml body.tc-body .tc-btn-rounded svg {\n\tfont-size: 1.6666em;\n\tfill: <<colour background>>;\n}\n\n.tc-btn-rounded:hover {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground: <<colour background>>;\n\tcolor: <<colour muted-foreground>>;\n}\n\nhtml body.tc-body .tc-btn-rounded:hover svg {\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-btn-icon svg {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-btn-text {\n\tpadding: 0;\n\tmargin: 0;\n}\n\n/* used for documentation \"fake\" buttons */\n.tc-btn-standard {\n\tline-height: 1.8;\n\tcolor: #667;\n\tbackground-color: #e0e0e0;\n\tborder: 1px solid #888;\n\tpadding: 2px 1px 2px 1px;\n\tmargin: 1px 4px 1px 4px;\n}\n\n.tc-btn-big-green {\n\tdisplay: inline-block;\n\tpadding: 8px;\n\tmargin: 4px 8px 4px 8px;\n\tbackground: <<colour download-background>>;\n\tcolor: <<colour download-foreground>>;\n\tfill: <<colour download-foreground>>;\n\tborder: none;\n\tfont-size: 1.2em;\n\tline-height: 1.4em;\n\ttext-decoration: none;\n}\n\n.tc-btn-big-green svg,\n.tc-btn-big-green img {\n\theight: 2em;\n\twidth: 2em;\n\tvertical-align: middle;\n\tfill: <<colour download-foreground>>;\n}\n\n.tc-sidebar-lists input {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-sidebar-lists button {\n\tcolor: <<colour sidebar-button-foreground>>;\n\tfill: <<colour sidebar-button-foreground>>;\n}\n\n.tc-sidebar-lists button.tc-btn-mini {\n\tcolor: <<colour sidebar-muted-foreground>>;\n}\n\n.tc-sidebar-lists button.tc-btn-mini:hover {\n\tcolor: <<colour sidebar-muted-foreground-hover>>;\n}\n\nbutton svg.tc-image-button, button .tc-image-button img {\n\theight: 1em;\n\twidth: 1em;\n}\n\n.tc-unfold-banner {\n\tposition: absolute;\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\twidth: 100%;\n\twidth: calc(100% + 2px);\n\tmargin-left: -43px;\n\ttext-align: center;\n\tborder-top: 2px solid <<colour tiddler-info-background>>;\n\tmargin-top: 4px;\n}\n\n.tc-unfold-banner:hover {\n\tbackground: <<colour tiddler-info-background>>;\n\tborder-top: 2px solid <<colour tiddler-info-border>>;\n}\n\n.tc-unfold-banner svg, .tc-fold-banner svg {\n\theight: 0.75em;\n\tfill: <<colour tiddler-controls-foreground>>;\n}\n\n.tc-unfold-banner:hover svg, .tc-fold-banner:hover svg {\n\tfill: <<colour tiddler-controls-foreground-hover>>;\n}\n\n.tc-fold-banner {\n\tposition: absolute;\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\twidth: 23px;\n\ttext-align: center;\n\tmargin-left: -35px;\n\ttop: 6px;\n\tbottom: 6px;\n}\n\n.tc-fold-banner:hover {\n\tbackground: <<colour tiddler-info-background>>;\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-unfold-banner {\n\t\tposition: static;\n\t\twidth: calc(100% + 59px);\n\t}\n\n\t.tc-fold-banner {\n\t\twidth: 16px;\n\t\tmargin-left: -16px;\n\t\tfont-size: 0.75em;\n\t}\n\n}\n\n/*\n** Tags and missing tiddlers\n*/\n\n.tc-tag-list-item {\n\tposition: relative;\n\tdisplay: inline-block;\n\tmargin-right: 7px;\n}\n\n.tc-tags-wrapper {\n\tmargin: 4px 0 14px 0;\n}\n\n.tc-missing-tiddler-label {\n\tfont-style: italic;\n\tfont-weight: normal;\n\tdisplay: inline-block;\n\tfont-size: 11.844px;\n\tline-height: 14px;\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n}\n\nbutton.tc-tag-label, span.tc-tag-label {\n\tdisplay: inline-block;\n\tpadding: 0.16em 0.7em;\n\tfont-size: 0.9em;\n\tfont-weight: 400;\n\tline-height: 1.2em;\n\tcolor: <<colour tag-foreground>>;\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n\tbackground-color: <<colour tag-background>>;\n\tborder-radius: 1em;\n}\n\n.tc-untagged-separator {\n\twidth: 10em;\n\tleft: 0;\n\tmargin-left: 0;\n\tborder: 0;\n\theight: 1px;\n\tbackground: <<colour tab-divider>>;\n}\n\nbutton.tc-untagged-label {\n\tbackground-color: <<colour untagged-background>>;\n}\n\n.tc-tag-label svg, .tc-tag-label img {\n\theight: 1em;\n\twidth: 1em;\n\tvertical-align: text-bottom;\n}\n\n.tc-tag-manager-table .tc-tag-label {\n\twhite-space: normal;\n}\n\n.tc-tag-manager-tag {\n\twidth: 100%;\n}\n\nbutton.tc-btn-invisible.tc-remove-tag-button {\n\toutline: none;\n}\n\n/*\n** Page layout\n*/\n\n.tc-topbar {\n\tposition: fixed;\n\tz-index: 1200;\n}\n\n.tc-topbar-left {\n\tleft: 29px;\n\ttop: 5px;\n}\n\n.tc-topbar-right {\n\ttop: 5px;\n\tright: 29px;\n}\n\n.tc-topbar button {\n\tpadding: 8px;\n}\n\n.tc-topbar svg {\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-topbar button:hover svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-sidebar-header {\n\tcolor: <<colour sidebar-foreground>>;\n\tfill: <<colour sidebar-foreground>>;\n}\n\n.tc-sidebar-header .tc-title a.tc-tiddlylink-resolves {\n\tfont-weight: 300;\n}\n\n.tc-sidebar-header .tc-sidebar-lists p {\n\tmargin-top: 3px;\n\tmargin-bottom: 3px;\n}\n\n.tc-sidebar-header .tc-missing-tiddler-label {\n\tcolor: <<colour sidebar-foreground>>;\n}\n\n.tc-advanced-search input {\n\twidth: 60%;\n}\n\n.tc-search a svg {\n\twidth: 1.2em;\n\theight: 1.2em;\n\tvertical-align: middle;\n}\n\n.tc-page-controls {\n\tmargin-top: 14px;\n\tfont-size: 1.5em;\n}\n\n.tc-page-controls .tc-drop-down {\n font-size: 1rem;\n}\n\n.tc-page-controls button {\n\tmargin-right: 0.5em;\n}\n\n.tc-page-controls a.tc-tiddlylink:hover {\n\ttext-decoration: none;\n}\n\n.tc-page-controls img {\n\twidth: 1em;\n}\n\n.tc-page-controls svg {\n\tfill: <<colour sidebar-controls-foreground>>;\n}\n\n.tc-page-controls button:hover svg, .tc-page-controls a:hover svg {\n\tfill: <<colour sidebar-controls-foreground-hover>>;\n}\n\n.tc-menu-list-item {\n\twhite-space: nowrap;\n}\n\n.tc-menu-list-count {\n\tfont-weight: bold;\n}\n\n.tc-menu-list-subitem {\n\tpadding-left: 7px;\n}\n\n.tc-story-river {\n\tposition: relative;\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-sidebar-header {\n\t\tpadding: 14px;\n\t\tmin-height: 32px;\n\t\tmargin-top: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t}\n\n\t.tc-story-river {\n\t\tposition: relative;\n\t\tpadding: 0;\n\t}\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-message-box {\n\t\tmargin: 21px -21px 21px -21px;\n\t}\n\n\t.tc-sidebar-scrollable {\n\t\tposition: fixed;\n\t\ttop: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t\tleft: {{$:/themes/tiddlywiki/vanilla/metrics/storyright}};\n\t\tbottom: 0;\n\t\tright: 0;\n\t\toverflow-y: auto;\n\t\toverflow-x: auto;\n\t\t-webkit-overflow-scrolling: touch;\n\t\tmargin: 0 0 0 -42px;\n\t\tpadding: 71px 0 28px 42px;\n\t}\n\n\thtml[dir=\"rtl\"] .tc-sidebar-scrollable {\n\t\tleft: auto;\n\t\tright: {{$:/themes/tiddlywiki/vanilla/metrics/storyright}};\n\t}\n\n\t.tc-story-river {\n\t\tposition: relative;\n\t\tleft: {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}};\n\t\ttop: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/storywidth}};\n\t\tpadding: 42px 42px 42px 42px;\n\t}\n\n<<if-no-sidebar \"\n\n\t.tc-story-river {\n\t\twidth: calc(100% - {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}});\n\t}\n\n\">>\n\n}\n\n@media print {\n\n\tbody.tc-body {\n\t\tbackground-color: transparent;\n\t}\n\n\t.tc-sidebar-header, .tc-topbar {\n\t\tdisplay: none;\n\t}\n\n\t.tc-story-river {\n\t\tmargin: 0;\n\t\tpadding: 0;\n\t}\n\n\t.tc-story-river .tc-tiddler-frame {\n\t\tmargin: 0;\n\t\tborder: none;\n\t\tpadding: 0;\n\t}\n}\n\n/*\n** Tiddler styles\n*/\n\n.tc-tiddler-frame {\n\tposition: relative;\n\tmargin-bottom: 28px;\n\tbackground-color: <<colour tiddler-background>>;\n\tborder: 1px solid <<colour tiddler-border>>;\n}\n\n{{$:/themes/tiddlywiki/vanilla/sticky}}\n\n.tc-tiddler-info {\n\tpadding: 14px 42px 14px 42px;\n\tbackground-color: <<colour tiddler-info-background>>;\n\tborder-top: 1px solid <<colour tiddler-info-border>>;\n\tborder-bottom: 1px solid <<colour tiddler-info-border>>;\n}\n\n.tc-tiddler-info p {\n\tmargin-top: 3px;\n\tmargin-bottom: 3px;\n}\n\n.tc-tiddler-info .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour tiddler-info-tab-background>>;\n\tborder-bottom: 1px solid <<colour tiddler-info-tab-background>>;\n}\n\n.tc-view-field-table {\n\twidth: 100%;\n}\n\n.tc-view-field-name {\n\twidth: 1%; /* Makes this column be as narrow as possible */\n\ttext-align: right;\n\tfont-style: italic;\n\tfont-weight: 200;\n}\n\n.tc-view-field-value {\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\tpadding: 14px 14px 14px 14px;\n\t}\n\n\t.tc-tiddler-info {\n\t\tmargin: 0 -14px 0 -14px;\n\t}\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\tpadding: 28px 42px 42px 42px;\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth}};\n\t\tborder-radius: 2px;\n\t}\n\n<<if-no-sidebar \"\n\n\t.tc-tiddler-frame {\n\t\twidth: 100%;\n\t}\n\n\">>\n\n\t.tc-tiddler-info {\n\t\tmargin: 0 -42px 0 -42px;\n\t}\n}\n\n.tc-site-title,\n.tc-titlebar {\n\tfont-weight: 300;\n\tfont-size: 2.35em;\n\tline-height: 1.2em;\n\tcolor: <<colour tiddler-title-foreground>>;\n\tmargin: 0;\n}\n\n.tc-site-title {\n\tcolor: <<colour site-title-foreground>>;\n}\n\n.tc-tiddler-title-icon {\n\tvertical-align: middle;\n}\n\n.tc-system-title-prefix {\n\tcolor: <<colour muted-foreground>>;\n}\n\n.tc-titlebar h2 {\n\tfont-size: 1em;\n\tdisplay: inline;\n}\n\n.tc-titlebar img {\n\theight: 1em;\n}\n\n.tc-subtitle {\n\tfont-size: 0.9em;\n\tcolor: <<colour tiddler-subtitle-foreground>>;\n\tfont-weight: 300;\n}\n\n.tc-tiddler-missing .tc-title {\n font-style: italic;\n font-weight: normal;\n}\n\n.tc-tiddler-frame .tc-tiddler-controls {\n\tfloat: right;\n}\n\n.tc-tiddler-controls .tc-drop-down {\n\tfont-size: 0.6em;\n}\n\n.tc-tiddler-controls .tc-drop-down .tc-drop-down {\n\tfont-size: 1em;\n}\n\n.tc-tiddler-controls > span > button,\n.tc-tiddler-controls > span > span > button,\n.tc-tiddler-controls > span > span > span > button {\n\tvertical-align: baseline;\n\tmargin-left:5px;\n}\n\n.tc-tiddler-controls button svg, .tc-tiddler-controls button img,\n.tc-search button svg, .tc-search a svg {\n\tfill: <<colour tiddler-controls-foreground>>;\n}\n\n.tc-tiddler-controls button svg, .tc-tiddler-controls button img {\n\theight: 0.75em;\n}\n\n.tc-search button svg, .tc-search a svg {\n height: 1.2em;\n width: 1.2em;\n margin: 0 0.25em;\n}\n\n.tc-tiddler-controls button.tc-selected svg,\n.tc-page-controls button.tc-selected svg {\n\tfill: <<colour tiddler-controls-foreground-selected>>;\n}\n\n.tc-tiddler-controls button.tc-btn-invisible:hover svg,\n.tc-search button:hover svg, .tc-search a:hover svg {\n\tfill: <<colour tiddler-controls-foreground-hover>>;\n}\n\n@media print {\n\t.tc-tiddler-controls {\n\t\tdisplay: none;\n\t}\n}\n\n.tc-tiddler-help { /* Help prompts within tiddler template */\n\tcolor: <<colour muted-foreground>>;\n\tmargin-top: 14px;\n}\n\n.tc-tiddler-help a.tc-tiddlylink {\n\tcolor: <<colour very-muted-foreground>>;\n}\n\n.tc-tiddler-frame .tc-edit-texteditor {\n\twidth: 100%;\n\tmargin: 4px 0 4px 0;\n}\n\n.tc-tiddler-frame input.tc-edit-texteditor,\n.tc-tiddler-frame textarea.tc-edit-texteditor,\n.tc-tiddler-frame iframe.tc-edit-texteditor {\n\tpadding: 3px 3px 3px 3px;\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tbackground-color: <<colour tiddler-editor-background>>;\n\tline-height: 1.3em;\n\t-webkit-appearance: none;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/editorfontfamily}};\n}\n\n.tc-tiddler-frame .tc-binary-warning {\n\twidth: 100%;\n\theight: 5em;\n\ttext-align: center;\n\tpadding: 3em 3em 6em 3em;\n\tbackground: <<colour alert-background>>;\n\tborder: 1px solid <<colour alert-border>>;\n}\n\ncanvas.tc-edit-bitmapeditor {\n\tborder: 6px solid <<colour tiddler-editor-border-image>>;\n\tcursor: crosshair;\n\t-moz-user-select: none;\n\t-webkit-user-select: none;\n\t-ms-user-select: none;\n\tmargin-top: 6px;\n\tmargin-bottom: 6px;\n}\n\n.tc-edit-bitmapeditor-width {\n\tdisplay: block;\n}\n\n.tc-edit-bitmapeditor-height {\n\tdisplay: block;\n}\n\n.tc-tiddler-body {\n\tclear: both;\n}\n\n.tc-tiddler-frame .tc-tiddler-body {\n\tfont-size: {{$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize}};\n\tline-height: {{$:/themes/tiddlywiki/vanilla/metrics/bodylineheight}};\n}\n\n.tc-titlebar, .tc-tiddler-edit-title {\n\toverflow: hidden; /* https://github.com/Jermolene/TiddlyWiki5/issues/282 */\n}\n\nhtml body.tc-body.tc-single-tiddler-window {\n\tmargin: 1em;\n\tbackground: <<colour tiddler-background>>;\n}\n\n.tc-single-tiddler-window img,\n.tc-single-tiddler-window svg,\n.tc-single-tiddler-window canvas,\n.tc-single-tiddler-window embed,\n.tc-single-tiddler-window iframe {\n\tmax-width: 100%;\n}\n\n/*\n** Editor\n*/\n\n.tc-editor-toolbar {\n\tmargin-top: 8px;\n}\n\n.tc-editor-toolbar button {\n\tvertical-align: middle;\n\tbackground-color: <<colour tiddler-controls-foreground>>;\n\tfill: <<colour tiddler-controls-foreground-selected>>;\n\tborder-radius: 4px;\n\tpadding: 3px;\n\tmargin: 2px 0 2px 4px;\n}\n\n.tc-editor-toolbar button.tc-text-editor-toolbar-item-adjunct {\n\tmargin-left: 1px;\n\twidth: 1em;\n\tborder-radius: 8px;\n}\n\n.tc-editor-toolbar button.tc-text-editor-toolbar-item-start-group {\n\tmargin-left: 11px;\n}\n\n.tc-editor-toolbar button.tc-selected {\n\tbackground-color: <<colour primary>>;\n}\n\n.tc-editor-toolbar button svg {\n\twidth: 1.6em;\n\theight: 1.2em;\n}\n\n.tc-editor-toolbar button:hover {\n\tbackground-color: <<colour tiddler-controls-foreground-selected>>;\n\tfill: <<colour background>>;\n\tcolor: <<colour background>>;\n}\n\n.tc-editor-toolbar .tc-text-editor-toolbar-more {\n\twhite-space: normal;\n}\n\n.tc-editor-toolbar .tc-text-editor-toolbar-more button {\n\tdisplay: inline-block;\n\tpadding: 3px;\n\twidth: auto;\n}\n\n.tc-editor-toolbar .tc-search-results {\n\tpadding: 0;\n}\n\n/*\n** Adjustments for fluid-fixed mode\n*/\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n<<if-fluid-fixed text:\"\"\"\n\n\t.tc-story-river {\n\t\tpadding-right: 0;\n\t\tposition: relative;\n\t\twidth: auto;\n\t\tleft: 0;\n\t\tmargin-left: {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}};\n\t\tmargin-right: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\n\t}\n\n\t.tc-tiddler-frame {\n\t\twidth: 100%;\n\t}\n\n\t.tc-sidebar-scrollable {\n\t\tleft: auto;\n\t\tbottom: 0;\n\t\tright: 0;\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\n\t}\n\n\tbody.tc-body .tc-storyview-zoomin-tiddler {\n\t\twidth: 100%;\n\t\twidth: calc(100% - 42px);\n\t}\n\n\"\"\" hiddenSidebarText:\"\"\"\n\n\t.tc-story-river {\n\t\tpadding-right: 3em;\n\t\tmargin-right: 0;\n\t}\n\n\tbody.tc-body .tc-storyview-zoomin-tiddler {\n\t\twidth: 100%;\n\t\twidth: calc(100% - 84px);\n\t}\n\n\"\"\">>\n\n}\n\n/*\n** Toolbar buttons\n*/\n\n.tc-page-controls svg.tc-image-new-button {\n fill: <<colour toolbar-new-button>>;\n}\n\n.tc-page-controls svg.tc-image-options-button {\n fill: <<colour toolbar-options-button>>;\n}\n\n.tc-page-controls svg.tc-image-save-button {\n fill: <<colour toolbar-save-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-info-button {\n fill: <<colour toolbar-info-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-edit-button {\n fill: <<colour toolbar-edit-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-close-button {\n fill: <<colour toolbar-close-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-delete-button {\n fill: <<colour toolbar-delete-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-cancel-button {\n fill: <<colour toolbar-cancel-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-done-button {\n fill: <<colour toolbar-done-button>>;\n}\n\n/*\n** Tiddler edit mode\n*/\n\n.tc-tiddler-edit-frame em.tc-edit {\n\tcolor: <<colour muted-foreground>>;\n\tfont-style: normal;\n}\n\n.tc-edit-type-dropdown a.tc-tiddlylink-missing {\n\tfont-style: normal;\n}\n\n.tc-edit-tags {\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tpadding: 4px 8px 4px 8px;\n}\n\n.tc-edit-add-tag {\n\tdisplay: inline-block;\n}\n\n.tc-edit-add-tag .tc-add-tag-name input {\n\twidth: 50%;\n}\n\n.tc-edit-add-tag .tc-keyboard {\n\tdisplay:inline;\n}\n\n.tc-edit-tags .tc-tag-label {\n\tdisplay: inline-block;\n}\n\n.tc-edit-tags-list {\n\tmargin: 14px 0 14px 0;\n}\n\n.tc-remove-tag-button {\n\tpadding-left: 4px;\n}\n\n.tc-tiddler-preview {\n\toverflow: auto;\n}\n\n.tc-tiddler-preview-preview {\n\tfloat: right;\n\twidth: 49%;\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tmargin: 4px 0 3px 3px;\n\tpadding: 3px 3px 3px 3px;\n}\n\n<<if-editor-height-fixed then:\"\"\"\n\n.tc-tiddler-preview-preview {\n\toverflow-y: scroll;\n\theight: {{$:/config/TextEditor/EditorHeight/Height}};\n}\n\n\"\"\">>\n\n.tc-tiddler-frame .tc-tiddler-preview .tc-edit-texteditor {\n\twidth: 49%;\n}\n\n.tc-tiddler-frame .tc-tiddler-preview canvas.tc-edit-bitmapeditor {\n\tmax-width: 49%;\n}\n\n.tc-edit-fields {\n\twidth: 100%;\n}\n\n\n.tc-edit-fields table, .tc-edit-fields tr, .tc-edit-fields td {\n\tborder: none;\n\tpadding: 4px;\n}\n\n.tc-edit-fields > tbody > .tc-edit-field:nth-child(odd) {\n\tbackground-color: <<colour tiddler-editor-fields-odd>>;\n}\n\n.tc-edit-fields > tbody > .tc-edit-field:nth-child(even) {\n\tbackground-color: <<colour tiddler-editor-fields-even>>;\n}\n\n.tc-edit-field-name {\n\ttext-align: right;\n}\n\n.tc-edit-field-value input {\n\twidth: 100%;\n}\n\n.tc-edit-field-remove {\n}\n\n.tc-edit-field-remove svg {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n\tvertical-align: middle;\n}\n\n.tc-edit-field-add-name {\n\tdisplay: inline-block;\n\twidth: 15%;\n}\n\n.tc-edit-field-add-value {\n\tdisplay: inline-block;\n\twidth: 40%;\n}\n\n.tc-edit-field-add-button {\n\tdisplay: inline-block;\n\twidth: 10%;\n}\n\n/*\n** Storyview Classes\n*/\n\n.tc-storyview-zoomin-tiddler {\n\tposition: absolute;\n\tdisplay: block;\n\twidth: 100%;\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-storyview-zoomin-tiddler {\n\t\twidth: calc(100% - 84px);\n\t}\n\n}\n\n/*\n** Dropdowns\n*/\n\n.tc-btn-dropdown {\n\ttext-align: left;\n}\n\n.tc-btn-dropdown svg, .tc-btn-dropdown img {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-drop-down-wrapper {\n\tposition: relative;\n}\n\n.tc-drop-down {\n\tmin-width: 380px;\n\tborder: 1px solid <<colour dropdown-border>>;\n\tbackground-color: <<colour dropdown-background>>;\n\tpadding: 7px 0 7px 0;\n\tmargin: 4px 0 0 0;\n\twhite-space: nowrap;\n\ttext-shadow: none;\n\tline-height: 1.4;\n}\n\n.tc-drop-down .tc-drop-down {\n\tmargin-left: 14px;\n}\n\n.tc-drop-down button svg, .tc-drop-down a svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-drop-down button.tc-btn-invisible:hover svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-drop-down p {\n\tpadding: 0 14px 0 14px;\n}\n\n.tc-drop-down svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-drop-down img {\n\twidth: 1em;\n}\n\n.tc-drop-down a, .tc-drop-down button {\n\tdisplay: block;\n\tpadding: 0 14px 0 14px;\n\twidth: 100%;\n\ttext-align: left;\n\tcolor: <<colour foreground>>;\n\tline-height: 1.4;\n}\n\n.tc-drop-down .tc-tab-set .tc-tab-buttons button {\n\tdisplay: inline-block;\n width: auto;\n margin-bottom: 0px;\n border-bottom-left-radius: 0;\n border-bottom-right-radius: 0;\n}\n\n.tc-drop-down .tc-prompt {\n\tpadding: 0 14px;\n}\n\n.tc-drop-down .tc-chooser {\n\tborder: none;\n}\n\n.tc-drop-down .tc-chooser .tc-swatches-horiz {\n\tfont-size: 0.4em;\n\tpadding-left: 1.2em;\n}\n\n.tc-drop-down .tc-file-input-wrapper {\n\twidth: 100%;\n}\n\n.tc-drop-down .tc-file-input-wrapper button {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-drop-down a:hover, .tc-drop-down button:hover, .tc-drop-down .tc-file-input-wrapper:hover button {\n\tcolor: <<colour tiddler-link-background>>;\n\tbackground-color: <<colour tiddler-link-foreground>>;\n\ttext-decoration: none;\n}\n\n.tc-drop-down .tc-tab-buttons button {\n\tbackground-color: <<colour dropdown-tab-background>>;\n}\n\n.tc-drop-down .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour dropdown-tab-background-selected>>;\n\tborder-bottom: 1px solid <<colour dropdown-tab-background-selected>>;\n}\n\n.tc-drop-down-bullet {\n\tdisplay: inline-block;\n\twidth: 0.5em;\n}\n\n.tc-drop-down .tc-tab-contents a {\n\tpadding: 0 0.5em 0 0.5em;\n}\n\n.tc-block-dropdown-wrapper {\n\tposition: relative;\n}\n\n.tc-block-dropdown {\n\tposition: absolute;\n\tmin-width: 220px;\n\tborder: 1px solid <<colour dropdown-border>>;\n\tbackground-color: <<colour dropdown-background>>;\n\tpadding: 7px 0;\n\tmargin: 4px 0 0 0;\n\twhite-space: nowrap;\n\tz-index: 1000;\n\ttext-shadow: none;\n}\n\n.tc-block-dropdown.tc-search-drop-down {\n\tmargin-left: -12px;\n}\n\n.tc-block-dropdown a {\n\tdisplay: block;\n\tpadding: 4px 14px 4px 14px;\n}\n\n.tc-block-dropdown.tc-search-drop-down a {\n\tdisplay: block;\n\tpadding: 0px 10px 0px 10px;\n}\n\n.tc-drop-down .tc-dropdown-item-plain,\n.tc-block-dropdown .tc-dropdown-item-plain {\n\tpadding: 4px 14px 4px 7px;\n}\n\n.tc-drop-down .tc-dropdown-item,\n.tc-block-dropdown .tc-dropdown-item {\n\tpadding: 4px 14px 4px 7px;\n\tcolor: <<colour muted-foreground>>;\n}\n\n.tc-block-dropdown a:hover {\n\tcolor: <<colour tiddler-link-background>>;\n\tbackground-color: <<colour tiddler-link-foreground>>;\n\ttext-decoration: none;\n}\n\n.tc-search-results {\n\tpadding: 0 7px 0 7px;\n}\n\n.tc-image-chooser, .tc-colour-chooser {\n\twhite-space: normal;\n}\n\n.tc-image-chooser a,\n.tc-colour-chooser a {\n\tdisplay: inline-block;\n\tvertical-align: top;\n\ttext-align: center;\n\tposition: relative;\n}\n\n.tc-image-chooser a {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tpadding: 2px;\n\tmargin: 2px;\n\twidth: 4em;\n\theight: 4em;\n}\n\n.tc-colour-chooser a {\n\tpadding: 3px;\n\twidth: 2em;\n\theight: 2em;\n\tvertical-align: middle;\n}\n\n.tc-image-chooser a:hover,\n.tc-colour-chooser a:hover {\n\tbackground: <<colour primary>>;\n\tpadding: 0px;\n\tborder: 3px solid <<colour primary>>;\n}\n\n.tc-image-chooser a svg,\n.tc-image-chooser a img {\n\tdisplay: inline-block;\n\twidth: auto;\n\theight: auto;\n\tmax-width: 3.5em;\n\tmax-height: 3.5em;\n\tposition: absolute;\n\ttop: 0;\n\tbottom: 0;\n\tleft: 0;\n\tright: 0;\n\tmargin: auto;\n}\n\n/*\n** Modals\n*/\n\n.tc-modal-wrapper {\n\tposition: fixed;\n\toverflow: auto;\n\toverflow-y: scroll;\n\ttop: 0;\n\tright: 0;\n\tbottom: 0;\n\tleft: 0;\n\tz-index: 900;\n}\n\n.tc-modal-backdrop {\n\tposition: fixed;\n\ttop: 0;\n\tright: 0;\n\tbottom: 0;\n\tleft: 0;\n\tz-index: 1000;\n\tbackground-color: <<colour modal-backdrop>>;\n}\n\n.tc-modal {\n\tz-index: 1100;\n\tbackground-color: <<colour modal-background>>;\n\tborder: 1px solid <<colour modal-border>>;\n}\n\n@media (max-width: 55em) {\n\t.tc-modal {\n\t\tposition: fixed;\n\t\ttop: 1em;\n\t\tleft: 1em;\n\t\tright: 1em;\n\t}\n\n\t.tc-modal-body {\n\t\toverflow-y: auto;\n\t\tmax-height: 400px;\n\t\tmax-height: 60vh;\n\t}\n}\n\n@media (min-width: 55em) {\n\t.tc-modal {\n\t\tposition: fixed;\n\t\ttop: 2em;\n\t\tleft: 25%;\n\t\twidth: 50%;\n\t}\n\n\t.tc-modal-body {\n\t\toverflow-y: auto;\n\t\tmax-height: 400px;\n\t\tmax-height: 60vh;\n\t}\n}\n\n.tc-modal-header {\n\tpadding: 9px 15px;\n\tborder-bottom: 1px solid <<colour modal-header-border>>;\n}\n\n.tc-modal-header h3 {\n\tmargin: 0;\n\tline-height: 30px;\n}\n\n.tc-modal-header img, .tc-modal-header svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-modal-body {\n\tpadding: 15px;\n}\n\n.tc-modal-footer {\n\tpadding: 14px 15px 15px;\n\tmargin-bottom: 0;\n\ttext-align: right;\n\tbackground-color: <<colour modal-footer-background>>;\n\tborder-top: 1px solid <<colour modal-footer-border>>;\n}\n\n/*\n** Notifications\n*/\n\n.tc-notification {\n\tposition: fixed;\n\ttop: 14px;\n\tright: 42px;\n\tz-index: 1300;\n\tmax-width: 280px;\n\tpadding: 0 14px 0 14px;\n\tbackground-color: <<colour notification-background>>;\n\tborder: 1px solid <<colour notification-border>>;\n}\n\n/*\n** Tabs\n*/\n\n.tc-tab-set.tc-vertical {\n\tdisplay: -webkit-flex;\n\tdisplay: flex;\n}\n\n.tc-tab-buttons {\n\tfont-size: 0.85em;\n\tpadding-top: 1em;\n\tmargin-bottom: -2px;\n}\n\n.tc-tab-buttons.tc-vertical {\n\tz-index: 100;\n\tdisplay: block;\n\tpadding-top: 14px;\n\tvertical-align: top;\n\ttext-align: right;\n\tmargin-bottom: inherit;\n\tmargin-right: -1px;\n\tmax-width: 33%;\n\t-webkit-flex: 0 0 auto;\n\tflex: 0 0 auto;\n}\n\n.tc-tab-buttons button.tc-tab-selected {\n\tcolor: <<colour tab-foreground-selected>>;\n\tbackground-color: <<colour tab-background-selected>>;\n\tborder-left: 1px solid <<colour tab-border-selected>>;\n\tborder-top: 1px solid <<colour tab-border-selected>>;\n\tborder-right: 1px solid <<colour tab-border-selected>>;\n}\n\n.tc-tab-buttons button {\n\tcolor: <<colour tab-foreground>>;\n\tpadding: 3px 5px 3px 5px;\n\tmargin-right: 0.3em;\n\tfont-weight: 300;\n\tborder: none;\n\tbackground: inherit;\n\tbackground-color: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-right: 1px solid <<colour tab-border>>;\n\tborder-top-left-radius: 2px;\n\tborder-top-right-radius: 2px;\n\tborder-bottom-left-radius: 0;\n\tborder-bottom-right-radius: 0;\n}\n\n.tc-tab-buttons.tc-vertical button {\n\tdisplay: block;\n\twidth: 100%;\n\tmargin-top: 3px;\n\tmargin-right: 0;\n\ttext-align: right;\n\tbackground-color: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tborder-right: none;\n\tborder-top-left-radius: 2px;\n\tborder-bottom-left-radius: 2px;\n\tborder-top-right-radius: 0;\n\tborder-bottom-right-radius: 0;\n}\n\n.tc-tab-buttons.tc-vertical button.tc-tab-selected {\n\tbackground-color: <<colour tab-background-selected>>;\n\tborder-right: 1px solid <<colour tab-background-selected>>;\n}\n\n.tc-tab-divider {\n\tborder-top: 1px solid <<colour tab-divider>>;\n}\n\n.tc-tab-divider.tc-vertical {\n\tdisplay: none;\n}\n\n.tc-tab-content {\n\tmargin-top: 14px;\n}\n\n.tc-tab-content.tc-vertical {\n word-break: break-word;\n\tdisplay: inline-block;\n\tvertical-align: top;\n\tpadding-top: 0;\n\tpadding-left: 14px;\n\tborder-left: 1px solid <<colour tab-border>>;\n\t-webkit-flex: 1 0 70%;\n\tflex: 1 0 70%;\n}\n\n.tc-sidebar-lists .tc-tab-buttons {\n\tmargin-bottom: -1px;\n}\n\n.tc-sidebar-lists .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour sidebar-tab-background-selected>>;\n\tcolor: <<colour sidebar-tab-foreground-selected>>;\n\tborder-left: 1px solid <<colour sidebar-tab-border-selected>>;\n\tborder-top: 1px solid <<colour sidebar-tab-border-selected>>;\n\tborder-right: 1px solid <<colour sidebar-tab-border-selected>>;\n}\n\n.tc-sidebar-lists .tc-tab-buttons button {\n\tbackground-color: <<colour sidebar-tab-background>>;\n\tcolor: <<colour sidebar-tab-foreground>>;\n\tborder-left: 1px solid <<colour sidebar-tab-border>>;\n\tborder-top: 1px solid <<colour sidebar-tab-border>>;\n\tborder-right: 1px solid <<colour sidebar-tab-border>>;\n}\n\n.tc-sidebar-lists .tc-tab-divider {\n\tborder-top: 1px solid <<colour sidebar-tab-divider>>;\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\tdisplay: block;\n\twidth: 100%;\n\tbackground-color: <<colour sidebar-tab-background>>;\n\tborder-top: none;\n\tborder-left: none;\n\tborder-bottom: none;\n\tborder-right: 1px solid #ccc;\n\tmargin-bottom: inherit;\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button.tc-tab-selected {\n\tbackground-color: <<colour sidebar-tab-background-selected>>;\n\tborder: none;\n}\n\n/*\n** Manager\n*/\n\n.tc-manager-wrapper {\n\t\n}\n\n.tc-manager-controls {\n\t\n}\n\n.tc-manager-control {\n\tmargin: 0.5em 0;\n}\n\n.tc-manager-list {\n\twidth: 100%;\n\tborder-top: 1px solid <<colour muted-foreground>>;\n\tborder-left: 1px solid <<colour muted-foreground>>;\n\tborder-right: 1px solid <<colour muted-foreground>>;\n}\n\n.tc-manager-list-item {\n\n}\n\n.tc-manager-list-item-heading {\n display: block;\n width: 100%;\n text-align: left;\t\n\tborder-bottom: 1px solid <<colour muted-foreground>>;\n\tpadding: 3px;\n}\n\n.tc-manager-list-item-heading-selected {\n\tfont-weight: bold;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n\tbackground-color: <<colour foreground>>;\n}\n\n.tc-manager-list-item-heading:hover {\n\tbackground: <<colour primary>>;\n\tcolor: <<colour background>>;\n}\n\n.tc-manager-list-item-content {\n\tdisplay: flex;\n}\n\n.tc-manager-list-item-content-sidebar {\n flex: 1 0;\n background: <<colour tiddler-editor-background>>;\n border-right: 0.5em solid <<colour muted-foreground>>;\n border-bottom: 0.5em solid <<colour muted-foreground>>;\n white-space: nowrap;\n}\n\n.tc-manager-list-item-content-item-heading {\n\tdisplay: block;\n\twidth: 100%;\n\ttext-align: left;\n background: <<colour muted-foreground>>;\n\ttext-transform: uppercase;\n\tfont-size: 0.6em;\n\tfont-weight: bold;\n padding: 0.5em 0 0.5em 0;\n}\n\n.tc-manager-list-item-content-item-body {\n\tpadding: 0 0.5em 0 0.5em;\n}\n\n.tc-manager-list-item-content-item-body > pre {\n\tmargin: 0.5em 0 0.5em 0;\n\tborder: none;\n\tbackground: inherit;\n}\n\n.tc-manager-list-item-content-tiddler {\n flex: 3 1;\n border-left: 0.5em solid <<colour muted-foreground>>;\n border-right: 0.5em solid <<colour muted-foreground>>;\n border-bottom: 0.5em solid <<colour muted-foreground>>;\n}\n\n.tc-manager-list-item-content-item-body > table {\n\tborder: none;\n\tpadding: 0;\n\tmargin: 0;\n}\n\n.tc-manager-list-item-content-item-body > table td {\n\tborder: none;\n}\n\n.tc-manager-icon-editor > button {\n\twidth: 100%;\n}\n\n.tc-manager-icon-editor > button > svg,\n.tc-manager-icon-editor > button > button {\n\twidth: 100%;\n\theight: auto;\n}\n\n/*\n** Alerts\n*/\n\n.tc-alerts {\n\tposition: fixed;\n\ttop: 0;\n\tleft: 0;\n\tmax-width: 500px;\n\tz-index: 20000;\n}\n\n.tc-alert {\n\tposition: relative;\n\tmargin: 28px;\n\tpadding: 14px 14px 14px 14px;\n\tborder: 2px solid <<colour alert-border>>;\n\tbackground-color: <<colour alert-background>>;\n}\n\n.tc-alert-toolbar {\n\tposition: absolute;\n\ttop: 14px;\n\tright: 14px;\n}\n\n.tc-alert-toolbar svg {\n\tfill: <<colour alert-muted-foreground>>;\n}\n\n.tc-alert-subtitle {\n\tcolor: <<colour alert-muted-foreground>>;\n\tfont-weight: bold;\n}\n\n.tc-alert-highlight {\n\tcolor: <<colour alert-highlight>>;\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-static-alert {\n\t\tposition: relative;\n\t}\n\n\t.tc-static-alert-inner {\n\t\tposition: absolute;\n\t\tz-index: 100;\n\t}\n\n}\n\n.tc-static-alert-inner {\n\tpadding: 0 2px 2px 42px;\n\tcolor: <<colour static-alert-foreground>>;\n}\n\n/*\n** Floating drafts list\n*/\n\n.tc-drafts-list {\n\tz-index: 2000;\n\tposition: fixed;\n\tfont-size: 0.8em;\n\tleft: 0;\n\tbottom: 0;\n}\n\n.tc-drafts-list a {\n\tmargin: 0 0.5em;\n\tpadding: 4px 4px;\n\tborder-top-left-radius: 4px;\n\tborder-top-right-radius: 4px;\n\tborder: 1px solid <<colour background>>;\n\tborder-bottom-none;\n\tbackground: <<colour dirty-indicator>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n}\n\n.tc-drafts-list a:hover {\n\ttext-decoration: none;\n\tbackground: <<colour foreground>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n}\n\n.tc-drafts-list a svg {\n\twidth: 1em;\n\theight: 1em;\n\tvertical-align: text-bottom;\n}\n\n/*\n** Control panel\n*/\n\n.tc-control-panel td {\n\tpadding: 4px;\n}\n\n.tc-control-panel table, .tc-control-panel table input, .tc-control-panel table textarea {\n\twidth: 100%;\n}\n\n.tc-plugin-info {\n\tdisplay: block;\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground-colour: <<colour background>>;\n\tmargin: 0.5em 0 0.5em 0;\n\tpadding: 4px;\n}\n\n.tc-plugin-info-disabled {\n\tbackground: -webkit-repeating-linear-gradient(45deg, #ff0, #ff0 10px, #eee 10px, #eee 20px);\n\tbackground: repeating-linear-gradient(45deg, #ff0, #ff0 10px, #eee 10px, #eee 20px);\n}\n\n.tc-plugin-info-disabled:hover {\n\tbackground: -webkit-repeating-linear-gradient(45deg, #aa0, #aa0 10px, #888 10px, #888 20px);\n\tbackground: repeating-linear-gradient(45deg, #aa0, #aa0 10px, #888 10px, #888 20px);\n}\n\na.tc-tiddlylink.tc-plugin-info:hover {\n\ttext-decoration: none;\n\tbackground-color: <<colour primary>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour foreground>>;\n}\n\na.tc-tiddlylink.tc-plugin-info:hover .tc-plugin-info > .tc-plugin-info-chunk > svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-plugin-info-chunk {\n\tdisplay: inline-block;\n\tvertical-align: middle;\n}\n\n.tc-plugin-info-chunk h1 {\n\tfont-size: 1em;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info-chunk h2 {\n\tfont-size: 0.8em;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info-chunk div {\n\tfont-size: 0.7em;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info:hover > .tc-plugin-info-chunk > img, .tc-plugin-info:hover > .tc-plugin-info-chunk > svg {\n\twidth: 2em;\n\theight: 2em;\n\tfill: <<colour foreground>>;\n}\n\n.tc-plugin-info > .tc-plugin-info-chunk > img, .tc-plugin-info > .tc-plugin-info-chunk > svg {\n\twidth: 2em;\n\theight: 2em;\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-plugin-info.tc-small-icon > .tc-plugin-info-chunk > img, .tc-plugin-info.tc-small-icon > .tc-plugin-info-chunk > svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-plugin-info-dropdown {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tmargin-top: -8px;\n}\n\n.tc-plugin-info-dropdown-message {\n\tbackground: <<colour message-background>>;\n\tpadding: 0.5em 1em 0.5em 1em;\n\tfont-weight: bold;\n\tfont-size: 0.8em;\n}\n\n.tc-plugin-info-dropdown-body {\n\tpadding: 1em 1em 1em 1em;\n}\n\n.tc-check-list {\n\tline-height: 2em;\n}\n\n.tc-check-list .tc-image-button {\n\theight: 1.5em;\n}\n\n/*\n** Message boxes\n*/\n\n.tc-message-box {\n\tborder: 1px solid <<colour message-border>>;\n\tbackground: <<colour message-background>>;\n\tpadding: 0px 21px 0px 21px;\n\tfont-size: 12px;\n\tline-height: 18px;\n\tcolor: <<colour message-foreground>>;\n}\n\n.tc-message-box svg {\n\twidth: 1em;\n\theight: 1em;\n vertical-align: text-bottom;\n}\n\n/*\n** Pictures\n*/\n\n.tc-bordered-image {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tpadding: 5px;\n\tmargin: 5px;\n}\n\n/*\n** Floats\n*/\n\n.tc-float-right {\n\tfloat: right;\n}\n\n/*\n** Chooser\n*/\n\n.tc-chooser {\n\tborder-right: 1px solid <<colour table-header-background>>;\n\tborder-left: 1px solid <<colour table-header-background>>;\n}\n\n\n.tc-chooser-item {\n\tborder-bottom: 1px solid <<colour table-header-background>>;\n\tborder-top: 1px solid <<colour table-header-background>>;\n\tpadding: 2px 4px 2px 14px;\n}\n\n.tc-drop-down .tc-chooser-item {\n\tpadding: 2px;\n}\n\n.tc-chosen,\n.tc-chooser-item:hover {\n\tbackground-color: <<colour table-header-background>>;\n\tborder-color: <<colour table-footer-background>>;\n}\n\n.tc-chosen .tc-tiddlylink {\n\tcursor:default;\n}\n\n.tc-chooser-item .tc-tiddlylink {\n\tdisplay: block;\n\ttext-decoration: none;\n\tbackground-color: transparent;\n}\n\n.tc-chooser-item:hover .tc-tiddlylink:hover {\n\ttext-decoration: none;\n}\n\n.tc-drop-down .tc-chosen .tc-tiddlylink,\n.tc-drop-down .tc-chooser-item .tc-tiddlylink:hover {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-chosen > .tc-tiddlylink:before {\n\tmargin-left: -10px;\n\tposition: relative;\n\tcontent: \"» \";\n}\n\n.tc-chooser-item svg,\n.tc-chooser-item img{\n\twidth: 1em;\n\theight: 1em;\n\tvertical-align: middle;\n}\n\n.tc-language-chooser .tc-image-button img {\n\twidth: 2em;\n\tvertical-align: -0.15em;\n}\n\n/*\n** Palette swatches\n*/\n\n.tc-swatches-horiz {\n}\n\n.tc-swatches-horiz .tc-swatch {\n\tdisplay: inline-block;\n}\n\n.tc-swatch {\n\twidth: 2em;\n\theight: 2em;\n\tmargin: 0.4em;\n\tborder: 1px solid #888;\n}\n\n/*\n** Table of contents\n*/\n\n.tc-sidebar-lists .tc-table-of-contents {\n\twhite-space: nowrap;\n}\n\n.tc-table-of-contents button {\n\tcolor: <<colour sidebar-foreground>>;\n}\n\n.tc-table-of-contents svg {\n\twidth: 0.7em;\n\theight: 0.7em;\n\tvertical-align: middle;\n\tfill: <<colour sidebar-foreground>>;\n}\n\n.tc-table-of-contents ol {\n\tlist-style-type: none;\n\tpadding-left: 0;\n}\n\n.tc-table-of-contents ol ol {\n\tpadding-left: 1em;\n}\n\n.tc-table-of-contents li {\n\tfont-size: 1.0em;\n\tfont-weight: bold;\n}\n\n.tc-table-of-contents li a {\n\tfont-weight: bold;\n}\n\n.tc-table-of-contents li li {\n\tfont-size: 0.95em;\n\tfont-weight: normal;\n\tline-height: 1.4;\n}\n\n.tc-table-of-contents li li a {\n\tfont-weight: normal;\n}\n\n.tc-table-of-contents li li li {\n\tfont-size: 0.95em;\n\tfont-weight: 200;\n\tline-height: 1.5;\n}\n\n.tc-table-of-contents li li li li {\n\tfont-size: 0.95em;\n\tfont-weight: 200;\n}\n\n.tc-tabbed-table-of-contents {\n\tdisplay: -webkit-flex;\n\tdisplay: flex;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents {\n\tz-index: 100;\n\tdisplay: inline-block;\n\tpadding-left: 1em;\n\tmax-width: 50%;\n\t-webkit-flex: 0 0 auto;\n\tflex: 0 0 auto;\n\tbackground: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a,\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a {\n\tdisplay: block;\n\tpadding: 0.12em 1em 0.12em 0.25em;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a {\n\tborder-top: 1px solid <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-background>>;\n\tborder-bottom: 1px solid <<colour tab-background>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a:hover {\n\ttext-decoration: none;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tbackground: <<colour tab-border>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a {\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tbackground: <<colour background>>;\n\tmargin-right: -1px;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a:hover {\n\ttext-decoration: none;\n}\n\n.tc-tabbed-table-of-contents .tc-tabbed-table-of-contents-content {\n\tdisplay: inline-block;\n\tvertical-align: top;\n\tpadding-left: 1.5em;\n\tpadding-right: 1.5em;\n\tborder: 1px solid <<colour tab-border>>;\n\t-webkit-flex: 1 0 50%;\n\tflex: 1 0 50%;\n}\n\n/*\n** Dirty indicator\n*/\n\nbody.tc-dirty span.tc-dirty-indicator, body.tc-dirty span.tc-dirty-indicator svg {\n\tfill: <<colour dirty-indicator>>;\n\tcolor: <<colour dirty-indicator>>;\n}\n\n/*\n** File inputs\n*/\n\n.tc-file-input-wrapper {\n\tposition: relative;\n\toverflow: hidden;\n\tdisplay: inline-block;\n\tvertical-align: middle;\n}\n\n.tc-file-input-wrapper input[type=file] {\n\tposition: absolute;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbottom: 0;\n\tfont-size: 999px;\n\tmax-width: 100%;\n\tmax-height: 100%;\n\tfilter: alpha(opacity=0);\n\topacity: 0;\n\toutline: none;\n\tbackground: white;\n\tcursor: pointer;\n\tdisplay: inline-block;\n}\n\n/*\n** Thumbnail macros\n*/\n\n.tc-thumbnail-wrapper {\n\tposition: relative;\n\tdisplay: inline-block;\n\tmargin: 6px;\n\tvertical-align: top;\n}\n\n.tc-thumbnail-right-wrapper {\n\tfloat:right;\n\tmargin: 0.5em 0 0.5em 0.5em;\n}\n\n.tc-thumbnail-image {\n\ttext-align: center;\n\toverflow: hidden;\n\tborder-radius: 3px;\n}\n\n.tc-thumbnail-image svg,\n.tc-thumbnail-image img {\n\tfilter: alpha(opacity=1);\n\topacity: 1;\n\tmin-width: 100%;\n\tmin-height: 100%;\n\tmax-width: 100%;\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-image svg,\n.tc-thumbnail-wrapper:hover .tc-thumbnail-image img {\n\tfilter: alpha(opacity=0.8);\n\topacity: 0.8;\n}\n\n.tc-thumbnail-background {\n\tposition: absolute;\n\tborder-radius: 3px;\n}\n\n.tc-thumbnail-icon svg,\n.tc-thumbnail-icon img {\n\twidth: 3em;\n\theight: 3em;\n\t<<filter \"drop-shadow(2px 2px 4px rgba(0,0,0,0.3))\">>\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-icon svg,\n.tc-thumbnail-wrapper:hover .tc-thumbnail-icon img {\n\tfill: #fff;\n\t<<filter \"drop-shadow(3px 3px 4px rgba(0,0,0,0.6))\">>\n}\n\n.tc-thumbnail-icon {\n\tposition: absolute;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbottom: 0;\n\tdisplay: -webkit-flex;\n\t-webkit-align-items: center;\n\t-webkit-justify-content: center;\n\tdisplay: flex;\n\talign-items: center;\n\tjustify-content: center;\n}\n\n.tc-thumbnail-caption {\n\tposition: absolute;\n\tbackground-color: #777;\n\tcolor: #fff;\n\ttext-align: center;\n\tbottom: 0;\n\twidth: 100%;\n\tfilter: alpha(opacity=0.9);\n\topacity: 0.9;\n\tline-height: 1.4;\n\tborder-bottom-left-radius: 3px;\n\tborder-bottom-right-radius: 3px;\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-caption {\n\tfilter: alpha(opacity=1);\n\topacity: 1;\n}\n\n/*\n** Diffs\n*/\n\n.tc-diff-equal {\n\tbackground-color: <<colour diff-equal-background>>;\n\tcolor: <<colour diff-equal-foreground>>;\n}\n\n.tc-diff-insert {\n\tbackground-color: <<colour diff-insert-background>>;\n\tcolor: <<colour diff-insert-foreground>>;\n}\n\n.tc-diff-delete {\n\tbackground-color: <<colour diff-delete-background>>;\n\tcolor: <<colour diff-delete-foreground>>;\n}\n\n.tc-diff-invisible {\n\tbackground-color: <<colour diff-invisible-background>>;\n\tcolor: <<colour diff-invisible-foreground>>;\n}\n\n.tc-diff-tiddlers th {\n\ttext-align: right;\n\tbackground: <<colour background>>;\n\tfont-weight: normal;\n\tfont-style: italic;\n}\n\n.tc-diff-tiddlers pre {\n margin: 0;\n padding: 0;\n border: none;\n background: none;\n}\n\n/*\n** Errors\n*/\n\n.tc-error {\n\tbackground: #f00;\n\tcolor: #fff;\n}\n\n/*\n** Tree macro\n*/\n\n.tc-tree div {\n \tpadding-left: 14px;\n}\n\n.tc-tree ol {\n \tlist-style-type: none;\n \tpadding-left: 0;\n \tmargin-top: 0;\n}\n\n.tc-tree ol ol {\n \tpadding-left: 1em; \n}\n\n.tc-tree button { \n \tcolor: #acacac;\n}\n\n.tc-tree svg {\n \tfill: #acacac;\n}\n\n.tc-tree span svg {\n \twidth: 1em;\n \theight: 1em;\n \tvertical-align: baseline;\n}\n\n.tc-tree li span {\n \tcolor: lightgray;\n}\n\nselect {\n color: <<colour select-tag-foreground>>;\n background: <<colour select-tag-background>>;\n}\n\n"
},
"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize",
"text": "15px"
},
"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/bodylineheight",
"text": "22px"
},
"$:/themes/tiddlywiki/vanilla/metrics/fontsize": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/fontsize",
"text": "14px"
},
"$:/themes/tiddlywiki/vanilla/metrics/lineheight": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/lineheight",
"text": "20px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storyleft": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storyleft",
"text": "0px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storytop": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storytop",
"text": "0px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storyright": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storyright",
"text": "770px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storywidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storywidth",
"text": "770px"
},
"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth",
"text": "686px"
},
"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint",
"text": "960px"
},
"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth",
"text": "350px"
},
"$:/themes/tiddlywiki/vanilla/options/stickytitles": {
"title": "$:/themes/tiddlywiki/vanilla/options/stickytitles",
"text": "no"
},
"$:/themes/tiddlywiki/vanilla/options/sidebarlayout": {
"title": "$:/themes/tiddlywiki/vanilla/options/sidebarlayout",
"text": "fixed-fluid"
},
"$:/themes/tiddlywiki/vanilla/options/codewrapping": {
"title": "$:/themes/tiddlywiki/vanilla/options/codewrapping",
"text": "pre-wrap"
},
"$:/themes/tiddlywiki/vanilla/reset": {
"title": "$:/themes/tiddlywiki/vanilla/reset",
"type": "text/plain",
"text": "/*! normalize.css v3.0.0 | MIT License | git.io/normalize */\n\n/**\n * 1. Set default font family to sans-serif.\n * 2. Prevent iOS text size adjust after orientation change, without disabling\n * user zoom.\n */\n\nhtml {\n font-family: sans-serif; /* 1 */\n -ms-text-size-adjust: 100%; /* 2 */\n -webkit-text-size-adjust: 100%; /* 2 */\n}\n\n/**\n * Remove default margin.\n */\n\nbody {\n margin: 0;\n}\n\n/* HTML5 display definitions\n ========================================================================== */\n\n/**\n * Correct `block` display not defined in IE 8/9.\n */\n\narticle,\naside,\ndetails,\nfigcaption,\nfigure,\nfooter,\nheader,\nhgroup,\nmain,\nnav,\nsection,\nsummary {\n display: block;\n}\n\n/**\n * 1. Correct `inline-block` display not defined in IE 8/9.\n * 2. Normalize vertical alignment of `progress` in Chrome, Firefox, and Opera.\n */\n\naudio,\ncanvas,\nprogress,\nvideo {\n display: inline-block; /* 1 */\n vertical-align: baseline; /* 2 */\n}\n\n/**\n * Prevent modern browsers from displaying `audio` without controls.\n * Remove excess height in iOS 5 devices.\n */\n\naudio:not([controls]) {\n display: none;\n height: 0;\n}\n\n/**\n * Address `[hidden]` styling not present in IE 8/9.\n * Hide the `template` element in IE, Safari, and Firefox < 22.\n */\n\n[hidden],\ntemplate {\n display: none;\n}\n\n/* Links\n ========================================================================== */\n\n/**\n * Remove the gray background color from active links in IE 10.\n */\n\na {\n background: transparent;\n}\n\n/**\n * Improve readability when focused and also mouse hovered in all browsers.\n */\n\na:active,\na:hover {\n outline: 0;\n}\n\n/* Text-level semantics\n ========================================================================== */\n\n/**\n * Address styling not present in IE 8/9, Safari 5, and Chrome.\n */\n\nabbr[title] {\n border-bottom: 1px dotted;\n}\n\n/**\n * Address style set to `bolder` in Firefox 4+, Safari 5, and Chrome.\n */\n\nb,\nstrong {\n font-weight: bold;\n}\n\n/**\n * Address styling not present in Safari 5 and Chrome.\n */\n\ndfn {\n font-style: italic;\n}\n\n/**\n * Address variable `h1` font-size and margin within `section` and `article`\n * contexts in Firefox 4+, Safari 5, and Chrome.\n */\n\nh1 {\n font-size: 2em;\n margin: 0.67em 0;\n}\n\n/**\n * Address styling not present in IE 8/9.\n */\n\nmark {\n background: #ff0;\n color: #000;\n}\n\n/**\n * Address inconsistent and variable font size in all browsers.\n */\n\nsmall {\n font-size: 80%;\n}\n\n/**\n * Prevent `sub` and `sup` affecting `line-height` in all browsers.\n */\n\nsub,\nsup {\n font-size: 75%;\n line-height: 0;\n position: relative;\n vertical-align: baseline;\n}\n\nsup {\n top: -0.5em;\n}\n\nsub {\n bottom: -0.25em;\n}\n\n/* Embedded content\n ========================================================================== */\n\n/**\n * Remove border when inside `a` element in IE 8/9.\n */\n\nimg {\n border: 0;\n}\n\n/**\n * Correct overflow displayed oddly in IE 9.\n */\n\nsvg:not(:root) {\n overflow: hidden;\n}\n\n/* Grouping content\n ========================================================================== */\n\n/**\n * Address margin not present in IE 8/9 and Safari 5.\n */\n\nfigure {\n margin: 1em 40px;\n}\n\n/**\n * Address differences between Firefox and other browsers.\n */\n\nhr {\n -moz-box-sizing: content-box;\n box-sizing: content-box;\n height: 0;\n}\n\n/**\n * Contain overflow in all browsers.\n */\n\npre {\n overflow: auto;\n}\n\n/**\n * Address odd `em`-unit font size rendering in all browsers.\n */\n\ncode,\nkbd,\npre,\nsamp {\n font-family: monospace, monospace;\n font-size: 1em;\n}\n\n/* Forms\n ========================================================================== */\n\n/**\n * Known limitation: by default, Chrome and Safari on OS X allow very limited\n * styling of `select`, unless a `border` property is set.\n */\n\n/**\n * 1. Correct color not being inherited.\n * Known issue: affects color of disabled elements.\n * 2. Correct font properties not being inherited.\n * 3. Address margins set differently in Firefox 4+, Safari 5, and Chrome.\n */\n\nbutton,\ninput,\noptgroup,\nselect,\ntextarea {\n color: inherit; /* 1 */\n font: inherit; /* 2 */\n margin: 0; /* 3 */\n}\n\n/**\n * Address `overflow` set to `hidden` in IE 8/9/10.\n */\n\nbutton {\n overflow: visible;\n}\n\n/**\n * Address inconsistent `text-transform` inheritance for `button` and `select`.\n * All other form control elements do not inherit `text-transform` values.\n * Correct `button` style inheritance in Firefox, IE 8+, and Opera\n * Correct `select` style inheritance in Firefox.\n */\n\nbutton,\nselect {\n text-transform: none;\n}\n\n/**\n * 1. Avoid the WebKit bug in Android 4.0.* where (2) destroys native `audio`\n * and `video` controls.\n * 2. Correct inability to style clickable `input` types in iOS.\n * 3. Improve usability and consistency of cursor style between image-type\n * `input` and others.\n */\n\nbutton,\nhtml input[type=\"button\"], /* 1 */\ninput[type=\"reset\"],\ninput[type=\"submit\"] {\n -webkit-appearance: button; /* 2 */\n cursor: pointer; /* 3 */\n}\n\n/**\n * Re-set default cursor for disabled elements.\n */\n\nbutton[disabled],\nhtml input[disabled] {\n cursor: default;\n}\n\n/**\n * Remove inner padding and border in Firefox 4+.\n */\n\nbutton::-moz-focus-inner,\ninput::-moz-focus-inner {\n border: 0;\n padding: 0;\n}\n\n/**\n * Address Firefox 4+ setting `line-height` on `input` using `!important` in\n * the UA stylesheet.\n */\n\ninput {\n line-height: normal;\n}\n\n/**\n * It's recommended that you don't attempt to style these elements.\n * Firefox's implementation doesn't respect box-sizing, padding, or width.\n *\n * 1. Address box sizing set to `content-box` in IE 8/9/10.\n * 2. Remove excess padding in IE 8/9/10.\n */\n\ninput[type=\"checkbox\"],\ninput[type=\"radio\"] {\n box-sizing: border-box; /* 1 */\n padding: 0; /* 2 */\n}\n\n/**\n * Fix the cursor style for Chrome's increment/decrement buttons. For certain\n * `font-size` values of the `input`, it causes the cursor style of the\n * decrement button to change from `default` to `text`.\n */\n\ninput[type=\"number\"]::-webkit-inner-spin-button,\ninput[type=\"number\"]::-webkit-outer-spin-button {\n height: auto;\n}\n\n/**\n * 1. Address `appearance` set to `searchfield` in Safari 5 and Chrome.\n * 2. Address `box-sizing` set to `border-box` in Safari 5 and Chrome\n * (include `-moz` to future-proof).\n */\n\ninput[type=\"search\"] {\n -webkit-appearance: textfield; /* 1 */\n -moz-box-sizing: content-box;\n -webkit-box-sizing: content-box; /* 2 */\n box-sizing: content-box;\n}\n\n/**\n * Remove inner padding and search cancel button in Safari and Chrome on OS X.\n * Safari (but not Chrome) clips the cancel button when the search input has\n * padding (and `textfield` appearance).\n */\n\ninput[type=\"search\"]::-webkit-search-cancel-button,\ninput[type=\"search\"]::-webkit-search-decoration {\n -webkit-appearance: none;\n}\n\n/**\n * Define consistent border, margin, and padding.\n */\n\nfieldset {\n border: 1px solid #c0c0c0;\n margin: 0 2px;\n padding: 0.35em 0.625em 0.75em;\n}\n\n/**\n * 1. Correct `color` not being inherited in IE 8/9.\n * 2. Remove padding so people aren't caught out if they zero out fieldsets.\n */\n\nlegend {\n border: 0; /* 1 */\n padding: 0; /* 2 */\n}\n\n/**\n * Remove default vertical scrollbar in IE 8/9.\n */\n\ntextarea {\n overflow: auto;\n}\n\n/**\n * Don't inherit the `font-weight` (applied by a rule above).\n * NOTE: the default cannot safely be changed in Chrome and Safari on OS X.\n */\n\noptgroup {\n font-weight: bold;\n}\n\n/* Tables\n ========================================================================== */\n\n/**\n * Remove most spacing between table cells.\n */\n\ntable {\n border-collapse: collapse;\n border-spacing: 0;\n}\n\ntd,\nth {\n padding: 0;\n}\n"
},
"$:/themes/tiddlywiki/vanilla/settings/fontfamily": {
"title": "$:/themes/tiddlywiki/vanilla/settings/fontfamily",
"text": "-apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\""
},
"$:/themes/tiddlywiki/vanilla/settings/codefontfamily": {
"title": "$:/themes/tiddlywiki/vanilla/settings/codefontfamily",
"text": "\"SFMono-Regular\",Consolas,\"Liberation Mono\",Menlo,Courier,monospace"
},
"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment": {
"title": "$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment",
"text": "fixed"
},
"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize": {
"title": "$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize",
"text": "auto"
},
"$:/themes/tiddlywiki/vanilla/sticky": {
"title": "$:/themes/tiddlywiki/vanilla/sticky",
"text": "<$reveal state=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\" type=\"match\" text=\"yes\">\n``\n.tc-tiddler-title {\n\tposition: -webkit-sticky;\n\tposition: -moz-sticky;\n\tposition: -o-sticky;\n\tposition: -ms-sticky;\n\tposition: sticky;\n\ttop: 0px;\n\tbackground: ``<<colour tiddler-background>>``;\n\tz-index: 500;\n}\n``\n</$reveal>\n"
}
}
}
1. «Системный или организационный принцип привязывает познание частей к познанию целого. При этом осуществляется челночное движение от частей к целому и от целого к частям. Идея системы означает, что «целое больше суммы частей». От атома до звезды, от бактерии до человека и общества, организация целого приводит к возникновению у него новых качеств или свойств по отношению к частям, рассмотренным в их обособленности. Новые качества – это эмерджентности» [14, 17].
''2. «Голографический принцип показывает'', что во всяком сложном явлении не только часть входит в целое, но и целое встроено в каждую отдельную часть. Типичный пример – клетка и живой организм. Всякая клетка является частью целого – живого организма, но само это целое присутствует в части: вся полнота генетической наследственности представлена в каждой отдельной клетке этого организма, присутствует в нем через язык, через культуру, через социальные нормы» [14, 17].
Была создана страница в которой станицы статьи размещались в ячейках таблицы, при этом сохранен вариант предыдущей страницы. Так как необходимо отметить что, же было сделанно, как развивалась среда и вместе с ней личность пользователя.
''3. «Принцип обратной связи, введенный Норбертом Винером, позволяет познавать саморегулирующиеся процессы.'' Он порывает с принципом линейной причинности. Причина и следствие замыкаются в рекурсивную петлю: причина воздействует на следствие, а следствие – на причину, как в системе отопления, в которой термостат регулирует работу нагревательного элемента» [14, 17].
Проблема саморегуляции – это не рядовая проблема психологии. Она сегодня, впрочем, как и вся современная психология, оказалась в зоне перекрытия двух парадигм, но именно с саморегуляцией, а не чем-нибудь иным, ассоциируется смысл неклассического этапа развития науки, так же как с саморазвитием (самоорганизацией) ассоциируется наступающий (постнеклассический) этап. Главное, что в неклассической науке появился человек – пусть вначале и не целостный, «урезанный» до личности, субъекта или сознательного индивида, но все-таки с ним уже надо было считаться. Теперь уже не проходила идея замкнутого на себя сознания, каковое в такой форме и выступало в качестве предмета классической науки. Психология медленно и достаточно мучительно стала двигаться в сторону того образа, который Э. Морен представил в виде «рекурсивной петли». Бинарные принципы детерминизма с четким распределением причин и следствий на полюсах («внешние причины действуют…», «внутреннее само себя развивает…») стали уступать место (но пока еще не уступили) более сложным представлениям о причинноследственных связях, характерных для саморазвивающихся человекоразмерных систем. О принципе системной детерминации речь пойдет ниже, поскольку четвертый принцип Э. Морена практически к ней и выводит
(стр 114)
''4. «Принцип рекурсивной петли развивает понятие регуляции в понятие самопроизводства и самоорганизации.'' Это – генерирующая петля, в которой продукты сами становятся производителями и причинами того, что их производит. Так, индивиды продуцирут общество в ходе их взаимодействий друг с другом и посредством них, а общество как целое, обладающее эмерджентными свойствами, продуцирует человеческое в этих индивидах, оснащая их языком и прививая им культуру» [14, 17].
Способность науки выделять саморазвивающиеся системы человекоразмерного уровня и превращать их в предметы конкретно-научного исследования означает степень зрелости науки и знаменует ее выход к идеалам постнеклассической рациональности. В трансспективном анализе, позволяющем отрефлексировать историю становления психологического познания в контексте про- цесса саморазвития науки, открываются тенденции развития, что позволяет перевести анализ из констатирующего в прогностический. «Сегодня познавательное и технологическое освоение слож- ных саморазвивающихся систем начинает определять стратегию переднего края науки и технологического развития» (В.С. Степин, [15]). Как конкретно в науке действует принцип рекурсивной петли, обусловливая переход понятия регуляции в понятие самопроизводства (саморазвития) и самоорганизации, мы показали отдельной работой [7]. Действительно, это крайне интересно. Каким образом целая научная школа (имеется в виду школа основателя смысловой теории мышления О.К. Тихомирова, отдельную ветвь которой представляет системная антропопсихология) вышла к идеям самоорганизации. Как и откуда приходили идеи самоорганизации в научную школу, которая начинала «как все»: психика понималась как отражение, ее функция усматривалась в регуляции деятельности и поведения, мышление рассматривалось как «высшая форма отражения» и т.д. Не было еще современных концепту- альных моделей, ориентированных на изучение единых механизмов самоорганизации, таких как синергетика (Г. Хакен), неравно- весная термодинамика и теория диссипативных структур (И. Пригожин), теория аутопоэза (У.Р. Матурана), теория динамического хаоса (М. Фейгенбаум), нелинейная динамика (С.П. Курдюмов), которые могли бы непосредственно повлиять на создателя научной школы и его учеников. Тем более что все эти модели были разработаны в ориентации на физические и простейшие биологические системы. Их крайне трудно, если это вообще возможно, переносить на человека, не впадая в синергетический редукционизм, неизбежный в этом случае. Тем не менее, изучая мышление, научная школа сам вышла к мышлению постнеклассического уровня, которое как раз и базируется на представлениях об открытых самоорганизующихся системах. В работе достаточно подробно анализируется переход через зону совмещения парадигм, когда идея саморегуляции стала перерастать в идею самоорганизации – в полном соответствии, как теперь мы это понимаем, с обсуждаемым нами четвертым принципом сложного мышления Э. Морена.
Что же касается «самопроизводства» (саморазвития), характерного для самоорганизующихся систем, то системная антропопсихология сформулировала свой принцип детерминизма – принцип системной детерминации. В соответствии с ним внутреннее и внешнее, субъективное и объективное, вступая во взаимодействие, производят нечто третье – сверхчувственные, общесистемные качества, которые, будучи новообразованиями, не сводимыми ни к первому, ни ко второму, становятся своеобразными параметрами порядка, указывающими направления развития системы за пределы ее актуального состояния, организуя тем самым переход возможности в действительность как основание устойчивого существования саморазвивающихся систем в реальном времени и пространстве. Конкретное содержание этого принципа представлено в уже упоминаемых выше работах [3, 7, 10, 11]. С его помощью удалось объяснить механизмы инновационного (сверхадаптивного) поведения и выйти на построение гуманитарных технологий, направленных на актуализацию инновационного потенциала чеовека.
''5. «Принцип авто-эко-организации (автономии / зависимости)'' заключается в том, что живые существа являются самоорганизующимися существами и поэтому расходуют энергию, чтобы поддержать свою автономию. Поскольку им необходимо черпать энергию и информацию из окружающей их среды, их автономия неотделима от их зависимости от окружения. Стало быть, нам нужно их понимать как авто-эко-организующие существа. Принцип авто-эко-организации имеет силу в отношении отдельных человеческих существ и человеческих обществ. Человеческие существа строят свою автономию в зависимости от их культуры, определяемой социальной средой» [14, 18].
Продолжим логику Э. Морена. Поскольку живые существа являются самоорганизующимися существами, а потому им необходимо черпать энергию и информацию из окружающей их среды, в силу чего их автономия оказывается неотделимой от их зависимости от окружения, то такие системы должны быть оснащены средствами отбора из среды того, что им нужно в каждый момент времени. Тогда психика (сознание) предстает перед нами как самый мощный, самый изощренный, самый сложный из известных нам механизмов избирательности, превращающий «мир в себе» в «мир для нас» – многомерный мир человека, в котором можно действовать, понимая смысл и ценность своих действий и, следовательно, отвечая за содеянное. Можно считать этот принцип сложного мышления самым сложным из всех принципов – он выводит к особой реальности, признать и принять которую очень трудно, но без этого мы не сможем понять, что на самом деле представляет собой чувство реальности бытия, а следовательно, и механизмы разрушения этого чувства при различного рода душевных расстройствах.
Эта реальность содержит сверхчувственные измерения, на которые нельзя указать пальцем. Она открывается для человека только за счет теоретического мышления повышенной сложности, но люди живут в этой реальности, поскольку для каждого из нас она выступает в виде собственного пространства жизни. Понять это трудно еще и потому, что стереотип «пространство для жизни», постоянно воспроизводимый нашим сознанием для того, чтобы человек мог видеть мир отдельно от себя, перекрывает восприятие мира как пространства, в которое человек продлен и которое в наибольшей степени отражает его сущность. Это индивидуальное пространство жизни пронизано нашей самостью, нашей субъективностью, нашей готовностью реализовать себя, нашим постоянным ожиданием того, что в этом мире есть то, без чего мы не можем удержать свою целостность, надеждой на то, что оно там есть, и верой в себя как человека, который может обрести это нужное ему свое, которое еще не стало своим, но может быть станет, если проявить активность. В каждый момент времени мы неравновесны – мы перманентно находимся в точке несовпадения с собой и постоянно прокладываем «путь к себе через мир» (В. Франкл), «извне овладеваем собой» (Л. Выготский), «в мире находим себя» (Г. Гегель). Можно мыслить проще? Можно, наверное, но не будем забывать ранее процитированного Э. Морена: «Упрощающее мышление стало варварством науки. Это – особое варварство нашей цивилизации». На упрощенном мышлении строятся только манипулятивные техники и технологии, адекватные этой простоте методы диагностики и способы работы с клиентом. Последовательное развитие и конкретно-научное преломление принципов сложного мышления, выделенных Э. Мореном, именно к этой логике и выводит. Шестой и седьмой принципы сложного мышления мы оставим без комментариев, но обязаны их привести для того, чтобы у читателя сложился свой взгляд на систему принципов – в той их последовательности, которую определил сам Э. Морен. Шестой принцип также выводит к многомерной логике, а седьмой носит эпистемологический характер, что тоже интересно, но избыточно для данной работы. (стр 117)
''6. «Диалогический принцип заключается в установлении дополнительной, конкурентной, антагонистической связи между
двумя противоположностями''; он проходит красной нитью через сочинения Гераклита Эфесского, Блеза Паскаля, диалектику Гегеля.
Лучше всего его иллюстрирует формула Гераклита «жить, умирая, и умирать, живя» [14, 17]. Этот принцип направлен на переход от бинарной логики к тернарной – как предтече многомерной логики. С нашей точки зрения, диалогическая связь между противоположностями имеет транскоммуникативную природу: в ней рождается многомерное пространство, понять которое можно через выход к многомерной логике. Транскоммуникация – коммуникация порождающего типа (В.И. Кабрин).
''7. «Принцип повторного введения познающего во всякий процесс познания восстанавливает субъекта и отводит ему подобающее место в процессе познания''. Не существует «зеркального» познания объективного мира. Познание есть всегда перевод и конструкция. Всякое наблюдение и всякое понятийное представление включают в себя знание наблюдателя, воспринимающего и мыслящего существа. Нет познания без самопознания, наблюдения без самонаблюдения. Эпистемология сложного, т.е. эпистемологические принципы, надлежащие для познания сложного мира, обретает свою форму в ходе познания познания, которое включает в себя и познание пределов познания» [14, 17].
Большим количеством исследований удалось установить связь между усложнением многомерного пространства жизни человека в ходе онтогенеза и становлением адекватных этим изменениям форм сознания – предметного, смыслового, ценностного. Сформирована новая «когнитивная метафора», позволяющая объяснить, каким образом мозг человека, по всем параметрам памяти и скородействия уступая компьютеру, именно благодаря многомерности своего жизненного пространства, его организации, включающей в 119 себя и сверхчувственные динамичные «параметры порядка» справляется с информационным хаосом, в который все больше погружается человек.
@@color:red;Поэтому гуманитарные технологии, находящиеся на разных стадиях разработки или только замысла, ориентируются нами на проектирование таких ''образовательных сред'', которые позволяют человеку формировать свое многомерное пространство жизни, наращивая суверенность, прокладывая траектории жизнеосуществления таким образом, чтобы максимально реализовать имеющиеся у человека жизненные ресурсы@@. Иными словами, предчувствуя прорыв научного познания к «целостному человеку», к сложнейшей многомерной онтологии человеческих миров, составляющей «самую человеческую» часть того, что включает в себя понятие человек, необходимо самоопределяться в этом процессе поднятия науки на новые, более высокие и сложные уровни системности мышления, ибо без такого самоопределения высокие гуманитарные технологии могут оказаться не менее высокими манипулятивными техниками.
Автореферат диссертации по теме "Пространственно-временная организация жизненного мира человека"
На правах рукописи
Некрасова Евгения Владимировна
Пространственно-временная
организация жизненного мира человека
Специальность 19.00.01 - общая психология, психология личности, история психологии
Автореферат диссертации на соискание ученой степени доктора психологических наук
Барнаул - 2005
Работа выполнена в ГОУ ВПО "Барнаульский государственный педагогический университет"
Официальные оппоненты: действительный член РАО,
доктор психологических наук, профессор Мухина Валерия Сергеевна;
доктор психологических наук, профессор Колмогорова Людмила Степановна;
доктор философских наук, профессор Фролов Анатолий Серафимович
Ведущая организация - ГОУ ВПО "Российский государственный гуманитарный университет, институт психологии им. Л.С. Выготского"
Защита диссертации состоится «^ » октября 2005 г. в на заседании диссертационного совета Д 212.011.01 при Барнаульском государственном педагогическом университете по адресу: 656031, г. Барнаул, ул. Молодежная, 55.
С диссертацией можно ознакомиться в библиотеке Барнаульского государственного педагогического университета по адресу: 656031, г. Барнаул, ул. Молодежная, 55.
Автореферат разослан « сентября 2005 г.
Ученый секретарь <-
диссертационного совета ИI /л \
кандидат педагогических наук, (Л/1 Шептенко
профессор Полина Андреевна
Актуальность проблемы. "Антропологический поворот" (В.И Слободчиков, 1998), происходящий в психологии, фундированный достижениями философской антропологии, основным предметом которой становится сегодня проблема творческой активности и предназначения человека (В.Н. Филиппов, 1995), связан с все более осознаваемым фактом того, что нельзя понять сущность и предназначение психики, не поняв миссию человека, свойством которого она является Анализируя объективные тенденции развития психологического познания, легко заметить, что эпицентр научных интересов представителей разных школ и направлений постепенно смещается к тому, что С Л. Рубинштейн в свое время определил как "витальная онтология", фактически предсказывая неизбежность такого смещения В 1992 году O.K. Тихомиров отметил, что перед современными отечественными психологами открылись "два пути": одни из них продолжают заниматься конкретизацией представлений о психике как "отражении реальности", другие - разработкой представлений о психике как "порождении новой реальности" Как бы подтверждая это заключение, минувшее десятилетие заявило о себе активной разработкой концепций, которые, независимо от их исходной методологии, имеют "общий знаменатель" - фактически все они демонстрируют разные формы движения, но внутри общего русла "второго пути" развития психологической мысли.
Так появляются концепции "материализации" представлений об идеальной форме (Б.Д. Эльконин, 1994), "конструирования миров" человеком (А.Г. Асмолов, 1995), становления "субъективной реальности" (В.И Слободчиков, 1995), формирования "ментального пространства человека" в процессах транскоммуникаций (В.И. Кабрин, 1996), порождения "многомерного мира человека" (В.Е. Клочко, 1996), деформации "смыслового пространства личности" в период болезни (Т В. Рогачева, 2004).
Можно констатировать, что мы сталкиваемся здесь уже не просто с одной из тенденций развития науки, а самым настоящим "парадигмальным сдвигом", который в ней происходит. Сдвигом, который подготовлен всем ходом развития психологического познания, детерминированным постоянно идущим процессом взаимодействия психологической науки с ее средой, сердцевину которой составляет совокупный общественный продукт, обобщенно определяемый понятием "культура". Она содержит в себе достижения отечественной философской мысли, в которой сложилось понимание человека как явления многомерного по своей сущности и безмерного (трансцендентного) по своим масштабам (H.A. Бердяев, С Л. Франк, П.А. Флоренский, М.М. Бахтин, A.A. Ухтомский). В свою очередь, достоянием культуры стали (становятся) достижения психологической мысли о многомерности человеческого бытия в многомерном мире, представленные в трудах Б.Г. Ананьева, Л. С. Выготского, А.Н. Леонтьева, С Л Рубинштейна, Д.Н Узнадзе), получившие развитие в исследованиях учеников и последователей (К.А Абульханова-Славская. А.Г. Асмолов, Б С., Братусь, А В. Брушлинский, Ф Е. Василюк, В.В. Давыдов, Л.И, Дорфман, Г В Залевский, В.П. Зинченко, В.В. Знаков, A.A. Леонтьев, Д.А. Леонтьев, А.Б. Орлов, В.А. Петровский, А.А Пузырей, В.М. Розин, В.В. Рубцов, Д.И. Фельдштейн и др.).
Таким образом, возникает проблема взаимодействия психологической науки с ее средой, которая переходит из разряда философских (эпистемологических) проблем в конкретно-научную проблему, обретая при этом, по мнению A.B. Юревича (2005), статус одной из приоритетных проблем современной психологии. Понимая глобальность этой проблемы, мы ограничили проблемное поле своего исследования следующим образом В культуре, в частности такой важнейшей ее составляющей, каковой является литературное творчество, зафиксирован громадный опыт того, что происходит с жизненным миром человека на стадиях его становления и различных коллизий (трансформаций, деформаций, распада и т.д.). Пока этот опыт остается закрытым для психологии: как точно заметил Л.С. Выготский, "нарисованную корову нельзя доить". Между тем он остается бесценным для науки, которая стала сензитивной ко всему, что связано с проблемой порождения многомерной человеческой реальности, поскольку в этом открывается новое понимание роли и функции психического ("второй путь") Для превращения литературного факта в предмет психологического исследования (в психологический факт) нужно проделать определенную методологическую, теоретическую и методическую работу.
Чтобы вообще поставить задачу решения проблемы взаимодействия науки с ее средой, необходимо, прежде всего, саму науку понять в качестве открытой (и значит самоорганизующейся) системы. Тогда становится возможным использование трансспективного анализа (В.Е. Клочко, 2003, 2004, 2005), открывающего общую направленность развития науки и позволяющего тем самым, понять современные концепции, исполненные в парадигме "психика как порождение реальности", в качестве развитой формы тех гениальных прорывов в сферу "витальной онтологии", которые осуществили наши предшественники: К. Левин (вводя понятие "жизненное пространство", Д. Узнадзе ("транссубъективное пространство"), Л.С. Выготский ("смысловое поле), А А. Ухтомский (теория хронотопа) В своей развитой форме эти идеи, на наш взгляд, и определяют черты и признаки постнеклассицизма, обнаруживаемые в современной психологии.
Известно, что постнеклассицизм опирается на определенный уровень системного представления изучаемой реальности, делая предметом исследования сложные саморазвивающиеся (самоорганизующиеся) системы (B.C. Степин, 2002). Трансспективный анализ, по мнению В.Е. Клочко (2005), представляет собой форму мышления, адекватную постнеклассическому идеалу рациональности. Из него следует, что именно взаимодействие со средой обусловливает прогрессивное движение наук, что не снизу (из опыта самой науки), а сверху; из общекультурного пространства при-
ходят в науку те идеи, которые на некоторое время становятся ведущими. В связи с вышесказанным, проблема нашего исследования заключается в выявлении возможностей такого взаимодействия исследователя с культурой, которое моделировало бы те реальные процессы, которые лежат в основе самоорганизации науки, т.е. происходят сами собой в результате информационного обмена открытой системы (наука) с ее средой (культура). Таким образом, в центре проблемного поля исследования оказывается проблема оправданного и целенаправленного "вычерпывания" из культурной среды, окружающей науку, того знания, которое соответствует актуальной поисковой познавательной потребности исследователя, являющегося конкретным представителем науки.
Цель исследования: получить данные, позволяющие более полно объективировать роль и место психического в пространственно-временной развертке многомерного бытия человека, его участие в самоорганизации человека как открытой психологической системы.
Объект исследования: жизненный мир человека как психологическая реальность.
Предмет исследования: пространственно-временная организация жизненного мира человека.
Гипотеза исследования конкретизируется несколькими допущениями. В соответствии с трансспективным анализом, одним из центральных моментов которого является выявление порождающего эффекта взаимодействия открытой системы с ее окружением, обусловливающим прогрессивное и закономерное усложнение ее системной организации, можно предположить, что:
- жизненный мир человека является динамическим системным конструктом, особой психологической реальностью, имеющей совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы;
- содержание и пространственная конфигурация жизненного мира определяют "образ многомерного мира" (А Н. Леонтьев), каковым он выступает в сознании человека, но, будучи системным конструктом, жизненный мир содержит в себе и такие "общесистемные сверхчувственные качества" (В.Е. Клочко), для понимания и объяснения которых требуется выход за пределы как "объективных" методов исследования, так и интроспекции;
- продукты литературного творчества, ставшие достоянием культуры, содержат в себе информацию о динамике "жизненных миров" людей (в том числе и их авторов), способную обогатить психологическую теорию и фактологию, однако только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотивационная готовность к встрече с такой информацией в процессах его взаимодействия с указанными культурными продуктами;
- методологическая готовность обусловливается тем, насколько психолог смог ассимилировать парадигму "порождения реальности", поскольку в парадигме "отражения" проблема становления жизненного мира человека просто не может быть поставлена;
- теоретическая готовность определяется степенью разработанности концептуального контекста, в котором человек представлен как открытая психологической система, порождающая многомерный мир как основание, обеспечивающее ему (человеку) осмысленность бытия (примером может быть теория психологических систем или другая теория, отвечающая канонам постнеклассицизма);
- мотивационная готовность означает, что у психолога-исследователя существует определенное ожидание встречи с такой информацией, которая соответствует его поисковой познавательной потребности, актуализированной гипотезой В данном случае речь идет о возможности в процессе психологического анализа литературных источников подтвердить (конкретизировать, верифицировать и т.д.) гипотезу о становлении жизненного мира человека как пространственно-временной развертке его бытия.
Задачи исследования:
1 В историко-системном исследовании выявить методологические основания возникновения и тенденции развития понятия "жизненный мир человека" и его ближайших аналогов ("жизненное пространство", "транссубъективное пространство" и т.д.);
2 Показать полидисциплинарный характер искомого понятия, вскрыть его связь с идеей "хронотопа", а также причины транспонирования этой идеи в психологию;
3 Выявить возможности использования трансспективного анализа для решения проблемы использования продуктов литературного творчества в качестве источников психологической информации о становлении, динамике и деструкции жизненного мира человека;
4 Определить, каким образом психологический анализ продуктов литературной деятельности, содержащих информацию о динамике жизненного мира героев произведений и их авторов, может быть совмещен с логикой нарратива и деконструкции (как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию);
5. Объективируя механизм становления "жизненного мира человека" как системного образования, выявляя роль и место психического в пространственно-временной развертке многомерного бытия человека, показать относительную самостоятельность стадий его становления, преемственность уровней (мерностей), их качественные характеристики, раскрыв тем самым его динамику;
6 Выявить различные по своей детерминации коллизии "жизненных миров" и объективировать изменения их субъективных временных параметров при "расширении" жизненного мира (что наиболее свойственно ранним стадиям онтогенеза) и его "сжатии" (старость, болезнь, ссылка и т.д.).
Теоретико-методологические основы исследования - положения философской антропологии о человеке (H.A. Бердяев, С Л Франк, Г.Г Шпет и др.); труды разработчиков философско-методологических проблем системных исследований (А.Н Аверьянов, Л. Берталанфи, В П Кузьмин и др.), теорий самоорганизации в открытых системах (И.Р Пригожин, Г. Хаккен, E.H. Князева, С.П. Курдюмов и др.), формирующих новый стиль научного мышления; труды ученых, в которых были заложены философско-методологические предпосылки, выводящие к проблеме становления жизненного мира "возможного" человека (А.А Ухтомский, М.М. Бахтин, М.К. Мамардашвили, JT С Выготский, А.Н. Леонтьев, С.Л. Рубинштейн, Д.Н. Узнадзе, В.П. Зинченко, O.K. Тихомиров и др.). Большое влияние на теоретические построения нашего исследования оказали методологические работы таких психологов, как К. Левин, Г. Олпорт, А. Маслоу, К. Рождерс, В. Франкл. Мы опирались в своем исследовании на принципы и положения теории психологических систем (В Е Клочко) и разработанную в этой теории идею трансспективного анализа, которые легли в основание всего исследования.
Методы исследования. В теоретическом анализе использовались принципы восхождения от абстрактного к конкретному, единства исторического и логического анализов, историко-системного и историко-категориального подходов В исследовании реализовывался трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.) посредством логики нарратива и деконструкции (включающей в себя одновременно деструкцию и реконструкцию текста) Использовались также- методы наблюдения, беседы; Томский опросник ригидности (Г.В. Залевский); тест самоактуализации (Л.Я. Гозман, М.В Кроз, М В. Латинская); тест опросник уровня субъективного контроля (УСК) (Е Ф. Бажин, Е.А. Голынкин, A.M. Эткинд); проективная методика "Незаконченные предложения".
Научная новизна исследования определяется тем, что оно выполнено в ориентации на парадигму, в которой психика понимается не как отражение реальности, а как необходимое условие порождения новой реальности.
Новизна здесь в том, что до сих пор крайне редко встречаются законченные исследования, авторы которых последовательно удерживают ориентацию на новую парадигму, которая только стремится, но еще не стала «общепринятым образцом научной практики» (Т. Кун)
В связи с этим и было дано новое определение понятия «жизненный мир человека». В исследовании оно выступило как системный конструкт:
- многомерный, чувственно-сверхчувственный, поскольку в нем оказываются совмещенными субъективные (значения, смыслы, ценности) и объективные качества предметов и явлений;
- динамичный, т.е. меняющий свою конфигурацию и состав - в нем проявляются результаты непрерывного обмена открытой системы (человек) с ее окружением;
- хронотопически организованный - в нем конституирует себя пространственно-временная развертка бытия человека;
- функционально оправданный, поскольку без признания жизненного мира человека в качестве особой психологической реальности, невозможно объяснить, каким образом сознание человека обретает «системный и смысловой характер» (Л.С. Выготский), а его деятельность - осмысленность, направленность, избирательность.
Указанные признаки и свойства жизненного мира, такие как многомерность, наличие в нем сверхчувственной компоненты, динамичность, крайне затрудняют его психологическое исследование традиционными методами. Поэтому новой можно считать разработанную автором методику трансспективного анализа продуктов литературного творчества, содержащих в себе психологическую информацию о становлении, динамике и деструкции жизненного мира человека.
Таким образом, научная новизна результатов исследования представлена фактологией, связанной со становлением и деформацией жизненных пространств. Психологический анализа продуктов литературного творчества (дневник матери, художественная литература, мемуары, письма и др.), подтвердил наличие теоретически установленной в теории психологических систем последовательности этапов становления жизненного мира человека в онтогенезе - предметное пространство, смысловое поле, пронизанная ценностями действительность.
Выявлено, что насилие над человеком (ссылка, изгнание, лишения и т.д.) приводит к деформации жизненного мира человека, которое проявляется в утере человеком возможности избирательного взаимодействия со средой и выражаются в следующем: отсутствии динамики смыслов; исключительной концентрации человека на прошлом (переживание воспоминаний, составляющих единственный предмет сознания, приобретает разрушительный характер), или будущем (псевдобудущее, псевдожизнь подменяют подлинную жизнь), деформирующих его поведение в настоящем; доминировании ориентации на настоящее при нечетком образе будущего; факте связи центрации на настоящем (сейчас) с деформацией пространства (здесь), бессмысленным времяпрепровождением - "обыденно-житейским циклическим бытовым временем" (М.М. Бахтин), лишенном поступательного исторического хода.
Наиболее важно, что деформации жизненного пространства всегда сопровождаются изменением субъективного восприятия времени ("замедление", "убыстрение", «остановка», «вневременность бытия»), происходящих на фоне «потери чувства реальности», возникновения «эффектов дереализации» и т.д.
Можно утверждать, что жизненное пространство человека и его субъективное время внутренне связаны между собой, а системообразующую функцию в данном случае выполняют смыслы и ценности. При распаде (деструкции) и гибели (в том числе и автодеструкции психологических систем - суициды), первыми разрушаются ценностные основы бытия; при этом жизненный мир уже не воспринимается как действительность, как пространство для реализации своих сущностных сил Затем происходит смысловое обеднение жизненного мира, сопровождающееся деформациями чувства реальности бытия. В предметных пространствах, лишенных ценностно-смысловых измерений, люди жить не могут.
Теоретическая значимость исследования заключается в том, что оно демонстрирует один из возможных вариантов последовательной реализации идеалов постнеклассической рациональности Свойственная постнеклассицизму полидисциплинарность проявилась:
- в обсуждении и предложенном решении проблемы взаимодействия науки с ее средой;
- выделении условий, необходимых для обогащения психологической теории значимой информацией, полученной не из психологических источников (литературное творчество);
- разработке представлений о методологической, теоретической и мотивационной готовности психолога-исследователя к встрече со значимой информацией в процессах взаимодействия с продуктами литературного творчества.
Свойственная постнеклассицизму ориентация на саморазвивающиеся (самоорганизующиеся) системы была реализована путем:
- использования трансспективного анализа как формы постнеклассического мышления, с помощью которой удалось перевести исследование в новую для психологии парадигму "порождения реальности";
- определении понятия "жизненный мир человека" как системного образования, имеющего совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы.
Ценностная ориентация постнеклассического исследования была реализована:
- в демонстрации того, что трансспектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности;
- в найденных при анализе продуктов литературного творчества доказательств, подтверждающих теоретически установленную в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека - предметное пространство, смысловое поле, пронизанная ценностями действительность.
Практическая значимость исследования заключается в возможности использования полученных результатов при определении главных причин трудностей человека в различных сферах жизни; для объяснения происхождения особенностей жизненного мира человека, как в разных возрастах, так и в различных областях практики (обучение и воспитание, психологическое консультирование, психокоррекция и др.), в проектировании развивающих образовательных сред в дошкольных учреждениях, школе, вузе, в процессе профессиональной подготовки специалистов, разработке спецкурсов; возможно использование новых представлений о природе деформаций "жизненного мира человека", их психологических последствиях в патопсихологии, медицинской психологии, а также в юридической психологии для лучшего понимания уголовного наказания в виде лишения свободы, если рассматривать эту меру через призму целостного взгляда на человека как открытую систему.
Положения, выносимые на защиту:
1 С отстаиваемой точки зрения, жизненный мир человека является системным образованием, особой психологической онтологией, имеющей совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы.
2 "Жизненный мир человека" является продуктом всей психологической системы, которая в раннем онтогенезе выступает как "совмещенная психологическая система" (Л.С. Выготский), опосредованная присутствием в ней взрослого.
3 Трансспектива развития "совмещенной психологической системы" совпадает с процессом суверенизации человека, проявляющейся по мере обретения жизненным миром человека новых системных качеств (значения, смыслы ценности), последовательно превращающих жизненный мир в предметное пространство, смысловое поле, пронизанную ценностями действительность.
4. В трансспективном видении понятие "жизненный мир человека" манифестирует историю становления в "человеческого в человеке", историю человека как субъекта своей жизнедеятельности, разворачивающейся в конкретно-историческом времени в многомерном пространстве, представляющим собой часть объективной реальности, которая "субъективно искажена" (Л.С. Выготский) присутствием в ней таких психологических образований, каковыми выступают значения, смыслы и ценности.
5. Анализ продуктов литературного творчества, основывающийся на понимании науки как открытой системы, взаимодействующей с культурой в процессе избирательного информационного обмена с ней, позволил показать этапы становления жизненного мира как пространственно-временной организации, как проявление самоорганизации в психологических системах, как условие (механизм) устойчивого бытия человека.
6. Деформация жизненного мира человека всегда сопровождается деформацией или потерей смыслов и ценностей того, что составляло жизненное пространство. Как результат происходит его "сжатие" - предметы и явления, ранее имевшие смысл (как способные удовлетворять периодически воспроизводимые потребности) и ценность (как несущие в себе способность отвечать возможностям человека, на чем и строится его самореализация), исчезают из жизненного пространства, становятся фоном, на котором протекает обедненная, симплифицированная жизнедеятельность.
7. Поскольку формой существования смыслов и ценностей являются эмоции (А.Н. Леонтьев), постольку ценностные и смысловые деформации сопровождаются возникновением эмоциональных проявлений, чаще всего негативного плана, что сразу же сказывается на субъективном восприятии времени, его "замедлении" или "ускорении".
8. Качество подобных искажений определяется тем, под эгидой каких факторов - внешних (независимых от человека) или внутренних (не всегда зависящих от человека, таких как болезнь), произошла деформация жизненного мира. "Сжатие" жизненного пространства и его "расширение" всегда сопровождается изменением субъективного восприятия времени, что особенно заметно при резких деформациях жизненного мира (эмиграция, необратимые потери, лишение свободы творчества и др.)
Обоснованность и достоверность результатов исследования обеспечены опорой на четкую методологическую позицию, использованием адекватного целям и задачам исследования трансспективного анализа продуктов литературного творчества человека посредством использования логики нарратива и деконструкции как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию, апробированных, валидных и взаимодополняющих методов качественного и количественного анализа полученных данных.
Апробация результатов. Основные положения и результаты диссертационного исследования изложены на 111 Всероссийском съезде психологов (Санкт-Перербург, 2003); на Всероссийских научных, научно-практических конференциях: "Технология психолого-педагогической подготовки учителя к воспитательной деятельности" (Барнаул, 1996), "Организационно-управленческие инновации в системе педагогического образования" (Барнаул, 1999), "Теория и практика воспитательной работы в ысшей школе" (Барнаул, 2000), "Образование и психология" (Санкт-Петербург, 2001), "Проблемы психологической адаптации учащихся на различных этапах образовательного процесса" (Барнаул, 2004), "Гуманизация образования в контексте системного подхода" (Бийск, 2004), "Психологическая культура и психологическое здоровье в образовании" (Барнаул, 2005); Всероссийском научном симпозиуме "Человек культуры" (Бийск, 2000); межрегиональной научно-практической конференции "Роль психологической службы в развивающем образовании" (Барнаул, 1998); региональных конференциях: "Человек как самоорганизующаяся психологическая система" (Барнаул, 2000), "Психологическое здоровье участников образовательного процесса" (Барнаул, 2001); региональных школах молодых ученых' "Фиксированные формы поведения в образовании, науке и культуре" (Белокуриха, 2000), "Психологическое исследование: методология, теория, методы" (Бийск, 2000), "Многомерный мир человека как предмет психологического исследования" (Барнаул-Бийск, 2002); краевых научно-практических конференциях: "Психологическое обеспечение образования" (Барнаул, 1996), "Проблемы взаимодействия психолога с работниками образовательных учреждений" (Барнаул, 1997), "Коррекционно-развивающее обучение: опыт, проблемы, перспективы" (Барнаул, 1998), "Психологическая диагностика в образовательной практике" (Барнаул, 1999), "Психологическое здоровье участников образовательного процесса" (Барнаул, 2001), "Психологическое сопровождение становления личности" (Барнаул, 2002).
Концептуальные основы работы послужили фундаментом выполнения программы "Развивающее образовательное пространство и возможности осуществления творчества" в ДОУ №№ 71, 160, 248 г. Барнаула; разработки концепции учебной деятельности гуманитарных классов школы № 112 г. Барнаула; разработки программы работы психологического центра Индустриального района г. Барнаула.
Практическое внедрение. Результаты исследования внедрены в практику консультирования, учебную работу (лекции, семинары, спецкурсы, курсовые и дипломные работы), научные исследования (кандидатские диссертации) педагогического факультета Барнаульского государственного педагогического университета, Барнаульского педагогического колледжа.
Результаты работы отражены в 41 публикации по теме исследования,
Структура диссертации. Диссертация состоит из введения, 5-ти глав, выводов, списка использованной литературы, 2-х приложений, в одном из которых пять диаграмм.
ОСНОВНОЕ СОДЕРЖАНИЕ РАБОТЫ
Во введении обосновывается актуальность темы диссертации, определяющаяся современными научно-психологическими и социокультурными тенденциями; сформулированы цель, задачи и гипотезы исследования, представлена его научно-методическая база, сформулированы положения, выносимые на защиту, указывается научная новизна, теоретическая и практическая значимость результатов работы.
В первой главе "Жизненный мир человека: теоретико-методологические и конкретно-научные аспекты" рассматриваются: понятие онтологии развития - "жизненный мир человека", определяется его психологический смысл; понятие "хронотоп", становление взгляда на человека как предмет психологии; онтологизация психологии, онтология развития в трудах Л.С. Выготского, С.Л. Рубинштейна, А.Н Леонтьева.
Необходимость обращения к понятию "жизненный мир человека" диктуется тем, что без выхода к сверхчувственным реалиям, стоящим за ним, нельзя объяснить проблему реальности и действительности человеческого бытия. Обращение к нему выводит в онтологию развития, обнажая онтологическую проблематику - становление "собственно человеческого в человеке", вопрос о способе существования жизненного мира человека.
Понятие "жизненный мир человека" полидисциплинарно, пришло из тех областей, где наука психология как открытая система (В.Е. Клочко, 1987, 1990, 1995) граничит с другими науками, философией, религией и др. Собственно психологический аспект его не разработан в достаточной степени, с чем связана возможность редукционизма (философского, социологического и др.). Данное понятие, являющееся понятием становящейся методологии постнеклассической психологии, характеризует человека, а не субъект или личность, в которых лишь проявляются некоторые качества человека. Для объяснения этого понятия с точки зрения содержания, функциональной роли необходимо признать факт наличия субъективно-объективной реальности, порождаемой взаимодействием человека с миром, существующим "в себе и для себя" "Жизненный мир человека" как сверхчувственный феномен может быть объективно проанализирован и обоснованно включен в класс психологических фактов с помощью понятия "превращенная форма" (К. Маркс), содержащего в себе имплицитно идею хронотопа, которая, как показал историко-системный анализ (В Е. Клочко, 1987, 1990, 1995, 1998), проявляясь в закономерных трансформациях ведущих принципов, на которые она (наука) опирается в каждый момент времени, и которые определяют изменение образа человека в науке, содержит в себе идею "порождающего эффекта" взаимодействия, самоорганизации системы, вступающей во взаимодействие со средой, из которой она черпает энергетические ресурсы, и позволяет, тем самым, не
проводить границу по линии объективное - субъективное, внешнее -внутреннее, корректно ставить вопрос о переходе одной формы в другую, об органичности их взаимодействия, "снимая" психофизическую проблему, "сплетая" различные уровни бытия человека, рассматривая становление его вершинных смыслов, жизненного мира единственно последовательным образом Взгляд на "жизненный мир человека" как "превращенную форму" (М.К Мамардашвили, 1992) позволяет понять его как продукт всей системы в целом, в нем оказываются "снятыми" (в гегелевском смысле) многие системные связи.
Потснеклассицизм опирается на определенный уровень системного представления изучаемой реальности, делая предметом исследования сложные саморазвивающиеся (самоорганизующиеся) системы (B.C. Степин, 2002). Переход от относительно устойчивых систем к системам саморегулирующимся (самоорганизующимся) предполагает учет таких свойств реальности как нелинейность, спонтанность, динамичность, неравновесность; учет соотнесенности получаемых знаний об объекте не только с особенностью средств и операций деятельности, но и ценностно-целевыми структурами. Ведущими становятся междисциплинарные формы исследовательской деятельности. Основной целью науки выступает понимание и диалог.
Согласно историко-системному подходу, вся история психологии как науки является движением к целостному человеку как предмету психологического познания, внутренняя тенденция развития науки направлена на все более целостное, многомерное изучение психологической реальности. Наука при этом понимается как открытая самоорганизующаяся система, развитие которой идет по линии усложнения системной организации (В.Е Клочко) Выделены следующие основные уровни исследования психологической реальности: досистемный уровень, первый уровень системности, вторая форма системности, третья форма системности Каждый из уровней являлся платформой, на основе которой рождался, строился последующий. Первый уровень системности возникает на фоне конкретизации понятий "внешнее" и "внутреннее", происходящей в связи с выходом науки за пределы "внутреннего" (сознание), рассматривавшегося как предмет науки. Именно это и обусловило, по нашему мнению, возможность постановки проблемы "жизненного пространства" (К. Левин) Однако того уровня системности, на котором находилась наука, хватило на постановку проблемы, но не ее решение, требовался выход на более высокий уровень системности.
В исследовании показано, что с переходом к постнеклассическому этапу развития науки (третий уровень системности) предметом психологии становятся сверхсложные, открытые, саморазвивающиеся системы, требующие исторического, междисциплинарного, аксиологического видения; реализуются попытки всестороннего охвата психологических знаний,
приобретаемых человеком на протяжении истории Культурные и ментальные предпосылки побуждают задуматься о методологических ориентирах психологии. В контексте историко-системного подхода применительно к исследованию процесса становления психологического познания выявлено, что выделенные в философии науки идеалы рациональности (классический, неклассический и постнеклассический) скрывают за собой типы профессионально-психологического мышления разного уровня системности, адекватные тем стадиям системного переопределения предмета науки, которые традиционно выделяются историко-системным анализом (Т.А. Ваулина, 2004). Для постнеклассического мышления свойственно понимание человека в качестве открытой самоорганизующейся системы, опора на представление о системной детерминации психического и выявление его роли в самоорганизации человека, переход от принципа отражения реальности к принципу порождения субъективно-объективной реальности, развитие представлений о многомерном бытии человека в созидаемом им многомерном мире, переход от анализа динамики "становящегося" (здесь и теперь) к трансспективному анализу становления человека как прогрессивно усложняющейся пространственно-временной организации (В.Е. Клочко, 2005).
Переход к трансспективному анализу становления человека потребовал обращения к рассмотрению истории становления идеи проекта, понятию "хронотоп" (хронос - время, топология - наука о пространстве), которое в научный оборот ввел A.A. Ухтомский, синтезировавший опыт русской и европейской интеллектуальной традиции как научной, так и философской Человек, согласно ученому, "живет в хронотопе", который выступает как "спайка пространства и времени", форма существования живой материи, находящейся в движении; если есть интервал в хронотопе, то это интервал между событиями. "Хронотоп" - выражение перспективной точки зрения. Идея хронотопа, как показал анализ, открывает возможность рассматривать в едином прошлое и будущее, мир внешний и внутренний, объяснение и понимание. Посредством понятия "символ", который "больше самого себя" в русской философии вводится категория "инобытийности", многомерности бытия вообще, и, прежде всего, духовного, человек рассматривается не как факт, а как акт, притом одушевленный (П.А. Флоренский), как бесконечно-конечное существо. Важнейшим моментом процесса развития, согласно Г.В Ф. Гегелю (философская система монистическая, опирающаяся на историко-культурный ход мышления), является "погружение в основание", изменение предшествующих состояний (обогащение смыслов категорий) под воздействием новых Новое мышление должно было вызреть и, только когда оно приблизилось и заявило о себе постнеклассицизмом, Г.В.Ф. Гегель, А.А Ухтомский стали опознаваться как теоретики самоорганизации и саморазвития.
Мы полагаем, что идея хронотопа может рассматриваться в качестве введения к пониманию образования жизненного мира человека, выполняя функцию единого методологического принципа. Однако чтобы транспонировать идею хронотопа на почву психологии для объяснения происхождения жизненного мира человека требуется мышление такого уровня системности, в основе которого представление о «порождающем эффекте взаимодействия» Под уровнем профессионального мышления психолога понимается мышление специалиста разного уровня системности, определяющееся его методологическими установками, ценностно-смысловой основой его профессионального образа мира; профессиональное мышление проявляется в особенностях мировидения специалиста (видеть избирательно, понимать по-особому, мыслить в определенной логике и действовать в соответствии со своим видением и мышлением) (О.М Краснорядцева, 1996; Т.А. Ваулина, 2005). Психология вышла к такому уровню системности мышления, при котором определяющими становятся не гносеологические, а онтологические и аксеологические категории. Согласно постнеклассическому типу мышления, речь должна идти об открытости человека как сложной самоорганизующейся системы, так как все другие подсистемы (психика, сознание, личность, деятельность) не отвечают признакам открытости, потому что не могут быть определены как открытые без введения в них субъекта активности, каковым является человек. Осваивая новые уровни системной организации, психологическая наука постепенно приближается к определению человека как самоорганизующейся психологической системы, пытается сделать ее своим предметом. Именно психологической, поскольку только психология может и должна изучать жизненный мир человека.
Представляется возможным транспонировать идею хронотопа на почву психологии для объяснения происхождения жизненного мира человека на основе теории психологических систем (В.Е. Клочко, 1987, 1990, 1991, 1995, 1999), которая изначально строилась как теория самоорганизации в психологических системах. Эта теория имеет свои корни в психологической науке, своих авторов в ней, вышедших к новым психологическим реалиям- "жизненной онтологии" (C.J1. Рубинштейн), "жизненному пространству" (К. Левин), "транссубъектному пространству человека" (Д Н. Узнадзе), "психологическим свойствам внешнего" (Л.С. Выготский), "многомерному миру человека" (А.Н. Леонтьев), "хронотопу" (A.A. Ухтомский). Аналитический взгляд показал, что в идее медиации, создания человеком формы своего поведения, своей субъектности (Л.С. Выготский) имплицитно содержится идея хронотопа С.Л. Рубинштейн и А.Н. Леонтьев осуществили выход за пределы субъективного, ограничивающего предмет науки и определяющего его. В принципах "внешнее через внутреннее" и "внутреннее через внешнее" также в неразвернутой форме содержится идея хронотопа, которая, как показал анализ, в положении о со-
ответствии взаимодействующих сторон, их взаимопереходе и совместном (системном) бытии в виде особой "совмещенной", а потому многомерной, психологической реальности, идее порождающего эффекта взаимодействия А.Н Леонтьев понимал под "внутренним" целостного человека в единстве его природных и системных качеств, упорядоченных разнокачественных уровней организации, которые необходимо изучать как соподчиненные, иерархизированные.
Системообразующее основание теории психологических систем -представление о человеке как сложной самоорганизующейся психологической системе, способной к саморазвитию. Под целостной психологической системой понимается человек, взятый в единстве с той частью объективного мира, которая составляет его (человека) действительность, обладающую признаками реальности и предметности, в которой человек живет и действует, и которую он формирует в ходе сменяющих друг друга дея-тельностей, реализующих системы жизненных отношений, представляющих различные структурные уровни целостной организации человека (В Е. Клочко, 1991). Человек рассматривается как психологическая система, порождающая психологические новообразования и опирающаяся на них в своем самодвижении. Психическое понимается как то, что возникает в процессе функционирования сложной психологической системы и обеспечивает ее саморазвитие, в том числе и такое, которое связано с выходом системы за пределы норм, "требований ситуации" и др Согласно этой теории, "жизненный мир человека" как особая психологическая системная (чувственно-сверхчувственная) субъективно-объективная реальность порождается в актах взаимодействия человека с объективной реальностью, характеризует индивидуальность человека как открытой психологической системы с точки зрения особенностей ее самоорганизации, степени открытости, особенностей информационного, энергетического и вешного обмена с окружающей средой; жизненный мир человека, обладая ценностно-смысловыми координатами, обеспечивает смысловое и ценностное наполнение образа жизни, одновременно обеспечивая избирательное и системное функционирование сознания, его содержательную наполненность в каждый момент исполнения человеком присущего ему образа жизни. Здесь сознание и бытие человека не противостоят друг другу. Самоорганизация человека как сложной открытой психологической системы своим источником имеет противоречие между образом мира и образом жизни, которое постоянно воспроизводится, обусловливая динамику и того, и другого (В.Е. Клочко; О.М. Краснорядцева, 1996; Э.В. Галажинский, 2002). Эта теория строится на допущении того, что открытость системы уже сама по себе является причиной избирательных взаимодействий системы со средой, выступая причиной изменения образа жизни Жизненный мир человека не есть предзаданность, он культурно-исторически, социально-деятельностно обусловлен и предполагает свобо-
ду человека. В его становлении проявляется сущностная способность человека к самодетерминации, нормотворчеству и самоорганизации. Психологическая система превращает "объективную реальность" (мир без человека) в катетеризованный значениями предметный мир (как основание предметного сознания). Предметный мир далее превращается в реальность, наполненную смыслами, переживаемую человеком в ее данности ему ("здесь и сейчас"). С обретением смысловых измерений (и смыслового сознания) он превращается в действительность - расширяющееся, устойчивое (благодаря ценностным координатам) пространство для жизни и развития. Сторонники теории психологических систем отказываются от подмены целостности каким-либо из конституирующих компонентов, от редукционизма, противопоставляя ему стратегию обогащения психологической реальности Под "внутренним" понимается целостный человек в единстве природных и системных качеств, упорядоченных как уровни его организации.
Во второй главе "Пространственно-временная организация жизненного мира человека" обозначаются подходы к исследованию жизненного пути личности, рассматривается "материализация" представлений об идеальной форме в отечественной психологии; раскрывается сущность понятия "трансспектива", трансспективного анализа, используемого для объяснения происхождения "жизненного мира человека".
Начало глубокому осмыслению жизненного пути как одной из категорий психологии было положено C.Л Рубинштейном (1946). Затем, оно стало центральным пунктом исследований Б.Г Ананьева, которому принадлежит развернутая концепция жизненного пути как движения от индивида к личности (1977). Работами C.Л. Рубинштейна, Б.Г. Ананьева был обозначен взгляд, согласно которому личность не только продукт своей биографии, но и ее субъект. В отечественной психологии жизненный путь личности исследуется в трех аспектах: как "объектный", "субъектный" и как "субъективный" процесс. При анализе жизненного пути как "объектного" процесса на передний план выдвигается детерминация развития личности социальными условиями ее жизнедеятельности, тем историческим временем, в котором она живет и действует (Б Г. Ананьев, 1977; 1980; Л.И. Божович, 1960; Д.Б. Эльконин, 1966; H.A. Логинова, 1978; и др.) Второму подходу свойственна противоположная тенденция - сведение человеческого времени к сфере субъективного: исследователей интересует проблема того, как в индивидуальном самосознании преломляется жизненный путь личности (Е.И. Головаха, A.A. Кроник, 1984; Л. Дуб, 1971; Н.Ф Маслова, 1978; В.Э. Чудновский, 1980 и др.). В логике личностного подхода центром выступает личность как активный субъект времени своей жизнедеятельности, "интегратор, организатор, координатор различных времен" на различных уровнях. (К.А. Абульханова-Славская, 1981; 1991; 2001; Т.Н Березина, 2001; В.И. Ковалев, 1979; 1991). Разработчики этого подхода полагают, что в нем актуализируется идея А.А Ухтомского о "хронотопе" как системном единстве времени и пространства (КА. Абульханова-Славская, Т.Н. Березина, 2001). Мы полагаем, что на основе обозначенных подходов использовать идею о хронотопе (адекватно самой идее) для объяснения происхождения жизненного мира человека не представляется возможным. Во-первых, по причине центрации на выделении субъективной реальности как результате отражения реальности объективной, когда взаимодействие субъекта и объекта не рассматривается как порождающее реальность. Во-вторых, по причине все еще имеющей место антропоморфизации, приписывании роли активного начала частным системам при отсутствии настоящего субъекта активности - человека.
Показано, каким образом стратегия развития психологии, обозначенная J1.C. Выготским, А.Н. Леонтьевым, С.Л. Рубинштейном, реализуется в разработке проблем смысла, эмоций, личности, самореализации, психологии развития, жизненного мира человека. Смыслы начинают рассматриваться как базальные характеристики жизненного мира, онтологическое основание образа мира и образа жизни человека, интегративные новообразования психологических систем, обеспечивающие избирательность сознания, деятельности. Б.Д. Элькониным (1994) поставлена и решается задача "материализации" представлений об идеальной форме Остается, однако, вопрос. Что является причиной избирательных взаимодействий человека со средой? Что стоит за «ассиметричностью» и «разнопро-ницаемостью» (Б.Д. Эльконин, 2001), иначе говоря, пристрастностью, избирательностью человека, чем они определяются? Представляется, что ответ на имеющиеся вопросы невозможен на уровне выхода только за пределы причинной детерминации. Необходим выход к системной детерминации, к целостному человеку как психологической системе.
Стремление к целостному изучению человека свойственно представителям гуманистической и экзистенциальной психологии Близость тезиса В. Франкла о том, что "если человек хочет прийти к самому себе, его путь лежит через мир", с принципом детерминизма Л С. Выготского "человек извне овладевает собой" очевидна. Мышление психологов-экзистенциалистов можно определить как галилеевское, так как речь идет об открытии имеющихся свойств, но не вновь становящихся. Одним из первых, кто вышел к пониманию человека как открытой системы, был Г. Олпорт.
На системном типе мышления выстраивается логика теории психологических систем, возникшей как естественное развитие научного направления, возглавляемого O.K. Тихомировым. Итог развития этого направления - теоретическая и экспериментальная работа в собственно психологической онтологии.
Преодоление субстанциальной концепции абсолютного времени требует признания того, что индивидуальное бытие в своем развитии порождает собственную внутреннюю форму - жизненный мир человека.
Постнеклассическая наука предполагает трансспективный анализ, подчеркивает его разработчик Е.В. Клочко (2005), так как она методологически фундирована для понимания своего предмета исследования не как ставшего, и даже не становящегося, а как момент общего движения в ряду закономерно усложняющихся форм системной организации того, что она изучает. Согласно разработчику анализа, он применим к филогенезу (психоистория) как истории становления человечества, истории психологии и онтогенезу как истории становления человека в качестве самоорганизующейся психологической системы.
В личностном подходе понятие "трансспектива" понимается как способность сознания соединять в настоящее перспективу (будущее) и ретроспективу (прошлое) (В.И. Ковалев; 1979, 1991). Считается, что трансспектива тем самым суммирует, интегрирует время жизни. К данному понятию обращаются тогда, когда исследователь выходит за пределы эмпирически определяемого предмета науки, речь в этом случае идет о человеке, его жизненном пути, жизни как процессе самоосуществления. Причем этот "выход за пределы", как правило, не является осознанным движением исследовательской мысли к теоретическому определению предмета науки.
В постнеклассической науке, которая трансспективна в своей основе, другое понимание проблем пространства-времени и иное представление о структуре реальности: человек не просто отражает, но, прежде всего, порождает; здесь вводится содержательное "измерение" к трактовке времени и пространства в отличие от количественного подхода, сложившегося в классической науке' пространство задается не только вещами, но и смыслами. Понятие "трансспектива" подчеркивает движение, косвенно включая в себя и пространство, которое в это время осваивается; "трансспект", являющийся аналогом понятия "становление", учитывает направление развития открытой самоорганизующейся (саморазвивающейся) системы как закономерно усложняющейся пространственно-временной организации (В.Е. Клочко, 2005). Отсюда следует то, что трансспективный анализ, с одной стороны, является анализом, прежде всего, тенденциональным, с другой стороны хронотопическим, учитывающим внутрисистемное событие времени и пространства. Тенденции, понимаемые как потенции, обозначают наиболее вероятные направления развития в пространстве имеющихся у системы возможностей, соотнесенных с возможностями среды. При обнаружении соответствия взаимодействие становится неизбежным, выявляя отношение взаимодействующих сторон, существовавшего раньше взаимодействия, проявилось в нем и закрепилось в созданном "совокупном продукте", изменившим как систему, так и среду. Факт возникновения новообразований, становящихся историческими феноме-
нами, осуществляется там, где открытая система отвечает на вызовы поливариативного будущего своим внутренним разнообразием, в том месте, где между ними обнаруживается соответствие как причина взаимодействия. Таким образом, трансспективный анализ позволяет вычленить становление, преемственность усложняющихся форм. Трансспективное мышление предполагает определение тенденций по произошедшим изменениям, выявление влияния новообразований на становление системы, детерминирующее ее дальнейшее развитие и упорядочивание. Здесь важно видеть в произошедшем факте механизм и момент самоорганизации, происходящего системного усложнения. О трансспективном анализе можно говорить только в контексте оснований, на которых базируется постне-классицизм. Самоорганизация соединяет идею направленной эволюции системы (образовавшееся, как правило, сложнее по своему системному устройству того, из чего оно вышло) и идею становления - закономерного усложнения системной организации в процессах избирательного взаимодействия системы со средой. Взгляд с трансспективной точки зрения делает более понятным поливариативное будущее как предмет исследования. Будущее выступает здесь в качестве того, что проявляет трансспективу, а также создается в ней (В Е. Клочко, 2005). Необходимо подчеркнуть связь трансспективного анализа с диалектическим мышлением, признавшим наряду с причинной детерминацией и вероятностный детерминизм: трансспективное мышление с системной детерминации (самодетерминации) начинает. Специфичность трансспективного анализа в том, что его центральной идеей является идея системной детерминации: новообразования, рождаются в настоящем, определяют облик будущего и переопределяют облик прошлого. Такой анализ (не движения, а "в движении") предполагает реконструкцию моментов, стадий, пространств, в которых возможность становится действительностью. Вместе с тем он предполагает анализ поперечных срезов, рассматривая их как намеренно остановленные моменты постоянного идущего процесса саморазвития системы с целью выявления тенденций становления как потенций, которые в движении формируются и в нем же обретают силу на свое осуществление.
Мы рассматриваем трансспективный анализ как методологически оправданное средство познания, адекватное постнеклассическому идеалу рациональности. Здесь мышление, которое "вызрело" ("вызревает") на платформе диалектического мышления, и содержащее его в себе в снятом виде. Основная установка такого анализа - это становление, через которое ("в котором") необходимо изучать открытые самоорганизующиеся системы В качестве источника и двигателя становления в трансспективном анализе рассматривается соответствие, которое приводит к взаимодействию, сопровождающемуся порождением системных качеств - "параметров порядка", определяющих прогрессивную логику системогенеза Для
трансспективного анализа центральной является "онтология взаимодействия с ее порождающим эффектом" (В.Е. Клочко, 2005).
С позиции трансспективного взгляда было проанализировано, каким образом самоорганизуется человек как психологическая система, поднимаясь к смыслам и ценностям собственного бытия. Под самоорганизацией при этом понималось активное созидание человеком нового образа жизни, включающее процесс переконструирования собственного жизненного мира, в рамках которого учитываются как результаты духовной работы (новые смыслы и ценности), так и новые условия самоосуществления, новые формы, способы поведения. Последовательная реализация обозначенной системной позиции позволила показать трансспективу как способ становления жизненного мира, взаимопереход ретроспективы и перспективы, в котором открывается пространство возможностей для человека посредством смыслопорождающих, системообразующих переживания, памяти, мышления, воображения восходить к продуктивно-сверхадаптивой самореализации, становясь собственной самопричинной, обеспечивая целостность психологической системы, ее устойчивое и направленное функционирование. Для решения ценностно-смысловых задач, принятия решений необходим "перерыв" на жизненном пути, необходимо занять определенную позицию, которой будет определяться взгляд на ситуацию, подход к решению проблемы. Определенность видения в том, что что-то в ситуации акцентируется, а что-то не видится. Видится соответствующее человеку, его жизненному миру, который в ситуации выбора про-является, являясь человеку Показано, что открытие смысла придает настоящему качество полноты существования и обеспечивает связь с бесконечным, с историей, смысл - необходимое условие самоорганизациии, он "точка отсчета для действия", знак, который, согласно Л.С. Выготскому, задает пространство возможностей. Знак, таким образом, является формой действия. Вне смысла невозможен отбор из объективного ("в себе и для себя" существующего мира, культуры) того, что соответствует человеку в каждый момент времени. Открывающийся смысл - нечто новое, приобретаемое обеими системами и определяющее дальнейшее развитие психологической системы Смыслы, располагаясь на границе соприкосновения "внутреннего и внешнего", выступают мощными средствами регуляции человеческой деятельности. В актуальной деятельности из внешнего мира в потоке информации поступают данные о соответствующих предметах разным уровням организации человека, взаимодействующего с миром и действующего в нем как целостность, как психологическая система При этом то, что отвечает актуальной потребности, которая вызвала деятельность, отвечает также деятельности, уже набравшей динамику и определенную инерционность (В.Е Клочко, 1991). Поэтому здесь открывается возможность актуализации потребности другого уровня, что порождает конфликт внутри системы "человек". Деятельность, набравшая динамику, является
продуктивной только в той степени, в какой существует, развивается не сама по себе, не отдельно, а только в отношении к исходной деятельности Субъект осуществляемого действия со своей позиции, с позиции жизненного мира удерживает и утверждает новый "взгляд", открывающий пространство новых возможностей Сопряженность этих деятельностей является условием их субъектного произвольного осуществления Результат "пересечения" - знак (смысл), в котором содержится незапланированный продукт, возможность, еще не ставшая необходимостью. Задача человека увидеть в побочном, случайном продукте самого себя, свои потенциалы, увидеть в нем основание для самореализации. Открытие "соответствия" себя полученному продукту является причиной самотрансценденции. Построение жизненного мира как совершенной формы возможно при наличии образа мира, открывающегося смысла и изменения осуществляющего деятельность. В разрешении противоречия между образом мира и образом жизни про-является жизненный мир действующего, его субъектность, выражающаяся в преодолении сложившихся, не способствующих становлению нового форм поведения. В этом восхождении-преодолении и происходит становление жизненного мира человека: бывшее совершенным снимается более совершенным Опыт субъектности - это всегда опыт инициативных выборов, поступков, самостоятельных выходов к культуре. Восхождение - постоянный выход к самостоянию. Такое восхождение - сущность процесса человекообразования, оно невозможно вне актов смысло-образования. На психологическом уровне, функционирующем на принципе самоорганизации, с одной стороны, происходит соединение человека с миром, с другой, человека внутри его самого. Этот уровень выступает причиной целостности человека как психологической системы. Человек может удерживать свою целостность только деятельностью. Порождая новое, опираясь на него, психологическая система получает возможность воздействовать на себя. И это происходит не как следствие стечения обстоятельств, а вопреки этому стечению. В разрешении противоречия между образом мира и образом жизни проходит жизнь человека. Субъект, со-гласуя детерминации "необходимость - возможность - действительность" и "возможность - необходимость - действительность", ретроспективу и перспективу, с позиции своего жизненного мира полагает себя через реализацию своих целей в предметном мире, в новых предметных формах с новыми временными характеристиками. Объект же "входит" в виде ценностных норм в образ мира человека, трансформируя его образ жизни, приводя к изменению его жизненного мира и субъектности. Без жизненного мира, который может быть понят как форма самобытия человека в безграничном по возможностям объективном мире, не существует для человека ни времени, ни ценностей. Психика, функционирующая на принципе саморазвития, выступает как важнейший инструмент порождения жизненного мира. Можно полагать, что нарушение существования системы на
этом принципе выражается в "сжатии" (разрушении) жизненного мира человека, утере возможности системой избирать, устанавливать соответствие своих актуальных потребностей и возможностей некоторым сторонам "в себе и для себя" существующей объективной реальности; бессмысленное, пустое времяпрепровождение как "обыденно-житейское циклическое бытовое время" (М М Бахтин), лишенное поступательного исторического хода, приводит к "выпадению" из социального времени, способствует возникновению нравственной амнезии.
В третьей главе "Продукты литературного творчества как предмет психологического исследования и нарративный способ их осмысления" рассматриваются: методы и способы познания жизненного пути человека; продукты литературного творчества как предмет исследования и нарративный способ их осмысления.
Анализ методов и способов познания жизненного пути человека показал, что противоречие между «номотетическим» и «морфогенетиче-ским» подходами в психологии не преодолено, противостояние экспериментального и экспириентального методов в методологии психологической науки продолжается (С. Крипнер, Р. Карвало, 1993). И сегодня в психологии остро проявляется "потребность в недостающих объяснительных схемах" (A.B. Юревич, 1999). Л.С. Выготский (1982), подчеркивая необходимость продолжения разработки косвенного метода в психологии, считал, что в этом " . вопрос жизни и смерти для психологии". Показано, что этот вопрос остается актуальным и сегодня, когда отечественная психология, если и переживает кризис, то кризис "представлений о том, как следует изучать и объяснять психологическую реальность" (A.B. Юревич, 1999); сложнейшая методологическая проблема современной психологии состоит в поиске ответа на вопрос: как "увидеть" психологические феномены в их включенности в реальную жизнедеятельность человека, не теряя при этом необходимой степени обобщенности, свойственной науке и обеспечивающей психологии научный статус, оставшись при этом наукой'' Человек жив, пока он предстает как целостное образование. Между тем одним из ведущих методов научного познания является разложение целого на части. По-прежнему сохраняется преимущественная ориентация на принцип «полезности» научных знаний, их самоценность. Большинство существующих методов направлены на изучение результата, уже сложившегося психологического явления.
Показано, как гуманизация психологии отразилась в ее методах Проблема метода в психологии волновала Г. Олпорта (1962, 2002), который утверждал необходимость разработки адекватных научных методов для изучения уникальности личности. А. Маслоу (1970, 1999) предлагал синтезировать методы экзистенциальной рефлексии и логического позитивизма. К. Роджерс (1985) осуществил попытку интеграции объективных и субъективных форм познания. Следует сказать, что Г. Олпорт, А. Мас-
лоу и К Роджерс никогда полностью не отрицали значимости методов естествознания в гуманитарных науках. Не принял эклектизма Р. Мэй (1959, 1969, 2002), который считал, что в познании онтологических характеристик человеческого существования позитивистские методы незначительны. Гуманизация психологии, согласно X. Томэ (1987, 1988, 1991), должна начинаться с ее методов. По мнению ряда видных ученых (Дж Брунср, Р. Заззо. С. Московичи, П. Фресс и др.), в психологию должны прийти "контекстуальные" типы объяснения, комплексность, сочетание разнообразных методических приемов.
Существенное место уделено рассмотрению взглядов К Левина (1936, 1939, 1951, 2000) вышедшего к новой методологии исследования: важный шаг в построении "левиновского" способа мышления - формулирование принципа "конструктивной методологии" и углубление характеристики теории поля как метода; сущность конструктивного метода, предполагающего с самого начала учитывать и представлять всю ситуацию в целом, в представлении индивидуального случая с помощью небольшого числа конструктивных "элементов" посредством выстраивания моста "между общим и конкретным, между законами и индивидуальными особенностями"; теоретико-полевой подход, предназначенный быть практическим средством исследования, предполагает метод "последовательного приближения" путем постепенно увеличивающейся конкретизации; теоретические модели рассматриваются как важнейшее средство решения реальных "практических задач".
Показано, что эклектика в методах психологии - результат эклектики в понимании того, что представляет собой человек как предмет психологии- фундаментальные положения К. Левина о психологическом единстве человека с окружающим его миром, признание психологического единства субъективного и объективного в том, что составляет действительность данного человека, делает понятным закономерное возникновение эклектики в методах ее познания, открывающих либо чисю объективную, либо только субъективную составляющие единого целого.
Проанализированы биографический (H.A. Рыбников, 1929, 1930; Б.Г Ананьев, 1977; Н А. Логинова, 1978, 1985; Т.Н Березина, 2001, Г О Винокур, 2001; Г Олпорт, 1998; Р. Кэтгелл, 1963 и др.), феномежшл ический (К. Роджерс, 1959; В. Франкл, 1990; А. Маслоу, 1993; К.Г. Юнг, 1995, Г. Мапейчук, 1998 и др.), герменевтический (метод описательной субъективной психологии как разновидность феноменологического) (Г.Г Шпет, 1989; A.A. Брудный, 1998; В.В. Знаков, 1999 и др.) методы как методы познания жизненного пути человека в психологии. Обращение к этим методам показало, что они позволяют находиться в позиции «вненаходимо-сти» и быть, тем самым, внутри текста (М.М. Бахтин, 1979), однако только с их помощью сложно, если и возможно, исследование предмета как момент общего движения в ряду закономерного усложняющихся форм сис-
темной организации того, что изучается; сложно учесть направление развития открытой самоорганизующейся (саморазвивающейся) системы, коей является человек, как закономерно усложняющейся пространственно-временной организации.
Утверждается, что для объяснения происхождения многомерного жизненного мира человека как продукта "порождающего эффекта взаимодействия" исследователю необходимо выйти из неразрешимого сцепления причин и следствий, привнеся в эмпирический ряд некоторый "полный текст" как "единственное средство распутывания опыта" (М.К. Мамарда-швили, 1997): исследователь, используя "полный текст" как "телескоп", все более приближается к пониманию и объяснению целого, становится свободнее, расширяя и углубляя при этом свой собственный жизненный мир В попытке подняться над феноменологией, выйти к целому (человек как психологическая система) и его объяснению необходимо движение от методологии, опирающейся на междисциплинарное сотрудничество, к способу "извлечения"; необходимо системное, теоретическое мышление, открывающее перспективу не только психологического, но и философского осмысления явления.
С нашей точки зрения, реализовать идеи К. Левина, "выйти за пределы непосредственного опыта" (Л.С. Выготский) при объяснении происхождения жизненного мира человека может позволить трансспективный анализ продуктов литературного творчества (художественная литература, дневники, письма и др.), ставших достоянием культуры, содержащих в ссбс, как показал анализ, информацию о динамике "жизненных миров" людей (в том числе и их авторов), способную обогатить психологическую теорию и фактологию. Утверждается, что решить эту задачу возможно только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотивационная готовность к встрече с названной информацией в процессах его взаимодействия с указанными культурными продуктами. Отмечается, что методологическая готовность определяется гем, насколько психолог смог ассимилировать парадигму "порождения реальности"; теоретическая готовность определяется степенью разработанности концептуального контекста, в котором человек представлен как открытая психологической система, порождающая многомерный мир как основание, обеспечивающее ему (человеку) осмысленность бытия (примером может быть теория психологических систем -или другая теория, отвечающая канонам постнеклассицизма); мотивационная готовность выражается в наличии у психолога-исследователя определенного ожидания встречи с информацией, соответствующей его поисковой познавательной потребности, актуализированной гипотезой Подчеркивается, что использование трансспективного анализа требует от исследователя обладания определенным уровнем профессионального мышления, определенных особенностей мировидения, выражающихся в способности видеть избира-
тельно, понимать по-особому, мыслить в определенной логике и действовать в соответствии со своим видением и мышлением. Автор полагает, что трансспективный анализ продуктов литературного творчества позволит подтвердить (конкретизировать, верифицировать и т.д) гипотезу о становлении жизненного мира человека как пространственно-временной развертке его бытия, избегая при этом "редукции духовной энергии к движениям, действиям", мистики и эзотеризма, так как в самом феномене "сверхадаптивности", более широко, присущей человеку трансценден-тальности, имплицитно содержится универсальное свойство самоорганизующихся систем любой природы - самодетерминация как проявление системной детерминации Подчеркивается, что специфика трансспектив-ного анализа, который в снятом виде (в гегелевском смысле) включает в себя означенные выше методы исследования, не в усложнении методов анализа, а в использовании адекватных принципов подхода к предмету изучения, каковыми являются универсальные принципы самоорганизации, обретающие на уровне человека свою качественную специфику.
Реализовать трансспективный анализ продуктов литературного творчества представляется возможным посредством логики нарратива (лат. narrare - языковой акт, т.е вербальное изложение), в котором акцент делается на "историю" (один из путей обретения человеком знаний о мире -объяснительная реконструкция соответствующих обстоятельств), который в высшей степени чувствителен "к изменчивой и подвижной природе человеческой реальности" (И. Брокмейер, Р. Харе, 2000), и деконструкции (особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию). Показана адекватность логики нарратива, важнейшая атрибутивная характеристика которого самодостаточность и самоценность (лишь завершенная история обретает свой смысл, финал выступает источником ее формы), исходной единицей которого является целый текст как знаковая система (текст неотделим от контекста, где контекст понимается как точка отсчета, относительно которой совершается интерпретация событий) предмету исследования. Подчеркивается, что преодоление проблемы реальности нарратива возможно, если трактовать его не как репрезентацию реальности, но как способ конструирования и создания самой этой реальности; относясь к тексту принципиально номиналистично, возможно обретение свободы в процедурах деконструкции и означивания текста, предполагающих произвольность его цен-трации и семантизации; при этом суть деконструкции, прежде всего, в том, что всякая интерпретация текста, допускающая идею внеположное™ исследователя по отношению к тексту, признается несостоятельной (Ж Деррида) (исследователь и текст выступают как единая система, своеобразный интертекст). Учитывается то, что диалогические характеристики текста и его подлинная сущность всегда раскрываются "на рубеже двух сознаний двух субъектов" (М.М. Бахтин); создатель нарратива приходит к
"идее в себе" через длительный процесс "всматривания" в символ, через открытие единственно возможного "здесь и сейчас" ответа на вопрос о смысле; смысл рождается на основе переживания целостного себя; рождение читателя оплачивается смертью автора, но смерть читателя также неизбежна (Р Барт, 1994) Учитывается также то, что в начале создания нар-ратива как "хорошо составленной истории" необходимо определить значимое окончание, из которого все события этой истории будут иметь далее свое объяснение; создаваемый нарратив должен сохранять необходимую для науки (знания) степень адекватности объективной действительности. Деконструкция ("демонтаж") текста понимается как выделение и рассмотрение уникальных эпизодов жизни "героя", опыт которых является основным ресурсом для создания времени, в котором прошлое, настоящее и будущее неоднозначно взаимосвязаны, что всякий раз открывает перед "героем" новые возможности (Ж. Деррида). Показано, что обращение к уникальным моментам предоставляет возможность исследователю рассмотреть, как "герой", про-являя свой жизненный мир и свою субъект-ность, поведет себя в пространстве открывшихся возможностей.
В четвертой главе "Становление жизненного мира человека в детстве" представлены результаты исследования истории становления жизненного мира человека в онтогенезе, которое только становится предметом пристального внимания психологов (A.C. Вахрушева, 2003), что объясняется исключительной сложностью проблемы, а также наличием сложившихся стереотипов в понимании онтогенеза как процесса формирования необратимых психических новообразований, но не как процесса становления человека в единстве с его уникальным жизненным миром. Результат изменений наиболее доступен непосредственному наблюдению в условиях кульминационного периода развития. Поэтому в качестве "финалов" истории становления жизненного мира в детстве выступили "кульминационные периоды" в онтогенетическом развитии человека, которые проявляются как нарушение "нормального" функционирования поведения Мы полагали, что рассмотрение особенностей таких периодов позволит объективировать механизм становления жизненного мира человека
В качестве первого "финала" истории становления жизненного мира человека в онтогенезе рассматривался кризис раннего детства "Уникальный момент" здесь - проявление феномена "Я сам", означающего не только возникновение внешне заметной самостоятельности, но и вместе с тем отделение ребенка от взрослого человека, выражение им своего особого мнения, утверждение своего "Я". Использование авторской методики трансспективного анализа продуктов литературного творчества (дневниковые записи В С. Мухиной - "Таинство детства", 1998 - о жизни ее детей в раннем онтогенезе) позволило подтвердить положение теории психологических систем о том, что кризис раннего детства есть следствие образования предметного сознания, за которым стоит предметный мир ребенка;
для появления предметного сознания необходимо наличие нескольких условий: 1. Собственные движения (двигательная активность) ребенка. 2. Нормальные органы чувств (сохранность анализаторов). 3. Взрослый (проводник в культуру). 4. Культура, из которой через взрослого формируется мир ребенка (В.Е. Клочко, 1999).
Подтверждено, что в движениях проявляются "творческие возможности младенца", который своими криками, барахтаниями, движениями уже ищет знаки, «которыми мог бы сообщить другим» о том, что чувствовал, создавая при этом "самое трудное - язык" (В.П. Зинченко, 1993). Детям нет еще четырех месяцев, однако они "призывно смотрят в глаза склоненному над ними взрослому", выражая "устремленность тела и души к взрослому" (B.C. Мухина). Подтверждено теоретически установленное в теории психологических систем положение о том, что на ранних этапах онтогенеза ребенок и взрослый образуют своеобразную (совмещенную) психологическую систему (JI С. Выготский), в которой взрослый выполняет роль заместителя отсутствующих пока системных образований, посредника между культурой и ребенком и тем самым он прямо участвует в становлении этой системы и всех ее подструктур. Становление предметного сознания не может происходить без участия посредника, Значимого Другого, "помечающего" отношением объекты, которые затем становятся предметами: ситуация развития ребенка в младенчестве, названная Л.С Выготским «пра-мы», представляет собой совмещенную психологическую систему «взрослый - ребенок», где обе подсистемы связаны между собой тесными симбиотическими связями, где взрослый является центром и активность ребенка напрямую связана с ним. Показано, как на протяжении всего детства меняется перераспределение усилий и ролей в совмещенной психологической системе «взрослый - ребенок». Взрослый из культуры выбирает необходимое слово, локализует им совокупность ощущений в предмет, который обозначается словом и жестом. Мать (взрослый), эмоционально взаимодействуя с ребенком, постоянно обращает его внимание на различные объекты окружающей действительности и тем самым "метит" их своим отношением, своей эмоцией. Ребенок усваивает эти "эмоциональные метки" объектов в связи с соответствующим им звуковым оформлением, "звуковыми образами". Как следствие, из неопределенного и диффузного "нечто" возникает определенное и вполне предметное "что-то". Важнейший из факторов, способствующих осуществлению избирательного взаимодействия ребенка с объектами «окружающей действительности» (В.Е. Клочко), присвоение ребенком системы значений, выработанной человечеством, их интериоризация, развитие способное ги к «отчуждению» (выделению «Я» из «не-Я») и «слиянию» (Л.С. Выготский) с миром. Присвоение значения (совокупности номинаций предмета, ею ситуативного и всеобщего назначения, его отнесенности к определенной категории предметов) непременное условие становления предметного соз-
нания ребенка. Качество предметного сознания зависит от расширения (сужения) и трансформации (деформации) системы значений. Культурное '
пространство, в котором развивается ребенок, является не причиной, а условием становления предметного сознания. Его качественные характеристики, содержание связаны с теми культурными условиями, в которых живет ребенок Разница между сознаниями и картиной мира детей, "помещенных" в одинаковые культурно-исторические условия (например, близнецов), определяется целой системой факторов, одним из которых является специфика внутрисистемного взаимодействия подструктур -восприятия, ощущений, памяти и др. "Таинство детства проходят два разных мальчика-близнеца. Единые условия их жизни. Но они - не идентичные близнецы. ... Мои близнецы не идентичны. Они - два разных ребенка. <.. .> Они - разные".
Показано, что вся ситуация развития в раннем детстве (1-3 года) проходит под знаком предмета, который "вклинивается" между ребенком и взрослым. Существенное значение здесь имеет собственная двигательная активность ребенка, который в процессе предметных действий осуществляет о-смысление объекта, его "опредмечивание" и "распредмечивание", а также "отделение" себя от объекта. "1.1.5 (здесь и далее первая цифра означает год, вторая - месяц, третья - день)- Основная деятельность малышей - ориентировочное манипулирование. Мальчики обследуют квартиру, ползают во все ее закоулки". Появляются предметы как таковые (не объекты), усваивается общественное назначение предметов Овладение значением слова, предмета приводит к тому, что возникает поведение, осуществляющееся в ответ не на внешний стимул, а на внутреннее побуждение, порожденное представлением желаемого. "1.8.11: Впервые Кирюша выразил словами желание воспроизвести случайно нарисованное: "Еще дом налисую". При включении операций с предметом в даваемый или данный другим человеком образец поведение ребенка выглядит как "раздвоенное": с одной стороны, ребенок занят предметом, действием с ним, с другой, направлен на взрослого, от которого ждет оценки осуществленного действия. Здесь "реальная" и "идеальная" формы в становлении предметного действия существуют одновременно, они не противопоставлены друг другу. Ребенок, действуя, самим этим актом обращается к другому -"носителю идеи действия". Важнейший момент в онтогенезе, когда дети становятся способны "оторвать" действие, принадлежащее предмету от самого предмета. Ребенок объединяет одним словом признаки, которые являются для него более актуальными на данном этапе развития "1.5 0: "ту-ту" - машинка, самолет, игрушечная машинка, кубик, который воло- *
чит лошадка". Происходит высвобождение функции предмета, "возникают сложные связи: изображение (знак) - реальный прототип изображения (предмет) - функции этого предмета - изображение функций предмета •
через способы действия с ним (знак знака). И это все происходит на про-
тяжении второго года жизни ребенка!" (B.C. Мухина). По мере развития словаря "растяжение" значения слова постепенно сужается, так как при общении с взрослыми дети усваивают новые слова, уточняя их значения Слово, имеющее вначале расширенное значение, затем все больше обобщает, становясь при этом все более контекстуальным Ребенок приписывает смысл предметам, которого они не имеют. Отмечается, что приписывание смысла похоже на процессы мифологизации. Такое приписывание чрезвычайно важно. Предмет, до этого существовавший "в себе и для себя", открывается для ребенка как некая реальность, существующая теперь "для него": ребенок не только играет с кубиками как с папой, мамой, детками, он их переживает как реальные. С возрастом он все больше осознает мнимость такой ситуации, ее условность. Здесь не просто воображение ребенка, под которым понимается иногда чуть ли не способ жизни, ведущее новообразование возраста от 3 до 7 лет; здесь один из способов конструирования шестимерного мира ребенком, в котором можно реально жить, а не наблюдать себя в предметном мире, назначение вещей в котором понятно только взрослым; здесь начало вхождения в смысловой мир, которое становится возможным по причине все большего овладения ребенком понятийным компонентом значения слова.
Показано, что ребенок, овладевая знаком, словом, все больше открывается в мир, порождая пространство "самопроявлением сущности" (П.А Флоренский) Он начинает сопротивляться тому, к чему его призывает в тот или иной момент взрослый, пытаясь осуществить свои собственные стремления. Связь между ребенком и взрослым становится более тонкой, Выражено проявляется отграничение, выделение своего "Я" от "Другого" и даже от предметов путем противопоставления. "3 2 10: Андрюша нега-тивист. Зову кушать Молчит Беру за руку: "А ну пошли'" Андрюша "Пусти Я сам плиду!" - Возвращается на место. Приседает на корточки (положение, с которого я его подняла), встает и бежит на кухню"
Посредством трансспективного анализа дневника матери подтверждено теоретически установленное в теории психологических систем положение о том, что предметное сознание, будучи первой ступенью в становлении жизненного мира в онтогенезе, заключается в актуализации и становлении способности отделять "Я" и "не-Я", субъективное от объективного и строить свой, не объективный и не субъективный предметный мир; "в норме" к 2.5 - 3 годам рождается новое качество - предметный мир из разрозненных предметов "обращается" в систему, в центре которой "Я" ребенка. Подтверждено то, что кризис трех лет возникает как противоречие между сложившимся за три года образом жизни, заключающемся в выполнении действий, регламентируемых взрослыми, и появившемся "Я", которое требует определенной "свободы, независимости", но еще не способно на самостоятельность; переход сознания от предметного к смысловому детерминирован тем, что предметный мир ребенка еще не пере-
живается, как реальность, а значит и не может обеспечить ту степень свободы и независимости, на которые он с его "Я" претендует.
Второй "финал" истории становления жизненного мира человека в онтогенезе - кризис семи лет, "уникальный эпизод" - появление самостоятельности, произвольности в поведении. С целью найти ответ на вопрос о том, что стоит за кризисом семи лет, было проведено исследование, в котором приняли участие дети старшего дошкольного возраста (воспитанники детского дома и дети, воспитывающиеся в семье) Основным методом исследования особенностей поведения, игры, общения дошкольников было наблюдение Использовались также результаты бесед с воспитателями и детьми, проводимых по единому плану. Осуществлялся трансспектив-ный анализ продуктов литературного творчества с использованием модифицированного автором метода реконструкции жизненного мира человека (роман И. А. Бунина "Жизнь Арсеньеза").
Психологический анализ результатов исследования показал наличие симптомокомплекса кризиса 7 лет у детей, воспитывающихся в семье, и практически его отсутствие у воспитанников детского дома. Установлено, что сниженная возможность ребенка продолжать себя в мир, заполнять субъективным пространство между собой и объективной реальностью, то есть создавать свой сначала предметный, а затем и смысловой мир проявляется в отсутствии самостоятельности, "чувства социальной компетентности" (Т.В. Ермолова, С.Ю. Мещерякова, Н.И. Ганошенко, 1999). Посредством психологического анализа текста романа И.А. Бунина "Жизнь Арсеньева", результатов наблюдения, бесед с испытуемыми было подтверждено теоретическое положение теории психологических систем о том, что смысловая картина мира возникает в сознании, превращая его в осмысленное сознание, только если сам мир ребенка становится смысловым и начинает характеризоваться некоторой целостностью. В основе перехода ребенка от предметного сознания к смысловому лежит его собственная деятельность и деятельность посредников (взрослых), продолжающих связывать ребенка с культурой. В процессе образования, открытия смыслов непосредственное участие принимает взрослый, отвечающий на бесконечные вопросы: "Почему? Для чего?". Ребенок и самостоятельно выходит к смыслам путем решения задач "на смысл", часть их он решает в игровой деятельности. Предмет, имеющий смысл, выходит из общего фона предметов и, в результате удовлетворения потребностей и желаний, возвращается в него Предметный мир, на который постепенно "оседают" смыслы, приобретает следующую координату, а сознание становится смысловым и начинает характеризоваться некоторой целостностью. Ребенок осмысляет окружающую действительность, относится к ней. Без смыслов предметный мир не становится реальностью, переживаемой как нечто соответствующее актуальным потребностям и возможностям ребенка, без смыслов невозможна избирательность и самостоятельность поведения
Настоящая самостоятельная деятельность становится возможной только тогда, когда ребенок начинает понимать смысл своих действий. Смыслы представляют человека, его потребности, возможности в предмете В них выражается субъективное искажение среды, позволяющее избирательно взаимодействовать с объективной реальностью. Показано, что выход к смыслам открывает возможность не только смотреть на себя со стороны, но и осознанно воздействовать на себя, освобождаясь от ситуативных воздействий, к семи годам происходит переход к качественно другой форме сознания - смысловому сознанию, за которым стоит смысловой мир. В жизни ребенка наступает перелом: "был я... лет семи, <...> вдруг увидал (как посторонний) <...> свое живое, осмысленное выраженье <...> внезапно увидал <.. .> что я уже не ребенок, смутно почувствовал, что в жизни моей наступил какой-то перелом <...> Преимущественное запоминание только одних счастливых часов приблизительно с тех пор кончилось...". Психологическая система, все более открываясь навстречу новым изменениям, обретая готовность к выходу в режим самореализации, усложнилась, стала автономнее, независимее. Ребенок отдалился от взрослого. "Раб" (Л.С. Выготский, 1983) начал освобождаться от сковывающих его "цепей".
Показано, что смыслы, открывающиеся в акте встречи объективного и субъективного времен, связывают объективную реальность с текущими состояниями человека, конституируют их соответствие и обеспечивают бытие жизненного мира как реальности, существующей для человека "здесь и сейчас". Ставший смысловой мир "начинает требовать" его расширения, усложнения посредством выхода субъекта за пределы требований ситуации. Образующееся противоречие между образом жизни и качеством ставшего шестимерного смыслового мира, их несоответствие, дисбаланс между ними, открывающиеся возможности "заставляют" двш аться дальше, поднимаясь к следующему, новому уровню сознания, ценностной координате жизненного мира как основе ценностного сознания. Выход в мир обеспечивает эффект его переживания как реальности, в которой можно осуществлять себя, проявляя свою волю. Авторская методика трансспективного анализа продуктов литературного творчества позволила подтвердить теоретически установленное в теории психологических систем положение о том, что пределы состоявшейся формы преодолевает, выходя в объективный мир, человек как целостная психологическая система; познавательные процессы, переживание выступают средствами конструирования мира, в котором можно реально жить, а не просто наблюдать себя в предметном мире, назначение вещей в котором понятно только взрослым; за кризисом семи лет стоят особенности пространственно-временной организации смыслового мира ребенка.
Третий "финал" истории становления жизненного мира человека в онтогенезе - кризис предподросткового возраста (11.5-12 лет) "Уникаль-
ный момент" истории - жизнь по типу самореализации. Почему именно здесь происходит выход к самореализации, а различные формы проявле- '
ния смысловой ориентировки (удивление, сомнение и др.) в мире приобретают для ребенка самостоятельную ценность? Поиски ответа на вопрос осуществлялись посредством трансспективного анализа продуктов литературного творчества, в качестве которых выступили роман Э. Ажара "Жизнь впереди" (1988), и роман И.А. Бунина "Жизнь Арсеньева" (1982).
Трансспсктивный анализ продуктов литературного творчества позволил подтвердить теоретическое положение теории психологических систем о том, что к 11.5-12 годам осуществляется выход из смыслового мира как недостаточно устойчивого образования в ценностный мир. У ребенка создается своя сложная "паутина смыслов, которую он сам же сплел и сквозь которую он смотрит на мир" (В.П. Зинченко, 2002). Героя книги Э. Ажара "Жизнь впереди" (1988) занимают ценностно-смысловые ориентиры бытия: "жить нельзя, когда любить некого..."; человек не "крохотная запятая в великой Книге жизни", а "вся великая Книга жизни целиком". Начинается процесс осмысления сложнейших, "последних" (М.М Бахтин) вопросов (жизнь, смысл жизни, смерть, счастье и др.), открытия реалий своей жизни и жизни окружающих, всего того, что ребенок "чувствует, о чем мыслит, чего хочет" (К. Ясперс), процесс о-смысл-ения ценностей, их дифференциации, принятия и реализации или непринятия и отвержения Решаются непростые "задачи на смысл", происходит "психическое дифференцирование" (К. Ясперс), осуществляется процесс формирования интернальности - понимания себя субъектом собственной жизни, процесс "духовного восхождения" (К Ясперс) Ребенок все меньше зависит от ситуативных смыслов и актуальных потребностей за ними стоящих. Он проявляет жизненную позицию, собственное отношение к происходящему в жизни, сознательно отказываясь в сложнейшей ситуации от того, чтобы "хвагаться за шприц с героином" с целью стать "счастливым", предпочитая "просто жить". Осуществляются выборы, настоящие поступки, реализуя которые, мальчик принимает, берет на себя ответственность, подставляя умирающей женщине свое плечо. Его выбор основан на ценностном отношении, определении своего места в культуре.
Показано, что постоянное проживание ситуации выбора - осуществление самостоятельного, суверенного обретения культурного опыта, опыта определения и отстаивания своей позиции, опыта диалога с миром в сложных жизненных ситуациях посредством их разрешения и преодоления собственной слабости, проявления готовности и способности к разумному самоограничению, активности к происходящему, пре-образования Л самого себя Ребенок стремится осмыслить свою жизнь в целом, действует с идеальным образом, эмансипируясь от непосредственной ситуации. Проблема же рефлексии есть проблема самостоятельного определения своего образа жизни. Появление рефлексии - проявление ценностного
,..,,\Г."\Г , 34
осмысления жизни, осознанного отношения к окружающему, опосредованного возможностями, открывающимися посредством памяти, мышления, воображения, переживания Образуется серьезное отношение к собственной жизни в целом, что привносит определенную свободу поведения в любой ситуации. Идет процесс становления нравственного сознания, нравственной жизни, о чем свидетельствует проявление такого образования как совесть Появляется открытость по отношению к себе, которая является одной из сторон духовного измерения, восхождение относительно самого себя через преодоление собственной замкнутости во внутреннем мире своих потребностей, желаний и напряжений, самотрансценден-ция, "самодистантирование" (В. Франкл, 1982). Показано, что ребенок и взрослый перестают образовывать здесь "единую психологическую систему"-. "то, что делает надсмотрщик, и то, что делает раб, соединяется в одном человеке" (Л.С Выготский, 1983). Включается процесс самостоятельного "выдавливания из себя раба" (А.П. Чехов). Человек открывается для диалога с миром и самим собой, начинает жить осмысленно, осуществляя то, что переживается им и признается ценным, то, к чему "сердце лежит" (М Бубер) Главным все больше становится не поиск опоры во внешней поддержке, а стремление реализовать свои потенциалы, осуществляя самостоятельные выборы, воплощая свои ценности. Появляется переживание внутренней устойчивости, самоидентичности, обостряется чувство красоты окружающего мира, происходит переход из режима развития в режим саморазвития Чтобы означенное стало возможным должен был родиться ценностный жизненный мир человека, который относительно стабилизируется, становясь действительностью самоосущссгвлсния Определяющим началом активности подростка начинает выступать проектируемое им будущее ("я . с радостью обращался к тому заманчивому, что <...> таилось в моем будущем"). Потребности уступают свое ведущее место в качестве источника активности ценностям, нереализованным возможностям, требующим их реализации. Осуществляется переход к ценностному сознанию, за которым стоит ценностный мир, ребенок начинает управлять своим образом жизни- "Я жил теперь уже не одними чувствами, приобрел некоторое господство над ними, стал разбираться в том, что я вижу и воспринимаю, стал смотреть на окружающее и на переживаемое мной до известной степени сверху вниз" ("Жизнь Арсеньева"). Показано, что эмоциональная наполненность, очень "сложные, сильные, глубочайшие чувства", "чувства истинно божественного смысла и значения" все сильнее дают знать человеку о соответствующем и несоответствующем ему в объективно ("в себе и для себя") существующем мире Детская душа с позиции перспективы различает, "угадывает", "что хорошо, что дурно, что лучше и что хуже, что нужно и что не нужно ей'", творит свое настоящее и самого себя- "К одному я был холоден и забывчив, дру! ое ловил с восторгом, со страстью, навсегда запоминая, закрепляя за собой, - и чаще
всего действовал при этом с удивительной верностью чутья и вкуса". Идет процесс самостоятельного выделения устойчивых точек "действительности среди всеобщего движения", "процеживание" и "изменение" мира так, чтобы можно было в нем действовать, происходит "субъективное искажение действительности в свою пользу" (Л.С. Выготский). Как следствие рождение суверенной личности, самостоятельно осуществляющей выход в культуру. Подростка влечет к созданию новых органов, "экзистенциальных щупалец" "стесненная свобода одушевляющего недостатка"; душа "выявляется, раскрывается, приводится в движение, оформляется" "и, в конце концов, сама становится формой форм" (В П. Зинченко, 2002). Осуществляется все более активная проекция возможностей в настоящее, придающая ему признак ценности (как пространства для самореализации, самоосуществления). "Я почувствовал..."нельзя жить плакучей ивой", < . > уже сознательно видел, что в ней (жизни - Е. Н.) есть нечто неотразимо чудесное - словесное творчество И в мою душу запало твердое решение <. .> стать "вторым Пушкиным или Лермонтовым". Установлено, что рефлексия по поводу собственной жизни, переживание времени быстротечным и необратимым усиливает стремление предельно полно использовать свои способности, сознательно самоорганизуясь, изменяя свой образ жизни: "Всю эту зиму я старался вести жизнь трудовую, бодрую, а весной мне уже и стараться не нужно было. <.. .> Я зубрил по целым дням, сам наслаждаясь своей неутомимостью, подтянутостью.. ".
Показано посредством авторской методики трансспективного анализа литературных текстов то, что психологическая система, все более открываясь в онтогенезе, к предподростковому возрасту достигает уровня открытости, на котором становится способной к самостоятельной реализации своих потенциалов. Появляется ценностный мир, обеспечивающий такой уровень самоорганизации, который является достаточным для подключения самореализации как формы, в которой самоорганизация и проявляется Становится возможным самостоятельный выход в культуру с целью брать из нее основания для сохранения и развития своего жизненного мира, самого себя. Человек становится ответственным за реализацию открывающихся ему возможности Он становится субъектом саморазвития: "Был повышенный душевный строй, как прирожденный, так и благоприобретенный . Но разве я не сознавал порой, что мало иметь крылья, чтобы летать, что для крыльев нужен еще воздух и развитие их?". Установлено, что основанием категоризации времени выражено начинает выступать фактор его ценности. Основанием же категоризации времени юношами, склонными к употреблению алкоголя и наркотиков, асоциальным формам поведения, является принцип гедонистического времяпровождения Таким юношам свойственно "обыденно-житейское циклическое бытовое время" (М.М Бахтин), лишенное поступательного исторического хода (в исследовании общесистемных свойств испытуемых с разным
уровнем стремления к самоактуализации получены данные, подтверждающие сказанное. Например, для представлений о будущем испытуемых с выраженным интернальным локусом контроля свойственны, уверенность в том, что они справятся с ожидающими их проблемами, доминирующий мотив достижения успеха; оптимизм. Им свойственно выстраивание временной перспективы, стремление полагаться на себя в достижении своих целей; жизнь воспринимается волнующей, захватывающей, наполненной интересными делами. Представления о будущем испытуемых с выраженным экстернальным локусом контроля отличает: неуверенность в своих силах, ожидание помощи со стороны, надежды на везение, отсутствие определенных жизненных планов. Жизнь воспринимается ими скучной, неинтересной и однообразной, у этих испытуемых отсутствует желание брать на себя ответственность за свою жизнь).
Трансспективный анализ продуктов литературного творчества (художественная литература) посредством логики нарратива с использованием деконструкции как особой стратегии к тексту (включающей в себя одновременного его деструкцию и реконструкцию) подтверждают теоретически установленную в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека -предметное пространство, смысловое поле, пронизанная ценностями действительность; трансспектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности.
В главе пятой "Пространственно-временная организация жизненного мира взрослого человека" рассматривались особенности деформации жизненных пространств с нарушенной целостностью взрослых с разными способами самореализации. Финал - смерть. "Уникальный момент" - выбор между "быть или не быть" (М.И. Цветаева, И.И. Обломов, P.P. Раскольников). В одном случае "уникальный момент" разрешается самоубийством, в другом - отказом от любви, деятельной жизни, смертью; в третьем - преступлением против человечности, собственного жизненного мира.
Использование авторской методики трансспективного анализа продуктов литературного творчества (стихи и проза М.И. Цветаевой, дневники, письма, мемуары; роман И.А. Гончарова "Обломов", романы Ф.М. Достоевского "Преступление и наказание", "Братья Карамазовы", "Бесы" и др.) позволило подтвердить положение теории психологических систем * о том, что когда форма жизненного мира, его ценностно-смысловые ха-
рактеристики фиксируются и продолжают далее оставаться неизменными, то неизменными с этого момента времени становятся образ жизни и образ > мира, что означает остановку жизни, начало распада человека как психо-
логической системы; если человек не воспринимает соответствующее ему
в мире и то, что может разрушить целостность образа жизни, ограничить возможности самореализации, присущую системе селективность, то наступает момент, когда самотрансцендеция становится невозможной; жизнь человека в ситуациях, предполагающих возможность разрушения жизненного мира зависит от его способности оставаться свободным, то есть открытым для осуществления еще не реализованных возможностей, так как открытость и есть основание свободы.
Подтверждено то, что невозможность включения новой информации в собственный жизненный мир связана со стабильно высоким уровнем личностной ригидности, являющейся общесистемным свойством, которое проявляется в блокировании выхода человека к открытию новых возможностей, за пределы жизненных обстоятельств, деятельность в которых предполагает трансформацию "фиксированных форм" (К. Ясперс, 1997) поведения (Г.В. Залевский, 1993; Э.В. Галажинский, 2002 и др.). Показано, что ригидность способствует "перекосу" временных координат, проявляющемся в концентрации человека на прошлом (М.И. Цветаева) или нереальном будущем (И.И. Обломов), деформирующих его поведение в настоящем. Концентрация на будущем, оторванном от действительности, подменяет подлинную жизнь псевдожизнью, а затем духовной и, наконец, физической смертью, память, оторвавшаяся от действительности, выполняет не созидательную, а разрушительную работу (спустя полтора года после ухода М. Цветаевой ее сын писал: "Она <.. > не видела будущего и тяготилась настоящим, и <...> как давило ее прошлое, как гудело оно, как говорило!").
Показано, что отсутствие равновесия между реальностью и желаемой гармонией, образом мира и образом жизни выражается в нарушении непрерывности личностной истории, самотождественности, утрате целей и смыслов жизнедеятельности; мироощущение, пронизанное растерянностью перед непонятым или непринятым, "выпадение" из социального времени есть испытание опустошением личностного времени, что выражается в утере связей с объективным и всеобщим, обретении индивидуальностью "абсолютного несчастья" (Г.В Гегель). Использование авторской методики трансспективного анализа продуктов литературного творчества позволило подтвердить положение о том, что, чтобы жить, необходимо быть открытым миру, обмениваться с ним энергетическими потоками. М И Цветаева еще в 1929 году писала Б. Пастернаку: "... на поверхности себя я просто закаменела" (курсив мой. - Е. Н.) Обломов в размышлениях: "Идти вперед или остаться? Его уже только разговор о движении, необходимости продления себя в мир и тем самым мира в себя ввергает в ужас. Движение для него не имеет смысла, так как оно только "ломка, ломка". Раскольников одержим "идеей", которая порабощает его, восстает против целостности всей психологической системы, диктует, как жить, диктует законы жизни. Образ мира Раскольникова максимально сближается с образом
жизни, форма жизненного мира "застывает", что приближает к гибели, так как нарушается смыслообразование, теряется возможность самотрансцен-дировать, преодолевая фиксированные формы Преступление - пик, результат постепенно совершавшегося распада целостности открытой психологической системы, которая все более и более закрывалась Закрывалась тем сильнее, чем сильнее захватывала в плен "идея" Раскольников чувствовал "во всем себе страшный беспорядок", все раскололось, так как не было смысла, "оцельняющего" психологическую систему. Показано, что целостность системы создается самим человеком, утрата же "объединяющего начала" открывает доступ процессам распада и дезинтеграции. Это не могло не привести к тому, что исчезает "связь времен ", временная преемственность сознания: "Казалось он улетал куда-то вверх и все исчезало в глазах его.. Ему показалось, что как будто ножницами отрезал себя сам от всех и всего в эту минуту" Нарушение взаимоперехода ретроспективы и перспективы, отсутствие смысла, открывающего перспективу, приводит к потере коммуникации, диалога человека с миром и самим собой Жизненный мир "сжимается", "затвердевает". Подтверждено теоретически установленное в теории психологических систем положение о том, что психологическая система при переходе в узкий слой настоящего всс больше закрывается, происходит разрушение действительности, в которой можно жить самоорганизуясь, преодолевая устоявшееся, мешающее двигаться дальше. "Сжатие" жизненного мира может привести к снижению "чувства реальности" вплоть до кошмара, бреда, потери чувства времени: "Клочки и отрывки каких-то мыслей так и кишели в его голове; но он ни одной не мог схватить, ни на одной не мог остановиться, несмотря на усилия... Уверенность, что всё, даже память, даже простое соображение оставляют его, начинала нестерпимо его мучить"; ".. было лихорадочное состояние, с бредом и полусознанием. < ..> Иной раз казалось ему, что он уже с месяц лежит; в другой раз - что все тот же день идет". Показано, что "сжатие" жизненного мира человека может привести к клиническому раздвоению личности. В пределе раздвоения выделяется и персонифицируется другое "я" человека (предел раздвоения - кошмар Ивана Карамазова, разговор его с чертом, которому Иван доказывает, что он сам его породил), которое есть гибель личности - системного качества открытой психологической системы, обеспечивающего возможность самотрансценден-ции Доказано, что причина этого в утере способности психологической системы к избранию, результатом чего является состояние "всё равно", полное равнодушие.
Обретение новых смыслов - усложнение пространственно-временной организации жизненного мира, всей психологической системы Показано, что с обретением новых смыслов человек не теряет своей целостности, оказывается способным к "самостоянию" по той причине, что создание своего жизненного мира является основанием удержания собст-
венной идентичности, чувства личностного тождества и исторической непрерывности личности (Э. Эриксон, 1996). Целостность образа жизни на фоне постоянно идущего его преобразования, усложнения позволяет человеку сохранять целостность своего Я, идентифицировать себя с собой и другими людьми, удерживать "внутренний порядок" и стиль собственной жизни; идентичность выступает как процесс в той или иной степени успешного решения жизненно значимых проблем. Принимая решение относительно собственной жизни, самоопределяясь при этом, поддерживая свою идентичность, формируя ее, человек формирует тем самым и образ жизни, скрепляя и динамизируя его через реконструкцию элементов или достаточно выраженное существенное их изменение.
Показано посредством трансспективного анализа продуктов литературного творчества положение о том, что если эмоции перестают давать знать человеку о соответствующем ему в объективном мире, то он теряет возможность открывать смыслы, "актуализировать потенциальный смысл своей жизни" (В. Франкл); нарушается освоение, принятие, "вписывание" нового в строение устоявшихся поведенческих форм и моделей, сложившихся ценностей и смыслов, в образ жизни, нарушается механизм трансформации нового. М.И Цветаева больше не могла "актуализировать потенциальный смысл своей жизни" (В. Франкл), она не "видела" возможностей вне себя. Прогрессировало "уплощение", "увядание" эмоций: " .Тишаю, дичаю, волчею, // Как мне все - равны, всем - равна. // И если в сердечной пустыне, // Пустынной до краю очей..."; "И все - равно, и все - едино".
Показано, что когда человек оказывается неспособным к решению ценностно-смысловых задач, духовной работе по определению (переопределению) высших смыслов собственной жизни, тем самым и трансформации образа жизни, наступает деструкция его жизненного мира, выражающаяся в максимальной центрации на настоящем (сейчас) с деформацией пространства (здесь); безразличии, равнодушии, состоянии "всё всё равно" Эмоции перестают выполнять свою основную функцию: удержание связи человека с объективным миром Человек становится безразличным ко всему Состояние М.И. Цветаевой в последние дни жизни: "воинствующее одиночество"; ".. я умру < ..> я боюсь"', "...все равно ничего не найду Лучше уж я сразу отступлюсь... Все равно. .. .мне не дадут работы. Мне не на что будет жить"\ "ужасная улица... я не могу тут жить'''-, "Одна я не могу Я совсем не понимаю, где что. Я не разбираюсь в пространстве") "моя жизнь окончена. <...> всё кончено <...> Вообще - всё!... - ...я ничем не могу ему помочь. <...> я беспомощна" (курсив мой. - Е. Я) (Л. Чуковская, "Предсмертие", 1988). "Сжатие", "затвердевание" жизненного мира человека, отсутствие перспективы может приводить к полной потере воли к жизни' М. Цветаева "совсем потеряла голову, совсем потеряла волю <.. > была одно страдание": ".. .я больной человек и больше не могу..."
(курсив мой. - Е. Н.) (М. Цветаева, 1941). Становится невозможным преодоление "фиксированных форм", которое является, согласно К. Ясперсу (1997), общим принципом существования человека. Когда притягивающие неосуществленные возможности исчезают для человека, он их не видит, исчезает то, что "заставляет" "двигаться", жить, быть. Поэтому: "Я не хочу умереть, я хочу - не быть", "Смерть - это нет...". "Нет" жизни вне само-трансценденции. Самоубийство здесь - "почерк свободы" (Дж. Флетчер). Ушла целевая, непричинная детерминация: "Нет!" причинно обусловленному существованию. Показано, что отсутствие динамики смыслов приводит к полному равнодушию, которое есть "паралич души, преждевременная смерть" (А.П. Чехов), разрушающему систему страданию. Это типичные характеристики закрывающейся (закрывшейся) психологической системы, человека, лишенного свободы творчества (М.М. Зощенко). Обломов со временем и мыслить перестал, и даже воображать, мечтать, грезить, все чаще погружался "в молчание и задумчивость", "род галлюцинации", когда настоящее и прошлое сливались и перемешивались, все чаще проявлялся феномен "уже виденного", который психиатры в большинстве своем относят к симптомам дереализации, деперсонализации.
Использование трансспективного анализа позволило показать то, что проблема реальности и дереализации есть проблема ценностно-смыслового устройства жизненного мира человека. При распаде психологической системы сначала "уходит" вершинное - ценности, которые делают предметы, вещи значимыми во все времена. Затем "уходят" смыслы, придающие "ощущение реальности". Показано, что нарушение целое шо-сти жизненного мира как условия сохранения жизни и ее осуществления -следствие нарушения его пространственно-временной организации, утери возможности психологической системы осуществлять избрание соответствующего себе в объективном, "в себе и для себя" существующем мире, способности к смыслопор&кдению.
Выводы:
1. Проведенный анализ убеждает в том, что понятие "жизненный мир человека" постепенно обретает все более выраженное психологическое содержание, тот конкретно-научный референт, за которым стоит особая психологическая реальность - многомерный мир человека во всей полноте его ценностно-смысловых координат. В своем становлении эго понятие уже сменило статус научной метафоры, которой еще предстояло доказать свое право войти в категориальный аппарат науки, на статус объяснительного понятия, без привлечения которого оказывалось невозможным объяснение того, каким образом и почему сознание человека обретает «смысловой и системный» характер (Л.С Выготский) и такой же ценностно-смысловой контекст обретает его бытие (Д.Н. Узнадзе). Сегодня жизненный мир человека становится предметом конкретно-научно! о исследо-
вания: обращение к этому понятию непосредственно связано с поисками решения проблемы становления "собственно человеческого в человеке".
2. Показано, что, придерживаясь представления о человеке как открытой психологической системе, можно представить жизненный мир человека как динамический системный конструкт, как особую психологическую реальность, имеющую совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хро-нотопическая) развертка бытия человека. "Жизненный мир человека" -продукт всей психологической системы, которая в раннем онтогенезе выступает как "совмещенная психологическая система" (Л.С. Выготский), опосредованная присутствием в ней взрослого
3. "Жизненный мир человека" является чувственно-сверхчувственным феноменом, для изучения которого требуется разработка особых методов исследования, позволяющих объективировать его во всей его многомерности, включающей и ценностно-смысловые измерения. Именно в силу присутствия в этом мире сверхчувственных измерений, становится невозможным «расспросить» (Е.А. Климов) человека об устройстве его жизненного мира
4 Показано, что психологическое изучение жизненного мира человека можно осуществить в том случае, если исследование будет ориентировано на реконструкцию самого процесса становления изучаемого феномена Его нельзя «остановить» для изучения; о нем нельзя узнать из интроспективных отчетов или протоколов опросов.
5. Для понимания и объяснения происхождения жизненного мира человека как системного конструкта, содержащего в себе "общесистемные сверхчувственные качества" (В.Е. Клочко), требуется выход за пределы как "объективных" методов исследования, так и интроспекции. Объяснить происхождение жизненного мира человека, избегая "редукции духовной энергии к движениям, действиям", мистики и эзотеризма, позволяет трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.) посредством логики наррати-ва и деконструкции (особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию).
6 Обогатить психологическую теорию и фактологию посредством анализа продуктов литературного творчества, ставших достоянием культуры и содержащих в себе информацию о динамике "жизненных миров" литературных героев (в том числе и их авторов), возможно только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотивационная готовность к встрече с такой информацией в процессах его взаимодействия с указанными культурными продуктами Методологическая ютовность психолога определяется уровнем усвоения им парадигмы "порождения реальности" Теоретическая готовность определяется степенью разработанности концептуального контекста, в котором
человек предстает как открытая психологической система, порождающая многомерный жизненный мир как основание, обеспечивающее ему (человеку) осмысленность бытия. Мотивационная готовность предполагает наличие у психолога-исследователя ожидания (предчувствия) встречи с информацией, соответствующей его поисковой познавательной потребности.
7. Транссспективный анализ продуктов литературного творчества (художественная литература, дневник матери) с использованием авторской модификации метода реконструкции позволил представить этапы становления жизненного мира как пространственно-временной организации, как проявление самоорганизации в психологических системах, как условие (механизм) устойчивого бытия человека. В трансспективном видении за понятием "жизненный мир человека" стоит история становления "собственно человеческого в человеке", история человека как субъекта своей жизнедеятельности, разворачивающейся в конкретно-историческом времени в многомерном пространстве, представляющим собой часть объективной реальности, которая "субъективно искажена" (Л С. Выготский) присутствием в ней таких психологических образований, каковыми выступают значения, смыслы и ценности.
8. Полученные доказательства подтверждают теоретически установленную в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека - предметное пространство, смысловое поле, пронизанная ценностями действительность. Трансспектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности.
9. Трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.), содержащих информацию о динамике жизненного мира героев произведений (а также их авторов), посредством логики нарратива и деконструкции (как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию) показал, что поступки, деятельность человека обусловливаются открывающимися в актах встречи ретроспективы и перспективы смыслами, возможностями, изменяющимся в результате жизненным миром человека;
10. Показано, что идентичность в процессе образования жизненного мира человека выступает как процесс в той или иной степени успешного решения жизненно значимых проблем: человек, самоопределяясь, поддерживая и формируя свою идентичность, формирует тем самым и образ жизни, скрепляя и динамизируя его через реконструкцию элементов или достаточно выраженное существенное их изменение. Самотрансценденция
как разрешение противоречий, преодоление фиксированных форм поведения - необходимое условие духовности существования
11 Совмещая герменевтический, нарративный и собственно психологический подходы, подчиняя их решению проблемы выявления условий и обстоятельств образования уникальных жизненных миров в их динамичных хронотопических характеристиках, было обнаружено, что проблема переживания реальности и действительности мира для человека есть проблема ценностно-смыслового устройства жизненного мира человека При распаде психологической системы сначала "уходит" вершинное - ценности, которые делают предметы, вещи значимыми во все времена. Затем "уходят" смыслы, придающие "ощущение реальности". Следствием этого являются:
- утеря возможности психологической системой избирать, устанавливать соответствие своих актуальных потребностей и возможностей некоторым сторонам "в себе и для себя" существующей объективной реальности;
- слом (разрушение) целостности жизненного мира как основания психологического здоровья, личности как системного качества открытой психологической системы, обеспечивающего возможность системе существовать самоорганизуясь, саморазвиваясь;
- состояние "всё равно", полное равнодушие; эмоции, являясь формой существования смыслов и ценностей (А Н Леонтьев), перестают выполнять свою основную функцию удержания связи человека с "объективным миром", начинают доминировать эмоциональные проявления негативного плана, что сказывается на субъективном восприятии времени, его "замедлении" или "ускорении";
- страдание, разрушающее способность человека к самоорганизации, т.е. сам способ жизни человека, его естественного бытия.
К ценностно-смысловому обеднению жизненного мира человека приводит лишение по той или иной причине свободы творчества (ссылка, эмиграция, миграция, длительная тяжелая болезнь и др.)' человек теряет духовную самостоятельность, ответственность перед собой, людьми, обществом Человеческая жизнь, таким образом, измеряется не длительностью существования человека, а мерностями его многомерного жизненного мира, которые определяют и контуры этого мира, и его предметно-вещный состав, и особенности восприятия и переживания времени - как формы перехода поливариативного будущего в моновариативное прошлое, что, собственно, и фиксирует понятие «трансспектива».
По теме диссертации опубликованы следующие работы:
Монографии и учебные пособия
I. Некрасова Е.В. Планирование своей жизни и самосовершенствование. - Усть-Каменогорск: Изд-во "Знание" 1991. - 32 с.
2 Некрасова Е.В. Время как предмет психологического исследования. - Барнаул: Изд-во БГПУ, 2000. - 128 с.
3. Некрасова ЕВ. Пространственно-временная организация жизненного мира человека: Монография. - Барнаул- Изд-во БГПУ, 2005. - 318 с.
Статьи и материалы конференций
4. Некрасова Е.В. К вопросу психологического времени личности и ее саморегуляции // Проблемы формирования ценностных ориентации и социальной активности личности. - М.: МГПИ им. В.И. Ленина, 1986. - С. 113-119.
5 Клименко И.Ф., Некрасова Е.В. Об особенностях осознания себя во времени старшеклассниками // Проблемы формирования ценностных ориентаций и активности личности в ее онтогенезе. - М.: МГПИ им. В.И. Ленина, 1987 - С. 71-78 (80% личного участия).
6. Некрасова Е В. Особенности переживания времени жизни в раннем юношеском возрасте // Проблемы формирования ценностных ориентаций и активности личности в ее онтогенезе. - М.: МГПИ им. В И Ленина, 1987.-С. 92-99
7. Некрасова Е В. О некоторых особенностях временного аспекта самосознания в раннем юношеском возрасте в зависимости от условий воспитания // Лишенные родительского попечительства. - М.: Просвещение, 1989.-С. 81-85.
8 Некрасова Е.В. Рефлексия собственной жизни и самовоспитание студентов педвуза // Тезисы Всесоюзной научно-практической конференции (16-18 мая 1989). - Усть-Каменогорск-Ленинград, 1989. - С. 284-285.
9. Некрасова Е.В. Урок психологии в школе // Тезисы докладов Всесоюзной научно-практической конференции (28-30 мая 1990) - Уфа-Москва, 1990.-С. 71-73.
10. Некрасова Е.В. Развитие у студентов рефлексии по поводу собственной жизни // Формирование и развитие профессионального сознания студентов. - Самара: Изд-во СамГПИ, 1991. - С. 40-46.
II. Некрасова Е В. О роли и месте ответственности в саморегуляции у юношей // Тезисы У Всесоюзной научной конференции (10-12 мая 1990). -Рязань, 1991.-С. 157-159.
12. Некрасова Е.В. Познавательная активность и самосознание у дошкольников // Формирование познавательной активности дошкольников. - Шадринск, 1992. - С. 80-86.
13. Некрасова Е.В Развитие профессионального самосознания будущего учителя // Тезисы Всероссийской научно-практической конференции. - Барнаул: Изд-во БГПУ, 1996. - С. 261-263.
14 Некрасова Е В. Работа с детьми в период их подготовки к школьной жизни // Развитие ребенка и культурная среда. - Барнаул: Изд-во БГПУ, 1996.-С 6-14
15. Некрасова Е.В. Временной аспект самосознания в юношеском возрасте // Сиб психол. журн. - Томск, 1998. - № 8-9. - С. 22-24.
16. Некрасова Е.В. Психологические особенности подростков, воспитывающихся в детском доме Н Материалы краевой научно-практической конференции (22-23 января 1998). - Барнаул- Изд-во БГПУ, 1998.-С. 26-31.
17 Некрасова Е.В. Обучение и диалог // Материалы Всероссийской научной конференции - Барнаул: Изд-во БГПУ, 1999.-С. 198-200
18. Некрасова Е.В. Проблемы становления самосознания в процессе профессионального самоопределения // Сиб. психол. журн. - Томск, 1999. -№.10 -С. 98-101
19 Некрасова Е.В Восприятие реальности во временном плане и поведение человека // Материалы 1 -й региональной школы молодых ученых-психологов (23-26 мая 1999). - Бийск, 2000. - С 32-37.
20. Некрасова Е.В. Проблемы студенческого возраста // Материалы Всероссийской научно-практической конференции (21-23 марта 2000). -Барнаул, 2000. - С. 81-86
21 Некрасова ЕВ "Хронотоп" дошкольника // Материалы второй региональной школы молодых ученых (27 февраля-2 марта 2000). - Барнаул - Бийск, 2000. 164 с / С. 25-33
22. Некрасова Е В. Особенности хронотопа дошкольников с разным опытом общения // Материалы краевой научно-практической конференции (22 мая 2000). - Барнаул: Изд-во БГПУ, 2000. - С. 24-27
23. Некрасова Е В. Исследование хронотопа человека // Образование и взаимодействие культур. - Барнаул- Изд-во БГПУ, 2001. - С 171-183
24 Некрасова Е.В. "Хронотоп" как психологическая категория // Материалы региональной конференции (11 мая 2001). - Барнаул: Изд-во БГПУ, 2001 -С. 29-36
25. Некрасова Е В. Проблема психологической эволюции человека // Материалы конференции "Ананьевские чтения" (23-25 октября 2001) -СПб., 2001.-С. 364-365
26. Некрасова Е.В. Методологические основания и гипотезы исследования пространственно-временной организации человека // Вестник БГПУ: Психолого-педагогические науки. - Барнаул, 2001. - № 1 - С. 9-14
27 Некрасова Е В. Понятие "хронотоп" в учении А.А.Ухтомского // Вестник Алтайской науки. Образование. - Барнаул, 2001. - № 1 - С. 123129.
28. Некрасова Е.В Проблема времени в психологии // Материалы 1У региональной школы молодых ученых (28 января - 2 февраля 2002 г.) - г Бийск, 2002.-С. 304-321
29. Некрасова E.B. Методологические основания исследования хро-нотопических характеристик жизненного мира человека // Вестник БГПУ: Психолого-педагогические науки. - Барнаул, 2002. - № 2 - С 39-45
30. Некрасова Е.В. Психология "чувства реальности" // журн. "Образование и социальное развитие региона". - Барнаул, 2002. - № 3-4 - С. 6873.
31. Некрасова Е.В. Подход к исследованию хронотопических характеристик жизненного мира человека // Сибирская психология сегодня. -Кемерово: Кузбасвузиздат, 2002. - С. 9 - 19.
32. Некрасова Е.В. Хронотопические характеристики жизненного мира человека и их исследование И Материалы региональной научно-практической конференции. - Барнаул: Изд-во БГПУ, 2002. - С. 6-13
33. Некрасова Е.В. Взгляд на самоубийство как психологическое явление // журн. "Прикладная психология и психоанализ" - М., 2003. - № 2 -С. 28-41.
34. Клочко A.B., Некрасова Е.В. Психоисторический аспект становления человека // Ползуновский вестник - Барнаул, 2003. - № 3-4 - С. 194-202 (50% личного участия).
35. Некрасова Е.В. Хронотоп и хронотопичекие характеристики человека как психологической системы // Ползуновский вестник. - Барнаул, 2003. - № 3-4. - С. 203-210.
36. Некрасова Е.В. Основания исследования хронотопических характеристик жизненного мира // Материалы 111 Всероссийского съезда психологов (25-28 июня 2003 г.). - СПб., 2003. - Т. 6. - С. 25-28.
37. Некрасова Е.В. Теоретико-методологические основания исследования жизненного мира человека // Вестник БГПУ: Психолого-педагогические науки. - Барнаул, 2004. - № 4 - С. 81-89.
38. Некрасова Е.В. Пространственно-временная организация жизненного мира человека и трансспективный подход к его исследованию // Материалы Всероссийской научно-практической конференции для психологов образования (21 мая 2004 г.). - Барнаул: Изд-во БГПУ, 2004. - С. 614.
39. Некрасова Е.В. Основания ценностного отношения к изучаемой психологической реальности (жизненный мир литературного героя) как условия диалога с ней // Материалы Всероссийской научно-практической конференции (16-17 апреля 2004 г.). - Бийск - С. 64-67.
40 Некрасова Е.В. Жизненный мир человека как предмет психологического исследования // Сиб. психол. журн. - Томск, 2004. - № 19. - С 18-23.
41 Некрасова Е.В. Трансспектива - способ бытия жизненного мира человека // Ползуновский вестник. - Барнаул, 2005. - Кг 3 - С. 248-251.
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Содержание диссертации автор научной статьи: доктора психологических наук, Некрасова, Евгения Владимировна, 2005 год
Введение.
Глава 1. Жизненный мир человека: теоретико-методологические и конкретно-научные аспекты
1.1. Понятие "жизненный мир человека" и его психологический смысл
1.2. Понятие "хронотоп": становление нового взгляда на человека как предмет исследования.
1.3. Онтологизация психологии и онтология развития.
Глава 2. Пространственно-временная организация жизненного мира человека
2.1. Подходы к исследованию жизненного пути личности, "материализация" представлений об идеальной форме в отечественной психологии.
2.2. От ценностно-смысловой структуры ситуации к человеку как открытой психологической самоорганизующейся системе.
2.3. Понятие "трансспектива" и трансспективный анализ образования жизненного мира человека.
Глава 3. Продукты литературного творчества как предмет психологического исследования и их трансспективный анализ
3.1. Проблема методов, способов познания жизненного пути человека и трансспективный анализ.
3.2. Продукты литературного творчества как предмет психологического исследования.
3.3. Нарратив как особый способ бытия человека и "модель понимания". Нарративный способ осмысления текста.
Выводы.
Глава 4. Становление жизненного мира человека в детстве
4.1. Предметный мир ребенка.
4.2. Смысловой мир ребенка.
4.3. Ценностный мир человека.
Глава 5. Жизненный мир взрослого человека
5.1. Жизненный мир с нарушенной целостностью: самоубийство как "почерк свободы".
5.2. Жизненный мир с нарушенной целостностью: "самоубийство" "мирного зрителя боя" и фанатически одержимого античеловеческой идеей.
Выводы.
Введение диссертации по психологии, на тему "Пространственно-временная организация жизненного мира человека"
Актуальность проблемы. "Антропологический поворот" (В.И. Слободчиков, 1998), происходящий в психологии, фундированный достижениями философской антропологии, основным предметом которой становится сегодня проблема творческой активности и предназначения человека (В.Н. Филиппов, 1995), связан с все более осознаваемым фактом того, что нельзя понять сущность и предназначение психики, не поняв миссию человека, свойством которого она является. Анализируя объективные тенденции развития психологического познания, легко заметить, что эпицентр научных интересов представителей разных школ и направлений постепенно смещается к тому, что C.JI. Рубинштейн в свое время определил как "витальная онтология", фактически предсказывая неизбежность такого смещения. В 1992 году O.K. Тихомиров отметил, что перед современными отечественными психологами открылись "два пути": одни из них продолжают заниматься конкретизацией представлений о психике как "отражении реальности", другие - разработкой представлений о психике как "порождении новой реальности". Как бы подтверждая это заключение, минувшее десятилетие заявило о себе активной разработкой концепций, которые, независимо от их исходной методологии, имеют "общий знаменатель" - фактически все они демонстрируют разные формы движения, но внутри общего русла "второго пути" развития психологической мысли.
Так появляются концепции "материализации" представлений об идеальной форме (Б. Д. Эльконин, 1994), "конструирования миров" человеком (А.Г. Асмолов, 1995), становления "субъективной реальности" (В.И. Слободчиков, 1995), формирования "ментального пространства человека" в процессах транскоммуникаций (В.И. Кабрин, 1996), порождения "многомерного мира человека" (В.Е. Клочко, 1996), деформации "смыслового пространства личности" в период болезни (Т.В. Рогачева, 2004).
Можно констатировать, что мы сталкиваемся здесь уже не просто с одной из тенденций развития науки, а самым настоящим "парадигмальным сдвигом", который в ней происходит. Сдвигом, который подготовлен всем ходом развития психологического познания, детерминированным постоянно идущим процессом взаимодействия психологической науки с ее средой, сердцевину которой составляет совокупный общественный продукт, обобщенно определяемый понятием "культура". Она содержит в себе достижения отечественной философской мысли, в которой сложилось понимание человека как явления многомерного по своей сущности и безмерного (трансцендентного) по своим масштабам (Н.А. Бердяев, C.JI. Франк, П.А. Флоренский, М.М. Бахтин, А.А. Ухтомский). В свою очередь, достоянием культуры стали (становятся) достижения психологической мысли о многомерности человеческого бытия в многомерном мире, представленные в трудах Б.Г. Ананьева, JI.C. Выготского, А.Н. Леонтьева, C.JL Рубинштейна, Д.Н. Узнадзе, получившие развитие в исследованиях учеников и последователей (К.А. Абульханова-Славская, А.Г. Асмолов, Б.С. Братусь, А.В. Брушлинский, Ф.Е. Василюк, В.В. Давыдов, Л.И. Дорфман, Г.В. Залевский, В.П. Зинченко, В.В. Знаков, А.А. Леонтьев, Д.А. Леонтьев, А.Б. Орлов, В.А. Петровский, А.А. Пузырей, В.М. Розин, В.В. Рубцов, Д.И. Фельдштейн и др.).
Таким образом, возникает проблема взаимодействия психологической науки с ее средой, которая переходит из разряда философских (эпистемологических) проблем в конкретно-научную проблему, обретая при этом, по мнению А.В. Юревича (2005), статус одной из приоритетных проблем современной психологии. Понимая глобальность этой проблемы, мы ограничили проблемное поле своего исследования следующим образом. В культуре, в частности такой важнейшей ее составляющей, каковой является литературное творчество, зафиксирован громадный опыт того, что происходит с жизненным миром человека на стадиях его становления и различных коллизий (трансформаций, деформаций, распада и т.д.). Пока этот опыт остается закрытым для психологии: как точно заметил JT.C. Выготский, "нарисованную корову нельзя доить". Между тем он остается бесценным для науки, которая стала сензитивной ко всему, что связано с проблемой порождения многомерной человеческой реальности, поскольку в этом открывается новое понимание роли и функции психического ("второй путь"). Для превращения литературного факта в предмет психологического исследования (в психологический факт) нужно проделать определенную методологическую, теоретическую и методическую работу.
Чтобы вообще поставить задачу решения проблемы взаимодействия науки с ее средой, необходимо, прежде всего, саму науку понять в качестве открытой (и значит самоорганизующейся) системы. Тогда становится возможным использование трансспективного анализа (В.Е. Клочко, 2003, 2004, 2005), открывающего общую направленность развития науки и позволяющего тем самым, понять современные концепции, исполненные в парадигме "психика как порождение реальности", в качестве развитой формы тех гениальных прорывов в сферу "витальной онтологии", которые осуществили наши предшественники: К. Левин (вводя понятие "жизненное пространство"), Д. Узнадзе ("транссубъективное пространство"), J1.C. Выготский ("смысловое поле), А.А. Ухтомский (теория хронотопа). В своей развитой форме эти идеи, на наш взгляд, и определяют черты и признаки постнеклассицизма, обнаруживаемые в современной психологии.
Известно, что постнеклассицизм опирается на определенный уровень системного представления изучаемой реальности, делая предметом исследования сложные саморазвивающиеся (самоорганизующиеся) системы (B.C. Степин, 2002). Трансспективный анализ, по мнению В.Е. Клочко (2005), представляет собой форму мышления, адекватную постнеклассическому идеалу рациональности. Из него следует, что именно взаимодействие со средой обусловливает прогрессивное движение наук, что не снизу (из опыта самой науки), а сверху, из общекультурного пространства приходят в науку те идеи, которые на некоторое время становятся ведущими.
В связи с вышесказанным, проблема нашего исследования заключается в выявлении возможностей такого взаимодействия исследователя с культурой, которое моделировало бы те реальные процессы, которые лежат в основе самоорганизации науки, т.е. происходят сами собой в результате информационного обмена открытой системы (наука) с ее средой (культура). Таким образом, в центре проблемного поля исследования оказывается проблема оправданного и целенаправленного "вычерпывания" из культурной среды, окружающей науку, того знания, которое соответствует актуальной поисковой познавательной потребности исследователя, являющегося конкретным представителем науки.
Цель исследования: получить данные, позволяющие более полно объективировать роль и место психического в пространственно-временной развертке многомерного бытия человека, его участие в самоорганизации человека как открытой психологической системы.
Объект исследования: жизненный мир человека как психологическая реальность.
Предмет исследования: пространственно-временная организация жизненного мира человека.
Гипотеза исследования конкретизируется несколькими допущениями. В соответствии с трансспективным анализом, одним из центральных моментов которого является выявление порождающего эффекта взаимодействия открытой системы с ее окружением, обусловливающим прогрессивное и закономерное усложнение ее системной организации, можно предположить, что:
- жизненный мир человека является динамическим системным конструктом, особой психологической реальностью, имеющей совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы;
- содержание и пространственная конфигурация жизненного мира определяют "образ многомерного мира" (А.Н. Леонтьев), каковым он выступает в сознании человека, но, будучи системным конструктом, жизненный мир содержит в себе и такие "общесистемные сверхчувственные качества" (В.Е. Клочко), для понимания и объяснения которых требуется выход за пределы как "объективных" методов исследования, так и интроспекции;
- продукты литературного творчества, ставшие достоянием культуры, содержат в себе информацию о динамике "жизненных миров" людей (в том числе и их авторов), способную обогатить психологическую теорию и фактологию, однако только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотивационная готовность к встрече с такой информацией в процессах его взаимодействия с указанными культурными продуктами:
- методологическая готовность обусловливается тем, насколько психолог смог ассимилировать парадигму "порождения реальности", поскольку в парадигме "отражения" проблема становления жизненного мира человека просто не может быть поставлена;
- теоретическая готовность определяется степенью разработанности концептуального контекста, в котором человек представлен как открытая психологической система, порождающая многомерный мир как основание, обеспечивающее ему (человеку) осмысленность бытия (примером может быть теория психологических систем или другая теория, отвечающая канонам постнеклассицизма);
- мотивационная готовность означает, что у психолога-исследователя существует определенное ожидание встречи с такой информацией, которая соответствует его поисковой познавательной потребности, актуализированной гипотезой. В данном случае речь идет о возможности в процессе психологического анализа литературных источников подтвердить (конкретизировать, верифицировать и т.д.) гипотезу о становлении жизненного мира человека как пространственно-временной развертке его бытия.
Задачи исследования:
1. В историко-системном исследовании выявить методологические основания возникновения и тенденции развития понятия "жизненный мир человека" и его ближайших аналогов ("жизненное пространство", "транссубъективное пространство" и т.д.);
2. Показать полидисциплинарный характер искомого понятия, вскрыть его связь с идеей "хронотопа", а также причины транспонирования этой идеи в психологию;
3. Выявить возможности использования трансспективного анализа для решения проблемы использования продуктов литературного творчества в качестве источников психологической информации о становлении, динамике и деструкции жизненного мира человека;
4. Определить, каким образом психологический анализ продуктов литературной деятельности, содержащих информацию о динамике жизненного мира героев произведений и их авторов, может быть совмещен с логикой нарратива и деконструкции (как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию);
5. Объективируя механизм становления "жизненного мира человека" как системного образования, выявляя роль и место психического в пространственно-временной развертке многомерного бытия человека, показать относительную самостоятельность стадий его становления, преемственность уровней (мерностей), их качественные характеристики, раскрыв тем самым его динамику;
6. Выявить различные по своей детерминации коллизии "жизненных миров" и объективировать изменения их субъективных временных параметров при "расширении" жизненного мира (что наиболее свойственно ранним стадиям онтогенеза) и его "сжатии" (лишение свободы творчества, болезнь, старость и т.д.).
Теоретико-методологические основы исследования: положения философской антропологии о человеке (Н.А. Бердяев, C.JI. Франк, Г.Г. Шпет и др.); труды разработчиков философско-методологических проблем системных исследований (А.Н. Аверьянов, Л. Берталанфи, В.П. Кузьмин и др.), теорий самоорганизации в открытых системах (И.Р. Пригожин, Г. Хакен, Е.Н. Князева, С.П. Курдюмов и др.), формирующих новый стиль научного мышления; труды ученых, в которых были заложены философско-методологические предпосылки, выводящие к проблеме становления жизненного мира "возможного" человека (А.А. Ухтомский, М.М. Бахтин, М.К. Мамардашвили, Л.С. Выготский, А.Н. Леонтьев, С.Л. Рубинштейн, Д.Н. Узнадзе, В.П. Зинченко, O.K. Тихомиров и др.). Большое влияние на теоретические построения нашего исследования оказали методологические работы таких психологов, как К. Левин, Г. Олпорт, А. Маслоу, К. Рождерс, В. Франкл. Мы опирались в своем исследовании на принципы и положения теории психологических систем (В.Е. Клочко) и разработанную в этой теории идею трансспективного анализа, которые легли в основание всего исследования.
Методы исследования. В теоретическом анализе использовались принципы восхождения от абстрактного к конкретному, единства исторического и логического анализов, историко-системного и историко-категориального подходов. В исследовании реализовывался трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.) посредством логики нарратива и деконструкции (включающей в себя одновременно деструкцию и реконструкцию текста). Использовались также: методы наблюдения, беседы; Томский опросник ригидности (Г.В. Залевский); тест самоактуализации (Л.Я. Гозман, М.В. Кроз, М.В. Латинская); тест опросник уровня субъективного контроля (УСК) (Е.Ф. Бажин, Е.А. Голынкин, A.M. Эткинд); проективная методика "Незаконченные предложения".
Научная новизна исследования определяется тем, что оно выполнено в ориентации на парадигму, в которой психика понимается не как отражение реальности, а как необходимое условие порождения новой реальности.
Новизна здесь в том, что до сих пор крайне редко встречаются законченные исследования, авторы которых последовательно удерживают ориентацию на новую парадигму, которая только стремится, но еще не стала «общепринятым образцом научной практики» (Т. Кун).
В связи с этим и было дано новое определение понятия «жизненный мир человека». В исследовании оно выступило как системный конструкт:
- многомерный, чувственно-сверхчувственный, поскольку в нем оказываются совмещенными субъективные (значения, смыслы, ценности) и объективные качества предметов и явлений;
- динамичный, т.е. меняющий свою конфигурацию и состав - в нем проявляются результаты непрерывного обмена открытой системы (человек) с ее окружением;
- хронотопически организованный - в нем конституирует себя пространственно-временная развертка бытия человека;
- функционально оправданный, поскольку без признания жизненного мира человека в качестве особой психологической реальности, невозможно объяснить, каким образом сознание человека обретает «системный и смысловой характер» (JI.C. Выготский), а его деятельность - осмысленность, направленность, избирательность.
Указанные признаки и свойства жизненного мира, такие как многомерность, наличие в нем сверхчувственной компоненты, динамичность, крайне затрудняют его психологическое исследование традиционными методами. Поэтому новой можно считать разработанную автором методику трансспективного анализа продуктов литературного творчества, содержащих в себе психологическую информацию о становлении, динамике и деструкции жизненного мира человека.
Таким образом, научная новизна результатов исследования представлена фактологией, связанной со становлением и деформацией жизненных пространств. Психологический анализа продуктов литературного творчества (дневник матери, художественная литература и др.), подтвердил наличие теоретически установленной в теории психологических систем последовательности этапов становления жизненного мира человека в онтогенезе - предметное пространство, смысловое поле, пронизанная ценностями действительность.
Выявлено, что насилие над человеком (ссылка, изгнание, лишения и т.д.) приводит к деформации жизненного мира человека, которое проявляется в утере человеком возможности избирательного взаимодействия со средой и выражается в следующем: отсутствии динамики смыслов; исключительной концентрации человека на прошлом (переживание воспоминаний, составляющих единственный предмет сознания, приобретает разрушительный характер) или будущем (псевдобудущее, псевдожизнь подменяют подлинную жизнь), деформирующих его поведение в настоящем; доминировании ориентации на настоящее при нечетком образе будущего; факте связи центрации на настоящем (сейчас) с деформацией пространства (здесь) бессмысленным времяпрепровождением — "обыденно-житейским циклическим бытовым временем" (М.М. Бахтин), лишенном поступательного исторического хода.
Наиболее важно, что деформации жизненного пространства всегда сопровождаются изменением субъективного восприятия времени ("замедление", "убыстрение", "остановка", «вневременность бытия"), происходящим на фоне "потери чувства реальности", возникновения "эффектов дереализации" и т.д.
Можно утверждать, что жизненное пространство человека и его субъективное время внутренне связаны между собой, а системообразующую функцию в данном случае выполняют смыслы и ценности. При распаде (деструкции) и гибели (в том числе и автодеструкции психологических систем - суициды), первыми разрушаются ценностные основы бытия; при этом жизненный мир уже не воспринимается как действительность, как пространство для реализации своих сущностных сил. Затем происходит смысловое обеднение жизненного мира, сопровождающееся деформациями чувства реальности бытия. В предметных пространствах, лишенных ценностно-смысловых измерений, люди жить не могут.
Теоретическая значимость исследования заключается в том, что оно демонстрирует один из возможных вариантов последовательной реализации идеалов постнеклассической рациональности. Свойственная постнеклассицизму полидисциплинарность проявилась:
- в обсуждении и предложенном решении проблемы взаимодействия науки с ее средой;
- выделении условий, необходимых для обогащения психологической теории значимой информацией, полученной не из психологических источников (литературное творчество);
- разработке представлений о методологической, теоретической и мотивационной готовности психолога-исследователя к встрече со значимой информацией в процессах взаимодействия с продуктами литературного творчества.
Свойственная постнеклассицизму ориентация на саморазвивающиеся (самоорганизующиеся) системы была реализована путем: использования трансспективного анализа как формы постнеклассического мышления, с помощью которой удалось перевести исследование в новую для психологии парадигму "порождения реальности";
- определения понятия "жизненный мир человека" как системного образования, имеющего совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы.
Ценностная ориентация постнеклассического исследования была реализована:
- в демонстрации того, что трансспектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности;
- в найденных при анализе продуктов литературного творчества доказательств, подтверждающих теоретически установленную в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека - предметное пространство, смысловое поле, пронизанная ценностями действительность.
Практическая значимость исследования заключается в возможности использования полученных результатов при определении главных причин трудностей человека в различных сферах жизни; для объяснения происхождения особенностей жизненного мира человека, как в разных возрастах, так и в различных областях практики (обучение и воспитание, психологическое консультирование, психокоррекция и др.), в проектировании развивающих образовательных сред в дошкольных учреждениях, школе, вузе, в процессе профессиональной подготовки специалистов, разработке спецкурсов; возможно использование новых представлений о природе деформаций жизненного мира человека, их психологических последствиях в патопсихологии, медицинской психологии, а также в юридической психологии для лучшего понимания уголовного наказания в виде лишения свободы, если рассматривать эту меру через призму целостного взгляда на человека как открытую систему.
Положения, выносимые на защиту:
1. С отстаиваемой точки зрения, жизненный мир человека является системным образованием, особой психологической онтологией, имеющей совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы.
2. "Жизненный мир человека" является продуктом всей психологической системы, которая в раннем онтогенезе выступает как "совмещенная психологическая система" (JI.C. Выготский), опосредованная присутствием в ней взрослого.
3. Трансспектива развития "совмещенной психологической системы" совпадает с процессом суверенизации человека, проявляющейся по мере обретения жизненным миром человека новых системных качеств (значения, смыслы ценности), последовательно превращающих жизненный мир в предметное пространство, смысловое поле, пронизанную ценностями действительность.
4. В трансспективном видении понятие "жизненный мир человека" манифестирует историю становления "человеческого в человеке", историю человека как субъекта своей жизнедеятельности, разворачивающейся в конкретно-историческом времени в многомерном пространстве, представляющим собой часть объективной реальности, которая "субъективно искажена" (JI.C. Выготский) присутствием в ней таких психологических образований, каковыми выступают значения, смыслы и ценности.
5. Анализ продуктов литературного творчества, основывающийся на понимании науки как открытой системы, взаимодействующей с культурой в процессе избирательного информационного обмена с ней, позволил показать этапы становления жизненного мира как пространственно-временной организации, как проявление самоорганизации в психологических системах, как условие (механизм) устойчивого бытия человека.
6. Деформация жизненного мира человека всегда сопровождается деформацией или потерей смыслов и ценностей того, что составляло жизненное пространство. Как результат: происходит его "сжатие" — предметы и явления, ранее имевшие смысл (как способные удовлетворять периодически воспроизводимые потребности) и ценность (как несущие в себе способность отвечать возможностям человека, на чем и строится его самореализация), исчезают из жизненного пространства, становятся фоном, на котором протекает обедненная, симплифицированная жизнедеятельность.
7. Поскольку формой существования смыслов и ценностей являются эмоции (А.Н. Леонтьев), постольку ценностные и смысловые деформации сопровождаются возникновением эмоциональных проявлений, чаще всего негативного плана, что сразу же сказывается на субъективном восприятии времени, его "замедлении" или "ускорении".
8. Качество подобных искажений определяется тем, под эгидой каких факторов - внешних (независимых от человека) или внутренних (не всегда зависящих от человека, таких как болезнь), произошла деформация жизненного мира. "Сжатие" жизненного пространства и его "расширение" всегда сопровождается изменением субъективного восприятия времени, что особенно заметно при резких деформациях жизненного мира (эмиграция, необратимые потери, лишение свободы творчества и др.)
Достоверность и обоснованность результатов исследования обеспечены опорой на четкую методологическую позицию, использованием адекватного цели и задачам исследования трансспективного анализа продуктов литературного творчества человека посредством использования логики нарратива и деконструкции как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию, апробированных, валидных и взаимодополняющих методов качественного и количественного анализа полученных данных.
Апробация результатов. Основные положения и результаты диссертационного исследования изложены на Всероссийских ("Человек культуры" - Бийск, 2000; Санкт-Перербург - 2003) съездах психологов; всероссийских ("Технология психолого-педагогической подготовки учителя к воспитательной деятельности" - Барнаул, 1996; "Организационно-управленческие инновации в системе педагогического образования" — Барнаул, 1999; "Теория и практика воспитательной работы в высшей школе" - Барнаул, 2000; "Образование и психология" - Санкт-Петербург, 2001; "Проблемы психологической адаптации учащихся на различных этапах образовательного процесса" - Барнаул, 2004; "Гуманизация образования в контексте системного подхода" - Бийск, 2004; "Психологическая культура и психологическое здоровье в образовании" - Барнаул, 2005); межрегиональной ("Роль психологической службы в развивающем образовании" - Барнаул, 1998); региональных ("Человек как самоорганизующаяся психологическая система" - Барнаул, 2000; "Психологическое здоровье участников образовательного процесса" -Барнаул, 2001), научно-практических конференциях ("Психологическое обеспечение образования" - Барнаул, 1996; "Проблемы взаимодействия психолога с работниками образовательных учреждений" - Барнаул, 1997; "Коррекционно-развивающее обучение: опыт, проблемы, перспективы" -Барнаул, 1998; "Психологическая диагностика в образовательной практике" -Барнаул, 1999; "Психологическое здоровье участников образовательного процесса" - Барнаул, 2001; "Психологическое сопровождение становления личности" - Барнаул, 2002), региональных школах молодых ученых ("Фиксированные формы поведения в образовании, науке и культуре" -Белокуриха, 2000; "Психологическое исследование: методология, теория, методы" - Бийск, 2000; "Многомерный мир человека как предмет психологического исследования" - Барнаул-Бийск, 2002);
Концептуальные основы работы послужили фундаментом выполнения программы "Развивающее образовательное пространство и возможности осуществления творчества" в ДОУ №№ 71, 160, 248 г. Барнаула; разработки концепции учебной деятельности гуманитарных классов школы № 112 г. Барнаула; разработки программы работы психологического центра Индустриального района г. Барнаула.
Практическое внедрение. Результаты исследования внедрены в практику консультирования, учебную работу (лекции, семинары, спецкурсы, курсовые и дипломные работы), научные исследования (кандидатские диссертации) педагогического факультета Барнаульского государственного педагогического университета, Барнаульского педагогического колледжа.
Результаты работы отражены в 41 публикации по теме исследования,
Структура диссертации. Диссертация состоит из введения, 5-ти глав, выводов, списка использованной литературы, 2-х приложений, в одном из которых пять диаграмм.
Заключение диссертации научная статья по теме "Общая психология, психология личности, история психологии"
выводы
1. Проведенный анализ убеждает в том, что понятие "жизненный мир человека" постепенно обретает все более выраженное психологическое содержание, тот конкретно-научный референт, за которым стоит особая психологическая реальность - многомерный мир человека во всей полноте его ценностно-смысловых координат. В своем становлении это понятие уже сменило статус научной метафоры, которой еще предстояло доказать свое право войти в категориальный аппарат науки, на статус объяснительного понятия, без привлечения которого оказывалось невозможным объяснение того, каким образом и почему сознание человека обретает «смысловой и системный» характер (JI.C. Выготский) и такой же ценностно-смысловой контекст обретает его бытие (Д.Н. Узнадзе). Сегодня жизненный мир человека становится предметом конкретно-научного исследования: обращение к этому понятию непосредственно связано с поисками решения проблемы становления "собственно человеческого в человеке".
2. Показано, что, придерживаясь представления о человеке как открытой психологической системе, можно представить жизненный мир человека как динамический системный конструкт, как особую психологическую реальность, имеющую совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека. "Жизненный мир человека" - продукт всей психологической системы, которая в раннем онтогенезе выступает как "совмещенная психологическая система" (JI.C. Выготский), опосредованная присутствием в ней взрослого.
3. "Жизненный мир человека" является чувственно-сверхчувственным феноменом, для изучения которого требуется разработка особых методов исследования, позволяющих объективировать его во всей его многомерности, включающей и ценностно-смысловые измерения. Именно в силу присутствия в этом мире сверхчувственных измерений, становится невозможным «расспросить» (Е.А. Климов) человека об устройстве его жизненного мира
4. Показано, что психологическое изучение жизненного мира человека можно осуществить в том случае, если исследование будет ориентировано на реконструкцию самого процесса становления изучаемого феномена. Его нельзя «остановить» для изучения; о нем нельзя узнать из интроспективных отчетов или протоколов опросов.
5. Для понимания и объяснения происхождения жизненного мира человека как системного конструкта, содержащего в себе "общесистемные сверхчувственные качества" (В.Е. Клочко), требуется выход за пределы как "объективных" методов исследования, так и интроспекции. Объяснить происхождение жизненного мира человека, избегая "редукции духовной энергии к движениям, действиям", мистики и эзотеризма, позволяет трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.) посредством логики нарратива и деконструкции (особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию).
6. Обогатить психологическую теорию и фактологию посредством анализа продуктов литературного творчества, ставших достоянием культуры и содержащих в себе информацию о динамике "жизненных миров" литературных героев (в том числе и их авторов), возможно только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотиваци-онная готовность к встрече с такой информацией в процессах его взаимодействия с указанными культурными продуктами. Методологическая готовность психолога определяется уровнем усвоения им парадигмы "порождения реальности". Теоретическая готовность определяется степенью разработанности концептуального контекста, в котором человек предстает как открытая психологической система, порождающая многомерный жизненный мир как основание, обеспечивающее ему (человеку) осмысленность бытия. Мотива-ционная готовность предполагает наличие у психолога-исследователя ожидания (предчувствия) встречи с информацией, соответствующей его поисковой познавательной потребности. Таким образом, использование трансспективного анализа требует от исследователя обладания определенным уровнем профессионального мышления, определенных особенностей мировидения, выражающихся в способности видеть избирательно, понимать по-особому, мыслить в определенной логике и действовать в соответствии со своим видением и мышлением.
7. Транссспективный анализ продуктов литературного творчества (художественная литература, дневник матери) с использованием авторской модификации метода реконструкции позволил представить этапы становления жизненного мира как пространственно-временной организации, как проявление самоорганизации в психологических системах, как условие (механизм) устойчивого бытия человека. В трансспективном видении за понятием "жизненный мир человека" стоит история становления "собственно человеческого в человеке", история человека как субъекта своей жизнедеятельности, разворачивающейся в конкретно-историческом времени в многомерном пространстве, представляющим собой часть объективной реальности, которая "субъективно искажена" (JI.C. Выготский) присутствием в ней таких психологических образований, каковыми выступают значения, смыслы и ценности.
8. Полученные доказательства подтверждают теоретически установленную в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека — предметное пространство, смысловое поле, пронизанная ценностями действительность. Транс-спектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности.
9. Трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.), содержащих информацию о динамике жизненного мира героев произведений (а также их авторов), посредством логики нарратива и деконструкции (как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию) показал, что поступки, деятельность человека обусловливаются открывающимися в актах встречи ретроспективы и перспективы смыслами, возможностями, изменяющимся в результате жизненным миром человека;
10. Показано, что идентичность в процессе образования жизненного мира человека выступает как процесс в той или иной степени успешного решения жизненно значимых проблем: человек, самоопределяясь, поддерживая и формируя свою идентичность, формирует тем самым и образ жизни, скрепляя и динамизируя его через реконструкцию элементов или достаточно выраженное существенное их изменение. Самотрансценденция как разрешение противоречий, преодоление фиксированных форм поведения - необходимое условие духовности существования.
11. Совмещая герменевтический, нарративный и собственно психологический подходы, подчиняя их решению проблемы выявления условий и обстоятельств образований уникальных жизненных миров в их динамичных хронотопических характеристиках, было обнаружено, что проблема переживания реальности и действительности мира для человека есть проблема ценностно-смыслового устройства жизненного мира человека. При распаде психологической системы сначала "уходит" вершинное - ценности, которые делают предметы, вещи значимыми во все времена. Затем "уходят" смыслы, придающие "ощущение реальности". Следствием этого являются:
- утеря возможности психологической системой избирать, устанавливать соответствие своих актуальных потребностей и возможностей некоторым сторонам "в себе и для себя" существующей объективной реальности;
- слом (разрушение) целостности жизненного мира как основания психологического здоровья, личности как системного качества открытой психологической системы, обеспечивающего возможность системе существовать самоорганизуясь, саморазвиваясь;
- состояние "всё равно", полное равнодушие; эмоции, являясь формой существования смыслов и ценностей (А.Н. Леонтьев), перестают выполнять свою основную функцию удержания связи человека с "объективным миром", начинают доминировать эмоциональные проявления негативного плана, что сказывается на субъективном восприятии времени, его "замедлении" или "ускорении";
- страдание, разрушающее способность человека к самоорганизации, т.е. сам способ жизни человека, его естественного бытия.
К ценностно-смысловому обеднению жизненного мира человека приводит лишение по той или иной причине свободы творчества (ссылка, эмиграция, миграция, длительная тяжелая болезнь и др.): человек теряет духовную самостоятельность, ответственность перед собой, людьми, обществом. Человеческая жизнь, таким образом, измеряется не длительностью существования человека, а мерностями его многомерного жизненного мира, которые определяют и контуры этого мира, и его предметно-вещный состав, и особенности восприятия и переживания времени - как формы перехода поливариативного будущего в моновариативное прошлое, что, собственно, и фиксирует понятие «трансспектива».
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здоровительной и адаптивной физической культуры
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19.00.00/ Психологические науки
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<div class="separator3"> </div> <p>САНКТ-ПЕТЕРБУРГСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ</p> <p>На правах рукописи</p> <p><strong>Сергеев Сергей Фёдорович</strong></p> <p><strong>Э</strong><strong>ргономика</strong> <strong>иммерсивных сред:</strong></p> <p><strong>методология, теория, практика</strong></p> <p>Специальность: 19.00.03 – Психология труда, инженерная </p> <p>психология, эргономика</p> <p>АВТОРЕФЕРАТ</p> <p>диссертации на соискание учёной степени</p> <p>доктора психологических наук</p> <p>Санкт-Петербург</p> <p>2010</p> <p>Работа выполнена на кафедре эргономики и инженерной психологии факультета психологии Санкт-Петербургского государственного университета.</p> <div><table border="0" cellpadding="4" cellspacing="0"> <tbody><tr valign="top"> <td width="238" valign="top"> <p><strong>Официальные оппоненты </strong><strong>–</strong></p> </td> <td width="382" valign="top"> <p>доктор психологических наук,</p> <p>профессор</p> <p><strong>Стрелков Юрий Константинович</strong></p> </td> </tr> <tr valign="top"> <td width="238" valign="top"> </td> <td width="382" valign="top"><p>доктор психологических наук,</p> <p>профессор</p> <p><strong>Губин Владимир Алексеевич</strong></p> </td> </tr> <tr valign="top"> <td width="238" valign="top"> </td> <td width="382" valign="top"><p>доктор психологических наук,</p> <p>профессор</p> <p><strong>Грачёв Александр Алексеевич</strong></p> </td> </tr> <tr valign="top"> <td width="238" valign="top"><p><strong>Ведущая организация </strong><strong>–</strong></p> </td> <td width="382" valign="top"><p><strong>Учреждение Российской Академии наук</strong></p> <p><strong>Институт психологии РАН</strong></p> </td> </tr> </tbody></table> </div> <p>Защита состоится «.........» ..........2010 года в ...... часов на заседании совета Д 212.232.02 по защите докторских и кандидатских диссертаций при Санкт-Петербургском государственном университете по адресу: 199034, Санкт-Петербург, набережная Макарова, д. 6, факультет психологии, ауд. 227.</p> <p>С диссертацией можно ознакомиться в научной библиотеке им. М. Горького при Санкт-Петербургском государственном университете по адресу: Санкт-Петербург, Университетская набережная, д. 7/9.</p> <p>Автореферат разослан «....» .......... 20 года</p> <p>Учёный секретарь </p> <p>диссертационного совета,</p> <p>кандидат психологических наук,</p> <p>доцент <strong>Е. С. Старченкова</strong></p> <p><strong>I. ОБЩАЯ ХАРАКТЕРИСТИКА РАБОТЫ</strong></p> <p></p><noindex>
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<p><strong>Актуальность темы</strong> исследования определяется непрерывно возрастающим интересом со стороны практики к проблеме эргономического обеспечения проектирования и эксплуатации эффективных систем профессиональной подготовки специалистов к деятельности в сложных технических средах (В. А. Бодров, Г. Л. Коротеев, В. М. Лискин, В. А. Пономаренко); к проектированию сложных технических систем (В. Г. Евграфов, В. М. Львов, П. И. Падерно, П. Я. Шлаен); к эргономическому проектированию новых форм интерфейсов технических систем, обеспечивающих эффективное включение операторов в естественные и искусственные профессиональные среды (Ю. А. Голиков, Л. Г. Дикая, А. Н. Костин, А. А. Крылов).</p> <p>Важную роль в активизации данного направления играют прогресс в компьютерном моделировании полимодальных сред и внедрение технологий виртуальной реальности и искусственного интеллекта в системы человеко-машинного интерфейса современных эргатических систем.</p> <p>В настоящее время наблюдается всплеск интереса к компьютерным интерфейсам и исследованиям влияния средового контента на эффективность деятельности операторов. Системы интерфейса, отражающие нетривиальное поведение управляемых технических систем, становятся массовыми средовыми технологиями, пронизывающими все стороны жизни человека. Можно говорить о возникновении техногенной среды, наделённой свойствами искусственного интеллекта, в которую погружается человек при выполнении учебной и профессиональной деятельности. Отметим появление новых технологий, включающих виртуальную реальность как средство погружения человека в особые условия жизнедеятельности. Технологический прорыв в области создания миниатюрных средств визуализации, программного обеспечения для проектирования 3D-объектов и сред позволяет создавать с любым содержанием искусственные среды, не отличимые по своему воздействию на органы чувств человека от физической реальности. На фоне этих достижений инженерно-психологическая и эргономическая компоненты организации эффективных эргатических систем и сред, базирующиеся на традиционной методологии, выглядят явно недостаточными.</p> <p><strong>Состояние и степень разработанности проблемы</strong></p> <p>Несмотря на накопленный к настоящему времени в проектных организациях технологический опыт проектирования систем «человек–машина–искусственная среда», следует признать, что многие методологические, теоретические и практические аспекты этой фундаментальной проблемы остаются неясными. В частности, обращает на себя внимание неоднозначность рассмотрения вопроса о проектировании учебной и профессиональной деятельности человека и средств её обеспечения в сложных иммерсивных (погружающих) технических средах эргатических систем и систем, наделённых искусственным интеллектом. Решение этого вопроса требует анализа:</p> <p>– механизмов порождения в психике человека феноменов «знание», «обучающая среда», «профессиональная среда», «присутствие», «погружение»;</p> <p>– деятельности человека в погружающих профессиональных и обучающих искусственных средах.</p> <p>Существующие подходы к среде, описывающие её как часть мира и окружающие условия, не позволяют сформировать модели обучения и профессиональной деятельности, корректно учитывающие особенности работы человека как самоорганизующейся аутопоэтической системы.</p> <p>Практически не охвачен в рамках единой методологии класс систем, связанных с обучением и профессиональной деятельностью человека в искусственных средах, отличающихся от обычных сред физической реальности.</p> <p>Классический психолого-педагогический дискурс, оперирующий понятиями «знание», «обучение», «информация» в их традиционном инструменталистском смысле, не позволяет решить задачу формирования методического обеспечения для средоориентированных технологий обучения операторов сложных эргатических комплексов. Преобладающей методологией проектирования обучающих систем с погружением в среду обучения является методология полного физического и функционального подобия среды моделирования среде профессионального опыта. Такой подход к построению систем обучения, вытекающий из классических схем обучающих интеракций, недостаточно эффективен применительно к работе в сложных технических средах. Например, стоимость созданных в рамках традиционных методологических схем тренажёров для авиационной техники достигает десятков миллионов долларов США, а их обучающий эффект часто не выше, чем у самых простых и недорогих устройств.</p> <p>Классическая методология эргономического обеспечения и проектирования эргатических систем, традиционно разделяющая задачи проектирования технической среды и деятельности в ней человека-оператора, малоэффективна при решении задач, возникающих при создании новых видов с «разумным» поведением технической компоненты эргатических систем, реализующих погружение оператора в искусственные среды обучения и профессиональной деятельности. Требуется более серьёзное внимание к анализу отношений «субъект–объект с разумным поведением», возникающих в сложных видах деятельности.</p> <p>Неконструктивно при эргономическом обеспечении проектирования новых видов технических систем и классическое физическое понятие «среда», не учитывающее специфику процессов, возникающих и протекающих во внутреннем плане психики оператора во время решения учебной и/или профессиональной задачи. В результате проектировщик сложной эргатической системы не понимает, как связаны с содержанием и свойствами технического компонента разрабатываемой им системы обучающее и профессиональное поведение человека. Алгоритмические модели, традиционно используемые при описании деятельности оператора, некорректны и малопродуктивны при управлении сложными системами, содержащими искусственные динамические среды. Возникающие в них формы отношений оператора с интерфейсом приобретают характер социальных и межличностных управляющих коммуникаций, не подчиняющихся законам формальной логики, положенным в основание алгоритмического подхода.</p> <p>По настоящее время в эргономике не сформулирован теоретико-методологический базис, позволяющий с единых позиций, в рамках единой междисциплинарной терминологии и единых понятийных схем объединить в процессе эргономического проектирования технологии тематического, технического, организационно-педагогического и психологического проектирования обучающих и профессиональных сред.</p> <p>Вместе с тем в настоящее время в естественных и общественных науках накоплен большой объём данных, свидетельствующих о специфике работы человека как социобиологического существа, реализующего себя и действующего в обществе как самоорганизующаяся система. Внедрение идей синергетики в эргономику и инженерную психологию позволяет, по нашему мнению, расширить возможности данных дисциплин и, прежде всего в сфере создания сложных технических сред, деятельность в которых требует учёта особенностей динамической организации человека. Можно говорить о возникновении направления исследований зарождающегося комплекса знаний, который уместно назвать синергетической эргономикой. В настоящем исследовании сделана попытка последовательного внедрения идей самоорганизации в процессы проектирования иммерсивных обучающих и профессиональных сред.</p> <p><strong>Объект исследования: </strong>учебная и профессиональная деятельность человека в сложных искусственных средах.</p> <p><strong>Предмет исследования: </strong>обучающие и профессиональные среды; психологические феномены порождения иммерсивных сред; обучение и деятельность человека в естественных и искусственных средах; методология проектирования сложных эргатических комплексов и эргономические факторы, влияющие на обеспечение их эффективности.</p> <p><strong>Методологические и теоретические основания исследования</strong></p> <p>Философско-методологический базис исследования основан:</p> <p>– на философских взглядах постмодернизма и, в частности, концепции радикального конструктивизма и его формах, являющихся современным развитием идей скептицизма, нашедших своё отражение в работах П. Ватцлавика, Э. фон Глазерсфельда, К. Дж. Джерджена, Н. Лумана, С. Шмидта;</p> <p>– на идеях междисциплинарности, развиваемых в рамках синергетики и связанных с именами И. Пригожина и Г. Хакена.</p> <p>Философские проблемы постнеклассической парадигмы в России разрабатывались главным образом в трудах В. И. Аршинова, В. Г. Буданова, Б. Б. Кадомцева, А. В. Кезина, Е. Н. Князевой, С. П. Курдюмова, Н. Н. Моисеева, А. П. Назаретяна, В. С. Степина, С. А. Цоколова, Д. С. Чернавского и др.</p> <p>Естественнонаучные основы конструктивизма развиты в работах Ф. Варелы, У. Матураны, Г. Рота, Ханца фон Фёрстера, К. Х. Уоддингтона, М. Эйгена.</p> <p>Междисциплинарность в эргономике предполагает взаимосогласованное использование образов, представлений, методов и моделей дисциплин как естественнонаучного, технического, так и социогуманитарного педагогического и психологического профиля при решении задач проектирования и эксплуатации эргатических систем и их элементов. Понятие «среда» является объединяющим понятием, что в свою очередь предполагает существование единой научной картины мира.</p> <p><strong>В качестве общеметодологических научных оснований</strong> теоретической части исследования использованы объединённые в междисциплинарном ракурсе вокруг понятия «среда» основные положения современной теории систем, биологии, физиологии, когнитивной и педагогической психологии, в которых отражено представление о человеке как о самоорганизующейся, аутопоэтической, познавательной системе, действующей в среде своего опыта (Б. Барс, Дж. Брунер, Ф. Варела, Т. П. Зинченко, У. Матурана, У. Найссер, Д. Норман, Г. Сперлинг, A. Трейсман и др.).</p> <p>Использовались элементы информационного подхода к описанию психических процессов (Л. М. Веккер); системный подход (В. А. Ганзен, Е. С. Кузьмин, Б. Ф. Ломов); теоретические положения социального конструктивизма о социальной природе познания, развитые в трудах Л. С. Выготского; деятельностный подход (А. Н. Леонтьев, С. Л. Рубинштейн, В. В. Давыдов, П. Я. Гальперин, Г. В. Суходольский); теория аутопоэзиса (У. Матурана и Ф. Варела); теория самоорганизации (Г. Хакен) и систем второго порядка (Х. фон Фёрстер); методологические концепции радикального конструктивизма (П. Ватцлавик, Э. фон Глазерсфельд, Ж. Пиаже, Г. Рот, С. А. Цоколов), социального конструктивизма (Л. С. Выготский, Н. Луман, С. Шмидт) и конструкционизма (П. Бергер, К. Джержен, Т. П. Емельянова, Т. Лукман), энективизма (Ф. Варела, Е. Томпсон, Е. Рош, М. Мерло-Понти); коннективизма (С. Доунес, Д. Сименс); теория радикального когнитивизма (В. М. Аллахвердов).</p> <p>Кроме этого в отдельных интерпретациях использовались положения культурно-исторической психологии Л. С. Выготского, А. Р. Лурия, В. П. Зинченко о культурной опосредованности развития человека.</p> <p>Базовыми для теоретической части диссертации являются исследования проблем обучения, профессиональных и обучающих сред и организаций, отражённые в работах: Н. В. Бордовской, А. А. Грачёва, В. И. Гинецинского, В. А. Губина, В. М. Дрофы, С. Д. Дерябо, Н. А. Кондратовой, Н. В. Кузьминой, Ю. С. Мануйлова, В. Л. Марищука, В. Н. Машкова, Л. И. Новиковой, В. И. Панова, В. В. Рубцова, В. А. Сластенина, Н. Л. Селивановой, В. И. Слободчикова, В. А. Толочека, А. А. Хачатурова, Е. А. Ходыревой, М. А. Холодной, И. Г. Шендрик, В. А. Якунина, В. А. Ясвина и др.</p> <p>Эргономическая и инженерно-психологическая интерпретация результатов теоретических исследований, полученных в работе, проводилась с использованием методологии и практики эргономического и инженерно-психологического подходов к обеспечению задач создания и эксплуатации обучающих и профессиональных человеко-машинных систем, отражённых в работах В. А. Бодрова, А. И. Галактионова, Ю. А. Голикова, Л. Г. Дикой, Ю. М. Забродина, Г. М. Зараковского, В. П. Зинченко, Т. П. Зинченко, А. Н. Костина, А. А. Крылова, В. М. Львова, Б. Ф. Ломова, Г. С. Никифорова, А. А. Обознова, Ю. К. Стрелкова, А. А. Фрумкина, П. Я. Шлаена.</p> <p>Практическая часть исследования опирается на работы в области эргономического обеспечения проектирования тренажёров для подготовки операторов систем управления динамическими объектами (В. А. Бодров, Ю. А. Голиков, Г. А. Гоманчук, Н. Д. Гордеева, Г. Н. Горбунова, Л. Г. Дикая, В. Г. Евграфов, В. Г. Зазыкин, Т. П. Зинченко, Г. Л. Коротеев, А. Н. Костин, Н. М. Лебедева, В. М. Лискин, Л. В. Куликов, А. И. Нафтульев, П. И. Падерно, К. К. Платонов, Л. И. Рябинкина, Б. В. Овчинников, Ю. И. Филимоненко, А. П. Чернышев) и систем искусственного интеллекта для самолётов 5-го поколения (Б. Е. Федунов, Р. А. Шек-Иовсепянц).</p> <p>В части исследования параметров и свойств иммерсивных сред, интерфейсов и виртуальной реальности использовались результаты В. И. Алешина, В. О. Афанасьева, А. Ю. Подшивалова, В. Барфилда (W. Barfield), Ф. Биоки (F. Biocca), Т. Дайтона (T. Ditton), Н. И. Дурлах (N. I. Durlach), М. Сингера (M. J. Singer), В. Иссельстейна (W. Ijsselsteijn), Е. Катены (E. Catena), М. Ломбарда (M. Lombard), Жака Лумиса (J. Loomis), Т. Марша (T. Marsh), Х. Ридера (H. de Ridder), М.-Л. Райан (Ruan Marie-Laure), М. Слейтера (M. Slater), Б. Уитмера (B. G. Witmer),Т. Шеридана (T. Sheridan), Ж. Штоера (J. Steuer), С. Эванса (S. Avons), М. Юсоха (M. Usoh).</p> <p>Исследование опирается на взаимодополняющие методологические принципы и подходы:</p> <p>– комплексный подход (Б. Г. Ананьев);</p> <p>– системный подход (Б. Ф. Ломов);</p> <p>– принцип единства сознания и деятельности (С. Л. Рубинштейн);</p> <p>– принцип гносеологической редукции (В. М. Аллахвердов);</p> <p>– антропоцентрический подход к эргономическому проектированию (Б. Ф. Ломов);</p> <p>– подход взаимного резервирования человека и техники (А. Н. Костин).</p> <p><strong>Цель исследования: </strong>методологическое, теоретическое и практическое обоснование эргономического базиса создания искусственных иммерсивных сред для проектирования эффективных систем интерфейса, обучающих и профессиональных эрготехнических систем.</p> <p>В соответствии с целью исследования были поставлены следующие задачи:</p> <p>1. Осуществить теоретический анализ феномена «среда» в контексте изучения процессов обучения и профессиональной деятельности.</p> <p>2. Сформулировать на базе анализа представлений о законах обучения в искусственных иммерсивных средах основные положения теории обучающих и профессиональных иммерсивных сред.</p> <p>3. Проанализировать эргономические факторы, влияющие на обучение в искусственных средах и формирование обучающих сред.</p> <p>4. Систематизировать с эргономической точки зрения основные виды сред, возникающих в профессиональной и учебной деятельности.</p> <p>5. Обосновать методологию проектирования и внедрения положений теории иммерсивных сред в практику разработки тренажёров операторов динамических систем и систем иммерсивного интерфейса для сложных технических комплексов.</p> <p>6. Описать структуры эргономических реализаций индуцированных иммерсивных сред.</p> <p>7. Экспериментально проверить зависимость эффективности тренажёрных сред обучения от уровня иммерсивности, достигаемого имитационными системами тренажёра.</p> <p>8. Обосновать эргономические принципы и методологические схемы для тематического проектирования иммерсивных сред на примере проектирования самолётов 5-го поколения, тренажёров и виртуальных интерфейсов с индуцированными средами.</p> <p>9. Выявить перспективные направления эргономического обеспечения проектирования эргатических систем, включающих искусственные среды.</p> <p><strong>Гипотезы исследования:</strong></p> <p>1. Среда эргатической системы является продуктом конструирующей деятельности психики человека-оператора и не может быть рассмотрена вне её психического содержания.</p> <p>2. Среда отражает феномен динамической целостности циклически формирующихся цепей отношений человека с физической и социальной реальностью в процессе обеспечения его жизнедеятельности. Среда выступает перед субъектом одновременно в виде субъективной реальности и как внешняя предметная, объективная структура мира, в котором действует субъект.</p> <p>3. Обучающая среда в содержательном плане возникает всегда как динамический процесс формирования сети отношений в субъекте обучения, в который им лично (не всегда осознанно) избирательно вовлекаются самые разнообразные элементы внешнего и/или внутреннего окружения с целью обеспечения: аутопоэзиса организма, стабильности личности и непрерывности её истории.</p> <p><strong>Организация и методы исследования</strong></p> <p>Исследование проводилось в учебном центре подготовки операторов с 1997 по 2007 годы. В качестве испытуемых в экспериментах приняли участие лица мужского пола в возрасте 18 лет в количестве 1250 человек (каждый год в среднем по 90–150 человек). По результатам работы медицинской комиссии каждый из них был признан физически и психически здоровым. Экспериментальные процедуры осуществлялись в процессе профессионального обучения и отработки технических и методических решений тренажёров для подготовки операторов систем слежения. Участники экспериментов ранее не имели навыков работы по управлению динамическими объектами.</p> <p>Для решения поставленных задач и проверки гипотез использовался широкий круг методов, включающий:</p> <p>– методологический анализ элементов концептуального базиса средоориентированного подхода;</p> <p>– теоретический анализ научных работ, отражающих состояние проблемы эргономического и инженерно-психологического обеспечения обучающих и профессиональных сред сложных технических систем и тренажёров;</p> <p>– методы наблюдения, сбора и обработки информации;</p> <p>– теоретическое и натурное моделирование систем профессиональной подготовки, включающих тренажёры;</p> <p>– опросные методы для оценки параметров иммерсивных сред;</p> <p>– методы моделирования обучающего контента виртуальной среды тренажёра;</p> <p>– методы оценки учебной и профессиональной деятельности операторов на тренажёрах и реальных эргатических системах;</p> <p>– метод контент-анализа учебных дискурсов;</p> <p>– метод экспертных оценок результатов учебной и профессиональной деятельности;</p> <p>– профессиографические описания.</p> <p>Обработка результатов сравнительных экспериментов осуществлялась методами математической статистики с помощью статистического пакета SPSS–13.0.</p> <p><strong>Положения, выносимые на защиту:</strong></p> <p>1. Теория обучения в иммерсивных средах включает следующие базовые принципы: самоорганизации, селективности, погружения, присутствия, конструирующей активности обучаемого, взаимной ориентации (человек-машина, человек-человек) в процессе обучающей коммуникации, физической непосредственности и субъектной (сознательной) опосредованности – интерпретативности, историчности.</p> <p>2. Иммерсивная обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, обладающим свойствами – иммерсивность, присутствие, интерактивность, внесубъектная пространственная локализация, избыточность, наблюдаемость, доступность когнитивному опыту (конструируемость), насыщенность, пластичность, целостность, мотивогенность, – проявляющимися в форме активного обучения.</p> <p>3. Присутствие в иммерсивной обучающей среде – это динамический процесс включения человека (его психологической и психофизиологической систем) в среды человеческого опыта в процессе их конструирования и освоения, сопровождаемый чувством присутствия.</p> <p>4. В обучающих системах с иммерсивными средами знание, умение и навыки оператора представляют собой текущий репертуар циклически конструируемых рекурсивным образом возможных различений в среде опыта, физических и умственных действий, направленных на эффективное привлечение и использование всех видов доступных (и создание новых) ресурсов (и способов их получения), подключаемых для достижения целей системы.</p> <p>5. Для решения задач, возникающих в связи с усложнением техносферы и появлением сложных эрготехнических систем, требуются изменения и дополнения в методологический и понятийный базисы эргономики и инженерной психологии в виде концептов «среда», «техническая среда», «эрготехническая среда», синергетических и постклассических представлений понятий «знание», «умения» и «навыки» с учётом аутопоэтического характера взаимодействий, возникающих в системе «оператор–среда».</p> <p><strong>Научная новизна:</strong></p> <p>1. Впервые представлена психологическая концепция среды, отражающая процессы самоорганизации в профессиональных и обучающих эргатических системах.</p> <p>2. Предложена на её базе теория иммерсивных сред, позволяющая с единых методологических позиций более эффективно, чем раньше, осуществлять процессы эргономического обеспечения и проектирования сложных технических сред.</p> <p>3. Показана целесообразность введения в концептуальный базис эргономики и инженерной психологии понятий «среда», «техническая среда», «эрготехническая среда» и постклассических представлений понятий «знание», «обучение», что позволяет обеспечить дальнейшее развитие данных отраслей знания.</p> <p>4. Выделены основные виды обучения в искусственных средах обучения, позволяющие формировать эффективные обучающие системы.</p> <p>5. Предложены усовершенствованные методы эргономического обеспечения и проектирования искусственных иммерсивных сред обучения и профессиональных сред, учитывающие особенности деятельности человека в средах с неклассической физикой.</p> <p>6. Впервые обосновано и предложено описание нового класса эргатических систем, систем с искусственными – индуцированными виртуальными иммерсивными средами – для различных сфер применения. Главное отличие данных систем от классических эргатических систем – формирование в них искусственных миров, операторская деятельность в которых связана с эффективностью системы в реальном мире.</p> <p>7. Предложена и обоснована с позиций теории иммерсивных сред новая методологическая концепция «умножения возможностей», реализующая подход взаимного проектирования, и показаны перспективы её использования для инженерно-психологического и эргономического проектирования сложных технических систем в рамках программы создания авиационной техники 5-го поколения.</p> <p><strong>Теоретическая значимость:</strong></p> <p>1. Теоретически обоснована и предложена концепция иммерсивных сред, развивающая научные представления об обучении и профессиональной деятельности в искусственных средах.</p> <p>2. Выдвинута и обоснована теория профессиональных и обучающих иммерсивных сред, объясняющая суть процессов обучения и профессиональной деятельности на базе концепций самоорганизации и аутопоэтической организации биологических систем и методологии конструктивизма.</p> <p>3. Создана теоретическая основа для инженерно-психологического проектирования и эргономического обеспечения практики создания иммерсивных профессиональных и обучающих сред на основе базовых положений теории иммерсивных сред, позволяющая получить материал для новых научных исследований в сфере создания эффективных эргатических систем.</p> <p>4. В понятийный аппарат эргономики и инженерной психологии впервые введены новые категории: «среда», «техническая среда», «эрготехническая среда», «обучающая среда», позволяющие учитывать процессы самоорганизации и аутопоэзиса, протекающие в процессе функционирования сложных эрготехнических систем.</p> <p><strong>Практическая значимость</strong></p> <p>Результаты диссертационного исследования могут применяться и использоваться:</p> <p>1. В практике проектирования сложных эргатических комплексов с системами искусственного интеллекта, содержащих иммерсивные среды и системы виртуальной реальности.</p> <p>2. В процессе тематического и организационно-педагогического проектирования систем профессиональной подготовки, включающих искусственные среды обучения, реализующих обучение в искусственных мирах операторов широкого класса динамических систем.</p> <p>3. При эргономическом проектировании тренажеров операторов систем управления динамическими объектами и при создании авиационных и морских тренажёров широкого класса.</p> <p>4. При создании средового интерфейса и виртуальных рабочих сред для систем дистанционного управления летательными аппаратами и ракетно-космическими системами.</p> <p>5. При создании систем индуцированного иммерсивного интерфейса, обладающих особыми свойствами, позволяющими повысить эффективность эргатических систем, действующих в экстремальных условиях.</p> <p>6. В процессе подготовки специалистов в области психологии труда, инженерной психологии и эргономики, решающих задачи психологического обеспечения проектирования сложных технических комплексов, включающих интеллектуальные среды интерфейса и деятельности.</p> <p>7. Концептуальный подход «умножение возможностей», реализующий методологию взаимного проектирования человека и техники, целесообразно использовать при тематическом проектировании объектов военной техники, управляемой человеком. Он позволяет с единых позиций сформировать не только техническую компоненту эргатического комплекса, но и ввести элементы техноконструирования личности оператора в направлении повышения эффективности системы в целом.</p> <p>8. Результаты исследования использованы:</p> <p>– в практике Тульского центрального конструкторского бюро аппаратостроения (ЦКБА) при проектировании тренажёров и систем профессиональной подготовки операторов управляемого вооружения Сухопутных войск (классных тренажёров на базе персональных компьютеров). Методической основой для создания данной серии тренажёров явились эргономические решения, вытекающие из концепции средоориентированного обучения и теории обучающих иммерсивных сред, предложенных автором, и реализованные в тренажёре 9Ф660. Он предназначен для тренировки операторов переносных ПТРК и принят на снабжение вооружённых сил РФ;</p> <p>– в НИР и ОКР проводившихся в ЦКБА, посвященных вопросам создания эффективных тренажёров, методов и средств профессиональной подготовки операторов КУВ;</p> <p>– в ОАО «Пензенское КБ моделирования» (г. Пенза) – при разработке авиационного тренажёра для самолёта ТУ-204 в процессе тематического проектирования и формирования методик обучения на тренажёре и в НИР по проектированию перспективных авиационных тренажёров на базе систем виртуальной реальности;</p> <p>– в ГУП «Пилотажно-исследовательский центр» (г. Жуковский) при разработке методик лётных испытаний новых образцов авиационной техники в части учёта особенностей поведения пилота в сложном техническом окружении;</p> <p>– в ЗАО «Научно-исследовательский центр авиаприборостроения» (Москва) при разработке методик оценки вариантов авиационной техники с различными формами приборного оборудования и систем интерфейса;</p> <p>– в научно-исследовательской и проектно-конструкторской деятельности ОАО «Корпорация «Аэрокосмическое оборудование» (Санкт-Петербург) в виде рекомендаций в процессе разработки авиатренажёров для самолета Ил-96-300 и при формировании методического и программного обеспечения для перспективных авиационных тренажёров и систем интерфейса для управления самолётом, содержащих высокоточную 3D-имитацию и среды виртуальной реальности;
<p>– в научно-исследовательской и проектно-конструкторской деятельности ЗАО «Автокомпоненты и оборудование» (Санкт-Петербург) в виде рекомендаций при формировании технического задания на разработку тренажера грузового автотранспорта;</p> <p>– в проектно-конструкторской и учебно-тренировочной деятельности ОАО «Российский центр авиационного тренажёростроения» (Москва) при создании методического и программного обеспечения тренажёров в качестве концептуально-методологической базы проектирования в виде:</p> <ol><ul> <li>тематических заданий на учебные средства и пособия для подготовки авиационных специалистов;</li> <li>анализа коммуникационной системы тренажёров систем связи;</li> <li>методик оценки степени иммерсивности в пилотажных тренажёрах.</li> </ul></ol> <p>Использование указанных результатов позволило значительно повысить качество проектирования и эффективность разрабатываемых перспективных учебно-тренировочных средств. Сократились затраты на проведение опытно-конструкторских работ и натурных испытаний; обеспечено качество подготовки водителей автотранспорта, лётчиков боевой и гражданской авиации, технического персонала.</p> <p>Результаты диссертационной работы отражены: в содержании учебных курсов «Инженерная психология и эргономика» и «Когнитивная психология», читаемых автором в Санкт-Петербургском государственном университете; в учебно-методических материалах и пособиях автора, ориентированных на разработчиков тренажёров, систем управления, обучения и профессиональной подготовки операторов.</p> <p>9. Методические разработки нашли отражение в опубликованных учебных пособиях и курсах лекций по эргономике для студентов гуманитарных вузов.</p> <p><strong>Достоверность и надёжность результатов</strong></p> <p>Достоверность и надёжность результатов обеспечены применением современных методов и средств планирования, организации и проведения научных исследований. Материалы исследования использовались в практике создания тренажёров и автоматизированных обучающих систем, были получены повторяющиеся результаты, укладывающиеся в рамках предложенных понятийных и методологических схем.</p> <p><strong>Апробация результатов исследования</strong></p> <p>Результаты исследования нашли своё отражение в 80 публикациях, в том числе в 2 монографиях и в 3 учебно-методических пособиях и курсах лекций, авторских свидетельствах на изобретения и патенты, научных статьях общим объёмом свыше 91 печатного листа.</p> <p>Результаты диссертационного исследования были апробированы: в многолетней практике эргономического проектирования тренажёров операторов систем управляемого вооружения для Военно-морских сил и Сухопутных войск РФ, авиационных тренажёров и техники специального назначения, в процессе научно-исследовательской и практической работы автора на протяжении последних более двадцати лет в Центральном конструкторском бюро аппаратостроения в г. Туле и на предприятиях Корпорации «Аэрокосмическое оборудование» в Санкт-Петербурге и Москве; в процессе обучения в докторантуре факультета психологии Санкт-Петербургского государственного университета; на заседаниях научно-практического семинара «Актуальные проблемы психологии труда, инженерной психологии и эргономики», проводившегося в период с 2003 по 2009 годы в Институте психологии РАН (Москва) под руководством профессора В. А. Бодрова; на научно-технической конференции «Эргономика периферийных устройств ПЭВМ и социальные последствия компьютеризации» (г. Орёл, 1988); на VII Всесоюзном съезде общества психологов СССР (Москва, 1989); на VII Всесоюзной конференции по инженерной психологии (Ленинград, 1990); на 4-й, 5-й, 6-й, 7-й Международных конференциях «Авиация и космонавтика» (Москва, 2005, 2006, 2007, 2008); на Второй международной конференции по когнитивной науке (Санкт-Петербург, 2006); на XVII, XVIII, XIX, XX Международных конференциях «Применение новых технологий в образовании» (г. Троицк, 2006, 2007, 2008, 2009); на научно-практической конференции «Ананьевские чтения – 2006» (Санкт-Петербург, 2006); на Международном симпозиуме «Философия образования Востока и Запада: Развитие диалога» (г. Новосибирск, 2006); на Международной конференции «Технологические и методологические аспекты современного этапа развития образовательно-реабилитационных программ непрерывного образования инвалидов» (Москва, 2007); на международной конференции «Психология и эргономика: Единство теории и практики» (г. Тверь, 2007); на IV съезде Российского психологического общества «Психология – будущему России» (г. Ростов-на-Дону, 2007); на Всероссийской конференции «Человек и его мир в эпоху постмодерна» (г. Новосибирск, 2007); на Международной научно-методологической конференции (14-я сессия) «Актуальные проблемы развития высшей школы: Проблемы качества подготовки специалистов. Эдукология – новая наука образования» (Санкт-Петербург, 2008); на 1-й конференции МАА-РАКЦ «Космос для человечества» (г. Королёв, 2008); на 2-й Российской мультиконференции по проблемам управления «Мехатроника, автоматизация, управление» (Санкт-Петербург, 2008); на 5-й Российской конференции по экологической психологии (Москва, 2008); на Международной научно-технической мультиконференции «Актуальные проблемы информационно-компьютерных технологий, мехатроники и робототехники (ИКТМР-2009)», секция МАУ-2009 (с. Дивноморское, 2009); на V Всероссийской научно-технической конференции Национальной Ассоциации авиаприборостроителей «Передовые технологии в авиаприборостроении» (Санкт-Петербург).</p> <p><strong>Структура работы</strong></p> <p>Диссертация состоит из оглавления, перечня условных обозначений, введения, четырёх глав, заключения, выводов и практических рекомендаций, библиографического списка, трёх приложений. Диссертация изложена на 420 страницах, из них 379 страниц основного текста. Основной текст содержит 14 рисунков и 19 таблиц. Список литературы содержит 491 наименование, из них 106 – на иностранных языках.</p> <p><strong>II. ОСНОВНОЕ СОДЕРЖАНИЕ ДИССЕРТАЦИИ</strong></p> <p><strong>Во</strong> <strong>введении</strong> раскрыты актуальность темы, научная новизна, теоретическая и практическая значимость исследования; отражены методологические и теоретические основания, цель, объект, предмет, гипотезы, методы и экспериментальные парадигмы исследования; описаны основные положения, выносимые на защиту, и апробация работы.</p> <p><strong>В главе 1 «Методологический базис эргономики иммерсивных сред: Современное состояние вопроса»</strong> представлен тезаурус диссертационной работы, освещены проблема законосообразных объяснений эффектов средоформирующей деятельности психики человека и его сознания и феномен иммерсивной среды в качестве центральной теоретической проблемы психологии средоориентированного обучения и эргономики.</p> <p>Показано, что в инженерной психологии и эргономике в процессе проектирования новых машин и механизмов, управляемых человеком, используется в основном информационно-деятельностный взгляд на человека как элемента системы «человек–машина» (социотехнической системы), что породило особую форму проектной деятельности – инженерно-психологическое проектирование.</p> <p>Данная концепция (Б. Ф. Ломов), несмотря на свою внешнюю простоту и привлекательность, оказалась довольно противоречивой и породила ряд вариантов, различающихся своими методологическими основами и взглядами на роль человека в технической системе. Основные из них: антропоморфная (В. Я. Дубровский, Л. П. Щедровицкий); включения (А. А. Крылов); процессуальная (Б. А. Смирнов, А. И. Прохоров с соавт.); системно-антропоцентрическая (А. И. Нафтульев, М. А. Дмитриева, А. А. Крылов); взаимной адаптации человека и техники (Г. В. Суходольский); анализа и многоуровневой адаптации человека и машины (В. Ф. Венда); активного оператора (В. А. Пономаренко, Н. Д. Завалова); деятельностно-центрическая, или системоцентрическая (А. А. Пископпель с соавт.) концепции инженерно-психологического проектирования. Применение данных подходов ограничено классом потоковых систем, связанных с манипулятивным управлением при заданных временных ограничениях, и малоэффективно при разработке систем поведенческого типа, которые приобретают всё большее распространение в мире.</p> <p>Это сложные эргатические комплексы с искусственным интеллектом, включающие оператора в поток кооперативных коммуникационных взаимодействий с интерфейсом системы. Для обеспечения адекватного поведения в среде таких систем от операторов требуются проявления высших когнитивных и иных психических функций. Сложность системы в данном случае не связана с её технической сложностью, а определяется степенью включённости человека во взаимодействия с системой. Процесс проектирования деятельности человека в таких условиях приобретает неопределённый характер, а порою и невозможен вследствие возникающего практически неограниченного поля взаимодействий между человеком и машиной. Возникают новые задачи проектирования: «характера машины» и социальных отношений оператора с «личностью машины».</p> <p>Для проектирования деятельности операторов, работающих с системами, использующими технологии искусственного интеллекта, предложены концептуальные подходы: взаимного резервирования оператора и автоматики (Ю. Я. Голиков, А. Н. Костин); субъектно-ориентированный (В. Е. Лепский); адаптивной автоматизации (Ю. Я. Голиков); независимых отношений (Ю. Я. Голиков); умножения возможностей (С. Ф. Сергеев).</p> <p>Новая техника и технологии требуют применения адекватных инженерно-психологических решений и методов исследования, являются катализатором развития новых направлений инженерной психологии и эргономики, ведут к смене парадигмы проектирования. Существующий понятийный аппарат эргономики в значительной мере исчерпал свой эвристический потенциал и требует пересмотра и развития содержания ряда базовых категорий. Это категории: «деятельность», «информация», «знание», система «человек–машина» в их традиционном понимании.</p> <p>Будучи прогрессивной на первых этапах развития инженерной психологии кибернетическая метафора работы когнитивной сферы человека в настоящее время вступила в противоречие с данными полученными в науках о человеке. В частности, она не объясняет деятельность человека в условиях неопределённости, а также феномены обучения, развития личности профессионала, «инсайда» и т. д.</p> <p>Неудачи при применении категории «информация» в инженерной психологии связаны с тем, что в системе «человек–машина» искусственно объединены две принципиально разные системы – техническая и биологическая. Первая из них может быть описана в терминах приёма, передачи, сохранения и преобразования информации, а вторая – только в терминах различений и работы со знаниями. Это два разных типа систем: система открытая техническая и замкнутая биологическая. Первая функционирует в логике алгоритма управления, вторая – в логике аутопоэтического самовоспроизводства и обеспечения жизнедеятельности организма (У. Матурана).</p> <p>Инженерная психология не делает различий между данными системами, оперируя только с их поведенческими, наблюдаемыми характеристиками.</p> <p>Не выдерживает критики и применение в классическом инженерно-психологическом проектировании концепта «знание», часто используемого в качестве синонима термину «информация». При этом возможна передача знания от одного источника к другому. Знание может существовать независимо от своего источника и носителя. Однако современный взгляд на работу живых биологических систем, к которым относится человек, состоит в том, что знание в них не эквивалентно информации.</p> <p>Основные положения возникающих концептуальных схем сводятся к следующему:</p> <p>– знание, в отличие от информации, не может быть извлечено из человека, в котором оно существует;</p> <p>– знание нельзя передать непосредственно от человека к человеку. Оно может быть построено только самим учеником, выращено в нём;</p> <p>– знание зарождается и развивается вместе с человеком, совершенствуется в процессе жизни, приобретает свойства, учитывающие опыт субъекта;</p> <p>– знание не обладает материальной формой, к нему не применимы операции, аналогичные операциям с физическими, материальными объектами;</p> <p>– знание связано с работой механизма понимания;</p> <p>– знание носит черты социального конструкта, отражающего интерпретации, порождаемые и разделяемые членами общества;</p> <p>– истина недоступна человеческому познанию, которое имеет дело с интерпретациями, обладающими большей или меньшей популярностью среди членов общества;</p> <p>– язык выступает в качестве средства конструирования знаний, которые являются социальным продуктом, возникающим в процессе языковой деятельности в процессе коммуникаций.</p> <p>Следующей методологической категорией, используемой в качестве базовой при проектировании деятельности человека в технической системе, является системный подход. Это чрезвычайно мощный инструмент научного познания, однако его применение по отношению к человеку как к системе порождает ряд проблем:</p> <p>– человек выводится из мира его жизнедеятельности;</p> <p>– из сферы инженерно-психологического проектирования исключаются вопросы формирования цепей взаимодействий человека с профессиональной средой;</p> <p>– разрушается целостная включённость человека в среду его опыта.</p> <p>В результате теряются эмерджентные свойства изучаемой эрготехнической системы.</p> <p>Чтобы избежать возможных негативных последствий при классическом инженерно-психологическом проектировании сложных систем, необходимо поставить вопрос о проектировании среды деятельности человека.</p> <p>Возникающий в рамках постклассических представлений переход от парадигмы системно-ориентированной инженерной психологии к средоориентированной инженерной психологии требует рассмотрения среды как психологического объекта. Можно дать новое определение инженерной психологии и рассмотреть в его контексте базовые понятия инженерно-психологического проектирования.</p> <p>Инженерная психология – научно-практическая дисциплина, изучающая профессиональную жизнедеятельность человека в эрготехнических средах, обеспечивающая проектирование эффективных и безопасных профессиональных эрготехнических сред и систем.</p> <p>Такое определение требует введения категории «среда» в состав общепсихологических категорий и выделение её психологической и инженерно-психологической специфики.</p> <p>Представленная субъекту среда есть субъективный конструкт, с которым он имеет дело, воспринимая его как объективную реальность. Из этого следует вывод, что человек, включённый во взаимодействие с системой, не контактирует непосредственно с нею, а имеет дело с особой психологической сущностью – субъективной средой, которая и является средой, аккумулирующей всё, связанное с его профессиональной деятельностью. Именно здесь разворачиваются события, формируется история его профессиональной деятельности. Это понятие отличается от используемого в классической инженерной психологии понятия «концептуальная модель», которое является лишь вторичным представлением, планом поведения в технической среде.</p> <p>В новом понимании технические системы рассматриваются как системы, порождающие сложноорганизованные технические среды. Такие среды формируются в объектах космической и авиационной техники, энергетических установках, системах управления технологическими процессами, сети Интернет и т. д. Включение в технические среды человека-оператора приводит к появлению в его психике особого образования в виде эрготехнической среды.</p> <p>Это новый объект проектирования в инженерной психологии. Он отличается от традиционной, технической среды, и является психическим образованием, возникающим в человеке. Обеспечивается погружение в мир технической среды человека-пользователя, который теряет функции оператора-манипулятора, превращаясь в деятеля в среде, подчиняющегося законам её функционирования. Проектирование деятельности человека меняет своё содержание. Наблюдается переход с проектирования техники и проектирования деятельности человека-оператора в системе «человек–машина» на проектирование истории жизни человека, действующего в эрготехнической среде, порождаемой в человеке технической системой. Можно говорить о появлении в инженерной психологии нового класса задач – нарративной линии развития операторско-пользовательской деятельности.</p> <p>Понятие «среда», широко используемое во многих науках о человеке является, как это ни парадоксально, новым для инженерной психологии и эргономики. Необходимость его введения в их тезаурус обусловлена качественно новыми свойствами, возникающими в эргатической системе при погружении оператора в техническую среду. Исчезает понятие алгоритма деятельности, которое являлось базовым для традиционных систем «человек–машина». Человек действует в среде, используя множественные возможности, предлагаемые средой для решения задач. Это не классическое взаимодействие с системой, а погружение в эрготехническую среду, глубина которого определяет степень включения психофизиологических и иных систем человека в отношения с технической средой эргатической системы. В среде строится конфигурация динамической системы, обеспечивающей его профессиональную эффективность. Среда в её постклассической интерпретации является новой категорией эргономики. В отличие от традиционной трактовки среды как окружения человека обладающего различной физической и социальной природой, термином «среда» в диссертационной работе обозначается интегральный психический продукт – результат активности сознания, представленный субъекту в форме действительности.</p> <p>В п. 1.2 первой главы проведен обзор эволюции понятия «среда» в междисциплинарном ракурсе, начиная от философских и естественнонаучных его определений, до практических интерпретаций принятых в гуманитарных науках.</p> <p>Показано, что это понятие чрезвычайно широко используется в научной и практической терминологии и в своем базисном значении понимается как нечто, окружающее данный объект. Среда с точки зрения системного анализа – это система, в которую изучаемая система включена как подсистема в иерархию более высокого уровня (Л. фон Берталанфи)1. В кибернетическом подходе среда рассматривается как источник полезной или бесполезной для системы информации. В гуманитарных науках понятие «среда» часто корреспондируется с широким классом понятий – «природа», «мир», «бытие», «культура», «язык». В них выражаются различные формы субъектно-объектных отношений. Мировоззрение авторов в значительной мере определяет и конкретное содержание понятия «среда». Она превращается из внешней, не зависящей от духа, реальности, провозглашаемой в дуалистических концепциях (мир или среда, с одной стороны, и субъект или личность – с другой), в единую структуру целостного мира с изменяющим его и изменяющимся в нём субъектом деятельности.</p> <p>Психолого-педагогические варианты толкования понятий «среда», «обучающая среда» используемые в средоориентированном обучении связаны практически со всеми элементами педагогической деятельности и являются, в сущности, вариациями системного подхода. Системообразование в них производится в произвольной форме, отражая педагогические воззрения автора той или иной концепции среды. Такие среды существуют в форме когнитивных моделей, являясь ментальной продукцией, интерпретацией теоретических и практических взглядов того или иного направления педагогики. Среда синонимична понятиям: «система», «множество систем» и «взаимодействие систем». Правда, системы здесь часто обладают разнородными элементами, сами являются частями других систем, а функциональные связи между ними выделяются лишь частично. Можно говорить о том, что среда в педагогике понимается как отфильтрованное автором систематизированное содержание из мультисистемного контента, с которым может иметь и имеет дело обучаемый в своей действительности в процессе учения.</p> <p>Аналогично обстоит дело с понятием «профессиональная среда», которое часто и широко употребляется в самых различных контекстах, связанных с человеком, осуществляющим трудовую деятельность.</p> <p>Общее, что объединяет практически все классические определения обучающих и профессиональных сред, это признание их пассивности и представление в виде совокупности внешних и внутренних условий деятельности, в которых человек решает учебные и профессиональные задачи. Этого недостаточно для проектирования эффективных обучающих и профессиональных эргатических систем, в которых реализуются сложные формы отношений человека с миром.</p> <p><strong>В главе 2 «Теоретические основы эргономического обеспечения проектирования иммерсивных обучающих и профессиональных сред» </strong>рассматривается предлагаемая автором теория обучающих и профессиональных иммерсивных сред. Одним из основных положений данной теории является положение об опосредованном, интерпретативном характере отношений между субъектом и физической реальностью, которая непосредственно недоступна органам чувств и проявляется в форме действительности возникающей в результате конструирующей деятельности психики человека.</p> <p>Для генезиса понятия «среда» в данной теории используются конструктивистские представления, которые отражают в целом идею ограниченных возможностей человека, имеющего дело не с бесконечным разнообразием физического мира, а с его представлениями, моделями.</p> <p>Конструктивизм как форма синергетического мышления в своем базисе опирается на популярную в настоящее время на Западе биологическую теорию аутопоэзиса (У. Матурана и Ф. Варела). В соответствии с нею мозг человека является операционально-замкнутой аутопоэтической системой, действующей в рамках своего опыта2. Аутопоэтические системы обеспечивают циклическую рекурсивную организацию процессов воспроизводства или сохранения компонентов, из которых они состоят. Это самоподдерживающиеся, самовоспроизводящиеся системы. К ним относятся все живые организмы, в том числе и человек. В теории систем конструктивистские понятия введены автором концепции кибернетической эпистемологии3 Хайнцем фон Форстером (H. von Foerster). В философии – Эрнстом фон Глазерсфельдом, в социологии Н. Луманом и др.</p> <p>В настоящее время конструктивизм – это широко развивающийся междисциплинарный дискурс, отражающий особенности работы биологических и социальных самоорганизующихся систем. Принятие идей и положений конструктивизма ведет к смене взглядов на многие аспекты отношений человека с миром, в том числе меняет парадигму эргономического проектирования рассматриваемых нами эргатических профессиональных и обучающих систем.</p> <p>Возникает новое направление эргономики – синергетическая эргономика. Её основные черты в настоящей работе иллюстрируются на примере создания иммерсивных (погружающих) эрготехнических сред. Показано, что основные проблемы эргономического проектирования лежат в области межсистемных взаимодействий человека и среды технической системы, в их самоорганизующемся, сложном характере. Иммерсивные среды строятся в предположении, что взаимодействия между оператором и технической средой эргатической системы приобретают характер взаимосодействия, различные степени и формы которого сопровождаются и выражаются в феномене иммерсивности (погружения в среду).</p> <p>В рамках конструктивистских представлений в диссертационной работе даны определения понятий «среда», «социальная среда», «обучающая среда», описаны их свойства.</p> <p>Среда – есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им.</p> <p>В более узком значении о среде говорится как о действительности, связанной с внешним миром. Внешний мир понимается в расширительном смысле, охватывая широкий класс взаимодействий субъекта, в том числе их материальные и социальные аспекты.</p> <p>Социальные среды – это среды, в которых доминирующими являются социальное поведение субъекта и порождаемая при этом социальная действительность. Соответственно, в них формируется представление о социальной сущности наблюдаемых, конструируемых процессов порождаемой действительности.</p> <p>Обучающие среды – это среды, в которых основным содержанием порождаемой действительности является направленное изменение поведения обучаемого с целью получения обучающего эффекта.</p> <p>Выделены следующие основные свойства обучающих эргатических сред в их постклассической интерпретации: избыточность; наблюдаемость; доступность когнитивному опыту (конструируемость); насыщенность; пластичность; внесубъектная пространственная локализация; автономность существования; синхронизируемость; векторность; целостность; мотивогенность; иммерсивность; присутствие; интерактивность.</p> <p>Данные свойства отражают особенности функционирования обучающей среды как самоорганизующейся системы. При этом в среде происходит преобразование систем или осуществляется совместная деятельность двух и более систем, по меньшей мере, одна из которых – аутопоэтическая.</p> <p>В п. 2.2 диссертационного исследования приведены методология, основные положения и теоретическая схема теории обучающих и профессиональных иммерсивных сред, рассмотрены методы оценки основных параметров иммерсивных сред.</p> <p>Основные положения теории обучения в иммерсивных средах выражаются в постулатах: самоорганизации, селективности, погружения, присутствия, конструирующей активности обучаемого, взаимной ориентации в процессе обучающей коммуникации, физической непосредственности и субъектной (сознательной) опосредованности – интерпретативности, историчности и интерактивности. Изложено их содержание в контексте создания обучающих эргатических систем, показаны психолого-педагогические аспекты обучения в иммерсивных средах.</p> <p>Изучение особенностей создания и эксплуатации обучающих систем на базе рассматриваемых теоретических положений осуществляется в рамках развиваемого в диссертационной работе научно-практического направления, названного средоориентированным подходом.</p> <p>Таблица 1</p> <p><strong>Различие взглядов на ключевые компоненты обучающих систем</strong></p> <p><strong>и сред в классическом и средоориентированном подходах</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td rowspan="2" width="118" height="32" valign="top"><p><strong>Компоненты обучающих систем и сред обучения</strong></p> </td> <td colspan="2" width="502" height="32" valign="top"><p><strong>Роль в обучающих системах и средах обучения</strong></p> </td> </tr> <tr valign="top"> <td width="226" height="32" valign="top"><p><strong>классический подход</strong></p> </td> <td width="262" height="32" valign="top"><p><strong>средоориентированный подход</strong></p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Обучаемый</strong></p> </td> <td width="226" valign="top"><p>Пассивен, является объектом педагогического воздействия. Исполнитель инструкции</p> </td> <td width="262" valign="top"><p>Активен, является действующим в динамической среде агентом, включённым в процесс обучающей коммуникации</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Инструктор</strong></p> </td> <td width="226" valign="top"><p>Непосредственно действует на ученика, формирует его поведение, даёт учебную информацию, реализует дидактические процедуры</p> </td> <td width="262" valign="top"><p>Является наблюдателем и активным участником коммуникации, использующим свой опыт и авторитет для ориентации курсанта в зоне учебных смыслов, изменения наблюдаемых параметров среды обучения</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Роль средств обучения и моделирования среды обучения</strong></p> </td> <td width="226" valign="top"><p>Моделирование с максимально возможной степенью подобия содержания и условий реальной профессиональной деятельности</p> </td> <td width="262" valign="top"><p>Реализация профессиональных средовых ниш для развёртывания деятельности обучаемого</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Содержание</strong></p> <p><strong>обучения</strong></p> </td> <td width="226" valign="top"><p>Выполнение учебных задач</p> </td> <td width="262" valign="top"><p>Учебная деятельность в среде обучения. Жизнь в среде обучения</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Коммуникации</strong></p> <p><strong>в системе</strong></p> </td> <td width="226" valign="top"><p>Передача информации от инструктора к курсанту</p> </td> <td width="262" valign="top"><p>Координация смыслов участников общения в общей зоне коммуникации</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Системы</strong></p> <p><strong>оценок</strong></p> </td> <td width="226" valign="top"><p>Объективный контроль показателей деятельности, парциальные оценки.</p> <p>Количественные показатели</p> </td> <td width="262" valign="top"><p>Фиксация траектории получения профессионального опыта. Интегральные оценки. Качественные оценки </p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Роль оценок</strong></p> </td> <td width="226" valign="top"><p>Объективная, свидетельствующая об уровне сформированности профессиональных качеств</p> </td> <td width="262" valign="top"><p>Двойственный характер: мотивационно-стимулирующая, организующая и координирующая деятельность в системе «среда обучения –обучаемый»</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Цель системы подготовки</strong></p> </td> <td width="226" valign="top"><p>Сформировать знания, умения и навыки</p> </td> <td width="262" valign="top"><p>Создать условия для получения опыта в среде обучения и переноса полученного опыта на деятельность в профессиональной среде</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Организация системы подготовки</strong></p> </td> <td width="226" valign="top"><p>Жёстко детерминирована</p> </td> <td width="262" valign="top"><p>С гибко изменяющейся структурой, учитывающей аутопоэтический характер организации субъекта и его свойств</p> </td> </tr> <tr valign="top"> <td width="118" valign="top"><p><strong>Принципы</strong></p> <p><strong>организации системы подготовки</strong></p> </td> <td width="226" valign="top"><p>Фиксированная структура, жёстко определяющая функции системы. Описания однозначны</p> </td> <td width="262" valign="top"><p>Системная дифференциация.</p> <p>Редукция комплексности. Операционная замкнутость. Самореферентность</p> </td> </tr> </tbody></table><noindex>
</noindex> </div> <p>Идеи обучающей среды как самоорганизующейся целостности реализуются в определённых взглядах на проектирование обучающих систем.</p> <p>В табл. 1 показано различие взглядов на ключевые компоненты обучающих систем и сред между классическим инструментальным и средоориентированным подходами.</p> <p>Отмеченные различия в подходах обусловлены различным пониманием и интерпретацией процесса обучения человека, что на практике может привести к разным подходам к проектированию обучающих систем (табл. 2) и выбору различных проектных решений. Вместе с тем средоориентированный подход не отменяет классических методов проектирования, а является их развитием. Анализ существующих систем профессиональной подготовки показывает, что в реализациях каждой из них всегда можно найти одновременно черты традиционного и средоориентированного подходов.</p> <p>Таблица 2</p> <p><strong>Содержание проектных решений в рамках традиционного</strong></p> <p><strong>и средоориентированного подходов</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td width="154" valign="top"><p><strong>Основные</strong></p> <p><strong>решения</strong></p> </td> <td width="214" valign="top"><p><strong>Классический подход</strong></p> </td> <td width="238" valign="top"><p><strong>Средоориентированный подход</strong></p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Формы взаимодействий в системе «среда</strong><strong>-</strong><strong>обучаемый»</strong></p> </td> <td width="214" valign="top"><p>Реализация монолога обучающей системы с учеником</p> </td> <td width="238" valign="top"><p>Обеспечение диалога (полной интерактивности) ученика со средой обучения</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Форма представления учебного материала</strong></p> </td> <td width="214" valign="top"><p>Материал заранее определён, выстроен в логике и терминах процесса обучения</p> </td> <td width="238" valign="top"><p>Материал недетерминирован, задан в избыточности и динамике среды обучения</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Алгоритм поведения ученика</strong></p> </td> <td width="214" valign="top"><p>В терминах учебной задачи. Реализация заранее заданного алгоритма в виде последовательности операций и действий ученика с материалом</p> </td> <td width="238" valign="top"><p>Не определён заранее, зависит от конкретной учебной ситуации и отражает личный опыт ученика, стратегии и тактики его поведения и деятельности в среде обучения</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Способ описания учебного материала</strong></p> </td> <td width="214" valign="top"><p>Задан в явной форме в виде описания учебной задачи и условий её решения</p> </td> <td width="238" valign="top"><p>В форме сценария, описывающего свойства среды обучения</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Цели обучения</strong></p> </td> <td width="214" valign="top"><p>Заданы в конкретных, часто количественных, показателях, отражающих критерии достижения учебной задачи</p> </td> <td width="238" valign="top"><p>Строго не определены. Отражены в форме общей стратегии, миссии, определяющей направление деятельности ученика в среде обучения</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Обеспечение мотивации деятельности</strong></p> </td> <td width="214" valign="top"><p>Внешне заданная система бонусов и поощрений. Оценки и критерии для их получения. Содержит методы наказания и принуждения для включения мотивов избегания неудачи</p> </td> <td width="238" valign="top"><p>Внутренняя мотивация, порождаемая миссией</p> </td> </tr> <tr valign="top"> <td width="154" valign="top"><p><strong>Цель проектирования</strong></p> </td> <td width="214" valign="top"><p>Реализация учебных задач</p> </td> <td width="238" valign="top"><p>Реализация системы, порождающей эффективную обучающую среду</p> </td> </tr> </tbody></table> </div> <p>Так, например, тренажёрные системы отражают в основном идеи средового моделирования, а изучение материально-технической части проводится в рамках традиционных подходов. Общее правило – чем сложнее и неопределённее условия будущей деятельности, тем более эффективны реализации концепции обучающей среды.</p> <p>В завершении главы 2 рассматриваются основные параметры иммерсивных сред (иммерсивность, присутствие, интерактивность) и вопросы их оценки и измерения классическими методами инженерной психологии.</p> <p><strong>В</strong> <strong>главе 3 «Экспериментальные основания и практические реализации эргономики иммерсивных сред» </strong>приведены результаты экспериментов с целью оценки условий формирования эффективных обучающих сред; определения влияния уровня иммерсивности тренажёра и степени присутствия оператора в среде обучения на свойства обучающей среды.</p> <p>Рассматривалась деятельность операторов систем слежения за динамическими объектами. В период с 1998 по 2006 годы в учебном центре подготовки операторов ПТРК проводились исследования возможностей применения средоориентированного подхода в процессе отработки технико-технологических и учебно-методических решений тренажёров серии 9Ф660. В экспериментах приняло участие 1250 человек мужского пола в возрасте 18 лет.</p> <p>Показано, что, несмотря на различия в физической реализации и методическом обеспечении (табл. 3), все тренажёры создают обучающую среду с примерно одинаковыми свойствами. Наихудшие результаты получены при обучении на реальной системе, что связано с ограниченным ресурсом числа пусков, которые были доступны обучающимся.</p> <p>Вместе с тем данные результаты подтверждают необходимость отражения в среде обучения существенных элементов деятельности. Основная нагрузка в деятельности оператора ПТРК падает на решение задач сенсомоторного слежения, что и проявилось в эксперименте. Несмотря на отмеченное общее различие в иммерсивности и в формах физической реализации тренажёров, их сенсомоторная компонента оказалась одинаковой. Вследствие этого обучающая эффективность СПП с тренажёрами различных технических реализаций оказалась близкой по своему результату – качеству сенсомоторной деятельности обучавшихся в них операторов. Тождественность процессов самоорганизации, происходящих в данных СПП и в реальной системе, позволяет нам считать сравниваемые обучающие среды одинаковыми.</p> <p>Таблица 3</p> <p><strong>Основные параметры обучающей среды, возникающей при обучении </strong></p> <p><strong>на тренажёрах 9Ф660 и</strong> <strong>в деятельности на реальной системе*</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td colspan="2" rowspan="2" width="226" valign="top"><p><strong>Параметры иммерсивности и присутствия (свойства обучающей среды)</strong></p> </td> <td colspan="4" width="298" valign="top"><p><strong>Тренажеры операторов систем слежения</strong></p> </td> <td rowspan="2" width="82" valign="top"><p><strong>Реальная</strong></p> <p><strong>деятель </strong><strong>–</strong><strong>ность</strong></p> </td> </tr> <tr valign="top"> <td width="70" valign="top"><p>2У439</p> </td> <td width="67" valign="top"><p>9Ф660</p> </td> <td width="63" valign="top"><p>9Ф660 4</p> </td> <td width="56" valign="top"><p>9Ф618</p> </td> </tr> <tr valign="top"> <td colspan="2" width="226" valign="top"><p>Реальность моделирования (физическая иммерсивность)</p> </td> <td width="70" valign="top"><p>0,88</p> <p>σ = 0,12</p> </td> <td width="67" valign="top"><p>3,25</p> <p>σ = 0,24</p> </td> <td width="63" valign="top"><p>4,55</p> <p>σ = 0,2</p> </td> <td width="56" valign="top"><p>4,8</p> <p>σ = 0,2</p> </td> <td width="82" valign="top"><p>5,0</p> </td> </tr> <tr valign="top"> <td colspan="2" width="226" valign="top"><p>Внутреннее/внешнее соответствие</p> </td> <td width="70" valign="top"><p>2,0</p> <p>σ = 0,2</p> </td> <td width="67" valign="top"><p>3,33</p> <p>σ = 0,3</p> </td> <td width="63" valign="top"><p>4,3</p> <p>σ = 0,6</p> </td> <td width="56" valign="top"><p>4,25</p> <p>σ =0,25</p> </td> <td width="82" valign="top"><p>5,0</p> </td> </tr> <tr valign="top"> <td colspan="2" width="226" height="19" valign="top"><p>Внимание/вовлечение</p> </td> <td width="70" height="19" valign="top"><p>4,5</p> <p>σ = 0,18</p> </td> <td width="67" height="19" valign="top"><p>4,25</p> <p>σ = 0, 24</p> </td> <td width="63" height="19" valign="top"><p>4,5</p> <p>σ = 0,3</p> </td> <td width="56" height="19" valign="top"><p>4,6</p> <p>σ = 0,3</p> </td> <td width="82" height="19" valign="top"><p>2,5</p> <p>σ = 0,5</p> </td> </tr> <tr valign="top"> <td colspan="2" width="226" height="6" valign="top"><p>Интерактивность в среде</p> </td> <td width="70" height="6" valign="top"><p>2</p> </td> <td width="67" height="6" valign="top"><p>4</p> </td> <td width="63" height="6" valign="top"><p>4</p> </td> <td width="56" height="6" valign="top"><p>4,5</p> </td> <td width="82" height="6" valign="top"><p>5</p> </td> </tr> <tr valign="top"> <td rowspan="2" width="106" height="6" valign="top"><p>Обучающая эффектив-ность среды</p> </td> <td width="106" height="6" valign="top"><p>дидактичес –кая</p> </td> <td width="70" height="6" valign="top"><p>0,65</p> </td> <td width="67" height="6" valign="top"><p>0,8</p> </td> <td width="63" height="6" valign="top"><p>0,84</p> </td> <td width="56" height="6" valign="top"><p>0,7</p> </td> <td width="82" height="6" valign="top"><p>0,3</p> </td> </tr> <tr valign="top"> <td width="106" height="6" valign="top"><p>в реальной деятельности</p> </td> <td width="70" height="6" valign="top"><p>Нет данных</p> </td> <td width="67" height="6" valign="top"><p>0,85</p> </td> <td width="63" height="6" valign="top"><p>0,93</p> </td> <td width="56" height="6" valign="top"><p>0,8</p> </td> <td width="82" height="6" valign="top"><p>0,3</p> </td> </tr> </tbody></table> </div> <p>*для оценки иммерсивности и присутствия используются результаты тестов, приведённые к пятибалльной шкале. 5 баллов – максимальное значение параметра. 0 баллов – минимальное значение параметра. Обучающая эффективность среды оценивается экспертным методом в диапазоне от 0 до 1.</p> <p>Отметим, что тренажёры с низкой и средней иммерсивностью имеют довольно высокие показатели интерактивности (табл. 4), что свидетельствует о возможности операторов действовать в среде тренажёра способами, подобными деятельности в реальной системе. В связи с этим наблюдается эффективный переход операторов, обучавшихся на тренажёрах, на работу в реальных системах и другие тренажёры. В среднем для погружения в новую профессиональную среду требуется 50–100 электронных пусков и некоторое время для привыкания к новой рабочей позе и органам управления.</p> <p>Вторая часть экспериментального исследования была посвящена выявлению влияния факторов вовлечения в среду и оценке их влияния на эффективность обучающей среды тренажёров.</p> <p>Таблица 4</p> <p><strong>Основные показатели тренажёров с различными средами обучения</strong></p> <p><strong>(низкой и средней иммерсивности)</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td width="226" valign="middle"><p><strong>Наименование показателей</strong></p> </td> <td width="190" valign="middle"><p><strong>НИ (низкая иммерсивность)</strong></p> </td> <td width="192" valign="middle"><p><strong>СИ (средняя иммерсивность)</strong></p> </td> </tr> <tr valign="top"> <td width="226" valign="middle"><p><strong>Время достижения плато обучения. Условия обучения нормальные</strong></p> </td> <td width="190" valign="middle"><p>1,5 месяца</p> <p>600 электронных пусков</p> </td> <td width="192" valign="middle"><p>0,5 месяца</p> <p>250 электронных пусков</p> </td> </tr> <tr valign="top"> <td rowspan="2" width="226" height="55" valign="middle"><p><strong>Скорость обучения на начальном этапе подготовки (прирост результатов в контрольных сериях из 150</strong><strong>–</strong><strong>200 электронных пусков)</strong></p> </td> <td width="190" height="55" valign="middle"><p>0,06 – для управления по ускорению</p> </td> <td width="192" height="55" valign="middle"><p>0,24 – для управления по ускорению</p> </td> </tr> <tr valign="top"> <td width="190" height="55" valign="middle"><p>0,5 – для управления по скорости</p> </td> <td width="192" height="55" valign="middle"><p>0,5 – для управления по скорости</p> </td> </tr> <tr valign="top"> <td rowspan="2" width="226" height="60" valign="middle"><p><strong>Уровень эффективности деятельности операторов на конечном этапе обучения (число успешно выполненных задач в контрольной серии из 10 электронных пусков)</strong></p> </td> <td width="190" height="60" valign="middle"><p>0,65</p> <p>σ = 0,25 – для управления по ускорению</p> </td> <td width="192" height="60" valign="middle"><p>0,84</p> <p>σ = 0,087 – для управления по ускорению</p> </td> </tr> <tr valign="top"> <td width="190" height="59" valign="middle"><p>0,95 </p> <p>σ = 0,03 – для управления по скорости</p> </td> <td width="192" height="59" valign="middle"><p>0,91</p> <p>σ = 0,07 – для управления по скорости</p> </td> </tr> <tr valign="top"> <td width="226" height="12" valign="middle"><p><strong>Физическая иммерсивность</strong></p> </td> <td width="190" height="12" valign="middle"><p>0,88</p> </td> <td width="192" height="12" valign="middle"><p>3,25</p> </td> </tr> <tr valign="top"> <td width="226" height="5" valign="middle"><p><strong>Присутствие</strong></p> </td> <td width="190" height="5" valign="middle"><p>3,2</p> </td> <td width="192" height="5" valign="middle"><p>4,5</p> </td> </tr> <tr valign="top"> <td width="226" height="4" valign="middle"><p><strong>Интерактивность</strong></p> </td> <td width="190" height="4" valign="middle"><p>4</p> </td> <td width="192" height="4" valign="middle"><p>4</p> </td> </tr> </tbody></table> </div> <p>С этой целью было проведено сравнение результатов четырех групп операторов (по 23 человека в каждой), обучавшихся в обычных условиях и при вовлечении операторов в сюжеты, обеспечиваемые учебной коммуникацией среды обучения. Учитывалась общая история жизни курсанта в воинском коллективе. Обучающий сюжет в среде тренажёра формировался методом инструктажа курсантов. Отмечалась значимость обучения и результатов на тренажёре, рассказывалась легенда, в которой оператор становился действующим лицом. Включение в среду обучения СПП проводилось организационным методом. Обеспечивалось влияние результатов обучения на условия существования курсантов в учебном коллективе во внеурочное время. «Отличники» получали освобождение от некоторых видов хозяйственных работ, поощрения в виде благодарности перед строем и т. д.</p> <p>Результаты исследования (табл. 5) показывают, что эффективность обучающей среды повышается, если обеспечено включение (вовлечение) обучаемого в историю, развиваемую учебным сюжетом и учебной коммуникацией среды обучения. При этом интерактивность среды повышает активность ученика, способствует его научению.</p> <p>Таблица 5</p> <p><strong>Результаты обучения операторов в условиях вовлечения в историю*</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td rowspan="2" width="202" valign="top"><p><strong>Тип тренажёра</strong></p> </td> <td colspan="2" width="419" valign="top"><p><strong>Условия в среде обучения</strong></p> </td> </tr> <tr valign="top"> <td width="202" valign="top"><p><strong>с вовлекающим сюжетом</strong></p> </td> <td width="202" valign="top"><p><strong>без вовлекающего сюжета</strong></p> </td> </tr> <tr valign="top"> <td width="202" valign="top"><p><strong>9Ф660 (СИ)</strong></p> </td> <td width="202" valign="top"><p>0,87</p> <p>σ = 0,08</p> </td> <td width="202" valign="top"><p>0,66</p> <p>σ = 0,1</p> </td> </tr> <tr valign="top"> <td width="202" valign="top"><p><strong>2У439 (НИ)</strong></p> </td> <td width="202" valign="top"><p>0,53</p> <p>σ = 0,145</p> </td> <td width="202" valign="top"><p>0,34</p> <p>σ = 0,12</p> </td> </tr> </tbody></table> </div> <p>* – результаты решения учебных контрольных задач в группах различаются между собой на 5% уровне значимости;</p> <p> – результаты в каждой группе оценивались после 200 учебных пусков путём проведения контрольных серий, состоящих из 10 электронных пусков каждая.</p> <p>В третьей части экспериментального исследования (табл. 6) с помощью активного органа управления (АОУКТ) проверялось влияние на свойства обучающей среды изменений параметров моторного канала управления и искусственных искажений интерактивной составляющей деятельности оператора в среде обучения.</p> <p>Таблица 6</p> <p><strong>Влияние на обучающую среду искажений физических и динамических</strong></p> <p><strong>параметров моторного канала управления*</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td width="166" valign="top"><p><strong>Степень искажения</strong></p> </td> <td width="41" valign="top"><p>0%</p> </td> <td width="64" valign="top"><p>5%</p> </td> <td width="65" valign="top"><p>10%</p> </td> <td width="65" valign="top"><p>15%</p> </td> <td width="65" valign="top"><p>20%</p> </td> <td width="78" valign="top"><p>Помеха</p> </td> </tr> <tr valign="top"> <td width="166" valign="top"><p><strong>Интерактивность</strong></p> </td> <td width="41" valign="top"><p>4,5</p> </td> <td width="64" valign="top"><p>4</p> </td> <td width="65" valign="top"><p>4</p> </td> <td width="65" valign="top"><p>3</p> </td> <td width="65" valign="top"><p>3</p> </td> <td width="78" valign="top"><p>2</p> </td> </tr> <tr valign="top"> <td width="166" valign="top"><p><strong>Иммерсивность</strong></p> </td> <td width="41" valign="top"><p>4</p> </td> <td width="64" valign="top"><p>4</p> </td> <td width="65" valign="top"><p>3,6</p> </td> <td width="65" valign="top"><p>3, 6</p> </td> <td width="65" valign="top"><p>3,0</p> </td> <td width="78" valign="top"><p>3</p> </td> </tr> <tr valign="top"> <td width="166" valign="top"><p><strong>Результат контрольной серии на тренажёре с ВИ</strong></p> </td> <td width="41" valign="top"><p>0,9</p> </td> <td width="64" valign="top"><p>0,85</p> </td> <td width="65" valign="top"><p>0,6</p> </td> <td width="65" valign="top"><p>0,55</p> </td> <td width="65" valign="top"><p>0,3</p> </td> <td width="78" valign="top"><p>0,5</p> </td> </tr> </tbody></table> </div> <p>* – в экспериментах приняли участие подготовленные операторы (25 человек);</p> <p>– степень искажения – введение дополнительного усилия на кнюппель по координате Y;</p> <p>– помеха – механические колебания кнюппеля по случайному закону;</p> <p>– операторы провели по 100 пусков в каждом из режимов.</p> <p>Исследованы возможности введения в моторный канал управления тактильной «подсказки» (табл. 7).</p> <p>Результаты эксперимента показывают сильное влияние искажений физического подобия на результаты обучения. В средах с низким моторным подобием наблюдаются явления моторной интерференции, ведущие к резкому снижению моторного навыка. Введение высокоамплитудных помех также ведёт к деструкции ранее полученного навыка управления.</p> <p>Таблица 7</p> <p><strong>Результаты введения режима тактильной подсказки*</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td colspan="2" width="303" valign="top"><p><strong>С тактильной подсказкой</strong></p> </td> <td colspan="2" width="311" valign="top"><p><strong>Без подсказки</strong></p> </td> </tr> <tr valign="top"> <td width="141" valign="top"><p>Начальный этап обучения </p> <p>(200 пусков)</p> </td> <td width="148" valign="top"><p>Этап закрепления</p> <p>навыка</p> </td> <td width="148" valign="top"><p>Начальный этап обучения </p> <p>(200 пусков)</p> </td> <td width="148" valign="top"><p>Этап закрепления навыка</p> </td> </tr> <tr valign="top"> <td width="141" valign="top"><p>0,73</p> <p>σ = 0,08</p> </td> <td width="148" valign="top"><p>0,76</p> <p>σ = 0,07</p> </td> <td width="148" valign="top"><p>0,68</p> <p>σ = 0,16</p> </td> <td width="148" valign="top"><p>0,74</p> <p>σ = 0,12</p> </td> </tr> </tbody></table> </div> <p>* – результаты контрольных серий из 10 электронных пусков по окончании этапов обучения и закрепления навыков.</p> <p>Предварительные результаты по введению режима тактильной подсказки в процессе обучения показывают перспективность данного метода обучения (табл. 7). Однако для создания методики, использующей данный режим, необходимы дальнейшие исследования, так как влияние тактильной подсказки требует учёта индивидуальных стратегий формирования двигательного навыка, которые в настоящее время мало изучены.</p> <p>В результате проведённого цикла исследований иммерсивных обучающих сред были созданы тренажёры, которые приняты на снабжение российской армии и используются в СПП операторов ПТРК. Обобщённые результаты обучения операторов ПТРК в средах с разной физической иммерсивностью приведены в табл. 8.</p> <p>Таблица 8</p> <p><strong>Процент промахов курсантов учебного центра по результатам реальной деятельности в зависимости от уровня иммерсивности сред обучения*</strong></p> <div><table border="1" cellpadding="4" cellspacing="-1"> <tbody><tr valign="top"> <td width="121" valign="top"><p><strong>Наименование УТС</strong></p> </td> <td width="91" valign="top"><p><strong>Годы обучения</strong></p> </td> <td width="121" valign="top"><p><strong>Наименование ПТРК</strong></p> </td> <td width="83" valign="top"><p><strong>Процент промахов (%)</strong></p> </td> <td width="164" valign="top"><p><strong>Иммерсивность учебной среды</strong></p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>Отсутствует</strong></p> </td> <td width="91" valign="top"><p>1997–1998</p> </td> <td width="121" valign="top"><p>«Конкурс»</p> </td> <td width="83" valign="top"><p>35,8</p> </td> <td width="164" valign="top"><p>Нет учебной среды </p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>9Ф660-2, классный</strong></p> </td> <td width="91" valign="top"><p>1999</p> </td> <td width="121" valign="top"><p>«Конкурс»</p> </td> <td width="83" valign="top"><p>15,3</p> </td> <td width="164" valign="top"><p>НИ визуальной среды и высокая у органа и контура управления</p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>9Ф660-3,</strong></p> <p><strong>классный</strong></p> </td> <td width="91" valign="top"><p>2000–2002 (зима)</p> </td> <td width="121" valign="top"><p>«Конкурс»</p> </td> <td width="83" valign="top"><p>13,7</p> </td> <td width="164" valign="top"><p>НИ визуальной среды и высокая у органа и контура управления</p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>9Ф660-3М, классный;</strong></p> <p><strong>9Ф618М3-2, полевой</strong></p> </td> <td width="91" valign="top"><p>2004–2007</p> </td> <td width="121" valign="top"><p>«Конкурс»</p> </td> <td width="83" valign="top"><p>6,36</p> </td> <td width="164" valign="top"><p>ВИ визуальной среды и органа и контура управления</p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>9Ф660-3, классный;</strong></p> <p><strong>+9Ф618М3-2, полевой</strong></p> </td> <td width="91" valign="top"><p>2004–2007</p> </td> <td width="121" valign="top"><p>«Конкурс»</p> <p>«Фагот»</p> </td> <td width="83" valign="top"><p>6,49</p> </td> <td width="164" valign="top"><p>ВИ визуальной среды и органа и контура управления</p> </td> </tr> <tr valign="top"> <td width="121" valign="top"><p><strong>9Ф618М3-3, полевой (классный отсутствует)</strong></p> </td> <td width="91" valign="top"><p>2004–2007</p> </td> <td width="121" valign="top"><p>«Штурм-С»</p> </td> <td width="83" valign="top"><p>20,93</p> </td> <td width="164" valign="top"><p>ВИ визуальной среды и органа и контура управления. Ограничено число учебных пусков</p> </td> </tr> </tbody></table> </div> <p>* ВИ – высокая иммерсивность среды; НИ – низкая иммерсивность среды.</p> <p>Из них следует, что внедрение искусственных тренажёрных сред обучения с различным уровнем иммерсивности позволило повысить на 15–30% эффективность выполнения профессиональной задачи, что эквивалентно экономии соответствующего количества ПТУР, которые являются достаточно дорогими устройствами стоимостью в несколько тысяч долларов США каждое.</p> <p><strong>В</strong> <strong>главе 4 «Иммерсивные среды и технологии в сложных технических системах»</strong> представлены примеры реализаций эргатических систем на базе методологических и теоретических положений теории профессиональных и обучающих иммерсивных сред. Выделено несколько перспективных направлений средоориентированных технологий, повышающих эффективность человеко-машинных систем:</p> <p>– системы иммерсивного интерфейса;</p> <p>– индуцированные виртуальные среды;</p> <p>– обучающие системы включённого обучения.</p> <p>Интерфейс характеризует свойства и технологию человеко-машинной связи, обеспечивающей деятельность человека в технической или обучающей системе, создаёт условия, порождающие профессиональную/обучающую среду. Предлагается новый класс систем интерфейса – погружающий, или иммерсивный интерфейс. Оператор погружается в формируемую технологиями виртуальной реальности среду, отображающую искусственный мир, деятельность в котором ведёт к решению профессиональных задач в действительном мире. В конструкции и свойствах инструментов, моделируемых в искусственном мире, максимально используется жизненный опыт субъекта. Примерами иммерсивных интерфейсов являются компьютерные представления элементов моделируемой виртуальной среды, обеспечивающие интерактивность между оператором и содержанием искусственного мира. Например, это помогающие навигации в среде анимированные персонажи («аватары»), с которыми можно вести диалоги, артефакты, предметы с определённым функциональным назначением и т. д.</p> <p>Особым видом иммерсивного интерфейса являются системы с индуцированной виртуальной средой, в которых виртуальная реальность с погружённым в неё оператором копирует в реальном времени параллельно существующую реальную среду. Индуцированная виртуальная среда является носителем обратной связи, и события в ней моделируются не по абстрактному сценарию, а связаны с событиями и предметным миром реальной среды.</p> <p>Рассматривается ряд возможных вариантов построения систем иммерсивных интерфейсов эргатических систем, включающих индуцированные виртуальные среды. В качестве оснований для классификации выделяемых систем интерфейса использованы отношения «генерируемая среда – реальная среда»; «управляемый объект – индуцированная копия управляемого объекта» и интерактивные свойства межсредового интерфейса.</p> <p>1. Системы иммерсивного интерфейса с «тождественным отображением» – генерируемая в них виртуальная среда точно повторяет эволюцию и содержание реальной среды, а виртуальная копия управляемого объекта дублирует наблюдаемое поведение реального управляемого объекта, подчиняющегося командам оператора.</p> <p>Примером систем данного класса являются системы дистанционного управления. Они позволяют:</p> <p>– вывести оператора из опасной рабочей зоны (работа с радиоактивными и взрывчатыми веществами, агрессивными средами, участие в боевых действиях);</p> <p>– исключить действие на оператора экстремальных физических факторов (перегрузок, невесомости, пониженного и повышенного давления среды, загазованности, воздействия ударной волны);</p> <p>– избежать длительного срока доставки оператора до места деятельности (межпланетные перелёты).</p> <p>2. Системы иммерсивного интерфейса для «слежения в неоптических диапазонах» являются вариантом систем с тождественным отображением. В них в качестве источника информации об объекте наблюдения используются данные о положении маркеров систем телеметрии, расположенных на управляемом объекте. При этом объект управления непосредственно оператором не наблюдается. Основная проблема – выделение и генерация параметров фона и объекта в виртуальной сцене, которые могут быть реализованы в виде синхронизируемого фона (создаётся в реальном времени с использованием информации из естественной среды) или в фиксированной, использующей абстрактную, не связанную с естественной средой, форме. В качестве примера такого рода систем можно рассматривать тепловизоры и приборы ночного видения.</p> <p>3. Системы, «фильтрующие отображение» – в генерируемой среде повторяются только важные для выполнения профессиональной задачи элементы «реальной среды», объекты управляются синхронно. Данный класс систем позволяет освободить оператора от необходимости восприятия избыточной, ненужной и вредной для осуществления профессиональной деятельности информации, что может использоваться при решении задач слежения за эволюцией объекта на сложном маскирующем фоне или управлении в условиях сильных визуальных и шумовых помех.</p> <p>4. Системы, «реконструирующие отображение» – в генерируемой среде создаётся объект, обладающий иной, нежели реальный объект управления (наблюдения), перцептивной формой, но они синхронизированы между собой по основным рабочим признакам реального объекта. Например, реальный физический объект сложной формы замещается в виртуальной среде на аналог, обладающий простыми визуальными свойствами, что помогает обеспечить оптимальные условия наблюдения и работы с ним.</p> <p>5. Системы с «профессионально-ориентированным отображением» – генерируемая среда наполняется дополнительным по отношению к реальной среде содержанием, способствующим выполнению профессиональной задачи.</p> <p>Возможно дистанционное формирование содержания среды на базе информации, получаемой из внешних источников через коммуникационные и информационные каналы.</p> <p>6. Системы «интерактивного наблюдения» – данный класс систем погружает оператора в специально организованную аудиовизуальную виртуальную среду, интегрирующую в своём пространстве наблюдаемые объекты и средства работы с ними.</p> <p>7. Системы «с масштабированием и реконструкцией связываемых миров» – данный класс виртуальных интерфейсов позволяет связать перцептивную систему оператора с макро- и микропространствами, в которых осуществляется его деятельность. Это виртуальные аналоги интерактивных микроскопа и телескопа при дистанционной работе в микро- и макромасштабах. Например, для работы в сфере нанотехнологий с объектами атомарных размеров можно поместить их в виртуальный мир, в котором можно проводить с данными объектами адекватные манипуляции, учитывая возникающие в микромире квантовые эффекты.</p> <p>8. Системы «с интеллектуальным конструированием мира» – индуцированная среда в данном виде систем представляет собой виртуальную реальность, связанную системами трансфера с реальным миром, из которого в процессе анализа выделяется содержание в соответствии с назначением системы. На основе его создаются средства, конструирующие содержание виртуальной среды.</p> <p>Эргономическое проектирование индуцированных виртуальных сред связано с решением следующих основных задач:</p> <p>– инженерно-психологический анализ деятельности оператора в индуцируемой среде;</p> <p>– разработка проекта индуцируемой среды в виде функционально-структурной декомпозиции: мир, события, сцены, ситуации, объекты, признаки;</p> <p>– анализ влияния деятельности оператора в индуцируемой среде на реальную среду;</p> <p>– определение содержания и вида связей между индуцированной и реальной средами;</p> <p>– определение психологического содержания деятельности оператора, выбор и оценка вариантов сред;</p> <p>– разработка не индуцированного и индуцированного сценариев и их синхронного развития;</p> <p>– определение предметно-ситуативного и обучающего содержания среды в соответствии со сценариями;</p> <p>– построение концепции создания модели реальной среды, описывающей подмножество её элементов и их характеристик, необходимых для создания адекватной (по заданному критерию) рецепторной копии этой среды;</p> <p>– исследование феноменов погружения оператора в индуцированную виртуальную среду и некоторых видов взаимодействия с объектами в индуцированной среде (в частности, визуального и тактильного);</p> <p>– исследование форм и свойств виртуальной реальности, максимально элиминирующих фрагменты опыта субъекта и мешающих эффективному включению оператора в иммерсивный интерфейс.</p> <p>Технологии виртуальной реальности позволяют проектировать системы интерфейса, обеспечивающие эффективное функционирование человека-оператора при высокой степени автоматизации процессов управления.</p> <p>Индуцированные среды могут использоваться в качестве обучающих сред путём реализации обучающих сценариев. При этом транслятор состояний отключается от реального мира и подключается к моделируемому миру с требуемым учебным содержанием.</p> <p>В п. 4.1.4 «Среды включённого обучения в авиации» рассматриваются особенности нового класса систем профессиональной подготовки – систем оперативного предбоевого срабатывания (СОПС).</p> <p>В данных системах оператор работает с реконструированным на базе предварительно полученной из разных источников информации миром профессиональной деятельности. Главное отличие данных систем от классических тренажёров в том, что СОПС работают с профессионалами, и их цель – обеспечение решения конкретной задачи, а не формирование профессиональных навыков, знаний и умений.</p><noindex>
</noindex> <p>В п. 4.2 диссертационного исследования на примере тематического проектирования самолетов 5-го поколения раскрываются вопросы применения концепции инженерно-психологического проектирования «умножение возможностей».</p> <p>В соответствии с данной концепцией задачей эргономического проектирования является прежде всего расширение возможностей психологической и психофизиологической систем оператора, наделение его новыми свойствами (в том числе и личностными) для решения профессиональной задачи. Реализуется методология взаимного проектирования человека и техники, в соответствии с которой в сложных, наделённых искусственным интеллектом, эрготехнических системах происходит активное взаимное влияние пользователя на техническую среду эргатической системы и технической среды на человека-пользователя. Возникающая коммуникация оказывает ориентирующие, проектирующие и корректирующие действия на её участников, в том числе и на систему, обладающую искусственным интеллектом.</p> <p>Концепция «умножения возможностей» позволяет включить в круг задач, рассматриваемых инженерной психологией, не только вопросы проработки новых изделий и систем с точки зрения обеспечения технико-технологических аспектов проектирования, но и вопросы формирования посредством технической среды эффективного внутреннего мира профессионала – техноконструирование личности.</p> <p><strong>III. ВЫВОДЫ И НАУЧНО-ПРАКТИЧЕСКИЕ РЕКОМЕНДАЦИИ</strong></p> <p>1. Осуществлен теоретический анализ феномена «среда» в контексте изучения процессов обучения и профессиональной деятельности. Показано, что среда является продуктом конструирующей деятельности человека и не может рассматриваться вне его психического содержания. Предложено понимание сущности иммерсивной обучающей среды как системного самоорганизующегося психологического конструкта, что ведёт к появлению в ней ряда свойств, позволяющих создавать новые формы эффективных обучающих систем.</p> <p>2. Постулаты теории обучающих и профессиональных иммерсивных сред, сформулированной на базе анализа представлений о законах обучения в искусственных иммерсивных средах, следующие: самоорганизации, селективности, погружения, присутствия, конструирующей активности обучаемого, взаимной ориентации в процессе обучающей коммуникации, физической непосредственности и субъектной (сознательной) опосредованности – интерпретативности, историчности.</p> <p>3. Обучающая среда в содержательном плане возникает всегда как динамический процесс в субъекте обучения, в который им лично (не всегда осознанно) избирательно вовлекаются самые разнообразные элементы внешнего и/или внутреннего окружения с целью обеспечения аутопоэзиса организма, стабильности личности, непрерывности её истории. Основные свойства иммерсивной обучающей среды: избыточность, наблюдаемость, доступность когнитивному опыту (конструируемость), насыщенность, пластичность, внесубъектная пространственная локализация, автономность существования, синхронизируемость, векторность, целостность, мотивогенность, иммерсивность, присутствие, интерактивность.</p> <p>4. Научение в иммерсивных средах можно рассматривать как изменение через опыт способа поддержания циклической организации организма оператора, что ведёт к изменению его области взаимодействий.</p> <p>5. Обучение в среде связано с логикой развития и деятельностью организма как аутопоэтической системы, реализующей конструирование, сохранение и историческое развитие личности и биологической структуры организма, обеспечивающей его жизнедеятельность.</p> <p>6. Проанализированы эргономические факторы, влияющие на обучение в искусственных средах и формирование эффективных обучающих сред. Они связаны с подобием контента среды обучения контенту среды профессионального опыта. В рамках теории иммерсивных сред выделены формы подобия:</p> <p>– физическое, обеспечивающее физическую адекватность законов функционирования мира среды обучения законам реального мира;</p> <p>– содержательное, обеспечивающее дидактическую адекватность содержания мира обучающей среды.</p> <p>7. Систематизированы с эргономической точки зрения основные виды иммерсивных сред, возникающие в профессиональной и учебной деятельности, которые разделяются:</p> <p>– по форме психологического присутствия на: психологические среды (полное погружение в субъективный мир); физические среды (полное погружение в среду действительности); среды с переменной реалистичностью;</p> <p>– по степени подобия среде учебного и профессионального опыта: высокореалистические, среднего подобия, низкого подобия.</p> <p>8. Обоснована методология проектирования и внедрения положений теории иммерсивных сред в практику разработки тренажёров операторов динамических систем и систем иммерсивного интерфейса для сложных технических комплексов. Дано определение тренажёра в рамках теории иммерсивных обучающих сред как технической системы, моделирующей с определённым уровнем подобия (вплоть до полного) элементы и условия применения реальной СЧМ, порождающей при включении в нее оператора обучающую среду, деятельность в которой приводит к формированию и поддержанию у оператора требуемого уровня профессиональной готовности. Тренажёр можно рассматривать как устройство, порождающее обучающую среду посредством повторения обучаемым некоторой учебной деятельности, включающей действия, свойственные управлению реальным объектом.</p> <p>9. Описаны структуры индуцированных иммерсивных сред и рассмотрены их основные свойства. Это системы иммерсивного интерфейса: с «тождественным отображением», «для слежения в неоптических диапазонах», «фильтрующие отображение», «реконструирующие отображение», «с профессионально-ориентированным отображением», «интерактивного наблюдения», «с масштабированием и реконструкцией связываемых миров», «с интеллектуальным конструированием мира».</p> <p>10. Экспериментально проверена зависимость эффективности иммерсивных тренажёрных сред обучения от уровня иммерсивности достигаемого имитационными системами тренажёра. Показано, что для достижения обучающего эффекта в иммерсивной среде необходимо:</p> <p>– обеспечить включение (вовлечение) обучаемого в историю, развиваемую учебным сюжетом и учебной коммуникацией среды, ведущим к научению;</p> <p>– показано отсутствие связи между высоким физическим подобием и обучающим эффектом тренажёра. Вместе с тем качество физического моделирования должно быть достаточным для отражения существенных для профессиональной деятельности свойств физической среды.</p> <p>11. Предложены эргономические принципы и методологические схемы для тематического проектирования иммерсивных сред на примере проектирования самолетов 5-го поколения, тренажёров и индуцированных виртуальных интерфейсов. Выявлена тенденция использования средоориентированных технологий при проектировании сложной авиационной техники и интерфейсов. Предложена и обоснована концепция инженерно-психологического проектирования сложных эргатических систем «умножение возможностей», реализующая методологию взаимного проектирования человека и техники, что позволяет включить в круг задач эргономического проектирования вопросы техноконструирования личности профессионала. Рассмотрен вариант реализации концепции «умножение возможностей» на примере самолётов 5-го поколения. Сформулирована парадигма проектирования боевой техники, включающая человека в сложную техническую среду. В соответствии с нею проектирование военной техники заключается в обеспечении военного специалиста суммой технологий, делающих его неуязвимым, непобедимым, эффективным в профессиональной деятельности.</p> <p>12. Предложены перспективные направления эргономического обеспечения проектирования эргатических систем, включающих искусственные среды. Рассмотрен новый класс обучающих систем – систем включённого обучения, в которых среды обучения формируются в профессиональной среде, встраиваются в неё. Это позволяет более рационально использовать ресурсы эргатической системы для поддержания уровня готовности оператора. Предложен новый класс систем включённого обучения – системы оперативного предбоевого срабатывания (СОПС). Дано концептуальное описание данного класса систем и проведён анализ варианта реализации для подготовки авиационных экипажей.</p> <p><strong>IV. ОСНОВНЫЕ ПУБЛИКАЦИИ ПО ТЕМЕ ДИССЕРТАЦИИ</strong></p> <p><strong>Монографии</strong></p> <p>1.<strong> Сергеев, С. Ф.</strong> Обучающие и профессиональные иммерсивные среды [Текст] / С. Ф. Сергеев. – М.: Народное образование, 2009. – 432 с. ISBN 978-5-87953-256-2. – 1000 экз. (27,0 п. л.)</p> <p>2.<strong> Сергеев, С. Ф.</strong> Эргономика объектов вооружения: Курс инженерной психологии для конструкторов управляемого оружия [Текст] / С. Ф. Сергеев. – СПб.: Изд-во Политехн. ун-та, 2009. – 143 с. – 500 экз. – ISBN 978-5-7422-2230-9. (9,0 п. л.)</p> <p><strong>Учебные пособия</strong></p> <p>3.<strong> Сергеев, С. Ф.</strong> Эргономика объектов вооружения (Краткий курс инженерной психологии для конструкторов систем управляемого вооружения) [Текст] / С. Ф. Сергеев. – Тула: Гриф и К, 2003. – 124 с. – 500 экз. – ISBN 5-8125-0311-7. (7,75 п. л.)</p> <p>4. <strong>Сергеев, С. Ф.</strong> Курс лекций по инженерной психологии и эргономике [Текст] / С. Ф. Сергеев. – СПб.: Изд-во С.-Петерб. ун-та, 2008. – 174 с. – 300 экз. – ISBN 978-5-288-04640-7. (10,23 п. л.)</p> <p>5. <strong>Сергеев, С. Ф.</strong> Инженерная психология и эргономика: Учебное пособие [Текст] / С. Ф. Сергеев. – М.: НИИ школьных технологий, 2008. – 176 с. – 2000 экз. – ISBN 978-5-91447-010-1. (11,0 п. л.)</p> <p><strong>Статьи в изданиях, рекомендованных ВАК</strong></p> <p><strong>Министерства образования и науки РФ</strong></p> <p>6.<strong> Сергеев, С. Ф.</strong> Среда как структурирующий феномен при разработке человеко-машинных систем [Текст] / С. Ф. Сергеев // Известия ТулГУ. Серия: Вычислительная техника. Информационные технологии. Системы управления. Т. 1. Вып. 2. Вычислительная техника. – Тула: ТулГУ, 2003. – С. 159–166. (0,63 п. л.)</p> <p>7. <strong>Сергеев, С. Ф.</strong> Технологии обучения в технических обучающих профессиональных средах [Текст] / С. Ф. Сергеев // Строительные материалы, оборудование, технологии XXI века. – 2004. – № 1. – С. 63. (0,1 п. л.)</p> <p>8. <strong>Сергеев, С. Ф.</strong> Методологические основы проектирования обучающих сред [Текст] / С. Ф. Сергеев // Авиакосмическое приборостроение. – 2006. – № 2. – С. 50–56. (0,73 п. л.)</p> <p>9. <strong>Сергеев, С.Ф.</strong> Педагогический конструктивизм: Концептуальная модель [Текст] / С. Ф. Сергеев // Школьные технологии. – 2006. – № 2. – С. 48–53. (0,6 п. л.)</p> <p>10. <strong>Сергеев, С. Ф.</strong> Конструктивизм и обучающие среды [Текст] / С. Ф. Сергеев // Философия образования. – 2006. – № 2 (16). – С. 215–222. (1,0 п. л.)</p> <p>11. <strong>Сергеев, С. Ф.</strong> Проектирование обучающих сред [Текст] / С. Ф. Сергеев // Школьные технологии. – 2006. – № 3. – С. 58–65. (1,0 п. л.)</p> <p>12. <strong>Сергеев, С. Ф.</strong> Педагогика самопроектирования личности / С. Ф. Сергеев // Школьные технологии. – 2006. – № 4. – С. 9–12. (0,36 п. л.)</p> <p>13. <strong>Сергеев, С. Ф.</strong> Обучающая среда: Концептуальный анализ [Текст] / С. Ф. Сергеев // Школьные технологии. – 2006. – № 5. – С. 29–34. (0,64 п. л.)</p> <p>14. <strong>Сергеев, С. Ф.</strong> Иммерсивность, присутствие и интерактивность в обучающих средах [Текст] / С. Ф. Сергеев // Школьные технологии. – 2006. – № 6. – С. 36–42. (0,75 п. л.)</p> <p>15. <strong>Сергеев, С. Ф.</strong> Диалектика интимного и публичного в образовании [Текст] / С. Ф. Сергеев // Философия образования. – 2007. – № 1(18). – С. 178–185. (0,65 п. л.)</p> <p>16. <strong>Сергеев, С. Ф.</strong> Интимность и публичность в образовании [Текст] / С. Ф. Сергеев // Народное образование. – 2007. – № 5. – С. 187–192. (0,63 п. л.) </p> <p>17. <strong>Сергеев, С. Ф.</strong> Обучающие среды в зеркале конструктивизма [Текст] / С. Ф. Сергеев // Вестн. С.-Петерб. ун-та. Сер. 6. – Вып. 3. – 2007. – С. 330–336. (0,97 п. л.)</p> <p>18. <strong>Сергеев, С. Ф.</strong> Методология эргономического проектирования систем искусственного интеллекта для самолётов 5-го поколения / С. Ф. Сергеев // Мехатроника, Автоматизация, Управление. – 2007. – № 11. – С. 6–11. (1,0 п. л.)</p> <p>19. <strong>Сергеев, С. </strong>Ф. Конструктивизм: Концепт «знание» [Текст] / С. Ф. Сергеев // Философия образования. – 2008. – № 1(22). – С. 286–294. (0,67 п. л.)</p> <p>20. <strong>Сергеев, С. Ф.</strong> Концепт «знание» в парадигме конструктивизма [Текст] / С. Ф. Сергеев // Вестн. С.-Петерб. ун-та. Сер. 12. Вып. 3. – 2008. – С. 418–427. (0,9 п. л.)</p> <p>21.<strong> Сергеев, C.Ф.</strong> Образование и жизненный успех [Текст] / С.Ф. Сергеев // Народное образование. – 2009. – № 4. – С. 213–216. (0,3 п. л.)</p> <p>22. <strong>Сергеев, С. Ф.</strong> Образование как организация – мифы и реальность [Текст] / С. Ф. Сергеев // Народное образование. – 2009. – № 7. – С. 69–74. (0,73 п. л.)</p> <p><strong>Авторские свидетельства и патенты на изобретения</strong></p> <p>23.<strong> А. с. 1346133 СССР, МКИ</strong>3 <strong> А 61 В 5/16.</strong> Устройство для оценки эмоциональной устойчивости операторов / С. Ф. Сергеев, И. М. Пронин (СССР). – № 3925104; заявл. 04.07.85; опубл. 22.06.87. – 3 с.: ил. (авторский вклад 50%)</p> <p>24. <strong>А. с. 1399803 СССР, МКИ</strong>3 <strong> G 09 В 17/04.</strong> Способ считывания информации оператором / С. Ф. Сергеев, Г. Л. Коротеев (СССР). – № 3802409; заявл. 19.10.84; опубл. 01.02.88. – 4 с.: ил. (авторский вклад 50%)</p> <p>25. <strong>Пат. 2109316 Российская Федерация, МПК</strong>6 <strong>G 05B13/00. </strong>Комбинированная система управления с динамически модифицируемым контуром / С. Ф. Богданов, Г. Л. Коротеев, С. Ф. Сергеев; заявитель и патентообладатель ТОО «Тульский Левша». – № 94045536/09; заявл. 29.12.94; опубл. 20.04.98. – 3 с.: ил. (авторский вклад 34,0%)</p> <p><strong>Научные статьи, тезисы докладов</strong></p> <p>26. <strong>Сергеев, С. Ф. </strong>Тренажёры с игровыми сценариями [Текст] / В. П. Козлов, С. Ф. Сергеев, В. Н. Соколов // Тренажёры и имитаторы: Тезисы докладов межотраслевой конференции / Под ред. В. М. Лискина. – М.: ЦНИИ информации, 1988. – С. 32–33. (0,12 / 0,04 п. л.)</p> <p>27. <strong>Сергеев, С. Ф. </strong>Системный подход в создании средств профессиональной подготовки операторов массовых профессий [Текст] / В. М. Лискин, С. Ф. Сергеев, Г. Л. Коротеев // Оборонная техника. – 1988. – № 2. – С. 43–46. (0,5 / 0,2 п. л.)</p> <p>28. <strong>Сергеев, С. Ф.</strong> О влиянии индивидуальных нейрометрических характеристик операторов на динамику формирования сенсомоторных навыков управления динамическим объектом [Текст] / И. Л. Соломин, А. В. Миролюбов, В. М. Лискин, Г. Л. Коротеев, С. Ф. Сергеев // Техника, экономика, информация. Серия Эргономика (Межотраслевой научно-технический сборник). – 1988. – № 1. – С. 85–92. (1,0 / 0,2 п. л.)</p> <p>29. <strong>Сергеев, С. Ф.</strong> Биомеханические аспекты деятельности и подготовки операторов КУВ [Текст] / В. М. Лискин, Г. Л. Коротеев, С. Ф. Сергеев, А. Ф. Бочаров, Г. П. Иванова // Техника, экономика, информация. Серия Эргономика (Межотраслевой научно-технический сборник). – 1988. – № 1. – С. 93–97. (0,6 / 0,1 п. л.)</p> <p>30. <strong>Сергеев, С. Ф.</strong> Перспективные структуры тренажёров [Текст] / С. Ф. Сергеев, Г. Л. Коротеев, В. М. Лискин // Тренажёры в формировании профессиональных навыков при подготовке специалистов: Тезисы докладов Второй всесоюзной научно-технической конференции (г. Ульяновск, 18–20 октября 1988 г.). – М., 1988. – С. 78–80. (0,25 / 0,1 п. л.)</p> <p>31. <strong>Сергеев, С. Ф.</strong> Активная психорегуляция при подготовке операторов системы слежения [Текст] / И. В. Ежов, С. Ф. Сергеев // Тренажёры в формировании профессиональных навыков при подготовке специалистов: Тезисы докладов Второй всесоюзной научно-технической конференции (Ульяновск, 18–20 октября 1988 г.). – М., 1988. – С. 297–298. (0,18 / 0,08 п. л.)</p> <p>32. <strong>Сергеев, С. Ф.</strong> Обучение в синтезированных динамических игровых средах [Текст] / С. Ф. Сергеев, В. М. Лискин, Г. Л. Коротеев // Тезисы докладов Всесоюзной научно-методической конференции «Педагогические и психологические аспекты компьютеризации образования» (Высшая школа). Ч. 1. – Рига, 1988. – С. 67–68. (0,18 / 0,1 п. л.)</p> <p>33. <strong>Сергеев, С. Ф.</strong> Инженерно-психологические аспекты проектирования тренажёров операторов КУВ [Текст] / С. Ф. Сергеев // Оборонная техника. – 1988. – № 9. – С. 10–12. (0,4 п. л.)</p> <p>34. <strong>Сергеев, С. Ф.</strong> Тренажёр как компьютерная игра [Текст] / С. Ф. Сергеев // Психология и научно-технический прогресс: Тезисы докладов к VII съезду Общества психологов СССР. – М., 1989. – С. 152–153. (0,2 п. л.)</p> <p>35. <strong>Сергеев, С. Ф. </strong>Состояние и тенденции развития УТС операторов КУВ: Аналитический обзор за 1982–1987 / О. Н. Королёва, Г. Л. Коротеев, В. М. Лискин, С. Ф. Сергеев. – М., ЦНИИ информации, 1988. – 87 с. (8,2 / 2,0 п. л.)</p> <p>36. <strong>Сергеев, С. Ф.</strong> Моделирование динамических сред иерархически соподчиненных объектов [Текст] / Г. Л. Коротеев, С. Ф. Сергеев // Проблемы инженерной психологии: Материалы VII Всесоюзной конференции по инженерной психологии. – Л., 1990. – С. 93. (0,06 / 0,03 п. л.)</p> <p>37. <strong>Сергеев, С. Ф.</strong> Методы игрового моделирования в профессиональной психодиагностике [Текст] / С. Ф. Сергеев // Проблемы инженерной психологии: Материалы VII Всесоюзной конференции по инженерной психологии. – Л., 1990. – С. 159. (0,06 п. л.)</p> <p>38. <strong>Сергеев С. Ф.</strong> Тренажёры на базе обучающих информационно-динамических сред [Текст] / С. Ф. Сергеев // Эргономика и социальная ориентация научно-технического прогресса: Материалы конференций, совещаний. – М.: ВНИИТЭ, 1989. – С. 117. (0,12 п. л.)</p> <p>39. <strong>Сергеев, С. Ф.</strong> Формирующий интерфейс как средство повышения эффективности компьютерных обучающих систем [Текст] / С. Ф. Сергеев // Компьютерная технология обучения в высшей школе. Ч. II. Практика компьютерной технологии обучения: тезисы докладов. – Севастополь: СВВМИУ, 1989. – С. 82. (0,06 п. л.)</p> <p>40. <strong>Сергеев, С. Ф.</strong> Перспективы развития компьютерных обучающих систем на базе средоориентированных технологий [Текст] / С. Ф. Сергеев, Г. Л. Коротеев // Оборонная техника. – 1990. – № 2. – С. 58–61. (0,4 / 0,2 п. л.)</p> <p>41. <strong>Сергеев, С. Ф.</strong> Перцептивная интерференция в условиях программируемой саморегуляции [Текст] / С. Ф. Сергеев // Модели и методы медицинской информатики. – Владивосток: Изд-во ДВО АН СССР, 1990. – С. 133–139. (0,5 п. л.)</p> <p>42. <strong>Сергеев, С. Ф.</strong> Средо-ориентированное обучение [Текст] / С. Ф. Сергеев // Новые ценности образования: Тезаурус для учителей и школьных психологов / редактор-составитель Н. Б. Крылова. – М., 1995. – С. 94–96. (0,25 п. л.)</p> <p>43. <strong>Сергеев, С. Ф.</strong> Технология междисциплинарного синтеза при создании технических обучающих систем [Текст] / С. Ф. Сергеев // Управление учебным процессом и современные технологии обучения: Сб. научно-методических материалов. – Вып. 6. – Тула: ТулГУ, 2004. – С. 121–124. (0,21 п. л.)</p> <p>44. <strong>Сергеев, С. Ф.</strong> Методические приёмы повышения эффективности подготовки в виртуальных средах [Текст] / С. Ф. Сергеев // Управление учебным процессом и современные технологии обучения: Сб. научно-методических материалов. – Вып. 6. – Тула: ТулГУ, 2004. – С. 124–127. (0,2 п. л.)</p> <p>45. <strong>Сергеев, С. Ф.</strong> Инженерно-психологические проблемы и перспективы развития систем виртуального дистанционного управления [Текст] / А. П. Захаревич, В. П. Киселевич, С. Ф. Сергеев // Мир Авионики. – 2005. – № 4. – С. 30–32. (0,33 / 0,17 п. л.)</p> <p>46. <strong>Сергеев, С. Ф.</strong> Проблемы дистанционного виртуального управления беспилотными летательными аппаратами [Текст] / А. П. Захаревич, С. Ф. Сергеев // 4-я Международная конференция «Авиация и космонавтика – 2005». 10–13 октября 2005 г. Москва. Тезисы докладов. – М.: Изд-во МАИ, 2005. – С. 30–31. (0,06 / 0,03 п. л.)</p> <p>47. <strong>Сергеев, С. Ф.</strong> Иммерсивность в тренажёрах подготовки водителей грузового автотранспорта [Текст] / А. П. Захаревич, В. П. Киселевич, С. Ф. Сергеев // Мир Авионики. – 2005. – № 5. – С. 52–55. (0.33; авторский вклад 0,11 п. л.)</p> <p>48. <strong>Сергеев, С. Ф.</strong> Перцептивные и мнемические процессы в глубоком гипнозе [Текст] / С. Ф. Сергеев // Вторая международная конференция по когнитивной науке: Тезисы докладов: в 2 т. Санкт-Петербург, 9–13 июня 2006 г. – СПб.: Филологический факультет СПбГУ, 2006. Т 2. – С. 640–641. (0,18 п. л.)</p> <p>49. <strong>Сергеев, С. Ф.</strong> Когнитивные процессы в условиях гипнотической индукции [Текст] / С. Ф. Сергеев // Экспериментальная психология познания: когнитивная логика сознательного и бессознательного / В. М. Аллахвердов и др. – СПб.: Изд-во С.-Петерб. ун-та, 2006. – С. 69–86. (0,82 п. л.)</p> <p>50. <strong>Сергеев, С. Ф.</strong> Проблемы оценки качества обучения в виртуальных обучающих средах: Конструктивистский подход [Текст] / С. Ф. Сергеев // Материалы XVII Международной конференции «Применение новых технологий в образовании», 28–29 июня 2006 г., г. Троицк. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2006. – С. 381–382. (0,12 п. л.)</p> <p>51. <strong>Сергеев, С. Ф.</strong> Проблемы подготовки летно-операторского состава перспективных авиационных систем [Текст] / А. П. Захаревич, С. Ф. Сергеев // Мир Авионики. – 2006. – № 3. – С. 58–61. (0,65 / 0,33 п. л.)</p> <p>52. <strong>Сергеев, С. Ф.</strong> Эргономические проблемы проектирования интерфейса на базе индуцированных виртуальных сред [Текст] / С. Ф. Сергеев // Мир Авионики. – 2006. – № 3. – С. 62–67. (0,75 п. л.)</p> <p>53. <strong>Сергеев, С. Ф.</strong> Проблемы проектирования интерфейса человеко-машинных систем / С. Ф. Сергеев // Ананьевские чтения–2006: Материалы научно-практической конференции «Ананьевские чтения–2006» [Текст] / С. Ф. Сергеев / Под ред. Л. А. Цветковой, А. А. Крылова. – СПб.: Изд-во С.-Петерб. ун-та, 2006. – С. 155–157. (0,18 п. л.)</p> <p>54. <strong>Сергеев, С. Ф.</strong> Инженерно-психологические проблемы создания интерфейса человек-машина для самолётов 5-го поколения [Текст] / С. Ф. Сергеев // 5-я Международная конференция «Авиация и космонавтика–2006». 23–26 октября 2006 г. Москва. Тезисы докладов. – М.: Изд-во МАИ, 2006. – С. 266. (0,06 п. л.)</p> <p>55. <strong>Сергеев, С. Ф.</strong> Проблемы проектирования виртуальных компенсирующих и обучающе-корригирующих сред [Текст] / С. Ф. Сергеев // Технологические и методологические аспекты современного этапа развития образовательно-реабилитационных программ непрерывного образования инвалидов: тезисы докладов Международной конференции. Москва, 2007 г. – М.: МГТУ им. Н. Э. Баумана, 2007. – С. 130–132. (0,31 п. л.)</p> <p>56. <strong>Сергеев, С. Ф.</strong> Обучение в аномальных физических средах [Текст] / С. Ф. Сергеев // Материалы XVIII Международной конференции «Применение новых технологий в образовании», г. Троицк, 27–28 июня 2007 г. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2007. – С. 221–223. (0,28 п. л.)</p> <p>57. <strong>Сергеев, С. Ф.</strong> Концепт «знание»: Неклассическая модель [Текст] / С. Ф. Сергеев // Материалы XVIII Международной конференции «Применение новых технологий в образовании», г. Троицк, 27–28 июня 2007 г. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2007. – С. 483–484. (0,11 п. л.)</p> <p>58. <strong>Сергеев, С. Ф.</strong> Методология эргономического проектирования систем искусственного интеллекта для самолётов 5-го поколения [Текст] / С. Ф. Сергеев // Мир Авионики. – 2007. – № 4. – С. 48–53. (1,0 п. л.)</p> <p>59. <strong>Сергеев, С. Ф.</strong> Проблемы обучения в виртуальных мирах с неклассической физикой [Текст] / С. Ф. Сергеев // Материалы IV Всероссийского съезда Российского психологического общества. Ростов-на-Дону, 18–21 сентября 2007 г. – Ростов-на-Дону, 2007. – С. 154–155. (0,14 п. л.)</p> <p>60. <strong>Сергеев, С. Ф.</strong> Перспективы развития авиационных систем с искусственным интеллектом [Текст] / А. П. Захаревич, С. Ф. Сергеев // 6-я Международная конференция «Авиация и космонавтика – 2007». 1–4 октября 2007 г. Москва: Тезисы докладов. – М.: Изд-во МАИ, 2007. – С. 31–32. (0,06 / 0,03 п. л.)</p> <p>61. <strong>Сергеев, С. Ф.</strong> Искусственный интеллект в самолётах 5-го поколения: инженерно-психологическое проектирование [Текст] / С. Ф. Сергеев // 6-я Международная конференция «Авиация и космонавтика–2007». 1–4 октября 2007 г. Москва: Тезисы докладов. – М.: Изд-во МАИ, 2007. – С. 32–33. (0,07 п. л.)</p> <p>62. <strong>Сергеев, С. Ф.</strong> Искусственный интеллект в самоорганизующихся технических средах самолётов 5-го поколения [Текст] / С. Ф. Сергеев // ЧФ: Проблемы психологии и эргономики. – 2007. – № 3/2. – С. 85–86. (0,18 п. л.)</p> <p>63. <strong>Сергеев, С. Ф.</strong> Коннективизм как педагогическая система: Метафора сети [Текст] / С. Ф. Сергеев // Школьные технологии. – 2008. – № 1. – С. 44–48. (0,5 п.л.)</p> <p>64. <strong>Сергеев, С. Ф.</strong> Виртуальные обучающие среды с искусственными причинно-следственными связями [Текст] / С. Ф. Сергеев // Труды СПбГЛТА. Актуальные проблемы развития высшей школы. Проблемы качества подготовки специалистов. Эдукология – новая наука об образовании: Материалы международной научно-методологической конференции. – СПб.: СПбГЛТА, 2008. – С. 206–210. (0,23 п. л.)</p> <p>65. <strong>Сергеев, С. Ф.</strong> Перспективы и проблемы инженерно-психологического проектирования сложных технических сред: Методология и технологии [Текст] / С. Ф. Сергеев // 1-я конференция МАА-РАКЦ «Космос для человечества»: Сб. тезисов. 21–23 мая 2008 г. г. Королёв, Московская область, Россия. – Королёв, 2008. – С. 32–33. (0,19 п. л.)</p> <p>66. <strong>Сергеев, С. Ф.</strong> Обучающие свойства среды: смена парадигмы [Текст] / С. Ф. Сергеев // Школьные технологии. – 2008. – № 2. – С. 25–33. (0,98 п. л.)</p> <p>67. <strong>Сергеев, С. Ф.</strong> Методика дискурсивного обучения [Текст] / С. Ф. Сергеев // Материалы XIX Международной конференции «Применение новых технологий в образовании», г. Троицк, 26–27 июня 2008 г. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2008. – С. 207–208. (0,13 п. л.)</p> <p>68. <strong>Сергеев, С. Ф.</strong> Конструирование причинно-следственных связей в виртуальных обучающих средах [Текст] / С. Ф. Сергеев // Вестник НГУ. Серия Психология. – 2008. – Т. 2. – Вып. 1. – С. 24–26. (0,18 п. л.)</p> <p>69. <strong>Сергеев, С. Ф.</strong> Психологические проблемы проектирования мехатронных сред эргатических систем [Текст] / С. Ф. Сергеев / Материалы 2-й Российской мультиконференции по проблемам управления. Мехатроника, автоматизация, управление. – С.-Петербург: ГНЦ РФ ЦНИИ «Электроприбор», 2008. – С. 287–290. (0,23 п. л.)</p> <p>70. <strong>Сергеев, С. Ф.</strong> Методологические аспекты проектирования сложных авиационных технических сред [Текст] / С. Ф. Сергеев, А. П. Захаревич // 7-я Международная конференция «Авиация и космонавтика–2008»: Тезисы докладов. – М.: Изд-во МАИ-Принт, 2008. – С. 73–74. (0,05 / 0,03 п. л.)</p> <p>71. <strong>Сергеев, С. Ф.</strong> Образовательная среда как когнитивная модель [Текст] / С. Ф. Сергеев // 5-я Российская конференция по экологической психологии: Тезисы (Москва, 26–27 ноября 2008 г.) / Научн. редактор М. О. Мдивани. – М.: Психологический институт РАО, 2008. – С. 262–265. (0,17 п. л.)</p> <p>72. <strong>Сергеев, C. Ф.</strong> Саморазвитие: Конструктивистская модель [Текст] / С. Ф. Сергеев // Психология саморазвития человека: Материалы II Всероссийской научно-практической конференции. – Киров: Изд-во ВятГГУ, 2008. – С. 52–54. (0,14 п. л.)</p> <p>73. <strong>Сергеев, C. Ф.</strong> Тема и дискурс в педагогическом процессе [Текст] / С. Ф. Сергеев // Школьные технологии. – 2008. – № 4. – С. 33–38. (0,44 п. л.)</p> <p>74. <strong>Сергеев, С. Ф.</strong> Погружение в обучении: обучение в погружении [Текст] / С. Ф. Сергеев // Материалы XX Международной конференции «Применение новых технологий в образовании», г. Троицк, 26–27 июня 2009 г. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2009. – С. 547–549. (0,16 п. л.)</p> <p>75. <strong>Сергеев, С. Ф. </strong>Постулаты теории обучающих иммерсивных сред [Текст] / С. Ф. Сергеев // Материалы XX Международной конференции «Применение новых технологий в образовании», г. Троицк, 26–27 июня 2009 г. – Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2009. – С. 549–550. (0,13 п. л.)</p> <p>76.<strong> Сергеев, С. Ф.</strong> Базовые понятия педагогики конструктивизма: Реальность, действительность, виртуальность [Текст] / С. Ф. Сергеев // Школьные технологии. – 2009. – № 2. – С. 9–11. (0,75 п. л.)</p> <p>77. <strong>Сергеев, С. Ф.</strong> Человеческий фактор в мехатронике: эргономические проблемы [Текст] / С. Ф. Сергеев // Мехатроника, автоматизация, управление (МАУ–2009) // Материалы Международной научно-технической конференции. – Таганрог: Изд-во ТТИ ЮФУ, 2009. – С. 172–175. (0,16 п. л.)</p> <p>78. <strong>Сергеев, С. Ф.</strong> Искусственный интеллект и искусственное сознание в мехатронных системах [Текст] / А. П. Захаревич, С. Ф. Сергеев // Мехатроника, автоматизация, управление (МАУ-2009) // Материалы Международной научно-технической конференции. – Таганрог: Изд-во ТТИ ЮФУ, 2009. – С. 204–206. (0,17 / 0,1 п. л.)</p> <p>79. <strong>Сергеев, С. Ф. </strong>Методология проектирования иммерсивных тренажеров операторов систем слежения [Текст] / С. Ф. Сергеев, Г. Л. Коротеев, В. Н. Соколов // Передовые технологии в авиаприборостроении. Материалы V Всероссийской научно-технической конференции Национальной Ассоциации авиаприборостроителей (НААП). – СПб.: Изд-во Политехн. ун-та, 2009. – С. 96–101. (0,16 / 0,08 п. л.)</p> <p>80.<strong> Сергеев, С. Ф.</strong> Понятийный базис постклассической эргономики [Текст] / С. Ф. Сергеев // Передовые технологии в авиаприборостроении. Материалы V Всероссийской научно-технической конференции Национальной Ассоциации авиаприборостроителей (НААП). – СПб.: Изд-во Политехн. ун-та, 2009. – С. 101–107. (0,27 п. л.)</p> <hr noshade=""> <p>1 Берталанфи Л. фон. Общая теория систем, критический обзор // Исследования по общей теории систем. М.: Прогресс, 1969. С. 23–82.</p> <p>2 Матурана У., Варела Ф. Древо познания. М.: Прогресс-Традиция, 2001.</p> <p>3 Foerster H. von. Erkenntnistheorien und Selbstorganisation // Der Diskurs des Radikalen Konstruktivismus. Suhrkamp, Frankfurt am Main. 1996. 7. Aufl. S. 133–158.</p> <div class="po5"></div>
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Человек и образование Выпуск № 3 / 2009
Киберленинка
Т. Н. Ломтева, Н. С. Киргинцева (Ставрополь)
!! САМОРЕГУЛИРУЕМОЕ ОБУЧЕНИЕ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ КАК АНДРАГОГИЧЕСКАЯ ПРОБЛЕМА
В статье рассматривается саморегулируемое обучение с позиций требований, предъявляемых информационным обществом к уровню подготовки специалистов. Формулируется понятие саморегулируемого обучения, рассматриваются история и современное состояние вопроса, констатируется необходимость целенаправленного формирования навыков саморе-гулируемого обучения в контексте андрагогического подхода к образовательной деятельности в вузе
Сегодня внимание исследователей - педагогов, психологов, связанных со сферой образования, привлечено к проблемам формирования личности «профессионально мобильного» специалиста, способного без больших материальных и временных затрат приобретать дополнительные знания, менять характер своей профессиональной деятельности, тем самым обеспечивая расширенное воспроизводство человеческого капитала в плане формирования гибкой и универсальной рабочей силы, успешно участвующей в развертывании научно-технического прогресса [7]. Это обусловлено прежде всего стремительными темпами устаревания знаний и в связи с этим необходимостью быстро находить и успешно интегрировать в свою профессиональную деятельность релевантную информацию.
Одним из требований информационного общества является формирование профессиональной компетентности будущего специалиста через предоставление ему прав и свобод полноправного участника образовательной деятельности, а не пассивного объекта педагогических воздействий со стороны обучающего. Это во многом объясняется спецификой самого информационного общества: «Информация становится важным фактором изменения качества жизни, под влиянием которого формируется новое информационное сознание» [5]. Существует также термин «сетевое общество», которым в последнее время принято заменять термин «информационное общество», так как ведущую роль сегодня игра-
ют коммуникационные (сетевые) технологии. М. Кастельс отмечает, что современное общество - это общество, важнейшей чертой которого выступают не столько доминирование информации или знания, сколько направления их использования, в результате чего приоритетными в жизни людей становятся глобальные, «сетевые» структуры, вытесняющие прежние формы личной и вещной зависимости [3, с. 37]. В сетевом обществе видоизменяются принципы как материальной, так и духовной жизни, преобразуются психология, менталитет, а также представления о мире, времени и пространстве. Восприятие социальной реальности с точки зрения глобального информационного контекста оказывается лишенным политической, религиозной, национальной, культурной специфики, что становится доминирующим способом бытия человека в современном информационном пространстве [5].
В этой связи возникает настоятельная потребность в пересмотре базовых подходов к организации образовательного процесса. Возможным решением проблемы формирования личности «мобильного» специалиста сегодня может стать организация саморегулируемого обучения в контексте андрагогического подхода к образовательной деятельности в вузе. Такой подход предполагает: непредписывающий характер обучения; проблемность обучения; ориентированность на практическое применение приобретенных в ходе обучения знаний, умений и навыков; постоянное взаи-
модействие участников образовательного процесса; их взаимную ответственность за результат обучения, соблюдение принципов диалогичности, равенства, открытости и взаимного уважения [2, с. 92-93]. При этом в андрагогической модели образовательного процесса обучающийся активно участвует в организации своего обучения, выполняя функции участника совместной с обучающим деятельности по диагностике, планированию, реализации, оцениванию и коррекции процесса обучения, соавтора индивидуальных программ обучения, а также непосредственного «реализатора» этих программ.
Общеизвестно, что именно во время обучения в высшем учебном заведении формируется прочная основа профессиональной деятельности специалиста. В связи с этим перед преподавателем, как отмечает Л. Д. Столяренко, «возникает ответственная психолого-педагогическая задача формирования студента как субъекта учебной деятельности, что предполагает прежде всего необходимость обучить его умению планировать, организовывать свою деятельность» [11, с. 172].
Следует отметить, что в отечественной педагогической традиции на протяжении десятилетий для обозначения самостоятельно планируемой и осуществляемой учебной деятельности применяется ряд терминов, в частности «самообучение» и «самообразование». При этом «самообучение» определяется как «процесс получения человеком знаний посредством собственных устремлений и самостоятельно выбранных средств» [8, с. 87]. Вместе с тем более широкое понятие «самообразование» трактуется следующим образом: «это специально организованная, самодеятельная, систематическая познавательная деятельность, направленная на достижение определенных личностно и/или общественно значимых образовательных целей: удовлетворение познавательных интересов, общекультурных и профессиональных запросов и повышения профессиональной квалификации; строится обычно по образцу систематизированных форм обучения, но регулируется самим субъектом» [Там же]. Как
видно, в последнем определении наряду с систематичностью осуществления и целенаправленностью подчеркивается факт самостоятельной регуляции обучающимся собственной познавательной деятельности. Однако, на наш взгляд, именно термин «саморегулируемое обучение» как интегрирующий вышеперечисленные понятия будет наилучшим образом отражать сущность процесса обучения, организуемого в контексте андрагогического подхода к образовательной деятельности, поскольку подчеркивает активную позицию обучающегося по отношению к своей образовательной деятельности.
Саморегулируемое обучение как общественное явление зародилось достаточно давно, ещё во времена античности. Например, самостоятельное обучение играло важную роль в жизни таких древнегреческих философов, как Сократ, Платон и Аристотель. Социальные условия, сложившиеся в период колонизации североамериканского континента, и обусловленный этим обстоятельством недостаток образовательных учреждений привели к тому, что многие люди вынуждены были прибегать к самообучению как фактически единственному способу приобретения необходимых для дальнейшей жизнедеятельности знаний, умений и навыков. В России зачатки самообразовательной деятельности как особого социокультурного института появились еще во второй половине XVIII века под воздействием мощнейших просветительских идей, оказавших влияние на всю духовную жизнь русского общества. Более полное развитие в силу объективных исторических причин идеи самообразования получили лишь начиная с XIX века. Однако тогда в большинстве случаев самообразовательная деятельность связывалась с «самообразовательным чтением» и носила преимущественно факультативный характер. Коренное же отличие саморегулируемого обучения от самообучения и самообразования состоит в том, что оно может и должно осуществляться в условиях формального обучения в вузе, выступая своего рода деятельностной и онтологической основой всего процесса обучения.
Около 150 лет назад благодаря работам таких исследователей, как Дж. Л. Крейк и С. Смайлс, на Западе были предприняты первые попытки дать научное обоснование рассматриваемому понятию, однако на тот момент эти идеи не получили широкого распространения, и лишь в последние десятилетия проблемам саморегулируемого обучения стали уделять достаточно большое внимание. База в исследовании рассматриваемых проблем была заложена С. О. Хоулом [13]. Однако первое полноценное исследование проблемы саморегулируемого обучения за рубежом было проведено М. Ш. Ноулзом. Разработанная им модель саморегулируемого обучения предполагает успешное овладение обучающимся технологией саморегулируемого обучения при условии прохождения им следующих этапов: диагностика познавательных потребностей; их формулирование; выявление имеющихся и/или необходимых ресурсов для осуществления учебно-познавательной деятельности; выбор и внедрение соответствующей стратегии обучения; оценка результатов учебно-познавательной деятельности [14]. При этом саморегу-лируемое обучение мыслится, во-первых, как осуществление обучающимся непрерывного самоконтроля всех аспектов своей учебно-познавательной деятельности, а, во-вторых, как способность получать доступ к как можно большему количеству источников учебной информации и возможность выбирать из них средства, адекватные целям своего обучения. В последнее время интерес к исследованию данного вида учебной деятельности заметно усилился. Работы по рассматриваемой проблематике активно публикуются в глобальной сети Интернет, существует ряд сайтов, посвященных данной проблеме (например, http://www-distance.syr.edu, http:// www. elfdirectedlearning.com), ежегодно проводятся международные симпозиумы, посвященные проблемам организации саморегулируемого обучения (http:// sdlglobal.com).
Как отмечает в своей статье Р. Хиемст-ра [12], саморегулируемое обучение может характеризоваться следующими параметрами:
- каждый обучающийся получает возможность брать на себя ответственность за решения, принимаемые им в ходе учебнопознавательной деятельности (самоуправление при этом представляется как совокупность характеристик, в определенной степени присущих как обучающемуся, так и учебной среде);
- обучающийся не обязательно изолирован от других обучающихся;
- обучающиеся, приобретающие знания в ходе саморегулируемого обучения, оказываются наиболее приспособленными к применению приобретенных компетенций в изменяющихся условиях;
- при саморегулируемом обучении может быть задействовано множество различных методов и средств обучения.
Таким образом, под саморегулируемым обучением понимается процесс и результат межличностного взаимодействия, в ходе которого на основе механизмов самоуправления и саморегуляции путем совместных усилий преподавателя и обучающегося решаются задачи целеполагания в учебно-познавательной деятельности, планирования, моделирования, реализации и оценивания результатов этой деятельности, направленные на обогащение опыта обучающегося и наделение образования личностным смыслом, посредством чего осуществляется формирование профессиональной компетентности обучающегося, обеспечивающей переход на более высокий уровень самореализации и, следовательно, самоактуализации последнего.
Важно отметить, что все исследователи проблем саморегулируемого обучения рассматривают последнее только как прерогативу взрослых обучающихся. Однако специально проведенное исследование[4]позволяет утверждать, что категория студентов, обучающихся в вузе сразу после окончания средней общеобразовательной школы, по своим социопсихологическим параметрам и уровню развития когнитивной сферы может быть отнесена к категории взрослых обучающихся. Данное утверждение, в свою очередь, позволяет говорить о возможности овладения ими технологией саморегулируемого обучения как конкретным про-
явлением применения андрагогического подхода в системе вузовского образования. Следует также отметить, что имманентная специфика андрагогического подхода к организации саморегулируемого обучения, а также объективные закономерности развития современных образовательных систем позволяют рассматривать данный подход как философскую основу образования практически любого уровня. При этом по аналогии с толкованием понятия «регулирование» в области техники, которое направлено на поддержание текущих параметров работы механизма, можно говорить о саморегулируемом обучении как способе обеспечения стабильной и эффективной работы образовательной системы с целью поддержания оптимальных условий для саморазвития личности обучающегося.
Очевидно, что в условиях развивающегося информационного общества, важнейшее значение в организации саморегули-руемого обучения следует придавать разработке индивидуальных образовательных траекторий. Под индивидуальной образовательной траекторией, как известно, понимают «целенаправленную образовательную программу, обеспечивающую ученику позиции субъекта выбора, разработки, реализации образовательного стандарта при осуществлении учителем педагогической поддержки, самоопределения и самореализации» [10]. И хотя сегодня, по замечанию автора работы [6], ни одно учебное заведение мира не может позволить себе такую избыточность программ, преподавателей, тьюторов, чтобы реально предоставлять возможность осуществления индивидуальных траекторий, определенных успехов в этом направлении можно, на наш взгляд, добиться за счёт внедрения в учебный процесс вуза специально разработанных курсов, направленных на формирование и совершенствование у обучающихся навыков саморегулируемой учебно-познавательной деятельности. Так, на факультете романогерманских языков Ставропольского государственного университета с 2003 года проводится обучение студентов младших курсов по дисциплине специализации «Стратегии саморегулируемого обучения».
Данный курс представлен как дисциплина гуманитарно-педагогического цикла и предназначен для студентов II года обучения специальностей «Теория и методика преподавания иностранных языков и культур», «Перевод и переводоведение», а также «Информатика» с дополнительной специальностью «Теория и методика преподавания иностранных языков и культур». Курс разработан с целью развития навыков саморегулируемого обучения посредством совершенствования самостоятельной организации учебно-познавательной деятельности, стимулирования студентов к активизации специальных умений, актуализации знаний по предметам общепрофессионального и специального блоков. Программа курса предусматривает изучение студентами десяти тем, начиная от экскурса в историю вопроса и заканчивая практическими рекомендациями по развитию навыков саморегулируемого обучения в ходе аудиторной и внеаудиторной учебно-познавательной деятельности. В структуру учебно-методического комплекса входят: рабочая программа, учебное пособие «Стратегии саморегулируемого обучения для студентов лингвистических специальностей» (рекомендовано Учебно-методическим объединением по образованию в области лингвистики Министерства образования и науки РФ для студентов, обучающихся по специальности «Перевод и переводоведе-ние»), электронное учебное пособие (свидетельство об отраслевой регистрации № 6194), а также сборник дополнительных материалов, предназначенный для обеспечения процесса дальнейшего развития механизмов саморегуляции в обучении.
По результатам наблюдений, а также исходя из анализа результатов промежуточной и итоговой аттестаций, можно сделать вывод, что такое целенаправленное формирование навыков саморегулируемо-го обучения положительно сказывается на обогащении ментального опыта обучающихся, развитии ключевых компетенций в структуре формируемой у них профессиональной компетентности, а также повышает степень личной ответственности студентов за качество процесса обучения.
Литература
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Азевич Алексей Иванович
кандидат педагогических наук , доцент
Многополярная дидактическая среда: проектирование, функционирование, развитие
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Цитирование
Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам) . М.: Издательство ИКАР, 2009. 448 с.
ISBN 978-5-7974-0207-7
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! Философы
* [[Степин]]
* [[Попов и К]]
* [[Меськов]]
* [[Архипова]]
! Психологи
* [[Выготский]]
* [[Тихомиров]]
* [[Клочко]]
* [[Демидова]]
* [[Некрасова]]
* [[Войскунский]]
* [[Зобков]]
* [[Пиаже]]
! Лингвисты
* [[Кубрякова]]
* [[Залевская]]
! Дидакты
* [[Новиков А.М.]]
* [[Ясвин]]
* [[Макарова]]
!Информатика
*[[Харкевич]]
!! Цитирование
Братусь Б.С. Аномалии личности. - М., 1988. – 346 с
Архипова Ольга Валерьевна
[[Идея образования в контексте постнеклассической культуры]]
*[[Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе]]
*[[Личность студента в субъектном измерении]]
*[[Определение соответствия типа личности выпускника военного вуза виду военно-профессиональной среды]]
*[[Субъектность в личностно-профессиональном развитии курсантов военного вуза]]
*[[Информационно-образовательная среда военного вуза, методологические аспекты]]
*[[Информационно-коммуникационная компетентность преподавателя военного вуза]]
*[[Педагогические условия реализации дидактических средств, функционирующих на базе ИКТ в информационно-образовательной среде военного вуза]]
!! Диссертации
*[[Диссертация КПН]]
*[[Диссертация ДПН]]
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!! Цитирование
```
Матурана У. Биология познания // Язык и интеллект: Сб. науч. ст. / Пер с англ. и нем.; сост. и вступ. ст. В. В. Петрова. М:
Изд. группа «Прогресс», 1996.
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Язык и интеллект. Сб./Пер. с англ. и нем./Сост. и вступ. ст. В. В. Петрова. — М.: Издательская группа «Прогресс», 1996. — 416 с.
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<h1>Биология познания</h1>
<h2>Матурана Умберто </h2>
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<p>Таким образом, суть познания в качестве биологической функции такова, что ответ на вопрос «Что есть познание?» должен возникнуть из понимания знания и познающего субъекта, возникающего из способности последнего к познанию. К такому пониманию я и стремлюсь. ЭПИСТЕМОЛОГИЯ</p>
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У. Матурана Биология познания Перевод с английского Ю. М. Мешенина. </p>
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Язык и интеллект. Сб./Пер. с англ. и нем./Сост. и вступ. ст. В. В. Петрова. — М.: Издательская группа «Прогресс», 1996. — 416 с. </p>
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OCR — Червоткин Роман. </p>
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<p class="chap">1. Введение</p>
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Человек познает, причем способность к познанию у него обусловлена его биологической целостностью; кроме того, человек знает, что он познает. Являясь фундаментальной психологической, а значит и биологической функцией, познание направляет его действия во вселенной, и благодаря знанию он уверен в своих деяниях. Кажется, будто возможно объективное знание, а благодаря объективному знанию вселенная начинает казаться системной и предсказуемой. Однако знание как переживание — это нечто личностное и частное, что не может быть передано другому. То же, что, как считают, может быть передано, то есть объективное знание всегда должно создаваться самим слушателем: слушатель понимает, причем впечатление, будто объективное знание передано ему, возникает лишь в том случае, если он готов понять. Таким образом, суть познания в качестве биологической функции такова, что ответ на вопрос «Что есть познание?» должен возникнуть из понимания знания и познающего субъекта, возникающего из способности последнего к познанию. К такому пониманию я и стремлюсь. </p>
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<p class="chap">Эпистемология</p>
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Главное притязание науки — объективность. Наука пытается делать утверждения о вселенной, прибегая для этого к тщательно. определяемой методологии. Но в самых истоках этого притязания заключена слабость науки — в ее априорном допущении, будто объективное знание — это описание того, что познано. Такое допущение вызывает вопросы: «Что значит познавать?» и «Как мы познаем?» </p>
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<p class="chap">Биология</p>
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(а) Наибольшее препятствие на пути к пониманию живой организации состоит в невозможности дать ей объяснение, перечислив ее свойства. Живая организация должна быть понята как единство. Но если организм — это целостное единство, то в каком смысле составляющие его свойства суть его части? Организмический подход на этот вопрос не отвечает, он лишь формулирует его иначе, настаивая на существовании таких элементов организации, которые подчиняют каждую часть целому, так что организм становится единством (Bertalanffy, 1960). Вопросы же, «Как возникает это единство?» и «В какой мере его следует считать свойством организации организма в противоположность свойству, возникающему как итог его образа жизни?» остаются открытыми. Сходная трудность возникает также в связи с пониманием функциональной организации нервной системы, особенно при рассмотрении высших функций человека. Перечисление всех функций переноса всех нервных клеток дало бы нам лишь какой-то список, а вовсе не систему, способную к абстрактному мышлению, описанию и самоописанию. При таком подходе неизбежно возникает вопрос: «Как живая организация порождает познание вообще и самопознание в частности?» </p>
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(б) Организмы адаптированы к окружающей среде, и поэтому казалось бы естественным утверждать, что «окружающая среда», в которой они живут, репрезентирована в их организации и что в процессе эволюции они накопили информацию об окружающей среде, закодированную в их нервной системе. Утверждалось также, что органы чувств собирают информацию об «окружающей среде», а благодаря научению эта информация кодируется в нервной системе (Young, 1967). При этом такие вопросы, как: «Что значит «собирать информацию?» и«Что именно закодировано в генетической и нервной системах?», оставались без ответа. </p>
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Успешная теория познания сможет ответить как на вопросы из области эпистемологии, так и на вопросы из сферы биологии. Именно это я и предполагаю сделать. Цель же данной работы состоит в том, чтобы представить теорию познания, обеспечивающую эпистемологическое понимание явления познания и адекватное видение функциональной организации познающего организма, порождающей такие явления, как концептуальное мышление, язык и самосознание. </p>
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В последующем изложении я не предлагаю каких бы то ни было формальных определений употребляемых мною терминов, таких, как «познание», «жизнь» или «взаимодействие», предоставив их смыслу раскрыться через употребление. Я поступаю так потому, что уверен в том, что свидетельством адекватности этих терминов для описания явлений, которые я стремлюсь объяснить, явится внутренняя непротиворечивость теории, а также потому, что я говорю как наблюдатель, так что справедливость того, что я утверждаю в любой отдельно взятый момент, основывается на справедливости теории в целом, которая, смею заявить, объясняет, почему я это утверждаю. Соответственно, я полагаю, что завершенная работа явится основой для каждой из ее частей, обоснованность которых выявляется лишь в перспективе целого. </p>
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<p class="chap">II. Проблема</p>
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(1) Познание представляет собой биологическое явление и понять его можно только как таковое; любое понимание области знания с точки зрения эпистемологии предполагает понимание с точки зрения биологии. </p>
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(2) Если мы стремимся к такому пониманию с точки зрения эпистемологии, то следует рассмотреть два вопроса: Что представляет собой познание как функция? Что представляет собой познание как процесс? Ниже предполагается дать ответ на оба эти вопроса. </p>
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<p class="chap">III. О когнитивной функции в общем</p>
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<p class="chap">Наблюдатель</p>
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(1) Все сказанное сказано наблюдателем. Речь наблюдателя обращена к другому наблюдателю, в качестве которого может выступать он сам; что справедливо для одного, то справедливо и для другого. Наблюдатель — человек, то есть живая система, поэтому все, что справедливо относительно живых систем, справедливо также относительно самого наблюдателя. </p>
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(2) Наблюдатель созерцает рассматриваемую им сущность (в нашем случае — организм) и одновременно вселенную, в которой эта сущность находится (окружающую среду организма). Это позволяет ему взаимодействовать и с той и с другой, располагая такими взаимодействиями, которые по необходимости не входят в область взаимодействий наблюдаемой сущности. </p>
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(3) Одним из атрибутов наблюдателя является способность к независимым взаимодействиям с наблюдаемой сущностью и с отношениями последней. И сущность, и отношения являются для него единствами взаимодействий (сущностями). </p>
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(4) Для наблюдателя сущность является сущностью, когда он может описать ее. Описать — значит перечислить актуальные и потенциальные взаимодействия и отношения описываемой сущности. Поэтому описать какую-либо сущность наблюдатель может лишь в том случае, если имеется по крайней мере еще одна сущность, от которой он может отличить первую, имея возможность наблюдать взаимодействия или отношения между ними. На роль второй сущности, являющейся для описания референтной, годится любая сущность, однако в пределе референтной сущностью для любого описания является сам наблюдатель. </p>
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(5) Множество всех взаимодействий, в которые может вступать та или иная сущность, является ее областью взаимодействий. Множество всех отношений (взаимодействий, опосредованных наблюдателем), в которых сущность может наблюдаться, является ее областью отношений. Она принадлежит когнитивной области наблюдателя. Сущность является сущностью, если у нее есть некоторая область взаимодействий, причем эта область включает в себя взаимодействия с наблюдателем, который может специфицировать для нее какую-то область отношений. Наблюдатель может определить сущность, специфицировав для нее некоторую область взаимодействий. Таким образом, наблюдатель может обращать в единства взаимодействий (сущности) часть какой-либо сущности, группу сущностей или же их отношения. </p>
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(6) Наблюдатель может определить в качестве сущности и самого себя, задавая собственную область взаимодействий; при этом он может оставаться наблюдателем этих взаимодействий, обращаясь с ними как с независимыми сущностями. </p>
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(7)Наблюдатель — живая система, поэтому, чтобы понять познание как биологическое явление, необходимо учитывать наблюдателя и его роль в познании и дать им объяснение. </p>
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(1) Живые системы суть единства взаимодействий, и существуют они в том или ином окружении. С чисто биологической точки зрения их нельзя понять независимо от той части окружения, с которой они взаимодействуют, то есть независимо от ниши. Также и нишу нельзя определить независимо от специфицирующей ее живой системы. </p>
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(2) Для живых систем в том виде, как они существуют в наши дни на Земле, характерен метаболизм с выделением энергии, рост и внутренняя репликация молекул. Все это организовано в виде замкнутого каузального кругового процесса, допускающего эволюционные изменения в способе поддержания кругообразности, но не допускающего утраты самой кругообразности. Метаболизм с выделением энергии требуется для энергетического обеспечения происходящего с потреблением энергии синтеза специфических полимеров (белков, нуклеокислот, липидов, полисахаридов) из соответствующих мономеров, то есть он нужен для роста и репликации. Специальные процедуры репликации обеспечивают специфичность синтезируемых полимеров, т. е. то, что последовательность мономеров в них соответствует их классу. Специфические же полимеры (ферменты) нужны для метаболизма с выделением энергии и для синтеза специфических полимеров (белков, нуклеокислот, липидов, полисахаридов) (Commoner, 1965). </p>
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Эта круговая организация образует гомеостатическую систему с функцией производства и поддержания самой этой круговой организации, реализующейся благодаря тому, что компоненты, которые ее специфицируют, являются теми самыми компонентами, синтез или поддержание которых обеспечивается этой круговой организацией. Кроме того, эта круговая организация определяет живую систему как единство взаимодействий и существенно важна для ее сохранения в качестве единства. То, что не в ней, то либо вне ее, либо просто не существует. Круговая организация является живой организацией, если специфицирующие ее компоненты — это компоненты, синтез которых или их поддержание она обеспечивает таким образом, что продуктом их функционирования оказывается производящая их функционирующая организация. </p>
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(3) Именно благодаря тому, что живая система имеет круговую организацию, она является единством взаимодействий, и именно эту кругообразность живая система должна сохранять, чтобы оставаться живой системой со свойственной ей идентичностью в различных взаимодействиях. Все особые аспекты различных разновидностей организмов налагаются на эту фундаментальную кругообразность и поддерживают ее, обеспечивая ее непрерывность в последовательных взаимодействиях в непрестанно изменяющейся окружающей среде. Посредством своей организации живая система определяет область всех взаимодействий, в которые она может вступать без утраты собственной идентичности, а идентичность свою она сохраняет лишь до тех пор, пока фундаментальная кругообразность, определяющая живую систему в качестве единства взаимодействий, остается не нарушенной. Строго говоря, идентичность единства взаимодействий сохраняется лишь по отношению к наблюдателю, для которого характер этого единства как единства взаимодействий остается неизменным. В прочих отношениях оно непрерывно изменяется. </p>
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(4) Благодаря круговой природе своей организации живая система располагает самореферентной областью взаимодействий (является самореферентной системой). Сохранение живой системы в качестве единства взаимодействий обеспечивается тем, что ее организация функционально значима только по отношению к сохранению ее кругообразности и соответствующим образом определяет область ее взаимодействий. </p>
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(5) Живые системы не могут вступать в такие взаимодействия, которые не специфицированы их организацией, поскольку как единства взаимодействий они специфицированы тем, что являются живыми системами. Кругообразность их организации непрерывно возвращает их в прежнее внутреннее состояние (прежнее по отношению к цикличности процесса). Для того, чтобы произошел переход к следующему состоянию, каждое внутреннее состояние требует соблюдения особых условий (взаимодействий с окружающей средой). Таким образом, неявным следствием круговой организации оказывается предсказание, что взаимодействие, которое происходило однажды, произойдет вновь. Если же этого не происходит, система распадается. Но если предсказанное взаимодействие действительно имеет место, система сохраняет свою целостность (идентичность по отношению к наблюдателю) и входит в некоторое новое состояние предсказания. В постоянно изменяющейся окружающей среде предсказания могут срабатывать только при том условии, если изменения окружающей среды не касаются предсказанного. Поэтому предсказания, предполагаемые организацией живой системы, — это предсказания не каких-либо конкретных событий, а предсказания классов взаимодействий. Каждое взаимодействие является конкретным взаимодействием, однако каждое предсказание является предсказанием некоторого класса взаимодействий, определенного такими чертами своих элементов, которые позволяют живой системе сохранять свою круговую организацию и после взаимодействия и, таким образом, вступать в новые взаимодействия. Поэтому живые системы оказываются выводными системами (inferentialsystems), а их область взаимодействий — когнитивной областью. </p>
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(6) Классы взаимодействий, в которые может вступать организм, определяют его нишу. Классы взаимодействий, в которые может вступать наблюдатель и которые он рассматривает в качестве контекста для своих взаимодействий с наблюдаемым организмом, определяют окружающую среду организма. Наблюдатель созерцает одновременно организм и окружающую среду, при этом в качестве ниши он рассматривает ту часть окружающей среды, которая, по его наблюдениям, входит в его область взаимодействий. Поэтому тогда как наблюдателю ниша кажется частью окружающей среды, для наблюдаемого организма ниша представляет собой всю область его взаимодействий, и в этом качестве она не может быть частью окружающей среды, которая принадлежит исключительно когнитивной области наблюдателя. Таким образом, ниша и окружающая среда пересекаются лишь в той мере, в какой организация наблюдателя (вместе со своими приборами) и организация организма поддаются сравнению, но и в этом случае всегда найдутся части окружающей среды, которые никогда не могут пересечься с областью взаимодействий организма, а также части шипи, которые никогда не могут пересечься с областью взаимодействий наблюдателя. </p>
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Итак, организация живой системы в каждом случае неявно предполагает для нее некоторый прогноз ниши, причем ниша, предсказанная таким образом в качестве некоторой области классов взаимодействий, образует собой всю когнитивную реальность этой живой системы. Если какой-либо организм взаимодействует таким способом, который не предписан ему его организацией, то он ведет себя не так, как это свойственно единству взаимодействий, определяемому присущей ему фундаментальной кругообразностью, и это взаимодействие оказывается вне его когнитивной области, хотя оно вполне может включаться в когнитивную область наблюдателя. </p>
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(7) Каждое единство взаимодействий может участвовать во взаимодействиях, которые релевантны для других более широких единств взаимодействий. Если живая система при этом не утрачивает собственной идентичности, тогда ее ниша может развиться таким образом, чтобы войти в это более крупное единство взаимодействий и, следовательно, обслуживать его потребности. Если это более крупное единство взаимодействий является (или становится), в свою очередь, самореферентной системой, в которой ее компоненты (сами являющиеся самореферентными системами) служат ее сохранению в качестве единства взаимодействий, тогда само это более крупное единство должно быть (или стать) подчинено сохранению круговой организации своих компонентов. Таким образом, конкретная самореферентная система может обладать круговой организацией живой системы, или принимать функциональное участие в круговой организации ее компонентов, или же делать и то, и другое. Сообщество пчел (пчел, производящих мед) представляет собой такого рода самореферентную систему третьего порядка. Оно обладает круговой организацией, которая накладывается на самореферентные системы второго порядка, то есть на пчел. Последние в свою очередь располагают круговой организацией, которая накладывается на живые системы первого порядка, представленные клетками. Все три системы вместе со своими областями взаимодействий зависят как от сохранения самих себя, так и от сохранения других. </p>
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<p class="chap">Эволюция</p>
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(1) Эволюционное изменение живых систем является результатом той стороны их круговой организации, которая обеспечивает поддержание их фундаментальной кругообразности, допуская на каждом этапе размножения изменения в способе поддержания этой кругообразности. Сущность живой организации не состоит в размножении и эволюции, однако они сыграли существенную роль в историческом преобразовании когнитивных областей живых систем, существующих на Земле. </p>
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(2) Для того чтобы в области взаимодействий некоторого единства взаимодействий произошло изменение, не влекущее за собой утраты этим единством своей идентичности по отношению к наблюдателю, это единство должно претерпеть некоторое внутреннее изменение. И, наоборот, если в некотором единстве взаимодействий происходит какое-то внутреннее изменение, не влекущее за собой утраты этим единством своей идентичности, то происходит изменение его области взаимодействий. Живая система испытывает внутреннее изменение без утраты собственной идентичности, если предсказания, создаваемые внутренним изменением, суть предсказания, которые не становятся помехой ее фундаментальной круговой организации. Та или иная система изменяется, если только изменяется область ее взаимодействий. </p>
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(3) Возникшее в результате процесса размножения единство взаимодействий располагает той же областью взаимодействий, что и его родитель, только в том случае, если они имеют одинаковую организацию. И наоборот, новая единица взаимодействий обладает иной областью взаимодействий, только если она имеет иную организацию, предполагающую, следовательно, иные предсказания относительно ниши. </p>
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(4) Предсказания о нише представляют собой выводы относительно классов взаимодействий. Поэтому конкретные взаимодействия, которые для организма неотличимы одно от другого, наблюдателю могут казаться различными взаимодействиями, если он обладает иной когнитивной областью и может описывать их в качестве разных элементов одного класса, определяемого поведением организма. То же справедливо и для взаимодействий, которые идентичны для организма в целом, но различны (то есть имеют разные следствия) для его разных внутренних частей. Такие взаимодействия могут приводить к различным модификациям внутренних состояний организма и тем самым детерминировать различные траектории изменения в области взаимодействий этого организма без утраты им своей идентичности. В результате таких изменений на свет может появиться отпрыск, области взаимодействий которого отличаются от областей взаимодействий родителей. В этом случае, если произведенная таким образом новая система предсказывает нишу, которую невозможно актуализировать, то эта система распадается; в ином случае она сохраняет собственную идентичность и начинается новый цикл. </p>
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(5) В процессе эволюции живых систем при переходе от поколения к поколению изменению подвержены такие аспекты их организации, которые служат сохранению их фундаментальной кругообразности, но не детерминируют последнюю и которые позволяют живым системам сохранять собственную идентичность в различных взаимодействиях. Таким образом изменяется способ поддержания фундаментальной кругообразности, но не сама фундаментальная кругообразность. Не важно то, каким образом живая система образует единство взаимодействий, не важно, состоит ли она из одного фундаментального единства или же является соединением множества таких единств (которые сами оказываются живыми системами), образующих в совокупности более крупную живую систему (многоклеточные организмы), или же представляет собой соединение этих составных единств, образующих самореферентные системы еще более высокого порядка (сообщества насекомых, нации). В итоге развития всегда появляется некоторое единство взаимодействий, определяемое тем способом, посредством которого оно сохраняет свою идентичность. Эволюция живых систем — это эволюция ниш единств взаимодействий, определяемых самореферентной круговой организацией этих единств, следовательно, это эволюция когнитивных областей. </p>
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(1) Когнитивная система — это система, организация которой определяет область взаимодействий, где она может действовать значимо для поддержания самой себя, а процесс познания — это актуальное (индуктивное) действование или поведение в этой области. Живые системы — это когнитивные системы, а жизнь как процесс представляет собой процесс познания. Это утверждение действительно для всех организмов как располагающих нервной системой, так и не располагающих ею. </p>
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(2) Если живая система вступает в какое-либо когнитивное взаимодействие, то ее внутреннее состояние изменяется релевантным для ее поддержания образом, так что в новое взаимодействие она вступает без утраты собственной идентичности. В организме без нервной системы (или же функционального эквивалента последней) его взаимодействия имеют химическую или физическую природу (происходит поглощение молекулы вещества и инициируется процесс ферментизации; захватывается фотон и осуществляется определенный этап фотосинтеза). Отношения, существующие между физическими событиями, остаются для такого организма за пределами его области взаимодействий. Нервная система расширяет область взаимодействий организма, в результате чего внутренние состояния в ней модифицируются релевантным для ее поддержания образом не только посредством физических событий, но и «чистыми отношениями». Наблюдатель видит, что свет модифицирует чувствительные датчики животного (например, кошки), а некая видимая сущность (например, воробей) производит модификации в этом же животном. Изменения в чувствительных датчиках вызываются физическими взаимодействиями — поглощением квантов света. Модификации же в животном происходят в результате его взаимодействия с отношениями, существующими между активированными чувствительными датчиками, поглощающими на сенсорной поверхности кванты света. Нервная система расширяет когнитивную область живой системы, обеспечивая возможность взаимодействий с «чистыми отношениями»; познания она не создает. </p>
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(3) Хотя нервная система расширяет область взаимодействий организма, дополняя ее взаимодействиями с «чистыми отношениями», функция нервной системы состоит в обеспечении необходимого кругового процесса живой организации. </p>
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(4) Расширяя область взаимодействий организма, нервная система трансформирует единство взаимодействий и включает действия и взаимодействия в области «чистых отношений» в процесс эволюции. Вследствие этого появились организмы, включающие в качестве подмножества возможных взаимодействий взаимодействия со своими собственными внутренними состояниями (как состояниями, представляющими собой результат внешних и внутренних взаимодействий), как если бы те были независимыми сущностями. Это ведет к очевидному парадоксу, суть которого состоит в том, что когнитивная область указанных организмов включается ими в собственную когнитивную область. У нас этот парадокс разрешается с помощью так называемого «абстрактного мышления», представляющего собой еще одно расширение когнитивной области. </p>
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(5) Более того, расширение с помощью нервной системы границ когнитивной области вплоть до включения в нее области «чистых отношений» создает возможность нефизических взаимодействий между организмами, в которых взаимодействующие организмы ориентируют один другого на взаимодействия внутри когнитивных областей друг друга. В этом состоит основа коммуникации: ориентирующее поведение становится репрезентацией взаимодействий, на которые оно ориентирует, и к тому же самостоятельным единством взаимодействий. Но в этом же процессе возникает еще один очевидный парадокс: есть организмы, которые порождают репрезентации своих собственных взаимодействий, задавая спецификации сущностей, с которыми они взаимодействуют, как если бы последние принадлежали некоторой независимой области, тогда как эти сущности, являясь репрезентациями, всего лишь отображают свои собственные взаимодействия организмов. В нас этот парадокс разрешается двумя способами одновременно: </p>
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(а) Рекурсивно порождая репрезентации своих взаимодействий, мы становимся наблюдателями, а взаимодействуя одновременно с несколькими репрезентациями, мы порождаем отношения, с репрезентациями которых мы можем взаимодействовать, рекурсивно повторяя описанный процесс, оставаясь тем самым в области взаимодействий, которая всегда шире области репрезентаций. </p>
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(б) Благодаря самонаблюдению мы приобретаем самосознание, создавая описания самих себя (репрезентации) и взаимодействуя со своими описаниями, мы можем описывать себя описывающими самих себя в бесконечном рекурсивном процессе. </p>
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<p class="chap">IV. О когнитивной функции в подробностях [2] </p>
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<p class="chap">Функция</p>
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(1) Способ функционирования нервной системы связан с ее анатомической организацией. В функционировании нервной системы можно отметить два аспекта: один аспект касается области взаимодействий, которая определена нервной системой (отношения вообще), другой — конкретной части области, используемой данным видом (конкретные классы отношений): различные виды взаимодействуют с различными множествами отношений (имеют разные ниши). </p>
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(2) Нервная система взаимодействует только с отношениями. Но поскольку функционирование нервной системы связано с ее анатомией, эти взаимодействия необходимо опосредованы физическими взаимодействиями. Для того чтобы животное могло визуально различать объекты, рецепторы в его глазах должны поглощать кванты света и активизироваться ими. Однако то, какие объекты видит животное, детерминировано не количеством поглощенного света, а отношениями между состояниями активности в сетчатке, которые индуцированы рецепторами, что предопределено соединениями между различными типами образующих сетчатку клеток. Поэтому, основываясь на относительных весах регулярных последовательностей взаимодействий различных компонентов нервной системы — как врожденных, так и приобретенных на опыте, — нервная система определяет, какие именно отношения внесут в нее модификации при том или ином конкретном взаимодействии (Мaturanа, 1965). И вообще, организация и структура живой системы (включая и ее нервную систему) определяют в ней некую «точку зрения», уклон или установку, в перспективе которой она взаимодействует, определяя в любое мгновение возможные отношения, доступные ее нервной системе. Более того, поскольку область взаимодействий организма определена его структурой и поскольку эта структура предполагает некоторое предсказание ниши, постольку отношения, с которыми нервная система взаимодействует, определены этим предсказанием и возникают в области взаимодействий организма. </p>
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(3) Благодаря свойствам нейронов и архитектуре нервной системы взаимодействия внутри нервной системы порождают активность в группах клеток. По этим же причинам любая данная клетка может испытывать одно и то же состояние активности при самых различных обстоятельствах, связанных с взаимодействиями организма. Поэтому ни при каких обстоятельствах нельзя установить связь между активностью любой конкретной клетки и любым конкретным взаимодействием живой системы. Когда происходит какое-либо конкретное взаимодействие на уровне чувствительных элементов, то отношения, доступные нервной системе, задаются на этом уровне определенным состоянием относительной активности чувствительных элементов, а не состоянием активности какого-либо одного конкретного элемента (Маturana, UribeandFrenk, 1968). При этом, хотя те или иные операции удается связать с отдельными участками нервной системы (Gеschwind, 1965), эти участки следует рассматривать как области, в которых происходит конвергенция определенных модальностей взаимодействий, а не как области местонахождения способностей или функций. В результате указанного мною способа организации нервной системы местные повреждения приводят к дискретным функциональным нарушениям (недостаточностям), поскольку эти повреждения препятствуют конвергенции состояний активности, необходимых для синтеза конкретного поведения (состояния активности). Анатомическая и функциональная организация нервной системы обеспечивает синтез поведения, а не репрезентацию мира. Поэтому вмешиваться можно только в синтез поведения. Нервная система локализована в терминах поверхностей взаимодействия организма, а не в терминах репрезентаций взаимодействий, которые организм может порождать. </p>
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(1) Фундаментальная анатомическая и функциональная организация нервной системы существенно однородны; в различных частях нервной системы осуществляются одни и те же функции и операции (возбуждение, торможение, латеральное взаимодействие, рекурсивное торможение и т. д.), хотя контексты тех и других различаются между собой, а интеграция их достигается различными способами. При частичном разрушении нервной системы эта фундаментальная однородность сохраняется, так что хотя неповрежденные части не могут выполнить того, 470 могло выполнить целое, тем не менее способ, посредством которого они осуществляют это, по-видимому, тождествен способу работы неповрежденного целого. После перехода через границу сенсорных датчиков нервная система как некоторый способ организации для наблюдателя начинается, по-видимому, в любой произвольной точке, которую он может выбрать для рассмотрения. Ответ же на вопрос: «Что является входом в нервную систему?» полностью зависит от избранной точки наблюдения. Наиболее четко эту фундаментальную однородность организации можно выразить, утверждая, что в любой точке нервной системы ей доступны лишь состояния относительной активности, имеющие место между нервными клетками, а любое данное состояние относительной активности может порождать лишь дальнейшие состояния относительной активности в других нервных клетках, образуя те состояния относительной активности, на которые эти нервные клетки реагируют. Нейроны эффекторов в данном случае не являются исключением, так как, стимулируя активность эффекторов и порождая некоторое взаимодействие, они вызывают изменение в состоянии относительной активности рецепторных элементов, расположенных на рецепторных поверхностях. </p>
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Из сказанного вытекает одно фундаментальное следствие: если состояния нервной активности сами не указывают на свой источник (посредством сопутствующих событий, их местоположений или через последствия новых взаимодействий, которые ими порождены), тогда различие между состояниями нервной активности, порождаемыми изнутри и извне, определить невозможно. </p>
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(2) Отношения, с которыми взаимодействует нервная система, — это отношения, порождаемые физическими взаимодействиями организма, и, следовательно, они зависят от его анатомической организации. С точки зрения наблюдателя организм взаимодействует с некоторой данной сущностью, которая может описываться наблюдателем в его когнитивной области. В действительности же изменения нервной системы наблюдаемого организма вызываются изменениями активности нервных клеток, связанных с чувствительными элементами, то есть с изменениями, которые конституируют воплощение отношений, возникающих как итог взаимодействия. Это не те отношения, которые могут описываться наблюдателем как отношения, имеющие место в его когнитивной области между составляющими свойствами сущности; это отношения, порождаемые в самом взаимодействии. Они зависят как от структурной организации организма, так одновременно и от свойств вселенной, подходящих для области взаимодействий, которая определяется этой организацией. Когда бы такое отношение не возникало, на сенсорной поверхности, в нейронах, соприкасающихся с чувствительными элементами, возникает все время одно и то же состояние относительной активности. Два взаимодействия, вызывающие одно и то же состояние относительной активности, для нервной системы не отличимы друг от друга, сколь различными ни были бы они в когнитивной области наблюдателя. </p>
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(3) Каждое отношение воплощено в некотором состоянии относительной активности нервных клеток, и одновременно каждое состояние относительной активности своим действием вносит изменения в относительную активность других нервных клеток. Таким образом, будучи воплощены в состояниях относительной активности, отношения сами становятся единствами внутренних взаимодействий и порождают дополнительные отношения, которые в свою очередь также воплощены в состояниях относительной активности, а эти последние в свою очередь также могут становиться единствами внутренних взаимодействий, и т. д. рекурсивно. </p>
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(4) Во внешнем взаимодействии модификация состояния активности нервной системы происходит под влиянием изменения относительной активности нейронов, которые, будучи тесно связаны с чувствительными элементами, воплощают в себе отношения, данные в этом взаимодействии. Поэтому можно сказать, что различные, порожденные таким образом состояния активности являются репрезентациями отношений (которые даны организму на его сенсорных поверхностях в результате его взаимодействия), а не репрезентациями независимой среды и, тем более, не описанием окружающей среды, которое по необходимости дается в терминах сущностей, лежащих исключительно в когнитивной области наблюдателя. </p>
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Во внутреннем взаимодействии модификация состояния активности нервной системы происходит под влиянием одного из ее собственных под-состояний относительной активности которое воплощает в себе некоторое множество отношений. При этом новое состояние относительной активности является репрезентацией отношений (которые даны во внутреннем взаимодействии), а не независимым множеством отношений или их описанием в терминах сущностей того или иного рода, вроде мыслей, принадлежащих только когнитивной области наблюдателя. </p>
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(5) Классы отношений, которые могут быть воплощены в организме, задаются а) эволюцией общей структурной организации организма, в частности, его чувствительных элементов, определившей классы отношений, доступных нервной системе, и б) эволюцией конкретной организации нервной системы, определяющей для каждого класса животных (вида) конкретный способ того, как эти отношения порождают поведение, релевантное для их сохранения. </p>
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(6) Для любого класса отношений конкретные отношения, данные как результат настоящего взаимодействия, воплощены во множестве конкретных состояний активности, имеющих место в настоящем. Это не зависит от предшествующего существования системы. Тем не менее релевантность поведения, порожденного этими состояниями активности для поддержания живой системы, функционально предопределена этим предшествующим состоянием и может зависеть как от эволюционной истории вида, так и от прошлого опыта отдельного организма. В первом случае я буду говорить об инстинктивном поведении, во втором — о поведении, приобретенном в результате научения. Описание научения в терминах прошлого и настоящего поведения принадлежит когнитивной области наблюдателя, поскольку поведение организма всегда имеет место в настоящем. Однако и наблюдатель, взаимодействуя с описаниями, которые он сам порождает, может оперировать с взаимодействиями, которые не повторяются вновь и вновь, так, как если бы они имели место в настоящем. Этот очевидный парадокс разрешается путем порождения понятия времени — прошлого, настоящего и будущего — как нового расширения области взаимодействий. Во всех случаях, когда имеет место взаимодействие, являющееся элементом класса, с которым организм сталкивается впервые, достаточно лишь, чтобы порождаемое им состояние активности сопровождалось подавлением особого сопутствующего внутреннего состояния активности (проявляющегося, говоря языком наблюдателя, в эмоциях тревожности или неуверенности), чтобы повторение взаимодействия того же класса, происходящее без сопровождения подобного состояния, переживалось бы организмом как не новое (в том смысле, что оно может порождать установившееся поведение, не вызывая при этом сопутствующего ему чувства тревоги), а значит как познанное. Любое переживание, не сопровождаемое чувством тревоги, может описываться как познанное и служить основой для функционального понятия времени. </p>
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(7) Воплощения отношений, порождаемых внешними или внутренними взаимодействиями, по своей природе не отличимы друг от друга: и те, и другие — это множества состояний нейронной активности, о которых можно сказать, что они репрезентируют взаимодействия. В нервной системе, способной взаимодействовать с некоторыми из своих собственных внутренних состояний, как если бы они были независимыми сущностями, это ведет к двум следствиям: </p>
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(а) Различие между взаимодействиями, порождаемыми извне или изнутри, может возникнуть лишь благодаря одновременному с взаимодействиями протеканию событий, указывающему на источник (будь то сенсорная поверхность или что-нибудь иное) состояния активности, вызываемого этими событиями, или же благодаря результату новых, инициированных ими взаимодействий. Нервная система, способная оперировать своими состояниями активности, порожденными изнутри, как состояниями, которые отличаются от состояний, порожденных извне (то есть может различать их источники происхождения), способна к абстрактному мышлению. </p>
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(б) Нервная система может взаимодействовать с репрезентациями своих взаимодействий (следовательно, взаимодействий организма) бесконечно рекурсивным образом. (8) Четыре комментария: </p>
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(а) Такие понятия, как воплощение репрезентации, выражают соответствие, которое наблюдатель видит между отношениями или множествами отношений и различными состояниями активности нервной системы, и как таковые принадлежат его когнитивной области. Ими описывается функциональная организация нервной системы, как она представлена в когнитивной области наблюдателя, и указывается способность нервной системы оперировать некоторыми из своих собственных состояний как независимыми сущностями, с которыми она может взаимодействовать. В них отсутствует характеристика природы функциональной субординации нервной системы своим собственным состояниям. Эта субординация имеет характер функционально замкнутой, определяемой состоянием сверхустойчивой системы, которая модулируется взаимодействиями (Ashby, 1960). </p>
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(б) Замкнутость функциональной организации нервной системы является следствием того, что область взаимодействий живой системы самореферентна. Каждое изменение состояния организма с необходимостью влечет за собой следующее изменение состояния и т. д. (рекурсивным образом) при постоянном сохранении фундаментальной круговой организации. Анатомическая и функциональная организации нервной системы направлены на сохранение неизменными определенных отношений между рецепторными и эффекторными поверхностями организма, который, двигаясь в собственной области взаимодействий, только таким способом и может сохранить свою идентичность. Таким образом, всякое поведение, поскольку оно контролируется нервной системой, должно (причем с неизбежностью ввиду организации ее структуры) через изменения в эффекторных поверхностях вести к специфическим изменениям в рецепторных поверхностях, которые, в свою очередь, должны вызывать изменения в эффекторных поверхностях, которые снова… и так далее, рекурсивным образом. Таким образом, поведение представляет собой функциональный континуум, наделяющий жизнь организма единством путем трансформаций организма, происходящих в самореферентной области его взаимодействий. Очевидной необходимостью представляется нам то обстоятельство, что архитектура центральной нервной системы субординирована в эволюционном плане топологии сенсорных и эффекторных поверхностей. </p>
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(в) Так как нервная система может взаимодействовать со своими внутренними состояниями, как если бы они были независимыми сущностями, эти внутренние состояния включаются в континуум поведения в качестве модулирующих факторов. Для этого требуется такое анатомическое и функциональное внутреннее отражение, при котором внутренняя организация нервной системы может проецировать себя на самое себя, сохраняя при этом свои морфологические и функциональные топологические отношения, как это происходит с рецепторными и эффекторными поверхностями, проецирующими себя на самих себя. С развитием у млекопитающих новой коры эволюция в этом направлении стала приобретать автономность; новая кора возникает как центр внутренней анатомической проекции, а ее эволюция в этом направлении сопровождается увеличением зависимости организма от собственных состояний нервной активности. </p>
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(г) Замкнутая природа функциональной организации нервной системы (открытая лишь для модуляций путем взаимодействий), особенно очевидна при систематических наблюдениях, когда четко обнаруживается, что поведение субординировано соотношениям активности рецепторных и эффекторных поверхностей (Неldand Неin, 1963). Например, эксперименты Хельда и Хайна показали, что кошка, воспитанная в темноте, которую на свету в пассивном состоянии всегда перемещала другая кошка, так и не научалась визуально контролировать свою среду. Из этих наблюдений ясно, что «визуальное оперирование» окружающей средой — это отнюдь не оперирование средой, а образование такого комплекса корреляций между эффекторными (мышечными) и рецепторными (проприоцепторными и визуальными) поверхностями, что то или иное конкретное состояние рецепторных поверхностей может явиться причиной конкретного состояния эффекторных поверхностей, вызывающего новое состояние в рецепторных поверхностях… и так далее. </p>
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Поведение живой системы подобно движению самолета вслепую (по показаниям приборов), когда состояние эффекторов (двигателей, подкрылков и т. д.) изменяется так, чтобы сохранять постоянными или изменять показания чувствительных приборов согласно заданной траектории изменений, которая либо фиксирована (задана эволюцией), либо может изменяться во время полета как результат самого состояния полета (научение). То же очевидно из экспериментов, касающихся врожденного восприятия глубины (Gibson, 1950), свидетельствующих о существовании врожденной системы корреляций между определенными состояниями рецепторных и эффекторных поверхностей. Указание на предустановленное восприятие глубины — это описание, принадлежащее когнитивной области наблюдателя, и оно лишь слегка намекает на опосредованные наблюдателем отношения между элементами, принадлежащими его когнитивной области. Если же это врожденное поведение рассматривать как процесс, то оно соответствует поведению, направленному на оптимизацию сенсорных состояний. </p>
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<p class="chap">Описание</p>
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(1) Благодаря своей круговой организации живая система является индуктивной системой, которая всегда функционирует прогностически: что произошло однажды, произойдет вновь. Ее организация (генетическая и прочая) консервативна и повторяет только то, что работает. Поэтому живые системы — это также исторические системы; релевантность данного способа поведения всегда детерминирована в прошлом. Целевое состояние (говоря языком наблюдателя), контролирующее развитие организма, детерминировано (исключая случаи мутации) геномом родительского организма. Это верно и по отношению к поведению вообще: настоящее состояние определяется исходя из предыдущего состояния, ограничивающего поле возможных модуляций независимыми сопутствующими событиями. Если данное поведение порождается некоторым данным состоянием относительной активности в нервных клетках, тогда повторение «прежнего состояния» относительной активности должно порождать «прежнее поведение» независимо от того, что является источником повторения. Релевантность такого поведения детерминирована его значимостью для поддержания живой организации, а любые последующие акты живой системы оказываются одинаковыми именно по отношению к этой релеватности. По мере того, как расширялась когнитивная область, в ходе эволюции изменялись как типы поведения, так и способы воплощения их релевантности. В различных областях взаимодействий, а значит и в различных полях каузальных отношений для сохранения фундаментальной кругообразности живой организации релевантны различные виды поведения. </p>
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(2) Поскольку ниша организма — это множество всех классов взаимодействий, в которые он может вступать, а наблюдатель созерцает организм в окружающей среде, которую он сам же и определяет, постольку для него любое, отдельно взятое поведение организма выглядит как актуализация ниши, то есть как описание окружающей среды первого порядка (в дальнейшем изложении будет обозначаться заглавной буквой О: Описание). Однако это описание является описанием в терминах поведения (взаимодействий) наблюдаемого организма, а не в терминах репрезентаций состояний окружающей среды. Поэтому отношение между поведением и нишей принадлежит исключительно когнитивной области наблюдателя. </p>
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(3) Один организм может вносить модификации в поведение другого организма двумя основными способами: </p>
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(а) взаимодействуя с другим организмом так, что оба организма оказываются связанными друг с другом таким образом, что последующее поведение одного из них строго зависит от предыдущего поведения другого; это имеет место, например, при ухаживании или в поединке. Таким образом, два организма могут порождать цепочку взаимосвязанного поведения; </p>
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(б) ориентируя поведение другого организма на какую-либо часть его области взаимодействий, отличную от части, в которую входит данное взаимодействие, причем ориентация последней может сравниваться с ориентацией ориентирующего организма. Это может иметь место, если только области взаимодействий обоих организмов в значительной мере совпадают между собой. В этом случае никакой взаимосвязанной цепочки поведения не возникает, потому что последующее поведение обоих организмов зависит от исхода независимых, хотя и параллельно протекающих, взаимодействий. </p>
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В первом случае можно сказать, что организмы взаимодействуют, во втором — что они общаются (вступили в коммуникацию). Второй случай представляет собой основу для любого языкового поведения. Первый организм порождает (как это видится наблюдателю) Описание своей ниши, которое, будучи значимо само по себе в качестве поведения (в когнитивной области первого организма и независимо от него), ориентирует второй организм в его когнитивной области на взаимодействие, из которого следует поведение, параллельное поведению первого организма, но не связанное с ним. Поведение, которое вызвано ориентирующим поведением, представляет собой денотативное поведение: оно указывает на такую черту окружающей среды, с которой второй организм сталкивается в своей нише и Описывает соответствующим поведением и которую он может трактовать как независимую сущность. Для наблюдателя ориентирующее поведение является Описанием второго порядка (в последующем изложении выделяется курсивом: описание), которое является репрезентацией того, денотатом чего оно выступает с точки зрения наблюдателя. В противоположность этому для второго организма ориентирующее поведение первого организма является коннотативным. Для второго организма оно предполагает взаимодействие в собственной когнитивной области, которое в случае его осуществления порождает поведение, Описывающее один из конкретных аспектов ниши. То, коннотатом чего является ориентирующее поведение, представляет собой функцию когнитивной области ориентируемого организма, а не того, кто ориентирует. </p>
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(4) В ориентирующем взаимодействии первого организма поведение как коммуникативное описание вызывает в нервной системе второго организма специфическое состояние активности. Это состояние активности воплощает в себе отношения, порождаемые взаимодействием, и является репрезентацией поведения второго организма (Описанием его ниши), возникшего как коннотат ориентирующего поведения первого организма. Представляя собой состояние нейронной активности, эта репрезентация может в принципе трактоваться нервной системой как единство взаимодействий, так что второй организм при наличии соответствующей способности может взаимодействовать с репрезентациями собственных Описаний своей ниши, как если бы они были независимыми сущностями. Все это ведет к порождению еще одной области взаимодействий (а значит, и дополнительного измерения когнитивной области), области взаимодействий с репрезентациями поведения (взаимодействий), включая и ориентирующие взаимодействия, как если бы эти репрезентации были независимыми сущностями внутри ниши, — к порождению языковой области. </p>
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(5) Если организм может порождать коммуникативное описание, а затем взаимодействовать со своим собственным состоянием активности, являющимся репрезентацией этого описания, порождая при этом еще одно такое описание, которое ориентирует относительно этой репрезентации…, тогда процесс этот может в принципе осуществляться рекурсивным образом до бесконечности, а организм становится наблюдателем; он порождает дискурс как область взаимодействий с репрезентациями коммуникативных описаний (ориентирующих актов поведения). </p>
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Более того, если подобный наблюдатель посредством ориентирующего поведения может ориентировать себя относительно себя самого, а затем порождать коммуникативные описания, которые ориентируют его относительно описания этой самоориентации, тогда, осуществляя все это рекурсивно, он может описывать себя описывающим себя… до бесконечности. Таким образом, дискурс путем коммуникативного описания порождает парадокс самоописания, то есть самосознание, выступающее в качестве новой области взаимодействий. </p>
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(6) Нервная система, способная рекурсивно взаимодействовать со своими собственными состояниями, как если бы они были независимыми сущностями, может делать это независимо от способов порождения этих состояний и в принципе может бесконечно повторять эти рекурсивные взаимодействия. Единственно, что ограничивает ее — это необходимость того, чтобы прогрессирующее преобразование ее актуального и потенциального поведения (которое в такой системе необходимо сопутствует самому поведению) прямо или косвенно было подчинено сохранению фундаментальной кругообразности живой организации. Языковая область, наблюдатель и самосознание — все они возможны постольку, поскольку все они возникают как различные области взаимодействий нервной системы со своими собственными состояниями, репрезентирующими различные модальности взаимодействий организма. </p>
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<p class="chap">Мышление</p>
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(1)Я полагаю, что в нервной системе, детерминированной состоянием, нейрофизиологический процесс, состоящий в том, что нервная система взаимодействует с некоторыми из своих собственных внутренних состояний, как если бы они были независимыми сущностями, соответствует тому, что мы называем мышлением. Такие внутренние состояния нервной активности, в остальном подобные другим состояниям нервной активности, участвующим в спецификации поведения, как это имеет место, например, в рефлекторных механизмах, порождают поведение, вызывая в нервной системе специфические изменения состояния. Как понятое таким образом мышление, так и рефлекторные механизмы представляют собой нейрофизиологические процессы, предопределяющие поведение; однако они и различаются между собой, так как в случае рефлекторного действия мы в своем описании можем проследить цепочку нервных взаимодействий, которая начинается со специфического состояния активности на сенсорных поверхностях, а в случае мышления цепочка нервных взаимодействий, приводящая к данному поведению (изменению в эффекторных поверхностях), имеет своим началом некоторое, поддающееся различению состояние активности самой нервной системы, независимо от того, как оно могло возникнуть. Соответственно мышление представляет собой такой модус работы нервной системы, при котором ее внутренняя анатомическая проекция (возможно, многократная) функционально отражается на самое себя. </p>
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(2) Процесс мышления, как он охарактеризован выше, по необходимости не зависит от языка. То, что это так даже в случае того, что мы называем «абстрактным мышлением», очевидно из наблюдений за человеческими субъектами с расщепленным мозгом. (Gazzaniga, Bogen and Sperry, 1965). Эти наблюдения показывают, что несмотря на то, что у неречевого полушария отсутствует способность к речи, в нем… могут совершаться операции, которые наблюдатель назвал бы абстрактным мышлением, и что «безъязычие» этого полушария означает лишь то, что оно не может порождать дискурс. Рассуждая о понятиях или идеях, мы описываем собственные взаимодействия с репрезентациями своих описаний, а благодаря операциям в языковой области мы мыслим. Трудность возникает вот почему: вместо того, чтобы присмотреться к тому функциональному процессу, благодаря которому описания оказываются возможными, мы рассматриваем мышление через наше описаниев терминах понятий, как если бы мышление было чем-то специфически человеческим и при этом было бы изоморфно представлениям, воплощенным в описаниях. </p>
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<p class="chap">Естественный язык</p>
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(1) Языковое поведение является ориентирующим поведением; оно ориентирует ориентируемого в когнитивной области последнего на взаимодействия, которые не зависят от природы самих ориентирующих взаимодействий. Насколько та часть когнитивной области организма, на которую ориентируемый ориентирован подобным образом, не детерминирована генетически, а определяется через взаимодействия, настолько один организм может в принципе ориентировать другой организм на любую часть своей когнитивной области посредством произвольных способов поведения, которые также определяются взаимодействиями. Однако такие консенсуальные ориентирующие взаимодействия возможны только, если области взаимодействий двух организмов в определенной мере можно сравнивать между собой, ибо только в этом случае два организма способны выработать конвенциональную и при этом конкретную систему коммуникативных описаний для ориентации друг друга на ко-оперативные классы взаимодействий, релевантных для. обоих этих организмов. </p>
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(2) Чтобы понять, как естественные языки возникли в процессе эволюции, надо выявить такую их фундаментальную биологическую функцию, которая в ходе естественного отбора могла бы их породить. До сих пор такое понимание было невозможно, потому что язык считали денотативной символической системой, предназначенной для передачи информации. Однако если бы биологическая функция языка состояла в передаче информации, то для того, чтобы он мог возникнуть в процессе эволюции, необходимо было бы предварительное существование функции денотации, из которой и могла бы развиться символическая система передачи информации. Но именно функцию денотации и требуется объяснить в первую очередь с точки зрения ее происхождения в процессе эволюции. Напротив, если признать, что язык коннотативен, а не денотативен, и что функция его состоит в том, чтобы ориентировать ориентируемого в его собственной когнитивной области, а не в том, чтобы указывать ему на независимые от него сущности, то очевидно, что усвоенные ориентирующие взаимодействия воплощают в себе функцию неязыкового происхождения, которая в условиях естественного отбора взаимодействий, способных применяться рекурсивно, может порождать в процессе эволюции систему ко-оперативных консенсуальных взаимодействий между организмами, то есть естественнный язык. Конкретные ориентирующие взаимодействия, как и любое другое усвоенное поведение, возникают в результате замены одного типа взаимодействия другим, так что это последнее и оказывается причиной данного поведения; происхождение же ориентирующих взаимодействий совершенно не зависит от степени сложности системы ко-оперативных взаимодействий, возникшей в результате их рекурсивного применения, поскольку оно (происхождение о.в.) обеспечено способностью нервной системы к научению. Ориентирующие взаимодействия, широко распространенные также и у других животных, особенно очевидны у приматов, наблюдая за которыми легко видеть, как слышимое и видимое поведение одного индивида ориентирует других в их когнитивных областях (£ау, 1968), и у дельфинов, которые, по-видимому, выработали богатую и эффективную систему ко-оперативных аудиальных взаимодействий (Lilly, 1967). В соответствии с вышесказанным, я считаю, что усвоенные путем научения ориентирующие взаимодействия вкупе со способом поведения, допускающим независимое рекурсивное расширение такой области взаимодействий организма, как социальная жизнь и/или изготовление и употребление орудий, явились, повидимому, той основой, исходя из которой в процессе эволюции совершался отбор ориентирующего поведения, приведшего у гоминидов к появлению современных языков. </p>
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(3) Поведение (функция) зависит от анатомической организации (структуры) живой системы, поэтому анатомию невозможно правомерным образом отделить от поведения: эволюция поведения — это эволюция анатомии, и наоборот: анатомия дает основание для поведения, а значит и для разнообразия последнего; поведение же обеспечивает основу для действия естественного отбора, а значит для преобразования в ходе истории анатомической организации организма. Однако и структура, и функция соотносятся с перспективой, задаваемой взаимодействиями системе и их нельзя рассматривать независимо от условий, определяющих эту систему как единство взаимодействий, ибо то, что в одной перспективе является единством взаимодействий, в другой оказывается лишь компонентом более крупного единства взаимодействий или же представляет собой несколько независимых единств. Процесс эволюции живых систем оказывается детерминистическим процессом неизбежно возрастающей сложности именно благодаря динамике процесса индивидуации как процесса, происходящего во времени, когда при наличии подходящих обстоятельств каждое состояние изменяющейся системы может стать единством взаимодействий. Так, в эволюции языка естественный отбор, действуя на ориентирующее поведение как на функциональное поведение, которое, будучи развито, способствует значительному возрастанию ко-операции между общественными животными, привел к анатомическим изменениям, дающим основу для усложнения ориентирующего поведения и диверсификации взаимодействий, на которые человек может быть ориентирован в своей когнитивной области. Ориентирующее поведение усложнилось в результате усложнения и диверсификации моторного поведения, в первую очередь в результате развития артикуляционных органов (vocalization) и изготовления орудий труда. Взаимодействия, на которые человека можно ориентировать, стали разнообразнее благодаря сопутствующему расширению внутренней проекции мозга на самого себя через посредство новых взаимосвязей между различными участками головного мозга (сравнительно с другими приматами), между участками коры и подкорковыми ядрами (Gеschwind, 1964), а кроме того, возможно, и между различными слоями коры и клеточными системами внутри самой коры головного мозга. </p>
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(4) До тех пор, пока язык считается денотативным, на него приходится смотреть как на некое средство для передачи информации, как если бы что-то от одного организма передавалось другому таким образом, что спецификации «отправителя» уменьшали область неопределенности «получателя». Но стоит признать, что язык коннотативен, а не денотативен и что его функция состоит в том, чтобы ориентировать ориентируемого в его когнитивной области, не обращая внимания на когнитивную область ориентирующего, как становится очевидным, что никакой передачи информации через язык не происходит. Выбор того, куда ориентировать свою когнитивную область, совершается самим ориентируемым в результате независимой внутренней операции над собственным состоянием. «Сообщение» является причиной выбора, однако произведенная им ориентация не зависит от того, какие репрезентации заключает в себе это «сообщение» для самого ориентирующего. Строго говоря, никакой передачи мысли между говорящим и его слушателем не происходит. Слушатель сам создает информацию, уменьшая неопределенность путем взаимодействий в собственной когнитивной области. Консенсус возникает лишь благодаря ко-оперативным взаимодействиям, в которых результирующее поведение каждого из организмов служит поддержанию их обоих. Наблюдатель, созерцающий коммуникативное взаимодействие между двумя организмами, уже выработавшими некую консенсуальную лингвистическую область, может описывать это взаимодействие как денотативное. Ему кажется, что сообщение (знак) является денотатом объекта, который Описывается (специфицируется) поведением ориентируемого, и что поведение ориентируемого детерминировано этим сообщением. Но поскольку исход взаимодействия детерминирован в когнитивной области ориентируемого независимо от того, какой смысл имеет это сообщение в когнитивной области ориентирующего, постольку денотативная функция сообщения принадлежит лишь когнитивной области наблюдателя и никак не определяет действительной эффективности коммуникативного взаимодействия. Ко-оперативное поведение, которое может развиваться из этих коммуникативных взаимодействий, является вторичным процессом, не зависящим от действительной эффективности последних. И если в обыденных рассуждениях разговоры о передаче информации, по-видимому, вполне обычны, то лишь потому, что говорящий молчаливо полагает, будто его слушатель тождествен ему, а значит и когнитивная область последнего тождественна его собственной когнитивной области (чего никогда не случается), и искренне удивляется, когда возникает то или иное «недоразумение». Такой подход оправдан для систем коммуникации, созданных человеком, в которых разработчик явно или неявно исходит из представления о тождественности отправителя и получателя, так что сообщение, если только оно не искажено в процессе передачи, на приеме неизбежно отбирает то же множество состояний, которое репрезентировано им в исходном пункте. В отношении естественных языков такой подход не оправдан. </p>
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(5) Выбор того, на что ориентироваться в собственной когнитивной области в результате языкового взаимодействия, принадлежит слушателю. Поскольку механизм выбора, как это свойственно каждому нейронному процессу, зависит от состояния, постольку состояние активности, из которого должен возникнуть выбор (новое состояние нейронной активности), ограничивает возможные выборы, представляя собой в ориентируемом субъекте некую систему отсчета. Сказанное действительно и для говорящего: состояние активности, из которого возникает его коммуникативное описание (языковые высказывания), представляет собой систему отсчета, задающую его выбор. Все те взаимодействия, которые независимо друг от друга определяют системы отсчета каждого из участников разговора, образуют собой контекст, где имеет место данное языковое взаимодействие. Таким образом, каждое языковое взаимодействие по необходимости зависит от контекста, причем, несмотря на различие систем отсчета данных двух процессов, эта зависимость носит строго детерминистический характер как для ориентирующего, так и для ориентируемого. Как бы то ни было, неоднозначность языкового взаимодействия, отмечаемая наблюдателем, справедлива только для него самого, поскольку он не имеет доступа к контексту, в котором происходит это взаимодействие. Предложение «Преследования полицейских довольно опасны» однозначно для обоих собеседников независимо от последующего поведения, которое оно порождает в каждом из них; для наблюдателя же, стремящегося прогнозировать ход последующих взаимодействий, это предложение неоднозначно. </p>
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(6) Если языковые взаимодействия воспринимать как ориентирующие взаимодействия, то можно заметить, что в функциональном плане нельзя отделить друг от друга семантику и синтаксис, несмотря на кажущуюся легкость, с какой они различаются в описаниях наблюдателя. Истинность сказанного подтверждается двумя соображениями: </p>
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(а) Некоторая последовательность коммуникативных описаний (в нашем случае — слов) скорее всего явится причиной возникновения в ориентируемом субъекте последовательности ориентаций, сменяющих друг друга в его когнитивной области, причем каждая из ориентаций возникает из состояния, оставшегося после предыдущей ориентации. Это хорошо видно на примере предложения «Преследования полицейских довольно опасны», в котором каждое из слов, последовательно сменяющих друг друга, ориентирует слушателя на некоторое конкретное взаимодействие в своей собственной когнитивной области, релевантное некоторым конкретным образом (проявляющимся в порождаемом им поведении), зависящим от предыдущей ориентации. Мы не должны упускать из виду этого факта, несмотря на то, что наблюдателю, видимо, легче описать слово «опасны» (или любое другое слово), указывая на его грамматические или лексические функции, нежели определить конкретную природу ориентации, вызываемой этим словом. Наблюдатель рассуждает, пользуясь языком, так, что любое объяснение слова «опасны», которое он может дать, лежит в области описания, тогда как ориентация, вызываемая самим словом, ориентация как изменение состояния самого слушателя — это некоторое внутреннее взаимодействие в его собственной когнитивной области. </p>
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(б) Целая серия коммуникативных описаний сама по себе может являться коммуникативным описанием. Будучи завершена, она в целом может ориентировать слушателя на видение с точки зрения, обусловленной тем состоянием, к которому она сама же его и привела. Ограничение на подобные усложнения налагается исключительно способностью нервной системы проводить различия между своими собственными различимыми внутренними состояниями и взаимодействовать с ними, как если бы они были независимыми сущностями. </p>
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(7) Языковое поведение представляет собой процесс непрерывной ориентации. Поэтому то новое состояние, в котором система оказывается после языкового взаимодействия, возникает в итоге языкового поведения. Правила синтаксиса и порождающей грамматики (Chomsky, 1968) указывают на повторяющиеся черты, которые наблюдатель отмечает в языковом поведении (и сумел бы заметить в любом поведении), которые, будучи порождением функциональной организации системы, задают спецификацию взаимодействий, возможных в любой данный момент времени. Правилами такие правила являются только в когнитивной области наблюдателя, то есть в сфере описаний, поскольку в любой системе переходы от одного состояния к другому, являясь внутренними процессами, не связаны с природой вызываемых ими взаимодействий. Любая корреляция между различными областями взаимодействий принадлежит исключительно когнитивной области наблюдателя и предстает в виде отношений, возникающих как результат его одновременных взаимодействий с обеими областями. </p>
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(8) Координированные состояния нейронной активности, специфицирующие тот или иной вид поведения как серию состояний эффекторов и рецепторов, обретающих в консенсуальной области свой смысл, с точки зрения нейрофизиологии их порождения не отличаются от других координированных состояний нейронной активности, специфицирующих другие виды поведения, обладающие врожденным или приобретенным смыслом (ходьбу, полет, игру на музыкальном инструменте). Поэтому несмотря на всю сложность моторных и сенсорных координаций, связанных с порождением речи, своеобразие языкового поведения состоит не в сложности или природе серии эффекторных и рецепторных состояний, конституирующих это поведение, а в той релевантности, которую такое поведение приобретает для поддержания фундаментальной круговой организации взаимодействующих организмов благодаря развитию консенсуальной области ориентирующих взаимодействий. Говорение, ходьба и игра на музыкальном инструменте различаются между собой не природой координированных нейронных процессов, которыми они специфицируются, а под-областями взаимодействий, в которых они приобретают свою значимость. </p>
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(9) Ориентирующее поведение в организме с нервной системой, способной рекурсивно взаимодействовать со своими собственными состояниями, расширяет когнитивную область этого организма, давая ему возможность рекурсивно взаимодействовать с описаниями своих собственных взаимодействий. В результате: </p>
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(а) Естественный язык возникает как новая область взаимодействий, в которой модификации организма вызываются его же описаниями своих взаимодействий, воплощенными в состояниях активности нервной системы. С этого момента эволюция организма испытывает на себе влияние собственных взаимодействий в областях наблюдения и самосознания. </p>
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(б) Естественный язык — по необходимости порождающий, ибо он является результатом рекурсивного применения одной и той же операции (выступающей в качестве нейрофизиологического процесса) к результатам этого применения. (в) Новые последовательности ориентирующих взаимодействий (новые предложения) внутри консенсуальной области по необходимости понятны слушателю (ориентируют его), потому что каждый из компонентов, входящих в эти последовательности, обладает определенными ориентирующими функциями в качестве одного из членов консенсуальной области, в определение которой он вносит свой собственный вклад. </p>
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<p class="chap">Память и научение</p>
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(1) Научение как процесс заключается в преобразовании через опыт поведения организма таким образом, чтобы оно прямо или косвенно служило поддержанию его фундаментальной кругообразности. Так как организация живой системы в общем и нервной системы в частности детерминирована состоянием, то это преобразование является историческим процессом, когда каждый способ поведения представляет собой основу, на которой развивается новое поведение. Происходит это либо благодаря изменениям возможных состояний, которые могут возникать в нервной системе в результате того или иного взаимодействия, либо благодаря изменениям правил перехода от состояния к состоянию. Таким образом, организм находится в постоянном процессе становления, характеристики которого задаются бесконечной последовательностью взаимодействий с независимыми сущностями, производящими отбор его изменений состояния, но не специфицирующими их. </p>
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(2) Научение происходит таким образом, что поведение, усвоенное организмом, наблюдателю кажется поведением, которое оправдано с точки зрения прошлого благодаря тому, что организм вбирает в себя репрезентацию окружающей среды, которая, служа напоминанием о прошлых событиях, вносит модификации в его нынешнее поведение. Тем не менее сама система функционирует в настоящем, и для нее научение является вневременным процессом преобразования. Находясь в потоке переживаний, организм не может определять заранее, когда ему изменяться, а когда нет. Не может он заранее определить и то оптимальное функциональное состояние, которого он должен достичь. Преимущество того или иного конкретного поступка, равно как и самого способа поведения, можно определить лишь апостериори, в результате актуального поведения организма, подчиненного поддержанию его фундаментальной кругообразности. </p>
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(3) Нервная система, способная к научению, является системой, в которой каждое последующее состояние детерминировано предыдущим состоянием; ей свойственна релятивистическая саморегулирующаяся организация. Эта организация определяет область взаимодействий нервной системы через состояния нейронной активности, постоянство которых поддерживается ею как внутри самой себя, так и на своих сенсорных поверхностях; она специфицирует эти состояния в любой момент как путем функционирования системы, так и путем самого научения (преобразования в ходе истории). Следовательно, эта система должна быть способна испытывать непрерывные преобразования, которые распространяются как на состояния, сохраняемые ею постоянными, так и на способы перехода к ним. При этом каждое взаимодействие, сопровождаемое новыми классами событий, должно эффективно модифицировать в том или ином направлении (что находит отражение в кривых научения). Так как система должна преобразовываться в непрерывном процессе становления, в котором отсутствует предварительная спецификация конечного состояния, то окончательная спецификация и оптимизация нового поведения могут возникать лишь как результат кумулятивного эффекта множества равнонаправленных взаимодействий. Каждое из этих взаимодействий отбирает в области структурных изменений, допускаемых структурным динамизмом нервной системы, такие изменения, которые не препятствуют ее дальнейшему функционированию, обеспечивающему сохранение фундаментальной круговой организации организма. В ином случае организм распадается. </p>
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(4) Проведенный ранее анализ нервной системы показал, что в состояниях нейронной активности, возникающих в нервной системе благодаря взаимодействиям, воплощены отношения, которые даны в этом взаимодействии, а не репрезентации ниши или окружающей среды, как их описал бы наблюдатель. Этот анализ показал также, что в функциональном отношении такие воплощения представляют собой изменения в способе реагирования нервной системы как системы замкнутой на самое себя, на модулирующие влияния последующих взаимодействий. Из этого следует, что то, что наблюдатель называет словами «припоминание» и «память», никак не может быть процессом, в ходе которого организм, прежде чем принять какое-либо решение, сопоставляет каждое новое переживание с хранящейся у него репрезентацией ниши. С помощью этих слов называют, напротив, систему, испытывающую модификации, которая способна синтезировать новое поведение, релевантное для ее состояния активности в настоящий момент. </p>
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(5) Известно, что в результате действия различных факторов, сопровождающих активность, имеющую место в нейропилах коллекторной и эффекторной зон нейронов, функции переноса этих нейронов изменяются. Хотя неизвестно, что именно представляют собой эти изменения (появление новых синапсов или же изменение их размеров, изменения мембран или же изменения в последовательностях приходов спайков в пункты ветвления аксонов), тем не менее, исходя из релятивистической организации нервной системы можно предположить, что результатом их будут локальные морфологические и функциональные изменения, которые являются не репрезентацией какого-либо конкретного взаимодействия, а устойчивым изменением реактивности нервной системы. Анатомическое и функциональное преобразование нервной системы должно осуществляться непрерывно в виде изменений в клетках, которые могут стабилизироваться вплоть до следующей модификации, способной пойти в любом направлении относительно предыдущей модификации. В ином случае они угасают сами собой после определенного числа взаимодействий, причем эти изменения вызываются локальными стимулами и отбираются актуальными факторами, сопровождающими активность, которая имеет место в самой нейропиле. </p>
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(6) Никакие изменения, происходящие в нервной системе во время научения, не должны нарушать непрерывности ее функционирования в качестве саморегулирующейся системы. Единство, которое наблюдатель видит в живой системе на всем протяжении ее непрерывного преобразования, является единством строго функциональным. Поэтому в тех случаях, когда наблюдателю представляется, будто имеет место одно и то же поведение, постоянным оказывается лишь некоторое множество отношений; они-то, по определению наблюдателя, и характеризуют это поведение, а не какое бы то ни было изменение в нейрофизиологическом процессе, благодаря которому возникает само поведение или же какой-нибудь еще не принятый наблюдателем во внимание аспект самого поведения. Научение как некоторое отношение между последовательно сменяющими друг друга способами поведения организма (то есть, такое отношение, когда поведение в настоящем кажется ему результатом преобразования прошлого поведения, происходящего благодаря припоминанию некоторого конкретного события, имевшего место в прошлом) принадлежит когнитивной области наблюдателя, являясь упорядоченным описанием его переживаний. Равным образом и рассуждения о памяти, в которых ссылаются на некую репрезентацию прошлых переживаний, присутствующую в обучающемся организме, — это описание наблюдателем своих упорядоченных взаимодействий с наблюдаемым организмом; с точки зрения нейрофизиологии память как хранилище репрезентаций окружающей среды, которые могут извлекаться оттуда по мере надобности, является фикцией. </p>
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(7) Для того чтобы два взаимодействия, во всех отношениях эквивалентные друг другу, воспринимались системой как различные элементы одного и того же класса, достаточно, чтобы состояние системы после взаимодействия изменилось таким образом, что во всех случаях, когда имеет место сходное с первым взаимодействие, этому последнему не сопутствовало бы некое внутренне детерминированное состояние, притом, что внешнее поведение системы остается прежним. Это своеобразное состояние можно было бы описать как состояние, являющееся репрезентацией эмоциональной коннотации неуверенности, которая, присутствуя во всех случаях, когда какой-либо класс взаимодействий испытывается впервые, после этого испытания подавляется. Отсутствие такого сопутствующего состояния будет являться достаточным основанием для того, чтобы ко всем повторяющимся взаимодействиям одного и того же класса отнестись иным образом (то есть как к известным). Я полагаю, что подобные модификации реактивности нервной системы конституируют основу для однонаправленного упорядочения переживаний в живой системе путем «узнавания» при отсутствии каких-либо репрезентаций ниши. Взаимодействия, происходящие впервые, которые из-за ошибки системы не сопровождаются вышеупомянутым сопутствующим внутренним состоянием (эмоциональной коннотацией неуверенности), будут трактоваться системой как известные ей, что описано как явление dejavu . И наоборот, если сопутствующее состояние активности, соответствующее этой эмоциональной коннотации, не подавляется, тогда любое повторяющееся взаимодействие будет восприниматься системой как новое (потеря кратковременной памяти). </p>
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(8) Если такая система обладает способностью к дискурсу, то тогда путем приписывания своим переживаниям однонаправленного порядка, который основывается на различиях их эмоциональных коннотации, система порождает темпоральную область и, продолжая в настоящем функционировать как вневременная система, взаимодействия свои осуществляет через описания в темпоральной области. Прошлое, настоящее и будущее, как и время вообще, принадлежат исключительно когнитивной области наблюдателя. </p>
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<p class="chap">Наблюдатель</p>
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Эпистемологические и онтологические следствия </p>
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(1) Когнитивная область — это вся область взаимодействий организма. Расширить когнитивную область можно, если порождаются новые способы взаимодействия. Нашу когнитивную область расширяют приборы. </p>
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(2) Возможности расширения когнитивной области неограниченны; это исторический процесс. В ходе эволюции наш мозг, мозг наблюдателя, стал специализированным прибором для различения отношений — отношений, порождаемых как извне, так и изнутри, — важно только, чтобы эти отношения были даны нам в результате взаимодействий или опосредованы ими, а также были бы воплощены в состояниях относительной активности нейронов. Происходит это в обстоятельствах, когда различения между состояниями относительной активности (которые наблюдателем воспринимаются как репрезентация взаимодействий организма) для нервной системы, функционирующей как замкнутая система, являются лишь изменениями отношений активности, возникающих между ее компонентами в то время, когда она порождает внутренние и сенсорно-моторные корреляции, отбираемые состояниями организма. Здесь можно отметить два аспекта: один касается функциональной организации нервных клеток, которые, реагируя различным образом, обеспечивают различение между разными состояниями относительной активности, воздействующими на них; другой аспект касается способности нервной системы как нейронной организации проводить различение между своими собственными состояниями по мере того, как они различаются и специфицируются последующими состояниями активности, которые ими же и порождены. </p>
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Поведение как континуум самореферентного функционального преобразования возникает благодаря способности нервной системы по-разному взаимодействовать со своими собственными состояниями в непрерывном процессе самопреобразования, независимо от способа порождения этих состояний. Мы не можем определить в абсолютном смысле, что именно является входом в нашу нервную систему (нервную систему наблюдателя), потому что входом может быть каждое отдельное ее состояние, которое и будет модифицировать ее как взаимодействующую единицу. Мы можем сказать, что нас изменяет каждое внутреннее взаимодействие, потому что оно вносит модификации в наше внутреннее состояние, изменяя нашу установку или перспективу (как некоторое функциональное состояние), отправляясь от которой мы вступаем в новое взаимодействие. В результате этого каждое взаимодействие создает новые отношения, которые воплощаются в новых состояниях активности, и мы взаимодействуем с ними в процессе, который повторяется как историческая трансформация, не имеющая границ. </p>
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(3) Наблюдатель порождает высказываемое им описание своей когнитивной области (включающей его взаимодействия с приборами и через посредство последних). Но какое бы описание он ни давал, это описание соответствует множеству допустимых в его нервной системе состояний относительной активности, воплощающих в себе отношения, данные ему его взаимодействиями. Эти допустимые состояния относительной активности, равно как и те, что ими рекурсивно порождаются, возможны благодаря анатомической и функциональной организации нервной системы и способности последней взаимодействовать со своими собственными состояниями. В свою очередь нервная система развилась как система, которая структурно и функционально подчинена задаче поддержания фундаментальной кругообразности живой организации, а значит воплощает в себе определенную неизбежную логику — логику, обеспечивающую соответствие между организацией живой системы и взаимодействиями, в которые она может вступать без утраты собственной идентичности. </p>
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(4) Наблюдатель может описывать систему, которая порождает систему, способную описывать наблюдателя. Высказываемое объяснение представляет собой парафразу, некое описание синтеза того, что подлежит объяснению; наблюдатель объясняет наблюдателя. Однако высказываемое объяснение относится к области дискурса. Полным же объяснением является только полное воспроизведение. </p>
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(5) Область дискурса представляет собой замкнутую область, и выйти из нее посредством того же дискурса невозможно. Поскольку область дискурса — это замкнутая область, то можно сделать следующее онтологическое утверждение: логика описания есть логика описывающей (живой) системы (и ее когнитивной области). </p>
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(6) Чтобы дискурс имел место, этой логике необходим некий субстрат. Но мы не можем рассуждать об этом субстрате в абсолютных терминах, поскольку нам пришлось бы его описывать, описание же есть некоторое множество взаимодействий, в которые могут вступать описывающий и слушатель, но тогда их рассуждения об этих взаимодействиях будут представлять собой еще одно множество описательных взаимодействий, которые так и остаются в области описаний. Таким образом, хотя по эпистемологическим соображениям этот субстрат нужен, сказать мы о нем, кроме того, что уже подразумевалось в вышеприведенном онтологическом утверждении, ничего не можем. </p>
<p class="paragraph">
(7) Как наблюдатели мы живем в области дискурса, взаимодействуя рекурсивным образом с описаниями наших описаний и порождая таким образом новые элементы взаимодействия. Как живые системы мы, напротив, являемся замкнутыми системами, которые модулируются взаимодействиями; посредством этих взаимодействий мы определяем независимые сущности, единственная реальность которых заключается в специфицирующих эти сущности взаимодействиях (их Описаниях). </p>
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(8) По эпистемологическим соображениям мы можем сказать: существуют свойства, многообразные и неизменные в различных взаимодействиях. Инвариантность свойств во взаимодействиях обеспечивает сущностям, или единствам взаимодействий, функциональный источник возникновения. Так как порождение сущностей происходит через взаимодействия, которые их (свойства) определяют, сущности с различными классами свойств порождают независимые области взаимодействий; тем самым исключается возможность редукционизма [4] . </p>
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<p class="chap">VI. Заключение</p>
<p class="paragraph">
Итак, прибегнув к описанию самореферентной круговой организации живой системы и проанализировав области взаимодействий, задаваемые такой организацией, я показал, как возникает самореферентная система, которая способна производить описания и порождать путем ориентирующих взаимодействий с другими, подобными ей самой системами, и с самой собой как консенсуальную языковую область, так и область самосознания, то есть я показал, как возникает наблюдатель. Уже один этот результат удовлетворяет фундаментальному требованию, выдвинутому нами в самом начале: „Наблюдатель — живая система, поэтому чтобы понять познание как биологическое явление, необходимо принять в расчет наблюдателя и его роль в познании и дать им объяснение". Он же подтверждает и обоснованность данного анализа. </p>
<p class="paragraph">
Хотя ответы на различные вопросы, поставленные во Введении, и фундаментальные следствия из анализа могут быть обнаружены в самом тексте по мере адекватного изложения теории, тем не менее есть несколько выводов, которые бы мне хотелось представить в явном виде: </p>
<p class="paragraph">
(i) Живая организация представляет собой круговую организацию, обеспечивающую производство или сохранение компонентов, специфицирующих ее таким образом, что продуктом их функционирования оказывается сама та организация, которая их производит. Таким образом, живая система представляет собой гомеостатическую систему, в которой ее гомеостатическая организация выступает в роли своей же собственной переменной, постоянство значения которой поддерживается ею благодаря производству и функционированию специфицирующих ее компонентов, причем эта же организация определяет гомеостатическую систему как единство взаимодействий. Отсюда следует, что живые системы представляют собой подкласс класса круговых и гомеостатических систем. Кроме того, очевидно, что компоненты, о которых говорилось выше, не могут быть специфицированы в качестве частей живой системы наблюдателем, способным делить систему лишь на части, определяемые им посредством своих взаимодействий и необходимым образом принадлежащие исключительно его когнитивной области; эти компоненты не могут быть детерминированы также и операционально применяемым способом анализа. Точно так же и отношения, благодаря которым эти части образуют, согласно утверждениям наблюдателя, единую систему, суть отношения, возникающие только через его посредство, когда он взаимодействует одновременно и с частями и с целой системой, а значит, они принадлежат исключительно его когнитивной области. Таким образом, хотя наблюдатель может расчленить живую систему на части, которые он сам определяет, описание этих частей не является репрезентацией живой системы и не может быть ею. В принципе, часть должна определяться через ее отношения в единстве, образованию которого она способствует своими действиями и взаимодействиями с другими частями. Осуществить это, однако, невозможно, потому что при расчленении наблюдателем единства на части разрушаются именно те отношения, которые были бы значимы для характеристики частей в качестве действительных компонентов единства. Эти отношения не могут быть выявлены через описание, поскольку оно принадлежит когнитивной области наблюдателя и отражает лишь те его взаимодействия с новыми единствами, которые он создает в ходе своего анализа. Таким образом, строго говоря, у единства нет частей, и единство является единством лишь в той мере, в какой оно обладает областью взаимодействий, определяющей его как нечто отличное от того, по отношению к чему оно является единством. Говорить о единстве можно, только характеризуя его организацию через область взаимодействий, специфицирующих это различие. В таком контексте понятие компонента необходимо только из эпистемологических соображений для того, чтобы указать, что организация единства порождается нашим описанием, однако природы его компонентов это словоупотребление не отражает. </p>
<p class="paragraph">
(ii) Для каждой живой системы ее конкретная самореферентная круговая организация специфицирует замкнутую область взаимодействий, то есть когнитивную область этой системы, причем система не может участвовать ни в одном взаимодействии, которое не предписано ей этой организацией. Поэтому процесс познания для каждой живой системы состоит в том, чтобы, реализуя в собственной замкнутой области взаимодействий некоторое актуальное поведение, создать определенное поле поведения, а не в том, чтобы воспринимать или описывать некую независимую вселенную. Наш когнитивный процесс (то есть когнитивный процесс наблюдателя) отличается от когнитивных процессов других организмов только видами взаимодействий, в которые мы можем вступать (например, наличием языковых взаимодействий), а не природой самого когнитивного процесса. В этом, строго зависимом от субъекта творческом процессе индуктивный вывод представляет собой необходимую функцию (способ поведения), возникающую как результат самореферентности и кругообразности организации, при которой каждое порождаемое ею взаимодействие и внутреннее состояние трактуются так, как если бы каждое из них должно было бы повториться и представляло бы собой элемент класса. </p>
<p class="paragraph">
Таким образом, в функциональном отношении каждое переживание для живой системы является переживанием некоторого обобщенного события. Однако именно в случае конкретного, а не обобщенного события живой системе требуется множество независимых переживаний для того, чтобы это конкретное событие было специфицировано путем пересечения различных классов взаимодействий. Поэтому, хотя (благодаря преобразованию, которое вызвано взаимодействиями в организмах или в их нервной системе в ходе их предшествующего существования) прошлые взаимодействия и детерминируют индуктивные выводы, производимые организмами в настоящем, в самом индуктивном выводе эти прошлые взаимодействия не участвуют. Индуктивный вывод как структурное свойство живой организации и процесса мышления не зависит ни от предшествующего существования, ни от отношений между прошлым и настоящим, принадлежащих исключительно области наблюдателя. </p>
<p class="paragraph">
(iii) Языковые взаимодействия ориентируют слушателя в его когнитивной области, не специфицируя при этом хода его последующего поведения. Основная функция языка как системы ориентирующего поведения заключается не в передаче информации или описании независимой вселенной, о которой мы можем вести разговоры, а в создании консенсуальной области поведения между системами, взаимодействующими на языке, путем развития кооперативной области взаимодействий. </p>
<p class="paragraph">
(iv) Посредством языка мы взаимодействуем в области описаний, оставаясь в ней необходимо даже тогда, когда делаем утверждения о вселенной или о нашем знании о ней. Эта область одновременно и конечна и беспредельна: конечна потому, что все, что мы говорим, является описанием, а беспредельна потому, что каждое описание конституирует в нас основу для новых ориентирующих взаимодействий, а значит и для новых описаний. Итогом такого процесса рекурсивного применения описаний является самосознание, представляющее собой новое явление в области самоописания, причем единственным его нейрофизиологическим субтратом является нейрофизиологический субстрат самого ориентирующего поведения. Таким образом, область самосознания как область рекурсивных самоописаний также конечна и беспредельна. </p>
<p class="paragraph">
(v) Живая система не является целенаправленной системой. Подобно нервной системе, она представляет собой устойчивую, определяемую состоянием строго детерминистическую систему, замкнутую на самое себя и модулируемую посредством взаимодействий, которые не специфицируются ее поведением. Однако эти модуляции предстают как модуляции только наблюдателя, которые созерцает организм или нервную систему извне, со своей собственной концептуальной (описательной) точки зрения, как нечто расположенное в некоторой окружающей среде и в качестве элементов своей собственной области взаимодействий. Что же касается функционирования самой самореферентной системы, то здесь имеет место только последовательность ее собственных состояний, обеспечивающих ей самосохранение. Если не проводить этого различия, то можно совершить ошибку, включив в объяснение, касающееся организма и нервной системы, такие особенности взаимодействий (описания), которые входят только в когнитивную область наблюдателя. </p>
<p class="paragraph">
(vi) О нервной системе хочется рассуждать как об устойчивой системе со входом. Подобный подход для меня неприемлем, поскольку в нем совершенно упускается из вида суть дела; в объяснение систем, организацию которых следует понимать как полностью самореферентную, вводится искажение, обусловленное нашим участием в качестве наблюдателей. Происходящее в живой системе аналогично тому, что происходит в полете самолета по показаниям приборов, когда пилот не имеет доступа к внешнему миру и его функция состоит только в контроле за показаниями приборов ао время полета. При этом задача пилота заключается в том, чтобы соблюсти определенную траекторию изменений в показаниях приборов, которая обусловлена либо каким-либо заранее предписанным планом, либо планом, который специфицируется самими этими показаниями. Выходя из самолета, пилот испытывает удивление, когда его поздравляют друзья по случаю удачного полета и приземления, совершенных им в абсолютной темноте. Он недоумевает потому, что, насколько ему известно, в любой момент полета он всего лишь выдерживал показания приборов в рамках определенных заданных пределов, то есть выполнял задачу, представление о которой совершенно отсутствует в описании его поведения, сделанном его друзьями (наблюдателями). </p>
<p class="paragraph">
В терминах функциональной организации у живых систем нет ни входов, ни выходов несмотря на то, что в условиях внешних возмущений они поддерживают постоянство заданных состояний. Только в наших описаниях, когда мы включаем живые системы в качестве частей в более крупные системы, которые мы определяем сами, мы можем говорить о наличии у них и входов и выходов. Применяя этот описательный подход в анализе живой организации, мы невольно подчиняем наше понимание живого таким представлениям, которые действительны только для систем, созданных человеком (аллореферентные системы), где функции входа и выхода на самом деле обладают первостепенной важностью ввиду того, что их роль целенаправленно определена в контексте более крупных систем, в состав которых входят эти аллореферентные системы. Между тем, аналогия этих двух видов систем неправомерна. В организации живых систем роль эффекторных поверхностей состоит лишь в том, чтобы поддерживать постоянными заданные состояния рецепторных поверхностей, а не в том, чтобы действовать на окружающую среду вне зависимости от того, насколько адекватным может казаться такое описание для анализа адаптации или других процессов. Понимание этого имеет фундаментальное значение для понимания организации живых систем. </p>
<p class="paragraph">
(vii) Когнитивная область наблюдателя конечна, но беспредельна. Он может рекурсивным образом без всяких ограничений взаимодействовать с репрезентациями своих взаимодействий и порождать благодаря своему участию в этих взаимодействиях отношения между областями, которые в остальном независимы друг от друга. Каждое такое отношение представляет собой нечто новое. Эффективность этого нового, возникающего через посредство наблюдателя, совпадает с эффективностью его поведения (и никак не меньше последней). Таким образом, он одновременно создает (изобретает) отношения и порождает (специфицирует) мир (область взаимодействий), в котором он живет, путем непрерывного расширения собственной когнитивной области через посредство рекурсивных описаний и репрезентаций своих взаимодействий. Следовательно, новое является необходимым результатом того, что организация наблюдателя по своей природе исторична; благодаря ей каждое достигнутое состояние оказывается исходным пунктом для спецификации следующего состояния, которое поэтому не может быть строгим повторением предыдущего состояния. Эта неизбежная особенность наблюдателя проявляет себя в культуре как творчестве. </p>
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(viii) Логика описания, а следовательно, иповедения вообще представляет собой по необходимости логику описывающей системы. Если поведение — это референтная и детерминистическая последовательность состояний нервной активности, в которой каждое состояние детерминирует следующее состояние в рамках той же системы отсчета, тогда до тех пор, пока система отсчета не изменится под влиянием каких-либо взаимодействий, создающих разрыв, в поведении не может возникнуть никаких противоречий. Если смена системы отсчета происходит при разворачивании какого-либо данного поведения, тогда возникает новое поведение, причем состояния, следующие за изменением, детерминированы по отношению к новому поведению. Если наблюдателю кажется, что новая последовательность состояний (поведение) находится в противоречии с предыдущими состояниями, то это происходит потому, что он пользуется независимой и постоянной системой отсчета, относительно которой последовательности состояний, сменяющие друг друга, оказываются противоречивыми. Однако это противоречие принадлежит исключительно когнитивной области наблюдателя или чего-то, что обеспечивает независимую постоянную систему отсчета. </p>
<p class="paragraph">
Таким образом, противоречия (несоответствия inconsistencies) возникают не в процессе порождения поведения, они относятся к области, в которой различные актыповедения обретают свою значимость в результате их широкой конфронтации с более замкнутой системой отсчета, происходящей путем взаимодействия организма. Поэтому мышление и дискурс как способы поведения в своем порождении оказываются по необходимости логически непротиворечивыми. То, что наблюдатель выделяет в них в качестве рационального, поскольку они предстают как сцепления непротиворечивых описаний, зависящих от последовательности, частью которой они являются, оказывается выражением этой необходимой логической непротиворечивости. Отсюда следует, что логические несоответствия (иррациональности) в мышлении и дискурсе, как они воспринимаются наблюдателем, возникают вследствие изменений в контексте порождающих их обстоятельств, тогда как независимая система отсчета, которой пользуется наблюдатель, остается без изменений. </p>
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(ix) Ввиду такой природы когнитивного процесса и функции языковых взаимодействий мы ничего не можем сказать о том, что не зависит от нас и с чем мы не можем взаимодействовать. Для этого потребовалось бы какое-то описание, а описание как способ поведения дает репрезентации только таких отношений, которые даны во взаимодействиях. Поскольку логика описания совпадает с логикой описывающей системы, мы можем утверждать, что с эпистемологической точки зрения для того, чтобы взаимодействия имели место, необходим некоторый субстрат. Но дать характеристику этого субстрата в терминах свойств, не зависящих от наблюдателя, мы не можем. Отсюда следует, что реальность, понимаемая как вселенная, состоящая из независимых сущностей, о которых мы можем вести речь, — это по необходимости фикция, принадлежащая чисто описательной области, и что фактически понятие реальности мы должны применять по отношению именно к этой области описаний, в которой мы как описывающая система взаимодействуем с нашими описаниями, как если бы они были независимыми сущностями. Это изменение в представлениях о реальности следует понять правильно. Мы привыкли вести речь о реальности, ориентируя друг друга путем языковых взаимодействий на, как нам кажется, сенсорные переживания конкретных сущностей, которые, однако, как это видно на примере мыслей и описаний, представляют собой состояния относительной активности между нейронами, порождающие новые описания. Вопрос «Что является объектом познания?» становится бессмысленным. Никакого объекта познания нет. Знать — значит уметь вести себя адекватным образом в ситуациях, связанных с индивидуальными актами или ко-оперативными взаимодействиями. Мы не можем говорить о субстрате, в котором имеет место наше когнитивное поведение, а о том, о чем мы не можем говорить, о том мы должны молчать, на что в свое время указал Витгенштейн. Однако это молчание не означает, что мы впадаем в солипсизм или какую-либо разновидность метафизического идеализма. Его смысл заключен в признании того, что мы как мыслящие системы живем в области описаний (на что указывал уже Беркли) и что благодаря описаниям мы можем до бесконечности усложнять свою когнитивную область. Соответствующим образом должен измениться и наш взгляд на вселенную и на поставленные нами вопросы. Это новое представление о реальности как области описаний не вступает в противоречие ни с детерминизмом, ни с понятиями предсказуемости в различных областях взаимодействий. Напротив, оно дает им новое обоснование, ибо показывает, что они представляют собой необходимое следствие изоморфизма логики описания и логики описывающей системы. Оно же свидетельствует и о том, что детерминизм и предсказуемость действительны только внутри поля этого изоморфизма, то есть они действительны лишь для взаимодействий, которые определяют некоторую область. </p>
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(х) Принято считать, что генетическая и нервная системы кодируют информацию об окружающей среде, и эта информация представлена их функциональной организацией. Это мнение не выдерживает критики. Генетическая и нервная системы кодируют процессы, специфицирующие процессы преобразований, начиная с исходных состояний, и декодироваться они могут лишь посредством актуализации последних, а не посредством описаний окружающей среды, выполненных наблюдателем и принадлежащих исключительно его когнитивной области (Beriral, 1965). Иллюстрацией данного вывода служит приводимый ниже пример. </p>
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Предположим, что нам надо построить два дома. С этой целью мы нанимаем две группы рабочих по тринадцать человек в каждой. Одного из рабочих первой группы мы назначаем руководителем и даем ему книгу, в которой содержатся все планы дома со стандартными схемами расположения стен, водопроводных труб, электрических проводов, окон и т. д., а, кроме того, несколько изображений дома в перспективе. Рабочие изучают эти планы и по указаниям руководителя строят дом, непрерывно приближаясь к конечному состоянию, которое определено описанием. Во второй группе руководителя мы не назначаем, а расставляем рабочих, определяя для каждого исходное положение на рабочем участке, и даем каждому из них одинаковую книгу, в которой содержатся указания относительно ближайшего пространства вокруг него. В этих указаниях нет таких слов, как дом, трубы, окна, в них нет также ни планов, ни чертежей дома, который предстоит построить. Это указания, касающиеся только того, что рабочий должен делать, находясь в различных положениях и в различных отношениях, в которых он, оказывается, по мере того, как его положение и отношения изменяются. </p>
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Хотя все книги одинаковы, рабочие вычитывают из них и применяют различные указания потому, что они начинают свою работу, находясь в разных положениях, и движутся после этого по разных траекториям изменения. Конечный результат в обоих случаях будет один и тот же, а именно — дом. Однако рабочие первой группы строят такой дом, окончательный вид которого известен с самого начала, тогда как рабочие второй группы не располагают видимым образом того, что они строят, и, возможно, этот образ не возникнет у них даже тогда, когда они закончат свою работу. С точки зрения наблюдателя, обе группы строят дом, и ему об этом известно с самого начала. Однако дом, который строит вторая группа, принадлежит только когнитивной области наблюдателя, тогда как дом, который строят рабочие первой группы, принадлежит также и когнитивным областям каждого из рабочих. Кодирование в этих двух случаях, очевидно, разное. Ясно, что указания, содержащиеся в первой книге, фактически кодируют дом так, как его описывал бы наблюдатель. Задача рабочих по декодированию заключается в целенаправленном осуществлении действий, которые аппроксимируют конструирование предписанного конечного состояния. Именно поэтому дом должен присутствовать в их когнитивной области. Во втором случае в указаниях, содержащихся в каждой из тринадцати одинаковых книг, не закодирован никакой дом. Эти указания являются кодом процесса, конституирующего траекторию-изменяющихся взаимоотношений, которые, будучи осуществлены при определенных условиях, приводят к появлению системы, обладающей такой областью взаимодействий, которая не связана с наблюдателем никакими обязательными отношениями. То, что наблюдатель называет эту систему домом, составляет особенность его когнитивной области, а не самой системы. В первом случае кодирование изоморфно описанию дома, выполненному наблюдателем, и образует собой фактически репрезентацию последнего. Во втором случае это не так. Первый случай типичен для способа, посредством которого наблюдатель кодирует создаваемые им системы. Второй присущ способу, посредством которого геном и нервная система образуют собой коды для организма и нервной системы соответственно. При этом никто и никогда не сумеет отыскать в этих кодах изоморфизма с описанием системы, которое могло бы быть сделано самим наблюдателем, системы, с которой наблюдатель взаимодействует. В каком же тогда смысле можно утверждать, что генетическая и нервная системы кодируют информацию об окружающей среде? Понятие информации относится к степени неуверенности наблюдателя в своем поведении в области определенных им самим альтернатив, в связи с чем понятие информации может применяться только внутри его когнитивной области. Соответственно можно сказать лишь, что генетическая и нервная системы порождают информацию посредством самоспецификации, которая воспринимается наблюдателем как самодекодирование генетической и нервной систем в процессах роста и поведения. </p>
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(xi) Существуют различные области взаимодействий, причем эти разные области взаимодействий не могут объяснить друг друга потому, что явления одной области невозможно породить с помощью элементов другой. Взаимодействующая сущность остается в одной и той же области. Одна область может порождать элементы другой области, но не ее феноменологию, которая определена в каждой области взаимодействиями ее элементов, а элементы той или иной области определяются только той областью, которую они порождают. Любая связь между различными областями обеспечивается наблюдателем, который может взаимодействовать с объединенными между собой состояниями нервной активности, порождаемыми в его мозгу посредством его сопутствующих друг другу взаимодействий в нескольких областях, или же с независимыми описаниями этих взаимодействий, как если бы они представляли собой некую единую сущность. Посредством этих сопутствующих друг другу взаимодействий в различных областях (или с помощью нескольких описаний внутри описательной области) наблюдатель порождает отношения между различными областями (или между различными описаниями) как состояниями нейронной активности, которые создают в нем определенные способы поведения (описания), репрезентирующие эти совокупные взаимодействия в качестве единичных независимых сущностей. Благодаря рекурсивным взаимодействиям наблюдателя с описаниями число отношений, которые могут таким образом порождаться наблюдателем, потенциально бесконечно, равно как и число разновидностей этих отношений. </p>
<p class="paragraph">
Таким образом, отношения как состояния нейронной активности, возникающие в результате параллельных взаимодействий наблюдателя в различных областях (физической и реляционной), образуют собой элементы новой области, в которой наблюдатель взаимодействует как мыслящая система, не редуцируя при этом одну феноменологическую область к другой. Именно одновременный логический изоморфизм между новым элементом (отношениями) и системами (выступающими в качестве источников этих элементов), возникающий благодаря способу происхождения этих отношений (то есть благодаря пересечению классов отношений), наделяет порожденную таким образом новую область (описания) ее объяснительной силой. Объяснение всегда представляет собой некоторое воспроизведение. В одних случаях это конкретное воспроизведение — путем синтеза эквивалентной физической системы, в других — концептуальное — посредством описания, из которого возникает система, логически изоморфная исходной системе. Редукция одной феноменологической области к другой не является объяснением. Адекватное понимание этой нередуцируемости существенно важно для понимания биологических явлений, консенсуальных областей, которые порождаются живыми системами, и их участия в процессе совместной эволюции. </p>
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Многие из выводов, касающиеся самосознания и знания и вытекающие из предложенного способа анализа, в той или иной форме высказывались разными учеными и философами, которые исходили при этом из собственного интуитивного понимания. Однако, насколько мне известно, эти выводы никогда не имели под собой адекватного биологического и эпистемологического основания. Я сделал это, проведя различие между тем, что принадлежит области наблюдателя, и тем, что принадлежит области организма, и в предельной форме выразил неявные следствия, вытекающие из круговой самореферентой организации живых систем, а именно следствия, вытекающие из функциональной замкнутости релятивистической организации нервной системы как системы, находящейся в условиях непрерывного преобразования, детерминированного отношениями нейронной активности (так, что система никогда не выходит за свои собственные пределы), а также следствия, вытекающие из ориентирующей функции языковых взаимодействий, не связанных с передачей информации. </p>
<p class="paragraph">
Только проделав это, оказывается возможным правильно понять функциональную сложность живой системы, способной к взаимодействиям на языке, не маскируя ее такими магическими словами, как сознание, символ или информация. Большую часть работы по выяснению подробностей, разумеется, еще только предстоит сделать, однако основной шаг, состоящий в том, чтобы определить перспективу, в свете которой все это следует рассматривать, уже сделан. В качестве заключительного замечания можно было бы предположить то, что производит впечатление еще одного парадокса, но указывает при этом на концептуальную проблему: живые системы, в общем, и их нервная система, в частности, не созданы для того, чтобы воздействовать на среду, хотя именно благодаря эволюции способов их воздействия на среду они стали тем, чем они являются, то есть стали такими, что мы можем сказать о них то, что мы о них можем сказать. </p>
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<p class="chap">Постскриптум</p>
<p class="paragraph">
Ни одна научная работа не должна выполняться без признания вытекающих из нее этических следствий. В данном случае особого внимания заслуживает следующее: </p>
<p class="paragraph">
(1) Человек представляет собой детерминистическую и релятивистическую самореферентную автономную систему, жизнь которой обретает особое измерение посредством самосознания; этика и мораль возникают как комментарии, которыми он сопровождает свое поведение посредством самонаблюдения. Он живет в постоянно изменяющейся области описаний, которую он порождает путем рекурсивных взаимодействий в рамках этой области. Единственным постоянным элементом на протяжении всех его преобразований в ходе его личностной истории оказывается его идентичность в качестве взаимодействующей системы. Это значит, что человек изменяется и живет в изменяющейся системе отсчета в мире, который непрерывно им самим создается и преобразуется. Успешные взаимодействия, прямо или косвенно служащие поддержанию живой организации, представляют собой единственное предельное основание для оценки им правильности своего поведения в области описаний, а значит предельное основание истины. Но поскольку живые системы суть самореферентные системы, постольку любое предельное основание по необходимости относительно. Поэтому никакая абсолютная система ценностей невозможна, а любая истина и ложь в области культуры по необходимости относительны. </p>
<p class="paragraph">
(2) Язык не передает информации, а его функциональная роль заключается в создании ко-оперативной области взаимодействий между говорящими путем выработки общей системы отсчета. И все это несмотря на то, что каждый из говорящих на языке действует исключительно в рамках своей когнитивной области, где любая предельная истина зависит от опыта личных переживаний. Так как система отсчета определена специфицированными ею классами выборов, языковое поведение может быть только рациональным, то есть должно детерминироваться отношениями необходимости, существующими внутри системы отсчета, в которой оно разворачивается. Поэтому никого и никогда нельзя убедить рациональными доводами в истинности того, что в конечном счете уже не присутствует в неявной форме в комплексе верований этого человека. </p>
<p class="paragraph">
(3) Человек — рациональное животное, конструирующее свои рациональные системы так, как конструируются вообще все рациональные системы, то есть исходя из произвольно принятых им для себя истин (посылок). Поскольку он представляет собой релятивистическую самореферентную детерминистическую систему, то иначе и быть не может. Однако, если возможна только относительная, произвольно выбранная система отсчета, тогда неизбежной задачей человека как животного, которое осознает самого себя и способно быть наблюдателем своих собственных когнитивных процессов, оказывается осознанный выбор системы отсчета для конструирования своей системы ценностей. Человек всегда избегал этой задачи, либо обращаясь к богу как к абсолютному источнику истины, либо прибегая к самообману с помощью разума, который можно применить для обоснования чего угодно, смешивая различные системы отсчета, так что аргументацию в одной области он строит, основываясь на отношениях, действительных для другой. Предельная истина, лежащая в основе рационального поведения человека, предопределена его личным опытом и предстает как акт выбора, в котором выражается предпочтение, не передающееся рациональными средствами. Поэтому альтернативой разуму как источнику универсальной системы ценностей служит эстетическое искушение в пользу такой системы отсчета, которая согласуется с его желаниями (а не с потребностями) и определяет функции, которые должны быть удовлетворены миром (как культурным, так и материальным), в котором он хочет жить. </p>
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<p class="chap">Литература</p>
<p class="paragraph">
Ashby, 1960. = Ashby, W. Ross. Design for a Brain: The Origin of Adaptive Behavior. (Second Edition). New York: John Wiley and Sons, Inc., 1960. </p>
<p class="paragraph">
Berkeley, 1709.= Berkeley, George. An Essay Towards a New Theory of Vision, 1709. </p>
<p class="paragraph">
Berkeley, 1710= Berkeley, George. Treatise Concerning the Principles of Human Understanding, 1710. </p>
<p class="paragraph">
Bernal, 1965 = Bernal, J. D. Molecular Matrices for Living Systems. — In: «The Origins of Prebiological Systems and of Their Molecular Matrices». New York and London: Academic Press, 1965. </p>
<p class="paragraph">
Вertalanffy, 1960 = von Bertalanffy, Ludwig. Problems of Life: An Evalution of Modern Biological and Scientific Thought. New York: Harper Torchbooks, 1960. </p>
<p class="paragraph">
Chomsky, 1968 = Chomsky, N. Language and Mind. New York: Harcourt, Brace and World, 1968. </p>
<p class="paragraph">
Commoner, 1965 = Commoner. Biochemical, Biological and Atmospheric Evolution. — «Proc. of the National Academy of Science», 53, 1965, pp. 1183–1194. </p>
<p class="paragraph">
Gardner,R. A. and B.T. Gardner. Teaching Sign Language to a Chimpanzee. — «Science», 165, 1969, pp. 664–672. </p>
<p class="paragraph">
Gazzaniga,Во gen and Sperry, 1965 =Gazzaniga,M. S., J. E. Воgen, and R. W. Sperry. Observations on Visual Perception After Disconnection of the Cerebral Hemispheres in Man. — «Brain», 88, Part II, 1965, pp. 221–236. </p>
<p class="paragraph">
Geschwind, 1964 =Geschwind N. The Development of the Brain and the Evolution of Language. — In: «Monograph Series on Languages and Linguistics», 17, С. 1. J. M. Stuart (Georgetown University Press). Washington, 1964, pp. 155–169; reprinted in: «Selected Papers on Language and the Brain» («Boston Studies in the Philosophy of Science», XVI) (Robert S.Cohen and Marx W. Wartofsky,eds.). Dordrecht and Boston: D.Reidel Publishing Company, 1974, pp. 96—104. </p>
<p class="paragraph">
Geschwind, N. Disconnexion Syndromes in Animals and Man. — «Brain», 88, 1965, pp. 237–294 and 585–644; reprinted in: «Selected Papers on Language and the Brain» («Boston Studies in the Philosophy of Science», XVI) (Robert S. Cohen and Marx W. Wartofsky, eds.). Dordrecht and Boston: D. Reidel Publishing Company 1974, pp. 105–236. </p>
<p class="paragraph">
Gibson, 1950 =Gibson, J.J. The Perception of the Visual World. London: Allen and Unwin, 1950. </p>
<p class="paragraph">
Неld and Hein, 1963 =Held,R. and A. Hein. Movement-Produced Stimulation in the Development of the Visual Guided Behavior — «J.Comp. and Phys. Psychol.», 56, No. 5, 1963, pp. 872—876 </p>
<p class="paragraph">
Jay,1968 = Jay, P. С. (ed.). Primates: Studies in Adaptation and Variability New York: Holt, Rinehart and Winston, 1968. </p>
<p class="paragraph">
Lettvin, J. Y., H. R. Maturana.W.S.McCullochandW.H.Pitts.What the Frogs Eye Tells the Frog's Brain. — In: «Proceedings on the IRE», 47 No. 11 1959 Pp. 1940–1959.' </p>
<p class="paragraph">
Lilly, 1967 =Lilly, J. G. The Mind of the Dolphin. New York: Doubleday and Company, 1967. </p>
<p class="paragraph">
Maturana, H. R., J. V. Lettvin.W.S. McCulloch and W. H. Pitts.Anatomyand Physiology of Vision in the Frog (Rana pipiens). — «J. of Gen. Physiol.» 43, No. 6, Part 2, 1960, pp. 129–175. </p>
<p class="paragraph">
Maturana, H.R. and S. Frenk. Directional Movement and Horizontal Edge Detectors in the Pigeon Retina. — «Science», 142, 1963, pp. 977—979 </p>
<p class="paragraph">
Maturana, 1965 =Maturana H.R. Especificidad versus Ambiguedad en la Retina delos Vertebrados — «Biologica», 36, 1965,pp. 69 ff. </p>
<p class="paragraph">
Maturana, H.R. G. Uribe and S. Frenk. Biological Theory of Relativistic Color Coding in the Primate Retina. — «Arch. Biologia y Med.Exp.»,Suplemento No. </p>
<p class="paragraph">
Varela, F. Principles of Biological Autonomy. New York: Elsevier-North Holland, 1979. </p>
<p class="paragraph">
Wittgenstein, L. TractatusLogico-Philosophicus. London: Routledge and Kegan Paul, 1922. </p>
<p class="paragraph">
Young,1967 = Young, J. Z. On the Organization of Living Memory Systems — In "Journal in Science: Small Steps Great Strides" (D. L. Arm, ed.) (The Twelfth A.F.D.S.R. Science Seminar </p>
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<h4>Ссылки</h4>
<p>[1] Humberto R. Maturana. Biology of Cognition. — BCL Report № 90. Urbana. University of Illinois, Department of Electrical Engineering, Biological Computer Laboratory, 1970. </p>
<p>[2] В настоящем тексте перевода опущены два раздела. — Прим. ред. </p>
<p>[3] Deja vu (франц.)—'уже виденное'; это выражение употребляют в тех случаях, когда что-либо совершенно новое производит впечатление уже виденного ранее. </p>
<p>[4] Далее редакция сочла возможным опустить раздел V, который посвящен в основном нейрофизиологическим аспектам познавательных процессов. — Прим. ред. </p>
</section>
<div>
<div>
<h3 class="title">Содержание</h3>
<div>
<ul>
</ul>
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<li>
<a class="chapLink" href="#sec_2">
<p> 1. Введение</p>
</a>
</li>
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</ul>
<ul>
<li>
<a class="chapLink" href="#sec_2">
<p> Эпистемология</p>
</a>
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<ul>
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<p> Биология</p>
</a>
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<p> II. Проблема</p>
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<p> III. О когнитивной функции в общем</p>
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<p> Наблюдатель</p>
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<p> Живая система</p>
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<p> Эволюция</p>
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<p> Когнитивный процесс</p>
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<p> IV. О когнитивной функции в подробностях [2] </p>
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<p> Функция</p>
</a>
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<p> Репрезентация</p>
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<p> Описание</p>
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<p> Мышление</p>
</a>
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<p> Естественный язык</p>
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<p> Память и научение</p>
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<p> Наблюдатель</p>
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<p> VI. Заключение</p>
</a>
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<p> Постскриптум</p>
</a>
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<p> Литература</p>
</a>
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</div>
* [[Психология и педагогика]]
!! Цитирование
Кроссплатформеные приложения для LINUX и Windows. Для профессионалов / Э. Бредфорд, Л. Може. – СПб.: Питер. 2003. - 672 с.
Кроссплатформеные приложения для LINUX и Windows. Для профессионалов / Э. Бредфорд, Л. Може. СПб.: Питер. 2003. 672 с.
Бредфорд Э. Кроссплатформеные приложения для LINUX и Windows. Для профессионалов / Э. Бредфорд, Л. Може. СПб.: Питер. 2003. 672 с.
!! Выдержки
язык Python часто используется в качестве платформы, на основе которой разрабатываются полноценные многофункциональные прикладные программы
Буданов Владимир Григорьевич
доктор философских наук, кандидат физ мат наук
*[[Методология синергетики в постнеклассической науке и в образовании]]
*[[Принципы синергетики и язык]]
*[[Методология и принципы синергетики]]
*[[Проблемы и риски инженерного образования в XXI веке|Герасимова]]
---
Владимир Григорьевич Буданов (р. 1955, Москва, СССР) — российский физик, философ, кандидат физико-математических наук (1985), доцент (1987), доктор философских наук (2007). В 1995—2008 гг. работал старшим научным сотрудником Сектора междисциплинарных проблем научно-технического развития в Институте философии РАН, c 2008 года является ведущим научным сотрудником этого сектора. Специалист в области теоретической физики, синергетики, философии науки, образования.
!! Цитирование
```
Буйленко И. В. Современные представления о полевых структурах в языке. // Электронный научно-образовательный журнал ВГСПУ «Грани познания». 2013 Февраль №1(21). режим доступа www.grani.vspu.ru
```
!! Ссылки
[ext[TRab |file:///D:\TRab\2017\06\20170614\Sternin\1368528601.pdf]] 1368528601
!! Аннотация
Излагаются основы теории полевых структур в языке, отмечаются основные характеристики поля,
а также приводятся классификации поля. Большое внимание уделяется теории семантического поля
и основному показателю полевых структур.
!! Ключевые слова:
полевые структуры, ядро, периферия, ядерные семы, периферийные семы, лексическое
значение слова.
!! Выдержки
*[ext[Интернет |https://bulkinap.livejournal.com/tag/%D0%91%D1%83%D0%BB%D0%BA%D0%B8%D0%BD]]
[[ВАК_1_ВВЕДЕНИЕ_2]]
Появление нового типа военных образовательных учреждений высшего профессионального образования - военных учебно-научных центров (ВУНЦ), в которых осуществляется подготовка различных категорий обучающихся, отличающихся возрастом, а также уровнем подготовки, создает уникальную дидактическую ситуацию. Так, например, в ВУНЦ ВВС «ВВА» осуществляется обучение кадетов в 10-11 классах инженерной школы для одаренных детей (уровень общего образования), курсантов по программам специалитета (уровень высшего профессионального образования), а также офицеров-слушателей оперативно-тактического уровня подготовки (магистратура). В академии функционируют докторантура и адъюнктура очной формы обучения. Кроме того, повышение профессионального уровня осуществляют сотрудники научно-исследовательских центров. В 2013 г. на базе Военно-воздушной академии создана первая в Вооруженных Силах Российской Федерации научная рота, в которой также обеспечивается подготовка научных кадров для военно-научного и оборонно-промышленного комплексов РФ. По сути, в стенах ВУНЦ практически реализуется современная модель непрерывного образования - образование в течение жизни (англ. life-long learning). Очевидно, что система должна базироваться на самостоятельной работе обучающихся, которая является одной из форм учебной деятельности в современных образовательных организациях.
Подтверждением важности самостоятельной работы является то, что в законе «Об образовании в Российской Федерации» в статье «Обязанности и ответственность обучающихся» (статья 43) отмечается, что обучающиеся обязаны «…осуществлять самостоятельную подготовку к занятиям», а в обязанности и ответственность педагогических работников (статья 48) входит требование развивать у обучающихся познавательную активность, самостоятельность, инициативу [1]. Кроме того, право на самостоятельную образовательную деятельность законодательно закреплено в статье 17 [1], где о самообразовании говорится как об одной из форм обучения, которая позволяет получить образование вне организаций, осуществляющих образовательную деятельность. Причем отмечается, что такое обучение осуществляется с правом последующего прохождения экстерном промежуточной и государственной итоговой аттестации в организациях, осуществляющих образовательную деятельность. При этом закон [1] допускает сочетание различных форм получения образования и форм обучения.
В статье [2] рассматривается модель развития российского образования до 2020 года и утверждается, что граждане, которые получили профессиональное образование и желают усовершенствовать имеющиеся навыки или получить новые, являются ключевым ресурсом экономики. Констатируется, что для этого необходимо развивать как неформальное образование (курсы, тренинги, короткие программы), так и информальное (спонтанное) образование, которое реализуется за счет собственной активности индивидов в соответствующей образовательной среде. В системе дополнительного (неформального) образования отсутствуют жестко организованные траектории профессиональной подготовки. Вместо этого предлагается внедрение широкого круга образовательных услуг, удовлетворяющих многообразные потребности в повышении квалификации.
Проблема важности самостоятельной работы особенно остро встает в настоящее время. Это связано с изменениями в системе образования, необходимостью гибко изменять траекторию профессиональной подготовки. Естественно, что для оптимального решения проблемы самостоятельной работы необходимо опираться на теоритические разработки в данной области.
Как известно, самостоятельная работа, самостоятельная образовательная деятельность являются специфическими видами человеческой деятельности. Следует отметить, что проблемам самостоятельной работы уделялось значительное внимание в разработках отечественных ученых в области образования. Так данными вопросами занимались такие ученые как академик РАО А.М. Новиков, П.И. Пидкасистый, Кашкин ?? И.А. Зимняя, В. Оконь и др.
Рассматривая деятельность как активное взаимодействие человека с окружающей действительностью, в ходе которого человек выступает как субъект, целенаправленно воздействующий на объект и удовлетворяющий таким образом свои потребности [3], А.М. Новиков в работе «Методология образования» [4] в результате сопоставления подходов философии, психологии и системного анализа предложил общую схему структуры деятельности, в которой наряду с прочими основными структурными компонентами (такими как потребности, мотивы, процессы целеполагания и целевыполнения), он выделяет компоненты, обеспечивающие коррекцию деятельности - саморегуляцию и управление. Первый компонент соотносится с индивидуальной деятельностью субъекта, а второй - с коллективной деятельностью. Следует отметить работу [5], в которой проведен анализ понятия «саморегуляция» и отмечается, что саморегуляция относится к фундаментальным понятиям и, соответственно, является предметом исследования многих отраслей человеческого знания. Одной из задач данной работы автор определил анализ основных аспектов исследования саморегуляции, которые акцентируются в ее теоретических трактовках. Конструктивное решение этой задачи предполагает междисциплинарный анализ развития проблематики саморегуляции. В данной работе делается вывод о том, что саморегуляция представляет собой сложный, многоаспектный феномен, имеющий закономерное строение. Академик А.М. Новиков в работе [3] предлагал следующую структуру саморегуляции: принятая субъектом цель его деятельности —> модель значимых условий деятельности —> программа собственно исполнительских действий —> система критериев успешности деятельности —> информация о реально достигнутых результатах —> оценка соответствия реальных результатов критериям успеха —> решение о необходимости и характере коррекций деятельности. Помимо саморегуляции А.М. Новиков выделял управление, которое рассматривалось как элемент (функция) организованных систем различной природы — биологических, социальных, технических, обеспечивающая сохранение их определенной структуры, поддержание режима деятельности, реализацию программы, цели деятельности.
Следующим важным элементом, который оказывает влияние на деятельность человека, в структуре его деятельности по А.М. Новикову является среда. Рассматривая человеческую деятельность как сложную систему, он отмечает, что понятие среды является важнейшей категорией системного анализа. Среда определяется им как совокупность всех объектов/субъектов, не входящих в систему, изменение свойств и/или поведение которых влияет на изучаемую систему, а также тех объектов/субъектов, чьи свойства и/или поведение которых меняются в результате поведения системы [3].
Таким образом, возникает вопрос: каким образом на саморазвитие человека, на его самообразование влияет среда? Чтобы ответить на него, обратимся к теоретическим исследованиям, так или иначе затрагивающим вопросы влияния среды на человека.
Появление нового типа военных образовательных учреждений высшего профессионального образования - военных учебно-научных центров (ВУНЦ), в которых осуществляется подготовка различных категорий обучающихся, отличающихся возрастом, а также уровнем подготовки, создает уникальную дидактическую ситуацию. Так, например, в ВУНЦ ВВС «ВВА» осуществляется обучение кадетов в 10-11 классах инженерной школы для одаренных детей (уровень общего образования), курсантов по программам специалитета (уровень высшего профессионального образования), а также офицеров-слушателей оперативно-тактического уровня подготовки (магистратура). В академии функционируют докторантура и адъюнктура очной формы обучения. Кроме того, повышение профессионального уровня осуществляют сотрудники научно-исследовательских центров. В 2013 г. на базе Военно-воздушной академии создана первая в Вооруженных Силах Российской Федерации научная рота, в которой также обеспечивается подготовка научных кадров для военно-научного и оборонно-промышленного комплексов РФ. По сути, в стенах ВУНЦ практически реализуется современная модель непрерывного образования - образование в течение жизни. Очевидно, что одним из ключевых элементов этой системы должна являться самостоятельная работа обучающихся, являющаяся одной из форм учебной деятельности в современных образовательных организациях.
Подтверждением важности самостоятельной работы является то, что в законе «Об образовании в Российской Федерации» в статье «Обязанности и ответственность обучающихся» (статья 43) отмечается, что обучающиеся обязаны «…осуществлять самостоятельную подготовку к занятиям», а в обязанности и ответственность педагогических работников (статья 48) входит требование развивать у обучающихся познавательную активность, самостоятельность, инициативу [1]. Кроме того, право на самостоятельную образовательную деятельность законодательно закреплено в статье 17 [1], где о самообразовании говорится как об одной из форм обучения, которая позволяет получить образование вне организаций, осуществляющих образовательную деятельность. Причем отмечается, что такое обучение осуществляется с правом последующего прохождения экстерном промежуточной и государственной итоговой аттестации в организациях, осуществляющих образовательную деятельность. При этом закон [1] допускает сочетание различных форм получения образования и форм обучения.
В статье [2] рассматривается модель развития российского образования до 2020 года и утверждается, что граждане, которые получили профессиональное образование и желают усовершенствовать имеющиеся навыки или получить новые, являются ключевым ресурсом экономики. Констатируется, что для этого необходимо развивать как неформальное образование (курсы, тренинги, короткие программы), так и информальное (спонтанное) образование, которое реализуется за счет собственной активности индивидов в соответствующей образовательной среде. В системе дополнительного (неформального) образования отсутствуют жестко организованные траектории профессиональной подготовки. Вместо этого предлагается внедрение широкого круга образовательных услуг, удовлетворяющих многообразные потребности в повышении квалификации.
Проблема важности самостоятельной работы особенно остро встает в настоящее время. Это связано с изменениями в системе образования, необходимостью гибко изменять траекторию профессиональной подготовки. Естественно, что для оптимального решения проблемы самостоятельной работы необходимо опираться на теоретические разработки в данной области.
Как известно, самостоятельная работа, самостоятельная образовательная деятельность являются специфическими видами человеческой деятельности. Следует отметить, что проблемам самостоятельной работы уделялось значительное внимание в разработках отечественных ученых в области образования. Так данными вопросами занимались такие ученые как А.М. Новиков, П.И. Пидкасистый, И.А. Зимняя, В. Оконь и др.
Рассматривая деятельность как активное взаимодействие человека с окружающей действительностью, в ходе которого человек выступает как субъект, целенаправленно воздействующий на объект и удовлетворяющий таким образом свои потребности [3], А.М. Новиков в работе «Методология образования» [4] в результате сопоставления подходов философии, психологии и системного анализа предложил общую схему структуры деятельности, в которой наряду с прочими основными структурными компонентами ( потребности, мотивы, процессы целеполагания и целевыполнения), он выделяет компоненты, обеспечивающие коррекцию деятельности - саморегуляцию и управление. Первый компонент соотносится с индивидуальной деятельностью субъекта, а второй - с коллективной деятельностью. Следует отметить работу [5], в которой проведен анализ понятия «саморегуляция» и отмечается, что саморегуляция относится к фундаментальным понятиям и, соответственно, является предметом исследования многих отраслей человеческого знания. Одной из задач данной работы автор определил анализ основных аспектов исследования саморегуляции, которые акцентируются в ее теоретических трактовках. Конструктивное решение этой задачи предполагает междисциплинарный анализ развития проблематики саморегуляции. В данной работе делается вывод о том, что саморегуляция представляет собой сложный, многоаспектный феномен, имеющий закономерное строение. Академик А.М. Новиков в работе [3] предлагал следующую структуру саморегуляции: принятая субъектом цель его деятельности —> модель значимых условий деятельности —> программа собственно исполнительских действий —> система критериев успешности деятельности —> информация о реально достигнутых результатах —> оценка соответствия реальных результатов критериям успеха —> решение о необходимости и характере коррекций деятельности. Помимо саморегуляции А.М. Новиков выделял управление, которое рассматривалось как элемент (функция) организованных систем различной природы — биологических, социальных, технических, обеспечивающая сохранение их определенной структуры, поддержание режима деятельности, реализацию программы, цели деятельности.
Следующим важным элементом, который оказывает влияние на деятельность человека, в структуре его деятельности по А.М. Новикову является среда. Рассматривая человеческую деятельность как сложную систему, он отмечает, что понятие среды является важнейшей категорией системного анализа. Среда определяется им как совокупность всех объектов/субъектов, не входящих в систему, изменение свойств и/или поведение которых влияет на изучаемую систему, а также тех объектов/субъектов, чьи свойства и/или поведение которых меняются в результате поведения системы [3].
Таким образом, возникает вопрос: каким образом на саморазвитие человека, на его самообразование влияет среда? Чтобы ответить на этот вопрос, обратимся к теоретическим исследованиям, так или иначе затрагивающим вопросы влияния среды на человека.
[[ВАК_1_Дидактика_2]]
Рассмотрим как вопросы саморегуляции исследуются в комплексе наук об образовании. Следует отметить что все дисциплины изучающие вопросы образования по своей сути являются трансдисциплинарними науками, ибо взаимодействуя с психологией, она должна обеспечивать изучение различных монодисциплин, используя при этом достижение информатики, применяя учебную технику - совокупность технических средств обеспечения и управления учебным процессом и т.д.
Используя тот же подход, который мы использовали при рассмотрении вопросов саморегуляции и сред в философии и психологии.
Выберем для анализа работу в которой развитие дидактики рассматривается с позиций классической, неклассической и постнеклассической науки. Наиболее последовательно эта тема раскрыта в работе Н.С. Макаровой [[[23 Макарова] |Трансформация дидактики высшей школы]] , где автор рассматривает последовательно становление дидактики высшей школы в периоды классической, неклассической и постнеклассической рациональности. Этап классики начинается с работ Яна Амоса Коменского, Вольфганга Ратке (XVI век) и почти до конца XIX века. Этот период характерен отражением в дидактических концепциях представлений о ведущем компоненте обучения, поиска и обоснования природосообразного метода обучения, требвания от дидактики обоснования принципов опытом и их наглядности. Основой идей дидактики являлась философия, законы природы и опыт изучения образовательного процесса. Дидактика этого периода обосновывала процесс обучения как четкий, слаженный механизм, ориентированный на естественный ход событий.
Переход к неклассическому типу рациональности в дидактике соответствует периоду революции в естествознании примерно на рубеже XIX—XX веков. Появление теории относительности, развитие идей кибернетики, появление теории систем, исследования сложных систем. Основными постулатами неклассики становятся вероятностная причинность, относительность, возможность. В результате распространения идей неклассики становятся возможными утверждения что истина относительна, допускаются альтернативные описания одного объекта. Описание метода исследования объекта становится приоритетным фактором исследования, он включается как важный элемент в теоретическое описание, вводится норма доказательности - фиксация особенностей наблюдения. «В рамках неклассических представлений распространяется новый метод построения теорий - выдвижение гипотез и проведение экспериментов». Не остается в стороне и дидактика. В теорию обучения педагогический эксперимент в педагогических исследованиях начинают использовать пропускает экспериментальные методы. Появляется экспериментальная дидактика. Главное дидактическое отношение «преподавание - учение» исследуется в этот период с позиций разных методологических основ, формируется многообразие дидактических подходов, концепций и моделей. В неклассический период возникает дидактика высшей школы как отдельная дисциплина, меняется методология дидактики и понимание образования. Неклассические представления в дидактике высшей школы: трехсубъектное дидактическое отношение «преподаватель - содержание образования - обучающийся»; выдвижение гипотез и проведение экспериментов; расширение состава дидактических вопросов; системный подход в обучении; возникновение категорий «учебная деятельность», «учебная информация», «активизация», «интенсификация»; идеи проблемного и программированного обучения, стимулирование и активизация деятельности студентов в самостоятельном поиске знаний, саморегуляции учебной деятельности, в развитии творческого мышления.
Начиная со второй половины XX в. смена типа научной рациональности: неклассического на постнеклассический с его синергетической картиной мира. Объектами исследования в постнеклассической науке становятся сложные саморазвивающиеся системы, обладающие уровневой организацией. Важно, что сложные системы, являющиеся открытыми (образовательный процесс в вузе, безусловно, можно к ним причислить), осуществляют обмен с внешней средой, способны на изменение типа самоорганизации, который приводит к качественным изменениям системы. Специфика постнеклассической науки заключается в распространении междисциплинарных и проблемно-ориентированных форм исследовательской деятельности. Междисциплинарность, историчность системного комплексного состояния объекта. С позиций постнеклассики дидактическое знание развивается по вероятностной траектории. Каждый раз наука или образовательная практика, возвращаясь к своему прошлому, использует сделанные ранее открытия в новых условиях и получает при этом разные, возможно, даже противоположные результаты
Происходит трансформация дидактики высшей школы - изменение содержания, вида, формы и существенных свойств ее базисных элементов. Трансформация предполагает преемственность основных базисных элементов теории, подчеркивает вероятностный характер изменений, приводит к возникновению качественно нового дидактического знания - постнеклассического. Причинами трансформации дидактики высшей школы являются: антропологизация, информатизация, глобализация, коммерциализация науки, распространение идей синергетики и постнеклассической научной рациональности. Постнеклассическая дидактика высшей школы характеризуется следующими особенностями: обучение рассматривается как сложный саморазвивающийся открытый нелинейный процесс; на первый план выходит дидактическое отношение «обучающийся - учебно-профессиональная задача»; функции преподавателя – сопровождению учебной деятельности систематизация субъектного опыта обучающихся; обновляется содержание ведущих дидактических принципов, форм, методов, технологий в том числе самостоятельной учебной деятельности.
Таким образом можно констатировать что вопросы самостоятельной учебной работы и средовый подход тесно взаимосвязаны: на современном этапе развития науки особенности методического обеспечения самостоятельной работы определяются постнеклассической рациональностью и соответственно постнеклассической дидактикой; постнеклассическая рациональность предусматривает использование межпреджметного и транспредметного похода в решении образовательных задач; постнеклассическая дидактика не отметает ценные идеи предыдущего опыта.
Рассмотрим как решались вопросы сочетания самостоятельной образовательной работы и идеи средового подхода.
Обзор литературы по вопросам самостоятельной образовательной работе, в частность словарей по педагогике [[[3 |Новиков А.М. Педагогика Словарь системы основных понятий]] ,[[24 |Вишнякова С.М. Профессиональное образование. Словарь.]], [[25|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,[[26|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]] , показывает большое количество терминов в которых описывается данная предметная область: самовоспитание, самоконтроль, самокоррекция, самонаблюдение, самообразование, самообучение, самоорганизация, самопознание, саморазвитие, саморазвитие личности, самореализация, саморегуляция, саморегулируемое обучение, самостоятельная образовательная работа, самостоятельная работа, самостоятельная учебная работа, самостоятельность, самоучение, самоучитель.
Перечень этих терминов позволяет говорит о широком охвате предметной области, связанной с разработкой проблем саморегуляции. При этом существуют различные подходы к трактовке терминологии. Это говорит о том, что вопросам саморазвития и самостоятельной работы самообразования уделяется достаточно много внимания.
Например, термин «саморегулируемое обучение» в работе [27 Тихонова Е. В.] трактуется как процесс, преобразующий «взаимодействия педагога и учащегося, направленным на обогащение опыта отношений личности, осознание личностного смысла и целей обучения, самоорганизацию учебной деятельности и развитие рефлексии».
В работе [28 Киргинцева] дается несколько другое определение этого термина «Саморегулируемое обучение студентов, являясь частью системы непрерывного образования, есть процесс и результат андрагогического взаимодействия, в ходе которого на основе механизмов самоуправления и саморегуляции реализуются все этапы учебно-познавательной деятельности студента в вузе, посредством чего обеспечивается его переход на более высокий уровень самореализации и самоактуализации».
Рассматривая технологию самоуправления с психологической точки зрения процесс ее создания и присвоения индивидом в качестве основы своей учебно-познавательной деятельности предполагает наличие у него, по крайней мере, двух способностей: способности к самоуправлению и саморегуляции.
[[Тут про саморегуляцию]]
Саморегуляция представляет собой процесс, направленный на более активную и целесообразную деятельность, преодоление возникающих при этом трудностей. Она реализуется: через нормативный компонент (совокупность знаний, понятий и требований к личности курсанта); регулятивный компонент (реализуемые курсантом убеждения, отношения, чувства); деятельностно-поведенческий компонент (осуществление курсантом волевых процессов в направлении контроля и коррекции своей деятельности и поведения) [[[29 Белошицкий]|Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе]].
Способность курсанта к саморегуляции внутренне детерминированной активности проявляется как инициативный модус установления им действенных отношений с окружающим социальным и предметным миром на основе самостоятельного, целенаправленного овладения различными видами деятельности и социальных отношений. Саморегуляция позволяет курсанту выбирать индивидуально адекватные внешним обстоятельствам последовательности преобразования исходных ситуаций в желаемые на основе социальных норм, интериоризированных в качестве внутренних убеждений [[[29 Белошицкий]|Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе]].
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[[ВАК_1_Дидактика_1]]
Рассмотрим как вопросы саморегуляции исследуются в комплексе наук об образовании. Следует отметить что все дисциплины изучающие вопросы образования по своей сути являются трансдисциплинарними науками, ибо взаимодействуя с психологией, она должна обеспечивать изучение различных монодисциплин, используя при этом достижение информатики, применяя учебную технику - совокупность технических средств обеспечения и управления учебным процессом и т.д.
Используя тот же подход, который мы использовали при рассмотрении вопросов саморегуляции и сред в философии и психологии.
Выберем для анализа работу в которой развитие дидактики рассматривается с позиций классической, неклассической и постнеклассической науки. Наиболее последовательно эта тема раскрыта в работе Н.С. Макаровой [[[23 Макарова] |Трансформация дидактики высшей школы]] , где автор рассматривает последовательно становление дидактики высшей школы в периоды классической, неклассической и постнеклассической рациональности.
Этап классики начинается с работ Яна Коменского и Вольфганга Ратке (XVI век) и почти до конца XIX века. Классический период дидактики характеризуется представлением о ведущем компоненте обучения, природосообразным методом обучения, обоснование принципов опытом и их наглядности. Философской основой дидактики являлись законы природы и опыт изучения образовательного процесса. Процесс обучения рассматривался как слаженный механизм, ориентированный на естественный ход событий.
Неклассический период развития дидактике происходит на рубеже XIX—XX веков и соответствует переходу к неклассическому типу рациональности в науке. Также как в остальных областях естествознания и технических науках основными постулатами неклассики в дидактике становятся вероятностная причинность, относительность, возможность, утверждения об относительности истины, допускаются альтернативные описания одного объекта. В дидактике начинают использовать эксперимент как один из методов исследования. Появляется экспериментальная дидактика. Дидактическое отношение «преподавание - учение» исследуется с позиций разных методологических основ, формируется многообразие дидактических подходов, концепций и моделей.
Важным моментом является то что в этот период возникает дидактика высшей школы как отдельная дисциплина, меняется методология дидактики и понимание образования в высшей школе. Неклассические представления в дидактике высшей школы: трехсубъектное дидактическое отношение «преподаватель - содержание образования - обучающийся»; выдвижение гипотез и проведение экспериментов; расширение состава дидактических вопросов; системный подход в обучении; возникновение категорий «учебная деятельность», «учебная информация», «активизация», «интенсификация»; идеи проблемного и программированного обучения, стимулирование и активизация деятельности студентов в самостоятельном поиске знаний, саморегуляции учебной деятельности, в развитии творческого мышления.
Начиная со второй половины XX в. смена типа научной рациональности: неклассического на постнеклассический. Как было показано выше объектами исследования в этот период становятся сложные саморазвивающиеся системы. В дидактике к таким системам можно отнести образовательный процесс в вузе, субъекты образовательного процесса обучающийся и обучающий. Важным моментом на который обращает внимание Н.С. Макарова является то ".. что сложные системы, являющиеся открытыми ......... осуществляют обмен с внешней средой и способны на изменение типа самоорганизации, который приводит к качественным изменениям системы". Другим фактором специфичным для постнеклассической науки является распространении междисциплинарных и проблемно-ориентированных форм исследовательской деятельности. Междисциплинарность, историчность системного комплексного состояния объекта. С позиций постнеклассики дидактическое знание развивается по вероятностной траектории. Каждый раз наука или образовательная практика, возвращаясь к своему прошлому, использует сделанные ранее открытия в новых условиях и получает при этом разные, возможно, даже противоположные результаты.
Происходит трансформация дидактики высшей школы - изменение содержания, вида, формы и существенных свойств ее базисных элементов. Трансформация предполагает преемственность основных базисных элементов теории, подчеркивает вероятностный характер изменений, приводит к возникновению качественно нового дидактического знания - постнеклассического. Причинами трансформации дидактики высшей школы являются: антропологизация, информатизация, глобализация, коммерциализация науки, распространение идей синергетики и постнеклассической научной рациональности. Постнеклассическая дидактика высшей школы характеризуется следующими особенностями: обучение рассматривается как сложный саморазвивающийся открытый нелинейный процесс; на первый план выходит дидактическое отношение «обучающийся - учебно-профессиональная задача»; функции преподавателя – сопровождению учебной деятельности систематизация субъектного опыта обучающихся; обновляется содержание ведущих дидактических принципов, форм, методов, технологий в том числе самостоятельной учебной деятельности.
Таким образом можно констатировать что вопросы самостоятельной учебной работы и средовый подход тесно взаимосвязаны: на современном этапе развития науки особенности методического обеспечения самостоятельной работы определяются постнеклассической рациональностью и соответственно постнеклассической дидактикой; постнеклассическая рациональность предусматривает использование межпреджметного и транспредметного похода в решении образовательных задач; постнеклассическая дидактика не отметает ценные идеи предыдущего опыта.
Рассмотрим как решались вопросы сочетания самостоятельной образовательной работы и идеи средового подхода.
Обзор литературы по вопросам самостоятельной образовательной работе, в частность словарей по педагогике [[[3 |Новиков А.М. Педагогика Словарь системы основных понятий]] ,[[24 |Вишнякова С.М. Профессиональное образование. Словарь.]], [[25|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,[[26|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]] , показывает большое количество терминов в которых описывается данная предметная область: самовоспитание, самоконтроль, самокоррекция, самонаблюдение, самообразование, самообучение, самоорганизация, самопознание, саморазвитие, саморазвитие личности, самореализация, саморегуляция, саморегулируемое обучение, самостоятельная образовательная работа, самостоятельная работа, самостоятельная учебная работа, самостоятельность, самоучение, самоучитель.
Перечень этих терминов позволяет говорит о широком охвате предметной области, связанной с разработкой проблем саморегуляции. При этом существуют различные подходы к трактовке терминологии. Это говорит о том, что вопросам саморазвития и самостоятельной работы самообразования уделяется достаточно много внимания.
Например, термин «саморегулируемое обучение» в работе [27 Тихонова Е. В.] трактуется как процесс, преобразующий «взаимодействия педагога и учащегося, направленным на обогащение опыта отношений личности, осознание личностного смысла и целей обучения, самоорганизацию учебной деятельности и развитие рефлексии».
В работе [ext[[28 Киргинцева (Введение)] |Dis.html#Содержание Н]] дается несколько другое определение этого термина «Саморегулируемое обучение студентов, являясь частью системы непрерывного образования, есть процесс и результат андрагогического взаимодействия, в ходе которого на основе механизмов самоуправления и саморегуляции реализуются все этапы учебно-познавательной деятельности студента в вузе, посредством чего обеспечивается его переход на более высокий уровень самореализации и самоактуализации».
Рассматривая технологию самоуправления с психологической точки зрения процесс ее создания и присвоения индивидом в качестве основы своей учебно-познавательной деятельности предполагает наличие у него, по крайней мере, двух способностей: способности к самоуправлению и саморегуляции.
[[Тут про саморегуляцию]]
Саморегуляция представляет собой процесс, направленный на более активную и целесообразную деятельность, преодоление возникающих при этом трудностей. Она реализуется: через нормативный компонент (совокупность знаний, понятий и требований к личности курсанта); регулятивный компонент (реализуемые курсантом убеждения, отношения, чувства); деятельностно-поведенческий компонент (осуществление курсантом волевых процессов в направлении контроля и коррекции своей деятельности и поведения) [[[29 Белошицкий]|Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе]].
Способность курсанта к саморегуляции внутренне детерминированной активности проявляется как инициативный модус установления им действенных отношений с окружающим социальным и предметным миром на основе самостоятельного, целенаправленного овладения различными видами деятельности и социальных отношений. Саморегуляция позволяет курсанту выбирать индивидуально адекватные внешним обстоятельствам последовательности преобразования исходных ситуаций в желаемые на основе социальных норм, интериоризированных в качестве внутренних убеждений [[[29 Белошицкий]|Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе]].
.
[[ВАК_1_иммерсивные среды_2]]
Возможности этих сред вызвали к жизни исследования проводимые в русле постнеклассической рациональности. Среди этих работ определенный интерес представляют работы С.Ф. Сергеева .
В частности им предложена концепция обучающих иммерсивных сред. В соответствии с этой концепцией (теорией) обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, вовлекающим в процессе самоорганизации самые разнообразные элементы окружения [23]. И не только с системами, существующими в виде объектов, доступных наблюдению, но и социальных аспектов, и актуальных интерпретаций, обусловленных состоянием обучаемого и среды его опыта. Ученик познаёт не учебное содержание обучающей среды, а себя в обучающей среде. Аналогично и педагог познаёт себя в социальных коммуникациях управляющих учебным процессом. Основным процессом в среде обучения, ведущим к обучающим эффектам, является обучающая коммуникация. В рамках теории иммерсивных обучающих сред вводится ряд новых понятий, различие между которыми важно учитывать, несмотря на их внешнюю похожесть и синонимичное использование в традиционном обучении. Это понятия: средства обучения, система обучения, среда обучения и обучающая среда. Средства обучения составляют среду обучения, при включении в которую обучаемого в нём возникает обучающая среда. Средства обучения и методика обучения составляют обучающую систему. Наличие обучающей системы не всегда ведёт к порождению обучающей среды. Необходимо погружение обучаемого в среду обучения с появлением чувства присутствия в ней.
Перейдём к рассмотрению вопросов обучения в образовательных средах. Основной педагогической формой обучения в среде является ориентирующее обучение [23]. В соответствии с ним обучаемый, погружённые в среду обучения, ориентируются в её содержании посредством обучающей среды, перестраивая свою когнитивную структуру под возникающие задачи. Обучающая среда при этом рассматривается как замкнутая система, непрерывно строящая непротиворечивый образ мира субъекта и историю его личности. Замкнутые системы в рассматриваемом варианте действуют только в рамках своего опыта и внутренних операций. Они зависимы от контекста в отличие от открытых систем, осуществляющих взаимодействие со средой, непосредственно реагируя на её изменения. Такие представления определяют свойства сознательного обучения или обучения через сознание ученика как ориентирование замкнутой системы в зоне смыслов учебного материала в процессе самоконструирования. Человек в режиме сознательного обучения работает не с информацией, а с интерпретациями порождаемыми сознанием. Содержание и форма интерпретации в значительной мере определяются значимостью среды для субъекта с точки зрения удовлетворения его витальных (сохранение организма) и социальных (обеспечение истории личности) потребностей. Многие когнитивные задачи являются индифферентными в отношении задач, решаемых сознанием ученика, и не воспринимаются последним как стоящие внимания. Важной задачей педагога при сознательном обучении является придание личностного смысла содержанию учебной информации, в противном случае она не проходит через фильтр сознания и не усваивается в структурах знания ученика
При организации педагогической среды в ориентирующей педагогике особое значение имеют стили учебной деятельности, которые сформировались в когнитивно-личностной структуре ученика. Они определяют возможности будущей когнитивной структуры человека. Необходимо ещё раз подчеркнуть взаимную связь процессов развития личности человека и его когнитивной структуры.
С завершением формирования личности завершается и формирование когнитивной структуры. Поэтому важно не форсировать формирование личности обучающегося, а придавать ей направления возможного роста, понимая, что при этом мы даём ему резервы и шанс для его постоянного когнитивного роста.
@@color:red;не обработан@@
Возможности этих сред вызвали к жизни исследования проводимые в русле постнеклассической рациональности. Среди этих работ определенный интерес представляют работы С.Ф. Сергеева .
В частности им предложена концепция обучающих иммерсивных сред. В соответствии с этой концепцией (теорией) обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, вовлекающим в процессе самоорганизации самые разнообразные элементы окружения [23]. И не только с системами, существующими в виде объектов, доступных наблюдению, но и социальных аспектов, и актуальных интерпретаций, обусловленных состоянием обучаемого и среды его опыта. Ученик познаёт не учебное содержание обучающей среды, а себя в обучающей среде. Аналогично и педагог познаёт себя в социальных коммуникациях управляющих учебным процессом. Основным процессом в среде обучения, ведущим к обучающим эффектам, является обучающая коммуникация. В рамках теории иммерсивных обучающих сред вводится ряд новых понятий, различие между которыми важно учитывать, несмотря на их внешнюю похожесть и синонимичное использование в традиционном обучении. Это понятия: средства обучения, система обучения, среда обучения и обучающая среда. Средства обучения составляют среду обучения, при включении в которую обучаемого в нём возникает обучающая среда. Средства обучения и методика обучения составляют обучающую систему. Наличие обучающей системы не всегда ведёт к порождению обучающей среды. Необходимо погружение обучаемого в среду обучения с появлением чувства присутствия в ней.
Перейдём к рассмотрению вопросов обучения в образовательных средах. Основной педагогической формой обучения в среде является ориентирующее обучение [23]. В соответствии с ним обучаемый, погружённые в среду обучения, ориентируются в её содержании посредством обучающей среды, перестраивая свою когнитивную структуру под возникающие задачи. Обучающая среда при этом рассматривается как замкнутая система, непрерывно строящая непротиворечивый образ мира субъекта и историю его личности. Замкнутые системы в рассматриваемом варианте действуют только в рамках своего опыта и внутренних операций. Они зависимы от контекста в отличие от открытых систем, осуществляющих взаимодействие со средой, непосредственно реагируя на её изменения. Такие представления определяют свойства сознательного обучения или обучения через сознание ученика как ориентирование замкнутой системы в зоне смыслов учебного материала в процессе самоконструирования. Человек в режиме сознательного обучения работает не с информацией, а с интерпретациями порождаемыми сознанием. Содержание и форма интерпретации в значительной мере определяются значимостью среды для субъекта с точки зрения удовлетворения его витальных (сохранение организма) и социальных (обеспечение истории личности) потребностей. Многие когнитивные задачи являются индифферентными в отношении задач, решаемых сознанием ученика, и не воспринимаются последним как стоящие внимания. Важной задачей педагога при сознательном обучении является придание личностного смысла содержанию учебной информации, в противном случае она не проходит через фильтр сознания и не усваивается в структурах знания ученика
При организации педагогической среды в ориентирующей педагогике особое значение имеют стили учебной деятельности, которые сформировались в когнитивно-личностной структуре ученика. Они определяют возможности будущей когнитивной структуры человека. Необходимо ещё раз подчеркнуть взаимную связь процессов развития личности человека и его когнитивной структуры.
С завершением формирования личности завершается и формирование когнитивной структуры. Поэтому важно не форсировать формирование личности обучающегося, а придавать ей направления возможного роста, понимая, что при этом мы даём ему резервы и шанс для его постоянного когнитивного роста.
[[ВАК_1_Информационно-образовательная среда_2]]
Следует отметить, что развитие информационных и информационно-коммуникационных технологий, их широкое использование в образовательном процессе привело к росту работ связанных с изучением особого класса образовательных сред –информационно-образовательных и электронных информационно-образовательных сред.
В стандарте ГОСТ Р 53620-2009 дается следующее определение «информационно-образовательная среда (ИОС) система инструментальных средств и ресурсов, обеспечивающих условия для реализации образовательной деятельности на основе информационно-коммуникационных технологий. И далее уточняется что информационно-образовательные среды в обобщенном виде представляют собой различные виды информационных систем, обеспечивающих реализацию процесса обучения с помощью информационно-коммуникационных технологий [[[32 ГОСТ ](31) |ГОСТ Р 53620-2009]].
В статьe 16 (пункт 3) федерального закона об образовании говорится «При реализации образовательных программ с применением исключительно электронного обучения, дистанционных образовательных технологий в организации, осуществляющей образовательную деятельность, должны быть созданы условия для функционирования электронной информационно-образовательной среды, включающей в себя электронные информационные ресурсы, электронные образовательные ресурсы, совокупность информационных технологий, телекоммуникационных технологий, соответствующих технологических средств и обеспечивающей освоение обучающимися образовательных программ в полном объеме независимо от места нахождения обучающихся.» [1]
@@color:red;не обработан@@
Следует отметить, что развитие информационных и информационно-коммуникационных технологий, их широкое использование в образовательном процессе привело к росту работ связанных с изучением особого класса образовательных сред –информационно-образовательных и электронных информационно-образовательных сред.
В стандарте ГОСТ Р 53620-2009 дается следующее определение «информационно-образовательная среда (ИОС) система инструментальных средств и ресурсов, обеспечивающих условия для реализации образовательной деятельности на основе информационно-коммуникационных технологий. И далее уточняется что информационно-образовательные среды в обобщенном виде представляют собой различные виды информационных систем, обеспечивающих реализацию процесса обучения с помощью информационно-коммуникационных технологий [[[32 ГОСТ ](31) |ГОСТ Р 53620-2009]].
В статьe 16 (пункт 3) федерального закона об образовании говорится «При реализации образовательных программ с применением исключительно электронного обучения, дистанционных образовательных технологий в организации, осуществляющей образовательную деятельность, должны быть созданы условия для функционирования электронной информационно-образовательной среды, включающей в себя электронные информационные ресурсы, электронные образовательные ресурсы, совокупность информационных технологий, телекоммуникационных технологий, соответствующих технологических средств и обеспечивающей освоение обучающимися образовательных программ в полном объеме независимо от места нахождения обучающихся.» [1]
[[ВАК_1_ИОС в военном образовании_2]]
Особенности использования ИОС в военном образовании рассмотрены в работах [33;34;35]
В частности в работе [[[33 Мещеряков]|Мещеряков]] выделяются следующие тенденции информатизации военного образования: актуализация системы непрерывного образования; разработка и построение единой информационно-образовательной среды военных вузов ; внедрение перспективных информационно-коммуникационных технологий в образовательный процесс; повышение роли процесса самообразования обучающихся.
Анализируется опыт информатизации в вооруженных силах США концепцию ADL (Advanced Distributed Learning) – продвинутое распределенное обучение, основной целью которой являлось обеспечение доступа обучающихся к образовательным ресурсам, в соответствии с их личностно-профессиональными потребностями, в основе которой лежит «совместное использование стандартных версий объектов многократного применения, систем управления обучением, с множеством информационных сред, без непосредственного участия преподавателя».
В частности среди проблемных вопросов информатизации в военных вузах, отмечается неразработанность теоретических основ и единой методологии применения инфокоммуникационных технологий в образовательном процессе военных вузов а также противоречивость нормативно-правовой базы в организации образовательного процесса. В частности «в соответствии с Приказом Министра обороны РФ от 15.09.2014 г. № 670 «О мерах по реализации отдельных положений статьи 81 ФЗ от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации» акцентирована необходимость свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, в то же время приказы, директивы и указания вышестоящего командования, по вопросам защиты информации, ограничений в ее распространении, не позволяют эффективно развивать современные информационно-коммуникационные технологии в образовательной деятельности военных вузов» то есть фактически образовательная среда военного вуза является закрытой системой [35].
В работе [[[34 Белошицкий] |Информационно-образовательная среда военного вуза, методологические аспекты]] отмечаются Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил, методик применения ИКТ;
– в отдельных случаях недостаточная оснащенность и отсутствие компетентных специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных интернет-сообществ, перенасыщенность интернет-ресурсов сайтами, не имеющих учебно-методической и научной направленности;
– ограничения использования курсантами и преподавателями интернет-ресурсов (в соответствии с требованиями ФЗ РФ «О государственной тайне»).
В этой же работе определяются направления работы по повышению эффективности применения информационно-коммуникационных технологий в подготовке военных специалистов: разработка методологических основ их реализации в ИОС военного вуза; определение принципов реализации, выявление условий (организационные, технические, педагогические и др.) эффективного применения.
В работе [[[35 Белошицкий и М ]|Педагогические условия реализации дидактических средств, функционирующих на базе ИКТ в информационно-образовательной среде военного вуза]] определены принципы выражающие требования к организации и построению ИОС :
- принцип совместной педагогической деятельности преподавателей и командиров (начальников) с обучаемыми, где курсанты выступают объектами ИОС, и, одновременно, субъектами, способными к самоопределению, самоутверждению и самореализации;
- принцип учета профессиональной направленности и личностных качеств курсантов;
- принцип интегративно-дифференцированного обучения, позволяющий достичь высокой эффективности формирования компетенций, в совместной и индивидуальной самоорганизуемой работе курсантов военного вуза;
- принцип оптимизации, интенсификации и координации образовательного процесса военного вуза, за счет применения оптимальных информационно коммуникационных технологий обучения.
Анализ этих работ показывает, что наряду с проблемами, характерными для образования в целом, вопросы организации самостоятельной работы в военном вузе, а они поставлены на повестку дня, имеют свои особенности. В частности саморазвития открытой системы – субъекта в закрытой среде [[[36 Клочко]|Человек: открытая система в закрытой среде]].
Таким образом можно констатировать, что среда играет значительную роль в вопросах саморазвития и саморегулирования являясь поставщиком вещества, энергии и информации.
Среда является сложной саморазвивающейся системой, в которую в свою очередь входит подсистема – образовательная среда, которая в свою очередь являеся сложной саморазвивающейся системой.
рассматривая образовательный процесс с учетом различных уровней подготовки можно говорить и о различных уровнях самостоятельной работы - от управляемой преподавателем на занятиях (кадеты, курсанты младших курсов до автономного саморазвития (адьюнктура, доктарантура, соискательство);
Особенности использования ИОС в военном образовании рассмотрены в работах [35;36;37]
В частности в работе [35] выделяются следующие тенденции информатизации военного образования: актуализация системы непрерывного образования; разработка и построение единой информационно-образовательной среды военных вузов ; внедрение перспективных информационно-коммуникационных технологий в образовательный процесс; повышение роли процесса самообразования обучающихся.
Анализируется опыт информатизации в вооруженных силах США концепцию ADL (Advanced Distributed Learning) – продвинутое распределенное обучение, основной целью которой являлось обеспечение доступа обучающихся к образовательным ресурсам, в соответствии с их личностно-профессиональными потребностями, в основе которой лежит «совместное использование стандартных версий объектов многократного применения, систем управления обучением, с множеством информационных сред, без непосредственного участия преподавателя».
В частности среди проблемных вопросов информатизации в военных вузах, отмечается неразработанность теоретических основ и единой методологии применения инфокоммуникационных технологий в образовательном процессе военных вузов а также противоречивость нормативно-правовой базы в организации образовательного процесса. В частности «в соответствии с Приказом Министра обороны РФ от 15.09.2014 г. № 670 «О мерах по реализации отдельных положений статьи 81 ФЗ от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации» акцентирована необходимость свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, в то же время приказы, директивы и указания вышестоящего командования, по вопросам защиты информации, ограничений в ее распространении, не позволяют эффективно развивать современные информационно-коммуникационные технологии в образовательной деятельности военных вузов» то есть фактически образовательная среда военного вуза является закрытой системой [35].
В работе [36] отмечаются Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил, методик применения ИКТ;
– в отдельных случаях недостаточная оснащенность и отсутствие компетентных специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных интернет-сообществ, перенасыщенность интернет-ресурсов сайтами, не имеющих учебно-методической и научной направленности;
– ограничения использования курсантами и преподавателями интернет-ресурсов (в соответствии с требованиями ФЗ РФ «О государственной тайне»).
В этой же работе определяются направления работы по повышению эффективности применения информационно-коммуникационных технологий в подготовке военных специалистов: разработка методологических основ их реализации в ИОС военного вуза; определение принципов реализации, выявление условий (организационные, технические, педагогические и др.) эффективного применения.
В работе [37] определены принципы выражающие требования к организации и построению ИОС :
- принцип совместной педагогической деятельности преподавателей и командиров (начальников) с обучаемыми, где курсанты выступают объектами ИОС, и, одновременно, субъектами, способными к самоопределению, самоутверждению и самореализации;
- принцип учета профессиональной направленности и личностных качеств курсантов;
- принцип интегративно-дифференцированного обучения, позволяющий достичь высокой эффективности формирования компетенций, в совместной и индивидуальной самоорганизуемой работе курсантов военного вуза;
- принцип оптимизации, интенсификации и координации образовательного процесса военного вуза, за счет применения оптимальных информационно коммуникационных технологий обучения.
Анализ этих работ показывает, что наряду с проблемами, характерными для образования в целом, вопросы организации самостоятельной работы в военном вузе, а они поставлены на повестку дня, имеют свои особенности. В частности саморазвития открытой системы – субъекта в закрытой среде [38].
Таким образом можно констатировать, что среда играет значительную роль в вопросах саморазвития и саморегулирования являясь поставщиком вещества, энергии и информации.
Среда является сложной саморазвивающейся системой, в которую в свою очередь входит подсистема – образовательная среда, которая в свою очередь являеся сложной саморазвивающейся системой.
рассматривая образовательный процесс с учетом различных уровней подготовки можно говорить и о различных уровнях самостоятельной работы - от управляемой преподавателем на занятиях (кадеты, курсанты младших курсов до автономного саморазвития (адьюнктура, доктарантура, соискательство);
[[ВАК_1_ИОС в военном образовании_1]]
@@color:red;не обработан@@
Особенности использования ИОС в военном образовании рассмотрены в работах [33;34;35]
В частности в работе [[[33 Мещеряков]|Мещеряков]] выделяются следующие тенденции информатизации военного образования: актуализация системы непрерывного образования; разработка и построение единой информационно-образовательной среды военных вузов ; внедрение перспективных информационно-коммуникационных технологий в образовательный процесс; повышение роли процесса самообразования обучающихся.
Анализируется опыт информатизации в вооруженных силах США концепцию ADL (Advanced Distributed Learning) – продвинутое распределенное обучение, основной целью которой являлось обеспечение доступа обучающихся к образовательным ресурсам, в соответствии с их личностно-профессиональными потребностями, в основе которой лежит «совместное использование стандартных версий объектов многократного применения, систем управления обучением, с множеством информационных сред, без непосредственного участия преподавателя».
В частности среди проблемных вопросов информатизации в военных вузах, отмечается неразработанность теоретических основ и единой методологии применения инфокоммуникационных технологий в образовательном процессе военных вузов а также противоречивость нормативно-правовой базы в организации образовательного процесса. В частности «в соответствии с Приказом Министра обороны РФ от 15.09.2014 г. № 670 «О мерах по реализации отдельных положений статьи 81 ФЗ от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации» акцентирована необходимость свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, в то же время приказы, директивы и указания вышестоящего командования, по вопросам защиты информации, ограничений в ее распространении, не позволяют эффективно развивать современные информационно-коммуникационные технологии в образовательной деятельности военных вузов» то есть фактически образовательная среда военного вуза является закрытой системой [35].
В работе [[[34 Белошицкий] |Информационно-образовательная среда военного вуза, методологические аспекты]] отмечаются Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил, методик применения ИКТ;
– в отдельных случаях недостаточная оснащенность и отсутствие компетентных специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных интернет-сообществ, перенасыщенность интернет-ресурсов сайтами, не имеющих учебно-методической и научной направленности;
– ограничения использования курсантами и преподавателями интернет-ресурсов (в соответствии с требованиями ФЗ РФ «О государственной тайне»).
В этой же работе определяются направления работы по повышению эффективности применения информационно-коммуникационных технологий в подготовке военных специалистов: разработка методологических основ их реализации в ИОС военного вуза; определение принципов реализации, выявление условий (организационные, технические, педагогические и др.) эффективного применения.
В работе [[[35 Белошицкий и М ]|Педагогические условия реализации дидактических средств, функционирующих на базе ИКТ в информационно-образовательной среде военного вуза]] определены принципы выражающие требования к организации и построению ИОС :
- принцип совместной педагогической деятельности преподавателей и командиров (начальников) с обучаемыми, где курсанты выступают объектами ИОС, и, одновременно, субъектами, способными к самоопределению, самоутверждению и самореализации;
- принцип учета профессиональной направленности и личностных качеств курсантов;
- принцип интегративно-дифференцированного обучения, позволяющий достичь высокой эффективности формирования компетенций, в совместной и индивидуальной самоорганизуемой работе курсантов военного вуза;
- принцип оптимизации, интенсификации и координации образовательного процесса военного вуза, за счет применения оптимальных информационно коммуникационных технологий обучения.
Анализ этих работ показывает, что наряду с проблемами, характерными для образования в целом, вопросы организации самостоятельной работы в военном вузе, а они поставлены на повестку дня, имеют свои особенности. В частности саморазвития открытой системы – субъекта в закрытой среде [[[36 Клочко]|Человек: открытая система в закрытой среде]].
Таким образом можно констатировать, что среда играет значительную роль в вопросах саморазвития и саморегулирования являясь поставщиком вещества, энергии и информации.
Среда является сложной саморазвивающейся системой, в которую в свою очередь входит подсистема – образовательная среда, которая в свою очередь являеся сложной саморазвивающейся системой.
рассматривая образовательный процесс с учетом различных уровней подготовки можно говорить и о различных уровнях самостоятельной работы - от управляемой преподавателем на занятиях (кадеты, курсанты младших курсов до автономного саморазвития (адьюнктура, доктарантура, соискательство);
[[ВАК_1_МОНОДИСЦИПЛИНА_2]]
Вопросы образования изучаются в системе таких наук как дидактика, педагогика, андрогогика, геронтогогика, философия образования и др. Исторически первой научной дисциплиной была дидактика Яна Амоса Коменского. Однако в дальнейшем главенствующую роль в вопросах образования заняла педагогика. Дидактике отвели роль теории педагогики. Причем наряду с педагогикой средней школы появились такие дисциплины как педагогика высшей школы, военная педагогика и т.д. Как отмечено в работах А.М. Новикова фронт научных исследований в области образования значительно расширился, и относить все эти исследования только к педагогике как науке о воспитании становится все труднее и труднее, эта область «значительно шире, чем только педагогика» [[[6] |Новиков A. M. Развитие отечественного образования]]. Возникновение проблем, которые невозможно решить в рамках традиционной педагогики привело к появлению новых дисциплин, например проблемы обучения взрослых обучаемых стали решаться в рамках таких наук как андрагогика и геронтогогика. Рассматриваются вопросы создания таких метадисциплин как эдукология и теория образования.
По мнению А.М. Новикова в настоящее время возникает необходимость изучения обширной предметной области, которая пока не имеет названия и не объединена общей теоретической базой, и которую он условно предлагал назвать «образовательным средоведением». В эту предметную область А.М. Новиков предлагал включить архитектуру образовательных учреждений, теорию учебной книги, учебно-наглядных пособий, тренажеров и других средств обучения, проблемы информатизации образования и создания учебных программных средств, телекоммуникационных образовательных технологий и т.д [[[6] |Новиков A. M. Развитие отечественного образования]].
Вопросы образования изучаются в системе таких наук как дидактика, педагогика, андрогогика, геронтогогика, философия образования и др.
Хронологически первой является Дидактика возникновение которой связано именами Ратке и Яна Амоса Коменского. В дальнейшем, большинством исследователей дидактике была отведена роль теории педагогики которая в свою очередь заняла главенствующую роль в вопросах образования. Это объяснялось тем, что в течении долгого времени основным субъектом обучения был ребенок.
А.М. Новиков отмечал что фронт научных исследований в области образования значительно расширился, и относить все эти исследования только к педагогике становится все труднее, эта область «значительно шире, чем только педагогика» [[[6] |Новиков A. M. Развитие отечественного образования]].
С развитием системы профессионального и высшего образования субъектами обучения становятся различные категории взрослого населения. Это становится причиной возникновения наряду с педагогикой средней школы таких дисциплины как педагогика высшей школы, военная педагогика, андрогогика, геронтогогика.
Кроме того по мнению А.М. Новикова в существует предметная область, "которая пока не имеет названия и не объединена общей теоретической базой", и которую он условно предлагал назвать «образовательным средоведением» [[[6] |Новиков A. M. Развитие отечественного образования]]. В эту предметную область А.М. Новиков включал архитектуру образовательных учреждений, теорию учебной книги, учебно-наглядных пособий, тренажеров и других средств обучения, проблемы информатизации образования и создания учебных программных средств, телекоммуникационных образовательных технологий и т.д
Возникновение проблем которые невозможно решить в рамках педагогики. А.М. Новиков предлагал решить путем создания метадисциплин, например эдукология или теории образования.
[[ВАК_1_Психология_2]]
В философии вопросы саморегуляции, саморазвития рассматриваются довольно абстрактно, Поэтом учитывая что основным элементом в рассматриваемой области является человек, участвующий в образовательном процессе либо в качестве обучающегося (обучаемого), либо в качестве педагогического работника, рассмотрим как проблема саморазвития решается в психологии.
История научного исследования регуляции и саморегуляции в психологии ведет свое начало с работ Ч. Шеррингтона и И.М. Сеченова опубликованных в начале ХХ века. Вопросами саморегуляции занимались Л.С. Выготский, В.К. Калин, В.В. Давыдов. Большой вклад в развитие теории психической саморегуляции внесли О.А. Конопкин, К.А. Абульханова-Славская, В. И. Моросанова которая в настоящее время возглавляет лабораторию психологии саморегуляции Психологического института Российской академии образования (РАО).
Очевидно, что все работы, связанные с проблемами психической регуляции в данной стать невозможно, поэтому рассмотрим работы психологов связанные со средовым подходом и выполненными в парадигме (русле) постнеклассической психологии.
Очевидно что человек - субъект образовательного процесса по своей сути является сложной саморазвивающейся системой и поэтому к нему применимы многие идеи постнеклассического подхода. В частности, в системной антропологической психологии (САП) в основе которой лежит теоретическая концепция системно-антропологической парадигмы в психологии, теории образования и образовательных практиках (В.Е. Клочко, О.М. Краснорядцева). Это направлении изначально ориентированое на реализацию идеалов постнеклассической рациональности разрабатывается группой сибирских психологов из Томского государственного университета. Особенностью этого направления является то, что его предметом является «целостный человек» в создаваемом им самим многомерном пространстве жизни - «многомерном мире человека». Следует подчеркнуть, что методологической базой САП является представление о человеке как открытой саморазвивающейся (и самоорганизующейся) системе [[[16] |Системная антропологическая психология и современная когнитивистика]]
Признавая тот факт, что психика не является самостоятельной открытой системой, В. Е. Клочко отмечает, что человек – реальная живая система, постоянно испытывающая потребность в необходимых для ее устойчивого существования ресурсах (информационных, энергетических и т.д.) и не может без психики наладить избирательный обмен со средой, выбрать из нее то, что имеет реальный смысл для текущего момента бытия системы, ее ближайшего и отдаленного будущего [[[17]|О понятийном аппарате постнеклассической психологии]].
Следует отметить, что разработчики САП пришли к выводу, что сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями.
Таким образом можно говорить о том что постнеклассический подход позволяет рассматривать влияние среды на человека и человека на среду как фактор саморазвития, в котором, естественно участвуют процессы саморегуляции.
Большой интерес представляют работы доктора психологических наук С.Ф. Сергеева В работе [[[18] |Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]] рассматривается вопросы истории развития понятий регуляции, саморегуляции, саморазвития живых организмов и психологических систем.
Рассмотрены концептуальные схемы, связанные с понятием регуляции и его формами. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. При этом подразумевалось, что организм обладает особыми системами, обеспечивающими его стабильность и целостность посредством регуляторных процессов. Однако при этом возникала проблема интеграции этих систем. Были выдвинуты идеи взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического и введен термин «психическая регуляция». Вводится постулат единства познавательной и регулирующей функций психики, предлагается интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений. В основном все эти модели определяют регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. В этих моделях используются различные вариации описания устройств сравнения, регуляторов, различных видов передаточных функций и систем обратных связей.
Понятие саморегуляция используется в работах автора теории функциональных систем П.К. Анохина и в работах О. А. Конопкина и его учеников. Так Анохиным было показано что все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции.
О. А. Конопкин разработал системно-функциональный подход к анализу структуры регуляторных процессов. Процесс саморегуляции рассматривается как целостная, замкнутая кольцевая по структуре, информационно открытая система. Им выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции: принятая субъектом цель деятельности; субъективная модель значимых условий; программа исполнительских действий; система субъективных критериев достижения цели (критериев успешности); контроль и оценка реальных результатов; решения о коррекции системы саморегулирования.
Рассматривая вопрос саморегуляция в сложных системах С.Ф. Сергеев отмечает что анализ проблемы регуляции и саморегуляции указывает на недостаточность для объяснения процессов порождения психического классических представлений о регуляции в биологических саморегулирующихся системах, что причинность в больших, саморегулирующихся системах должна дополняется идеями «вероятностной» и «целевой причинности», причем первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. При этом возникают целостные структуры, обеспечивающей работу механизмов саморегуляции, их самодвижение и развитие.
Рассматривая самоорганизующиеся системы, с позиций синергетического направления. Синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых является нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой. Первое свойство подразумевает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой, тем более их нельзя рассматривать по отдельности.
В ходе эволюции в сложных биологических системах одни подсистемы разрушаются, другие подсистемы обретают более высокий уровень организации. Таким образом в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Делается вывод что изменение структуры может рассматриваться как форма адаптации системы к внешним условиям, а принципы самоорганизации реализуются во всех живых системах и в обществе.
Далее рассматривается класс аутопоэтических (в терминологии С.Ф. Сергеева) самоорганизующих систем, разработанный чилийскими учеными У. Матураной и Ф. Варелой и представляющих собой сетевой паттерн самоорганизации живой системы. Следует отметить что У. Матурана и Ф. Варела используют термин аутопоэзные системы [[[19]|Древо познания]] . Перенос (трансляция) идей аутопоэзиса на нервную систему выполненый У. Матураной предпологает гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем.
По мнению У. Матураны нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. На основе этой предпосылки Матурана утверждает, что процесс круговой организации – идентичен процессу познания.
Далее отмечается, что аутопоэзная система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Цель аутопоэзной системы лежит внутри нее, определяя ее самореферентность. По мнению С.Ф. Сергеева конструктивизм и концепция аутопоэзиса позволяют перейти к постклассическим представлениям в психологии. Следует отметить, что термин постклассический используется С.Ф. Сергеевым в том же контексте что и В.С. Шверевым [[ [20 Шверев] |Рациональность в современной культуре]], то есть охватывая им все формы понимания рациональности, которые выходят за рамки классической парадигмы (неклассические и постнеклассические).
Рассматриваются саморазвивающиеся системы, в которых сложные саморегулирующиеся и самоорганизующиеся системы рассматриваются как устойчивые состояния. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Данные системы обладают иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. В саморазвивающейся системе возникают новые, относительно самостоятельные подсистемы, перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий)
Рассматривая средоориентированный подход автор утверждает, что в постклассическом среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему.
Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им
В заключении рассматривается идея повторного входа которая утверждает что в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды.
фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я.
Приходит к выводу что посткнелассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах. Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д.
Ряд работ С.Ф. Сергеева посвящен рассмотрению теоретико-методологические проблемы педагогики образовательных сред. Так, в работе [[[21 Сергеев 2] |Теоретико-методологические проблемы педагогики образовательных сред]] он проводит анализ ситуаций, возникающих при организации обучения в средах при использовании классических моделей средоориентированного обучения, когнитивного направления психологии и наук о человеке, деятельностного подхода и обучения в среде, и возможные пути решения проблем при использовании постклассических (постнеклассических) представлений с использованием теории иммерсивных обучающих сред и ориентирующей педагогики.
Рассматривая классические модели средоориентированного обучения автор выделяет следующие проблемы.
Первая проблема - проблема манипулятивности – отсутствия доказательств факта интерактивных взаимодействий, как основы для формирования новых психических структур;
Вторая проблема - тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности, обучаемым сообщается огромное количество без учета того, насколько полезными для формирования структур знания конкретного человека будут полученная им информации. «В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается».
Третья проблема – отсутствие представления о том, каким образом хаотическое воздействие физического мира на ученика формирует и структурирует его знание.
Автор утверждает что в классической модели средоориентированного обучения в силу механического выделения неодушевлённой среды обучения, и её отождествления с обучающей средой не удается выявить причин порождающих феномен обучения. Невозможно описать множество изменений, происходящих в среде с помощью педагогических методов, всё равно в реальности наблюдаемые процессы будут неизмеримо сложнее и неопределённее, чем в наших конструктах. Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая структура, возникающая в обучающей педагогической системе, включающая в свой состав субъекта. Учесть её эволюцию заранее невозможно. Однако педагогическая компонента в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучаемом субъекте, и этим вносит свой конструктивный вклад.
Основные свойства обучающей системы заложены в самом ученике и его психическом механизме, включённом в обучающую коммуникацию.
Анализируя представлений, развиваемых в рамках когнитивного направления психологии С.Ф. Сергеев отмечает, что объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации.
Анализируя результаты исследования психологов по руководством Б.Г. Ананьева показавших что на каждом этапе онтогенеза человека наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет. Приходит к выводу что факт гетерохронности отражает характер социальных сред, в которые попадает человек в процессе жизни. Так, факт развития свойств памяти в 19–28 лет связан с периодом обучения в среде учебных заведений и обусловлен с необходимостью освоения больших объёмов информации. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру.
Рассматривая деятельностный подход и обучение в среде указывает на то, что учебная деятельность направлена на решение учебных задач, заданных либо в явном либо в неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучаемый средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучаемый, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогической компоненты среды) и корректирует свои действия в процессе обучения.
Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность учащегося.
Деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются при этом неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности ученика.
Деятельностный подход к обучению это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие. Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы.
Автор приходит к выводу что главной проблемой классической дидактики сред является то, что вопросы целостного функционирования обучающей среды, учитывающие самоорганизующийся характер её работы, в нём не рассматриваются.
В постнеклассических системных построениях среда является неотделимым от изучаемой (наблюдаемой) системы элементом, свойства которого определяют свойства системы; местом и условиями существования системы. По своей сути система является выделенным наблюдателем состоянием среды. При этом автономная самоорганизующаяся система формирует не только себя, но свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может являться средой, в которой идет развитие другой системы [[[22 сергеев 3]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]].
Применительно к процессам самообучения «понимание решающего значения в обучении активного самоорганизующегося начала, порождаемого в средах человеческой деятельности, привело к созданию постнеклассического направления средоориентированного подхода в педагогике. В соответствии с ним обучение человека проходит через рефлексивные и деятельностные сетевые процедуры. Возникает субъектно-объектная обучающая среда в виде самоорганизующейся сетевой системы, эволюция которой проявляется путем возникновения новых системных качеств в психофизиологической организации человека и появлении эффективного опыта [[[22 сергеев 3]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]].
!! ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ
* [[ВАК_1_Психология_1]]
* [[ВАК_1_Психология_2]]
Рассматривая образование как сложную систему следует особое внимание обращать на основной элемент этой системы - человека, участвующий в образовательном процессе либо в качестве обучающегося (обучаемого), либо в качестве педагогического работника. Человек должен рассматриваться во всех своих ипостасях и как индивид и как личность и как участник социальных и информационных процессов. При этом необходимо, находясь на позициях постнеклассической науки, рассматривать и его как сложную саморазвивающуюся систему.
Очевидно что саморазвитие личности в образовательной системе среде не может изучаться без учета достижений психологической науки.
@@color:red;История научного исследования регуляции и саморегуляции в психологии ведет свое начало с работ Ч. Шеррингтона и И.М. Сеченова опубликованных в начале ХХ века. Вопросами саморегуляции занимались Л.С. Выготский, В.К. Калин, В.В. Давыдов. Большой вклад в развитие теории психической саморегуляции внесли О.А. Конопкин, К.А. Абульханова-Славская, В. И. Моросанова которая в настоящее время возглавляет лабораторию психологии саморегуляции Психологического института Российской академии образования (РАО).@@
Очевидно, что все работы, связанные с проблемами психической регуляции в данной стать невозможно, поэтому рассмотрим работы психологов связанные со средовым подходом и выполненными именно в парадигме (русле) постнеклассической психологии.
Очевидно что человек - субъект образовательного процесса по своей сути является сложной саморазвивающейся системой и поэтому к нему применимы многие идеи постнеклассического подхода. В частности, в системной антропологической психологии (САП) в основе которой лежит теоретическая концепция системно-антропологической парадигмы в психологии, теории образования и образовательных практиках (В.Е. Клочко, О.М. Краснорядцева). Это направлении изначально ориентированное на реализацию идеалов постнеклассической рациональности разрабатывается группой сибирских психологов из Томского государственного университета. Особенностью этого направления является то, что его предметом является «целостный человек» в создаваемом им самим многомерном пространстве жизни - «многомерном мире человека». Следует подчеркнуть, что методологической базой САП является представление о человеке как открытой саморазвивающейся (и самоорганизующейся) системе [[[16] |Системная антропологическая психология и современная когнитивистика]]
Признавая тот факт, что психика не является самостоятельной открытой системой, В. Е. Клочко отмечает, что человек – реальная живая система, постоянно испытывающая потребность в необходимых для ее устойчивого существования ресурсах (информационных, энергетических и т.д.) и не может без психики наладить избирательный обмен со средой, выбрать из нее то, что имеет реальный смысл для текущего момента бытия системы, ее ближайшего и отдаленного будущего [[[17]|О понятийном аппарате постнеклассической психологии]] [[ С.129 |О понятийном аппарате постнеклассической психологии 129]].
Следует отметить, что разработчики САП пришли к выводу, что @@color:red; сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями.@@
Таким образом можно говорить о том что постнеклассический подход позволяет рассматривать влияние среды на человека и человека на среду как фактор саморазвития, в котором, естественно участвуют процессы саморегуляции.
Большой интерес представляют работы доктора психологических наук С.Ф. Сергеева. В работе [[[18] |Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]] рассматривается вопросы истории развития понятий регуляции, саморегуляции, саморазвития живых организмов и психологических систем.
Рассмотрены концептуальные схемы, связанные с понятием регуляции и его формами. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. При этом подразумевалось, что организм обладает особыми системами, обеспечивающими его стабильность и целостность посредством регуляторных процессов. Однако при этом возникала проблема интеграции этих систем. Были выдвинуты идеи взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического и введен термин «психическая регуляция». Вводится постулат единства познавательной и регулирующей функций психики, предлагается интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений. В основном все эти модели определяют регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. В этих моделях используются различные вариации описания устройств сравнения, регуляторов, различных видов передаточных функций и систем обратных связей.
Понятие саморегуляция используется в работах автора теории функциональных систем П.К. Анохина и в работах О. А. Конопкина и его учеников. Так Анохиным было показано что все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции.
О. А. Конопкин разработал системно-функциональный подход к анализу структуры регуляторных процессов. Процесс саморегуляции рассматривается как целостная, замкнутая кольцевая по структуре, информационно открытая система. Им выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции: принятая субъектом цель деятельности; субъективная модель значимых условий; программа исполнительских действий; система субъективных критериев достижения цели (критериев успешности); контроль и оценка реальных результатов; решения о коррекции системы саморегулирования.
Рассматривая вопрос саморегуляция в сложных системах С.Ф. Сергеев отмечает что анализ проблемы регуляции и саморегуляции указывает на недостаточность для объяснения процессов порождения психического классических представлений о регуляции в биологических саморегулирующихся системах, что причинность в больших, саморегулирующихся системах должна дополняется идеями «вероятностной» и «целевой причинности», причем первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. При этом возникают целостные структуры, обеспечивающей работу механизмов саморегуляции, их самодвижение и развитие.
Рассматривая самоорганизующиеся системы, с позиций синергетического направления. Синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых является нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой. Первое свойство подразумевает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой, тем более их нельзя рассматривать по отдельности.
В ходе эволюции в сложных биологических системах одни подсистемы разрушаются, другие подсистемы обретают более высокий уровень организации. Таким образом в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Делается вывод что изменение структуры может рассматриваться как форма адаптации системы к внешним условиям, а принципы самоорганизации реализуются во всех живых системах и в обществе.
Далее рассматривается класс аутопоэтических (в терминологии С.Ф. Сергеева) самоорганизующих систем, разработанный чилийскими учеными У. Матураной и Ф. Варелой и представляющих собой сетевой паттерн самоорганизации живой системы. Следует отметить что У. Матурана и Ф. Варела используют термин аутопоэзные системы [[[19]|Древо познания]] . Перенос (трансляция) идей аутопоэзиса на нервную систему выполненный У. Матураной предполагает гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем.
По мнению У. Матураны нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. На основе этой предпосылки Матурана утверждает, что процесс круговой организации – идентичен процессу познания.
Далее отмечается, что аутопоэзная система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Цель аутопоэзной системы лежит внутри нее, определяя ее самореферентность. По мнению С.Ф. Сергеева конструктивизм и концепция аутопоэзиса позволяют перейти к постклассическим представлениям в психологии. Следует отметить, что термин постклассический используется С.Ф. Сергеевым в том же контексте что и В.С. Шверевым [[ [20 Шверев] |Рациональность в современной культуре]], то есть охватывая им все формы понимания рациональности, которые выходят за рамки классической парадигмы (неклассические и постнеклассические).
Рассматриваются саморазвивающиеся системы, в которых сложные саморегулирующиеся и самоорганизующиеся системы рассматриваются как устойчивые состояния. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Данные системы обладают иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. В саморазвивающейся системе возникают новые, относительно самостоятельные подсистемы, перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий)
Рассматривая средоориентированный подход автор утверждает, что в постклассическом подходе среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Важным моментом является положение согласно которому каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему.
Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им
В заключении рассматривается идея повторного входа которая утверждает что в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды.
фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я.
Приходит к выводу что посткнелассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах. Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д.
Ряд работ С.Ф. Сергеева посвящен рассмотрению теоретико-методологические проблемы педагогики образовательных сред. Так, в работе [[[21 Сергеев 2] |Теоретико-методологические проблемы педагогики образовательных сред]] он проводит анализ ситуаций, возникающих при организации обучения в средах при использовании классических моделей средоориентированного обучения, когнитивного направления психологии и наук о человеке, деятельностного подхода и обучения в среде, и возможные пути решения проблем при использовании постклассических (постнеклассических) представлений с использованием теории иммерсивных обучающих сред и ориентирующей педагогики.
Рассматривая классические модели средоориентированного обучения автор выделяет следующие проблемы.
Первая проблема - проблема манипулятивности – отсутствия доказательств факта интерактивных взаимодействий, как основы для формирования новых психических структур;
Вторая проблема - тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности, обучаемым сообщается огромное количество без учета того, насколько полезными для формирования структур знания конкретного человека будут полученная им информации. «В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается».
Третья проблема – отсутствие представления о том, каким образом хаотическое воздействие физического мира на ученика формирует и структурирует его знание.
Автор утверждает что в классической модели средоориентированного обучения в силу механического выделения неодушевлённой среды обучения, и её отождествления с обучающей средой не удается выявить причин порождающих феномен обучения. Невозможно описать множество изменений, происходящих в среде с помощью педагогических методов, всё равно в реальности наблюдаемые процессы будут неизмеримо сложнее и неопределённее, чем в наших конструктах. Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая структура, возникающая в обучающей педагогической системе, включающая в свой состав субъекта. Учесть её эволюцию заранее невозможно. Однако педагогическая компонента в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучаемом субъекте, и этим вносит свой конструктивный вклад.
Основные свойства обучающей системы заложены в самом ученике и его психическом механизме, включённом в обучающую коммуникацию.
Анализируя представлений, развиваемых в рамках когнитивного направления психологии С.Ф. Сергеев отмечает, что объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации.
Анализируя результаты исследования психологов по руководством Б.Г. Ананьева показавших что на каждом этапе онтогенеза человека наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет. Приходит к выводу что факт гетерохронности отражает характер социальных сред, в которые попадает человек в процессе жизни. Так, факт развития свойств памяти в 19–28 лет связан с периодом обучения в среде учебных заведений и обусловлен с необходимостью освоения больших объёмов информации. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру.
Рассматривая деятельностный подход и обучение в среде указывает на то, что учебная деятельность направлена на решение учебных задач, заданных либо в явном либо в неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучаемый средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучаемый, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогической компоненты среды) и корректирует свои действия в процессе обучения.
Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность учащегося.
Деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются при этом неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности ученика.
Деятельностный подход к обучению это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие. Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы.
Автор приходит к выводу что главной проблемой классической дидактики сред является то, что вопросы целостного функционирования обучающей среды, учитывающие самоорганизующийся характер её работы, в нём не рассматриваются.
В постнеклассических системных построениях среда является неотделимым от изучаемой (наблюдаемой) системы элементом, свойства которого определяют свойства системы; местом и условиями существования системы. По своей сути система является выделенным наблюдателем состоянием среды. При этом автономная самоорганизующаяся система формирует не только себя, но свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может являться средой, в которой идет развитие другой системы [[[22 сергеев 3]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]].
Применительно к процессам самообучения «понимание решающего значения в обучении активного самоорганизующегося начала, порождаемого в средах человеческой деятельности, привело к созданию постнеклассического направления средоориентированного подхода в педагогике. В соответствии с ним обучение человека проходит через рефлексивные и деятельностные сетевые процедуры. Возникает субъектно-объектная обучающая среда в виде самоорганизующейся сетевой системы, эволюция которой проявляется путем возникновения новых системных качеств в психофизиологической организации человека и появлении эффективного опыта [[[22 сергеев 3]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]].
[[ВАК_1_Психология_1]]
В философии вопросы саморегуляции, саморазвития рассматриваются довольно абстрактно, Поэтом учитывая что основным элементом в рассматриваемой области является человек, участвующий в образовательном процессе либо в качестве обучающегося (обучаемого), либо в качестве педагогического работника, рассмотрим как проблема саморазвития решается в психологии.
История научного исследования регуляции и саморегуляции в психологии ведет свое начало с работ Ч. Шеррингтона и И.М. Сеченова опубликованных в начале ХХ века. Вопросами саморегуляции занимались Л.С. Выготский, В.К. Калин, В.В. Давыдов. Большой вклад в развитие теории психической саморегуляции внесли О.А. Конопкин, К.А. Абульханова-Славская, В. И. Моросанова которая в настоящее время возглавляет лабораторию психологии саморегуляции Психологического института Российской академии образования (РАО).
Очевидно, что все работы, связанные с проблемами психической регуляции в данной стать невозможно, поэтому рассмотрим работы психологов связанные со средовым подходом и выполненными в парадигме (русле) постнеклассической психологии.
Очевидно что человек - субъект образовательного процесса по своей сути является сложной саморазвивающейся системой и поэтому к нему применимы многие идеи постнеклассического подхода. В частности, в системной антропологической психологии (САП) в основе которой лежит теоретическая концепция системно-антропологической парадигмы в психологии, теории образования и образовательных практиках (В.Е. Клочко, О.М. Краснорядцева). Это направлении изначально ориентированое на реализацию идеалов постнеклассической рациональности разрабатывается группой сибирских психологов из Томского государственного университета. Особенностью этогоь направления является то, что его предметом является «целостный человек» в создаваемом им самим многомерном пространстве жизни - «многомерном мире человека». Следует подчеркнуть, что методологической базой САП является представление о человеке как открытой саморазвивающейся (и самоорганизующейся) системе [ 18 Клоч 3]
Признавая тот факт, что психика не является самостоятельной открытой системой, В. Е. Клочко отмечает, что человек – реальная живая система, постоянно испытывающая потребность в необходимых для ее устойчивого существования ресурсах (информационных, энергетических и т.д.) и не может без психики наладить избирательный обмен со средой, выбрать из нее то, что имеет реальный смысл для текущего момента бытия системы, ее ближайшего и отдаленного будущего [19 Клоч 1].
Следует отметить, что разработчики САП пришли к выводу, что сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями.
Таким образом можно говорить о том что постнеклассический подход позволяет рассматривать влияние среды на человека и человека на среду как фактор саморазвития, в котором, естественно участвуют процессы саморегуляции.
Большой интерес представляют работы доктора психологических наук С.Ф. Сергеева В работе [20] рассматривается вопросы истории развития понятий регуляции, саморегуляции, саморазвития живых организмов и психологических систем.
Рассмотрены концептуальные схемы, связанные с понятием регуляции и его формами. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. При этом подразумевалось, что организм обладает особыми системами, обеспечивающими его стабильность и целостность посредством регуляторных процессов. Однако при этом возникала проблема интеграции этих систем. Были выдвинуты идеи взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического и введен термин «психическая регуляция». Вводится постулат единства познавательной и регулирующей функций психики, предлагается интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений. В основном все эти модели определяют регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. В этих моделях используются различные вариации описания устройств сравнения, регуляторов, различных видов передаточных функций и систем обратных связей.
Понятие саморегуляция используется в работах автора теории функциональных систем П.К. Анохина и в работах О. А. Конопкина и его учеников. Так Анохиным было показано что все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции.
О. А. Конопкин разработал системно-функциональный подход к анализу структуры регуляторных процессов. Процесс саморегуляции рассматривается как целостная, замкнутая кольцевая по структуре, информационно открытая система. Им выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции: принятая субъектом цель деятельности; субъективная модель значимых условий; программа исполнительских действий; система субъективных критериев достижения цели (критериев успешности); контроль и оценка реальных результатов; решения о коррекции системы саморегулирования.
Рассматривая вопрос саморегуляция в сложных системах С.Ф. Сергеев отмечает что анализ проблемы регуляции и саморегуляции указывает на недостаточность для объяснения процессов порождения психического классических представлений о регуляции в биологических саморегулирующихся системах, что причинность в больших, саморегулирующихся системах должна дополняется идеями «вероятностной» и «целевой причинности», причем первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. При этом возникают целостные структуры, обеспечивающей работу механизмов саморегуляции, их самодвижение и развитие.
Рассматривая самоорганизующиеся системы, с позиций синергетического направления. Синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых является нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой. Первое свойство подразумевает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой, тем более их нельзя рассматривать по отдельности.
В ходе эволюции в сложных биологических системах одни подсистемы разрушаются, другие подсистемы обретают более высокий уровень организации. Таким образом в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Делается вывод что изменение структуры может рассматриваться как форма адаптации системы к внешним условиям, а принципы самоорганизации реализуются во всех живых системах и в обществе.
Далее рассматривается класс аутопоэтических (в терминологии С.Ф. Сергеева) самоорганизующих систем, разработанный чилийскими учеными У. Матураной и Ф. Варелой и представляющих собой сетевой паттерн самоорганизации живой системы. Следует отметить что У. Матурана и Ф. Варела используют термин аутопоэзные системы [21] . Перенос (трансляция) идей аутопоэзиса на нервную систему выполненый У. Матураной предпологает гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем.
По мнению У. Матураны нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. На основе этой предпосылки Матурана утверждает, что процесс круговой организации – идентичен процессу познания.
Далее отмечается, что аутопоэзная система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Цель аутопоэзной системы лежит внутри нее, определяя ее самореферентность. По мнению С.Ф. Сергеева конструктивизм и концепция аутопоэзиса позволяют перейти к постклассическим представлениям в психологии. Следует отметить, что термин постклассический используется С.Ф. Сергеевым в том же контексте что и В.С. Шверевым [22], то есть охватывая им все формы понимания рациональности, которые выходят за рамки классической парадигмы (неклассические и постнеклассические).
Рассматриваются саморазвивающиеся системы, в которых сложные саморегули-рующиеся и самоорганизующиеся системы рассматриваются как устойчивые состояния. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Данные системы обладают иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. В саморазвивающейся системе возникают новые, относительно самостоятельные подсистемы, перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий)
Рассматривая средоориентированный подход автор утверждает, что в постклассическом среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему.
Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им
В заключении рассматривается идея повторного входа которая утверждает что в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды.
фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я.
Приходит к выводу что посткнелассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах. Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д.
Ряд работ С.Ф. Сергеева посвящен рассмотрению теоретико-методологические проблемы педагогики образовательных сред. Так, в работе [23] он проводит анализ ситуаций, возникающих при организации обучения в средах при использовании классических моделей средоориентированного обучения, когнитивного направления психологии и наук о человеке, деятельностного подхода и обучения в среде, и возможные пути решения проблем при использовании постклассических (постнеклассических) представлений с использованием теории иммерсивных обучающих сред и ориентирующей педагогики.
Рассматривая классические модели средоориентированного обучения автор выделяет следующие проблемы.
Первая проблема - проблема манипулятивности – отсутствия доказательств факта интерактивных взаимодействий, как основы для формирования новых психических структур;
Вторая проблема - тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности, обучаемым сообщается огромное количество без учета того, насколько полезными для формирования структур знания конкретного человека будут полученная им информации. «В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается».
Третья проблема – отсутствие представления о том, каким образом хаотическое воздействие физического мира на ученика формирует и структурирует его знание.
Автор утверждает что в классической модели средоориентированного обучения в силу механического выделения неодушевлённой среды обучения, и её отождествления с обучающей средой не удается выявить причин порождающих феномен обучения. Невозможно описать множество изменений, происходящих в среде с помощью педагогических методов, всё равно в реальности наблюдаемые процессы будут неизмеримо сложнее и неопределённее, чем в наших конструктах. Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая структура, возникающая в обучающей педагогической системе, включающая в свой состав субъекта. Учесть её эволюцию заранее невозможно. Однако педагогическая компонента в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучаемом субъекте, и этим вносит свой конструктивный вклад.
Основные свойства обучающей системы заложены в самом ученике и его психическом механизме, включённом в обучающую коммуникацию.
Анализируя представлений, развиваемых в рамках когнитивного направления психологии С.Ф. Сергеев отмечает, что объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации.
Анализируя результаты исследования психологов по руководством Б.Г. Ананьева показавших что на каждом этапе онтогенеза человека наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет. Приходит к выводу что факт гетерохронности отражает характер социальных сред, в которые попадает человек в процессе жизни. Так, факт развития свойств памяти в 19–28 лет связан с периодом обучения в среде учебных заведений и обусловлен с необходимостью освоения больших объёмов информации. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру.
Расматривая деятельностный подход и обучение в среде указывает на то, что учебная деятельность направлена на решение учебных задач, заданных либо в явном либо в неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучаемый средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучаемый, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогической компоненты среды) и корректирует свои действия в процессе обучения.
Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность учащегося.
Деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются при этом неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности ученика.
Деятельностный подход к обучению это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие. Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы.
Автор приходит к выводу что главной проблемой классической дидактики сред является то, что вопросы целостного функционирования обучающей среды, учитывающие самоорганизующийся характер её работы, в нём не рассматриваются.
В постнеклассических системных построениях среда является неотделимым от изучаемой (наблюдаемой) системы элементом, свойства которого определяют свойства системы; местом и условиями существования системы. По своей сути система является выделенным наблюдателем состоянием среды. При этом автономная самоорганизующаяся система формирует не только себя, но свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может являться средой, в которой идет развитие другой системы [24].
Применительно к процессам самообучения «понимание решающего значения в обучении активного самоорганизующегося начала, порождаемого в средах человеческой деятельности, привело к созданию постнеклассического направления средоориентированного подхода в педагогике. В соответствии с ним обучение человека проходит через рефлексивные и деятельностные сетевые процедуры. Возникает субъектно-объектная обучающая среда в виде самоорганизующейся сетевой системы, эволюция которой проявляется путем возникновения новых системных качеств в психофизиологической организации человека и появлении эффективного опыта [24].
[[ВАК_1_Средовый подход_2]]
Проведенный выше анализ позволяет констатировать, что одним из основных факторов развития сферы саморегуляции и саморазвития является среда.
Следует отметить, что в дидактике, и обо этом говорилось выше существует направление, еще не сформированное окончательно (см. Новикова) но активно исследуемое, определяемое как средовый подход. Это подход нашел отражение в работах многих исследователей. Среди них следует отметить исследователей как В.В. Авдеев, И.А. Баева, Л.А. Боденко, С.Л. Братченко, С.Д. Дерябо, Е.С. Заир-Бек, Д.В. Куракин, В.П. Лебедева, А.А. Леонтьев, Ю.С. Мануйлов, В.А. Орлов, В.И. Панов, С. Пейперт, К. Роджерс, В.В. Рубцов, Н.Л. Селиванова, С.Ф. Сергеев, В.И. Слободчиков, И.Д. Фрумин, М. Черноушек, В.А. Ясвин, А.В. Петров, В.И. Данильчук, А.М. Коротков, Кречетников К.Г., Нелунова Е. Д., С.Ф. Сергеев.
Анализ терминологии средового подхода по материалам диссертационных исследований и справочной литературы [[[24 |Вишнякова С.М. Профессиональное образование. Словарь.]], [[25|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,[[26|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]] дает более сорока терминов со стержневым словом среда. Среди них можно выделить такие термины как: среда воспитания; среда информационная; среда информационно-образовательная; среда медиаобразовательная; среда медийная; среда педагогическая; среда социальная. Три термина определены в государственных стандартах серии «ИКТ в образовании» это «Электронная информационно-образовательная среда»; «Информационно-образовательная среда» и «Среда обучения». Это положительный момент, так как редуцирует эти понятия и убирает неоднозначное толкование этих терминов. С другой стороны, обилие терминологии средового подхода говорит о том, что среда является сверхсложной системой и включает в себя множество подсистем - сред различного уровня.
Рассмотрим как определяются понятия средового подхода различными исследователями. На этапе классической рациональности четкого определения понятия среды не было, однако о важности среды в которой происходит обучение говорили Я. Коменский, Дж. Локк. Классическая средоориентированная педагогика рассматривает обучаемого как некоторый сложный объект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук.
Исследования современных ученых выполняются в русле неклассической рациональности. Так А.М. Новиков определяет образовательную среду как систему влияний и условий формирования личности, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении. В образовательной среде он выделял три компонента: социальный (социальное окружение), пространственно-предметный (пространственно-предметное) окружение и психолого-дидактический [[[3 Новиков] |Новиков А.М. Педагогика Словарь системы основных понятий]]. Аналогичное определение дает в своей работе [[[30 Ясвин] |Ясвин]] А. Ясвин «под образовательной средой (или средой образования) мы будем понимать систему влияний и условий формирования личности по заданному образцу, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении». В этой же работе приводятся варианты структуры образовательных сред в трактовках различных авторов. В своей работе В.А. Ясвин использует четырехкомпонентную модель, которая включает: субъекты образовательного процесса; социальный компонент образовательной среды; пространственно-предметный компонент образовательной среды; технологический (психодидактический) компонент образовательной среды. По мнению В.И. Слободчикова среда является как предметом, так и ресурсом совместной деятельности образующего и образующегося [[[31 Слободчиков] |Психология образования человека]].
[[ВАК_1_Средовый подход_1]]
Проведенный выше анализ позволяет констатировать, что одним из основных факторов развития сферы саморегуляции и саморазвития является среда.
Следует отметить, что в дидактике, обо этом говорилось выше существует направление, еще не сформированное окончательно (см. Новикова) но активно исследуемое, определяемое как средовый подход. В работе [28] [НЕТ] проведен анализ работ исследователей среди которых отмечаются исследователей как В.В. Авдеев, И.А. Баева, Л.А. Боденко, С.Л. Братченко, С.Д. Дерябо, Е.С. Заир-Бек, Д.В. Куракин, В.П. Лебедева, А.А. Леонтьев, Ю.С. Мануйлов, В.А. Орлов, В.И. Панов, С. Пейперт, К. Роджерс, В.В. Рубцов, Н.Л. Селиванова, С.Ф. Сергеев, В.И. Слободчиков, И.Д. Фрумин, М. Черноушек, В.А. Ясвин, А.В. Петров, В.И. Данильчук, А.М. Коротков, Кречетников К.Г., Нелунова Е. Д., С.Ф. Сергеев.
Анализ терминологии средового подхода по материалам диссертационных исследований и справочной литературы [[[24 |Вишнякова С.М. Профессиональное образование. Словарь.]], [[25|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,[[26|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]] дает более сорока терминов со стержневым словом среда. Среди них можно выделить такие термины как: среда воспитания; среда информационная; среда информационно-образовательная; среда медиаобразовательная; среда медийная; среда педагогическая; среда социальная. Три термина определены в государственных стандартах серии «ИКТ в образовании» это «Электронная информационно-образовательная среда»; «Информационно-образовательная среда» и «Среда обучения». Это положительный момент, так как редуцирует эти понятия и убирает неоднозначное толкование этих терминов. С другой стороны, обилие терминологии средового подхода говорит о том, что среда является сверхсложной системой и включает в себя множество подсистем - сред различного уровня.
Рассмотрим как определяются понятия средового подхода различными исследователями. На этапе классической рациональности четкого определения понятия среды не было, однако о важности среды в которой происходит обучение говорили ещё Я. Коменский, Дж. Локк. Классическая дидактика в духе классической рациональности рассматривает обучаемого как некий абстрактный объект-субъект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук.
Исследования современных ученых выполняются в русле неклассической рациональности. Так А.М. Новиков определяет образовательную среду как систему влияний и условий формирования личности, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении. В образовательной среде он выделял три компонента: социальный (социальное окружение), пространственно-предметный (пространственно-предметное) окружение и психолого-дидактический [[[3 Новиков] |Новиков А.М. Педагогика Словарь системы основных понятий]]. Аналогичное определение дает в своей работе [[[30 Ясвин] |Ясвин]] А. Ясвин «под образовательной средой (или средой образования) мы будем понимать систему влияний и условий формирования личности по заданному образцу, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении». В этой же работе приводятся варианты структуры образовательных сред в трактовках различных авторов. В своей работе В.А. Ясвин использует четырехкомпонентную модель, которая включает: субъекты образовательного процесса; социальный компонент образовательной среды; пространственно-предметный компонент образовательной среды; технологический (психодидактический) компонент образовательной среды. По мнению В.И. Слободчикова среда является как предметом, так и ресурсом совместной деятельности образующего и образующегося [[[31 Слободчиков] |Психология образования человека]].
субъектов образовательного процесса
[[ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2]]
С другой стороны эта проблема может решаться с позиции «созидательного полилога» монодисциплин. Истоки данного подхода можно найти в возникновении таких научных дисциплин как биофизика, химическая физика или физическая химия. Такие науки являются бинарными конструкциями, в которых одна дисциплина предлагает другой в ходе междисциплинарного взаимодействия свой методологический базис.
Как отмечает Клочко в работе [7] "… начинают складываться некоторые черты и признаки нового (трансдисциплинарного) этапа, при этом наблюдается переход от закрытости монодисциплин, что являлось условием сохранения суверенности, к установке на открытости научных дисциплин". Это, по мнению Клочко, способно породить такое знание, которым не владеет ни одна из наук и получение которого превышает возможности любой из них. В этом случае задачи будут решаться в форме динамических сообществ, решающих узловых проблемы, выдвигаемых временем [7].
Выбирая вышеупомянутый «полилог дисциплин» в качестве основы трансдисциплинарного подхода к проблеме организации самостоятельной учебной работы, рассмотрим как в современной философии, психологии и, в конечном счете, дидактике подходят к деятельности по саморазвитию и саморегуляции, а также вопросам влияния среды на эти процессы.
С другой стороны эти проблемы могут решаться с позиции «созидательного полилога» монодисциплин [[[7] |Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу]].
Истоки данного подхода можно найти в возникновении таких научных дисциплин как биофизика, химическая физика или физическая химия. Такие науки являются бинарными конструкциями, в которых одна дисциплина является ведущей предоставляющей свой методологический базис "ведомой" дисциплине .
Как отмечает Клочко в работе [[[7] |Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу]] "… начинают складываться некоторые черты и признаки нового (трансдисциплинарного) этапа, при этом наблюдается переход от закрытости монодисциплин, что являлось условием сохранения суверенности, к установке на открытости научных дисциплин". Это, по мнению Клочко, способно породить такое знание, которым не владеет ни одна из наук и получение которого превышает возможности любой из них. В этом случае задачи будут решаться в форме динамических сообществ, решающих узловых проблемы, выдвигаемых временем [[[7] |Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу]] .
Выбирая вышеупомянутый «полилог дисциплин» в качестве основы трансдисциплинарного подхода к проблеме организации самостоятельной учебной работы, рассмотрим как в современной философии, психологии и, в конечном счете, дидактике подходят к деятельности по саморазвитию и саморегуляции, а также вопросам влияния среды на эти процессы.
[[ВАК_1_Философия и образования_2]]
В.С. Степин в своих работах не рассматривает подробно проблемы образования, однако на основе идей данного подхода (парадигмы) вопросы использования данного подхода к образованию вообще и к образовательным средам в частности рассмотрены в работах О.В. Архиповой, В.С. Меськова и А.А. Мамченко.
Общий подход к влияния рациональности на образование в глобальном масштабе рассмотрено в диссертационном исследовании О.В. Архиповой [[[13] |Идея образования в контексте постнеклассической культуры]] . Автор считает, транспонирование логики развития научной рациональности на явления культуры вполне правомерно, поскольку рациональность как фундаментальная характеристика человеческой деятельности есть культурная ценность, в тоже время рациональность является одной из исходных предпосылок культуры и вне её существование культуры невозможно. «Эвристическая целесообразность обращения к методологии научной рациональности обусловлена ее гибкостью и адекватностью для приложения к гуманитарным феноменам, в том числе, системе образования» [[[13] |Идея образования в контексте постнеклассической культуры]] .
Образование по мнению О.В. Архиповой представляет собой «… особого рода культуру, специфический феномен жизни социума, предназначенный для передачи опыта поколений, воспроизводства и преумножения всей полноты человеческого бытия», а культура, в широком смысле этого понятия, задает границы поля, образовательной деятельности.
В работе рассмотрен генезис идеи образования и теоретически обобщен опыт педагогики в эпоху классической, неклассической и постнеклассической культуры которая по мнению автора является ''генерирующим фактором трансформации образования''.
Классический тип рациональности, характеризуется устойчивостью, детерминированностью, ясностью и основывается на вере в могущество человека и человеческого разума. Соответственно система образования выражает данные интенции культуры в реальной педагогической практике. Основным способом реализации образования в классической культуре выступает субъектно-объектная схема взаимодействия преподавателя и обучаемого, основные методы и формы образовательной деятельности (наглядность, ступенчатость, поурочная система, класс, учебные предметы и т.д.). В социальном плане классическую парадигму образования поддерживали требования подготовки специалиста для обеспечения нужд производства.
Неклассический период европейского образования в обозначен временными рамками ХIХ-ХХ век.
Особенностью неклассической культуры является сложность, вероятностность, неустойчивость, необратимость, неравновесность утверждается универсальность субъективности. Морфология рациональности в этот период включает не только объективные ценностно- и целерациональные структуры, но и субъективные.
Идеи образования в период неклассической культуры представляют конгломерат разрозненных идей. Развитие образования в конце ХIХ-ХХвв. приобретает парадигмальный характер, реализующийся в различных педагогических концепциях. На первый план выходит категория плюрализма.
На смену просветительской концепции поступательного восхождения человечества по пути прогресса … приходит и утверждается позиция бесконечного движения человечества, развития с неясной перспективой, полного тупиков и ошибок … движения ситуативного и вариативного.
Отсутствует гарантия достижение целей.
В этом узловое различие между целерациональной позицией классической методологии, классической культуры и критической рациональностью неклассической культуры ХIХ-ХХ веков
Неклассические интенции отечественного образования порождались, прежде всего, в русле антрополого-педагогических, философских и социальных исканий, нашедших ответ на вызовы неклассической ситуации в педагогической антропология, На основе антропологических подходов и целостного знания о человеке, построении системы взглядов на сущность ученичества и учительства, по сути, выстраивается любая гуманитарная педагогика.
Постнеклассический период охватывает период конец ХХ века начало ХХI века
Рациональноть постнеклассической науки и культуры характеризуется усилением значения роли субъекта в процессе познания. В рамках методологии постнеклассики наука исследует не только сложные саморазвивающиеся системы, принципиально ориентированные на человека системы, но и сверхсложные самоорганизующися системы.
Для постнеклассики характерен междисциплинарный (трансдисциплинарный) характер научного поиска. Объектом науки становятся в основном проблемы, связанные с человеком и человеческой деятельностью.
Очевидно что процессы образования органично вписываются в поле постнеклассической науки и культуры. Постнеклассическая ситуация характеризуется синтезом классических и неклассических подходов к образованию.
Идеи постнеклассики находят выражение в культуроцентристские концепциях, концепция непрерывного образования, в концепции дистанционного обучения, концепции дополнительного образования. О.В. Архипова отмечает в постнеклассическом образовании усиление компоненты неформального характера образования, « …что свидетельствует об их соответствии нелинейным, индивидуальным, экзистенциально ориентированным ценностям постнеклассической культуры».
Однако в исследовании О.В. Архипова не раскрыты вопросы взаимодействия субъектов со средой, она оперирует в работе в основном с терминами пространства культурно-образовательноe пространство, пайдеевтическое культурно-образовательноe пространство, гуманитарное пространство и т.д.
Вопросы взаимодействия со средой, средовый подход раскрывается в работах В.С. Меськова и А.А. Мамченко [[[14 |Образование для обществ знания когнитивно-компетентностная парадигма образовательных процессов]],[[15|Мир информации как тринитарная модель Универсума. постнеклассическая методология когнитивной деятельности]],16].
В.С. Меськова и А.А. Мамченко описали три модели Универсума который согласно [8] представляет всю объективную реальность во времени и в пространстве, и является фиксированной системой объектов, к которым относятся утверждения теории.
Первая «классическая» монистическая модель описывает макромир. Все явления и проявления мира в целом эта модель сводит к макрообъектам либо их производным. Макрообъект задается одним-единственным аспектом – протяженностью в пространстве и времени. Классическая картина мира включает: объекты (тела (макрообъекты)); модель мира-в-целом ( макромир); модель человека (тело); методологию (классическую); картину мира (монизм); ведущую деятельность (производственную); тип общественного обустройства (индустриальное общество). Классическая модель и в настоящее время остается рабочим инструментом для некоторых наук и областей человеческой деятельности.
Вторая неклассическая бинарная модель описывает явления микромира. Она является ответом на поставленные сначала в физике, а затем и в других науках вопросах, которые не могли быть решены с помощью классической модели. Следует отметить что термин микромодель который используется в названии этой модели не совсем адекватен тем объектам с которыми работают при использовании этой модели и исторически обусловлен тем, что впервые использовался при описании элементарных частиц. В неклассической модели объекты описываются парой (микрообъект, состояние). Неклассическая картина мира: объекты (взаимодействия); модель мира-в-целом (микромир); модель человека (живое); методология (неклассическая); картина мира (дуализм (дополнительность)); ведущая деятельность (коммуникативная); тип общественного обустройства (общество потребления).
Авторы предлагают третью постнеклассическую тринитарную модель описывающую инфомир. Данная модель представляет объекты Универсума как инфообъекты. все объекты инфомира должны обладать особыми свойствами, не присущими объектам макромира и микромира. Особые свойства инфообъектов заключаются прежде всего в том, что они являются неделимыми. Инфообъекты задаются связной тройкой идеализированных объектов: {субъект, среда, контент}. При этом открывается возможность явного включения субъекта (и человека как потенциального субъекта) в научную картину мира на уровне модели. Постнеклассическая картина мира: объекты (инфообъекты); модель мира-в-целом (инфомир); модель человека (создатель смыслов); методология ( постнеклассическая); картина мира (тринитарность); ведущая деятельность (когнитивная); тип общественного обустройства (когнитивное общество, общество, основанное на знаниях).
Субъект в постнеклассическом подходе обладает следующими отличительными чертами — существованием, целостностью и наличием внутренней мотивации к деятельности. Субъект как составляющее тройки не может быть устранен ни из какого процесса инфомира и может быть обнаружен только совместно со средой и информацией. Субъект проявляется в деятельности.
Среда — динамический набор возможностей (для трансформации), идентифицируемых субъектом.
Информация — идеализированный объект, одна из составляющих тройки идеализированных объектов: субъект, среда, информация. Соответствует в характеристике идеального объекта инфомира аспекту целостности.
Для описания процессов происходящих в инфомире необходимо использовать данные понятия и ввести некоторые допущения, а именно: 1. целостные объекты могут порождать подобные объекты, сохраняющие целостность и неделимость; 2. подобные объекты могут находиться на разных уровнях абстрагирования например на объектном уровне или на метауровне. 3. для описания процессов инфомира необходимо ввести две операции трансцендентацию и экземплификацию.
Первая трансцендентация является межуровневым переходом с объектного на метауровень — воссоздания порождающего объекта из экземплификата или совокупности экземплификатов. В результате возникает воссозданный объект - трансцендентат.
Вторая операция - экземплификация является межуровневым переход с метауровня на объектный уровень, в результате создается объект — экземплификат или совокупность экземплификатов порождающего.
Все экземплификаты инфообъекта являются его подобиями, а сам он является подобным своим трансцендентатам.
Субъект включен в любой процесс инфомира, причем играет активную роль - инициирует процессы чтобы осуществить цикл трансформации и таким образом осуществить саморегуляцию.
В этом цикле тройка (субъект, среда, информация) с помощью операция трансцендентации создает на метауровне метаобъект, который затем может быть экземплифицирован на объектный уровень с помощью операция экземплификации.
В результате цикла трансформации инфообъекта трансформируется субъект и среда, информация переходит в метаинформацию, а затем в экземплификат метаинформации.
Результаты трансформации можно использовать для последующих циклов. Метаинформация, созданная в цикле трансформации субъекта данного уровня, может служить исходной информацией для цикла трансформации следующего метауровня, а результаты следующего — для метаметауровня.
На основе данного общего теоретического описания постнеклассической методологии можно построить «прикладные» приложения.
В частности в данной статье приведено приложение постнеклассической методологии к когнитивной деятельности - методология когнитивной деятельности. В свою очередь на базе методологии когнитивной деятельности разработано приложение методологии когнитивной деятельности к образовательным процессам - постнеклассическая модель образовательных процессов.
Авторы уверены, что включить субъекта в научную картину мира можно только рассматривая его как информационный и целостный объект. Сфера образования должна рассматриваться как среда возможностей. Развитие общества в настоящее время определяется информационными процессами и ростом знаний. Люди в настоящее время живут в информационном мире и представляют по сути собой информационные объекты.
Информационная сфера, пространство смыслов, мир идей, среда, в которой человеку и его культурным сообществам приходится существовать, представляет собой особый специфический мир — мир информационных объектов.
[[ВАК_1_Философия и образования_1]]
В.С. Степин в своих работах не рассматривает подробно проблемы образования, однако на основе идей данного подхода (парадигмы) вопросы использования данного подхода к образованию вообще и к образовательным средам в частности рассмотрены в работах О.В. Архиповой, В.С. Меськова и А.А. Мамченко.
Общий подход к влияния рациональности на образование в глобальном масштабе рассмотрено в диссертационном исследовании О.В. Архиповой [[[13] |Идея образования в контексте постнеклассической культуры]] . Автор считает, транспонирование логики развития научной рациональности на явления культуры вполне правомерно, поскольку рациональность как фундаментальная характеристика человеческой деятельности есть культурная ценность, в тоже время рациональность является одной из исходных предпосылок культуры и вне её существование культуры невозможно. «Эвристическая целесообразность обращения к методологии научной рациональности обусловлена ее гибкостью и адекватностью для приложения к гуманитарным феноменам, в том числе, системе образования» [[[13] |Идея образования в контексте постнеклассической культуры]] .
Образование по мнению О.В. Архиповой представляет собой «… особого рода культуру, специфический феномен жизни социума, предназначенный для передачи опыта поколений, воспроизводства и преумножения всей полноты человеческого бытия», а культура, в широком смысле этого понятия, задает границы поля, образовательной деятельности.
В работе рассмотрен генезис идеи образования и теоретически обобщен опыт педагогики в эпоху классической, неклассической и постнеклассической культуры которая по мнению автора является ''генерирующим фактором трансформации образования''.
Классический тип рациональности, характеризуется устойчивостью, детерминированностью, ясностью и основывается на вере в могущество человека и человеческого разума. Соответственно система образования выражает данные интенции культуры в реальной педагогической практике. Основным способом реализации образования в классической культуре выступает субъектно-объектная схема взаимодействия преподавателя и обучаемого, основные методы и формы образовательной деятельности (наглядность, ступенчатость, поурочная система, класс, учебные предметы и т.д.). В социальном плане классическую парадигму образования поддерживали требования подготовки специалиста для обеспечения нужд производства.
Неклассический период европейского образования в обозначен временными рамками ХIХ-ХХ век.
Особенностью неклассической культуры является сложность, вероятностность, неустойчивость, необратимость, неравновесность утверждается универсальность субъективности. Морфология рациональности в этот период включает не только объективные ценностно- и целерациональные структуры, но и субъективные.
Идеи образования в период неклассической культуры представляют конгломерат разрозненных идей. Развитие образования в конце ХIХ-ХХвв. приобретает парадигмальный характер, реализующийся в различных педагогических концепциях. На первый план выходит категория плюрализма.
На смену просветительской концепции поступательного восхождения человечества по пути прогресса … приходит и утверждается позиция бесконечного движения человечества, развития с неясной перспективой, полного тупиков и ошибок … движения ситуативного и вариативного.
Отсутствует гарантия достижение целей.
В этом узловое различие между целерациональной позицией классической методологии, классической культуры и критической рациональностью неклассической культуры ХIХ-ХХ веков
Неклассические интенции отечественного образования порождались, прежде всего, в русле антрополого-педагогических, философских и социальных исканий, нашедших ответ на вызовы неклассической ситуации в педагогической антропология, На основе антропологических подходов и целостного знания о человеке, построении системы взглядов на сущность ученичества и учительства, по сути, выстраивается любая гуманитарная педагогика.
Постнеклассический период охватывает период конец ХХ века начало ХХI века
Рациональноть постнеклассической науки и культуры характеризуется усилением значения роли субъекта в процессе познания. В рамках методологии постнеклассики наука исследует не только сложные саморазвивающиеся системы, принципиально ориентированные на человека системы, но и сверхсложные самоорганизующися системы.
Для постнеклассики характерен междисциплинарный (трансдисциплинарный) характер научного поиска. Объектом науки становятся в основном проблемы, связанные с человеком и человеческой деятельностью.
Очевидно что процессы образования органично вписываются в поле постнеклассической науки и культуры. Постнеклассическая ситуация характеризуется синтезом классических и неклассических подходов к образованию.
Идеи постнеклассики находят выражение в культуроцентристские концепциях, концепция непрерывного образования, в концепции дистанционного обучения, концепции дополнительного образования. О.В. Архипова отмечает в постнеклассическом образовании усиление компоненты неформального характера образования, « …что свидетельствует об их соответствии нелинейным, индивидуальным, экзистенциально ориентированным ценностям постнеклассической культуры».
Однако в исследовании О.В. Архипова не раскрыты вопросы взаимодействия субъектов со средой, она оперирует в работе в основном с терминами пространства культурно-образовательноe пространство, пайдеевтическое культурно-образовательноe пространство, гуманитарное пространство и т.д.
Вопросы взаимодействия со средой, средовый подход раскрывается в работах В.С. Меськова и А.А. Мамченко [[[14 |Образование для обществ знания когнитивно-компетентностная парадигма образовательных процессов]],[[15|Мир информации как тринитарная модель Универсума. постнеклассическая методология когнитивной деятельности]]].
В.С. Меськова и А.А. Мамченко описали три модели Универсума который согласно [ext[[8]|t209.html#Универсум]] представляет всю объективную реальность во времени и в пространстве, и является фиксированной системой объектов, к которым относятся утверждения теории.
Первая «классическая» монистическая модель описывает макромир. Все явления и проявления мира в целом эта модель сводит к макрообъектам либо их производным. Макрообъект задается одним-единственным аспектом – протяженностью в пространстве и времени. Классическая картина мира включает: объекты (тела (макрообъекты)); модель мира-в-целом ( макромир); модель человека (тело); методологию (классическую); картину мира (монизм); ведущую деятельность (производственную); тип общественного обустройства (индустриальное общество). Классическая модель и в настоящее время остается рабочим инструментом для некоторых наук и областей человеческой деятельности.
Вторая неклассическая бинарная модель описывает явления микромира. Она является ответом на поставленные сначала в физике, а затем и в других науках вопросах, которые не могли быть решены с помощью классической модели. Следует отметить что термин микромодель который используется в названии этой модели не совсем адекватен тем объектам с которыми работают при использовании этой модели и исторически обусловлен тем, что впервые использовался при описании элементарных частиц. В неклассической модели объекты описываются парой (микрообъект, состояние). Неклассическая картина мира: объекты (взаимодействия); модель мира-в-целом (микромир); модель человека (живое); методология (неклассическая); картина мира (дуализм (дополнительность)); ведущая деятельность (коммуникативная); тип общественного обустройства (общество потребления).
Авторы предлагают третью постнеклассическую тринитарную модель описывающую инфомир. Данная модель представляет объекты Универсума как инфообъекты. все объекты инфомира должны обладать особыми свойствами, не присущими объектам макромира и микромира. Особые свойства инфообъектов заключаются прежде всего в том, что они являются неделимыми. Инфообъекты задаются связной тройкой идеализированных объектов: {субъект, среда, контент}. При этом открывается возможность явного включения субъекта (и человека как потенциального субъекта) в научную картину мира на уровне модели. Постнеклассическая картина мира: объекты (инфообъекты); модель мира-в-целом (инфомир); модель человека (создатель смыслов); методология ( постнеклассическая); картина мира (тринитарность); ведущая деятельность (когнитивная); тип общественного обустройства (когнитивное общество, общество, основанное на знаниях).
Субъект в постнеклассическом подходе обладает следующими отличительными чертами — существованием, целостностью и наличием внутренней мотивации к деятельности. Субъект как составляющее тройки не может быть устранен ни из какого процесса инфомира и может быть обнаружен только совместно со средой и информацией. Субъект проявляется в деятельности.
Среда — динамический набор возможностей (для трансформации), идентифицируемых субъектом.
Информация — идеализированный объект, одна из составляющих тройки идеализированных объектов: субъект, среда, информация. Соответствует в характеристике идеального объекта инфомира аспекту целостности.
Для описания процессов происходящих в инфомире необходимо использовать данные понятия и ввести некоторые допущения, а именно: 1. целостные объекты могут порождать подобные объекты, сохраняющие целостность и неделимость; 2. подобные объекты могут находиться на разных уровнях абстрагирования например на объектном уровне или на метауровне. 3. для описания процессов инфомира необходимо ввести две операции трансцендентацию и экземплификацию.
Первая трансцендентация является межуровневым переходом с объектного на метауровень — воссоздания порождающего объекта из экземплификата или совокупности экземплификатов. В результате возникает воссозданный объект - трансцендентат.
Вторая операция - экземплификация является межуровневым переход с метауровня на объектный уровень, в результате создается объект — экземплификат или совокупность экземплификатов порождающего.
Все экземплификаты инфообъекта являются его подобиями, а сам он является подобным своим трансцендентатам.
Субъект включен в любой процесс инфомира, причем играет активную роль - инициирует процессы чтобы осуществить цикл трансформации и таким образом осуществить саморегуляцию.
В этом цикле тройка (субъект, среда, информация) с помощью операция трансцендентации создает на метауровне метаобъект, который затем может быть экземплифицирован на объектный уровень с помощью операция экземплификации.
В результате цикла трансформации инфообъекта трансформируется субъект и среда, информация переходит в метаинформацию, а затем в экземплификат метаинформации.
Результаты трансформации можно использовать для последующих циклов. Метаинформация, созданная в цикле трансформации субъекта данного уровня, может служить исходной информацией для цикла трансформации следующего метауровня, а результаты следующего — для метаметауровня.
На основе данного общего теоретического описания постнеклассической методологии можно построить «прикладные» приложения.
В частности в данной статье приведено приложение постнеклассической методологии к когнитивной деятельности - методология когнитивной деятельности. В свою очередь на базе методологии когнитивной деятельности разработано приложение методологии когнитивной деятельности к образовательным процессам - постнеклассическая модель образовательных процессов.
Авторы уверены, что включить субъекта в научную картину мира можно только рассматривая его как информационный и целостный объект. Сфера образования должна рассматриваться как среда возможностей. Развитие общества в настоящее время определяется информационными процессами и ростом знаний. Люди в настоящее время живут в информационном мире и представляют по сути собой информационные объекты.
Информационная сфера, пространство смыслов, мир идей, среда, в которой человеку и его культурным сообществам приходится существовать, представляет собой особый специфический мир — мир информационных объектов.
[[ВАК_1_Философия_2]]
Очевидно, что наиболее общие вопросы, связанные с решением вышеназванных проблем лежат в предметном поле философии.
В философии одной из основных современных концепций является идея рациональности, которая исследовалась в работах В.С. Швырёва, В.С. Степина, В.В. Попова, Б.С. Щеглова, В.С. Меськова, О.В. Архиповой, А.А. Мамченко. Под рациональностью будем понимать относительно устойчивую совокупность правил, норм, стандартов, эталонов духовной и материальной деятельности, а также ценностей, общепринятых и однозначно понимаемых всеми членами данного сообщества [ext[[8]|t209.html#Философский словарь. ред. Фролов]].
Чтобы понять особенность современной рациональности, следует сравнить ее с предыдущими периодами развития рациональности. Большинство исследователей выделяют три стадии исторического развития науки, которым соответствуют три исторических типа научной рациональности. Классическая рациональность (соответствующая классической науке), неклассическая рациональность (соответствующая неклассической науке) и постнеклассическая рациональность, связанная с радикальными изменениями в основаниях науки (соответствующая постнеклассической науке). Причём как отмечено в работах [[[9|Теоретическое знание]],[[10]|Постнеклассическая рациональность как формирование новой философской парадигмы.]], новый тип рациональности лишь ограничивает сферу действия предыдущего, определяя его применимость лишь к определённым типам проблем и задач.
В.С. Степин в работе [[[11]|Классика, неклассика, постнеклассика: критерии различения]] отмечает, что «…первым критерием различения классической, неклассической и постнеклассической рациональности является тип системной организации осваиваемых объектов. Для освоения объектов, организованных как простые системы, достаточно классической рациональности. Неклассический тип рациональности обеспечивает освоение сложных саморегулирующихся систем, постнеклассический – сложных, саморазвивающихся систем».
Классическая рациональность предполагает: свойства системы определяются свойствами составляющих ее объектов (элементов), свойства элемента не зависят от того где он находится в системе или вне её. Следует отметить, что в классической («механистической») картине мира объекты рассматривались как первичный субстрат, процессы рассматривались как воздействие одного объекта на другой посредством сил. В неклассической и в постнеклассической картине мира любой объект является самовоспроизводящейся процессуальной системой. Самовоспроизведение обусловлено взаимодействием со средой и благодаря саморегуляции. Изменяются категории части и целого. «Включение элементов (частей) в систему и их свойства внутри системы определяются характером ее целостности. В сложных системах целое обладает особым системным качеством, нередуцируемым к свойствам составляющих его частей. Оно не только зависит от свойств составляющих частей, но и определяет эти свойства» [[[11]|Классика, неклассика, постнеклассика: критерии различения]].
Краеугольным камнем постнеклассической рациональности является идея структурного описания эволюции, что привело к трансформации концепции саморегулирующихся систем. В новой системе представлений объекты исследования рассматривает уже как саморазвивающиеся системы. Рассмотрим различия саморегулирующихся и саморазвивающихся систем.
Отличия саморегулирующихся и саморазвивающихся систем до этих пор
Следует отметить что концепция саморазвивающихся систем не исключает понятие саморегуляции, которая входит в структуру таких систем. Вместе с тем, саморазвивающиеся системы характеризуются более сложным типом системной организации. В ходе развития в системе происходит изменение вида саморегуляции и возникают новые уровни организации, которые, в свою очередь перестраивают предыдущие уровни и порождают новую целостность. Кроме этого в системе создаются новые подсистемы, изменяется подсистема управления и «появляются новые типы прямых и обратных связей».
На каждом этапе развития саморазвивающаяся система должна сохранять свою открытость, обмен веществом, энергией и информацией с внешней средой, однако характер этих процессов меняется при изменении типа самоорганизации, адаптирующей систему к окружающей среде. Таким образом «сложные саморегулирующиеся системы можно рассматривать как устойчивые состояния более сложной целостности - саморазвивающихся систем» [[[12]|Саморазвивающиеся системы и постнеклассическая рациональность]].
При этом отмечается, что определенные представления «дополняются новыми смыслами. Традиционная для малых систем акцентировка (вещь как нечто первичное, а взаимодействие - это воздействие одной вещи на другую) сменяется представлениями о возникновении самих вещей в результате определенных взаимодействий. Вещь-система предстает в качестве процесса постоянного обмена веществом, энергией и информацией с внешней средой, как своеобразный инвариант в варьируемых взаимодействиях со средой» [[[11]|Классика, неклассика, постнеклассика: критерии различения]].
Очевидно, что наиболее общие вопросы, связанные с решением вышеназванных проблем лежат в предметном поле философии.
В философии одной из основных современных концепций является идея рациональности, которая исследовалась в работах В.С. Швырёва, В.С. Степина, В.В. Попова, Б.С. Щеглова, В.С. Меськова, О.В. Архиповой, А.А. Мамченко. Под рациональностью будем понимать относительно устойчивую совокупность правил, норм, стандартов, эталонов духовной и материальной деятельности, а также ценностей, общепринятых и однозначно понимаемых всеми членами данного сообщества [ext[[8]|t209.html#Философский словарь. ред. Фролов]].
Чтобы понять особенность современной рациональности, следует сравнить ее с предыдущими периодами развития рациональности. Большинство исследователей выделяют три стадии исторического развития науки, которым соответствуют три исторических типа научной рациональности. Классическая рациональность (соответствующая классической науке), неклассическая рациональность (соответствующая неклассической науке) и постнеклассическая рациональность, связанная с радикальными изменениями в основаниях науки (соответствующая постнеклассической науке). Причём как отмечено в работах [[[9|Теоретическое знание]],[[10]|Постнеклассическая рациональность как формирование новой философской парадигмы.]], новый тип рациональности лишь ограничивает сферу действия предыдущего, определяя его применимость лишь к определённым типам проблем и задач.
В.С. Степин в работе [[[11]|Классика, неклассика, постнеклассика: критерии различения]] отмечает, что «…первым критерием различения классической, неклассической и постнеклассической рациональности является тип системной организации осваиваемых объектов. Для освоения объектов, организованных как простые системы, достаточно классической рациональности. Неклассический тип рациональности обеспечивает освоение сложных саморегулирующихся систем, постнеклассический – сложных, саморазвивающихся систем».
Классическая рациональность предполагает: свойства системы определяются свойствами составляющих ее объектов (элементов), свойства элемента не зависят от того где он находится в системе или вне её. Следует отметить, что в классической («механистической») картине мира объекты рассматривались как первичный субстрат, процессы рассматривались как воздействие одного объекта на другой посредством сил. В неклассической и в постнеклассической картине мира любой объект является самовоспроизводящейся процессуальной системой. Самовоспроизведение обусловлено взаимодействием со средой и благодаря саморегуляции. Изменяются категории части и целого. «Включение элементов (частей) в систему и их свойства внутри системы определяются характером ее целостности. В сложных системах целое обладает особым системным качеством, нередуцируемым к свойствам составляющих его частей. Оно не только зависит от свойств составляющих частей, но и определяет эти свойства» [[[11]|Классика, неклассика, постнеклассика: критерии различения]].
Краеугольным камнем постнеклассической рациональности является идея структурного описания эволюции, что привело к трансформации концепции саморегулирующихся систем. В новой системе представлений объекты исследования рассматривает уже как саморазвивающиеся системы. Рассмотрим различия саморегулирующихся и саморазвивающихся систем.
Отличия саморегулирующихся и саморазвивающихся систем до этих пор
Следует отметить что концепция саморазвивающихся систем не исключает понятие саморегуляции, которая входит в структуру таких систем. Вместе с тем, саморазвивающиеся системы характеризуются более сложным типом системной организации. В ходе развития в системе происходит изменение вида саморегуляции и возникают новые уровни организации, которые, в свою очередь перестраивают предыдущие уровни и порождают новую целостность. Кроме этого в системе создаются новые подсистемы, изменяется подсистема управления и «появляются новые типы прямых и обратных связей».
На каждом этапе развития саморазвивающаяся система должна сохранять свою открытость, обмен веществом, энергией и информацией с внешней средой, однако характер этих процессов меняется при изменении типа самоорганизации, адаптирующей систему к окружающей среде. Таким образом «сложные саморегулирующиеся системы можно рассматривать как устойчивые состояния более сложной целостности - саморазвивающихся систем» [[[12]|Саморазвивающиеся системы и постнеклассическая рациональность]].
При этом отмечается, что определенные представления «дополняются новыми смыслами. Традиционная для малых систем акцентировка (вещь как нечто первичное, а взаимодействие - это воздействие одной вещи на другую) сменяется представлениями о возникновении самих вещей в результате определенных взаимодействий. Вещь-система предстает в качестве процесса постоянного обмена веществом, энергией и информацией с внешней средой, как своеобразный инвариант в варьируемых взаимодействиях со средой» [[[11]|Классика, неклассика, постнеклассика: критерии различения]].
<h4 align="center">Трансформация дидактики высшей школы: учебное пособие</h4><div><div align="justify"> Предлагаемое учебное пособие посвящено раскрытию причин, направлений и результатов трансформации дидактики высшей школы в современных социокультурных условиях. В книге раскрываются особенности дидактики высшей школы, выделены отличительные признаки дидактической теории на разных этапах ее развития: классическом, не классическом и постнеклассическом, сформулированы идеи для моделирования сценариев трансформации дидактики высшей школы. В пособие включены материалы для работы на лекциях и семинарских занятиях, вопросы и задания для самостоятельной работы студентов магистратуры, программа курса по выбору.</div>
<div align="justify"> Учебное пособие адресовано магистрантам, обучающимся по направлению «Педагогика» в рамках магистерской программы «Высшее образование» и программы «Преподаватель высшей школы».</div>
</div><hr><hr><h1>Н. С. Макарова
Трансформация дидактики высшей школы: учебное пособие
</h1><a name="TOC_idp156832"></a><h1><a name="TOC_idp156832"></a><a name="TOC_idp156992">Введение <br>
</a></h1><div align="justify"><a name="TOC_idp156992"> Актуальность разработки курса «Трансформация дидактики высшей школы» и его реализации в рамках магистерской программы «Высшее образование» обусловлена рядом обстоятельств. Прежде всего, признанием того факта, что современный этап развития общества относится к «переходным». Перемены стали приметой нашего времени. Все сферы жизни современного общества (образование и наука не исключение) находятся сегодня в условиях поиска и апробации моделей, адекватных жизненным реалиям и вызовам времени. С развитием «экономики знаний» квалификация и компетентность кадров приобретают решающее значение для темпов роста социально-экономического развития страны, качества жизни населения. Этим можно объяснить то внимание, которое уделяется увеличению вклада образования в решение стратегических задач модернизации страны.</a></div><a name="TOC_idp156992">
<div align="justify"> Практика обучения в высшей школе подверглась в последнее время серьезным изменениям, связанным с Болонским процессом, переходом на уровневое образование, развитием информатизации образовательного процесса и т. д. При этом, решая проблемы практики, преподаватели вузов, как правило, не задумываются о тех переменах, которые происходят в теории обучения в высшей школе. С одной стороны, это приводит к тому, что решение современных образовательных задач преподаватели осуществляют на основе устаревших, уже утративших свою актуальность постулатов классической и неклассической дидактики. С другой стороны, именно внутри вузовской дидактики накоплен целый ряд острейших проблем, от решения которых во многом зависит успешность практических преобразований. Этим продиктована необходимость осмысления трансформаций, которые происходят сегодня в дидактике высшей школы. Активная модернизация вузовской образовательной практики ставит новые теоретические задачи, решения которых должны удовлетворять критериям постнеклассической научной рациональности.</div>
<div align="justify"> Что представляет собой современная дидактика высшей школы? Какими были основные дидактические концепции в классический и неклассический периоды развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Попытки ответить на эти и другие вопросы предпринимаются в данном пособии.</div>
<div align="justify"> Новизна содержания данного курса состоит в том, что в отличие от учебно-методических публикаций последних лет, посвященных дидактике высшей школы, в нем рассматриваются различные дидактические проблемы в динамике их трансформации. На основе философского учения о типах научной рациональности предложен методологический инструментарий анализа дидактических категорий и перспективных направлений их развития в будущем.</div>
<div align="justify"> Безусловно, на современном этапе возможно существование разных подходов к анализу процесса трансформации дидактики высшей школы. Надеемся, что подход, представленный в рамках авторского курса, может оказаться поводом для дискуссий в научно-педагогическом сообществе, частью которого являются начинающие исследователи дидактических проблем высшей школы – магистранты программы «Высшее образование».</div>
<div align="justify"> Структура пособия выстроена в следующей логике: от рассмотрения общих позиций трансформации дидактики как научной теории в ходе лекционных занятий (особенности дидактики высшей школы, ее статус как научной дисциплины; историко-педагогический анализ классических и неклассических дидактических концепций; причины, направления и сценарии трансформации дидактики высшей школы) к осмыслению частных проблем постнеклассической дидактики высшей школы на семинарах («Зачем учить?», «Чему учить?», «Как учить?», «Как учиться?», «Какова архитектура процесса обучения?», «Каковы образовательные результаты?»).</div>
<div align="justify"> Материалы учебного пособия ориентированы на развитие исследовательских и информационных компетенций магистрантов за счет освоения ими систематизированной обзорно-исследовательской информации по проблемам становления и развития дидактики высшей школы. В тексте представлены вопросы и задания, способствующие развитию:</div>
<div align="justify"> – целостных представлений о дидактике высшей школы, ее основных категориях и понятиях, способности использовать их для характеристики явлений образовательной практики;</div>
<div align="justify"> – понимания роли дидактики в развитии образовательной практики высшей школы;</div>
<div align="justify"> – умений давать характеристику особенностей развития дидактической теории в классический, неклассический и постнеклассический периоды;</div>
<div align="justify"> – умений выделять и анализировать социокультурные факторы, влияющие на трансформацию высшего образования и теорию обучения в высшей школе;</div>
<div align="justify"> – умений проектировать сценарии развития теории обучения исходя из перспектив развития высшего образования;</div>
<div align="justify"> – способности к критическому анализу и оценке результатов трансформации дидактики высшей школы, их значения для вузовской образовательной практики.</div>
<div align="justify"> Успешность решения данных задач во многом обеспечивается за счет реализации содержания курса на основе использования компетентностно-ориентированных образовательных технологий: технологии развития критического мышления, интерактивных технологий (проведение дебатов, дискуссий, деловых игр, моделирующих определенные профессиональные ситуации), технологии проектного обучения и т. д.</div>
<div align="justify"> Данный курс тесно связан с базовыми дисциплинами магистерской программы «Высшее образование», дополняет, углубляет и конкретизирует некоторые разделы содержания курсов «Современные проблемы науки и образования», «Развитие высшего образования в России и за рубежом», «Традиционные дисциплины и новые образовательные технологии». Материалы пособия могут быть использованы в рамках программы дополнительной квалификации «Преподаватель высшей школы».</div>
<div align="justify"> Пособие адресовано магистрантам программы «Высшее образование», может быть рекомендовано преподавателям вузов, аспирантам и соискателям.</div>
</a><a name="TOC_idp175632"></a><h1><a name="TOC_idp175632"></a><a name="TOC_idp175792">Дидактика высшей школы: от классики к постнеклассике <br>
</a></h1><blockquote class="epigraph"><div align="justify"><a name="TOC_idp175792"> То, что в одном веке считается мистикой,</a></div><a name="TOC_idp175792">
<div align="justify"> в другом веке становится научным знанием.</div>
<blockquote><i>Теофраст Парацельс</i></blockquote></a></blockquote><a name="TOC_idp178096"></a><h2><a name="TOC_idp178096"></a><a name="TOC_idp178256">Лекция 1 <br>
Дидактика высшей школы: проблемы становления и современный дисциплинарный статус <br>
</a></h2><div align="justify"><a name="TOC_idp178256"> <b><i>Общее понятие о современной дидактике. </i></b>По своему происхождению термин «дидактика» восходит к греческому языку, в котором <i>didaktikos </i>означает поучающий, a <i>didasko – </i>изучающий. Впервые ввел его в научный оборот немецкий педагог Вольфганг Ратке (1571—1635), в курсе лекций под названием «Краткий отчет из дидактики, или Искусство обучения Ратихия» («Kurzer Bericht von der Didactica, oder Lehrkunst Wolfgangi Ratichii»). В том же значении употребил это понятие и великий чешский педагог Ян Амос Коменский (1592—1670), опубликовав в 1657 г. в Амстердаме свой знаменитый труд «Великая дидактика, представляющая универсальное искусство обучения всех всему».</a></div><a name="TOC_idp178256">
<div align="justify"> В современном понимании дидактика представляет собой важнейшую отрасль научно-педагогического знания, которая изучает и исследует проблемы образования и обучения.</div>
</a><div align="justify"><a name="TOC_idp178256"> Происходящее сегодня расширение объекта и предмета педагогики ведет к постепенному расширению области исследования дидактики как педагогической дисциплины. Если традиционно объектом педагогики считали педагогическую действительность, то сегодня с расширением научного статуса педагогики как социогуманитарной науки сферой ее изучения (объектом) становится социально-педагогическая реальность (действительность). Как пишет Н. А. Вершинина, «основанием для такого утверждения служат современные философские положения, которые трактуют существующую реальность как открытую незамкнутую систему».</a><a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_1" title="Вершинина Н. А. Педагогика как социогуманитарная научная дисциплина: науч. – метод. материалы. СПб.: ООО «Книжный дом», 2008. 200 с."><sup>[1]</sup></a></div>
<div align="justify"> В этой связи можно рассматривать дидактику как «систему знаний об определенного рода действительности – <i>процессе обучения»</i><a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_2" title="Логвинов И. И. Дидактика: история и современные проблемы. М.: БИНОМ. Лаборатория знаний, 2007. С. 11."><sup>[2]</sup></a>. Причем, именно в широком понимании этого термина, речь идет не только о специально-организованном процессе обучения, который осуществляется в специальных социальных институтах. Современная дидактика изучает обучение во всех возможных проявлениях этого процесса: в его формальном, неформальном и информальном вариантах. Дидактические исследования своим объектом избирают реальные процессы обучения, дают знания о закономерных связях между различными его сторонами, раскрывают сущностные характеристики структурных и содержательных элементов процесса обучения.</div>
<div align="justify"> По-прежнему нет единства среди ученых относительно объекта и предмета дидактики. По мнению И. И. Логвинова, «в соответствии с современными воззрениями, <i>объектом </i>дидактики является процесс обучения, а <i>предметом – </i>закономерности, объединяющие в единое целое цели обучения, содержание образования, методы и организационные формы обучения, процесс усвоения содержания учащимися»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_3" title="Там же. С. 12."><sup>[3]</sup></a>. В. А. Попков, А. В. Коржуев <i>объектом дидактики </i>как науки считают «обучение во всем его объеме и во всех аспектах», а предметом – <i>«систему </i>следующих <i>отношений: </i>"учитель – ученик", "ученик – учебный материал", "ученик – другие ученики", а в применении к высшему образованию – "преподаватель – студент", "студент – учебный материал", "студент – другие студенты"»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_4" title="Попков В. А., Коржуев А. В. Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 8."><sup>[4]</sup></a>. По В. И. Загвязинскому, «предмет дидактики – воспитание и развитие личности в процессе разных видов учебной деятельности»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_5" title="Загеязинский В. И. Теория обучения: Современная интерпретация: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 6."><sup>[5]</sup></a>. В. А. Ситаров указывает, что «объект дидактики как науки представляет собой взаимосвязь собственно процесса образования и обучения как явлений объективной реальности, где обучение выступает в качестве образовательного средства»; предметом, по его мнению, является «процесс преподавания и учения».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_6" title="Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений / под ред. В. А. Сластенина. М.: Издат. центр «Академия», 2008. С. 6—7."><sup>[6]</sup></a></div>
<div align="justify"> Задачи дидактики связаны с теоретическим описанием процесса обучения и условий его реализации; разработкой более совершенной организации процесса обучения, чем существующие, с разработкой новых дидактических систем и технологий обучения. Специфической задачей дидактики как самостоятельной научной дисциплины является «выявление онтологических основ процесса обучения».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_7" title="Там же. С. 8."><sup>[7]</sup></a></div>
<br><div align="justify"> <b><i>В чем заключаются особенности дидактики высшей школы?</i></b></div>
<br><div align="justify"> Итак, от выявления объекта и предмета дидактики можно перейти к рассмотрению сущности дидактики высшей школы. Традиционно при анализе структуры педагогики дидактику выделяют в числе фундаментальных, базисных научно-педагогических дисциплин<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_8" title="Краевский В. В. Общие основы педагогики: учеб. для студ. высш. пед. учеб. заведений. М.: Академия, 2003. 256 с; Бордовская Н. В., Реан А. А. Педагогика: учеб. для вузов. СПб.: Питер, 2000. 304 с; Моста А. В. Структура педагогической науки в логике целостного научного знания // Герценовский чтения «Актуальные проблемы развития педагогической науки». СПб.: РГПУ, 2003. С. 65—77; и др."><sup>[8]</sup></a>. Дидактика высшей школы является производным структурным элементом общей дидактики, самостоятельной научной отраслью, ее объектная и предметная область несколько сужается и конкретизируется.</div>
<div align="justify"> Дидактика высшей школы как отрасль дидактики обладает специфическим объектом, предметом, целями, задачами, методами исследования, категориями и отношениями в дидактической системе.</div>
<div align="justify"> <i>Дидактика высшей школы </i>– наука о высшем образовании и обучении в высшей школе. Это интенсивно развивающаяся отрасль педагогического знания. Задачи дидактики высшей школы состоят в исследовании:</div>
<div align="justify"> – проблем реализации содержания обучения в высшей школе с учетом возрастных особенностей и закономерностей учебно-познавательной деятельности студентов;</div>
<div align="justify"> – дидактических принципов и закономерностей;</div>
<div align="justify"> – вопросов организации самообразования как средства повышения эффективности учебной деятельности;</div>
<div align="justify"> – организации контроля знаний и умений, уровня готовности студентов к профессиональной деятельности.</div>
<div align="justify"> Для дидактики характерны различные типы и методы дидактических исследований. Как и в педагогике в целом, в дидактике высшей школы различают фундаментальные и прикладные, количественные и качественные, функциональные и комплексные исследования.</div>
<div align="justify"> Дидактика высшей школы призвана поставить на научную основу решение следующих проблем:</div>
<div align="justify"> • Обоснование специфических целей высшего образования.</div>
<div align="justify"> • Обоснование социальных функций высшей школы.</div>
<div align="justify"> • Обоснование содержания образования.</div>
<div align="justify"> • Научное обоснование способов конструирования педагогического процесса в высшей школе и осуществления учебной деятельности.</div>
<div align="justify"> • Определение оптимальных путей, выбор содержания, методов, форм, технологий обучения и др.</div>
<div align="justify"> К <i>фундаментальным исследованиям </i>относятся такие, цель которых – выявить закономерности и тенденции развития дидактики высшей школы, способы ее связи с практикой обучения в вузе. Среди них выделяется изучение методологических проблем, таких как:</div>
<div align="justify"> – трансформация предмета дидактики высшей школы;</div>
<div align="justify"> – способы создания теории обучения, ориентированной на практику;</div>
<div align="justify"> – соотношение дидактики с другими науками, состав, функции и структура научного обоснования обучения;</div>
<div align="justify"> – проблемы состава и уровней рассмотрения содержания профессионального образования, взаимосвязи обучения и развития, методов обучения и т. д.</div>
<div align="justify"> Такие исследования составляют теоретическую основу для <i>прикладных разработок, </i>решающих вопросы, непосредственно связанные с практикой обучения. Нередко прикладные и фундаментальные исследования проводятся в комплексе.</div>
<div align="justify"> Понятийная система дидактики высшей школы включает в себя философские, общенаучные и частнонаучные понятия. Первостепенное значение для дидактики имеют такие философские категории, как «общее и единичное», «сущность и явление», «противоречие», «связь» и т. д. В числе общенаучных понятий, используемых дидактикой высшей школы: «система», «структура», «функция», «элемент». Являясь педагогической дисциплиной, дидактика оперирует общими понятиями педагогики: «воспитание», «образование», «педагогическая деятельность», «педагогическое сознание». К специфическим дидактическим понятиям относятся: «обучение», «преподавание», «учение», «процесс обучения», «учебный предмет», «содержание образования», «метод обучения», «модель компетенций специалиста», «профессиограмма».</div>
<div align="justify"> В дидактике высшей школы активно используются понятия, заимствованные из смежных наук: психологии («восприятие», «усвоение», «умение», «развитие»), кибернетики («управление», «обратная связь»). Понятийно-терминологическая система дидактики непрерывно обновляется и пополняется. Сегодня в ее орбиту попадает множество новых понятий, таких как «технология», «практикоориентированность», «нелинейность», «модульность», «компетентность», «достижения», «успех», «мобильность», «конкурентоспособность», «рейтинг», «кредит», «учебно-профессиональная задача» и т. д.</div>
<div align="justify"> Кроме того, для характеристики функциональных основ дидактики высшей школы как научной отрасли важно выделить те специфические основные дидактические отношения, которые она изучает. В дидактике высшей школы основными принято считать дидактические отношения «преподаватель – студент». Именно в них отражается реализация процесса обучения в высшей школе – базового процесса, который изучает дидактика. С другой стороны, не менее важны и отношения «студент – изучаемый материал», эти отношения во многом определяют специфику высшей школы, подчеркивают значительную роль процесса учения, самостоятельной работы студентов. Значимо в дидактическом плане и отношение «преподаватель – изучаемый материал», оно связано с отбором материала, планированием процесса обучения.</div>
<br><div align="justify"> <b><i>С чем связано возникновение дидактики высшей школы, в чем ее отличие от школьной дидактики? Правомерно ли считать дидактику высшей школы относительно самостоятельной отраслью педагогики?</i></b></div>
<br><div align="justify"> Классический период в развитии педагогики (и дидактики как одной из базовых педагогических теорий) приходится по различным оценкам на XVII – первую половину XIX в. Этот этап в развитии дидактики высшей школы отсутствовал, т. к. она развивалась вместе со школьной дидактикой, не выделяясь из нее в отдельную теорию. Классическая дидактика связана с именами <i>Я. </i>А. Коменского, В. Ратке, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.</div>
<div align="justify"> В конце XIX—XX в. в связи с развитием науки и общества требования к профессиональной подготовке специалистов многократно возросли, и, как следствие, возросли требования к дидактическому обеспечению образовательного процесса в вузе, появились соответствующие исследования. В отечественной педагогической науке основы дидактики высшей школы изложены в трудах Г. И. Щукиной, И. Т. Огородникова, И. <i>Я. </i>Лернера, М. Н. Скаткина, Н. В. Кузьминой, В. С. Леднева, В. И. Загвязинского, С. И. Архангельского, Д. В. Чернилевского, А. А. Вербицкого и др. Дидактика высшей школы как самостоятельная отрасль научного знания заявила о себе относительно недавно. Этот факт обусловлен социокультурной трансформацией мировой системы высшего образования, отвечающей вызовам времени. По признанию отечественных ученых, дидактика высшей школы начала оформляться в целостную теорию лишь в конце XIX в. и находится в состоянии становления и формирования уже более столетия. Еще во второй половине XIX в. К. Д. Ушинский писал: «У педагогики очень широкое основание и очень узенькая верхушка: дидактика первоначального преподавания может наполнить тома, дидактика чтения лекций в университете может быть выражена в двух словах: знай хорошо свой предмет и излагай его ясно». В 1974 г. С. И. Архангельский вполне обоснованно заявил: «Что же касается теории обучения в высшей школе, то ее просто нет».</div>
<div align="justify"> На сегодняшний день, к сожалению, нельзя сказать, что ситуация изменилась коренным образом. Безусловно, появился значительный пласт научных исследований, посвященных дидактическим проблемам высшей школы, вышли в свет учебники и учебные пособия, в которых авторами признается самостоятельность дидактики высшей школы, подчеркивается ее своеобразие. Как правило, авторы этих работ, анализируя специфику вузовской дидактики, сравнивают ее с дидактикой средней школы.</div>
<div align="justify"> Признавая родовое единство проблематики школьной дидактики и теории обучения в вузе, важно определить, в чем заключается их сходство и различие. Приведем ряд принципиальных положений, которые высказывают авторы учебного пособия «Дидактика высшей школы» В. А. Попков и А. В. Коржуев.</div>
<div align="justify"> «Основываясь на принципе преемственности научного знания, отметим, что более «молодая» дидактика высшей школы должна в определенной степени «наследовать» дидактику общего среднего образования, т. к. общее среднее и высшее профессиональное образование следуют в большинстве случаев друг за другом и первое является основой, фундаментом второго. Кроме того, они совпадают в глобальном содержательном аспекте – деятельность их субъектов есть усвоение опыта предшествующих поколений и опыта творческой деятельности, направленного на развитие личности. Между двумя обсуждаемыми областями знания существуют и значимые различия, которые мы подробно обсудим.</div>
<div align="justify"> Во-первых, <i>различия целей </i>общего среднего и высшего профессионального образования, что предполагает значимое смещение акцентов в системе общедидактических принципов. К их числу относится <i>принцип профессиональной направленности, </i>предполагающий уже на младшей ступени вуза включение в учебный материал как профессионально значимых фундаментальных знаний, так и таких способов деятельности, аналоги которых придется «осуществлять» выпускникам вузов в будущем.</div>
<div align="justify"> Во-вторых, специфическое звучание приобретает <i>принцип дифференциации образования – </i>углубляется как уровневая, так и профильная дифференциация, и связано это с тем, что на этапе вузовского образования более четко, чем на старшей ступени обучения средней школы, очерчиваются профессиональные цели и интересы студентов.</div>
<div align="justify"> В-третьих, дидактика высшей школы имеет дело с сильно отличающимися от дидактики среднего образования <i>субъектами процесса педагогического взаимодействия: </i>с одной стороны, гораздо более мотивированный к процессу обучения студент, с другой – гораздо более квалифицированный в научной области, соответствующей преподаваемому предмету, педагог. Вместе с тем существует острая проблема подготовки преподавателя вуза по педагогике и психологии – иногда на ходу, практически с нуля и, конечно, проблема доучивания студента до исходного уровня, минимально необходимого для обучения в вузе.</div>
<div align="justify"> В-четвертых, традиционно стихийно сложившиеся в высшей школе <i>формы и методы работы </i>отличны от таковых в среднем и среднем специальном образовании и потому требуют серьезного научного обоснования и конкретных методических решений».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_9" title="Попков В. А., Коржуее А. В. Дидактика высшей школы. С. 30—31."><sup>[9]</sup></a></div>
<div align="justify"> По мнению В. И. Загвязинского, дидактический поиск в сфере проблематики высшего образования должен начинаться с выяснения актуальных практических задач совершенствования процесса обучения в высшей школе, установления связанных с этими задачами теоретических проблем, выяснения методологических оснований работы. Автор указывает на следующие перспективы развития теории обучения в высшей школе: «…не «перевод» на вузовский язык ранее разработанных педагогических руководств, не «инъекция» спасительных идей из других научных областей и даже не простая ориентация на полезный опыт работы, а широкое развитие исследований на современной научной основе в процессе разрешения актуальных проблем вузовской дидактики – вот магистральный путь разработки теории обучения в высшей школе как новой научной дисциплины».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_10" title="Загеязинский В. И. Дидактика высшей школы: текст лекций / Гос. комитет СССР по народному образованию. Челябинск: ЧПИ, 1990. С. 8—9."><sup>[10]</sup></a></div>
<div align="justify"> Ни для кого не секрет, что дидактика высшей школы является более молодой отраслью педагогической науки и интенсивно развивается, пожалуй, в последние 10—20 лет и потому содержит огромное количество нерешенных проблем. Наиболее «отработанной» является проблема содержания образования различных конкретных вузовских учебных курсов, однако решается она в большинстве случаев сегодня эмпирически, по наитию, исходя из десятилетиями назад сложившихся традиций, научных интересов и приоритетов составителей учебных программ, и, как правило, лишь «крупными мазками»: малые, но не менее важные фрагменты учебного знания и методы их изучения разработаны крайне слабо. Так же слабо разработаны конкретные формы и методы усвоения содержания образования, а более всего – формы организации учебно-познавательной деятельности студентов: они представлены в большинстве разработок очень общо и безотносительно к тому или иному конкретному содержанию.</div>
<div align="justify"> В настоящее время идет оживленная дискуссия относительно педагогического знания вообще, и в частности относительно знания, традиционно называемого «дидактика высшей школы». Как отмечают авторы учебного пособия «Теория и практика высшего профессионального образования»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_11" title="Попков В. А., Коржуее А. В. Теория и практика высшего профессионального образования: учеб. пособие для высшей школы. М.: Академический проект, 2010. С. 6."><sup>[11]</sup></a>, с одной стороны, усиливаются нападки на дидактику высшей школы, с другой – все вузовской образовательное сообщество понимает необходимость научного подхода к организации учебного процесса в резко усложнившихся по сравнению с советским периодом условиях, интенсивно внедряет в учебный процесс различные инновации, организует многочисленные конференции по актуальным проблемам обучения в вузе и создает внутри вузов различные структуры, занимающиеся проблемами организации учебного процесса в вузе (центры академического консультирования, дистанционного образования и т. д.). Таким образом, на сегодняшний день дидактика высшей школы открывает большое поле проблем начинающему исследователю.</div>
<div align="justify"> Чтобы понять природу и движущие силы развития дидактики в современном мире, необходимо рассмотреть некоторые общие условия и устойчивые закономерности, непосредственно влияющие на сферу образования в целом и на высшее образование в частности. К таким закономерностям исследователи относят следующие:</div>
<div align="justify"> • Рост наукоемких производств, для эффективной работы которых более 50 % персонала должны составлять лица с высшим или специальным образованием. Этот фактор предопределяет быстрый количественный рост высшей школы.</div>
<div align="justify"> • Интенсивный рост объема научной и технической информации, приводящий к ее удвоению за 7-10 лет. В результате квалифицированный специалист должен обладать способностью и навыками самообразования и включаться в систему непрерывного образования и повышения квалификации.</div>
<div align="justify"> • Быстрая смена технологий, вызывающая моральное старение производственных мощностей за 7-10 лет. Этот фактор требует от специалиста хорошей фундаментальной подготовки и способности быстро осваивать новые технологии, что недоступно так называемым узким специалистам.</div>
<div align="justify"> • Выдвижение на первый план научных исследований, ведущихся на стыке различных наук (биофизика, молекулярная генетика, физическая химия и т. д.). Успехов в такой работе можно достигнуть лишь при наличии обширных и фундаментальных знаний, а также при умении работать коллективно.</div>
<div align="justify"> • Наличие мощных внешних средств мыслительной деятельности, приводящих к автоматизации не только физического, но и умственного труда. В результате резко возросли ценность творческой, неалгоритмизируемой деятельности и спрос на специалистов, способных осуществлять такую деятельность.</div>
<div align="justify"> • Рост числа людей, вовлеченных в научную и другие виды сложных деятельностей, приводящий, по мнению ряда исследователей, к падению среднего эвристического потенциала ученого. Для компенсации этого падения необходимо вооружать специалистов знаниями методологии научной или практической деятельности.</div>
<div align="justify"> • Постоянный и устойчивый рост производительности труда в промышленности и сельском хозяйстве, позволяющий уменьшить долю населения, занятого в материальном производстве, и увеличить число людей, работающих в области культуры и духовного творчества.</div>
<div align="justify"> • Повышение благосостояния и денежных доходов населения, приводящее к росту платежеспособного спроса на образовательные услуги.</div>
<div align="justify"> Как же ответила на эти требования времени высшая школа? В этом сложном многоплановом процессе развития высшего образования не только в России, но и за рубежом можно выделить следующие тенденции:</div>
<div align="justify"> 1. Демократизация высшего образования. Это тенденция к общедоступности высшего образования, свободе выбора вида образования и специальности, характера обучения и сферы будущей деятельности, отказ от авторитаризма и командно-бюрократической модели управления.</div>
<div align="justify"> 2. Создание научно-учебно-производственных комплексов как специфической для высшей школы формы интеграции науки, образования и производства. Центральным звеном такого комплекса является образовательный сектор, ядро которого составляет вуз или кооперация вузов, а периферию – базовые колледжи, средние специализированные школы, курсы, лектории, отделения последипломного образования. Научно-исследовательский сектор (система НИИ) обеспечивает условия для научного роста и для развертывания комплексных, междисциплинарных разработок как для преподавателей, участвующих в его работе, так и для студентов (через курсовые и дипломные работы). Производственный сектор включает в себя конструкторские бюро (в том числе студенческие), опытные производства, внедренческие и так называемые венчурные фирмы, кооперативы и т. п.</div>
<div align="justify"> 3. Фундаментализация образования. Это противоречивая тенденция расширения и углубления фундаментальной подготовки при одновременном сокращении объема общих и обязательных дисциплин за счет более строгого отбора материала, системного анализа содержания и выделения его основных инвариант. Чрезмерная фундаментализация иногда сопровождается падением интереса к обучению или затруднением узкопрофессиональной адаптации.</div>
<div align="justify"> 4. Индивидуализация обучения и индивидуализация труда студента. Это достигается за счет увеличения числа факультативных и элективных курсов, распространения индивидуальных планов, учета индивидуальных психофизиологических особенностей студентов при выборе форм и методов обучения. Индивидуализация обучения предполагает также значительное увеличение объема самостоятельной работы за счет уменьшения времени, отводимого на аудиторные занятия.</div>
<div align="justify"> 5. Гуманитаризация и гуманизация образования, которые направлены на преодоление узкотехнократического мышления специалистов естественно-научного и технического профиля, что достигается за счет увеличения числа гуманитарных и социально-экономических дисциплин (их доля в лучших вузах достигает 30 %), расширения культурного кругозора студентов, привития навыков социального взаимодействия через тренинги, дискуссии, деловые и ролевые игры и т. п. Гуманитаризация предполагает также создание благоприятных возможностей для самовыражения личности преподавателя и студента, формирование гуманного отношения к людям, терпимости к другим мнениям, ответственности перед обществом.</div>
<div align="justify"> 6. Компьютеризация высшего образования. Во многих ведущих вузах число персональных компьютеров превышает число студентов. Используются они не только для проведения вычислительных и графических работ, но и как способ вхождения в информационные системы, для тестового педагогического контроля, как автоматизированные системы обучения, как средства предъявления информации и т. п. Компьютеризация во многом изменяет сам характер профессиональной деятельности, обеспечивая работника новыми внешними средствами этой деятельности.</div>
<div align="justify"> 7. Тенденция перехода к массовому высшему образованию. Она выражается в опережающем росте расходов на образование по сравнению с другими социальными программами и в росте числа студентов как в России, так и за рубежом.</div>
<div align="justify"> 8. Тенденция к автономизации, переходу к самоуправлению и выборности руководящего состава вузов на всех уровнях, особенно в европейских университетах.</div>
<div align="justify"> 9. Рост требований к профессионализму преподавателей, повышение значимости педагогики и психологии в подготовке и повышении квалификации преподавательских кадров вузов. Вырабатываются критерии оценки деятельности преподавателей; при этом вычисляется рейтинг или подсчитываются очки отдельно для собственно преподавательской деятельности, научно-исследовательской работы и общественной активности.</div>
<div align="justify"> 10. Создание системы регулярной оценки эффективности работы вузов со стороны общества. В США, например, группа из нескольких тысяч специалистов ранжирует учебные заведения по многим показателям, включая такие, как затраты на подготовку одного студента, объем научно-исследовательских работ, число и качество читаемых курсов, количество выпускников, получивших ученую степень, и т. п.</div>
<div align="justify"> Эти и ряд других тенденций по-разному выражены в разных странах мира – в зависимости от национальных особенностей, состояния экономики, традиций системы образования, но все они, в той или иной мере изменяя реальную практику образовательного процесса в высшей школе, ставят новые вопросы перед вузовской дидактикой.</div>
<div align="justify"> Суммируя вышесказанное, отметим:</div>
<div align="justify"> • Современная дидактика является системой научных знаний о процессе обучения во всех его возможных вариантах: формальном, неформальном и информальном.</div>
<div align="justify"> • Дидактика высшей школы нацелена на обоснование целей высшего образования, социальных функций высшей школы и способов конструирования образовательного процесса в вузе.</div>
<div align="justify"> • Специфика дидактики высшей школы обусловлена особенностями высшего образования, значительными отличиями в подходах к определению целей обучения в вузе, принципов, форм, методов и технологий, а также особенностями взаимодействия субъектов образовательного процесса.</div>
<div align="justify"> • Перспективы развития дидактики высшей школы определяются вызовами времени и требованиями общества к качеству подготовки специалистов (индивидуализация, информатизация, гуманизация, практикоориентированность, интеграция науки, обучения и производства и т. д.).</div>
<br><div align="justify"> <b>Вопросы и задания:</b></div>
<div align="justify"> <b>1. </b>Назовите отличия дидактики высшей школы от общей дидактики, являются ли они настолько существенными, чтобы можно было назвать дидактику высшей школы отдельной отраслью?</div>
<div align="justify"> 2. Проанализируйте указанные тенденции развития высшего образования и на их основе определите актуальные проблемы дидактики высшей школы, соответствующие указанным тенденциям. Результаты анализа оформите в виде таблицы.</div>
<br><div align="justify"> <b>Актуальные проблемы дидактики высшей школы:</b></div>
<br><div align="center"><img border="1" 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"></div><br><div align="justify"> З.В чем заключается актуальность темы вашей магистерской диссертации? К какой из тенденций развития высшего образования вы могли бы ее отнести?</div>
<a name="TOC_idp282000"></a><h2><a name="TOC_idp282000"></a><a name="TOC_idp282160">Лекция 2 <br>
Теоретические основы дидактики высшей школы <br>
</a></h2><div align="justify"><a name="TOC_idp282160"> Определение «дидактика – это теория обучения» на сегодняшний день стало уже своеобразным педагогическим «штампом». При этом в большинстве работ, посвященных проблемам вузовской дидактики, данное утверждение остается практически без комментариев. Вместе с тем, по признанию ученых, эта область знания в настоящее время «находится в сложном противоречивом состоянии: с одной стороны, она утратила методологическую основу, как не отвечающую современным требованиям, с другой стороны, она, пытаясь выйти из сложившейся ситуации полной неопределенности, стремится найти более твердые основания для своего дальнейшего развития»</a><a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_12" title="Черниченко В. И. Дидактика высшей школы: История и современные проблемы. М.: Вузовская книга, 2002. С. 65."><sup>[12]</sup></a>. В этой связи актуальным становится рассмотрение следующих вопросов:</div>
<br><div align="justify"> <b><i>Каковы особенности дидактики высшей школы как научной теории?</i></b></div>
<div align="justify"> <b><i>В чем заключается специфика дидактического знания?</i></b></div>
<div align="justify"> <b><i>Как и почему изменяются сегодня теоретические основы дидактики высшей школы?</i></b></div>
<br><div align="justify"> Теория – это высшая, самая развитая форма организации научного знания, дающая целостное представление о закономерностях и существенных связях определенной области действительности – объекта данной теории. Обратим внимание, что в определении понятия «теория» выделяется целостное представление об объекте. В случае с дидактикой таким объектом является обучение. По мнению И. М. Осмоловской, «в настоящее время целостности в дидактическом знании не наблюдается. Существуют теории, определяющие отбор содержания образования, есть теории, описывающие определенные области педагогической действительности – дифференцированное обучение, личностно ориентированное обучение и т. д.».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_13" title="Осмоловская И. М. Дидактика: пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 7."><sup>[13]</sup></a></div>
<div align="justify"> Методологически важную роль в формировании теории играет идеализированный объект («идеальный тип»), построение которого – необходимый этап создания любой теории, осуществляемый в специфических для разных областей знания формах. Этот объект выступает не только как мысленная модель определенного фрагмента реальности <i>(обучения), </i>но и содержит в себе конкретную программу исследования, которая реализуется в построении теории <i>(исследование процесса обучения).</i></div>
<div align="justify"> Любая теория – это целостная развивающаяся система знания, которая имеет сложную структуру и выполняет ряд функций. В современной методологии науки выделяют следующие основные элементы структуры теории:</div>
<div align="justify"> 1) исходную эмпирическую основу – множество зафиксированных в данной области фактов;</div>
<div align="justify"> 2) исходную теоретическую основу – множество первичных допущений, постулатов, аксиом, общих законов теории, в совокупности описывающих идеализированный объект теории;</div>
<div align="justify"> 3) логику теории – множество допустимых в рамках теории правил логического вывода и доказательства;</div>
<div align="justify"> 4) «корпус» теории – совокупность выведенных в теории утверждений с их доказательствами, составляющими основы теоретического знания.</div>
<div align="justify"> Среди основных <i>функций теории </i>в науковедении принято называть следующие:</div>
<div align="justify"> 1. Описательная функция – объединение отдельных достоверных знаний в целостную систему.</div>
<div align="justify"> 2. Объяснительная функция – выявление причинных и иных зависимостей, многообразия связей данного явления, его существенных характеристик, законов его происхождения и развития и т. п.</div>
<div align="justify"> 3. Методологическая функция – на базе теории формулируются многообразные методы, способы и приемы исследовательской деятельности.</div>
<div align="justify"> 4. Прогностическая – функция предвидения. На основании теоретических представлений о реальном состоянии известных явлений делаются выводы о существовании неизвестных ранее фактов, объектов или их свойств, связей между явлениями и т. д. Предсказание о будущем состоянии явлений (в отличие от тех, которые существуют, но пока не выявлены) называют научным предвидением.</div>
<div align="justify"> 5. Практическая функция. Конечное предназначение любой теории – быть воплощенной в практику, быть «руководством к действию» по изменению реальной действительности. Поэтому вполне справедливо утверждение о том, что нет «ничего практичнее, чем хорошая теория».</div>
<div align="justify"> В той или иной степени эти функции реализует и теория обучения в высшей школе. Если мы описываем ход процесса обучения в вузе, изучаем деятельность преподавателя и т. д., то мы реализуем <i>описательную </i>функцию. Описательная функция науки позволяет набрать эмпирические факты, сделать на их основе простейшие обобщения.</div>
<div align="justify"> Реализация дидактикой <i>объяснительной </i>функции позволяет объяснить наблюдаемые явления, выявить их сущность. В дидактике, как и в других гуманитарных науках, объяснение наблюдаемых явлений отличается от объяснения в естественных. В изучаемой ситуации действует множество факторов, часть из них явно наблюдается, но часть скрыта от исследователя. Являясь по своей сущности описательной теорией, дидактика весьма трудно поддается анализу на предмет методологической корректности, это приводит к тому, что многие системы основополагающих принципов дидактики не имеют четкого основания классификации.</div>
<div align="justify"> <i>Прогностическая </i>функция научного знания заключается в том, что оно не только объясняет факт или явление, но может их предсказать. В дидактике вполне возможно несовпадение прогноза и действительного развития события. Связано это со множеством факторов, действующих в определенной дидактической ситуации. Прогнозы в науках, изучающих человека, не всегда оказываются эффективными, и связано это, как уже указывалось, со множеством факторов (и явных, и скрытых), оказывающих влияние на процесс обучения и его субъектов.</div>
<div align="justify"> Нельзя не признать того факта, что в отличие от «строгих», «сильных» в гносеологическом плане теорий (к ним относятся в первую очередь естественно-научные теории) дидактика пока еще «лишена полноценного механизма анализа влияния различных факторов на характер исследуемого явления или процесса. В педагогике (и в дидактике) иногда очень трудно доказать преимущества одного метода, подхода или способа решения задачи перед другим».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_14" title="Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений / В. А. Попков, А. В. Коржуев. М.: Издат. центр «Академия», 2008. С. 31."><sup>[14]</sup></a> От того, насколько реализуются все перечисленные функции теории, зависит ее научный статус. Как его определить?</div>
<div align="justify"> На этот вопрос можно ответить, проверив теоретическое знание на соответствие <i>критериям научности. </i>В дидактике, как в любой научной теории, присутствуют научные знания. Соотнесем дидактическое знание с критериями научности. В методологии науки в качестве таких критериев выделяют <i>истинность </i>научного знания, <i>интерсубъективность, системность </i>и <i>обоснованность.</i></div>
<div align="justify"> Вся наука, все человеческое познание направлены к достижению <i>истинных знаний, </i>верно отражающих действительность. Истинное научное знание способствует преобразованию человеком действительности, прогнозированию ее дальнейшего развития. Дидактические знания дают возможность совершенствовать процесс обучения и прогнозировать его результаты.</div>
<div align="justify"> Что такое <i>интерсубъективность </i>научного знания? Научное знание представляет собой стройную систему логически связанных между собой утверждений, в которых зафиксировано знание объективных связей и законов действительности. Из результатов научной деятельности должно исключаться все субъективное, связанное с личностными особенностями самого ученого и его мировосприятия. В последнее время в науке возникают сомнения в том, что личность ученого не влияет на открытую им закономерность. Хотя научное знание объективно, если бы его открыл не один ученый, то это сделал бы другой, однако на форму выражения научного знания, ход исследования личность ученого, конечно, накладывает отпечаток. В дидактике, например, это проявляется в том, что разные ученые по-разному формулируют дидактические принципы, по-разному решают вопрос о том, существуют в дидактике законы или нет и т. п.</div>
<div align="justify"> Важный критерий научности – <i>системность и обоснованность </i>научного знания. Научные утверждения определенным образом систематизированы, в дидактическом исследовании полученные знания обосновываются и проверяются. Для этого в ходе научных дидактических исследований организуются педагогический эксперимент, опытная работа, используются теоретические способы обоснования: анализ, синтез, моделирование и т. п.</div>
<div align="justify"> В рамках развития любой теории отрабатывается и уточняется определенный понятийный аппарат. Развитие понятий идет вместе с развитием теории. Более того, вводятся или уточняются понятия, и это существенно продвигает развитие теории. Дидактика (и дидактика высшей школы в частности) часто страдает потому, что многие ее понятия размыты, имеют множество толкований и нечетко определены. Тогда как любой научной теории для описания ее сущности необходима система научных понятий, целостно охватывающих тот объект действительности, который она отражает.</div>
<div align="justify"> Одним из центральных в дидактике является понятие «образование». Попытаемся определить, в чем его отличие от понятия «обучение». Есть много определений и образования, и обучения, и от их понимания во многом зависит рассмотрение дидактических аспектов педагогической деятельности.</div>
<div align="justify"> <i>Образование </i>– процесс и результат усвоения знаний и развития умственных способностей. Образование обращено к интеллекту и дает человеку возможность сформировать систему знаний о мире. Термин «образование» несколько шире по своему значению, чем термин «обучение». Образование понимается как процесс и результат усвоения человеком социального опыта, системы знаний, умений и навыков, необходимых для жизни в обществе. Образование может быть организовано как в форме обучения, так и в форме самообразования, т. е. без присутствия преподавателя в прямом смысле этого слова. В термине «образование» в более явной форме обнаруживает себя указание на связь приобретенных в ходе обучения знаний и умений с уровнем личностного развития. Образованный человек – это не просто знающий человек, но и обладающий высокоценимыми в обществе качествами личности<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_15" title="Загвязинский В. И. Теория обучения: Современная интерпретация. С. 12."><sup>[15]</sup></a>. Образование рассматривают как придание индивиду определенного «образа человеческого», создание условий формирования личности.</div>
<div align="justify"> Образование может рассматриваться в широком смысле: как совокупность воздействий, оказываемых на индивида окружающей средой в процессе его жизни. Эти воздействия могут быть целенаправленными (например, воздействие средств массовой информации, педагогические воздействия учителей, родителей) и нецеленаправленными (воздействие определенных общественных событий, неблагоприятных условий жизни и т. п.).</div>
<div align="justify"> Образование в узком смысле – целенаправленное, осуществляемое определенными социальными институтами (школой, учреждениями дополнительного образования, высшими учебными заведениями и т. д.) воздействие на развивающуюся личность. Формирование «образа человека» затрагивает и интеллектуальную, и эмоциональную, и волевую сферы личности, предполагает формирование системы ценностей, отношений к окружающему миру, усвоение определенных знаний и способов действия, приобретение жизненного опыта.</div>
<div align="justify"> Образование включает в себя и обучение, и воспитание. Эти процессы в педагогике рассматриваются как обособленные, имеющие собственные закономерности, принципы. Ясно, что в действительности обучение и воспитание взаимосвязаны. Обучение предполагает формирование отношения к изучаемому материалу, к самому процессу познания, т. е. выполняет воспитательные функции.</div>
<div align="justify"> Воспитание в качестве своего элемента предполагает обучение – организацию усвоения определенных знаний (об этикете, например), способов действий. И в процессе обучения, и в процессе воспитания происходит передача социального опыта. Итак, образование мы будем рассматривать как становление «образа человека» в процессе приобщения его к культурным ценностям, социальному опыту.</div>
<div align="justify"> «Обучение» – понятие более узкое, чем образование. <i>Обучение</i> – целенаправленное, заранее запроектированное общение, в ходе которого осуществляются образование, воспитание и развитие обучаемого, усваиваются отдельные стороны опыта человечества, опыта деятельности и познания. Обучение как процесс характеризуется совместной деятельностью преподавателя и обучаемых, имеющей своей целью развитие последних, формирование у них знаний, умений, навыков, т. е. общую ориентировочную основу конкретной деятельности.</div>
<div align="justify"> Обучение можно определить и как совместную деятельность учащегося и преподавателя, направленную на достижение учебных целей, овладение знаниями, умениями и навыками, заданными учебными планами и программами. Обучение всегда является двусторонним процессом и состоит из преподавания и учения, описывающих активность каждого из участников педагогического процесса<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_16" title="Смирнов С. Д. Педагогика и психология высшего образования: от деятельности к личности: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 11."><sup>[16]</sup></a>. Преподаватель осуществляет деятельность, обозначаемую термином <i>«преподавание», </i>обучаемый включен в деятельность <i>«учения», </i>в которой удовлетворяются его познавательные потребности.</div>
<div align="justify"> Понятие «процесс обучения» также является одним из основных в дидактике. Оно определяется как целенаправленная взаимосвязанная деятельность преподавателя и обучающихся, направленная на достижение целей обучения. Есть некоторое различие в терминах «процесс обучения» и «учебный процесс». Когда используется понятие «процесс обучения», подразумевается некий абстрактный процесс, в котором можно выделить цели, содержание, методы и т. п. Понятие «учебный процесс» более конкретно и применимо к определенному образовательному учреждению.</div>
<div align="justify"> Помимо использования общедидактических понятий (образование, обучение, процесс обучения, преподавание-учение, дидактические отношения и т. д.), дидактика высшей школы формирует собственный понятий аппарат. Как уже отмечалось, сегодня он активно пополняется и развивается. Наряду с укоренившимися понятиями (профессиограмма, модель специалиста, квалификация, профессиональное становление, учебно-профессиональная задача и т. д.), в сферу внимания дидактики высшей школы попадают новые (профессиональная компетентность, нелинейный процесс обучения в вузе, мобильность, конкурентоспособность и т. д.).</div>
<div align="justify"> Любая теория независимо от того, к какой предметно-проблемной области она относится, представляет собой систему логически взаимосвязанных утверждений, интерпретируемых на идеализированных предметностях, представляющих тот или иной фрагмент изучаемой действительности. Другими словами, «теория есть сеть (как целостность) определенных конструктов, построенных из исходных концептов. Они связаны между собой определенной совокупностью высказываний, выведенных относительно них».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_17" title="Теория // Новейший философский словарь. 3-е изд., испр. Минск: Книжный Дом. 2003. URL: http://slovari.yandex.ru/~книги/Философский%20словарь."><sup>[17]</sup></a></div>
<div align="justify"> Проблема выявления таких изначальных концептов (культурных аналогов) в дидактической теории сложна и неоднозначна. Дело в том, что дидактика высшей школы находится на этапе оформления целостной теории и попытки определить ее основные структурные компоненты задают логику развития на длительную перспективу. Поэтому однозначного ответа на этот вопрос дать нельзя.</div>
<div align="justify"> В этой связи интересными нам представляются два подхода к выявлению исходных концептов дидактики высшей школы. Первый такой подход применительно к дидактике средней школы изложен в работе И. И. Логвинова<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_18" title="Логвинов И. И. Дидактика: история и современные проблемы. С. 46—55."><sup>[18]</sup></a>. Анализ публикаций, изданных в нашей стране с 1954 по 2003 г., в которых дано систематическое изложение дидактического материала, позволил автору выделить шесть концептов дидактики, которые в том или ином виде присутствуют в большинстве публикаций:</div>
<div align="justify"> 1) сущность процесса обучения;</div>
<div align="justify"> 2) принципы обучения;</div>
<div align="justify"> 3) содержание образования;</div>
<div align="justify"> 4) методы обучения;</div>
<div align="justify"> 5) учитель;</div>
<div align="justify"> 6) организация процесса обучения.</div>
<div align="justify"> Учитывая сходство и различия в теориях обучения в школе и вузе, о которых говорилось выше, можно предположить что количество концептов дидактики высшей школы будет несколько отличаться от представленного в рамках школьной дидактики. На наш взгляд, их состав должен быть более «разветвленным», в нем можно выделить подразделы, раскрывающие специфику обучения в высшей школе:</div>
<div align="justify"> <i>1. Сущность процесса обучения:</i></div>
<div align="justify"> • Особенности профессионального обучения.</div>
<div align="justify"> • Особенности высшего образования (цели, задачи, концепции).</div>
<div align="justify"> <i>2. Принципы обучения:</i></div>
<div align="justify"> • Специфика реализации общедидактических принципов в высшем профессиональном образовании.</div>
<div align="justify"> • Принципы обучения в высшей школе.</div>
<div align="justify"> <i>3. Содержание образования:</i></div>
<div align="justify"> • Отражение в содержании образования структуры профессиональной подготовки (общекультурный, общепрофессиональный, специальный компоненты).</div>
<div align="justify"> <i>4. Методы обучения:</i></div>
<div align="justify"> • Методы обучения взрослых.</div>
<div align="justify"> • Методы самостоятельной работы, самообразования.</div>
<div align="justify"> • Методы контроля и самоконтроля.</div>
<div align="justify"> <i>5. Преподаватель вуза:</i></div>
<div align="justify"> • Педагогическая деятельность в высшей школе.</div>
<div align="justify"> • Особенности взаимодействия преподавателей и студентов.</div>
<div align="justify"> • Проблемы подготовки преподавателя высшей школы.</div>
<div align="justify"> <i>6. Организация процесса обучения:</i></div>
<div align="justify"> • Лекционно-семинарская система обучения.</div>
<div align="justify"> • Организация научной, самостоятельной работы студентов и производственной практики.</div>
<div align="justify"> Второй подход фиксирует результаты проведенного нами анализа специальных разделов, посвященных теоретическим основам дидактики, в современных учебниках дидактики высшей школы. Практически все они определяют дидактику высшей школы как фундаментальную <i>научную теорию, </i>раскрывающую общие закономерности и дидактические принципы обучения в высшей школе. Вопрос о том, что изучает дидактика высшей школы, решается практически единодушно: она выявляет <i>закономерности и принципы обучения, </i>занимается поиском ответов на основные <i>дидактические вопросы </i>и обосновывает <i>современные дидактические концепции. </i>Это обстоятельство позволяет рассматривать в качестве основных концептов дидактики закономерности, принципы обучения, дидактические вопросы и дидактические концепции. Остановимся на каждом из концептов подробнее.</div>
<div align="justify"> <b><i>Дидактические закономерности и принципы. </i></b>Любая из известных научных педагогических теорий строится на некоторых базисных <i>закономерностях и соответствующих педагогических (дидактических) принципах. </i>Как указывает В. И. Андреев, «во-первых, особенностью педагогических (дидактических) теорий является то, что они представлены в форме принципов и правил. Ибо закон отражает сущее, а принцип, правило – должное. Во-вторых, и это очень важно иметь в виду, каждая новая дидактическая теория чаще всего существенно влияет на всю педагогическую (дидактическую) систему в целом, а ее практическое применение – на конечный дидактический результат».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_19" title="Андреев В. И. Педагогика творческого саморазвития. Инновационный курс. Казань: Изд-во Казан, ун-та, 1998. Кн. 2. С. 17."><sup>[19]</sup></a></div>
<div align="justify"> С учетом отмеченных выше особенностей автор предлагает следующее определение дидактической теории: «дидактическая теория – это система научных знаний о процессах и явлениях обучения, представленных в форме дидактических идей, закономерностей, принципах и понятиях, позволяющих описать, объяснить и прогнозировать функционирование, развитие и саморазвитие дидактических процессов и явлений».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_20" title="Там же. С. 18."><sup>[20]</sup></a></div>
<div align="justify"> Специфика дидактических закономерностей обусловлена самой природой дидактического знания. Чтобы понять особенности дидактики, нужно определить, к какому типу знания относится дидактическое знание. Как указывает И. И. Логвинов, «природу конкретной формы знания можно установить, разложив весь универсум человеческой деятельности на отдельные составляющие, выделив из них ту деятельность, продуктом которой это знание является»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_21" title="Логвинов И. И. Основы дидактики: учеб. – метод, пособие. М.: МПСИ, 2005. С. 56."><sup>[21]</sup></a>. То есть, по Логвинову, природа дидактического знания определяется видом порождающей ее деятельности. Всю деятельность человечества можно условно разделить на практическую, духовно-практическую и исследовательскую. В соответствии с этим разделением все знание также делится на три компонента: практическое, духовно-практическое и теоретизированное знание.</div>
<div align="justify"> Основываясь на приведенной выше типологии знания, автор утверждает, что дидактическое знание в большей степени соответствует признакам духовно-практического и этим определяются его характеристики. Такой вывод базируется на следующем:</div>
<div align="justify"> 1. Источником дидактического знания является непосредственная практика обучения (не осмысленная и не расчлененная с помощью предшествующего знания).</div>
<div align="justify"> 2. Одним из важнейших средств трансляции дидактического знания является убеждение, апеллирующее к социально-психологическим стереотипам, нравственному и эстетическому чувствам и лишь в малой степени к логическим доказательствам.</div>
<div align="justify"> 3. Характерными особенностями дидактических текстов являются модальные грамматические формы («ведущие для того или иного учебного предмета знания <i>должны быть </i>разработаны в программе наиболее подробно», «учитель литературы… <i>должен, обязан </i>найти способы, обеспечивающие…», «внутренняя логика урока <i>должна </i>строиться…» и т. д.); сочетание возможностей и потребностей человека <i>(«необходима </i>забота о соответствии эмоций ученика целям…», «чтобы обеспечить усвоение детьми новых знаний… необходимо соотнести их с наличными знаниями и умениями» и др.); демонстрация обобщенных образцов поведения («покажем на примере, как могут быть отражены в программе…», «примером того, как может быть…», «рассмотрим для примера…» и т. д.); принципы (вместо законов); использование наглядно-образных, а не понятийных средств представления знания («обучение на высоком уровне трудности», «осознание приходит через ворота научных понятий»).</div>
<div align="justify"> Все это позволяет утверждать, что законы и закономерности обучения отличаются от большинства законов, выявленных в других научных теориях, они имеют ряд особенностей. Первая их особенность – сочетание сущего и должного. «Изучая действительность, педагогическая теория раскрывает закономерные связи явлений. Именно в форме научных законов она отражает существенное в явлениях. Вместе с тем она предписывает известные правила и принципы как должное в педагогической деятельности. Эти положения могут казаться само собою разумеющимися. Но педагогическая мысль пришла к ним далеко не сразу»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_22" title="Гмурман В. Е. К вопросу о понятиях «закон», «принцип», «правило» в педагогике // Советская педагогика. 1971. № 4. С. 65."><sup>[22]</sup></a>. Вторая особенность – существенное различие между педагогическими (дидактическими) законами и закономерностями усвоения (психология) и закономерностями общения и взаимоотношений (социология). В отличие от психологии и социологии, дидактические закономерности отражают устойчивые связи между деятельностью преподавания, деятельностью учения и объектом усвоения (содержанием образования). Именно трехкомпонентное отношение «преподаватель – студент – учебный материал» определяет специфику закономерностей процесса обучения. Третья особенность дидактических закономерностей – их статистический характер, отвечающий тому положению, что дидактика – гуманитарная теория.</div>
<div align="justify"> Общая «нестрогость» теории обучения и указанные выше особенности дидактических закономерностей приводят к тому, что вопрос об их количественном составе и соотношении до сих пор остается открытым. Перечисление закономерностей, сформулированных дидактами к началу XXI в., потребует значительного времени. Неоднократно предпринимались различные попытки их систематизировать, выделить группы закономерностей: «объективные, присущие процессу обучения по его сущности и закономерности, проявляющиеся в зависимости от деятельности субъектов процесса обучения»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_23" title="Логвинов И. И. Основы дидактики. С. 46—47."><sup>[23]</sup></a>; «структурные, системные, эволюционные, функциональные, исторические»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_24" title="Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 8—9."><sup>[24]</sup></a>; <i>«законы</i> – внутренняя существенная связь явлений обучения, которая обуславливает их необходимое проявление и развитие, и <i>закономерности</i> – проявления законов».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_25" title="Загвязинский В. И. Теория обучения: Современная интерпретация. С. 32—33."><sup>[25]</sup></a></div>
<div align="justify"> По словам В. И. Загвязинского, законы и закономерности служат базой для возникновения и развития педагогических <i>идей, </i>нацеленных на совершенствование образования. Они находят выход в практику и регулируют ее через систему <i>принципов </i>обучения и оформляются в виде <i>концепций. </i>«Теоретическая <i>концепция </i>обучения, представления о сущности, целях, структуре, движущих силах и закономерностях обучения должны найти применение в практике, послужить основой для проектирования учебного процесса и его осуществления. Мостом, соединяющим теоретические представления с практикой, служат <i>принципы обучения.</i></div>
<div align="justify"> Принцип – это инструментальное, данное в категориях деятельности выражение педагогической концепции, это методическое выражение познанных законов и закономерностей, это знание о целях, сущности, содержании, структуре обучения, выраженное в форме, позволяющей использовать их в качестве регулятивных норм практики.</div>
<div align="justify"> Эмпирическое обоснование принципов, преимущественно выводившееся ранее непосредственно из практики, теперь все более заменяется полным теоретическим обоснованием, приводимым по схеме: практическая задача – научная проблема – замысел решения – гипотеза – способы ее проверки – теоретическая интерпретация результатов – принцип».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_26" title="Там же. С. 35."><sup>[26]</sup></a></div>
<div align="justify"> Анализ принципов, существующих в качестве исходной системы теоретических положений и одновременно требований к образовательному процессу, показывает, что к настоящему времени выделено огромное количество дидактических принципов (более 100). Исследователями отмечается, что наряду с традиционными принципами обучения существуют новые, отражающие современные тенденции развития общества и понимания высшего образования (интеграции, дополнительности, аксиологизации образования и т. д.), по-новому трактуются классические принципы, выделяются психологические принципы обучения, классификация принципов осуществляется по разным основаниям. Это дает основания утверждать, что дальнейшее становление дидактики высшей как научной теории будет связано с решением этой глобальной теоретической задачи – ревизии и систематизации принципов обучения в высшей школе.</div>
<div align="justify"> <b><i>Основные дидактические вопросы. </i></b>Традиционными считаются следующие <i>дидактические вопросы: «Зачем учить?» </i>(цель обучения в высшей школе), <i>«Чему учить?» </i>(содержание обучения в высшей школе), <i>«Как учить?» </i>(методы, средства, правила, и организационные формы обучения), <i>«Кого учить?» </i>и <i>«Кто учит?» </i>(система требований к студентам и преподавателям – субъектам обучения). В. И. Черниченко полагает, что не менее важны вопросы <i>«Где учить?» </i>(в вузе, библиотеке, культурно-досуговом учреждении и т. д.) и <i>«Когда учить?» </i>(в зависимости от того, какую форму обучения выбрал студент: дневную, вечернюю, заочную или дистанционную, – определяется временной режим учебы, длительность, напряженность и т. д.).<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_27" title="Черниченко В. И. Дидактика высшей школы: История и современные проблемы. С. 46."><sup>[27]</sup></a></div>
<div align="justify"> Проводя параллели с первым из указанных нами подходов к определению дидактических концептов можно увидеть, что все указанные И. И. Логвиновым позиции коррелируют с основными дидактическими вопросами:</div>
<br><div align="center"><img border="1" src="data:image/png;base64,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"></div><br><div align="justify"> Это соотношение двух подходов подтверждает идею о том, что дидактические вопросы занимают центральное место в дидактике. На наш взгляд, их особое положение определяется тем, что они существовали в структуре дидактического знания столько, сколько существует и сама дидактика. Именно вопросы изначально задавали направления исследовательского поиска дидактов, систематизировали первые дидактические изыскания. В настоящее время в дидактике нет единого подхода относительно состава и количества основных дидактических вопросов. Ряд исследователей признают в качестве основных только три из них: Зачем учить? Чему учить? Как учить? В работах других авторов состав вопросов существенно расширен. С развитием новых, нелинейных форм организации образовательного процесса в вузе важными становятся ответы на вопросы: Кто учит? Кого учить? Где учить? Когда учить? Классические вопросы получают сегодня новые ответы, список самих вопросов изменяется и дополняется. Несомненно, что с развитием дидактического знания потребуется пересмотр и обновление основных вопросов дидактики в соответствии с современными тенденциями развития дидактической теории и практики обучения в вузе.</div>
<div align="justify"> <b><i>Дидактические концепции.</i> </b>Вопрос о соотношении понятий «теория» и «концепция» требует обращения к методологическим основаниям науки. Философский словарь дает такое определение: «Концепция (от лат. <i>conceptio </i>– понимание, система) – определенный способ понимания (трактовки, восприятия) какого-либо предмета, явления или процесса; основная точка зрения на предмет; руководящая идея для их систематического освещения»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_28" title="Новейший философский словарь. 3-е изд., испр."><sup>[28]</sup></a>. Концептуальный аспект теоретического знания выражает прежде всего парадигмальное «сечение» последнего, задает его риторику, т. е. определяет релевантные области применения и способы выражения конституируемых на основе развертывания «порождающей» идеи систем понятий (базовых концептов). Она имеет, как правило, ярко выраженное личностное начало, означена фигурой основателя. Например, классическими концепциями дидактики принято считать:</div>
<div align="justify"> – концепцию дидактического энциклопедизма (Я. А. Коменский, Дж. Мильтон, И. Б. Базедов);</div>
<div align="justify"> – концепцию дидактического формализма (Э. Шмидт, А. А. Немейер, И. Г. Песталоцци), рассматривающую обучение как непрерывный процесс «реконструкции опыта»;</div>
<div align="justify"> – концепцию дидактического прагматизма (утилитаризма) (Дж. Дьюи, Г. Кершенштейнер);</div>
<div align="justify"> – концепцию функционального материализма (В. Оконь);</div>
<div align="justify"> – парадигмальную концепцию обучения (Г. Шейерль);</div>
<div align="justify"> – ассоциативную концепцию обучения (Дж. Локк, <i>Я. </i>А. Коменский).</div>
<div align="justify"> Е. В. Бондаревская и С. В. Кульневич дают такую трактовку концепции в педагогике: «…это основополагающий замысел, идея педагогической теории, указывающая способ построения системы средств обучения и воспитания на основе целостного понимания сущности этих процессов. Она и представляет стратегию педагогической деятельности, определяя разработку соответствующих теорий».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_29" title="Бондаревская Е. В., Кульневич С. В. Педагогика: личность в гуманистических теориях и системах воспитания. – Ростов н/Д: Творческий центр «Учитель», 1999. С. 47."><sup>[29]</sup></a></div>
<div align="justify"> Необходимость систематизации и осмысления с позиций сегодняшнего дня многочисленных концепций дидактики высшей школы продиктована прежде всего темпами и характером развития современного общества, науки и культуры.</div>
<div align="justify"> В работах современных исследователей отмечается, что система высшего образования вступает в новую стадию своего функционирования, т. к. происходит переход от подготовки специалиста к образованию человека и развитию личности, что, в свою очередь, требует теоретической разработки и реального воплощения в практике новой образовательной парадигмы – постнеклассической. Кратко охарактеризуем те этапы развития науки, которые стали преддверием постнеклассики. Переход от одного этапа к другому соизмеряется с дифференциацией исторических типов рациональности, которые представлены в работах В. С. Степина: классическая, неклассическая и постнеклассическая рациональность.</div>
<div align="justify"> Исследователь, придерживающийся идеалов классической рациональности, видит только состоявшийся процесс. Классицизм апеллирует к тому, «что есть», что уже стало, существует как факт. Главная задача человека – открыть, описать и объяснить это ставшее. Довольно просто представить себе ситуацию в профессиональном образовании, когда требования преподавателя к будущему специалисту в процессе обучения однозначные: прочитать в пособии учебный материал и попытаться его объяснить. Классическая дидактика формировалась в течение трех столетий. Основная роль преподавателя – транслятор культуры, «передатчик знаний», а студент – пассивный реципиент, главная задача которого – запомнить, заучить эти знания. Такая эмпирическая модель образования способна только отражать менталитет определенной исторической эпохи, в которой формируется определенный тип мышления, но не порождать его. Дидактические концепции, возникшие в эпоху распространения классической рациональности, сегодня уже во многом утрачивают свое значение для современной дидактической теории.</div>
<div align="justify"> На этапе неклассического развития науки основной характеристикой мышления ученого является то, что он начинает обращать внимание не только на ставшее, но и на становящееся. Если взглянуть в этой логике на высшее профессиональное образование, то легко заметить, что основой деятельности будущего специалиста является анализ ставшего, уже имеющегося в практике деятельности в той или иной отрасли. Преподаватель выступает в функции модератора, фасилитатора, который помогает студентам осмысливать учение. Значимой характеристикой этого этапа развития науки и образования является учет субъектной позиции обучающегося. Будущий профессионал осмысливает структурные и функциональные связи внутри изучаемой науки. Неклассическая научная рациональность дала дидактике высшей школы импульс к развитию ее теоретических оснований, систематизации дидактического знания, стимулировала научно-педагогический поиск в направлении технологий обучения. Однако не все идеи неклассики находят свое подтверждение в современных условиях распространения постнеклассической рациональности.</div>
<div align="justify"> Постнеклассическое понимание мира и человека в мире характеризуется ростом рефлексии ученых над ценностями и смысловыми контекстами человеческого бытия. Постнеклассическая наука характеризуется возникновением такого типа научной рациональности, который объединяет науки о природе и науки о духе. В современной научной картине мира прежние типы рациональности не отрицают друг друга, а распределяют между собой сферы влияния. В зависимости от исследовательских задач одна и та же реальность может быть рассмотрена с разных позиций и может выступить предметом освоения посредством разных типов рациональности. В этих условиях решающее значение приобретают те культурные и ценностно-смысловые контексты, с которыми субъект соотносит познаваемую и понимаемую реальность.</div>
<div align="justify"> Постнеклассическая парадигма дидактики предполагает постановку качественно новой цели в системе высшего образования – не просто подготовить компетентного специалиста, а способствовать развитию личности, заинтересованной в самоизменении, обладающей потребностью в саморазвитии и способной создавать общественно значимые продукты собственной профессиональной деятельности. Поиск дидактических оснований осуществления образовательного процесса в современной высшей школе требует серьезных теоретических обоснований в рамках концепций, имеющихся в арсенале дидактики, и разработки новых, отвечающих логике постнеклассической научной рациональности. Отсюда возникает необходимость детального рассмотрения вопросов о том, какими были основные дидактические концепции в классический и неклассический период развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Эти вопросы будут рассмотрены далее.</div>
<div align="justify"> Подводя итоги, следует отметить:</div>
<div align="justify"> • Дидактика высшей школы – научно-педагогическая теория, раскрывающая общие закономерности и дидактические принципы обучения в высшей школе.</div>
<div align="justify"> • Она выполняет основные функции, присущие теориям: <i>синтезирует </i>дидактическое знание в единую, целостную систему, <i>выявляет </i>закономерности и принципы обучения в высшей школе, <i>разрабатывает </i>особые методы, способы и приемы исследовательской деятельности в сфере высшего образования, <i>прогнозирует </i>тенденции развития образовательного процесса в вузе и <i>задает </i>основные требования к осуществлению образовательной практики.</div>
<div align="justify"> • Несмотря на то, что многие понятия дидактики высшей школы пока нечетко определены, в целом ее понятийный аппарат складывается и развивается.</div>
<div align="justify"> • Дидактика высшей школы является целостной теорией, состоящей из исходных концептов-конструктов: дидактических вопросов, закономерностей, принципов обучения и дидактических концепций.</div>
<div align="justify"> • Дидактические концепции высшей школы, как и большинство научных концепций, изменяются со сменой типов научной рациональности. Их рассмотрение в историческом аспекте дает возможность проследить трансформацию дидактики высшей школы как целостной теории и спрогнозировать направления ее дальнейшего развития.</div>
<br><div align="justify"> <b>Вопросы и задания:</b></div>
<div align="justify"> 1. Согласны ли вы с выводами И. И. Логвинова о том, что дидактическое знание является духовно-практическим? Приведите аргументы «за» и «против» этого утверждения.</div>
<div align="justify"> 2. Перечислите особенности дидактического знания, подберите примеры из дидактических текстов (статей, учебников, монографий и т. д.), которые их подтверждают (или опровергают).</div>
<div align="justify"> 3. Из каких базисных элементов состоит теория обучения в высшей школе? Какие основные функции она выполняет?</div>
<a name="TOC_idp440000"></a><h2><a name="TOC_idp440000"></a><a name="TOC_idp440160">Лекция 3 <br>
Становление дидактики высшей школы в эпоху классической рациональности <br>
</a></h2><div align="justify"><a name="TOC_idp440160"> <b><i>Каковы особенности классической науки? Что отличает дидактику классического периода?</i></b></a></div><a name="TOC_idp440160">
<br></a><div align="justify"><a name="TOC_idp440160"> <b><i>Особенности классического типа научной рациональности и их отражение в дидактике высшей школы. </i></b>Классический период в развитии науки приходится по различным оценкам на XVII – первую половину XIX в. Для науки этого периода характерна механическая картина мира</a><a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_30" title="Подробнее см. в Приложении 2."><sup>[30]</sup></a>, объектом исследования выступает простая система, свойства которой определяются свойствами ее элементов. Объект рассматривается как нечто первичное по отношению к процессу. Основными методами научного поиска выступают объяснение и описание, которые должны включать только характеристики объекта, все остальное рассматривается как отказ от идеала объективности познания. При этом требованиями к обоснованию теории выступают следующие принципы: подтверждение теории опытом и очевидность (наглядность) ее фундаментальных постулатов. Научный идеал – абсолютно истинное и однозначно соответствующее объекту знание. Согласно классическому научному канону из двух альтернатив истинной может быть только одна. Методом построения теорий выступает процесс обобщения опытных фактов. Познание рассматривается как наблюдение за объектом и выявление его сущностных связей, установка на исследование объектов и их закономерностей. Объективность исследования порождается логикой разума, логика разума тождественна логике мира, т. е. они максимально соответствуют изучаемой действительности.</div>
<div align="justify"> Эти основные характеристики классики в полной мере отразились в развитии дидактического знания, обусловили процесс становления и оформления дидактики в качестве научной теории.</div>
<div align="justify"> Становление дидактики высшей школы имеет глубокие исторические корни. Историки педагогики едины во мнении, что важным источником ее развития являются идеи великих философов античного периода – Сократа, Демокрита, Платона, Аристотеля и др. По мнению В. И. Черниченко, их основным достижением являются идеи о необходимости учета возрастных и индивидуальных особенностей человека в процессе обучения, гармонии физического, нравственного и умственного воспитания как основы самосовершенствования личности, самопознании как одной из ведущих целей обучения<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_31" title="Дидактика высшей школы: история и современные проблемы / В. И. Черниченко. 2-е изд. М.: Вузовская книга, 2007. 136 с."><sup>[31]</sup></a>. Первые школы повышенного типа (прототипы современных университетов) появились в Древней Греции. Наиболее известна нам практика обучения в Платоновской академии (385—592 гг. до н. э.). Занятия в ней были двух типов: общие (фронтальные) для всех слушателей и специальные (групповые) для узкого круга, проявившего более глубокий интерес к философии. В своем произведении «Государство» Платон развивает некоторые дидактические идеи. Так, он утверждает, что нужно разделить высшую школу на две ступени: высшую для молодых людей от 30—35 и низшую – начиная с 21 года и до 30 лет. Обучение Платон рассматривает как своего рода гимнастику для ума, доступную лишь определенной части населения. Широко известен пример Аристотеля, учившегося в Платоновской академии, а затем открывшего свою высшую школу – Ликей. В этих учебных заведениях было много общего, однако Аристотель пошел дальше своего учителя, он ввел в учебный процесс практические занятия и конкретные научные исследования, строго придерживался двух способов познания в процессе изучения наук – историчности и систематичности.</div>
<div align="justify"> Свои научные концепции философы Античности излагали молодым людям, стремящимся к знаниям, собирая их вокруг себя. В дальнейшем эти идеи нашли свое применение в работе высших школ Рима. Нужно отметить, что работа римских школ была более регламентированной и формализованной, был упорядочен подбор преподавательских кадров, введены конкурсы для желающих работать преподавателями, им полагалось жалование и государственные льготы. И хотя количество учеников высших римских школ было небольшим, сама высшая школа пользовалась значительными привилегиями и вниманием со стороны римских императоров.</div>
<div align="justify"> В истории образования одним из первых произведений, в котором освещаются вопросы подготовки профессионалов, считается дидактический трактат Квинтилиана «О воспитании оратора». В этой работе им были сделаны первые попытки обоснования процесса обучения ораторскому искусству, а также высказана мысль о необходимости приспособления обучения к возможностям студентов, о необходимости практики и переживании успеха в обучении.</div>
<div align="justify"> С появлением первых высших учебных заведений в Европе (XII—XIII вв.) стали развиваться идеи об обучения в высшей школе. В основном они передавались через общение, наблюдение за работой преподавателей:</div>
<div align="justify"> о лекции как основной форме обучения, о важности дискуссий между студентами и преподавателем, о практических работах по отдельным предметам, об экзаменах и т. д. Дальнейшее развитие дидактики высшей школы шло под влиянием социокультурных факторов – именно в это время потребовались новые научные знания и квалифицированные специалисты для развития науки и производства в феодальном обществе.</div>
<div align="justify"> Первые университеты были призваны, во-первых, учить, а во-вторых, давать некоторым студентам из тех, кто закончил обучение, учить самим. Задачей университетов как корпораций было отнюдь не производство знания, а воспроизводство образованных людей – интеллектуалов всех профессий. В Средние века не было отделения высшего образования от среднего, поэтому в университетах и существовали младший и старшие факультеты. После изучения латыни в начальной школе школяр <i>(scolarius) </i>в 15—16, а иногда даже в 12—13 лет поступал в университет на подготовительный факультет. Здесь он изучал «семь свободных искусств», разделенных на два цикла – «тривиум» (грамматика, риторика, диалектика) и «квадривиум» (музыка, арифметика, геометрия, астрономия). Только после обучения на подготовительном факультете предоставлялось право поступать на старшие факультеты.</div>
<div align="justify"> Основных форм преподавания было три. Полное, систематическое изложение учебного предмета по программе, представленной в статутах, в определенные часы называлось <i>lectio. </i>Эти лекции делились на ординарные (обязательные) и экстраординарные (дополнительные). Дело в том, что в Средние века школяры не слушали курс какой-то определенной науки, скажем, курс философии или римского права и т. п. Тогда говорили, что такой-то преподаватель читает или такой-то студент слушает такую-то книгу. Роджер Бэкон в XII в. сформулировал это так: «Если некто знает текст, он знает все, что относится к науке, о которой толкует этот текст». Одни книги считались более важными и обязательными (ординарными) для учащегося, другие – менее важными и необязательными (экстраординарными). Различие лекций обусловило и разделение преподавателей на ординарных и экстраординарных. Для ординарных лекций, как правило, назначались утренние часы (с рассвета и до 9 часов утра), как более удобные и рассчитанные на более свежие силы слушателей, а экстраординарные читались в послеобеденные часы (с 6 до 10 часов вечера). Лекция продолжалась 1-2 часа. Главная задача преподавателя заключалась в том, чтобы сличить различные варианты текстов и дать необходимые разъяснения. Статуты запрещали студентам требовать повторения или медленного чтения. Школяры должны были являться на лекции с книгами. Это делалось для того, чтобы заставить каждого слушателя непосредственно знакомиться с текстом.</div>
<div align="justify"> <i>Repetitio </i>– это подробное объяснение отдельного текста с разных сторон, с учетом всех возможных сомнений и возражений. В Парижском университете чаще это была проверка всех относящихся к определенной частной проблеме источников по различным рукописям и просмотр соответствующих комментариев в различных сочинениях. В германских университетах они проходили в форме диалога между учителем и учеником. Учитель задавал вопросы и по ответам судил об успехах ученика. Была и еще одна форма – повторение части прочитанного. Во время этих репетиций студенты готовились к диспутам.</div>
<div align="justify"> Диспут <i>(disputatio) </i>был одной из самых распространенных форм преподавания. Руководство университетов придавало им очень большое значение. Именно диспуты должны были научить школяров искусству спора, защите приобретенных знаний. В них на первое место выдвигалась диалектика. Самым распространенным методом проведения диспутов был предложенный Пьером Абеляром метод pro <i>et contra, sic et поп </i>(за и против, да и нет). Каждые две недели один из магистров держал речь по возможно более широкой теме и в заключение называл тезисы или вопросы, которые должны были стать предметом спора, затем в течение нескольких дней собирал со школяров все «за» и «против». Самым любопытным и самым торжественным был проходивший на подготовительном факультете диспут «о чем угодно» <i>(disputatio de quodlibet). </i>Университетские власти стремились на диспутах к академизму. Запрещались резкие выражения, крики и оскорбления. Но, тем не менее, диспуты действительно часто переходили в сражения магистров и школяров.</div>
<div align="justify"> По окончании обучения студент выдерживал экзамен. Он должен был доказать, что читал рекомендованные книги и участвовал в положенном количестве диспутов. Затем его допускали к публичному диспуту, на котором полагалось ответить на все вопросы. Наградой была первая степень бакалавра. Два года бакалавр ассистировал магистру и получал «право на преподавание» <i>(licentio docendi), </i>становясь «лиценциатом». Спустя полгода он становился магистром.</div>
<div align="justify"> Первые университеты возникали самостоятельно, без вмешательства церковных и светских властей. В них концентрировалась светская культура и наука того времени. Но к XV—XVI вв. университетская схоластика и вся система средневекового университетского образования, строго регламентированная, подчиненная теологии, оторванная от жизни, стала тормозом для дальнейшего культурного и научного развития. Гуманисты резко отрицательно относились к старому университетскому образованию и быту.</div>
<div align="justify"> Университеты эпохи Возрождения развивались на основе принципов гуманизма, сформулированных Витторино-да-Фельтре, Франсуа Рабле, Томасом Мором и другими выдающимися людьми своего времени.</div>
<div align="justify"> Обучение, по их мнению, должно быть многосторонним, важно обращать внимание на развитие самостоятельности в мышлении, на связь изучаемого с жизнью, делать его научным и стараться развивать в обучающихся потребность и способность к самообразованию. Они писали о важной роли библиотек, музеев и других культурно-досуговых учреждений в обучении студентов.</div>
<div align="justify"> Следующий этап в развитии дидактических идей связан с именем немецкого ученого Вольфганга Ратке (или Ратихия). По общему признанию современных ученых, именно он впервые употребил термин «дидактика». В своих работах «Мемориал» (1613 г.) и «Всеобщее обучение по способу Ратихия» (1619 г.) он обосновывает необходимость руководствоваться в процессе обучения такими дидактическими принципами, как природосообразность, последовательность и систематичность, прочность, доступность, опора на индукцию и опыт в обучении и др. <i>Я. </i>А. Коменский, развивая идеи Вольфганга Ратке в своих работах, создает условия для возникновения дидактики как теории обучения.</div>
<div align="justify"> Работы классиков дидактики (Я. А. Коменского, Ж.-Ж. Руссо, В. Ратке, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.) были посвящены описанию всеобщих начал обучения, требований к учителю и ученику, однако вопрос об их единстве, о создании дидактической системы не ставился. Ведущей была не проблема обоснования научных закономерностей и принципов обучения, которые связали бы этот процесс в единую систему, а практическая задача разработки универсального подхода (или искусства «всех учить всему»), т. е. дидактика на классическом этапе развивалась как единая прикладная наука, не разделяясь на дошкольную, школьную, вузовскую и т. д.</div>
<div align="justify"> Представления о механической картине мира отразились в дидактических концепциях классики, прежде всего в их представлении о ведущем компоненте обучения. Первой исторически возникшей идеей дидактики была идея поиска и обоснования всемогущего <i>метода, </i>отражающего в специфических условиях обучения особый порядок, свойственный природе. При этом указывалось, что метод должен предписывать все: распределение занятий по годам, месяцам, дням и часам, полный перечень указаний о действиях в самых разнообразных частных случаях, и только в этом случае метод может быть применим ко всему, чему необходимо «научить с неизменным успехом». Последователи <i>Я. </i>А. Коменского И. Г. Песталоцци и И. Ф. Гербарт, П. Ф. Каптерев, К. Д. Ушинский пошли дальше и выдвинули идею о том, что метод есть «психологическое орудие» и должен быть обоснован психологическими данными.</div>
<div align="justify"> Как уже отмечалось, классическая научная рациональность исходит из того, что из двух альтернатив истинной может быть только одна. В классической дидактике это выражается в однозначном отрицании любого метода, если он не является естественным, природосообразным. Однозначно по этому поводу высказывается И. Г. Песталоцци: «…нет и не может быть двух хороших методов обучения, а только один, именно тот, который всецело основывается на вечных законах природы».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_32" title="Песталоцци И. Г. Как Гертруда учит своих детей. Письмо X, 22 // Песталоцци И. Г. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1981. Т. 1."><sup>[32]</sup></a></div>
<div align="justify"> Центральный принцип классической дидактики – природосообразность – рассматривался классиками по-разному. Если <i>Я. </i>А. Коменский подчеркивал необходимость следования <i>внешней природе </i>(отсюда многообразные примеры о солнце, о птице, которая вьет гнездо, о садовнике, который возделывает землю и т. д.), то И. Г. Песталоцци и Ж.-Ж. Руссо делали упор на следование <i>внутренней природе обучаемого. </i>В отличие от Ж.-Ж. Руссо, И. Г. Песталоцци считал, что природа человека не является сама по себе совершенной, она таковой становится лишь в результате воспитания. Его широко известная теория элементарного образования выделяет в качестве основных компонентов этого процесса физическое, умственное и нравственное образование в их тесной связи и взаимодействии. Стремление учитывать особенности внутренней природы ученика приводит педагогов-классиков к необходимости изучать особенности развития человека, т. е. все действия педагога должны быть основаны на знании психологических особенностей учащихся. Так, при осуществлении умственного воспитания задача педагога заключается в том, чтобы определить, какие понятия уже сформированы у ребенка на основе восприятия им мира через органы чувств, затем их нужно лишь упорядочить и уточнить, доведя до ясных понятий. Именно благодаря обучению «наши познания из беспорядочных делаются определенными, из определенных – ясными, из ясных – очевидными».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_33" title="Коменский Я. А. Великая дидактика // Коменский Я. А. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1982. Т. 1. С. 214—215."><sup>[33]</sup></a></div>
<div align="justify"> Механическая система как идеальный объект изучения в классическую эпоху порождает известные механистические образы школы часы, фабрика, мельница, типография и т. д. <i>Я. </i>А. Коменский, сравнивая работу школы с работой типографии, проводит такие аналогии: «бумага – это ученики, в уме которых должны быть запечатлены науки; шрифт – учебники и учебные пособия, специально составленные для того, чтобы с их помощью материал обучения запечатлевался в умах учащихся; типографская краска – живой голос учителя, переносящий смысл изучаемого из книг в умы учащихся; печатный станок – это школьная дисциплина, побуждающая всех воспринимать изучаемое»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_34" title="Коменский Я. И. Указ. соч. С. 186."><sup>[34]</sup></a> и т. д.</div>
<div align="justify"> Классический идеал науки требует от дидактики обоснования принципов опытом и их наглядности. Массу примеров такого «классического доказательства» дидактических постулатов находим в работе <i>Я. </i>А. Коменского «Великая дидактика». Так, его рассуждения о последовательности и постепенности в обучении подкрепляются следующими доказательствами: «Ничто не предпринимается несвоевременно. Природа тщательно приспособляется к удобному времени. Например, птица, намереваясь размножать свое поколение, приступает к этому делу не зимою, когда все сковано морозом и окоченело, и не летом, когда от жары все раскаляется и слабеет, и не осенью, когда жизненность всего вместе с солнцем падает и надвигается зима, опасная для птенцов, но весною, когда солнце всему возвращает жизнь и бодрость. И вместе с тем она поступает постепенно. Пока стоит еще холодная погода, птица производит яйца и согревает их внутри организма, где они предохранены от холода; когда воздух становится более теплым, она кладет их в гнездо, и, наконец, при наступлении уже теплой части погоды она выводит птенцов, чтобы нежнейшие существа постепенно привыкали к свету и теплу. Правильное подражание этому есть в садах и в архитектуре. Так же и садовник обращает внимание на то, чтобы все делать в свое время. Он не сажает растений зимой (т. к. сок в это время остается в корне и не поднимается для питания саженца), и не летом (потому что сок уже распределен по ветвям), и не осенью (т. к. сок устремляется в корни), но весною, когда сок начинает распространяться из корня и оживлять верхние части дерева. И впоследствии он должен знать удобное время для всего, что должно делать с деревцами, т. е. время для унаваживания, подрезывания, окапывания и пр.; даже и самое дерево имеет определенное время для пускания ростков, для цветения, для распускания листьев, для созревания плодов и пр. Не иначе поступает и предусмотрительный архитектор; он считает необходимым выбирать удобное время для рубки леса, обжигания кирпичей, закладки фундамента, возведения стен и штукатурки их и т. п… Итак, мы делаем заключение:</div>
<div align="justify"> I. Образование человека нужно начинать в весну жизни, т. е. в детстве, ибо детство изображает собой весну, юность – лето, возмужалый возраст – осень и старость – зиму.</div>
<div align="justify"> П. Утренние часы для занятий наиболее удобны (т. к. опять утро соответствует весне, полдень – лету; вечер – осени, а ночь – зиме).</div>
<div align="justify"> III. Все, подлежащее изучению, должно быть распределено сообразно ступеням возраста так, чтобы предлагалось для изучения только то, что доступно восприятию в каждом возрасте».<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_35" title="Коменский Я. А. Указ. соч. С. 328."><sup>[35]</sup></a></div>
<div align="justify"> Познание в классический период рассматривается как наблюдение за объектом и выявление его сущностных связей, существует четкая установка на исследование объектов и их закономерностей. Именно поэтому теория обучения в своем самом первоначальном варианте (в трудах <i>Я. </i>А. Коменского, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта и др.) предстает в достаточно четком и конкретном виде. Сама структура произведений классиков (строгое выделение глав, разделов и подразделов, их соподчинение, обязательное предисловие, четкие выводы и т. д.) дает лучшее тому подтверждение. Практически все классические идеи дидактики возникли на прочном фундаменте философии, на основе изучения законов природы и длительного систематического наблюдения образовательного процесса. Именно это стремление к четкому и последовательному соблюдению законов природы приводит классиков к обоснованию принципа природосообразности и возрастной периодизации. Причем педагоги не ограничивались только выявлением особенностей развития человека в тот или иной возрастной период, а давали ясную картину того, как должно быть организовано обучение людей данной возрастной группы. <i>Я. </i>А. Коменский даже выделяет особые виды школ (материнская школа, школа родного языка, латинская школа или гимназия, академия) для разных возрастов исходя из образовательных потребностей человека, определяемых возрастом:</div>
<div align="justify"> – в материнской школе следует развивать внешние чувства и наблюдательность;</div>
<div align="justify"> – в школе родного языка – упражнять память и воображение, язык и руку;</div>
<div align="justify"> – в латинской школе (гимназии) – развивать суждение и понимание;</div>
<div align="justify"> – в академии – формировать то, что относится к области воли. Как уже указывалось выше, основным методом построения теории в классический период выступает обобщение опыта, для дидактики это выразилось прежде всего в том, что ее основоположники сами были педагогами-практиками<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_36" title="Я. А. Коменский руководил школой Чешского братства, И. Г. Песталоцци организовал работу воспитательного заведения «Учреждение для бедных», в котором обучение детей было соединено с их производительным трудом, И. Ф. Гербарт работал домашним учителем, затем преподавал философию в европейских университетах, А. В. Дистервег преподавал физику и математику, был директором учительской семинарии."><sup>[36]</sup></a>, идея создания теории обучения возникла у них благодаря огромному практическому опыту. «Возникновению дидактики предшествовали разнообразные методики обучения, – пишет И. И. Логвинов, – трудности каждой из методик и породили вопрос: каковы те всеобщие правила обучения, которым должен следовать педагог и которые облегчат труд учителей и послужат на благо учащимся?»<a href="http://log-in.ru/books/natalya-stanislavovna-makarova-transformaciya-didaktiki-vysshey-shkoly-uchebnoe-posobie/#n_37" title="Логвинов И. И. Дидактика: история и современные проблемы. С. 36."><sup>[37]</sup></a></div>
<div align="justify"> По общему признанию дидактов того времени, процесс обучения должен представлять собой четкий, слаженный механизм, ориентированный на естественный ход событий. Обучение – это искусство помогать естественному стремлению человека к развитию, основывающемуся на гармонии впечатлений, усваиваемых учеником, со степенью развития его духовных сил. Дидактическая система предельно ясна и конкретна, она призвана ответить всего на два вопроса: «Чему учить?» и «Как учить?». Ответ на вопрос «Как учить?» был связан с выдвинутым Я. А. Коменским и его последователями педагогами-классиками набором принципов: наглядности, сознательности, последовательности, доступности, прочности и др.</div>
<div align="justify"> Классическими ответами на вопрос о содержании обучения стали две противоположные концепции: дидактический формализм и дидактический энциклопедизм. Н. В. Бордовская, А. А. Реан дают следующую характеристику данных концепций.</div>
<div align="justify"> <i>Концепция дидактического энциклопедизма. </i>Сторонники данного направления (Я. А. Коменский, Дж. Мильтон, И. Б. Баседов) считали, что основная цель образования состоит в передаче обучающимся предельно большого объема научных знаний и опыта жизнедеятельности. «Энциклопедист» считает, что содержание и глубина понимания определенного фрагмента действительности, события, явления или процесса прямо пропорциональна количеству изученного учебного материала. В этом случае содержание образования перегружено информацией, лавиной обрушивающейся на обучающегося. Для полного освоения содержания образования требуется поиск интенсивных методов со стороны педагога и большая самостоятельная работа учащихся.</div><div align="justify"> </div><hr><h4 align="center">notes</h4><h1>Примечания
</h1><a name="TOC_idp514896"></a><a name="n_1"></a><h1><a name="n_1"></a><a name="TOC_idp515360">1 <br>
</a></h1><div align="justify"><a name="TOC_idp515360"> <i>Вершинина Н. А. </i>Педагогика как социогуманитарная научная дисциплина: науч. – метод. материалы. СПб.: ООО «Книжный дом», 2008. 200 с.</a></div><a name="TOC_idp515360">
</a><a name="TOC_idp517008"></a><a name="n_2"></a><h1><a name="n_2"></a><a name="TOC_idp517472">2 <br>
</a></h1><div align="justify"><a name="TOC_idp517472"> <i>Логвинов И. И. </i>Дидактика: история и современные проблемы. М.: БИНОМ. Лаборатория знаний, 2007. С. 11.</a></div><a name="TOC_idp517472">
</a><a name="TOC_idp519056"></a><a name="n_3"></a><h1><a name="n_3"></a><a name="TOC_idp519520">3 <br>
</a></h1><div align="justify"><a name="TOC_idp519520"> Там же. С. 12.</a></div><a name="TOC_idp519520">
</a><a name="TOC_idp520640"></a><a name="n_4"></a><h1><a name="n_4"></a><a name="TOC_idp521104">4 <br>
</a></h1><div align="justify"><a name="TOC_idp521104"> <i>Попков В. А., Коржуев А. В. </i>Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 8.</a></div><a name="TOC_idp521104">
</a><a name="TOC_idp522752"></a><a name="n_5"></a><h1><a name="n_5"></a><a name="TOC_idp523216">5 <br>
</a></h1><div align="justify"><a name="TOC_idp523216"> <i>Загеязинский В. И. </i>Теория обучения: Современная интерпретация: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 6.</a></div><a name="TOC_idp523216">
</a><a name="TOC_idp524896"></a><a name="n_6"></a><h1><a name="n_6"></a><a name="TOC_idp525360">6 <br>
</a></h1><div align="justify"><a name="TOC_idp525360"> <i>Ситаров В. А. </i>Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений / под ред. В. А. Сластенина. М.: Издат. центр «Академия», 2008. С. 6—7.</a></div><a name="TOC_idp525360">
</a><a name="TOC_idp527056"></a><a name="n_7"></a><h1><a name="n_7"></a><a name="TOC_idp527520">7 <br>
</a></h1><div align="justify"><a name="TOC_idp527520"> Там же. С. 8.</a></div><a name="TOC_idp527520">
</a><a name="TOC_idp528640"></a><a name="n_8"></a><h1><a name="n_8"></a><a name="TOC_idp529104">8 <br>
</a></h1><div align="justify"><a name="TOC_idp529104"> <i>Краевский В. В. </i>Общие основы педагогики: учеб. для студ. высш. пед. учеб. заведений. М.: Академия, 2003. 256 с; <i>Бордовская Н. В., Реан А. А. </i>Педагогика: учеб. для вузов. СПб.: Питер, 2000. 304 с; <i>Моста А. В. </i>Структура педагогической науки в логике целостного научного знания // Герценовский чтения «Актуальные проблемы развития педагогической науки». СПб.: РГПУ, 2003. С. 65—77; и др.</a></div><a name="TOC_idp529104">
</a><a name="TOC_idp532064"></a><a name="n_9"></a><h1><a name="n_9"></a><a name="TOC_idp532528">9 <br>
</a></h1><div align="justify"><a name="TOC_idp532528"> <i>Попков В. А., Коржуее А. В. </i>Дидактика высшей школы. С. 30—31.</a></div><a name="TOC_idp532528">
</a><a name="TOC_idp534048"></a><a name="n_10"></a><h1><a name="n_10"></a><a name="TOC_idp534512">10 <br>
</a></h1><div align="justify"><a name="TOC_idp534512"> <i>Загеязинский В. И. </i>Дидактика высшей школы: текст лекций / Гос. комитет СССР по народному образованию. Челябинск: ЧПИ, 1990. С. 8—9.</a></div><a name="TOC_idp534512">
</a><a name="TOC_idp536144"></a><a name="n_11"></a><h1><a name="n_11"></a><a name="TOC_idp536608">11 <br>
</a></h1><div align="justify"><a name="TOC_idp536608"> <i>Попков В. А., Коржуее А. В. </i>Теория и практика высшего профессионального образования: учеб. пособие для высшей школы. М.: Академический проект, 2010. С. 6.</a></div><a name="TOC_idp536608">
</a><a name="TOC_idp538288"></a><a name="n_12"></a><h1><a name="n_12"></a><a name="TOC_idp538752">12 <br>
</a></h1><div align="justify"><a name="TOC_idp538752"> <i>Черниченко В. И. </i>Дидактика высшей школы: История и современные проблемы. М.: Вузовская книга, 2002. С. 65.</a></div><a name="TOC_idp538752">
</a><a name="TOC_idp540352"></a><a name="n_13"></a><h1><a name="n_13"></a><a name="TOC_idp540816">13 <br>
</a></h1><div align="justify"><a name="TOC_idp540816"> <i>Осмоловская И. М. </i>Дидактика: пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 7.</a></div><a name="TOC_idp540816">
</a><a name="TOC_idp542416"></a><a name="n_14"></a><h1><a name="n_14"></a><a name="TOC_idp542880">14 <br>
</a></h1><div align="justify"><a name="TOC_idp542880"> Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений / В. А. Попков, А. В. Коржуев. М.: Издат. центр «Академия», 2008. С. 31.</a></div><a name="TOC_idp542880">
</a><a name="TOC_idp544224"></a><a name="n_15"></a><h1><a name="n_15"></a><a name="TOC_idp544688">15 <br>
</a></h1><div align="justify"><a name="TOC_idp544688"> <i>Загвязинский В. И. </i>Теория обучения: Современная интерпретация. С. 12.</a></div><a name="TOC_idp544688">
</a><a name="TOC_idp546224"></a><a name="n_16"></a><h1><a name="n_16"></a><a name="TOC_idp546688">16 <br>
</a></h1><div align="justify"><a name="TOC_idp546688"> <i>Смирнов С. Д. </i>Педагогика и психология высшего образования: от деятельности к личности: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 11.</a></div><a name="TOC_idp546688">
</a><a name="TOC_idp548400"></a><a name="n_17"></a><h1><a name="n_17"></a><a name="TOC_idp548864">17 <br>
</a></h1><div align="justify"><a name="TOC_idp548864"> Теория // Новейший философский словарь. 3-е изд., испр. Минск: Книжный Дом. 2003. URL: </a><a href="http://slovari.yandex.ru/~%C3%90%C2%BA%C3%90%C2%BD%C3%90%C2%B8%C3%90%C2%B3%C3%90%C2%B8/%C3%90%C2%A4%C3%90%C2%B8%C3%90%C2%BB%C3%90%C2%BE%C3%91%C2%81%C3%90%C2%BE%C3%91%C2%84%C3%91%C2%81%C3%90%C2%BA%C3%90%C2%B8%C3%90%C2%B9%20%C3%91%C2%81%C3%90%C2%BB%C3%90%C2%BE%C3%90%C2%B2%C3%90%C2%B0%C3%91%C2%80%C3%91%C2%8C" title="">http://slovari.yandex.ru/~книги/Философский%20словарь</a>.</div>
<a name="TOC_idp551248"></a><a name="n_18"></a><h1><a name="n_18"></a><a name="TOC_idp551712">18 <br>
</a></h1><div align="justify"><a name="TOC_idp551712"> <i>Логвинов И. И. </i>Дидактика: история и современные проблемы. С. 46—55.</a></div><a name="TOC_idp551712">
</a><a name="TOC_idp553248"></a><a name="n_19"></a><h1><a name="n_19"></a><a name="TOC_idp553712">19 <br>
</a></h1><div align="justify"><a name="TOC_idp553712"> <i>Андреев В. И. </i>Педагогика творческого саморазвития. Инновационный курс. Казань: Изд-во Казан, ун-та, 1998. Кн. 2. С. 17.</a></div><a name="TOC_idp553712">
</a><a name="TOC_idp555312"></a><a name="n_20"></a><h1><a name="n_20"></a><a name="TOC_idp555776">20 <br>
</a></h1><div align="justify"><a name="TOC_idp555776"> Там же. С. 18.</a></div><a name="TOC_idp555776">
</a><a name="TOC_idp556896"></a><a name="n_21"></a><h1><a name="n_21"></a><a name="TOC_idp557360">21 <br>
</a></h1><div align="justify"><a name="TOC_idp557360"> <i>Логвинов И. И. </i>Основы дидактики: учеб. – метод, пособие. М.: МПСИ, 2005. С. 56.</a></div><a name="TOC_idp557360">
</a><a name="TOC_idp558912"></a><a name="n_22"></a><h1><a name="n_22"></a><a name="TOC_idp559376">22 <br>
</a></h1><div align="justify"><a name="TOC_idp559376"> <i>Гмурман В. Е. </i>К вопросу о понятиях «закон», «принцип», «правило» в педагогике // Советская педагогика. 1971. № 4. С. 65.</a></div><a name="TOC_idp559376">
</a><a name="TOC_idp560976"></a><a name="n_23"></a><h1><a name="n_23"></a><a name="TOC_idp561440">23 <br>
</a></h1><div align="justify"><a name="TOC_idp561440"> <i>Логвинов И. И. </i>Основы дидактики. С. 46—47.</a></div><a name="TOC_idp561440">
</a><a name="TOC_idp562928"></a><a name="n_24"></a><h1><a name="n_24"></a><a name="TOC_idp563392">24 <br>
</a></h1><div align="justify"><a name="TOC_idp563392"> <i>Ситаров В. А. </i>Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 8—9.</a></div><a name="TOC_idp563392">
</a><a name="TOC_idp565056"></a><a name="n_25"></a><h1><a name="n_25"></a><a name="TOC_idp565520">25 <br>
</a></h1><div align="justify"><a name="TOC_idp565520"> <i>Загвязинский В. И. </i>Теория обучения: Современная интерпретация. С. 32—33.</a></div><a name="TOC_idp565520">
</a><a name="TOC_idp567056"></a><a name="n_26"></a><h1><a name="n_26"></a><a name="TOC_idp567520">26 <br>
</a></h1><div align="justify"><a name="TOC_idp567520"> Там же. С. 35.</a></div><a name="TOC_idp567520">
</a><a name="TOC_idp568640"></a><a name="n_27"></a><h1><a name="n_27"></a><a name="TOC_idp569104">27 <br>
</a></h1><div align="justify"><a name="TOC_idp569104"> <i>Черниченко В. И. </i>Дидактика высшей школы: История и современные проблемы. С. 46.</a></div><a name="TOC_idp569104">
</a><a name="TOC_idp570656"></a><a name="n_28"></a><h1><a name="n_28"></a><a name="TOC_idp571120">28 <br>
</a></h1><div align="justify"><a name="TOC_idp571120"> Новейший философский словарь. 3-е изд., испр.</a></div><a name="TOC_idp571120">
</a><a name="TOC_idp572304"></a><a name="n_29"></a><h1><a name="n_29"></a><a name="TOC_idp572768">29 <br>
</a></h1><div align="justify"><a name="TOC_idp572768"> <i>Бондаревская Е. В., Кульневич С. В. </i>Педагогика: личность в гуманистических теориях и системах воспитания. – Ростов н/Д: Творческий центр «Учитель», 1999. С. 47.</a></div><a name="TOC_idp572768">
</a><a name="TOC_idp574464"></a><a name="n_30"></a><h1><a name="n_30"></a><a name="TOC_idp574928">30 <br>
</a></h1><div align="justify"><a name="TOC_idp574928"> Подробнее см. в Приложении 2.</a></div><a name="TOC_idp574928">
</a><a name="TOC_idp576080"></a><a name="n_31"></a><h1><a name="n_31"></a><a name="TOC_idp576544">31 <br>
</a></h1><div align="justify"><a name="TOC_idp576544"> Дидактика высшей школы: история и современные проблемы / В. И. Черниченко. 2-е изд. М.: Вузовская книга, 2007. 136 с.</a></div><a name="TOC_idp576544">
</a><a name="TOC_idp577840"></a><a name="n_32"></a><h1><a name="n_32"></a><a name="TOC_idp578304">32 <br>
</a></h1><div align="justify"><a name="TOC_idp578304"> <i>Песталоцци И. Г. </i>Как Гертруда учит своих детей. Письмо X, 22 // Песталоцци И. Г. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1981. Т. 1.</a></div><a name="TOC_idp578304">
</a><a name="TOC_idp579968"></a><a name="n_33"></a><h1><a name="n_33"></a><a name="TOC_idp580432">33 <br>
</a></h1><div align="justify"><a name="TOC_idp580432"> <i>Коменский Я. А. </i>Великая дидактика // Коменский Я. А. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1982. Т. 1. С. 214—215.</a></div><a name="TOC_idp580432">
</a><a name="TOC_idp582064"></a><a name="n_34"></a><h1><a name="n_34"></a><a name="TOC_idp582528">34 <br>
</a></h1><div align="justify"><a name="TOC_idp582528"> <i>Коменский Я. И. </i>Указ. соч. С. 186.</a></div><a name="TOC_idp582528">
</a><a name="TOC_idp584000"></a><a name="n_35"></a><h1><a name="n_35"></a><a name="TOC_idp584464">35 <br>
</a></h1><div align="justify"><a name="TOC_idp584464"> <i>Коменский Я. А. </i>Указ. соч. С. 328.</a></div><a name="TOC_idp584464">
</a><a name="TOC_idp585936"></a><a name="n_36"></a><h1><a name="n_36"></a><a name="TOC_idp586400">36 <br>
</a></h1><div align="justify"><a name="TOC_idp586400"> Я. А. Коменский руководил школой Чешского братства, И. Г. Песталоцци организовал работу воспитательного заведения «Учреждение для бедных», в котором обучение детей было соединено с их производительным трудом, И. Ф. Гербарт работал домашним учителем, затем преподавал философию в европейских университетах, А. В. Дистервег преподавал физику и математику, был директором учительской семинарии.</a></div><a name="TOC_idp586400">
</a><a name="TOC_idp588224"></a><a name="n_37"></a><h1><a name="n_37"></a><a name="TOC_idp588688">37 <br>
</a></h1><div align="justify"><a name="TOC_idp588688"> <i>Логвинов И. И. </i>Дидактика: история и современные проблемы. С. 36.</a></div><a name="TOC_idp588688">
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{Ведение Вариант черновой А}}
*[[Ведение |Ведение Вариант черновой А]]
Таким образом возникает необходимость определения на современном уровне особенностей самостоятельной работы в информационной образовательной среде, насыщенной информационными ресурсами.
[[Самостоятельная работа |Самостоятельная работа Вариант черновой А]]
*[[Литература]]
Рассматривая проблему развития обучающегося в образовательной среде, следует во-первых определится с тем, что понимается под саморазвитием, как среда может влиять на саморазвитие.
Так как дидактика рассматривается в основном как теория обучения, хотя это положение может быть подвергнуто сомнениям, и отдельные ученые-дидакты на этот вопрос смотрят значительно шире, мы не будем вступать в дискуссию по этому вопросу. В любом случае в можно рассматривать вопросы управления, регулирования и самоуправления.
Так как образование и в частности дидактика является наукой, которая в свою очередь использует и аккумулирует в своих целя достижения других наук, а именно философии, психологии, лингвистики, информатики и т.д. Рассмотрим как вопросы связанные с саморазвитием рассматриваются с точки зрения этих наук.
В современной философии данный вопрос рассматривается с различных позиций. Во-первых в работах отечественного философа Степина развивается концепция становления различных этапов научной рациональности в исследование систем различной природы.
Степин рассматривает этапы классической рациональности, неклассической рациональности и постнеклассической рациональности. При этом делаются следующие посылы [[Степин|Степин для статьи]]
[[Рациональность|file:///D:/TRab/2017/07/20170720/58_57_t209_170720.html#Рациональность]]
"Первым критерием различения классической, неклассической и постнеклассической рациональности является тип системной организации осваиваемых объектов. Для освоения объектов, организованных как простые системы, достаточно классической рациональности. Неклассический тип рациональности обеспечивает освоение сложных саморегулирующихся систем, постнеклассический – сложных, саморазвивающихся систем."
!! Цитирование
Сергеев С. Ф. Введение в инженерную психологию и эргономику иммерсивных сред: Учебное пособие. СПб: Изд-во СПбГУ ИТМО, 2011. 258 с.
Сергеев С. Ф. Введение в инженерную психологию и эргономику иммерсивных сред: Учебное пособие. — СПб: Изд-во СПбГУ ИТМО, 2011. — 258 с.
ISSN 2227-8397
2227-8397-issn.pdf или 767.pdf
!! Ссылки
*[ext[ In|https://docviewer.yandex.ru/view/44297129/?page=2&*=twj2PWPPewA5%2Fs3uG3v7ncijh0N7InVybCI6Imh0dHBzOi8vYm9va3MuaWZtby5ydS9maWxlL3BkZi83NjcucGRmIiwidGl0bGUiOiI3NjcucGRmIiwibm9pZnJhbWUiOnRydWUsInVpZCI6IjQ0Mjk3MTI5IiwidHMiOjE1NzUyMjIxMjE2MzYsInl1IjoiNjM4NjEzNjU3MTU2OTk5MjMyNCIsInNlcnBQYXJhbXMiOiJsYW5nPXJ1JnRtPTE1NzUyMjIxMDkmdGxkPXJ1Jm5hbWU9NzY3LnBkZiZ0ZXh0PSVEMCVBMSVEMCVCNSVEMSU4MCVEMCVCMyVEMCVCNSVEMCVCNSVEMCVCMislRDAlQTEuJUQwJUE0LislRDAlOTglRDAlQkQlRDAlQjYlRDAlQjUlRDAlQkQlRDAlQjUlRDElODAlRDAlQkQlRDAlQjAlRDElOEYrJUQwJUJGJUQxJTgxJUQwJUI4JUQxJTg1JUQwJUJFJUQwJUJCJUQwJUJFJUQwJUIzJUQwJUI4JUQxJThGKyVEMCVCOCslRDElOEQlRDElODAlRDAlQjMlRDAlQkUlRDAlQkQlRDAlQkUlRDAlQkMlRDAlQjglRDAlQkElRDAlQjAlM0EmdXJsPWh0dHBzJTNBLy9ib29rcy5pZm1vLnJ1L2ZpbGUvcGRmLzc2Ny5wZGYmbHI9MTkzJm1pbWU9cGRmJmwxMG49cnUmc2lnbj1kMTlhNGY0MmI0OTU4M2M0MjVmYTg4M2EzOTcwYjcxNSZrZXlubz0wIn0%3D&lang=ru]
!!!! Windows
*[ext[ссылка BI |file:///D:/BI/2227-8397-issn.pdf]]
*[ext[ссылка TRab |file:\\\D:\TRab\2017\10\20171012\sergeev\767.pdf]]
!!!! Linux
*[ext[ссылка BI |file:///media/nechaev/data1/BI/2227-8397-issn.pdf]]
*[ext[ссылка TRab |file:///media/nechaev/data1/TRab/2017/10/20171012/sergeev/767.pdf]]
Сергеев С.Ф. Инженерная психология и эргономика:
Учебное пособие. М.: НИИ школьных технологий, 2008.176 с.
ISBN 978-5-91447-010-1
!! Цитирование
!! Ссылки
[ext[Интернет |http://edu.tomsk.ru/tonews/doc/2012/12/18/OKON_Vvedenie_v_obschuyu_didaktiku.pdf]]
[ext[Локально |file:///D:/TRab/2017/10/20171030/OKON_2.pdf]]
!! Выдержки
!!!! По среде и дидактическому материалу
стр 66
Основными составляющими системы обучения являются:
— учителя, их компетенция, методы работы, увлеченность;
— учащиеся, их потребности, мотивация и методы работы;
— содержание обучения, его селекция и систематизация, способы проверки полученных результатов;
— среда обучения, т.е. средства обучения и его общественно- материальные условия.
!! Принцип системности, или упорядочение знаний учащихся
стр 181-182
Поскольку систематичность является характеристикой любого продуманного действия, от этого названия можно было бы отказаться, сохраняя в принципе системности то, что связано с систематичностью обучения. Например то, что эффективность процесса обучения зависит от степени упорядочения @@color:red;дидактического материала@@, от его планового охвата в соответствии с имеющимися основами, от рационального деления материала на смысловые фрагменты и ступенчатого овладения им при постоянном обращении к какому-то целому, от того, овладел ли учащийся, продвигаясь вперед, предыдущим материалом, необходимым для понимания следующего и овладения новыми знаниями, от того, наконец, систематически ли сопутствуют получению знаний развитие и совершенствование соответствующих практических умений и навыков.
Вопрос о привлечении внимания учащихся в дидактическом 181 процессе к миру как целому через отдельные предметы обучения в значительной мере определяет ценность обучения. Мир, как известно, является не случайным нагромождением различных явлений, исследуемых отдельными науками, которым соответствуют предметы; преподавания, а причинно обусловленной системой предметов и явлений. В этой системе любой предмет и любое явление входят с другими предметами и явлениями в различные связи; достаточно часто такими связями, важными для понимания мира, являются причинно-следственные связи. Важно то, чтобы, познавая различные стороны мира как системы с помощью различных учебных предметов, учащиеся не упускали из виду целое — своеобразное единство мира. Выражением этой идеи является подчиненный принципу системности принцип соотношения, связи между предметами школьного обучения, о котором очень часто забывают в школьных учебниках.
Но принцип системности относится не только к содержанию обучения (о чем шире было сказано в разделе, посвященном этой теме), но и к самому ходу обучения, его процессуальной стороне. Между тем процесс обучения — это тоже система, о чем и напоминает принцип системности. Он является системой, поскольку:
а) представляет собой эпизод целенаправленной деятельности учителей и учащихся, которая направлена на сознательное введение изменений в учащихся;
б) состоит из таких компонентов, как учителя, учащиеся, содержание обучения и @@color:red;дидактическо-воспитательная среда@@;
в) эти элементы входят между собой в причинно-следственные и пространственно-временные связи, подвергаются своеобразной динамике в ходе развития процесса, вызывая более или менее благоприятные, более или менее устойчивые следы в учащихся. Эта совокупность отношений между элементами системы носит название структуры.
!! Цитирование
Сергеев С. Ф., Падерно П. И., Назаренко Н. А. Введение в
проектирование интеллектуальных интерфейсов: Учебное пособие. – СПб: СПбГУ ИТМО, 2011. – 108 с
0–0000-0000-1
!! ссылки
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!!!Локальные
*[ext[TRab |file:///D:/TRab/2017/10/20171010/Сергеев.pdf]]
*[ext[BI/N |file:///D:/BI/N/0–0000-0000-1.pdf]]
*[ext[BI |file:///D:/BI/N/0–0000-0000-1.pdf]]
.
!! Цитирование
Жеребило Т.В. Введение в языкознание: Словарь-справочник. Изд. 4-е, испр. и доп. – Назрань: Кеп, 2015. – 154 с.
!! ISBN
978-5-906177-84-1
!! Ссылки
скачивание doc
http://gerebilo.ucoz.ru/load/leksikogoaficheskie_izdanija/slovar/zherebilo_t_v_vvedenie_v_jazykoznanie_slovar_spravochnik_izd_4_e_ispr_i_dop_nazran_kep_2015_154_s_isbn_978_5_906177_84_1/6-1-0-1531
Актуальность разработки курса «Трансформация дидактики высшей школы» и его реализации в рамках магистерской программы «Высшее образование» обусловлена рядом обстоятельств. Прежде всего, признанием того факта, что современный этап развития общества относится к «переходным». Перемены стали приметой нашего времени. Все сферы жизни современного общества (образование и наука не исключение) находятся сегодня в условиях поиска и апробации моделей, адекватных жизненным реалиям и вызовам времени. С развитием «экономики знаний» квалификация и компетентность кадров приобретают решающее значение для темпов роста социально-экономического развития страны, качества жизни населения. Этим можно объяснить то внимание, которое уделяется увеличению вклада образования в решение стратегических задач модернизации страны.
Практика обучения в высшей школе подверглась в последнее время серьезным изменениям, связанным с Болонским процессом, переходом на уровневое образование, развитием информатизации образовательного процесса и т. д. При этом, решая проблемы практики, преподаватели вузов, как правило, не задумываются о тех переменах, которые происходят в теории обучения в высшей школе. С одной стороны, это приводит к тому, что решение современных образовательных задач преподаватели осуществляют на основе устаревших, уже утративших свою актуальность постулатов классической и неклассической дидактики. С другой стороны, именно внутри вузовской дидактики накоплен целый ряд острейших проблем, от решения которых во многом зависит успешность практических преобразований. Этим продиктована необходимость осмысления трансформаций, которые происходят сегодня в дидактике высшей школы. Активная модернизация вузовской образовательной практики ставит новые теоретические задачи, решения которых должны удовлетворять критериям постнеклассической научной рациональности.
Что представляет собой современная дидактика высшей школы? Какими были основные дидактические концепции в классический и неклассический периоды развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Попытки ответить на эти и другие вопросы предпринимаются в данном пособии.
Новизна содержания данного курса состоит в том, что в отличие от учебно-методических публикаций последних лет, посвященных дидактике высшей школы, в нем рассматриваются различные дидактические проблемы в динамике их трансформации. На основе философского учения о типах научной рациональности предложен методологический инструментарий анализа дидактических категорий и перспективных направлений их развития в будущем.
Безусловно, на современном этапе возможно существование разных подходов к анализу процесса трансформации дидактики высшей школы. Надеемся, что подход, представленный в рамках авторского курса, может оказаться поводом для дискуссий в научно-педагогическом сообществе, частью которого являются начинающие исследователи дидактических проблем высшей школы – магистранты программы «Высшее образование».
Структура пособия выстроена в следующей логике: от рассмотрения общих позиций трансформации дидактики как научной теории в ходе лекционных занятий (особенности дидактики высшей школы, ее статус как научной дисциплины; историко-педагогический анализ классических и неклассических дидактических концепций; причины, направления и сценарии трансформации дидактики высшей школы) к осмыслению частных проблем постнеклассической дидактики высшей школы на семинарах («Зачем учить?», «Чему учить?», «Как учить?», «Как учиться?», «Какова архитектура процесса обучения?», «Каковы образовательные результаты?»).
Материалы учебного пособия ориентированы на развитие исследовательских и информационных компетенций магистрантов за счет освоения ими систематизированной обзорно-исследовательской информации по проблемам становления и развития дидактики высшей школы. В тексте представлены вопросы и задания, способствующие развитию:
– целостных представлений о дидактике высшей школы, ее основных категориях и понятиях, способности использовать их для характеристики явлений образовательной практики;
– понимания роли дидактики в развитии образовательной практики высшей школы;
– умений давать характеристику особенностей развития дидактической теории в классический, неклассический и постнеклассический периоды;
– умений выделять и анализировать социокультурные факторы, влияющие на трансформацию высшего образования и теорию обучения в высшей школе;
– умений проектировать сценарии развития теории обучения исходя из перспектив развития высшего образования;
– способности к критическому анализу и оценке результатов трансформации дидактики высшей школы, их значения для вузовской образовательной практики.
Успешность решения данных задач во многом обеспечивается за счет реализации содержания курса на основе использования компетентностно-ориентированных образовательных технологий: технологии развития критического мышления, интерактивных технологий (проведение дебатов, дискуссий, деловых игр, моделирующих определенные профессиональные ситуации), технологии проектного обучения и т. д.
Данный курс тесно связан с базовыми дисциплинами магистерской программы «Высшее образование», дополняет, углубляет и конкретизирует некоторые разделы содержания курсов «Современные проблемы науки и образования», «Развитие высшего образования в России и за рубежом», «Традиционные дисциплины и новые образовательные технологии». Материалы пособия могут быть использованы в рамках программы дополнительной квалификации «Преподаватель высшей школы».
Пособие адресовано магистрантам программы «Высшее образование», может быть рекомендовано преподавателям вузов, аспирантам и соискателям.
ТЕОРЕТИЧЕСКИЕ ОСНОВЫ построения системы САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В
ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
Актуальность проблемы рассматриваемой в данной статье обусловлен с одной стороны
важностью самостоятельной работы при становлении специалиста, с другой стороны . недостаточной проработанностью вопросов использования ресурсов информационных сред в образовательном процессе, в частности в таких специфичных областях как военное образование.
Подтверждением важности самостоятельной работы является положения ряда статей в законе «Об образовании в Российской Федерации» в статье «Обязанности и ответственность обучающихся» отмечается что обучающиеся обязаны “ …. осуществлять самостоятельную подготовку к занятиям “ (статья 43) а в обязанности и ответственность педагогических работников (статья 48) входит требование развивать у обучающихся
познавательную активность, самостоятельность, инициативу. [[Закон]]
Кроме того, в том же законе право на самостоятельную образовательную деятельность законодательно
закреплено в статье 17 где об самообразовании говорится как об одной из форм обучения которая
позволяет получить образование вне организаций, осуществляющих образовательную деятельность.
Причем отмечается что такое обучение осуществляется с правом последующего прохождения экстерном промежуточной и государственной итоговой аттестации в организациях, осуществляющих
образовательную деятельность. Закон допускает сочетание различных форм получения образования и
форм обучения. [[Закон]]
Важность второй проблемы отмечается в диссертационных исследования Качалова Д. В., Сурхаева М. А. и др.
Следует отметить, что и на законодательном уровне требование о наличии соответствующей среды так же обозначена в вышеупомянутом законе. Так в статье 16 отмечается «Реализация образовательных программ с применением электронного обучения и дистанционных образовательных технологий» указывается что « …. при реализации образовательных программ с
применением исключительно электронного обучения, дистанционных образовательных технологий в организации, осуществляющей образовательную деятельность, должны быть созданы условия для функционирования электронной информационно-образовательной среды».
В современной модели образования делается акцент на необходимости образования в течение жизни.
Очевидно, что система непрерывного образования должна базироваться на основе самостоятельной
работы обучающихся, а это требует обеспечения свободного доступа к образовательным ресурсам и
использования соответствующих технологий самообразования.
В этой связи в работе [[[3] |Российское образование – 2020: модель образования для инновационной экономики]] отмечается необходимость формирования и повышения доступности таких институтов образования, как образовательные и справочные порталы, электронные библиотеки.
Указывается на принципиальное отличие новой модели которая состоит в ориентации на открытость системы, на формирование ее сетевого взаимодействия с другими институтами и агентами индивидуального, экономического и социального развития.
Неформальное и информальное образование Там же отмечается что «люди, получившие профессиональное образование и желающие повысить
уровень своих навыков или получить новые, являются ключевым ресурсом экономики». Отмечается, что
все большую роль в них играет как неформальное образование (курсы, тренинги, короткие программы,
которые могут предлагаться на любом этапе образования или профессиональной карьеры), так и информальное (спонтанное) образование, которое реализуется за счет собственной активности
индивидов в насыщенной культурно-образовательной среде.
Сутью системы дополнительного (неформального) образования является переход от централизованных и
жестко организованных траекторий профессиональной подготовки к свободной встрече широкого
предложения образовательных услуг и многообразных потребностей в повышении квалификации,
освоении новых знаний и технологий.
---
{статья черновик 1}}
[[1 |статья черновик 1]]
{статья черновик 2}}
[[2 |статья черновик 2]]
!! Цитирование
Виненко, Владимир Григорьевич.
Общие основы педагогики : учебное пособие / В. Г. Виненко. - Москва : Дашков и К°, 2008. - 297 с.
!! ISBN
978-5-91131-708-9
!! Ссылки
[ext[Словарь интернет |https://scibook.net/osnovyi-pedagogiki-knigi/prilojenie-60940.html]]
!! Цитирование
```
Сергеев Сергей Федорович Виртуальные тренажеры: проблемы теории и методологии проектирования // Биотехносфера. 2010. №2. URL: https://cyberleninka.ru/article/n/virtualnye-trenazhery-problemy-teorii-i-metodologii-proektirovaniya (дата обращения: 02.12.2019).
```
Сергеев Сергей Федорович. "Виртуальные тренажеры: проблемы теории и методологии проектирования" Биотехносфера, no. 2, 2010, pp. 15-20.
```
Сергеев С.Ф. Виртуальные тренажеры: проблемы теории и методологии проектирования // Биотехносфера, №. 2, 2010, С. 15-20.
```
!!ссылки
*[ext[ссылка In|https://cyberleninka.ru/article/n/virtualnye-trenazhery-problemy-teorii-i-metodologii-proektirovaniya]]
УДК 159.9:62
С. Ф. Сергеев, канд. психол. наук,
Санкт-Петербургский государственный университет информационных технологий, механики и оптики
Виртуальные тренажеры: проблемы теории и методологии проектирования
Ключевые слова: тренажер, проектирование, обучение, обучающая среда, иммерсивная среда, виртуальная реальность
Статья посвящена вопросам методологии проектирования тренажеров, содержащих искусственные среды деятельности. Рассматриваются проблемы тематического и педагогического плана, возникающие при создании проекта тренажера. Показаны особенности применения теории обучающих иммерсивных сред при проектировании тренажеров с виртуальными средами обучения.
Введение
В последнее десятилетие наблюдается непрерывно возрастающий интерес к проблеме эргономического обеспечения проектирования и эксплуатации эффективных систем профессиональной подготовки специалистов к деятельности в сложных технических средах (В. А. Бодров, Г. Л. Протеев,B. M. Лискин, В. А. Пономаренко), к проектированию сложных технических и биотехнических систем (В. Г. Евграфов, В. M. Львов, H. H. Обознов, П. И. Падерно, Б. Е. Федунов, Р. А. Шек-Иовсе-пянц, П. Я. Шлаен), к эргономическому проектированию новых форм интерфейсов и тренажеров, обеспечивающих эффективную адаптацию операторов к естественным и искусственным обучающим и профессиональным средам (Ю. А. Голиков, H. Д. Гордеева, Л. Г. Дикая, Т. П. Зинченко, А. H. ^стин, А. И. Hафтульев, Б. В. Овчинников).
Ведутся исследования феноменов виртуальной реальности, эффектов присутствия, иммерсивности, интерактивности [В. И. Алешин, В. О. Афанасьев, А. Ю. Подшивалов, В. Е. Шукшунов, В. Бар-филд (W. Barfield), Ф. Биока (F. Biocca), M. Зингер (M. Singer), В. Иссельстейн (W. Ijsselsteijn), M. Ломбард (M. Lombard), Ж. Ломис (J. Loomis), Mария-Лаура Райан (Marie-Laure Ruan), M. Слей-тер (M. Slater), Б. Ж. Уитмер (B. G. Witmer), P. M. Хельд (R. M. Held), K. Хитер (С. Heeter), Т. Шеридан (T. Sheridan), Ж. Штоер (J. Steuer),
C. Эванс (S. Avons), M. Юшох (M. Usoh)]. Речь идет о создании на базе технологий виртуальной реальности профессиональных и обучающих сред для тренажеров операторов сложных эргатических систем.
Особенно остро стоит проблема подготовки операторов массовых систем управления динамическими объектами с элементами искусственного интеллекта, действующих в экстремальных условиях. К ним относятся операторы систем управляемого оружия, бронетехники, дистанционного управления роботами-манипуляторами, космическими зондами, беспилотными летательными аппаратами и др.
Практика тренажеростроения для данного класса объектов создавалась главным образом силами специалистов конструкторских бюро авиационной (В. И. Аксенов, А. П. Захаревич, Н. П. Зубов, М. М. Кваша, О. Ф. Солдатенков), военно-морской (И. И. Недзельский, С. П. Дмитриев) и оборонной (В. В. Сигитов, Г. Л. Коротеев, С. А. Курочкин, В. М. Лискин, В. Н. Соколов, А. П. Чернышев) промышленности. В силу режимного характера их деятельности многие результаты исследовательской работы в данных отраслях долгое время были недоступны широкой публике, что не позволяло оценить достигнутый уровень разработок и вести широкий обмен научными данными и опытом.
Однако после того как многие ограничения были сняты, оказалось, что в большинстве проектных организаций продолжает господствовать инженерная методология инженерно-психологического проектирования, возникшая еще в 60-е годы прошлого столетия. В соответствии с нею тренажер является техническим средством имитации условий реальной деятельности. Основные силы проектировщиков сосредоточены на решении задач технического моделирования, сопряженных с созданием сложных имитирующих технических систем, а не на достижении требуемого эффекта обучения.
Технологии компьютерного моделирования в последнее десятилетие перешли технологическую границу, после которой человек уже не может отличить физическую реальность от ее искусственной копии. Вследствие этого проектировщики виртуальных миров тренажеров эргатических систем получили возможность свободного творчества в выборе формы и содержания реализаций сред обучения. Однако они по-прежнему создают копии реальности, имитируют условия реальной деятельности, хотя это и не приводит к качественному изменению обучающих свойств тренажера. Тренажер с высокоточной имитацией часто не дает ожидаемого эффекта обучения. С новой силой проявилась проблема психологического обеспечения проектирования тренажеров, в скрытой форме существовавшая и в классической методологии проектирования технических средств обучения. Справедливости ради нужно отметить, что ранее вопросы методического содержания и применения тренажеров всегда стояли на вторых ролях в силу диктата инженерного и инженерно-экономического проектирования. Важно было создать в тренажере модель, максимально подобную среде деятельности и при этом отвечающую жестким экономическим ограничениям, а как использовать ее для обучения, считалось делом второстепенным и входило в круг обязанностей методистов и инструкторов. Сейчас проблема проектирования тренажера как средства обучения стала первостепенной и перешла в сферу психологии обучения и эргономики.
Методологические проблемы создания обучающих систем, содержащих искусственные среды деятельности
Дальнейший прогресс технических систем профессиональной подготовки связан с использованием в тренажерах специально сконструированных искусственных сред деятельности, в том числе и созданных на основе технологии виртуальной реальности. Такие тренажеры иногда называют виртуальными тренажерами, хотя сами по себе органы управления и рабочее место оператора в них являются физическими объектами, повторяющими свойства реальных органов управления. Виртуальная реальность создается средствами компьютерного полимодального моделирования с формированием в обучаемом образа мира профессиональной деятельности.
Несмотря на то что задача обучения в среде кажется на первый взгляд простой, нужно признать, что это обманчивое впечатление. Проблемы тренажеростроения, использующего искусственные среды деятельности, до настоящего времени не решены. Они связаны с общими проблемами педагогической науки, в которой не решены базовые вопросы организации и содержания учебного процесса в средах обучения.
Это, прежде всего, проблема обучения, связанная с тем, что ученик не может непосредственно почувствовать данный процесс и его результат — знание, которое является скрытой вещью как для сознания самого носителя, так и для внешних наблюдателей. Отсюда и невозможность формализации учебных процедур, формулируемых в плохо определяемой, метафорической форме. Субъект обучения не может понять, как знание в нем появляется (и появляется ли вообще), что служит причиной его порождения, как его сформировать и оценить. Категория «знание» обладает рядом свойств, которые трудно воплотить в учебные процедуры с помощью технических средств обучения.
Латентность знания. Говоря о знании, мы редко говорим о самом знании. Оно непосредственно недоступно нашему сознанию, и мы пытаемся описать его проявления лишь по косвенным признакам. Наличие у себя некоторого знания можно констатировать только постфактум, когда событие, в котором мы приняли участие, закончилось для нас с положительным исходом. Этот результат мы связываем с некоторой латентной (скрытой от наблюдения) сущностью — знанием, считая, что именно оно и помогло нам решить возникшие проблемы. Аналогично и сторонний наблюдатель делает вывод о наличии знания у наблюдаемого им субъекта, только интерпретируя его «разумное» поведение. В данном случае в интерпретацию включаются критерии опыта наблюдателя и его понимание категории «знание». Описать опыт в алгоритмической или в иной понятной для компьютера тренажера форме можно лишь только для очень простых видов деятельности. Отсюда популярность метода выделения ряда учебных задач и многократное их повторение до получения автоматизмов. Однако такой подход к содержанию обучения на тренажере опасен в случаях сложной деятельности, где человек должен эффективно принимать решения в нечетко заданных условиях.
Неопределенность момента порождения знания. Нельзя точно сказать о том, в какой момент появилось и в каком виде проявится то или иное знание (за исключением простейших форм научения). Нет индикаторов и параметров, которые можно выделить и непосредственно измерить в процессе обучения. Тренажер ничего «не знает» о протекающих в обучаемом процессах в отличие от педагога, для которого учебная коммуникация является источником обратной связи, на основе которой корректируется процесс обучения. Получаемые эмпирическим путем характеристики выполнения учебной задачи почти ничего не говорят об их источнике.
Релятивизм знания. Знание не является локальным феноменом. Оно сильно зависит от контекста и отражает в итоге все формы психической деятельности человека, обеспечивающие его жизнеспособность. Мы не умеем учитывать особенности индивидуального опыта участников обучения в машинном, тренажерном представлении.
Недостаточность классического представления знания. Любые наши рассуждения в рамках привычной инструментальной классической парадигмы об индивидуальном знании являются интерпретациями, когнитивными моделями, имеющими равную истинность. Их содержание отражает опыт авторов. В традиционных интерпретациях учебного процесса популярны гипотезы о дискретности знания и вера в то, что имеются процедуры,
делающие возможными его измерение. Результатом таких представлений становится разрыв между проектировщиками технической части тренажера и его методической компоненты. Инженеры не понимают педагогов-методистов, считая их рекомендации нечеткими и расплывчатыми, слишком общими и неконкретными.
Знание как неотделимая от организма сущность. Знание в отличие от информации не может быть извлечено из человека. Оно является системным свойством индивидуума. Правильно говорить о зарождении и развитии знания вместе с рождением организма, его совершенствовании в процессе жизни, приобретении им свойств, учитывающих уникальный опыт субъекта, и гибели вместе со смертью человека — его носителя. Знание не имеет материальной формы, отдельной от человека. Мы можем лишь получать информацию о результатах использования знания и давать интерпретации по поводу работы его гипотетических механизмов.
Сложность изучения феномена «знание» ведет к многообразию гипотез о его существовании, что сдерживает применение данной категории в тренажеростроении.
В постклассических представлениях о формировании когнитивной системы человека знание рассматривается как форма существования системы «организм—окружающая среда». Так, финский исследователь Т. Ярвилехто считает, что знание — это форма существования системы «организм—окружающая среда» [1]. Оно проявляется в процессе реорганизации системы вследствие действий ученика при достижении им требуемого результата. При этом нет никакой передачи знаний. Знание, по Ярвилехто, нельзя отделить от его носителя и среды. Оно распределено в системе «организм—окружающая среда» и является свойством, а не продуктом системы.
Знание как продукт конструирующей деятельности организма. Интерпретационный конструктивизм рассматривает знание как продукт лингвистической деятельности сообщества наблюдателей. Из этого следует, что может быть много систем знания — по числу групп, непоследовательно договаривающихся о них. Роль языка, беседы и коммуникации становится центральной в понимании процессов возникновения и развития знания. Все формы интерпретационного конструктивизма разделяют представление о знании как интерпретации. Интерпретация исторически основывается на опыте субъекта и поддается контекстуальной проверке. Вместе с тем необходимо признать, что компьютер тренажера не может интерпретировать социальный контекст, что становится еще одним ограничением при создании тренажеров.
По мнению У. Матураны, знание возникает вследствие конструирующей деятельности субъекта. Его знаменитый тезис о том, что «знание зависит от структуры знающего», ведет к отрицанию существования объективного знания, не зависящего от его носителя. Более того, объявляется идентичность процессов жизни и познания: «Живые системы — это когнитивные системы, а жизнь как процесс представляет собой процесс познания» [2]. Можно продолжить: живая система — это априорно знающая система, так как отсутствие знания ведет к разрушению циклов аутопоэзиса и прекращению жизни. Вместе с тем это избранное знание. Его появление генетически обусловлено и связано с зарождением и развитием организма. Человек вообще не может сознательно оценить, насколько эффективными (истинными) знаниями он обладает, но даже те знания, которые у него есть, позволяют ему существовать. Жизнь — это процесс непрерывного порождения и совершенствования знаний. Знания постоянно существуют в живой системе. Обучение есть процесс их проявления и совершенствования, а не создания, сохранения и передачи, как это традиционно понимается в педагогике.
Тайна педагогической оценки знаний. Преподаватель помогает ученику отличить знание от незнания, хотя никто «не знает, как он это делает». Машина может осуществлять эту операцию только путем оценки вариантов поведения ученика, что возможно лишь для простых видов деятельности.
Знания как элемент сохраненного опыта. Опыт каждого человека содержит причудливую смесь из более и менее эффективных поведенческих структур, многие из которых не апробированы на практике. Они составляют элемент и содержание веры человека, в том числе и его научной веры. Вера ведет к закреплению в методическом обеспечении тренажера ложных взглядов и концепций проектировщика тренажера, что снижает качество обучения.
Знание как эмерджентное свойство самоорганизующихся систем. Подчеркивается неотделимость знания от познающего. В теории целостности С. А. Цоколова знание определяется как эмерджентное свойство определенным образом организованных систем. Оно подчинено во всех своих проявлениях единому императиву — поддержанию целостности живого организма [3]. Добавим, не только биологической и физиологической, но и психической целостности. Тотальная целостность — всеобщее свойство живого. Каждая часть обеспечивает единство организма, а организм, в свою очередь, заботится о каждой его части. Мы наблюдаем целое, непрерывно замыкающееся в себе и на себя в процессе непрерывного циклического самовоспроизведения. Такая организация живых систем препятствует любым влияниям извне, ведущим к их разрушению, и способствует процессам, обеспечивающим сохранение целостности. Замкнутость когнитивной системы создает значительные проблемы при попытке изменить ее свойства (обучить) с помощью внешнего воздействия.
Сознание как механизм селекции знаний. Селекция знаний — отбор позитивных изменений форм поведения и структур, их порождающих (в широком контексте, включающих всю целесообразную деятельность человека в его когнитивной нише), который осуществляется механизмами сознания, выдвигающего и проверяющего гипотезы и критерии жизнеспособного поведения. Полученные в результате селекции знания могут использоваться механизмами человеческой личности для обеспечения настоящей и будущей жизнеспособности человека, формирования его истории. Процесс селекции далеко не прост. В исследованиях В. М. Аллахвердова показано, что селекция знания не только сопровождается фиксацией позитивных результатов, но одновременно идет процесс сохранения негативного выбора [4]. Отбрасывается множество других вариантов (в том числе и эффективных) решения познавательной задачи. Сознание, осуществляя процесс селекции и редукции знания, одновременно контролирует получение новых знаний, формулирует требования к их будущим свойствам. В нем создается «техническое задание» на порождение нужных организму форм поведения. В соответствии с этим заданием организм перестраивается в требуемом направлении. Можно сказать, что именно особенности сознания в значительной мере определяют индивидуальные формы познания, обучения и поведения человека. К сожалению, роль сознания конкретного обучаемого трудно учесть в логике работы тренажера.
Сознание не создает нового знания. Вместе с тем отметим, что вопреки распространенным мнениям знания не создаются непосредственно сознанием, они включены во все (в том числе и неосознаваемые) формы психических процессов человека, где и порождаются. Сознание не создает знания, но имеет к нему доступ и управляет его формами и направлениями развития с помощью механизма человеческой личности. Психическая деятельность есть источник знаний, и одновременно она является неизбежным следствием познания. Отсюда важный педагогический вывод — свойства среды обучения в момент включения в нее обучаемого определяют направление и эффективность обучения. Однако неясно, каким образом можно определить свойства среды тренажера, содействующие обучению.
Знание в концепции радикального конструктивизма. Принимаемая проектировщиком обучающей среды тренажера концепция знания определяет возможные варианты и технологии его порождения, формы обучения. В настоящее время приобретают научный вес модели познания, которые развиваются в рамках философской традиции радикального конструктивизма, лежащей в основе методологии средоориентированного обучения [5]. В соответствии с ними познание — это не трансляция знаний из объективной реальности в сознание познающего, а структурирование опыта в рамках конструирующей функции субъекта. Знание — гипотетическая конструкция, которая создается наблюдателем, а не независимо существующая целостность. В свою очередь конструирующие функции отражают закономерности функционирования организма как самоорганизующейся (аутопоэтической) системы. Это класс систем, содержащий и живые организмы, главным свойством которых является циклическое самовоспроизведение.
Обучение без обучения: как обучить замкнутую систему? Каковы же возможности непосредственного влияния на данные функции самоорганизации (возможности обучения)? Ответ довольно неожиданный — почти никаких. Никакая внешняя система не может воздействовать на организм, действующий в зоне собственных внутренних описаний, как замкнутая система. Это, правда, совсем не означает, что мы никак не можем подействовать на процессы познания, но это воздействие можно осуществить лишь косвенно, путем коммуникативных ориентаций субъекта в области изучаемого материала. Свойства конкретного организма как инструмента и субъекта познания определяются его онтологическими свойствами, которые в своей полноте и целостности недоступны когнитивной сфере наблюдателя, в том числе учителям и диагностирующей аппаратуре тренажера. Вопреки широко распространенному в педагогической среде мнению о возможности непосредственного формирования и передачи знания в действительности мы не можем вообще оперировать знаниями, так как знания скрыты от наблюдателя и недоступны для внешних манипуляций. Мы воспринимаем лишь их информационную основу. Информацию часто отождествляют со знаниями, хотя это разные вещи. Например, знание всегда включает в себя и структуры понимания, которых нет в информационных системах. Именно в этом главные причины неэффективности тренажерного обучения, в котором оцениваются только учебная информация и возможности ученика по манипуляциям с нею. Важно отметить, что информация меняет свое значение в процессе формирования знания, постепенно ассимилируясь в когнитивную структуру человека. Ее влияние на ученика зависит от готовности последнего к восприятию информации. Вместе с тем мы можем легко влиять на содержание знаний, изменяя параметры информационной среды.
Решение задач создания новых систем обучения потребовало новой методологии инженерно-психологического и эргономического проектирования средств обучения. Одной из попыток решения задач обучения в технических средах явилось создание теории обучающих иммерсивных сред [6] и технологий проектирования тренажеров на ее основе [7].
Концепция иммерсивных виртуальных обучающих сред
Теория обучения в иммерсивных (погружающих) средах [6] сформулирована на базе конструктивистских представлений в эргономике [8]. Она включает следующие базовые принципы: самоорганизации, селективности, погружения, присутствия, конструирующей активности обучаемого, взаимной ориентации (человек—машина, человек—человек) в процессе обучающей коммуникации, физической непосредственности и субъектной (сознательной) опосредованности — интерпретативности, историчности. Иммерсивная обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, обладающим свойствами: иммерсивностью, присутствием, интерактивностью, внесубъектной пространственной локализацией, избыточностью, наблюдаемостью, доступностью когнитивному опыту (конструиру-емостью), насыщенностью, пластичностью, целостностью, мотивогенностью — проявляющимися в форме активного обучения.
Таблица 1 Различия взглядов на ключевые компоненты обучающих систем и сред в классическом и средоориентированном подходах
[img[vtrtab1.png]]
Компоненты обучающих систем и сред обучения Роль в обучающих системах и средах обучения
Классический подход+ Средоориентированный подход
Обучаемый Пассивен, является объектом педагогического воздействия. Исполнитель инструкции
Инструктор непосредственно действует на ученика, формирует его поведение, дает учебную информацию, реализует дидактические процедуры
Является наблюдателем и активным участником коммуникации, использующим свой опыт и авторитет для ориентации ученика в зоне учебных смыслов, изменения наблюдаемых параметров среды обучения
Роль средств обучения и моделирования среды обучения Моделирование с максимально возможной степенью подобия содержания и условий реальной профессиональной деятельности Реализация профессиональных средо-вых ниш для развертывания деятельности обучаемого
Содержание обучения Выполнение учебных задач Учебная деятельность в среде обучения. Жизнь в среде обучения
Коммуникации в системе Передача информации от инструктора к ученику Координация смыслов участников общения в общей зоне коммуникации
Системы оценок Объективный контроль показателей деятельности, парциальные оценки. Количественные показатели Фиксация траектории получения профессионального опыта. Интегральные оценки. Качественные оценки
Роль оценок Объективная, свидетельствующая об уровне сформированности профессиональных качеств Двойственный характер: мотивацион-но-стимулирующая, организующая и координирующая деятельность в системе «среда обучения—обучаемый»
Цель системы подготовки Сформировать знания, умения и навыки Создать условия для получения опыта в среде обучения и переноса полученного опыта на деятельность в профессиональной среде
Организация системы подготовки Жестко детерминирована С гибко изменяющейся структурой, учитывающей аутопоэтический характер организации субъекта и его свойств
Принципы организации системы подготовки Фиксированная структура, жестко определяющая функции системы. Описания однозначны Системная дифференциация. Редукция комплексности. Операционная замкнутость. Самореферентность
биотехносфера |№ 2(В)/2010
Обучение в иммерсивной среде сопровождается чувством присутствия в среде. Присутствие в иммерсивной обучающей среде — это динамический процесс включения человека (его психологической и психофизиологической систем) в среды человеческого опыта в процессе их конструирования и освоения.
Теория обучающих иммерсивных сред позволяет реализовать средоориентированный подход к обучению (Сергеев С. Ф., 1995). В соответствии с этим подходом обучение операторов должно проводиться с использованием гаммы тренажеров, обладающих переменной реалистичностью моделируемой виртуальной среды. В каждом из них реализован определенный уровень иммерсивности среды, достаточный для формирования обучающей среды. Оператор включается в обучающие интеракции с содержимым среды и получает конструктивный опыт.
В табл. 1 представлены различия между классической и средоориентированной технологиями проектирования иммерсивных (погружающих в среду обучения) тренажеров.
Выбор парадигмы проектирования определяет логику проектирования и влияет на выбор и содержание проектного решения виртуального тренажера (табл. 2).
[img[vtrtab2.png]]
Инструктор
Непосредственно действует на ученика, формирует его поведение, дает учебную информацию, реализует дидактические процедуры
20 Человеко-машинные системы
Таблица Содержание проектных решений в рамках традиционного и средоориентированного подходов
Основные решения Классический подход Средоориентированный подход
Формы взаимодействий в системе «среда—обучаемый» Реализация монолога обучающей системы с учеником Обеспечение диалога (полной интерактивности) ученика со средой обучения
Форма представления учебного материала Материал заранее определен, выстроен в логике и терминах процесса обучения Материал частично недетерминирован, задан в избыточности и динамике среды обучения
Алгоритм поведения ученика В терминах учебной задачи. Реализация заранее заданного алгоритма в виде последовательности операций и действий ученика с материалом Не определен заранее, зависит от конкретной учебной ситуации, личного опыта ученика, стратегии и тактики его поведения и деятельности в среде обучения
Способ описания учебного материала Задан в явной форме в виде описания учебной задачи и условий, обеспечивающих ее решение В форме сценария, описывающего свойства среды обучения
Цели обучения Заданы в конкретных, часто количественных показателях, отражающих критерии достижения учебной задачи Цели заранее не определены. Отражены в форме общей стратегии, миссии, определяющей направление деятельности ученика в среде обучения
Обеспечение мотивации деятельности Внешне заданная система бонусов и поощрений. Оценки и критерии для их получения. Содержит формы принуждения и наказания для включения мотивов избегания неудачи Использование внутренней мотивации, порождаемой миссией
Цель проектирования Реализация учебных задач Реализация системы, порождающей эффективную обучающую среду
Тренажеры операторов систем слежения с системами виртуального моделирования В соответствии со средоориентированной технологией в Центральном конструкторском бюро ап-паратостроения (г. Тула) спроектирована гамма иммерсивных тренажеров для подготовки операторов систем слежения и показана их эффективность при обучении контингента, занимающегося в учебном центре (В. Н. Соколов, В. В. Сигитов, Г. Л. Коротеев). Сокращаются в два-три раза сроки обучения курсантов, повышается качество реальной профессиональной деятельности. Аналогичные результаты получены в Российском центре авиационного тренажеростроения (Москва) при создании тренажеров для подготовки летчиков боевой авиации (В. Д. Аксенов, А. П. Захаревич). Заключение Использование тренажеров, содержащих искусственные среды, является перспективным направлением технологий обучения, позволяющим решить задачу подготовки операторов сложных эргатических систем. Их развитие сдерживается серьезным отставанием психологической науки и педагогики в области теории обучения в обучающих средах. Несмотря на некоторый прогресс в направлении методологии и теории иммерсивных обучающих сред, следует отметить, что данная область мало изучена и необходимы дополнительные исследования.
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|л и т е р а т у р а 1 1. Jarvilehto T. The theory of the organism-environment system: I. Description of the theory // Integrative Physiological and Behavioral Science. 1998. V. 33. P. 317-330. 2. Матурана У. Биология познания // Язык и интеллект. Сб. Пер. с англ. и нем. / Сост. и вступ. ст. B.В.Петров а.М.: Прогресс, 1996. С. 95-142. 3. Цоколов С. А. Разработка концепции имманентной целостности как основы междисциплинарной философии конструктивизма: автореф. дисс. ... д-ра философ. наук. М., 2002. 4. Аллахвердов В. М. Опыт теоретической психологии (в жанре научной революции). СПб.: Печат. двор, 1993. 5. Сергеев С. Ф. Обучающие и профессиональные им-мерсивные среды. М.: Нар. образование, 2009. 6. Сергеев С. Ф. Постулаты теории обучающих иммерсивных сред // Материалы XX Междунар. конф. «Применение новых технологий в образовании», 2627 июня 2009 г. Троицк. Троицк: ЦНПТ, МОО фонд новых технологий в образовании «Байтик», 2009. C. 549-550. 7. Сергеев С. Ф. Методология проектирования иммерсивных тренажеров операторов систем слежения / С. Ф. С е р г е е в, Г. Л. К о р о т е е в, В. Н. С о к о-л о в // Передовые технологии в авиаприборостроении. Материалы V Всерос. науч.-техн. конф. Нац. ассоциации авиаприборостроителей (НААП). С. 96-101. 8. Сергеев С. Ф. Инженерно-психологическое проектирование сложных эрготехнических сред: методология и технологии // Актуальные проблемы психологии труда, инженерной психологии и эргономики / Под ред. В. А. Б о д р о в а, А. Л. Ж у р а в л е в а. Вып. 1. М.: Ин-т психологии РАН, 2009. С. 429-449.
```
№ 2(8)/2010| биотехносфера
Следует отметить, что даже в словаре [Вишнякова] статья, посвященная данному термину выглядит выглядит следующим образом «ДИДАКТИЧЕСКИЙ МАТЕРИАЛ, УЧЕБНЫЙ МАТЕРИАЛ — разновидность наглядных учебных пособий (карты, таблицы, реактивы, растения и т. д.), раздаваемые учащимся для самостоятельной работы на уроке или дома или демонстрируемые педагогом; дидактическим материалом называются также сборники задач и упражнений.
А в психолого-педагогическом словаре [Рапацевич]
ДИДАКТИЧЕСКИЙ (УЧЕБНЫЙ) МАТЕРИАЛ - особый тип наглядного учебного пособия (преимущественно карты, таблицы, наборы карточек с текстом, цифрами или рисунками, реактивы, растения, животные и т.д.), раздаваемые учащимся для самостоятельной работы в классе или дома или демонстрируемые учителем перед всем классом. Дидактический материал, являясь весьма простым по своему содержанию, оформлению и технологии изготовления, может быть подготовлен самими учащимся по поручению учителя. Дидактическим материалом называются также сборники задач и упражнений.
Использованы материалы кн.: Психолого-педагогический словарь. / Сост. Рапацевич Е.С. – Минск, 2006, с. 184-185.
В словарях [Вишнякова] и [Рапацевич] термины дидактический материал и учебный материал фиксируются как синонимы. Они определяются как разновидность или особый тип наглядного учебного пособия - карты, таблицы, реактивы,наборы карточек с текстом, цифрами или рисунками, реактивы, растения, животные и т.д, Особенностью этих пособий является их предназначение для самостоятельной работы на занятии или дома. Могут служить для демонстрации педагогом на занятии каких либо явлений.
Рапацевич подчеркивает, что дидактический материал, если он является простым по своему содержанию, оформлению и технологии изготовления, может быть подготовлен самими учащимся по поручению преподавателя.
Кроме этого отмечается что дидактическим материалом могут называются также сборники задач и упражнений.
А в психолого-педагогическом словаре
!! Цитирование
по ГОСТ Р 7.0.5
Вишнякова С.М. Профессиональное образование: Словарь. Ключевые понятия, термины, актуальная лексика. М.: НМЦ СПО, 1999. 538 с.
!!! Ссылки
[ext[ссылка абсолютная|file:///D:/BI/5-89714-013-8.doc]]
*[[От психологии компьютеризации к психологии Интернета]]
*[[О применении систем виртуальной реальности в психологии]]
Основными выводами являются:
саморазвитие не исключает саморегуляцию, последняя является основным компонентом саморазвития:
;
рассматривая сложные саморазвивающиеся системы можно правомерно утверждать что одним из факторов саморазвития становится создание упоминавшейся выше вещь-системы.
*[[Выготский собр соч т1]]
*[[Выготский собр соч т2]]
*[[Выготский собр соч т6]]
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Vigotski/vol1.pdf]]
*[ext[ссылка в интернете|https://yadi.sk/i/QtYdmDT7k_dn0A]]
! Содержание
* От редакционной коллегии
* 7
* Вступительная статья
* 9
! Часть первая.
* Вопросы теории и методов психологии
* 42
* Методика рефлексологического и психологического исследования
* 43
* Предисловие к книге А. Ф. Лазурского
* «Психология общая и экспериментальная»
* 63
* Сознание как проблема психологии поведения
* 78
* По поводу статьи К. Коффки
* «Самонаблюдение и метод психологии» (вместо предисловия)
* 99
* Инструментальный метод в психологии
* 103
* О психологических системах
* 109
* Психика, сознание, бессознательное
* 132
* Предисловие к книге А. Н. Леонтьева «Развитие памяти*
* 149
* Проблема сознания
* 156
* Психология и учение о локализации психических функций
* 168
! Часть вторая.
* Пути развития психологического познания
* 175
* Предисловие к русскому переводу книги Э. Торндайка
* «Принципы обучения, основанные на психологии»
* 176
* 486 Вступительная статья к русскому переводу книги К. Бюлера
* «Очерк духовного развития ребенка»
* 196
* Предисловие к русскому изданию книги В. Келера
* «Исследование интеллекта человекоподобных обезьнн»
* 210
* Проблема развития в структурной психологии (критическое исследование)1
* 238
* Исторический смысл психологического кризиса
*[ext[ссылка|Vigotski/vol2.pdf]]
*[[Мышление и речь]]
*[[Лекции по психологии ]]
*[ext[ссылка|Vigotski/vol6.pdf]]
*«Орудие и знак в развитии ребенка»,
*«Учение об эмоциях (учение Декарта и Спинозы о страстях)»,
Изучение процесса познания в его отражении в
языке показало, что, поскольку мы знаем только то, что выражено в нашем языке (прежде всего – в лексике), то, исследуя развитие лексики, мы можем наблюдать развитие знаний, человеческого сознания и культуры. Поскольку же человеческое сознание – это то, что отличает людей от животных, @@color:red;в развитии лексики отражается эволюция человека@@. стр 2
В рамках терминоведения выявлено,
что разница между
термином
и
обычным словом
заключается в том, что
термины называют
понятия
, а общеупотребительные слова –
представле-
ния
. Разница между понятиями и представлениями была определена в ло
гике, в то время как в психологии показано, что
представления
и
понятия
соответствуют разным этапам развития сознания и мышления.
стр 2
2000 г. в
защищённой в МГОУ диссертации М.А. Лазаревой, посвященной истории формирования метеорологической терминологии в английском и русском
языках, впервые установлено наличие отчётливо хронологически страти
фицированной лексики (слова, профессионализмы, термины), что указы
вает на разные типы мышления и сознания в истории человека [1].
стр 2 3
Развитие лексической системы, а также познание и развитие сознания
человека предполагают участие ряда семантических процессов и явлений,
роль которых рассматривается ниже. Использование аналогии онтогенеза
и филогенеза (каждый индивид повторяет историю развития вида, то есть
каждый ребёнок повторяет историю формирования человечества) позволяет проецировать на отдалённые эпохи данные развития речи и мышления
ребёнка.
Наиболее существенна в развитии познания роль полисемии. Её характер меняется в ходе эволюции сознания. Вначале она принимает вид характерной для протослов семантической сверхгенерализации – обобщения
стр 3
многих, часто различных по характеру объектов, что, предположительно,
наблюдалось у раннего человека. Этому состоянию соответствует сверхгенерализация – склонность к чрезмерному расширению значений слов – у детей раннего дошкольного возраста, когда одно протослово служит для обозначения многих объектов.
многих, часто различных по характеру объектов, что, предположительно,
наблюдалось у раннего человека. Этому состоянию соответствует сверхгенерализация – склонность к чрезмерному расширению значений слов – у детей раннего дошкольного возраста, когда одно протослово служит для обозначения многих объектов.
Таким образом, развитие человеческого познания, в частности, декларативных знаний (картины мира), совершается путём снятия исходного синкретизма первоначальных достаточно расплывчатых, широких представлений. В ходе более глубокого понимания окружающей действительности для отражения конкретных представлений и понятий появляются новые слова, снижающие исходную скрытую многозначность большинства слов начального периода развития языка
стр 4-5
Часто синонимические процессы перераспределения представлений в рамках нарождающихся полей наглядно показывают смену взглядов в процессе их формирования. @@color:red; В целом в развитии лексики наблюдается общая
тенденция к превращению слова в одном значении в группу слов, связан ных гипонимическими (родовидовыми) отношениями, а затем в терминологию, в которой закрепляются результаты познания@@.
* [[Роль саморегуляции в процессе профессионального саморазвития будущих специалистов]]
* [[Особенности саморазвития личности на этапе профессионального обучения]]
Герасимова Ирина Алексеевна – доктор философских наук, профессор, главный научный сотрудник сектора междисциплинарных проблем научно-технического развития Института философии РАН, профессор кафедры философии и социально-политических технологий РГУ нефти и газа (НИУ) имени И.М. Губкина.
*[[Проблемы и риски инженерного образования в XXI веке]]
[[Термины]] [[Г]]
ГОМЕОСТАЗ(ИС) - способность системы сохранять основные характеристики в условиях внешних воздействий.
[[Виненко Общие основы педагогики]]
ГОМЕОСТАЗ, гомеостазис (от греч. όμοιος— подобный и στύσις — состояние) — тип динамического равновесия, характерный для сложных саморегулирующихся систем и состоящий в поддержании существенно важных для сохранения системы параметров в допустимых пределах. Приближение какого-либо из таких параметров (напр., температуры тела у теплокровного организма) к критическому значению служит сигналом, после которого в действие вступают механизмы, компенсирующие это нарушение и восстанавливающие равновесие.
Понятие “гомеостаз” введено в 1929 американским физиологом У. Кенноном, описавшим целый ряд гомеостатических процессов в биологическом организме. Однако еще во 2-й пол. 19 в. французский физиолог К. Берна изучал физиологические механизмы, обеспечивающие поддержание стабильности внутренней среды организма. Он рассматривал эту стабильность как основу независимости живого организма в постоянно изменяющейся внешней среде.
С появлением и распространением системно-кибернетических идей понятие “гомеостаз” начинает применяться при изучении не только биологических систем разного уровня, но и психологических, социальных, технических и др. систем для характеристики механизма регулирования и управления, действующего на основе отрицательной обратной связи. Исследование гомеостатических процессов предполагает выделение: 1) параметров, значительные изменения которых нарушают нормальное функционирование системы; 2) границ допустимого изменения этих параметров под воздействием условий внешней и внутренней среды; 3) совокупности конкретных механизмов, начинающих функционировать при выходе значений переменных за эти границы. Помимо гомеостаза при изучении сложных систем используют понятия гетеростазиса (отражающего иерархию гомеостатических систем, разделение параметров на более и менее существенные) и гомеореза (внутренних механизмов, обеспечивающих закономерное изменение существенных параметров системы в ходе ее развития).
Б. Г. Юдин
[[Новая философская энциклопедия:]]
ГОМЕОСТАЗ (от греч. homoios — подобный, statis — стояние) — подвижное равновесное состояние какой-либо системы, сохраняемое путем ее противодействия нарушающим это равновесие внешним и внутренним факторам. Принцип Г. перешел из физиологии (см. Кеннон Уолтер) в кибернетику и другие науки, в том числе психологию, приобретя более общее значение принципа системного подхода и саморегуляции на основе обратных связей. Представление о том, что каждая система стремится к сохранению своей стабильности, было перенесено на взаимодействие организма с окружением. Такой перенос характерен, в частности, для необихевиоризма, считающего, что новая двигательная реакция закрепляется благодаря освобождению организма от потребности, нарушившей его Г.; для концепции Ж. Пиаже, признающей, что умственное развитие происходит в процессе уравновешивания организма со средой; для теории «поля» К. Левина, согласно которой мотивация возникает в неравновесной «системе напряжений»; для гештальтпсихологии, отмечающей, что в случае нарушения баланса между компонентами психической системы она стремится к его восстановлению. Принцип Г., объясняя явление саморегуляции, не может, однако, раскрыть источник изменений психики и ее активности.
[[Краткий психологический словарь]]
http://stgmu.ru/userfiles/depts/biology_ecology/metodichki_i_uchebnye_posobiya/GOMEOSTAZ_biologicheskih_sistem.pdf
*[[Управление образовательным процессом в современных условиях: инновации и проблемы моделирования]]
!! Цитирование
Цитирование по ГОСТ 7.0.5
ГОСТ Р 53620-2009. Информационно-коммуникационные технологии в образовании. Электронные образовательные ресурсы. Общие положения.М.: Стандартинформ, 2011. IV, 5 с.
!! Ссылка
[ext[ссылка|file:///E:/Win/MyDOC/%D0%93%D0%9E%D0%A1%D0%A2%D0%AB/%D0%93%D0%9E%D0%A1%D0%A2%D0%AB%20%D0%98%D0%9A%D0%A2/%D0%93%D0%9E%D0%A1%D0%A2%20%D0%A0%2053620-2009.htm]]
! ГОСТ
Российская Федерация
Государственный стандарт Ростехрегулирования от 05 декабря 2009 года № ГОСТ Р 53620-2009
!! ГОСТ Р 53620-2009 Информационно-коммуникационные технологии в образовании. Электронные образовательные ресурсы. Общие положения
Принят
15 декабря 2009 года
Федеральным агентством по техническому регулированию и метрологии
ГОСТ Р 53620-2009
Группа П85
НАЦИОНАЛЬНЫЙ СТАНДАРТ РОССИЙСКОЙ ФЕДЕРАЦИИ
Информационно-коммуникационные технологии в образовании
ЭЛЕКТРОННЫЕ ОБРАЗОВАТЕЛЬНЫЕ РЕСУРСЫ
Общие положения
Information and communication technologies in education. Electronic learning resources. General regulations
ОКС 35.240.99
Дата введения 2011-01-01
!! Предисловие
Цели и принципы стандартизации в Российской Федерации установлены Федеральным законом от 27 декабря 2002 г. N 184-ФЗ "О техническом регулировании", а правила применения национальных стандартов Российской Федерации - ГОСТ Р 1.0-2004 г. "Стандартизация в Российской Федерации. Общие положения".
!!! Сведения о стандарте
1 РАЗРАБОТАН Государственным образовательным учреждением высшего профессионального образования Московским государственным технологическим университетом "Станкин" (Специализированный центр новых информационных технологий)
2 ВНЕСЕН Техническим комитетом по стандартизации ТК 461 "Информационно-коммуникационные технологии в образовании (ИКТО)"
3 УТВЕРЖДЕН И ВВЕДЕН В ДЕЙСТВИЕ Приказом Федерального агентства по техническому регулированию и метрологии от 15 декабря 2009 г. N 956-ст
4 ВВЕДЕН ВПЕРВЫЕ
Информация об изменениях к настоящему стандарту публикуется в ежегодно издаваемом указателе "Национальные стандарты", а текст изменений и поправок - в ежемесячно издаваемых информационных указателях "Национальные стандарты". В случае пересмотра (замены) или отмены настоящего стандарта соответствующее уведомление будет опубликовано в ежемесячно издаваемом информационном указателе "Национальные стандарты". Соответствующая информация, уведомление и тексты размещаются также в информационной системе общего пользования - на официальном сайте Федерального агентства по техническому регулированию и метрологии в сети Интернет
!! Введение
Настоящий стандарт входит в комплекс стандартов "Информационно-коммуникационные технологии в образовании".
Применение информационно-коммуникационных технологий в сфере образования обусловливает развитие образовательных технологий, появление новых форм электронного обучения и средств информационной поддержки для доступа широкого круга пользователей к электронным образовательным ресурсам преимущественно на основе сети Интернет.
Данный стандарт устанавливает общие требования к электронным образовательным ресурсам (ЭОР), широко используемым в информационно-образовательных средах: автоматизированные системы управления образовательными учреждениями всех уровней образования, системы управления обучением, образовательные порталы, хранилища ЭОР, электронные библиотеки и др.
!! 1 Область применения
Данный стандарт устанавливает общие требования к электронным образовательным ресурсам (ЭОР), широко используемым в сфере образования для реализации процесса обучения с помощью информационно-коммуникационных технологий.
Настоящий стандарт предназначен для использования:
- организациями, разрабатывающими и поставляющими информационно-образовательные среды и ЭОР;
- организациями, выполняющими функции оператора информационно-образовательных сред;
- организациями, осуществляющими образовательную деятельность на основе дистанционных образовательных технологий и ЭОР;
- организациями-заказчиками ЭОР;
- индивидуальными пользователями для эффективного поиска и выбора ЭОР, необходимых для обеспечения их образовательных потребностей;
- органами по сертификации и испытательными лабораториями в целях подтверждения соответствия.
якорь
!! 2 Нормативные ссылки
В настоящем стандарте использованы нормативные ссылки на следующие стандарты:
* ГОСТ Р 52653-2006 Информационно-коммуникационные технологии в образовании. Термины и определения
* ГОСТ Р 52657-2006 Информационно-коммуникационные технологии в образовании. Образовательные интернет-порталы федерального уровня. Рубрикация информационных ресурсов
* ГОСТ Р 53625-2009 (ИСО/МЭК 19796-1:2005) Информационная технология. Обучение, образование и подготовка. Менеджмент качества, обеспечение качества и метрики. Часть 1. Общий подход
* ГОСТ Р ИСО/МЭК 12119-2000 Информационные технологии. Пакеты программ. Требования к качеству и тестирование
* ГОСТ Р ИСО 9241-3-2003 Эргономические требования при выполнении офисных работ с использованием видеодисплейных терминалов (ВДТ). Часть 3. Требования к визуальному отображению информации
* ГОСТ Р ИСО 9241-8-2007 Эргономические требования при выполнении офисных работ с использованием видеодисплейных терминалов (ВДТ). Часть 8. Требования к отображаемым цветам
* ГОСТ 7.83-2001 Система стандартов по информации, библиотечному и издательскому делу. Электронные издания. Основные виды и выходные сведения
Примечание - При пользовании настоящим стандартом целесообразно проверить действие ссылочных стандартов и классификаторов в информационной системе общего пользования - на официальном сайте национального органа Российской Федерации по стандартизации в сети Интернет или по ежегодно издаваемому информационному указателю "Национальные стандарты", который опубликован по состоянию на 1 января текущего года, и по соответствующим ежемесячно издаваемым информационным указателям, опубликованным в текущем году. Если ссылочный стандарт заменен (изменен), то при пользовании настоящим стандартом следует руководствоваться заменяющим (измененным) стандартом. Если ссылочный стандарт отменен без замены, то положение, в котором дана ссылка на него, применяется в части, не затрагивающей эту ссылку.
!! '' 3 Термины и определения''
В настоящем стандарте применены термины по ГОСТ Р 52653, ГОСТ Р 52657, а также приведенные ниже термины с соответствующими определениями:
3.1 информационно-образовательная среда; ИОС: Система инструментальных средств и ресурсов, обеспечивающих условия для реализации образовательной деятельности на основе информационно-коммуникационных технологий.
Примечание - Информационно-образовательные среды в обобщенном виде представляют собой различные виды информационных систем, обеспечивающих реализацию процесса обучения с помощью информационно-коммуникационных технологий.
3.2 электронный образовательный ресурс; ЭОР: Образовательный ресурс, представленный в электронно-цифровой форме и включающий в себя структуру, предметное содержание и метаданные о них [ГОСТ Р 52653-2006, статья 12, подраздел 3.2]
Примечания
1 Структура, предметное содержание, методы и средства разработки и применения ЭОР определяются его функциональным назначением и спецификой применения в конкретных ИОС.
2 ЭОР, прошедший редакционно-издательскую обработку, имеющий выходные сведения и предназначенный для распространения в неизменном виде, является электронным изданием (ГОСТ Р 7.83).
3.3 систематизация ЭОР: Деятельность, направленная на обеспечение эффективного применения ЭОР в интересах системы образования.
Примечания
1. Эффективность применения ЭОР может рассматриваться в рамках функционирования российской системы образования в целом, ее региональных или корпоративных компонентов, конкретных информационно-образовательных сред или образовательных учреждений.
2. Систематизация ЭОР должна выполняться с учетом их идентификации и рубрикации (ГОСТ Р 52657, подразделы 3.1 и 3.2).
3.4 качество ЭОР: Степень соответствия совокупности характеристик, присущих ЭОР, требованиям.
Примечание - Характеристики качества, присущие ЭОР как виду продукции, должны соответствовать требованиям.
3.5 электронный учебно-методический комплекс; ЭУМК: Структурированная совокупность ЭОР, содержащих взаимосвязанный образовательный контент и предназначенных для совместного применения в образовательном процессе.
Примечания
1 Структура и образовательный контент ЭУМК определяются спецификой уровней образования, требованиями образовательных программ и другими нормативными и методическими документами.
2 ЭУМК могут создаваться для обеспечения изучения отдельных дисциплин, учебных модулей, комплексов дисциплин, а также для реализации образовательных программ в целом.
3.6 метаданные ЭОР: Структурированные данные, предназначенные для описания характеристик ЭОР.
Примечание - Определение и использование базовой информационной модели метаданных ЭОР обеспечивает интероперабельность информационно-образовательных сред в сфере образования.
3.7 профиль метаданных ЭОР: Согласованная совокупность стандартов и нормативно-технических документов, регламентирующих создание, представление, обработку, хранение и использование метаданных ЭОР в информационно-образовательных средах.
3.8 жизненный цикл ЭОР: Сведения о текущем состоянии ЭОР и субъектах, внесших вклад в его создание и развитие.
Примечание - Сведения о жизненном цикле ЭОР являются одним из элементов базовой информационной модели, характеризующей свойства ЭОР.
!! 4 Общие положения
4.1 Функциональное назначение
4.1.1 ЭОР является основополагающим компонентом ИОС, ориентированным на реализацию образовательного процесса с помощью информационно-коммуникационных технологий и на применение новых методов и форм обучения: электронное обучение, мобильное обучение, сетевое обучение, автономное обучение, смешанное обучение, совместное обучение.
4.1.2 Структура, предметное содержание и метаданные ЭОР должны соответствовать их назначению в образовательном процессе и требованиям, обусловленным спецификой функционирования в ИОС.
4.1.3 Функциональные возможности применения ЭОР в образовательном процессе в значительной степени определяются их дидактическими свойствами, такими как интерактивность, коммуникативность, возможность представления учебных материалов (текст, графика, анимация, аудио, видео) средствами мультимедиа, применением компьютерного моделирования для исследования образовательных объектов, а также автоматизация различных видов учебных работ.
4.1.4 Применение ЭОР в образовательном процессе в сочетании с системами управления обучением и управления образовательным контентом позволяет эффективно реализовать:
- организацию самостоятельной когнитивной деятельности учащихся;
- организацию индивидуальной образовательной поддержки учебной деятельности каждого учащегося преподавателями;
- организацию групповой учебной деятельности с применением средств информационно-коммуникационных технологий.
4.1.5 Функциональная структура ЭУМК и входящих в его состав функциональных элементов (ЭОР) должны соответствовать их назначению в образовательном процессе и специфике уровней образования и изучаемых дисциплин (предметов).
Примечание - Типовая структура ЭУМК по дисциплине для обеспечения изучения дисциплин образовательной программы высшего профессионального образования включает следующие основные системные элементы:
а) учебная программа по изучаемой дисциплине;
б) электронный курс лекций;
в) электронный учебник;
г) лабораторный практикум удаленного доступа;
д) учебные пакеты прикладных программ;
е) система контроля знаний.
4.1.6 Структура ЭОР может быть представлена в виде блоков учебного материала, представляющих собой совместно используемые объекты содержания (фрагменты текста, графические иллюстрации, элементы гипермедиа, программы). Размещение совместно используемых объектов содержания в сетевых депозитариях обеспечивает их многократное применение для создания новых ЭОР методом агрегации.
4.2 Классификация
4.2.1 ЭОР могут быть классифицированы по следующим признакам:
* а) способу применения в образовательном процессе;
* б) целевому уровню и ступени образования;
* в) форме обучения;
* г) тематике;
* д) целевой аудитории;
* е) типу ЭОР;
* ж) целевому назначению;
* з) функции, выполняемой в образовательном процессе;
* и) степени дидактического обеспечения специальности;
* к) виду образовательной деятельности;
* л) характеру представления информации;
* м) степени интерактивности;
* н) степени соответствия действующим государственным образовательным стандартам.
4.2.2 По способу применения в образовательном процессе ЭОР могут быть классифицированы как:
* - распределенные ЭОР, размещенные в различных ИОС (порталы, электронные библиотеки, хранилища, системы дистанционного обучения) и используемые в режиме удаленного доступа на основе Интернет-технологий;
* - ЭОР для применения в локальных сетях образовательных учреждений и организаций;
* - однопользовательские ЭОР, предназначенные преимущественно для использования на персональных компьютерах (для данной группы характерно использование носителей CD и/или DVD).
4.2.3 Рубрикация ЭОР в соответствии с их классификационными признаками применительно к образовательным Интернет-порталам федерального уровня определена ГОСТ Р 52657.
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4.3 Метаданные
4.3.1 Метаданные представляют собой структурированные данные, предназначенные для описания характеристик образовательных ресурсов (ЭУМК, ЭОР, объектов контента).
4.3.2 Использование метаданных в ИОС обеспечивает эффективный поиск и компоновку объектов контента при создании новых ЭОР.
4.3.3 Использование базовой информационной модели метаданных, содержащей упорядоченный набор элементов для описания основных характеристик ЭОР, обеспечивает интероперабельность метаданных в различных ИОС.
4.3.4 Разработка профиля метаданных ЭОР, представляющего собой совокупность стандартов и нормативно-технических документов (в том числе классификаторов, словарей), позволяет регламентировать процессы создания, представления, обработки, хранения и использования метаданных ЭОР в ИОС.
4.3.5 ЭОР, являющиеся электронными изданиями, могут содержать библиографическое описание и выходные сведения по ГОСТ Р 7.83.
4.4 Комплекс свойств
4.4.1 ЭОР являются продуктом, создаваемым на основе знаний о предметной области с использованием педагогических методов, дидактических подходов и средств информационно-коммуникационных технологий.
4.4.2 Комплекс отличительных свойств, определяющих присущие ЭОР характеристики качества, может быть условно разделен на три основные группы:
* а) отличительные свойства, характеризующие соответствие структуры и содержания ЭОР требованиям федеральных образовательных стандартов, образовательных программ, нормативных и учебно-методических документов;
* б) отличительные свойства, характеризующие ЭОР с точки зрения педагогических, дидактических и психологических аспектов его использования в образовательном процессе;
* в) отличительные свойства, характеризующие ЭОР как продукт информационно-коммуникационных технологий с учетом специфики его использования в ИОС.
*
4.4.3 Оценка характеристик качества ЭОР как продукта информационно-коммуникационных технологий должна выполняться на основе требований стандартов ГОСТ Р ИСО/МЭК 12119, ГОСТ Р ИСО 9241-3 и ГОСТ Р ИСО 9241-8.
4.4.4 Оценка характеристик качества ЭОР с учетом специфики его использования в составе ИОР должна выполняться в соответствии с требованиями стандарта ГОСТ Р 53625 на основе эталонных критериев качества.
ГОСТ Р 7.0.12-2011 Система стандартов по информации, библиотечному и...
ГОСТ Р 7.0.12-2011
Группа Т62
НАЦИОНАЛЬНЫЙ СТАНДАРТ РОССИЙСКОЙ ФЕДЕРАЦИИ
Система стандартов по информации, библиотечному и издательскому делу
БИБЛИОГРАФИЧЕСКАЯ ЗАПИСЬ
СОКРАЩЕНИЕ СЛОВ И СЛОВОСОЧЕТАНИЙ НА РУССКОМ ЯЗЫКЕ
Общие требования и правила
System of standards on information, librarianship and publishing. Bibliographic record. Abbreviation of words and word combinations in Russian. General requirements and rules
ОКС 01.140
Дата введения 2012-09-01
Предисловие
Цели и принципы стандартизации в Российской Федерации установлены Федеральным законом от 27 декабря 2002 г. N 184-ФЗ "О техническом регулировании", а правила применения национальных стандартов Российской Федерации - ГОСТ Р 1.0-2004 "Стандартизация в Российской Федерации. Общие положения"
Сведения о стандарте
1 ПОДГОТОВЛЕН Федеральным государственным бюджетным учреждением науки "Российская книжная палата" (РКП)
2 ВНЕСЕН Техническим комитетом по стандартизации ТК 191 "Научно-техническая информация, библиотечное и издательское дело"
3 УТВЕРЖДЕН И ВВЕДЕН В ДЕЙСТВИЕ Приказом Федерального агентства по техническому регулированию и метрологии от 13 декабря 2011 г. N 813-ст
4 ВВЕДЕН ВПЕРВЫЕ
Информация об изменениях к настоящему стандарту публикуется в ежегодно издаваемом информационном указателе "Национальные стандарты", а текст изменений и поправок - в ежемесячно издаваемых информационных указателях "Национальные стандарты". В случае пересмотра (замены) или отмены настоящего стандарта соответствующее уведомление будет опубликовано в ежемесячно издаваемом информационном указателе "Национальные стандарты". Соответствующая информация, уведомление и тексты размещаются также в информационной системе общего пользования - на официальном сайте Федерального агентства по техническому регулированию и метрологии в сети Интернет
1 Область применения
Настоящий стандарт устанавливает общие требования и правила сокращения слов и словосочетаний на русском языке в библиографических записях и библиографических ссылках на все виды документов.
Сокращение слов и словосочетаний на иностранных европейских языках - по ГОСТ 7.11, сокращение слов, обозначающих единицы величин, - по ГОСТ 8.417.
Стандарт предназначен для библиотек, органов научно-технической информации, книжных палат, издателей, книготорговых предприятий, а также физических лиц, создающих библиографическую информацию.
2 Нормативные ссылки
В настоящем стандарте использованы нормативные ссылки на следующие стандарты:
ГОСТ 7.0-99 Система стандартов по информации, библиотечному и издательскому делу. Информационно-библиотечная деятельность, библиография. Термины и определения
ГОСТ 7.1-2003 Система стандартов по информации, библиотечному и издательскому делу. Библиографическая запись. Библиографическое описание. Общие требования и правила составления
ГОСТ 7.11-2004 (ИСО 832:1994) Система стандартов по информации, библиотечному и издательскому делу. Библиографическая запись. Сокращение слов и словосочетаний на иностранных европейских языках
ГОСТ 7.76-96 Система стандартов по информации, библиотечному и издательскому делу. Комплектование фонда документов. Библиографирование. Каталогизация. Термины и определения
ГОСТ 8.417-2002 Государственная система обеспечения единства измерений. Единицы величин
Примечание - При пользовании настоящим стандартом целесообразно проверить действие ссылочных стандартов по указателю "Государственные стандарты", составленному по состоянию на 1 января текущего года, и по соответствующим информационным указателям, опубликованным в текущем году. Если ссылочный стандарт заменен (изменен), то при пользовании настоящим стандартом следует руководствоваться заменяющим (измененным) стандартом. Если ссылочный стандарт отменен без замены, то положение, в котором дана ссылка на него, применяется в части, не затрагивающей эту ссылку.
3 Термины и определения
В настоящем стандарте применены термины и определения по ГОСТ 7.0, ГОСТ 7.76.
4 Общие правила сокращения слов и словосочетаний
4.1 Сокращению подлежат различные части речи.
Для всех грамматических форм одного и того же слова применяют одно и то же сокращение, независимо от рода, числа, падежа, лица и времени.
Допустимо использование общепринятых сокращений.
4.2 При сокращении слов применяют усечение, стяжение или комбинированный метод. Вне зависимости от используемого метода при сокращении должно оставаться не менее двух букв.
Пример
институт - ин-т
типография - тип.
школа - шк.
Особые случаи сокращения слов приведены в обязательном приложении А.
4.3 Сокращение слова до одной начальной буквы допускается только для общепринятых сокращений и отдельных слов в соответствии с приложением А.
Пример
век - в.
год - г.
карта - к.
страница - с.
4.4 Прописные и строчные буквы, а также точки применяются в сокращениях в соответствии с правилами грамматики русского языка.
В конце сокращения ставят точку.
Пример 1
автор - авт.
Точку не ставят, если сокращение образовано стяжением и сокращенная форма оканчивается на ту же букву, что и полное слово.
Пример 2
издательство - изд-во
Точку не ставят также при сокращении слов, обозначающих единицы величин по ГОСТ 8.417.
Пример 3
грамм - г
киловатт - кВт
километр - км
сутки - сут
минута - мин
час - ч
4.5 Акронимное сокращение записывается прописными буквами без точки.
Пример
акционерное общество - АО
4.6 При усечении слов, отличающихся только приставками, отбрасывают одни и те же буквы.
Пример
автор - авт.
соавтор - соавт.
народный - нар.
международный - междунар.
4.7 При сокращении сложных слов и словосочетаний составные части сокращают по общим правилам.
Пример
новая серия - новая сер.
Северный полюс - Сев. полюс
автор-составитель - авт.-сост.
Особые случаи сокращения сложных слов и словосочетаний приведены в соответствии с приложением А.
4.8 Слова или словосочетания не сокращают, если при расшифровке сокращения возможно различное понимание текста библиографической записи.
4.9 Не сокращают слова и словосочетания, входящие в состав основного, параллельного, другого и альтернативного заглавия.
4.10 При подготовке библиографических записей для изданий государственной библиографии, каталогов и картотек, макета аннотированной карточки в издании не сокращают слова и словосочетания, входящие в состав сведений, относящихся к заглавию, обозначающие тематическое название издателя.
4.11 В аннотациях и рефератах слова и словосочетания не сокращают.
5 Сокращение имен существительных
5.1 Имена существительные сокращают только в том случае, если они приведены в обязательном приложении А.
5.2 Сокращения, принятые для имен существительных, распространяются на образованные от него прилагательные, глаголы и страдательные причастия.
Пример
доработка, доработал, доработанный - дораб.
На слова, образованные от существительного, приведенного в приложении А, не распространяются указания об условиях применения сокращения.
6 Сокращение прилагательных и причастий
6.1 Прилагательные и причастия, оканчивающиеся на:
-авский
-адский
-ажный
-азский
-айский
-альный
-альский
-анный
-анский
-арский
-атский
-ейский
-ельный
-ельский
-енный
-енский
-ентальный
-ерский
-еский
-иальный
-ийский
-инский
-ионный
-ирский
-ительный
-ический
-кий
-ний
-ной
-ный
-ованный
-овский
-одский
-ольский
-орский
-ский
-ской
-ческий
сокращают отсечением этой части слова.
6.2 Прилагательные, оканчивающиеся на -графический, -логический, -омический, сокращают отсечением следующих частей слова: -афический, -огический, -омический.
Пример
географический - геогр.
биологический - биол.
астрономический - астрон.
6.3 Если отсекаемой части слова предшествует буква "й" или гласная буква, при сокращении следует сохранить следующую за ней согласную.
Пример
крайний - крайн.
ученый - учен.
6.4 Если отсекаемой части слова предшествует буква "ь", то слово при сокращении должно оканчиваться на стоящую перед ней согласную.
Пример
польский - пол.
сельский - сел.
6.5 Если отсекаемой части слова предшествует удвоенная согласная, при сокращении следует сохранить одну из согласных.
Пример
классический - клас.
металлический - метал.
6.6 Если слово можно сократить отсечением различного количества букв, при его сокращении опускают максимальное количество букв.
Пример 1
фундаментальный - фундаментал., фундамент., фундам.
Следует сократить: фундам.
Если при наиболее кратком варианте сокращения возникает затруднение в понимании текста библиографической записи, следует применять более полную форму сокращения.
Пример 2
комический - комич.
статический - статич.
6.7 Прилагательные и причастия в краткой форме сокращают так же, как и в полной форме.
Пример
изданный, издан, издано - изд.
Приложение А (обязательное). Перечень особых случаев сокращений слов и словосочетаний на русском языке в библиографической записи
[[Приложение А |Приложение А ГОСТ Р 7.0.12-2011]]
.
[ext[Интернет|http://docs.cntd.ru/document/1200141126]]
3.3 ''область отображения'' (canvas): Область на экране, используемая для отображения или манипулирования данными, элементами интерфейса пользователя или для ввода пользователем данных.
К терминологии любой науки предъявляются определенные требования. Так в работе [grenev]приведено порядка 14 требований, к терминам. Эти требования объединены в три группы: требования к значению;требования к форме; прагматические или функциональные требования.
На наш взгляд особенно важны требования к значению: непротиворечивость семантики; однозначность; полнозначность, отсутствие синонимов.
Требования однозначности и отсутствие синонимов не требуется комментировать. (термина в данной терминологии). Требование непротиворечивости семантики термина подразумевает отсутствие противоречия между лексическим значением термина как слова и значением, получаемым им в данной терминологии. Требование
полнозначности означает отражение в значении термина минимального количества признаков, достаточных для идентификации обозначаемого им понятия.
Гринев-Гриневич Сергей Викторович – доктор филологических наук, профессор, академик МАИ, профессор кафедры неофилологии филологического факультета Белостокского университета (Польша); email:svgrinev1@gmail.com
!! Книги
* [[Основы семиотики]]
* [[Терминоведение|Гринёв-Гриневич Терминоведение]]
* [[Основы антрополингвистики]]
!! Статьи
* [[Принципы развития познания, мышления и культуры в их лексическом отражении]]
* [[Язык как средство изучения познания и эволюции человека]]
* [[К вопросу о методах лингвистических исследований]]
!! Цитирование
Гринев-Гриневич С.В. Терминоведение (2008)
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171127/Гринев-Гриневич С.В. Терминоведение (2008).djvu]]
*[ext[BI |file:///D:/BI/978-5-9765-1248-1.pdf]]
!! Выдержки
[[Гринёв-Гриневич Терминоведение выдержки]]
12. ''Упорядочение терминологии, как правило, стимулирует
развитие соответствующей области знания.'' Поэтому в ряде случаев может оказаться полезным упорядочение терминологии еще не устоявшейся системы понятий.
@@color:red; Не менее важным ''(в особенности для
специалистов-предметников'') является знание языковых закономерностей развития терминологий, так как борьба против действия этих закономерностей малоэффективна, а их использование позволяет создавать устойчивые терминосистемы@@.
В первую очередь следует обращать
внимание на следующие лингвистические факторы:
1. Значения синонимичных терминов, включая варианты
терминов, с течением времени расходятся (например, разошлись значения бывших синонимов — инструмент и документ, гавань и порт, металл и руда, бывших вариантов — кристалл и хрусталь, асбест и известь, ступень и степень, леший, лесник и лесничий). ........
2. В развитии многозначности существует ряд тенденций, к
которым, в частности, можно отнести регулярное образование
от наименований качества наименований объектов,
отличающихся этим качеством: weight, долина, равнина, жидкость,
низменность, причем часто первое значение утрачивается, а также столь
же регулярное образование от наименований процессов
наименований результатов этих процессов — construction, cladding,
flooring, filing, сооружение, обшивка, облицовка или названий средств
осуществления этих процессов — overflow, fitting, fastening,
трамбовка, слив. Поэтому, для того чтобы воспрепятствовать развитию
многозначности, следует при упорядочении терминологии сразу
попытаться предложить разные (например, вариантные) термины
для соответствующих понятий.
3. Всякая многозначность в терминологии стремится перейти
в [[омонимию |Омонимия]], т.е. из отдельных значений термина с делением областей знания образуется два или более совершенно независимых термина, совпадающие по форме — перемычка (гидротехническая и фундаментная), вираж (транспортного средства и трассы), реабилитация (в медицине и праве). Образование независимых
терминов происходит быстрее, если есть вариантные или
родственные формы (плинт — плинтус, горло — жерло, иероглиф — гиероглиф /в палеонтологии/).
```
Демидова И. РЕАЛЬНЫЙ МИР, ЖИЗНЕННЫЙ МИР, ПРОФЕССИОНАЛЬНЫЙ МИР: СООТНОШЕНИЕ И РАЗВИТИЕ // Актуальные проблемы психологии личности: сб. ст. по матер. II междунар. науч.-практ. конф. № 2. Часть I. – Новосибирск: СибАК, 2010.
```
[ext[ ссылка |05/20170529/Demidova/РЕАЛЬНЫЙ МИР, ЖИЗНЕННЫЙ МИР, ПРОФЕССИОНАЛЬНЫЙ МИР_ СООТНОШЕНИЕ И РАЗВИТИЕ _ sibac.info.html]]
!! Выдержки
Что касается образовательного мира, то он является средством развития и укрепления жизненного мира, его ценностно-смысловой составляющей. При различных системах обучения проявляется тенденция к формированию того или иного типа жизненного мира, происходит влияние на его ценностно-смысловой компонент. А значит, зная этот компонент и сам жизненный мир, можно, с одной стороны, учитывать их в процессе обучения, осуществляя индивидуальный подход, а с другой стороны, развивать мир ценностей и смыслов, обогащая жизненный мир.
!! Цитирование
Абульханова-Славская К.А. Диалектика человеческой жизни. (Соотношение философских, методологических и конкретно-научных подходов к проблеме индивида). - М., 1977. – 445 с.
Абульханова-Славская К.А. Диалектика человеческой жизни. (Соотношение философских, методологических и конкретно-научных подходов к проблеме индивида). М., 1977. 445 с.
!! Цитирование
Зеер Э. Ф., Садовникова Н. О. Дидактические конструкты психологии профессионального образования : учебное пособие / Э. Ф. Зеер, Н. О. Садовникова. Екатеринбург: Изд-во Рос. гос. проф.-пед. ун-та, 2012.125 с.
ISBN 978-5-8050-0457-6
!! Ссылки
* [ext[ссылка pdf |file:\\\D:\TRab\2017\12\20171221\978-5-8050-0457-6_2012.pdf]]
!! Выдержки
Раздел 4. ПСИХОЛОГИЯ ПРОФЕССИОНАЛЬНОГО
ОБУЧЕНИЯ, ВОСПИТАНИЯ И РАЗВИТИЯ стр 68
Основные теоретические положения Наиболее часто обучение рассматривается как процесс взаимо действия между обучающими и обучаемыми, в результате которого у обучаемых формируются знания, умения и навыки. Однако такое определение является неполным, поскольку в качестве задач обуче ния формулируются также требования воспитания личности и разви тия мышления. И. А. Зимняя приводит следующее определение: «Обучение в наиболее употребительном смысле этого термина озна чает целенаправленную, последовательную передачу (трансляцию) общественно-исторического, социокультурного опыта другому чело веку (людям) в специально организованных условиях семьи, школы, вуза, сообщества»^^1^^.
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1
Зимняя И. А.
Педагогическая психология. Ростов н/Д, 1997. С. 118
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Наиболее общим понятием является научение , которое определяется как целесообразное изменение деятельности и поведения в процессе выполнения каких-либо действий: физических, умственных. Различают стихийное научение, когда отсутствует цель приобретения новых знаний и умений, и специально организованное учение. Выполняя различные виды деятельности, общаясь и взаимодействуя с другими людьми, слушая радио- и телепередачи, читая, человек приобретает много разнообразных полезных и социально значимых знаний и умений. Конечный результат - приобретение опыта - не совпадает непосредственно с целями деятельности и поведения. В этих случаях имеет место попутное, непреднамеренное научение. Его результатом являются бессистемные знания и умения. Но значение такого научения в условиях тотальной компьютеризации жизнедеятельности людей и доступности Интернета возрастает, в связи с этим следует пересмотреть его роль в образовании. В тех же случаях, когда специально организуется деятельность, целью которой является формирование новых знаний, умений и навыков, осуществляется учение. Итак, учение имеет место тогда, когда человек ставит перед собой цель усвоить определенные знания, умения и навыки, формы поведения и деятельности.
Деятельность человека осуществляется на основе знаний двоякого рода: знаний об окружающей действительности (знаний об объекте) и знаний о способах деятельности (рис. 14).
стр 70
К первым относятся, например, знания в области физических, химических законов, знания об устройстве и принципах действия машин, аппаратов, о свойствах материалов и др. К знаниям второго рода относятся знания о способах выполнения рабочих операций, действий с техническими объектами, управления машинами и др. Поскольку сформировать трудовые умения без таких знаний невозможно, они применяются при инструктаже, в процессе показа выполнения действий и т. п.
Формирование знаний реализуется посредством различных ви
дов деятельности (см. рис. 12).
{{zeer1.png}}
Рис. 14. Виды знаний и пути их формирования
Наблюдение, анализ, синтез, сопоставление, абстрагирование и обобщение могут осуществляться самим преподавателем, проводиться учащимися под руководством педагога, наконец, могут быть
стр 71
продуктом самостоятельной познавательной деятельности учащихся
в проблемных ситуациях.
Пути формирования знаний
Демонстрация учащимся различных предметов и явений
Наблюдение учащихся за этими предметами, явлениями и выделение их различных сторон, свойств, связей
Сравнение, сопоставление и противопоставление (анализ)
выделенных свойств; выявление и объединение (синтез) таких свойств, которые являются общими для
всех рассмотренных объектов или, наоборот, отличают все объекты одной группы от объектов другой группы
Абстрагирование выделенных свойств путем закрепления их в @@color:red;терминах@@
Обобщение понятия путем применения @@color:red;термина@@ к различным объектам, имеющим выделенные признаки
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[ext[Локальная ссылка |file:///C:/Users/internet/Downloads/20171025/%D0%94%D0%B8%D0%B4%D0%B0%D0%BA%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B9%20%D0%BC%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%B0%D0%BB%20_%20%D0%9F%D0%BE%D0%BD%D1%8F%D1%82%D0%B8%D1%8F%20%D0%B8%20%D0%BA%D0%B0%D1%82%D0%B5%D0%B3%D0%BE%D1%80%D0%B8%D0%B8.html]]
[ext[Интернет |http://ponjatija.ru/node/8835]]
ДИДАКТИЧЕСКИЙ (УЧЕБНЫЙ) МАТЕРИАЛ - особый тип наглядного учебного пособия (преимущественно карты, таблицы, наборы карточек с текстом, цифрами или рисунками, реактивы, растения, животные и т.д.), раздаваемые учащимся для самостоятельной работы в классе или дома или демонстрируемые учителем перед всем классом. Дидактический материал, являясь весьма простым по своему содержанию, оформлению и технологии изготовления, может быть подготовлен самими учащимся по поручению учителя. Дидактическим материалом называются также сборники задач и упражнений.
Использованы материалы кн.: Психолого-педагогический словарь. / Сост. Рапацевич Е.С. – Минск, 2006, с. 184-185.
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[ext[Дидактические материалы |https://nsportal.ru/shkola/obshchepedagogicheskie-tekhnologii/library/2013/10/11/didakticheskie-materialy]]
---
Майер Роберт Валерьевич. Об измерении сложности учебного текста по естественно научным дисциплинам.
*[ext[Интернет |http://www.nbpublish.com/library_read_article.php?id=19501]]
Компьютерные программы, автоматизирующие оценку объектов и контент-анализ текста
*[ext[Интернет |http://psychology.snauka.ru/2015/01/4287]]
---
Сенницкая Елена Владимировна
Вариант решения проблемы описания и измерения словесной информации
*[ext[Интернет |https://elibrary.ru/item.asp?id=26164720]]
*[ext[Интернет |http://nbpublish.com/library_read_article.php?id=-36831]]
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Клейносов Дмитрий Петрович
Изменение структурной и содержательной сложности учебного материала с
целью реализации дидактического принципа осознанности знаний
*[ext[Интернет |http://avtoref.mgou.ru/new/d212.155.03/Kleynosov/diss.pdf]]
---
Крылова Елена Александровна
Совершенствование иноязычной самообразовательной компетенции студентов неязыковых вузов в условиях самостоятельной работы на основе мониторинг-технологии (на материале английского языка)
*[ext[Интернет |https://disser.spbu.ru/files/disser2/disser/Krylova__EA_disser.pdf]]
---
ПЕДАГОГИКА. Учебное пособие для студентов педагогических вузов и педагогических колледжей / Под ред. П.И. Пидкасистого. - М: Педагогическое общество России, 1998. - 640 с.
5.3. Задачи и функции дидактики, ее понятийный состав
*[ext[Интернет |https://knigi.link/page/uchpidkasistij/ist/ist-4--idz-ax235--nf-17.html]]
---
# * [[Новиков А.М.]]
# * [[Ясвин]]
# * [[Макарова]]
# * [[Каптерев]]
# * [[Белошицкий]]
# * [[Беспалько]]
# * [[Заир-Бек]]
# * [[Русова]]
# * [[Хуторской]]
# * [[Ситаров]]
# * [[Бордовская]]
# * [[Осмоловская]]
# * [[Штейнберг]]
# * [[Азевич]]
# * [[Майер]]
# * [[Булкин]]
# * [[Пидкасистый]]
# * [[Оконь]]
# * [[Кузнецов]]
# * [[Шумакова]]
# * [[Корнилов]]
---
[ext[Книги по педагогике |http://www.p-lib.ru/knigi_po_pedagogike.html]]
*[ext[2013 год |file:///D:/TRab/2017/07/20170726/01005536349.pdf]]
*[ext[2014 год |file:///D:/TRab/2017/07/20170726/Zobkov_A_V_2014.pdf]]
* [ext[ссылка pdf|06/20170606/20170606_2/01003470257.pdf]]
* [ext[ссылка doc|06/20170606/20170606_2/BeloshitskiyAV.doc]]
! СТАНОВЛЕНИЕ СУБЪЕКТНОСТИ БУДУЩИХ ОФИЦЕРОВ
В ВОЕННОМ ВУЗЕ
13.00.01 – Общая педагогика, история педагогики и образования
АВТОРЕФЕРАТ
диссертации на соискание ученой степени
доктора педагогических наук
Воронеж 2009
```
Работа выполнена на кафедре педагогики и педагогической психологии
государственного образовательного учреждения высшего профессионального образования «Воронежский государственный университет»
Научный консультант: доктор педагогических наук, профессор
Коровин Владимир Михайлович
Официальные оппоненты: доктор педагогических наук, профессор
Михайловский Виктор Григорьевич
доктор педагогических наук, профессор
Подымова Людмила Степановна
доктор педагогических наук, профессор
Макарова Людмила Николаевна
Ведущая организация: ГОУ ВПО «Московский педагогический государственный университет»
Защита состоится «3» июля 2009 г. в 14 часов на заседании диссертационного совета Д 212.038.11 по защите диссертаций на соискание ученой степени доктора наук при Воронежском государственном университете по адресу: 394006, г. Воронеж,
пр-т Революции, 24, ауд. 410.
С диссертацией можно ознакомиться в библиотеке Воронежского государственного университета.
Автореферат разослан «__» ________ 2009 г.
Ученый секретарь
диссертационного совета Бережная И.Ф.
```
ОБЩАЯ ХАРАКТЕРИСТИКА РАБОТЫ
Актуальность исследования. В условиях социальных, экономических, технологических преобразований, происходящих в российском обществе, реформирования Вооруженных Сил Российской Федерации перспективы создания боеспособной и мобильной армии, укомплектованной офицерами, способными самостоятельно принимать обоснованные решения в нестандартных ситуациях, прогнозируя их возможные последствия, оперативно перестраивать сформировавшиеся стереотипы и непрерывно самосовершенствоваться, осознавая личную ответственность за результаты военно-профессиональной деятельности, во многом зависят от субъектности будущего офицера (курсанта) – качества, характеризующего его способность к самоактуализации личностных потенциалов, регуляции целенаправленной активности, самореализации в образовательном процессе военного вуза.
В связи с этим, становление субъектности будущих офицеров в военном вузе выступает конструктивным фактором повышения эффективности функционирования системы военного образования и успешного осуществления военной реформы, проводимой в Вооруженных Силах.
Приоритетным направлением теории военной педагогики (В.И. Вдовюк, В.Н. Герасимов, В.М. Коровин, В.Г. Михайловский, В.Б. Титов и др.) становится переосмысление существующих и разработка новых концептуальных подходов в проектировании, организации и реализации образовательного процесса в военных вузах, принимая во внимание динамику и глубину принципиальных изменений, которые происходят на разных уровнях жизнедеятельности современного курсанта – как личности, как субъекта и как индивидуальности – в их дифференцированной представленности и интегральной совокупности. В результате возрастает значимость теоретических и практико-ориентированных исследований, выявляющих закономерности, специфику функционирования и характеристики качеств личности будущего офицера, и на этой основе определение и реализацию адекватных педагогических условий, обеспечивающих достижение образовательных целей. При этом образовательный процесс военного вуза должен приобретать гуманистическую направленность, что способствует реализации курсантами возможностей, предоставляемых военным вузом, в соответствии со своими способностями в освоении различных видов деятельности и социальных отношений, проявлению осознанной инициативы, активности, саморегуляции в решении задач и преодолении возникающих трудностей.
Таким образом, разработка проблемы становления субъектности будущих офицеров в военном вузе обусловлена:
– глубиной и динамикой исторических изменений, многоплановыми структурными преобразованиями, происходящими в экономической, социальной, культурной сферах, которые принципиально изменяют российское общество, самого человека как творца исторического прогресса, объективно приводя к росту его активности. «В результате открываются новые характеристики человека и как личности, и как субъекта деятельности» (Д.И. Фельдштейн);
– направленностью образования к личности, вызванной глобальными процессами гуманизации и демократизации социума и определившей изучение курсанта как субъекта развития и организующего начала в этом развитии;
– важностью реализации идеи диалектического единства субъективного и объективного, достижения целостности социального и индивидуального – внешней нормативной заданности педагогической деятельности преподавателя и внутренней интенции личностно-профессионального развития курсанта. Этот принципиальный социально-генетический аспект устанавливает соотношение между внешним (социальным) и индивидуальным (внутренним) и предполагает необходимость их гармонизации;
– необходимостью устранения создавшейся диспропорции в анализе процессуальной и результативной сторон развития курсантов по сравнению с внешним по отношению к ним процессом обучения. Реальность образовательного процесса такова, что воинское обучение направлено на актуализацию потенциалов личности курсантов, являясь внешней действующей причиной их личностно-профессионального развития. Вся трудность осмысления этой реальности заключается в том, что обучение и развитие в онтогенезе слиты и образуют сложный, единый процесс, структурное целое. В результате источники, движущие силы, механизмы развития как предмет познания остаются методологически не осознанными;
– сложностью оценки результатов педагогической деятельности преподавателя военного вуза в ситуации диалектической взаимосвязи традиционной и гуманистической парадигм.
Степень разработанности проблемы. В ходе анализа работ по проблеме субъектности было установлено, что исследования данного феномена занимают в педагогике одно из ведущих мест среди актуальных направлений научного поиска, создавая предпосылки для формирования нового направления в педагогике – субъектной педагогики (Н.М. Борытко, С.М. Годник, Н.К. Сергеев, В.В. Сериков, В.А. Сластенин и др.).
Многократно и всесторонне освещались основные направления и задачи гуманизации образования в концециях личностно ориентированного образования (Е.В. Бондаревская, И.А. Зимняя, Б.Б. Коссов, С.В. Кульневич, В.В. Сериков, И.С. Якиманская и др.). Вопросам подготовки офицерских кадров, совершенствования системы военно-профессионального образования посвящены работы А.В. Барабанщикова, В.А. Бодрова, В.Н. Герасимова, А.А. Деркача, В.М. Коровина, П.А. Корчемного, В.М. Косухина, Л.Г. Лаптева, А.Г. Маклакова, В.Г. Михайловского, П.И. Образцова, Я.В. Подоляка, В.Б. Титова и др. Вместе с тем, ввиду недостаточной разработанности в военной педагогике теоретических основ и технологий обучения с ориентацией на личность, внедрение в практику высшей военной школы результатов исследований и рекомендаций по обеспечению личностной направленности образовательного процесса не носит системного характера.
Анализ психолого-педагогической литературы показывает, что современные исследования по проблеме субъекта и субъектности связаны, преимущественно, с разработкой ее психологических аспектов (О.С. Анисимов, Е.А. Климов, Т.В. Кудрявцев, В.Н. Маркин, А.К. Осницкий, Э.В. Сайко, И.Н. Семенов, В.А. Татенко, Г.К. Уразалиева и др.).
Отдельные вопросы проблематики исследования субъектности рассмотрены в диссертационных работах, посвященных: профессиональной субъектности офицера (И.В. Сыромятников, 2007), становлению субъектности студента университета (Т.А. Ольховая, 2007), условиям и средствам развития субъектности (Н.Я. Большунова, 2006), личностно-типологическим особенностям субъектной регуляции деятельности (Г.С. Прыгин, 2006), субъектности студента высшего педагогического учебного заведения (Ф.Г. Мухаметзянова, 2002), индивидуально-личностному развитию субъектов учебно-воспитательного процесса (Л.В. Куриленко, 2001), становлению субъектной позиции учащихся (С.И. Осипова, 2001), становлению профессионально-субъектной позиции будущего учителя (А.М. Трещев, 2001), формированию личности учителя как субъекта педагогической деятельности (Р.М. Асадуллин, 2000), формированию субъектной позиции учителя в процессе профессиональной подготовки (Г.И. Аксенова, 1998) и др.
Таким образом, анализ разработанности проблемы исследования позволяет констатировать, что педагогические аспекты становления субъектности будущих офицеров, учитывающие специфику образовательного процесса военного вуза, в настоящее время раскрыты недостаточно: требуется выделение внешних форм (признаков, компонентов, аспектов) ее проявления в педагогическом процессе военного вуза, а также осмысление взаимодействия, взаимоотношений курсантов и преподавателей как реальных субъектов взаимосвязанных процессов развития и обучения. Вместе с тем педагогическая концепция становления субъектности будущих офицеров в военном вузе до настоящего времени не разработана, технология, обеспечивающая эффективное становление субъектности будущих офицеров, не определена.
В ходе исследования современного состояния проблемы были выявлены следующие противоречия:
• между потребностью общества и Вооруженных Сил в социально активных, профессионально деятельных, способных непрерывно самосовершенствоваться, самостоятельно принимать обоснованные решения в ситуациях выбора офицерах и отсутствием целостного фундамента научных исследований, создающего теоретико-методологическую основу становления субъектности будущих офицеров в военном вузе, раскрывающую его системную организацию для обеспечения эффективной реализации педагогической деятельности преподавателя военного вуза;
• между внутренней интенцией становления субъектности и личностно-профессионального развития курсанта, предполагающей гуманистическую доминанту образовательного процесса военного вуза, и внешней детерминированностью всех сторон жизнедеятельности курсанта, доминантой нормы, стандарта, образца;
• между процессами педагогической деятельности преподавателя, личностно-профессионального развития курсантов, каждый из которых измеряется собственной мерой, имеет собственную логику, и системным характером становления субъектности будущих офицеров в военном вузе, определяющим непрерывную адаптивность и единство ее подсистем;
• между необходимостью оптимизации процесса становления субъектности будущих офицеров в военном вузе, связанной с вариативностью качественного состава курсантов, и неразработанностью научно обоснованных педагогических технологий, обеспечивающих дифференцированность и адекватность педагогического взаимодействия.
Данные противоречия обусловили постановку проблемы исследования: каковы теоретико-методологические основы, структурно-функциональные, технологические компоненты и педагогические условия становления субъектности будущих офицеров в образовательном процессе военного вуза.
Ведущая идея исследования состоит в том, что становление субъектности будущих офицеров в военном вузе должно основываться на достижении «синхронного единства» диалектически взаимосвязанных процессов педагогической деятельности преподавателей и личностно-профессионального развития курсантов за счет обеспечения самоактуализации личностных потенциалов обучающихся и специально организованного педагогического влияния преподавателей адекватного выявленным индивидуальным особенностям личности курсантов
Объект исследования – обучение и воспитание курсантов в военном вузе.
Предмет исследования – становление субъектности будущих офицеров в образовательном процессе военного вуза.
Цель исследования – разработать концепцию становления субъектности будущих офицеров в военном вузе и определить технологические компоненты, педагогические условия ее реализации.
Источниковую базу исследования составили: монографии, сборники статей, материалы научных конференций по проблемам психологии и педагогики высшей школы; нормативные документы, определяющие требования к содержанию и организации образовательного процесса в военных вузах; квалификационные требования к выпускникам военного вуза; научные труды по вопросам военной педагогики и психологии; материалы социологических исследований.
Задачи исследования:
1. Раскрыть содержание феномена субъектности с уточнением категорий «субъект» и «субъектность», адаптированных к курсантам военного вуза в предметном поле военной педагогики.
2. Определить субъективные детерминанты становления субъектности будущих офицеров в военном вузе в их содержательных характеристиках.
3. Разработать концепцию становления субъектности будущих офицеров в военном вузе, включающую: теоретико-методологические основы, компонентный состав, структурно-функциональные связи, механизмы функционирования в их целостной совокупности, включающей подсистемы личностно-профессионального развития курсантов и педагогической деятельности преподавателей с необходимой для педагогической практики конкретизацией в виде последовательности стадий, фаз и этапов, обеспечивающей ее эффективное осуществление.
4. Спроектировать технологию становления субъектности будущих офицеров в военном вузе и выявить условия, обеспечивающие ее успешную реализацию.
5. Осуществить экспериментальную проверку разработанной технологии становления субъектности будущих офицеров в образовательном процессе военного вуза с уточнением содержательных и процессуальных характеристик, особенностей, педагогических условий, способствующих ее эффективной реализации.
6. Раскрыть обусловленность проявления, реализации и возрастания субъектности выпускников в ходе выполнения своих профессиональных обязанностей в войсках от их распределения по военным специальностям и должностям с учетом типологических особенностей личности и обоснованием приемлемых и неприемлемых вариантов определения должностного предназначения.
Гипотеза исследования. Становление субъектности будущих офицеров в военном вузе будет осуществляться результативно и динамично, удовлетворяя потребности Вооруженных Сил в офицерах, успешно, инициативно и творчески выполняющих свои профессиональные функции по должностному предназначению, если:
• будет раскрыто содержание феномена субъектности, уточнена сущность категорий «субъект», «субъектность» применительно к курсантам военного вуза в предметном поле военной педагогики, что позволит выявить особенности становления субъектности будущих офицеров в образовательном процессе военного вуза, и расширить представления об этом феномене в педагогической науке;
• будут определены субъективные детерминанты становления субъектности будущих офицеров в военном вузе в совокупности мотивационного, деятельностно-результативного, оценочно-рефлексивного, регулятивного, коммуникативного, статусно-ролевого компонентов и раскрыты их содержательные характеристики, что обеспечит выявление индивидуальных особенностей проявления субъектности будущих офицеров по соответствующим критериям, показателям, уровням и адекватность педагогического взаимодействия;
• будет разработана концепция становления субъектности будущих офицеров в военном вузе, базирующаяся на следующих идеях: единства педагогической деятельности преподавателей и личностно-профессионального развития курсантов как системы; комплементарности методологических подходов к становлению субъектности будущих офицеров; полипарадигмальности современного высшего образования при внешней заданности общих целевых ориентиров, доминанте личностной ориентации образовательного процесса военного вуза и вариативности педагогического взаимодействия;
• будет осуществлена временная и циклическая периодизация процессов педагогической деятельности преподавателей, становления субъектности и личностно-профессионального развития будущих офицеров в логике их развертывания в виде последовательности этапов, стадий и фаз с содержательным наполнением, которое обеспечит достижение их «синхронного единства» и разработку соответствующей технологии для организации эффективного образовательного процесса;
• будет разработана технология становления субъектности будущих офицеров в военном вузе в совокупности форм, методов, средств обучения и воспитания, диагностического инструментария, мониторинга субъектности будущих офицеров, реализация которой будет обеспечивать достижение будущими офицерами ориентировочного, алгоритмического, эвристического, творческого уровней субъектности;
• методологическая культура преподавателя будет включать комплексные психолого-педагогические научные знания о педагогической диагностике и особенностях становления субъектности будущих офицеров в военном вузе;
• определяющим условием проявления и реализации выпускниками субъектности, обеспечивающей успешное выполнение своих функциональных обязанностей на первичных офицерских должностях, станет соответствие типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности.
Методологическую и теоретическую основы исследования составили:
на философском уровне: идеи о человеке как самодетерминирующейся субстанции (Б. Спиноза), о самопорождении человека в процессе его собственной деятельности (Г. Гегель); философско-социологическое направление в изучении человеке как деятеля, носителя активности и автора, который сам инициирует, проектирует и сам реализует свои жизненные проекты (А.Ф. Лосев, Н.О. Лосский, В.С. Соловьев и др.);
на общенаучном уровне: методология системного исследования – закон развития систем (А.Н. Аверьянов, В.Г. Афанасьев, Л. Берталанфи, И.В. Блауберг, Б.М. Кедров Э.Г. Юдин и др.) и его интерпретация для анализа педагогических явлений (Н.М. Борытко, С.М. Годник, В.В. Сериков, В.А. Сластенин и др.); теория деятельности (А.Н. Леонтьев, П.Я. Гальперин и др.); философско-психологические концепции об интегративной сущности человека как субъекта, личности, индивидуальности (Б.Г. Ананьев, Л.С. Выготский, Б.С. Гершунский, А.В. Петровский, В.А. Петровский и др.); философско-психологическая концепция субъекта как источника причинности своего бытия (С.Л. Рубинштейн); гуманистическая теория потребности человека в самоактуализации (А. Маслоу, Г. Олпорт, К. Роджерс и др.);
на конкретно-научном уровне: методология педагогики и методология педагогических исследований (Ю.К. Бабанский, Е.В. Бондаревская, Б.С. Гершунский, В.В. Краевский, А.М. Новиков, М.Н. Скаткин, В.А. Сластенин и др.); идеи педагогической антропологии (П.Ф. Каптерев, К.Д. Ушинский и др.); культурно-историческая концепция Л.С. Выготского о единстве процессов развития и обучения; методологические подходы к разработке личностно ориентированного образования: субъектно-деятельностный (В.А. Сластенин), субъектно-личностный (И.С. Якиманская), объектно-субъектного преобразования личности (С.М. Годник), гуманитарно-целостный (Н.М. Борытко), формирование направленности специалиста на непрерывное профессионально-личностное самосовершенствование (Н.К. Сергеев); современные концепции гуманизации образовательного процесса (Е.В. Бондаревская, И.А. Зимняя, Е.И. Исаев, В.В. Сериков, В.И. Слободчиков и др.); инновации в педагогике (Л.С. Подымова, В.А. Сластенин и др.); положения об интегративно-дифференцированном подходе к реализации образовательного процесса в вузе (Н.И. Вьюнова, М.А. Холодная и др.); различные аспекты феноменологических воплощений субъектности: познавательной активности и жизнедеятельности человека (К.А. Абульханова-Славская, Б.Ф. Ломов и др.), субъектогенеза (А.С. Огнев), саморегуляции (В.И. Иванников, В.И. Моросанова, О.А. Конопкин и др.), надситуативной активности (В.А. Петровский), профессионально-творческого саморазвития (И.Ф. Исаев, Л.Н. Макарова, И.А. Шаршов и др.), коллективный (групповой) субъект (К.М. Гайдар, А.Л. Журавлев и др.); положения об оптимизации учебного процесса в вузе (Ю.К. Бабанский, В.П. Беспалько, С.Д. Смирнов, В.А. Якунин и др.); концепция планомерного и поэтапного формирования умственных действий (П.Я. Гальперин, Н.Ф. Талызина и др.), теория проблемного обучения (И.Я. Лернер, М.И. Махмутов, М.Н. Скаткин и др.), теория программированного обучения (Б. Скиннер, Н. Краудер и др.), концепция контекстного обучения (А.А. Вербицкий и др.); теоретические положения о педагогической технологии (В.П. Беспалько, Г.К. Селевко и др.); теория моделирования в педагогических исследованиях (В.В. Афанасьев, Л.М. Фридман и др.); теоретические разработки в области военного образования (А.В. Барабанщиков, В.А. Бодров, В.Н. Герасимов, А.А. Деркач, Л.Ф. Железняк, В.М. Коровин, П.А. Корчемный, А.Г. Маклаков, В.Г. Михайловский, Я.В. Подоляк, В.Б. Титов, С.А. Федоренко и др.).
Использовался комплекс методов, адекватных цели, предмету и задачам исследования: теоретические методы – сравнительно-сопоставительный анализ, синтез, конкретизация, обобщение, систематизация, моделирование; эмпирические – наблюдение, беседы, опросы (анкеты, интервью, экспертные оценки), тестовые методики; экспериментальные методы – педагогический эксперимент, включающий констатирующий, формирующий и контрольный этапы. Для обработки результатов эксперимента применялся непараметрический метод математической статистики – критерий χr2 Фридмана (для сопоставления показателей, измеренных в трех и более условиях на одной и той же выборке испытуемых, и оценки достоверности сдвига в значениях исследуемых признаков).
Экспериментальная база исследования. Основная часть педагогического эксперимента проводилась в естественных условиях функционирования учебных заведений Министерства обороны: Военного института радиоэлектроники (г. Воронеж), Военного авиационного инженерного университета (г. Воронеж). Исследованием были охвачены преподаватели, командиры курсантских подразделений, курсанты военных вузов, выпускники, проходящие службу в войсках на офицерских должностях. Всего в эксперименте приняли участие 2067 человек (1760 курсантов, 46 преподавателей, 15 начальников курсов и курсовых офицеров, 246 выпускников, проходящих службу в войсках на офицерских должностях). Отдельные элементы исследования были апробированы в ходе подготовки курсантов в Военном университете (г. Москва), Воронежском институте Министерства внутренних дел Российской Федерации, студентов Воронежского государственного архитектурно-строительного университета.
Этапы исследования.
Первый этап (2000 – 2001 г.) – изучение литературы по проблеме исследования; определение предмета, цели и задач исследования; определение методологических основ исследования; планирование исследовательской работы; выдвижение рабочих гипотез; начало опытно-экспериментальной работы; сбор, накопление эмпирических данных, их анализ и обобщение.
Второй этап (2002 – 2006 гг.) – продолжение теоретической и опытно-экспериментальной работы; разработка концепции становления субъектности будущих офицеров в военном вузе, ее практическая апробация; уточнение рабочих гипотез.
Третий этап (2007 – 2008 гг.) – целостный анализ, систематизация и обобщение полученных результатов, их экспертная оценка; уточнение теоретических положений и практических рекомендаций, внедрение их в практику; апробация результатов исследования; определение направлений дальнейших исследований по этой проблеме.
Достоверность и обоснованность результатов исследования обеспечена исходными методологическими положениями философии, педагогики и психологии; системной совокупностью используемых источников; взаимодополняющих методов эмпирического, теоретического и эвристического исследования, соответствующих цели, предмету и задачам исследования; репрезентативностью выборки; достоверностью и верифицируемостью представленных фактов; применением методов математической обработки результатов исследования; логичностью и непротиворечивостью полученных выводов.
Научная новизна исследования.
1. Конкретизированы научные представления о будущем офицере как полисубъекте деятельности и уточнены понятия «субъект», «субъектность», «личность», «индивидуальность», «развитие», «управление развитием», «формирование личности», «становление») в предметном поле военной педагогики применительно к курсантам военного вуза.
Субъектность будущего офицера представлена как системное качество личности, обусловливающее его сущностную, интегральную характеристику как общую способность к инициированию и регуляции целенаправленной активности, самореализации и непрерывному самосовершенствованию во взаимодействии с другими участниками образовательного процесса, самоутверждению в более высоком качестве в системе социальных взаимодействий.
2. Выделены и содержательно раскрыты субъективные детерминанты становления субъектности будущих офицеров в военном вузе в совокупности мотивационного (ценностной и учебной мотивации), деятельностно-результативного (учебной успешности), оценочно-рефлексивного (самосознания, самооценки), регулятивного (самодетерминации и саморегуляции), коммуникативного, статусно-ролевого (социометрического статуса в учебной группе) компонентов, изменение которых выявляет индивидуальные особенности становления субъектности будущих офицеров.
3. Впервые разработана концепция становления субъектности будущих офицеров в образовательном процессе военного вуза, определяющая сущность, источник, движущие силы, структуру, механизмы управления и функционирования, условия, представленная как система, включающая три уровня: теоретико-методологический (цель, ведущая идея, методологические подходы), структурно-функциональный (компоненты системы становления субъектности будущих офицеров, связи и зависимости между ними) и технологический (этапы, методы, формы, средства, диагностический инструментарий, мониторинг, критерии, показатели, уровни, функции, результат).
Источником становления субъектности будущих офицеров является совокупность личностных потенциалов (аксиологический, когнитивный, коммуникативный, регулятивно-волевой). Движущими силами выступают внутренне мотивированная активность и педагогическое влияние преподавателей. Внутренний механизм заключается в самоуправлении целенаправленной активностью и самоактуализации личностных потенциалов. Внешний – в самореализации в различных видах деятельности и взаимодействии с участниками образовательного процесса.
Представлена периодизация процессов становления субъектности и личностно-профессионального развития будущих офицеров, а также педагогической деятельности преподавателя в логике их развертывания в виде последовательности стадий, фаз и этапов, соответственно. Выявлена вариативность результатов и динамики прохождения фаз развития, обусловливающая гетерохронность становления субъектности будущих офицеров на каждой стадии. Содержательное наполнение характеристик стадий, этапов и фаз впервые выполнено на таком уровне детализации, который обеспечил согласованное взаимодействие процессов педагогической деятельности преподавателей, становления субъектности и личностно-профессионального развития будущих офицеров в военном вузе.
4. Разработана технология становления субъектности будущих офицеров в военном вузе, реализация которой включает: структурирование решаемых курсантами задач по уровню сложности, дифференциацию курсантов учебных групп по уровням субъектности, вариативность педагогического влияния преподавателей в зависимости от актуальной субъектности будущих офицеров.
5. Выявлены педагогические условия эффективной реализации становления субъектности будущих офицеров в военном вузе, представляющие взаимосвязанные теоретические основания и практико-ориентированные положения, и выделены специфические особенности становления субъектности будущих офицеров в военном вузе:
- с одной стороны, доминанта внешне заданного, целевого (квалификационные требования к выпускникам, профессиограмма офицера-специалиста) и организационно-управленческого (регламентация жизнедеятельности курсантов как военнослужащих), с другой – образование профессионально значимых личностных и субъектных качеств у курсантов не определяется напрямую педагогическим воздействием но, в основном, благодаря самодвижению, собственной целенаправленной активности, когда внешнее, которое оказывает влияние, корректируется внутренним;
- курсант является полисубъектом деятельности: учебно-познавательной, военно-служебной деятельности, самообслуживания (поддержания внутреннего порядка), которые он обязан выполнять как обучающийся и как военнослужащий, постоянно реализуя при этом ситуативно-адаптивную активность, что затрудняет становление субъектности;
- инициирование и последующая реализация курсантами надситуативной активности не должны вступать в противоречие с требованиями воинской дисциплины, установленным распорядком дня. Кроме того, при возникновении обстоятельств, связанных с исполнением служебных обязанностей, надситуативная активность не всегда реализуется, что не способствуют ее проявлению в последующем;
- курсанты взаимодействуют друг с другом на учебных занятиях, во время самостоятельной работы, при выполнении обязанностей, связанных с военной службой, т. е. практически в течение всего времени суток. В результате, формируется групповой субъект, групповая субъектность, влияющие на становление субъектности каждого курсанта;
- субординация во взаимодействии с преподавателями-военнослужащими оказывает отрицательное влияние на установление равноправных, субъект-субъектных отношений;
- постоянное пребывание курсантов на ограниченной территории, когда нарушаются «дистанции комфорта», требует непрерывной саморегуляции поведенческой активности.
6. Доказана обусловленность проявления и реализации субъектности выпускниками соответствием типологических особенностей их личности виду и содержанию военно-профессиональной деятельности, что способствует раскрытию закономерностей успешного выполнения выпускниками своих функциональных обязанностей на офицерских должностях.
Теоретическая значимость исследования заключается в том, что результаты проведенного исследования вносят существенный вклад в развитие теории военной педагогики, теоретико-методологическое обоснование и проектирование образовательного процесса становления субъектности будущих офицеров в военном вузе, что создает необходимые предпосылки для открытия нового направления в современной военной педагогике – субъектной военной педагогики.
Предложенная иерархическая структура концепции становления субъектности будущих офицеров, включающая теоретико-методологический, структурно-функциональный и технологический уровни, раскрывает его системную организацию, что позволяет разрабатывать производные концептуальные положения в соответствии с представленными в ней уровнями для теоретических и прикладных исследований проблемы становления субъектности будущих офицеров в военных вузах.
Реализованный в работе интегративно-дифференцированный подход к становлению субъектности будущих офицеров, рассматриваемый с позиции непротиворечивого взаимодополнения и взаимосвязи теорий и концепций традиционной и гуманистической парадигм, расширяет понимание разнообразия методологических основ исследования и выступает как одно из перспективных направлений модернизации образовательного процесса военного вуза в условиях реформирования системы военного образования.
Разработанные новые понятия (становление субъектности будущих офицеров в военном вузе, стадии становления субъектности будущих офицеров в военном вузе, фазы личностно-профессионального развития будущих офицеров) расширяют содержание понятийно-терминологического аппарата военной педагогики.
Представленные результаты теоретического обобщения эмпирических данных дают возможность найти общие тенденции, отражающие научную суть становления субъектности обучающихся в различных образовательных системах.
Полученные на разных уровнях абстрагирования, обобщения и конкретизации результаты становления субъектности будущих офицеров в военном вузе, раскрывают направления новых теоретических исследований по проблеме становления субъектности человека в современном обществе.
Практическая значимость исследования заключается в его направленности на развитие гностических и конструктивных умений преподавателей военного вуза в создании новых практико-ориентированных моделей организации образовательного процесса, способствующих эффективному становлению субъектности будущих офицеров в условиях реформирования Вооруженных Сил Российской Федерации.
Разработанные концептуальные идеи, механизмы, установленные связи и зависимости, определяющие взаимообусловленность процессов педагогической деятельности, становления субъектности и личностно-профессионального развития будущих офицеров в военном вузе, дают возможность исследователям изучать проблему становления субъектности будущих офицеров в логике и структуре, отражающей ее многоаспектность и целостность.
Установленная периодизация процессов становления субъектности и личностно-профессионального развития будущих офицеров, педагогической деятельности преподавателей в логике их развертывания, содержательно раскрытые компоненты концепции, выявленные противоречия и пути их разрешения, способствуют повышению уровня методической рефлексии преподавателя вуза.
Выявленные особенности становления субъектности будущих офицеров в военном вузе дают возможность преподавателям решать проблему влияния отрицательных факторов на субъектность будущих офицеров на научной основе, что обеспечит в дальнейшем рост эффективности педагогической деятельности.
Прошедшая экспериментальную проверку технология становления субъектности будущих офицеров в военном вузе, обеспечивающая гармонизацию объективного и субъективного, представляющая собой вариативность педагогического взаимодействия с учетом индивидуальных особенностей проявления субъектности будущими офицерами, дает возможность преподавателям осуществлять педагогическую деятельность на основе органичного сочетания методологических норм и достижений педагогической науки таким образом, чтобы обеспечить одновременно реализацию и рост субъектности будущих офицеров.
Представленная совокупность критериев (мотивационный, деятельностно-результативный, оценочно-рефлексивный, социометрический, коммуникативный, регулятивный) и показателей (качественно и количественно интерпретирующих критерии) становления субъектности будущих офицеров, оценивающих уровни субъектности (репродуктивный, алгоритмический, эвристический, творческий), характеризуют индивидуальные траектории становления субъектности курсантов и тем самым обеспечивают адаптивную вариативность педагогического взаимодействия.
Предложенный диагностический инструментарий и апробированные процедуры мониторинга становления субъектности будущих офицеров, в ходе которых для анализа результатов диагностирования, обладающих неопределенностью, применены математические расчеты в сочетании с субъективными суждениями, формализованными с помощью методов экспертных оценок, обеспечивает преобразование качественных показателей, характеризующих результаты диагностических исследований, в количественные показатели – оценки, позволяющие осуществить их учет, что способствует выверенному подходу при выборе и применении дидактических средств для обеспечения адекватности дифференцированного педагогического влияния преподавателей на курсантов в образовательном процессе военного вуза.
Обоснованные и проверенные на практике положения, раскрывающие типологические особенности личности выпускников и значимость обеспечения их соответствия конкретному виду военно-профессиональной деятельности, направленно актуализирующие проявление субъектности при выполнении выпускниками своих функциональных обязанностей, способствуют уточнению существующих и разработке новых рекомендаций по распределению выпускников на первичные офицерские должности.
Сформулированные педагогические условия создают основу для конкретизации и приближению концептуальных идей становления субъектности будущих офицеров к педагогической практике, способствуя тем самым оптимизации деятельности преподавателя военного вуза.
Апробация и внедрение результатов исследования. Основные идеи и положения диссертационного исследования обсуждались на заседаниях кафедры педагогики и педагогической психологии Воронежского государственного университета. Результаты исследования обсуждались в ходе работы:
• международных конференций: «Системы управления качеством высшего образования» (Воронеж, 2002); «Формирование профессиональной культуры специалистов XXI века в техническом университете» (Санкт-Петербург, 2002); «Проблемы интеллектуализации образования» (Воронеж, 2002); «Информационные технологии в естественных, технических и гуманитарных науках»; (Таганрог, 2002); «Непрерывное образование – основа социализации личности» (Воронеж, 2003); «Педагогика ненасилия» (Санкт-Петербург, 2005); «Формирование социально активной личности – основа развития гражданского общества» (Воронеж, 2006); «Стратегические ориентиры в профессиональной подготовке субъекта деятельности» (Казань, 2006);
• всероссийских конференций: «Актуальные вопросы психологической службы» (Воронеж, 2001); «Совершенствование наземного обеспечения авиации» (Воронеж, 2003); «Субъектность в личностном и профессиональном развитии человека» (Казань, 2005); «Педагогические технологии в системе подготовки специалистов» (Тамбов, 2006); «Информатизация образования университетского комплекса» (Воронеж, 2008);
• региональных и вузовских конференций: «Воспитательная среда вуза как фактор профессионального становления специалиста» (Воронеж, 2001, 2003, 2005, 2006); «Исследовательское обучение специалистов в высших технических учебных заведениях» (Воронеж, 2000); «Молодежная культура и ценности будущего» (Санкт-Петербург, 2001); «Информатика как педагогическая задача» (Воронеж, 2001, 2002); «Роль классических университетов в педагогическом образовании» (Воронеж, 2003); «Военная электроника: опыт использования и проблемы, подготовка специалистов» (Воронеж, 2005); «Развитие и саморазвитие личности как субъекта образовательной деятельности» (Казань, 2006).
Апробация результатов исследования осуществлялась в двух крупных НИР: «Содержание и организация профессионального образования офицеров-воспитателей в военном вузе» (2006 – 2007); «Теоретические и научно-методические основы профессиональной подготовки специалистов воспитательных структур в вузах Министерства обороны Российской Федерации» (2008).
Материалы диссертации внедрены в учебные курсы «Психология и педагогика», «Воспитательная работа в подразделении», «Автоматизированные системы управления», «Информатика», раздела «Основы теории помех» дисциплины «АСУ силами и средствами РЭБ» Военного авиационного инженерного университета (г. Воронеж).
Положения, выносимые на защиту:
1. Субъектность будущего офицера представляет собой системное качество личности, обусловливающее его сущностную, интегральную характеристику как общую способность к инициированию и регуляции целенаправленной активности, самореализации и непрерывному самосовершенствованию во взаимодействии с другими участниками образовательного процесса, самоутверждению в более высоком качестве в системе социальных взаимодействий.
2. Субъективными детерминантами становления субъектности будущих офицеров выступают: мотивационный (ценностная и учебная мотивация), деятельностно-результативный (учебная успешность), оценочно-рефлексивный (самосознание, самооценка), регулятивный (самодетеминация и саморегуляция), коммуникативный, статусно-ролевой (социометрический статус в учебной группе) компоненты. Неравномерность и разновременность их изменения отражает индивидуальные особенности становления субъектности будущих офицеров и тем самым определяет вариативность педагогического взаимодействия.
3. Концепция становления субъектности будущих офицеров в военном вузе представляет собой целостную совокупность идей, положений, расширяющих теоретико-методологическую основу военной педагогики для обоснования новых подходов к решению задач системы военного образования. Концепция включает три уровня: теоретико-методологический (цель, ведущая идея, теоретико-методологический базис), структурно-функциональный (компоненты системы становления субъектности будущих офицеров: стадии становления субъектности будущих офицеров, этапы педагогической деятельности преподавателей, фазы личностно-профессионального развития курсантов, связи и зависимости между ними); технологический (методы, формы, средства, этапы, диагностический инструментарий, педагогическая диагностика, критерии, показатели, уровни, функции, результат).
Становление субъектности будущих офицеров в военном вузе, представляет собой систему, включающую подсистемы личностно-профессионального развития будущих офицеров (самодвижения курсантов как субъектов активности) и педагогической деятельности преподавателей, при одновременной ее адекватности целям и возможностям подсистем и непрерывной адаптации подсистемы педагогической деятельности к подсистеме развития с учетом дифференцированного характера происходящих в ней изменений и необходимости своевременного разрешения возникающих противоречий, обеспечивающая органичное сочетание интересов и эффективную реализацию целей будущих офицеров, Вооруженных Сил, высшей военной школы.
Периодизация процессов становления субъектности и личностно-профессионального развития будущих офицеров, педагогической деятельности преподавателя способствует их согласованному взаимодействию в диалектическом единстве (один предваряет другой, является его следствием, и в то же время условием активизации друг друга как первопричины). В исследовании выделяются следующие звенья указанных процессов: стадии становления субъектности будущих офицеров (адаптации к условиям военного вуза; идентификации с требованиями учебно-профессиональной деятельности; самореализации в образовательном процессе; самопроектирования); этапы педагогической деятельности преподавателей (мотивационно-установочный; формирования первичных навыков и умений военно-профессиональной деятельности; формирования профессиональной компетентности военного специалиста; преобразовательно-практический); фазы личностно-профессионального развития курсантов (ориентировки; исполнительная; контроля и коррекции; преобразования).
4. Реализация технологии становления субъектности будущих офицеров в военном вузе включает: структурирование решаемых курсантами задач по уровням сложности; формирование подгрупп (таксонов) курсантов в экспериментальных учебных группах по результатам оценки актуальной субъектности; дифференцированное применение задач, форм, методов средств обучения и воспитания; формирование в таксонах экспериментальных групп следующих уровней субъектности: ориентировочного (умения решать задачи в соответствии с правилами и заданным порядком их решения), алгоритмического (умения самостоятельно решать типовые задачи с применением известных алгоритмов в стандартных ситуациях), эвристического (умения решать нетиповые задачи с применением известных алгоритмов в нестандартных условиях, когда шаблоны решения не созданы и необходимо осуществлять избирательный поиск), творческого (умения решать нестандартные задачи в новых условиях, обладание свойством упреждающего прогностического решения, которое проявляется тогда, когда проблема только еще должна быть определена или раскрыта и когда не существует заранее предписанного, установившегося пути решения). Критериями, позволяющими оценить субъектность будущих офицеров и фиксировать ее уровни выступают: мотивационный, деятельностно-результативный, оценочно-рефлексивный, социометрический, коммуникативный, регулятивный.
5. Педагогическими условиями эффективной реализации становления субъектности будущих офицеров в военном вузе выступают: согласование внешней доминанты функциональной, предметной образованности будущих офицеров и внутренней интенции курсанта к самоактуализации своих личностных потенциалов; эмпатийное межличностное взаимодействие и диалогическое общение во всех формах взаимоотношений «курсант-курсант» и «курсант-преподаватель»; реализация технологии становления субъектности будущих офицеров в военном вузе; гармонизация процессов педагогической деятельности преподавателей, становления субъектности и личностно-профессионального развития будущих офицеров; сформированность гностического, конструктивного, организационного, коммуникативного, перцептивно-рефлексивного компонентов педагогической деятельности преподавателя военного вуза; своевременное разрешение противоречий, возникающих в процессе становления субъектности будущих офицеров; обеспечение соответствия типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности (командной, штабной, инженерной).
6. Соответствие типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности (командной, штабной, инженерной), направленно актуализирует проявление субъектности при выполнении ими своих функциональных обязанностей и тем самым способствует самореализации и повышению результативности целенаправленной активности. Это предполагает необходимость выявления на основе типологизации выпускников и военно-профессиональной деятельности возможные приемлемые и неприемлемые варианты их должностного предназначения при решении задачи распределения на первичные офицерские должности.
Структура диссертации. Диссертация состоит из введения, трех глав, заключения, списка литературы, включающего 405 наименований, и приложения. Работа содержит 6 таблиц, 8 рисунков. Общий объем диссертации – 366 страниц, из которых 325 основного текста.
ОСНОВНОЕ СОДЕРЖАНИЕ ДИССЕРТАЦИИ
''Во введении'' обосновывается актуальность исследования, разработанность проблемы, выявляются основные противоречия, обуславливающие проблему исследования, определяются цель, объект, предмет, гипотеза, задачи, методологические основы, методы, источниковая база исследования, раскрывается научная новизна, теоретическая и практическая значимость исследования, достоверность и надежность результатов исследования, результаты апробации и внедрения результатов исследования.
''В первой главе «Теоретико-методологические основы становления субъектности будущих офицеров в военном вузе»'' раскрываются сущностные характеристики научных представлений о субъекте и субъектности, осуществляется анализ различных дефиниций субъектности и представлено авторское определение в контексте исследования, содержание понятий «субъект», «личность», «индивидуальность» уточняется применительно к курсанту военного вуза, характеризуется педагогическая сущность феномена становления субъектности будущих офицеров в военном вузе в содержательно-результативном и процессуальном аспектах, выявлены особенности становления субъектности будущих офицеров, отражающие специфику военного вуза, обоснован интегративно-дифференцированный подход к становлению субъектности будущих офицеров в военном вузе в виде непротиворечивого взаимодополнения теорий и концепций традиционной и гуманистической парадигм, определены субъективные детерминанты становления субъектности будущих офицеров в их содержательных характеристиках.
Проведенное исследование позволяет констатировать, что, несмотря на продолжающийся научный поиск по проблеме субъекта и субъектности в профессиональном образовании, многообразие подходов к исследованию данной категории и терминологическая неопределенность осложняют задачу создания концепции становления субъектности будущих офицеров в военном вузе. Проведенный анализ существующих трактовок феномена субъектности в философии, психологии, педагогике позволил обобщить и определить авторскую позицию в решении рассматриваемой проблемы.
Идея самопричинности человека: «человек как самодетерминирующаяся субстанция» (Б. Спиноза), развитие человека как овладение им собственной природой (Г. Гегель), «самостановление», «самоосуществление» человека (К. Маркс); философско-социологическое направление в изучении личностного в человеке в отечественной науке (Н.А. Бердяев, А.Ф. Лосев, Н.О. Лосский, В.С. Соловьев и др.) создали условия для рассмотрения субъектности как детерминированного социальными связями и отношениями качества личности. Закономерным результатом накопления теоретических материалов и экспериментальных данных о личности и ее активности в психологии (Б.Г. Ананьев, Л.С. Выготский, А.Н. Леонтьев, С.Л. Рубинштейн, Д.Н. Узнадзе и др.) стало возникновение категории субъекта, как носителя активности, раскрытой в философско-психологической концепции субъекта С.Л. Рубинштейном. Дальнейшее развитие категории субъекта в работах К.А. Абульхановой-Славской, А.В. Брушлинского, В.П. Зинченко, А.Н. Леонтьева, А.С. Огнева, В.А. Петровского нашло свое выражение в концепции субъектности личности и разработке субъектно-деятельностного подхода к анализу «человеческого мира» как мира деятельности.
За последние несколько десятилетий феноменологические аспекты субъектности неоднократно становились предметом научных исследований в педагогике: субъектно-личностный подход (И.С. Якиманская); субъектно-деятельностный подход в общем и профессиональном образовании (В.А. Сластенин); формирование направленности специалиста как самоорганизующегося субъекта на непрерывное профессионально-личностное самосовершенствование (Н.К. Сергеев); объектно-субъектное преобразование личности студента в образовательном процессе вуза (С.М. Годник); гуманитарно-целостный подход в образовании (Н.М. Борытко).
К настоящему времени категории субъекта и субъектности приобрели выраженный наддисциплинарный и междисциплинарный статус. Они дополняют предметное содержание и оказывают влияние на формирование структуры и динамику развития конкретных научных дисциплин, в частности педагогики, обогащая ее понятийный аппарат и способствуя интеграции гуманитарных наук. Категорию «субъект» мы используем в ее основном значении – активное, преобразующее начало, реализуемое человеком в его деятельности, «носитель предметно-практической активности и познания, осуществляющий изменение в других людях и в себе самом» (С.Л. Рубинштейн).
Категория субъект представляет курсанта как первопричину познания, самопознания и преобразования действительности, отражает его активное отношение к окружающему миру и к самому себе, его способность организовывать и регулировать свой жизненный путь как целое, законосообразно подчинять его своим целям и ценностям. Субъект (курсант) – это самоутверждающаяся, самореализующаяся личность, способная к эффективной самоорганизации своей целенаправленной активности. Сущностной характеристикой курсанта выступает его активность, которая проявляется в выходе за рамки ситуативных требований и ролевых предписаний, в феноменах «надситуативной», «сверхнормативной», и «надролевой» активности, когда курсант выступает в качестве причины, а не только следствия определенных событий, действует по логике цели, а не сложившихся обстоятельств. Необходимо отметить, что при сохранении всех качеств и свойств субъекта, особый смысл для будущего офицера приобретают такие качества, как саморегуляция (ее преобладание по отношению к самоутверждению, например), более сложно структурно-содержательно осуществляемая самореализация, наличие повышенной ответственности, мобильности в реализации своей активности.
Личность курсанта – наиболее обобщенная, многомерная и многоуровневая категория, в которой интегрируются и дифференцируются сущностные особенности курсанта и которая опосредует все направления жизнеосуществления.
Индивидуальность (биологическая, социальная, духовная, интегральная) отражает неповторимое, уникальное своеобразие курсанта как личности и как субъекта, которое определяется совокупностью свойств, формирующихся под влиянием разнообразных факторов, обеспечивающих то особенное и единичное, чем отличается один курсант от другого, что придает им своеобразие и неповторимость, в чем выражается их уникальность (единственность).
Проведенный анализ показал, что каждое из понятий («субъект», «личность», «индивидуальность») необходимо для выделения и исследования различных сторон становления субъектности будущих офицеров, исходя из поставленных целей и задач. В данном случае актами активности, выходящей за рамки заданного, курсант как субъект строит себя как личность. При этом курсант как личность реализует себя как субъект и в качестве такого субъекта обнаруживает свою индивидуальность. Для нашего исследования является сущностно важной, объединяющей позиция, при которой личность является субъектом саморазвития и социальной деятельности, той интегральной субъектной способности, которая обладает витальным, деятельностным, коммуникативным, нравственным, эстетическим, духовным содержанием.
Согласно «мультисубъектной теории» В.А. Петровского личность (курсанта) может быть представлена многими субъектами деятельности, по выражению А.Н. Леонтьева субъектом «совокупности деятельностей», в которых он обнаруживает свое бытие.
В самостоятельности, целеустремленности, инициативности, активности, направленной на разрешение возникающих противоречий, что способствует самосовершенствованию и самоутверждению в более высоком качестве в системе социальных взаимодействий, выражается субъектность будущего офицера. Субъектность является атрибутивным свойством субъекта. Это означает, что курсант является носителем активности, источником и основной движущей силой самоизменения, преобразования внутреннего и внешнего мира. Субъектность находит выражение в намерениях, потребностях, мотивах, установках, отношениях, целях, определяющих направленность, избирательность и личностный смысл осуществляемой курсантом деятельности. В ней отражается интенция самодвижения.
Субъектность не является врожденной характеристикой курсанта. Субъектность – это, прежде всего, результат собственной работы будущего офицера над собой как сценариста своего жизненного пути, как деятеля, производящего изменения в первую очередь в себе, которому присущи устремленность к самосовершенствованию, самореализации в образовательном процессе военного вуза. Во внутриличностном плане ощущение субъектности заключается в осознании курсантом значимости собственной роли в достижении успеха в учебно-познавательной, военно-служебной и других видах деятельности. В способности созидательно и творчески преодолевать трудности, целенаправленно воспитывать в себе профессионально значимые качества, необходимые офицеру Вооруженных Сил Российской Федерации выражается субъектность курсанта.
В исследовании установлено, что становление субъектности будущих офицеров в военном вузе непосредственно связано с процессом обучения и становится возможным при наличии взаимодействующих субъектов. Поскольку «самодвижение человека как субъекта активности – развитие личности» (В.А. Петровский), становление субъектности будущих офицеров может быть раскрыто в логике взаимосвязи и взаимообусловленности процессов развития и обучения. Эти два процесса онтогенетически и структурно взаимосвязаны, объединяются в содержательном и временном измерении. Согласно положению, выдвинутому Л.С. Выготским, развитие и обучение – это не два независимых процесса или один и тот же процесс: существует единство, но не тождество процессов обучения и внутренних процессов развития. Эти процессы не рядоположены, не параллельны друг другу. Развитие совершается с иной скоростью, чем обучение, каждый из этих процессов измеряется собственной мерой, имеет собственную логику.
Личностно-профессиональное развитие будущего офицера мы представляем как целенаправленное самосозидание новых качеств или преобразование (позитивное изменение) уже имеющихся в ходе осуществления различных видов деятельности. Оно рассматривается как интегральная совокупность дифференциального многообразия его сторон: военно-профессиональной, нравственно-этической, морально-волевой, физической, правовой, эстетической. Это самодвижение, в котором порождаются и реализуются потребности, мотивы, цели, задачи, направленное на освоение актуальных научных знаний, овладение социально-значимыми эталонами в виде понятий, идеалов, образцов поведения при взаимодействии с другими участниками образовательного процесса.
В результате теоретического анализа установлено, что в современной педагогике обучение понимается как «расширение возможностей развития личности» (А.Г. Асмолов), как управление процессом развития личности, как целенаправленное влияние на процесс ее развития, а не как воздействие на нее. В традиционном понимании «управление» является деятельностью преподавателей по организации, координации, регулированию, контролю за деятельностью обучаемых. В контексте нашего исследования управление рассматривается как влияние, взаимовлияние, совместная деятельность субъектов (курсантов и преподавателей), которая обеспечивает целенаправленность, организованность, согласованность усилий и действий, а также распределение ответственности за достигнутые результаты между всеми участниками образовательного процесса. Общим принципом педагогического управления выступает перевод курсантов «из созерцательной и исполнительной позиции в позицию активного субъекта деятельности» (В.А. Якунин). При этом под «формированием» понимаются качественные изменения, которые происходят в личности будущего офицера под внешним педагогическим влиянием.
Становление, как «переход от одной определенности бытия к другой, превращение явления в целостную, завершенную, дифференцированную, в полной мере сформировавшуюся систему, которая затем развивается на собственной основе, т. е. на основе предпосылок, созданных в процессе становления» (В.П. Кохановский), выражает одновременно процессуальный и результативный характер изменений будущего офицера – личности и субъекта деятельности в ходе развития и обучения. Становление субъектности будущих офицеров в военном вузе осуществляется при взаимодействии двух развернутых во времени процессов: личностно-профессионального развития (самодвижения, в котором порождаются и реализуются потребности, мотивы, цели, задачи) и внешнего, по отношению к личности курсанта, педагогической деятельности преподавателя (целенаправленного влияния на курсанта, которое способно гармонизировать, создать определенный баланс между социально заданным и субъективно-индивидуальным).
Становление субъектности будущих офицеров рассматриваться как детерминированный, вероятностный, управляемый и саморазвивающийся процесс. Он может быть более (доминирует детерминированность) или менее (преобладает стохастичность) управляемым в зависимости от решаемых задач, содержания, методов и средств, потребностей и возможностей субъектов педагогического взаимодействия – будущих офицеров и преподавателей. Выделяются три аспекта становления субъектности будущих офицеров. Социально-профессиональный: идентификация с социокультурным и профессиональным окружением, принятие его ценностей, осмысление социального и профессионального значения обучения как инструмента, способствующего усвоению общественного опыта, норм, принятию правил, традиций, ритуалов. Идивидуально-ценностный: раскрытие и развертывание «самости» курсанта в деятельности, его содержательно-результативных и процессуально-динамических характеристик в соответствии с ценностными ориентациями курсанта. Операционально-деятельностный: согласование педагогической деятельности преподавателя и личностно-профессионального развития курсантов через адекватность применяемых способов, форм организации их взаимодействия.
Принципиальное значение имеет согласование внутренне мотивированной активности курсанта и внешнего побуждающего педагогического влияния преподавателя. С этой целью реализован интегративно-дифференцированный подход (Н.И. Вьюнова и др.) к становлению субъектности будущих офицеров в военном вузе, заключающийся в непротиворечивом взаимодополнении целей и концептуальных понятий (стандарта, инициативы, ответственности, активности) традиционной и гуманистической парадигм в их дифференцированной представленности в образовательном процессе военного вуза, что дает возможность преподавателям осуществлять педагогическую деятельность на основе органичного сочетания методологических норм и достижений педагогической науки.
Проведенный анализ существующих теорий личности позволил определить субъективные детерминанты становления субъектности будущих офицеров в военном вузе: доминирующая военно-профессиональная направленность, ценностная и учебная мотивация, определяющие характер взаимодействия личности с действительностью; самосознание (самопознание, самооценка, рефлексия – компоненты внутренней целостности и устойчивости, задающие внутреннюю соотнесенность, сбалансированность, уравновешенность отношений курсанта к действительности); учебная успешность, характеризующая результативность учебно-познавательной деятельности; коммуникативность, раскрывающая способность эффективно взаимодействовать с другими участниками образовательного процесса; социометрический статус, выражающий характер эмоционально-оценочного отношения курсантов друг к другу; самодетерминация – поиск и определение личностно значимых смыслов в построении и реализации жизненных и профессиональных планов; саморегуляция, определяющая общую способность к самостоятельному управлению целенаправленной активностью в различных видах деятельности и поведении.
''Во второй главе «Концепция становления субъектности будущих офицеров в военном вузе»'' разработана концепция становления субъектности будущих офицеров в военном вузе, включающая теоретико-методологический, структурно-функциональный, технологический компоненты. В исследовании установлено, что результат и динамика становления субъектности будущих офицеров зависит не только от конкретных знаний о курсанте, но и от обоснованности теоретических положений о том, как естественно объединить процессы педагогической деятельности преподавателя, становления субъектности и личностно-профессионального развития будущих офицеров, выверенности технологических процедур.
Методологическое обеспечение содержательного и формально-логического исследования включило системный подход в совокупности системного анализа и синтеза, что позволило перейти от аналитического изучения рассмотренных процессов к синтетическому познанию их в виде системы в контролируемых условиях, объединить эмпирическое и теоретическое в исследовании, т. е. сочетать наблюдение, эксперимент с построением теоретических конструкций и научных абстракций, и представить становление субъектности будущих офицеров на трех уровнях его организации именно как системы (рис. 1): теоретико-методологическом, структурно-функциональном и технологическом. На первом уровне – теоретико-методологическом – формулировались основные идеи, определялся методологический базис становления субъектности будущих офицеров. На втором уровне – структурно-функциональном – проводилась декомпозиция на основные подсистемы, компоненты. Одновременно с содержательным наполнением характеристик, выявлялись связи и зависимости между компонентами. Тем самым был достигнут переход от представления исследуемого феномена как совокупности компонентов к представлению в виде системы. На третьем уровне – технологическом – осуществлялось проектирование и реализовывалось педагогическое взаимодействие, выполнялся мониторинг становления субъектности будущих офицеров, в ходе которого определялись результаты и динамика становления субъектности будущих офицеров. По результатам анализа корректировалась педагогическая практика.
Системные представления о становлении субъектности будущих офицеров, концептуально интерпретированные применительно к педагогическим реальностям военного вуза, сообразуются с общей методологией системного подхода (А.Н. Аверьянов, В.Г. Афанасьев, Л. Берталанфи, И.В. Блауберг, Б.М. Кедров, Э.Г. Юдин и др.), положения которого позволили структурировать процессы становлении субъектности, личностно-профессионального развития, педагогической деятельности.
В результате проведенного исследования выявлено, что процесс становления субъектности будущих офицеров в военном вузе включает четыре стадии: адаптации к условиям военного вуза; идентификации с требованиями учебно-профессиональной деятельности; самореализации в образовательном процессе, самопроектирования
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Рис. 1. Концепция становления субъектности будущих офицеров в военном вузе
На первой стадии доминирует активное приспособление курсантов к новым условиям, освоение требований военного вуза, своих функций, обязанностей и прав. Здесь происходит осмысление вхождения в новую социальную среду, ее внутреннее принятие – осознанное и положительно эмоционально окрашенное. На этой стадии разрешается противоречие между уже состоявшимся переходом абитуриента в новый социальный статус и его еще предварительной готовностью к решению задач в различных видах деятельности в условиях военного вуза, к освоению функций курсанта. Стадия адаптации завершается, как правило, к исходу второго семестра обучения.
Вторая стадия (идентификации с требованиями учебно-профессиональной деятельности) характеризуется направленностью курсанта на активное освоение и квалифицированное выполнение своей социальной роли и предполагает самоуправление деятельностью и поведением на основе осознанных мотивов и целей. На этой стадии разрешается противоречие между едиными требованиями, предъявляемыми ко всем курсантам и необходимостью реализации вариативного педагогического взаимодействия в соответствии с выявленными на предыдущей стадии индивидуальными особенностями становления субъектности будущих офицеров. Продолжительность стадии идентификации – приблизительно третий-четвертый семестры.
На третьей стадии (самореализации в образовательном процессе) осуществляется целенаправленное формирование качеств, определяющих эффективное выполнение военно-профессиональной деятельности в войсках. При этом обеспечивается взаимосвязь и соединение мотивов и целей, внутренних интенций с внешним педагогическим влиянием. Возрастает самодетерминация и осознанная саморегуляция целенаправленной активности, что способствует разрешению противоречия между включением будущих офицеров в военно-профессиональную деятельность при непосредственным руководстве и поддержке со стороны преподавателей и необходимостью проявления в них различных форм самостоятельности. Продолжительность стадии самореализации – приблизительно пятый-седьмой семестры.
Сущность четвертой стадии (самопроектирования) заключается в достижении курсантами такого уровня субъектности, который позволяет самостоятельно, инициативно, целеустремленно реализовывать возможности достижения высокого уровня военно-профессиональной квалификации и разностороннего личностного развития в условиях военного вуза, необходимых для успешного выполнения задач предстоящей военно-профессиональной деятельности. На этой стадии разрешается противоречия между новыми условиями возрастающей практической направленности образовательного процесса и еще предварительной готовностью к выполнению военно-профессиональных функций офицера в практических подразделениях. Продолжительность стадии самопроектирования – приблизительно восьмой-десятый семестры.
Проведенное исследование позволяет утверждать, что стадии становления субъектности будущих офицеров в военном вузе диалектически взаимосвязаны с этапами педагогической деятельности преподавателей. Последние представляют собой четырехкомпонентную последовательность, включающую: мотивационно-установочный этап, направленный на создание у курсантов позитивной установки возможности достижения наивысшего результата учения и личной ответственности за полученный результат, мотивированного овладения знаниями и умениями, и стадии адаптации курсантов к условиям военного вуза; этап формирования первичных навыков и умений военно-профессиональной деятельности, направленный на формирование у будущих офицеров первичных общеучебных, командных, инженерных навыков и умений; этап формирования профессиональной компетентности военного специалиста, направленный на включение курсантов в разнообразные тактико-специальные, военно-специальные, практические занятия, максимально требующие от них инициативности, самостоятельности; преобразовательно-практический этап, направленный на подготовку будущих офицеров к самостоятельному выполнению военно-профессиональных функций офицера в практических подразделениях в войсках.
Для согласования стадий становления субъектности будущих офицеров и этапов педагогической деятельности был осуществлен переход к развернутой характеристике личностно-профессионального развития курсантов. Логическая организация процесса состояла в том, чтобы на всех этапах деятельность преподавателей преемственно и эффективно влияла на личностно-профессиональное развитие курсантов, учитывая содержание стадий становления субъектности. Процесс личностно-профессионального развития курсантов представлен последовательностью из четырех фаз (фаза ориентировки, исполнительная фаза, фаза контроля и коррекции, фаза преобразования), циклически повторяющихся на всех стадиях.
Фаза ориентировки. Курсант – субъект целеполагания: осмысления происходящего, осознания возможности реализации различных вариантов решения задач, построения образа желаемого результата и своей способности желаемое реализовать. Курсант – субъект предстоящего действия: принятия на себя ответственности за непредрешенный заранее исход своих действий, постановки и соотнесения целей и задач.
Исполнительная фаза. Курсант – субъект совершаемой деятельности: принятия решения о начале деятельности; мобилизации своих сил; реализации открывающихся возможностей в совершаемых по собственной воле действиях; осмысления влияния своими действиями на объективные факторы своей жизнедеятельности; согласования своих действий с действиями других субъектов; выявления своих возможностей; регулирования своей активности с учетом складывающихся обстоятельств.
Фаза контроля и коррекции. Курсант – субъект осуществленной деятельности: оценки полученного результата, применяемых способов деятельности; соотнесения результатов и замыслов; восприятия себя как автора, первопричины личностно значимых новообразований, детерминированных собственной активностью; осознания того, как именно совершалась деятельность и был достигнут результат; корректировки деятельности с использованием информации обратной связи.
Фаза преобразования. Восприятие курсантом себя как полноправного субъекта педагогического взаимодействия. Осмысление пути становления своей субъектности, осознание того, как «Я» это сделал, определение стратегии, тактики и конкретных способов реализации всего ценностно-смыслового единства личности. Переход в следующий цикл личностно-профессионального развития на очередной стадии становления субъектности.
В результате исследования установлено, что все курсанты академической учебной группы на каждом этапе педагогической деятельности не переходят одновременно из одной фазы в другую и, следовательно, одновременно не достигают фазы преобразования. Это обусловливает индивидуализированный характер личностно-профессионального развития курсантов, выражающийся в многообразии траекторий развития. Процесс личностно-профессионального развития курсанта может быть представлен в виде конусообразной спирали (рис. 2).
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Рис. 2. Спираль личностно-профессионального развития будущего офицера в военном вузе
Один виток соответствует одной стадии становления субъектности. Количество витков спирали соответствует количеству стадий. Число дуг (фаз), образующих один виток спирали является инвариантным и равно четырем. Дуги, составляющие витки спирали, имеют разную длину, что обусловливается индивидуализированным характером личностно-профессионального развития курсантов. Межвитковое расстояние у спиралей вариативно, что объясняется неравномерностью и гетерохронностью личностно-профессионального развития курсантов. Чем выше показатели развития, тем больше межвитковое расстояние, тем круче траектория развертывания витка, и наоборот. Этим определяется высота спирали, которая наглядно демонстрирует динамику и результат личностно-профессионального развития.
На основании выделения ситуативной (адаптивной) и надситуативной (неадаптивной) активности фазы личностно-профессионального развития курсанта условно можно разделить на две группы. Первая группа состоит из двух фаз – фазы ориентировки и фазы исполнения. Для данной группы фаз характерно стремление курсанта к сохранению усвоенных форм действий, к поддержанию соответствия между освоенными способами осуществления различных видов деятельности и требованиями решаемых задач. Происходит копирование образцов ее выполнения, осуществление деятельности по заданному шаблону (подражание, повторение образца) на репродуктивном и алгоритмическом уровнях субъектности. Внешне мотивированная деятельность и поведение регламентируются извне и представляют собой последовательность отдельных действий, не связанных общей целью. Здесь наблюдается ситуационную адаптивность – соответствие, высокая приспособляемость к предъявляемым требованиям, установленным нормам, созданным условиям, возникшим обстоятельствам. Фактически здесь реализуются нормативно одобренные способы деятельности.
Для второй группы, включающей в свой состав также две фазы (фазу контроля и коррекции, фазу преобразования), характерно целеустремленное движение к постановке и решению новых задач, что требует достижения такого уровня активности, который обеспечивает осуществление деятельности по логике собственного целеполагания. В результате складываются системные представления о целенаправленной активности и ее регуляции, происходит осознание необходимости самореализации. Изменение операциональной сферы обусловливает поиск новых отношений с преподавателями, курсантами, которые отражали бы возросшие возможности субъекта. Если такие отношения будут найдены и актуализированные ресурсы аксиологического, когнитивного, коммуникативного, регулятивного потенциалов личности курсанта будут достаточными для взаимодействия на качественно новом уровне отношений, то курсант достигает фазы преобразования. Основной особенностью этой фазы развития является то, что курсант осуществляет деятельность с высокими показателями активности, саморегуляции, самостоятельности на эвристическом и творческом уровнях субъектности. что обусловливает его переход в следующую стадию становления субъектности в логике и во времени развертывания соответствующего этапа педагогической деятельности преподавателей.
Достижение гармонизации этапов деятельности преподавателей и стадий становления субъектности будущих офицеров обеспечивается тем, что деятельность преподавателя на новом этапе осуществляется преемственно, в диалектической связи с предыдущим, с учетом достигнутой курсантами фазы личностно-профессионального развития и одновременно в соответствии с выявленным уровнем актуальной субъектности.
Рациональное построение содержательно-временной структуры процесса становления субъектности будущих офицеров в логике развертывания стадий, этапов и фаз объективно предопределяют создание условий для формирования у курсантов профессионально значимых качеств офицера – личности и субъекта военно-профессиональной деятельности: собственного компетентного мнения; умений принимать обоснованные решения в нестандартных условиях обстановки и организовывать их выполнение; инициативно и самостоятельно действовать в условиях выбора; видеть главное в работе, четко определять цели и проявлять настойчивость в их достижении; осуществлять подбор исполнителей и рационально распределять обязанности между ними; доводить начатое дело до конца; дисциплинированности, решительности, организованности; целеустремленности; выдержки и самообладания; умений управлять своими эмоциями, контролировать волю других людей в условиях опасности и риска, направлять их на беспрекословное исполнение приказаний в боевой обстановке и в мирное время; настойчивости и упорства в преодолении трудностей; стойкости; умений управлять морально-психологическим состоянием подразделения, сплачивать личный состав; непрерывно самосовершенствоваться.
На завершающем этапе исследования осуществлялась типологизация выпускников и видов военно-профессиональной деятельности. В результате были установлены возможные наилучшие, приемлемые и неприемлемые варианты должностного предназначения при распределении по военным специальностям и должностям. Анализ отзывов, поступивших из войск на выпускников, показал, что определяющим условием проявления и реализации субъектности, обеспечивающей успешное выполнение своих функциональных обязанностей на первичных офицерских должностях (командир взвода, заместитель командира роты по воспитательной работе, инженер, оперативный дежурный и т.д.), является соответствие типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности (командной, штабной, инженерной). В качестве основного критериального показателя принята доминирующая профессиональная направленность, выявляющая предрасположенность, склонность, устремленность курсанта к одному из видов военно-профессиональной деятельности.
Апробация теоретических положений исследования осуществлялась в технологии становления субъектности будущих офицеров в военном вузе. Реализация технологии включала три этапа. На первом этапе осуществлялось структурирование задач по уровням сложности. На втором этапе – проведение диагностических процедур по оценке субъектности (критериями, позволяющими оценить субъектность и фиксировать ее уровни, были приняты: мотивационный, деятельностно-результативный, оценочно-рефлексивный, социометрический, коммуникативный, регулятивный) и формирование в экспериментальных учебных группах подгрупп (таксонов) по результатам оценки актуальной субъектности. На третьем этапе – дифференцированное применение задач, форм, методов средств обучения и воспитания. В результате курсанты экспериментальных групп достигали следующих уровней субъектности: ориентировочного, алгоритмического, эвристического, творческого.
''В третьей главе «Опытно-экспериментальная работа по реализации концепции становления субъектности будущих офицеров в военном вузе»'' выделены результаты экспериментальной работы по проверке гипотезы исследования, представлена оценка эффективности концепции и технологии, выявлены педагогические условия становления субъектности будущих офицеров. В ходе опытно-экспериментальной работы ставились задачи: уточнить положения концепции в условиях практической деятельности; проверить эффективность разработанной технологии и выяснить, в какой мере практика соответствует разработанной теории.
Опытно-экспериментальная работа проводилась в два периода. Первый период (2004 – 2005 гг.) – констатирующий эксперимент (сбор и осмысление эмпирических данных, их анализ и обобщение), построение концепции исследования, формулирование и уточнение рабочих гипотез, теоретических положений, разработка проблемы дифференцированного обучения курсантов в военном вузе, в ходе которой, наряду с серией частных экспериментов, описанных в основных публикациях, была подготовлена и защищена кандидатская диссертация на тему: «Дифференцированное обучение курсантов военного вуза как фактор профессионального становления военных специалистов».
Исследованием было охвачено 46 преподавателей-офицеров, 15 начальников курсов и курсовых офицеров, 1260 курсантов. В ходе исследования были выявлены факторы, оказывающие влияние на становление субъектности будущих офицеров в военном вузе: организационно-содержательный, характеризующий эффективность содержания, организационных форм и методов обучения и воспитания; мотивационно-целевой, выражающий доминирующие мотивы получения высшего образования курсантами в военном вузе; социально-психологический, определяющий характер взаимоотношений курсантов с преподавателями и между собой. В целом анализ результатов констатирующего эксперимента показал обоснованность разработки проблемы становления субъектности будущих офицеров в военном вузе.
Второй период (2005 – 2008 гг.) – экспериментальная работа в Военном институте радиоэлектроники (г. Воронеж), Воронежском высшем военном авиационном инженерном училище (военном институте): обработка и обобщение полученных результатов, уточнение теоретических положений и практических рекомендаций, оформление диссертационной работы.
Опытно-экспериментальная работа в завершающий период исследования проводилась в три взаимосвязанных этапа: подготовительный, основной и аналитический. Целью преобразующего эксперимента была проверка гипотетического содержания концепции, уточнение модели и апробация технологии. При этом в традиционный образовательный процесс были внесены новые элементы: мониторинг становления субъектности будущих офицеров в ходе семестровых аттестаций; дифференциация курсантов по уровням субъектности и последующая интеграция – формирование таксонов в экспериментальных учебных группах; структурирование образовательных задач по уровням сложности. Осуществлялась проверка обоснованности выдвинутого предположения о том, что соответствие типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности направленно актуализирует проявление субъектности при выполнении своих функциональных обязанностей. Всего в эксперименте участвовало 1760 курсантов 1-х – 5-х курсов. В экспериментальных учебных группах (количество курсантов – 910 чел.) реализовывалась технология становления субъектности будущих офицеров в соответствии с целью, содержанием и логикой, исходящими из концепции исследования. В контрольных учебных группах (количество курсантов – 850 чел.) обучение осуществлялось в традиционном плане.
Были выделены критерии и оценочные показатели, позволяющие представить комплексную, объективную оценку становления субъектности будущих офицеров: мотивационный, деятельностно-результативный, оценочно-рефлексивный, коммуникативный, социометрический и регулятивный. Логика реализации разработанной технологии заключалась в следующем (рис. 3).
[img[BeloshitskiyDDR4.png]]
Рис. 3. Реализация технологии становления субъектности будущих офицеров в военном вузе
Каждому таксону предъявлялись задачи, направленные: на воспроизведение, применение и многократное повторение усвоенных знаний и способов деятельности по образцу (в таксоне Д); на овладение общими алгоритмами рационального построения последовательности действий, умениями планирования действий в изменяющихся условиях, быстро ориентируясь и используя всю совокупность способов деятельности (в таксоне В); на самостоятельное выполнение отдельных процедур творческой деятельности путем постановки вопросов, нахождения доказательств, формулирования выводов из приведенных фактов, построения плана проверки, выявления противоречий и нахождения путей их разрешения, соотнесение своих знаний с профессиональными ситуациями и использование их в функции средства осуществления собственных практических действий и поступков (в таксоне Б); на самостоятельную постановку и решение проблем, овладение методами научного познания, формирование и развитие мотивов и способов поисковой творческой деятельности по решению новых проблемных ситуаций, имитирующих профессиональные, разрешаемые в коллективно-распределенных формах общения и диалогического взаимодействия (в таксоне А).
Если решаемые задачи уже не требовали мобилизации всех ресурсов актуализированных потенциалов личности, то перед курсантами ставились задачи следующей группы сложности. В тех случаях, когда субъективная сложность задач превосходила возможности курсантов, когда достигался предел функционального напряжения, эффективной саморегуляции активности, что проявлялось в нарастании количества допускаемых ошибок, в неудовлетворенности собой, в снижении учебной мотивации, в отсутствии целеустремленности, то этот предел, препятствующий проявлению и росту субъектности, отодвигался. Установлено, что в таксонах с относительно однородным составом курсантов по уровню субъектности педагогическая деятельность преподавателя может быть максимально адаптирована к запросам и возможностям каждого курсанта, что дает возможность естественным образом варьировать учебную нагрузку и темп обучения.
Результаты исследования свидетельствуют, что применение дифференцированных по степени сложности задач способствовало росту у курсантов экспериментальных групп мотивации учения – ориентации на процесс и результат, в контрольных группах доминирующей являлась направленность на результат и избегание наказаний. В экспериментальных группах итоговый рост учебной успешности (деятельностно-результативный критерий) составил 28,5 %, в контрольных группах – 13,2 % (табл. 1).
[img[BeloshitskiyDDT1.png]]
На всех этапах экспериментальной работы во всех таксонах наблюдался рост учебной успешности, при этом наибольшие изменения происходили в таксоне В. Показатели роста составили от 26,3 % до 29,1 %. Было выявлено, что курсанты таксонов А и Б владеют более совершенными способами самоорганизации (по сравнению с курсантами таксонов В и Д). Вероятно, это связано с тем, что в таксонах А и Б обучение и воспитание были направлены не столько на освоение обобщенных знаний (как в таксонах В и Д), сколько на освоение самого процесса познания в ходе частично-поисковой и учебно-исследовательской деятельности, в которой создаются и проверяются эти обобщения.
Полученные результаты показывают, что становление субъектности будущих офицеров происходило с различной динамикой. Вариативность и подвижность таксонов и решаемых задач придавали процессу становления субъектности будущих офицеров динамичный характер, способствовали достижению все более высоких уровней субъектности, что выражалось в росте статусного положения курсантов в группе, самооценки, познавательной и коммуникативной активности. В целом, курсанты учебной группы достигали следующих уровней субъектности: ориентировочного – умения решать задачи в соответствии с правилами и заданным порядком их решения (в таксоне Д); алгоритмического – умения самостоятельно решать типовые задачи с применением известных алгоритмов в стандартных ситуациях (в таксоне В); эвристического – умения решать нетиповые задачи с применением известных алгоритмов в нестандартных условиях, когда шаблоны решения не созданы и необходимо осуществлять избирательный поиск (в таксоне Б); творческого – умения решать нестандартные задачи в новых условиях, обладание свойством упреждающего прогностического решения, которое проявляется тогда, когда проблема только еще должна быть определена или раскрыта и когда не существует заранее предписанного, установившегося пути решения (в таксоне А). В результате происходила трансформация понимания преподавателями сущности методов обучения и воспитания как способов организации деятельности курсантов и педагогического влияния, к пониманию методов как механизмов, способствующих проявлению и реализации будущими офицерами субъектности. Тем самым обеспечивалась адекватность и одновременно адаптивность педагогического взаимодействия.
Для объективной интерпретации результатов измерений, полученных в ходе обработки экспериментального материала, применялся метод непараметрической статистики – статистический критерий Фридмана, что обеспечило элиминирование негативного влияния на результаты измерений субъективных характеристик преподавателей. Применение данного критерия позволило установить, что изменение уровня субъектности курсантов экспериментальных групп, происходило не случайным образом. Подтверждение статистической достоверности полученных результатов заключалось в доказательстве того, что между индивидуальными показателями субъектности, полученными на различных этапах эксперимента, существуют неслучайные различия, а значит, разработанные концепция и технология, являются позитивным фактором становления субъектности будущих офицеров в военном вузе. Статистическая достоверность полученных результатов подтверждалась равенством или превышением полученного эмпирического значения критерия χr2 критического. Сравнение эмпирических значений с критическими позволило сделать вывод о статистической достоверности результатов проведенного анализа экспериментальных данных.
Полученные эмпирические значения критерия χr2 для каждой экспериментальной группы больше расчетного на уровне статистической значимости различий p≤0,01. Следовательно, становление субъектности будущих офицеров в экспериментальных группах осуществлялось не случайным образом. В контрольных группах статистическая значимость различий подтверждена на более низком уровне (p≤0,05).
В целом результаты эксперимента продемонстрировали достижение курсантами экспериментальных групп более высоких уровней субъектности по сравнению с курсантами контрольных групп (табл. 2).
[img[BeloshitskiyDDT2.png]]
Как видно из табл. 2, количество курсантов с репродуктивным и алгоритмическим уровнями субъектности к концу эксперимента в экспериментальных группах уменьшилось в среднем на 19,6 % и 16,4 %, в контрольных – на 14,6 % и 6,4 % соответственно. Рост числа курсантов с эвристическим и творческим уровнями субъектности составил: в экспериментальных группах 19,7 % и 16,3 %, а в контрольных 10,2 % и 10,8 % соответственно. Полученные результаты являются закономерными, так как технология становления субъектности предъявляет конкретные требования к курсантам, соответствующие актуальному уровню их субъектности и личностно-профессионального развития.
На заключительном этапе экспериментальной работы проверялась обоснованность выдвинутого предположения, что определяющим условием проявления и реализации выпускниками субъектности, обеспечивающей эффективное выполнение функциональных обязанностей на первичных офицерских должностях, является соответствие типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности. Следует заметить, что подтвердить это предположение возможно только на основе анализа результатов практической деятельности выпускников. С этой целью был проведен анализ отзывов на выпускников, поступивших из войск. Сопоставляя эти данные с результатами фактического распределения выпускников, а также анализируя отзывы на выпускников (всего проанализировано 362 отзыва), было установлено следующее. Положительные отзывы с высокими и достаточно высокими оценками военно-профессиональных, социальных, деловых, нравственных качеств выпускников были составлены в тех случаях, когда замещаемые выпускниками должности были определены как наилучшие и приемлемые варианты их должностного предназначения по результатам итоговой педагогической диагностики. Тем самым было подтверждено одно из положений, вынесенных на защиту, о необходимости обеспечения соответствия типологических особенностей личности выпускника конкретному виду военно-профессиональной деятельности.
Проведенное исследование позволяет констатировать, что эффективной реализации концептуальных положений и технологии становления субъектности будущих офицеров в военном вузе способствовало выполнение педагогических условий, выявленных в ходе реализации педагогического эксперимента: согласование внешней доминанты функциональной, предметной образованности будущих офицеров и внутренней интенции курсанта к самоактуализации своих личностных потенциалов; эмпатийное межличностное взаимодействие и диалогическое общение во всех формах взаимоотношений «курсант-курсант» и «курсант-преподаватель»; реализация технологии становления субъектности будущих офицеров в военном вузе на основе интегративно-дифференцированного подхода; гармонизация процессов педагогической деятельности преподавателей, становления субъектности и личностно-профессионального развития будущих офицеров; сформированность проективного, конструктивного, коммуникативного, перцептивно-рефлексивного компонентов педагогической деятельности преподавателя военного вуза; своевременное разрешение противоречий, возникающих в процессе становления субъектности будущих офицеров; обеспечение соответствия типологических особенностей личности выпускников конкретному виду военно-профессиональной деятельности.
В заключении обобщены результатам исследования, сформулированы общие выводы и определены перспективные направления дальнейших исследований. Проведенное исследование в целом подтвердило выдвинутую гипотезу и дает основание утверждать, что проблема исследования в основном решена в соответствии с сформулированными предметом, целью и задачами.
Результаты исследования позволяют сформулировать следующие выводы.
1. Для того чтобы разработанные теоретические положения становления субъектности будущих офицеров в военном вузе стали конструктивными факторами педагогической действительности необходимо осуществление системного анализа исследуемого феномена с максимально возможной детализацией, насколько это позволяет сделать современный теоретико-методологический базис и диагностический инструментарий, при содержательном описании всех его уровней. Для того чтобы исключить отрицательный «эффект системности», когда система (военный вуз) отвергает все, что не соответствует ее целостности, принципам, сформировавшимся стереотипам важно обеспечить становление субъектности будущих офицеров на основе гармоничного сочетания концепций, теорий гуманистической и традиционной образовательных парадигм.
2. Обобщенная совокупность методологических подходов, синтез морфологического, функционального и информационного описаний становления субъектности будущих офицеров позволили раскрыть в целостном представлении и построении взаимоотношение системного и частноаспектного, объективного и субъективного, процессуального и результативного, систематизировать и структурировать процессы педагогической деятельности, становления субъектности и личностно-профессионального развития по этапам, стадиям и фазам, соответственно, соотнести этапы со стадиями и фазами и представить феномен становления субъектности будущих офицеров в военном вузе в виде концепции и технологии. Обосновано, что эффективное функционирование системы становления субъектности будущих офицеров в военном вузе обеспечивается достижением синтонности диалектически взаимосвязанных процессов педагогической деятельности преподавателей, становления субъектности и личностно-профессионального развития курсантов, что способствует снижению энтропийности системы «военный вуз» – неадекватности восприятия подсистемой педагогической деятельности подсистемы развития.
3. Особое место в диссертации уделено экспериментальной апробации технологии становления субъектности будущих офицеров. При этом мы исходили из того, что методическое мастерство преподавателей должно основываться на закономерностях и принципах педагогической науки, понимании вариативности человеческих и непрерывном возрастании технических возможностей. Установлено, что управление процессом совместной деятельности (как способом личностно-профессионального развития субъектов педагогического процесса) преподавателей и курсантов, курсантов друг с другом только за счет внешнего контроля и оценивания преподавателем как единственным источником мотивации и центром регуляции и коррекции оказывается невозможным. Поэтому предлагаемая технология с опорой на результаты мониторинга становления субъектности, направлена на актуализацию социальных, коммуникативных резервов в организации педагогического взаимодействия.
4. Доказано, что становление субъектности будущих офицеров будет результативным и динамичным при следующих обстоятельствах: когда педагогическое влияние преподавателей адекватно индивидуальным особенностям курсантов и адаптивно происходящим изменениям; при непрерывном возрастании активности самого курсанта целенаправленная деятельность актуализирует его личностные потенциалы и служит источником образования личностно значимых профессионально важных качеств; при глубоком осмыслении и осознанном принятии внешних требований. Выявлено, что деятельность, в которую включается курсант, должна быть органично связана с потребностями профессиональной практики и с потребностями, интересами самого курсанта, что предполагает: возможность самостоятельного выбора варианта реализации осваиваемой деятельности; итогом выполнения практических заданий выступает конкретный, личностно значимый для курсанта результат; учебно-профессиональная деятельность осуществляется в условиях, обеспечивающих ее целостность и осознанность, регулируется рефлексивным осмыслением совершаемых действий и с помощью информирующей обратной связи; дифференцированное применение преподавателями форм, методов, средств обучения и воспитания в каждом конкретном случае обеспечивает решение курсантами задач уровня сложности, соответствующего актуальной субъектности.
Вместе с тем, проведенное исследование открывает перспективы дальнейшего осмысления поставленной проблемы.
Важно конкретизировать, как происходит формирование новых когнитивных и эмоциональных процессов, социальных отношений, которые затем выполняют функцию регуляции действий и поступков курсанта, соединить когнитивное, эмоциональное и нравственное самосовершенствование, что, непременно, будет способствовать росту субъектности, гармонизации личностного и профессионального развития курсантов в военном вузе и выпускников в войсках.
Одним из направлений дальнейших исследований рассматривается разработка концептуальных основ становления будущих офицеров как субъектов нравственной активности, которая реализуется в системе целевых установок, ценностных ориентаций, что предполагает проектирование ценностно-ориентированных технологий профессионального воспитания курсантов в военных вузах.
Осмысление положений концепции становления субъектности будущих офицеров в военном вузе, дает возможность определить логику этой объективной реальности и создает теоретическую основу, способствующую дальнейшему развитию теории военной педагогики. Проблема становления субъектности будущих офицеров в военном вузе, являясь целостной, одновременно выступает в качестве составляющей более общей – становления субъектности человека в современном обществе.
Представленные результаты теоретического обобщения эмпирических данных для решения частных педагогических задач требуют более широкого научного базиса, который во множестве допущений, предположений, весьма приближенных статистических расчетов, даст возможность найти общие тенденции, отражающие научную суть становления субъектности обучающихся в различных образовательных системах, что может стать направлением дальнейших исследований по данной проблематике.
По теме диссертации опубликовано 65 работ объемом 64 п.л., из них авторских – 61,5 п. л. Основное содержание диссертационного исследования отражено в следующих публикациях.
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Монографии
1. Белошицкий А.В. Становление субъектности офицеров в образовательном процессе военного вуза: Монография // А.В. Белошицкий. – М., Воронеж: Издательство НПО «МОДЭК», 2006. – 232 с. (13,53 п.л).
2. Белошицкий А.В. Педагогическая технология становления субъектности офицеров в военном вузе: Монография // А.В. Белошицкий. – Воронеж: Изд-во ВВВАИУ, 2007. – 158 с. (10,0 п.л).
3. Белошицкий А.В. Становление субъектности курсантов в системе военного образования: от идеи к реализации в образовательно-воспитательном процессе военного вуза / А.В. Белошицкий // Интегративные проблемы воспитания и развития школьников и студентов / Под. ред. Н. И. Вьюновой. – Воронеж, 2005. – С. 172-184 (14,25 п.л., авторский текст 0,8 п.л.).
Статьи, опубликованные в научных журналах и изданиях, рекомендованных ВАК РФ
4. Белошицкий А.В. Опыт дифференцированного обучения в техническом вузе / А.В. Белошицкий, А.В. Душкин // Педагогика. – 2004. – №7. – С. 51-54 (0,5 п.л., авторский текст 0,4 п.л.).
5. Белошицкий А.В. Концептуальные основы личностно-профессионального становления студентов в образовательном процессе вуза / А.В. Белошицкий // Вестник Воронеж. гос. ун-та. – 2005. – №2. – С. 10-16 (1 п.л.).
6. Белошицкий А.В. Становление субъектности студентов в образовательном процессе вуза / А.В. Белошицкий, И.Ф. Бережная // Педагогика. – 2006. – №5. – С. 60-66 (0,8 п.л., авторский текст 0,6 п.л.).
7. Белошицкий А.В. Проблема субъекта и субъектности специалиста в военном образовании: теоретико-методологический аспект / А.В. Белошицкий // Мир психологии. – 2006. – № 4. – С. 187-198 (0,9 п.л.).
8. Белошицкий А.В. Педагогические условия становления военных специалистов в образовательном процессе военного вуза / А.В. Белошицкий // Вестник Воронеж. гос. техн. ун-та. – 2006. – Т. 2. – № 10. – С. 42-45 (0,55 п.л.)
9. Белошицкий А.В. Мониторинг профессионального становления студентов (курсантов) в образовательном процессе вуза / А.В. Белошицкий, В.Е. Белоусов, А.А. Караванов // Вестник Воронеж. гос. техн. ун-та. – 2006. – Т. 2. – № 12. – С. 55-59 (0,6 п.л., авторский текст 0,4 п.л.).
10. Белошицкий А.В. Субъективные детерминанты личностно-профессионального развития курсантов в военном вузе / А.В. Белошицкий // Мир образования – образование в мире. – 2007. – №1. – С. 125-130 (0,5 п.л.).
11. Белошицкий А.В. Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе / А.В. Белошицкий // Культура физическая и здоровье. – 2008. – № 4. – С. 7-10 (0,4 п.л.).
12. Белошицкий А.В. Личность студента в субъектном измерении / А.В. Белошицкий, И.Ф. Бережная // Вестник Тамбов. гос. ун-та. Серия: Гуманитарные науки. – 2008. – Вып. 12 (68). – С. 65-71 (0,6 п.л., авторский текст 0,5 п.л.).
13. Белошицкий А.В. Определение соответствия типа личности выпускника военного вуза виду военно-профессиональной среды / А.В. Белошицкий // Вестник Тамбов. гос. ун-та. Серия: Гуманитарные науки. – 2009. – Вып. 1 (69). – С. 93-98 (0,4 п.л.).
Учебные и учебно-методические пособия
14. Белошицкий А.В. Личностно-профессиональное становление офицеров в военном вузе: Учеб. пособие / А.В. Белошицкий; Под общ. ред. Г.В. Зиброва. – Воронеж: ВВВАИУ, 2008. – 328 с. (20,63 п.л.).
15. Белошицкий А.В. Объектно-субъектное преобразование личности в условиях вуза (из опыта подготовки военных специалистов) / А.В. Белошицкий // Роль методологических знаний в профессионально-педагогической деятельности: Пособие для педагогов высшей и средней школы / Под ред. С.М. Годника, В.И. Хлоповских. – Воронеж: ВФ МОСУ, 2007. – 96 с. (6,0 п.л., авторский текст 0,25 п.л.).
Научные статьи
16. Белошицкий А.В. Инженерное образование в вузах силовых ведомств в условиях информатизации / А.В Белошицкий, А.В. Душкин // Вестник ВИ МВД России, №2(9). – Воронеж, 2001. – C. 95-99 (0,3 п.л., авторский текст 0,2 п.л.).
17. Белошицкий А.В. Роль психолого-педагогического диагностирования в управлении качеством образования технического вуза / А.В. Белошицкий, А.В. Душкин // Системы управления качеством высшего образования: Материалы второй международной научно-методической конференции. – Воронеж, 2002. – С. 125-128 (0,2 п.л., авторский текст 0,1 п.л.).
18. Белошицкий А.В. Обеспечение дистанционного обучения в вузе / А.В. Белошицкий // Информатика как педагогическая задача: Материалы второй межрегиональной научно-методической конференции. – Воронеж: ВГУ, 2002. – С. 25-28 (0,2 п.л.).
19. Белошицкий А.В. Технологии обучения в системе высшего технического образования / А.В. Белошицкий, А.В. Душкин // Формирование профессиональной культуры специалистов XXI века в техническом университете: Труды международной научно-практической конференции. – СПб., 2002. – С. 251-253 (0,15 п.л., авторский текст 0,1 п.л.).
20. Белошицкий А.В. Особенности профессионального становления офицеров в военных вузах / А.В. Белошицкий // Воспитательная среда вуза как фактор профессионального становления специалиста: Материалы третьей региональной научно-методической конференции. – Воронеж: ВГУ, 2003. – С. 38-41 (0,2 п.л.)
21. Белошицкий А.В. Дифференцированное обучение курсантов как направление совершенствования образовательного процесса в военном вузе / А.В. Белошицкий // Непрерывное образование – основа социализации личности: Материалы четвертой международной научно-практической конференции «Образование ХХI век». – Воронеж, 2003. – С. 183-187 (0,25 п.л.).
22. Белошицкий А.В. Выбор технологии дифференцированного обучения в военно-инженерном вузе / А.В. Белошицкий, А.В. Душкин, А.А. Рябчиков, А.Е. Кратков // Вестник Военного института радиоэлектроники. Вып.1. – Воронеж, 2003. – С. 65-70 (0,4 п.л., авторский текст 0,2 п.л.).
23. Белошицкий А.В. Профессиональная подготовка и формирование высоконравственной личности в военном вузе / А.В. Белошицкий, А.В. Душкин // Духовность, нравственность, патриотизм. Сб-к науч. трудов. – Воронеж: ВИРЭ, 2003. – С. 35-42 (0,4 п.л., авторский текст 0,3 п.л.).
24. Белошицкий А.В. Дифференцированное обучение в вузе на основе психолого-педагогического диагностирования / А.В. Белошицкий, А.В. Душкин // Роль классических университетов в педагогическом образовании: Материалы межрегион. научно-практической конференции. – Воронеж, 2003. – С. 102-104 (0,3 п.л., авторский текст 0,2 п.л.).
25. Белошицкий А.В. Дифференцированный подход в обучении курсантов военно-инженерного вуза / А.В. Белошицкий, А.В. Душкин // Деп. ЦСИФ МО РФ 20.05.2004. № Б 5496. СРДР Серия Б. Вып.68. – М.: ЦВНИ МО РФ, 2004. – 21 с. (1,3 п.л., авторский текст 1 п.л.).
26. Белошицкий А.В. Концептуальная модель профессионального становления офицеров в военно-инженерном вузе в контексте дифференцированного обучения / А.В. Белошицкий, И.Ф. Бережная // Деп. ЦСИФ МО РФ 20.05.2004. № Б 5497. СРДР Серия Б. Вып.68. – М.: ЦВНИ МО РФ, 2004. – 18 с. (1,2 п.л., авторский текст 0,6 п.л.).
27. Белошицкий А.В. Субъектность курсанта в современном образовательном пространстве военного вуза / А.В. Белошицкий // Субъектность в личностном и профессиональном развитии человека: Материалы второй Всероссийской научно-практической конференции. – Казань, 2005. – С. 208-210 (0,2 п.л.).
28. Белошицкий А.В. Развитие личности курсанта в образовательном пространстве военного вуза / А.В. Белошицкий // Воспитательная среда вуза как фактор профессионального становления специалиста: Материалы пятой межрегион. научно-практической конференции. – Воронеж, 2005. – С. 20-24 (0,25 п.л.).
29. Белошицкий А.В. Концептуальные положения субъектного преобразования курсантов в образовательном процессе военного вуза / А.В. Белошицкий // Вестник Военного института радиоэлектроники. – Воронеж, 2005. – №3 – С. 45-54 (0,5 п.л.).
30. Белошицкий А.В. Теоретические аспекты становления субъектности офицеров в образовательном процессе военного вуза / А.В. Белошицкий // Вестник Военного института радиоэлектроники. – Воронеж, 2005. – №3. –
С. 37-44 (0,5 п.л.).
31. Белошицкий А.В. Фазы личностно-профессионального развития курсантов в военном вузе / А.В. Белошицкий // Вестник Военного института радиоэлектроники. – Воронеж, 2005. – №3. – С. 55-64 (0,5 п.л.).
32. Белошицкий А.В., Караванов А.А. Психолого-педагогическое сопровождение курсантов в образовательном процессе военного вуза / А.В. Белошицкий, А.А. Караванов // Вестник Военного института радиоэлектроники. – Воронеж, 2005. – №3. – С. 65-69 (0,35 п.л., авторский текст 0,2 п.л.).
33. Белошицкий А.В. Гуманизация образовательного процесса военного вуза / А.В. Белошицкий // Материалы международной конференции «Педагогика ненасилия». – СПб., 2006. – С. 196-197 (0,25 п.л.).
34. Белошицкий А.В. Субъектное преобразование курсантов военного вуза – актуальное направление развития военного образования и личностно-профессионального становления офицеров / А.В. Белошицкий // Формирование социально активной личности – основа развития гражданского общества: Материалы пятой международной научно-практической конференции «Образование – XXI век». – Воронеж, 2006. – С. 405-409 (0,25 п.л.).
35. Белошицкий А.В. Личностно-профессиональное развитие курсантов в образовательном процессе военного вуза / А.В. Белошицкий // Развитие и саморазвитие личности как субъекта образовательной деятельности: Материалы Межрегиональной научно-практической конференции. – Казань: АСО (КСЮИ), 2006. – С. 182-186 (0,25 п.л.).
36. Белошицкий А.В. Подготовка офицера в военном вузе: методологический аспект / А.В. Белошицкий // Стратегические ориентиры в профессиональной подготовке субъекта деятельности: Материалы международной научно-практической конференции. – Казань: КСЮИ, 2006. – С. 41-44 (0,25 п.л.).
37. Белошицкий А.В. Технология интегративно-дифференцированного обучения курсантов в военном вузе / А.В. Белошицкий // Педагогические технологии в системе подготовки специалистов: Материалы Всероссийской научно-практической Internet-конференции. – Тамбов, 2006. – C. 55-60 (0,25 п.л.).
38. Белошицкий А.В. Образовательный процесс военного вуза: на стыке парадигм / А.В. Белошицкий // Проблемы педагогического образования: Сб-к научных статей: Выпуск 26 / Под ред. В.А. Сластенина, Е.А. Левановой. – М.: МПГУ МОСПИ, 2006. – С. 72-74 (0,2 п.л.).
39. Белошицкий А.В.Становление субъектности специалиста в вузе / А.В. Белошицкий // Воспитательная среда вуза как фактор профессионального становления специалиста: Материалы 6-й межрегион. научно-практической конференции. – Воронеж: ВГУ, 2006. – С. 51-55 (0,3 п.л.).
40. Белошицкий А.В. Субъектность в личностно-профессиональном развитии курсантов военного вуза / А.В. Белошицкий // Профессиональное образование. Приложение «Новые педагогические исследования». – 2006. – №1. – С. 53-57 (0,25 п.л.).
41. Белошицкий А.В. Становление субъектности будущих офицеров в военном вузе: технологический аспект / А.В. Белошицкий // Профессиональное образование. Приложение «Новые педагогические исследования». – 2007. – №1. – С. 21-27 (0,75 п.л.).
42. Белошицкий А.В. Субъектность в профессиональном образовании и развитии специалиста: технологический аспект/ А.В. Белошицкий // Актуальные проблемы обучения и воспитания школьников и студентов в образовательном учреждении: Сб-к науч. статей / Под ред. И.Ф. Бережной. – Воронеж: ВГУ, 2007. – С. 187-194 (0,55 п.л.).
43. Белошицкий А.В. Учет типологических особенностей личности выпускников военного вуза при распределении на первичные офицерские должности / А.В. Белошицкий // Проблемы педагогического образования. Сб-к науч. статей: Выпуск 31 / Под ред. В.А. Сластенина, Е.А. Левановой. – М.: МПГУ – МОСПИ, 2008. – С. 20-27 (0,4 п.л.).
44. Белошицкий А.В. Применение новых информационных технологий для активизации профессионального развития обучаемых / А.В. Белошицкий, А.В. Душкин // Совершенствование наземного обеспечения авиации: Сб-к науч. статей. – Воронеж, ВАИУ, 2008. – С. 15-18 (0,25 п.л., авторский текст 0,2 п.л.).
45. Белошицкий А.В. Исследовательское обучение как составная часть педагогики ненасилия / А.В. Белошицкий, А.В. Душкин // Молодежная культура и ценности будущего. Сб-к науч. статей по проблемам педагогики ненасилия: Материалы 22-й заочной научно-практической конференции. – СПб., 2001. –
С. 326-327 (0,15 п.л., авторский текст 0,1 п.л.).
46. Белошицкий А.В. Акмеологический подход в практической психологии / А.В. Белошицкий, А.В. Душкин // Актуальные вопросы психологической службы: Материалы Всероссийской научно-технической конференции с международным участием. – Воронеж: ВГПУ, 2001. – С. 263-265 (0,2 п.л., авторский текст 0,1 п.л.).
47. Белошицкий А.В. Гуманистически-деятельностный подход в обучении / А.В. Белошицкий, А.В. Душкин, Л.В. Жариков // Труды института, Вып. 7.: Материалы седьмой межвузовской научно-технической конференции. – Воронеж: ВИРЭ, 2001. – С. 28-32 (0,4 п.л., авторский текст 0,2 п.л.).
48. Белошицкий А.В. Актуализация познавательных способностей обучающихся в вузах / А.В. Белошицкий, А.В. Душкин // Воспитательная среда вуза как фактор профессионального становления специалиста: Материалы межрегион. научно-практической конференции. – Воронеж, 2001. – С. 104-106 (0,2 п.л., авторский текст 0,1 п.л.).
49. Белошицкий А.В. Индивидуально-дифференцированный подход в дистанционном обучении / А.В. Белошицкий, А.В. Душкин // Информатика как педагогическая задача: Материалы 2-й межрегиональной научно-методической конференции. – Воронеж, 2002. – С. 28-30 (0,2 п.л., авторский текст 0,1 п.л.).
50. Белошицкий А.В. Проектирование модели обучаемого для обеспечения дифференцированного обучения / А.В. Белошицкий, А.В. Душкин // Информационные технологии в естественных, технических и гуманитарных науках: Материалы международной научной конференции. – Таганрог, 2002. – С. 46-47 (0,15 п.л., авторский текст 0,1 п.л.).
51. Белошицкий А.В. Дифференцированное обучение как направление гуманизации образовательного процесса в военном вузе / А.В. Белошицкий // Совершенствование наземного обеспечения авиации: Материалы Всероссийской научно-практической конференции. – Воронеж, ВВАИИ, 2003. – С. 270 (0,1 п.л.).
52. Белошицкий А.В. Актуализация потенциала личностно-профессионального развития курсанта в образовательном процессе военного вуза / А.В. Белошицкий // Военная электроника: опыт использования и проблемы, подготовка специалистов: Материалы межвузовской научно-технической конференции. – Воронеж, ВИРЭ, 2005. – С. 118-119 (0,15 п.л.).
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! Дифференцированное обучение курсантов военного вуза как фактор профессионального становления военных специалистов
!! Содержание
ВВЕДЕНИЕ.
ГЛАВА 1. Теоретические аспекты дифференцированного обучения курсантов в военном вузе
1.1. Дифференцированное обучение как направление гуманизации образовательного процесса в военном вузе.
1.2. Характеристика структурных компонентов личности курсантов военного вуза.
1.3. Концептуальная модель профессионального становления офицеров в военном вузе на основе объектно-субъектного преобразования личности курсантов.
ВЫВОДЫ.
ГЛАВА 2. Опытно-экспериментальная работа по реализации концептуальной модели профессионального становления военных специалистов на основе дифференцированного обучения
2.1. Психолого-педагогическое диагностирование - основа организации дифференцированного обучения будущих офицеров.
2.2. Экспериментальная работа по реализации дифференцированного обучения в процессе объектно-субъектного преобразования личности курсантов в военном вузе.
2.3. Педагогические условия профессионального становления офицеров в военном вузе на основе дифференцированного обучения.
ВЫВОДЫ.
!!! ''ЗАКЛЮЧЕНИЕ''
Приоритетным направлением реформирования системы военного образования является достижение эффективности учебно-воспитательного процесса в военных вузах в подготовке офицеров-специалистов с наукоемким, системным мышлением, формирование у курсантов знаний, умений, навыков, приемов выполнения функциональных обязанностей в мирных и боевых условиях с использованием современного вооружения и военной техники.
Поэтому, сегодня актуально выявить содержание учебно-воспитательной работы, определить организационные,. процессуальные аспекты инновативности образовательного процесса в военном вузе, которые могут оказаться современными и значительными.
В настоящей диссертации предпринята такая попытка и обозначено направление совершенствования системы профессионального становления офицеров в военных вузах - дифференцированное обучении курсантов. Раскрываются его сущность и содержание.
Военно-инженерный вуз - по-своему, уникальный институт обучения и воспитания, который содержит в себе традиционные, инновационные и специфические формы педагогического процесса. В этих обстоятельствах дифференцированное обучение должно стать компонентом разностороннего, а также целенаправленного военно-профессионального развития личности курсантов. Именно скрупулезный учет, особенностей личности каждого курсанта призван создавать условия для самореализации и саморазвития, для проявления инициативы и целеустремленности в овладении военной специальностью.
В диссертации теоретически обосновано и экспериментально проверено, что дифференцированное обучение, основанное на психолого-педагогическом диагностировании, становится позитивным фактором профессионального становления офицеров-специалистов в военном вузе.
При этом важно понимать, что тот или иной фактор становится реальным источником образовательного процесса не сам по себе, а лишь при соблюдении определенных условий.
Определение и содержательное описание структурных компонентов личности курсантов, своеобразие которых дает возможность осуществить дифференцированное обучение, позволило нам системно представить учебно-воспитательный процесс военного вуза — и, в частности, профессиональное становление будущих офицеров.
Военный вуз призван решать существенную проблему профессионального становления военных специалистов - из устремлений курсантов стать офицерами, к формированию высококвалифицированных офицерских кадров, способных выполнять поставленные перед ними задачи с требуемым качеством в указанные сроки, что предполагает решение проблем комплексного психологического, психолого-педагогического, социально-психологического и социально-педагогического характера.
В связи с этим, исследование выполнялось «на стыках» философии, психологии, педагогики, социологии. Применение закона развития систем позволило систематизировать и структурировать психолого-педагогические процессы по определенным этапам, стадиям и фазам в виде концептуальной модели. Объектно-субъектное преобразование личности курсантов в педагогической деятельности, составляет сущностный механизм профессионального становления военных специалистов^ Логическая организация этого процесса состоит в том, чтобы этапы деятельности преподавателей программировали стадии субъектного развития личности курсантов, учитывали и отражали содержание и преемственность стадий, выявляя основные противоречия, присущие каждой стадии и- определяя условия их разрешения. Модель выявляет целенаправленность, содержание, логику, результаты профессионального становления военных специалистов и показывает каким образом при реализации дифференцированного обучения можно достичь единства этапов деятельности преподавателей и стадий объектно-субъектного преобразования личности курсантов.
Эффективность модели проверена на практике и доказана в ходе опытно-экспериментальной работы на основе определенных критериев.
Важно при этом иметь в виду, что субъектная проблематика начинает занимать сегодня одно из центральных мест в теоретико-прикладных исследованиях о человеке и становится приоритетным направлением в изучении психолого-педагогических механизмов личностного развития.
В диссертации рассматриваются условия интенсификации профессионального становления офицеров на основе дифференцированного обучения курсантов с учетом особенностей учебно-воспитательного процесса военного вуза и его направленности на формирование у будущих офицеров профессионально важных качеств. Предлагаемые условия являются результатом апробации и проверки их эффективности в ходе экспериментальной работы. Эти условия представлены в третьем параграфе второй главы.
Особое место в диссертации уделено опытно-экспериментальной работе по реализации концептуальной модели профессионального становления военных специалистов на основе дифференцированного обучения. При этом мы исходили из того, что технологическая оснащенность преподавателей должна учитывать закономерные положения и принципы педагогической науки, взаимосвязь когнитивной, деятельностной и личностной компонент военно-профессионального образования, оптимальной реализации человеческих и технических возможностей.
Механизм осуществления дифференцированного обучения курсантов нашел свое отражение в ходе опытно-экспериментальной работы, обосновании педагогических условий дифференцированного обучения будущих офицеров в военном вузе.
Сегодня не вызывает сомнения тот факт, что управление процессом совместной деятельности (как способом психического развития) преподавателя и курсантов, курсантов друг с другом только за счет внешнего контроля и оценивания преподавателем как единственным источником мотивации и центром регуляции и коррекции учения оказывается невозможным. Поэтому предлагаемый вариант дифференцированного обучения, с опорой на концепцию модели профессионального становления военных специалистов, направлен на актуализацию социальных, коммуникативных резервов в организации предметно-практического взаимодействия всех участников образовательного процесса.
Таким образом, диссертация посвящена решению актуальной и значительной педагогической проблемы — обоснованию педагогических условий, при которых дифференцированное обучение курсантов, будет являться позитивным фактором профессионального становления офицеров-специалистов в военном вузе.
Результаты, полученные и проверенные на различных этапах исследования, позволили сделать следующие выводы:
1. Дифференцированное обучение курсантов военного вуза — - это форма организации учебного процесса, при которой обучение курсантов академической учебной группы осуществляется в мобильных подгруппах, составляемых из курсантов с одинаковыми уровнями выраженности структурных компонентов личности, что позволяет управлять познавательной деятельностью будущих офицеров по усвоению изучаемого материала посредством предъявления каждой подгруппе учебных задач различного уровня сложности и варьирования методов обучения. Программный материал усваивается на различных планируемых уровнях, но не ниже обязательного (стандарта).
2. Основой организации дифференцированного обучения является психолого-педагогическое диагностирование курсантов, глубокий анализ всесторонней информации о них, что предполагает содержательное описание структурных компонентов личности курсантов военного вуза: доминирующей профессиональной направленности, ценностной и учебной мотивации, самосознания, обученности, социометрического статуса, коммуникативной компетентности.
3. Профессиональное становление офицеров в военном вузе носит диалектический характер. В последовательном разрешении противоречий при переходе личности курсанта от предыдущей стадии развития к последующей созидательно реализуется принцип преемственности, в чем и заключается логическая организация учебно-воспитательного процесса.
Концептуальная модель профессионального становления офицеров в военном вузе предоставляет возможность для определения целенаправленного характера, содержания, логики, прогнозирования результатов процесса субъектного развития личности курсантов в педагогической деятельности и обеспечения преемственности его динамических компонентов. Она может служить теоретико-методологической и практической основой осуществления инновационной деятельности преподавателей в совершенствовании и достижении эффективности учебно-воспитательного процесса в военном вузе.
4. Успех военно-профессиональной деятельности выпускника в войсках во многом зависит от соответствия психологических характеристик личности выпускника, одному из видов военно-профессиональной деятельности (командной, инженерной, штабной) на конкретной должности.
5. Успешному профессиональному становлению офицеров в военном вузе способствует соблюдение педагогических условий. Теоретико-методологические условия: учет общих педагогических принципов применительно к личностно ориентированному подходу в обучении курсантов военного вуза, реализованного в нашем исследовании (гуманизации, целостности, демократизации, профессиональной целесообразности, политехнизма); ориентированность высшего военнопрофессионального образования на развитие личности будущего офицера, признание развития личности курсанта как цели, результата и показателя эффективности учебно-воспитательного процесса; соответствие содержания обучения в военном вузе современным и прогнозируемым тенденциям развития вооружения и военной техники; гармонизация взаимодействия личности и коллектива в военном вузе; единство требований и уважения к личности обучаемых; осуществление системного подхода и моделирования профессионального становления офицеров с преодолением аспектности функционального анализа и с синтетическим изучением педагогического процесса в его внутреннем единстве; дифференциация курсантов с опорой на психолого-педагогическое диагностирование. Практико-ориентированные условия: деятельностное опосредование межличностных отношений курсантов в учебной группе; педагогическое мастерство преподавателя военного вуза в реализации дифференцированного обучения; распределение выпускников на первичные офицерские должности с учетом психологических характеристик личности каждого из них; координация усилий руководящего, командного и профессорско-преподавательского составов военного вуза по организации и проведению военно-профессионального обучения: и развития курсантов, а также целенаправленного регулирования этой деятельности с учетом изменений требований войск; обеспечение во взаимодействии преподаватель - курсант приоритета субъект-субъектных отношений, равноправного и полноценного диалогического межличностного общения; конструктивное разрешение конфликтных ситуаций, возникающих в процессе учебной и военно-служебной деятельности курсантов.
Наша диссертация, разумеется, не может претендовать на исчерпывающее решение ее сложной многосторонней проблемы. Перспективными направлениями дальнейших исследований по данной тематике являются: разработка психологических основ дифференцированного обучения будущих офицеров; разработка содержания фаз объектно-субъектного преобразования личности курсантов; внедрение дифференцированного обучения в военных вузах. Специального исследования требует влияние личности преподавателя на развитие дифференцированного обучения.
!! Цитирование
Матурана У., Варела Ф. Древо познания. Перевод с англ. Ю.А. Данилова. - М.: Прогресс-Традиция, 2001 - 224 с.
Матурана У., Варела Ф. Древо познания. М.: Прогресс-Традиция,
2001.
Матурана Умберто, Варела Франциско.
Древо познания. Перевод с англ. Ю.А. Данилова. - М.: Прогресс-Традиция, 2001 - 224 с.
ISBN 5-89826-103-6
!! Ссылки
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*[ext[TRab DEB |file:////media/nechaev/data1\TRab\2017\10\20171012\20171012\Умберто Р. Матурана, Франсиско Х. Варела - Древо познания; 2001/Древо познания_Разд 8-10.pdf]]*
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* [ext[BI Astra L |file:////mnt/BI/dis_rusova_nju.pdf]]
[[Текст и выдержки р 1-2 |текст и выдержки Древо познания 0 раздел 1 - 2]]
* [[Матурана]]
* [[Усманова]]
* [[Тихонова]]
* [[Мещеряков]]
---
*[[Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]]
* [[Вишнякова С.М. Профессиональное образование. Словарь.]]
* [[Новиков А.М. Педагогика Словарь системы основных понятий]]
* [[Новиков А.М., Новиков Д.А. Методология словарь системы основных понятий]]
* [[Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]
Ёлкина Ирина Михайловна Ёлкина И.М.
Кандидат педагогических наук
''Ирина Михайловна Елкина''
Научный сотрудник Центра педагогической компаративистики Института стратегии развития образования Российской академии образования.
!! диссертация
''ДИДАКТИЧЕСКИЕ ОСНОВАНИЯ ОЦЕНИВАНИЯ РЕЗУЛЬТАТОВ ОБУЧЕНИЯ ПРИ СОВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ ПОДХОДАХ''
исследуя контент, который в изобилии существует в киберпространстве, современный обучающийся самостоятельно находит и устанавливает связи между отдельными фактами и областями знаний, ищет и создает новые смыслы (О.И. Генисаретский, С.В. Иванова, М.В. Кларин, В.Г. Марача, Ж. Делез, Ф. Гваттари, Ж.-Ф. Лиотар и др.). При этом обучающийся следует своей собственной образовательной траектории, а обучение меняет свой характер на ''ризомоподобный'' (от понятия «ризома» – корневище, сеть), где у обучающегося есть возможность самому конструировать свой профессиональный и культурный опыт
стр. 6-7
*[ext[автореферат дис Интенет|http://www.instrao.ru/images/1Treshka/Aspirantura/Dissertants/Elkina/avt_Elkina_IM.pdf]]
*[ext[дис Интенет|http://www.instrao.ru/images/1Treshka/Aspirantura/Dissertants/Elkina/Elkina_IM_Dis.pdf]]
!! Статьи
*[[Организация образовательного пространства на основе личностно ориентированного подхода при обучении иностранному языку в дистанционном образовании]]
*[[О новых дидактических концептах: ризомоподобное обучение]]
!!Аннотация
Статья посвящена обсуждению методологических проблем электронного обучения, дидактическим вопросам использования перспективных сетевых и интернет технологий для создания обучающих систем и тренажеров, основанных на методологических принципах неклассической и постнеклассической психологии и педагогики.
The article is devoted to the discussion of the methodological problems of e-learning, didactic issues the use of advanced networking and Internet technologies to create training systems and simulators based on the methodological principles of non-classical and post-non-classical psychology and pedagogy
!!Ключевые слова
обучающие среды, е-дидактика, неклассическая психология и педагогика, облачные технологии, ориентирующее обучение, интернет вещей.
learning environment, e-didactics, non-classical psychology and pedagogy, cloud computing, orienting training, Internet of things.
!!Введение
Интенсивное развитие технологий и сервисов сети Интернет, появление глобальных систем дистанционного сбора, распределенного хранения, обработки и использования информации («облачные» и «туманные» технологии), проекты «интернет вещей» (Internet of Things – IoT), «разумная среда» (Smart Environments) и др. создают в среде разработчиков технологические иллюзии о возможности реализации принципиально новых методов обучения, существенно повышающих качество и эффективность систем подготовки. Вера инженеров в силу технологии сродни вере в чудо. Она служит катализатором для создания новых более совершенных, по мнению разработчиков обучающих машин. Однако эта точка зрения не подтверждена практикой. Имеются свидетельства о довольно низкой эффективности существующих компьютерных обучающих систем и тренажеров. В чем же дело? В чем корни наблюдаемого перманентного кризиса е-обучения?
По мнению А.Н. Печникова, и мы в известной мере согласны с этой точкой зрения, «все беды электронного обучения идут от того, что оно реализует тупиковую педагогическую идею» [1] и осуществляется чужеродными процедурами. Существующие варианты обучающих программ и тренажеров воспроизводят механистические, построенные на бихевиоризме, модели обучения, которые плохо работают в системах высшего и специального образования, массовой профессиональной подготовки. Несмотря на это, в последнее десятилетие наблюдается парадоксальный факт возврата к методам и методологии программированного обучения, пик популярности которого, пришелся на 70-е годы прошлого века. Не менее популярно в среде педагогов и обучение с помощью компьютеров. В сети Интернет выдается более 293 млн. ссылок по запросу e-learning,
что говорит о несомненном массовом интересе к данной тематике. На наш взгляд корни этого интереса лежат в идеологической близости е-дидактики технологиям
программирования, что и привлекает массы программистов в сферу электронного обучения. Административно-командный характер современной системы образования также способствует распространению взглядов на обучение как форму программирования учеников, что сближает позиции педагогов и программистов, создавая благоприятную среду для массового творчества в области обучающих компьютерных программ.
Суть программированного обучения состоит в последовательном предъявлении ученикам порций структурированной мультимодальной (главным образом аудиовизуальной) учебной информации с последующим контролем её усвоения по результатам выбора правильного варианта ответа из нескольких предложенных [2]. Всеобщая компьютерная грамотность и доступность пакетов и оболочек обучающих программ делают программированное обучение самым популярным направлением е-обучения. Однако эти методы эффективны лишь при решении ограниченного класса задач, связанных с изучением структурированной информации, отражающей последовательность причинно-следственных отношений в изучаемой системе. При этом игнорируются свойства и механизмы действующей когнитивной организации человека, использующей механизмы ориентации и социального коммуникативного обучения [3].
Сложное и часто отрицательное отношение к обучению с помощью машин высказывали многие представители западной психологической науки, столкнувшиеся с идеей программированного обучения (И. Грин, Р. Гудмен, Г. Кельбер, Л. Куфиньяль, Л. Леин, К. и М. Смит и др.). Они интуитивно понимали всю сложность данной проблемы и видели ограничения, создаваемые алгоритмическим подходом в обучении.
Общая критика программированного обучения сводилась к следующему:
– программированное обучение не использует положительных сторон группового обучения;
– оно не способствует развитию инициативы учащихся, поскольку программа как бы все время ведет его за руку;
– с помощью программированного обучения можно обучить лишь простому материалу;
– теория обучения, основанная на подкреплении, хуже, чем основанная на интеллектуальной гимнастике;
– программированное обучение не революционно, а консервативно, так как оно книжное и вербальное;
– программированное обучение игнорирует достижения психологии, изучающей структуру деятельности мозга и динамику усвоения знаний;
– программированное обучение не дает возможности получить целостную картину об изучаемом предмете и представляет собой «фрагментарное обучение» [2].
Основные проблемы тренажеростроения и автоматизированного обучения также связаны скорее с нерешенностью психолого-педагогических и методических вопросов использования обучающих сред, нежели с отсутствием инженерных решений и технологий. Возможности создания высокоточных имитаций рабочей среды, о чем многие годы мечтали тренажеростроители, не привели к появлению высокоэффективных тренажеров. Этому препятствует наблюдаемый в сложных обучающих средах эффект методической избыточности среды обучения, ведущий к появлению неопределенности в выборе и постановке учебных задач и целей. Например, моделирующая среда современного тренажера позволяет генерировать любые учебные задачи в любом практически неограниченном количестве. Однако их выбор и содержательное наполнение становятся неопределенными и зависимыми от произвола и квалификации инструктора процессами.
Следует признать, что современные системы обработки, преобразования и представления информации могут формально реализовать большинство известных в классической педагогике форм и методов обучения, но их «электронное» исполнение на практике по-прежнему желает лучшего. Это связано со слабой разработанностью темы е-дидактики, главными вопросами которой являются: выбор технологий и средств обучения, решение проблемы моделирования учебной коммуникации и создание обучающей среды. В последнем направлении наблюдается некоторый прогресс благодаря работам представителей средоориентированного подхода к обучению (Г.Ю. Беляев, С.Д. Дерябо, В.М. Дрофа, Н.Б. Крылова, Ю.С. Мануйлов, В.И. Панов, В.А. Ясвин, и др.). Их работы, отражающие классический инструментальный подход, в котором среда является независимой от наблюдателя конструируемой сущностью, стали основой популярной в начальном школьном обучении и тренажеростроении ветвью дидактики. Последовавшая критика со стороны практиков (Коротеев Г.Л.), связанная с умозрительным характером возникших моделей обучения послужила в дальнейшем появлению и развитию неклассических моделей средоориентированного подхода (С.Ф. Сергеев).
К сожалению, следует отметить, что традиционные взгляды на обучающую среду как специально организованную часть предметного мира (среды обучающей системы) не конструктивны при обучении специалистов высокого класса, где особую роль играет качество и эффективность возникающих в обучаемом когнитивных структур. Математике уровня элементарных арифметических действий можно научить практически каждого психически здорового человека. Для этого не требуется привлечение педагогов-профессионалов высокого класса. Формирование же профессионалов математиков высокого уровня возможно только при наличии культурной и коммуникационной среды носителей математического знания. Физическая среда обучения в обоих случаях может быть одинаковой. Разница в возникающей коммуникации.
Вместе с тем новые информационные технологии имеют значительный потенциал для реализации методологии обучающих иммерсивных сред [4], что позволяет создавать средоориентированные тренажеры для подготовки операторов сложных эргатических систем [5]. Теоретико-методологическому обоснованию возможности внедрения новых информационных технологий в практику проектирования обучающих систем методически реализованных на базе положений постнеклассической педагогики и инженерной психологии посвящена настоящая статья.
!!E-дидактика в круге классической рациональности
Основные вопросы, рассматриваемые во всех вариантах педагогического знания, связаны с решением проблемы эффективного управления учебным процессом. При этом делается акцент на обеспечении взаимодействия между преподавателями и учениками, активными элементами обучающей среды и ее обучающим контентом, образовательной средой и личностно-мотивационной и когнитивной сферами учеников. Наблюдаются даже попытки постановки задачи полной автоматизации всех функций преподавателя [6]. Несмотря на радикальность и, в известной мере, утопический характер в постановке и решении данной задачи, поиск сущности феномена обучения в деятельности преподавателя, несомненно, является правильным направлением е-дидактики. Решение возникающего при этом комплекса вопросов оказывает стимулирующее влияние на выбор технологий, методов и средств обучения, в том числе использующих компьютерные технологии.
Дидактическое содержание определяет внешнюю предметно-активную часть процесса обучения и ассоциируется для нас с информационно-материальными ресурсами, реализующими педагогические воздействия. Внутренняя часть, определяемая индивидуально-психологическими и личностными качествами
ученика, отражает субъектно-активную часть обучающей среды [7]. Эффективное объединение данных ресурсов в рамках единой среды обучения, формирующей индивидуальные обучающие среды учеников, и является главной задачей педагогической науки и е-обучения в частности.
Классические модели обучения в виде дидактического треугольника, включающего ученика, учителя и учебное содержание, отражают ряд широко используемых в педагогике дидактических принципов, которые рассматривают в качестве главного активного элемента среды обучения преподавателя, реализующего методику обучения. Ученик в известной мере пассивен и является субъектом педагогического воздействия. Именно отношения педагога и ученика определяют качество педагогического процесса. Следовательно, по мнению проектировщиков электронных систем обучения и тренажеров, для того, чтобы создать эффективную систему е-обучения достаточно с помощью технологии смоделировать рабочую среду, функции и логику действий педагога. Это во многом спорное с точки зрения психологии и педагогической психологии предположение широко тиражируется в инженерно-педагогической среде и является основой е-дидактики – комплексной дисциплины о методах обучения в новой педагогической реальности века технологий. М.А. Чошанов определяет е-дидактику как «науку, искусство и инженерию обучения» [8]. Им вводится понятие дидактической инженерии, которая «концентрируется на детальном конструировании учебных процессов и содержит шаги по анализу, разработке и конструированию обучающих продуктов и их использованию в образовательном процессе» [8]. Однако основная проблема такого подхода заключается в том, что он отражает в рамках классической рациональности инженерное понимание обучения как управляемого извне информационного процесса, связанного с передачей знаний рассматриваемых в виде порций структурированной информации. Это противоречит современным научным данным из области обучения человека, в соответствии с которыми процесс научения носит коммуникационную, ориентирующую ученика в зоне учебного содержания, природу [9]. При этом категории «знание» и «обучение» отражают процессы самоорганизации когнитивной системы человека в обучающей среде [10], а используемые в е-дидактике классические определения знаний излишне механистичны, метафизичны и метафоричны.
В исследовании А.Н. Печникова с соавторами [6] сделана попытка уйти от проблем, порождаемых классическим подходом к компьютерным системам обучения. Правда сделано это было с использованием именно классических представлений об обучении как процессе реализующем управление обучением. Вместе с тем авторы попытались ввести в свои рассуждения элементы новизны, что выразилось в привлечении понятий активной и пассивной обучающих систем. Процессы самоорганизации в таких системах были очерчены схематично. Сказалось настороженное внимание педагогов, воспитанных в рамках классических методологических схем, к системам, обладающим большой долей неопределенности и управляемых лишь частично. Тем не менее, в результате работы были сделаны вполне ожидаемые выводы. Показано, что существующие компьютерные обучающие системы способны реализовать только весьма ограниченный перечень функций обучения. Необходима разработка новой методологии проектирования процессов электронного обучения и компьютерных технологий обучения. Отмечена «насущная потребность в автоматизации функций преподавателя по управлению учебной деятельностью обучающихся» [6].
Переход к компьютеризированному обучению в настоящее время обусловлен спецификой массового обучения в информационном мире. Скорость изменения актуальных знаний опережает возможности системы образования по подготовке квалифицированных педагогических кадров, которые почти сразу после окончания
высшего учебного заведения становятся носителями уже устаревшего знания. И замена педагога как носителя устаревающего знания кажется вполне логичной.
Наблюдаемая в эволюции глобальной техногенной среды тенденция к тотальному охвату всепроникающими компьютерными технологиями всех сфер жизнедеятельности человека, в том числе и сферы образования, требует адекватных ответов со стороны создателей систем обучения и тренажеров. Необходим переход от моделей локального информирующего обучения к сетевому диалоговому обучению. Это возможно только при использовании представлений об обучающей системе как сложной коммуникационной системе порождающей обучающую среду.
!!Е-дидактика на основе представлений теории иммерсивных обучающих сред
Эволюция взглядов на человека как на активную когнитивно-деятельностную систему, осуществляющую познание и освоение мира путем конструирования полезной для выживания модели физической и социальной реальности, стало следствием философской и естественнонаучной рефлексии второй половины XX века. Ее источниками стали успехи в области развития неклассических системных представлений о самоорганизующихся системах. К ним относятся системы аутопоэтического типа (У. Матурана, Ф. Варела), кибернетика второго порядка (Х. Фёрстер) и синергетические взгляды на функционирование систем организованной сложности (В.И. Аршинов, В.Г. Буданов, Е.Н. Князева, С.П. Курдюмов, Г.Г. Малинецкий, И.Р. Пригожин, Г. Хакен и др.). Добавим к этому успехи в области эпистемологии, ставшей философским обоснованием методологии конструктивизма (Д. Вико, Э. Глазерсфельд, В.А. Лекторский, С.А. Цоколов), послужившей основой неклассической и постнеклассической когнитивной педагогики [11,1Базовым понятием в постклассических представлениях педагогики и педагогической психологии служит понятие иммерсивной обучающей среды, под которой понимается системный самоорганизующийся конструкт, проявляющийся в виде динамического процесса в субъекте обучения вовлекающего в свою структуру самые разнообразные элементы внешнего и/или внутреннего окружения с целью обеспечения аутопоэзиса организма, стабильности личности, непрерывности её истории. Основные свойства иммерсивной обучающей среды отражены в понятиях: избыточность, наблюдаемость, доступность когнитивному опыту (конструируемость), насыщенность, пластичность, внесубъектная пространственная локализация, автономность существования, синхронизируемость, векторность, целостность, мотивогенность, иммерсивность, присутствие, интерактивность [13]. Научение в иммерсивных средах можно рассматривать как изменение через опыт в среде способа поддержания циклической организации организма обучающегося, что ведёт к изменению его области взаимодействий. Обучение в среде связано с логикой развития и деятельностью организма как аутопоэтической системы, реализующей конструирование, сохранение и историческое развитие личности и биологической структуры организма, обеспечивающей его жизнедеятельность в среде опыта
Отметим, что в тренажеростроении и компьютерных обучающих системах массовой подготовки в настоящее время начинают доминировать конструктивистские представления о сложности и сложных системах в обучении, пришедшие на смену логическим, теоретико-информационным и алгоритмическим концепциям классического системного подхода в педагогике. Можно говорить о переходе е-обучения к моделям «сложного обучения». Однако существующих дидактических методов и средств, реализующих такое обучение пока явно не достаточно.
Категории «сложность» и «сложные системы» давно являются объектами внимания философии, науки и технологии [14]. Их понятийный состав отражен в исследованиях ведущих отечественных и зарубежных ученых, работающих в рамках
концептуальных представлений радикального и эпистемологического конструктивизма [15,16].
@@color:red;Подход к тренажерам как сложным системам требует от проектировщиков нового понимания, что среда и система являются взаимодополняющими понятиями, и рассмотрение сложных систем вне среды их существования невозможно. Среда является, в сущности, внешней частью системы и во многом определяет ее поведение. Можно говорить о наличии исчезающего контроля в континууме «среда-система».@@ Чем сложнее среда и выделенная в ней система, тем неопределеннее прогноз их взаимного сосуществования. Это ведет к априорной неопределенности поведения сложной системы, что естественно не нравится ее создателям, желающим контролировать все ее функции.
Основные проблемы, возникающие при проектировании сложных эргатических систем, связаны с так называемым процессом выделения системы из среды, которая является в сущности одним из полюсов континуума простота-сложность [17]. Среда представляет собой множество неоднородностей, выделение которых из среды позволяет интерпретировать их как систему. Система возникает в результате проведения операции различения, обозначения ее границ и описания свойств среды, существующей в рамках выделенной границы. Эти операции выполняются когнитивным аппаратом человеческого мозга и принципиально содержат ряд ограничений связанных с его работой.
Неклассические и постнеклассические представления, положенные в основание методологии проектирования тренажеров сложных эргатических систем и сред, основаны на синергетических и конструктивистских моделях обучения, рассматривающих процессы самоорганизации и развития сложных систем и сред.
Методологической основой обучения в сложных средах является когнитивная педагогика. В ней, по аналогии с классической педагогикой, человек рассматривается как познающая мир система, но в неклассических представлениях это система самоорганизующаяся в пределах своего опыта, а в постнеклассических – саморазвивающаяся, историческая система аутопоэтического типа, испытывающая ориентирующее влияние со стороны учебной коммуникации, возникающей в обучающей среде.
Тренажер, в соответствии с излагаемой концепцией, создает среду обучения, которая взаимодействуя с психофизиологической системой ученика, создает в последнем особую форму психической реальности – обучающую среду. Именно в ней и происходит консолидация и приобретение нового опыта (обучение). Необходимо отличать среду обучения от обучающей среды. Последняя категория является индивидуальным конструктом, отражающим свойства психофизиологической системы человека в процессе обучения. Свойства обучающей среды являются определяющими для получения обучающего эффекта [4]. На свойства обучающей среды влияет множество личностных и ситуативных факторов связанных с особенностями участников учебной коммуникации и среды и ситуации обучения. Это, например, стили обучения [18], когнитивные стили и интеллект [19], особенности личности и ее мотивационной сферы. Однако практическое использование в проектировании обучающих систем знаний психодиагностики сталкивается с научной отсталостью используемых концептуальных и измерительных средств. Следует признать, что существующие технологии использования психологического знания в процессах автоматизации учебного процесса малоэффективны.
Это связано с тем, что большинство современных компьютерных обучающих систем и тренажеров используют технологии обучения в искусственных средах, создаваемых моделирующими системами. При этом методическое обеспечение, определяющее формы взаимодействия участников учебного процесса, базируется на моделях информационного обмена между участниками процесса обучения. Однако
это довольно грубые представления, не учитывающие ориентирующую и конструктивную сущность обучения человека. Более адекватные средоориентированные модели, довольно редко используются в классическом компьютеризированном обучении. Рассмотрим их основные черты и свойства для оценки перспектив применения в е-обучении.
!Обучающая коммуникация
Роль общения в педагогике известна давно и является общим местом во многих педагогических теориях. Общение в силу этимологии этого слова предполагает создание некоторой общности (системы) между общающимися, в которой происходит их взаимообогащение и развитие. А.А. Леонтьев определяет педагогическое общение как «профессиональное общение преподавателя с учащимися на уроке и вне его (в процессе обучения и воспитания), имеющее определенные педагогические функции и направленное (если оно полноценное и оптимальное) на создание благоприятного психологического климата, а также на другого рода психологическую оптимизацию учебной деятельности и отношений между педагогом и учащимся внутри ученического коллектива» [20, С. 3]. Общение, по мнению Леонтьева, это «процесс или процессы, осуществляющиеся внутри определенной социальной общности – группы, коллектива, общества в целом, процессы, по своей сущности не межиндивидуальные, а социальные. Они возникают в силу общественной потребности, общественной необходимости» [20].
Е.Н. Князева раскрывает с позиции натуралистической эпистемологии в рамках понятия коммуникационная сложность следующие свойства коммуникации как сложной самоорганизующейся системы:
– эволюционное происхождение;
– гибкость, флексибельность;
– связанность с действием, творящим мир;
– сложность познания, выраженная в различных формах самоорганизации, кооперативного и когерентного поведения;
– это феномен, характерный для сложных адаптивных систем;
– это феномен взаимной энактивной деятельности, в которой происходит полагание и творение друг друга;
– интерсубъектность в процессе коммуникации: энактивизм, партисипационное производство смыслов;
– ее распределенная телесность;
– эмпатийность [21].
Рассматриваемый феномен педагогического общения, несмотря на его достаточно широкий, в известной мере, философский характер, в современной «компьютерной» педагогике интерпретируется в большинстве случаев как некоторый локальный, коммуникационный феномен, заключающийся в обмене информацией и знаниями ученика с управляемым программой контентом обучающей системы. Это достаточно примитивный взгляд, резко снижающий возможности е-обучения. Но зато он технологичен, понятен и близок инженерным кругам проектировщиков обучающих систем. В силу этого в е-дидактике популярны именно информационные модели общения, отражаемые более узким по значению термином «коммуникация». Однако следует помнить об их ограниченном характере, скрывающем истинную сложность механизмов научения.
!!Концепция ориентирующей кооперации.
Для объяснения процессов обучения в сложных операционально-замкнутых самоорганизующихся системах, к которым относится человек, предложена обобщенная модель ориентирующей кооперации, в соответствии с которой коммуникационная ориентация является основным механизмом научения в живой
системе [3]. При этом коммуникация рассматривается как социальная аутопоэтическая система, включающая в состав своих элементов участников коммуникации, которые начинают играть свои роли в соответствии с формируемыми в данной системе смыслами. Коммуникация является автореферентной системой. Это означает, что смыслы порождаются самой системой и не могут быть привнесены в нее извне без потери ее автономного статуса. Основные положения концепции ориентирующей кооперации могут быть изложены в следующих тезисах:
1. Мозг является физической системой аутопоэтического типа способной вместе с сенсомоторными системами человека создавать и поддерживать целостность генерируемого в нем психического содержания в форме субъективного мира с действующим в нем субъектом, получающим сознательный опыт в процессе создания цепей ориентирующих отношений в рекурсивных циклах самовоспроизводства и коммуникации.
2. Человек посредством ориентирующей коммуникации непрерывно ассимилирует в структуры своего конструирующего опыта оцениваемые им как позитивные аспекты интерактивных контактов перцептивных систем с миром, дающие субъекту потенциал для самосохранения и продолжения биологической и социальной эволюции.
3. В процессе обучения возникают связанные друг с другом циклы обработки информации и циклы формирования инструментов для обработки информации. Идет непрерывный на всех временных уровнях процесс поиска и создания эффективных когнитивных инструментов позволяющих познавать мир в русле создания личной истории человека.
4. Обучение есть вмешательство в процессы порождения опыта и когнитивных инструментов посредством коммуникационной ориентации субъекта и внедрения соответствующей информации.
5. Самообучение человека строится на основе рефлексивной самоориентации, протекающей в форме процесса внутренней коммуникации субъекта с самим собой и своим внутренним миром. Сознание при этом является инструментом социальной и эго коммуникации, вовлекающим человека в процессы аутопоэзиса своего Я.
6. Знание как результат педагогического процесса формируется на психологическом и нейробиологическом уровнях и является системным, неотделимым от человека свойством его психобиологической организации, воплощенным в нее.
7. Субъект работает со своим субъективным миром посредством обмена и интерпретации циркулирующей в нем информации, а мозг работает с физическим миром посредством фиксации изменений, возникающих на входах перцептивных систем [3].
В соответствии с концепцией ориентирующей кооперации обучающие системы являются системами, организующими и поддерживающими информационную среду в виде динамической системы, в которой проходят процессы коммуникации ориентирующие когнитивные и личностные механизмы ученика в зоне учебного содержания направленного на порождение (конструирование) учебного результата. В процессе педагогической коммуникации на период ее осуществления возникает социальная система производящая в процессе своей эволюции направленные изменения в когнитивной и личностной системах человека. Отметим, что такие метасистемы возникают на время течения любой коммуникации.
Спецификой обучающей коммуникационной метасистемы является ее направленность на получение педагогического результата. Роль преподавателя заключается в поддержании вектора обучающей коммуникации в направлении обеспечения обучающего эффекта. Заметим при этом, что педагог создает условия для возникновения обучающей коммуникации и в этом он самостоятелен. Однако
при реализации коммуникации его свобода и активность ограничены свойствами и механизмами самоорганизации, возникающими и действующими в конкретной учебной ситуации.
!!Перспективные технологии ориентирующего обучения
Реализация рассмотренных выше методологических аспектов неклассической е-дидактики в средоориентированном подходе возможна (хотя и частично) при использовании современных информационных технологий. К числу перспективных для электронного обучения можно отнести сетевые и облачные технологии, позволяющие создать гибкие информационные иммерсивные среды.
Термин «облачные вычисления» (cloud сomputing) обозначает сервисы, поддерживающие приложения, размещенные на удаленных серверах. Это парадигма, удаленного и распределенного хранения и обработки данных. Поскольку обучение есть рекурсивная коммуникационная ориентация ученика в учебной информации, а облачные технологии позволяют осуществлять эту ориентацию независимо от природы информации, местоположения и времени участников информационного взаимодействия, то очевидно, что облачные сервисы могут расширить возможности тренажеров и обучающих систем. Среда обучения должна обеспечить существование дискурсного пространства для свободного обмена знаниями.
По мнению И.Н. Голицыной и А.Н. Афзаловой облачные технологии в Интернете могут обеспечить оптимальную на сегодня инфраструктуру образовательного пространства, так как они позволяют представить образование как информационную услугу, создаваемую путем кооперации множества разработчиков, теоретиков и практиков образования [22].
Облачные сервисы позволяют организовать сетевое обучение в рамках единой виртуальной среды, предоставляющей образовательные услуги широкому кругу распределенных территориально пользователей.
Вместе с тем использование транснациональных облачных технологий в военно-профессиональном обучении и подготовке в определенной мере ограничено и связано с режимным характером и спецификой оборонной деятельности:
– необходимостью обеспечения информационной безопасности;
– необходимостью ограждения облачных структур от специальной информации и решение проблем стыковки курсов созданных на разных технологических платформах;
– борьбой с системами глобального анализа циркулирующей в интернете информации.
Облачные технологии в ближайшем будущем могут стать основным технологическим элементом систем образования и профессионального обучения. Это альтернатива традиционному обучению, создающая возможности для персонального обучения, накопления и использования педагогического и учебного опыта. Сетевое облако предоставляет возможности для всех участников образовательного процесса вести совместную работу и вступать в обучающую ориентирующую коммуникацию широкому кругу пользователей, независимо от их местоположения.
Следующая технология позволяющая создать обучающие системы организованной сложности, связана с понятием «интернет-вещей» (Internet of Things – IoT). Оно отражает в своем первоначальном значении вычислительную сеть объектов (вещей), оснащенных устройствами и технологиями для связи и взаимодействия между собой [23]. В дальнейшем после появления в 2003 году протокола IPv6, позволяющего присвоить адреса 1039 объектов, данная технология получила новое развитие, давая возможность создания компьютерных сетей связывающих в виртуальной цифровой реальности все объекты мира между собой, обеспечивая глобальное позиционирование и сбор информации о свойствах и истории каждого из них. Этими объектами могут быть и конкретные люди.
каждого предмета, а в отношении человека – фиксировать весь его опыт взаимодействий с материальным миром. Интернет вещей не ограничен только связью с вещами, снабженными метками радиочастотной идентификации (RFID), а рассматривается в контексте объединения с такими технологиями будущего, как всепроникающие компьютерные системы и интеллектуальная окружающая среда (Pervasive Computing, Ubiquitous Computing, Ambient Intelligence). Возникающие в результате такого объединения возможности по направленному влиянию на человека чрезвычайно велики и позволяют проводить тотальный контроль и управление его жизненным миром. Технологии IoT позволяют формировать непрерывный поток данных о человеке и среде его деятельности в реальном времени, на основании которого можно создавать индивидуальные обучающие среды-тренажеры, вовлекающие в свою организацию и функционирование только полезные в учебном контексте объекты мира и их виртуальные двойники. В зависимости от протекающих в обучающих сетях процессов возможно оперативное реконфигурирование обучающей сети для придания ей тех или иных свойств. Интересным вариантом обучающих сред может стать управляемая среда жизнедеятельности, вовлекающая в жизненный опыт человека те фрагменты отношений с реальными объектами/субъектами мира, которые ведут к приобретению нового опыта.
!!Выводы
1. Создание современных эффективных компьютерных обучающих систем сдерживается ограничениями, вызываемыми классическими взглядами на обучение, формирующими дидактику е-обучения.
2. Развитие неклассической методологии средоориентированного обучения и появление сетевых глобальных технологий и методов сетевой интеграции разнородных данных позволяет реализовать перспективные технологии обучения, учитывающие процессы самоорганизации в психике человека и социальной коммуникации в условиях тотальной информационной интеграции виртуального и физического миров.
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Еще раз про E-Learning дидактику: острые углы методологического круга
Сергеев Сергей Фёдорович
доктор психологических наук, профессор кафедры информационных систем в искусстве и гуманитарных науках,
Санкт-Петербургский государственный университет,
Университетская наб., д. 7/9, г. Санкт-Петербург, Россия, 199034, (812) 323-71-75;
ssfpost@mail.ru
[[589 |Еще раз про E-Learning дидактику 589]]
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[[Литература |Еще раз про E-Learning дидактику Литература]]
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Еще раз про E-Learning дидактику: острые углы методологического круга
Сергеев Сергей Фёдорович
доктор психологических наук, профессор кафедры информационных систем в искусстве и гуманитарных науках,
Санкт-Петербургский государственный университет,
Университетская наб., д. 7/9, г. Санкт-Петербург, Россия, 199034, (812) 323-71-75;
ssfpost@mail.ru
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!Литература
{{Еще раз про E-Learning дидактику Литература}}
Жеребило Татьяна Васильевна
[ext[ Сайт |http://gerebilo.ucoz.ru/]]
Скачать можно из раздела ''Каталог файлов'' (см. меню)
*[[Термины и понятия: Методы исследования и анализа текста]]
*[[Словарь лингвистических терминов]]
*[[Словарь лингвистических терминов и понятий]]
*[[Термины и понятия лингвистики: Лексика. Лексикология. Фразеология]]
*[[Методы исследования в языкознании]]
*[[Введение в языкознание]] 4 - е издание
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УДК 159.923
ББК 88.5
Некрасова Евгения Владимировна
доктор психологических наук, доцент г. Белгород
!!Жизненный мир человека и подход к его исследованию
В статье представлены результаты исследования жизненного мира человека посредством трансспективного анализа с использованием логики нарратива и деконструкции продуктов литературного творчества, основывающегося на понимании науки как открытой системы, взаимодействующей с культурой в процессе избирательного информационного обмена с ней.
В условиях все большей онтологизации психологии увеличивается значимость исследований, открывающих общие закономерности, принципы и научно оправданные подходы к анализу "жизненной онтологии" (С. Л. Рубинштейн), "жизненного пространства" (К. Левин), "многомерного мира человека" (А.Н. Леонтьев).
В логике теории психологических систем многомерный жизненный мир человека выступает как динамический системный конструкт, особая психологическая реальность, имеющая совмещенную (субъективно-объективную) природу, в которой конституирует себя пространственно-временная (хронотопическая) развертка бытия человека, понимаемого в качестве открытой системы [3], [5]. Человек как психологическая система включает в себя субъективную компоненту (образ мира), деятельностную
компоненту (образ жизни) и жизненный мир человека. Жизненный мир человека - действительность этого человека, онтологическое основание его жизни; он определяет образ жизни и определяется ею; он является источником психологических новообразований, обеспечивающих детерминацию, направленность и избирательность жизнедеятельности.
Содержание и пространственная конфигурация жизненного мира определяют "образ многомерного мира" (А.Н. Леонтьев), каковым он выступает в сознании человека, но, будучи системным конструктом, жизненный мир содержит в себе и такие "общесистемные сверхчувственные качества" (В.Е. Клочко), для понимания и объяснения которых требуется выход за пределы как "объективных" методов исследования, так и "интроспекции" (А.Н. Леонтьев). Жизненный мир человека является чувственно-сверхчувственным феноменом, для изучения которого требуется разработка особых методов исследования, позволяющих объективировать его во всей его многомерности, включающей и ценностно-смысловые измерения. В силу присутствия в этом мире сверхчувственных измерений, невозможно "расспросить" (Е.А. Климов) человека об устройстве его жизненного мира. "Жизненный мир человека" нельзя "остановить" для изучения, о нем нельзя узнать из интроспективных отчетов.
Здесь сложнейшая методологическая проблема современной психологии. В работе "Исторический смысл психологического кризиса" Л.С. Выготский указывал на необходимость разработки косвенного метода в психологии. Согласно ученому, психология сближается с историей в том, что многие события и факты оказьюаются недоступными для прямого наблюдения (историческое прошлое) и истолковываются на основании косвенных свидетельств и документов. Однако в психологии истолкование осложняется еще и тем, что события могут быть недоступны для наблюдения даже в настоящем. Психология работает преимущественно с фактами особого рода, с "превращенными формами", к которым относится и многомерный жизненный мир человека. "Превращенные формы" недоступны для прямого наблюдения, но
они "вполне реальны". Объективная сложность исследования многомерного жизненного мира человека в том, что он не является непосредственной данностью, его содержание раскрывается понятиями, за которыми стоит сверхчувственная субъект-объектная реальность. Именно здесь возникают сложности, связанные с методическим обеспечением конкретно-психологического исследования, в котором бы можно было связать особенности образа мира человека с особенностями его образа жизни, смыслы и ценности с поведенческим компонентом.
Признание психологического единства субъективного и объективного в том, что составляет действительность данного человека, его переживаемую (здесь и сейчас) реальность, делает понятным закономерное возникновение эклектики в методах ее познания, которые открывают либо чисто объективную, либо только субъективную составляющие единого целого. При этом исследовать необходимо не результаты, а путь, который психическое явление проделало в своем движении в сферу сознания, с самого его начала. Исследовать необходимо особенности становления многомерной реальности. Задача психологии в том и состоит, чтобы объяснить происхождение продукта, акт его становления. Следует учитывать при этом влияние процедур исследования на качество исследуемого явления, возникающие следствия (сила воздействия никогда не равна порождаемому эффекту).
Отсутствие методологической основы, позволяющей работать с фактами, подобными жизненному миру человека, является проблемой эмпирического базиса многих теорий. Сегодня в психологии остро проявляется "потребность в объяснительных схемах".
Понимание, согласно М.К. Мамардашвили, становится возможным при наличии у нас некоторого текста. Текст понимается при этом как средство прочтения события. Речь идет о преодолении постулата непосредственности, "о восприятии, опосредствованном душой". "Полный текст", "объяснительная схема" - необходимое условие самоосуществления исследователя. Прорыв из причин и следствий, совершаемый посредством "полного текста" делает
возможным переход с уровня наличной ситуации на уровень смыслов, обладающих "горизонтом большего". Смысл больше суммы его элементов, он шире опыта, к которому не сводится. Смысл является формой завершенности, формой целого, полноты: любая наличная ситуация получает завершенность, только когда она соотносится с целым. Через смысл происходит выход к целостному человеку с его жизненным миром. О-смысл-ение смыслов позволяет увидеть происходящие события в другом масштабе. Понимание, объяснение невозможно вне о-смысл-ения. Исследователю в попытке понять, объяснить происхождение жизненного мира человека необходимо осмыслить не "готовые" смыслы, не "готовый" "жизненный мир", а становящиеся: развитие является условием существования психологической системы как устойчивого явления. Обращение к "полному тексту" - возможность подняться над ситуацией, эмпирической зависимостью. Осмысляя целое, исследователь все более приближается к пониманию и объяснению его; становится свободнее, расширяя и углубляя при этом свой собственный мир, обнаруживая "феномен полного внутреннего самоопределения", поступая в соответствии со своими ценностями.
Итак, необходима "объяснительная схема", которая позволяла бы выходить к объяснению психологической реальности, выявляя общие закономерности, абстрагируясь от случайного. В попытке уйти от феноменологии, выйти к целому и его объяснению необходимо движение от методологии к способу "извлечения". Методологическая стратегия как основа всякой интерпретации есть, по сути, отражение этического элемента в позиции каждого исследователя относительно природы психологического знания и выводов, извлекаемых из изучения жизненного материала.
Теоретически мыслить позволяет мышление, явившееся вследствие отказа от взгляда на психику как отражение объективного мира в пользу ее понимания как средства порождения новой реальности. При таком взгляде меняется предмет психологии, им становится человек с его жизненным миром, человек как целостная, открытая в мир, самоорганизующаяся психологическая система. "Целостный человек" означает "системно определенный человек", целостность
- главный признак системы. Быть такой системой - сущностное свойство человека. Человек, понимаемый как психологическая система, выступает в единстве с объективным миром, с той его частью, которая им "освоена", имеет для него значение, смысл, ценность. Многомерный жизненный мир человека есть часть самого человека, неразрывно с ним связанная. Игнорирование системного, целостного взгляда неизбежно приведет к тому, что в процессе исследования постоянно будут возникать общие вопросы, без ответа на которые невозможно объяснить образование жизненного мира человека.
Специфика системного исследования заключается не в усложнении методов анализа, а в использовании адекватных принципов подхода к объекту изучения. Такой подход должен соответствовать человеку как актуальной бесконечности. Здесь определяющим является стремление построить целостную картину предмета, взгляд на человека в перспективе его развития, с точки зрения того, кем он может стать, а не с позиции ставшего, с позиции "духовных вертикальных измерений", "динамического бессмертия". Взгляд на человека как психологическую систему, открытую в мир культуры, социум, природу, предполагает распространение на него универсальных принципов самоорганизации, обретающих на уровне человека свою качественную специфику.
"Выйти за пределы непосредственного опыта" (Л.С. Выготский) в исследовании истории становления человека в качестве самоорганизующейся психологической системы позволяет трансспективный анализ, представляющий собой форму мышления, адекватную постнеклассическому идеалу рациональности [2]. Известно, что постнеклассицизм опирается на определенный уровень системного представления изучаемой реальности, делая предметом исследования сложные саморазвивающиеся (самоорганизующиеся) системы (B.C. Степин, 2002). Постнеклассическая наука, подчеркивает В.Е. Клочко [2], предполагает трансспективный анализ, будучи методологически фундирована для понимания своего предмета исследования не как ставшего, и
даже не становящегося, а как момент общего движения в ряду закономерно усложняющихся форм системной организации того, что она изучает.
Основная установка трансспективного анализа - это становление, через которое ("в котором") необходимо изучать открытые самоорганизующиеся системы. В качестве источника и двигателя становления в трансспективном анализе рассматривается соответствие, которое приводит к взаимодействию, сопровождающемуся порождением системных качеств - "параметров порядка", определяющих прогрессивную логику системогенеза.
Трансспективный анализ направлен на выявление тенденции развития, которая понимается как потенция, обусловливающая процесс развития. Согласно М.К. Мамардашвили, потенция является возможностью, которая обладает одновременно "силой на свое осуществление" [4; с. 151]. "Трансспект", будучи аналогом понятия "становление", учитывает направление развития открытой самоорганизующейся (саморазвивающейся) системы как закономерно усложняющейся пространственно-временной организации. Таким образом, трансспективный анализ, с одной стороны, является анализом тенденциональным, с другой стороны хронотопическим, учитывающим внутрисистемное со-бытие времени и пространства. Тенденции обозначают наиболее вероятные направления развития в пространстве имеющихся у системы возможностей, соотнесенных с возможностями среды. Трансспективный взгляд - такой взгляд, благодаря которому каждая точка на пути развития человека (прогрессивного становления в человеке собственно человеческого) понимается как место сосуществования времен, их взаимопроникновения и взаимоперехода, в котором реализует себя тенденция усложнения человека как системной организации. С трансспективной точки зрения, будущее выступает в качестве того, что проявляет трансспективу, а также создается в ней.
Трансспективное мышление предполагает определение тенденций по произошедшим изменениям, выявление влияния новообразований на становление системы, детерминирующее ее дальнейшее развитие и
упорядочивание. Здесь важно видеть в произошедшем факте механизм и момент самоорганизации, происходящего системного усложнения. Трансспективный анализ позволяет вычленить становление, преемственность усложняющихся форм. Его центральная специфическая идея - идея системной детерминации: "новообразования рождаются в настоящем, определяют облик будущего и переопределяют облик прошлого" [2]. Вскрывая "историю осуществляемых ожиданий", осуществляя "анализ не движения, а анализ в движении", исследователь занимает и проводит по отношению к "герою" диалогическую позицию, утверждающую "самостоятельность, внутреннюю свободу, незавершенность и нерешенность героя". Герой при этом для исследователя выступает как "не ОН и не Я, а полноценное Ты, т.е. другое чужое полноправное Я ("ты еси")" [1; с. 258].
Особый интерес для трансспективного анализа представляют смыслы и процессы смыслообразования, так как смысл является тем, в чем становление человека заявляет о себе наиболее выражено. В смысле сосуществуют времена (прошлое, настоящее, будущее). Смысл, будучи "больше самого себя" (П.А. Флоренский), объективирует трансспективу - общее направление движения системы "человек", которая благодаря особой роли психического (порождение "субъективно искаженной действительности") в ее самоорганизации может рассматриваться как психологическая система [2].
Трансспективный анализ предполагает реконструкцию моментов, стадий, пространств, в которых возможность становится действительностью; предполагается также анализ поперечных срезов как намеренно остановленных моментов постоянного идущего процесса саморазвития системы.
Трансспективный подход открывает возможность подняться над феноменологией и выйти к онтологии. В основе попытки объяснить происхождение жизненного мира человека посредством трансспективного подхода "абстрактный" аргумент, предельно общие идея и принципы. Становление жизненного мира человека всегда детерминировано финалом, целью. Идеи и принципы трансспективного подхода также определяют цель, к
которой очевидно или имплицитно движется исследуемый процесс.
Трансспективная стратегия ориентирует, в каком направлении следует размышлять относительно исследуемого предмета, насыщает мысли о нем определенным отношением, переживанием. Она рассматривается нами в качестве основания ценностного отношения к предмету исследования, привносящего в него (исследование) "избыток видения" (М.М. Бахтин).
Гуманитаризация науки состоит в признании того, что "объективная" позиция человека невозможна, она всегда субъективна, так как человек существо мифотворящее. Отсюда: исследовательский подход не может быть объективным. Он может быть только адекватным или неадекватным поставленным целям и задачам.
Объяснение происхождения "собственно человеческого в человеке" на основе трансспективного подхода, открывающего возможность научного осмысления жизненного мира человека как меры его жизни и жизнедеятельности, предполагает междисциплинарный взгляд: оно должно опираться на философские, культурологические, социологические, этические и др. подходы, дополняющие и опосредующие друг друга. Здесь возникает проблема взаимодействия психологической науки с ее средой, которая переходит из разряда философских (эпистемологических) проблем в конкретно-научную проблему, обретая при этом, по мнению A.B. Юревича (2005), статус одной из приоритетных проблем современной психологии. Понимая глобальность этой проблемы, мы ограничили проблемное поле своего исследования следующим образом. В культуре, в частности такой важнейшей ее составляющей, каковой является литературное творчество, зафиксирован громадный опыт того, что происходит с жизненным миром человека на стадиях его становления и различных коллизий (трансформаций, деформаций, распада и т.д.). Этот опыт бесценен для науки, которая стала сензитивной ко всему, что связано с проблемой порождения многомерной человеческой реальности, поскольку в этом открывается новое понимание роли и функции психического.
Чтобы вообще поставить задачу решения проблемы взаимодействия науки с ее средой, необходимо, прежде всего, саму науку понять в качестве открытой (и значит самоорганизующейся) системы. Проблема нашего исследования заключалась в выявлении возможностей такого взаимодействия исследователя с культурой, которое моделировало бы те реальные процессы, которые лежат в основе самоорганизации науки, т.е. происходят сами собой в результате информационного обмена открытой системы (наука) с ее средой (культура). Таким образом, в центре проблемного поля исследования оказалась проблема оправданного и целенаправленного "вычерпывания" из культурной среды, окружающей науку, того знания, которое соответствует актуальной поисковой познавательной потребности исследователя, являющегося конкретным представителем науки.
Продукты литературного творчества, ставшие достоянием культуры, содержат в себе информацию о динамике "жизненных миров" людей (в том числе и их авторов), способную обогатить психологическую теорию и фактологию, однако только в том случае, если у психолога-исследователя имеется методологическая, теоретическая и мотивационная готовность к встрече с такой информацией в процессах его взаимодействия с указанными культурными продуктами. Методологическая готовность психолога определяется уровнем усвоения им парадигмы "порождения реальности". Теоретическая готовность определяется степенью разработанности концептуального контекста, в котором человек предстает как открытая психологической система, порождающая многомерный жизненный мир как основание, обеспечивающее ему (человеку) осмысленность бытия. Мотивационная готовность предполагает наличие у психолога-исследователя ожидания (предчувствия) встречи с информацией, соответствующей его поисковой познавательной потребности. Таким образом, использование трансспективного анализа требует от исследователя обладания определенным уровнем профессионального мышления, определенных особенностей мировидения, выражающихся в способности видеть избирательно, понимать по-
особому, мыслить в определенной логике и действовать в соответствии со своим видением и мышлением.
Трансспективный анализ с использованием логики нарратива и деконструкции продуктов литературного творчества (содержащих в себе психологическую информацию о становлении, динамике и деструкции жизненного мира человека), основывающийся на понимании науки как открытой системы, взаимодействующей с культурой в процессе избирательного информационного обмена с ней, позволил показать этапы становления жизненного мира как пространственно-временной организации, как проявление самоорганизации в психологических системах, как условие (механизм) устойчивого бытия человека. Подтверждена теоретически установленная в теории психологических систем последовательность и преемственность этапов становления жизненного мира человека - предметное пространство, смысловое поле, пронизанная ценностями действительность. Показано, что трансспектива развития жизненного мира совпадает с процессом суверенизации человека, все более выраженной по мере обретения жизненным миром человека новых системных качеств, в том числе и таких, как смыслы и ценности.
Выявлено, что насилие над человеком (вынужденная эмиграция, миграция, лишения и т.д.) приводит к деформации жизненного мира человека, которое проявляется в утере человеком возможности избирательного взаимодействия со средой и выражается в следующем: отсутствии динамики смыслов; исключительной концентрации человека на прошлом (переживание воспоминаний, составляющих единственный предмет сознания, приобретает разрушительный характер) или будущем (псевдобудущее, псевдожизнь подменяют подлинную жизнь), деформирующих его поведение в настоящем; доминировании ориентации на настоящее при аморфном образе будущего; факте связи центрации на настоящем (сейчас) с деформацией пространства (здесь) бессмысленным времяпрепровождением - "обыденно-житейским циклическим бытовым временем" (М.М. Бахтин), лишенном поступательного исторического хода.
Деформации жизненного пространства всегда
сопровождаются изменением субъективного восприятия времени ("замедление", "убыстрение", "остановка", "вневременность бытия"), происходящим на фоне "потери чувства реальности", возникновением "эффектов дереализации" и т.д. Поскольку формой существования смыслов и ценностей являются эмоции (А.Н. Леонтьев), постольку ценностные и смысловые деформации сопровождаются возникновением эмоциональных проявлений, чаще всего негативного плана, что сразу же сказывается на субъективном восприятии времени.
Можно утверждать, что жизненное пространство человека и его субъективное время внутренне связаны между собой, а системообразующую функцию в данном случае выполняют смыслы и ценности. При распаде (деструкции) и гибели (в том числе и автодеструкции психологических систем -суициды и др.), первыми разрушаются ценностные основы бытия; при этом жизненный мир уже не воспринимается как действительность, как пространство для реализации своих сущностных сил. Затем происходит смысловое обеднение жизненного мира, сопровождающееся деформациями чувства реальности бытия: в предметных пространствах, лишенных ценностно-смысловых измерений, люди жить не могут.
Трансспективный анализ продуктов литературного творчества (поэзия, художественная литература, дневники и др.), содержащих информацию о динамике жизненного мира героев произведений (а также их авторов), посредством логики нарратива и деконструкции (как особой стратегии по отношению к тексту, включающей в себя одновременно его деструкцию и реконструкцию) показал, что поступки, деятельность человека обусловливаются открывающимися в актах встречи ретроспективы и перспективы смыслами, возможностями, изменяющимся в результате жизненным миром человека. Установлено, что идентичность в процессе образования жизненного мира человека выступает как процесс в той или иной степени успешного решения жизненно значимых проблем: человек, самоопределяясь, поддерживая и формируя свою идентичность, формирует тем самым и образ жизни, скрепляя и динамизируя его через реконструкцию элементов или достаточно выраженное
существенное их изменение. Самотрансценденция как разрешение противоречий, преодоление фиксированных форм поведения - необходимое условие духовности существования.
В трансспективном видении понятие "жизненный мир человека" манифестирует историю становления "человеческого в человеке", историю человека как субъекта своей жизнедеятельности, разворачивающейся в конкретно-историческом времени в многомерном пространстве, представляющим собой часть объективной реальности, которая "субъективно искажена" (Л.С. Выготский) присутствием в ней таких психологических образований, каковыми выступают значения, смыслы и ценности.
Трансспективный взгляд позволяет рассматривать процесс становления жизненного мира как проявление самоорганизации психологической системы, условие ее устойчивого функционирования. Жизненный мир как ставшее и постоянно становящееся влияет на дальнейшую жизнь человека, обеспечивая тем самым самоорганизацию психологической системы. Более поздние и зрелые образования (смыслы, ценности как проекции нереализованного) определяют масштаб жизненного мира человека, наполняя смыслом прошлые события, которые в результате становятся причиной последующих действий, поступков. Возможное будущее является запускающим, детерминирующим механизмом смены образов мира, жизни человека, их постоянного противоречия, тем самым становления жизненного мира. Ставший жизненный мир не исключает, а предполагает его расширение, усложнение посредством выхода человека за пределы ситуации. Живой хронотоп - это хронотоп преобразования. Хронотоп в процессе преобразования всегда подразумевает «исправление» прошлого. Смерть хронотопа - смерть субъективности.
Трансспективный подход, ориентированный на реконструкцию процесса становления жизненного мира человека, продуктивен в силу того, что он основан на определенных теоретико-методологических основаниях; ориентирован на исследование целостного человека, а не его отдельные проявления; исходит из проективного взгляда на человека; ориентирован на
возможности человека, которые соответствуют его сущности; претендует на универсальность, применимость, как в разных возрастах, так и в различных областях практики (обучение и воспитание, психологическое консультирование, психокоррекция и психотерапия и др.).
Библиографический список
1. Бахтин М.М. Герой и позиция автора по отношению к герою в творчестве Достоевского // Психология личности. Тексты. - М.: Изд-во Моск. Ун-та. -С. 250-260.
2. Клочко В.Е. Самоорганизация в психологических системах: проблемы становления ментального пространства личности (введение в трансспективный анализ). - Томск: Изд-во Томского университета, 2005. -189 с.
3. Клочко В.Е. Самореализация личности как проявление самоорганизации в психологических системах // Клочко В.Е., Галажинский Э.В. Самореализация личности: системный взгляд. - Томск: Изд-во Томского университета. 1999. - С. 65-144.
4. Мамардашвили М.К. Как я понимаю философию. - М.: Прогресс, 1990. -368 с.
5. Некрасова Е.В. Пространственно-временная организация жизненного мира человека: Автореф. дис. д. психол. н. - Барнаул, 2006. - 47 с.
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Заир-Бек Е. С. Понятие «образовательная среда школы» и подходы к ее оцениванию в современных исследованиях // Письма в Эмиссия.Оффлайн (The Emissia.Offline Letters): электронный научный журнал. - 2011. №1(Ноябрь). ART 1683. - URL: http://www.emissia.org/offline/2011/1683.htm . - [дата обращения 12.10.2017]
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*[ext[Интернет |http://www.emissia.org/offline/2011/1683.htm]]
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ART 1683
Ноябрь 2011 г.
Заир-Бек Елена Сергеевна
доктор педагогических наук, профессор кафедры педагогики, Российский государственный педагогический университет им. А.И. Герцена, С-Петербург
profbek@mail.ru
Понятие «образовательная среда школы» и подходы к ее оцениванию в современных исследованиях
Аннотация
Приводятся различные определения понятия "образовательная среда школы", используемые в работах отечественных и зарубежных исследователей. Обсуждаются подходы к оцениванию образовательной среды школы. Перечисляются факторы, влияющие на обучение, включая пространство, в котором происходит учение. Приводятся характеристики понятий «климат в классе», «культура школы». Обсуждается понимание среды образования в рамках конструктивизма. Приводятся характеристики среды школы, отработанные в рамках международной программы «Доброжелательные к детям школы (CFS)».
Ключевые слова
образовательная среда школы, климат в классе, культура школы, конструктивизм, педагогический дизайн, модель пространства, среда обучения, проектирование среды обучения, TALIS, CFS
Воздействие образовательной среды школы на процессы и результаты обучения представляет интерес для исследований на протяжении уже достаточно долгого времени. Однако, само понятие «образовательная среда» остается нечетким. Имеются разные мнения о том, что понимать под значением образовательной среды, какие границы могут или должны быть в ее определении. Хотя имеются значительные достижения во взаимном обогащении смысла этого понятия в различных исследованиях образовательной среды, ее определения все еще отличаются разнообразием и включают в себя широкий спектр научных концепций.
По мнению В.А. Ясвина, среда образования – это система влияний и условий формирования личности, содержащихся в социальном и пространственно-предметном окружении. Для анализа образовательной среды он предлагает рассматривать ее в следующей структуре: субъекты образовательного процесса; социальный компонент; пространственно-предметный компонент; психодидактический компонент[1]. Определяя образовательную среду как совокупность материальных факторов образовательного процесса и межчеловеческих отношений, которые устанавливают субъекты образования в процессе своего взаимодействия, В.А. Ясвин вводит понятие локальной образовательной среды и выводит характеристики качества локальной образовательной среды. Интегративным критерием качества образовательной среды определяется ее способность обеспечить субъектам образовательного процесса возможности для эффективного личностного саморазвития.
В.В. Рубцов определяет образовательную среду как систему прямых и косвенных воспитательно-обучающих воздействий, реализующих явно или неявно представленные педагогические установки учителей, характеризующие цели, задачи, методы, средства и формы образовательного процесса. В этом случае выделяются следующие структурные компоненты образовательной среды: внутренняя направленность школы, психологический климат, социально-психологическая структура коллектива, психологическая организация передачи знаний, психологические характеристики учащихся [2].
В.И. Слободчиков подчеркивает относительность и опосредующий характер образовательной среды. Среда начинается там, где происходит встреча образующего и образующегося, где они совместно начинают ее проектировать и строить как предмет и ресурс своей совместной деятельности, и где между субъектами образования начинают выстраиваться определенные связи и отношения. В качестве характеристик среды он предлагает рассматривать ее насыщенность (ресурсный потенциал) и структурированность (способ ее организации). В зависимости от типа связей и отношений, структурирующих данную образовательную среду, выделяется три принципа ее организации: единообразие, разнообразие и вариативность [3].
В зарубежных исследованиях понятие «образовательная среда» часто включает или заменяется рядом других, тоже часто не четких понятий: «дизайн обучения», «школьная атмосфера», «климат в классе», «культура школы». Как отдельное направление исследований можно выделить оценку программ, что в куррикулярных исследованиях трактуется как исследование среды обучения. В этом случае можно выделить пять подходов к оцениванию:
Учебный план или программа школы рассматривается как реализация разработанных свыше учебных планов или стандартов обучения. Оценка программы производится по разработанным и согласованным индикаторам оценки с использованием количественных и качественных методов. Интерпретация данных происходит в несколько этапов. Например, при рассмотрении каждого показателя нужно присвоить программе уровень качества от 1 до 4. Результаты подлежат обсуждению для получения всестороннего представления о планах, деятельности и управлении программой. Рейтинговая система уровней качества: 1 - высокий (превышает стандарты); 2 - удовлетворительный (соответствует стандартам); 3 - есть прогресс (почти соответствует стандартам), может понадобиться дополнительное направленное содействие в данной сфере; 4 - необходимо решение проблем (не соответствует стандартам), нужна существенная поддержка.
Программа рассматривается как продукт деятельности преподавателей/ учителей и учащихся/студентов школы, ориентированной на достижение спланированных результатов. В данном случае анализируются сдвиги в образовании учащихся (изменения) в процессе обучения учащихся по той или иной программе. Оценивается результативность поэтапного процесса обучения, то есть диагностируется динамика роста академических и личностных достижений учащихся по разработанным заранее критериям.
Программа расматривается как активный процесс взаимодействие между учителями, учащимися и содержанием образования. В рамках этого подхода внимание направлено на организацию процесса обучения, а также деятельность учащихся/студентов. Исследуются различные аспекты социально-педагогической среды и климата в классе, а также их воздействие на результаты обучения.
Учебная программа рассматривается как социально-когнитивный процесс, который отражает развитие личности в действии с помощью содержания и средств обучения. Исследуются степень участия учащихся в обучении, позитивные и негативные факторы, которые воздействуют на включение или исключение учащихся в процесс учения, происходящие изменения в развитии когнитивных процессов, новообразований личности учащихся, их самоэффективность.
Программа рассматривается в контексте форм общественных отношений существующих в школе, анализируектся ее социально-конструктивный характер. Исследуется социальный процесс в школе, который включает в себя взаимодействие между учащимися, учителями, сообществом, средствами обучения, окружающей средой, культурой школы.
Как мы можем заметить, первый подход связан с рассмотрением воздействия методик обучения на результаты образования; второй - связан с теориями поведения и деятельности в обучении; третий - с теорией интерактивного обучения; четвертый - с социально-когнитивной теорий о личной эффективности в обучении; пятый - с направлениями исследований социальных конструктивистов, которые более других обращаются к среде школьного образования в широком социальном плане. В каждом исследовательском подходе используются различные инструменты анализа.
В настоящее время большинство зарубежных исследований анализируют «образовательную среду школы» через рамки научных понятий, которые связаны с пониманием «качество образования» и «эффективность школы». Структура образовательной среды раскрывается физическими, психологическими, эмоциональными, социально-культурными категориями, которые анализируют условия и ресурсы школьного образования.
В исследованиях физических характеристик учебной среды изучаются различные модели пространства, в которых происходит учение. По существу исследуется целесообразность пространства и обстановки в классе. При этом целесообразность оценивается относительно возраста учащихся и характеристик задач обучения. Исследуется, как физическое пространство образования содействует развитию учащихся, дает возможность происходить саморегулированному обучению. Ввиду того, что в настоящее время никто не может предсказать, как образовательные технологии будут развиваться в дальнейшем, предлагается проектировать учебные помещения более гибко, чтобы можно было их адаптировать к изменениям в будущем. Исследователи также определили, что гибкость учения возрастает, а адаптивность среды к новым учебным стратегиям происходит более быстро тогда, когда архитектора класса проектируется в пространстве «учебной студии». Результаты международных исследований по данной проблематике представлены в материалах отчетов и журналов Центра эффективных образовательных сред ОЭСР[4]. Кроме того исследователи центра изучали воздействие на успеваемость и самочувствие учащихся таких аспектов среды обучения как социальный состав учащихся, количество учащихся в классе, формы организации учебной работы. В исследованиях центра внимание уделяется и взаимодействию в среде обучения. Психологические и эмоциональные характеристики взаимодействия определяются различными понятиями: психологический климат, школьная атмосфера, организационный климат в классе, культура школы.
Наиболее широко исследования по изучению климата в классе стали проводиться в 70-х годах 20-го века, Эти исследования показали, что восприятие справедливости, сплоченность класса и высокая степень поддержки учащихся учителями оказывают позитивное воздействие на показатели учебных достижений, то есть увеличивают эффективность школьного образования. В исследованиях было выявлено, что девочки более чем мальчики ориентированы на различные формы сотрудничества при изучении различных проблем, они более чувствительны к поддержке учителей. Мальчики более склонны к критическому мышлению и выражению своей индивидуальной позиции, они более ориентированы на конкретные результаты образования, а не на оценку учителя, ценят возможность выражения собственного мнения. В тоже время открытая и дружелюбная среда позитивно воспринимается как девочками, так и мальчиками, и воздействует на их академические достижения.
Такие понятия как «позитивный климат обучения» и «социальная атмосфера в классе», которые отражают характеристики среды обучения, впервые были использованы Р. Моосом. Рудольф Моос и его коллеги изучали несколько взаимодействующих факторов, создающих представление о фоне любого обучения. Обширная работа в этой области была завершена в 1970 году.
Р. Моос заложил в методику изучения «атмосферы в классе» ее изучение в трех аспектах и их взаимозависимости [5]:
взаимоотношения - характер и интенсивность личных отношений в образовании, степень, в которой люди активно участвуют в обучении, оказывают поддержку и помощь друг другу;
личное развитие - основные направления, по которым происходит личностный рост ученика;
система обслуживания и изменений – степень реализации ожиданий, осуществление контроля и реагирования на изменения.
В результате данных работ в настоящее время для изучения образовательной среды широко используется шкала Мооса «Classroom Environment», которая представлена в любом учебном пособии по школьной среде.
За последние годы исследования образовательной среды значительно расширились, диверсифицировались и обогатились исследовательскими инструментами. Например, в работах Барри Фрейзера [6] использован богатый набор проверенных и надежных инструментов, которые позволяют изучать среду образования в школе: Questionnaire on Teacher Interaction (QTI); Science Laboratory Environment Inventory (SLEI); Constructivist Learning Environment (SLEI); What Is Happening In This Class? (WIHIC). Представим краткую характеристику этих инструментов:
Questionnaire on Teacher Interaction (вопросник по взаимодействию учителя - QTI) был разработан в Нидерландах. Вопросник сосредоточен на изучении характера и качества межличностных отношений между учителями и учащимися. Опираясь на теоретическую модель сотрудничества-оппозиции, а также доминирования-подчинения, вопросник был разработан для оценки восприятия учащимися восьми аспектов поведения.
Science Laboratory Environment Inventory - Инвентаризация лабораторных условий изучения наук (SLEI) позволяет оценить условия, в которых происходит естественнонаучное образование в старших классах средней школы. SLEI состоит из пяти пунктов оценки среды (сплоченность, открытость, интеграция, ясность, материал для изучения) и пяти вариантов ответа (почти никогда, редко, иногда, часто и очень часто).
Environment Survey (CLES) – вопросник соответствует конструктивистской точки зрения на значимость в обучении когнитивных процессов, которые выстраиваются на предыдущем опыте и имеющихся представлениях. В этой связи поиск новых знаний и решений предполагает активные переговоры и достижения консенсуса. Вопросник предполагает ответы, которые отражают возможность участия ученика в деятельности учения и обсуждениях.
What Is Happening In This Class? Что происходит в этом классе? (WIHIC) вопросник, который сочетает модифицированные версии существующих опросников с дополнительными характеристиками современных образовательных проблем (например, справедливости и конструктивизма). В нем содержится восемь пунктов шкалы ученической сплоченности, шкала поддержки учителя в обучении, шкала участия в работе класса и другие характеристики социально-психологической среды обучения.
Использование целого набора инструментов позволили исследователям выявить воздействие на обучение следующих факторов
отношение учащихся к школе и сверстникам,
степень демократичности взамоотношений в классе,
уровень терпимости,
принятие учителем и учащимися разнообразия учеников,
разнообразие учебных форм и стратегий,
согласованность правил поведения,
различные учебные средства, компьютеры и виртуальные среды обучения [7].
Исследования показали, что наличие климата взаимного уважения требуется для того, чтобы учащиеся шире использовали эффективные стратегии изучения материала и повышали чувство уверенности в своей способности успешно завершить учебные задания. Кроме того, когда учащиеся считают, что они получают эмоциональную поддержку и поощрения со стороны учителей, академическую поддержку от своих сверстников, они более успешно используют саморегулируемые учебные стратегии. В том случае, если больший акцент в обучении делается на получении оценки, чем на мастерство в достижении целей обучения, учащиеся чаще пытаются обмануть, смошенничать или списать материал, реже обращаются за помощью, избегают партнерства. В том случае, если акцент делается на обучение для решения контекстных задач, ученики демонстрируют более высокий уровень собственной эффективности, а также достигают более высокого социально-когнитивного развития, проявляют критичность мышления.
В отличие от изучения «климата в школе», исследования «культуры школы» являются гораздо более сложными. Е. Шайн (1999) категорически опровергает, что культура может быть оценена через опросы, утверждая, что эксперт не будет ни знать, что спросить, не быть в состоянии судить о надежности или правдивости ответов [8]. Д. Руссо (1990), с другой стороны, допускает, что такие количественные инструменты, как вопросники, могут использоваться в сочетании со структурированными интервью, для оценки организационнойкультуры [9]. Проводимые данными методами исследования показали, что школьная культура с характерными признаками общего видения улучшений, таких как сотрудничество и наставничество, является продуктивной. Данные характерные особенности культуры в школе помогают повысить успеваемость учащихся, изменить их чувства уверенности и принятия поддержки.
Показатели различных характеристик среды школы были отработаны и в рамках международной программы ЮНИСЕФ «Доброжелательные к детям школы (CFS)». Среда обучения в школе определяется как «Среда доброжелательная к ребенку и доброжелательная к учителю. Это среда, в которой дети и учителя учатся вместе, составляя единое целое, среда, в которой дети находятся в центре обучения, и которая поощряет детей к активному участию в обучении. Это также среда, которая отвечает требованиям учителей, по предоставлению детям насколько возможно качественного обучения» [10]. Модель оценки школьной среды была выстроена на простых и ясных положениях о том, что школы должны действовать наилучшим образом в интересах ребенка. Образовательная среда должна быть безопасной, здоровой и защищенной, учителя хорошо подготовленными, должно быть достаточно ресурсов, соответствующих физическим, эмоциональным и социальным условиям для обучения. Права детей должны быть защищены, и их голоса должны быть услышаны. Учебная среда должна позволять детям учиться и расти с уважением к их личности и разнообразным потребностям. По результатам исследования были разработаны рекомендации [11].
В настоящее время исследователи обращают особое внимание на новые условия обучения, которые получили название «Среда обучения для 21 века», что связано с тем, что классные комнаты в настоящее время могут представлять сети, которые расширяют среду обучения за пределами физического стен школы. Начиная со второй половины 90-х годов 20-го века, данное направление связывается с теорией проектирования и педагогического дизайна. Развитие конструктивистских подходов к проектированию среды обучения наиболее полно раскрыто в работах Питера С. Хонебейна, Томаса М. Даффи, Барри Дж. Фишмана (1993). Дэвида Х. Йонассена (1994), Брента Дж. Уилсона (1996) и других представителей конструктивизма в области образовательного дизайна. Б. Уилсон (Wilson 1996), определяет конструктивистские среды обучения, как: «место, где учащиеся могут работать вместе и поддерживать друг друга, поскольку они используют различные инструменты и информационные ресурсы, руководствуясь целями обучения и решением задач деятельности» [12, с.25.]. В работах конструктивистов сделана попытка связать теорию конструктивизма с практикой обучения, для чего выведены принципы создания образовательных сред. На данных принципах разработаны многие проекты в цифровых классах и лабораториях при изучении различных наук. В работах Б. Уилсона [12] представлены различные проекты, которые были отработаны в практике обучения. В тоже время большинство исследователей отмечают, что эти проекты являются все еще отдельными инновациями, а не нормой школьного образования. До настоящего времени конструктивистские модели обучения с использованием новых технологий, цифровых социальных интерактивных сред находятся на экспериментальной стадии исследований.
Понимание среды образования в рамках конструктивизма принесло новые контексты в теорию и практику образования и создало основу для новой теории «педагогического дизайна». Целью проектирования учебных сред стало создание педагогических ситуаций (сюжетов), которые активизируют участие учащихся в образовании, создают новые контексты социальных взаимодействий и позволяют более эффективно достигать измеряемых целей в образовании. Конструктивные модели обучения имеют один общий аспект – они могут быть воспроизведены в течение долгого времени в различных учебных контекстах, но при этом они индивидуальны, так как «строительство обучения» зависит от конкретных условий образования, места или пространства, где обучение происходит. Однако, важно то, что должны быть реализованы такие принципы обучения и концептуальные модели, которые всегда предполагают богатую в культурном плане, гибкую и дружелюбную учебную среду.
Исследователи школьной среды отдельно выделяют роль учителя в ее создании и преобразовании. Первые углубленные международные исследования по данной проблеме были проведены ОЭСР совместно с Международной ассоциацией по оценке достижений в области образования в рамках программы Teaching and Learning International Survey – TALIS. Это международное исследование, которое ставит в центр проблемы учителей, но фокусируется на учебной среде и условиях работы школ. Обследования проводилось в 24 странах на четырех континентах. Концепция, методы и инструменты исследования представлены на веб-странице программы [13]. Результаты первого этапа исследования были опубликованы в 2009 году. Как показали результаты исследования (изучались методы обучения, убеждения учителей и их отношение к профессиональной деятельности), в большинстве участвующих в обследовании стран учителя тратят почти 80 % своего рабочего времени на обучение, они часто теряют время на уроках в связи с различными сбоями в дисциплине, при решении задач организации обучения, на проверку большого количества домашних заданий, и, на другие не достаточно продуктивные методы обучения. Учителя всех стран отдают предпочтение структурированным подходам к обучению, с заданными в явной форме образовательными целями, а не подходам конструктивного образования, ориентированным на учащегося. Исследователи Талис подчеркивают важность целенаправленного профессионального развития учителей как рычага улучшения образования. Как показали результаты исследования, небольшое число учителей участвует в программах профессионального развития, а именно в программах приобретения квалификаций, необходимых для создания конструктивной и дружелюбной среды обучения. В этой связи во многих странах стали проводится реформы педагогического образования, которые больше нацеливают на внедрение индуктивных программ профессионального педагогического образования и новые виды оценки эффективности работы учителей, как развития их способности к улучшению среды образования в школе.
Литература
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Ясвин В.А. Образовательная среда: от моделирования к проектированию. - М., 1997. - 176 с.
Рубцов В.В., Улановская И.М., Яркина О.В. Психологический климат как характеристика образовательной среды школы // Экспериментальные площадки в московском образовании. - Вып. 2. М.: МИПКРО, 1998.
Слободчиков В.И. О понятии образовательной среды в концепции развивающего образования / В.И. Слободчиков. – М.: Экопсицентр РОСС, 2000. - 230 с.
Creating Effective Teaching and Learning Environments. FIRST RESULTS FROM TALIS. OECD 2009 г. [электронный ресурс] / URL: http://www.oecd.org/edu/talis - [дата обращения 01.09.2011]
Moos R. (1979) Evaluating educational environments: procedures, measures, findings and policy implications . (1979). San Francisco: Jossey-Bass
Fraser B. (2002). Learning environments research: Yesterday, today, and tomorrow. In SC Goh & MS Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–26).
The Story of Moose — an Agile Reengineering Environment. © Oscar Nierstrasz, 2005.
Schein E.H. (1985), "How culture forms, develops and changes", in R.H. Killman, M.J. Saxton, R. Serpa (Eds),Jossey-Bass, San Francisco, pp.17 - 43.
Rousseau D. Assessing Organizational Culture: The Case for Multiple Methods. In: B.Schneider (ed.) Organizational Climate and Culture. San Francisco: Jossey-Bass, 1990, pp. 153-192.
Учителя и школы, доброжелательные к детям. Веб страница ЮНИСЕФ [электронный ресурс] / URL: http://www.unicef.org/cfs/index_RisingVoices.htm .- [дата обращения 01.09.2011]
Руководство по школам доброжелательного отношения к ребенку. ЮНИСЕФ [электронный ресурс]. март 2009 г. / URL:http://www.unicef.org/education/index_focus_schools.html - [дата обращения 01.09.2011]
Wilson B. (1995). "Metaphors for instruction: Why we talk about learning environments" Educational Technology, 35(5), 25-30
Веб-сайт программы TALIS [электронный ресурс] / URL: http://www.oecd.org/edu/talis . - [дата обращения 01.09.2011]
Рекомендовано к публикации:
А.А.Ахаян , доктор педагогических наук, член Редакционной Коллегии
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_____
Elena S. Zair-Bek
Doctor of pedagogical sciences, Professor of Faculty of Pedagogy, Al.Herzen State Pedagogical University of Russia, St.Petersburg
profbek@mail.ru
The concept of "school learning environment" and approaches to its evaluation in the modern researches
The various definitions of "school learning environment" used in the work of local and foreign researchers. Approaches to the evaluation of the educational environment of the school. Lists the factors that affect learning, including the space in which the doctrine. The characteristics of the concepts of "the climate in the classroom," "culture school". We discuss the understanding of environmental education within the framework of constructivism. The characteristics of the school environment, used in the international program "Child Friendly School (CFS)».
Keywords: school learning environment, the climate in the classroom, school culture, constructivism, instructional design, the model space, learning environment, designing the learning environment, TALIS, CFS
Об образовании в Российской Федерации [Электронный ресурс]: Федер. закон Рос. Федерации от 29.12.2012 № 273-ФЗ: (ред. от 01.05.2017). Электрон. текстовые дан. Режим доступа: [Консультант плюс]. Загл. с экрана
[ext[Словарь|t209_170515_2520.html]]
!! Цитирование
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Клочко В.Е. Закономерности движения психологического познания и проблема метода науки // Методология и история психологии. 2007. Том 2. Вып. 1. С. 3 - 19.
Клочко В.Е. Закономерности движения психологического познания и проблема метода науки // Методология и история психологии. 2007. Том 2. Выпуск 1 С. 3 - 19.
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!! Ссылки
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/2007_v2_n1_02.pdf]]
* [[Значение слова и "живой поликодовый гипертекст"]]
* [[Ментальный лексикон: конструкт, метафора, миф? / mental lexicon: construct, metaphor or myth?]]
* [[Дидактические конструкты психологии профессионального образования]]
[[Термины]] [[З]]
Знание - внутренне дифференцированная совокупность представлений о действительности. Различают три смысла словоупотребления термина знание. Первый имеют в виду, говоря о предрасположении, способности, умении, навыке, которые базируются на осведомленности как и чего делать, осуществлять (практически-обыденные, индуктивно-рецептурные, ремесленные технологии). Второй подразумевают в случае идентификации знаний с познавательно значимой информацией.
.........................................................
Третий смысл соответствует специализированному толкованию знаний как особой познавательной единицы (гносеологического таксона) .
В.В. Ильин
[Философский словарь / Под ред.И.Т. Фролова. - 7-е. изд., перераб. и доп. - М.: Республика, 2001. - 719 с.]
А. А. Залевская ЗНАЧЕНИЕ СЛОВА И "ЖИВОЙ ПОЛИКОДОВЫЙ ГИПЕРТЕКСТ"
(Вопросы психолингвистики. - М., 2013. - № 1 (17). - С. 8-19)
Word meaning in a mental lexicon is identified by activating (at different levels of consciousness) a part of «a personal polycode hypertext» - a self-organizing functional dynamic system of codes and code-switching activity, a complex net of various (verbal and nonverbal, perceptive, cognitive and evaluation-emotional) products of information processing.
!! Bводные замечания
Метафора «живой поликодовый гипертекст» рассматривается в этой публикации с позиций психолингвистической теории слова, которая разрабатывается мною с 1968 года с опорой на многолетний опыт проведения экспериментов с носителями разных языков и межъязыковых/межкультурных сопоставлений, что нашло отражение во многих публикациях (см., например, [Залевская 1977; 1990; 2005; 2007; 2011; 2012а; 2012б]). Предлагаемая статья содержит дальнейшее развитие теории слова как достояния индивида, т.е. «живого знания»: уточняется моё понимание специфики единой информационной базы человека, благодаря которой происходит идентификация слова в процессах познания и общения, обсуждаются вопросы специфики внутреннего контекста и возможность его трактовки как живого поликодового гипертекста.
!! Единая информационная база человека
В ходе разработки психолингвистической теории слова как достояния индивида и выявления принципов организации «внутреннего лексикона» мною более сорока лет тому назад в публикации [Залевская 1977] было введено понятие единой информационной базы человека, трактуемой в качестве самоорганизующейся функциональной динамической системы - совокупного продукта переработки разнообразного (в том числе речевого) опыта индивида.
Рассматриваемая база была названа информационной не только из-за популярного в то время общенаучного информационного подхода, но прежде всего благодаря тому, что этот термин должен был передать идею аккумулирования всего познаваемого человеком как представителем вида и членом определённого социума через его контакты с естественным и социальным окружением и перерабатываемого механизмами психической деятельности индивида, т.е. не просто узнаваемого, а постигаемого и личностно переживаемого при постоянном взаимодействии перцептивных, когнитивных и аффективных (эмоционально-оценочных) процессов.
Определение единая должно было акцентировать внимание на том, что названная база объединяет продукты переработки не только коммуникативного опыта, т.е. не ограничивается единицами вербального кода, но включает перцептивные образы разных модальностей, единицы разных уровней обобщения и эмоционально-оценочные переживания, соответствующим образом маркирующие вербальные составляющие опыта. Слово база было выбрано в качестве ключевого из тех соображений, что без подобной общей платформы невозможно ориентироваться в окружающем мире и взаимодействовать при общении: всё воспринимаемое (в том числе через посредство слов, выполняющих всего лишь медиативную функцию) идентифицируется через призму уже имеющегося в совокупном опыте, что обеспечивает коммуникантам саму возможность находить «точки соприкосновения», без которых понимание и взаимопонимание оказались бы недостижимыми. Уточнение «единая информационная база человека» было своевременным и существенным в условиях, когда всё связанное с языком рассматривалось исключительно с позиций трактовки языка как общественного явления, функционирующего и развивающегося по своим собственным законам.
Принципиально важным в публикации 1977 года было фокусирование на роли слова как средства доступа к единой информационной базе человека, формирующейся по закономерностям психической жизни индивида, но под контролем социума и - шире - культуры. С опорой на работы отечественных учёных (в том числе И.М. Сеченова, Л.С. Выготского, Л.В. Щербы, Н.И. Жинкина) было показано, как через своеобразную переработку (термин Л.В. Щербы) многообразного опыта и с множеством глубинных переходов при формировании сначала чувственных конкретов, а затем - мысленных абстрактов (термины И.М. Сеченова) слово начинает играть роль, сходную с ролью лазерного луча при считывании голограммы. Известно, что голограмма характеризуется, в частности, объёмностью и тем, что по её части можно восстановить целое, повернуть это целое разными гранями, увидеть его в разных ракурсах. Подобно этому слово «высвечивает» в индивидуальном образе мира некоторый объект (действие и т.д.) при обязательной включённости в некоторую ситуацию, при этом и объект, и ситуация могут обернуться любой гранью при изначально подразумеваемой (на разных уровнях осознаваемости) целостности и эмоционально-оценочной помеченности.
Образ лазерного луча при считывании голограммы должен был акцентировать, что для пользователя языком в естественных ситуациях (в отличие от условий лингвистического анализа) важно не слово само по себе, а именно то, что стоит за словом (т.е. хранится в памяти и может быть из неё извлечено во всём богатстве связей и отношений) в единой информационной базе человека (выделяю все составляющие этого термина курсивом, чтобы показать важность наиболее полного понимания моей трактовки этого термина теми, кому он оказался полезным в каких-то отношениях). В противовес общепринятым в то время представлениям о том, что со словом человек увязывает его значение в том виде, в каком оно представлено в словарях, и с учётом предложенного Н.И. Жинкиным понятия универсального предметного кода было высказано предположение, что во внутреннем лексиконе человека функционируют единицы разных уровней обобщения (вспомним И.М. Сеченова!), не всегда доступные для вербализации, но играющие роль опор для постоянно протекающих у человека (независимо от его воли и сознания) процессов анализа и синтеза, сравнения и классификации (снова И.М. Сеченов). Единицы наиболее высокого уровня обобщения были в [Залевская 1977] увязаны с этапом формирования замысла высказывания в модели речемыслительного процесса, предусматривающей многократные петли обратной связи, которые должны обеспечивать соответствие продуктов каждого этапа этого процесса именно исходному замыслу. Более того, был сделан вывод, что для еди ниц каждого уровня обобщения может быть характерен особый «синтаксис», поэтому активно дискутировавшийся в те времена вопрос о приоритете синтаксиса или словаря вообще подобен спору о первичности курицы или яйца.
Важным представляется и развитие почерпнутой у Л.В. Щербы идеи о необходимости
разграничения процесса и продукта речевой деятельности: такое разграничение помогло показать различия между процессами и получаемыми продуктами в двух ситуациях: (1) в ходе спонтанной переработки индивидом опыта познания и общения (по принципу «для меня - здесь - сейчас», т.е. в индивидуальных кодах и в соответствии с потребностями текущего момента на фоне взаимодействия комплекса внешних и внутренних факторов), что даёт концепты как динамичные ментальные образования, не всегда поддающиеся вербализации; (2) при строгой логико-рациональной и специфически целенаправленной метаязыковой деятельности исследователя-лингвиста, когда продуктом становится чёткая вербальная характеристика некоторых конструктов, по умолчанию принимаемых за адекватно отображающие нечто функционирующее как в социуме/культуре, так и у отдельных индивидов. В [Залевская 1977] было показано, что общность перерабатываемого в обоих случаях языкового материала (одного из аспектов языковых явлений в терминах Л.В. Щербы) и не различение особенностей названных процессов привели лингвистов к отождествлению таких, по выражению Л.В. Щербы, теоретически несоизмеримых понятий, как языковая система (грамматики и словари) и индивидуальная речевая организация (психофизиологическая по своей природе, но в то же время являющаяся социальным продуктом, а главное - формируемая самим носителем языка). Речевая организация человек как продукт своеобразной переработки опыта общения была фактически выделена и охарактеризована Л.В. Щербой как четвёртый аспект языковых явлений наряду с языковым материалом, языковыми системами и речевой деятельностью (подробно об этом и о двух подходах к исследованию языка см.: [Залевская 2005; 2007]).
Дальнейшее развитие изложенных в [Залевская 1977] представлений о слове как достоянии индивида, о роли слова (и того, что лежит за ним в единой информационной базе) в речемыслительной деятельности и общении шло по различным направлениям. Так, в работе [Залевская 1982] было сделано уточнение специфики слова в индивидуальном лексиконе как точки пересечения множества связей по различным основаниям как продуктам переработки перцептивного, когнитивного и эмоционально-оценочного опыта, в том числе не только по существенным признакам именуемых объектов (действий, состояний и т.д.), но по всем возможным видам признаков и, более того, по признакам признаков, каждый из которых может оказаться важным (существенным, характерным, актуальным) для некоторой личности в определённой ситуации. В книге [Залевская 1990] был обобщён опыт экспериментальных и дальнейших теоретических исследований в области лексикона человека, а в [Залевская 1988] описательным путем введена спиралевидная модель идентификации слова и понимания текста, призванная показать всё расширяющиеся круги связей, выводных знаний и сопровождающих их переживаний, которые обеспечивают взаимопонимание при общении благодаря «раскручиванию» гипотетической спирали в двух направлениях: в прошлый опыт и в прогнозирование дальнейшего развёртывания ситуации по всем возможным линиям, из которых выбирается какая-то наиболее подходящая для текущего момента (опять-таки по принципу «для меня - здесь - сейчас»). Соответствующий рисунок был введён в книге [Залевская 1999: 246] с последующим указанием на то, что представленную на этом рисунке ось «картина мира» следует называть «образ мира», чтобы избежать смешения понятий «индивидуальный образ мира» (т.е. психический феномен) и «языковая картина мира» (т.е. продукт научного описания того, что закреплено языковыми средствами и нашло отображение в текстах культуры) (см.: [Залевская 2007: 167]).
Наиболее важной для уточнения понятия единой информационной базы человека является книга «Индивидуальное знание: специфика и принципы функционирования» [Залевская 1992], в которой фактически произошел переход на другое наименование, хотя, по сути, первоначальная трактовка того, что лежит за словом у носителя языка, не изменилась. Термин «индивидуальное знание» продолжает акцентировать внимание на принадлежности знания (ранее - единой информационной базы) человеку как субъекту деятельности и личности. Принципиально важным стало подразделение коллективного знания на два подвида (КЗ1 и КЗ2): под первым понимается функционирующее в культуре коллективное знание-переживание, а под вторым - только зарегистрированная в артефактах часть такого знания (тем или иным образом материализованные продукты протекающих в культуре процессов получения знания и пользования им в различных сферах жизни общества). Обратим внимание на следующие моменты.
Во-первых, была сделана попытка разобраться в том, как соотносятся между собой коллективное знание и индивидуальное знание (см. соответствующий рисунок в ряде публикаций, например: [Залевская 2007: 56]), а это привело к демонстрации того, что индивидуальное знание тесно связано с обоими подвидами коллективного знания, в то время как научный анализ, ориентированный исключительно на КЗ2 (на тексты, грамматики и словари), неизбежно оказывается редукционистским.
Во-вторых, были рассмотрены не только принципы функционирования индивидуального знания как психического феномена (что предполагает работу слаженного ансамбля психических процессов, их неразрывность, протекание таких процессов на различных уровнях осознаваемости и т.д.), но и разнообразные - ориентированные на познание и общение - функции слова в лексиконе человека, что получило дальнейшее развитие в работах [Залевская 2005; 2007].
В-третьих, фактически была сделана попытка осмыслить двойную жизнь значения слова, обращённого одной своей ипостасью к социуму, а другой - к личности, с целью объяснения того, как названное в свое время единой информационной базой человека «работает», обеспечивая успешность или ошибочность референции на уровнях индивидуального сознания и подсознания. Представлялось важным выяснить, как эта «работа» соотносится с современными научными описаниями соответствующих процессов и их продуктов. Некоторые соображения по этому поводу высказаны в книге [Залевская 2005], где, в частности, рассматриваются вопросы корпореальной семантики, соотношения между концептами и конструктами и т.д. Фокусированию на двойной жизни значения и на специфике значения слова как «живого знания» посвящены монографии [Залевская 2011; 2012а.].
Пересказывать то, что содержится в названных книгах, нет необходимости. Достаточно подчеркнуть, что поступательное развитие мировой науки, смена общенаучных метафор (см. подробно: [Залевская 2007]) и появление новых и новейших идей всё больше укрепляют моё убеждение в том, что независимо от используемого термина («единая информационная база», «индивидуальное знание» или предлагаемая ныне метафора «живой поликодовый гипертекст») мои исходные представления о том, что лежит у индивида за словом, вполне объясняют наблюдаемые со стороны или посредством рефлексии удивительные познавательные и коммуникативные возможности слова, которое живо только тогда, когда мы его не просто знаем (хотя при этом оно может оставаться «пустым звуком»), а переживаем как слитое с продуктами переработки многообразного опыта и всегда включённое во множество связей и отношений, вне которых не может восприниматься и опознаваться окружающий нас физический и социокультурный мир. Сказанное объясняет актуальность более подробного рассмотрения специфики внутреннего контекста, наглядно демонстрирующего взаимодействие двух ипостасей значения «живого слова»: социальной и личностной.
!! Образ мира как «внутренний контекст»
Определим, что именно понимается под контекстом, поскольку каждый термин должен функционировать в рамках соответствующего категориального поля (это требование к научному исследованию рассматривается в [Залевская 2011: 61-64]).
В лингвистических исследованиях контекст трактуется следующим образом: «КОНТЕКСТ (от лат. Contextus - соединение, связь) - фрагмент текста, включающий избранную для анализа единицу, необходимую и достаточную для определения значения этой единицы, являющегося непротиворечивым по отношению к общему смыслу данного текста» [Лингвистический энциклопедический словарь 1990: 238]. Это определение явно ориентировано на цели научного анализа и на работу с текстом как таковым. Иной акцент - на сути именуемого - наблюдается в определении контекста, которое даётся в словаре [Васильева и др. 1995], где уточняется: «В расширенном смысле к. - это фон функционирования некоторой сущности, релевантный для её понимания. Контекст истории. Контекст ситуации. Экстралингвистический контекст» [Op. cit.: 52]. Обратим внимание на то, что в данном случае имеет место не простое «расширение смысла», а фактический выход за рамки лингвистики.
Что же исследуется, когда в эксперименте предъявляется слово как единица лексикона индивида: единица текста или некоторая сущность? От чёткого ответа на этот вопрос зависит весь дальнейший ход рассуждений. Так, если исследователь понимает под этим индивидуальную память слов в том виде, в каком слово описывается в традиционных словарях и трактуется в лингвистических работах, то первое из приведённых определений контекста как фрагмента текста является достаточным (уточню: достаточным, если всё исследование - от формулирования рабочей гипотезы и до конечной интерпретации полученных результатов - проводится в строгом соответствии с избранной системой исходных координат, в данном случае - принятой в некотором направлении лингвистических научных изысканий).
Если же ставится задача через слово (и с учётом двойной жизни значения) выйти на то, что лежит ЗА СЛОВОМ в лексиконе как функциональной динамической системе, то в качестве контекста выступит фон для идентификации некоторой сущности, а именно - некоторая проекция голограммы образа мира, которая увязывается со словом, имеющим смысл только при наличии такого фона. Мало назвать такой фон «экстралингвистическим знанием», необходимо понять специфику такого знания/переживания - ЖИВОГО ЗНАНИЯ как достояния ЧЕЛОВЕКА, к тому же не просто HOMO LOQUENCE - «человека говорящего», но ИНДИВИДА (как представителя вида и как личности), познающего мир, чувствующего и эмоционально-оценочно помечающего всё воспринятое, в том числе и связанное со словом - важнейшим инструментом познания, общения, адаптации к естественной и социальной среде. В такой ситуации для носителя языка слово сливается с именуемой им вещью (вспомним высказывание Н.И. Жинкина о том, что, слыша речь, мы думаем не о словах, а о действительности [Жинкин 1982]).
Иначе говоря, если для лингвистики как науки в центре внимания вполне естественно и закономерно находится ИМЯ вещи, то для обычного носителя языка не менее естественно и закономерно главным оказывается имя ВЕЩИ (в широком смысле, т.е. речь идёт о любом объекте, действии, ситуации, качестве и т.д.). Но любая ВЕЩЬ существует не сама по себе, она не только представляет собой определённую сущность, но и имеет специфические признаки, выполняет те или иные функции, включена в какие-то необходимые или возможные ситуации, предполагающие некоторые предшествующие условия и импликации, а также возможные или неизбежные следствия; главное - любая ВЕЩЬ имеет некоторый СМЫСЛ, ту или иную значимость для индивида как личности, что переживается в плане соответствующей маркированности (обратим внимание на то, что «ни хорошо, ни плохо» - тоже определённая и вполне значимая метка). Как бы то ни было, но идентификация слова как имени ВЕЩИ требует обращения к образу мира, вне которого слово остаётся «пустым». То, в какой мере (до какого уровня «глубины») требуется актуализация лежащих за словом знаний и переживаний (т.е. раскручивается постулируемая мною спираль идентификации слова и понимания текста), определяется конкретной ситуацией естественного семиозиса (это же, кстати, наблюдается и при использовании комплекса экспериментальных процедур, именуемого мною психолингвистическим портретированием лексики: в зависимости от требуемого заданием уровня метаязыковой активности испытуемых всплывают весьма различающиеся глубинные контексты, см. подробнее: [Залевская 2012а]).
Иными словами, для индивида в естественной обстановке изолированного слова не существует - даже услышанное без вербального и/или ситуативного контекста оно неизбежно актуализирует (на разных уровнях осознаваемости) некоторую ситуацию, представление об объекте и т.п. с расширяющимися кругами выводных знаний, которые наше подсознание услужливо готовит к использованию в случае необходимости. При этом целостность человека (взаимодействие его тела и разума, невозможность отрыва продуктов перцептивных и когнитивных процессов от эмоционально-оценочных переживаний, постоянная опора на знание о том, как устроен мир, чего можно ожидать в той или иной ситуации, к чему могут привести те или иные действия и т.д.) и постоянная включённость индивида в те или иные естественные и социально-культурные «контексты» обеспечивают возможность удивительного и загадочного феномена эмерджентности, благодаря которому на пересечении трёх фундаментальных осей: ИНДИВИД (ЛИЧНОСТЬ), ФИЗИЧЕСКИЙ МИР (ЕСТЕСТВЕННАЯ СРЕДА), СОЦИАЛЬНЫЙ МИР (КУЛЬТУРА) возникает СМЫСЛ, не являющийся простой суммой значений слов, посредством которых можно было бы описать некоторое событие.
Сказанное выше объясняет условность термина «изолированное слово» и то, в какой трактовке, начиная с моих давних публикаций (см., например, [Залевская 1979]), ставится вопрос о важности учёта внутреннего контекста, в который немедленно включается любое идентифицируемое индивидом слово. С этой точки зрения дело обстоит следующим образом: предъявляемое в эксперименте «изолированное» слово фактически функционирует так, как любое первое слово воспринимаемого (письменного или устного) сообщения, не опирающегося на наличную ситуацию или не подготовленного предшествующим (кон)текстом. Тем самым создаётся уникальная возможность создания условий для исследования реальной жизни значения слова в том или ином временном срезе, когда ближайшим для актуализации оказывается внутренний контекст, обусловленный готовностью индивида к восприятию наиболее значимой в текущее время ситуации, а через это - для демонстрации динамики значения слова в том или ином направлении.
Иначе говоря, главное при исследовании процесса идентификации слова - не сам по себе факт наличия или отсутствия у предъявляемого слова некоторого вербального (т.е. «материализованного», «внешнего») контекста в его традиционной трактовке, а выявление возможных действий и операций и используемых при этом вербальных и невербальных опор, обеспечивающих выход индивида на глубинные связи и отношения, образы и обобщения, признаки и признаки признаков объектов, ситуаций и т.п., благодаря чему происходит идентификация слова как понимание / переживание смысла, на который указывает (или намекает) предъявленное в эксперименте слово. Обратим внимание на то, что речь идёт о выявлении именно глубинного фона идентификации слова, а это непосредственно связано с моделированием актуализирующегося смыслового поля, с установлением структурных и операциональных параметров значения слова как живого знания, что особенно ценно при межъязыковых/межкультурных сопоставлениях (примером реализации такого подхода может служить исследование Н.И. Кургановой [Курганова 2012]).
Представления о специфике единой информационной базы человека (индивидуального знания) и образа мира как внутреннего контекста в совокупности с выявленными экспериментальным путём принципами организации внутреннего лексикона человека (см.: [Залевская 1977; 1980]) подготовили трактовку ментального лексикона как живого поликодового гипертекста в его сопоставлении с электронным гипертекстом.
!!! Внутренний контекст как живой поликодовый гипертекст
Следует прежде всего подчеркнуть, что сама идея электронного гипертекста возникла в результате очередной попытки учёных «подсмотреть» у природы оптимальный способ организации некоторого вида деятельности, а именно - попытаться имитировать принципы работы мозга человека для повышения эффективности обмена информацией в современных условиях, позволяющих использовать всё новые достижения техники.
Реализация идеи гипертекста является большим достижением разработчиков новых информационных технологий. Этому вопросу посвящён ряд диссертационных исследований и публикаций на различных уровнях (монографий, статей, тезисов докладов), которые можно найти в сети Интернет на разных языках. Это избавляет от необходимости написания обзора, требующего значительно объёма текста и не оставляющего места для изложения собственных соображений по поводу обсуждаемых вопросов. Поэтому представляется достаточным отметить, что электронный гипертекст рассматривается с позиций разных подходов: лингвистического, педагогического, политологического, социологического, информационного и т.д.; на материале разных языков исследуются лингвистические особенностей гипертекста, специфика его восприятия и/или усвоения, воздействие на реципиентов и т.п. (см., например, [Асмус 2005; Беляева 2010; Воронина 2001; Галичкина 2001; Дедова 2006, 2008; Ильина 2003; Клочкова 2009; Махов 2010; Раскладкина 2006; Самелюк 2006]). Ознакомление с исследованиями по обсуждаемой проблеме обнаруживает возможность классификации признаков электронного гипертекста по ряду оснований для сравнения (в том числе - для подразделения их на сущностные, структурные, функциональные и т.д.). Назову только три из них, обсуждаемые ниже (их список остаётся открытым, а порядок перечисления является случайным и не предполагает ранжирования по степени важности): (1) наличие сетевой структуры; (2) объединение разнокодовых элементов (текст, звук, видео); (3) доступ к элементам сети через индексацию. Рассмотрим теперь особенности реализации перечисленных признаков в индивидуальном (живом) гипертексте.
(1) Сетевая структура индивидуального гипертекста предопределена «архитектурой» головного мозга и принципами его функционирования и (как уже отмечалось выше) является первичной по отношению к электронному гипертексту. Специфика «узлов» этой сети и связей между ними активно исследуется нейронаукой и едва ли может достаточно корректно обсуждаться в филологических работах. В то же время экспериментальные исследования убедительно свидетельствуют о том, что идентифицируемое носителем языка слово немедленно включается в широчайшую сеть связей, учитываемых на разных уровнях осознаваемости и обеспечивающих переживание слова (и/или воспринимаемого сообщения) как понятного. Чтобы опознать слово как таковое, его нужно включить во внутренний контекст предшествующего опыта познания и общения, т.е. «высветить» в голограмме индивидуального образа мира полимодальный образ соответствующего объекта (действия, состояния и т.д.) как некую сущность с определёнными признаками, свойствами, связями и отношениями, типичными и возможными / невозможными ситуациями, а также с социально принятым и/или личностным отношением к именуемой сущности и вытекающими отсюда следствиями (учёт прошлого опыта и возможного дальнейшего развития ситуации описывается предложенной мною спиралевидной моделью идентификации слова и понимания текста).
(2) Принцип объединения в единой сети разнокодовых элементов, типичный для поликодового текста (или гетерогенного) текста (об этих терминах см., например, [Ищук 2009; Сонин 2006]), совпадает для электронного и для индивидуального гипертекста. Специфичным для «живого» гипертекста является слаженное взаимодействие продуктов многоуровневой переработки вербального и невербального (перцептивного, когнитивного и эмоционально-оценочного) опыта взаимодействия индивида с естественной и социальной средой, что позволяет трактовать такую сеть связей как систему кодов и кодовых переходов. Одним из свидетельств такой разнокодовости является то, что доступ к «живой» сети может обеспечиваться разными средствами, инициируемыми самим носителем языка или его окружением (например, представление о пожаре со всеми особенностями и следствиями, вытекающими из знания сути такой ситуации, может быть вызвано вспомненным фактом не выключенного обогревательного прибора, почувствованным запахом дыма или увиденным столбом дыма, услышанным криком «пожар!» или сигналом сирены пожарной машины).
(3) Наличие связей между узлами сети составляет фундаментальное свойство электронного гипертекста, а обеспечение быстрого доступа к нужным для пользователя узлам достигается через применение специальных средств индексации (informational tags); при этом мультимедийные гиперссылки увязывают разноформатные элементы сети (письменные тексты, видеоматериалы и т.д.). Мгновенный доступ человека к его единой информационной базе - условие успешности адаптации к условиям среды, что способствовало формированию (в филогенезе) механизмов установления и активации связей по множеству параметров, лишь отчасти учитываемых разработчиками современных информационных технологий. Известны трудности разметки текстов больших корпусов национальных языков, а отсутствие разметки по нужному параметру в значительной мере осложняет формирование требуемой исследователю базы данных. В то же время переработка речевого опыта индивидом через процессы анализа, синтеза, сравнения, классификации имеет своим продуктом многократную «запись в реестры памяти» (термины И.М. Сеченова), и этот своеобразный «индивидуальный HTML» обеспечивает мгновенную навигацию по живой многомерной сети.
Особую роль в функционировании живого поликодового гипертекста играет возможность установления множественных связей по линиям вербальных и невербальных (перцептивных, когнитивных, эмоционально-оценочных) признаков и признаков признаков. Именно включение в специфический внутренний контекст как взаимодействие своеобразных средств глубинной индексации по разнокодовым признакам и межкодовым связям обеспечивает переживание понятности воспринимаемого сообщения благодаря «высвечиванию» в индивидуальном образе мира некоторой ситуации с широким фоном выводных знаний и оценок. Представляется несомненным, что в онтогенезе имеет место «перекрещивающееся» индексирование по линиям ИМЕНИ и ВЕЩИ, что в частности приводит к слитному переживанию слова и именуемой вещи в процессах общения (см. выше).
Следует особо подчеркнуть тесное взаимодействие обсуждаемых особенностей живого поликодового гипертекста: сетевого принципа его организации, объединения в сети разнокодовых элементов, наличия специфичной «глубинной разметки» как условия успешности «навигации» по сети. Обратим также внимание на то, что имеет место следующая аналогия: пользователь электронным гипертекстом не знает о специфике деятельности разработчиков новых информационных технологий, обеспечивающей мгновенный доступ к множеству элементов сети; носитель языка точно так же не подозревает, что особую роль для выведения на «табло сознания» промежуточных и конечных продуктов навигации по сети играет социально принятая ипостась двойной жизни значения слова, а за этим лежит сложнейшая многоэтапная неосознаваемая работа по поиску опор в многомерной сети связей, формирующих внутренний контекст как фон для идентификации обращённой к индивиду ипостаси значения слова.
Рассмотренные представления о специфике индивидуального поликодового гипертекста хорошо согласуются с современными концепциями общей архитектуры мозга и особенностей его функционирования (см., например, [Гольдберг 2003]) и с новыми подходами к разработке теории значения слова (например, [Дашинимаева 2010а; 2010б]. Роль признаков в идентификации слов, восприятии и понимании текста, организации лексикона человека и упорядочения знаний о мире и т.д. подтверждается результатами экспериментальных исследований (см., например, [Дмитриева 2000; Соломаха 2003; Чугаева 2007; 2008; Швец 2005; Ягунова 2008; 2009]). Важность предметно-чувственных основ того, что лежит за словом у пользующегося им индивида, а также синергетическое взаимодействие продуктов переработки перцептивного, когнитивного и эмоционально-оценочного опыта наглядно показаны, например, в исследованиях: [Гирнык 2010; Карасева 2007; Федурко 2008; Чернышова 2010]. Недостаточность включения в электронную гиперсеть сведений о слове, обеспечиваемых словарными дефинициями, но учитываемых носителем языка, продемонстрировано в исследовании [Рублёва 2010].
!! Заключение
При рассмотрении психолингвистической теории слова в свете динамики общенаучных метафор (от «машинной» метафоры через «информационную», «компьютерную» и «мозговую» к метафоре «живого знания», см.: [Залевская 2007]) стало очевидным, что ставшая в настоящее время актуальной «метафора гипертекста», реализуемая разработчиками новых информационных технологий, является продуктом интегрирования сути «компьютерной» и «мозговой» метафор, в то время как концепция идентификации слова через внутренний контекст отвечает характеристикам специфики живого знания, функционирующего по закономерностям работы мозга человека (т.е. в данном случае интегрируется суть «мозговой» метафоры и метафоры «живое знание»).
Живой поликодовый гипертекст формируется нейрофизиологическими и психическими механизмами переработки информации человеком в естественном и социальном окружении при постоянно изменяющихся условиях взаимодействия комплекса внешних и внутренних факторов. Успешность такой переработки и соответствие получаемых продуктов потребностям текущей ситуации достигаются за счёт выхода (через посредство социально принятого значения слова) на систему кодов и кодовых переходов, в своей совокупности обеспечивающих целостность образа мира при учёте (на разных уровнях осознаваемости) множественных выводных знаний и переживаний, увязываемых посредством опоры на эмоционально-оценочно маркированные признаки и признаки признаков тех или иных сущностей (объектов, действий, состояний, качеств и т.д.). В некоторый момент времени любая из таких опор может оказаться актуальной для личности, выступая в функции своеобразного «тэга» для актуализации определённого направления пути поиска в многомерной сети внутрикодовых и межкодовых связей. Именно такая возможность лежит в основе эвристического поиска, способствует формированию эффекта эмерджентности через опору на поликодовый внутренний контекст.
Важно подчеркнуть, что индивидуальный поликодовый гипертекст не только лежит в основе разработки идеи электронного гипертекста, но и делает возможными любые процессы понимания текста (в том числе электронного) и взаимопонимания при общении. Благодаря своим специфическим особенностям персональный гипертекст создаёт принципиальную возможность понимания получаемых нами сообщений, хотя саму эту ситуацию правомерно характеризовать как решение человеком плохо сформулированных задач на основе расплывчатых множеств (то, что лежит за словом для разных людей, не полностью отвечает дефинициям словарей, особенно в условиях межъязыковых / межкультурных контактов). Иными словами, в противовес высказываниям ряда авторов по поводу того, что электронный гипертекст представляет собой новый этап в развитии коммуникации, следует признать, что на самом деле современные технические средства всего лишь сделали возможной экспликацию только некоторых особенностей живого поликодового гипертекста, что несомненно представляет большую ценность как для науки, так и для широкого круга пользователей новыми информационными технологиями. В то же время загадка «индивидуального HTML» пока что ещё не разгадана, для этого необходимы совместные усилия представителей ряда наук.
К числу ожидаемых теоретических результатов исследования интегративного типа можно отнести выявление и обоснование специфики референции «для себя» в процессах идентификации слова и понимания текста, что составит вклад в теорию естественного семиозиса. Фокусирование на подобной проблематике хорошо согласуется, с одной стороны, с отечественной традицией разграничения научных категорий и того, что специфично для языка как достояния человека (см. обсуждение взглядов А.А. Потебни, И.А. Бодуэна де Куртенэ, Л.В. Щербы и других языковедов в книге: [Залевская 2012а]), а с другой стороны - с динамикой развития мировой науки о человеке и о его языке (см. подробно: [Залевская в печати]).
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Зобков А.В.
ЗОБКОВ Александр Валерьевич - доктор психологических наук, профессор кафедры общей и педагогической психологии ВлГУ. Член федерации психологов образования России.
Сфера научных интересов: психическая регуляция деятельности, психология отношений, акмеология образования, психология развития, психология творчества.
Автор (в том числе в соавторстве) более 120 публикаций, из которых 5 научные монографии, 22 статьи в рецензируемых научных журналах из перечня ВАК, главы в коллективных монографиях, публикации в зарубежных изданиях, статьи в научных журналах и сборниках, материалы конференций.
*[[Саморегуляционные особенности студента – субъекта учебной деятельности]]
*[[Психологическая модель саморегуляции поведения и учебно-профессиональной деятельности студенческой молодежи]]
* [[Зобков А. В., Турчин А. С. Саморегуляция учебной деятельности]]
*[[Диссертации Зобкова]]
*[[Список трудов Зобкова]]
Монография
*[ext[ ссылка 20170726 |file:///D:/TRab/2017/07/20170726/01189.pdf]]
!!''Введение''
Сложные техногенные информационно-управляющие коммуникационные среды стали де-факто образовательными средами XXI века. Миллиарды человек ежедневно осуществляют свою деятельность в искусственных средах сети Интернет, приобретая знания, умения и навыки, ведущие к развитию их как специалистов и личностей, творящих мир и историю человеческой цивилизации.
Информационные технологии предоставляют разработчикам средств обучения широкие возможности по созданию насыщенных информационных сред, позволяющих осуществить направленное воздействие на перцептивную, ментальную и когнитивную сферы человека, что ведет к появлению обучающей среды и лежит в основе всех известных методов средоориентированного обучения [1]. Вместе с тем отметим, что взаимодействие человека с искусственными информационными средами отличается от взаимодействия с естественными средами в силу их структурно-функциональной взаимодополнительности с когнитивными структурами человека, что ведет к процессам модификации психических функций.
Наиболее часто эффективность обучения связывают с понятием «интеллект», которое получает новые смыслы при включении человека в сложноорганизованные среды. Техногенные среды ведут к новым формам взаимодействия человека, формирующим формы естественного интеллекта, отличающиеся от классического интеллекта, возникшего в процессе жизнедеятельности человека в изолированных культурных средах и в естественной среде жизнедеятельности.
Это ведет к постановке новой задачи – направленной модификации интеллектуальной сферы человека и повышения его эффективности в обществе информационной культуры. Необходимо признать, что интеллект человека информационного общества отличается от интеллекта, сформированного в естественной среде. Рассмотрению причин и возможных источников данных различий в контексте решения проблем образования с использованием сети Интернет посвящено настоящее исследование
!!''1. Интеллект в системно-философских и психологических представлениях''
Способности человека познавать мир, порождая знания о нем, ведущие к истине, исследуются практически во всех философских системах, решающих гносеологический и онтологический вопросы, являющиеся основными вопросами
''ARTIFICIAL AND NATURAL INTELLIGENCE IN ANTHROPOGENIC EDUCATIONAL ENVIRONMENTS''
// In the present article we show the link between both artificial and natural intelligence and the system’s com-plexity during the life-cycle. Autopoetic’s type of living systems determines the differences between natural and artificial intelligence; artificial environments have an influence to the intelligence abilities development. We present the «diffusion intellect» concept where the diffusion intellect is considered as a synergistic unity of natural and artificial intellect in organized environments.
//В статье показано, что искусственный и естественный интеллекты связаны со сложностью организации систем (сред), ими наделенными, в процессе их жизнедеятельности (функционирования). Аутопоэтический характер живых систем определяет отличия естественного интеллекта от искусственного. Искусственные среды влияют на формирование и проявление интеллектуальных способностей погруженных в них пользователей. Введено понятие диффузного интеллекта как синергетического взаимообъединения искусственного и естественного интеллектов в организованной среде.
''Keywords'': intellect, artificial intelligence, complexity, immersive environments, education environments, post-nonclassical paradigm, communication, network subculture, the learning subject’s intelligence constructing, diffuse intellect.
//''Ключевые слова'': интеллект, искусственный интеллект, сложность, иммерсивные среды, образовательная среда, постнеклассическая парадигма, коммуникация, сетевая субкультура, дискурс, сборка интеллекта субъекта обучения, диффузный интеллект
[[И и е и в т о с 53 А1]]
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философии. Однако инструментальный характер когнитивных способностей человеческого разума, воплощенный в понятии «интеллект», стал рассматриваться лишь в концепциях механистического материализма, начиная с работ Рене Декарта и Томаса Гоббса. Человек в данных концепциях представлен как некоторый сложный механизм, реализующий целенаправленное поведение. Различия в функционировании этого механизма и ведут к различию людей по их интеллекту и, в более жестком варианте, – уму и разуму.
Механистический характер представлений об интеллекте стал основой для предположений о возможности создания его искусственного аналога, воплощенного в понятии «искусственный интеллект». В современных философских концепциях, основанных на кибернетических и информационных представлениях, постулируется даже возможность переноса человеческого разума и сознания на иные, нежели биологические, носители, в том числе искусственные интеллектуальные среды [2].
Поиски оснований естественного интеллекта, а в более широком плане – человеческого ума, возможности создания их искусственных аналогов приобретают особое значение в связи с интенсивным развитием техносферы планеты Земля и пониманием ограниченности индивидуального человеческого разума [3]. Ожидания, связанные с возможностью переложить на искусственные технические системы функции человеческого разума (желательно обладающего дружественными по отношению к человеку качествами), питают наблюдаемый бум в области искусственного интеллекта. Иногда даже забывается прозаическая, сугубо практическая причина введения этого понятия в психологию.
Существование различий между людьми по умению решать задачи одного класса неоспоримо. Это позволило выдвинуть предположение о существовании в человеке особых ментальных структур, умственных способностей, отраженных в понятии «интеллект». Именно на этом предположении был основан самый известный классический тест для оценки коэффициента интеллекта (IQ – intelligence quotient) – шкала Д. Векслера, которая по настоящее время служит эталоном для оценки человеческого ума в его рациональных и культурно-лингвистических формах [4].
В данном тесте испытуемый выполняет задания, сложность которых постепенно увеличивается и служит показателем уровня интеллекта. Задания включают сведения из самых различных областей человеческого знания и свидетельствуют об эрудиции и умении респондента ориентироваться в широком классе задач, называемых интеллектуальными. Тест состоит из одиннадцати субтестов, составляющих вербальную и невербальную шкалы, в которых исследуются общая осведомленность, общая понятливость, способность к формированию понятий, классификации, упорядочиванию, абстрагированию, сравнению, оперативная память и внимание, вербальный опыт (понимание и умение определить содержание слов). Оцениваются степень усвоения зрительно-моторных навыков, особенности зрительного восприятия, наблюдательность, способность отличить существенные детали, сенсомоторная координация, способности к синтезу целого из частей, способность к организации разрозненных фрагментов в логическое целое, к пониманию ситуации и предвосхищению событий, способности к синтезу целого из частей.
Очевидно, что столь широкий спектр качеств, относящихся к интеллекту, охватывает практически все аспекты отношений человека с миром и особенности его разумного поведения, что выходит за пределы утилитарного понимания интеллекта как искусства эффективного решения задач. В современной интерпретации, предложенной в работах М.А. Холодной, интеллект – это форма организации когнитивного опыта человека, представленного в виде «накопленных» в ходе онтогенеза понятийных психических структур, степень сформированности которых определяет структурные характеристики субъективного пространс-
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тва интеллектуального отражения. Основное назначение интеллекта, по М.А. Холодной, – построение особого рода репрезентаций происходящего, связанных с воспроизводством объективного знания о мире [5]. Отметим, что эта задача решается посредством создания и использования когнитивных инструментов [6, 7], которые должны быть достаточно удобны и эффективны для пользователя [8].
Для связи когнитивной системы субъекта со средой в классическом подходе к интеллекту широко используется понятие «задача», которое при внимательном рассмотрении предстает достаточно сложным и неопределенным понятием. Во-первых, не ясно, кто или что формулирует задачу? Во-вторых, одна и та же задача может быть сформулирована и решена множеством способов. Кроме того, задача является формой организации и упорядочения среды. То есть среда, представленная в виде мира задач, уже не является средой, а превращается в систему. В этом контексте широко используемое выражение «интеллект позволяет решать задачи в условиях неопределенности» недостаточно корректно. Интеллект должен вначале снять неопределенность среды, создав мир задач, относящийся к данной среде, и только затем может решать их. Сформулировать задачу – значит уже на 50% решить ее. Однако при изучении интеллекта никто не обращает внимания на активный, организующий характер процессов формулирования задач, их оптимизацию под когнитивные средства и возможности, имеющиеся у конкретного обладателя интеллекта. Естественный интеллект активен и избирателен по своей природе. Он упрощает среду деятельности до уровня, позволяющего ее операционализировать и тем самым активно преобразовывать в нужном направлении.
В известном тесте оценки интеллекта Джоя Пола Гилфорда рассматриваются 120 интеллектуальных способностей (позднее их число было увеличено до 150), каждая из которых связана с определенным классом задач, представленных в
Будучи психологическими конструктами, проявляющимися при решении тестовых задач, показатели естественного интеллекта, несмотря на кажущуюся их «объективность», с трудом могут быть применены в технике при оценке систем искусственного интеллекта. Естественный интеллект имеет совсем другую природу, нежели «интеллектуальные возможности», заложенные в сложные технические системы их разработчиками.
Первое бытовое впечатление о наличии или отсутствии в системе интеллектуальных свойств связано с ее способностью решать задачи. Если система способна решать множество задач, осуществляя целенаправленное поведение в среде, то она интерпретируется наблюдателем как система, наделенная интеллектом. В противном случае говорить об интеллекте системы не приходится
В классических, главным образом, факторных моделях интеллекта рассматривается его адаптивная функция по отношению к окружающей и внутренней средам. Определение интеллекта как некоторой способности, обусловливающей успешность адаптации индивида к новым условиям, является наиболее общим местом в моделях, использующих философию и методологию классической научной рациональности [9].
Общая идеология факторного подхода, популярного при оценке интеллекта, сводится к следующим основным постулатам:
* подразумевается, что интеллект, как и любая другая психическая реальность, является латентным, то есть он дан исследователю только через различные косвенные проявления при решении жизненных задач;
* интеллект, будучи латентным свойством некоторой психической структуры («функциональной системы»), может быть измерен, то есть интеллект есть линейное свойство (одномерное или многомерное);
* множество поведенческих проявлений интеллекта всегда больше, чем множество свойств, то есть можно придумать много интеллектуальных задач для выявления всего лишь одного свойства;
* интеллектуальные задачи объективно различаются по уровню трудности;П решение задачи может быть правильным или неправильным (или может как угодно близко приближаться к правильному решению);
* любую задачу можно решить правильно за бесконечно большое время.
На основе этих положений В.Н. Дружининым сформулирован принцип, согласно которому трудность задачи определяет уровень интеллекта, необходимого для ее правильного решения [10, с. 14–25]. Фактор, обеспечивающий переработку сложной информации и детерминирующий индивидуальную продуктивность, В.Н. Дружинин называет «индивидуальным когнитивным ресурсом». Следствием этих положений является принцип: чем труднее задача, тем более высокий уровень развития интеллекта требуется для ее правильного решения.
Вместе с тем заметим, что понятие «трудность задачи» не является синонимом понятия «сложность задачи». Трудность задачи связана с ее субъективным восприятием, интерпретацией и оценкой субъектом, который в процессе решения может как недооценивать, так и переоценивать объективную сложность задачи.
В рамках факторного подхода к интеллекту вводится понятие «идеальный интеллект». Человек, обладающий идеальным интеллектом, может правильно и в одиночку решить мыслительную задачу (или множество задач) произвольно большой сложности за бесконечно малое время, невзирая на внутренние и внешние помехи. Обычно же люди думают медленно, часто ошибаются, пасуя перед сложными заданиями.
В классическом подходе среда рассматривается главным образом как отдельный фактор, влияющий на формирование и проявления интеллекта, а не как его неотъемлемая часть. Эта отделенность интеллекта от среды создает иллюзии его независимости и локализации в субстрате организма человека.
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координатах «содержание, операция, продукт» [11]. Способности систематизированы в виде трехмерной матрицы с пятью психическими операциями (познание, память, оценивание, дивергентная и конвергентная продуктивность), пятью видами информационного содержания и шестью видами информационных форм. Здесь изучаемые умственные операции представляют собой то, что умеет испытуемый; стимульное содержание включает в себя природу материала или информации, на основе которых осуществляются действия; с помощью информационных форм (результатов) описывается способ обработки информации испытуемым.
Большинство исследователей сложного считают, что представления о сложном могут быть сформированы в концептах: множественности, динамического разнообразия, нелинейности, неравномерности, сложности самоорганизующихся систем. Эти же категории применимы и к понятию «интеллект».
Множественность рассматривается как многокомпонентность. Она относится к описанию сложных систем, непрерывно эволюционирующих и изменяющихся. Сложная система в этой парадигме предстает как процесс бесчисленного усложнения ее сущностей, возникновения новых элементов как элементов для новых творений. Интеллект может быть представлен как свойство, воплощенное в сложную динамическую систему, позволяющее достигать результата, определяемого условиями задачи.
Множественность в концепциях динамического разнообразия дополняется качественной характеристикой – разнообразием. Разнообразие связано с асинхронным существованием в среде динамически существующих и сосуществующих систем и их распадаю-
Очевидно, что в модели Гилфорда представлены возможности по универсальному структурированию среды, выделению ее сложной структуры или наделению ее сложной структурой.
Ришар Мейли выдвинул гипотезу о том, что структуру интеллекта составляют четыре фактора: доступной сложности, пластичности, целостности, беглости [12]. Экспериментальная проверка этой гипотезы показала, что теоретически выделенные факторы являются инвариантными и постоянно устанавливаются в структуре, начиная с 6-летнего возраста. На основе проведенных исследований Р. Мейли предложил «компонентную модель» интеллекта, в которой факторы трактовались как условия (компоненты) индивидуальных различий в выполнении разных интеллектуальных актов. Они могут относиться как к индивиду, так и к окружающей среде. Следовательно, структура интеллекта, включающая эти факторы, включает в себя структуру взаимодействия индивида со средой.
В популярной теории множественного интеллекта Говарда Гарднера выделено девять типов интеллекта [12], каждый из которых связан с различными видами человеческой деятельности (средами жизнедеятельности). Это лингвистический, логико-математический, визуально-пространственный, телесно-кинестетический, музыкальный, натуралистический, межличностный, внутриличностный и экзистенциальный интеллекты. Все виды интеллектов по Гарднеру равноценны, каждый представляет собой особый способ взаимодействия с окружающей действительностью. Очевидно, что каждый интеллект в данной модели эффективен только по отношению к специализированной среде, отражающей соответствующие формы культуры.
В практике инженерного проектирования сложных систем данные подходы имеют ограниченное применение, так как получаемые в соответствии с ними модели не универсальны и работают только в узком диапазоне условий.
!!2. Интеллект и сложность среды
Мы наделяем систему высоким интеллектом в случае, если она проявляет способности к решению сложных задач, не имеющих заранее готовых алгоритмов решения. Предполагается, что для решения простых задач интеллект не требуется. В связи с этим интеллект оказывается связанным с миром задач, различающихся между собой сложностью решения, и может интерпретироваться с позиций концепций сложности.
Понятие «сложность» имеет два аспекта. Первый связан с субъективной сложностью, – сложностью, порождаемой в сознании человека и обусловленной его ограниченными возможностями по восприятию мира задач и обработке информации. Второй – с реальной сложностью физического и социального миров и возникающих в них феноменов. Это разные виды сложности по своей сути, но они часто сосуществуют совместно, порождая различные, порою противоречивые, взгляды на сложность и сложные системы.
Выделяют «онтологическую» и «семиотическую» простоту-сложность. Под первой понимают сложность материального, физического мира, а под второй – оценку знаковых систем. Понятие интеллекта в большей мере связано с семиотической сложностью, хотя мир задач обусловлен и онтологической сложностью. Отношения между этими видами сложности и определяют средово-системный континуум, в котором порождается понятие «интеллект».
Таким образом, традиционное понимание интеллекта как суммы локально принадлежащих когнитивному аппарату человека способностей (инструментальных возможностей искусственной системы в случае искусственного интеллекта) должно быть изменено на интегральные свойства, обусловленные средой и действующей (живущей) в ней системой. Действительно функции и способности системы, помогающие ей эффективно существовать и со-существовать в одной среде, могут быть совершенно бесполезными, а иногда и вредными в другой среде. При переходе к другой среде происходит «исчезновение» интеллекта, хотя сложность системы не изменяется. Интеллект определяется в значительной мере степенью освоенности конкретной среды системой, действующей в ней, степенью воплощенности в нее.
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щихся элементов, которые, в свою очередь, могут образовывать новые системные сущности.Динамические процессы, связанные с разнообразием, протекают не как линейные цепочки отношений между вступающими во взаимодействия элементами, формирующими наблюдаемые формы системных образований, а как скачкообразные нелинейные процессы. Сложность данных систем отражает непредсказуемость появления новых качеств в новых структурах и неопределенность направления их развития. Причина появления нового качества может быть чрезвычайно малой и, на первый взгляд, незначительной («эффект бабочки»).
Концепт неравномерности отражает принципиальную неравномерность распределения в пространстве одновременно существующих различных форм материи (энергии, вещества), ведущую к локальной самоорганизации и возникновению новых систем. Постулируется холистический характер мира, который разделяется на элементы только работой механизмов человеческого интеллекта и сознания.
Концепция сложности самоорганизующихся систем отражает непрерывную динамику мира во всех ее принципиально непознаваемых количественно-качественных проявлениях, а интеллект в ней является эмерджентным свойством сложной системы, позволяющим последней эффективно решать задачи активного (формирование искусственной среды, созидающая деятельность) и пассивного (адаптация, приспособление к среде) существования в мире.
!!3. Синергетические корни интеллекта в техногенных средах
Е.Н. Князева обобщает существующие взгляды на сложность и сложные системы, формулируя и детализируя характерные свойства сложных систем в рамках синергетической парадигмы:
* сложность есть множество элементов системы, соединенных нетривиальным образом оригинальными связями друг с другом. Сложность есть динамическая сеть элементов, соединенных по определенным правилам;
* сложность есть внутреннее разнообразие системы, разнообразие ее элементов или подсистем, которое делает ее гибкой, способной изменять свое поведение в зависимости от меняющейся ситуации;
* сложность есть многоуровневость системы (существует архитектура сложности);
* сложные системы являются открытыми системами, т.е. обменивающимися веществом, энергией и/или информацией с окружающей средой. Границы сложной системы порой трудно определить (видение ее границ зависит от позиции наблюдателя);
* сложные системы – это такие системы, в которых возникают эмерджентные феномены (явления, свойства), которые не могут быть «вычитаны» из анализа поведения отдельных элементов;
* сложные системы имеют память, для них характерно явление гистерезиса, при смене режима функционирования процессы возобновляются по старым следам (прежним руслам);
* сложные системы регулируются петлями обратной связи: отрицательной, обеспечивающей восстановление равновесия, возврат к прежнему состоянию, и положительной, ответственной за быстрый, самоподстегивающийся рост, в ходе которого расцветает сложность [14, с. 77–78].
Очевидно, что приведенные Е.Н. Князевой дефиниции сложных систем применимы и к интеллектуальным системам, так как в данном случае интеллект является функцией от сложности самоорганизующейся системы.
Далее в концепции Е.Н. Князевой делается ряд существенных дополнений к классическим взглядам на проблему сложных систем. Во-первых, сложные системы, по ее мнению, являются системами операционально закрытыми. Система одновременно является открытой и замкнутой по отношению к окружающей среде. Операциональная замкнутость означает селективность системы, наличие границы, упорядочивающей отношения системы со средой и окружающими системами. Система и среда проявляют взаимную активность. Среда меняет систему, но и система активно видоизменяет окружающую среду, вступая в коэволюцию с нею.
Сложность в современных синергетических концепциях является возникающим и исчезающим феноменом, циклически порождаемым в циклах самоорганизации. Многие ее аспекты перекликаются с понятием интеллекта. Можно предположить, что интеллектуальные функции отражают некоторые общие принципы самоорганизации аутопоэтических систем, в частности их способность активно изменять сложность среды [15]. Отсюда следует, что все аутопоэтические системы обладают воплощенными в них интеллектуальными способностями.
Техногенные среды отличаются от естественных сред не только своим искусственным происхождением, но и организацией, представляя собой системы организованной сложности. Организованный характер техногенной среды определяется тем, что элементы ее содержания возникают не случайно, а являются результатами аутопоэзиса человеческой общности и представляют собой организованные фрагменты цепей, образующих аутопоэтические циклы включенных в них участников. Это не случайная, а хорошо приспособленная для человека и созданная под человека среда. Таким образом, можно сделать вывод, что деятельность человека в среде сети Интернет не является процессом адаптации к неопределенной среде и деятельностью в ней, а несет характер межсистемных взаимодействий с организованными и самоорганизующимися фрагментами среды, позволяющими сохранять и культивировать опыт других участников среды, организуя коммуникацию между ними посредством систем интерфейса. При этом, будучи организованной средой, искусственная среда содержит в скрытой форме часть функций, присущих системам, наделенным естествен
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ным интеллектом. Это искусственный интеллект, воплощенный в искусственную среду. Он делает излишними часть функций естественного интеллекта, используемого человеком в процессе адаптации к естественной среде. Например, в искусственной интернетсреде не нужны память, ассоциативный поиск, структурирование содержания, его интерпретация. Эти функции принадлежат искусственной среде, и она предоставляет их пользователю, замещая функции естественного интеллекта.
Таким образом, мы приходим к понятию диффузного интеллекта, который представляет собой систему, включающую естественный и искусственный интеллекты в их синергетическом взаимодействии в сложноорганизованной искусственной среде. Чем выше уровень искусственного интеллекта, распределенного в техногенной среде, тем более эффективен при прочих равных условиях диффузный интеллект человека. Свойства диффузного интеллекта зависят от способности естественного интеллекта пользователя освоить интерфейс и интеллектуальную компоненту среды. Отметим отличие понятий диффузного интеллекта от гибридного, применяемого в сложных эргатических системах. Гибридный интеллект локализован, как некоторое свойство сложной системы, помогающее работе естественного интеллекта в данной системе, а диффузный интеллект возникает как синергетическое свойство в сложноорганизованной среде в процессе ее когнитивной коэволюции с системой естественного интеллекта.
Иллюстрацией понятия диффузного интеллекта может быть оценка знаний ученика, сдающего экзамен со шпаргалкой и без оной. Понятно, что в результате экзамена ученик со шпаргалкой будет оценен как обладающий большим интеллектом, чем не пользующийся. Этот эффект хорошо знают педагоги и используют изоляцию индивидуальных знаний на экзамене. В действительности шпаргалка дает усиление знаниевой компоненты естественного интеллекта за счет диффузной компоненты. Интернет-среда в сущности это интеллектуальная подсказка (шпаргалка) XXI века, формируемая технологиями обработки и хранения информации. Эффективное взаимодействие естественного и искусственного интеллектов усиливает возможности человеческого интеллекта в искусственной среде, но только в определенных предоставляемых технологиями направлениях. Сложная среда содержит в себе в структурированной форме все задачи и их всевозможные решения, созданные в процессе деятельности человечества. Задачей естественного интеллекта становится поиск решений и технологий, позволяющих решить конкретную задачу, возникшую в процессе трудовой деятельности человека.
Мы должны научиться жить в условиях существования внешних подсказок, хотя классическое образование часто считает их вредными и ненужными. Меняется парадигма интеллекта с его понимания как локально существующего в отдельной когнитивной системе феномена на способность человека обеспечивать эффективные межсистемные взаимодействия, ведущие к получению требуемого результата (решения задачи) в сложноорганизованных интеллектуальных средах.
!!5. Интеллект как самоорганизующийся механизм организации сложных сред
В последнее время растет понимание, что среда и взаимодействующая с нею система являются взаимодополняющими понятиями и рассмотрение интеллекта в сложных системах вне среды их существования невозможно. Среда является, в сущности, внешней частью системы и во многом определяет ее поведение (в том числе и интеллектуальное). Интеллект проявляется только в организованной среде и связан с поиском, созданием и применением средств, гармонизирующих отношения системы со структурированной средой.
Основные проблемы, возникающие при проектировании сложных интеллектуальных систем, связаны с так называемым процессом выделения системы из среды. Среда представляет собой множество неоднородностей, выделение которых из среды позволяет интерпретировать их как систему. Система возникает в результате проведения операции различения, обозначения ее границ и описания свойств среды, существующей в рамках выделенной границы.
В экологической концепции Дж. Гибсона вводится понятие «экологический мир», понимаемый как часть мира, которая может реально восприниматься субъектом. Экологический мир иерархически организован, все его мелкие элементы «встроены» в более крупные иерархии. Мир предоставляет субъекту возможности. Субъект и «экологический мир» взаимодо-полнительны и неразрывно связаны друг с другом. Мир, в котором реально действует субъект, зависит от характеристик самого субъекта [16]. Интересна мысль Гибсона о том, что «восприятие окружающего мира основано на выделении инвариантов из потока, извлечении, а не в получении и обработке информации об окружающем мире».
В теории Гибсона постулируется наличие непосредственной связи человека со средой через резонирующее с предметной средой восприятие и опосредованное опытом субъекта наблюдение, работающее с восприятием. Существуют как бы две зрительные системы: наблюдателя и зрительного мира. Вторая носит автоматический характер и не контролируется сознанием. Зрительная система наблюдателя связана с функционированием сознания, установками личности, ее культурными, социальными и иными ценностями.
Попытка развития экологического подхода Гибсона сделана в концепции перцептивного мира Ю.К. Стрелковым. По мнению автора, перцептивный мир – это «совокупность упорядоченных предметов, удаленных друг от друга, с их промежутками, предметов меняющихся, движущихся» [17, с. 281]. Это один
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ции, под которой он понимает проекцию опыта на воспринимаемый человеком мир. Смысловые дифференциации, по мнению Стрелкова, искажают восприятие, подчеркивая наиболее важные для субъекта его зоны.Дарио Соммэр предлагает модель восприятия и формирования субъективного образа как результат действия многоступенчатой системы фильтров, ограничений восприятия, влияющих на адекватность человеческой деятельности [18]. Согласно автору мы находимся в мире искаженной иллюзорной реальности, возникающей в результате сенсорной интерпретации некой части реальности.В модели Соммэра выделены одиннадцать уровней сенсорных фильтров, которые превращают «настоящую реальность» в иллюзорную. Работа каждого из них искажает восприятие, переводя в зону сознания только актуальную жизненно важную информацию, требующую реагирования. Первый уровень связан с физическими ограничениями нейрональной сети мозга, которая способна усвоить лишь часть информации, поступающей из внешнего мира. Второй уровень связан с ограничениями органов чувств человека, которые воспринимают лишь отдельный класс раздражителей волновой и химической природы. Все, что отличается от них, нами не воспринимается. Третий уровень сужения реальности связан с оперативными возможностями каждого из органов чувств, которые реагируют лишь на ограниченный диапазон воспринимаемых стимулов. Мы видим лишь узкий диапазон реально существующего диапазона электромагнитных волн. Не слышим инфра- и ультразвук. Четвертый фильтр реальности обусловлен способностью наших органов чувств к восприятию лишь тех раздражителей, которые изменяют свою интенсивность. Постоянные стимулы нами не воспринимаются. Пятый уровень связан с информацией, которая отбирается нашими органами чувств и отправляется впоследствии в мозг, где происходит ее дальнейшая эмоциональная обработка. На шестом уровне процесс реальности просеивается при превращении наших эмоций в чувства. Входящая информация отбирается, сортируется, и часть ее направляется на хранение. Следующий, седьмой фильтр, оказывает воздействие на воспринимаемую реальность в зависимости от доминирующих в каждом индивидууме каналов восприятия. Восьмой уровень отсева реальности основан на личном отношении человека к воспринимаемой информации, на опыте и существующей у человека системе убеждений и ценностей. Удержанная информация отправляется на следующий фильтр, разделяясь в зонах сознательного и бессознательного. Мы оперируем лишь сознательным опытом. Ограничения мозга являются десятым фильтром реальности. Одиннадцатый фильтр обусловлен филогенетическими, онтогенетическими и социогенетическими группами факторов, каждый из которых вносит свое искажающее влияние на восприятие реальности.В модели Соммэра хорошо иллюстрируется рекурсивный структурно-функциональный характер сложных биологических систем, в которых структура обеспечивает существование некоторой функции, которая, в свою очередь, становится причиной для появления новой структуры и изменения ее организации. Циклическое развитие сложности системы присуще всем живым организмам. В искусственных системах структура является фиксированным образованием, а система обладает фиксированной сложностью. Вместе с тем сложность искусственных систем непрерывно повышается за счет эволюции техногенной среды, которая превращается в систему организации коллективного опыта, формируемого в среде с памятью. Заметим, что не весь опыт, фиксируемый в техногенной среде, является нужным и полезным для развития культурных культивируемых форм человеческого знания. Многое является уже устаревшим и потерявшим свою значимость и актуальность, но, тем не менее, хранимым в среде. Интернет в известной мере становится информационной свалкой человечества, в которой сохраняются дискурсы некогда существовавших культурных общностей.6. Сложность искусственных интеллектуальных системЛюбая интеллектуальная техническая система представляет собой, в известной мере, автономную систему, осуществляющую деятельность по достижению заданной цели в конкретной среде. Чем больше функций во взаимодействиях со средой без присутствия оператора может выполнять система, тем более сложной и интеллектуальной она кажется наблюдателю. Интеллект искусственной технической системы возникает и проявляется в условиях организованной сложности. в отличие от живых систем, активно организующих среду. Система искусственного интеллекта является системой организованной сложности, в которой взаимодействие элементов и функциональных областей строится на неслучайных отношениях, заданных проектировщиком в некоторых контекстах, которые непрерывно меняются, следуя логике эволюции. Одновременно происходят процессы инволюции, знаменующие отживание старых форм. Часто старые формы информационных культур становятся основой для формирования нового, но чаще это информационный балласт, с которым необходимо вести направленную борьбу. Проблема очистки интернета от старой бесполезной информации в настоящее время еще не осознана научным и практическим сообществом, хотя понимание невысокой информационной ценности большей части порождаемой в интернете информации уже разделяется многими.Функциональная сложность технической системы может быть связана по аналогии с когнитивной сложностью человека с количеством и типами решаемых задач. Однако техническая система не способна ставить задачи в соответствии с целевой функцией. Ее
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Иванова Светлана Вениаминовна
Директор ФГБНУ «Институт стратегии развития образования Российской академии образования».
профессор, доктор философских наук, кандидат педагогических наук,
* [[Понятийный аппарат педагогики и образования]]
** [[О толковании актуальных понятий «образовательное пространство» и «образовательная среда»]]
* [[К вопросу о влиянии инфокоммуникационных технологий на образовательное пространство]]
* [[Образовательное пространство и образовательная среда: в поисках отличий]]
* [[Образовательное пространство в научных исследованиях и правовых документах: понятия, практика применения, сложности и риски]]
* [[Формирование современного образовательного пространства: междисциплинарный взгляд]]
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/obrazovatelnoe-prostranstvo-i-obrazovatelnaya-sreda-v-poiskah-otlichiy.pdf]]
Государственный советник Российской Федерации I класса, действительный член Российской академии естественных наук, действительный член Академии педагогических наук Казахстана, член Союза писателей России.
Главный редактор научных журналов «Отечественная и зарубежная педагогика», «Ценности и смыслы» (Перечень ВАК), член редсоветов ряда научных журналов России и зарубежья.
Председатель Научного Совета по педагогической компаративистике Отделения философии образования и теоретической педагогики РАО.
Руководитель Федеральной инновационной площадки «Создание единого образовательного пространства в странах СНГ».
Архипова Ольга Валерьевна Идея образования в контексте постнеклассической культуры
Специальность: 24.00.01 - теория и история культуры
диссертация на соискание ученой степени доктора философских наук
Архипова О.В. Идея образования в контексте постнеклассической культуры: автореф. дис. … д-ра. филос. наук: 24.00.01 ― СПб., 2012. — 50 с.
Архипова О.В. Идея образования в контексте постнеклассической культуры: автореф. дис. … д-ра. филос. наук: 24.00.01 СПб., 2012. 50 с.
!! Ссылки
*[ext[Интернет автореферат |https://lib.herzen.spb.ru/text/arkhipova_ov_add.pdf]]
[ext[ссылка TRab|file:///D:\TRab\2017\10\20171002\01005007706.pdf]]
[ext[ссылка Bi Т|file:///D:\BI\N\a_arhipova_ov.pdf]]
[ext[ссылка Bi|file:///D:\BI\a_arhipova_ov.pdf]]
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Постнеклассическая реальность проявляет себя во всех сферах культурного бытия человека и, конечно, отражается в такой области культуры как образование.
Предмет исследования - идея образования, генезис идеи образования и его реконструкция в контексте классического, неклассического и постнеклассического типов культуры.
- рассмотреть генезис идеи образования, теоретически обобщить опыт педагогики в эпоху классической, неклассической и постнеклассической культуры;
функций культуры как генерирующего фактора трансформации образования. Можно найти немало интересных и глубоких исследований, посвященных рассмотрению экономических, политических, национально-этнических и т.д. факторов, влияющих на сферу образования. В то же время, исследований, рассматривающих собственно культуру как фактор генезиса идеи образования, практически не существует, либо такое рассмотрение носит фрагментарный характер.
взаимосвязи культуры и образования. Образование есть особого рода культура, специфический феномен жизни социума, предназначенный для передачи опыта поколений, воспроизводства и преумножения всей полноты человеческого бытия. Эволюция идеи образования неразрывно связана с процессом развития культуры, задающей границы поля, в котором осуществляется образовательная деятельность. Изменение конкретной культурной ситуации - это, прежде всего, изменение доминирующей в тот или иной исторический период системы ценностей (идеала, вокруг которого формируется культурная система), что, в свою очередь, предопределяет радикальные трансформации образовательной парадигмы;
!! По содержанию работы
Рациональность является одной из исходных предпосьшок культуры и вне феномена рациональности, вне представлений о рациональности существование культуры невозможно. Рационализация бьггия есть атрибутивное свойство человеческой культуры. Философская рефлексия над историческим развитием культуры всегда была сосредоточена на проблеме Логоса, обнаруживала ряд предельных вопросов, относительно абсолютного принципа и его отношения к •принципам преходящим. Критерии рационального непостоянны, подвижны и современная методология научной рациональности позволяет провести отчетливые границы в типологическом делении развития культуры по принципу эволюции типа рациональности (B.C. Степин). Транспонирование логики развития научной рациональности на явления культуры вполне правомерно, поскольку рациональность как фундаментальная характеристика человеческой деятельности есть культурная ценность, обладающая «методологической и аксиологической размерностью» (В.Н. Порус). Одним из ведущих подходов к типологии рациональности выступает именно социокультурный, который ориентируется на понимание рациональности как системы самодостаточных правил, норм и эталонов, принятых и общезначимых в рамках данного социума для достижения социально-осмысленных целей (А.И. Ракитов, И.Т. Касавин, З.А. Сокулер и др.). Эвристическая целесообразность обращения к методологии научной рациональности обусловлена ее гибкостью и адекватностью для приложения к гуманитарным феноменам, в том числе, системе образования.
Классический тип рациональности, характеризуется устойчивостью, детерминированностью, ясностью и основывается на вере в могущество человека и человеческого разума, власть человека над природой. Классическому мировоззрению свойственна вера в объективность универсального миропорядка, объективность знания и истины. Соответственно система образования выражает данные интенции культуры в реальной педагогической практике. Образование решает задачи конструирования универсальной социальной концепции бытия, реализуется посредством объяснения всего сущего средствами и методами науки и не носит массового характера. Основньпл способом реализации образования в классической культуре выступает субъектно-объектная схема взаимодействия учителя и ученика, основанная на абсолютном авторитете учителя, имеющего статус 26 проводника в мир знания и истины. Классической традиции свойственно отождествление экзистенциальных интенций человеческой природы с широкими гуманистическими представлениями о возможности возвышения человека над природными силами. Идея образования, сформулированная в трудах Я.А. Коменского, Песталоцци, Ж.-Ж. Руссо, И.Ф. Гербарта определила основные методы и формы образовательной деятельности (наглядность, ступенчатость, поурочная система, класс, учебные предметы и т.д.). В социальном плане классическую парадигму образования поддерживали требования подготовки специалиста для обеспечения нужд производства.
европейского образования в Х1Х-ХХ веке» представлен комплексный анализ влияния неклассического Ratio и типа культуры на модели образования, последовательно анализируются черты и особенности образовательных феноменов, сложившихся в парадигмальном поле неклассической педагогики. В неклассической культуре, особенностью которой является сложность, вероятностность, неустойчивость, необратимость, неравновесность утверждается универсальность субъективности и даже экзистенциачьности.
Усложняется и морфология рациональности, которая теперь включает не только объективные ценностно- и целерациональные структуры, но и сугубо субъективные, зачастую иррациональные
На место концепции, свойственной классической идее образования, а именно трансляции посредством образования универсальных знаний и представлений от поколения к поколению, приходит бесчисленное множество плюралистично ориентированных, диалогичных соотношений. Выражение идеи образования з контексте неклассической культуры в отличие от классической парадигмы не представляет собой единства, являя конгломерат разрозненных идей. Развитие образования в конце Х1Х-ХХ
вв. приобретает парадигмальный хараетер, складываются и находят свое практическое оформление различные педагогические концепции. При всем многообразии, лейтмотивом образовательных теорий становятся мотивы экзистенциальности, субъективности, диалогичности, интерпретации. Культурная ситуация неклассики выдвигает на первый план категорию плюрализма. Плюральность становится неотъемлемым признаком культуры на долгое время, вплоть до современной постнеклассической ситуации, что, по всей видимости, свидетельствует о расширении привычных границ и форм культуры. На смену просветительской концепции поступательного восхождения человечества по пути прогресса и оптимистичного взгляда на возможность совершенствования человеческой природы, приходит и утверждается позиция бесконечного движения человечества, развития с неясной перспективой, полного тупиков и ошибок, опровержения и самоопровержения, присутствия личностного начала, движения как череды вознесения и развенчания кумиров и идолов, движения ситуативного и вариативного. Теперь уже ничто не может автоматически гарантировать достижение целей, да и сами цели зыбки, неустойчивы, зачастую иррациональны. В этом узловое различие между целерациональной позицией классической методологии, классической культуры и критической рациональностью неклассической культуры ХIХ-ХХ веков
Неклассические интенции отечественного образования порождались, прежде всего, в русле антрополого-педагогических, философских и социальных исканий
Потому педагогическая антропология, как теория, фокусирующаяся на понимании человека как субъекта педагогики, становится адекватным ответом на вызовы неклассической ситуации. На основе антропологических подходов и целостного знания о человеке, построении системы взглядов на сущность ученичества и учительства, по сути, выстраивается любая гуманитарная педагогика.
постнеклассической ситуации синтеза классических и неклассических подходов к образованию
Основная идея работы заключается в вычленении и теоретическом раскрытии культурологического и философского потенциала уникальной постнеклассической ситуации синтеза классических и неклассических подходов к образованию, дающей возможность прояснения его нового качества
Базисные основания постнеклассической культуры - это корреляция антропологического измерения с конкретно-исторической ситуацией, «человеческие ориентации» в культуре и науке (как в методах и средствах исследования, так и в общекультурном и философском осмыслении), междисциплинарный характер научного поиска и «стягивание» различных векторов к объекту исследования и познания в целом. Объект постнеклассики, включая сложные саморазвивающиеся системы, принципиально ориентируется на человека, подразумевает человеческие измерения. Вовсе неслучайно основная особенность постнеклассики обозначается термином «человекоразмерность» или «человекомерность». Реализация идей постнеклассической науки и культуры обусловлена, прежде всего, усилением значения роли субъекта в процессе познания. В рамках методологии постнеклассики исследуются не только сложные и саморазвивающиеся системы, но и сверхсложные системы, которые открьггы самоорганизации. Объектом науки становятся проблемы, связанные с человеком и человеческой деятельностью, а постнеклассический идеал познания включает наряду с эмпирическими и теоретическими средствами, аксиологические и ценностные характеристики бытия. Парадоксальность постнеклассической реальности заключается в том, что взаимоотношения культуры и науки современности обнаруживают черты классической ситуации, а именно античной классики.
Особенностью постнеклассических концепций педагогики (постмодернистский проект педагогики или «антипедагогика», культуроцентристские концепции, концепция непрерывного образования (lifelong learning), дистанционная педагогика, концепция дополнительного образования) является усиление компоненты неформачьиого характера образования, что свидетельствует об их соответствии нелинейным, индивидуальным, экзистенциально ориентированным ценностям постнеклассической культуры. В данных подходах закрепляются и 35 соответственные информальные механизмы, посредством которых осуществляется пед
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* Клочко В. Е. Индивидуально-психологические характеристики двух типов хронотопической организации жизненного мира человека / В. Е. Клочко, О. М. Краснорядцева, Н. В. Хван // Вестник Кемеровского государственного университета. 2015. №. 3, т. 3. С. 148-154. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000517905
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!! Выдержки
!!! Введение
Антропологизация науки, выступая в качестве объективной тенденции развития психологии (А. Г. Асмолов, Б. С. Братусь, В. П. Зинченко, Д. А. Леонтьев, В. М. Слободчиков и др.), постепенно привела к тому, что жизненный мир человека стал рассматриваться не как «среда человека», его объективное «окружение», выступающее в качестве «условий жизни», но как составная часть человека, неотрывная от него. В соответствии с методологическими установками системной антропологической психологии, (В. Е. Клочко, Э. В. Галажинский, О. М. Краснорядцева, О. В. Лукьянов, Е. В. Некрасова и др.) масштаб жизненного пространства человека задают ценностно-смысловые измерения; они же определяют тенденции его самоосуществления в бесконечной вариативности объективного мира [5; 1]. Примечательно, что жизненный мир человека выступает как пространство, вмещающее в себя всю совокупность значимых для человека связей и отношений, но при этом сам человек, рассматриваемый в единстве с его уникальным пространством жизни, выступает в качестве особой пространственновременной организации, развитие которой определяет развертку бытия человека во времени и в пространстве.
Выступая в качестве относительно стабильной характеристики личности, временная перспектива существенно влияет на интерпретацию различных ситуаций и активно реагирует на события, происшедшие в прошлом, осуществляемые в настоящем, а также на процесс принятия решений относительно будущего [2 – 4]. Ценностно-смысловая сфера определяет отношение человека к окружающему миру и самому себе, задает цель и направление его деятельности, т. е. регулирует его поведение и поступки. Вопрос о сложном, нелинейном характере взаимосвязи параметров ценностно-смысловой сферы и особенностей временной перспективы человека является в современной психологической науке малоисследованным и требующим эмпирически обоснованного изучения. Между тем, осознание и гармонизация временных локусов ценностно-смысловых параметров предоставляет человеку реальную возможность обрести свой «внутренний центр», перейти в режим самодетерминации и выбрать эмоционально обогащенную, осмысленную жизнь. Особенности временной перспективы и ценностно-смысловых характеристик, консолидирующиеся в образе мира человека, связаны с его предпочтением. той или иной сферы трудовой занятости как одной из базовых составляющих образа жизни взрослого человека. В статье представлены результаты исследования, направленного на проверку данного утверждения.
!! Цитирование
Сергеев С.Ф. Инженерная психология и эргономика:
Учебное пособие. М.: НИИ школьных технологий, 2008.176 с
ISBN 978-5-91447-010-1
978-5-91447-010-1.pdf или 94_-Sergeev_S.F-In.pdf
!! Ссылки
*[ext[ссылка In |http://techlibrary.ru/b1/2z1f1r1d1f1f1c_2z.3c._2q1o1h1f1o1f1r1o1a2g_1q1s1j1w1p1m1p1d1j2g_1j_2e1r1d1p1o1p1n1j1l1a._2008.pdf]]
Локальные
*[ext[ссылка BI |file:///D:/BI/978-5-91447-010-1.pdf]]
*[ext[ссылка TRab |file:\\\D:\TRab\2017\10\20171012\sergeev\94_-Sergeev_S.F-In.pdf]]
Сергеев С.Ф. Инженерная психология и эргономика:
Учебное пособие. М.: НИИ школьных технологий, 2008.176 с.
* [[Ёлкина]] канд пед наук. ризомаподобное обучение среды
С.Ф. Сергеев
Научно-технический вестник информационных технологий, механики и оптики, 2013, № 2 (84)
149
*[ext[ pdf W|file:///D:/TRab/2017/06/20170615/sergeev/elibrary_18949273_46345193.pdf]]
*[ext[ pdf DEB|file:///media/nechaev/data1/TRab/2017/06/20170615/sergeev/elibrary_18949273_46345193.pdf]]
УДК 159.9; 004.81
!! ИНТЕЛЛЕКТНЫЕ СИМБИОНТЫ В ЭРГАТИЧЕСКИХ СИСТЕМАХ
С.Ф. Сергеев
Показано, что искусственный и естественный интеллекты связаны со сложностью организации наделенными ими систем в процессе их жизнедеятельности (функционирования) в среде. Разработана модель симбиотических объединений систем естественного и искусственного интеллектов, включенных в организованные и организуемые технические среды. Показано, что искусственные среды влияют на формирование и проявление интеллектуальных способностей погруженных в них пользователей в силу аутопоэтического характера возникающих межсистемных отношений. Введено понятие диффузного интеллекта как синергетического взаимообъединения искусственного и естественного интеллектов в организованной среде.
!!! Ключевые слова:
интеллект, искусственный интеллект, гибридный интеллект, диффузный интеллект, сложность, иммерсивные среды, коммуникация.
!!! [[Введение |Интеллектные симбионты Введение]]
{{Интеллектные симбионты Введение}}
!!! [[Интеллект в системно-психологических представлениях |Интеллектные симбионты Интеллект в системно-психологических представлениях]]
{{Интеллектные симбионты Интеллект в системно-психологических представлениях}}
!!! [[Интеллект и сложность среды |Интеллектные симбионты Интеллект и сложность среды]]
{{Интеллектные симбионты Интеллект и сложность среды}}
!!! [[Синергетический базис искусственного интеллекта |Интеллектные симбионты Синергетический базис искусственного интеллекта]]
{{Интеллектные симбионты Синергетический базис искусственного интеллекта}}
!!! [[Симбиотические интеллектные системы и среды|Интеллектные симбионты Симбиотические интеллектные системы и среды]]
{{Интеллектные симбионты Симбиотические интеллектные системы и среды}}
!!! [[Интеллект эргатических систем с искусственным интеллектом|Интеллектные симбионты Интеллект эргатических систем с искусственным интеллектом]]
{{Интеллектные симбионты Интеллект эргатических систем с искусственным интеллектом}}
!!!Заключение
Интеллектные симбионты являются проявлением различных форм межсистемных объединений различной материальной природы, в которых проявляется активная форма преобразования и структурирования среды.
Диффузный интеллект в организованной среде эргатической системы является формой самоорганизации когнитивной системы человека, погруженного в сложноорганизованную информационно-коммуникативную среду, в которой взаимодействуют формы искусственного и естественного интеллектов, находящиеся в симбиотическом взаимодействии, что ведет к появлению эффективных способов структурирования содержания искусственной среды и проявляется в эффективном достижении целей системы.
Гибридные формы интеллектных симбионтов представляют собой объединения, не нарушающие системную целостность составляющих их симбионтов. При этом совместное функционирование симбионтов порождает новые, полезные для гибридной системы интеллектуальные свойства.
При проектировании сложных эргатических систем важно правильно выбрать методы и технологии их интеллектуализации, которые, в основном, зависят от среды деятельности. Попытка полной автономизации и автоматизации системы связана со степенью организованности среды. При работе в условиях организованных сред целесообразно использование методов распределенного искусственного интеллекта, а в слабоструктурированных средах – включение и усиление возможностей естественного интеллекта.
При создании сложных эргатических систем необходимо учитывать эмерджентные свойства, возникающие вследствие сложной организации среды – эффекты интеллектуализации, кооперативных и гибридных форм интеллектов и их симбионтов. Включение в сложные техногенные среды человека так- же связано с эффектами модификации его личности и когнитивных систем, что ведет к возникновению техно-психических симбиозов. Например, память человека заменяется памятью технической системы, функции внимания и поиска информации – работой поисковых систем и т.д.
Материалы настоящего исследования могут быть использованы при создании систем интерфейсов сложных эргатических систем, включающих симбиотические объединения аутопоэтического типа, возникающие в распределенных эргатических системах с социальными формами управления и взаимодействия с операторами.
!!! Литература
```
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Научно-технический вестник СПбГУ ИТМО. – 2011. – № 1 (71). – С. 109–114.
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теллекта // Естественный и искусственный интеллект: методологические и социальные проблемы /
Под ред. Д.И. Дубровского и В.А. Лекторского. – М.: Канон+, РООИ Реабилитация, 2011. – С. 48–
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6. Wechsler D. Wechsler Adult Intelligence Scale. – New York: The Psychological Corporation, 1955.
7. Холодная М.А. Когнитивные стили. О природе индивидуального ума: Учебное пособие. – М.: ПЕР
СЭ, 2002. – 304 с.
8. Сергеев C.Ф. Инструменты обучающей среды: интеллект и когнитивные стили // Школьные техно-
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№ 5. – С. 19–27.
10. Сергеев С.Ф. Когнитивная педагогика: пользовательские свойства инструментов познания //
Школьные технологии. – 2011. – № 2. – С. 35–41.
11. Степин В.С. Классика, неклассика, посттнеклассика: критерии различения // Постнеклассика: фило-
софия, наука, культура. – СПб: Издательский дом Мiръ, 2009. – С. 249–295.
12. Дружинин В.Н. Психология общих способностей – СПб: Питер, 1999. – 368 с.
13. Гилфорд Д. Три стороны интеллекта // Психология мышления. – М.: Прогресс, 1965. – С. 434–437.
14. Meili R. Analytischer Intelligenztest (AIT) / Verlag H. Huber. – Bern, Stuttgart, Toronto, 1971. – 119 p.
15. Гарднер Г. Структура разума. Теория множественного интеллекта. – М.: Вильямс, 2007. – 512 с.
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рах циклических коммуникаций // Проблемы управления и моделирования в сложных системах:
Труды XIV Международной конференции (19–22 июня 2012 г., Самара, Россия). – Самара: Самар-
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Сергеев Сергей Федорович – Санкт-Петербургский национальный исследовательский университет инфор-
мационных технологий, механики и оптики, доктор психологических наук,
профессор, ssfpost@mail.ru
Информационные технологии предоставляют разработчикам эргатических систем широкий спектр средств, повышающих их интеллектуальность, формируя отношения человека-оператора с технической системой, подобные отношениям, возникающим в процессе естественной социальной коммуникации [1].
Вместе с тем отметим, что взаимодействие человека с искусственными информационными средами отличается от его взаимодействия с естественными средами в силу структурно-функциональной дополнительности искусственных сред с когнитивными структурами человека, что ведет к процессам непрерывной модификации психических функций оператора [2].
Возникает проблема симбиоза между системами разной природы – биологическими, наделенными механизмами психического отражения и активного целеполагания, и техническими, реализующими технологии искусственного интеллекта.
Наиболее часто эффективность функционирования сложных систем связывают с понятием «системный гибридный интеллект» [3], которое получает новые смыслы при включении человека в сложноорганизованные среды. Техногенные среды ведут к новым формам интеграции человека с машиной,
формируя гибридные и симбиотические формы естественного интеллекта, отличающиеся от классического интеллекта, возникшего в процессе жизнедеятельности человека в изолированных культурных средах и естественной среде жизнедеятельности. Это ведет к постановке задачи направленной модификации интеллектуальной сферы человека-оператора и повышения его эффективности в процессе взаимодействия с компонентами искусственного интеллекта эргатической системы. Цель настоящей работы – рассмотрение возможных вариантов симбиотического объединения человека-оператора с техническими системами и средами, обладающими свойствами систем с искусственным интеллектом.
Поиски оснований естественного интеллекта, а в более широком плане – человеческого ума, возможности создания их искусственных аналогов приобретают особое значение в связи с интенсивным
развитием техники и технологий и пониманием ограниченности индивидуального человеческого разума [4, 5]. Развитие информационных технологий питает наблюдаемый в последнее десятилетие бум в
области искусственного интеллекта.
Существование различий между людьми по умению решать задачи одного класса неоспоримо. Это
позволило выдвинуть предположение о существовании в человеке особых ментальных структур, умственных способностей, отраженных в понятии «интеллект». Именно на этом предположении был основан
самый известный классический тест для оценки коэффициента интеллекта (IQ, intelligence quotient) –
шкала Д. Векслера, которая по настоящее время служит эталоном для оценки человеческого ума в его
рациональных и культурно-лингвистических формах [6].
В современной интерпретации, предложенной в работах М.А. Холодной, интеллект – это форма
организации когнитивного опыта человека, представленного в виде «накопленных» в ходе онтогенеза понятийных психических структур, степень сформированности которых определяет структурные характеристики субъективного пространства интеллектуального отражения. Основное назначение интеллекта по М.А. Холодной – построение особого рода репрезентаций происходящего, связанных с воспроизводством объективного знания о мире [7]. Отметим, что эта задача решается посредством создания и использования когнитивных инструментов [8, 9], которые должны быть достаточно удобны и эффективны для пользователя [10].
Будучи психологическими конструктами, проявляющимися при решении тестовых задач, показатели естественного интеллекта, несмотря на кажущуюся их «объективность», с трудом могут быть при-
менены в технике при оценке систем искусственного интеллекта. Естественный интеллект имеет совсем
другую природу, нежели «интеллектуальные возможности», заложенные в сложные технические систе-
мы их разработчиками.
В классических, главным образом, факторных моделях интеллекта рассматривается его адаптив-
ная функция по отношению к окружающей и внутренней средам. Определение интеллекта как некоторой
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способности, обусловливающей успешность адаптации индивида к новым условиям, является наиболее
общим местом в моделях, использующих методологию классической научной рациональности [11].
В.Н. Дружининым сформулирован принцип, согласно которому трудность задачи определяет уро-
вень интеллекта, необходимого для ее правильного решения [12, с. 14–25]. Фактор, обеспечивающий
переработку сложной информации и детерминирующий индивидуальную продуктивность,
В.Н. Дружинин называет «индивидуальным когнитивным ресурсом». Следствием этих положений является принцип: чем труднее задача, тем более высокий уровень развития интеллекта требуется для ее правильного решения. Вместе с тем заметим, что понятие «трудность задачи» не является синонимом понятия «сложность задачи». Трудность задачи связана с ее субъективным восприятием, интерпретацией и
оценкой субъектом, который в процессе решения может как недооценивать, так и переоценивать объек-
тивную сложность задачи.
В классическом подходе среда рассматривается главным образом как отдельный фактор, влияющий на формирование и проявления интеллекта, а не как его неотъемлемая часть. Эта отделенность интеллекта от среды создает иллюзии его независимости и локализации в субстрате организма человека.
При изучении интеллекта никто не обращает внимания на его активный, организующий характер
при формулировании задач, их оптимизацию под когнитивные средства и возможности, имеющиеся у
конкретного обладателя интеллекта. Естественный интеллект активен и избирателен по своей природе.
Он упрощает среду деятельности до уровня, позволяющего ее операционализировать и тем самым активно преобразовывать в нужном направлении.
В модели интеллекта Д. Гилфорда показаны возможности человека по универсальному структурированию среды. Выделено 120 интеллектуальных способностей (позднее их число было увеличено до 150), каждая из которых связана с определенным классом задач, представленных в координатах содержание–операция–продукт [13].
Р. Мейли выдвинул гипотезу о том, что структуру интеллекта составляют четыре фактора – доступной сложности, пластичности, целостности, беглости [14].
Экспериментальная проверка этой гипотезы показала, что теоретически выделенные факторы являются инвариантными и постоянно устанавливаются в структуре, начиная с 6-летнего возраста. На основе проведенных исследований Р. Мейли предложил «компонентную модель» интеллекта, в которой факторы трактовались как условия (компоненты)
индивидуальных различий в выполнении разных интеллектуальных актов. Они могут относиться как к
индивиду, так и к окружающей среде. Следовательно, структура интеллекта, включающая эти факторы,
включает в себя структуру взаимодействия индивида со средой.
В теории множественного интеллекта Говарда Гарднера выделено девять типов интеллекта: лингвистический, логико-математический, визуально-пространственный, телесно-кинестетический, музыкальный, натуралистический, межличностный, внутриличностный и экзистенциальный [15]. Все виды
интеллектов по Гарднеру равноценны, каждый представляет собой особый способ взаимодействия человека с окружающей действительностью.
Очевидно, что каждый интеллект в данной модели эффективен только по отношению к специализированной среде, отражающей соответствующие формы культуры.
В практике инженерного проектирования сложных систем данные подходы имеют ограниченное
применение, так как получаемые в соответствии с ними модели не универсальны и работают только в
узком диапазоне условий.
Мы наделяем систему высоким интеллектом только в случае, если она проявляет способности к решению сложных задач, не имеющих заранее готовых алгоритмов решения. Предполагается, что для
решения простых задач интеллект не требуется. В связи с этим интеллект оказывается связанным с миром задач, различающихся между собой сложностью решения, и может интерпретироваться с позиций концепций сложности.
Выделяют «онтологическую» и «семиотическую» простоту/сложность. Под первой понимают сложность материального, физического мира, а под второй – оценку знаковых систем. Понятие интеллекта в большей мере связано с семиотической сложностью, хотя мир задач обусловлен и онтологической сложностью. Отношения между этими видами сложности и определяют средово-системный континуум, в котором порождается понятие «интеллект». Таким образом, традиционное понимание интеллекта как суммы локально принадлежащих когнитивному аппарату человека способностей (инструментальных
возможностей искусственной системы в случае искусственного интеллекта) должно быть заменено на интегральные свойства, обусловленные средой и действующей (живущей) в ней системой. Интеллект определяется в значительной мере степенью освоенности конкретной среды системой, действующей в ней, степенью воплощенности в нее.
Большинство исследователей сложного считают, что представления о сложном могут быть сформулированы в следующих концептах: множественность; динамическое разнообразие; нелинейность; неравномерность; сложность самоорганизующихся систем. Эти же категории применимы и к понятию «интеллект».
(стр. 151)
Множественность рассматривается как многокомпонентность. Она относится к описанию сложных систем, непрерывно эволюционирующих и изменяющихся. Сложная система в этой парадигме предстает как процесс бесчисленного усложнения ее сущностей, возникновения новых элементов как элементов для новых творений. Интеллект может быть представлен как свойство, воплощенное в сложную динамическую систему, позволяющее достигать результат, определяемый условиями задачи.
Множественность в концепциях динамического разнообразия дополняется качественной характеристикой – разнообразием. Разнообразие связано с асинхронным существованием в среде динамически существующих и сосуществующих систем и их распадающихся элементов, которые могут образовывать,
в свою очередь, новые системные сущности.
Концепт неравномерности отражает принципиальную неравномерность распределения в пространстве одновременно существующих различных форм материи (энергии, вещества), ведущую к локальной самоорганизации и возникновению новых систем. Постулируется холистический характер мира, который разделяется на элементы только в процессе работы механизмов человеческого интеллекта и сознания.
Концепция сложности самоорганизующихся систем отражает непрерывную динамику мира во всех ее принципиально непознаваемых количественно-качественных проявлениях, а интеллект в ней является эмерджентным свойством сложной системы, позволяющим последней эффективно решать задачи
активного (формирование искусственной среды, созидающая деятельность) и пассивного (адаптация, приспособление к среде) существования в мире.
Любая интеллектуальная эргатическая система представляет собой, в известной мере, автономную систему, осуществляющую с помощью оператора деятельность по достижению заданной цели в конкретной среде. Чем больше функций во взаимодействиях со средой без присутствия оператора может выполнять система, тем более сложной и интеллектуальной она кажется наблюдателю. Интеллект искусственной технической системы возникает и проявляется в условиях организованной сложности, в отличие от живых систем, активно организующих среду. Система искусственного интеллекта эргатической системы является системой организованной сложности, в которой взаимодействие элементов и функциональных областей строятся на неслучайных отношениях, заданных проектировщиком в некоторых контекстах, которые непрерывно меняются, следуя логике эволюции задачи, вызываемой оператором.
Функциональная сложность эргатической системы может быть оценена по аналогии с когнитивной сложностью человека по количеству и типам решаемых задач. Ее сложность (и интеллектуальность) может определяться в привязке к конкретным решаемым задачам, к сложности программных средств, используемых в управляющем компьютере системы, с объемом и степенью дифференцированности контактов
(стр 153)
системы со средой и оператором. В качестве критерия сложности (интеллектуальности) может использоваться длина выполняемого алгоритма и количество циклов, позволяющих его реализовать.
Перспективным методом определения интеллектуальности эргатической системы является метод, учитывающий свойства культурного поля проектного коллектива, участвующего при создании системы.
Чем шире спектр специалистов и более высока междисциплинарная нагрузка, тем система сложнее и интеллектуальнее.
Появление эргатических систем с искусственным интеллектом требует рассматривать вопросы взаимодействия естественного интеллекта оператора системы с искусственным интеллектом, воплощенным в технической части эргатической системы.
Можно дать ряд общих определений интеллекта и интеллектных симбионтов, действующих в эргатической системе и возникающих в процессе объединения искусственного и естественного интеллектов и среды деятельности.
1. Интеллект есть форма активной самоорганизации сложной системы, вовлекающая погруженного в среду пользователя в созидающие изменения.
2. Интеллект связан со средой как механизм ее организации, обеспечивающий процессы самоорганизации системы им наделенной.
3. Интеллект распределен в континууме «система–среда» и воплощен в циклах самоорганизации системы, действующей в среде.
4. Естественный интеллект представляет собой организующую сложность в организуемой среде, а искусственный интеллект – организованную сложность в организованной среде.
5. Гибридный и диффузный интеллекты представляют собой симбионты, включающие организующую и
организованную сложности систем в их синергетическом и симбиотическом взаимодействиях как инструмент достижения цели актором в организованной и организуемой средах.
6. Интеллект отражает результаты селекции и применения самоорганизующейся системой эффективных
способов достижения цели в организованной среде.
Интеллектуальные эргатические системы представляют собой системы организованной сложности (таблица). Будучи организованными человеком, они содержат в себе в скрытой форме часть функций,
(стр 152)
присущих системам, наделенным естественным интеллектом. Это искусственный интеллект, воплощенный в искусственную среду.
| Тип интеллектного образования | Отношения между компонентами | Центр активности и управления, механизм | Отношения со средой деятельности, границы |
| естественный интеллект | самоорганизация, аутопоэтическая система | сознание, эго-система человека | активное преобразование мира, границы динамично изменяются |
| искусственный интеллект | фиксированная или переменная программно-аппаратная структура | программа, алгоритм в структурированной или структурируемой среде | реализация алгоритма, ситуативное управление, границы фиксированные |
| гибридный интеллект | симбиоз, адаптация организованного и аутопоэтического компонентов к среде, объединения на макроуровне с приоритетом сознания | человек в структурированной среде | взаимная адаптация естественного и искусственного интеллектов, границы переменные |
| диффузный интеллект | селективные связи на всех уровнях аутопоэтически организованной и организуемой сред и человека | возникает в организованной среде | синергетическое объединение, границы формируются под задачу |
Таблица. Формы интеллектных образований
Таким образом, мы приходим к понятию симбиотического диффузного интеллекта, который представляет собой систему, включающую естественный и искусственный интеллекты в их синергетическом взаимодействии в сложноорганизованной искусственной среде. Чем выше уровень искусственного интеллекта, распределенного в среде эргатической системы, тем более эффективен при прочих равных условиях интеллект человека. Свойства симбиотического диффузного интеллекта зависят от способности естественного интеллекта пользователя освоить интерфейс и интеллектуальную компоненту среды. Отметим отличие понятия «диффузный интеллект» от понятия «гибридный интеллект», применяемого в сложных эргатических системах. Гибридный интеллект отражает свойство сложной системы, возникающее в процессе функционирования в ней естественного интеллекта, а диффузный интеллект возникает как синергетическое свойство в сложноорганизованной среде в процессе ее когнитивной коэволюции с системой естественного интеллекта. Гибридный интеллект основан на представлениях об адаптации систем, а диффузный – о взаимодействии и взаимной ориентации.
Эффективное взаимодействие естественного и искусственного интеллектов усиливает возможности человеческого интеллекта в искусственной среде, но только в определенных, предоставляемых технологиями границах.
Меняется парадигма интеллекта с его понимания как локально существующего в отдельной когнитивной системе феномена на способность человека обеспечивать эффективные межсистемные взаимодействия, ведущие к получению требуемого результата (решения задачи) в сложноорганизованных интеллектуальных средах.
Е.Н. Князева обобщает существующие взгляды на сложность и сложные системы, формулируя и детализируя характерные свойства сложных систем в рамках синергетической парадигмы:
# сложность есть множество элементов системы, соединенных нетривиальным образом оригинальными связями друг с другом. Сложность есть динамическая сеть элементов, соединенных по определенным правилам;
# сложность есть внутреннее разнообразие системы, разнообразие ее элементов или подсистем, которое делает ее гибкой, способной изменять свое поведение в зависимости от меняющейся ситуации;
# сложность есть многоуровневость системы (существует архитектура сложности);
# сложные системы являются системами открытыми, т.е. обменивающимися веществом, энергией и (или) информацией с окружающей средой. Границы сложной системы порой трудно определить (видение ее границ зависит от позиции наблюдателя);
# сложные системы – это такие системы, в которых возникают эмерджентные феномены (явления, свойства), которые не могут быть «вычитаны» из анализа поведения отдельных элементов;
# сложные системы имеют память, для них характерно явление гистерезиса, при смене режима функционирования процессы возобновляются по старым следам (прежним руслам);
# сложные системы регулируются петлями обратной связи: отрицательной, обеспечивающей восстановление равновесия, возврат к прежнему состоянию, и положительной, ответственной за быстрый, самоподстегивающийся рост, в ходе которого расцветает сложность [16, с. 77–78].
Очевидно, что приведенные Е.Н. Князевой дефиниции сложных систем применимы и к интеллектуальным системам, так как в этом случае интеллект является функцией от сложности самоорганизующейся системы.
Далее в концепции Е.Н. Князевой делается ряд существенных дополнений к классическим взглядам на проблему сложных систем. Во-первых, сложные системы, по ее мнению, являются системами операционально закрытыми. Система одновременно является открытой и замкнутой по отношению к окружающей среде. Операциональная замкнутость означает селективность системы, наличие границы, упорядочивающей отношения системы со средой и окружающими системами. Система и среда проявляют взаимную активность. Среда меняет систему, но и система активно видоизменяет окружающую среду, вступая в коэволюцию с нею.
Сложность в современных синергетических концепциях является возникающим и исчезающим феноменом, циклически порождаемым в циклах самоорганизации. Многие ее аспекты перекликаются с понятием интеллекта. Можно предположить, что интеллектуальные функции отражают некоторые общие принципы самоорганизации аутопоэтических систем, в частности, их способность активно изменять сложность среды [17]. Отсюда следует, что все аутопоэтические системы, в том числе и образуемые социальными коммуникациями, обладают воплощенными в них интеллектуальными способностями.
Эксперимент бывает естественный и лабораторный. По существу, естественным экспериментом
является ситуация введения новых методов обучения, ситуация использования новых приборов в научном
исследовании. При всем разнообразии эти ситуации имеют одну общую особенность: в @@color:red;них создаются условия
для существенного изменения мыслительной деятельности@@. (стр 9)
Прикладные психологические исследования могут быть покрайней мере двух типов: а) исследования, которые проводятся в рамках одной из сложившихся отраслей психологической науки, б) исследования, .которые связаны с решением некоторой комплексной научно-практической проблемы и которые синтезируют разработки, относящиеся к различным разделам психологии, и даже опережают их (стр 123)
................................
''Возрастная и педагогическая психология'' традиционно уделяют значительное внимание диагностике умственного развития как составной части всестороннего развития личности, возможностям целенаправленного воздействия на это развитие, природе способностей и одаренности. Продуктивное мышление рассматривается как основа обучаемости [75]. Перед школой на современном этапе ставится задача подготовки учащихся к тому, чтобы они были способны самостоятельно приобретать новые знания и применять их в изменяющихся условиях. Важно поэтому учитывать соотношение возрастных и индивидуально-типических особенностей продуктивного мышления школьников. Продуктивное мышление рассматривается как общая способность к приобретению новых знаний, как интеллектуальная (умственная) способность к учению. Показателем умственных способностей к учению являются самостоятельные достижения при решении новых проблем, которые обеспечиваются продуктивным мышлением. 3. И. Калмыкова показала, что некоторые индивидуальные особенности мышления детей, формируясь в процессе деятельности, закрепляются и начинают устойчиво проявляться при выполнении требующей мышления деятельности. Формирующиеся качества ума влияют на «выбор признаков, существенных для решения проблемы, уровень их обобщенности, широту применения новых знаний, быстроту, легкость их усвоения, темп продвижения в обучении» [75, с. 5]. Эти качества и являются компонентами обучаемости. Возрастная и педагогическая психология традиционно уделяют значительное внимание диагностике умственного развития как составной части всестороннего развития личности, возможностям целенаправленного воздействия на это развитие, природе способностей и одаренности. Продуктивное мышление рассматривается как основа обучаемости [75]. Перед школой на современном этапе ставится задача подготовки учащихся к тому, чтобы они были способны самостоятельно приобретать новые знания и применять их в изменяющихся условиях. Важно поэтому учитывать соотношение возрастных и индивидуально-типических особенностей продуктивного мышления школьников. Продуктивное мышление рассматривается как общая способность к приобретению новых знаний, как интеллектуальная (умственная) способность к учению. Показателем умственных способностей к учению являются самостоятельные достижения при решении новых проблем, которые обеспечиваются продуктивным мышлением. 3. И. Калмыкова показала, что некоторые индивидуальные особенности мышления детей, формируясь в процессе деятельности, закрепляются и начинают устойчиво проявляться при выполнении требующей мышления деятельности. Формирующиеся качества ума влияют на «выбор признаков, существенных для решения проблемы, уровень их обобщенности, широту применения новых знаний, быстроту, легкость их усвоения, темп продвижения в обучении» [75, с. 5]. Эти качества и являются компонентами обучаемости.
В нашей литературе прочно утвердилось положение о решающей, определяющей роли обучения в
развитии мышления школьников. Влияние условий обучения на развитие продуктивного мышления следует
оценивать не только по отношению ко всей совокупности учащихся определенного возраста или класса, но и
дифференцированно по отношению к определенным типам: «Одинаковые условия обучения могут быть
оптимальными для одних и менее благоприятными для развития продуктивного мышления у других учащихся»
[75, с. 6]. В результате своих исследований продуктивного мышления как основы обучаемости 3. И. Калмыкова
пришла к выводу о необходимости не только усиления внутриклассной индивидуализации обучения, но и более
широкой, чем это имеет место в настоящее время, его дифференциации, прежде всего в отношении крайних
категорий детей: опережающих возраст и с существенными задержками в развитии мыслительной
деятельности. Автор предлагает увеличить сеть классов и школ с расширенной программой и более высокими
требованиями к самостоятельному мышлению детей (типа физико-математических) и применять специальные
методики обучения детей, с задержками в психическом развитии. Важным направлением совершенствования
обучения является расширение удельного веса теоретических знаний как основы формирования теоретического
(в отличие от эмпирического) мышления. В последние годы усилился интерес к рефлексивным аспектам
мыслительной деятельности как фактору ее продуктивности [64]. В исследовании В. А. Мазилова [106] было
показано, что изучение (а тем самым и осознание) учащимися особенностей решения творческих задач
уменьшает число случаев неадекватной локализации зоны поиска в процессе решения мыслительных задач и
тем самым увеличивает число правильно решенных задач. В контексте педагогической психологии главная
задача заключается в настоящее время в разработке психологических основ формирования научного
мышления, предполагающего способность самостоятельно оценивать сложные, в том числе социальные
явления, видеть связь текущих задач с конечными общественно значимыми целями, вести аргументированную
полемику [2, с. 41—42]
(стр 123-124)
Целесообразно, по-видимому, и в структуре общей психологии - выделять не только общие теоретические
проблемы, общие проблемы экспериментальных исследований, но и общие прикладные проблемы.
Для психологии мышления важными, сложными и новыми оказались как теоретические, так и
прикладные проблемы, связанные с той интенсивно развивающейся областью научно-технических разработок,
которая стала называться «искусственный интеллект» [70; 71]. С помощью этой метафоры обозначают
разработку сложного программного (и математического) обеспечения ЭВМ, позволяющего ей решать задачи,
ранее решавшиеся человеком. Работы по «искусственному интеллекту» затрагивают компетенцию психологов
труда, так как речь идет о появлении новых и значительном видоизменении некоторых традиционных
профессий. Однако ЭВМ используются и в обучении, поэтому возникли новые разделы педагогической
психологии, стала складываться даже дидактика автоматизированного обучения. «Искусственный интеллект»
проникает в область научного, технического и художественного творчества. Появились игры с ЭВМ,
используемые для развлечения, появились спортивные состязания с помощью ЭВМ, в зарубежных
капиталистических странах стали возникать случаи противоправного поведения, включающего использование
ЭВМ. Дело, однако, не в длинном списке, а в том, что работы по «искусственному интеллекту» оказали очень
сильное влияние на психологов, поставив такие сложные и новые вопросы, как вопрос о возможностях метода
программного моделирования, вопрос о соотношении психических и информационных процессов, вопрос о
дифференциации психических и непсихических систем, вопрос о возможностях создания искусственной
психики на неорганических носителях
Прикладные психологические аспекты «искусственного интеллекта» связаны с разработкой
психологических принципов программного обеспечения ЭВМ [182], которые включают в себя принципы
оценки готовых программ, принципы оценки результатов работы программ, принципы оценки языков
программирования, принципы анализа ошибок программистов, принципы оценки естественности языка
программирования, принципы оценки программиста, принципы организации коллективов программистов,.
принципы обучения программистов, принципы организации диалога между человеком и ЭВМ, принципы
организации банков данных. При переходе от чисто эмпирической ориентации к теоретическому обоснованию
этих принципов приходится учитывать, что процесс решения мыслительных задач нельзя сводить к фор-
мализованным его компонентам, что он не носит полностью «нормированного» характера. Главными
прикладными психологическими проблемами в рассматриваемой области являются следующие: как добиться
того, чтобы человек, пользующийся «искусственным интеллектом», мыслил еще лучше, при- каких
психологических условиях это возможно? Как расширить возможности искусственных интеллектуальных
систем за счет использования психологических знаний о процессах мышления? Разработка теоретических и
прикладных вопросов, связанных с проблематикой «искусственного интеллекта», уже оказала большое влияние
на психологическую науку в целом. Есть все основания считать, что это влияние будет возрастать, уже в
настоящее время оно становится взаимным. Развитие систем искусственного интеллекта приводит к усилению 126
интереса у специалистов этой области к тому, как решает человек возникающие перед ним задачи. Этот
интерес придает практическую значимость всей психологии мышления и побуждает к более интенсивному
развитию психологической науки.
[ext[Интернет|http://...]]
! Модули
[ext[Модуль t209 |t209.html]]... [ext[Модуль Dis |Dis.html]]
! Статьи
* [[Статья 1]]
* [[Статья 2]]
! Словарь
* [[Словарные статьи]]
! Самостоятельная работа
*[[Самостоятельная работа в статьях]]
*[ext[Словарь внешний|209.html]]
! Саморегуляция, саморазвитие
[[Актуально]]
[[Авторитеты]]
[[Авторы]]
[[Прочие]]
[[Теория поля]]
[[Посмотреть]]
! Среды
[[Информационная среда обучения]]
[[Рубцов В. В., Ивошина Т. Г. Проектирование развивающей образовательной среды школы]]
[[Развивающая среда в образовательных учреждениях университетского округа МГППУ]]
!Другое
*[[Постдипломное образование]]
*[[Статьи]]
*[[Статьи из википедии]]
!!!! Начальная информация по работе с файлом
[[Шаблоны]]
* [[Правила оформления списков литературы]]
* [[Как сослаться на диссертацию]]
Мещеряков Дмитрий Викторович, Середов Игорь Геннадьевич
!! Цитирование
```
Мещеряков Д. В., Середов И. Г. Информатизации военного образования: проблемы и перспективы. // Психолого – педагогический журнал Гаудеамус, т. 15, № 2 , 2016. С. 26 – 31.
```
!! Ссылка
* [ext[sss |05/20170531/Beloshitsky/elibrary_26369834_28289163.pdf]]
!! Выдержки
Дефинициями процесса информатизации общества могут выступать способности к компиляции, анализу, обработке, обмену информации на основе новейших компьютерных технологий.
Этот процесс влечет за собой необходимость в постоянном повышении уровня информационной подготовки, как отдельного субъекта, так и группы специалистов.
На сегодняшний день процесс информатизации военного образования характеризуется следующими тенденциями:
* актуализация системы непрерывного образования как фактора развития личностно-профессиональной компетентности военных специалистов;
* разработка и построение единой информационно - образовательной среды военных вузов [1];
* активное внедрение перспективных ИКТ в образовательный процесс;
* повышение роли процесса самообразования обучающихся.
Сущность ИКТ основана на оcвоении нового когнитивного опыта обучающихся, в ходе активного взаимодействия преподавателя и курсантов информационно - коммуникационными cредствами, с целью самоактуализации и самореализации будущих офицеров.
В контексте вышесказанного, информатизация системы военного образования рассматривается нами как полинаправленный процесс обеспечения образовательной деятельности военных вузов теорией и практикой создания и эффективного применения учебно - методических и программно - технологических разработок, ориентированных на оптимальную реализацию ИКТ.
Исследуя процесс информатизации отечественной системы военного образования, важно обратиться к опыту внедрения и применения информационных технологий в армиях стран НАТО.
В соответствии с планами развития Военно - воздушных сил США особое внимание уделяется совершенствованию подготовки личного состава, внедрению современных информационных технологий, с целью развития у них высоких морально - психологических качеств, творческого мышления и инновационных подходов
для достижения поставленных целей. В документах Министерства обороны США Joint Vision 2020 указывается, что объединенные вооруженные силы в 2020 г. будут укомплектованы специалистами, обладающими высокими профессиональными навыками в области информационных технологий, поскольку в своей служебной деятельности будут работать с разносторонними боевыми задачами [2].
Так, осенью 1997 г. Министерство обороны США, заручившись поддержкой Управления Белого дома по политике в области науки и технологий, предложило концепцию ADL (Advanced Distributed Learning) – продвинутое распределенное обучение, о сновной целью которой являлось обеспечение доступа обучающихся к образовательным ресурсам, в соответствии с их личностно - профессиональными потребностями.
Ведущим разработчиком и исполнителем программ концепции ADL является Институт ADL, при университете Военно - воздушных сил США. Основной упор в концепции делается на совместное использование стандартных версий объектов многократного применения, систем управления обучением, с множеством информационных сред, без непосредственного участия преподавателя. Использование достижений в области образования и современных информационных технологий, для усовершенствования системы обучения и боевой подготовки специалистов ВВС США, позволило объединить распределенные образовательные ресурсы и сети, определив схему «обучающийся – информационный ресурс». В настоящее время институт ADL США располагает множеством дистанционных курсов: профессионального военного образования, системы непрерывного профессионального образования, усовершенствования и др
На сегодняшний день состояние процесса информатизации военных вузов МО РФ характеризуется: - недостаточным темпом развития информатизации образовательных процессов военных вузов, по сравнению с вузами высшей школы Российской Федерации и военных академий армий стран НАТО;
неразработанностью единых методик и практических рекомендаций по эффективной организации образовательного процесса с применением ИКТ;
проблемностью интеграции военных вузов и других высших образовательных учреждений в единую информационно - образовательную среду;
неукомплектованностью средствами вычислительной техники субъектов учебного процесса по принципу «субъект – ПЭВМ»;
низкими темпами обновления парка вычислительной техники, программных продуктов,
так срок службы ПЭВМ для исключения из учебного процесса и списания составляет 7 лет,
в то время как модернизация программно - аппаратных средств и систем исчисляется месяцами.
Проблемными вопросами подготовки выпускников военных вузов в контексте процесса информатизации военного образования являются:
неразработанность теоретических основ и единой методологии применения ИКТ в образовательном процессе военных вузов;
недостаточное осуществление научно - методического обеспечения процесса информатизации военного образования;
отсутствие научно - обоснованной системы информационной подготовки военных специалистов; недостаточный уровень подготовки руководящего и научно- педагогического состава военных вузов по внедрению ИКТ в образовательный процесс;
противоречивость нормативно - правовой базы в организации образовательного процесса.
Так, в соответствии с Приказом Министра обороны РФ от 15.09.2014 г. No 670 « О мерах по реализации отдельных положений статьи 81 ФЗ от 29 декабря 2012 г. No 273 - ФЗ «Об образовании в Российской Федерации» акцентирована необходимость свободного и оперативного доступа преподавателей и обучающихся к информационно - образовательным ресурсам, в тоже время приказы, директивы и указания вышестоящего командования, по вопросам защиты информации, ограничений в ее распространении, не позволяют эффективно развивать современные ИКТ в образовательной деятельности военных вузов [3];
недостаточный уровень материально - технической и финансовой поддержки эффективного решения вопросов развития информатизации военного образования [4].
*[[Харкевич]]
*[[Роберт]]
*[[Клюева]]
*[[Брэдфорд]] , [[Може]]
!!! Цитирование
```
Тихомиров O.K. Информационная и психологическая теория мышления // Вопросы психологии. 1974. № 1. С. 40–48.
```
В последние годы известную популярность приобрела информационная теория мышления, которую, в отличие от многих авторов, мы считаем необходимым ясно отличать от собственно психологической теории мышления. Первая часто формулируется как описание мышления на уровне элементарных информационных процессов и имеет дело прежде всего с неколичественными характеристиками информационных процессов. Смысл информационной теории мышления (например, в работах Саймона и Ньюэлла) заключается в следующем. Главной посылкой объяснения человеческого мышления на уровне обработки информации считается положение, что сложные процессы мышления составляются из элементарных процессов манипулирования символами. В общем виде эти элементарные процессы обычно описываются так: прочтите символ, напишите символ, скопируйте символ, сотрите символ и сопоставьте два символа. Нетрудно заметить, что «элементарные информационные процессы» или «элементарные процессы манипуляции символами» есть не что иное, как элементарные операции в работе счетной машины. Таким образом, требование изучать мышление «на уровне элементарных информационных процессов» фактически расшифровывается как требование объяснить человеческое мышление исключительно в системе понятий, описывающих работу вычислительного устройства.
Основными рабочими понятиями в рамках анализируемой концепции являются: 1) информация, 2) переработка информации, 3) информационная модель. Информация — это, по существу, система знаков или символов; переработка информации — различного рода преобразования этих знаков по заданным правилам («манипулирование символами», как говорят некоторые авторы); информационная модель (или «пространство проблем» в отличие от среды задачи) — сведения о задаче, представленные или накапливаемые (в виде кодового описания) в памяти решающей системы. Представление о том, что в основе поведения мыслящего человека лежит сложный, но конечный и вполне определенный комплекс правил переработки информации, стало, по мнению сторонников информационной теории, как бы положением, дифференцирующим «научный» и «ненаучный» (т. е. допускающий «мистику») подходы.
Что значит мышление психологически? Описывает ли информационный подход действительные процессы человеческого мышления или же он абстрагируется от таких его характеристик, которые как раз и являются наиболее существенными? Ответы на эти вопросы мы извлекаем не из опыта моделирования психических процессов, а из опыта теоретического и экспериментального анализа процессов мышления.
Психологически мышление часто выступает как деятельность по решению задачи, которая определяется обычно как цель, данная в определенных условиях. Однако цель не всегда с самого начала «дана»: даже если она ставится извне, то бывает достаточно неопределенной, допускающей неоднозначное толкование, поэтому целеобразование или целеполагание есть одно из важнейших проявлений деятельности мышления. С другой стороны, условия в которых поставлена цель, не всегда являются «определенными», их еще необходимо выделить из общей обстановки деятельности на основе ориентировки, анализа этой обстановки. Задача как данная цель в определенных условиях должна быть сформулирована. Следовательно, мышление — это не просто решение, но и формирование задачи.
Что входит в условия задачи или с чем имеет дело человек решающий задачу? Это могут быть реальные предметы, наконец, люди, если мы рассматриваем случаи так называемого наглядно-действенного мышления. Это могут быть знаки, если мы рассматриваем случаи речевого мышления. Достаточно ли сказать про речевое мышление человека, что оно «оперирует знаками», чтобы выразить существенные стороны мышления? Нет, не достаточно! Следуя за Выготским, мы выделяем при анализе речевого мышления собственно знак, предметную отнесённость и значение знака. «Оперируя знаками», человек оперирует значениями, а через них в конечном счете предметами реального мира. Таким образом, если мы будем описывать человеческое мышление только как манипулирование знаками, то мы отвлечемся от важнейшего психологического содержания мышления как деятельности реального человека. Именно это и делает информационная теория мышления.
Реальные предметы, или предметы называемые, входящие в условия задачи, обладают такой важной характеристикой, как ценность, разной ценностью обладают также действия с этими предметами, т. е. преобразования ситуации. Существуют разные источники образования ценностей одного и того же элемента ситуации и разные взаимоотношения между этими ценностями. Формальное представление условий задачи (например, в виде графа или перечня знаков), отражая некоторую реальность, отвлекается вместе с тем от таких объективных (заданных субъекту) характеристик условий задачи, как соотношение различных ценностей элементов и способов преобразования ситуации, как замысел составителя задачи. Эти утрачиваемые при формальном представлении характеристики не только реально существуют, но и определяют (иногда в первую очередь) течение деятельности по решению задачи. Таким образом, психологическая и информационная характеристики структуры задачи явно не совпадают.
Результатом мыслительной деятельности часто являются генерируемые человеком знаки (например, называние плана действий, приводящих к достижению цели), которые, однако, обладают определенным значением (например, воплощают принцип действий) и ценностью. Для решающего задачу человека значение знаков должно сформироваться, а ценность — выступать как оценка.
Объектом психологического анализа мыслительной деятельности человека могут являться: характеристики операционального смысла ситуации для решающего, смысла конкретных попыток решения, смысла переобследования, смысла отдельных элементов ситуации в отличие от их объективного значения; характеристики процессов, возникновения и развития смыслов одних тех же элементов ситуации и всей ситуации в целом на разных стадиях процесса решения задач, соотношение невербализованных и вербализованных смыслов различного рода образований в ходе решения задачи; процессы взаимодействия смысловых образований в организации исследовательской деятельности, в определении ее объема (избирательности) и направленности; процесс возникновения и удовлетворения поисковых потребностей; изменение субъективной ценности, значимости одних и тех же элементов ситуации, и действий, выражающееся в изменении их эмоциональной окраски (при константной мотивации); роль меняющейся шкалы субъективных ценностей в организации протекания поиска; формирование, динамика личностного смысла ситуации задачи и его роль в организации деятельности по решению задачи (Тихомиров, 1969).
При решении мыслительных задач человеком такие реальные функциональные образования, как смысл (операциональный и личностный) и ценность объектов для человека, не просто соположены («нейтральны») с информационной характеристикой материала, но непосредственно участвуют в процессах управления деятельностью по решению задачи. Именно этот капитальной важности факт и создает прежде всего качественное своеобразие мыслительной деятельности по сравнению с процессом переработки информации, учёт или неучёт этого факта различает психологическую и информационную теории мышления.
Дифференциация информационной и психологической теорий мышления является необходимым условием развития последней, которая прежде всего должна отразить специфику творческих процессов, обычно отличающихся от рутинных, шаблонных, уже сложившихся. Но разработка собственно психологических проблем мышления не только не закрывает путь для сотрудничества, психологов и кибернетиков, она делает такое сотрудничество продуктивным, так как в настоящее время становится все более очевидным, что и проектирование и функционирование систем «человек — ЭВМ» может быть эффективным только при учете специфики подсистем, т. е, специфики человеческого мышления по сравнению с информационными процессами, реализуемыми автоматами.
ЛИТЕРАТУРА
Тихомиров О. К. Структура мыслительной деятельности человека. М., 1969
[ext[Башмаков и к|http://bookre.org/reader?file=597607&pg=1]]
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Белошицкий А.В., Мещеряков Д.В. Информационно-коммуникационная компетентность преподавателя военного вуза // Педагогическое образование : вызовы XXI века : материалы VII П 24 Международной научно - практической конференции , посвященной памяти академика В . А . Сластёнина ( г . Воронеж , 22–23 сентября 2016 г .) / [ под общ . ред . проф . Н . И . Вьюновой ] ; Воронежский государственный университет . – Воронеж : Издательский дом ВГУ , 2016. – 404 с .
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!! ссылки
* [ext[sss |05/20170531/Beloshitsky/elibrary_26708150_92169167.pdf]]
!! Выдержки
.
Рассматривая информационную среду достаточно самостоятельной частью образовательного процесса военного вуза, необходимо отметить их тесную взаимосвязь и взаимообусловленность – единство целей и задач, принципы организации и управления, технологии проектирования, реализации и др. Следовательно, будет целесообразным использовать интегрированное понятие – «информационно-образовательная среда». Принимая во внимание особенности образовательного процесса военного вуза и специфику подготовки военных специалистов, под информационно-образовательной средой (ИОС) будем понимать целенаправленно созданную совокупность информационно-образовательных ресурсов и технологий их применения, обеспечивающих эффективное освоение обучающимися образовательных программ, формирование личностнопрофессиональной компетентности для их дальнейшей успешной военно-профессиональной деятельности [1].
..................................
фективное развитие и формирование информационно-коммуникационной компетентности преподавателя
военного вуза:
1. В каждом военном вузе должна быть разработана собственная программа (концепция) развития информа-
тизации образовательного процесса.
2. Наличие фундаментальной подготовки профессорско-преподавательского состава в области информати-
зации, без чего вообще невозможна эксплуатация средств ИКТ и реализация их потенциала в образовательных
целях, и психолого-педагогических знаний для эффективного осуществления всех функций, связанных с ис-
пользованием дидактических средств, функционирующих на базе ИКТ.
3. Формировать готовность преподавателя к постоянному самообразованию и повышению квалификации в
области ИКТ, развитие профессиональной активности педагога.
4. Систематически повышать квалификацию профессорско-преподавательского состава, при этом уделять
внимание как вопросам дистанционного обучения, так и дистанционной послекурсовой поддержки педагогиче-
ских кадров.
5. Регулярное диагностирование уровня информационно-коммуникационной компетентности преподавателя военного вуза. Оказание помощи педагогам в выявлении профессиональных затруднений и пределении проблем в области использования ИКТ.
6. Учитывать специфику использования средств ИКТ в конкретной специальности, учебной дисциплине, что представляется особенно важным в условиях большого количества направлений подготовки.
7. Проводить научные исследования, разрабатывать и подавать предложения в органы военного управления, по вопросам развития единой информационно-образовательной среды военных вузов и всей системы отечественного образования в целом.
Таким образом, на основе возрастающей мотивации и образовательной активности педагогов, в области
применения ИКТ, формируются условия, способствующие развитию информационно-коммуникационной компетентности преподавателей военных вузов, отвечающей всем требованиям современного этапа информатизации отечественного образования.
[[Информационно-образовательная среда военного вуза, методологические аспекты 0]]
Белошицкий А.В., Мещеряков Д.В., Фалилеев В.Ю.
!! Цитирование
```
Белошицкий А.В., Мещеряков Д.В., Фалилеев В.Ю. Информационно-образовательная среда военного вуза, методологические аспекты // Современные наукоемкие технологии. 2015. № 12-2. С. 284-287.
```
!! Ссылки
* [ext[sss |file:///D:/TRab/2017/05/20170531/Beloshitsky/elibrary_25127583_50812508.pdf#]]
* [ext[abs 3 |file:///D:/TRab/2017/10/20171021/el_25127583.pdf]]
*[ext[Интернет |https://elibrary.ru/item.asp?id=25127583]]
*[ext[Интернет ЯД pdf |https://yadi.sk/i/FUAB6TQE3Ny8xc]]
*[ext[Интернет ЯД doc |https://yadi.sk/i/V8HhDr1E3Ny9BN]]
!! Выдержки
А.В. Белошицкий, преподаватель кафедры АСУ Военного института радиоэлектроники г. Воронежа, канд. пед. наук
Применение ИКТ в военном вузе позволяет повысить эффективность обучения будущих офицеров. Во-первых, за счет расширения доступа к глобальным информационным ресурсам. Во-вторых, за счет повышения самостоятельности курсантов при использовании электронных образовательных технологий.
Информационная среда, ее структура и содержание являются объектом исследования и проектирования (О.А. Козлов, И.В. Роберт, В.А. Ясвин и др.). Следует заметить, что однозначного определения понятия «информационная среда» до настоящего времени нет. Это обусловливается многообразием компонентов наполнения и неопределенностью границ содержания. Рассматривая информационную среду во взаимодействии с образовательным процессом военного вуза, необходимо отметить их тесную взаимосвязь и взаимообусловленность – единство целей и задач, принципы организации и управления, технологии проектирования, реализации и др. Целесообразным будет использовать интегрированное понятие – «информационно-образовательная среда».
Следовательно, целью статьи является раскрытие сущности, структуры и содержания информационно-образовательной среды (ИОС), научных принципов и подходов в ее построении и реализации в военном вузе. Материалами для данной статьи послужили исследования отечественных и зарубежных ученых (С.Т. Атанасян, С.Г. Григорьев, И.Г. Захарова, А.А. Кузнецов, С.В. Панюкова, И.В. Роберт, А.П. Тряпицына, Н. Вирт, Д. Грисс, П. Деннинг, Б. Хантер и др.). Анализируя существующие определения информационно-образовательной среды (О.М. Бабанская, И.М. Осмоловская, И.В. Роберт и др.) и учитывая специфику военного вуза, под ИОС будем понимать целенаправленно созданную совокупность информационно-образовательных ресурсов и технологий их применения, обеспечивающих эффективное освоение обучающимися образовательных программ, формирование личностно-профессиональной компетентности для их дальнейшей успешной военно-профессиональной деятельности. Актуальность создания ИОС в военном вузе задается не только потребностью свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, но и необходимостью реализации образовательной деятельности военного вуза [4].
.........................................
Структура ИОС включает организационный, технический и программный компоненты.
Организационный компонент содержит цели, задачи, механизмы реализации с функциями кадрового обеспечения и мониторинга. Важность организационного компонента обусловливается тем, что без разработанной стратегии развития ИОС дальнейшее ее совершенствование не представляется возможным в силу ограничений, накладываемых техническими и стоимостными показателями программного компонентов.
Технический компонент представлен множеством программно-аппаратных средств и систем.
Программный компонент – это комплекс программного обеспечения общего (Windows, microsoft Office, Internet Explorer и др.) и частного назначения (МСВС 3.0 Linux МО РФ, ГИС «Карта 2011» и др.), применяемого для подготовки военных специалистов.
....................................................
Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил, методик применения ИКТ;
– в отдельных случаях недостаточная оснащенность и отсутствие компетентных специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных интернет-сообществ, перенасыщенность интернет-ресурсов сайтами, не имеющих учебно-методической и научной направленности;
– ограничения использования курсантами и преподавателями интернет-ресурсов (в соответствии с требованиями ФЗ РФ «О государственной тайне»)
При этом для эффективного применения ИКТ в подготовке военных специалистов необходимо разработать методологические основы их реализации в ИОС военного вуза, определить принципы реализации, выявить условия (организационные, технические, педагогические и др.) эффективного применения.
Ведущими принципами построения ИОС военного вуза выступают диверсификация, функциональность, комплексность, полисубъектность.
Принцип диверсификации ИОС предполагает полинаправленность, вариативность развития и функционирования образовательного процесса военного вуза, расширения его внутренней структуры на основе многообразия реализуемых образовательных программ.
Принципы функциональности и комплексности определяют содержание всех информационных ресурсов и технологий их применения, позволяющих осуществлять целостное информационное обеспечение учебно-методических и научных направлений деятельности военного вуза по программам среднего, высшего и дополнительного профессионального образования, а также адъюнктуры и докторантуры.
Полисубъектность ИОС направлена на удовлетворение потребностей обучающихся, преподавателей и командиров в информационных ресурсах их доступности и простоты использования.
!! Вся статья
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УДК 378.147
ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВОЕННОГО ВУЗА,
МЕТОДОЛОГИЧЕСКИЕ АСПЕКТЫ
Белошицкий А.В., Мещеряков Д.В., Фалилеев В.Ю.
ФГКВОУ ВПО «Военный учебно-научный центр Военно-воздушных сил
«Военно-воздушная академия имени профессора Н.Е. Жуковского и Ю.А. Гагарина», Воронеж,
e-mail: alexandr_beloshitskiy@mail.ru; mechericov@mail.ru; v.falileev@mail.ru
Статья посвящена проблемным вопросам совершенствования образовательного процесса военного
вуза, в условиях широкого применения средств информатизации и коммуникации. Высокая технологич-
ность и динамичность современного информационного мира обуславливает противоречие между знаниями,
полученными курсантами в информационно-образовательной среде военного вуза, о новейших информа-
ционно-коммуникационных технологиях и неопределенным сроком их применения в будущей военно-профессиональной деятельности. Пути разрешения противоречия актуализируют необходимость разработки
теории и практики создания и оптимального использования учебно-методических и программно-технолоических разработок, позволяющих оптимально применять их в информационно-образовательной среде военного вуза, в целях качественной подготовки будущих военных специалистов.
Ключевые слова: информационно-коммуникационные технологии, информационно-образовательная среда,
организационно-педагогические условия, структура, подход, принципы, функции
EDUCATIONAL ENVIRONMENT OF MILITARY HIGH SCHOOL,
METHODOLOGICAL ASPECTS
Beloshitsky A.V., Mescheryakov D.V., Falileev V.Y.
Military training and Research Center of the Air Force «Air Force Academy
named after Professor N.E. Zhukovsky and Yu.A. Gagarin», Voronezh,
e-mail: alexandr_beloshitskiy@mail.ru; mechericov@mail.ru; v.falileev@mail.ru
The article is devoted to topical issues of improving the educational process of military high school in
the widespread use of means of information and communication. High technology and dynamism of modern
information world leads to a contradiction between the knowledge acquired by cadets in the information-educational
environment of military high school, about the latest information and communication technologies and the uncertain
timing of their use in future military career. Ways to resolve the contradiction actualize the need to develop the
theory and practice of creation, and the optimum use of educational software and technological developments that
would optimize their use in information-educational environment of military high school, in order to quality training
of future military experts.
Keywords: information and communication technologies, information and educational environment, organizational
and pedagogical conditions, structure, approach, principles, functions
Интенсификация процесса информатизации современного общества, тенденции развития высшего военного образования обусловили новые требования к подготовке курсантов военного вуза, сконцентрированные
на индивидуальной проектно-поисковой деятельности преподавателей и обучающихся
с функциями эвристики, креативности, рефлексии, что обеспечит сокращение разрыва
между развивающимися информационными
технологиями и сложившейся практикой об-
учения в военном вузе.
Важнейшими компетенциями будущего
офицера становятся: готовность осваивать
новые информационно-коммуникационные
технологии (ИКТ); способность осуществлять поиск информации, анализировать
и выделять ключевые положения, рефлексивно оценивать результаты своей деятельности и взаимодействия.
Информатизация образовательного процесса военного вуза направлена на обеспечение теории и практики создания и оптимального использования учебно-методических
и программно-технологических разработок,
позволяющих эффективно применять современные ИКТ в целях качественной подготовки военных специалистов.
Вопросы качества образования обсуждались на заседании Совета при Президенте
по науке и образованию. Приоритетными направлениями определены оптимизация образовательного процесса и пути повышения
эффективности подготовки специалистов [1].
Применение ИКТ в военном вузе позволяет повысить эффективность обучения
будущих офицеров. Во-первых, за счет расширения доступа к глобальным информационным ресурсам. Во-вторых, за счет повышения самостоятельности курсантов при
использовании электронных образовательных технологий.
Информационная среда, ее структура
и содержание являются объектом иссле-
дования и проектирования (О.А. Козлов,
И.В. Роберт, В.А. Ясвин и др.). Следует заметить, что однозначного определения понятия «информационная среда» до настоящего времени нет. Это обусловливается
многообразием компонентов наполнения
и неопределенностью границ содержания.
Рассматривая информационную среду
во взаимодействии с образовательным про-
цессом военного вуза, необходимо отметить
их тесную взаимосвязь и взаимообуслов-
ленность – единство целей и задач, принци-
пы организации и управления, технологии
проектирования, реализации и др. Целесо-
образным будет использовать интегриро-
ванное понятие – «информационно-образо-
вательная среда».
Следовательно, целью статьи является
раскрытие сущности, структуры и содер-
жания информационно-образовательной
среды (ИОС), научных принципов и подходов в ее построении и реализации в военном вузе.
Материалами для данной статьи послужили исследования отечественных и зарубежных ученых (С.Т. Атанасян, С.Г. Григорьев,
И.Г. Захарова, А.А. Кузнецов, С.В. Панюкова, И.В. Роберт, А.П. Тряпицына, Н. Вирт,
Д. Грисс, П. Деннинг, Б. Хантер и др.).
Анализируя существующие определения информационно-образовательной среды (О.М. Бабанская, И.М. Осмоловская,
И.В. Роберт и др.) и учитывая специфику
военного вуза, под ИОС будем понимать
целенаправленно созданную совокупность
информационно-образовательных ресурсов
и технологий их применения, обеспечивающих эффективное освоение обучающимися
образовательных программ, формирование
личностно-профессиональной компетентности для их дальнейшей успешной военно-профессиональной деятельности.
Актуальность создания ИОС в военном вузе задается не только потребностью
свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, но и необходимостью реализации образовательной
деятельности военного вуза [4].
Создание ИОС военного вуза позволит:
– повысить эффективность формирования личностно-профессиональной
компетентности будущих офицеров, как
субъектов образовательного процесса обусловленной целями, мотивами и особенностями военно-профессиональной деятельности, связанной с выполнением воинского
долга, представляющей собой совокупность
личностных и профессиональных качеств,
способность и готовность решать задачи
военной службы в различных ситуациях
на основе сформированных компетенций
и жизненного опыта;
– разработать эффективные технологии
обучения курсантов, гарантирующие высокий уровень учебной успешности;
– обеспечить качественную подготовку
военных специалистов в сокращенные сроки обучения (по военному времени), а так-
же в условиях интенсивной служебной деятельности;
– сформировать готовность и способность будущих офицеров к непрерывному
образованию на весь период военно-профессиональной деятельности.
Структура ИОС включает организационный, технический и программный компоненты.
Организационный компонент содержит
цели, задачи, механизмы реализации с функциями кадрового обеспечения и мониторинга. Важность организационного компонента
обусловливается тем, что без разработанной
стратегии развития ИОС дальнейшее ее совершенствование не представляется возможным в силу ограничений, накладываемых
техническими и стоимостными показателями программного компонентов.
Технический компонент представлен множеством программно-аппаратных
средств и систем.
Программный компонент – это комплекс программного обеспечения общего
(Windows, Microsoft Office, Internet Explorer
и др.) и частного назначения (МСВС 3.0
Linux МО РФ, ГИС «Карта 2011» и др.),
применяемого для подготовки военных специалистов.
Понимая необходимость и важность
создания ИОС в военном вузе, необходимо осуществлять профессионально-творческие подходы в разработке принципов
управления и функционирования такой
системы, обеспечить высокую профессиональную компетентность педагогического
и инженерно-технического состава.
Вместе с тем следует заметить, что
динамизм и высокая технологичность современного информационного мира будет
непрерывно увеличивать разрыв между
знаниями, полученными курсантами в военном вузе, о новейших ИКТ и их применением в будущей военно-профессиональной
деятельности.
Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил,
методик применения ИКТ;
– в отдельных случаях недостаточная
оснащенность и отсутствие компетентных
специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных
интернет-сообществ, перенасыщенность ин-
тернет-ресурсов сайтами, не имеющих учеб-
но-методической и научной направленности;
– ограничения использования курсанта-
ми и преподавателями интернет-ресурсов
(в соответствии с требованиями ФЗ РФ «О
государственной тайне»).
При этом для эффективного применения
ИКТ в подготовке военных специалистов
необходимо разработать методологические
основы их реализации в ИОС военного
вуза, определить принципы реализации,
выявить условия (организационные, техни-
ческие, педагогические и др.) эффективного
применения.
Ведущими принципами построения
ИОС военного вуза выступают диверсифи-
кация, функциональность, комплексность,
полисубъектность.
Принцип диверсификации ИОС пред-
полагает полинаправленность, вариатив-
ность развития и функционирования об-
разовательного процесса военного вуза,
расширения его внутренней структуры на
основе многообразия реализуемых образо-
вательных программ.
Принципы функциональности и ком-
плексности определяют содержание всех
информационных ресурсов и технологий
их применения, позволяющих осущест-
влять целостное информационное обеспе-
чение учебно-методических и научных на-
правлений деятельности военного вуза по
программам среднего, высшего и дополни-
тельного профессионального образования,
а также адъюнктуры и докторантуры.
Полисубъектность ИОС направлена на
удовлетворение потребностей обучающих-
ся, преподавателей и командиров в инфор-
мационных ресурсах их доступности и про-
стоты использования.
ИОС военного вуза реализует следующие функции:
1. Познавательная функция – получение новой информации о закономерностях
и тенденциях развития науки, ее взаимос-
вязи с практикой образования, о методах
оценки качества результатов исследователь-
ской работы, путях, условиях и способах
повышения эффективности учебной дея-
тельности, научно-методического обеспече-
ния образовательной деятельности.
2. Аналитическая функция позволяет
обосновать необходимость совершенство-
вания теории и практики, сократить разрыв
между ними, в том числе между знаниями
о современных ИКТ и их применением
в практической деятельности.
3. Рефлексивная функция способствует
осмыслению субъектами ИОС своей про-
фессиональной деятельности.
Реализация этих принципов, функций
и подходов обеспечит качественный отбор
методов получения знаний, объединяя их
в систему, позволяя классифицировать полу-
ченную информацию, выявлять закономер-
ности, разрабатывать рекомендации и т.п.
Деятельностный подход (А.Н. Леонтьев, С.Л. Рубинштейн и др.) ориентирует
на исследование учебной деятельности обучающихся, профессиональной деятельности преподавателей и командиров, на
определение их структур, условий развития, позволяя выявлять индивидуальные
способности и возможности формирования
личностных качеств, компетенций с непре-
рывным возрастанием субъектности участ-
ников образовательного процесса.
В контексте культурологического под-
хода (В.С. Библер, Е.В. Бондаревская,
И.Ф. Исаев и др.) ИОС военного вуза по-
зволяет представить теоретические и прак-
тико-ориентированные положения, направ-
ленные на создание условий для освоения
знаний курсантами об истории, традициях
Российской армии, на формирование высо-
кого уровня профессиональной культуры
офицера Вооруженных Сил России.
В рамках аксиологического подхода
(Б.М. Бим-Бад, Н.Д. Никандров, В.А. Сла-
стенин и др.) ИОС позволяет:
– раскрыть систему общепринятых ак-
сиологических ориентиров, целостность
личностно-профессиональных ценностей;
– создать ценностное наполнение образо-
вательного процесса с включением в него ду-
ховных и нравственных аспектов воспитания;
– выделять приоритеты образования,
науки и культуры в целом, с минимизацией
их ценностной состязательности, определяя
тенденции развития [5].
Проектирование и реализация ИОС
на основе компетентностного под-
хода (И.А. Зимняя, В.В. Краевский,
А.В. Хуторской и др.) обеспечит не-
противоречивое сочетание деятельност-
но-практической и культурологической
составляющих. Компетенции рассматри-
ваются как главные целевые установки.
Это позволит варьировать структуру и со-
держание учебных дисциплин, формы
организации образовательного процесса,
что существенно расширяет возможности
ИОС военного вуза и профессиональные
функции преподавателя в соответствии
с требованиями повышения качества об-
учения будущих офицеров [2].
Компетентностный подход способ-
ствует саморазвитию курсантов в образо-
вательном процессе военного вуза, путем
формирования у них потребностей и умений использовать ИОС как инструмент
для оперативного выявления и решения
проблем. Дидактическая значимость определяется возможностью систематического
изучения и учета индивидуальных особенностей формирования когнитивных,
потребностно-мотивационных, эмоционально-волевых, коммуникативных регулятов, обеспечивающих самоореализацию
обучающегося, как в образовательной, так
и в дальнейшей военно-профессиональной
деятельности.
Реализация ИОС на основе компетент-
ностного подхода, с присущей ему на-
правленностью на практическую состав-
ляющую и конечные результаты обучения,
будет способствовать разрешению проблем,
возникающих между содержанием обра-
зовательных программ, объемом учебной
нагрузки и требованиями к уровню воен-
но-профессиональной готовности будущих
офицеров [3].
Успешность поиска новых знаний и их
трансляция отражает уровень методоло-
гической культуры субъектов ИОС и ха-
рактеризуется умением проводить анализ,
проектировать и моделировать процессы,
протекающие в ИОС; творчеством и систем-
ностью профессиональной деятельности;
знанием методологических подходов, кон-
цепций и теорий, особенностей их примене-
ния, прогнозированием результатов, умени-
ем их представить в виде проектов и т.д.
В педагогическом обеспечении ИОС во-
енного вуза важным направлением является
определение организационно-педагогиче-
ских условий, способствующих достиже-
нию высоких учебных и научных результа-
тов, интегрирующих в себе комплекс мер,
обеспечивающих выполнение поставлен-
ных целей.
Принимая во внимание широкий кон-
текст понятия «организационно-педагоги-
ческие условия», рассматриваем то его со-
держательное наполнение, которое имеет
существенное значение для создания и со-
вершенствования ИОС военного вуза. В ре-
зультате можно выделить следующие орга-
низационно-педагогические условия:
1. Индивидуализированный подход
к развитию личностных и профессиональ-
ных качеств курсантов в ИОС военного вуза.
2. Дифференцированное педагогиче-
ское взаимодействие преподавателя и кур-
сантов в ИОС военного вуза.
3. Оптимизация кадрового ресурса, созда-
ние творческой, конкурентоспособной ИОС.
4. Учет направленности выпускников
военного вуза к определенному виду воен-
но-профессиональной деятельности.
5. Самоактуализация личностного потен-
циала и адекватность самооценки курсанта.
6. Оптимальное использование учебно-
материальной базы ИОС.
Реализация организационно-педаго-
гических условий, представляющих вза-
имосвязанные теоретические основания
и практико-ориентированные положения,
обеспечит эффективное функционирование
ИОС военного вуза.
Резюмируя вышесказанное, можно сде-
лать вывод: определение сущности, струк-
туры и содержания ИОС военного вуза,
принципов ее построения, функций обеспе-
чит создание ИОС, направленной на повы-
шение эффективности подготовки будущих
офицеров в высшей военной школе.
!!Список литературы
```
1. Болотов В.А. / К вопросу об оценке качества инже-
нерного образования / В.А. Болотов, Е.А. Карданова и др. //
Высшее образование сегодня. – 2015. – № 6. – С. 3–9.
2. Краевский В.В. Методология педагогики: новый этап:
учеб. пособ. Для студ. высш. учеб. заведений / В.В. Краев-
ский, Е.В. Бережнова. – М.: Академия, 2006. – 400 с.
3. Мещеряков Д.В. Реализация модели формирования
профессиональной компетентности будущих офицеров в образовательном процессе военного вуза / А.В. Белошицкий,
Д.В. Мещеряков // Вестник Воронежского государственного
технического университета. – 2013. – Т. 9, № 3.2. – С. 4–8.
4. Приказ Министра обороны РФ от 15.09.2014 № 670
«О мерах по реализации отдельных положений статьи 81
Федерального закона от 29 декабря 2012 г. № 273-ФЗ «Об
образовании в Российской Федерации». [Электронный ресурс]. – М., 2012. – Режим доступа: www. garant.ru/ipo/prime.
doc (дата обращения 10.11.2015).
5. Сластенин В.А. Педагогика: инновационная деятельность / В.А. Сластенин, Л.С. Подымова. – М. Магистр,
1997. – 224 с.
```
УДК 159.9; 004.81
[ext[ссылка|D:\TRab\2017\06\20170615\sergeev\elibrary_18955281_53156716.pdf]]
|[[И и е и в т о с 52 Анр]]|[[И и е и в т о с 52 Ана]]|[[И и е и в т о с 52 клср]]|[[И и е и в т о с 52 клса]]|
|[[И и е и в т о с 52 А1]]|[[И и е и в т о с 52 А2]]|[[И и е и в т о с 52 А3]]|[[И и е и в т о с 52 А4]]||[[И и е и в т о с 52 А5]]|
[[И и е и в т о с 53]]
[[И и е и в т о с 54]]
[[И и е и в т о с 55]]
[[И и е и в т о с 56]]
[[И и е и в т о с 57]]
[[И и е и в т о с 58]]
[[И и е и в т о с 59]]
[[И и е и в т о с 60]]
{{И и е и в т о с 52 Анр}}
{{И и е и в т о с 52 клср}}
{{И и е и в т о с 52 Ана}}
{{И и е и в т о с 52 клса}}
{{И и е и в т о с 52 А1}}
{{И и е и в т о с 52 А2}}
{{И и е и в т о с 52 А3}}
{{И и е и в т о с 52 А4}}
{{И и е и в т о с 52 А5}}
{{И и е и в т о с 54 А1}}
{{И и е и в т о с 54 А2}}
{{И и е и в т о с 54 А3}}
{{И и е и в т о с 54 А4}}
{{И и е и в т о с 54 А5}}
{{И и е и в т о с 54 А6}}
{{И и е и в т о с 54 А7}}
{{И и е и в т о с 54 А8}}
{{И и е и в т о с 54 А9}}
{{И и е и в т о с 54 А10}}
{{И и е и в т о с 54 А11}}
{{И и е и в т о с 55 А1}}
{{И и е и в т о с 55 А2}}
{{И и е и в т о с 55 А3}}
{{И и е и в т о с 55 А4}}
{{И и е и в т о с 55 А5}}
{{И и е и в т о с 55 А6}}
{{И и е и в т о с 55 А7}}
{{И и е и в т о с 55 А8}}
{{И и е и в т о с 55 А9}}
{{И и е и в т о с 55 А10}}
{{И и е и в т о с 55 А11}}
{{И и е и в т о с 55 А12}}
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171130/20171130/elibrary_20140003_21954171.pdf]]
[[Педагогический словарь]]
[ext[klex.ru |http://www.klex.ru/]]
[ext[Сайт НПБ имени К. Д. Ушинского Научная педагогическая электронная библиотека |http://elib.gnpbu.ru/authors/all/]]
[[FileSkachat.com |http://fileskachat.com/]]
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/k-voprosu-o-vliyanii-infokommunikatsionnyh-tehnologiy-na-obrazovatelnoe-prostranstvo.pdf]]
Термин «среда» потрясающе многозначен в зависимости от весьма значительного числа п редметных обл а- стей, где он может употребляться, тем не менее, в философских словарях этот термин не встретился. Ин тере с- ная интерпретация приводится в Оксфордском толковом словаре по психологии: «...термин происходит из старофранцузского и переводится приблиз ительно, как “ окружать ” . Следовательно, среда – это то, что окруж а- ет. Ясно, что это общее значение влечет за собой широкий круг способов употребления. Обычно этот тер мин с о держит определение, позволяющее точно понять, что именно окружается... Обратите вниман ие также, что термин несет в себе коннотацию влияния, то есть то, что является частью данной среды организма, игра ет н е- которую фактическую или потенциальную роль в жизни этого организма...» 2 . Возможно, рассмотрение этих двух понятий в историко - философско м контексте могло бы иметь нек о торое значение для дальнейших рассуждений, но в рамках данного материала эти определения уже позволяют уто ч- нить понятия среды и пространства в их практическом применении в области образования. Не измысл и вая новых коннотаций, стоит сог ласиться с некоторыми выводами И.Г. Шендрика, возникшими на основе пров е- денного им анализа соответствующей литературы: 1 – «пространство является освоенной человеком средой (природной, культурной, социальной, информационной)...»; 2 – «понятия «сред а» и «пространство» не тожд е- ственны, при этом среда рассматривается как данность, которая не является результатом конкретной дея тел ь- ности конкретного человека, а пространство, напротив, появляется в результате освоения субъектом это й да н- ности»; 3 – «простр анство ... складывается не само по себе и не на основе указаний или пожеланий; для его возникновения необходима специально организованная специфически человеческая деятельность...». В таком случае образовательное пространство представляет собой «системную сово купность реальных взаимодействий человека с действительностью, данную субъекту через восприятие и действие» 3 .
!! Цитирование
```
Гринев-Гриневич С.В., Сорокина Э.А.
К вопросу о методах лингвистических исследований // Вестник Московского государственного областного университета (Электронный журнал). 2011. № 3. с. 57-67.
```
!! Ссылки
*[ext[Интернет журнал|http://evestnik-mgou.ru/ru/Issues/View/5]]
*[ext[Интернет данные по статье |http://evestnik-mgou.ru/ru/Articles/View/121]]
*[ext[Интернет сама статья|http://evestnik-mgou.ru/ru/Articles/Doc/121]]
!! Выдержки
В этой работе наряду с описанием ряда новых методов будет предпринята попытка систематизировать термины лингвистических исследований и соответствующие понятия, опираясь на существующую практику их употребления, общепринятое значение и
выработанные в терминоведении принципы упорядочения понятий и терминов.
К числу базовых следует отнести такие понятия лингвистических исследований, как @@color:red;методология, методика, метод, способ, подход, аспект, прием.@@
!! Цитирование
Братусь Б.С. К изучению смысловой сферы личности. // Вестн. Моск. ун-та. Серия 14. «Психология», 1981. - № 2. - С. 46-56.
http://phdru.com/dissertation/thesislink/
Ссылаться на чужие диссертации и авторефераты диссертаций в тексте собственной диссертации можно и нужно, так как это демонстрирует осведомлённость соискателя учёной степени в сфере своей компетенции. Однако при этом нужно помнить, что не все диссертации, размещённые в РГБ, защищены. Действительно, в РГБ или в Интернете можно найти и незащищённые диссертации, а также диссертации со 100%-ным плагиатом. Поэтому нужно быть весьма осторожными в использовании материалов диссертационных исследований и не принимать их как истину в последней инстанции.
Наверное, именно поэтому, согласно ГОСТу 7.1–2003 «Библиографическая запись. Библиографическое описание. Общие требования и правила составления» (введён в действие с 1 июля 2004 г.), следует указывать дату защиты и утверждения диссера (хотя не всегда представляется возможным выявить была утверждена диссертация в ВАК или нет):
Белозеров И.В. Религиозная политика Золотой Орды на Руси в XIII–XIV вв.: дис. … канд. ист. наук: 07.00.02: защищена 22.01.02: утв. 15.07.02. — М., 2002. — 215 с.
Вишняков И.В. Модели и методы оценки коммерческих банков в условиях неопределенности: дис. … канд. экон. наук: 08.00.13: защищена 12.02.02: утв. 24.06.02. — М., 2002. — 234 с.
Ссылаться на диссертации и авторефераты диссертаций необходимо в соответствии с государственным стандартом ― ГОСТом Р 7.0.5-2008 «БИБЛИОГРАФИЧЕСКАЯ ССЫЛКА»: Общие требования и правила составления, который вступил в силу с 01.01.2009 года. При этом ссылки могут быть подстрочными, вынесенными из текста вниз полосы документа (в сноску) — оформляются как примечание, вынесенное из текста документа вниз полосы и затекстовыми, вынесенными за текст документа или его части (в выноску). Если ссылку приводят на конкретный фрагмент текста документа, в отсылке указывают порядковый номер и страницы, на которых помещён объект ссылки.
Пример подстрочных ссылок на диссертацию:
```
В диссертациях исследователей С.А. Букш1, О.В. Афанасьевой2 и Л.В. Блиновой3 указаны ключевые факторы развития творчества как социального феномена.
—————————————
1 Букш С.А. Творчество как вид социальной деятельности: диссертация … кандидата философских наук: 09.00.11. ― Москва, 1998. — 131 c.
2 Афанасьева О.В. Творчество личности как социально-духовный феномен: диссертация … доктора социологических наук: 22.00.06. — Москва, 1999. — 342 c.
3 Блинова Л.В. Становление и развитие психологии научного творчества в России в конце XIX — начале XX века: диссертация … кандидата психологических наук: 19.00.01; [Место защиты: Ярослав. гос. пед. ун-т им. К.Д. Ушинского] — Нижний Новгород, 2009. — 173 с.
```
Повторная подстрочная ссылка:
```
Первичная
18 Фенухин В. И. Этнополитические конфликты в современной России: на примере Северо-Кавказского региона : дис. … канд. полит. наук. М., 2002. С. 54–55.
Повторная
19 Там же. С. 68.
```
Пример затекстовых ссылок на автореферат диссертации:
```
Исследователи С.А. Добрынина [1, c. 10] и Л.Э. Слуцкий [2, с. 11] указали генезис семьи как социально-экономического института.
Список литературы
1. Добрынина О.А. Проблема формирования благоприятного социально-психологического климата семьи: (На прим. рабочих-металлургов): Автореф. дис. … канд. психол. наук: 19.00.05; [Место защиты: Гос. акад. упр. им. С. Орджоникидзе]. — М., 1993. — 18 с.
2. Слуцкий Л.Э. Развитие малого предпринимательства в современной российской экономике: автореф. дисс. … д-ра экон. наук: 08.00.01, 08.00.05. ― М., 2001. — 53 с.
```
При этом не рекомендуется цитировать (даже в кавычках) экраны текста — лучше использовать парафразы (перефразировать исходный текст) с обязательной ссылкой на диссер. Ибо обильное цитирование чужих диссеров создаёт у читателей (рецензентов, оппонентов, экспертной комиссии и членов диссовета) мнение о том, что диссертационная работа не несёт никаких оригинальных идей и не является самостоятельным научно-квалификационным исследованием. Поэтому лучше найти статьи диссертантов, указанные в конце авторефератов диссертаций и цитировать именно их со ссылкой.
!! Ссылки на статью
Примеры оформления затекстовых комплексных ссылок:
```
12. Ефимова Т. Н., Кусакин А. В. Охрана и рациональное использование болот в Республике Марий Эл // Проблемы региональной экологии. 2007. № 1. С. 80–86.
15. Двинянинова, Г. С. Комплимент: Коммуникативный статус или стратегия в дискурсе // Социальная власть языка : сб. науч. тр. / Воронеж. межрегион. ин-т обществ. наук, Воронеж. гос. ун-т, Фак. романо-герман. истории. – Воронеж, 2001. – С. 101–106.
19. Михайлов, С. А Езда по-европейски: система платных дорог в России находится в начал. стадии развития // Независимая газ. – 2002. – 17 июня.
20. Серебрякова, М. И. Дионисий не отпускает: [о фресках Ферапонтова монастыря, Вологод. обл.]: беседа с директором музея Мариной Серебряковой / записал Юрий Медведев // Век. – 2002. – 14–20 июня (№ 18). – С. 9.
22. Боголюбов, А. Н. О вещественных резонансах в волноводе с неоднородным заполнением / А. Н. Боголюбов, А. Л. Делицын, M. Д. Малых // Вестн. Моск. ун-та. Сер. 3, Физика. Астрономия. – 2001. – № 5. – С. 23–25.
24. Белова, Г. Д. Некоторые вопросы уголовной ответственности за нарушение налогового законодательства // Актуал. проблемы прокурор. надзора / Ин-т повышения квалификации рук. кадров Генер. прокуратуры Рос. Федерации. – 2001. – Вып. 5: Прокурорский надзор за исполнением уголовного и уголовно-процессуального законодательства. Организация деятельности прокуратуры. – С. 46–49.
25. Малый, А. И. Введение в законодательство Европейского сообщества // Институты Европейского союза : учеб. пособие / Ал. Малый, Дж. Кемпбелл, М. О’Нейл. – Архангельск, 2002. – Разд. 1. – С. 7–26.
26. Глазырин, Б. Э. Автоматизация выполнения отдельных операций в Word 2000 // Office 2000: 5 кн. в 1: самоучитель / Э. М. Берлинер, И. Б. Глазырина, Б. Э. Глазырин. – 2-е изд., перераб. – М., 2002. – Гл. 14. – С. 281–298.
28. Рогожин, П. В. Современные системы передачи информации // Компьютерная грамотность: сб. ст. / сост. П. А. Павлов. – 2-е изд. – М., 2001. – С. 68–99.
29. Гаврилов, А. В. Как звучит? // Кн. обозрение. – 2002. – 11 марта (№ 10–11). – С. 2. – Рец. на кн.: Музыкальный запас. 70-е: проблемы, портреты, случаи / Т. Чередниченко. – М.: Новое лит. обозрение, 2002. – 592 с.
30. Зданович, А. А. Свои и чужие – интриги разведки. – М.: ОЛМА-пресс: МассИнформМедиа, 2002. – 317 с. – Рец. на кн.: Мильчин, К. На невидимом фронте без перемен // Кн. обозрение. – 2002. – 11 марта (№10–11). – С. 6.
31. Rheinberger, H. J., McLauch, L. P. Darwin’s experimental natural history // J. Hist. Biol. – 1986. – Vol. 19, N 1. – P. 79–130.
```
Петр Федорович Каптерев
!! Ссылки
[ext[ docx TRab |file:///D:/TRab/2017/10/20171017/ped-kapterev-1982.docx]]
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Stepin/klassika,_neklassika,_iostneklassika.pdf]]
Первым критерием различения классической, неклассической и
постнеклассической рациональности является тип системной организации
осваиваемых объектов. @@color:red;Для освоения объектов, организованных как простые
системы, достаточно классической рациональности. Неклассический тип
рациональности обеспечивает освоение сложных саморегулирующихся
систем, постнеклассический – сложных, саморазвивающихся систем@@.
!! Онтологии и категориальные структуры классической рациональности
Если механическую картину мира рассмотреть с позиций системного подхода, то в ней обнаруживаются характерные черты представлений об объектах как простых (малых) системах. Предполагается, что свойства системы однозначно определяются свойствами составляющих ее элементов, элемент вне системы и внутри нее обладает одними и теми же свойствами (отсутствует идея системного качества, характеризующего целостность системы, его несводимости к сумме частей). Вещь (тело, корпускула) рассматривается как нечто первичное по отношению к процессу. Процесс – это силовое взаимодействие корпускул и тел. Причинность редуцирована к лапласовской детерминации. Пространство и время рассматриваются как внешние по отношению к системе (объекту). Полагается, что движение и взаимодействие тел никак не сказывается на характеристиках пространства и времени.
............
Сталкиваясь с более сложным типом системной организации объектов, наука вначале рассматривала их сквозь призму уже сложившихся онтологий и категориальной сетки, соответствующей простым системам. Но постепенно обнаруживалась неадекватность традиционных представлений. Накапливались факты, не укладывающиеся в их рамки, возникали парадоксы при попытках объяснения новых фактов. Эти ситуации характеризуются в терминологии Т. Куна как аномалии и кризисы, выступающие преддверием научных революций
!! Саморегулирующиеся системы и онтологии неклассической науки
..............
..............
благодаря разработке идей кибернетики и развитию теории систем . Выяснились особенности сложных саморегулирующихся систем и их принципиальное отличие от простых систем. Сложные системы дифференцированы на подсистемы, в которых осуществляется стохастическое взаимодействие элементов. В этих системах функционально выделен блок обработки информации и управления, которое осуществляется на основе прямых и обратных связей. Воспроизводство системы выступает как саморегуляция, которая обеспечивает сохранение небольшого набора системных параметров, определяющих целостность системы.
Представления о сложных системах позволили объединить в единую категориальную сетку ранее выявленные категориальные смыслы, не укладывающиеся в рамки механической парадигмы. Категории вещи и процесса предстали как относительно различимые. Если в механической картине мира вещи (тела) выступали как нечто первичное, как субстрат, а процессы интерпретировались как воздействие одной вещи (тела) на другую посредством передачи сил, то в новой системе представлений любая вещь представала как процессуальная система, самовоспроизводящаяся в результате взаимодействия со средой и благодаря саморегуляции. Категории части и целого также обрели новые смыслы. Включение элементов (частей) в систему и их свойства внутри системы определяются характером ее целостности . В сложных системах целое обладает особым системным качеством, нередуцируемым к свойствам составляющих его частей. Оно не только зависит от свойств составляющих частей, но и определяет эти свойства.
Применительно к сложным системам происходит расширение понимания причинности. Лапласовская детерминация дополняется вероятностной причинностью. В процессах саморегуляции наличие обратных связей приводит к обратному воздействию следствия на порождающую его причину – возникает циклическая причинность. Наконец, в понимание пространства и времени входит различение внутреннего и внешнего пространства системы и их характеристик.
.......
в 40-х – 60-х годах ХХ века в биологии. И. Шмальгаузеном была развита одна из перспективных версий видоизменения сложившейся картины биологической реальности с учетом представлений о сложных саморегулирующихся системах. Шмальгаузен представил в качестве таких систем основные типы биологических объектов, образующих мир живых организмов – одноклеточные и многоклеточные организмы, популяции и биогеоценозы. «Все биологические системы, – писал И. Шмальгаузен, – характеризуются большей или меньшей способностью к саморегуляции, т.е. гомеостазису. С помощью авторегуляции поддерживается само существование каждой данной системы, ее состав и структура с ее характерными внутренними связями и закономерные преобразования всей системы в пространстве и времени. Гомеостатическими системами являются, конечно, прежде всего, отдельная особь каждого вида организмов, затем популяция как система особей одного вида, характеризующаяся своим составом и структурой с особыми взаимосвязями ее элементов, и, наконец, биогеоценоз, обладающий также определенным составом и структурой со своими, подчас очень сложными взаимосвязями» 3 . «Механизмы контроля и регуляции, – писал далее И.И. Шмальгаузен, – понятно, различны в разных системах. Однако общие принципы регуляции могут во всех этих случаях рассматриваться под одним углом зрения в свете учения о регулирующих устройствах» 4 . Взаимодействие основных структурных единиц живого – организмов, популяций и биоценозов – было рассмотрено под углом зрения передачи и преобразования информации и процессов управления. Рассматривая каждую особь в качестве сложного сообщения, перекодирующего генетическую информацию молекулярного уровня в набор фенотипических признаков, Шмальгаузен представил ее как целостный информационный блок, а специфическую для каждой особи индивидуальную активность в биогеоценозе рассмотрел как средство передачи обратной информации. Все эти трансформации картины биологической реальности стимулировали ряд новых конкретных теоретических открытий. Подход
---
3
Шмальгаузен И.И. Кибернетические вопросы биологии. Новосибирск, 1968. С.103.
4
Там же.
5
Там же. С. 147.
12
В этом ключе чилийские нейрофизиологи Ф. Варела и У. Матурана развивали свою концепцию @@color:red; аутопоэзиса саморегулирующихся систем@@, согласно которой воспроизводство системы осуществляется не за счет внешних воздействий, а посредством элементов (операций), произведенных в самой системе, внутренних для нее. Этот же подход Н. Луман применил при исследовании функциональной устойчивости социальных систем, предложив в качестве основных внутренних операций, обеспечивающих воспроизводство социальной системы, процессы коммуникации индивидов.
!!Категориальные структуры и картина мира в постнеклассической науке
Идеи эволюции активно осваивались наукой уже в XIX столетии. ХХ век придал этим идеям новое измерение. От феноменологического описания эволюции был осуществлен переход к ее структурному описанию. Включение такого подхода в концепцию саморегулирующихся систем трансформировало ее в новую систему представлений. Эти представления можно интегрально охарактеризовать как переход к видению объектов исследования в качестве саморазвивающихся систем. В этой связи важно провести различение саморегулирующихся и саморазвивающихся систем.
Концепция саморазвития включает представления о саморегуляции, но не сводится к ним. Саморазвивающиеся (исторически развивающиеся) системы представляют собой более сложный тип системной организации. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Саморазвивающимся системам присуща иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей.
Все эти изменения структуры саморазвивающихся систем по мере появления в них новых уровней организации и перестройки их прежних оснований можно изобразить посредством следующей схемы
[img[stepin_r.png]]
1. Исходная саморегуляция.
2. Новый тип саморегуляции, основанный на трансформации предшествующих уровней иерархии системы.
3. Потенциально возможный уровень организации при продолжении развития системы как возможность нового типа саморегуляции
На каждом этапе своей исторической эволюции саморазвивающаяся система сохраняет свою открытость, обмен веществом, энергией и информацией с внешней средой. Но характер этой открытости меняется со сменой типа самоорганизации, адаптирующей систему к окружающей среде. Изменения же типа самоорганизации – это качественные трансформации системы. Они предполагают фазовые переходы. На этих этапах прежняя организованность нарушается, рвутся внутренние связи системы, и она вступает в полосу динамического хаоса.
...............
Категориальная матрица понимания и осмысления саморазвивающихся систем очерчивает пути синтеза достижений естественных, технических и социально-гуманитарных наук в рамках общенаучной картины мира. Идеи и представления об эволюции основных сфер Универсума – неживой природы, живой природы и общества – составляют концептуальное ядро современной научной картины мира. Во второй половине ХХ века в эту картину вошли представления о Большом взрыве и инфляционной Вселенной, о формировании в этом процессе основных элементарных частиц и их взаимодействий, о появлении на определенных этапах развития Метагалактики звезд и галактик и формировании в процессе космической эволюции атомов, молекул, макротел, планет и планетных систем. Все эти уровни организации материи предстали как результат усложнения и дифференциации Метагалактики в ходе ее развития от Большого взрыва до наших дней.
На определенном этапе этого развития формируются структурные уровни живой природы. ..... . @@color:blue;аналогично@@
.........
*[[Закономерности движения психологического познания и проблема метода науки]]
*[[Психосинергетика: настоящее и будущее психологии]]
*[[О понятийном аппарате постнеклассической психологии]]
*[[Системная антропологическая психология: понятийный аппарат]]
*[[Человек: открытая система в закрытой среде]]
*[[Развитие многомерного профессионального мышления преподавателей исследовательского университета]]
*[[Индивидуально-психологические характеристики двух типов хронотопической организации жизненного мира человека]]
*[[Системная антропологическая психология и современная когнитивистика]]
*[[От слова к мысли: становление сознания в онтогенезе и этапы когнитивного развития]]
*[[Признаки развивающей образовательной среды магистратуры исследовательского университета]]
*[[Развитие одаренности в разных социокультурных и образовательных средах: проблемы организации кросс-культурного исследования]]
*[[Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу]]
*[[Многомерное психологическое мышление: антропологические проекции]]
* [[Самореализация личности: системный взгляд]]
* [[Самоорганизация в психологических системах: проблемы становления ментального пространства личности]]
---
*[[Психология инновационного поведения и управления самоорганизацией]] Учебно-методический комплекс 2 ст
@@color:green;С моей точки зрения, происходит следующее. Внутри все еще
продолжающегося этапа междисциплинарных исследований, который
еще далеко не завершен, начинают складываться некоторые черты и
признаки нового (трансдисциплинарного) этапа, и этот новый ракурс
видения того, как может быть обустроена наука в ближайшем и более
отдаленном будущем, уже заявляет о себе в виде указанных выше противоречий. Трансдисциплинарный ракурс вызревает внутри междисциплинарного дискурса, одновременно смещая баланс автоколебаний
научных монодисциплин между полюсами закрытость/открытость в
сторону открытости. Установка на обособление научных дисциплин,
их вынужденная закрытость, являвшаяся до поры условием сохранения
суверенности, сменяется установкой на открытость, каковая всегда
присутствовала в монодисциплинах, являясь до поры до времени
скрытой – по крайней мере, для методологов, сосредоточенных на познании внутренних механизмов развития науки (научные революции,
смены парадигм и т.д.)@@.
@@color:green;Это нечто большее , чем та интеграция , которая строилась на диалоге двух монодисциплин , приводившем к становлению привычных бинарных конструкций типа биофизики , психофизики , химической физики , физической химии и т . д . Безусловно , появление этих « кентавров » есть закономерный результат проявления междисциплинарных взаимодействий , приводящих , однако , к тому , что одна из дисциплин остается хозяином положения и подчиняет себе другую, предлагая ей свой методологический базис и традиционные для нее схемы репрезентации полученных результатов@@
И.А. Клюева, канд. пед. наук (Волгоград)
*[[Требования к программным средствам учебного назначения]]
**elibrary_12610509_71527230
```
* Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу / В. Е. Клочко // Сибирский психологический журнал. 2012. № 46. С. 23-32. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000486989
```
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Когнитивная наука от междисциплинарного дискурса к трансдисциплинарному ракурсу.pdf]]
!! Выдержки
[[Выдержка 1|Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу выдержка 1]]
{{Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу выдержка 1}}
такие науки являются бинарными конструкциями в которых одна дисциплина предлагает другой в ходе междисциплинарного взаимодействия свой методологический базиc.
Как отмечает Клочко в работе "начинают складываться некоторые черты и признаки нового (трансдисциплинарного) этапа, при этом наблюдается переход от их закрытости являвшаяся до поры условием сохранения суверенности, сменяется установкой на открытости научных дисциплин"
[[выдержка 2 |Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу выдержка 2]]
{ {Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу выдержка 2}}
УДК 37.022
С. Ф. Сергеев
!!КОГНИТИВНАЯ ПЕДАГОГИКА: ОСОБЕННОСТИ НАУЧЕНИЯ И ОБРАЗОВАНИЯ ВЗРОСЛЫХ
Статья посвящена анализу возможностей и перспективам постнеклассической когнитивной педагогики при решении вопросов обучения взрослых. Показана метафоричность классических представлений об обучении человека, приводящая к ложным взглядам на педагогический процесс, излишне упрощающая его. Не учитываются особенности познавательной сферы ученика. Это связано с тем, что классическая практическая педагогика, ее структурно-операциональный состав и методология не учитывают внутренние процессы формирования образованной личности, их особый системный характер. В качестве варианта, снимающего некоторые вопросы традиционной педагогики, предлагается когнитивный подход, отражающий взгляд на человека как познающую мир систему, включающую взаимодействующие специально организованные и организуемые познавательные системы. Представлен методологический базис когнитивной педагогики, в частности, ее постнеклассического варианта, рассматривающего
человека как саморазвивающуюся историческую систему аутопоэтического типа, испытывающую ориентирующее влияние со стороны коммуникации, возникающей в обучающей среде, которая, в свою очередь, также проявляет свойства самоорганизующегося единства. Проведен анализ возможностей и ограничений существующих вариантов когнитивной педагогики. Показана их некоторая декларативность,
связанная с принятыми кибернетическими метафорами, не учитывающими внутреннюю конструирующую активность ученика. Когнитивная организация человека включает не только инструментальные, но и содержательные компоненты психики, вовлекаемые в процессы организации и самоорганизации
человеческого знания. Получены результаты, свидетельствующие о перспективности использования методов когнитивной педагогики в обучении взрослых, чему способствуют особенности их когнитивной организации, отражающей профессиональный и жизненный опыт, полученный в рамках доминирующей культуры.
Ключевые слова: андрагогика, аутопоэтические системы, когнитивный подход в педагогике, мета-
инструмент, образовательная среда, обучение, постнеклассическая когнитивная педагогика, принципы
обучения взрослых, самоорганизация, теория и методология обучения.
S. F. Sergeev
Cognitive Pedagogy: Learning and Adult Education
The article deals with the opportunities and prospects of postnonclassical cognitive pedagogy according to adult education. We show how the metaphor of classical ideas about human learning, leading to a false view of the pedagogical process, overly simplifying it and not taking to the account the special features of student’s cognition. This is occurs because of practice of classic pedagogy, it’s structural and the operational structure and methodology, do not consider the internal processes of the formation of an educated person and the nature of the system. We present a cognitive approach, re黷ecting the view of man as to know the world system, which comprises reacting a specially arranged and organized educational system as an opportunity to removes some of the issues of traditional pedagogy. We explain the cognitive methodological basis of pedagogy, in straight focus on its postnonclassical options which considered man as a self-developing type historical autopoietic system experiencing orienting effect in communication that occurs in the learning environment which, in turn, also
exhibits the properties of a self-organizing unity. We analyze of the possibilities and limitations of the existing variants of cognitive pedagogy. It is shown that some of their pretentiousness associated with the adoption
СЕРГЕЕВ Сергей Фёдорович – д. психол. н., академик РАЕН, профессор Санкт-Петербургского госу-
дарственного университета.
E-mail: ssfpost@mail.ru
SERGEEV Sergey Fedorovich – Doctor of Psychology, Academician of RAES, Professor of St. Petersburg
State University.
E-mail: ssfpost@mail.ru
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cybernetic metaphors which do not take into account the internal activity of the student designs. The cognitive
organization of person includes not only tools-based, but also the substantial components of the psyche, involved
in the process of organization and self-organization of human knowledge. Our results show the availability
of cognitive pedagogy techniques in adult learning, facilitated by the features of their cognitive organization,
re黷ecting the professional and life experience gained in the framework of the dominant culture.
Keywords: andragogy, autopoietic system, a cognitive approach to pedagogy, metainstrument, educational
environment, training, post-nonclassical cognitive pedagogy, principles of adult learning, self-organization,
theory and methodology of training.
Введение
Традиционная педагогика для объяснения и описания феноменов обучения человека часто
использует теоретические интерпретации и концепты, сформулированные в метафорической
форме. В них обучение рассматривается как целостная, системная реакция ученика на ком-
плекс специфических воздействий (педагогических стимулов) со стороны педагога, осущест-
вляемых в процессе коммуникации между участниками процесса обучения, ведущая к изме-
нению психофизиологической и личностной структуры ученика в требуемом направлении.
Учитель «передаёт знания». Знания «усваиваются» учеником. Ученики «погружаются» в об-
учающую среду. Можно продолжить этот ряд, но необходимо заметить, что данные метафоры
скрывают важные характеристики формирования и работы когнитивного аппарата человека
и не позволяют учитывать индивидуальные особенности развития человека, связанные с его
психосоциальной организацией. Нужно признать, что, хотя понятийный строй метафориче-
ской педагогики (педагогики здравого смысла) легко воспринимается и понимается массовой
педагогической общественностью, тем не менее, она излишне упрощает реальные процессы
обучения, что часто приводит к ложным взглядам на учебный процесс и в целом мешает раз-
витию научной и прикладной педагогики.
Когнитивные ориентации классической педагогики
Классическая практическая педагогика, ее структурно-операциональный состав и методо-
логия основаны на материалистических взглядах на процессы формирования образованной
личности, в соответствии с которыми последняя возникает в результате прямого или опос-
редованного воздействия на ученика структурированной педагогической обучающей среды,
возникающей в системе обучения [1]. При этом внешняя, наблюдаемая часть обучающей сре-
ды представляет собой часть объективной действительности, физическую целостность в виде
системы специально организованных средств и методов обучения, а внутренняя отражает ин-
дивидуальный опыт учителя и ученика, полученный ими в процессе реализации алгоритма
обучения, обусловленного организацией и формой педагогического воздействия и оценки его
результатов. Системную целостность и логическую завершенность конкретному варианту об-
разовательной среды всегда придают интерпретации его создателей, которые могут описать
в дискурсной форме основные элементы и функции обучения, возникающие в конкретном
учебном процессе. Это подчеркивает в значительной мере субъективный характер данного
конструкта, что, впрочем, не мешает многим педагогам считать образовательную среду эле-
ментом объективной реальности, с которым можно производить все действия аналогичные
действиям с объектами физического мира [2]. Обучающая среда в классическом представле-
нии является местом и средством порождения знаний, под которыми понимается результат
познавательной активности человека, выступающий в виде усвоенных понятий, законов и
принципов [3].
Исторически сложились три основные ориентации в объяснении знаний:
– объективизм – знание внешне по происхождению и познаваемо только через опыт и чув-
ственное восприятие или с помощью рационального мышления (рационализм);
– прагматизм – знания объясняются через модель или внутренние представления;
– интерпретатизм – знание строится и порождается изнутри, но под воздействием учебной
информации, поступающей извне [4]. Эти ориентации лежат в основе педагогических мето-
дов обучения и определяют их содержание.
В настоящее время много говорят об инструментальной стороне образования, используя
понятия средств, методик и технологий обучения. Рассматриваются особенности их приме-
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нения в тех или иных условиях, оцениваются педагогическая эффективность, обсуждаются
достоинства и недостатки. Считается, что основные проблемы обучения связаны с недоста-
точным внедрением в практику образования современных компьютерных технологий, обу-
чающих программ и интерактивных мультимедийных сред, обеспечивающих педагогическое
взаимодействие и обратную связь по его результатам. При этом забывается то, что эти темы
отражают только внешние формы организации среды обучения и учебной коммуникации,
сама же суть процессов научения остается в стороне.
Классическая, неклассическая и постнеклассическая парадигмы когнитивной педа-
гогики
Понимание того, что ученик является познающей системой, непрерывно порождающей
и модифицирующей определенную систему увеличивающих и развивающих (а иногда и сни-
жающих) его когнитивные и человеческие возможности средств, привело к появлению когни-
тивной педагогики.
Когнитивная педагогика отражает взгляд на человека как познающую мир систему, вклю-
чающую взаимодействующие специально организованные и организуемые когнитивные си-
стемы. В ней используется теория, методология и инструментарий когнитивной психологии,
адаптированные с целью получения образовательного (обучающего и воспитательного) эф-
фекта. Роль педагога заключается в создании и обеспечении условий ведущих к развитию
отдельных когнитивных способностей и инструментов познания человека [5]. Заметим, что
кибернетические и информационные модели когнитивной психологии и педагогики стали
привлекательны и популярны в педагогической среде относительно недавно, что связано с
интенсивным усложнением техногенного мира и развитием информационных технологий [6].
В становлении когнитивной психологии и педагогики можно выделить несколько этапов:
классический, неклассический и постнеклассический. На каждом из них используются раз-
личные формы научной рациональности и системные модели, описывающие процессы об-
учения, научения и воспитания.
Внедрение в последнее десятилетие в педагогику и психологию методологии некласси-
ческой и постнеклассической рациональности [7] привело к новому пониманию процессов
обучения и формирования когнитивных и личностных структур человека [8]. Появилось и
укрепляется направление педагогики, которое можно назвать постнеклассической ветвью ког-
нитивной педагогики [9]. В ней по аналогии с классической когнитивной педагогикой человек
рассматривается как познающая мир система, но в неклассических представлениях это систе-
ма самоорганизующаяся в пределах своего опыта, а в постнеклассических – саморазвивающа-
яся историческая система аутопоэтического типа, испытывающая ориентирующее влияние со
стороны коммуникации, возникающей в обучающей среде, которая также проявляет свойства
самоорганизующегося единства [9].
Основные вопросы, решаемые в когнитивной педагогике – как, с помощью и посредством
чего человек может эффективно исследовать мир, организовать себя, реализовать достойную
историю своей жизни? Как вырастить эффективную когнитивную систему ученика и вос-
питать полезную для общества личность? Задача педагогического процесса в когнитивной
педагогике – создание условий для развития познавательных способностей и эффективной
когнитивной самоорганизации человека, оснащение его универсальными инструментами для
решения жизненных задач.
В когнитивной педагогике в отличие от поведенческой ориентации свойственной тради-
ционным классическим школам особое внимание уделяется познавательным структурам и
инструментам человека, способам их организации и развития посредством учебной комму-
никации [10, 11].
Анализ существующих традиционных вариантов когнитивной педагогики показывает, что
все они в значительной мере декларативны, так как используют при объяснении феноменов
научения варианты классических взглядов на процессы формирования когнитивной органи-
зации человека, связанные с физиологическими и биологическими представлениями о росте
и развитии психических структур и их развитии. В них не учитываются эффекты взаимо-
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действий систем разной природы, возникающие в процессе учебной коммуникации между
учеником и учителем. Несмотря на очевидную пользу для теории обучения идей развития и
саморазвития человека в классических вариантах педагогики развития (ее когнитивном вари-
анте) часто упускается из вида творческая конструирующая активность ученика.
Когнитивный подход требует особого внимания к инструментальной сфере педагогиче-
ской среды, под которой понимаются не только физические и социальные факторы обуче-
ния, но и внутренняя активность учеников порождающих обучающую среду, включающую
метаинструменты и способы достижения субъективных целей при решении формально-за-
данных учебных задач [9]. Под метаинструментами понимаются динамические психические
образования, возникающие в психофизиологической структуре человека при решении кон-
кретной задачи. В процессе эволюции они замещаются более универсальными когнитивными
инструментами. Метаинструмент это этап эволюции той или иной когнитивной способности,
инструментальной характеристики познавательной системы человека. При этом идет процесс
оценки инструмента в каждый текущий момент времени, его апробация и выбор следующе-
го этапа эволюции при разрушении предыдущего или неэффективного варианта. Возникает
эффект системного дрейфа взаимодействующих аутопоэтических систем, образующих кон-
тур обучающей среды, выражающийся в наблюдаемых формах процесса обучения. Это новые
объекты педагогики, возникающие в сложноорганизованных обучающих системах. Особое
значение в условиях электронного обучения в процессе эволюции техногенной среды имеют
симбиотические формы взаимодействия и объединения естественного и искусственного ин-
теллектов [12].
Следует заметить, что когнитивная организация, отражая свойства целостной структуры
познания человека, включает не только инструментальные, но и содержательные компоненты
психики, вовлекаемые в процессы организации и самоорганизации человеческого знания.
Когнитивная педагогика в обучении взрослых
Когнитивная педагогика эффективна при обучении взрослых, так как позволяет корректи-
ровать отдельные элементы сформировавшейся когнитивной структуры человека, эффектив-
но используя индивидуальные резервы и механизмы самоорганизации.
Обучение и научение взрослых (андрагогика) связано с особенностями их когнитивной
организации, отражающей жизненный и профессиональный опыт. По мнению ряда авторов,
обучение взрослых можно проводить, реализуя следующие посылки:
1. Обучающемуся принадлежит ведущая роль в процессе своего обучения (инициатива вы-
бора предмета, времени и условий обучения, провайдера услуг, программы обучения).
2. Взрослый обучающийся обладает жизненным (бытовым, социальным, профессиональ-
ным) опытом, который может быть использован в качестве важного источника обучения,
а также является фактором, ограничивающим его эффективность (стереотипы восприятия и
поведения).
3. Взрослый человек обучается для решения важной жизненной проблемы, достижения
конкретной цели (взрослые, в отличие от школьников и студентов ориентируются на конкрет-
ную область применения получаемых знаний/навыков, изначально представляют себе конеч-
ную цель обучения).
4. Взрослый обучающийся рассчитывает на безотлагательное применение полученных
в ходе обучения умений, навыков, знаний и качеств.
5. Учебная деятельность взрослого обучающегося в значительной степени детерминирует-
ся временными, пространственными, бытовыми, профессиональными, социальными факто-
рами, которые либо ограничивают, либо способствуют процессу обучения.
6. Взрослый, обучающийся самостоятельно оценивает эффективность обучения и прини-
мает решение о его продолжении/углублении/досрочном окончании.
При обучении взрослых имеют значение личные усилия каждого ученика, которые пред-
усматривают:
– ощущение связи личного смысла жизни и успехов, достигнутых в процессе обучения;
– изучение своих индивидуальных особенностей и сопоставление их с качествами, опре-
деленными в модели будущего;
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– активное участие в научных исследованиях, культурном досуге, жизни учебного заведе-
ния в целом.
Основные принципы обучения взрослых в вузе предложенные В. А. Дресвянниковым:
1. Принцип приоритетности самостоятельного обучения, реализуется через подготовку
преподавателя вуза к составлению программ обучения, подбору и тиражированию учебного
материала, для неспешного ознакомления с ними студентов, что способствует запоминанию
терминов, понятий, классификаций, осмыслению процессов и технологий их выполнения.
2. Принцип использования, имеющегося положительного жизненного опыта обучающего-
ся в качестве базы обучения и Принцип востребованности результатов обучения практической
деятельностью, осуществляются посредством выявления педагогом потребности обучающих-
ся, производственных потребностей и соотнесение их с изучаемой дисциплиной.
3. Принцип корректировки устаревшего опыта и личностных установок, препятствующих
освоению новых знаний, воплощается с помощью воспитательных мероприятий: бесед, убежде-
ний в несостоятельности привычного, демонстрации новых точек зрения, новых перспектив.
4. Принцип индивидуального подхода к обучению на основе личностных потребностей,
реализуется с учетом социально-психологических характеристик личности, ее деятельности,
наличием свободного времени, финансовых ресурсов и т. д. В основе индивидуального под-
хода педагогом выявляются характерные особенности индивида: уровень мышления, анализ
его профессиональной деятельности, социальный статус и характер взаимоотношений в кол-
лективе.
5. Принцип элективности обучения осуществляется с помощью предоставления студентам
свободы выбора целей, содержания, форм, методов, источников, средств, сроков, времени,
оценивания результатов обучения.
6. Принцип системности обучения реализуется в соответствии с целью и содержанием об-
учения его формами, методами, средствами обучения и оценкой результатов.
7. Принцип актуализации результатов обучения способствует достижению целей усвоения
программы наиболее коротким путем и скорейшим использованием знаний на практике.
8. Принцип развития обучающегося обеспечивает создание условий к самообучению, по-
стижению нового в процессе практической деятельности и в этом смысле обучение взрослых
следует понимать как науку личностной самореализации человека в течение всей жизни [14].
Таким образом, среда, воспринимаемая человеком, является организованным элементом
субъективной реальности, конструируемым организмом в процессе анализа существенных
отношений организма и физической реальности, что обеспечивает существование координи-
рующихся друг с другом аутопоэтических систем и включение организма и субъекта в нишу
индивидуального существования. Она является сложноорганизованной эволюционирующей
самоорганизующейся системой, включенной во взаимодействия и координацию с другими
аутопоэтическими системами. Следует заметить, что когнитивная организация, отражая свой-
ства целостной структуры познания человека, включает не только инструментальные, но и
содержательные компоненты психики, вовлекаемые в процессы организации и самоорганиза-
ции человеческого знания.
Заключение
Использование постнеклассической методологии когнитивной педагогики позволяет соз-
давать эффективные дидактические процедуры обучения взрослых учитывающие самоорга-
низующийся характер возникающих в образовательной среде межсистемных отношений.
Литература
1. Сергеев С. Ф. Методологические основы проектирования обучающих сред // Авиакосмическое
приборостроение. – 2006. – № 2. 2006. – С. 50–56.
2. Сергеев C. Ф. Теоретико-методологические проблемы педагогики образовательных сред // Народ-
ное образование. – 2011. – № 1. – С. 187–195.
3. Панов В. И. Введение в экологическую психологию: учебное пособие. Часть 1. – М.: Изд-во МНЭ-
ПУ, 2001. – 144 c.
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4. Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педаго-
гики // Открытое образование. – 2012. № 1 (90). – С. 90–100.
5. Сергеев С. Ф. Когнитивная педагогика: пользовательские свойства инструментов познания //
Школьные технологии. – 2011. – № 2. – С. 35–41.
6. Сергеев С. Ф. Образование в глобальных информационно-коммуникативных и техногенных сре-
дах: новые возможности и ограничения // Открытое образование. – 2013. – № 1 (96). – С. 32–39.
7. Стёпин В. С. Цивилизация и культура. – СПб.: СПбГУП, 2011. – 408 с.
8. Сергеев С. Ф. Обучающие и профессиональные иммерсивные среды. – М.: Народное образование,
2009. – 432 c.
9. Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педаго-
гики // Открытое образование. – 2012. – № 1(90). – С. 90–100.
10. Холодная М. А. Когнитивные стили: О природе индивидуального ума. – М.; ПЕР СЭ, 2002. –
304 с.
11. Сергеев С. Ф. Обучающая коммуникация и интерфейс в компьютерных образовательных систе-
мах и средах / С. Ф. Сергеев, А. С. Сергеева // Открытое образование. – 2014. – № 5 (106). – С. 41–48.
12. Сергеев С. Ф. Проблема интеллектных симбионтов в техногенных образовательных средах //
Школьные технологии. – 2013. – № 1. – С. 20−30.
13. Campbell D. T. Evolutionary epistemology // Schilpp P.A. (Hrsg.). The philosophy of Karl Popper, Open
Court, La Salle (II), 1974, рр. 413–463.
14. Дресвянников В. А. Андрагогика: принципы практического обучения для взрослых. URL: http://
www.elitarium.ru/2007/02/09/andragogika.html (дата обращения: 19.06.2016).
!!! Цитирование
```
Когнитивная педагогика: пользовательские свойства инструментов познания // Образовательные технологии. № 4 2012 с. 69 — 78.
```
!!! Ссылки
*[ext[TRav pdf W|file:///D:/TRab/2017/06/20170615/sergeev/cognitive-pedagogy.pdf]]
*[ext[TRav pdf DEB|file:///media/nechaev/data1/TRab/2017/06/20170615/sergeev/cognitive-pedagogy.pdf]]
!!! Текст
!!!! Сергей Фёдорович Сергеев,
доцент факультета искусств Санкт-Петербургского
государственного университета, доктор психологических наук
!!КОГНИТИВНАЯ ПЕДАГОГИКА: ПОЛЬЗОВАТЕЛЬСКИЕ СВОЙСТВА ИНСТРУМЕНТОВ ПОЗНАНИЯ
''//Статья посвящена вопросам селекции эффективных когнитивных инструментов познания, используемых учащимися при решении учебных задач, методологическим и теоретическим вопросам когнитивной педагогики, в которой развивается взгляд на учащегося как пользователя инструментами познания. Рассматривается инструментальная сфера педагогической обучающей среды. Анализируется типовая классическая классификация технических средств обучения ( ТСО ). Показан её техноцентрический, инженерный характер. Рассмотрены возможности применения технологии юзабилити при оценке пользовательских качеств инструментов познания. Показаны особенности применения компьютерных технологий как инструмента познания в свете постклассических представлений в рамках теории обучающих иммерсивных сред. Выделены основные функции компьютера в процессе функционирования обучающих сред как самоорганизующихся единств. Обозначены основные направления развития работ по педагогическому юзабилити.//''
Психологи и педагоги часто и много говорят об инструментальной стороне образования, используя понятия средств, методик и технологий обучения. Рассматриваются особенности их применения в тех или иных условиях, оцениваются педагогическая эффективность, достоинства и недостатки. При этом порой забывают о том, что эта тема важна не только для учителя, но и для ученик а, который является познающей системой, также работающей с определённым набором увеличивающих и развивающих его когнитивные возможности средств.
От их качества зависит эффективность обучения. Взгляд на ученика как на пользователя инструментами познания довольно непривычен для традиционной педагогики, рассматривающей его главным образом в качестве объекта обучения. Вместе с тем развитие педагогики и психологии в последнее десятилетие привело к новому пониманию процессов обучения и формирования когнитивной и личностной структур человека.
Появилось и укрепляется направление педагогики, которое можно назвать когнитивной педагогикой.
(стр 69)
В нём по аналогии с когнитивной психологией человек рассматривается как познающая система. Основные вопросы — как, с помощью и посредством чего человек исследует мир, организует себя, реализует историю своей жизни?
Когнитивная педагогика отличается от классической инструментальной педагогики тем, что в ней особое внимание уделяется познавательным структурам и инструментам человека и способам их развития, в отличие от поведенческой ориентации, свойственной традиционным школам, в которых оцениваются характеристики личности и продуктивная сторона деятельности человека. Как получены те или иные результаты решения учебных заданий, всерьёз никого не интересует. Важно, чтобы ученик демонстрировал свою компетентность при решении экзаменационных задач. Такой подход в последнее время критикуется широкой педагогической общественностью как малоэффективный, ведущий к значительным нерациональным затратам средств и ресурсов школы. Необходимо добавить, что классический инструментальный подход, будучи вариантом бихевиоризма, реализующим принцип «стимул-реакция», часто ведёт к деформации личности, снижая её самостоятельность и активность.
Для того чтобы обеспечить эффективность процесса обучения, важно понять особенности инструментальной стороны когнитивной организации ученика. Ученик решает те или иные задачи с помощью различных инструментов, в которые включены не только «внешние» инструменты в их непосредственном физическом виде (орудия труда, машины, эргатические системы), но и «внутренние» инструменты, представленные в виде структур обработки и преобразования информации (интеллект, когнитивные стили, память, внимание и т. д). У каждого человека это индивидуальный набор, который используется с разной эффективностью при решении широкого класса задач.
С точки зрения когнитивной педагогики важно оценивать не только содержательную сторону обучения, его информационную основу, но и то, как ученик приобретает и использует инструменты познания для достижения своих целей. Отметим, что также важно и то, какие инструменты использует ученик.
Хотя данные вопросы и решаются во многих педагогических технологиях, отражены в их методических основаниях, но при этом мало кто из авторов обращает внимание на свойства инструментов, которыми пользуется ученик. Возникает общая задача оценки инструментов познания человека. С помощью каких средств человек познаёт и преобразует окружающий мир? Может быть, это совсем не эффективный и малоприспособленный для решения рассматриваемого класса задач инструмент?! Традиционно лишь констатируется, что люди различаются свойствами своей когнитивной организации (умом, интеллектом, способностями), что проявляется в разных результатах деятельности.
Попытка совершенствования когнитивной организации человека связывается с понятием «развитие» и реализуется в педагогике развития. Это достаточно мощное направление современной педагогической мысли, позволяющее строить обучение на базе учёта эффектов созревания психической организации
(стр 70)
человека, рассматриваемого в качестве культурно-исторического процесса. Однако анализ существующих педагогических технологий этого направления показывает, что мы имеем дело в значительной мере со слабоуправляемым процессом, в котором основное внимание уделяется естественным процессам созревания когнитивной организации человека и его личности, и отчасти развивающей коммуникации ученика и учителя. Несмотря на очевидную пользу для педагогики идей развития и саморазвития человека, отметим, что в педагогике развития часто упускается из виду главное — качество инструмента познания, используемого учениками, их конструирующая активность.
Идеи когнитивной психологии и их практические реализации в сфере менеджмента породили в педагогике так называемый «компетентностный подход», в котором декларируется требуемый уровень развития когнитивных инструментов учеников в соответствии с этапами обучения и развития личности. Компетентностный подход предполагает усвоение учащимся не суммы знаний (информации), а различного рода умений, позволяющих действовать эффективно в различных ситуациях профессиональной, личной и общественной жизни^^1^^ . Это форма тестологического подхода, отражающая известный эмпирический факт, показывающий различный уровень владения учениками своими когнитивными инструментами. Компетентный подход реализуется в предположении, что учитель и ученики используют
```
1 Иванов Д.А. Компетенции и компетентный подход в современном образовании [Текст] / Д.А. Иванов // Школьные технологии. 2007. No 6. С. 77–82.
```
заведомо самые эффективные из известных способы решения задач. Однако это слабый аргумент, противоречащий педагогической практике. Важно не только достичь требуемого результата, но и знать, посредством чего и какой ценой он достигнут.
Когнитивный подход требует особого внимания к инструментальной сфере педагогической среды, под которой понимаются не только физические и социальные факторы обучения, но и внутренняя активность учеников, порождающая метаинструменты и способы решения задач. Заметим, что метаинструменты — это динамические психические структуры, создаваемые в психофизиологической структуре человека для решения конкретной задачи, и они должны замещаться впоследствии более универсальными и стабильными когнитивными инструментами. Можно сказать, что метаинструмент — это этап эволюции той или иной когнитивной способности — инструмента человека. При этом идёт процесс оценки инструмента в каждый текущий момент времени, его апробация и выбор следующего этапа эволюции при разрушении предыдущего или малоэффективного его варианта. Задача педагогического процесса — создание эффективной когнитивной организации человека, оснащение его универсальными инструментами для решения жизненных проблем.
Эта цель совпадает на макроуровне с целью решаемой психофизиологической системой организма. Возникает синергетический эффект, выражающийся в индивидуальных формах течения процесса обучения. Следует заметить, что когнитивная организация — это отражение свойств целостной структуры системы познания человека, включающей не только инструментальные, но и содержательные компоненты психики, вовлекаемые в процессы организации и самоорганизации человеческого знания.
Мы видим, что одна и та же задача разными людьми решается по-разному, с различной эффективностью. Привлекаемые для объяснения наблюдаемого явления модели связаны с понятиями «интеллект», «способности» и т.д. Однако эти понятия являются констатирующими. Они показывают достигнутый учеником уровень, но при этом ничего не говорят о том, как и за счёт чего он достигнут. Вопросы выбора и оценки инструментов познания, использования наиболее эффективных форм данных инструментов — это уже вполне назревшие в педагогике и когнитивной педагогике аспекты.
Психологическая наука может дать некоторые направления их решения, используя методы и походы, наработанные в юзабилити. Юзабилити — это относительно новая научно-прикладная дисциплина эргономики и инженерной психологии, служащая для повышения эффективности, продуктивности и удобства пользования инструментами деятельности^^ 2^^ . Ученик в соответствии с нею является пользователем инструментов познания, работая с ними через интерфейс. Интерфейс — это средства и правила взаимодействия компонентов системы между собой, способ взаимодействия систем. В соответствии с данным определением человек решает задачи взаимодействия с миром посредством интерфейса,
```
2 Сергеев, C.Ф. Инженерная психология и эргономика: Учебное пособие [Текст] / С.Ф. Сергеев. М.: НИИ школьных технологий, 2008.
```
к которому относится его сознание и используемая им когнитивная организа- ция. Интерфейс — это «место, где независи- мая система встречается и взаимодействует или производит коммуникацию с другой такой же системой».
Рассмотрим свойства инструментов познания по отношению к его пользователю, которым является познающий субъект. Юзабилити инструмента определяется пятью качественными компонентами:
1. //Осваиваемость//: насколько легко пользователи могут достичь основных задач, впервые столкнувшись с проблемой?
2. //Эффективность//: как быстро пользователи, узнав инструмент, могут исполнить задачи?
3. //Достопамятность//: насколько легко пользователи, возвратившись к проекту после периода неиспользования этого инструмента, могут восстановить мастерство?
4. //Способность к индуцированию ошибок//: сколько ошибок делают пользователи, насколько серьёзны эти ошибки и как легко можно от них оправиться?
5. //Удовлетворённость//: насколько приятно использовать инструмент?
Заметим, что указанные компоненты юзабилити могут быть легко применены к любому инструменту, используемому человеком. Это не только внешние инструменты, с которыми непосредственно имеет дело ученик, но и внутренние когнитивные инструменты обучающей среды ^^3^^ .
```
3 Сергеев C.Ф. Инструменты обучающей среды: интеллект и когнитивные стили [Текст] / С.Ф. Сергеев // Школьные технологии. 2010. № 4. С. 43–51.
Сергеев C.Ф. Инструменты обучающей среды: стили обучения [Текст] / С.Ф. Сергеев // Школьные технологии. 2010. No 5. С. 19–27.
```
(стр 72)
Внешние средства обучающей среды включают предметное и информационное разнообразие, отражаемое в сознании ученика. Существует необычайное разнообразие в классификациях средств обучения. Каждое из них отражает некоторые дидактические и инженерные воззрения авторов классификации.
В России для отдельных учебных курсов приняты различные классификации средств обучения, однако в основе большинства из них лежит систематика, разработанная С.Г. Шаповаленко ^^4^^ . Проектированием и созданием средств обучения занимаются институты РАО, научно-педагогические учреждения, производственные учреждения, различные фирмы, издательства, частные лица. Разработка средств обучения определяется перечнями учебного оборудования, которые представляют собой номенклатуру средств по каждому учебному предмету. Однако необходимо признать, что это большей частью перечни ассортимента товаров, выпускаемых для комплектования учебных классов, мало связанных друг с другом. Этого явно недостаточно, чтобы создать эффективную обучающую среду. Кроме того, нигде нет оценок дидактических возможностей предлагаемых средств, результатов их сравнения с аналогами, свойств выборки обучаемых, способов обработки результатов, методов оценки, погрешности используемых инструментов и т.д.
Рассмотрим, например, одну из классификаций, отражающую популярные взгляды
```
4 Шаповаленко С.Г. Школьное оборудование и кабинетная система [Текст] / С.Г. Шаповаленко // Вопросы школоведения. 2-е изд. М.: Просвещение, 1982.
```
на использование технических средств обучения ^^5^^ . Она иллюстрирует широко используемую инженерно-инструментальную интерпретацию процесса обучения в среде. В соответствии с ней технические средства обучения (ТСО) — «это совокупность технических устройств с дидактическим обеспечением, применяемых в учебно-воспитательном процессе для предъявления и обработки информации с целью его оптимизации. ТСО объединяют два понятия: технические устройства (аппаратура) и дидактические средства обучения (носители информации),
которые с помощью этих устройств воспроизводятся».
По мнению авторов, «классифицировать технические средства обучения сложно в силу разнообразия их устройства, функциональных возможностей, способов предъявления информации». Это вполне естественно, так как всякая инженерная классификация отражает в своей основе разнообразие технических подходов и технологий, используемых при создании технических средств, что составляет обширный пласт инженерного знания. Однако заметим, что это видимое многообразие мало в чём связано с обучающими свойствами обучающих систем.
Рассмотрим основные свойства ТСО и их классификацию (по И.Н. Фролову и А.И. Егорову).
Авторы разделяют средства обучения:
1) по функциональному назначению (характеру решаемых учебно-воспитательных задач);
```
5 Фролов И.Н. Методология применения современных технических средств обучения. Учебно-методическое пособие [Текст] / И.Н. Фролов, А.И. Егоров. М.: Академия естествознания, 2008.
```
(стр 73)
2) по принципу устройства и работы;
3) по роду обучения;
4) по логике работы;
5) по характеру воздействия на органы чувств;
6) по характеру предъявления информации.
//По функциональному назначению// ТСО
подразделяют на технические средства передачи учебной информации, контроля знаний, тренажёрные, средства обучения и самообучения, вспомогательные средства. Кроме того, существуют технические средства, совмещающие функции различного назначения (комбинированные).
//Технические средства представления информации//: диапроекторы, графопроекторы, эпипроекторы, магнитофоны, радиоустановки, музыкальные центры (аудиосистемы), проигрыватели, радиоузлы, кинопроекторы и киноустановки, телевизоры, видеомагнитофоны, компьютеры и т.п. Отличительной особенностью всех этих технических устройств является преобразование информации, записанной на том или ином носителе, в удобную для восприятия форму.
//Технические средства контроля// объединяют всевозможные технические устройства и комплексы, позволяющие по определённой программе и заданным критериям с той или иной степенью достоверности оценивать степень усвоения учебного материала. Контролирующие ТСО бывают индивидуальные и групповые. Они отличаются типом
обучающих программ и методом ввода ответа учащихся. По степени сложности контроля знаний варьируются от простых карт, кассет и билетов автоматизированного контроля до специальных компьютерных программ.
//Технические средства обучения и самообучения// обеспечивают предъявление учебной информации обучаемым по определённым программам, заложенным в технические устройства, и самоконтроль усвоения знаний. Такие программы подают учебный материал в виде небольших доз, после каждой из них следует контрольный вопрос. Обучающие программы бывают линейные, разветвлённые и комбинированные. Линейные программы не зависят от правильности ответа по каждой порции материала. Разветвлённые программы дают возможность продвигаться дальше только при условии правильного ответа. Если ответ ошибочный, обучаемый возвращается программой к предыдущему материалу до тех пор, пока не будут ликвидированы возникшие пробелы в знаниях и получены правильные ответы при каждом предъявлении проверяющих вопросов. Комбинированные программы, как ясно из их названия, сочетают оба варианта.
//Тренажёрные технические средства// — специализированные учебно-тренировочные устройства, которые предназначены для формирования первоначальных умений и навыков. Использование тренажёров в обучении основано на применении специально разработанных программ действий, составляемых на основе использования моделей осваиваемой деятельности. Особенно широко тренажёры используются в процессе обучения техническим специальностям.
//Вспомогательные технические средства// объединяют средства малой автоматизации (механизации) и аппараты, используемые для вспомогательных целей: движущиеся
(стр 74)
ленточные классные доски, устройства для перемещения карт, плакатов; устройства дистанционного управления комплексами компьютерной техники и затемнением предметных кабинетов; радиомикрофоны, микрофонная проводная техника, усилители, полиэкраны, электронные доски и т. п. К комбинированным техническим средствам (универсальным), выполняющим несколько функций, относятся лингафонные устройства, замкнутые учебные телевизионные системы, компьютерные системы. По роду обучения выделяют технические устройства индивидуального, группового и поточного (для больших групп обучаемых, например, в вузах для целого потока) пользования.
По логике работы компьютерной техники ТСО могут быть с линейной программой работы, т. е. не зависеть от обратной связи, и с разветвлённой программой, обеспечивающей различные режимы работы в зависимости от качества и объёма обратной связи.
По характеру воздействия на органы чувств выделяют визуальные, аудиосредства и аудиовизуальные средства.
По характеру предъявления информации компьютерной техники ТСО можно разделить на экранные, звуковые и экранно-звуковые средства.
К средствам обучения предъявляют разносторонние требования: функциональные, педагогические, эргономические, эстетические, экономические.
Функциональные — способность аппаратуры обеспечивать необходимые режимы работы (громкость и качество звучания; вместимость кассет аудиовизуальных средств, достаточная для проведения занятия с минимумом перезарядок; универсальность прибора).
Педагогические — соответствие возможностей технического средства тем формам и методам учебно-воспитательного процесса, которые согласуются с современными требованиями.
Эргономические — удобство и безопасность эксплуатации, минимальное количество операций при подготовке и работе с аппаратом, уровень шума, удобство осмотра, ремонта, транспортирования.
Эстетические — гармония формы (наглядное выражение назначения, масштаб, соразмерность), целостность композиции, товарный вид.
Экономические — относительно невысокая стоимость при высоком качестве и долговечности технических средств.
Несмотря на высокую степень детализации и тщательность приведённой классификации, следует заметить, что в ней ничего не говорится о свойствах обучающей среды, порождаемой рассматриваемыми средствами в ученике. Замечания о педагогических требованиях излишне общи и мало что дают разработчику обучающей системы. Более
того, они отражают давно забытую форму педагогического инструментализма — алгоритмическое обучение, которое мало пригодно при обучении сложным видам деятельности. Это показала история применения основанных на данной теории методов программированного обучения, популярных в 60–70-е годы прошлого века ^^6^^ .
```
6 Томас К. Перспективы программированного обучения (руководство по составлению программ) [Текст] / К. Томас, Дж. Девис, Д. Опеншоу, Дж. Бёрд. М.: Мир, 1966.
```
(стр. 75)
Все изложенные выше функции ТСО могут быть реализованы с помощью мультимедийного компьютера и современных средств отображения информации. В связи с этим исчезает необходимость в инженерной детализации технических средств обучения, которым посвящено основное внимание в изложенной классификации И.Н. Фролова и А.И. Егорова. Вместе с тем появление компьютерных технологий в силу их универсальности вновь ставит слегка забытый вопрос о качестве средств обучения (а не физических элементов среды обучения). Речь идёт о создании среды обучения, имеющей выраженный обучающий эффект в отношении участников процесса обучения.
Наиболее часто в качестве среды обучения используют искусственные среды, формируемые посредством мультимедийных компьютерных технологий. При этом компьютер рассматривается в качестве инструмента познания 7 . Он позволяет создать любую среду обучения, достаточную для порождения в ученике обучающей иммерсивной среды 8 . Эффективность обучающей среды в значительной мере определяется степенью согласования средств среды обучения с возникающими в ученике под их воздействием внутренними средствами среды. Можно говорить о влиянии средового контекста на понимание и умственную
```
7 Сергеев С.Ф. Теоретико-методологические проблемы педагогики образовательных сред [Текст] /
С.Ф. Сергеев // Школьные технологии. 2010. No 6. С. 32–40.
8 Сергеев С.Ф. Обучающие и профессиональные иммерсивные среды [Текст] / С.Ф. Сергеев. М.: Народное образование, 2009.
```
деятельность ученика, его работу со средствами обучения при решении учебной задачи.
Рассмотрим функции компьютерной техники в рамках теории обучающих иммерсивных сред 9 .
Функции компьютерной техники в процессе формирования обучающей среды, как самоорганизующейся системы, многообразны. Они — взаимодополняющие, взаимообусловленные. Выделение их достаточно условно и определяется логикой формирования и поддержания процесса функционирования обучающей среды. Не все функции могут быть реализованы в полном объёме на компьютерной технике. Ряд из них выполняют учитель и ученики.
Первая из функций компьютерной техники — коммуникативная. Она служит поддержанию учебной коммуникации как самоорганизующейся аутопоэтической системы, формирующей единую среду общения участников процесса обучения. Обеспечивает темп, качество и своевременность коммуникативных актов.
Вторая — управленческая, создающая границу различений обучающей среды от всех других возможных сред, сопровождающих жизнедеятельность участников обучения. Предполагает формальную подготовку учащихся к выполнению учебных заданий и организацию их выполнения (отбор, систематизация, упорядочивание информации), получение обратных связей в процессе коммуникации и коррекцию этих процессов.
```
9 Сергеев С.Ф. Эргономика иммерсивных сред:
методология, теория, практика [Текст]: автореф. дис. ... д-р психол. наук / С.Ф. Сергеев. СПб., 2010.
```
(стр 76)
(отсеивание тупиковых и неэффективных ветвей коммуникативного процесса).
Третья — функция накопления опыта системы и сохранения её редуцированных состояний перед следующими итерациями, хранение всех видов учебно-методической информации. Данные процессы осуществляются посредством накопления, сохранения, преобразования и передачи информации на физических носителях.
Четвёртая — функция динамической трансформации структуры обучающей среды на основе полученного опыта, связанная с поиском вариантов использования технических средств обучения и воспитания педагогом, оптимизацией содержания и форм подачи информации.
Компьютер может использоваться не только как средство моделирования среды обучения, но и сам является инструментом познания, используемым учеником в процессе обучения в искусственных и естественных средах. Этим реализуются конструктивистские модели обучения, поддерживающие личностную активность учеников в процессе строительства своего знания. Обучение с помощью компьютеров подразумевает обучение в процессе интеллектуального партнёрства компьютера с учеником. Причём, когда ученики обучаются с помощью компьютера (инструмента познания), а не контролируются компьютером в процессе обучения (обучающие компьютеры), они расширяют возможности компьютера, и компьютер одновременно развивает их мыслительные способности и знания. Результатом такого сотрудничества учащегося и компьютера является значительное обучения 10 . повышение эффективности
«Инструменты не управляют работой специалистов», — считает Джонассен. Аналогичным образом, компьютеры не должны управлять процессом обучения, как это принято в рассмотренной нами выше инструментальной ориентации. Они должны использоваться для того, чтобы помочь ученикам приобрести знания. Многие типовые компьютерные программы являются инструментами. Это, например, электронные таблицы, базы данных, математические пакеты для статистической обработки данных, графические редакторы, пакеты 3D-графики и т.д.
Нельзя не отметить педагогические возможности интерактивных средств обучения, широко представленных на рынке и позволяющих ученику активно оперировать с учебным содержанием среды. Это интерактивные доски, учебники, задачники, образовательные порталы, системы дистанционного обучения, сетевые среды и, в частности, среды, формируемые в сети Интернет. Веб-сайты также представляют собой инструменты познания, в разной степени пригодные для обучения. К каждому из описанных инструментов познания можно предъявить юзабилити требования и оценить их в процессе педагогического юзабилити-тестирования. Это своего рода педагогическая сертификация обучающих инструментов, показывающая их пригодность в педагогическом процессе.
```
10 Джонассен Д.Х. Компьютеры как инструменты познания: изучение с помощью технологии, а не из технологии [Текст] / Д.Х. Джонассен // Информатика и образование. 1996. No 4. C. 117–131.
```
(стр 77)
Педагогическое юзабилити находится на начальной стадии развития и ждёт своих исследователей. Однако сейчас можно наметить основные направления работ в данном направлении:
1. Создание классификации средств обучения, отражающей порождаемые ими свойства обучающей среды.
2. Проведение исследований по оценке пользовательских свойств средств обучения и порождаемых ими когнитивных структур ученика.
3. Отбор и стандартизация наиболее эффективных с точки зрения юзабилити средств обучения. Ранжирование по степени эффективности средств обучения, относящихся к одному классу.
Использование наиболее эффективных с точки зрения юзабилити средств обучения позволит создать обучающие среды с широким спектром обучающего воздействия при минимальных затратах ресурсов школы.
cognitive-pedagogy.pdf
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cognitive-pedagogy.pdf
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Сергей Фёдорович Сергеев, доцент факультета искусств Санкт-Петербургского
государственного университета, доктор психологических наук
КОГНИТИВНАЯ ПЕДАГОГИКА: ПОЛЬЗОВАТЕЛЬСКИЕ СВОЙСТВА ИНСТРУМЕНТОВ ПОЗНАНИЯ
//Статья посвящена вопросам селекции эффективных когнитивных инструментов
познания, используемых учащимися при решении учебных задач, методологическим
и теоретическим вопросам когнитивной педагогики, в которой развивается взгляд на
учащегося как пользователя инструментами познания. Рассматривается инструментальная сфера педагогической обучающей среды. Анализируется типовая классическая
классификация технических средств обучения (ТСО). Показан её техноцентрический,
инженерный характер. Рассмотрены возможности применения технологии юзабилити
при оценке пользовательских качеств инструментов познания. Показаны особенности
применения компьютерных технологий как инструмента познания в свете постклассических представлений в рамках теории обучающих иммерсивных сред. Выделены основные функции компьютера в процессе функционирования обучающих сред как самоорганизующихся единств. Обозначены основные направления развития работ по педагогическому юзабилити.//
Психологи и педагоги часто и много говорят об инструментальной стороне образования, используя понятия средств, методик и технологий обучения. Рассматриваются особенности их применения в тех или
иных условиях, оцениваются педагогическая эффективность, достоинства и недостатки. При этом порой забывают о том, что
эта тема важна не только для учителя, но
и для ученика, который является познающей
системой, также работающей с определённым набором увеличивающих и развивающих его когнитивные возможности средств.
От их качества зависит эффективность обучения. Взгляд на ученика как на пользователя инструментами познания довольно
непривычен для традиционной педагогики, рассматривающей его главным образом
в качестве объекта обучения. Вместе с тем
развитие педагогики и психологии в последнее десятилетие привело к новому пониманию процессов обучения и формирования когнитивной и личностной структур человека.
Появилось и укрепляется направление
педагогики, которое можно назвать когни-
тивной педагогикой. В нём по аналогии
с когнитивной психологией человек рассматривается как познающая система.
Основные вопросы — как, с помощью и посредством чего человек исследует мир, организует себя, реализует историю своей жизни?
@@color:red;Когнитивная педагогика отличается от
классической инструментальной педагогики
тем, что в ней особое внимание уделяется
познавательным структурам и инструментам человека и способам их развития,
в отличие от поведенческой ориентации,
свойственной традиционным школам,
в которых оцениваются характеристики личности и продуктивная сторона деятельности
человека.@@ Как получены те или иные результаты решения учебных заданий, всерьёз
никого не интересует. Важно, чтобы ученик
демонстрировал свою компетентность при
решении экзаменационных задач. Такой
подход в последнее время критикуется
широкой педагогической общественностью
как малоэффективный, ведущий к значительным нерациональным затратам средств
и ресурсов школы. Необходимо добавить,
что классический инструментальный подход, будучи вариантом бихевиоризма, реализующим принцип «стимул-реакция», часто
ведёт к деформации личности, снижая её
самостоятельность и активность.
Для того чтобы обеспечить эффективность процесса обучения, важно понять особенности инструментальной стороны когнитивной организации ученика. Ученик решает те или иные задачи с помощью различных
инструментов, в которые включены не только «внешние» инструменты в их непосредственном физическом виде (орудия труда,
машины, эргатические системы), но и «внутренние» инструменты, представленные
в виде структур обработки и преобразования
информации (интеллект, когнитивные стили,
память, внимание и т. д). У каждого человека
это индивидуальный набор, который используется с разной эффективностью при решении широкого класса задач.
С точки зрения когнитивной педагогики
важно оценивать не только содержательную
сторону обучения, его информационную
основу, но и то, как ученик приобретает
и использует инструменты познания для
достижения своих целей. Отметим, что также важно и то, @@color:red;какие инструменты использует ученик.@@
Хотя данные вопросы и решаются во
многих педагогических технологиях, отражены в их методических основаниях, но при
этом мало кто из авторов обращает внимание на свойства инструментов, которыми
пользуется ученик. Возникает общая задача
оценки инструментов познания человека.
С помощью каких средств человек познаёт
и преобразует окружающий мир? Может
быть, это совсем не эффективный и малоприспособленный для решения рассматриваемого класса задач инструмент?!
Традиционно лишь констатируется, что люди различаются свойствами своей когнитивной
организации (умом, интеллектом, способностями), что проявляется в разных результатах деятельности.
Попытка совершенствования когнитивной организации человека связывается
с понятием «развитие» и реализуется в педагогике развития. Это достаточно мощное
направление современной педагогической
мысли, позволяющее строить обучение на
базе учёта эффектов созревания психиче-
ской организации человека, рассматриваемого в качестве культурно-исторического
процесса. Однако анализ существующих
педагогических технологий этого направления показывает, что мы имеем дело в значительной мере со слабоуправляемым процессом, в котором основное внимание уделяется
естественным процессам созревания когнитивной организации человека и его личности, и отчасти развивающей коммуникации
ученика и учителя. Несмотря на очевидную
пользу для педагогики идей развития и саморазвития человека, отметим, что в педагогике развития часто упускается из виду главное — качество инструмента познания,
используемого учениками, их конструирующая активность.
@@color:red;Идеи когнитивной психологии и их
практические реализации в сфере менеджмента породили в педагогике так называемый «компетентностный подход», в котором
декларируется требуемый уровень развития
когнитивных инструментов учеников в соответствии с этапами обучения и развития
личности@@. Компетентностный подход предполагает усвоение учащимся не суммы знаний (информации), а различного рода умений, позволяющих действовать эффективно
в различных ситуациях профессиональной,
личной и общественной жизни1. Это форма
тестологического подхода, отражающая
известный эмпирический факт, показывающий различный уровень владения учениками своими когнитивными инструментами.
Компетентный подход реализуется в предположении, что учитель и ученики используют заведомо самые эффективные из известных способы решения задач. Однако это
слабый аргумент, противоречащий педагогической практике. Важно не только достичь
требуемого результата, но и знать, посредством чего и какой ценой он достигнут.
Когнитивный подход требует особого
внимания к инструментальной сфере педагогической среды, под которой понимаются
не только физические и социальные факторы обучения, но и внутренняя активность
учеников, порождающая метаинструменты
и способы решения задач. Заметим, что
метаинструменты — это динамические психические структуры, создаваемые в психофизиологической структуре человека для
решения конкретной задачи, и они должны
замещаться впоследствии более универсальными и стабильными когнитивными инструментами.
Можно сказать, что метаинструмент — это этап эволюции той или иной
когнитивной способности — инструмента
человека. При этом идёт процесс оценки
инструмента в каждый текущий момент времени, его апробация и выбор следующего
этапа эволюции при разрушении предыдущего или малоэффективного его варианта.
Задача педагогического процесса — создание эффективной когнитивной организации
человека, оснащение его универсальными
инструментами для решения жизненных
проблем.
Эта цель совпадает на макроуровне
с целью решаемой психофизиологической
системой организма. @@color:red;Возникает синергетический эффект, выражающийся в индивидуальных формах течения процесса обучения.@@
Следует заметить, что когнитивная организация — это отражение свойств целостной
---
1 Иванов Д.А. Компетенции и компетентный под-
ход в современном образовании [Текст] / Д.А. Иванов // Школьные технологии. 2007. № 6. С. 77–82.
структуры системы познания человека,
включающей не только инструментальные,
но и содержательные компоненты психики,
вовлекаемые в процессы организации и @@color:red;самоорганизации@@ человеческого знания.
Мы видим, что одна и та же задача разными людьми решается по-разному, с различной эффективностью. Привлекаемые для
объяснения наблюдаемого явления модели
связаны с понятиями «интеллект», «способности» и т.д. Однако эти понятия являются
констатирующими. Они показывают достигнутый учеником уровень, но при этом ничего не говорят о том, как и за счёт чего он
достигнут. Вопросы выбора и оценки инструментов познания, использования наиболее эффективных форм данных инструментов — это уже вполне назревшие в педагогике и когнитивной педагогике аспекты.
Психологическая наука может дать
некоторые направления их решения, используя методы и походы, наработанные в юзабилити. @@color:red;Юзабилити — это относительно
новая научно-прикладная дисциплина эргономики и инженерной психологии, служащая для повышения эффективности, продуктивности и удобства пользования инструментами деятельности@@2. Ученик в соответствии с нею является пользователем инструментов познания, работая с ними через интерфейс. Интерфейс — это средства и правила взаимодействия компонентов системы между собой, способ взаимодействия систем. В соответствии с данным
определением человек решает задачи взаимодействия с миром посредством интерфейса, к которому относится его сознание
и используемая им когнитивная организация. Интерфейс — это «место, где независимая система встречается и взаимодействует
или производит коммуникацию с другой
такой же системой».
Рассмотрим свойства инструментов
познания по отношению к его пользователю,
которым является познающий субъект.
Юзабилити инструмента определяется
пятью качественными компонентами:
1. Осваиваемость: насколько легко пользователи могут достичь основных задач, впервые столкнувшись с проблемой?
2. Эффективность: как быстро пользователи, узнав инструмент, могут исполнить задачи?
3. Достопамятность: насколько легко
пользователи, возвратившись к проекту после периода неиспользования этого инструмента, могут восстановить мастерство?
4. Способность к индуцированию ошибок: сколько ошибок делают пользователи, насколько серьёзны эти ошибки и как легко можно от них оправиться?
5. Удовлетворённость: насколько приятно использовать инструмент?
Заметим, что указанные компоненты
юзабилити могут быть легко применены
к любому инструменту, используемому
человеком. Это не только внешние инструменты, с которыми непосредственно имеет
дело ученик, но и внутренние когнитивные
инструменты обучающей среды3.
---
2 Сергеев, C.Ф. Инженерная психология и эргономика: Учебное пособие [Текст] / С.Ф. Сергеев. М.:НИИ школьных технологий, 2008.
3 Сергеев C.Ф. Инструменты обучающей среды:
интеллект и когнитивные стили [Текст] / С.Ф. Сергеев // Школьные технологии. 2010. № 4. С. 43–51.
Сергеев C.Ф. Инструменты обучающей среды:
стили обучения [Текст] / С.Ф. Сергеев // Школьные
технологии. 2010. № 5. С. 19–27.
Внешние средства обучающей среды
включают предметное и информационное
разнообразие, отражаемое в сознании ученика. Существует необычайное разнообразие в классификациях средств обучения.
Каждое из них отражает некоторые дидактические и инженерные воззрения авторов
классификации.
В России для отдельных учебных курсов
приняты различные классификации средств
обучения, однако в основе большинства из
них лежит систематика, разработанная
С.Г. Шаповаленко4. Проектированием и созданием средств обучения занимаются институты РАО, научно-педагогические учреждения, производственные учреждения, различные фирмы, издательства, частные лица.
Разработка средств обучения определяется
перечнями учебного оборудования, которые
представляют собой номенклатуру средств
по каждому учебному предмету. Однако необходимо признать, что это большей частью
перечни ассортимента товаров, выпускаемых для комплектования учебных классов,
мало связанных друг с другом. Этого явно
недостаточно, чтобы создать эффективную
обучающую среду. Кроме того, нигде нет
оценок дидактических возможностей предлагаемых средств, результатов их сравнения
с аналогами, свойств выборки обучаемых,
способов обработки результатов, методов
оценки, погрешности используемых инструментов и т.д.
Рассмотрим, например, одну из классификаций, отражающую популярные взгляды
на использование технических средств обучения5. Она иллюстрирует широко используемую инженерно-инструментальную интерпретацию процесса обучения в среде. В соответствии с ней технические средства обучения (ТСО) — «это совокупность технических устройств с дидактическим обеспечением, применяемых в учебно-воспитательном процессе для предъявления и обработки
информации с целью его оптимизации. ТСО
объединяют два понятия: технические
устройства (аппаратура) и дидактические
средства обучения (носители информации),
которые с помощью этих устройств воспроизводятся».
По мнению авторов, «классифицировать
технические средства обучения сложно в силу разнообразия их устройства, функциональных возможностей, способов предъявления информации». Это вполне естественно, так как всякая инженерная классификация отражает в своей основе разнообразие
технических подходов и технологий, используемых при создании технических средств,
что составляет обширный пласт инженерного знания. Однако заметим, что это видимое
многообразие мало в чём связано с обучающими свойствами обучающих систем.
Рассмотрим основные свойства ТСО
и их классификацию (по И.Н. Фролову
и А.И. Егорову). Авторы разделяют средства
обучения:
1) по функциональному назначению
(характеру решаемых учебно-воспитатель-
ных задач);
---
4 Шаповаленко С.Г. Школьное оборудование и ка-
бинетная система [Текст] / С.Г. Шаповаленко // Во-
просы школоведения. 2-е изд. М.: Просвещение,
1982.
5 Фролов И.Н. Методология применения совре-
менных технических средств обучения. Учеб-
но-методическое пособие [Текст] / И.Н. Фролов,
А.И. Егоров. М.: Академия естествознания, 2008.
2) по принципу устройства и работы;
3) по роду обучения;
4) по логике работы;
5) по характеру воздействия на органы чувств;
6) по характеру предъявления информации.
По функциональному назначению ТСО
подразделяют на технические средства передачи учебной информации, контроля знаний,
тренажёрные, средства обучения и самообучения, вспомогательные средства. Кроме
того, существуют технические средства, совмещающие функции различного назначения
(комбинированные).
Технические средства представления
информации: диапроекторы, графопроекторы, эпипроекторы, магнитофоны, радиоустановки, музыкальные центры (аудиосистемы), проигрыватели, радиоузлы, кинопроекторы и киноустановки, телевизоры,
видеомагнитофоны, компьютеры и т.п. Отличительной особенностью всех этих технических устройств является преобразование информации, записанной на том или
ином носителе, в удобную для восприятия
форму.
Технические средства контроля объединяют всевозможные технические устройства
и комплексы, позволяющие по определённой программе и заданным критериям с той
или иной степенью достоверности оценивать степень усвоения учебного материала.
Контролирующие ТСО бывают индивидуальные и групповые. Они отличаются типом
обучающих программ и методом ввода ответа учащихся. По степени сложности контроля знаний варьируются от простых карт,
кассет и билетов автоматизированного контроля до специальных компьютерных программ.
Технические средства обучения и самообучения обеспечивают предъявление учебной информации обучаемым по определённым программам, заложенным в технические устройства, и самоконтроль усвоения знаний. Такие программы подают учебный
материал в виде небольших доз, после каждой из них следует контрольный вопрос.
Обучающие программы бывают линейные,
разветвлённые и комбинированные. Линейные программы не зависят от правильности
ответа по каждой порции материала. Разветвлённые программы дают возможность
продвигаться дальше только при условии
правильного ответа. Если ответ ошибочный,
обучаемый возвращается программой к предыдущему материалу до тех пор, пока не
будут ликвидированы возникшие пробелы
в знаниях и получены правильные ответы
при каждом предъявлении проверяющих вопросов. Комбинированные программы, как
ясно из их названия, сочетают оба варианта.
Тренажёрные технические средства —
специализированные учебно-тренировочные устройства, которые предназначены для
формирования первоначальных умений
и навыков. Использование тренажёров в обучении основано на применении специально
разработанных программ действий, составляемых на основе использования моделей
осваиваемой деятельности. Особенно широко тренажёры используются в процессе обучения техническим специальностям.
Вспомогательные технические средства
объединяют средства малой автоматизации
(механизации) и аппараты, используемые
для вспомогательных целей: движущиеся
перемещения карт, плакатов; устройства
дистанционного управления комплексами
компьютерной техники и затемнением предметных кабинетов; радиомикрофоны, микрофонная проводная техника, усилители,
полиэкраны, электронные доски и т. п.
К комбинированным техническим средствам (универсальным), выполняющим
несколько функций, относятся лингафонные
устройства, замкнутые учебные телевизионные системы, компьютерные системы.
По роду обучения выделяют технические
устройства индивидуального, группового
и поточного (для больших групп обучаемых,
например, в вузах для целого потока) пользования.
По логике работы компьютерной техники ТСО могут быть с линейной программой
работы, т. е. не зависеть от обратной связи,
и с разветвлённой программой, обеспечивающей различные режимы работы в зависимости от качества и объёма обратной связи.
По характеру воздействия на органы
чувств выделяют визуальные, аудиосредства и аудиовизуальные средства.
По характеру предъявления информации
компьютерной техники ТСО можно разделить на экранные, звуковые и экранно-звуковые средства.
К средствам обучения предъявляют разносторонние требования: функциональные,
педагогические, эргономические, эстетические, экономические.
Функциональные — способность аппаратуры обеспечивать необходимые режимы
работы (громкость и качество звучания; вместимость кассет аудиовизуальных средств,
достаточная для проведения занятия с минимумом перезарядок; универсальность прибора).
Педагогические — соответствие возможностей технического средства тем формам
и методам учебно-воспитательного процесса, которые согласуются с современными
требованиями.
Эргономические — удобство и безопасность эксплуатации, минимальное количество операций при подготовке и работе
с аппаратом, уровень шума, удобство осмотра, ремонта, транспортирования.
Эстетические — гармония формы (наглядное выражение назначения, масштаб,
соразмерность), целостность композиции,
товарный вид.
Экономические — относительно невысокая стоимость при высоком качестве и долговечности технических средств.
@@color:red;Несмотря на высокую степень детализации и тщательность приведённой классификации, следует заметить, что в ней ничего не
говорится о свойствах обучающей среды,
порождаемой рассматриваемыми средствами в ученике.@@ Замечания о педагогических
требованиях излишне общи и мало что дают
разработчику обучающей системы. Более
того, они отражают давно забытую форму
педагогического инструментализма — алгоритмическое обучение, которое мало пригодно при обучении сложным видам деятельности. Это показала история применения основанных на данной теории методов
программированного обучения, популярных
в 60–70-е годы прошлого века6.
---
6 Томас К. Перспективы программированного об-
учения (руководство по составлению программ)
[Текст] / К. Томас, Дж. Девис, Д. Опеншоу, Дж.
Бёрд. М.: Мир, 1966.
Все изложенные выше функции ТСО
могут быть реализованы с помощью мультимедийного компьютера и современных
средств отображения информации. В связи с этим исчезает необходимость в инженерной детализации технических средств
обучения, которым посвящено основное
внимание в изложенной классификации
И.Н. Фролова и А.И. Егорова. Вместе с тем
появление компьютерных технологий в силу их универсальности вновь ставит слегка
забытый вопрос о качестве средств обучения (а не физических элементов среды обучения). @@color:red;Речь идёт о создании среды обучения, имеющей выраженный обучающий
эффект в отношении участников процесса
обучения.@@
Наиболее часто в качестве среды обучения используют искусственные среды, формируемые посредством мультимедийных компьютерных технологий. При этом компьютер рассматривается в качестве инструмента познания7. Он позволяет создать любую среду обучения, достаточную для порождения в ученике обучающей иммерсивной среды8. Эффективность обучающей среды в значительной мере определяется степенью согласования средств среды обучения с возникающими в ученике под их воздействием внутренними средствами среды. Можно говорить о влиянии средового контекста на понимание и умственную деятельность ученика, его работу со средствами обучения при решении учебной задачи. Рассмотрим функции компьютерной техники в рамках теории обучающих иммерсивных сред9. Функции компьютерной техники в процессе формирования обучающей среды, как самоорганизующейся системы, многообразны. Они — взаимодополняющие, взаимообусловленные. Выделение их достаточно условно и определяется логикой формирования и поддержания процесса функционирования обучающей среды. Не все функции могут быть реализованы в полном объёме на компьютерной технике. Ряд из них выполняют учитель и ученики.
Первая из функций компьютерной техники — коммуникативная. Она служит поддержанию учебной коммуникации как самоорганизующейся аутопоэтической системы, формирующей единую среду общения участников процесса обучения. Обеспечивает темп, качество и своевременность коммуникативных актов.
Вторая — управленческая, создающая границу различений обучающей среды от всех других возможных сред, сопровождающих жизнедеятельность участников обучения. Предполагает формальную подготовку учащихся к выполнению учебных заданий и организацию их выполнения (отбор, систематизация, упорядочивание информации), получение обратных связей в процессе коммуникации и коррекцию этих процессов
---
7 Сергеев С.Ф. Теоретико-методологические про-
блемы педагогики образовательных сред [Текст] /
С.Ф. Сергеев // Школьные технологии. 2010. № 6.
С. 32–40.
8 Сергеев С.Ф. Обучающие и профессиональные
иммерсивные среды [Текст] / С.Ф. Сергеев. М.: На-
родное образование, 2009.
9 Сергеев С.Ф. Эргономика иммерсивных сред:
методология, теория, практика [Текст]: автореф.
дис. … д-р психол. наук / С.Ф. Сергеев. СПб., 2010.
(отсеивание тупиковых и неэффективных ветвей коммуникативного процесса).
Третья — функция накопления опыта системы и сохранения её редуцированных состояний перед следующими итерациями, хранение всех видов учебно-методической информации. Данные процессы осуществляются посредством накопления, сохранения, преобразования и передачи информации на физических носителях.
Четвёртая — функция динамической трансформации структуры обучающей среды на основе полученного опыта, связанная с поиском вариантов использования технических средств обучения и воспитания педагогом, оптимизацией содержания и форм подачи информации. Компьютер может использоваться не только как средство моделирования среды обучения, но и сам является инструментом познания, используемым учеником в процессе обучения в искусственных и естественных средах. Этим реализуются конструктивистские модели обучения, поддерживающие личностную активность учеников в процессе строительства своего знания.
Обучение с помощью компьютеров подразумевает обучение в процессе интеллектуального партнёрства компьютера с учеником. Причём, когда ученики обучаются с помощью компьютера (инструмента познания), а не контролируются компьютером в процессе обучения (обучающие компьютеры), они расширяют возможности компьютера, и компьютер одновременно развивает их мыслительные способности и знания. Результатом такого сотрудничества учащегося и компьютера является значительное повышение эффективности обучения^^10^^. «Инструменты не управляют работой специалистов», — считает Джонассен. Аналогичным образом, компьютеры не должны управлять процессом обучения, как это принято в рассмотренной нами выше инструментальной ориентации. Они должны использоваться для того, чтобы помочь ученикам приобрести знания. Многие типовые компьютерные программы являются инструментами. Это, например, электронные таблицы, базы данных, математические пакеты для статистической обработки данных, графические редакторы, пакеты 3D-графики и т.д. Нельзя не отметить педагогические возможности интерактивных средств обучения, широко представленных на рынке и позволяющих ученику активно оперировать с учебным содержанием среды. Это интерактивные доски, учебники, задачники, образовательные порталы, системы дистанционного обучения, сетевые среды и, в частности, среды, формируемые в сети Интернет. Вебсайты также представляют собой инструменты познания, в разной степени пригодные для обучения. К каждому из описанных инструментов познания можно предъявить юзабилити требования и оценить их в процессе педагогического юзабилити-тестирования. Это своего рода педагогическая сертификация обучающих инструментов, показывающая их пригодность в педагогическом процессе.
---
10 Джонассен Д.Х. Компьютеры как инструменты познания: изучение с помощью технологии, а не из технологии [Текст] / Д.Х. Джонассен // Информатика и образование. 1996. № 4. C. 117–131.
Педагогическое юзабилити находится
на начальной стадии развития и ждёт своих
исследователей. Однако сейчас можно наметить основные направления работ в данном
направлении:
1. Создание классификации средств обучения, отражающей порождаемые ими
свойства обучающей среды.
2. Проведение исследований по оценке
пользовательских свойств средств обучения
и порождаемых ими когнитивных структур
ученика.
3. Отбор и стандартизация наиболее
эффективных с точки зрения юзабилити
средств обучения. Ранжирование по степени
эффективности средств обучения, относящихся к одному классу.
Использование наиболее эффективных
с точки зрения юзабилити средств обучения позволит создать обучающие среды
с широким спектром обучающего воздействия при минимальных затратах ресурсов
школы.
!! Цитирование
```
Меськов В.С., Мамченко А.А. Когнитивно-компетентностная парадигма образования // Школьные технологии. 2011. № 3. С. 46-62.
```
!! Ссылки
*[ext[BI |file:///D:/BI/S/elibrary_16824934_34159982.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=16824934]]
!! Цитирование
по ГОСТ Р 7.0.5
Коджаспирова Г.М., Коджаспиров А.Ю. Словарь по педагогике. М.: ИКЦ «МарТ»;Ростов н/Д: Издательский центр «МарТ», 2005. 448 с.
!! Ссылки
*[ext[абсолютная doc.|file:///D:/BI/5-241-00477-4.doc]]
*[ext[абсолютная djvu|file:///D:/BI/5-241-00477-4.djvu]] Не копируется
[[Термины]] [[К]]
Концепт – единица когнитивного сознания человека, не имеющего обязательной связи с языком. Концепт может иметь наименование, а также несколько наименований (номинативное поле), тогда части содержания концепта, названные единицами языка, становятся значениями этих единиц языка.
[Стернин И.А, Рудакова А.В. Психолингвистическое значение слова и его описание. – «Ламберт», 2011. – 192 с.]
Исследования Л.В.Сахарного в области психолингвистики показали глубину
значения слова, отражающего в своей структуре многочисленные и разнообразные
признаки действительности. Современная когнитивная лингвистика развивает и
углубляет наши представления о фиксируемом словом знании, по-новому
интерпретируя многие традиционные научные проблемы.
Одной из таких проблем является проблема соотношения значения и концепта с
точки зрения лингвистики, психолингвистики и когнитивной лингвистики.
Проблема соотношения концепта и значения – важнейшая проблема когнитивной
лингвистики, поскольку от ее теоретического решения зависит как само существование
когнитивной лингвистики как отдельного лингвистического направления, так и методика исследования, которая, в свою очередь, предопределяет получаемые
результаты.
Предложим свое понимание разграничения данных понятий, основанное на понимании отражательного характера человеческого знания.
!!Общие черты значения и концепта
Сознание человека, локализуясь в мозге и являя собой функцию мозга, отражает объективную и субъективную действительность.
Концепт и значение в равной мере представляют собой отражение действительности
(объективной и субъективной).
Оба явления – значение и концепт – когнитивной
природы, оба представляют собой результат отражения и познания действительности
сознанием человека.
Когнитивные признаки, образующие содержание концепта, носят отражательный
характер, отражают определенные стороны явлений реальной действительности.
Значение слова также имеет когнитивный характер – оно состоит из сем, репрезентирующих, представляющих в речи отдельные когнитивные признаки, образующие содержание концепта.
В связи с этим употребляющееся в некоторых направлениях когнитивных
исследований словосочетание когнитивная семантика представляется тавтологией
(типа коммуникативное общение), поскольку семантика некогнитивной быть не может
– она отражает результаты когниции сознанием окружающей действительности.
!!Различия между значением и концептом
Значение и концепт – продукты деятельности разных видов сознания.
Концепты и значения - ментальные единицы, вычленяемые, соответственно, в когнитивном и языковом сознании человека и образующих само содержание этих видов сознания. Концепт – продукт когнитивного сознания человека (представленного его сознанием в целом), значение – продукт языкового сознания (представленного в значениях языковых знаков).
Особенность семантики языковых единиц в том, что семантика не просто отражает действительность, как концепт, но и сообщает о ней, являясь стороной языкового знака. Значение, таким образом, это общеизвестная и коммуникативно релевантная часть концепта, выступающая в виде стороны языкового знака в актах коммуникации.
!!отношения между значением и концептом
Значение по отношению к концепту выступает как его часть, называемая регулярно используемым и воспроизводимым в данном сообществе языковым знаком и представляющая в общении коммуникативно релевантную для данной лингвокультурной общности часть концепта. Значение своими семами передает определенные когнитивные признаки и компоненты, образующие концепт, но это всегда лишь часть смыслового содержания концепта. Для экспликации всего содержания концепта нужны обычно многочисленные лексические единицы, а значит - значения многих слов, а также необходимы экспериментальные исследования, которые дополнят результаты лингвистического анализа.
Таким образом, значение и концепт соотносятся как коммуникативно релевантная
часть и ментальное целое.
Однако психолингвистический анализ семантики слова усложняет анализируемую
проблему. Дело в том, что значение, выявляемое психолингвистическими экспериментами, практически всегда оказывается объемнее и глубже, чем его представление в словарях, на которое обычно опираются лингвисты в анализе
семантики единиц языка, что позволяет говорить о разных объемах представления
значения в разных исследовательских парадигмах.
Как известно, еще А.А.Потебня разграничивал общеизвестное, «народное»,
«ближайшее» значение слова и «дальнейшее», личное, включающее эмоциональные,
чувственные, научно-познавательные признаки. А.А. Потебня настаивал на том, что
языковеды должны изучать только ближайшее значение, что отражает лингвистические
представления того времени и в принципе является проявлением лингвистического
антиментализма – изучается то, что вербализовано (Карасик 2004, с.37), который вместе
с научным принципом редукционизма господствовал в языкознании вплоть до конца
70-ых гг. прошлого века. Эти принципы вполне соответствовали требованию
А.А.Потебни сосредоточиться на изучении ближайших значений, и в языкознании это
требование в основном соблюдалось на протяжении примерно столетия. Однако
сформировавшиеся в конце ХХ века принцип глобализма и антропоцентрический
подход к языку изменили и исследовательскую парадигму – распространение сферы
интересов семасиологов и когнитивистов и на дальнейшее значение слова стало
общераспространенным принципом анализа в языкознании и смежных науках.
Дальнейшее значение неизмеримо ближе к концепту, чем ближайшее, и интерес к нему
когнитологов и лингвокогнитологов понятен.
В связи с этим считаем необходимым терминологически разграничить два типа
значений – значение, представленное в толковом словаре, и значение, представленное в
сознании носителя языка.
Значение, фиксируемое в словарях и именуемое в лингвистике системным, создается
лексикографами в соответствии с принципом редукционизма, то есть минимизации
признаков, включаемых в значение. Редукционизм выступает в данном случае в двух
ипостасях – как логический и как описательный редукционизм. Логический
редукционизм связан с идеей о том, что значения (как и понятия) – это небольшой
набор логически вычлененных признаков называемого явления, отражающий его
(явления) сущность. Описательный редукционизм диктуется практическими
соображениями – объемом словарной статьи, которая не может быть слишком большой,
так как тогда объем словаря увеличится до беспредельности.
Получаемое в результате применения принципа редукционизма при составлении
словарной дефиниции значение мы называем лексикографическим, поскольку оно
сформулировано (смоделировано) специально для представления слова в словарях.
Особо подчеркнем, что лексикографическое значение – это в любом случае
искусственный конструкт лексикографов, некоторый субъективно определенный ими
минимум признаков, который предлагается пользователям словаря как словарная
дефиниция. При этом лексикограф фактически априори исходит из того, что именно в
определенном лексикографами семантическом объеме употребляет и понимает данное
слово основная часть носителей языка. Однако, как уже упоминалось, любые
психолингвистические эксперименты, как и многочисленные наблюдения над
текстовым употреблением слова, повседневная практика разговорного
словоупотребления легко опровергают данное представление о значении.
Вызывает также многочисленные вопросы и идея о том, что включенные
лексикографами в дефиницию слова признаки отражают существенные,
дифференциальные признаки называемых предметов и явлений. @@color:red;Как правило, это
можно с определенной долей надежности констатировать для дефиниций научных
терминов@@; для большинства же общеупотребительных слов признаки, образующие
лексикографическое описание значения, могут вообще не иметь отношения к категории
существенности, поскольку для многих объектов (в особенности для натурфактов) это
понятие просто неприменимо. Например, какие существенные признаки есть у зайца,
собаки, яблока, березы, моркови, лужи, окурка, озера? Те признаки, которые можно
выделить для этих предметов как существенные, в действительности сплошь и рядом
оказываются существенными не для зайца, яблока и т.д., а для людей, использующих
эти предметы, и в силу этого существенность данных признаков весьма относительна.
Лексикографическое значение в большинстве случаев оказывается недостаточ-ным
для описания реального функционирования слова в речи, оно всегда оказывается по
объему меньше реального значения, существующего в сознании носителей языка.
Многие признаки реально функционирующего значения в лексикографическом
значении не отражены, и, наоборот – некоторые признаки, вошедшие в
лексикографическое описание, могут быть очень и очень периферийными, а их яркость
в сознании носителей языка оказывается исчезающе мала.
Сказанное нисколько не умаляет достижений лексикографов, не ставит под сомнение
необходимость толковых словарей – они соответствуют своему назначению
«натолкнуть» читателя на узнавание слова (как говорил С.И.Ожегов, никто не будет с
толковым словарем в руках определять, какая птица пролетела), но свидетельствует о
несводимости значения слова к его словарному толкованию.
Поскольку многие семантические признаки слова, не фиксируемые словарными
дефинициями, регулярно проявляются в определенных контекстах употребления слова,
(ср., к примеру, признаки «слабая», «капризная» и др. в значении слова «женщина»),
постоянно обнаруживаются в художественных текстах, в метафорических переносах и
т.д., лексикографам и лексикологам, работающим над словарными дефинициями,
приходится идти на определенные уловки - признавать возможность наличия у слова
дополнительных «оттенков значения», периферийных, потенциальных и т.д.
семантических компонентов, не фиксируемых словарными определениями слов.
В связи с этим представляется целесообразным говорить о существовании еще
одного типа значения - психологически реального (или психолингвистического) значения
слова.
Психолингвистическое значение слова – это упорядоченное единство всех
семантических компонентов, которые реально связаны с данной звуковой оболочкой в
сознании носителей языка. Это тот объем семантических компонентов, который
актуализирует изолированно взятое слово в сознании носителей языка, в единстве всех
образующих его семантических признаков - более и менее ярких, ядерных и
периферийных. Психолингвистическое значение структурировано по полевому
принципу, а образующие его компоненты образуют иерархию по яркости.
Психологически реальное значение теоретически может быть выявлено и описано в
своих основных чертах в результате исчерпывающего анализа всех зафиксированных
контекстов употребления слова (что, правда, мало реально технически и все равно
оставляет возможность, что некоторые семантические компоненты в
проанализированном массиве контекстов не нашли актуализации), а также оно может
быть с достаточной эффективностью выявлено экспериментальным путем –
комплексом психолингвистических экспериментов со словом.
Психолингвистическое значение гораздо шире и объемней, нежели его
лексикографический вариант (который, естественно, целиком входит в психологически
реальное значение).
Проблема описания лексикографического и психологически реального значения
связана с проблемой разграничения значения и смысла, которое имеет давнюю
психологическую и психолингвистическую традицию.
Значение представляет собой определенное отражение действительности,
закрепленное языковым знаком. Значение, по А.Н.Леонтьеву, это то, что открывается в
предмете или явлении объективно, в системе объективных связей, взаимодействия
предмета с другими предметами. Значение благодаря тому, что оно обозначено знаком,
приобретает устойчивость и входит в содержание общественного сознания (Леонтьев
1972, с.288-289), в значениях «представлена преобразованная и свернутая в материи
языка идеальная форма существования предметного мира, его свойств, связей и
отношений, раскрытых общественной практикой» (Леонтьев 1975, с.140-141).
«Значение есть та форма, в которой отдельный человек овладевает обобщенным и
отраженным человеческим опытом» (Красных 2003, с.34).
Конкретная личность, овладевшая значениями, включает эти значения в свою
личную деятельность, в результате чего у данной личности возникают определенные
отношения к данному значению, и это значение приобретает для данной личности
смысл, который представляет собой факт индивидуального сознания. Смысл есть
«отражение фрагмента действительности в сознании через призму того места, которое
этот фрагмент действительности занимает в деятельности данного субъекта» (Леонтьев
1969, с.216), «отношение субъекта к осознаваемым объективным явлениям»
(Красных 2003, с.35).
Смысл не содержится потенциально в значении и не может возникнуть в сознании
из значения: он «порождается не значением, а жизнью» (Леонтьев 1947, с.27).
Как подчеркивает В.В.Красных, «смысл зависит не только от индивидуального
опыта и конкретной ситуации. В значительной мере он связан с профессиональной,
социальной и вообще групповой принадлежностью данного человека» (Красных 2003,
с.35).
Разграничение значения, смысла и образа важно и принципиально для понимания
процессов становления сознания, описания его структуры. Для экспериментального
изучения языкового сознания противопоставление значения и смысла, а также
значения и образа оказывается нерелевантным, поскольку экспериментальному
исследованию подвергается индивидуальное сознание носителей языка, в котором
образность, системное значение и индивидуальный смысл выступают нерасчлененно
как психологически реальное содержание слова. Кроме того, в практике
психолингвистического и традиционно-семантического исследования
разграничение значения и смысла невозможно, поскольку, как отмечалось, многие
семантические компоненты, как и значения в целом имеют «групповую» привязку,
носят групповой характер, что традиционно затрудняет лексикографическое
описание значения в полноте его смыслового содержания как некого общепринятого
в обществе в целом семантического феномена.
Мы согласны с точкой зрения В.В.Красных, которая, развивая концепцию
Л.С.Выготского и А.Н.Леонтьева, приходит к выводу, что «значение должно изучаться
именно как обобщение», а «адекватная характеристика обобщения заключается в
раскрытии его строения» (Красных 2003, с.36).
Таким образом, экспериментальное изучение значения предполагает выделение и
описание всех семантических признаков, образующих его структуру в индивидуальном
сознании.
Применительно к значению как компоненту реального языкового сознания
носителя языка (психолингвистическому значению) можно говорить лишь о ядерных
и периферийных семантических компонентах и семемах.
Содержание же концепта шире как лексикографического, так и
психолингвистического значения. В содержание концепта входят не только актуально
осознаваемые и используемые в общении смысловые компоненты, связанные со
словом, но и информация, которая отражает общую информационную базу человека,
его энциклопедические знания о предмете или явлении, которые могут и не
обнаруживаться в его речи и не осознаваться немедленно при предъявлении
соответствующего слова, но являющиеся достоянием личного или коллективного
опыта. Для выявления многих концептуальных признаков нужна рефлексия носителя
языка. Знания, образующие концепт, представлены и упорядочены в виде поля.
средствами, совокупность которых мы обозначили термином номинативное поле
концепта.
Графически соотношение концепта и значения может быть представлено следующим
образом: рис. 1 и 2.
Рис. 1. Типы значений в объеме концепта
[img[ster_r_1.PNG]]
Рис.2. Значения слов – номинантов концепта как части содержания концепта
[img[ster_r_2.PNG]]
Можно следующим образом суммировать основные различия между разными
видами значения и концептом.
[[Концепт и значение таблицы]]
Таким образом, значение слова как единицы языкового сознания может быть
описано на двух уровнях – как лексикографическое (методами традиционной
семасиологии) и психологически реальное значение (методами экспериментальной
семасиологии и психолингвистики), а концепт описывается лингвистами как единица
когнитивного сознания (концептосферы) народа (лингвокогнитивными методами).
Значение – единица семантического пространства языка, то есть элемент
упорядоченной совокупности, системы значений конкретного языка. Значение
включает сравнительно небольшое количество семантических признаков (сем), которые
являются общеизвестными для данного социума и связаны с функционированием
соответствующей звуковой оболочки (лексемы). Семантика слова обеспечивает
взаимопонимание народа в процессе коммуникации.
Концепт – единица концептосферы, то есть упорядоченной совокупности единиц
мышления народа. Концепт включает все ментальные признаки того или иного явления,
которые отражены сознанием народа на данном этапе его развития. Концепт
обеспечивает осмысление действительности сознанием.
Лингвисты, изучающие языковые значения, изучают языковое сознание человека;
когнитологи изучают когнитивное сознание; лингвокогнитологи изучают когнитивное
сознание языковыми приемами и инструментами.
Описание значения как факта языкового сознания – задача семасиологии как отрасли
языкознания; описание концепта через язык как единицы когнитивного сознания -
задача лингвокогнитологии.
____________
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Леонтьев А.Н. Проблемы развития психики. Изд. З. М., 1972.
Леонтьев А.А. Общение как объект психолингвистического исследования //
Методологические проблемы социальной психологии. М., 1975.
Леонтьев А.А. Психолингвистические единицы и порождение речевого
высказывайния. М., 1969.
Леонтьев А.Н. Психолингвистические вопросы сознательности учения // Изв. Акад.
пед. наук РСФСР. - Вып.7. - М, 1947.
|Лексикографическое значение |
Психолингвистическое
значение Концепт
Описывается
интроспективными,
контекстуальными,
логическими методами,
традиционными методами
семного анализа и не
предполагает
экспериментальной
проверки, обращения к
носителям языка
Описание значения основано
на обобщении результатов
экспериментальных
исследований с учетом
только первой реакции
испытуемых
Описывается
интроспективными,
логическими,
контекстуальными,
культурологическими,
традиционными
методами семного
анализа, а также
экспериментальными
приемами с учетом
нескольких реакций
испытуемых
Формулируется логически
как перечисление
существенных
дифференциальных
признаков
Выявляется семной и
семемной интерпретацией
экспериментального
языкового материала
Выявляется
когнитивной
интерпретацией
экспериментального
языкового материала
Отдельные значения
вычленяются на основе
различной денотативной
отнесенности
Отдельные значения
выявляются по денотативной
отнесенности групп
выявленных семантических
компонентов
Не делится на значения,
имеет целостный
интегральный характер
Каждое значение
формулируется связно, в
форме дефиниции
Каждое значение
формулируется связно, в
форме дефиниции
Не предполагает
обязательной связной
формулировки,
перечисляются
составляющие концепт
когнитивные признаки
по убыванию яркости
Все семантические
компоненты, вошедшие в
дефиницию каждого
значения, априори
считаются ядерными
Ядро и периферия
выделяются в каждом
выделенном значении
Ядро и периферия
выделяются в
содержании концепта в
целом
Содержит семемы и семы Содержит семемы и семы Содержит когнитивные
признаки
Семы упорядочиваются
семантическими
признаками
Семы упорядочиваются
семантическими признаками
Когнитивные признаки
упорядочиваются
когнитивными
классификаторами
Характеризует смысловое
содержание конкретного
слова, объективируемого
конкретной звуковой
оболочкой
Характеризует смысловое
содержание конкретного
слова, объективируемого
конкретной звуковой
оболочкой
Характеризует
смысловое содержание,
объективируемое
совокупностью
языковых средств
(номинативным полем
концепта)
приписанные значению
лексикографом
Включает семантические
компоненты, актуально
связываемые в данный
период развития языка с
данным словом в сознании
испытуемых
Включает как актуально
осознаваемые, так и
извлекаемые из
долговременной памяти
путем рефлексии
когнитивные признаки
Структурно представляет
собой совокупность семем,
упорядоченных от
основного, главного к
производным значениям
Структурно представляет
собой совокупность семем,
упорядоченных по полевому
принципу - по убыванию
яркости отдельных значений
Структурно
представляет собой
образ, информационное
(энциклопедическое)
содержание и
интерпретационное
поле; признаки данных
структурных
компонентов концепта
упорядочиваются по
убыванию яркости в
структуре концепта
!! Персона
Корнилов Юрий Вячеславович, кандидат педагогических наук, доцент кафедры «Информатика и вычислительная техника» Педагогического института Северо-Восточный федеральный университет имени М.К. Аммосова
!!Статьи
Корнилов Юрий Вячеславович. "Иммерсивный подход в образовании" Азимут научных исследований: педагогика и психология, vol. 8, no. 1 (26), 2019, pp. 174-178.
!!Ссылки
[ext[Интернет|https://cyberleninka.ru/article/n/immersivnyy-podhod-v-obrazovanii]]
!! Цитирование
источник
Кузнецов В.В. Корпоративное образование: учеб. пособие для студ. высш. учеб. заведений / В.В. Кузнецов.- Екатеринбург: Изд-во Рос. гос. проф.-пед. Ун-та, 2010. – 227 с.
ГОСТ
Кузнецов В.В. Корпоративное образование: учеб. пособие для студ. высш. учеб. заведений. Екатеринбург: Изд-во Рос. гос. проф.-пед. Ун-та, 2010. 227 с.
!! Ссылка
*[ext[Trab |file:///D:\TRab\2017\11\20171123/corp_ob.pdf]]
*[ext[ BI |file:///D:/BI/0-0000-0000-2.pdf]] 0-0000-0000-2
!! Цитирование
Краткий психологический словарь / Сост. Л.А. Карпенко; Под общ. ред. А.В. Петровского ,М.Г, Ярошевского. _ М.: Политиздат, 1985. 435 с.
*[[Основы профессиональной лингводидактики]] + Кузнецов
*[ext[папка Крупченко|file:\\\D:\TRab\2017\11\20171122\krupchenko]]
*[[Кубрякова Е. С. Язык и знание]]
Кубрякова Е. С. Язык и знание: На пути получения знаний о языке: Части речи с когнитивной точки зрения. Роль языка в познании мира / Рос. академия наук. Ин-т языкознания. — М.: Языки славянской культуры, 2004. — 560 c.
*[ext[ссылка|06/20170614/Kubriakova/кубрякова язык и знание.pdf]]
*[ext[ссылка абсолютная|file:///D:/TRab/2017/06/20170614/Kubriakova/кубрякова язык и знание.pdf]]
Вынесенные в заглавие книги два ключевых для нее понятия указывают, таким образом, не только на сферу личных интересов автора или на принадлежность включенных в этот том исследований когнитивной парадигме научного знания, — они также ограничивают круг рассматриваемых здесь проблем, которые, с одной стороны, определяются задачей лучшего познания самого устройства языка, но которые, с другой стороны, определяются попыткой показать исключительную роль языка в процессах обработки информации о мире, в процессах концептуализации и категоризации мира, во всех процессах, способствующих росту и прогрессу знаний. Когнитивная наука есть наука междисциплинарная. Рожденная под ее эгидой когнитивная лингвистика ставит, соответственно, сложнейшую задачу — объяснения тех постоянных корреляций и связей, что обнаруживаются между структурами языка и структурами знания.
стр 9
языка — как средства выражения результатов познания мира и их передачи сменяющим друг друга поколениям. Такие результаты можно представить либо в форме обозначения отдельных фрагментов мира, либо в форме его описаний. В настоящей книге акцент делается на первом: здесь исследуются в первую очередь
проблемы наречения мира, проблемы номинации формируемых структур знания,
поисков надлежащих средств наименования этих структур и специфики разно-
структурных единиц номинаций в когнитивном плане. По отношению к процессам номинации нам представляется особенно уместным использовать такое представление об осмыслении мира, которое можно охарактеризовать как его
конструирование.
Термин «конструирование» (мира, ситуации, положения дел) был впервые
предложен в когнитивной грамматике Р. Лангакра [Langacker 1987: 487—488],
который определил его как «отношение между говорящим (или слушающим) и
некоторой ситуацией, которую он концептуализирует и портретирует». В создаваемом говорящим описании, по Лангакру, могут:
стр 19
@@color:red; Вынесенные в заглавие статьи ключевые для нее понятия указывают ...... @@
@@color:green;Когнитивная наука есть наука междисциплинарная. Рожденная под ее эгидой когнитивная лингвистика ставит, соответственно, сложнейшую задачу — объяснения тех постоянных корреляций и связей, что обнаруживаются между структурами языка и структурами знания. ...... @@
Чтобы обеспечить себе нормальное существование, человек должен обладать определенной совокупностью сведений об окружающем его мире и обязательно об объектах, включенных в разные типы его повседневной деятельности, а также о способах обращения с ними. Такую совокупность данных и называют обычно знанием, разделяя его на знания декларативные («знания, что….») и процедуральные («знания, как…»). Фактически, однако, трудно отделить одно от другого: зная, что такое телефон, мы знаем, как его надо использовать, хотя и можно уметь ездить на машине, но не знать досконально, как она устроена. Нелегко также соотнести выделенные типы знаний с научными и обыденными. Люди пользуются языком, не испытывая при этом особых трудностей, более того, они не знают, как именно он организован и какие единицы выделяются в нем в ходе специального исследования. По этой причине, обращаясь в настоящей книге к теме «Язык и знание», мы считаем возможным принять иное деление знаний — ''языковое'' и ''объектное'', т. е. выделять по отдельности знания о разных объектах и таким образом противопоставлять прежде всего знание о языке и знание о мире. При этом мы отнюдь не отрицаем того, что первое входит составной частью во второе.
Вместе с тем мы считаем, что лингвистические знания — знания об устройстве системы языка, о его единицах и категориях, о закономерностях его развития и современного состояния, о его функциях и т. п. — противопоставлены знаниям внелингвистическим или же экстралингвистическим, знаниям об устройстве мира и обо всем в этом мире, кроме языка. В таком противопоставлении нет ничего, что бы указывало на способы представления знаний, но в их характеристику следует ввести и этот признак: знания могут быть ословленными (вербальными), т. е. имеющими языковую привязку, и, напротив, неословленными (невербальными), такой привязки не имеющими (например, умениями или навыками шить, вязать, водить машину и т. п.).
Но разве ословленные знания не являются языковыми, а значит, и лингвистическими? Такое словоупотребление не должно вводить нас в заблуждение, и мы должны уметь различать знания как по их предметной отнесенности, так и по форме их представления. В противном случае, одна из центральных задач настоящего издания — определение роли языка в обработке знаний о мире и во всех типах деятельности с информацией — решенной быть не может. Таким образом, соотнося здесь понятие языка и знания, мы будем постоянно учитывать, о каком именно знании идет речь, а в известном смысле, дифференцировать знания о языке и знания о мире, демонстрируя, как происходит познание языка в первой части книги, и рассматривая эту проблему на вполне конкретном материале — на примере частей речи, но посвящая вторую часть книги скорее тому, как участвует язык в познании мира.
......................................
Приходящая к человеку извне, информация подлежит не только ее непосредственному восприятию, но и сложнейшей ее обработке вплоть до того момента, когда она, отраженная в мозгу человека и получившая в нем определенную ментальную репрезентацию, станет, в свою очередь, объектом дальнейших ментальных, в том числе и познавательных процессов с нею. А поскольку в большинстве этих процессов у современного человека участвует язык и именно знание языка детерминирует значительную часть этих процессов, исследование языка становится важным не только для постижения сущности языковой способности как главной когнитивной составляющей инфраструктуры мозга, но и для познания самой этой инфраструктуры — познания того, что представляет собой разум человека как homo sapiens’a и что мы называем его интеллектом.
...........................
Не только лексика, но и грамматика может рассматриваться как инвентарь
конструкций, детерминированных их составляющими и отношениями между ними.
Но составляющие эти — простейшие конвенциональные символические структуры, начиная от морфем, слов и т. п. — даны в лексиконе, и знание языка начинается со знания этих единиц. Знание грамматики как бы задается в знании того, как
надо оперировать простейшими единицами лексикона.
При таком подходе к лексикону вполне естественно возникает вопрос о том, а
какие именно знания ассоциируются со словом или в других терминах — словом
индуцируются? Этот вопрос можно сформулировать более развернуто и в следующем виде: что мы знаем, когда мы знаем то или иное слово? О чем может сигнаных со знанием значения слова, очень сложен, они объясняют это тем, что в этот
комплекс входят:
— сведения о том, чем может являться и чем не может являться объект, обозначенный данным словом; с какими другими объектами, явлениями, процессами, событиями и т. д. он сам связан;
— сведения о назначении и функциях объекта и той схеме ситуаций, в которую он может быть вовлечен; сведения о возможностях объекта;
— сведения о том, с какими другими словами в предложении может встречаться слово, передающее известное значение, и какие ограничения наложены
на его сочетаемость и т. п.
Главный вывод, к которому приходят когнитологи в связи с обсуждением рассматриваемой проблемы, заключается в том, что «значение (слова) может вести
вас ко всему тому, что вы знаете о величине, обозначенной данным словом» [Там
же: 702], то есть служить доступом к энциклопедической информации в долговременной памяти человека.
Оценивая сказанное психологами, нельзя не подчеркнуть, что их выводы —
это выводы всей традиционной лингвистики, только сформулированные в более
современной форме. Ведь к сегодняшнему дню не только традиционной, но и современной лингвистикой накоплен огромный опыт по изучению слова, а, следовательно, подавляющее число свойств его строения, семантики, функционирования, статуса и т. п. хорошо известны.
«Слово — самая сложная единица языка, — пишет по этому поводу Н. Ю. Шведова. — Суммируя кратко то очень многое, что уже сказано в разное время разными исследователями по поводу этой сложности, можно назвать следующие факторы...» [Шведова 1984: 7]: в слове отражены черты истории, оно относится одно-
временно и к реальному миру вещей, и к мышлению, и к другим единицам языка; в
нем сочленены означающее и означаемое; оно демонстрирует одновременно и
звуковую, и морфологическую, и семантическую структуру; оно является единицей двух систем — лексической и грамматической; оно участвует в акте коммуникации, вступая в межсловные отношения, и, возможно, в одно и то же время и
«служит», и «знаменует» (обозначает, называет) и т. д.
Приводя эти соображения, я преследовала особую цель: выдвинуть тезис о том, что слово может активизировать сложнейшие структуры нашего мозга по любой из намеченных линий, то есть индуцировать своим появлением (как во внешней, так и во внутренней речи) целые пакеты гетерохронной и гетерогенной информации. Такие сложнейшие феномены, как память слова, его способность служить источником звуковой символики (в том числе — рифмы), ассоциаций по значению и форме, его потенциальная возможность быть разложенным на более мелкие части и, напротив, послужить базой для формирования сложных комплексных комбинаций, — все это и многое другое разрешает выйти «через слово» к разнообразным структурам знаний, причем как к вербализованным, так и невербализованным.
@@color: red;разрешает выйти «через слово» к разнообразным структурам знаний, причем как к вербализованным, так и невербализованным.@@
!! Часть I. Процессы категоризации и концептуализации мира
, языковые категории могут быть разделены на два типа. Один из них я называю отражательно-
ориентированным, имея в виду, что категории этого типа предназначены для
категоризации мира неязыкового (бытийного), или же внеязыкового (экстралингвистического). Им противопоставлены языковые категории в собственном
смысле этого слова — вербально-ориентированные, т. е. структурирующие свойства самого языка и его системы.
стр 314
!! Часть IV
!!!МИР И ПРОБЛЕМЫ ЕГО ОПИСАНИЯ В ЯЗЫКЕ
В настоящей статье мы ставим своей целью охарактеризовать лишь небольшую часть указанных новых проблем, относящихся к категоризации человеческого опыта и касающихся при этом категоризации одной из наиболее фундаментальных областей в познании мира — категоризации пространства
стр 459
Вместе с тем в разные эпохи, в разные исторические периоды существования человека, язык изучался по-разному, и в поле зрения ученых оказывались разные функции языка, разные его ипостаси и особенности. В разных направлениях и школах язык как бы поворачивался к нам новыми гранями. Все зависело от точки зрения на язык, а, значит, в зависимости от этого фактора мы могли увидеть в языке не только разное, но и больше или меньше. Преимущества когнитивной лингвистики и когнитивного подхода к языку мы видим, как и другие когнитологи, в том, что они открывают широкие перспективы виденья языка во всех его разнообразных и многообразных связях с человеком, с его интеллектом и разумом, со всеми мыслительными и познавательными процессами, им осуществляемыми и, наконец, с теми механизмами и структурами, что лежат в их основе.
стр 476
''Глава четвертая''
!! О ТЕКСТЕ И КРИТЕРИЯХ ЕГО ОПРЕДЕЛЕНИЯ
[[ стр 512 |Кубрякова Е. С. Язык и знание 512]]
[[ стр 513 |Кубрякова Е. С. Язык и знание 513]]
[[ стр 514 |Кубрякова Е. С. Язык и знание 514]]
Что же положено в основу категории текста и какой концепт образует ее
ядро, или, если пользоваться терминологией А. В. Бондарко, ее инвариантное
начало? Думается, что такой основой является понимание текста как информационно
самодостаточного
речевого сообщения с ясно оформленным целеполаганием и ориентированного по своему замыслу на своего
адресата
. Такое определение кладет, однако, только нижнюю границу текста, ибо в известных
условиях самодостаточным оказывается и отдельно взятое предложение, и даже
отдельное высказывание (имплицирующее предикат, но не содержащее его в
явной форме). Таковы, например, тексты заголовков или названий произведений живописи. Таковы разные
«запретительные» надписи на разного рода объектах типа «Руками трогать запрещается» или «Не ходите по газону». Они информационны, самодостаточны для интерпретации, имеют своего адресата и преследуют вполне ясные цели. И все же, хотя и можно согласиться с формулой, в
соответствии с которой Т >= П (текст равен предложению или же «больше» предложения), такие минимальные тексты — только точка отсчета для дальнейшего
постижения природы текста и, конечно, не они представляют собой обычные и наиболее часто встречающиеся речевые образования как результаты речемыс-
лительной деятельности. Однако, уже они намечают такой критерий текста, как информационная самодостаточность (т. е. порождают впечатление его содержательности, смысловой завершенности и прагматической целостности) и адресатность (ориентация на определенный круг людей).
Информативность текста помещает текст в разряд когнитивных образований, т. е. образований, связанных с познавательной деятельностью людей и с фиксацией в тексте определенных структур знания о реальном мире или же о вымышленных и воображаемых мирах. Разные типы информации, освещаемой в тексте, позволяют классификацию текстов и их деление на научные, научно-публицистические, литературные и т. п. Но изучение текстов с когнитивной точки зрения предполагает, конечно, не только обращение к указанным очевидным фактам — их информационной насыщенности и информационному разнообразию. В текстах разного жанра и разного стиля само распределение информации оказывается нетождественным. В научных текстах особое внимание уделяется дефиниции вводимых понятий и терминов, разъяснению категориального аппарата соответствующей науки, здесь вряд ли есть место логическим пропускам, нарушениям хода повествования, нарочитой двусмысленности и т. д. Напротив, художественному повествованию скорее свойственны различные «темные места», требующие додумывания и самостоятельных решений [Молчанова 1988], большего обращения к воображению читателя. Распространенные, эти феномены, насколько мне известно, еще не получили своего когнитивного разъяснения, да и анализ языковых сигналов, маркирующих смену топиков повествования, изменения в хронологической последовательности изложения событий, переключение на эпизоды или отрезки, требующие особого внимания и т. п., — анализ всего этого еще должен стать предметом когнитивного рассмотрения, как должны стать предметом его и конкретные цели указанной деятельности с информацией.
Интересно, что и критерий целенаправленности очевиден для любого типа текстов, что наводит на мысль о том, почему вся теория речевых актов и вся их классификация строится на материале изолированных предложений. Меня всегда удивляло, как можно установить сущность речевого акта по отдельно взятому предложению. Но сегодня, пожалуй, это можно объяснить тем, что такое предельно сжатое речевое (вербальное) сообщение позволяет указать на одно из важнейших свойств текста — его прагматическую ориентацию, содержащуюся в нем установку , исходящую от говорящего. Уже это позволяет признать, что текст всегда должен рассматриваться как итог речемыслительной деятельности его создателя (говорящего, автора, источника), воплощающего особый замысел в его направленности на определенного слушателя/читателя и т. п. Одно задает интенциональность текста, — он всегда создается для реализации какого-либо замысла, другое — его информативность: информация вводится в текст и фиксируется в нем не сама по себе, а для чего-то, для достижения определенной цели, и с точки зрения отправителя она всегда существенна, релевантна, должна изме-
*[[Корпоративное образование]]
*[[Основы профессиональной лингводидактики]] + Крупченко
Кун Т. [[Логика и методология науки. Структура научных революций]]
Лейчик Владимир Моисеевич
* [[Терминоведение |Лейчик Терминоведение]]
!! Цитирование
Лейчик В. М. Терминоведение: предмет, методы, структура. Изд. 3-е. М.: Издательство ЛКИ, 2007. 256 с.
источник
Лейчик Владимир Моисеевич
Терминоведение: предмет, методы, структура. Изд. 3-е.
М.: Издательство ЛКИ, 2007. - 256 с.
!! Ссылки
[ext[ BI |file:///D:/BI/978-5-332-00211-8.pdf]]
978-5-332-00211-8
В книге изложена оригинальная авторская концепция новой научной дисциплины — терминоведения. В первой главе описан предмет терминоведения — термины и их совокупности (терминологии и терминосистемы), показано место терминов в словарном составе современного языка. Во второй главе проанализированы методы базовых и смежных наук, используемых в терминоведении, и собственные его методы. В третьей главе очерчены два основных раздела терминоведения — теоретический и прикладной.
Рекомендуется лингвистам, терминоведам-теоретикам и терминологам-практикам (авторам и пользователям терминологических словарей и стандартов, переводчикам, редакторам, создателям банков данных), а также всем, кто занимается изучением и подготовкой научной и технической литературы.
! Дидактика высшей школы: проблемы становления и современный дисциплинарный статус
Общее понятие о современной дидактике. По своему происхождению термин «дидактика» восходит к греческому языку, в котором didaktikos означает поучающий, a didasko – изучающий. Впервые ввел его в научный оборот немецкий педагог Вольфганг Ратке (1571—1635), в курсе лекций под названием «Краткий отчет из дидактики, или Искусство обучения Ратихия» («Kurzer Bericht von der Didactica, oder Lehrkunst Wolfgangi Ratichii»). В том же значении употребил это понятие и великий чешский педагог Ян Амос Коменский (1592—1670), опубликовав в 1657 г. в Амстердаме свой знаменитый труд «Великая дидактика, представляющая универсальное искусство обучения всех всему».
В современном понимании дидактика представляет собой важнейшую отрасль научно-педагогического знания, которая изучает и исследует проблемы образования и обучения.
Происходящее сегодня расширение объекта и предмета педагогики ведет к постепенному расширению области исследования дидактики как педагогической дисциплины. Если традиционно объектом педагогики считали педагогическую действительность, то сегодня с расширением научного статуса педагогики как социогуманитарной науки сферой ее изучения (объектом) становится социально-педагогическая реальность (действительность). Как пишет Н. А. Вершинина, «основанием для такого утверждения служат современные философские положения, которые трактуют существующую реальность как открытую незамкнутую систему». [1]
В этой связи можно рассматривать дидактику как «систему знаний об определенного рода действительности – процессе обучения» [2] . Причем, именно в широком понимании этого термина, речь идет не только о специально-организованном процессе обучения, который осуществляется в специальных социальных институтах. Современная дидактика изучает обучение во всех возможных проявлениях этого процесса: в его формальном, неформальном и информальном вариантах. Дидактические исследования своим объектом избирают реальные процессы обучения, дают знания о закономерных связях между различными его сторонами, раскрывают сущностные характеристики структурных и содержательных элементов процесса обучения.
По-прежнему нет единства среди ученых относительно объекта и предмета дидактики. По мнению И. И. Логвинова, «в соответствии с современными воззрениями, объектом дидактики является процесс обучения, а предметом – закономерности, объединяющие в единое целое цели обучения, содержание образования, методы и организационные формы обучения, процесс усвоения содержания учащимися» [3] . В. А. Попков, А. В. Коржуев объектом дидактики как науки считают «обучение во всем его объеме и во всех аспектах», а предметом – «систему следующих отношений: "учитель – ученик", "ученик – учебный материал", "ученик – другие ученики", а в применении к высшему образованию – "преподаватель – студент", "студент – учебный материал", "студент – другие студенты"» [4] . По В. И. Загвязинскому, «предмет дидактики – воспитание и развитие личности в процессе разных видов учебной деятельности» [5] . В. А. Ситаров указывает, что «объект дидактики как науки представляет собой взаимосвязь собственно процесса образования и обучения как явлений объективной реальности, где обучение выступает в качестве образовательного средства»; предметом, по его мнению, является «процесс преподавания и учения». [6]
Задачи дидактики связаны с теоретическим описанием процесса обучения и условий его реализации; разработкой более совершенной организации процесса обучения, чем существующие, с разработкой новых дидактических систем и технологий обучения. Специфической задачей дидактики как самостоятельной научной дисциплины является «выявление онтологических основ процесса обучения». [7]
1
Вершинина Н. А. Педагогика как социогуманитарная научная дисциплина: науч. – метод. материалы. СПб.: ООО «Книжный дом», 2008. 200 с.
2
Логвинов И. И. Дидактика: история и современные проблемы. М.: БИНОМ. Лаборатория знаний, 2007. С. 11.
3
Там же. С. 12.
4
Попков В. А., Коржуев А. В. Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 8.
5
Загеязинский В. И. Теория обучения: Современная интерпретация: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 6.
6
Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений / под ред. В. А. Сластенина. М.: Издат. центр «Академия», 2008. С. 6—7.
7
Там же. С. 8.
В чем заключаются особенности дидактики высшей школы?
Итак, от выявления объекта и предмета дидактики можно перейти к рассмотрению сущности дидактики высшей школы. Традиционно при анализе структуры педагогики дидактику выделяют в числе фундаментальных, базисных научно-педагогических дисциплин [8] . Дидактика высшей школы является производным структурным элементом общей дидактики, самостоятельной научной отраслью, ее объектная и предметная область несколько сужается и конкретизируется.
Дидактика высшей школы как отрасль дидактики обладает специфическим объектом, предметом, целями, задачами, методами исследования, категориями и отношениями в дидактической системе.
Дидактика высшей школы – наука о высшем образовании и обучении в высшей школе. Это интенсивно развивающаяся отрасль педагогического знания. Задачи дидактики высшей школы состоят в исследовании:
– проблем реализации содержания обучения в высшей школе с учетом возрастных особенностей и закономерностей учебно-познавательной деятельности студентов;
– дидактических принципов и закономерностей;
– вопросов организации самообразования как средства повышения эффективности учебной деятельности;
– организации контроля знаний и умений, уровня готовности студентов к профессиональной деятельности.
Для дидактики характерны различные типы и методы дидактических исследований. Как и в педагогике в целом, в дидактике высшей школы различают фундаментальные и прикладные, количественные и качественные, функциональные и комплексные исследования.
Дидактика высшей школы призвана поставить на научную основу решение следующих проблем:
• Обоснование специфических целей высшего образования.
• Обоснование социальных функций высшей школы.
• Обоснование содержания образования.
• Научное обоснование способов конструирования педагогического процесса в высшей школе и осуществления учебной деятельности.
• Определение оптимальных путей, выбор содержания, методов, форм, технологий обучения и др.
К фундаментальным исследованиям относятся такие, цель которых – выявить закономерности и тенденции развития дидактики высшей школы, способы ее связи с практикой обучения в вузе. Среди них выделяется изучение методологических проблем, таких как:
– трансформация предмета дидактики высшей школы;
– способы создания теории обучения, ориентированной на практику;
– соотношение дидактики с другими науками, состав, функции и структура научного обоснования обучения;
– проблемы состава и уровней рассмотрения содержания профессионального образования, взаимосвязи обучения и развития, методов обучения и т. д.
Такие исследования составляют теоретическую основу для прикладных разработок, решающих вопросы, непосредственно связанные с практикой обучения. Нередко прикладные и фундаментальные исследования проводятся в комплексе.
Понятийная система дидактики высшей школы включает в себя философские, общенаучные и частнонаучные понятия. Первостепенное значение для дидактики имеют такие философские категории, как «общее и единичное», «сущность и явление», «противоречие», «связь» и т. д. В числе общенаучных понятий, используемых дидактикой высшей школы: «система», «структура», «функция», «элемент». Являясь педагогической дисциплиной, дидактика оперирует общими понятиями педагогики: «воспитание», «образование», «педагогическая деятельность», «педагогическое сознание». К специфическим дидактическим понятиям относятся: «обучение», «преподавание», «учение», «процесс обучения», «учебный предмет», «содержание образования», «метод обучения», «модель компетенций специалиста», «профессиограмма».
В дидактике высшей школы активно используются понятия, заимствованные из смежных наук: психологии («восприятие», «усвоение», «умение», «развитие»), кибернетики («управление», «обратная связь»). Понятийно-терминологическая система дидактики непрерывно обновляется и пополняется. Сегодня в ее орбиту попадает множество новых понятий, таких как «технология», «практикоориентированность», «нелинейность», «модульность», «компетентность», «достижения», «успех», «мобильность», «конкурентоспособность», «рейтинг», «кредит», «учебно-профессиональная задача» и т. д.
Кроме того, для характеристики функциональных основ дидактики высшей школы как научной отрасли важно выделить те специфические основные дидактические отношения, которые она изучает. В дидактике высшей школы основными принято считать дидактические отношения «преподаватель – студент». Именно в них отражается реализация процесса обучения в высшей школе – базового процесса, который изучает дидактика. С другой стороны, не менее важны и отношения «студент – изучаемый материал», эти отношения во многом определяют специфику высшей школы, подчеркивают значительную роль процесса учения, самостоятельной работы студентов. Значимо в дидактическом плане и отношение «преподаватель – изучаемый материал», оно связано с отбором материала, планированием процесса обучения.
С чем связано возникновение дидактики высшей школы, в чем ее отличие от школьной дидактики? Правомерно ли считать дидактику высшей школы относительно самостоятельной отраслью педагогики?
Классический период в развитии педагогики (и дидактики как одной из базовых педагогических теорий) приходится по различным оценкам на XVII – первую половину XIX в. Этот этап в развитии дидактики высшей школы отсутствовал, т. к. она развивалась вместе со школьной дидактикой, не выделяясь из нее в отдельную теорию. Классическая дидактика связана с именами Я. А. Коменского, В. Ратке, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.
В конце XIX—XX в. в связи с развитием науки и общества требования к профессиональной подготовке специалистов многократно возросли, и, как следствие, возросли требования к дидактическому обеспечению образовательного процесса в вузе, появились соответствующие исследования. В отечественной педагогической науке основы дидактики высшей школы изложены в трудах Г. И. Щукиной, И. Т. Огородникова, И. Я. Лернера, М. Н. Скаткина, Н. В. Кузьминой, В. С. Леднева, В. И. Загвязинского, С. И. Архангельского, Д. В. Чернилевского, А. А. Вербицкого и др. Дидактика высшей школы как самостоятельная отрасль научного знания заявила о себе относительно недавно. Этот факт обусловлен социокультурной трансформацией мировой системы высшего образования, отвечающей вызовам времени. По признанию отечественных ученых, дидактика высшей школы начала оформляться в целостную теорию лишь в конце XIX в. и находится в состоянии становления и формирования уже более столетия. Еще во второй половине XIX в. К. Д. Ушинский писал: «У педагогики очень широкое основание и очень узенькая верхушка: дидактика первоначального преподавания может наполнить тома, дидактика чтения лекций в университете может быть выражена в двух словах: знай хорошо свой предмет и излагай его ясно». В 1974 г. С. И. Архангельский вполне обоснованно заявил: «Что же касается теории обучения в высшей школе, то ее просто нет».
На сегодняшний день, к сожалению, нельзя сказать, что ситуация изменилась коренным образом. Безусловно, появился значительный пласт научных исследований, посвященных дидактическим проблемам высшей школы, вышли в свет учебники и учебные пособия, в которых авторами признается самостоятельность дидактики высшей школы, подчеркивается ее своеобразие. Как правило, авторы этих работ, анализируя специфику вузовской дидактики, сравнивают ее с дидактикой средней школы.
Признавая родовое единство проблематики школьной дидактики и теории обучения в вузе, важно определить, в чем заключается их сходство и различие. Приведем ряд принципиальных положений, которые высказывают авторы учебного пособия «Дидактика высшей школы» В. А. Попков и А. В. Коржуев.
«Основываясь на принципе преемственности научного знания, отметим, что более «молодая» дидактика высшей школы должна в определенной степени «наследовать» дидактику общего среднего образования, т. к. общее среднее и высшее профессиональное образование следуют в большинстве случаев друг за другом и первое является основой, фундаментом второго. Кроме того, они совпадают в глобальном содержательном аспекте – деятельность их субъектов есть усвоение опыта предшествующих поколений и опыта творческой деятельности, направленного на развитие личности. Между двумя обсуждаемыми областями знания существуют и значимые различия, которые мы подробно обсудим.
Во-первых, различия целей общего среднего и высшего профессионального образования, что предполагает значимое смещение акцентов в системе общедидактических принципов. К их числу относится принцип профессиональной направленности, предполагающий уже на младшей ступени вуза включение в учебный материал как профессионально значимых фундаментальных знаний, так и таких способов деятельности, аналоги которых придется «осуществлять» выпускникам вузов в будущем.
Во-вторых, специфическое звучание приобретает принцип дифференциации образования – углубляется как уровневая, так и профильная дифференциация, и связано это с тем, что на этапе вузовского образования более четко, чем на старшей ступени обучения средней школы, очерчиваются профессиональные цели и интересы студентов.
В-третьих, дидактика высшей школы имеет дело с сильно отличающимися от дидактики среднего образования субъектами процесса педагогического взаимодействия: с одной стороны, гораздо более мотивированный к процессу обучения студент, с другой – гораздо более квалифицированный в научной области, соответствующей преподаваемому предмету, педагог. Вместе с тем существует острая проблема подготовки преподавателя вуза по педагогике и психологии – иногда на ходу, практически с нуля и, конечно, проблема доучивания студента до исходного уровня, минимально необходимого для обучения в вузе.
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Краевский В. В. Общие основы педагогики: учеб. для студ. высш. пед. учеб. заведений. М.: Академия, 2003. 256 с; Бордовская Н. В., Реан А. А. Педагогика: учеб. для вузов. СПб.: Питер, 2000. 304 с; Моста А. В. Структура педагогической науки в логике целостного научного знания // Герценовский чтения «Актуальные проблемы развития педагогической науки». СПб.: РГПУ, 2003. С. 65—77; и др.
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В-четвертых, традиционно стихийно сложившиеся в высшей школе формы и методы работы отличны от таковых в среднем и среднем специальном образовании и потому требуют серьезного научного обоснования и конкретных методических решений». [9]
По мнению В. И. Загвязинского, дидактический поиск в сфере проблематики высшего образования должен начинаться с выяснения актуальных практических задач совершенствования процесса обучения в высшей школе, установления связанных с этими задачами теоретических проблем, выяснения методологических оснований работы. Автор указывает на следующие перспективы развития теории обучения в высшей школе: «…не «перевод» на вузовский язык ранее разработанных педагогических руководств, не «инъекция» спасительных идей из других научных областей и даже не простая ориентация на полезный опыт работы, а широкое развитие исследований на современной научной основе в процессе разрешения актуальных проблем вузовской дидактики – вот магистральный путь разработки теории обучения в высшей школе как новой научной дисциплины». [10]
Ни для кого не секрет, что дидактика высшей школы является более молодой отраслью педагогической науки и интенсивно развивается, пожалуй, в последние 10—20 лет и потому содержит огромное количество нерешенных проблем. Наиболее «отработанной» является проблема содержания образования различных конкретных вузовских учебных курсов, однако решается она в большинстве случаев сегодня эмпирически, по наитию, исходя из десятилетиями назад сложившихся традиций, научных интересов и приоритетов составителей учебных программ, и, как правило, лишь «крупными мазками»: малые, но не менее важные фрагменты учебного знания и методы их изучения разработаны крайне слабо. Так же слабо разработаны конкретные формы и методы усвоения содержания образования, а более всего – формы организации учебно-познавательной деятельности студентов: они представлены в большинстве разработок очень общо и безотносительно к тому или иному конкретному содержанию.
В настоящее время идет оживленная дискуссия относительно педагогического знания вообще, и в частности относительно знания, традиционно называемого «дидактика высшей школы». Как отмечают авторы учебного пособия «Теория и практика высшего профессионального образования» [11] , с одной стороны, усиливаются нападки на дидактику высшей школы, с другой – все вузовской образовательное сообщество понимает необходимость научного подхода к организации учебного процесса в резко усложнившихся по сравнению с советским периодом условиях, интенсивно внедряет в учебный процесс различные инновации, организует многочисленные конференции по актуальным проблемам обучения в вузе и создает внутри вузов различные структуры, занимающиеся проблемами организации учебного процесса в вузе (центры академического консультирования, дистанционного образования и т. д.). Таким образом, на сегодняшний день дидактика высшей школы открывает большое поле проблем начинающему исследователю.
Чтобы понять природу и движущие силы развития дидактики в современном мире, необходимо рассмотреть некоторые общие условия и устойчивые закономерности, непосредственно влияющие на сферу образования в целом и на высшее образование в частности. К таким закономерностям исследователи относят следующие:
• Рост наукоемких производств, для эффективной работы которых более 50 % персонала должны составлять лица с высшим или специальным образованием. Этот фактор предопределяет быстрый количественный рост высшей школы.
• Интенсивный рост объема научной и технической информации, приводящий к ее удвоению за 7-10 лет. В результате квалифицированный специалист должен обладать способностью и навыками самообразования и включаться в систему непрерывного образования и повышения квалификации.
• Быстрая смена технологий, вызывающая моральное старение производственных мощностей за 7-10 лет. Этот фактор требует от специалиста хорошей фундаментальной подготовки и способности быстро осваивать новые технологии, что недоступно так называемым узким специалистам.
• Выдвижение на первый план научных исследований, ведущихся на стыке различных наук (биофизика, молекулярная генетика, физическая химия и т. д.). Успехов в такой работе можно достигнуть лишь при наличии обширных и фундаментальных знаний, а также при умении работать коллективно.
• Наличие мощных внешних средств мыслительной деятельности, приводящих к автоматизации не только физического, но и умственного труда. В результате резко возросли ценность творческой, неалгоритмизируемой деятельности и спрос на специалистов, способных осуществлять такую деятельность.
• Рост числа людей, вовлеченных в научную и другие виды сложных деятельностей, приводящий, по мнению ряда исследователей, к падению среднего эвристического потенциала ученого. Для компенсации этого падения необходимо вооружать специалистов знаниями методологии научной или практической деятельности.
• Постоянный и устойчивый рост производительности труда в промышленности и сельском хозяйстве, позволяющий уменьшить долю населения, занятого в материальном производстве, и увеличить число людей, работающих в области культуры и духовного творчества.
• Повышение благосостояния и денежных доходов населения, приводящее к росту платежеспособного спроса на образовательные услуги.
Как же ответила на эти требования времени высшая школа? В этом сложном многоплановом процессе развития высшего образования не только в России, но и за рубежом можно выделить следующие тенденции:
1. Демократизация высшего образования. Это тенденция к общедоступности высшего образования, свободе выбора вида образования и специальности, характера обучения и сферы будущей деятельности, отказ от авторитаризма и командно-бюрократической модели управления.
2. Создание научно-учебно-производственных комплексов как специфической для высшей школы формы интеграции науки, образования и производства. Центральным звеном такого комплекса является образовательный сектор, ядро которого составляет вуз или кооперация вузов, а периферию – базовые колледжи, средние специализированные школы, курсы, лектории, отделения последипломного образования. Научно-исследовательский сектор (система НИИ) обеспечивает условия для научного роста и для развертывания комплексных, междисциплинарных разработок как для преподавателей, участвующих в его работе, так и для студентов (через курсовые и дипломные работы). Производственный сектор включает в себя конструкторские бюро (в том числе студенческие), опытные производства, внедренческие и так называемые венчурные фирмы, кооперативы и т. п.
3. Фундаментализация образования. Это противоречивая тенденция расширения и углубления фундаментальной подготовки при одновременном сокращении объема общих и обязательных дисциплин за счет более строгого отбора материала, системного анализа содержания и выделения его основных инвариант. Чрезмерная фундаментализация иногда сопровождается падением интереса к обучению или затруднением узкопрофессиональной адаптации.
4. Индивидуализация обучения и индивидуализация труда студента. Это достигается за счет увеличения числа факультативных и элективных курсов, распространения индивидуальных планов, учета индивидуальных психофизиологических особенностей студентов при выборе форм и методов обучения. Индивидуализация обучения предполагает также значительное увеличение объема самостоятельной работы за счет уменьшения времени, отводимого на аудиторные занятия.
5. Гуманитаризация и гуманизация образования, которые направлены на преодоление узкотехнократического мышления специалистов естественно-научного и технического профиля, что достигается за счет увеличения числа гуманитарных и социально-экономических дисциплин (их доля в лучших вузах достигает 30 %), расширения культурного кругозора студентов, привития навыков социального взаимодействия через тренинги, дискуссии, деловые и ролевые игры и т. п. Гуманитаризация предполагает также создание благоприятных возможностей для самовыражения личности преподавателя и студента, формирование гуманного отношения к людям, терпимости к другим мнениям, ответственности перед обществом.
6. Компьютеризация высшего образования. Во многих ведущих вузах число персональных компьютеров превышает число студентов. Используются они не только для проведения вычислительных и графических работ, но и как способ вхождения в информационные системы, для тестового педагогического контроля, как автоматизированные системы обучения, как средства предъявления информации и т. п. Компьютеризация во многом изменяет сам характер профессиональной деятельности, обеспечивая работника новыми внешними средствами этой деятельности.
7. Тенденция перехода к массовому высшему образованию. Она выражается в опережающем росте расходов на образование по сравнению с другими социальными программами и в росте числа студентов как в России, так и за рубежом.
8. Тенденция к автономизации, переходу к самоуправлению и выборности руководящего состава вузов на всех уровнях, особенно в европейских университетах.
9. Рост требований к профессионализму преподавателей, повышение значимости педагогики и психологии в подготовке и повышении квалификации преподавательских кадров вузов. Вырабатываются критерии оценки деятельности преподавателей; при этом вычисляется рейтинг или подсчитываются очки отдельно для собственно преподавательской деятельности, научно-исследовательской работы и общественной активности.
10. Создание системы регулярной оценки эффективности работы вузов со стороны общества. В США, например, группа из нескольких тысяч специалистов ранжирует учебные заведения по многим показателям, включая такие, как затраты на подготовку одного студента, объем научно-исследовательских работ, число и качество читаемых курсов, количество выпускников, получивших ученую степень, и т. п.
9
Попков В. А., Коржуее А. В. Дидактика высшей школы. С. 30—31.
10
Загеязинский В. И. Дидактика высшей школы: текст лекций / Гос. комитет СССР по народному образованию. Челябинск: ЧПИ, 1990. С. 8—9.
11
Попков В. А., Коржуее А. В. Теория и практика высшего профессионального образования: учеб. пособие для высшей школы. М.: Академический проект, 2010. С. 6.
Эти и ряд других тенденций по-разному выражены в разных странах мира – в зависимости от национальных особенностей, состояния экономики, традиций системы образования, но все они, в той или иной мере изменяя реальную практику образовательного процесса в высшей школе, ставят новые вопросы перед вузовской дидактикой.
Суммируя вышесказанное, отметим:
• Современная дидактика является системой научных знаний о процессе обучения во всех его возможных вариантах: формальном, неформальном и информальном.
• Дидактика высшей школы нацелена на обоснование целей высшего образования, социальных функций высшей школы и способов конструирования образовательного процесса в вузе.
• Специфика дидактики высшей школы обусловлена особенностями высшего образования, значительными отличиями в подходах к определению целей обучения в вузе, принципов, форм, методов и технологий, а также особенностями взаимодействия субъектов образовательного процесса.
• Перспективы развития дидактики высшей школы определяются вызовами времени и требованиями общества к качеству подготовки специалистов (индивидуализация, информатизация, гуманизация, практикоориентированность, интеграция науки, обучения и производства и т. д.).
Вопросы и задания:
1. Назовите отличия дидактики высшей школы от общей дидактики, являются ли они настолько существенными, чтобы можно было назвать дидактику высшей школы отдельной отраслью?
2. Проанализируйте указанные тенденции развития высшего образования и на их основе определите актуальные проблемы дидактики высшей школы, соответствующие указанным тенденциям. Результаты анализа оформите в виде таблицы.
Актуальные проблемы дидактики высшей школы:
З.В чем заключается актуальность темы вашей магистерской диссертации? К какой из тенденций развития высшего образования вы могли бы ее отнести?
Л
Определение «дидактика – это теория обучения» на сегодняшний день стало уже своеобразным педагогическим «штампом». При этом в большинстве работ, посвященных проблемам вузовской дидактики, данное утверждение остается практически без комментариев. Вместе с тем, по признанию ученых, эта область знания в настоящее время «находится в сложном противоречивом состоянии: с одной стороны, она утратила методологическую основу, как не отвечающую современным требованиям, с другой стороны, она, пытаясь выйти из сложившейся ситуации полной неопределенности, стремится найти более твердые основания для своего дальнейшего развития» [12] . В этой связи актуальным становится рассмотрение следующих вопросов:
Каковы особенности дидактики высшей школы как научной теории?
В чем заключается специфика дидактического знания?
Как и почему изменяются сегодня теоретические основы дидактики высшей школы?
Теория – это высшая, самая развитая форма организации научного знания, дающая целостное представление о закономерностях и существенных связях определенной области действительности – объекта данной теории. Обратим внимание, что в определении понятия «теория» выделяется целостное представление об объекте. В случае с дидактикой таким объектом является обучение. По мнению И. М. Осмоловской, «в настоящее время целостности в дидактическом знании не наблюдается. Существуют теории, определяющие отбор содержания образования, есть теории, описывающие определенные области педагогической действительности – дифференцированное обучение, личностно ориентированное обучение и т. д.». [13]
Методологически важную роль в формировании теории играет идеализированный объект («идеальный тип»), построение которого – необходимый этап создания любой теории, осуществляемый в специфических для разных областей знания формах. Этот объект выступает не только как мысленная модель определенного фрагмента реальности (обучения), но и содержит в себе конкретную программу исследования, которая реализуется в построении теории (исследование процесса обучения).
Любая теория – это целостная развивающаяся система знания, которая имеет сложную структуру и выполняет ряд функций. В современной методологии науки выделяют следующие основные элементы структуры теории:
1) исходную эмпирическую основу – множество зафиксированных в данной области фактов;
2) исходную теоретическую основу – множество первичных допущений, постулатов, аксиом, общих законов теории, в совокупности описывающих идеализированный объект теории;
3) логику теории – множество допустимых в рамках теории правил логического вывода и доказательства;
4) «корпус» теории – совокупность выведенных в теории утверждений с их доказательствами, составляющими основы теоретического знания.
Среди основных функций теории в науковедении принято называть следующие:
1. Описательная функция – объединение отдельных достоверных знаний в целостную систему.
2. Объяснительная функция – выявление причинных и иных зависимостей, многообразия связей данного явления, его существенных характеристик, законов его происхождения и развития и т. п.
3. Методологическая функция – на базе теории формулируются многообразные методы, способы и приемы исследовательской деятельности.
4. Прогностическая – функция предвидения. На основании теоретических представлений о реальном состоянии известных явлений делаются выводы о существовании неизвестных ранее фактов, объектов или их свойств, связей между явлениями и т. д. Предсказание о будущем состоянии явлений (в отличие от тех, которые существуют, но пока не выявлены) называют научным предвидением.
5. Практическая функция. Конечное предназначение любой теории – быть воплощенной в практику, быть «руководством к действию» по изменению реальной действительности. Поэтому вполне справедливо утверждение о том, что нет «ничего практичнее, чем хорошая теория».
В той или иной степени эти функции реализует и теория обучения в высшей школе. Если мы описываем ход процесса обучения в вузе, изучаем деятельность преподавателя и т. д., то мы реализуем описательную функцию. Описательная функция науки позволяет набрать эмпирические факты, сделать на их основе простейшие обобщения.
Реализация дидактикой объяснительной функции позволяет объяснить наблюдаемые явления, выявить их сущность. В дидактике, как и в других гуманитарных науках, объяснение наблюдаемых явлений отличается от объяснения в естественных. В изучаемой ситуации действует множество факторов, часть из них явно наблюдается, но часть скрыта от исследователя. Являясь по своей сущности описательной теорией, дидактика весьма трудно поддается анализу на предмет методологической корректности, это приводит к тому, что многие системы основополагающих принципов дидактики не имеют четкого основания классификации.
Прогностическая функция научного знания заключается в том, что оно не только объясняет факт или явление, но может их предсказать. В дидактике вполне возможно несовпадение прогноза и действительного развития события. Связано это со множеством факторов, действующих в определенной дидактической ситуации. Прогнозы в науках, изучающих человека, не всегда оказываются эффективными, и связано это, как уже указывалось, со множеством факторов (и явных, и скрытых), оказывающих влияние на процесс обучения и его субъектов.
Нельзя не признать того факта, что в отличие от «строгих», «сильных» в гносеологическом плане теорий (к ним относятся в первую очередь естественно-научные теории) дидактика пока еще «лишена полноценного механизма анализа влияния различных факторов на характер исследуемого явления или процесса. В педагогике (и в дидактике) иногда очень трудно доказать преимущества одного метода, подхода или способа решения задачи перед другим». [14] От того, насколько реализуются все перечисленные функции теории, зависит ее научный статус. Как его определить?
На этот вопрос можно ответить, проверив теоретическое знание на соответствие критериям научности. В дидактике, как в любой научной теории, присутствуют научные знания. Соотнесем дидактическое знание с критериями научности. В методологии науки в качестве таких критериев выделяют истинность научного знания, интерсубъективность, системность и обоснованность.
Вся наука, все человеческое познание направлены к достижению истинных знаний, верно отражающих действительность. Истинное научное знание способствует преобразованию человеком действительности, прогнозированию ее дальнейшего развития. Дидактические знания дают возможность совершенствовать процесс обучения и прогнозировать его результаты.
Что такое интерсубъективность научного знания? Научное знание представляет собой стройную систему логически связанных между собой утверждений, в которых зафиксировано знание объективных связей и законов действительности. Из результатов научной деятельности должно исключаться все субъективное, связанное с личностными особенностями самого ученого и его мировосприятия. В последнее время в науке возникают сомнения в том, что личность ученого не влияет на открытую им закономерность. Хотя научное знание объективно, если бы его открыл не один ученый, то это сделал бы другой, однако на форму выражения научного знания, ход исследования личность ученого, конечно, накладывает отпечаток. В дидактике, например, это проявляется в том, что разные ученые по-разному формулируют дидактические принципы, по-разному решают вопрос о том, существуют в дидактике законы или нет и т. п.
12
Черниченко В. И. Дидактика высшей школы: История и современные проблемы. М.: Вузовская книга, 2002. С. 65.
13
Осмоловская И. М. Дидактика: пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 7.
14
Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений / В. А. Попков, А. В. Коржуев. М.: Издат. центр «Академия», 2008. С. 31.
Важный критерий научности – системность и обоснованность научного знания. Научные утверждения определенным образом систематизированы, в дидактическом исследовании полученные знания обосновываются и проверяются. Для этого в ходе научных дидактических исследований организуются педагогический эксперимент, опытная работа, используются теоретические способы обоснования: анализ, синтез, моделирование и т. п.
В рамках развития любой теории отрабатывается и уточняется определенный понятийный аппарат. Развитие понятий идет вместе с развитием теории. Более того, вводятся или уточняются понятия, и это существенно продвигает развитие теории. Дидактика (и дидактика высшей школы в частности) часто страдает потому, что многие ее понятия размыты, имеют множество толкований и нечетко определены. Тогда как любой научной теории для описания ее сущности необходима система научных понятий, целостно охватывающих тот объект действительности, который она отражает.
Одним из центральных в дидактике является понятие «образование». Попытаемся определить, в чем его отличие от понятия «обучение». Есть много определений и образования, и обучения, и от их понимания во многом зависит рассмотрение дидактических аспектов педагогической деятельности.
Образование – процесс и результат усвоения знаний и развития умственных способностей. Образование обращено к интеллекту и дает человеку возможность сформировать систему знаний о мире. Термин «образование» несколько шире по своему значению, чем термин «обучение». Образование понимается как процесс и результат усвоения человеком социального опыта, системы знаний, умений и навыков, необходимых для жизни в обществе. Образование может быть организовано как в форме обучения, так и в форме самообразования, т. е. без присутствия преподавателя в прямом смысле этого слова. В термине «образование» в более явной форме обнаруживает себя указание на связь приобретенных в ходе обучения знаний и умений с уровнем личностного развития. Образованный человек – это не просто знающий человек, но и обладающий высокоценимыми в обществе качествами личности [15] . Образование рассматривают как придание индивиду определенного «образа человеческого», создание условий формирования личности.
Образование может рассматриваться в широком смысле: как совокупность воздействий, оказываемых на индивида окружающей средой в процессе его жизни. Эти воздействия могут быть целенаправленными (например, воздействие средств массовой информации, педагогические воздействия учителей, родителей) и нецеленаправленными (воздействие определенных общественных событий, неблагоприятных условий жизни и т. п.).
Образование в узком смысле – целенаправленное, осуществляемое определенными социальными институтами (школой, учреждениями дополнительного образования, высшими учебными заведениями и т. д.) воздействие на развивающуюся личность. Формирование «образа человека» затрагивает и интеллектуальную, и эмоциональную, и волевую сферы личности, предполагает формирование системы ценностей, отношений к окружающему миру, усвоение определенных знаний и способов действия, приобретение жизненного опыта.
Образование включает в себя и обучение, и воспитание. Эти процессы в педагогике рассматриваются как обособленные, имеющие собственные закономерности, принципы. Ясно, что в действительности обучение и воспитание взаимосвязаны. Обучение предполагает формирование отношения к изучаемому материалу, к самому процессу познания, т. е. выполняет воспитательные функции.
Воспитание в качестве своего элемента предполагает обучение – организацию усвоения определенных знаний (об этикете, например), способов действий. И в процессе обучения, и в процессе воспитания происходит передача социального опыта. Итак, образование мы будем рассматривать как становление «образа человека» в процессе приобщения его к культурным ценностям, социальному опыту.
«Обучение» – понятие более узкое, чем образование. Обучение – целенаправленное, заранее запроектированное общение, в ходе которого осуществляются образование, воспитание и развитие обучаемого, усваиваются отдельные стороны опыта человечества, опыта деятельности и познания. Обучение как процесс характеризуется совместной деятельностью преподавателя и обучаемых, имеющей своей целью развитие последних, формирование у них знаний, умений, навыков, т. е. общую ориентировочную основу конкретной деятельности.
Обучение можно определить и как совместную деятельность учащегося и преподавателя, направленную на достижение учебных целей, овладение знаниями, умениями и навыками, заданными учебными планами и программами. Обучение всегда является двусторонним процессом и состоит из преподавания и учения, описывающих активность каждого из участников педагогического процесса [16] . Преподаватель осуществляет деятельность, обозначаемую термином «преподавание», обучаемый включен в деятельность «учения», в которой удовлетворяются его познавательные потребности.
Понятие «процесс обучения» также является одним из основных в дидактике. Оно определяется как целенаправленная взаимосвязанная деятельность преподавателя и обучающихся, направленная на достижение целей обучения. Есть некоторое различие в терминах «процесс обучения» и «учебный процесс». Когда используется понятие «процесс обучения», подразумевается некий абстрактный процесс, в котором можно выделить цели, содержание, методы и т. п. Понятие «учебный процесс» более конкретно и применимо к определенному образовательному учреждению.
Помимо использования общедидактических понятий (образование, обучение, процесс обучения, преподавание-учение, дидактические отношения и т. д.), дидактика высшей школы формирует собственный понятий аппарат. Как уже отмечалось, сегодня он активно пополняется и развивается. Наряду с укоренившимися понятиями (профессиограмма, модель специалиста, квалификация, профессиональное становление, учебно-профессиональная задача и т. д.), в сферу внимания дидактики высшей школы попадают новые (профессиональная компетентность, нелинейный процесс обучения в вузе, мобильность, конкурентоспособность и т. д.).
Любая теория независимо от того, к какой предметно-проблемной области она относится, представляет собой систему логически взаимосвязанных утверждений, интерпретируемых на идеализированных предметностях, представляющих тот или иной фрагмент изучаемой действительности. Другими словами, «теория есть сеть (как целостность) определенных конструктов, построенных из исходных концептов. Они связаны между собой определенной совокупностью высказываний, выведенных относительно них». [17]
Проблема выявления таких изначальных концептов (культурных аналогов) в дидактической теории сложна и неоднозначна. Дело в том, что дидактика высшей школы находится на этапе оформления целостной теории и попытки определить ее основные структурные компоненты задают логику развития на длительную перспективу. Поэтому однозначного ответа на этот вопрос дать нельзя.
В этой связи интересными нам представляются два подхода к выявлению исходных концептов дидактики высшей школы. Первый такой подход применительно к дидактике средней школы изложен в работе И. И. Логвинова [18] . Анализ публикаций, изданных в нашей стране с 1954 по 2003 г., в которых дано систематическое изложение дидактического материала, позволил автору выделить шесть концептов дидактики, которые в том или ином виде присутствуют в большинстве публикаций:
1) сущность процесса обучения;
2) принципы обучения;
3) содержание образования;
4) методы обучения;
5) учитель;
6) организация процесса обучения.
Учитывая сходство и различия в теориях обучения в школе и вузе, о которых говорилось выше, можно предположить что количество концептов дидактики высшей школы будет несколько отличаться от представленного в рамках школьной дидактики. На наш взгляд, их состав должен быть более «разветвленным», в нем можно выделить подразделы, раскрывающие специфику обучения в высшей школе:
1. Сущность процесса обучения:
• Особенности профессионального обучения.
• Особенности высшего образования (цели, задачи, концепции).
2. Принципы обучения:
• Специфика реализации общедидактических принципов в высшем профессиональном образовании.
• Принципы обучения в высшей школе.
3. Содержание образования:
• Отражение в содержании образования структуры профессиональной подготовки (общекультурный, общепрофессиональный, специальный компоненты).
4. Методы обучения:
• Методы обучения взрослых.
• Методы самостоятельной работы, самообразования.
• Методы контроля и самоконтроля.
5. Преподаватель вуза:
• Педагогическая деятельность в высшей школе.
• Особенности взаимодействия преподавателей и студентов.
• Проблемы подготовки преподавателя высшей школы.
6. Организация процесса обучения:
• Лекционно-семинарская система обучения.
• Организация научной, самостоятельной работы студентов и производственной практики.
Второй подход фиксирует результаты проведенного нами анализа специальных разделов, посвященных теоретическим основам дидактики, в современных учебниках дидактики высшей школы. Практически все они определяют дидактику высшей школы как фундаментальную научную теорию, раскрывающую общие закономерности и дидактические принципы обучения в высшей школе. Вопрос о том, что изучает дидактика высшей школы, решается практически единодушно: она выявляет закономерности и принципы обучения, занимается поиском ответов на основные дидактические вопросы и обосновывает современные дидактические концепции. Это обстоятельство позволяет рассматривать в качестве основных концептов дидактики закономерности, принципы обучения, дидактические вопросы и дидактические концепции. Остановимся на каждом из концептов подробнее.
15
Загвязинский В. И. Теория обучения: Современная интерпретация. С. 12.
16
Смирнов С. Д. Педагогика и психология высшего образования: от деятельности к личности: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 11.
17
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Теория // Новейший философский словарь. 3-е изд., испр. Минск: Книжный Дом. 2003. URL: http://slovari.yandex.ru/~книги/Философский%20словарь.
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18
Логвинов И. И. Дидактика: история и современные проблемы. С. 46—55.
Дидактические закономерности и принципы. Любая из известных научных педагогических теорий строится на некоторых базисных закономерностях и соответствующих педагогических (дидактических) принципах. Как указывает В. И. Андреев, «во-первых, особенностью педагогических (дидактических) теорий является то, что они представлены в форме принципов и правил. Ибо закон отражает сущее, а принцип, правило – должное. Во-вторых, и это очень важно иметь в виду, каждая новая дидактическая теория чаще всего существенно влияет на всю педагогическую (дидактическую) систему в целом, а ее практическое применение – на конечный дидактический результат». [19]
С учетом отмеченных выше особенностей автор предлагает следующее определение дидактической теории: «дидактическая теория – это система научных знаний о процессах и явлениях обучения, представленных в форме дидактических идей, закономерностей, принципах и понятиях, позволяющих описать, объяснить и прогнозировать функционирование, развитие и саморазвитие дидактических процессов и явлений». [20]
Специфика дидактических закономерностей обусловлена самой природой дидактического знания. Чтобы понять особенности дидактики, нужно определить, к какому типу знания относится дидактическое знание. Как указывает И. И. Логвинов, «природу конкретной формы знания можно установить, разложив весь универсум человеческой деятельности на отдельные составляющие, выделив из них ту деятельность, продуктом которой это знание является» [21] . То есть, по Логвинову, природа дидактического знания определяется видом порождающей ее деятельности. Всю деятельность человечества можно условно разделить на практическую, духовно-практическую и исследовательскую. В соответствии с этим разделением все знание также делится на три компонента: практическое, духовно-практическое и теоретизированное знание.
Основываясь на приведенной выше типологии знания, автор утверждает, что дидактическое знание в большей степени соответствует признакам духовно-практического и этим определяются его характеристики. Такой вывод базируется на следующем:
1. Источником дидактического знания является непосредственная практика обучения (не осмысленная и не расчлененная с помощью предшествующего знания).
2. Одним из важнейших средств трансляции дидактического знания является убеждение, апеллирующее к социально-психологическим стереотипам, нравственному и эстетическому чувствам и лишь в малой степени к логическим доказательствам.
3. Характерными особенностями дидактических текстов являются модальные грамматические формы («ведущие для того или иного учебного предмета знания должны быть разработаны в программе наиболее подробно», «учитель литературы… должен, обязан найти способы, обеспечивающие…», «внутренняя логика урока должна строиться…» и т. д.); сочетание возможностей и потребностей человека («необходима забота о соответствии эмоций ученика целям…», «чтобы обеспечить усвоение детьми новых знаний… необходимо соотнести их с наличными знаниями и умениями» и др.); демонстрация обобщенных образцов поведения («покажем на примере, как могут быть отражены в программе…», «примером того, как может быть…», «рассмотрим для примера…» и т. д.); принципы (вместо законов); использование наглядно-образных, а не понятийных средств представления знания («обучение на высоком уровне трудности», «осознание приходит через ворота научных понятий»).
Все это позволяет утверждать, что законы и закономерности обучения отличаются от большинства законов, выявленных в других научных теориях, они имеют ряд особенностей. Первая их особенность – сочетание сущего и должного. «Изучая действительность, педагогическая теория раскрывает закономерные связи явлений. Именно в форме научных законов она отражает существенное в явлениях. Вместе с тем она предписывает известные правила и принципы как должное в педагогической деятельности. Эти положения могут казаться само собою разумеющимися. Но педагогическая мысль пришла к ним далеко не сразу» [22] . Вторая особенность – существенное различие между педагогическими (дидактическими) законами и закономерностями усвоения (психология) и закономерностями общения и взаимоотношений (социология). В отличие от психологии и социологии, дидактические закономерности отражают устойчивые связи между деятельностью преподавания, деятельностью учения и объектом усвоения (содержанием образования). Именно трехкомпонентное отношение «преподаватель – студент – учебный материал» определяет специфику закономерностей процесса обучения. Третья особенность дидактических закономерностей – их статистический характер, отвечающий тому положению, что дидактика – гуманитарная теория.
Общая «нестрогость» теории обучения и указанные выше особенности дидактических закономерностей приводят к тому, что вопрос об их количественном составе и соотношении до сих пор остается открытым. Перечисление закономерностей, сформулированных дидактами к началу XXI в., потребует значительного времени. Неоднократно предпринимались различные попытки их систематизировать, выделить группы закономерностей: «объективные, присущие процессу обучения по его сущности и закономерности, проявляющиеся в зависимости от деятельности субъектов процесса обучения» [23] ; «структурные, системные, эволюционные, функциональные, исторические» [24] ; «законы – внутренняя существенная связь явлений обучения, которая обуславливает их необходимое проявление и развитие, и закономерности – проявления законов». [25]
По словам В. И. Загвязинского, законы и закономерности служат базой для возникновения и развития педагогических идей, нацеленных на совершенствование образования. Они находят выход в практику и регулируют ее через систему принципов обучения и оформляются в виде концепций. «Теоретическая концепция обучения, представления о сущности, целях, структуре, движущих силах и закономерностях обучения должны найти применение в практике, послужить основой для проектирования учебного процесса и его осуществления. Мостом, соединяющим теоретические представления с практикой, служат принципы обучения.
Принцип – это инструментальное, данное в категориях деятельности выражение педагогической концепции, это методическое выражение познанных законов и закономерностей, это знание о целях, сущности, содержании, структуре обучения, выраженное в форме, позволяющей использовать их в качестве регулятивных норм практики.
Эмпирическое обоснование принципов, преимущественно выводившееся ранее непосредственно из практики, теперь все более заменяется полным теоретическим обоснованием, приводимым по схеме: практическая задача – научная проблема – замысел решения – гипотеза – способы ее проверки – теоретическая интерпретация результатов – принцип». [26]
Анализ принципов, существующих в качестве исходной системы теоретических положений и одновременно требований к образовательному процессу, показывает, что к настоящему времени выделено огромное количество дидактических принципов (более 100). Исследователями отмечается, что наряду с традиционными принципами обучения существуют новые, отражающие современные тенденции развития общества и понимания высшего образования (интеграции, дополнительности, аксиологизации образования и т. д.), по-новому трактуются классические принципы, выделяются психологические принципы обучения, классификация принципов осуществляется по разным основаниям. Это дает основания утверждать, что дальнейшее становление дидактики высшей как научной теории будет связано с решением этой глобальной теоретической задачи – ревизии и систематизации принципов обучения в высшей школе.
Основные дидактические вопросы. Традиционными считаются следующие дидактические вопросы: «Зачем учить?» (цель обучения в высшей школе), «Чему учить?» (содержание обучения в высшей школе), «Как учить?» (методы, средства, правила, и организационные формы обучения), «Кого учить?» и «Кто учит?» (система требований к студентам и преподавателям – субъектам обучения). В. И. Черниченко полагает, что не менее важны вопросы «Где учить?» (в вузе, библиотеке, культурно-досуговом учреждении и т. д.) и «Когда учить?» (в зависимости от того, какую форму обучения выбрал студент: дневную, вечернюю, заочную или дистанционную, – определяется временной режим учебы, длительность, напряженность и т. д.). [27]
Проводя параллели с первым из указанных нами подходов к определению дидактических концептов можно увидеть, что все указанные И. И. Логвиновым позиции коррелируют с основными дидактическими вопросами:
Это соотношение двух подходов подтверждает идею о том, что дидактические вопросы занимают центральное место в дидактике. На наш взгляд, их особое положение определяется тем, что они существовали в структуре дидактического знания столько, сколько существует и сама дидактика. Именно вопросы изначально задавали направления исследовательского поиска дидактов, систематизировали первые дидактические изыскания. В настоящее время в дидактике нет единого подхода относительно состава и количества основных дидактических вопросов. Ряд исследователей признают в качестве основных только три из них: Зачем учить? Чему учить? Как учить? В работах других авторов состав вопросов существенно расширен. С развитием новых, нелинейных форм организации образовательного процесса в вузе важными становятся ответы на вопросы: Кто учит? Кого учить? Где учить? Когда учить? Классические вопросы получают сегодня новые ответы, список самих вопросов изменяется и дополняется. Несомненно, что с развитием дидактического знания потребуется пересмотр и обновление основных вопросов дидактики в соответствии с современными тенденциями развития дидактической теории и практики обучения в вузе.
19
Андреев В. И. Педагогика творческого саморазвития. Инновационный курс. Казань: Изд-во Казан, ун-та, 1998. Кн. 2. С. 17.
20
Там же. С. 18.
21
Логвинов И. И. Основы дидактики: учеб. – метод, пособие. М.: МПСИ, 2005. С. 56.
22
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Гмурман В. Е. К вопросу о понятиях «закон», «принцип», «правило» в педагогике // Советская педагогика. 1971. № 4. С. 65.
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23
Логвинов И. И. Основы дидактики. С. 46—47.
24
Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 8—9.
25
Загвязинский В. И. Теория обучения: Современная интерпретация. С. 32—33.
26
Там же. С. 35.
27
Черниченко В. И. Дидактика высшей школы: История и современные проблемы. С. 46.
Дидактические концепции. Вопрос о соотношении понятий «теория» и «концепция» требует обращения к методологическим основаниям науки. Философский словарь дает такое определение: «Концепция (от лат. conceptio – понимание, система) – определенный способ понимания (трактовки, восприятия) какого-либо предмета, явления или процесса; основная точка зрения на предмет; руководящая идея для их систематического освещения» [28] . Концептуальный аспект теоретического знания выражает прежде всего парадигмальное «сечение» последнего, задает его риторику, т. е. определяет релевантные области применения и способы выражения конституируемых на основе развертывания «порождающей» идеи систем понятий (базовых концептов). Она имеет, как правило, ярко выраженное личностное начало, означена фигурой основателя. Например, классическими концепциями дидактики принято считать:
– концепцию дидактического энциклопедизма (Я. А. Коменский, Дж. Мильтон, И. Б. Базедов);
– концепцию дидактического формализма (Э. Шмидт, А. А. Немейер, И. Г. Песталоцци), рассматривающую обучение как непрерывный процесс «реконструкции опыта»;
– концепцию дидактического прагматизма (утилитаризма) (Дж. Дьюи, Г. Кершенштейнер);
– концепцию функционального материализма (В. Оконь);
– парадигмальную концепцию обучения (Г. Шейерль);
– ассоциативную концепцию обучения (Дж. Локк, Я. А. Коменский).
Е. В. Бондаревская и С. В. Кульневич дают такую трактовку концепции в педагогике: «…это основополагающий замысел, идея педагогической теории, указывающая способ построения системы средств обучения и воспитания на основе целостного понимания сущности этих процессов. Она и представляет стратегию педагогической деятельности, определяя разработку соответствующих теорий». [29]
Необходимость систематизации и осмысления с позиций сегодняшнего дня многочисленных концепций дидактики высшей школы продиктована прежде всего темпами и характером развития современного общества, науки и культуры.
В работах современных исследователей отмечается, что система высшего образования вступает в новую стадию своего функционирования, т. к. происходит переход от подготовки специалиста к образованию человека и развитию личности, что, в свою очередь, требует теоретической разработки и реального воплощения в практике новой образовательной парадигмы – постнеклассической. Кратко охарактеризуем те этапы развития науки, которые стали преддверием постнеклассики. Переход от одного этапа к другому соизмеряется с дифференциацией исторических типов рациональности, которые представлены в работах В. С. Степина: классическая, неклассическая и постнеклассическая рациональность.
Исследователь, придерживающийся идеалов классической рациональности, видит только состоявшийся процесс. Классицизм апеллирует к тому, «что есть», что уже стало, существует как факт. Главная задача человека – открыть, описать и объяснить это ставшее. Довольно просто представить себе ситуацию в профессиональном образовании, когда требования преподавателя к будущему специалисту в процессе обучения однозначные: прочитать в пособии учебный материал и попытаться его объяснить. Классическая дидактика формировалась в течение трех столетий. Основная роль преподавателя – транслятор культуры, «передатчик знаний», а студент – пассивный реципиент, главная задача которого – запомнить, заучить эти знания. Такая эмпирическая модель образования способна только отражать менталитет определенной исторической эпохи, в которой формируется определенный тип мышления, но не порождать его. Дидактические концепции, возникшие в эпоху распространения классической рациональности, сегодня уже во многом утрачивают свое значение для современной дидактической теории.
На этапе неклассического развития науки основной характеристикой мышления ученого является то, что он начинает обращать внимание не только на ставшее, но и на становящееся. Если взглянуть в этой логике на высшее профессиональное образование, то легко заметить, что основой деятельности будущего специалиста является анализ ставшего, уже имеющегося в практике деятельности в той или иной отрасли. Преподаватель выступает в функции модератора, фасилитатора, который помогает студентам осмысливать учение. Значимой характеристикой этого этапа развития науки и образования является учет субъектной позиции обучающегося. Будущий профессионал осмысливает структурные и функциональные связи внутри изучаемой науки. Неклассическая научная рациональность дала дидактике высшей школы импульс к развитию ее теоретических оснований, систематизации дидактического знания, стимулировала научно-педагогический поиск в направлении технологий обучения. Однако не все идеи неклассики находят свое подтверждение в современных условиях распространения постнеклассической рациональности.
Постнеклассическое понимание мира и человека в мире характеризуется ростом рефлексии ученых над ценностями и смысловыми контекстами человеческого бытия. Постнеклассическая наука характеризуется возникновением такого типа научной рациональности, который объединяет науки о природе и науки о духе. В современной научной картине мира прежние типы рациональности не отрицают друг друга, а распределяют между собой сферы влияния. В зависимости от исследовательских задач одна и та же реальность может быть рассмотрена с разных позиций и может выступить предметом освоения посредством разных типов рациональности. В этих условиях решающее значение приобретают те культурные и ценностно-смысловые контексты, с которыми субъект соотносит познаваемую и понимаемую реальность.
Постнеклассическая парадигма дидактики предполагает постановку качественно новой цели в системе высшего образования – не просто подготовить компетентного специалиста, а способствовать развитию личности, заинтересованной в самоизменении, обладающей потребностью в саморазвитии и способной создавать общественно значимые продукты собственной профессиональной деятельности. Поиск дидактических оснований осуществления образовательного процесса в современной высшей школе требует серьезных теоретических обоснований в рамках концепций, имеющихся в арсенале дидактики, и разработки новых, отвечающих логике постнеклассической научной рациональности. Отсюда возникает необходимость детального рассмотрения вопросов о том, какими были основные дидактические концепции в классический и неклассический период развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Эти вопросы будут рассмотрены далее.
Подводя итоги, следует отметить:
• Дидактика высшей школы – научно-педагогическая теория, раскрывающая общие закономерности и дидактические принципы обучения в высшей школе.
• Она выполняет основные функции, присущие теориям: синтезирует дидактическое знание в единую, целостную систему, выявляет закономерности и принципы обучения в высшей школе, разрабатывает особые методы, способы и приемы исследовательской деятельности в сфере высшего образования, прогнозирует тенденции развития образовательного процесса в вузе и задает основные требования к осуществлению образовательной практики.
• Несмотря на то, что многие понятия дидактики высшей школы пока нечетко определены, в целом ее понятийный аппарат складывается и развивается.
• Дидактика высшей школы является целостной теорией, состоящей из исходных концептов-конструктов: дидактических вопросов, закономерностей, принципов обучения и дидактических концепций.
• Дидактические концепции высшей школы, как и большинство научных концепций, изменяются со сменой типов научной рациональности. Их рассмотрение в историческом аспекте дает возможность проследить трансформацию дидактики высшей школы как целостной теории и спрогнозировать направления ее дальнейшего развития.
Вопросы и задания:
1. Согласны ли вы с выводами И. И. Логвинова о том, что дидактическое знание является духовно-практическим? Приведите аргументы «за» и «против» этого утверждения.
2. Перечислите особенности дидактического знания, подберите примеры из дидактических текстов (статей, учебников, монографий и т. д.), которые их подтверждают (или опровергают).
3. Из каких базисных элементов состоит теория обучения в высшей школе? Какие основные функции она выполняет?
!Лекция 3
! [[Становление дидактики высшей школы в эпоху классической рациональности|Лекция 3 Н. С. Макарова]]
Каковы особенности классической науки? Что отличает дидактику классического периода?
Особенности классического типа научной рациональности и их отражение в дидактике высшей школы. Классический период в развитии науки приходится по различным оценкам на XVII – первую половину XIX в. Для науки этого периода характерна механическая картина мира [30] , объектом исследования выступает простая система, свойства которой определяются свойствами ее элементов. Объект рассматривается как нечто первичное по отношению к процессу. Основными методами научного поиска выступают объяснение и описание, которые должны включать только характеристики объекта, все остальное рассматривается как отказ от идеала объективности познания. При этом требованиями к обоснованию теории выступают следующие принципы: подтверждение теории опытом и очевидность (наглядность) ее фундаментальных постулатов. Научный идеал – абсолютно истинное и однозначно соответствующее объекту знание. Согласно классическому научному канону из двух альтернатив истинной может быть только одна. Методом построения теорий выступает процесс обобщения опытных фактов. Познание рассматривается как наблюдение за объектом и выявление его сущностных связей, установка на исследование объектов и их закономерностей. Объективность исследования порождается логикой разума, логика разума тождественна логике мира, т. е. они максимально соответствуют изучаемой действительности.
28
Новейший философский словарь. 3-е изд., испр.
29
Бондаревская Е. В., Кульневич С. В. Педагогика: личность в гуманистических теориях и системах воспитания. – Ростов н/Д: Творческий центр «Учитель», 1999. С. 47.
30
Подробнее см. в Приложении 2.
Эти основные характеристики классики в полной мере отразились в развитии дидактического знания, обусловили процесс становления и оформления дидактики в качестве научной теории.
Становление дидактики высшей школы имеет глубокие исторические корни. Историки педагогики едины во мнении, что важным источником ее развития являются идеи великих философов античного периода – Сократа, Демокрита, Платона, Аристотеля и др. По мнению В. И. Черниченко, их основным достижением являются идеи о необходимости учета возрастных и индивидуальных особенностей человека в процессе обучения, гармонии физического, нравственного и умственного воспитания как основы самосовершенствования личности, самопознании как одной из ведущих целей обучения [31] . Первые школы повышенного типа (прототипы современных университетов) появились в Древней Греции. Наиболее известна нам практика обучения в Платоновской академии (385—592 гг. до н. э.). Занятия в ней были двух типов: общие (фронтальные) для всех слушателей и специальные (групповые) для узкого круга, проявившего более глубокий интерес к философии. В своем произведении «Государство» Платон развивает некоторые дидактические идеи. Так, он утверждает, что нужно разделить высшую школу на две ступени: высшую для молодых людей от 30—35 и низшую – начиная с 21 года и до 30 лет. Обучение Платон рассматривает как своего рода гимнастику для ума, доступную лишь определенной части населения. Широко известен пример Аристотеля, учившегося в Платоновской академии, а затем открывшего свою высшую школу – Ликей. В этих учебных заведениях было много общего, однако Аристотель пошел дальше своего учителя, он ввел в учебный процесс практические занятия и конкретные научные исследования, строго придерживался двух способов познания в процессе изучения наук – историчности и систематичности.
Свои научные концепции философы Античности излагали молодым людям, стремящимся к знаниям, собирая их вокруг себя. В дальнейшем эти идеи нашли свое применение в работе высших школ Рима. Нужно отметить, что работа римских школ была более регламентированной и формализованной, был упорядочен подбор преподавательских кадров, введены конкурсы для желающих работать преподавателями, им полагалось жалование и государственные льготы. И хотя количество учеников высших римских школ было небольшим, сама высшая школа пользовалась значительными привилегиями и вниманием со стороны римских императоров.
В истории образования одним из первых произведений, в котором освещаются вопросы подготовки профессионалов, считается дидактический трактат Квинтилиана «О воспитании оратора». В этой работе им были сделаны первые попытки обоснования процесса обучения ораторскому искусству, а также высказана мысль о необходимости приспособления обучения к возможностям студентов, о необходимости практики и переживании успеха в обучении.
С появлением первых высших учебных заведений в Европе (XII—XIII вв.) стали развиваться идеи об обучения в высшей школе. В основном они передавались через общение, наблюдение за работой преподавателей:
о лекции как основной форме обучения, о важности дискуссий между студентами и преподавателем, о практических работах по отдельным предметам, об экзаменах и т. д. Дальнейшее развитие дидактики высшей школы шло под влиянием социокультурных факторов – именно в это время потребовались новые научные знания и квалифицированные специалисты для развития науки и производства в феодальном обществе.
Первые университеты были призваны, во-первых, учить, а во-вторых, давать некоторым студентам из тех, кто закончил обучение, учить самим. Задачей университетов как корпораций было отнюдь не производство знания, а воспроизводство образованных людей – интеллектуалов всех профессий. В Средние века не было отделения высшего образования от среднего, поэтому в университетах и существовали младший и старшие факультеты. После изучения латыни в начальной школе школяр (scolarius) в 15—16, а иногда даже в 12—13 лет поступал в университет на подготовительный факультет. Здесь он изучал «семь свободных искусств», разделенных на два цикла – «тривиум» (грамматика, риторика, диалектика) и «квадривиум» (музыка, арифметика, геометрия, астрономия). Только после обучения на подготовительном факультете предоставлялось право поступать на старшие факультеты.
Основных форм преподавания было три. Полное, систематическое изложение учебного предмета по программе, представленной в статутах, в определенные часы называлось lectio. Эти лекции делились на ординарные (обязательные) и экстраординарные (дополнительные). Дело в том, что в Средние века школяры не слушали курс какой-то определенной науки, скажем, курс философии или римского права и т. п. Тогда говорили, что такой-то преподаватель читает или такой-то студент слушает такую-то книгу. Роджер Бэкон в XII в. сформулировал это так: «Если некто знает текст, он знает все, что относится к науке, о которой толкует этот текст». Одни книги считались более важными и обязательными (ординарными) для учащегося, другие – менее важными и необязательными (экстраординарными). Различие лекций обусловило и разделение преподавателей на ординарных и экстраординарных. Для ординарных лекций, как правило, назначались утренние часы (с рассвета и до 9 часов утра), как более удобные и рассчитанные на более свежие силы слушателей, а экстраординарные читались в послеобеденные часы (с 6 до 10 часов вечера). Лекция продолжалась 1-2 часа. Главная задача преподавателя заключалась в том, чтобы сличить различные варианты текстов и дать необходимые разъяснения. Статуты запрещали студентам требовать повторения или медленного чтения. Школяры должны были являться на лекции с книгами. Это делалось для того, чтобы заставить каждого слушателя непосредственно знакомиться с текстом.
Repetitio – это подробное объяснение отдельного текста с разных сторон, с учетом всех возможных сомнений и возражений. В Парижском университете чаще это была проверка всех относящихся к определенной частной проблеме источников по различным рукописям и просмотр соответствующих комментариев в различных сочинениях. В германских университетах они проходили в форме диалога между учителем и учеником. Учитель задавал вопросы и по ответам судил об успехах ученика. Была и еще одна форма – повторение части прочитанного. Во время этих репетиций студенты готовились к диспутам.
Диспут (disputatio) был одной из самых распространенных форм преподавания. Руководство университетов придавало им очень большое значение. Именно диспуты должны были научить школяров искусству спора, защите приобретенных знаний. В них на первое место выдвигалась диалектика. Самым распространенным методом проведения диспутов был предложенный Пьером Абеляром метод pro et contra, sic et поп (за и против, да и нет). Каждые две недели один из магистров держал речь по возможно более широкой теме и в заключение называл тезисы или вопросы, которые должны были стать предметом спора, затем в течение нескольких дней собирал со школяров все «за» и «против». Самым любопытным и самым торжественным был проходивший на подготовительном факультете диспут «о чем угодно» (disputatio de quodlibet). Университетские власти стремились на диспутах к академизму. Запрещались резкие выражения, крики и оскорбления. Но, тем не менее, диспуты действительно часто переходили в сражения магистров и школяров.
По окончании обучения студент выдерживал экзамен. Он должен был доказать, что читал рекомендованные книги и участвовал в положенном количестве диспутов. Затем его допускали к публичному диспуту, на котором полагалось ответить на все вопросы. Наградой была первая степень бакалавра. Два года бакалавр ассистировал магистру и получал «право на преподавание» (licentio docendi), становясь «лиценциатом». Спустя полгода он становился магистром.
Первые университеты возникали самостоятельно, без вмешательства церковных и светских властей. В них концентрировалась светская культура и наука того времени. Но к XV—XVI вв. университетская схоластика и вся система средневекового университетского образования, строго регламентированная, подчиненная теологии, оторванная от жизни, стала тормозом для дальнейшего культурного и научного развития. Гуманисты резко отрицательно относились к старому университетскому образованию и быту.
Университеты эпохи Возрождения развивались на основе принципов гуманизма, сформулированных Витторино-да-Фельтре, Франсуа Рабле, Томасом Мором и другими выдающимися людьми своего времени.
Обучение, по их мнению, должно быть многосторонним, важно обращать внимание на развитие самостоятельности в мышлении, на связь изучаемого с жизнью, делать его научным и стараться развивать в обучающихся потребность и способность к самообразованию. Они писали о важной роли библиотек, музеев и других культурно-досуговых учреждений в обучении студентов.
Следующий этап в развитии дидактических идей связан с именем немецкого ученого Вольфганга Ратке (или Ратихия). По общему признанию современных ученых, именно он впервые употребил термин «дидактика». В своих работах «Мемориал» (1613 г.) и «Всеобщее обучение по способу Ратихия» (1619 г.) он обосновывает необходимость руководствоваться в процессе обучения такими дидактическими принципами, как природосообразность, последовательность и систематичность, прочность, доступность, опора на индукцию и опыт в обучении и др. Я. А. Коменский, развивая идеи Вольфганга Ратке в своих работах, создает условия для возникновения дидактики как теории обучения.
Работы классиков дидактики (Я. А. Коменского, Ж.-Ж. Руссо, В. Ратке, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.) были посвящены описанию всеобщих начал обучения, требований к учителю и ученику, однако вопрос об их единстве, о создании дидактической системы не ставился. Ведущей была не проблема обоснования научных закономерностей и принципов обучения, которые связали бы этот процесс в единую систему, а практическая задача разработки универсального подхода (или искусства «всех учить всему»), т. е. дидактика на классическом этапе развивалась как единая прикладная наука, не разделяясь на дошкольную, школьную, вузовскую и т. д.
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Дидактика высшей школы: история и современные проблемы / В. И. Черниченко. 2-е изд. М.: Вузовская книга, 2007. 136 с.
Представления о механической картине мира отразились в дидактических концепциях классики, прежде всего в их представлении о ведущем компоненте обучения. Первой исторически возникшей идеей дидактики была идея поиска и обоснования всемогущего метода, отражающего в специфических условиях обучения особый порядок, свойственный природе. При этом указывалось, что метод должен предписывать все: распределение занятий по годам, месяцам, дням и часам, полный перечень указаний о действиях в самых разнообразных частных случаях, и только в этом случае метод может быть применим ко всему, чему необходимо «научить с неизменным успехом». Последователи Я. А. Коменского И. Г. Песталоцци и И. Ф. Гербарт, П. Ф. Каптерев, К. Д. Ушинский пошли дальше и выдвинули идею о том, что метод есть «психологическое орудие» и должен быть обоснован психологическими данными.
Как уже отмечалось, классическая научная рациональность исходит из того, что из двух альтернатив истинной может быть только одна. В классической дидактике это выражается в однозначном отрицании любого метода, если он не является естественным, природосообразным. Однозначно по этому поводу высказывается И. Г. Песталоцци: «…нет и не может быть двух хороших методов обучения, а только один, именно тот, который всецело основывается на вечных законах природы». [32]
Центральный принцип классической дидактики – природосообразность – рассматривался классиками по-разному. Если Я. А. Коменский подчеркивал необходимость следования внешней природе (отсюда многообразные примеры о солнце, о птице, которая вьет гнездо, о садовнике, который возделывает землю и т. д.), то И. Г. Песталоцци и Ж.-Ж. Руссо делали упор на следование внутренней природе обучаемого. В отличие от Ж.-Ж. Руссо, И. Г. Песталоцци считал, что природа человека не является сама по себе совершенной, она таковой становится лишь в результате воспитания. Его широко известная теория элементарного образования выделяет в качестве основных компонентов этого процесса физическое, умственное и нравственное образование в их тесной связи и взаимодействии. Стремление учитывать особенности внутренней природы ученика приводит педагогов-классиков к необходимости изучать особенности развития человека, т. е. все действия педагога должны быть основаны на знании психологических особенностей учащихся. Так, при осуществлении умственного воспитания задача педагога заключается в том, чтобы определить, какие понятия уже сформированы у ребенка на основе восприятия им мира через органы чувств, затем их нужно лишь упорядочить и уточнить, доведя до ясных понятий. Именно благодаря обучению «наши познания из беспорядочных делаются определенными, из определенных – ясными, из ясных – очевидными». [33]
Механическая система как идеальный объект изучения в классическую эпоху порождает известные механистические образы школы часы, фабрика, мельница, типография и т. д. Я. А. Коменский, сравнивая работу школы с работой типографии, проводит такие аналогии: «бумага – это ученики, в уме которых должны быть запечатлены науки; шрифт – учебники и учебные пособия, специально составленные для того, чтобы с их помощью материал обучения запечатлевался в умах учащихся; типографская краска – живой голос учителя, переносящий смысл изучаемого из книг в умы учащихся; печатный станок – это школьная дисциплина, побуждающая всех воспринимать изучаемое» [34] и т. д.
Классический идеал науки требует от дидактики обоснования принципов опытом и их наглядности. Массу примеров такого «классического доказательства» дидактических постулатов находим в работе Я. А. Коменского «Великая дидактика». Так, его рассуждения о последовательности и постепенности в обучении подкрепляются следующими доказательствами: «Ничто не предпринимается несвоевременно. Природа тщательно приспособляется к удобному времени. Например, птица, намереваясь размножать свое поколение, приступает к этому делу не зимою, когда все сковано морозом и окоченело, и не летом, когда от жары все раскаляется и слабеет, и не осенью, когда жизненность всего вместе с солнцем падает и надвигается зима, опасная для птенцов, но весною, когда солнце всему возвращает жизнь и бодрость. И вместе с тем она поступает постепенно. Пока стоит еще холодная погода, птица производит яйца и согревает их внутри организма, где они предохранены от холода; когда воздух становится более теплым, она кладет их в гнездо, и, наконец, при наступлении уже теплой части погоды она выводит птенцов, чтобы нежнейшие существа постепенно привыкали к свету и теплу. Правильное подражание этому есть в садах и в архитектуре. Так же и садовник обращает внимание на то, чтобы все делать в свое время. Он не сажает растений зимой (т. к. сок в это время остается в корне и не поднимается для питания саженца), и не летом (потому что сок уже распределен по ветвям), и не осенью (т. к. сок устремляется в корни), но весною, когда сок начинает распространяться из корня и оживлять верхние части дерева. И впоследствии он должен знать удобное время для всего, что должно делать с деревцами, т. е. время для унаваживания, подрезывания, окапывания и пр.; даже и самое дерево имеет определенное время для пускания ростков, для цветения, для распускания листьев, для созревания плодов и пр. Не иначе поступает и предусмотрительный архитектор; он считает необходимым выбирать удобное время для рубки леса, обжигания кирпичей, закладки фундамента, возведения стен и штукатурки их и т. п… Итак, мы делаем заключение:
I. Образование человека нужно начинать в весну жизни, т. е. в детстве, ибо детство изображает собой весну, юность – лето, возмужалый возраст – осень и старость – зиму.
П. Утренние часы для занятий наиболее удобны (т. к. опять утро соответствует весне, полдень – лету; вечер – осени, а ночь – зиме).
III. Все, подлежащее изучению, должно быть распределено сообразно ступеням возраста так, чтобы предлагалось для изучения только то, что доступно восприятию в каждом возрасте». [35]
Познание в классический период рассматривается как наблюдение за объектом и выявление его сущностных связей, существует четкая установка на исследование объектов и их закономерностей. Именно поэтому теория обучения в своем самом первоначальном варианте (в трудах Я. А. Коменского, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта и др.) предстает в достаточно четком и конкретном виде. Сама структура произведений классиков (строгое выделение глав, разделов и подразделов, их соподчинение, обязательное предисловие, четкие выводы и т. д.) дает лучшее тому подтверждение. Практически все классические идеи дидактики возникли на прочном фундаменте философии, на основе изучения законов природы и длительного систематического наблюдения образовательного процесса. Именно это стремление к четкому и последовательному соблюдению законов природы приводит классиков к обоснованию принципа природосообразности и возрастной периодизации. Причем педагоги не ограничивались только выявлением особенностей развития человека в тот или иной возрастной период, а давали ясную картину того, как должно быть организовано обучение людей данной возрастной группы. Я. А. Коменский даже выделяет особые виды школ (материнская школа, школа родного языка, латинская школа или гимназия, академия) для разных возрастов исходя из образовательных потребностей человека, определяемых возрастом:
– в материнской школе следует развивать внешние чувства и наблюдательность;
– в школе родного языка – упражнять память и воображение, язык и руку;
– в латинской школе (гимназии) – развивать суждение и понимание;
– в академии – формировать то, что относится к области воли. Как уже указывалось выше, основным методом построения теории в классический период выступает обобщение опыта, для дидактики это выразилось прежде всего в том, что ее основоположники сами были педагогами-практиками [36] , идея создания теории обучения возникла у них благодаря огромному практическому опыту. «Возникновению дидактики предшествовали разнообразные методики обучения, – пишет И. И. Логвинов, – трудности каждой из методик и породили вопрос: каковы те всеобщие правила обучения, которым должен следовать педагог и которые облегчат труд учителей и послужат на благо учащимся?» [37]
По общему признанию дидактов того времени, процесс обучения должен представлять собой четкий, слаженный механизм, ориентированный на естественный ход событий. Обучение – это искусство помогать естественному стремлению человека к развитию, основывающемуся на гармонии впечатлений, усваиваемых учеником, со степенью развития его духовных сил. Дидактическая система предельно ясна и конкретна, она призвана ответить всего на два вопроса: «Чему учить?» и «Как учить?». Ответ на вопрос «Как учить?» был связан с выдвинутым Я. А. Коменским и его последователями педагогами-классиками набором принципов: наглядности, сознательности, последовательности, доступности, прочности и др.
Классическими ответами на вопрос о содержании обучения стали две противоположные концепции: дидактический формализм и дидактический энциклопедизм. Н. В. Бордовская, А. А. Реан дают следующую характеристику данных концепций.
Концепция дидактического энциклопедизма. Сторонники данного направления (Я. А. Коменский, Дж. Мильтон, И. Б. Баседов) считали, что основная цель образования состоит в передаче обучающимся предельно большого объема научных знаний и опыта жизнедеятельности. «Энциклопедист» считает, что содержание и глубина понимания определенного фрагмента действительности, события, явления или процесса прямо пропорциональна количеству изученного учебного материала. В этом случае содержание образования перегружено информацией, лавиной обрушивающейся на обучающегося. Для полного освоения содержания образования требуется поиск интенсивных методов со стороны педагога и большая самостоятельная работа учащихся.
32
Песталоцци И. Г. Как Гертруда учит своих детей. Письмо X, 22 // Песталоцци И. Г. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1981. Т. 1.
33
Коменский Я. А. Великая дидактика // Коменский Я. А. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1982. Т. 1. С. 214—215.
34
Коменский Я. И. Указ. соч. С. 186.
35
Коменский Я. А. Указ. соч. С. 328.
36
Я. А. Коменский руководил школой Чешского братства, И. Г. Песталоцци организовал работу воспитательного заведения «Учреждение для бедных», в котором обучение детей было соединено с их производительным трудом, И. Ф. Гербарт работал домашним учителем, затем преподавал философию в европейских университетах, А. В. Дистервег преподавал физику и математику, был директором учительской семинарии.
37
Логвинов И. И. Дидактика: история и современные проблемы. С. 36
!! Собственно лингвисты
* [[Кубрякова]]
* [[Залевская]]
* [[Трифонова]]
* [[Крупченко]]
* [[Стернин]]
* [[Буйленко]]
---
!! Терминоведы
* [[Лотте]]
* [[Жеребило]]
* [[Гринёв-Гриневич]]
* [[Лейчик]]
* [[Татаринов]]
*[[Закон об образовании]]
*[[Российское образование – 2020: модель образования для инновационной экономики]]
```
1. Меськов В.С., Бычков С.Н., Братусь Б.С., Кричевец А.Н. Психология и философия: возвращение души. — М., 2003.
2. Меськов В.С., Куликова И.В., Мамчен-ко А. А. Открытый контент: методология приумножения общественного достояния в обществе знания // ЮНЕСКО между двумя этапами Всемирного саммита по информационному обществу: Труды международной конференции. Санкт-Петербург, Россия, 17-19 мая 2005 г. — М.: ИРИО,
2005. — С. 222-234.
3. Коломейцев А.Е., Меськов В.С. Функции хаоса в душе человека//Государство и общество. — М.: МАН ВШ, 2006. — Вып. 5. — С. 45-48.
4. Меськов В.С., Мамченко А.А., Куликова И. В. Открытый контент как феномен и модель обустройства обществ, базирующихся на знаниях//Откры-тое образование. — 2006. — № 5. — С. 71-83.
5. Меськов В.С, Татур Ю.Г. О возможности приобретения гуманитарных компетенций в вузе//Высшее образование в России. — 2006. — № 8. — С. 7383.
6. Меськов В.С., Мамченко А.А. Методология открытого контента как экземпли-фикация постнеклассической методологии // Проблема субъектов российского развития: Материалы Международного форума «Проекты будущего: междисциплинарный подход». Звенигород, 16-19 окт. 2006 г. / Под ред. В.Е. Лепского. — М.: Когито-Центр,
2006.
7. Меськов В.С., Мамченко А.А., Смирнова И.В. The Open Content Methodology and Subject-oriented educational Environment // Модели рассуждений-1. Логика и аргументация: Сб. науч. ст. / Под общ. ред. В.Н. Брюшинкина. — Калининград: Изд-во РГУ им. И. Канта, 2007. — С. 249-268.
```
[[Литература_ВАК_2]]
```
1. Об образовании в Российской Федерации [Электронный ресурс]: Федер. закон Рос. Федерации от 29.12.2012 № 273-ФЗ: (ред. от 01.05.2017). Электрон. текстовые дан. Режим доступа: [Консультант плюс]. Загл. с экрана.
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3. Новиков А.М. Педагогика: словарь системы основных понятий. М.: Издательский центр ИЭТ, 2013. 268 с
4. Новиков А.М. Методология образования. Издание второе. — М.: «Эгвес», 2006. — 488 с.
5. Батоцыренов В. Б. Понятие «Саморегуляция»: терминология и основные подходы // Вестник ЗабГУ. 2011. №6. С. 67-72.
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8. Философский словарь / Под ред. И. Т. Фролова. — 7-е изд., перераб. и доп. — М.: Республика, 2001, — 719 с.
9. Степин В.С. Теоретическое знание. М.: Прогресс-Традиция, 2000. 743 с.
10. Попов В.В., Щеглов Б.С. Постнеклассическая рациональность как формирование новой философской парадигмы. // Актуальные проблемы гуманитарных и естественных наук. 2012. № 2. С. 136-140.
11. Степин В.С. Классика, неклассика, постнеклассика: критерии различения /Постнеклассика: философия, наука, культура. СПб.: Издательский дом «Мiръ», 2009. С.249 – 295.
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14. Меськов В.С., Мамченко А.А. Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2 (5). С.17-49.
15. Меськов В.С., Мамченко А.А. Мир информации как тринитарная модель Универсума. Постнеклассическая методология когнитивной деятельности. // Вопросы философии. 2010. № 5. С. 57-68.
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18. Клочко В. Е. Системная антропологическая психология и современная когнитивистика / В. Е. Клочко, О. М. Краснорядцева // Научные достижения и перспективы психологии XXI века : материалы научно-практической конференции с международным участием, посвященной 25-летию кафедры психологии и памяти первого заведующего кафедрой профессора С. М. Джакупова (17-18 апреля). Караганда, 2015. С. 92-98. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/ vtls:000520531
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20. Сергеев С. Ф. Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии // Актуальные проблемы психологии труда, инженерной психологии и эргономики. / Под ред. В. А. Бодрова, А. Л. Жравлева. – М.: Изд-во «Институт психологии РАН», 2012. – Вып. 4. C. 238 - 259.
21. Матурана У., Варела Ф. Древо познания. М.: Прогресс-Традиция, 2001. – 224 с.
22. Швырев В.С. Рациональность в современной культуре // Общественные науки и современность. 1997. № 1. С. 105-116.
23. Сергеев С. Ф. Теоретико - методологические проблемы педагогики образовательных сред // Образовательные технологии. 2010. № 3. С. 38-48.
24. Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педагогики // Открытое образование. 2012. №1. С.90-99
25. Макарова Н.С. Трансформация дидактики высшей школы: учебное пособие. Омск: Изд-во ОмГПУ, 2011. 173 c.
26. Вишнякова С.М. Профессиональное образование: Словарь. Ключевые понятия, термины, актуальная лексика. М.: НМЦ СПО, 1999. 538 с.
27. Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам) . М.: Издательство ИКАР, 2009. 448 с
28. Коджаспирова Г.М., Коджаспиров А.Ю. Словарь по педагогике. М.: ИКЦ «МарТ»;Ростов н/Д: Издательский центр «МарТ», 2005. 448 с.
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34. ГОСТ Р 53620-2009. Информационно-коммуникационные технологии в образовании. Электронные образовательные ресурсы. Общие положения.М.: Стандартинформ, 2011. IV, 5 с.
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```
```
1. Об образовании в Российской Федерации [Электронный ресурс]: Федер. закон Рос. Федерации от 29.12.2012 № 273-ФЗ: (ред. от 01.05.2017). Электрон. текстовые дан. Режим доступа: [Консультант плюс]. Загл. с экрана.
2. Волков А. Е., Кузьминов Я. И., Реморенко И. М., Рудник Б. Л., Фрумин И. Д., Якобсон Л. И. Российское образование – 2020: модель образования для инновационной экономики. Материал для обсуждения // Вопросы образования. 2008. №1. С.32-65
3. Новиков А.М. Педагогика: словарь системы основных понятий. М.: Издательский центр ИЭТ, 2013. 268 с
4. Новиков А.М. Методология образования. Издание второе. — М.: «Эгвес», 2006. — 488 с.
5. Батоцыренов В. Б. Понятие «Саморегуляция»: терминология и основные подходы // Вестник ЗабГУ. 2011. №6. С. 67-72.
6. Новиков A. M. Развитие отечественного образования. Полемические размышления. – М.: Эгвес, 2005. – 176 с.
7. Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу / В. Е. Клочко // Сибирский психологический журнал. 2012. № 46. С. 23-32. URL: http://vital.lib.tsu.ru/ vital/access/manager/ Repository/vtls:000486989
8. Философский словарь / Под ред. И. Т. Фролова. — 7-е изд., перераб. и доп. — М.: Республика, 2001, — 719 с.
9. Степин В.С. Теоретическое знание. М.: Прогресс-Традиция, 2000. 743 с.
10. Попов В.В., Щеглов Б.С. Постнеклассическая рациональность как формирование новой философской парадигмы. // Актуальные проблемы гуманитарных и естественных наук. 2012. № 2. С. 136-140.
11. Степин В.С. Классика, неклассика, постнеклассика: критерии различения /Постнеклассика: философия, наука, культура. СПб.: Издательский дом «Мiръ», 2009. С.249 – 295.
12. Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность // Вопросы философии. 2003. № 8. С. 5–17.
13. Архипова О.В. Идея образования в контексте постнеклассической культуры: автореф. дис. … д-ра. филос. наук: 24.00.01 СПб., 2012. 50 с.
14. Меськов В.С., Мамченко А.А. Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2 (5). С.17-49.
15. Меськов В.С., Мамченко А.А. Мир информации как тринитарная модель Универсума. Постнеклассическая методология когнитивной деятельности. // Вопросы философии. 2010. № 5. С. 57-68.
16. Клочко В. Е. Системная антропологическая психология и современная когнитивистика / В. Е. Клочко, О. М. Краснорядцева // Научные достижения и перспективы психологии XXI века : материалы научно-практической конференции с международным участием, посвященной 25-летию кафедры психологии и памяти первого заведующего кафедрой профессора С. М. Джакупова (17-18 апреля). Караганда, 2015. С. 92-98. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/ vtls:000520531
17. Клочко В. Е. О понятийном аппарате постнеклассической психологии / В. Е. Клочко // Гуманитарные основания социального прогресса: Россия и современность : международная научно-практическая конференция (25-27 апреля 2016 г.) : сборник статей. М., 2016. Ч 1. С. 128-133. URL: http://vital.lib.tsu.ru/vital /access/manager/ Repository/ vtls:000549907
18. Сергеев С. Ф. Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии // Актуальные проблемы психологии труда, инженерной психологии и эргономики. / Под ред. В. А. Бодрова, А. Л. Жравлева. – М.: Изд-во «Институт психологии РАН», 2012. – Вып. 4. C. 238 - 259.
19. Матурана У., Варела Ф. Древо познания. М.: Прогресс-Традиция, 2001. – 224 с.
20. Швырев В.С. Рациональность в современной культуре // Общественные науки и современность. 1997. № 1. С. 105-116.
21. Сергеев С. Ф. Теоретико - методологические проблемы педагогики образовательных сред // Образовательные технологии. 2010. № 3. С. 38-48.
22. Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педагогики // Открытое образование. 2012. №1. С.90-99
23. Макарова Н.С. Трансформация дидактики высшей школы: учебное пособие. Омск: Изд-во ОмГПУ, 2011. 173 c.
24. Вишнякова С.М. Профессиональное образование: Словарь. Ключевые понятия, термины, актуальная лексика. М.: НМЦ СПО, 1999. 538 с.
25. Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам) . М.: Издательство ИКАР, 2009. 448 с
26. Коджаспирова Г.М., Коджаспиров А.Ю. Словарь по педагогике. М.: ИКЦ «МарТ»;Ростов н/Д: Издательский центр «МарТ», 2005. 448 с.
27. Тихонова Е. В. Саморегулируемое обучение как условие профессионального самообразования учителя: автореф. дис. ... канд. пед. наук. - Екатеринбург, 2000. - 27 с
28. Киргинцева Н. С. Саморегулируемое обучение студентов лингвистических специальностей в условиях дидактических информационных сред: дис. ... канд. пед. наук. - Ставрополь, 2003. 192 с..
29. Белошицкий А.В. Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе // Культура физическая и здоровье. 2008. № 4. С. 7-10.
30. Ясвин В.А. Образовательная среда: От моделирования к проектированию. Изд. 2-е, испр., доп. М.: Смысл, 2001. 365 с.
31. Исаев Е.И., Слободчиков В.И. Психология образования человека: Становление субъектности в образовательных процессах: Из-во ПСТГУ; М,; 2013. 431 с.
32. ГОСТ Р 53620-2009. Информационно-коммуникационные технологии в образовании. Электронные образовательные ресурсы. Общие положения.М.: Стандартинформ, 2011. IV, 5 с.
33. Мещеряков Д. В., Середов И. Г. Информатизации военного образования: проблемы и перспективы. // Психолого – педагогический журнал Гаудеамус, т. 15, № 2 , 2016. С. 26 – 31.
34. Белошицкий А.В., Мещеряков Д.В., Фалилеев В.Ю. Информационно-образовательная среда военного вуза, методологические аспекты // Современные наукоемкие технологии. 2015. № 12-2. С. 284-287.
35. Мещеряков Д.В., Белошицкий А.В. Педагогические условия реализации дидактических средств, функционирующих на базе ИКТ в информационно-образовательной среде военного вуза // Психолого-педагогический журнал Гаудеамус. 2017. Т. 16. № 2. С. 69-73.
36. Клочко В. Е., Клочко Ю. В. Человек: открытая система в закрытой среде // Сибирский психологический журнал. 2015. № 57. С. 6-16. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000513256
```
!!Список литературы
* [ext[[1]|t209.html#Философский словарь. ред. Фролов]]. Философский словарь. ред. Фролов
* [[[2] |Вишнякова С.М. Профессиональное образование. Словарь.]],
* [[[3]|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,
* [[[4]|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]
!! Цитирование
Морозова И.С. Личность и саморегуляция деятельности/ Учеб. пособие. – Кемерово: Кемеровский госуниверситет, 2000. – 80 с
* [ext[sss |05/20170531/Beloshitsky/elibrary_12501744_26808755.pdf]]
И. Ф. Бережная , А. В. Белошицкий
В контексте данной статьи сформулируем определения студента как личности и субъекта деятельности следующим образом .
Личность – наиболее обобщенная, многомерная и многоуровневая категория, в которой интегрируются и дифференцируются сущностные особенности студента и которая опосредует все направления жизнеосуществления.
Субъект – категория , которая описывает студента как первопричину познания, самопознания и преобразования действительности, отражая его активное отношение к окружающему миру и к самому себе, его способность организовывать и регулировать свой жизненный путь как целое, законосообразно подчинять его своим целям и ценностям. Студент является одновременно объектом и субъектом учебно-познавательной деятельности.
Объектом он выступает тогда, когда изменение личности происходит под направленным внешним влиянием, целеполагание внешнее, а способы и средства достижения целей задаются извне или определяются самостоятельно.
Субъектом – когда изменение личности студента осуществляется в процессе самопреобразования, цели, способы и средства их достижения определяются самостоятельно.
Необходимым условием становления личности студента субъектом самоосуществления является наличие у нее ''определенных внутренних ресурсов'' сущностного самоутверждения. Достаточным условием является способность осознать, что качество своего будущего зависит от себя , а значит принятие ответственности на себя стать самопричиной собственной активности, направленной на самоактуализацию и последующую реализацию своих личностных потенциалов.
...............................
По-видимому, одна из сторон проблемы личности студента как субъекта деятельности в образовательной среде вуза заключается в оптимальной организации деятельности субъекта . По мнению К . А . Абульхановой , оптимальной организацией деятельности субъекта является такая , при которой движущие силы его деятельности опираются на его способности, саморегуляцию и ответственность . Ответственность – максимальное выражение субъектной позиции в деятельности : добровольное взятие на себя гарантий за уровень качества деятельности, гарантий за ее результат , готовность отвечать за какие - либо последствия ( несоответствие целей и результатов и т . д .) [8, с . 47]. В том случае, когда студент « на каждом шаге чувствует и понимает , что его воспитывают , – способность к самопознанию и самосовершенствованию снижается » [12].
В целом , рассматривая личность студента в субъектном измерении , мы фиксируем его следующие специфические черты : активность, @@color:red;автономность@@ , самодостаточность , целостность , гармоничность , авторство своего жизнеосуществления, способность
начинать причинный ряд из самой себя.
........................
Таким образом , рассмотрение в совокупности трех комплементарных аспектов ( феноменологического , процессуального , деятельностного ) трактовки личности студента в образовательной среде вуза в субъектном измерении , принятие полиморфизма научных подходов , непротиворечивым образом дополняющих друг друга , к исследованию обозначенной проблемы дают возможность представить личность студента в субъектном измерении в виде субъективной локализации деятельного начала в самом себе .
Сущностными особенностями студента , которые определяют его самостоятельный онтологический статус субъекта , являются : самостоятельность , целенаправленность , осознанность самопреобразования . Важно подчеркнуть , что движущей силой преобразования личности студента в образовательной среде вуза является совместная деятельность с другими участниками образовательного процесса .
Кун Т. Логика и методология науки. Структура научных революций
*[ext[TRab |file:///D:/TRab/2017/10/20171007/tomas_kun.pdf]]
*[ext[Интернет |http://stavroskrest.ru/sites/default/files/files/books/tomas_kun.pdf]]
*[ext[Интернет2 |http://www.psylib.ukrweb.net/books/kunts01/index.htm]]
!! Ссылки
[ext[Локальная|file:///D:/TRab/2019/02/20190227/20190227b/]]
Дмитрий Семенович Лотте
* [[Основы построения научно-технической терминологии вопросы теории и методики]]
веко-машинномвзаимодействиипривелокпоявлениюпонятий «пользователь» и«пользовательскийинтерфейс» [3]. Напостклассическомэтапеобъектомизучениясталиинтерфейсысложныхэргати-ческихсистемитехногенныхсредвключающиекоммуникативныесамоорганизую-щиесяпроцессыиэлементытехнологийискусственногоинтеллекта [4]. Подинтерфей-сомсталипониматьтехнологиюобщениячеловекаскомпьютеромилидругимисисте-мами. Объектомизучениявпроблемеинтерфейсасталиорганизацияиразвитиекоопе-ративныхэффектоввискусственныхсредах [5]. Постнеклассическийэтапразвитиявзглядовнаинтерфейссвязансиспользованиемсистемныхпредставленийкибернетикивторогопорядкаиисторическихразвивающих-сясистем [6].
!!2. Методологические проблемы проектирования интерфейса эргатических систем
!!!2.1. Классический подход к проектированию интерфейса
Вклассическом и нженерно-психологическом представлении управление эргатиче-скимисистемамиосуществляетсяпосредствоморгановуправленияипультовойаппа-ратурысодержащейсредстваиндикациииконтроля, отображенияинформацииотеку-щемсостоянииуправляемойсистемыиееэлементов. Возникающаяинформационнаямодельпогружаетоператоравовзаимодействиессистемойуправленияврамкахвы-полненияфиксированныхалгоритмическихдействийсзаранееяснымицелямиина-блюдаемымиследствиямивповеденииуправляемойсистемы [7]. Системыинтерфейса, связывающиеоператорасконтуромуправления, решаютзадачупреобразованияуправ-ляющихвоздействийвкоманды, результаткоторыхвыражаетсявнаблюдаемыхвсис-темахиндикациииотображенияинформацииизмененияхпараметровуправляемойсистемы. Основнаяпроблемасогласованиявозникающихвсистеме «человек-машина» взаимоотношенийлежитвобластиформированияуоператорасоответствующейназна-чениюэргатическойсистемыконцептуальноймоделиинавыковуправленияспомо-щьюоргановуправления [8] иотноситсякинженернойпсихологии. Решаетсязадачасогласованияпсихофизиологическихвозможностейчеловекастехникой [9]. Традици-оннорешениеданныхзадачлежитвобластипсихологииобученияидостигаетсямето-дамипрофессиональнойподготовкинатренажерахсодержащихмоделиреальнойдея-тельности [10]. Многократноеповторениепрофессиональнойзадачиприводиткпояв-лениюобучающейсредыведущейкформированиюнаиболееэффективногодляданно-гооператораспособауправления [11]. Поокончанииобучениязадачаобеспеченияэф-фективнойсвязи «человек-машина» заключаетсявподдержаниинавыковоператоранатребуемомуровнеспомощьюдополнительныхтренировок. За 40 летгосподстваклассическойпарадигмыобеспеченияэффективногочелове-ко-машинноговзаимодействиядостаточноподробноразработаныприкладныеаспектыпсихологическогоформированияэффективнойчеловеко-машиннойсвязи. Решаютсязадачипрофориентации, профотбора, профдифференциации, профподготовки, проек-тированиядеятельности (В.А. Бодров, Л.Г. Дикая, А.Л. Журавлев, Н.Д. Завалова, Г.М. Зараковский, В.П. Зинченко, Е.А. Климов, С.А. Конопкин, Г.Л. Коротеев, А.А. Крылов, В.М. Львов, В.Д. Магазанник, А.И. Нафтульев, А.А. Обознов, Д.А. Оша-нин, П.И. Падерно, В.А. Пономаренко, Г.В. Суходольский, В.Д. Шадриков). Изложеннаявышесхемапроектированияразделяетзадачипсихологическогопро-ектированияинтерфейсаиеготехническойреализации, чтонапрактикеведеткизоля
ции инженеров-проектировщиков от разработчиков человеческой компоненты интерфейса и ведет к перманентному конфликту между психологами и инженерами в силу различия и несовместимости их понятийных областей.
Проектирование интерфейса строится главным образом на опыте и интуиции инженера. В силу этого психология играет вспомогательную роль, ликвидируя методами отбора и обучения технические просчеты и ошибки. Вместе с тем это широко используемая в инженерной практике технология создания эффективных и нтерфейсов для простых человеко-машинных систем (Г.Л. Коротеев, В.М. Лискин, В.Н. Соколовидр.). Отметим, что классические инженерные представления основаны на здравом смысле и механистических моделях взаимодействий, что сильно обедняет проблемное поле интерфейсных систем.
!!!''2.2. Постклассическая методология проектирования''
Появление новых методов проектирования интерфейсов обусловлено интенсивным развитием науки и технологии ведущим кпоявлению сложных машин и механизмов включенных и составляющих технические среды [12]. Кроме того наблюдается интенсивное внедрение технологий искусственного интеллекта во все сферы взаимодействий человека с искусственными средами. В такихусловияхклассическийподходкпроек-тированиюинтерфейсовработаетплохо. Возможностичистоинженерногорешенияпроблемысозданияинтерфейсарезкоограничиваютсявсилумножествавозникающихнетривиальныхвариантоввзаимодействийпотенциальноведущихкнарушениюработыоператора. Возникаетпроблемаобеспечениясоциальногоповеденияискусственныхсистемвключенныхвкоммуникациюсоператором (группойоператоров). Психологи-ческихзнанийуинженеров-разработчиковдляэффективногоинженерногопроектиро-ваниятакихинтерфейсовстановитсяявнонедостаточно, итребуютсяспециалистывобластиинженернойпсихологиииэргономики. Внастоящеевремязадачипроектированиямассовыхпользовательскихкомпью-терныхинтерфейсоврешаютсяврамкахприкладныхдисциплинпоучетучеловеческо-гофактораUsabilityиUser Experiense. Однакоследуетпризнать, чторассматриваемыевданныхнаправленияхсвойстваинтерфейсов (полезность, юзабилити, доступностьипривлекательность) отражаютлишьнекоторыестатистическиехарактеристикинаблю-даемогопользовательскогоопытабезанализаегоструктурыитиповвозникающихвэргатическойсистемеотношений [13]. Проблемаинтерфейсавкомпьютерныхсистемахисредахпородилацелыйспектрновыхпроектировочныхдисциплин, ккоторымследу-етотнести: Informatics Usability, Human-Computer Interaction, Emotional design, Human Interaction Systems.Информационныетехнологиипредоставляютразработчикамэргатическихсистемширокийспектрсредств, повышающихихинтеллектуальность, формируяотношениячеловека-операторастехническойсистемой, аналогичныевозникающимвусловияхестественнойсоциальнойкоммуникации. Вместестемвзаимодействиечеловекасис-кусственнымиинформационнымисредами, наделеннымиискусственныминтеллектом, отличаетсяотеговзаимодействиясестественнымисредамивсилудополнительностиискусственныхсредпоотношениюккогнитивномуаппаратучеловека [14]. Возникаетпроблемасимбиозамеждусистемамиразнойприроды – биологическими, наделеннымимеханизмамипсихическогоотраженияиактивногоцелеполагания, итехническими, реализующимиалгоритмыитехнологииискусственногоинтеллекта [15]. Переходче-ловечествакновымформамтехнологическогоукладаи, особеннокпятомуишестому, связаннымсинтенсивнымразвитиемтехнологийNBICS – конвергенциииметодовис-кусственногоинтеллектаведетктотальнойинтеграциипсихофизиологическойсисте-
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мы человека с техногенной средой [16], сопровождаемой возникновением новых форм интерфейсных отношений.
Особоезначениеимеюттехногенныесредыэргатическихсистемобъединяющиемножествопользователейврамкахрешенияобщихзадачконтроляиуправления.
Системыинтерфейса, объединяющиевединоецелоеинтеллектуальнуюэргатиче-скуюсистемуикогнитивнуюсистемуоператора, отличаютсяотклассическихсистеминтерфейса, таккакихфункционированиеноситкоммуникативный, анеуправляющийхарактер. Решениевсистемепринимаетсяпосредствомкоммуникативногоакта, в результате которого субъектом принятия решения может стать система искусственного интеллекта, а нечеловек-оператор. Коммуникация рассматривается как социальная аутопоэтическая система, конституирующая социальные формы взаимодействий, в том числе и в эргатических системах с коллективными групповым управлением [17].
Интерфейсвинтеллектуальныхэргатическихсистемахдолженсоздаватьвопера-тореобраздовериякего «электронномупартнеру», наделенномуискусственнымин-теллектом, иобеспечиватьэффективнуюкоммуникацию. Этизадачинемогутбытьрешеныврамкахклассическихсистемныхпредставлений, вкоторыхнеучитываютсяпроцессысамоорганизациииэволюциивозникающихсистемныхобъединений. Техно-генныесредыведуткинтеграциичеловекасмашиной, формируягибридныеисимбио-тическиеформыинтеллектныхобразованийорганизменноготипа [18].
!!!2.3. Постнеклассический подход
Постнеклассическиеподходыкпроектированиюинтерфейсасвязанысдальней-шимразвитиемсистемногоподхода, введениемновыхформсистемныхвзаимодейст-вий, пронизывающихвсеформыотношенийчеловекасмиром, включающимосознаниетотальнойинтеграцииимежсвязностимира, ведущейкпоявлениюгибридовприродыикультуры, размытиемграницмеждуцифровымиматериальнымбытием [19]. Исполь-зуютсяпарадигмыразвивающихся, историческихсистем. Сознаниечеловекарассмат-риваетсякакинтерфейс, связывающийсубъектасмиромегодействительности. Фор-мированиесознаниясвязаноссозданиембезопасной, комфортной, бесконфликтнойкартинымира, вкоторойсубъектполучаетвозможностьсвободнодействовать, безопасенийпотерятьсвоюсубъектнуюиндивидуальностьицелостностьорганизма. Ин-терфейсвпостнеклассическомпрочтениирассматриваетсякакселективнаяграницамеждуаутопоэтическойсистемойчеловеческойпсихикиредуцирующейфизическуюреальностьипропускающейвконструирующуюзонупсихикитольконеразрушающиеформыописаний [20] ифизическойреальностью. Интерфейсприэтомформируетнетольконеразрушающую/ориентирующуюсвязь, ноисамоорганизующуюсясвязь, кон-струирующуюиконституирующуюсубъектаимирегоопыта.
!!3. Интерфейс в техногенных средах и системах с искусственным интеллектом
!!!3.1. Технологические уровни интерфейсной интеграции
В настоящее время технолог ическийпрогрессчеловечествасвязанспроцессамиинтенсивнойконвергенциейряданаучныхитехнологическихдисциплин (NBICS), объ-единениемихвнаучно-технологическиекомплексы, создающиебазисдлясозданияинтерфейсов, включающихвконечномитогеполнуюинтеграциючеловеко-машиннойсредыичеловеканавсехуровняхорганизацииматерии.
Развитиетехнологийпозволяетсоздаватьсистемыинтерфейсаориентированныенетольконасвязьмоторныхисенсорныхкомпонентовтелачеловекасестественнойсре-дой, ноивключающиевсеформыинформационныхотношенийсискусственнымисре-дами, содержащимиэлементыдополненнойивиртуальнойреальностей [21]. Тотальнаясвязностьвсехинформационныхпроцессовиресурсоввглобальныхсетяхкоммуника-цииилегкийдоступкнимпозволяютсоздаватьсистемыинтерфейсасраспределенныминтеллектуальнымсодержаниемактуализирующиесявпроцесседостиженияцелиэр-гатическойсистемой. Этопозволяетвзависимостиотконтекстадеятельностиизбира-тельноусиливатьиликомпенсироватьвслучаенедостаточноститеилииныепсихиче-скиеиинтеллектуальныевозможностиоператораимашины.
!!!3.2. Глобальная интеллектуальная информационная среда
Следующимуровнеминтеграциичеловекаимашиныявляетсясоздание «умногомира», вкоторомграницыискусственнойсредыичеловеческоготелаипсихикираз-мываются. Техногеннаясредастановитсятотальнойформойинтерфейса, обеспечи-вающегосубъектудеятельностидоступковсемформамсоздания, храненияиисполь-зованияинформации, энергииипространства. Возникаетпроблемапроектированияин-терфейсовиучетавзаимодействийвсистеме «оператор-эргатическаясистема-интеллектуальнаяинформационнаясреда». Интеграцияразличныхтехнологийдоступа, обработки, представления, храненияииспользованияинформациисисточникамиинформации, обладающимимножествен-нымивходами-выходамииинформационно-поисковымисистемамиврамкахединойглобальнойинформационнойсреды, ведеткпоявлениюновогообъектатехнологии– глобальнойинтеллектуальнойинформационно-коммуникационнойсреды. Необходиморазличатьинтерфейсыисвойстваинтеллектуальныхинформационныхсистемиинтел-лектуальныхинформационныхсред (таблица 1).
Таблица 1.Интеллектуальные системы и интеллектуальные среды.
| Критерии различения | Интеллектуальные информационные системы | Интеллектуальные информационные среды |
| Тип образования | программно-техническая система | социотехническое коммуникативное единство аутопоэтического типа |
| Механизм создания | локальное инженерное проектирование | кооперативное взаимодействие, коммуникация, самоорганизация |
| Цель функционирования | осуществление поддержки деятельности человека | самовоспроизведение и эволюция |
| Механизм функционирования и эволюции | нет, поэтапное улучшение в процессе проектной деятельности | непрерывное изменение в процессе самоорганизации и коэволюции человеческого общества |
| ''Входы'' | единичные | множественные, по числу пользователей |
| Интерфейсы | создаются под целевую задачу системы, уникальные, связаны с оптимизацией системы по критериям эффективности | формируются как элементы техногенной культуры, возникающей в среде, действует тенденция к унификации в рамках пользовательского опыта |
| Вид аккумуляции опыта. |Источник опыта локальный, разработчиков системы в процессе ее проектирования | циклический, рекурсивный, избирательный, пользователей терминалов среды и культурных сообществ |
| [[М П Ч-М И 6419 A1]] | [[М П Ч-М И 6419 A2]] | [[М П Ч-М И 6419 A3]] | [[М П Ч-М И 6419 A4]] |
{{М П Ч-М И 6419 A1}}
{{М П Ч-М И 6419 A2}}
{{М П Ч-М И 6419 A3}}
{{М П Ч-М И 6419 A4}}
Новые формы интеграции человека с информационным миром требуют усиления гуманитарной компоненты инженерного знания и перехода к методам постнеклассической эргономики [22]. Необходимо различать свойства симбионтных объединений (интеллектные симбионты), возникающих в организованных искусственных средах. Симбионтными отношениями будем называть отношения, возникающие между человеком и технической системой (техногенной средой) наделенной искусственным интеллек-том. Они отличаются от симбиотических отношений, возникающих в живой природе, отражая ведущую роль человека.
!!!3.3. Симбиотные интеллектные системы и среды
Интеллектуальные системы и среды представляют собой системы организованной сложности. Будучи организованными человеком, они содержат в себе в скрытой форме часть функций, присущих системам, наделенным естественным интеллектом. Это искусственный интеллект, воплощенный в искусственную среду. Основные виды интеллектных симбионтов приведены в таблице 2.
Таблица 2. Виды интеллектных симбионтов.
| ''Тип интеллектного образования'' | ''Отношения между компонентами'' | ''Центр активности и управления, механизм'' | ''Отношения со средой деятельности, границы'' |
|''Естественный интеллект'' | самоорганизация, аутопоэтическая система | сознание, эго-система человека | активное преобразование мира, границы динамично изменяются |
|''Искусственный интеллект'' | фиксированная или переменная программно-аппаратная структура | программа, алгоритм в структурированной или структурируемой среде | реализация алгоритма, ситуативное управление, границы фиксированные |
|''Гибридный интеллект'' | симбиоз, адаптация организованного и аутопоэтического компоненто в ксреде, объединения на макроуровне при приоритете сознания | человек в структурированной среде | взаимная адаптация естественного и искусствен-ного интеллектов, границы переменные |
|''Диффузный интеллект'' | селективные связи на всех уровнях аутопоэтически организованной и организуемой среды и человека | возникает в организованной среде | синергетическое объединение, границы формируются под задачу |
!!''4. Заключение''
Проблема интерфейса включает междисциплинарные технические и гуманитарные аспекты, отражающие различные формы объединений человека с техникой. Можно дать ряд общих определений интерфейса, в которых сделан акцент на свойствах сис-темныхобразований, обеспечивающих активную и эффективную деятельностьчеловека в эргатических системах и средах техногенного мира. Интерфейс это:
*неразрушающая опосредованная межсистемная связь;
[[М П Ч-М И 6420]]
| [[М П Ч-М И 6420 A1]] | [[М П Ч-М И 6420 A2]] | [[М П Ч-М И 6420 A3]] | [[М П Ч-М И 6421 A1]] |
{{М П Ч-М И 6420 A1}}
{{М П Ч-М И 6420 A2}}
{{М П Ч-М И 6420 A3}}
{{М П Ч-М И 6421 A1}}
*средство опосредованного достижения цели;
*механизм и среда интеграции систем;
*средство погружения в среду;
*средство взаимной ориентации систем;
*средство обеспечения границы различений между системами;
*пограничная среда, передающая селективное, неразрушающее действие;
*правила межсистемных взаимодействий;
*средство межсистемной коммуникации.
Проблема и нтерфейса является центральной при создании дружественной глобальной техногенной среды и эргатических систем, усиливающих и увеличивающих возможности человечества, его безопасность и эффективность при реализации трудовой деятельности.
!! ''Список литературы''
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''6421''
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```
* Майер Роберт Валерьевич.
* д-р пед. наук
* Глазовский государственный педагогический институт им. В.Г. Короленко
!! Работы
* [[Моделирование как метод изучения дидактических систем]]
Об измерении сложности учебного текста по естественно научным дисциплинам.
*[ext[Интернет |http://www.nbpublish.com/library_read_article.php?id=19501]]
Компьютерные программы, автоматизирующие оценку объектов и контент-анализ текста
*[ext[Интернет |http://psychology.snauka.ru/2015/01/4287]]
Макарова Наталья Станиславовна
* кандидат педагогических наук,
* доцент кафедры педагогики
* Омского государственного педагогического университета
Н. С. Макарова
*[[Трансформация дидактики высшей школы]]
*[[«Золотое правило дидактики» в высшей школе XXI в]]
!! Выдержки
Необходимость систематизации и осмысления с позиций сегодняшнего дня многочисленных концепций дидактики высшей школы продиктована прежде всего темпами и характером развития современного общества, науки и культуры.
В работах современных исследователей отмечается, что система высшего образования вступает в новую стадию своего функционирования, т. к. происходит переход от подготовки специалиста к образованию человека и развитию личности, что, в свою очередь, требует теоретической разработки и реального воплощения в практике новой образовательной парадигмы – постнеклассической. Кратко охарактеризуем те этапы развития науки, которые стали преддверием постнеклассики. Переход от одного этапа к другому соизмеряется с дифференциацией исторических типов рациональности, которые представлены в работах В. С. Степина: классическая, неклассическая и постнеклассическая рациональность.
''Исследователь, придерживающийся идеалов классической рациональности'', видит только состоявшийся процесс. Классицизм апеллирует к тому, «что есть», что уже стало, существует как факт. Главная задача человека – открыть, описать и объяснить это ставшее. Довольно просто представить себе ситуацию в профессиональном образовании, когда требования преподавателя к будущему специалисту в процессе обучения однозначные: прочитать в пособии учебный материал и попытаться его объяснить. Классическая дидактика формировалась в течение трех столетий. Основная роль преподавателя – транслятор культуры, «передатчик знаний», а студент – пассивный реципиент, главная задача которого – запомнить, заучить эти знания. Такая эмпирическая модель образования способна только отражать менталитет определенной исторической эпохи, в которой формируется определенный тип мышления, но не порождать его. Дидактические концепции, возникшие в эпоху распространения классической рациональности, сегодня уже во многом утрачивают свое значение для современной дидактической теории.
''На этапе неклассического развития науки'' основной характеристикой мышления ученого является то, что он начинает обращать внимание не только на ставшее, но и на становящееся. Если взглянуть в этой логике на высшее профессиональное образование, то легко заметить, что основой деятельности будущего специалиста является анализ ставшего, уже имеющегося в практике деятельности в той или иной отрасли. Преподаватель выступает в функции модератора, фасилитатора, который помогает студентам осмысливать учение. Значимой характеристикой этого этапа развития науки и образования является учет субъектной позиции обучающегося. Будущий профессионал осмысливает структурные и функциональные связи внутри изучаемой науки. Неклассическая научная рациональность дала дидактике высшей школы импульс к развитию ее теоретических оснований, систематизации дидактического знания, стимулировала научно-педагогический поиск в направлении технологий обучения. Однако не все идеи неклассики находят свое подтверждение в современных условиях распространения постнеклассической рациональности.
''Постнеклассическое понимание мира и человека в мире'' характеризуется ростом рефлексии ученых над ценностями и смысловыми контекстами человеческого бытия. Постнеклассическая наука характеризуется возникновением такого типа научной рациональности, который объединяет науки о природе и науки о духе. В современной научной картине мира прежние типы рациональности не отрицают друг друга, а распределяют между собой сферы влияния. В зависимости от исследовательских задач одна и та же реальность может быть рассмотрена с разных позиций и может выступить предметом освоения посредством разных типов рациональности. В этих условиях решающее значение приобретают те культурные и ценностно-смысловые контексты, с которыми субъект соотносит познаваемую и понимаемую реальность.
Постнеклассическая парадигма дидактики предполагает постановку качественно новой цели в системе высшего образования – не просто подготовить компетентного специалиста, а способствовать развитию личности, заинтересованной в самоизменении, обладающей потребностью в саморазвитии и способной создавать общественно значимые продукты собственной профессиональной деятельности. Поиск дидактических оснований осуществления образовательного процесса в современной высшей школе требует серьезных теоретических обоснований в рамках концепций, имеющихся в арсенале дидактики, и разработки новых, отвечающих логике постнеклассической научной рациональности. Отсюда возникает необходимость детального рассмотрения вопросов о том, какими были основные дидактические концепции в классический и неклассический период развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Эти вопросы будут рассмотрены далее.
[ext[Лекция 2 Теоретические основы дидактики высшей школы|http://velib.com/read_book/makarova_natalja_stanislavovna/transformacija_didaktiki_vysshejj_shkoly_uchebnoe_posobie/didaktika_vysshejj_shkoly_ot_klassiki_k_postneklassike/lekcija_2_teoreticheskie_osnovy_didaktiki_vysshejj_shkoly/]]
!! Диссертация
*[[Развитие дидактического знания об образовательном процессе в высшей школе]]
Маклаков А. Общая психология
[ext[ссылка |file:///D:/TRab/2019/02/20190226/OP.pdf]]
Мамченко Анна Александровна
Старший научный сотрудник лаборатории общих проблем дидактики Института стратегии развития образования РАО, зам. зав. лабораторией, кандидат философских наук.
Кандидатская диссертация защищена в 2013 году по специальности «философия науки и техники» и посвящена трансдисциплинарному исследованию открытого контента как феномена самоорганизации людей в виртуальном информационном пространстве.
!! Автореферат
*[ext[TRab |file:///D:/TRab/2017/10/20171007/01005061909.pdf]]
*[ext[Интернет |https://docviewer.yandex.ru/view/5333268/?*=sbddGXikU%2BQQIcxgIatsWxgTEGl7InVybCI6Imh0dHA6Ly9kbGliLnJzbC5ydS9sb2FkZXIvdmlldy8wMTAwNTA2MTkwOT9nZXQ9cGRmIiwidGl0bGUiOiIwMTAwNTA2MTkwOT9nZXQ9cGRmIiwidWlkIjoiNTMzMzI2OCIsInl1IjoiODU2NjcwNTkxNDU3NDQ5MzA1Iiwibm9pZnJhbWUiOnRydWUsInRzIjoxNTA3MzkyNDM2NzIwfQ%3D%3D&page=6&lang=ru]]
!! Статьи
* [[Трансдисциплинарное исследование понятия «открытость»]]
* [[Открытый контент: методология социокоммуникации для виртуальных образовательных сред в обществе знания]]
* [[Основы самопознания и саморазвития]]
У. Матурана и Ф. Варела
*[[Биология познания]]
*[[Древо познания]]
МЕНТАЛЬНЫЙ ЛЕКСИКОН: КОНСТРУКТ, МЕТАФОРА, МИФ? / MENTAL LEXICON: CONSTRUCT, METAPHOR OR MYTH?
Александра Залевская, профессор, доктор филологических наук, профессор
Тверской государственный университет, Россия
Участник первенства: Национальное первенство по научной аналитике - "Россия";
Открытое Европейско-Азиатское первенство по научной аналитике;
DOI: http://dx.doi.org/10.18007/gisap:ps.v0i7.919
УДК 81’23
Рассматриваются различные подходы к понятию ментального лексикона, выявляется обоснованность трактовки лексикона как конструкта, демонстрируется естественность использования этого словосочетания в метафорическом смысле, указывается на некоторые мифы как дань следования наивным представлениям или популярным в своё время научным парадигмам.
Ключевые слова: ментальный лексикон,конструкт, метафора, миф.
Different approaches to the notion of “mental lexicon” are distinguished; the importance of this scientific construct is explained; metaphorical application of this term is treated as natural; some myths in connection with this notion are viewed as the outcome of “common sense” or temporally popular scientific paradigms.
Keywords:mental lexicon, construct, metaphor, myth.
!! Вводные замечания
Успешность межнациональной коммуникации во многом зависит от используемых языковых средств, в первую очередь – слов, поскольку слово выступает и как средство установления доброжелательных контактов, и как побудитель недоверия, недоброжелательства, вплоть до межэтнического напряжения и международных конфликтов. В этой связи особую актуальность приобретают исследования, связанные с тем, как слово «живёт» у носителей языков и культур, что в свою очередь выводит на проблему лексикона. Признано, что исследование слов ныне стало ключевой проблемой социальных и когнитивных наук, как и науки о мозге [15]. В моём предшествующем докладе (см.: [5]) была показана многозначность слова «лексикон» как в общеязыковом, так и в научном его использовании. Было также указано, что при наличии международных исследовательских мероприятий по общей проблеме «Ментальный лексикон» (проведении конференций, издании междисциплинарного журнала и т.д.) высказываются мнения, что словосочетание «ментальный лексикон» представляет собой метафору (см., например, [7]) и что у человека лексикона как такового не существует (см., например, [12]). Основная цель этого этапа моей работы – показать, что наши споры, недопонимание и несогласие могут иметь место из-за использования одного и того же наименования, которое увязывается с весьма различающимися представлениями о некоторой вещи, явлении или событии, к тому же нередко из-за метафоричности термина и устойчивых мифов.
!! Ментальный лексикон как конструкт
Ментальный лексикон называют также «внутренним лексиконом», «словарём в голове» и т.д. Суть от этого не меняется: речь идёт о том, что хранится в нашей памяти и является недоступным для прямого наблюдения. Как и в любой другой ситуации «чёрного ящика», мы можем только строить предположения с позиций здравого смысла и/или проводить научные исследования на уровне, который обеспечивается современной нам наукой. Во втором случае принимаемая нами система исходных научных постулатов фактически играет роль «здравого смысла», сближая тем самым исследователя с обывателем, склонным видеть и отстаивать именно то, и только то, что ему самому представляется очевидным. Итак, что такое «конструкт» и как выглядит ментальный лексикон как конструкт с позиций здравого смысла и/или научной теории.
В словаре [14: 405] существительное «construct» определяется следующим образом: «1. Something formed or constructed from parts. 2.a. A concept, model, or schematic idea: a theoretical construct of the atom. b. A concrete image or idea». Англо-русский словарь по лингвистике и семиотике [1] на с. 438 для разъяснения значения русскоязычного термина «конструкт» отсылает ко второму значению английского слова «construction»: «Концептуальная модель явления, возникающая как результат работы теоретической модели. Например, теоретический конструкт процессов метафоризации» [цит. раб.: 81]. В психологическом словаре [6: 209] делается акцент на личностном конструкте (от лат. сonstructio– построение), имеется в виду «создаваемый субъектом классификационно-оценочный эталон, посредством которого осуществляется понимание объектов при их сходстве между собой и отличии от других». Там же поясняется роль личностных конструктов в способности человека «углублённо описывать, анализировать и оценивать воспринимаемые объекты в их противоречивом единстве» [цит. раб.: 209–210]. Итак, построение конструктов выступает как неотъемлемая составляющая жизнедеятельности человека, в том числе – учёного.
Для обывателя (называю так не-лингвиста в самом общем смысле, без каких бы то ни было коннотаций) всё ясно: в голове есть словарь, включающий все известные мне слова; наверное, они упорядочены по алфавиту (я же могу их так перечислять). Я знаю, что слово может иметь несколько значений, отсюда – я его так и храню (т.е. с перечнем всех возможных значений). И ещё: я умею склонять существительные и спрягать глаголы, значит, у меня в голове тоже есть существительные во всех возможных падежах и глаголы во всех возможных формах. Этот перечень можно было бы продолжить, но очевидно одно: мы строим модель чего-то (в данном случае – ментального лексикона), исходя из того, что нам известно, привычно, понятно, а главное – является достаточным для решения текущих задач, если же нет – приходится строить новые конструкты с учётом нашего опыта познания мира и общения и/или с обращением к некоторым дополнительным источникам знания. При этом многие конструкты мы черпаем из нашей принадлежности к определённой культуре; огромную роль при этом играет увязывание по аналогии (какой бы условной она ни была).
В отличие от обывателя учёный ставит множество вопросов, отвечающих специфике исповедуемой им теории, он строит конструкты как инструменты проникновения в сущность изучаемого объекта, научного объяснения выявляемых закономерностей и т.д. Это налагает на исследователя важные обязательства, отвечающие требованиям к научному изысканию как таковому (в плане достоверности получаемых результатов, объективности выводов и т.д.). Вполне естественно, что представители разных научных направлений ставят различающиеся вопросы относительно специфики ментального лексикона (далее – МЛ), а при решении таких вопросов исходят из своих представлений о том, что такое МЛ.
Например, с позиций порождающей грамматики Н. Хомского МЛ одно время трактовался как придаток грамматики, составляющей основу владения языком. Поскольку, согласно этому подходу, высказывание строится по определённым правилам, слова только представляют материал, на котором «работают» эти правила; более того, МЛ трактовался некоторыми авторами как перечень лексических единиц, не подчиняющихся таким правилам и выучиваемых носителем языка в качестве исключений из правил. Со временем ситуация изменилась и теперь, наоборот, речь идёт о том, что грамматические особенности в МЛ могут быть увязаны с самим словом (ср. «лексические грамматики»), а изучение различных аспектов МЛ стало объектом широких междисциплинарных исследований с организацией регулярных международных конференций по проблемам МЛ и изданием специального научного журнала «TheMentalLexicon» (см. подробно: [3; 4]).
Не имея возможности сопоставить здесь фигурирующие в научной литературе определения МЛ и рассматриваемые в этой связи проблемы, ограничусь указанием на то, что трактовка лексикона как знания слов (или знания о словах) в голове человека выводит на разработку весьма различающихся конструктов, поскольку никто не знает, что именно входит в понятие «знание слов». Например, Джин Эйтчисон, в предисловии к своей книге определяющая МЛ как словарный запас человека [9: IX], посвящает монографию рассмотрению того, чем МЛ отличается от традиционного словаря, как представлены и организованы слова в лексиконе, т.е. основная цель этой книги – показать, как работает лексикон человека, На первый взгляд, сходную формулировку предлагает Дж. Филд [13: 161], однако приведённое в том же словаре определение единицы МЛ [цит. раб.: 154–155] свидетельствует о включении в это понятие лишь формально-лингвистической информации о слове. Даже при близких дефинициях МЛ авторы могут придерживаться принципиально разных представлений о базовом (модульном или сетевом) принципе организации лексического запаса человека, о соотношении между языковыми и энциклопедическими знаниями и т.д. Особенно спорными являются вопросы о том, что именно можно/нельзя включать в понятие «МЛ»: где граница между словом и концептом, языковыми и энциклопедическими знаниями, есть ли различия между лексиконом для говорения и лексиконом для понимания, сколько лексиконов имеется у человека, владеющего двумя или несколькими языками, и т.д., более того, возникает подозрение: а нужен ли такой конструкт, может быть вообще-то лучше бы обходиться без него (см.: [12]). При этом употребляющие термин МЛ авторы далеко не всегда конкретизируют свою трактовку лексикона. В случаях, когда это делается, чаще всего под лексиконом понимают индивидуальный словарный запас, репрезентации слов в долговременной памяти человека или хранилище слов в памяти и т.п. без расшифровки того, что именно представляет собой слово в языковом/речевом механизме индивида.
!! «Ментальный лексикон» как метафора
Словосочетание «ментальный лексикон», несомненно, представляет собой метафору (ср.: [7]), которая влечёт за собой ещё целый рад производных метафор, в том числе и естественнонаучных (см. подробно: [3]). Метафора признаётся одной из важнейших «познавательных практик» человека, поскольку с опорой на некоторый совпадающий или близкий по какому-то параметру признак сопоставляемых объектов удаётся высветить определённое свойство, состояние и т.д. для его более эффективного понимания и описания. Однако при этом не замечается, что другие признаки таких объектов могут в значительной мере различаться, поэтому всегда имеет место опасность излишнего расширения границ сходства между объектами. Именно это происходит при использовании обсуждаемой метафоры. Так, в составе словосочетания МЛ слово «лексикон» идентифицируется как «словарь», отсюда ментальному словарю приписывается многое из того, что характерно для печатного словаря и/или для научного описания слова как единицы лексико-семантической системы языка (ср. производные метафоры типа слово имеет значение, выделение лексикона лемм, фонологического, орфографического и др. лексиконов) при трактовке языка как самодостаточного явления (в том числе – органа особого рода) с хранением различных аспектов слова (произношения и др.) в раздельных «модулях», «блоках» и т.п..
!! «Ментальный лексикон» и связанные с ним мифы
Некоторые из связанных с МЛ метафор ведут к устойчивым мифам. Например, представление об исключительности языка как специфического феномена выразилось в попытках «закрепить» за языком определённые области мозга, что в свое время наглядно демонстрировалось нарушениями речи при разного рода травмах и заболеваниях. В последние годы доказано, что здоровый мозг работает иначе: знание у человека хранится по принципу распределённости между различными областями мозга (см.: [2]). Развенчанным оказался миф о том, что в мозге имеются энграммы, соответствующие словам. Основаниями для многих мифов, так или иначе связанных с МЛ, являются результаты лингвистических исследований, прямо переносимые на представления о лексиконе индивида, хотя ещё Л.В. Щерба [8] предостерегал против недопустимого отождествления теоретически несоизмеримых понятий, к числу которых относятся система языка как продукт научного описания и «речевая организация человека» как продукт своеобразной переработки речевого опыта (уточняю: опыта познавательной и коммуникативной деятельности). Сюда относятся мифы о том, что слово хранится у человека в единстве всех его форм и значений (например, в виде списка всех возможных лексико-семантических вариантов), индивид производит исчисление предикатов и выполняет многие другие действия, которые необходимы исследователю для построения описательной модели языка. На самом деле «своеобразная переработка» речевого опыта даёт своим продуктом функциональные ориентиры, т.е. знание процедурального типа (знание «как», ср. хорошо говорящего ребёнка, испытывающего трудности при школьном изучении грамматики родного языка!). Такие ориентиры «работают» в особых «кодах», позволяющих индивиду увязывать мультимодальные продукты переработки многообразного (не только речевого!) опыта, а установление связей между разными значениями одной и той же словоформы или понимание эксплицитных (вербализованных) правил сочетания слов в высказывании требуют метаязыковой активности с переходом на уровень актуального сознавания, в то время как в текущей речемыслительной деятельности основная работа этого механизма обеспечивается взаимодействием процессов, протекающих на неосознаваемом уровне (ср. обязательный учёт множественных выводных знаний, необходимых для мгновенного понимания того, о чём именно идёт речь в воспринимаемом сообщении).
!! Заключение
Итак, мы убеждаемся в том, что МЛ может фигурировать и как конструкт, и как метафора, и как миф. Главное, конечно, в том, что мы должны отдавать себе отчёт в том, в каком именно смысле это словосочетание встретилось нам в каждом отдельном случае, и не принимать желаемое/предполагаемое за действительное/реальное. Следует исходить из специфики именуемого объекта, для исследования которого необходим интегративный подход с позиций ряда наук, ибо только при таком подходе могут быть выявлены психофизиологические, нейрологические, социальные, лингвокультурные и прочие аспекты того, на что указывает или намекает слово, в противном случае разрабатываются конструкты, нередко именуемые метафорически и к тому же ведущие к устойчивым мифам, которые со временем могут становиться граничащими с предрассудками. Для иллюстрации правомерности такого вывода расскажу о недавно полученном мною электронном сообщении, где говорилось: «Направляю Вам ссылку http://www.hse.ru/news/science/121456242.html на интересный экспериментальный вывод. Много шума из ничего? Или что Вы скажете?» Пройдя по ссылке, обнаруживаю, что в сообщении под названием «Традиционные представления о восприятии языка неверны» речь идёт об исследовании, согласно которому: «… в восприятии и понимании речевой информации мозгом человека участвуют не только традиционные речевые области, известные ещё из классических работ неврологов XIX столетия <…>, но и те зоны коры головного мозга, которые управляют двигательным аппаратом и отвечают за двигательную активность». На основании проведённого исследования делается следующий вывод: «Эти результаты чётко указывают на то, что традиционные представления о восприятии мозгом языка как об изолированной, оперирующей абстрактными символами системе неверны. Способность понимать слова и их смысл коренится в биологии, а именно непосредственно в восприятиях и действиях, связанных с этими словами. Когда ребёнок узнаёт новые слова, они воспринимаются непосредственно в связи с объектами и действиями, которые они означают. <…> Таким образом, формируется целая сеть нервных клеток, находящихся в разных районах мозга, включая и те, которые традиционно связывают не с речью, а с простыми функциями <…>. Эта сеть и становится мозговым представительством того или иного слова, напрямую, физиологически связывая его звучание и произношение с теми действиями и ощущениями, которые оно означает».
Конечно, такой вывод противоречит и наивным представлениям о слове, и широко распространённым научным мифам, согласно которым слово само по себе «несёт информацию», «означает» и т.п. Но он полностью отвечает тому, что говорится в книге Э. Годберга «Управляющий мозг» [2], где даётся обоснование положений, имеющих непосредственное отношение к обсуждаемым вопросам, а именно: принцип, по которому когнитивные функции распределены по коре, является градуированным и непрерывным; репрезентация каждой категории вещей распределяется в соответствии с её различными сенсорными компонентами: зрительными, тактильными, звуковыми и т.д.; большинство репрезентаций вещей и событий включают многие сенсорные модальности; имеются основания предположить, что корковое представление объектных слов тесно связано с корковым представлением самих объектов и что корковое представление слов действия тесно связано с корковым представлением самих действий; различные аспекты значения слова распределены в тесной связи с теми аспектами физической реальности, которые они обозначают. Аналогичные идеи обсуждаются в книге «The Cambridge Handbook of Psycholinguistics» (2012), см., например, суммирование современных трактовок этих вопросов в главах [10; 11].
Сказанное представляется достаточным для общего вывода: для понимания сути связанных с МЛ конструктов, метафор и мифов принципиально важна разработка методологических принципов исследования ментального лексикона как достояния индивида, отвечающих современному научному уровню знаний о специфике обсуждаемого феномена.
!! Литература:
```
1. Англо-русский словарь по лингвистике и семиотике. М., 1996. 656 с.
2. Голдберг Э. Управляющий мозг / пер. с англ. М., 2003. 335 с.
3. Залевская А.А. Некоторые новые подходы к исследованию ментального лексикона // Вестник ТвГУ. Серия: Филология. 2006. № 3 (20). С. 101–118.
4. Залевская А.А. Введение в психолингвистику. 2-е изд., доп. М.: РГГУ, 2007. 560 с.
5. Залевская А.А. «Лексикон оркестр» и вопросы методологии науки (2014) / URL: gisap.eu/ node/41508
6. Новейший психологический словарь. 2-е изд. Ростов н/Д.: Феникс, 2006. 808 с.
7. Овчинникова И.Г. Ещё раз о моделировании ментального лексикона билингва // Вопросы психолингвистики. 2009. № 2(10). С. 43–49.
8. Щерба Л.В. Языковая система и речевая деятельность. Л.: Наука, 1974. 428 с.
9. Aitchison, J. Words in the Mind: An Introduction to the Mental Lexicon. 3rd ed. Blackwell Publishing, 2003. 314 p.
10. Barsalou, L.W. The human conceptual system // The Cambridge Handbook of Psycholinguistics. Cambridge, 2012. Pp. 239–258.
11. Boroditski, L. How the languages we speak shape the ways we think // The Cambridge Handbook of Psycholinguistics. Cambridge, 2012. Pp. 615–632.
12. Elman J.L. Lexical knowledge without a lexicon? // Methodological and Analytic Frontiers in Lexical Research (Part II). Special Issue of “The Mental Lexicon”, 2011. Vol. 6:1. Pp. 1–33.
13. Field, J. Psycholinguistics. The key concepts. London; New York: Routledge, 2004. 366 p.
14. The American Heritage Dictionary of the English Language. 3d ed. Boston; New York: Houghton Mifflin Company, 1996. 2140 p.
15. Whitaker H.A. Words in the mind, words in the brain: Preface to inaugural issue of The Mental Lexicon // The Mental Lexicon. 2006. Vol. 1. № 1. Pp.3–5.
```
!! Крментарий
Залевская Александра Александровна
06 / 28 / 2014 - 08:22
Многоуважаемые коллеги! Огромное спасибо за интерес, проявленный к моему докладу! Постараюсь ответить на Ваши вопросы. Прежде всего: что я понимаю под «мифом»? Только то, и именно то, что в словаре Л.П. Крысина определяется как ‘вымышленный, выдуманный, фантазия, фикция’. Мифы такого рода повседневно окружают нас, нередко гранича с предрассудками или даже перерастая в них. То же самое происходит и с некоторыми нашими научными представлениями, которые в определенный период времени представляются полными, достаточными, объективными, и вообще – своего рода аксиомами, задумываться о незыблемости которых просто неприлично! Пример: учение о рефлективной дуге академика И.П. Павлова. На этом фоне идея рефлективного кольца, предложенная П.К. Анохиным, долгое время не принималась (точнее – пока к нам не пришла издалека книга Дж. Миллера, К. Прибрана и Ю. Галантера «Планы и структура поведения»). Таким образом выяснилось, что «аксиома» рефлекторной дуги задержала развитие отечественно науки на многие годы. В этой связи не могу не вспомнить прекрасное латинское изречение: Humanum errare est (человеку свойственно заблуждаться), это широко известно, но мало кто помнит продолжение: sed stultum est in errore perseverare (но глупо в ошибке упорствовать). К сожалению, нам бывает трудно отказываться от привычных догм, к числу которых относится, в частности, убеждение в самодостаточности языка как сущности особого рода, которую следует трактовать и описывать в русле строгого лингвистического подхода при допускаемом часто отождествлении продуктов такого описания с тем, что имеется в голове пользующегося языком человека. При этом происходит подмена понятий, при которой желаемое принимается за действительное. Именно в таком смысле я квалифицирую МЛ как миф, если речь идет о специальном «отсеке» мозга, в котором хранятся слова в единстве всех их форм и значений, подобно продуктам лингвистического описания лексического состава языка в словарях разных видов. Миф о самодостаточности языка в последнее время разрушается не только исследованиями с позиций биологического и нейрологического подходов к трактовке специфики языка как достояния человека: см. докторскую диссертацию Андрея Викторовича Вдовиченко (2014) и его книгу «Расставание с языком» (2008). Фактически о том же говорится в многочисленных лекциях и публикациях Татьяны Владимировны Черниговской: за последние годы в нейронауках получены данные, ставящие под сомнение некоторые традиционные представления о том, как «работает» язык, это неоспоримый факт; к тому же результаты исследований весьма противоречивы, требуют осмысления и дальнейших исследований с учётом появившейся в последние годы возможности неинвазивного доступа к процессам функционирования мозга. На два таких исследования я ссылаюсь в своём докладе. Жду дальнейших вопросов и комментариев. Александра Александровна
Меськов Валерий Сергеевич. (р. 16.10.1947) — спец. по логике и методол. науки; д-р филос. наук, проф
Меськов В.С.
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Метод моделирования в современной терминографии
И. С. Трифонова, кандидат филологических наук,
старший преподаватель,
Тюменский государственный университет.
г. Тюмень, Тюменская область, Россия
Метод моделирования зародился еще в древности, однако, большие успехи и признание практически во всех отраслях науки он получил в современных исследованиях. Это обстоятельство объясняется стремительным ростом научного знания и непрерывно растущей ролью информационных технологий. В таких условиях усиливается необходимость моделирования знаний об объективной реальности. Поэтому, как отмечают многие исследователи, решить проблему формализации научного знания возможно путём решения проблемы формализации научно-технического языка [1, 2, 4, 5, 9, 11].
В научной литературе моделирование определяется как процесс создания моделей-аналогов исследуемого объекта действительности: «моделирование – исследование объектов познания на их моделях; построение и изучение моделей реально существующих предметов и явлений <...> и конструируемых объектов (для определения, уточнения их характеристик, рационализации способов их построения и т. п.)» [19]. При этом модель, с одной стороны, выступает как сконструированный аналог реального объекта или явления, с другой – как своеобразный инструмент его познания.
Естественный язык является сложнейшим объектом для моделирования, поскольку исследователю доступны только результаты языковых процессов в виде многочисленных устных и письменных текстов. Сами процессы восприятия и порождения речи, происходящие в сознании человека, скрыты от непосредственного наблюдения. Однако в современной лингвистике моделирование считается одним из наиболее эффективных методов изучения и описания языка, языковых объектов и явлений.
В лингвистику метод моделирования пришел в 70-х годах XX века с возникновением математической лингвистики, проникновением в лингвистику математических методов, а также благодаря возросшему интересу научного сообщества к коммуникативной и когнитивной функциям языка.
Моделирование в лингвистике описано как «один из видов научной классификации, определенный прием формализации и систематизации языка» [16, с. 60], а также «процесс создания искусственных моделей, которые призваны описывать языковые и ментальные (когнитивные) процессы, происходящие в сознании человека» [14, с. 169–170]. Другими словами, моделирование совместно с другими методами изучения языка выступает как средство углубления познания скрытых механизмов речевой деятельности, как средство, способное полнее раскрыть сущность языка.
Метод моделирования в терминографии ярко проявляется в решении двух ключевых задач этой области знания:
разработки и описания терминологий на разных этапах моделирования терминосистем;
проектирования моделей терминологических словарей [13, 14, 22].
Применительно к терминосистемам метод моделирования базируется, как указывает З.И. Комарова, на нескольких основных принципах конструирования: гносеологическом (когнитивном), формально-логическом и лингвистическом [12, с. 58].
Ученый отмечает, что в большинстве случаев терминосистемы строятся по формально-логическому принципу, когда «эксплицитно выражены логические отношения» типа род-вид, часть-целое, причина-следствие и т. д. Лингвистический принцип отражает связи между терминами определенной терминосистемы и базируется на «полевой структуре с ядром (ядрами) и периферией». При использовании когнитивного принципа конструирования терминосистем «выбор понятий и связей между ними будет зависеть от теории, которая лежит в основе определенной системы понятий» [12].
Создание терминосистем представляет собой «формализацию научных знаний», логико-лингвистическую модель определенной теории той или иной области знаний и (или) деятельности и способствует дальнейшему развитию соответствующей научной области» [12, с. 12].
Результатом такого вида моделирования в материальной форме является создание различных типов словарей, т. к. «словарное описание терминологии той или иной области знания (деятельности) является неотъемлемой частью процесса создания соответствующей терминосистемы» [12].
Согласно С. В. Гринёву-Гриневичу, приоритетным направлением современной теории и практики терминографии является разработка общепринятых принципов обоснования структуры словаря и оформления информации о терминологической лексике [8, с. 21].
Процесс создания словаря, согласно предварительному анализу предлагаемых терминологами и лексикографами этапов его проектирования, условно можно разделить на четыре части.
Рассмотрим предложенные этапы на примере процесса моделирования терминологического словаря, описанного в работе С. В. Гринёва-Гриневича «Введение в терминографию» [8].
Первостепенной задачей, согласно С. В. Гринёву-Гриневичу, при создании терминологического словаря является определение внешних по отношению к композиции словаря факторам, таким как элементы авторской установки.
Следующим шагом моделирования словаря является отбор лексического материала и составление словника.
Третьим этапом проектирования словаря, как указывает автор, является непосредственный анализ и описание отобранной специальной лексики. На данном этапе работы устанавливаются и фиксируются синонимические, иерархические, ассоциативные и другие виды отношений между единицами специальной лексики, к ним подбираются определения, иноязычные эквиваленты, дается транскрипция, этимологическая, грамматическая и другие виды информации [12, с. 63].
Наконец, на завершающем четвертом этапе работы над составлением терминологического словаря необходимо «редактирование подготовленного материала, уточнение и проверка взаимных ссылок между отдельными статьями словаря, подготовка и уточнение введения и другие работы по подготовке словаря к изданию» [12, с. 64].
Таким образом, С. В. Гринёв-Гриневич выделяет четыре этапа создания терминологического словаря – обоснование элементов авторской установки, отбор лексического материала и составление словника, анализ и описание отобранных единиц специальной лексики, окончательное оформление результатов проведенной работы в виде реального лексикографического продукта.
Следует отметить, что в условиях интеграции научного знания, появления огромного числа междисциплинарных исследований и стремления к установлению межъязыковых и культурных связей значительно возросла роль двуязычной лексикографии и терминографии.
Теоретическое осмысление проблем составления и принципов организации двуязычных словарей представлено в монографиях отечественных лексикографов В. П. Беркова «Двуязычная лексикография» на материале норвежского языка (1996), Д. О. Добровольского «Беседы о немецком слове» на материале немецкого языка (2013) и зарубежного лексикографа А. Адамски «Meaning and the Bilingual Dictionary» (2006) на материале польского языка [3, 10, 21]. Авторы исследуют вопросы:
разработки словника;
особенностей построения словарной статьи;
оптимального представления значения слова в словаре;
соотношения формы и значения слова;
отражения многозначных и омонимичных единиц языка;
эффективности использования иллюстративных примеров в микроструктуре двуязычного словаря [6, с. 126].
Современный словарь призван максимально быстро отражать изменения в окружающем мире, науке и технике. По этой причине общество отходит от традиции использования печатных справочных изданий, отдавая предпочтение электронным словарям.
В терминографии крупные печатные издания представлены Большими энциклопедическими изданиями конца 1990-х годов, например, Физика Большой энциклопедический словарь 1998 года [20]. Современные терминологические словари представляют собой электронные издания, включающие самые различные области знаний, переводные соответствия, сочетаемость, экстралингвистическую информацию, различные взаимосвязи как внутри текста, так и между текстами [17].
Перед терминологами и лексикографами, как отмечает В. Д. Табанакова, стоит задача разработки функциональных типов словарей, ориентированных на всю «полноту семантизации термина, начиная с переводного эквивалента до максимально полного раскрытия объема и содержания специального понятия, сочетаемости, вариативности, омонимичности, многозначности, относительной функциональности, степени переводимости термина» [18, с. 275].
Таким образом, в терминографии метод моделирования активно применяется для конструирования различного рода терминосистем, характеризующихся определенными принципами построения в зависимости от особенности и сложности терминируемой области. Результатом такого моделирования являются лексикографические продукты, которые, с одной стороны, включает смоделированную терминосистему, с другой – сами являются сконструированной моделью организации и представления этой системы.
!! Библиографический список
```
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Баранов А. Г. Проблемы и перспективы стандартизации языка технических документов // Филологический сборник: Мир и Язык. Выпуск 6. – Кемерово : КемГУ, 2005. – С. 31–37.
Берков В. П. Двуязычная лексикография. – СПб. : Изд-во СПУ, 1996. – 248 с.
Бесе Б. де. Терминология и стандартизация // Теоретические и методологические вопросы терминологии. – М. : Наука, 1979. – С. 26–56.
Волкова И. Н. Стандартизация научно-технических стандартов. – М. : Изд-во Стандартов, 1984. – 200 с.
Волошина И. С. Модель электронного переводного словаря-справочника естественнонаучных омонимичных терминов: дис. … канд. филол. наук. – Тюмень, 2008. – 287 с.
Герд А. С. Основы научно-технической лексикографии. – Л. : Издательство Ленинградского университета, 1986. – 70 с.
Гринёв-Гриневич С. В. Введение в терминографию. – М. : Книжный дом «ЛИБРОКОМ», 2009. – C. 21.
Даниленко В. П. О стандартизации терминологии // Лингвистический аспект стандартизации терминологии. – М. : Наука, 1993. – С. 34–40.
Добровольский Д. О. Беседы о немецком слове. – М.: Языки славянской культуры, 2013. – 752 с.
Кантышева Н. Г. Принципы моделирования междисциплинарных терминосистем : монография. – Тюмень : Издательство «ШУКЛИН & АЛЕКСАНДРОВ», 2013. – 184 с.
Комарова З. И., Прошина А. А. Моделирование двуязычного словаря-тезауруса по экономике : монография. – Екатеринбург : Форум-книга, 2009 – 276 с.
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Марчук Ю. Н. Основы терминографии : методическое пособие – М. : ЦИИ МГУ, 1992. – 75 с.
Немченко В. Н. О понятии словообразовательной модели // Лексика. Терминология. Стили. – Горький, 1973. –Вып. 1. – С. 58–67.
Словарь Мультитран. URL: http://www.multitran.ru/c/m.exe (дата обращения: 27.09.2016).
Табанакова В. Д. Функциональная вариативность специального переводного словаря // Лексика, лексикография, терминография в русской, американской и других культурах. – Иваново : Изд-во ИвГУ, 2005. – С. 275.
Толковый словарь живого великорусского языка Владимира Даля. URL: http://slovari.yandex.ru/dict/bse (дата обращения: 27.09.2016).
Физика. Большой энциклопедический словарь / гл. ред. А. М. Прохоров. – 2-е изд. – Большая Российская энциклопедия. – М., 1998. – 944 с.
Arleta Adamska-Salaciak MEANING AND THE BILINGUAL DICTIONARY: Peter Lang. Europaischer Verlag der Wissenschaften, 2006. – 231 р.
Life beyond Dictionaries: материалы юбилейной X Международной школы-семинара, Иваново – Флоренция, 12–14 сентября 2013 г. – Иваново: Иван. гос. ун-т, 2013. – 430 с.
```
Методологические и дидактические проблемы электронного обучения постраничная
!! Цитирование
```
Сергеев С.Ф. Методологические и дидактические проблемы электронного обучения / Сборник научных статей XVIII Объединенной конференции «Интернет и современное общество» IMS-2015, Санкт-Петербург, 23-25 июня 2015 г. с 105 - 120.
Сергеев С.Ф. Методологические и дидактические проблемы электронного обучения // Сборник научных статей XVIII Объединенной конференции «Интернет и современное общество» IMS-2015, Санкт-Петербург, 23-25 июня 2015 г. с 105 - 120. URL: http://openbooks.ifmo.ru/ru/file/2241/2241.pdf
МЕТОДОЛОГИЧЕСКИЕ И ДИДАКТИЧЕСКИЕ ПРОБЛЕМЫ ЭЛЕКТРОННОГО ОБУЧЕНИЯ
Сергеев С.Ф.
В сборнике: ИНФОРМАЦИОННОЕ ОБЩЕСТВО: ОБРАЗОВАНИЕ, НАУКА, КУЛЬТУРА И ТЕХНОЛОГИИ БУДУЩЕГО Труды XVIII объединенной конференции «Интернет и современное общество» (IMS-2015). 2015. С. 105-120.
```
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Методологические и дидактические проблемы
электронного обучения
С.Ф. Сергеев
Санкт-Петербургский государственный университет
ssfpost@mail.ru
!!Аннотация
Статья посвящена обсуждению методологических проблем
электронного обучения, дидактическим вопросам использования
перспективных сетевых и интернет технологий для создания
обучающих систем и тренажеров, основанных на методологических
принципах неклассической и постнеклассической психологии и
педагогики. Показаны ограничения классической е-дидактики,
связанные с механистической интерпретацией процессов обучения.
В качестве альтернативы традиционному электронному обучению
предлагаются средоориентированные модели «сложного обучения»
сформированные на базе теории иммерсивных обучающих сред. Для их
реализации предложена концепция ориентирующей кооперации,
отражающая процессы самоорганизации в обучающей среде.
В качестве перспективных технологий средоориентированного
обучения рассматриваются облачные технологии и технологии
интернета вещей.
''Ключевые слова:'' обучающие среды; е-дидактика; неклассическая
психология и педагогика; облачные технологии; ориентирующее
обучение; интернет вещей.
!!1. Введение
Современные компьютерные технологии моделирования, обработки и
передачи информации позволяют реализовать практически любые
дидактические идеи, возникающие и используемые в традиционном школьном
и профессиональном обучении. Это привлекает в сферу электронного
образования широкий круг педагогов и энтузиастов, искренне верящих в
возможность появления и реализации принципиально новых, эффективных
методов обучения. Вера в силу технологии служит катализатором создания
новых классов обучающих систем и машин. Считается, что в перспективе они
смогут заменить труд преподавателей во всех существенных отношениях,
включая педагогическую коммуникацию. Правда, эта точка зрения не
подтверждена практикой. Имеются свидетельства о довольно низкой
---
Сборник научных статей XVIII Объединенной конференции «Интернет и
современное общество» IMS-2015, Санкт-Петербург, 23-25 июня 2015 г.
© Университет ИТМО
тренажеров. Поговаривают даже о существовании перманентного кризиса
е-обучения, который связывают с проблемами электронной дидактики
(е-дидактики), понимаемой как совокупность принципов, методов и
закономерностей обучения с применением технических средств обучения и
коммуникации [1].
Существующие варианты обучающих программ и тренажеров
воспроизводят механистические, построенные на бихевиоризме, модели
обучения, которые плохо работают в системах высшего и специального
образования, в массовой профессиональной подготовке. Несмотря на это, в
последнее десятилетие наблюдается ренессанс методологии и технологий
программированного обучения, пик популярности которого, пришелся на 70-е
годы прошлого века. Не менее популярно в среде современных педагогов и
обучение с помощью компьютеров используемых в качестве источников
мультимедийного контента. Корни этого интереса на наш взгляд лежат в
идеологической близости е-дидактики с. технологиями программирования. Их
объединяют формально-алгоритмический подход и использование классических
иерархических системных моделей на базе логических и причинно-
следственных связей и отношений в среде обучения. Это привлекает массы
инженеров и программистов в сферу электронного обучения.
Административно-командный характер современной системы образования
также способствует распространению взглядов на обучение как форму и
технологию программирования учеников, что сближает позиции педагогов,
инженеров и программистов, создавая благоприятную среду для массового
творчества в области обучающих компьютерных программ и технологий.
Суть программированного обучения состоит в последовательном
предъявлении ученикам порций структурированной мультимодальной (главным
образом аудиовизуальной) учебной информации с последующим контролем её
усвоения по результатам выбора правильного варианта ответа из нескольких
предложенных [2]. Выделяют два варианта данной технологии. Первый связан с
линейными последовательными шагами учебного процесса (Б. Скиннер), а
второй с разветвленными программами, допускающими древовидную форму
обучающей программы с ответвлениями, учитывающими трудность задач и
успехи обучаемого (Н. Краудер). Всеобщая компьютерная грамотность и
доступность пакетов и оболочек обучающих программ делают
программированное обучение самым популярным направлением е-обучения.
Однако используемые в нем методы эффективны лишь при решении
ограниченного класса задач, связанных с изучением структурированной
информации. При этом игнорируются свойства и механизмы действующей
когнитивной организации человека, использующей механизмы ориентации и
социального коммуникативного обучения [3].
Сложное и часто отрицательное отношение к обучению с помощью машин
высказывали многие представители западной психологической науки,
столкнувшиеся с идеей программированного обучения (И. Грин, Р. Гудмен,
Г. Кельбер, Л. Куфиньяль, Л. Леин, Э. Лабэн, К. и М. Смит, С. Стамболиева,
Э. Флеминг, В. Шрамм и др.). Они интуитивно понимали всю сложность данной
проблемы и видели ограничения, создаваемые алгоритмическим подходом в
обучении.
Общая критика программированного обучения сводилась к следующему:
− программированное обучение не использует положительных
сторон группового обучения;
− оно не способствует развитию инициативы учащихся, поскольку
программа как бы все время ведет его за руку;
− с помощью программированного обучения можно обучить лишь
простому материалу;
− теория обучения, основанная на подкреплении, хуже, чем
основанная на интеллектуальной гимнастике;
− программированное обучение не революционно, а консервативно,
так как оно книжное и вербальное;
− программированное обучение игнорирует достижения психологии,
изучающей структуру деятельности мозга и динамику усвоения
знаний;
− программированное обучение не дает возможности получить
целостную картину об изучаемом предмете и представляет собой
«фрагментарное обучение» [2, с. 15].
Основные проблемы тренажеростроения и автоматизированного обучения
связаны скорее с нерешенностью психолого-педагогических и методических
вопросов использования сред обучения, нежели с отсутствием инженерных
решений и технологий моделирования. Появившиеся в последнее десятилетие
возможности создания высокоточных имитаций среды профессиональной
деятельности, о чем многие годы мечтали тренажеростроители, не привели к
появлению высокоэффективных тренажеров. Этому препятствует наблюдаемый
в сложных обучающих средах эффект методической избыточности среды
обучения, ведущий к появлению неопределенности в выборе и логике
постановки учебных задач и целей. Например, моделирующая среда
современного авиационного тренажера позволяет полностью моделировать все
условия полета и работу систем управления самолетом, однако никому не
придет в голову обучать новичков в процессе непосредственной деятельности
на тренажере, так как большой объем полетной информации вызывает у них
информационный шок, препятствующий дальнейшему обучению. Выбор и
содержательное наполнение методики обучения становится важным элементом
квалификации инструктора. Именно методическая компонента обучения в
искусственных средах обучения слабо разработана в научном плане. Сейчас это
скорее форма искусства, нежели научно обоснованная практика.
Слабая разработанность темы е-дидактики, главными вопросами которой
являются: выбор технологий и средств обучения, решение проблемы
моделирования учебной коммуникации и создание обучающей среды,
обусловлена сложностью и междисциплинарностью проблемы обучения
человека, в которой сплетены в единое целое все формы естественнонаучного и
гуманитарного знания.
В последнее время наблюдается некоторый прогресс в области создания
искусственных сред обучения благодаря работам представителей
средоориентированного подхода к обучению (Г.Ю. Беляев, С.Д. Дерябо,
В.М. Дрофа, Н.Б. Крылова, Ю.С. Мануйлов, В.И. Панов, В.А. Ясвин, и др.). Их
работы, отражающие классический инструментальный подход, в котором среда
является независимой от наблюдателя конструируемой сущностью, стали
основой популярной в начальном школьном обучении и тренажеростроении
ветвью е-дидактики. Последовавшая критика со стороны практиков
(Г.Л. Коротеев, В.Н. Соколов), связанная с умозрительным и искусственным
характером возникающих когнитивных моделей обучения послужила в
дальнейшем появлению и развитию неклассических моделей
средоориентированного подхода (С.Ф. Сергеев).
Следует отметить, что традиционные взгляды на обучающую среду как
специально организованную часть предметного и социального мира (среда
обучающей системы) не конструктивны при подготовке специалистов высокого
класса, где особую роль играют качество и эффективность формируемого
профессионального опыта.
Вместе с тем новые информационные технологии имеют значительный
потенциал для реализации методологии обучающих иммерсивных сред [4], что
позволяет создавать средоориентированные тренажеры операторов сложных
эргатических систем [5]. Теоретико-методологическому обоснованию
возможности внедрения новых информационных технологий в практику
проектирования обучающих систем содержательно и методически
реализованных на базе положений постнеклассической педагогики и
инженерной психологии посвящена настоящая статья.
!!2. Дидактика и методология электронного обучения
!!!2.1. Классическая Е-дидактика
Основные вопросы, рассматриваемые во всех вариантах педагогического
знания, связаны с решением проблемы эффективного управления учебным
процессом. При этом делается акцент на обеспечении взаимодействия между
преподавателями и учениками, активными элементами обучающей среды и ее
обучающим контентом, образовательной средой и личностно-мотивационной и
когнитивной сферами учеников. Наблюдаются даже попытки постановки задачи
полной автоматизации всех функций преподавателя [6]. Несмотря на
радикальность и, в известной мере, утопический характер в постановке и
решении данной задачи, поиск сущности феномена обучения в деятельности
преподавателя, несомненно, является правильным направлением е-дидактики.
Решение возникающего при этом комплекса вопросов оказывает
стимулирующее влияние на выбор технологий, методов и средств обучения, в
том числе использующих компьютерные технологии.
Дидактическое содержание определяет внешнюю предметно-активную часть
процесса обучения и ассоциируется для нас с информационно-материальными
ресурсами, реализующими педагогические воздействия. Внутренняя часть,
определяемая индивидуально-психологическими и личностными качествами
ученика, отражает субъектно-активную часть обучающей среды [7].
Эффективное объединение данных ресурсов в рамках единой среды обучения
формирующей индивидуальные обучающие среды учеников, и является
главной задачей педагогической науки и е-обучения, в частности.
Классические модели обучения в виде дидактического треугольника,
включающего ученика, учителя и учебное содержание, отражают ряд широко
используемых в педагогике дидактических принципов, которые рассматривают
в качестве главного активного элемента среды обучения преподавателя,
реализующего методику обучения. Ученик в известной мере пассивен и
является субъектом педагогического воздействия. Именно отношения педагога
и ученика определяют качество педагогического процесса. Следовательно, по
мнению проектировщиков электронных систем обучения и тренажеров, для
того, чтобы создать эффективную систему е-обучения достаточно с помощью
технологии смоделировать рабочую среду, функции и логику действий
педагога. Это во многом спорное с точки зрения психологии и педагогической
психологии предположение широко тиражируется в инженерно-педагогической
среде и является основой е-дидактики – комплексной дисциплины о методах
обучения в новой педагогической реальности века технологий. М.А. Чошанов
определяет е-дидактику как «науку, искусство и инженерию обучения» [8,
с. 692]. Им вводится понятие дидактической инженерии, которая
«концентрируется на детальном конструировании учебных процессов и
содержит шаги по анализу, разработке и конструированию обучающих
продуктов, и их использованию в образовательном процессе» [8, с. 694]. Однако
основная проблема такого подхода заключается в том, что он отражает в рамках
классической рациональности инженерное понимание обучения как
управляемого извне информационного процесса, связанного с передачей знаний
рассматриваемых в виде порций структурированной информации. Это
противоречит современным научным данным из области обучения человека, в
соответствии с которыми процесс научения носит коммуникационную,
ориентирующую ученика в зоне учебного содержания, природу [9]. При этом
категории «знание» и «обучение» отражают процессы самоорганизации
когнитивной системы человека в обучающей среде [10], а используемые в е-
дидактике классические определения знаний излишне механистичны,
метафизичны и метафоричны.
Психологическим базисом программированного обучения является
бихевиоризм (Д. Локк, Б. Скиннер, Э. Торндайк, Д. Уотсон) являющийся
поведенческой концепцией реализующей формулу научения «стимул – реакция
– подкрепление». В данной теории игнорируется роль человеческого сознания в
процессе обучения. Процедура обучения превращается в многократное
повторение изучаемого материала, разделенного на мелкие порции
информации, подлежащие механическому усвоению.
Дидактику машинного обучения в советской психологии и педагогике
связывают с идеями Л.Н. Ланды, который в отличие от классических
поведенческих схем в обучении (бихевиоризм) рассматривает алгоритмическое
управление не только внешними, но и внутренними (умственными процессами)
[11]. В 1976 году Ланда переехал в США, где его подход был назван
ландаматикой. Целью данной дисциплины являлось формирование у учащихся
«мыслительных процессов с заданными свойствами». По мнению Ланды
алгоритмизация обучения ведет к созданию умственных алгоритмов,
«правильному мышлению», что полезно при обучении детей с дефектами
мышления и умственно отсталых. Ландаматика, несмотря на важность многих
поднятых в ней проблем обучения, все же не ушла от представлений об
обучении как алгоритмическом процессе, протекающем на всех уровнях
психической и физической организации человека.
Среди классиков отечественной психологии обучения и дидактики
программированного обучения следует отметить Н.Ф. Талызину и
П.Я. Гальперина, работы которых связаны с теорией поэтапного формирования
умственных действий [12]. В данной теории развиваются идеи о
принципиальной общности внутренней психической и внешней физической
деятельности человека. Умственное развитие человека и усвоение знаний и
умений, по мнению авторов, происходят путем интериоризации, переходом
внешней деятельности во внутренний умственный план. Декларируется
этапность усвоения учебного опыта от ознакомления с действием,
ориентировкой, мотивацией до этапа автоматизированного действия. Основной
проблемой данного подхода является попытка управления обучением на основе
формальной теоретической схемы, которую трудно применить в конкретных
условиях е-обучения.
Идеи Талызиной и Гальперина на новом научно-методологическом базисе
могут быть развиты на основе исследований А. Клерманса (A. Cleeremans),
который, обосновывая выдвинутый им тезис «радикальной пластичности»,
пришел к выводу, что сознательное и бессознательное познания коренятся в
одном и том же наборе взаимодействующих механизмов репрезентативных
систем [13], а, следовательно, могут формироваться похожими методами в том
числе и без привлечения ресурсов сознания. Однако определить скрытое знание
не представляется возможным по методическим причинам. Ставится проблема
эксплицитного и эксплицитного знания. Эксплицитное знание относится к
сознательному опыту субъекта и может быть выражено им в терминах
сознательного опыта с использованием терминов: «видеть», «помнить»,
«понимать». Имплицитное знание, напротив, обнаруживается при выполнении
заданий без всякого осознания факта его применения. Оно проявляется без
участия внимания и обнаруживается в опосредованной косвенной форме.
Термины «эксплицитный» и «имплицитный» довольно близки по значению с
терминами «сознательный» и «бессознательный», и в силу этого две эти пары
терминов могут быть взаимозаменяемы. Принятие положений рассматриваемой
концепции добавляет к концепции поэтапного формирования умственных
действий стадии формирования имплицитного знания.
В исследовании А.Н. Печникова с соавторами [6] сделана попытка уйти от
проблем, порождаемых классическим подходом к компьютерным системам
обучения. Правда, сделано это было с использованием именно классических
представлений об обучении как процессе, реализующем управление обучением.
Вместе с тем авторы попытались ввести в свои рассуждения элементы новизны,
что выразилось в привлечении понятий активной и пассивной обучающих
систем. Процессы самоорганизации в таких системах были очерчены
схематично. Сказалось настороженное внимание педагогов, воспитанных в
рамках классических методологических схем, к системам, обладающим
большой долей неопределенности и управляемых лишь частично. Тем не менее,
в результате работы были сделаны вполне ожидаемые выводы. Показано, что
существующие компьютерные обучающие системы способны реализовать
только весьма ограниченный перечень функций обучения. Необходима
разработка новой методологии проектирования процессов электронного
обучения и компьютерных технологий обучения. Отмечена «насущная
потребность в автоматизации функций преподавателя по управлению учебной
деятельностью обучающихся» [6, с. 443].
Модные в настоящее время течения классической дидактики, реализующие
концепции адаптивного обучения (Л.В. Зайцева, С.В. Тархов, Ю.А. Павличенко,
Н.Д. Хатьков, В.А. Разыграева, А.В. Лямин, В.Н. Соколов, Г.Л. Коротеев и др.)
сталкиваются с неразработанностью вопросов связи измеряемых свойств
организма человека с эффективностью обучения. Возникает вариант не
имеющей по настоящее время решения проблемы психофизиологического
параллелизма. Психофизиологические методы и индикаторы состояния ученика
довольно слабо связанны с эффективностью обучения. Однако это не
останавливает разработчиков адаптивных систем обучения. Так в одном
исследовании утверждается, что наиболее информативными параметрами для
оценки влияния обучающего воздействия могут служить показатели
вариабельности сердечного ритма: частота сердечных сокращений, индекс
напряжения, индекс вагосимпатического взаимодействия, индекс
централизации. Предполагается, что это позволяет оценить влияние
обучающего воздействия на организм студента. Это в значительной мере
упрощенная и механистическая точка зрения на обучение, которое является
феноменом, отражающим изменения в сложной системе, действующей в рамках
своего опыта.
Переход к компьютеризированному обучению в настоящее время
обусловлен спецификой массового обучения в информационном мире. Скорость
появления актуальных знаний опережает возможности систем образования по
их ассимиляции. Возникают проблемы подготовки и переподготовки
квалифицированных педагогических кадров, которые после окончания высшего
учебного заведения становятся носителями уже устаревшего знания. И замена
педагога как «носителя устаревающего знания» посредством машины на первый
взгляд кажется вполне логичной.
Наблюдаемая в эволюции глобальной техногенной среды тенденция к
тотальному охвату всепроникающими компьютерными технологиями всех сфер
жизнедеятельности человека, в том числе и сферы образования, требует
адекватных ответов со стороны создателей систем обучения и тренажеров.
Необходим переход от моделей локального информирующего обучения к
сетевому диалоговому обучению. Это возможно только при использовании
представлений об обучающей системе как сложной коммуникационной
системе, порождающей обучающую среду.
!!!''2.2. Е-диактика иммерсивных обучающих сред''
Эволюция взглядов на человека как на активную когнитивно-
деятельностную систему, осуществляющую познание и освоение мира путем
конструирования полезной для выживания модели физической и социальной
реальности, стало следствием философской и естественнонаучной рефлексии
второй половины XX века. Ее источниками стали успехи в области развития
неклассических системных представлений о самоорганизующихся системах. К
ним относятся системы аутопоэтического типа (У. Матурана, Ф. Варела),
кибернетика второго порядка (Х. Фёрстер) и синергетические взгляды на
функционирование систем организованной сложности (В.И. Аршинов,
В.Г. Буданов, Е.Н. Князева, С.П. Курдюмов, Г.Г. Малинецкий, И.Р. Пригожин,
Г. Хакен и др.). Добавим к этому успехи в области эпистемологии, ставшей
философским обоснованием методологии конструктивизма (Д. Вико,
Э. Глазерсфельд, В.А. Лекторский, С.А. Цоколов), послужившей основой
неклассической и постнеклассической когнитивной педагогики [14, 15].
Базовым понятием в постклассических представлениях педагогики и
педагогической психологии служит понятие иммерсивной обучающей среды,
под которой понимается системный самоорганизующийся конструкт,
проявляющийся в виде динамического процесса в субъекте обучения
вовлекающего в свою структуру самые разнообразные элементы внешнего
и/или внутреннего окружения с целью обеспечения аутопоэзиса организма,
стабильности личности, непрерывности её истории. Основные свойства
иммерсивной обучающей среды отражены в понятиях: избыточность,
наблюдаемость, доступность когнитивному опыту (конструируемость),
насыщенность, пластичность, внесубъектная пространственная локализация,
автономность существования, синхронизируемость, векторность, целостность,
мотивогенность, иммерсивность, присутствие, интерактивность [16]. Научение
в иммерсивных средах можно рассматривать как изменение через опыт в среде
способа поддержания циклической организации организма обучающегося, что
ведёт к изменению его области взаимодействий. Обучение в среде связано с
логикой развития и деятельностью организма как аутопоэтической системы,
реализующей конструирование, сохранение и историческое развитие личности
и биологической структуры организма, обеспечивающей его жизнедеятельность
в среде опыта.
Отметим, что в тренажеростроении и компьютерных обучающих системах
массовой подготовки в настоящее время начинают доминировать
конструктивистские представления о сложности и сложных системах в
обучении, пришедшие на смену логическим, теоретико-информационным и
алгоритмическим концепциям классического системного подхода в педагогике.
Можно говорить о переходе е-обучения к моделям «сложного обучения».
Однако существующих дидактических методов и средств, реализующих такое
обучение явно недостаточно.
Категории «сложность» и «сложные системы» давно являются объектами
внимания философии, науки и технологии [17]. Их понятийный состав отражен
в исследованиях ведущих отечественных и зарубежных ученых, работающих в
рамках концептуальных представлений радикального и эпистемологического
конструктивизма [18, 19].
Подход к тренажерам как сложным системам требует от проектировщиков
нового понимания, что среда и система являются взаимодополняющими
понятиями, и рассмотрение сложных систем вне среды их существования
невозможно. Среда является, в сущности, внешней частью системы и во многом
определяет ее поведение. Можно говорить о наличии исчезающего контроля в
континууме «среда-система». Чем сложнее среда и выделенная в ней система,
тем неопределеннее прогноз их взаимного сосуществования. Это ведет к
априорной неопределенности поведения сложной системы, что естественно не
нравится ее создателям, желающим контролировать все ее функции.
Основные проблемы, возникающие при проектировании сложных
эргатических систем, связаны с так называемым процессом выделения системы
из среды, которая является в сущности одним из полюсов континуума простота-
сложность [20]. Среда представляет собой множество неоднородностей,
выделение которых из среды позволяет интерпретировать их как систему.
Система возникает в результате проведения операции различения, обозначения
ее границ и описания свойств среды, существующей в рамках выделенной
границы. Эти операции выполняются когнитивным аппаратом человеческого
мозга и принципиально содержат ряд ограничений, связанных с его работой.
Неклассические и постнеклассические представления, положенные в
основание методологии проектирования тренажеров сложных эргатических
систем и сред, основаны на синергетических и конструктивистских моделях
обучения, рассматривающих процессы самоорганизации и развития сложных
систем и сред.
Методологической основой обучения в сложных средах является
когнитивная педагогика. В ней, по аналогии с классической педагогикой,
человек рассматривается как познающая мир система, но в неклассических
представлениях это система самоорганизующаяся в пределах своего опыта, а в
постнеклассических – саморазвивающаяся, историческая система
аутопоэтического типа, испытывающая ориентирующее влияние со стороны
учебной коммуникации, возникающей в обучающей среде.
Тренажер, в соответствии с излагаемой концепцией, создает среду обучения,
которая взаимодействуя с психофизиологической системой ученика, создает в
последнем особую форму психической реальности – обучающую среду. Именно
в ней и происходит консолидация и приобретение нового опыта (обучение).
Необходимо отличать среду обучения от обучающей среды. Последняя
категория является индивидуальным конструктом, отражающим свойства
психофизиологической системы человека в процессе обучения. Свойства
обучающей среды являются определяющими для получения обучающего
эффекта [4]. На свойства обучающей среды влияет множество личностных и
ситуативных факторов связанных с особенностями участников учебной
коммуникации и среды и ситуации обучения. Это, например, стили обучения
[21], когнитивные стили и интеллект [22], особенности личности и ее
мотивационной сферы. Однако практическое использование в проектировании
обучающих систем знаний психодиагностики сталкивается с научной
отсталостью используемых концептуальных и измерительных средств. Следует
признать, что существующие технологии использования психологического
знания в процессах автоматизации учебного процесса малоэффективны.
Это связано с тем, что большинство современных компьютерных
обучающих систем и тренажеров используют технологии обучения в
искусственных средах, создаваемых моделирующими системами. При этом
методическое обеспечение, определяющее формы взаимодействия участников
учебного процесса, базируется на моделях информационного обмена между
участниками процесса обучения. Однако это довольно грубые представления,
не учитывающие ориентирующую и конструктивную сущность обучения
человека. Более адекватные средоориентированные модели, довольно редко
используются в классическом компьютеризированном обучении. Рассмотрим их
основные черты и свойства для оценки перспектив применения в е-обучении.
!!!''2.3. Обучающая коммуникация''
Роль общения в педагогике известна давно и является общим местом во
многих педагогических теориях. Общение в силу этимологии этого слова
предполагает создание некоторой общности (системы) между общающимися, в
которой происходит их взаимообогащение и развитие. А.А. Леонтьев
определяет педагогическое общение как «профессиональное общение
преподавателя с учащимися на уроке и вне его (в процессе обучения и
воспитания), имеющее определенные педагогические функции и направленное
(если оно полноценное и оптимальное) на создание благоприятного
психологического климата, а также на другого рода психологическую
оптимизацию учебной деятельности и отношений между педагогом и учащимся
внутри ученического коллектива» [23, С. 3]. Общение, по мнению Леонтьева,
это «процесс или процессы, осуществляющиеся внутри определенной
социальной общности – группы, коллектива, общества в целом, процессы, по
своей сущности не межиндивидуальные, а социальные. Они возникают в силу
общественной потребности, общественной необходимости» [23].
Е.Н. Князева раскрывает с позиции эпистемологической эпистемологии в
рамках понятия коммуникационная сложность следующие свойства
коммуникации как сложной самоорганизующейся системы:
− эволюционное происхождение;
− гибкость, флексибельность;
− связанность с действием, творящим мир;
− сложность познания, выраженная в различных формах самоорганизации, кооперативного и когерентного поведения;
− это феномен, характерный для сложных адаптивных систем;
− это феномен взаимной энактивной деятельности, в которой происходит полагание и творение друг друга;
− интерсубъектность в процессе коммуникации: энактивизм, партисипационное производство смыслов;
− ее распределенная телесность;
− эмпатийность [24].
Рассматриваемый феномен педагогического общения интерпретируется в
современной «компьютерной» педагогике как некоторый локальный,
коммуникационный феномен, проявляющийся в обмене информацией и
знаниями между учеником и управляемым контентом обучающей системы. Это
достаточно примитивный взгляд, резко снижающий возможности е-обучения.
Но зато он технологичен, понятен и близок инженерным кругам
проектировщиков обучающих систем. В силу этого в е-дидактике популярны
именно информационные модели общения, отражаемые более узким по
значению термином «коммуникация». Однако следует помнить об их
ограниченном характере, скрывающем истинную сложность механизмов
научения.
!!!''2.4. Концепция ориентирующей кооперации''
Для объяснения процессов обучения в сложных операционально-замкнутых
самоорганизующихся системах, к которым относится человек, авторами
настоящей статьи предложена обобщенная модель ориентирующей кооперации,
в соответствии с которой коммуникационная ориентация является основным
механизмом научения в живой системе [3]. При этом коммуникация
рассматривается как социальная аутопоэтическая система, включающая в
состав своих элементов участников коммуникации, которые начинают играть
свои роли в соответствии с формируемыми в данной системе смыслами.
Коммуникация является автореферентной системой. Это означает, что смыслы
порождаются самой системой и не могут быть привнесены в нее извне без
потери ее автономного статуса. Основные положения концепции
ориентирующей кооперации могут быть изложены в следующих тезисах:
1. Мозг является физической системой аутопоэтического типа способной
вместе с сенсомоторными системами человека создавать и
поддерживать целостность генерируемого в нем психического
содержания в форме субъективного мира с действующим в нем
субъектом, получающим сознательный опыт в процессе создания цепей
ориентирующих отношений в рекурсивных циклах
самовоспроизводства и коммуникации.
2. Человек посредством ориентирующей коммуникации непрерывно
ассимилирует в структуры своего конструирующего опыта
оцениваемые им как позитивные аспекты интерактивных контактов
перцептивных систем с миром, дающие субъекту потенциал для
самосохранения и продолжения биологической и социальной
эволюции.
3. В процессе обучения возникают связанные друг с другом циклы
обработки информации и циклы формирования инструментов для
обработки информации. Идет непрерывный на всех временных уровнях
процесс поиска и создания эффективных когнитивных инструментов,
позволяющих познавать мир в русле создания личной истории
человека.
4. Обучение есть вмешательство в процессы порождения опыта и
когнитивных инструментов посредством коммуникационной
ориентации субъекта и внедрения соответствующей информации.
5. Самообучение человека строится на основе рефлексивной
самоориентации, протекающей в форме процесса внутренней
коммуникации субъекта с самим собой и своим внутренним миром.
Сознание при этом является инструментом социальной и эго
коммуникации, вовлекающим человека в процессы аутопоэзиса своего
Я.
6. Знание как результат педагогического процесса формируется на
психологическом и нейробиологическом уровнях и является
системным, неотделимым от человека свойством его
психобиологической организации, воплощенным в нее.
7. Субъект работает со своим субъективным миром посредством обмена и
интерпретации циркулирующей в нем информации, а мозг работает с
физическим миром посредством фиксации изменений, возникающих на
входах перцептивных систем [3].
В соответствии с концепцией ориентирующей кооперации обучающие
системы являются системами, организующими и поддерживающими
информационную среду в виде динамической системы, в которой проходят
процессы коммуникации, ориентирующие когнитивные и личностные
механизмы ученика в зоне учебного содержания, направленного на порождение
(конструирование) учебного результата. В процессе ориентирующей
педагогической коммуникации возникает метасистема, обеспечивающая
направленные изменения в когнитивной и личностной сферах ученика.
Отметим, что такие метасистемы возникают на время течения любой
коммуникации.
Спецификой обучающей коммуникационной метасистемы является ее
направленность на получение педагогического результата. Роль преподавателя
заключается в поддержании вектора обучающей коммуникации в направлении
обеспечения обучающего эффекта. Заметим при этом, что педагог создает
условия для возникновения обучающей коммуникации и в этом он
самостоятелен. Однако при реализации коммуникации его свобода и активность
ограничены свойствами и механизмами самоорганизации, возникающими и
действующими в конкретной учебной ситуации.
!!3. Перспективные технологии ориентирующего обучения
Реализация рассмотренных выше методологических аспектов
неклассической е-дидактики в средоориентированном подходе возможна (хотя
и частично) при использовании современных информационных технологий. К
числу перспективных для электронного обучения можно отнести сетевые и
облачные технологии, позволяющие создать гибкие информационные
иммерсивные среды.
Термин «облачные вычисления» (Cloud Computing) обозначает сервисы,
поддерживающие приложения, размещенные на удаленных серверах.
Поскольку обучение есть рекурсивная коммуникационная ориентация ученика в
учебном контексте, а облачные технологии позволяют осуществлять эту
ориентацию независимо от природы информации, местоположения и времени
участников информационного взаимодействия, то очевидно, что облачные
сервисы могут расширить возможности тренажеров и обучающих систем. Среда
обучения должна обеспечить существование дискурсного пространства для
свободного обмена знаниями.
По мнению И.Н. Голицыной и А.Н. Афзаловой облачные технологии в
Интернете могут обеспечить оптимальную на сегодня инфраструктуру
образовательного пространства, так как они позволяют представить
образование как информационную услугу, создаваемую путем кооперации
множества разработчиков, теоретиков и практиков образования [25].
Облачные сервисы позволяют организовать сетевое обучение в рамках
единой виртуальной среды, предоставляющей образовательные услуги
широкому кругу распределенных территориально пользователей.
Облачные технологии в ближайшем будущем могут стать основным
технологическим элементом систем образования и профессионального
обучения. Это альтернатива традиционному обучению, создающая возможности
для персонального обучения, накопления и использования педагогического и
учебного опыта. Сетевое облако предоставляет возможности для всех
участников образовательного процесса вести совместную работу и вступать в
обучающую ориентирующую коммуникацию широкому кругу пользователей,
независимо от их местоположения.
Следующая технология, позволяющая создать обучающие системы
организованной сложности, связана с понятием «интернет – вещей» (Internet of
Things – IoT). Оно отражает в своем первоначальном значении вычислительную
сеть объектов (вещей), оснащенных устройствами и технологиями для связи и
взаимодействия между собой [26]. В дальнейшем после появления в 2003 году
протокола IPv6, позволяющего присвоить адреса 1039 объектов, данная
технология получила новое развитие, давая возможность создания
компьютерных сетей, связывающих в виртуальной цифровой реальности все
объекты мира между собой, обеспечивая глобальное позиционирование и сбор
информации о свойствах и истории каждого из них. Этими объектами могут
быть, в том числе, и конкретные люди.
Возникающий поток информации позволяет создавать исторические
описания каждого предмета, а в отношении человека – фиксировать весь его
опыт взаимодействий с материальным миром. Интернет вещей не ограничен
только связью с вещами, снабженными метками радиочастотной
идентификации (RFID), а рассматривается в контексте объединения с такими
технологиями будущего, как всепроникающие компьютерные системы и
интеллектуальная окружающая среда (Pervasive Computing, Ubiquitous
Computing, Ambient Intelligence). Возникающие в результате такого
объединения возможности по направленному влиянию на человека чрезвычайно
велики и позволяют проводить тотальный контроль и управление его
жизненным миром. Технологии IoT позволяют формировать непрерывный
поток данных о человеке и среде его деятельности в реальном времени, на
основании которого можно создавать индивидуальные обучающие среды-
тренажеры, вовлекающие в свою организацию и функционирование только
полезные в учебном контексте объекты мира и их виртуальные двойники. В
зависимости от протекающих в обучающих сетях процессов возможно
оперативное реконфигурирование обучающей сети для придания ей тех или
иных свойств. Интересным вариантом обучающих сред может стать
управляемая среда жизнедеятельности, вовлекающая в жизненный опыт
человека те фрагменты отношений с реальными объектами/субъектами мира,
которые ведут к приобретению нового опыта.
!!4. Выводы и заключение
Несмотря на проявляемый в образовательном сообществе оптимизм по
отношению к электронному обучению и образованию следует заметить, что по
настоящее время нет более эффективных средств формирования образованной
личности, чем педагог и культурная среда учебного коллектива. Создание
современных эффективных компьютерных обучающих систем сдерживается
методологическими ограничениями, вызываемыми классическими взглядами на
обучение, формирующими дидактику е-обучения. Перспективно использование
в е-дидактике методов, использующих закономерности имплицитного обучения
и прайм-эффектов, отражающих формы отношений сознательного и
бессознательного опыта ученика. Развитие неклассической методологии
средоориентированного обучения и появление сетевых глобальных технологий
и методов сетевой интеграции разнородных данных позволяют реализовать
перспективные технологии обучения, учитывающие процессы самоорганизации
в психике человека и социальной коммуникации в условиях тотальной
информационной интеграции сред виртуального и физического миров.
//Работа выполнена при поддержке РГНФ, грант №15-06-10640.//
!!Литература
```
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```
''Methodological and didactic problems of e-learning''
S. Sergeev
St. Petersburg State University
The article examines the methodological problems of e-learning and using of
advanced didactic network and Internet technologies for a training systems and
simulators design, based on the methodological principles of non-classical and postnonclassical
psychology and pedagogy.
We show the limits of classic e-didactics caused by mechanistic interpretation of
learning processes and, as an alternative, present the environment-oriented “complex
learning” models, root from immersive learning environments theory.
We invite a concept of orienting cooperation, which reflects the self-organisations
processes inside the learning environments. As a promising technology environment
oriented instruction discusses cloud computing and the Internet of things technology.
Keywords: learning environment; e-didactics; non-classical psychology and
pedagogy; cloud computing; orienting, training; Internet of Things.
{{Методологические и дидактические проблемы электронного обучения 105}}
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{{Методологические и дидактические проблемы электронного обучения 109}}
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{{Методологические и дидактические проблемы электронного обучения 110}}
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{{Некрасова Методологические основания и гипотезы исследования 1}}
[[1 |Некрасова Методологические основания и гипотезы исследования 1]]
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XII ВСЕРОССИЙСКОЕ СОВЕЩАНИЕ ПО ПРОБЛЕМАМ УПРАВЛЕНИЯ ВСПУ-2014 Москва 16-19 июня 2014 г.
''6414 ''
УДК 004.5
МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ЧЕЛОВЕКО-МАШИННОГО ИНТЕРФЕЙСА
М П Ч-М И
[ext[ссылка|D:\TRab\2017\06\20170615\sergeev\elibrary_22224970_75511147.pdf]]
С.Ф. Сергеев
Санкт-Петербургский государственный университет Россия, 199034,
Санкт-Петербург, Университетская наб., 7/9 E-mail: ssfpost@mail.ru
Ключевыеслова: интерфейс, пользовательский интерфейс, оператор, эргатическая система, техногенная среда, гибридный интеллект, искусственный интеллект, диффузный интеллект, интеллектуальные среды и системы
Аннотация: Статья посвящена исследованию методологических проблем пользовательского интерфейса, возникающего при включении человека в эргатические системы и техногенные среды. Рассматриваются методологические и теоретические, психологические и технологические аспекты проблемы, особенности ее решения в зависимости от уровня организации и степени интеллектуализации процессов взаимодействий в эргатических системах и средах.
''1. Введение''
Понятие «интерфейс» отражает формы, средства и возможности обеспечения взаимодействия двух или более систем (их компонентов) между собой независимо от ихфизической или ментальной природы в процессе достижения их целей. Является в настоящее времячрезвычайнопопулярнымиширокораспространеннымвнаучномдис-курсетерминомширокоймеждисциплинарнойприроды. Впоследнеедесятилетиена-блюдаетсяегоэкспансиявобластьинформационныхтехнологий, инженернойпсихо-логиииэргономики, гденаибольшеераспространениеполучилитермины «пользова-тельскийинтерфейс» и «человеко-машинный интерфейс» [1]. Однаковсеголишьдва-дцатьлетназадпроблемыинтерфейсавпсихологиинесуществовало, аосновныеэле-ментыданногоединстварассматривалисьпроектировщикамикакнезависимыеэлемен-тыинформационноймоделичеловеко-машиннойсистемы, выполняющиефункцииввода-выводаинформациииформированияуправляющихвоздействий. Можновыделитьрядэтаповэволюцииданногопонятиявклассической, постклас-сическойипостнеклассическойинженернойпсихологии, связанныхсразвитиемтехно-геннойформычеловеческойцивилизации. Напервомэтапе, проблемавзаимодействиячеловекасорудиемтрударешаласьнауровнеобеспеченияфизическоговзаимодейст-виятелачеловекастехникой (органамиуправления) ивходилавсферуинтересовэрго-номики, котораяипонастоящеевремяассоциируетсясорганизациейудобногорабоче-гоместа. Подинтерфейсомпонималасьмеханическая, линейнаямоторно-перцептивнаясвязьчеловеческоготеласорганамиуправленияиотображенияинформации. Эстафетуэргономическогопроектированияпродолжилаклассическаяинженернаяпсихология, котораясосредоточилавниманиенавопросахпроектированияэффектив-ногоинформационноговзаимодействиячеловека-операторасэргатическойчеловеко-машиннойсистемой [2]. Развитиеинженерно-психологическихпредставленийочело
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{{М П Ч-М И 6416}}
[[6417|М П Ч-М И 6417]]
{{М П Ч-М И 6417}}
[[6418|М П Ч-М И 6418]]
{{М П Ч-М И 6418}}
[[6419|М П Ч-М И 6419]]
{{М П Ч-М И 6419}}
!! Цитирование
Владимир Буданов. Методология и принципы синергетики
!! Ссылки
!!! Интернет
* [ext[ Интернет |http://law.sfu-kras.ru/attachments/article/4088/15budanov-fo-1-3-2006.pdf]]
!!! Локальная ссылка
* [ext[ локальная |file:///D:/TRab/2017/12/20171226/20171226/15budanov-fo-1-3-2006.pdf]]
!! Цитирование
```
Сергеев С.Ф. Методология проектирования тренажеров с иммерсивными обучающими средами //Научно - технический вестник Санкт - Петербургского государственного университета информационных технологий , механики и оптики , 2011, No 1 (71) c. 109-114
```
!! Ссылки
*[ext[In |https://cyberleninka.ru/article/n/metodologiya-proektirovaniya-trenazhyorov-s-immersivnymi-obuchayuschimi-sredami]]
Локальные
*[ext[TRab |file:///D:/TRab/2017/10/20171010/356.pdf]]
!! Цитирование
Буданов В.Г. Методология синергетики в постнеклассической науке и в образовании. Изд. 3-е испр. М.: Издательство ЛКИ, 2008. 240 с.
Методология синергетики в постнеклассической науке и в образовании. Изд. 3-е испр. — М.: Издательство ЛКИ, 2008 — 240 с. (Синергетика в гуманитарных науках)
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171006/budanov.pdf]]
!! Цитирование
```
Меськов В.С. Методология тринитарности. //
Вопросы философии. 2013. № 11. С. 66-76.
```
МЕТОДОЛОГИЯ ТРИНИТАРНОСТИ
Меськов В.С.
Вопросы философии. 2013. № 11. С. 66-76.
!! Ссылки
*[ext[BI |file:///D:/BI/S/elibrary_20860045_15799081.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=20860045]]
Жеребило Т.В. Методы исследования в языкознании: Словарь-справочник. Изд. 3-е, испр. и доп. – Назрань: Кеп, 2015. – 56 с. ISBN 978-5-906177-85-8
Скачивание
http://gerebilo.ucoz.ru/load/leksikogoaficheskie_izdanija/slovar/zherebilo_t_v_metody_issledovanija_v_jazykoznanii_slovar_spravochnik_izd_3_e_ispr_i_dop_nazran_kep_2015_56_s/6-1-0-1532
! Информатизации военного образования: проблемы и перспективы
!! Цитирование
```
Мещеряков Д. В., Середов И. Г. Информатизации военного образования: проблемы и перспективы. // Психолого – педагогический журнал Гаудеамус, т. 15, № 2 , 2016. С. 26 – 31.
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/03/20170314/Beloshitsky/elibrary_26369834_28289163.pdf]]
*[ext[BI |file:///D:/BI/S/el_26369834.pdf]]
*[ext[Интернет ЯД |https://yadi.sk/i/JRUsJVNG3Ny3Wa]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/item.asp?id=26369834]]
!! Выдержки
На сегодняшний день процесс информатизации военного образования характеризуется следующими тенденциями:
актуализация системы непрерывного образования как фактора развития личностно-профессиональной компетентности военных специалистов;
разработка и построение единой информационно-образовательной среды военных вузов [1];
активное внедрение перспективных ИКТ в образовательный процесс; повышение роли процесса самообразования обучающихся.
---
концепцию ADL (Advanced Distributed Learning) – продвинутое распределенное обучение, основной целью которой являлось обеспечение доступа обучающихся к образовательным ресурсам, в соответствии с их личностно-профессиональными потребностями.
Основной упор в концепции делается на совместное использование стандартных версий объектов многократного применения, систем управления обучением, с множеством информационных сред, без непосредственного участия преподавателя.
----
Проблемными вопросами подготовки выпускников военных вузов в контексте процесса информатизации военного образования являются:
неразработанность теоретических основ и единой методологии применения ИКТ в образовательном процессе военных вузов;
недостаточное осуществление научнометодического обеспечения процесса информатизации военного образования;
отсутствие научно-обоснованной системы информационной подготовки военных специалистов;
недостаточный уровень подготовки руководящего и научно-педагогического состава военных вузов по внедрению ИКТ в образовательный процесс;
противоречивость нормативно-правовой базы в организации образовательного процесса. Так, в соответствии с Приказом Министра обороны РФ от 15.09.2014 г. № 670 «О мерах по реализации отдельных положений статьи 81 ФЗ от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации» акцентирована необходимость свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, в тоже время приказы, директивы и указания вышестоящего командования, по вопросам защиты информации, ограничений в ее распространении, не позволяют эффективно развивать современные ИКТ в образовательной деятельности военных вузов [3];
- недостаточный уровень материальнотехнической и финансовой поддержки эффективного решения вопросов развития информатизации военного образования [4].
Ведущими принципами процесса информатизации военных вузов выступают: диверсификация, комплексность, функциональность, полисубъектность и др.
Принцип диверсификации предполагает полинаправленность, вариативность развития и функционирования образовательного процесса военного вуза, расширения его внутренней структуры на основе многообразия реализуемых учебных программ.
Принципы функциональности и комплексности определяют содержание всех информационных ресурсов и технологий их применения, позволяющих осуществлять целостное информационное обеспечение учебно-методических и научных направлений деятельности военного вуза по программам среднего, высшего и дополнительного профессионального образования, а также адъюнктуры и докторантуры.
Полисубъектность направлена на удовлетворение потребностей всех категорий обучающихся и преподавателей в информационных ресурсах, их доступности и простоты
применения
!! Цитирование
```
Меськов В.С., Мамченко А.А Мир информации как тринитарная модель Универсума. Постнеклассическая методология когнитивной деятельности. // Вопросы философии. 2010. № 5. С. 57-68.
```
МИР ИНФОРМАЦИИ КАК ТРИНИТАРНАЯ МОДЕЛЬ УНИВЕРСУМА. ПОСТНЕКЛАССИЧЕСКАЯ МЕТОДОЛОГИЯ КОГНИТИВНОЙ ДЕЯТЕЛЬНОСТИ
[[Меськов]] В.С., Мамченко А.А.
Вопросы философии. 2010. № 5. С. 57-68.
*[ext[Интернет Киберленинка |http://cyberleninka.ru/article/n/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov]]
*[ext[BI |file:///D:/BI/S/elibrary_13855484_51654336.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=13855484]]
!! Цитирование
```
* Клочко В. Е. Многомерное психологическое мышление: антропологические проекции / В. Е. Клочко // Психология обучения. 2012. № 10. С. 4-23. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000447749
```
!! Ссылки
*[ext[ссылка|05/20170529/Klochko/Многомерное психологическое мышление антропологические проекции.pdf]]
*[ext[ссылка интернет |http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000447749]]
!! Выдержки
Можно утверждать, что современность оправдывает усилия, потраченные учеными на выход к «смысловым
полям» (Л.С. Выготский), к «жизненным пространствам» (К. Левин), «личностным пространствам» (К. Ясперс),
«жизненным мирам» (Л. Бинсвангер, Ф.Е. Василюк), «транссубъективным пространствам» (Д.Н. Узнадзе), «многомерному миру человека» (А.Н. Леонтьев), «многомерному пространству жизни» (В.Е. Клочко).
Учитывая разнообразие открытых систем (физических, биологических, психологических, социальных), уровни сложности их системной организации, зададимся вопросом о том, насколько указанная специфика взаимодействия как внутреннего механизма обменных процессов (избирательность, интенциональность, порождающий эффект) является универсальной.
Известно, что режимом существо-
вания открытых систем является ус-
ложнение их системной организации.
Саморазвитие системы нельзя понять,
если не признать самоорганизацию в
качестве механизма саморазвития. В
широком смысле самоорганизация –
это присущая материи способность к
усложнению элементов и созданию
все более упорядоченных структур
в ходе своего развития. Важно, что
эффект самоорганизации обнаружи-
вается на всех уровнях сложности и
упорядоченности, начиная с макро-
мира и кончая крупномасштабными
структурами Вселенной.
Можно утверждать, что все открытые
системы умеют распознавать в безраз-
личной для них среде то, что имеет для
них актуальный смысл, т. е. непосредс-
твенное отношение к текущему (здесь
и теперь) состоянию системы. Они не
ждут, когда к ним случайным образом
или, что почти то же самое, в процессе
бессмысленного перебора всего суще-
го «прилетит» извне нечто, имеющее
смысл здесь и теперь. Существуя за счет
обмена со средой, они имеют свои, от-
работанные эволюцией органы отбора,
принцип работы которых, при всей не-
сопоставимости их сложности, тождес-
твенен в одном.
Открытые системы способны про-
ецировать в среду свое ожидание, и тем
самым так искажать ее своим присутс-
твием в ней, что в ответ на этот запрос,
обращенный к среде, из нее отзывается,
резонирует только то, что способно от-
ветить на это ожидание, т. е. имеющее
актуальный смысл.
На этом принципе
работают как электрические поля, ок-
ружающие заряженные частицы, так и смысловые поля человека. Если это
так, то намечается возможность выйти
к общему основанию, позволяющему
сблизить естественнонаучное и гума-
нитарное мышление, а такое сближе-
ние является составной частью более
глубокой проблемы синтеза двух куль-
тур мышления в рамках построения
целостной картины мира.
@@color:red; проработать дальше@@
*[[Русова]]
*[[Трифонова]]
[[Дидактический материал]]
[ext[словарь дополнительного образования |https://yadi.sk/i/o6zcDm533PD2Fq]]
!! Цитирование
```
Майер Р.В. Моделирование как метод изучения дидактических систем // Бюллетень науки и практики. 2016. № 9 (10) с. 227-234
```
!! Ссылки
*[ext[Интернет |http://www.nbpublish.com/library_read_article.php?id=19501]]
!! Выдержки
Клочко пишет что "Трансдисциплинарный ракурс вызревает внутри междисциплинарного дискурса, одновременно смещая баланс автоколебаний научных монодисциплин между полюсами закрытость/открытость в сторону открытости"
---
@@color:yellow; ''материал из клочко
'' { {Клочко В. Е. Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу выдержка 1}}@@
---
К числу сравнительно новых областей психологии мышления относится изучение мыслительной
деятельности, опосредствованной программами ЭВМ. С помощью этих программ, особенно «диалоговых», т. е.
обеспечивающих обмен сообщениями на языке, близком к естественному, может осуществляться воздействие
на процессы решения задач испытуемыми, изучение различных особенностей его, коммуникация с ним. И. Г.
Белавиной [17] была создана специальная диалоговая программа ЭВМ, названная «СОВЕТНИК», так как ее
основная функция — давать человеку, решающему мыслительные задачи, разного рода советы. Предметную
область образовывала уже известная игра «Калах», которая считается одной из самых древних игр народов
Востока. Различного рода игры в последние годы широко используются не только для изучения мышления, но
и для отработки различного рода программ ЭВМ. В общем плане игра включает в себя процессы постановки и
достижения ряда целей: 1) «выиграть», 2) «выбрать определенный тип стратегической задачи для быстрейшего
достижения конечной цели», 3) «найти такие тактические приемы, которые бы соответствовали решению
стратегической задачи». Каждый конкретный ход характеризуется отношением его к этой иерархии целей.
Первые программы «Калах» для ЭВМ были составлены в основном контексте работ по исследованию
возможностей ЭВМ в моделировании естественного интеллекта [120; 167]. И. Г. Белавина пошла по другому
пути. В разработанной ею методике исследуется самостоятельная мыслительная деятельность испытуемых,
обращающихся за «советом» к ЭВМ в режиме «диалога» на языке, близком к естественному (в данном случае
русскому) в процессе поиска наилучшего хода в игровой ситуации. Условием генерирования машиной
сообщений являются программы игры «Калах» (блок так называемых проблемных программ) и программы,
организующие «диалог» человека с ЭВМ, Существующие методы формализации игры «Калах» позволяют
создавать достаточно «сильные» программы, обыгрывающие человека, поэтому информация, получаемая от
«СОВЕТНИКА», могла касаться таких особенностей (например, особенности ситуации игры после
осуществления 5—8 полуходов). В соответствии с выделенными целями игры было разработано три класса
сообщений (советов), которые позволяли получать сведения о конечном результате выбора хода, об оценке
хода, сделанного испытуемым или его противником самостоятельно, без помощи машины (I), сведения о
возможности реализации стратегических целей игры (II) и сведения о тактических приемах игры «Калах» (III).
Приведем примеры сообщений, которые мог генерировать электронный «СОВЕТНИК»: «наилучший ход с поля
№ 1», «оценка хода противника 022», «в Вашей ситуации можно собрать фишки противника в свой «калах», «в
игре желательно собственные фишки не перемещать на поля противника». Во втором варианте программы
сообщения были существенно иного типа: «на выбранной Вами для анализа глубине и заданном поле 6
максимальное количество фишек в калахе равно 15» или «на глубине 4 противник может 2 раза поймать Ваши
фишки».
Кроме перечисленных выше сообщений, названных основными, в «диалог» были введены специальные
сообщения для того, чтобы способствовать формированию положительного отношения к ЭВМ. Выбор и
использование машинных сообщений регулировались самим испытуемым. Время отправления запросов
человека в ЭВМ определялось естественным ритмом процесса решения задачи, ритмом коммуникации.
Возможность удовлетворения познавательных потребностей, возникающих в ходе решения, обеспечивалась
благодаря достаточно большому диапазону типов машинных сообщений. В методике И. Г. Белавиной
использовались также сообщения, участвующие в организации собственно «диалога» человека с ЭВМ, его
ритмической структуры, сообщения, помогающие человеку задать машине правильный вопрос, сообщения,
оказывающие положительное влияние на оценку испытуемым режима взаимодействия с ЭВМ и своего участия
в процессе «совместного решения». Методика позволяет регистрировать временную структуру взаимодействия
человека с ЭВМ, автоматически фиксировать число запросов испытуемого по всем типам основных сообщений,
анализировать их частоту, повторяемость, последовательность анализа различных элементов условий задачи с
помощью ЭВМ, глубину анализа, избирательность испытуемых по отношению к разным вариантам решения.
Автоматически фиксируется протокол взаимодействия (обмена сообщениями) между человеком и ЭВМ.
Фиксируется не только результат решения задачи, но использование или неиспользование машинных советов,
что возможно благодаря сочетанию автоматизированных методов исследования мыслительной деятельности с
традиционными, например с методом рассуждения вслух. С помощью своего электронного советника игрок
может получить дополнительные сведения как за себя, так и за противника.
Как показывают экспериментально-психологические исследования, отмечаются различные формы
включенности данных электронного «СОВЕТНИКА» в содержание мыслительного процесса. Характеристика
включенности определяется соответствием (или несоответствием) данных ЭВМ содержанию промежуточных и
83
конечных целей. Крайними случаями являются полное и безоговорочное включение и прямое использование
данных ЭВМ и явное неиспользование сведений, сообщаемых машиной.
Приведем конкретный пример, взятый из исследования И. Г. Белавиной, относящийся к рассуждению испытуемого при решении
одной из задач: «Беру любое поле... № б... ЭВМ мне скажет, сколько фишек у меня будет на 5-й глубине?» Экспериментатор: Да. «Тогда
конечно беру конкретно (т. е. совет № 1)». В ответ на 1-й запрос машина сообщает, что в поле «калах» у испытуемого накапливаются 23
фишки. Это количество является явно недостаточном для выигрыша. Тогда испытуемый обращается за новым советом.
В ходе экспериментов у испытуемых формируются дополниельные цели обращения к ЭВМ, которые
не были непосредствено направлены на решение задачи: цели получения данных ЭВМ наиболее быстрым и
оптимальным образом, цели определенной организации диалога с ЭВМ, цели, направленные на дополнительую
оценку выбранного игрового поля в качестве конечного результата. Если испытуемый согласно инструкции
должен решить задачу в условиях ограничений на разнообразие «советов» ЭВМ или при отсутствии
возможностей проверить действия машины каким-либо способом, то это сказывается на процессуальной и ре-
зультативной стороне деятельности: снижение интегральной продуктивности до 44%, снижение степени
разнообразия запросов испытуемых, появление негативных субъективных оценок как советов, так и ЭВМ в
целом. Электронный «СОВЕТНИК» дает игроку такие сведения о ситуации, которые он сам не может
получить, это иногда вызывает у человека отрицательные аффективные оценки, если эти негативные моменты
преодолеть, то с помощью своего «СОВЕТНИКА» человек решает более сложные задачи, более полно
анализирует наличные условия задач.
Частота обращений игрока к «СОВЕТНИКУ» характеризует степень интенсивности получения и
использования данных ЭВМ, генерируемых по ходу решения задачи, она является индикатором возникновения
познавательной потребности. О том, насколько выраженной может быть эта потребность, свидетельствуют
цифры: количество обращений к «СОВЕТНИКУ» при решении одной задачи может достигать 42.
Развернутость поиска решения характеризуется числом элементов ситуации, обследуемых испытуемыми.
Максимально полный объем обследования включает в себя 7 игровых полей испытуемого и 7 игровых полей
противника во все возможных связях и отношениях. С увеличением глубины решения полный объем возрастает
в геометрической прогрессии. Например, для задачи, решаемой на глубине 5, требуется (при полном обсле-
довании) учесть 106748 вариантов связей между всеми возможными преобразованиями начальной ситуации,
что исключает возможность решения задачи на основе «полной ориентировки». Чаще всего игроки делают
попытки проанализировать ситуацию перед обращением к «СОВЕТНИКУ», они выделяют отдельные элементы
условий задачи и их свойства, которые затем проверяются с помощью советов. При решении испытуемым
более чем одной задачи предварительный (до первого обращения к ЭВМ) анализ может значительно
сокращаться, анализ полей на основе данных ЭВМ расширяться. Данные, получаемые от «СОВЕТНИКА»,
всегда соотносятся с собственными прогнозами испытуемых, в зависимости от соотношения прогнозов и
получаемых результатов поиск развертывается или сокращается. Отмечаются иногда явления полного
отсутствия предварительного обследования полей.
В тех случаях, когда анализ задачи развертывается целиком на основе данных, полученных от машины,
испытуемые исследуют и выявляют свойства элементов ситуации, используя 1—2 «совета», с помощью
которых можно оценить и сравнить преимущества и недостатки анализируемого поля.
Электронный «СОВЕТНИК» предоставляет игроку знания, относящиеся к большей глубине, чем
доступная самому игроку, поэтому ее можно сравнивать с глубиной мысленного анализа ситуации, доступной
самому испытуемому. «СОВЕТНИК» значительно расширяет возможности человека в прогнозировании им раз-
личных преобразований игровых ситуаций (прогнозирование конкретных последствий собственных действий
на определенную глубину игровой ситуации). Глубина просчета ходов машиной регулировалась испытуемым.
Процесс решения характеризовался постепенным углублением собственного анализа, т. е. постепенным
переходом от использования данных на глубине, близкой или возможной для самостоятельного анализа
(глубина 2 или 3), к глубине более далекой, «закрытой» для мысленного просчитывания вариантов (глубина
5—8). Для того чтобы решить задачу на основе данных, генерируемых машиной, испытуемый постепенно
осуществляет включение новых знаний в обоснование конечной пели. Смысл конечной цели испытуемой
формирует под влиянием готовых знаний о свойствах полей, получаемых от «СОВЕТНИКА». Работа игрока
вместе с «СОВЕТНИКОМ» эффективна тогда, когда он имеет возможность контролировать действия
советника.
В экспериментах И. Г. Белавиной сравнивались два варианта программы «СОВЕТНИК». Первый
вариант программы был ориентирован в основном на результативную сторону решения задачи. Машиной
генерировались данные, которые можно было использовать только для проверки и сравнения собственного
готового решения с машинными вариантами «лучшего хода». По характеру сообщения скорее походили на
директивные указания, чем на советы, информация об «угрозах» и «ходах в калах» была неопределенной и
неконкретной. Второй вариант программ был ориентирован как на результативную сторону решения, так и на
процессуальную, данные второго варианта программ могли быть использованы человеком на этапе
формулирования промежуточных целей и их проверки и корректировки. Оказалось, что работа с этими двумя
программами существенно различается. У испытуемых, работавших только с первым вариантом программы,
отмечалась сравнительно низкая продуктивность решения (лучший ход находится только в 44% случаев).
Использование данных первого варианта программы характеризовалось значительным «разбросом» форм
включения данных в поиск решения: полный отказ от попыток обращения к ЭВМ, частичное прерывание
динамики обращения, частичное (косвенное) использование и включение данных ЭВМ, полное (прямое)
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применение данных ЭВМ в качестве конечного результата решения. У одного и того же испытуемого в
процессе решения одной или ряда задач отмечается определенная динамика перехода от одной формы
включения данных ЭВМ к другой. В экспериментах с использованием второго варианта программы
«СОВЕТНИК» суммарная продуктивность достигала 90%. Отсутствовали полный отказ и частичное
игнорирование данных ЭВМ. Эти данные включались в содержание промежуточных и конечных целей,
формулируемых испытуемыми, в критерий обоснования лучшего хода, оказывали влияние на изменение на-
правленности познавательной деятельности. При использовании первого варианта программ сокращается число
обращений испытуемых к ЭВМ в процессе решения задачи (в среднем 1,4 обращения к «СОВЕТНИКУ»), при
втором варианте процесс решения задачи испытуемым отличался значительно большей частотой обращения к
ЭВМ и широтой использования разнообразных типов запросов (до 17 запросов). При первом варианте
программы испытуемые обращаются в основном (77,6%) за директивными рекомендациями лучшего хода, за
числовыми машинными оценками перспективности собственных игровых полей, собственных действий и
действий противника. Только в 22% обращений испытуемые запрашивают данные ЭВМ, относящиеся к
обобщенной перспективной оценке игровой ситуации или к сводным тактическим рекомендациям. При
использовании второго варианта программ характер обращений к «СОВЕТНИКУ» был более разнообразным и
широким, с большим процентом использования всех типов данных ЭВМ, число обращений к отдельным
советам достигало 47%. Эксперименты И. Г. Белавиной показали, что излишне директивный характер
сведений, получаемых от «СОВЕТНИКА», их «закрытость» для понимания игроком отрицательно влияют на
продуктивность решения задачи, на возможность испытуемого найти оптимальный наилучший ход,
ограничивают его познавательную активность и способствуют появлению негативных оценок использования
готовых данных ЭВМ. Ориентация «СОВЕТНИКА» на процессуальную сторону процесса решения является
положительным фактором, позволяя регулировать мыслительный процесс, значительно расширять
возможности испытуемых за счет широкого и полного использования возможностей ЭВМ.
Возникает, естественно, вопрос о том, зачем нужны такого типа эксперименты? Дело в том, что
электронные «СОВЕТНИКИ» в настоящее время используются не только в лабораторных экспериментах с
играми, но в «серьезной» работе: управлении, проектировании, научных исследованиях, обучении. Создание
диалоговых систем «человек — ЭВМ», ориентированных на конечного пользователя, не владеющего навыками
программирования, является одним из основных направлений исследований и разработок в практике
автоматизации умственного труда [14; 182; 184;]. Лабораторные эксперименты позволяют нам понять, что
такое «совместное» с ЭВМ решение задачи. Оно не сводится к правильному формулированию и отправлению
вопросов пользователей в ЭВМ, а включает в себя психологические характеристики анализа содержания и
смысла сообщений, разную степень проявления познавательной активности, субъективные цели пользователей.
Готовность пользователя оказывает заметное влияние на форму включения Данных ЭВМ в структуру решения
задачи. Эксперименты обосновывают важность принципа сохранения и поддержания максимальной активности
человека, реализация которого позволяет добиться возрастания продуктивности деятельности, расширения
творческих возможностей и отсутствия негативных проявлений во, взаимодействии с ЭВМ. Важным фактором,
оказывающим положительное влияние на формирование общего отношения пользователя к ЭВМ как
«помощнику», «партнеру», является определенная организация «диалога», включение в него коммуникативных
реплик, которые оживляют процесс взаимодействия и до некоторой степени снижают моменты монотонности и
«назойливости» отдельных вопросов ЭВМ, повышают удовлетворенность пользователей работой с ЭВМ.
Эксперименты показали, что для обеспечения высокоэффективной деятельности пользователей «диалог»
должен быть достаточно гибким, нужно, чтобы пользователь имел возможность использовать несколько типов
запросов ЭВМ, разработанных с учетом специфики процесса целеобразования, и проверять машинные решения
посредством специальных запросов. Необходимо так организовать ритмическую временную структуру
взаимодействия, чтобы она позволяла соотнести динамику работы ЭВМ с динамикой собственно мыслительной
деятельности. Структура «диалога» должна позволять организовывать смену форм обращения пользователей к
ЭВМ от полной, поясняющей, к краткой, сжатой, допускающей сокращения в запросах пользователей. В
обобщенном виде психологические требования к разработке и использованию диалоговых систем
формулируются следующим образом: необходим учет качественного содержания мыслительной деятельности
пользователя ЭВМ в оценке общей эффективности применения диалоговой системы; психологическая оценка
эффективности использования ЭВМ должна состоять из ряда критериев, определяющих включенность данных
ЭВМ в содержание целей пользователей, возможность проявления и развития познавательной активности,
ритмическую организацию временной структуры обращения к ЭВМ.
Методика И. Г. Белавиной позволяет использовать режим «диалога» с» ЭВМ для экспериментально-
психологического исследования мышления человека, являющегося участником этого «диалога». Это
исследование проводится на основе анализа таких параметров деятельности, как единичный и неоднократный
запросы человека, адресованные ЭВМ, частота таких запросов, селективность обследования условий с
помощью данных ЭВМ, свойства преобразованной ситуации, проверяемые с помощью данных ЭВМ, контроль
человека за решением задач ЭВМ, оценка достоверности данных ЭВМ, временная характеристика процесса
решения задач с помощью ЭВМ. Был проведен сравнительный анализ продуктивности деятельности при
использовании различно ориентированных диалоговых программ. В методике реализованы авто-
матизированные приемы сбора, обработки и накопления данных, которые изменяют организацию проведения
исследования мыслительной деятельности испытуемого по сравнению с традиционным методами в
направлении сокращения времени обработки первичной информации, снижения трудоемкости обработки и
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анализа эмпирических данных. Положительное влияние ЭВМ, проявляющееся в преобразовании мыслительной
деятельности, возможно лишь при соблюдении ряда психологических принципов организации мыслительной
деятельности испытуемого: свободного режима взаимодействия с ЭВМ, учета психологических особенностей
процесса целеобразования, организации ритма коммуникации. Отсутствие одного из выделенных принципов
приводит к появлению отрицательного влияния ЭВМ.
Используя описанную выше методику, Т. В. Корнилова [83] в провела сравнительный анализ
целеобразования при решении задач в «диалоге» с ЭВМ и в условиях общения между людьми. Было показано,
что использование данных ЭВМ приводит к качественному изменению процессов целеобразования, что вырази
жается в раскрытии принципиально новых, недоступных без использования данных ЭВМ свойств предметной
ситуации, в изменении предметного содержания формулируемых в ходе решения целей, его структуры,
расширения зоны самостоятельного селективного поиска и видоизменении его уровня.
Решение, опосредствованное данными ЭВМ, является более эффективным (по результативности,
особенностям целеобразования и количественным параметрам взаимодействия), чем обычное безмашинное
решение, решение при получении такого же типа-помощи от другого человека, решение на основе усвоенных
умений, сформированных по методу П. Я. Гальперина.
Было также показано, что на последовательность овладения данными ЭВМ и полноту целеобразования
влияет изменение ситуации общения: одновременная актуализация отношения к ЭВМ и к экспериментатору
облегчает осознание разницы двух уровней раскрытия свойств предметной ситуации; при актуализации обоих
планов отношений особенности целеобразования определяются организацией совместной деятельности
испытуемого с экспериментатором, влияющей на формирование специфических стратегических конечных
целей решения и выдвижение в эксперименте на первый план тех или иных отношений. Влияние ситуации
общения на характер использования данных ЭВМ прослеживается только' при определенном типе советов —
обобщенных советах, задающих новую зону анализа свойств предметной ситуации. При прямых советах, не
предполагающих преобразование целеобразования, изменение ситуации получения советов не влияет на
характер решения. В отношении к ЭВМ следует разделять некоторое потенциальное, присутствующее до
эксперимента и в отсутствие ЭВМ, отношение к ней в плане доверия — недоверия, той или иной оценки ее
возможностей и актуальное отношение, характеризующееся помимо аспекта доверия еще двумя аспектами: а)
субъективным восприятием ЭВМ как своеобразного партнера; б) отношением к ней как к средству решения,
которым нужно овладевать. На использование данных ЭВМ и перестройку целеобразования влияет в первую
очередь актуальное отношение к ЭВМ. Качественное изменение формулировок целей в вербальном плане при
выявлении нового уровня свойств предметной ситуации связано с изменением функциональной роли образных
построений, а также. формированием нового видения задачи на основе развития актуальных смыслов данных
ЭВМ и операциональных смыслов элементов ситуации нового, более глубокого уровня. В ситуациях прямого
управления мыслительной деятельностью не достигается такого эффекта преобразования целеобразования, как
при непосредственном диалоге с ЭВМ, в котором осуществляется косвенное управление.
В исследовании Ю. Д. Бабаевой [13] была разработана еще одна методика изучения целеобразования в
«диалоге» с ЭВМ. Испытуемым предлагалось генерировать возможные цели по отношению к хорошо
известным предметам. Методика эксперимента включала: предварительное изучение процесса продуцирования
возможных целей; разработку на базе полученных данных приемов дополнительной помощи испытуемым в
условиях использования ЭВМ и реализацию этих приемов в конкретных машинных программах. Автор
исходила из предположения о том, что одним из компонентов процесса продуцирования возможных целей
исследования объекта является выявление свойств этого же объекта, а ограничения, препятствующие
эффективности этих процессов, носят сходный характер. В предварительной серии экспериментов испытуемым
давались различные инструкции, требовавшие называть как можно больше: а) свойств заданного объекта, б)
оригинальных свойств этого объекта, в) возможных целей его исследования, г) оригинальных возможных
целей. Регистрировались продукты деятельности испытуемых, время выполнения инструкции, отказы от
продолжения деятельности, самоотчет, рассуждения вслух и спонтанные высказывания, КГР и пульс.
Регистрировалась также последовательность ответов ЭВМ.
Методика предусматривает следующие режимы использования ЭВМ: 1) «оригинальное свойство» —
ЭВМ случайным образом выбирает из своей памяти свойство с минимальной частотой встречаемости, от
испытуемого требуется сформулировать возможную цель, использующую это свойство предмета; 2)
«свойство» — все так же, как и в режиме 1, но выбирается одно из свойств, названных ранее не менее чем в
50%; 3) «комбинация» — испытуемый запрашивает свойства, ЭВМ выбирает из памяти комбинацию из свойств
с учетом частот их встречаемости; 4) «проблема» — ЭВМ предъявляет испытуемому формулировку возможной
цели исследования объекта, от него требуется формулировка другой возможной цели исследования.
Сравнительная оценка эффективности: процесса целеобразования при самостоятельной работе испытуемых и в
условиях использования ими ЭВМ осуществлялась с применением экспертного опроса и обобщенной
процедуры статистической обработки полученных экспертных данных, основанной на использовании
коэффициентов ранговой корреляции Спирмена, коэффициентов конкордации, двухвыборочного критерия
сдвига Билкоксона, алгоритма «взвешенность» ранжирования Б. Г. Литвака и А. М. Раппопорта, а также
алгоритма «парного» неметрического многомерного развертывания В. С. Каменского. В основной серии
экспериментов испытуемые сначала продуцировали возможные цели самостоятельно, а затем (после третьего
отказа or выполнения этой деятельности) в условиях получения дополнительной помощи от ЭВМ. Методика
предусматривала свободный выбор испытуемым тех или иных «диалоговых» режимов взаимодействия с ЭВМ.
86
В основной серии участвовало 45 взрослых испытуемых. Программы были написаны для ЭВМ ЕС-1020 на.
языке PL—1. В работе Ю. Д. Бабаевой [13] были получены следующие результаты. Сравнительный анализ
продуктивности деятельности испытуемых в условиях самостоятельной работы и в. ситуации получения ими
помощи от ЭВМ показал, что использование ЭВМ позволило каждому испытуемому увеличить общее:
количество выявленных им целей в среднем на 152%, общее количество «глобальных» направлений
исследования объекта — на 60у количество целей, не связанных с традиционным использованием-объекта, —
на 160%. У 60% испытуемых оценки за оригинальность формулировок целей, продуцируемых совместно с
машиной, были значительно выше, чем целей, продуцируемых самостоятельно. Работая в «диалоге» с ЭВМ, ни
один испытуемый, в отличи от предварительных опытов, не строил иерархию «глобальных» целей.
Наблюдалось значительное расширение рамок традиционного представления об анализируемом объекте, это
проявлялось, в частности, в значительном увеличении числа целей, не связанных с традиционным
использованием заданного объекта. В условиях «диалогового» взаимодействия испытуемый сосредоточивал
большое внимание на процессе продуцирования целей, а не их критической оценке. Вместе с тем возможность
«переложить» ответственность на ЭВМ могла способствовать формированию поверхностных или даже
бессмысленных целей. Избирательность использования испытуемыми разработанных приемов дополнительной
помощи,. реализованных в машинных программах, определяется выраженностью конкретных познавательных
потребностей испытуемого,. субъективной оценкой им сложности и успешности деятельности в данном
режиме, субъективной оценкой возможности сохранения «ведущей роли» и достаточной степени
самостоятельности при целеобразовании.
Проведенные эксперименты показали возможность управления целеобразованием в условиях «диалога»
с ЭВМ путем воздействия: на мотивационную сферу человека. У подавляющего большинства испытуемых
было зарегистрировано возникновение «мотива соревнования с ЭВМ». Устойчивое проявление «мотива
соревнования с, ЭВМ» приводило к значительному увеличению вариантов решения экспериментальной задачи
по параметру «оригинальность». Значительно усложнялась образующаяся у испытуемых система целей,.
связанных с конкретизацией задания, с непосредственным общением с экспериментатором и с
опосредствованным ЭВМ общением с программистом и другими испытуемыми. Используя данные об
эмоциональном состоянии испытуемого для управления целеобразованием, удавалось добиться: а)
исчезновения отказов от работы с ЭВМ, которые возникали в предыдущих сериях за счет резкого
рассогласования субъективных оценок испытуемого результатов своей деятельности с последующим ответом
машины; б) сохранения в течение более длительного времени положительных эффектов мотивации (чаще, чем
в основных сериях, возникал и реже разрушался «мотив соревнования с ЭВМ», не наблюдалось явление
сверхмотивации); в) более выраженного общего положительного эмоционального отношения испытуемого к
выполняемой им деятельности. Показано, что, несмотря на психологическую многозначность вегетативных
параметров, их можно использовать для оптимизации приемов управления целеобразованием при помощи
ЭВМ, а именно: а) для согласования машинных ответов с конкретными субъективными оценками продуктов
деятельности по параметру «оригинальность» или для имитации такого согласования, когда
«интеллектуальные» возможности ЭВМ оказываются ограниченными; б) для осуществления контроля за
влиянием на испытуемого тех или иных воздействий на его мотивационную сферу. Это позволяет в условиях
«диалога» с ЭВМ предотвращать возможную дезорганизацию деятельности испытуемых и осуществлять более
гибкое управление процессом целеобразования.
Описанная выше методика может использоваться для изучения неформализуемых процессов
целеобразования и управления ими в условиях диалогового использования ЭВМ. Разработанные автором
приемы управления целеобразованием в «диалоге» с ЭВМ позволяют расширять возможности творческой
деятельности человека. Это выражается как в увеличении общего количества формулируемых целей, так и в
повышении их оригинальности. Изменения в процессах целеобразования могут осуществляться как путем ис-
пользования ЭВМ для опосредствования взаимодействия между испытуемыми, так и путем использования
ЭВМ в качестве «партнера», селективность которого при решении задач может регулироваться
экспериментатором. В «диалоге» с ЭВМ можно расширить возможности управления продуктивными
процессами за счет формирования мотива соревнования путем: а) более гибкого индивидуализированного
подбора «соперника», в качестве которого выступает ЭВМ; б) осуществления контроля за возникновением
ситуаций «насыщения» и «сверхмотивации». Объективные данные о вегетативных индикаторах эмоциональной
активации могут использоваться для управления целеобразованием, для повышения эффективности такого
управления с помощью ЭВМ. В условиях использования ЭВМ для управления творческими процессами
представляется целесообразной разработка диалоговых режимов, которые обладали бы определенными
степенями свободы. Это позволит пользователю самостоятельно регулировать условия своей деятельности в
«диалоге» с ЭВМ
87
Основной путь к пониманию природы речевого мышления — это изучение развития, функционирования, вообще движения обобщений (значений слов). Значение слова развивается не только в онтогенетическом или историческом планах, но и в функциональном.
.............................
Проблема обобщений, понятий, значений, знаний — одна из классических проблем. Действительно, мышление — это обобщенное отражение действительности, именно этим оно и отличается от восприятия. Знания (обобщения, значения) выступают в двояком качестве: а) как продукты деятельности мышления (в результате мышления человек вырабатывает некоторое новое знание); б) как орудия, средства мыслительной деятельности (на личные знания позволяют фиксировать новые свойства объекта, новые отношения в этом объекте, как бы проникать в глубь познаваемого). Знания (обобщения, значения) могут иметь двоякую форму существования: в качестве компонента индивидуальной психики или в качестве компонента общественного, т. е. надындивидуального опыта. Именно поэтому субъективно новое знание (для данного конкретного индивида) может быть совершенно различным по происхождению. В одном случае индивид получает готовое знание, а во втором вырабатывает его самостоятельно. При самостоятельной выработке нового знания опять возможны два случая. Выработанное знание уже имелось в общественном опыте или опыте реальной группы (этот случай фиксируют известные выражения «открыть Америку», «изобрести велосипед») или является новым по отношению к общественному опыту (подлинные открытия, изобретения).
* Предисловие
* 6
* Глава первая
* Проблема и метод исследования
* 10
* Глава вторая
* Проблема речи и мышления ребенка в учении Ж. Пиаже
* 23
* Глава третья
* Проблема развития речи в учении В. Штерна
* 80
* Глава четвертая
* Генетические корни мышления и речи
* 89
* Глава пятая
* Экспериментальное исследование развития понятий
* 118
* Глава шестая
* Исследование развития научных понятий в детском возрасте
* 184
* Глава седьмая
* Мысль и слово
!! Цитирование
```
Стёпин В. С. Наука и образование: проблемы модернизации. // Вестник Московской государственной академии делового администрирования. Серия: Философские, социальные и естественные науки. 2013. № 2-3 (21-23). С. 20-24.
```
!! Ссылка
*[ext[ссылка|file:///D:/TRab/2017/10/20171006/20171006_2/elibrary_20186134_90740945.pdf]]
!! Выдержки
Науки , имеющие дело с самоорганизующимися объектами , сталкиваются с особыми ограничениями . Им не хватает для регуляции научной деятельности положений традиционной этики . Такими объектами нельзя свободно манипулировать . Этика науки включает два принципа : первый — ищи истину ( Платон мне друг , но истина дороже ) и второй — наращивай рост истинного знания . И существует два запрета — на умышленное искажение истины и на плагиат . Если будет плагиат, не будет роста знаний
И главная задача сегодня — сформировать человека, обладающего и естественно - научными , и гуманитарными знаниями .
.
!! Цитирование
```
Степин В.С. Научная рациональность в техногенной культуре: типы и историческая эволюция // Вопросы философии. №5 2012 С. 18 - 25
```
ещё
```
Степин В.С. Научная рациональность в техногенной культуре: типы и историческая эволюция // (http://vphil.ru/index.php?option=com_content&task=view&id=533&Itemid=52)
```
!! Ссылки
*[ext[ссылка локальная|file:///D:/TRab/2017/05/20170529/Stepin/Журнал%20_Вопросы%20философии.html]]
*[ext[ссылка содержание|file:///D:/TRab/2017/05/20170529/Stepin/Журнал _Вопросы философии_ - Содержание № 5 за 2012 г..html]]
!!! Интернет
*[ext[ссылка статья|http://vphil.ru/index.php?option=com_content&task=view&id=533&Itemid=52]]
*[ext[ссылка содержание|http://vphil.ru/index.php?option=com_content&task=view&id=525]]
!
Научная рациональность в техногенной культуре: типы и историческая эволюция | Печать |
Автор Степин В.С.
04.06.2012 г.
В историческом развитии науки можно зафиксировать эпохи, которые характеризуются изменениями типа научной рациональности. Можно выделить три таких типа: классическую, неклассическую и постнеклассическую рациональность.
Критериями их различения выступают: 1) особенности системной организации объектов, осваиваемых наукой (простые системы, сложные саморегулирующиеся системы, сложные саморазвивающиеся системы); 2) присущая каждому типу рациональности система идеалов и норм исследования (объяснения, описания, обоснования, структуры и построения знаний); 3) специфика философско-методологической рефлексии над познавательной деятельностью, обеспечивающая включение научных знаний в культуру соответствующей исторической эпохи.
Классическая рациональность
На этапе классической науки основными объектами исследования являются простые системы. Для познавательного и практического освоения простых систем достаточно полагать, что суммарные свойства их частей исчерпывающе определяют свойства целого. Считается, что часть (элемент) внутри целого и вне его обладает одними и теми же свойствами. Особым образом интерпретируется соотношение вещи и процесса: вещь (тело) рассматривается как нечто первичное по отношению к процессу, а процесс трактуется как воздействие одной вещи на другую. Причинность в этом подходе редуцируется к лапласовской детерминации. Пространство и время рассматриваются как нечто внешнее по отношению к системе (объекту). Полагается, что состояние движения объектов никак не сказывается на характеристиках пространства и времени.
Категориальная сетка описания малых систем лежала в основании механической картины мира, которая господствовала в науке в XVII–XVIII вв. и отчасти первой половины XIX в. Эта картина вводила следующий образ Мироздания. В качестве фундаментальных объектов полагались неделимые корпускулы (атомы). И. Ньютон в «Оптике» писал, что Бог создал мир из неделимых корпускул (атомов) и все тела (твердые, жидкие и газообразные) составлены из них, возникают благодаря взаимодействию корпускул. Взаимодействие корпускул и тел осуществляется как мгновенная передача сил по прямой (дальнодействие) и подчиняется строгой детерминации, получившей позднее определение как лапласовской причинности. Процессы движения и взаимодействия протекают в абсолютном пространстве с течением абсолютного времени.
Неделимая корпускула, силы, действующие мгновенно по прямой, абсолютное пространство и время – все это теоретические идеализации, которые наделялись онтологическим статусом. Относительно их формулировались принципы – неделимости атома и сохранения материи, принцип дальнодействия, лапласовской детерминации, принцип неизменности пространственных и временных интервалов и их независимости от характера движения тел. Система этих принципов составляла фундамент физического знания соответствующей эпохи.
Механическая картина мира выступала как первая научная онтология физики. Но одновременно она функционировала и как общенаучная картина мира, ориентируя исследователей рассматривать не только физические, но и биологические, а также социальные объекты в качестве простых механических систем.
Приведу два примера, относящихся к функционированию механической картины мира в качестве парадигмального образа природы и общества. Оба относятся к этапу становления биологии и социологии как особых научных дисциплин.
В становлении биологии в качестве особой научной дисциплины важную роль сыграли идеи об эволюции организмов как источника видообразования. В XVIII в. эти идеи обрели вид теоретической концепции Ламарка. Сегодня она воспринимается как своего рода антитеза механистическим представлениям. Но историко-научный анализ показывает, что все обстоит иначе. Оказывается, представления механической картины мира служили в концепции Ламарка фундаментальным объяснительным принципом.
В XVIII столетии механическая картина мира была модифицирована. В качестве фундаментальных объектов в нее были включены, наряду с атомами вещества (неделимыми корпускулами) невесомые субстанции – носители тепловых, электрических и магнитных сил – теплород, электрический и магнитный флюиды. Ламарк сознательно ориентировался на эту картину при исследовании изменений организмов в результате их приспособлении к среде. Он полагал, что упражнение органов, вызванное приспособительной активностью, приводит к накоплению в них электрических и магнитных флюидов, что, в конечном итоге порождает изменение органов. Отсюда он вывел принцип: упражнение создает орган. И с этих позиций выявлял эволюционные ряды организмов, демонстрирующие образование новых видов[i].
В дальнейшем развитии биологии идея флюидов была устранена, но представление об эволюции видов организмов осталось. Эти представления легли в основание картины биологического мира, несводимой к физической, что конституировало биологию в качестве особой научной дисциплины.
Аналогичные процессы прослеживались в становлении социальных наук. Известно, что Сен-Симон и Фурье предлагали положить в основу исследования социальной жизни механику. Фурье считал, что возможно открыть закон, наподобие закона всемирного тяготения, который описывает все взаимодействия людей, только это будет тяготение не по массам, как в физике, а по страстям. Ученик Сен-Симона О. Конт, выдвинув идею социологии как науки об обществе, сначала называл ее социальной физикой. Он полагал, что ее можно построить по образу и подобию механики. Но потом выяснилась неадекватность механистических представлений в новой области исследований, и Конт первый сделал шаги по их преодолению. Он предложил рассматривать общество как целостный, развивающийся организм. Но первые шаги по созданию социологии были основаны на механической картине мира, предлагавшей видение общества как механической системы.
Освоение любого типа системных объектов предполагает не только построение соответствующей научной онтологии, но и осмысление структуры операций и средств познавательной деятельности. Особенности этих операций и средств выражает интерпретация идеалов и норм науки.
На этапе классической науки доминировал идеал, согласно которому объяснение и описание должно включать только характеристики объекта. Ссылки на ценностно-целевые структуры познания, на особенности средств и операций деятельности, согласно классическим нормам, не должны фигурировать в процедурах описания и объяснения. Отклонение от этих норм воспринималось как отказ от идеала объективности знания.
Особое истолкование получили идеалы и нормы обоснования знаний. В качестве главных требований обоснования теории выдвигалось два принципа: подтверждение теории опытом и очевидность (наглядность) ее фундаментальных постулатов. Идеалом было построение абсолютно истинной картины мира и теорий, точно и однозначно соответствующих объекту. Полагалось, что из двух альтернативных теоретических описаний одной и той же области опыта истинным может быть только одно.
Эпистемологическими основаниями классической науки выступали представления о познании как наблюдении и экспериментировании с объектами, которые раскрывают тайны своего бытия познающему разуму. Причем сам разум наделялся статусом суверенности. В идеале он трактовался как дистанцированный от вещей, как бы со стороны наблюдающий и исследующий их, не детерминированный никакими предпосылками, кроме свойств и характеристик изучаемых объектов.
Неклассическая рациональность
Основными объектами исследования в неклассической науке становятся сложные саморегулирующиеся системы. Такие системы дифференцируются на относительно автономные подсистемы, в которых происходит массовое, стохастическое взаимодействие элементов. Целостность системы предполагает наличие в ней особого блока управления, прямые и обратные связи между ним и подсистемами. Большие системы [[гомеостатичны|Гомеостаз]]. В них обязательно имеется программа функционирования, которая определяет управляющие команды и корректирует поведение системы на основе обратных связей. Автоматические станки, заводы-автоматы, системы управления спутниками и космическими кораблями, автоматические системы регуляции грузовых потоков с применением компьютерных программ и т.п. – все это примеры больших систем в технике. В живой природе и обществе – это организмы, популяции, биогеоценозы, социальные объекты, рассмотренные как устойчиво воспроизводящиеся организованности.
Категории части и целого применительно к сложным саморегулирующимся системам обретают новые характеристики. Целое уже не исчерпывается свойствами частей, необходимо учитывать системное качество целого. Часть внутри целого и вне его обладает разными свойствами. Так, органы и отдельные клетки в многоклеточных организмах специализируются и в этом качестве существуют только в рамках целого. Будучи выделенными из организма, они разрушаются (погибают), что отличает сложные системы от простых механических систем, допустим, тех же механических часов, которые можно разобрать на части и из частей вновь собрать прежний работающий механизм. В сложных саморегулирующихся системах целое не только зависит от свойств составляющих частей (элементов), но и определяет их свойства. По-новому рассматривается соотношение вещи и процесса. Сложные системные объекты (вещи) предстают как процессуальные системы, самовоспроизводящиеся в результате взаимодействия со средой и благодаря саморегуляции.
Причинность в больших, саморегулирующихся системах уже не может быть сведена к лапласовскому детерминизму (в этом качестве он имеет лишь ограниченную сферу применимости) и дополняется идеями « вероятностной» и «целевой причинности». Первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. Возникают новые смыслы в пространственно-временных описаниях больших, саморегулирующихся систем. В ряде ситуаций требуется наряду с представлениями о «внешнем» времени вводить понятие «внутреннего времени» (биологические часы и биологическое время, социальное время).
Коррелятивно новому типу исследуемых объектов формировалась новая интерпретация идеалов и норм науки. Они характеризовались отказом от прямолинейного онтологизма и пониманием относительной истинности теорий и картины мира, выработанной на том или ином этапе развития науки. В противовес идеалу единственно истинной теории, “фотографирующей” исследуемые объекты, укореняется норма, допускающая альтернативные теоретические описания одной и той же реальности, в каждом из которых может содержаться момент объективно-истинного знания. Осмысливаются корреляции между онтологическими постулатами науки и характеристиками метода, посредством которого осваивается объект. В связи с этим принимаются такие типы объяснения и описания, которые в явном виде содержат ссылки на средства и операции познавательной деятельности. Наиболее ярким образцом такого подхода выступали идеалы и нормы объяснения, описания и доказательности знаний, утвердившиеся в квантово-релятивистской физике. В ней в качестве необходимого условия объективности объяснения и описания выдвигалось требование четкой фиксации особенностей средств наблюдения, которые взаимодействуют с объектом (классический способ объяснения и описания может быть представлен как идеализация, рациональные моменты которой обобщаются в рамках нового подхода).
В отличие от классических образцов, обоснование теорий в квантово-релятивистской физике предполагало экспликацию операциональной основы вводимой системы понятий (принцип наблюдаемости), а также выяснение связей между новой и предшествующими ей теориями (принцип соответствия).
Эпистемологической основой идеалов и норм неклассической науки было представление о деятельностной природе познания. Познающий разум рассматривался уже не как дистанцированный от изучаемого мира, а как находящийся внутри него, детерминированный им. Возникает понимание того обстоятельства, что ответы природы на наши вопросы определяются не только устройством самой природы, но и способом нашей постановки вопросов (В. Гейзенберг). Сам этот способ зависит от исторического развития средств и методов познавательной и практической деятельности.
Постнеклассическая рациональность
Стратегию развития современной (постнеклассической) науки определяет освоение сложных, саморазвивающихся систем.
Саморазвивающиеся системы представляют собой еще более сложный тип системной целостности, чем саморегулирующиеся системы. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Здесь саморегуляция выступает аспектом, устойчивым состоянием развивающейся системы. Смена вида саморегуляции системы представляет собой фазовый переход, который может быть охарактеризован в терминах динамического хаоса. В современной науке он описывается в рамках динамики неравновесных систем и синергетики.
Саморазвивающимся системам присуща иерархия уровневой организации элементов и способность порождать в процессе развития новые уровни организации. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей.
Изменения структуры саморазвивающихся систем по мере появления в них новых уровней организации и перестройки их прежних оснований можно изобразить посредством следующей схемы.
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1. Исходная саморегуляция.
2. Новый тип саморегуляции, основанный на трансформации предшествующих уровней иерархии системы.
3. Потенциально возможный уровень организации при продолжении развития системы как возможность нового типа саморегуляции.
Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий).
К таким системам относятся биологические объекты, рассматриваемые не только в аспекте их функционирования, но и в аспекте развития, объекты современных нано – и биотехнологий и, прежде всего, генетической инженерии, системы современного проектирования, когда берется не только та или иная технико-технологическая система, но еще более сложный развивающийся комплекс: человек – технико-технологическая система, плюс экологическая система, плюс культурная среда, принимающая новую технологию и весь этот комплекс рассматривается в развитии. К саморазвивающимся системам относятся современные сложные компьютерные сети, предполагающие диалог человек-компьютер, «глобальная паутина» – Интернет. Наконец, все социальные объекты, рассмотренные с учетом их исторического развития, принадлежат к типу сложных саморазвивающихся систем.
Сложные саморазвивающиеся системы требуют для своего освоения особой категориальной матрицы. Категории части и целого включают в свое содержание новые смыслы. При формировании новых уровней организации происходит перестройка прежней целостности, появление новых параметров порядка. Иначе говоря, необходимо, но недостаточно зафиксировать наличие системного качества целого, следует дополнить это понимание идеей изменения видов системной целостности по мере развития системы.
В сложных саморегулирующихся системах появляется новое понимание объектов как процессов взаимодействия. Усложнение системы в ходе развития, связанное с появлением новых уровней организации, выступает как смена одного инварианта другим, как процесс перехода от одного типа саморегуляции к другому. Возникает два смысла процессуальности объекта (системы): она проявляется и как саморегуляция, и как саморазвитие, как процесс перехода от прежнего типа саморегуляции к новому.
Освоение саморазвивающихся систем предполагает также расширение смыслов категории «причинность». Она связывается с представлениями о превращении возможности в действительность. Целевая причинность, понятая как характеристика саморегуляции и воспроизводства системы, дополняется идеей направленности развития. При этом направленность не следует толковать как фатальную предопределенность. Случайные флуктуации в фазе перестройки системы (в точках бифуркации) формируют аттракторы, которые в качестве своего рода программ-целей ведут систему к некоторому новому состоянию и изменяют возможности (вероятности) возникновения других ее состояний.
Применительно к саморазвивающимся системам выявляются и новые аспекты категорий пространства и времени. Наращивание системой новых уровней организации сопровождается изменением ее внутреннего пространства-времени. В процессе дифференциации системы и формирования в ней новых уровней возникают своеобразные «пространственно – временные окна», фиксирующие границы устойчивости каждого из уровней и горизонты прогнозирования их изменений.
Освоение саморазвивающихся систем предполагает особые стратегии деятельности. Взаимодействие человека с саморазвивающимися системами протекает таким образом, что само человеческое действие не является внешним фактором по отношению к системе, а включается в нее, необратимо изменяя каждый раз поле ее возможных состояний.
На этапе фазовых переходов, в точках бифуркации возникает спектр возможных сценариев развития системы. Какой из них реализуется, зависит от условий взаимодействия системы со средой. И если мы своими действиями создаем определенные условия, при которых обменные процессы со средой порождают странные аттракторы, которые втягивают систему в определенное русло развития, то можно считать, что мы сконструировали эти процессы своей деятельностью. Но можно рассматривать эти же процессы как естественные, как выражающие сущностные особенности развивающегося объекта. Ведь система так устроена, что реализация одного из возможных сценариев развития выступает как условие и характеристика бытия системы, как выражение ее природы. И если мы своей деятельностью направили развитие системы по определенному руслу, то это одновременно и искусственное, и естественное. Жесткие грани между ними стираются. Искусственное предстает как вариант естественного.
В исследованиях сложных саморазвивающихся систем фундаментальные и прикладные исследования часто выступают как компоненты единого комплекса с прямыми и обратными связями. В нано-науке, генетической инженерии, когнитивных науках фундаментальные открытия часто в явном виде дают спектр технологических следствий, имеющих прямой выход к новым технологиям.
Большинство исследований саморазвивающихся систем требует междисциплинарного подхода. В постнеклассической науке удельный вес междисциплинарных исследований резко возрос.
Все эти особенности исследования сложных саморазвивающихся систем существенно перестраивают идеалы и нормы науки. Историчность системного комплексного объекта и вариабельность его поведения предполагают широкое применение особых способов описания и предсказания его состояний — определение возможных сценариев развития системы в точках бифуркации. С идеалом строения теории как аксиоматически-дедуктивной системы все больше конкурируют теоретические описания, основанные на применении метода аппроксимации, теоретические схемы, использующие компьютерные программы, и т.д. В естествознание начинает все шире внедряться идеал исторической реконструкции, которая выступает особым типом теоретического знания. Этот идеал ранее применялся преимущественно в гуманитарных науках (истории, археологии, историческом языкознании и т.д.).
Образцы исторических реконструкций можно обнаружить не только в дисциплинах, традиционно изучающих эволюционные объекты (биология, геология), но и в современной космологии и астрофизике. Современные модели, описывающие развитие Метагалактики, могут быть расценены как исторические реконструкции, посредством которых воспроизводятся основные этапы эволюции этого уникального исторически развивающегося объекта.
Среди исторически развивающихся систем современной науки особое место занимают природные и социальные комплексы, в которые включен в качестве компонента сам человек. Примерами таких “человекоразмерных” комплексов могут служить медико-биологические объекты, объекты экологии, включая биосферу в целом (глобальная экология), объекты нано-науки, биотехнологии (в первую очередь генетической инженерии), системы “человек — машина” (включая сложные информационные комплексы и системы искусственного интеллекта) и т.д.
При изучении “человекоразмерных” объектов поиск истины оказывается связанным с определением стратегии и возможных направлений преобразования объекта, что непосредственно затрагивает гуманистические ценности. С системами такого типа нельзя свободно экспериментировать. В процессе их исследования и практического освоения особую роль начинают играть знание запретов на некоторые стратегии взаимодействия, потенциально содержащие в себе катастрофические последствия для человека.
В этой связи трансформируется идеал ценностно-нейтрального исследования. Объективно истинное объяснение и описание применительно к “человекоразмерным” объектам не только допускает, но и предполагает включение аксиологических факторов в состав объясняющих положений. Возникает необходимость экспликации связей фундаментальных внутринаучных ценностей (поиск истины, рост знаний) с вненаучными ценностями общесоциального характера. В современных программно-ориентированных исследованиях эта экспликация осуществляется при социальной экспертизе исследовательских программ и проектов. Исследователю приходится решать ряд проблем этического характера, определяя границы возможных изменений системы. Внутренняя этика науки, стимулирующая поиск истины и ориентацию на приращение нового знания, постоянно соотносится в этих условиях с общегуманистическими принципами и ценностями. Этическая экспертиза включается в качестве компонента в идеал обоснования научных знаний.
Эпистемологическим основанием всех этих трансформаций идеалов и норм науки выступает понимание научного познания как особого компонента культуры и социальной жизни, детерминированного ее базисными ценностями.
Возникновение каждого нового типа рациональности не приводит к исчезновению предшествующих типов, а лишь ограничивает сферу их действия. При решении ряда задач неклассический и постнеклассический подходы могут быть избыточными и можно ограничиться классическими нормативами исследования. Научная рациональность на современной стадии развития науки представляет собой гетерогенный комплекс со сложными взаимодействиями между разными историческими типами рациональности.
С появлением постнеклассической рациональности возникает новый тип взаимодействия социально-гуманитарных, технических и естественных наук. Социально-гуманитарные науки раньше естествознания столкнулись с объектами, представляющими собой исторически развивающиеся человекоразмерные системы. И многие методологические идеи наук о духе (в частности идеи В. Дильтея) предваряли развиваемую в современную эпоху методологию постнеклассической рациональности. Мне уже приходилось не раз отстаивать точку зрения, что жесткая граница между естествознанием и социально-гуманитарными науками сегодня стирается. В эпоху В. Дильтея естествознание находилось еще в стадии классической науки, а социально-гуманитарные науки уже не удовлетворялись классическим подходом, но четко еще не осознавали особенностей своего предмета и его категориальной матрицы.
Эта матрица по частям, по аспектам прорисовывалась в философии. Вместе с ней нащупывались и новые методологические предпосылки исследования социально-гуманитарных объектов.
В современных условиях, когда сложные, часто уникальные саморазвивающиеся системы становятся объектами переднего края науки, многие проблемные ситуации исследования могут значительно легче преодолеваться при осознании особенностей постнеклассической рациональности. Разработка методологии постнеклассической науки, на мой взгляд, облегчит обмен методами и концептуальными средствами между естествознанием, техническими и социально-гуманитарными науками, причем не односторонне, механически, а с учетом их прямых и обратных связей.
В изменениях научной рациональности открываются также новые возможности диалога культур. Многое из того, что новоевропейская наука ранее отбрасывала как ненаучные заблуждения традиционалистских культур, неожиданно начинает резонировать с новыми идеями переднего края науки.
Я обычно выделяю здесь три основных момента. Во-первых, восточные культуры (как и большинство традиционалистских культур) всегда исходили из того, что природный мир, в котором живет человек, это — живой организм, а не обезличенное неорганическое поле, которое можно перепахивать и переделывать. Долгое время новоевропейская наука относилась к этим идеям как к пережиткам мифа и мистики. Но после развития современных представлений о биосфере как глобальной экосистеме выяснилось, что непосредственно окружающая нас среда действительно представляет собой целостный организм, в который включен человек. Эти представления уже начинают в определенном смысле резонировать с организмическими образами природы, свойственным и древним культурам.
Во-вторых, объекты, которые представляют собой развивающиеся человекоразмерные системы, требуют особых стратегий деятельности. Эти системы наделены синергетическими характеристиками, в них существенную роль начинают играть несиловые взаимодействия, основанные на кооперативных эффектах. В точках бифуркации незначительное воздействие может радикально изменить состояние системы, порождая новые возможные траектории ее развития [Курдюмов 1990, 6–7].
Установка на активное силовое преобразование объектов при действии с такими системами не всегда является эффективной. При простом увеличении внешнего силового давления система может воспроизводить один и тот же набор структур и не порождает новых структур и уровней организации. Но в состоянии неустойчивости, в точках бифуркации часто небольшое воздействие — укол в определенном пространственно-временном локусе – способно порождать (в силу кооперативных эффектов) новые структуры и уровни организации. Этот способ воздействия напоминает стратегии ненасилия, которые были развиты в индийской культурной традиции, а также действия в соответствии с древнекитайским принципом “у-вэй”, который полагал идеалом минимальное воздействие, осуществляемое в соответствии с пониманием и чувством ритмов мира.
В-третьих, в стратегиях деятельности со сложными, человекоразмерными системами возникает новый тип интеграции истины и, нравственности, целе-рационального и ценностно-рационального действия. В западной культурной традиции рациональное обоснование полагалось основой этики. Когда Сократа спрашивали, как жить добродетельно, он отвечал, что сначала надо понять, что такое добродетель. Иначе говоря, истинное знание о добродетели задает ориентиры нравственного поведения.
Принципиально иной подход характерен для восточной культурной традиции. Там истина не отделялась от нравственности, и нравственное совершенствование полагалось условием и основанием для постижения истины. Один и тот же иероглиф “дао” обозначал в древнекитайской культуре закон, истину и нравственный жизненный путь. Когда ученики Конфуция спрашивали у него, как понимать “дао”, то он каждому давал разные ответы, поскольку каждый из его учеников прошел разный путь нравственного совершенствования.
Новый тип рациональности, который в настоящее время утверждается в науке и технологической деятельности и который имманентно включает рефлексию над ценностями, резонирует с представлениями о связи истинности и нравственности, свойственной традиционным восточным культурам. Наука становится одним из важных факторов диалога культур Востока и Запада.
Литература
Курдюмов 1990 – Курдюмов С.П. Законы эволюции и самоорганизации сложных систем. М., 1990.
Степин, Кузнецова 1994 – Степин В.С., Кузнецова Л.Ф. Научная картина мира в культуре техногенной цивилизации. М., 1994.
Примечания
[i] См. подробнее: [Степин, Кузнецова 1994, 147–148, 170–172].
*[[Методологические основания и гипотезы исследования пространственно-временной организации человека]]
**[ext[ссылка относительная|05/20170529/Nekrasova/nekrasova.pdf]]
**[ext[ссылка абсолютная|file:///D:/TRab/2017/05/20170529/Nekrasova/nekrasova.pdf]]
*[[Пространственно-временная организация жизненного мира человека]]
*[[Жизненный мир человека и подход к его исследованию]]
Е.В. Некрасова
МЕТОДОЛОГИЧЕСКИЕ ОСНОВАНИЯ И ГИПОТЕЗЫ ИССЛЕДОВАНИЯ
ПРОСТРАНСТВЕННО-ВРЕМЕННОЙ ОРГАНИЗАЦИИ ЧЕЛОВЕКА
Истинно научный взгляд отличается от ненаучного, обыденного, мировоззренческого тем,
что у исследователя науки существует своя четко выверенная методологическая позиция на
предмет исследования [1].
Теоретико-методологическим основанием нашего подхода к анализу, исследованию
индивидуального времени человека, его пространственно-временного континуума (хронотопа),
являются положения теории самоорганизующихся психологических систем (ТПС) [2 7].
Сторонники ТПС пытаются понять противоположности в их единстве, стремятся преодолеть
«рассудочность» мышления, которая характеризуется разделением всех явлений мира на «свои»
и «чужие», «черные» и «белые», «внутренние» и «внешние» и т.д. Попытки системного видения
всегда приводили к тому, что рассматриваемое явление понималось в сложности переплетений
обусловливающих его противоположностей, осмысливалось с позиций разума, то есть
теоретически. Теоретическое осмысление явлений жизни ранее казавшихся простыми и
обыденными, делает их необычными, меняет представление о них. Мы начинаем смотреть на
«простые и обыденные» явления через «телескоп» и они становятся необычными. «Телескоп
это увидеть то, что есть на самом деле большое, крупное, но кажется маленьким, мелким.
Например, в телескоп мы видим Солнце, оно ведь не маленький кружочек величиной с монету
на нашем небе, а громадная звезда, светило. А мы видим его маленьким.
Философское
мышление как таковое состоит в том, чтобы увидеть то, на что смотрят другие, но увидеть за
этим нечто крупное, стоящее сзади» [8]. Именно с теоретическим, философским осмыслением
какого-либо явления перед нами открывается перспектива объяснения его сложности.
ТПС имеет свои корни в психологической науке, своих авторов в ней: Л.С. Выготский,
Д.Н. Узнадзе, К. Левин, А.Н. Леонтьев, С.Л. Рубинштейн, А.А. Ухтомский. При внешнем
различии использованных принципов, определивших своеобразие теоретических построений
этих психологов, у них есть и общее способ профессионально-психологического мышления.
Все они вышли к новым психологическим реалиям: «жизненной онтологии» (С.Л. Рубинштейн),
«жизненному пространству» (К. Левин), «транссубъектному пространству» (Д.Н. Узнадзе),
«психологическим свойствам внешнего» (Л.С. Выготский), «многомерному миру человека»
(А.Н. Леонтьев), «хронотопу» (А.А. Ухтомский).
ТПС - один из вариантов развития постклассической психологии, которая отказывается от
традиционного понимания психики как «отражения объективной реальности», от принципа
каузального детерминизма, утверждающего изначальную разделенность всего существующего на
две реальности (субъективную и объективную), их противостояние и первичность одной
реальности над другой. Согласно ТПС, человек живет не только в трехмерном пространстве и
времени, объективный мир открывается ему и в других измерениях (значениях, смыслах,
ценностях). Сложность анализа человека как существа многомерного, обусловлена его «второй»,
сверхчувственной природой. «Ни одна наука не имеет отношения к той сложнейшей
психологической онтологии, с которой сталкивается психология и, более того, делает ее своим
предметом. Она исследует многомерные субъект-объектные пространства, где субъективное и
объективное выступают не в абстрактном философском единстве, а взаимопереходят, порождая
такие качества мира человека, которые обеспечивают избирательность, предметность, реальность
бытия человека в мире и действительность мира для человека как пространства для развития, а
значит, и для жизни» [6].
В ТПС человек понимается как сложная открытая самоорганизующаяся система,
порождающая психологические новообразования и опирающаяся на них в своем самодвижении:
мир человека, его жизненное пространство, порождается не им, не его сознанием, а целостной
возможность рождения и жизни сознания, будучи первичной по отношению к нему и вторичной
по отношению к амодальному миру. Суть ТПС «заключается в переходе от принципа отражения
к принципу порождения особой психологической (не психической) онтологии, представляющей
собой системный конструкт, который опосредствует взаимоотношения между человеком и
миром «чистой» объективности (А.Н. Леонтьев называл его «амодальным миром»), что и
обеспечивает превращение амодального мира в «освоенную» человеком и ставшую его
индивидуальной характеристикой «действительность». Рассматривается процесс порождения
таких новообразований, которые включаются в дальнейшую регуляцию системы, что, по
определению, и превращает саморегулирующуюся систему в самоорганизующуюся
(Шерингтон)» [10].
Таким образом, ТПС преодолевает разрыв между материей и духом, субъективным и
объективным, «Я» и «не-Я». Она является теорией человекообразования. «Мир человека»
понимается здесь как явление, порождаемое человеком, и, одновременно, как процесс
формирования человеческого в человеке.
Остановимся на основных принципах ТПС [2 7], которые необходимы для решения наших
конкретных задач.
1. Принцип ограничения взаимодействия, взаимодействия тождественных, соответствующих
друг другу противоположностей. Этот принцип является базовым. ТПС начинается с вопроса о
причине взаимодействия, приводящей к самому взаимодействию. М. Мамардашвили
формулирует этот вопрос следующим образом: «У слепоты есть свои законы. И они же есть и у
прозрения.
Почему мы видим что-то и не видим этого? Почему мы что-то знаем и почему
чего-то не знаем?
существуют какие-то законы, в силу которых он слеп и не видит. Условно
назову это ситуацией соприкосновений или несоприкосновений ВСТРЕЧ.» [11]. Согласно
названному принципу, взаимодействуют только соответствующие друг другу
противоположности, в чем-то тождественные; соответствие основная причина взаимодействия.
Отсюда, если отражение имеет своей причиной взаимодействие, то само взаимодействие своей
причиной имеет соответствие. Если случайность или намерение привели соответствующие друг
другу противоположности в соприкосновение, то взаимодействие происходит по причине их
соответствия друг другу. Следовательно, психика - не отражение объективного мира, а
инструмент, позволяющий человеку выделять из мира то, что соответствует ему в данный
момент; психика - «
орган отбора, решето, процеживающее мир и изменяющее его так, чтобы
можно было действовать. В этом ее положительная роль не в отражении (отражает и
непсихическое; термометр точнее, чем ощущение), а в том, чтобы не всегда верно отражать, то
есть субъективно искажать действительность в пользу организма» [12]. - И тогда справедливо
следующее утверждение: человек обнаруживает соответствие предмета себе, открывая в
предмете самого себя, своего «двойника» [13]. Причем, о соответствии или несоответствии нам
дают знать наши эмоции. «Все то, что мы испытываем, есть события; они имеют свои ниточки,
по которым они случаются или не случаются. Мы ведь даже волнуемся по законам событий. Мы
ведь не всегда волнуемся. А волнение человека довольно большая ценность
Часто в ситуациях,
когда мы по формальным критериям или предметным критериям должны были бы волноваться,
мы холодны как камень. Равнодушны. За этим стоит какой-то закон» [14]. За этим стоит закон
соответствия или несоответствия. Если мы в пространстве безразличного,
неиндивидуализированного, имеющего значение в смысле общих законов или общих актов
встречаемся с соответствующим нам, то в нашем пространстве случается событие нашей
эмоциональной жизни [15]. В результате чего-то или иное событие становится
индивидуализированным, приобретает смысл, становится ценным для нас. Согласно ТПС:
«Эмоции обеспечивают прохождение в сознание тех предметов мира, которые имеют для
человека ценность и смысл. Это и есть решение проблемы, каким образом человек видит то, что
ему надо, но так как оно есть (без него). Здесь легко увидеть в эмоциях механизм,
обеспечивающий устойчивость многомерного мира человека. Когда сознание отделяет «мир» и
Я, эмоции продолжают удерживать их неразрывную связь и единство» [16].
2. Принцип порождения психологической реальности. Если взаимодействие произошло, то
происходит, надо думать, не только отображение, но и порождение нового через
взаимопроникновение и взаимопереход. Таким образом, субъективное и объективное следует
рассматривать в одной «системе координат», в их взаимодействии и взаимопереходе, в которых
рождается новая онтология особая реальность, мир человека, становление которого составляет
сущность процесса человекообразования; человек, понимаемый как психологическая система,
выступает в единстве с объективным миром, с той его частью, которая им «освоена», имеет для
него значение, смысл, ценность. Мир человека есть часть самого человека, неразрывно с ним
связанная. Однако, взаимопроникновение, взаимопереход происходят не сами собой; чтобы они
произошли человеку необходимо постоянно совершать «внутренние акты», необходимо
постоянно работать, трудиться. Возможность отличить внутреннюю разницу между ложью и
истиной, которая «не существуя внешне (не существуя в словах и в предметах; предметы лжи и
истины похожи, неотличимы), предоставлена целиком какому-то особому внутреннему акту,
который каждый совершает на собственный страх и риск. Этот акт можно назвать обостренным
чувством сознания.
отличение устанавливается мною, оно не дано в вещах. Оно независимо от
меня не существует» [17]. М.К. Мамардашвили подчеркивает, что «
слепота не зависит от
наших способностей.
К сообразительности, к уму и глупости это не имеет никакого
отношения. Но имеет отношение к одному.
к труду.
пространство истины может быть
расширено только трудом, а само по себе оно мгновение. И если упустил его
все будет хаос
и распад, ничего не повторится и мир уйдет в небытие.
Условно назовем это трудом
жизни
» [18]. Или трудом смыслообразования, порождения собственной реальности.
Реальность мира для человека психологическое новообразование, в котором реализуется
восприятие мира как «не - Я», имеющим отношение к «Я». Таким образом, как уже было
отмечено выше, «мир человека» понимается как явление, порожденное человеком, и как процесс
формирования, становления человеческого в человеке.
Сказанное позволяет переосмыслить само понятие «реальность» человека. Она может быть
понята как момент перехода предметного сознания в смысловое, смыслового в ценностное, как
качественное изменение сознания в процессе развития.
3. Принцип системной детерминации снимает противопоставление внутреннего и внешнего,
субъективного и объективного, давая возможность преодолеть «принцип двухсторонней
детерминации».
Согласно этому принципу, в процессах взаимодействия субъекта с объектом рождается новая
реальность сверхчувственная, системная (то есть характеризующая всю систему, продуктом
которой она является), не сводимая ни к субъективному, ни к объективному; человек как
психологическая система включает в себя субъективную компоненту (образ мира, составляющий
для человека его действительность), деятельностную (образ жизни человека в его
действительности) и саму действительность многомерный мир человека как онтологическое
основание его жизни, определяющий сам образ жизни и определяемый ею [19]. Системная
детерминация дает возможность человеку совершать: «Путь такого прохождения жизни, в
результате которого
приходишь к себе и реализуешь себя» [20]. Однако, для совершения
такого пути необходимо «понять, что ты есть на самом деле и каково твое действительное
положение» [21]. В логике ТПС становление образа мира человека определяется становлением
этого мира и наоборот. Суверенная личность, обладающая ценностными полями, может менять
свой образ жизни, развивая тем самым собственный мир. При этом, саморазвитие и
самодетерминация развития являются необходимейшими условиями жизни, то есть вне
саморазвития нет жизни.
4. Принцип многомерности пространства человеческой жизнедеятельности. Значение, смысл
и ценность в ТПС рассматриваются как системные, психологические качества предметов. В них
предмет и субъект выступают в нерасторжимом единстве, упорядоченно, но не в виде
абстрактного «единства субъекта с объектом». Предполагается, что многомерный мир человека
образуется как постепенное, упорядоченное обретение им новых измерений. «Есть строгая
иерархия и субординация в становлении многомерного мира человека, возникновении системных
качеств предметов, составляющих мир. Иными словами, субъективное проникает в объективное
и оседает на нем в определенной последовательности, обеспечивая его новые измерения, а значит
и новые уровни сознания.
Мир человека получает новые измерения сознание выходит на
новый уровень, одновременно меняется образ жизни, становясь адекватным усложняющемуся
миру и его осознанию. В этом движении совершенно невозможно различить причины и
следствия. Все взаимообусловлено и пронизано прямыми и обратными связями, что, однако, не
исключает возможность поиска и установления общего вектора развития, который
проявляется в динамике становления многомерного мира личности, конкретизируется в нем»
[22]. Предметное сознание ребенка формируется к трем годам. В основе перехода ребенка от
предметного сознания к смысловому лежит его собственная деятельность и деятельность
посредников (взрослых), которые помогают ребенку устанавливать связи с культурой.
Пятимерный мир ребенка (три пространственных координаты, время и значения предметов,
составляющих мир) превращается в шестимерный мир смысловой, привязанный к
потребностям, переживаемый как реальность, «мир человека». Смыслообразование - главный
процесс, происходящий в совмещенной психологической системе. Когда смысловой мир
становится ценностным, возникает семимерное измерение мира. Мир человека стабилизируется,
перестает быть зависимым от ситуативных смыслов и актуальных потребностей, за ними
стоящих. Источником активности становятся не только потребности, но и возможности,
ценности, которые начинают постепенно занимать определяющее место. «И у жизни есть мотив,
есть какая-то нота, пронизывающая большое пространство и время жизни. И этот мотив связан
чаще всего с желанием. В одном очень простом смысле: ведь в действительности мы являемся
только и только желающими существами.
одно из самых больших желаний желание жить.
Но жить как? Чувствовать себя живым! Наши желания и позволяют нам чувствовать себя
живыми. Это самая большая ценность. У жизни нет ценности вне ее самой, она сама ценность в
этом смысле. Не в том смысле, что мы должны сохранить жизнь как физический акт, - физически
мы ведь знаем, что кто-то умер, а кто-то жив. Нет. Имеется в виду, что желания
есть такие
наши проявления или свойства, в которых мы чувствуем себя живыми и поэтому стремимся
реализовать их» [23]. - Ценности являются, по существу, возможностями, требующими своей
реализации. «Ценностные координаты мира человека делают его соизмеримым с другими
людьми, с самим собой завтрашним, еще не ставшим, еще только возможным, полагающим
открывающуюся для него действительность пространством для развития, то есть жизни» [24]. С
рождением ценностей рождается мир, в котором можно действовать, рождается пространство для
развития. И это пространство создается самим человеком.
Итак, согласно ТПС, человек не рождается со «своей» реальностью, со своим многомерным
миром. Многомерный мир человека им же самим создается. Он, как единство «Я» и «не-Я»,
является подлинной реальностью человека и представляет собой особое пространство, которое
формируется при жизни. Таким образом, ТПС выводит исследователя в психологическое
пространство человека, пространство его значений, смыслов, ценностей, его реальности и
действительности, пространство жизни, в котором он может действовать и которое он сам
создает; пространство, которое «перестает быть неподвижным пространством геометрии. Оно
становится неустойчивым, динамическим, текучим пространством» [25]. Понять это
пространство вне времени, как было показано выше, невозможно.
Теория психологических систем понимает человека как уникальную психологическую
систему, сложнейшую пространственно-временную организацию, как хронотоп, постоянно
саморазвивающийся, превращающий мир до человека (без человека) в мир, категоризированный
значениями, а затем смыслами, ценностями. Из такого видения следует необходимость
исследования индивидуального времени человека в контексте его многомерного мира,
становления последнего, так как без выхода в систему многомерного мира человека понять
феномен его индивидуального времени просто невозможно. - Понять явление (систему явлений)
можно только выйдя за его пределы, в другую систему, по отношению к которой данное явление
будет являться подсистемой [1, 26].
Все сказанное дает нам основания предполагать, что человек, как психологическая система,
обладает свойствами хронотопа, хронотоп человека в реальной жизнедеятельности возникает и
функционирует как интегральное психологическое новообразование, обеспечивающее
устойчивое и направленное функционирование системы. Так как, согласно положениям ТПС,
многомерный мир человека есть конструкция, порождаемая самой системой, онтогенез человека
есть процесс обретения этим миром новых измерений, закономерное усложнение субъективного
пространства, обозначаемого понятиями «предметный мир», «смысловой мир» (реальность),
«ценностный мир» (действительность), то можно полагать, что: по мере усложнения мира
человека меняется и его индивидуальное время (временные представления онтогенетически
формируются на основе пространственных), продолжая оставаться при этом в единстве с тем
миром, каковым он являлся и является на каждой стадии своего становления, развития; «чувство
реальности» является результатом наличия этого единства, им оно и обеспечивается. Хронотоп
является интегральным психологическим образованием, детерминированным в своем генезисе
взаимодействием внешних (культура, медиатор) и внутренних (психофизиологических,
психических и личностных) факторов, и проявляется в реальной жизнедеятельности в форме
различных феноменов: устойчивости деятельности, отношения к жизни, особенностей
самовосприятия, самооценки и т. д. Мы предполагаем также, что преобразование
континуальности психологического пространства-времени в отдельные моменты Абсолютного
теперь происходит посредством мышления.
Наши гипотезы, естественно, нуждаются в основательной экспериментальной проверке.
Однако, уже сейчас имеются данные, полученные нами, которые подтверждают высказанные
предположения.
Библиографический список
1. Выготский Л.С. Исторический смысл психологического кризиса // Собр.соч. в 6-ти томах. Т.1. М.:
Педагогика, 1982. С. 291-436.
2. Клочко В.Е. Инициация мышления. Автореф. дис.
докт. психол. наук. М., 1991.
3. Клочко В.Е. Методологические принципы теории психологических систем // Фиксированные формы
поведения в образовании, науке и культуре. Бийск, 2000. С. 8-16.
4. Клочко В.Е. Предмет современной психологии: человекообразование и психологическое обеспечение
смысловой педагогики // Образование и социальное развитие региона. Барнаул: Изд-во АГУ, 1996. № 3. С. 104-
112.
5. Клочко В.Е. Психосинергетика: новый взгляд на старые проблемы // Психологическая диагностика в
образовательной практике. Барнаул, 2000. С. 3-7.
6. Клочко В.Е. Системная детерминация мыслительной деятельности на стадии ее инициации // Сибирский
психологический журнал. Вып. 5. Томск, 1997. С. 19-26.
7. Клочко В.Е. Становление многомерного мира человека как сущность онтогенеза // Сибирский
психологический журнал. Вып. 8-9. Томск, 1998. С. 7-15.
8. Мамардашвили М. Психологическая топология пути. СПб.: Русский Христианский гуманитарный институт,
1997. С. 24.
9. Клочко В.Е. Предмет современной психологии: человекообразование и психологическое обеспечение
смысловой педагогики // Указ. соч. С. 109.
10. Клочко В.Е. Методологические принципы теории психологических систем // Указ. соч. С. 11.
11. Клочко В.Е. Системная детерминация мыслительной деятельности на стадии ее инициации // Указ. соч.
С. 14-15.
12. Выготский Л.С. Исторический смысл психологического кризиса // Указ. соч. С. 347.
13. Ухтомский А.А. Письма // Пути в незнаемое. М., 1973. С. 371-435.
14. Мамардашвили М. Указ. соч. С. 25.
15. Там же. С. 25-26.
16. Клочко В.Е., Галажинский Э.В. Самореализация личности: системный взгляд. Томск, 1999. С. 89.
17. Мамардашвили М. Указ. соч. С. 8.
18. Там же. С. 17-18.
19. . Клочко В.Е. Становление многомерного мира человека как сущность онтогенеза // Указ. соч. С. 8.
20. Мамардашвили М. Указ. соч. С. 19.
21. Там же.
22. Клочко В.Е. Становление многомерного мира человека как сущность онтогенеза // Указ. соч. С. 10.
23. Мамардашвили М. Указ. соч. С. 9-10.
24. Клочко В.Е. Методологические принципы теории психологических систем // Указ. соч. С. 10.
25. Вернадский В.И. Пространство и время в неживой и живой природе // Философские мысли натуралиста. М.:
Наука, 1988. С. 210-384.
26. Выготский Л.С. О психологических системах // Собр. соч. в 6-ти т. Т. 1. С. 68-108.
# Виртуальная образовательная среда
# Виртуальная языковая среда
# Всемирная мультимедийная среда
# Дидактическая интегрированная информационная среда
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# Дидактическая компьютерная среда
# Здоровьесберегающая информационно-коммуникационная образовательная среда
# Изолированная сборочная среда
# Информационная среда
# Информационно-коммуникационная предметная среда
# Информационно-коммуникационная среда
# Информационно-образовательная среда
# Компьютерная среда
# Культурная среда для ребенка
# Мультимедийная образовательная среда
# Образовательная среда
# Образовательной системы внешняя среда
# Открытая сборочная среда
# Предметная (учебная) среда
# Проблемная среда
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# Развивающая информационная образовательная среда
# Сборочная среда
# Социальная среда
# Среда
# Среда воспитания
# Среда информационная
# Среда информационно-образовательная
# Среда медиаобразовательная
# Среда медийная
# Среда обучения
# Среда педагогическая
# Среда социальная
# Технологическая учебная среда
# Учебная среда
# Учебно-техническая среда
# Электронная информационно-образовательная среда
# Электронная проблемная среда
# Языковая среда
# Виртуальная образовательная среда
# Виртуальная языковая среда
# Всемирная мультимедийная среда
# Дидактическая интегрированная информационная среда
# Дидактическая информационная среда
# Дидактическая компьютерная среда
# Дидактических информационных сред
# Здоровьесберегающая информационно-коммуникационная образовательная среда
# Изолированная сборочная среда
# Информационная среда
# Информационно-коммуникационная предметная среда
# Информационно-коммуникационная среда
# Информационно-образовательная среда
# Компьютерная среда
# Культурная среда для ребенка
# Мультимедийная образовательная среда
# Образовательная среда
# Образовательной системы внешняя среда
# Открытая сборочная среда
# Предметная (учебная) среда
# Проблемная среда
# Проприетарная сборочная среда
# Развивающая информационная образовательная среда
# Сборочная среда
# Социальная среда
# Среда
# Среда воспитания
# Среда информационная
# Среда информационно-образовательная
# Среда медиаобразовательная
# Среда медийная
# Среда обучения
# Среда педагогическая
# Среда социальная
# Средовый подход А
# Средовый подход Б
# Средовый подход В
# Технологическая учебная среда
# Учебная среда
# Учебно-техническая среда
# Электронная информационно-образовательная среда
# Электронная проблемная среда
# Языковая среда
#
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
* [[Новиков A. M. Развитие отечественного образования]]
* [[Новиков А.М. Педагогика Словарь системы основных понятий]]
* [[Новиков А.М., Новиков Д.А. Методология словарь системы основных понятий]]
!! Цитирование
без ISBN
Новиков А.М. Педагогика: словарь системы основных понятий. М.: Издательский центр ИЭТ, 2013. 268 с.
c ISBN 978-5-906-29401-2
Новиков А.М. Педагогика: словарь системы основных понятий. М.: Эгвес. 2013. 267 с.
Полный РГБ
Новиков А.М. Педагогика: словарь системы основных понятий [Текст]./ А.М. Новиков: Российская акад. образования, Ин-т теории и истории педагогики. Изд. 2 -е, стер. - Москва: Эгвес, 2013. - 267 с.
По ГОСТ Р 7.0.5-2008
!! Ссылки 978-5-906-29401-2
[ext[ abs pdf |file:///D:/BI/978-5-906-29401-2.pdf]]
[ext[ Internet pdf |http://www.anovikov.ru/dict/ped_sl.pdf]]
[ext[ Internet htm |http://www.anovikov.ru/dict/ped_sl.htm]]
!! Цитирование
источник
Новиков А.М., Новиков Д.А. Методология: словарь системы основных понятий. – М.: Либроком, 2013. – 208 с.
ГОСТ
Новиков А.М., Новиков Д.А. Методология: словарь системы основных понятий. М.: Либроком, 2013. 208 с.
!! Ссылки
[ext[ссылка локальная BI html|file:///D:/BI/978-5-397-03756-3.html]]
[ext[ссылка локальная BI pdf |file:\\\D:\BI\978-5-397-03756-3.pdf]]
!! Цитирование
Новиков A. M. Развитие отечественного образования. Полемические размышления. – М.: Эгвес, 2005. – 176 с.
Новиков A. M. Развитие отечественного образования. Полемические размышления. М.: Эгвес, 2005. 176 с.
6-85449-578-3
!! Ссылки
*[ext[ссылка TRab |file:///D:/TRab/2017/10/20171004/20171004_4/roo.pdf]]
*[ext[ссылка BI_N |file:///D:/BI/N/ 6-85449-578-3.pdf]]
*[ext[ссылка BI |file:///D:/BI/6-85449-578-3.pdf]]
!! Выдержки
[[О структуре теории образования]] стр. 202 - 204
!! выдержки О СТРУКТУРЕ ТЕОРИИ ОБРАЗОВАНИЯ
---
За последние десятилетия фронт научных исследований в области образования значительно расширился. И относить все эти исследования только к педагогике как науке о воспитании становится все труднее и труднее – эти « штанишки » уже давно маловаты для всего комплекса направлений, по которым осуществляются исследования в этой сфере.
---
В то же время многие направления исследований в сфере образования не « вписываются » в это здание, поскольку имеют совершенно другие предметные области. В частности: – огромная предметная область, которая пока не имеет названия, и которую пока мы условно назовем объединительным названием «''образовательное средоведение''» или «'' образовательное инструментоведение''». @@color:red; Это специфическая архитектура образовательных учреждений, это теория учебной книги, учебно - наглядных пособий, тренажеров и другие средства обучения, это проблемы информатизации образования и создания учебных программных средств, телекоммуникационных образовательных технологий и т.д.@@ * Образовательное средоведение, во - первых, пока не объединено общей теоретической базой, хотя объективная необходимость в ней уже напрашивается. Во - вторых, эта предметная область также требует выделения отдельных научных специальностей.
---
!! Цитирование
```
Ёлкина И.М. О новых дидактических концептах: ризомоподобное обучение. // Философские науки, 2016 № 11. с. 82-95.
```
!! ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171007/RJPS_2016-11_Elkina.pdf]]
*[ext[Интернет |http://phisci.ru/files/issues/2016/11/RJPS_2016-11_Elkina.pdf]]
!! Весь журнал
*[ext[Интернет |http://phisci.ru/files/issues/previews/RJPS-11-2016_Preview.pdf]]
*[ext[TRab |file:///D:/TRab/2017/10/20171007/RJPS-11-2016_Preview.pdf]]
!! О ПОНЯТИИ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В КОНЦЕПЦИИ РАЗВИВАЮЩЕГО ОБРАЗОВАНИЯ
Слободчиков В.И. @@color:brown; оригинал Слободчиков И.В.@@
(Москва)
Уже в структуре названия статьи фиксированы две самостоятельные темы - «образовательная среда» и
«развивающее образование»; они самостоятельны, т.к. своим источником имеют разные системы моделирующих
представлений, и в тоже время - взаимосвязаны в контексте общего понимания природы образования.
Педагогическая публицистика в последнее время с огромным пафосом обсуждает тему развивающего образования.
В чем же смысл этого особого пафоса? Ведь очевидно, что любое педагогически грамотно организованное образование
является развивающим в том или ином отношении. И это положение принципиально: не существует в образовании такой
дихотомии: развивающее - неразвивающее. Образование всегда развивающее
• и так называемое «свободное воспитание», и целенаправленное формирование, и тренинг, и спонтанная
самореализация, и др.
Общий вопрос о соотношений категорий «образование» и «развитие» можно прояснить через два других вопроса:
• Что развивается в образовании, если оно действительно развивающее и является всеобщей культурно-
исторической формой развития человеческих способностей?
• И что образуется в развитии, если принцип развития является главной доминантой и смыслом современного
европейского образования. Чтобы разобраться в этих вопросах, рассмотрим сначала существующие трактовки самого
принципа развития в гуманитарных науках.
В современном человекознании достаточно определенно полагается, что развитие человека, всего его
психологического строя - это одновременно и естественный (спонтанный), и искусственный (регулируемый) процесс.
Иными словами, развитие может осуществляться как созревание и рост - по сущности природы (как чередование ступеней,
периодов, стадий процесса). Но оно же может рассматриваться и как искусственная, специально конструируемая
«деятельность развивания» - по сущности социума (как упорядоченная совокупность способов и средств целевой
деятельности). Однако необходимо ввести и особое - третье - представление о «развитии вообще» как о кардинальном
структурном преобразовании своей собственной самости, как о сдвиге, скачке в общем ходе развития, которые не сводятся
ни к процессуальным, ни к деятельностным характеристикам. Речь должна идти о развитии по сущности человека - о
саморазвитии как фундаментальной способности человека становиться и быть подлинным субъектом своей собственной
жизни.
И с этой точки зрения подлинно развивающим образованием может считаться то, и только то, которое
реализует все три типа развития, центральным из которых (и в этом смысле - сущностным) является саморазвитие.
Представим поэтому общенормативную, мысле-деятельностную модель системы развивающего образования:
{{slobodchikov1.PNG}}
Здесь «в основании» мы должны иметь (или ужe имеем) психолого-педагогические теории развития многообразных
свойств и качеств человека; «на левом полюсе» - адекватную этим теориям педагогику развития (кaк совокупность
развивающих программ и образовательных технологий); соответственно, «на правом полюсе» -адекватную и теориям
развития, и развивающим программам образовательную практику (как совокупность развивающих образовательных
пространств, образовательных институтов и процессов).
Особую - и по сути рефлексивную - позицию над всей системой занимает практико-ориентированная философия
образования (под специальным именем - педагогической антропологии), задающая цели, ценности, исторические смыслы
самого образования как особой культурно-исторической и социальной практики.
Соответственно, предельно широкой основой развивающего образования может и должна стать психологическая
антропология вообще и психология развития - как ее концентрированное выражение, в частности. Именно такие разделы
психологии развития, как общая концепция развития субъективной реальности в онтогенезе, принципы периодизации
развития, механизмы становления способностей человека в образовательных процессах и на разных возрастных этапах
позволяют выявить условия саморазвития как цели и ценности развивающего образования.
Однако здесь и возникает главный проблемный вопрос: а является ли традиционная система образования (а также -
существующие теории развития, существующие педагогические технологии, существующая педагогическая практика)
действительно развивающей во всех трех смыслах принципа развития, и, в особенности, обеспечивает ли оно выход
человеку на путь самообразования и саморазвития? Обширная критика традиционного образования и попытки его
реформирования в последнее время вынуждают сказать: нет, не обеспечивает!
До сих пор для большинства специалистов система образования продолжает восприниматься как простая
совокупность учебно-воспитательных учреждений, как совокупность учебных технологий, как совокупность властных
органов, удерживающих эти учреждения во взаимосвязи друг с другом. Но начиная с 1988 года, произошли многочисленные
трансфомации в этой системе и фактически сложился ее новый облик - новый образ образования (см. Время строить
общество образования ` // ` Учительская газета, № 41-45, 27.10.92 г.)
Прежде всего, образование перестало быть одной из отраслей народного хозяйства, государственным ведомством;
оно действительно становится одной из форм общественной практики, особой сферой, которая все более субъективируется
в своем статусе и обретает свои интересы, свои цели, ценности и свою политику. В соответствии с этим меняется наше
виденье и самого образования, и его строения, и тех инновационных процесcов, которые внутри него осуществляются.
На представленной ниже схеме образовательная практика - теперь уже в качестве особой сферы, как органическое
целое, способное к развитию, - выступает в трех своих взаимосвязанных предметных проекциях (образовательные среды,
институты, процессы) и - двух механизмах его обеспечения: образовательная политика, реализующая функцию
самоопределения образования в социуме, и управление образованием, скрепляющее его как целостную сферу (см. схему 2).
Заметим, что в предложенной структуре сферы образования каждый ее «элемент», каждая из проекций образуется
как результат пересечения двух других. Так, образовательные среды задаются совокупностью образовательных институтов и
процессов, образовательные институты нормативно закрепляют и организуют содержание образовательной среды и
программы образовательной деятельности, характер образовательных процессов задается типом институтов и
образовательных сред.
{{slobodchikov2.PNG}}
Совмещение мыследеятельностной модели развивающего образования и онтологической модели сферы образования
в одном смысловом пространстве позволяет нам теперь особым образом строить общее представление об образовательной
среде в системе развивающего образования.
Так, в этом контексте становятся проблематичными, вообще - неадекватными, все традиционные интерпретации и
расхожие толкования «среды», бытующие в биологии, экологии, социальных науках. Причем, даже в этих науках понятия о
среде будут принципиально различны, например, в схеме «организм-среда» или – «человек» есть часть природы»: в первом
случае отчетливое противостояние и самосущное бытие каждого из элементов, и где одно есть условие другого, во втором -
их сродство, сращенность и взаимополагаемость, и где одно есть сущность другого.
В предельно абстрактном смысле «среда» задается своими границами и составом; но если в первом случае
достаточно определенно (хотя все еще абстрактно) можно помыслить состав как совокупность условий, обстоятельств,
окружающую индивида обстановку, и соответственно - границу, определяемую масштабом защиты от среды и ее
утилизации (способностью к ассимиляции и аккомодации), то во втором - необходимо выстраивать другой ряд
представлений, где среда - есть средина = сердцевина, связь = средостение, средство = посредничество.
Интуитивно мы чувствуем, что такое понимание наиболее адекватно искомому нами понятию
«образовательной среды», что среда в первом смысле -для образования вообще не есть, она не существует для него как
нечто налично-существующее и натурально-данное заранее. И поэтому, чтобы определиться в своем представлении более
точно, необходимо ответить на целый ряд вопросов: срединой чего является среда, связью между чем и чем, средством чего
и для чего она выступает? А соответственно, чем же задаются сами границы образовательной среды?
Иными словами, нам необходима в данном случае такая категория, раскрытие которой позволило бы ответить на все
эти вопросы, и в тоже время, она оказалась бы способной стянуть в некоторое единство саму структуру образовательной
сферы как практики. Такой категорией, на мой взгляд, может быть только содержание образования.
В самом деле, всякое содержание (а это всегда -содержание) определяется, с одной стороны, вполне конкретной
предметностью, а с другой - своей ориентацией на субъектов, совместно держащих эту предметность и совместно
действующих относительно нее. Эти два полюса - предметности культуры (в широком смысле) и внутренний мир,
сущностные силы человека - в их взаимополагании как раз и задают границы содержания образовательной среды и ее состав.
В этом смысле можно утверждать, что среда всегда конфигуративна и ее конфигурация определяется полюсами
предметностей:
предметностью осваиваемой культуры (как специфичного образовательного ресурса), задающей тип образования,
и предметностью целей и задач развития человека, задающих вектор образования и требующих для своего решения именно
данного ресурса.
Итак, конфигурация содержаний образования определяет границы и состав образовательной среды; совместная
деятельность субъектов образования относительно целей развития, где данное содержание является средством их
достижения, организует образовательный процесс; а нормативно закрепленная структура совместной образовательной
деятельности выступает как определенный образовательный институт. Если теперь вернуться к схеме 2, то точкой
пересечения всех проекций как раз и оказывается содержание образования, которое в составе среды выступает как
образовательный ресурс, в составе образовательного процесса - как предмет совместной деятельности, а в составе
образовательного института - как нормативная структура этой деятельности.
Таким образом, образовательная среда не есть нечто однозначно и наперед заданное, среда начинается там, где
происходит встреча (сретенье) образующего и образующегося; где они совместно начинают ее проектировать и строить - и
как предмет, и как ресурс своей совместной деятельности; и где между отдельными институтами, программами, субъектами
образования, образовательными деятельностями начинают выстраиваться определенные связи и отношения.
Объективно образовательную среду можно характеризовать двумя показателями: насыщенность образовательной
среды (ресурсный потенциал) и ее структурированность (способ ее организации).
Для правильной оценки насыщенности среды всегда важным является конкретное соотношение предметностей
культуры (как совокупности образовательных ресурсов) в данном месте и предметностей выдвигаемых целей и задач
развития человека: либо уровень задач недостаточно высок при существующем содержания культуры (среда потенциально
богата, но не насыщена, не сформирован ее ресурсный потенциал), либо он настолько высок, что необходимо втягивать и
PDF создан испытательной версией pdfFactory Pro www.pdffactory.com
наращивать предметности культуры, на которых может быть построена образовательная деятельность (среда объективно
бедна, но насыщена ресурсами).
Можно выделить, по крайней мере, три разных способа организации образовательной среды в зависимости от типа
связей и отношений, ее структурирующих:
• среда, организованная по принципу единообразия; здесь доминируют административно-целевые связи и отношения
и определяются как правило одним субъектом -властью; показатель структурированности стремится к максимуму;
• среда, организованная по принципу разнообразия; здесь связи и отношения имеют конкурирующий характер, т.к.
происходит борьба за разного рода ресурсы; начинается атомизация образовательных систем, разрушается единое
образовательное пространство; показатель структурированности стремится к минимуму;
• среда, организованная по принципу вариативности (как единства многообразия); здесь связи и отношения имеют
кооперирующий характер, происходит объединение разного рода ресурсов в рамках объемлющих образовательных
программ, обеспечивающих свои траектории развития разным субъектам: отдельным людям, общностям, образовательным
системам; показатель структурированности стремится к оптимуму
И последнее. В контексте рассматриваемых идей важно соотнести и различить следующие понятия: «место
образования», «образовательное пространство» и «образовательная среда». Понятие места, где осуществляется
образование связано с административно-нормативной точкой зрения. Класс, школа, школьный и учебный округа есть
образовательные места, которые имеют определенные границы. Размеры места образования, а часто и его характер, задаются
нормативно.
Понятия образовательного пространства и образовательной Среды определяются прежде всего профессионально-
деятельностной точкой зрения. В общем случае образовательное пространство задается совокупностью образовательных
институтов, процессов и сред; оно производно от них, но к ним не сводится. Границы образовательного пространства могут
расширяться и сужаться, они задаются масштабом профессиональной деятельности педагогов, масштабом вовлечения
социокультурного окружения в саму образовательную деятельность. Эта деятельность, свернутая до размерности отдельного
учреждения, одной программы, одной предметности, превращает пространство в набор атомизированных мест образования,
уничтожая его единство и непрерывность.
Понятие образовательной среды также определяется профессионально-деятельностной (но уже управленческой)
позицией, так как специфическим свойством образовательной среды является насыщенность ее образовательными
ресурсами. По самому понятию ресурса - его формирование, обогащение и распределение есть прежде всего предмет
организационно-управленческой деятельности.
```
Клочко В. Е. О понятийном аппарате постнеклассической психологии / В. Е. Клочко // Гуманитарные основания социального прогресса: Россия и современность : международная научно-практическая конференция (25-27 апреля 2016 г.) : сборник статей. М., 2016. Ч 1. С. 128-133. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000549907
```
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*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/О понятийном аппарате постнеклассической психологии.pdf]]
Интернет
*[ext[st000549907 на ЯнД|https://yadi.sk/i/Ggp3p_hZ3Vq8hu]]
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О ПОНЯТИЙНОМ АППАРАТЕ ПОСТНЕКЛАССИЧЕСКОЙ
ПСИХОЛОГИИ
Клочко В.Е.
Национальный исследовательский
Томский государственный университет,
Россия
В работе рассматриваются тенденции развития психологической
науки, проявляющиеся в
последовательности смены идеалов рациональности, которая представлена классической наукой, неклассической наукой,
постнеклассической наукой. Утверждается, что освоение постнеклассического этапа вызывает трансформацию понятийного аппарата науки.
На предмете
системной антропологической психологии показываются
примеры указанной трансформации.
Ключевые слова: постнеклассическая наука, понятийный аппарат
науки, саморазвитие, саморазвивающиеся системы, методологические
принципы, сознание, транскоммуникация.
ABOUT THE CONCEPTUAL FRAMEWORK
OF POSTNONCLASSICAL PSYCHOLOGY
Klochko V.E.
Tomsk State University, Russia
The paper discusses tendencies of development of psychological science,
manifested in the sequence of changes in the ideals of rationality, which
pr
e-
sents classical science, nonclassical science, postnonclassical science. It is a
r-
gued that the development of post
-
nonclassical stage is the transformation of the
conceptual apparatus of science. On the subject of systemic anthropological
psychology the
examples of the specified transformation are shown.
Keywords
: post
-
non
-
classical science, conceptual apparatus of science,
self
-
development, self
-
developing system, methodological principles, co
n-
sciousness, transcommunication.
При всем неоднозначном отношении научного сообщества к понятию «постнеклассическая психология», стоит отметить один (и самый существенный) признак нового этапа развития науки. Постнеклассическая наука способна выделять саморазвивающиеся (и самоорганизующиеся) системы и превращать их в предмет научного исследования (Степин, 2003). Для психологической науки сегодня основное препятствие составляет тот факт, что в ней пока еще не сложился более или менее адекватный образ человека как сложной саморазвивающейся системы, порождая тем самым противоречивое отношение к понятию «постнеклассицизм». Науке еще
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предстоит понять истинную роль психики (и сознания) через выявление их миссии в функционировании и развитии человека как саморазвивающейся целостности. К этому можно добавить и то, что феномен саморазвития давно закрепился в нашей науке: с ним привычно ассоциируются «личностный рост», «самосовершенствование», те личностные усилия, которые тратит человек на «развитие самого себя». Постнеклассическая парадигма предполагает другое представление о механизмах саморазвития, которое свойственно открытым «человекоразмерным» (В.С. Степин) системам, живущих в постоянном обмене со средой (веществом, энергией, информацией), и для которых развитие является способом устойчивого существования. Именно поэтому такие системы требуют для своего освоения особой категориальной сетки. Постнеклассическая психология несет в себе не только основания для перестройки категориального каркаса науки. Необходимо учесть, что сам понятийный аппарат науки меняется, поскольку трансформируется предмет науки. В науку все больше приходит осознание тщетности попыток обнаружить функции психики и сознания в процессе изучения их самих. Необходимо выделить систему, по отношению к которой они эту функцию выполняют. Можно утверждать, что все годы существования психологии как самостоятельной науки в ней жила потребность представить себя в качестве целостной теоретической системы, но все эти попытки сдерживались желанием удержать в качестве предмета науки эмпирически определенный предмет исследования, каковым и выступала психика. Любые попытки интеграции науки в целостную теоретическую систему, при всей их позитивной роли, пресекаются тем, что системное представление о психике («психика как система») нельзя сложить, опираясь на методологические принципы, в качестве которых основными до сих пор остаются принцип системности, принцип детерминизма, принцип развития. Не удалась попытка построить системную теорию психического в опоре на один методологический принцип (принцип отражения), предпринятая К.К. Платоновым. Возникли осложнения при осуществлении идеи построить системную психологическую теорию путем приведения в систему самих методологических принципов (Б.Ф. Ломов) – не удалось обнаружить фактор (или принцип), способный выполнить системообразующую функцию. Нельзя считать удачными многочисленные попытки построить системную теорию психического путем приведения в систему психологических категорий. @@color:green;Видимо все дело в том, что психика не является самостоятельной открытой системой: она не находится в состоянии постоянного обмена со средой информацией, энергией, веществом. Другое дело, что человек – реальная живая система, постоянно испытывающая потребность в необходимых для ее устойчивого существования ресурсах (информационных, энергетических и т.д .) – не может без психики наладить избирательный обмен со средой, выбрать из нее то, что имеет реальный смысл для текущего мо-@@
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мента бытия системы, ее ближайшего и отдаленного будущего. Именно этот факт первым отметил Л.С. Выготский, высказав идею о том, что по отношению к человеку психика (сознание) выступает как присущий только ему, сложнейший и специфический «орган отбора», «решето, процеживающее мир» (Выготский, с. 347).
Таким образом, становится все более понятным, что если предмет науки не будет представлен живой (само)развивающейся системой, то мечты о «системной психологии» необходимо отбросить, ибо только системно определенный предмет науки является тем необходимым основанием, которое способно обеспечить системность психологического знания и ограничить движение категорий, не позволяя им сползать на «чужие» предметные поля. Что же касается С.Л. Выготского, то его творчество можно оценить как слишком ранний забег в пространство постнеклассической рациональности (Клочко, 2010). Именно это сделало его таинственным и романтичным «Моцартом в психологии» (определение Ст. Тулмина). Другое дело, что это вовсе не облегчило вхождение в пространство его мышления, пространство методологической культуры, которой владел ученый.
Существуют несколько «методологических портретов» ученого: в оптике классических парадигмальных установок открывается один Л.С. Выготский, в неклассических когнитивных схемах – другой, но в призме постнеклассических идеалов рациональности в его творчестве открывается многое из того, что до сих пор продолжает тревожить методологов (Клочко, 2015).
На категориальный аппарат науки влияет также то, что то постнеклассическая рациональность изменяет смысловой состав категорий части и целого. Возникает представление об эмерджентных свойствах и качествах системы: идея о системных качествах целого дополняется идеей о качественной трансформации системной целостности в процессе развития системы. Упрощенное представление о взаимодействии (как воздействии одних вещей на другие) сменяется представлением об избирательном взаимодействии порождающего типа. В связи этим стимул для развития получает категория "причинность": на нее проецируются представления о механизмах превращения возможности в действительность. Именно этот процесс, на мой взгляд, отражает трансформация принципа детерминизма (примат внешней детерминации – примат внутренней детерминации – самодетерминация - системная детерминация). Постепенно такая характеристика саморегуляции, как целевая причинность, интегрируется с идеей направленности развития. Постнеклассицизм, подключая к анализу прошлого и настоящего их обусловленность будущим, поднимается к трансспективному анализу процесса становления. Здесь уже не надо искусственно совмещать принцип системности с принципами развития и детерминизма: объектом науки становятся саморазвивающиеся системы с присущей им системной детерминацией (Клочко, 2008).
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[[О понятийном аппарате постнеклассической психологии]]
Известно, что применительно к саморазвивающимся системам выявляются и новые аспекты категорий пространства и времени. Наращивание системой новых уровней организации сопровождается изменением ее внутреннего пространства-времени (Степин, 2003). Что касается психологии, то она уже давно использует категории, отражающие эти новые аспекты. Например, в категориальном аппарате науки последовательно появляются закономерно усложняющиеся системные конструкты, конституирующие витальную онтологию человека: транссубъективное пространство (Д.Н. Узнадзе), жизненное пространство (К. Левин), смысловое поле (Л.С. Выготский), жизненный мир (Л. Бинсвангер, Ф.Е. Василюк), многомерный мир (А.Н. Леонтьев), многомерное пространство жизни (В.Е. Клочко). В этом можно опознать тенденцию антропологизации психологического познания, которая уже видна как тенденция, но сама она еще не понята как выражение тех закономерностей, которые определяют самодвижение психологического познания, обеспечивая саморазвитие науки как открытой саморазвивающейся человекоразмерной системы. Неклассическая наука освоила саморегулирующиеся системы, существенно преобразив свой категориальный аппарат, добавив в него такие понятия, как саморегуляция, самодетерминация, самоактуализация, самореализация и массу других понятий, начинающихся с искомого «само-». Сегодня стоит вопрос о том, как переход от саморегуляции к саморазвитию скажется (или уже сказывается) на изменении категориального аппарата науки.
В качестве иллюстрации я приведу несколько понятий, которые возникли в разрабатываемом сибирскими учеными системной антропологической психология (САП) - направлении, которое изначально было ориентировано на реализацию идеалов постнеклассической рациональности (Клочко, Галажинский и др., 2015).
Предметом САП является «целостный человек», т.е. взятый в единстве со всей многомерностью его бытия в создаваемом им самим много-мерном пространстве жизни. Поэтому само понятие («системная антропологическая психология») есть то, что содержит в себе интеграционный потенциал, который противостоит любым попыткам расчленения целого на части для последующего познания «частей» как неких «самодействующих органов» («психическая деятельность», «деятельность сознания», «деятельность мозга» и т.д.)
Понятие «многомерный мир человека» («многомерное пространство жизни») являются одним из центральных в методологии САП. Дело в том, что, не признав стоящую за эти понятием психологическую реальность, мы полностью блокируем путь к пониманию сознания, механизмам его онтогенеза, присущей ему избирательности и т.д. Перекрывается выход к таким характеристикам сознания, как хронотопичность, дальнодействие, континуальность, оставляя психологическую мысль замкнутой в пределах абсо -
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лютно аморфной «сферы сознания», «псевдотопологической» по определению (Зинченко, 2005).
Сознание это особое (эмерджентное) качество человека, образующееся в онтогенезе и заключающееся в способности человека видеть мир отдельно от себя, переживать эффект присутствия в мире и делать мир и самого себя предметами познания и творческого преобразования. Сознание и многомерный мир человека рождаются в одном процессе «вочеловечивания» («человекообразования»), движущим механизмом которого является взаимодействие человека с культурой, опосредованное «значимыми другими». @@color:green;Иными словами, сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями, @@ представляющими собой результат проекции в мир человеческих ожиданий, потребностей и возможностей. Этапы становления многомерного мира человека, обретение им в ходе онтогенеза новых «мерностей», совпадают с этапами становления сознания. Эти этапы фиксируют последовательность восхождения сознания на более высокие уровни системной организации.
Транскоммуникация - это такое общение взрослого с ребенком, в котором формируется транссубъективное пространство человека, его собственное пространство жизни (Клочко, 2014). В результате и получается та самая «субъективно искаженная действительность», происхождению которой, по Л.С. Выготскому, человек обязан своей психике. Транскоммуникация обеспечивает выход ребенка к культуре и позволяет тем самым связать ощущения, получаемые ребенком от предмета, со словом, которым предмет обозначается, обретая тем самым представленность в конкретном пространстве и времени человеческого бытия. Уникальное человеческое «Я» рождается вместе с «не-Я». Дифференциация «Я» и «не-Я» происходит на этапе становления предметного сознания в тот период, когда слова (значения) становятся важнейшим элементом транскоммуникации – такой коммуникации ребенка с миром культуры, опосредованной другим человеком (мать, чаще всего), в которой формируется жизненный мир ребенка, пока еще предметный, как и его сознание. Без транскоммуникации невозможен процесс «вочеловечивания». Это основной механизм человекообразования на стадии становления предметного мира и предметного сознания.
Суверенность (в отличие от независимости, автономности, и т.п.) означает открытость человека новым изменениям, возможность самостоятельного выхода в культуру и избирательного взаимодействия с ней, позволяющего ему стать подлинным субъектом жизнеосуществления. Рост суверенности в онтогенезе представляет собой ведущую тенденцию развития, обусловливающую «овладение собой извне» (Л.С. Выготский), т.е. в опоре на ценностно-смысловые измерения многомерного мира, усложнение которого обеспечивает эффективность самоорганизации, являющейся
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не только результатом, но и условием саморазвития человека как слож-нейшей пространственно-временной организации (Клочко, Краснорядцева 2001). Приведенные понятия есть не более чем иллюстрация изменений в понятийном аппарате психологии, инициированных восхождением к идеалам постнеклассической рациональности. Они во многом еще рабочие, неустоявшиеся понятия, но не будем забывать Л.С. Выготского: язык науки «обнаруживает как бы молекулярные изменения, которые переживает наука; он отражает внутренние и неоформившиеся процессы - тенденции развития, реформы и роста» (Выготский 1982, с.51).
!!Литература
```
Выготский Л.С. Собр. соч.: В 6т. Т.1. М.: Педагогика, 1981.
Зинченко В.П. Живые метафоры смысла // Вопросы психологии. 2006. – №5. – С.100-113.
Клочко В.Е. Постнеклассическая наука и проблема объяснения в психологии // Методология и история психологии. 2008. – Вып.1. – С.165-178.
Клочко В.Е. От слова к мысли: становление сознания в онтогенезе и этапы когнитивного развития // Мир психологии. 2014. – №2. – С.134-148.
Клочко В.Е. Л.С. Выготский – классик постнеклассической психологии // От истоков к современности. 130 лет организации психологического общества при Московском университете: Сборник материалов юбилейной конференции: В 5т. / отв. ред. Д.Б. Богоявленская. М., 2015. – С.61-64.
Клочко В.Е., Галажинский Э.В., Краснорядцева О.М., Лукьянов О.В. Системная антропологическая психология: понятийный аппарат // Сибирский психологический журнал. 2015. – №56. – С.9-20.
Клочко А.В., Краснорядцева О.М. Суверенность как результат становления человека в совмещенной психологической системе // Вестник Алтайской государственной педагогической академии. 2001. – №1. – С.4-8.
Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность. М., 2003
Klochko V.E. Cultural historical psychology of L.S. Vygotsky: exploring the logic of multidimensionality // Psychology in Russia: State of the Art. 2010.
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```
Войскунский А.Е., Меньшикова Г.Я. О применении систем виртуальной реальности в психологии// Вестник Московского университета.Серия 14.Психология.- 2008.- №1 -с.22-36.
```
!! Ссылки
*[ext[ссылка |05/20170529/Voiskunski/vestnik_2008-1_22-36.Pdf]]
*[ext[ссылка интернет|http://msupsyj.ru/pdf/vestnik_2008_1/vestnik_2008-1_22-36.Pdf]]
*[ext[ссылка абсолютная |file:///D:/TRab/2017/05/20170529/Voiskunski/vestnik_2008-1_22-36.Pdf]]
За последние десятилетия фронт научных исследований в области образования значительно расширился. И относить все эти исследования только к педагогике как науке о воспитании становится все труднее и труднее – эти « штанишки » уже давно маловаты для всего комплекса направлений, по которым осуществляются исследования в этой сфере.
Действительно, классическая педагогика определяется как наука о воспитании в широком смысле – если обратиться к греческим истокам этого понятия, то педагогика в дословном понимании – « детоводство ». В течение длительного времени педагогика включала в себя теорию обучения – дидактику, теорию воспитания ( в узком смысле ) и так называемое школоведение ( вопросы организации и управления школами ) и распространялась, в основном, на обучение и воспитание детей дошкольного ( в меньшей мере ) и школьного ( главным образом ) возраста. Причем, уже тогда вопросы школоведения выпадали из общей логики построения педагогической науки – школоведение выступало как бы « довеском » к педагогике и было неким « инородным телом » для нее.
Но, начиная где - то с 60- х – 70- х гг.ХХ в.направления педагогических исследований стали стремительно расширяться. Сначала в области профессионально - технического образования ( ныне – начальное профессиональное образование ) с созданием в 1963 г.Всесоюзного научно - исследовательского института профессионально - технического образования.Затем стали разрастаться исследования по среднему и высшему профессиональному образованию, по производственной педагогике и т.д.
В настоящее время мы имеем множество направлений развития педагогических исследований, которые можно классифицировать по различным основаниям:
Во - первых, исследования по основаниям педагогики: педагогическое науковедение, методология педагогики, логика педагогической науки и т.д.
Во - вторых, разросшееся дерево направлений исследований в общей педагогике: « антропоцентрическая педагогика », « витагенная педагогика », « гендерная педагогика » и т.д.и т.п.– десятки новых « педагогик » вплоть до « педагогики любви ».
В - третьих, исследования по ступеням и уровням образования: педагогика дошкольного образования, школьная педагогика, педагогика начального профессионального образования, педагогика среднего профессионального, педагогика высшего профессионального образования, педагогика последипломного образования, производственная педагогика ( подготовка, переподготовка и повышение квалификации кадров непосредственно на производстве, что сегодня получило современное название « внутрифирменного обучения персонала »), педагогика незанятого населения, и т.д.вплоть до педагогики научного образования и педагогики научных школ *.
В - четвертых, исследования по отраслевым аспектам педагогики: инженерная педагогика, медицинская педагогика, военная педагогика, педагогика туризма и т.д.Сюда же можно отнести отдельно выделенные в перечне специальностей ВАК направления: физического воспитания и спортивной тренировки ;
теорию, методику и организацию социально -
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* См ., например, В.С.Леднев.Научное образование.М ., 2002.; О.Ю.Грезнева.Научные школы: педагогический аспект.М ., 2003.
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культурной деятельности.В этом отраслевом отношении педагогика как наука непосредственно связана буквально со всеми другими науками и всеми профессиональными и не только профессиональными деятельностями людей – по крайней мере, через содержание образования – ведь для освоения любой деятельности, любой профессии необходимо педагогическое обеспечение.
В - пятых, специальные направления педагогики: педагогика сиротства, коррекционная педагогика ( тифлопедагогика, сурдопедагогика и т.д .), пенитенциарная ( исправительно - трудовая ) педагогика и т.д.
В - шестых, это области, смежные с другими отраслями научного знания.В том числе, стремительно оформившаяся в последние годы социальная педагогика.
Далее, педагогика всегда была тесно связана с педагогической психологией. Но вполне правомерно поставить вопрос о необходимости исследований по психологической педагогике – это разные науки. Также как, например, физическая химия и химическая физика. Если педагогическая психология изучает закономерности психического развития человека в условиях обучения и воспитания, то психологическая педагогика должна изучать процесс обучения и воспитания с позиций психического развития личности ( впервые этот вопрос поднял В.П.Зинченко в брошюре с одноименным названием « Психологическая педагогика »). Аналогично, если педагогика тесно связана с возрастной физиологией, то вполне правомерно поставить вопрос о физиологической педагогике, которая, в частности, будет изучать процесс обучения и воспитания с позиций возрастной сензитивности – присущих определенному возрасту человека оптимальных периодов развития определенных физиологических свойств и качеств человека. Преждевременное или запаздывающее к периоду возрастной сензитивности обучение может быть недостаточно эффективным. Так, известно, что в возрасте около 5 лет дети особенно чувствительны к развитию фонетического слуха, а по прошествии этого периода чувствительность падает. В возрасте 5–6 лет дети наиболее успешно овладевают иностранными языками. В возрасте 10–12 лет наиболее эффективно происходит сенсомоторное развитие – формирование точности зрительного и кинестетического анализа, развитие точности движений и т.д.
Но это все направления исследований находятся « внутри здания педагогики », хотя и сильно разросшегося.
В то же время многие направления исследований в сфере образования не « вписываются » в это здание, поскольку имеют совершенно другие предметные области. В частности: – огромная предметная область, которая пока не имеет названия, и которую пока мы условно назовем объединительным названием «''образовательное средоведение''» или «'' образовательное инструментоведение''». @@color:red; Это специфическая архитектура образовательных учреждений, это теория учебной книги, учебно - наглядных пособий, тренажеров и другие средства обучения, это проблемы информатизации образования и создания учебных программных средств, телекоммуникационных образовательных технологий и т.д.@@ * Образовательное средоведение, во - первых, пока не объединено общей теоретической базой, хотя объективная необходимость в ней уже напрашивается. Во - вторых, эта предметная область также требует выделения отдельных научных специальностей. Правда, некоторые возможности здесь есть, хотя, как ни странно, не в педагогических, а в технических науках: по специальности 050101 « Инженерная геометрия и компьютерная графика » ученые степени присуждаются как по техническим, так и по педагогическим наукам ; по специальности 052502 « Документалистика, документоведение, архивоведение » – по техническим, филологическим, историческим и педагогическим наукам ; по специальности 052503 « Библиотековедение, библиографоведение и книговедение » – по техническим, филологическим, историческим и педагогическим наукам ;
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С.В ИВАНОВА
!! О толковании актуальных понятий «образовательное пространство» и «образовательная среда»
Задача уточнения терминов образовательное пространство и образовательная среда, ставших широко употребительными в педагогической науке и образовательной практике, определения различий в этих понятиях
является достаточно сложной, но необходимой, так как эти термины используются в нормативных актах, концептуальных положениях, методических материалах и т. п.
Исключая в данном контексте обращение к понятиям «пространство» и «среда» в дальней историко-философской ретроспективе, рассмотрим поочередно, как рассматриваются понятия в современных публикуемых материалах, покажем разнообразие возникающих толкований и попробуем внести ясность в толкование этих понятий. Толкования понятий образовательное пространство и образовательная среда до настоящего времени практически не включены в педагогические энциклопедии, профессиональные словари, нормативные акты и монографии, посвященные терминологии в педагогике. В частности, это понятие отсутствует в «Тезаурусе ЮНЕСКО – МБП по образованию» 1983 года, во «Всемирном докладе по мониторингу ОДВ – 2011» ЮНЕСКО, в «Рубрикаторе «Общеобразовательная школа. Педагогика общеобразовательной школы» В.М. Полонского, в Педагогической энциклопедии и т. п.
Первое употребление понятия образовательное пространство в отечественной научной литературе зафиксировано в 1993 г. в статье И.Д.Фрумина и Б.Д.Эльконина «Образовательное пространство как пространство развития («школа взросления»)» [1].
В 1998 г. С.К. Бондырева охарактеризовала «единое образовательное пространство как особое социокультурное явление, решающим фактором структурирования которого может выступить взаимодействие индивидуализирующихся в своих позициях субъектов». Она полагала, что «сложноорганизованное, иерархизированное, многоплановое взаимодействие субъектов образования» даст возможность создать «общие социокультурные структуры и единое образовательное пространство» [2]. Б.Л. Вульфсон в 2005 г. описывает «новое понятие» – «мировое образовательное пространство, которое обозначает совокупность всех образовательных и воспитательных учреждений, научно-педагогических центров,
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правительственных и общественных организаций по просвещению в разных странах, геополитических регионах и в планетарном масштабе, их взаимовлияние и взаимодействие в условиях интенсивной интернационализации и глобализации разных сфер общественной жизни» [3].
А.М. Новиков объясняет образовательное пространство в постиндустриальном обществе через объектность и субъектность, как «совокупность всех субъектов и объектов, прямо или косвенно участвующих в образовательных процессах, либо заинтересованных в них, либо влияющих на них» [4]. И.Г. Шендрик называет пространством «системную совокупность реальных взаимодействий человека с действительностью, данную субъекту через восприятие и действие», а также он считает пространство «освоенной человеком средой (природной, культурной, социальной, информационной)...», при этом уточняя, что для возникновения пространства «необходима специально организованная специфически человеческая деятельность» [5].
Частотность использования данного понятия расширяется. В Федеральном законе No 273-ФЗ «Об образовании в Российской Федерации» в ст. 2 дается тезаурус, в котором среди 34 определений основных понятий Закона нет понятия образовательное пространство. Однако в Законе вводится этот термин в ст. 3 и 11. В п. 4 ст. 3 значится принцип «единства образовательного пространства», а п. 1 ст. 11 гласит, что федеральные государственные образовательные стандарты и федеральные государственные требования обеспечивают «единство образовательного пространства Российской Федерации» [6].
Логично к толкованию пространства подходить с философской позиции: «Пространство – 1) форма созерцания, восприятия представления вещей, основной фактор высшего, эмпирического опыта; 2) способ существования объективного мира, неразрывно связанный со временем» [7]. Если обратиться к топологии и оценить пространство через метрические системы, то очевидно, что объект (образовательное учреждение, образовательная система, государство и т. д.) и субъект (который с позиций неклассической методологии не элиминируем из образовательного пространства [8]) в зависимости от своих рамок (размеров) может задавать рамки (размеры) своего топоса (места), под коим имеется в виду пространство. Таким образом задаются два вектора определения образовательного пространства [9]. Образовательное пространство – это объектный мир, совокупность имеющих отношение к образованию объектов, создающих и наполняющих
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это пространство, и одновременно предмет субъектной деятельности, заключающейся в восприятии, действии, воздействии субъектов на это пространство.
Важно предостеречь от интерпретации терминов образовательное пространство и образовательная среда как тождественных или даже синонимичных [там же].
Словари трактуют понятие образовательная среда в едином ключе. Вот одно из определений: «Среда – совокупность природных или социальных условий, в которых протекает развитие и деятельность человеческого общества. Социально-бытовая обстановка, в которой живет человек, окружающие условия, совокупность людей, связанных общностью условий, обстановкой» [10]. Вероятно, первым об образовательной среде как о создании условий заговорил Д. Дьюи еще в начале XX века. Эта мысль в той или иной интерпретации прослеживается во многих его работах. Можно вспомнить, что по большому счету вопросами образовательной среды, которую можно изменять в ходе деятельности, занимались (в той или иной мере) В.В. Давыдов, Л.С. Выготский, А.Н. Леонтьев, Д.Б. Эльконин и др. [11] А.М. Новиков утверждал, что «образовательная среда – система влияний и условий формирования личности, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении» [12]. Вслед за Новиковым И.М. Елкина определяет среду как «некий комплекс условий для осуществления или протекания определенного процесса» [13]. Таких более-менее схожих определений мы найдем множество [14; 12; 15]. Хотелось бы расширить эти представления. Образовательная среда – окружение участников образовательного процесса в пространстве образования, включающее педагогические условия, ситуации, систему отношений между лицами, объединенными общностью педагогической и учебной деятельности. Образовательная среда обладает качественными характеристиками, собственными средовыми факторами и имеет многоуровневую структуру с вертикальными взаимосвязями между уровнями структуры. Образовательная среда является частью мегасистемы социальной среды. Качественные характеристики образовательной среды связываются с результатом ее влияния на субъектов образовательного процесса, качество образовательной среды напрямую связано с оценкой качества образования. При этом среда является порождением целенаправленных усилий субъектов, в ней же осуществляющих свою деятельность, при влиянии разных факторов. Эта дихотомичность порождает сложности при определении и оценке эффективности сформированной образовательной среды. 68 Методология педагогики К основным характеристикам образовательной среды следует отнести: – деятельностность (совместная деятельность субъектов среды); – субъектность (наличие субъектов – участников образовательного процесса); – ситуативность (возникновение различных ситуаций под влиянием различных факторов); – оценочность (возможность качественной оценки среды); – формирующее влияние на субъектов среды; – проективность (способность к созданию новой среды или воспроизведению основных черт имеющейся среды при необходимости тиражирования опыта); – изменчивость, неопределенность (способность к постоянному изменению); – связанность со временем и пространством. Эти характеристики суть характеристики ризомности – характерологического свойства современного образования, рассмотренного с позиций неклассической методологии. Структура образовательной среды, на авторский взгляд, имеет несколько уровней. Определим две классификации уровней. Первая классификация связана с педагогической компаративистикой, в ней выделяются следующие уровни:
– глобальный (мировая образовательная среда, включая глобальные информационные сети и др.);
– региональный (образовательная среда крупных регионов мира – по классификации ЮНЕСКО);
– национальный (образовательная среда страны, согласно международной терминологии);
– территориальный или муниципальный (внутри страны, к примеру, земли в Германии, края и области (а также и районы) в России и т. д.);
– локальный (учреждение, семья).
Вторая классификация может использоваться для применения внутри страны, здесь выделяются уровни: общегосударственный, федеральный; региональный (регион как часть Федерации); муниципальный; учрежденческий; индивидуальный. При этом уровень не является определяющим при оценке влияния образовательной среды на субъектов. Так, локальная/индивидуальная среда может оказать большее влияние на субъекта в сравнении с влиянием, допустим, глобальной среды.
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Средовые факторы методологически целесообразно рассматривать во взаимосвязи с классификацией уровней.
К факторам, взаимосвязанным с образовательной средой, по нашему мнению, нужно отнести:
– внешние факторы (общественно-политические, геополитические, медийные, природно-климатические, социокультурные, социально-экономические);
– внутренние факторы (профессиональное мастерство педагогов, следование определенным педагогическим подходам, теориям и концепциям, качество принятия педагогических и управленческих решений, система взаимодействия всех участников образовательного процесса и т. п.).
Введение понятия образовательная среда способствует развитию инновационных процессов в системе образования, уточняет специфику современных дидактических подходов. Если использовать при введении инновационных направлений, подходов методологические основания, связанные с проработкой вопросов организации образовательной среды, с учетом качественных характеристик, уровней, факторов, а также мотивов и потребностей субъектов, то проектирование современной образовательной среды будет эффективным.
Образовательная среда является дидактическим концептом, позволяющим строить дидактические основания нового образовательного процесса с учетом многообразия современного пространства, новой роли педагога в процессе обучения и его места как созидателя образовательной среды-ситуации, задач формирования современной личности.
Образовательная среда оказывает влияние и на обучающихся, на формирование их личности и учебные достижения, и на педагогов – посредством приобретения определенного образовательного опыта, создаваемого в конкретной среде. Понятие образовательная среда позволяет по-новому взглянуть на возможности осуществления личностно-ориентированного подхода в обучении и делает возможным создание эффективных условий для гуманистической модели образовательной среды.
Применение понятия образовательная среда уточняет задачи образования как части социума; легитимирует специальный учет влияния многообразных внешних факторов на образовательную среду. Образовательная среда, выступая как нарративный, коммуникативный феномен, проясняет суть и значение современного образования, подчеркивает необходимость проектирования образовательного пространства как мира будущего.
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Методология педагогики
!! Литература
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1. Фрумин, И.Д. Образовательное пространство как пространство развития («школа взросления») [Текст] / И.Д. Фрумин, Б.Д. Эльконин // Вопросы психологии. – 1993. – No 3.
2 Бондырева, С.К. Социокультурные основания развития единого обазовательного пространства СНГ: структурно-одержательные и функциональные характеристики взаимодействия субъектов [Текст]. – М., 1998.
3. Вульфсон, Б.Л. Образовательное пространство на рубеже веков [Текст]. – М. : изд-во Моск. психол.-соц. ин-та, 2006.
4.Новиков, А.М. Педагогика: словарь системы основных понятий [Текст]. – М. : ИЭТ, 2013. – С. 137.
5. Шендрик, И.Г. Образовательное пространство субъекта и его проектирование [Текст]. – М. : АПКиПРО, 2003. – С. 3–59, 149–154.
6. Иванова, С.В. Образовательное пространство в научных исследованиях и правовых документах: понятия, практика применения, сложности и риски [Текст] // Ценности и смыслы. – 2014. – No 5 (33). – С. 4–17.
7. Об образовании в Российской Федерации» [Текст] : фед. закон РФ от 29.12.12 No 273-ФЗ // Рос. газ. – 2012. – 31 дек. – Фед. вып. 5976.
8. Новая философская энциклопедия [Электронный ресурс] : в 4 т. – 2-е изд., испр. и допол. – М. : Мысль, 2010. – Режим доступа: iph.ras.ru.
9.Сорина, Г.В. Социокультурное изменение образовательного пространства [Текст] / Г.В. Сорина, В.С. Меськов // Ценности и смыслы. – 2013. – No 5 (27). – С. 83–99.
10. Толковый словарь русского языка [Текст] : в 4 т. / под ред. Д. Н. Ушакова. – М., 1995 ; М., 2000. – С. 462. – Репринтное издание.
11. Авторский терминологический словарь Л.С. Выготского [Электронный ресурс]. – Режим доступа: vygotsky.academic.ru/152.
12. Иванов, О.Б. Глобальные риски и экономические тенденции в современном мире [Текст] // ЭТАП: Экономическая Теория, Анализ, Практика. – 2014. – No 1. – С. 18–33.
13. Клименко, И.Л. Организация образовательной среды при самостоятельной работе студентов-экономистов при обучении иностранному языку [Текст] / И.Л. Клименко, И.М. Елкина // ЭТАП: Экономическая Теория, Анализ, Практика. – 2014. – No 1. – С. 94–103.
14. Беляев, Г.Ю. Педагогическая характеристика образовательной среды в различных типах образовательных учреждений [Текст]. – М., 2006.
15. Кулюткин, Ю.Н. Образовательная среда и развитие личности [Электронный ресурс]. – Режим доступа: znanie.org/jornal/n1_01/obraz_sreda.html.
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!! Цитирование
Об образовании в Российской Федерации [Электронный ресурс]: Федер. закон Рос. Федерации от 29.12.2012 № 273-ФЗ: (ред. от 07.03.2018). Электрон. текстовые дан. Режим доступа: [Консультант плюс]. Загл. с экрана.
!! ссылки
Интернет
*[ext[ Консультант плюс|http://www.consultant.ru/document/cons_doc_LAW_140174/]]
!! Текст
Об образовании в Российской Федерации (с изменениями на 7 марта 2018 года)
РОССИЙСКАЯ ФЕДЕРАЦИЯ
ФЕДЕРАЛЬНЫЙ ЗАКОН
Об образовании в Российской Федерации
(с изменениями на 7 марта 2018 года)
-----
Принят
Государственной Думой
21 декабря 2012 года
Одобрен
Советом Федерации
26 декабря 2012 года
Комментарий к Федеральному закону от 29 декабря 2012 года N 273-ФЗ "Об образовании в Российской Федерации"
Глава 1. Общие положения (статьи 1 - 9)
Статья 1. Предмет регулирования настоящего Федерального закона
1. Предметом регулирования настоящего Федерального закона являются общественные отношения, возникающие в сфере образования в связи с реализацией права на образование, обеспечением государственных гарантий прав и свобод человека в сфере образования и созданием условий для реализации права на образование (далее - отношения в сфере образования).
2. Настоящий Федеральный закон устанавливает правовые, организационные и экономические основы образования в Российской Федерации, основные принципы государственной политики Российской Федерации в сфере образования, общие правила функционирования системы образования и осуществления образовательной деятельности, определяет правовое положение участников отношений в сфере образования.
Комментарий к статье 1
Статья 2. Основные понятия, используемые в настоящем Федеральном законе
Для целей настоящего Федерального закона применяются следующие основные понятия:
1) образование - единый целенаправленный процесс воспитания и обучения, являющийся общественно значимым благом и осуществляемый в интересах человека, семьи, общества и государства, а также совокупность приобретаемых знаний, умений, навыков, ценностных установок, опыта деятельности и компетенции определенных объема и сложности в целях интеллектуального, духовно-нравственного, творческого, физического и (или) профессионального развития человека, удовлетворения его образовательных потребностей и интересов;
2) воспитание - деятельность, направленная на развитие личности, создание условий для самоопределения и социализации обучающегося на основе социокультурных, духовно-нравственных ценностей и принятых в обществе правил и норм поведения в интересах человека, семьи, общества и государства;
3) обучение - целенаправленный процесс организации деятельности обучающихся по овладению знаниями, умениями, навыками и компетенцией, приобретению опыта деятельности, развитию способностей, приобретению опыта применения знаний в повседневной жизни и формированию у обучающихся мотивации получения образования в течение всей жизни;
4) уровень образования - завершенный цикл образования, характеризующийся определенной единой совокупностью требований;
5) квалификация - уровень знаний, умений, навыков и компетенции, характеризующий подготовленность к выполнению определенного вида профессиональной деятельности;
6) федеральный государственный образовательный стандарт - совокупность обязательных требований к образованию определенного уровня и (или) к профессии, специальности и направлению подготовки, утвержденных федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
7) образовательный стандарт - совокупность обязательных требований к высшему образованию по специальностям и направлениям подготовки, утвержденных образовательными организациями высшего образования, определенными настоящим Федеральным законом или указом Президента Российской Федерации;
8) федеральные государственные требования - обязательные требования к минимуму содержания, структуре дополнительных предпрофессиональных программ, условиям их реализации и срокам обучения по этим программам, утверждаемые в соответствии с настоящим Федеральным законом уполномоченными федеральными органами исполнительной власти;
9) образовательная программа - комплекс основных характеристик образования (объем, содержание, планируемые результаты), организационно-педагогических условий и в случаях, предусмотренных настоящим Федеральным законом, форм аттестации, который представлен в виде учебного плана, календарного учебного графика, рабочих программ учебных предметов, курсов, дисциплин (модулей), иных компонентов, а также оценочных и методических материалов;
10) примерная основная образовательная программа - учебно-методическая документация (примерный учебный план, примерный календарный учебный график, примерные рабочие программы учебных предметов, курсов, дисциплин (модулей), иных компонентов), определяющая рекомендуемые объем и содержание образования определенного уровня и (или) определенной направленности, планируемые результаты освоения образовательной программы, примерные условия образовательной деятельности, включая примерные расчеты нормативных затрат оказания государственных услуг по реализации образовательной программы;
11) общее образование - вид образования, который направлен на развитие личности и приобретение в процессе освоения основных общеобразовательных программ знаний, умений, навыков и формирование компетенции, необходимых для жизни человека в обществе, осознанного выбора профессии и получения профессионального образования;
12) профессиональное образование - вид образования, который направлен на приобретение обучающимися в процессе освоения основных профессиональных образовательных программ знаний, умений, навыков и формирование компетенции определенных уровня и объема, позволяющих вести профессиональную деятельность в определенной сфере и (или) выполнять работу по конкретным профессии или специальности;
13) профессиональное обучение - вид образования, который направлен на приобретение обучающимися знаний, умений, навыков и формирование компетенции, необходимых для выполнения определенных трудовых, служебных функций (определенных видов трудовой, служебной деятельности, профессий);
14) дополнительное образование - вид образования, который направлен на всестороннее удовлетворение образовательных потребностей человека в интеллектуальном, духовно-нравственном, физическом и (или) профессиональном совершенствовании и не сопровождается повышением уровня образования;
15) обучающийся - физическое лицо, осваивающее образовательную программу;
16) обучающийся с ограниченными возможностями здоровья - физическое лицо, имеющее недостатки в физическом и (или) психологическом развитии, подтвержденные психолого-медико-педагогической комиссией и препятствующие получению образования без создания специальных условий;
17) образовательная деятельность - деятельность по реализации образовательных программ;
18) образовательная организация - некоммерческая организация, осуществляющая на основании лицензии образовательную деятельность в качестве основного вида деятельности в соответствии с целями, ради достижения которых такая организация создана;
19) организация, осуществляющая обучение, - юридическое лицо, осуществляющее на основании лицензии наряду с основной деятельностью образовательную деятельность в качестве дополнительного вида деятельности;
20) организации, осуществляющие образовательную деятельность, - образовательные организации, а также организации, осуществляющие обучение. В целях настоящего Федерального закона к организациям, осуществляющим образовательную деятельность, приравниваются индивидуальные предприниматели, осуществляющие образовательную деятельность, если иное не установлено настоящим Федеральным законом;
21) педагогический работник - физическое лицо, которое состоит в трудовых, служебных отношениях с организацией, осуществляющей образовательную деятельность, и выполняет обязанности по обучению, воспитанию обучающихся и (или) организации образовательной деятельности;
22) учебный план - документ, который определяет перечень, трудоемкость, последовательность и распределение по периодам обучения учебных предметов, курсов, дисциплин (модулей), практики, иных видов учебной деятельности и, если иное не установлено настоящим Федеральным законом, формы промежуточной аттестации обучающихся;
23) индивидуальный учебный план - учебный план, обеспечивающий освоение образовательной программы на основе индивидуализации ее содержания с учетом особенностей и образовательных потребностей конкретного обучающегося;
24) практика - вид учебной деятельности, направленной на формирование, закрепление, развитие практических навыков и компетенции в процессе выполнения определенных видов работ, связанных с будущей профессиональной деятельностью;
25) направленность (профиль) образования - ориентация образовательной программы на конкретные области знания и (или) виды деятельности, определяющая ее предметно-тематическое содержание, преобладающие виды учебной деятельности обучающегося и требования к результатам освоения образовательной программы;
26) средства обучения и воспитания - приборы, оборудование, включая спортивное оборудование и инвентарь, инструменты (в том числе музыкальные), учебно-наглядные пособия, компьютеры, информационно-телекоммуникационные сети, аппаратно-программные и аудиовизуальные средства, печатные и электронные образовательные и информационные ресурсы и иные материальные объекты, необходимые для организации образовательной деятельности;
27) инклюзивное образование - обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей;
28) адаптированная образовательная программа - образовательная программа, адаптированная для обучения лиц с ограниченными возможностями здоровья с учетом особенностей их психофизического развития, индивидуальных возможностей и при необходимости обеспечивающая коррекцию нарушений развития и социальную адаптацию указанных лиц;
29) качество образования - комплексная характеристика образовательной деятельности и подготовки обучающегося, выражающая степень их соответствия федеральным государственным образовательным стандартам, образовательным стандартам, федеральным государственным требованиям и (или) потребностям физического или юридического лица, в интересах которого осуществляется образовательная деятельность, в том числе степень достижения планируемых результатов образовательной программы;
30) отношения в сфере образования - совокупность общественных отношений по реализации права граждан на образование, целью которых является освоение обучающимися содержания образовательных программ (образовательные отношения), и общественных отношений, которые связаны с образовательными отношениями и целью которых является создание условий для реализации прав граждан на образование;
31) участники образовательных отношений - обучающиеся, родители (законные представители) несовершеннолетних обучающихся, педагогические работники и их представители, организации, осуществляющие образовательную деятельность;
32) участники отношений в сфере образования - участники образовательных отношений и федеральные государственные органы, органы государственной власти субъектов Российской Федерации, органы местного самоуправления, работодатели и их объединения;
33) конфликт интересов педагогического работника - ситуация, при которой у педагогического работника при осуществлении им профессиональной деятельности возникает личная заинтересованность в получении материальной выгоды или иного преимущества и которая влияет или может повлиять на надлежащее исполнение педагогическим работником профессиональных обязанностей вследствие противоречия между его личной заинтересованностью и интересами обучающегося, родителей (законных представителей) несовершеннолетних обучающихся;
34) присмотр и уход за детьми - комплекс мер по организации питания и хозяйственно-бытового обслуживания детей, обеспечению соблюдения ими личной гигиены и режима дня.
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Статья 3. Основные принципы государственной политики и правового регулирования отношений в сфере образования
1. Государственная политика и правовое регулирование отношений в сфере образования основываются на следующих принципах:
1) признание приоритетности образования;
2) обеспечение права каждого человека на образование, недопустимость дискриминации в сфере образования;
3) гуманистический характер образования, приоритет жизни и здоровья человека, прав и свобод личности, свободного развития личности, воспитание взаимоуважения, трудолюбия, гражданственности, патриотизма, ответственности, правовой культуры, бережного отношения к природе и окружающей среде, рационального природопользования;
4) единство образовательного пространства на территории Российской Федерации, защита и развитие этнокультурных особенностей и традиций народов Российской Федерации в условиях многонационального государства;
5) создание благоприятных условий для интеграции системы образования Российской Федерации с системами образования других государств на равноправной и взаимовыгодной основе;
6) светский характер образования в государственных, муниципальных организациях, осуществляющих образовательную деятельность;
7) свобода выбора получения образования согласно склонностям и потребностям человека, создание условий для самореализации каждого человека, свободное развитие его способностей, включая предоставление права выбора форм получения образования, форм обучения, организации, осуществляющей образовательную деятельность, направленности образования в пределах, предоставленных системой образования, а также предоставление педагогическим работникам свободы в выборе форм обучения, методов обучения и воспитания;
8) обеспечение права на образование в течение всей жизни в соответствии с потребностями личности, адаптивность системы образования к уровню подготовки, особенностям развития, способностям и интересам человека;
9) автономия образовательных организаций, академические права и свободы педагогических работников и обучающихся, предусмотренные настоящим Федеральным законом, информационная открытость и публичная отчетность образовательных организаций;
10) демократический характер управления образованием, обеспечение прав педагогических работников, обучающихся, родителей (законных представителей) несовершеннолетних обучающихся на участие в управлении образовательными организациями;
11) недопустимость ограничения или устранения конкуренции в сфере образования;
12) сочетание государственного и договорного регулирования отношений в сфере образования.
2. Правительство Российской Федерации ежегодно в рамках обеспечения проведения единой государственной политики в сфере образования представляет Федеральному Собранию Российской Федерации доклад о реализации государственной политики в сфере образования и опубликовывает его на официальном сайте Правительства Российской Федерации в информационно-телекоммуникационной сети "Интернет" (далее - сеть "Интернет").
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Статья 4. Правовое регулирование отношений в сфере образования
1. Отношения в сфере образования регулируются Конституцией Российской Федерации, настоящим Федеральным законом, а также другими федеральными законами, иными нормативными правовыми актами Российской Федерации, законами и иными нормативными правовыми актами субъектов Российской Федерации, содержащими нормы, регулирующие отношения в сфере образования (далее - законодательство об образовании).
2. Целями правового регулирования отношений в сфере образования являются установление государственных гарантий, механизмов реализации прав и свобод человека в сфере образования, создание условий развития системы образования, защита прав и интересов участников отношений в сфере образования.
3. Основными задачами правового регулирования отношений в сфере образования являются:
1) обеспечение и защита конституционного права граждан Российской Федерации на образование;
2) создание правовых, экономических и финансовых условий для свободного функционирования и развития системы образования Российской Федерации;
3) создание правовых гарантий для согласования интересов участников отношений в сфере образования;
4) определение правового положения участников отношений в сфере образования;
5) создание условий для получения образования в Российской Федерации иностранными гражданами и лицами без гражданства;
6) разграничение полномочий в сфере образования между федеральными органами государственной власти, органами государственной власти субъектов Российской Федерации и органами местного самоуправления.
4. Нормы, регулирующие отношения в сфере образования и содержащиеся в других федеральных законах и иных нормативных правовых актах Российской Федерации, законах и иных нормативных правовых актах субъектов Российской Федерации, правовых актах органов местного самоуправления, должны соответствовать настоящему Федеральному закону и не могут ограничивать права или снижать уровень предоставления гарантий по сравнению с гарантиями, установленными настоящим Федеральным законом.
5. В случае несоответствия норм, регулирующих отношения в сфере образования и содержащихся в других федеральных законах и иных нормативных правовых актах Российской Федерации, законах и иных нормативных правовых актах субъектов Российской Федерации, правовых актах органов местного самоуправления, нормам настоящего Федерального закона применяются нормы настоящего Федерального закона, если иное не установлено настоящим Федеральным законом.
6. В случае, если международным договором Российской Федерации установлены иные правила, чем те, которые предусмотрены настоящим Федеральным законом, применяются правила международного договора.
7. Действие законодательства об образовании распространяется на все организации, осуществляющие образовательную деятельность на территории Российской Федерации.
8. Законодательство об образовании в отношении Московского государственного университета имени М.В.Ломоносова, Санкт-Петербургского государственного университета, а также организаций, расположенных на территории инновационного центра "Сколково", на территории международного медицинского кластера, на территориях опережающего социально-экономического развития, на территории свободного порта Владивосток, на территориях инновационных научно-технологических центров и осуществляющих образовательную деятельность, применяется с учетом особенностей, установленных специальными федеральными законами.
(Часть в редакции, введенной в действие с 30 июня 2015 года Федеральным законом от 29 июня 2015 года N 160-ФЗ; в редакции, введенной в действие Федеральным законом от 13 июля 2015 года N 213-ФЗ; в редакции, введенной в действие с 10 августа 2017 года Федеральным законом от 29 июля 2017 года N 216-ФЗ.
9. На граждан, проходящих федеральную государственную службу на должностях педагогических и научно-педагогических работников, на граждан, проходящих федеральную государственную службу и являющихся обучающимися, действие законодательства об образовании распространяется с особенностями, предусмотренными федеральными законами и иными нормативными правовыми актами Российской Федерации о государственной службе, а на военнослужащих, проходящих военную службу по призыву, - с особенностями, предусмотренными федеральными законами и иными нормативными правовыми актами Российской Федерации о статусе военнослужащих.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
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Статья 5. Право на образование. Государственные гарантии реализации права на образование в Российской Федерации
1. В Российской Федерации гарантируется право каждого человека на образование.
2. Право на образование в Российской Федерации гарантируется независимо от пола, расы, национальности, языка, происхождения, имущественного, социального и должностного положения, места жительства, отношения к религии, убеждений, принадлежности к общественным объединениям, а также других обстоятельств.
3. В Российской Федерации гарантируются общедоступность и бесплатность в соответствии с федеральными государственными образовательными стандартами дошкольного, начального общего, основного общего и среднего общего образования, среднего профессионального образования, а также на конкурсной основе бесплатность высшего образования, если образование данного уровня гражданин получает впервые.
4. В Российской Федерации реализация права каждого человека на образование обеспечивается путем создания федеральными государственными органами, органами государственной власти субъектов Российской Федерации и органами местного самоуправления соответствующих социально-экономических условий для его получения, расширения возможностей удовлетворять потребности человека в получении образования различных уровня и направленности в течение всей жизни.
5. В целях реализации права каждого человека на образование федеральными государственными органами, органами государственной власти субъектов Российской Федерации и органами местного самоуправления:
1) создаются необходимые условия для получения без дискриминации качественного образования лицами с ограниченными возможностями здоровья, для коррекции нарушений развития и социальной адаптации, оказания ранней коррекционной помощи на основе специальных педагогических подходов и наиболее подходящих для этих лиц языков, методов и способов общения и условия, в максимальной степени способствующие получению образования определенного уровня и определенной направленности, а также социальному развитию этих лиц, в том числе посредством организации инклюзивного образования лиц с ограниченными возможностями здоровья;
2) оказывается содействие лицам, которые проявили выдающиеся способности и к которым в соответствии с настоящим Федеральным законом относятся обучающиеся, показавшие высокий уровень интеллектуального развития и творческих способностей в определенной сфере учебной и научно-исследовательской деятельности, в научно-техническом и художественном творчестве, в физической культуре и спорте;
3) осуществляется полностью или частично финансовое обеспечение содержания лиц, нуждающихся в социальной поддержке в соответствии с законодательством Российской Федерации, в период получения ими образования.
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Статья 6. Полномочия федеральных органов государственной власти в сфере образования
1. К полномочиям федеральных органов государственной власти в сфере образования относятся:
1) разработка и проведение единой государственной политики в сфере образования;
2) организация предоставления высшего образования, включая обеспечение государственных гарантий реализации права на получение на конкурсной основе бесплатно высшего образования;
3) организация предоставления дополнительного профессионального образования в федеральных государственных образовательных организациях;
4) разработка, утверждение и реализация государственных программ Российской Федерации, федеральных целевых программ, реализация международных программ в сфере образования;
5) создание, реорганизация, ликвидация федеральных государственных образовательных организаций, осуществление функций и полномочий учредителя федеральных государственных образовательных организаций;
6) утверждение федеральных государственных образовательных стандартов, установление федеральных государственных требований;
7) лицензирование образовательной деятельности:
а) организаций, осуществляющих образовательную деятельность по образовательным программам высшего образования;
б) федеральных государственных профессиональных образовательных организаций, реализующих образовательные программы среднего профессионального образования в сферах обороны, производства продукции по оборонному заказу, внутренних дел, деятельности войск национальной гвардии Российской Федерации, безопасности, ядерной энергетики, транспорта и связи, наукоемкого производства по специальностям, перечень которых утверждается Правительством Российской Федерации;
(Подпункт в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
в) российских образовательных организаций, расположенных за пределами территории Российской Федерации, образовательных организаций, созданных в соответствии с международными договорами Российской Федерации, а также осуществляющих образовательную деятельность дипломатических представительств и консульских учреждений Российской Федерации, представительств Российской Федерации при международных (межгосударственных, межправительственных) организациях;
г) иностранных образовательных организаций, осуществляющих образовательную деятельность по месту нахождения филиала на территории Российской Федерации;
8) государственная аккредитация образовательной деятельности организаций, осуществляющих образовательную деятельность и указанных в пункте 7 настоящей части, а также иностранных образовательных организаций, осуществляющих образовательную деятельность за пределами территории Российской Федерации;
9) государственный контроль (надзор) в сфере образования за деятельностью организаций, указанных в пункте 7 настоящей части, а также органов исполнительной власти субъектов Российской Федерации, осуществляющих государственное управление в сфере образования;
10) формирование и ведение федеральных информационных систем, федеральных баз данных в сфере образования, в том числе обеспечение конфиденциальности содержащихся в них персональных данных в соответствии с законодательством Российской Федерации;
11) установление и присвоение государственных наград, почетных званий, ведомственных наград и званий работникам системы образования;
12) разработка прогнозов подготовки кадров, требований к подготовке кадров на основе прогноза потребностей рынка труда;
13) обеспечение осуществления мониторинга в системе образования на федеральном уровне;
13_1) создание условий для организации проведения независимой оценки качества образовательной деятельности организаций, осуществляющих образовательную деятельность;
(Пункт дополнительно включен с 21 октября 2014 года Федеральным законом от 21 июля 2014 года N 256-ФЗ)
14) осуществление иных полномочий в сфере образования, установленных в соответствии с настоящим Федеральным законом.
2. Федеральные государственные органы вправе обеспечивать в федеральных государственных образовательных организациях организацию предоставления общедоступного и бесплатного общего и среднего профессионального образования, а также организацию предоставления дополнительного образования детей.
(Часть в редакции, введенной в действие с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 313-ФЗ.
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Статья 7. Полномочия Российской Федерации в сфере образования, переданные для осуществления органам государственной власти субъектов Российской Федерации
1. К полномочиям Российской Федерации в сфере образования, переданным для осуществления органам государственной власти субъектов Российской Федерации (далее также - переданные полномочия), относятся следующие полномочия:
1) государственный контроль (надзор) в сфере образования за деятельностью организаций, осуществляющих образовательную деятельность на территории субъекта Российской Федерации (за исключением организаций, указанных в пункте 7 части 1 статьи 6 настоящего Федерального закона), а также органов местного самоуправления, осуществляющих управление в сфере образования на соответствующей территории;
2) лицензирование образовательной деятельности организаций, осуществляющих образовательную деятельность на территории субъекта Российской Федерации (за исключением организаций, указанных в пункте 7 части 1 статьи 6 настоящего Федерального закона);
3) государственная аккредитация образовательной деятельности организаций, осуществляющих образовательную деятельность на территории субъекта Российской Федерации (за исключением организаций, указанных в пункте 7 части 1 статьи 6 настоящего Федерального закона);
4) подтверждение документов об образовании и (или) о квалификации.
2. Финансовое обеспечение осуществления переданных полномочий, за исключением полномочий, указанных в части 10 настоящей статьи, осуществляется за счет субвенций из федерального бюджета, а также в пределах бюджетных ассигнований, предусмотренных в бюджете субъекта Российской Федерации на указанные цели не менее чем в размере планируемых поступлений в бюджет субъекта Российской Федерации от уплаты государственной пошлины, связанной с осуществлением переданных полномочий и зачисляемой в бюджет субъекта Российской Федерации в соответствии с Бюджетным кодексом Российской Федерации.
3. Общий размер субвенций из федерального бюджета бюджетам субъектов Российской Федерации на осуществление переданных полномочий определяется на основании методики, утвержденной Правительством Российской Федерации, исходя из:
1) количества муниципальных районов и городских округов на территории субъекта Российской Федерации, внутригородских муниципальных образований городов федерального значения Москвы, Санкт-Петербурга и Севастополя;
(Пункт в редакции, введенной в действие Федеральным законом от 5 мая 2014 года N 84-ФЗ.
2) количества организаций, осуществляющих образовательную деятельность, и их филиалов, в отношении которых полномочия по государственному контролю (надзору) в сфере образования, лицензированию образовательной деятельности и государственной аккредитации образовательной деятельности переданы органам государственной власти субъектов Российской Федерации.
4. Средства на осуществление переданных полномочий носят целевой характер и не могут быть использованы на другие цели.
5. В случае использования средств, предусмотренных на осуществление переданных полномочий, не по целевому назначению федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в финансово-бюджетной сфере, осуществляет взыскание указанных средств в порядке, установленном бюджетным законодательством Российской Федерации.
6. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования:
1) принимает нормативные правовые акты по вопросам осуществления переданных полномочий, в том числе административные регламенты предоставления государственных услуг и исполнения государственных функций в сфере переданных полномочий, а также вправе устанавливать целевые прогнозные показатели осуществления переданных полномочий;
2) осуществляет согласование назначения на должность руководителей органов исполнительной власти субъекта Российской Федерации, осуществляющих переданные полномочия;
3) по представлению федерального органа исполнительной власти, осуществляющего функции по контролю и надзору в сфере образования, вносит в Правительство Российской Федерации предложения об изъятии полномочий Российской Федерации в сфере образования, переданных для осуществления органам государственной власти субъектов Российской Федерации, у органов государственной власти субъектов Российской Федерации;
4) по результатам ежегодного доклада об осуществлении органами государственной власти субъектов Российской Федерации переданных полномочий подготавливает предложения о совершенствовании законодательства об образовании.
7. Федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования:
1) осуществляет контроль за нормативно-правовым регулированием, осуществляемым органами государственной власти субъектов Российской Федерации по вопросам переданных полномочий, с правом направления обязательных для исполнения предписаний об отмене нормативных правовых актов или о внесении в них изменений;
2) осуществляет контроль и надзор за полнотой и качеством осуществления органами государственной власти субъектов Российской Федерации переданных полномочий с правом проведения проверок соответствующих органов государственной власти субъектов Российской Федерации, а также указанных в пункте 1 части 1 настоящей статьи организаций, осуществляющих образовательную деятельность, и обладает правом выдачи обязательных для исполнения предписаний об устранении выявленных нарушений, направления предложений об отстранении от должности должностных лиц органов исполнительной власти субъектов Российской Федерации, осуществляющих переданные полномочия, за неисполнение или ненадлежащее исполнение указанных полномочий;
3) осуществляет согласование структуры органов исполнительной власти субъектов Российской Федерации, осуществляющих переданные полномочия;
4) издает методические рекомендации и обязательные для исполнения инструктивные материалы по осуществлению органами исполнительной власти субъектов Российской Федерации переданных полномочий;
5) устанавливает требования к содержанию и формам отчетности, а также порядок представления отчетности об осуществлении переданных полномочий;
6) анализирует причины выявленных нарушений при осуществлении переданных полномочий, принимает меры по устранению выявленных нарушений;
7) представляет в федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, ежегодный доклад об осуществлении органами государственной власти субъектов Российской Федерации переданных полномочий.
8. Высшее должностное лицо субъекта Российской Федерации (руководитель высшего исполнительного органа государственной власти субъекта Российской Федерации):
1) назначает на должность руководителей органов исполнительной власти субъекта Российской Федерации, осуществляющих переданные полномочия, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
2) утверждает по согласованию с федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, структуру органов исполнительной власти субъекта Российской Федерации, осуществляющих переданные полномочия;
3) организует деятельность по осуществлению переданных полномочий в соответствии с законодательством об образовании;
4) обеспечивает предоставление в федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования:
а) ежеквартального отчета о расходовании предоставленных субвенций, о достижении целевых прогнозных показателей;
б) необходимого количества экземпляров нормативных правовых актов, принимаемых органами государственной власти субъекта Российской Федерации, по вопросам переданных полномочий;
в) информации (в том числе баз данных), необходимой для формирования и ведения федеральных баз данных по вопросам контроля и надзора в сфере образования;
5) имеет право до принятия нормативных правовых актов, указанных в пункте 1 части 6 настоящей статьи, утверждать административные регламенты предоставления государственных услуг и исполнения государственных функций в сфере переданных полномочий, если данные регламенты не противоречат нормативным правовым актам Российской Федерации (в том числе не содержат не предусмотренные такими актами дополнительные требования и ограничения в части реализации прав и свобод граждан, прав и законных интересов организаций) и разрабатываются с учетом требований к регламентам предоставления федеральными органами исполнительной власти государственных услуг и исполнения государственных функций.
9. Контроль за расходованием средств на осуществление переданных полномочий осуществляется в пределах установленной компетенции федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в финансово-бюджетной сфере, федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, Счетной палатой Российской Федерации.
10. Финансовое обеспечение осуществления переданных полномочий по подтверждению документов об образовании и (или) о квалификации осуществляется в пределах бюджетных ассигнований, предусмотренных в бюджете субъекта Российской Федерации на указанные цели не менее чем в размере планируемых поступлений в бюджет субъекта Российской Федерации от уплаты государственной пошлины, связанной с осуществлением переданных полномочий и зачисляемой в бюджет субъекта Российской Федерации в соответствии с Бюджетным кодексом Российской Федерации.
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Статья 8. Полномочия органов государственной власти субъектов Российской Федерации в сфере образования
1. К полномочиям органов государственной власти субъектов Российской Федерации в сфере образования относятся:
1) разработка и реализация региональных программ развития образования с учетом региональных социально-экономических, экологических, демографических, этнокультурных и других особенностей субъектов Российской Федерации;
2) создание, реорганизация, ликвидация образовательных организаций субъектов Российской Федерации, осуществление функций и полномочий учредителей образовательных организаций субъектов Российской Федерации;
3) обеспечение государственных гарантий реализации прав на получение общедоступного и бесплатного дошкольного образования в муниципальных дошкольных образовательных организациях, общедоступного и бесплатного дошкольного, начального общего, основного общего, среднего общего образования в муниципальных общеобразовательных организациях, обеспечение дополнительного образования детей в муниципальных общеобразовательных организациях посредством предоставления субвенций местным бюджетам, включая расходы на оплату труда, приобретение учебников и учебных пособий, средств обучения, игр, игрушек (за исключением расходов на содержание зданий и оплату коммунальных услуг), в соответствии с нормативами, определяемыми органами государственной власти субъектов Российской Федерации;
4) организация предоставления общего образования в государственных образовательных организациях субъектов Российской Федерации;
5) создание условий для осуществления присмотра и ухода за детьми, содержания детей в государственных образовательных организациях субъектов Российской Федерации;
6) финансовое обеспечение получения дошкольного образования в частных дошкольных образовательных организациях, дошкольного, начального общего, основного общего, среднего общего образования в частных общеобразовательных организациях, осуществляющих образовательную деятельность по имеющим государственную аккредитацию основным общеобразовательным программам, посредством предоставления указанным образовательным организациям субсидий на возмещение затрат, включая расходы на оплату труда, приобретение учебников и учебных пособий, средств обучения, игр, игрушек (за исключением расходов на содержание зданий и оплату коммунальных услуг), в соответствии с нормативами, указанными в пункте 3 настоящей части;
7) организация предоставления среднего профессионального образования, включая обеспечение государственных гарантий реализации права на получение общедоступного и бесплатного среднего профессионального образования;
8) организация предоставления дополнительного образования детей в государственных образовательных организациях субъектов Российской Федерации;
9) организация предоставления дополнительного профессионального образования в государственных образовательных организациях субъектов Российской Федерации;
10) организация обеспечения муниципальных образовательных организаций и образовательных организаций субъектов Российской Федерации учебниками в соответствии с федеральным перечнем учебников, рекомендованных к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования организациями, осуществляющими образовательную деятельность, и учебными пособиями, допущенными к использованию при реализации указанных образовательных программ;
11) обеспечение осуществления мониторинга в системе образования на уровне субъектов Российской Федерации;
12) организация предоставления психолого-педагогической, медицинской и социальной помощи обучающимся, испытывающим трудности в освоении основных общеобразовательных программ, своем развитии и социальной адаптации;
12_1) создание условий для организации проведения независимой оценки качества образовательной деятельности организаций, осуществляющих образовательную деятельность;
(Пункт дополнительно включен с 21 октября 2014 года Федеральным законом от 21 июля 2014 года N 256-ФЗ)
13) осуществление иных установленных настоящим Федеральным законом полномочий в сфере образования.
2. Органы государственной власти субъектов Российской Федерации имеют право на дополнительное финансовое обеспечение мероприятий по организации питания обучающихся в муниципальных образовательных организациях и обучающихся в частных общеобразовательных организациях по имеющим государственную аккредитацию основным общеобразовательным программам, а также предоставление государственной поддержки дополнительного образования детей, в том числе финансовое обеспечение предоставления дополнительного образования детей в муниципальных образовательных организациях и частных образовательных организациях, реализующих дополнительные общеобразовательные программы для детей .
(Часть в редакции, введенной в действие с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 313-ФЗ.
3. Органы государственной власти субъектов Российской Федерации вправе обеспечивать организацию предоставления на конкурсной основе высшего образования в образовательных организациях высшего образования субъектов Российской Федерации.
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Статья 9. Полномочия органов местного самоуправления муниципальных районов и городских округов в сфере образования
1. К полномочиям органов местного самоуправления муниципальных районов и городских округов по решению вопросов местного значения в сфере образования относятся:
1) организация предоставления общедоступного и бесплатного дошкольного, начального общего, основного общего, среднего общего образования по основным общеобразовательным программам в муниципальных образовательных организациях (за исключением полномочий по финансовому обеспечению реализации основных общеобразовательных программ в соответствии с федеральными государственными образовательными стандартами);
2) организация предоставления дополнительного образования детей в муниципальных образовательных организациях (за исключением дополнительного образования детей, финансовое обеспечение которого осуществляется органами государственной власти субъекта Российской Федерации);
3) создание условий для осуществления присмотра и ухода за детьми, содержания детей в муниципальных образовательных организациях;
4) создание, реорганизация, ликвидация муниципальных образовательных организаций (за исключением создания органами местного самоуправления муниципальных районов муниципальных образовательных организаций высшего образования), осуществление функций и полномочий учредителей муниципальных образовательных организаций;
5) обеспечение содержания зданий и сооружений муниципальных образовательных организаций, обустройство прилегающих к ним территорий;
6) учет детей, подлежащих обучению по образовательным программам дошкольного, начального общего, основного общего и среднего общего образования, закрепление муниципальных образовательных организаций за конкретными территориями муниципального района, городского округа;
7) осуществление иных установленных настоящим Федеральным законом полномочий в сфере образования.
2. В субъектах Российской Федерации - городах федерального значения Москве, Санкт-Петербурге и Севастополе полномочия органов местного самоуправления внутригородских муниципальных образований в сфере образования, в том числе по закреплению образовательных организаций субъектов Российской Федерации за конкретными территориями, устанавливаются законами субъектов Российской Федерации - городов федерального значения Москвы, Санкт-Петербурга и Севастополя.
(Часть в редакции, введенной в действие Федеральным законом от 5 мая 2014 года N 84-ФЗ.
3. Органы местного самоуправления муниципальных районов имеют право на осуществление функций учредителей муниципальных образовательных организаций высшего образования, находящихся в их ведении по состоянию на 31 декабря 2008 года.
4. Органы местного самоуправления городских округов вправе обеспечивать организацию предоставления на конкурсной основе высшего образования в муниципальных образовательных организациях высшего образования.
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Глава 2. Система образования (статьи 10 - 20)
Статья 10. Структура системы образования
1. Система образования включает в себя:
1) федеральные государственные образовательные стандарты и федеральные государственные требования, образовательные стандарты, образовательные программы различных вида, уровня и (или) направленности;
2) организации, осуществляющие образовательную деятельность, педагогических работников, обучающихся и родителей (законных представителей) несовершеннолетних обучающихся;
3) федеральные государственные органы и органы государственной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, и органы местного самоуправления, осуществляющие управление в сфере образования, созданные ими консультативные, совещательные и иные органы;
4) организации, осуществляющие обеспечение образовательной деятельности, оценку качества образования;
5) объединения юридических лиц, работодателей и их объединений, общественные объединения, осуществляющие деятельность в сфере образования.
2. Образование подразделяется на общее образование, профессиональное образование, дополнительное образование и профессиональное обучение, обеспечивающие возможность реализации права на образование в течение всей жизни (непрерывное образование).
3. Общее образование и профессиональное образование реализуются по уровням образования.
4. В Российской Федерации устанавливаются следующие уровни общего образования:
1) дошкольное образование;
2) начальное общее образование;
3) основное общее образование;
4) среднее общее образование.
5. В Российской Федерации устанавливаются следующие уровни профессионального образования:
1) среднее профессиональное образование;
2) высшее образование - бакалавриат;
3) высшее образование - специалитет, магистратура;
4) высшее образование - подготовка кадров высшей квалификации.
6. Дополнительное образование включает в себя такие подвиды, как дополнительное образование детей и взрослых и дополнительное профессиональное образование.
7. Система образования создает условия для непрерывного образования посредством реализации основных образовательных программ и различных дополнительных образовательных программ, предоставления возможности одновременного освоения нескольких образовательных программ, а также учета имеющихся образования, квалификации, опыта практической деятельности при получении образования.
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Статья 11. Федеральные государственные образовательные стандарты и федеральные государственные требования. Образовательные стандарты
1. Федеральные государственные образовательные стандарты и федеральные государственные требования обеспечивают:
1) единство образовательного пространства Российской Федерации;
2) преемственность основных образовательных программ;
3) вариативность содержания образовательных программ соответствующего уровня образования, возможность формирования образовательных программ различных уровня сложности и направленности с учетом образовательных потребностей и способностей обучающихся;
4) государственные гарантии уровня и качества образования на основе единства обязательных требований к условиям реализации основных образовательных программ и результатам их освоения.
2. Федеральные государственные образовательные стандарты, за исключением федерального государственного образовательного стандарта дошкольного образования, образовательные стандарты являются основой объективной оценки соответствия установленным требованиям образовательной деятельности и подготовки обучающихся, освоивших образовательные программы соответствующего уровня и соответствующей направленности, независимо от формы получения образования и формы обучения.
3. Федеральные государственные образовательные стандарты включают в себя требования к:
1) структуре основных образовательных программ (в том числе соотношению обязательной части основной образовательной программы и части, формируемой участниками образовательных отношений) и их объему;
2) условиям реализации основных образовательных программ, в том числе кадровым, финансовым, материально-техническим и иным условиям;
3) результатам освоения основных образовательных программ.
4. Федеральными государственными образовательными стандартами устанавливаются сроки получения общего образования и профессионального образования с учетом различных форм обучения, образовательных технологий и особенностей отдельных категорий обучающихся.
5. Федеральные государственные образовательные стандарты общего образования разрабатываются по уровням образования, федеральные государственные образовательные стандарты профессионального образования могут разрабатываться также по профессиям, специальностям и направлениям подготовки по соответствующим уровням профессионального образования.
6. В целях обеспечения реализации права на образование обучающихся с ограниченными возможностями здоровья устанавливаются федеральные государственные образовательные стандарты образования указанных лиц или включаются в федеральные государственные образовательные стандарты специальные требования.
7. Формирование требований федеральных государственных образовательных стандартов профессионального образования к результатам освоения основных образовательных программ профессионального образования в части профессиональной компетенции осуществляется на основе соответствующих профессиональных стандартов (при наличии).
(Часть в редакции, введенной в действие с 1 июля 2016 года Федеральным законом от 2 мая 2015 года N 122-ФЗ.
8. Перечни профессий, специальностей и направлений подготовки с указанием квалификации, присваиваемой по соответствующим профессиям, специальностям и направлениям подготовки, порядок формирования этих перечней утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. При утверждении новых перечней профессий, специальностей и направлений подготовки федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, может устанавливаться соответствие указанных в этих перечнях отдельных профессий, специальностей и направлений подготовки профессиям, специальностям и направлениям подготовки, указанным в предыдущих перечнях профессий, специальностей и направлений подготовки.
9. Порядок разработки, утверждения федеральных государственных образовательных стандартов и внесения в них изменений устанавливается Правительством Российской Федерации.
10. Московский государственный университет имени М.В.Ломоносова, Санкт-Петербургский государственный университет, образовательные организации высшего образования, в отношении которых установлена категория "федеральный университет" или "национальный исследовательский университет", а также федеральные государственные образовательные организации высшего образования, перечень которых утверждается указом Президента Российской Федерации, вправе разрабатывать и утверждать самостоятельно образовательные стандарты по всем уровням высшего образования. Требования к условиям реализации и результатам освоения образовательных программ высшего образования, включенные в такие образовательные стандарты, не могут быть ниже соответствующих требований федеральных государственных образовательных стандартов.
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Статья 12. Образовательные программы
1. Образовательные программы определяют содержание образования. Содержание образования должно содействовать взаимопониманию и сотрудничеству между людьми, народами независимо от расовой, национальной, этнической, религиозной и социальной принадлежности, учитывать разнообразие мировоззренческих подходов, способствовать реализации права обучающихся на свободный выбор мнений и убеждений, обеспечивать развитие способностей каждого человека, формирование и развитие его личности в соответствии с принятыми в семье и обществе духовно-нравственными и социокультурными ценностями. Содержание профессионального образования и профессионального обучения должно обеспечивать получение квалификации.
2. В Российской Федерации по уровням общего и профессионального образования, по профессиональному обучению реализуются основные образовательные программы, по дополнительному образованию - дополнительные образовательные программы.
3. К основным образовательным программам относятся:
1) основные общеобразовательные программы - образовательные программы дошкольного образования, образовательные программы начального общего образования, образовательные программы основного общего образования, образовательные программы среднего общего образования;
2) основные профессиональные образовательные программы:
а) образовательные программы среднего профессионального образования - программы подготовки квалифицированных рабочих, служащих, программы подготовки специалистов среднего звена;
б) образовательные программы высшего образования - программы бакалавриата, программы специалитета, программы магистратуры, программы подготовки научно-педагогических кадров в аспирантуре (адъюнктуре), программы ординатуры, программы ассистентуры-стажировки;
3) основные программы профессионального обучения - программы профессиональной подготовки по профессиям рабочих, должностям служащих, программы переподготовки рабочих, служащих, программы повышения квалификации рабочих, служащих.
4. К дополнительным образовательным программам относятся:
1) дополнительные общеобразовательные программы - дополнительные общеразвивающие программы, дополнительные предпрофессиональные программы;
2) дополнительные профессиональные программы - программы повышения квалификации, программы профессиональной переподготовки.
5. Образовательные программы самостоятельно разрабатываются и утверждаются организацией, осуществляющей образовательную деятельность, если настоящим Федеральным законом не установлено иное.
6. Образовательные программы дошкольного образования разрабатываются и утверждаются организацией, осуществляющей образовательную деятельность, в соответствии с федеральным государственным образовательным стандартом дошкольного образования и с учетом соответствующих примерных образовательных программ дошкольного образования.
7. Организации, осуществляющие образовательную деятельность по имеющим государственную аккредитацию образовательным программам (за исключением образовательных программ высшего образования, реализуемых на основе образовательных стандартов, утвержденных образовательными организациями высшего образования самостоятельно), разрабатывают образовательные программы в соответствии с федеральными государственными образовательными стандартами и с учетом соответствующих примерных основных образовательных программ.
8. Образовательные организации высшего образования, имеющие в соответствии с настоящим Федеральным законом право самостоятельно разрабатывать и утверждать образовательные стандарты, разрабатывают соответствующие образовательные программы высшего образования на основе таких образовательных стандартов.
9. Примерные основные образовательные программы разрабатываются с учетом их уровня и направленности на основе федеральных государственных образовательных стандартов, если иное не установлено настоящим Федеральным законом.
10. Примерные основные образовательные программы включаются по результатам экспертизы в реестр примерных основных образовательных программ, являющийся государственной информационной системой. Информация, содержащаяся в реестре примерных основных образовательных программ, является общедоступной.
11. Порядок разработки примерных основных образовательных программ, проведения их экспертизы и ведения реестра примерных основных образовательных программ, особенности разработки, проведения экспертизы и включения в такой реестр примерных основных профессиональных образовательных программ, содержащих сведения, составляющие государственную тайну, и примерных основных профессиональных образовательных программ в области информационной безопасности, а также организации, которым предоставляется право ведения реестра примерных основных образовательных программ, устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, если иное не установлено настоящим Федеральным законом.
12. К экспертизе примерных основных общеобразовательных программ с учетом их уровня и направленности (в части учета региональных, национальных и этнокультурных особенностей) привлекаются уполномоченные органы государственной власти субъектов Российской Федерации.
13. Разработку примерных программ подготовки научно-педагогических кадров в адъюнктуре обеспечивают федеральные органы исполнительной власти и федеральные государственные органы, в которых законодательством Российской Федерации предусмотрены военная или иная приравненная к ней служба, служба в органах внутренних дел, служба в войсках национальной гвардии Российской Федерации, примерных программ ассистентуры-стажировки - федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, примерных программ ординатуры - федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ; в редакции, введенной в действие с 4 июля 2016 года Федеральным законом от 3 июля 2016 года N 305-ФЗ; в редакции, введенной в действие с 1 января 2017 года Федеральным законом от 4 июня 2014 года N 145-ФЗ.
14. Уполномоченными федеральными государственными органами в случаях, установленных настоящим Федеральным законом, разрабатываются и утверждаются примерные дополнительные профессиональные программы или типовые дополнительные профессиональные программы, в соответствии с которыми организациями, осуществляющими образовательную деятельность, разрабатываются соответствующие дополнительные профессиональные программы.
15. Уполномоченными федеральными государственными органами в случаях, установленных настоящим Федеральным законом, другими федеральными законами, разрабатываются и утверждаются примерные программы профессионального обучения или типовые программы профессионального обучения, в соответствии с которыми организациями, осуществляющими образовательную деятельность, разрабатываются соответствующие программы профессионального обучения.
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Статья 13. Общие требования к реализации образовательных программ
1. Образовательные программы реализуются организацией, осуществляющей образовательную деятельность, как самостоятельно, так и посредством сетевых форм их реализации.
2. При реализации образовательных программ используются различные образовательные технологии, в том числе дистанционные образовательные технологии, электронное обучение.
3. При реализации образовательных программ организацией, осуществляющей образовательную деятельность, может применяться форма организации образовательной деятельности, основанная на модульном принципе представления содержания образовательной программы и построения учебных планов, использовании соответствующих образовательных технологий.
4. Для определения структуры профессиональных образовательных программ и трудоемкости их освоения может применяться система зачетных единиц. Зачетная единица представляет собой унифицированную единицу измерения трудоемкости учебной нагрузки обучающегося, включающую в себя все виды его учебной деятельности, предусмотренные учебным планом (в том числе аудиторную и самостоятельную работу), практику.
5. Количество зачетных единиц по основной профессиональной образовательной программе по конкретным профессии, специальности или направлению подготовки устанавливается соответствующим федеральным государственным образовательным стандартом, образовательным стандартом. Количество зачетных единиц по дополнительной профессиональной программе устанавливается организацией, осуществляющей образовательную деятельность.
6. Основные профессиональные образовательные программы предусматривают проведение практики обучающихся.
7. Организация проведения практики, предусмотренной образовательной программой, осуществляется организациями, осуществляющими образовательную деятельность, на основе договоров с организациями, осуществляющими деятельность по образовательной программе соответствующего профиля. Практика может быть проведена непосредственно в организации, осуществляющей образовательную деятельность.
8. Положения о практике обучающихся, осваивающих основные профессиональные образовательные программы, и ее виды утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
9. Использование при реализации образовательных программ методов и средств обучения и воспитания, образовательных технологий, наносящих вред физическому или психическому здоровью обучающихся, запрещается.
10. Федеральные государственные органы, органы государственной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления, осуществляющие управление в сфере образования, не вправе изменять учебный план и календарный учебный график организаций, осуществляющих образовательную деятельность.
11. Порядок организации и осуществления образовательной деятельности по соответствующим образовательным программам различных уровня и (или) направленности или по соответствующему виду образования устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, если иное не установлено настоящим Федеральным законом.
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Статья 14. Язык образования
1. В Российской Федерации гарантируется получение образования на государственном языке Российской Федерации, а также выбор языка обучения и воспитания в пределах возможностей, предоставляемых системой образования.
2. В образовательных организациях образовательная деятельность осуществляется на государственном языке Российской Федерации, если настоящей статьей не установлено иное. Преподавание и изучение государственного языка Российской Федерации в рамках имеющих государственную аккредитацию образовательных программ осуществляются в соответствии с федеральными государственными образовательными стандартами, образовательными стандартами.
3. В государственных и муниципальных образовательных организациях, расположенных на территории республики Российской Федерации, может вводиться преподавание и изучение государственных языков республик Российской Федерации в соответствии с законодательством республик Российской Федерации. Преподавание и изучение государственных языков республик Российской Федерации в рамках имеющих государственную аккредитацию образовательных программ осуществляются в соответствии с федеральными государственными образовательными стандартами, образовательными стандартами. Преподавание и изучение государственных языков республик Российской Федерации не должны осуществляться в ущерб преподаванию и изучению государственного языка Российской Федерации.
4. Граждане Российской Федерации имеют право на получение дошкольного, начального общего и основного общего образования на родном языке из числа языков народов Российской Федерации, а также право на изучение родного языка из числа языков народов Российской Федерации в пределах возможностей, предоставляемых системой образования, в порядке, установленном законодательством об образовании. Реализация указанных прав обеспечивается созданием необходимого числа соответствующих образовательных организаций, классов, групп, а также условий для их функционирования. Преподавание и изучение родного языка из числа языков народов Российской Федерации в рамках имеющих государственную аккредитацию образовательных программ осуществляются в соответствии с федеральными государственными образовательными стандартами, образовательными стандартами.
5. Образование может быть получено на иностранном языке в соответствии с образовательной программой и в порядке, установленном законодательством об образовании и локальными нормативными актами организации, осуществляющей образовательную деятельность.
6. Язык, языки образования определяются локальными нормативными актами организации, осуществляющей образовательную деятельность по реализуемым ею образовательным программам, в соответствии с законодательством Российской Федерации.
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Статья 15. Сетевая форма реализации образовательных программ
1. Сетевая форма реализации образовательных программ (далее - сетевая форма) обеспечивает возможность освоения обучающимся образовательной программы с использованием ресурсов нескольких организаций, осуществляющих образовательную деятельность, в том числе иностранных, а также при необходимости с использованием ресурсов иных организаций. В реализации образовательных программ с использованием сетевой формы наряду с организациями, осуществляющими образовательную деятельность, также могут участвовать научные организации, медицинские организации, организации культуры, физкультурно-спортивные и иные организации, обладающие ресурсами, необходимыми для осуществления обучения, проведения учебной и производственной практики и осуществления иных видов учебной деятельности, предусмотренных соответствующей образовательной программой.
2. Использование сетевой формы реализации образовательных программ осуществляется на основании договора между организациями, указанными в части 1 настоящей статьи. Для организации реализации образовательных программ с использованием сетевой формы несколькими организациями, осуществляющими образовательную деятельность, такие организации также совместно разрабатывают и утверждают образовательные программы.
3. В договоре о сетевой форме реализации образовательных программ указываются:
1) вид, уровень и (или) направленность образовательной программы (часть образовательной программы определенных уровня, вида и направленности), реализуемой с использованием сетевой формы;
2) статус обучающихся в организациях, указанных в части 1 настоящей статьи, правила приема на обучение по образовательной программе, реализуемой с использованием сетевой формы, порядок организации академической мобильности обучающихся (для обучающихся по основным профессиональным образовательным программам), осваивающих образовательную программу, реализуемую с использованием сетевой формы;
3) условия и порядок осуществления образовательной деятельности по образовательной программе, реализуемой посредством сетевой формы, в том числе распределение обязанностей между организациями, указанными в части 1 настоящей статьи, порядок реализации образовательной программы, характер и объем ресурсов, используемых каждой организацией, реализующей образовательные программы посредством сетевой формы;
4) выдаваемые документ или документы об образовании и (или) о квалификации, документ или документы об обучении, а также организации, осуществляющие образовательную деятельность, которыми выдаются указанные документы;
5) срок действия договора, порядок его изменения и прекращения.
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Статья 16. Реализация образовательных программ с применением электронного обучения и дистанционных образовательных технологий
1. Под электронным обучением понимается организация образовательной деятельности с применением содержащейся в базах данных и используемой при реализации образовательных программ информации и обеспечивающих ее обработку информационных технологий, технических средств, а также информационно-телекоммуникационных сетей, обеспечивающих передачу по линиям связи указанной информации, взаимодействие обучающихся и педагогических работников. Под дистанционными образовательными технологиями понимаются образовательные технологии, реализуемые в основном с применением информационно-телекоммуникационных сетей при опосредованном (на расстоянии) взаимодействии обучающихся и педагогических работников.
2. Организации, осуществляющие образовательную деятельность, вправе применять электронное обучение, дистанционные образовательные технологии при реализации образовательных программ в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
3. При реализации образовательных программ с применением исключительно электронного обучения, дистанционных образовательных технологий в организации, осуществляющей образовательную деятельность, должны быть созданы условия для функционирования электронной информационно-образовательной среды, включающей в себя электронные информационные ресурсы, электронные образовательные ресурсы, совокупность информационных технологий, телекоммуникационных технологий, соответствующих технологических средств и обеспечивающей освоение обучающимися образовательных программ в полном объеме независимо от места нахождения обучающихся. Перечень профессий, специальностей и направлений подготовки, реализация образовательных программ по которым не допускается с применением исключительно электронного обучения, дистанционных образовательных технологий, утверждается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
4. При реализации образовательных программ с применением электронного обучения, дистанционных образовательных технологий местом осуществления образовательной деятельности является место нахождения организации, осуществляющей образовательную деятельность, или ее филиала независимо от места нахождения обучающихся.
5. При реализации образовательных программ с применением электронного обучения, дистанционных образовательных технологий организация, осуществляющая образовательную деятельность, обеспечивает защиту сведений, составляющих государственную или иную охраняемую законом тайну.
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Статья 17. Формы получения образования и формы обучения
1. В Российской Федерации образование может быть получено:
1) в организациях, осуществляющих образовательную деятельность;
2) вне организаций, осуществляющих образовательную деятельность (в форме семейного образования и самообразования).
2. Обучение в организациях, осуществляющих образовательную деятельность, с учетом потребностей, возможностей личности и в зависимости от объема обязательных занятий педагогического работника с обучающимися осуществляется в очной, очно-заочной или заочной форме.
3. Обучение в форме семейного образования и самообразования осуществляется с правом последующего прохождения в соответствии с частью 3 статьи 34 настоящего Федерального закона промежуточной и государственной итоговой аттестации в организациях, осуществляющих образовательную деятельность.
4. Допускается сочетание различных форм получения образования и форм обучения.
5. Формы получения образования и формы обучения по основной образовательной программе по каждому уровню образования, профессии, специальности и направлению подготовки определяются соответствующими федеральными государственными образовательными стандартами, образовательными стандартами, если иное не установлено настоящим Федеральным законом. Формы обучения по дополнительным образовательным программам и основным программам профессионального обучения определяются организацией, осуществляющей образовательную деятельность, самостоятельно, если иное не установлено законодательством Российской Федерации.
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Статья 18. Печатные и электронные образовательные и информационные ресурсы
1. В организациях, осуществляющих образовательную деятельность, в целях обеспечения реализации образовательных программ формируются библиотеки, в том числе цифровые (электронные) библиотеки, обеспечивающие доступ к профессиональным базам данных, информационным справочным и поисковым системам, а также иным информационным ресурсам. Библиотечный фонд должен быть укомплектован печатными и (или) электронными учебными изданиями (включая учебники и учебные пособия), методическими и периодическими изданиями по всем входящим в реализуемые основные образовательные программы учебным предметам, курсам, дисциплинам (модулям).
2. Нормы обеспеченности образовательной деятельности учебными изданиями в расчете на одного обучающегося по основной образовательной программе устанавливаются соответствующими федеральными государственными образовательными стандартами.
3. Учебные издания, используемые при реализации образовательных программ дошкольного образования, определяются организацией, осуществляющей образовательную деятельность, с учетом требований федеральных государственных образовательных стандартов, а также примерных образовательных программ дошкольного образования и примерных образовательных программ начального общего образования.
4. Организации, осуществляющие образовательную деятельность по имеющим государственную аккредитацию образовательным программам начального общего, основного общего, среднего общего образования, для использования при реализации указанных образовательных программ выбирают:
1) учебники из числа входящих в федеральный перечень учебников, рекомендуемых к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования;
2) учебные пособия, выпущенные организациями, входящими в перечень организаций, осуществляющих выпуск учебных пособий, которые допускаются к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования.
5. Федеральный перечень учебников, рекомендуемых к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования организациями, осуществляющими образовательную деятельность, включает в себя перечни учебников, рекомендуемых к использованию при реализации обязательной части основной образовательной программы и части, формируемой участниками образовательных отношений, в том числе учебников, обеспечивающих учет региональных и этнокультурных особенностей субъектов Российской Федерации, реализацию прав граждан на получение образования на родном языке из числа языков народов Российской Федерации и изучение родного языка из числа языков народов Российской Федерации и литературы народов России на родном языке.
6. Учебники включаются в федеральный перечень учебников, рекомендуемых к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования, по результатам экспертизы. В проведении указанной экспертизы учебников в целях обеспечения учета региональных и этнокультурных особенностей субъектов Российской Федерации, реализации прав граждан на получение образования на родном языке из числа языков народов Российской Федерации и изучение родного языка из числа языков народов Российской Федерации и литературы народов России на родном языке участвуют уполномоченные органы государственной власти субъектов Российской Федерации.
7. Порядок формирования федерального перечня учебников, рекомендуемых к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования, в том числе критерии и порядок проведения экспертизы, форма экспертного заключения, а также основания и порядок исключения учебников из указанного федерального перечня утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Порядок отбора организаций, осуществляющих выпуск учебных пособий, которые допускаются к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования, перечень таких организаций утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. В отборе организаций, осуществляющих выпуск учебных пособий по родному языку из числа языков народов Российской Федерации и литературе народов России на родном языке, участвуют уполномоченные органы государственной власти субъектов Российской Федерации.
9. При реализации профессиональных образовательных программ используются учебные издания, в том числе электронные, определенные организацией, осуществляющей образовательную деятельность.
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Статья 19. Научно-методическое и ресурсное обеспечение системы образования
1. В системе образования в соответствии с законодательством Российской Федерации могут создаваться и действовать осуществляющие обеспечение образовательной деятельности научно-исследовательские организации и проектные организации, конструкторские бюро, учебно-опытные хозяйства, опытные станции, а также организации, осуществляющие научно-методическое, методическое, ресурсное и информационно-технологическое обеспечение образовательной деятельности и управления системой образования, оценку качества образования.
2. В целях участия педагогических, научных работников, представителей работодателей в разработке федеральных государственных образовательных стандартов, примерных образовательных программ, координации действий организаций, осуществляющих образовательную деятельность, в обеспечении качества и развития содержания образования в системе образования могут создаваться учебно-методические объединения.
3. Учебно-методические объединения в системе образования создаются федеральными органами исполнительной власти и органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, и осуществляют свою деятельность в соответствии с положениями, утвержденными этими органами. Типовые положения об учебно-методических объединениях в системе образования утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
4. В состав учебно-методических объединений на добровольных началах входят педагогические работники, научные работники и другие работники организаций, осуществляющих образовательную деятельность, и иных организаций, действующих в системе образования, в том числе представители работодателей.
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Статья 20. Экспериментальная и инновационная деятельность в сфере образования
1. Экспериментальная и инновационная деятельность в сфере образования осуществляется в целях обеспечения модернизации и развития системы образования с учетом основных направлений социально-экономического развития Российской Федерации, реализации приоритетных направлений государственной политики Российской Федерации в сфере образования.
2. Экспериментальная деятельность направлена на разработку, апробацию и внедрение новых образовательных технологий, образовательных ресурсов и осуществляется в форме экспериментов, порядок и условия проведения которых определяются Правительством Российской Федерации.
3. Инновационная деятельность ориентирована на совершенствование научно-педагогического, учебно-методического, организационного, правового, финансово-экономического, кадрового, материально-технического обеспечения системы образования и осуществляется в форме реализации инновационных проектов и программ организациями, осуществляющими образовательную деятельность, и иными действующими в сфере образования организациями, а также их объединениями. При реализации инновационного проекта, программы должны быть обеспечены соблюдение прав и законных интересов участников образовательных отношений, предоставление и получение образования, уровень и качество которого не могут быть ниже требований, установленных федеральным государственным образовательным стандартом, федеральными государственными требованиями, образовательным стандартом.
4. В целях создания условий для реализации инновационных проектов и программ, имеющих существенное значение для обеспечения развития системы образования, организации, указанные в части 3 настоящей статьи и реализующие указанные инновационные проекты и программы, признаются федеральными или региональными инновационными площадками и составляют инновационную инфраструктуру в системе образования. Порядок формирования и функционирования инновационной инфраструктуры в системе образования (в том числе порядок признания организации федеральной инновационной площадкой), перечень федеральных инновационных площадок устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Порядок признания организаций, указанных в части 3 настоящей статьи, региональными инновационными площадками устанавливается органами государственной власти субъектов Российской Федерации.
5. Федеральные государственные органы и органы государственной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, в рамках своих полномочий создают условия для реализации инновационных образовательных проектов, программ и внедрения их результатов в практику.
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Глава 3. Лица, осуществляющие образовательную деятельность (статьи 21 - 32)
Статья 21. Образовательная деятельность
1. Образовательная деятельность осуществляется образовательными организациями и в случаях, установленных настоящим Федеральным законом, организациями, осуществляющими обучение, а также индивидуальными предпринимателями.
2. На организации, осуществляющие обучение, и индивидуальных предпринимателей, на их обучающихся, на педагогических работников, занятых в организациях, осуществляющих обучение, или у индивидуальных предпринимателей, распространяются права, социальные гарантии, обязанности и ответственность образовательных организаций, обучающихся и педагогических работников таких образовательных организаций.
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Статья 22. Создание, реорганизация, ликвидация образовательных организаций
1. Образовательная организация создается в форме, установленной гражданским законодательством для некоммерческих организаций.
2. Духовные образовательные организации создаются в порядке, установленном законодательством Российской Федерации о свободе совести, свободе вероисповедания и о религиозных объединениях.
3. Уполномоченный федеральный орган исполнительной власти, осуществляющий государственную регистрацию юридических лиц и индивидуальных предпринимателей (его территориальный орган), в порядке и в сроки, которые установлены законодательством о государственной регистрации юридических лиц и индивидуальных предпринимателей, уведомляет федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования, или орган исполнительной власти субъекта Российской Федерации, осуществляющий переданные полномочия Российской Федерации по лицензированию образовательной деятельности, о государственной регистрации образовательной организации.
4. Образовательная организация в зависимости от того, кем она создана, является государственной, муниципальной или частной.
5. Государственной образовательной организацией является образовательная организация, созданная Российской Федерацией или субъектом Российской Федерации.
6. Муниципальной образовательной организацией является образовательная организация, созданная муниципальным образованием (муниципальным районом или городским округом).
7. Частной образовательной организацией является образовательная организация, созданная в соответствии с законодательством Российской Федерации физическим лицом или физическими лицами и (или) юридическим лицом, юридическими лицами или их объединениями, за исключением иностранных религиозных организаций.
8. Образовательные организации, реализующие образовательные программы высшего образования в области обороны и безопасности государства, обеспечения законности и правопорядка, могут создаваться только Российской Федерацией.
9. Образовательные организации для обучающихся с девиантным (общественно опасным) поведением, нуждающихся в особых условиях воспитания, обучения и требующих специального педагогического подхода (специальные учебно-воспитательные учреждения открытого и закрытого типа) (далее - учебно-воспитательные учреждения), создаются Российской Федерацией или субъектом Российской Федерации.
10. Образовательная организация реорганизуется или ликвидируется в порядке, установленном гражданским законодательством, с учетом особенностей, предусмотренных законодательством об образовании.
11. Принятие федеральным органом исполнительной власти, органом исполнительной власти субъекта Российской Федерации или органом местного самоуправления решения о реорганизации или ликвидации государственной и (или) муниципальной образовательной организации допускается на основании положительного заключения комиссии по оценке последствий такого решения.
12. Принятие решения о реорганизации или ликвидации муниципальной общеобразовательной организации, расположенной в сельском поселении, не допускается без учета мнения жителей данного сельского поселения.
13. Порядок проведения оценки последствий принятия решения о реорганизации или ликвидации федеральной государственной образовательной организации, включая критерии этой оценки (по типам федеральных государственных образовательных организаций), порядок создания комиссии по оценке последствий такого решения и подготовки ею заключений устанавливаются Правительством Российской Федерации.
14. Порядок проведения оценки последствий принятия решения о реорганизации или ликвидации образовательной организации, находящейся в ведении субъекта Российской Федерации, муниципальной образовательной организации, включая критерии этой оценки (по типам данных образовательных организаций), порядок создания комиссии по оценке последствий такого решения и подготовки ею заключений устанавливаются уполномоченным органом государственной власти субъекта Российской Федерации.
15. Создание, реорганизация и ликвидация международных (межгосударственных) образовательных организаций осуществляются в соответствии с международными договорами Российской Федерации.
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Статья 23. Типы образовательных организаций
1. Образовательные организации подразделяются на типы в соответствии с образовательными программами, реализация которых является основной целью их деятельности.
2. В Российской Федерации устанавливаются следующие типы образовательных организаций, реализующих основные образовательные программы:
1) дошкольная образовательная организация - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по образовательным программам дошкольного образования, присмотр и уход за детьми;
2) общеобразовательная организация - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по образовательным программам начального общего, основного общего и (или) среднего общего образования;
3) профессиональная образовательная организация - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по образовательным программам среднего профессионального образования и (или) по программам профессионального обучения;
(Пункт в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
4) образовательная организация высшего образования - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по образовательным программам высшего образования и научную деятельность.
3. В Российской Федерации устанавливаются следующие типы образовательных организаций, реализующих дополнительные образовательные программы:
1) организация дополнительного образования - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по дополнительным общеобразовательным программам;
2) организация дополнительного профессионального образования - образовательная организация, осуществляющая в качестве основной цели ее деятельности образовательную деятельность по дополнительным профессиональным программам.
4. Образовательные организации, указанные в частях 2 и 3 настоящей статьи, вправе осуществлять образовательную деятельность по следующим образовательным программам, реализация которых не является основной целью их деятельности:
1) дошкольные образовательные организации - дополнительные общеразвивающие программы;
2) общеобразовательные организации - образовательные программы дошкольного образования, дополнительные общеобразовательные программы, программы профессионального обучения;
3) профессиональные образовательные организации - основные общеобразовательные программы, дополнительные общеобразовательные программы, дополнительные профессиональные программы;
(Пункт в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
4) образовательные организации высшего образования - основные общеобразовательные программы, образовательные программы среднего профессионального образования, программы профессионального обучения, дополнительные общеобразовательные программы, дополнительные профессиональные программы;
5) организации дополнительного образования - образовательные программы дошкольного образования, программы профессионального обучения;
6) организации дополнительного профессионального образования - программы подготовки научно-педагогических кадров, программы ординатуры, дополнительные общеобразовательные программы, программы профессионального обучения.
5. Наименование образовательной организации должно содержать указание на ее организационно-правовую форму и тип образовательной организации.
6. В наименовании образовательной организации могут использоваться наименования, указывающие на особенности осуществляемой образовательной деятельности (уровень и направленность образовательных программ, интеграция различных видов образовательных программ, содержание образовательной программы, специальные условия их реализации и (или) особые образовательные потребности обучающихся), а также дополнительно осуществляемые функции, связанные с предоставлением образования (содержание, лечение, реабилитация, коррекция, психолого-педагогическая поддержка, интернат, научно-исследовательская, технологическая деятельность и иные функции).
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Статья 24. Московский государственный университет имени М.В.Ломоносова, Санкт-Петербургский государственный университет. Категории образовательных организаций высшего образования
1. Московский государственный университет имени М.В.Ломоносова, Санкт-Петербургский государственный университет являются ведущими классическими университетами Российской Федерации. Особенности правового статуса Московского государственного университета имени М.В.Ломоносова и Санкт-Петербургского государственного университета определяются специальным федеральным законом.
2. В Российской Федерации в отношении образовательных организаций высшего образования Правительством Российской Федерации могут устанавливаться категории "федеральный университет" и "национальный исследовательский университет". При установлении образовательной организации высшего образования категории "федеральный университет" или "национальный исследовательский университет" в наименование такой организации включается указание на установленную категорию.
3. В целях обеспечения подготовки кадров для комплексного социально-экономического развития субъектов Российской Федерации Правительством Российской Федерации от имени Российской Федерации может быть создана образовательная организация высшего образования в форме автономного учреждения, которой устанавливается категория "федеральный университет". При создании федерального университета Правительство Российской Федерации учитывает предложения органов законодательной и исполнительной власти субъектов Российской Федерации, подготовленные на основании программ социально-экономического развития субъектов Российской Федерации.
4. Развитие федеральных университетов осуществляется в рамках программ, разработанных федеральными университетами, утвержденных Правительством Российской Федерации и предусматривающих условия осуществления и критерии оценки эффективности образовательной деятельности, интеграцию образовательной и научно-исследовательской деятельности, модернизацию и совершенствование материально-технической базы и социально-культурной инфраструктуры, интеграцию в мировое образовательное пространство.
5. Категория "национальный исследовательский университет" устанавливается образовательной организации высшего образования по результатам конкурсного отбора программ развития образовательных организаций высшего образования, направленных на кадровое обеспечение приоритетных направлений развития науки, технологий, техники, отраслей экономики, социальной сферы, на развитие и внедрение в производство высоких технологий. Порядок конкурсного отбора программ развития образовательных организаций высшего образования (в том числе условия их финансового обеспечения) устанавливается Правительством Российской Федерации. Перечень показателей, критерии и периодичность оценки эффективности реализации программ развития национальных исследовательских университетов устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
6. Образовательная организация высшего образования по результатам оценки эффективности реализации программ развития может быть лишена Правительством Российской Федерации категории "национальный исследовательский университет".
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Статья 25. Устав образовательной организации
1. Образовательная организация действует на основании устава, утвержденного в порядке, установленном законодательством Российской Федерации.
2. В уставе образовательной организации должна содержаться наряду с информацией, предусмотренной законодательством Российской Федерации, следующая информация:
1) тип образовательной организации;
2) учредитель или учредители образовательной организации;
3) виды реализуемых образовательных программ с указанием уровня образования и (или) направленности;
4) структура и компетенция органов управления образовательной организацией, порядок их формирования и сроки полномочий.
3. В образовательной организации должны быть созданы условия для ознакомления всех работников, обучающихся, родителей (законных представителей) несовершеннолетних обучающихся с ее уставом.
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Статья 26. Управление образовательной организацией
1. Управление образовательной организацией осуществляется в соответствии с законодательством Российской Федерации с учетом особенностей, установленных настоящим Федеральным законом.
2. Управление образовательной организацией осуществляется на основе сочетания принципов единоначалия и коллегиальности.
3. Единоличным исполнительным органом образовательной организации является руководитель образовательной организации (ректор, директор, заведующий, начальник или иной руководитель), который осуществляет текущее руководство деятельностью образовательной организации.
4. В образовательной организации формируются коллегиальные органы управления, к которым относятся общее собрание (конференция) работников образовательной организации (в профессиональной образовательной организации и образовательной организации высшего образования - общее собрание (конференция) работников и обучающихся образовательной организации), педагогический совет (в образовательной организации высшего образования - ученый совет), а также могут формироваться попечительский совет, управляющий совет, наблюдательный совет и другие коллегиальные органы управления, предусмотренные уставом соответствующей образовательной организации.
5. Структура, порядок формирования, срок полномочий и компетенция органов управления образовательной организацией, порядок принятия ими решений и выступления от имени образовательной организации устанавливаются уставом образовательной организации в соответствии с законодательством Российской Федерации.
6. В целях учета мнения обучающихся, родителей (законных представителей) несовершеннолетних обучающихся и педагогических работников по вопросам управления образовательной организацией и при принятии образовательной организацией локальных нормативных актов, затрагивающих их права и законные интересы, по инициативе обучающихся, родителей (законных представителей) несовершеннолетних обучающихся и педагогических работников в образовательной организации:
1) создаются советы обучающихся (в профессиональной образовательной организации и образовательной организации высшего образования - студенческие советы), советы родителей (законных представителей) несовершеннолетних обучающихся или иные органы (далее - советы обучающихся, советы родителей);
2) действуют профессиональные союзы обучающихся и (или) работников образовательной организации (далее - представительные органы обучающихся, представительные органы работников).
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Статья 27. Структура образовательной организации
1. Образовательные организации самостоятельны в формировании своей структуры, если иное не установлено федеральными законами.
2. Образовательная организация может иметь в своей структуре различные структурные подразделения, обеспечивающие осуществление образовательной деятельности с учетом уровня, вида и направленности реализуемых образовательных программ, формы обучения и режима пребывания обучающихся (филиалы, представительства, отделения, факультеты, институты, центры, кафедры, подготовительные отделения и курсы, научно-исследовательские, методические и учебно-методические подразделения, лаборатории, конструкторские бюро, учебные и учебно-производственные мастерские, клиники, учебно-опытные хозяйства, учебные полигоны, учебные базы практики, учебно-демонстрационные центры, учебные театры, выставочные залы, учебные цирковые манежи, учебные танцевальные и оперные студии, учебные концертные залы, художественно-творческие мастерские, библиотеки, музеи, спортивные клубы, студенческие спортивные клубы, школьные спортивные клубы, общежития, интернаты, психологические и социально-педагогические службы, обеспечивающие социальную адаптацию и реабилитацию нуждающихся в ней обучающихся, и иные предусмотренные локальными нормативными актами образовательной организации структурные подразделения).
3. Профессиональными образовательными организациями и образовательными организациями высшего образования могут создаваться кафедры и иные структурные подразделения, обеспечивающие практическую подготовку обучающихся, на базе иных организаций, осуществляющих деятельность по профилю соответствующей образовательной программы, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
4. Структурные подразделения образовательной организации, в том числе филиалы и представительства, не являются юридическими лицами и действуют на основании устава образовательной организации и положения о соответствующем структурном подразделении, утвержденного в порядке, установленном уставом образовательной организации. Осуществление образовательной деятельности в представительстве образовательной организации запрещается.
5. Филиал образовательной организации создается и ликвидируется в порядке, установленном гражданским законодательством, с учетом особенностей, предусмотренных настоящим Федеральным законом.
6. Принятие федеральным органом исполнительной власти, органом исполнительной власти субъекта Российской Федерации или органом местного самоуправления решения о ликвидации филиала государственной и (или) муниципальной дошкольной образовательной организации либо общеобразовательной организации осуществляется в порядке, установленном частями 11 и 12 статьи 22 настоящего Федерального закона.
7. Филиалы федеральных государственных образовательных организаций высшего образования создаются и ликвидируются учредителем по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Создание филиалов государственных образовательных организаций, находящихся в ведении субъекта Российской Федерации, или муниципальных образовательных организаций на территории другого субъекта Российской Федерации или территории муниципального образования осуществляется по согласованию соответственно с органом исполнительной власти субъекта Российской Федерации, осуществляющим государственное управление в сфере образования, и органом местного самоуправления, осуществляющим управление в сфере образования, по месту нахождения создаваемого филиала.
9. Представительство образовательной организации открывается и закрывается образовательной организацией.
10. Создание или ликвидация филиала либо представительства образовательной организации на территории иностранного государства осуществляется в соответствии с законодательством иностранного государства по месту нахождения филиала или представительства, если иное не установлено международными договорами Российской Федерации.
11. Финансово-хозяйственная деятельность образовательной организации по месту нахождения ее филиала или представительства, расположенных на территории иностранного государства, осуществляется в соответствии с законодательством этого иностранного государства.
12. В государственных и муниципальных образовательных организациях создание и деятельность политических партий, религиозных организаций (объединений) не допускаются.
Комментарий к статье 27
Статья 28. Компетенция, права, обязанности и ответственность образовательной организации
1. Образовательная организация обладает автономией, под которой понимается самостоятельность в осуществлении образовательной, научной, административной, финансово-экономической деятельности, разработке и принятии локальных нормативных актов в соответствии с настоящим Федеральным законом, иными нормативными правовыми актами Российской Федерации и уставом образовательной организации.
2. Образовательные организации свободны в определении содержания образования, выборе учебно-методического обеспечения, образовательных технологий по реализуемым ими образовательным программам.
3. К компетенции образовательной организации в установленной сфере деятельности относятся:
1) разработка и принятие правил внутреннего распорядка обучающихся, правил внутреннего трудового распорядка, иных локальных нормативных актов;
2) материально-техническое обеспечение образовательной деятельности, оборудование помещений в соответствии с государственными и местными нормами и требованиями, в том числе в соответствии с федеральными государственными образовательными стандартами, федеральными государственными требованиями, образовательными стандартами;
3) предоставление учредителю и общественности ежегодного отчета о поступлении и расходовании финансовых и материальных средств, а также отчета о результатах самообследования;
4) установление штатного расписания, если иное не установлено нормативными правовыми актами Российской Федерации;
5) прием на работу работников, заключение с ними и расторжение трудовых договоров, если иное не установлено настоящим Федеральным законом, распределение должностных обязанностей, создание условий и организация дополнительного профессионального образования работников;
6) разработка и утверждение образовательных программ образовательной организации;
7) разработка и утверждение по согласованию с учредителем программы развития образовательной организации, если иное не установлено настоящим Федеральным законом;
8) прием обучающихся в образовательную организацию;
9) определение списка учебников в соответствии с утвержденным федеральным перечнем учебников, рекомендованных к использованию при реализации имеющих государственную аккредитацию образовательных программ начального общего, основного общего, среднего общего образования организациями, осуществляющими образовательную деятельность, а также учебных пособий, допущенных к использованию при реализации указанных образовательных программ такими организациями;
10) осуществление текущего контроля успеваемости и промежуточной аттестации обучающихся, установление их форм, периодичности и порядка проведения;
10_1) поощрение обучающихся в соответствии с установленными образовательной организацией видами и условиями поощрения за успехи в учебной, физкультурной, спортивной, общественной, научной, научно-технической, творческой, экспериментальной и инновационной деятельности, если иное не установлено настоящим Федеральным законом;
(Пункт дополнительно включен с 7 июня 2014 года Федеральным законом от 27 мая 2014 года N 135-ФЗ)
11) индивидуальный учет результатов освоения обучающимися образовательных программ и поощрений обучающихся, а также хранение в архивах информации об этих результатах и поощрениях на бумажных и (или) электронных носителях;
(Пункт в редакции, введенной в действие с 7 июня 2014 года Федеральным законом от 27 мая 2014 года N 135-ФЗ.
12) использование и совершенствование методов обучения и воспитания, образовательных технологий, электронного обучения;
13) проведение самообследования, обеспечение функционирования внутренней системы оценки качества образования;
14) обеспечение в образовательной организации, имеющей интернат, необходимых условий содержания обучающихся;
15) создание необходимых условий для охраны и укрепления здоровья, организации питания обучающихся и работников образовательной организации;
15_1) организация социально-психологического тестирования обучающихся в целях раннего выявления незаконного потребления наркотических средств и психотропных веществ в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
(Пункт дополнительно включен с 5 декабря 2013 года Федеральным законом от 7 июня 2013 года N 120-ФЗ)
16) создание условий для занятия обучающимися физической культурой и спортом;
17) приобретение или изготовление бланков документов об образовании и (или) о квалификации, медалей "За особые успехи в учении";
(Пункт в редакции, введенной в действие с 7 июня 2014 года Федеральным законом от 27 мая 2014 года N 135-ФЗ.
18) пункт утратил силу с 15 июня 2014 года - Федеральный закон от 4 июня 2014 года N 148-ФЗ;
19) содействие деятельности общественных объединений обучающихся, родителей (законных представителей) несовершеннолетних обучающихся, осуществляемой в образовательной организации и не запрещенной законодательством Российской Федерации;
20) организация научно-методической работы, в том числе организация и проведение научных и методических конференций, семинаров;
21) обеспечение создания и ведения официального сайта образовательной организации в сети "Интернет";
22) иные вопросы в соответствии с законодательством Российской Федерации.
4. Образовательные организации высшего образования осуществляют научную и (или) творческую деятельность, а также вправе вести подготовку научных кадров (в докторантуре). Иные образовательные организации вправе вести в соответствии с законодательством Российской Федерации научную и (или) творческую деятельность, если такая деятельность предусмотрена их уставами.
5. Образовательная организация вправе вести консультационную, просветительскую деятельность, деятельность в сфере охраны здоровья граждан и иную не противоречащую целям создания образовательной организации деятельность, в том числе осуществлять организацию отдыха и оздоровления обучающихся в каникулярное время (с круглосуточным или дневным пребыванием).
6. Образовательная организация обязана осуществлять свою деятельность в соответствии с законодательством об образовании, в том числе:
1) обеспечивать реализацию в полном объеме образовательных программ, соответствие качества подготовки обучающихся установленным требованиям, соответствие применяемых форм, средств, методов обучения и воспитания возрастным, психофизическим особенностям, склонностям, способностям, интересам и потребностям обучающихся;
2) создавать безопасные условия обучения, воспитания обучающихся, присмотра и ухода за обучающимися, их содержания в соответствии с установленными нормами, обеспечивающими жизнь и здоровье обучающихся, работников образовательной организации;
3) соблюдать права и свободы обучающихся, родителей (законных представителей) несовершеннолетних обучающихся, работников образовательной организации.
7. Образовательная организация несет ответственность в установленном законодательством Российской Федерации порядке за невыполнение или ненадлежащее выполнение функций, отнесенных к ее компетенции, за реализацию не в полном объеме образовательных программ в соответствии с учебным планом, качество образования своих выпускников, а также за жизнь и здоровье обучающихся, работников образовательной организации. За нарушение или незаконное ограничение права на образование и предусмотренных законодательством об образовании прав и свобод обучающихся, родителей (законных представителей) несовершеннолетних обучающихся, нарушение требований к организации и осуществлению образовательной деятельности образовательная организация и ее должностные лица несут административную ответственность в соответствии с Кодексом Российской Федерации об административных правонарушениях.
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Статья 29. Информационная открытость образовательной организации
1. Образовательные организации формируют открытые и общедоступные информационные ресурсы, содержащие информацию об их деятельности, и обеспечивают доступ к таким ресурсам посредством размещения их в информационно-телекоммуникационных сетях, в том числе на официальном сайте образовательной организации в сети "Интернет".
2. Образовательные организации обеспечивают открытость и доступность:
1) информации:
а) о дате создания образовательной организации, об учредителе, учредителях образовательной организации, о месте нахождения образовательной организации и ее филиалов (при наличии), режиме, графике работы, контактных телефонах и об адресах электронной почты;
б) о структуре и об органах управления образовательной организацией;
в) о реализуемых образовательных программах с указанием учебных предметов, курсов, дисциплин (модулей), практики, предусмотренных соответствующей образовательной программой;
г) о численности обучающихся по реализуемым образовательным программам за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов и по договорам об образовании за счет средств физических и (или) юридических лиц;
д) о языках образования;
е) о федеральных государственных образовательных стандартах, об образовательных стандартах (при их наличии);
ж) о руководителе образовательной организации, его заместителях, руководителях филиалов образовательной организации (при их наличии);
з) о персональном составе педагогических работников с указанием уровня образования, квалификации и опыта работы;
и) о материально-техническом обеспечении образовательной деятельности (в том числе о наличии оборудованных учебных кабинетов, объектов для проведения практических занятий, библиотек, объектов спорта, средств обучения и воспитания, об условиях питания и охраны здоровья обучающихся, о доступе к информационным системам и информационно-телекоммуникационным сетям, об электронных образовательных ресурсах, к которым обеспечивается доступ обучающихся);
к) о направлениях и результатах научной (научно-исследовательской) деятельности и научно-исследовательской базе для ее осуществления (для образовательных организаций высшего образования, организаций дополнительного профессионального образования);
л) о результатах приема по каждой профессии, специальности среднего профессионального образования (при наличии вступительных испытаний), каждому направлению подготовки или специальности высшего образования с различными условиями приема (на места, финансируемые за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, по договорам об образовании за счет средств физических и (или) юридических лиц) с указанием средней суммы набранных баллов по всем вступительным испытаниям, а также о результатах перевода, восстановления и отчисления;
м) о количестве вакантных мест для приема (перевода) по каждой образовательной программе, по профессии, специальности, направлению подготовки (на места, финансируемые за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, по договорам об образовании за счет средств физических и (или) юридических лиц);
н) о наличии и об условиях предоставления обучающимся стипендий, мер социальной поддержки;
о) о наличии общежития, интерната, количестве жилых помещений в общежитии, интернате для иногородних обучающихся, формировании платы за проживание в общежитии;
п) об объеме образовательной деятельности, финансовое обеспечение которой осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, по договорам об образовании за счет средств физических и (или) юридических лиц;
р) о поступлении финансовых и материальных средств и об их расходовании по итогам финансового года;
с) о трудоустройстве выпускников;
2) копий:
а) устава образовательной организации;
б) лицензии на осуществление образовательной деятельности (с приложениями);
в) свидетельства о государственной аккредитации (с приложениями);
г) плана финансово-хозяйственной деятельности образовательной организации, утвержденного в установленном законодательством Российской Федерации порядке, или бюджетной сметы образовательной организации;
д) локальных нормативных актов, предусмотренных частью 2 статьи 30 настоящего Федерального закона, правил внутреннего распорядка обучающихся, правил внутреннего трудового распорядка, коллективного договора;
3) отчета о результатах самообследования. Показатели деятельности образовательной организации, подлежащей самообследованию, и порядок его проведения устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
4) документа о порядке оказания платных образовательных услуг, в том числе образца договора об оказании платных образовательных услуг, документа об утверждении стоимости обучения по каждой образовательной программе;
4_1) документа об установлении размера платы, взимаемой с родителей (законных представителей) за присмотр и уход за детьми, осваивающими образовательные программы дошкольного образования в организациях, осуществляющих образовательную деятельность, за содержание детей в образовательной организации, реализующей образовательные программы начального общего, основного общего или среднего общего образования, если в такой образовательной организации созданы условия для проживания обучающихся в интернате, либо за осуществление присмотра и ухода за детьми в группах продленного дня в образовательной организации, реализующей образовательные программы начального общего, основного общего или среднего общего образования;
(Пункт дополнительно включен с 11 июля 2015 года Федеральным законом от 29 июня 2015 года N 198-ФЗ)
5) предписаний органов, осуществляющих государственный контроль (надзор) в сфере образования, отчетов об исполнении таких предписаний;
6) иной информации, которая размещается, опубликовывается по решению образовательной организации и (или) размещение, опубликование которой являются обязательными в соответствии с законодательством Российской Федерации.
3. Информация и документы, указанные в части 2 настоящей статьи, если они в соответствии с законодательством Российской Федерации не отнесены к сведениям, составляющим государственную и иную охраняемую законом тайну, подлежат размещению на официальном сайте образовательной организации в сети "Интернет" и обновлению в течение десяти рабочих дней со дня их создания, получения или внесения в них соответствующих изменений. Порядок размещения на официальном сайте образовательной организации в сети "Интернет" и обновления информации об образовательной организации, в том числе ее содержание и форма ее предоставления, устанавливается Правительством Российской Федерации.
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Статья 30. Локальные нормативные акты, содержащие нормы, регулирующие образовательные отношения
1. Образовательная организация принимает локальные нормативные акты, содержащие нормы, регулирующие образовательные отношения (далее - локальные нормативные акты), в пределах своей компетенции в соответствии с законодательством Российской Федерации в порядке, установленном ее уставом.
2. Образовательная организация принимает локальные нормативные акты по основным вопросам организации и осуществления образовательной деятельности, в том числе регламентирующие правила приема обучающихся, режим занятий обучающихся, формы, периодичность и порядок текущего контроля успеваемости и промежуточной аттестации обучающихся, порядок и основания перевода, отчисления и восстановления обучающихся, порядок оформления возникновения, приостановления и прекращения отношений между образовательной организацией и обучающимися и (или) родителями (законными представителями) несовершеннолетних обучающихся.
3. При принятии локальных нормативных актов, затрагивающих права обучающихся и работников образовательной организации, учитывается мнение советов обучающихся, советов родителей, представительных органов обучающихся, а также в порядке и в случаях, которые предусмотрены трудовым законодательством, представительных органов работников (при наличии таких представительных органов).
4. Нормы локальных нормативных актов, ухудшающие положение обучающихся или работников образовательной организации по сравнению с установленным законодательством об образовании, трудовым законодательством положением либо принятые с нарушением установленного порядка, не применяются и подлежат отмене образовательной организацией.
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Статья 31. Организации, осуществляющие обучение
1. К организациям, осуществляющим обучение, относятся осуществляющие образовательную деятельность научные организации, организации для детей-сирот и детей, оставшихся без попечения родителей, организации, осуществляющие лечение, оздоровление и (или) отдых, организации, осуществляющие социальное обслуживание, и иные юридические лица.
2. Научные организации вправе осуществлять образовательную деятельность по программам магистратуры, программам подготовки научно-педагогических кадров, программам ординатуры, программам профессионального обучения и дополнительным профессиональным программам.
3. Организации, осуществляющие лечение, оздоровление и (или) отдых, организации, осуществляющие социальное обслуживание, вправе осуществлять образовательную деятельность по основным и дополнительным общеобразовательным программам, основным программам профессионального обучения.
4. Дипломатические представительства и консульские учреждения Российской Федерации, представительства Российской Федерации при международных (межгосударственных, межправительственных) организациях (далее - загранучреждения Министерства иностранных дел Российской Федерации) вправе осуществлять образовательную деятельность по основным и дополнительным общеобразовательным программам с учетом особенностей, установленных статьей 88 настоящего Федерального закона.
5. Иные юридические лица вправе осуществлять образовательную деятельность по программам профессионального обучения, образовательным программам дошкольного образования и дополнительным образовательным программам.
6. Для осуществления образовательной деятельности организацией, осуществляющей обучение, в ее структуре создается специализированное структурное образовательное подразделение. Деятельность такого подразделения регулируется положением, разрабатываемым и утверждаемым организацией, осуществляющей обучение.
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Статья 32. Индивидуальные предприниматели, осуществляющие образовательную деятельность
1. Индивидуальный предприниматель осуществляет образовательную деятельность непосредственно или с привлечением педагогических работников.
2. Уполномоченный федеральный орган исполнительной власти, осуществляющий государственную регистрацию юридических лиц и индивидуальных предпринимателей (его территориальный орган), в порядке и в сроки, которые установлены законодательством о государственной регистрации юридических лиц и индивидуальных предпринимателей, уведомляет орган исполнительной власти субъекта Российской Федерации, осуществляющий переданные ему полномочия Российской Федерации в сфере образования, о государственной регистрации индивидуального предпринимателя, видом экономической деятельности которого является образовательная деятельность.
3. Индивидуальные предприниматели осуществляют образовательную деятельность по основным и дополнительным общеобразовательным программам, программам профессионального обучения. Физические лица, которые в соответствии с трудовым законодательством не допускаются к педагогической деятельности или отстраняются от работы, не вправе осуществлять образовательную деятельность в качестве индивидуальных предпринимателей.
(Часть в редакции, введенной в действие с 1 января 2015 года Федеральным законом от 31 декабря 2014 года N 489-ФЗ.
4. Индивидуальный предприниматель до начала оказания платных образовательных услуг предоставляет обучающемуся, родителям (законным представителям) несовершеннолетнего обучающегося информацию о государственной регистрации в качестве индивидуального предпринимателя, об уровне своего профессионального образования, общем стаже педагогической работы и о стаже занятия индивидуальной педагогической деятельностью и в случае привлечения им для осуществления образовательной деятельности педагогических работников информацию об их уровне профессионального образования и общем стаже педагогической работы.
5. При осуществлении индивидуальным предпринимателем образовательной деятельности с привлечением педагогических работников им также предоставляется информация о лицензии на осуществление образовательной деятельности.
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Глава 4. Обучающиеся и их родители (законные представители) (статьи 33 - 45)
Статья 33. Обучающиеся
1. К обучающимся в зависимости от уровня осваиваемой образовательной программы, формы обучения, режима пребывания в образовательной организации относятся:
1) воспитанники - лица, осваивающие образовательную программу дошкольного образования, лица, осваивающие основную общеобразовательную программу с одновременным проживанием или нахождением в образовательной организации;
2) учащиеся - лица, осваивающие образовательные программы начального общего, основного общего или среднего общего образования, дополнительные общеобразовательные программы;
3) студенты (курсанты) - лица, осваивающие образовательные программы среднего профессионального образования, программы бакалавриата, программы специалитета или программы магистратуры;
4) аспиранты - лица, обучающиеся в аспирантуре по программе подготовки научно-педагогических кадров;
5) адъюнкты - лица, проходящие военную или иную приравненную к ней службу, службу в органах внутренних дел в адъюнктуре по программе подготовки научно-педагогических кадров;
(Пункт в редакции, введенной в действие с 4 июля 2016 года Федеральным законом от 3 июля 2016 года N 305-ФЗ.
6) ординаторы - лица, обучающиеся по программам ординатуры;
7) ассистенты-стажеры - лица, обучающиеся по программам ассистентуры-стажировки;
8) слушатели - лица, осваивающие дополнительные профессиональные программы, лица, осваивающие программы профессионального обучения, а также лица, зачисленные на обучение на подготовительные отделения образовательных организаций высшего образования, если иное не установлено настоящим Федеральным законом;
9) экстерны - лица, зачисленные в организацию, осуществляющую образовательную деятельность по имеющим государственную аккредитацию образовательным программам, для прохождения промежуточной и государственной итоговой аттестации.
2. Специальные названия обучающихся, осваивающих дополнительные общеобразовательные программы в общеобразовательных организациях, имеющих целью подготовку несовершеннолетних граждан к военной или иной государственной службе, предусматриваются уставами этих образовательных организаций.
3. Студентам (курсантам) бесплатно предоставляется зачетная книжка, а студентам также студенческий билет. Образцы зачетной книжки и студенческого билета утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
4. Иным категориям обучающихся документы, подтверждающие их обучение в организации, осуществляющей образовательную деятельность, выдаются в случаях, предусмотренных законодательством Российской Федерации или локальными нормативными актами.
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Статья 34. Основные права обучающихся и меры их социальной поддержки и стимулирования
1. Обучающимся предоставляются академические права на:
1) выбор организации, осуществляющей образовательную деятельность, формы получения образования и формы обучения после получения основного общего образования или после достижения восемнадцати лет;
2) предоставление условий для обучения с учетом особенностей их психофизического развития и состояния здоровья, в том числе получение социально-педагогической и психологической помощи, бесплатной психолого-медико-педагогической коррекции;
3) обучение по индивидуальному учебному плану, в том числе ускоренное обучение, в пределах осваиваемой образовательной программы в порядке, установленном локальными нормативными актами;
4) участие в формировании содержания своего профессионального образования при условии соблюдения федеральных государственных образовательных стандартов среднего профессионального и высшего образования, образовательных стандартов в порядке, установленном локальными нормативными актами (указанное право может быть ограничено условиями договора о целевом обучении);
5) выбор факультативных (необязательных для данного уровня образования, профессии, специальности или направления подготовки) и элективных (избираемых в обязательном порядке) учебных предметов, курсов, дисциплин (модулей) из перечня, предлагаемого организацией, осуществляющей образовательную деятельность (после получения основного общего образования);
6) освоение наряду с учебными предметами, курсами, дисциплинами (модулями) по осваиваемой образовательной программе любых других учебных предметов, курсов, дисциплин (модулей), преподаваемых в организации, осуществляющей образовательную деятельность, в установленном ею порядке, а также преподаваемых в других организациях, осуществляющих образовательную деятельность, учебных предметов, курсов, дисциплин (модулей), одновременное освоение нескольких основных профессиональных образовательных программ;
7) зачет организацией, осуществляющей образовательную деятельность, в установленном ею порядке результатов освоения обучающимися учебных предметов, курсов, дисциплин (модулей), практики, дополнительных образовательных программ в других организациях, осуществляющих образовательную деятельность;
8) отсрочку от призыва на военную службу, предоставляемую в соответствии с Федеральным законом от 28 марта 1998 года N 53-ФЗ "О воинской обязанности и военной службе";
9) уважение человеческого достоинства, защиту от всех форм физического и психического насилия, оскорбления личности, охрану жизни и здоровья;
10) свободу совести, информации, свободное выражение собственных взглядов и убеждений;
11) каникулы - плановые перерывы при получении образования для отдыха и иных социальных целей в соответствии с законодательством об образовании и календарным учебным графиком;
12) академический отпуск в порядке и по основаниям, которые установлены федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, а также отпуск по беременности и родам, отпуск по уходу за ребенком до достижения им возраста трех лет в порядке, установленном федеральными законами;
13) перевод для получения образования по другой профессии, специальности и (или) направлению подготовки, по другой форме обучения в порядке, установленном законодательством об образовании;
14) переход с платного обучения на бесплатное обучение в случаях и в порядке, которые предусмотрены федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
15) перевод в другую образовательную организацию, реализующую образовательную программу соответствующего уровня, в порядке, предусмотренном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
16) восстановление для получения образования в образовательной организации, реализующей основные профессиональные образовательные программы, в порядке, установленном законодательством об образовании;
17) участие в управлении образовательной организацией в порядке, установленном ее уставом;
18) ознакомление со свидетельством о государственной регистрации, с уставом, с лицензией на осуществление образовательной деятельности, со свидетельством о государственной аккредитации, с учебной документацией, другими документами, регламентирующими организацию и осуществление образовательной деятельности в образовательной организации;
19) обжалование актов образовательной организации в установленном законодательством Российской Федерации порядке;
20) бесплатное пользование библиотечно-информационными ресурсами, учебной, производственной, научной базой образовательной организации;
21) пользование в порядке, установленном локальными нормативными актами, лечебно-оздоровительной инфраструктурой, объектами культуры и объектами спорта образовательной организации;
22) развитие своих творческих способностей и интересов, включая участие в конкурсах, олимпиадах, выставках, смотрах, физкультурных мероприятиях, спортивных мероприятиях, в том числе в официальных спортивных соревнованиях, и других массовых мероприятиях;
23) участие в соответствии с законодательством Российской Федерации в научно-исследовательской, научно-технической, экспериментальной и инновационной деятельности, осуществляемой образовательной организацией, под руководством научно-педагогических работников образовательных организаций высшего образования и (или) научных работников научных организаций;
24) направление для обучения и проведения научных исследований по избранным темам, прохождения стажировок, в том числе в рамках академического обмена, в другие образовательные организации и научные организации, включая образовательные организации высшего образования и научные организации иностранных государств;
25) опубликование своих работ в изданиях образовательной организации на бесплатной основе;
26) поощрение за успехи в учебной, физкультурной, спортивной, общественной, научной, научно-технической, творческой, экспериментальной и инновационной деятельности;
27) совмещение получения образования с работой без ущерба для освоения образовательной программы, выполнения индивидуального учебного плана;
28) получение информации от образовательной организации о положении в сфере занятости населения Российской Федерации по осваиваемым ими профессиям, специальностям и направлениям подготовки;
29) иные академические права, предусмотренные настоящим Федеральным законом, иными нормативными правовыми актами Российской Федерации, локальными нормативными актами.
2. Обучающимся предоставляются следующие меры социальной поддержки и стимулирования:
1) полное государственное обеспечение, в том числе обеспечение одеждой, обувью, жестким и мягким инвентарем, в случаях и в порядке, которые установлены федеральными законами, законами субъектов Российской Федерации;
2) обеспечение питанием в случаях и в порядке, которые установлены федеральными законами, законами субъектов Российской Федерации;
3) обеспечение местами в интернатах, а также предоставление в соответствии с настоящим Федеральным законом и жилищным законодательством жилых помещений в общежитиях;
4) транспортное обеспечение в соответствии со статьей 40 настоящего Федерального закона;
5) получение стипендий, материальной помощи и других денежных выплат, предусмотренных законодательством об образовании;
6) предоставление в установленном в соответствии с настоящим Федеральным законом и законодательством Российской Федерации порядке образовательного кредита;
7) иные меры социальной поддержки, предусмотренные нормативными правовыми актами Российской Федерации и нормативными правовыми актами субъектов Российской Федерации, правовыми актами органов местного самоуправления, локальными нормативными актами.
3. Лица, осваивающие основную образовательную программу в форме самообразования или семейного образования либо обучавшиеся по не имеющей государственной аккредитации образовательной программе, вправе пройти экстерном промежуточную и государственную итоговую аттестацию в организации, осуществляющей образовательную деятельность по соответствующей имеющей государственную аккредитацию образовательной программе. Указанные лица, не имеющие основного общего или среднего общего образования, вправе пройти экстерном промежуточную и государственную итоговую аттестацию в организации, осуществляющей образовательную деятельность по соответствующей имеющей государственную аккредитацию основной общеобразовательной программе, бесплатно. При прохождении аттестации экстерны пользуются академическими правами обучающихся по соответствующей образовательной программе.
4. Обучающиеся имеют право на посещение по своему выбору мероприятий, которые проводятся в организации, осуществляющей образовательную деятельность, и не предусмотрены учебным планом, в порядке, установленном локальными нормативными актами. Привлечение обучающихся без их согласия и несовершеннолетних обучающихся без согласия их родителей (законных представителей) к труду, не предусмотренному образовательной программой, запрещается.
5. Обучающиеся имеют право на участие в общественных объединениях, в том числе в профессиональных союзах, созданных в соответствии с законодательством Российской Федерации, а также на создание общественных объединений обучающихся в установленном федеральным законом порядке.
6. Принуждение обучающихся, воспитанников к вступлению в общественные объединения, в том числе в политические партии, а также принудительное привлечение их к деятельности этих объединений и участию в агитационных кампаниях и политических акциях не допускается.
7. Обучающиеся, осваивающие основные образовательные программы среднего общего, среднего профессионального и высшего образования, имеют право создавать студенческие отряды, представляющие собой общественные объединения обучающихся, целью деятельности которых является организация временной занятости таких обучающихся, изъявивших желание в свободное от учебы время работать в различных отраслях экономики.
8. Организации, осуществляющие образовательную деятельность, финансовое обеспечение которой осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и (или) местных бюджетов, в пределах своей компетенции и в соответствии с законодательством Российской Федерации обеспечивают обучающихся за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов стипендиями, жилыми помещениями в общежитиях, интернатах, а также осуществляют другие меры их социальной поддержки, предусмотренные настоящим Федеральным законом и иными нормативными правовыми актами Российской Федерации.
9. В случае прекращения деятельности организации, осуществляющей образовательную деятельность, аннулирования соответствующей лицензии, лишения ее государственной аккредитации по соответствующей образовательной программе или истечения срока действия государственной аккредитации по соответствующей образовательной программе учредитель и (или) уполномоченный им орган управления указанной организацией обеспечивают перевод совершеннолетних обучающихся с их согласия и несовершеннолетних обучающихся с согласия их родителей (законных представителей) в другие организации, осуществляющие образовательную деятельность по образовательным программам соответствующих уровня и направленности. В случае приостановления действия лицензии, приостановления действия государственной аккредитации полностью или в отношении отдельных уровней образования, укрупненных групп профессий, специальностей и направлений подготовки учредитель и (или) уполномоченный им орган управления указанной организацией обеспечивают перевод по заявлению совершеннолетних обучающихся, несовершеннолетних обучающихся по заявлению их родителей (законных представителей) в другие организации, осуществляющие образовательную деятельность по имеющим государственную аккредитацию основным образовательным программам соответствующих уровня и направленности. Порядок и условия осуществления такого перевода устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
10. Лицам, завершившим освоение образовательных программ среднего общего образования, успешно прошедшим государственную итоговую аттестацию и имеющим итоговые оценки успеваемости "отлично" по всем учебным предметам, изучавшимся в соответствии с учебным планом, образовательная организация одновременно с выдачей соответствующего документа об образовании вручает медаль "За особые успехи в учении", образец, описание и порядок выдачи которой устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
(Часть дополнительно включена с 7 июня 2014 года Федеральным законом от 27 мая 2014 года N 135-ФЗ)
Комментарий к статье 34
Статья 35. Пользование учебниками, учебными пособиями, средствами обучения и воспитания
1. Обучающимся, осваивающим основные образовательные программы за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов в пределах федеральных государственных образовательных стандартов, образовательных стандартов, организациями, осуществляющими образовательную деятельность, бесплатно предоставляются в пользование на время получения образования учебники и учебные пособия, а также учебно-методические материалы, средства обучения и воспитания.
2. Обеспечение учебниками и учебными пособиями, а также учебно-методическими материалами, средствами обучения и воспитания организаций, осуществляющих образовательную деятельность по основным образовательным программам, в пределах федеральных государственных образовательных стандартов, образовательных стандартов осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов.
3. Пользование учебниками и учебными пособиями обучающимися, осваивающими учебные предметы, курсы, дисциплины (модули) за пределами федеральных государственных образовательных стандартов, образовательных стандартов и (или) получающими платные образовательные услуги, осуществляется в порядке, установленном организацией, осуществляющей образовательную деятельность.
Комментарий к статье 35
Статья 36. Стипендии и другие денежные выплаты
1. Стипендией признается денежная выплата, назначаемая обучающимся в целях стимулирования и (или) поддержки освоения ими соответствующих образовательных программ.
2. В Российской Федерации устанавливаются следующие виды стипендий:
1) государственная академическая стипендия студентам;
2) государственная социальная стипендия студентам;
3) государственные стипендии аспирантам, ординаторам, ассистентам-стажерам;
4) стипендии Президента Российской Федерации и стипендии Правительства Российской Федерации;
5) именные стипендии;
6) стипендии обучающимся, назначаемые юридическими лицами или физическими лицами, в том числе направившими их на обучение;
7) стипендии слушателям подготовительных отделений в случаях, предусмотренных настоящим Федеральным законом.
3. Студентам, обучающимся по очной форме обучения за счет бюджетных ассигнований федерального бюджета, назначается государственная академическая стипендия и (или) государственная социальная стипендия в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
4. Государственная академическая стипендия назначается студентам, соответствующим требованиям, установленным федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
5. Государственная социальная стипендия назначается студентам, являющимся детьми-сиротами и детьми, оставшимися без попечения родителей, лицами из числа детей-сирот и детей, оставшихся без попечения родителей, лицами, потерявшими в период обучения обоих родителей или единственного родителя, детьми-инвалидами, инвалидами I и II групп, инвалидами с детства, студентам, подвергшимся воздействию радиации вследствие катастрофы на Чернобыльской АЭС и иных радиационных катастроф, вследствие ядерных испытаний на Семипалатинском полигоне, студентам, являющимся инвалидами вследствие военной травмы или заболевания, полученных в период прохождения военной службы, и ветеранами боевых действий, а также студентам из числа граждан, проходивших в течение не менее трех лет военную службу по контракту на воинских должностях, подлежащих замещению солдатами, матросами, сержантами, старшинами, и уволенных с военной службы по основаниям, предусмотренным подпунктами "б" - "г" пункта 1, подпунктом "а" пункта 2 и подпунктами "а" - "в" пункта 3 статьи 51 Федерального закона от 28 марта 1998 года N 53-ФЗ "О воинской обязанности и военной службе". Государственная социальная стипендия назначается также студентам, получившим государственную социальную помощь. Государственная социальная стипендия назначается указанной категории студентов со дня представления в организацию, осуществляющую образовательную деятельность, документа, подтверждающего назначение государственной социальной помощи, на один год со дня назначения указанной государственной социальной помощи.
(Часть в редакции, введенной в действие Федеральным законом от 29 декабря 2017 года N 473-ФЗ.
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Положения части 5 настоящей статьи (в редакции Федерального закона от 3 июля 2016 года N 312-ФЗ) применяются к правоотношениям, возникшим после 1 января 2017 года, - см. часть 3 статьи 2 Федерального закона от 3 июля 2016 года N 312-ФЗ.
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6. Аспирантам, ординаторам, ассистентам-стажерам, обучающимся по очной форме обучения за счет бюджетных ассигнований федерального бюджета, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, назначаются государственные стипендии.
7. Порядок назначения государственной академической стипендии студентам, государственной социальной стипендии студентам, государственной стипендии аспирантам, ординаторам, ассистентам-стажерам, обучающимся по очной форме обучения за счет бюджетных ассигнований бюджетов субъектов Российской Федерации и местных бюджетов, устанавливается соответственно органами государственной власти субъектов Российской Федерации и органами местного самоуправления.
8. Государственная академическая стипендия студентам, государственная социальная стипендия студентам, государственные стипендии аспирантам, ординаторам, ассистентам-стажерам выплачиваются в размерах, определяемых организацией, осуществляющей образовательную деятельность, с учетом мнения совета обучающихся этой организации и выборного органа первичной профсоюзной организации (при наличии такого органа) в пределах средств, выделяемых организации, осуществляющей образовательную деятельность, на стипендиальное обеспечение обучающихся (стипендиальный фонд). Стипендиальный фонд включает в себя средства на выплату стипендий, выплачиваемых за счет средств соответствующих бюджетов бюджетной системы Российской Федерации.
(Часть в редакции, введенной в действие с 1 сентября 2016 года Федеральным законом от 3 июля 2016 года N 312-ФЗ.
9. Размеры государственной академической стипендии студентам, государственной социальной стипендии студентам, государственной стипендии аспирантам, ординаторам, ассистентам-стажерам, определяемые организацией, осуществляющей образовательную деятельность, не могут быть меньше нормативов, установленных в соответствии с частью 10 настоящей статьи.
10. Размер стипендиального фонда определяется исходя из общего числа обучающихся по очной форме обучения за счет бюджетных ассигнований федерального бюджета в соответствии с правилами формирования стипендиального фонда за счет бюджетных ассигнований федерального бюджета и нормативами, установленными Правительством Российской Федерации по каждому уровню профессионального образования и категориям обучающихся с учетом уровня инфляции. Нормативы и правила формирования стипендиального фонда за счет бюджетных ассигнований бюджетов субъектов Российской Федерации устанавливаются органами государственной власти субъектов Российской Федерации, за счет бюджетных ассигнований местного бюджета - органами местного самоуправления.
(Часть в редакции, введенной в действие с 1 сентября 2016 года Федеральным законом от 3 июля 2016 года N 312-ФЗ. - См. предыдущую редакцию)
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Действие части 10 настоящей статьи приостановлено до 1 января 2018 года в части учета уровня инфляции при установлении Правительством Российской Федерации нормативов по каждому уровню профессионального образования и категориям обучающихся - Федеральный закон от 6 апреля 2015 года N 68-ФЗ (с изменениями, внесенными Федеральным законом от 14 декабря 2015 года N 371-ФЗ, Федеральным законом от 19 декабря 2016 года N 455-ФЗ).
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11. Обучающимся - иностранным гражданам и лицам без гражданства, осваивающим основные профессиональные образовательные программы по очной форме, выплачиваются государственные академические стипендии студентам, государственные стипендии аспирантам, ординаторам, ассистентам-стажерам, если они обучаются за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов, в том числе в пределах квоты, установленной Правительством Российской Федерации, или это предусмотрено международными договорами Российской Федерации, в соответствии с которыми такие лица приняты на обучение.
12. Размеры стипендий, устанавливаемых Президентом Российской Федерации или Правительством Российской Федерации, и порядок их выплаты определяются Президентом Российской Федерации или Правительством Российской Федерации.
13. Именные стипендии учреждаются федеральными государственными органами, органами государственной власти субъектов Российской Федерации, органами местного самоуправления, юридическими и физическими лицами, которые определяют размеры и условия выплаты таких стипендий.
14. Слушателям подготовительных отделений федеральных государственных образовательных организаций высшего образования, обучающимся за счет бюджетных ассигнований федерального бюджета, выплачиваются стипендии в размере, определяемом Правительством Российской Федерации, и в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
15. Профессиональным образовательным организациям и образовательным организациям высшего образования, осуществляющим оказание государственных услуг в сфере образования за счет бюджетных ассигнований федерального бюджета, выделяются средства на оказание материальной поддержки нуждающимся обучающимся в размере двадцати пяти процентов предусматриваемого им размера части стипендиального фонда, предназначенной на выплаты государственных академических стипендий студентам и государственных социальных стипендий студентам, средства для организации культурно-массовой, физкультурной и спортивной, оздоровительной работы с обучающимися в размере месячного размера части стипендиального фонда, предназначенной на выплаты государственных академических стипендий студентам и государственных социальных стипендий студентам, по образовательным программам среднего профессионального образования и двукратного месячного размера части стипендиального фонда, предназначенной на выплаты государственных академических стипендий студентам и государственных социальных стипендий студентам, по образовательным программам высшего образования. Материальная поддержка обучающимся выплачивается в размерах и в порядке, которые определяются локальными нормативными актами, принимаемыми с учетом мнения советов обучающихся и представительных органов обучающихся.
(Часть в редакции, введенной в действие с 1 сентября 2016 года Федеральным законом от 3 июля 2016 года N 312-ФЗ.
16. Организации, осуществляющие образовательную деятельность, вправе устанавливать за счет средств, полученных от приносящей доход деятельности, различные виды материальной поддержки обучающихся.
17. Размер, условия и порядок денежных выплат обучающимся федеральных государственных образовательных организаций по образовательным программам в интересах обороны и безопасности государства, законности и правопорядка определяются в порядке, установленном федеральными законами.
Комментарий к статье 36
Статья 37. Организация питания обучающихся
1. Организация питания обучающихся возлагается на организации, осуществляющие образовательную деятельность.
2. Расписание занятий должно предусматривать перерыв достаточной продолжительности для питания обучающихся.
3. Обучающиеся федеральных государственных образовательных организаций, реализующих образовательные программы по специальностям и направлениям подготовки в области обороны и безопасности государства, в сфере деятельности войск национальной гвардии Российской Федерации, в области подготовки плавательных составов морских судов, судов внутреннего водного плавания, судов рыбопромыслового флота, летного состава воздушных судов, авиационного персонала, персонала, обеспечивающего организацию воздушного движения, а также общеобразовательных и профессиональных образовательных организаций, реализующих дополнительные общеобразовательные программы, имеющие целью подготовку несовершеннолетних граждан к военной или иной государственной службе, обеспечиваются питанием по нормам и в порядке, которые определяются учредителями указанных федеральных государственных образовательных организаций.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
4. Обеспечение питанием обучающихся за счет бюджетных ассигнований бюджетов субъектов Российской Федерации осуществляется в случаях и в порядке, которые установлены органами государственной власти субъектов Российской Федерации, обучающихся за счет бюджетных ассигнований местных бюджетов - органами местного самоуправления.
Комментарий к статье 37
Статья 38. Одежда обучающихся. Форменная одежда и иное вещевое имущество (обмундирование) обучающихся
1. Организации, осуществляющие образовательную деятельность, вправе устанавливать требования к одежде обучающихся, в том числе требования к ее общему виду, цвету, фасону, видам одежды обучающихся, знакам отличия, и правила ее ношения, если иное не установлено настоящей статьей. Соответствующий локальный нормативный акт организации, осуществляющей образовательную деятельность, принимается с учетом мнения совета обучающихся, совета родителей, а также представительного органа работников этой организации и (или) обучающихся в ней (при его наличии).
2. Государственные и муниципальные организации, осуществляющие образовательную деятельность по образовательным программам начального общего, основного общего и среднего общего образования, устанавливают требования к одежде обучающихся в соответствии с типовыми требованиями, утвержденными уполномоченными органами государственной власти субъектов Российской Федерации.
3. Обеспечение обучающихся в случаях и в порядке, которые установлены органами государственной власти субъектов Российской Федерации, одеждой обучающихся может осуществляться за счет бюджетных ассигнований бюджетов субъектов Российской Федерации.
4. Образцы и описание форменной одежды обучающихся федеральных государственных образовательных организаций, реализующих образовательные программы по специальностям и направлениям подготовки в области обороны и безопасности государства, обеспечения законности и правопорядка, в сфере деятельности войск национальной гвардии Российской Федерации, в области таможенного дела, в области подготовки плавательных составов морских судов, судов внутреннего водного плавания, судов рыбопромыслового флота, летного состава воздушных судов, авиационного персонала, персонала, обеспечивающего организацию воздушного движения, обучающихся государственных общеобразовательных и профессиональных образовательных организаций, реализующих дополнительные общеобразовательные программы, имеющие целью подготовку несовершеннолетних граждан к военной или иной государственной службе, правила ношения форменной одежды и знаки различия устанавливаются учредителями указанных образовательных организаций, если иное не установлено законодательством Российской Федерации.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
5. Обеспечение форменной одеждой и иным вещевым имуществом (обмундированием) обучающихся федеральных государственных образовательных организаций, указанных в части 4 настоящей статьи, осуществляется по нормам и в порядке, которые определяются их учредителями.
6. Обеспечение форменной одеждой и иным вещевым имуществом (обмундированием) обучающихся за счет бюджетных ассигнований бюджетов субъектов Российской Федерации осуществляется в случаях и в порядке, которые установлены органами государственной власти субъектов Российской Федерации, обучающихся за счет бюджетных ассигнований местных бюджетов - органами местного самоуправления.
(Статья в редакции, введенной в действие с 15 июня 2014 года Федеральным законом от 4 июня 2014 года N 148-ФЗ.
Комментарий к статье 38
Статья 39. Предоставление жилых помещений в общежитиях
1. Нуждающимся в жилых помещениях в общежитиях обучающимся по основным образовательным программам среднего профессионального и высшего образования по очной форме обучения и на период прохождения промежуточной и итоговой аттестации обучающимся по данным образовательным программам по заочной форме обучения организациями, осуществляющими образовательную деятельность, предоставляются жилые помещения в общежитиях при наличии соответствующего жилищного фонда у этих организаций.
2. Жилые помещения в общежитиях предоставляются обучающимся в порядке, установленном локальными нормативными актами организаций, осуществляющих образовательную деятельность. Обучающимся, указанным в части 5 статьи 36 настоящего Федерального закона, жилые помещения в общежитиях предоставляются в первоочередном порядке. С каждым обучающимся, проживающим в жилом помещении в общежитии, заключается договор найма жилого помещения в общежитии в порядке, установленном жилищным законодательством. При наличии обучающихся, нуждающихся в жилых помещениях в общежитиях, не допускается использование таких жилых помещений для целей, не связанных с проживанием в них обучающихся.
3. Наниматели жилых помещений в общежитиях, входящих в жилищный фонд организаций, осуществляющих образовательную деятельность, по договорам найма жилого помещения в общежитии вносят плату за пользование жилым помещением (плату за наем) и плату за коммунальные услуги.
4. Размер платы за пользование жилым помещением (платы за наем) в общежитии для обучающихся устанавливается организациями, осуществляющими образовательную деятельность, в зависимости от качества, благоустройства, месторасположения и планировки жилых помещений в общежитии. Размер платы за пользование жилым помещением (платы за наем) в общежитии для обучающихся определяется локальным нормативным актом, принимаемым с учетом мнения советов обучающихся и представительных органов обучающихся в организациях, осуществляющих образовательную деятельность (при их наличии). Размер определенной в указанном акте платы за пользование жилым помещением (платы за наем) в общежитии для обучающихся не может превышать максимальный размер такой платы, установленный учредителями этих организаций.
5. Порядок определения размера платы за коммунальные услуги, вносимой нанимателями жилых помещений в общежитиях, входящих в жилищный фонд организаций, осуществляющих образовательную деятельность, по договорам найма жилого помещения в общежитии, устанавливается Правительством Российской Федерации.
6. Организация, осуществляющая образовательную деятельность, вправе снизить размер платы за пользование жилым помещением (платы за наем) и (или) размер платы за коммунальные услуги в общежитии для обучающихся или не взимать такую плату с отдельных категорий обучающихся с учетом мнения советов обучающихся и представительных органов обучающихся в организациях, осуществляющих образовательную деятельность (при их наличии). Лица, указанные в части 5 статьи 36 настоящего Федерального закона, освобождаются от внесения платы за пользование жилым помещением (платы за наем) в общежитии.
(Статья в редакции, введенной в действие с 11 июля 2014 года Федеральным законом от 28 июня 2014 года N 182-ФЗ.
Комментарий к статье 39
Статья 40. Транспортное обеспечение
1. Транспортное обеспечение обучающихся включает в себя организацию их бесплатной перевозки до образовательных организаций и обратно в случаях, установленных частью 2 настоящей статьи, а также предоставление в соответствии с законодательством Российской Федерации мер социальной поддержки при проезде на общественном транспорте.
2. Организация бесплатной перевозки обучающихся в государственных и муниципальных образовательных организациях, реализующих основные общеобразовательные программы, между поселениями осуществляется учредителями соответствующих образовательных организаций.
Комментарий к статье 40
Статья 41. Охрана здоровья обучающихся
1. Охрана здоровья обучающихся включает в себя:
1) оказание первичной медико-санитарной помощи в порядке, установленном законодательством в сфере охраны здоровья;
2) организацию питания обучающихся;
3) определение оптимальной учебной, внеучебной нагрузки, режима учебных занятий и продолжительности каникул;
4) пропаганду и обучение навыкам здорового образа жизни, требованиям охраны труда;
5) организацию и создание условий для профилактики заболеваний и оздоровления обучающихся, для занятия ими физической культурой и спортом;
6) прохождение обучающимися в соответствии с законодательством Российской Федерации медицинских осмотров, в том числе профилактических медицинских осмотров, в связи с занятиями физической культурой и спортом, и диспансеризации
(Пункт в редакции, введенной в действие с 4 июля 2016 года Федеральным законом от 3 июля 2016 года N 286-ФЗ.
7) профилактику и запрещение курения, употребления алкогольных, слабоалкогольных напитков, пива, наркотических средств и психотропных веществ, их прекурсоров и аналогов и других одурманивающих веществ;
8) обеспечение безопасности обучающихся во время пребывания в организации, осуществляющей образовательную деятельность;
9) профилактику несчастных случаев с обучающимися во время пребывания в организации, осуществляющей образовательную деятельность;
10) проведение санитарно-противоэпидемических и профилактических мероприятий;
11) обучение педагогических работников навыкам оказания первой помощи.
(Пункт дополнительно включен с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 313-ФЗ)
2. Организация охраны здоровья обучающихся (за исключением оказания первичной медико-санитарной помощи, прохождения медицинских осмотров и диспансеризации) в организациях, осуществляющих образовательную деятельность, осуществляется этими организациями.
(Часть в редакции, введенной в действие с 4 июля 2016 года Федеральным законом от 3 июля 2016 года N 286-ФЗ.
3. Организация оказания первичной медико-санитарной помощи обучающимся осуществляется органами исполнительной власти в сфере здравоохранения. Первичная медико-санитарная помощь оказывается обучающимся медицинскими организациями, а также образовательными организациями, осуществляющими медицинскую деятельность в порядке, установленном законодательством в сфере охраны здоровья. Оказание первичной медико-санитарной помощи обучающимся в образовательных организациях, реализующих основные общеобразовательные программы, образовательные программы среднего профессионального образования, программы бакалавриата, программы специалитета, программы магистратуры, дополнительные предпрофессиональные образовательные программы в области физической культуры и спорта и дополнительные предпрофессиональные образовательные программы в области искусств, осуществляется в образовательной организации либо в случаях, установленных органами государственной власти субъектов Российской Федерации, в медицинской организации. При оказании первичной медико-санитарной помощи обучающимся в образовательной организации эта образовательная организация обязана предоставить безвозмездно медицинской организации помещение, соответствующее условиям и требованиям для оказания указанной помощи.
(Часть в редакции, введенной в действие с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 313-ФЗ.
4. Организации, осуществляющие образовательную деятельность, при реализации образовательных программ создают условия для охраны здоровья обучающихся, в том числе обеспечивают:
1) наблюдение за состоянием здоровья обучающихся;
(Пункт в редакции, введенной в действие с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 313-ФЗ.
2) проведение санитарно-гигиенических, профилактических и оздоровительных мероприятий, обучение и воспитание в сфере охраны здоровья граждан в Российской Федерации;
3) соблюдение государственных санитарно-эпидемиологических правил и нормативов;
4) расследование и учет несчастных случаев с обучающимися во время пребывания в организации, осуществляющей образовательную деятельность, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
5. Для обучающихся, осваивающих основные общеобразовательные программы и нуждающихся в длительном лечении, создаются образовательные организации, в том числе санаторные, в которых проводятся необходимые лечебные, реабилитационные и оздоровительные мероприятия для таких обучающихся. Обучение таких детей, а также детей-инвалидов, которые по состоянию здоровья не могут посещать образовательные организации, может быть также организовано образовательными организациями на дому или в медицинских организациях. Основанием для организации обучения на дому или в медицинской организации являются заключение медицинской организации и в письменной форме обращение родителей (законных представителей).
6. Порядок регламентации и оформления отношений государственной и муниципальной образовательной организации и родителей (законных представителей) обучающихся, нуждающихся в длительном лечении, а также детей-инвалидов в части организации обучения по основным общеобразовательным программам на дому или в медицинских организациях определяется нормативным правовым актом уполномоченного органа государственной власти субъекта Российской Федерации.
Комментарий к статье 41
Статья 42. Психолого-педагогическая, медицинская и социальная помощь обучающимся, испытывающим трудности в освоении основных общеобразовательных программ, развитии и социальной адаптации
1. Психолого-педагогическая, медицинская и социальная помощь оказывается детям, испытывающим трудности в освоении основных общеобразовательных программ, развитии и социальной адаптации, в том числе несовершеннолетним обучающимся, признанным в случаях и в порядке, которые предусмотрены уголовно-процессуальным законодательством, подозреваемыми, обвиняемыми или подсудимыми по уголовному делу либо являющимся потерпевшими или свидетелями преступления, в центрах психолого-педагогической, медицинской и социальной помощи, создаваемых органами государственной власти субъектов Российской Федерации, а также психологами, педагогами-психологами организаций, осуществляющих образовательную деятельность, в которых такие дети обучаются. Органы местного самоуправления имеют право на создание центров психолого-педагогической, медицинской и социальной помощи.
2. Психолого-педагогическая, медицинская и социальная помощь включает в себя:
1) психолого-педагогическое консультирование обучающихся, их родителей (законных представителей) и педагогических работников;
2) коррекционно-развивающие и компенсирующие занятия с обучающимися, логопедическую помощь обучающимся;
3) комплекс реабилитационных и других медицинских мероприятий;
4) помощь обучающимся в профориентации, получении профессии и социальной адаптации.
3. Психолого-педагогическая, медицинская и социальная помощь оказывается детям на основании заявления или согласия в письменной форме их родителей (законных представителей).
4. Центр психолого-педагогической, медицинской и социальной помощи также оказывает помощь организациям, осуществляющим образовательную деятельность, по вопросам реализации основных общеобразовательных программ, обучения и воспитания обучающихся, в том числе осуществляет психолого-педагогическое сопровождение реализации основных общеобразовательных программ, оказывает методическую помощь организациям, осуществляющим образовательную деятельность, включая помощь в разработке образовательных программ, индивидуальных учебных планов, выборе оптимальных методов обучения и воспитания обучающихся, испытывающих трудности в освоении основных общеобразовательных программ, выявлении и устранении потенциальных препятствий к обучению, а также осуществляет мониторинг эффективности оказываемой организациями, осуществляющими образовательную деятельность, психолого-педагогической, медицинской и социальной помощи детям, испытывающим трудности в освоении основных общеобразовательных программ, развитии и социальной адаптации.
5. На центр психолого-педагогической, медицинской и социальной помощи может быть возложено осуществление функций психолого-медико-педагогической комиссии, в том числе проведение комплексного психолого-медико-педагогического обследования детей в целях своевременного выявления особенностей в физическом и (или) психическом развитии и (или) отклонений в поведении детей, подготовка по результатам обследования детей рекомендаций по оказанию им психолого-медико-педагогической помощи и организации их обучения и воспитания, а также подтверждение, уточнение или изменение ранее данных рекомендаций. Положение о психолого-медико-педагогической комиссии и порядок проведения комплексного психолого-медико-педагогического обследования детей устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
6. Психолого-педагогическая помощь в центре психолого-педагогической, медицинской и социальной помощи оказывается педагогами-психологами, социальными педагогами, учителями-логопедами, учителями-дефектологами и иными специалистами, необходимыми для надлежащего осуществления функций такого центра. Центр психолого-педагогической, медицинской и социальной помощи осуществляет также комплекс мероприятий по выявлению причин социальной дезадаптации детей и оказывает им социальную помощь, осуществляет связь с семьей, а также с органами и организациями по вопросам трудоустройства детей, обеспечения их жильем, пособиями и пенсиями.
Комментарий к статье 42
Статья 43. Обязанности и ответственность обучающихся
1. Обучающиеся обязаны:
1) добросовестно осваивать образовательную программу, выполнять индивидуальный учебный план, в том числе посещать предусмотренные учебным планом или индивидуальным учебным планом учебные занятия, осуществлять самостоятельную подготовку к занятиям, выполнять задания, данные педагогическими работниками в рамках образовательной программы;
2) выполнять требования устава организации, осуществляющей образовательную деятельность, правил внутреннего распорядка, правил проживания в общежитиях и интернатах и иных локальных нормативных актов по вопросам организации и осуществления образовательной деятельности;
3) заботиться о сохранении и об укреплении своего здоровья, стремиться к нравственному, духовному и физическому развитию и самосовершенствованию;
4) уважать честь и достоинство других обучающихся и работников организации, осуществляющей образовательную деятельность, не создавать препятствий для получения образования другими обучающимися;
5) бережно относиться к имуществу организации, осуществляющей образовательную деятельность.
2. Иные обязанности обучающихся, не предусмотренные частью 1 настоящей статьи, устанавливаются настоящим Федеральным законом, иными федеральными законами, договором об образовании (при его наличии).
3. Дисциплина в организации, осуществляющей образовательную деятельность, поддерживается на основе уважения человеческого достоинства обучающихся, педагогических работников. Применение физического и (или) психического насилия по отношению к обучающимся не допускается.
4. За неисполнение или нарушение устава организации, осуществляющей образовательную деятельность, правил внутреннего распорядка, правил проживания в общежитиях и интернатах и иных локальных нормативных актов по вопросам организации и осуществления образовательной деятельности к обучающимся могут быть применены меры дисциплинарного взыскания - замечание, выговор, отчисление из организации, осуществляющей образовательную деятельность.
5. Меры дисциплинарного взыскания не применяются к обучающимся по образовательным программам дошкольного, начального общего образования, а также к обучающимся с ограниченными возможностями здоровья (с задержкой психического развития и различными формами умственной отсталости).
6. Не допускается применение мер дисциплинарного взыскания к обучающимся во время их болезни, каникул, академического отпуска, отпуска по беременности и родам или отпуска по уходу за ребенком.
7. При выборе меры дисциплинарного взыскания организация, осуществляющая образовательную деятельность, должна учитывать тяжесть дисциплинарного проступка, причины и обстоятельства, при которых он совершен, предыдущее поведение обучающегося, его психофизическое и эмоциональное состояние, а также мнение советов обучающихся, советов родителей.
8. По решению организации, осуществляющей образовательную деятельность, за неоднократное совершение дисциплинарных проступков, предусмотренных частью 4 настоящей статьи, допускается применение отчисления несовершеннолетнего обучающегося, достигшего возраста пятнадцати лет, из организации, осуществляющей образовательную деятельность, как меры дисциплинарного взыскания. Отчисление несовершеннолетнего обучающегося применяется, если иные меры дисциплинарного взыскания и меры педагогического воздействия не дали результата и дальнейшее его пребывание в организации, осуществляющей образовательную деятельность, оказывает отрицательное влияние на других обучающихся, нарушает их права и права работников организации, осуществляющей образовательную деятельность, а также нормальное функционирование организации, осуществляющей образовательную деятельность.
9. Решение об отчислении несовершеннолетнего обучающегося, достигшего возраста пятнадцати лет и не получившего основного общего образования, как мера дисциплинарного взыскания принимается с учетом мнения его родителей (законных представителей) и с согласия комиссии по делам несовершеннолетних и защите их прав. Решение об отчислении детей-сирот и детей, оставшихся без попечения родителей, принимается с согласия комиссии по делам несовершеннолетних и защите их прав и органа опеки и попечительства.
10. Организация, осуществляющая образовательную деятельность, незамедлительно обязана проинформировать об отчислении несовершеннолетнего обучающегося в качестве меры дисциплинарного взыскания орган местного самоуправления, осуществляющий управление в сфере образования. Орган местного самоуправления, осуществляющий управление в сфере образования, и родители (законные представители) несовершеннолетнего обучающегося, отчисленного из организации, осуществляющей образовательную деятельность, не позднее чем в месячный срок принимают меры, обеспечивающие получение несовершеннолетним обучающимся общего образования.
11. Обучающийся, родители (законные представители) несовершеннолетнего обучающегося вправе обжаловать в комиссию по урегулированию споров между участниками образовательных отношений меры дисциплинарного взыскания и их применение к обучающемуся.
12. Порядок применения к обучающимся и снятия с обучающихся мер дисциплинарного взыскания устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
Комментарий к статье 43
Статья 44. Права, обязанности и ответственность в сфере образования родителей (законных представителей) несовершеннолетних обучающихся
1. Родители (законные представители) несовершеннолетних обучающихся имеют преимущественное право на обучение и воспитание детей перед всеми другими лицами. Они обязаны заложить основы физического, нравственного и интеллектуального развития личности ребенка.
2. Органы государственной власти и органы местного самоуправления, образовательные организации оказывают помощь родителям (законным представителям) несовершеннолетних обучающихся в воспитании детей, охране и укреплении их физического и психического здоровья, развитии индивидуальных способностей и необходимой коррекции нарушений их развития.
3. Родители (законные представители) несовершеннолетних обучающихся имеют право:
1) выбирать до завершения получения ребенком основного общего образования с учетом мнения ребенка, а также с учетом рекомендаций психолого-медико-педагогической комиссии (при их наличии) формы получения образования и формы обучения, организации, осуществляющие образовательную деятельность, язык, языки образования, факультативные и элективные учебные предметы, курсы, дисциплины (модули) из перечня, предлагаемого организацией, осуществляющей образовательную деятельность;
2) дать ребенку дошкольное, начальное общее, основное общее, среднее общее образование в семье. Ребенок, получающий образование в семье, по решению его родителей (законных представителей) с учетом его мнения на любом этапе обучения вправе продолжить образование в образовательной организации;
3) знакомиться с уставом организации, осуществляющей образовательную деятельность, лицензией на осуществление образовательной деятельности, со свидетельством о государственной аккредитации, с учебно-программной документацией и другими документами, регламентирующими организацию и осуществление образовательной деятельности;
4) знакомиться с содержанием образования, используемыми методами обучения и воспитания, образовательными технологиями, а также с оценками успеваемости своих детей;
5) защищать права и законные интересы обучающихся;
6) получать информацию о всех видах планируемых обследований (психологических, психолого-педагогических) обучающихся, давать согласие на проведение таких обследований или участие в таких обследованиях, отказаться от их проведения или участия в них, получать информацию о результатах проведенных обследований обучающихся;
7) принимать участие в управлении организацией, осуществляющей образовательную деятельность, в форме, определяемой уставом этой организации;
8) присутствовать при обследовании детей психолого-медико-педагогической комиссией, обсуждении результатов обследования и рекомендаций, полученных по результатам обследования, высказывать свое мнение относительно предлагаемых условий для организации обучения и воспитания детей.
4. Родители (законные представители) несовершеннолетних обучающихся обязаны:
1) обеспечить получение детьми общего образования;
2) соблюдать правила внутреннего распорядка организации, осуществляющей образовательную деятельность, правила проживания обучающихся в интернатах, требования локальных нормативных актов, которые устанавливают режим занятий обучающихся, порядок регламентации образовательных отношений между образовательной организацией и обучающимися и (или) их родителями (законными представителями) и оформления возникновения, приостановления и прекращения этих отношений;
3) уважать честь и достоинство обучающихся и работников организации, осуществляющей образовательную деятельность.
5. Иные права и обязанности родителей (законных представителей) несовершеннолетних обучающихся устанавливаются настоящим Федеральным законом, иными федеральными законами, договором об образовании (при его наличии).
6. За неисполнение или ненадлежащее исполнение обязанностей, установленных настоящим Федеральным законом и иными федеральными законами, родители (законные представители) несовершеннолетних обучающихся несут ответственность, предусмотренную законодательством Российской Федерации.
Комментарий к статье 44
Статья 45. Защита прав обучающихся, родителей (законных представителей) несовершеннолетних обучающихся
1. В целях защиты своих прав обучающиеся, родители (законные представители) несовершеннолетних обучающихся самостоятельно или через своих представителей вправе:
1) направлять в органы управления организацией, осуществляющей образовательную деятельность, обращения о применении к работникам указанных организаций, нарушающим и (или) ущемляющим права обучающихся, родителей (законных представителей) несовершеннолетних обучающихся, дисциплинарных взысканий. Такие обращения подлежат обязательному рассмотрению указанными органами с привлечением обучающихся, родителей (законных представителей) несовершеннолетних обучающихся;
2) обращаться в комиссию по урегулированию споров между участниками образовательных отношений, в том числе по вопросам о наличии или об отсутствии конфликта интересов педагогического работника;
3) использовать не запрещенные законодательством Российской Федерации иные способы защиты прав и законных интересов.
2. Комиссия по урегулированию споров между участниками образовательных отношений создается в целях урегулирования разногласий между участниками образовательных отношений по вопросам реализации права на образование, в том числе в случаях возникновения конфликта интересов педагогического работника, применения локальных нормативных актов, обжалования решений о применении к обучающимся дисциплинарного взыскания.
3. Комиссия по урегулированию споров между участниками образовательных отношений создается в организации, осуществляющей образовательную деятельность, из равного числа представителей совершеннолетних обучающихся, родителей (законных представителей) несовершеннолетних обучающихся, работников организации, осуществляющей образовательную деятельность.
4. Решение комиссии по урегулированию споров между участниками образовательных отношений является обязательным для всех участников образовательных отношений в организации, осуществляющей образовательную деятельность, и подлежит исполнению в сроки, предусмотренные указанным решением.
5. Решение комиссии по урегулированию споров между участниками образовательных отношений может быть обжаловано в установленном законодательством Российской Федерации порядке.
6. Порядок создания, организации работы, принятия решений комиссией по урегулированию споров между участниками образовательных отношений и их исполнения устанавливается локальным нормативным актом, который принимается с учетом мнения советов обучающихся, советов родителей, а также представительных органов работников этой организации и (или) обучающихся в ней (при их наличии).
Комментарий к статье 45
Глава 5. Педагогические, руководящие и иные работники организаций, осуществляющих образовательную деятельность (статьи 46 - 52)
Статья 46. Право на занятие педагогической деятельностью
1. Право на занятие педагогической деятельностью имеют лица, имеющие среднее профессиональное или высшее образование и отвечающие квалификационным требованиям, указанным в квалификационных справочниках, и (или) профессиональным стандартам.
2. Номенклатура должностей педагогических работников организаций, осуществляющих образовательную деятельность, должностей руководителей образовательных организаций утверждается Правительством Российской Федерации.
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Статья 47. Правовой статус педагогических работников. Права и свободы педагогических работников, гарантии их реализации
1. Под правовым статусом педагогического работника понимается совокупность прав и свобод (в том числе академических прав и свобод), трудовых прав, социальных гарантий и компенсаций, ограничений, обязанностей и ответственности, которые установлены законодательством Российской Федерации и законодательством субъектов Российской Федерации.
2. В Российской Федерации признается особый статус педагогических работников в обществе и создаются условия для осуществления ими профессиональной деятельности. Педагогическим работникам в Российской Федерации предоставляются права и свободы, меры социальной поддержки, направленные на обеспечение их высокого профессионального уровня, условий для эффективного выполнения профессиональных задач, повышение социальной значимости, престижа педагогического труда.
3. Педагогические работники пользуются следующими академическими правами и свободами:
1) свобода преподавания, свободное выражение своего мнения, свобода от вмешательства в профессиональную деятельность;
2) свобода выбора и использования педагогически обоснованных форм, средств, методов обучения и воспитания;
3) право на творческую инициативу, разработку и применение авторских программ и методов обучения и воспитания в пределах реализуемой образовательной программы, отдельного учебного предмета, курса, дисциплины (модуля);
4) право на выбор учебников, учебных пособий, материалов и иных средств обучения и воспитания в соответствии с образовательной программой и в порядке, установленном законодательством об образовании;
5) право на участие в разработке образовательных программ, в том числе учебных планов, календарных учебных графиков, рабочих учебных предметов, курсов, дисциплин (модулей), методических материалов и иных компонентов образовательных программ;
6) право на осуществление научной, научно-технической, творческой, исследовательской деятельности, участие в экспериментальной и международной деятельности, разработках и во внедрении инноваций;
7) право на бесплатное пользование библиотеками и информационными ресурсами, а также доступ в порядке, установленном локальными нормативными актами организации, осуществляющей образовательную деятельность, к информационно-телекоммуникационным сетям и базам данных, учебным и методическим материалам, музейным фондам, материально-техническим средствам обеспечения образовательной деятельности, необходимым для качественного осуществления педагогической, научной или исследовательской деятельности в организациях, осуществляющих образовательную деятельность;
8) право на бесплатное пользование образовательными, методическими и научными услугами организации, осуществляющей образовательную деятельность, в порядке, установленном законодательством Российской Федерации или локальными нормативными актами;
9) право на участие в управлении образовательной организацией, в том числе в коллегиальных органах управления, в порядке, установленном уставом этой организации;
10) право на участие в обсуждении вопросов, относящихся к деятельности образовательной организации, в том числе через органы управления и общественные организации;
11) право на объединение в общественные профессиональные организации в формах и в порядке, которые установлены законодательством Российской Федерации;
12) право на обращение в комиссию по урегулированию споров между участниками образовательных отношений;
13) право на защиту профессиональной чести и достоинства, на справедливое и объективное расследование нарушения норм профессиональной этики педагогических работников.
4. Академические права и свободы, указанные в части 3 настоящей статьи, должны осуществляться с соблюдением прав и свобод других участников образовательных отношений, требований законодательства Российской Федерации, норм профессиональной этики педагогических работников, закрепленных в локальных нормативных актах организации, осуществляющей образовательную деятельность.
5. Педагогические работники имеют следующие трудовые права и социальные гарантии:
1) право на сокращенную продолжительность рабочего времени;
2) право на дополнительное профессиональное образование по профилю педагогической деятельности не реже чем один раз в три года;
3) право на ежегодный основной удлиненный оплачиваемый отпуск, продолжительность которого определяется Правительством Российской Федерации;
4) право на длительный отпуск сроком до одного года не реже чем через каждые десять лет непрерывной педагогической работы в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
5) право на досрочное назначение страховой пенсии по старости в порядке, установленном законодательством Российской Федерации;
(Пункт в редакции, введенной в действие с 1 января 2015 года Федеральным законом от 21 июля 2014 года N 216-ФЗ.
6) право на предоставление педагогическим работникам, состоящим на учете в качестве нуждающихся в жилых помещениях, вне очереди жилых помещений по договорам социального найма, право на предоставление жилых помещений специализированного жилищного фонда;
7) иные трудовые права, меры социальной поддержки, установленные федеральными законами и законодательными актами субъектов Российской Федерации.
6. В рабочее время педагогических работников в зависимости от занимаемой должности включается учебная (преподавательская) и воспитательная работа, в том числе практическая подготовка обучающихся, индивидуальная работа с обучающимися, научная, творческая и исследовательская работа, а также другая педагогическая работа, предусмотренная трудовыми (должностными) обязанностями и (или) индивидуальным планом, - методическая, подготовительная, организационная, диагностическая, работа по ведению мониторинга, работа, предусмотренная планами воспитательных, физкультурно-оздоровительных, спортивных, творческих и иных мероприятий, проводимых с обучающимися. Конкретные трудовые (должностные) обязанности педагогических работников определяются трудовыми договорами (служебными контрактами) и должностными инструкциями. Соотношение учебной (преподавательской) и другой педагогической работы в пределах рабочей недели или учебного года определяется соответствующим локальным нормативным актом организации, осуществляющей образовательную деятельность, с учетом количества часов по учебному плану, специальности и квалификации работника.
(Часть в редакции, введенной в действие с 1 января 2016 года Федеральным законом от 29 декабря 2015 года N 389-ФЗ.
7. Режим рабочего времени и времени отдыха педагогических работников организаций, осуществляющих образовательную деятельность, определяется коллективным договором, правилами внутреннего трудового распорядка, иными локальными нормативными актами организации, осуществляющей образовательную деятельность, трудовым договором, графиками работы и расписанием занятий в соответствии с требованиями трудового законодательства и с учетом особенностей, установленных федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Педагогические работники, проживающие и работающие в сельских населенных пунктах, рабочих поселках (поселках городского типа), имеют право на предоставление компенсации расходов на оплату жилых помещений, отопления и освещения. Размер, условия и порядок возмещения расходов, связанных с предоставлением указанных мер социальной поддержки педагогическим работникам федеральных государственных образовательных организаций, устанавливаются Правительством Российской Федерации и обеспечиваются за счет бюджетных ассигнований федерального бюджета, а педагогическим работникам образовательных организаций субъектов Российской Федерации, муниципальных образовательных организаций устанавливаются законодательством субъектов Российской Федерации и обеспечиваются за счет бюджетных ассигнований бюджетов субъектов Российской Федерации.
9. Педагогическим работникам образовательных организаций, участвующим по решению уполномоченных органов исполнительной власти в проведении единого государственного экзамена в рабочее время и освобожденным от основной работы на период проведения единого государственного экзамена, предоставляются гарантии и компенсации, установленные трудовым законодательством и иными актами, содержащими нормы трудового права. Педагогическим работникам, участвующим в проведении единого государственного экзамена, выплачивается компенсация за работу по подготовке и проведению единого государственного экзамена. Размер и порядок выплаты указанной компенсации устанавливаются субъектом Российской Федерации за счет бюджетных ассигнований бюджета субъекта Российской Федерации, выделяемых на проведение единого государственного экзамена.
10. Для привлечения выпускников профессиональных образовательных организаций и образовательных организаций высшего образования к педагогической деятельности органы государственной власти субъектов Российской Федерации вправе устанавливать дополнительные меры государственной поддержки.
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Статья 48. Обязанности и ответственность педагогических работников
1. Педагогические работники обязаны:
1) осуществлять свою деятельность на высоком профессиональном уровне, обеспечивать в полном объеме реализацию преподаваемых учебных предмета, курса, дисциплины (модуля) в соответствии с утвержденной рабочей программой;
2) соблюдать правовые, нравственные и этические нормы, следовать требованиям профессиональной этики;
3) уважать честь и достоинство обучающихся и других участников образовательных отношений;
4) развивать у обучающихся познавательную активность, самостоятельность, инициативу, творческие способности, формировать гражданскую позицию, способность к труду и жизни в условиях современного мира, формировать у обучающихся культуру здорового и безопасного образа жизни;
5) применять педагогически обоснованные и обеспечивающие высокое качество образования формы, методы обучения и воспитания;
6) учитывать особенности психофизического развития обучающихся и состояние их здоровья, соблюдать специальные условия, необходимые для получения образования лицами с ограниченными возможностями здоровья, взаимодействовать при необходимости с медицинскими организациями;
7) систематически повышать свой профессиональный уровень;
8) проходить аттестацию на соответствие занимаемой должности в порядке, установленном законодательством об образовании;
9) проходить в соответствии с трудовым законодательством предварительные при поступлении на работу и периодические медицинские осмотры, а также внеочередные медицинские осмотры по направлению работодателя;
10) проходить в установленном законодательством Российской Федерации порядке обучение и проверку знаний и навыков в области охраны труда;
11) соблюдать устав образовательной организации, положение о специализированном структурном образовательном подразделении организации, осуществляющей обучение, правила внутреннего трудового распорядка.
2. Педагогический работник организации, осуществляющей образовательную деятельность, в том числе в качестве индивидуального предпринимателя, не вправе оказывать платные образовательные услуги обучающимся в данной организации, если это приводит к конфликту интересов педагогического работника.
3. Педагогическим работникам запрещается использовать образовательную деятельность для политической агитации, принуждения обучающихся к принятию политических, религиозных или иных убеждений либо отказу от них, для разжигания социальной, расовой, национальной или религиозной розни, для агитации, пропагандирующей исключительность, превосходство либо неполноценность граждан по признаку социальной, расовой, национальной, религиозной или языковой принадлежности, их отношения к религии, в том числе посредством сообщения обучающимся недостоверных сведений об исторических, о национальных, религиозных и культурных традициях народов, а также для побуждения обучающихся к действиям, противоречащим Конституции Российской Федерации.
4. Педагогические работники несут ответственность за неисполнение или ненадлежащее исполнение возложенных на них обязанностей в порядке и в случаях, которые установлены федеральными законами. Неисполнение или ненадлежащее исполнение педагогическими работниками обязанностей, предусмотренных частью 1 настоящей статьи, учитывается при прохождении ими аттестации.
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Статья 49. Аттестация педагогических работников
1. Аттестация педагогических работников проводится в целях подтверждения соответствия педагогических работников занимаемым ими должностям на основе оценки их профессиональной деятельности и по желанию педагогических работников (за исключением педагогических работников из числа профессорско-преподавательского состава) в целях установления квалификационной категории.
2. Проведение аттестации педагогических работников в целях подтверждения соответствия педагогических работников занимаемым ими должностям осуществляется один раз в пять лет на основе оценки их профессиональной деятельности аттестационными комиссиями, самостоятельно формируемыми организациями, осуществляющими образовательную деятельность.
3. Проведение аттестации в целях установления квалификационной категории педагогических работников организаций, осуществляющих образовательную деятельность и находящихся в ведении федеральных органов исполнительной власти, осуществляется аттестационными комиссиями, формируемыми федеральными органами исполнительной власти, в ведении которых эти организации находятся, а в отношении педагогических работников организаций, осуществляющих образовательную деятельность и находящихся в ведении субъекта Российской Федерации, педагогических работников муниципальных и частных организаций, осуществляющих образовательную деятельность, проведение данной аттестации осуществляется аттестационными комиссиями, формируемыми уполномоченными органами государственной власти субъектов Российской Федерации.
4. Порядок проведения аттестации педагогических работников устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере труда.
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Статья 50. Научно-педагогические работники
1. В организациях, осуществляющих образовательную деятельность по реализации образовательных программ высшего образования и дополнительных профессиональных программ, предусматриваются должности педагогических работников и научных работников, которые относятся к научно-педагогическим работникам. Педагогические работники относятся к профессорско-преподавательскому составу указанных организаций.
2. Научные работники образовательных организаций наряду с правами, предусмотренными законодательством о науке и государственной научно-технической политике, имеют право:
1) входить в состав коллегиальных органов управления образовательной организацией в соответствии с порядком, установленным уставом образовательной организации;
2) участвовать в обсуждении вопросов, относящихся к деятельности образовательной организации;
3) выбирать методы и средства проведения научных исследований, отвечающие мерам безопасности, наиболее полно соответствующие особенностям научных исследований и обеспечивающие их высокое качество;
4) бесплатно пользоваться образовательными, методическими и научными услугами образовательной организации в порядке, установленном законодательством Российской Федерации или локальными нормативными актами образовательной организации.
3. Научные работники образовательной организации наряду с обязанностями, предусмотренными законодательством о науке и государственной научно-технической политике, обязаны:
1) формировать у обучающихся профессиональные качества по избранным профессии, специальности или направлению подготовки;
2) развивать у обучающихся самостоятельность, инициативу, творческие способности.
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Статья 51. Правовой статус руководителя образовательной организации. Президент образовательной организации высшего образования
1. Руководитель образовательной организации в соответствии с законодательством Российской Федерации и уставом образовательной организации:
1) избирается общим собранием, конференцией работников (общим собранием, конференцией работников и обучающихся) образовательной организации с последующим утверждением учредителем образовательной организации;
2) назначается учредителем образовательной организации;
3) назначается Президентом Российской Федерации в случаях, установленных федеральными законами;
4) назначается Правительством Российской Федерации (для ректоров федеральных университетов).
2. Кандидаты на должность руководителя образовательной организации должны иметь высшее образование и соответствовать квалификационным требованиям, указанным в квалификационных справочниках, по соответствующим должностям руководителей образовательных организаций и (или) профессиональным стандартам.
3. Запрещается занятие должности руководителя образовательной организации лицами, которые не допускаются к педагогической деятельности по основаниям, установленным трудовым законодательством.
4. Кандидаты на должность руководителя государственной или муниципальной образовательной организации и ее руководитель (за исключением руководителей, указанных в пунктах 3 и 4 части 1 настоящей статьи) проходят обязательную аттестацию. Порядок и сроки проведения аттестации кандидатов на должность руководителя и руководителя государственной или муниципальной образовательной организации устанавливаются учредителями этих образовательных организаций. В случаях, установленных законодательством Российской Федерации, кандидаты на должность руководителя федеральной государственной образовательной организации также согласовываются с уполномоченным Президентом Российской Федерации федеральным государственным органом.
5. Должностные обязанности руководителя государственной или муниципальной образовательной организации, филиала государственной или муниципальной образовательной организации не могут исполняться по совместительству.
6. Права и обязанности руководителя образовательной организации, его компетенция в области управления образовательной организацией определяются в соответствии с законодательством об образовании и уставом образовательной организации.
7. Руководителям образовательных организаций предоставляются в порядке, установленном Правительством Российской Федерации, права, социальные гарантии и меры социальной поддержки, предусмотренные для педагогических работников пунктами 3 и 5 части 5 и частью 8 статьи 47 настоящего Федерального закона.
8. Руководитель образовательной организации несет ответственность за руководство образовательной, научной, воспитательной работой и организационно-хозяйственной деятельностью образовательной организации.
9. Особенности замещения должностей, назначения на должности и статуса руководителя федеральной государственной образовательной организации, осуществляющей подготовку кадров в интересах обороны и безопасности государства, обеспечения законности и правопорядка, определяются в порядке, установленном федеральными законами.
10. Особенности избрания, назначения на должность и статуса руководителя частной образовательной организации определяются в уставе частной образовательной организации в соответствии с трудовым законодательством.
11. В образовательной организации высшего образования по решению ее ученого совета может учреждаться должность президента образовательной организации высшего образования.
12. Совмещение должностей ректора и президента образовательной организации высшего образования не допускается.
13. Порядок избрания президента образовательной организации высшего образования и его полномочия определяются уставом образовательной организации высшего образования.
14. После избрания президента государственной или муниципальной образовательной организации высшего образования между ним и учредителем этой образовательной организации заключается трудовой договор на срок до пяти лет. Прекращение трудового договора с президентом государственной или муниципальной образовательной организации высшего образования осуществляется по основаниям, установленным трудовым законодательством, в том числе по основаниям прекращения трудового договора с руководителем этой образовательной организации.
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Статья 52. Иные работники образовательных организаций
1. В образовательных организациях наряду с должностями педагогических работников, научных работников предусматриваются должности инженерно-технических, административно-хозяйственных, производственных, учебно-вспомогательных, медицинских и иных работников, осуществляющих вспомогательные функции.
2. Право на занятие должностей, предусмотренных частью 1 настоящей статьи, имеют лица, отвечающие квалификационным требованиям, указанным в квалификационных справочниках, и (или) профессиональным стандартам.
3. Права, обязанности и ответственность работников образовательных организаций, занимающих должности, указанные в части 1 настоящей статьи, устанавливаются законодательством Российской Федерации, уставом, правилами внутреннего трудового распорядка и иными локальными нормативными актами образовательных организаций, должностными инструкциями и трудовыми договорами.
4. Заместителям руководителей образовательных организаций, руководителям структурных подразделений и их заместителям предоставляются в порядке, установленном Правительством Российской Федерации, права, социальные гарантии и меры социальной поддержки, предусмотренные педагогическим работникам пунктами 3 и 5 части 5 и частью 8 статьи 47 настоящего Федерального закона.
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Глава 6. Основания возникновения, изменения и прекращения образовательных отношений (статьи 53 - 62)
Статья 53. Возникновение образовательных отношений
1. Основанием возникновения образовательных отношений является распорядительный акт организации, осуществляющей образовательную деятельность, о приеме лица на обучение в эту организацию или для прохождения промежуточной аттестации и (или) государственной итоговой аттестации, а в случае осуществления образовательной деятельности индивидуальным предпринимателем - договор об образовании.
2. В случае приема на обучение по образовательным программам дошкольного образования или за счет средств физических и (или) юридических лиц изданию распорядительного акта о приеме лица на обучение в организацию, осуществляющую образовательную деятельность, предшествует заключение договора об образовании.
3. В случае приема на целевое обучение в соответствии со статьей 56 настоящего Федерального закона изданию распорядительного акта о приеме лица на обучение в организацию, осуществляющую образовательную деятельность, предшествует заключение договора о целевом приеме и договора о целевом обучении.
4. Права и обязанности обучающегося, предусмотренные законодательством об образовании и локальными нормативными актами организации, осуществляющей образовательную деятельность, возникают у лица, принятого на обучение, с даты, указанной в распорядительном акте о приеме лица на обучение или в договоре об образовании, заключенном с индивидуальным предпринимателем.
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Статья 54. Договор об образовании
1. Договор об образовании заключается в простой письменной форме между:
1) организацией, осуществляющей образовательную деятельность, и лицом, зачисляемым на обучение (родителями (законными представителями) несовершеннолетнего лица);
2) организацией, осуществляющей образовательную деятельность, лицом, зачисляемым на обучение, и физическим или юридическим лицом, обязующимся оплатить обучение лица, зачисляемого на обучение.
2. В договоре об образовании должны быть указаны основные характеристики образования, в том числе вид, уровень и (или) направленность образовательной программы (часть образовательной программы определенных уровня, вида и (или) направленности), форма обучения, срок освоения образовательной программы (продолжительность обучения).
3. В договоре об образовании, заключаемом при приеме на обучение за счет средств физического и (или) юридического лица (далее - договор об оказании платных образовательных услуг), указываются полная стоимость платных образовательных услуг и порядок их оплаты. Увеличение стоимости платных образовательных услуг после заключения такого договора не допускается, за исключением увеличения стоимости указанных услуг с учетом уровня инфляции, предусмотренного основными характеристиками федерального бюджета на очередной финансовый год и плановый период.
4. Сведения, указанные в договоре об оказании платных образовательных услуг, должны соответствовать информации, размещенной на официальном сайте образовательной организации в сети "Интернет" на дату заключения договора.
5. Организация, осуществляющая образовательную деятельность, вправе снизить стоимость платных образовательных услуг по договору об оказании платных образовательных услуг с учетом покрытия недостающей стоимости платных образовательных услуг за счет собственных средств этой организации, в том числе средств, полученных от приносящей доход деятельности, добровольных пожертвований и целевых взносов физических и (или) юридических лиц. Основания и порядок снижения стоимости платных образовательных услуг устанавливаются локальным нормативным актом и доводятся до сведения обучающихся.
6. Договор об образовании не может содержать условия, которые ограничивают права лиц, имеющих право на получение образования определенных уровня и направленности и подавших заявления о приеме на обучение (далее - поступающие), и обучающихся или снижают уровень предоставления им гарантий по сравнению с условиями, установленными законодательством об образовании. Если условия, ограничивающие права поступающих и обучающихся или снижающие уровень предоставления им гарантий, включены в договор, такие условия не подлежат применению.
7. Наряду с установленными статьей 61 настоящего Федерального закона основаниями прекращения образовательных отношений по инициативе организации, осуществляющей образовательную деятельность, договор об оказании платных образовательных услуг может быть расторгнут в одностороннем порядке этой организацией в случае просрочки оплаты стоимости платных образовательных услуг, а также в случае, если надлежащее исполнение обязательства по оказанию платных образовательных услуг стало невозможным вследствие действий (бездействия) обучающегося.
8. Основания расторжения в одностороннем порядке организацией, осуществляющей образовательную деятельность, договора об оказании платных образовательных услуг указываются в договоре.
9. Правила оказания платных образовательных услуг утверждаются Правительством Российской Федерации.
10. Примерные формы договоров об образовании утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
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Статья 55. Общие требования к приему на обучение в организацию, осуществляющую образовательную деятельность
1. Прием на обучение в организацию, осуществляющую образовательную деятельность, проводится на принципах равных условий приема для всех поступающих, за исключением лиц, которым в соответствии с настоящим Федеральным законом предоставлены особые права (преимущества) при приеме на обучение.
2. Организация, осуществляющая образовательную деятельность, обязана ознакомить поступающего и (или) его родителей (законных представителей) со своим уставом, с лицензией на осуществление образовательной деятельности, со свидетельством о государственной аккредитации, с образовательными программами и другими документами, регламентирующими организацию и осуществление образовательной деятельности, права и обязанности обучающихся. При проведении приема на конкурсной основе поступающему предоставляется также информация о проводимом конкурсе и об итогах его проведения.
3. Прием на обучение по основным общеобразовательным программам и образовательным программам среднего профессионального образования за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов проводится на общедоступной основе, если иное не предусмотрено настоящим Федеральным законом. Дети с ограниченными возможностями здоровья принимаются на обучение по адаптированной основной общеобразовательной программе только с согласия родителей (законных представителей) и на основании рекомендаций психолого-медико-педагогической комиссии.
4. Прием на обучение по образовательным программам высшего образования за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов проводится на конкурсной основе, если иное не предусмотрено настоящим Федеральным законом.
5. Прием на обучение по дополнительным образовательным программам, а также на места с оплатой стоимости обучения физическими и (или) юридическими лицами проводится на условиях, определяемых локальными нормативными актами таких организаций в соответствии с законодательством Российской Федерации.
6. Условиями приема на обучение по основным профессиональным образовательным программам должны быть гарантированы соблюдение права на образование и зачисление из числа поступающих, имеющих соответствующий уровень образования, наиболее способных и подготовленных к освоению образовательной программы соответствующего уровня и соответствующей направленности лиц.
7. При приеме на обучение по основным профессиональным образовательным программам по профессиям, специальностям, направлениям подготовки, перечень которых утверждается Правительством Российской Федерации, поступающие проходят обязательные предварительные медицинские осмотры (обследования) в порядке, установленном при заключении трудового договора или служебного контракта по соответствующим должности, профессии или специальности.
8. Порядок приема на обучение по образовательным программам каждого уровня образования (в том числе порядок приема иностранных граждан и лиц без гражданства, предельное количество образовательных организаций высшего образования, в которые поступающий на обучение по программам бакалавриата или программам специалитета вправе подать заявления одновременно, и количество специальностей и направлений подготовки, по которым он вправе участвовать в конкурсе), перечень вступительных испытаний при приеме на обучение по основным профессиональным образовательным программам каждого уровня, особенности проведения вступительных испытаний для лиц с ограниченными возможностями здоровья, перечень дополнительных вступительных испытаний при приеме на обучение по образовательным программам высшего образования и перечень категорий граждан, которые поступают на обучение по образовательным программам высшего образования по результатам вступительных испытаний, устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, если иное не предусмотрено настоящим Федеральным законом, и не подлежат изменению в части приема на обучение по программам бакалавриата и программам специалитета после 1 сентября года, предшествующего приему на обучение по указанным программам.
(Часть в редакции, введенной в действие с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 306-ФЗ.
9. Правила приема в конкретную организацию, осуществляющую образовательную деятельность, на обучение по образовательным программам устанавливаются в части, не урегулированной законодательством об образовании, организацией, осуществляющей образовательную деятельность, самостоятельно.
10. Прием на обучение по образовательным программам в рамках программ и проектов, утверждаемых Президентом Российской Федерации и Правительством Российской Федерации, проводится в соответствии с законодательством об образовании с особенностями, предусмотренными указанными программами и проектами.
(Часть дополнительно включена с 1 января 2014 года Федеральным законом от 2 июля 2013 года N 170-ФЗ)
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Статья 56. Целевой прием. Договор о целевом приеме и договор о целевом обучении
1. Организации, осуществляющие образовательную деятельность по образовательным программам высшего образования, вправе проводить целевой прием в пределах установленных ими в соответствии со статьей 100 настоящего Федерального закона контрольных цифр приема граждан на обучение за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов.
2. Квота целевого приема для получения высшего образования в объеме установленных на очередной год контрольных цифр приема граждан на обучение за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов по каждому уровню высшего образования, каждой специальности и каждому направлению подготовки ежегодно устанавливается учредителями организаций, осуществляющих образовательную деятельность по образовательным программам высшего образования.
3. Целевой прием проводится в рамках установленной квоты на основе договора о целевом приеме, заключаемого соответствующей организацией, осуществляющей образовательную деятельность, с заключившими договор о целевом обучении с гражданином федеральным государственным органом, органом государственной власти субъекта Российской Федерации, органом местного самоуправления, государственным (муниципальным) учреждением, унитарным предприятием, государственной корпорацией, государственной компанией или хозяйственным обществом, в уставном капитале которого присутствует доля Российской Федерации, субъекта Российской Федерации или муниципального образования.
4. Право на обучение на условиях целевого приема для получения высшего образования имеют граждане, которые заключили договор о целевом обучении с органом или организацией, указанными в части 3 настоящей статьи, и приняты на целевые места по конкурсу, проводимому в рамках квоты целевого приема в соответствии с порядком приема, установленным в соответствии с частью 8 статьи 55 настоящего Федерального закона.
5. Существенными условиями договора о целевом приеме являются:
1) обязательства организации, осуществляющей образовательную деятельность, по организации целевого приема гражданина, заключившего договор о целевом обучении;
2) обязательства органа или организации, указанных в части 3 настоящей статьи, по организации учебной и производственной практики гражданина, заключившего договор о целевом обучении.
6. Существенными условиями договора о целевом обучении являются:
1) меры социальной поддержки, предоставляемые гражданину в период обучения органом или организацией, указанными в части 3 настоящей статьи и заключившими договор о целевом обучении (к указанным мерам могут относиться меры материального стимулирования, оплата платных образовательных услуг, предоставление в пользование и (или) оплата жилого помещения в период обучения и другие меры социальной поддержки);
2) обязательства органа или организации, указанных в части 3 настоящей статьи, и гражданина соответственно по организации учебной, производственной и преддипломной практики гражданина, а также по его трудоустройству в организацию, указанную в договоре о целевом обучении, в соответствии с полученной квалификацией;
3) основания освобождения гражданина от исполнения обязательства по трудоустройству.
7. Гражданин, не исполнивший обязательства по трудоустройству, за исключением случаев, установленных договором о целевом обучении, обязан возместить в полном объеме органу или организации, указанным в части 3 настоящей статьи, расходы, связанные с предоставлением ему мер социальной поддержки, а также выплатить штраф в двукратном размере относительно указанных расходов. Орган или организация, указанные в части 3 настоящей статьи, в случае неисполнения обязательства по трудоустройству гражданина выплачивает ему компенсацию в двукратном размере расходов, связанных с предоставлением ему мер социальной поддержки.
8. Порядок заключения и расторжения договора о целевом приеме и договора о целевом обучении, а также их типовые формы устанавливаются Правительством Российской Федерации.
9. Федеральные государственные органы, органы государственной власти субъектов Российской Федерации, органы местного самоуправления и организации вправе заключать договоры о целевом обучении с обучающимися по образовательным программам среднего профессионального или высшего образования, принятыми на обучение не на условиях целевого приема.
10. Заключение договора о целевом обучении между федеральным государственным органом, органом государственной власти субъекта Российской Федерации или органом местного самоуправления и гражданином с обязательством последующего прохождения государственной службы или муниципальной службы после окончания обучения осуществляется в порядке, установленном законодательством Российской Федерации, законодательством о муниципальной службе.
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Статья 57. Изменение образовательных отношений
1. Образовательные отношения изменяются в случае изменения условий получения обучающимся образования по конкретной основной или дополнительной образовательной программе, повлекшего за собой изменение взаимных прав и обязанностей обучающегося и организации, осуществляющей образовательную деятельность.
2. Образовательные отношения могут быть изменены как по инициативе обучающегося (родителей (законных представителей) несовершеннолетнего обучающегося) по его заявлению в письменной форме, так и по инициативе организации, осуществляющей образовательную деятельность.
3. Основанием для изменения образовательных отношений является распорядительный акт организации, осуществляющей образовательную деятельность, изданный руководителем этой организации или уполномоченным им лицом. Если с обучающимся (родителями (законными представителями) несовершеннолетнего обучающегося) заключен договор об образовании, распорядительный акт издается на основании внесения соответствующих изменений в такой договор.
4. Права и обязанности обучающегося, предусмотренные законодательством об образовании и локальными нормативными актами организации, осуществляющей образовательную деятельность, изменяются с даты издания распорядительного акта или с иной указанной в нем даты.
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Статья 58. Промежуточная аттестация обучающихся
1. Освоение образовательной программы (за исключением образовательной программы дошкольного образования), в том числе отдельной части или всего объема учебного предмета, курса, дисциплины (модуля) образовательной программы, сопровождается промежуточной аттестацией обучающихся, проводимой в формах, определенных учебным планом, и в порядке, установленном образовательной организацией.
2. Неудовлетворительные результаты промежуточной аттестации по одному или нескольким учебным предметам, курсам, дисциплинам (модулям) образовательной программы или непрохождение промежуточной аттестации при отсутствии уважительных причин признаются академической задолженностью.
3. Обучающиеся обязаны ликвидировать академическую задолженность.
4. Образовательные организации, родители (законные представители) несовершеннолетнего обучающегося, обеспечивающие получение обучающимся общего образования в форме семейного образования, обязаны создать условия обучающемуся для ликвидации академической задолженности и обеспечить контроль за своевременностью ее ликвидации.
5. Обучающиеся, имеющие академическую задолженность, вправе пройти промежуточную аттестацию по соответствующим учебному предмету, курсу, дисциплине (модулю) не более двух раз в сроки, определяемые организацией, осуществляющей образовательную деятельность, в пределах одного года с момента образования академической задолженности. В указанный период не включаются время болезни обучающегося, нахождение его в академическом отпуске или отпуске по беременности и родам.
6. Для проведения промежуточной аттестации во второй раз образовательной организацией создается комиссия.
7. Не допускается взимание платы с обучающихся за прохождение промежуточной аттестации.
8. Обучающиеся, не прошедшие промежуточной аттестации по уважительным причинам или имеющие академическую задолженность, переводятся в следующий класс или на следующий курс условно.
9. Обучающиеся в образовательной организации по образовательным программам начального общего, основного общего и среднего общего образования, не ликвидировавшие в установленные сроки академической задолженности с момента ее образования, по усмотрению их родителей (законных представителей) оставляются на повторное обучение, переводятся на обучение по адаптированным образовательным программам в соответствии с рекомендациями психолого-медико-педагогической комиссии либо на обучение по индивидуальному учебному плану.
10. Обучающиеся по образовательным программам начального общего, основного общего и среднего общего образования в форме семейного образования, не ликвидировавшие в установленные сроки академической задолженности, продолжают получать образование в образовательной организации.
11. Обучающиеся по основным профессиональным образовательным программам, не ликвидировавшие в установленные сроки академической задолженности, отчисляются из этой организации как не выполнившие обязанностей по добросовестному освоению образовательной программы и выполнению учебного плана.
Комментарий к статье 58
Статья 59. Итоговая аттестация
1. Итоговая аттестация представляет собой форму оценки степени и уровня освоения обучающимися образовательной программы.
2. Итоговая аттестация проводится на основе принципов объективности и независимости оценки качества подготовки обучающихся.
3. Итоговая аттестация, завершающая освоение основных образовательных программ основного общего и среднего общего образования, основных профессиональных образовательных программ, является обязательной и проводится в порядке и в форме, которые установлены образовательной организацией, если иное не установлено настоящим Федеральным законом.
4. Итоговая аттестация, завершающая освоение имеющих государственную аккредитацию основных образовательных программ, является государственной итоговой аттестацией. Государственная итоговая аттестация проводится государственными экзаменационными комиссиями в целях определения соответствия результатов освоения обучающимися основных образовательных программ соответствующим требованиям федерального государственного образовательного стандарта или образовательного стандарта.
5. Формы государственной итоговой аттестации, порядок проведения такой аттестации по соответствующим образовательным программам различного уровня и в любых формах (включая требования к использованию средств обучения и воспитания, средств связи при проведении государственной итоговой аттестации, требования, предъявляемые к лицам, привлекаемым к проведению государственной итоговой аттестации, порядок подачи и рассмотрения апелляций, изменения и (или) аннулирования результатов государственной итоговой аттестации), а также сроки проведения государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования и продолжительность проведения экзаменов по каждому учебному предмету в рамках государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования определяются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, если настоящим Федеральным законом не установлено иное.
(Часть в редакции, введенной в действие со 2 марта 2018 года Федеральным законом от 19 февраля 2018 года N 25-ФЗ.
6. К государственной итоговой аттестации допускается обучающийся, не имеющий академической задолженности и в полном объеме выполнивший учебный план или индивидуальный учебный план, если иное не установлено порядком проведения государственной итоговой аттестации по соответствующим образовательным программам.
7. Обучающиеся, не прошедшие государственной итоговой аттестации или получившие на государственной итоговой аттестации неудовлетворительные результаты, вправе пройти государственную итоговую аттестацию в сроки, определяемые порядком проведения государственной итоговой аттестации по соответствующим образовательным программам.
8. Не допускается взимание платы с обучающихся за прохождение государственной итоговой аттестации.
9. Государственные экзаменационные комиссии для проведения государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования создаются:
1) уполномоченными органами исполнительной власти субъектов Российской Федерации при проведении государственной итоговой аттестации на территориях субъектов Российской Федерации;
2) федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, при проведении государственной итоговой аттестации за пределами территории Российской Федерации.
10. Государственные экзаменационные комиссии для проведения государственной итоговой аттестации по образовательным программам среднего профессионального образования и высшего образования создаются в соответствии с порядком проведения государственной итоговой аттестации по указанным образовательным программам.
11. При проведении государственной итоговой аттестации, если иное не предусмотрено порядком проведения государственной итоговой аттестации по соответствующим образовательным программам, используются контрольные измерительные материалы, представляющие собой комплексы заданий стандартизированной формы. Информация, содержащаяся в контрольных измерительных материалах, используемых при проведении государственной итоговой аттестации, относится к информации ограниченного доступа. Порядок разработки, использования и хранения контрольных измерительных материалов (включая требования к режиму их защиты, порядку и условиям размещения информации, содержащейся в контрольных измерительных материалах, в сети "Интернет") устанавливается федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования.
12. Обеспечение проведения государственной итоговой аттестации осуществляется:
1) органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, при проведении государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования на территории Российской Федерации;
2) федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, в том числе совместно с учредителями образовательных организаций, расположенных за пределами территории Российской Федерации и реализующих имеющие государственную аккредитацию образовательные программы основного общего и среднего общего образования, и загранучреждениями Министерства иностранных дел Российской Федерации, имеющими в своей структуре специализированные структурные образовательные подразделения, при проведении государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования за пределами территории Российской Федерации;
3) организациями, осуществляющими образовательную деятельность, при проведении государственной итоговой аттестации по основным профессиональным образовательным программам, если иное не установлено порядком проведения государственной итоговой аттестации обучающихся по соответствующим образовательным программам.
13. Государственная итоговая аттестация по образовательным программам среднего общего образования проводится в форме единого государственного экзамена (далее - единый государственный экзамен), а также в иных формах, которые могут устанавливаться:
1) для обучающихся по образовательным программам среднего общего образования в специальных учебно-воспитательных учреждениях закрытого типа, а также в учреждениях, исполняющих наказание в виде лишения свободы, для обучающихся, получающих среднее общее образование в рамках освоения образовательных программ среднего профессионального образования, в том числе образовательных программ среднего профессионального образования, интегрированных с основными образовательными программами основного общего и среднего общего образования, для обучающихся с ограниченными возможностями здоровья по образовательным программам среднего общего образования или для обучающихся детей-инвалидов и инвалидов по образовательным программам среднего общего образования федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
2) для обучающихся по образовательным программам основного общего и среднего общего образования, изучавших родной язык из числа языков народов Российской Федерации и литературу народов России на родном языке из числа языков народов Российской Федерации и выбравших экзамен по родному языку из числа языков народов Российской Федерации и литературе народов России на родном языке из числа языков народов Российской Федерации для прохождения государственной итоговой аттестации, органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, в порядке, установленном указанными органами исполнительной власти субъектов Российской Федерации.
14. Методическое обеспечение проведения государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования, организация разработки контрольных измерительных материалов для проведения государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования и критериев оценивания экзаменационных работ, выполненных на основе этих контрольных измерительных материалов, обеспечения этими контрольными измерительными материалами государственных экзаменационных комиссий, а также организация централизованной проверки экзаменационных работ обучающихся, выполненных на основе контрольных измерительных материалов при проведении государственной итоговой аттестации по образовательным программам среднего общего образования, определение минимального количества баллов единого государственного экзамена, подтверждающего освоение образовательной программы среднего общего образования, осуществляются федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования.
15. В целях обеспечения соблюдения порядка проведения государственной итоговой аттестации по образовательным программам основного общего и среднего общего образования гражданам, аккредитованным в качестве общественных наблюдателей в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, предоставляется право присутствовать при проведении государственной итоговой аттестации и направлять информацию о нарушениях, выявленных при проведении государственной итоговой аттестации, в федеральные органы исполнительной власти, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, и органы местного самоуправления, осуществляющие управление в сфере образования. Аккредитацию граждан в качестве общественных наблюдателей осуществляют:
1) органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, при проведении государственной итоговой аттестации по образовательным программам основного общего или среднего общего образования на территориях субъектов Российской Федерации;
2) учредители образовательных организаций, расположенных за пределами территории Российской Федерации и реализующих имеющие государственную аккредитацию образовательные программы основного общего и среднего общего образования, загранучреждения Министерства иностранных дел Российской Федерации, имеющие в своей структуре специализированные структурные образовательные подразделения, при проведении государственной итоговой аттестации по образовательным программам основного общего или среднего общего образования за пределами территории Российской Федерации.
16. К проведению государственной итоговой аттестации по основным профессиональным образовательным программам привлекаются представители работодателей или их объединений.
17. Обучающимся по основным профессиональным образовательным программам после прохождения итоговой аттестации предоставляются по их заявлению каникулы в пределах срока освоения соответствующей основной образовательной программы, по окончании которых производится отчисление обучающихся в связи с получением образования.
Комментарий к статье 59
Статья 60. Документы об образовании и (или) о квалификации. Документы об обучении
1. В Российской Федерации выдаются:
1) документы об образовании и (или) о квалификации, к которым относятся документы об образовании, документы об образовании и о квалификации, документы о квалификации;
2) документы об обучении, к которым относятся свидетельство об обучении, свидетельство об освоении дополнительных предпрофессиональных программ в области искусств, иные документы, выдаваемые в соответствии с настоящей статьей организациями, осуществляющими образовательную деятельность.
2. Документы об образовании и (или) о квалификации оформляются на государственном языке Российской Федерации, если иное не установлено настоящим Федеральным законом, Законом Российской Федерации от 25 октября 1991 года N 1807-I "О языках народов Российской Федерации", и заверяются печатями организаций, осуществляющих образовательную деятельность. Документы об образовании и (или) о квалификации могут быть также оформлены на иностранном языке в порядке, установленном организациями, осуществляющими образовательную деятельность.
3. Лицам, успешно прошедшим итоговую аттестацию, выдаются документы об образовании и (или) о квалификации, образцы которых самостоятельно устанавливаются организациями, осуществляющими образовательную деятельность.
4. Лицам, успешно прошедшим государственную итоговую аттестацию, выдаются, если иное не установлено настоящим Федеральным законом, документы об образовании и документы об образовании и о квалификации. Образцы таких документов об образовании, документов об образовании и о квалификации (за исключением образцов дипломов об окончании ординатуры или ассистентуры-стажировки) и приложений к ним, описание указанных документов и приложений, порядок заполнения, учета и выдачи указанных документов и их дубликатов устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Образец диплома об окончании ординатуры, описание указанного диплома, порядок заполнения, учета и выдачи указанного диплома и его дубликатов устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения. Образец диплома об окончании ассистентуры-стажировки, описание указанного диплома, порядок заполнения, учета и выдачи указанного диплома и его дубликатов устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры.
5. По решению коллегиального органа управления образовательной организации, а также в случаях, предусмотренных Федеральным законом от 10 ноября 2009 года N 259-ФЗ "О Московском государственном университете имени М.В.Ломоносова и Санкт-Петербургском государственном университете", лицам, успешно прошедшим государственную итоговую аттестацию, выдаются документы об образовании и о квалификации, образцы которых самостоятельно устанавливаются образовательными организациями.
6. Документ об образовании, выдаваемый лицам, успешно прошедшим государственную итоговую аттестацию, подтверждает получение общего образования следующего уровня:
1) основное общее образование (подтверждается аттестатом об основном общем образовании);
2) среднее общее образование (подтверждается аттестатом о среднем общем образовании).
7. Документ об образовании и о квалификации, выдаваемый лицам, успешно прошедшим государственную итоговую аттестацию, подтверждает получение профессионального образования следующих уровня и квалификации по профессии, специальности или направлению подготовки, относящимся к соответствующему уровню профессионального образования:
1) среднее профессиональное образование (подтверждается дипломом о среднем профессиональном образовании);
2) высшее образование - бакалавриат (подтверждается дипломом бакалавра);
3) высшее образование - специалитет (подтверждается дипломом специалиста);
4) высшее образование - магистратура (подтверждается дипломом магистра);
5) высшее образование - подготовка кадров высшей квалификации, осуществляемая по результатам освоения программ подготовки научно-педагогических кадров в аспирантуре (адъюнктуре), программ ординатуры, ассистентуры-стажировки (подтверждается дипломом об окончании соответственно аспирантуры (адъюнктуры), ординатуры, ассистентуры-стажировки).
8. Уровень профессионального образования и квалификация, указываемые в документах об образовании и о квалификации, выдаваемых лицам, успешно прошедшим государственную итоговую аттестацию, дают их обладателям право заниматься определенной профессиональной деятельностью, в том числе занимать должности, для которых в установленном законодательством Российской Федерации порядке определены обязательные требования к уровню профессионального образования и (или) квалификации, если иное не установлено федеральными законами.
9. Лицам, освоившим программы подготовки научно-педагогических кадров в аспирантуре (адъюнктуре) и защитившим в установленном законодательством Российской Федерации порядке научно-квалификационную работу (диссертацию) на соискание ученой степени кандидата наук, присваивается ученая степень кандидата наук по соответствующей специальности научных работников и выдается диплом кандидата наук.
10. Документ о квалификации подтверждает:
1) повышение или присвоение квалификации по результатам дополнительного профессионального образования (подтверждается удостоверением о повышении квалификации или дипломом о профессиональной переподготовке);
2) присвоение разряда или класса, категории по результатам профессионального обучения (подтверждается свидетельством о профессии рабочего, должности служащего).
11. Квалификация, указываемая в документе о квалификации, дает его обладателю право заниматься определенной профессиональной деятельностью или выполнять конкретные трудовые функции, для которых в установленном законодательством Российской Федерации порядке определены обязательные требования к наличию квалификации по результатам дополнительного профессионального образования или профессионального обучения, если иное не установлено законодательством Российской Федерации.
12. Лицам, не прошедшим итоговой аттестации или получившим на итоговой аттестации неудовлетворительные результаты, а также лицам, освоившим часть образовательной программы и (или) отчисленным из организации, осуществляющей образовательную деятельность, выдается справка об обучении или о периоде обучения по образцу, самостоятельно устанавливаемому организацией, осуществляющей образовательную деятельность.
13. Лицам с ограниченными возможностями здоровья (с различными формами умственной отсталости), не имеющим основного общего и среднего общего образования и обучавшимся по адаптированным основным общеобразовательным программам, выдается свидетельство об обучении по образцу и в порядке, которые устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
14. Лицам, освоившим дополнительные предпрофессиональные программы в области искусств и успешно прошедшим итоговую аттестацию, выдается свидетельство об освоении этих программ по образцу и в порядке, которые устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры.
15. Организации, осуществляющие образовательную деятельность, вправе выдавать лицам, освоившим образовательные программы, по которым не предусмотрено проведение итоговой аттестации, документы об обучении по образцу и в порядке, которые установлены этими организациями самостоятельно.
16. За выдачу документов об образовании и (или) о квалификации, документов об обучении и дубликатов указанных документов плата не взимается.
Комментарий к статье 60
Статья 61. Прекращение образовательных отношений
1. Образовательные отношения прекращаются в связи с отчислением обучающегося из организации, осуществляющей образовательную деятельность:
1) в связи с получением образования (завершением обучения);
2) досрочно по основаниям, установленным частью 2 настоящей статьи.
2. Образовательные отношения могут быть прекращены досрочно в следующих случаях:
1) по инициативе обучающегося или родителей (законных представителей) несовершеннолетнего обучающегося, в том числе в случае перевода обучающегося для продолжения освоения образовательной программы в другую организацию, осуществляющую образовательную деятельность;
2) по инициативе организации, осуществляющей образовательную деятельность, в случае применения к обучающемуся, достигшему возраста пятнадцати лет, отчисления как меры дисциплинарного взыскания, в случае невыполнения обучающимся по профессиональной образовательной программе обязанностей по добросовестному освоению такой образовательной программы и выполнению учебного плана, а также в случае установления нарушения порядка приема в образовательную организацию, повлекшего по вине обучающегося его незаконное зачисление в образовательную организацию;
3) по обстоятельствам, не зависящим от воли обучающегося или родителей (законных представителей) несовершеннолетнего обучающегося и организации, осуществляющей образовательную деятельность, в том числе в случае ликвидации организации, осуществляющей образовательную деятельность.
3. Досрочное прекращение образовательных отношений по инициативе обучающегося или родителей (законных представителей) несовершеннолетнего обучающегося не влечет за собой возникновение каких-либо дополнительных, в том числе материальных, обязательств указанного обучающегося перед организацией, осуществляющей образовательную деятельность.
4. Основанием для прекращения образовательных отношений является распорядительный акт организации, осуществляющей образовательную деятельность, об отчислении обучающегося из этой организации. Если с обучающимся или родителями (законными представителями) несовершеннолетнего обучающегося заключен договор об оказании платных образовательных услуг, при досрочном прекращении образовательных отношений такой договор расторгается на основании распорядительного акта организации, осуществляющей образовательную деятельность, об отчислении обучающегося из этой организации. Права и обязанности обучающегося, предусмотренные законодательством об образовании и локальными нормативными актами организации, осуществляющей образовательную деятельность, прекращаются с даты его отчисления из организации, осуществляющей образовательную деятельность.
5. При досрочном прекращении образовательных отношений организация, осуществляющая образовательную деятельность, в трехдневный срок после издания распорядительного акта об отчислении обучающегося выдает лицу, отчисленному из этой организации, справку об обучении в соответствии с частью 12 статьи 60 настоящего Федерального закона.
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Статья 62. Восстановление в организации, осуществляющей образовательную деятельность
1. Лицо, отчисленное из организации, осуществляющей образовательную деятельность, по инициативе обучающегося до завершения освоения основной профессиональной образовательной программы, имеет право на восстановление для обучения в этой организации в течение пяти лет после отчисления из нее при наличии в ней свободных мест и с сохранением прежних условий обучения, но не ранее завершения учебного года (семестра), в котором указанное лицо было отчислено.
2. Порядок и условия восстановления в организации, осуществляющей образовательную деятельность, обучающегося, отчисленного по инициативе этой организации, определяются локальным нормативным актом этой организации.
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Глава 7. Общее образование (статьи 63 - 67)
Статья 63. Общее образование
1. Образовательные программы дошкольного, начального общего, основного общего и среднего общего образования являются преемственными.
2. Общее образование может быть получено в организациях, осуществляющих образовательную деятельность, а также вне организаций, осуществляющих образовательную деятельность, в форме семейного образования. Среднее общее образование может быть получено в форме самообразования.
3. Лица, находящиеся в организациях для детей-сирот и детей, оставшихся без попечения родителей, организациях, осуществляющих лечение, оздоровление и (или) отдых, или в организациях, осуществляющих социальное обслуживание, получают начальное общее, основное общее, среднее общее образование в указанных организациях, если получение ими данного образования не может быть организовано в общеобразовательных организациях.
4. Форма получения общего образования и форма обучения по конкретной основной общеобразовательной программе определяются родителями (законными представителями) несовершеннолетнего обучающегося. При выборе родителями (законными представителями) несовершеннолетнего обучающегося формы получения общего образования и формы обучения учитывается мнение ребенка.
5. Органы местного самоуправления муниципальных районов и городских округов ведут учет детей, имеющих право на получение общего образования каждого уровня и проживающих на территориях соответствующих муниципальных образований, и форм получения образования, определенных родителями (законными представителями) детей. При выборе родителями (законными представителями) детей формы получения общего образования в форме семейного образования родители (законные представители) информируют об этом выборе орган местного самоуправления муниципального района или городского округа, на территориях которых они проживают.
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Статья 64. Дошкольное образование
1. Дошкольное образование направлено на формирование общей культуры, развитие физических, интеллектуальных, нравственных, эстетических и личностных качеств, формирование предпосылок учебной деятельности, сохранение и укрепление здоровья детей дошкольного возраста.
2. Образовательные программы дошкольного образования направлены на разностороннее развитие детей дошкольного возраста с учетом их возрастных и индивидуальных особенностей, в том числе достижение детьми дошкольного возраста уровня развития, необходимого и достаточного для успешного освоения ими образовательных программ начального общего образования, на основе индивидуального подхода к детям дошкольного возраста и специфичных для детей дошкольного возраста видов деятельности. Освоение образовательных программ дошкольного образования не сопровождается проведением промежуточных аттестаций и итоговой аттестации обучающихся.
3. Родители (законные представители) несовершеннолетних обучающихся, обеспечивающие получение детьми дошкольного образования в форме семейного образования, имеют право на получение методической, психолого-педагогической, диагностической и консультативной помощи без взимания платы, в том числе в дошкольных образовательных организациях и общеобразовательных организациях, если в них созданы соответствующие консультационные центры. Обеспечение предоставления таких видов помощи осуществляется органами государственной власти субъектов Российской Федерации.
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Статья 65. Плата, взимаемая с родителей (законных представителей) за присмотр и уход за детьми, осваивающими образовательные программы дошкольного образования в организациях, осуществляющих образовательную деятельность
1. Дошкольные образовательные организации осуществляют присмотр и уход за детьми. Иные организации, осуществляющие образовательную деятельность по реализации образовательных программ дошкольного образования, вправе осуществлять присмотр и уход за детьми.
2. За присмотр и уход за ребенком учредитель организации, осуществляющей образовательную деятельность, устанавливает плату, взимаемую с родителей (законных представителей) (далее - родительская плата), и ее размер, если иное не установлено настоящим Федеральным законом. Учредитель вправе снизить размер родительской платы или не взимать ее с отдельных категорий родителей (законных представителей) в определяемых им случаях и порядке. В случае, если присмотр и уход за ребенком в организации, осуществляющей образовательную деятельность, оплачивает учредитель, родительская плата не устанавливается.
(Часть в редакции, введенной в действие с 11 июля 2015 года Федеральным законом от 29 июня 2015 года N 198-ФЗ.
3. За присмотр и уход за детьми-инвалидами, детьми-сиротами и детьми, оставшимися без попечения родителей, а также за детьми с туберкулезной интоксикацией, обучающимися в государственных и муниципальных образовательных организациях, реализующих образовательную программу дошкольного образования, родительская плата не взимается.
4. Не допускается включение расходов на реализацию образовательной программы дошкольного образования, а также расходов на содержание недвижимого имущества государственных и муниципальных образовательных организаций, реализующих образовательную программу дошкольного образования, в родительскую плату за присмотр и уход за ребенком в таких организациях. Размер родительской платы за присмотр и уход за детьми в государственных и муниципальных образовательных организациях не может быть выше ее максимального размера, устанавливаемого нормативными правовыми актами субъекта Российской Федерации для каждого муниципального образования, находящегося на его территории, в зависимости от условий присмотра и ухода за детьми.
(Часть в редакции, введенной в действие с 11 июля 2015 года Федеральным законом от 29 июня 2015 года N 198-ФЗ.
5. В целях материальной поддержки воспитания и обучения детей, посещающих образовательные организации, реализующие образовательную программу дошкольного образования, родителям (законным представителям) предоставляется компенсация. Размер компенсации устанавливается законами и иными нормативными правовыми актами субъектов Российской Федерации и не должен быть менее двадцати процентов среднего размера родительской платы за присмотр и уход за детьми в государственных и муниципальных образовательных организациях, находящихся на территории соответствующего субъекта Российской Федерации, на первого ребенка, не менее пятидесяти процентов размера такой платы на второго ребенка, не менее семидесяти процентов размера такой платы на третьего ребенка и последующих детей. Средний размер родительской платы за присмотр и уход за детьми в государственных и муниципальных образовательных организациях устанавливается органами государственной власти субъекта Российской Федерации. Право на получение компенсации имеет один из родителей (законных представителей), внесших родительскую плату за присмотр и уход за детьми в соответствующей образовательной организации. При предоставлении компенсации органы государственной власти субъектов Российской Федерации вправе законами и иными нормативными правовыми актами субъектов Российской Федерации устанавливать критерии нуждаемости.
(Часть в редакции, введенной в действие с 1 января 2016 года Федеральным законом от 29 декабря 2015 года N 388-ФЗ.
6. Порядок обращения за получением компенсации, указанной в части 5 настоящей статьи, и порядок ее выплаты устанавливаются органами государственной власти субъектов Российской Федерации.
7. Финансовое обеспечение расходов, связанных с выплатой компенсации, указанной в части 5 настоящей статьи, является расходным обязательством субъектов Российской Федерации.
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Статья 66. Начальное общее, основное общее и среднее общее образование
1. Начальное общее образование направлено на формирование личности обучающегося, развитие его индивидуальных способностей, положительной мотивации и умений в учебной деятельности (овладение чтением, письмом, счетом, основными навыками учебной деятельности, элементами теоретического мышления, простейшими навыками самоконтроля, культурой поведения и речи, основами личной гигиены и здорового образа жизни).
2. Основное общее образование направлено на становление и формирование личности обучающегося (формирование нравственных убеждений, эстетического вкуса и здорового образа жизни, высокой культуры межличностного и межэтнического общения, овладение основами наук, государственным языком Российской Федерации, навыками умственного и физического труда, развитие склонностей, интересов, способности к социальному самоопределению).
3. Среднее общее образование направлено на дальнейшее становление и формирование личности обучающегося, развитие интереса к познанию и творческих способностей обучающегося, формирование навыков самостоятельной учебной деятельности на основе индивидуализации и профессиональной ориентации содержания среднего общего образования, подготовку обучающегося к жизни в обществе, самостоятельному жизненному выбору, продолжению образования и началу профессиональной деятельности.
4. Организация образовательной деятельности по образовательным программам начального общего, основного общего и среднего общего образования может быть основана на дифференциации содержания с учетом образовательных потребностей и интересов обучающихся, обеспечивающих углубленное изучение отдельных учебных предметов, предметных областей соответствующей образовательной программы (профильное обучение).
5. Начальное общее образование, основное общее образование, среднее общее образование являются обязательными уровнями образования. Обучающиеся, не освоившие основной образовательной программы начального общего и (или) основного общего образования, не допускаются к обучению на следующих уровнях общего образования. Требование обязательности среднего общего образования применительно к конкретному обучающемуся сохраняет силу до достижения им возраста восемнадцати лет, если соответствующее образование не было получено обучающимся ранее.
6. По согласию родителей (законных представителей) несовершеннолетнего обучающегося, комиссии по делам несовершеннолетних и защите их прав и органа местного самоуправления, осуществляющего управление в сфере образования, обучающийся, достигший возраста пятнадцати лет, может оставить общеобразовательную организацию до получения основного общего образования. Комиссия по делам несовершеннолетних и защите их прав совместно с родителями (законными представителями) несовершеннолетнего, оставившего общеобразовательную организацию до получения основного общего образования, и органом местного самоуправления, осуществляющим управление в сфере образования, не позднее чем в месячный срок принимает меры по продолжению освоения несовершеннолетним образовательной программы основного общего образования в иной форме обучения и с его согласия по трудоустройству.
7. В образовательной организации, реализующей образовательные программы начального общего, основного общего и среднего общего образования, могут быть созданы условия для проживания обучающихся в интернате, а также для осуществления присмотра и ухода за детьми в группах продленного дня.
8. За содержание детей в образовательной организации с наличием интерната, включающее в себя обеспечение обучающихся в соответствии с установленными нормами одеждой, обувью, мягким инвентарем, предметами личной гигиены, школьно-письменными принадлежностями, играми и игрушками, хозяйственным инвентарем, питанием и организацию их хозяйственно-бытового обслуживания, а также за осуществление присмотра и ухода за детьми в группах продленного дня учредитель образовательной организации вправе устанавливать плату, взимаемую с родителей (законных представителей) несовершеннолетних обучающихся, и ее размер, если иное не предусмотрено настоящим Федеральным законом. Учредитель вправе снизить размер указанной платы или не взимать ее с отдельных категорий родителей (законных представителей) несовершеннолетних обучающихся в определяемых им случаях и порядке.
9. Не допускается включение расходов на реализацию образовательной программы начального общего, основного общего и (или) среднего общего образования, а также расходов на содержание недвижимого имущества государственных и муниципальных образовательных организаций в родительскую плату за содержание детей в образовательной организации, имеющей интернат, за осуществление присмотра и ухода за ребенком в группах продленного дня в таких организациях.
10. Для обучающихся, нуждающихся в длительном лечении, детей-инвалидов, которые по состоянию здоровья не могут посещать образовательные организации, обучение по образовательным программам начального общего, основного общего и среднего общего образования организуется на дому или в медицинских организациях.
11. Порядок оформления отношений государственной или муниципальной образовательной организации с обучающимися и (или) их родителями (законными представителями) в части организации обучения по образовательным программам начального общего, основного общего и среднего общего образования на дому или в медицинских организациях устанавливается нормативным правовым актом уполномоченного органа государственной власти субъекта Российской Федерации.
12. Для обучающихся с девиантным (общественно опасным) поведением, нуждающихся в особых условиях воспитания, обучения и требующих специального педагогического подхода, в целях получения ими начального общего, основного общего и среднего общего образования уполномоченными органами государственной власти Российской Федерации или субъектов Российской Федерации создаются специальные учебно-воспитательные учреждения открытого и закрытого типов. Порядок направления несовершеннолетних граждан в специальные учебно-воспитательные учреждения открытого и закрытого типов и условия их пребывания в таких учреждениях определяются Федеральным законом от 24 июня 1999 года N 120-ФЗ "Об основах системы профилактики безнадзорности и правонарушений несовершеннолетних".
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Статья 67. Организация приема на обучение по основным общеобразовательным программам
1. Получение дошкольного образования в образовательных организациях может начинаться по достижении детьми возраста двух месяцев. Получение начального общего образования в образовательных организациях начинается по достижении детьми возраста шести лет и шести месяцев при отсутствии противопоказаний по состоянию здоровья, но не позже достижения ими возраста восьми лет. По заявлению родителей (законных представителей) детей учредитель образовательной организации вправе разрешить прием детей в образовательную организацию на обучение по образовательным программам начального общего образования в более раннем или более позднем возрасте.
2. Правила приема на обучение по основным общеобразовательным программам должны обеспечивать прием всех граждан, которые имеют право на получение общего образования соответствующего уровня, если иное не предусмотрено настоящим Федеральным законом.
3. Правила приема в государственные и муниципальные образовательные организации на обучение по основным общеобразовательным программам должны обеспечивать также прием в образовательную организацию граждан, имеющих право на получение общего образования соответствующего уровня и проживающих на территории, за которой закреплена указанная образовательная организация.
4. В приеме в государственную или муниципальную образовательную организацию может быть отказано только по причине отсутствия в ней свободных мест, за исключением случаев, предусмотренных частями 5 и 6 настоящей статьи и статьей 88 настоящего Федерального закона. В случае отсутствия мест в государственной или муниципальной образовательной организации родители (законные представители) ребенка для решения вопроса о его устройстве в другую общеобразовательную организацию обращаются непосредственно в орган исполнительной власти субъекта Российской Федерации, осуществляющий государственное управление в сфере образования, или орган местного самоуправления, осуществляющий управление в сфере образования.
5. Организация индивидуального отбора при приеме либо переводе в государственные и муниципальные образовательные организации для получения основного общего и среднего общего образования с углубленным изучением отдельных учебных предметов или для профильного обучения допускается в случаях и в порядке, которые предусмотрены законодательством субъекта Российской Федерации.
6. Организация конкурса или индивидуального отбора при приеме либо переводе граждан для получения общего образования в образовательных организациях, реализующих образовательные программы основного общего и среднего общего образования, интегрированные с дополнительными предпрофессиональными образовательными программами в области физической культуры и спорта, или образовательные программы среднего профессионального образования в области искусств, интегрированные с образовательными программами основного общего и среднего общего образования, осуществляется на основании оценки способностей к занятию отдельным видом искусства или спорта, а также при отсутствии противопоказаний к занятию соответствующим видом спорта.
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Глава 8. Профессиональное образование (статьи 68 - 72)
Статья 68. Среднее профессиональное образование
1. Среднее профессиональное образование направлено на решение задач интеллектуального, культурного и профессионального развития человека и имеет целью подготовку квалифицированных рабочих или служащих и специалистов среднего звена по всем основным направлениям общественно полезной деятельности в соответствии с потребностями общества и государства, а также удовлетворение потребностей личности в углублении и расширении образования.
2. К освоению образовательных программ среднего профессионального образования допускаются лица, имеющие образование не ниже основного общего или среднего общего образования, если иное не установлено настоящим Федеральным законом.
3. Получение среднего профессионального образования на базе основного общего образования осуществляется с одновременным получением среднего общего образования в пределах соответствующей образовательной программы среднего профессионального образования. В этом случае образовательная программа среднего профессионального образования, реализуемая на базе основного общего образования, разрабатывается на основе требований соответствующих федеральных государственных образовательных стандартов среднего общего и среднего профессионального образования с учетом получаемой профессии или специальности среднего профессионального образования.
4. Прием на обучение по образовательным программам среднего профессионального образования за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов является общедоступным, если иное не предусмотрено настоящей частью. При приеме на обучение по образовательным программам среднего профессионального образования по профессиям и специальностям, требующим у поступающих наличия определенных творческих способностей, физических и (или) психологических качеств, проводятся вступительные испытания в порядке, установленном в соответствии с настоящим Федеральным законом. В случае, если численность поступающих превышает количество мест, финансовое обеспечение которых осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов, образовательной организацией при приеме на обучение по образовательным программам среднего профессионального образования учитываются результаты освоения поступающими образовательной программы основного общего или среднего общего образования, указанные в представленных поступающими документах об образовании и (или) документах об образовании и о квалификации.
(Часть в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
5. Получение среднего профессионального образования по программам подготовки специалистов среднего звена впервые лицами, имеющими диплом о среднем профессиональном образовании с присвоением квалификации квалифицированного рабочего или служащего, не является получением второго или последующего среднего профессионального образования повторно.
6. Обучающиеся по образовательным программам среднего профессионального образования, не имеющие среднего общего образования, вправе пройти государственную итоговую аттестацию, которой завершается освоение образовательных программ среднего общего образования и при успешном прохождении которой им выдается аттестат о среднем общем образовании. Указанные обучающиеся проходят государственную итоговую аттестацию бесплатно.
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Статья 69. Высшее образование
1. Высшее образование имеет целью обеспечение подготовки высококвалифицированных кадров по всем основным направлениям общественно полезной деятельности в соответствии с потребностями общества и государства, удовлетворение потребностей личности в интеллектуальном, культурном и нравственном развитии, углублении и расширении образования, научно-педагогической квалификации.
2. К освоению программ бакалавриата или программ специалитета допускаются лица, имеющие среднее общее образование.
3. К освоению программ магистратуры допускаются лица, имеющие высшее образование любого уровня.
4. К освоению программ подготовки научно-педагогических кадров в аспирантуре (адъюнктуре), программ ординатуры, программ ассистентуры-стажировки допускаются лица, имеющие образование не ниже высшего образования (специалитет или магистратура). К освоению программ ординатуры допускаются лица, имеющие высшее медицинское образование и (или) высшее фармацевтическое образование. К освоению программ ассистентуры-стажировки допускаются лица, имеющие высшее образование в области искусств.
5. Прием на обучение по образовательным программам высшего образования осуществляется отдельно по программам бакалавриата, программам специалитета, программам магистратуры, программам подготовки научно-педагогических кадров в аспирантуре (адъюнктуре), программам ординатуры, а также по программам ассистентуры-стажировки на конкурсной основе, если иное не предусмотрено настоящим Федеральным законом.
6. Прием на обучение по программам магистратуры, программам подготовки научно-педагогических кадров в аспирантуре (адъюнктуре), программам ординатуры, а также по программам ассистентуры-стажировки осуществляется по результатам вступительных испытаний, проводимых образовательной организацией самостоятельно.
7. Поступающие на обучение по образовательным программам высшего образования вправе представить сведения о своих индивидуальных достижениях, результаты которых учитываются этими образовательными организациями при приеме в соответствии с порядком, установленным в соответствии с частью 8 статьи 55 настоящего Федерального закона.
8. Обучение по следующим образовательным программам высшего образования является получением второго или последующего высшего образования:
(Абзац в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
1) по программам бакалавриата или программам специалитета - лицами, имеющими диплом бакалавра, диплом специалиста или диплом магистра;
2) по программам магистратуры - лицами, имеющими диплом специалиста или диплом магистра;
3) по программам ординатуры или программам ассистентуры-стажировки - лицами, имеющими диплом об окончании ординатуры или диплом об окончании ассистентуры-стажировки;
4) по программам подготовки научно-педагогических кадров - лицами, имеющими диплом об окончании аспирантуры (адъюнктуры) или диплом кандидата наук.
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Статья 70. Общие требования к организации приема на обучение по программам бакалавриата и программам специалитета
1. Прием на обучение по программам бакалавриата и программам специалитета проводится на основании результатов единого государственного экзамена, если иное не предусмотрено настоящим Федеральным законом.
2. Результаты единого государственного экзамена при приеме на обучение по программам бакалавриата и программам специалитета действительны четыре года, следующих за годом получения таких результатов.
3. Минимальное количество баллов единого государственного экзамена по общеобразовательным предметам, соответствующим специальности или направлению подготовки, по которым проводится прием на обучение, в том числе целевой прием, устанавливается образовательной организацией высшего образования, если минимальное количество баллов единого государственного экзамена не установлено учредителем такой образовательной организации.
4. Минимальное количество баллов единого государственного экзамена, устанавливаемое в соответствии с частью 3 настоящей статьи, не может быть ниже количества баллов единого государственного экзамена, необходимого для поступления на обучение по программам бакалавриата и программам специалитета и установленного федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования.
5. Иностранным гражданам предоставляется право приема на обучение по программам бакалавриата и программам специалитета в образовательные организации высшего образования по результатам вступительных испытаний, проводимых такими образовательными организациями.
6. Прием на обучение по программам бакалавриата и программам специалитета лиц, имеющих среднее профессиональное или высшее образование, проводится по результатам вступительных испытаний, форма и перечень которых определяются образовательной организацией высшего образования.
7. При приеме на обучение по программам бакалавриата и программам специалитета по специальностям и (или) направлениям подготовки, требующим у поступающих лиц наличия определенных творческих способностей, физических и (или) психологических качеств, указанные образовательные организации вправе проводить по предметам, по которым не проводится единый государственный экзамен, дополнительные вступительные испытания творческой и (или) профессиональной направленности, результаты которых учитываются наряду с результатами единого государственного экзамена при проведении конкурса. Перечень специальностей и (или) направлений подготовки, по которым при приеме на обучение за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов по программам бакалавриата и программам специалитета могут проводиться дополнительные вступительные испытания творческой и (или) профессиональной направленности, утверждается в порядке, установленном Правительством Российской Федерации.
8. Образовательным организациям высшего образования может быть предоставлено право проводить дополнительные вступительные испытания профильной направленности при приеме на обучение по программам бакалавриата и программам специалитета. Перечень таких образовательных организаций, специальностей и (или) направлений подготовки, по которым таким организациям предоставлено право проводить дополнительные вступительные испытания профильной направленности, формируется на основании предложений таких образовательных организаций высшего образования. Порядок, критерии отбора, перечень таких образовательных организаций, специальностей и (или) направлений подготовки, по которым могут проводиться дополнительные вступительные испытания профильной направленности, утверждаются Правительством Российской Федерации.
9. Московский государственный университет имени М.В.Ломоносова и Санкт-Петербургский государственный университет вправе проводить дополнительные вступительные испытания профильной направленности при приеме на обучение по программам бакалавриата и программам специалитета по специальностям и (или) направлениям подготовки, определяемым Московским государственным университетом имени М.В.Ломоносова и Санкт-Петербургским государственным университетом.
10. Перечень дополнительных вступительных испытаний и условия зачисления в федеральные государственные образовательные организации высшего образования, обучение в которых связано с поступлением на государственную службу и наличием у граждан допуска к сведениям, составляющим государственную тайну, устанавливаются федеральным органом исполнительной власти, на который возложены функции учредителя.
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Статья 71. Особые права при приеме на обучение по программам бакалавриата и программам специалитета
1. При приеме на обучение по имеющим государственную аккредитацию и (или) за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов по не имеющим государственной аккредитации программам бакалавриата и программам специалитета гражданам могут быть предоставлены особые права:
(Абзац в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
1) прием без вступительных испытаний;
2) прием в пределах установленной квоты при условии успешного прохождения вступительных испытаний;
3) преимущественное право зачисления при условии успешного прохождения вступительных испытаний и при прочих равных условиях;
4) прием на подготовительные отделения федеральных государственных образовательных организаций высшего образования для обучения за счет бюджетных ассигнований федерального бюджета;
5) иные особые права, установленные настоящей статьей.
2. Перечень граждан, которым предоставляются особые права при приеме на обучение по программам бакалавриата и программам специалитета, а также порядок и основания предоставления особых прав устанавливаются настоящей статьей, если настоящим Федеральным законом не установлено иное. Другие категории граждан, которым могут предоставляться предусмотренные пунктами 3 и 4 части 1 настоящей статьи особые права при приеме на обучение по военным профессиональным образовательным программам и (или) образовательным программам, содержащим сведения, составляющие государственную тайну, устанавливаются уполномоченными Правительством Российской Федерации федеральными органами исполнительной власти.
3. При приеме на обучение по программам бакалавриата и программам специалитета за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов граждане могут воспользоваться особыми правами, предоставленными им и указанными в пунктах 1 и 2 части 1 настоящей статьи, подав по своему выбору заявление о приеме в одну образовательную организацию высшего образования на одну образовательную программу высшего образования. Правом на прием на подготовительные отделения федеральных государственных образовательных организаций высшего образования гражданин вправе воспользоваться однократно.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
4. Право на прием без вступительных испытаний в соответствии с частью 1 настоящей статьи имеют:
1) победители и призеры заключительного этапа всероссийской олимпиады школьников, члены сборных команд Российской Федерации, участвовавших в международных олимпиадах по общеобразовательным предметам и сформированных в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по специальностям и (или) направлениям подготовки, соответствующим профилю всероссийской олимпиады школьников или международной олимпиады, в течение четырех лет, следующих за годом проведения соответствующей олимпиады. Соответствие профиля указанных олимпиад специальностям и (или) направлениям подготовки определяется образовательной организацией;
(Пункт в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
2) чемпионы и призеры Олимпийских игр, Паралимпийских игр и Сурдлимпийских игр, чемпионы мира, чемпионы Европы, лица, занявшие первое место на первенстве мира, первенстве Европы по видам спорта, включенным в программы Олимпийских игр, Паралимпийских игр и Сурдлимпийских игр, по специальностям и (или) направлениям подготовки в области физической культуры и спорта.
5. Право на прием на обучение по программам бакалавриата и программам специалитета за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов в пределах установленной квоты имеют дети-инвалиды, инвалиды I и II групп, инвалиды с детства, инвалиды вследствие военной травмы или заболевания, полученных в период прохождения военной службы.
(Часть в редакции, введенной в действие с 12 мая 2017 года Федеральным законом от 1 мая 2017 года N 93-ФЗ.
6. Квота приема для получения высшего образования по программам бакалавриата и программам специалитета за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов устанавливается ежегодно образовательной организацией в размере не менее чем десять процентов общего объема контрольных цифр приема граждан, обучающихся за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов, выделенных такой образовательной организации на очередной год, по специальностям и (или) направлениям подготовки.
7. Право на прием на подготовительные отделения федеральных государственных образовательных организаций высшего образования на обучение за счет бюджетных ассигнований федерального бюджета имеют:
1) дети-сироты и дети, оставшиеся без попечения родителей, а также лица из числа детей-сирот и детей, оставшихся без попечения родителей;
2) дети-инвалиды, инвалиды I и II групп;
(Пункт в редакции, введенной в действие с 12 мая 2017 года Федеральным законом от 1 мая 2017 года N 93-ФЗ.
3) граждане в возрасте до двадцати лет, имеющие только одного родителя - инвалида I группы, если среднедушевой доход семьи ниже величины прожиточного минимума, установленного в субъекте Российской Федерации по месту жительства указанных граждан;
4) граждане, которые подверглись воздействию радиации вследствие катастрофы на Чернобыльской АЭС и на которых распространяется действие Закона Российской Федерации от 15 мая 1991 года N 1244-I "О социальной защите граждан, подвергшихся воздействию радиации вследствие катастрофы на Чернобыльской АЭС";
5) дети военнослужащих, погибших при исполнении ими обязанностей военной службы или умерших вследствие увечья (ранения, травмы, контузии) либо заболеваний, полученных ими при исполнении обязанностей военной службы, в том числе при участии в проведении контртеррористических операций и (или) иных мероприятий по борьбе с терроризмом;
6) дети умерших (погибших) Героев Советского Союза, Героев Российской Федерации и полных кавалеров ордена Славы;
7) дети сотрудников органов внутренних дел, Федеральной службы войск национальной гвардии Российской Федерации, учреждений и органов уголовно-исполнительной системы, федеральной противопожарной службы Государственной противопожарной службы, органов по контролю за оборотом наркотических средств и психотропных веществ, таможенных органов, Следственного комитета Российской Федерации, погибших (умерших) вследствие увечья или иного повреждения здоровья, полученных ими в связи с выполнением служебных обязанностей, либо вследствие заболевания, полученного ими в период прохождения службы в указанных учреждениях и органах, и дети, находившиеся на их иждивении;
(Пункт в редакции, введенной в действие с 10 января 2016 года Федеральным законом от 30 декабря 2015 года N 458-ФЗ; в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
8) дети прокурорских работников, погибших (умерших) вследствие увечья или иного повреждения здоровья, полученных ими в период прохождения службы в органах прокуратуры либо после увольнения вследствие причинения вреда здоровью в связи с их служебной деятельностью;
9) военнослужащие, которые проходят военную службу по контракту и непрерывная продолжительность военной службы по контракту которых составляет не менее трех лет, а также граждане, прошедшие военную службу по призыву и поступающие на обучение по рекомендациям командиров, выдаваемым гражданам в порядке, установленном федеральным органом исполнительной власти и федеральным государственным органом, в которых федеральным законом предусмотрена военная служба;
(Пункт в редакции, введенной в действие с 1 января 2017 года Федеральным законом от 4 июня 2014 года N 145-ФЗ.
10) граждане, проходившие в течение не менее трех лет военную службу по контракту в Вооруженных Силах Российской Федерации, других войсках, воинских формированиях и органах на воинских должностях и уволенные с военной службы по основаниям, предусмотренным подпунктами "б"-"г" пункта 1, подпунктом "а" пункта 2 и подпунктами "а"-"в" пункта 3 статьи 51 Федерального закона от 28 марта 1998 года N 53-ФЗ "О воинской обязанности и военной службе";
11) инвалиды войны, участники боевых действий, а также ветераны боевых действий из числа лиц, указанных в подпунктах 1-4 пункта 1 статьи 3 Федерального закона от 12 января 1995 года N 5-ФЗ "О ветеранах";
12) граждане, непосредственно принимавшие участие в испытаниях ядерного оружия, боевых радиоактивных веществ в атмосфере, ядерного оружия под землей, в учениях с применением таких оружия и боевых радиоактивных веществ до даты фактического прекращения указанных испытаний и учений, непосредственные участники ликвидации радиационных аварий на ядерных установках надводных и подводных кораблей и других военных объектах, непосредственные участники проведения и обеспечения работ по сбору и захоронению радиоактивных веществ, а также непосредственные участники ликвидации последствий этих аварий (военнослужащие и лица из числа вольнонаемного состава Вооруженных Сил Российской Федерации, военнослужащие внутренних войск Министерства внутренних дел Российской Федерации или федеральных государственных органов, военнослужащие и сотрудники Федеральной службы войск национальной гвардии Российской Федерации, лица, проходившие службу в железнодорожных войсках и других воинских формированиях, сотрудники органов внутренних дел Российской Федерации и федеральной противопожарной службы Государственной противопожарной службы);
(Пункт в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ; в редакции, введенной в действие с 1 января 2017 года Федеральным законом от 4 июня 2014 года N 145-ФЗ.
13) военнослужащие, сотрудники Федеральной службы войск национальной гвардии Российской Федерации, органов внутренних дел Российской Федерации, уголовно-исполнительной системы, федеральной противопожарной службы Государственной противопожарной службы, выполнявшие задачи в условиях вооруженного конфликта в Чеченской Республике и на прилегающих к ней территориях, отнесенных к зоне вооруженного конфликта, и указанные военнослужащие, выполняющие задачи в ходе контртеррористических операций на территории Северо-Кавказского региона.
(Пункт в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
8. Указанные в части 7 настоящей статьи лица принимаются на подготовительные отделения федеральных государственных образовательных организаций высшего образования при наличии у них среднего общего образования в соответствии с порядком, предусмотренным частью 8 статьи 55 настоящего Федерального закона. Обучение таких лиц осуществляется за счет бюджетных ассигнований федерального бюджета в случае, если они обучаются на указанных подготовительных отделениях впервые. Порядок отбора федеральных государственных образовательных организаций высшего образования, на подготовительных отделениях которых осуществляется обучение за счет бюджетных ассигнований федерального бюджета в соответствии с настоящей частью, и предусматриваемый в соответствии с этим порядком перечень федеральных государственных образовательных организаций высшего образования устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Обучающимся на подготовительных отделениях федеральных государственных образовательных организаций высшего образования в очной форме обучения за счет бюджетных ассигнований федерального бюджета в рамках государственного задания выплачивается стипендия.
9. Преимущественное право зачисления в образовательную организацию на обучение по программам бакалавриата и программам специалитета при условии успешного прохождения вступительных испытаний и при прочих равных условиях предоставляется лицам, указанным в части 7 настоящей статьи.
10. Преимущественное право зачисления в образовательные организации высшего образования, находящиеся в ведении федеральных государственных органов, при условии успешного прохождения вступительных испытаний и при прочих равных условиях также предоставляется выпускникам общеобразовательных организаций, профессиональных образовательных организаций, находящихся в ведении федеральных государственных органов и реализующих дополнительные общеобразовательные программы, имеющие целью подготовку несовершеннолетних обучающихся к военной или иной государственной службе.
11. Преимущественное право зачисления в военные профессиональные организации и военные образовательные организации высшего образования при условии успешного прохождения вступительных испытаний и при прочих равных условиях предоставляется детям граждан, проходящих военную службу по контракту и имеющих общую продолжительность военной службы двадцать лет и более, детям граждан, которые уволены с военной службы по достижении ими предельного возраста пребывания на военной службе, по состоянию здоровья или в связи с организационно-штатными мероприятиями и общая продолжительность военной службы которых составляет двадцать лет и более.
12. Победителям и призерам олимпиад школьников, проводимых в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, в течение четырех лет, следующих за годом проведения соответствующей олимпиады, предоставляются следующие особые права при приеме в образовательные организации высшего образования на обучение по программам бакалавриата и программам специалитета по специальностям и (или) направлениям подготовки, соответствующим профилю олимпиады школьников, в порядке, установленном указанным федеральным органом исполнительной власти:
(Абзац в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
1) прием без вступительных испытаний на обучение по программам бакалавриата и программам специалитета по специальностям и направлениям подготовки, соответствующим профилю олимпиады школьников. Соответствие профиля указанных олимпиад специальностям и (или) направлениям подготовки определяется образовательной организацией;
2) быть приравненными к лицам, набравшим максимальное количество баллов единого государственного экзамена по общеобразовательному предмету, соответствующему профилю олимпиады школьников, или к лицам, успешно прошедшим дополнительные вступительные испытания профильной, творческой и (или) профессиональной направленности, предусмотренные частями 7 и 8 статьи 70 настоящего Федерального закона.
Комментарий к статье 71
Статья 72. Формы интеграции образовательной и научной (научно-исследовательской) деятельности в высшем образовании
1. Целями интеграции образовательной и научной (научно-исследовательской) деятельности в высшем образовании являются кадровое обеспечение научных исследований, повышение качества подготовки обучающихся по образовательным программам высшего образования, привлечение обучающихся к проведению научных исследований под руководством научных работников, использование новых знаний и достижений науки и техники в образовательной деятельности.
2. Интеграция образовательной и научной (научно-исследовательской) деятельности в высшем образовании может осуществляться в разных формах, в том числе в форме:
1) проведения образовательными организациями, реализующими образовательные программы высшего образования, научных исследований и экспериментальных разработок за счет грантов или иных источников финансового обеспечения;
2) привлечения образовательными организациями, реализующими образовательные программы высшего образования, работников научных организаций и иных организаций, осуществляющих научную (научно-исследовательскую) деятельность, а также научными организациями и иными организациями, осуществляющими научную (научно-исследовательскую) деятельность, работников образовательных организаций, реализующих образовательные программы высшего образования, на договорной основе для участия в образовательной и (или) научной (научно-исследовательской) деятельности;
3) осуществления образовательными организациями, реализующими образовательные программы высшего образования, и научными организациями и иными организациями, осуществляющими научную (научно-исследовательскую) деятельность, совместных научно-образовательных проектов, научных исследований и экспериментальных разработок, а также иных совместных мероприятий;
4) создания в образовательных организациях, реализующих образовательные программы высшего образования, научными организациями и иными организациями, осуществляющими научную (научно-исследовательскую) деятельность, лабораторий, осуществляющих научную (научно-исследовательскую) и (или) научно-техническую деятельность, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования;
5) создания образовательными организациями, реализующими образовательные программы высшего образования, в научных организациях и иных организациях, осуществляющих научную (научно-исследовательскую) деятельность, кафедр, осуществляющих образовательную деятельность, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
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Глава 9. Профессиональное обучение (статьи 73 - 74)
Статья 73. Организация профессионального обучения
1. Профессиональное обучение направлено на приобретение лицами различного возраста профессиональной компетенции, в том числе для работы с конкретным оборудованием, технологиями, аппаратно-программными и иными профессиональными средствами, получение указанными лицами квалификационных разрядов, классов, категорий по профессии рабочего или должности служащего без изменения уровня образования.
2. Под профессиональным обучением по программам профессиональной подготовки по профессиям рабочих и должностям служащих понимается профессиональное обучение лиц, ранее не имевших профессии рабочего или должности служащего.
3. Под профессиональным обучением по программам переподготовки рабочих и служащих понимается профессиональное обучение лиц, уже имеющих профессию рабочего, профессии рабочих или должность служащего, должности служащих, в целях получения новой профессии рабочего или новой должности служащего с учетом потребностей производства, вида профессиональной деятельности.
4. Под профессиональным обучением по программам повышения квалификации рабочих и служащих понимается профессиональное обучение лиц, уже имеющих профессию рабочего, профессии рабочих или должность служащего, должности служащих, в целях последовательного совершенствования профессиональных знаний, умений и навыков по имеющейся профессии рабочего или имеющейся должности служащего без повышения образовательного уровня.
5. Профессиональное обучение по программам профессиональной подготовки по профессиям рабочих, должностям служащих в пределах освоения образовательной программы среднего общего образования, образовательных программ среднего профессионального образования, а также в иных случаях, предусмотренных федеральными законами, предоставляется бесплатно.
6. Профессиональное обучение осуществляется в организациях, осуществляющих образовательную деятельность, в том числе в учебных центрах профессиональной квалификации и на производстве, а также в форме самообразования. Учебные центры профессиональной квалификации могут создаваться в различных организационно-правовых формах юридических лиц, предусмотренных гражданским законодательством, или в качестве структурных подразделений юридических лиц.
7. Перечень профессий рабочих, должностей служащих, по которым осуществляется профессиональное обучение, с указанием присваиваемой по соответствующим профессиям рабочих, должностям служащих квалификации утверждается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Продолжительность профессионального обучения определяется конкретной программой профессионального обучения, разрабатываемой и утверждаемой на основе профессиональных стандартов (при наличии) или установленных квалификационных требований организацией, осуществляющей образовательную деятельность, если иное не установлено законодательством Российской Федерации.
(Часть в редакции, введенной в действие с 1 июля 2016 года Федеральным законом от 2 мая 2015 года N 122-ФЗ.
9. Типовые программы профессионального обучения в области международных автомобильных перевозок утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
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Статья 74. Квалификационный экзамен
1. Профессиональное обучение завершается итоговой аттестацией в форме квалификационного экзамена.
2. Квалификационный экзамен проводится организацией, осуществляющей образовательную деятельность, для определения соответствия полученных знаний, умений и навыков программе профессионального обучения и установления на этой основе лицам, прошедшим профессиональное обучение, квалификационных разрядов, классов, категорий по соответствующим профессиям рабочих, должностям служащих.
3. Квалификационный экзамен независимо от вида профессионального обучения включает в себя практическую квалификационную работу и проверку теоретических знаний в пределах квалификационных требований, указанных в квалификационных справочниках, и (или) профессиональных стандартов по соответствующим профессиям рабочих, должностям служащих. К проведению квалификационного экзамена привлекаются представители работодателей, их объединений.
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Глава 10. Дополнительное образование (статьи 75 - 76)
Статья 75. Дополнительное образование детей и взрослых
1. Дополнительное образование детей и взрослых направлено на формирование и развитие творческих способностей детей и взрослых, удовлетворение их индивидуальных потребностей в интеллектуальном, нравственном и физическом совершенствовании, формирование культуры здорового и безопасного образа жизни, укрепление здоровья, а также на организацию их свободного времени. Дополнительное образование детей обеспечивает их адаптацию к жизни в обществе, профессиональную ориентацию, а также выявление и поддержку детей, проявивших выдающиеся способности. Дополнительные общеобразовательные программы для детей должны учитывать возрастные и индивидуальные особенности детей.
2. Дополнительные общеобразовательные программы подразделяются на общеразвивающие и предпрофессиональные программы. Дополнительные общеразвивающие программы реализуются как для детей, так и для взрослых. Дополнительные предпрофессиональные программы в сфере искусств, физической культуры и спорта реализуются для детей.
3. К освоению дополнительных общеобразовательных программ допускаются любые лица без предъявления требований к уровню образования, если иное не обусловлено спецификой реализуемой образовательной программы.
4. Содержание дополнительных общеразвивающих программ и сроки обучения по ним определяются образовательной программой, разработанной и утвержденной организацией, осуществляющей образовательную деятельность. Содержание дополнительных предпрофессиональных программ определяется образовательной программой, разработанной и утвержденной организацией, осуществляющей образовательную деятельность, в соответствии с федеральными государственными требованиями.
5. Особенности реализации дополнительных предпрофессиональных программ определяются в соответствии с частями 3-7 статьи 83 и частями 4-5 статьи 84 настоящего Федерального закона.
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Статья 76. Дополнительное профессиональное образование
1. Дополнительное профессиональное образование направлено на удовлетворение образовательных и профессиональных потребностей, профессиональное развитие человека, обеспечение соответствия его квалификации меняющимся условиям профессиональной деятельности и социальной среды.
2. Дополнительное профессиональное образование осуществляется посредством реализации дополнительных профессиональных программ (программ повышения квалификации и программ профессиональной переподготовки).
3. К освоению дополнительных профессиональных программ допускаются:
1) лица, имеющие среднее профессиональное и (или) высшее образование;
2) лица, получающие среднее профессиональное и (или) высшее образование.
4. Программа повышения квалификации направлена на совершенствование и (или) получение новой компетенции, необходимой для профессиональной деятельности, и (или) повышение профессионального уровня в рамках имеющейся квалификации.
5. Программа профессиональной переподготовки направлена на получение компетенции, необходимой для выполнения нового вида профессиональной деятельности, приобретение новой квалификации.
6. Содержание дополнительной профессиональной программы определяется образовательной программой, разработанной и утвержденной организацией, осуществляющей образовательную деятельность, если иное не установлено настоящим Федеральным законом и другими федеральными законами, с учетом потребностей лица, организации, по инициативе которых осуществляется дополнительное профессиональное образование.
7. Типовые дополнительные профессиональные программы утверждаются:
1) федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта, - в области международных автомобильных перевозок;
2) федеральным органом исполнительной власти, уполномоченным на осуществление функций по нормативно-правовому регулированию в сфере ведения государственного кадастра недвижимости, осуществления кадастрового учета и кадастровой деятельности, - в области кадастровой деятельности.
(Часть в редакции, введенной в действие с 1 июля 2016 года Федеральным законом от 30 декабря 2015 года N 452-ФЗ.
7_1. Типовые дополнительные профессиональные программы в области оценки соответствия контрольно-кассовой техники и технических средств оператора фискальных данных (соискателя разрешения на обработку фискальных данных) предъявляемым к ним требованиям утверждаются федеральным органом исполнительной власти, уполномоченным по контролю и надзору за применением контрольно-кассовой техники.
(Часть дополнительно включена с 15 июля 2016 года Федеральным законом от 3 июля 2016 года N 290-ФЗ)
8. Порядок разработки дополнительных профессиональных программ, содержащих сведения, составляющие государственную тайну, и дополнительных профессиональных программ в области информационной безопасности устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти в области обеспечения безопасности и федеральным органом исполнительной власти, уполномоченным в области противодействия техническим разведкам и технической защиты информации.
9. Содержание дополнительных профессиональных программ должно учитывать профессиональные стандарты, квалификационные требования, указанные в квалификационных справочниках по соответствующим должностям, профессиям и специальностям, или квалификационные требования к профессиональным знаниям и навыкам, необходимым для исполнения должностных обязанностей, которые устанавливаются в соответствии с федеральными законами и иными нормативными правовыми актами Российской Федерации о государственной службе.
10. Программы профессиональной переподготовки разрабатываются на основании установленных квалификационных требований, профессиональных стандартов и требований соответствующих федеральных государственных образовательных стандартов среднего профессионального и (или) высшего образования к результатам освоения образовательных программ.
11. Обучение по дополнительным профессиональным программам осуществляется как единовременно и непрерывно, так и поэтапно (дискретно), в том числе посредством освоения отдельных учебных предметов, курсов, дисциплин (модулей), прохождения практики, применения сетевых форм, в порядке, установленном образовательной программой и (или) договором об образовании.
12. Дополнительная профессиональная образовательная программа может реализовываться в формах, предусмотренных настоящим Федеральным законом, а также полностью или частично в форме стажировки.
13. Формы обучения и сроки освоения дополнительных профессиональных программ определяются образовательной программой и (или) договором об образовании.
14. Освоение дополнительных профессиональных образовательных программ завершается итоговой аттестацией обучающихся в форме, определяемой организацией, осуществляющей образовательную деятельность, самостоятельно.
15. Лицам, успешно освоившим соответствующую дополнительную профессиональную программу и прошедшим итоговую аттестацию, выдаются удостоверение о повышении квалификации и (или) диплом о профессиональной переподготовке.
16. При освоении дополнительной профессиональной программы параллельно с получением среднего профессионального образования и (или) высшего образования удостоверение о повышении квалификации и (или) диплом о профессиональной переподготовке выдаются одновременно с получением соответствующего документа об образовании и о квалификации.
17. Типовые дополнительные профессиональные программы образования лиц, которые допущены к сбору, транспортированию, обработке, утилизации, обезвреживанию, размещению отходов I-IV классов опасности, утверждаются федеральным органом исполнительной власти, осуществляющим государственное регулирование в области охраны окружающей среды.
(Часть дополнительно включена с 1 января 2016 года Федеральным законом от 29 декабря 2015 года N 404-ФЗ)
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Глава 11. Особенности реализации некоторых видов образовательных программ и получения образования отдельными категориями обучающихся (статьи 77 - 88)
Статья 77. Организация получения образования лицами, проявившими выдающиеся способности
1. В Российской Федерации осуществляются выявление и поддержка лиц, проявивших выдающиеся способности, а также оказывается содействие в получении такими лицами образования.
2. В целях выявления и поддержки лиц, проявивших выдающиеся способности, федеральными государственными органами, органами государственной власти субъектов Российской Федерации, органами местного самоуправления, общественными и иными организациями организуются и проводятся олимпиады и иные интеллектуальные и (или) творческие конкурсы, физкультурные мероприятия и спортивные мероприятия (далее - конкурсы), направленные на выявление и развитие у обучающихся интеллектуальных и творческих способностей, способностей к занятиям физической культурой и спортом, интереса к научной (научно-исследовательской) деятельности, творческой деятельности, физкультурно-спортивной деятельности, на пропаганду научных знаний, творческих и спортивных достижений. Обучающиеся принимают участие в конкурсах на добровольной основе. Взимание платы за участие во всероссийской олимпиаде школьников, в олимпиадах и иных конкурсах, по итогам которых присуждаются премии для поддержки талантливой молодежи, не допускается.
3. В целях выявления и развития у обучающихся творческих способностей и интереса к научной (научно-исследовательской) деятельности, пропаганды научных знаний проводятся всероссийская олимпиада школьников, олимпиады школьников, перечень и уровни которых утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, утверждаются порядок и сроки проведения всероссийской олимпиады школьников, включая перечень общеобразовательных предметов, по которым она проводится, итоговые результаты всероссийской олимпиады школьников, образцы дипломов победителей и призеров всероссийской олимпиады школьников, а также порядок проведения олимпиад школьников, указанных в первом предложении настоящей части, включая критерии определения уровней указанных олимпиад школьников, образцы дипломов победителей и призеров указанных олимпиад. В целях обеспечения соблюдения порядка проведения всероссийской олимпиады школьников, а также порядка проведения олимпиад школьников, указанных в первом предложении настоящей части, гражданам, аккредитованным в качестве общественных наблюдателей в соответствии с частью 15 статьи 59 настоящего Федерального закона, предоставляется право присутствовать при проведении указанных олимпиад и направлять информацию о нарушениях, выявленных при их проведении, в федеральные органы исполнительной власти, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, и органы местного самоуправления, осуществляющие управление в сфере образования.
4. Для лиц, проявивших выдающиеся способности, могут предусматриваться специальные денежные поощрения и иные меры стимулирования указанных лиц. Критерии и порядок отбора лиц, проявивших выдающиеся способности, порядок предоставления таких денежных поощрений за счет бюджетных ассигнований федерального бюджета, в том числе для получения указанными лицами образования, включая обучение за рубежом, определяются в порядке, установленном Правительством Российской Федерации. Органы государственной власти субъектов Российской Федерации, органы местного самоуправления, юридические лица и физические лица, их объединения вправе устанавливать специальные денежные поощрения для лиц, проявивших выдающиеся способности, и иные меры стимулирования указанных лиц.
5. В целях выявления и поддержки лиц, проявивших выдающиеся способности, а также лиц, добившихся успехов в учебной деятельности, научной (научно-исследовательской) деятельности, творческой деятельности и физкультурно-спортивной деятельности, в образовательных организациях создаются специализированные структурные подразделения, а также действуют образовательные организации, имеющие право реализации основных и дополнительных образовательных программ, не относящихся к типу таких образовательных организаций (далее - нетиповые образовательные организации). Порядок комплектования указанных специализированных структурных подразделений и указанных нетиповых образовательных организаций обучающимися устанавливается учредителями соответствующих образовательных организаций с учетом уровня и направленности реализуемых образовательными организациями образовательных программ, обеспечивающих развитие интеллектуальных, творческих и прикладных способностей обучающихся в образовательных организациях. Особенности организации и осуществления образовательной деятельности по основным и дополнительным образовательным программам для граждан, проявивших выдающиеся способности, а также граждан, добившихся успехов в учебной деятельности, научной (научно-исследовательской) деятельности, творческой деятельности и физкультурно-спортивной деятельности, осуществляемой образовательными организациями, имеющими указанные специализированные структурные подразделения, и нетиповыми образовательными организациями, определяются в соответствии с частью 11 статьи 13 настоящего Федерального закона.
Комментарий к статье 77
Статья 78. Организация получения образования иностранными гражданами и лицами без гражданства в российских образовательных организациях
1. Иностранные граждане и лица без гражданства (далее - иностранные граждане) имеют право на получение образования в Российской Федерации в соответствии с международными договорами Российской Федерации и настоящим Федеральным законом.
2. Иностранные граждане обладают равными с гражданами Российской Федерации правами на получение дошкольного, начального общего, основного общего и среднего общего образования, а также профессионального обучения по программам профессиональной подготовки по профессиям рабочих, должностям служащих в пределах освоения образовательной программы среднего общего образования на общедоступной и бесплатной основе.
3. Иностранные граждане имеют право на получение среднего профессионального образования, высшего образования и дополнительного профессионального образования за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации или местных бюджетов в соответствии с международными договорами Российской Федерации, федеральными законами или установленной Правительством Российской Федерации квотой на образование иностранных граждан в Российской Федерации (далее - квота), а также за счет средств физических лиц и юридических лиц в соответствии с договорами об оказании платных образовательных услуг.
4. Иностранные граждане, являющиеся соотечественниками, проживающими за рубежом, имеют право на получение среднего профессионального образования, высшего образования и дополнительного профессионального образования наравне с гражданами Российской Федерации при условии соблюдения ими требований, предусмотренных статьей 17 Федерального закона от 24 мая 1999 года N 99-ФЗ "О государственной политике Российской Федерации в отношении соотечественников за рубежом".
5. Обучение иностранных граждан по основным профессиональным образовательным программам за счет бюджетных ассигнований федерального бюджета в пределах квоты осуществляется с выплатой указанным иностранным гражданам государственных академических стипендий студентам или государственных стипендий аспирантам, ординаторам, ассистентам-стажерам (в течение всего периода прохождения обучения вне зависимости от успехов в учебе) и предоставлением им жилых помещений в общежитиях на условиях, установленных для граждан Российской Федерации, обучающихся за счет бюджетных ассигнований федерального бюджета.
(Часть в редакции, введенной в действие с 10 января 2016 года Федеральным законом от 30 декабря 2015 года N 458-ФЗ.
6. Порядок отбора иностранных граждан на обучение в пределах квоты, а также предъявляемые к ним требования устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
7. Иностранные граждане, поступающие на обучение в пределах квоты, пользуются правом на обучение на подготовительных отделениях, подготовительных факультетах федеральных государственных образовательных организаций по дополнительным общеобразовательным программам, обеспечивающим подготовку иностранных граждан к освоению профессиональных образовательных программ на русском языке, за счет бюджетных ассигнований федерального бюджета с выплатой указанным гражданам стипендий (в течение всего периода прохождения обучения вне зависимости от успехов в учебе). Порядок и критерии отбора таких федеральных государственных образовательных организаций и их перечень определяются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Требования к освоению дополнительных общеобразовательных программ, обеспечивающих подготовку иностранных граждан к освоению профессиональных образовательных программ на русском языке, определяются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
Комментарий к статье 78
Статья 79. Организация получения образования обучающимися с ограниченными возможностями здоровья
1. Содержание образования и условия организации обучения и воспитания обучающихся с ограниченными возможностями здоровья определяются адаптированной образовательной программой, а для инвалидов также в соответствии с индивидуальной программой реабилитации инвалида.
2. Общее образование обучающихся с ограниченными возможностями здоровья осуществляется в организациях, осуществляющих образовательную деятельность по адаптированным основным общеобразовательным программам. В таких организациях создаются специальные условия для получения образования указанными обучающимися.
3. Под специальными условиями для получения образования обучающимися с ограниченными возможностями здоровья в настоящем Федеральном законе понимаются условия обучения, воспитания и развития таких обучающихся, включающие в себя использование специальных образовательных программ и методов обучения и воспитания, специальных учебников, учебных пособий и дидактических материалов, специальных технических средств обучения коллективного и индивидуального пользования, предоставление услуг ассистента (помощника), оказывающего обучающимся необходимую техническую помощь, проведение групповых и индивидуальных коррекционных занятий, обеспечение доступа в здания организаций, осуществляющих образовательную деятельность, и другие условия, без которых невозможно или затруднено освоение образовательных программ обучающимися с ограниченными возможностями здоровья.
4. Образование обучающихся с ограниченными возможностями здоровья может быть организовано как совместно с другими обучающимися, так и в отдельных классах, группах или в отдельных организациях, осуществляющих образовательную деятельность.
5. Отдельные организации, осуществляющие образовательную деятельность по адаптированным основным общеобразовательным программам, создаются органами государственной власти субъектов Российской Федерации для глухих, слабослышащих, позднооглохших, слепых, слабовидящих, с тяжелыми нарушениями речи, с нарушениями опорно-двигательного аппарата, с задержкой психического развития, с умственной отсталостью, с расстройствами аутистического спектра, со сложными дефектами и других обучающихся с ограниченными возможностями здоровья.
6. Особенности организации образовательной деятельности для обучающихся с ограниченными возможностями здоровья определяются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, совместно с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере социальной защиты населения.
7. Обучающиеся с ограниченными возможностями здоровья, проживающие в организации, осуществляющей образовательную деятельность, находятся на полном государственном обеспечении и обеспечиваются питанием, одеждой, обувью, мягким и жестким инвентарем. Иные обучающиеся с ограниченными возможностями здоровья обеспечиваются бесплатным двухразовым питанием.
8. Профессиональное обучение и профессиональное образование обучающихся с ограниченными возможностями здоровья осуществляются на основе образовательных программ, адаптированных при необходимости для обучения указанных обучающихся.
9. Органы государственной власти субъектов Российской Федерации обеспечивают получение профессионального обучения обучающимися с ограниченными возможностями здоровья (с различными формами умственной отсталости), не имеющими основного общего или среднего общего образования.
10. Профессиональными образовательными организациями и образовательными организациями высшего образования, а также организациями, осуществляющими образовательную деятельность по основным программам профессионального обучения, должны быть созданы специальные условия для получения образования обучающимися с ограниченными возможностями здоровья.
11. При получении образования обучающимся с ограниченными возможностями здоровья предоставляются бесплатно специальные учебники и учебные пособия, иная учебная литература, а также услуги сурдопереводчиков и тифлосурдопереводчиков. Указанная мера социальной поддержки является расходным обязательством субъекта Российской Федерации в отношении таких обучающихся, за исключением обучающихся за счет бюджетных ассигнований федерального бюджета. Для инвалидов, обучающихся за счет бюджетных ассигнований федерального бюджета, обеспечение этих мер социальной поддержки является расходным обязательством Российской Федерации.
12. Государство в лице уполномоченных им органов государственной власти Российской Федерации и органов государственной власти субъектов Российской Федерации обеспечивает подготовку педагогических работников, владеющих специальными педагогическими подходами и методами обучения и воспитания обучающихся с ограниченными возможностями здоровья, и содействует привлечению таких работников в организации, осуществляющие образовательную деятельность.
Комментарий к статье 79
Статья 80. Организация предоставления образования лицам, осужденным к лишению свободы, к принудительным работам, подозреваемым и обвиняемым, содержащимся под стражей
1. Для лиц, содержащихся в исправительных учреждениях уголовно-исполнительной системы, обеспечиваются условия для получения общего образования путем создания органами исполнительной власти субъектов Российской Федерации по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере исполнения уголовных наказаний, общеобразовательных организаций при исправительных учреждениях уголовно-исполнительной системы. Особенности правового положения образовательных организаций, созданных в уголовно-исполнительной системе, устанавливаются Законом Российской Федерации от 21 июля 1993 года N 5473-I "Об учреждениях и органах, исполняющих уголовные наказания в виде лишения свободы".
2. Несовершеннолетним лицам, подозреваемым и обвиняемым, содержащимся под стражей, администрацией мест содержания под стражей обеспечиваются условия для получения начального общего, основного общего и среднего общего образования в форме самообразования, а также оказывается помощь в получении начального общего, основного общего и среднего общего образования в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере исполнения уголовных наказаний, и федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
3. Образование лиц, осужденных к наказанию в виде ареста, не осуществляется.
4. Лица, осужденные к лишению свободы и не достигшие возраста тридцати лет, получают начальное общее, основное общее и среднее общее образование в общеобразовательных организациях субъектов Российской Федерации, созданных при исправительных учреждениях уголовно-исполнительной системы. Лица, осужденные к лишению свободы и достигшие возраста тридцати лет, а также лица, осужденные к лишению свободы и являющиеся инвалидами I или II группы, получают основное общее или среднее общее образование по их желанию.
5. Лицам, осужденным к пожизненному лишению свободы, создаются условия для получения начального общего, основного общего и среднего общего образования в форме самообразования, не противоречащие порядку и условиям отбывания наказания.
6. Порядок организации получения начального общего, основного общего и среднего общего образования лицами, отбывающими наказание в виде лишения свободы, устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере исполнения уголовных наказаний, и федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
7. Для лиц, осужденных к лишению свободы и не имеющих профессии, по которой осужденный может работать в исправительном учреждении и (или) после освобождения из него, в учреждениях уголовно-исполнительной системы организуется обязательное профессиональное обучение или среднее профессиональное образование по программам подготовки квалифицированных рабочих, служащих, если иное не предусмотрено уголовно-исполнительным законодательством Российской Федерации.
8. Порядок организации профессионального обучения и среднего профессионального образования лиц, осужденных к лишению свободы и отбывающих наказание в учреждениях уголовно-исполнительной системы, устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере исполнения уголовных наказаний, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
9. Лицам, осужденным к принудительным работам или к лишению свободы, разрешается получение среднего профессионального и высшего образования в заочной форме обучения в профессиональных образовательных организациях и образовательных организациях высшего образования с учетом требований уголовно-исполнительного законодательства Российской Федерации к отбыванию соответствующего вида наказания.
Комментарий к статье 80
Статья 81. Особенности реализации профессиональных образовательных программ и деятельности образовательных организаций федеральных государственных органов, осуществляющих подготовку кадров в интересах обороны и безопасности государства, обеспечения законности и правопорядка
1. Подготовка кадров в интересах обороны и безопасности государства, обеспечения законности и правопорядка осуществляется путем реализации основных и дополнительных профессиональных образовательных программ и основных программ профессионального обучения в федеральных государственных организациях, осуществляющих образовательную деятельность и находящихся в ведении Генеральной прокуратуры Российской Федерации, Следственного комитета Российской Федерации, Службы внешней разведки Российской Федерации, федерального органа исполнительной власти в области обеспечения безопасности, федерального органа исполнительной власти, уполномоченного на решение задач в области гражданской обороны, федеральных органов исполнительной власти, которые осуществляют функции:
(Часть в редакции, введенной в действие со 2 августа 2014 года Федеральным законом от 21 июля 2014 года N 262-ФЗ.
1) по выработке и реализации государственной политики и нормативно-правовому регулированию в области обороны;
2) по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере внутренних дел;
(Пункт в редакции, введенной в действие с 4 июля 2016 года Федеральным законом от 3 июля 2016 года N 305-ФЗ.
3) по контролю и надзору в сфере исполнения уголовных наказаний в отношении осужденных, по содержанию лиц, подозреваемых или обвиняемых в совершении преступлений, и подсудимых, находящихся под стражей, их охране и конвоированию, по контролю за поведением условно осужденных и осужденных, которым судом предоставлена отсрочка отбывания наказания, а также правоприменительные функции;
4) по выработке государственной политики, нормативно-правовому регулированию, контролю и надзору в сфере государственной охраны;
5) пункт утратил силу с 4 июля 2016 года - Федеральный закон от 3 июля 2016 года N 305-ФЗ;
6) по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере деятельности войск национальной гвардии Российской Федерации, в сфере оборота оружия, в сфере частной охранной деятельности и в сфере вневедомственной охраны.
(Пункт дополнительно включен Федеральным законом от 3 июля 2016 года N 227-ФЗ)
2. Основные профессиональные образовательные программы, реализуемые в интересах обороны и безопасности государства, обеспечения законности и правопорядка в федеральных государственных образовательных организациях, находящихся в ведении федеральных государственных органов, указанных в части 1 настоящей статьи, разрабатываются на основе требований, предусмотренных настоящим Федеральным законом, а также квалификационных требований к военно-профессиональной подготовке, специальной профессиональной подготовке выпускников. Указанные квалификационные требования устанавливаются федеральным государственным органом, в ведении которого находятся соответствующие образовательные организации. Порядок организации и осуществления образовательной деятельности по указанным образовательным программам устанавливается соответствующим федеральным государственным органом, указанным в части 1 настоящей статьи.
3. Примерные основные программы профессионального обучения, примерные дополнительные профессиональные программы в области обороны и безопасности государства, обеспечения законности и правопорядка разрабатываются и утверждаются федеральным государственным органом, в интересах которого осуществляется профессиональное обучение или дополнительное профессиональное образование.
4. Реализация профессиональных образовательных программ, основных программ профессионального обучения, предусматривающих в период их освоения доведение до обучающихся сведений, составляющих государственную тайну, и (или) использование в учебных целях секретных образцов вооружения, военной и специальной техники, их комплектующих изделий, специальных материалов и веществ, допускается при создании условий и соблюдении требований законодательства Российской Федерации о государственной тайне и нормативных правовых актов федеральных государственных органов, в ведении которых находятся образовательные организации, реализующие соответствующие образовательные программы.
5. Управление федеральной государственной образовательной организацией, находящейся в ведении федеральных государственных органов, указанных в части 1 настоящей статьи, осуществляется в соответствии с федеральными законами, общевоинскими уставами Вооруженных Сил Российской Федерации и нормативными правовыми актами федерального государственного органа, в ведении которого находится соответствующая образовательная организация.
6. В федеральных государственных образовательных организациях, находящихся в ведении федеральных государственных органов, указанных в части 1 настоящей статьи, к числу обучающихся относятся адъюнкты, аспиранты, слушатели, курсанты и студенты.
7. Слушателями являются офицеры (лица среднего, старшего и высшего начальствующего состава), обучающиеся в федеральной государственной образовательной организации, находящейся в ведении федеральных органов исполнительной власти, указанных в части 1 настоящей статьи. К категории слушателей по решению федерального государственного органа, в ведении которого находится соответствующая образовательная организация, могут быть отнесены военнослужащие, не имеющие воинских званий офицеров, и сотрудники из числа лиц рядового состава и младшего начальствующего состава.
8. Курсантами являются военнослужащие, не имеющие воинских званий офицеров, и сотрудники из числа лиц рядового состава и младшего начальствующего состава.
9. Особенности реализации прав в сфере образования обучающихся, педагогических работников, занимающих должности федеральной государственной службы, в том числе военной службы или иной приравненной к ней службы, службы в органах внутренних дел, в Федеральной службе войск национальной гвардии Российской Федерации, в федеральных государственных образовательных организациях, находящихся в ведении указанных в части 1 настоящей статьи федеральных государственных органов, могут устанавливаться нормативными правовыми актами указанных органов.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ.
10. Федеральные государственные органы, указанные в части 1 настоящей статьи:
1) устанавливают в соответствии с настоящим Федеральным законом и иными нормативными правовыми актами Российской Федерации порядок и условия приема в федеральные государственные организации, осуществляющие образовательную деятельность и находящиеся в ведении указанных органов, в том числе перечень дополнительных вступительных испытаний при приеме в такие организации;
2) устанавливают в соответствии с законодательством Российской Федерации порядок отчисления из федеральных государственных организаций, осуществляющих образовательную деятельность и находящихся в ведении указанных органов, порядок восстановления в таких организациях, порядок перевода обучающихся из одной федеральной государственной организации, осуществляющей образовательную деятельность и находящейся в ведении указанных органов, в другую такую организацию;
3) определяют перечень информации о деятельности федеральных государственных организаций, осуществляющих образовательную деятельность и находящихся в ведении указанных органов, для размещения в открытых информационно-телекоммуникационных сетях, в том числе на официальных сайтах указанных органов в сети "Интернет", а также порядок размещения этой информации;
4) устанавливают в части, не противоречащей настоящему Федеральному закону, особенности организации и осуществления образовательной, методической и научной (научно-исследовательской) деятельности в области подготовки кадров в интересах обороны и безопасности государства, обеспечения законности и правопорядка, а также деятельности федеральных государственных организаций, осуществляющих образовательную деятельность и находящихся в ведении указанных органов.
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Статья 82. Особенности реализации профессиональных образовательных программ медицинского образования и фармацевтического образования
1. Подготовка медицинских работников и фармацевтических работников осуществляется путем реализации следующих профессиональных образовательных программ медицинского образования и фармацевтического образования:
1) образовательные программы среднего профессионального образования;
2) образовательные программы высшего образования;
3) дополнительные профессиональные программы.
2. Реализация профессиональных образовательных программ медицинского образования и фармацевтического образования обеспечивает непрерывное совершенствование профессиональных знаний и навыков в течение всей жизни, а также постоянное повышение профессионального уровня и расширение квалификации.
3. Примерные дополнительные профессиональные программы медицинского образования и фармацевтического образования разрабатываются и утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
4. Практическая подготовка лиц, получающих среднее медицинское образование или среднее фармацевтическое образование либо высшее медицинское образование или высшее фармацевтическое образование, а также дополнительное профессиональное образование, обеспечивается путем их участия в осуществлении медицинской деятельности или фармацевтической деятельности в соответствии с образовательными программами и организуется:
1) в образовательных и научных организациях, осуществляющих медицинскую деятельность или фармацевтическую деятельность (клиники);
2) в медицинских организациях, в том числе медицинских организациях, в которых располагаются структурные подразделения образовательных и научных организаций (клиническая база);
3) в организациях, осуществляющих производство лекарственных средств, организациях, осуществляющих производство и изготовление медицинских изделий, аптечных организациях, судебно-экспертных учреждениях и иных организациях, осуществляющих деятельность в сфере охраны здоровья граждан в Российской Федерации.
5. Организация практической подготовки обучающихся в случаях, предусмотренных пунктами 2 и 3 части 4 настоящей статьи, осуществляется на основании договора между образовательной или научной организацией и медицинской организацией либо организацией, осуществляющей производство лекарственных средств, организацией, осуществляющей производство и изготовление медицинских изделий, аптечной организацией, судебно-экспертным учреждением или иной организацией, осуществляющей деятельность в сфере охраны здоровья. Типовая форма указанного договора утверждается федеральным органом исполнительной власти, осуществляющим функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере здравоохранения, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Указанный договор должен содержать положения, определяющие виды деятельности, по которым осуществляется практическая подготовка обучающихся, сроки осуществления практической подготовки в соответствии с учебным планом, перечень работников образовательной организации, работников научной организации, количество обучающихся, участвующих в практической подготовке, порядок и условия использования необходимого для организации практической подготовки имущества сторон договора, порядок участия обучающихся, работников образовательной организации, работников научной организации в соответствующей деятельности, включая порядок их участия в оказании медицинской помощи гражданам, ответственность образовательной организации, научной организации за вред, причиненный при осуществлении практической подготовки обучающихся, в том числе пациентам.
(Часть в редакции, введенной в действие с 1 января 2016 года Федеральным законом от 29 декабря 2015 года N 389-ФЗ.
6. Практическая подготовка обучающихся в организациях, осуществляющих образовательную деятельность, финансовое обеспечение которой осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и (или) местных бюджетов, в государственных и муниципальных организациях, указанных в части 5 настоящей статьи, и использование необходимого для практической подготовки обучающихся имущества этих организаций осуществляются на безвозмездной основе.
7. Участие обучающихся по основным профессиональным образовательным программам и дополнительным профессиональным программам в оказании медицинской помощи гражданам и в фармацевтической деятельности осуществляется в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
8. Порядок организации и проведения практической подготовки обучающихся по профессиональным образовательным программам медицинского образования, фармацевтического образования устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
9. Подготовка по программам ординатуры обеспечивает приобретение обучающимися необходимого для осуществления профессиональной деятельности уровня знаний, умений и навыков, а также квалификации, позволяющей занимать определенные должности медицинских работников, фармацевтических работников.
10. Обучение по программам ординатуры осуществляется в соответствии с федеральными государственными образовательными стандартами, утвержденными федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения.
11. Федеральными государственными образовательными стандартами по определенным специальностям и (или) направлениям подготовки ординатуры может предусматриваться возможность поэтапного (дискретного) обучения, в рамках которого по завершении освоения отдельных этапов (циклов) обучающийся вправе пройти итоговую аттестацию (государственную итоговую аттестацию) с присвоением ему квалификации, позволяющей занимать определенную должность медицинского работника или должность фармацевтического работника.
12. Порядок приема граждан на обучение по программам ординатуры устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
13. К педагогической деятельности по образовательным программам высшего медицинского образования или высшего фармацевтического образования, а также дополнительным профессиональным программам для лиц, имеющих высшее образование, допускаются в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения, имеющие высшее медицинское образование или высшее фармацевтическое образование и прошедшие обучение в ординатуре или интернатуре работники медицинских и научных организаций, организаций, осуществляющих производство лекарственных средств, организаций, осуществляющих производство и изготовление медицинских изделий, аптечных организаций, судебно-экспертных учреждений и иных организаций, осуществляющих деятельность в сфере охраны здоровья граждан в Российской Федерации.
14. К педагогической деятельности по образовательным программам среднего медицинского образования или среднего фармацевтического образования, а также дополнительным профессиональным программам для лиц, имеющих среднее профессиональное образование, допускаются в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере здравоохранения, имеющие среднее или высшее медицинское образование либо среднее или высшее фармацевтическое образование и прошедшие соответствующую подготовку по программам дополнительного профессионального образования либо обучение в ординатуре или интернатуре работники медицинских организаций и научных организаций, организаций, осуществляющих производство лекарственных средств, организаций, осуществляющих производство и изготовление медицинских изделий, аптечных организаций, судебно-экспертных учреждений и иных организаций, осуществляющих деятельность в сфере охраны здоровья граждан в Российской Федерации.
Комментарий к статье 82
Статья 83. Особенности реализации образовательных программ в области искусств
1. Художественное образование и эстетическое воспитание граждан, подготовка квалифицированных творческих и педагогических работников в области искусств осуществляются посредством реализации образовательных программ в области искусств. Реализация образовательных программ в области искусств основана на принципах непрерывности и преемственности и направлена на выявление одаренных детей и молодежи в раннем возрасте, профессиональное становление, развитие обучающихся, основанное на возрастных, эмоциональных, интеллектуальных и физических факторах, а также последовательное прохождение взаимосвязанных этапов профессионального становления личности.
2. В области искусств реализуются следующие образовательные программы:
1) дополнительные предпрофессиональные и общеразвивающие программы;
2) образовательные программы среднего профессионального образования, интегрированные с образовательными программами основного общего и среднего общего образования (далее - интегрированные образовательные программы в области искусств);
3) образовательные программы среднего профессионального образования (программы подготовки специалистов среднего звена);
4) образовательные программы высшего образования (программы бакалавриата, программы специалитета, программы магистратуры, программы ассистентуры-стажировки, программы аспирантуры).
3. Дополнительные предпрофессиональные программы в области искусств реализуются в целях выявления одаренных детей в раннем возрасте, создания условий для их художественного образования и эстетического воспитания, приобретения ими знаний, умений, навыков в области выбранного вида искусств, опыта творческой деятельности и осуществления их подготовки к получению профессионального образования в области искусств. Дополнительные предпрофессиональные программы в области искусств реализуются в образовательных организациях дополнительного образования детей (детских школах искусств по видам искусств), в профессиональных образовательных организациях, реализующих интегрированные образовательные программы в области искусств, образовательные программы среднего профессионального образования в области искусств, и в образовательных организациях высшего образования.
4. Перечень дополнительных предпрофессиональных программ в области искусств устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры.
5. К минимуму содержания, структуре и условиям реализации дополнительных предпрофессиональных программ в области искусств, к срокам обучения по этим программам федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, устанавливаются федеральные государственные требования.
6. Прием на обучение по дополнительным предпрофессиональным программам в области искусств проводится на основании результатов индивидуального отбора, проводимого в целях выявления лиц, имеющих необходимые для освоения соответствующей образовательной программы творческие способности и физические данные, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
7. Освоение дополнительных предпрофессиональных программ в области искусств завершается итоговой аттестацией обучающихся, форма и порядок проведения которой устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
8. Интегрированные образовательные программы в области искусств направлены на создание условий для художественного образования и эстетического воспитания лиц, обладающих выдающимися творческими способностями в области искусств.
9. Интегрированные образовательные программы в области искусств реализуются в профессиональных образовательных организациях и образовательных организациях высшего образования в очной форме обучения в соответствии с федеральными государственными образовательными стандартами среднего профессионального образования в области искусств, обеспечивающими получение основного общего образования, среднего общего образования и среднего профессионального образования, а также удовлетворение образовательных потребностей и запросов обучающихся в целях развития их творческих способностей.
10. На обучающихся по интегрированным образовательным программам в области искусств до получения ими основного общего образования распространяются права и обязанности обучающихся по образовательным программам основного общего образования, в период получения ими среднего общего образования и среднего профессионального образования - права и обязанности обучающихся по образовательным программам среднего профессионального образования.
11. В образовательных организациях, реализующих интегрированные образовательные программы в области искусств, образовательные программы начального общего образования реализуются в соответствии с федеральным государственным образовательным стандартом начального общего образования, предусматривающим требования в части обеспечения условий для приобретения обучающимися знаний, умений и навыков в области выбранного вида искусств, опыта творческой деятельности и осуществления подготовки обучающихся к получению профессионального образования в области искусств.
12. В структуре образовательных организаций, реализующих интегрированные образовательные программы в области искусств, могут создаваться интернаты для проживания обучающихся.
13. Прием на обучение по интегрированным образовательным программам в области искусств проводится на основании результатов отбора лиц, обладающих необходимыми для освоения соответствующих интегрированных образовательных программ среднего профессионального образования в области искусств выдающимися творческими способностями в области искусств и физическими данными. Порядок отбора лиц для приема на обучение по интегрированным образовательным программам в области искусств устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
14. Обучающиеся, освоившие интегрированные образовательные программы в области искусств, проходят в установленном в соответствии с настоящим Федеральным законом порядке государственную итоговую аттестацию, завершающую освоение образовательной программы основного общего образования, и государственную итоговую аттестацию, завершающую освоение соответствующей образовательной программы среднего профессионального образования.
15. В случае принятия решения об отчислении обучающегося по интегрированной образовательной программе в области искусств в период получения им основного общего образования по инициативе образовательной организации, в которой он осваивает данную образовательную программу, указанная организация обязана обеспечить перевод этого обучающегося в другую организацию, осуществляющую образовательную деятельность по образовательным программам основного общего образования.
16. Программы ассистентуры-стажировки направлены на обеспечение подготовки творческих и педагогических работников высшей квалификации по творческо-исполнительским специальностям и реализуются в образовательных организациях высшего образования, реализующих основные образовательные программы высшего образования в области искусств, в очной форме обучения.
17. Обучение по программам ассистентуры-стажировки осуществляется в соответствии с федеральными государственными образовательными стандартами, утвержденными федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры.
18. Получение высшего образования по программам ассистентуры-стажировки включает в себя подготовку квалификационной работы по соответствующей творческо-исполнительской специальности.
19. Порядок организации и осуществления образовательной деятельности по программам ассистентуры-стажировки, включающий в себя порядок приема на обучение по программам ассистентуры-стажировки, устанавливается федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
20. Учебная практика и производственная практика по основным профессиональным образовательным программам в области искусств может проводиться одновременно с теоретическим обучением, если это предусмотрено соответствующей образовательной программой.
21. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере культуры, определяет в части, не противоречащей настоящему Федеральному закону, другие особенности организации и осуществления образовательной деятельности, методической деятельности по образовательным программам в области искусств.
Комментарий к статье 83
Статья 84. Особенности реализации образовательных программ в области физической культуры и спорта
1. Реализация образовательных программ в области физической культуры и спорта направлена на физическое воспитание личности, приобретение знаний, умений и навыков в области физической культуры и спорта, физическое совершенствование, формирование культуры здорового и безопасного образа жизни, укрепление здоровья, выявление и отбор наиболее одаренных детей и подростков, создание условий для прохождения спортивной подготовки, а также на подготовку кадров в области физической культуры и спорта.
2. В области физической культуры и спорта реализуются следующие образовательные программы:
1) образовательные программы основного общего и среднего общего образования, интегрированные с дополнительными предпрофессиональными образовательными программами в области физической культуры и спорта (далее - интегрированные образовательные программы в области физической культуры и спорта);
2) профессиональные образовательные программы в области физической культуры и спорта;
3) дополнительные общеобразовательные программы в области физической культуры и спорта.
3. Дополнительные общеобразовательные программы в области физической культуры и спорта включают в себя:
1) дополнительные общеразвивающие программы в области физической культуры и спорта, которые направлены на физическое воспитание личности, выявление одаренных детей, получение ими начальных знаний о физической культуре и спорте (программы физического воспитания и физкультурно-оздоровительные программы);
2) дополнительные предпрофессиональные программы в области физической культуры и спорта, которые направлены на отбор одаренных детей, создание условий для их физического воспитания и физического развития, получение ими начальных знаний, умений, навыков в области физической культуры и спорта (в том числе избранного вида спорта) и подготовку к освоению этапов спортивной подготовки.
4. К минимуму содержания, структуре, условиям реализации дополнительных предпрофессиональных программ в области физической культуры и спорта и к срокам обучения по этим программам федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере физической культуры и спорта, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, устанавливаются федеральные государственные требования. Указанные федеральные государственные требования должны учитывать требования федеральных стандартов спортивной подготовки.
5. Прием на обучение по дополнительным предпрофессиональным программам в области физической культуры и спорта проводится на основании результатов индивидуального отбора, проводимого в целях выявления лиц, имеющих необходимые для освоения соответствующей образовательной программы способности в области физической культуры и спорта, в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере физической культуры и спорта, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
6. В структуре образовательных организаций, реализующих интегрированные образовательные программы в области физической культуры и спорта, могут создаваться интернаты для проживания лиц, обучающихся по этим программам. За содержание детей в образовательных организациях, имеющих интернат и обеспечивающих подготовку спортивного резерва для спортивных сборных команд Российской Федерации и субъектов Российской Федерации, родительская плата не взимается.
7. Для обучающихся, осваивающих образовательные программы среднего профессионального образования, интегрированные образовательные программы в области физической культуры и спорта, дополнительные предпрофессиональные программы в области физической культуры и спорта, образовательной организацией осуществляется обеспечение спортивной экипировкой, спортивным инвентарем и оборудованием, проезда к месту проведения тренировочных, физкультурных, спортивных мероприятий и обратно, питания и проживания в период проведения тренировочных, физкультурных, спортивных мероприятий, медицинское обеспечение. Организация обеспечения указанными в настоящей части спортивной экипировкой, спортивным инвентарем и оборудованием, питанием, а также проезда на тренировочные, физкультурные и спортивные мероприятия осуществляется учредителями соответствующих образовательных организаций.
8. Для обеспечения непрерывности освоения обучающимися образовательных программ, указанных в части 7 настоящей статьи, и их спортивной подготовки образовательной организацией в период каникул могут организовываться физкультурно-спортивные лагеря, а также может обеспечиваться участие этих обучающихся в тренировочных сборах, проводимых физкультурно-спортивными организациями или непосредственно образовательными организациями.
9. Федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере физической культуры и спорта, могут устанавливаться в части, не противоречащей настоящему Федеральному закону, другие особенности организации и осуществления образовательной, тренировочной и методической деятельности в области физической культуры и спорта.
Комментарий к статье 84
Статья 85. Особенности реализации образовательных программ в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой
1. В области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой, реализуются следующие образовательные программы:
1) основные программы профессионального обучения;
2) образовательные программы среднего профессионального образования и образовательные программы высшего образования;
3) дополнительные профессиональные программы.
2. Реализация образовательных программ среднего профессионального образования и образовательных программ высшего образования в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой, осуществляется в соответствии с федеральными государственными образовательными стандартами, утвержденными федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
3. Типовые основные программы профессионального обучения и типовые дополнительные профессиональные программы в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой, утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
4. Реализация образовательных программ в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой, включает в себя теоретическую, тренажерную и практическую подготовку по эксплуатации объектов транспортной инфраструктуры и транспортных средств по видам транспорта, обеспечивающую преемственность задач, средств, методов, организационных форм подготовки работников различных уровней ответственности в соответствии с программами, утвержденными федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
5. Реализация образовательных программ в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями должна обеспечить выполнение норм налета часов и стажа работы на судне в объеме не менее, чем объем, требуемый международными договорами Российской Федерации.
6. Организации, осуществляющие образовательную деятельность по образовательным программам в области подготовки специалистов авиационного персонала гражданской авиации, членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой, должны иметь учебно-тренажерную базу, в том числе транспортные средства и тренажеры, требования к которым предусмотрены соответствующими федеральными государственными образовательными стандартами, типовыми основными программами профессионального обучения или типовыми дополнительными профессиональными программами.
7. Федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта, могут устанавливаться в части, не противоречащей настоящему Федеральному закону, особенности организации и осуществления теоретической, тренажерной и практической подготовки по эксплуатации объектов транспортной инфраструктуры и транспортных средств по видам транспорта, методической деятельности по реализации образовательных программ в области подготовки специалистов авиационного персонала гражданской авиации и членов экипажей судов в соответствии с международными требованиями, а также в области подготовки работников железнодорожного транспорта, непосредственно связанных с движением поездов и маневровой работой.
Комментарий к статье 85
Статья 85_1. Особенности реализации образовательных программ в области подготовки сил обеспечения транспортной безопасности
1. В области подготовки сил обеспечения транспортной безопасности реализуются следующие образовательные программы:
1) основные программы профессионального обучения;
2) дополнительные профессиональные программы.
2. Типовые основные программы профессионального обучения и типовые дополнительные профессиональные программы в области подготовки сил обеспечения транспортной безопасности утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
3. Реализация образовательных программ в области подготовки сил обеспечения транспортной безопасности включает в себя теоретическую, тренажерную и практическую подготовку, обеспечивающую приобретение обучающимися знаний, умений и навыков, требования к которым устанавливаются законодательством Российской Федерации о транспортной безопасности, а также преемственность задач, средств, методов, организационных форм подготовки работников различных уровней ответственности в соответствии с программами, утвержденными федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта.
4. Организации, осуществляющие образовательную деятельность по образовательным программам в области подготовки сил обеспечения транспортной безопасности, должны иметь учебно-тренажерную базу, в том числе тренажеры, требования к которым установлены порядком подготовки сил обеспечения транспортной безопасности.
5. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере транспорта, имеет право устанавливать в части, не противоречащей настоящему Федеральному закону, особенности организации и осуществления теоретической, тренажерной и практической подготовки сил обеспечения транспортной безопасности по видам транспорта, методической деятельности по реализации образовательных программ в области подготовки сил обеспечения транспортной безопасности.
(Статья дополнительно включена с 6 мая 2014 года Федеральным законом от 3 февраля 2014 года N 15-ФЗ)
Комментарий к статье 85_1
Статья 86. Обучение по дополнительным общеразвивающим образовательным программам, имеющим целью подготовку несовершеннолетних обучающихся к военной или иной государственной службе, в общеобразовательных организациях, профессиональных образовательных организациях
1. Образовательные программы основного общего и среднего общего образования могут быть интегрированы с дополнительными общеразвивающими программами, имеющими целью подготовку несовершеннолетних обучающихся к военной или иной государственной службе, в том числе к государственной службе российского казачества.
2. В рамках обучения по образовательным программам основного общего и среднего общего образования, интегрированным с дополнительными общеразвивающими программами, имеющими целью подготовку несовершеннолетних обучающихся к военной или иной государственной службе, в том числе к государственной службе российского казачества, создаются соответствующие общеобразовательные организации со специальными наименованиями "президентское кадетское училище", "суворовское военное училище", "нахимовское военно-морское училище", "кадетский (морской кадетский) военный корпус", "кадетская школа", "кадетский (морской кадетский) корпус", "казачий кадетский корпус" и профессиональные образовательные организации со специальным наименованием "военно-музыкальное училище".
3. Общеобразовательные организации со специальными наименованиями "президентское кадетское училище", "суворовское военное училище", "нахимовское военно-морское училище", "кадетский (морской кадетский) военный корпус" и профессиональные образовательные организации со специальным наименованием "военно-музыкальное училище" создаются только Российской Федерацией. Общеобразовательные организации со специальными наименованиями "кадетская школа", "кадетский (морской кадетский) корпус" и "казачий кадетский корпус" создаются Российской Федерацией, субъектами Российской Федерации.
4. Организация и осуществление образовательной деятельности в федеральных государственных образовательных организациях со специальными наименованиями "президентское кадетское училище", "суворовское военное училище", "нахимовское военно-морское училище", "кадетский (морской кадетский) военный корпус" и в профессиональных образовательных организациях со специальным наименованием "военно-музыкальное училище", прием в указанные образовательные организации осуществляются в порядке, установленном федеральными государственными органами, в ведении которых они находятся, по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. Организация и осуществление образовательной деятельности в образовательных организациях со специальными наименованиями "кадетская школа", "кадетский (морской кадетский) корпус" и "казачий кадетский корпус" осуществляются в порядке, установленном федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
5. Часть утратила силу с 15 июня 2014 года - Федеральный закон от 4 июня 2014 года N 148-ФЗ..
6. Дети-сироты и дети, оставшиеся без попечения родителей, дети военнослужащих, проходящих военную службу по контракту, дети государственных гражданских служащих и гражданского персонала федеральных органов исполнительной власти и федеральных государственных органов, в которых федеральным законом предусмотрена военная служба, дети граждан, которые уволены с военной службы по достижении ими предельного возраста пребывания на военной службе, по состоянию здоровья или в связи с организационно-штатными мероприятиями и общая продолжительность военной службы которых составляет двадцать лет и более, дети военнослужащих, погибших при исполнении ими обязанностей военной службы или умерших вследствие увечья (ранения, травмы, контузии) или заболевания, полученных ими при исполнении обязанностей военной службы, дети Героев Советского Союза, Героев Российской Федерации и полных кавалеров ордена Славы, дети сотрудников органов внутренних дел, дети сотрудников Федеральной службы войск национальной гвардии Российской Федерации, дети граждан, которые уволены со службы в органах внутренних дел или в войсках национальной гвардии Российской Федерации по достижении ими предельного возраста пребывания на службе в органах внутренних дел или войсках национальной гвардии Российской Федерации, по состоянию здоровья или в связи с организационно-штатными мероприятиями и общая продолжительность службы которых составляет двадцать лет и более, дети сотрудников органов внутренних дел, дети сотрудников Федеральной службы войск национальной гвардии Российской Федерации, погибших или умерших вследствие увечья или иного повреждения здоровья, полученных в связи с исполнением служебных обязанностей, либо вследствие заболевания, полученного в период прохождения службы в органах внутренних дел или в войсках национальной гвардии Российской Федерации, дети, находящиеся на иждивении указанных лиц, дети прокурорских работников, погибших или умерших вследствие увечья или иного повреждения здоровья, полученных ими в период службы в органах прокуратуры либо после увольнения вследствие причинения вреда здоровью в связи с их служебной деятельностью, дети сотрудников Следственного комитета Российской Федерации, погибших или умерших вследствие увечья или иного повреждения здоровья, полученных ими в период службы в Следственном комитете Российской Федерации либо после увольнения вследствие причинения вреда здоровью в связи с их служебной деятельностью, а также иные лица в случаях, установленных федеральными законами, пользуются преимущественным правом приема в общеобразовательные организации, которые реализуют образовательные программы основного общего и среднего общего образования, интегрированные с дополнительными общеразвивающими программами, имеющими целью подготовку несовершеннолетних граждан к военной или иной государственной службе, в том числе к государственной службе российского казачества.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ; в редакции, введенной в действие с 1 января 2017 года Федеральным законом от 4 июня 2014 года N 145-ФЗ.
7. Обучающимся общеобразовательных организаций со специальными наименованиями "президентское кадетское училище", "суворовское военное училище", "нахимовское военно-морское училище", "кадетский (морской кадетский) военный корпус", "кадетский (морской кадетский) корпус", "казачий кадетский корпус" и профессиональных образовательных организаций со специальным наименованием "военно-музыкальное училище", находящихся в ведении соответствующих федеральных государственных органов, указанных в части 1 статьи 81 настоящего Федерального закона, предоставляется право на проезд на безвозмездной основе железнодорожным, воздушным, водным и автомобильным (за исключением такси) транспортом в случаях и порядке, определенных этими федеральными государственными органами.
(Часть дополнительно включена с 15 декабря 2015 года Федеральным законом от 14 декабря 2015 года N 370-ФЗ)
Комментарий к статье 86
Статья 87. Особенности изучения основ духовно-нравственной культуры народов Российской Федерации. Особенности получения теологического и религиозного образования
1. В целях формирования и развития личности в соответствии с семейными и общественными духовно-нравственными и социокультурными ценностями в основные образовательные программы могут быть включены, в том числе на основании требований соответствующих федеральных государственных образовательных стандартов, учебные предметы, курсы, дисциплины (модули), направленные на получение обучающимися знаний об основах духовно-нравственной культуры народов Российской Федерации, о нравственных принципах, об исторических и культурных традициях мировой религии (мировых религий), или альтернативные им учебные предметы, курсы, дисциплины (модули).
2. Выбор одного из учебных предметов, курсов, дисциплин (модулей), включенных в основные общеобразовательные программы, осуществляется родителями (законными представителями) обучающихся.
3. Примерные основные образовательные программы в части учебных предметов, курсов, дисциплин (модулей), направленных на получение обучающимися знаний об основах духовно-нравственной культуры народов Российской Федерации, о нравственных принципах, об исторических и культурных традициях мировой религии (мировых религий), проходят экспертизу в централизованной религиозной организации на предмет соответствия их содержания вероучению, историческим и культурным традициям этой организации в соответствии с ее внутренними установлениями в порядке, предусмотренном частью 11 статьи 12 настоящего Федерального закона.
4. Образовательные организации высшего образования, реализующие имеющие государственную аккредитацию основные образовательные программы высшего образования по направлениям подготовки в области теологии, при разработке этих образовательных программ учитывают примерные основные образовательные программы высшего образования по направлениям подготовки в области теологии, прошедшие экспертизу в соответствии с частью 11 статьи 12 настоящего Федерального закона.
5. Учебные предметы, курсы, дисциплины (модули) в области теологии преподаются педагогическими работниками из числа рекомендованных соответствующей централизованной религиозной организацией.
6. К учебно-методическому обеспечению учебных предметов, курсов, дисциплин (модулей), направленных на получение обучающимися знаний об основах духовно-нравственной культуры народов Российской Федерации, о нравственных принципах, об исторических и культурных традициях мировой религии (мировых религий), а также учебных предметов, курсов, дисциплин (модулей) в области теологии привлекаются соответствующие централизованные религиозные организации.
7. Частные образовательные организации на основании представления соответствующей религиозной организации или централизованной религиозной организации вправе включать в часть основных образовательных программ, формируемую участниками образовательного процесса, учебные предметы, курсы, дисциплины (модули), обеспечивающие религиозное образование (религиозный компонент).
8. Частные образовательные организации, учредителями которых являются религиозные организации, за исключением духовных образовательных организаций, на основании представления соответствующей религиозной организации или централизованной религиозной организации включают в часть основных образовательных программ, формируемую участниками образовательного процесса, учебные предметы, курсы, дисциплины (модули), обеспечивающие религиозное образование (религиозный компонент).
9. Духовные образовательные организации реализуют образовательные программы, направленные на подготовку служителей и религиозного персонала религиозных организаций, и вправе реализовывать образовательные программы среднего профессионального образования и высшего образования в соответствии с федеральными государственными образовательными стандартами.
10. Примерные образовательные программы в части учебных предметов, курсов, дисциплин (модулей), обеспечивающих религиозное образование (религиозный компонент), а также примерные образовательные программы, направленные на подготовку служителей и религиозного персонала религиозных организаций, утверждаются соответствующей религиозной организацией или централизованной религиозной организацией. Учебно-методическое обеспечение указанных учебных предметов, курсов, дисциплин (модулей), а также примерных образовательных программ осуществляется соответствующей религиозной организацией или централизованной религиозной организацией.
11. Частные образовательные организации, учредителями которых являются религиозные организации, и духовные образовательные организации вправе устанавливать дополнительные к предусмотренным настоящим Федеральным законом условия приема на обучение, права и обязанности обучающихся, основания для их отчисления, вытекающие из внутренних установлений соответствующей религиозной организации или централизованной религиозной организации, в ведении которых находятся эти образовательные организации.
12. Образовательные организации, а также педагогические работники в случае реализации, преподавания ими образовательных программ, предусмотренных частями 1 и 4 настоящей статьи, могут получать общественную аккредитацию в централизованных религиозных организациях в целях признания уровня деятельности образовательных организаций и педагогических работников отвечающим критериям и требованиям, утвержденным централизованными религиозными организациями в соответствии с их внутренними установлениями. Порядок общественной аккредитации и права, предоставляемые аккредитованной образовательной организации и педагогическому работнику, устанавливаются проводящей такую аккредитацию централизованной религиозной организацией. Общественная аккредитация не влечет за собой дополнительные финансовые или иные обязательства со стороны государства.
Комментарий к статье 87
Статья 88. Особенности реализации основных общеобразовательных программ в загранучреждениях Министерства иностранных дел Российской Федерации
1. Загранучреждения Министерства иностранных дел Российской Федерации обеспечивают получение на общедоступной и бесплатной основе общего образования гражданами, родителями (законными представителями) которых являются работники загранучреждений Министерства иностранных дел Российской Федерации, торговых представительств Российской Федерации, военных представительств Министерства обороны Российской Федерации, иных приравненных к ним военных представительств, представительств других федеральных государственных органов, которые в соответствии с законодательством Российской Федерации уполномочены направлять своих работников для работы в иностранные государства, в соответствии с требованиями федеральных государственных образовательных стандартов общего образования через создаваемые в загранучреждениях Министерства иностранных дел Российской Федерации специализированные структурные образовательные подразделения.
2. Нормативные затраты на оказание государственных услуг в сфере образования загранучреждениями Министерства иностранных дел Российской Федерации, утвержденные Министерством иностранных дел Российской Федерации, должны учитывать затраты на осуществление образовательной деятельности, не зависящие от количества обучающихся в загранучреждениях Министерства иностранных дел Российской Федерации.
3. Обучение в загранучреждениях Министерства иностранных дел Российской Федерации по основным общеобразовательным программам наряду с указанными в части 1 настоящей статьи лицами иных лиц осуществляется по решению руководителя соответствующего загранучреждения Министерства иностранных дел Российской Федерации, согласованному с Министерством иностранных дел Российской Федерации. В этом случае родители (законные представители) несовершеннолетнего обучающегося такого загранучреждения, иные физические или юридические лица возмещают затраты загранучреждения Министерства иностранных дел Российской Федерации на обучение указанного обучающегося и его содержание (при наличии) в соответствии с нормативными затратами на оказание государственных услуг в сфере образования, утвержденными Министерством иностранных дел Российской Федерации.
4. Специализированные структурные образовательные подразделения в загранучреждениях Министерства иностранных дел Российской Федерации создаются, приостанавливают и прекращают свою деятельность по решению Министерства иностранных дел Российской Федерации.
5. В отношении специализированных структурных образовательных подразделений загранучреждений Министерства иностранных дел Российской Федерации Министерство иностранных дел Российской Федерации:
1) устанавливает структуру управления деятельностью и штатное расписание этих подразделений;
2) осуществляет кадровое, информационное и методическое обеспечение образовательной деятельности;
3) осуществляет материально-техническое обеспечение и оснащение образовательной деятельности, оборудование помещений в соответствии с требованиями федеральных государственных образовательных стандартов, а также требованиями государства, в котором расположено загранучреждение Министерства иностранных дел Российской Федерации;
4) обеспечивает бланками документов об образовании, организует внесение сведений о выданных загранучреждениями Министерства иностранных дел Российской Федерации документах об образовании в федеральный реестр документов об образовании и (или) о квалификации;
5) осуществляет контроль за деятельностью этих подразделений.
6. Загранучреждения Министерства иностранных дел Российской Федерации осуществляют образовательную деятельность в соответствии с законодательством Российской Федерации и порядком организации и осуществления образовательной деятельности по основным и дополнительным общеобразовательным программам в загранучреждениях Министерства иностранных дел Российской Федерации, утвержденным Министерством иностранных дел Российской Федерации по согласованию с федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
7. Трудовые договоры с педагогическими работниками, направляемыми на работу в загранучреждения Министерства иностранных дел Российской Федерации, заключаются в порядке и на условиях, которые установлены законодательством Российской Федерации для трудовых договоров, заключаемых с гражданами, направляемыми на работу в загранучреждения Министерства иностранных дел Российской Федерации.
8. Права и обязанности педагогических работников загранучреждений Министерства иностранных дел Российской Федерации определяются законодательством об образовании с учетом особенностей регулирования труда работников загранучреждений Министерства иностранных дел Российской Федерации, определенных в соответствии с трудовым законодательством.
Комментарий к статье 88
Глава 12. Управление системой образования. Государственная регламентация образовательной деятельности (статьи 89 - 98_1)
Статья 89. Управление системой образования
1. Управление системой образования осуществляется на принципах законности, демократии, автономии образовательных организаций, информационной открытости системы образования и учета общественного мнения и носит государственно-общественный характер.
2. Управление системой образования включает в себя:
1) формирование системы взаимодействующих федеральных органов исполнительной власти, органов исполнительной власти субъектов Российской Федерации и органов местного самоуправления, осуществляющих управление в сфере образования;
2) осуществление стратегического планирования развития системы образования;
3) принятие и реализацию государственных программ Российской Федерации, федеральных и региональных программ, направленных на развитие системы образования;
4) проведение мониторинга в системе образования;
5) информационное и методическое обеспечение деятельности федеральных государственных органов, органов исполнительной власти субъектов Российской Федерации, осуществляющих государственное управление в сфере образования, и органов местного самоуправления, осуществляющих управление в сфере образования;
6) государственную регламентацию образовательной деятельности;
7) независимую оценку качества образования, общественную и общественно-профессиональную аккредитацию;
8) подготовку и повышение квалификации работников федеральных государственных органов, органов государственной власти субъектов Российской Федерации, осуществляющих государственное управление в сфере образования, органов местного самоуправления, осуществляющих управление в сфере образования, руководителей и педагогических работников образовательных организаций.
3. Государственное управление в сфере образования осуществляют в пределах своих полномочий федеральные органы государственной власти и органы государственной власти субъектов Российской Федерации. В муниципальных районах и городских округах управление в сфере образования осуществляется соответствующими органами местного самоуправления.
4. Федеральными органами исполнительной власти, осуществляющими государственное управление в сфере образования, являются федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования, а также федеральные государственные органы, имеющие в своем ведении образовательные организации.
5. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, осуществляет координацию деятельности в сфере образования федеральных государственных органов, органов исполнительной власти субъектов Российской Федерации и иных субъектов системы образования.
Комментарий к статье 89
Статья 90. Государственная регламентация образовательной деятельности
1. Государственная регламентация образовательной деятельности направлена на установление единых требований осуществления образовательной деятельности и процедур, связанных с установлением и проверкой соблюдения организациями, осуществляющими образовательную деятельность, этих требований.
2. Государственная регламентация образовательной деятельности включает в себя:
1) лицензирование образовательной деятельности;
2) государственную аккредитацию образовательной деятельности;
3) государственный контроль (надзор) в сфере образования.
Комментарий к статье 90
Статья 91. Лицензирование образовательной деятельности
1. Образовательная деятельность подлежит лицензированию в соответствии с законодательством Российской Федерации о лицензировании отдельных видов деятельности с учетом особенностей, установленных настоящей статьей. Лицензирование образовательной деятельности осуществляется по видам образования, по уровням образования, по профессиям, специальностям, направлениям подготовки (для профессионального образования), по подвидам дополнительного образования.
2. Соискателями лицензии на осуществление образовательной деятельности являются образовательные организации, организации, осуществляющие обучение, а также индивидуальные предприниматели, за исключением индивидуальных предпринимателей, осуществляющих образовательную деятельность непосредственно.
3. Лицензирование образовательной деятельности осуществляется лицензирующим органом - федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, или органом исполнительной власти субъекта Российской Федерации, осуществляющим переданные полномочия Российской Федерации в сфере образования, в соответствии с полномочиями, установленными статьями 6 и 7 настоящего Федерального закона.
4. Лицензия на осуществление образовательной деятельности (далее также - лицензия) имеет приложение, являющееся ее неотъемлемой частью. В приложении к лицензии указываются сведения о видах образования, об уровнях образования (для профессионального образования также сведения о профессиях, специальностях, направлениях подготовки и присваиваемой по соответствующим профессиям, специальностям и направлениям подготовки квалификации), о подвидах дополнительного образования, а также адреса мест осуществления образовательной деятельности, за исключением мест осуществления образовательной деятельности по дополнительным профессиональным программам, основным программам профессионального обучения. По каждому филиалу организации, осуществляющей образовательную деятельность, оформляется отдельное приложение к лицензии с указанием также наименования и места нахождения такого филиала. Форма лицензии, форма приложения к лицензии и технические требования к указанным документам устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
5. Переоформление лицензии наряду с установленными законодательством Российской Федерации о лицензировании отдельных видов деятельности случаями осуществляется лицензирующим органом в случае:
1) реорганизации юридических лиц в форме присоединения при наличии лицензии у присоединяемого юридического лица;
2) реорганизации юридических лиц в форме их слияния при наличии лицензии у одного реорганизованного юридического лица или лицензий у нескольких реорганизованных юридических лиц.
6. Переоформление лицензии в зависимости от основания ее переоформления осуществляется полностью или в части соответствующего приложения.
7. При реорганизации организации, осуществляющей образовательную деятельность, в форме присоединения к ней другой организации, осуществляющей образовательную деятельность, переоформление лицензии осуществляется на основании лицензий таких организаций.
8. В целях обеспечения осуществления образовательной деятельности организацией, осуществляющей образовательную деятельность и возникшей в результате реорганизации лицензиата в форме разделения или выделения, лицензирующий орган предоставляет такой организации временную лицензию в соответствии с лицензией реорганизованного лицензиата. Срок действия временной лицензии составляет один год.
9. Заявление о предоставлении временной лицензии и прилагаемые к нему документы представляются в лицензирующий орган не позднее чем через пятнадцать рабочих дней со дня внесения соответствующих изменений в единый государственный реестр юридических лиц.
10. Принятие лицензирующим органом решения о предоставлении временной лицензии осуществляется в срок, не превышающий десяти рабочих дней со дня приема заявления соискателя лицензии о предоставлении временной лицензии и прилагаемых к нему документов.
11. Форма заявления о предоставлении временной лицензии, а также перечень и формы документов, прилагаемых к нему, устанавливаются федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования.
12. Лицензирующий орган принимает решение о возврате соискателю лицензии или лицензиату заявления и прилагаемых к нему документов с мотивированным обоснованием причин возврата наряду с установленными законодательством Российской Федерации о лицензировании отдельных видов деятельности случаями при наличии одного из следующих оснований:
1) лицензирование образовательной деятельности соискателя лицензии или лицензиата в соответствии с настоящим Федеральным законом не отнесено к компетенции лицензирующего органа;
2) для лицензирования заявлена образовательная деятельность по образовательным программам, которые соискатель лицензии или лицензиат в соответствии с настоящим Федеральным законом не вправе реализовывать;
3) наличие в соответствии с положением о лицензировании образовательной деятельности у лицензиата неисполненного предписания федерального органа исполнительной власти, осуществляющего функции по контролю и надзору в сфере образования, или органа исполнительной власти субъекта Российской Федерации, осуществляющего переданные Российской Федерацией полномочия по государственному контролю (надзору) в сфере образования.
(Пункт в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
13. Лицензирование образовательной деятельности образовательных организаций, учредителями которых являются религиозные организации, осуществляется по представлениям соответствующих религиозных организаций (в случае, если такие религиозные организации входят в структуру централизованных религиозных организаций, по представлениям соответствующих централизованных религиозных организаций). При лицензировании образовательной деятельности духовных образовательных организаций представляются сведения о квалификации педагогических работников, имеющих богословские степени и богословские звания.
14. Министерство иностранных дел Российской Федерации осуществляет сбор и передачу в лицензирующий орган заявлений загранучреждений Министерства иностранных дел Российской Федерации как соискателей лицензии или лицензиатов о предоставлении или переоформлении лицензий и прилагаемых к таким заявлениям документов.
15. Лицензионные требования и условия, установленные в положении о лицензировании образовательной деятельности, должны учитывать особенности:
1) подтверждения законных оснований пользования духовными образовательными организациями помещениями, в которых осуществляется образовательная деятельность, а также образовательного ценза педагогических работников этих организаций;
2) требований к зданиям, строениям, сооружениям, помещениям и территориям загранучреждений Министерства иностранных дел Российской Федерации, где осуществляется образовательная деятельность, а также к организации в них образовательной деятельности;
3) осуществления образовательной деятельности посредством использования сетевой формы реализации образовательных программ;
4) осуществления образовательной деятельности при реализации образовательных программ с применением электронного обучения, дистанционных образовательных технологий.
16. Особенности лицензирования образовательной деятельности образовательных организаций, которые реализуют образовательные программы, содержащие сведения, составляющие государственную тайну, и находятся в ведении федерального органа исполнительной власти в области обеспечения безопасности, федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики, нормативно-правовому регулированию, контролю и надзору в сфере государственной охраны, федерального органа исполнительной власти, осуществляющего функции по выработке и реализации государственной политики и нормативно-правовому регулированию в области обороны, федерального органа исполнительной власти, осуществляющего функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере внутренних дел, по выработке государственной политики в сфере миграции, федерального органа исполнительной власти, осуществляющего функции по выработке и реализации государственной политики и нормативно-правовому регулированию в сфере деятельности войск национальной гвардии Российской Федерации, в сфере оборота оружия, в сфере частной охранной деятельности и в сфере вневедомственной охраны, федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики, нормативно-правовому регулированию, контролю и надзору в сфере оборота наркотических средств, психотропных веществ и их прекурсоров, в области противодействия их незаконному обороту, иных образовательных организаций, реализующих образовательные программы, содержащие сведения, составляющие государственную тайну, определяются положением о лицензировании образовательной деятельности.
(Часть в редакции, введенной в действие Федеральным законом от 3 июля 2016 года N 227-ФЗ..
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С 4 июля 2016 года в части 16 статьи 91 настоящего Федерального закона слова ", по выработке государственной политики в сфере миграции, федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики, нормативно-правовому регулированию, контролю и надзору в сфере оборота наркотических средств, психотропных веществ и их прекурсоров, в области противодействия их незаконному обороту" исключены Федеральным законом от 3 июля 2016 года N 305-ФЗ.
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Статья 92. Государственная аккредитация образовательной деятельности
1. Государственная аккредитация образовательной деятельности проводится по основным образовательным программам, реализуемым в соответствии с федеральными государственными образовательными стандартами, за исключением образовательных программ дошкольного образования, а также по основным образовательным программам, реализуемым в соответствии с образовательными стандартами.
2. Целью государственной аккредитации образовательной деятельности является подтверждение соответствия федеральным государственным образовательным стандартам образовательной деятельности по основным образовательным программам и подготовки обучающихся в образовательных организациях, организациях, осуществляющих обучение, а также индивидуальными предпринимателями, за исключением индивидуальных предпринимателей, осуществляющих образовательную деятельность непосредственно.
3. Государственная аккредитация образовательной деятельности проводится аккредитационным органом - федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, или органом исполнительной власти субъекта Российской Федерации, осуществляющим переданные Российской Федерацией полномочия в сфере образования, в соответствии с полномочиями, установленными статьями 6 и 7 настоящего Федерального закона, по заявлениям организаций, осуществляющих образовательную деятельность.
4. Государственная аккредитация образовательной деятельности образовательных организаций, учредителями которых являются религиозные организации, проводится по представлениям соответствующих религиозных организаций (в случае, если такие религиозные организации входят в структуру централизованных религиозных организаций, по представлениям соответствующих централизованных религиозных организаций). При государственной аккредитации образовательной деятельности духовных образовательных организаций представляются сведения о квалификации педагогических работников, имеющих богословские степени и богословские звания.
5. Орган исполнительной власти субъекта Российской Федерации, осуществляющий переданные Российской Федерацией полномочия в сфере образования, при государственной аккредитации образовательной деятельности организации, осуществляющей образовательную деятельность и имеющей расположенные в других субъектах Российской Федерации филиалы, организует проведение государственной аккредитации образовательной деятельности, осуществляемой в таких филиалах, во взаимодействии с соответствующими органами исполнительной власти субъектов Российской Федерации.
6. При проведении государственной аккредитации образовательной деятельности по образовательным программам начального общего, основного общего, среднего общего образования аккредитационный орган принимает решение о государственной аккредитации или об отказе в государственной аккредитации образовательной деятельности по указанным образовательным программам в отношении каждого уровня общего образования, к которому относятся заявленные для государственной аккредитации основные общеобразовательные программы.
7. При проведении государственной аккредитации образовательной деятельности по основным профессиональным образовательным программам аккредитационный орган принимает решение о государственной аккредитации или об отказе в государственной аккредитации образовательной деятельности по указанным образовательным программам в отношении каждого уровня профессионального образования по каждой укрупненной группе профессий, специальностей и направлений подготовки, к которым относятся заявленные для государственной аккредитации основные профессиональные образовательные программы. Основные профессиональные образовательные программы, которые реализуются в организации, осуществляющей образовательную деятельность, и относятся к имеющим государственную аккредитацию укрупненным группам профессий, специальностей и направлений подготовки, являются образовательными программами, имеющими государственную аккредитацию.
8. При проведении государственной аккредитации образовательной деятельности по основным профессиональным образовательным программам организации, осуществляющие образовательную деятельность, заявляют для государственной аккредитации все основные профессиональные образовательные программы, которые реализуются ими и относятся к соответствующей укрупненной группе профессий, специальностей и направлений подготовки.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
9. Аккредитационный орган принимает отдельное решение о государственной аккредитации образовательных программ, заявленных для государственной аккредитации и реализуемых организацией, осуществляющей образовательную деятельность, в том числе в каждом ее филиале.
10. Заявление о государственной аккредитации и прилагаемые к нему документы представляются в аккредитационный орган непосредственно или направляются заказным почтовым отправлением с уведомлением о вручении. Заявление о государственной аккредитации и прилагаемые к нему документы организация, осуществляющая образовательную деятельность, вправе направить в аккредитационный орган в форме электронного документа, подписанного электронной подписью. Формы указанных заявления и прилагаемых к нему документов, а также требования к их заполнению и оформлению утверждаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
11. Государственная аккредитация образовательной деятельности проводится по результатам аккредитационной экспертизы, которая основана на принципах объективности ее проведения и ответственности экспертов за качество ее проведения.
12. Предметом аккредитационной экспертизы является определение соответствия содержания и качества подготовки обучающихся в организации, осуществляющей образовательную деятельность, по заявленным для государственной аккредитации образовательным программам федеральным государственным образовательным стандартам (далее - аккредитационная экспертиза). При проведении аккредитационной экспертизы образовательной деятельности по образовательным программам, которые обеспечивают реализацию образовательных стандартов, аккредитационная экспертиза в части содержания подготовки обучающихся не проводится.
13. В проведении аккредитационной экспертизы участвуют эксперты, имеющие необходимую квалификацию в области заявленных для государственной аккредитации основных образовательных программ, и (или) экспертные организации, соответствующие установленным требованиям. Эксперты и экспертные организации не могут находиться в гражданско-правовых отношениях (эксперты также в трудовых отношениях) с организацией, осуществляющей образовательную деятельность, при проведении аккредитационной экспертизы в отношении образовательной деятельности такой организации.
14. Аккредитационный орган осуществляет аккредитацию экспертов и экспертных организаций и ведение на электронных носителях реестра экспертов и экспертных организаций. Указанный реестр размещается аккредитационным органом на его официальном сайте в сети "Интернет".
15. Квалификационные требования к экспертам, требования к экспертным организациям, порядок привлечения, отбора экспертов и экспертных организаций для проведения аккредитационной экспертизы, порядок их аккредитации (в том числе порядок ведения реестра экспертов и экспертных организаций) устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
16. Оплата услуг экспертов и экспертных организаций и возмещение понесенных ими в связи с проведением аккредитационной экспертизы расходов производятся в порядке и в размерах, которые установлены Правительством Российской Федерации.
17. Информация о проведении аккредитационной экспертизы, в том числе заключение, составленное по результатам аккредитационной экспертизы, размещается аккредитационным органом на его официальном сайте в сети "Интернет".
18. Принятие аккредитационным органом решения о государственной аккредитации образовательной деятельности организации, осуществляющей образовательную деятельность, осуществляется в срок, не превышающий ста пяти дней со дня приема заявления о проведении государственной аккредитации и прилагаемых к этому заявлению документов, при условии соответствия этих заявления и документов требованиям, установленным указанным в части 29 настоящей статьи положением.
19. При принятии решения о государственной аккредитации образовательной деятельности аккредитационным органом выдается свидетельство о государственной аккредитации, срок действия которого составляет:
1) шесть лет для организации, осуществляющей образовательную деятельность по основным профессиональным образовательным программам;
2) двенадцать лет для организации, осуществляющей образовательную деятельность по основным общеобразовательным программам.
20. Формы свидетельства о государственной аккредитации и приложения к нему, а также технические требования к указанным документам устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
21. При прекращении действия лицензии на осуществление образовательной деятельности действие государственной аккредитации прекращается со дня принятия решения о прекращении действия лицензии.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
22. Организации, осуществляющей образовательную деятельность и возникшей в результате реорганизации в форме разделения или выделения, выдается временное свидетельство о государственной аккредитации по образовательным программам, реализация которых осуществлялась реорганизованной организацией и которые имели государственную аккредитацию. Срок действия временного свидетельства о государственной аккредитации составляет один год. Организации, осуществляющей образовательную деятельность и реорганизованной в форме присоединения к ней иной организации, осуществляющей образовательную деятельность, свидетельство о государственной аккредитации по образовательным программам, реализация которых осуществлялась реорганизованными организациями и которые имели государственную аккредитацию, переоформляется на период до окончания срока действия свидетельства о государственной аккредитации реорганизованной организации, осуществляющей образовательную деятельность. Организации, осуществляющей образовательную деятельность и возникшей в результате реорганизации в форме слияния, свидетельство о государственной аккредитации по образовательным программам, реализация которых осуществлялась реорганизованными организациями и которые имели государственную аккредитацию, переоформляется на период до окончания срока действия свидетельства о государственной аккредитации реорганизованной организации, осуществляющей образовательную деятельность, срок действия которого истекает раньше.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ; в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
23. Аккредитационный орган отказывает в государственной аккредитации образовательной деятельности по заявленным к государственной аккредитации образовательным программам, относящимся к соответствующим уровням образования или к укрупненным группам профессий, специальностей и направлений подготовки, при наличии одного из следующих оснований:
1) выявление недостоверной информации в документах, представленных организацией, осуществляющей образовательную деятельность;
2) наличие отрицательного заключения, составленного по результатам аккредитационной экспертизы.
24. Аккредитационный орган лишает организацию, осуществляющую образовательную деятельность, государственной аккредитации образовательной деятельности по образовательным программам, относящимся к соответствующим уровням образования или к укрупненным группам профессий, специальностей и направлений подготовки, при наличии одного из следующих оснований:
(Абзац в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
1) пункт утратил силу с 11 января 2015 года - Федеральный закон от 31 декабря 2014 года N 500-ФЗ;
2) повторное в течение срока действия государственной аккредитации нарушение организацией, осуществляющей образовательную деятельность, законодательства в сфере образования, повлекшее за собой неправомерную выдачу документов об образовании и (или) о квалификации установленного образца;
3) истечение срока приостановления действия государственной аккредитации (при отсутствии оснований для возобновления действия государственной аккредитации).
25. Организация, осуществляющая образовательную деятельность, лишается государственной аккредитации образовательной деятельности по заявленным к государственной аккредитации образовательным программам, относящимся к укрупненной группе профессий, специальностей и направлений подготовки, при наличии основания для лишения государственной аккредитации по одной или нескольким реализуемым ею основным профессиональным образовательным программам.
26. Организация, осуществляющая образовательную деятельность, вправе подать заявление о проведении государственной аккредитации не ранее чем через один год после отказа в государственной аккредитации или лишения ее государственной аккредитации.
27. За выдачу свидетельства о государственной аккредитации, переоформление свидетельства о государственной аккредитации и выдачу временного свидетельства о государственной аккредитации уплачивается государственная пошлина в размерах и в порядке, которые установлены законодательством Российской Федерации о налогах и сборах.
28. Положение о государственной аккредитации образовательной деятельности утверждается Правительством Российской Федерации.
29. Положением о государственной аккредитации образовательной деятельности устанавливаются:
1) требования к заявлению о государственной аккредитации, перечень включаемых в него сведений, требования к документам, необходимым для проведения государственной аккредитации и прилагаемым к заявлению о государственной аккредитации, и их перечень;
2) порядок представления организацией, осуществляющей образовательную деятельность, заявления о государственной аккредитации и документов, необходимых для проведения государственной аккредитации, порядок их приема аккредитационным органом, случаи и основания, при наличии которых аккредитационный орган принимает решение о возврате заявления о государственной аккредитации и прилагаемых к нему документов;
(Пункт в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
3) порядок проведения аккредитационной экспертизы, в том числе порядок привлечения экспертов и (или) экспертных организаций к проведению аккредитационной экспертизы;
4) особенности проведения аккредитационной экспертизы при проведении государственной аккредитации образовательной деятельности образовательных организаций, учредителями которых являются религиозные организации, в части подтверждения образовательного ценза педагогических работников таких образовательных организаций, а также образовательной деятельности загранучреждений Министерства иностранных дел Российской Федерации;
5) порядок принятия решения о государственной аккредитации, об отказе в государственной аккредитации, о приостановлении действия государственной аккредитации, возобновлении действия государственной аккредитации или лишении государственной аккредитации, в том числе с участием коллегиального органа аккредитационного органа;
(Пункт в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
6) порядок предоставления аккредитационным органом дубликата свидетельства о государственной аккредитации;
7) основания и порядок переоформления свидетельства о государственной аккредитации;
8) пункт утратил силу с 11 января 2015 года - Федеральный закон от 31 декабря 2014 года N 500-ФЗ;
9) особенности проведения аккредитационной экспертизы при проведении государственной аккредитации:
а) образовательной деятельности образовательных организаций высшего образования, реализующих образовательные программы высшего образования в соответствии с самостоятельно установленными образовательными стандартами;
б) образовательной деятельности по профессиональным образовательным программам, содержащим сведения, составляющие государственную тайну, и профессиональным образовательным программам в области информационной безопасности;
в) образовательной деятельности при отсутствии обучающихся, завершающих обучение по реализуемым образовательным программам в текущем учебном году.
(Подпункт дополнительно включен с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ)
Комментарий к статье 92
Статья 93. Государственный контроль (надзор) в сфере образования
1. Государственный контроль (надзор) в сфере образования включает в себя федеральный государственный контроль качества образования и федеральный государственный надзор в сфере образования, осуществляемые уполномоченными федеральными органами исполнительной власти и органами исполнительной власти субъектов Российской Федерации, осуществляющими переданные Российской Федерацией полномочия по государственному контролю (надзору) в сфере образования (далее - органы по контролю и надзору в сфере образования).
2. Под федеральным государственным контролем качества образования понимается деятельность по оценке соответствия содержания и качества подготовки обучающихся по имеющим государственную аккредитацию образовательным программам федеральным государственным образовательным стандартам посредством организации и проведения проверок качества образования и принятия по их результатам предусмотренных частью 9 настоящей статьи мер.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
3. Под федеральным государственным надзором в сфере образования понимается деятельность, направленная на предупреждение, выявление и пресечение нарушения органами государственной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, и органами местного самоуправления, осуществляющими управление в сфере образования, и организациями, осуществляющими образовательную деятельность (далее - органы и организации), требований законодательства об образовании посредством организации и проведения проверок органов и организаций, принятия предусмотренных законодательством Российской Федерации мер по пресечению и (или) устранению последствий выявленных нарушений таких требований.
4. К отношениям, связанным с осуществлением государственного контроля (надзора) в сфере образования за деятельностью организаций, осуществляющих образовательную деятельность, применяются положения Федерального закона от 26 декабря 2008 года N 294-ФЗ "О защите прав юридических лиц и индивидуальных предпринимателей при осуществлении государственного контроля (надзора) и муниципального контроля" с учетом особенностей, установленных настоящим Федеральным законом.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
5. Основаниями для проведения внеплановых проверок организаций, осуществляющих образовательную деятельность, в рамках государственного контроля (надзора) в сфере образования наряду с основаниями, предусмотренными Федеральным законом от 26 декабря 2008 года N 294-ФЗ "О защите прав юридических лиц и индивидуальных предпринимателей при осуществлении государственного контроля (надзора) и муниципального контроля", являются:
(Абзац в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
1) выявление аккредитационным органом нарушения требований законодательства об образовании при проведении государственной аккредитации образовательной деятельности;
2) выявление органами по контролю и надзору в сфере образования нарушения требований законодательства об образовании, в том числе требований федеральных государственных образовательных стандартов, на основе данных мониторинга в системе образования, предусмотренного статьей 97 настоящего Федерального закона.
(Пункт в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
6. В случае выявления нарушения требований законодательства об образовании соответствующий орган по контролю и надзору в сфере образования выдает органу или организации, допустившим такое нарушение, предписание об устранении выявленного нарушения. Указанный в предписании срок его исполнения не может превышать шесть месяцев.
7. В случае неисполнения указанного в части 6 настоящей статьи предписания (в том числе если отчет, представленный органом или организацией, допустившими такое нарушение, не подтверждает исполнение предписания в установленный им срок или этот отчет до истечения срока исполнения предписания не представлен) орган по контролю и надзору в сфере образования возбуждает дело об административном правонарушении в порядке, установленном Кодексом Российской Федерации об административных правонарушениях, выдает повторно предписание об устранении ранее не устраненного нарушения и запрещает прием в данную организацию полностью или частично. Срок исполнения выданного повторно предписания не может превышать три месяца.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
8. До истечения срока исполнения выданного повторно предписания орган по контролю и надзору в сфере образования должен быть уведомлен органом или организацией об устранении нарушения требований законодательства об образовании с приложением документов, содержащих сведения, подтверждающие исполнение указанного предписания. В течение тридцати дней после получения такого уведомления орган по контролю и надзору в сфере образования проводит проверку содержащейся в нем информации. Прием в организацию, осуществляющую образовательную деятельность, возобновляется по решению органа по контролю и надзору в сфере образования со дня, следующего за днем подписания акта проверки, устанавливающего факт исполнения выданного повторно предписания, или со дня, следующего за днем вступления в законную силу судебного акта о прекращении производства по делу об административном правонарушении в связи с отсутствием состава административного правонарушения, предусмотренного частью 1 статьи 19.5 Кодекса Российской Федерации об административных правонарушениях. В случае вынесения судом решения о привлечении организации, осуществляющей образовательную деятельность, и (или) должностных лиц этой организации к административной ответственности за неисполнение в установленный срок указанного в части 6 настоящей статьи предписания и в случае неустранения нарушений требований законодательства об образовании в установленный органом по контролю и надзору в сфере образования срок исполнения выданного повторно предписания орган по контролю и надзору в сфере образования приостанавливает действие лицензии на осуществление образовательной деятельности этой организации полностью или частично и обращается в суд с заявлением об аннулировании такой лицензии. Действие лицензии на осуществление образовательной деятельности приостанавливается до дня вступления в законную силу решения суда. В случае вынесения судом решения о привлечении органа государственной власти субъекта Российской Федерации, осуществляющего государственное управление в сфере образования, или органа местного самоуправления, осуществляющего управление в сфере образования, должностных лиц этих органов к административной ответственности за неисполнение в установленный срок указанного в части 6 настоящей статьи предписания и в случае неустранения этими органами нарушений требований законодательства об образовании в установленный органом по контролю и надзору в сфере образования срок исполнения выданного повторно предписания орган по контролю и надзору в сфере образования направляет в вышестоящий орган государственной власти субъекта Российской Федерации или орган местного самоуправления предложение о рассмотрении вопроса об отстранении от должности руководителя органа государственной власти субъекта Российской Федерации, осуществляющего государственное управление в сфере образования, или руководителя органа местного самоуправления, осуществляющего управление в сфере образования.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
9. В случае выявления несоответствия содержания и качества подготовки обучающихся по имеющим государственную аккредитацию образовательным программам федеральным государственным образовательным стандартам орган по контролю и надзору в сфере образования приостанавливает действие государственной аккредитации полностью или в отношении отдельных уровней образования, укрупненных групп профессий, специальностей и направлений подготовки и устанавливает срок устранения выявленного несоответствия. Указанный срок не может превышать шесть месяцев. До истечения срока устранения выявленного несоответствия орган по контролю и надзору в сфере образования должен быть уведомлен организацией, осуществляющей образовательную деятельность, об устранении выявленного несоответствия с приложением подтверждающих документов. В течение тридцати дней после получения уведомления орган по контролю и надзору в сфере образования проводит проверку содержащейся в уведомлении информации об устранении организацией, осуществляющей образовательную деятельность, выявленного несоответствия. Действие государственной аккредитации возобновляется по решению органа по контролю и надзору в сфере образования со дня, следующего за днем подписания акта, устанавливающего факт устранения выявленного несоответствия. В случае, если в установленный органом по контролю и надзору в сфере образования срок организация, осуществляющая образовательную деятельность, не устранила выявленное несоответствие, орган по контролю и надзору в сфере образования лишает организацию, осуществляющую образовательную деятельность, государственной аккредитации полностью или в отношении отдельных уровней образования, укрупненных групп профессий, специальностей и направлений подготовки.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
10. Требования к осуществлению государственного контроля (надзора) в сфере образования за деятельностью образовательных организаций, реализующих образовательные программы, содержащие сведения, составляющие государственную тайну, устанавливаются Правительством Российской Федерации.
Комментарий к статье 93
Статья 94. Педагогическая экспертиза
1. Педагогическая экспертиза проводится в отношении проектов нормативных правовых актов и нормативных правовых актов, касающихся вопросов обучения и воспитания, в целях выявления и предотвращения установления ими положений, способствующих негативному воздействию на качество обучения по образовательным программам определенного уровня и (или) направленности и условия их освоения обучающимися.
2. Проведение педагогической экспертизы проектов нормативных правовых актов и нормативных правовых актов, касающихся вопросов обучения и воспитания, организуется уполномоченным Правительством Российской Федерации федеральным органом исполнительной власти. К проведению педагогической экспертизы на общественных началах привлекаются физические и юридические лица, имеющие необходимую квалификацию.
3. Заключение, составленное по результатам проведения педагогической экспертизы, подлежит обязательному рассмотрению федеральным органом исполнительной власти, разработавшим проект нормативного правового акта или принявшим нормативный правовой акт, являвшийся объектом педагогической экспертизы, в тридцатидневный срок со дня получения этого заключения. Результаты рассмотрения этого заключения размещаются на официальном сайте указанного федерального органа исполнительной власти в сети "Интернет".
4. Порядок проведения педагогической экспертизы устанавливается Правительством Российской Федерации.
Комментарий к статье 94
Статья 95. Независимая оценка качества образования
1. Независимая оценка качества образования направлена на получение сведений об образовательной деятельности, о качестве подготовки обучающихся и реализации образовательных программ.
2. Независимая оценка качества образования включает в себя:
1) независимую оценку качества подготовки обучающихся;
2) независимую оценку качества условий осуществления образовательной деятельности организациями, осуществляющими образовательную деятельность.
(Пункт в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
3. Независимая оценка качества образования осуществляется юридическими лицами, выполняющими конкретные виды такой оценки, предусмотренной пунктом 1 части 2 настоящей статьи (далее - организации, осуществляющие независимую оценку качества образования).
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
4. Организации, осуществляющие независимую оценку качества образования, размещают в сети "Интернет" информацию о порядке проведения и результатах независимой оценки качества образования и направляют ее при необходимости соответственно в федеральные органы государственной власти, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления.
5. Поступившая соответственно в федеральные органы государственной власти, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления информация о результатах независимой оценки качества образования подлежит обязательному рассмотрению указанными органами в месячный срок и учитывается ими при выработке мер по совершенствованию образовательной деятельности и оценке деятельности руководителей организаций, осуществляющих образовательную деятельность.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
6. Результаты независимой оценки качества образования не влекут за собой приостановление или аннулирование лицензии на осуществление образовательной деятельности, приостановление государственной аккредитации или лишение государственной аккредитации в отношении организаций, осуществляющих образовательную деятельность.
7. На основе результатов независимой оценки качества образования могут формироваться рейтинги организаций, осуществляющих образовательную деятельность, и (или) реализуемых ими образовательных программ.
(Статья в редакции, введенной в действие с 21 октября 2014 года Федеральным законом от 21 июля 2014 года N 256-ФЗ.
Комментарий к статье 95
Статья 95_1. Независимая оценка качества подготовки обучающихся
1. Независимая оценка качества подготовки обучающихся проводится по инициативе участников отношений в сфере образования в целях подготовки информации об уровне освоения обучающимися образовательной программы или ее частей, предоставления участникам отношений в сфере образования информации о качестве подготовки обучающихся.
2. Организации, осуществляющие независимую оценку качества подготовки обучающихся, устанавливают виды образования, группы обучающихся и (или) образовательных программ или их частей, в отношении которых проводится независимая оценка качества подготовки обучающихся, а также условия, формы и методы проведения независимой оценки качества подготовки обучающихся.
3. Независимая оценка качества подготовки обучающихся осуществляется также в рамках международных сопоставительных исследований в сфере образования в соответствии с критериями и требованиями российских, иностранных и международных организаций.
(Статья дополнительно включена с 21 октября 2014 года Федеральным законом от 21 июля 2014 года N 256-ФЗ)
Комментарий к статье 95_1
Статья 95_2. Независимая оценка качества условий осуществления образовательной деятельности организациями, осуществляющими образовательную деятельность
(Наименование в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
1. Независимая оценка качества условий осуществления образовательной деятельности организациями, осуществляющими образовательную деятельность (далее - организации), проводится в целях предоставления участникам отношений в сфере образования информации об уровне организации работы по реализации образовательных программ на основе общедоступной информации.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
2. В целях создания условий для проведения независимой оценки качества условий осуществления образовательной деятельности организациями:
1) Общественная палата Российской Федерации по обращению федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, не позднее чем в месячный срок со дня получения указанного обращения формирует из числа представителей общероссийских общественных организаций, созданных в целях защиты прав и законных интересов обучающихся и (или) родителей (законных представителей) несовершеннолетних обучающихся, общероссийских общественных объединений инвалидов общественный совет по проведению независимой оценки качества условий осуществления образовательной деятельности федеральными государственными образовательными организациями, а также иными организациями, осуществляющими образовательную деятельность за счет бюджетных ассигнований федерального бюджета, и утверждает его состав. Общественная палата Российской Федерации информирует федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, о составе созданного при этом органе общественного совета по проведению независимой оценки качества условий осуществления образовательной деятельности организациями;
2) общественные палаты субъектов Российской Федерации по обращению органов исполнительной власти субъектов Российской Федерации, осуществляющих государственное управление в сфере образования, не позднее чем в месячный срок со дня получения указанного обращения формируют из числа представителей общественных организаций, созданных в целях защиты прав и законных интересов обучающихся и (или) родителей (законных представителей) несовершеннолетних обучающихся, общественных объединений инвалидов общественные советы по проведению независимой оценки качества условий осуществления образовательной деятельности государственными образовательными организациями субъектов Российской Федерации, а также муниципальными образовательными организациями, за исключением муниципальных образовательных организаций, в отношении которых независимая оценка проводится общественными советами, созданными при органах местного самоуправления, и иными организациями, расположенными на территориях субъектов Российской Федерации и осуществляющими образовательную деятельность за счет бюджетных ассигнований бюджетов субъектов Российской Федерации, и утверждают их состав. Общественные палаты субъектов Российской Федерации информируют органы государственной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, о составе созданных при этих органах общественных советов по проведению независимой оценки качества условий осуществления образовательной деятельности организациями;
3) общественные палаты (советы) муниципальных образований по обращению органов местного самоуправления муниципальных районов и городских округов вправе формировать из числа представителей общественных организаций, созданных в целях защиты прав и законных интересов обучающихся и (или) родителей (законных представителей) несовершеннолетних обучающихся, общественных объединений инвалидов общественные советы по проведению независимой оценки качества условий осуществления образовательной деятельности, осуществляемой муниципальными образовательными организациями, и утверждать их состав. Общественные палаты (советы) муниципальных образований информируют органы местного самоуправления муниципальных районов и городских округов о составе созданных при этих органах общественных советов по проведению независимой оценки качества условий осуществления образовательной деятельности организациями.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
2_1. Состав общественного совета по проведению независимой оценки качества условий осуществления образовательной деятельности организациями (далее - общественный совет по независимой оценке качества) утверждается сроком на три года. При формировании общественного совета по независимой оценке качества на новый срок осуществляется изменение не менее трети его состава. В состав общественного совета по независимой оценке качества не могут входить представители органов государственной власти и органов местного самоуправления, представители общественных объединений, осуществляющих деятельность в сфере образования, руководители (их заместители) и работники организаций, осуществляющих деятельность в указанной сфере. При этом общественный совет по независимой оценке качества может привлекать к своей работе представителей общественных объединений, осуществляющих деятельность в сфере образования, общественной палаты для обсуждения и формирования результатов такой оценки. Число членов общественного совета по независимой оценке качества не может быть менее чем пять человек. Члены общественного совета по независимой оценке качества осуществляют свою деятельность на общественных началах. Информация о деятельности соответствующего общественного совета по независимой оценке качества подлежит размещению в сети "Интернет" на официальном сайте соответственно федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органа исполнительной власти субъекта Российской Федерации, осуществляющего государственное управление в сфере образования, органа местного самоуправления муниципального района или городского округа. Положение об общественном совете по независимой оценке качества утверждается органом государственной власти или органом местного самоуправления, при которых создан указанный общественный совет.
(Часть дополнительно включена с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ)
3. Независимая оценка качества условий осуществления образовательной деятельности организациями не проводится в отношении образовательных организаций, созданных в уголовно-исполнительной системе, а также в отношении федеральных государственных организаций, осуществляющих образовательную деятельность, указанных в части 1 статьи 81 настоящего Федерального закона.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
4. Независимая оценка качества условий осуществления образовательной деятельности организациями проводится по таким общим критериям, как открытость и доступность информации об организациях, осуществляющих образовательную деятельность; комфортность условий, в которых осуществляется образовательная деятельность; доброжелательность, вежливость работников; удовлетворенность условиями ведения образовательной деятельности организаций, а также доступность услуг для инвалидов.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
5. Показатели, характеризующие общие критерии оценки качества условий осуществления образовательной деятельности организациями, устанавливаются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, с предварительным обсуждением на общественном совете по независимой оценке качества.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
6. Независимая оценка качества условий осуществления образовательной деятельности организациями проводится общественными советами по независимой оценке качества не чаще чем один раз в год и не реже чем один раз в три года в отношении одной и той же организации.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
7. Общественные советы по независимой оценке качества:
(Абзац в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
1) определяют перечни организаций, осуществляющих образовательную деятельность, в отношении которых проводится независимая оценка, предусмотренная настоящей статьей;
2) принимают участие в рассмотрении проектов документации о закупках работ, услуг, а также проектов государственного, муниципального контрактов, заключаемых федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, органами местного самоуправления с организацией, которая осуществляет сбор и обобщение информации о качестве условий осуществления образовательной деятельности организациями (далее - оператор);
(Пункт в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
3) пункт утратил силу с 6 марта 2018 года - Федеральный закон от 5 декабря 2017 года N 392-ФЗ;
4) проводят независимую оценку качества условий осуществления образовательной деятельности организациями с учетом информации, представленной оператором;
(Пункт в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
5) представляют соответственно в федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления результаты независимой оценки качества условий осуществления образовательной деятельности организациями, а также предложения об улучшении их деятельности.
(Пункт в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
8. Заключение государственных, муниципальных контрактов на выполнение работ, оказание услуг по сбору и обобщению информации о качестве условий осуществления образовательной деятельности организациями осуществляется в соответствии с законодательством Российской Федерации о контрактной системе в сфере закупок товаров, работ, услуг для обеспечения государственных и муниципальных нужд. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления по результатам заключения государственных, муниципальных контрактов оформляют решение об определении оператора, ответственного за сбор и обобщение информации о качестве условий осуществления образовательной деятельности организациями, а также при необходимости предоставляют оператору общедоступную информацию о деятельности данных организаций, формируемую в соответствии с государственной и ведомственной статистической отчетностью (в случае, если она не размещена на официальном сайте организации).
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
9. Часть утратила силу с 6 марта 2018 года - Федеральный закон от 5 декабря 2017 года N 392-ФЗ. .
10. Информация о результатах независимой оценки качества условий осуществления образовательной деятельности организациями размещается соответственно:
(Абзац в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
1) федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, на официальном сайте для размещения информации о государственных и муниципальных учреждениях в сети "Интернет";
2) органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, и органами местного самоуправления на своих официальных сайтах и официальном сайте для размещения информации о государственных и муниципальных учреждениях в сети "Интернет".
11. Состав информации о результатах независимой оценки качества условий осуществления образовательной деятельности организациями, включая единые требования к такой информации, и порядок ее размещения на официальном сайте для размещения информации о государственных и муниципальных учреждениях в сети "Интернет" определяются уполномоченным Правительством Российской Федерации федеральным органом исполнительной власти.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
12. Федеральный орган исполнительной власти, осуществляющий функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления обеспечивают на своих официальных сайтах в сети "Интернет" техническую возможность выражения мнений гражданами о качестве условий осуществления образовательной деятельности организациями.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
13. Контроль за соблюдением процедур проведения независимой оценки качества условий осуществления образовательной деятельности организациями осуществляется в соответствии с законодательством Российской Федерации.
(Часть в редакции, введенной в действие с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ.
14. Руководители государственных и муниципальных организаций, осуществляющих образовательную деятельность, несут ответственность за непринятие мер по устранению недостатков, выявленных в ходе независимой оценки качества условий осуществления образовательной деятельности организациями, в соответствии с трудовым законодательством. В трудовых договорах с руководителями указанных организаций в показатели эффективности работы руководителей включаются результаты независимой оценки качества условий осуществления образовательной деятельности организациями и выполнения плана по устранению недостатков, выявленных в ходе такой оценки.
(Часть дополнительно включена с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ)
15. Результаты независимой оценки качества условий осуществления образовательной деятельности организациями учитываются при оценке эффективности деятельности руководителя федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, высших должностных лиц (руководителей высших исполнительных органов государственной власти) субъектов Российской Федерации и руководителей органов исполнительной власти субъектов Российской Федерации, руководителей органов местного самоуправления муниципальных районов и городских округов.
(Часть дополнительно включена с 6 марта 2018 года Федеральным законом от 5 декабря 2017 года N 392-ФЗ)
(Статья дополнительно включена с 21 октября 2014 года Федеральным законом от 21 июля 2014 года N 256-ФЗ)
Комментарий к статье 95_2
Статья 96. Общественная аккредитация организаций, осуществляющих образовательную деятельность. Профессионально-общественная аккредитация образовательных программ
1. Организации, осуществляющие образовательную деятельность, могут получать общественную аккредитацию в различных российских, иностранных и международных организациях.
2. Под общественной аккредитацией понимается признание уровня деятельности организации, осуществляющей образовательную деятельность, соответствующим критериям и требованиям российских, иностранных и международных организаций. Порядок проведения общественной аккредитации, формы и методы оценки при ее проведении, а также права, предоставляемые аккредитованной организации, осуществляющей образовательную деятельность, устанавливаются общественной организацией, которая проводит общественную аккредитацию.
3. Работодатели, их объединения, а также уполномоченные ими организации вправе проводить профессионально-общественную аккредитацию основных профессиональных образовательных программ, основных программ профессионального обучения и (или) дополнительных профессиональных программ, реализуемых организацией, осуществляющей образовательную деятельность.
(Часть в редакции, введенной в действие Федеральным законом от 2 июня 2016 года N 166-ФЗ.
4. Профессионально-общественная аккредитация основных профессиональных образовательных программ, основных программ профессионального обучения и (или) дополнительных профессиональных программ представляет собой признание качества и уровня подготовки выпускников, освоивших такие образовательные программы в конкретной организации, осуществляющей образовательную деятельность, отвечающими требованиям профессиональных стандартов, требованиям рынка труда к специалистам, рабочим и служащим соответствующего профиля.
(Часть в редакции, введенной в действие Федеральным законом от 2 июня 2016 года N 166-ФЗ.
5. На основе результатов профессионально-общественной аккредитации основных профессиональных образовательных программ, основных программ профессионального обучения и (или) дополнительных профессиональных программ организациями, которые проводили такую аккредитацию, могут формироваться рейтинги аккредитованных ими образовательных программ с указанием реализующих их организаций, осуществляющих образовательную деятельность.
(Часть в редакции, введенной в действие Федеральным законом от 2 июня 2016 года N 166-ФЗ.
6. Порядок проведения профессионально-общественной аккредитации основных профессиональных образовательных программ, основных программ профессионального обучения и (или) дополнительных профессиональных программ, в том числе формы и методы оценки этих образовательных программ при ее проведении, правила обращения организаций, осуществляющих образовательную деятельность, в организацию, проводящую указанную аккредитацию, с целью ее получить, срок, на который аккредитуются такие образовательные программы, основания лишения организаций, осуществляющих образовательную деятельность, профессионально-общественной аккредитации образовательных программ, а также права, предоставляемые реализующей аккредитованные образовательные программы организации, осуществляющей образовательную деятельность, и (или) выпускникам, освоившим такие образовательные программы, устанавливаются организацией, которая проводит указанную аккредитацию.
(Часть в редакции, введенной в действие Федеральным законом от 2 июня 2016 года N 166-ФЗ.
7. Организации, которые проводят общественную аккредитацию и профессионально-общественную аккредитацию, обеспечивают открытость и доступность информации о проведении соответствующей аккредитации и ее результатах, в том числе посредством размещения указанной информации на своих официальных сайтах в сети "Интернет".
(Часть в редакции, введенной в действие Федеральным законом от 2 июня 2016 года N 166-ФЗ.
8. Сведения об имеющейся у организации, осуществляющей образовательную деятельность, общественной аккредитации или профессионально-общественной аккредитации представляются в аккредитационный орган и рассматриваются при проведении государственной аккредитации.
9. Общественная аккредитация и профессионально-общественная аккредитация проводятся на добровольной основе и не влекут за собой дополнительные финансовые обязательства государства.
10. Формирование и ведение перечня организаций, проводящих профессионально-общественную аккредитацию основных профессиональных образовательных программ, основных программ профессионального обучения и (или) дополнительных профессиональных программ, осуществляются уполномоченным федеральным органом исполнительной власти в порядке, установленном Правительством Российской Федерации.
(Часть дополнительно включена с 1 января 2017 года Федеральным законом от 2 июня 2016 года N 166-ФЗ)
Комментарий к статье 96
Статья 97. Информационная открытость системы образования. Мониторинг в системе образования
1. Органы государственной власти Российской Федерации, органы государственной власти субъектов Российской Федерации, органы местного самоуправления и организации, осуществляющие образовательную деятельность, обеспечивают открытость и доступность информации о системе образования.
2. Информация о системе образования включает в себя данные официального статистического учета, касающиеся системы образования, данные мониторинга системы образования и иные данные, получаемые при осуществлении своих функций федеральными государственными органами и органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, органами местного самоуправления, осуществляющими управление в сфере образования, организациями, осуществляющими образовательную деятельность, а также иными организациями, осуществляющими деятельность в сфере образования.
3. Мониторинг системы образования представляет собой систематическое стандартизированное наблюдение за состоянием образования и динамикой изменений его результатов, условиями осуществления образовательной деятельности, контингентом обучающихся, учебными и внеучебными достижениями обучающихся, профессиональными достижениями выпускников организаций, осуществляющих образовательную деятельность, состоянием сети организаций, осуществляющих образовательную деятельность.
4. Организация мониторинга системы образования осуществляется федеральными государственными органами и органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, органами местного самоуправления, осуществляющими управление в сфере образования.
5. Порядок осуществления мониторинга системы образования, а также перечень обязательной информации, подлежащей мониторингу, устанавливается Правительством Российской Федерации.
6. Анализ состояния и перспектив развития образования подлежит ежегодному опубликованию в виде итоговых (годовых) отчетов и размещению в сети "Интернет" на официальных сайтах федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, органов исполнительной власти субъектов Российской Федерации, осуществляющих государственное управление в сфере образования, и органов местного самоуправления, осуществляющих управление в сфере образования.
Комментарий к статье 97
Статья 98. Информационные системы в системе образования
1. В целях информационного обеспечения управления в системе образования и государственной регламентации образовательной деятельности уполномоченными органами государственной власти Российской Федерации и органами государственной власти субъектов Российской Федерации создаются, формируются и ведутся государственные информационные системы, в том числе государственные информационные системы, предусмотренные настоящей статьей. Ведение государственных информационных систем осуществляется в соответствии с едиными организационными, методологическими и программно-техническими принципами, обеспечивающими совместимость и взаимодействие этих информационных систем с иными государственными информационными системами и информационно-телекоммуникационными сетями, включая информационно-технологическую и коммуникационную инфраструктуры, используемые для предоставления государственных и муниципальных услуг, с обеспечением конфиденциальности и безопасности содержащихся в них персональных данных и с соблюдением требований законодательства Российской Федерации о государственной или иной охраняемой законом тайне.
2. В целях информационного обеспечения проведения государственной итоговой аттестации обучающихся, освоивших основные образовательные программы основного общего и среднего общего образования, и приема в образовательные организации для получения среднего профессионального и высшего образования создаются:
1) федеральная информационная система обеспечения проведения государственной итоговой аттестации обучающихся, освоивших основные образовательные программы основного общего и среднего общего образования, и приема граждан в образовательные организации для получения среднего профессионального и высшего образования (далее - федеральная информационная система);
2) региональные информационные системы обеспечения проведения государственной итоговой аттестации обучающихся, освоивших основные образовательные программы основного общего и среднего общего образования (далее - региональные информационные системы).
3. Организация формирования и ведения федеральной информационной системы и региональных информационных систем осуществляется соответственно федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, и органами исполнительной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования.
4. Порядок формирования и ведения федеральной информационной системы, региональных информационных систем (в том числе перечень органов и организаций, являющихся операторами указанных информационных систем, перечень сведений, содержащихся в указанных информационных системах, перечень органов и организаций, уполномоченных вносить эти сведения в указанные информационные системы, порядок обработки этих сведений в указанных информационных системах, порядок обеспечения безопасности этих сведений при обработке в указанных информационных системах, срок хранения этих сведений, порядок обеспечения взаимодействия указанных информационных систем) устанавливается Правительством Российской Федерации.
(Часть в редакции, введенной в действие с 19 мая 2013 года Федеральным законом от 7 мая 2013 года N 99-ФЗ.
5. Для информационного обеспечения государственной аккредитации создается государственная информационная система "Реестр организаций, осуществляющих образовательную деятельность по имеющим государственную аккредитацию образовательным программам", а также обеспечивается использование такой системы, формирование и ведение которой организует федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования. Органы исполнительной власти субъектов Российской Федерации, осуществляющие переданные Российской Федерацией полномочия по государственной аккредитации образовательной деятельности, вносят в указанную информационную систему сведения о государственной аккредитации образовательной деятельности. Сведения, содержащиеся в государственной информационной системе "Реестр организаций, осуществляющих образовательную деятельность по имеющим государственную аккредитацию образовательным программам", являются открытыми и общедоступными, за исключением случаев, если в интересах сохранения государственной или служебной тайны свободный доступ к таким сведениям в соответствии с законодательством Российской Федерации ограничен.
6. Порядок формирования и ведения государственной информационной системы "Реестр организаций, осуществляющих образовательную деятельность по имеющим государственную аккредитацию образовательным программам", в том числе перечень включаемых в нее сведений и порядок осуществления доступа к этим сведениям, устанавливается Правительством Российской Федерации.
7. В целях обеспечения единства требований к осуществлению государственного надзора в сфере образования и учета его результатов создается государственная информационная система государственного надзора в сфере образования, формирование и ведение которой организует федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования. Органы исполнительной власти субъектов Российской Федерации, осуществляющие переданные Российской Федерацией полномочия по государственному надзору (контролю) в сфере образования, вносят в указанную информационную систему сведения о мероприятиях по государственному надзору (контролю) в сфере образования.
8. Порядок формирования и ведения государственной информационной системы государственного надзора в сфере образования (в том числе перечень включаемых в нее сведений и порядок осуществления доступа к этим сведениям) устанавливается Правительством Российской Федерации.
9. Для обеспечения учета сведений о документах об образовании и (или) о квалификации, документах об обучении, выданных организациями, осуществляющими образовательную деятельность, сведения о таких документах вносятся в федеральную информационную систему "Федеральный реестр сведений о документах об образовании и (или) о квалификации, документах об обучении", формирование и ведение которой организует федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования. Федеральные государственные органы и органы исполнительной власти субъектов Российской Федерации, осуществляющие государственное управление в сфере образования, органы местного самоуправления, осуществляющие управление в сфере образования, организации, осуществляющие образовательную деятельность, представляют в федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования, сведения о выданных документах об образовании и (или) о квалификации, документах об обучении путем внесения этих сведений в федеральную информационную систему "Федеральный реестр сведений о документах об образовании и (или) о квалификации, документах об обучении".
10. Перечень сведений, вносимых в федеральную информационную систему "Федеральный реестр сведений о документах об образовании и (или) о квалификации, документах об обучении", порядок ее формирования и ведения (в том числе порядок доступа к содержащимся в ней сведениям), порядок и сроки внесения в нее сведений устанавливаются Правительством Российской Федерации.
11. Федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования, организует формирование и ведение федеральной информационной системы "Федеральный реестр апостилей, проставленных на документах об образовании и (или) о квалификации". Органы исполнительной власти субъектов Российской Федерации, осуществляющие переданные Российской Федерацией полномочия по подтверждению документов об образовании и (или) о квалификации, представляют сведения о проставленных ими апостилях на документах об образовании и (или) о квалификации в федеральный орган исполнительной власти, осуществляющий функции по контролю и надзору в сфере образования, путем внесения этих сведений в федеральную информационную систему "Федеральный реестр апостилей, проставленных на документах об образовании и (или) о квалификации". Указанные органы вправе использовать сведения, содержащиеся в этой федеральной информационной системе.
12. Перечень сведений, вносимых в федеральную информационную систему "Федеральный реестр апостилей, проставленных на документах об образовании и (или) о квалификации", и порядок ее формирования и ведения устанавливаются Правительством Российской Федерации.
Комментарий к статье 98
Статья 98_1. Обеспечение размещения информации о предоставлении мер социальной поддержки и иных социальных гарантий обучающимся, педагогическим работникам и руководителям образовательных организаций
Информация о предоставлении мер социальной поддержки и иных социальных гарантий обучающимся, педагогическим работникам и руководителям образовательных организаций в соответствии с настоящим Федеральным законом размещается в Единой государственной информационной системе социального обеспечения. Размещение и получение указанной информации в Единой государственной информационной системе социального обеспечения осуществляются в соответствии с Федеральным законом от 17 июля 1999 года N 178-ФЗ "О государственной социальной помощи".
(Статья дополнительно включена Федеральным законом от 7 марта 2018 года N 56-ФЗ)
Глава 13. Экономическая деятельность и финансовое обеспечение в сфере образования (статьи 99 - 104)
Статья 99. Особенности финансового обеспечения оказания государственных и муниципальных услуг в сфере образования
1. Финансовое обеспечение оказания государственных и муниципальных услуг в сфере образования в Российской Федерации осуществляется в соответствии с законодательством Российской Федерации и с учетом особенностей, установленных настоящим Федеральным законом.
2. Нормативы, определяемые органами государственной власти субъектов Российской Федерации в соответствии с пунктом 3 части 1 статьи 8 настоящего Федерального закона, нормативные затраты на оказание государственной или муниципальной услуги в сфере образования определяются по каждому уровню образования в соответствии с федеральными государственными образовательными стандартами, по каждому виду и направленности (профилю) образовательных программ с учетом форм обучения, федеральных государственных требований (при их наличии), типа образовательной организации, сетевой формы реализации образовательных программ, образовательных технологий, специальных условий получения образования обучающимися с ограниченными возможностями здоровья, обеспечения дополнительного профессионального образования педагогическим работникам, обеспечения безопасных условий обучения и воспитания, охраны здоровья обучающихся, а также с учетом иных предусмотренных настоящим Федеральным законом особенностей организации и осуществления образовательной деятельности (для различных категорий обучающихся), за исключением образовательной деятельности, осуществляемой в соответствии с образовательными стандартами, в расчете на одного обучающегося, если иное не установлено настоящей статьей.
3. Нормативные затраты на оказание государственных или муниципальных услуг в сфере образования включают в себя затраты на оплату труда педагогических работников с учетом обеспечения уровня средней заработной платы педагогических работников за выполняемую ими учебную (преподавательскую) работу и другую работу, определяемого в соответствии с решениями Президента Российской Федерации, Правительства Российской Федерации, органов государственной власти субъектов Российской Федерации, органов местного самоуправления. Расходы на оплату труда педагогических работников муниципальных общеобразовательных организаций, включаемые органами государственной власти субъектов Российской Федерации в нормативы, определяемые в соответствии с пунктом 3 части 1 статьи 8 настоящего Федерального закона, не могут быть ниже уровня, соответствующего средней заработной плате в соответствующем субъекте Российской Федерации, на территории которого расположены такие общеобразовательные организации.
4. Для малокомплектных образовательных организаций и образовательных организаций, расположенных в сельских населенных пунктах и реализующих основные общеобразовательные программы, нормативные затраты на оказание государственных или муниципальных услуг в сфере образования должны предусматривать в том числе затраты на осуществление образовательной деятельности, не зависящие от количества обучающихся. Органы государственной власти субъектов Российской Федерации относят к малокомплектным образовательным организациям образовательные организации, реализующие основные общеобразовательные программы, исходя из удаленности этих образовательных организаций от иных образовательных организаций, транспортной доступности и (или) численности обучающихся.
5. Субсидии на возмещение затрат частных организаций, осуществляющих образовательную деятельность по реализации основных общеобразовательных программ, финансовое обеспечение которых осуществляется за счет бюджетных ассигнований бюджетов субъектов Российской Федерации, рассчитываются с учетом нормативов, определяемых органами государственной власти субъектов Российской Федерации в соответствии с пунктом 3 части 1 статьи 8 настоящего Федерального закона. Субсидии на возмещение затрат частных организаций, осуществляющих образовательную деятельность по профессиональным образовательным программам, финансовое обеспечение которых осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, рассчитываются с учетом нормативных затрат на оказание соответствующих государственных или муниципальных услуг в сфере образования.
Комментарий к статье 99
Статья 100. Контрольные цифры приема на обучение за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов
1. Число обучающихся по образовательным программам среднего профессионального и высшего образования за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов определяется на основе контрольных цифр приема на обучение по профессиям, специальностям и направлениям подготовки за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации и местных бюджетов (далее - контрольные цифры приема).
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
2. За счет бюджетных ассигнований федерального бюджета осуществляется финансовое обеспечение обучения по образовательным программам высшего образования из расчета не менее чем восемьсот студентов на каждые десять тысяч человек в возрасте от семнадцати до тридцати лет, проживающих в Российской Федерации.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
3. Контрольные цифры приема распределяются по результатам публичного конкурса и устанавливаются организациям, осуществляющим образовательную деятельность, по профессиям, специальностям и направлениям подготовки и (или) укрупненным группам профессий, специальностей и направлений подготовки для обучения по имеющим государственную аккредитацию образовательным программам среднего профессионального и высшего образования, если иное не установлено настоящей статьей. Контрольные цифры приема также могут быть установлены по профессиям, специальностям и направлениям подготовки и (или) укрупненным группам профессий, специальностей и направлений подготовки для обучения по не имеющим государственной аккредитации образовательным программам среднего профессионального и высшего образования, если государственная аккредитация по указанным образовательным программам ранее не проводилась при условии исполнения организацией, осуществляющей образовательную деятельность, обязательства получить государственную аккредитацию по указанным образовательным программам в течение трех лет с момента установления контрольных цифр приема, но не позднее чем до завершения обучения обучающихся, принятых на обучение в пределах установленных контрольных цифр приема, и установление контрольных цифр приема по соответствующим профессиям, специальностям, направлениям подготовки согласовано с:
1) государственными органами или органами местного самоуправления, выполняющими функции их учредителей, - для государственных или муниципальных организаций, осуществляющих образовательную деятельность;
2) федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования, - для частных организаций, осуществляющих образовательную деятельность по не имеющим государственной аккредитации образовательным программам высшего образования;
3) органами государственной власти субъектов Российской Федерации, осуществляющими государственное управление в сфере образования, - для частных организаций, осуществляющих образовательную деятельность по не имеющим государственной аккредитации образовательным программам среднего профессионального образования.
(Часть в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
4. Порядок установления организациям, осуществляющим образовательную деятельность по образовательным программам среднего профессионального и высшего образования, контрольных цифр приема (в том числе порядок определения общего объема контрольных цифр приема) утверждается:
(Абзац в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ.
1) Правительством Российской Федерации за счет бюджетных ассигнований федерального бюджета;
2) органами исполнительной власти субъектов Российской Федерации за счет бюджетных ассигнований бюджетов субъектов Российской Федерации;
3) органами местного самоуправления за счет бюджетных ассигнований местных бюджетов.
5. Организации, осуществляющие образовательную деятельность по основным профессиональным образовательным программам, вправе осуществлять в пределах установленных им контрольных цифр приема целевой прием в порядке, утвержденном в соответствии со статьей 56 настоящего Федерального закона.
Комментарий к статье 100
Статья 101. Осуществление образовательной деятельности за счет средств физических лиц и юридических лиц
1. Организации, осуществляющие образовательную деятельность, вправе осуществлять указанную деятельность за счет средств физических и (или) юридических лиц по договорам об оказании платных образовательных услуг. Платные образовательные услуги представляют собой осуществление образовательной деятельности по заданиям и за счет средств физических и (или) юридических лиц по договорам об оказании платных образовательных услуг. Доход от оказания платных образовательных услуг используется указанными организациями в соответствии с уставными целями.
2. Платные образовательные услуги не могут быть оказаны вместо образовательной деятельности, финансовое обеспечение которой осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов. Средства, полученные организациями, осуществляющими образовательную деятельность, при оказании таких платных образовательных услуг, возвращаются оплатившим эти услуги лицам.
3. Организации, осуществляющие образовательную деятельность за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, вправе осуществлять за счет средств физических и (или) юридических лиц образовательную деятельность, не предусмотренную установленным государственным или муниципальным заданием либо соглашением о предоставлении субсидии на возмещение затрат, на одинаковых при оказании одних и тех же услуг условиях.
Комментарий к статье 101
Статья 102. Имущество образовательных организаций
1. Образовательные организации должны иметь в собственности или на ином законном основании имущество, необходимое для осуществления образовательной деятельности, а также иной предусмотренной уставами образовательных организаций деятельности.
2. Государственные и муниципальные образовательные организации, закрепленные за ними на праве оперативного управления или находящиеся в их самостоятельном распоряжении объекты (здания, строения, сооружения) учебной, производственной, социальной инфраструктуры, включая жилые помещения, расположенные в зданиях учебного, производственного, социального, культурного назначения, общежития, а также клинические базы, находящиеся в оперативном управлении образовательных организаций или принадлежащие им на ином праве, приватизации не подлежат.
3. При ликвидации образовательной организации ее имущество после удовлетворения требований кредиторов направляется на цели развития образования в соответствии с уставом образовательной организации.
Комментарий к статье 102
Статья 103. Создание образовательными организациями высшего образования хозяйственных обществ и хозяйственных партнерств, деятельность которых заключается в практическом применении (внедрении) результатов интеллектуальной деятельности
1. Образовательные организации высшего образования, являющиеся бюджетными учреждениями, автономными учреждениями, имеют право без согласия собственника их имущества с уведомлением федерального органа исполнительной власти, осуществляющего функции по выработке государственной политики и нормативно-правовому регулированию в сфере научной и научно-технической деятельности, быть учредителями (в том числе совместно с другими лицами) хозяйственных обществ и хозяйственных партнерств, деятельность которых заключается в практическом применении (внедрении) результатов интеллектуальной деятельности (программ для электронных вычислительных машин, баз данных, изобретений, полезных моделей, промышленных образцов, селекционных достижений, топологий интегральных микросхем, секретов производства (ноу-хау), исключительные права на которые принадлежат указанным образовательным организациям (в том числе совместно с другими лицами). При этом уведомления о создании хозяйственных обществ или хозяйственных партнерств должны быть направлены указанными в настоящей части образовательными организациями высшего образования в течение семи дней со дня внесения в единый государственный реестр юридических лиц записи о государственной регистрации хозяйственного общества или хозяйственного партнерства.
2. Указанные в части 1 настоящей статьи образовательные организации высшего образования в качестве вклада в уставные капиталы таких хозяйственных обществ и складочные капиталы таких хозяйственных партнерств вносят право использования результатов интеллектуальной деятельности (программ для электронных вычислительных машин, баз данных, изобретений, полезных моделей, промышленных образцов, селекционных достижений, топологий интегральных микросхем, секретов производства (ноу-хау), исключительные права на которые принадлежат указанным образовательным организациям (в том числе совместно с другими лицами). Денежная оценка права, вносимого в качестве вклада в уставный капитал хозяйственного общества или складочный капитал хозяйственного партнерства по лицензионному договору, утверждается решением единственного учредителя (общего собрания учредителей) хозяйственного общества или участников хозяйственного партнерства, принимаемым всеми учредителями хозяйственного общества или участниками хозяйственного партнерства единогласно. Если номинальная стоимость или увеличение номинальной стоимости доли либо акций участника хозяйственного общества в уставном капитале хозяйственного общества или доли либо акций, оплачиваемых вкладом в складочный капитал хозяйственного партнерства, составляет более чем пятьсот тысяч рублей, такой вклад должен оцениваться независимым оценщиком.
3. Денежные средства, оборудование и иное имущество, находящиеся в оперативном управлении указанных в части 1 настоящей статьи образовательных организаций высшего образования, могут быть внесены в качестве вклада в уставные капиталы хозяйственных обществ и складочные капиталы хозяйственных партнерств в порядке, установленном гражданским законодательством Российской Федерации.
4. Указанные в части 1 настоящей статьи образовательные организации высшего образования вправе привлекать других лиц в качестве учредителей (участников) хозяйственного общества или участников хозяйственного партнерства.
5. Образовательные организации высшего образования, являющиеся бюджетными учреждениями, вправе распоряжаться долями или акциями в уставных капиталах хозяйственных обществ и вкладами в складочных капиталах хозяйственных партнерств, владельцами которых они являются, только с предварительного согласия соответствующих собственников. Такие образовательные организации высшего образования осуществляют управление долями или акциями в уставных капиталах хозяйственных обществ и вкладами в складочных капиталах хозяйственных партнерств в качестве участников в порядке, установленном гражданским законодательством Российской Федерации. Права участников хозяйственных обществ и хозяйственных партнерств от имени указанных образовательных организаций высшего образования осуществляют их руководители.
6. Доходы от распоряжения долями или акциями в уставных капиталах хозяйственных обществ и вкладами в складочных капиталах хозяйственных партнерств, учредителями (участниками) которых являются указанные в части 1 настоящей статьи образовательные организации высшего образования, поступают в их самостоятельное распоряжение.
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Статья 104. Образовательное кредитование
1. Образовательные кредиты предоставляются банками и иными кредитными организациями гражданам, поступившим в организации, осуществляющие образовательную деятельность, для обучения по соответствующим образовательным программам, и являются целевыми.
2. Образовательные кредиты могут быть направлены на оплату обучения в организации, осуществляющей образовательную деятельность, в размере стоимости обучения или части стоимости обучения (основной образовательный кредит) и (или) на оплату проживания, питания, приобретения учебной и научной литературы и других бытовых нужд в период обучения (сопутствующий образовательный кредит).
3. В Российской Федерации предоставляется государственная поддержка образовательного кредитования граждан, обучающихся по основным профессиональным образовательным программам.
4. Условия, размеры и порядок предоставления государственной поддержки образовательного кредитования определяются Правительством Российской Федерации.
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Глава 14. Международное сотрудничество в сфере образования (статьи 105 - 107)
Статья 105. Формы и направления международного сотрудничества в сфере образования
1. Международное сотрудничество в сфере образования осуществляется в следующих целях:
1) расширение возможностей граждан Российской Федерации, иностранных граждан и лиц без гражданства для получения доступа к образованию;
2) координация взаимодействия Российской Федерации с иностранными государствами и международными организациями по развитию образования;
3) совершенствование международных и внутригосударственных механизмов развития образования.
2. Российская Федерация содействует развитию сотрудничества российских и иностранных образовательных организаций, международной академической мобильности обучающихся, педагогических, научных и иных работников системы образования, привлечению иностранных граждан к обучению в российских организациях, осуществляющих образовательную деятельность, обеспечению взаимного признания образования и (или) квалификации, участвует в соответствии с международными договорами Российской Федерации в деятельности различных международных организаций в сфере образования. Федеральные органы исполнительной власти и органы государственной власти субъектов Российской Федерации осуществляют взаимодействие в сфере образования с международными организациями, иностранными государственными органами, а также иностранными неправительственными организациями в пределах своей компетенции в порядке, установленном законодательством Российской Федерации.
3. Организации, входящие в систему образования, принимают участие в международном сотрудничестве в сфере образования посредством заключения договоров по вопросам образования с иностранными организациями и гражданами в соответствии с законодательством Российской Федерации и в иных формах, предусмотренных настоящим Федеральным законом и иными нормативными правовыми актами Российской Федерации, в частности по следующим направлениям:
1) разработка и реализация образовательных программ и научных программ в сфере образования совместно с международными или иностранными организациями;
2) направление обучающихся, педагогических и научных работников российских организаций, осуществляющих образовательную деятельность, в иностранные образовательные организации, которое включает в себя предоставление обучающимся специальных стипендий для обучения за рубежом, а также прием иностранных обучающихся, педагогических и научных работников в российские организации, осуществляющие образовательную деятельность, в целях обучения, повышения квалификации и совершенствования научной и образовательной деятельности, в том числе в рамках международного академического обмена;
3) проведение совместных научных исследований, осуществление фундаментальных и прикладных научных исследований в сфере образования, совместное осуществление инновационной деятельности;
4) участие в сетевой форме реализации образовательных программ;
5) участие в деятельности международных организаций и проведении международных образовательных, научно-исследовательских и научно-технических проектов, конгрессов, симпозиумов, конференций, семинаров или самостоятельное проведение указанных мероприятий, а также обмен учебно-научной литературой на двусторонней и многосторонней основе.
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Статья 106. Подтверждение документов об образовании и (или) о квалификации
1. Подтверждение документов об образовании и (или) о квалификации, выданных российскими организациями, осуществляющими образовательную деятельность, осуществляется в целях обеспечения надлежащего признания юридической силы таких документов в иностранном государстве. Подтверждение документов об образовании и (или) о квалификации осуществляется в соответствии с международными договорами Российской Федерации и (или) нормативными правовыми актами Российской Федерации.
2. Подтверждение документов об образовании и (или) о квалификации путем проставления на них апостиля осуществляется органами исполнительной власти субъектов Российской Федерации, осуществляющими переданные им Российской Федерацией полномочия по подтверждению документов об образовании и (или) о квалификации, по заявлениям граждан, поданным в письменной форме или в форме электронных документов с использованием информационно-телекоммуникационных сетей общего пользования, в том числе сети "Интернет", включая единый портал государственных и муниципальных услуг.
3. Порядок подтверждения документов об образовании и (или) о квалификации устанавливается Правительством Российской Федерации.
4. За проставление апостиля на документе об образовании и (или) о квалификации уплачивается государственная пошлина в размерах и в порядке, которые установлены законодательством Российской Федерации о налогах и сборах. При подаче заявления о подтверждении документа об образовании и (или) о квалификации в форме электронного документа, предусмотренной частью 2 настоящей статьи, документ об уплате государственной пошлины за проставление апостиля на документе об образовании и (или) о квалификации может быть направлен заявителем в форме электронного документа с использованием информационно-телекоммуникационных сетей общего пользования, в том числе сети "Интернет", включая единый портал государственных и муниципальных услуг.
Комментарий к статье 106
Статья 107. Признание образования и (или) квалификации, полученных в иностранном государстве
1. Признание в Российской Федерации образования и (или) квалификации, полученных в иностранном государстве (далее - иностранное образование и (или) иностранная квалификация), осуществляется в соответствии с международными договорами Российской Федерации, регулирующими вопросы признания и установления эквивалентности иностранного образования и (или) иностранной квалификации (далее - международные договоры о взаимном признании), и законодательством Российской Федерации.
2. В настоящем Федеральном законе под признанием в Российской Федерации иностранного образования и (или) иностранной квалификации понимается официальное подтверждение значимости (уровня) полученных в иностранном государстве образования и (или) квалификации в целях обеспечения доступа их обладателя к образованию и (или) профессиональной деятельности в Российской Федерации, предоставления их обладателю академических, профессиональных и (или) иных предусмотренных международными договорами о взаимном признании и (или) законодательством Российской Федерации прав. Обладателям иностранного образования и (или) иностранной квалификации, признаваемых в Российской Федерации, предоставляются те же академические и (или) профессиональные права, что и обладателям соответствующих образования и (или) квалификации, полученных в Российской Федерации, если иное не установлено международными договорами о взаимном признании.
3. В Российской Федерации признаются иностранное образование и (или) иностранная квалификация, подпадающие под действие международных договоров о взаимном признании, а также полученные в иностранных образовательных организациях, перечень которых с указанием соответствия получаемых в них образования и (или) квалификации образованию и (или) квалификации, полученным в Российской Федерации, устанавливается Правительством Российской Федерации. Критерии и порядок включения в указанный перечень иностранных образовательных организаций утверждаются Правительством Российской Федерации.
4. В случае, если иностранное образование и (или) иностранная квалификация не соответствуют условиям, предусмотренным частью 3 настоящей статьи, признание иностранного образования и (или) иностранной квалификации осуществляется федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, по заявлениям граждан, поданным в письменной форме или в форме электронных документов с использованием информационно-телекоммуникационных сетей общего пользования, в том числе сети "Интернет", включая единый портал государственных и муниципальных услуг, на основе экспертизы, в рамках которой проводятся оценка уровня образования и (или) квалификации, определение равноценности академических и (или) профессиональных прав, предоставляемых их обладателю в иностранном государстве, в котором получены образование и (или) квалификация, и прав, предоставленных обладателям соответствующих образования и (или) квалификации, которые получены в Российской Федерации.
5. По результатам экспертизы федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, принимается одно из следующих решений:
1) признание иностранного образования и (или) иностранной квалификации, в том числе признание иностранного образования в качестве периода обучения по образовательной программе определенного уровня, с правом на продолжение обучения по данной образовательной программе в Российской Федерации;
2) отказ в признании иностранного образования и (или) иностранной квалификации.
6. В случае признания федеральным органом исполнительной власти, осуществляющим функции по контролю и надзору в сфере образования, иностранного образования и (или) иностранной квалификации их обладателю выдается свидетельство о признании иностранного образования и (или) иностранной квалификации.
7. За выдачу свидетельства о признании иностранного образования и (или) иностранной квалификации и дубликата указанного свидетельства уплачивается государственная пошлина в размере и в порядке, которые установлены законодательством Российской Федерации о налогах и сборах.
8. При подаче заявления о признании иностранного образования и (или) иностранной квалификации в форме электронного документа, предусмотренного частью 4 настоящей статьи, документ об уплате государственной пошлины за выдачу свидетельства о признании иностранного образования и (или) иностранной квалификации может быть направлен заявителем в форме электронного документа с использованием информационно-телекоммуникационных сетей общего пользования, в том числе сети "Интернет", включая единый портал государственных и муниципальных услуг.
9. При подаче заявления о признании иностранного образования и (или) иностранной квалификации в форме электронного документа, предусмотренного частью 4 настоящей статьи, оригиналы всех необходимых документов представляются заявителем либо лицом, выступающим в соответствии с гражданским законодательством в качестве его представителя, при получении оригинала свидетельства о признании иностранного образования и (или) иностранной квалификации.
10. Перечень документов, прилагаемых к заявлению о признании иностранного образования и (или) иностранной квалификации, порядок и сроки проведения экспертизы иностранного образования и (или) иностранной квалификации, а также форма свидетельства о признании иностранного образования и (или) иностранной квалификации и технические требования к нему определяются федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования.
11. Образовательные организации высшего образования, указанные в части 10 статьи 11 настоящего Федерального закона, вправе самостоятельно осуществлять в установленном ими порядке признание иностранного образования и (или) иностранной квалификации, которые не соответствуют условиям, предусмотренным частью 3 настоящей статьи, в целях организации приема на обучение в эти организации, а также доступа к осуществлению в них профессиональной деятельности лиц, имеющих такие иностранное образование и (или) иностранную квалификацию. Указанные образовательные организации высшего образования представляют в национальный информационный центр, предусмотренный частью 14 настоящей статьи, информацию об установленном ими порядке признания иностранного образования и (или) иностранной квалификации.
12. Признание в Российской Федерации иностранного образования и (или) иностранной квалификации не освобождает их обладателей от соблюдения установленных законодательством Российской Федерации общих требований к приему в образовательные организации или на работу.
13. Документы об иностранном образовании и (или) иностранной квалификации, признаваемых в Российской Федерации, должны быть в установленном законодательством Российской Федерации порядке легализованы и переведены на русский язык, если иное не предусмотрено международным договором Российской Федерации.
14. Информационное обеспечение признания в Российской Федерации иностранного образования и (или) иностранной квалификации осуществляется национальным информационным центром, функции которого выполняет организация, уполномоченная Правительством Российской Федерации.
15. В соответствии с международными договорами Российской Федерации и законодательством Российской Федерации национальный информационный центр:
1) обеспечивает бесплатное консультирование граждан и организаций по вопросам признания иностранного образования и (или) иностранной квалификации;
2) осуществляет размещение на своем сайте в сети "Интернет":
а) описания установленных в Российской Федерации видов образования, уровней образования, перечней профессий, специальностей и направлений подготовки, а также присваиваемой по соответствующим профессиям, специальностям и направлениям подготовки квалификации;
б) описания документов об образовании и (или) о квалификации установленного образца, выдаваемых или выдававшихся в соответствии с законодательством Российской Федерации, РСФСР или СССР;
в) сведений о международных договорах о взаимном признании, в том числе перечня и образцов документов об иностранном образовании и (или) иностранной квалификации, признаваемых в Российской Федерации;
г) установленного в соответствии с частью 3 настоящей статьи перечня иностранных образовательных организаций, а также перечня и образцов выдаваемых указанными иностранными образовательными организациями документов об иностранном образовании и (или) иностранной квалификации, признаваемых в Российской Федерации;
д) сведений о порядке признания иностранного образования и (или) иностранной квалификации образовательными организациями высшего образования, указанными в части 10 статьи 11 настоящего Федерального закона.
Комментарий к статье 107
Глава 15. Заключительные положения (статьи 108 - 111)
Статья 108. Заключительные положения
1. Образовательные уровни (образовательные цензы), установленные в Российской Федерации до дня вступления в силу настоящего Федерального закона, приравниваются к уровням образования, установленным настоящим Федеральным законом, в следующем порядке:
1) среднее (полное) общее образование - к среднему общему образованию;
2) начальное профессиональное образование - к среднему профессиональному образованию по программам подготовки квалифицированных рабочих (служащих);
3) среднее профессиональное образование - к среднему профессиональному образованию по программам подготовки специалистов среднего звена;
4) высшее профессиональное образование - бакалавриат - к высшему образованию - бакалавриату;
5) высшее профессиональное образование - подготовка специалиста или магистратура - к высшему образованию - специалитету или магистратуре;
6) послевузовское профессиональное образование в аспирантуре (адъюнктуре) - к высшему образованию - подготовке кадров высшей квалификации по программам подготовки научно-педагогических кадров в аспирантуре (адъюнктуре);
7) послевузовское профессиональное образование в ординатуре - к высшему образованию - подготовке кадров высшей квалификации по программам ординатуры;
8) послевузовское профессиональное образование в форме ассистентуры-стажировки - к высшему образованию - подготовке кадров высшей квалификации по программам ассистентуры-стажировки.
2. Образовательные программы, реализующиеся в Российской Федерации до дня вступления в силу настоящего Федерального закона, тождественны в части наименований образовательным программам, предусмотренным настоящим Федеральным законом:
1) основные общеобразовательные программы дошкольного образования - образовательным программам дошкольного образования;
2) основные общеобразовательные программы начального общего образования - образовательным программам начального общего образования;
3) основные общеобразовательные программы основного общего образования - образовательным программам основного общего образования;
4) основные общеобразовательные программы среднего (полного) общего образования - образовательным программам среднего общего образования;
5) основные профессиональные образовательные программы начального профессионального образования - программам подготовки квалифицированных рабочих (служащих);
6) основные профессиональные образовательные программы среднего профессионального образования - программам подготовки специалистов среднего звена;
7) основные профессиональные образовательные программы высшего профессионального образования (программы бакалавриата) - программам бакалавриата;
8) основные профессиональные образовательные программы высшего профессионального образования (программы подготовки специалистов) - программам подготовки специалистов;
9) основные профессиональные образовательные программы высшего профессионального образования (программы магистратуры) - программам магистратуры;
10) основные профессиональные образовательные программы послевузовского профессионального образования в аспирантуре (адъюнктуре) - программам подготовки научно-педагогических кадров в аспирантуре (адъюнктуре);
11) основные профессиональные образовательные программы послевузовского профессионального образования в ординатуре - программам ординатуры;
12) основные профессиональные образовательные программы послевузовского профессионального образования в форме ассистентуры-стажировки - программам ассистентуры-стажировки;
13) образовательные программы профессиональной подготовки - программам профессиональной подготовки по профессиям рабочих, должностям служащих;
14) дополнительные общеобразовательные программы - дополнительным общеобразовательным программам;
15) дополнительные предпрофессиональные общеобразовательные программы в области искусств - дополнительным предпрофессиональным общеобразовательным программам в области искусств;
16) дополнительные профессиональные образовательные программы - дополнительным профессиональным программам.
3. Обучающиеся, которые приняты на обучение по образовательным программам, не предусмотренным настоящим Федеральным законом (за исключением основных профессиональных образовательных программ послевузовского медицинского и фармацевтического образования в интернатуре), до дня вступления в силу настоящего Федерального закона, считаются принятыми на обучение по образовательным программам, предусмотренным настоящим Федеральным законом в соответствии с частью 2 настоящей статьи. На указанных обучающихся распространяются права и обязанности обучающихся по соответствующим образовательным программам, предусмотренным настоящим Федеральным законом.
4. Реализация основных профессиональных образовательных программ послевузовского медицинского образования и фармацевтического образования в интернатуре осуществляется в соответствии с Федеральным законом от 21 ноября 2011 года N 323-ФЗ "Об основах охраны здоровья граждан в Российской Федерации" до истечения нормативных сроков освоения указанных образовательных программ лицами, принятыми на такое обучение. Прием в образовательные и научные организации на обучение по программам послевузовского медицинского и фармацевтического образования в интернатуре прекращается 1 сентября 2016 года.
5. Наименования и уставы образовательных учреждений подлежат приведению в соответствие с настоящим Федеральным законом не позднее 1 июля 2016 года с учетом следующего:
(Абзац в редакции, введенной в действие с 10 января 2016 года Федеральным законом от 30 декабря 2015 года N 458-ФЗ.
1) специальные (коррекционные) образовательные учреждения для обучающихся, воспитанников с ограниченными возможностями здоровья должны переименоваться в общеобразовательные организации;
2) образовательные учреждения начального профессионального образования и образовательные учреждения среднего профессионального образования должны переименоваться в профессиональные образовательные организации;
3) образовательные учреждения высшего профессионального образования должны переименоваться в образовательные организации высшего образования;
4) образовательные учреждения дополнительного образования детей должны переименоваться в организации дополнительного образования;
5) образовательные учреждения дополнительного профессионального образования (повышения квалификации) специалистов должны переименоваться в организации дополнительного профессионального образования;
6) специальные учебно-воспитательные учреждения для детей и подростков с девиантным (отклоняющимся от нормы, общественно опасным) поведением, реализующие общеобразовательные программы, должны переименоваться в общеобразовательные организации со специальным наименованием "специальные учебно-воспитательные учреждения для обучающихся с девиантным (общественно опасным) поведением";
7) специальные учебно-воспитательные учреждения для детей и подростков с девиантным (отклоняющимся от нормы, общественно опасным) поведением, реализующие общеобразовательные программы и образовательные программы начального профессионального образования, должны переименоваться в профессиональные образовательные организации со специальным наименованием "специальные учебно-воспитательные учреждения для обучающихся с девиантным (общественно опасным) поведением".
6. При переименовании образовательных организаций их тип указывается с учетом их организационно-правовой формы.
7. Организации, осуществляющие образовательную деятельность, осуществляют образовательную деятельность на основании лицензий на осуществление образовательной деятельности и свидетельств о государственной аккредитации (за исключением имеющих государственную аккредитацию дополнительных профессиональных образовательных программ), выданных им до дня вступления в силу настоящего Федерального закона.
8. Свидетельства о государственной аккредитации в части имеющих государственную аккредитацию дополнительных профессиональных образовательных программ являются недействующими со дня вступления в силу настоящего Федерального закона.
9. В целях приведения образовательной деятельности в соответствие с настоящим Федеральным законом ранее выданные лицензии на осуществление образовательной деятельности и свидетельства о государственной аккредитации переоформляются до 1 января 2017 года.
(Часть в редакции, введенной в действие с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ.
9_1. Организации, осуществляющей образовательную деятельность и реорганизованной в форме присоединения к ней иной организации, осуществляющей образовательную деятельность, временное свидетельство о государственной аккредитации переоформляется на свидетельство о государственной аккредитации на период до окончания срока действия свидетельства о государственной аккредитации, ранее выданного реорганизованной организации, осуществляющей образовательную деятельность.
(Часть дополнительно включена с 24 июля 2015 года Федеральным законом от 13 июля 2015 года N 238-ФЗ)
10. Индивидуальные предприниматели, осуществляющие образовательную деятельность с привлечением педагогических работников, должны получить лицензию на осуществление образовательной деятельности до 1 января 2014 года. В случае неполучения до истечения указанного срока индивидуальными предпринимателями лицензий они обязаны прекратить осуществление образовательной деятельности с привлечением педагогических работников.
11. Со дня вступления в силу настоящего Федерального закона в оклады (должностные оклады) по должностям научно-педагогических работников образовательных организаций высшего образования включаются размеры надбавок за ученые степени и по должностям, которые действовали до дня вступления в силу настоящего Федерального закона с учетом требуемых по соответствующим должностям ученых степеней. В установленные на день вступления в силу настоящего Федерального закона оклады (должностные оклады) педагогических работников включается размер ежемесячной денежной компенсации на обеспечение книгоиздательской продукцией и периодическими изданиями, установленной по состоянию на 31 декабря 2012 года.
12. Положения части 3 статьи 88 настоящего Федерального закона не распространяются на образовательные отношения, возникшие до дня вступления в силу настоящего Федерального закона.
13. До 1 января 2014 года:
1) органы государственной власти субъекта Российской Федерации в сфере образования осуществляют:
а) обеспечение государственных гарантий прав граждан на получение общедоступного и бесплатного дошкольного, начального общего, основного общего, среднего общего образования, а также дополнительного образования в общеобразовательных организациях посредством выделения субвенций местным бюджетам в размере, необходимом для реализации основных общеобразовательных программ в части финансирования расходов на оплату труда работников общеобразовательных организаций, расходов на учебники и учебные, учебно-наглядные пособия, технические средства обучения, расходные материалы и хозяйственные нужды (за исключением расходов на содержание зданий и оплату коммунальных услуг, осуществляемых за счет средств местных бюджетов) в соответствии с нормативами, установленными законами субъекта Российской Федерации;
б) финансовое обеспечение получения гражданами дошкольного, начального общего, основного общего, среднего общего образования в имеющих государственную аккредитацию по соответствующим основным общеобразовательным программам частных общеобразовательных организациях в размере, необходимом для реализации основных общеобразовательных программ в части финансирования расходов на оплату труда педагогических работников, расходов на учебники и учебные, учебно-наглядные пособия, технические средства обучения, игры, игрушки, расходные материалы в соответствии с нормативами финансового обеспечения образовательной деятельности государственных образовательных организаций субъектов Российской Федерации и муниципальных образовательных организаций;
2) органы местного самоуправления муниципальных районов и городских округов в рамках решения вопросов местного значения в сфере образования осуществляют:
а) организацию предоставления общедоступного и бесплатного начального общего, основного общего, среднего общего образования по основным общеобразовательным программам, за исключением полномочий по финансовому обеспечению образовательного процесса, указанных в пункте 1 настоящей части и отнесенных к полномочиям органов государственной власти субъектов Российской Федерации;
б) финансовое обеспечение получения детьми дошкольного образования в частных дошкольных образовательных организациях в размере, необходимом для реализации основной общеобразовательной программы дошкольного образования в части финансирования расходов на оплату труда педагогических работников, расходов на учебно-наглядные пособия, технические средства обучения, игры, игрушки, расходные материалы в соответствии с нормативами, установленными для муниципальных образовательных организаций.
14. До 1 января 2019 года предусмотренное статьей 71 настоящего Федерального закона право приема на обучение по программам бакалавриата и программам специалитета в пределах установленной квоты при условии успешного прохождения вступительных испытаний распространяется также на детей-сирот и детей, оставшихся без попечения родителей, а также лиц из числа детей-сирот и детей, оставшихся без попечения родителей, и ветеранов боевых действий из числа лиц, указанных в подпунктах 1-4 пункта 1 статьи 3 Федерального закона от 12 января 1995 года N 5-ФЗ "О ветеранах".
(Часть дополнительно включена с 15 февраля 2014 года Федеральным законом от 3 февраля 2014 года N 11-ФЗ; в редакции, введенной в действие с 11 января 2015 года Федеральным законом от 31 декабря 2014 года N 500-ФЗ; в редакции, введенной в действие с 13 марта 2016 года Федеральным законом от 2 марта 2016 года N 46-ФЗ; в редакции, введенной в действие с 13 июня 2016 года Федеральный закон от 2 июня 2016 года N 165-ФЗ.
15. Лица, имеющие высшее профессиональное образование, подтверждаемое присвоением им квалификации "дипломированный специалист", имеют право быть принятыми на конкурсной основе на обучение по программам магистратуры, которое не рассматривается как получение этими лицами второго или последующего высшего образования.
(Часть дополнительно включена с 15 февраля 2014 года Федеральным законом от 3 февраля 2014 года N 11-ФЗ)
16. Особенности правового регулирования отношений в сфере образования со дня образования в составе Российской Федерации новых субъектов - Республики Крым и города федерального значения Севастополя устанавливаются Федеральным законом "Об особенностях правового регулирования отношений в сфере образования в связи с принятием в Российскую Федерацию Республики Крым и образованием в составе Российской Федерации новых субъектов - Республики Крым и города федерального значения Севастополя и о внесении изменений в Федеральный закон "Об образовании в Российской Федерации".
(Часть дополнительно включена Федеральным законом от 5 мая 2014 года N 84-ФЗ)
Комментарий к статье 108
Статья 109. Признание не действующими на территории Российской Федерации отдельных законодательных актов Союза ССР
Признать не действующими на территории Российской Федерации:
1) Закон СССР от 19 июля 1973 года N 4536-VIII "Об утверждении Основ законодательства Союза ССР и союзных республик о народном образовании" (Ведомости Верховного Совета СССР, 1973, N 30, ст.392);
2) Указ Президиума Верховного Совета СССР от 17 декабря 1973 года N 5200-VIII "О порядке введения в действие Основ законодательства Союза ССР и союзных республик о народном образовании" (Ведомости Верховного Совета СССР, 1973, N 51, ст.726);
3) Указ Президиума Верховного Совета СССР от 14 августа 1979 года N 577-Х "О внесении изменений и дополнений в Основы законодательства Союза ССР и союзных республик о народном образовании" (Ведомости Верховного Совета СССР, 1979, N 34, ст.554);
4) Закон СССР от 30 ноября 1979 года N 1166-Х "Об утверждении Указов Президиума Верховного Совета СССР о внесении изменений и дополнений в Основы законодательства Союза ССР и союзных республик о здравоохранении, о народном образовании, о недрах, о браке и семье, Основы лесного законодательства Союза ССР и союзных республик и в законодательство о гражданском судопроизводстве" (Ведомости Верховного Совета СССР, 1979, N 49, ст.847) в части утверждения Указа Президиума Верховного Совета СССР от 14 августа 1979 года "О внесении изменений и дополнений в Основы законодательства Союза ССР и союзных республик о народном образовании";
5) Постановление Верховного Совета СССР от 12 апреля 1984 года N 13-XI "Об Основных направлениях реформы общеобразовательной и профессиональной школы" (Ведомости Верховного Совета СССР, 1984, N 16, ст.237);
6) Закон СССР от 27 ноября 1985 года N 3661-XI "О внесении изменений в Основы законодательства Союза ССР и союзных республик о народном образовании в связи с Основными направлениями реформы общеобразовательной и профессиональной школы" (Ведомости Верховного Совета СССР, 1985, N 48, ст.918);
7) Закон СССР от 27 ноября 1985 года N 3662-XI "О внесении изменений в некоторые законодательные акты СССР в связи с Основными направлениями реформы общеобразовательной и профессиональной школы и утверждением новой редакции Основ законодательства Союза ССР и союзных республик о народном образовании" (Ведомости Верховного Совета СССР, 1985, N 48, ст.919);
8) Постановление Президиума Верховного Совета СССР от 3 декабря 1985 года N 3706-XI "О порядке применения статей 19, 21 и 25 Основ законодательства Союза ССР и союзных республик о народном образовании" (Ведомости Верховного Совета СССР, 1985, N 49, ст.967);
9) пункт 3 Указа Президиума Верховного Совета СССР от 7 мая 1986 года N 4615-XI "О внесении изменений в некоторые законодательные акты СССР" (Ведомости Верховного Совета СССР, 1986, N 20, ст.344);
10) Закон СССР от 16 апреля 1991 года N 2114-I "Об общих началах государственной молодежной политики в СССР" (Ведомости Съезда народных депутатов СССР и Верховного Совета СССР, 1991, N 19, ст.533);
11) Постановление Верховного Совета СССР от 16 апреля 1991 года N 2115-I "О введении в действие Закона СССР "Об общих началах государственной молодежной политики в СССР" (Ведомости Съезда народных депутатов СССР и Верховного Совета СССР, 1991, N 19, ст.534).
Комментарий к статье 109
Статья 110. Признание утратившими силу отдельных законодательных актов (положений законодательных актов) РСФСР и Российской Федерации
Признать утратившими силу:
1) Закон РСФСР от 2 августа 1974 года "О народном образовании" (Ведомости Верховного Совета РСФСР, 1974, N 32, ст.850);
2) Постановление Верховного Совета РСФСР от 2 августа 1974 года "О введении в действие Закона РСФСР о народном образовании" (Ведомости Верховного Совета РСФСР, 1974, N 32, ст.851);
3) Указ Президиума Верховного Совета РСФСР от 19 сентября 1974 года "О порядке введения в действие Закона РСФСР о народном образовании" (Ведомости Верховного Совета РСФСР, 1974, N 39, ст.1033);
4) Указ Президиума Верховного Совета РСФСР от 8 октября 1979 года "О внесении изменений и дополнений в Закон РСФСР о народном образовании" (Ведомости Верховного Совета РСФСР, 1979, N 41, ст.1029);
5) Закон РСФСР от 7 июля 1987 года "О внесении изменений и дополнений в Закон РСФСР "О народном образовании" (Ведомости Верховного Совета РСФСР, 1987, N 29, ст.1059);
6) Закон РСФСР от 7 июля 1987 года "О внесении изменений и дополнений в некоторые законодательные акты РСФСР" (Ведомости Верховного Совета РСФСР, 1987, N 29, ст.1060);
7) пункт 2 Указа Президиума Верховного Совета РСФСР от 30 июля 1987 года "О внесении изменений в некоторые законодательные акты РСФСР" (Ведомости Верховного Совета РСФСР, 1987, N 32, ст.1145);
8) Постановление Президиума Верховного Совета РСФСР от 30 июля 1987 года "О порядке применения статей 30, 32, 34 и 41 Закона РСФСР "О народном образовании" (Ведомости Верховного Совета РСФСР, 1987, N 32, ст.1146);
9) Закон Российской Федерации от 10 июля 1992 года N 3266-I "Об образовании" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1992, N 30, ст.1797);
10) Постановление Верховного Совета Российской Федерации от 10 июля 1992 года N 3267-I "О порядке введения в действие Закона Российской Федерации "Об образовании" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1992, N 30, ст.1798);
11) Постановление Верховного Совета Российской Федерации от 9 октября 1992 года N 3614-I "О внесении изменений в пункт 5 Постановления Верховного Совета Российской Федерации "О порядке введения в действие Закона Российской Федерации "Об образовании" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1992, N 43, ст.2412);
12) Закон Российской Федерации от 25 февраля 1993 года N 4547-I "О реорганизации федеральных органов управления высшим образованием" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1993, N 10, ст.369);
13) Постановление Совета Республики Верховного Совета Российской Федерации от 3 марта 1993 года N 4605-I "О внесении изменений в Постановление Верховного Совета Российской Федерации "О порядке введения в действие Закона Российской Федерации "Об образовании" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1993, N 12, ст.444);
14) Постановление Верховного Совета Российской Федерации от 3 марта 1993 года N 4606-I "О внесении изменений в Постановление Верховного Совета Российской Федерации "О порядке введения в действие Закона Российской Федерации "Об образовании" (Ведомости Съезда народных депутатов Российской Федерации и Верховного Совета Российской Федерации, 1993, N 13, ст.460);
15) Федеральный закон от 13 января 1996 года N 12-ФЗ "О внесении изменений и дополнений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 1996, N 3, ст.150);
16) Федеральный закон от 22 августа 1996 года N 125-ФЗ "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 1996, N 35, ст.4135);
17) пункт 8 статьи 1 Федерального закона от 16 ноября 1997 года N 144-ФЗ "О внесении изменений и дополнений в законы и иные правовые акты Российской Федерации в связи с принятием Федерального конституционного закона "Об арбитражных судах в Российской Федерации" и Арбитражного процессуального кодекса Российской Федерации" (Собрание законодательства Российской Федерации, 1997, N 47, ст.5341);
18) Федеральный закон от 10 июля 2000 года N 92-ФЗ "О внесении изменений и дополнений в Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2000, N 29, ст.3001);
19) Федеральный закон от 20 июля 2000 года N 102-ФЗ "О внесении изменения и дополнения в статью 16 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2000, N 30, ст.3120);
20) пункты 5 и 16 статьи 4 Федерального закона от 7 августа 2000 года N 122-ФЗ "О порядке установления размеров стипендий и социальных выплат в Российской Федерации" (Собрание законодательства Российской Федерации, 2000, N 33, ст.3348);
21) Федеральный закон от 25 июня 2002 года N 71-ФЗ "О внесении изменений и дополнений в Закон Российской Федерации "Об образовании" и Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2002, N 26, ст.2517);
22) пункт 8 статьи 1 Федерального закона от 25 июля 2002 года N 112-ФЗ "О внесении изменений и дополнений в законодательные акты Российской Федерации в связи с принятием Федерального закона "О противодействии экстремистской деятельности" (Собрание законодательства Российской Федерации, 2002, N 30, ст.3029);
23) Федеральный закон от 10 января 2003 года N 11-ФЗ "О внесении изменений и дополнений в Закон Российской Федерации "Об образовании" и Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2003, N 2, ст.163);
24) Федеральный закон от 5 апреля 2003 года N 41-ФЗ "О внесении изменений в статью 30 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2003, N 14, ст.1254);
25) статью 2 Федерального закона от 7 июля 2003 года N 119-ФЗ "О внесении изменений в Закон Российской Федерации "О минимальном размере оплаты труда" и Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2003, N 28, ст.2888);
26) пункт 1 статьи 1 Федерального закона от 7 июля 2003 года N 123-ФЗ "О внесении изменений и дополнений в отдельные законодательные акты Российской Федерации в части, касающейся финансирования общеобразовательных учреждений" (Собрание законодательства Российской Федерации, 2003, N 28, ст.2892);
27) статью 10 Федерального закона от 8 декабря 2003 года N 169-ФЗ "О внесении изменений в некоторые законодательные акты Российской Федерации, а также о признании утратившими силу законодательных актов РСФСР" (Собрание законодательства Российской Федерации, 2003, N 50, ст.4855);
28) Федеральный закон от 5 марта 2004 года N 9-ФЗ "О внесении изменения в статью 16 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2004, N 10, ст.835);
29) Федеральный закон от 30 июня 2004 года N 61-ФЗ "О внесении изменения в статью 32 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2004, N 27, ст.2714);
30) статьи 16 и 78 Федерального закона от 22 августа 2004 года N 122-ФЗ "О внесении изменений в законодательные акты Российской Федерации и признании утратившими силу некоторых законодательных актов Российской Федерации в связи с принятием федеральных законов "О внесении изменений и дополнений в Федеральный закон "Об общих принципах организации законодательных (представительных) и исполнительных органов государственной власти субъектов Российской Федерации" и "Об общих принципах организации местного самоуправления в Российской Федерации" (Собрание законодательства Российской Федерации, 2004, N 35, ст.3607);
31) пункты 4 и 19 статьи 17 Федерального закона от 29 декабря 2004 года N 199-ФЗ "О внесении изменений в законодательные акты Российской Федерации в связи с расширением полномочий органов государственной власти субъектов Российской Федерации по предметам совместного ведения Российской Федерации и субъектов Российской Федерации, а также с расширением перечня вопросов местного значения муниципальных образований" (Собрание законодательства Российской Федерации, 2005, N 1, ст.25);
32) Федеральный закон от 21 апреля 2005 года N 35-ФЗ "О внесении изменения в Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2005, N 17, ст.1481);
33) статью 3 Федерального закона от 9 мая 2005 года N 45-ФЗ "О внесении изменений в Кодекс Российской Федерации об административных правонарушениях и другие законодательные акты Российской Федерации, а также о признании утратившими силу некоторых положений законодательных актов Российской Федерации" (Собрание законодательства Российской Федерации, 2005, N 19, ст.1752);
34) Федеральный закон от 18 июля 2005 года N 92-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2005, N 30, ст.3103);
35) статью 2 Федерального закона от 21 июля 2005 года N 100-ФЗ "О внесении изменений в Федеральный закон "О воинской обязанности и военной службе" и статью 14 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2005, N 30, ст.3111);
36) статьи 2 и 12 Федерального закона от 31 декабря 2005 года N 199-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием разграничения полномочий" (Собрание законодательства Российской Федерации, 2006, N 1, ст.10);
37) Федеральный закон от 16 марта 2006 года N 42-ФЗ "О внесении изменений в статью 19 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2006, N 12, ст.1235);
38) Федеральный закон от 18 июля 2006 года N 113-ФЗ "О внесении изменений в статьи 12 и 20 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2006, N 30, ст.3289);
39) Федеральный закон от 16 октября 2006 года N 161-ФЗ "О внесении изменений в статью 30 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2006, N 43, ст.4413);
40) статью 1 Федерального закона от 3 ноября 2006 года N 175-ФЗ "О внесении изменений в законодательные акты Российской Федерации в связи с принятием Федерального закона "Об автономных учреждениях", а также в целях уточнения правоспособности государственных и муниципальных учреждений" (Собрание законодательства Российской Федерации, 2006, N 45, ст.4627);
41) статью 3 Федерального закона от 5 декабря 2006 года N 207-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части государственной поддержки граждан, имеющих детей" (Собрание законодательства Российской Федерации, 2006, N 50, ст.5285);
42) Федеральный закон от 28 декабря 2006 года N 242-ФЗ "О внесении изменения в статью 31 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2007, N 1, ст.5);
43) статьи 2 и 12 Федерального закона от 29 декабря 2006 года N 258-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием разграничения полномочий" (Собрание законодательства Российской Федерации, 2007, N 1, ст.21);
44) статьи 1 и 2 Федерального закона от 6 января 2007 года N 1-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам обеспечения доступности среднего профессионального образования и высшего профессионального образования для военнослужащих (граждан), проходящих (проходивших) военную службу по контракту" (Собрание законодательства Российской Федерации, 2007, N 2, ст.360);
45) статью 9 Федерального закона от 5 февраля 2007 года N 13-ФЗ "Об особенностях управления и распоряжения имуществом и акциями организаций, осуществляющих деятельность в области использования атомной энергии, и о внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2007, N 7, ст.834);
46) Федеральный закон от 9 февраля 2007 года N 17-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" и Федеральный закон "О высшем и послевузовском профессиональном образовании" в части проведения единого государственного экзамена" (Собрание законодательства Российской Федерации, 2007, N 7, ст.838);
47) Федеральный закон от 20 апреля 2007 года N 56-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании", Федеральный закон "О высшем и послевузовском профессиональном образовании" и статью 2 Федерального закона "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием разграничения полномочий" (Собрание законодательства Российской Федерации, 2007, N 17, ст.1932);
48) статью 5 Федерального закона от 26 июня 2007 года N 118-ФЗ "О внесении изменений в законодательные акты Российской Федерации в части приведения их в соответствие с Земельным кодексом Российской Федерации" (Собрание законодательства Российской Федерации, 2007, N 27, ст.3213);
49) статью 1 Федерального закона от 30 июня 2007 года N 120-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросу о гражданах с ограниченными возможностями здоровья" (Собрание законодательства Российской Федерации, 2007, N 27, ст.3215);
50) статью 2 Федерального закона от 13 июля 2007 года N 131-ФЗ "О внесении изменений в статью 3 Закона Российской Федерации "О минимальном размере оплаты труда" и статью 16 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2007, N 29, ст.3484);
51) статью 1 Федерального закона от 21 июля 2007 года N 194-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с установлением обязательности общего образования" (Собрание законодательства Российской Федерации, 2007, N 30, ст.3808);
52) статью 2 Федерального закона от 18 октября 2007 года N 230-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием разграничения полномочий" (Собрание законодательства Российской Федерации, 2007, N 43, ст.5084);
53) статьи 1 и 2 Федерального закона от 24 октября 2007 года N 232-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации (в части установления уровней высшего профессионального образования)" (Собрание законодательства Российской Федерации, 2007, N 44, ст.5280);
54) статьи 1 и 2 Федерального закона от 1 декабря 2007 года N 307-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в целях предоставления объединениям работодателей права участвовать в разработке и реализации государственной политики в области профессионального образования" (Собрание законодательства Российской Федерации, 2007, N 49, ст.6068);
55) статьи 1 и 2 Федерального закона от 1 декабря 2007 года N 308-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам интеграции образования и науки" (Собрание законодательства Российской Федерации, 2007, N 49, ст.6069);
56) статьи 1, 5, 14 и 15 Федерального закона от 1 декабря 2007 года N 309-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части изменения понятия и структуры государственного образовательного стандарта" (Собрание законодательства Российской Федерации, 2007, N 49, ст.6070);
(Пункт в редакции, введенной в действие Федеральным законом от 23 июля 2013 года N 203-ФЗ.
57) статьи 1 и 2 Федерального закона от 1 декабря 2007 года N 313-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2007, N 49, ст.6074);
58) статью 1 Федерального закона от 28 февраля 2008 года N 14-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части лицензирования и аккредитации учреждений профессионального религиозного образования (духовных образовательных учреждений)" (Собрание законодательства Российской Федерации, 2008, N 9, ст.813);
59) Федеральный закон от 24 апреля 2008 года N 50-ФЗ "О внесении изменений в статью 53 Закона Российской Федерации "Об образовании" и статью 20 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2008, N 17, ст.1757);
60) статью 2 Федерального закона от 15 июля 2008 года N 119-ФЗ "О внесении изменений в статью 3 Закона Российской Федерации "О минимальном размере оплаты труда" и статью 16 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2008, N 29, ст.3419);
61) статьи 7 и 41 Федерального закона от 23 июля 2008 года N 160-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием осуществления полномочий Правительства Российской Федерации" (Собрание законодательства Российской Федерации, 2008, N 30, ст.3616);
62) Федеральный закон от 27 октября 2008 года N 180-ФЗ "О внесении изменения в статью 26 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2008, N 44, ст.4986);
63) статьи 3 и 10 Федерального закона от 25 декабря 2008 года N 281-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2008, N 52, ст.6236);
64) Федеральный закон от 25 декабря 2008 года N 286-ФЗ "О внесении изменений в статью 39 Закона Российской Федерации "Об образовании" и статью 27 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2008, N 52, ст.6241);
65) статьи 1, 2 и 5 Федерального закона от 10 февраля 2009 года N 18-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам деятельности федеральных университетов" (Собрание законодательства Российской Федерации, 2009, N 7, ст.786);
66) Федеральный закон от 13 февраля 2009 года N 19-ФЗ "О внесении изменений в статью 16 Закона Российской Федерации "Об образовании" и статью 11 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2009, N 7, ст.787);
67) Федеральный закон от 17 июля 2009 года N 148-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2009, N 29, ст.3585);
68) Федеральный закон от 18 июля 2009 года N 184-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам выплаты стипендий и организации образовательного процесса в образовательных учреждениях" (Собрание законодательства Российской Федерации, 2009, N 29, ст.3621);
69) статью 2 Федерального закона от 2 августа 2009 года N 217-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам создания бюджетными научными и образовательными учреждениями хозяйственных обществ в целях практического применения (внедрения) результатов интеллектуальной деятельности" (Собрание законодательства Российской Федерации, 2009, N 31, ст.3923);
70) статьи 1, 2, 6 и часть 2 статьи 8 Федерального закона от 10 ноября 2009 года N 260-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с принятием Федерального закона "О Московском государственном университете имени М.В.Ломоносова и Санкт-Петербургском государственном университете" (Собрание законодательства Российской Федерации, 2009, N 46, ст.5419);
71) Федеральный закон от 17 декабря 2009 года N 321-ФЗ "О внесении изменений в статью 39 Закона Российской Федерации "Об образовании" и статью 27 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2009, N 51, ст.6158);
72) Федеральный закон от 21 декабря 2009 года N 329-ФЗ "О внесении изменений в статью 50 Закона Российской Федерации "Об образовании" и статью 16 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2009, N 52, ст.6405);
73) Федеральный закон от 21 декабря 2009 года N 333-ФЗ "О внесении изменений в статьи 8 и 24 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2009, N 52, ст.6409);
74) статью 2 Федерального закона от 27 декабря 2009 года N 365-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием деятельности органов государственной власти субъектов Российской Федерации и органов местного самоуправления" (Собрание законодательства Российской Федерации, 2009, N 52, ст.6441);
75) статьи 3 и 10 Федерального закона от 8 мая 2010 года N 83-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием правового положения государственных (муниципальных) учреждений" (Собрание законодательства Российской Федерации, 2010, N 19, ст.2291);
76) Федеральный закон от 17 июня 2010 года N 121-ФЗ "О внесении изменения в статью 29 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2010, N 25, ст.3072);
77) статью 1 Федерального закона от 27 июля 2010 года N 198-ФЗ "О внесении изменений в Федеральный закон "О высшем и послевузовском профессиональном образовании" и Федеральный закон "О науке и государственной научно-технической политике" (Собрание законодательства Российской Федерации, 2010, N 31, ст.4167);
78) Федеральный закон от 27 июля 2010 года N 215-ФЗ "О внесении изменения в статью 55 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2010, N 31, ст.4184);
79) статью 1 Федерального закона от 28 сентября 2010 года N 243-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с принятием Федерального закона "Об инновационном центре "Сколково" (Собрание законодательства Российской Федерации, 2010, N 40, ст.4969);
80) статьи 1 и 3 Федерального закона от 8 ноября 2010 года N 293-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с совершенствованием контрольно-надзорных функций и оптимизацией предоставления государственных услуг в сфере образования" (Собрание законодательства Российской Федерации, 2010, N 46, ст.5918);
81) Федеральный закон от 8 декабря 2010 года N 337-ФЗ "О внесении изменения в статью 41 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2010, N 50, ст.6595);
82) Федеральный закон от 28 декабря 2010 года N 426-ФЗ "О внесении изменений в статью 11 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2011, N 1, ст.38);
83) статью 1 Федерального закона от 28 декабря 2010 года N 428-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части развития движения студенческих отрядов" (Собрание законодательства Российской Федерации, 2011, N 1, ст.40);
84) статьи 1 и 3 Федерального закона от 29 декабря 2010 года N 439-ФЗ "О внесении изменений в статьи 52_2 и 55 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2011, N 1, ст.51);
85) Федеральный закон от 2 февраля 2011 года N 2-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" и статьи 11 и 24 Федерального закона "О высшем и послевузовском профессиональном образовании" в части совершенствования единого государственного экзамена" (Собрание законодательства Российской Федерации, 2011, N 6, ст.793);
86) Федеральный закон от 3 июня 2011 года N 121-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2011, N 23, ст.3261);
87) Федеральный закон от 16 июня 2011 года N 144-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" и Федеральный закон "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2011, N 25, ст.3537);
88) Федеральный закон от 17 июня 2011 года N 145-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2011, N 25, ст.3538);
89) Федеральный закон от 27 июня 2011 года N 160-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2011, N 27, ст.3871);
90) статью 5 Федерального закона от 1 июля 2011 года N 169-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2011, N 27, ст.3880);
91) статьи 3 и 19 Федерального закона от 18 июля 2011 года N 242-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации по вопросам осуществления государственного контроля (надзора) и муниципального контроля" (Собрание законодательства Российской Федерации, 2011, N 30, ст.4590);
92) Федеральный закон от 6 октября 2011 года N 271-ФЗ "О внесении изменений в статью 18 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2011, N 41, ст.5636);
93) Федеральный закон от 6 ноября 2011 года N 290-ФЗ "О внесении изменения в статью 12 Федерального закона "О высшем и послевузовском профессиональном образовании" в части деятельности попечительских советов образовательных учреждений высшего профессионального образования" (Собрание законодательства Российской Федерации, 2011, N 45, ст.6320);
94) Федеральный закон от 8 ноября 2011 года N 310-ФЗ "О внесении изменений в статьи 16 и 31 Закона Российской Федерации "Об образовании" в части обеспечения территориальной доступности муниципальных образовательных учреждений" (Собрание законодательства Российской Федерации, 2011, N 46, ст.6408);
95) статьи 2 и 7 Федерального закона от 16 ноября 2011 года N 318-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части установления имеющим государственную аккредитацию образовательным учреждениям среднего профессионального и высшего профессионального образования контрольных цифр приема граждан для обучения за счет средств соответствующих бюджетов бюджетной системы Российской Федерации" (Собрание законодательства Российской Федерации, 2011, N 47, ст.6608);
96) статью 3 Федерального закона от 21 ноября 2011 года N 326-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в связи с принятием Федерального закона "О бесплатной юридической помощи в Российской Федерации" (Собрание законодательства Российской Федерации, 2011, N 48, ст.6727);
97) статью 1 Федерального закона от 3 декабря 2011 года N 383-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2011, N 49, ст.7061);
98) статью 2 Федерального закона от 3 декабря 2011 года N 384-ФЗ "О внесении изменений в Федеральный закон "О физической культуре и спорте в Российской Федерации" и статью 16 Федерального закона "О высшем и послевузовском профессиональном образовании" (Собрание законодательства Российской Федерации, 2011, N 49, ст.7062);
99) статьи 1 и 2 Федерального закона от 3 декабря 2011 года N 385-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации в части совершенствования процедур признания документов об образовании, ученых степенях и ученых званиях" (Собрание законодательства Российской Федерации, 2011, N 49, ст.7063);
100) статью 1 Федерального закона от 28 февраля 2012 года N 10-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" и статью 26_3 Федерального закона "Об общих принципах организации законодательных (представительных) и исполнительных органов государственной власти субъектов Российской Федерации" (Собрание законодательства Российской Федерации, 2012, N 10, ст.1158);
101) Федеральный закон от 28 февраля 2012 года N 11-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" в части применения электронного обучения, дистанционных образовательных технологий" (Собрание законодательства Российской Федерации, 2012, N 10, ст.1159);
102) статью 1 Федерального закона от 1 апреля 2012 года N 25-ФЗ "О внесении изменений в отдельные законодательные акты Российской Федерации" (Собрание законодательства Российской Федерации, 2012, N 14, ст.1551);
103) Федеральный закон от 10 июля 2012 года N 111-ФЗ "О внесении изменений в Закон Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2012, N 29, ст.3991);
104) статью 2 Федерального закона от 12 ноября 2012 года N 185-ФЗ "О внесении изменений в статью 13_1 Федерального закона "О правовом положении иностранных граждан в Российской Федерации" и статью 27_2 Закона Российской Федерации "Об образовании" (Собрание законодательства Российской Федерации, 2012, N 47, ст.6396).
Комментарий к статье 110
Статья 111. Порядок вступления в силу настоящего Федерального закона
1. Настоящий Федеральный закон вступает в силу с 1 сентября 2013 года, за исключением положений, для которых настоящей статьей установлены иные сроки вступления их в силу.
2. Пункты 3 и 6 части 1 статьи 8, а также пункт 1 части 1 статьи 9 настоящего Федерального закона вступают в силу с 1 января 2014 года.
3. Часть 6 статьи 108 настоящего Федерального закона вступает в силу со дня официального опубликования настоящего Федерального закона.
4. Со дня официального опубликования настоящего Федерального закона прием на обучение по образовательным программам среднего профессионального образования осуществляется на общедоступной основе, если иное не предусмотрено настоящей частью. При приеме на обучение по образовательным программам среднего профессионального образования по профессиям и специальностям, требующим наличия у поступающих определенных творческих способностей, физических и (или) психологических качеств, проводятся вступительные испытания в соответствии с порядком приема, установленным федеральным органом исполнительной власти, осуществляющим функции по выработке государственной политики и нормативно-правовому регулированию в сфере образования. В случае, если численность поступающих превышает количество мест, финансовое обеспечение которых осуществляется за счет бюджетных ассигнований федерального бюджета, бюджетов субъектов Российской Федерации, местных бюджетов, образовательная организация осуществляет прием на обучение по образовательным программам среднего профессионального образования по профессиям и специальностям на основе результатов освоения поступающими образовательной программы основного общего или среднего общего образования, указанных в представленных поступающими документах об образовании.
5. Со дня вступления в силу настоящего Федерального закона нормативные правовые акты Президента Российской Федерации, Правительства Российской Федерации, федеральных органов исполнительной власти, органов государственной власти субъектов Российской Федерации, органов местного самоуправления, регулирующие отношения в сфере образования, применяются постольку, поскольку они не противоречат настоящему Федеральному закону или издаваемым в соответствии с ним иным нормативным правовым актам Российской Федерации.
6. Изданные до дня вступления в силу настоящего Федерального закона нормативные правовые акты Президента Российской Федерации, Правительства Российской Федерации по вопросам, которые в соответствии с настоящим Федеральным законом могут регулироваться только федеральными законами, действуют до дня вступления в силу соответствующих федеральных законов.
Комментарий к статье 111
Президент
Российской Федерации
В.Путин
Москва, Кремль
29 декабря 2012 года
N 273-ФЗ
* [ext[TRav pdf W|file:///D:/TRab/2017/06/20170615/sergeev/elibrary_18822676_75721261.pdf]]
*[ext[TRav .pdf DEB|file:///media/nechaev/data1/TRab/2017/06/20170615/sergeev/elibrary_18822676_75721261.pdf]]
В статье рассматриваются вопросы использования ресурсов глобальных техногенных сред для формирования эффективных образовательных сред. Показаны технологические и дидактические возможности и ограничения существующих средовых технологий. Предложены новые подходы к созданию иммерсивных обучающих сред.
Ключевые слова: глобализация, дополненная реальность, иммерсивные среды, интернет, интерфейс, коммуникация, мобильные коммуникации, неклассическая парадигма, образовательная среда, сетевая
культура, техногенная культура.
!! Цитирование
```
Меськов В.С., Мамченко А.А. Образование для обществ знания когнитивно-компетентностная парадигма образовательных процессов. // Ценности и смыслы. 2010. № 3. С. 46-58.
```
!! Ссылки
*[ext[BI |file:///D:/BI/S/elibrary_15271774_66540810.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=15271774]]
!! Цитирование
```
Меськов В.С., Мамченко А.А. Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2. URL: http://cyberleninka.ru/article/n/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov (дата обращения: 04.10.2017).
Меськов В.С., Мамченко А.А. Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2. С.17-49
```
!!! из eLibrary
```
Меськов В.С., Мамченко А.А. Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. № 2. С. 17-49.
```
!!! Из киберЛенинки
неправильно
```
Меськов Валерий Сергеевич Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2 (5). URL: http://cyberleninka.ru/article/n/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov (дата обращения: 04.10.2017).
КиберЛенинка: https://cyberleninka.ru/article/n/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov
Меськов Валерий Сергеевич Образование для обществ знания: постнеклассическая модель образовательных процессов // Ценности и смыслы. 2010. №2 (5). С.17-49
```
!! Ссылки
*[ext[ в формате html |file:///D:/TRab/2017/10/20171004/20171004_3/Образование для обществ знания_ постнеклассическая модель образовательных процессов.html]]
*[ext[ в формате pdf |file:///D:/TRab/2017/10/20171004/20171004_3/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov.pdf]]
*[ext[Интернет Киберленинка |http://cyberleninka.ru/article/n/obrazovanie-dlya-obschestv-znaniya-postneklassicheskaya-model-obrazovatelnyh-protsessov]]
[[текст Образование для обществ знания_ постнеклассическая модель образовательных процессов]]:
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/obrazovatelnoe-prostranstvo-v-nauchnyh-issledovaniyah-i-pravovyh-dokumentah-ponyatiya-praktika-primeneniya-slozhnosti-i-riski.pdf]]
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/obrazovatelnoe-prostranstvo-i-obrazovatelnaya-sreda-v-poiskah-otlichiy.pdf]]
!! Цитирование
```
Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педагогики // Открытое образование. 2012. №1. С.90-99
```
!! Ссылки
локальные
[ext[ ссылки в TRab |file:///D:/TRab/2017/06/20170615/sergeev/elibrary_18353355_15339028.pdf]]
Интернет
*[ext[kiberL |https://cyberleninka.ru/article/n/obrazovatelnye-sredy-v-postneklassicheskih-predstavleniyah-kognitivnoy-pedagogiki]]
*[ext[ссыла pdf в ЯнД |https://yadi.sk/i/PeG7nDtZ3Vpxvn]]
!! Выдержки
Среды физической реальности и действительности В последнее время все более серьезное внимание уделяется научному психологическому изучению понятия «среда», которое долгое время рассматривалось как неорганизованное нечто, окружающее систему. В современных системных построениях среда является неотделимым от изучаемой (наблюдаемой) системы элементом, свойства которого определяют свойства системы; местом и условиями существования системы. @@color:red; Система является выделенным наблюдателем состоянием среды. Каждая автономная самоорганизующаяся система формирует не только себя, но свою среду , в которой , в свою очередь , возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может являться средой, в которой идет развитие другой системы.@@
стр. 96
Постклассические модели обучающих и образовательных сред @@color:red; Понимание решающего значения в обучении активного самоорганизующегося начала, порождаемого в средах человеческой деятельности , привело к созданию постклассического направления средоориентированного подхода в педагогике [11]. В соответствии с ним обучение человека проходит через рефлексивные и деятельностные сетевые процедуры , формирующиеся в действительности и протекающие в реальности. Возникает субъектно - объектная обучающая среда в виде самоорганизующейся сетевой системы аутопоэтического типа , эволюция которой проявляется путем возникновения новых системных качеств в психофизиологической организации человека и появлении эффективного опыта. @@
стр.98
!!Цитирование
РИНЦ 14.07.07 С.Ф. Сергеев, А.С. Сергеева Обучающая коммуникация и интерфейс в компьютерных образовательных системах и средах
!!Ссылки
Интернет
[ext[Прямая pdf|file:///C:/Users/D32B~1/AppData/Local/Temp/143-282-1-SM.pdf]]
[ext[ЯнДи|https://yadi.sk/i/nRYBa0383VowhT]]
!! Текст
{Обучающая коммуникация и интерфейс в кос 41}}
[[41 |Обучающая коммуникация и интерфейс в кос 41]]
{Обучающая коммуникация и интерфейс в кос 42}}
[[42 |Обучающая коммуникация и интерфейс в кос 42]]
[[43 |Обучающая коммуникация и интерфейс в кос 43]]
[[44 |Обучающая коммуникация и интерфейс в кос 44]]
[[45 |Обучающая коммуникация и интерфейс в кос 45]]
[[46 |Обучающая коммуникация и интерфейс в кос 46]]
[[47 |Обучающая коммуникация и интерфейс в кос 47]]
[[48 |Обучающая коммуникация и интерфейс в кос 48]]
Статья посвящена теоретическому исследованию учебной коммуникации и актуальным вопросам создания пользовательского интерфейса компьютерных обучающих систем. Рассматриваются история вопроса, методологические, теоретические, психологические и технологические аспекты проблемы обучающей коммуникации и интерфейса, особенности ее решения в классической, неклассической и постнеклассической инженерной психологии и эргономике. Предложена обобщенная модель ориентирующей кооперации для объяснения процесса обучения операционально-замкнутых систем, к которым относятся самоорганизующиеся системы человеческого сознания. Ключевые слова: интерактивное взаимодействие, интерфейс, информационная система, обучающая коммуникация, техногенная среда.
LEARNING COMMUNICATION AND INTERFACE IN COMPUTER-BASED EDUCATION SYSTEMS AND ENVIRONMENTS In present article we discuss theoretical and practical aspects of learning communication, as well as practical questions of learning systems human interfaces problem. We show the history of the problem, theoretical, methodological, psychological, and technological aspects of learning communication and interfaces, as well as some distinguished ways of solving the problem in classical, non-classical and post non-classical engineering psychology and ergonomics. We present the complex model of orienting cooperation to explain the operational-closed systems (includes the self-organizing human consciousness systems).
Keywords: interactivity, interface, information system, learning communication, technogenic environment.
!!Введение
Проблемы обеспечения эффективного обучающего взаимодействия между преподавателями и учениками, активными элементами образовательной среды и ее обучающим контентом, образовательной средой и личностно-мотивационной и когнитивной сферами ученика являются центральными практически во всех научно-практических дисциплинах, изучающих формы и методы обучения и воспитания человека. В этом плане особую роль играют интерфейсные средства и технологии, являющиеся посредниками между участниками учебной коммуникации. Они создают избирательные точки контактов, через которые идут потоки обучающей информации, формируются корректирующие и управляющие обратные связи, обеспечиваются мотивирующие, стимулирующие и ориентирующие ученика воздействия. Особенно остро в настоящее время стоит проблема создания эффективных интерфейсов в интеллектуальных средах дистанционного обучения, использующих информационно-коммуникационные и сетевые технологии, вовлекающие массового пользователя в интерактивную деятельность с учебным содержанием виртуальных и интеллектуальных искусственных сред обучения. От их качества зависят эффективность возникающей в субъекте обучающей среды [1] и обучающей системы в целом.
1. Истоки проблемы
педагогического взаимодействия Интерфейсы обеспечивают поддержку и совместное существование различных форм педагогического взаимодействия (обучающей коммуникации) участников процесса обучения между собой и с элементами среды обучения.
В самом общем смысле «взаимодействие» ‒ это философская категория, отражающая процессы воздействия различных объектов друг на друга, их взаимную обусловленность, изменение состояния, взаимопереход, а также порождение одним объектом другого [2].
Это одна из универсальных форм движения, фундаментальный ат-
[[вся статья|Обучающая коммуникация и интерфейс в компьютерных образовательных системах и средах]]
рибут материи, без которого невозможно ее существование. Взаимодействие определяет структурные свойства вещества и состоящих из него физических тел, обеспечивает системную организацию материи на физическом, химическом, биологическом, психологическом и социальном уровнях. Взаимодействие представляет собой развертывающийся во времени и пространстве процесс воздействия одних объектов на другие путем обмена материей, информацией и движением.
В макромире – мире организованной сложности, основную роль в передаче взаимодействий играют системные качества объектов и их объединений. Можно сказать, что макромир это мир взаимодействующих систем, в отличие от микромира – мира взаимодействующих частиц и полей. Сохранение целостности в сложных системах, к которым относятся рассматриваемые нами образовательные среды и обучающие системы, в определяющей мере связано с происходящими в их информационной среде процессами, поддерживающими стабильность границ внутрисистемных взаимодействий, их тип и форму. Особую роль при этом играет фиксируемый в памяти системы опыт и его ориентирующее и управляющее влияние на сохранение целостности системы на последующих этапах ее эволюции и развития. Взаимодействие в сложных системах рассматривается как универсальная форма изменения состояния систем в границах их существования в процессе их взаимной ориентации и коэволюции, служащих основой педагогического воздействия.
В классической педагогике и психологии для объяснения обучения вводится метафорическая операция передачи знаний, которые служат мерой результата обучающего воздействия педагога на ученика. В действительности же ничто не передается. По современным представлениям педагог осуществляет ориентацию когнитивной системы ученика в контенте среды и контексте ситуации обучения в процессе ее самоорганизации [1]. Проблема взаимодействия в сложных обучающих системах связана с решением задач кооперативного объединения усилий и распределением функций между взаимодействующими системами при сохранении их операциональной целостности. На социальном уровне взаимодействие осуществляется посредством языка обеспечивающего течение вербальной и невербальной коммуникаций.
Заметим, что все виды учебных взаимодействий происходят лишь при наличии некоторых посредников, определяющих их форму и течение, сохранение и изменение в нужном направлении целостности системной организации участников взаимодействия.
Педагогическое взаимодействие рассматривается как интерактивный процесс, происходящий между воспитателем и воспитанником. Оно, по мнению представителей классической педагогики, направлено, прежде всего, на развитие личности последнего [3]. Это вид связи между участниками образовательного процесса, ведущей к их взаимообогащению и координации. В технологическом плане под педагогическим взаимодействием рассматривают особым образом организованную институциональную форму коммуникации в виде педагогического общения в среде обучения, направленного на усвоение знаний учащимися. Эта коммуникация ограничена культурными институциональными и социальными особенностями, допускающими формы и методы коммуникации, признаваемые сообществом как относящиеся к учебной коммуникации. Особую роль при этом играют культ учителя, отношение к нему со стороны учеников, принятые в обществе уважение к педагогу как носителю позитивного знания, его имидж и авторитет среди учеников и коллег, наличие особой кастовой структуры педагогического коллектива и т.д.
Можно говорить о существовании особой, опосредованной культурой и технологией, интерактивной связи между учителем и учениками, ведущей к росту их знания и уровня образованности. Обучение
есть способ ассимиляции учеником
достижений культуры, порождае-
мой в педагогической среде школы.
Вместе с тем, несмотря на успе-
хи практической педагогики, в на-
учном плане многие аспекты про-
цессов обучения изучены недоста-
точно. Практически в литературе
не встречается описание моделей
обучения, учитывающих процессы
самоорганизации, происходящие в
психофизиологической системе че-
ловека под воздействием организу-
ющего и ориентирующего влияния,
оказываемого на ученика препода-
вателем. Большинство известных
моделей связаны с обоснованием
тех или иных методов обучения и
носят эмпирический характер при
достаточно слабом теоретичес-
ком обосновании [4]. Современ-
ные представления о механизмах
обучения и памяти основаны на
представлении о кратковременной
и долговременной формах хране-
ния информации в мозге человека
и животных. Однако сущность этих
процессов и их связь с процесса-
ми, происходящими в сознании и в
субъективной реальности человека,
мало исследованы. Можно сказать,
что мы имеем свидетельства того,
что человека можно научить но-
вому знанию и оказать влияние на
формирование его опыта множест-
вом способов, но мы тем не менее
не знаем механизмов обучения и по
каким причинам оно происходит.
Появление систем компьютерного
обучения не привело к созданию
принципиально новых технологий
обучения. Существующие техно-
логии связаны главным образом с
моделированием измененных пос-
редством интерфейса коммуника-
ционных процессов, аналогичных
возникающим в среде учебного
диалога между учителем и учени-
ками.
2. Обучающая коммуникация
Основная задача систем интер-
фейса обучающих программ ‒ со-
здание и поддержка среды, обес-
печивающей свободное течение
информационных процессов, по-
рождающих обучающую среду, ве-
дущую к эффективной, ориентиру-
ющей связи педагога с учениками.
Их создание требует более глубоко-
го понимания природы коммуника-
ционного процесса, возникающего
в среде обучения, нежели простой
обмен сообщениями, содержащими
учебную информацию, принятый в
педагогической практике.
Можно связать эволюцию взгля-
дов на коммуникацию с этапами
развития научной рациональности
по В.С. Степину, которым предло-
жены классическая, неклассичес-
кая и постнеклассическая формы
научной рациональности [5]. Ана-
логично можно выделить и одно-
именные этапы развития научных
взглядов на учебную коммуника-
цию. Отметим различие между
коммуникацией вообще и обуча-
ющей коммуникацией. Последняя
содержит особые формы отноше-
ний педагога с учениками, позволя-
ющие реализовать дидактические
принципы и модели.
В классическом варианте под
коммуникацией понимают процесс
обмена сообщениями, содержащи-
ми или уточняющими интересую-
щую собеседников информацию.
При этом если активность исходит
от двух и более участников комму-
никации, то ее называют диалогом,
а если активен лишь один из участ-
ников – монологом. В неклассичес-
ком и постнеклассическом вариан-
те коммуникация рассматривается
как самоорганизующаяся система,
действующая в логике аутопоэти-
ческого самовоспроизводства [6].
В литературе представлены
описания более чем сорока моде-
лей коммуникации, полезных при
рассмотрении процесса обучения.
Наиболее популярные из них, ис-
пользующие информационный
подход:
– линейная модель коммуника-
ции Г.Д. Лассуэла (H.D. Lasswell)
[7]. Включает пять основных эле-
ментов коммуникационного про-
цесса: кто? (передаёт сообщение)
– коммуникатор; что? (передаётся)
– сообщение; как? (осуществляется
передача) – канал; кому? (направ-
лено сообщение) – аудитории; с
каким эффектом? (эффективность
сообщения) – результат;
– шумовая модель коммуни-
кации К. Шеннона – У. Уивера (C.
Shannon and W. Weaver) [8]. Она
дополняет линейную модель по-
мехами (шумами), затрудняющими
коммуникацию. Авторами выделе-
ны технические и семантические
шумы, связанные с помехами в
передатчике и канале и с искаже-
нием передаваемых значений при
восприятии содержания. Коммуни-
кация в данной модели рассматри-
вается как линейный, однонаправ-
ленный процесс;
– факторная модель коммуника-
ции Г. Малетцки (G. Maletzke) [9]
является вариантом модели Шен-
нона. Она включает, помимо базо-
вых элементов, ещё ряд факторов,
уточняющих контекст процесса
коммуникации, активно влияющий
на его участников;
– в циркулярной (цикличес-
ки замкнутой), сбалансированной
модели коммуникации В. Шрам-
ма и Ч. Осгуда (W. Schramm, Ch.
Osgood) [10] отправитель и получатель информации рассматриваются
как равноправные партнёры, сделан акцент на обратной связи, которая уравновешивает прямую связь:
кодирование – сообщение – декодирование – интерпретация – кодирование – сообщение – декодирование – интерпретация. Особая роль
в модели принадлежит процессам
интерпретации сообщения, которые являются источником семантического шума.
3. Обучение и обучающая
коммуникация в
рамках неклассических
представлений
Помимо информационных моделей коммуникации, существуют
и более сложные концепты и идеи,
развивающие системные и кибернетические представления неклассической и постнеклассической
науки.
Это идеи диалогизма М.М. Бахтина, который считал, что необходимым признаком любого
высказывания является его обращенность, наличие адресата. Без
слушающего нет и говорящего, без
адресата нет и адресанта. Всякое
высказывание, по Бахтину, приобретает смысл только в контексте, в
конкретное время и в конкретном
месте [11, 12].
[[вся статья|Обучающая коммуникация и интерфейс в компьютерных образовательных системах и средах]]
Ролан Барт обратил внимание
на то, что слово не имеет значения,
слово – только возможность значе-
ния, получающее его в конкретном
тексте. Каждое новое прочтение
текста создает новое значение, чи-
тающий как бы пишет свой собс-
твенный текст заново [13].
Умберто Матурана (H.
Maturana), развивая идеи киберне-
тики второго порядка Хайнца фон
Форстера, выдвинул гипотезу кон-
сенсуального взаимодействия са-
моорганизующихся аутопоэтичес-
ких систем [14]. Матурана подвер-
гает сомнению и сам термин «пере-
дача информации». По его мнению,
в реальном процессе языкового
взаимодействия ничего никому не
передается в прямом смысле. «Пе-
редача» информации» – всего лишь
неудачная метафора совместной
деятельности, в результате которой
возникает сходный отклик: более
или менее близкое взаимное пони-
мание чего-то иного.
В модели коммуникации или
речевого события, по Р.О. Якобсо-
ну, участвуют адресант и адресат,
от первого ко второму направляет-
ся сообщение, которое написано с
помощью кода; контекст в модели
Якобсона связан с содержанием
сообщения, с информацией, им
передаваемой, понятие контакта
связано с регулятивным аспектом
коммуникации [15].
Согласно Никласу Луману (N.
Luchmann), под коммуникацией
следует понимать «некое истори-
чески-конкретное протекающее,
зависимое от контекста событие»,
специфическую операцию, харак-
теризующую исключительно со-
циальные системы, в ходе которой
происходит перераспределение
знания и незнания, а не связь или
передача информации или перенос
«семантических» содержаний от
одной обладающей ими психичес-
кой системы к другой [6].
Эти взгляды разрушают строй-
ную и четкую, но все же ограни-
ченную метафору «передачи и вос-
приятия» информации, представ-
ленную в первоначальной модели
коммуникации по Шеннону.
Внедрение представленных мо-
делей при организации искусствен-
ных коммуникационных процессов
в обучении сталкивается со значи-
тельными трудностями, связанны-
ми с проблемами формализации
ряда категорий, не имеющих точ-
ного определения. Это, например,
категории «смысл», «значение»
«понимание». Не ясно также, как
управлять процессами самоорга-
низации, возникающими в обучаю-
щей социальной коммуникации.
В качестве перспективного на-
правления исследований, направ-
ленных на создание и обеспечение
направлений развития обучающей
коммуникации в компьютерных
обучающих системах, можно пред-
ложить использование методов
анализа дискурсных полей [16],
возникающих в учебных группах.
Дискурсы учебной организации
образуют связанный между собой
динамический конгломерат текстов
различной природы (письменных,
устных, невербальных), ведущий
себя как единое системное само-
организующееся целое. Это и есть
«дискурсное поле организации».
Дискурсное поле организации
обладает динамической структу-
рой, изменения которой отражают
и организуют процессы внутри-
организационных коммуникаций,
определяющих, в свою очередь,
вид и содержание внутриоргани-
зационных дискурсов. Возникает
циклическая система самовоспро-
изведения дискурсной структуры
учебной организации, ведущая к
поддержанию внутриорганизаци-
онной стабильности и эффектив-
ности коммуникаций.
В работах А.С. Сергеевой в ка-
честве глобальных динамических
характеристик дискурса выделены:
тема дискурса, жанры дискурса и
его нарративные сценарии [17‒19].
Организационный нарратив пред-
ставляет собой исторический дис-
курс, возникающий при описании
истории учебной организации её
сотрудниками и клиентами. Он
является элементом функциониро-
вания дискурсного поля организа-
ции, придающим ему временное
измерение, действуя в качестве эле-
мента памяти, синхронизирующего
коммуникативные процессы учеб-
ной организации. Обучающая со-
циальная коммуникация, возника-
ющая и циркулирующая в учебной
организации, является операцио-
нально-замкнутой аутопоэтической
системой, конституирующей орга-
низацию. Аутопоэтические систе-
мы обеспечивают циклическую ре-
курсивную организацию процессов
воспроизводства и сохранения ком-
понентов, из которых они состоят.
Дискурсное поле организации в
конструктивистском представле-
нии являет собой результат дейс-
твия самоорганизующейся систе-
мы коммуникаций в организации,
возникающей в условиях коопера-
тивных взаимодействий участни-
ков коммуникации.
Через генерацию дискурса в
дискурсном поле организации
происходит управление членами
команды, их ориентирование на
производительный труд, обмен зна-
ниями и решение личных проблем.
Кроме того, дискурсное поле орга-
низации содержит историю органи-
зации, зафиксированную в памяти
членов команды и в документах.
Дискурсное поле организации но-
сит динамический характер и вмес-
те с тем сохраняет присущие ему
структуру и форму, отражающие
специфику труда и жизнедеятель-
ности в коллективе через комму-
никации в организации. В дискур-
сном поле организации происходит
дифференциация дискурсов в зави-
симости от их актуальности и зна-
чимости для членов группы и орга-
низации как социального единства.
Каждый из дискурсов, составляю-
щих дискурсное поле организации,
относительно автономен и реализу-
ет свои функции в процессе само-
воспроизводства и самосохранения
организации. Механизмами, обес-
печивающими самоорганизацию
дискурсного поля, являются парти-
ципация и разделение знаний. Они
лежат в основе генерации органи-
зационного и профессионального
дискурсов в организации. Они поз-
воляют проектировать и контроли-
ровать в процессе осуществления
рекурсивные, циклически повто-
ряющиеся учебные диалоги и ин-
терпретации, реализуемые участ-
никами коммуникации. Кроме того,
современные технологии сбора и
обработки информации позволяют
анализировать дискурсные поля
Образовательная среда
Открытое образование 5/2014 45
времени, что перспективно в сис-
темах дистанционного и сетевого
обучения.
Вместе с тем необходимо не
только организовать коммуника-
цию в среде обучения, но и придать
ей обучающие свойства. В этом
плане особую роль играют сис-
темы, формирующие обучающий
контекст и направляющие возника-
ющую в коммуникации структуру
обучающей среды на ориентирую-
щие когнитивную систему ученика
воздействия. Можно сказать, что
коммуникация всегда состоит из
ориентирующих элементов диало-
га и всегда носит обучающий ха-
рактер. Именно через коммуника-
цию возможен контакт педагога и
ученика и возникновение феномена
педагогического воздействия.
Педагогическая коммуникация
представляет собой процесс, в ко-
тором ученик активно конструиру-
ет не только свою социальную ре-
альность (или реальности) и струк-
туры знания, но и свое собственное
«Я». Представители социальных
подходов к коммуникации рассмат-
ривают «восприятие себя» не как
фиксированное внутреннее образо-
вание, а как социально-культурный
конструкт, постоянно модифици-
руемый в зависимости от того, с
кем и как субъект вступает во вза-
имоотношения. Иначе говоря, «с
разными людьми, в том или ином
кругу взаимодействия, человек мо-
жет иметь разные представления о
себе, разную самооценку как отра-
жение мнений о себе «обобщенно-
го другого» [20, 21].
В ряде исследований коммуни-
кации подчеркивается ее не просто
интерактивный, но трансактный
(transactional) характер, заключа-
ющийся в том, что любой субъект
коммуникации является отправи-
телем и получателем сообщения не
последовательно, а одновременно.
Любой коммуникативный процесс
при этом включает в себя, помимо
настоящего (конкретной ситуации
общения), непременно и прошлое
(пережитый опыт), а также проеци-
руется в будущее [20].
Несмотря на то что большинс-
тво коммуникативных ситуаций
имеют для нас четко разделяемое
начало и конец, т.е. являются диск-
ретными, мы тем не менее не знаем,
где, когда, с кем и каким образом
наш разговор с одним коммуника-
тивным партнером может получить
продолжение в наших отношени-
ях-общениях с другими людьми. В
этом смысле мы участвуем в про-
цессе общения бесконечно, и гра-
ницы нашего «коммуницирования»
не всегда можно четко определить
[21].
Любые процессы обработки ин-
формации в психике и организме
человека сопровождаются науче-
нием, появлением новых свойств
в его психофизиологической сис-
теме. Данные процессы проходят
автоматически, непрерывно в тече-
ние жизни человека, как с участи-
ем, так и без участия его сознания.
Отметим также, что знание че-
ловека является скрытой для его
носителя сущностью и для оценки
его наличия используются различ-
ные внешние и внутренние спосо-
бы оценки полученного учебного
опыта в виде экзаменов и рефлек-
сии субъекта обучения [1].
В работах Акселя Клирманса
(Axel Cleeremans) показано, что
сознательное и бессознательное
(имплицитное) обучение осущест-
вляются мозгом с помощью одних
и тех же механизмов обучения и
репрезентации [22, 23]. При этом
сознание осуществляет функции
гибкого адаптивного управления.
Мозг постоянно изучает мир и са-
мого себя в мире, накапливая со-
знательный опыт субъекта, форми-
рующего историю своей жизни.
По мнению К.В. Анохина, ней-
рональные сети организованы в
когнитом, который связывает отде-
льные нейроны в специфические
нейронные ансамбли, обеспечива-
ющие психическую деятельность
человека [24]. Когнитом включает
весь набор когнитивных элемен-
тов мозга, которые составляют
человеческую личность. Обучение
– это воздействие на когнитом с
целью изменения его структуры и
свойств. Анохин выделяет сетевые
единицы человеческого опыта,
определяемые нейронными еди-
ницами когнитивного опыта. Их
полный ассортимент и есть когни-
том. Однако данный расширенный
вариант теории функциональных
систем Анохина страдает общи-
ми для всех физиологических
моделей недостатками. В первую
очередь в них особая роль уделя-
ется структурно-функциональной
организации опыта и его нейро-
динамическим эквивалентам, а
содержательная компонента при
этом выходит за пределы модели.
Исчезает качественное своеобра-
зие субъективного сознательного
опыта. Попытка введения автором
метасистемных структур, возни-
кающих на следах перекрытия
активности функциональных сис-
тем, также не добавляет ясности
механизмам формирования опыта.
Когнитивный подход, в рамках
которого ведется повествование в
настоящей статье, требует особо-
го внимания к инструментальной
сфере педагогической среды. В нее
включаются не только физические
и социальные факторы, ориенти-
рующие процессы обучения, но и
внутренняя активность учеников,
порождающая обучающую сре-
ду, содержащую метаинструмен-
ты мозга и способы достижения
субъективных целей при решении
формально заданных учебных
задач. Заметим, что метаинстру-
менты – это динамические психи-
ческие структуры, возникающие в
психофизиологической структуре
человека для решения конкрет-
ной задачи. Они в процессе даль-
нейшей эволюции замещаются на
долговременные структуры опыта
человека или исчезают за ненадо-
бностью [25].
4. Основы обобщенной
модели ориентирующей
кооперации
По нашему мнению, на базе кон-
цепций аутопоэзиса и когнитивной
репрезентации можно предложить
обобщенную модель ориентиру-
ющей кооперации для объяснения
процесса обучения операциональ-
но-замкнутых систем, к которым
относятся самоорганизующиеся
системы человеческого сознания
[26].
Модель основана на следующих
базовых предположениях:
1. Мозг является физической
системой, позволяющей создавать
и поддерживать генерируемое в
нем психическое содержание в
форме субъективного мира и созна-
тельного опыта субъекта в процес-
се создания цепей ориентирующих
отношений и рекурсивных циклов
самовоспроизводства по аутопоэ-
тическому типу. В результате воз-
никает постоянно поддерживаемая
и существующая во времени ког-
нитивная репрезентация, вклю-
чающая в себя рефлексирующий
субъект, погруженный в мир его
деятельности.
2. Мозг посредством ориенти-
рующей коммуникации непрерыв-
но ассимилирует в структуры свое-
го конструирующего опыта, оцени-
ваемые им как позитивные аспекты
интерактивных контактов перцеп-
тивных систем с миром, дающие
субъекту потенциал для самосохра-
нения и продолжения биологичес-
кой и социальной эволюции.
3. В процессе обучения возни-
кают связанные друг с другом цик-
лы обработки информации и цик-
лы формирования инструментов
для обработки информации. Идет
непрерывный на всех временных
уровнях процесс поиска и создания
эффективных когнитивных инстру-
ментов, позволяющих познавать
мир в русле создания личной исто-
рии человека.
4. Обучение есть вмешательс-
тво в процессы порождения когни-
тивных инструментов посредством
коммуникационной ориентации
субъекта и внедрения соответству-
ющей информации.
5. Самообучение человека стро-
ится на основе рефлексивной само-
ориентации, протекающей в форме
процесса внутренней коммуника-
ции субъекта с самим собой и сво-
им внутренним миром. Сознание
при этом является инструментом
социальной и эго-коммуникации,
вовлекающим человека в процессы
аутопоэзиса своего я.
6. Знание как результат педаго-
гического процесса формируется
на психологическом и нейроби-
ологическом уровне и представ-
ляет собой неотъемлемую часть
психофизиологической системы
человека, возникшую в результате
ассимиляции учебного опыта. Оно
существует в виде динамической
системы переменной структуры, но
с фиксированной организацией.
7. Субъект работает со своим
субъективным миром посредством
обмена и интерпретации цирку-
лирующей в нем информации, а
мозг работает с физическим миром
посредством фиксации изменений,
возникающих на входах перцептив-
ных систем.
5. Понятийный базис
проблемы интерфейса
в рамках коммуникационной
парадигмы
Принятие концепции ориенти-
рующей кооперации требует осо-
бого внимания к инструментам,
организующим течение коммуни-
кационных процессов в системе
обучения, и в частности к системам
интерфейса.
Понятие «интерфейс» в широ-
ком философском смысле обоз-
начает нечто связывающее учас-
тников взаимодействий, ведущее
к формированию и сохранению
общих границ системных единств
различной природы, поддержива-
ющих устойчивый межграничный
обмен информацией, изменяющей
их свойства. Интерфейс обеспечи-
вает появление в его среде повторя-
ющихся фиксированных процедур,
образующих появление, сущест-
вование и сохранение границ вза-
имодействующих систем. Граница
системы и ее свойства определяют
форму и физическую реализацию
интерфейса системы. Посредством
интерфейса система вступает во
взаимодействия с элементами ок-
ружающей среды. Здесь важно по-
нять, что система как наблюдаемая
организованная сущность появля-
ется только в процессе выделения
ее наблюдателем из средового кон-
тинуума, в котором она существует
в имманентной форме. Процедура
выделения системы из среды со-
провождается потерей или измене-
нием связей, обеспечивающих ее
существование в среде.
Интерфейс в педагогичес-
ком смысле позволяет включать
когнитивную систему ученика в
коммуникационную связь с актив-
ными (участники учебной комму-
никации) и пассивными (средства
обучения) элементами среды обу-
чения. Он обеспечивает форми-
рование и изменение в заданном
направлении существенных когни-
тивных связей ученика в процессе
динамического информационного
обмена, пропуская в зону конструи-
рующей активности психики толь-
ко те изменения, которые полезны
и эффективны в педагогическом и
личностном планах.
Для сохранения сложных мак-
росистем недостаточно только
силовых энергетических взаимо-
действий – определяющую роль в
них играют информационные про-
цессы. Собственно интерфейс в
техническом его понимании возник
в процессе создания сложных тех-
нических сред, обеспечивающих
неразрушающее течение информа-
ционных процессов, распределен-
ных по носителям, обладающим
разными свойствами.
Широкое использование ин-
формационных систем и техноло-
гий для создания и обеспечения
коммуникационных процессов
в среде компьютеризированного
обучения ставит особые требова-
ния к пользовательским интерфей-
сам обучающих систем. Наряду с
обеспечением обычного инфор-
мационного обмена между учас-
тниками учебной коммуникации,
интерфейс должен компенсировать
отсутствие в дистанционном и
компьютерном обучении ряда эле-
ментов коммуникации, связанных
с ее невербальной компонентой,
усилить или ослабить компоненты
коммуникации в зависимости от
развивающегося интерактивного
процесса. Важно исключить в про-
цессе обучения эффекты переноса
свойств компьютерной системы на
субъект обучения, который актив-
но использует окружающую среду
как дополнительный элемент сво-
ей психики. Например, использует
ее как внешнюю память. В связи
с этим наблюдаются эффекты воз-
никновения локальных интеллек-
тных симбионтов [27], мешающих
формированию индивидуального
опыта, который при этом стано-
вится зависимым от средств среды
обучения.
Проблема организации взаимо-
действия в обучающей системе –
47
комплексная междисциплинарная
проблема, требующая для своего
решения интеграции усилий спе-
циалистов из различных областей
техники, технологии и психологии.
Можно выделить два наиболее
часто рассматриваемых в практике
подхода к проектированию обуча-
ющих систем. Это подход, рассмат-
ривающий интеграцию ученика в
информационную среду обучаю-
щей человеко-машинной системы,
и в некоторой мере альтернативный
ему, выделяющий вступающие в
коммуникацию системы с опосре-
дованным взаимодействием, – ин-
терфейсный подход.
В первом варианте в качестве
объяснительных конструктов ис-
пользуются знания о работе меха-
низмов адаптации, регуляции и са-
морегуляции человека, результатом
действия которых является достиже-
ние требуемых профессиональных
результатов или состояний организ-
ма [28]. Основным, используемым
в данных представлениях понятием
является понятие «человеко-машин-
ная система». Решаются задачи рас-
пределения функций между челове-
ком и машиной, адаптации и взаимо-
адаптации человека и техники.
Во втором варианте основную
роль играет метафора интерфейса
как формы неразрушающей интер-
активной связи между искусствен-
ными (в том числе и техническими)
системами и человеком. Основные
понятия «пользовательский ин-
терфейс» и «человеко-машинный
интерфейс». Проблемные вопро-
сы, вокруг которых центрируются
интересы разработчиков, связаны
с достижением пользовательских
качеств интерфейса, связывающего
пользователя с системой [29‒31].
6. Интернет как
универсальный
интерактивный интерфейс
доступа к знаниям
Глобальная сеть Интернет вос-
принимается его пользователями
как совокупность сервисов, доступ
к которым в известной мере сво-
боден и не требует серьезных на-
чальных знаний для работы с ними.
Это формы пользовательских ин-
терфейсов, позволяющие субъек-
ту ставить и достигать свои цели,
ведущие к реализации витальных
потребностей человека. К ним от-
носятся блоги, сайты, поисковые
системы для работы с различны-
ми формами информации, систе-
мы интерактивной коммуникации,
сетевые сообщества и, наконец,
погружающие пользователя в свое
содержание виртуальные миры.
Интернет-интерфейс является ин-
терактивным, связывая и вовлекая
пользователя в содержание, пред-
ставляющее собой динамические
самоорганизующиеся интерсубъ-
ектные системы. Этим он качес-
твенно отличается от привычных
источников информации, таких как
книга, кино, телевидение. По сво-
им свойствам Интернет близок к
непосредственной коммуникации,
но без ряда ее ограничивающих
взаимодействия свойств, обуслов-
ленных искусственным характером
интерактивности в Сети [32].
Заключение
Проблемы обучающей комму-
никации и формирующего интер-
фейса становятся актуальными для
обеспечения эффективного обуче-
ния человека в условиях эволюцио-
нирующей глобальной техногенной
среды человечества. Классических
педагогических представлений,
основанных главным образом на
здравом смысле и опыте, недоста-
точно для создания компьютерных
обучающих систем с высокой сте-
пенью интерактивности. Необхо-
димы новые подходы к обучению,
учитывающие процессы самоорга-
низации в среде обучающей орга-
низации.
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!! Цитирование
Татаринов В.А. Общее терминоведение: Энциклопедический словарь / Российское терминологическое общество РоссТерм. М.: Московский Лицей, 2006. 528 с.
!!!! Источник
Татаринов В.А. Общее терминоведение: Энциклопедический словарь / Российское терминологическое общество РоссТерм. — М.: Московский Лицей, 2006. — 528 с. (Библиотека журнала «Русский Филологический Вестник». Т. 44)
!!! ISBN
5-7611-0450-4
*[ext[TRab |file:///D:/TRab/2017/11/20171130/20171130/elibrary_19909817_93115365.pdf]]
* [[Введение в общую дидактику]]
[ext[омонимию в базе данных t209 |t209.html#Омонимия]]
!! Цитирование
```
Зейгарник Б.В. Опосредствование и саморегуляция в норме и патологии. // Вестник МГУ. Серия 14 «Психология», 1981. - Ж 2. - С. 9-15.
```
*[ext[Интернет |https://elibrary.ru/item.asp?id=12835897]]
* [ext[sss |05/20170531/Beloshitsky/elibrary_12835897_23887765.pdf]]
К изучению личности выпускников с позиции их соответствия требованиям военно - профессиональной деятельности на конкретных должностях следует подходить , опираясь на положение , сформулированное Б . Ф . Ломовым [2], согласно которому личность выпускника необходимо оценивать не путем локального соизмерения с ним отдельно взятых психических процессов, свойств личности , а в совокупности взаимосвязанных и взаимо-обусловленных характеристик военно - профессиональной деятельности с учетом возможностей и активности выпускника в реализации профессиональных требований .
..............................................
В связи с этим целесообразно проводить не локально - функциональный эксперимент, фрагментарную психодиагностику и социологические исследования, а мониторинг личностно - профессионального развития курсантов. Необходимо оценивать динамику личностно - профессионального роста курсантов на протяжении всего периода обучения в военном вузе.
@@color:red; каким образом с помощью TW оценивая конкретную работу @@
Для экспертизы соответствия типа личности виду профессиональной среды ( требованиям конкретной должности ) должен быть разработан аппарат ее формального описания на основе системы соответствующих параметров . В определенной мере это позволяют сделать классификации, учитывающие психические свойства человека , такие как : дифференциально - диагностический опросник ( ДДО ) Е . А . Климова , определяющий наличие интереса к профессиям типа ( человек - человек , человек - техника , человек - знаковая система , человек - информация ), опросник Д . Холланда , оценивающий интерес к практическим , исследовательским , художественным , социальным , предпринимательским , конвенциальным профессиям .
.....................................................
Предпосылкой высоких достижений в профессиональной деятельности и удовлетворенности человека своим трудом является соответствие типа личности ( совокупности определенных психологических характеристик ) виду профессиональной среды ( ценностных ориентаций ее рабочей среды ). Сходные по своим ценностным ориентациям представители одной профессиональной группы и реагируют относительно одинаково в рабочих ситуациях , создавая тем самым , по словам Н. А. Аминова , « свою характерную интерперсональную сферу , свидетельствующую , в свою очередь , о существовании модели окружающей человека профессиональной среды » [6]. Как отмечает В . А . Бодров , имеются неоспоримые доказательства того , что методы изучения свойств личности позволяют классифицировать испытуемых и отнести каждого из них по совокупности признаков к определенному типу [7].
Для классификации типов личности и видов профессиональной среды определены критерии , а также способы их измерения . Этот комплекс критериев базируется на общеметрических категориях и , соответственно , может быть использован для характеристики различных систем , в т . ч . и таких сложных , как личность выпускника военного вуза и военно - профессиональная среда .
Из шести критериев: реалистическая, интеллектуальная , социальная , конвенциальная , предпринимательская, артистическая – для характеристики
среды профессиональной деятельности выпускников военных вузов используется пять, исключая последний, в силу того что артистический вид профессиональной среды в предмете рассмотрения отсутствует.
.............................................
Рассмотренный вариант определения должностного предназначения выпускников ориентирован на то , чтобы определить первичные офицерские должности при решении задачи распределения выпускников , требующей на основе дифференцированного прогнозирования выявлять пригодность выпускников к ряду специальностей определенного профессионального профиля, т. е. ту специальность , которая по своим психологическим требованиям наиболее соответствует психологическим особенностям личности конкретного выпускника , что является непременным условием успешного выполнения функциональных обязанностей .
Реализация в военном вузе рассмотренного подхода в определении должностного предназначения выпускников , основанного на объективизации и содержательной интерпретации результатов мониторинга личностно - профессионального развития курсантов , имеет больше резервов для их самовыражения и самореализации в учебной и учебно - профессиональной деятельности , чем традиционный . Однако , чтобы эти резервы были востребованы педагогической практикой , необходимо : сформулировать практические рекомендации и обосновать их теоретически , сведя воедино данные целого ряда наук ( психологии , педагогики , социологии ); объединить теоретическое и эмпирическое в психолого - педагогических исследованиях, т. е. сочетать наблюдение, факты, эксперимент ( эмпирический уровень исследования ) с построением логических конструкций и научных абстракций ( теоретический уровень исследования ).
! Цитирование
```
Пытель Е. Н. Организация контролируемой самостоятельной деятельности студентов в условиях информационно-образовательной среды вуза // Вестник НВГУ. 2013. №1 С.64-68.
```
```
Пытель Екатерина Николаевна Организация контролируемой самостоятельной деятельности студентов в условиях информационно-образовательной среды вуза // Вестник НВГУ. 2013. №1 С.64-68.
```
!Ссылка
*[ext[Ссылка |20170531_4/all/organizatsiya-kontroliruemoy-samostoyatelnoy-deyatelnosti-studentov-v-usloviyah-informatsionno-obrazovatelnoy-sredy-vuza.pdf]]
! Материал
Социальный заказ общества и государства ставит перед системой высшего профессионального образования (ВПО) задачу формирования самостоятельной, ответственной личности, способной к ре- шению профессиональных и социальных задач, в том числе и с применением средств ИКТ.
Под самостоятельной деятельностью студентов будем понимать процесс и результат взаимодействия преподавателя и студентов для создания условий успешного продвижения студентов к более высокому уровню знаний и умений в изучаемой предметной области при постоянном снижении внешнего и усилении внутреннего контроля за этим процессом и его результатом.
Самостоятельная деятельность студента является основой вузовского образования, формирует готовность к самообразованию, создает базу для непрерывного образования. Самостоятельная деятельность способствует развитию у студентов потребности в саморазвитии и самоизменении.
Организация самостоятельной деятельности студентов предполагает осуществление педагогической `коррекции `образовательного процесса, включая контроль самостоятельной деятельности студентов.
информационно-образовательная среда вуза позволяет комплексно по-
дойти к проблеме организации самостоятельной деятельности студентов при непосредственном и опосредованном контроле со стороны преподавателей. При этом возникает задача организации КСДС в условиях ИОС вуза.
!! Цитирование
!!! стандарт
```
Ёлкина И. М. Организация образовательного пространства на основе личностно ориентированного подхода при обучении иностранному языку в дистанционном образовании. // Отечественная и зарубежная педагогика. 2013. №6 (15). С.32-42.
```
!!! кибленинка
```
Ёлкина Ирина Михайловна Организация образовательного пространства на основе личностно ориентированного подхода при обучении иностранному языку в дистанционном образовании // Отечественная и зарубежная педагогика. 2013. №6 (15). URL: http://cyberleninka.ru/article/n/organizatsiya-obrazovatelnogo-prostranstva-na-osnove-lichnostno-orientirovannogo-podhoda-pri-obuchenii-inostrannomu-yazyku-v (дата обращения: 07.10.2017).
Ёлкина Ирина Михайловна Организация образовательного пространства на основе личностно ориентированного подхода при обучении иностранному языку в дистанционном образовании // Отечественная и зарубежная педагогика. 2013. №6 (15). С.32-42
```
!! Ссылка
[ext[ Интернет КиберЛенинка|https://cyberleninka.ru/article/n/organizatsiya-obrazovatelnogo-prostranstva-na-osnove-lichnostno-orientirovannogo-podhoda-pri-obuchenii-inostrannomu-yazyku-v]]
!! Выдержки
Проверка, осуществляемая при помощи компьютерной программы, ассоциируется с большей объективностью, что является благоприятным фактором обучения. В то же время тестирование в дистанционном образовании не лишено определенных недостатков: это стрессогенность обучения, связанная с тем, что время выполнения тестов и количество попыток ограничено. Контроль при помощи только тестов лишает студента возможности проявить свою индивидуальность.
Каким образом можно учесть интересы студента, снять негативное влияние тестирования, добиться качественного формирования умений? Иными словами, существует ли возможность индивидуализировать дистанционное обучение, ориентировать его на личность студента?
Одним из вариантов решения данной проблемы может быть организация образовательного пространства, учитывающего интересы обучающегося. Оно должно быть открытым, подстраивающимся под субъекта. Тогда формируются наиболее благоприятные условия для организации обучения
[2]. В образовательном пространстве осуществляется взаимодействие обучающегося и педагога, в постнеклассической методологии в образовательную среду должна включаться активность взаимодействующих субъектов, а сама среда понимается как «динамический набор возможностей, идентифицируемых Субъектом тогда и только тогда, когда у него имеется соответствующая ценностная мотивация» [6].
Осмоловская И.М. Дидактика. – М., 2005
!! Ссылки
*[ext[Интернет |http://megaobuchalka.ru/2/22293.html]]
!! Ссылки
[ext[Интернет pdf фрагмент |http://www.academia-media.kz/ftp_share/_books/fragments/fragment_13539.pdf]]
D:\TRab\2018\01\20180109\20180109\
!! Цитирование
!! Ссылки
[ext[ BI |file:///D:/BI/0-0000-0000-5.pdf]]
!! Цитирование
источник
Крупченко А.К., Кузнецов А.Н. Основы профессиональной лингводидактикии: Монография. – М.:АПКиППРО, 2015. – 232 с. – (Серия «Профессиональная лингводидактика»).
ГОСТ
Крупченко А.К., Кузнецов А.Н. Основы профессиональной лингводидактикии: Монография. М.:АПКиППРО, 2015. 232 с.
Крупченко А.К., Кузнецов А.Н. Основы профессиональной лингводидактикии. М.:АПКиППРО, 2015. 232 с.
''ISBN''
978-5-8429-1357-2
''Ссылки''
[ext[Interner|http://www.anovikov.ru/books/oprl.pdf]]
[ext[TRab |file:///D:/TRab/2017/11/20171123/oprl.pdf]]
[ext[BI |file:///D:/BI/978-5-8429-1357-2.pdf]]
!! Цитирование
Маралов В.Г. Основы самопознания и саморазвития: Учеб. пособие для студ. сред. пед. учеб, заведений. — 2-е изд., стер. — М.: Издательский центр «Академия», 2004. — 256 с.
!! ISBN
5-7695-0877-9
!! Ссылки
* [ext[ссылка pdf|file:\\\D:\TRab\2017\12\20171221\osnovy_samopoznaniya.pdf]]
!! Выдержки
[[Содержание|Основы самопознания и саморазвития Содержание]]
!!! ФОРМЫ САМОРАЗВИТИЯ
Если обратиться к саморазвитию как специфическому процессу , разворачивающемуся во времени и в пространстве жизнедеятельности человека , то следует отметить его неоднозначность и многоплановость . Здесь гораздо сложнее четко выделить последовательность действий , характеризующих саморазвитие , чем , например , последовательность действий , описывающих процесс самопознания . Это обусловлено многими причинами , важнейшей из них является существование различных форм саморазвития . Неслучайно в русском языке имеется множество терминов , фиксирующих разные нюансы процесса саморазвития : самопрезентация , самовыражение , самоутверждение , самосовершенствование самоактуализация , самореализация и др . Все они составные — первая часть « само » указывает на то , что субъектом , инициатором деятельности является человек , вторая — характеризует специфику , своеобразие деятельности : выразить себя , утвердиться , реализоваться , совершенствоваться . Поэтому просто анализировать цели , мотивы , способы и результаты саморазвития , как это было в случае с самопознанием , не представляется возможным . Все это можно проанализировать в рамках той или иной формы саморазвития.
Какие же формы саморазвития являются наиболее важными и описывают саморазвитие в своей совокупности достаточно полно?
К ним относят : ''самоутверждение'' , ''самосовершенствование'' и ''самоактуализацию''.
Самоутверждение дает возможность заявить о себе в полной мере как о личности.
Самосовершенствование выражает стремление приблизиться к некоторому идеалу.
Самоактуализация — выявить в себе определенный потенциал и использовать его в жизни.
Все три формы позволяют выразить себя и реализовать в разной степени. Поэтому именно они адекватно характеризуют процесс саморазвития в целом, где внутренним моментом движения является самопостроение личности.
Содержание
Психология самопознания ........................................................... 6
Общая характеристика самопознания ......................................... 6
Понятие самопознания .................................................................6
Значение самопознания в жизни человека .................................7
Сферы и области самопознания .................................................12
Самопознание как структурный компонент самосознания человека .........................................................................................17
Сознание и самосознание ............................................................17
Структура самосознания ..............................................................19
Самопознание как процесс : цели , мотивы , способы , результаты .....................................................................................27
Общая характеристика самопознания как процесса .................27
Цели и мотивы самопознания ....................................................32
Способы и средства самопознания .............................................36
Результаты самопознания ............................................................42
Идентификация и рефлексия как механизмы самопознания ....46 Идентификация ............................................................................46
Рефлексия .....................................................................................51
Барьеры самопознания ................................................................55
!!Раздел 2. Психология саморазвития ..........................................................60
Глава 1. Общая характеристика саморазвития .........................................60
§ 1. Понятие о развитии .....................................................................60
§ 2. Предпосылки выдвижения проблемы саморазвития личности в психологии ................................................................64
§ 3. Сущность саморазвития и его основные характеристики .........66
Глава 2. Саморазвитие , становление внутреннего мира и жизненный путь человека .........................................................68
§ 1. Внутренний мир человека ...........................................................68
§ 2. Развитие субъективной реальности ............................................72
§ 3. Саморазвитие и жизненный путь личности ...............................77
Глава 3. Саморазвитие как процесс . Формы саморазвития .....................80
§ 1. Самоутверждение .........................................................................81
§ 2. Самосовершенствование ..............................................................83
§ 3. Самоактуализация ........................................................................85
Глава 4. Самопринятие и самопрогнозирование как механизм саморазвития .................................................................................88
§ 1. Самопринятие личности ..............................................................88
§ 2. Самопрогнозирование личности .................................................90
Глава 5. Барьеры саморазвития .........................................................•........93
!!Раздел 3. Педагогическая поддержка самопознания и саморазвития ..........99
Глава 1. Особенности самопознания и саморазвития на разных ступенях онтогенеза ..................................................................99
§ 1. Самопознание и саморазвитие в дошкольном возрасте ...........99
§ 2. Самопознание и саморазвитие в школьном возрасте .............102
§ 3. Самопознание и саморазвитие взрослого человека ................105
§ 4. Типичные трудности самопознания и саморазвития ..............107
Глава 2. Психологическое сопровождение и педагогическая поддержка самопознания и саморазвития ................................109
Глава 3. Педагогические технологии , ориентирование на самопознание и саморазвитие личности .............................116
§ 1. Личностно - ориентированная « технология » К . Роджерса ........117
§ 2. Технология сопровождения самопознания и саморазвития , разработанная на основе идей педагогики ненасилия ............120
§ 3. Технология саморазвития школьника ......................................124
Глава 4. Психолого - педагогическая поддержка и помощь в процессах самопознания и саморазвития ..............................127
§ 1. Неуверенность и пути ее преодоления .....................................128
§ 2. Специфика работы с самоуверенными детьми .......................129
§ 3. Работа с тревожными детьми ....................................................131
§ 4. Работа с неорганизованными детьми .......................................132
§ 5. Помощь детям в процессе саморазвития их личности ............135
§ 6. Помощь школьникам на этапах профессионального самоопределения ........................................................................136
Глава 5. Формирование культуры самовоспитания личности ..............140
§ 1. Самовоспитание как средство саморазвития ...........................140
§ 2. Культура самовоспитания личности .........................................144
§ 3. Проблемы формирования культуры самовоспитания личности ......................................................................................147
!! Раздел 4. Профессиональное самопознание и саморазвитие педагога .....154
Глава 1. Общая характеристика личности и профессиональной компетентности педагога ...........................................................154
Глава 2. Особенности самопознания и саморазвития педагога ............161
§ 1. Общая характеристика профессионального самосознания педагога .......................................................................................161
§ 2. Психологические особенности профессионального самопознания педагога ..............................................................164
§ 3. Психологические особенности профессионального саморазвития педагога ...............................................................170
§ 4. Барьеры саморазвития ...............................................................175
Глава 3. Психолого - педагогическая поддержка профессионального самопознания и саморазвития ..................................................176
!!Часть II. ПРАКТИКУМ ПО САМОПОЗНАНИЮ И САМОРАЗВИТИЮ
Раздел 1. Практикум по самопознанию ....................................................189
Раздел 2. Практикум по саморазвитию ....................................................217
Раздел 3. Практикум по теме « Психолого - педагогическая поддержка самопознания и саморазвития »
Раздел 4 Практикум по самопознанию
и саморазвитию педагога .........237
Рекомендуемая литература .......................................................................2
!! Цитирование
из источника
Гринев-Гриневич C.B. Основы семиотики : учеб. пособие / СВ. Гринев-Гриневич, Э.А. Сорокина. - М. : ФЛИНТА : Наука, 2012. - 256 с.
Вариант 1
Гринев-Гриневич C.B., Сорокина Э.А. Основы семиотики : учеб. пособие.М. : ФЛИНТА : Наука, 2012. 256 с.
Вариант 2
Основы семиотики : учеб. пособие / СВ. Гринев-Гриневич, Э.А. Сорокина. М. : ФЛИНТА : Наука, 2012. 256 с.
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171127/20171127_2/Гринев-Гриневич С.В., Сорокина Э.А. - Основы семиотики-2012.pdf]]
*[ext[BI |file:///D:/BI/978-5-9765-1248-1.pdf]]
!! Выдержки
Специфика реализации прагматических отношений в сфере специальной лексики определяется тремя положениями.
Во-первых, в этой области языка возможно сознательное вмешательство человека (исключение из употребления терминов
с существенными недостатками, изменение формы и значений
терминов, создание новых терминов) с целью упорядочения их использования. Во-вторых, термины являются орудиями по
знания и могут моделировать действительность, «навязывать» определенные представления; некоторая часть их (в сфере
общественно-политической лексики) подвергается идеологизации. Наконец, в отдельных специальных наименованиях —
профессионализмах и профессиональных жаргонизмах — может проявляться отношение определенных профессиональных
групп к соответствующим объектам.
стр 178.
!! Цитирование
Эпистемология и философия науки. 2013. № 2 (36). С. 78-91.
!! Ссылки
*[ext[ссылка|file:///D:/TRab/2017/10/20171006/20171006_2/elibrary_19107806_52430245.pdf]]
!! Выдержки
Прежде всего важно зафиксировать, что саморазвивающиеся системы являются принципиально процессуальными объектами. При этом нужно различать две их стадии: устойчивых состояний и перехода от одного типа устойчивости к другому. Устойчивые состояния системы – это состояния гомеостазиса, саморегуляции системы. Сложные системы являются открытыми по отношению к среде. Они воспроизводятся благодаря обмену веществом, энергией и информацией с внешней средой Их устойчивые состояния являются инвариантом постоянно протекающих в них изменений, результатом действия прямых и обратных связей, стабилизирующих систему. Но есть
еще одна характеристика процессуальности саморазвивающихся систем: они периодически проходят стадию качественных преобразований, когда от одного типа гомеостазиса система может перейти к другому, более сложному типу. Это – стадия фазового перехода, которая
характеризуется неустойчивостью системы и описывается в синергетике в терминах динамического хаоса. На этой стадии в точках бифуркации возникает конечное множество возможных сценариев развития системы, обусловленных как характером внешней среды, так и
предшествующей эволюцией системы. Саморазвивающиеся системы
иерархичны и способны порождать в ходе развития новые уровни, которые начинают воздействовать на ранее сложившиеся, изменяя композицию их элементов и организуя их в новую целостность. Таким
путем осуществляется переход от предыдущего гомеостазиса к новому типу саморегуляции усложняющейся системы. Параметры порядка в процессе саморазвития изменяются с появлением каждого нового уровня организации системы. Усложнение системы сопровождается ее дифференциацией. В ней возникают новые виды подсистем с
массовыми кооперативными взаимодействиями элементов.
!! Цитирование
```
Иваненко Александр Анатольевич, Попов Владислав Витальевич Особенности подхода к рациональности в информационном обществе // Вестник Таганрогского института имени А.П. Чехова. 2008. №2с. С.79-87
```
```
Иваненко Александр Анатольевич, Попов Владислав Витальевич Особенности подхода к рациональности в информационном обществе // Вестник Таганрогского института имени А.П. Чехова. 2008. №2с. URL: http://cyberleninka.ru/article/n/osobennosti-podhoda-k-ratsionalnosti-v-informatsionnom-obschestve (дата обращения: 07.10.2017).
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/201710../..]]
*[ext[BI |file:///D:/BI/S/..]]
*[ext[Интернет |https://cyberleninka.ru/article/n/osobennosti-podhoda-k-ratsionalnosti-v-informatsionnom-obschestve]]
Для нас не актуальна
!! Цитирование
Гаранина Ж.Г. Особенности саморазвития личности на этапе профессионального обучения.
!! Ссылки
* [ext[ссылка pdf |file:\\\D:\TRab\2017\12\20171220\20171220c\elibrary_21558965_73909890.pdf]]
* [ext[ссылка docx|file:\\\D:\TRab\2017\12\20171220\20171220c\elibrary_21558965_73909890.docx]]
!! Текст
!ОСОБЕННОСТИ САМОРАЗВИТИЯ ЛИЧНОСТИ НА ЭТАПЕ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ
!!! SELF-DEVELOPMENT OF PERSONALITY CHARACTERISTICS DURING THE PROFESSIONAL EDUCATION
Ж.Г. Гаранина J.G. Garanina
Саморазвитие, профессиональное обучение, самоактуализация, саморегуляция, мотивационная готовность к саморазвитию.
В статье рассматриваются понятие и структура саморазвития личности. Описываются результаты эмпири¬ческого исследования личностного саморазвития на этапе профессионального обучения в вузе. Выделяются мотивационио-смысловой и рефлексивный компоненты саморазвития.
Self-development, vocational training, self-actualization, self-regulation, motivational readiness for self-development. The article discusses the concept and structure of personal self-development. Describes the results of empirical research the self-development on stage of professional training in high school. Distinguished motivational sense and reflective components of self-development.
Исследование проблемы саморазвития личности в процессе профессионального обучения приобретает в настоящее время особую актуальность в связи с повышением требований к личностным и профессиональным качествам будущего специалиста, его способностям к самосовершенствованию .
В работах отечественных и зарубежных психологов проблема саморазвития личности рассматривается в рамках различных теоретических концепций, в большинстве которых саморазвитие понимается как врожденное свойство человека, исходящее из стремления к личностному, духовному росту.
Так, психоаналитический подход, разрабатываемый в трудах 3. Фрейда, трактует саморазвитие как стремление к большей свободе, где личность человека понимается как динамическая система процессов, имеющих определенную направленность и в то же время скрытых для человека [1, с. 187]. В гуманистической психологии саморазвитие - это открытие идентичности, и на этой основе приобретение «полноты человечности» через самоактуализацию и личностный рост (А. Маслоу, Э. Эриксон, К. Роджерс). С точки зрения логотерапевта В. Франкла, саморазвитие есть стремление к смыслу своего существования [2, с. 201]. В. Штерн отождествляет психическое развитие и саморазвитие, которое, в свою очередь, направляется и определяется той средой, в которой живет личность - самоопределяющаяся, сознательно и целенаправленно действующая целостность [3, с. 138].
В отечественной психологии саморазвитие личности раскрыто в трудах Л.С. Выготского, Д.Б. Эльконина, В.В. Давыдова, где оно рассматривается как собственная активность человека в изменении себя, в раскрытии своего личностного потенциала. Л.С. Выготский отмечает, что человека воспитывать нельзя, он воспитывает себя сам, окружающие предоставляют лишь материал, который может потребоваться ему для построения своей личности [4, с. 12]. В.И. Слободчиков и Е.И. Исаев понятием «саморазвитие» обозначают фундаментальную способность человека становиться и быть подлинным субъектом своей жизни, превращать собственную жизнедеятельность в предмет практического преобразования [5, с. 234]. Саморазвитие как процесс развития личности рассматривается А.В. Суворовым, который считает, что личность сама себя развивает собственными усилиями, своей активностью при участии других людей [6, с. 26].
На основании проведенного теоретико-методологического анализа проблемы личностного саморазвития можно определить саморазвитие как интегративный процесс деятельностного преобразования личностью себя, направленный на самоизменение и личностный рост.
Процесс личностного саморазвития протекает на всех этапах профессионального станов-ления личности, начиная со стадии оптации, и продолжается на всем протяжении профессионального обучения, профессиональной адаптации и включает стадию профессионализации личности. Особенно интенсивно оно происходит в период профессиональной подготовки, поскольку в это время осуществляются прогрессивные изменения в структуре личностных и профессиональных качеств будущих специалистов. Саморазвитие сопровождает процесс профессионального обучения и способствует формированию когнитивных, ценностно-смысловых, рефлексивных и регулятивных структур личности.
Для исследования особенностей и структуры личностного саморазвития нами проводилось эмпирическое исследование. В исследовании личностного саморазвития будущих специалистов принимали участие студенты Мордовского госуниверситета им. Н.ГТ. Огарева всех курсов дневного и заочного отделений, проходящих профессиональное обучение по специальности «Психология» (возраст 18-21 год). Общий объем выборки составил 120 человек.
В процессе эмпирического исследования использовались следующие методы: авторская анкета, опросник «Способность к саморазвитию» И.В. Зверевой, тест «Готовность к самопознанию и саморазвитию» Т.М. Шамовой, методика «Шкала общей самоэффективности» (русская версия Р. Шварцера, М. Ерусалема, В. Ромека), опросник личностной ориентации А. Шостро ма (краткая форма, разработанная А. Джоунсом и Р. Крэндаллом), опросник определения уровня развития рефлексивности А.В. Карпова, тест смысложизненных ориентаций Д.А. Леонтьева, опросник «Стиль саморегуляции поведения студентов» В.И. Моросановой, тест-опросник самоотношения В.В. Столина, С.Р. Пантелеева.
Исследование процесса саморазвития на стадии первичного профессионального обучения показало, что среди студентов всех курсов данный процесс протекает достаточно интенсивно. С помощью анкетирования было выявлено, что 80 % всей выборки испытуемых активно занимаются саморазвитием. Динамика изменений показала, что особенно интенсивно данный процесс осуществляется на I и II курсах, что объясняется резкими изменениями, происходящими в условиях и образе жизни испытуемых, связанными с переходом от школьною обучения к вузовскому. На старших курсах процесс саморазвития протекает менее интенсивно (70 % респондентов). При этом позитивно оценивают самоизменение за период обучения в вузе 100 % студентов I - V курсов.
Исследование рефлексивного блока личностно-профессионального саморазвития показало, что студенты осознают изменения, происходящие в структуре их личностных и профессиональных качеств. Анализ ответов испытуемых позволил выявить соотношение когнитивных и аффективно-волевых компонентов в составе рефлексивного блока саморазвития. Статистический анализ изменений, происходящих в структуре профессионально важных качеств студентов-психологов, показал, что опрашиваемыми наиболее часто осознаются изменения в развитии таких когнитивных свойств, как серьезность (15 %), наблюдательность, интеллектуальность, рассудительность, изменения в мировоззрении (по 10 %), а также таких составляющих психологической компетентности, как психологическая культура (10 %), умение разбираться в людях (9 %). Испытуемыми отмечаются такие изменения в аффективно-волевой сфере, как коммуникабельность (20 %), более терпимое отношение к людям (14 %).
Исследование практических способов саморазвития показало, что подавляющее большинство опрошенных студентов в процессе саморазвития используют такие гностические способы саморазвития, как чтение научной и художественной литературы (92 %), просмотр научно- популярных фильмов (21 %), что помогает им получать новые знания, расширять кругозор, развиваться духовно. Четверть опрошенных отмечают такой важный способ саморазвития, как общение с окружающими людьми, что позволяет развивать практические навыки взаимодействия, необходимые в жизни и в будущей профессии. Среди конативных способов саморазвития выделяются занятия спортом (16 %), контроль собственных эмоций (10 %) и самоанализ (9 %), которые позволяют им развиваться на основе саморегуляции своего поведения. По результатам исследования уровня саморазвития с помощью опросника «Способность к саморазвитию» И.В, Зверевой было выявлено, что средний показатель саморазвития у студентов всей выборки составляет 3 5 баллов, что соответствует неопределенному уровню, т. е. у большинства студентов не выработалась упорядоченная система саморазвития.
Исследование готовности к самопознанию и саморазвитию по тесту «Готовность к самопознанию и саморазвитию» Т.М. Шамовой показало, что средний уровень готовности к самопознанию составляет 4,9, а готовности к саморазвитию - 4,5. Полученные данные говорят о том, что готовность к самопознанию в среднем выражена выше, чем готовность к саморазвитию, и в целом для всей выборки данные показатели свидетельствуют о высоком уровнем сформированно сти мотивационной готовности к самопознанию и саморазвитию.
Изучение рефлексивных составляющих саморазвития с помощью опросника А.В. Карпова показало, что средний уровень сформированности рефлексии как личностного и профессионального свойства студентов-психологов составляет 4,7, что в целом по выборке ниже средней нормы. Это означает, что у большинства испытуемых уровень самоосознания выражен недостаточно, что может препятствовать процессам личностного самопознания и саморазвития.
Исследование такой мотивационно-смысловой составляющей саморазвития, как общий уровень осмысленности жизни с помощью теста смысложизненных ориентаций Д.А. Леонтьева показало, что в среднем по выборке у студентов он составляет 103 балла. Это является средним показателем для юношей и выше среднего для девушек. Данные результаты свидетельствуют о том, что в целом испытуемые воспринимают свою жизнь как осмысленную и эмоционально насыщенную и испытывают удовлетворенность процессом и результатом. Выявленные средние показатели уровня самоактуализации с помощью опросника А. Шострома составили 39,4, что соответствует среднему уровню выраженности данного свойства в целом по выборке испытуемых
Для выявления взаимосвязей выявленных структурных компонентов личностного и профессионального саморазвития и определения факторов, влияющих на процесс саморазвития, нами использовался корреляционный и факторный анализ. Выявлены прямые статистически значимые (при р < 0,01) взаимосвязи саморазвития и уровня саморазвития (г=0,62), а также (при р<0,05) готовности к саморазвитию (г=0,337). Данные взаимосвязи можно объединить в единый мотивационно-смысловой блок саморазвития, в котором уровень саморазвития определяется мотивационной готовностью к нему и осуществляется на основе имеющихся ценностей личностного и профессионального саморазвития. Готовность к саморазвитию значимо связана с самоэффективностью (г=0,441) и рефлексией (г=0,39).
По результатам факторного анализа выделено три фактора. В первый фактор, получивший название «Мотивационная готовность к саморазвитию», с наибольшим факторным весом и дисперсией 27,7 % вошли такие показатели, как готовность к саморазвитию (0,914), саморегуляция (0,840), самоотношение (0,832), самоэффективность (0,769). Готовность к саморазвитию имеет максимальный факторный вес. Вокруг него объединяются такие действенно-практические компоненты, как саморегуляция, самоэффективность. Полученные взаимосвязи можно объяснить тем, что готовность к саморазвитию определяется наличием развитой системы саморегуляции, которая ориентирует их на саморазвитие своих личностных и профессиональных качеств. Поскольку в состав данного фактора с большим весом вошел показатель самоотношения, можно сделать вывод о том, что уровень самоотношения определяет мотивационную готовность к саморазвитию, направленность на самосовершенствование.
Во второй фактор, определяемый нами как «Уровень саморазвития» с дисперсией 21,8 %, вошли следующие переменные: саморазвитие (0,885), ценность саморазвития (0,782), готовность к самопознанию (0,505), самоэффективность (0,453). Полученные результаты можно объяснить тем, что к активному личностно-профессиональному саморазвитию склонны лица, рассматривающие его как важную жизненную ценность, готовые к самопознанию и уверенные в собственной эффективности.
В четвертый фактор с дисперсией 13,7 %, определяемый как «Рефлексивный компонент саморазвития», вошли такие параметры, как рефлексия (0,960), готовность к самопознанию (0,567), ценность саморазвития (0,468), саморегуляция (0,425). Рефлексия в данном факторе имеет максимальный факторный вес и объединяет вокруг себя мотивационную готовность к самопознанию, осознание ценности саморазвития и саморегуляцию. Взаимосвязь рефлексии и готовности к самопознанию наиболее очевидна, поскольку данные показатели входят в единый рефлексивный блок саморазвития, определяя такие его когнитивные компоненты, как самопознание и самосознание. Также в рефлексивный блок входят ценности саморазвития, поскольку их осознание формирует у будущих специалистов мотивационную готовность к самопознанию и самосовершенствованию
На основании проведенного исследования особенностей личностного саморазвития на этапе профессионального обучения можно сделать следующие выводы. Личностное саморазвитие представляет собой целостную саморазвивающуюся систему, основанную на деятельностном преобразовании личностью себя, порождаемую потребностями в самоизменении и личностном росте.
В структуре личностного саморазвития у будущих специалистов главное место занимает мотивационно-смысловой компонент, определяющий готовность к саморазвитию, его ценность и непосредственно влияющий на уровень саморазвития. Мотивационная готовность к саморазвитию взаимосвязана с развитой системой саморегуляции, которая способствует актуализации действенно-практических механизмов саморазвития личностных и профессиональных качеств. В структуру личностно-профессиональнош саморазвития будущих специалистов входит также рефлексивный компонент, определяющий стремление к самопознанию, уровень рефлексии, ценность саморазвития и осознанную саморегуляцию своего поведения.
Таким образом, на этапе профессионального обучения саморазвитие личности детерминируется потребностями в профессиональном и личностном самосовершенствовании, самопознании и самоактуализации.
!! Библиографический список
# Фрейд 3. Анализ человеческого «Я». «Я» и «Оно». М.: Наука, 1990.
# Франкл В. Человек в поисках смысла. М.: Прогресс, 1990.
# Штерн В. Дифференциальная психология и её методические основы. М.: Наука, 1998.
# Выготский Л. С. Педагогическая психология. М.: Педагогика-Пресс, 1996.
# Слободчиков В.И. Психология человека: Введение в психологию субъективности. М.: Школа-Пресс, 1995.
# Суворов А. В. Человечность как фактор саморазвития личности: автореф. дис. ... д-ра психол. наук. М.. 1996.
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Tihomirov/От психологии компьютеризации.html]]
!! Цитирование
```
Войскунский А.Е. От психологии компьютеризации к психологии Интернета// Вестник Московского университета.Серия 14.Психология.- 2008.- №2 -с.140-153.
```
!! Ссылки
*[ext[ссылка |05\20170529\Voiskunski\ot-psihologii-kompyuterizatsii-k-psihologii-interneta.pdf]]
*[ext[ссылка интернет|http://msupsyj.ru/articles/detail.php?article=5533]]
```
* Клочко В. Е. От слова к мысли: становление сознания в онтогенезе и этапы когнитивного развития / В. Е. Клочко // Мир психологии. 2014. № 2. С. 134-148. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000489073
```
!Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/От слова к мысли становление сознания в онтогенезе и этапы когнитивного развития.pdf]]
! Выдержки
Итак, слово (в форме значения) является основанием для формирования
предметного мира ребенка. А. Н. Леонтьев первый обратил внимание на то, что
животные живут в четырехмерном мире (трехмерное пространство и время).
«Возвращаясь к человеку, к сознанию человека, я должен ввести еще одно понятие — понятие о пятом квазиизмерении, в котором открывается человеку объективный мир. Это — “смысловое поле”, система значений» [13. С. 5].
На этапе становления предметного сознания слово выполняет две функции. С одной стороны, оно выступает в форме значения, участвующего в
«превращении ощущения в вещи». С другой стороны, оно становится элементом транскоммуникации — такой коммуникации ребенка с миром культуры, опосредованной другим человеком (матерью чаще всего), в которой формируется жизненный мир ребенка, пока еще предметный, как и его сознание. Без такого общения у ребенка нет шанса стать полноценным человеком
Минимум четыре фактора должны совпасть для того, чтобы граница
между человеком и миром сместилась от органа чувств на предмет и возник-
ли феномены предметного мира и предметного сознания. Во-первых, собст-
венные движения ребенка, посредством которых идет освоение жизненного
пространства и приходит ощущение того, что вокруг есть «нечто». Во-вто-
рых, нормальные органы чувств, каналы связи с внешним миром, пусть пока
и переполненные информацией, рождающей какофонию ощущений, иду-
щих от этого «нечто». Первое и второе вместе могут означать сенсорно-мо-
торный уровень предметного сознания. В-третьих, это взрослый, указываю-
щий своим жестом на что-то определенное из всего объема этого «нечто».
В-четвертых, это слово, взятое из культуры, которым взрослый обозначает
предмет, локализуя на нем совокупность идущих от него ощущений. Что бу-
дет, если эти условия окажутся невыполненными, особенно если отсутствует
медиатор, посредник между культурой и ребенком?
Госпитализмом обычно называют болезнь, возникающую при отсутствии
контактов ребенка со взрослым или снижении интенсивности общения между
ними. Можно полагать, что госпитализм на самом деле есть отсутствие двух по-
следних факторов из приведенных выше. Это не болезнь, вызванная дефици-
том общения ребенка со взрослым, недостатком «человеческого тепла» и т. д.
Это нарушение транскоммуникации, лишающее ребенка, родившегося нормальным, стать человеком. Зарождающийся «дух» не может покинуть пределы
тела, остается в нем и умирает, в результате чего остается человек, не имеющий
продолжения в мир, и «мир», не ставший миром человека
Кризис трех лет возникает как противоречие между сложившимся за три
года образом жизни, заключающимся в выполнении действий, регламенти-
руемых взрослыми, и появившимся «Я», которое требует определенной неза-
висимости от них, но еще не способно на самостоятельность. Переход созна-
ния от предметного к смысловому (осмысленному иди осмысляющему) де-
терминирован тем, что предметный мир ребенка еще не переживается им как
реальность, т. е. в своей отнесенности к «Я», а значит, и не может обеспечить
ту степень суверенности, на которую «Я» уже претендует. Чувство реальности
имеет смысловую природу. Общение ребенка со взрослым снова перестраива-
ется: Л. С. Выготский отмечает, что уже первые вопросы ребенка никогда
не являются вопросами о названии предметов, это всегда вопросы о смысле
предметов.
Прежде чем проявиться в аффективно-смысловой форме, смысл сущест-
вует в культуре в своей идеальной форме (В. П. Зинченко). Выход к культуре
через взрослого — это не просто ознакомление ребенка с ней, не просто
трансляция человеческого опыта. Культура трансформируется в многомер-
ный мир личности.
Таким образом, становление смыслового измерения пространства жиз-
ни добавляет еще одно измерение. Однако @@color:red;шестимерный мир ребенка@@ —
это не @@color:red;семимерный мир взрослого@@, к которому адаптируется ребенок.
На стадии становления осмысленности слово и речевая деятельность вновь
меняют свою форму. Возникает аутокоммуникация — свойственный человеку
как представителю высшей формы жизни процесс коммуникации, идущий
внутри человека и представляющий особую форму взаимодействия человека
с самим собой. Ни одно из научных направлений не обошло своим вниманием эту форму общения, называя ее внутриличностной коммуникацией, интрасубъектной, интрапсихической, автокоммуникацией и т. д. Л. С. Выготский [2] в свое время отметил, что если человек перестает речевым способом
обращаться с самим собой, то при этом проявляется «другая сторона» — распадаются внешние, интерпсихологические отношения.
По мнению автора, аутокоммуникация человека (в ее речевой форме) активизируется предметами и явлениями, попадающими в сознание в силу
того, что они имеют для него субъективную значимость, но при этом эмоциональная форма, в которой существуют смыслы и ценности предметов и явлений, подталкивает человека к внутреннему диалогу, направленному на
«осмысление смысла», — осмысленность человеческого сознания возникает
«через слово и понятие» (Л. С. Выготский).
Итак, мы конспективно набросали проект того, каким образом структу-
рируется многомерное пространство жизни, образуя качественно различные
формы сознания. Мне уже не раз приходилось высказывать убеждение в том,
что психологам так или иначе придется легитимировать понятие духа, по-
скольку именно дух является полномочным представителем целостного че-
ловека в окружающем его мире. Он превращает безличную, индифферент-
ную, в себе и для себя существующую «окружающую среду» в многомерное
одушевленное пространство жизни, в котором человек может действовать
осознанно и ответственно, т. е. с пониманием смысла и ценности своих дей-
ствий.
!! Цитирование
```
Меськов В. С., Куликова И. В., Мамченко А. А. Открытый контент как феномен и модель обустройства обществ, базирующихся на знаниях // Открытое образование. 2006. №5. URL: http://cyberleninka.ru/article/n/otkrytyy-kontent-kak-fenomen-i-model-obustroystva-obschestv-baziruyuschihsya-na-znaniyah (дата обращения: 20.10.2017).
```
```
Меськов В. С., Куликова И. В., Мамченко А. А. Открытый контент как феномен и модель обустройства обществ, базирующихся на знаниях // Открытое образование. 2006. №5. С.71-83
```
!! Ссылки
*[ext[Интернет КиберЛенинка |https://cyberleninka.ru/article/n/otkrytyy-kontent-kak-fenomen-i-model-obustroystva-obschestv-baziruyuschihsya-na-znaniyah]]
!! Выдержки
*[[Текст Открытый контент как феномен и модель обустройства обществ, базирующихся на знаниях]]
!! Цитирование
```
Меськов В.С., Куликова И.В., Мамченко А.А. Открытый контент: методология приумножения общественного достояния в обществе знания // ЮНЕСКО между двумя этапами Всемирного саммита по информационному обществу: Труды международной конференции (Санкт-Петербург, Россия, 17–19 мая 2005 г.). М.: ИРИО, 2005 (на рус. и англ. яз.).
```
!! Ссылка
*[ext[TRab |file:///D:/TRab/2017/10/20171007/unpan047051.pdf]]
*[ext[BI |file:///D:/BI/5-901907-13-2.pdf]] '' Весь сборник''
*[ext[Интернет |http://unpan1.un.org/intradoc/groups/public/documents/un-dpadm/unpan047051.pdf]]
!!! вариант html
*[ext[Интернет 2 |http://www.situation.ru/app/j_art_937.htm]]
!! Выдержки
Между тем сообщество пользователей глобальной сети Интернет, являясь открытой самоорганизующейся системой, создает новые способы и методы общественной кооперации и объединения интеллектуальных ресурсов для решения насущных задач в фундаментальных и прикладных исследованиях, в образовании, культуре, а также в сфере управления общественными отношениями. Таким образом, уже сегодня решается задача построения общества знания на основе и при помощи информационно-компьютерных технологий.
Одним из многообещающих социотехнических методов построения общества знания является метод “открытого контента” (Open Content в англоязычных странах) – стихийно возникшее в развитых странах движение за коллективное создание и распространение интеллектуальных продуктов (знаний, информации, идей). Движение существует в виртуальной среде в виде открытых проектов: электронных энциклопедий и библиотек, веб-журналов, открытых книг и сетевой литературы, банков идей и открытых научных публикаций, дискуссионных форумов и форумов личного опыта, открытых образовательных и коммуникативных сред. Участники проектов создают цифровой продукт, используя современные цифровые и социальные технологии, опирающиеся на принципы кооперации и самоорганизации, свободного участия, и представление об информации и знаниях как об общественном достоянии.
Таким образом, феномен открытого контента представляет собой:
* методологию производства продуктов в интеллектуальной сфере;
* сами эти продукты (статьи, образы, аудиофайлы, образы, видео, книги, обучающие пособия), публикующиеся в открытом доступе и в формате, который однозначно разрешает копирование и/или дальнейшую модификацию и распространение информации;
* идеологию (ценности, цели и нормы), объединяющую участников проектов, задействующих (1) и (2).
Сам термин “oткрытый контент” впервые появился в конце 1970-х годов в связи с распространением идеологии открытого программного кода на цифровые продукты, которое сопровождалось созданием специальных общественных лицензий (Open Public Licenses), разрешающих использование продуктов на определенных условиях (в противовес запретительной парадигме классического авторского права).
!! Цитирование
!! Ссылки
*[ext[Интернет |http://ito.edu.ru/2005/Moscow/III/1/III-1-5964.html]]
!! Статья
ИТО-2005 / Секция III / Подсекция 1 : устное выступление и публикация
ОТКРЫТЫЙ КОНТЕНТ: МЕТОДОЛОГИЯ СОЦИОКОММУНИКАЦИИ ДЛЯ ВИРТУАЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ СРЕД В ОБЩЕСТВЕ ЗНАНИЯ
Мамченко Анна Александровна, Меськов Валерий Сергеевич
Центр по проблемам гуманитарного образования при РГГУ, Институт ЮНЕСКО по информационным технологиям в образовании
Открытый контент – это стихийно возникший в виртуальной среде интернет институт коммуникации, способствующий порождению новых форм социальной коммуникации, основанной на сотворчестве индивидов, приверженных идее свободного обмена информацией и знаниями. Методы и проекты Open Content – инструмент трансформации и организации образовательной среды для общества знания согласно принципам ЮНЕСКО
Открытый контент – это стихийно возникший в виртуальной среде интернет новый институт коммуникации и распространения знаний. Идеология открытого контента предполагает сотрудничество в рамках конкретных проектов, основанное на идеях свободного обмена информацией.
Методология Open Content практически выражает мировоззрение, настаивающее на партнерском, субъектном восприятии мира и другого человека. Она основана на базовых потребностях людей во взаимодействии друг с другом, сотрудничестве, сотворчестве и саморазвитии, и вытекающих из этих потребностей универсальных этических принципах коммуникации: свободное участие, равенство всех точек зрения, достижение согласия путем аргументированного дискурса.
Таким образом, социальные мотивации, осуществляемые не в принудительном порядке, а на основе свободной воли и выбора индивида, оказываются более значимыми для человека общества знания, чем соображения личной выгоды или самоутверждения путем соперничества с другими. Процесс работы над проектом является не только творческим и совместным, но и обучающим, и познавательным, и социализирующим, и личностно значимым. Таким образом, участие в проектах, опирающихся на подходы и методологию «открытого контента», есть одновременно и деятельность, и коммуникация, и способ производства, и форма общественной жизни.
Методология Open Content порождает такие сетевые производственные и коммуникационные структуры и сообщества, которые достигают высокой степени эффективности в отсутствие иерархических вертикалей управления, даже в форме института экспертов. Эффективность достигается за счет неограниченно расширяемого числа участников проектов. Такие структуры являются открытыми, саморазвивающимися и самоуправляемыми виртуальными сообществами со свободным членством. Они производят не рыночный товар, а commons – общественные блага, или общественное достояние, к которому относятся научные результаты, продукты творческого труда, культурные ценности и, конечно, знания.
Требование массового развития творческих способностей и самостоятельности мышления, необходимых для информационного общества, заставляет пересмотреть роль образования в современном мире. Образование становится не столько транслятором накопленных веками знаний, сколько проводником к личной субъективности обучающегося. Критерии качества образования коренным образом меняются, сдвигаясь от обучения к воспитанию. Вместо суммы знаний на первый план выступают способность к самообучению и креативной коммуникации, построение мотивационных структур личности, принятие норм этики планетарной ответственности. Таким образом, должно оценивать степень образованности личности через сложную систему взамодействующих уровней развития компетенций, где компетенции этики ответственности, общественно значимой коммуникации были бы ведущими по отношению к узкопрофессиональным. Система образования должна стать катализатором саморазвития каждой отдельной личности, средой формирования и осуществления индивидуальной образовательной траектории обучающегося.
Для реализации этих задач образовательная сфера должна быть радикальным образом трансформирована. Построение образовательной информационной инфраструктуры, способной порождать для каждого учащегося индивидуальную образовательную среду – виртуальный кокон - одно из важнейших условий данной трансформации. Такая индивидуальная образовательная оболочка будет сопровождать обучающегося на всем пути познания в течение всей жизни. Обладая данными об индивидуальности и способностью масштабирования, подобные среды предоставляют обучающемуся ту глубину знания, к которой он готов, а также возможности для «добывания» навыков и знаний в ходе постановки и решения реальных исследовательских задач.
Методы и проекты Open Content являются инструментом трансформации и организации образовательной среды согласно принципам ЮНЕСКО для общества знания.
* [[Социальные взаимодействия и сетевое обучение]]
* [[Сетевые сообщества и обучение]]
Педагогика. Учебное пособие для студентов педагогических вузов и педагогических колледжей / Под ред. П.И. Пидкасистого. - М: Педагогическое общество России, 1998. - 640 с.
[ext[2.3. логика педагогического исследования|http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/12-23nbspnbspnbspnbsp-logika-pedagogicheskogo-issledovaniya.html]]
[ext[содержание |http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/1-13nbspnbspnbspnbsp-vvedenie.html]]
[ext[5.3. задачи и функции дидактики, ее понятийный состав|http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/29-53nbspnbspnbspnbsp-zadachi-i-funkcii-didaktiki-ee-poshyatijnyj-sostav.html]]
Какими же категориями и понятиями оперирует общая дидактика?
В понятиях, которыми пользуется каждая наука, отражаются накопленные человеческим обществом знания. Все научные понятия делятся на две основные группы: философские и частнонаучные, т.е. специфические для данной науки. Кроме того, появилась необходимость выделения особой группы понятий — общенаучных. Дидактика пользуется понятиями, принадлежащими всем этим группам.
[[Педагогика Пидкасистый_1]]
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Философские категории, отражающие наиболее общие черты и связи, стороны и свойства действительности, помогают понять и отобразить закономерности и тенденции развития самой дидактики и той части действительности, которую она изучает. Нельзя, например, рассуждать о теории обучения, не пользуясь словами "сущность" и "явление". Как и во всех частных науках, их применение в исследовательской работе реализует методологическую функцию философии. К числу таких категорий относятся: "связь", "общее и единичное", "противоречие", "причина и следствие", "возможность и действительность", "качество и количество", "бытие", "сознание", "практика" и др.
Дидактика как одна из педагогических научных дисциплин пользуется общими понятиями педагогики: "педагогика", "воспитание", "педагогическая деятельность", "педагогическая действительность" и т.д.
Кроме того, имеется группа специфических понятий дидактики. К ним относятся: "преподавание и учение", "учебный предмет", "учебный материал", "учебная ситуация", "метод обучения", "прием обучения", "учитель", "ученик", "урок" и др. Все эти понятия находятся во взаимосвязи, они подвижны и гибки, как те явления действительности, которые в них отражаются. Их содержание обогащается по мере развития науки.
Известно, что в современной науке наряду с дифференциацией наук усилились и интеграционные процессы. Процесс сближения наук, применение комплексного подхода вызвали появление понятий, общих для многих частных наук, но отличающихся от философских категорий. Широко применяются такие понятия и в дидактике, одной из функций которой является объединение усилий разных научных дисциплин в научном обосновании обучения. Вряд ли можно в наше время, проводя фундаментальное дидактическое исследование, обойтись без таких общенаучных понятий, как "система", структура", "функция", "элемент", "оптимальность", "состояние", "организация", "формализация" и др.
Наконец, в дидактических исследованиях можно выделить и понятия, заимствованные у смежных наук: психологии ("восприятие", "усвоение", "умственное развитие", "запоминание", "умения", "навыки"), кибернетики ("обратная связь", "динамическая система").
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Это не значит, что понятия, которыми пользуется дидактика, представляют собой неупорядоченную совокуп-ность.Они выстраиваются в определенной системе. Специфические основные понятия (категории) дидактики отражают сущность и специфику ее предмета. С этой точки зрения дидактическими категориями являются "преподавание" и "учение", взятые в их единстве. Что касается понятий, заимствованных у смежных наук, они отражают отдельно взятые явления обучения. Описание этих явлений дает дидактике материал для теоретического осмысления в ее собственном предмете и понятиях. Если бы мы исключили из арсенала дидактики общенаучные понятия или понятия смежных наук как чуждые ей, у нас остался бы весьма бедный набор средств для отображения педагогической действительности. В то же время неправильно было бы подменять собственно дидактические понятия другими. Это привело бы к "размыванию" педагогической теории обучения, что означало бы шаг назад в ее развитии.
Вопрос о понятийном составе дидактики тесно связан с вопросом о языке изложения хода и результатов исследований и о научной терминологии. Любая развитая наука имеет определенный запас достоверных, всесторонне проверенных знаний, находящих свое выражение в однозначно понимаемых терминах. Это позволяет каждому следующему исследователю получать новые знания, опираясь на старые, не начинать каждый раз все сначала. Исследователь не имеет права без специального всестороннего обоснования менять значение термина, отвергать общепринятые утверждения.
На развитие дидактики влияют многие факторы. Особенно сильно воздействие других научных дисциплин, изучающих те или иные стороны обучения и образования в целом. Иногда в тот или иной термин вкладывается иной, заимствованный из обыденной практики, ненаучный смысл. Поэтому строгой упорядоченности в ее понятийном составе пока еще нет. В разных дидактических трудах можно встретить употребление одного и того же термина в разных значениях. Например, деятельность учителя называют то преподаванием, то обучением. Говорят и об "обучении как особой форме познания", хотя на самом деле имеется в виду учение, то есть познавательная деятельность лишь одного из участников процесса обучения —
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ученика. Ничего хорошего в этом нет. Неточность в
употреблении понятий и терминов приводит к запутанности, неясности изложения. Выработка строгой и однозначной терминологии — это непреложное требование научной методологии. Это позволит как анализировать процесс обучения по отдельным его элементам, так и рассматривать в целом, как систему, в которой элементы связаны в единую структуру, где каждый из них выполняет определенную функцию. На основе упорядоченной понятийной системы, с учетом специфики дидактики, можно проникать в сущность дидактических концепций прошлого и настоящего, проектировать процесс обучения с определенными характеристиками.
В отличие от таких наук, как математика, физика или логика, педагогика пользуется в основном общеупотребительными словами. Но, попадая в обиход науки, слова естественного языка должны приобрести неотъемлемое качество научного термина — однозначность, позволяющую достичь единого понимания их всеми учеными данной отрасли. Когда слово общеупотребительной лексики становится научным термином, оно несет на себе отпечаток огромного научного труда. Поэтому нельзя понимать справедливый протест против искусственно культивируемой иногда "наукообразности" в изложении как призыв к отказу от научной терминологии.
В работе [пидкасистый ] отмечается что дидактика пользуется научными понятиями, принадлежащими к трем группам: группе философских понятий; групппе общенаучных понятий и группе частнонаучных. понятий.
В группу философских понятий входят: сущность, явление, связь, общее и единичное, противоречие, причина и следствие, возможность и действительность, качество и количество, бытие, сознание, практика и т.д.
В группу общенаучных понятий входят: система, структура, функция, элемент, оптимальность, состояние, организация, формализация и т.д.
Следует отметить что дидактика использует терминологию смежных и родственных дисциплин - психологии и педагогики.
Так из психологии дидактика позаимствовала понятия: восприятие, усвоение, умственное развитие, запоминание, умения, навыки из педагогики
Из области педагогики понятия: педагогика, воспитание, педагогическая деятельность, педагогическая действительность и т.д.
Кроме того, имеется группа специфических понятий дидактики. К ним относятся: преподавание и учение, учебный предмет, учебный материал, дидактический материал, учебная ситуация, метод обучения, прием обучения, учитель, ученик, урок и др
!! Цитирование
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Мещеряков Д.В., Белошицкий А.В. Педагогические условия реализации дидактических средств, функционирующих на базе ИКТ в информационно-образовательной среде военного вуза // Психолого-педагогический журнал Гаудеамус. 2017. Т. 16. № 2. С. 69-73.
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171020/el_29245848.pdf]]
*[ext[BI |file:///D:/BI/S/el_29245848.pdf]]
*[ext[Интернет |https://elibrary.ru/item.asp?id=29245848]]
!! [[текст Педагогические условия реализации дидактических средств]]
Педагогический словарь: учеб. пособие для студ. высш. учеб. заведений / [В.И.Загвязинский, А.Ф.Закирова, Т.А. Строкова и др.] ; под ред. В.И.Загвязинского, А.Ф.Закировой. — М. : Издательский центр «Академия» , 2008. — 352 с.
ISBN 978-5-7695-4652-5
*[ext[Интернет |https://prirodaimy.ru/data/documents/zagvyazinskiy_v_i_zakirova_a_f_pedagogicheskiy_slovar.pdf]]
Жан Пиаже
*[[Психология интеллекта Ж.Пиаже]]
*[[Педагогика |Педагогика Пидкасистый]]
---
*[[Пидкасистый работа]]
ПЕДАГОГИКА. Учебное пособие для студентов педагогических вузов и педагогических колледжей / Под ред. П.И. Пидкасистого. - М.: Педагогическое общество России, 1998. - 640 с.
[ext[ начало|http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/1-3nbspnbspnbspnbsp-vvedenie.html]]
[ext[ логика педагогического исследования|http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/12-23nbspnbspnbspnbsp-logika-pedagogicheskogo-issledovaniya.html]]
!!! 5.3. задачи и функции дидактики, ее понятийный состав
[ext[ 5.3.|http://uchebnik-online.net/book/470-pedagogika-uchebnoe-posobie-pidkasistyj-pi/29-53nbspnbspnbspnbsp-zadachi-i-funkcii-didaktiki-ee-poshyatijnyj-sostav.html]] стр 109-113
Какими же категориями и понятиями оперирует общая дидактика?
В понятиях, которыми пользуется каждая наука, отражаются накопленные человеческим обществом знания. Все научные понятия делятся на две основные группы: философские и частнонаучные, т.е. специфические для данной науки. Кроме того, появилась необходимость выделения особой группы понятий — общенаучных. Дидактика пользуется понятиями, принадлежащими всем этим группам.
110
Философские категории, отражающие наиболее общие черты и связи, стороны и свойства действительности, помогают понять и отобразить закономерности и тенденции развития самой дидактики и той части действительности, которую она изучает. Нельзя, например, рассуждать о теории обучения, не пользуясь словами "сущность" и "явление". Как и во всех частных науках, их применение в исследовательской работе реализует методологическую функцию философии. К числу таких категорий относятся: "связь", "общее и единичное", "противоречие", "причина и следствие", "возможность и действительность", "качество и количество", "бытие", "сознание", "практика" и др.
Дидактика как одна из педагогических научных дисциплин пользуется общими понятиями педагогики: "педагогика", "воспитание", "педагогическая деятельность", "педагогическая действительность" и т.д.
Кроме того, имеется группа специфических понятий дидактики. К ним относятся: "преподавание и учение", "учебный предмет", "учебный материал", "учебная ситуация", "метод обучения", "прием обучения", "учитель", "ученик", "урок" и др. Все эти понятия находятся во взаимосвязи, они подвижны и гибки, как те явления действительности, которые в них отражаются. Их содержание обогащается по мере развития науки.
Известно, что в современной науке наряду с дифференциацией наук усилились и интеграционные процессы. Процесс сближения наук, применение комплексного подхода вызвали появление понятий, общих для многих частных наук, но отличающихся от философских категорий. Широко применяются такие понятия и в дидактике, одной из функций которой является объединение усилий разных научных дисциплин в научном обосновании обучения. Вряд ли можно в наше время, проводя фундаментальное дидактическое исследование, обойтись без таких общенаучных понятий, как "система", структура", "функция", "элемент", "оптимальность", "состояние", "организация", "формализация" и др.
Наконец, в дидактических исследованиях можно выделить и понятия, заимствованные у смежных наук: психологии ("восприятие", "усвоение", "умственное развитие", "запоминание", "умения", "навыки"), кибернетики ("обратная связь", "динамическая система").
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Это не значит, что понятия, которыми пользуется дидактика, представляют собой неупорядоченную совокуп-ность.Они выстраиваются в определенной системе. Специфические основные понятия (категории) дидактики отражают сущность и специфику ее предмета. С этой точки зрения дидактическими категориями являются "преподавание" и "учение", взятые в их единстве. Что касается понятий, заимствованных у смежных наук, они отражают отдельно взятые явления обучения. Описание этих явлений дает дидактике материал для теоретического осмысления в ее собственном предмете и понятиях. Если бы мы исключили из арсенала дидактики общенаучные понятия или понятия смежных наук как чуждые ей, у нас остался бы весьма бедный набор средств для отображения педагогической действительности. В то же время неправильно было бы подменять собственно дидактические понятия другими. Это привело бы к "размыванию" педагогической теории обучения, что означало бы шаг назад в ее развитии.
Вопрос о понятийном составе дидактики тесно связан с вопросом о языке изложения хода и результатов исследований и о научной терминологии. Любая развитая наука имеет определенный запас достоверных, всесторонне проверенных знаний, находящих свое выражение в однозначно понимаемых терминах. Это позволяет каждому следующему исследователю получать новые знания, опираясь на старые, не начинать каждый раз все сначала. Исследователь не имеет права без специального всестороннего обоснования менять значение термина, отвергать общепринятые утверждения.
На развитие дидактики влияют многие факторы. Особенно сильно воздействие других научных дисциплин, изучающих те или иные стороны обучения и образования в целом. Иногда в тот или иной термин вкладывается иной, заимствованный из обыденной практики, ненаучный смысл. Поэтому строгой упорядоченности в ее понятийном составе пока еще нет. В разных дидактических трудах можно встретить употребление одного и того же термина в разных значениях. Например, деятельность учителя называют то преподаванием, то обучением. Говорят и об "обучении как особой форме познания", хотя на самом деле имеется в виду учение, то есть познавательная деятельность лишь одного из участников процесса обучения —
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ученика. Ничего хорошего в этом нет. Неточность в
употреблении понятий и терминов приводит к запутанности, неясности изложения. Выработка строгой и однозначной терминологии — это непреложное требование научной методологии. Это позволит как анализировать процесс обучения по отдельным его элементам, так и рассматривать в целом, как систему, в которой элементы связаны в единую структуру, где каждый из них выполняет определенную функцию. На основе упорядоченной понятийной системы, с учетом специфики дидактики, можно проникать в сущность дидактических концепций прошлого и настоящего, проектировать процесс обучения с определенными характеристиками.
В отличие от таких наук, как математика, физика или логика, педагогика пользуется в основном общеупотребительными словами. Но, попадая в обиход науки, слова естественного языка должны приобрести неотъемлемое качество научного термина — однозначность, позволяющую достичь единого понимания их всеми учеными данной отрасли. Когда слово общеупотребительной лексики становится научным термином, оно несет на себе отпечаток огромного научного труда. Поэтому нельзя понимать справедливый протест против искусственно культивируемой иногда "наукообразности" в изложении как призыв к отказу от научной терминологии.
!! Цитирование
Понятийный аппарат педагогики и образования [Текст] : коллективная монография / отв. ред. Е.В. Ткаченко, М.А. Галагузова ; Уральский государственный педагогический университет. Вып. 9. Екатеринбург, 2016. 484 с
!!!! источник
Понятийный аппарат педагогики и образования [Текст] : коллективная монография / отв. ред. Е.В. Ткаченко, М.А. Галагузова ; Уральский государственный педагогический университет. – Вып. 9. – Екатеринбург, 2016. – 484 с
!! ссылки
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/monografiy_papo.pdf]]
**[[О толковании актуальных понятий «образовательное пространство» и «образовательная среда»]]
Попов Виталий Владимирович
доктор философских наук, профессор, член-корреспондент РАЕ
Щеглов Борис Сергеевич
доктор философских наук, профессор
* [[Теория рациональности]]
* [[Особенности подхода к рациональности в информационном обществе]] Для нас не актуальна
* [[Постнеклассическая рациональность как формирование новой философской парадигмы.]]
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АКТУАЛЬНЫЕ ПРОБЛЕМЫ ИССЛЕДОВАНИЯ СОЦИАЛЬНО АКТИВНОЙ МОЛОДЕЖИ: ТВОРЧЕСКОЕ ОТНОШЕНИЕ К ЖИЗНЕДЕЯТЕЛЬНОСТИ
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Актуальные направления научных исследований: от теории к практике. 2015. № 1 (3). С. 203-204. 0
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ФОРМИРОВАНИЕ МОТИВАЦИИ К ЗАНЯТИЯМ ФИЗИЧЕСКОЙ КУЛЬТУРОЙ И СПОРТОМ
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Кастальский О.О.
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Khimich I.J.
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Морозова И.С.
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Горячев В.В.
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Добина Н.И.
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Бабаков А.И.
Теория и практика физической культуры. 2012. № 8. С. 54-58. 2
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Омский научный вестник. 2010. № 3 (88). С. 167-172. 0
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*[[Современные подходы к повышению квалификации: рефлексивные технологии]]
!!Цитирование
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Сергеев С.В. Постклассическая методология в теории обучающих сред // Народное образование. 2011. № 8. с. 193 - 200.
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!! ссылки
[ext[ссылка |file:\\\D:\TRab\2017\06\20170615\sergeev\elibrary_16902570_98563210.pdf]]
Сергей Фёдорович Сергеев, академик РАЕН, профессор Санкт-Петербургского государственного университета, доктор психологических наук
В настоящее время в связи с научно-технологической революцией наблюдается усложнение среды жизнедеятельности человека, насыщение её новыми элементамии возможностями. Для успешной деятельности в новых условиях требуется применение более эффективных форм школьного и профессионального обучения.
* конструктивизм *аутопоэзис *радикальный конструктивизм *социальный конструктивизм *средоориентированное обучение *обучающие среды *образовательные среды *постнеклассическая рациональность *познание
Классическое кабинетное обучение испытывает кризис. Оно не способно ассимилировать новые возможности, вызванные появлением информационных технологий, позволяющих реализовать дистанционное присутствие в среде обучения, мгновенный доступ к учебной информации и интерактивный контакт с учителем.Всё это не используется в методиках
''193''
обучения отражающих, устаревшие дидактические модели и представления. Теряет традиционный смысл и классическая учебная организация, рассматриваемая как организационная структура производственного типа, интегрируемая в единое обучающее целое с помощью административных методов, конституирующая среду обучения школьного типа (совместное обучение учеников одного возраста, по специализированным учебным программам, с контролем знаний осуществляемым учителем, с учебным коллективом, со-здающим среду учебной коммуникации).
''Постклассическое средоориентированное обучение''
Попыткой выйти из методологического тупика классической материалистической трактовки образования как технологии «воспитания нового человека», рассматриваемого в качестве объекта педагогических воздействий, и решить проблему переходного периода к постиндустриальному информационному обществу (воспитать нового человека) стало использование методологии конструктивизма и постклассических представлений об обучающей среде. Автором настоящей статьи предложена теория обучающих и профессиональных иммерсивных сред, основанная на постклассических представлениях о работе сложных самоорганизующихся систем, к которым относятся человек и общество. Одно из основных положений этой теории — положение об опосредованном, интерпретативном характере отношений между субъектом и физической реальностью, которая непосредственно недоступна органам чувств человека и проявляется в форме действительности, возникающей в результате конструирующей деятельности мозга.Для определения понятий «среда», «обучающая среда» «образовательная среда» в этой теории используются конструктивистские представления, которые отражают в целом идею ограниченных возможностей человека, имеющего дело не с бесконечным разнообразием физического мира, а с его представлениями, моделями, конструктами^^1^^. Радикальный конструктивизм как философская форма синергетического мышления развит в трудах П. Ватцлавика, Э. фон Глазерсфельда, К. Дж. Джерджена, Н. Лумана, Г. Рота, С. Шмидта, Б. ван Фраасена, С.А. Цоколова и продолжает традиции скептицизма, заявляющего, что наблюдаемый мир является конструкцией человеческого мозга (Джамбатисто Вико, И. Кант). Естественнонаучные основы радикального конструктивизма, предшественниками которого явились Ж. Пиаже и Л.С. Выготский, развиты в работах, Ф. Варелы, У. Матураны, Г. Рота, Ханца фон Фёрстера,К.Х. Уодингтона, М. Эйгена. В базисе теория иммерсивных сред опирается на популярную в настоящее время на Западе биологическую теорию аутопоэзиса У. Матураны и Ф. Варелы^^2^^. В соответствии с нею, вводится новыйкласс самоорганизующихся систем, так называемых аутопоэтических систем,представляющих собой сетевой паттерн самоорганизации живой системы, в котором каждый компонент сети участвует в создании или трансформации другихкомпонентов. Таким образом, сеть непрерывно воспроизводит, создаёт саму себя. Она создаётся своими компонентами и, в свою очередь, создаёт эти компоненты. Матурана сформулировал
```
1Сергеев С.Ф. Педагогический конструктивизм:концептуальная модель. Школьные технологии. 2006.No 2. С. 48–53. Сергеев С.Ф.
Обучающая среда:концептуальный анализ. Школьные технологии. 2006.No 5. С. 29–34. Сергеев С.Ф. Конструктивизм иобучающие среды.
Философия образования. 2006. No 2(16). С. 215–222.2Матурана У. Биология познания / Язык иинтеллект. Сб. / Пер с англ. и нем. / Сост. и
вступ.ст. В.В. Петрова. М: Издательская группа Прогресс,1996. С. 95–142. Матурана У.Древо познания / У. Матурана, Ф. Варела. М.:
Прогресс-Традиция, 2001
```
194
гипотезу о том, что круговая организация нервной системы — базовая организация для всех живых систем. Такой сетевой паттерн, в котором функция каждого компонента состоит в том, чтобы помочь произвести и трансформировать другие компоненты, одновременно поддерживая общую кругообразность сети, и основная организация живого.Он постулировал, что нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. Восприятие,а в более общем смысле — познание,не представляет внешнюю реальность, а скорее определяет её через процесс круговой организации нервной системы. На основе этой предпосылки Матурана затем делает важный шаг, утверждая, что процесс круговой организации как таковой — связанный или несвязанный с нервной системой — идентичен процессу познания. Познание есть жизнь. Далее они уточняют позицию, вводя важное различие между организацией и структурой.Описание организации — это абстрактное описание взаимоотношений, оно не определяет компоненты. Авторы предполагают, что аутопоэз — это всеобщий паттерн организации, одинаковый для всех живых систем, независимо от природы их компонентов.Структура живых систем, наоборот, слагается из реальных отношений между физическими компонентами. Другими словами, структура системы представляет собой физическое воплощение её организации. Матурана и Варела подчёркивают, что организация системы не зависит от свойств её компонентов, так что данная организация может быть воплощена множеством разных способов на основе множества разных типов компонентов. Подчеркнув, что их интересует организация,а не структура, авторы продолжают далее определять аутопоэз как организацию, общую для всех живых систем. Это сеть процессов производства, в которой функция каждого компонента состоит в том, чтобы участвовать в производстве или трансформации других компонентов сети. Важная особенность живых систем заключается в том,что их аутопоэтическая организация включает создание границы, которая обозначает сферу операций сети и определяет систему как единое целое.
Принятие аутопоэтического характера процессов познания и обучения ведёт к изменению существующих взглядов научение и формирование знаний. Прежде всего, меняется содержание понятия «знание»^^3^^. Отмечается латентность знания — его недоступность прямому наблюдению и измерению. Наблюдаемое декларативное знание есть не что иное,как интерпретация наблюдателя использующего свой личный опыт и в силу этого оно представляет ценность только как элемент учебной коммуникации,а не объективный факт истории развития когнитивной системы ученика. Истинное же знание является собственностью организма и воплощено в нём в неотделимой форме. Этот вывод отрицает все формы испытания знаний принятые в педагогике, в том числе и ЕГЭ, как псевдонаучные процедуры, измеряющие что угодно, но только не знания.В этом случае в интерпретацию включаются критерии опыта наблюдателя и его понимание категории «знание». Циклические формы отношений организма с миром, в которых нельзя точно выделить точки начала и окончания процесса познания, ведут к неопределённости момента порождения знания. Мы не можем точно сказать о том, когда у нас появилось и в каком виде проявится то или иное знание (за исключением наблюдаемого в простейших формах научения таких как, например, воспроизведение материала в задачах запоминания). Причины и механизмы этих процессов нам также недоступны в целостности и определённости. Сложность процессов самоорганизации,происходящих в операционально замкнутой когнитивной системе ученика, ведёт
```
3Сергеев С.Ф. Концепт знание в парадигме конструктивизма. Вестн. С.Петерб. унта. Сер. 12. 2008. Вып. 3. С. 418–427.
```
''195''
!! Цитирование
```
Попов В.В., Щеглов Б.С. Постнеклассическая рациональность как формирование новой философской парадигмы. // Актуальные проблемы гуманитарных и естественных наук. 2012. № 2. С. 136-140.
```
!! Ссылки
*[ext[BI |file:///D:/BI/S/elibrary_17683889_92965676..pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/elibrary_17683889_92965676.pdf]]
!! Выдержки
Внутринаучные источники формирования постнеклассической методологии содержатся в самом неклассическом подходе, который акцентирует внимание на ограничениях, накладываемых средствами и методами познания, а также позицией самого исследователя. В соответствии с этим, позиция исследователя трактуется как встроенная в структуру исследуемого объекта, а учёный выступает не только как наблюдатель, но и как часть изучаемой реальности. Следовательно, стирается граница между объектом и субъектом познания – познающий субъект вместе со своим методом составляет часть объекта, что ведёт к полному разрушению представлений о существовании абсолютного наблюдателя. С этих позиций научная картина мира рассматривается не как «взгляд сверху», а как одна из возможных точек зрения, ограниченная практическим горизонтом. Если в классической философии основным методом исследования является логика, в неклассической – методология научного поиска, то в постнеклассической философии в процессе исследования учёный не столько открывает смысл, сколько конструирует его, переводя практическое понимание, изначально присущее ему как социальному деятелю, на язык своей науки. Язык используется в качестве междисциплинарного подхода, но при этом могут использоваться различные варианты понимания междисциплинарности.
''Язык описания одной области знания может использоваться для описания другой области.''
Главной парадигмой современного периода развития науки становится постнеклассическая рациональность, активно исследуемая в различных областях: философии, истории, социологии и др. Именно постнеклассическая рациональность стала сегодня предметом оживленных дискуссий в научных кругах.
Чтобы понять особенность постнеклассической
рациональности следует сравнить ее с предыдущими периодами, которые явились
источником и базовой структурой, использующейся для становления современного типа
научной рациональности.
Три стадии исторического развития науки, каждую из которых открывает глобальная научная революция, характеризуют сегодня как три исторических типа научной рациональности, сменявшие друг друга в истории техногенной цивилизации. Это – классическая рациональность (соответствующая классической науке), неклассическая рациональность (соответствующая неклассической науке) и постнеклассическая рациональность, связанная с радикальными изменениями в основаниях науки (соответствующая постнеклассической науке). Между данными этапами развития науки, существуют своеобразные «перекрытия», причём появление каждого нового типа рациональности не отбрасывало предшествующего, а только ограничивало сферу его действия, определяя его применимость лишь к определённым типам проблем и задач [1]
Классический тип научной рациональности центральное внимание отдает
объекту и стремиться при теоретическом описании и объяснении элиминировать всё, что
относится к субъекту, а также средствам и операциям его деятельности и этот процесс
определяется как необходимое условие получение объективно-истинного знания о мире.
Неклассический тип научной рациональности учитывает связи между знаниями об объекте и характером средств и операций деятельности. Экспликация этих связей рассматривается в качестве условий объективно- истинного описания мира. Однако, по-прежнему, не являются предметом научной рефлексии связь между внутринаучными и социальными ценностями и целями, хотя имплицитно они определяют характер знаний (определяют, что именно и каким способом мы выделяем и осмысливаем в мире).
Становление постнеклассической науки не привело к уничтожению всех прежних представлений и познавательных установок классического и неклассического исследования. Напротив, учитывая предыдущее знание, постнеклассический тип рациональности расширил поле рефлексии над деятельностью, эксплицировал связь научных целей с вненаучными, социальными ценностями и целями, что особенно продуктивно проявлялось, когда современная наука в центр своих исследований поставила уникальные, исторически развивающиеся системы, особым компонентом которых являлся сам человек. Следовательно, экспликация ценностей в этой ситуации не только не противоречит традиционной установке на получение объективно-истинных знаний о мире, но и выступает предпосылкой реализации этой установки [1].
1. Степин В.С. Теоретическое знание. М., 2000. 744 с.
2. Швырев В.С.
!! Цитирование
```
Меськов В.С., Мамченко А. А. Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания // Преподаватель ХХI век. 2009. №1-1. URL: http://cyberleninka.ru/article/n/postneklassicheskiy-podhod-k-e-learning-novaya-obrazovatelnaya-paradigma-dlya-obschestv-znaniya (дата обращения: 04.10.2017).
Меськов В.С., Мамченко А. А. Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания // Преподаватель ХХI век. 2009. №1-1. С.109-126
Меськов Валерий Сергеевич, Мамченко Анна Александровна Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания // Преподаватель ХХI век. 2009. №1-1. URL: http://cyberleninka.ru/article/n/postneklassicheskiy-podhod-k-e-learning-novaya-obrazovatelnaya-paradigma-dlya-obschestv-znaniya (дата обращения: 04.10.2017).
Меськов Валерий Сергеевич, Мамченко Анна Александровна Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания // Преподаватель ХХI век. 2009. №1-1. С.109-126
```
!! Ссылки
*[ext[ e-leaning |file:///D:/TRab/2017/10/20171004/meskov/postneklassicheskiy-podhod-k-e-learning-novaya-obrazovatelnaya-paradigma-dlya-obschestv-znaniya.pdf]]
*[ext[ e-leaning |file:///D:/TRab/2017/10/20171004/20171004_3/Постнеклассический подход к e‑learning.html]]
[ext[КиберЛенинка: |https://cyberleninka.ru/article/n/postneklassicheskiy-podhod-k-e-learning-novaya-obrazovatelnaya-paradigma-dlya-obschestv-znaniya]]
[[текст постнеклассический подход к e-learning]]:
```
Оформление списка источников и литературы
1. Список источников и литературы
2. Список включает
3. Структура списка
4. Заголовки разделов
5. Раздел «Литература»
6. О списке
7. Примеры библиографического описания
8. Оформление библиографических ссылок
1. Список источников и литературы охватывает все документы,
использованные при выполнении письменной работы.
2. В список включаются библиографические записи документов,
оформленные в соответствии с действующими стандартами:
ГОСТ 7.1-2003. Библиографическая запись. Библиографическое описание. Общие
требования и правила составления
ГОСТ 7.80-2000. Библиографическая запись. Заголовок. Общие требования и
правила составления.
ГОСТ 7.82-2001. Библиографическая запись. Библиографическое описание
электронных ресурсов. Общие требования и правила составления.
См. «Либнет» http://www.nilc.ru/ (раздел «Методическое обеспечение»)
3. Структура списка:
1) Источники
(законодательные материалы, делопроизводственные документы, статистические
источники, источники личного происхождения (мемуары, дневники, переписка),
стандарты, правила, инструкции, архивные документы).
- Опубликованные (документы, предназначенные для широкого распространения,
прошедшие редакционную обработку и изданные в большом числе экземпляров)
- Неопубликованные (документы, предназначенные для узкого круга
пользователей, не прошедшие редакционную обработку и существующие в
ограниченном или единственном количестве экземпляров)
2) Литература
(монографии, сборники, многотомные издания, учебно-методическая литература,
статьи из сборников и периодических изданий, рецензии, авторефераты
диссертаций, в том числе и на электронных носителях).
3) Ресурсы Интернет
(сайты, порталы)
2
4. Заголовки разделов списка располагаются посередине страницы,
указываются без кавычек и точки в конце и выделяются полужирным
шрифтом.
5. В разделе «Литература» издания располагаются по алфавиту фамилий
авторов и заглавий изданий. Источники и литература на иностранных языках
приводятся в соответствующем разделе списка после кириллического
алфавитного ряда. Издания указываются в латинском алфавите.
6. Список имеет сквозную единую нумерацию, следующую через все
разделы.
7. Примеры библиографического описания:
книг
составной части документа (статьи)
оформления законодательных материалов
авторефератов и диссертаций
рецензий
сборников
электронных ресурсов : CD и Интернет-ссылки
аудиоизданий и видеоизданий
стандартов
многотомных изданий
8. Оформление библиографических ссылок
Библиографическая ссылка является частью справочного аппарата документа и
служит источником библиографической информации о документах – объектах
ссылки.
Согласно «Общим положениям» «Библиографической ссылки» (п. 4.6.), «по месту
расположения в документе различают библиографические ссылки:
внутритекстовые, помещенные в тексте документа; подстрочные,
вынесенные из текста вниз полосы документа (в сноску); затекстовые,
вынесенные за текст документа или его части (в выноску)».
Примеры:
Ссылки в виде подстрочных примечаний
Повторная библиографическая ссылка
Библиографическая ссылка на электронные документы
Затекстовые ссылки
3
Примеры библиографического описания:
книг
… одного автора
Малиновский Ю. М. Биосферные основы литологии : Учебное пособие. - М. : ИПК
РУДН, 2003. - 111 с.
Абашидзе А. Х. Правовой статус меньшинств и коренных народов : Международно-
правовой анализ : Монография: . - М. : ИПК РУДН, 1997. - 224 с.
Santiago R. E.
Infotech: English for computer users : Teacher's Book. - fourth edition. - Cambridge :
Cambridge Universitety Press, 2008. - 160 p. - (Professional English).
… двух авторов
Дмитриева Т. М. Сенсорная экология : Учебное пособие для вузов / Т.М. Дмитриева,
Ю.П. Козлов. - 2-е изд., перераб. и доп. ; Юбилейное издание. - М. : Изд-во РУДН, 2010. -
404 с. : ил. - (Библиотека классического университета).
Кимелев Ю. А. Философия и наука. От Анаксимандра до Коперника : Монография /
Ю.А. Кимелев, Н.Л. Полякова. - Юбилейное издание. - М. : Изд-во РУДН, 2009. - 212 с. -
(Библиотека классического университета).
… трех авторов
Горбаневский М. В. Не говори шершавым языком: О нарушениях норм литературной
речи в электронных и печатных СМИ : Монография / М. В. Горбаневский, Ю. Н.
Караулов, В. М. Шаклеин; Под ред. Ю. А. Бельчикова. - 3-е изд., испр. и доп. ; Юбилейное
издание. - М. : Изд-во РУДН, 2010. - 300 с. - (Библиотека классического университета).
… четырех и более авторов
Обучение языку специальности иностранных студентов-медиков подготовительного
факультета : Учебное пособие / [Е.С. Кузьмина и др.] ; Под ред. Т.П.Горшечниковой. - 4-е
изд., испр. и доп. - М. : Изд-во РУДН, 2009. - 161 с. : ил. - ISBN 978-5-209-03733-0 : 60.60.
Методы формирования сценариев развития социально-экономических систем / [В.В.
Кульба и др.] ; Рос. акад. наук, Ин-т проблем упр. им. В.А. Трапезникова. – М. : СИНТЕГ,
2004. – 291 с. : рис. – (Серия "Системы и проблемы управления")
… без авторов
Системы и средства информатики: Ежегодник. Вып. 18 / Отв. ред. И.А.Соколов. - М. :
Наука, 2008. - 321 с.
Карпов Анатолий Сергеевич : 70 лет со дня рождения. - М. : ИПК РУДН, 2005. - 23 с. :
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Аудиоиздания
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8
Оформление библиографических ссылок
Ссылка в виде подстрочных примечаний
для книг
1 Парсонс Т. Система современных обществ : пер. с англ. М.,1997. С. 20.
2 Никонов В.И., Яковлева В.Я. Алгоритмы успешного маркетинга. М., 2007. С. 256–300.
3 Железнов Ю.Д., Абрамян Э.А., Новикова С.Т. Человек в природе и обществе. Изд. 2-е.
М., 1999. С. 141.
4 История Российской книжной палаты, 1917–1935. М., 2006.
5 Правоведение / под ред. Ю.А. Тихомирова, Н.И. Косяковой, Н.И. Архиповой. М., 2001.
413 с.
6 Цит. по: Мировая валютная система и проблема конвертируемости рубля / науч. ред.
Н.П. Шмелев. М., 2006. С. 295.
для статей
5 Войскунский А.Е. Метафоры Интернета // Вопросы философии. – 2001. – № 11. – С. 64-
79.
или, если в статье имеются библиографические сведения о документе
(автор и заглавие):
Россия в глобальной политике. 2006. Т. 4, № 2. С. 26–40.
Повторная библиографическая ссылка
При приведении ссылок различают:
– первичные ссылки, в которых библиографические сведения приводятся
впервые в данном документе;
– повторные ссылки, в которых ранее указанные библиографические
сведения повторяют в сокращенной форме.
Повторная ссылка, следующая подряд (в пределах одного листа)
Первичная
10 Гумилев Л. Н. Ритмы Евразии. Эпохи и цивилизации / Предисл.
С.Б.Лаврова. - М. : Прогресс : Пангея : Экопрос, 1993. – C. 56
Повторная
11 Там же. С. 191
12 Там же.
Первичная
3 Соловьев В. С. Красота в природе : соч. : в 2 т. М. : Прогресс, 1988. Т. 1. С.
35–36.
Повторная
4 Там же. Т. 2. С. 261.
Первичная 1 Kriesberg L. Constructiv conflicts: from escalaition to resolution. Lanham, 1998.
Повторная 2 Ibid.
Внимание! «Там же» или «Ibid.» (ibidem) указываются при
последовательном расположении первичной и повторной ссылки
9
Повторная ссылка, идущая не подряд (в разных частях работы)
Первичная
1 Виноградов В. В. Исследования по русской грамматике : Избранные труды.
- М. : Наука, 1975. - 559 с.
Повторная
15 Виноградов В. В. Исследования по русской грамматике : Избранные труды.
С. 81.
или
15 Виноградов В. В. Указ. соч. С. 81
Первичная
3 Концепция виртуальных миров и научное познание. СПб., 2000. 319 с.
Повторная
21 Концепция виртуальных миров … С. 190.
Первичная
2 Putham H. Mind, language and reality. Cambridge : Cambridge univ. press, 1979.
P. 12.
Повторная 6
Putham H. Op. cit. P. 15.
Внимание! «Указ. соч.» (указанное сочинение) или «Op. cit.» (opus citato –
цитированный труд) указываются в повторных ссылках на один и тот же
документ тех же авторов.
Библиографическая ссылка на электронные документы
3 Бахтин М.М. Творчество Франсуа Рабле и народная культура средневековья и
Ренессанса. – 2-е изд. – М.: Худож. лит., 1990. – 543 с. [Электронный ресурс]. URL:
http://www.philosophy.ru/library/bahtin/rable.html#_ftn1 (дата обращения: 05.10.2008).
4 Борхес Х.Л. Страшный сон // Письмена Бога: сборник. – М.: Республика, 1992. – 510 с.
[Электронный ресурс]. URL: http://literature.gothic.ru/articles/nightmare.htm (дата
обращения: 20.05.2008).
5 Бак Д.П. Болонский процесс: создать переходник для евророзетки : интервью Дмитрия
Бака ИА REGNUM // REGNUM : информ. агентство. М., 1999-2007. URL:
http://www.regnum.ru/allnews/166645.html (дата обращения: 03.12.2007).
или, если в тексте документа имеются библиографические сведения, идентифицирующие
электронный ресурс:
5 URL: http://www.regnum.ru/allnews/166645.html
Затекстовые ссылки
Отсылка к затекстовой ссылке заключается в квадратные скобки. Отсылка может
содержать порядковой номер затекстовой ссылки в перечне затекстовых ссылок, имя
автора (авторов), название документа, год издания, обозначе-ние и номер тома, указание
страниц. Сведения в отсылке разделяются запятой.
Отсылки оформляются единообразно по всему документу: или через указание
порядкового номера затекстовой ссылки, или через указание фамилии автора (авторов)
или названия произведения. Отсылка оформляется следующим образом: [10, с. 37] или
[Карасик, 2002, с. 231], при наличии нескольких авторов – [Карасик, Дмитриева, 2005,
с. 6-8].
10
Если у книги автор не указан (например, книга выполнена авторским коллективом, и
указан только редактор), то в отсылке указывается название книги. Если название
слишком длинное, то его можно сократить до двух первых слов, например,
[Интерпретационные характеристики ... , 1999, с. 56].
Если в отсылке содержатся сведения о нескольких затекстовых ссылках, то группы
сведений разделяются точкой с запятой: [13; 26], [74, с. 16-17; 82, с. 26] или [Шаховский,
2008; Шейгал, 2007], [Леотович, 2007, с. 37; Слышкин, 2004, с. 35-38].
При последовательном расположении отсылок к одной и той же затекстовой ссылке
вторую отсылку заменяют словами «Там же» или «Ibid.» (от «Ibidem») (для источников на
языках с латинской графикой). Если источник со-храняется, но меняется страница, то к
слову «Там же» добавляется номер страницы: [Там же. С. 24], [Ibid. P. 42].
Если текст цитируется не по первоисточнику, а по другому документу, то в начале
отсылки приводят слова «Цит. по:», например, [Цит. по: 132, с. 14] или [Цит. по:
Олянич, 2004, с. 39-40]. Если дается не цитата, а упоминание чьих-то взглядов, мыслей,
идей, но все равно с опорой не на первоисточник, то в отсылке приводят слова
«Приводится по:», например, [Приводится по: 108] или [При-водится по: Красавский,
2001]. Если необходимы страницы, их также можно указать: [Приводится по: 108, с. 27]
или [Приводится по: Красавский, 2001, с. 111].
```
!! Ссылки
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Признаки развивающей образовательной среды магистратуры исследовательского университета.pdf]]
!Цитирование
```
* Клочко В. Е. Признаки развивающей образовательной среды магистратуры исследовательского университета / В. Е. Клочко, О. М. Краснорядцева // Психология обучения. 2013. № 4. С. 4-13. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000460009
```
! Замечание
Нет определения среды
! Выдержки
Дифференциация признаков и показателей развивающей образовательной среды Предлагаемая дифференциация признаков и показателей развивающей среды магистратуры (на инфраструктурные и учебно-образовательные) является достаточно условной, поскольку речь идет о единой развивающей среде вуза. Однако представляется, что такое разделение будет полезным при проектировании как самой среды, так и управления ее развитием.
(обязательное)
________________
* Условия применения сокращений слов и словосочетаний, приведенные в приложении А, распространяются на библиографические записи и библиографические ссылки на все виды документов, а также на составные части документов.
[ГОСТ Р 7.0.12-2011 Прилож A СВ]
| Слово (словосочетание) | Сокращение | Условие применения|
| | А | |
|авантитул | авантит. | |
|август | авг. | |
|автограф | автогр. | |
|автономный | авт. | перед словами: область, округ, республика |
|автор | авт. | |
|автореферат | автореф. | |
|авторское свидетельство | авт. свид. | |
|автотипия | автотип. | в записи на изоиздание, старопечатное издание |
|адаптация | адапт. | |
|административный | адм. | сокращается также в заголовке |
|адмирал | адм. | при именах собственных |
|азербайджанский | азерб. | |
|академик | акад. | при именах собственных или названии учреждения |
|академия | акад. | |
|акватинта | акват. |в записи на изоиздание, старопечатное издание |
|аккомпанемент | аккомп. | в записи на нотное издание |
|алфавитный | алф. | |
|альманах | альм. | |
|американский | амер. | |
|аннотация | аннот. | |
|
ансамбль
анс.
<<|
| антология | антол. | |
>>
апостол
ап.
при именах собственных
аппликатура
аппликат.
в записи на нотное издание
<<|
| апрель | апр. | |
>>
аранжировка
аранж.
в записи на нотное издание
армянский
арм.
<<|
| архив | арх. |
>>
архидиакон
архидиак.
при именах собственных
архиепископ
архиеп.
то же
архимандрит
архим.
"
архипелаг
арх.
при названии в записи на картографическое издание
<<|
| ассоциация | ассоц. | |
>>
атлас
атл.
при названии в записи на картографическое издание, старопечатное издание
атолл
ат.
при названии в записи на картографическое издание
<<|
| аудиовизуальный | ав. | |
>>
африканский
афр.
Б
банка
б-ка
при названии в записи на картографическое издание
барон
бар.
при именах собственных в записи на старопечатное издание
<<|
| без года | б. г. | |
| без издательства | б. и. | |
| без масштаба | б. м-ба | в записи на картографическое издание |
| без места | б. м. | |
| без цены | б. ц. | |
| бесплатно | беспл. | |
| библиография | библиогр. | |
| библиотека | б-ка | сокращается также в заголовке, если не является его первым словом |
| библиотечка | б-чка | |
| библиотечный | библ. | |
| биобиблиография | биобиблиогр. | |
| биография | биогр. | |
| бланковая | бланк. | в записи на картографическое издание |
| болото | бол. | при названии в записи на картографическое издание |
| братья | бр. | при именах собственных |
| брошюра | бр. | при цифрах |
| бухта | бух. | при названии в записи на картографическое издание |
| бюллетень | бюл. | |
| | | |
| | В | |
| | | |
| введение | введ. | |
| вводится | ввод. | |
| ведомости | вед. |в записи на старопечатное издание |
| великомученик | вмч. |при именах собственных |
| великомученица | вмц. | то же |
| величина | велич. | при цифрах в записи на картографическое издание |
>>
верста
в.
в записи на картографическое издание
верховье
верх.
при названии в записи на картографическое издание
вершина
верш.
то же
<<|
| вестник | вестн. | |
>>
Ветхий Завет
В. 3.
в заголовке
вечерний
веч.
при обозначении выпуска газеты
видеокассета
вк.
видеофонограмма
видеофоногр.
вкладной лист
вкл. л.
<<|
| включительно | включ. | |
>>
владение
влад.
при названии в записи на картографическое издание
водопад
вдп.
то же
водохранилище
вдхр.
"
возвышенность
возв.
"
вокально-
инструментальный
вок.-инстр.
в записи на нотное издание
волость
вол.
при названии в записи на картографическое издание, старопечатное издание
<<|
| вопросы | вопр. | |
| воспроизведение | воспр. | |
>>
Восточная долгота
В
в записи на картографическое издание
восточный
вост.
впадина
впад.
при названии в записи на картографическое издание
<<|
| вспомогательный | вспом. | |
>>
вступление
вступ.
вулкан
влк.
то же
<<|
| выпуск | вып. | |
| выпускные данные | вып. дан. | |
| выставка | выст. | |
| высший | высш. | |
>>
выходные данные
вых. дан.
вьетнамский
вьет.
Г
<<|
| газета | газ. | сокращается также в заголовке, если не является его первым словом |
>>
гармонизатор
гармониз.
в записи на нотное издание
гармонизация
гармониз.
то же
<<|
| генерал | ген. | при именах собственных |
>>
герцог
герц.
при именах собственных в записи на старопечатное издание
<<|
| глава | гл. | при цифрах и в примечаниях |
| главный | гл. | |
>>
глубокая печать
глуб. печ.
в записи на изоиздание, старопечатное издание
голландский
гол.
| город | г. | при названии |
| городской | гор. | сокращается также в заголовке |
| государственный | гос. | сокращается также в заголовке, если не является его первым словом |
| государство | гос-во | в записи на картографическое издание |
>>
гравер
грав.
в записи на изоиздание, старопечатное издание, картографическое издание
гравюра
грав.
гравюра на дереве
грав. на дер.
в записи на изоиздание, старопечатное издание
гравюра на металле
грав. на мет.
то же
грампластинка
грп.
граф
гр.
при именах собственных в записи на старопечатное издание
<<|
| график | граф. | |
>>
графство
граф.
при названии в записи на картографическое издание
губерния
губ.
при названии в записи на картографическое издание, старопечатное издание
Д
действие
д.
при цифрах
<<|
| декабрь | дек. | |
| депонированный | деп. | |
>>
деревня
д.
при названии
дефектный
деф.
в примечаниях
<<|
| деятель | деят. | в наименовании почетного звания |
| диаграмма | диагр. | |
>>
диакон
диак.
при именах собственных
<<|
| диаметр | диам. | в записи на картографическое издание |
>>
диапозитив
диапоз.
диафильм
дф.
дискография
дискогр.
<<|
| дискуссия | дискус. | |
| диссертация | дис. | |
>>
добавление
доб.
<<|
| доклад | докл. | |
| доктор | д-р | в названии ученой степени |
| документ | док. | |
>>
долгота
долг.
в записи на картографическое издание
долина
дол.
при названии в записи на картографическое издание
допечатка
допеч.
<<|
| дополнение | доп. | |
>>
доработка
дораб.
дорога
дор.
в записи на картографическое издание
дорожные знаки
дор. зн.
то же
<<|
| доцент | доц. | при имени собственном |
>>
духовный
дух.
духовой
дух.
в записи на нотное издание
Е
<<|
| ежедневный | ежедн. | |
>>
епископ
еп.
при именах собственных
Ж
железная дорога
ж. д.
сокращается также в заголовке, если не является его первым словом
железнодорожный
ж.-д.
то же
<<|
| журнал | журн. | |
З
<<|
| заведующий | зав. | при названии должности |
>>
завод
з-д
сокращается также в заголовке, если не является его первым словом
<<|
| заглавие | загл. | |
>>
залив
зал.
при названии в записи на картографическое издание
<<|
| заместитель | зам. | при названии должности |
>>
замечание
замеч.
Западная долгота
3
в записи на картографическое издание
западный
зап.
<<|
| записки | зап. | |
>>
заповедник
заповед.
при названии в записи на картографическое издание
звук
зв.
значительно
знач.
И
игумен
игум.
при именах собственных
иеродиакон
иерод.
то же
иеромонах
иером.
при именах собственных
иеросхимонах
иеросхим.
то же
<<|
| известия | изв. | |
| извлечение | извлеч. | |
>>
изготовитель
изгот.
<<|
| издание | изд. | |
| издатель | изд. | |
| издательство | изд-во | сокращается также в заголовке, если не является его первым словом |
| изложение | излож.| |
|изменение | изм. | |
| изображение | изобр. | |
| изобретение | изобрет. | |
>>
изокомбинат
изокомб.
в записи на изоиздание
иллюстратор
ил.
при именах собственных
<<|
| иллюстрация | ил. | |
| имени | им. | сокращается также в заголовке |
>>
император
имп.
при именах собственных
<<|
| инженер | инж. | то же |
| институт | ин-т | сокращается также в заголовке, если не является его первым словом |
>>
инструмент
инстр.
в записи на нотное издание
инструментовка
инструм.
то же
<<|
| информационный | информ. | сокращается также в заголовке, если не является его первым словом |
| информация | информ. | |
>>
иподиакон
иподиак.
при именах собственных
ирландский
ирл.
исландский
исл.
исполнение
исполн.
исполнитель
исполн.
то же
<<|
| исправление | испр. | |
| исследование | исслед. | сокращается также в заголовке, если не является его первым словом |
>>
исторический
ист.
итальянский
итал.
К
кабинет
каб.
казахский
каз.
канал
кан.
при названии в записи на картографическое издание
<<|
| кандидат | канд. | в названии ученой степени |
>>
кантон
кант.
при названии в записи на картографическое издание
<<|
| капитан | кап. | при именах собственных |
>>
карандаш
каранд.
в записи на изоиздание
карта
к.
при цифрах
картина
карт.
то же
картограмма
картогр.
картограф
картогр.
при имени собственном в записи на картографическое издание
карточка
карт.
каталог
кат.
<<|
| кафедра | каф. | |
>>
квартал
кв.
киностудия
к/с
в записи на изоиздание
кинофильм
кф.
киргизский
кирг.
<<|
| класс | кл. | |
| книга | кн. | |
| книгоиздательство | кн-во | при именах собственных в записи на старопечатное издание |
>>
книжный магазин
кн. маг.
в записи на старопечатное издание
книжный склад
кн. скл.
то же
княгиня
кн.
при именах собственных
князь
кн.
то же
коллежский асессор
к. ас.
в записи на старопечатное издание
<<|
| колонка | кол. | в области физической характеристики и в примечаниях |
| комиссия | комис. | сокращается также в заголовке, если не является его первым словом |
| комитет | ком. | то же |
| комментарий | коммент. | |
>>
комментатор
коммент.
при именах собственных
компания
К° или Ко
в записи на старопечатное издание
композитор
комп.
при именах собственных в записи на нотное издание
<<|
| конгресс | конгр. |сокращается также в заголовке, если не является его первым словом |
| конференция | конф. то же |
>>
концертный
конц.
в записи на нотное издание
кооперация
кооп.
координаты
коорд.
в записи на картографическое издание
копейка
к.
при цифрах
копировал
копир.
при именах собственных в записи на картографическое издание
копировальщик
копир.
то же
<<|
| копия | коп. | |
>>
коробка
кор.
<<|
| корреспондент | кор. | при именах собственных или при названии средства массовой информации |
>>
котловина
котл.
при названии в записи на картографическое издание
краевой
краев.
сокращается также в заголовке
крепость
креп.
при названии в записи на картографическое издание
ксерокопия
ксерокоп.
ксилография
ксилогр.
в записи на изоиздание
курорт
кур.
при названии в записи на картографическое издание
Л
<<|
| лаборатория | лаб. | |
>>
лагуна
лаг.
при названии в записи на картографическое издание
ледник
ледн.
то же
лейб-гвардия
л.-гв.
в записи на старопечатное издание
<<|
| лейтенант | лейт. | при именах собственных |
| Ленинград | Л. | в выходных данных библиографической ссылки |
>>
либретто
либр.
при именах собственных в записи на нотное издание, старопечатное издание
лиман
лим.
при названии в записи на картографическое издание
лист
л.
при цифрах и в примечаниях
<<|
| литература | лит. | |
>>
литография
литогр.
М
мажор
маж.
в записи на нотное издание
македонский
макед.
маршрут
маршр.
в записи на картографическое издание
масштаб
м-б
то же
<<|
| математический | мат. | сокращается также в заголовке, если не является его первым словом |
| медицинский | мед. | то же |
..
меридиан
мерид.
в записи на картографическое издание
месторождение
месторожд.
то же
<<|
| месяц | мес. | |
>>
металлография
металлогр.
в записи на изоиздание
<<|
| механический | мех. | сокращается также в заголовке, если не является его первым словом |
>>
микрокарта
мк.
микрокопия
мкоп.
микрофильм
мф.
микрофотокопия
мфотокоп.
<<|
| министерство | м-во | сокращается также в заголовке, если не является его первым словом |
>>
минор
мин.
в записи на нотное издание
митрополит
митр.
при именах собственных
<<|
| младший | мл. | сокращается также в заголовке |
| монография | моногр. | |
| Москва | М. | в выходных данных библиографической ссылки |
>>
музыка
муз.
при именах собственных и названии коллектива в записи на нотное издание
мыс
м.
при названии в записи на картографическое издание
Н
надворный советник
надв. сов.
при именах собственных в записи на старопечатное издание
<<|
| надзаголовок | надзаг. | |
| название | назв. | |
| напечатанный | напеч. | |
>>
народный
нар.
населенный пункт
нп
при названии в записи на картографическое издание
наследник
насл.
в записи на старопечатное издание
<<|
| научный | науч. | сокращается также в заголовке, если не является его первым словом |
>>
национальный
нац.
то же
<<|
| начало | нач. | при цифрах |
>>
неизвестный художник
неизв. худож.
в записи на изоиздание, старопечатное издание
немецкий
нем.
нидерландский
нидерл.
<<|
| Нижний Новгород | Н. Новгород | в выходных данных библиографической ссылки |
>>
низменность
низм.
при названии в записи на картографическое издание
низовье
низ.
то же
Новый Завет
Н. 3.
в заголовке
номер
при цифрах
номер доски
н. д.
в записи на нотное издание
номограмма
номогр.
норвежский
норв.
нотография
нотогр.
ноты
нот.
в записи на нотное издание, старопечатное издание
<<|
| ноябрь | нояб. | |
>>
О
оазис
оаз.
при названии в записи на картографическое издание
областной
обл.
сокращается также в заголовке
область
обл.
то же
обложка
обл.
в примечаниях
обозначение
обозн.
при указании средств исполнения в записи на нотное издание
обработка
обраб.
<<|
| общество | о-во | сокращается также в заголовке, если не является его первым словом |
| общий | общ. | |
| объединение | об-ние | то же |
| объединенный | объед. | |
| оглавление | огл. | |
>>
озеро
оз.
при названии в записи на картографическое издание
около
ок.
при цифрах
окрестности
окрест.
при названии в записи на картографическое издание
округ
окр.
сокращается также в заголовке, если не является его первым словом
окружной
окр.
то же
<<|
| октябрь | окт. | |
| опубликованный | опубл. | |
>>
опус
оп.
в записи на нотное издание
<<|
| организация | орг. | |
>>
ординарный профессор
орд. проф.
при именах собственных в записи на старопечатное издание
оригинал
ориг.
ориентирование
ориент.
в записи на картографическое издание
оркестр
орк.
в записи на нотное издание
оркестровка
оркестр.
то же
основатель
осн.
остров
о-в
при названии в записи на картографическое издание
острова
о-ва
то же
<<|
| ответственный | отв. | |
| отдел | отд. | |
| отделение | отд-ние | |
>>
отец
о.
при имени духовного лица
отмель
отм.
при названии в записи на картографическое издание
отпечатанный
отпеч.
оттиск
отт.
<<|
| оформление | оформ. | |
>>
П
пагинация
паг.
памятник
пам.
при названии в записи на картографическое издание
параллель
парал.
в записи на картографическое издание
партитура
партит.
в области физической характеристики в записи на нотное издание
партия
парт.
то же
<<|
| патент | пат. | |
| педагогический | пед. | сокращается также в заголовке, если не является его первым словом |
>>
перевал
пер.
при названии в записи на картографическое издание
<<|
| перевод | пер. | |
| переводчик | пер. | при именах собственных |
| переиздание | переизд. | |
>>
переложение
перелож.
перепечатка
перепеч.
переплет
пер.
<<|
| переработка | перераб. | |
>>
персидский
перс.
перспективный
перспект.
в записи на картографическое издание
перфокарта
перфок.
перфолента
перфол.
петербургский
петерб.
<<|
| печатный | печ. | |
>>
пещера
пещ.
при названии в записи на картографическое издание
план
пл.
плоскогорье
плскг.
при названии в записи на картографическое издание
плотина
плот.
то же
побережье
побер.
"
подготовка
подгот.
<<|
| подзаголовок | подзаг. | |
>>
подобрал
подобр.
полезные ископаемые
полез. ископ.
в записи на картографическое издание
<<|
| полковник | полк. | при именах собственных |
>>
полный
полн.
половина
пол.
при цифрах
полуостров
п-ов
при названии в записи на картографическое издание
популярный
попул.
порог
пор.
то же
портрет
портр.
поручик
пор.
при именах собственных
посвящение
посвящ.
поселок
пос.
при названии
<<|
| послесловие | послесл. | |
>>
постановка
пост.
в записи на изоиздание, на нотное издание, старопечатное издание
постановщик
пост.
в записи на изоиздание
почтовый
почт.
в записи на старопечатное издание
праведный
прав.
то же
<<|
| предисловие | предисл. | |
>>
предместье
предм.
при названии в записи на картографическое издание
предметный
предм.
<<|
| председатель | пред. | при названии учреждения |
| прекращен | прекр. | |
>>
преподобный
прп.
при именах собственных
<<|
| препринт | препр. | |
>>
пресвитер
пресв.
то же
приват-доцент
прив.-доц.
при именах собственных в записи на старопечатное издание
<<|
| приложение | прил. | |
| примечание | примеч. | |
>>
приплетено
припл.
присяжный поверенный
присяж. пов.
то же
провинция
пров.
при названии в записи на картографическое издание, старопечатное издание
программа
прогр.
<<|
| продолжение | продолж. | |
>>
проектируемый
проектир.
в записи на картографическое издание
проекция
пр-ция
при названии проекции в записи на картографическое издание
производственный
произв.
сокращается также в заголовке, если не является его первым словом
производство
пр-во
пролив
прол.
при названии в записи на картографическое издание
промышленность
пром-сть
промышленный
пром.
сокращается также в заголовке, если не является его первым словом
пророк
прор.
при именах собственных
протодиакон
протодиак.
то же
протоиерей
прот.
"
протопресвитер
протопресв.
"
профессиональный
проф.
"
<<|
| профессор | проф. | при именах собственных или названии учреждения |
>>
проход
прх.
при названии в записи на картографическое издание
прямое восхождение
ПВ
в записи на картографическое издание
прямоугольная сетка
прямоуг. сетка
то же
псевдоним
псевд.
<<|
| публикация | публ. | |
>>
публичный
публ.
в записи на старопечатное издание
пустыня
пуст.
при названии в записи на картографическое издание
Р
равновеликая
равновел.
при названии проекции в записи на картографическое издание
равнодействие
рд.
то же
равнопромежуточная
равнопром.
"
равноугольная
равноуг.
"
<<|
| раздел | разд. | при цифрах и в примечаниях |
>>
раздельная пагинация
разд. паг.
разработка
разраб.
район
р-н
сокращается также в заголовке
районный
район.
то же
распространение
распростр.
в записи на картографическое издание
расстояние
расст.
то же
расширенный
расш.
регистр
рег.
<<|
| редактор | ред. | |
>>
редакционная коллегия, редколлегия
редкол.
редакция
ред.
режиссер
реж.
при именах собственных
резцовая гравюра
резц. грав.
в записи на изоиздание, старопечатное издание
резюме
рез.
река
р.
при названии
рекомендательный
рек.
реконструируемый
реконстр.
в записи на картографическое издание
репринт
репр.
репрография
репрогр.
репродукция
репрод.
республика
респ.
ретроспективный
ретросп.
<<|
| реферат | реф.| |
| реферативный журнал | реф. журн. | |
| референт | реф. | при именах собственных |
| рецензия | рец. | |
| рисунок | рис. | |
| Ростов-на-Дону | Ростов н/Д. | в выходных данных библиографической ссылки |
| ротапринт | ротапр. | |
>>
рубль
р.
при цифрах
руководитель
рук.
руководство
рук.
<<|
| рукопись | рукоп. | |
>>
румынский
рум.
С
сажень
саж.
в записи на картографическое издание
<<|
| Санкт-Петербург | СПб. | в выходных данных библиографической ссылки |
| санкт-петербургский | с.-петерб. | |
>>
сборная схема
сб. схема
в записи на картографическое издание
сборная таблица
сб. табл.
то же
сборник
сб.
сборный лист
сб. л.
"
свыше
св.
при цифрах
святитель
свт.
при именах собственных
святой
св.
то же
священник
свящ.
"
сдвоенный лист
сдв. л.
в записи на картографическое издание, старопечатное издание
Северная широта
С
в записи на картографическое издание
северный
сев.
село
с.
при названии
сельскохозяйственный
с.-х.
сокращается также в заголовке, если не является его первым словом
<<|
| сентябрь | сент. | |
| серия | сер. | |
| сессия | сес. | |
| симпозиум | симп. | сокращается также в заголовке, если не является его первым словом |
>>
симфонический
симф.
в записи на нотное издание
систематический
сист.
сквозная печать
сквоз. печ.
в записи на изоиздание
склонение
скл.
в записи на картографическое издание
скульптор
скульпт.
в записи на изоиздание
скульптура
скульпт.
то же
<<|
| следующий | след. | |
| слова | cл. | при именах собственных и названии коллектива в записи на нотное издание |
| словарь | слов. | |
| смотри | см. | |
| собрание | собр. | сокращается также в заголовке, если не является его первым словом |
| совещание | совещ. | |
>>
совхоз
свх.
при названии в записи на картографическое издание
<<|
| содержание | содерж. | |
| соискание | соиск. | |
| сокращение | сокр. | |
>>
соленое озеро
сол. оз.
в записи на картографическое издание
<<|
| сообщение | сообщ. | |
>>
сопровождение
сопровожд.
в записи на нотное издание
<<|
| составитель | сост. | |
>>
составление
сост.
состояние
сост.
в записи на изоиздание, старопечатное издание
<<|
| сотрудник | сотр. | |
| сочинение | соч. | |
| спецификация | специф. | |
| справочник | справ. | |
>>
станица
ст-ца
при названии
станция
ст.
"
<<|
| старший | ст. | сокращается также в заголовке, если не является его первым словом |
| статистический | стат. | |
| статский советник | стат. сов. | при именах собственных в записи на старопечатное издание |
| статья | ст. | |
| стенограмма | стеногр. | |
| степень | степ. | |
| стереотипный | стер. | |
>>
стихийный
стихийн.
<<|
| столбец | стб. | при цифрах и в примечаниях |
| страница | с. | то же |
>>
строительный
строит.
сокращается также в заголовке, если не является его первым словом
строительство
стр-во
строка
стр.
в записи на изоиздание
схиархимандрит
схиархим.
при именах собственных
схиигумен
схиигум.
то же
схимонах
схим.
"
сценарий
сцен.
сценарист
сцен.
Т
<<|
| таблица | табл. | |
>>
таджикский
тадж.
тайный советник
тайн. сов.
при именах собственных в записи на старопечатное издание
<<|
| тезисы | тез. | |
| тетрадь | тетр. | |
>>
течение
теч.
при названии в записи на картографическое издание
<<|
| типография | тип. | |
| титульная страница | тит. с. | |
| титульный лист | тит. л. | |
| то есть | т. е. | |
>>
товарищество
т-во
в записи на старопечатное издание
<<|
| том | т. | при цифрах и в примечаниях |
>>
топограф
топогр.
при имени собственном в записи на картографическое издание
торговый дом
торг. д.
в записи на старопечатное издание
транскрипция
транскр.
в записи на нотное издание
транслитерация
транслит.
то же
транспонировка
транспон.
"
транспорт
трансп.
трафарет
траф.
в записи на изоиздание
<<|
| труды | тр. | |
>>
турецкий
тур.
У
увеличение
увелич.
в записи на картографическое издание
узбекский
узб.
<<|
| указатель | указ. | |
>>
украинский
укр.
укрепление
укреп.
при названии в записи на картографическое издание
уменьшение
уменьш.
в записи на картографическое издание
<<|
| университет | ун-т | сокращается также в заголовке, если не является его первым словом |
| университетский | унив. | |
| управление | упр. | то же |
>>
урочище
уроч.
при названии в записи на картографическое издание
условные знаки
усл. зн.
в записи на картографическое издание
условные обозначения
усл. обозн.
то же
<<|
| утверждение | утв. | |
>>
<<|
| утренний | утр. | при обозначении выпуска газеты |
>>
<<|
| учебник | учеб. | |
>>
Ф
<<|
| фабрика | ф-ка | сокращается также в заголовке, если не является его первым словом |
| факсимиле | факс. | |
| факультет | фак. | |
| фарватер | фарв. | при названии в записи на картографическое издание |
| февраль | февр. | |
| фельдмаршал | фельдм. | при именах собственных записи на старопечатное издание |
| физический | физ. | сокращается также в заголовке, если не является его первым словом |
| филармония | филарм. | |
| филиал | фил. | |
| философский | филос. | |
| фильмография | фильмогр. | |
| фламандский | флам. | |
| фонограмма | фоногр. | |
| фортепианный | фортеп. | в записи на нотное издание |
| фортепиано | фп. | то же |
| фотограф | фот. | при именах собственных |
| фотография | фот. | |
| фотокопия | фотокоп. | |
| фотомеханическая печать | фотомех. печ. | в записи на изоиздание |
| фототипия | фототип.| в записи на изоиздание, старопечатное издание |
| фрагмент | фрагм. | |
| французский | фр. | |
| фронтиспис | фронт. | |
| футляр | футл. | |
>>
Х
<<|
| химический | хим. | сокращается также в заголовке, если не является его первым словом |
>>
хозяйственный
хоз.
хозяйство
хоз-во
хореография
хореогр.
хоровой
хор.
хребет
хр.
при названии в записи на картографическое издание
художник
худож.
при именах собственных
Ц
цвет
цв.
цветной
цв.
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!! Цитирование
```
Гринев-Гриневич С.В., Сорокина Э.А. Принципы развития познания, мышления и культуры в их лексическом отражении // Вестник Московского государственного областного университета (Электронный журнал). 2016. № 2.
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171127/751.pdf]]
*[ext[Интернет журнал|http://evestnik-mgou.ru/ru/Issues/View/24]]
*[ext[Интернет данные по статье |http://evestnik-mgou.ru/ru/Articles/View/751]]
*[ext[Интернет сама статья|http://evestnik-mgou.ru/ru/Articles/Doc/751]]
!! Аннотация.
В статье представлены этапы эволюции мышления и познания
человека при опоре на фундаментальные труды терминоведения, когнитивной лингвистики и новейшей антрополингвистики. Используемая в истории и
философии науки периодизация развития взаимосвязанных познания и культуры (донаучный, протонаучный и научный этапы) дополнена двумя этапами: проточеловеческим и информационным, указаны их временные характеристики,
показаны основные особенности функционирования языка. Хронологическая
стратификация языка сопровождена также анализом семантических процессов
(полисемии, синонимии, гипонимии, паронимии) в развитии лексической системы, познания и сознания человека, в развитии культуры.
!!!Ключевые слова:
антрополингвистика, информационный этап, номенклатурный
знак, протослово, проточеловеческий этап, сверх генерализация, семантический синкретизм, хронологическая стратификация языка.
!! Выдержки
[[Выдержки из Принципы развития познания, мышления и культуры в их лексическом отражении]]
!! Цитирование
!! Ссылка
[ext[ссылка |file:///D:/TRab/2017/12/20171226/20171226/%D0%92.%D0%93.%D0%91%D1%83%D0%B4%D0%B0%D0%BD%D0%BE%D0%B2.%20%D0%9F%D1%80%D0%B8%D0%BD%D1%86%D0%B8%D0%BF%D1%8B%20%D1%81%D0%B8%D0%BD%D0%B5%D1%80%D0%B3%D0%B5%D1%82%D0%B8%D0%BA%D0%B8%20%D0%B8%20%D1%8F%D0%B7%D1%8B%D0%BA.html]]
!! Текст
Принципы синергетики и язык
О естественном и искусственном. Речь пойдет о диалоге естественных и формальных языков, однако начнем с замечания о необъяснимости языка научными методами в классическом смысле, т.к. наука, будучи сама продуктом и частью культурной языковой среды, является лишь средством самоописания языка. Точнее, наука является рефлексивным, наиболее прозрачным участком петли круговой причинности в процессе самопознания, самоподдержания, самообновления языка. Тем самым она не может претендовать на независимую метапозицию вне языка и также обречена на сомнения и слепые пятна понимания характерного для любого автопоэтического процесса. Причем речь идет вовсе не обязательно о науке языкознания, но о любой достаточно развитой, хорошо формализованной области научного знания, например о математике или физике.
Естественный язык рождался в процессе антропогенеза из процессов коммуникации человека с природой и с себе подобными, так же и наука возникла позже по сходным мотивам, но ее языки, в общих чертах повторяя путь естественного языка, не просто вторичны, но сознательно сакрализованы, хотя и в очень жестких формах. Например, математическое определение должно быть неуязвимой догмой, находящейся в вакуумной упаковке, защищенной от скоропортящихся ассоциаций; поэтому, видимо, математика и живет так же долго, как и мировые религии.
Эвристические и философские аспекты моделирования общественных феноменов в последнее время обсуждаются особенно интенсивно, и здесь наблюдается явный прогресс не только в
– 341 –
метафорическом переносе методов синергетики на гуманитарную почву, но и в понимании психологических и методологических проблем применения этих методов (1–8).
Вместе с тем математическое моделирование человекомерных процессов – тема по-прежнему деликатная и для многих сомнительная в силу плохой определенности понятий состояния социальной системы, обоснованности вида связей и ее дифференциальной динамики. Эти вопросы нельзя решать универсальными рецептами и они всегда останутся предметом диалога эксперта-гуманитария и математика-модельера. Сам же диалог, по словам одного известного математика, зачастую напоминает «любовные игры слепых в зарослях крапивы» – при явной заинтересованности сторон возникают постоянные и непредсказуемые ситуации острого непонимания и неприятия. Вероятно, и поэтому тоже можно слышать, иногда от очень авторитетных гуманитариев, об опасности использования формальных методов в антропной сфере, где человек рефлексивен, непредсказуем, свободен, культурно-историчен. Все это так, но если пытаться сохранить когнитивную и прогностическую ценность науки, в чем преуспело естествознание, а не только дескриптивно-компаративную, то неизбежен поиск усредненных, коллективных степеней свободы, поддающихся в мягком смысле математическому моделированию, при учете социогенетических аспектов природы человека. И здесь, мы считаем, в моделировании необходим больший акцент на принципах наблюдаемости и коммуникации (3–5).
В этой связи особо следует сказать о способах функционирования понятий и терминов в обыденном языке. Здесь, в отличие от формальных языков, где в коммуникации правит бал бинарное отношение эквивалентности (справедливы свойства рефлексивности, симметричности и транзитивности), позволяющее вводить жесткую классификацию объектов, в большой степени допускается отношение толерантности (отсутствует свойство транзитивности, например друг моего друга не обязательно мой друг), произвольное использование которого и позволяет естественному языку развиваться, границы становятся полупрозрачными, возникают цепочки метафор и ассоциаций. Более того, в толерантности допускается идея случайных процессов в коммуникации (бессознательная подмена неких признаков при понимании сообщения). Так возникает языковый шум, флуктуации, генеративный хаос. Если толерантность – самодовлеющее начало, то языковые игры могут оторвать нас от культурной традиции
– 342 –
и унести в виртуальные миры постмодерна, если же нет, то мы обязаны подумать о субстратной модели языка, в которой субстратом и служит культура.
В этой работе будем понимать язык в субстратно-сетевой метафоре, когда каждое слово, понятие и вообще объект языка связан с каждым другим объектом языка посредством реальной или возможной коммуникации, новые объекты могут создаваться посредством коммуникации известных по правилам кентавристики (комбинаторная семантика, но не комбинаторный смысл). Изначальные смыслы и правила коммуникации задает субстрат-культура. Это напоминает нейросеть, но с обобщенным понятием нейрона-объекта языка. Напомним, что метафорой языка может быть и полевая теория (7), и дифференциальная динамика (8). Ну, а теперь к принципам.
Любой эволюционный процесс выражен чередой смен оппозиционных качеств – условных состояний порядка и хаоса в системе, которые соединены фазами перехода к хаосу (гибели структуры) и выхода из хаоса (самоорганизации). Из этих четырех стадий лишь одну стабильную мы относим к Бытию, гомеостазу системы, зачастую она наиболее протяженная по времени, остальные три так или иначе связаны с хаосом и относятся к Становлению или кризису. Условность такого разбиения связана с тем, что во всяком порядке есть доля хаоса и, наоборот, в хаосе можно найти элементы порядка, проблема в мере их смешивания, да и сами категории порядка и хаоса зависят от позиции наблюдателя. В синергетике достаточно развиты универсальные методы и язык описания этих стадий. В простейшем варианте можно предложить 7 основных принципов синергетики: два принципа Бытия, и пять Становления.
Принципы Бытия. Они характеризуют фазу «порядка», стабильного функционирования системы, ее жесткую онтологию, прозрачность и простоту описания, принцип иерархического подчинения Г.Хакена, наличие устойчивых диссипативных структур – аттракторов, на которых функционирует система.
1. Гомеостатичность. Гомеостаз – это поддержание программы функционирования системы, ее внутренних характеристик в некоторых рамках, позволяющих ей следовать к своей цели – аттрактору. Эта корректировка осуществляется за счет отрицательных обратных связей (доля сигнала с выхода системы подается на вход с обратным знаком), подавляющих любое отклонение в программе поведения, возникшее под действием внешних воздействий среды.
– 343 –
В языковой среде обратные связи поддерживаются в коммуникативных практиках частотным закреплением в памяти культуры, употребимостью интерпретации. Существование аттрактора понимания многих субъектов было подтверждено еще в 30-е годы Бартлеттом (8). Они противостоят языковому хаосу, флуктуациям «испорченных телефонов», так бытуют понятия, модные словечки, сленг.
Эти структуры существуют лишь пока в систему подается поток вещества, энергии и информации – так называемые диссипативные (рассеивающие энергию, информацию) структуры, далекие от равновесия. Именно такими структурами являются все живые системы, они умирают без постоянной прокачки вещества и энергии через систему, без обмена веществ.
Язык так же жив лишь в речевых потоках-практиках, иначе он мемориален, мертв, но все же может служить анатомичкой, как латынь. Этот принцип объединяет многие идеи кибернетики, системного анализа и синергетики.
2. Иерархичность. Наш мир иерархизован по многим признакам. Например, по масштабам размеров, времен, энергий.
Основным смыслом структурной иерархии является составная природа вышестоящих уровней по отношению к нижестоящим. То, что для низшего уровня есть структура-космос, для высшего есть бесструктурный элемент хаоса, строительный материал. То есть Космос предыдущей структуры служит Хаосом последующей, и мы говорим о нематериальной иерархии, например, в языке (фонемы, морфемы, слова, фразы, тексты) и в мире идей (мнения, взгляды, идеологии, парадигмы), в уровнях управления и т.д.
Всякий раз элементы, связываясь в структуру, передают ей часть своих функций, степеней свободы, которые теперь выражаются от лица коллектива всей системы, причем на уровне элементов этих понятий могло и не быть. Эти коллективные переменные «живут» на более высоком иерархическом уровне, нежели элементы системы, и в синергетике, следуя Г.Хакену, их принято называть параметрами порядка – именно они описывают в сжатой форме смысл поведения и цели-аттракторы системы. Описанная природа параметров порядка называется принципом подчинения, когда изменение параметра порядка как бы синхронно дирижирует поведением множества элементов низшего уровня, образующих систему. Такова в идеале роль законодательства в обществе, делегировавшего государству часть свобод
– 344 –
своих граждан; так в бурлящем потоке воды кружит водоворот, увлекающий частицы в слаженном танце. Так язык формует хаос звуков, лепит лепет младенца.
Важным свойством иерархических систем является невозможность полной редукции, сведения свойств более сложных иерархических уровней к языку более простых уровней системы. Каждый уровень имеет внутренний предел сложности описания, превысить который не удается на языке данного уровня. Существуют зоны непрозрачности языка – семантического хаоса. Это есть еще одна причина иерархии языков, отвечающих иерархии уровней, хорошо известная в машинных языках программирования.
Выделенную роль в иерархии систем играет время, и синергетический принцип подчинения Хакена формулируется именно для временной иерархии. Представим нашу реальность бесконечной чередой структурных временных уровней-масштабов, от мыслимых сегодня, самых быстрых процессов в микромире до масштабов времени жизни Вселенной; впрочем, это может быть и мир нефизических явлений.
Рассмотрим теперь три произвольных ближайших последовательных временных уровня. Назовем их микро-, мезо- (или макро-) и мегауровнями соответственно. Принято говорить, что параметры порядка это долгоживущие коллективные переменные, задающие язык среднего мезоуровня (например, канва, фабула повествования). Сами они образованы и управляют быстрыми, короткоживущими переменными, задающими язык нижележащего микроуровня. Последние ассоциируются для мезо– (макро-) уровня с бесструктурным «тепловым» хаотическим движением, неразличимым на его языке в деталях (собственно слова, тексты персонажей). Следующий, вышележащий над макро– (мезо-)уровнем, мегауровень образован сверхмедленными «вечными» переменными, которые выполняют для макроуровня роль параметров порядка, но теперь их принято называть управляющими параметрами (культурная среда, долговременный мотив автора).
Итак, на каждом уровне системы сосуществуют представления, идеалы, категории «хаоса» и «вечности», как атрибутов присутствия, дыхания соседних микро- и мегауровней, как принцип открытости системы, принадлежности иерархической цепи мироздания. Это древние архетипы, жившие в человеческой культуре всегда. Сами же переменные макроуровня – параметры порядка, победившие хаос, задают онтологию, закон существования, порядок вещей, «порядок» бытия данного уровня.
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Рис. 1 Иерархия временных масштабов (dt) коэволюционирующих уровней..
```
.>>dt```>>dt``>>dt`>>...
```
В точке бифуркации (*) макроуровень исчезает и возникает прямой контакт микро– и мегауровней, рождающий макро-уровень с иными качествами. Точка бифуркации лишь мгновение на макро– и мегауровнях, является протяженной во времени областью кризиса на микроуровнях.
При рассмотрении двух соседних уровней принцип подчинения гласит: долгоживущие переменные управляют короткоживущими; вышележащий уровень, нижележащим см. рис 1. Так в романе Ивана Ефремова небольшая горстка правителей ДЖИ (долгоживущих) вершат судьбы большинства КЖИ (короткоживущих). Микроскопические движения беспорядочно снующих молекул складываются в осязаемый порыв ветра, который уносит их на огромные по сравнению с микро-перемещениями расстояния. Миграционные потоки определяют распределение особей популяции или народонаселения, а культурная традиция воспроизводится во множестве семей на протяжении поколений.
В языке мы видим несколько аспектов этого принципа. Самое очевидное, что время произнесения рассказа больше, чем предложения, а последнего больше, чем слова. Однако объекты языка мультитемпоральны, бытуют сразу во всех уровнях и как материал микро-, и как фабула макро-, и как вечный символ мега-, создавая параллельные планы повествования речи. Так коротенькие первые слова ребенка завораживают родителей, это не простые слова, а мегасимволы их долговременных чаяний; так слова команды или лозунга манифестируют напряжение долговременных целей-ценностей.
В заключении подчеркнем, что принцип подчинения справедлив не всегда, его не стоит абсолютизировать. Не всегда удается указать способ возникновения параметра порядка, или управляющего параметра из переменных низшего уровня. Зачастую это формирование происходило очень давно и совсем не из этих
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переменных, и мы наблюдаем лишь наследованную иерархичность либо кажущуюся. Так первые праязыки тонут в пестроте разноплеменных современных языков и наречий; вымершие архаические организмы дали фантастическое разнообразие жизни. Все это свидетельства того, что иерархичность не может быть раз и навсегда установлена, т.е. не покрывается только принципом Бытия, порядка. Необходимы принципы Становления – проводники эволюции. Там принцип подчинения будет выступать совсем в иной форме. В частности, именно там мы соотнесемся с грамматическими формами подчинения и рождения смысла.
Принципы Становления. Они характеризуют фазу трансформации, обновления системы, прохождение ею последовательно путем гибели старого порядка, хаоса испытаний альтернатив и, наконец, рождения нового порядка.
Начнем с первых трех принципов, «ТРЕХ НЕ», которых всячески избегала классическая методология, но которые позволяют войти системе в хаотическую креативную фазу. Обычно это происходит за счет положительных обратных связей, усиливающих в системе внешние возмущения.
3. Нелинейность. Линейность – один из идеалов простоты и вожделение многих поколений математиков и физиков, пытавшихся свести реальные задачи к линейному поведению. Гомеостаз системы часто осуществляется именно на уровне линейных колебаний около оптимальных параметров, поэтому так важен простой линейный случай. Он экономит наши интеллектуальные усилия. Определяющим свойством линейных систем является принцип суперпозиции: сумма решений есть решение, или иначе – результат суммарного воздействия на систему есть сумма результатов, так называемый линейный отклик системы, прямо пропорциональный воздействию. Идеальная метафора – чем больше тем лучше».
Итак, нелинейность есть нарушение принципа суперпозиции в некотором явлении: результат суммы воздействий не равен сумме их результатов. В гуманитарном, качественном смысле: результат непропорционален усилиям, неадекватен усилиям, игра не стоит свеч; целое не есть сумма его частей; качество суммы не тождественно качеству слагаемых, и т.д. Последнее, в частности, следует из того факта, что в системе число связей между ее элементами растет быстрее числа самих элементов.
Люди строят прогнозы, усваивая опыт, как правило, сознательно или бессознательно, линейно экстраполируя (продолжая) в будущее происходящее сейчас или бывшее в ближайшем прошлом.
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Зачастую ожидания не оправдываются – отсюда и поговорка «история учит нас, что ничему не учит», т.к. история, безусловно, нелинейный процесс и ее уроки не сводятся к выработке условного рефлекса на происходящее. Но это не значит, что надо отказаться от быстрого линейного прогнозирования, этого основного стандарта нашего мышления, просто надо знать область его применимости.
Любая граница целостности объекта, его разрушения, разделения, поглощения предполагает нелинейные эффекты. Можно сказать, что нелинейность «живет», ярко проявляется вблизи границ существования системы.
Органы чувств также имеют нелинейные характеристики чувствительности, границы восприятия, иначе мы были бы все видящими, все слышащими сказочными существами. Чувство меры чисто нелинейный эффект – оптимум-граница, когда желание достижимого сменяется на избегание нежелаемого.
В процессе коммуникации явления границы повсеместны и избыточная аргументация утомляет, а не убеждает. В простейших языковых конструкциях повтора: да, да-да, да-да-да,... с некоторого момента утвердительный эффект не усиливается, а приводит к мысли об аномальном или гротескном поведении говорящего. Также увеличение паузы в речи подчеркивает значимость произносимого, напрягает внимание, но при чрезмерной длительности имеет обратный эффект, повествование распадается.
Используя слово в одном и том же значении в тексте несколько раз, мы сознательно или невольно уточняем это значение, достраиваем аттрактор. Но вместе с тем всякий раз возможна и метафора переноса за границы аттрактора, где метафоризация может стать болезненной модой, и его употребление, начавшееся с прецедента перехода одной границы, будет по толерантным цепочкам инфицировать другие области культуры, пока окончательно не обесценится и не заболтается, не обессмыслится, а культура не получит иммунитет. Такова участь многих знаковых терминов и теорий.
В культуре всегда были экстремальные формы бытия – эта жажда пограничного: войны, дуэли, корриды, единоборства, альпинизм, экстрим, да и судьба изредка подбрасывает экзистенциальные моменты, трагизм нравственного выбора, или смерть близких. Но границу постоянно дарит нам культура здесь и сейчас – ценности повседневного бытия в умении проживать
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эту ситуативную границу в слове, действии, ощущении мира и себя; традиция умела делать это за счет сакрализации обыденного времени-быта, мы не умеем.
Сами человеческие отношения носят крайне нелинейный характер, хотя бы потому, что существуют границы чувств, эмоций, страстей, вблизи которых поведение становится «неадекватным». Кроме того, коллективные действия не сводятся к простой сумме индивидуальных независимых действий. Например, девушка, собравшая поклонников на свой день рождения, рискует вместо праздника получить ссору и лишиться многих из них. В этом и состоит психологическая сложность, нелинейность задачи подбора коллективов фирм, кафедр, компаньонов по бизнесу из профессионалов, формально гарантирующих успех. Нелинейна всегда и задача принятия решения, выбора. В литературе можно было бы привести пример смешения, эклектики стилей повествования, что обычно вызывает раздражение; но можно создать образ смешной абсурдной отвратительной химеры, соединяя вполне безобидные эпитеты.
Еще одна иллюзия линейного мышления, играющая с нами злую шутку, – достижимость бесконечности. Вспомните массовый психоз, азарт игры в финансовые пирамиды; или веру в безудержный материальный прогресс общества. Видимо, ситуация сложнее, образ бесконечности процесса восходит к архетипам эсхатологического времени и как самый долгоживущий параметр завораживает. Но прямые графики линейных законов уходят в бесконечность только в теории, а в действительности все конечно, имеет границы и рано или поздно жизнь предъявит жесткий счет разочарований. Линейные стратегии мышления экономны и эффективны, но лишь в умеренных рамках гомеостаза, вне которых они обманчивы, а порой и опасны.
В кризисных ситуациях, повсеместных в наше время, востребуются именно нелинейные методы, нелинейное мышление.
4. Незамкнутость (открытость). Свойство, которое долгое время пугало исследователей, размывало понятие системы, сулило неконтролируемые проблемы. Поэтому, хотя в природе все системы в той или иной степени открыты, исторически первой классической идеализацией было понятие замкнутой, изолированной системы, не взаимодействующей с другими телами. Она являет образ маленькой вселенной на ладони, прозрачной и подвластной нашему разуму. В ней есть что-то сродни таинству творения, игры – мы ее выделили, удалили из бесконечно сложного мира и тихонько подсматриваем за ней.
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Важно понять, что любую систему можно с заданной точностью считать замкнутой достаточно малое время, тем меньшее, чем больше открыта система. И если это время существенно больше времен описания-наблюдения за системой, то такая модель оправдана. В языке, видимо, это запрет на герменевтику, обращенную к культурному ресурсу и подсознанию. Фактически это фиксация принятия первого понимания-впечатления.
Для замкнутой системы справедливы фундаментальные законы сохранения (энергии, импульса, момента импульса), радикально упрощающие описание простых систем. Но самое главное для нас: в замкнутых системах с очень большим числом частиц справедлив второй закон (второе начало) термодинамики, гласящий, что энтропия S (мера хаоса) со временем возрастает или остается постоянной S>0, т.е. хаос в замкнутой системе не убывает, он может лишь возрастать, порядок обречен исчезнуть.
Открытость текста к языковой среде как в актах создания, так и интерпретации очевидна. Она имманентна языку через множество ассоциаций, которые модулированы культурными и индивидуальными особенностями.
Именно открытость позволяет эволюционировать живым системам от простого к сложному, разворачивать программу роста организма из клетки зародыша. Это означает, что иерархический уровень может развиваться, усложняться только при обмене веществом, энергией, информацией с другими уровнями.
В неживой природе диссипация (преобразование системой поступающей энергии в хаотическую – тепловую) тоже может приводить к упорядоченным структурам. Например, эволюция Солнечной системы, или дорожка водоворотов за веслом на быстрой воде. Именно с описания таких систем в химии и теории лазера и началась синергетика.
Оказывается, что при переходе от одного положения гомеостаза к другому, в области сильной нелинейности система становится обязательно открытой в точках неустойчивости. Даже если вы использовали первоначально замкнутую модель, в таких точках ее следует расширить до открытой. Но для этого мы должны познакомиться со следующим принципом.
5. Неустойчивость. Последнее из трех «не» (нелинейность, незамкнутость, неустойчивость) содержит в себе два предыдущих и вообще долгое время считалось дефектом, недостатком системы. Ну, кто будет конструировать неустойчивый велосипед
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или самолет? (Хотя и тот и другой сконструированы.) В механизмах, двигателях это «мертвые» точки, которые надо проскакивать по инерции – особая инженерная задача. Так было до недавнего времени, пока не понадобились роботы нового поколения, перестраиваемые с одной программы-гомеостаза на другую; обучающиеся системы, готовые воспринять разные модели поведения. Всякий раз система подходит к точке выбора, неустойчивости системы.
Архетипом неустойчивости можно считать перевернутый маятник, который готов упасть вправо или влево в зависимости от малейших воздействий извне или случайных тепловых колебаний материала маятника, ранее абсолютно несущественных. Таким образом, в точке неустойчивости система (даже замкнутая) действительно открыта, является чувствительным приемником воздействий других уровней бытия, причащается Универсуму, получает информацию, ранее недоступную ей. Такие состояния неустойчивости, выбора принято называть точками бифуркаций (буквально двузубая вилка, по числу альтернатив, которых может быть и не две), они непременны в любой ситуации рождения нового качества и характеризуют рубеж между новым и старым. Значимость точек бифуркации еще и в том, что только в них можно не силовым, информационным способом, т.е. сколь угодно слабыми воздействиями, повлиять на выбор поведения системы, на ее судьбу.
Существуют системы, в которых неустойчивые точки почти повсеместны, например развитая турбулентность, и тогда наступает хаос, бурлящий поток, влекущий систему в неизвестность. Синергетика располагает средствами описания и таких систем. На жизненном пути каждого из нас очень много точек бифуркаций, выбора, осознанных и неосознанных. В языке это моменты выбора нужного слова, нужного аргумента.
6. Динамическая иерархичность (эмерджентность). Основной принцип прохождения системой точек бифуркаций, ее становления, рождения и гибели иерархических уровней. Этот принцип описывает возникновение нового качества системы по горизонтали, т.е. на одном уровне, когда медленное изменение управляющих параметров мегауровня приводит к бифуркации, неустойчивости системы на макроуровне и перестройке его структуры. Каждому знакомы метаморфозы воды (пар-жидкость-лед), происходящие при строго определенных температурах фазовых переходов, температурах бифуркаций. На уровне качественного
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описания, взаимодействия мега- и макроуровней все привычно, но и необъяснимо. Необходимо включение в описание третьего, микроуровня, которое стало осмысленным лишь во второй половине XX века. Именно тогда на языке трех мега-, макро-, микроуровней удалось описать процесс исчезновения и рождения в точке бифуркации макроуровня (см. рис. 1). В точке бифуркации коллективные переменные, параметры порядка макроуровня возвращают свои степени свободы в хаос микроуровня, растворяясь в нем. Фигура речи рассыпается и в хаосе слов подбираются, слагаются, крепнут очертания новой фигуры. Затем в непосредственном процессе взаимодействия мега– и микроуровней рождаются новые параметры порядка обновленного макроуровня. В этом случае креативная триада Теос + Хаос = Космос представлена как процесс рождения параметров порядка: «управляющие сверхмедленные параметры мегауровня» + «короткоживущие переменные микроуровня» = «параметры порядка, структурообразующие долгоживущие переменные мезо(макро)уровня». Однако теперь параметры порядка появляются как самые быстрые, динамичные, неустойчивые макро-флуктуации в хаосе микроуровня, и в фазе становления принцип подчинения Хакена гласит – побеждает быстрейший, т.е. самая неустойчивая мода. В языке, среди частей речи, такой самой быстрой активной переменной будет глагол. Подробнее процессы становления смысла были рассмотрены в (7).
Отметим парадоксальный на первый взгляд результат (Ю.Л.Климонтович), что возникновение турбулентности, вихрей текущей жидкости, вовсе не есть увеличение беспорядка, но рождение коллективных макродвижений, макростепеней свободы из хаотических броуновских движений микроуровня жидкости – рождение порядка. Беспорядок же ощущается нами с позиции макроуровня, как увеличение его сложности и непредсказуемости. Так и речь есть упорядочение семантического хаоса.
Мгновение между прошлым и будущим – точка бифуркации, на микроуровне является целой эпохой перемен-трансформаций. Именно здесь происходит выбор, точнее, эволюционный отбор альтернатив развития макроуровня, которому мы уделим особое внимание.
Например, забастовка общественного транспорта ненадолго возвращает нам радость свободы самостоятельного передвижения; а безвластие смутного времени возвращает людям свободу выбора способов защиты жизни и собственности, способов пропитания
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и т.д. Подобные обременительные степени свободы и побуждают нас к скорейшему преодолению хаоса, кризиса, общественной бифуркации.
7. Наблюдаемость. Принцип, который подчеркивает ограниченность и относительность наших представлений о системе в конечном эксперименте. В частности, это принцип относительности к средствам наблюдения, ярко заявивший свои права в теории относительности и квантовой механике. В теории относительности метры и секунды свои для каждого движущегося наблюдателя, и то, что одновременно для одного, не одновременно для другого. В квантовой механике, измеряя точно одну величину, мы одновременно обречены на неведение относительно многих других (принцип дополнительности Бора). В синергетике это относительность интерпретаций к масштабу наблюдений и изначальному ожидаемому результату.
С одной стороны, то, что было хаосом с позиций макроуровня, превращается в структуру при переходе к масштабам микроуровня. Т.е. сами понятия порядка и хаоса, Бытия и Становления относительны к масштабу-окну наблюдений. Целостное описание иерархической системы складывается из коммуникации между наблюдателями разных уровней, подобно тому, как коммуницируют наблюдатели разных инерциальных систем отсчета в теории относительности или создается общая научная картина мира из мозаики дисциплинарных картин, или проводится мониторинг социальных систем.
С другой стороны, проблема интерпретации сродни проблеме распознавания образов, грубо говоря, – мы видим в первую очередь то, что хотим, что готовы видеть, как на литографиях Мориса Эшера. Вспомните игру фантазии при разглядывании причудливых форм облаков. Отчасти и наука не свободна от этой игры, ведь ее делают люди. Мы приводим аргументы и объяснения из арсенала культурно-исторических доминант, в которых воспитаны, научных парадигм, которым следуем, авторитетов, которым верим. И очень часто открытие, лежащее на поверхности, в руках ученого, отбрасывается, как методическая или приборная погрешность. И тех, кто могли, но не стали нобелевскими лауреатами намного больше, чем тех, кто осмелился думать и видеть мир иначе.
Здесь наша языковая метафора есть не просто ландшафтоведение, картографирование текста за счет коммуникации различных наблюдателей соседей, но допущение и другого типа
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покрытия (чего не знает естествознание), и расслоение ландшафта, т.е. пребывание одновременно в различных темпоральных модусах, различных планах текста. Возможно, в этом и заключена сила классики, несмотря на слабый, по меркам современного триллера, сюжет – высокая многомерность и достоверность.
В заключении отметим ограниченность самой схемы разбиения реальности на бытие и становление в чистом виде. В последние десятилетия активно изучаются системы, в которых хаотическое поведение является нормой, а не кратковременной аномалией, связанной с кризисом системы. Это прежде всего турбулентность, климатические модели, плазма. Это означает перекрытие разных иерархических уровней на одном масштабе наблюдения, присутствия неустойчивости, хаотичности на уровне бытия – так называемые странные аттракторы, аттракторы с хаотической компонентой. Т.е. следует различать хаос бытия и хаос становления. Примером хаоса бытия является разнообразие форм жизни биосферы, гарантирующее ее устойчивость; наличие легкой хаотичности ритмов сердца, являющееся признаком хорошей адаптивности сердечно-сосудистой системы, необходимый для устойчивости элемент стихийности рынка и т.д. Для таких систем вполне применим образ – бытие в становлении. Возвращаясь к первым абзацам статьи, можем сказать, что право на ошибку и склонность к игре и метафоре являются тем перемешивающим креативным началом, гарантирующим адаптацию и развитие языка.
Примечания
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1. Василькова В.В. Синергетика. Порядок и хаос в развитии социальных систем. СПб.: Лань, 1999.
2. Бранский В.П. Теоретические основания социальной синергетики // Петербургская социология. 1997. № 1.
3. Аршинов В.И. Синергетика как феномен постнеклассической науки. М., 1999.
4. Буданов В.Г. Трансдисциплинарное образование и принципы синергетики // Синергетическая парадигма / Под ред. Аршинова В.И., Буданова В.Г., Войцеховича В.Э. М., 2000.
5. Аршинов В.И., Буданов В.Г. Когнитивные основания синергетики // Синергетическая парадигма II. М., 2002. С. 12–59.
6. Чернавский Д.С. Мышление, как распознавание образов // Синергетика-3. Труды семинара по синергетике. М., 2000.
7. Буданов В.Г. Язык науки или наука языка // Философские исследования. № 1. 2000.
8. Хакен Г. Принципы работы головного мозга. М., 2001. С. 350.
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С чем связан переход от неклассики к постнекпассике? Почему происходит трансформация дидактики высшей школы? Какое понятие наиболее адекватно отражает сущность изменений, происходящих в дидактике?
Актуальность осмысления природы изменений, которые происходят в дидактике высшей школы, связана с процессами модернизации высшего образования в России и с накоплением значительного массива научных знаний, меняющих традиционные взгляды на образовательный процесс в вузе. Современное состояние дидактики высшей школы характеризуется многими исследователями как «переходное». О сущности и направленности этих изменений, их методологических характеристиках и перспективах ведутся дискуссии^0. В этой связи актуальным становится подбор понятия, способного предельно конкретно определить сущность перемен, происходящих в теории обучения в высшей школе.
Основной методологической «рамкой» изменений дидактики высшей школы, как и большинства современных научных теорий, выступает происходящая со второй половины XX в. смена типа научной рациональности: неклассического на постнек-лассический с его синергетической картиной мира.61 Объектами исследования в постнеклассической науке становятся сложные саморазвивающиеся системы, облада-
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60 Стариченко Б Е. Настало ли время новой дидактики? // Образование и наука. 2008. №4 (52). С. 117—126: Уман А. И Теория обучения: от традиционной к антропологической дидактике И Педагогика. 2010. №1. С. 22—30: Перминова Я М. От классических к лостнеклассическим представлениям в дидактике и обучении. С. 7—14.
61 Степан В. С Теоретическое знание М.: Прогресс-Традиция. 2003. 744 с.
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ющие уровневой организацией. Их элементы способны порождать новые уровни, каждый новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. Важно, что сложные системы, являющиеся открытыми (образовательный процесс в вузе, безусловно, можно к ним причислить), осуществляют обмен с внешней средой, способны на изменение типа самоорганизации, который приводит к качественным изменениям системы.
Специфика постнеклассической науки заключается в распространении междисциплинарных и проблемно-ориентированных форм исследовательской деятельности. Междисциплинарность порождает сращивание теоретических и экспериментальных, прикладных и фундаментальных исследований, интенсифицирует связи между ними^2. Объектами современных дидактических исследований являются сложные системы, без междисциплинарности эффектов их системности можно и не обнаружить. Еще в 1967 г. в «Основах дидактики» указывалось: «Имеющийся пока небольшой опыт совместного обсуждения некоторых дидактических проблем педагогами, философами и психологами говорит о том, что этот путь может стать весьма плодотворным».63
Постнеклассическая наука предполагает историчность системного комплексного состояния объекта, вариабельность его поведения и описание сценариев его развития в точках бифуркации. Синергетическая природа изменений, происходящих в научных теориях (в дидактике в том числе), требует учета следующих принципов самоорганизации сложных систем, выступающих объектами исследования: гомеостатич-ность, иерархичность, нелинейность, неустойчивость, незамкнутость, динамическая
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62
Постнеклассика: философия, наука, культура. С 283.
Основы дидактики /под ред. Б. П. Есипова. М.: Просвещение. 1967. С. 10
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иерархичность и наблюдаемость.64
В этих условиях происходит изменение логики развития научного знания от кумулятивной к некумулятивной. Кумулятивный характер знания свойствен развитию большинства наук на этапе классики и неклассики: на каждом историческом этапе они суммируют в концентрированном виде свои прошлые достижения, и результат этих научных достижений входит неотъемлемой частью в общий фонд, не перечеркивается последующими успехами познания, а лишь уточняется ими. Все открытое в дидактике ранее переосмысливается и используется для построения новых, современных дидактических принципов, правил, теорий, но само по себе уже утрачивает актуальность и не имеет практического значения.
С позиций постнеклассики дидактическое знание развивается нелинейно, не «от простого к сложному», а по вероятностной траектории. Каждый раз наука или образовательная практика, возвращаясь к своему прошлому, использует сделанные ранее открытия в новых условиях и получает при этом разные, возможно, даже противоположные результаты. Историческое прошлое дидактики высшей школы сегодня открыто для переоценок, а потому нуждается в тщательном изучении и осмыслении на основе современных методологических подходов. Постнеклассическая наука провозглашает идею множественности истин, подвергая сомнению абсолютизацию великих идей, единственно верных «последних» теорий. Некумулятивный подход к дидактике не позволяет делить дидактические концепции на «своевременные» и «современные». Некумулятивный подход к постнеклассической дидактике позволяет увидеть образовательный процесс в вузе (его субъектов, цели, средства, результаты, общий контекст) с возможно большего числа позиций, признавая их не взаимоисключающими, не рядоположенными, а взаимодополняющими.
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64 Будансб В. Г Методология синергетики в постнеклассической науке и образовании М.: Изд-во ЛКИ. 2003. С. 49.
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Для обоснования некумулятивного построения дидактического знания важны такие его характеристики, как универсальность, типичность и единичность. Универсальное дидактическое знание присутствует в дидактике высшей школы в каждую историческую эпоху. Универсальным является сам факт включения объектов в сферу внимания дидактики. Универсалиями в этом смысле выступают инвариантные составляющие, неизменно присутствующие в структуре дидактической теории независимо от перспективных направлений развития науки в тот или иной период. В качестве инвариантов дидактики высшей школы, на наш взгляд, могут выступать классические дидактические вопросы: «Чему учить?» (содержание обучения в высшей школе), «Как учить?» (методы, средства и организационные формы обучения), «Зачем учить?» (цель обучения в высшей школе), «Кого учить?» (система требований к студентам - субъектам обучения). Они присутствуют во все времена, но каждая эпоха наделяет их собственным смыслом, характерным только для нее.
В разных культурных и исторических рамках эти универсалии обладают различным значением, могут быть сокращены или дополнены. Тем не менее все их значения нужны для понимания сущности дидактической теории. Это знание об особенностях развития дидактики в разные эпохи и есть то типичное дидактическое знание, которое позволяет по-иному взглянуть на все явления, понятия, категории, исходя из различий, вытекающих из особенностей социокультурной ситуации в ту или иную эпоху. Огромное количество дидактических ситуаций различного характера содержит информацию о бывшем однажды, случившемся с конкретным субъектом, т. е. о единичном, иногда случайном. Это знание конкретных фактов педагогической реальности, которое выступает в качестве иллюстрации, помогает выявить типичное или, наоборот, показывает своеобразие, ставит вопросы, подчеркивает вероятностный характер дидактического знания.
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Таким образом, опираясь на выделенные признаки постнеклассической научной теории и некумулятивного подхода к дидактике высшей школы, можно сделать вывод о том, каким требованиям должно соответствовать искомое понятие. Во-первых, оно должно отражать обратимость изменений, в том числе предусматривать возврат к прежним формам, культурным аналогам дидактической теории, отдельным «кирпичикам» дидактических концепций классики и неклассики. Во-вторых, понятие должно отвечать вероятностному характеру изменений, отражать их многовариантность, учитывать, что теория может начать развиваться по нескольким, возможно даже противоположным, исключающим друг друга сценариям. В-третьих, для понятия, характеризующего процесс изменений дидактики, важно иметь широкий междисциплинарный статус, создающий условия для проведения совместных исследований учеными, представителями различных отраслей знания.
Трансформация (от позднелат. transformatio - изменять, преобразовывать, превращать) рассматривается как «преобразование, изменение вида, формы, существенных свойств чего-либо»65. Это очень объемное концептуальное представление, и оно широко применяется в различных предметных областях: лингвистике, статистике, юриспруденции, психоанализе и др. Например, в математике и статистике трансформация - изменение уравнения или набора значений, которое сделано без изменения основного «смысла». В логике - систематическая замена одного набора символов другим набором согласно правилам, в результате чего получаются два логических эквивалента. Понятие «трансформация», на наш взгляд, более других соответствует раскрытию сущности и специфики изменений, происходящих в научных
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65 Трансформация //Яндекс. Словари. URL: http .'/slovari.vardex ru/dict/'ushakov/article/ushakov/19/us477509.htm (дата обращения: 15.01.2010).
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теориях постнеклассики 66 Во-первых, трансформация подчеркивает преемственность основных инвариантных составляющих научной теории (в терминологии культурологического подхода - культурных аналогов). Под влиянием социокультурных факторов теория изменяется, трансформируется, сохраняя при этом базисные элементы, которые в постнеклассическом измерении рассматриваются как сложные системы, способные к саморегуляции и саморазвитию, погруженные в социальный контекст В частности, в теории обучения сами по себе дидактические вопросы остаются неизменными, но с развитием общества и образования меняются ответы на них. Таким образом, при использовании понятия «трансформация» исследователям удается выявить и проследить изменения, происходящие в теории в различных социокультурных условиях. При этом сохраняется «основной смысл», «логический эквивалент» базисных элементов, подверженных изменениям. Кроме того, трансформация предполагает преемственность, взаимопроникновение элементов, присущих теории на разных этапах ее развития, что полностью соответствует идеям о внутреннем единстве всех трех типов научной рациональности: «...каждая новая картина мира создается как трансформация предшествующей, и между ними есть преемственность».67
«Язык любой науки, в том числе и педагогики, должен обладать двумя важнейшими признаками - точностью и адекватностью».68 Соответствие понятия «трансформация» выделенным нами критериям свидетельствует о том, что оно наиболее точно и адекватно передает постнеклассический характер изменений дидактики выс-
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66 См. подробнее Макарова Н. С Трансформация как понятие, адекватно отражающее сущность перемен в дидактике высшей школы // Письма в Эмиссия. Оффлайн (The Emissia Offline Letters): электронный научный журнал 2010 Май. URL: http:/.f,.v.v.v.emissia.org/ offline/2010/1408.htm (дата обращения: 20.05.2010).
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67 Постнеклассика: философия, наука, культура. С 26S.
68
Вершинина Н А Структура педагогики методология исследования моногр СПб. ООО «Изд-во "Лема"». 200S. С 149.
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шей школы.
Рассмотрим подробнее сущность трансформации в гуманитарном познании. Гуманитарные науки, нуждающиеся в новых выражениях для характеристики процессов изменений, происходящих в различных сферах жизни общества (в том числе в сфере науки и образования), используют это понятие для описания радикальных структурных перемен. По мнению А. Н. Данилова, который исследовал общественные трансформации в историческом аспекте, это понятие «выражает переход к качественно новому состоянию общественной организации».69
Всякая сложная развивающаяся социальная система стремится сохранить свое равновесие. Однако в результате нарастания неравновесных и нелинейных отношений она начинает испытывать внутренние изменения, сумма которых в определенный момент превышает допустимый для данной системы предел напряжения. В этот переломный момент система вынуждена перейти порог устойчивости, и тогда становится невозможно предсказать, в каком направлении пойдет дальнейшее развитие: станет ли состояние системы хаотичным или она перейдет на новый, более высокий уровень упорядоченности и организованности.
Как указывает А. Н. Данилов, «трансформационный период в общественном развитии - особая историческая подсистема, в которой обнаруживается своя структура, свое устройство, свои тенденции развития и свои методы регулирования. Обычно трансформационный процесс проходит следующие стадии:
- переоценка существующего состояния общества и оценка содержания и масштабов кризиса, носящего системный характер;
- социальная диагностика, т. е. непредвзятая, объективная характеристика настоящего, его корней в прошлом, возможностей и путей выхода из кризисной ситу-
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69 Данилов А Н. Переходное общество: Проблемы системном трансформации. Минск: ООО «Харвест», 1998. С. 9.
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ации;
- демонтаж отжившей системы, ликвидация ее очевидных несоответствий достигнутому уровню общественного развития и его тенденциям;
- новое самоопределение общества, выдвижение и обоснование путей дальнейшего развития».70
Трансформационный процесс состоит из ряда последовательных трансформационных состояний, каждое из которых представляет собой реально достигнутые перемены в конкретный период времени. Отсюда возникает необходимость разработки концепции трансформации как теоретической основы, описывающей и объясняющей закономерности и особенности преобразований в дидактике высшей школы.
Что происходит с классическими и неклассическими дидактическими постулатами сегодня? В каком направлении трансформируется дидактика высшей школы?
Рассуждения о том, чем вызван кризис классической теории обучения, какие из ее базовых положений уже не соответствуют реалиям сегодняшнего дня и в каком направлении они должны трансформироваться, являются чрезвычайно актуальными. На наш взгляд, ответы на эти вопросы необходимо искать в социокультурных основаниях трансформации современных научных теорий.
Влияние общества на развитие науки не подвергается сомнению. Характер взаимосвязи социокультурных процессов и изменений, происходящих в различных отраслях научного знания, становится предметом размышлений исследователей, представителей широкого круга научных школ и традиций. Все они делают попытки каким-то образом систематизировать, классифицировать, упорядочить и объяснить
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70 Данилов А Н. Указ. соч. С. 10.
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причины и факторы общественного развития, выявить его стадии и этапы, охарактеризовать их максимально конкретно, выстраивая более или менее стройную систему. Наряду с выделением основополагающих факторов общественного прогресса и условий его протекания, причин перехода на другой, качественно новый, социальный уровень, развитие науки занимает одно из центральных мест. Несмотря на то, что критерии общественного (а вслед за ним и научного) прогресса не являются чем-то общепризнанным, они дают богатую почву для размышлений. Подавляющая часть исследователей исходят из того, что системные изменения, происходящие в обществе, придают некий статус «переходности» всем социальным явлениям, в том числе и науке.
Обратимся к наиболее известным научным подходам, описывающим развитие социума. Сторонники стадиально-формационного подхода выделяют три основных этапа в развитии общества (доиндустриальный - индустриальный - постиндустриальный) и указывают на то, что в настоящее время завершается переход от индустриального общества к постиндустриальному (Д. Белл, В. Иноземцев и др.). Ученые, разрабатывающие положения цивилизационного подхода (О. Шпенглер, Э. Тоффлер и др.), признают человека ведущим творцом истории, большое внимание уделяют духовным факторам развития общества, уникальности истории отдельных стран и народов. Фактически никто из представителей этих научных направлений не отрицает тех изменений, которые происходят в современной цивилизации, однако в подходах к ее характеристике единства нет. В зависимости от исследовательского контекста современная реальность обозначается как переход от техногенной к антропологической цивилизации, от индустриальной - к информационной, от локальной - к глобальной и т. д.
Если доиндустриальное общество было основано на трудоемких технологиях,
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эксплуатирующих природные ресурсы и физическую силу человека, и для их освоения не требовалось длительного обучения и каких-либо специальных навыков, то индустриальный способ производства стал в своей основе машинным, требующим вложения капитала, источников энергии и длительного обучения рабочих, наличия у них соответствующей квалификации. Современное постиндустриальное общество основано на наукоемких технологиях, информации и знаниях, выступающих основным производственным ресурсом. В этих условиях возрастает творческий аспект деятельности человека, появляется потребность в непрерывном самосовершенствовании и получении образования в течение всей жизни. «Основой могущества в доин-дустриальную эпоху были земля и количество зависимых людей, в индустриальную - капитал и источники энергии, в постиндустриальную - знания, технологии и квалификация людей»71. Все это приводит к тому, что информационные методы все шире внедряются в научную деятельность. Информатизация, переход к широкомасштабному применению современных информационных систем в сфере науки и образования обеспечивают принципиально новый уровень получения и обобщения знаний, их распространения и использования. Эти процессы можно характеризовать как смену парадигмы в научном мировоззрении, связанную с нарастающими тенденциями интеграции в научно-исследовательской деятельности, появления и развития междисциплинарных исследований. Среди характеристик постиндустриального информационного общества выделяется возможность оперативной, практически мгновенной коммуникации людей друг с другом вне зависимости от места проживания, что приводит к глобализации научных исследований, интернационализации науки, развитию межнациональных научных сообществ.
В современных исследованиях обосновывается возникновение ноосферы, сфе-
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71 Иноземцев В Современное постиндустриальное общество: природа, противоречия, перспективы. М : ЛОГОС. 2000. С. 37.
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ры разума, которая становится отличительной чертой и в то же время объективной потребностью развития постиндустриального мира. Знание, способность его хранить, концентрировать, приобретать, обмениваться, добывать качественно новое знание, играет все большую, если не доминирующую роль в развитии постиндустриальной цивилизации. Соответственно, развитие науки, сфер интеллектуальной деятельности приобретает сегодня ключевую роль. Современные высокие технологии, без которых уже невозможно не только развитие, но и существование всех основных сфер человеческой жизнедеятельности являются продуктом современного интеллекта. Уровень развития информационных технологий позволяет ученым моделировать исследуемые объекты с высокой точностью, делает возможным изучение широкого круга проблем, ранее недоступных. Вместе с тем возросло и число научных открытий, результаты которых способны принести серьезный вред человечеству. Все это повышает необходимость осуществления социальной экспертизы исследовательских программ, возрастает значение научной этики.
Развитие «экономики знаний» привело к тому, что исследовательские цели в научных проектах сегодня зачастую дополняются целями экономического и социально-политического характера. Это породило острую потребность в эффективном массовом образовании как базе для развития необходимого интеллектуального и культурного потенциала общества и в то же время стимулировало углубление кризиса образования, т. к. образовательные концепции, технологии и системы уже во многом не соответствуют современным реалиям.
Если постиндустриальная теория оперирует в основном терминами, характерными для социологии и экономики, то с позиций культурологического подхода указанные процессы общественных изменений оформились в рамках концепции постмодернизма. В соответствии с ней историческое развитие идет от традиционного об-
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щества к современному (модерну) и далее - к постмодерну. Не вдаваясь в различия в понимании постидустриального общества и постмодерна, отметим, что, даже с точки зрения лингвистики, приставка «пост-» не случайна, она объединяет эти концепции, которые, не будучи едиными в своих подходах, параллельны и взаимосвязаны.
Утверждение в 70-80-е гг. XX в. в постмодернизме идей нелинейности, вероятности, хаоса приводит к тому, что они распространяются в самых различных областях как естественнонаучного, так и гуманитарного знания. Это связано с развитием междисциплинарных исследований образования упорядоченных структур, теории самоорганизации - синергетики. Согласно синергетике в мире нет тех универсальных законов, которые делали возможным его познание в классической науке. В эпоху постмодерна это означает усиление роли субъекта в процессе познания. Для его характеристики важен не только уровень знаний и научной квалификации, но и способность к рефлексии ценностных оснований научной деятельности, ее соотношения с гуманистическими ценностями, идеалами, особенно при исследовании и технологическом освоении человекоразмерных систем (биоинженерия и т. д.).
Постмодернистская социальная теория использует категории неопределенности, нелинейности, многовариантности. Все это находит отражение и в развитии современных научных представлений о множественности истин, сценариев развития и т. д. Идеи, концепции постмодернизма способствуют утверждению нового научного мировоззрения, новой методологии познания, ускоряя распад классических стадиально-линейных моделей науки, выработке новых подходов к ней как принципиально открытому, вариативному, альтернативному процессу, необходимо предполагающему выбор. В плане образования это приводит к кризисным проявлениям и в науке, и в образовательной практике. По словам И. Е. Видт, «суть кризиса современно-
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го образования исчерпанность культурной адекватности образовательной парадигмы, созданной для индустриальной культуры».72
Таким образом, основываясь на указанных выше положениях можно выделить социокультурные основания трансформации современных научных теорий:
• Антропологизация науки, вызванная автономизацией личности, активной трансформацией социальных связей людей, переходом к обществу, постоянно изменяющему свои основания, приводит к тому, что преобразующая деятельность рассматривается как главное предназначение человека. Происходит рефлексия ценностных оснований научной деятельности, ее соотношения с гуманистическими ценностями, идеалами. Увеличение роли человеческого капитала во всех сферах общественной жизни, усиление творческого аспекта в деятельности человека, рост числа научных открытий, результаты которых способны принести серьезный вред человечеству, повышают необходимость осуществления социальной экспертизы исследовательских программ, возрастает значение научной этики. Для дидактики это означает смену приоритетов в трактовке ведущих категорий «субъект образования», «дидактические отношения», «цель обучения», «содержание образования» и т. д. Преподаватель перестает быть центральной фигурой образовательного процесса, его основной функцией становится сопровождение учебно-познавательной деятельности студентов, как никогда актуальными становятся дидактические исследования индивидуализации обучения (индивидуальный образовательный маршрут, образовательный выбор, самоанализ и самооценка образовательных результатов и т. д.).
• Информатизация науки приводит к тому, что уровень развития информационных технологий позволяет ученым моделировать исследуемые объекты с высокой точностью, делает возможным изучение широкого круга проблем, ранее недоступ-
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72 Видт И Е. Образование как феномен культуры. Тюмень: Печатник. 2006. С. 8.
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ных. Информатизация меняет типы общения, формы коммуникации людей и образ жизни. Информационная революция заложила основы глубокого преобразования всех видов трудовой деятельности, и в дидактике получают широкое распространение исследования, раскрывающие различные аспекты информатизации образования. В теории обучения в высшей школе появляется необходимость осмысления дидактических аспектов дистанционного образования, изучения особенностей применения информационно-коммуникационных технологий, их влияния на организацию образовательного процесса и т. д. Кроме того, относительно дидактики высшей школы как научной теории отмечается устойчивая тенденция, свидетельствующая, что у дидактики появилась новая функция производства инновационных образовательных технологий.
• Интернационализация, глобализация науки проявляется в тенденции интеграции в научно-исследовательской деятельности. Большинство отраслей науки получили мощный импульс к развитию в связи появлением и распространением международных, сравнительно-сопоставительных исследований. Особая актуальность подобных исследовательских проектов для дидактики высшей школы обусловлена процессами глобализации, которые захватывают и сферы высшего образования. В рамках Болонского процесса происходит глобализация фундаментальных и технологических научных разработок, которые осуществляются учеными в разных странах мира, что способствует актуализации сравнительных исследований в рамках дидактики высшей школы.
• Коммерциализация науки, обусловленная распространением «экономики знаний», развитием наукоемких технологий, оказывает влияние на исследовательские цели научных проектов, сегодня они зачастую дополняются целями экономического и социально-политического характера. Знание становится основой человеческого
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капитала, получает распространение формула «образование в течение всей жизни». В дидактике высшей школы меняются подходы к исследованию. Большинство ученых при определении актуальности дидактических разработок указывают на их социальную значимость, общественно-педагогическую направленность, содействие реформированию образовательной системы.
• Распространение в науке идей постмодернизма: нелинейности, вероятности, хаоса, неопределенности, многовариантности - приводит к возникновению новой междисциплинарной научной теории самоорганизации - синергетики. Синергетика, являясь основной научной концепцией эпохи постмодерна, осуществляет радикальную переоценку ценностей, она претендует на пересмотр онтологии мира, сложившейся линейной модели прогресса, кумулятивной модели знания. Объектами исследования все чаще становятся уникальные системы, обладающие свойствами открытости и саморазвития. С этих позиций образование рассматривается как открытая система. Возникает новое научное направление в педагогике - педагогическое прогнозирование73. Возникает в научной среде и постепенно распространяется в вузовской практике нелинейное, архитектурное построение образовательного процесса в целом и его отдельных компонентов. Это приводит дидактику высшей школы к необходимости переосмысления ответов на основные дидактические вопросы и постановки новых вопросов, соответствующих идеям нелинейности, вероятностности, неопределенности.
Указанные положения взаимосвязаны и взаимозависимы, их разделение весьма условно, и все они в совокупности оказывают значительное влияние на трансформацию дидактики высшей школы как научной теории. Социокультурные основания трансформации дидактики можно рассматривать в качестве причин, задающих нап-
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См. подробнее Педагогическое прогнозирование: науч. - метод, пособие / Л. Е. Никитина, И. А. Липскии и др.: под общ. ред. Л. Е. Никитиной. М :
НОУ ВПО «Московский психолого-социальный институт». 2009. 288 с.
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равления изменений педагогической науки. Как отмечает А. С. Запесоцкий, «современный этап развития культуры еще пока не имеет адекватной педагогической системы»74 и дидактике высшей школы еще предстоит трансформироваться в соответствии с вызовами времени. Если признать, что основной причиной и катализатором этих изменений выступает историческое развитие человеческого общества, то тогда необходимо проследить, как в ходе этой эволюции дидактической теории возникают все новые связи и отношения между ее компонентами, связи, меняющие саму стратегию научного поиска.
Наиболее значимые исследовательские подходы, описывающие причины, условия и результаты социокультурных изменений, приводят к отражению этих идей в философии науки. Так возникает известное учение В. С. Степина о типах научной рациональности. Выделяя классический, неклассический и постнеклассический типы научной рациональности в качестве критериев их разделения, ученый называет особенности системной организации исследуемых объектов и типов картины мира, особенности средств и операций деятельности, представленных идеалами и нормами науки, особенности ценностно-целевых ориентаций субъекта деятельности и рефлексии над ними, выраженные в специфике философско-мировоззренческих оснований науки.
По мнению В. С. Степина, со второй половины XX в. начинается распространение постнеклассического типа научной рациональности с его синергетической картиной мира. Объектом исследования в современных теориях становится саморазвивающаяся система. Происходит переход от одного вида саморегуляции объектов к другому, предполагающему помимо собственно саморегуляции еще и возможность саморазвития. Возникает иерархия уровневой организации элементов, способность
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74 Запесоцкий А. С Образование в условиях формирования культуры нового типа М.: Наука. 2002. С. 10.
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порождать новые уровни, каждый новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего объект как система обретает новую целостность. С появлением новых уровней система дифференцируется, в ней формируются новые самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей.75
Для дидактики высшей школы такое изменение взглядов на объект исследования приводит к дестабилизации существующей образовательной практики. Результаты трансформации базисных элементов классической дидактики высшей школы в направлении дестабилизации проявляются в максимальной гибкости и нелинейности организационных форм производства и социальной сферы, что приводит ко все большему проникновению нелинейных процессов в дидактические основания высшего образования. Эксперименты по введению модульно-рейтинговой системы обучения в вузах показывают ее значительный потенциал, связанный с высокой степенью адаптивности к изменяющимся внешним условиям и потребностям рынка труда.
Согласно постнеклассической картине мира, на каждом из этапов система сохраняет свою открытость. Обмен с внешней средой, изменение типа самоорганизации - качественная трансформация системы. Могут существовать фазовые переходы. На этих этапах прежняя организованность нарушается, рвутся внутренние связи системы, и она вступает в полосу динамического хаоса. На этапах фазовых переходов имеется спектр возможных направлений развития системы. Возможны упрощение системы, ее гибель, разрушение. Но возможны и сценарии возникновения новых уровней организации, переводящих систему в качественно новое состояние само-
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75 Степан В. С Теоретическое знание М.: Прогресс-Традиция. 2003. 744 с
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развития. Системное качество целого важно, но важно понимать, видеть изменения типа системной целостности по мере развития системы.
Наиболее ярким направлением трансформации базисных элементов классической дидактики, связанным с идеей открытости образования как системы, выступает обогащение. Так, обогащением становится возникновение современных дидактических вопросов, дополняющих уже существующие: «Чему учить?», «Как учить?», «Зачем учить?», «Кого учить?». Изменения, происходящие сегодня в мире: ускорение темпов жизни, возникновение и скорое отмирание новых профессий и типов занятости - ставят вопрос об образовательных результатах и способах их измерения. Пользуясь терминологической рамкой постнеклассической дидактики, новые вопросы можно сформулировать таким образом: «Каковы образовательные стратегии?», «Каковы образовательные результаты?», «Как измерить образовательный результат?»,
«Какие компетенции формируются?», «Каким должен быть процесс обучения, чтобы формировались компетенции?», «Какова архитектура нелинейного процесса обучения?», «Кто учит?», «Кто учится?» и т. д.
Также обогащаются в постнеклассический период развития дидактики основные дидактические закономерности. Специфику классических дидактических закономерностей характеризует зависимость между преподаванием, учением и содержанием образования. Известно, что дидактические закономерности не зависят от содержания отдельных учебных предметов в высшей школе. В классической дидактике высшей школы среди основных приводятся следующие закономерности: зависимость обучения от социального заказа и общественных условий, социально-формирующий и воспитывающий характер обучения в высшей школе, зависимость эффективности обучения от активности студентов и от целенаправленного формирования отноше-
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ния их к учению и т. д. Безусловно, часть из них подтверждены временем, их актуальность сохраняется.
Закономерности обучения в дидактике рассматриваются как объективные, существенные, устойчивые, повторяющиеся связи между составными частями, компонентами процесса обучения. Внешние закономерности процесса обучения характеризуют зависимость обучения от общественных процессов и условий социально-экономической и политической ситуации, уровня культуры, потребностей общества в определенном типе личности и уровне образования. Этот вид закономерностей по-прежнему сохраняет свою значимость, поскольку подчеркивает исторический характер обучения в высшей школе.
Внутренние закономерности процесса обучения - связи между его компонентами: целями, содержанием, методами, средствами, формами, т. е. это зависимость между преподаванием, учением и изучаемым материалом. Так, в классическом понимании одна из базовых закономерностей дидактики указывает на то, что обучающая деятельность преподавателя носит воспитывающий характер. Воспитательное воздействие может быть положительным или отрицательным, иметь большую или меньшую силу, зависеть от условий, в которых протекает обучение. В постнеклассической дидактике несколько иначе рассматривается вопрос о «воспитательном воздействии» преподавателей на студентов в процессе обучения. Несомненно, общепризнано наличие воспитательной функции обучения, однако сегодня в дидактике высшей школы воспитание принято определять как содействие самовоспитанию, саморазвитию студентов средствами обучения, а ни в коем случае не «воздействие» на них. Вопрос о воспитании профессионала рассматривается через компетентность как единый образовательный результат, интегрирующий и воспитательные, и образовательные достижения.
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ся из постановки задачи перед обучающимися. Задача может быть сформулирована непосредственно, может быть подана как проблема. В этом случае обучающиеся сами формулируют задачи, требующие решения. Задачи могут быть выделены студентами из предоставленной им информации. Первичный анализ, критика, интерпретация ведут к трансформации обучающего текста посредством ценностного обмена мнениями, оценки с личностных позиций: собственного опыта, ценностных ориентации и пр. Идеи и концепции перерабатываются в терминологический словарь с целью объяснения, обсуждения. Следующий этап - действие и решение. Их также можно и нужно рассматривать как элементы содержания образования. Они представляют собой информацию, которая оформлена в виде суждения, проекта, программы. Следующим этапом обучения становится обсуждение, презентация, рефлексия.
Описывая значительные изменения, которые произошли в дидактике высшей школы, нельзя не признать и тот факт, что ряд ее базисных элементов оказался подвержен рутинизации. Наиболее ярко рутинизация проявляется в выборе методов обучения в высшей школе. Методы обучения в их традиционных вариантах: лекция, рассказ, показ-демонстрация, объяснение, беседа и др. По источникам и способам передачи информации в классической дидактике выделены и до сих пор остаются актуальными словесные, наглядные и практические методы. В зависимости от характера дидактических задач выделяют методы приобретения знаний; методы формирования умений и навыков, методы формирования творческой деятельности; методы контроля знаний, умений и навыков. В соответствии с характером познавательной деятельности студентов выделяют объяснительно-иллюстративные, репродуктивные, проблемные, эвристические (частично поисковые) и исследовательские методы. Медленная трансформация методов обучения связана с их высокой воспроиз-
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водимостью; значительной эффективностью и глубиной стереотипов профессиональной деятельности преподавателей вузов.
Междисциплинарностъ как основа постнеклассической методологии порождает сращивание теоретических и экспериментальных, прикладных и фундаментальных исследований, интенсификацию связей между ними. Объектами исследования становятся настолько сложные системы, что без междисциплинарности эффектов их системности можно и не обнаружить. Взаимодействие ученого с исследуемой системой протекает таким образом, что он как бы включается в нее, видоизменяя поле ее возможных состояний. Грань между искусственным и естественным стирается, искусственный вариант рассматривается как один из сценариев естественного.
Рост значения инноваций в развитии экономики, включение процессов получения и обновления знания во все производственные и общественные процессы приводят к необходимости ориентации современной дидактики высшей школы на активное внедрение научных достижений в образовательный процесс, применение инновационных образовательных технологий. Такое направление изменений базисных элементов классической дидактики можно назвать диффузией. Многократные, зачастую непредсказуемые изменения технологий (в том числе и социальных, гуманитарных технологий) за короткие промежутки времени повышают требования к мобильности всего образовательного процесса, и прежде всего его субъектов - студентов и преподавателей.
В постклассический период происходит смена основ социального позиционирования: от материального капитала и однократно освоенной профессии - к социальному капиталу и способности к адаптации, устаревание классического «образования для жизни» и переход к «образованию через всю жизнь». В этих условиях дополняется ответ на вопрос «Кого учить?». В орбиту дидактики высшей школы попадают не
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только студенты, но и специалисты, уже имеющие профессиональное образование, - образование становится непрерывным.
Поскольку объектами исследования в постнеклассических теориях становятся системы саморазвивающиеся, наука предполагает историчность системного, комплексного состояния объекта, вариативность его поведения и описание сценариев его развития в точках бифуркации. Теория строится как теоретическое описание на основе аппроксимации (от лат. approximo - приближаюсь), происходит замена одних объектов другими, в том или ином смысле близкими к исходным. Аппроксимация позволяет исследовать характеристики и качественные свойства объекта, сводя задачу к изучению более простых или более удобных объектов (например, таких, характеристики которых легко вычисляются или свойства которых уже известны), схематизации, исторической реконструкции. В этой связи можно выделить широко распространенную в дидактике практику уточнения, конкретизации понятий применительно к различным социокультурным условиям. В современных условиях, когда образование, отвечая на вызовы времени, изменяется кардинально, возникает ротация как направление трансформации базисных элементов классической дидактики высшей школы. Проявляется она прежде всего на терминологическом уровне. К базовым категориям классической дидактики высшей школы относятся понятия: обучение, преподавание, воспитание, развитие, образование, самообразование, принцип обучения, метод обучения, организационная форма обучения, средство обучения, модель специалиста, профессиограмма. В постнеклассический период прочно заняли свое место в дидактических исследованиях другие понятия: сопровождение, практикоориентированность, нелинейность, модульность, компетентность, достижения, успех, мобильность, конкурентоспособность, рейтинг, кредит, учебно-професси-ональные задачи, учебная информация, кейс, проект и т. д.
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Кроме того, происходит ротация основных дидактических отношений. В классической дидактике важными считались отношения «студент - изучаемый материал», эти отношения во многом определяли специфику традиционной высшей школы, подчеркивали значительную роль процесса учения, самостоятельной работы студентов с учебной информацией. В постнеклассический период в дидактике высшей школы эти дидактические отношения заменяются отношениями «студент - учебно-профес-сиональная задача», «студент - учебный проект», что подчеркивает ориентацию процесса обучения в высшей школе на контекстно-компетентностный подход.
Социокультурные основания, которые приводят к трансформации дидактики высшей школы как научной теории, в постнеклассической перспективе обусловливают основные стратегические направления изменений. Среди основных тенденций этого процесса стоит отметить антропологизацию дидактики, переход от нормативной (модальность долженствования) к поддерживающей сущности ее принципов, от методов и технологий к стратегиям обучения, а также трансформацию линейного в нелинейное, архитектурное построение образовательного процесса. Кроме того, происходит снижение роли формального образования и возрастает значение самостоятельности, самоопределения студентов в процессе информального и неформального образования. Таким образом, указанные тенденции позволяют говорить о перспективах трансформации дидактического знания в логике постнеклассической рациональности.
Подводя итоги, важно отметить:
• Особенности постнеклассической рациональности: объектами исследования становятся сложные саморазвивающиеся системы; распространяется вариативность, нелинейность, синергетическая картина мира, междисциплинарность и т. д.
• Трансформация дидактики высшей школы - это изменение содержания, вида,
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формы и существенных свойств ее базисных элементов. Трансформация предполагает преемственность основных базисных элементов теории, подчеркивает вероятностный характер изменений, приводит к возникновению качественно нового дидактического знания - постнеклассического.
• Причины трансформации дидактики высшей школы: антропологизация, информатизация, глобализация, коммерциализация науки, распространение идей синергетики и постнеклассической научной рациональности.
• Направлениями трансформации дидактики высшей школы выступают: дестабилизация, обогащение, эволюция, рутинизация, диффузия, ротация.
• Постнеклассическая дидактика высшей школы выдвигает следующие идеи: обучение рассматривается как сложный саморазвивающийся открытый нелинейный процесс; на первый план выходит дидактическое отношение «студент - учебно-про-фессиональная задача»; меняются функции преподавателя (от обучения к сопровождению, от отбора учебной информации и организации ее усвоения студентами к систематизации их субъектного опыта); обновляется содержание ведущих дидактических принципов, форм, методов, технологий и т. д.
Вопросы и задания:
1. Выделите наиболее значимые причины постнеклассической трансформации дидактики высшей школы.
2. Назовите основные характеристики постнеклассической науки и соответствующие им проявления в развитии современной дидактики высшей школы.
3. В чем суть противоречий между неклассической и постнеклассической дидактикой высшей школы?
4. Предложите свои критерии для сравнения характеристик дидактики высшей
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школы разных периодов.
5. Заполните сравнительную таблицу:
Трансформация дидактики высшей школы: от классики к постнеклассике:
Критерии сравнения Классическая дидактика Неклассическая дидактика Постнеклассическая дидактика
[[Гомеостаз в образовании]]
[[Гомеостаз биологических систем и некоторые механизмы его обеспечения]]
!! Цитирование
Проблемы и риски инженерного образования в XXI веке:
монография / Под общ. ред. И.А. Герасимовой.
М.: Университетская книга, 2017. 312 с.
!!!! В монографии
Проблемы и риски инженерного образования в XXI веке:
монография / Под общ. ред. И.А. Герасимовой – М.: Университетская книга, 2017. – 312 с.
!! Ссылки
*[ext[TRab 20171226|file:///D:/TRab/2017/12/20171226/20171226/Gerasimova_2017.pdf]]
!! Выдержки
Проблемы методологии гуманитарных наук
*[ext[ Elibrary| https://elibrary.ru/download/elibrary_15568471_35198190.pdf]]
**[ext[ BI|file:///D:/BI/S/elibrary_15568471_35198190.pdf]]
*[[Автореферат Некрасовой]]
*[ext[ссылка абсолютная html|file:///D:/TRab/2017/05/20170529/Nekrasova/Пространственно-временная организация жизненного мира человека.html]]
**[ext[ссылка абсолютная первоисточник|file:///D:/TRab/2017/05/20170529/Nekrasova/01002973787.pdf]]
*[[Эмоциональный интеллект и стиль саморегуляции учебной деятельности в подростковом возрасте]]
*[[Саморегуляция как основа взаимодействия человека со средой]]
*[[Информатизации военного образования: проблемы и перспективы]]
*[[Яроцкая]]
*[[Стожок]] не распознан
* [[Психология самостоятельности]]
* [[Выготский]]
* [[Тихомиров]]
* [[Клочко]] [[+| Клочко даты]]
* [[Сергеев]]
* [[Демидова]]
* [[Некрасова]]
* [[Войскунский]]
* [[Зобков]]
* [[Пиаже]]
* [[Слободчиков]]
* [[Прыгин]]
* [[Зеер]]
* [[Маралов]]
* [[Маклаков]]
* [[Лурия]]
---
* [[Гаранина]]
```
Зобков Александр Валерьевич Психологическая модель саморегуляции поведения и учебно-профессиональной деятельности студенческой молодежи // Вестник ТГУ. 2011. №7. URL: http://cyberleninka.ru/article/n/psihologicheskaya-model-samoregulyatsii-povedeniya-i-uchebno-professionalnoy-deyatelnosti-studencheskoy-molodezhi (дата обращения: 04.06.2017).
Зобков Александр Валерьевич Психологическая модель саморегуляции поведения и учебно-профессиональной деятельности студенческой молодежи // Вестник ТГУ. 2011. №7. С.79-86
```
Системный принцип как методологический подход к анализу психических явлений позволяет рассматривать психические явления как систему, не сводимую к сумме своих компонентов, но обладающую структурой, а свойства ее компонентов определяются их местом в этой структуре.
На основании теоретического анализа научной, научно-практической литературы по саморегуляции деятельности, саморегуляции поведения и деятельности студента, а также эмпирических исследований, связанных с изучением саморегуляционных характеристик студентов на объективно-психологическом уровне анализа [7], была составлена модель саморегуляции поведения и деятельности студента, осуществляемая на субъективно-психологическом уровне, включающая нижеследующие структурные компоненты, изучение которых надлежало осуществить:
1) содержательно-мотивацонный компонент (мотивационные проявления, параметры самоактуализации личности, ценностные ориентации, творческая активность);
2) содержательно-самооценочный компонент (особенности самооценки, рефлексивность);
3) компонент качеств личности, характеризующий ее с интеллектуальной, эмоциональной, волевой, коммуникативной сторон;
4) индивидуально-типологический компонент (эргичность, пластичность, скорость, эмоциональность).
Общая структура механизма саморегуляции студентами поведения и деятельности представлена следующим образом (рис. 1): 1) содержательно-мотивационный компонент (СМК); 2) компонент личностных качеств (КЛК), 3) содержательно-самооценочный
компонент (ССК), 4) индивидуально-типологический компонент (ИТК).
Индивидуально-типологический компонент по своему содержанию не входит в структуру механизма психической саморегуляции студентами поведения и деятельности. Отметим, что этот компонент является структурным образованием интегральной индивидуальности. Однако можно не только предполагать, но с определенной долей уверенности говорить о том, что саморегуляци-онный компонент человека формируется с опорой на ИТК и, вероятно, на его основе и ИТК оказывает определенное влияние на процесс психической саморегуляции, особенно в ситуациях, характеризующихся стрессогенностью, экстремальностью.
[img[zobkov_r1.PNG]]
Рис. 1. Психологическая модель саморегуляции студентами поведения и деятельности
!! цитирование
Конопкин О.А. Психологические механизмы регуляции деятельности. - М., 1980. – 444 с.
Бордовская Нина Валентиновна,Розум Сергей Иванович
Психология и педагогика: Учебник для вузов. Стандарт третьего поколения
!! Сcылки
*[ext[Интернет |https://books.google.ru/books?id=o9BLDAAAQBAJ&pg=PA198&lpg=PA198&dq=%D0%B4%D0%B8%D0%B4%D0%B0%D0%BA%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B9+%D0%BC%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%B0%D0%BB+%D0%B2+%D0%B2%D1%83%D0%B7%D0%B5&source=bl&ots=NZiuWe2FSo&sig=gAdNzF52Wl4ByiP3Ycs-iGyUhU0&hl=ru&sa=X&ved=0ahUKEwjarO6u9o3XAhVGOJoKHSMRCegQ6AEIODAE#v=onepage&q=%D0%B4%D0%B8%D0%B4%D0%B0%D0%BA%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B9%20%D0%BC%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%B0%D0%BB%20%D0%B2%20%D0%B2%D1%83%D0%B7%D0%B5&f=false]]
[ext[Локальная работа |Бордовская Н. В., Розум С. И. Психология и педагогика- Учебник для вузов.pdf]]
*[ext[Локальная 1|file:///D:\TRab\2017\10\20171027\Бордовская Н. В., Розум С. И. Психология и педагогика- Учебник для вузов.pdf]]
*[ext[Локальная 2|file:///D:\TRab\2017\10\20171027\978-5-459-00453-3.pdf]]
!! Выдержки
!! Блок модуль 2 педагогика личностного развития
!!! природная среда
!!! предметная среда
!!! социальная среда
!! информационная среда
частностью ко всем людям и происходящим с ними событиям. В такой среде личностные смыслы всех видов взаимодействия между людьми доминируют над социальными значениями, что вызывает у них чувство «родства душ».
4. ''Информационная среда'' — информация об окружающем мире в той или иной форме и совокупность информационных сетей связи между людьми как пользователями этой информации. Информационную среду характеризуют не только с позиции проводника информации, понимаемой людьми и применяемой в социальной практике различными средствами, но и как фактор влияния и воздействия на человека (Ю. А. Шрейдер). Информационная среда содержит упорядоченные и неупорядоченные источники получения информации для человека, в ней порождаются факторы информационного взаимодействия между людьми. Однако надо помнить, что информационная среда может сохранить многие знания, но не может сохранить в себе умения пользоваться ею.
Человек может переходить из одной среды в другую. Примером может служить смена рода занятий, увлечений, даже профессии. Кроме того, он одновременно может находиться в различных средах или чередовать как-то свое пребывание в них, допустим, в семейной, студенческой и вузовской срсдс, в информационной виртуальной среде (компьютерные игры, общение в сети Интернет), в среде спортивных болельщиков или поклонников театрального искусства (соответствующая литература, общение, опыт и прочее).
Особый интерес представляет среда, которая является результатом пересечения или интеграции природной, предметной, социальной и информационной среды, каждая из которых уже выступает в качестве составляющей. В таком понимании окружающая среда, «растящая и питающая личность», представляет собой широкий набор видов и форм жизнедеятельности для самореализации человека. Составляющие любой такой среды — пространственно-территориальные границы среды, время нахождения субъекта в этой среде, социальный круг значимых и незначимых для субъекта людей, информационная насыщенность и предметное наполнение среды. По этим показателям можно оценивать развивающий потенциал окружающей среды и определять характер влияния па людей.
Среда, окружающая человека, может оказывать различное влияние на него — позитивное и деструктивное. В позитивном, развивающем плане возможность влияния на человека называют педагогическим потенциалом среды, компоненты которой детерминируют различные стороны развития личности: нравственную,
Составляющие любой такой среды — пространственно-территориальные границы среды, время нахождения субъекта в этой среде, социальный круг значимых и незначимых для субъекта людей, информационная насыщенность и предметное наполнение среды. По этим показателям можно оценивать развивающий потенциал окружающей среды и определять характер влияния на людей.
''Среда, окружающая человека'', может оказывать различное влияние на него — позитивное и деструктивное. В позитивном, развивающем плане возможность влияния на человека называют педагогическим потенциалом среды, компоненты которой детерминируют различные стороны развития личности: нравственную, эстетическую, интеллектуальную, мировоззренческую и другие.
Среди условий актуализации педагогического потенциала окружающей человека среды Ю. С. Мануйлов выделяет: дифференциацию, интеграцию, генерирование и декомпенсацию среды.
Важно помнить, что люди не только адаптируются к окружающей среде, но и создают среды с разной целью.
''Детская среда'' — среда общения и игры детей разного возраста с разной целью и для решения различных задач без участия взрослых, влияющая па характер взаимоотношений между ними и развитие детской субкультуры.
''Учебная среда'' — среда обучения, влияющая на процессы преподавания и учения. Причем учебная среда это всегда «локально, конкретно, здесь и сейчас» в момент взаимодействия учителя и учащихся на уроке или преподавателя и студентов на лекции или семинаре.
''Дидактическая среда'' (В. С. Леднев) предстает как специально организованная, направленная на создание комплекса дидактических условий, облегчающих процесс приобретения учащимися определенных знаний, умений и навыков по конкретной дисциплине, в которой цели, содержание, методы и организационные формы обучения становятся подвижными и доступными для изменения. Дидактическая среда возникает в ходе организации учебного процесса с учетом специфики учебной дисциплины, ее развивающего и воспитательного потенциала, в рамках конкретной дидактической или методической системы. Примером может служить подготовленная дидактическая среда по системе М. Монтессори — система дидактических материалов определенного образовательного содержания, которая стимулирует и направляет активность ребенка как субъекта деятельности при соблюдении ряда требований, реализуемых при создании такой среды:
* оснащение среды должно стимулировать ребенка к самостоятельной деятельности;
* дидактический материал призван помочь ребенку постичь миропорядок;
* в каждом дидактическом материале «изолируется» определенная подлежащая изучению характеристика предмета или явления;
* каждый дидактический материал необходимо представлять в эстетическом, притягательном для ребенка виде;
* оснащение среды должно соответствовать возрастным и индивидуальным особенностям ребенка;
* количество дидактических материалов должно быть ограниченным;
* в каждом дидактическом материале должна быть заложена возможность самоконтроля.
Другим примером может служить дидактическая компьютерная среда, под которой понимают «ближнее окружение ученика в обучении с использованием электронно-вычислительной техники» (А. М. Коротков).
''Образовательная среда'' — система условий, создающихся на уровне целого образовательного учреждения, в котором протекает профессиональная деятельность преподавателей и осуществляется учебно-познавательная деятельность учащихся, в том числе их общение и деятельность по интересам но внеучсбнос время. Образовательная среда всегда представляет собой совокупность условий и фак торов, которые характеризуют ту реальность, в которой не просто осуществляется образовательный процесс, а проходит значительная часть жизни и деятельности ее субъектов — воспитателей и детей, учителей и школьников, преподавателей и студентов.
В образовательной среде возможно одномоментное существование множества учебных, дидактических и воспитательных сред.
Становление личности обусловлено теми факторами и условиями, в которых происходит ее развитие и социализация, то есть культурологической средой общества. П. А. Флоренский писал, что «культура есть среда, растящая и питающая
личность». Образовательная среда в этом плане является квинтэссенцией культурологической среды общества, се частью, поскольку по своим функциям призвана аккумулировать наследие человечества для передачи подрастающему поколению, lie богатство (или бедность) и качество, с одной стороны, есть отражение социальных особенностей страны или отдельного региона, традиций и наследия, ценностей и социальных норм. Качественной образовательной средой является лишь та. которая создает социальную ситуацию развития. С другой стороны, можно говорит!» о специфике образовательной среды конкретного образовательного учреждения или социального института, выполняющего, в том числе, и образовательную функцию, об атмосфере и характере отношений между людьми, ценностях и связях с другими социальными институтами и образовательными учреждениями, возможностях в социализации и развитии личности ее субъектов.
```
Клочко В. Е. Психология инновационного поведения и управления самоорганизацией : учебно-методический комплекс : [для студентов вузов по направлениям 39.04.03 "Организация работы с молодежью", 38.04.02 "Менеджмент", 38.04.03 "Управление персоналом"] / В. Е. Клочко ; Том. гос. ун-т. - Томск : Томский государственный университет, 2016. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000547970
```
! ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Психология инновационного поведения и управления самоорганизацией.pdf]]
Две страницы
Индивид действует только в том случае, если он испытывает потребность в действии, т. с. если на короткое время произошло нарушение равновесия между средой и организмом, и тогда действие направлено на то, чтобы вновь установить это равновесие, или, точнее, на то, чтобы реадаптировать организм (Клапарсд). @@color:red;Таким образом, "поведение" есть особый случай обмена (взаимодействия) между внешним миром и субъектом. Но в противоположности физиологическим обменам, носящим материальный характер и предполагающим внутреннее изменение тел, "поведения", изучаемые психологией, носят функциональный характер и реализуются на больших расстояниях — в пространстве (восприятие и т. д.) и во времени (память и т. д.), а также по весьма сложным траекториям (с изгибами, отклонениями и т. д.).@@ Поведение, понимаемое в смысле функциональных обменов, в свою очередь, предполагает существование двух важнейших и теснейшим образом связанных аспектов: аффективного и когнитивного.
Поскольку чувство в какой-то мере направляет поведение, приписывая ценность его целям, психологу следует ограничиться констатацией того факта, что именно чувство дает действию необходимую энергию, в то время как знание налагает на поведение определенную структуру. Отсюда возникает решение, предложенное так называемой "психологией формы": @@color:red;поведение представляет собой "целостное поле", охватывающее и субъект, и объект; динамику этого поля образуют чувства (Левин), в то время как его структуризация обеспечивается восприятием, моторной функцией и интеллектом@@. Мы готовы согласиться с такой формулировкой при одном уточнении: и чувства, и когнитивные формы зависят не только от существующего в данный момент "поля", но также от всей предшествующей истории действующего субъекта.
В самом деле, ведь все чувства выступают или как @@color:red;регуляторы@@ внутренней энергии ("фундаментальные чувства" у П. Жане, "интерес" у Кларапеда и т. д.), или как факторы, регулирующие у субъекта обмен энергией с внешней средой (всякого рода реальные или фиктивные "ценности", затем "желаемости", связанные с "целостным полем" К. Левина, "валентности" С. Рассела, вплоть до межиндивидуальных или социальных ценностей). Сама воля может пониматься как своего рода игра аффективных и, следовательно, энергетических операций, направленных па создание высших ценностей и на то, чтобы сделать эти ценности обратимыми и сохраняемыми (моральные чувства и т. д.); эти операции существуют параллельно системе логических операций, с помощью которых создаются понятия.
! Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170530/tikhomirov.psychology.of.thinking.pdf]]
! Цитирование
Тихомиров О. К. Психология мышления: Учебное пособие. М.: Изд-во Моск. ун-та, 1984. — 272 с. (из книги)
! @@color:red;Текст@@
!! § 4. УПРАВЛЕНИЕ МЫСЛИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТЬЮ (стр. 77)
[[УПРАВЛЕНИЕ МЫСЛИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТЬЮ Психология мышления Тихомиров]]
!! § 6. МЫШЛЕНИЕ В УСЛОВИЯХ ДИАЛОГА С ЭВМ
[[МЫШЛЕНИЕ В УСЛОВИЯХ ДИАЛОГА С ЭВМ Психология мышления Тихомиров]]
!! 88 Глава 7. МЫШЛЕНИЕ И ЗНАНИЕ
[[МЫШЛЕНИЕ И ЗНАНИЕ Психология мышления Тихомиров]]
! Интересно
[[Интересно Психология мышления Тихомиров]]
!! Цитирование
Исаев Е.И., Слободчиков В.И. Психология образования человека: Становление субъектности в образовательных процессах: Из-во ПСТГУ; М,; 2013. 431 с. ?
Исаев Е.И., Слободчиков В.И. Психология образования человека: Становление субъектности в образовательных процессах: Из-во ПСТГУ; М,; 2014. 431 с. (РГБ)
!! ISBN
978-5-7429-0715-2
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171124/psy_human_education.doc]]
*[ext[BI |file:///D:/BI/978-5-7429-0715-2.doc]]
!! Цитирование
Василюк Ф.Е. Психология переживания. М., 1984. – 447 с.
!! Цитирование
Прыгин Г.С. Психология самостоятельности: Монография. - Ижевск, Набережные Челны: Изд-во Института управления, 2009. - 408 с.
!! Ссылки
*[ext[TRab |file:///D:\TRab\2017\07\20170731\20170726\20170726_3\Prigin.docx]]
*[ext[BI |file:///D:/BI/S/..]]
*[ext[Интернет |http:// ]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/ ..... .pdf]]
!! Цитирование
```
Клочко В.Е. Психосинергетика: настоящее и будущее психологии // Человек в психологии: ориентиры исследований в новом столетии : материалы науч. конф. (20 апреля 2001 года). – Караганда: Изд-во Каргу, 2001. – С. 101-110.
```
!! Ссылки
*[ext[ссылка TRab первоисточник |file:///D:/TRab/2017/05/20170529/Klochko/Klochko.pdf]]
*[ext[ссылка TRab первоисточник doc |file:///D:/TRab/2017/05/20170529/Klochko/Klochkod.doc]]
*[ext[ссылка TRab первоисточник docx |file:///D:/TRab/2017/05/20170529/Klochko/Klochkod.docx]]
*[ext[ссылка TRab первоисточник pdf2 |file:///D:/TRab/2017/05/20170529/Klochko/Klochkop2.pdf]]
!! Выдержки
Синергетика начинает с выделения открытой самоорганизующейся системы. Это учение о законах самоорганизации в открытых системах, а потому проекция этих идей а психологию возможна только в одном случае - если психология окажется способной заявить в качестве собственного предмета самоорганизующуюся систему, исследование которой и придаст системный облик и психологическому знанию, и самому процессу научного познания.
До сих пор психология, претендуя на то, что именно ей суждено в каждый момент времени представлять самое последнее, самое полное и выверенное знание человека о себе самом, никогда не была наукой о человеке. Ее предметом была (и остается) психика, т.е. субъективная "часть" человека, хотя понятно, что страдает и радуется, деформируется и восстанавливается, принимает решения и на этой основе регулирует свои отношения с миром и самим собой (одним словом, живет) не психика, а человек. Человек может стать предметом психологии только в том случае, если он предстанет в нем в качестве открытой самоорганизующейся психологической системы. Это условие диктуется тем науковедческим принципом, в силу которого только системно определенный предмет науки может быть основанием, обеспечивающим системность теоретической системы, каковой и является наука.
Так возникает психосинергетика, и этот термин нужен для того, чтобы отделить все другие массово возникающие попытки внедрения синергетических идей в психологию, которая пока не имеет собственного предмета как системно определенной реальности. Такое привнесение системных идей без попыток выделить ту самоорганизующуюся систему, по отношению к которой эти идеи вообще имеют какой-то методологически оправданный смысл, нельзя назвать иначе как редукционизмом. Синергетика возникла при изучении очень простых однопорядковых систем (физических, прежде всего), существующих внутри одной из форм движения материи. Она пока не имеет опыта работы с многоуровневыми, многомерными системами, каковым является человек - био-социо-культурное существо, узел пересечения всех ведомых нам форм движения материи (физической, химической, биологической, социальной и т.д.).
Психосинергетика - это теоретическая психология, точнее, психология, способная теоретически определить предмет своего исследования. Психология, сознательно согласившаяся с тем, что нельзя изучать работу разума, останавливая свое мышление на уровне рассудка.
Ее актуальной задачей является прослеживание того каким образом культура, хранящая и аккумулирующая в себе "дух" предков (добытые ими знания, отработанные способы видения мира, познания, мышления, их смыслы и ценности бытия, их волю, страсть и т.д.), трансформируется в одухотворенный мир конкретного человека, превращается в нем в то, что составляет его человеческую сущность: многомерный, наполненный предметами, звуками, красками, смыслами и ценностями, развивающийся Мир - в единственного претендента на то, чтобы называться "реальностью" и "действительностью".
!! Статьи
* [[Статья novaUm]]
|[[Статья ВАК 1]] | [[Статья ВАК 1 полностью]] |
|[[Статья ВАК 1_2]] | [[Статья ВАК 1_2 полностью]] |
|[[Статья ВАК 1_3|ВАК_1_Психология_1 1]] | [[Статья ВАК 1_3 полностью]] |
*[[Статья РИНЦ]]
* [[Статья перспективная]]
* [[Статья ВАК_Психология]]
//Почему произошел переход к неклассике? Каковы особенности неклассической науки? Какие изменения произошли в дидактике высшей школы в неклассический период? //
Переход к неклассическому типу рациональности был осуществлен в период революции в естествознании на рубеже XIX—XX вв., в том числе и под влиянием теории относительности. «В эту эпоху происходит своеобразная цепная реакция революционных перемен в различных областях знания: в математике (обнаружение парадоксов теории множеств и новая разработка этой теории, создание конструктивной математики), в физике (открытие делимости атома, становление релятивистской и квантовой теории), в космологии (концепция нестационарной Вселенной), в химии (квантовая химия), в биологии (становление генетики), в междисциплинарных исследованиях (возникновение кибернетики и теории систем).^^40^^
С развитием неклассики получает распространение кибернетическая картина мира ^^41^^, в которой объектом изучения выступает сложная система, обладающая системным качеством целого, несводимого к свойствам образующих его элементов. Вероятностная причинность, относительность, возможность саморегуляции сложных систем, воздействие следствий на причину, «циклическая причинность» - вот основные постулаты неклассики. Их распространение приводит к тому, что истина становится относительной, допускается возможность альтернативных описаний одного
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^^40^^ Постнеклассика: философия, наука, культура: коллективная моногр. / отв. ред. Л. П. Киященко и В. С. Степин. СПб.: Издат. дом «Mipb», 2009 С. 277.
^^41^^ Подробнее см. е Приложении 2.
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объекта. При этом важным становится описание метода исследования объекта, он включается как ценность в теоретическое описание, появляется норма доказательности (например, четкая фиксация особенностей наблюдения). Получают распространение принципы наблюдаемости и соответствия новой и предшествующей теории. Научный идеал меняется от «абсолютно истинного знания» к «внутреннему совершенству теории». Основным методом построения теорий становится выдвижение гипотез и их проверка в ходе исследования. При этом становится важным то, каким способом и какими средствами мышление познает мир. Возникает новое понимание разума как становящегося вслед за развитием деятельности человека, появлением ее новых видов, целей и средств. Научные результаты носят вероятностный характер и зависят от способов постановки вопросов. Теория рассматривается как способ познания, инструмент, с помощью которого человек познает мир.
В отличие от классического идеала единственно истинной теории, признается возможность нескольких теоретических описаний одной и той же реальности, содержащих элементы объективно истинного знания. Осознается связь между онтологическими постулатами науки и методами получения знания, влияние средств познавательной деятельности.
Неклассическое понимание образования позволило по-новому определить главное дидактическое отношение как «трехсубъектную систему "учитель - содержание образования - ученик", исследовать субъектную природу взаимодействия учителя и ученика и субъектные характеристики содержания образования (свойства, закономерности, социкультурные функции), сформулировать принципы его конструирования».^^42^^
Предмет дидактики в неклассический период усложняется, приобретает двойст-
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^^42^^ Перминое-а Л. М. От классических к постнеклассическим представлениям в дидактике и обучении И Педагогика 2009. № 8. С. 11.
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венный характер. С одной стороны, дидакты исследуют закономерности процесса обучения и на их основе разрабатывают систему дидактических принципов, с другой стороны, предметом дидактики становится конструирование процесса обучения более эффективного, чем существующий в массовой практике. Такая ситуация порождает множество законов, закономерностей и принципов, так и не оформившихся в единую систему. Как наглядно демонстрирует в своей работе И. И. Логвинов, качественный и количественный состав дидактических закономерностей и принципов в работах отечественных дидактов XX в. скорее представляет собой пестрое лоскутное одеяло, нежели логичную стройную концепцию.^^43^^
В начале XX в. ученым становится ясно, что «нельзя на первый план в образовательном процессе выдвигать ни метод, ни учителя. Центр образовательного процесса - образуемый, а потому современная дидактика должна быть психологической, она, прежде всего, должна выяснить, что такое представляет собой сам образовательный процесс, как его нужно понимать: есть ли он подражание внешней природе, или выражение внутренней самодеятельности, или усвоение наставлений умного, просвещенного энергичного учителя, или еще что-либо»^^44^^. В рамках неклассических представлений распространяется новый метод построения теорий - выдвижение гипотез и проведение экспериментов. Не остается в стороне и дидактика. По меткому выражению П. Ф. Каптерева, «раскрыть душу учащегося, показать, что и как в ней делается при образовании, поставила себе задачей экспериментальная дидактика»^^45^^. Как отмечает С. И. Архангельский, «медленно, но неуклонно входит в общую теорию обучения педагогический эксперимент. В силу своей традиции, в описа-
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43 Логвинов И. И Дидактика: история и современные проблемы С. 64—69.
44 Каптерев П. Ф. Избранные педагогические сочинения / под ред. А. М. Арсеньевз. М: Педагогика 1S82. С. 339.
45 Там же С. 326
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тельном образе мыслей, теория обучения неохотно, с большими затруднениями, но все же пропускает экспериментальные методы».^^46^^
Распространение нового идеала научности приводит к расширению состава основных дидактических вопросов. Классическая формула «всех учить всему» уже не соответствует запросам образовательной практики и принципиально не выполнима. Дидактика
пересматривает ответы на классические вопросы и ставит новые - неклассические: «Кого учить?» - требования к студентам вуза, «Кто учит?» - особенности профессиональной деятельности преподавателей, «Зачем учить?» - цели обучения в высшей школе. Появление этих вопросов приводит к тому, что дидактика высшей школы выделяется в отдельную теорию, появляются специальные направления дидактических исследований:
модель будущего специалиста, профессиограмма, лекционно-семинарская система, оптимизация и индивидуализация процесса обучения в вузе, организация научной, самостоятельной работы студентов и производственной практики и т. д.
Становление дидактики высшей школы как самостоятельной теории в неклассический период приводит дидактов к осмыслению специфических целей обучения в высшей школе. Цели обучения рассматриваются как системообразующий компонент профессиональной деятельности преподавателей, отправной точкой выбора целей становится модель (профиль) специалиста, в основе которой лежит квалификационная характеристика. Главная задача обучения в неклассике - учить студентов мыслить и действовать методами, категориями науки, видеть свою область знаний и профессиональную деятельность глазами исследователя. Как отмечает С. И. Архангельский, «усвоенные в обучении знания, умения и навыки выступают уже не в качестве предмета учебной деятельности, а в качестве средства деятельности про --
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46 Архангельский С И. Некоторые дополнения дидактики высшей школы //Психолого-педагогические проблемы учебной деятельности в высшей школе. М.: РУДН. 1981. С. 25.
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фессиональной».^^47^^
Значительное внимание, которое уделяет неклассическая наука описанию методов изучения объекта, проявляется и в дидактических исследованиях. С. И. Архангельский, указывая на то, что современная теория обучения требует опоры на некоторые общие положения развития современной науки, выделяет следующие направления развития дидактических исследований:
• Логико-математическая формализация: использование специальных методов логики, математики и других формальных методов при анализе учебного процесса, его оценке и управлении. Эти методы вносят в науку все более организующий и доказательный характер, сочетают количественную и качественную оценку, вводят измерители. «Эти методы научного познания оказывают существенное влияние на дидактику высшей школы, повышая ее научно-теоретический потенциал».45
• Системный подход к теории обучения: рассмотрение учебного процесса в вузе как сложной организованной системы, которая определяется целями и задачами подготовки специалистов высшей квалификации, взаимодействует с окружающей действительностью, миром науки, техники и социальных отношений. Этот подход позволяет решить одну из главных проблем теории обучения в высшей школе - установление связей и отношений главных составляющих учебного процесса: содержания обучения, учебной и научной деятельности преподавателей, средств обучения, его форм и методов, учебной работы студентов. «Субординация в системе учебного процесса выражается некоторым определенным порядком управления и ведущей ролью главного компонента системы - педагога. Иерархия подчиненности и субординация компонентов учебного процесса программируется, исходя из главного
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^^47^^ Архангельский С И. Учебный процесс в высшей школе, его закономерные основы и методы. М. Высш. шк.. 1980. С. 82.
^^48^^ Архангельский С. И. Некоторые дополнения дидактики высшей школы. С 25.
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условия теории систем, которая требует определения каждому компоненту его места, его роли и решения его конкретных задач».^^49^^
В дидактике высшей школы получает распространение системно-деятельност-ный подход к обучению и содержанию образования. Логика этого подхода основывается на построении особой структуры подготовки специалистов, четкого продумывания ее этапов и конструирования «дидактических единиц каждого учебного предмета, успешное функционирование которых в процессе подготовки специалиста определяется не их научной и практической значимостью, а прежде всего педагогической целесообразностью».^^50^^
В рамках этого подхода центральным становится понятие «учебная деятельность», его разработка позволяет ученым разрешить основные дидактические противоречия высшего образования:
- между абстрактностью каждой отдельной дисциплины и конкретностью задач профессиональной деятельности специалиста, в решении которых ему необходимо комплексно учитывать данные разных дисциплин;
- между индивидуальным основанием учебного материала в вузе и преимущественно коллективным характером будущей профессиональной деятельности;
- между теоретическими, знаково-символическими формами изложения учебного материала и предметно-практическим характером деятельности будущего специалиста.
В этот период распространяется «понимание высшего образования как системы управления учебной деятельностью студентов»^^51^^. Отсюда возникает необходимость
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49 Архангельский С И. Некоторые дополнения дидактики Еысшей школы. С. 32.
50 Основы педагогики и психологии высшей школы / под ред. А. Б Петровского. М.: Бысш. шк., 1986. С. 146
51 Там же. С. 143
---
разработки дидактических аспектов активизации учебной деятельности студентов. К понятию активизации примыкает понятие «интенсификации обучения - изыскания возможностей передачи студентам возрастающего объема информации при неизменной продолжительности обучения».52
Неклассический принцип множественности альтернативных решений одной научной проблемы приводит к возникновению в дидактике высшей школы различных способов активизации и интенсификации учебной деятельности студентов и образовательного процесса в вузе в целом.
Так, при решении этой задачи ученые задумались о дидактических особенностях применения проблемного обучения в вузе. «Проблемное обучение в высших учебных заведениях может быть применено шире, чем в средних общеобразовательных школах, т. к. принцип проблемности в обучении студентов является одним из важнейших дидактических принципов, влияющих на определение многих аспектов процесса обучения - направленности форм, методов, средств обучения, выбор содержания и определение структуры занятий и т. д.»53. «Проблемное обучение стало разрабатываться в своем нынешнем виде в связи с общей ситуацией в системе высшего образования - "информационным взрывом", жестким лимитом времени. Вместе с тем проблемное обучение обеспечивает развитие творческих способностей специалистов»54. Возникает дидактическое обоснование новой формы организации обучения - проблемной лекции. В зависимости от уровня проблемности выделяются: лекции проблемного изложения, лекции проблемного усвоения и их интеграция - комбинированные проблемные лекции.
---
52
Основы педагогики и психологии высшей школы. С. 197.
53
Низамов Р А. Дидактические основы активизации учебной деятельности студентов. Казань: КГУ. 1975. С. 214.
54 Основы педагогики и психологии высшей школы. С. 218.
---
Кроме того, задача активизации учебной деятельности студентов решалась в рамках программированного обучения. Важными заслугами программированного обучения как особого направления в теории обучения в вузе являются: постановка проблемы управления познавательной деятельностью, создание особых типов учебных пособий и обучающих программ. Интерес к программированному обучению существенно стимулировал развитие и применение технических средств обучения (ТСО) в вузе. Это привело к тому, что возникло новое направление в теории обучения, исследующее особенности, формы и методы применения технических средств в учебном процессе. Неклассическая дидактика высшей школы обосновывает различные подходы к применению ТСО:
- более глубокое восприятие студентами учебной информации, привитие им практических навыков, средство получения обратной связи (А. Г. Молибог, Р. А. Низамов55
- стимулирование и активизация деятельности студентов в самостоятельном поиске знаний, в развитии творческого мышления (С. И. Архангельский56);
- осуществление текущего контроля, накопление статистических данных об учебном процессе, хранение информации и многократное воспроизведение (И. И. Тихонов57).
Идеи кибернетики обусловили появление кибернетической концепции обучения. Представители данного направления (С. И. Архангельский, Е. И. Машбиц) рассматривают обучение как процесс передачи и переработки информации. Методологической основой данного направления является теория информации и систем, а так-
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55 Молибог А. Г. Вопросы научной организации педагогического труда в высшей школе. М.: Высш. шк., 1971. С. 158.
56
Архангельский С И. О создании и применении технических средств обучения. Киев: МВиССО УССР. 1966.
57 Тихонов И. И. Программирование и технические средства обучения в учебном процессе М.: Советское радио, 1970. 200 с.
---
же кибернетические закономерности передачи информации. Роль учебной информации и механизмов ее усвоения в процессе обучения абсолютизируется. «Для учебного процесса, как и для всех систем, информация приобретает смысл тогда, когда она находится в движении и применяется с целью познания и управления»58. Авторы концепции обосновали связь оптимизации обучения и объема учебной информации, сформулировали критерии ее отбора, выявили формы и средства выражения и на этой основе определили условия перехода информации в знания.
Поскольку главное дидактическое отношение «преподавание - учение» исследуется в неклассический период с позиций разных методологических основ, формируется многообразие дидактических подходов, концепций и моделей. В неклассический период начинает складываться теория обучения в высшей школе, меняется методология дидактики и понимание образования. Как пишет Л. М. Перминова, «неклассическое понимание образования в том, что кроме процесса, результата и системы оно рассматривается через призму активного участия субъекта в нем, как деятельность и ценность».59
Таким образом, развитие дидактики высшей школы в неклассический период было связано со следующими обстоятельствами:
- с особенностями неклассической рациональности: развитие кибернетики, вероятностная причинность, относительность, саморегуляция системы, относительность истины, значимость исследовательских методов и т. д.;
- с выделением дидактики высшей школы в самостоятельную отрасль дидактики: определение специфических целей, принципов, методов и технологий обучения в высшей школе;
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58
Архангельский С И. Некоторые дополнения дидактики высшей школы. С. 33.
Перминоеа Л. М. От классических к постнеклассическим представлениям в дидактике и обучении. С. 11.
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- с распространением неклассических представлений в дидактике высшей школы: трехсубъектное дидактическое отношение «преподаватель - содержание образования - студент»; выдвижение гипотез и проведение экспериментов; расширение состава дидактических вопросов; системный подход в обучении; возникновение категорий «учебная деятельность», «учебная информация», «активизация», «интенсификация»; идеи проблемного и программированного обучения и т. д.
---
Вопросы и задания:
1. Назовите основные характеристики неклассической науки, подтвердите их примерами из истории развития дидактики этого периода.
2. В чем суть противоречий между классической и неклассической дидактикой?
3. Какие из достижений неклассической дидактики сегодня актуальны для развития теории обучения (или для практики высшего образования)? Какие из постулатов неклассики сегодня пересматриваются и в каком направлении?
!! Ссылки
*[ext[Интернет |http://www.omgpu.ru/sites/default/files/files/dissert/4124/makarova_dissertaciya.pdf]]
```
* Клочко В. Е. Развитие многомерного профессионального мышления преподавателей исследовательского университета : учебное пособие : [для магистрантов, обучающихся по направлению "Психология", преподавателей вузов, сотрудников психологических служб вузов] / В. Е. Клочко, О. М. Краснорядцева ; Нац. исслед. Том. гос. ун-т. - Томск : Издательский Дом Томского государственного университета, 2016. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000528125
```
!Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Развитие многомерного профессионального мышления преподавателей исследовательского университета.pdf]]
! Выдержки
!! Семь принципов сложного мышления Эдгара Морена и их проекция в психологическое познание (стр 108)
[[1. «Системный или организационный принцип привязывает познание частей к познанию целого]].
[[2. «Голографический принцип показывает]],
[[3. «Принцип обратной связи, введенный Норбертом Винером, позволяет познавать саморегулирующиеся процессы.]]
[[4. «Принцип рекурсивной петли развивает понятие регуляции в понятие самопроизводства и самоорганизации.]]
[[5. «Принцип авто-эко-организации (автономии / зависимости)]]
!! принципы без коментария
[[6 & 7 ]]
@@color:red;Поэтому гуманитарные технологии, находящиеся на разных стадиях разработки или только замысла, ориентируются нами на проектирование таких ''образовательных сред'', которые позволяют человеку формировать свое многомерное пространство жизни, наращивая суверенность, прокладывая траектории жизнеосуществления таким образом, чтобы максимально реализовать имеющиеся у человека жизненные ресурсы@@.
Таким образом, коммуникации в образовательной среде должны быть оценены не только с точки зрения того, что (избирательно) человек получает из среды, но и того, что он отдает (ее обмен) в нее обратно, тем самым невольно формируя саму образовательную среду, из которой он берет то, что ему надо, не замечая, что он вбирает в себя также и то, что внес сам, т.е. забирает и самого себя. (стр 129)
Таким образом, для проектирования новых гуманитарных технологий в образовании необходимо преодолеть весьма живучую традицию структурно-аналитического подхода, требующую абстрагирования предмета исследования от внешних обстоятельств. Использование многомерного мышления является исходным принципом проектирования гуманитарных технологий нового поколения. Человек, как и другие живые системы, существует в среде и благодаря ей. Развитие живого, в том числе и человека, опирается на тот ресурс, который имеется в среде. Следовательно, применительно к гуманитарным технологиям нового поколения необходимо отдельно выделить принцип учета развивающего потенциала среды, в соответствии с которым не только потенциал одаренности, инновационности и самореализации магистрантов рассматривается как стратегический ресурс личностного развития, но в качестве такого ресурса рассматривается и сама образовательная среда магистратуры. (стр 144-145).
```
* Клочко В. Е. Развитие одаренности в разных социокультурных и образовательных средах: проблемы организации кросс-культурного исследования / В. Е. Клочко // Сибирский психологический журнал. 2013. № 50. С. 100-110. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000487014
```
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Развитие одаренности в разных социокультурных и образовательных средах проблемы организации кросс-культурного исследования.pdf]]
!! Выдержки
Можно выделить два понятия кросс-культурной психологии, задающие общекультурную и культуроспецифичную системы координат. Эмика (emics) и этика (etics) определяют две разных цели или задачи кросс-культурных исследований, которые, тем не менее, приходится совмещать, что определяет одну из трудностей кросскультурного исследования [12]. Этика предполагает установление законов, достоверных для всех культур, и создание теоретических рамок, полезных для сравнения человеческого поведения в условиях различных культур. Транскультурное исследование направлено прежде всего на выявление общих законов трансформации культуры в образ мира и образ жизни человека. Эмика решает другую задачу кросс-культурного исследования – формулировку принципов, справедливых для любой отдельной культуры, при этом уделяется внимание тому, что сами люди считают важным для себя и с чем они знакомы.
!! Цитирование
```
Швырев В.С. Рациональность в современной культуре // Общественные науки и современность. 1997. № 1. С. 105-116
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171007/011Shvyrev1.pdf]]
Интернет
*[ext[Интернет |http://ecsocman.hse.ru/data/030/073/1218/011Shvyrev1.pdf]]
*[ext[ на ЯнД |https://yadi.sk/d/lhCTLoW23Vqn4H]]
!! Выдержки
Такое рациональное сознание преодолевает наивный "подростковый" оптимизм классического рационализма, о котором говорилось выше, и открывает перспективу стремящегося трезво оценить свои возможности и проблемы критического рационализма. Я связываю здесь этот термин отнюдь не только и не столько с конкретным течением в постпозитивистской философии второй половины XX века, сколько с определенным типом рационального сознания, который получает свое дальнейшее развитие в современной неклассической или постклассической, философии^^4^^
.
^^4 ^^ Я употребляю это понятие, охватывая им все формы понимания рациональности, которые выходят за
рамки классической философии. С этой точки зрения известное различение "неклассической" и "постнеклассической" рациональности, сформулированное В. Степиным (см. [9]). выступает как более дробная,
более конкретная типология в рамках общего противопоставления классической и неклассической
рациональности.
!! Текст
!В . С . ШВЫРЕВ Рациональность в современной культуре
Анализ природы рациональности , ее места и значения в системе человеческой жизнедеятельности , роли как культурной ценности , взаимоотношений с другими фор - мами и типами мироориентации представляет в настоящее время одну из наиболее интенсивно обсуждаемых тем как в зарубежной , так и в отечественной литературе . Драматизм и острота постановки данной проблемы , связанная , как будет показано ниже , в конечном счете с обсуждением правомерности продуктивного использования самого понятия " рациональность ", требует рассмотрения не каких - то частных аспек - тов , а самой сути проблемы в ее наиболее общей и принципиальной форме - фило - софско - мировоззренческого анализа рациональности как определенного типа отноше - ния человека к миру , способа его " вписывания " в мир . Нередко проблема рациональности в целом отождествляется , по существу , с проб - лемой фиксации точных критериев рационального познания и прежде всего научной рациональности . Для такого подхода , конечно , есть основания . Идет ли речь о рациональности сознания или рациональности действия , под " рацио " подразумевается прежде всего определенная форма познающего мышления . Кризис идеи рацио - нальности в современном сознании , безусловно , связан с размыванием четких кри - териев рациональности познания , в первую очередь научной рациональности . Здесь - то и следует вспомнить , что проблема рациональности в принципе шире проблемы рациональности в науке и в теоретическом познании вообще . Она охватывает не только рациональные формы сознания , познания и знания , но и основанные на рацио - нальном сознании способы человеческого действия , поведения . Существует различие сознания , вплетенного в ткань реальной жизнедеятельности людей в качестве ее идеального плана , и сознания , выделенного из этой жизнедеятельности и ставшего предметом рефлексии . Рациональность как таковая , как определенный тип работы сознания , охватывает оба этих смысла . Этот тип работы сознания , будь то в теоретическом познании ( в философии и в науке ) или в различных видах практической жизнедеятельности , и составляет спе - цифику рационального отношения к реальности , взятой в самом широком смысле как совокупность внешнего мира , окружающего человека , и его внутреннего ментального мира . Этот специфический ( рациональный ) тип отношения к реальности , как мы по - стараемся показать ниже , связан с определенным способом работы , с идеальным планом деятельности вообще , т . е . деятельности , охватывающей любые формы человеческого опыта . * Работа выполнена при финансовой поддержке Российского гуманитарного научного фонда . Ш в ы р е в Владимир Сергеевич - доктор философских наук , профессор , главный научный сотрудник Института философии РАН . 105 Современное конструктивное понимание рациональности может исходить только из отрицания монологистской идеологии , из признания различных соревнующихся между собой на равных идейных позиций , каждая из которых открыта для критики , не пре - тендуя на безусловную правоту . Забегая несколько вперед , подчеркну , что именно в готовности и способности работать в таком диалогическом пространстве и заклю - чается , по моему мнению , та более высокая позиция рациональности , которая вы - ходит за рамки " закрытого " рационального сознания , способного обеспечить требо - вания рациональности лишь в пределах замкнутого пространства , ограниченного пред - посылками данной концепции , теории , парадигмы и пр . Следует , однако , заметить , что определенная открытость свойственна и более уме - ренным , более здравым формам монологизма . Они могут допускать какие - то усо - вершенствующие модификации своих позиций , их развитие , в том числе и под влиянием критики извне . Они могут вполне допускать , что в конкурирующих точках зрения , концепциях , идеях и пр . содержится нечто правильное и положительное . Од - нако определяющая особенность монологизма в том и заключается , что при всей возможной его умеренности и даже самокритичности он исходит из убеждения , что любая проблема в принципе может быть решена на основе его собственных , пусть в чем - то конкретизируемых , уточняемых , развиваемых исходных предпосылок . Кон - курирующие с ним позиции сознания рассматриваются в лучшем случае как некоторый " оселок ", средство совершенствования своей собственной позиции . Признаваемое им позитивное содержание иных позиций сознания рассматривается как в принципе всегда ассимилируемое им в " теле " своей позиции . Иначе говоря , идеология " монологики " не допускает существования каких - либо взглядов на реальность , не достижимых на основе данной позиции сознания , но вполне успешно осуществляемых в рамках иных подходов . Монологизм принципиально враждебен любым формам идеи " допол - нительности " - представлению о том , что подлинная реальность открывается в раз - личных своих ракурсах и проекциях лишь сочетанию различных , в том числе и находящихся между собой в конфликтах и противоречиях , позиций сознания . Необходимо , однако , подчеркнуть , что отказ от монологизма и признание право - мерности существования различных конкурирующих подходов не означают перехода на позицию некоего беспринципного " плюрализма ", реализуемого по обывательскому закону " живи и дай жить другим ". Напротив , подлинная диалогичность в конструк - тивной полемике с другими подходами предполагает высокую ответственность и максимальную напряженность развертывания творческого потенциала собственной позиции . Диалог , разумеется , вовсе не означает утраты принципов , какого - то рас - слабления сознания . Он предполагает внимание к другим исходным установкам и пред - посылкам , способность воспринять основания иных позиций , вовсе не обязательно разделяя их и соглашаясь с ними 2. Таким образом , неклассическое диалогическое рациональное сознание должно иметь как бы два взаимосопряженных вектора : один , направленный , так сказать , внутрь пространства возможностей своей позиции , связанный с усилиями максимального развертывания конструктивного ее потенциала , и другой , направленный вовне этого пространства , предполагающий специальную работу по взаимодействию с иными установками и позициями , с возможными взгля - дами извне на свою позицию и т . д . Монологизм как характерная черта нововременного и просветительского рацио - нализма является , в сущности , производным от более общей предпосылки этой идео - логии — убеждения во всесилии , всевластии человеческого разума , единственным пре - пятствием для которого является недостаток собственной активности . Разум само - достаточен , субстанционален . Эта тенденция , присущая всему Новому времени и 2 Известный отечественный ученый С . Мейен сформулировал в свое время " прицип сочувствия " в науке , согласно которому " надо мысленно встать на место оппонента и изнутри с его помощью рассмотреть здание , которое он построил ", проникнуть в чужую интуицию , что вовсе не означает отождествления ее со своею . Логика дискуссии может служить взаимной реконструкции исходных интуиций оппонентов без их отож - дествления ( см . [7]). 108 Просвещению , нашла свое последовательное выражение в принципе тождества мышления и бытия немецкого классического идеализма . Дальнейшее развитие европейской культуры развенчало эти иллюзии . Рационали - зация ограничена " непрозрачностью " бытия , не дающего возможности реализовать идеальные планы деятельности , вырабатываемые рациональным сознанием , и , с другой стороны , принципиально неустранимой зависимостью рационального начала в человеческой ментальности от позиций самого субъекта в реальном мире , которая не может стать предметом исчерпывающего рефлективного самоконтроля . Этот весьма уязвимый для критики наивно - оптимистического рационализма момент стал исходным пунктом и направленного против гегельянского субстанциализма марксова учения о включенности мышления в практику ( в социальной сфере - о так называемых пре - вращенных формах сознания ) и психоанализа с его учением о роли бессознательного во внутреннем мире человека 3 . Современное сознание вынуждено расстаться тем самым с рационалистическими иллюзиями о безусловном приоритете рационального сознания перед всеми иными фор - мами дорационального и внерационального сознания и , что следует особо отметить , со связанными с этой рационалистской " гордыней " внеисторичностью и европоцентриз - мом в подходе к формам культуры , которые основывались на иных , чем рацио - нальность , типах отношений к миру . Таким образом , в общем и целом классический рационализм , несомненно , дает до - статочно оснований для критики , и эта критика правомерно принимает сейчас весьма интенсивные и радикальные формы . Но , признавая всю правомерность этой критики , нельзя упускать из виду и другую исключительно важную сторону дела : именно в русле европейской цивилизации Нового времени и Просвещения с ее , признаем , ограниченным и односторонним рационализмом сформировалась и развилась традиция свободной ответственной самосознающей мысли , не подчиняющейся давлению внешних сил , будь то инерция обыденного сознания , авторитет традиции , религиозные догмы , не говоря уже о грубом идеологическом и социальном диктате . Эта традиция имеет , конечно , истоки в античной культуре , которая , вырабатывая свой специ - фический ответ на требования " осевого времени " ( К . Ясперс ), подготовила коренной сдвиг в развитии цивилизации , заключавшийся в формировании теоретического рацио - нально - рефлективного сознания , когда предметом исследования становятся предпо - сылки самого познавательного отношения к действительности . Тем самым они пре - вращаются в особый теоретический мир , работа с которым подлежит рациональному контролю сознания . Новое время продолжило и развило эту линию , выдвинув на первый план принципы органически связанной с ответственностью имманентной свободы мысли . Субъект рационального мышления полностью ответствен за содер - жание своей мысли , которое не заимствуется некритично извне , а представляет собой рефлексивно контролируемую , воспроизводимую в прозрачности самосознания артикулируемую конструкцию . Именно в этой ответственности личности перед собственным сознанием , перед идейными предпосылками и основаниями своего отношения к миру и усматривал Кант суть просвещения : " Просвещение - это выход человека из состояния своего несо - вершеннолетия ... Несовершеннолетие есть неспособность пользоваться своим рас - судком без руководства со стороны кого - то другого . Имей мужество пользоваться собственным умом ! - таков , следовательно , девиз Просвещения " [8]. 3 Об этих заслугах К . Маркса как мыслителя , двигавшегося в направлении неклассического понимания сознания ( что в свое время убедительно показал М . Мамардашвили ). не надо забывать в наше время в большинстве своем невежественного нигилизма по отношению к его теоретическому наследию , как не следует , разумеется , забывать всех тех пагубных последствий догматизации теории марксизма ( доля вины за что лежит конечно , и на самом Марксе ), которые оказались связанными с реализацией этой утопии . 109 Вот это " мужество пользоваться собственным умом ", принимать на себя всю пол - ноту ответственности за свою идейную позицию , предполагающее , разумеется , уме - ние , культуру этого пользования , без чего " мужество " превращается в агрессивность аутистического самоутверждения , и представляется непреходящей ценностью , выра - ботанной в эпоху Просвещения . Ограниченность этой эпохи в том , что не учи - тывалась да и не могла быть учтена вся сложность реализации идеала свободной и полностью ответственной в своем самосознании личности , не просматривались все те подводные камни и ловушки в попытках указанной выше реализации , в сущест - вовании которых столь наглядно убедил горький опыт последующих поколений . Современное " зрелое " рациональное сознание , распростившись со своими " подрост - ково - юношескими " иллюзиями , должно обязательно включать в себя момент , если угодно , " метарациональности ", фиксирующей пределы рационализации как самого со - знания , так и действительности посредством руководствующейся рациональными иде - альными проектами деятельности . Иными словами , рациональное сознание в проб - лемных ситуациях , с которыми оно сталкивается , должно стремиться максимально реализовать идеалы и нормы свободного ответственного самосознающего мышления , отчетливо представляя границы своих возможностей и рефлексивно выявляя те точки , в которых эта ограниченность проявляется . Это и будет метарациональная оценка самой рационализации . На мой взгляд , исходной моделью метарациональности в истории философии явля - ется трансцендентальный метод Канта , согласно которому предметом философской рефлексии становятся структуры " теоретического разума ", определяющего , по Канту , возможности точной научной рациональности . Рациональность реализуется у Канта на двух уровнях , так сказать , в двух измерениях : как познающее " явления " ( в специ - фически кантовском смысле этого термина ) рассудочное мышление ( демонстрирующее полноту своих возможностей в математике и точном естествознании , где строятся артикулируемые идеальные объекты ) и как по - своему тоже точное , во всяком случае строгое ( в смысле адекватной фиксации реального положения дел ) философское критико - рефлексивное мышление , включающее рациональность в первом смысле в более широкий контекст рассмотрения . С этой точки зрения рациональность суть элемент , условие , предпосылка фиксируемого в критической рефлексии взаимодей - ствия человека как познающего субъекта с окружающим его миром . Критическая философия представляет собой , таким образом , рациональную констатацию суще - ствующего положения дел , но существующего не как независимый от человека " естественный объект ", а именно как структуры и возможности человеческой субъективности в ее отношениях с миром . Великий немецкий мыслитель показывает , что , выигрывая в артикулируемости идеализированного предмета , в возможности полного им овладения и контроля , рациональность " точных наук " ограничена в своих исходных посылках и не может претендовать на всеобъемлющее изображение , моделирование реальности , которая , если на нее смотреть с позиций этих более высоких , " конечных " способов модели - рования , представляет собой " открытое бытие ", " вещь - в - себе " в терминологии Канта . Последовательно двигаясь в русле этих идей , мы должны прийти к представлению , что замкнутые пространства идеализированных конструкций , в которых действует " разрешающая " способность точной рациональности технологического типа , направ - ленная на полное овладение идеализированным предметом , на манипулирование им , являют собой " островки " в открытом океане не артикулируемой , не осваиваемой на этих принципах реальности . Присущая всякому рациональному сознанию установка на адекватное постижение реальности выражается в критической философии Канта в возможно более точном очерчивании " рамочных условий " существования " конечного " человеческого мышления в пространстве объемлющей его реальности , всегда в принципе превышающей его объективирующие возможности . Такое рациональное со - знание преодолевает наивный " подростковый " оптимизм классического рационализма , о котором говорилось выше , и открывает перспективу стремящегося трезво оценить 110 свои возможности и проблемы критического рационализма . Я связываю здесь этот термин отнюдь не только и не столько с конкретным течением в постпозитивистской философии второй половины XX века , сколько с определенным типом рационального сознания , который получает свое дальнейшее развитие в современной неклассической , или постклассической , философии 4 . Две основные идеи , связанные между собой как стороны одной медали , делают Канта провозвестником современного критического рационализма : критико - рефлексив - ная установка по отношению к достигнутому уровню проникновения в Реальность и включенность этой критико - рефлексивной установки в поле рационального сознания , что расширяет предметность рациональности , приводит к возникновению иной , чем в классике , ее онтологии . Предметом рационального сознания , содержанием " неклас - сической онтологии рациональности " становятся выявляемые в критической рефлексии " конечные " фиксированные установки и позиции субъектов по отношению к той реальности , в которую они включены . Тем самым разрушается иллюзия совпадения содержания мысли о реальности и самой реальности , иллюзия естественности , без - альтернативности принятых позиций сознания . Кант в русле классической традиции рассматривал априорные формы " теоретического разума " как единственно возможный способ научного познания , т . е ., говоря современным языком , монологически . Реально же кантовские априорные категории и основоположения рассудка представляют собой не что иное , как канонизацию традиционного строя философских категорий и исход - ных принципов современной ему научной картины мира . Последующее развитие методологической мысли привело к отходу от этого классицистского монологического постулата , к признанию возможности различных исходных интерпретационно - модели - рующих " картин мира " и , как уже отмечалось выше , к признанию необходимости их соревнования " на равных " в процессе конструктивного взаимодействия 5 . Таким образом , пафос максимального внимания к реальности , который должен быть присущ всем формам рационального сознания , в неклассической рациональности проявляется в динамике взаимоотношений субъекта с миром ( в том числе с миром других сознаний ), который открывает себя субъекту . Если в классике предметность рациональности - это предметность объекта , данного субъекту в виде некоторой завершенной , " ставшей " действительности , то предметность неклассической рацио - нальности - пластичное , динамичное отношение человека к реальности , с которой имеет дело его активность . Апеллируя к исходным категориям философского созна - ния , можно сказать , что в первом случае мы имеем предметность Бытия , во втором - предметность Становления . Характерная для рациональности восприимчивость к бытию , интенция к познанию объекта оказывается здесь связанной с особенностями бытия субъекта , с его проб - лемной ситуацией , с необходимостью сложного и противоречивого сочетания доста - точной твердости в осуществлении собственной линии поведения , в развертывании ее конструктивного потенциала и постоянной готовности к самокритике , уточнению и совершенствованию . Можно сказать так : неклассическая рациональность исходит из необходимости саморазвития , " самостроительства " субъекта в процессе его взаимо - отношений с миром ( в предельно широком смысле как Иным , включая и " иную субъективность "). Неклассическая рациональность является открытой рациональ - ностью , способной к усовершенствованию и пересмотру своих исходных установок и 4 Я употребляю это понятие , охватывая им все формы понимания рациональности , которые выходят за рамки классической философии . С этой точки зрения известное различение " неклассической " и " постне классической " рациональности , сформулированное В . Степиным ( см . [9]). выступает как более дробная , более конкретная типология в рамках общего противопоставления классической и неклассической рациональности . 5 Отказ от этого классицистского монологизма , в том числе и в его кантианском варианте , представляет собой , как выразился один из современных комментаторов М . Бахтина , используя специфический бахтии - ский термин , " конец трансцендентального алиби " [10]. 111 отличие от закрытой рациональности , которая предполагает движение в некой задан - ной системе целеориентиров 6 . Таким образом , исходная для всякой рациональности установка на соразмерность позиции субъекта реальному положению дел , с которым он сталкивается , при пере - ходе от классической рациональности к неклассическому ее пониманию оказывается предельно широкой . Это не только внеположный субъекту объект , но и ситуация действующего субъекта , его возможности , его взаимоотношения с миром , в том числе и с внутренним миром своим и других людей . Требуемые исходными установками рационального сознания соразмерность , соот - ветствие , адекватность позиции субъекта реальностям мира в указанном широком смысле призваны обеспечить эффективность как рациональности познания , так и рациональности действия . Рациональное отношение к миру обязательно предполагает нацеленность на эффективность , на успешность действия . Но сама по себе эффектив - ность никоим образом не может рассматриваться как достаточный специфический признак рациональности . Эффективность поведения , если она достигнута на основе непосредственной инстинктообразной реакции организма , автоматизма сознания , на воспроизведении традиционных поведенческих штампов , на действиях методом " тыка " и пр ., еще не является свидетельством рациональности действия . Не может рассмат - риваться в качестве рациональной и творческая импровизационная деятельность , приводящая к успешным результатам при решении каких - либо индивидуальных задач . Обнаруживаемая эффективность такой деятельности создает иллюзию целера - циональности там , где действуют совершенно иные ментальные механизмы , в част - ности в традиционных обществах . Обязательным условием рациональной деятель - ности , рационального отношения к миру , на мой взгляд , выступают специаль - ные усилия сознания по анализу соразмерности позиции субъекта той реальной ситуа - ции , в которой он находится . Рациональности свойственна интенция на сознатель - ный рефлексивный контроль над " идеальным планом " мироотношения , превращение его в специальный предмет деятельности . Можно , по - видимому , говорить о рацио - нально - рефлексивном типе отношения к миру , рационально - рефлексивной культуре , наконец . Противопоставление рационального нерациональному следует связывать , таким образом , не с каким - либо содержанием знания или типом опыта , а с наличием или от - сутствием определенной установки субъекта сознания , с типом его ментальной деятельности . Если эта установка наличествует и осуществляется , поведение и деятельность субъекта , в том числе познавательную , можно рассматривать как рацио - нальные даже в том случае , когда они в силу тех или иных причин не оказываются эффективными . Если же данной установки нет , то их следует характеризовать как нерациональные , даже если они эффективны и приводят к достижению определенной цели . Проведенное , например , на основе норм логики доказательное рассуждение - безусловно , частный вид рациональной деятельности - следует отличать от рассуж - дения , которое не руководствуется такими нормами , как логическое от нелогического даже и тогда , когда в него вкрадывается ошибка и оно оказывается неверным . Напротив , пришедшее на ум и оказавшееся правильным суждение не является логическим выводом , если оно получено не в результате сознательной установки на соблюдение правил логики 7 . 6 О понятиях " открытой " и " закрытой " рациональности применительно к рациональности познания ( см . [11 - 13]). 7 Не могу согласиться с А . Никифоровым , что критерием рациональности является достижение цели ( безотносительно к общей оценке его концепции рациональности как только целесообразности , о чем будет сказано ниже [ см . 14. с . 284. 285]). Вебер в своем учении о цели рациональности был более точен , вводя понятие " правильно - рационального поведения ". Последнее он " употребляет для характеристики объективно - рационального действия , целерациональное и правильно - рациональное действие совпадают в этом случае . если средства , выбранные субъективно в качестве наиболее адекватных для достижения определенной цели , оказываются и объективно наиболее адекватными " [15]. 112 Итак , рациональность прежде всего связана с основанным на адекватном пони - мании проблемной ситуации , в которой находится субъект действия , сознательным управлением собственным поведением . Она предполагает два обязательных условия : рефлексивный самоконтроль и учет требований реальности . Собственная ответствен - ность и рефлексивный самоконтроль определяют свободу субъекта действия , которая противостоит его зависимости от внешних сил . Рациональность предполагает альтер - нативность поведения , возможность выбора различных способов действия . Ясно , что сформулированные выше принципы рациональности предполагают раз - личные степени их реализации . В зависимости от того , какие слои ментальных пред - посылок деятельности и в какой степени становятся предметом рефлексивного контроля в процессе их объективирующего моделирования , устанавливаются различ - ные уровни и степени рационализации деятельности . Как уже отмечалось , несом - ненной ограниченностью классического рационализма являлось именно непонима - ние сложности процесса рационализации , упрощенное представление о прозрачности собственного менталитета для рефлексирующего сознания . Современный самокритич - ный рационализм должен исходить из относительности подобного самоконтроля . В реальной жизни рациональность в смысле осознанного поиска позиции , адекватной действительности , не осуществляется в чистом виде , она охватывает лишь какие - то стороны человеческого мироотношения , переплетаясь с внерациональными его формами . Наиболее просто и наглядно идея рациональности как рефлексивного контроля и объективирующего моделирования реализуется в режиме " закрытой рациональности " на основе заданных целеориентиров 8 . Поэтому зачастую рациональность и сводят к успешной целесообразной или целенаправленной деятельности 9 . Присущая рациональности свобода выбора реализуется в поисках оптимального способа достижения заданных целей . Степень рациональности зависит при этом от характера и масштабов выбранных в данной парадигме деятельности целеориентиров . Именно абсолютизация и догматизация оснований функционирующих в режиме " закрытой рациональности " частных парадигм , как уже отмечалось выше , лишают в современном сознании идею рациональности ее духовного измерения , ценностно - мировоззренческой перспективы , связанной с установкой на гармонизацию отношений человека и мира . На мой взгляд , однако , нет оснований ограничивать применение идеи рациональ - ности ( в смысле сознательной установки на свободное и ответственное постижение адекватного отношения человека к миру ) сферой " закрытой рациональности ". " Откры - тая рациональность " предполагает критическое осмысление парадигм " закрытой рациональности " именно с точки зрения адекватности лежащих в их основании миро - ориентаций и выход за пределы их исходных предпосылок . То , что представляется рациональным в рамках " закрытой рациональности ", перестает быть таковым в кон - тексте открытой рациональности 10 . И дело не в моральных , эстетических и т . п . соображениях ( хотя , конечно , они также играют стимулирующую роль ). Дело в построении более масштабной познавательной модели " вписывания " человека в мир , которая расширяет горизонт мироотношения . Определяющая ценностная установка , лежащая в основе идеи открытой рацио - нальности , заключается , таким образом , в осознанной как необходимое условие адек - ватного отношения к миру готовности к постоянному совершенствованию оснований 8 Предельным случаем и идеалом " рациональной реконструкции " деятельности такого типа выступает формализация системы логических доказательств , моделирование последовательности его шагов . 9 В современной отечественной литературе эта позиция весьма четко и последовательно формулируется А . Никифоровым ( см . [14]). 10 Скажем то что представляется рациональным с точки зрения замкнутой парадигмы производственной деятельности , оказывается далеко не рациональным в контексте проблем экологии . Подобных примеров можно привести множество . 113 мироориентации человека как свободного и ответственного субъекта , контро - лирующего и проблематизирующего свои позиции по отношению к объемлющему его миру , который всегда превышает возможности " конечного " его освоения . При раз - витии и укоренении этой идеи в культуре она становится сознательным императивом деятельности , непреложной ценностью того типа культуры , в плоть и кровь которого входит . Проблемы " формальной рациональности " в веберовском смысле здесь отходят на задний план . Идея " открытой рациональности " как принцип рациональности на высоте ее возможностей оказывается органически связанной с другими понятиями , характеризующими специфику человеческого бытия в универсуме : деятельность , творчество , свобода , самосознание , ответственность и т . д . Нетрудно убедиться , что охарактеризованное выше понимание рациональности открывает путь преодолению весьма распространенных представлений о противо - поставленности рациональности свободе и творчеству . Это противопоставление зиж - дется на ограниченном понимании рациональности как бескрылого объективистского приспособительного типа сознания . Между тем при неклассическом понимании предмета рациональности ( как осознания специфики пребывания субъекта в открытых проблемных ситуациях , как необходимости саморазвития субъекта во взаимодейст - вии с внешним миром и иными сознаниями ) органическое сочетание понятий рацио - нальности и свободы не может быть просто ни к чему не обязывающим благим поже - ланием , основанным , как считает А . Никифоров , на неявных этических соображе - ниях [14, с . 344]. Свобода здесь действительно оказывается " осознанной необходи - мостью ", но не необходимостью объектной детерминации , а необходимостью твор - ческого акта раскрытия новых горизонтов мироотношения , прорыва в новые слои Бытия . Конечно , само по себе осознание необходмости такого " трасцензуса " отнюдь не является достаточным условием решения проблемы . Несомненно , выход за пределы достигнутого уровня освоения мира и прорыв к новым горизонтам мироотношения нельзя представить себе как некий калькулируемый процесс наподобие вывода следствия из данных посылок по правилам формальной логики . Это подлинный твор - ческий акт , предполагающий развитие человеческой субъективности , и как таковой он не может быть артикулирован из данного уровня субъективности . Поэтому " открытая рациональность " не может быть обеспечена той степенью технологического методоло - гизма , который возможен в ситуациях " закрытой рациональности ". Такая рацио - нализация в значительной степени присуща познавательной деятельности ( когда она выступает в форме науки ), современному индустриализированному производству , правовой деятельности , экономике . Но вряд ли надо доказывать , что живая реальная работа - даже в тех сферах , где разработаны и применимы технологии " формальной рациональности " ( термин М . Вебера ) — всегда предполагает некий " люфт " свободы , спонтанной активности , которая не определяется какими - либо заданными , объекти - вированными нормами . Эта активность неотделима , неотчуждаема от деятельной личности . В определенных формах деятельности эта личностная активность работает все - таки на осуществление рационализированных схем этой деятельности , эксплици - рованных объективированных технологий , является условием их реализации 11 . В других же формах удельный вес этой неотчуждаемой от самой личности спонтанной активности оказывается выше , успех деятельности , осуществимость опыта в первую очередь зависят от возможностей такой активности . Здесь существует , конечно , широкий спектр вариантов . Критики рационализма правы , когда они указывают на недопустимость рационалистской экспансии в любой ее разновидности в такие формы 11 Кант , например , определявший рассудок прежде всего как деятельность по правилам , в то же время подчеркивал значимость для живого работающего интеллекта " способности суждения ", т . е . неотчуждае - мой от сознания личности способности применить соответствующее правило или норму в конкретной ситуации . 114 опыта , реальность которого неотчуждаема от личности , от ее духовно - душевного склада . Необходимо согласиться , на мой взгляд , с А . и В . Кураевыми в том , что любая форма рационализации , какой бы гибкой и утонченной она ни была , не может превратить религиозное сознание , взятое в напряженности его личностного экзис - тенциального опыта , в концептуальное мышление с его четкими понятиями , обладаю - щими объективированным содержанием [14, с . 111]. Для верующего человека эти особенности личностно - экзистенциального опыта вы - ступают в контексте религиозной веры , но в принципе та же самая неотчуждаемость опыта от личности характерна не только для всякой эзотерики , мистики , так называемых измененных форм сознания , но и для тех видов понимания , которые И . Мусхешвили и Ю . Шрейдер в отличие от обычного объективирующего познания называют " постижением ", связывая последнее с установлением некоего " моста " между постигающим Я и постигаемой реальностью , когда " субъект оказывается нераздельным с постигаемой реальностью , хотя одновременно неслиянным с этой реальностью , нетождественным ей " [16]. Всякий живой опыт , всякая живая человеческая деятельность , как бы рациона - лизированы и технологизированы они ни были , с необходимостью предполагают этот нередуцируемый к внешней данности момент личностного духовно - душевного усилия . А в нестандартных формах мироотношения , связанных с напряженностью личностного экзистенциального опыта , указанные выше черты особенно бросаются в глаза . Все это отнюдь не исключает возможности осмысления с позиций рациональности этих форм опыта , во всяком случае в смысле фиксации , так сказать , их граничных условий , их принципиальной структуры . Рационализацию определенного типа опыта представляет собой , к примеру , анализ соотношения рациональности и религиозной веры в упомянутой выше статье Кураевых или исследование феномена " постижения " в статье Мусхешвили и Шрейдера . Это относится и к анализу в так называемой иррационалистической философии , в культурологических и когнитивных дисциплинах феноменов , не укладывающихся в привычные рамки рационального сознания . Здесь везде мы имеем дело с рациональным осознанием , принимающим общие нормы доказательной аргументации , но стремящимся подчеркнуть специфику и значимость внерациональных форм сознания и критикующим в этой связи экспансию рацио - нализма . Специфика работы рационального сознания в этой сфере заключается , одна - ко , в том , что объективация здесь никогда не может быть полной , исчерпываю - щей , она всегда носит приблизительный , условный характер , оставляя открытое про - странство " загадки ", " тайны ", реальность которых достаточно ощутимо фиксирует - ся на неконтролируемом уровне переживания . Рациональность в неклассическом смысле в этих ситуациях состоит не в том , что субъект стремится сделать свой опыт " ясным " и " отчетливым ", буквально следуя известному идеалу классического карте - зианского рационализма , но в том , что , четко осознавая принципиальные труд - ности на этом пути , не снижает напряженности усилий движения в этом на - правлении . Охарактеризованная выше позиция не ограничивается формами " нестандартного " опыта , на его материале она просто более колоритно высвечивается . Речь идет о позиции неклассической современной самокритической рациональности по отношению к самым различным формам и проявлениям жизнедеятельности людей в этом сложном мире , который , как мы сейчас отчетливо понимаем , исходя из драматического опыта развития нашей цивилизации , отнюдь не является просто некой индифферентной сценой для проигрывания претенциозных человеческих сценариев . Не пытаясь под - менить и вытеснить другие формы отношения к миру , рациональное сознание и в наше время выступает в качестве необходимой культурной ценности , призванной способствовать внутренней самодисциплине и ответственности человека перед лицом объемляющей его Реальности .
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ЛИТЕРАТУРА 1. Касавин И . Т ., Сокулер ЗА . Рациональность в познании и практике . М ., 1989. С . 7.
2. Гайденко П . П . Проблема рациональности на исходе XX века Вопросы философии . 1991. No 6. С . 5.
3. Духовность , художественное творчество , нравственность ( Материалы " круглого сто - ла ") Вопросы философии . 1996. No 2. С . 32.
4. Давыдов ЮН . Целерациональное действие . Справочное пособие по истории немаркси - стской западной социологии . М ., 1986. С . 455.
5. Решер Н . Границы когнитивного релятивизма Вопросы философии . 1995. No 4. С . 35.
6. Флоровский Г . В . Метафизические предпосылки утопизма Вопросы философии . 1990. No 10.
7. Шрейдер Ю . А . Бескорыстна ли этика ? Человек . 1991. No 3. С . 26-30.
8. Кант И . Сочинения . В 6 т . Т . 6. М ., 1966. С . 27.
9. Степин B.C. Научное сознание и ценности техногенной цивилизации Вопросы философии . 1989. No 10. С . 18.
10. Махлин В . Л . Бахтин и Запад ( опыт обзорной ориентации ) Вопросы философии . 1993. No 1. С . 108.
11. Швырев B.C. Рациональность как ценность культуры Вопросы философии . 1992. No 6.
12. Швырев ВС . Знание и мироотношение Философия науки . Вып . 1. Проблемы рацио - нальности . М ., 1995.
13. Исторические типы рациональности . Т . 1. М ., 1995.
14. Никифоров АЛ . Соотношение свободы и рациональности в человеческой деятель - ности Исторические типы рациональности . Т . 1. М ., 1995.
15. Гайденко П . П ., Давыдов Ю . Н . История и рациональность . Социология М . Вебера и веберовский ренессанс . М ., 1991. С . 56.
16. Мусхешвили Н . Л ., Шрейдер Ю . А . Метапсихологические проблемы непрямой комму - никации . Когнитивная эволюция и творчество . М ., 1995. С . 50. © В . Швырев , 1997
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В книге
Рациональность как предмет философского исследования. - М., 1995. - 225 с.
Рациональность как философская проблема С. 3-20
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*[ext[Интернет eLibrary |https://elibrary.ru/download/elibrary_24241433_61017434.pdf]]
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Сергеев С. Ф. Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии. // Актуальные проблемы психологии труда, инженерной психологии и эргономики. Выпуск 4 / Под ред. В. А. Бодрова, А. Л. Жравлева. – М.: Изд-во «Институт психологии РАН», 2012. – 480 cc 238 - 259.
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[[текст статьи|текст Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]]
[[текст статьи 0|текст 0 Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]]
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Интернет
*[ext[pdf статья на стр. 238 |https://yadi.sk/i/Sg3odNeH3RGDGP]]
В настоящей статье речь пойдет о понятиях регуляции, саморегуляции, самоорганизации, широко применяемых в психологических объяснительных конструктах. Каждое из них основано на определенной методологии и философии, которые отражают мировоззренческие, технологические и технические взгляды на организацию и функционирование сложных систем, в том числе человека. Каждое из рассматриваемых понятий возникало как реакция научного сообщества на общую неудовлетворенность существующими объяснительными моделями и схемами, связанными с попытками представить феномен психики человека как динамическую самоорганизующуюся систему, действующую в единстве с телом в мирах физической и социальной реальности.
!! Проблема регуляции и саморегуляции в психологии
В толковом словаре Д. Н. Ушакова можно встретить следующее определение термина «регуляция» (от лат. regulo – направляю) (биол.) – стремление организма к восстановлению повреждений или к восстановлению утерянной части (Ушаков, 1995). Это констатация известного факта сохранения и поддержания целостности у всех форм жизни при воздействии на них факторов окружающего мира. Регуляция отражает общие законы функционирования сложных живых систем, преобразующих поступающие в них информацию, вещество и энергию в процессы, ведущие к воспроизведению их организации и продолжению жизни в условиях энтропии. Это диссипативные системы, сохраняющие свою сложность за счет борьбы с энтропией путем циклического самовоспроизведения конституирующих организм процессов жизнедеятельности.
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Проблема психической регуляции и саморегуляции на протяжении последних сорока лет является одной из наиболее обсуждаемых психологами и физиологами тем. Ее изучение и появление большого числа моделей регуляции деятельности стали следствием развития естественных и прикладных наук, в частности, кибернетики, теории информации и информационных систем. В предлагаемых на базе их понятийного строя моделях регуляции ключевым является понятие обратной связи, а человек представлен как информационная система, обрабатывающая внешнюю и внутреннюю информацию, поступающие в мозг от перцептивных систем для обеспечения адаптации к окружающему миру. @@color:red;Управление как информационный процесс представляет собой упорядоченную последовательность операций (действий) над входной информацией, в результате чего информация, переходя с одного носителя на другой, принимает форму целесообразного действия на объект@@. Результаты исследований в области психологии произвольной сознательной регуляции и адаптации субъекта к различным профессиональным и обучающим средам, проведенных во второй половине XX в., отражены в понятийном базисе всех отраслей психологической науки. Наиболее подробно они представлены в трудах известных советских и российских ученых в области физиологии, психологии труда, общей и инженерной психологии. Следствием и важным результатом их научной деятельности является появление широко представленного в отечественной науке способа научного мышления, основанного на физиологических и материалистических представлениях о процессах регуляции в живых, наделенных психикой организмах. Рассмотрим основные концептуальные схемы, связанные с понятием регуляции и его формами. Одним из основных механизмов саморегуляции функций, способствующих выживанию живых организмов, является нервная регуляция, осуществляющая управляющее влияние нервной системы на клетки, ткани и органы, обеспечивая их целесообразную координированную деятельность. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. Это чисто механистическое, идущее от медицины и инженерных наук понимание фиксировало нас на мысли о том, что в организме есть механизмы, обеспечивающие его стабильность и целостность посредством регуляторных процессов. Задача исследователя сводилась к поиску этих механизмов и объяснению принципов их работы. Однако при этом возникала проблема интеграции, так как было совсем непонятно, как сосуществуют
[[Вся статья|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]]
в рамках единого организма множество разнокачественных систем, кто, и как ими управляет? Новым взглядом на проблему регуляции явилось понимание существования взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического. Возник термин «психическая регуляция». Отметим, что никто по настоящее время точно не знает, что это такое, как происходит связь «между душой и телом», хотя объяснительных конструктов создано немало. Правда, ни один из них не позволил создать стройную теорию психики без привлечения нематериальных факторов. И. М. Сеченов вводит постулат единства познавательной и регулирующей функций психики, в соответствии с которым он трактует ощущения, восприятия как «сколки с действительности» – образцы ее, возникающие по законам рефлекторной деятельности мозга (Сеченов, 1952). И. М. Сеченов показал, что психические процессы выполняют функции отражения внешних условий и регуляцию движений. Сеченов впервые отметил регулирующие функции образа: «Чувствование повсюду имеет значение регулятора движения, другими словами первое вызывает последнее и видоизменяет его по силе и направлению» (Сеченов, 1961, с. 235). И. П. Павлов рассматривал поддержание физиологических функций организма в каких-либо пределах как результат работы рефлекторных механизмов, действующих на основе обратной связи. Он ввел понятия условного и безусловного рефлексов. Условный рефлекс – это понятие, обозначающее динамическую связь между условным раздражителем и реакцией индивида, первоначально основанной на безусловном раздражителе. Регуляция деятельности, по С. Л. Рубинштейну, связана с введением принципа единства сознания и деятельности. Данный принцип предполагает раскрытие этого единства в аспекте функционирования и развития сознания через деятельность. Регуляция деятельности и поведения человека осуществляется с помощью психического образа. Он выполняет ее в двух формах: 1) возникает образ объекта, являющегося предметом потребности, в индивиде появляются «идеальные стремления» и, значит, определенная направленность действия; 2) действие приводится в соответствие с условиями, в которых оно совершается (Рубинштейн, 1957). Л. М. Веккер рассматривает как высшую форму психического волевую регуляцию деятельности (Веккер, 1981). Используя стратегию
[[Вся статья|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]]
«абстрагирующей экстирпации», поуровневого анализа и синтеза психических структур, реализуемого сначала «снизу», а затем «сверху», он исследует процессуальный состав психических регуляторов деятельности (Веккер, 1981, с. 158). Это особая тактика исследования при изучении психических процессов, в том числе и психической регуляции. Она состоит в том, чтобы вначале определить и описать в обобщенном виде эмпирические характеристики процесса в целом, не раскрывая внутренней структуры его отдельных компонентов. Это позволяет в дальнейшем выявить общую структурную формулу и основные характеристики регуляционных процессов, относящиеся ко всей иерархии их уровней, взятой в целом (Веккер, 1981, с. 166). В работах Т. В. Корниловой предложен интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений (Корнилова, 1999). Проведенные исследования позволяют рассматривать построение психологической концепции принятия интеллектуальных решений как выявление направлений их функционально-уровневой регуляции, предполагающих множественность и разноуровневостъ базисных процессов и их взаимосвязей, опосредствующих актуалгенез интеллектуально-личностных усилий субъекта в актах выбора. Концепция психической регуляции интеллектуальных решений описывает открытость иерархий детерминант, определяющих регулятивный профиль индивидуальных решений. Субъект в модели Т. В. Корниловой строит критерии решений в ориентировке на устанавливаемые им лично правила приемлемости диапазона выборов, иерархии психической регуляции решений могут быть описаны только как функциональные. Иерархические отношения между разноуровневыми процессами регуляции устанавливаются в актуалгенезе принятия интеллектуальных решений так, что закономерности использования знаний, изменения диапазона ориентировки на значимые ценности или формы предвосхищающей активности субъекта оказываются соподчиненными процессам самосознавания и установления личностных критериев выбора. Освоение принципа функционально-уровневой регуляции в психологических исследованиях означает необходимость учета такого процесса, как акт примеривания личностью своего индивидуального потенциала к ситуации выбора и особенностей интеллектуальной подготовки выбора как реализации специфичных форм мышления, в которых процессы целеобразования и смысло-
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образования интегрируются с разными видами предвосхищающей активности субъекта. Следует заметить, что большинство моделей регуляции, как и представленная выше модель Корниловой, определяют регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. Здесь мы наблюдаем различные вариации описания устройств сличения (сравнения, примеривания, сопоставления и т. д.), регуляторов, различных видов передаточных функций и систем обратных связей. Попытки избежать механистичности и негибкости объяснительной схемы делались многими исследователями. Одна из них принадлежит В. П. Зинченко, который ввел понятия «биодинамическая ткань» и «чувственная ткань» (Зинченко, 1991). Движение и действие, по Зинченко, имеют внешнюю и внутреннюю форму. Биодинамическая ткань – это наблюдаемая и регистрируемая внешняя форма «живого движения». Включение в его характеристику слова «ткань» подчеркивает, что это материал, из которого строятся целесообразные, произвольные движения и действия. По мере их построения, формирования все более сложной становится внутренняя форма, внутренняя картина таких движений и действий. Она заполняется когнитивными, эмоционально-оценочными и смысловыми образованиями. Подлинная целесообразность и произвольность движений и действий, по В. П. Зинченко, возможны лишь тогда, когда слово входит в качестве составляющей во внутреннюю форму или картину живого движения. Биодинамическая ткань избыточна по отношению к освоенным скупым, экономным движениям, действиям, жестам. Аналогичным образом введено понятие «чувственная ткань». Подобно биодинамической ткани, она представляет собой строительный материал для создания образа. Избыточное количество чувственной ткани необходимо для построения образа, хотя используется лишь ее малая часть. Концепция В. П. Зинченко в неявной форме вводит понятие динамической среды, в которой формируются психические структуры, что довольно перспективно и эвристично для дальнейшего развития концепции психического регулирования и выгодно отличает данную модель от других. Заметим, что В. П. Зинченко также принадлежит интересная идея о хронотопе живого движения (Зинченко, Гордеева, 1982, с. 193), в соответствии с которой движение обладает
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собственными субъективными временем и пространством. Единство пространства и времени в хронотопе означает возможность их перехода друг в друга. Все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции (Анохин, 1968а). Здесь особую роль играет психическая саморегуляция, которая входит в общий контур активности субъекта. Идея о значении саморегуляции в рефлекторной деятельности для реализации организмом требуемого действия была высказана П. К. Анохиным одновременно с появлением идей Н. А. Бернштейна о сенсорных коррекциях. Эти во многом близкие концепции рассматривают организм как систему, поведение которой определяется афферентными синтезами, формирующими программу действия на основе кольцевой саморегуляции. Роль регуляторного образования в концепции Анохина играет акцептор действия, включающий представление (образ) о будущем результате поведенческого акта и выполняющий роль контролирующего аппарата, оценивающего реальные достижения субъекта. «Если результат не соответствует прогнозу, то в аппарате сличения возникает рассогласование, активирующее ориентировочно-исследовательскую реакцию, которая... помогает активному подбору дополнительной информации» (Анохин, 1968b, с. 521). Н. А. Бернштейн разработал общее представление о будущем результате действия как звене кольцевого регулирования. Он пишет: «...разумеется, причиной того или иного проявления направленной активности живого существа не может служить цель или задача этой активности сама по себе. Ведь эта цель еще не существует; она принадлежит будущему; мало того, вполне возможно, что она так и не станет действительностью, если живому существу не удастся добиться ее благополучной реализации. Ясно, что побудительной причиной реализации действия служит не сама цель, а образ, код или предвосхищающая модель наметившейся цели» (Бернштейн, 1967, с. 208). Предвидение будущего в «модели будущего» и определяет выбор способа действия и учета условий, в которых это действие осуществляется. Таким образом, в физиологии активности всеобщим законом деятельности организма является саморегуляция, реализуемая нейрофизиологическими механизмами. Основным регуляторным звеном поведенческого акта является образ или представление о будущем результате действия до его выполнения.
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Для описания психических механизмов регуляции действий с динамическими объектами Д. А. Ошаниным используется понятие «оперативный образ». «Оперативный образ всегда представляет собой некоторую наличную информацию об объекте (образная информация), отраженную в сознании и активно воздействующую и взаимодействующую с сигнальной информацией, то есть с информацией, поступающей к исполнителю уже по ходу действия, извне» (Ошанин, 1968, с. 24). Оперативные образы обладают рядом системных свойств:
• они адекватны, т. е. соответствуют конкретным задачам действия;
• они упорядочены; информация в них структурно организована в единый информационный комплекс;
• они специфичны; отражают только ту информацию, которая необходима для решения данной конкретной задачи.
О. А. Конопкин предлагает системно-функциональный подход к анализу структуры регуляторных процессов. В соответствии с ним «процесс саморегуляции должен быть отражен как целостная, замкнутая (кольцевая) по структуре, информационно открытая система, реализуемая взаимодействием функциональных звеньев (блоков), основанием для выделения которых (по принципу необходимости и достаточности) являются присущие им специфические (частные, компонентные) регуляторные функции, системное «сотрудничество» которых реализует целостный процесс регуляции, обеспечивающий достижение принятой субъектом цели» (Конопкин, 1995, с. 8–9). Им выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции:
• принятая субъектом цель деятельности выполняет общую системообразующую функцию, весь процесс саморегуляции формируется для достижения принятой цели в том ее виде, как она осознана субъектом;
• субъективная модель значимых условий отражает комплекс тех внешних и внутренних условий активности, учет которых сам субъект считает необходимым для успешной исполнительской деятельности; такая модель несет функцию источника информации, на основании которой человек осуществляет программирование собственно исполнительских действий; модель включает, естественно, и информацию о динамике условий в процессе деятельности;
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• программа исполнительских действий; реализуя это звено саморегуляции, субъект осуществляет регуляторную функцию построения, создания конкретной программы исполнительских действий; такая программа является информационным образованием, определяющим характер, последовательность, способы и другие (в том числе динамические) характеристики действий, направленные на достижение цели в тех условиях, которые выделены самим субъектом в качестве значимых как основание для принимаемой программы действий;
• система субъективных критериев достижения цели (критериев успешности) является функциональным звеном, специфическим именно для психической регуляции; выполняет функцию конкретизации и уточнения исходной формы и содержания цели; общая формулировка (образ) цели очень часто недостаточна для точного, «остронаправленного» регулирования, и субъект преодолевает исходную информационную неопределенность цели, формулируя критерии оценки результата, соответствующего своему субъективному пониманию принятой цели;
• контроль и оценка реальных результатов – регуляторное звено, несущее функцию оценки текущих и конечных результатов относительно системы принятых субъектом критериев успеха; обеспечивает информацию о степени соответствия (или рассогласования) между запрограммированным ходом деятельности, ее этапными и конечными результатами и реальным ходом их достижения;
• решения о коррекции системы саморегулирования; функция этого звена обозначена в его названии; специфика же реализации этой функции состоит в том, что если конечным (часто видимым) ее моментом является коррекция исполнительских действий, то первичной причиной этого может служить изменение, внесенное субъектом по ходу деятельности в любое другое звено регуляторного процесса, например, в модель значимых условий, в уточнение критериев успешности и др. Идеи регуляции и саморегуляции широко применяются в различных прикладных исследованиях психологии спорта, психологии труда и инженерной психологии, авиационной и космической психологии (см.: Обознов, 2003, с. 3). К компонентам (функциональным звеньям, блокам) системы психической регуляции относятся: принятая субъектом цель; субъективная модель значимых условий (концептуальная модель); программа исполнительских действий;
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субъективные критерии достижения цели; контроль и оценка результатов; блок саморегуляции (Конопкин, 1995). А. А. Обознов на основании результатов теоретических и экспериментальных исследований операторской деятельности в особых условиях предложил ситуационно-динамическую модель системы ее психической регуляции, учитывающую как общие закономерности, так и специфические проявления в зависимости от ситуационных обстоятельств. В разработанной А. А. Обозновым концепции раскрывается психологический механизм влияния ситуационных событий на функционирование психической регуляции операторской деятельности. Показано, что влияние ситуационных обстоятельств является опосредствованным, т. е. включается в более широкую цепь ее промежуточных детерминант. Выделены различные типы таких детерминант в зависимости от характера их связей с функционирующими регуляторными механизмами (Обознов, 2003). Функционирование психической регуляции, по Обознову, совершается как процесс актуализации, поддержания и смены оператором сложившихся режимов. Под сложившимся режимом понимается ее целостная характеристика, отражающая определенный способ координации и согласованного осуществления оператором регуляторных функций. Координация достигается за счет придания одной из функций роли системообразующего фактора, а другим – роли обеспечивающих. Проблема регуляции тесно связана с проблемой психической адаптации, с приспособлением системы к особым условиям среды. Проблема адаптации стала популярной после выхода в 1937 г. работы психоаналитика Хайнца Хартмана (Хартман, 2002), в которой проблема психической адаптации рассматривалась с точки зрения эго-психологии и имела широкое толкование. Возникло множество сочетаний термина адаптация с психологическими понятиями, отражавшими все формы взаимодействий, наблюдаемых в организме. Вместе с тем адаптация, приспособление – это универсальное свойство живой материи, связанное с изменениями, ведущими к повышению жизнеспособности организма. Адаптация отражает отношения и связи между организмом и средой. Среда рассматривается в широком смысле, включая внутреннюю среду организма. Отличие регуляторных процессов от процессов адаптации, с точки зрения системного подхода, заключается в межсистемном интегральном характере последних. Л. Г. Дикая считает, что «содержательно процесс адаптации представляет собой активное формирование (осознанное или неосознаваемое) субъектом своей стратегии и способов овладения ситуацией на разных уровнях регуляции поведения, деятельности, состояния» (Дикая,
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2007, с. 39). В. А. Бодров рассматривает адаптацию как « системный ответ организма и психики на длительное и многократное воздействие факторов среды, связанное с перестройкой механизмов гомеостатической регуляции, формированием функционального обеспечения жизни и деятельности в соответствии с новыми, измененными условиями среды» (Бодров, 2007, с. 43). Подчеркивается представление об адаптации как морфофункциональном динамическом процессе системной регуляции организма при воздействии измененных условий внешней и внутренней среды. Общая проблема психической регуляции и саморегуляции, несмотря на обширные эмпирические исследования и полученные результаты, заключается в неопределенности, связанной с объяснением работы конкретного механизма регуляции. Кто управляет механизмом саморегуляции? Как он возник? Как запускается данный механизм? Что порождает психическое качество? Как объяснить специфические качества субъективного опыта, цвет, звук, тепло, боль, влияющие на регуляторные и поведенческие процессы? Ответов на эти и многие родственные им вопросы пока нет.
!! Саморегуляция в сложных системах.
Анализ проблемы регуляции и саморегуляции показывает, что классических представлений о регуляции явно недостаточно для объяснения процессов порождения психического в биологических саморегулирующихся системах. Как показано в работах В. С. Степина, категории части и целого применительно к сложным саморегулирующимся системам обретают новые характеристики. «Целое уже не исчерпывается свойствами частей, возникает системное качество целого. Часть внутри целого и вне его обладает разными свойствами. Так, органы и отдельные клетки в многоклеточных организмах специализируются и в этом качестве существуют только в рамках целого. Будучи выделенными из организма, они разрушаются (погибают), что отличает сложные системы от простых механических систем, допустим, тех же механических часов, которые можно разобрать на части и из частей вновь собрать прежний работающий механизм» (Степин, 2007, с. 6). Причинность в больших, саморегулирующихся системах, по мнению В. С. Степина, уже не может быть сведена к лапласовскому детерминизму и дополняется идеями «вероятностной» и «целевой причинности». Первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обес-
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печивающей воспроизводство системы. Возникают новые смыслы в пространственно-временных описаниях больших, саморегулирующихся систем. В ряде случаев требуется, наряду с представлениями о «внешнем» времени, вводить понятие «внутреннего времени» (биологическое, социальное время). Исследования сложных саморегулирующихся систем особенно активизировались с возникновением кибернетики, теории информации и теории систем. Но многие особенности их категориального описания были выявлены биологией и в определенной мере квантовой физикой. В квантовой механике первоначально использовались категории, перенесенные из классической физики. Но в процессе развития новой теории ее создатели были вынуждены внести изменения в классические интерпретации. Был сформулирован принцип дополнительности причинного и пространственно-временного описания, что внесло коррективы в понимание соответствующих категорий. Возникло представление о вероятностной причинности как дополнении к жесткой (лапласовской) детерминации. Обсуждаются кольцевые и петлевые схемы процессов саморегуляции. Материальное и идеальное связываются в единой целостной структуре, обеспечивающей работу механизмов саморегуляции, их самодвижение и развитие. Вместе с тем саморегуляция предполагает изучение лишь процессуальной части системы, которая считается структурно стабильной во время существования. Это достаточно ограниченный класс сложных систем.
!! Самоорганизация и аутопоэтические системы.
Системный подход получил широкое распространение в науке, являясь мощным инструментом анализа и синтеза реальности (Берталанфи, 1969). Вместе с тем в нашем мире все взаимосвязано нетривиальным образом, и методов классической причинноследственной логики часто недостаточно для анализа изучаемых явлений, которые невозможно разложить на части, чтобы понять принцип их действия. При разложении психического механизма на элементы теряются из вида существенные связи и отношения, и он утрачивает системные свойства, которые, собственно, и изучаются психологами. Попытки объяснения организации живого организма как единого самоорганизующегося целого делаются в рамках синергетического направления (Аршинов, Буданов, 2004). Синергетика изучает процессы развития и самоорганизации сложных систем произвольной природы, в том числе биологических и социальных.
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Базовым понятием методологии исследования сложных объектов и явлений в синергетике выступает система. Система в ее классическом определении – это организованное множество частей, действующее как единое целое, свойства которого не сводимы к свойствам элементов, составляющих его. Новые свойства, возникающие в процессе взаимодействия элементов системы, называются эмерджентными и наблюдаются только тогда, когда система существует. Например, такое природное явление, как вихрь из листьев в парке, рождается из взаимодействия ветров, листьев, рельефа местности и т. д. Объяснение сущности вихря лежит в плоскости взаимодействия этих элементов. Системы различной физической природы подчинены одним и тем же общим законам организации. Знание этих законов позволяет понять суть сложных явлений в любой сфере человеческой жизни. Теорию сложных систем, или теорию хаоса, разработал в 1980-е годы бельгийский ученый Илья Пригожин, ставший лауреатом Нобелевской премии за исследования неравновесных термодинамических систем. Герман Хакен применил ее к объяснению принципов работы головного мозга (Хакен, 2001). В детерминистской ньютоновской парадигме физики заложено предположение о том, что, определив состояние системы в данный момент времени, мы можем вычислить ее состояние в любой другой, следовательно, происходящие в ней процессы полностью обратимы. Пригожин показал, что обратимости для сложных систем не существует. Системы, в которых все процессы обратимы, называются закрытыми, или замкнутыми, но в природе они фактически не встречаются. Необратимость предопределяет различия между прошлым и будущим и свидетельствует о том, что сценарий жизни естественной системы не детерминирован полностью ее внутренними характеристиками, а в значительной мере случаен (Пригожин, Стенгерс, 2003). @@color:red;Синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых является нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой@@. Первое свойство подразумевает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой, тем более их нельзя рассматривать по отдельности. Тем не менее сложные системы так же, как и простые, подчиняются общим законам самоорганизации. И. Р. Пригожин выдвинул ги-
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потезу, что энтропия – не единственная альтернатива для сложных систем в ходе эволюции. В то время как одни разрушаются, другие системы обретают более высокий уровень организации. Такой объединяющий, а не взаимоисключающий подход позволяет сосуществовать биологии и физике. Ведь физические теории основываются в основном на втором законе термодинамики – законе возрастания энтропии, согласно которому порядок стремится к хаосу, в то время как в теории биологической эволюции сложное возникает из простого и, наоборот, хаос становится источником порядка. Речь идет о том, что в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Изменение структуры, таким образом, может рассматриваться как форма адаптации системы к внешним условиям. Сложные системы также стремятся к равновесию с окружающей средой, однако никогда не достигают состояния полного равновесия – оно носит скорее скачкообразный, прерывистый характер. Стремление к равновесному состоянию и невозможность изменить только одну часть системы придают ей определенную стабильность, создают порог устойчивости системы к постоянным флуктуациям, вызванным многообразием и высокой динамичностью происходящих процессов. В состоянии стабильности система развивается по законам, описанным выше. Если флуктуации и нарушение системного равновесия становятся слишком сильными, система переходит порог устойчивости и оказывается в точке бифуркации. Именно в этот момент случайность имеет критическое значение – в самой точке бифуркации или вблизи нее. После того, как случайным образом выбран вариант развития, наступает необратимое разрушение старых структур и возникают новые. Затем система снова переходит в относительно стабильное предсказуемое состояние. Структура сложной системы формируется в результате взаимодействия, на которое оказывают влияние факторы как внешней среды, так и внутренней. При этом даже внешнюю среду нельзя рассматривать в качестве независимой переменной, поскольку наши действия вызывают изменения в ней, а петли обратной связи пронизывают всю систему. Складывается цепочка: взаимодействие агентов формирует систему; для снижения энтропии и повышения стабильности системы возникает структура (как механизм адаптации к среде); структура ограничивает деятельность элементов; деятельность элементов, в свою очередь, оказывает влияние на среду, вызывая в ней изменения. Определенное время данной структуре удается сохранять стабильность всей системы. Затем изменения
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среды или изменения в подсистемах, или в самих элементах могут вызывать флуктуации системы, которые до определенного момента компенсируются механизмом адаптации. Достигая критического состояния или точки бифуркации, система приходит в неравновесное состояние, и тогда достаточно любого незначительного события (эффект бабочки), чтобы начались необратимые процессы разрушения прежней структуры. Такое событие, как правило, носит случайный характер. В условиях неравновесности система по-прежнему стремится к уменьшению энтропии, т. е. к стабильному состоянию. Возникают новые паттерны, следовательно, новая структура, отражающая изменившиеся условия. В состояниях, близких к фазовому переходу, система упрощается, становится менее сложной, менее хаотической. В этот момент в системе происходит сжатие информации – переход от многочисленных параметров состояния к очень немногочисленным параметрам порядка. Подчинение большого числа параметров состояния малому количеству параметров порядка называется «принципом подчинения». Принципы самоорганизации реализуются во всех живых системах и в обществе. М. Эйген показал, что воспроизведение живого организма связано с матричным принципом биосинтеза белков, обеспечивающим повторение его структуры (Эйген, 1973). Самоорганизация живого организма осуществляется в форме замкнутого процесса, где информационные молекулы ДНК, РНК и белки образуют кольцевую связь, реализующую воспроизводство существа. Для объяснения процессов самоорганизации в живых организмах А. Е. Черезов предложил принцип самоподобия самоорганизующихся систем (Черезов, 2008). В соответствии с ним возникает кольцевой паттерн самоорганизации, связанный «с раздвоением органического целого на противоположные формы, замкнутые друг на друга, где идеальная форма, через иную форму самой себя, воспроизводится и сохраняет себя» (Черезов, 2008, с. 15). Идеальная форма (информация) и материальная замыкаются друг на друга в кольцевую структуру, определяющую воспроизводство паттерна живого и эволюцию живой системы. Структурная основа жизни, по Черезову, состоит в том, что идеальная форма (информация) и материальная (реализация информации в фенотипе) замкнулись друг на друга в кольцевую структуру, которая определяет воспроизводство и эволюцию живого. Самоорганизация живого организма связана с логикой кольцевой связи, самовоспроизводством, разделением системы на фенотип и генотип,
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где информационная программа замыкается в кольцо со своим белковым продуктом, активность которого направлена на сохранение и размножение программы. В работах У. Матураны и Ф. Варелы (Матурана, 1996; Матурана и Варела, 2001) @@color:red;вводится новый класс самоорганизующихся систем, так называемых аутопоэтических@@, представляющих собой сетевой паттерн самоорганизации живой системы, в котором каждый компонент сети участвует в создании или трансформации других компонентов. Таким образом, аутопоэтическая сеть непрерывно воспроизводит саму себя, создается своими компонентами и, в свою очередь, создает эти компоненты. Матурана сформулировал гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем. Такой сетевой паттерн, в котором функция каждого компонента состоит в том, чтобы помочь произвести и трансформировать другие компоненты, одновременно поддерживая общую кругообразность сети, и является основной организацией живого. @@color:red;Он постулировал, что нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети@@. Восприятие, а в более общем смысле познание, не представляет внешнюю реальность, а скорее определяет, конструирует ее через процесс круговой организации нервной системы. На основе этой предпосылки Матурана делает важный гносеологический шаг, утверждая, что процесс круговой организации как таковой – связанный или не связанный с нервной системой – идентичен процессу познания. Познание есть жизнь. В теории аутопоэзиса вводится различие между организацией и структурой. Описание организации – это абстрактное описание взаимоотношений в системе, оно не определяет компоненты. Авторы предполагают, что аутопоэз – это всеобщий паттерн организации, одинаковый для всех живых систем, независимо от природы их компонентов. Структура живых систем, наоборот, слагается из реальных отношений между физическими компонентами. Структура системы представляет собой физическое воплощение ее организации. Матурана и Варела подчеркивают, что организация системы не зависит от свойств ее компонентов, так что каждая конкретная организация может быть воплощена множеством разных способов на основе разных типов компонентов. Аутопоэзис рассматривается как способ организации живых существ, общий для всех живых систем. Это сеть процессов производства, в которой функ-
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ция каждого компонента состоит в том, чтобы участвовать в производстве или трансформации других компонентов сети. Аутопоэтический принцип организации ведет к созданию и поддержанию границы системы, которая обозначает сферу операций сети, и определяет систему как единое целое. Аутопоэтическая система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Главная особенность аутопоэтической системы заключается в том, что она проходит через непрерывные структурные изменения, одновременно сохраняя свой сетевой паттерн организации. Компоненты сети непрерывно производят и преобразуют друг друга, самообновляя себя. Организм постоянно обновляет себя, восстанавливая разрушающиеся ткани и органы, циклически заменяя свои клеточные структуры. Несмотря на непрекращающиеся изменения, организм поддерживает на протяжении всей жизни свою идентичность, организацию. Цель аутопоэтической системы лежит внутри нее, определяя ее самореферентность. В теории аутопоэзиса вводится понятие наблюдателя, который различает среду и организм, что позволяет ему взаимодействовать с той и другой сущностью, делая их описания. Аутопоэтическая система является индуктивной системой, которая всегда функционирует прогностически, создавая в своей когнитивной области описания будущего на основании ранее происшедшего. Возможность предсказания, прогноза связана с кругообразной организацией аутопоэтической системы. То, что уже произошло однажды, произойдет еще раз или в противном случае система распадется. Под когнитивной областью здесь понимается вся область взаимодействий, доступная организму в его пространстве взаимодействий, в которые он может вступать без потери своей идентичности. Вместе с тем Матурана подчеркивает произвольность любых описаний, создаваемых наблюдателем, который в принципе не может описать живую систему, так как его описания разрушают целостность последней, нарушая значимые для обеспечения единства наблюдаемой системы отношения. Замкнутый характер аутопоэтической системы ведет к релятивизму человеческого познания, которое связано лишь с адекватным поведением в ситуациях, связанных с индивидуальными актами или кооперативными взаимодействиями, а не с поиском истины. Концепция аутопоэзиса является элементом естественнонаучного обоснования философского течения радикального конструкти-
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визма, которое представляет собой форму постклассических представлений о работе сложных систем. Радикальный конструктивизм как философская форма синергетического мышления развит в трудах П. Ватцлавика, Э. фон Глазерсфельда, К. Дж. Джерджена, Н. Лумана, Г. Рота, С. Шмидта, Б. ван Фраасена, С. А. Цоколова и продолжает традиции скептицизма, заявляющего, что наблюдаемый мир является конструкцией человеческого мозга (Джамбатисто Вико, И. Кант). Предшественниками конструктивистских представлений в психологии являются идеи Ж. Пиаже и Л. С. Выготский, которые подчеркивали конструирующий характер работы человеческой психики. Основные положения радикального конструктивизма сводятся к следующим постулатам:
• сознание представляет собой не отражение объективной реальности, а ее конструируемую в форме действительности модель; сознание является состоянием когнитивной системы наблюдателя, элементом конструируемой и познаваемой им самим действительности; это социально и исторически обусловленный механизм адаптации организма к окружающему миру;
• познание – это активный процесс конструирующей деятельности, возникающий в операционально-замкнутой системе мозга;
• познание носит адаптивный характер, обеспечивающий выживание организма и не связано с поиском истины;
• наука – это деятельность по конструированию нового, а не открытие нового (подчеркивается прагматизм науки);
• вводится принцип мировоззренческого плюрализма, т. е. признание существования различных версий интерпретаций реальности, каждая из которых обладает правом считаться истиной;
• признается активная роль субъекта, организующего собственный опыт. Дискурс радикального конструктивизма имеет серьезную научную основу в конкретно-научных исследованиях в области биологии, нейрофизиологии, теории систем, что позволяет применить его положения не только к биологическим и физиологическим системам, но и к различным отраслям гуманитарного знания. Это универсальный инструмент познания и описания сложных систем. Так, например, немецким социологом Никласом Луманом в рамках конструктивизма разработана концепция социального аутопоэзиса, в соответствии с которой социальные процессы идентифицируются посредством сетей социальных коммуникаций, представляющих
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собой аутопоэтическую систему. «Социальные системы используют коммуникацию как особый способ самовоспроизведения. Их элементами являются сообщения, которые... производятся и воспроизводятся через сеть связи и которые не могут существовать вне такой сети» (Луман, 2004, с. 72). По Луману, общество – это не причина, а следствие аутопоэзиса социальной коммуникации, в процессе которой происходит конституирование социальных институтов и форм деятельности его членов. Конструктивизм и концепция аутопоэзиса, в частности, позволяют перейти к постклассическим представлениям в психологии. В частности автором настоящей статьи сделана попытка ввести в эргономику сложных эргатических сред базовые понятия, отвечающие требованиям к постклассическим моделям работы сложных систем, разработана теория обучающих иммерсивных сред (Сергеев, 2009а,b). Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д.
!!Саморазвивающиеся системы
Следующая категория системных объектов введена В. С. Степиным и связана с понятием саморазвивающихся систем, в которых сложные саморегулирующиеся и самоорганизующиеся системы рассматриваются как устойчивые состояния еще более сложной целостности. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Саморазвивающимся системам присуща иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы
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особенности ее взаимодействия со средой @@color:red;(«опыт» предшествующих взаимодействий). @@Эти структуры выступают в функции программ поведения системы (Степин, 2007). Саморазвивающиеся системы реализуют свою историю жизни, которая является формой «внутреннего» прогноза, плана.
!!Средоориентированный подход
В последнее время все более серьезное внимание уделяется понятию среды, которая долгое время была неорганизованным нечто, окружающим систему. В современных построениях среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может быть ее средой, в которой идет развитие. Применительно к человеку можно рассмотреть клетки как среду для возникновения системы организма, психика рождается в среде нейрональных клеток и, в свою очередь, служит средой для возникновения социальной системы. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему. В живой системе трудно найти фиксированные структуры. Каждое мгновение жизни связано с возникновением новой структуры, элемента, поддерживающего жизнь структурно-функциональной эволюции. При изучении сложной самоорганизующейся системы необходимо учитывать взаимодействия между изучаемой системой и исследователем, играющим роль активного наблюдателя. «Система есть отражение в сознании субъекта (исследователя, наблюдателя) свойств объектов и их отношений в решении задачи исследования, познания» (Черняк, 1975, с. 72). Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им (Сергеев, 2009а).
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!!Идея повторного входа
Идея повторного входа (Re-Entry) – продуктивная идея, идущая от работ Хайнца фон Фёрстера и его ученика Умберто Матураны, была развита в трудах Джеральда Эдельмана (Edelman, 1989), а созданная на ее основе биологическая теория сознания получила достаточно широкую известность. По мнению Эдельмана, в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды. Имеются подтверждения работоспособности данной идеи – в нейрофизиологии в исследованиях А. М. Иваницкого (Иваницкий, 1996) и в социологии (Луман, 2004). Видимо, фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я. В основе сознания лежит идея непрерывного обновления в процессе циклического самовоспроизведения. Физиологические механизмы мозга создают условия для возникновения циклических процессов движения информационных потоков, а их взаимодействия ведут к появлению субъективной реальности. Рекурсивный характер функционирования и циклически повторяющиеся процессы, по-видимому, лежат в основе работы всех самоорганизующихся автономных систем различной природы вне зависимости от качественного разнообразия их элементов.
!!Выводы
Дальнейшее развитие отраслей психологии связано с внедрением новых понятийных схем, отражающих самоорганизующийся и саморазвивающийся характер психического, существующего в единстве со средами деятельности человека, в свою очередь являющимися системными целостностями аутопоэтического типа. @@color:red;Постклассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах@@.
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!! [[Литература| Литература Регуляция, саморегуляция, cамоорганизация, саморазвитие в понятийном базисе психологии]]
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[[Термины]] [[Р]]
[[Словарные статьи]]
ризомоподобное обучение означает создание такой ситуации, внутри которой и образовательный процесс, и собственно знание
конструируются участниками учебного сообщества, при этом процесс
обучения может быть в любой момент изменен. Собственный учебный
опыт может быть приобретен в результате общения или обсуждения, так
же как и в процессе создания личного знания, посредством образования
обширной неограниченной персональной учебной/образовательной сети,
объединяющей формальные и неформальные источники информации
автор [[Ёлкина]] И.М.
[[О новых дидактических концептах: ризомоподобное обучение]]
На каждом этапе происходит усиление роли среды в образовании.
Меськов делает выводы что "сфера образования должна перестать мыслить себя как систему отношений и начать мыслить себя как среду возможностей".
Научная рациональность является одной из основных концепций философии. Данная концепция исследовалась в работах таких философов как В.С. Швырёв, В.С. Степина В.В. Попов, Б.С. Щеглов, В.С. Меськов, О.В. Архипова, А.А. Мамченко. Философский словарь дает определение рациональностью как относительно устойчивую совокупность правил, норм, стандартов, эталонов духовной и материальной деятельности, а также ценностей, общепринятых и однозначно понимаемых всеми членами данного сообщества [ext[[1]|t209.html#Философский словарь. ред. Фролов]]. В своих работах В.С. [[Степин]] дает отмечает в историческом развитии науки следующие эпохи, которые характеризуются изменениями типа научной рациональности: классическую, неклассическую и постнеклассическую рациональность [ ].
Критериями их различения Степин выделяет особенности системной организации изучаемых объектов:простые системы, сложные саморегулирующиеся системы и сложные саморазвивающиеся системы.
Понятие система подразумевает наличие среды, в которой эта система функционирует. Поэтому правомочно рассматривая объекты и субъекты педагогического процесса как системы или элементы систем функционирующих в соответствующих средах.
Следует отметить, что в дидактике существует направление определяемое как средовый подход. В работе [3] [[Киригинцева]] проведен анализ работ исследователей среди которых отмечаются исследователей как В.В. Авдеев, И.А. Баева, Л.А. Боденко, С.Л. Братченко, С.Д. Дерябо, Е.С. Заир-Бек, Д.В. Куракин, В.П. Лебедева, А.А. Леонтьев, Ю.С. Мануйлов, В.А. Орлов, В.И. Панов, С. Пейперт, К. Роджерс, В.В. Рубцов, Н.Л. Селиванова, С.Ф. Сергеев, В.И. Слободчиков, И.Д. Фрумин, М. Черноушек, В.А. Ясвин, А.В. Петров, В.И. Данильчук, А.М. Коротков, Кречетников К.Г., Нелунова Е. Д., С.Ф. Сергеев.
Анализ терминологии средового подхода по материалам диссертационных исследований и справочной литературы [[[2 |Вишнякова С.М. Профессиональное образование. Словарь.]], [[3|Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]] ,[[4|Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]]] дает более сорока терминов со стержневым словом среда. Среди них можно выделить такие термины как: среда воспитания; среда информационная; среда информационно-образовательная; среда медиаобразовательная; среда медийная; среда педагогическая; среда социальная. Три термина определены в государственных стандартах серии «ИКТ в образовании» это «Электронная информационно-образовательная среда»; «Информационно-образовательная среда» и «Среда обучения». Это положительный момент, так как редуцирует эти понятия и убирает неоднозначное толкование этих терминов. С другой стороны, обилие терминологии средового подхода говорит о том, что среда является сверхсложной системой и включает в себя множество подсистем - сред различного уровня.
Рассмотрим как определяются понятия средового подхода различными исследователями. На этапе классической рациональности четкого определения понятия среды не было, однако о важности среды в которой происходит обучение говорили ещё Я. Коменский, Дж. Локк. Классическая дидактика в духе классической рациональности рассматривает обучаемого как некий абстрактный объект-субъект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук.
Исследования современных ученых выполняются в русле неклассической рациональности. Так А.М. Новиков определяет образовательную среду как систему влияний и условий формирования личности, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении. В образовательной среде он выделял три компонента: социальный (социальное окружение), пространственно-предметный (пространственно-предметное) окружение и психолого-дидактический [[[3 Новиков] |Новиков А.М. Педагогика Словарь системы основных понятий]]. Аналогичное определение дает в своей работе [[[30 Ясвин] |Ясвин]] А. Ясвин «под образовательной средой (или средой образования) мы будем понимать систему влияний и условий формирования личности по заданному образцу, а также возможностей для ее развития, содержащихся в социальном и пространственно-предметном окружении». В этой же работе приводятся варианты структуры образовательных сред в трактовках различных авторов. В своей работе В.А. Ясвин использует четырехкомпонентную модель, которая включает: субъекты образовательного процесса; социальный компонент образовательной среды; пространственно-предметный компонент образовательной среды; технологический (психодидактический) компонент образовательной среды. По мнению В.И. Слободчикова среда является как предметом, так и ресурсом совместной деятельности образующего и образующегося [[[31 Слободчиков] |Психология образования человека]].
субъектов образовательного процесса
*[[Современные информационные технологии в образовании: дидактические проблемы; перспективы использования.]] elibrary_15281091_45911233.pdf
```
Гаранина Ж.Г. Роль саморегуляции в процессе профессионального саморазвития будущих специалистов // Инновационное развитие современной науки: сборник статей Международной научно-практической конференции. 31 января 2014 г.: в 9 ч. Ч.6 / отв. ред. А.А. Сукиасян. - Уфа: РИЦ БашГУ, 2014. – 256 с.
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[ext[ссылка |file:\\\D:\TRab\2017\12\20171220\20171220c\elibrary_21328503_83921182.pdf]] стр. 171
УДК 159.922-057.875
Ж.Г.Гаранина
профессор кафедры психологии
Мордовский государственный университет
г. Саранск, Российская Федерация
! РОЛЬ САМОРЕГУЛЯЦИИ В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНОГО САМОРАЗВИТИЯ БУДУЩИХ СПЕЦИАЛИСТОВ
Одной из актуальных проблем современной системы профессионального образования является формирование высокого уровня профессионализма у будущих специалистов, предполагающего способность к решению сложных профессиональных задач, а также к постоянному самосовершенствованию и саморазвитию. В связи с этим возникает необходимость исследования особенностей профессионального саморазвития студентов в процессе получения высшего образования.
Личностно-профессиональное саморазвитие рассматривается нами как целостная саморазвивающаяся система, основанная на деятельностном преобразовании личностью себя, порождаемая потребностями в самоизменении и осуществляющаяся в ходе саморегуляции своего поведения и деятельности, направленной на достижение личностно и профессионально значимых целей [1]. В структуре саморазвития можно выделить мотивационно-смысловой, рефлексивный и действенно-практический блоки, образующие совокупность взаимодействующих и взаимосвязанных между собой компонентов.
Практическая реализация процесса саморазвития обеспечивается действенно- практическими способами, которые способствуют достижению поставленных целей личностного и профессионального роста. Одним из важнейших механизмов саморазвития является саморегуляция, которая обеспечивает повышение уровня самоконтроля и самоорганизации личности, способствует самомобилизации внутренних усилий, направленных на самоизменение, самосовершенствование, самовоспитание. Существует множество теоретических подходов к процессу саморегуляции. Так, А. С. Чурсиной осознанная саморегуляция деятельности трактуется как основа готовности к профессиональному саморазвитию, как способность человека реализовать на практике свой субъектный опыт в области профессионального самоопределения и самореализации [2]. В индивидуальных особенностях саморегуляции находит отражение то, как человек планирует и программирует достижение цели, оценивает и корректирует свою активность для получения субъективно приемлемых результатов.
Одним из значимых компонентов сознательной саморегуляции своего поведения, направленного на самоизменение и личностный и профессиональный рост, является самоконтроль. Самоконтроль сопровождает протекание процесса саморазвития, помогая личности в осознании и осуществлении практических действий, направленных на достижение поставленных целей. При этом на высшем уровне саморазвития самоконтроль осуществляется целенаправленно и систематически, обеспечивая максимально возможный уровень самореализации. Личность постоянно анализирует и оценивает достигнутые результаты, соотнося их с поставленными целями, а также планирует пути дальнейшего саморазвития.
Для исследования особенностей личностного и профессионального саморазвития нами проводилось эмпирическое исследование среди студентов специальности
171
«Психология» ФБГОУ ВПО «МГУ им. Н. П. Огарева» в возрасте 18 - 21 год. Объем выборки составил 120 человек. В процессе исследования нами использовались следующие методы: авторская анкета, опросник «Способность к саморазвитию» И. В. Зверевой, тест «Готовность к самопознанию и саморазвитию» Т. М. Шамовой, тест «Оценка самоконтроля в общении» М. Снайдера, опросник "Стиль саморегуляции поведения студентов" В. И. Моросановой, тест-опросник cамоотношения В.В. Столина, С.Р. Пантелеева.
Исследование процесса саморазвития с помощью авторской анекты показало, что среди студентов всех курсов данный процесс протекает достаточно интенсивно. С помощью анкетирования было выявлено, что 80 % всей выборки испытуемых активно занимаются саморазвитием.
Анкетирование также позволило исследовать способы саморазвития, входящие в структуру действенно-практического блока. Анализ полученных результатов показал, что подавляющее большинство опрошенных студентов в процессе саморазвития используют такие способы саморазвития как чтение научной и художественной литературы (92 %), просмотр научно-популярных фильмов (21 %), что помогает им получать новые знания, расширять кругозор, развиваться духовно. К этой же категории относится получение второго высшего образования (8 %), что также способствует профессиональному саморазвитию будущих специалистов. Четверть опрошенных отмечают такой важный для формирования профессиональной компетентности способ саморазвития как общение с окружающими людьми, что позволяет развивать практические навыки взаимодействия, необходимые в жизни и в будущей профессии.
В структуре действенно-практического блока выделяются также такие способы саморазвития как занятия спортом (16 %), контроль собственных эмоций и самоанализ (10 %), которые позволяют им развиваться на основе саморегуляции своего поведения. Вместе с тем, удельный вес регулятивного компонента в структуре действенно- практического блока саморазвития относительно невелик, что говорит о преобладающей роли гностических компонентов в данном процессе.
По результатам исследования уровня саморазвития с помощью опросника «Способность к саморазвитию» И. В. Зверевой было выявлено, что средний показатель выраженности уровня саморазвития у студентов всей выборки составляет 35 баллов, что соответствует неопределенному уровню, т.е. у большинства студентов не выработалась упорядоченная система саморазвития.
Результаты исследования таких действенно-практических компонентов саморазвития как саморегуляция и самоконтроль с помощью опросника В. И. Моросановой и теста М. Снайдера. показали, что средний уровень саморегуляции студентов составляет 28,2, а самоконтроля - 5,4, что соответствует средним показателям уровня развития данных регулятивных качеств.
Проведенный корреляционный анализ позволил выявить следующие взаимосвязи. Готовность к саморазвитию значимо связана с саморегуляцией (r = 0,547) и самоотношением (r = 0,423). Саморегуляция также связана с самоотношением (r = 0,782) и готовностью к саморазвитию (r = 0,418). Уровень коммуникативного самоконтроля значимо взаимосвязан с самоэффективностью (r = 0,452).
Таким образом, проведенное исследование позволяет сделать вывод о том, что развитая система саморегуляции определяется мотивационной готовностью к самосовершенствованию и способствует актуализации действенно-практических механизмов саморазвития личностных и профессиональных качеств. Значимую роль в
172
процессе саморазвития играет самоконтроль, который определяет уверенность в собственной эффективности на пути к достижению поставленных профессиональных целей.
!!Список использованной литературы:
1. Гаранина Ж. Г. Психологическая компетентность в структуре личностно-профессионального саморазвития специалистов социономической сферы : монография. – Саранск : Изд-во Мордов. ун-та, 2013. – 136 с.
2. Чурсина А.С. Формирование готовности к профессиональному саморазвитию у
студентов вуза в процессе изучения психолого-педагогических дисциплин: автореф.
дисс....канд. пед. наук. - Челябинск, 2011. - 20с.
©Ж.Г.Гаранина, 2014
173
!! Цитирование
```
[Волков А. Е., Кузьминов Я. И., Реморенко И. М., Рудник Б. Л., Фрумин И. Д., Якобсон Л. И. Российское образование – 2020: модель образования для инновационной экономики. Материал для обсуждения // Вопросы образования. 2008. №1. С.32-65]
```
[ext[ ссылка абсолютная|file:///D:/BIBL/statii/модель_образования_для_инновацонной_экономики..pdf]]
!! Выдержки
Главным отличием новой модели от прежней является фокус на необходимости образования в течение жизни.
Очевидно, что в системе непрерывного образования ключевым фактором результативности является самостоятельная работа учащихся, а следовательно, их самостоятельный доступ к учебным ресурсам и технологиям самообразования.
Инновационную экономику характеризуют информационная перегрузка и включение предварительного получения знаний в большинство производственных и социальных процессов, а из этого следует, что культура усвоения должна замещаться культурой поиска и обновления.
Вместе с тем формирование и повышение доступности таких институтов образования, как образовательные и справочные интернет-порталы и электронные библиотеки, интернет-школы и олимпиады, позволяет предположить, что в новой системе образования каждому обучающемуся будет оказана помощь в определении оптимальной индивидуальной траектории и в преодолении учебных трудностей.
Вместе с тем общепризнано, что начало XXI в. становится временем бурного развития наук о познании (2 2 Достаточно широко распространилась позиция о новой научно-технологической революции — когнитивной), гуманитарных и социальных технологий. В этом же ряду находится появление образовательных технологий, надежно обеспечивающих планируемые результаты.
До настоящего времени образовательное планирование предполагало или затрату определенных ресурсов (например, охват 95% детей школьного возраста 11 летним образованием) или достижение формального результата («планируется», что 95% школьников закончат школу, т.е. успешно сдадут выпускные экзамены или ЕГЭ). Именно смена технологий играет ключевую роль в получении новых результатов. Речь идет не только об информационных технологиях (хотя их роль чрезвычайно важна), но в целом о технологиях коллективной и индивидуальной работы со знаниями, которые основываются на современных исследованиях об освоении деятельности (когнитивные науки).
Речь может идти о следующих направлениях:
* • увеличение исследовательской компоненты в подготовке педагогов;
* • значительное увеличение финансирования образовательных
* исследований и экспериментов (при условии роста их качества);
* • быстрое освоение глобальных образовательных инноваций.
Наконец, принципиальное отличие новой модели состоит в ориентации на подлинную открытость системы, на формирование ее сетевого взаимодействия с другими институтами и агентами индивидуального, экономического и социального развития.
Неформальное и информальное образование
Люди, получившие профессиональное образование и желающие повысить уровень своих навыков или получить новые, являются ключевым ресурсом экономики.
Более того, освоение новых навыков и знаний становится для многих людей (особенно молодых) самостоятельной потребностью, а для экономики — растущим сектором услуг. Обучение в течение всей жизни становится необходимым и все более значимым элементом современных
образовательных систем. Поэтому все большую роль в них играет как неформальное образование (курсы, тренинги, короткие программы, которые могут предлагаться на любом этапе образования или профессиональной карьеры), так и информальное (спонтанное) образование, которое реализуется за счет собственной активности индивидов в насыщенной культурно-образовательной среде.
Сутью системы дополнительного (неформального) образования является переход от централизованных и жестко организованных траекторий профессиональной подготовки к свободной встрече широкого предложения образовательных услуг и многообразных потребностей в повышении квалификации, в освоении новых знаний и технологий.
[ext[Рубцов В. В., Ивошина Т. Г. Проектирование развивающей образовательной среды школы|http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid72]]
"...Принципиально важные управленческие ориентиры задаются в понятии образовательной среды (Г. А. Ковалев, 1993; В. В. Рубцов, 1996; В. А. Левин, 1997; В. И. Слободчиков, 2000).
Г. А. Ковалев высказал важную в организационно-педагогическом плане идею о необходимости учета в учебно-воспитательном процессе всех системообразующих структур и подсистем образовательной среды в их функциях и динамике, так как они определяют психическое развитие и функционирование ребенка. Он исходил из ориентации на «открытую» школьную среду, «открытую, прежде всего ребенку, созвучную его жизненному ритму и внутренней психологической организации», которая «обеспечивает оптимальные условия для развития активной, самостоятельной и самодостаточной личности, сохраняющей свою уникальность и индивидуальность» [89, с. 191]. Сделать школу максимально открытой системой, можно только следуя развивающей стратегии психологического воздействия, то есть создавая условия для диалога — диалогической парадигмы образования. Г. А. ..." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
"...между субъектами образования. Отсюда вытекают иные функции управления: создание условий для проблематизации; поддержка значимости поисковой, исследовательской деятельности; организация взаимодействия на условиях (позициях) сотрудничества. В связи с изложенным необходимо перераспределять и функции внутри школьных структур. Предполагается, что функционально наиболее действенным в управлении является не педагогический совет, а методические, творческие, проблемные объединения, например кафедры, учебно-методические и научно-методические советы, проектные группы. Исходя из обозначенных ориентиров управления развивающим образованием, можно выделить качественно иные критерии мониторинга развивающего образования. К ним можно отнести способность педагогов и учащихся рефлексировать; способность проектировать новые и необходимые им учебные средства; умение создавать проект своего образования и (или) профессионального роста; способность выделять себя на фоне других и каждого другого на том же фоне ..." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
"...В. И. Слободчиков считает, что «образовательная среда не есть нечто однозначно и наперед заданное, среда начинается там, где происходит встреча (сретенье) образующего и образующегося; где они совместно начинают ее проектировать и строить — и как предмет, и как ресурс своей совместной деятельности; и где между отдельными институтами, программами, субъектами образования, образовательными деятельностями начинают выстраиваться определенные связи и отношения» [176, с. 175]...." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
"...В качестве ведущих характеристик образовательной среды можно выделить два основных показателя: насыщенность образовательной среды (ресурсный потенциал) и ее структурированность (способ ее организации). И в соответствии с этим определяются «три разных способа организации образовательной среды в зависимости от типа связей и отношений, ее структурирующих: среда, организованная по принципу единообразия; здесь доминируют административно-целевые связи и отношения и определяются, как правило, одним субъектом — властью; показатель структурированности стремится к максимуму; среда, организованная по принципу разнообразия; здесь связи и отношения имеют конкурирующий характер, так как происходит борьба за разного рода ресурсы; начинается атомизация образовательных систем, разрушается единое образовательное пространство; показатель структурированности стремится к минимуму;..." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
"...среда, организованная по принципу вариативности (как единства многообразия); здесь связи и отношения имеют кооперирующий характер, происходит объединение разного рода ресурсов в рамках объемлющих образовательных программ, обеспечивающих свои траектории развития разным субъектам: отдельным людям, общностям, образовательным системам; показатель структурированности стремится к оптимуму» [176, с. 176]...." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
"...В понятие образовательной среды В. И. Слободчиков также включает профессионально-деятельностную (но уже управленческую) позицию, «так как специфическим свойством образовательной среды является насыщенность ее образовательными ресурсами. По самому понятию ресурса — его формирование, обогащение и распределение — есть, прежде всего, предмет организационно-управленческой деятельности» [176, с. 176]. Таким образом, именно через понятие «образовательная среда», как обобщающее и интегрирующее, наилучшим образом можно задать ведущие управленческие ориентиры...." [Источник: http://psychlib.ru/mgppu/RPr/RPr-001.htm#hid64]
РУСОВА Наталья Юрьевна
!! Цитирование
Русова Н.Ю. Теоретические основы моделирования дидактического материала : На примере образовательной области "филология" : дисс. ... д. пед. наук : Нижний Новгород, 2000. 435 с.
!! Карточка РГБ
Русова, Наталья Юрьевна.
Теоретические основы моделирования дидактического материала : На примере образовательной области "филология" : диссертация ... доктора педагогических наук : 13.00.01. - Нижний Новгород, 2000. - 435 с.
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171023/306872.pdf]]
*[ext[BI W |file:///D:/BI/dis_rusova_nju.pdf]]**[ext[BI DEB |file:////media/nechaev/data1/BI/dis_rusova_nju.pdf]]** [ext[BI Astra L |file:////mnt/BI/dis_rusova_nju.pdf]]
*[ext[Интернет |https://yadi.sk/i/mC3tDOE1sfSFs]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/ ..... .pdf]]
!! Содержание
[[Теоретические основы моделирования дидактического материала содержание]]
!! Выдержки
[[Теоретические основы моделирования дидактического материала 1.2.]]
* [[Теоретические основы моделирования дидактического материала]]
Как отмечает Русова понятие дидактический материал является одной из тех категорий дидактики, содержание которых претерпевает в последнее время наиболее существенные изменения.
В 60-е годы этот термин обозначал специфический вид наглядных учебных пособий (карточек с текстом, рисунками и цифрами, трафаретов, наборов деталей и счетного материала, моделей геометрических фигур и т.п.), который содержал "исходные данные для конструктивной работы учащихся по решению той или иной учебной задачи" (Педагогическая энциклопедия, М., 1964). Несколько позже дидактическим материалом стали называть также отдельные методические пособия для учителя (М.Р.Львов [252]). В настоящее время, однако, содержание названного термина значительно расширилось и изменилось, и для его характеристики необходимо уточнить соотношение таких основополагающих категорий педагогики, как содержание образования, средства образовательного процесса и учебный материал.
@@color:red;Содержание образования@@ является главным системообразующим фактором в процессе обучения и включает в себя следующие компоненты [309, 413, 455]:
- знания о природе, обществе, технике, человеке, мышлении и способах человеческой деятельности;
- опыт осуществления известных способов деятельности, воплощающихся вместе со знанием в умениях и навыках личности, усвоившей этот опыт;
- опыт творческой деятельности по решению новых проблем, возникающих перед личностью и перед обществом;
- опыт эмоционально-ценностного отношения к миру.
Современная дидактика предполагает, что познание действительности и приобретение знаний - это только одна сторона обучения, второй же является функционирование этих знаний в мышлении учащегося, в его интеллектуальной деятельности, а третьей - их использование в практической деятельности, включающей преобразование действительности [302, 468].
В сущности, содержание образования представляет собой модель социального заказа, обращенного к образовательной системе.
---
```
* 252.Львов М.Р. Словарь-справочник по методике русского языка. - М., РОСТ СКРИН, 1997. - 254 с.
* 309.Педагогика: Учебное пособие. / Под ред. П.И.Пидкасистого. - М., Педагогическое общество России, 1998. - 638 с.
* 413.Скаткин М.Н., Краевский ВВ. Содержание общего среднего образования: Проблемы и перспективы. - М., Знание,1981.-96 с
* 455.Теоретические основы содержания общего среднего образования. / Под ред. В.В.Краевского, И.Я.Лернера. - М., Педагогика, 1983.-352 с.
* 302.Образовательная программа - маршрут ученика. 4.1. / Под ред. А.П.Тряпицыной. - СПб., ЮИПК, 1998. - 113 с.
* 468.Тряпицына А.П. Теория проектирования образовательных программ. // Петербургская школа. Теория и практика формирования многовариантной образовательной системы. Центр педагогической информации. - СПб., 1992. - С.37 - 42.
```
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46
и в процессе своего формирования проходит через следующие этапы:
уровень общего системного теоретического представления о составе, структуре и функциях содержания образования;
уровень учебного предмета или образовательной области, на котором реализуется взаимодействие логики соответствующей науки (и шире - соответствующей сферы общественного сознания) - и условий и закономерностей образовательного процесса;
уровень учебного материала, где осуществляется реальное наполнение элементов содержания образования конкретными знаниями, умениями, навыками, познавательными задачами и упражнениями, репрезентированными в учебниках, задачниках, пособиях, компьютерных программах и других образовательных средствах. Подчеркнем, что вследствие изменения эдукологической ситуации в целом и главное - вследствие изменения цели образования, которая ныне состоит не только в социализации индивида, но в воспроизводстве культурного опыта поколений и укоренении в личностном духовном мире всечеловеческих нравственных ценностей, ''содержание образования сегодня интерпретируется не как совокупность учебных предметов, а как иерархия необходимых для осознанного самоопределения личности сфер человеческой жизнедеятельности, или образовательных областей'' [302].
В этом контексте содержание образования репрезентируется в учебном плане, в совокупности учебных программ, коррелирующих образовательным областям, и в соответствующих им учебно-методических комплексах.
К @@color:red;средствам обучения@@ (или дидактическим средствам - В.Оконь, Ч.Куписевич; или средствам образования Б.С.Гершунский) принято относить '' "все объекты и процессы (материальные и материализованные), которые служат источником учебной информации и инструментами (собственно средствами) для усвоения содержания учебного материала, развития и воспитания учащихся" '' [454, с. 187]. @@color:red;В.В.Краевский и И.Я.Лернер выделяют среди средств обучения учебник вкупе с сопутствующими учебными и методическими книгами, ТСО вместе со средствами наглядности и слово учителя; Б.С.Гершунский относит к средствам образования учебные и методические тексты, наглядные пособия, компьютеры, аудио- и видеоаппаратуру и другие технические приспособления [85]; являются средствами образования и упомянутые выше учебно-методические комплексы@@.
Учебные планы и учебные программы по предметам и образовательным областям определяют содержание учебного процесса;
учебные книги и электронные накопители информации фиксируют это содержание [324, с.324].
Согласно некоторым современным авторам, такие средства обучения, как учебники и учебные пособия, являются не чем иным, как информационной моделью обучения, своеобразным сценарием учебного процесса [309, с.231], т.е. учебные средства моделируют не только информационную структуру содержания образования, но и непосредственный образовательный дискурс. Таким образом, традиционно вкладываемое в понятие "средства образования" содержание сводится к материально- технологическому обеспечению образовательного процесса, имеет ярко выраженный "процессуальный" оттенок. На наш взгляд, педагогике необходима категория, которая была бы промежуточной между "содержанием образования" и "средствами образования" и в которой был бы актуализирован аспект дидактического моделирования части человеческого опыта, отобранной в качестве содержания образования. Такая категория может быть сформирована и выражена с помощью термина "дидактический материал", а содержание
48
и сущность соответствующего понятия сводится к материально и семиотически организованным результатам дидактического моделирования содержания образования. Дидактический материал ни в коем случае не равен только "знаниевой" компоненте содержания образования или "учебной информации" (такие терминоупотребления нередки в педагогической литературе). Дидактический материал - это совокупность обусловленных образовательными потребностями конкретных систем интегрированных элементов содержания образования, репрезентированных в предметной, вербальной и символической формах. Средствами же образования (учебными или дидактическими средствами) целесообразно именовать совокупность и систему видов, типов и жанров дидактического материала, приведенных в соответствие с технологической спецификой образовательного процесса. Таким образом, на уровне формирования дидактического материала конституирующими являются категории содержания образования, его цели и его адресатов; на уровне же формирования дидактических средств решающую роль играет специфика и технология участия дидактического материала в учебном процессе. Каждая материальная единица дидактического материала (образовательная программа, учебный план, учебник, учебно - методическое пособие, словарь, справочник, компьютерная программа, наглядное пособие и т.п.) в интегрированной форме являет все элементы содержания образования, представленные, однако, в разном объеме и составе. Непосредственное соотношение знаниевой, операционно-деятельностной и опытно-творческой компонент определяется конкретной целью образовательной ситуации, для обслуживания которой предназначен дидактический материал, а в конечном счете - образовательными потребностями субъектов
образования и целью образовательного процесса. Роль дидактического материала в процессе трансляции содержания образования показана на схеме №3. Диалектика соотношения понятий "модель" и "дидактический материал" заключается в том, что дидактический материал в одно и то же время является:
1) результатом и продуктом дидактического моделирования предметной области как компоненты содержания образования;
2) средством моделирования предметной области в сознании учащегося;
3) средством обучения учащегося процессу моделирования;
4) объектом педагогического исследовательского моделирования как первой ступени для последующего проектирования и конструирования.
Следует отдавать себе отчет, что когда мы рассматриваем специфику дидактического материала как результата дидактического моделирования предметной области, то тем самым создаем операционно - деятельностные исследовательские модели соответствующего дидактического материала, вследствие чего связь между (1) и (4) аспектами неразрывна. Поэтому в дальнейшем, говоря о моделировании дидактического материала, мы будем иметь в виду именно эти, по существу неразделимые, операции: построение совокупности и системы обслуживающих дидактический процесс моделей,
Схема 3. Процесс трансляции содержания образования.
[img[rus1.png]]
объектом которых служит содержание предметной области как компоненты содержания образования, - и построение исследовательской педагогической модели соответствующих средств, обслуживающих образовательный процесс.
Факторы, определяющие проектирование и построение дидактического материала, систематизируются следующим образом:
1) Информационная структура содержания образования, причем знаниевая компонента включает в себя научно-теоретические и фактологические информационные элементы, операционно - деятельностная компонента репрезентируется операциональными и алгоритмическими элементами, а опытно-творческая и эмоционально-ценностная компоненты являются, по существу, векторами или силовыми полями, пронизывающими всю информационную структуру дидактического материала в целом.
2) Принцип пространственной организации информационной структуры, которая может быть линейной (и тогда мы имеем дидактический материал, развертывающийся в виде непрерывного текста, воспринимаемого, условно говоря, с начала до конца) и нелинейной (в этом случае дидактический материал предстает в виде гипертекстовой структуры, которую адресат может воспринимать и использовать, начиная с разных пространственных точек, - это, например, словарь, справочник, хрестоматия).
3) Семиотическая организация дидактического материала, которая может быть вербальной, символической, иллюстративной, графической; чаще всего, как и следовало ожидать, используется принцип интегративной семиотической организации.
4) Рецептивная организация дидактического материала, которая определяет такие его разновидности, как визуальная, аудиальная, аудиально-визуальная и визуально-тактильная.
5) Материально-технологическая реализация дидактического материала, которая позволяет дифференцировать печатный, компьютерный и предметно-модельный его варианты, причем к предметно-модельному дидактическому материалу относятся всевозможные муляжи, наглядные пособия, оборудование для физических и химических опытов и т.д., и т.п.
6) Наконец, специфику организации дидактического материала во многом определяет семантика образовательной области, которую он обслуживает, гуманитарная или естественно-научная.
Совокупность перечисленных факторов составляет основу общей классификационной модели дидактического материала.
Основным видом и типом дидактического материала по сей день остается печатная продукция, среди которой принято выделять учебники, учебные пособия (практикумы, сборники задач и упражнений, справочники, словари, хрестоматии и проч.) и методические пособия.
Наиболее всесторонне в российской дидактике исследована структура школьного учебника см., например, более 20 выпусков сборника "Проблемы школьного учебника" (с 1974 по 1982 гг.). Самыми актуальными представляются такие аспекты проектирования учебника, как специфика представления в этом виде дидактического материала различных компонентов содержания образования (В.В.Краевский, И.Я.Лернер, А.М.Сохор, В.Н.Столетов), логическая структура развертывания учебной информации (И.Д.Зверев, В.О.Пунский, А.З.Рахимов, В.И.Свинцов, К.Сосницкий, А.М.Сохор), разные виды систематизации этой информации (Ю.Ворончихин и С.Водчиц, В.И.Дайнеко, Л.Я.Зорина, К.Сосницкий), роль и качество научной терминологии в учебнике (И.М.Подгаецкая, Н.М.Розенберг), наконец, интегративный подход
к построению учебника (Г.Г.Граник, И.Д.Зверев, Д.Д.Зуев, А.З.Рахимов, Н.Ф.Талызина). Однако тенденция развития разнообразных типов дидактического материала такова, что решающая роль в образовательном процессе начинает принадлежать комплексу средств обучения в целом, а не отдельным его элементам (см. В.В.Краевский [209]; об этом же говорят Ю.К.Бабанский [11], В.В.Давыдов и А.К.Маркова [120], В.О.Пунский [343, 344]). И.П.Товпинец замечает, что с помощью системы учебно-методических комплексов, в которые входят такие виды дидактического материала, как справочники, тетради для самостоятельной работы, хрестоматии и т.п., может и должна осуществляться разгрузка полифункциональности школьного учебника [461]. Вполне логично, что каждую образовательную область, основу которой составляют интегрированные учебные курсы, должен обслуживать соответствующим образом организованный учебно-методический комплекс. О моделировании и проектировании некоторых конституирующих компонентов учебно- методического комплекса, обслуживающего образовательную область "Филология", и пойдет речь в настоящей работе
Большие или меньшие отклонения от этих характеристик
могут наблюдаться в некоторых терминологиях или у отдельных
терминов. Поэтому можно предполагать, что в целом и свойства
термина, и требования к нему представляют собой определенные
тенденции, реализуемые в большей или меньшей степени.
Перечисленные требования наряду с другими
характеристиками широко используются как при упорядочении терминов, так и
при выделении основных типов терминов
Как отмечает Русова "понятие дидактический материал является одной из тех категорий дидактики, содержание которых претерпевает в последнее время наиболее существенные изменения".
По мнению Русовой термин дидактический материал обозначает категорию промежуточную между "содержанием образования" и "средствами образования" и в которой актуализирован аспект дидактического моделирования части человеческого опыта, отобранной в качестве содержания образования. Такая категория может быть сформирована и выражена с помощью термина "дидактический материал", а содержание и сущность соответствующего понятия сводится к материально и семиотически организованным результатам дидактического моделирования содержания образования. Дидактический материал ни в коем случае не равен только "знаниевой" компоненте содержания образования или "учебной информации" (такие терминоупотребления нередки в педагогической литературе). Дидактический материал - это совокупность обусловленных образовательными потребностями конкретных систем интегрированных элементов содержания образования, репрезентированных в предметной, вербальной и символической формах. Средствами же образования (учебными или дидактическими средствами) целесообразно именовать совокупность и систему видов, типов и жанров дидактического материала, приведенных в соответствие с технологической спецификой образовательного процесса. Таким образом, на уровне формирования дидактического материала конституирующими являются категории содержания образования, его цели и его адресатов; на уровне же формирования дидактических средств решающую роль играет специфика и технология участия дидактического материала в учебном процессе. Каждая материальная единица дидактического материала (образовательная программа, учебный план, учебник, учебно - методическое пособие, словарь, справочник, компьютерная программа, наглядное пособие и т.п.) в интегрированной форме являет все элементы содержания образования, представленные, однако, в разном объеме и составе. Непосредственное соотношение знаниевой, операционно-деятельностной и опытно-творческой компонент определяется конкретной целью образовательной ситуации, для обслуживания которой предназначен дидактический материал, а в конечном счете - образовательными потребностями субъектов образования и целью образовательного процесса.
[ext[ internet|http://nauka-pedagogika.com/pedagogika-13-00-01/dissertaciya-genezis-pedagogicheskih-terminov-v-rossii-xi-nachalo-xxi-vv]]
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* Клочко В. Е. Самоорганизация в психологических системах: проблемы становления ментального пространства личности (введение в трансспективный анализ) / В. Е. Клочко ; Федер. агентство по образованию, Том. гос. ун-т. - Томск : ТГУ, 2005. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000243465
```
! Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Самоорганизация в психологических системаха личности 2.pdf]]
*[ext[ссылка интернет|http://www.studmed.ru/view/klochko-ve-samoorganizaciya-v-psihologicheskih-sistemah-problemy-stanovleniya-mentalnogo-prostranstva-lichnosti-vvedenie-v-transspektivnyy-analiz_2287fbb972e.html]]
! Цитирование
!! Самоорганизация
Под самоорганизацией понимают процесс, в ходе которого создаётся, воспроизводится или совершенствуется организация сложной динамической системы. Самоорганизующейся называется такая система, которая без специфического воздействия извне обретает какую-то пространственную, временную или функциональную структуру. Выделяются специфические внешние воздействия, навязывающие системе структуру или порядок функционирования. Собственно самоорганизация проявляется в тех случаях, когда система испытывает неспецифические воздействия извне. Установлено, что процессы самоорганизации характерны для систем, обладающих высоким уровнем сложности, понимая под ней как большое количеством элементов, так и специфику связи между ними, которая имеют не жесткий, а вероятностный характер. Способностью к самоорганизации могут обладать объекты различной природы - физической, химической, биологической, социальной. В таких системах происходит перестройка существующих и образование новых связей между элементами системы. Процессы самоорганизации представляют собой сложное сочетание целенаправленности и спонтанности, автономности и зависимости. Перестройка характера движения неравновесной системы
происходят в точках бифуркации, когда система приобретает новые каче ства и направления движения при малом изменении ее параметров. Считается, что синергетика не только отвечает идеалам ностнеклассической
рациональности, но и во многом определяет эти идеалы.
Поэтому принципиально важно, полагает B.C. Стенин, различать си
нергетику как научную картину мира и синергетику как совокупность
конкретных моделей самоорганизации, применяемых в различных облас
тях знания (физике, химии, биологии, нейрофизиологии, экономических
науках, и т.д.)’.
B.C. Степин, впервые (в 1989 г.) пред;юживший дифференциацию ис
торических типов рациональности и три указанных их типа (классиче
скую, неклассическую и постнеклассическую рациональность), наблюдая
за тем, как введенное им различение сегодня «употребляется уже в каче
стве «ходячей истины» в самых разных контекстах», просит «особо обра
тить внимание» на ключевой признак этой ти1юлогии. По его мнению, он
заключается в наличии коррелятивной связи между типом системных
объектов и соответствующими характеристиками познающего субъекта,
который может осваивать объект. Уровни рефлексии по поводу собственной познавательной деятельности и ее стратегий, полагает ученый,
коррелятивны системным особенностям исследуемых объектов н высту
пает условием их эффективного освоения:
- простые системы выступают в качестве доминирующих объектов в
классической науке;
- сложные саморегулирующиеся системы доминируют в неклассиче-
СК9Й науке;
- сложные саморазвивающиеся системы являются доминирующими
объектами в постнеклассической науке".
стр 12-15
!! Ментальное пространство
С нашей точки зрения, за понятием «ментальное пространство» стоит не комплекс завязанных в систему элементов «объективной действитель ности», но и не произвол системообразования, осуществляемый челове ком. Это то, что происходит между человеком и средой, пространство в котором снимаются как объективная логика среды, так и субъективная логика человека, подчиняясь одной логике - логике самоорганизации человека как открытой системы. Ментальное пространство отличается от «среды», от всей окружающей человека «действительности», «объектив ной реальности» тем, что для описания последних достаточно четырех координат - три пространственных координаты и время. Оно включает в себя, как минимум, еще три субъективных координаты - значение, смысл и ценность, а это значит, что оно пронизано эмоциями, посредством ко торых предметы, носители этих сверхчувственных качеств, становятся доступными нашему сознанию
Можно убедиться так же в том, что способ мышления К. Ясперса оказывается очень близким к самому высокому (на сегодня) уровню систем ного мышления - трансспективному. Собственно так было и с синергетикой; пока она находила свое применение в физике и химии, то казалось естественным, что параметры порядка можно найти в самой системе (самоорганизация), даже без учета ее взаимодействия с внешней средой: «... в большинстве случаев структуры создаются не некоей организую щей рукой, а самими системами, действующими без всякого воздействия извне. Именно поэтому мы говорим о самоорганизации»'*. Однако, как только идеи самоорганизации стали применяться к человеку, параметры порядка сдвинулись в то самое пространство сосуществования, совместного бытия (со-бытия) внутреннего и внешнего, субъективного и объективного, в которое в свое вре.мя вышел К. Ясперс. «Взаимодействие внутреннего и внешнего приводит к появлению новых параметров порядка как в сфере индивидуального, так и в сфере коллективного. В данном случае когнитивную систему подлежит рассматривать не как внутреннюю сеть, представляющую внешнюю окружающую среду, а внутренне-внешнюю сеть, часть элементов которой представлена или хранит ся внутренне в разуме, или мозге, а часть существует (хранится или внешне представлена) во внешней среде»” .
стр 129 Хакен
Отсутствие устоявшегося понятийного аппарата приводит к тому, что приходится каждый раз оговаривать индивидуальную определенность понятия «действительность», отличая её от абстрактной «объективной действительности», или просто ((действительности», когда под ней пони мают еще более абстрактную ((объективную реальность». Действитель ность данного человека содержит в себе его собственную субъектив ность, «осевшую» на объектах и превратившую их в предметы, имеющие для человека значение, смысл, ценность. Объективное, как противостоя щее субъективному, не несущее его на себе, не определяет действитель ность как пространство, в котором можно действовать. Оно не входит в многомерный мир личности именно потому, что не содержит в себе ни грана субъективности, без которой нельзя действовать, понимая ценность и смысл того, что ты делаешь в каждый момент времени. Здесь и откры вается близость понятий «психика», «многомерный мир личности», ((дей ствительность данного человека».
!! Цетирование
!!! вариант 1
```
Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность // Вопросы философии. – 2003. – № 8. – С. 5–17.
```
!!! вариант 2
```
Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность // Вопросы философии. 2003. № 8. С. 5–17.
```
!! Ссылка
*[ext[ссылка 1|file:///D:/TRab/2017/05/20170529/Stepin/Саморазвивающиеся системы и постнеклассическая
рациональность (Степин В.С.).html]]
*[ext[ссылка 2|file:///D:/TRab/2017/11/20171113/StepinVS.html]]
http://filosof.historic.ru
! Текст
Саморазвивающиеся системы и постнеклассическая рациональность. (Степин В.С.)
!! Саморазвивающиеся системы и постнеклассическая рациональность В.С.Степин
Типология системных объектов. Особенности саморазвивающихся систем Современная наука и технологическая деятельность все чаще имеют дело со сложными саморазвивающимися системами. Их важно отличать не только от малых (простых) систем, но и от больших (сложных) саморегулирующихся систем.
В 70-х годах уже прошлого века Г.Н.Поваров предложил различать эти типы систем по числу элементов и характеру их связей. Согласно его подходу, малые (простые) системы включают порядка 10^^3^^ элементов, большие саморегулирующиеся - до 10^^6^^ элементов, саморазвивающиеся - 10^^10^^-10^^14^^ элементов. Характеристики системных связей каждого из этих типов, которые в первом приближении были намечены в рамках предложенного подхода, сегодня можно уточнить и дополнить. Связи и отношения элементов, присущие каждому из типов систем, характеризуются в категориях части и целого, вещи и процесса, причинности, случайности, возможности, необходимости, пространства и времени.
Для описания простых систем достаточно полагать, что суммарные свойства их частей исчерпывающе определяют свойства целого. Часть внутри целого и вне целого обладает одними и теми же свойствами, связи между элементами подчиняются лапласовской причинности, пространство и время предстают как нечто внешнее по отношению к таким системам, состояния их движения никак не влияют на характеристики пространства и времени.
Нетрудно обнаружить, что все эти категориальные смыслы составляли своеобразную матрицу описания механических систем. Именно они выступали образцами малых (простых) систем. В технике - это машины и механизмы эпохи первой промышленной революции и последующей индустриализации: паровая машина, двигатель внутреннего сгорания, автомобиль, различные станки и т.п. В науке - объекты, исследуемые механикой. Показательно, что образ часов - простой механической системы - был доминирующим в науке ХVII-ХVIII вв. и даже первой половины ХIХ столетия. Мир устроен как часы, которые однажды завел Бог, а дальше они идут по законам механики. Категориальная сетка описания малых систем была санкционирована философией механицизма в качестве философских оснований науки этой эпохи. Как простую механическую систему рассматривали не только физические, но и биологические, а также социальные объекты. Здесь достаточно напомнить о концепциях человека и общества Ламетри и Гольбаха, о стремлении Сен-Симона и Фурье отыскать закон тяготения по страстям, аналогичный ньютоновскому закону всемирного тяготения, о первых попытках родоначальника социологии О. Конта построить теорию общества как социальную механику.
Но при переходе к изучению больших систем развитый на базе классической механики категориальный аппарат становится неадекватным и требует серьезных корректив. Большие системы имеют целый ряд новых характеристических признаков. Они дифференцируются на относительно автономные подсистемы, в которых происходит массовое, стохастическое взаимодействие элементов. Целостность системы предполагает наличие в ней особого блока управления, прямые и обратные связи между ним и подсистемами. Большие системы гомеостатичны. В них обязательно имеется программа функционирования, которая определяет управляющие команды и корректирует поведение системы на основе обратных связей. Автоматические станки, заводы-автоматы, системы управления космическими кораблями, автоматические системы регуляции грузовых потоков с применением компьютерных программ и т.п. - все это примеры больших систем в технике.
В живой природе и обществе - это организмы, популяции, биогеоценозы, социальные объекты, рассмотренные как устойчиво воспроизводящиеся организованности.
Категории части и целого применительно к сложным саморегулирующимся системам обретают новые характеристики. Целое уже не исчерпываются свойствами частей, возникает системное качество целого. Часть внутри целого и вне его обладает разными свойствами. Так, органы и отдельные клетки в многоклеточных организмах специализируются и в этом качестве существуют только в рамках целого. Будучи выделенными из организма, они разрушаются (погибают), что отличает сложные системы от простых механических систем, допустим, тех же механических часов, которые можно разобрать на части и из частей вновь собрать прежний работающий механизм.
Причинность в больших, саморегулирующихся системах уже не может быть сведена к лапласовскому детерминизму (в этом качестве он имеет лишь ограниченную сферу применимости) и дополняется идеями "вероятностной" и "целевой причинности". Первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая - действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. Возникают новые смыслы в пространственно-временных описаниях больших, саморегулирующихся систем. В ряде ситуаций требуется наряду с представлениями о "внешнем" времени вводить понятие "внутреннего времени" (биологические часы и биологическое время, социальное время).
Исследования сложных саморегулирующихся систем особенно активизировалось с возникновением кибернетики, теории информации и теории систем. Но многие особенности их категориального описания были выявлены предшествующим развитием биологии и, в определенной мере, квантовой физики. В становлении квантовой механики первоначально использовалась категориальная сетка, перенесенная из классической физики. Но в процессе возникновения новой теории ее создатели вынуждены были вносить изменения в классические интерпретации. Выяснились принципиальные ограничения применения классических понятий "координата" и "импульс", "энергия" и "время" (соотношения неопределенности). Был сформулирован принцип дополнительности причинного и пространственно-временного описания, что внесло новые коррективы в понимание соответствующих категорий. Вырабатывалось представление о вероятностной причинности как дополнения к жесткой (лапласовской) детерминации.
В нашей литературе еще в 70-х годах отмечалось (я имею в виду исследования Ю.В. Сачкова, В.И. Аршинова, а также мои работы тех лет), что в квантовой физике прослеживаются многие черты описания сложных саморегулирующихся систем, при котором соединяются представления о вероятностных, случайных процессах, характеризующих систему, с представлениями о ее целостности.
Сложные саморегулирующиеся системы можно рассматривать как устойчивые состояния еще более сложной целостности - саморазвивающихся систем. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного типа саморегуляции к другому. Саморазвивающимся системам присуща иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей.
Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой ("опыт" предшествующих взаимодействий). Эти структуры выступают в функции программ поведения системы.
Сегодня познавательное и технологическое освоение сложных саморазвивающихся систем начинает определять стратегию переднего края науки и технологического развития. К таким системам относятся биологические объекты, рассматриваемые не только в аспекте их функционирования, но и в аспекте развития, объекты современных биотехнологий и прежде всего генетической инженерии, системы современного проектирования, когда берется не только та или иная технико-технологическая система, но еще более сложный развивающийся комплекс - человек-технико-технологическая система, плюс экологическая система, плюс культурная среда, принимающая новую технологию. К саморазвивающимся системам относятся современные сложные компьютерные сети, предполагающие диалог человек-компьютер, "глобальная паутина" - INTERNET. Наконец, все социальные объекты, рассмотренные с учетом их исторического развития, принадлежат к типу сложных саморазвивающихся систем. К исследованию таких систем во второй половине XX в. вплотную подошла и физика. Долгое время она исключала из своего познавательного арсенала идею исторической эволюции. Но во второй половине XX в. возникла иная ситуация. С одной стороны, развитие современной космологии (концепция Большого взрыва и инфляционной теории развития Вселенной) привели к идее становления различных типов физических объектов и взаимодействий. Возникло представление о возникающих в процессе эволюции различных видах элементарных частиц и их взаимодействий как результата расщепления некоторого исходного взаимодействия и последующей его дифференциации. С другой стороны, идея эволюционных объектов активно разрабатывается в рамках термодинамики неравновесных процессов (И. Пригожин) и синергетики. Взаимовлияние этих двух направлений исследования инкорпорирует в систему физического знания представления о самоорганизации и развитии.
Сложные саморазвивающиеся системы требуют для своего освоения особой категориальной сетки. Категории части и целого включают в свое содержание новые смыслы. При формировании новых уровней организации происходит перестройка прежней целостности, появление новых параметров порядка. Иначе говоря, необходимо, но недостаточно зафиксировать наличие системного качества целого, а следует дополнить это понимание идеей изменения видов системной целостности по мере развития системы. @@color:red;Уже в сложных саморегулирующихся системах появляется новое понимание вещи и процессов взаимодействия. Вещь (система) предстает как саморегулируемый процесс. В саморазвивающихся системах эти представления дополняются новыми смыслами. Традиционная для малых систем акцентировка (вещь как нечто первичное, а взаимодействие - это воздействие одной вещи на другую) сменяется представлениями о возникновении самих вещей в результате определенных взаимодействий. Вещь-система предстает в качестве процесса постоянного обмена веществом, энергией и информацией с внешней средой, как своеобразный инвариант в варьируемых взаимодействиях со средой@@. А усложнение системы в ходе развития, связанное с появлением новых уровней организации, выступает как смена одного инварианта другим, как процесс перехода от одного типа саморегуляции к другому. Процессуальность объекта (системы) проявляется здесь в двух аспектах: и как саморегуляция, и как саморазвитие.
Освоение саморазвивающихся систем предполагает новое расширение смыслов категории "причинность". Она связывается с представлениями о превращении возможности в действительность. Целевая причинность, понятая как характеристика саморегуляции и воспроизводства системы, дополняется идеей направленности развития. Эту направленность не следует толковать как фатальную предопределенность. Случайные флуктуации в фазе перестройки системы (в точках бифуркации) формируют аттракторы, которые в качестве своего рода программ-целей ведут систему к некоторому новому состоянию и изменяют возможности (вероятности) возникновения других ее состояний.
Спектр направлений эволюции системы после возникновения аттракторов трансформируется, некоторые, ранее возможные направления становятся закрытыми. Возникновение нового уровня организации как следствия предшествующих причинных связей оказывает на них обратное воздействие, при котором следствие функционирует уже как причина изменения предшествующих связей (кольцевая причинность).
Применительно к саморазвивающимся системам выявляются и новые аспекты категорий пространства и времени. Наращивание системой новых уровней организации сопровождается изменением ее внутреннего пространства-времени. В процессе дифференциации системы и формирования в ней новых уровней возникают своеобразные "пространственно-временные окна", фиксирующие границы устойчивости каждого из уровней и горизонты прогнозирования их изменений.
Важно подчеркнуть, что первичные варианты категориального аппарата саморазвивающихся систем были генерированы в философии задолго до того, как соответствующие структурные характеристики этих систем стали предметом естественно-научного исследования. В первой половине XIX в. естествознание активно разрабатывало идеи эволюции, но описание исторически развивающихся систем ограничивалось, скорее, феноменологическим подходом.
Но в ту же эпоху Гегель разрабатывал категориальный аппарат, который выражал целый ряд важных структурных особенностей исторически развивающихся систем. Интерпретацию гегелевской диалектики как категориального описания саморазвивающихся систем я предложил в начале 80-х годов в ряде своих работ, в том числе и в статье в "Вопросах философии", посвященной проблеме прогностических функций философии (см. "Вопросы философии", 1986, N 4). Сходную оценку гегелевского творчества можно найти в книге Д.С. Чернавского "Синергетика и информация", М., 2001. И хотя многие из высказанных им положений совпадают с моими, он получил их независимо, путем сопоставления гегелевского метода с идеями и принципами синергетики. Я хотел бы обратить внимание на одно важное обстоятельство. Во времена Гегеля естествознание еще не имело в своем распоряжении адекватных образов сложной развивающейся системы. В биологии такие системы описывались, скорее, феноменологически, нежели структурно (это относится и к теории Дарвина). Категориальную сетку, характеризующую сложные развивающиеся системы, Гегель разрабатывал на основе представлений о саморазвитии абсолютной идеи. Само это представление, хотя и включало ряд спекулятивно-мистических наслоений, содержало немалый эвристический потенциал. Его можно интерпретировать как идеализированный образ оснований культуры, ее мировоззренческих универсалий. Гегель по существу построил особую идеализацию культуры (хотя, разумеется, сам он так не рассматривал свою концепцию абсолютной идеи). Абстрагируясь от эмоциональных и герменевтических аспектов ее мировоззренческих оснований, он представил их в духе панлогизма, как чисто рациональную, понятийную систему, которая исторически развивается, порождая новые категориальные смыслы. Сама процедура порождения новых уровней организации в этой системе представлена им следующим образом: нечто (прежнее целое) порождает "свое иное", вступает с ним в рефлексивную связь, перестраивается под воздействием "своего иного" и затем этот процесс повторяется на новой основе. Важнейшим моментом этого процесса является "погружение в основание", изменение предшествующих состояний (обогащение смыслов категорий) под воздействием новых. Эту схему саморазвития Гегель обосновывал прежде всего на материале исторического развития различных сфер духовной культуры (философии, религии, искусства, права).
Позднее К. Маркс развил гегелевский подход применительно к анализу капиталистической экономики, рассматривая ее как целостную органическую, исторически развивающуюся систему (диалектика "Капитала").
Таким образом, системно-структурные характеристики саморазвивающихся систем и соответствующий категориальный аппарат первоначально разрабатывались в философии на материале социально-исторических объектов (включая развитие духовной культуры). В естествознании системно-структурные особенности таких систем стали исследоваться позднее, уже в XX столетии. Наиболее значимый вклад был сделан благодаря междисциплинарным исследованиям, приведшим к становлению синергетики.
Синергетика как знание о саморазвивающихся системах Сегодняшняя мода на синергетику напоминает многие сюжеты недалекого прошлого. В свое время был бум по поводу кибернетики. Потом произошло открытие советским сознанием дизайна. Это понятие было неправомерно расширено - заговорили о "дизайне культуры", "дизайне души". Потом все так же неожиданно утихло, мода прошла. Хотелось бы избежать аналогичной профанации синергетического подхода. Тем более, что синергетика предлагает достаточно большой эвристический материал, адекватному философскому осмыслению которого может помешать профанированное употребление синергетической терминологии.
Я разделяю и отстаиваю точку зрения, согласно которой синергетика выступает научным знанием о саморазвивающихся системах.
Среди новых идей и представлений, которые внесла синергетика (динамика нелинейных систем) в понимание развития, особо следует выделить два связанных между собой открытия. Во-первых, представление о кооперативных эффектах, определяющих воссоздание целостности системы. Во-вторых, концепцию динамического хаоса, раскрывающую механизмы становления новых уровней организации, когда случайные флуктуации в состояниях неустойчивости приводят к формированию аттракторов в нелинейной среде и последующему возникновению новых параметров порядка.
То, что в традиционном диалектическом описании развития структурно не анализировалось, а просто обозначалось как "скачок", "перерыв постепенности", "переход в новое качество", теперь стало предметом научного анализа.
Синергетика внесла целый ряд важных конкретизаций в понимание механизмов развития. Вместе с тем она имеет и границы применимости. Там, где речь идет о малых (простых) системах, где для решения тех или иных познавательных и практических задач можно абстрагироваться от развития и фазовых переходов, там применение синергетической терминологии избыточно.
Еще раз подчеркну, что синергетика не отменяет и не заменяет системного исследования. Конкретные модели физических, биологических и социальных систем, рассмотренных в аспекте их изменения и развития, создаются в синергетике с учетом понятийного аппарата системных исследований. Синергетика не открывала ни иерархической связанности уровней организации в саморазвивающихся системах, ни наличия в них относительно автономных подсистем, ни прямых и обратных связей между уровнями, ни становления новых уровней сложной системы в процессе ее развития. Все это она заимствовала из ранее выработанных системных представлений, вошедших в научную картину мира и конкретизированных прежде всего в биологии и социальных науках.
Синергетика сосредоточивает внимание на процессах неустойчивости, состояниях динамического хаоса, порождающих ту или иную организацию, порядок. Теоретическое описание этих процессов основано на введении особых идеализаций.
Любая система взаимодействует с другими системами. Она может входить в более сложные системы и вместе с тем включать в качестве своих подсистем другие системы (часто относящиеся к сложным организованностям). Она может обмениваться веществом, энергией, информацией с окружающими ее системами. Вся эта сложная сеть взаимодействий может быть представлена интегрально как нелинейная среда (или набор нелинейных сред). Идеализация нелинейной среды является одним из ключевых теоретических конструктов синергетики. Этот конструкт используется во многих конкретных теоретических моделях самоорганизации, относящихся к самым различным областям (физики, химии, биологии, исследования социальных процессов). Но его онтологизация имеет свои границы.
Конечно, можно интерпретировать мир и как набор нелинейных сред. Но при этом остается в тени (и в явном виде не представлена) выявленная предшествующим развитием науки иерархия системных объектов, образующих нашу Вселенную (кварки и другие элементарные частицы, атомы, молекулы, макротела, звезды и планетные системы, галактики; уровни системной организации живого - доклеточный уровень, клетки, многоклеточные организмы, популяции, биогеоценозы, биосфера; структуры социальной жизни).
При таком видении реальности акцентируются холистские подходы в противовес элементаризму и редукционизму. Но каждый их этих подходов по отдельности не гарантирует успеха во всех познавательных ситуациях. Во многих синергетических моделях идеи целостности и интегрального описания оказываются эффективными. Но нельзя забывать и о том, что альтернативная холизму установка на поиск фундаментальных структур и элементов приводила к важнейшим открытиям науки - открытию генов, как носителей наследственности, открытию различных видов элементарных частиц, включая кварки, и т.п. Кстати, представления Ч. Дарвина о наследственности как свойстве целостного организма было намного ближе к "синергетически-холистским" идеям, нежели "генетический редукционизм". Но в данной конкретной ситуации холистские идеи были неадекватны. Представления об организме как целостном носителе наследственности порождали известные парадоксы ("кошмар Дженкинса"), которые были разрешены только благодаря развитию генетики и построению синтетической теории эволюции.
Я приведу еще один пример, в какой-то мере связанный и с моей научной биографией. В 1967 г. в Дубне на конференции молодых ученых обсуждался вопрос о перспективах физики элементарных частиц. Я, совместно с белорусскими физиками Л.М. Томильчиком и А.С. Потупа, представил на обсуждение доклад, в котором отстаивалась перспективность модели "бутстрапа". В этой модели, предложенной Д. Чью, все элементарные частицы рассматривались как целостность, в которой они как бы зашнурованы друг с другом, связаны в единую сложную сеть реакциями взаимопревращения. Модель "бутстрапа" ("зашнуровки") хорошо согласовывалась с идеями S-матричного подхода. Ее привлекательной стороной было представление об элементарных частицах как сложной системе. Однако, акцентируя холистское видение, она налагала запреты на поиск каких-либо составных элементов частиц.
Впоследствии выяснилось, что "синергетическая целостность бутстрапа" не приводила к эвристическому сдвигу проблем в исследовании элементарных частиц. Прогресс был достигнут в рамках альтернативного подхода, нацеленного на поиск более фундаментальных составных элементов частиц, приведшего к открытию кварков.
Конечно, кварки оказались непохожими на классические элементарные объекты. Но важно еще раз подчеркнуть, что в исследовательской деятельности нельзя отбрасывать установку на поиск фундаментальных структур и элементов целого, равно как и альтернативную ей установку на поиск интегральных характеристик целого.
Представление о саморазвивающихся системах объединяет обе эти установки. Они дополнительны, в смысле Н. Бора, и обе необходимы для описания саморазвивающихся систем. В ситуации неустойчивости, начала фазового перехода интегральное описание в терминах нелинейных сред оказывается наиболее эффективным. Но после становления нового уровня организации и формирования новых параметров порядка описание динамики системы предполагает выяснение новых связей, сложившихся между ее уровнями и подсистемами, анализ новых свойств элементов и подсистем, возникших в результате предшествующей системной трансформации.
Таким образом, при интерпретации синергетики как теоретического описания саморазвивающихся систем устраняются односторонности, которые возникают при недостаточно четком осмыслении связей между синергетической парадигмой и системным подходом. Именно в этих связях синергетические представления могут быть включены в современную научную картину мира.
Принципиально важно различать синергетику как научную картину мира и синергетику как совокупность конкретных моделей самоорганизации, применяемых в различных областях знания (физике, химии, биологии, нейрофизиологии, экономических науках, и т.д.).
Непосредственно онтологический статус имеют конструкты научной картины мира, а идеализации конкретных теоретических моделей получают такой статус опосредованно, через связь с научной картиной мира.
Идеи синергетики сегодня претендуют на роль фундаментальных представлений общенаучной картины мира. Во многом именно с этими претензиями связаны споры вокруг синергетики, признание или непризнание ее идей в качестве стратегии современных исследований. Пользу же конкретных моделей синергетики (динамики нелинейных систем) мало кто подвергает сомнению.
Синергетика включает в общенаучную картину мира представления о воспроизводимости открытых систем и о их развитии, описываемом в терминах динамического хаоса. Как и любые представления научной картины мира, они могут быть выражены посредством набора принципов (онтологических постулатов). Из предложенного В.Г. Будановым описания принципов синергетики (см. "Синергетическая парадигма", М., 2002, с. 78-79) пять из семи им обозначенных (два принципа бытия - гомеостатичность, иерархичность, и три из пяти принципов становления - открытость, неустойчивость, динамическая иерархичность) могут быть отнесены к онтологическим постулатам. В них описываются те представления синергетики, которые она предлагает для включения в общенаучную картину мира. Что же касается наблюдаемости, которую В.Г. Буданов также выделяет в качестве основного принципа синергетического описания, то он, скорее, относится к категории познавательных идеалов и норм, связанных (соотнесенных) с принципами картины мира, но не тождественных им.
Развитие современной научной картины мира под влиянием синергетики, в свою очередь, требует определенной модификации философских оснований современной науки. Проблемы, которые здесь возникают, связаны с экспликацией нового содержания категорий причинности, пространства и времени, части и целого, случайности, возможности, необходимости и т.п. (см. работы И.С. Добронравовой, В.П. Бранского, В.И. Аршинова, В.Г. Буданова, Ю.В. Сачкова, философские фрагменты исследований С.П. Курдюмова, Г.Г. Малинецкого, Д.С. Чернавского).
Ключевой идеей обоснования синергетических представлений, включаемых в общенаучную картину мира, выступает универсальный (глобальный) эволюционизм. Мне уже не раз приходилось подчеркивать, что универсальный эволюционизм не сводится только к идее развития, распространяемой на все объекты Вселенной. Он включает в себя также идею связи эволюционных и системных представлений (см. подробнее: В.С. Степин, Л.Ф. Кузнецова. Научная картина мира в культуре техногенной цивилизации. М., 1994, с. 198-200; В.С. Степин. Теоретическое знание. М., 2000, с. 644-645).
Развитие современной научной картины мира на базе идей синергетики ставит и ряд новых, достаточно сложных проблем. Наибольшие трудности связаны с представлениями о наличии в саморазвивающихся системах особых информационных структур-кодов, которые фиксируют ценную для системы информацию, выступают ее компонентом и определяют способы ее взаимодействия со средой и ее воспроизводимости как целого. Современная наука выявила и описала такого рода информационные структуры и их функции применительно к живым и социальным системам. Это - генетический аппарат биологических организмов; это - культура, ее базисные ценности в организмах социальных. Вопрос состоит в том, насколько возможно распространять такой подход на саморазвивающиеся системы неживой природы. Первые шаги в этом направлении уже сделаны. На мой взгляд, здесь следует выделить исследования Д.С. Чернавского, построившего модели генерации ценной информации вЪ обобщенной форме, включая процессы самоорганизации в неживой природе (Д.С. Чернавский. Синергетика и информация. М., 2001).
Различение синергетики как аспекта общей научной картины мира и как конкретных моделей самоорганизации позволяет прояснить механизмы междисциплинарных взаимодействий при исследовании сложных, саморазвивающихся систем.
Термин "междисциплинарность" часто употребляется как обозначение специфики синергетики. При этом подчеркивается ее радикальное отличие и даже полная противоположность дисциплинарному подходу. Основанием такого противопоставления выступает трактовка дисциплинарных исследований как ориентированных на предмет, а междисциплинарных на метод, соответственно которому отыскиваются соответствующие предметные области применения (Г.Хакен). Данная трактовка конкретизируется через описание дисциплинарных исследований как решения задач, детерминированных представлениями о предмете, где доминируют вертикальные связи от теории к опыту и обратно. В междисциплинарных исследованиях, напротив, предполагается, что главное - это горизонтальные связи, знание метода и переносы метода из одной науки в другую (см. Синергетическая парадигма, М., 2002, С. 75-76).
Такого рода рассуждения, внешне кажущиеся правдоподобными, требуют уточнения. Они возникают в результате недостаточно аналитичных представлений о структуре и динамике научного знания. В дисциплинарных исследованиях кроме решения конкретных задач есть и решение проблем, приводящее к построению новых фундаментальных теорий. В этом процессе важными становятся как раз "горизонтальные связи" между различными областями знания внутри научной дисциплины. Такие связи прослеживаются уже на этапе классического естествознания. Как известно, перенос математических структур из механики сплошных сред в электродинамику создал предпосылки для построения Максвеллом теории электромагнитного поля. Использование представлений и математических средств механики частиц в термодинамике привело к созданию молекулярно-кинетической теории теплоты, которая пришла на смену феноменологической термодинамике.
Процессы таких трансляций средств и методов регулируются научной картиной мира. Использование Максвеллом математических средств гидродинамики при построении теории электромагнетизма было целенаправлено той версией физической картины мира, которая возникла после работ Фарадея. В этой версии в физическую картину мира включались представления о близкодействии и полях сил. Прежний же вариант физической картины мира задавал иную стратегию исследований - ориентацию на принцип дальнодействия и формулировку законов электродинамики с использованием математических средств механики точек (электродинамика Ампера-Вебера).
С возникновением дисциплинарно организованной науки в рамках ее отдельных отраслей (наук) - физики, биологии, социально-гуманитарных наук создаются особые образы предмета исследования - дисциплинарные онтологии. Их обозначают также как картины исследуемой реальности (специальные научные картины мира). Каждая из них представляет собой обобщенное видение главных системно-структурных характеристик предмета той или иной науки. Физическая картина мира предстает как одна из таких онтологий.
Конституирование относительно автономных дисциплин сразу же поставило проблему синтеза развиваемых в них представлений о мире. Эта проблема стала одной из ключевых в философии науки, начиная примерно с середины ХIХ столетия. Она выступала как проблема построения общенаучной картины мира. Процесс формирования такой картины на разных этапах развития науки определял и ее функционирование в качестве глобальной исследовательской программы науки. Уже в ХIХ столетии возникали связи межу различными дисциплинарными картинами мира, формировались общенаучные понятия и представления, которые составляли основу развития общенаучной картины мира. Они и определяли видение общих черт в предметах различных наук. Это, в свою очередь, целенаправляло перенос методов из одной науки в другую. В ХХ столетии обменные процессы между науками стали еще более интенсивными.
Так, включение в общенаучную картину мира представлений об атомах, их структуре и о химических элементах как типах атомов, связи и взаимодействия которых образуют молекулы, создало предпосылки для интенсивного использования методов атомной физики в химии. А благодаря построению квантовой механики была осуществлена революция в химии, связанная с применением в ней соответствующих методов квантовомеханического описания. Аналогично обстояло дело с использованием в биологии физико-химических методов. Предпосылкой тому было развитие представлений о биологическом субстрате как особых молекулярных структурах.
Таким образом и в междисциплинарных, и во внутридисциплинарных взаимодействиях можно обнаружить трансляцию средств и методов из одной области знания в другую. В каждой из этих ситуаций перенос методов предполагает обнаружение сходств исследуемых предметных областей. Исследователь никогда не применяет метод без каких-то оснований, беспорядочно и наугад. У него должно быть предпосылочное знание, своего рода табло распознавания аналогичных исследовательских ситуаций, сходства изучаемых предметных областей. В роли такого "табло" выступает для внутридисциплинарных исследований специальная научная картина мира (картина исследуемой реальности, дисциплинарная онтология), а для междисциплинарных - общая научная картина мира, по отношению к которой дисциплинарные онтологии (картины физического, биологического, социального мира) предстают в качестве ее аспектов и фрагментов.
Различие междисциплинарных и дисциплинарных исследований состоит в масштабах обобщения и основаниях, целенаправляющих трансляцию методов. В междисциплинарных исследованиях связываются между собой ранее казалось бы отдаленные и сугубо специфичные предметные области. Для современной ситуации таких исследований решающую роль играет включение в общенаучную картину мира представлений о физических, биологических и социальных объектах как о саморазвивающихся системах с их синергетическими характеристиками. Новое видение открывает и новые возможности междисциплинарного синтеза. В него включаются наряду с естественными и социальные науки. Проведенные в Х1Х в. различения "наук о природе" и "наук о духе" при новых подходах становится относительным. Изучаемые объекты все чаще предстают как различные варианты процессов самоорганизации, становления и функционирования исторически развивающихся систем. И тогда становится возможной взаимная трансляция синергетических описаний и методов из естественных в социальные науки и обратно.
Методологические и мировоззренческие аспекты деятельности с саморазвивающимися системами Для саморазвивающихся систем по-новому ставится проблема искусственного и естественного. Противопоставление естественного, как возникающего без вмешательства человека, искусственному, как результату деятельности человека, основанному на вмешательстве в ход естественных процессов, уже не является абсолютным. Новые состояния саморазвивающейся системы возникают как результат реализации ее потенциальных возможностей, как один из нескольких вероятных сценариев развития системы. В состояниях неустойчивости в точках бифуркации система становится особо чувствительной к внешним воздействиям, а сами эти воздействия не являются чем-то таким, что насильственно меняет природу саморазвивающейся системы. Ее сущностной характеристикой является актуализация определенных сценариев развития в зависимости от особенностей внешних воздействий. Причем возможны не всякие сценарии, их выбор в точках бифуркации определен генетическими особенностями системы. С этой точки зрения деятельность, актуализируя те или иные сценарии, "русла" развития системы (Г.Г. Малинецкий), становится "соучастником" естественного процесса эволюции. Реализация одного из возможных сценариев предстает и как искусственно созданная, и как результат естественного развития. Другое дело, что благодаря деятельности могут реализовываться маловероятные сценарии развития. В этом аспекте различение естественного и искусственного может сохранять свой смысл.
Для саморазвивающихся систем операции деятельности перестают быть чем-то внешним по отношению к развитию системы, а предстают как процесс-компонент, включенный в это развитие.
Но отсюда не следует, что сама деятельность должна рассматриваться как нечто аморфное и бесструктурное. В любой деятельности есть отношение субъекта к объекту, и для деятельности с развивающимися системами это отношение остается в силе. Не бывает деятельности без предмета, на который она направлена. Конечно, возникают ее особенности применительно к специфике осваиваемых объектов. При освоении сложных саморазвивающихся систем важно выделить те ситуации, в которых человек выступает особым компонентом системы, включен в нее, и система выступает как человекоразмерная. Применительно к таким ситуациям принципиально важно различать человека как объект и как субъект деятельности. Он может выступать и тем и другим, функционально расщепляться. Смешение этих позиций может порождать неадекватные представления об исчезновении объекта и субъекта как двух взаимополагающих компонентов деятельности.
В теории познания при рассмотрении познавательной деятельности сегодня многие исследователи справедливо обращают внимание на неадекватность классических идеализаций познающего субъекта. Взамен предлагают рассматривать субъект познания как "реальный эмпирический субъект", "становящийся", "возникающий в сложном потоке коммуникаций". Выдвигается тезис о необходимости восстановить "доверие к реальному эмпирическому субъекту".
Конечно, познавательную деятельность всегда осуществляет реальный человек, имеющий во многом уникальный жизненный опыт, сформированный в определенных культурных традициях, погруженный в многообразные изменчивые коммуникации с другими людьми, обогащающий свой опыт, обретающий все новые явные и неявные знания и т.д. Но можно ли учесть в теории познания все многообразие личностных связей, отношений и свойственных тому или иному индивиду особенностей его личностного опыта? Если гносеология представляет собой теорию познавательной деятельности, то как и всякая теория она должна использовать идеализации, теоретические конструкты, упрощающие действительность. "Субъект познания" в гносеологии является такого рода конструктом. Он всегда помечен по ограниченному набору признаков и выступает средством теоретического описания различных способов и видов познавательной деятельности. Для разных видов познания (обыденного, художественного, философского, научного) могут быть введены разные абстракции познающего субъекта. В этом случае общие для всех видов познания признаки познающего субъекта дополняются особыми конкретизациями. Но все равно это будет абстракция, а не реальный "эмпирически данный субъект".
Впрочем, и в "эмпирической данности" познающий субъект не предстает для другого познающего субъекта во всем бесконечном многообразии свойств, качеств, отношений, коммуникаций, накопленного жизненного опыта. Эмпирическая данность всегда выделяет из этого бесконечного многообразия ограниченное число признаков, а значит, фиксирует эмпирически наблюдаемого субъекта посредством особого типа абстракций, используемых в эмпирических описаниях.
Идеализация познающего субъекта в теории познания изменяется при описании различных исторических типов рациональности. В свое время (см. мою публикацию в "Вопросах философии", 1989,. N 10) я выделил применительно к научному познанию три таких типа: классическую, неклассическую и постнеклассическую рациональность. Сегодня это различение употребляется уже в качестве "ходячей истины" в самых разных контекстах. Поэтому я хотел бы особо обратить внимание на ключевой признак этой типологии - коррелятивную связь между типом системных объектов и соответствующими характеристиками познающего субъекта, который может осваивать объект.
При описании познавательных ситуаций постнеклассической науки требуется значительно расширить набор признаков, существенно характеризующих познающий субъект. Он должен не только иметь профессиональные знания, усвоить этос науки (установку на поиск истины и установку на рост истинного знания), не только ориентироваться на неклассические идеалы и нормативы объяснения и описания, обоснования и доказательности знания (относительность объекта к средствам и операциям деятельности), но и осуществлять рефлексию над ценностными основаниями научной деятельности, выраженными в научном этосе. Такого рода рефлексия предполагает соотнесение принципов научного этоса с социальными ценностями, представленными гуманистическими идеалами, и затем введение дополнительных этических обязательств при исследовании и технологическом освоении сложных человекоразмерных систем.
Классическая, неклассическая, постнеклассическая наука предполагают различные типы рефлексии над деятельностью: от элиминации из процедур объяснения всего, что не относится к объекту (классика), к осмыслению соотнесенности объясняемых характеристик объекта с особенностью средств и операций деятельности (неклассика), до осмысления ценностно-целевых ориентаций субъекта научной деятельности в их соотнесении с социальными целями и ценностями. Важно, что каждый из этих уровней рефлексии и стратегий коррелятивен системным особенностям исследуемых объектов и выступает условием их эффективного освоения (простых систем как доминирующих объектов в классической науке, сложных саморегулирующихся систем - в неклассической, сложных саморазвивающихся - в постнеклассической). Объективность исследования как основная установка науки достигается каждый раз только благодаря соответствующему уровню рефлексии, а не вопреки ему. Я уже не раз отмечал, что все три типа научной рациональности взаимодействуют и появление каждого нового из них не отменяет предшествующего, а лишь ограничивает его, очерчивает сферу его действия. При теоретико-познавательном описании ситуаций, относящихся к различным типам рациональности, требуется вводить каждый раз особую идеализацию познающего субъекта. И между этими идеализациями можно установить связи. Классическая наука и ее методология абстрагируется от деятельностной природы субъекта, в неклассической эта природа уже выступает в явном виде, в постнеклассической она дополняется идеями социокультурной обусловленности науки и субъекта научной деятельности.
Идеализации познающего субъекта не означают, что всегда речь идет об отдельно взятом исследователе, осуществляющем поиск и создающим, допустим, новую научную теорию. Это может быть и коллективный субъект познания. С усложнением научной деятельности и изучаемых ее объектов то, что создавалось на этапе классической науки одним исследователем, часто становится результатом деятельности коллектива ученых, с особыми коммуникациями между ними и с определенным разделением научного труда. Например, если классическую теорию электромагнитного поля создал Д.К.Максвелл, то для построения ее неклассического аналога - квантовой электродинамики понадобились усилия целого созвездия физиков - В.Гейзенберга, Н.Бора, П.Дирака, П.Иордана, В.Паули, Л.Ландау, Р.Пайерлса, В.Фока, С.Томанага, Е.Швингера, Р.Фейнмана и других, которые выступили в роли своего рода "совокупного исследователя", коллективного субъекта творчества, построившего новую теорию. Еще более сложные коммуникации внутри исследовательского сообщества возникают в постнеклассической науке. Здесь осваиваются часто уникальные, человекоразмерные саморазвивающиеся системы, требующие согласованных усилий специалистов уже не из одной, а из нескольких дисциплин.
"Коллективный субъект" здесь возникает в сети еще более сложных коммуникаций, чем в дисциплинарных исследованиях. Появляются новые функциональные роли в кооперации исследовательского труда. Необходимость этической оценки исследовательских программ требует специальных экспертных знаний. Возрастает роль методологического анализа как условия коммуникации носителей разных "дисциплинарных знаний", включаемых в состав "коллективного исследователя" той или иной развивающейся, человекоразмерной системы.
Бесспорно, все эти проблемы требуют углубленного анализа и философско-методологического осмысления.
Освоение сложных саморазвивающихся систем, наряду с методологическими, выдвигает и целый ряд новых и подчас неожиданных мировоззренческих проблем.
Стратегия деятельности с саморазвивающимися системами неожиданным образом порождает перекличку между культурой западной, техногенной цивилизации и древними восточными культурами. И это очень важно, если иметь в виду проблемы диалога культур как фактора выработки новых ценностей и новых стратегий цивилизационного развития.
Долгое время наука и технология в новоевропейской культурной традиции развивались так, что они согласовывались только с западной системой ценностей. Теперь выясняется, что современный тип научно-технологического развития можно согласовать и с альтернативными и, казалось бы, чуждыми западным ценностям мировоззренческими идеями восточных культур. Здесь я выделил бы три основных момента.
Во-первых, восточные культуры всегда исходили из того, что природный мир, в котором живет человек, это - живой организм, а не обезличенное неорганическое поле, которое можно перепахивать и переделывать. Долгое время новоевропейская наука относилась к этим идеям как к пережиткам мифа и мистики. Но после развития современных представлений о биосфере как глобальной экосистеме выяснилось, что непосредственно окружающая нас среда действительно представляет собой целостный организм, в который включен человек. Эти представления уже начинают в определенном смысле резонировать с организмическими образами природы, которые были присущи древним культурам.
Во-вторых, объекты, которые представляют собой развивающиеся человекоразмерные системы, требуют особых стратегий деятельности. Установка на активное силовое преобразование объектов уже не является эффективной при действии с такими системами. При простом увеличении внешнего силового давления система может не порождать нового, а воспроизводить один и тот же набор структур. Но в состоянии неустойчивости, в точках бифуркации часто небольшое воздействие-укол в определенном пространственно-временном локусе способно порождать (в силу кооперативных эффектов) новые структуры и уровни организации (см. С.П.Курдюмов. Законы эволюции и самоорганизации сложных систем. М., 1990). Этот способ воздействия напоминает стратегии ненасилия, развитые в индийской культурной традиции, а также действия в соответствии с принципом "у-вэй", который провозглашал идеал минимального действия, основанного на чувстве резонанса ритмов мира (древнекитайская притча о "мудреце", который, пытаясь ускорить рост злаков, стал тянуть их за верхушки и вытянул их из земли, наглядно иллюстрировала, к чему может привести нарушение принципа "у-вэй").
В-третьих, в стратегиях деятельности со сложными, человекоразмерными системами возникает новый тип интеграции истины и нравственности, целерационального и ценностнорационального действия. Научное познание и технологическая деятельность с такими системами предполагает учет целого спектра возможных траекторий развития системы в точках бифуркации. Реальное воздействие на нее с целью познания или технологического изменения всегда сталкивается с проблемой выбора определенного сценария развития из множества возможных сценариев. И ориентирами в этом выборе служат не только знания, но и нравственные принципы, налагающие запреты на опасные для человека способы экспериментирования с системой и ее преобразования.
Сегодня все чаще комплексные исследовательские программы и технологические проекты проходят социальную экспертизу, включающую этические компоненты. Эта практика соответствует новым идеалам рационального действия, видоизменяющим прежние представления о связи истины и нравственности.
В западной культурной традиции долгое время доминировал идеал истинного знания как самоценности, который не нуждался в дополнительных этических обоснованиях. Более того, рациональное обоснование полагалось основой этики. Когда Сократа спрашивали, как жить добродетельно, он отвечал, что сначала надо понять, что такое добродетель. Иначе говоря, истинное знание о добродетели задает ориентиры нравственного поведения.
Принципиально иной подход характерен для восточной культурной традиции. Там истина не отделялась от нравственности, и нравственное совершенствование полагалось условием и основанием для постижения истины. Один и тот же иероглиф "дао" обозначал в древнекитайской культуре закон, истину и нравственный жизненный путь. Когда ученики Конфуция спрашивали у него, как понимать "дао", то он каждому давал разные ответы, поскольку каждый из его учеников прошел разный путь нравственного совершенствования.
Новый тип рациональности, который сегодня утверждается в науке и технологической деятельности со сложными развивающимися, человекоразмерными системами, резонирует с древневосточными представлениями о связи истины и нравственности. Это, конечно, не значит, что тем самым принижается ценность рациональности, которая всегда имела приоритетный статус в западной культуре. Тип научной рациональности сегодня изменяется, но сама рациональность остается необходимой для понимания и диалога различных культур, который невозможен вне рефлексивного отношения к их базисным ценностям. Рациональное понимание делает возможной позицию равноправия всех "систем отсчета" (базовых ценностей) и открытости различных культурных миров для диалога. В этом смысле можно сказать, что развитые в лоне западной культурной традиции представления об особой ценности научной рациональности остаются важнейшей опорой в поиске новых мировоззренческих ориентиров, хотя сама рациональность обретает новые модификации в современном развитии. Сегодня во многом теряет смысл ее жесткое противопоставление многим идеям традиционных культур.
Таким образом, на переднем крае научно-технологического развития, в связи с освоением сложных саморазвивающихся систем возникают точки роста новых ценностей и мировоззренческих ориентаций, которые открывают новые перспективы для диалога культур. А этот диалог, как сегодня считают многие, необходим для выработки новых стратегий жизнедеятельности глобализующегося человечества, для выхода из глобальных кризисов, порожденных современной техногенной цивилизацией.
!! Цитирование
* Клочко В. Е. Самореализация личности: системный взгляд / Клочко В. Е., Галажинский Э. В. ; [науч. ред. Г. В. Залевский] ; Том. гос. ун-т. - Томск : Издательство Томского университета, 2000. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000112507
!! Ссылки
*[ext[ссылка Trab |file:///D:/TRab/2017/05/20170529/klochko/Самореализация личности_системный взгляд.pdf]]
*[ext[ссылка BI|file:///D:/BI/5-7511-1213-Х.pdf]]
*[ext[ссылка InternetI|http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000112507]]
!! Цитирование
```
Усманова Ф.К. Саморегулируемое обучение в техническом университете // Личность, семья и общество: вопросы педагогики и психологии: сб. ст. по матер. XLI междунар. науч.-практ. конф. № 6(41). – Новосибирск: СибАК, 2014.
```
!! Ссылки
*[ext[Интернет |https://sibac.info/conf/pedagog/xli/38625]]
!! Статья
<p style="text-align: center;"><strong>САМОРЕГУЛИРУЕМОЕ ОБУЧЕНИЕ В ТЕХНИЧЕСКОМ УНИВЕРСИТЕТЕ</strong></p>
<p style="text-align: right;"><strong><i>Усманова Флюра Кирамовна</i></strong></p>
<p style="text-align: right;"><i>старший преподаватель кафедры информационных технологий, математики и естественных наук филиала Уфимского государственного нефтяного</i></p>
<p style="text-align: right;"><i>технического университета в г. Октябрьском, РФ, г. Октябрьский</i></p>
<p style="text-align: right;"><i>E</i><i>-</i><i>mail</i><i>: </i><i>usmanova</i><i>_15@</i><i>mail</i><i>.</i><i>ru</i></p>
<p><strong> </strong></p>
<p style="text-align: center;"><strong>SELF-REGULATING TRAINING AT TECHNICAL UNIVERSITY</strong></p>
<p style="text-align: right;"><strong><i>Usmanova Flyura</i></strong></p>
<p style="text-align: right;"><i>senior teacher of Information Technologies, Mathematics and Natural Sciences Department Branch of Ufa State Petroleum Technical University in Oktyabrsky, Russia, Oktyabrsky</i></p>
<p><strong> </strong></p>
<p style="text-align: center;"><strong>АННОТАЦИЯ</strong></p>
<p style="text-align: justify;">В статье обозначены современные требования к системе профессионального образования. Проанализированы возможности использования когнитивно-ориентированных технологий обучения. Внесен ряд предложений по созданию направляющих текстов. </p>
<p style="text-align: center;"><strong>ABSTRACT</strong></p>
<p style="text-align: justify;">The article deals with the modern demands to the system of professional education. Possibilities of use of the cognitive focused technologies training are analyzed. A number of offers on creation of directing texts are brought<i>.</i></p>
<p><i> </i></p>
<p style="text-align: justify;"><strong>Ключевые слова: </strong>когнитивное инструктирование; саморегулируемое обучение; направляющие тексты; индивидуальная образовательная траектория. </p>
<p style="text-align: justify;"><strong>Keywords: </strong>cognitive instructing; the self-regulating training; directing texts; individual educational trajectory<strong><i> </i></strong></p>
<p> </p>
<p style="text-align: justify;">Развитие экономики, рост конкуренции, сокращение доли неквалифицированного труда обусловили становление новой парадигмы образования. Новый этап развития российской системы образования характеризуется изменением представлений о личности учащегося, которая выступает в качестве системообразующего начала образовательного процесса и наделяется субъективными свойствами, определяющими ее самостоятельность, способность к саморегуляции, рефлексии [2]. Анализ психолого-педагогической литературы, изучение нормативных документов по образованию показывают, что «в качестве основной единицы обновления содержания образования и инструментальным средством достижения его целей выступают принципиально новые метаобразовательные конструкты: компетентности, компетенции и метакачества» [4].</p>
<p style="text-align: justify;">Э.Ф. Зеер компетентностный подход определяет как приоритетную ориентацию на цели-векторы образования: обучаемость, самоопределение, самоактуализацию, социализацию и развитие индивидуальности, считает, что центральное место в реализации данного подхода принадлежит ряду развивающих технологий, а именно:</p>
<p style="text-align: justify;">· когнитивно-ориентированным (диалогические методы обучения, семинары-дискуссии, проблемное обучение, когнитивное инструктирование, когнитивные карты, инструментально-логический тренинг, тренинг рефлексии);</p>
<p style="text-align: justify;">· деятельностно-ориентированным (метод проектов, имитационно-игровое моделирование, организационно-деятельностные игры, контекстность обучения); </p>
<p style="text-align: justify;">· личностно-ориентированным (интерактивные и имитационные игры, тренинги развития, развивающая психодиагностика) [4].</p>
<p style="text-align: justify;">Когнитивное инструктирование — это предоставление студенту информации в знаково-символическом, наглядно-графическом виде (чертежи, схемы, таблицы, дидактические карточки и т. д.). При обучении студентов математике мы используем дидактические карточки для решения учебно-познавательной задачи или для усвоения нового учебного материала. Такие дидактические карточки называют иначе «направляющими текстами»: «Lei text» — направляющий текст для действенного усвоения знаний (немецкий перевод). Психологической основой таких тестов является саморегулируемое обучение, центральным звеном которого служат механизмы, обеспечивающие человеку приспособительный эффект к деятельности и обратную связь, дающую информацию о полученных результатах [4]. Исследования П.К. Анохина и Н.А. Бернштейна психологических механизмов саморегуляции деятельности доказывают целенаправленный и сознательный характер человеческой деятельности. С точки зрения К.А. Абдульхановой-Славской саморегуляция деятельности — это ядро становления человеческой индивидуальности. Отличительными особенностями саморегулируемого обучения являются высокая степень самостоятельности учащихся в самоуправлении собственным обучением и максимальная приспособленность текстов к его индивидуальности [7].</p>
<p style="text-align: justify;">Теоретическое изучение опыта преподавания в профессиональном образовании показывает, что когнитивное инструктирование в основном используется на занятиях спецтехнологий и производственного обучения в начальном профессиональном образовании. Учащиеся с помощью документов выполняют трудовое задание самостоятельно или при поддержке преподавателя, а затем идет проверка изученного через самоконтроль или взаимоконтроль обучаемых, далее следует корректировка, совершенствование производственной работы. Однако практически умелое использование направляющих текстов в учебном процессе вуза, в частности при обучении студентов математике, оправдывает себя как способ осуществления индивидуального подхода к студентам, что особенно актуально в настоящее время, если учесть разнородность и полярность студенческих групп: результаты входного контроля знаний первокурсников далеко не радуют преподавателей. Противоречие между необходимостью передачи информации каждому субъекту в соответствии с его учебно-познавательными возможностями и отсутствием условий для такой передачи при фронтальном обучении может быть устранено путем применения направляющих текстов [4]. </p>
<p style="text-align: justify;"> «Как обучать всех и по-разному»? Разъясняя пути разрешения этой проблемы, А.В. Хуторской пишет: «наиболее успешно решает эту проблему тот педагог, который знает и владеет набором разных смыслов, форм и технологий образования, т. е. опирается на концепции, допускающие внутри себя многообразие образовательных траекторий учеников» и добавляет «любой ученик способен найти, создать или предложить свой вариант решения любой задачи, относящейся к собственному обучению» [8].</p>
<p style="text-align: justify;">Как мы это понимаем? Студент сможет продвигаться по собственной траектории образования, если ему будут предоставлены для этого следующие возможности:</p>
<p style="text-align: justify;">1. ставить собственные цели в изучении конкретной темы;</p>
<p style="text-align: justify;">2. определять индивидуальный смысл изучения дисциплины;</p>
<p style="text-align: justify;">3. выбирать оптимальные формы и темпы обучения;</p>
<p style="text-align: justify;">4. учиться в соответствии с его индивидуальными особенностями;</p>
<p style="text-align: justify;">5. осмысливать полученные результаты образования;</p>
<p style="text-align: justify;">6. оценивать и корректировать свою деятельность;</p>
<p style="text-align: justify;">При этом предполагается, что структура и содержательные основы дисциплины будут сохранены, обеспечено достижение студентом нормативного образовательного уровня.</p>
<p style="text-align: justify;">Преподавать математику — значит научить студентов решать задачи. «Процесс решения задачи представляет собой поиск выхода из затруднения или пути обхода препятствия, — это процесс достижения цели, которая первоначально не кажется сразу доступной. Решение задачи является специфической особенностью интеллекта, а интеллект — это особый дар человека, поэтому решение задач может рассматриваться как одно из самых характерных проявлений человеческой деятельности» [5]. Преподаватель математики имеет прекрасную возможность, обучая студентов решению задач разного характера, формировать из них целеустремленных, настойчивых в преодолении возможных препятствий, готовых критически оценивать свои действия, нести ответственность за свои решения, конкурентоспособных специалистов, что особенно актуально сегодня. В ходе решения задач с различным уровнем абстракции у студентов формируются познавательные и методические компетенции, развиваются профессионально значимые качества личности [3]. Предлагая студенту направляющие тексты разного уровня, можно определить его способность решать задачи определенной степени сложности, что дает преподавателю возможность оказания своевременной поддержки студенту в его продвижении по индивидуальной траектории образования. Следует заметить, что при организации обучения при помощи направляющих текстов необходим плавный переход от простых задач более сложным заданиям. Стоит вспомнить слова А. Дистервега: «Преподавай сообразно природе…учи без пробелов…начинай преподавать с того, на чем остановился ученик,…прежде чем приступить к преподаванию, нужно исследовать точку исхода…. Без знания того, на чем остановился ученик, невозможно хорошо обучить его» [1].</p>
<p style="text-align: justify;">Механизмы интериоризации (постепенное преобразование внешних действий во внутренние, умственные) — @@color:red;психологическая основа усвоения учебной информации с помощью направляющих текстов@@. Внешнее воздействие текста переходит во внутренний план в процессе решения студентом задач адекватного уровня абстракции и сложности [4]. В учебнике социальный опыт человечества опредмечен, а в направляющих текстах он берется частично, с учетом поставленной цели обучения и может адекватно распредмечен студентом в процессе самостоятельной работы, если информация в тексте доступна его восприятию.</p>
<p style="text-align: justify;"> Организация самостоятельной работы студентов с привлечением направляющих текстов способствует формированию следующих предметных компетенций: составление математической модели к реальным практическим ситуациям; владение методом доказательств как математическим аппаратом; владение практическими навыками использования геометрических инструментов; распознавание на чертежах и моделях геометрических фигур и пространственных тел; извлечение информации, представленной в таблицах, представление информации в виде таблиц, диаграмм и графиков; вычислительные навыки [6].</p>
<p style="text-align: justify;">Созданию направляющих текстов должны предшествовать:</p>
<p style="text-align: justify;">1. анализ содержания учебного материала;</p>
<p style="text-align: justify;">2. отбор содержания и выбор формы уровня абстракции и фиксации информации в соответствии ранее проведенным анализом усвоения студентами данного материала (опыт преподавателя);</p>
<p style="text-align: justify;">3. создание рукописных вариантов текстов;</p>
<p style="text-align: justify;">4. проверка «работоспособности» текстов: сначала с небольшой группой студентов введение необходимых поправок, а затем вторичная проверка уже с учебной группой — окончательная корректировка, как содержания, так и формы предъявления студентам выбранного учебного материала;</p>
<p style="text-align: justify;">5. использование направляющих текстов в работе преподавателя.</p>
<p style="text-align: justify;">Направляющие тексты должны соответствовать следующим требованиям современной дидактики: </p>
<p style="text-align: justify;">1. целенаправленность изложения выбранного материала;</p>
<p style="text-align: justify;">2. способность формирования социальной, профессиональной, методической компетенций;</p>
<p style="text-align: justify;">3. научная достоверность учебного материала и учет субъектного опыта студентов, максимальное отражение достижений современной науки, техники, технологий;</p>
<p style="text-align: justify;">4. отражение практического применения учебного материала, связь теории с практикой;</p>
<p style="text-align: justify;">5. активизация мыслительной деятельности студента, развитие критического мышления;</p>
<p style="text-align: justify;">6. соответствие учебно-познавательным возможностям студентов, при этом создавая некоторое напряжение умственных сил;</p>
<p style="text-align: justify;">7. наличие текстов различной сложности, разного уровня абстракции;</p>
<p style="text-align: justify;">8. систематичность в использовании, охват всего учебного материала, органичность включения в систему занятий;</p>
<p style="text-align: justify;">9. универсальность в использовании (возможность использования текстов и в процессе самостоятельной работы, и для контроля знаний, и в групповой работе студентами).</p>
<p style="text-align: justify;">Для расширения возможностей использования направляющих текстов нами разработаны карточки, содержащие задания разного уровня, расположенные в порядке возрастания сложности. Каждая карточка сопровождается карточкой - дополнением, которая может содержать либо инструкцию к выполнению задания основной карточки, либо направляющие вопросы, либо образец решения схожей задачи. В итоге один направляющий текст может, сопровождается несколькими дополнениями, которые могут быть созданы преподавателем по мере возрастания опыта использования данных карточек и по мере их востребованности. Следует признать, составление направляющих текстов занимает много времени преподавателя, но этот процесс увлекает и дает возможность реализовать творческие способности педагога. Процесс создания направляющих текстов по одной дисциплине способствует появлению небольшого творческого коллектива единомышленников, возникновению новых идей, новых приемов обучения. </p>
<p style="text-align: justify;">Профессорско-преподавательский состав университета пополняется за счет выпускников, овладевших техническими знаниями и навыками по своему профилю подготовки, поэтому став преподавателями они не имеют опыта в преподавании. С целью устранения данного противоречия и развития творческих способностей студентов мы активно привлекаем студентов в учебный процесс. Студенты готовят презентации к лекциям, работают над проектами, принимают участие на конференциях, решают олимпиадные задачи, а также создают тестовые задания, тест-обучающие программы и направляющие тексты под руководством преподавателя. При разработке направляющих текстов практически реализовываются приобретенные знания и умения по дисциплине, что формирует у будущих выпускников профессиональную и методическую компетенции, метапрофессиональные качества.</p>
<p style="text-align: justify;"><strong> </strong></p>
<p style="text-align: justify;"><strong>Список литературы:</strong></p>
<ol><li style="text-align: justify;">Аванесов В.С. Композиция тестовых заданий. М.,2002 – 240 с.</li>
<li style="text-align: justify;">Вербицкий А.А. Новая образовательная парадигма и контекстное обучение: монография. М.,1999. — 75 с.</li>
<li style="text-align: justify;">Габдрахманова Л.Ф., Усманова Ф.К. Прикладные методы решения задач в нефтегазовом деле. Часть 1: учебное пособие. Уфа,2013 — 168 с.</li>
<li style="text-align: justify;">Зеер Э.Ф. Личностно-развивающие технологии начального профессионального образования: учебное пособие. М.,2010. — 176 с.</li>
<li style="text-align: justify;">Пойа Д. Математическое открытие. М.,1970. — 208 с.</li>
<li style="text-align: justify;">Сапожникова Е.В. Сборник дифференцированных заданий по математике. Курган, 2011., [Электронный ресурс] — Режим доступа. — URL: <a href="http://kurgancollege.ru" rel="nofollow">http://kurgancollege.ru</a> (дата обращения 15.05.2014)/</li>
<li style="text-align: justify;">Тихонова Е.В. Саморегулируемое обучение как условие профессионального самообразования учителя: на материале музыкального отделения педагогического колледжа: Дис. … канд. пед. наук. Екатеринбург, 2000. — 151 с.</li>
<li style="text-align: justify;">Хуторской А.В. Дидактическая эвристика. Теория и технология креативного обучения. М.,2003. — 639 с.</li>
</ol><p> </p>
---
*[ext[Интернет направляющие тексты |https://pedtehno.ru/content/metodika-napravlyayushchego-teksta]]
---
```
Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика. 2010. Т. 16. № 2. С. 250-254.
```
https://elibrary.ru/download/elibrary_15275779_61189095.pdf
! Определение
Саморегуляция учебной деятельности – есть
система самоорганизации личностью своего поведения, направленного на самообучение и самовоспитание, обеспечивающая эффективность
функционирования личности в учебной деятельности, в целом в жизнедеятельности.
!! Цитирование
```
Зейгарник Б.В., Холмогорова А.Б., Мазур Е.С. Саморегуляция поведения в норме и патологии. // Психологический журнал, - 1989. - Т.10. - Л 2. - С. 122-132
```
! Цитирование
```
Куликова С. С. Самостоятельная образовательная деятельность студентов в информационной среде // ЧиО. 2007. №1-2 С.100-103.
```
! Ссылка
*[ext[Ссылка |file:///D:/TRab/2017/05/20170531/20170531_4/all/o-proektirovanii-informatsionno-obrazovatelnoy-sredy-vuza.pdf]] не ринц
*[[Самостоятельная образовательная деятельность студентов в информационной среде]] 2007
*[[Организация контролируемой самостоятельной деятельности студентов в условиях информационно-образовательной среды вуза]] 2013
*[[Самостоятельная работа студентов в условиях информационно-обучающей среды]] 2016
*[[Создание информационной среды для организации самостоятельной деятельности студентов СПО]] 2014
*[[Управление самостоятельной работой студентов в интерактивной информационно-образовательной среде ]]
*[[Самостоятельная образовательная деятельность студентов в информационной среде]]
! Цитирование
```
Иванова К. Л. Самостоятельная работа студентов в условиях информационно-обучающей среды // Crede Experto: транспорт, общество, образование, язык. 2016. №3 С.248-255.
```
```
ИВАНОВА КРИСТИНА ЛЕОНИДОВНА Самостоятельная работа студентов в условиях информационно-обучающей среды // Crede Experto: транспорт, общество, образование, язык. 2016. №3 С.248-255.
```
! ссылка
*[ext[Ссылка |file:///D:/TRab/2017/05/20170531/20170531_4/all/samostoyatelnaya-rabota-studentov-v-usloviyah-informatsionno-obuchayuschey-sredy-1.pdf]]
! Текст
В этой связи возникло понятие информационной образовательной среды.
Это не просто обучающая среда, а специально организованное информационно-образовательное пространство для освоения разных видов и форм деятельности. Рассмотрим некоторые определения информационно-образовательной среды, которые сформулировали в своих трудах российские исследователи:
О. А. Ильченко под информационно-образовательной средой понимает «системно организованную совокупность информационного, технического, учебно-методического обеспечения, неразрывно связанную с человеком как объектом образовательного процесса» [Ильченко, 2002, с. 23].
По мнению Ж. Н. Зайцевой, информационно-образовательная среда - это «антропософический релевантный информационный антураж, предназначенный для раскрытия творческого потенциала и талантов обучающего и обучающегося» [Зайцева, 2000, с. 141].
В. И. Солдаткин полагает, что информационно-образовательная среда - это «единое информационно-образовательное пространство, построенное с помощью интеграции информации на традиционных и электронных носителях, компьютерно-телекоммуникационных технологиях взаимодействия, включающая в себя виртуальные библиотеки, раздельные базы данных, учебно-методические комплексы» [Солдаткин, 2002, с. 45].
Исходя из изложенного, можно сделать вывод, что информационно-образовательная среда представляет собой систематизированный набор педагогических (учебно-методических), организационных, информационных, технических условий, направленных на учебный процесс и его участников.
Основная цель формирования современной информационно-образовательной среды - повысить качество и доступность образования, создать условия для реализации творческого потенциала и саморазвития личности, развития информационной культуры и навыков жизнедеятельности в информационном обществе.
Создаваемая в Иркутском колледже автомобильного транспорта и дорожного строительства информационно-образовательная среда выстраивается в соответствии со следующей иерархией:
- единая информационно-образовательная среда страны;
- единая информационно-образовательная среда региона, области, города;
- информационно-образовательная среда конкретного учебного заведения (а в ней - среды конкретного преподавателя, предмета и т. д.).
представленных на сегодня облачных хранилищ. Во-вторых, самое главное преимущество — это бесплатное предоставление Microsoft Office 2013, что делает данный сервис незаменимым в добавлении на сайт презентаций и документов. Таким образом, используя данный сервис, можно добавлять на сайт документы, не думая о совместимости различных версий Microsoft Office и даже о наличии у конечного пользователя офисных приложений, так как все документы открываются посредством облачного сервиса SkyDrive. Это предоставляет возможность давать задания для выполнения непосредственно на данном сайте, например, построение графиков функций в Microsoft Excel. Все выполненные задания моментально сохраняются в облачном хранилище и доступны для проверки преподавателем.
Для каждого тематического элемента имеется два типа электронных учебных модулей:
— модуль получения информации,
— модуль контроля качества подготовки.
Каждый электронный учебный модуль автономен и представляет собой законченный интерактивный мультимедиа продукт, нацеленный на решение определенной учебной задачи.
Модуль получения информации включает в себя теоретический материал в виде презентаций созданных в программе Power Point, динамических апплетов, созданных в среде GeoGebra, решения типовых задач и примеров, учебных пособий и прочих материалов, размещенных на информационной портале или хранящихся в облачном хранилище с возможностью доступа студентов.
Для контроля качества подготовки студентов применяются такие сервисы как Uztest, i-exam, апплеты с заданиями, созданные в среде GeoGebra, задания, составленные при помощи Office web apps.
Широкое внедрение облачных технологий качественно меняет методы организации самостоятельной деятельности студентов. Применение информационных технологий позволяет создать модель организации самостоятельной деятельности студентов, в которую будут включены как программные, технические и содержательные составляющие, так и возможность полного контроля и мониторинга самостоятельной работы. Возможности, представляемые новыми информационными технологиями, позволяют качественно повысить уровень выполнения внеаудиторной работы студентами, влияя, таким образом, на качество обучения в целом.
!!ЛИТЕРАТУРА
```
[1]
Ершова А.П
. Концепция использования средств вычислительной техники в сфере обра-
зования: Информатизация образования. — Новосибирск, 1990. [
Ershova A.P.
Kontseptsiya
ispolzovaniya sredstv vychislitelnoy tekhniki v sfere obrazovaniya: Informatizatsiya obrazo-
vaniya. — Novosibirsk, 1990.]
[2]
Роберт И.В., Беляев М.И., Краснова Г.А
. и др Теоретические основы создания образо-
вательных электронных изданий. — Томск: Изд-во Томского ун-та, 2002. [
Robert I.V.,
Belyayev M.I., Krasnova G.A.
i dr. Teoreticheskiye osnovy sozdaniya obrazovatelnykh elektron-
nykh izdaniy. — Tomsk: Izd-vo Tomskogo un-ta, 2002.]
```
```
[3]
Сунгурова Н.Л.
Психологические последствия освоения обучающимися информационно-
компьютерной образовательной среды // Вестник Московской государственной академии
делового администрирования. Серия «Философские, социальные и естественные нау-
ки». — 2012. — No 5. — С. 135—144. [
```
```
Sungurova N.L.
Psikhologicheskie posledstviya
osvoenija obuchajushhimisya informacionno-kompyuternoj obrazovatelnoj sredy // Vestnik
Moskovskoj gosudarstvennoj akademii delovogo administrirovanija. Serija “Filosofskie, so-
cialnye i estestvennye nauki”. — 2012. — No 5. — P. 135—144.]
CREATING INFORMATION ENVIRONMENT
TO ORGANIZE SELFSTUDY ACTIVITY OF SVE STUDENTS
E.I. Sanina
The Chair of Psychology and Pedagogy
Peoples’ Friendship University of Russia
Miklukho-Maklaya str., 6, Moscow, Russia, 117198
G.A. Alexanian
Department of Mathematics, Physics and teaching methods
Armavir State Pedagogical Academy
R. Lyuksemburg str., 159, Armavir, Russia, 352901
The article discusses the use of new information technologies in organizing independent work of the
SVE (Secondary Vocational Education) students in the framework of a unified educational environment with
the use of cloud technologies.
Key words:
SVE students, self-employment, information technology, cloud services, SkyDrive,
Yandex.Disk, Microsoft Office, Dropbox, Google.
```
СОЗДАНИЕ ИНФОРМАЦИОННОЙ СРЕДЫ
ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ
ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ СПО
Е. И. Санина
Кафедра психологии и педагогики
Российский университет дружбы народов
ул. Миклухо-Маклая, 6, Москва, Россия, 117198
Г.А. Алексанян
Кафедра математики, физики и методики их преподавания
Армавирская государственная педагогическая академия
ул. Р. Люксембург, 159, Армавир, Россия, 352901
В статье рассматривается использование новых информационных технологий при организации
самостоятельной деятельности студентов среднего профессионального образования в рамках единой
образовательной среды с использованием облачных технологий.
Ключевые слов:
студенты среднего специального образования, самостоятельная деятельность,
новые информационные технологии, облачные сервисы, SkyDrive, Яндекс.Диск, Microsoft Office,
Dropbox, Google.
Новые стандарты профессионального образования направлены на формирование компетенций у студентов . При этом подчеркивается значимость самостоятельной работы как условия повышения качества образования . В качестве таких условий педагоги и психологи предлагают организацию информационно - образовательной среды в процессе обучения .
В современной дидактике самостоятельная работа студентов ( СРС ) рассмат - ривается , с одной стороны , как вид учебного труда , осуществляемый без непосредственного вмешательства , но под руководством преподавателя , а с другой — как средство вовлечения студентов в самостоятельную познавательную деятельность .
В свете модернизации системы образования самостоятельная работа студен - тов становится основой многоуровневого высшего образования . Так , если раньше студент отводил самостоятельным занятиям дополнительную ( второстепенную ) роль , то сейчас СРС стоит наравне с такими видами учебных занятий , как лекции , практические и лабораторные занятия , т . е . они равноправные , равнозначные , оди - наково важные компоненты учебного процесса.
Совершенствование современного образования в настоящее время связывают с внедрением новых информационных технологий ( НИТ ) в учебный процесс . Такой подход основывается на высоких требованиях к уровню информационно - образовательной подготовки современного специалиста. Внедрение современных информационных технологий дает возможность повысить качество обучения, обеспечить уровень мотивации студентов, эффективнее организовать самостоятельную работу, использовать индивидуальный подход в обучении [1].
Использование информационных технологий позволяет реализовать такие развивающие цели обучения, как развитие мышления (пространственного, алгоритмического, интуитивного, творческого, теоретического видов мышления), формирование умений принимать оптимальное решение из возможных вариантов, развитие умений осуществлять экспериментально-исследовательскую деятельность (например, за счет реализации возможностей компьютерного моделирования), формирование информационной культуры, умений осуществлять обработку информации. Это приводит к ускорению темпа обучения, высвобождает время, следовательно, интенсифицирует процесс обучения [3].
Развитие новых информационных технологий в образовании стимулирует разработку программных средств и приложений, реализующих методологические идеи, связанные с полуавтоматическим или автоматическим доступом к учебной информации, проверкой правильности полученных результатов, оценкой начальной и текущей подготовки и так далее.
Создание методик, ориентированных на самостоятельную работу студентов, должно опираться на такие возможности НИТ, как оперативная обратная связь между обучаемым и обучающим, компьютерная визуализация учебной информации, автоматизация процессов вычислительной, информационно-поисковой деятельности, обработка результатов учебного эксперимента с возможностью многократного повторения самого эксперимента, автоматизация процессов информационно-методического обеспечения, организационного управления учебной деятельностью и контроля за результатами усвоения.
При обучении математике с использованием НИТ эффективно реализуются важные дидактические принципы, направленные на активизацию познавательной деятельности студентов: индивидуализация и дифференциация процесса обучения (например, за счет возможности поэтапного продвижения к цели по линиям различной степени сложности), осуществление контроля с обратной связью — диагностикой ошибок (констатация причин ошибочных действий обучаемого и предъявление на экране компьютера соответствующих комментариев) по результатам учебной деятельности и оценки учебной деятельности, — осуществление самоконтроля, самокоррекции, тренировки в процессе самостоятельной работы студентов.
Новые информационные технологии привели к пониманию необходимости и эффективной интеграции данных технологий, как в учебный процесс, так и в самостоятельную работу студентов. Однако, чтобы данная интеграция приводила к существенному повышению эффективности образовательного процесса, по мнению исследователей, необходимо создание на основе информационных и коммуникационных технологий образовательной среды, способствующей оптимизации всего процесса обучения и самостоятельной работы в частности. Возможности средств ИКТ в учебном процессе и соответствующей технологии обучения могут использоваться в информационно-образовательной среде, которая позволяет перенести акцент в деятельности преподавателя с активного педагогического воз- действия на личность обучающегося, в область формирования образовательной среды, в которой происходит его самообучение и саморазвитие.
В работах И.В. Роберт выделены характерные особенности информационно- коммуникационной образовательной среды [2]: — фиксированность информационного потенциала образовательного назначения;
— модифицируемость информационного потенциала образовательного назначения;
— открытость доступа к информационному потенциалу;
— интерактивность информационного взаимодействия;
— наличие развитого каталога ресурсов сайта;
— возможность пользования информационными каналами как средством доставки пользователю информации;
— однозначность распознавания рабочей ситуации в процессе навигации при поиске, отборе, передаче, применении информации.
С появлением и развитием облачных технологий организация самостоятельной деятельности и всего учебного процесса в целом перешла на новый качественный уровень. Таким образом, облачные технологии, объединяя в себе множество сервисов и предоставляя весь контент через Интернет, становятся мощной педагогической технологией по организации самостоятельной деятельности в рамках обучения математике. Основной задачей преподавателя становится обогащение и развитие информационной среды, созданной на основе облачных технологий.
Создание информационной среды для организации самостоятельной деятельности студентов СПО с использование облачных технологий можно условно разделить на следующие этапы.
На первом этапе создается информационный сайт для студентов, где будут размещаться дополнительные материалы, презентации с лекциями, решения типовых задач, задания для самостоятельного выполнения и т.п. Сайт можно создать при помощи бесплатного сервиса uCoz или сервиса Сайта Google. Оба варианта являются бесплатными и простыми в использовании.
Заполнение материалами сайта наиболее рационально и эффективно осуществлять при помощи «облачного хранилища». Облачное хранилище данных — это модель «онлайн-хранилища», в котором данные хранятся на многочисленных, распределенных в сети серверах, предоставляемых в пользование клиентам, в основном третьей стороной. В противовес модели хранения данных на собственных, выделенных серверах, приобретаемых или арендуемых специально для подобных целей, количество или какая-либо внутренняя структура серверов клиенту, в общем случае, не видна. Данные хранятся и обрабатываются в так называемом облаке, которое представляет собой, с точки зрения клиента, один большой, виртуальный сервер. Физически такие серверы могут располагаться на удаленном расстоянии друг от друга, даже на разных континентах.
Самым подходящим для заполнения сайта информацией является облачное хранилище от Microsoft SkyDrive. У данного сервиса есть неоспоримые преимущества по отношению к конкурентам Dropbox, Google Drive, Яндекс.Диск и др. Во-первых, SkyDrive имеет самый большой объем облачного пространства из всех
[ext[Папка |file:///D:\TRab\2017\06\20170615\sergeev]]
!! Книги
*[[Введение в инженерную психологию и эргономику иммерсивных сред]]
*[[Инженерная психология и эргономика]]
*[[Введение в проектирование интеллектуальных интерфейсов]]
!! Статьи''''
*[[Теоретико-методологические проблемы педагогики образовательных сред]] 3_2010_38-48.pdf elibrary_15608101_60373361.pdf
*[[Когнитивная педагогика: пользовательские свойства инструментов познания]] cognitive-pedagogy.pdf
*[[Интеллектные симбионты в эргатических системах]]elibrary_18949273_46345193.pdf
*[[Обучающая коммуникация и интерфейс в компьютерных образовательных системах и средах]]
*[[Еще раз про E-Learning дидактику: острые углы методологического круга]] elibrary_23194169_53207528.pdf
*[[Методологические и дидактические проблемы электронного обучения]]
*[[Образовательные среды в постнеклассических представлениях когнитивной педагогики]] elibrary_18353355_15339028.pdf
*[[Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]] BI/978-5-9270-0245-0.pdf
*[[Методология проектирования тренажеров с иммерсивными обучающими средами]] 20171010/356.pdf
*[[Виртуальные тренажеры: проблемы теории и методологии проектирования]]
*[[Постклассическая методология в теории обучающих сред]] elibrary_16902570_98563210.pdf
*[[Образование в глобальных информационно-коммуникативных и техногенных средах: новые возможности и ограничения]] elibrary_18822676_75721261.pdf
*[[Искусственный и естественный интеллекты в техногенных образовательных средах]] elibrary_18955281_53156716.pdf
*[[Методологические проблемы человеко – машинного интерфейса]] elibrary_22224970_75511147.pdf
*[[Человек в сложных технических системах: проблема сознания]] elibrary_26664301_89967782.pdf
*[[Когнитивная педагогика: особенности научения и образования взрослых]] elibrary_26696345_33710915.pdf
!! Диссертация
*[[Эргономика иммерсивных сред: методология, теория, практика]]
[[38 |Теоретико-методологические проблемы педагогики образовательных сред 38]]
Классическая средоориентированная педагогика рассматривает ученика как некоторый сложный объект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук
Среда понимается как «целенаправленное педагогическое взаимодействие всех «событийных» участников обучения, учения, воспитания и «со-развития»^^1^^.
---
1 Беляев Г.Ю. Формирование термина «образовательная среда» в психолого-педагогической литературе конца XX — начала XXI века. Режим доступа:http://www.dzd.communist.ru/science/bel06.htm, свободный
Рабочая ссылка http://dzd.rksmb.org/science/bel06.htm
''38''
[[39 |Теоретико-методологические проблемы педагогики образовательных сред 39]]
Интерактивная природа отношений человека с миром лежит в основе подавляющего числа методов обучения в среде. ''Однако факт интерактивных взаимодействий, как основы для формирования новых психических структур, научно не доказан хотя и является одним из постулатов психологической теории деятельности''. Более того, практики часто сталкиваются с не интерактивной и вневременной природой процесса обучения. В этом заключается ''первая проблема классического средоориентированного обучения, которую можно назвать проблемой манипулятивности''. Обучение рассматривается как манипуляция внешними и внутренними средствами среды с целью поиска эффективной обучающей процедуры. Говоря о феноменах разумного поведения, целью которого является преобразование природы и удовлетворение духовных и материальных потребностей личности, мы отделяем человека от мира, ставим их в оппозицию друг к другу. Обучение превращается в усвоение алгоритмизированных технологий преобразования физического и социального миров человеческой жизнедеятельности. ''Однако никто не знает, насколько полезными для формирования структур знания конкретного человека будут полученные и ассимилированные им фрагменты технологической информации. Содержание когнитивного научения в классическом средоориентированном обучении отделено от развития личности и выступает в силу этого как независимый артефакт. В этом вторая проблема средоориентированного обучения — тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности''. В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается. Кроме того, информационная перегрузка ведёт к включению суггестивных механизмов способствующих созданию временных когнитивных структур распадающихся впоследствии.
Господствует «правильная педагогика», точнее педагогика формирования «правильного поведения». Однако это взгляд на поведение ученика с точки зрения внешнего наблюдателя
Этот взгляд субъективен и связан с опытом и интерпретациями наблюдателя, а не наблюдаемого. ''В них отражена последовательность интеракций «среда — обучаемый» и прослеживается гипотетическая или статистическая связь между стимулами среды и поведением ученика''. Вместе с тем ''никем не доказана''
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''аккумулирующая природа обучения в среде, его последовательный, накопительный характер. Это третья проблема средоориентированного подхода. Каким образом хаотическое воздействие физического мира на ученика формирует и структурирует его знание''? В существующих традиционных точках зрения на отношения человека со средой учебного опыта проявляются одновременно сильные и слабые стороны современной педагогики. ''Сила в междисциплинарности. Слабая сторона — это присущие педагогическому знанию эклектичность, метафоричность и механистичность. Педагогика вынуждена иметь дело с целостным, неразделимым в своём единстве с миром, человеком, используя фрагменты теоретических построений заимствованные из естественных и гуманитарных наук для решения практических задач обучения''.
Педагогика в целом и педагогика средоориентированного обучения в частности — это формы научно-практической деятельности с высокой синтетической компонентой. Они несут в себе элементы индивидуальной деятельности и творчества, как ученика, так и педагога. Нас интересуют именно эти аспекты педагогического знания. Но их в классическом учении о среде обучения нет. Хотя в декларативном плане педагогика и существует как научная дисциплина, изучающая процессы развития и обучения человека, а также свойства педагогических систем, но она по настоящее время не знает причин порождающих феномен обучения в силу механического выделения неодушевлённой среды обучения, и её отождествления с обучающей средой. Так, например Н.В. Кузьмина под педагогической системой понимает множество взаимосвязанных структурных и функциональных компонентов, подчинённых целям образования, воспитания и обучения подрастающего поколения и взрослых людей^^2^^. В таком определении нет главного — специфики порождающих именно педагогическую, а не какую-либо другую систему процессов. Не понятно и то, как цели образования подчиняют структурные и функциональные компоненты. Как и с по-
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[[41 |Теоретико-методологические проблемы педагогики образовательных сред 41]]
бы мы ни старались описать множество изменений, происходящих в среде с помощью педагогических методов, всё равно в реальности
наблюдаемые процессы будут неизмеримо
сложнее и неопределённее, чем в наших конструктах. Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая
структура, возникающая в обучающей педагогической системе, включающая в свой состав
субъекта. Учесть её эволюцию заранее невозможно.
Траектория обучения конкретного
человека не может быть предсказана никакими известными методами. Вместе с тем педагогическая компонента в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучаемом субъекте, и этим вносит свой конструктивный
вклад.
В практике средового обучения накоплен значительный опыт, который отражён
в дидактических принципах и методах обучения. Их разнообразие чрезвычайно высоко,
постоянно пополняется, и завершения этого
процесса не предвидится. Главная ось, вокруг
которой сосредоточены все классификации
методов обучения, — это поиск источника знаний, порождающего обучающий эффект. Чаще
всего в его качестве выступают те или иные
свойства предметного мира, свойства субъекта, их взаимоотношения.
Так, выделяют наглядные, словесные и практические методы обучения^^3^^. В дополнение к ним относят информационно-коммуникационные методы, использующие электронные коммуникации и сеть
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. Однако
необходимо признать, что обучающая сила методик обучения не столь велика, как ожидается, так как основные свойства обучающей
системы заложены в самом ученике и его психическом механизме, включённом в обучающую коммуникацию.
!! Когнитивизм и обучающие среды
Рассматривая модели обучения человека в среде, нельзя пройти мимо представлений, развиваемых в рамках когнитивного направления психологии и наук о человеке, использующего кибернетический подход в изучении познавательных функций.
Объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации.
В связи с этим интересны работы, в своё время проведённые в Ленинградском государственном университете под руководством Б.Г. Ананьева. Показано существование гетерохронности развития психических функций человека в течение жизни, которые образуют на разных этапах онтогенеза комплексы, определяющие особенности его когнитивного поведения^^7^^. Жизненный цикл человека был представлен как история формирования и развития личности, превращения её в индивидуальность. На каждом этапе онтогенеза человека, согласно Б. Г. Ананьеву, наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности. Учениками Б. Г. Ананьева отмечена возрастная динамика всех психических функций, их взаимная компенсация при решении задач. Так, например, вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет. Это результаты статистических методов обработки данных, и, конечно, прямой перенос наблюдаемых закономерностей на любого человека неправомерен. ''Скорее факт гетерохронности отражает характер социальных сред,''
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''в которые попадает человек в процессе жизни. Тогда, например, становится понятным факт интенсивного развития свойств памяти в 19–28 лет. Это период обучения в среде учебных заведений, и связан он, главным образом, с необходимостью освоения больших объёмов информации. Аналогично можно говорить и о влиянии других сред на соответствующие им когнитивные структуры. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру''.
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!!Деятельностный подход и обучение в среде
Учебная деятельность направлена на решение учебных задач, которые могут быть заданы в явном и неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучаемый средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучаемый, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогической компоненты среды) и корректирует свои действия в процессе обучения.
Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность учащегося.
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Деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются при этом неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности ученика.
Деятельностный подход к обучению это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие.@@color:red; Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы@@.
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В последнее десятилетие наблюдается тенденция к изложению методов обучения в среде в виде образовательных технологий — систем, включающих совокупность средств, действий и приёмов, выполнение которых, по мнению авторов, ведёт к получению требуемого педагогического результата
При всём их внешнем разнообразии следует, однако, признать, что ''все они постулируют прямую связь — зависимость обучения от обеспечивающих его средств и методов, структуры учебного материала, связи теории с практикой''. Именно это является ахиллесовой пятой традиционного образования, построенного на детерминистских взглядах. ''Вопросы целостного функционирования обучающей среды, учитывающие аутопоэтический, самоорганизующийся характер её работы, в нём не рассматриваются''. Успехи теоретической психологии также довольно скромно отражены в практической деятельности педагогов.
синергетическая парадигма, рассматривающая самоорганизующиеся системы, порождаемые и живущие в средах. Рассмотрим её вариант в рамках теории обучающих иммерсивных сред^^20^^. В соответствии с этой теорией обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, вовлекающим в процессе самоорганизации (в аутопоэтической форме) самые разнообразные элементы окружения (структурное сопряжение с системами, формирующими сети отношений в метафоре коннективизма). И не только с системами, существующими в виде объектов, доступных наблюдению, но и социальных аспектов, и актуальных интерпретаций, обусловленных состоянием обучаемого и среды его опыта.
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ному наблюдению. Педагогическая реальность раскрывается на уровне наблюдения второго порядка в наблюдениях педагога-наблюдателя. Результатом таких представлений является признание факта ограниченности физиологических представлений о процессах обучения. Обучение нельзя объяснить посредством физиологических метафор, так как оно связано с процессами, разворачивающимися в субъективной реальности ученика, с построением эффективных динамических паттернов управляющих человеческим поведением, активным созданием среды, в которой происходит обучение. Можно говорить о том, что обучающая среда является аутопоэтически организованной и ученик взаимодействует с нею посредством процедуры структурного сопряжения. Это форма взаимодействия аутопоэтических систем и она в корне отличается от привычного в наших классических представлениях взаимодействия. Ученик познаёт не учебное содержание обучающей среды, а себя в обучающей среде. Аналогично и педагог познаёт себя в социальных коммуникациях управляющих учебным процессом. Основным процессом в среде обучения, ведущим к обучающим эффектам, является обучающая коммуникация. В рамках теории иммерсивных обучающих сред вводится ряд новых понятий, различие между которыми важно учитывать, несмотря на их внешнюю похожесть и синонимичное использование в традиционном обучении. Это понятия: средства обучения, система обучения, среда обучения и обучающая среда. Средства обучения составляют среду обучения, при включении в которую обучаемого в нём возникает обучающая среда. Средства обучения и методика обучения составляют обучающую систему. Наличие обучающей системы не всегда ведёт к порождению обучающей среды. Необходимо погружение обучаемого в среду обучения с появлением чувства присутствия в ней22.
Перейдём к рассмотрению вопросов обучения в образовательных средах. Основной педагогической формой обучения в среде является ориентирующее обучение23. В соответствии с ним ученики, погружённые в среду обучения, ориентируются в ёе содержании посредством обучающей среды, перестраивая свою когнитивную структуру под возникающие задачи. Обучающая среда при этом рассматривается как замкнутая система, непрерывно строящая непротиворечивый образ мира субъекта и историю его личности. Замкнутые системы в рассматриваемом варианте действуют только в рамках своего опыта и внутренних операций. Они зависимы от контекста в отличие от открытых систем, осуществляющих взаимодействие со средой, непосредственно реагируя на её изменения. Такие представления определяют свойства сознательного обучения или обучения через сознание ученика как ориентирование замкнутой системы в зоне смыслов учебного материала в процессе самоконструирования. Человек в режиме сознательного обучения работает не с информацией, а с интер-
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претациями порождаемыми сознанием. Содержание и форма интерпретации в значительной мере определяются значимостью среды для субъекта с точки зрения удовлетворения его витальных (сохранение организма) и социальных (обеспечение истории личности) потребностей. Многие когнитивные задачи являются индифферентными в отношении задач, решаемых сознанием ученика, и не воспринимаются последним как стоящие внимания. Важной задачей педагога при сознательном обучении является придание личностного смысла содержанию учебной информации, в противном случае она не проходит через фильтр сознания и не усваивается в структурах знания ученика
При организации педагогической среды в ориентирующей педагогике особое значение имеют стили учебной деятельности, которые сформировались в когнитивно-личностной структуре ученика. Они определяют возможности будущей когнитивной структуры человека. Необходимо ещё раз подчеркнуть взаимную связь процессов развития личности человека и его когнитивной структуры.
С завершением формирования личности завершается и формирование когнитивной структуры. Поэтому важно не форсировать формирование личности ученика, а придавать ей направления возможного роста, понимая, что при этом мы даём ученику резервы и шанс для его постоянного когнитивного роста.
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! Цитирование
Патаракин Е.Д. Сетевые сообщества и обучение. - М.: ПЕР СЭ, 2006. - 112 с.
!Сетевые сообщества и обучение
Евгений Дмитриевич Патаракин
Успешная творческая деятельность в современном мире невозможна вне сетевых коллективов. Единицами культурной эволюции становятся сетевые гибридные сообщества, состоящие из людей и программных агентов. Новые сервисы социального обеспечения, такие как блоги, народные классификаторы и ВикиВики радикально упростили процесс сетевого творчества. В результате в учебном процессе все чаще возникают ситуации, когда над общим проектом параллельно работают множество учеников – соавторов. Значение непосредственного обмена сообщениями между соавторами заметно снижается, и их совместное поведение напоминает поведение стаи птиц. Организатор совместных сетевых проектов все чаще играет роль стайного советника. Стайный советник расширяет поле зрения учеников, помогает им отслеживать направление деятельности друг друга. Чем дальше видят ученики, чем больше они знают о действиях других членов стаи, тем скорее формируется общая деятельность. Предлагаемая модель сетевого взаимодействия может использоваться в педагогической практике для освоения учениками толерантности, критического мышления и экологических стратегий. В книге приведены многочисленные примеры учебных проектов, выполненных в среде сетевых сообществ. Масштабным событием в жизни учебных сетевых сообществ России стал проект «Время вернуться домой» – Letopisi.ru. Это открытая учебная гипертекстовая энциклопедия, в рамках которой школьники, студенты и учителя собирают и представляют исторические события городов, поселков, сел и деревень России на протяжении 2006 года.
Е. Патаракин
Сетевые сообщества и обучение
© Е. Д. Патаракин, 2006
© ООО «ПЕР СЭ», оригинал-макет, оформление, 2006
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ISBN 5-9292-0157-9
Введение
Внедрение компьютерных и сетевых технологий стимулирует не только рост интереса к новым формам обучения, но и пересмотр отношения к самому феномену обучения. Развитие практик телеобучения и телеработы подчеркивает тот факт, что учеба является активным процессом извлечения информации [99]. Этот процесс происходит в течение всей жизни и не ограничивается специально отведенными для обучения часами и зданиями. Педагогический ландшафт велик и разнообразен [59, 134]. Люди постоянно учатся внутри окружающих нас профессиональных и любительских сообществ. Это обучение зачастую происходит без направляющего руководства, но всегда в естественном контексте. Модель обучения в сообществах, как правило, прямо противоположна модели формального образования, где направленное обучение происходит в отрыве от профессионального контекста. Отрыв формального образования от реального мира является объектом жестокой критики уже многие годы. Еще Дьюи тосковал по первобытному обществу, в котором ребенок становился охотником, участвуя в настоящей охоте, а не имитируя эту деятельность в игре. Школу обвиняют в том, что она превратилось в отдельное от науки и практики место, где конструируется своя особенная реальность [12, 82, 88, 129].
Отторжение образования от науки и практики являлось естественным следствием роста знаний и усложнения цивилизации. Проблемы лавинообразного роста информации задевали не только образование. Развитие вычислительных средств и сетевых технологий, было направлено на решение научных, промышленных и военных задач. Расширение мыслительных возможностей отдельных ученых или всего научного сообщества было дополнительной целью [28, 29, 156, 157]. Вне зависимости от целей, которые лежали в основании этих работ, в их результате массивы информации, хранящиеся в учреждениях науки и искусства, превратились в цифровые объекты, доступные для повторного использования в педагогических целях. Информационные сервисы, которыми пользуются члены профессиональных сообществ, становятся доступными для использования в учебных целях. Подчеркнем, что речь идет не о создании специальных педагогических объектов и средств, а об использовании образованием возможностей, уже существующих в сетевых сообществах. Такое прочтение ситуации, с одной стороны, позволяет использовать огромный потенциал научных и культурных центров, который ранее не воспринимался как образовательный. С другой стороны, такое прочтение позволяет увидеть ту огромную ответственность, которая лежит на современном образовании, клиентами которого становятся все жители нашей планеты.
Очевидно, что добиться построения системы обучения, которая бы обеспечивала всем желающим в любой период их жизни и в наиболее удобное для них время доступ к имеющимся образовательным ресурсам, только силами и средствами формальных учебных заведений, абсолютно не реально ни в одной стране мира. Решение такой задачи возможно только при объединении всех лиц и организаций, заинтересованных в развитии образования. Это глобальное объединение реально осуществить только на базе сетевых коммуникаций.
Ученики и учителя нуждаются в освоении объектов, знаний и практик в их профессиональном контексте. Представители профессиональных сообществ стремятся привлечь в свои ряды новых учеников, продвинуть в общество свои объекты, знания и практики. Сетевые сообщества это – дорога, на которой открыто движение в обе стороны. Я надеюсь, что книга вызовет интерес у обеих сторон.
Первая глава посвящена сообществам реальным и виртуальным. Не смотря на особенности сетевых сообществ – обмен сообщениями через компьютерные сети, использование цифровой памяти и программных агентов, они, прежде всего, поддерживают социальные отношения между людьми.
Вторая глава посвящена анализу тех педагогических возможностей, которые несут в себе сообщества. Особый интерес представляют сообщества обмена знаниями и учебные сообщества, которые могут быть построены либо на базе профессиональных сетевых сообществ, либо с использованием их опыта.
В третьей главе рассматриваются тенденции развития сетевых технологий. Доказывается, что эволюция коллективных и личных архивов, средств сетевого общения, приводит ко все большей социализации Всемирной Паутины.
В четвертой главе представлена модель включения ресурсов сетевых сообществ в учебную деятельность и результаты практической работы, полученные на основе этой модели.
• Открытые для учебного использования коллекции цифровых объектов.
• Информационные сервисы, позволяющие включать цифровые объекты в материалы учебных лекций, дискуссии учеников и творческие проекты.
• Образцы профессионального использования цифровых объектов и информационных сервисов культурными посредниками.
• Учебные проекты, в которых были использованы примеры, информационные сервисы и цифровые объекты из коллекций сетевых сообществ.
Глава 1. Сообщества обычные и виртуальные
Единого определения того, что есть сообщество, не существует. Для разных людей это понятие означает различные вещи. Различные научные дисциплины формируют различные определения и различные подходы к изучению сообществ. Заманчиво было бы использовать простое и краткое определение, которое сформулировал еще Джон Дьюи [165] «сообщество это – множество людей, общающихся между собой». Описывая происхождения слова community, Вильямс указывает, что в английский язык это слово попадает из латинского языка в 14 веке [146]. В начале слово используется для обозначения людей, проживающих в одном географическом месте. С начала 17 века происходит постепенно расширение значение этого слова и оно начинает обозначать не только людей объединенных географической близостью, но и людей имеющих что-то общее. Постепенно слово все более отгораживается по своему значению от слова общество. Резкое разделение понятий сообщества и общества происходит в 19-м веке. Разделение было связано с изменениями в сфере технологий и права. В начале века большинство людей жило на своей земле в маленьких сообществах и производило большую часть необходимых товаров своими руками. Наиболее быстрым способом передвижения был водный транспорт. К концу 19 века во многих частях света произошел сдвиг от натурального хозяйства на своей земле к городской жизни и фабричному производству.
Определению понятия «общинный» отдельное внимание уделил Иван Иллич в ходе своей лекции в японской аудитории [61]:
«Commons» – старинное английское слово, сходное по значению с японским словом iriai. Оба эти слова в пре индустриальную эпоху описывали определенные аспекты окружающей среды. Люди называли общинными те элементы своего природного окружения, по отношению к которым законы устанавливали особые формы общественного уважения. Люди называли общинной ту часть окружающей среды, которая лежала за порогом их дома, и не являлась их личным владением. Они осознают ее необходимость не для производства товаров, но для естественного поддержания домашнего хозяйства.
Само слово «сообщество» в языке эмоционально окрашено гораздо положительнее, чем слово «общество». На одном полюсе расположено общество, школа, обезличенное фабричное производство. На другом полюсе – сообщество, домашние ценности, личные и теплые отношения между людьми. Следуя совершенно естественному желанию использовать позитивный смысл, связанный со словом «сообщество» многие организации пытаются создать вокруг себя сообщества. Так появляются сообщества слушателей, зрителей, читателей, пользователей и т. п.
Следует отличать сообщество от группы. Множество или группа – это совокупность людей, объединенных каким-то общим признаком. Например, находятся в одной комнате; одного возраста; увлекаются игрой в шашки; происходят от одного предка, смотрят телевизор, пользуются телефоном. В отличие от сообщества, множество не требует связей между своими членами. Люди не становятся сообществом оттого, что они смотрят один и тот же сериал. Но, когда они начинают общаться между собой по поводу этого сериала, они формируют сообщество. Такое сообщество можно назвать сообществом любителей сериала и примеров таких сообществ можно привести много – любители чая, джаза, кино и т. д. Сообщество – группа людей, активно общающихся между собой. Необходимое условие всеобщей связанности членов сообщества накладывает достаточно жесткие рамки на допустимые размеры сообщества. Этот размер не может превышать 150 человек, поскольку человек не в состоянии удержать в сознании большее число связей.
О виртуальных сообществах принято говорить применительно к сообществам, в которых люди общаются друг с другом помощи информационной сети Интернет. Понятие виртуального сообщества считается новым, хотя еще Дьюи рассматривал возможность существования таких сообществ. Дьюи справедливо указывал, что книга или письмо могут создать более тесную связь между людьми, разделенными огромным расстоянием, чем та связь, что существует между теми, кто живет под одной крышей [165].
Термин «Виртуальное сообщество» был введен Говардом Рейнгольдом исследователем социальных отношений в сети и одним из основателей сообщества WELL в 1993 году в книге «Virtual Community» [107]. В этой книге Рейнгольд обсуждает различные примеры коммуникаций между членами социальных групп на базе таких списки рассылки, новостные списки, многопользовательские сообщества, IRC. Рейнгольд дает следующее определение виртуальным сообществам:
«Виртуальные сообщества являются социальными объединениями, которые вырастают из Сети, когда группа людей поддерживает отрытое обсуждение достаточно долго и человечно, для того чтобы сформировать сеть личных отношений в киберпространстве».
Отличительными чертами сетевых сообществ являются следующие:
1. Информационный обмен между членами сообщества поддерживается через сеть Интернет.
2. Для хранения информации внутри сообщества используется цифровая память.
3. Для доступа к хранимой сообществом информации используются программные агенты.
Технически сеть Интернет состоит из целого ряда слоев, – от реальных проводов передающих биты информации по всему свету, до веб-браузеров, которые получают эти биты и выводят на экран тексты и картинки. Первый слой сети – компьютеры и соединяющие их провода. Компьютерные сети по сути своей являются транспортными сетями. Второй слой это – Интернет Протокол (IP). Благодаря созданию этого протокола мы используем компьютерную сеть так, как будто все компьютеры непосредственно связаны друг с другом. Информация разбивается на порции – пакеты. Каждый пакет помечается адресом – куда его нужно доставить. После того, как все пакеты доставлены, они вновь собираются в сообщение. Вы пишете правильный адрес и передаете сообщение любому из компьютеров, подсоединенных к Сети. Этот компьютер, на основании адреса, принимает решение какому следующему компьютеру надо передать сообщение. Эта передача продолжается от одной машине к другой до тех пор, пока письмо не доходит до адресата. Интернет передает пакеты по всему миру. Функционально сеть Интернет – это коммуникационная и информационная среда, в которой люди и программы обмениваются сообщениями по электронной почте, передают файлы, просматривают веб-страницы.
Человеческая культура формировалась и передавалась при помощи информации сохраняемой в твердых объектах [32]. Дьюи отмечал, что сама сущность цивилизации состоит в том, что мы нарочно воздвигаем монументы и памятники, чтобы не забыть [164]. Норман доказывает, что значительная часть человеческого знания хранится в окружающих нас повседневных вещах [88]. Сама форма ножниц хранит информацию о том, как этот предмет может быть использован. Поведение – это сопоставление информации хранимой в памяти и информации хранимой в вещах. В повседневных ситуациях наше поведение определяется комбинацией наших внутренних знаний и внешней информации и внешних ограничений. Мы постоянно используем эти внешние возможности, которые помогают нам меньше заучить и не запоминать так точно. С развитием цифровых технологий выражение «память в вещах» приобретает дополнительный смысл, поскольку все большее число окружающих нас вещей снабжаются цифровой памятью. Развитие цифровой памяти ведет к тому, что мы все реже пытаемся хранить информацию внутри нашего мозга, и все чаще пытаемся перебрасывать эту информацию на носители электронной памяти. Эта память имеет несомненные преимущества: в нее легче занести информацию, информация меньше искажается и дольше хранится, информацию легко копировать и стирать. Новые цифровые технологии могут освободить наш мозг от механических аспектов мышления для решения творческих задач.
Согласно Флуссеру память это – процесс и рассматривать ее следует не с точки зрения того, что в памяти лежит, а с точки зрения того, что с этим можно сделать [32]. Цифровая память не имела бы никакого значения, если бы не существовало агентов, которые обеспечивают возможность быстрого поиска и представления нужной информации. Агенты это – помощники, которым мы доверяем выполнение определенных задач. Это – некто или нечто выполняющий инструкции. Слово агент восходит к латинскому слову agere – вести, действовать. Главное качество агентов – способность выполнять какую-то делегированную ему работу в чьих-то интересах. Цифровые помощники облегчили нам выполнение множества мыслительных задач и позволили нам взглянуть на процессы нашего мышления и нашего общения с другими людьми с новой точки зрения. Сознание отдельного человека все чаще рассматривается как общество, в котором взаимодействует масса мыслительных агентов, каждый из которых решает определенную задачу [83]. Человеческая культура все чаще рассматривается как огромная сеть, состоящая из множества агентов – человеческих и электронных [39, 53, 54, 55]. Все чаще мы оказываемся в ситуации, когда наша мыслительная деятельность и наше общение с другими людьми происходят при участии программных агентов. Круглый стол, за которым сидят и люди и программные агенты, не просто «такая метафора». Согласно работе Ривса и Наса [102] люди склонны мыслить программные средства и образы медиа в терминах пространства или межличностных отношений. Компьютер и компьютерные программы рассматриваются и оцениваются нами так же, как и другие люди. Причиной этому является даже не столько отмеченное Лаурелл [70,71] в предложенной ей театральной метафоре желание быть «обманутым вымыслом», сколько выработанная за тысячелетнюю эволюцию привычка воспринимать всякий объект, наделенный активностью как живое существо и приписывать ему человеческие черты. Люди эволюционировали в мире, где наибольшие проблемы и возможности пищи, кровли и различных опасностей были связаны с другими людьми. Цена ошибки в отношениях человека с окружающим миром была огромна. В этих условиях серьезные преимущества давала следующая стратегия – «Если существует хотя бы низкая вероятность того, что иная тебе сущность является человеком, воспринимай ее как человека».
Компьютерная сеть Интернет и сеть документов Всемирная Паутина связывают между собой не только компьютеры и документы, но и людей, которые пользуются этими компьютерами и этими документами. Когда компьютерная сеть связывает людей или организации, то мы имеем дело уже с социальной сетью. Точно так же как компьютерная сеть состоит из множества машин, связанных между собой проводами, так и социальная сеть состоит из множества людей, связанных между собой различными социальными отношениями, такими как дружба, совместная работа или информационный обмен.
Интернет и другие средств массовой коммуникации часто упрекают в негативном влиянии на социальную активность граждан. Роберт Путман отмечает, что в современном обществе за последние пятьдесят лет резко упала социальная активность граждан [101]. Люди реже ходят на выборы, реже посещают церкви, спортивные секции и клубы, меньше общаются с членами своих семей, друзьями и соседями. Все чаще жители занимаются делами в одиночку, например, все больше времени уделяется просмотру телевизионных программ и путешествиям в сети гипертекстовых документов. Чем меньше люди участвуют в жизни сообществ, тем меньше внимания они уделяют социальным вопросам и тем хуже они понимают вопросы и проблемы, стоящие перед сообществом. Барри Уэлман считает, что возможности Интернета вовлечь людей в новые социальные отношения или разрушить старые отношения серьезно преувеличены. Изменение общественных отношений начало происходить и вне сети Интернет. Новые возможности для перемещения – (самолеты и автомобили) и новые передачи сообщений (факсы и телефоны) уже привели к феномену сетевого индивидуализма. Современный человек включен во множество достаточно редких сетей и маневрирует в этом пространстве как в своей личной сети отношений [140]. Уэлман выделяет следующие технические особенностей сети Интернет, влияющие на личностные отношения и открывающие перед людьми новые возможности:
• Независимость от места. Интернет поддерживает взаимодействие людей независимо от их местоположения и расстояния между ними.
• Независимость от времени. Интернет поддерживает связи между людьми, живущими в разных часовых поясах или с различными временными ритмами.
• Скорость. Интернет поддерживает очень высокую скорость межличностного обмена.
• Ограниченное представление участников. То, что в сети люди, как правило, не видят, не слышат и не чувствуют друг друга, накладывает на общение определенные эмоциональные рамки.
• Текстовый характер большинства сообщений. Это приводит к снижению значимости отличий и иерархий – социальные класс, гендерные различия, этническая принадлежность, возраст становятся менее значимыми.
• Отсутствие видимого или звукового контакта. Это может порождать более грубые формы коммуникаций. Люди могут обмениваться сообщениями, которые они никогда бы не позволили себе употребить при личном общении.
• Возможность пересылки почтовых сообщений от одного человека к другому. Сближение социальных групп, стирание групповых различий.
• Возможность массовой рассылки позволяет людям оставаться одновременно в нескольких социальных кругах – принадлежать к нескольким сообществам обмена знаниями.
• Скорость и массовость пересылки сообщений делают мир меньше.
Хотя современные коммуникации и видоизменили мир вокруг нас, мы по-прежнему ощущаем себя членами сообществ, связанными с другими людьми родством, дружбой, работой или соседством. При этом существенно изменилась наша способность поддерживать отношения с людьми живущими далеко от нас. Теперь мы можем поддерживать эти отношения, пользуясь машинами, самолетами, факсами и телефонами. Наши отношения более не ограничены только ближайшим соседством.
Развитие компьютерных и сетевых технологий создает новый тип цифровой урбанизации, когда наряду с привычными дорогами, рынками, торговыми центрами, больницами, музеями и школами все активнее строятся цифровые дороги, виртуальные центры торговли, искусства, здоровья и образования. На виртуальных картах появляются целые информационные города, в которые перемещаются и бизнес и общественная жизнь [121]. Для того чтобы сделать эти города привлекательными для обитания недостаточно насытить их информацией. Нужно чтобы эта информация включалась в те отношения, которые складываются между обитателями новых цифровых пространств. Люди чаще всего приходят в сеть Интернет в поисках информации. Но, остаются они в сети благодаря тем отношениям, которые складываются между ними и другими людьми. В сети вырастают все новые организации торговли, науки, искусства, здравоохранения. Каждая из таких организаций борется, прежде всего, за доверие посетителей. Одним из главных факторов, влияющих на доверие посетителей, оказывается сообщество людей, участвующих в жизни и развитии организации. Новым посетителям и новым членам сообщества важна возможность принять личное участие в деятельности сообщества, интересна информация, которую пишут другие люди не за деньги, не выполняя чей то заказ. В связи с этим многие организации и корпорации активно исследуют возможности сетевых сообществ и всячески поощряют их развитие. Не так важно, зачем они это делают. Важно, что результат этой деятельности может быть использован в педагогических целях.
Теоретическое осмысление сетевых сообществ как отдельного и особого феномена начинается относительно недавно. При этом наибольшее внимание уделялось особенностям взаимодействия пользователя и изучаемой среды электронного общения, взаимодействию партнеров посредством сети электронных коммуникаций. Достаточно редко анализу подвергалась совместная деятельность небольших сетевых групп. В процессе разработки дизайна сетевого сообщества необходимо учитывать два главных параметра: насколько удобно отдельным членам сообщества внутри данной оболочки, насколько эффективно поддерживаются внутри данной оболочки общественная структура. Так же как это происходит в рамках реальных сообществ, где люди встречаются лицом к лицу, внутри сетевых сообществ существуют изначальные психологические установки, система которых образует поведенческую программу данного сообщества. Анализируя факторы, которые определяют поведенческие установки участников виртуальных сообществ, можно выделить такие характеристики как место, границы, время, возможные действия, предметы. Для всякого сообщества вопросы передачи и освоения знаний членами сообщества играет большое значение. Основная педагогическая проблема дизайна состоит в том, чтобы технические возможности облегчали освоение знаний. В ряде работ педагогические проблемы дизайна решались внутри сообществ, участниками которых были преподаватели. Опыт изучения таких сообществ позволяет специально сосредоточиться на особенностях дизайна педагогических сообществ.
Глава 2. Сообщества и учеба
Одним из наиболее интересных направлений в изучении сетевых сообществ, является изучение тех возможностей, которые они открывают для учебы. Электронное обучение не исчерпывается тем, чтобы получать информацию через сеть, как это свойственно дистанционному обучению, или искать информацию в сети, как это свойственно обучению исследовательскому. Учебные сообщества уделяют наибольшее внимание тому, как люди делятся своими знаниями [16].
Для формирования сообщества определяющее значение имеет общение. Люди живут в сообществе благодаря тому общему, что есть между ними, а общение – тот способ, благодаря которому они обретают это общее [165]. Дьюи подчеркивал, что любые виды человеческих сообществ содержат функцию обучения. Он даже разрабатывал критерии, позволяющие определить меру педагогической ценности любого вида социализации, того или иного сообщества. Деятельность, обучение и творчество нуждаются в других людях. Обучение требует и партнеров-сверстников, с которыми можно было бы спорить и сотрудничать, и старших, которые могли бы оценить результаты деятельности. Данный подход основывается, прежде всего, на традициях отечественной психологической школы, связанной с именем Льва Выготского. Выготский подчеркивал, что мы становимся самими собой через других, предъявляя им то, что в нас есть [160]. Но, то, что в нас есть это, – прежде всего способность творческого перевода той информации, которую мы черпаем из окружающего мира, теми средствами, которые нам доступны. Необходимость общения для творчества доказывается в работах другого нашего соотечественника – Юрия Лотмана [173]. Размышляя об условиях, необходимых для творчества, Лотман построил простейшую кибернетическую модель. В рамках этой модели творческим сознанием обозначалось интеллектуальное устройство, способное выдавать новые сообщения. Новыми же сообщениями считались такие, которые не могут быть выведены однозначно при помощи какого-либо заданного алгоритма из некоторого другого сообщения. При этом в качестве такого исходного сообщения может выступать и текст на каком-либо языке, и текст на языке-объекте, то есть действительность, рассмотренная как текст. Сама ситуация коммуникации с адекватным переводом между двумя разными людьми, говорящими на естественном языке, абсолютно невозможна. Такая ситуация предполагает, что они пользуются одним и тем же кодом. Для этого необходимо, чтобы они в семиотическом отношении представляли как бы удвоенную одну и ту же личность. В ситуации художественного перевода передающий и принимающий пользуются пересекающимися, но не идентичными кодами. В реальной ситуации всякая коммуникация несет в себе не только функцию передачи смысла, но и генерацию нового содержания. Перед человеком, передающим сообщение, оказывается не один код, а некоторое множественное пространство кодов. Для Лотмана «настоящий» акт коммуникации (в любом достаточно сложном и, следовательно, культурно ценном случае) является не простым перемещение некоторого сообщения, остающегося адекватным самому себе из сознания адресанта в сознание адресата, а переводом некоторого текста с языка моего «я» на язык твоего «ты».
Первые попытки анализа средств коммуникации, с точки зрения их пригодности к использованию в педагогическом процессе в рамках учебного сообщества, можно обнаружить в работах французского педагога Селестина Френе, который разработал и организовал школьную корреспондентскую сеть [188]. В рамках этой сети школьники обменивались текстами и картинками. Френе рассматривал коммуникационные возможности – музыкальные записи, фотографии, телефонные разговоры, радио, кинофильмы и телепередачи – прежде всего как средства для выработки учеником своего собственного языка, при помощи которого он мог бы общаться с другими людьми. Сообщество обмена знаниями, которое строил Френе в своей школе, основывалось не просто на обмене сообщениями, а на печатных документах – публикациях. При анализе технического средства Френе обращает внимание, прежде всего на то, как ученик может его использовать для общения с другими детьми. Ключевой для Френе вопрос – может ли при помощи данного средства ученик создать новое сообщение и поместить это сообщение в школьной газете? Печатная машинка, магнитофон, кинокамера – все эти средства для Френе открывают новые возможности для самостоятельных исследований и самостоятельного творчества. Магнитофон – прекрасное средство именно потому, что с его помощью ученик самостоятельно записывать голоса других учеников, рассказы ремесленников и рабочих. Радио и кинематограф абсолютно не соответствуют методам работы Френе, потому что они не позволяют ученикам действовать самостоятельно. На основании этого подхода Френе полностью исключал возможность использование в учебной деятельности современное ему радио, как абсолютно не соответствующее его методам. Френе был убежден, что и радио, и кинематограф, и телевидение имеют богатейшие возможности и обязательно должны использоваться в учебном процессе. Однако в то время не было той среды, в которой ученики и учителя могли бы воспользоваться записями радио, и телевизионных коллекций так, как им бы этого хотелось.
Огромное значение для сетевого образования имела книга «Общество без школ» Ивана Иллича, которого интересовали не столько цели образования, сколько содержание учебной среды. Иллич полагал, что человек естественным образом самостоятельно стремиться выбирать лучшие пути обучения и необходимо только определить, какие компоненты должны присутствовать в учебной среде, чтобы обучение проходило комфортно и эффективно. Ответы на этот вопрос Иллич попытался найти в шестой главе, которая называлась – «Учебная паутина». В этой главе Иллич перечислил и подробно рассмотрел ресурсы и службы, необходимые для успешного функционирования учебного сетевого сообщества [59]. Позднее эти компоненты были дополнены рядом авторов, но общие принципы построения учебной сети были прописаны еще в 1972 году. Иллич полагал, что для учебы необходимы следующие составляющие:
1. Учебные ресурсы и справочная система, которая помогает находить эти ресурсы.
2. Примеры для подражания и система, которая поддерживает обмен навыками и умениями.
3. Партнеры, с которыми можно было бы соревноваться, сотрудничать, спорить и говорить на одном языке.
Кроме перечисленных обязательных для учебы составляющих, Иллич надеялся на участие экспертов, которые могли бы оценивать результаты учебной деятельности.
Свою следующую книгу Иллич посвятил дружественным средствам [60]. Эта книга так же имела большое значение для методологии построения сообществ, поскольку «дружественные средства», которые люди используют по своему усмотрению, очень близки по смыслу «граничным объектам», которые различные сообщества используют в соответствии со своими правилами и нормами. Человеку очень важно использовать средства так, как он считает нужным. Люди должны иметь возможность преобразовывать вещи в связи с собственными вкусами и потребностями. В развитых странах заключенные в тюрьмах зачастую имеют больше вещей, чем их родственники на свободе, но они не вольны в принятии решений о том, что делать с этими вещами. Эти люди лишены того, что Иллич называет conviviality, и низведены до статуса простых потребителей. Дружественность всегда противопоставляется Илличем промышленному фабричному производству и обезличенным общественным отношениям. В связи с этим вспоминается предположение Норберта Винера о том, что существование средств менее мощных, но способных работать не в фабричных, а домашних условиях, могло бы существенно видоизменить общественные взаимоотношения [158]. Последствия выбора того или иного средства поддержания сообщества всегда трудно прогнозировать. Сами по себе средства с одинаковым успехом могут быть использованы и в добрых и в злых целях. Когда Иллич анализировал построение информационных каналов в Мексике, то очень жестко критиковал государственные вложения в развитие централизованных телевизионных каналов. В принципе на гораздо меньшие деньги на базе видеомагнитофонов можно было бы организовать в региональных центрах систему перезаписи учебных видеокассет. Жители сельской местности могли бы обмениваться видео кассетами и, таким образом, поддерживалась бы локальная образовательная сеть, которая была бы значительно эффективней сети централизованной. Спустя несколько лет Жан Бодрийяр описывает реальную систему обмена видеокассетами подобную той, которую мыслил Иллич, как пример провала телекоммуникационного проекта [153]. В рамках проекта планировалось распространять знания о рациональном землепользовании в зоне засушливого климата. В качестве основного средства были использованы видеокассеты. Все участники проекта получили видеомагнитофоны. Местная мафия быстро увидела возможности для нового рынка и наладила использование этой сети для распространения видеокассет с порнографическим содержанием. Этот пример лишь подтверждает «дружественность» средства – каждый мог использовать его так, как хотел.
Философия Иллича оказала заметное влияние на развитие образования и на процесс внедрения информационных средств в обучение. Ключевой вопрос – «какие люди и какие вещи должны окружать человека, чтобы он хорошо учился?» сохранил свою актуальность и сегодня.
Сеймур Пейперт в книге «Переворот в сознании» [184] посвятил отдельную главу образам учащегося общества. Среди других примеров Пейперт выделил «школу самбы» – сообщества, в которых люди разного возраста учатся танцевать, готовясь к ежегодному представлению. Пейперт выделил следующие отличия данной группы, которые бы он хотел видеть в своей технологической школе – социальная сплоченность, связь с реальностью, общая цель. Пейперт особо подчеркивал самопроизвольное возникновение этого сообщества из культурных народных традиций, поскольку школы самбы не изобретались исследователями, не субсидировались из соответствующих фондов, и не возникли в результате решения правительства. Метафора «школы самбы», как учебного сообщества, успешность которого коренится в окружающей культуре, получила дальнейшее развитие в работах целого ряда последователей Пейперта. Многие детские учебные центры в США строили и строят свою работу как технологические «школы самбы» [15, 16, 17, 63, 105].
Всплеск интереса к теме сообществ и их роли в обучении связан с работами Этьена Венгера, в которых он исследовал сообщество практики или сообщество обмена знаниями – (Community of Practice) [141, 142]. Термин обозначает группу людей, вовлеченных в совместную деятельность. Необходимым условием сотрудничества людей в группе является их профессиональное общение. Венгер рассматривал такое сообщество на примере служащих медицинской регистратуры. Они встречаются не только на рабочем месте, обмениваются советами, рассказывают случаи из своей повседневной практики. Выбрав этот пример, Венгер хотел подчеркнуть тот факт, что такие сообщества могут возникать на любом профессиональном поле. Зачастую процесс обмена знаниями и пополнение коллективной памяти происходит в условиях, когда люди не задумываются над тем, что они делают. Медсестры, встречающиеся в кафетерии больницы, могут и не осознавать, что их разговоры о способах ухода за больными и истории которыми они делятся, формируют сообщество обмена знаниями.
Для каждого конкретного поля существуют свои виды деятельности. Эти виды деятельности и обсуждаются внутри сообщества. Члены сообщества обмениваются знаниями, которые они смогут использовать в своей деятельности. Так, члены шахматного клуба, совместно анализирующие запись шахматной партии, в дальнейшем смогут использовать полученные в ходе обсуждения знания. Сотрудники, обсуждающие в ходе неформального обеда возможности новой версии программного обеспечения, после обеда будут использовать этот программный продукт и те знания, которыми они обменялись в ходе обеда. Члены научного общества, на заседании которого обсуждается статья, помогут автору статьи внести необходимые дополнения и пояснения и под воздействием обсуждения внесут коррективы в свои собственные работы. Дискуссия между членами сообщества имеет непосредственное отношение к событиям, происходящим внутри сообщества, и его новым объектам – книгам, картинам, статьям и т. д.
Сообщества существуют как внутри неформальных, так и внутри формальных организаций. Сообщества могут действовать и внутри организаций и рабочих групп. Однако они создаются без приказов и указаний и всегда имеют неформальную структуру. Люди приходят в сообщества и остаются в сообществах, потому что хотят обмениваться знаниями. Каждый человек является членом множества сообществ или социальных миров. Мы можем попадать в такие сообщества на короткий период или же проводить там годы. Мы можем оставаться на периферии сообщества или постепенно перемещаться внутри сообщества, получая все больше прав и занимая центральное положение. Принадлежность к сообществу предполагает, что человек владеет знаниями в определенной области.
Одно из основных положений, на которых базируется теория сообщества практики, состоит в том, что знания всегда осваиваются в определенном контексте. Для освоения знаний очень важно обеспечить участие новичка в реальной деятельности. Для описания такого начального участия, в ходе которого новички вступают в сообщество, используется специальный термин – легитимное периферийное участие legitimate peripheral participation LPP [73]. Новички, попадая внутрь сообщества, получают законную возможность участвовать в деятельности сообщества. Участвуя в этой деятельности, люди осваивают новые знания в контексте данного профессионального сообщества. Учение происходит не столько через усвоение учебного курса, сколько через участие в совместной деятельности. Во многих случаях траектория личного роста человека внутри сообщества может рассматриваться как процесс обучения. Никто не рождается скрипачом. Человек через длительные уроки, тренировки, обсуждения и прочую деятельность сообщества постепенно становится членом сообщества людей, играющих на скрипке [12]. Точно так же никто не рождается программистом. Включение в сообществе обмена знаниями всегда сопряжено с освоением тех объектов и средств, которые используют в своей деятельности члены сообщества. Эти средства могут быть физическими объектами. К таким же средствам относятся тексты, символы, категории и системы классификаций, которыми пользуется данное сообщество. Постепенно эти объекты и системы классификации становятся все более привычными и домашними, и человек просто перестает их замечать и воспринимать как нечто новое и незнакомое. Антропологи называют этот процесс одомашниванием или окультуриванием объектов и категорий [171, 175]. Принадлежность к сообществу для отдельного человека может быть определена через опыт использования объектов данного сообщества. Чем естественнее человек использует объекты, тем глубже он погружается в сообщество. Постепенно человек настолько осваивает объект, что начинает использовать его автоматически. По выражению Бейтсона объект «сливается в подсознание» [149]. Чем лучше мы знаем вещь, тем меньше мы о ней думаем.
Известным примером этнографического описания сообщества практики является Денверский проект. Проект осуществлялся внутри большой корпорации, занимавшейся ремонтов копировальной и другой офисной техники. Корпорация использовала несколько вариантов обучения сотрудников. В основе первого варианта лежало издание директивных документов, которые служили руководствами для техников. На основании этих документов техники ремонтировали наиболее часто встречающиеся неисправности. Однако в директивных документах ничего не сообщалось о неожиданных и нетипичных поломках. Кроме того, в руководствах ничего не сообщалось о проблемах с персоналом тех офисов, где техники проводили ремонт аппаратов, а эти проблемы возникали постоянно и требовали оперативного решения. Для того, чтобы быстро разрешать новые и недокументированные проблемы техники организовали свое неформальное сообщество. Внутри этого сообщества обмен знаниями и опытом происходил посредством обмена боевыми рассказами о том, кто из техников с какими проблемами столкнулся. Корпорация поддержала это неформальное сообщество, и техникам раздали портативные радио аппараты для связи. Эти аппараты обеспечили оперативную связь и позволили эффективно разрешать проблемы на месте. В случае возникновения нетипичной проблемы техник обращался к своим товарищам, и они вспоминали сходные ситуации, возникавшие проблемы и способы их решения.
Примером этнографического описания виртуального сообщества обмена знаниями может служить описание Сообщества Червя, представленное в работах Стар и ее коллег [122]. Сетевое сообщество генетиков, изучавших геном человека на модельном организме – нематоде Caenorhabditis elegans (C.elegans). В сообщество входило около 1400 человек, работавших в более чем 100 лабораторий по всему миру. Участники проекта хорошо понимали значимость стандартов и стандартных условий – выращивание нематод, поддержание культуры в жизнеспособном состоянии, пересылки яиц из одной лаборатории в другую – все это требует выполнения строгих правил сетевого протокола. Информационная инфраструктура сообщества Червя (Worm Community System – WCS) представляла собой распределенную гипертекстовую библиотеку, в которой поддерживалось формальное и неформальное общение между членами сообщества и доступ к данным, размещенным на нескольких сайтах. Данные включали графическое представление изучаемого организма, фрагменты карты генома, исследовательские статьи и их формальные и неформальные аннотации. Часть статей и аннотаций была представлена в форме ежеквартального электронного издания. Формирование электронной системы, поддерживавшей деятельность сообщества ученых, происходило на протяжении нескольких лет.
Интересы представителей различных сообществ обмена знаниями могут пересекаться. Пересечение интересов представителей различных социальных миров формирует сообщество интересов. Важно отметить, что предмет общего интереса с точки зрения представителей разных сообществ может выглядеть совершенно по-разному. Например, темой переработки бытовых отходов в городе интересуются различные сообщества. Городские власти могут видеть в бытовых отходах мусор, от которого нужно избавиться. Представители бизнеса – дешевый источник материалов. Представители экологических организаций – объект исследования. Граничные объекты это – объекты, которые в своей практике используют несколько социальных миров и которые удовлетворяют различным требованиям этих сообществ. Таким образом, они являются одновременно и достаточно устойчивыми и пластичными. Впервые понятие граничные объекты было использовано при анализе отношений внутри музея, где чучела мертвых птиц одинаково успешно использовались и профессиональными учеными и начинающими наблюдателями птиц [122, 123]. В дальнейшем это понятие получило широкое применение при анализе отношений, который складываются на границе нескольких социальных миров. Граничные объекты не просто подчеркивают сложности и неясности в отношениях между различными социальными мирами. Они всегда поддерживают упорядоченные отношения между мирами. Граничные объекты – это обычная, каноническая форма существования всех объектов в нашем человеческом окружении [12]. Наиболее удобным полем для изучения взаимоотношений, которые складываются между людьми и объектами являются наука и технология. Во-первых, категории и границы играют в науке огромное значение. А во вторых, ученые очень часто переносят объекты из одной области в другие. Скорее всего, нет ни одной науки, которая бы не была междисциплинарной, особенно в том случае, если она подразумевает лабораторные исследования. Системы классификаций создаются с тем, чтобы быть доступными и востребованными несколькими сообществами. Почвоведы и ботаники используют общую систему классификации. Исчезающие представители животного мира, перечисленные в Красной Книге Нижегородской области, могут восприниматься и как охраняемые объекты, и как учебный материал, и как вспомогательный материал, расширяющий возможности творчества. Теория Личности Дж. Келли [168] была и остается психологической теорией. Однако предложенный в рамках теории Тест Репертуарных Решеток активно использовался в различных областях. Например, для извлечения экспертных оценок и выявления неявных знаний [112, 113]. Компьютерные и сетевые версии теста репертуарных решеток использовались и для выявления знаний и для сближения позиций партнеров участвующих в обсуждении или обучении [36, 37, 38, 40, 114] Многие языки программирования создавались так, чтобы быть и языками программирования и учебными средствами. Современные информационные технологии создают программное и информационное обеспечение, которое используют представители самых различных сообществ.
Концепция сообществ обмена знаниями получила наибольшее развитие в области управления организациями, системах переподготовки кадров и непрерывного обучения [142]. В области образования по образу сообщества обмена знаниями были построены ряд постоянно действующих курсов повышения квалификации учителей [111]. По отношению к школьной практике сообщества обмена знаниями выступали в большей степени как орудие критики. Острие этой критики направлено, прежде всего, на то, что школьное образование порождает свою отдельную реальность и свой школьный контекст, который имеет мало общего с контекстами других социальных миров [12, 26, 141].
В последние годы многое делается для того, чтобы использовать опыт сообществ обмена знаниями в обучении и привлечь школьников и студентов к участию в жизни тех реальных сообществ обмена знаниями, которые существуют на базе центров науки, искусства и здравоохранения. Эта работа становится тем более актуальной, что с развитием компьютерных и сетевых технологий перед сообществами обмена знаниями открываются новые возможности по представлению своих цифровых архивов и привлечению новых членов. С развитием компьютерных технологий у сообществ обмена знаниями появляются новые формы для хранения знаний и новые программные сервисы, облегчающие управление информацией.
Сеть Интернет открывает новые возможности для участия школьников в профессиональных научных сообществах. Благодаря уровню развития, на который вышли современные информационные системы, поддерживающие научное сообщество, мы можем использовать метод учебных проектов в качестве пропуска в научные сообщества обмена знаниями. Вступление в сообщество означает, в первую очередь, доступ к ресурсам этого сообщества. Эти ресурсы могут быть как материальными, так и нематериальными. Например, школьники, вступая в научное общество или начиная работать над проектом, получают не только доступ к аппаратуре, реактивам и/или вычислительной технике. Прежде всего, они получают возможность быть за одним столом с более опытными коллегами и спрашивать у них совета в случае необходимости. Интернет позволяет надеяться на установление новых товарищеских отношений между учениками и учеными. Быстрый рост числа компьютеров и компьютерных сетей, которые стали доступны школам, сделали возможными новые партнерские отношения между наукой и образованием. Информационные технологии позволяют значительно облегчить организацию исследований, в которые могут быть вовлечены множество учеников по всему миру при поддержке ученых, которым уже нет необходимости присутствовать во всех точках проекта, для того чтобы приложить к этим точкам свой опыт и свои знания. Традиционная поддержка учеными школьного образования зависела от того, насколько ученый был готов пожертвовать своим временем на проведение лекций в конкретной местной школе или на руководство исследовательским проектом отдельного ученика. Такой тип отношений редко приводил к значительному вкладу в образование или науку. Современные отношения могут базироваться на взаимных интересах. Для некоторых ученых, школьные исследования могут послужить наиболее эффективным способом сборам данных и проведения исследований. Роберт Тинкер, анализируя партнерские отношения между наукой и образованием, прежде всего отмечает исследования, которые требуют проведения наблюдений и анализа данных в различных частях земного шара [129]. Перечень наиболее очевидных направлений, по которым может развиваться сотрудничество учебных и профессиональных сообществ:
1. Изучение окружающей среды. Взятие и анализ проб воды, почвы, кислотных дождей, долговременные исследования с большим объемом данных.
2. Исследование биоразнообразия.
3. Эпидемиологические исследования. Например, распространение ОРЗ.
4. Метеорологические исследования.
5. Изучение озонового слоя и ультрафиолетового излучения.
6. Анализ изображений с использованием информационных банков данных исследовательских лабораторий, исследующих Марс и Луну.
7. Социокультурные исследования. Достаточно редко используемая возможность по привлечению школьников к сбору и анализу данных.
8. Исследования в области образования – о педагогической практике.
К сожалению, в большинстве глобальных научных проектов участие школьников ограничивается лишь сбором материалов. Чаще всего школьники не принимают участия в критическом обсуждении полученных результатов. Многие проекты просто не предполагают обсуждения между школьниками. Вместо этого школьники направляют собранные данные в адрес руководителей проекта, которые выполняют всю работу по объединению, анализу и представлению результатов. Эти результаты затем и посылаются командам участникам. И международный и российский опыт показывает, что руководители проекта получают гораздо более полезный учебный опыт, чем школьники, которые используются скорее как исполнители, а не как настоящие ученые [16, 151, 152].
Реальные взрослые исследовательские сообщества открывают огромные возможности перед образованием. Множество таких сообществ как ACM[1 - Association for Computing Machinery – http://www.acm.org] существуют долго и успешно. В своей практике эти сообщества активно использовали списки рассылки, электронную почту и BBS. Развитие компьютерных технологий расширило возможности для дискуссий внутри этих сообществ, дополнив практику регулярно проводимых конференций. Профессиональные сетевые сообщества являются удачными примерами сообществ построения знаний. Важным отличием профессиональных сообществ от сообществ, организованных в школе, состоит в том, что у взрослых всегда есть свои собственные цели, которых они достигают, участвуя в жизни сообщества. В школьных сообществах школьники слишком часто стремятся к достижению целей, которые были перед ними поставлены искусственно. Участие в профессиональных сообществах учит школьников находить и решать свои собственные задачи. Учебные сообщества могут многому научиться у профессиональных сообществ.
Сетевые сообщества открывают новые возможности для обучения. Современные тенденции развития сети, которые рассматриваются в следующей главе, еще более подчеркивают эти новые возможности.
Глава 3. Сеть как среда для сообществ
Сеть – развивающееся множество различных элементов, разными способами связанных между собой. Образ сети часто и продуктивно использовался в работах Бергсона, Вернадского, Шардена [150, 155, 191]. Сетевые структуры окружают нас повсюду, и во многих феноменах мы можем увидеть Сеть [4, 136, 137]. Это и транспортные сети: водного, железнодорожного, автотранспортного и воздушного сообщения; газо, нефте и водопроводы. Один и тот же рисунок может представлять и грибной мицелий, и схему авиа–перевозок и сеть гипертекстовых документов. Человечество перешло на новый этап своего развития, когда феномен культуры рассматривается с информационных и коммуникационных позиций. Тот факт, что научная деятельность и творчество более уже не возможны без существенных изменений в способах коммуникации и способах размышления, отмечался уже в середине прошлого столетия в работах основателей кибернетики [19, 156, 157]. В начале семидесятых необходимость в перестройке общества на базе информационного подхода была подчеркнута экологическим кризисом. Жюль Росне в те годы писал, перефразируя известное ленинское выражение, что «экологическое общество есть дружественность + телекоммуникации» [108].
```
* Клочко В. Е. Системная антропологическая психология и современная когнитивистика / В. Е. Клочко, О. М. Краснорядцева // Научные достижения и перспективы психологии XXI века : материалы научно-практической конференции с международным участием, посвященной 25-летию кафедры психологии и памяти первого заведующего кафедрой профессора С. М. Джакупова (17-18 апреля). Караганда, 2015. С. 92-98. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000520531
```
!! Ссылка
*[ext[ссылка W|file:///D:/TRab/2017/05/20170529/Klochko/Системная антропологическая психология и современная когнитивистика.pdf]]
*[ext[ссылка DEB|file:///media/nechaev/data1/TRab/2017/05/20170529/Klochko/Системная антропологическая психология и современная когнитивистика.pdf]]
!! Интернет
*[ext[st000520531 на ЯнД |https://yadi.sk/i/tE6A38fs3Vq7vq]]
!! Выдержки
Под системно-антропологическим подходом понимается совокупность идей, возникающих при последовательном развитии принципов культурноисторической теории Л.С. Выготского, интегрируемых в целостную систему на основе понимания человека как открытой саморазвивающейся системы, по отношению к которой психика выступает в качестве специфического «органа отбора» (Л.С. Выготский), обеспечивающего устойчивость человека в меняющемся мире.
В соответствии с этим, @@color:red;методологической базой САП является представление о человеке как открытой саморазвивающейся (и самоорганизующейся) системе@@, которое выступает в роли своеобразной модели, задающей некий образ, стиль многомерного мышления, в определенном смысле «гештальт», сквозь призму которого рассматриваются новые познавательные ситуации [1]. Заметим, что такой подход преодолевает давно уже закрепившуюся в психологии традицию, в соответствии с которой принято считать, что принцип системности не несет в себе параметров развития, а потому его всегда необходимо дополнять принципом развития. Кроме того, он направлен на преодоление представлений о том, что духовные процессы и состояния не имеют таких выделенных и относительно автономных частей (подсистем и элементов), какие есть у материальных объектов. «Духовный субстрат» не так уж однороден, и чем дальше двигается психологическое познание, тем более отчетливо дифференцируется круг таких понятий, смысл и ценность, психологическое поле, смысловое поле, жизненное пространство, транссубъективное пространство, пространство жизни и т.д.
Обе эти системы (наука, как развивающаяся система, и человек, как развивающееся целое) могут быть отнесены к разряду так называемых «человекоразмерных» систем (В.С. Степин), и этот факт только подтверждает возможность использовать для их изучения некоего общего для них методологического аппарата, каковым в данном случае и выступил трансспективный подход. Трансспективный подход скрывает в себе когнитивную схему, которая обладает определенным трансдисциплинарным потенциалом. Ее можно переносить внутри одной науки, когда выделяются системы, являющиеся предметом изучения в разных отраслях одной науки, например, в истории психологии и когнитивной психологии, но можно сделать ее методологическим основанием для собственно трансдисциплинарного подхода, идущего на смену привычному «междисциплинарному подходу» [5].
Это нечто большее, чем та интеграция, которая строилась на диалоге двух монодисциплин, который приводил к становлению привычных бинарных
конструкций типа биофизики, психофизики, химической физики, физической химии и т.д. Безусловно, появление этих «кентавров» есть закономерный результат проявления междисциплинарных взаимодействий, приводящих, однако, к тому, что одна из дисциплин остается хозяином положения и подчиняет себе другую, предлагая ей свой методологический базис и традиционные для нее схемы репрезентации полученных результатов. В данном случае все выглядит гораздо сложнее и, как ни странно, достаточно закономерно. @@color:red;По всей видимости, начинает сбываться предсказание Жана Пиаже, полагавшего еще в 1970 году, что после этапа междисциплинарных исследований «следует ожидать более высокого этапа – трансдисциплинарного, который не ограничится междисциплинарными отношениями, а разместит эти отношения внутри глобальной системы без строгих границ между дисциплинами» (цит. по [6]).@@ Трансдисциплинарный ракурс вызревает внутри междисциплинарного дискурса, одновременно смещая баланс автоколебаний научных монодисциплин между полюсами закрытость/открытость в сторону открытости. Установка на обособление научных дисциплин, их вынужденная закрытость, являвшаяся до поры условием сохранения суверенности, сменяется установкой на открытость, каковая всегда присутствовала в монодисциплинах, являясь до поры до времени скрытой – по крайней мере, для методологов, сосредоточенных на познании внутренних механизмов развития науки (научные революции, смены парадигм и т.д.). Кросс-фертилизация (Л. фон Берталанфи), взаимное оплодотворение наук в процессе их взаимодействия еще не понималась в качестве источника их развития. Именно поэтому многими учеными междисциплинарность до сих пор воспринимается крайне упрощенно. В этом случае междисциплинарность «может означать только и просто то, что различные дисциплины садятся за общий стол, подобно тому, как различные нации собираются в ООН исключительно для того, чтобы заявить о своих собственных национальных правах и своем суверенитете по отношению к
посягательствам соседа», – пишет Э. Морен (цит. по [7]).
! Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Системная антропологическая психология понятийный аппарат.pdf]]
! Цитирование
```
* Системная антропологическая психология: понятийный аппарат / В. Е. Клочко, Э. В. Галажинский, О. М. Краснорядцева, О. В. Лукьянов // Сибирский психологический журнал. 2015. № 56. С. 9-20. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000509704
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! Выдержки
Ключевые слова: системная антропологическая психология; трансcпективный анализ; системная детерминация; уровни сознания; эмоционально-установочный комплекс; многомерный мир человека; эмерджентные качества.
Системная антропологическая психология (САП) позиционирует себя как направление, ориентированное на реализацию идеалов постнеклассической рациональности.
Предметом САП является «целостный человек», т.е. взятый в единстве со всей многомерностью его бытия в создаваемом им самим многомерном пространстве жизни. Поэтому само понятие («системная антропологическая психология») есть то, что содержит в себе интеграционный потенциал, который противостоит любым попыткам расчленения целого на части для последующего познания «частей» как неких «самодействующих органов» («психическая деятельность», «деятельность сознания», «деятельность мозга» и т.д.) [3, 4].
Понятие «многомерный мир человека» («многомерное пространство жизни») является одним из центральных в методологии САП. Заслуга САП заключается в том, что именно в ее концептуальных рамках удалось обосновать тот факт, что этапы становления многомерного мира человека, обретение им в ходе онтогенеза новых «мерностей» совпадают с этапами становления сознания [1]. Эти этапы фиксируют последовательность восхождения сознания на более высокие уровни системной организации. Сознание и многомерный мир человека рождаются в одном процессе «вочеловечивания» («человекообразования»), движущим механизмом которого является взаимодействие человека с культурой, опосредованное «значимыми другими». Иными словами, сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями, являющимися результатом проекции в мир человеческих ожиданий, потребностей и возможностей. Тем самым сознание в САП выступает не в качестве особого «органа», встроенного в человека и выполняющего в нем функцию самодействующей (регулирующей) инстанции. Сознание – это особое (эмерджентное) качество человека, образующееся в онтогенезе и заключающееся в способности человека видеть мир отдельно от себя, переживать эффект присутствия в мире и делать мир и самого себя предметами познания и творческого преобразования.
---
С нашей точки зрения , человек может стать предметом психологического ( а не любого другого исследования ), если он предстанет в нем в качестве @@color:red;открытой самоорганизующейся системы@@, режимом существования которой является саморазвитие. стр. 11
!! Цитирование
```
Степин В.С. Системность объектов научного познания и типы рациональности. // Вестник Томского государственного университета. Философия. Социология. Политология. 2007.№ 1. С. 65-76.
```
```
Степин В.С. Системность объектов научного познания и типы рациональности. // Вестник Томского государственного университета. Сер. Философия. Социология. Политология. - 2007. - № 1. - С. 65-76.
```
Вестник Российского
университета дружбы народов. Сер. Политология. - 2009. - №3. - С. 35-46.
*[ext[ссылка|file:///D:/TRab/2017/10/20171006/20171006_2/elibrary_12177709_79199807.pdf]]
*[ext[Интернет|https://elibrary.ru/download/elibrary_12177709_80673348.pdf]]
!! Выдержки
Сложные саморегулирующиеся системы можно рассматривать как устойчивые состояния ещё более сложной целостности – саморазвивающихся систем.
стр. 67
* [[Дидактика |Ситаров Дидактика]]
* [ext[didactikos |http://sdo.mgaps.ru/books/K9/M7/file/2.pdf]]
!! Цитирование
Ситаров В.А. Дидактика: Учеб. пособие для студ. высш. пед. учеб. заведений / Под ред. В. А. Сластенина. — 2-е изд., стереотип. — М.: Издательский центр «Академия», 2004. — 368 с.
!! Ссылки
[ext[Интернет|http://sdo.mgaps.ru/books/K9/M7/file/2.pdf]]
Виктор Иванович Слободчиков. Доктор психологических наук, профессор, член-корреспондент Российской академии образования, директор Института педагогических инноваций РАО
*[[О понятии образовательной среды в концепции развивающего образования]]
*[[Психология образования человека]]
Е.И. Исаев., В.И. Слободчиков. Психология образования человека: Становление субъектности в образовательных процессах.»: Издательство ПСТГУ; Москва; 2013
* [[Концепт]]
* [[Знание]]
* [[Ризомоподобное обучение]]
* [[Гомеостаз]]
!! Цитирование
!!!! по ГОСТ
Жеребило Т.В. Словарь лингвистических терминов. Изд. 5 - е, испр. и доп. Назрань: ООО «Пилигрим», 2010. 486 с.
!!! источник
Жеребило Т.В. Словарь лингвистических терминов. Изд. 5 - е, испр. и доп. – Назрань: ООО «Пилигрим», 2010. – 486 с.
!! Ссылки
[ext[ BI |file:///D:/BI/978-5-98993-133-0.pdf]]
!! Цитирование
Жеребило Т.В. Словарь лингвистических терминов и понятий. Изд. 6-е, испр.и доп. – Назрань: Пилигрим, 2016. – 610 с.
!! ISBN
978-5-98993-133-0
!! Аннотация
Работа выходила под названием «Словарь лингвистических терминов».
Он широко используется как в республике, так и за её пределами. У него сформировалась обширная целевая аудитория.
Данное издание включает около 6000 терминов и понятий лингвистики. Словарь адресован студентам, аспирантам, докторантам, преподавателям, научным работникам, специалистам разного профиля, изучающим,
преподающим, исследующим язык.
!! Ссылки
[ext[ Интернет |http://gerebilo.ucoz.ru/_ld/15/1566__.-_2016.pdf]]
!! Цитирование
```
Степин В.С. Смена типов научной рациональности. URL http://spkurdyumov.ru/
```
!! Ссылка
*[ext[ссылка|file:///D:/TRab/2017/10/20171006/sin/«СМЕНА ТИПОВ НАУЧНОЙ РАЦИОНАЛЬНОСТИ» _ Сайт С.П. Курдюмова _Синергетика_.html]]
<div align="justify"></div>
<div align="justify">Если в классической физике идеал объяснения и описания предполагает характеристику объекта «самого по себе», без указания на средства его исследования, то в квантово-релятивистской физике в качестве необходимого условия объективности объяснения и описания выдвигается требование четкой фиксации особенностей средств наблюдения, которые взаимодействуют с объектом (классический способ объяснения и описания может быть представлен как идеализация, рациональные моменты которой обобщаются в рамках нового подхода). Изменяются идеалы и нормы доказательности и обоснования знания. В отличие от классических образцов, обоснование теорий в квантово-релятивистской физике предполагало экспликацию при изложении теории операциональной основы вводимой системы понятий (принцип наблюдаемости) и выяснение связей между новой и предшествующими ей теориями (принцип соответствия).</div>
<p align="justify">Новая система познавательных идеалов и норм обеспечивала значительное расширение поля исследуемых объектов, открывая пути к освоению сложных саморегулирующихся систем. В отличие от малых систем такие объекты характеризуются уровневой организацией, наличием относительно автономных и вариабельных подсистем, массовым стохастическим взаимодействием их элементов, существованием управляющего уровня и обратных связей, обеспечивающих целостность системы. Именно включение таких объектов в процесс научного исследования вызвало резкие перестройки в картинах реальности ведущих областей естествознания.</p>
<p align="justify">Процессы интеграции этих картин и развитие общенаучной картины мира стали осуществляться на базе представлений о природе как сложной динамической системе. Этому способствовало открытие специфики законов микро-, макро- и мега-мира в физике и космологии, интенсивное исследование механизмов наследственности в тесной связи с изучением надорганизменных уровней организации жизни, обнаружение кибернетикой общих законов управления и обратной связи. Тем самым создавались предпосылки для построения целостной картины природы, в которой прослеживалась иерархическая организованность Вселенной как сложного динамического единства. Картины реальности, вырабатываемые в отдельных науках, на этом этапе еще сохраняли свою самостоятельность, но каждая из них участвовала в формировании представлений, которые затем включались в общенаучную картину мира. Последняя, в свою очередь, рассматривалась не как точный и окончательный портрет природы, а как постепенно уточняемая и развивающаяся система относительно истинного знания о мире.</p>
<p align="justify">Все эти радикальные сдвиги в представлениях о мире и процедурах его исследования сопровождались формированием новых философских оснований науки. Идея исторической изменчивости научного знания, относительной истинности вырабатываемых в науке онтологических принципов соединялась с новыми представлениями об активности субъекта познания. Он рассматривался уже не как дистанцированный от изучаемого мира, а как находящийся внутри него, детерминированный им. Возникает понимание того обстоятельства, что ответы природы на наши вопросы определяются не только устройством самой природы, но и способом нашей постановки вопросов, который зависит от исторического развития средств и методов познавательной деятельности. На этой основе вырастало новое понимание категорий истины, объективности, факта, теории, объяснения и т.п. Радикально видоизменялась и «онтологическая подсистема» философских оснований науки.</p>
<p align="justify">Развитие квантово-релятивистской физики, биологии и кибернетики было связано с включением новых смыслов в категории части и целого, причинности, случайности и необходимости, вещи, процесса, состояния и др. В принципе можно показать, что эта «категориальная сетка» вводила новый образ объекта, который представал как сложная система. Представления о соотношении части и целого применительно к таким системам включают идеи несводимости состояний целого к сумме состояний его частей. Важную роль при описании динамики системы начинают играть категории случайности, потенциально возможного и действительного. Причинность не может быть сведена только к ее лапласовской формулировке ? возникает понятие «вероятностной причинности», которое расширяет смысл традиционного понимания данной категории.</p>
<p align="justify">Новым содержанием наполняется категория объекта: он рассматривается уже не как себе тождественная вещь (тело), как процесс, воспроизводящий некоторые устойчивы состояния и изменчивый в ряде других характеристик. Все описанные перестройки оснований науки, характеризовавшие глобальные революции в естествознании, были вызваны не только его экспансией в новые предметные области обнаружением новых типов объектов, но и изменениями места и функций науки в общественной жизни. Основания естествознания в эпоху его становления (первая революция) складывались в контексте рационалистического мировоззрения ранних буржуазных революций, формирования нового (по сравнению с идеологией средневековья) понимания отношений человека к природе, новых представлений о предназначении познания, истинности знаний и т.п. Становление оснований дисциплинарного естествознания конца XVIII — первой половины XIX в. происходило на фоне резко усиливающейся производительной роли науки, превращения научных знаний в особый продукт, имеющий товарную цену и приносящий прибыль при его производственном потреблении. В этот период начинает формироваться система прикладных и инженерно-технических наук как посредника между фундаментальными знаниями и производством.</p>
<p align="justify">Различные сферы научной деятельности специализируются и складываются соответствующие этой специализации научные сообщества. Переход от классического к нeклaccичecкoму естествознанию был подготовлен изменением структур духовного производства в европейской культуре второй половины XIX — начала XX в., кризисом мировоззренческих установок классического рационализма, формированием в различных сферах духовной культуры нового понимания рациональности, когда сознание, постигающее действительность, постоянно наталкивается на ситуации своей погруженности в саму эту действительность, ощущая свою зависимость от социальных обстоятельств, которые во многом определяют установки познания, его ценностные и целевые ориентации. В современную эпоху, в последнюю треть нашего столетия мы являемся свидетелями новых радикальных изменений в основаниях науки. Эти изменения можно охарактеризовать как четвертую глобальную научную революцию, в ходе которой рождается новая постнеклассическая наука.</p>
<p align="justify">Интенсивное применение научных знаний практически во всех сферах социальной жизни, изменение самого характера научной деятельности, связанное с революцией в средствах хранения и получения знаний (компьютеризация науки, появление сложных и дорогостоящих приборных комплексов, которые обслуживают исследовательские коллективы и функционируют аналогично средствам промышленного производства и т. д.) меняет характер научной деятельности. Наряду с дисциплинарными исследованиями на передний план все более выдвигаются междисциплинарные и проблемно-ориентированные формы исследовательской деятельности. Если классическая наука была ориентирована на постижение все более сужающегося, изолированного фрагмента действительности, выступавшего в качестве предмета той или иной научной дисциплины, то специфику современной науки конца XX века определяют комплексные исследовательские программы, в которых принимают участие специалисты различных областей знания.</p>
<p align="justify">Реализация комплексных программ порождает особую ситуацию сращивания в единой системе деятельности теоретических и экспериментальных исследований, прикладных и фундаментальных знаний, интенсификации прямых и обратных связей между ними. В результате усиливаются процессы взаимодействия принципов и представлений картин реальности, формирующихся в различных науках. Все чаще изменения этих картин протекают не столько под влиянием внутридисциплинарных факторов, сколько путем «парадигмальной прививки» идей, транслируемых из других наук. В этом процессе постепенно стираются жесткие разграничительные линии между картинами реальности, определяющими видение предмета той или иной науки. Они становятся взаимозависимыми и предстают в качестве фрагментов целостной общенаучной картины мира. На ее развитие оказывают влияние не только достижения фундаментальных наук, но и результаты междисциплинарных прикладных исследований.</p>
<p align="justify">В этой связи уместно, например, напомнить, что идеи синергетики, вызывающие переворот в системе наших представлений о природе, возникали и разрабатывались в ходе многочисленных прикладных исследований, выявивших эффекты фазовых переходов и образования диссипативных структур (структуры в жидкостях, химические волны, лазерные пучки, неустойчивости плазмы, явления выхлопа и флаттера). В междисциплинарных исследованиях наука, как правило, сталкивается с такими сложными системными объектами, которые в отдельных дисциплинах зачастую изучаются лишь фрагментарно, поэтому эффекты их системности могут быть вообще не обнаружены при узко дисциплинарном подходе, а выявляются только при синтезе фундаментальных и прикладных задач в проблемно-ориентированном поиске.</p>
<p align="justify">Объектами современных междисциплинарных исследований все чаще становятся уникальные системы, характеризующиеся открытостью и саморазвитием. Такого типа объекты постепенно начинают определять и характер предметных областей основных фундаментальных наук, детерминируя облик современной, постнеклассической науки. Исторически развивающиеся системы представляют собой более сложный тип объекта даже по сравнению с саморегулирующимися системами. Последние выступают особым состоянием динамики исторического объекта, своеобразным срезом, устойчивой стадией его эволюции. Сама же историческая эволюция характеризуется переходом от одной относительно устойчивой системы к другой системе с новой уровневой организацией элементов и саморегуляцией. Исторически развивающаяся система формирует с течением времени все новые уровни своей организации, причем возникновение каждого нового уровня оказывает воздействие на ранее сформировавшиеся, меняя связи и композицию их элементов. Формирование каждого такого уровня сопровождается прохождением системы через состояния неустойчивости (точки бифуркации), и в эти моменты небольшие случайные воздействия могут привести к появлению новых структур.</p>
<p align="justify">Деятельность с такими системами требует принципиально новых стратегий. Их преобразование уже не может осуществляться только за счет увеличения энергетического и силового воздействия на систему. Простое силовое давление часто приводит к тому, что система просто-напросто «сбивается» к прежним структурам, потенциально заложенным в определенных уровнях ее организации, но при этом может не возникнуть принципиально новых структур[2]. Чтобы вызвать их к жизни, необходим особый способ действия: в точках бифуркации иногда достаточно небольшого энергетического «воздействия-укола» в нужном пространственно-временном фокусе, чтобы» система перестроилась и возник новый уровень организации с новыми структурами. Саморазвивающиеся системы характеризуются синергетическими эффектами, принципиальной необратимостью процессов. Взаимодействие с ними человека протекает таким образом, что само человеческое действие не является чем-то внешним, а как бы включается в систему, видоизменяя каждый раз поле ее возможных состояний. Включаясь во взаимодействие, человек уже имеет дело не с жесткими предметами и свойствами, а со своеобразными «созвездиями возможностей». Перед ним в процессе деятельности каждый раз возникает проблема выбора некоторой линии развития из множества возможных путей эволюции системы. Причем сам этот выбор необратим и чаще всего не может быть однозначно просчитан.</p>
<p align="justify">В естествознании первыми фундаментальными науками, столкнувшимися с необходимостью учитывать особенности исторически развивающихся систем, были биология, астрономия и науки о Земле. В них сформировались картины реальности, включающие идею историзма и представления об уникальных развивающихся объектах (биосфера, Метагалактика, земля как система взаимодействия геологических, биологических и техногенных процессов). В последние десятилетия на этот путь вступила физика. Представление об исторической эволюции физических объектов постепенно входит в картину физической реальности, с одной стороны, через развитие современной космологии (идея «Большого взрыва» и становления различных видов физических объектов в процессе исторического развития Метагалактики), а с другой – благодаря разработке идей термодинамики неравновесных процессов (И.Пригожин) и синергетики. Именно идеи эволюции и историзма становятся основой того синтеза картин реальности, вырабатываемых в фундаментальных науках, которые сплавляют их в целостную картину исторического развития природы и человека и делают лишь относительно самостоятельными фрагментами общенаучной картины мира, пронизанной идеями глобального эволюционизма. Ориентация современной науки на исследование сложных исторически развивающихся систем существенно перестраивает идеалы и нормы исследовательской деятельности. Историчность системного комплексного объекта и вариабельность его поведения предполагают широкое применение особых способов описания и предсказания его состояний – построение сценариев возможных линий развития системы в точках бифуркации.</p>
<p align="justify">С идеалом строения теории как аксиоматически-дедуктивной системы все больше конкурируют теоретические описания, основанные на применении метода аппроксимации, теоретические схемы, использующие компьютерные программы, и т. д. В естествознание начинает все шире внедряться идеал исторической реконструкции, которая выступает особым типом теоретического знания, ранее применявшимся преимущественно в гуманитарных науках (истории, археологии, историческом языкознании и т. д.). Образцы исторических реконструкций можно обнаружить не только в дисциплинах, традиционно издающих эволюционные объекты (биология, геология), но и в современной космологии и астрофизике: современные модели, описывающие развитие Метагалактики, могут быть расценены как исторические реконструкции, посредством которых воспроизводятся основные этапы эволюции этого уникального исторически развивающегося объекта. Изменяются представления и о стратегиях эмпирического исследования. Идеал воспроизводимости эксперимента применительно к развивающимся системам должен пониматься в особом смысле.</p>
<p align="justify">Если эти системы типологизируются, т. е. если можно проэкспериментировать над многими образцами, каждый из которых может быть выделен в качестве одного и того же начального состояния, то эксперимент даст один и тот же результат с учетом вероятностных линий эволюции системы. Но кроме развивающихся систем, которые образуют определенные классы объектов, существуют еще и уникальные исторически развивающиеся системы. Эксперимент, основанный на энергетическом и силовом взаимодействии с такой системой, в принципе не позволит воспроизводить ее в одном и том же начальном состоянии. Сам акт первичного «приготовления» этого состояния меняет систему, направляя ее в новое русло развития, а необратимость процессов развития не позволяет вновь воссоздать начальное состояние. Поэтому для уникальных развивающихся систем требуется особая стратегия экспериментального исследования. Их эмпирический анализ осуществляется чаще всего методом вычислительного эксперимента на ЭВМ, что позволяет выявить разнообразие возможных структур, которые способна породить система.</p>
<p align="justify">Среди исторически развивающихся систем современной науки особое место занимают природные комплексы, в которые включен в качестве компонента сам человек. Примерами таких «человекоразмерных» комплексов могут служить медико-биологические объекты, объекты экологии, включая биосферу в целом (глобальная экология), объекты биотехнологии (в первую очередь, генетической инженерии), системы «человек – машина» (включая сложные информационные комплексы и системы искусственного интеллекта) и т. д. При изучении «человекоразмерных» объектов поиск истины оказывается связанным с определением стратегии и возможных направлений преобразования такого объекта, что непосредственно затрагивает гуманистические ценности.</p>
<p align="justify">С системами такого типа нельзя свободно экспериментировать. В процессе их исследования и практического освоения особую роль начинают играть знание запретов на некоторые стратегии взаимодействия, потенциально содержащие в себе катастрофические последствия. В этой связи трансформируется идеал ценностно-нейтрального исследования. Объективно истинное объяснение и описание применительно к «человекоразмерным» объектам не только допускает, но и предполагает включение аксиологических факторов в состав объясняющих положений. Возникает необходимость экспликации связей фундаментальных внутринаучных ценностей (поиск истины, рост знаний) с вненаучными ценностями общесоциального характера.</p>
<p align="justify">В современных программно-ориентированных исследованиях эта экспликация осуществляется при социальной экспертизе программ. Вместе с тем в ходе самой исследовательской деятельности с человекомерными объектами исследователю приходится решать ряд проблем этического характера, определяя границы возможного вмешательства в объект. Внутренняя этика науки, стимулирующая поиск истины и ориентацию на приращение нового знания, постоянно соотносится в этих условиях с общегуманистическими принципами и ценностями. Развитие всех этих новых методологических установок и представлений об исследуемых объектах приводит к существенной модернизации философских оснований науки. Научное познание начинает рассматриваться в контексте социальных условий его бытия и его социальных последствий, как особая часть жизни общества, детерминируемая на каждом этапе своего развития общим состоянием культуры данной исторической эпохи, ее ценностными ориентациями и мировоззренческими установками. Осмысливается историческая изменчивость не только онтологических постулатов, но и самих идеалов и норм познания.</p>
<p align="justify">Соответственно развивается и обогащается содержание категорий «теория», «метод», «факт», «обоснование», «объяснение» и т.п. В онтологической составляющей философских оснований науки начинает доминировать «категориальная матрица», обеспечивающая понимание и познание развивающихся объектов. Возникают новые понимания категорий пространства и времени (учет исторического времени системы, иерархии пространственно-временных форм), категорий возможности и действительности (идея множества потенциально возможных линий развития в точках бифуркации), категории детерминации (предшествующая история определяет избирательное реагирование системы на внешние воздействия) и др.</p>
<p align="justify">Итак, в историческом развитии науки начиная с XVII столетия возникли три типа научной рациональности и соответственно три крупных этапа эволюции науки, сменявшие друг друга в рамках развития техногенной цивилизации: 1) классическая наука (в двух ее состояниях, додисциплинарная и дисциплинарно организованная наука); 2) неклассическая наука; 3) постнеклассическая наука. Между этими этапами существуют своеобразные «перекрытия», причем появление каждого нового этапа не отбрасывало предшествующих достижений, а только очерчивало сферу их действия, их применимость к определенным типам задач. Каждый этап характеризуется особым состоянием научной деятельности, направленной на постоянный рост объективно-истинного знания. Если схематично представить эту деятельность как отношения «субъект-средства-объект» (включая в понимание субъекта ценностно-целевые структуры деятельности, знания и навыки применения методов и средств), то описанные этапы эволюции науки выступают в качестве разных типов научной рациональности, характеризующихся различной глубиной рефлексии по отношению к самой научной деятельности. Классический тип научной рациональности, центрируя внимание на объекте, стремится при теоретическом объяснении и описании элиминировать все, что относится к субъекту, средствам и операциям его деятельности.</p>
<p align="justify">Такая элиминация рассматривается как необходимое условие получения объективно-истинного знания о мире. Цели и ценности науки, определяющие стратегии исследования и способы фрагментации мира, на этом этапе, как и на всех остальных, детерминированы доминирующими в культуре мировоззренческими установками и ценностными ориентациями. Но классическая наука не осмысливает этих детерминаций. Этот тип научной деятельности может быть представлен Схемой А.</p>
[img[stepin_stnr_f1.PNG]]
<p align="justify">Неклассический тип научной рациональности учитывает связи между знаниями об объекте и характером средств и операций деятельности. Экспликация этих связей рассматривается в качестве условий объективно-истинного описания и объяснения мира. Но связи между внутринаучными и социальными ценностями и целями по-прежнему не являются предметом научной рефлексии, хотя имплицитно они определяют характер знаний (определяют, что именно и каким способом мы выделяем и осмысливаем в мире). Этот тип научной деятельности можно изобразить Схемой В.</p>
[img[stepin_stnr_f2.PNG]]
<p align="justify">Постнеклассический тип рациональности расширяет поле рефлексии над деятельностью. Он учитывает соотнесенность получаемых знаний об объекте не только с особенностью средств и операций деятельности, но и с ценностно-целевыми структурами. Причем эксплицируется связь внутринаучных целей с вненаучными, социальными ценностями и целями. Этот тип научного познания можно изобразить посредством Схемы С.</p>
[img[stepin_stnr_f3.PNG]]
<p align="justify">Каждый новый тип научной рациональности характеризуется особыми, свойственными ему основаниями науки, которые позволяют выделить в мире и исследовать соответствующие типы системных объектов (простые, сложные, саморазвивающиеся системы).</p>
<p align="justify">При этом возникновение нового типа рациональности и нового образа науки не следует понимать упрощенно в том смысле, что каждый новый этап приводит к полному исчезновению представлений и методологических установок предшествующего этапа. Напротив, между ними существует преемственность. Неклассическая наука вовсе не уничтожила классическую рациональность, а только ограничила сферу ее действия. При решении ряда задач неклассические представления о мире и познании оказывались избыточными, и исследователь мог ориентироваться на традиционно классические образцы (например, при решении ряда задач небесной механики не требовалось привлекать нормы квантово-релятивистского описания, а достаточно было ограничиться классическими нормативами исследования). Точно так же становление постнеклассической науки не приводит к уничтожению всех представлений и познавательных установок неклассического и классического исследования. Они будут использоваться в некоторых познавательных ситуациях, по только утратят статус доминирующих и определяющих облик науки.</p>
<p align="justify">Когда современная наука на переднем крае своего поиска поставила в центр исследований уникальные, исторически развивающиеся системы, в которые в качестве особого компонента включен сам человек, то требование экспликации ценностей в этой ситуации не только не противоречит традиционной установке на получение объективно-истинных знаний о мире, но и выступает предпосылкой реализации этой установки. Есть все основания полагать, что по мере развития современной науки эти процессы будут усиливаться.</p>
<p align="justify">Техногенная цивилизация ныне вступает в полосу особого типа прогресса, когда гуманистические ориентиры становятся исходными в определении стратегий научного поиска.</p>
<p align="justify">———————————————————————————</p>
<p align="justify"><em>[1] Степин B.C. Философская антропология и философия науки. М. Высшая школа. — 1992 — С. 180-200.</em></p>
<p align="justify"><em>[2] Курдюмов С.П. Законы эволюции и самоорганизации сложных систем. М., 1990.</em></p>
!! Цитирование
7 Роберт И.В. Современные информационные технологии в образовании: дидактические проблемы; перспективы использования. М.: ИИО РАО, 2010. 140 с.
!! Ссылки
elibrary_15281091_45911233.pdf
*[ext[TRab |file:///D:/TRab/2017/10/20171019/20171019_2/elibrary_15281091_45911233.pdf]]
*[ext[BI/N |file:///D:/BI/N/elibrary_15281091_45911233.pdf]]
*[ext[BI |file:///D:/BI/elibrary_15281091_45911233.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/elibrary_15281091_45911233.pdf]]
! Цитирование
```
Муштавинская И.В. Современные подходы к повышению квалификации: рефлексивные технологии // Вестник Нижегородского университета им. Н.И. Лобачевского, 2011, № 4 (1), с. 25–30
```
! ссылка
[ext[абсолютная локальная|file:///D:/TRab/2017/05/20170529/Samoreg/3.pdf]]
Перенося названные педагогические функции
на самого себя, человек тем самым овладевает системой соответствующих «метакогнитивных умений» [4]:
1. Он должен уметь диагностировать то, что
уже знает, и то, что еще не знает.
2. Он должен уметь ставить перед собой определенную учебную задачу и продумывать программу ее осуществления.
3. Он должен уметь реализовывать намеченные
планы: подбирать необходимый учебный материал,
прорабатывать его.
4. Он должен уметь @@color:red;регулировать процесс собственного учения@@ и контролировать успешность
своих действий.
5. Он должен уметь анализировать и осмысливать результаты своих учебных действий, сопоставлять их с намеченными целями.
6. Он должен уметь определять направления
дальнейшей работы над собой.
Иными словами, самообразование (самообучение) основано на развитии способности взрослого человека к самомотивации учебной деятельности, к ее саморегуляции и самооценке.
Развитие этой способности происходит лишь в
опыте самой учебной деятельности и в его постоянном рефлексивном осмыслении.
!! Цитирование
```
Белошицкий А.В. Содержательные и процессуальные аспекты саморегуляции как механизма управления личностно-профессиональным развитием курсанта в военном вузе // Культура физическая и здоровье. 2008. № 4. С. 7-10.
```
!!Ссылки
* [ext[sss |file:///D:/TRab/2017/05/20170531/Beloshitsky/elibrary_11626263_24976785.pdf]]
* [ext[sss doc|file:///D:/TRab/2017/05/20170531/Beloshitsky/elibrary_11626263_24976785.doc]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=11626263]]
!! Аннотация
Раскрыто содержание саморегуляции целенаправленной активности курсанта военного вуза. Представлены характеристики компонентов саморегуляции и регуляторных процессов. Выделены уровни и механизмы саморегуляции.
''Ключевые слова'': саморегуляция, компоненты саморегуляции, регуляторные процессы, уровни и механизмы саморегуляции.
В целом организация деятельности и поведения конкретного субъекта (курсанта) включает реализацию регуляторного процесса посредством самостоятельного принятия ряда взаимосвязанных решений, осуществление последовательных согласованных между собой выборов при преодолении неопределенности в управлении своей активностью от начала целеполагания до окончательной оценки достигнутых результатов.
Относительно того, как соотносятся деятельность и поведение, с одной стороны, саморегуляция - с другой, следует заметить, что «произвольная активность (в широком смысле этого слова) направлена на достижение результата, а процессы саморегуляции на управление... самим процессом его достижения» [1. Моросанова В.И. Самосознание и саморегуляция поведения / В.И. Моросанова, Е.А. Аронова. - М.: Изд-во «Институт психологии РАН», 2007. - 213 ].
Рассматривая личность с позиции субъекта деятельности, К.А. Абульханова-Славская представляет саморегуляцию как субъектное свойство, координирующее разномодальные личностные качества, обеспечивающие преодоление противоречий и функционирование личности в деятельности [2. Психология индивидуального и группового субъекта / Под ред. А.В. Брушлинcкого, М.И. Воловиковой. - М.: ПЭР СЭ, 2002. - 365 с.].
Саморегуляция, являясь основой формирования множества вариантов индивидуальной регуляции деятельности, учитывающих ее специфику, направлена на управление личностью своим развитием. Основным признаком личностной регуляции является «ориентация на масштабы какой-то реальности, выходящей за пределы наличной воспринимаемой ситуации и осмысление своего существования с позиций такого рода ценностей» [3. Климов Е.А. Психология профессионального самоопределения / Е.А. Климов. - Ростов н\Д: Феникс, 1996.-512 с.].
Способность курсанта к саморегуляции внутренне детерминированной активности проявляется как инициативный модус установления им действенных отношений с окружающим социальным и предметным миром на основе самостоятельного, целенаправленного овладения различными видами деятельности и социальных отношений. Саморегуляция позволяет курсанту выбирать индивидуально адекватные внешним обстоятельствам последовательности преобразования исходных ситуаций в желаемые на основе социальных норм, интериоризированных в качестве внутренних убеждений.
Раскрытие содержания механизма саморегуляции дает возможность представить процесс развертывания курсантами субъектной активности, понять условия, генезис, динамику личностно-профессионального развития в связи с внешними по отношению к курсанту явлениями
Суть саморегуляции, неотъемлемой характеристики личности курсанта как субъекта активности, состоит «в инициации им, построении, поддержании различных видов и форм произвольной активности, непосредственно реализующей достижение целей, а также в управлении этой активностью» [4. Огнев А.С. Субъектогенетический подход в обучении: учеб. пособие / А.С. Огнев. - Воронеж: Изд-во Воронеж, гос. ун-та, 1998. - 237 с.]. Саморегуляция представляет собой процесс, направленный на более активную и целесообразную деятельность, преодоление возникающих при этом трудностей. Она реализуется: через нормативный компонент (совокупность знаний, понятий и требований к личности курсанта); регулятивный компонент (реализуемые курсантом убеждения, отношения, чувства); деятельностно-поведенческий компонент (осуществление курсантом волевых процессов в направлении контроля и коррекции своей деятельности и поведения).
В различных видах деятельности курсант осуществляет следующие виды саморегуляции: «предметно-ситуативный, интерактивный, диалогический, интраситуативный» [5. Формирование учебной деятельности студентов / Под ред. В Л. Ляудис. - М.: Изд-во Моск. ун-та, 1989.-240 с.].
Саморегуляция в значительной мере определяется характером отношения субъекта деятельности к решаемой задаче, степенью его ответственности, уровнем субъективной значимости конкретной ситуации. Она является «функциональным средством субъекта, позволяющим ему мобилизовать свои личностные и когнитивные возможности для реализации собственной активности, для достижения субъектно принятых целей»
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[6. Моросанова В.И. Категория субъекта: методология и исследования / В.И. Моросанова // Вопр. психологии.-2003.-Ко 2.-С. 138- 146.].
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Функционирование системы саморегулирования может быть представлено следующими основными регуляторными процессами: «планирование, моделирование, программирование, оценивание результатов, гибкость, самостоятельность, надежность» [1], которые являются одновременно субъектно-личностными свойствами курсанта.
''Планирование''. Характеризует особенности целеполагания и удержание целей, развитость инициативности в постановке целей, уровень сформированности у курсанта осознанного планирования деятельности.
''Моделирование''. Раскрывает индивидуальную сформированность: представлений курсанта о системе внешних и внутренних значимых условий, степень их осознанности, детализированности и адекватности; навыков, позволяющих правильно конкретизировать учебную цель согласно сложившимся значимым условиям обучения, быстро ориентироваться в меняющейся ситуации и выбирать соответственно условиям программу исполнительских учебных действий или тактику поведения с преподавателем; устойчивость этих процессов в условиях высокой и низкой психической напряженности.
''Программирование''. Отражает: сформированность у курсанта потребности и умений продумывать способы и последовательность своих действий и поведения для достижения намеченных целей; развитость навыков определения и построения программы выполнения учебных действий; способность быстро включаться в учебную деятельность и выходить из нее, легко переключаться с одного вида деятельности на другой; устойчивость функционирования программы учебных действий в условиях индивидуальной и групповой работы, на обычных занятиях и в ситуации экзамена.
''Оценивание результатов''. Демонстрирует: индивидуальную развитость и адекватность оценки курсантом себя и результатов своей деятельности и поведения; сформированность критериев оценки успешности учебной деятельности; способность их изменения в условиях меняющихся требований к учебной подготовке; развитость процессов самоконтроля и оценки результатов своей учебной деятельности; устойчивость этих процессов в условиях повышенной и пониженной мотивации учения и психической напряженности.
Гибкость. Представляет уровень сформированное регуляторной гибкости, т.е. способности перестраивать систему саморегуляции в связи с изменением внешних и внутренних условий. Характеризует индивидуальные возможности учитывать значимые условия учебной деятельности и в зависимости от этого определять тактику поведения, изменять учебные цели и программы исполнительских действий, критериев успешности учения согласно сложившимся обстоятельствам, быстроту и легкость включения в учебную деятельность, переключения с одного вида деятельности на другой.
''Самостоятельность''. Диагностирует: развитость у курсанта регуляторной автономности; способность самостоятельно планировать деятельность и поведение; выдвигать учебные цели и программы учебных действий; организовывать работу по достижению выдвинутой цели, контролировать ход ее достижения; анализировать и оценивать как промежуточные, так и конечные результаты деятельности; не¬зависимо от внешних обстоятельств формировать индивидуальные критерии оценки результатов своих действий.
''Надежность''. Характеризует индивидуальную устойчивость процессов моделирования значимых условий учения, процессов определения и постановки учебных целей, функционирования программ учебных действий, критериев оценки, процессов контроля, оценки и коррекции результатов учебной дея¬тельности в ситуации повышенной и заниженной мотивации учения, высокой и низкой психической напряженности.
Уровни саморегуляции. Выделяются три уровня саморегуляции деятельности и поведения курсанта: стратегический, оперативно-тактический, функционально-технологический.
''Стратегический (смысловой) уровень саморегуляции'' жизнедеятельности. На этом уровне, задействовав систему своих личностных ценностей и потребностей, курсант использует их в качестве генераторов смыслов для различных видов своей активности. Обнаружение личностного смысла, переживание повышенной личностной значимости активности определенного рода служит ему основанием для затрат имеющихся у него сил и средств, определения объема и интенсивности этих затрат. Если определенные действия представляются бессмысленными, то он стремится не тратить своих сил, снизить или вообще прекратить свою активность в соответствующем направлении.
''Уровень оперативно-тактической саморегуляции'' связан с организацией действий, направленных на достижение конкретных целей. Данный уровень саморегуляции может быть описан путем выделения индивидуальных особенностей организации и реализации курсантом фаз (ориентировки, исполнения, контроля и коррекции полученных результатов) процесса личноcтно-профеcсионального развития.
''На функционально-технологическом уровне'' курсант производит регуляцию своих психофизиологических функций и состояний с учетом своих интересов и устремлений, смысловой нагрузки и целесообразности происходящего. Механизмы саморегуляции целенаправленной активности. Саморегуляция деятельностной и поведенческой активности осуществляется курсантом с помощью двух различных по содержанию психологических механизмов, отличающихся друг от друга характером используемых самовоздействий: побуждающих (преобладают эмоциональные процессы в оценке значимости решаемых задач - доминанта аффективного) и принуждающих (преобладают мыслительные процессы в оценке необходимости решения задач - доминанта рационально-логического).
Возникновение побуждающих самовоздействий обеспечивается мотивированием курсантом самого себя путем заинтересованного отображения в своем сознании образов, которые затрагивают эмоционально, побуждают и направляют его активность к выполнению предстоящих значимых действий, восполняют энергетический и информационный дефицит наличных мотивов и в целом способствуют преодолению трудностей и управлению собой.
Проявление принуждающих самовоздействий требуется в том случае, когда цели и необходимость их достижения не совпадают с психологической привлекательностью деятельности, а значит, внутренне не поддерживаются. В этом случае принуждающие самовоздействия создают для курсанта ситуацию долженствования, когда он вынужден (обязан) заставить себя начать и продолжить необходимые действия или прекратить их как ненужные, без перестройки имеющихся мотивов, используя категорические указания самому себе, реализующие волевой компонент саморегуляции.
Способами саморегуляции целенаправленной активности являются: самообращение - обращение к самому себе для укрепления веры в себя (само-успокоение, самовнушение уверенности в успехе дела, что оно посильно и выполнимо и что я смогу его выполнить; сосредоточение мыслей, в первую очередь, на процессе деятельности, а не на ее результате; самокритика); самоубеждение - убеждение себя в ответственности за результаты деятельности путем подбора соответствующих доводов и аргументов; настройка на максимальное использование своих возможностей; концентрация мыслей на достижение высоких результатов; создание комплекса представлений, соответствующих наилучшей мобилизационной готовности; осуждение себя и своих поступков, одобрение и побуждение к их изменению; самоприказы - приказ самому себе, способствующий выработке воли и характера, самообладания и умения управлять собой в самых сложных ситуациях.
Важное значение в реализации исполнительных механизмов сознательной и целенаправленной саморегуляции (побуждающих и принуждающих, мобилизующих и организующих самовоздействий) принадлежит воле, самоконтролю и самокоррекции.
''Воля'' выражается в устремленности курсанта осуществлять деятельность, целенаправленно преодолевая препятствия (психологического, личностного плана, физических, познавательных и др.), на-ходя и реализуя оптимальные варианты решений в самых разных ситуациях (видах деятельности и социальных отношений). О волевых качествах личности курсанта можно судить по совершенным волевым действиям, по выбору мотивов и целей, по регуляции им своих внутренних состояний и процессов.
Сущность ''самоконтроля и самокоррекции'' активности заключается в том, что курсант в процессе деятельности соотносит, сверяет свои действия с поставленной извне целью и в соответствии с собственным целеполаганием, устанавливает степень рассогласования между заданным и контролируемым значением тех или иных психологических или физиологических параметров и осуществляет коррекцию целенаправленной активности.
Таким образом, саморегуляция является механизмом, который обеспечивает синхронизацию процесса развития курсанта в единстве и целостности его компонентов, достижение баланса между внешним объективно заданным и внутренним субъективно-индивидуальным.
!!Литература
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1. МоросановаВ.И. Самосознание и саморегу-ляция поведения / В.И. Моросанова, Е.А. Аронова. - М.: Изд-во «Институт психологии РАН», 2007. - 213 с.
2. Психология индивидуального и группового субъекта / Под ред. А.В. Брушлинекого, М.И. Во- ловиковой. - М.: ПЭР СЭ, 2002. - 365 с.
3. Климов Е.А. Психология профессионально¬го самоопределения / Е.А. Климов. - Ростов н\Д: Феникс, 1996.-512 с.
4. Огнев А.С. Субъектогенетический подход в обучении: учеб. пособие / А.С. Огнев. - Воронеж: Изд-во Воронеж, гос. ун-та, 1998. - 237 с.
5. Формирование учебной деятельности студен¬тов / Под ред. В Л. Ляудис. - М.: Изд-во Моск. ун¬та, 1989.-240 с.
6. Моросанова В.И. Категория субъекта: ме-тодология и исследования / В.И. Моросанова // Вопр. психологии.-2003.-Ко 2.-С. 138- 146.
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Санина Е. И., Алексанян Г. А. Создание информационной среды для организации самостоятельной деятельности студентов СПО // Вестник РУДН. Серия: Психология и педагогика. 2014. №3 С.97-101.
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САНИНА ЕЛЕНА ИВАНОВНА, АЛЕКСАНЯН ГЕОРГИЙ АШОТОВИЧ Создание информационной среды для организации самостоятельной деятельности студентов СПО // Вестник РУДН. Серия: Психология и педагогика. 2014. №3 С.97-101.
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*[ext[Ссылка |file:///D:/TRab/2017/05/20170531/20170531_4/all/sozdanie-informatsionnoy-sredy-dlya-organizatsii-samostoyatelnoy-deyatelnosti-studentov-spo.pdf]]
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[[97 |Санина Е. И., Алексанян Г. А. Создание информационной среды 97]]
[[98 |Санина Е. И., Алексанян Г. А. Создание информационной среды 98]]
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[[100 |Санина Е. И., Алексанян Г. А. Создание информационной среды 100]]
[[101 |Санина Е. И., Алексанян Г. А. Создание информационной среды 101]]
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|д-р искусствоведения |доктор искусствоведения |
|д-р ист. наук |доктор исторических наук |
|д-р культурологии |доктор культурологии |
|д-р мед. наук |доктор медицинских наук |
|д-р пед. наук |доктор педагогических наук |
|д-р полит. наук |доктор политических наук |
|д-р психол. наук |доктор психологических наук |
|д-р социол. наук |доктор социологических наук |
|д-р с.-х. наук |доктор сельскохозяйственных наук |
|д-р техн. наук |доктор технических наук |
|д-р фармацевт. наук |доктор фармацевтических наук |
|д-р физ.-мат. наук |доктор физико-математических наук |
|д-р филол. наук |доктор филологических наук |
|д-р филос. наук |доктор философских наук |
|д-р хим. наук |доктор химических наук |
|д-р экон. наук |доктор экономических наук |
|д-р юрид. наук |доктор юридических наук |
|канд. архитектуры |кандидат архитектуры |
|канд. биол. наук |кандидат биологических наук |
|канд. ветеринар. наук |кандидат ветеринарных наук |
|канд. воен. наук |кандидат военных наук |
|канд. геогр. наук |кандидат географических наук |
|канд. геол.-минерал. наук |кандидат геолого-минералогических наук |
|канд. искусствоведения |кандидат искусствоведения |
|канд. ист. наук |кандидат исторических наук |
|канд. культурологии |кандидат культурологии |
|канд. мед. наук |кандидат медицинских наук |
|канд. пед. наук |кандидат педагогических наук |
|канд. полит. наук |кандидат политических наук |
|канд. психол. наук |кандидат психологических наук |
|канд. социол. наук |кандидат социологических наук |
|канд. с.-х. наук |кандидат сельскохозяйственных наук |
|канд. техн. наук |кандидат технических наук |
|канд. фармацевт. наук |кандидат фармацевтических наук |
|канд. физ.-мат. наук |кандидат физико-математических наук |
|канд. филол. наук |кандидат филологических наук |
|канд. филос. наук |кандидат философских наук |
|канд. хим. наук |кандидат химических наук |
|канд. экон. наук |кандидат экономических наук |
|канд. юрид. наук |кандидат юридических наук |
!! Цитирование
Патаракин Е. Д. Социальные взаимодействия и сетевое обучение 2.0 —
М. : НП «Современные технологии в образовании и культуре», 2009. — 176 с.
!! Ссылки
* [ext[Ссылки в ин|https://db.ph-int.org/upload/iteach/texts/pi_2010_04_20-13_38_59_1.pdf]]
* [ext[Ссылки в ин 2|https://yadi.sk/d/h6xe7Evg3LKvvA/978-5-902970-13-2.pdf]]
* [ext[Ссылки в локальная в BIB|file://D:/BIB/978-5-902970-13-2.pdf]]
!! Выдержки
Про теги
Сегодня все члены
сетевых сообществ могут наблюдать за деятельностью друг друга. Специальные
сообщения о том, что кто!то сделал цифровую фотографию, нашел ссылку, создал
документ или написал статью, больше не требуются.
Малоприметной, но очень важной особенностью, благодаря которой существенно возрастает значение каждого действия и каждого слова, опубликованного в сети,
является появление постоянных ссылок на эти материалы. Теперь мы всегда можем
вернуться и посмотреть на действия, которые человек совершал в прошлом. Таким
образом, у учебного сообщества появляется возможность отслеживать индивидуальные и групповые истории поведения. Это чрезвычайно важно для формирования
долговременных отношений между людьми.
К каждому размещаемому во Всемирной Паутине объекту — закладке, фотогра!
фии или документу — владелец может добавить название, краткое описание и клю!
чевые слова, метки!категории, облегчающие процесс дальнейшего поиска. Исполь!
зование меток, или «тегов», обеспечивает возможность фолксономии — народной
23
!!Глава 1. Cплетение паутины соучастия
классификации (противоположность таксономии — научной классификации). Благодаря цифровой революции мы обнаружили, что традиционная иерархия знаний, которая так успешно служила нам раньше, не работает так же успешно в мире цифровых технологий. Теперь наступает трудный период освоения новых способов неиерархического построения документов, классификаций и самого знания. Народная классификация творится людьми — всеми нами. Мы никогда не знаем заранее, какой тег или название статьи выживут, привлекут наибольшее внимание и станут общепринятыми. Некоторые принимаются и остаются, некоторые погибают. Непосредственно к самому объекту можно прикрепить специальную метку, или тег. Сервисы, позволяющие авторам самостоятельно размечать записи, называют народными классификаторами. Возможность размечать материал ключевыми словами — характерная особенность сервисов Веб 2.0. Практически все социальные сервисы, позволяют проводить категоризацию объектов при помощи меток. Как правило, перечень используемых при разметке тегов представляется в виде облака тегов. Облако тегов, или облако меток, — это способ представления информации о коллекции материалов, когда наиболее часто используемые метки выделяются размером, шрифтом или цветом. Облако тегов дает возможность увидеть, какие теги наиболее популярны на сайте в данный момент времени. Поскольку каждый тег в облаке является гиперссылкой, облако можно использовать для навигации по сайту.
Глава 3. Вики . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Принципы вики . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Выбор вики!системы
!! Принципы вики
Принципы вики Вики (WikiWiki) — это приложение, поддерживающее коллективную работу множества авторов над общей коллекцией взаимосвязанных гипертекстовых записей. С технической точки зрения гипертекстовая система — это информационная система, способная хранить информацию в виде электронного текста, позволяющая устанавливать электронные связи между любыми информационными единицами, хранящимися в ее памяти. Специальные механизмы и правила позволяют поддерживать ссылки из одних текстовых фрагментов в другие и устанавливать новые связи между фрагментами. Изначально создатель технологии Уорд Каннингэм называл приложение средой для быстрого гипертекстового взаимодействия. Потом он использовал термин WikiWiki, который происходит от гавайского «быстро-быстро». Первая вики была открыта в марте 1995 года и действует до сих пор ^^1^^. Вики!страницы связаны между собой при помощи самой простой системы адресации. Такая простота требует введения определенных правил. Для того чтобы поддерживать простую и однозначную систему адресации, необходимо иметь однозначные образцы-шаблоны, использованию которых можно научить программный агент. Различные клоны вики могут быть устроены по!разному и пользоваться разными правилами, но главным всегда будет вопрос поиска шаблонов. Например, в классическом варианте вики в качестве шаблона для поиска использовалось следующее выражение: «[A-Z][a-z0-9]+([A-Z][a-z0-9]+)+»; 48
---
^^1^^ http://c2.com/cgi!bin/wiki.
что в переводе с языка регулярных выражений означает: обязательная буква в верхнем регистре, за которой следует обязательная буква в нижнем регистре или цифра плюс любое количество таких сочетаний, затем (обязательная буква в верхнем регистре, за которой следует обязательная буква в нижнем регистре или цифра и еще сколько угодно таких букв и цифр). Для человека это задание совершенно нечитабельно, но для программы это простые условия для поиска слов, подобных WikiWiki. При использовании вики человек может не заботиться об использовании команд языка гипертекстовой разметки. Сам текст любой статьи!страницы интерпретируется программой как гипертекст. Тексты всех страниц, перед тем как они попадают к агентубраузеру, просматривает специальный вики!агент. Агенту дано указание просматривать текст страницы в образцах. Если образец найден, агент не останавливается и проверяет, есть ли уже страница с таким названием в базе данных. Если такая страница уже есть, на нее дается ссылка. Если такой страницы еще нет, дается команда на создание новой страницы с таким именем. Комбинация символов, ограниченная скобками, может повторяться сколько угодно раз. На человеческом языке правило выглядит не очень благозвучно, но для программы вполне понятно. Как только встречается забавное слово, состоящее из двух слов, в тексте находится внутренняя ссылка. В другом распространенном направлении вики — Swiki — в качестве шаблона для поиска используются звездочки и любая комбинация символов, выделенная с двух сторон звездочками, рассматривается анализатором как потенциальная *внутренняя ссылка*.
[img[patarakin2_r15.png]]
Рис. 15.
Схема вики Вики придерживается другой идеологии создания новых страниц, чем та, к которой мы привыкли при построении веб!сайтов. Всякое новое определение сначала вводится, а потом уже разъясняется. В вики реализована радикальная модель коллективного гипертекста, когда возможность создания и редактирования любой записи предоставлена каждому из членов сетевого сообщества. Текст страницы ВикиСлово нет Есть в БД да Ссылка Читать да Ссылка Создать нет БД ВикиСлов Результат 49
Вики — система, поддерживающая простой и доступный способ создания гипертекста и провоцирующая индивидуальное и коллективное написание. При создании такого гипертекста автор не отвлекается на HTML - кодирование и установление связей между различными частями текста. За них эту работу выполняет программный агент. Следует отметить, что автор технологии Вард Каннингэм до вики занимался программированием системы HyperCard и очень хорошо представляет технологию гипертекста. Вики позволяет почувствовать вкус гипертекста и освоить совершенно особую культуру написания нелинейных электронных документов. Культура эта сегодня развита очень слабо, и многочисленные учебные курсы никак не способствуют ее развитию. В стандартной ситуации с жесткой иерархией бумажного документа с оглавлением и последующим ветвлением на главы и подразделы сначала необходимо написать новый фрагмент текста и только после этого сделать на него ссылку. Хороший тон HTML!кодирования отрицает существование ссылок, ведущих к еще несуществующим страницам. В вики ссылки на еще не созданные тексты являются не только нормальным явлением, но и единственным способом создания новых записей. Чтобы создать новую запись, сначала необходимо указать в тексте ссылку на эту, пока еще несуществующую, запись. В вики реализована радикальная модель коллективного гипертекста, когда возможность создания и редактирования любой записи предоставлена каждому из членов сетевого сообщества. Это отличие делает вики наиболее перспективным средством для коллективного написания гипертекстов, современной электронной доской, на которой может писать целая группа. Вики — средство для быстрого создания и редактирования коллективного гипертекста — создавалось как персональный и групповой информационный помощник, который позволяет с легкостью связывать между собой страницы или фрагменты базы данных. К этой несомненной и понятной для человека личной пользе добавляется и возможность совместного редактирования. При этом возможность индивидуальной деятельности, гипертекстового письма только для себя самого, никуда не исчезает. Сегодня вики все чаще рассматриваются как современный сайт, на основе которого могут взаимодействовать группы соавторов. Важной особенностью вики!приложений и ресурсов, которые создаются на их основе, является открытость и свобода. Сама среда вики и программы, поддерживающие вики!страницы, — свободные и открытые программы. Открытость означает, что программу можно использовать бесплатно и вносить изменения в ее код. При этом по требованию лицензии, каждый разработчик, внесший в исходный код изменения, должен их обнародовать. Идею открытого кода выдвинул в 1980!е годы Ричард Столлмен из Массачусетского технологического института. Столлмен считал абсурдным, что плохо работающие компьютерные программы невозможно модернизировать, поскольку их исходные коды засекречены. Был предложен инструмент легализации подобного рода деятельности — GNU GPL (GNU General Public License, или Стандартная общественная лицензия). Первоначально GNU GPL предполагалось использовать только для компьютерных программ, но позже ее распространили на другие виды как цифровой, так и нецифровой продукции. Так появился термин копилефт. Тексты внутри большинства вики публикуются на условии копилефта,
Правила создания и именования статей В MediaWiki очень простая система создания ссылок на статьи. Всякий фрагмент текста, занесенный в контейнер из двух квадратных скобок, становится ссылкой на статью. Такая простота в создании ссылок и новых статей требует от авторов повышенного внимания и соблюдения простых правил. Превращая фрагменты текста в ссылки, следует помнить о главном правиле вики: название статьи является потенциальной ссылкой на нее в тексте других статей. Авторы вики!статей должны обеспечить своим соавторам простой способ повторного использования статей. Создавая ссылку на новую статью, надо заботиться не об оригинальности названия, а о том, чтобы оно четко и однозначно указывало на содержание статьи. Представьте, что вики — это словарь, в котором каждому объекту должна быть посвящена только одна статья. Следующие правила могут показаться слишком простыми и излишними, но опыт показывает, что они постоянно нарушаются и администраторам вики!проектов постоянно приходится напоминать их участникам.
[[Патаракин для статьи]]
!! Цитирование
```
Сорина Г.В., Меськов В.С. Социокультурное измерение образовательного пространства // Ценности и смыслы. 2013. № 5 (27). С. 83—99
```
!! Ссылки
[ext[ TRab |file:\\\D:\TRab\2017\12\20171227\elibrary_20931652_78705422.pdf]]
[ext[ Internet |https://elibrary.ru/item.asp?id=20931652&]]
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Tihomirov/2009_v4_n4_16.pdf]]
1
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6
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ДИНАМИКА ГЕТЕРОХРОННОСТИ РАЗВИТИЯ КОГНИТИВНЫХ СТИЛЕЙ В ПОДРОСТКОВОМ ВОЗРАСТЕ
Остапенко Г.С., Зобков А.В.
Перспективы науки и образования. 2016. № 2 (20). С. 59-66. 0
7
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МЕТОДИКА КОРРЕКЦИИ ДЕСТРУКТИВНЫХ КОНСТРУКТОВ ПОВЕДЕНИЯ ЧЕЛОВЕКА СРЕДСТВАМИ АНАЛИЗА СЕМЕЙНЫХ СЦЕНАРИЕВ И МИФОВ
Зобков А.В., Писненко А.Г., Шахворостова Т.В.
Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика. 2016. Т. 22. № 3. С. 63-68. 0
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ВОСПИТАТЕЛЬНОЕ ПРОСТРАНСТВО ШКОЛА-ВУЗ КАК УСЛОВИЕ ЖИЗНЕННОГО САМООПРЕДЕЛЕНИЯ СУБЪЕКТОВ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА
Плаксина И.В., Дрозд К.В., Зобков А.В., Малова Е.Н., Смаковская Н.И.
монография / Владимирский государственный университет им. Александра Григорьевича и Николая Григорьевича Столетовых. Владимир, 2015. 0
9
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ТИПОЛОГИЧЕСКИЕ ХАРАКТЕРИСТИКИ САМОРЕГУЛЯЦИИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ ШКОЛЬНИКОВ
Зобков А.В.
Ярославский педагогический вестник. 2015. № 4. С. 179-188. 0
10
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ОСОБЕННОСТИ НРАВСТВЕННОГО САМООПРЕДЕЛЕНИЯ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ
Зобков А.В., Малова Е.Н.
Прикладная юридическая психология. 2015. № 3. С. 24-33. 0
11
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ТИПОЛОГИЧЕСКИЕ ПСИХОЛОГО-АКМЕОЛОГИЧЕСКИЕ ХАРАКТЕРИСТИКИ САМОРЕГУЛЯЦИИ СТУДЕНТАМИ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
Александр Валерьевич А.В.
Актуальные проблемы психологического знания. 2015. № 2. С. 131-140. 0
12
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ПСИХОЛОГО-АКМЕОЛОГИЧЕСКАЯ КОНЦЕПЦИЯ ИНТЕГРАТИВНО-ДИНАМИЧЕСКОЙ САМОРЕГУЛЯЦИИ СУБЪЕКТАМИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
Зобков А.В.
автореферат дис. ... доктора психологических наук : 19.00.13 / Костромской государственный университет им. Н.А. Некрасова. Кострома, 2014 2
13
ОБЪЕКТИВНЫЕ ТРЕБОВАНИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ К ЛИЧНОСТИ УЧАЩЕГОСЯ, ОБЕСПЕЧИВАЮЩИЕ ПРОДУКТИВНОСТЬ ДЕЯТЕЛЬНОСТИ И КАЧЕСТВО ЖИЗНИ
Зобков В.А., Зобков А.В.
В сборнике: Триединство здоровья нации, качества жизни и гармоничного общества как основа устойчивого развития России в XXI веке Материалы международного конгресса. 2014. С. 48-52. 0
14
КАЧЕСТВО ЖИЗНИ УЧАЩЕГОСЯ КАК ТРИЕДИНСТВО ИНДИВИДНОЙ, ЛИЧНОСТНОЙ И СУБЪЕКТИВНОЙ САМОРЕГУЛЯЦИИ ДЕЯТЕЛЬНОСТИ
Зобков А.В.
В сборнике: Триединство здоровья нации, качества жизни и гармоничного общества как основа устойчивого развития России в XXI веке Материалы международного конгресса. 2014. С. 53-60. 0
15
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СПЕЦИФИКА ЖИЗНЕННОГО САМООПРЕДЕЛЕНИЯ СТУДЕНТОВ ГУМАНИТАРНОЙ И ПЕДАГОГИЧЕСКОЙ НАПРАВЛЕННОСТИ В УСЛОВИЯХ МОДЕЛИРОВАНИЯ ВОСПИТАТЕЛЬНОГО ПРОСТРАНСТВА ВУЗА
Зобков А.В.
Экономика образования. 2014. № 4. С. 65-72. 0
16
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САМОРЕГУЛЯЦИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ КАК ПСИХОЛОГОАКМЕОЛОГИЧЕСКАЯ ПРОБЛЕМА
Зобков А.В.
Известия Саратовского университета. Новая серия. Акмеология образования. Психология развития. 2014. Т. 3. № 4. С. 301-304. 0
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АКМЕОЛОГИЯ САМОРЕГУЛЯЦИИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
Зобков А.В.
автореферат дис. ... доктора психологических наук : 19.00.13 / Костромской государственный университет им. Н.А. Некрасова. Кострома, 2013 1
18
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СИСТЕМОГЕНЕЗ ЛИЧНОСТНЫХ КОМПОНЕНТОВ САМОРЕГУЛЯЦИИ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ
Зобков А.В.
В книге: Системогенез учебной и профессиональной деятельности материалы VI всероссийской научно-практической конференции. 2013. С. 233-235. 0
19
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САМОРЕГУЛЯЦИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
Зобков А.В., Турчин А.С.
монография / Владимир-Иваново, 2013. 11
20
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АКМЕОЛОГИЯ САМОРЕГУЛЯЦИИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
Зобков А.В.
Монография / Под научной редакцией Н.П. Фетискина. Владимир-Санкт-Петербург, 2013. 20
*[[ГОСТ Р 53620-2009]] Информационно-коммуникационные технологии в образовании. Электронные образовательные ресурсы. Общие положения
*[[ГОСТ Р ИСО 9241-161-2016]] Эргономика взаимодействия человек-система. Часть 161. Элементы графического пользовательского интерфейса
*[[Российское образование – 2020: модель образования для инновационной экономики]]
*[[Ценность информации W]]
*[[Вариант черновой]]
*[[Вариант черновой А]]
*[[Вариант черновой О]]
В статье Когнитивная наука: от междисциплинарного дискурса к трансдисциплинарному ракурсу
[[мысль 1|мысль 1 из клочко ст 2]]
{{мысль 1 из клочко ст 2}}
В учебном заведении курсант изучает много монодисциплин но в итоге должен быть подготовлен компетентный специалист причем компетенции должны включать весь этот материал всех дисциплин, то есть курсант как открытая саморазвивающаяся система должен реализовать не междисциплинароность а @@color:red;трансдисцилинарность@@ это более высокий уровне
как это обеспечить?
самостоятельная работа
работа с текстами
составление глоссариев или тезаурусов ВНО
чтобы интересно мотив - иностранный язык основа (на протяжении нескольких курсов, работа с текстом - получение знаний из текста
Обучаемый это центральное звено обеспечивающее трандисциплинарность
!ТЕОРЕТИЧЕСКИЕ ОСНОВЫ САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
[[Статья ВАК 1 полностью]]
!! [[ВВЕДЕНИЕ |ВАК_1_ВВЕДЕНИЕ_1]]
{ {ВАК_1_ВВЕДЕНИЕ_2}}
Развитие науки показывает что решение определенных научных задач может проходить в рамках определенной дисциплины или направления либо в рамках междисциплинарного или трансдисциплинарного подхода
[[Создание новой моно дисциплины для изучения этого вопроса |ВАК_1_МОНОДИСЦИПЛИНА_1]]
{ {ВАК_1_МОНОДИСЦИПЛИНА_2}}
Однако создание таких монодисциплин требует довольно продолжительного времени, создания научных школ.
[[Трансдициплинарный подход (как разные дисциплины рассматривают вопросы саморегуляции и влияние на неё среды)|ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_1]]
{ {ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2}}
[[Философия|ВАК_1_Философия_1]]
{ {ВАК_1_Философия_2}}
[[Философия и образования |ВАК_1_Философия и образования_1]]
{ {ВАК_1_Философия и образования_2}}
[[Психология|ВАК_1_Психология_1]]
{ {ВАК_1_Психология_1}}
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
[[Дидактика |ВАК_1_Дидактика_1]]
{ {ВАК_1_Дидактика_1}}
[[Средовый подход|ВАК_1_Средовый подход_1]]
{ {ВАК_1_Средовый подход_1]}}
[[Информационно-образовательная среда|ВАК_1_Информационно-образовательная среда_1]]
{ {ВАК_1_Информационно-образовательная среда_1}}
[[Обучающие иммерсивные среды |ВАК_1_иммерсивные среды_1]]
{ {ВАК_1_иммерсивные среды_1}}
[[Особенности использования ИОС в военном образовании |ВАК_1_ИОС в военном образовании_1]]
{ {ВАК_1_ИОС в военном образовании_1}}
[[ВЫВОДЫ|ВЫВОДЫ_ВАК_1]]
{{ВЫВОДЫ_ВАК_1}}
!![[Литература |Литература_ВАК_2]]
[[Литература старая|Литература_ВАК_1]]
{{ВАК_1_ВВЕДЕНИЕ_1}}
Развитие науки показывает что решение определенных научных задач может проходить в рамках определенной дисциплины или направления либо в рамках междисциплинарного или трансдисциплинарного подхода
{{ВАК_1_МОНОДИСЦИПЛИНА_1}}
Однако создание таких монодисциплин требует довольно продолжительного времени, создания научных школ.
{{ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_1}}
{{ВАК_1_Философия_1}}
{{ВАК_1_Философия и образования_1}}
{{ВАК_1_Психология_1}}
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
{{ВАК_1_Дидактика_1}}
{{ВАК_1_Средовый подход_1]}}
{{ВАК_1_Информационно-образовательная среда_1}}
{{ВАК_1_иммерсивные среды_1}}
{{ВАК_1_ИОС в военном образовании_1}}
{{ВЫВОДЫ_ВАК_1}}
!![[Литература |Литература_ВАК_2]]
[[Литература старая|Литература_ВАК_1]]
!ТЕОРЕТИЧЕСКИЕ ОСНОВЫ САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
!! [[ВВЕДЕНИЕ |ВАК_1_ВВЕДЕНИЕ_1]]
{ {ВАК_1_ВВЕДЕНИЕ_2}}
Развитие науки показывает что решение определенных научных задач может проходить в рамках определенной дисциплины или направления либо в рамках междисциплинарного или трансдисциплинарного подхода
[[Создание новой моно дисциплины для изучения этого вопроса |ВАК_1_МОНОДИСЦИПЛИНА_1]]
{{ВАК_1_МОНОДИСЦИПЛИНА_2}}
Однако создание таких монодисциплин требует довольно продолжительного времени, создания научных школ.
[[Трансдициплинарный подход (как разные дисциплины рассматривают вопросы саморегуляции и влияние на неё среды)|ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_1]]
{{ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2}}
[[Философия|ВАК_1_Философия_1]]
{{ВАК_1_Философия_2}}
[[Философия и образования |ВАК_1_Философия и образования_1]] [[2|ВАК_1_Философия и образования_2]]
{{ВАК_1_Философия и образования_2}}
[[Психология|ВАК_1_Психология_1]]
{{ВАК_1_Психология_1}}
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
[[Дидактика |ВАК_1_Дидактика_1]]
{{ВАК_1_Дидактика_1}}
[[Средовый подход|ВАК_1_Средовый подход_1]]
{{ВАК_1_Средовый подход_1]}}
[[Информационно-образовательная среда|ВАК_1_Информационно-образовательная среда_1]]
{{ВАК_1_Информационно-образовательная среда_1}}
[[Обучающие иммерсивные среды |ВАК_1_иммерсивные среды_1]]
{{ВАК_1_иммерсивные среды_1}}
[[Особенности использования ИОС в военном образовании |ВАК_1_ИОС в военном образовании_1]]
{{ВАК_1_ИОС в военном образовании_1}}
[[ВЫВОДЫ|ВЫВОДЫ_ВАК_1]]
{{ВЫВОДЫ_ВАК_1}}
!![[Литература |Литература_ВАК_2]]
[[Литература старая|Литература_ВАК_1]]
!ТЕОРЕТИЧЕСКИЕ ОСНОВЫ САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
!! [[ВВЕДЕНИЕ |ВАК_1_ВВЕДЕНИЕ_2]]
{{ВАК_1_ВВЕДЕНИЕ_2}}
Развитие науки показывает что решение определенных научных задач может проходить в рамках определенной дисциплины или направления либо в рамках междисциплинарного или трансдисциплинарного подхода
[[Создание новой моно дисциплины для изучения этого вопроса |ВАК_1_МОНОДИСЦИПЛИНА_2]]
{{ВАК_1_МОНОДИСЦИПЛИНА_2}}
Однако создание таких монодисциплин требует довольно продолжительного времени, создания научных школ.
[[Трансдициплинарный подход (как разные дисциплины рассматривают вопросы саморегуляции и влияние на неё среды)|ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2]]
{{ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2}}
[[Философия|ВАК_1_Философия_2]]
{{ВАК_1_Философия_2}}
[[Философия и образования |ВАК_1_Философия и образования_2]]
{{ВАК_1_Философия и образования_2}}
[[Психология|ВАК_1_Психология_2]]
{{ВАК_1_Психология_2}}
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
[[Дидактика |ВАК_1_Дидактика_2]]
{{ВАК_1_Дидактика_2}}
[[Средовый подход|ВАК_1_Средовый подход_2]]
{{ВАК_1_Средовый подход_2}}
[[Информационно-образовательная среда|ВАК_1_Информационно-образовательная среда_2]]
{{ВАК_1_Информационно-образовательная среда_2}}
[[Обучающие иммерсивные среды |ВАК_1_иммерсивные среды_2]]
{{ВАК_1_иммерсивные среды_2}}
[[Особенности использования ИОС в военном образовании |ВАК_1_ИОС в военном образовании_2]]
{{ВАК_1_ИОС в военном образовании_2}}
[[ВЫВОДЫ|ВЫВОДЫ_ВАК_2]]
{{ВЫВОДЫ_ВАК_2}}
!![[Литература |Литература_ВАК_2]]
[[Литература старая|Литература_ВАК_1]]
!ТЕОРЕТИЧЕСКИЕ ОСНОВЫ САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
!! [[ВВЕДЕНИЕ |ВАК_1_ВВЕДЕНИЕ_1]]
{ {ВАК_1_ВВЕДЕНИЕ_2}}
Развитие науки показывает что решение определенных научных задач может проходить в рамках определенной дисциплины или направления либо в рамках междисциплинарного или трансдисциплинарного подхода
[[Создание новой моно дисциплины для изучения этого вопроса |ВАК_1_МОНОДИСЦИПЛИНА_1]]
{{ВАК_1_МОНОДИСЦИПЛИНА_2}}
Однако создание таких монодисциплин требует довольно продолжительного времени, создания научных школ.
[[Трансдициплинарный подход (как разные дисциплины рассматривают вопросы саморегуляции и влияние на неё среды)|ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_1]]
{{ВАК_1_ТРАНСДИСЦИПЛИНАРНЫЙ_2}}
[[Философия|ВАК_1_Философия_1]]
{{ВАК_1_Философия_2}}
[[Философия и образования |ВАК_1_Философия и образования_1]] [[2|ВАК_1_Философия и образования_2]]
{{ВАК_1_Философия и образования_2}}
[[Психология|ВАК_1_Психология_1]]
{{ВАК_1_Психология_1}}
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
[[Дидактика |ВАК_1_Дидактика_1]]
{{ВАК_1_Дидактика_1}}
[[Средовый подход|ВАК_1_Средовый подход_1]]
{{ВАК_1_Средовый подход_1]}}
[[Информационно-образовательная среда|ВАК_1_Информационно-образовательная среда_1]]
{{ВАК_1_Информационно-образовательная среда_1}}
[[Обучающие иммерсивные среды |ВАК_1_иммерсивные среды_1]]
{{ВАК_1_иммерсивные среды_1}}
[[Особенности использования ИОС в военном образовании |ВАК_1_ИОС в военном образовании_1]]
{{ВАК_1_ИОС в военном образовании_1}}
[[ВЫВОДЫ|ВЫВОДЫ_ВАК_1]]
{{ВЫВОДЫ_ВАК_1}}
!![[Литература |Литература_ВАК_2]]
[[Литература старая|Литература_ВАК_1]]
[ext[doc|file:///D:/TRab/05/20180511/статья_Нечаев_Киргинцева.docx]]
!!ТЕОРЕТИЧЕСКИЕ ОСНОВЫ САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ: ПСИХОЛОГИЧЕСКИЙ АСПЕКТ
В статье рассматриваются теоретические основы организации самостоятельной учебной работы в образовательной среде образовательного учреждения высшего образования с точки зрения методологии постнеклассики.
самостоятельная учебная работа, образовательная среда, саморегуляция, постнеклассическая методология
THEORETICAL FOUNDATIONS OF SELF-INSTRUCTION WITHIN THE EDUCATIONAL ENVIRONMENT: A PSYCOLOGICAL VIEW
The paper deals with theoretical foundations of self-instruction management within the higher educational institution environment from the point of view of postnonclassical methodology.
self-instruction, educational environment, self-regulation, postnonclassical methodology
об актуальности самостоятельной работы+связь с самоактуализацией и саморегуляцией
Самостоятельная учебная деятельность всегда играла важную роль в процессе профессионального становления индивида. Но наибольшее значение она приобрела именно в последнее время, так как от способности человека самостоятельно приобретать и интериоризировать знания, самостоятельно находить и применять в целях своего профессионального и личностного развития релевантную информацию во многом зависит и успешность его функционирования не только как профессионала, но и более широко – как успешного члена развивающегося информационного общества. Не случайно в современном Федеральном законе «Об образовании в Российской Федерации» участники образовательного процесса именуются обучающимися (а не обучаемыми), что подчеркивает их статус как активных субъектов образовательной деятельности, а не объектов узконаправленных педагогических воздействий.
В свете требований, предъявляемых Федеральным законом «Об образовании в Российской Федерации» [Федеральный закон от 29.12.2012 N 273-ФЗ (ред. от 07.03.2018) "Об образовании в Российской Федерации" [[[1]|Об образовании в Российской Федерации]] к условиям подготовки специалистов в образовательных организациях высшего образования обучающимся должно быть предоставлено право на участие в формировании содержания своего профессионального образования при условии соблюдения федеральных государственных образовательных стандартов среднего профессионального и высшего образования, развитие своих творческих способностей и интересов, а также участие в научно-исследовательской, научно-технической, экспериментальной и инновационной деятельности, осуществляемой образовательной организацией. При этом значительно возрастает доля самостоятельности, требующейся обучающемуся для эффективного использования указанных прав. Однако, как показывает практика, многие обучающиеся оказываются не готовы к осуществлению образовательной деятельности с значительной степенью автономности. Причин этому может быть несколько. В частности, в известной степени такая неготовность может быть связана с низким уровнем развития сферы саморегуляции.
Как известно, саморегуляция является одним из уровней регуляции активности живых систем, и осуществляется в единстве ее энергетических, динамических и содержательно-смысловых аспектов. В работах многих авторов выделяются три уровня саморегуляции жизнедеятельности человека:
1) Психический уровень саморегуляции, который способствует поддержанию оптимальной психической активности, необходимой для деятельности человека [[[2]|Диалектика человеческой жизни]], [[[3]|Личность и саморегуляция деятельности]];
2) Операционально-технический уровень саморегуляции, обеспечивающий сознательную организацию и коррекцию действий субъекта [[[4]|Психологические механизмы регуляции деятельности]];
3) Личностно-мотивационный (личностный, смысловой) уровень саморегуляции [[[5|Аномалии личности]]; [[6|К изучению смысловой сферы личности]]; [[7|[[Психология переживания]]; [[8|Опосредствование и саморегуляция в норме и патологии]]; [[9|Саморегуляция поведения в норме и патологии]]; [[3|Личность и саморегуляция деятельности]]], который обеспечивает осознание мотивов собственной деятельности, управление мотивационно-потребностной сферой, создает возможность быть хозяином, творцом собственной жизни.
Именно благодаря функционированию третьего уровня саморегуляции, по мнению авторов работы [[[9|Саморегуляция поведения в норме и патологии]], С. 122], «раскрываются внутренние резервы человека, дающие ему свободу от обстоятельств, обеспечивающие даже в самых трудных условиях возможность самоактуализации».
История научного исследования регуляции и саморегуляции в психологии ведет свое начало с работ Ч. Шеррингтона и И.М. Сеченова опубликованных в начале ХХ века. Вопросами саморегуляции занимались Л.С. Выготский, В.К. Калин, В.В. Давыдов. Большой вклад в развитие теории психической саморегуляции внесли О.А. Конопкин, К.А. Абульханова-Славская, а также В.И. Моросанова, которая в настоящее время возглавляет лабораторию психологии саморегуляции Психологического института Российской академии образования (РАО). Естественно, что все работы, связанные с проблемами психической регуляции не представляется возможным проанализировать в рамках одной статьи. Поэтому рассмотрим исследования, связанные со средовым подходом и выполненные в парадигме постнеклассической психологии.
Очевидно, что человек - субъект образовательного процесса, по своей сути, является сложной саморазвивающейся системой, и поэтому к нему применимы многие идеи постнеклассического подхода и, в частности, системной антропологической психологии (САП), в основе которой лежит теоретическая концепция системно-антропологической парадигмы в психологии, теории образования и образовательных практиках (В.Е. Клочко, О.М. Краснорядцева). Данное направление, изначально ориентированное на реализацию идеалов постнеклассической рациональности, разрабатывается группой психологов из Томского государственного университета. Особенностью этого направления является то, что его предметом является «целостный человек» в создаваемом им самим многомерном пространстве жизни - «многомерном мире человека». Следует подчеркнуть, что методологической базой САП является представление о человеке как открытой саморазвивающейся (и самоорганизующейся) системе [[[10]|Системная антропологическая психология и современная когнитивистика]].
Признавая тот факт, что психика не является самостоятельной открытой системой, В.Е. Клочко отмечает, что человек – реальная живая система, постоянно испытывающая потребность в необходимых для ее устойчивого существования ресурсах (информационных, энергетических и т.д.). Как следствие этого он не может наладить избирательный обмен со средой без психики, выбрать из нее то, что имеет реальный смысл для текущего момента бытия системы, ее ближайшего и отдаленного будущего [[[11 ]|О понятийном аппарате постнеклассической психологии]]. Следует отметить, что разработчики САП пришли к выводу, что сознание непосредственно зависит от того, как организован многомерный мир человека, его собственное пространство жизни, представленное не только чувственными, но сверхчувственными (смысловыми и ценностными) измерениями. Таким образом, можно говорить о том, что постнеклассический подход позволяет рассматривать влияние среды на человека и человека на среду как фактор саморазвития, в котором участвуют процессы саморегуляции.
Большой интерес с точки зрения затронутой проблемы представляют исследования доктора психологических наук С.Ф. Сергеева. Так, например, в работе [[[12]|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]] рассматривается вопросы истории развития понятий регуляции, саморегуляции, саморазвития живых организмов и психологических систем. Рассмотрены концептуальные схемы, связанные с понятием регуляции и её формами. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. При этом подразумевалось, что организм обладает особыми системами, обеспечивающими его стабильность и целостность посредством регуляторных процессов. Однако возникала проблема интеграции этих систем. Были выдвинуты идеи взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического, а также введен термин «психическая регуляция». Постулировалось единство познавательной и регулирующей функций психики, а также предлагался интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений. В основном все эти модели определяли регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. В этих моделях используются различные вариации описания устройств сравнения, регуляторов, различных видов передаточных функций и систем обратных связей.
Понятие саморегуляция используется в работах автора теории функциональных систем П.К. Анохина и в работах О. А. Конопкина и его учеников. Так П.К. Анохиным было продемонстрировано, что все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции. О.А. Конопкин разработал системно-функциональный подход к анализу структуры регуляторных процессов. Процесс саморегуляции рассматривается им как целостная, замкнутая кольцевая по структуре, информационно открытая система. Были выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции: принятая субъектом цель деятельности; субъективная модель значимых условий; программа исполнительских действий; система субъективных критериев достижения цели (критериев успешности); контроль и оценка реальных результатов; решения о коррекции системы саморегулирования. Рассматривая вопрос саморегуляция в сложных системах, С.Ф. Сергеев отмечал, что анализ проблемы регуляции и саморегуляции указывает на недостаточность для объяснения процессов порождения психического классических представлений о регуляции в биологических саморегулирующихся системах, что причинность в больших, саморегулирующихся системах должна дополняется идеями «вероятностной» и «целевой причинности». При этом первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обеспечивающей воспроизводство системы. Как результат возникают целостные структуры, обеспечивающие работу механизмов саморегуляции, их самодвижение и развитие.
Рассматривая самоорганизующиеся системы с позиций синергетического направления, необходимо подчеркнуть @@color:red;(или это всё мысли С.Ф.Сергеева???@@ да [[12, стр. 249|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 249]]), что синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых являются нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой. Первое свойство предполагает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой; тем более их невозможно рассматривать по отдельности. В ходе эволюции в сложных биологических системах одни подсистемы разрушаются, другие подсистемы обретают более высокий уровень организации. Таким образом, в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Делается вывод о том, что изменение структуры может рассматриваться как форма адаптации системы к внешним условиям, а принципы самоорганизации реализуются во всех живых системах, в том числе и в обществе.
Далее рассматривается @@color:red;(где???? @@Там же [[12, стр. 252|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 252]] ) класс аутопоэтических (в терминологии С.Ф. Сергеева) самоорганизующих систем, разработанный чилийскими учеными У. Матураной и Ф. Варелой, и представляющих собой сетевой паттерн самоорганизации живой системы. Следует отметить, что У. Матурана и Ф. Варела используют термин аутопоэзные системы [[[13]|Древо познания]]. Перенос (трансляция) идей аутопоэзиса на нервную систему, выполненный У. Матураной, выдвигает гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем. По мнению автора [[[12, стр. 252]|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 252]], нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. На основе данного тезиса У. Матурана утверждает, что процесс круговой организации идентичен процессу познания. Более того, отмечается, что аутопоэзная система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Цель аутопоэзной системы лежит внутри нее, определяя ее самореферентность. По мнению С.Ф. Сергеева конструктивизм и концепция аутопоэзиса позволяют перейти к постклассическим представлениям в психологии.
Следует отметить, что термин «постклассический» используется С.Ф. Сергеевым в том же контексте что и В.С. Шверевым [[[14]|Рациональность в современной культуре]], то есть охватывая все формы понимания рациональности, которые выходят за рамки классической парадигмы (неклассические и постнеклассические). Рассматриваются саморазвивающиеся системы, в которых сложные саморегулирующиеся и самоорганизующиеся системы трактуются как устойчивые состояния. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Данные системы обладают иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. В саморазвивающейся системе возникают новые, относительно самостоятельные подсистемы, перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий @@color:brown;(чья терминология???@@
@@color:green;Взята у Сергеева термин возможно Степина так как ссылается в этом месте на него у Сергеева стр. 256 ссылка на источник???))@@. [[12, стр 256|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 256]] Рассматривая средоориентированный подход, автор утверждает, что в постклассическом среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему.
Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им В заключении рассматривается идея повторного входа которая утверждает что в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды. фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я. @@color:brown;Кто???? Сергеев стр 257@@ [[12, стр 257|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 257]] Приходит к выводу о том, что посткнелассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах.
@@color:brown;Это наше мнение??? @@Нет стр 255 [[12, стр 255|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 255]]Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д. Ряд работ С.Ф. Сергеева посвящен рассмотрению теоретико-методологические проблемы педагогики образовательных сред. Так, в работе [[[15] |Теоретико-методологические проблемы педагогики образовательных сред]] он проводит анализ ситуаций, возникающих при организации обучения в средах при использовании классических моделей средоориентированного обучения, когнитивного направления психологии и наук о человеке, деятельностного подхода и обучения в среде (может быть «к обучению в среде»???) (в источнике Вместе с тем никем не доказана аккумулирующая природа обучения в среде, его последовательный, накопительный характер) . Также им определены возможные пути решения проблем при использовании постклассических (постнеклассических) представлений с использованием теории иммерсивных обучающих сред и ориентирующей педагогики.
Рассматривая классические модели средоориентированного обучения, @@color:brown;автор ??? (Сергеев)@@[[[15 стр 39]|Теоретико-методологические проблемы педагогики образовательных сред 39]] выделяет следующие проблемы. Первая - проблема манипулятивности – отсутствия доказательств факта интерактивных взаимодействий как основы для формирования новых психических структур. Вторая проблема - тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности. Т.е. обучающимся сообщается огромное количество информации без учета того, насколько полезной она будет для формирования структур знания конкретного человека. «В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается» [стр. 39 ссылка???] [[[15 стр 39]|Теоретико-методологические проблемы педагогики образовательных сред 39]]. Третья проблема – отсутствие представления о том, каким образом хаотическое воздействие физического мира на обучающегося формирует и структурирует его знание. Автор утверждает, что в классической модели средоориентированного обучения в силу механического выделения неодушевлённой среды обучения и её отождествления с обучающей средой не удается выявить причин порождающих феномен обучения. «Невозможно описать множество изменений, происходящих в среде с помощью педагогических методов. В реальности наблюдаемые процессы будут неизмеримо сложнее и неопределённее, чем в наших конструктах» @@color:red;[ссылка ??] @@[[[15, стр 41]|Теоретико-методологические проблемы педагогики образовательных сред 41]] . Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая структура, возникающая в обучающей педагогической системе, включающая в свой состав субъекта. Учесть её эволюцию заранее невозможно. Однако педагогический компонент в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучающемся субъекте, и этим вносит свой конструктивный вклад.
Основные свойства обучающей системы заложены в самом обучающемся и его психическом механизме, включённом в обучающую (м.б. «учебную»???) коммуникацию. Анализируя представления, развиваемые в рамках когнитивного направления психологии, С.Ф. Сергеев отмечает, что объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации. Рассматривая результаты исследований психологов, работавших под руководством Б.Г. Ананьева, и показавших, что на каждом этапе онтогенеза человека наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности (вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет), автор @@color:red;[ссылка???]@@ [[[15, стр 42]|Теоретико-методологические проблемы педагогики образовательных сред 42]] приходит к выводу о том, что факт гетерохронности отражает характер социальных сред, в которые попадает человек в течение жизни. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру.
Расматривая деятельностный подход и обучение в среде, С.Ф. Сергеев указывает на то, что учебная деятельность направлена на решение учебных задач, заданных либо в явном, либо в неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучающихся средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучающийся, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогического компонента среды) и корректирует свои действия в процессе обучения. Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность обучающегося.
Cтоит подчеркнуть, что деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности обучающегося. Деятельностный подход к обучению - это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие. Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы. Автор @@color:red; [ссылка??? ]@@ [[15, стр. 45 |Теоретико-методологические проблемы педагогики образовательных сред 45]]констатирует, что главной проблемой классической дидактики сред является то, что вопросы целостного функционирования обучающей среды, учитывающие самоорганизующийся характер её работы, в нём не рассматриваются.
В постнеклассических системных построениях среда является неотделимым от изучаемой (наблюдаемой) системы элементом, свойства которого определяют свойства системы, местом и условиями существования системы. @@color:red; По своей сути система является выделенным наблюдателем состоянием среды. При этом автономная самоорганизующаяся система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может являться средой, в которой идет развитие другой системы @@ [[[16, стр 96]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]]. Применительно к процессам самообучения @@color:red; понимание решающего значения в обучении активного самоорганизующегося начала, порождаемого в средах человеческой деятельности, привело к созданию постнеклассического направления средоориентированного подхода в педагогике. В соответствии с ним обучение человека проходит через рефлексивные и деятельностные сетевые процедуры. Возникает субъектно-объектная обучающая среда в виде самоорганизующейся сетевой системы, эволюция которой проявляется путем возникновения новых системных качеств в психофизиологической организации человека и появлении эффективного опыта ff@@[[[16 стр 98]|Образовательные среды в постнеклассических представлениях когнитивной педагогики]].
Таким образом работы философов и психологов создают фундамент, на котором возможна реализация новых дидактических парадигм и систем.
```
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16. Сергеев С. Ф. Образовательные среды в постнеклассических представлениях когнитивной педагогики // Открытое образование. 2012. №1. С.90-99
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!!! ТЕРМИНОЛОГИЯ ДИДАКТИКИ: ДИДАКТИЧЕСКИЙ МАТЕРИАЛ VS УЧЕБНЫЙ МАТЕРИАЛ
{{Гринев_статья_1}}
[[Гринев_статья_1]]
@@color:red;Рассмотрим как эти требования к терминосистеме выполняются в дидактике @@
{{Педагогика Пидкасистый_1}}
[[Педагогика Пидкасистый_1]]
Рамки данной статьи не позволяют рассмотреть этот вопрос в полном объеме, поэтому ограничимся двумя терминами - дидактический материал и учебный материал.
Как показывает анализ этих терминов оба они довольно часто используются
* [[Вишнякова и Рапацевич_1]]
{{Вишнякова и Рапацевич_2}}
Таким образом термины дидактический материал и учебный материал в основном употребляются для обозначения одинаковых понятий.
Поэтому строгой упорядоченности в ее понятийном составе пока еще нет. В разных дидактических трудах можно встретить употребление одного и того же термина в разных значениях.
!! Определения
[[Русова_1а]]
[[Русова_1b]]
{{Русова_1b}}
Таким образом можно констатировать что рассмотренные термины с одной стороны являются по своей сути синонимами. С другой стороны строго не определяются, обычно не поясняются и еще реже разграничиваются,что привносит неопределенность, а иногда — и путаницу, в соответствующий научный аппарат.
По нашему мнению их можно развести, если использовать следующий подход дидактический материал рассматривать как более широкое понятие. Учебный материал - применяется дидактическому материалу используемому непосредственно обучающимся в процессе его образовательной деятельности.
СПИСОК ЛИТЕРАТУРЫ
# Гринев-Гриневич С. В. Терминоведение учеб. пособие для студ. высш. учеб. заведений / С. В. Гринев-Гриневич. — М.: Издательский центр «Академия», 2008. 304 с.
# Вишнякова С.М. Профессиональное образование. Словарь.
# Психолого-педагогический словарь / сост. Е.С. Рапацевич. – Минск: Соврем. слово, 2006. – 928 с.
#Русова Н.Ю. Теоретические основы моделирования дидактического материала : На примере образовательной области "филология" : дисс. ... д. пед. наук : Нижний Новгород, 2000. 435 с.
II Введение
Габай
Каждый подумал в меру своей распущенности, но все подумали об одном и том же. Законы Мерфи (еще...)
Одна из причин, почему компьютеры могут сделать больше, чем люди - это то, что им никогда не надо отрываться от работы, чтобы отвечать на идиотские телефонные звонки. Законы Мерфи (еще...)
[ext[cc|http://www.ngpedia.ru/id138279p1.html]]
!! Определения
Учебные материалы
Сегодня учащиеся различных учреждений часто задаются вопросом, что можно считать учебным материалом, то есть, какие источники можно использовать при подготовке к урокам, написании рефератов, самостоятельном изучении тем. Ведь если раньше для этой цели использовались исключительно учебники и статьи в специализированной периодике, то сегодня ассортимент учебных материалов настолько широк и разнообразен, что просто невозможно выделить какой-либо наиболее успешный источник.
К выбору учебных материалов нужно подходить очень тщательно и продуманно. Как правило, учителя в школе и преподаватели в ВУЗах предлагают своим ученикам ориентировочный список материалов, которыми можно воспользоваться, однако, он ни в коем случае не ограничивает возможности самих учащихся. Ведь наука не стоит на месте, знания в различных категориях постоянно обновляются и дополняются. К тому же, есть еще периодическая и непериодическая пресса и Интернет, которые подают не только традиционные, но и личные взгляды людей на ту или иную проблему, и их тоже нельзя не учитывать.
Условно все учебные материалы можно разделить на традиционные (лекции, конспекты, методически рекомендации на бумажных носителях) и электронные (та же информация, изложенная на дисках или кассетах), текущие (учебники, дополнительная литература) и контрольные (задачи, тесты, кейсы), официальные (рекомендованные учебным процессом) и дополнительные (все остальные по теме), теоретические (учебники, статьи) и практические (формулы, схемы, таблицы, примеры).
Учебные материалы – это не только источники, предлагающие теоретические знания по какой-либо дисциплине, но и практические материалы, побуждающие учащихся к анализу и выявлению ошибок на практике. Например, при обучении маркетингу и рекламе, учебными материалами становятся и телевизионные ролики, и статьи в прессе, и широкоформатная печать.
Кроме того, сегодня даже в точных науках не всегда есть возможность говорить о традиционных версиях какого-либо вопроса, а тем более о единственно правильном научном подходе. Тем более это касается гуманитарных и естественных наук, поэтому в учебных заведениях различного уровня, сегодня очень приветствуется самостоятельная исследовательская работа. Таким образом, каждый студент или ученик может самостоятельно подбирать дополнительный учебный материал (кроме базового) и интерпретировать его, в соответствии с поставленной целью.
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ДИДАКТИЧЕСКИЙ МАТЕРИАЛ, УЧЕБНЫЙ МАТЕРИАЛ — разновидность наглядных учебных пособий (карты, таблицы, реактивы, растения и т. д.), раздаваемые учащимся для самостоятельной работы на уроке или дома или демонстрируемые педагогом; дидактическим материалом называются также сборники задач и упражнений.
Вишнякова С.М. Профессиональное образование. Словарь.
ДИДАКТИЧЕСКИЙ (УЧЕБНЫЙ) МАТЕРИАЛ - особый тип наглядного учебного пособия (преимущественно карты, таблицы, наборы карточек с текстом, цифрами или рисунками, реактивы, растения, животные и т.д.), раздаваемые учащимся для самостоятельной работы в классе или дома или демонстрируемые учителем перед всем классом. Дидактический материал, являясь весьма простым по своему содержанию, оформлению и технологии изготовления, может быть подготовлен самими учащимся по поручению учителя. Дидактическим материалом называются также сборники задач и упражнений.
Использованы материалы кн.: Психолого-педагогический словарь. / Сост. Рапацевич Е.С. – Минск, 2006, с. 184-185.
!! Русова
Дидактический материал, принципы моделирования которого составляют предмет нашего исследования, является одной из тех категорий дидактики, содержание которых претерпевает в последнее время наиболее существенные изменения. В 60-е годы этот термин обозначал специфический вид наглядных учебных пособий (карточек с текстом, рисунками и цифрами, трафаретов, наборов деталей и счетного материала, моделей геометрических фигур и т.п.), который содержал "исходные данные для конструктивной работы учащихся по решению той или иной учебной задачи" (Педагогическая энциклопедия, М., 1964). Несколько позже дидактическим материалом стали называть также отдельные методические пособия для учителя (М.Р.Львов [252]). В настоящее время, однако, содержание названного термина значительно расширилось и изменилось, и для его характеристики необходимо уточнить соотношение таких основополагающих категорий педагогики, как содержание образования, средства образовательного процесса и учебный материал.
@@color:red;Содержание образования@@ является главным системообразующим фактором в процессе обучения и включает в себя следующие компоненты [309, 413, 455]:
- знания о природе, обществе, технике, человеке, мышлении и способах человеческой деятельности;
- опыт осуществления известных способов деятельности, воплощающихся вместе со знанием в умениях и навыках личности, усвоившей этот опыт;
- опыт творческой деятельности по решению новых проблем, возникающих перед личностью и перед обществом;
- опыт эмоционально-ценностного отношения к миру.
Современная дидактика предполагает, что познание действительности и приобретение знаний - это только одна сторона обучения, второй же является функционирование этих знаний в мышлении учащегося, в его интеллектуальной деятельности, а третьей - их использование в практической деятельности, включающей преобразование действительности [302, 468].
В сущности, содержание образования представляет собой модель социального заказа, обращенного к образовательной системе.
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* 252.Львов М.Р. Словарь-справочник по методике русского языка. - М., РОСТ СКРИН, 1997. - 254 с.
* 309.Педагогика: Учебное пособие. / Под ред. П.И.Пидкасистого. - М., Педагогическое общество России, 1998. - 638 с.
* 413.Скаткин М.Н., Краевский ВВ. Содержание общего среднего образования: Проблемы и перспективы. - М., Знание,1981.-96 с
* 455.Теоретические основы содержания общего среднего образования. / Под ред. В.В.Краевского, И.Я.Лернера. - М., Педагогика, 1983.-352 с.
* 302.Образовательная программа - маршрут ученика. 4.1. / Под ред. А.П.Тряпицыной. - СПб., ЮИПК, 1998. - 113 с.
* 468.Тряпицына А.П. Теория проектирования образовательных программ. // Петербургская школа. Теория и практика формирования многовариантной образовательной системы. Центр педагогической информации. - СПб., 1992. - С.37 - 42.
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и в процессе своего формирования проходит через следующие этапы:
уровень общего системного теоретического представления о составе, структуре и функциях содержания образования;
уровень учебного предмета или образовательной области, на котором реализуется взаимодействие логики соответствующей науки (и шире - соответствующей сферы общественного сознания) - и условий и закономерностей образовательного процесса;
уровень учебного материала, где осуществляется реальное наполнение элементов содержания образования конкретными знаниями, умениями, навыками, познавательными задачами и упражнениями, репрезентированными в учебниках, задачниках, пособиях, компьютерных программах и других образовательных средствах. Подчеркнем, что вследствие изменения эдукологической ситуации в целом и главное - вследствие изменения цели образования, которая ныне состоит не только в социализации индивида, но в воспроизводстве культурного опыта поколений и укоренении в личностном духовном мире всечеловеческих нравственных ценностей, ''содержание образования сегодня интерпретируется не как совокупность учебных предметов, а как иерархия необходимых для осознанного самоопределения личности сфер человеческой жизнедеятельности, или образовательных областей'' [302].
В этом контексте содержание образования репрезентируется в учебном плане, в совокупности учебных программ, коррелирующих образовательным областям, и в соответствующих им учебно-методических комплексах.
К @@color:red;средствам обучения@@ (или дидактическим средствам - В.Оконь, Ч.Куписевич; или средствам образования Б.С.Гершунский) принято относить '' "все объекты и процессы (материальные и материализованные), которые служат источником учебной информации и инструментами (собственно средствами) для усвоения содержания учебного материала, развития и воспитания учащихся" '' [454, с. 187]. @@color:red;В.В.Краевский и И.Я.Лернер выделяют среди средств обучения учебник вкупе с сопутствующими учебными и методическими книгами, ТСО вместе со средствами наглядности и слово учителя; Б.С.Гершунский относит к средствам образования учебные и методические тексты, наглядные пособия, компьютеры, аудио- и видеоаппаратуру и другие технические приспособления [85]; являются средствами образования и упомянутые выше учебно-методические комплексы@@.
Учебные планы и учебные программы по предметам и образовательным областям определяют содержание учебного процесса;
учебные книги и электронные накопители информации фиксируют это содержание [324, с.324].
Согласно некоторым современным авторам, такие средства обучения, как учебники и учебные пособия, являются не чем иным, как информационной моделью обучения, своеобразным сценарием учебного процесса [309, с.231], т.е. учебные средства моделируют не только информационную структуру содержания образования, но и непосредственный образовательный дискурс. Таким образом, традиционно вкладываемое в понятие "средства образования" содержание сводится к материально- технологическому обеспечению образовательного процесса, имеет ярко выраженный "процессуальный" оттенок. На наш взгляд, педагогике необходима категория, которая была бы промежуточной между "содержанием образования" и "средствами образования" и в которой был бы актуализирован аспект дидактического моделирования части человеческого опыта, отобранной в качестве содержания образования. Такая категория может быть сформирована и выражена с помощью термина "дидактический материал", а содержание
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и сущность соответствующего понятия сводится к материально и семиотически организованным результатам дидактического моделирования содержания образования. Дидактический материал ни в коем случае не равен только "знаниевой" компоненте содержания образования или "учебной информации" (такие терминоупотребления нередки в педагогической литературе). Дидактический материал - это совокупность обусловленных образовательными потребностями конкретных систем интегрированных элементов содержания образования, репрезентированных в предметной, вербальной и символической формах. Средствами же образования (учебными или дидактическими средствами) целесообразно именовать совокупность и систему видов, типов и жанров дидактического материала, приведенных в соответствие с технологической спецификой образовательного процесса. Таким образом, на уровне формирования дидактического материала конституирующими являются категории содержания образования, его цели и его адресатов; на уровне же формирования дидактических средств решающую роль играет специфика и технология участия дидактического материала в учебном процессе. Каждая материальная единица дидактического материала (образовательная программа, учебный план, учебник, учебно - методическое пособие, словарь, справочник, компьютерная программа, наглядное пособие и т.п.) в интегрированной форме являет все элементы содержания образования, представленные, однако, в разном объеме и составе. Непосредственное соотношение знаниевой, операционно-деятельностной и опытно-творческой компонент определяется конкретной целью образовательной ситуации, для обслуживания которой предназначен дидактический материал, а в конечном счете - образовательными потребностями субъектов
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образования и целью образовательного процесса. Роль дидактического материала в процессе трансляции содержания образования показана на схеме №3. Диалектика соотношения понятий "модель" и "дидактический материал" заключается в том, что дидактический материал в одно и то же время является:
1) результатом и продуктом дидактического моделирования предметной области как компоненты содержания образования;
2) средством моделирования предметной области в сознании учащегося;
3) средством обучения учащегося процессу моделирования;
4) объектом педагогического исследовательского моделирования как первой ступени для последующего проектирования и конструирования.
Следует отдавать себе отчет, что когда мы рассматриваем специфику дидактического материала как результата дидактического моделирования предметной области, то тем самым создаем операционно - деятельностные исследовательские модели соответствующего дидактического материала, вследствие чего связь между (1) и (4) аспектами неразрывна. Поэтому в дальнейшем, говоря о моделировании дидактического материала, мы будем иметь в виду именно эти, по существу неразделимые, операции: построение совокупности и системы обслуживающих дидактический процесс моделей,
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Схема 3. Процесс трансляции содержания образования.
[img[rus1.png]]
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объектом которых служит содержание предметной области как компоненты содержания образования, - и построение исследовательской педагогической модели соответствующих средств, обслуживающих образовательный процесс.
Факторы, определяющие проектирование и построение дидактического материала, систематизируются следующим образом:
1) Информационная структура содержания образования, причем знаниевая компонента включает в себя научно-теоретические и фактологические информационные элементы, операционно - деятельностная компонента репрезентируется операциональными и алгоритмическими элементами, а опытно-творческая и эмоционально-ценностная компоненты являются, по существу, векторами или силовыми полями, пронизывающими всю информационную структуру дидактического материала в целом.
2) Принцип пространственной организации информационной структуры, которая может быть линейной (и тогда мы имеем дидактический материал, развертывающийся в виде непрерывного текста, воспринимаемого, условно говоря, с начала до конца) и нелинейной (в этом случае дидактический материал предстает в виде гипертекстовой структуры, которую адресат может воспринимать и использовать, начиная с разных пространственных точек, - это, например, словарь, справочник, хрестоматия).
3) Семиотическая организация дидактического материала, которая может быть вербальной, символической, иллюстративной, графической; чаще всего, как и следовало ожидать, используется принцип интегративной семиотической организации.
4) Рецептивная организация дидактического материала, которая определяет такие его разновидности, как визуальная, аудиальная, аудиально-визуальная и визуально-тактильная.
52
5) Материально-технологическая реализация дидактического материала, которая позволяет дифференцировать печатный, компьютерный и предметно-модельный его варианты, причем к предметно-модельному дидактическому материалу относятся всевозможные муляжи, наглядные пособия, оборудование для физических и химических опытов и т.д., и т.п.
6) Наконец, специфику организации дидактического материала во многом определяет семантика образовательной области, которую он обслуживает, гуманитарная или естественно-научная.
Совокупность перечисленных факторов составляет основу общей классификационной модели дидактического материала.
Основным видом и типом дидактического материала по сей день остается печатная продукция, среди которой принято выделять учебники, учебные пособия (практикумы, сборники задач и упражнений, справочники, словари, хрестоматии и проч.) и методические пособия.
Наиболее всесторонне в российской дидактике исследована структура школьного учебника см., например, более 20 выпусков сборника "Проблемы школьного учебника" (с 1974 по 1982 гг.). Самыми актуальными представляются такие аспекты проектирования учебника, как специфика представления в этом виде дидактического материала различных компонентов содержания образования (В.В.Краевский, И.Я.Лернер, А.М.Сохор, В.Н.Столетов), логическая структура развертывания учебной информации (И.Д.Зверев, В.О.Пунский, А.З.Рахимов, В.И.Свинцов, К.Сосницкий, А.М.Сохор), разные виды систематизации этой информации (Ю.Ворончихин и С.Водчиц, В.И.Дайнеко, Л.Я.Зорина, К.Сосницкий), роль и качество научной терминологии в учебнике (И.М.Подгаецкая, Н.М.Розенберг), наконец, интегративный подход к построению учебника (Г.Г.Граник, И.Д.Зверев, Д.Д.Зуев, А.З.Рахимов, Н.Ф.Талызина).
Однако тенденция развития разнообразных типов дидактического материала такова, что решающая роль в образовательном процессе начинает принадлежать комплексу средств обучения в целом, а не отдельным его элементам (см. В.В.Краевский [209]; об этом же говорят Ю.К.Бабанский [11], В.В.Давыдов и А.К.Маркова [120], В.О.Пунский [343, 344]). И.П.Товпинец замечает, что с помощью системы учебно-методических комплексов, в которые входят такие виды дидактического материала, как справочники, тетради для самостоятельной работы, хрестоматии и т.п., может и должна осуществляться разгрузка полифункциональности школьного учебника [461].
Вполне логично, что каждую образовательную область, основу которой составляют интегрированные учебные курсы, должен обслуживать соответствующим образом организованный учебно-методический комплекс.
О моделировании и проектировании некоторых конституирующих компонентов учебно- методического комплекса, обслуживающего образовательную область "Филология", и пойдет речь в настоящей работе.
Суть лингвистическая антропология накопление лексической информации
Здесь же Б.Н. Головин дает довольно пространное, но продуманное определение понятию «термин»: “Термин — это слово или cловосочетание (образованное на базе
подчинительных связей), имеющее профессиональное значение, выражающее и формирующее профессиональное понятие и применяемое в процессе (и для) познания и
освоения некоторого круга объектов и отношений между ними — под углом зрения определенной профессии”.
из [[Общее терминоведение]] Стр 43
! @@color:red; История и современное состояние теории образовательных сред@@
! @@color:green; Научная рациональность и образовательные среды@@
[[Средовый подход|ВАК_1_Средовый подход_1]]
[[Средовый подходРИНЦ_1|РИНЦ_1_Средовый подход_1]]
{{РИНЦ_1_Средовый подход_1}}
[[Информационно-образовательная среда|ВАК_1_Информационно-образовательная среда_1]]
{{ВАК_1_Информационно-образовательная среда_1}}
[[Обучающие иммерсивные среды |ВАК_1_иммерсивные среды_1]]
{{ВАК_1_иммерсивные среды_1}}
[[Выводы РИНЦ_1|РИНЦ_1_Выводы_1]]
{{РИНЦ_1_Выводы_1}}
[[Список литературы |Литература_РИНЦ]]
{{Литература_РИНЦ}}
# ТЕОРЕТИЧЕСКИЕ ОСНОВЫ построения системы САМОСТОЯТЕЛЬНОЙ УЧЕБНОЙ РАБОТЫ В
# ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
#
# Предмет рассматриваемый в данной статье обусловлен необходимостью решения ряда проблем
# во-первых важностью самостоятельной работы при становлении специалиста, во-вторых недостаточной
# проработанностью вопросов использования ресурсов информационных сред в образовательном
# процессе, в частности в таких специфичных областях как военное образование.
# Подтверждением важности первой проблемы является то, что в законе «Об образовании в Российской
# Федерации» в статье «Обязанности и ответственность обучающихся» отмечается что обучающиеся
# обязаны “ …. осуществлять самостоятельную подготовку к занятиям “ (статья 43) а в обязанности и
# ответственность педагогических работников (статья 48) входит требование развивать у обучающихся
# познавательную активность, самостоятельность, инициативу.
# Кроме того, в том же законе право на самостоятельную образовательную деятельность законодательно
# закреплено в статье 17 где об самообразовании говорится как об одной из форм обучения которая
# позволяет получить образование вне организаций, осуществляющих образовательную деятельность.
# Причем отмечается что такое обучение осуществляется с правом последующего прохождения экстерном
# промежуточной и государственной итоговой аттестации в организациях, осуществляющих
# образовательную деятельность. Закон допускает сочетание различных форм получения образования и
# форм обучения. [Об образовании в Российской Федерации [Электронный ресурс]: Федер. закон Рос.
# Федерации от 29.12.2012 № 273-ФЗ: (ред. от 01.05.2017). Электрон. текстовые дан. Режим доступа:
# [Консультант плюс]. Загл. с экрана.]
# Важность второй проблемы так же обозначена в вышеупомянутом законе. Так в статье 16
# «Реализация образовательных программ с применением электронного обучения и дистанционных
# образовательных технологий» указывается что « …. при реализации образовательных программ с
# применением исключительно электронного обучения, дистанционных образовательных технологий в
# организации, осуществляющей образовательную деятельность, должны быть созданы условия для
# функционирования электронной информационно-образовательной среды».
#
Что такое регуляция и саморегуляция
Саморегуляция (от лат. regulare — приводить в порядок, налаживать) относится к фундаментальным понятиям, поэтому является предметом исследования многих отраслей человеческого знания.
Задача настоящей статьи ограничена анализом основных аспектов исследования саморегуляции, которые акцентируются в ее теоретических трактовках. Конструктивное решение этой задачи предполагает междисциплинарный анализ развития проблематики саморегуляции.
В онтологии саморегуляция
В биологии
· Понятие "саморегуляция": терминология и основные подходы (pdf) (doc)
Саморегуляция в общем смысле определяется [29] как целесообразное функционирование живых систем. Психическая саморегуляция является одним из уровней регуляции активности этих систем, выражающим специфику реализующих ее психических средств отражения и моделирования действительности, в том числе рефлексии субъекта (понятие рефлексии мы будем подробно анализировать в дальнейшем). Саморегуляция имеет следующую структуру: принятая субъектом цель его деятельности, модель значимых условий деятельности, программа собственно исполнительных действий, система критериев успешности деятельности, информация о реально достигнутых результатах, оценка соответствия реальных результатов критериям успеха, решения о необходимости и характере коррекций деятельности (рис.1). Саморегуляция представляет собой, таким образом, замкнутый контур регулирования.
· Методология учебной деятельности Новиков
Саморегулируемое обучение является процессом преобразующего взаимодействия педагога и учащегося, направленным на обогащение опыта отношений личности, осознание личностного смысла и целей обучения,самоорганизацию учебной деятельности и развитие рефлексии.
Тихонова Е. В. Саморегулируемое обучение как условие профессионального самообразования учителя
Саморегулируемое обучение студентов, являясь частью системы непрерывного образования, есть процесс и результат андрагогического взаимодействия, в ходе которого на основе механизмов самоуправления и саморегуляции реализуются все этапы учебно-познавательной деятельности студента в вузе, посредством чего обеспечивается его переход на более высокий уровень самореализации и самоактуализации.
· Киргинцева Н. С. Саморегулируемое обучение студентов лингвистических специальностей в условиях дидактических информационных сред
Влияние среды на механизмы саморегуляции
Структура ИОС
информационно-образовательная среда; ИОС: Система инструментальных средств и ресурсов, обеспечивающих условия для реализации образовательной деятельности на основе информационно-коммуникационных технологий.
Примечание - Информационно-образовательные среды в обобщенном виде представляют собой различные виды информационных систем, обеспечивающих реализацию процесса обучения с помощью информационно-коммуникационных технологий.
ГОСТ Р 53620-2009 статья 3.1 ИОС
Информационно-образовательная среда (ИОС) – это среда, объединяющая с помощью современных информационных и телекоммуникационных технологий учебные, методические и информационные ресурсы образовательного учреждения (учреждений).
Информационная система
информационная система: Совокупность содержащейся в базах данных информации и информационных технологий, а также технических средств, обеспечивающих ее обработку.
information system
ГОСТ Р 52653-2006 статья 3.1.6
Информационная система – организационно упорядоченная совокупность документов (массивов документов) и информационных технологий, в том числе с использованием средств вычислительной техники и связи, реализующих информационные процессы.
Положение о НИЦ (О и ИТ) ВУНЦ ВВС
Что может входить в ИОС
Технологии
информационно-коммуникационная технология: Информационные процессы и методы работы с информацией, осуществляемые с применением средств вычислительной техники и средств телекоммуникации.
en information and communication technology; ICT
ГОСТ Р 52653-2006 пункт 3.1.5
технология: Совокупность процессов с использованием каких-либо средств воздействия на объекты, направленных на достижение поставленной цели, заключающейся в необходимом изменении объектов, подвергаемых воздействию.
ГОСТ Р 43.0.3-2009 статья 3.54
Образовательные технологии - способы реализации содержания обучения, предусмотренного учебными программами, представляющие систему целей, форм, методов и средств обучения. Образовательные технологии, реализуемые с использованием средств информационно-вычислительной техники, называют образовательными компьютерными информационными технологиями (КИТ), а также новыми информационными технологиями обучения (НИТО).
Положение о НИЦ (О и ИТ) ВУНЦ ВВС
ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ. Совокупность приемов работы преподавателя и учащихся, обеспечивающая достижение целей обучения языку и овладение языком. Выделяют технологии игровые, компьютерные, тренинговые, связанные с созданием речевой среды, формирующие стратегии овладения и владения языком. Следует различать технологии обучения (приемы работы, реализующие научную организацию труда учителя и учащихся) и технологии в обучении (использование технических средств в учебном процессе).
Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий
При этом следует учесть, что современное состояние развития науки и техники характеризуется информационной перегрузкой и включением предварительного получения знаний в большинство … процессов, что требует замены культуры усвоения культурой поиска и обновления [Волков А. Е].
Вместе с тем общепризнано, что начало XXI в. становится временем бурного развития наук о познании (2 Достаточно широко распространилась позиция о новой научно-технологической революции — когнитивной), гуманитарных и социальных технологий. В этом же ряду находится появление образовательных технологий, надежно обеспечивающих планируемые результаты.
Речь идет не только об информационных технологиях (хотя их роль чрезвычайно важна), но в целом о технологиях коллективной и индивидуальной работы со знаниями, которые основываются на современных исследованиях об освоении деятельности (когнитивные науки).
Варианты названий
· Информационно-образовательная среда и саморегулируемое обучение
· Саморегулируемое образование и Информационно-образовательная среда
· Теоретические основы самостоятельной учебной работы в информационно-образовательной среде образовательного учреждения
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# В современной модели образования делается акцент на необходимости образования в течение жизни.
# Очевидно, что система непрерывного образования должна базироваться на основе самостоятельной
# работы обучающихся, а это требует обеспечения свободного доступа к образовательным ресурсам и
# использования соответствующих технологий самообразования.
# В этой связи в работе [Волков А. Е., Кузьминов Я. И., Реморенко И. М., Рудник Б. Л., Фрумин И. Д.,
# Якобсон Л. И. Российское образование – 2020: модель образования для инновационной экономики.
# Материал для обсуждения [[ Вопросы образования. 2008. №1. С.32-65] отмечается необходимость
# формирования и повышения доступности таких институтов образования, как образовательные и
# справочные интернет-порталы и электронные библиотеки.
# Наконец, принципиальное отличие новой модели состоит в ориентации на подлинную открытость
# системы, на формирование ее сетевого взаимодействия с другими институтами и агентами
# индивидуального, экономического и социального развития.
# Неформальное и информальное образование
# Там же отмечается что «люди, получившие профессиональное образование и желающие повысить
# уровень своих навыков или получить новые, являются ключевым ресурсом экономики». Отмечается, что
# все большую роль в них играет как неформальное образование (курсы, тренинги, короткие программы,
# которые могут предлагаться на любом этапе образования или профессиональной карьеры), так и
# информальное (спонтанное) образование, которое реализуется за счет собственной активности
# индивидов в насыщенной культурно-образовательной среде.
# Сутью системы дополнительного (неформального) образования является переход от централизованных и
# жестко организованных траекторий профессиональной подготовки к свободной встрече широкого
# предложения образовательных услуг и многообразных потребностей в повышении квалификации,
# освоении новых знаний и технологий.
#
# Однако возникает как это можно реализовать в условиях специфики образования в условиях военного
# вуза, в котором должен быть подготовлен компетентный специалист.
# Академик РАО? А.М. Новиков дает такое определение термину (понятию) компетентность.
# "Компетентность – способность (готовность) человека к практической деятельности, к решению
# жизненных проблем, основанная на приобретенном обучающимся жизненном опыте, его ценностях,
# склонностях и способностях. Компетентность развивается на основе компетенций (умений).
Новиков А.М. Педагогика Словарь системы основных понятий
В словаре Азимов Э. Г., Щукин А. Н. КОМПЕТЕНТНОСТЬ обозначает способности личности к выполнению какой-либо деятельности на основе жизненного опыта и приобретенных знаний, умений, навыков. В отличие от компетенции, которую принято рассматривать в виде знаний, умений, навыков, приобретенных в ходе обучения и образующих содержательную сторону такого обучения.
@@color:brown;[Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]@@
Из этих определений следует что во-первых, компетентность специалиста определяется кроме жизненного опыта наличием у специалиста соответствующих компетенций, во- вторых основные компетенции приобретаются в ходе обучения. Анализ научной литературы (содержания словарей) позволяет выделить более 20 разновидностей компетенций.
Среди них можно выделить профессиональную компетенцию которая определяется как - способность успешно действовать на основе умений, знаний и практического опыта при выполнении задания, решении задачи профессиональной деятельности @@color:brown;[Словарь-справочник современного российского профессионального образования]@@.
Так как мы рассматриваем влияние среды и в частности информационной среды поэтому в структуре компетентности? Выделим на наш взгляд наиболее важный элемент – знания.
Здесь возникает ряд вопросов: как обучающийся получает знания. Этот вопрос можно вопрос в частности рассматривается таким междисциплинарным направление как когнитивистика (когнитивные науки).
Ряд работ ведущих психологов Тихомиров
@@color:brown;[Тихомиров О. К. Психология мышления: Учебное пособие. М.: Изд-во Моск. ун-та, 1984. — 272 с.]@@
Знания (обобщения, значения) выступают в двояком качестве: а) как продукты деятельности мышления (в результате мышления человек вырабатывает некоторое новое знание); б) как орудия, средства мыслительной деятельности (на личные знания позволяют фиксировать новые свойства объекта, новые отношения в этом объекте, как бы проникать в глубь познаваемого).
Знания (обобщения, значения) могут иметь двоякую форму существования: в качестве компонента индивидуальной психики или в качестве компонента общественного, т. е. надындивидуального опыта. Именно поэтому субъективно новое знание (для данного конкретного индивида) может быть совершенно различным по происхождению. В одном случае индивид получает готовое знание, а во втором вырабатывает его самостоятельно.
Знание – продукт познания. Следует различать общественные знания (в первую очередь, научные) и индивидуальные знания. Они различаются принципиально. Если общественные знания существуют сами по себе, независимо от того или иного конкретного человека – в книгах и т. д. и являются принадлежностью всего человечества, то индивидуальные знания являются принадлежностью только одного человека. @@color:brown;[Новиков А.М. Педагогика Словарь системы основных понятий]@@
@@color:red;Знание. Результат процесса познания действительности, адекватное ее отражение в сознании человека в
виде представлений, суждений, умозаключений, теорий. З. обладает различной степенью достоверности,
отражая диалектику относительной и абсолютной истины. На занятиях по языку З. – один из компонентов
содержания обучения: в это понятие включают З. системы языка и правил пользования этой системой в
теоретической и практической деятельности. З. обычно противопоставляется незнанию как отсутствию
проверенной информации о явлении (или процессе) и псевдознанию, способы получения которого не
удовлетворяют некоторым базисным критериям З. При практической направленности обучения
сообщению теоретических сведений о системе языка рекомендуется уделять минимальное количество
учебного времени (не более 15%) (Беляев, 1965), при том что основное время урока отводится
формированию речевых навыков и развитию речевых умений, т. е. речевой практике. Применительно к
обучению языку выделяют З. фонетические, лексические, грамматические, страноведческие,
социокультурные З. наряду с навыками и умениями обеспечивают возможность пользоваться языком как средством общения, а также оценивать свою речь и речь других людей с точки зрения ее соответствия нормам изучаемого языка. При практической направленности обучения З. сообщаются в виде правил-инструкций и усваиваются в тесной связи с их функционированием в речи. [[Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий]]@@
@@color:red;Знания — результат познания действительности, проверенный практикой; адекватное ее (действительности) отражение в сознании человека в виде представлений, понятий, суждений, теорий.
Понятие «знания» следует рассматривать в двух аспектах: то, что должен усвоить учащийся, и то, что уже усвоено им, применено или соответствующим образом использовано в вербальной (словесной) и предметной практической деятельности, стало свойством его личности, т. е. это запоминание и воспроизведение изученного материала. В профессиональной педагогике используется следующее рабочее определение: знания — это результат усвоения учащимися системы фактов, понятий, законов, закономерностей, теорий; это накопленная работником информация о свойствах материалов, устройстве машин, механизмов и др., методах труда и производства, относящихся к данной профессии, специальности, а также об общем культурно-техническом развитии общества@@. @@color:brown;[Вишнякова С.М. Профессиональное образование. Словарь]@@
@@color:red;Знание — верное отражение действительности в мышлении человека; проверенный общественной практикой результат процесса познания. Выступает в виде понятий, законов, принципов, суждений. Бывает эмпирическим, выведенным из опыта, практики, и теоретическим, отражающим закономерные связи и отношения.
Знание (в пед.) — понимание, сохранение в памяти и воспроизведение фактов науки, понятий, правил, законов, теорий. Усвоенные знания отличаются полнотой, системностью, осознанностью и действенностью@@. @@color:brown;[Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике]@@
мышление — это обобщенное отражение действительности, именно этим оно и отличается от восприятия.
Второй вопрос как организуется приобретение знаний.
саморазвитие
рассматривать на различных уровнях: от философского уровня до лингв
Вынесенные в заглавие статьи ключевые для нее понятия указывают по своей сути являются концептами, отражающие репрезентирующие основные проблемы .
ключевые понятия, выступающие как стержневые при развитии определенного направления научных изысканий
смешиваются, подменяются понятия из двух коррелирующих, но не равнозначных сфер — языка как системы и языка как достояния индивида
[Залевская А.А. значение слова и возможности его описания]
Обзор литературы по вопросам самостоятельной образовательной работе, в частность словарей по педагогике, показывает большое количество терминов в которых описывается данная предметная область.
Самовоспитание, самоконтроль, самокоррекция, самонаблюдение, самообразование, самообучение, самоорганизация, самопознание, саморазвитие, саморазвитие личности, самореализация, саморегуляция, саморегулируемое обучение, самостоятельная образовательная работа, самостоятельная работа, самостоятельная учебная работа, самостоятельность, самоучение, самоучитель.
Аналогичные результаты дает обзор терминологии по средовому подходу: виртуальная образовательная среда; виртуальная языковая среда; всемирная мультимедийная среда; дидактическая информационная среда; здоровьесберегающая информационно-коммуникационная образовательная среда; изолированная сборочная среда; информационная среда; информационно-коммуникационная предметная среда; информационно-коммуникационная среда; информационно-образовательная среда; мультимедийная образовательная среда; образовательная среда; образовательной системы внешняя среда; открытая сборочная среда; предметная (учебная) среда; развивающая информационная образовательная среда; социальная среда; среда; среда воспитания; среда информационная; среда информационно-образовательная; среда медиаобразовательная; среда медийная; среда обучения; среда педагогическая; среда социальная; технологическая учебная среда; учебная среда; учебно-техническая среда; электронная информационно-образовательная среда; языковая среда.
Отбор терминов относящийся к понятию система дает следующий набор терминов: автоматизированная информационная система; автоматизированная обучающая система; автоматизированная система управления; авторские компьютерные системы; белл-ланкастерская система обучения; дидактическая система; дидактическая система обучения; дидактическая система учителя; задачная система обучения; имитационная (моделирующая) система обучения; интегрированная автоматизированная система управления; информационная система; информационная система обучения; информационно-коммуникационная система; классно-урочная система обучения; корпоративная информационная система; лекционно-семинарская система обучения; образовательной системы внешняя среда; обучающая система автоматизированная; общеевропейская система уровней владения иностранным языком; оператор информационной системы; открытая система; система; система «человек – компьютер»; система дистанционного обучения; система методических понятий; система методических терминов; система монтессори; система образования; система обучения; система сетевого дистанционного обучения; система управления образовательным контентом; система управления обучением; система упражнений; системный подход; терминологическая подсистема; терминологическая система оборонной продукции; терминосистема; технологическая система обучения; эргатическая система; языковая система.
Все эти термины образуют поле рассматриваемой предметной области, однако «вес» этих понятий не одинаков.
Некоторые из этих терминов …. Понятия имеющие общенаучный характер, другие используются в узкой предметной области.
К первым можно отнести термины самообразование, саморазвитие, образовательная среда, среда, информационно-образовательная среда, среда обучения, электронная информационно-образовательная среда, информационно-образовательная среда, дидактическая система. открытая система; система; система образования; система обучения;
Очевидно, что эти термины отражают различные уровни научного знания и позволяют исследовать интересующие феномены с различных позиций и на различном
Проведем анализ первой группы терминов с целью выявления определения иерархии сущности этих понятия с позиций пересечения самостоятельной
Следует выделить самообразование
среда обучения тс
В этом массиве терминов можно выделить «базовые» и «частные» термины.
Очевидно что базовые термины
Самостоятельная работа является важным фактором успешности получения знаний.
Знания субъект образовательной деятельность, ученик, студент, аспирант, адъюнкт, слушатель курсов повышения квалификации может получать как в ходе формального образовательного процесса в среде учебного заведениях различного уровня так и в процессе «автономной» работы.
Эти процессы могут рассматриваться на различных уровнях: на уровне философской абстракции, как явления психологического порядка, как дидактическая проблема.
Рассматривая вопросы изучения данной проблемы – самостоятельной образовательной работы следует подходить к ней как системе.
Изучение проблемы самостоятельной познавательной деятельности должно осуществляться с точки зрения изучения взаимодействия систем различного порядка сложности.
Причем к этой проблеме необходимо подходить как с точки зрения самой познавательной деятельности как системы научного знания так и объекту учебной деятельности.
Следует сразу сделать акцент на соотношение таких понятий как система и среда. Существуют мнения что понятие среда – это понятие избыточное и достаточно использовать только понятие система. Однако развитие науки показывает, что это не так. Эти понятия взаимозависимые – среда тоже может рассматриваться как система.
Причем как системы системами являются различные объекты
Самообразование — систематическая учебная деятельность, построенная на самостоятельном изучении какого-либо вопроса или проблемы с периодическими консультациями у специалиста или без них. Эффективность самообразования зависит от интеллектуальной развитости, а также от установок на учебную деятельность, от отношения к знаниям, от волевых и др. качеств. Самообразование имеет индивидуальные и групповые формы, последние способствуют формированию умений и навыков совместной интеллектуальной деятельности. В системе непрерывного образования самообразование выполняет роль связующего звена между ступенями и стадиями организованной учебы, придавая образовательному процессу целостный и восходящий характер.
Вишнякова С.М. Профессиональное образование. Словарь.
Самообразование — специально организованная, самостоятельная, систематическая, познавательная деятельность, направленная на достижение определенных личностно и (или) общественно значимых образовательных целей: удовлетворение познавательных интересов, общекультурных и профессиональных запросов и повышения профессиональной квалификации. Система умственного и мировоззренческого самовоспитания, влекущая за собой волевое и нравственное самоусовершенствование, но не ставящая их своей целью. Строится обычно по образцу систематизированных форм обучения, но регулируется самим субъектом.
Коджаспирова Г. М., Коджаспиров А. Ю. Словарь по педагогике
САМООБРАЗОВАНИЕ. Овладение знаниями, навыками, умениями по инициативе самого обучающегося в отношении предмета знаний (чем заниматься), объема и источника познания, установления продолжительности и времени проведения занятий, а также выбора форм удовлетворения познавательных интересов и потребностей.
Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий
Определение системы в стандартах и в основных словарях самое короткое определение дано в стандарте ГОСТ ISO 9000-2011 система - cовокупность взаимосвязанных и взаимодействующих элементов. [ГОСТ ISO 9000-2011. Системы менеджмента качества. Основные положения и словарь. М., Стандартинформ, 2012. IV, 27 с.]../../05/20170526/t209_170515.html - %D0%93%D0%9E%D0%A1%D0%A2%20ISO%209000-2011 статья 3.2.1.
А.М. Новиков говорит об множества связанных между собой элементов, упорядоченных по отношениям и характеризующихся единством общих целей функционирования. Отмечает наличие иерархии систем, обособленность от окружающей среды и в тоже время наличие связей со средой. Отмечается сложная иерархия систем: для каждой системы существует более общая система – надсистема; в то же время каждая система состоит из целой совокупности систем более низкого уровня – подсистем. [Новиков А.М. Педагогика: словарь системы основных понятий. М.: Издательский центр ИЭТ, 2013. 268 с.]
Отмечается что понятие система играет важную роль в современной философии, науке, технике и практической деятельности. Для системы характерно не только наличие связей и отношений между образующими ее элементами (определенная организованность), но и неразрывное единство со средой, во взаимоотношении с которой система проявляет свою целостность.
Иерархическая зависимость подсистем образования определяется совокупностью их функций: каждая из них на своем уровне и все они вместе решают задачу формирования личности. [Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам) . М.: Издательство ИКАР, 2009. 448 с.]
Моделирование [[Статья Дидактический материал]]
[[Статья Дидактический материал работа]]
[[Русова]]
[[Азевич]]
[[Рыжов]]
[[Пидкасистый]]
[ext[Дидактические разработки педагогов центра художественного
образования.|https://docviewer.yandex.ru/view/44297129/?*=0e3QlvHupsEGUAQhfjxAfCPm1HN7InVybCI6Imh0dHA6Ly93d3cuYXJ0LWVkdS5ydS9fbGQvMS8xMDFfX18ucGRmIiwidGl0bGUiOiIxMDFfX18ucGRmIiwidWlkIjoiNDQyOTcxMjkiLCJ5dSI6Ijg1NjY3MDU5MTQ1NzQ0OTMwNSIsIm5vaWZyYW1lIjp0cnVlLCJ0cyI6MTUwOTI4OTU5ODIwOH0%3D&page=2&lang=ru]]
*[[Классика, неклассика, постнеклассика: критерии различения]]
*[[Научная рациональность в техногенной культуре: типы и историческая эволюция]]
*[[Саморазвивающиеся системы и постнеклассическая рациональность]]
*[[Смена типов научной рациональности]]
*[[Системность объектов научного познания и типы рациональности]]
*[[Особенности научного познания и критерии типов научной рациональности]]
*[[Наука и образование: проблемы модернизации]]
*[[Теоретическое знание]]
!! Степин и ко
* [[Проблемы методологии гуманитарных наук]]
Первым критерием различения классической, неклассической и
постнеклассической рациональности является тип системной организации
осваиваемых объектов. @@color:red;Для освоения объектов, организованных как простые
системы, достаточно классической рациональности. Неклассический тип
рациональности обеспечивает освоение сложных саморегулирующихся
систем, постнеклассический – сложных, саморазвивающихся систем@@.
!! Онтологии и категориальные структуры классической рациональности
Если механическую картину мира рассмотреть с позиций системного подхода, то в ней обнаруживаются характерные черты представлений об объектах как простых (малых) системах. Предполагается, что свойства системы однозначно определяются свойствами составляющих ее элементов, элемент вне системы и внутри нее обладает одними и теми же свойствами (отсутствует идея системного качества, характеризующего целостность системы, его несводимости к сумме частей). Вещь (тело, корпускула) рассматривается как нечто первичное по отношению к процессу. Процесс – это силовое взаимодействие корпускул и тел. Причинность редуцирована к лапласовской детерминации. Пространство и время рассматриваются как внешние по отношению к системе (объекту). Полагается, что движение и взаимодействие тел никак не сказывается на характеристиках пространства и времени.
............
Сталкиваясь с более сложным типом системной организации объектов, наука вначале рассматривала их сквозь призму уже сложившихся онтологий и категориальной сетки, соответствующей простым системам. Но постепенно обнаруживалась неадекватность традиционных представлений. Накапливались факты, не укладывающиеся в их рамки, возникали парадоксы при попытках объяснения новых фактов. Эти ситуации характеризуются в терминологии Т. Куна как аномалии и кризисы, выступающие преддверием научных революций
!! Саморегулирующиеся системы и онтологии неклассической науки
..............
..............
благодаря разработке идей кибернетики и развитию теории систем . Выяснились особенности сложных саморегулирующихся систем и их принципиальное отличие от простых систем. Сложные системы дифференцированы на подсистемы, в которых осуществляется стохастическое взаимодействие элементов. В этих системах функционально выделен блок обработки информации и управления, которое осуществляется на основе прямых и обратных связей. Воспроизводство системы выступает как саморегуляция, которая обеспечивает сохранение небольшого набора системных параметров, определяющих целостность системы.
Представления о сложных системах позволили объединить в единую категориальную сетку ранее выявленные категориальные смыслы, не укладывающиеся в рамки механической парадигмы. Категории вещи и процесса предстали как относительно различимые. Если в механической картине мира вещи (тела) выступали как нечто первичное, как субстрат, а процессы интерпретировались как воздействие одной вещи (тела) на другую посредством передачи сил, то в новой системе представлений любая вещь представала как процессуальная система, самовоспроизводящаяся в результате взаимодействия со средой и благодаря саморегуляции. Категории части и целого также обрели новые смыслы. Включение элементов (частей) в систему и их свойства внутри системы определяются характером ее целостности . В сложных системах целое обладает особым системным качеством, нередуцируемым к свойствам составляющих его частей. Оно не только зависит от свойств составляющих частей, но и определяет эти свойства.
Применительно к сложным системам происходит расширение понимания причинности. Лапласовская детерминация дополняется вероятностной причинностью. В процессах саморегуляции наличие обратных связей приводит к обратному воздействию следствия на порождающую его причину – возникает циклическая причинность. Наконец, в понимание пространства и времени входит различение внутреннего и внешнего пространства системы и их характеристик.
.......
в 40-х – 60-х годах ХХ века в биологии. И. Шмальгаузеном была развита одна из перспективных версий видоизменения сложившейся картины биологической реальности с учетом представлений о сложных саморегулирующихся системах. Шмальгаузен представил в качестве таких систем основные типы биологических объектов, образующих мир живых организмов – одноклеточные и многоклеточные организмы, популяции и биогеоценозы. «Все биологические системы, – писал И. Шмальгаузен, – характеризуются большей или меньшей способностью к саморегуляции, т.е. гомеостазису. С помощью авторегуляции поддерживается само существование каждой данной системы, ее состав и структура с ее характерными внутренними связями и закономерные преобразования всей системы в пространстве и времени. Гомеостатическими системами являются, конечно, прежде всего, отдельная особь каждого вида организмов, затем популяция как система особей одного вида, характеризующаяся своим составом и структурой с особыми взаимосвязями ее элементов, и, наконец, биогеоценоз, обладающий также определенным составом и структурой со своими, подчас очень сложными взаимосвязями» 3 . «Механизмы контроля и регуляции, – писал далее И.И. Шмальгаузен, – понятно, различны в разных системах. Однако общие принципы регуляции могут во всех этих случаях рассматриваться под одним углом зрения в свете учения о регулирующих устройствах» 4 . Взаимодействие основных структурных единиц живого – организмов, популяций и биоценозов – было рассмотрено под углом зрения передачи и преобразования информации и процессов управления. Рассматривая каждую особь в качестве сложного сообщения, перекодирующего генетическую информацию молекулярного уровня в набор фенотипических признаков, Шмальгаузен представил ее как целостный информационный блок, а специфическую для каждой особи индивидуальную активность в биогеоценозе рассмотрел как средство передачи обратной информации. Все эти трансформации картины биологической реальности стимулировали ряд новых конкретных теоретических открытий. Подход
---
3
Шмальгаузен И.И. Кибернетические вопросы биологии. Новосибирск, 1968. С.103.
4
Там же.
5
Там же. С. 147.
12
В этом ключе чилийские нейрофизиологи Ф. Варела и У. Матурана развивали свою концепцию @@color:red; аутопоэзиса саморегулирующихся систем@@, согласно которой воспроизводство системы осуществляется не за счет внешних воздействий, а посредством элементов (операций), произведенных в самой системе, внутренних для нее. Этот же подход Н. Луман применил при исследовании функциональной устойчивости социальных систем, предложив в качестве основных внутренних операций, обеспечивающих воспроизводство социальной системы, процессы коммуникации индивидов.
!!Категориальные структуры и картина мира в постнеклассической науке
Идеи эволюции активно осваивались наукой уже в XIX столетии. ХХ век придал этим идеям новое измерение. От феноменологического описания эволюции был осуществлен переход к ее структурному описанию. Включение такого подхода в концепцию саморегулирующихся систем трансформировало ее в новую систему представлений. Эти представления можно интегрально охарактеризовать как переход к видению объектов исследования в качестве саморазвивающихся систем. В этой связи важно провести различение саморегулирующихся и саморазвивающихся систем.
Концепция саморазвития включает представления о саморегуляции, но не сводится к ним. Саморазвивающиеся (исторически развивающиеся) системы представляют собой более сложный тип системной организации. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Саморазвивающимся системам присуща иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей.
Все эти изменения структуры саморазвивающихся систем по мере появления в них новых уровней организации и перестройки их прежних оснований можно изобразить посредством следующей схемы
[img[stepin_r.png]]
1. Исходная саморегуляция.
2. Новый тип саморегуляции, основанный на трансформации предшествующих уровней иерархии системы.
3. Потенциально возможный уровень организации при продолжении развития системы как возможность нового типа саморегуляции
На каждом этапе своей исторической эволюции саморазвивающаяся система сохраняет свою открытость, обмен веществом, энергией и информацией с внешней средой. Но характер этой открытости меняется со сменой типа самоорганизации, адаптирующей систему к окружающей среде. Изменения же типа самоорганизации – это качественные трансформации системы. Они предполагают фазовые переходы. На этих этапах прежняя организованность нарушается, рвутся внутренние связи системы, и она вступает в полосу динамического хаоса.
...............
Категориальная матрица понимания и осмысления саморазвивающихся систем очерчивает пути синтеза достижений естественных, технических и социально-гуманитарных наук в рамках общенаучной картины мира. Идеи и представления об эволюции основных сфер Универсума – неживой природы, живой природы и общества – составляют концептуальное ядро современной научной картины мира. Во второй половине ХХ века в эту картину вошли представления о Большом взрыве и инфляционной Вселенной, о формировании в этом процессе основных элементарных частиц и их взаимодействий, о появлении на определенных этапах развития Метагалактики звезд и галактик и формировании в процессе космической эволюции атомов, молекул, макротел, планет и планетных систем. Все эти уровни организации материи предстали как результат усложнения и дифференциации Метагалактики в ходе ее развития от Большого взрыва до наших дней.
*[[Концепт и значение]]
*[[Теоретические основания семантико-когнитивного подхода к языку]]
*[[Язык и мышление]]
{Термин, понятие и значение 79}}
[[79 |Термин, понятие и значение 79]]
{Термин, понятие и значение 80}}
[[80 |Термин, понятие и значение 80]]
{Термин, понятие и значение 81}}
[[81 |Термин, понятие и значение 81]]
!! Цитирование
```
Белошицкий А.В. Субъектность в личностно-профессиональном развитии курсантов военного вуза // Научные исследования в образовании. 2006. № 1. С. 62-67.
```
!! Ссылка
* [ext[sss |file:///D:/TRab/2017/05/20170531/Beloshitsky/elibrary_14317105_37786843.pdf]]
!! Выдержки
А.В. Белошицкий, преподаватель кафедры АСУ Военного института радиоэлектроники г. Воронежа, канд. пед. наук
Фактором личностно - профессионального развития
курсанта является его внутриличностная среда: активность, потребность и способность к самодетерминации и самореализации, устремленность к самоактуализации.
Субъект - это самоутверждающаяся личность. Применительно к курсанту военного ВУЗа понятие "субъект", мы рассматриваем как особую категорию, которая описывает курсанта как первопричину познания, самопознания и преобразования действительности, отражая его активное отношение к окружаю щему миру и к самому себе, его способность организовывать и регулировать свой жизненный путь как целое, подчинять его своим целям и ценностям. Субъектность курсанта военного ВУЗа, в нашем исследовании - это системное качество будущего офицера, овладевающего разнообразными новыми видами деятельности и социальных отношений, обладающего индивидуальной композицией личностно - психологических составляющих и психических механизмов реализации собственной активности, которые определяют и отражают результативность осуществляемой деятельности, одновременно развиваясь в ней, и детерминируют его сущностную, интегральную характеристику - общую способность к осознанному, самостоятельному, целенаправленному, саморегулируемому преобразованию исходных способностей и свойств личности в социально значимые качества.
Татаринов В.А. (ТАТАРИНОВ Виктор Андреевич)
* [[Общее терминоведение]]
!!! Диссертация
* [[Исторические и теоретические основания терминоведения как отрасли отечественного языкознания]]
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УМБЕРТО Р. МАТУРАНА ФРАНСИСКО Х. ВАРЕЛА
!!ДРЕВО ПОЗНАНИЯ
МОСКВА
Прогресc Традиция
биологические корни человеческого понимания
Матурана Умберто, Варела Франциско.
М 34 Древо познания. Перевод с англ. Ю.А. Данилова. - М.: Прогресс-Традиция, 2001 - 224 с.
ISBN 5-89826-103-6
Авторы книги - известные во всем мире выдающиеся чилийские нейробиологи, предложившие в начале семидесятых годов радикально новую концепцию живых систем от (простейших до человека), их происхождения и взаимосвязей. Написанная живо и интересно, с блестящим педагогическим мастерством, книга «Древо познания» делает читателя участником становления новой междисциплинарной научной парадигмы, приобщает его к новым взглядам на язык и его роль в эволюции и человеческой коммуникации. В основе этой парадигмы лежит принцип: «Живые системы - это познающие системы, а жизнь, - это процесс познания». На Западе книга стала интеллектуальным бестселлером.
ББК 28.02
*Содержание
*Введение 7
*1. Познание познания 13
*2. Организация живых существ 29
*3. История: репродукция и наследственность 49
*4. Жизнь метаклеточных 65
*5. Естественный дрейф живых существ 83
*6. Сфера поведения 107
*7. Нервная система и познание 125
*8. Социальные явления 159
*9. Поле лингвистики и человеческое сознание 181
*10. Древо познания 211
Говоря о живых существах, мы заранее предполагаем, что все они имеют нечто общее; иначе мы не могли бы отнести их к единому классу, который мы обознача¬ем словом «живое». Однако ничего не было сказано о следующем: какова та организация, которая опреде¬ляет их как класс? Мы заявляем, что живые существа характеризуются тем, что постоянно самовоспроизво-дятся. Именно на этот процесс самовоспроизводства мы указываем, когда называем организацию, отличаю щую живые существа, аутопоэзной организацией. В принципе эта организация возникает из определен¬ных отношений, которые мы опишем хотя бы в общих чертах и рассмотрим на более простом клеточном уровне.
Во-первых, молекулярные компоненты аутопоэзного единства должны быть динамически связаны в сеть непрерывных взаимодействий. В настоящее время нам известны многие конкретные химические превращения в этой цепи, и биохимики дали им собирательное название «клеточного метаболизма».
Итак, каковы отличительные черты клеточной динамики в сравнении с другими наборами молекулярных превращений, происходящих в природных процессах? Интересно отметить, что клеточный метаболизм по-рождает такие компоненты, которые участвуют в цепи превращений, которая их же и порождает. Некоторые из таких компонентов формируют границу сети превращений, ее предел. В терминах морфологии структура, образующая пространственную преграду, называется мембраной. Мембранная граница не является продуктом клеточного метаболизма в том смысле, в каком ткань можно считать продуктом ткацкого станка. Дело в том, что такая мембрана не только ограничивает расширение сети молекулярных превращений, порождающей собственные компоненты, но и сама участвует в функционировании этой сети. Если бы такая пространственная композиция отсутствовала, клеточный метаболизм распался бы, превратившись в расползающуюся молекулярную кашу, и столь дискретное образование, как клетка, не смогло бы возникнуть.
Из сказанного следует, что мы имеем здесь дело с уникальной ситуацией в том, что касается отношений между химическими превращениями: с одной стороны, мы видим сеть динамических трансформаций,
страница ХХХ
порождающую свои собственные компоненты и необходимую для формирования границы; с другой стороны, мы видим границу, необходимую для функционирования сети трансформаций и придающую этой сети характер некого единства
Заметим, что речь идет не о последовательных процессах, а о двух различных аспектах единого явления. Иначе говоря, не сначала граница, потом динамика, потом снова граница, снова динамика и т. д. Для того типа явлений, который мы описываем, возможность выделить какую-либо часть из целого (например, нечто, что вы видите под микроскопом) зависит от того, не нарушается ли при таком вычленении общая целостность процессов. Стоит разорвать в каком-то мес¬те клеточную метаболическую сеть, и спустя некоторое время вы обнаружите, что та сущность, о которой вы говорили, более просто не существует! Наиболее поразительная особенность аутопоэзной системы состоит в том, что она вытаскивает сама себя за волосы и становится отличной от окружающей среды посредством собственной динамики но при этом продолжает составлять с ней единое целое.
УДК 378.147
ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВОЕННОГО ВУЗА, МЕТОДОЛОГИЧЕСКИЕ АСПЕКТЫ
Белошицкий А.В., Мещеряков Д.В., Фалилеев В.Ю.
ФГКВОУ ВПО «Военный учебно-научный центр Военно-воздушных сил «Военно-воздушная академия имени профессора Н.Е. Жуковского и Ю.А. Гагарина», Воронеж,
e-mail: alexandr_beloshitskiy@mail.ru; mechericov@mail.ru; v.falileev@mail.ru
Статья посвящена проблемным вопросам совершенствования образовательного процесса военного вуза, в условиях широкого применения средств информатизации и
коммуникации. Высокая технологичность и
динамичность современного информационного мира обуславливает противоречие между знаниями,
полученными курсантами в
информационно-образовательной среде военного вуза, о
новейших информационно-коммуникационных технологиях и
неопределенным сроком их применения в
будущей военно-про-
фессиональной деятельности. Пути
разрешения противоречия актуализируют необходимость разработки
теории и
практики создания и
оптимального использования учебно-методических и
программно-технологических разработок, позволяющих оптимально применять их в
информационно-образовательной среде военного вуза, в целях качественной подготовки будущих военных специалистов.
Ключевые слова: информационно-коммуникационные технологии, информационно-образовательная среда, организационно-педагогические условия, структура, подход, принципы, функции
The article is devoted to topical issues of improving the educational process of military high school in
the widespread use of means of information and communication. High technology and dynamism of modern
information world leads to a contradiction between the knowledge acquired by cadets in the information-educational
environment of military high school, about the latest information and communication technologies and the uncertain
timing of their use in future military career. Ways to resolve the contradiction actualize the need to develop the
theory and practice of creation, and the optimum use of educational software and technological developments that
would optimize their use in information-educational environment of military high school, in order to quality training
of future military experts.
Keywords: information and communication technologies, information and educational envir
onment, organizational
and pedagogical conditions, structure, approach, principles, functions
Интенсификация процесса информатизации современного общества, тенденции развития высшего военного образования обусловили новые требования к подготовке курсантов военного вуза, сконцентрированные на индивидуальной проектно-поисковой деятельности преподавателей и обучающихся с функциями эвристики, креативности, рефлексии, что обеспечит сокращение разрыва между развивающимися информационными технологиями и сложившейся практикой обучения в военном вузе.
Важнейшими компетенциями будущего офицера становятся: готовность осваивать новые информационно-коммуникационные технологии (ИКТ); способность осуществлять поиск информации, анализировать и выделять ключевые положения, рефлексивно оценивать результаты своей деятельности и взаимодействия.
Информатизация образовательного процесса военного вуза направлена на обеспечение теории и практики создания и оптимального использования учебно-методических и программно-технологических разработок, позволяющих эффективно применять современные ИКТ в целях качественной подготовки военных специалистов.
Вопросы качества образования обсуждались на заседании Совета при Президенте по науке и образованию. Приоритетными направлениями определены оптимизация образовательного процесса и пути повышения эффективности подготовки специалистов [1].
Применение ИКТ в военном вузе позволяет повысить эффективность обучения будущих офицеров. Во-первых, за счет расширения доступа к глобальным информационным ресурсам. Во-вторых, за счет повышения самостоятельности курсантов при использовании электронных образовательных технологий.
Информационная среда, ее структура и содержание являются объектом исследования и проектирования (О.А. Козлов, И.В. Роберт, В.А. Ясвин и др.). Следует заметить, что однозначного определения понятия «информационная среда» до настоящего времени нет. Это обусловливается многообразием компонентов наполнения и неопределенностью границ содержания.
Рассматривая информационную среду во взаимодействии с образовательным процессом военного вуза, необходимо отметить их тесную взаимосвязь и взаимообусловленность – единство целей и задач, принципы организации и управления, технологии проектирования, реализации и др. Целесообразным будет использовать интегрированное понятие – «информационно-образовательная среда».
Следовательно, ''целью статьи'' является раскрытие сущности, структуры и содержания информационно-образовательной среды (ИОС), научных принципов и подходов в ее построении и реализации в военном вузе.
''Материалами'' для данной статьи послужили исследования отечественных и зарубежных ученых (С.Т. Атанасян, С.Г. Григорьев, И.Г. Захарова, А.А. Кузнецов, С.В. Панюкова, И.В. Роберт, А.П. Тряпицына, Н. Вирт, Д. Грисс, П. Деннинг, Б. Хантер и др.).
Анализируя существующие определения информационно-образовательной среды (О.М. Бабанская, И.М. Осмоловская, И.В. Роберт и др.) и учитывая специфику военного вуза, под ИОС будем понимать целенаправленно созданную совокупность информационно-образовательных ресурсов и технологий их применения, обеспечивающих эффективное освоение обучающимися образовательных программ, формирование личностно-профессиональной компетентности для их дальнейшей успешной военно-профессиональной деятельности.
Актуальность создания ИОС в военном вузе задается не только потребностью свободного и оперативного доступа преподавателей и обучающихся к информационно-образовательным ресурсам, но и необходимостью реализации образовательной деятельности военного вуза [4].
Создание ИОС военного вуза позволит:
– повысить эффективность формирования личностно-профессиональной компетентности будущих офицеров, как субъектов образовательного процесса обусловленной целями, мотивами и особенностями военно-профессиональной деятельности, связанной с выполнением воинского долга, представляющей собой совокупность личностных и профессиональных качеств, способность и готовность решать задачи военной службы в различных ситуациях на основе сформированных компетенций и жизненного опыта;
– разработать эффективные технологии обучения курсантов, гарантирующие высокий уровень учебной успешности;
– обеспечить качественную подготовку военных специалистов в сокращенные сроки обучения (по военному времени), а также в условиях интенсивной служебной деятельности;
– сформировать готовность и способность будущих офицеров к непрерывному образованию на весь период военно-профессиональной деятельности.
Структура ИОС включает организационный, технический и программный компоненты.
Организационный компонент содержит цели, задачи, механизмы реализации с функциями кадрового обеспечения и мониторинга. Важность организационного компонента обусловливается тем, что без разработанной стратегии развития ИОС дальнейшее ее совершенствование не представляется возможным в силу ограничений, накладываемых техническими и стоимостными показателями программного компонентов.
Технический компонент представлен множеством программно-аппаратных средств и систем.
Программный компонент – это комплекс программного обеспечения общего (Windows, microsoft Office, Internet Explorer и др.) и частного назначения (МСВС 3.0 Linux МО РФ, ГИС «Карта 2011» и др.), применяемого для подготовки военных специалистов.
Понимая необходимость и важность создания ИОС в военном вузе, необходимо осуществлять профессионально-творческие подходы в разработке принципов управления и функционирования такой системы, обеспечить высокую профессиональную компетентность педагогического и инженерно-технического состава.
Вместе с тем следует заметить, что динамизм и высокая технологичность современного информационного мира будет непрерывно увеличивать разрыв между знаниями, полученными курсантами в военном вузе, о новейших ИКТ и их применением в будущей военно-профессиональной деятельности.
Проблемными вопросами развития ИОС в военном вузе являются:
– отсутствие системности в проектировании ИОС военного вуза;
– неразработанность единых правил, методик применения ИКТ;
– в отдельных случаях недостаточная оснащенность и отсутствие компетентных специалистов по эксплуатации программно-аппаратных средств и систем;
– недостаточность профессиональных интернет-сообществ, перенасыщенность интернет-ресурсов сайтами, не имеющих учебно-методической и научной направленности;
– ограничения использования курсантами и преподавателями интернет-ресурсов (в соответствии с требованиями ФЗ РФ «О государственной тайне»).
При этом для эффективного применения ИКТ в подготовке военных специалистов необходимо разработать методологические основы их реализации в ИОС военного вуза, определить принципы реализации, выявить условия (организационные, технические, педагогические и др.) эффективного применения.
Ведущими принципами построения ИОС военного вуза выступают диверсификация, функциональность, комплексность, полисубъектность.
Принцип диверсификации ИОС предполагает полинаправленность, вариативность развития и функционирования образовательного процесса военного вуза, расширения его внутренней структуры на основе многообразия реализуемых образовательных программ.
Принципы функциональности и комплексности определяют содержание всех информационных ресурсов и технологий их применения, позволяющих осуществлять целостное информационное обеспечение учебно-методических и научных направлений деятельности военного вуза по программам среднего, высшего и дополнительного профессионального образования, а также адъюнктуры и докторантуры.
Полисубъектность ИОС направлена на удовлетворение потребностей обучающихся, преподавателей и командиров в информационных ресурсах их доступности и простоты использования. ИОС военного вуза реализует следующие функции:
1. Познавательная функция – получение новой информации о закономерностях и тенденциях развития науки, ее взаимосвязи с практикой образования, о методах оценки качества результатов исследовательской работы, путях, условиях и способах повышения эффективности учебной деятельности, научно-методического обеспечения образовательной деятельности.
2. Аналитическая функция позволяет обосновать необходимость совершенствования теории и практики, сократить разрыв между ними, в том числе между знаниями о современных ИКТ и их применением в практической деятельности.
3. Рефлексивная функция способствует осмыслению субъектами ИОС своей профессиональной деятельности.
Реализация этих принципов, функций и подходов обеспечит качественный отбор методов получения знаний, объединяя их в систему, позволяя классифицировать полученную информацию, выявлять закономерности, разрабатывать рекомендации и т.п.
Деятельностный подход (А.Н. Леонтьев, С.Л. Рубинштейн и др.) ориентирует на исследование учебной деятельности обучающихся, профессиональной деятельности преподавателей и командиров, на определение их структур, условий развития, позволяя выявлять индивидуальные способности и возможности формирования личностных качеств, компетенций с непрерывным возрастанием субъектности участников образовательного процесса.
В контексте культурологического подхода (В.С. Библер, Е.В. Бондаревская, И.Ф. Исаев и др.) ИОС военного вуза позволяет представить теоретические и практико-ориентированные положения, направленные на создание условий для освоения знаний курсантами об истории, традициях Российской армии, на формирование высокого уровня профессиональной культуры офицера Вооруженных Сил России.
В рамках аксиологического подхода (Б.М. Бим-Бад, Н.Д. Никандров, В.А. Сластенин и др.) ИОС позволяет:
– раскрыть систему общепринятых аксиологических ориентиров, целостность личностно-профессиональных ценностей;
– создать ценностное наполнение образовательного процесса с включением в него духовных и нравственных аспектов воспитания;
– выделять приоритеты образования, науки и культуры в целом, с минимизацией их ценностной состязательности, определяя тенденции развития [5].
Проектирование и реализация ИОС на основе компетентностного подхода (И.А. Зимняя, В.В. Краевский, А.В. Хуторской и др.) обеспечит непротиворечивое сочетание деятельностно-практической и культурологической составляющих. Компетенции рассматриваются как главные целевые установки. Это позволит варьировать структуру и содержание учебных дисциплин, формы организации образовательного процесса, что существенно расширяет возможности ИОС военного вуза и профессиональные функции преподавателя в соответствии с требованиями повышения качества обучения будущих офицеров [2].
Компетентностный подход способствует саморазвитию курсантов в образовательном процессе военного вуза, путем формирования у них потребностей и умений использовать ИОС как инструмент для оперативного выявления и решения проблем. Дидактическая значимость определяется возможностью систематического изучения и учета индивидуальных особенностей формирования когнитивных, потребностно-мотивационных, эмоционально-волевых, коммуникативных регулятов, обеспечивающих самоореализацию обучающегося, как в образовательной, так и в дальнейшей военно-профессиональной деятельности.
Реализация ИОС на основе компетентностного подхода, с присущей ему направленностью на практическую составляющую и конечные результаты обучения, будет способствовать разрешению проблем, возникающих между содержанием образовательных программ, объемом учебной нагрузки и требованиями к уровню военно-профессиональной готовности будущих офицеров [3].
Успешность поиска новых знаний и их трансляция отражает уровень методологической культуры субъектов ИОС и характеризуется умением проводить анализ, проектировать и моделировать процессы, протекающие в ИОС; творчеством и системностью профессиональной деятельности; знанием методологических подходов, концепций и теорий, особенностей их применения, прогнозированием результатов, умением их представить в виде проектов и т.д.
В педагогическом обеспечении ИОС военного вуза важным направлением является определение организационно-педагогических условий, способствующих достижению высоких учебных и научных результатов, интегрирующих в себе комплекс мер, обеспечивающих выполнение поставленных целей.
Принимая во внимание широкий контекст понятия «организационно-педагогические условия», рассматриваем то его содержательное наполнение, которое имеет существенное значение для создания и совершенствования ИОС военного вуза. В результате можно выделить следующие организационно-педагогические условия:
1. Индивидуализированный подход к развитию личностных и профессиональных качеств курсантов в ИОС военного вуза.
2. Дифференцированное педагогическое взаимодействие преподавателя и курсантов в ИОС военного вуза.
3. Оптимизация кадрового ресурса, создание творческой, конкурентоспособной ИОС.
4. Учет направленности выпускников военного вуза к определенному виду военно-профессиональной деятельности.
5. Самоактуализация личностного потенциала и адекватность самооценки курсанта.
6. Оптимальное использование учебноматериальной базы ИОС.
Реализация организационно-педагогических условий, представляющих взаимосвязанные теоретические основания и практико-ориентированные положения, обеспечит эффективное функционирование ИОС военного вуза.
Резюмируя вышесказанное, можно сделать вывод: определение сущности, структуры и содержания ИОС военного вуза, принципов ее построения, функций обеспечит создание ИОС, направленной на повышение эффективности подготовки будущих офицеров в высшей военной школе.
Список литературы
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2. Краевский В.В. Методология педагогики: новый этап: учеб. пособ. Для студ. высш. учеб. заведений / В.В. Краевский, Е.В. Бережнова. – М.: Академия, 2006. – 400 с.
3. Мещеряков Д.В. Реализация модели формирования профессиональной компетентности будущих офицеров в образовательном процессе военного вуза / А.В. Белошицкий, Д.В. Мещеряков // Вестник Воронежского государственного технического университета. – 2013. – Т. 9, No 3.2. – С. 4–8.
4. Приказ Министра обороны РФ от 15.09.2014 No 670 «О мерах по реализации отдельных положений статьи 81 Федерального закона от 29 декабря 2012 г. No 273-ФЗ «Об образовании в Российской Федерации». [Электронный ресурс].
– М., 2012. – Режим доступа: www. garant.ru/ipo/prime.
doc (дата обращения 10.11.2015).
5. Сластенин В.А. Педагогика: инновационная деятельность / В.А. Сластенин, Л.С. Подымова. – М. Магистр, 1997. – 224 с
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Образование для обществ знания: постнеклассическая модель образовательных процессов
Цель статьи — изложить научно обоснованные и в этом отношении осмысленные ответы на два связанных и жизненно важных не только для российского общества вопроса:
1) если образование необходимо «модернизировать», то чему должен быть адекватен результат модернизации и, в зависимости от этого, в чем ее содержательная составляющая? (От образования в обществах потребления к образованию для/в обществах знания!);
2) что такое «компетентностный» подход к образованию и каково его место в возможной модернизации? (От парадигмы СУНов (см. коммент. 1) к парадигме ЗСИ (образование на уровне знаний, смыслов и идей) через КСЗ (см. коммент. 2)).
Для достижения цели в работе представлены: концепция инфомира как модели Универсума; постнеклас-сическая методология: основные принципы, характерные черты, пресуппозиции, базовые понятия, отношения и операции; приложения постнеклассической методологии к когнитивной деятельности; приложение методологии когнитивной деятельности к образовательным процессам.
На этой базе строится многоуровневая постнеклас-сическая модель образовательных процессов: спираль ПНК МОП. Точно определяется роль и место компе-тентностного подхода в построении когнитивно-компе-тентностной модели образовательных процессов (спираль ПНК МОП & КК).
Ключевые слова: компетентностный подход к образованию, образовательный процесс, парадигма, Универсум, модели Универсума, классическая, неклассическая, постнеклассическая методология, методология когнитивной деятельности, модель образовательных процессов, отношение дополнительности, отношение трини-тарности, субъект, среда, контент.
Мировому сообществу уже сейчас ясно, что наступило время пересмотреть сам базис образования как общественного института, саму методологию, которая должна стать, наконец, субъ-ектно ориентированной в полном смысле, то есть стать методологией деятельности субъекта.
© Меськов В.С., Мамченко А.А., 2010
НОМЕРА
В.С. Меськов
А.А. Мамченко
Помимо этого сфера образования должна перестать рассматриваться как образовательный конвейер или система рыночных (см. коммент. 3) отношений (услуг) и начать мыслиться в качестве среды возможностей. Подход к образованию как к системе или механизму и соответствующее проектирование его неизбежно будут порождать неразрешимые проблемы вне зависимости от того, на какой технологической базе и какими средствами и методами осуществляется образовательный процесс.
Общества знания
Развитие и само существование человечества в настоящее время прочно связывается с информацией и ростом знаний. Мы уже живем в информационном мире и de facto представляем собой информационные объекты, но все еще не мыслим себя таковыми. Попытки осмыслить эту новую для индивида и общества ситуацию привели к тому, что была сформулирована концепция нарождающегося, складывающегося нового типа общественного обустройства — «информационного общества» (см. коммент. 4) или «общества, основанного на знаниях» (см. коммент. 5). В этом обществе основной деятельностью и основным источником развития и процветания будет когнитивная (информационная, творческая) деятельность, а главным ресурсом и богатством — знания, смыслы, идеи и их создатель и носитель — субъект.
В Окинавской хартии (см. коммент. 6) утверждается, что «суть стимулируемой информационными технологиями экономической и социальной трансформации заключается в ее способности содействовать людям и обществу в использовании знаний и идей. Информационное общество, как мы его представляем, позволяет людям шире использовать свой потенциал и реализовывать свои устремления».
Однако на пути к подобному устройству общества встают барьеры, обусловленные прежде всего отсутствием адекватных теоретических и методологических представлений о мире информации, о человеке и обществе как объектах инфомира и о когнитивной деятельности.
Одним из проявлений такого барьера является «когнитивный провал», охарактеризованный ЮНЕСКО как фундаментальный и рассматриваемый в числе самых серьезных вызовов современности. «Дисбаланс в отношении к знанию как таковому» (см. коммент. 7) есть сегрегация стран, народов, социальных слоев и отдельных людей по критерию их способности к когнитивной деятельности. «Данная линия разлома представляет собой не что иное, как когнитивный провал, отделяющий тех, кто имеет доступ к знаниям и участвует в обмене знаниями, от других, оказавшихся на обочине обществ знания» (см. коммент. 8). Когнитивный провал являет-
1S
ся гораздо более серьезной угрозой, чем прежде выявленные инфраструктурный и цифровой, поскольку, во-первых, «линия разлома» проходит не только (и не столько) по границам стран и народов, а по каждому человеку, отделяя состояние Open Mind от состояния Closed Mind, а во-вторых, означает не просто ограничение участия, но и остракизм, удаление из жизни в культуре виртуальных смыслов.
С нашей точки зрения, этот провал может быть преодолен путем смены доминирующей парадигмы на постнеклассическую, основываясь на которой человечество способно рационально завершить экстенсивную потребительскую фазу своего развития и заложить фундамент знаниевых обществ, став, по существу, на путь формирования когнитивного субъекта. Это предполагает появление большого (в идеале — неограниченного) числа творчески активных субъектов, свободно выбирающих сферу приложения своих сил. Качества, которыми ранее обладали лишь элиты, должны стать присущими любому индивиду.
Образование в обществах знания понимается нами прежде всего как способ сохранения и преумножения культуры — пространства смыслов, созданного субъектами и порождающего новых субъектов. Задача образования в обществах знания — создать прежде всего субъекта когнитивной деятельности, человека культуры, мыслителя, деятеля, творца.
На пути к новой парадигме
Информационная сфера, пространство смыслов, мир идей, среда, в которой человеку и его культурным сообществам приходится существовать, представляет собой особый специфический мир — мир информационных объектов. Для того чтобы понять этот мир и научиться эффективно действовать в нем, необходимо пересмотреть наши представления об Универсуме, дополнив их новыми понятиями и инструментами, аналогов которым мы не можем найти в существующем знании (наличествующем методологическом инструментарии), так как объекты и процессы инфомира кардинально отличаются от объектов и процессов, которые мы знаем и изучаем в классической и неклассической картинах мира.
Эти задачи как раз и решаются в процессе создания новой (третьей по счету после классической и неклассической) модели Универсума, которая рассматривает мир в целом как мир информационных объектов (инфомир) и постнеклассической методологии, позволяющей включить субъекта (и человека как субъекта) в научную картину мира и не только описать, но и спроектировать новые способы активности и типы общественного обустройства для человечества, в том числе и в сфере образования.
Важно, что концепт обществ, основанных на знаниях, фиксирует понимание того, что совместная когнитивная деятельность человеческого сообщества становится основным доступным ресурсом, за счет которого будет происходить развитие человечества, уже в силу того, что остальные ресурсы планеты, в отличие от когнитивных, конечны или будут невостребуемы уже в ближайшее время. Новые методологические принципы и представления о мире позволяют рассматривать человека не как производительную силу или элиминируемого наблюдателя, а как свободно познающего, творчески активного, когнитивного субъекта и этим существенно расширяют основание его возможной духовной и общекультурной деятельности и развития.
Краткое систематическое изложение постнеклассической методологии
Зададим исходные допущения, абстракции и идеализации, принятие которых необходимо для «конструирования» инфомира как модели Универсума и формирования постнеклассической методологии. На основании этих представлений создается описание инфо-мира и формулируются основные положения постнеклассической методологии в виде принципов, характерных черт, пресуппозиций, базовых понятий, отношений и операций.
Исходные допущения, абстракции и идеализации
Универсум
Исходным (базисным — предполагаемым до какого-либо когнитивного опыта) допущением является само представление об Универсуме как о:
• существующем (экзистенциальность),
• целостном (холизм) и
• способным осознавать свое существование и целостность (субъектность).
Каждое из этих свойств в допущении следует трактовать как имманентное и связанное с двумя другими.
Модели Универсума
Для того, чтобы построить модель Универсума, необходимо выделить в нем как в прототипе релевантные базовые аспекты и соответствующие им базовые идеальные объекты. Поскольку идеальные объекты Универсума не могут быть использованы непосредственно для построения модели, исследователи вынуждены редуцировать их до идеализированных объектов, у которых можно определить не-
Универсум
(мир-в-целом)
«Мир-в-целом есть мир макрообъектов»
«Мир-в-целом есть мир инфообъектов»
«Мир-в-целом есть мир
микрообъектов»
Классическая картина мира (монизм)
/Мир-в-целомХ ( как )
-►^.микромив.,/
Неклассическая картина мира (дуализм)
Мир-в-целом как
> -^инфомир
Постнеклассическая картина мира (тринитарность)
Рис. 1. Модели мира-в-целом, лежащие в основе классической, неклассической и постнеклассической методологий и картин мира
которые признаки и построить отношения между ними (см. ком-мент. 9).
Общепризнано, что таких моделей Универсума исторически известно две: это макромир, экспликация представления о котором положена в основу классической методологии, и микромир, экспликация представления о котором положена в основу неклассической методологии. Наша цель — заложить основы построения третьей, постнеклассической модели Универсума — инфомира — и на этом базисе создать постнеклассическую методологию (см. рис. 1).
Инфомир как модель Универсума
Инфомир (мир инфорообъектов) рассматривается как одна из возможных моделей Универсума. В инфомире Универсум представляется как мир информационных объектов, не сводимых к объектам макро- или микромиров и не являющихся их производными.
Постнеклассическая информационная модель Универсума задает и устанавливает не только исходные допущения и специфический характер базовых объектов, но и новые способы оперирования с этими объектами, что естественно, так как в противном случае она не обладала бы большим познавательным потенциалом (по сравнению с другими моделями Универсума).
Инфообъекты
Особые свойства инфообъектов заключаются прежде всего в том, что они являются идеальными и целостными. Такие объекты подобны голограммам: их невозможно разделить на части (или собрать из частей) без потерь для адекватности и полноты их представления.
Сложность моделирования целостных объектов заключается в том, что их не удается задать ни связной парой (как в микромире), ни, тем более, моноописанием (как в макромире), что легко показать в качестве следствий из представлений о микро- и макромирах. В модели реализована попытка задать инфообъекты связной тройкой идеализированных объектов: субъект, среда, информация. Эти объекты соответствуют выделенным в представлении об Универсуме аспектам: субъектности (субъект), экзистенциальности (среда) и целостности (информация).
Постнеклассическая методология
Основные принципы:
• принцип целостности инфомира — доктрина холизма;
• принцип межуровневого подобия: никакие операции кроме операций подобия невозможны над целостными объектами без «разрушительных последствий» для них;
• принцип неэлиминируемости субъекта из любого процесса инфомира.
Признание неэлиминируемости субъекта как из процесса описания, так и процессов объяснения и предсказания, отрицание чего было базисным принципом ранее сформулированных методологий (классической и неклассической), относится к субъекту во всех его ипостасях: человеческой, духовной и Божественной.
Характерные черты постнеклассической методологии:
• абстрактно-идеализированный (модельный) характер представлений видов реальности;
• свобода воли субъекта — способность к самотрансценденции (см. коммент. 10);
• вариативный характер соотнесения «субъект—среда» с точностью до субъекта;
• уникальность результата деятельности субъекта заключается в создании, трансформации и утилизации инфообъектов (см. коммент. 11);
• «антибирочный закон» в отношении двух или более взаимодействующих субъектов;
• невозможность создать среду, определяющую самоидентификацию субъекта внешним образом (см. коммент. 12);
• целеполагание неотличимо от целостности картины мира и может быть оценено лишь ситуативно.
Пресуппозиции постнеклассической методологии — исходные положения:
• мир инфообъектов (инфомир) — как модель Универсума;
• отношения между идеализированными объектами: субъектом, средой и информацией задают характер моделирования представлений об информационной деятельности субъекта (цикл трансформации);
• понятие инфомира и постнеклассическая модель лежат в основе постнеклассической картины мира;
• субъект является предметом философии и методологии, релевантных субъекту — субъектная или постнеклассическая философия и методология;
• субъект проявляется в деятельности. Отличительными чертами субъекта являются существование (в деятельности), целостность и наличие внутренней мотивации;
• одним из видов характеристики отношения между субъектом и деятельностью является компетенция, задаваемая тройкой (способность, готовность, мотивация);
• фундаментальные (см. коммент. 13) компетенции — создавать, трансформировать и утилизировать инфообъекты (см. ком-мент. 14);
• внутренняя мотивация субъекта к деятельности задается тройкой (хочу, могу, должен);
• никакие известные операции над целостными объектами невозможно производить без потерь для представления о них, кроме операций подобия: целостные объекты могут порождать подобные объекты;
• множество достижимых для субъекта сред составляют его возможный мир.
Базовые понятия и отношения
Субъект
В постнеклассическом подходе субъект как таковой, в своей принципиально новой трактовке (см. коммент. 15), обладает следующими отличительными чертами — существованием, целостностью и наличием внутренней мотивации к деятельности. Субъект как составляющее тройки (см. коммент. 16) не может быть элиминирован (устранен) ни из какого процесса инфомира и может быть обнаружен только совместно со средой и информацией. Естественно считать, что субъект проявляется в деятельности.
Внутренняя мотивация к деятельности
Принятие атрибута субъектности приводит к необходимости рассматривать любой мир с точки зрения его информационного потенциала и делать это «глазами» субъекта данного мира (принцип неэлиминируемости субъекта). Это означает, что если в инфомире нечто происходит, то обязательно найдется субъект, которому принадлежит эта активность, причем причины ее не могут быть установлены внешним образом. Такого рода активность не соответствует ни одному из известных типов причинности. Более того, она (активность) сама является новым типом причинности. Этот новый тип причинности — внутренняя мотивация к деятельности — есть проявление атрибута существования.
Среда
Среда — динамический набор возможностей (для трансформации), идентифицируемых субъектом; базовый элемент, связанный с субъектом аналогом отношения дополнительности, дополнение субъекта до возможного мира.
Информация
Информация — идеализированный объект, одна из составляющих тройки идеализированных объектов: субъект, среда, информация. Соответствует в характеристике идеального объекта инфомира аспекту целостности (см. коммент. 17).
Тринитарность
Тринитарность инфообъекта в данной модели является принципиально важным положением. Она означает, что мы не можем рассуждать об инфообъекте как об атомарном, отвлекаясь от его тройственности, без потерь для научной систематизации. Такие рассуждения (методы рассуждений) в постнеклассическом подходе некорректны (см. коммент. 18). Нельзя отказаться от тринитарности даже на уровне символизации.
Отношение тринитарности
Любой объект инфомира, характеризуемый целостностью, существованием и внутренней мотивацией к деятельности, представим тройкой базовых элементов (субъект, среда, информация), связанных отношением тринитарности. В рассматриваемом отношении базовые элементы нераздельны (один объект не является без других двух), неслиянны (различимы) и специфичны (их «роли» четко специфицированы). На эти свойства троицы указывал еще академик Б. Раушенбах в своей статье «Логика троичности» (см. коммент. 19).
Отношение между парой составляющих — субъектом и средой — является аналогом отношения дополнительности.
Межуровневое подобие
В силу принципа межуровневого подобия никакие известные операции над целостными объектами невозможно производить без потерь для представления о них. Исключение составляют операции подобия: целостные объекты могут порождать подобные объекты, сохраняющие целостность и неделимость. Подобные объекты могут находиться на разных (объектном и мета-) уровнях абстрагирования. Подобие в этом случае является межуровневым. При создании адекватной модели деятельности в инфомире требуется учитывать различение объектного и мета-уровней (см. коммент. 20), а также введение межуровневых переходов как операций межуровне-вого подобия.
Трансцендентация
Межуровневый переход с объектного на метауровень — «восходящее подобие» — есть операция трансцендентации, то есть воссоздания порождающего объекта из экземплификата или совокупности экземплификатов, воссозданный объект есть трансцендентат.
Экземплификация
Межуровневый переход с мета- на объектный уровень — «нисходящее подобие» — есть операция экземплификации, а порождаемый ею объект — экземплификат (или совокупность экземплифи-катов) порождающего.
Экземплификаты и трансцендентаты
Экземплификаты, трансцендентаты — результаты информационной деятельности, возникающие вследствие осуществления операций соответственно экземплификации и трансцендентации, составляющих цикл трансформации инфообъекта.
Все экземплификаты инфообъекта являются его подобиями, а сам он является подобным своим трансцендентатам.
Цикл трансформации инфообъекта
Субъект не только неэлиминируем из любого процесса инфо-мира, но и инициирует его, пытаясь осуществить цикл трансформации, что является выражением его свободы воли — способности к самотрансценденции — внутренней мотивации к деятельности. В этом цикле тройка (субъект, среда, информация) актом «восходящего подобия» (операция трансцендентации) создает на метауровне
ИНФООБЪЕКТ
Трансцендентант
Метаинформация
(
Метауровень
Экземплификат
Объектный уровень
Рис. 2. Цикл трансформации инфообъекта
метаобъект, который затем может быть экземплифицирован на объектный уровень в акте «нисходящего подобия» (операция экземпли-фикации) (см. рис. 2).
Процесс трансформации имеет одновременно и циклический, и открытый характер (как лента Мебиуса): на следующем (мета-) уровне информация открывается как метаобъект и может быть найдена и преобразована (воссоздана) другим (мета-) субъектом.
Результаты цикла трансформации инфообъекта:
• трансформировавшийся субъект;
• трансформированная среда;
• информация, перешедшая в метаинформацию, а затем в эк-земплификат метаинформации.
В общем виде цикл трансформации субъекта представляет собой полностью осуществившуюся в данной среде трансформацию, результаты которой значимы и пригодны как для самого субъекта, так и для метаобъектов. Однако активность субъекта включает в себя все возможные, в том числе незавершенные, неуспешные и частичные попытки трансформации, взятые во всей их параллельности, взаимосвязанности и сложности.
Информационная деятельность — деятельность инфообъекта по созданию, трансформации и утилизации инфообъектов (экземпли-фикатов и трансцендентатов) (см. коммент. 21).
Информационная деятельность — это способ (форма) существования инфообъекта и уникальная деятельность субъекта (см. ком-мент. 22).
Информационная деятельность
Характер отношения между субъектом и деятельностью в разных видах деятельности варьируется и определяется видом деятельности. В общем случае можно только зафиксировать наличие такого отношения.
Информационная деятельность представима (но не сводится) двумя операциями подобия: операцией восходящего подобия, переводящей объект в метаобъект, — трансцендентацией, и операцией нисходящего подобия, переводящей метаобъект в экземплификат метаобъекта, — экземплификацией.
На этом основании определяем два вида деятельности: информационная деятельность как трансцендентация (трансцен-дирование — Тр):
в общем виде (см. коммент. 23) - Тр(инфообъект) =
= (метаинфообъект);
информационная деятельность как экземплификация (экземп-лифицирование — Эк):
в общем виде (см. коммент. 24) - Эк(метаинфообъект) =
= (экземплификат метаинфообъекта).
Зафиксируем результаты символизации представления видов информационной деятельности:
Эк(Субъект, Среда, Информация) = (Субъект, Среда, Информация)
Тр(Субъект, Среда, Информация) = (Метасубъект, Метасреда, Метаинформация)
Эк(Метасубъект, Метасреда, Метаинформация) = (Субъект, Среда, Экземплификат Метаинформации)
Тр(Субъект, Среда, Экземплификат Метаинформации) = (Субъект, Среда, Экземплификат Метаинформации)
Эк(Субъект, Среда, Экземплификат Метаинформации) = (Субъект, Среда, {Информация})
Тр(Метасубъект, Метасреда, Метаинформация) = (Метаметасубъект, Метаметасреда, Метаметаинформация) Эк(Метаметасубъект, Метаметасреда, Метаметаинформация) = (Метасубъект, Метасреда, Экземплификат Метаинформации)
Тр (Метасубъект, Метасреда, Метаэкземплификат Метаинформации) = (Метасубъект, Метасреда, Экземплификат Метаинформации)
Жизненный путь субъекта
Что можно «делать» с результатами трансформации? Использовать их для последующих циклов. «Жизненный путь» субъекта и
«Второе
рождение:
СaмоlЗчевидный (управляющий) субъект
Осуществленный субъект (до отпущения пределов)
1
Проявленный (трансформировавшийся хотя бы ^ в одной среде) субъект
Рис. 3. Жизненный путь субъекта сквозь циклы трансформаций
смысл его существования состоит, таким образом, в самотрансцен-дентном движении сквозь циклы трансформаций по пути от возможного (предсубъекта) — через проявленного — к полностью осуществленному (трансформировавшемуся во всех возможных средах (возможном мире) до пределов, положенных актом трансцендента-ции).
«Путь наверх»
Метаинформация, созданная в цикле трансформации субъекта данного уровня, может служить исходной информацией для цикла трансформации следующего метауровня, а результаты следующего — для метаметауровня (см. рис. 3). При этом уровни абстрагирования не есть слои некоей всемирной «этажерки», поскольку в инфообъекте данного уровня полностью содержатся все нижележащие циклы трансформации.
Визуализируем это представление на рис. 4.
Теперь совместим этот результат с представлением жизненного пути субъекта (рис. 3) и получаем так называемый «путь наверх» — метатрансформации (рис. 5).
Таким образом, цикл трансформации является одновременно замкнутым для инфообъекта (это именно цикл) и открытым для мира в целом, причем он открыт сразу трояко:
• со стороны информации, которая находится субъектом в среде и которая для этого должна быть экземплифицирована в среду другим субъектом;
• со стороны метаинформации как трансцендентата, служащего исходной информацией для трансформации метасубъекта в метасреде;
Информация Экземплификат
метаинформации
Рис. 4. «Путь наверх»
«Второе
рождение»
6(3)
3(0)
Самоочевидный (управляющий) субъект
Осуществленный субъект о отпущения пределов)
1
Проявленный (трансформиро- §■ вавшийся хотя бы ^ в одной среде) субъект
Рис. 5. «Путь наверх» — метатрансформации
• со стороны экземплификата метаобъекта как результата эк-земплификации метаинформации и трансформации среды субъектом.
Завершив изложение постнеклассической методологии в общем теоретическом виде, мы не можем не сформулировать важный вопрос о ее приложениях и попытаться на него ответить.
Каким образом могут быть построены приложения постнеклас-сической методологии к различным процессам, явлениям и сферам деятельности и каков характер этих приложений?
Дело в том, что мы не можем применить инфомодель и пост-неклассическую методологию к явлениям, процессам, областям деятельности и т.д. непосредственно напрямую. Первоначально нужно эксплицировать исходные объекты рассмотрения и представить их в виде экземплификатов или трансцендентатов, то есть инфообъ-ектов, а уже затем к ним применять средства постнеклассической модели и инструментарий методологии. Далее, результаты нужно погрузить обратно — в то целое, из которого они были извлечены, — в картину мира соответствующего субъекта.
Следует отметить, что приложения постнеклассической методологии могут быть, в свою очередь, также методологиями, теориями, онтологиями и подходами. Это следует из положений базовой методологии — экземплификаты подобны порождающим их инфо-объектам.
В процессе моделирования мы, абстрагируясь от какого-либо из признаков в прототипе (даже для предметных моделей), обязательно наделяем это новообразование чем-то, то есть осуществляем на основании результатов операции абстрагирования операцию идеализации (наделения). В рассуждениях мы двигаемся от прототипа к абстрактному объекту, а от него к идеализированному объекту, с которым можно оперировать как с моделью.
Аналогичным образом в инфомире на базе отношения трини-тарности и его компонентов можно создать в соответствии с предписаниями постнеклассической методологии несколько базисных мысленных конструкций — ноуменов, каждый из которых будет определенной экземплификацией самого инфомира, а он (инфомир) — их трансцендентатом. Эти конструкции, являясь идеализированными объектами, могут выступать в качестве моделей.
Одним из экземплификатов инфомира является мир когнитивной реальности, в котором субъектность представляется как когни-тивность.
Приложение постнеклассической методологии к когнитивной деятельности: методология когнитивной деятельности
Изложим теперь основные результаты применения постнеклас-сической методологии к анализу когнитивной деятельности (см. коммент. 25).
Исходим из того, что представления о реальности создаются в процессе когнитивной деятельности. Эти представления можно на-
звать когнитивными, а реальность, сконструированную на их основе, — когнитивной. Никакой другой реальности в данном представлении для субъекта не существует.
Такой характер представлений о видах реальности с необходимостью вытекает из неэлиминируемости субъекта ни из какого бы то ни было когнитивного процесса, так как устранение субъекта означало бы устранение представлений этого субъекта. Соответственно, никаких других представлений, кроме представлений субъекта, не существует. Это означает, что в процессах когнитивной деятельности мы должны всегда исходить из субъекта и явным образом учитывать это.
Когнитивность — выражение субъектности в когнитивном мире.
Когнитивный субъект — такой субъект, который обладает внутренней мотивацией к когнитивной деятельности. В дальнейшем мы будем рассматривать только когнитивную деятельность, поэтому нас интересует только когнитивный субъект. Исключительным (присущим только ему) результатом деятельности когнитивного субъекта является создание экземплификатов и трансцендентатов, в том числе знаний, смыслов и идей.
Когнитивная среда — набор возможностей для когнитивного субъекта.
Принятие концепции инфомодели и постнеклассической методологии диктует следующее определение когнитивной деятельности:
Когнитивная деятельность — это способ существования и единственная уникальная деятельность когнитивного субъекта как мыслителя, создателя и деятеля.
В основе когнитивной деятельности лежит цикл трансформации субъекта, причиной которого служит внутренняя мотивация субъекта к когнитивной деятельности.
Внутренняя мотивация к когнитивной деятельности — это способность субъекта к познанию, необходимость познания и воля к познанию.
Экземплификаты, трансцендентаты — результаты когнитивной деятельности субъекта, возникающие вследствие осуществления операций экземплификации и трансцендентации соответственно. Данные операции являются базовыми операциями с когнитивными объектами — когнитивными субъектом, средой, контентом, смыслом и знаниями.
Контент — форма представления информации; познаваемые аспекты информации; информация, найденная субъектом в среде как «свое чужое»; в цикле трансформации — экземплификат знаний.
ИНФОРМАЦИЯ
Смысл
Метауровень
Контент
- Знание
. _ Объектный уровень
Рис. 6. Формы представления информации
Смысл — форма представления информации; информация, абстрагированная (созданная) субъектом как «свое свое»; в цикле трансформации — трансцендентат контента.
Знание — форма представления информации; познанные аспекты информации, экземплифицированные субъектом в среду как «чужое свое»; в цикле трансформации — экземплификат смысла (см. рис. 6).
Определим теперь, что означает трансформация когнитивного субъекта.
Цикл трансформации когнитивного субъекта — цель и предельный случай когнитивной деятельности; последняя осуществляется путем использования двух операций подобия и включает в себя как полностью осуществленные циклы, так и частичные, неудачные, незаконченные попытки трансформации.
В ходе трансформации когнитивный субъект превращает контент (трансцендентируя его в метасреду) в смысл, а затем (экземплифици-руя последний в объектную среду) превращает его (смысл) в знания.
В свою очередь, метатрансформация (если находится подходящий метасубъект) использует смысл как контент (метаконтент) и трансцендирует его в идеи. Таким образом, идеи являются трансцендентатами смыслов, а знания — их (смыслов) экземплификатами.
Итак, когнитивная деятельность представима (но не сводится) двумя операциями подобия: операцией нисходящего подобия, переводящей смыслы в знания, — экземплификацией, и операцией восходящего подобия, переводящей контенты в смыслы, — трансцен-дентацией.
На этом основании определяем два вида когнитивной деятельности:
когнитивная деятельность как трансцендентация (трансценди-рование — Тр):
в общем виде (см. коммент. 26) - Тр(Субъект, Среда, Контент) =
= (Субъект, Среда, Смысл);
когнитивная деятельность как экземплификация (экземплифи-цирование — Эк):
в общем виде - Эк (см. коммент. 27) (Субъект, Среда, Смысл) =
= (Субъект, Среда, Знания).
Зафиксируем результаты символизации представления видов когнитивной деятельности:
Эк(Субъект, Среда, Контент) = (Субъект, Среда, Контент); Тр(Субъект, Среда, Контент) = (Метасубъект, Метасреда, Смысл (Метаконтент));
Эк(Метасубъект, Метасреда, Смысл) = (Субъект, Среда, Знания);
Тр(Субъект, Среда, Знания) = (Субъект, Среда, Знания); Эк(Субъект, Среда, Знания) = (Субъект, Среда, {Контент}); Тр(Метасубъект, Метасреда, Смысл) = (Метаметасубъект, Метаметасреда, Метасмысл (Идеи));
Эк(Метаметасубъект, Метаметасреда, Метасмысл (Идеи)) = (Метасубъект, Метасреда, Метазнания);
Тр (Метасубъект, Метасреда, Метазнания) = (Метасубъект, Метасреда, Метазнания).
Смыслы, созданные в цикле трансформации инфообъекта данного уровня, могут служить контентом (и катализатором) для цикла трансформации следующего метауровня, а результаты следующего — контентом для метаметауровня и так далее (см. рис. 7). В контенте данного уровня полностью содержатся все нижележащие циклы трансформации.
Таким образом, цикл трансформации является одновременно закрытым для субъекта (это именно цикл) и открытым для мира в целом, причем он открыт сразу трояко:
• со стороны контента, который субъект находит в среде и который для этого должен быть экземплифицирован в среду другим субъектом;
• со стороны смысла как трансцендентата, служащего метаконтентом для трансформации метасубъекта в метасреде;
• со стороны знания как результата экземплификации смысла и трансформации среды субъектом.
Трансцендентант
Знания
Рис. 7. «Путь наверх» — метатрансформации когнитивного субъекта
На протяжении жизненного пути субъекты и метасубъекты трансформируют не только себя, но и среды (и метасреды), создавая общее с ними (совместное) знание. Эти среды и метасреды становятся их соденотатами, а возможно, и экземплификатами (см. коммент. 28).
Введенные модель и методология, определенные на их основе понятия, отношения и операции позволяют создать когнитивные представления традиционных рассужденческих составляющих и операций с ними.
Так, когнитивным аналогом дедуктивного доказательства (следования) является последовательность результатов конечного применения операций экземплификации, а соответствующим когнитивным аналогом индуктивного доказательства (подтверждения) — последовательность результатов конечного применения операций транс-цендентации. Легко видеть, что при таком подходе когнитивная деятельность не сводится к рассуждениям.
Оказалось возможным определить в этой терминологии и фундаментальное понятие логической семантики — истину. Возьмем некоторый исходный контент Ки в исходной среде Сри. Применим к нему операцию трансцендентации Тр и получим смысл См в среде Срм (метасреде). Далее применим к См операцию экземплификации
Эк и получим знание Зн в среде Сри. Наконец, применим к знанию Зн экземплификацию Эк и получим множество контентов {Ки}.
Если среди этого множества контентов {Ки} найдется исходный контент Ки, то полученное знание Зн есть истина для данного субъекта в данной среде. Если нет, то полученная ситуация квалифицируется как когнитивный провал (см. рис. 8).
Используя средства когнитивной методологии, опишем теперь ситуацию когнитивного провала.
Когнитивный провал в общем случае — это несоответствие между возможным знанием (контентом) и доступным знанием (получающимся в результате экземплификации).
Итак, если исходного контента Ки нет в классе {Ки} экземп-лификатов полученного знания Зн, то это несоответствие является проявлением когнитивного барьера, а признак его — когнитивный провал.
В классической картине мира признаком проявления когнитивного барьера является формальное противоречие.
В неклассической картине мира признак когнитивного барьера — неопределенность. Последнее, с нашей точки зрения, адекватно представимо диалектическим противоречием в смысле Канта (преодоление видимости (см. коммент. 29)).
Три способа преодоления диалектического противоречия по Канту:
• замена одного из синтетических миров на другой;
• уточнение понятий;
• введение новых понятий.
На этой основе легко описываются три способа преодоления когнитивного барьера при использовании методологии когнитивной деятельности (в постнеклассической картине мира):
• трансформировать субъекта (самотрансценденция);
• трансформировать среду;
• трансформировать контент (выйти на метауровень).
Контенты
Рис. 8. Символизация: истина есть характеристика знания
Субъект, оказываясь в ситуации когнитивного барьера, преодолевает его (пытается преодолеть) путем осуществления цикла трансформации и так далее, до следующего провала и последующего преодоления...
Способность субъекта преодолевать когнитивные барьеры есть реализация внутренней мотивации к когнитивной деятельности (способности к самотрансценденции) — нового типа причинности.
Можно показать, что все информационные, культурные, творческие, социальные, образовательные процессы и сферы деятельности человека и общества так или иначе могут быть представлены как когнитивные (в этом смысле можно говорить о когнитивном моделировании).
Приложение методологии когнитивной деятельности к образовательным процессам: постнеклассическая модель образовательных процессов
Рассмотрим теперь образовательную деятельность как экземпли-фикат когнитивной деятельности.
Естественно (см. коммент. 30), что в образовательной деятельности мы (в базовом варианте) не найдем цикла трансформации в чистом виде, как он описан в методологии когнитивной деятельности. Образовательная деятельность предполагает, как минимум, взаимодействие двух «субъектов образования» — акторов: учителя и ученика.
Здесь и далее так же, как и в базовой методологии, рассматриваются только предельные (успешные) случаи трансформации, которые, как граничные условия, описывают все возможные (неуспешные, неполные и несостоявшиеся) попытки трансформации в виде области состояний, лежащей между отсутствием деятельности (когда ничего не происходит) и предельным случаем полного успешного цикла совместной трансформации учителя и ученика как когнитивных субъектов. В случае образовательных субъектов к этому следует добавить, что как учитель, так и ученик могут находиться одновременно в состоянии нескольких циклов с разными учениками (учителями) и в разных парадигмах.
Постнеклассическая модель образовательных процессов в статье символически представлена в виде двойной восходящей спирали, связанной семью уровнями — «перемычками» (спираль ПНК МОП (см. коммент. 31)).
Каждая из спиралей символизирует путь актора (учителя или ученика) как субъекта в возможном мире образования. Уровни модели («перемычки») интерпретируются как совместные циклы трансформации акторов, в результате которых становится возмож-
Творец
* Профессиональные образовательные, общеобразовательные
** Общекультурные (субъекта культуры)
Мыслитель
к
й
Ученик
к
к
й
Поводырь
Актор «учитель» (а)
Репетитор
Ведомый
Ощущения, пробы и ошибки
Актор «ученик» (Ь)
Рис. 9. Постнеклассическая модель образовательных процессов (спираль ПНК МОП)
ным продвижение акторов по спиралям. При этом каждый уровень модели представляет определенную образовательную парадигму.
Спираль ПНК МОП связывает основные образовательные парадигмы: от научения подражанием до сотворчества на уровне идей. Каждая парадигма описывается четырьмя основными характеристиками: двумя ролями акторов (учителя и ученика), параметрами совместной образовательной среды и областью достижимых результатов.
Представим в виде таблицы описание каждой образовательной парадигмы для уровней 1—7 соответственно (см. табл. 1).
Таблица 1
Описание модели ПНК МОП
Образо- вательные парадигмы Роли акторов Область достижимых в данной парадигме результатов Параметры совместной образовательной среды
Учитель (а) Ученик (б)
Уровень 1 Поводырь Ведомый «Делай, как я» Ощущения, пробы и ошибки
Уровень 2 Репетитор Обучаемый Навыки Восприятия, образцы
Уровень 3 Наставник Учащийся Умения Представления, образы
Уровень 4 Проводник Индуктор Сведения Мотивация, стандарты
Уровень 5 Учитель Ученик Знания «Второе рождение», компетентности
Уровень 6 Мыслитель Сведущий Смыслы Размышления, компетенции предметные
Уровень 7 Творец Творец Идеи Сотворчество, компетенции когнитивные
Зададим теперь способы перехода от исходного уровня к последующим с использованием операций экземплификации и трансцен-
дентации.
1) а.1 Эк(Поводырь) = (Ведомый)
а.2 Тр(Поводырь) = (Репетитор)
б.1 Эк(Ведомый) = (Ведомый)
б.2 Тр(Ведомый) = (Обучаемый)
2) а.1 Эк(Репетитор) = (Обучаемый)
а.2 Тр(Репетитор) = (Наставник)
б.1 Эк(Обучаемый) = (Репетитор*)
б.2 Тр(Обучаемый) = (Учащийся)
3) а.1 Эк(Наставник) = (Учащийся)
а.2 Тр(Наставник) = (Проводник)
б.1 Эк(Учащийся) = (Наставник*)
б.2 Тр(Учащийся) = (Индуктор)
4) а.1 Эк(Проводник) = (Индуктор)
а.2 Тр(Проводник) = (Учитель)
б.1 Эк(Индуктор) = (Проводник*)
б.2 Тр(Индуктор) = (Ученик)
* Здесь и далее: их общее (неразличимое согласно «антибирочному» закону)
5) а.1 Эк(Учитель) = (Ученик)
а.2 Тр(Учитель) = (Мыслитель)
б.1 Эк(Ученик) = (Учитель*) б.2 Тр(Ученик) = (Сведущий)
6) а.1 Эк(Мыслитель) = (Сведущий)
а.2 Тр(Мыслитель) = (Творец)
б.1 Эк(Сведущий) = (Мыслитель*) б.2 Тр(Сведущий) = (Творец)
7) а.1 Эк(Творец) = (Творец)
а.2 Тр(Творец) = (Творец)
б.1 Эк(Творец) = (Творец*) б.2 Тр(Творец) = (Творец)
Творец = (Творец*) = в силу «антибирочного» закона Итак, постнеклассическая модель образовательных процессов в своем визуальном представлении является:
двойной спиралью с семью перемычками-уровнями, каждый уровень задается четырьмя характеристиками и указан способ перехода от исходного уровня модели к последующим.
Заинтересованный читатель может применять эту модель в соответствии со следующим алгоритмом:
описать сферу образовательной активности, а именно: тип объектов образовательной деятельности, параметры совместной образовательной среды и область достижимых результатов; идентифицировать соответствующую парадигму (или парадигмы), т.е. зафиксировать исходный уровень;
построить «путь наверх» до искомого уровня в соответствии с моделью.
Систематизация модели ПНК МОП
В соответствии с принципом целостности все приложения пост-неклассической методологии как ее подобия и экземплификаты должны быть подобны друг другу, то есть их можно (и должно) соотнести для целей проверки работоспособности и целостности получившейся в качестве приложения модели, указав соответствия между выделенным и другими приложениями методологии. Помимо проверки такие построения дают возможность применять приложения сотактно и совместно в разных областях деятельности, рассматривая их как аспекты одной и той же целостности и получать совместный результат, не нарушая этой целостности.
Ниже заданы возможные систематизации постнеклассичес-кой модели образовательных процессов относительно культуры как пространства смыслов, пути субъекта и типов субъектов, характера
сред, представления человека в картинах мира и представлений об истине и когнитивных барьерах.
Систематизация уровней спирали ПНК МОП относительно культуры (ПНК МОП & К)
Рассматривая культуру в целом как некоторое пространство смыслов, созданное человечеством за всю его историю, мы видим, что это пространство на протяжении веков не только пополнялось или убывало, но и претерпевало существенные трансформации, связанные с изменением характера денотирования смыслов культуры.
Каковы причины смены типов пространства культуры? Авторы считают, что культурное пространство меняется вслед за изменениями способов представления пространства смыслов, которые (способы), в свою очередь, реализуются как возможности, создаваемые самим обществом по мере своего развития.
В зависимости от того, каким образом пространство смыслов культуры передается, где размещается и каковы его носители (денотаты), мы выделяем четыре типа культуры: первая — «природная», вторая — «рукотворная», третья — «информационная», четвертая — «культура виртуальных смыслов» (см. рис. 10).
Соответственно, способами представления пространства смыслов являются:
• в природной среде: носители — природные объекты (первая культура);
• в «рукотворной» среде: носители — предметы материальной культуры (вторая культура);
Третья культура—
информационная среда
Четвертая культура-
информационная метасреда (пространство смыслов )
Носители — объекты Объект используется целиком
0-й уровень абстрагирования: символизация
Носители — образцы (в некоторых случаях модели)
Для денотирования используются признаки объектов или класса объектов
1-й уровень абстрагирования: символизация и абстрагирование
Носители — виртуаль- Носители —
ные образы пространства
объектов (контенты) смыслов
2-й уровень 3-й уровень
абстрагирования: абстрагирования:
символизация, символизация,
абстрагирование абстрагирование,
и идеализация идеализация
и трансцендентация
или экземплификация
• в виртуальной среде: носители — виртуальные образы объектов (третья культура);
• в пространстве смыслов: носители — виртуальные метасреды (будущая четвертая культура).
В первой культуре в качестве денотатов используются природные объекты, при этом объект используется целиком, имеется однозначное соответствие между объектом (денотатом) и смыслом (десигнатом). Уровень абстрагирования: нулевой. Способ означивания: символизация.
Такая культура носит отчетливо пространственно-временной характер и метафорически связывает смыслы путем взаимного размещения объектов относительно друг друга. Мы считаем, что картина мира, основанная на таком типе культуры, есть и у животных.
Вторая культура зарождается с появлением «рукотворной» среды — среды рукотворных предметов, истолковываемых в качестве образцов и предметных моделей. Денотатами здесь выступают признаки объектов или классов объектов. Уровень абстрагирования: первый. Способы означивания: символизация и абстрагирование.
При этом вторая культура, как и каждая последующая, находится к предыдущей в отношении межуровневого подобия.
В третьей культуре — информационной — в качестве носителей в пространстве смыслов используются виртуальные образы объектов (контенты). При этом появляются новые возможности «работы» с таким пространством, когда мы абстрагируемся не только от материальных носителей, но и от создателя смыслов (человека (см. ком-мент. 32)). Уровень абстрагирования: второй. Способы означивания: символизация, абстрагирование и идеализация. Такой тип культуры окружает современное человечество, мы все в нем живем.
Наконец, в последнее время четко обозначились признаки формирования четвертой культуры — культуры виртуальных смыслов, которая в качестве носителя использует виртуальные метасреды. Последние становятся реализуемыми благодаря развитию технологий и построению глобальной информационной инфраструктуры. В этой среде смыслы «отрываются» от своих носителей и «сплавляются» в единое пространство смыслов, обнаруживая свою неделимую целостность. Таким образом, пространство смыслов четвертой культуры больше не нуждается даже в виртуальных образах объектов (контентах), а оперирует непосредственно смыслами. Уровень абстрагирования: третий. Способы означивания: символизация, абстрагирование, идеализация и операции подобия над целостными объектами — трансцендентация и экземплификация.
Соотнеся эти четыре типа культуры с моделью образовательных процессов ПНК МОП, мы получили систематизацию спирали ПНК МОП относительно типов культуры: первой («природной») культуре соответ-
ствует уровень 1 модели, второй («рукотворной») культуре — уровни 2 и 3, третьей («информационной») культуре — уровни 4 и 5, четвертой (нарождающейся культуре виртуальных смыслов) — уровни 6 и 7 (см. рис. 11).
Систематизация уровней спирали ПНК МОП относительно характера образовательных сред (ПНК МОП & ОС)
В постнеклассической методологии различаются три характера сред (см. коммент. 33) в зависимости от их отношений к субъекту: нормированные (в которых субъект нормирован и не может трансформировать среду), субъектно-ориентированные (трансформирующиеся под воздействием одного субъекта) и субъект-субъектные (трансформирующиеся под воздействием двух и более субъектов и поддерживающие субъект-субъектные отношения (вплоть до созда-
зовательные
2
й
Творец
Творец
ц
к
к
к
й
Проводник
Учащийся
* Профессиональные образовательные, общеобра-
Общекультурные (субъекта культуры)
Мыслитель
Ученик
Поводырь
Актор «учитель» (а)
Репетитор
Ведомый
Ощущения, пробы и ошибки
2
й
й
й
й
Актор «ученик» (Ь)
ния коллективных субъектов)). Аналогичные типы сред выделяются и для образовательной деятельности. Будучи соотнесенными с моделью ПНК МОП, типы образовательных сред соответствуют:
• нормированные среды — уровням модели 1—3,
• субъектно-ориентированные среды — уровню модели 4,
• субъект-субъектные среды — уровням 5—7,
что хорошо согласуется с представлениями в модели ролей акторов, характера сред и достижимых результатов (см. рис. 12).
Систематизация уровней спирали ПНК МОП относительно пути субъекта (ПНК МОП & Сб)
Жизненный путь образовательных субъектов (учителя и ученика) от возможного (уровень 1: Поводырь, Ведомый) до полностью осуществлен-
зовательные
* Профессиональные образовательные, общеобра-
Общекультурные (субъекта культуры)
Творец
Мыслитель
Ученик
к
4
Репетитор
Ведомый
Ощущения, пробы и ошибки
Е
Актор «учитель» (а)
Актор «ученик» (Ь)
ного (уровень 7: Творец, Творец) заключается в самотрансцендентном движении от парадигмы к парадигме, от уровня к уровню, в ходе которого создаваются и осваиваются среды и достижимые результаты. При этом стадии проявленного субъекта соответствуют уровни 2 и 3 модели ПНК МОП, стадии самоочевидного (управляющего) субъекта — уровни 4 и 5, полностью осуществленному субъекту — уровни 6 и 7 (см. рис. 13).
Систематизация уровней спирали ПНК МОП относительно представления о человеке в картинах мира (ПНК МОП & КМ)
Можно установить соответствие между различными картинами мира (см. коммент. 34) и порожденными ими образовательными парадигмами, основываясь на представлении о человеке в каждой из этих картин (см. табл. 2 и рис. 14).
зовательные
Творец
Творец
2
й
й
й
й
Проводник
Учащийся
* Профессиональные образовательные, общеобра-
Общекультурные (субъекта культуры)
Мыслитель
2
й
Ученик
Поводырь
Актор «учитель» (а)
Репетитор
Ведомый
Ощущения, пробы и ошибки
2
я
я
я
й
Актор «ученик» (Ь)
5 и
!Н
V
> ъ О
' ФЖ
Таблица 2
Соответствие уровней модели ПНК МОП с представлениями о человеке в картинах мира
Картина мира Человек Роли человека Соответствие с уровнями модели ПНК МОП (см. рис. 11)
Классическая Разумный (Homo Sapiens) Работник 1, 2 и 3-й уровни
Неклассическая Потребляющий (Homo Absumus) Потребитель, Наблюдатель 4-й уровень
Постнекласси- ческая Когнитивный (Homo Cognoscens) Мыслитель, Деятель, Творец 5, 6 и 7-й уровни
зовательные
I с СО Ш S о
2о
go
* Профессиональные образовательные, общеобра-
Общекультурные (субъекта культуры)
Творец
Мыслитель
Ученик
Репетитор
Ведомый
Ощущения, пробы и ошибки
к
4
к
к
й
Актор «учитель» (а)
Актор «ученик» (b)
Систематизация уровней спирали ПНК МОП относительно когнитивных барьеров (ПНК МОП & КгБ)
Когнитивный барьер проявляется и представляется в различных картинах мира (методологиях) в виде парадоксов, антиномий, противоречий (диалектических или формальных), когнитивных провалов. Последние (когнитивные провалы) рассматривались нами ранее как движущая сила (через преодоление) в процессах трансформации и движения субъекта к целостности и «осуществимости».
В силу этого различным уровням модели ПНК МОП соответствуют разные проявления когнитивного барьера (см. рис. 15).
Таблица 3
Проявления когнитивного барьера
Уровни модели НПК МОП Проявления когнитивного барьера
1-й уровень Барьер не проявляется в силу характера парадигмы (подражание)
2-й уровень Парадокс
3-й уровень Антиномия
4-й уровень Противоречие (диалектическое, формальное)
5, 6, 7-й уровни Когнитивный провал
Окончание статьи читайте в следующем номере.
Комментарии
1. В известной парадигме ЗУНов (знания, умения, навыки) то, что обозначается термином «знания», и этимологически, и исходя из результатов теоретического анализа, должно более точно именовать «сведения». Тогда как термин «знание» следует употреблять как обозначение результатов собственной познавательной активности субъекта, — результата, сотворенного субъектом в процессе когнитивной деятельности. С нашей точки зрения, целесообразно явно различать эти два понятия и переопределить парадигму ЗУНов как парадигму СУНов (сведения, умения, навыки).
2. Контенты, Смыслы, Знания.
3. Товарно-денежных.
4. Тадео Юмесао, 1950.
5. П. Друкер, 1969.
6. Окинавская Хартия глобального информационного общества. Принята 22 июля 2000 года лидерами стран G8, Окинава, Япония.
7. К обществам знания: Всемирный доклад ЮНЕСКО. Париж, 2005.
8. Там же.
9. Когда мы «смотрим» сквозь модель на идеальные объекты, мы «видим» вместо них идеализированные объекты.
10. Свобода воли субъекта выражается в способности к самотранс-ценденции, осуществляется в деятельности и обусловливает внутреннюю мотивацию субъекта к этой деятельности.
11. Характер инфообъектов как результатов информационной деятельности определяется видом деятельности.
12. Аналог теоремы Геделя для субъекта.
13. Относящиеся к инфообъекту.
14. В том числе и себя самого.
15. Как представление в инфомире допущения о субъектности Универсума — это следует из модели.
16. Субъект, среда, информация.
17. Инфообъект по определению является идеальным объектом, информация — соответствующий ему идеализированный объект. Аналогично тому как материя и энергия являются такими идеализациями, соответствующими идеальному объекту — «объективная реальность».
18. Описывая тернарное отношение, необходимо указать, какими способами рассуждений и законами корректно, а какими некорректно пользоваться, оперируя с инфообъектами.
```
19. Раушенбах Б.В. Логика троичности // Вопросы философии. 1993. № 3. С. 63—70.
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20. В постнеклассическом подходе «мета-» означает «трансцендентный», причем трансцендентный в смысле Канта: находящийся за пределами рассматриваемого объектного уровня («мира»).
21. В том числе себя самого.
22. По созданию знаний, смыслов, идей.
23. В частных вырожденных случаях экземплификаты и трансцен-дентаты могут принадлежать уровню исходных объектов.
24. То же.
25. Знакомясь с материалами статьи, читатель сам сможет убедиться в теоретической и прагматической корректности (или некорректности) предлагаемого нами способа употребления термина «когнитивный».
26. В частных вырожденных случаях экземплификаты и трансцен-дентаты могут принадлежать уровню исходных объектов.
27. То же.
28. Таким образом, субъекты как бы «переселяются» в метасреду, и это является нашей интерпретацией идеи бессмертия, которое возможно (и естественно) только для информационных объектов.
29. Кант. Критика чистого разума (4(1)).
30. См. с. 15.
31. Интересно, что, по всей видимости, «двойная спираль» является адекватной геометрической фигурой для визуализации именно процессов. Представляется, что мы имеем еще один эталон визуализации, подобно тому как эталонами-символами являются окружность, квадрат, равносторонний треугольник и др. Широко известен революционный аналогичный результат символического представления структуры молекулы ДНК в виде двойнойспирали, полученный нобелевскими лауреатами профессорами Дж. Уотсоном и Ф. Криком.
32. Речь идет о типе культуры, соответствующей классической картине мира.
```
33. См. подробнее в Меськов В.С, Мамченко А.А. Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания / Преподаватель XXI век. 2009. № 1. С. 37—74.
```
34. Классической, неклассической и постнеклассической.
---
''Литература''
1. Делор Ж. Образование: сокрытое сокровище. Доклад Международной комиссии по образованию для XXI века. М., 1996.
2. Меськов В.С. Логика практического разума // Лучшие публикации Кантовского сборника. 1975—2001 / отв. ред. В.Ю. Курпа-ков, Л.А. Калинников. Калининград: Изд-во КГУ, 2002. С. 178— 191.
3. Меськов В.С. От логики рассуждений к методологии когнитивной деятельности [электронный ресурс] // Электронный научный журнал Российского государственного университета имени Иммануила Канта РАЦИО.ги. 2009. № 2. Режим доступа: http:// ratio.albertina.ru/get_file.php?file_id=328.
4. Меськов В.С, Куликова И.В, Мамченко А.А. Открытый контент как феномен и модель обустройства обществ, базирующихся на знаниях // Открытое образование. 2006. № 5 (58). С. 71—83.
5. Меськов В.С, Мамченко А.А. Постнеклассический подход к e-Learning: новая образовательная парадигма для обществ знания // Преподаватель XXI век. 2009. № 1. С. 37—74.
6. Меськов В.С, Мамченко А.А. Мир информации как тринитарная модель Универсума. Постнеклассическая методология когнитивной деятельности // Вопросы философии. 2010. № 5.
7. Меськов В.С, Мамченко А.А., Смирнова И.В. От возможного мира и возможного индивида к инфомиру и когнитивному субъекту // Возможные миры: семантика, онтология, метафизика. ГУ-ВШЭ. М.: Канон+, 2010.
8. Меськов В.С, Сорина Г.В. Логика в системе культуры // Вопросы философии. 1986. № 2. С. 93—103.
9. Меськов В.С, Татур Ю.Г. О возможности приобретения гуманитарных компетенций в вузе // Высшее образование в России. 2006. № 8. С. 73—83.
ОТКРЫТЫЙ КОНТЕНТ КАК ФЕНОМЕН И МОДЕЛЬ ОБУСТРОЙСТВА ОБЩЕСТВ, БАЗИРУЮЩИХСЯ НА ЗНАНИЯХ
В.С. Меськов, д.фил.н., проф., Национальный программный специалист Юнеско,
Тел.:129-4962, Е-mail:mvs@iite.ru Институт ЮНЕСКО по информационным технологиям в образовании
http://www.iite.ru И.В. Куликова, к.фил.н., доц., преп. каф. Философии МГТУ им. Н.Э. Баумана Тел.: 263-64-69, Е-mail:vesna8867@mail.ru http://www.bmstu.ru А.А. Мамченко, сотрудник Тел.: 2506500, Е-mail: mcogo@yandex.ru Межвузовский центр по информационному обеспечению гуманитарного образования
РГГУ http://www.rsuh.ru
The new ICTs methods brought about the instruments of integration of technological and intellectual resources. This allows uniting the efforts and socially active individuals and communities. One of them is open content methodology, to a comprehensive analysis of which is given in the article.
Будущее уже здесь, только оно мало распространено. Уильям Гибсон
Введение. Длительный период действия нескольких факторов: 1) либерализация социально-экономических связей, 2) технологическая революция (массовое производ-посредством «мягких продуктов» (дизайн, концепции, образы, имиджи), 4) потребность в новых формах сотрудничества для развития человеческих ресурсов, а также по-
ство и массовые коммуникации, информационно-компьютерные технологии), 3) появление слоя творческих индивидов, стремящихся к самовыражению и общению строение коллективного природного, культурного, языкового, духовного пространства - привели к появлению отраслей производства с новыми формами организации произ-
водства и распределения знания.
В связи с указанными тенденциями привлекает внимание подход открытого контента - идеология и методология генерации, распространения и потребления знания, инициативы последователей которого представлены в формах открытых проектов, а также веб-журналов, публичных сайтов, открытых книг, сетевой литературы, сетей реег4о-реег, банков идей, дискуссионных форумов, форумов личного знания и оценки событий и информации, открытых образовательных сред.
Идеология открытого контента предполагает свободное сотрудничество творческих индивидов в рамках проектов в сфере социального производства на основе внеэкономических ценностей и принятых в науке норм кооперативности и в соответствии с неиерархическими методами организации деятельности, причем качество продуктов совместной деятельности повышается с увеличением количества участвующих в проекте.
Феномен открытого контента также существует в публичной виртуальной среде Интернет-сообществ в виде наднациональных общественных проектов и инициатив, охватывающих образование, науку, здравоохранение, индустрию высоких технологий, неправительственные организации, культурные сообщества, гражданское общество, искусство и медиа.
Методология и идеология открытого контента открывают новые возможности для организации производства и поддержки социальной солидарности в обществах знания, предоставляя всем заинтересованным сторонам реальные формы участия в социальном производстве на локальном и глобальном уровнях.
Открытый подход в создании контента и программного обеспечения. История движения за открытый контент началась в 60-е годы XX века. Уже тогда сформировались две различные точки зрения на то, что такое программный продукт и как его следует распространять и использовать. Традиционный бизнес воспринимал программное обеспечение как потребительский
продукт, цену на который можно устанавливать на основе учета издержек производства и рыночного спроса, и практиковал проприетарный подход к разработке и распространению программного обеспечения (ПО).
Однако сообщества программистов, ценности которых близки к принятым в научных и университетских кругах, проповедовали другой подход, согласно которому программный продукт следует распространять и использовать на тех же принципах, что и результаты научных исследований, то есть предоставлять в открытом доступе коды и тексты программ всем лицам, заинтересованным в дальнейшем развитии и совершенствовании программных средств. Это явление было названо «Open Source», что традиционно переводится на русский язык как «программные продукты с открытым кодом».
Аргументом в пользу открытого подхода к использованию программного обеспечения является то обстоятельство, что компьютерные программы не могут являться законченным продуктом, по аналогии с предметами или вещами. В отличие от последних, они нуждаются в постоянном развитии, вследствие чего единственным эффективным способом поддержания актуальности программного обеспечения является предоставление пользователям возможности вносить изменения в код. Последнее требует свободного распространения не только исполняемого кода, но и исходных текстов программ. Подобная точка зрения на программное обеспечение превалировала в передовых лабораториях и компьютерных центрах MIT университета Беркли, Bell Labs и в исследовательском центре в Palo Alto. Именно поэтому высококачественные программные продукты общего назначения, созданные в указанных центрах, свободно распространялись в среде профессионалов, в то время как
качество коммерческих продуктов постоянно вызывало нарекания специалистов.
Вслед за созданием в 1969-1971 годах операционной системы Unix, множество копий которой вместе с исходными текстами разошлось по всему миру, и языка разметки текста TeX (1978), который используется для подготовки научных статей, последовали язык программирования Perl, операционная система Linux, библиотека OpenPGP, веб-сервер Apache, база данных MySQL, язык программирования PHP, операционные системы FreeBSD, QNX, Интернет-браузер FireFox. Эти продукты выпускаются под особыми открытыми публичными лицензиями (Open Public Licenses), которые по-русски называют также общественными лицензиями, или просто открытыми лицензиями. Наиболее распространенной на сегодняшний день является открытая публичная лицензия GNU (GNU Open Public License). Большая часть открытого программного обеспечения и цифрового контента защищена именно ей.
Однако следует заметить, что в рамках движения за открытые источники (еще один возможный перевод Open Source) слово «открытый» понимается только в смысле открытости доступа, что означает, как минимум, что продукт можно открыто прочесть, исполнить, полностью или частично скопировать, передать третьим лицам и даже переделать. Открытость вовсе не означает, что программное обеспечение является бесплатным или, напротив, его нельзя использовать в коммерческих целях. Значительная доля программного обеспечения существует сегодня именно в двух вариантах - для коммерческого и некоммерческого использования. Таким образом, есть фирмы, которые используют открытые лицензии для продвижения своих продуктов, и есть команды, которые распространяют свои продукты бесплатно, но вводят оплату за дополнительные сервисы, поддержку или документацию. Доля программного обеспечения, разработанного и распространяемого по вышеуказанным принципам, весьма значительна. Помимо рынка офисных и домашних программ, на котором нет равных компании Microsoft, существует рынок промышленных и заказных решений в области телекоммуникаций, системной интеграции, инфраструктурных проектов в государственном секторе, в сфере образования, в медицине, в социальной сфере, во многих отраслях производства. Многие организации охотно используют в
своих проектах продукты с открытым кодом, а качество таких программных продуктов, как операционные системы FreeBSD и QNX, Linux, системное ПО, веб-серверы и множество других, вполне позволяет использовать их не только в сфере промышленного производства, но даже в сфере разработок вооружения и в космических исследованиях.
Определение термина Open Content.
Термином «открытый контент» (Open Content) (по аналогии с термином «открытый код» - Open Source) обозначают все, что находится в цифровом виде, но не является программным обеспечением, а именно тексты, картинки, музыку, видео и любые их комбинации.
Термин «oткрытый контент» впервые появился в конце 1970-х годов в связи с распространением идеологии открытого программного кода на цифровые продукты, которая была подкреплена созданием специальной общественной лицензии (Open Content License) на распространение документации к программам с открытым кодом. Полагают, что информация в электронной форме относится к «открытому контенту», если она находится в открытом доступе (т.е., на публичных доменах), а также защищена одной из публичных лицензий (GNU Open Public Licence), разрешающей его распространение и использование.
В настоящее время открытый подход породил стихийное движение за коллективное создание и распространение интеллектуальных продуктов, знаний и идей. Масштабы и многообразие форм движения за открытый контент позволяют говорить о нем как о течении, опирающемся на определенные ценности, особую методологию и идеологию, юридическое право, а также характерные способы организации производства и распределения цифрового продукта.
Таким образом, открытый контент представляет собой:
1) методологию производства продуктов в интеллектуальной сфере;
2) сами эти продукты (статьи, образы, аудио-файлы, образы, видео, книги, обучающие пособия), публикующиеся в открытом доступе и в формате, который однозначно разрешает копирование и/или дальнейшую модификацию и распространение информации;
3) идеологию (ценности, цели и нормы), объединяющую участников проектов (1) и (2).
Наиболее полное определение открытого контента (Open Content) могло бы быть таким: «открытый контент» - это стихийно возникший в современном обществе феномен, основанный на использовании информационных и компьютерных технологий и предназначенный для порождения, обмена и распространения знаний, авторских произведений, а также для создания новых форм бизнеса и новых форм социальности, основанных на сотворчестве внутренне мотивированных индивидов, приверженных идеям свободного циркулирования информации и знаний.
Технологии создания и области применения открытого контента. Сегодня в сети Интернет существует множество партнерских проектов, придерживающихся идеологии открытого контента, участники которых создают цифровой продукт в различных областях деятельности, используя современные технологии, такие как веб, форумы и блоги, чаты, пиринговые сети, гипертекстовые среды, программное обеспечение для управления контентом (content management) и участниками (team management).
Данные проекты опираются на общественную сетевую инфраструктуру, стремясь сделать ее более функциональной, стандартизованной, пригодной для решения сложных задач и профессионального общения. Таковы, например, инфраструктурные проекты, разрабатывающие на основе открытого подхода новые стандарты и системные архитектурные решения, депозитарии решений (www.sourceforge.com, www.freashmeat.net), глобальные системы индексации ресурсов, позволяющие приблизить релевантность поиска ресурсов в сети Интернет к стандартам профессионального информационного обслуживания.
В сфере фундаментальной науки исследований разворачивается широкая сеть проектов, призванных осуществить открытый доступ к научным публикациям и результатам научных исследований. Данные инициативы поддержаны рядом авторитетных международных организа-ций1, что свидетельствует о понимании важно-
1 Budapest Open Access Initiative, Open Archives Initiative, Bethesda Statement on Free Publishing, Welcome Trust statement оn support of free publishing, Berlin declaration on Free Access to knowledge in the sphere of natural and humanitarian sciences, the final communique of the OECD Committee on scientific and technological policy meeting «Science, Technologies and Innovation in XXI century», The Declaration of the International Federation of Librarians (IFLA) «Open access to scientific literature and research documentation», «The Declaration of the Principles for information society building: global challenge in the new millenium» of The World Summit on Information Society.
сти задачи построения глобальной сети генерации и распределения научного знания. В противовес рынку печатной научной литературы, удерживаемому крупными издательскими домами, данная инициатива предполагает размещать публикации и научные труды в открытом доступе.
Создаются проекты для инициации и поддержки общественных обсуждений актуальнейших вопросов современности. Спектр обсуждаемых тем очень широк - от экологии и политики до клубов по интересам и обсуждения проблем местных сообществ. Ученые объединяются для создания контента и общения в виде научных дискуссий. Например, в России несколько лет существует сообщество, участники которого обсуждают пути развития инженерного образования и перехода к «ноосферному» образованию, - трансдисциплинарная группа «Социальный проект СТОИК» (http://www.ihst.ru/~biosphei^/03-2/Kollektiv.htm). Аналогично сообщество «Технологии альтруизма» (www.altruism.ru) обсуждает педагогические проблемы.
В сфере образования также появляются проекты, опирающиеся на идеи а) свободного распространения курсов и методик преподавания, б) создания средств проектирования таких курсов и методик. Это движение обозначает себя как движение за открытое обучение (open course). Следует заметить, что слово «course» можно переводить двояко, так как речь может идти о курсе не только как о наборе открытых учебных материалов, но и как о траектории обучения.
Не только ученые и преподаватели, но и люди творчества с энтузиазмом включаются в движение открытого контента. Проекты в области искусства и литературы («се-тература») объединяют авторов в сообщества, предлагая открытые площадки для размещения любительских и профессиональных произведений, ведения творческих дискуссий и конкурсов. Появляются проекты совместного создания книг и сценариев в сети. Возникают многочисленные проекты по созданию общественных электронных СМИ, журналов, Интернет-вещания. Создается виртуальный рынок публикаций, соперничающий с системой книгоиздания. Популярные авторы пробуют публиковать свои книги в сети Интернет, отказываясь от услуг книгоиздателей.
Актуальная технологическая культура порождает оригинальные формы сетевой активности. Таковы, например, сетевые журналы, или блоги.
Блог (blog) - сокращенное от «weblog», «сетевой журнал» в значении «судовой журнал», «дневник»). Авторы веб-логов (или «блоггеры») пишут о событиях в своей жизни, высказывают мнения по поводу политических и культурных событий, комментируют публикации в Интернете посредством гиперссылок. Практика публичного комментирования событий расширяется, вбирая в себя в качестве авторов всех желающих. О популярности такой формы свидетельствуют масштабы участия: самый известный на сегодняшний день блог - Живой Журнал (В России - www.livejornal.ru ) - объединяет 4 млн читателей и 2 млн авторов.
Порождение нового (концепций, знаний, отношений, мировоззрений) становится способом создания кибер-племен, аккумулирующих социальную энергию, не поддающуюся канализации в привычных, недостаточных или устаревших формах социального участия.
Возможность привлечения к открытому проекту большого числа участников позволяет создавать новые формы коллективного знания - например, электронные энциклопедии. Самый известный проект в этой области - всемирная энциклопедия Wikipedia (www.wikipedia.org). Она содержит только на английском языке более 700 тысяч статей, качество которых превосходит большинство печатных энциклопедий мира и постоянно улучшается благодаря постоянному притоку новых участников проекта.
Другой вектор активности в сфере открытого контента направлен на сохранение культурного наследия, создание виртуальных музеев и галерей, открытых виртуальных архивов. Музеи и библиотеки видят в открытых проектах возможность предоставить доступ к своим фондам всем желающим по всему миру. Иногда таким образом можно показать то, чего нельзя увидеть ни при каких других обстоятельствах, например, очень хрупкие вещи или детали живописных полотен. Человечеством за свою историю накоплены немалые архивы, однако, доступные лишь немногим специалистам. Фонды музеев содержат количество единиц хранения, во много раз превышающее возможности их открытого показа, а пропускная способность музеев позволяет предоставить доступ к экспонатам очень ограниченному числу людей. Виртуальные музеи, хранилища и онлайновые энциклопедии, например, The Conservation and Art Materials Encyclopedia Online (CAMEO), (http://www.mfa..org/cameo) решают эту задачу,
обеспечивая высококачественной информацией как потенциальных посетителей, так и профессионалов, работающих в области изящных искусств.
Интерес представляют проекты, использующие технологию создания многопользовательских миров (MUD, Multi User Domain -MOO, Multi Oriented Objects), в которых пользователи могут создавать виртуальные существа и среду их обитания, а также общаться с ава-тарами других пользователей. Подобные миры - род виртуальных сред, заимствованных из компьютерных игр, но без жестко заданного сюжета и ориентированности на игровые стратегии. Такие среды представляют новые возможности для реализации обучения методом погружения в контекст и создания многовариантной деятельностной среды. Технологическая платформа для поддержки этих миров находится в процессе развития (см., например, сайт сетевого сообщества американских учителей MOOSE Crossing http://www.cc.gatech.edu /elc/moose-crossing/).
Сегодня цифровой контент, находящийся в ведении различных организаций, все активнее переводится в режим использования согласно идеологии открытого доступа. Данная тенденция получила название «открытого доступа» (Open Access). Она характерна для сфер науки, сохранения культурного наследия (в частности, в музеях и библиотеках), образования.
Авторское право и авторское «лево». Продукты открытого контента защищаются авторским правом, отличающимся от традиционного «копирайта». В 1983 году Ричард Столман организовал проект GNU, в рамках которого была разработана первая общественная лицензия GNU General Public License (GPL), где были сформулированы правила распространения и использования открытого программного обеспечения. Эти правила, основанные на разрешительном, а не запретительном принципе, получили название copyleft (авторское «лево»). В настоящее время разработаны и широко применяются публичные общественные лицензии, которые затрагивают различные аспекты использования открытого контента и учитывают особенности произведений (Лицензии GNU, Open Content License, Open Publication License, Artistic License и др.).
Все они основаны на идее дать авторам свободу распоряжаться своим произведением по их собственному усмотрению, а не так, как предписывает «копирайт».
Напомним: классическое авторское право (Copyright Law) исходит из предпо-
сылки, что автор желает всячески оградить свое творение от посягательств третьих лиц, а востребованность произведений воспринимает как способ извлечения дохода. Однако такой подход зачастую невыгоден авторам, в том числе и в части получения дивидендов. Многие авторы хотели бы иметь более гибкое разрешительное право вместо запретительного, например для того, чтобы разделить коммерческое и некоммерческое использование своих произведений, внести вклад в образование, исследования или социальные проекты.
Общественные лицензии разрубили Гордиев узел, на который давно указывали независимые юристы.
Таким образом, существовавшая до недавнего времени лакуна между жестким запретительным правом официального копирайта и полной свободой действий безо всяких прав и условий была заполнена публичными лицензиями, которые позволили, с одной стороны, информации и произведениям-свободно циркулировать и развиваться, с другой стороны, дали авторам гибкие возможности ограничить использование своих произведений в тех пределах, которые они считают нужными.
Экономика креативной корпорации. Методология производства открытого контента включает в себя средства объединения в виртуальные сообщества интеллектуальных ресурсов профессионалов и творческих коллективов (на постоянной или временной основе), а также инструменты организации и координации деятельности в режиме онлайн.
Среда, в которой возникают проекты открытого контента, имеет ряд отличий от традиционных бизнес-сред:
- виртуальность и производство вне-материальных социально значимых ценностей (прежде всего, информации и знаний);
- опора на технологии обработки и хранения информации, создание и распространение новых цифровых ресурсов, не требующие значительных инвестиций;
- сетевидность, благодаря которой ценность продукта или услуги (и общая эффективность процесса производства) прямо зависит от числа пользователей, образующих креативное сообщество.
Особенностью продукта, создаваемого в подобной среде, является его инновацион-ность. В то время как классическая экономическая теория исходит из жесткого разделения на создателей законченного продукта
и всех остальных пользователей этого продукта, исследования инновационных процессов показывают, что они (процессы) в большинстве своем являются постепенными и кумулятивными. Продукт, полученный в результате инноваций, оказывается тем лучше, чем больше людей и организаций внесли свой вклад в его создание. В инновационной среде традиционные схемы организации производства и регулирования отношений между производителями и потребителями не действуют и нуждаются в существенном переосмыслении.
Чем же отличается процесс производства, применяемый для разработки открытых продуктов, от общераспространенных бизнес-схем?
В то время как традиционные схемы опираются на жестко иерархическую организацию проекта, в случае разработки открытого контента мы имеем дело с одноранговыми партнерскими отношениями, свободным членством и обязательной публичностью процесса производства. Поэтому методы управления и технологии, которые обслуживают процесс производства, должны обеспечивать производство продукта надлежащего качества, предоставляя для этого всем членам сообщества (или пользователям) равные права, поддерживая работоспособность проекта в условиях свободного членства, ведя архивы проекта и предоставляя возможности эффективной коммуникации между всеми участниками проекта.
Следует особо отметить, что такие методы и технологии складывались и апробировались стихийно. Первоначально они были позаимствованы у разработчиков Open Source, однако на сегодняшний день можно говорить о распространении подобных эффективных схем коллективного производства для всех областей деятельности проектов открытого контента. Технологическая среда и информационная архитектура служат для таких проектов средствами производства, обеспечивая модель свободного партнерства.
Открытая модель участия в проекте позволяет достигать быстрых результатов и высокого качества продукта за счет неограниченно расширяемого числа участников и поддержания равенства их возможностей. (Данный эффект известен из теории принятия решений, когда нахождение наилучшего решения гарантировано, если имеется полное множество гипотез и все гипотезы изначально равноправны. Такая методика позво-
ляет обходиться без иерархических структур для управления проектом, хотя бы и в виде института экспертов. Наиболее успешным примером реализации данного подхода может служить уже упоминавшаяся энциклопедия Wikipedia (www.wikipedia.org).
Экономическая выгода от производства продуктов методом открытого контента проистекает из взаимосвязанных процессов - свободного сотрудничества и повторного использования результатов: чем больше людей объединяют свои усилия для создания определенного контента, тем ниже стоимость конечного продукта в расчете на каждого участника. Такой способ производства требует некоторых дополнительных затрат на обслуживание кооперации, однако при развитой информационной инфраструктуре они пренебрежимо малы.
Стоимость товара vs - общественная ценность продукта. Принципы, положенные в основу методологии открытого контента, основываются на двух базовых понятиях: «общественные блага» (commons) и «сообщества» (communities), - восходящих к одному латинскому communis («общий»).
Для слова community в русском языке не существует точного эквивалента. Основные коннотации слова сводятся к следующему кругу понятий: «группа людей, живущих в одном и том же округе/районе, имеющих одну администрацию», «группа людей с общими интересами» и «совместное участие, товарищество». Существительное «commons» используется для обозначения общественных благ, или, как привычнее сказать по-русски, «общественного достояния».
Оба этих понятия возникли отнюдь не в информационную эру, - коллективная собственность в форме общественных благ являлась определяющей для образа жизни людей в доэкономическую эпоху. Последующая эра индустриального производства основывала оценку стоимости продукта на измерении количества труда. Однако труд творческий, особенно совместный, не поддается измерению в категориях стоимости. Стоимость продукта творчества может быть измерена только степенью потенциальной «полезности» для общества, т.е. общественной ценностью.
Следовательно, продукт творческого труда не может быть адекватен рыночному товару массового производства. При этом в ценность продукта творчества входит не только продукт как результат, но и ценность самого процесса сотрудничества участвую-
щих в производстве, взаимно обогащающего не только активных, но пассивных участников процесса (например, читателей и созерцателей), способствующего их развитию. Учитывая тот факт, что в «знаниевой экономике» основу общественного богатства составляют продукты творческого труда, можно предвидеть существенную трудность вычленения индивидуального вклада в конечный продукт.
Кроме того, в информационном обществе сами представления о том, что считать богатством и вознаграждением, также меняются - вектор сдвигается с материальных ценностей на так называемое «символическое богатство».
Таким образом, чтобы жить в «знание -вом обществе», люди должны перестать считать материальное вознаграждение мерилом личного или коллективного успеха или основной целью труда.
Проекты открытого контента показывают, что уже сегодня многие не только согласны жить по новым правилам, но и активно пропагандируют свои взгляды путем создания творческих сообществ для разработки продуктов и решений методами открытого контента. Их виртуальные сообщества (virtual communities) создают не рыночный товар, а общественные блага (commons), а невозможность выделить индивидуальный вклад является платой за возможность и эффективность свободной модели сотрудничества. Являясь по сути открытыми системами, проекты создания открытого контента активно обмениваются информацией с окружающей средой, способны поддерживать гибкие множественные связи, чрезвычайно устойчивы и живучи, не ограничивают творческую свободу участников и показывают хорошую эффективность. Такими свойствами не может «похвастаться» ни одна из распространенных экономических моделей производства, построенных на однородности составляющих элементов, ограничении свободы этих элементов и жестких иерархических связях внутри системы.
Упомянутая гибкость заставляет вспомнить об исследованиях природных систем [3], которые, в отличие от творений рук человеческих, являются открытыми, чрезвычайно гибкими, устойчивыми и управляются путем нахождения информационного баланса между достаточно автономными подсистемами именно за счет избыточности и гибкости связей между ними. Такие системы обладают повышенным запа-
сом прочности, стремятся к максимальному развитию и разнообразию своих подсистем, ограничивая их свободу действий не конституциональными, а ситуативными рамками. (Человеческое общество, построенное по таким принципам, как раз и стремилось бы к максимальному разнообразию мнений и действий, достигая целостности и управляемости не за счет ограничения свободы и жестких регламентов, а путем саморазвития и самостановления каждого индивида, развития интеллектуального и творческого потенциала каждой личности в отдельности и общества в целом.)
Движущие силы феномена открытого контента. Движение за открытый контент является частью общественной жизни, объединяя людей на основе разделения всеми участниками как идеи проекта, так и ответственности за общий результат и «славы» в случае успеха. Эти проекты базируются на равенстве участников и некоммерческом интересе. Подобная объединяющая идея содержит в себе одновременно и выражение общественной потребности, и критерий отбора участников проекта. Такой идеей может быть задача, для решения которой необходимы совместные усилия, совместное производство и распространение информации и знаний. Участие в проектах, опирающихся на подходы и методологию «открытого контента», есть одновременно и деятельность, и коммуникация, и способ производства, и форма общественной жизни.
Достаточный уровень развития глобальной информационной общественной инфраструктуры (первым шагом которой была, между прочим, сеть Интернет-1 - продукт, произведенный не коммерческим, а общественным способом) делает организацию таких проектов и сотрудничество участников обычной практикой. Доступность технологий, легкость организации проектов и привлекательность участия в процессе производства, задействующем внутреннюю мотивацию участников, - существенные преимущества метода открытого контента.
Напомним, социальные связи, которые организует индивид, вытекают из базовой потребности личности в коллективной идентификации и коммуникации с другими людьми. Информационные технологии растворяют пространственные, временные и языковые барьеры между людьми, а методология открытого контента стирает жесткую границу между творцом и пользователем, создавая новые возможности идентичности,
превращая consumers (потребителей) в pro-sumers (потребителей и производителей одновременно), удовлетворяя потребность в социализации и самореализации за счет участия в различных сообществах.
Социальные мотивации для творца и организатора, обусловливающие участие в проектах открытого контента, таковы:
1) работать вместе интересно (потребность в общении, объединении единомышленников (communities);
2) можно получить новые знания и умения;
3) можно обрести возможность самовыражения в творчестве;
4) можно стать полезным обществу, людям, сделать вклад в их развитие;
5) можно получать обратную связь, отклики на свои идеи и таким образом совершенствовать их;
6) можно получать паблисити, сделать имя, заявить о себе (символическое богатство).
Таким образом, социальные мотивации, осуществляемые не в принудительном порядке, а на основе свободной воли и выбора индивида, оказываются более значимыми для человека общества знания, чем соображения личной выгоды или самоутверждения путем соперничества с другими. Идея кооперации, сотворчества, свободного партнерства в интеллектуальной среде получает подкрепление за счет применения современных информационных технологий.
Открытый контент для науки и образования. В сферах науки и образования взгляд на знание как на общественное благо является основополагающим. Однако, находясь в тисках проприетарной экономической модели, система научных коммуникаций и система образования испытывают трудности, неспособны адекватно ответить на вызовы глобализации и связанное с ними требование массового развития творческих способностей и самостоятельности мышления человека.
Хотя сеть Интернет первоначально создавалась для научного общения, проблема распространения результатов научных исследований актуальна до сих пор, хотя не существует никаких технологических препятствий к тому, чтобы сделать научное знание, нуждающееся в междисциплинарном связывании и осмыслении, доступным не только на уровне открытости публикаций, но и на уровне глобальных средств описания (понятийного аппарата) и сквозно-
го рубрицирования научных данных по всем предметным отраслям.
На сегодняшний день только периодические научные издания, имеющие ограниченное распространение, ежегодно публикуют не менее 2,5 млн отрецензированных статей. В 2003 году мировое научное сообщество поставило открытый доступ к онлайновым научным публикациям в число важнейших событий года, таким образом подтвердив, что ученый мир рассматривает использование публикаций в режиме открытого доступа в качестве актуальной практики научной коммуникации.
Примером такой практики может быть проект BOAI. Его создатели под открытым доступом к данной литературе... «подразумевают, что публикации в системе Интернет открыты для всех без оплаты; пользователям разрешено их читать, загружать, копировать, распространять, распечатывать, проводить свое исследование на их основе, присоединять их к полным текстам соответствующих статей, использовать их для составления указателей, вводить в программное обеспечение или использовать в других предусмотренных законом целях при отсутствии финансовых, правовых или технических преград, за исключением тех, которые регулируют доступ к собственно Интернету.
Единственным ограничением на воспроизводство и распространение публикаций и единственным условием копирайта в этой области должно быть право автора контролировать целостность своей работы, а также обязательные ссылки на его имя при ее использовании и цитировании».
И все же шаги в направлении междисциплинарного осмысления научных достижений, как и в направлении распространения научного знания, делаются. Видные ученые объединяются для создания проектов на основе метода открытого контента с целью вести свободные дискуссии по широкому кругу междисциплинарных задач. Примером может служить сетевое сообщество ученых www.Edge.org, объединяющее на основании неформального членства самые оригинальные умы мира. Целью Edge Foundation является поддержка исследований и дискуссий в области философии, гу-манитаристики, естественных наук, интеллектуальное и гуманитарное развитие современников. Участники проекта обладают копирайтом на свои публикации под свободной лицензией, разрешающей свободное использование материалов и содержащихся в них идей. Проект является попыткой со-
брать в рамках одного сайта в форме постоянной дискуссии кибер-элиту, критическую массу мыслителей, писателей и деятелей, имеющих огромное влияние на ход революции в области информационно-коммуникативных технологий и представляющих такие области знания, как эволюционная биология, генетика, информатика, нейрофизиология, психология и физика.
Огромной проблемой и для науки, и для образования является отсутствие связности человеческого знания и недостаточные до сих пор усилия по преодолению аналитического подхода в науке.
Проекты открытого контента по междисциплинарным исследованиям, основанные на выявлении и равенстве всех точек зрения, должны способствовать построению единой связной системы знаний, которую метафорически можно представить как «Дом знаний», своеобразный Всемирный банк знаний, постоянно пополняемый новой информацией и результатами исследований.
Шагом в этом направлении является проект создания сайта знаний «Аристотель» (Aristotle) вышеупомянутого сообщества Edge, в котором предлагается представлять законы и теории в виде связного контента, содержащего в сжатом виде всю возможную познавательную информацию в различных формах - от определений основополагающих понятий и описания истории вопроса до виртуальной среды, позволяющей смоделировать наглядный эксперимент. Если подобный «Дом знаний» будет создан, время между появлением нового знания и осмыслением, включением его в «оборот» мировой науки, экономики и системы образования станет минимальным.
Проблема выравнивания национальных образовательных стандартов поставила сферу образования перед необходимостью пересмотра проприетарного подхода к содержанию образования: образовательный контент не может и не должен быть закрытым или рассматриваться как собственность университета или преподавателя. Пионером в создании всеохватывающего университетского курса по основным изучаемым предметам является инициатива одного из лучших университетов мира, Массачусетского технологического института, который в 1966 году в числе прочих стоял у истоков создания сети Интернет. Благодаря институту, который выложил на своем сайте http://ocw. mit.edu в открытый доступ все материалы курсов своих факультетов, преподаватели и
студенты всего мира получили возможность не только ознакомиться с опытом преподавания MIT, но и свободно использовать лекции и учебные материалы, а также уникальные методики MIT для самообразования, разработки собственных курсов, обучения преподавателей, унификации требований к качеству обучения. Действия MIT, поддержанные рядом крупнейших университетов, являются революционным шагом, поскольку заставляют пересмотреть парадигму доступности (или недоступности) элитарного образования.
Однако инициатива MIT не ограничивается только свободным доступом к уже существующим ресурсам. Развивается проект O.K.I. (Open Knowledge Initiative, www.okiproject.org), разрабатывающий спецификации модульной архитектуры образовательного контента, которые позволят стандартизировать требования к разработке образовательных курсов и модулей, а также увязывать между собой модули разных производителей контента.
Традиционные подходы к методикам преподавания также подвергаются пересмотру. В Rice University (Хьюстон, США) развивается проект Connexions (http://cnx.rice.edu/browse), который имеет целью создать такие инструменты, с помощью которых студент при помощи преподавателя мог бы формировать свой собственный сценарий освоения материала, учитывающий особенности личностного восприятия. Проект позволяет разбивать знания на небольшие модули, связывая их в матричные структуры. Будучи альтернативой привычным учебникам на бумажных носителях, подобные электронные учебники с матричной структурой позволят легче ориентироваться в материале и через систему «линз» смотреть на изучаемый материал под разным углом зрения. Глубина освоения материала также будет легко поддаваться ранжированию, что позволит преподавать науки в любом объеме и на любом уровне, обеспечивая заданный уровень изучения предметной области исходя из контекста (вид учебного заведения, потребности и горизонт актуального предзнания обучающегося). С применением инструментов и методов открытого контента предметом сотворчества студента и преподавателя будет становиться сам способ изучения предмета.
Концепции и методология открытого контента применительно к образованию наилучшим образом соответствуют складывающейся системе так называемого «элек-
тронного обучения», е-Ьеагш^. Этот новый вид образования, непосредственно связанный с возможностями мультимедиа и Интернет, предоставляет несравнимо более гибкие возможности (по сравнению с традиционным очным образованием) как для обучающегося, так и для образовательного учреждения. Например, в России проектом е-Ьеагш^ занимается Московский университет экономики, статистики и информатики (МЭСИ, http://www.mesi.ru), выпустивший несколько поколений студентов, обучавшихся дистанционно. Таким образом, отрабатываются не только методики и технологии, но и организационные схемы и механизмы взаимодействия для новой открытой системы образования, что особенно актуально в свете перехода к обществам, построенным на знаниях [7].
Открытые образовательные среды. Говоря о характерных особенностях грядущего «информационного» общества и «зна-ниевой экономике», в первую очередь, отмечают, что материальное производство будет выведено из сферы общественных отношений благодаря повсеместному вводу в действие новых безлюдных технологий и использованию роботов. Ведущая же роль «закрепится за четвертичным сектором хозяйства, представленным высокотехнологичными отраслями, где основным производственным ресурсом выступают информация и знания, и где этот ресурс постоянно воспроизводится в новом, все более высоком качестве» [4, с. 235].
Последнее означает, что сфера деятельности основной массы работников смещается от производства материальных благ в сторону обработки информации, научно-образовательной и социально-ориентированной деятельности. Однако работа с информацией, знаниями, равно как и социальная работа, существенно повышает планку требований к таким компетенциям человека, как самообучаемость, самостоятельность мышления, креативность, гибкость, способность к обобщениям и абстрактному мышлению. Указанные качества можно развить, только задействуя факторы внутренней мотивации обучающихся, выявляя и совершенствуя индивидуальные способности и таланты. Это, в свою очередь, заставляет пересмотреть роль образования в современном мире. Образовательное учреждение, педагог становится не только и не столько транслятором знаний, накопленных веками, но проводником к личной субъективности обу-
чающегося, гидом, роль которого состоит в обеспечении условий для самосовершенствования и самопостроения личности, в том числе и за счет приобретаемых знаний.
Критерии качества образования коренным образом меняются - вместо суммы знаний образование призвано развивать способность к самообучению, креативное мышление, поддерживать инновационное поведение и мотивационные структуры личности, которой придется находить адекватные ответы на вызовы быстро меняющейся экономической, социокультурной и политической среды и ответственно конструировать социальный мир.
В ходе реализации этих задач образовательная среда должна быть радикальным образом трансформирована для обеспечения индивидуализации и интенсификации обучения на основе деятельностного подхода. Построение образовательной информационной инфраструктуры, порождающей для каждого учащегося индивидуальную образовательную среду, - еще одно из важнейших условий данной трансформации. Концепции таких сред находятся в процессе создания, однако основные контуры уже очерчиваются достаточно ясно.
Прежде всего, гибкая научно-образовательная среда создает и сопровождает обучающегося на пути познания, который самостоятельно или с помощью педагога он выбирает. Подобная среда обладает способностью масштабирования, предоставляя ту глубину знания, к которой готов обучающийся, а также возможности для получения знаний в форме исследовательских задач (командные проекты, игры и симуля-торы, мультимедиа, моделирование, дискуссии). Формы обучения в такой среде конструируются «по ходу обучения», а традиционные лекции и семинары уступают место комплексным проектам, направленным на придание процессу обучения познавательно-деятельностного характера. Такой подход учитывает эволюционный, нелинейный и контекстуальный характер обучения, превращая преподавателя в эксперта-проводника в мир культуры и знаний, старшего партнера по диалогу.
Таким образом, гибкая масштабируемая образовательная кибер-среда реализует принципы деятельностного развития личности обучающегося, а именно:
1) Тесную связь образования и воспитания с характером будущей профессиональной деятельности в информационном
обществе;
2) Вооружение обучающегося исследовательским стилем деятельности;
3) Проблемно-ориентированный подход к обучению (совместный интерактивный поиск знаний, освоение методов научного прогнозирования, поиск новых путей решения задач, изучение явлений в их развитии и взаимодействии с другими явлениями);
4) Обучение на высоком уровне познавательных трудностей, связанных с эмоциональной и эстетической привлекательностью самостоятельного творческого труда;
5) Индивидуальное творчество обучающегося для построения личной образовательной траектории.
В учебном процессе, построенном на основе данных принципов, моделируются особенности современных социальных отношений, их динамизм, многогранность и противоречивость, воспроизводятся сете-видные социальные структуры, опирающиеся на информационные технологии. Думается, постепенно грань между образовательными ресурсами и исследовательскими проектами будет стираться. Система образования будет готовить специалистов, сочетая процесс обучения с реальной научной деятельностью.
Уже сейчас научные сообщества нуждаются в привлечении большого числа членов для проведения широкомасштабных исследований, а новички, попадая в профессиональное сообщество, получают возможность узнавать о профессии через непосредственное участие в исследованиях. Подобное участие позволяет не только подготовить квалифицированных специалистов и ученых в востребованных областях знаний, но и восполнить затраты на обучение. Даже школьники, не говоря о студентах, технологически имеют все возможности внести (и вносят) свой вклад в полноценные научные исследования. Например, проект GLOBE (http://globe.fsl.noaa.gov/) - Global Learning and Observations to Benefit the Environment (GLOBE) - сеть, объединяющая студентов и преподавателей из 7 тысяч образовательных учреждений 80 стран, изучающих окружающую среду наравне с учеными.
Появляются модели инфраструктуры образовательных сред, основанные на принципах Open Source/Open Content: открытости, свободного распространения, совместного владения и управления общественной инфраструктурой, модульности и кросс-платформенности. Они базируются на мно-
гокомпонентной распределенной архитектуре с открытым доступом и предназначены для того, чтобы создать открытую экономику обучающих сред, основанную на распределенной сети репозитариев обучающих объектов (Distributed Learning Object Repository Network - DLORN). Такая репозитарная сеть позволит работать уже не с обучающими ресурсами, а с обучающими возможностями, которые в этой модели представляют, в сущности, доступные и «готовые к запуску» процессы обучения.
Заключение. В эпоху пересмотра фундаментального характера экономически-стоимостных отношений и идеологии рыночного фундаментализма растет понимание того, что информация и знания суть общественные блага, а их создание и распространение не может базироваться на тех же принципах, что и производство материальных ценностей, т. е., принадлежащих кому-то вещей. Ценность информации, знаний и творчества не выразима в денежно-стоимостных категориях потому, что каждый, кто создает новое знание, так или иначе «стоит на плечах гигантов», то есть опирается на фонд информации, накопленной до него за многие века эволюции общества и человека.
«Знаниевая экономика» основана не на принципах выгоды, экономической себестоимости и цены, а на внерыночном принципе создания, распространения и потребления благ согласно общечеловеческим ценностям, поддерживающим стратегические приоритеты сохранения и эволюции человеческого рода в отличие от ценностей тактического характера (выгода, взаимная полезность, максимизация прибыли).
Опираясь на исследования, проведенные в последнее время рядом независимых авторов (R. Clarke, Dyson, Cedergren [8], Raymond [16], Downes [9], Keats [11], Lehmann [13], Illich), можно определить феномен открытого контента как организацион-но-деятельностную оболочку для распространения и применения неиерархических методов управления, основанных на создании самоорганизующейся сетевой среды, объединяющей творчески мыслящих и социально активных индивидов на основе проектного метода.
Можно также выделить принципы, составляющие идеологию открытого контента и родственных ему явлений. Они, вкратце, таковы:
1) Знания, информация, произведения искусства и научные результаты являются
общественным достоянием;
2) Свободный доступ к информации и обмен знаниями является необходимым условием развития общества и эволюции человека;
3) Общественно полезный результат деятельности имеет большую значимость, чем частные коммерческие выгоды;
4) Коллективное авторство и коллективная ответственность - основа справедливого обмена ценностями;
5) Прозрачность методов, правил организации и используемых технологий - условие эффективности совместной деятельности;
6) Партнерство равных, отсутствие иерархических структур, открытое и свободное членство в сообществах - условие коллективной синергии и результативности работы команды;
7) Приверженность сетевой этике, положенной в основу нетикета (Netiquette) как свода неписанных правил, регулирует взаимоотношения в виртуальном мире.
В идеале можно представить себе движение открытого контента как единый проект по производству, переработке, творческому осмыслению и обслуживанию хранилища (repository) информации, накопленной человечеством за всю историю. В свете идей перехода к «обществу знания» такой взгляд позволяет увидеть перспективы и возможности более разумного использования человеческих ресурсов.
«Суть стимулируемой информационными технологиями экономической и социальной трансформации заключается в ее способности содействовать людям и обществу в использовании знаний и идей. Информационное общество, как мы его представляем, позволяет людям шире использовать свой потенциал и реализовывать свои устремления» (Окинавская хартия глобального информационного общества, http:// www.ifap.ru/ofdocs/okinhar.htm).
Вторая стадия Всемирного саммита по вопросам «информационного» общества, состоявшаяся в Тунисе (2005), продемонстрировала, каким образом может быть построено общество, основанное на знании. Очевидно, принципы движения открытого контента, приложенные к сферам общественного производства и общественных отношений, могли бы способствовать развитию «общества знания». Остается надеяться, что деятельность стран - участников саммита будет направлена на поддержку этого дви-
жения, поскольку оно не только непосредственно выражает сформулированные ЮНЕСКО принципы свободы самовыражения, всемирного доступа к информации и знаниям, сохранности культурного разнооб-
разия и равноправного доступа к качественному образованию, но и является эффективным инструментом реализации этих принципов.
Дизайнерами не рождаются...
Данную теорию берутся доказать Британская высшая Школа дизайна и Студия Артемия Лебедева. Названия этих организаций известны тем, кто понимает, что такое хороший дизайн, и стремится сделать так, чтобы разные вещи этого мира были красивее, удобнее и функциональнее. А еще тем, кто хочет создавать оригинальные и умные Интернет-проекты, но пока не знает как. Для этих людей и предназначена новая учебная программа «Дизайн в интерактивной среде», совместно разработанная Британской высшей Школой дизайна и Студией Лебедева. Школа и студия, известные качеством своей работы, выдвигают на фронт борьбы с «плохим Интернетом» своих лучших специалистов. В течение двух семестров каждый желающий, готовый вкладывать деньги в свое дизайнерское будущее, может поучиться у преподавателей -практиков, работавших над проектами для Samsung Electronics, Yandex, Nokia, Alcatel, Europol, Hewlett-Packard, и еще пары десятков корпораций-гигантов.
Источник. Студия Артемия Лебедева (http://www.artlebedev.ru)
Литература
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6. Синергетическая парадигма. Нелинейное мышление в науке и искусстве. - М.: Прогресс-традиция, 2002. - 495 с.
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8. Cedergren Mg. Open content and value creation //First Monday, 8, 8 2003. http://firstmonday.org/issues/issue8_8/cedergren/index.html.
9. Downes St. Design and Reusability of Learning Objects in an Academic Context: A New Economy of Education? USDLA Journal, 2003.
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11. Keats D. W. Collaborative development of OC: A process model to unlock the potential for African universities //First Monday, volume 8, 2 2003, http://firstmonday.org/issues/issue8_2/keats/index.html
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ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ РЕАЛИЗАЦИИ ДИДАКТИЧЕСКИХ СРЕДСТВ, ФУНКЦИОНИРУЮЩИХ НА БАЗЕ ИКТ В ИНФОРМАЦИОННО-
ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВОЕННОГО ВУЗА
Мещеряков Дмитрий Викторович,
Белошицкий Александр Владимирович
Военно-воздушная академия имени профессора
Н. Е. Жуковского и Ю. А. Гагарина, Россия, г. Воронеж
e-mail: mechericov@mail.ru
Статья посвящена проблеме информатизации военного образования, в частности разработке педагогических условий реализации дидактических средств, функционирующих на базе информационно-коммуникационных технологий в информационно-образовательной среде военного вуза. Обоснованы следующие педагогические условия эффективной реализации дидактических средств: формирование и развитие ИОС образовательного процесса военного вуза, информационно-методическое обеспечение образовательного процесса военного вуза, дифференцированное педагогическое взаимодействие преподавателя и курсантов в ИОС военного вуза, информационно-коммуникационная компетентность преподавателя военного вуза. Определены принципы выявления данных педагогических условий.
Ключевые слова: военный вуз, информационно-образовательная среда, информационнокоммуникационные технологии, дидактические средства, информационно-коммуникационная компетентность, педагогические условия
В педагогическом обеспечении информационно-образовательной среды (ИОС) военного вуза важным направлением является определение педагогических условий реализации дидактических средств, функционирующих на базе информационно-коммуникационных технологий (ИКТ), способствующих достижению высоких учебных и научных результатов, интегрирующих в себе комплекс мер, направленных на выполнение поставленных целей. Для выявления педагогических условий, способствующих эффективной реализации дидактических средств, функционирующих на базе ИКТ в ИОС военного вуза, были определены принципы, отражающие требования к ее организации и построению:
- принцип совместной педагогической деятельности преподавателей и командиров (начальников) с будущими офицерами, где курсанты выступают объектами ИОС, и, одновременно, субъектами, способными к самоопределению, самоутверждению и самореализации;
- принцип учета профессиональной направленности и личностных качеств курсантов;
- принцип интегративно-дифференцированного обучения, позволяющий достичь высокой эффективности формирования компетенций, в совместной и индивидуальной самоорганизуемой работе курсантов военного вуза;
- принцип оптимизации, интенсификации и координации образовательного процесса военного вуза, за счет применения оптимальных ИКТ обучения будущих офицеров и др.
Принимая во внимание широкий контекст понятия «педагогические условия», нами определялись те, которые имеют существенное значение для реализации дидактических средств в ИОС военного вуза.
//1. Формирование и развитие ИОС образовательного процесса военного вуза.//
На сегодняшний день перед военными вузами стоит сложная, многофакторная задача, связанная с формированием и развитием ИОС с учетом требований ФГОС. Параметры ИОС военного вуза обусловлены требованиями к специалистам, готовящимся к работе в условиях принципиальных изменений в военной сфере. На передний план выдвигаются вопросы методологии освоения знаний о современных информационных технологиях, возникает необходимость разработки теоретико-методологических основ совершенствования ИОС военного вуза.
Создание ИОС военного вуза позволит:
- повысить эффективность формирования личностно-профессиональной компетентности будущих офицеров, как субъектов образовательного процесса, обусловленной целями, мотивами и особенностями военнопрофессиональной деятельности;
- разработать эффективные технологии обучения курсантов, гарантирующие высокий уровень учебной успешности;
- обеспечить качественную подготовку военных специалистов в сокращенные сроки обучения (по военному времени), а также в условиях интенсивной служебной деятельности;
- сформировать готовность и способность будущих офицеров к непрерывному образованию на весь период военно-профессиональной деятельности.
Следует отметить, что состояние технических средств и программного обеспечения не всегда соответствует уровню, необходимому для решения задач, стоящих перед будущими военными специалистами в условиях информатизации образования, что актуализирует проблему формирования и развития ИОС военного вуза.
Теоретическая значимость исследования ИОС определяется: осмыслением и уточнением научных понятий «информационно-образовательная среда военного вуза», «информатизация образования» как структурных компонентов целостного образовательного процесса военного вуза [1].
Можно сказать, что определение сущности, структуры и содержания ИОС военного вуза, принципов ее построения и функций обеспечит разработку модели реализации дидактических средств, функционирующих на базе ИКТ в ИОС военного вуза, направленной на повышение эффективности подготовки будущих офицеров в высшей военной школе.
Моделирование педагогического процесса в военном вузе ориентировано на целенаправленную работу по созданию системы значимых военно-профессиональных качеств у обучающихся. Оно позволяет представить процесс реализации дидактических средств, функционирующих на базе ИКТ в ИОС военного вуза, в его динамическом развертывании с определением сущности целевого, структурно-функционального и операциональнорезультативного компонентов и описанием связей между ними. Следовательно, важнейшим условием, способствующим эффективной реализации дидактических средств, функционирующих на базе ИКТ, является формирование и развитие ИОС учебного заведения, теоретикометодологических основ ее совершенствования.
//2. Информационно-методическое обеспечение образовательного процесса военного вуза.//
Информационно-методическое обеспечение образовательного процесса военного вуза – совокупность научно-теоретических, учебно-методических, нормативных, информационно-аналитических материалов, а также распределенные электронные образовательные ресурсы локальных и глобальных сетей.
Приоритетными направлениями информационно-методического обеспечения образовательного процесса военного вуза выступают:
- целенаправленное и превентивное применение разнообразных форм и способов информационно-методического обеспечения образовательного процесса военного вуза;
- мотивирование самоактуализации, самореализации и самооценки курсанта по отношению к своей образовательной деятельности;
- инновационная подготовка профессорско-преподавательского состава военного вуза в контексте информационно-методического обеспечения образовательного процесса.
Информационно-методическое обеспечение образовательного процесса военного вуза включает:
- диагностику потребности курсантов в конкретном содержании и формах информационно-методического обеспечения;
- реализацию общих и специальных (частных) форм информационнометодического обеспечения;
- информационно-аналитическую (профессорско-преподавательский состав) и рефлексивную (обучающиеся) обработку результатов информационно-методического обеспечения образовательной деятельности.
Для повышения эффективности образовательного процесса военного вуза необходимы современные информационные системы, предназначенные для управления образовательным процессом, выполнением различных его функций.
1. Научно-теоретическая функция: изучение способов поиска, сбора, представления, репродукции, хранения, обработки, информации; освоение принципов функционирования
аппаратного и программного обеспечения профессионального назначения; осуществление информационного взаимодействия между субъектами ИОС; формирование представлений о формализации, продуцировании научнотеоретической информации и о моделировании информационных объектов и процессов.
2. Методическая функция: изучение и реализация дидактических средств, функционирующих на базе ИКТ, их возможностей в образовательном процессе и в организационном управлении, изучение возможных негативных последствий применения средств ИКТ в учебном процессе; формирование знаний основных направлений использования автоматизированных систем, баз и банков данных учебно-методических и организационноинструктивных материалов, тестирующих методик контроля и самооценки формирования компетенций обучающихся; выявление педагогической целесообразности использования конкретных ИКТ.
3. Экспертно-аналитическая функция предполагает выработку: критериальной оценки методической пригодности дидактических средств, функционирующих на базе ИКТ, основывающейся на использовании критериев оценки качества; экспериментальной проверки педагогической целесообразности использования ИКТ, основанной на практической апробации применения ИКТ в учебном процессе; экспертной оценки, основанной на компетентном мнении экспертов и др.
4. Функция практического применения дидактических средств, функционирующих на базе ИКТ, предполагает формирование знаний и опыта реализации: техники безопасности при работе со средствами ИКТ; педагогико-эргономических требований к рабочему месту; потенциала распределенного электронного ресурса вычислительных сетей; различных видов осуществления информационного взаимодействия между субъектами ИОС; использование инструментальных программных средств разработки их технологических особенностей; разработка различных программных средств и др.
//3. Дифференцированное педагогическое взаимодействие преподавателя и курсантов в ИОС военного вуза.//
Личностное и профессиональное становление курсантов характеризуется активным отношением к детерминирующим внешним воздействиям ИОС, в которой он становится активным субъектом педагогического взаимодействия.
ИОС активизирует личностные качества курсанта. Задача преподавателя заключается в ориентации курсанта на эффективное решение образовательных задач, при сохранении права субъекта на самостоятельное решение, с последующей ответственностью за результат, а также умение правильно понимать и анализировать проблемы, составлять планы их решения.
Педагогическое взаимодействие ориентировано на оказание помощи курсантам в их личностном и профессиональном росте, в различных ситуациях. Следовательно, ведущим принципом педагогического взаимодействия является принцип ориентации на самореализацию курсанта, т. е. опоры на его личностный потенциал и возможности.
Основным критерием отбора методов и форм педагогического взаимодействия преподавателя и курсанта является побуждение курсанта к активному самостоятельному поиску решения задач. Важно отметить, что взаимодействие возможно лишь тогда, когда созданы соответствующие условия для проявления активности субъектов взаимодействия и учтены следующие особенности:
- отношение к курсанту как к субъекту развития;
- ориентация на развитие и саморазвитие его личности;
- создание условий для самоопределения и самореализации личности курсанта;
- установление в образовательном процессе военного вуза субъект-субъектных отношений.
Педагогическое взаимодействие преподавателей и курсантов в ИОС военного вуза должно включать следующие функции:
- диагностическая – определение основных компонентов и мотивов деятельности курсантов, возникающих проблем и затруднений в процессе обучения;
- поисковая – выявление эффективных путей решения проблем, возникающих в ходе образовательного процесса, выбора курсантами индивидуальной образовательной траектории;
- технологическая – практическая реализация образовательных программ на основе технологий, способствующих решению проблем личностного и профессионального развития;
- акмеологическая – создание условий и стимулов для самореализации и самоактуализации курсантов в образовательном процессе.
Реализация этих функций позволит:
- по результатам диагностики осуществлять анализ основных компонентов деятельности курсантов, выявлять причины, приводящие к снижению успешной деятельности;
- проводить педагогическую коррекцию – определять направления действий по устранению выявленных недостатков;
- повышать уровень мотивации курсантов к саморазвитию.
//4. Информационно-коммуникационная компетентность преподавателя военного вуза.//
Процесс информатизации образовательного процесса военного вуза направлен на обеспечение теории и практики создания и оптимального использования учебнометодических и программно-технологических разработок, позволяющих эффективно применять современные ИКТ в целях качественной подготовки военных специалистов.
Важнейшими компетенциями преподавателя военного вуза становятся: готовность осваивать новые ИКТ; способность осуществлять поиск информации, анализировать и выделять ключевые положения, рефлексивно оценивать результаты своей деятельности и взаимодействия.
Эффективное использование широчайшего спектра возможностей дидактических средств, функционирующих на базе ИКТ, связывается сегодня с формированием информационно-коммуникационной компетентности, как важнейшей составляющей личностнопрофессиональной компетентности преподавателя военного вуза.
В этой связи информационно-коммуникационную компетентность определим как способность и готовность преподавателя решать профессиональные задачи с оптимальным подходом использования дидактических средств, функционирующих на базе ИКТ, а именно [2]:
- осуществлять информационно-педагогическую деятельность по сбору, обработке, передаче, хранению информации, ее продуцированию, с целью автоматизации процессов информационно-методического обеспечения; оценивать и реализовывать возможности электронных ресурсов образовательного назначения;
- организовывать информационное взаимодействие между субъектами ИОС и интерактивным средством, функционирующим на базе ИКТ;
- создавать и использовать фонды оценочных средств (психолого-педагогические тестирующие, диагностирующие методики контроля и оценки уровня знаний обучаемых) их продвижения в подготовке военных специалистов;
- осуществлять педагогическую деятельность с использованием средств ИКТ в аспектах, отражающих особенности конкретной учебной дисциплины.
Считаем целесообразным выделить следующие функции информационно-коммуникационной компетентности педагога высшей военной школы.
1. Познавательная функция – получение новой информации о закономерностях и тенденциях развития науки, ее взаимосвязи с практикой образования, о методах оценки качества результатов исследовательской работы, путях, условиях и способах повышения эффективности учебной деятельности, научнометодического обеспечения образовательной деятельности.
2. Аналитическая функция позволяет обосновать необходимость совершенствования теории и практики, сократить разрыв между ними, в том числе между знаниями о современных ИКТ и их применением в практической деятельности.
3. Рефлексивная функция способствует осмыслению субъектами ИОС своей профессиональной деятельности.
Исходя из вышеназванных функций, информационно-коммуникационная компетентность преподавателя военного вуза рассматривается как уже состоявшееся его личностнопрофессиональное качество, характеристика, отражающая реально достигнутый уровень подготовки в области использования средств ИКТ в педагогической деятельности [3].
Важно отметить, что на основе возрастающей мотивации и образовательной активности педагогов, в области применения ИКТ, формируются условия, способствующие развитию информационно-коммуникационной компетентности преподавателей военных вузов, отвечающей всем требованиям современного этапа информатизации отечественного образования.
Таким образом, реализация выявленных нами педагогических условий, представляющих взаимосвязанные теоретические основания и практико-ориентированные положения, обеспечит эффективную реализацию дидактических средств, функционирующих на базе ИКТ, в ИОС военного вуза.
Литература
```
1. Белошицкий А. В., Мещеряков Д. В., Фалилеев В. Ю. Информационно-образовательная среда военного вуза, методологические аспекты // Современные наукоемкие технологии. 2015. № 12. С. 284-287.
2. Акуленко В. Л., Босова Л. Л. Методические рекомендации по формированию ИКТ-компетенции учителя физики в системе повышения квалификации. М., 2010.
3. Белошицкий А. В., Мещеряков Д. В. Информационно-коммуникационная компетентность преподавателя военного вуза // Педагогическое
образование: вызовы XXI века. Воронеж, 2016. С. 177-180.
```
References
```
1. Beloshitskij А. V., Meshcheryakov D. V.,
Falileev V. Yu. Informatsionno-obrazovatel'naya sreda
voennogo vuza, metodologicheskiye aspekty [Infor-
mation and education circle of the military of higher
education institution, methodological aspects] //
Sovremennye naukoemkiye tekhnologii. 2015. № 12.
S. 284-287.
2. Аkulenko V. L., Bosova L. L. Metodicheskiye
rekomendatsii po formirovaniyu IKT-kompetentsii
uchitelya fiziki v sisteme povysheniya kvalifikatsii [Me-
thodical recommendations about formation of ICT
competence of the teacher of physics of system of pro-
fessional development]. M., 2010.
3. Beloshitskij А. V., Meshcheryakov D. V.
Informatsionno-kommunikatsionnaya kompetentnost'
prepodavatelya voennogo vuza [Information and com-
munication competence of the teacher of military higher
education institution] // Pedagogicheskoye obrazo-
vaniye: vyzovy XXI veka. Voronezh, 2016. S. 177-180.
```
```
* * *
PEDAGOGICAL CONDITIONS OF REALIZATION OF THE DIDACTIC
MEANS FUNCTIONING ON THE BASIS OF ICT IN THE INFORMATION
AND EDUCATION CIRCLE OF THE MILITARY
OF HIGHER EDUCATION INSTITUTION
Meshcheryakov Dmitry Viktorovich, Beloshitsky Aleksandr Vladimirovich
Military and Air Academy named after professor N. E. Zhukovsky and Yu. A. Gagarina,
Russia, Voronezh,
e-mail: mechericov@mail.ru
Authors devoted this article to a problem of informational support of military education, in particu-
lar development of pedagogical conditions of realization of the didactic means functioning on the basis
of information and communication technologies in the information and education circle of the military
of higher education institution, proved the following pedagogical conditions of effective realization of
didactic means: formation and development of IEE of educational process of military higher education
institution, an information methodological support of educational process of military higher education
institution, the differentiated pedagogical interaction of the teacher and cadets in IEE of military higher
education institution, information and communication competence of the teacher of military higher edu-
cation institution and defined the principles of identification of these pedagogical conditions.
Key words: military higher education institution, information and education environment, in-
formation and communication technologies, didactic means, information and communication compe-
tence, pedagogical conditions
Об авторах:
Мещеряков Дмитрий Викторович, кандидат педагогических наук, преподаватель кафедры Военно-
воздушной академии имени профессора Н. Е. Жуковского и Ю. А. Гагарина, г. Воронеж
Белошицкий Александр Владимирович, доктор педагогических наук, доцент, начальник центра организации
научной работы и подготовки научно-педагогических кадров Военно-воздушной академии имени профессора
Н. Е. Жуковского и Ю. А. Гагарина, г. Воронеж
About the authors:
Meshcheryakov Dmitry Viktorovich, Candidate of Pedagogics, Senior Teacher of Department, Military and Air
Academy named after Professor N. E. Zhukovsky and Yu. A. Gagarina, Voronezh
Beloshitsky Aleksandr Vladimirovich, Doctor of Pedagogics, Associate Professor, Head of the Center of the Organi-
zation of Scientific Work and Training of Research and Educational Personnel, Military and Air Academy named after Pro-
fessor N. E. Zhukovsky and Yu. A. Gagarina, Voronezh
```
постнеклассический подход к e-learning: новая образовательная
парадигма для обществ знания
В.С. Меськов, А.А. Мамченко
Аннотация. В статье рассматривается проблема включения Субъекта в Картину Мира образования (как профессиональной области), перспективы и вызовы, вытекающие из этого включения, а также некоторые аспекты применения постнеклассического подхода к теории электронного обучения (e-Learning) и проектированию субъектно-ориентированных образовательных сред и социальных практик. Даются определение и характеристики постнеклассической методологии, в качестве которой рассматривается методология открытого контента.
Ключевые слова: картина мира, субъект, субъектно-ориентированная среда, общество знаний, постнеклассическая методология, методология открытого контента, новая образовательная парадигма, когнитивные компетенции, «электронное обучение».
Summary. The article is focused on inclusion of a Subject into the Picture of Educational World (as a professional area) as well as on some aspects of applying of the post-non-classical approach to the theories of e-Learning and design of subject-oriented learning environments. The article contains the definition and characteristics of the post-non-classical methodology. The open content methodology is defined and characterized as post-non-classical one.
Keywords: picture of the world, subject, subject-oriented environment, knowledge society, post-non-classical methodology, open content methodology, new educational paradigm, cognitive competences, e-Learning.
Введение
Большинство современных исследователей сходятся во мнении, что образование как один из гуманитарных инструментов культуры переживает в настоящее время глубокий системный кризис. Этот кризис можно назвать мировоззренческим — подобно тому, как человек в середине жизни вдруг перестает следовать общепринятым образцам и начинает задавать себе неудобные, «проклятые» вопросы, так и сфера массового образования, с момента своего создания послушно об-
служивающая интересы государств, обществ и их членов (людей), начинает «задумываться» о своём предназначении, субъектах, целях и ценностях, собственной картине мира. Становится очевидным, что эти поиски и эти вопросы как проблемы не только не могут быть решены в рамках традиционных методологических подходов, но даже и корректно поставлены.
В этих условиях e-Leammg, или то, что обычно понимается под «электронным обучением», многим представляется не только новым словом в педа-
гогической науке и практике, но и панацеей от всех настоящих и будущих образовательных бед. «Ещё немного...» — и удастся создать единую содержательную теорию e-Leammg, обобщить методики, применяемые в электронном обучении, преодолеть множественность методических установок, выбираемых в качестве оснований для построения обучающих процессов.
Однако авторы уверены, что эти попытки не будут успешными, и не вследствие того, что не были учтены некоторые факторы, проанализирован недостаточный массив данных и не изучены какие-то «особые» особенности электронного обучения. На наш взгляд, имеются другие, более глубокие причины. Технологические решения фокусируются в основном на организационных моментах обучения, позволяя сделать образовательный процесс более гибким и удобным для пользователя, в то время как методологический базис систем электронного обучения не несет в себе ничего нового, оставаясь в рамках традиционной парадигмы трансляции знаний, экстрагированной из «Великой дидактики» Коменского.
Повальное увлечение технологическими новшествами приводит к тому, что профессиональные сообщества и общество в целом укрепляются во мнении: сменяющие друг друга все более «продвинутые» платформы, программы и устройства и есть сам прогресс. Но это есть всего лишь инструменты, обладающие некими свойствами. Эти свойства еще надо увидеть как возможности для развития и суметь ими воспользоваться. А для этого необходимо иметь адекватные представления, средства описания, объяснения и предсказания той глобальной
ситуации, в которой общество находится. Методологам очевидно, что непрерывная смена инструментов завораживает общество и мумифицирует те методологические установки, которые давно отжили свое, не отвечают современной ситуации и не способны предложить адекватные способы решения проблем, но все еще определяют обустройство общества и характер деятельности. Между тем, если бы эти основания вовремя пересматривались, большинству современных ци-вилизационных вызовов мы могли бы успешно противостоять, причем с помощью тех самых новых технологий, возможности которых могут быть увидены, оценены и использованы только в рамках адекватных методологических представлений.
Думается, что уже наступило время пересмотреть сам базис образования как общественного института, саму методологию его деятельности, которая должна стать, наконец, субъек-тно-ориентированной в полном смысле, то есть стать методологией деятельности субъекта.
Помимо этого, сфера образования должна перестать мыслить себя как систему отношений и начать мыслить себя как среду возможностей. Подход к образованию как к системе и проектирование образования как системы неизбежно будут порождать проблемы вне зависимости от того, на какой технологической базе и какими средствами и методами осуществляется образовательный процесс.
Постнеклассическая методология
В работах по гносеологии и науковедению давно замечено наличие многоаспектных взаимосвязей между уровнями развития общества и доми-
нирующими методологиями, причем переход к следующему уровню развития общества сопровождается пара-дигмальным изменением доминирующей методологии.
Доминирующая методология вырастает из совокупных представлений о мире, сосредоточенных в господствующей интегральной картине мира и воплощенных в социальных институтах, которые базируются на этом миропонимании. Она определяет способ действия, характерный для данного этапа развития общества, наиболее общий метод, в рамках которого осмысляются и решаются возникающие проблемы. Доминирующая методология меняется кардинальным образом только тогда, когда существующая картина мира и основанные на ней способы деятельности не дают возможности удовлетворительно описывать, объяснять и предсказывать окружающую действительность, а следовательно, и эффективно действовать.
Так, индустриальному этапу развития общества соответствует «классическая» методология. Классическая картина мира элиминирует человека как субъекта, оставляя все творческие функции Богу как Абсолюту. Человек рассматривает себя как биологический механизм, а материальное производство — как единственный результат своей деятельности. В дальнейшем исследования микромира и осознание результатов этих исследований привели к формированию неклассической парадигмы в развитии методологии, а общество в этот период вступило в так называемую потребительскую фазу своего развития. И это понятно, потому что в потребительском обществе наряду с синтаксическими и семантическими стали проявляться
элементы прагматического анализа явлений.
Однако сейчас совершенно ясно, что никакой полной картины мира нельзя построить, учитывая лишь наличие (существование) макромира и микромира и не принимая во внимание существование еще одного «мира» — мира информации. Информация как объект исследования не является чем-то «новым», но в таком аспекте ее рассмотрения появляется возможность выделить новый феномен, новую реальность — информационную, и это есть принципиально новая ситуация. То, что мир информации существует, что человечество фактически живет в условиях информационного общества, стало очевидным уже к концу ХХ в. Инфомир как самостоятельная сила пронизывает все сферы общественной, производственной и культурной жизни, порождая их и управляя ими. Его появление традиционно связывается с информационно-технологическими революциями, существенно изменившими и продолжающими менять характер деятельности современного человека, его компетенции и идентичности, весь комплекс его общественных отношений.
Рис. 1. Мир-в-Целом как совокупность трех миров: Макромира, Микромира и Инфомира
Попытки осмыслить эту новую для индивида и общества ситуацию привели к тому, что была сформулирована
112
концепция нарождающегося, складывающегося типа общественного обустройства — «информационного общества» или «общества знания»1, в котором основной деятельностью и основным источником развития и благосостояния будет когнитивная (информационная, творческая) деятельность, а основным ресурсом и богатством — знания и их создатель и носитель — Субъект.
Очевидно, что становление такого общества невозможно без создания новой, адекватной парадигмы и соответствующей доминирующей методологии — методологии когнитивной деятельности. Суть этой новой методологии заключается в признании неустранимости субъекта из любого когнитивного процесса: описания, объяснения и предсказания, в то время как элиминируемость субъекта является базовым принципом известных ранее, сформулированных классической и неклассической методологий. Причем эта неустранимость относится к субъекту во всех его ипостасях: духовной, человеческой и божественной.
К характерным чертам постнеклассической методологии, по нашему мнению, относятся:
• когнитивный характер представлений о видах реальности;
• свобода воли;
• вариативный характер соотнесения «субъект-среда» с точностью до субъекта;
• создание смыслов как единственный результат деятельности собственно субъекта;
• «антибирочный закон» в отношении двух или более субъектов;
• невозможность создать среду, определяющую самоидентификацию субъекта внешним образом;
• то, что целеполагание неотличимо от целостной картины мира и может быть оценено лишь ситуативно.
Принятие принципа неэлиминируемости субъекта приводит нас к необходимости пересмотреть многие представления, казавшиеся бесспорными, изменить сам характер рассуждений. В частности, по-новому взглянуть на объемы и содержание некоторых известных понятий, использовавшихся прежними методологиями без соотнесения с субъектом. Например, должно быть уточнено понятие информации.
В рамках постнеклассического подхода утверждается, что информация как универсальное понятие является идеальным объектом, «вещью в себе», с которой индивидуальный частный субъект не может работать. А аспекты или формы информации, такие как знания, смыслы, контенты, всегда зависят от того, кому эти формы принадлежат, кто и с какой целью их породил. Итак, согласно принципу неэлиминируемости субъекта, как только информация возникает, проявляется в какой-либо форме, она возникает для кого (какой субъект является ее носителем и создателем), для чего (для каких целей), где (в каком субъектном пространстве) и когда (в каком субъектном времени). Любая форма информации всегда порождается субъектом, всегда ценностно-ориентирована, всегда операциональна и всегда ограничена. Информация, проявленная в
1 Многочисленные названия отражают разные аспекты концепта. С нашей точки зрения, термин «общество знания» — предпочтительней, так как выражает гуманитарный аспект изменений, в то время как термин «информационное общество» акцентирует внимание скорее на технологических моментах.
бесконечном пространстве и времени, соответствует идеальному субъекту, аккумулирующему в себе субъект-ность (внутреннюю причину) Мира в Целом. Этот идеальный субъект, у которого много имен в человеческой культуре, безусловно существует, и включение его в научную Картину Мира так же актуально, как и включение (или самовключение) в картину мира каждой его возможной и воплощенной экземплификации в виде субъекта — индивидуального или коллективного.
Поскольку знания, смыслы и кон-тенты, которыми оперирует образовательная теория и практика, также являются формами информации и создаются, превращаются и передаются субъектами в процессе межсубъектного взаимодействия и/или сквозь культурный слой (а образование, как известно, является частью культуры), нам потребуется для понимания постнеклассического подхода к образованию рассмотреть по меньшей мере три узловых точки: 1) проблему (вызов) предназначения субъекта, 2) роль сред, окружающих субъекта, в том числе социума и его конкретных разновидностей, 3) характер и условия субъект-субъектного взаимодействия.
Субъект, среда и субъектность
Для постнеклассической методологии понятие субъекта является ключевым. Субъект понимается как носитель внутренней мотивации, рождающийся в идеальном (информационном) мире создатель смыслов. При этом субъект не обязательно рассматривается как соответствующий индивиду, единичному человеческому существу. Субъекты могут быть коллектив-
ными, виртуальными и даже воображаемыми.
Человек же как материально-коммуникативно-идеальный феномен существует во всех трех мирах:
• в макромире — как объект;
• в микромире — как сторона взаимодействия;
• в инфомире (мире идей) — как субъект.
Является ли субъектом отдельно взятый конкретный человек?
Потенциально — да. Как возможный субъект — да. Но конкретный индивид как субъект существует настолько, насколько целостной является его индивидуальная картина мира. Однако человеку не дано непосредственное познание Целого, он вынужден постигать мир и себя самого косвенно, через деятельность, рефлексию опыта, наблюдение, рассуждение, причем истинность каждого отдельного результата можно оценить только путем сравнивания и согласовывания его со всеми остальными представлениями, то есть путем обретения когнитивной (в отличие от инстинктивной) целостности. Выйдя за пределы животного мира и потеряв целостность, присущую животным («изгнание из Рая»), человек вынужден посредством когнитивной деятельности находить и удерживать ее (целостность) через интерсубъектное достраивание себя. Это достраивание выражается в динамическом определении структурных границ «я» и, соответственно, Мира-в-целом.
Во внутреннем мире сама реальность существования «я», вообще говоря, для самого нашего «я» неочевидна, границы «я» также неочевидны и безусловно не совпадают с границами физического тела (как мы его
Для трансформации Субъекту требуется помощь (присутствие) другого Субъекта
Рис. 2. Жизненный путь Субъекта
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ощущаем). Поэтому человек вынужден постоянно очерчивать и удерживать в сознании эти внутренние границы, проверяемый и перепроверяемый образ себя. По сути дела, целостность существования «я» должна быть выстроена концептуально, то есть когнитивно1. И эта вынужденность и есть та внутренняя причина, внутренняя мотивация к познавательной деятельности.
Субъект — это возможный, всегда становящийся, но никогда не завершенный проект. Путь субъекта от возможного к проявленному, показанный на рис. 2, вряд ли на самом деле является таким прямым и гладким, как на схеме. Однако на этом пути есть важная точка, в которой человек обнаруживает очевидность существования себя как субъекта и, как следствие, очевидность существования мира как субъекта. Эта точка, вернее, событие, которое образно называется «вторым
рождением», является «точкой отсечения», которая разделяет досубъектное и субъектное существование и является переходом к самоидентификации субъекта, как внутренней, так и внешней.
В постнеклассической методологии утверждается, что субъекты не могут непосредственно взаимодействовать друг с другом, это взаимодействие всегда осуществляется через посредство среды, которая является несущей определенных передаваемых свойств и возможностей.
В общем случае мы как возможные субъекты всегда обнаруживаем себя погруженными в некоторую среду, которая всегда является некоторой частной экземплификацией Мира-в-целом. Социум и все его профессиональные и общественные сферы (и образование в том числе) — такие среды и такие эк-земплификации. Поскольку именно Универсум, как ничто другое, обладает свойством быть субъектом, то Миру-в-
1 При этом он должен быть открытым новым смыслам и готовым к трансформации, если в процессе жизнедеятельности приобретенный опыт кардинально «разойдется» с картиной мира, на основании которой он действует.
целом (как среде) это свойство также должно быть присуще.
Субъектность — это свойство, которым субъект наделяет взаимодействующие с ним среды или среду в целом (весь мир). Включение хотя бы одного субъекта в среду наделяет ее свойством субъектности. Вопрос заключается в том, насколько сквозь конкретную сложившуюся или спроектированную среду «просвечивает» субъекту субъект-ность мира в целом, иначе его (субъекта) собственная субъектность останется для него неразличимой.
Постнеклассическая картина мира, базирующаяся на неэлиминиру-емом включении в нее субъекта, требует также адекватного использования понятия среды. Среда здесь — это динамический набор возможностей, идентифицируемых Субъектом тогда и только тогда, когда у него имеется соответствующая ценностная мотивация. При этом понятия среды и субъекта находятся в отношении дополнительности. Субъект может быть найден только в среде, причем только субъект может определить (и интерпретировать) границу между собой и средой, то есть между смыслами «снаружи» и смыслами «внутри».
Включение субъекта в Картину Мира означает не только включение человека во все рассматриваемые процессы, но включение другой стороны взаимодействия — Мира как субъекта. Среда является их местом встречи, посредником, медиатором. Но не любая, а только та, в которой оба действующих лица могут проявиться как субъекты.
Что транслирует субъектно-ориен-тированная среда:
• с точки зрения денотата — формы;
• с точки зрения десигната — смыслы;
• с точки зрения профессионального сообщества — компетенции;
• с точки зрения субъекта — субъектность.
Субъект-субъектное взаимодействие является сложным нелинейным процессом, в результате которого трансформируются и субъект, и среда. Чтобы среда получилась субъектной, мы должны сделать ее открытой, то есть позволить ей трансформироваться вместе с каждым входящим в нее субъектом. В нормированной среде нет возможности свободного выбора, следовательно, нет возможности для дискурса оснований деятельности, а следовательно, и возможностей для субъект-субъектного взаимодействия. (Напомним: для субъекта любой выбор является этическим).
Определив эти три ключевых момента, можно понять, чем принципиально различаются существующие общества и концепт общества знаний и что эта разница означает для сферы образования.
Нормирующейся среда и нормативная образовательная парадигма
Как для индустриального общества, так и для общества потребления ни знание о человеке как Субъекте, ни знание о Мире как Субъекте, ни знание о «срединном» положении человека не являются существенными, и в этом смысле эти общества сами являются скорее объектами, чем субъектами. Они предполагают, что границы социума и есть границы мира. Поэтому цели и базовые парадигмы сферы массового образования в этих обществах находятся в рамках решения прагматических задач и задач социа-
лизации. Эти общества не нуждаются в субъектах и опираются не на них, а на нормативность и иерархию предписывающих связей, которые позволяют элитам управлять массами людей, организаций и производств как бессубъектными нормированными объектами. В интересах сохранения и воспроизведения такого порядка производится нормирование индивида и формирование соответствующей среды воспитания. Так создается кривое «зеркало для героя» — в виде веера жестко нормируемых социальных ролей, — в котором потенциал его личной возможной субъектности не отображается. Образовательная парадигма таких обществ нацелена на воспитание индивидов как бессубъектных нормированных объектов. Вопреки декларируемым благородным целям, сфера образования, исполняющая функции так понятой социализации, опирается на модель, описывающую человека как механизм или конечный автомат, а окружающий его мир — как довлеющий и прескриптивный (предписывающий ).
Ниже приведены некоторые характеристики классической и неклассической картин мира, а также соответствующих им образовательных парадигм по наиболее общим и важным для субъекта направлениям.
Классическая картина мира
Описываемая реальность: Описание Макромира (без Субъекта) Ведущая методология: Классическая методология (методология классической науки)
Воплощение в социальном устройства Индустриальное общество Роли/функции для индивида: Человек как механизм (механические часы) — Работник
неклассическая картина мира
Описываемая реальность: Описание Микромира (с нормированным субъектом как Получателем, Потребителем и Наблюдателем) Ведущая методология: Неклассическая методология
Воплощение в социальном устройстве: Общество потребления Роли/функции для индивида: Человек как организм (алгоритмическая модель) — Потребитель и Наблюдатель
Этим картинам мира и типам социума соответствует нормативная образовательная парадигма, порождающая нормирующую образовательную среду с ее ориентацией на социализацию и трансляцию жестко ограниченных ролей внешне обусловленных и внешне мотивированных акторов.
Из рис. 3 видно, что нормирующая среда (социальная, образовательная или e-Learning) выталкивает субъекта, обуславливая его внешним образом и обрезая до суммы нормируемых параметров и, соответственно, нормируемых взаимодействий. Грегори Бейтсон сравнивал такую среду с морем, которое обкатывает гальку единообразным образом, а М. Гусаковс-кий называет такую среду средой типа «рассол», которая промариновывает попадающие в нее ингредиенты так, что вкус у всех становится одинаковым.
образовательная парадигма для индустриального и потребительского обществ
Стратегия массового образования: Встраивание индивида в социум (социализация, унификация, лояльность) Социальные роли/функции (кого воспитываем): Работник, Потребитель, Наблюдатель (свидетель)
Рис. 3. Субъект в нормирующей образовательной среде
"УЧИТЕЛЬ":
"УЧЕНИК"
Передатчик Тренер Экзаменатор
«кормление»
образцы
стандарты
Приемник
-►Тренируемый
Экзаменуемый
Рис. 4. Нормирующая образовательная парад
Принципы: От Яна Амоса Коменского (Comenius) («образовательный конвейер»)
Образзовательная среда: Предписывающая, прескриптивная
Нужно отметить, что отдельная образовательная парадигма для общества потребления так и не была создана, дидактику Коменского просто приспособили для новых нужд. Были созданы новые методики обучения, но по своей сути стратегия массового образования осталась прежней — социализация через нормирование, трансляция знаний, куль-
1а: роли действующих лиц и функции среды
турных образцов и социальных ролей. Никакие технологические новшества со всеми их поражающими воображение возможностями не способны что-либо изменить в этой исходной модели.
Принимая во внимание вышесказанное, не вызывают удивления многочисленные безуспешные попытки «привить» субъектные методы индивидуального обучения и воспитания к «основному стволу» массового образования, глубоко уходящему корнями в пафос образовательного конвейера времен зарождения эры промышленного производства.
118
В нормирующей образовательной парадигме можно вычленить три пары нормируемых социальных ролей и взаимодействий для основных акторов массового образования индустриального общества и общества потребления: «учителя» и «ученика». Особенности этих ролей и возможных сюжетов, а также характер их взаимодействия показывают, что ни со стороны актора, объявляющегося «учителем», ни со стороны актора, объявляющегося «учеником», никакого субъект-субъектного взаимодействия учительства-ученичества не происходит. Субъектность, как в лице ученика, так и в лице учителя, выкидывается из образовательной среды, а если и существует, то вопреки среде.
Субъектно-ориентированная среда и образовательная парадигма для общества знания
Однако тренды общественного развития показывают, что область возможностей и сфера ответственности отдельно взятого индивида неуклонно расширяются, усиливается его автономность, материальная и технологическая независимость от общества, степень его влияния и его
реализационная власть. В таких условиях глобальные вызовы неизбежно приводят к большей востребованности личной субъектности и вынуждают индивида строить картину мира, опираясь на собственные, а не заемные представления и идеи, «выстраданные» и укорененные в пространстве субъективного жизненного опыта. Саморазвитие и самостановление, постижение мира через культуру рефлексии опыта становится основным внутренним процессом становящегося субъекта. При этом человек начинает ценностно соотносить себя не с социумом или конкретным социальным слоем, а с миром в целом, он словно «прорастает» сквозь социум, взаимодействуя с другими людьми как с субъектами «поверх барьеров» и создавая среды, ориентированные на субъекта.
Это является серьезнейшим вызовом для сферы массового образования, поскольку кардинально меняет ориентиры и основания образования как социального института. Заказчиком образования отныне становится не общество, правящие классы или потребности технологического производства, а сам индивид. Именно он
Субъект
Субъектно-ориентированная среда Образовательная среда Среда е^еаттд
Рис. 5. субъект в субъектно-ориентированной среде
нуждается в сфере образования как особой трансформирующей среде, которая служит культурным коконом для рождающегося1 субъекта.
Общественный институт, взявшийся помогать человеку в его самостановлении, а именно так следует по-новому определить сферу образования, мог бы выразить свои цели следующим образом:
«Встраивать Человека в Мир путем встраивания Мира в Человека».
(Заметьте: в Мир, а не в социум!)
Субъектно-ориентированная среда (социальная, образовательная, e-Leaming) встраивает в себя субъекта, содержит возможности для субъекта, то есть информацию в специфической форме, которую субъект может найти и использовать для трансформации. Это субъектное содержание (содержимое) среды для субъекта-неофита будет контентом, а для трансформировавшегося субъекта — знанием..
Субъектно-ориентированные среды, в отличие от рассмотренных нами выше нормирующих сред:
• имеют дело не с процессами, а с метапроцессами;
• включают активность взаимодействующих субъектов;
• содержат не жесткие сценарии коммуникации и деятельности, а возможности (мягкие сценарии, активизируемые субъектом взаимодействия);
• возможности для субъекта проектируются как свойства среды.
Субъектно-ориентированную среду можно сравнить с джазовой импровизацией, где каждый входящий может выбрать себе инструмент и присоединиться к общему ансамблю, причем его импровизация встраивается в общее созвучие и обогащает его.
1 Поаспектно, через обретение идентичнос
Трансформируясь с каждым актом субъект-субъектного взаимодействия, субъектно-ориентированная среда приобретает свойства атмосферы, «питательного бульона», она становится все более и более умелой, способной «излучать» субъектность, служить культурным «коконом» в становлении входящих в нее субъектов.
Рассматривая сквозь призму постнеклассического подхода глобальное устройство существующих обществ, мы вынуждены признать, что намечающиеся контуры, подходы и принципы информационного и в особенности общества, базирующегося на знаниях, противоречат принятым повсеместно в экономике, политике и социальной жизни «правилам игры», и сами концептуальные основания этих правил следует подвергнуть тщательному изучению и пересмотру. Общества, базирующиеся на знаниях, должны обладать не просто другими, а принципиально другими характеристиками.
общество знания
Описываемая реальность: Описание макро-, микро- и инфомира (мира в целом)
Ведущая методология: Постнеклассическая методология
Воплощение в социальном устройства Общество знания (информационное, коммуникативное, инновационное и т.д. общество)
образовательная парадигма для общества знания
Стратегия массового образования: Встраивание индивида в целостный мир (путем актуализации субъекта) Социальные роли/функции (кого воспитываем): Деятель, Мыслитель, Творец
i-компетенций.
Принципы: Постнеклассической методологии (неэлиминируемость субъекта, свобода воли и т.д.) Образовательная среда: e-Leammg (открытая субъектно-ориентированная)
Компетентностный подход
Итак, в свете постнеклассической парадигмы главная стратегия образовательной сферы заключается в способствовании становлению субъекта по крайней мере вплоть до состояния самоочевидности (точки «второго рождения»). Любая субъектно-ориентированная среда помогает проявлению (рождению) Субъекта. Но образовательная среда предназначена для того, чтобы делать это в массовом порядке, она настроена на трансформацию Субъекта, это является ее (среды) профессиональной компетенцией.
Эта настроенность на субъекта, когерентность среды применительно к образованию может быть выражена в терминах компетентностного подхода. Принято считать, что компетенция представляет собой сформированный многомерный устойчивый образ, определяющий способность заниматься теми или иными профессиональными или социальными практиками.
Компетенция как таковая означает готовность к деятельности, которая (готовность) свидетельствует о формировании некоторой целостности, где представлены и знания, и умения, и навыки, и мотивация, и необходимый опыт, и личностные качества, а также, что, — возможно, важнее всего, — укорененные в картине мира субъекта необходимые этические и когнитивные основания данной деятельности. Очевидно, что эта готовность целиком и полностью относится к субъекту. Более того, общепризнанное определение компетенции явственно указывает на то, что компетенции являются характеристиками именно субъекта, его аспектами в тех сферах деятельности, в которых он проявляется наиболее полно и ярко.
Субъект наделяет свойством субъектности среду, в которой он трансформируется, таким же образом и среда наделяется компетенциями, поэтому мы говорим о компетенциях среды как об экземплификациях входящих в нее субъектов. Мы полагаем, что среда обладает компетенцией постольку, поскольку она обладает свойством «вытягивать», сохранять, аккумулировать и транслировать компетенции включенных в нее субъектов (в данном случае — обучающих), становясь их несущей, а также реализует взаимодействие субъектов.
Обретение компетенции происходит в ходе взаимодействия субъекта с образовательной средой и является сложным процессом, в ходе которого и субъект, и среда трансформируются. Степень этой трансформации нельзя померить (нечем и некому), но можно оценить с точностью до субъекта (но не до среды!). Поэтому существующая система образования, ориентированная на гарантированный результат и унифицированные количественные критерии оценки этого результата, строит и оценивает свою деятельность, находясь в неведении относительно того, что же на самом деле происходит в процессе образования. Компетенции, понятые как субъектные роли, особенно модель базовых (или ключевых) компетенций, позволяют увидеть действительную картину.
Согласно европейской модели компетенций и разработкам ведущих российских ученых, в основе всех
профессиональных, социальных и культурных компетенций лежат базовые гуманитарные компетенции:
• Мотивация к саморазвитию и активность субъекта
• Развитие мышления и интеллекта, расширение сознания (Open Mind)
• Коммуникативные компетенции, открытость, доброжелательность
• Креативные компетенции, уважение к культуре и творчеству, истории, религии, традициям и т.д.
Уже в этом виде компетентностная модель является основанием для разрешения старого спора о приоритетах, устанавливая безусловный приоритет воспитания над обучением. Нам представляется, что данная модель должна быть, по крайней мере, дополнена за счет введения группы когнитивных компетенций. Это дополнение, ставящее во главу угла трансформацию субъекта как необходимое условие воспитания человека в качестве члена обще-
"УЧИТЕЛЬ":
ства знаний, позволяет рассматривать человека как субъекта, как Homo Cognoscens. Через обретение компетенций образовательная среда ведет ученика к рождению Субъекта, то есть образованию целостного образа себя, что соответствует изначальному смыслу слова «образование». Таким образом, принятие образовательной сферой модели компетенций означает на деле включение субъекта в Картину Мира образования как когнитивного субъекта.
Роли действующих лиц (акторов) в субъектно-ориентированной образовательной среде
Если вернуться к нашей модели ролей и функций образовательной среды (см. рис. 4), то в соответствии с новым пониманием мы должны добавить к прежним те роли, которые относятся к уровню субъекта и исполняют функции воспитания и «родовспомо-
"УЧЕНИК":
Передатчик Тренер Экзаменатор
«кормление»
-*■ Приемник
образцы
-> Тренируемый
стандарты
-► Экзаменуемый
121
Проводник-►Неофит
мотивация
УЧИТЕЛЬ -----►УЧЕНИК
второе рождение
Мыслитель-►Opening Mind
дискурс
Творец-►Творец
сотворчество
Рис. 6. роли действующих лиц в субъектно-ориентированной образовательной среде
жения» на пути актуализации субъекта от возможного — через второе рождение — к проявленному и наиболее полно осуществленному. Первые же три (нормативных) функции не требуют участия индивидуального субъекта и могут быть переданы самой среде.
Примечательно, что только на высшей, субъектной стадии взаимодействия учитель как актор (по должности) превращается в Учителя (по призванию), то есть обретает учеников и вступает с ними в субъект-субъектные отношения учительства-ученичества. Новые роли достигаются с развитием отношений обучающего и обучающегося, суть которых — помочь ученику пройти путь в отношениях с учителем от состояния реципиента (получателя) через трансформацию субъекта до достижения состояния равноправного партнерства в творческом диалоге.
В рамках постнеклассического подхода также можно определить некоторые базовые когнитивные компетенции, характеризующие человека общества знания, и сравнить их с теми базовыми компетенциями, которые фактически воспитывает в учениках современная, в большей степени нормирующая, сфера образования.
|! Базовые компетенции (качества личности), формируемые современной системой образования |! Базовые компетенции, необходимые для грядущего общества знания |
|Воспроизведение навыков |Приобретение навыков |
|Индульгирование ответственности |Делегирование ответственности |
|Нахождение решения |Постановка проблемы |
|Применение системы критериев |Построение системы критериев |
|Внешние стимулы деятельности |Внутренняя мотивация к деятельности |
|Использование знания |Добывание знания |
Очевидно, что базовые компетенции имеют безусловный приоритет над профессиональными, и оценивать эффективность образовательной сферы следует именно по уровню развития базовых компетенций обучающегося. Такой взгляд позволяет пересмотреть, в частности, концепцию «знакомства» с основами множества частных наук, приведшую к катастрофической перегрузке обучающихся огромными объемами сведений, которые не могут быть усвоены вне процесса трансформации. Эта концепция может быть заменена на концепцию когнитивного обучения, где обучающийся пробует себя в той или иной субъектной роли, участвуя в «настоящей» деятельности. Такое обучение очень эффективно и, как правило, стихийно («само собой») складывается в процессе деятельности лучших научных школ и коллективов через решение актуальных научных, социальных и производственных задач. К сожалению, такие коллективы крайне малочисленны, замкнуты, узкоспециализированы и для целей массового образования мало пригодны. И вот здесь на первый план выступают технологические возможности создания среды, которая обладала бы такими характеристиками как открытость, гибкость, вариативность и трансформируемость, а также была бы массовой, доступной и расширяемой (масштабируемой) без потери качества.
!Открытый контент как пространство смыслов третьей культуры
Субъектно-ориентированные образовательные среды потенциально существуют и существовали всегда. Являясь теоретическим концептом, они, тем не менее, могут быть найдены (в том или ином виде) в реальных, уже сложившихся или складывающихся практиках виртуальных сообществ, таких как открытые проекты по производству виртуальных общественных благ — продуктов открытого пользования, commons.
В узком смысле под открытым контентом понимается цифровой контент, находящийся в особом (открытом) режиме использования, как правило, задаваемом специальной открытой лицензией, под которой этот контент распространяется.
Тем не менее нам кажется, что этими смыслами не ограничивается вся палитра значений, которые можно найти в этом термине, так как «контент» означает не только содержание, но и суть, существо, сущность; значение, смысл.
Интересно, что английское слово content наследует смысл двух разных латинских слов: contentum в значении 'то, что содержится внутри' и contentus — удовлетворенность, довольство (sic!). Вторая половинка этого термина, слово «открытый», имеет в своем значении не только открытость как доступность, но и как «тот, который был открыт, в отношении чего совершено открытие», а также «открытый» в том смысле, в каком это слово употребляется в понятии «открытые системы» — «незамкнутый, незавершенный, незаконченный, готовый к взаимодействию».
В постнеклассической парадигме понятие контента как формы (и меры) информации, содержащейся в данной среде (как носителе) и найденной данным субъектом, является ключевым.
В широком смысле «открытый контент» представляет собой целостную виртуальную среду, репрезентирующую пространство виртуальной (третьей) культуры, а также
• людей как субъектов взаимодействия с этим пространством, а также
• людей как субъектов взаимодействия друг с другом в этом пространстве, а также
• продуктов и процессов этого взаимодействия.
То, что понимается под открытым контентом, составляет содержание культуры, культурный слой, накопленный человечеством, пространство смыслов, которое, если учесть скорость оцифровывания культурной информации, может быть в очень скором времени обнаружено как феномен в виртуальном пространстве — это так называемая «третья культура» (первая — природная, вторая — культура материальных вещей). Процесс оцифровывания сам по себе чрезвычайно важен, поскольку в нем заключены по крайней мере две революционные вещи: культурные ценности и смыслы отрываются, отцепляются от своих материальных носителей и переселяются в совершенно другой (инфо)мир, который имеет один общий носитель (денотат) в виде глобальной информационной инфраструктуры. Открытый контент и является таким пространством культуры, содержащим знания, сущности и смыслы в виртуальной среде в отрыве от непосредственных материальных носителей.
Пространство культуры, приобретя сетевое измерение, впервые оказывается не только общедоступным, свободно распространяемым и многосложно связанным смысловыми отражениями, ассоциациями и отсылами, но и надежно защищенным, неангажированным и устойчивым к идеологическим влияниям. Это пространство, соответствующее, похоже, «миру идей» Платона, в силу своей идеальности наделяет всех, кто так или иначе взаимодействует с ним, чертами субъектности. Живя в культуре, субъект вынужден видеть Субъекта в себе, в Другом и воспринимать и себя, и Другого встроенным в Целое, с которым его связывают отношения принадлежности, сопричастности. В пространстве смыслов человек обнаруживает себя находящимся в неразрывных субъект-субъектных отношениях с Миром в целом.
Характерные черты и принципы этой постнеклассической методологии открытого контента,такие как свободное участие в сообществах, управление методом общественного дискурса, невыделимость личного вклада в общий результат, который является не товаром, а общественным достоянием, виртуальная среда «обитания», базирующаяся на общественной информационной инфраструктуре (Сети), приверженность сетевой этике, хорошо корреспондируются с постнеклассическим подходом, утверждающим безусловный приоритет свободы воли субъекта, множественность и равноправие всех точек зрения, неотъемлемость ответственности и личных прав, а также невозможность создать среду, определяющую самоидентификацию субъекта каким-либо внешним образом.
!!Постнеклассический подход к e-Learning
Применительно к образованию экземплификации таких сред (в основном, в виде теоретических разработок) можно найти в некоторых концепциях e-Learning. Основное, фундаментальное отличие e-Learning от любых других концептов массовых образовательных практик заключается в том, что e-Learning — это сетевая среда, кото-
124
Рис. 7. Образовательное пространство для общества знания
рая по сути своей может быть спроектирована как открытая и субъект-но-ориентированная. Рассматривая е-Leammg как субъектно-ориентирован-ную виртуальную среду, обладающую образовательными компетенциями и поддерживающую процессы трансформации субъекта через погружение в субъект-субъектное коммуникационное пространство культуры, постне-классическая методология, например, методология открытого контента, позволяет создать адекватную обществу знания образовательную сферу.
В такой е-Leaning среде существуют, накапливаются и предоставляются не унифицированные знания, а образовательные возможности, которые могут быть найдены, идентифицированы и усвоены только субъектом в процессе субъектного взаимодействия со средой (рис. 7). Правильно спроектированная среда е-Leaning позволяет накапливать, обобщать и излучать субъектность, необходимую для трансформации, исполняя таким образом функции Учителя.
Таким образом, предоставить обучающемуся необходимую широту возможностей и свободу выбора может виртуальная образовательная среда е-Leaning, построенная по постнеклассической методологии и открытая (вплавленная) в реальную научную и практическую деятельность. Эта среда способна создавать для каждого обучающегося свой собственный субъектный образовательный мир, уникальный и неповторимый, со своими нетиражируемыми и неповторяющимися содержаниями, приемами и методами образования. Гениальный учитель так и поступает, работая индивидуально с каждым из своих учеников. Нужно отметить, что в неявном виде постнеклассический подход в образовании применялся во все времена — всегда, когда речь шла об элитном образовании, творческих профессиях и «штучном производстве»: певцах, актерах, художниках, спортсменах, царях, жрецах, полководцах и т.д. Однако в массовом образовании такой подход нереализуем без использования возможностей виртуальных сред е-Leaning. Уникальность сферы е-Leaningв том, что в силу своих сетевых и виртуальных свойств она потенциально обладает такими образовательными возможностями, которые позволяют соединить массовое образование с достоинствами элитного: доступность и субъектность, обучение и воспитание, деятельность и трансформацию.
Несмотря на то, что принципы и подходы постнеклассической науки с энтузиазмом восприняты научным сообществом, наше общество, экономика, правовая система и общественно-государственные институты все еще остаются в своей основе построенными на классическом подходе и классической картине мира. Это в полной мере относится и к сфере массового образования — как общего среднего, так и высшего профессионального. Сложившаяся система массового образования оставляет вопросы активности субъекта, его трансформации и миропонимания за границами своей активности, что совершенно неприемлемо для наступающего общества знаний.
Вместо заключения
Переход к жизни в другом типе культуры кардинально влияет на развитие общества и человека. Мы переживаем начальную фазу следующего витка спирали: от жизни в культуре материальных вещей к жизни в культуре виртуальных смыслов, от производства материальных ценностей к научно-творческой, управляющей и информационной деятельности. Этот переход, прогнозируемый уже на самое ближайшее время, породил парадигму обществ знания. Впервые устройство общества и его основания изучаются и дискутируются не как состоявшийся феномен, а как наступающее, грядущее состояние, как теоретический концепт. Это дает шанс избежать нежелательных последствий стихийного строительства методом «проб и ошибок», вовремя подготовиться к вызовам, смягчить последствия кризисов. Какими в итоге станут общество и человек, зависит от того, насколько человечество сможет осознать и использовать свои когнитивные возможности.
Целостность пространства смыслов, с которым мы взаимодействуем как когнитивные субъекты, обеспечивает деятельностную, духовную и мотивационную связность всех субъектных внутренних миров. Это заставляет пересмотреть наши представления о роли человека в мире, принципы устройства общества и общественных институтов.
Это означает болезненную трансформацию самого образования (как субъекта) через кризис и умирание старой системы ценностей, трансформацию, которая должна привести к рождению образования не для работодателя, государства или общества, а для субъекта — следовательно, для Мира-в-целом. Образование как часть Мира призвано прежде всего служить Миру, а уже потом — его частным воплощениям, которые сами нуждаются в согласовании своих целей с интересами Мира-в-целом. Из социально-ориентированного образованию предстоит стать мироориентированным.
[[литература постнеклассический подход к e-learning]]
[[назад|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии]]
!Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии
''С. Ф. Сергеев''
В настоящей статье речь пойдет о понятиях регуляции, саморегуляции, самоорганизации, широко применяемых в психологических объяснительных конструктах. Каждое из них основано на определенной методологии и философии, которые отражают мировоззренческие, технологические и технические взгляды на организацию и функционирование сложных систем, в том числе человека. Каждое из рассматриваемых понятий возникало как реакция научного сообщества на общую неудовлетворенность существующими объяснительными моделями и схемами, связанными с попытками представить феномен психики человека как динамическую самоорганизующуюся систему, действующую в единстве с телом в мирах физической и социальной реальности.
!! Проблема регуляции и саморегуляции в психологии
В толковом словаре Д. Н. Ушакова можно встретить следующее определение термина «регуляция» (от лат. regulo – направляю) (биол.) – стремление организма к восстановлению повреждений или к восстановлению утерянной части (Ушаков, 1995). Это констатация известного факта сохранения и поддержания целостности у всех форм жизни при воздействии на них факторов окружающего мира. Регуляция отражает общие законы функционирования сложных живых систем, преобразующих поступающие в них информацию, вещество и энергию в процессы, ведущие к воспроизведению их организации и продолжению жизни в условиях энтропии. Это диссипативные системы, сохраняющие свою сложность за счет борьбы с энтропией путем циклического самовоспроизведения конституирующих организм процессов жизнедеятельности.
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Проблема психической регуляции и саморегуляции на протяжении последних сорока лет является одной из наиболее обсуждаемых психологами и физиологами тем. Ее изучение и появление большого числа моделей регуляции деятельности стали следствием развития естественных и прикладных наук, в частности, кибернетики, теории информации и информационных систем. В предлагаемых на базе их понятийного строя моделях регуляции ключевым является понятие обратной связи, а человек представлен как информационная система, обрабатывающая внешнюю и внутреннюю информацию, поступающие в мозг от перцептивных систем для обеспечения адаптации к окружающему миру. @@color:red;Управление как информационный процесс представляет собой упорядоченную последовательность операций (действий) над входной информацией, в результате чего информация, переходя с одного носителя на другой, принимает форму целесообразного действия на объект@@. Результаты исследований в области психологии произвольной сознательной регуляции и адаптации субъекта к различным профессиональным и обучающим средам, проведенных во второй половине XX в., отражены в понятийном базисе всех отраслей психологической науки. Наиболее подробно они представлены в трудах известных советских и российских ученых в области физиологии, психологии труда, общей и инженерной психологии. Следствием и важным результатом их научной деятельности является появление широко представленного в отечественной науке способа научного мышления, основанного на физиологических и материалистических представлениях о процессах регуляции в живых, наделенных психикой организмах. Рассмотрим основные концептуальные схемы, связанные с понятием регуляции и его формами. Одним из основных механизмов саморегуляции функций, способствующих выживанию живых организмов, является нервная регуляция, осуществляющая управляющее влияние нервной системы на клетки, ткани и органы, обеспечивая их целесообразную координированную деятельность. Первые физиологические объяснения оперировали понятием «регуляция» как целенаправленным изменением параметров наблюдаемого процесса и его стабилизацией в заданных пределах. Это чисто механистическое, идущее от медицины и инженерных наук понимание фиксировало нас на мысли о том, что в организме есть механизмы, обеспечивающие его стабильность и целостность посредством регуляторных процессов. Задача исследователя сводилась к поиску этих механизмов и объяснению принципов их работы. Однако при этом возникала проблема интеграции, так как было совсем непонятно, как сосуществуют
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в рамках единого организма множество разнокачественных систем, кто, и как ими управляет? Новым взглядом на проблему регуляции явилось понимание существования взаимного влияния психического на физиологические процессы и физиологического на формы и содержание психического. Возник термин «психическая регуляция». Отметим, что никто по настоящее время точно не знает, что это такое, как происходит связь «между душой и телом», хотя объяснительных конструктов создано немало. Правда, ни один из них не позволил создать стройную теорию психики без привлечения нематериальных факторов. И. М. Сеченов вводит постулат единства познавательной и регулирующей функций психики, в соответствии с которым он трактует ощущения, восприятия как «сколки с действительности» – образцы ее, возникающие по законам рефлекторной деятельности мозга (Сеченов, 1952). И. М. Сеченов показал, что психические процессы выполняют функции отражения внешних условий и регуляцию движений. Сеченов впервые отметил регулирующие функции образа: «Чувствование повсюду имеет значение регулятора движения, другими словами первое вызывает последнее и видоизменяет его по силе и направлению» (Сеченов, 1961, с. 235). И. П. Павлов рассматривал поддержание физиологических функций организма в каких-либо пределах как результат работы рефлекторных механизмов, действующих на основе обратной связи. Он ввел понятия условного и безусловного рефлексов. Условный рефлекс – это понятие, обозначающее динамическую связь между условным раздражителем и реакцией индивида, первоначально основанной на безусловном раздражителе. Регуляция деятельности, по С. Л. Рубинштейну, связана с введением принципа единства сознания и деятельности. Данный принцип предполагает раскрытие этого единства в аспекте функционирования и развития сознания через деятельность. Регуляция деятельности и поведения человека осуществляется с помощью психического образа. Он выполняет ее в двух формах: 1) возникает образ объекта, являющегося предметом потребности, в индивиде появляются «идеальные стремления» и, значит, определенная направленность действия; 2) действие приводится в соответствие с условиями, в которых оно совершается (Рубинштейн, 1957). Л. М. Веккер рассматривает как высшую форму психического волевую регуляцию деятельности (Веккер, 1981). Используя стратегию
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«абстрагирующей экстирпации», поуровневого анализа и синтеза психических структур, реализуемого сначала «снизу», а затем «сверху», он исследует процессуальный состав психических регуляторов деятельности (Веккер, 1981, с. 158). Это особая тактика исследования при изучении психических процессов, в том числе и психической регуляции. Она состоит в том, чтобы вначале определить и описать в обобщенном виде эмпирические характеристики процесса в целом, не раскрывая внутренней структуры его отдельных компонентов. Это позволяет в дальнейшем выявить общую структурную формулу и основные характеристики регуляционных процессов, относящиеся ко всей иерархии их уровней, взятой в целом (Веккер, 1981, с. 166). В работах Т. В. Корниловой предложен интерпретационный принцип функционально-уровневой регуляции как основы открытой психической концепции, определяющей множественность уровней психологической регуляции и процессов психического опосредования принятия интеллектуальных решений (Корнилова, 1999). Проведенные исследования позволяют рассматривать построение психологической концепции принятия интеллектуальных решений как выявление направлений их функционально-уровневой регуляции, предполагающих множественность и разноуровневостъ базисных процессов и их взаимосвязей, опосредствующих актуалгенез интеллектуально-личностных усилий субъекта в актах выбора. Концепция психической регуляции интеллектуальных решений описывает открытость иерархий детерминант, определяющих регулятивный профиль индивидуальных решений. Субъект в модели Т. В. Корниловой строит критерии решений в ориентировке на устанавливаемые им лично правила приемлемости диапазона выборов, иерархии психической регуляции решений могут быть описаны только как функциональные. Иерархические отношения между разноуровневыми процессами регуляции устанавливаются в актуалгенезе принятия интеллектуальных решений так, что закономерности использования знаний, изменения диапазона ориентировки на значимые ценности или формы предвосхищающей активности субъекта оказываются соподчиненными процессам самосознавания и установления личностных критериев выбора. Освоение принципа функционально-уровневой регуляции в психологических исследованиях означает необходимость учета такого процесса, как акт примеривания личностью своего индивидуального потенциала к ситуации выбора и особенностей интеллектуальной подготовки выбора как реализации специфичных форм мышления, в которых процессы целеобразования и смысло-
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образования интегрируются с разными видами предвосхищающей активности субъекта. Следует заметить, что большинство моделей регуляции, как и представленная выше модель Корниловой, определяют регуляцию как процесс, происходящий с управляющей информацией в рамках некоторой фиксированной нейрональной (биологической) структуры, содержащей типовые звенья регулятора как системы, работающей с отрицательной обратной связью. Здесь мы наблюдаем различные вариации описания устройств сличения (сравнения, примеривания, сопоставления и т. д.), регуляторов, различных видов передаточных функций и систем обратных связей. Попытки избежать механистичности и негибкости объяснительной схемы делались многими исследователями. Одна из них принадлежит В. П. Зинченко, который ввел понятия «биодинамическая ткань» и «чувственная ткань» (Зинченко, 1991). Движение и действие, по Зинченко, имеют внешнюю и внутреннюю форму. Биодинамическая ткань – это наблюдаемая и регистрируемая внешняя форма «живого движения». Включение в его характеристику слова «ткань» подчеркивает, что это материал, из которого строятся целесообразные, произвольные движения и действия. По мере их построения, формирования все более сложной становится внутренняя форма, внутренняя картина таких движений и действий. Она заполняется когнитивными, эмоционально-оценочными и смысловыми образованиями. Подлинная целесообразность и произвольность движений и действий, по В. П. Зинченко, возможны лишь тогда, когда слово входит в качестве составляющей во внутреннюю форму или картину живого движения. Биодинамическая ткань избыточна по отношению к освоенным скупым, экономным движениям, действиям, жестам. Аналогичным образом введено понятие «чувственная ткань». Подобно биодинамической ткани, она представляет собой строительный материал для создания образа. Избыточное количество чувственной ткани необходимо для построения образа, хотя используется лишь ее малая часть. Концепция В. П. Зинченко в неявной форме вводит понятие динамической среды, в которой формируются психические структуры, что довольно перспективно и эвристично для дальнейшего развития концепции психического регулирования и выгодно отличает данную модель от других. Заметим, что В. П. Зинченко также принадлежит интересная идея о хронотопе живого движения (Зинченко, Гордеева, 1982, с. 193), в соответствии с которой движение обладает
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собственными субъективными временем и пространством. Единство пространства и времени в хронотопе означает возможность их перехода друг в друга. Все звенья регуляторного процесса, будучи информационными образованиями, системно взаимосвязаны и получают свою содержательную и функциональную определенность лишь в структуре целостного процесса саморегуляции (Анохин, 1968а). Здесь особую роль играет психическая саморегуляция, которая входит в общий контур активности субъекта. Идея о значении саморегуляции в рефлекторной деятельности для реализации организмом требуемого действия была высказана П. К. Анохиным одновременно с появлением идей Н. А. Бернштейна о сенсорных коррекциях. Эти во многом близкие концепции рассматривают организм как систему, поведение которой определяется афферентными синтезами, формирующими программу действия на основе кольцевой саморегуляции. Роль регуляторного образования в концепции Анохина играет акцептор действия, включающий представление (образ) о будущем результате поведенческого акта и выполняющий роль контролирующего аппарата, оценивающего реальные достижения субъекта. «Если результат не соответствует прогнозу, то в аппарате сличения возникает рассогласование, активирующее ориентировочно-исследовательскую реакцию, которая... помогает активному подбору дополнительной информации» (Анохин, 1968b, с. 521). Н. А. Бернштейн разработал общее представление о будущем результате действия как звене кольцевого регулирования. Он пишет: «...разумеется, причиной того или иного проявления направленной активности живого существа не может служить цель или задача этой активности сама по себе. Ведь эта цель еще не существует; она принадлежит будущему; мало того, вполне возможно, что она так и не станет действительностью, если живому существу не удастся добиться ее благополучной реализации. Ясно, что побудительной причиной реализации действия служит не сама цель, а образ, код или предвосхищающая модель наметившейся цели» (Бернштейн, 1967, с. 208). Предвидение будущего в «модели будущего» и определяет выбор способа действия и учета условий, в которых это действие осуществляется. Таким образом, в физиологии активности всеобщим законом деятельности организма является саморегуляция, реализуемая нейрофизиологическими механизмами. Основным регуляторным звеном поведенческого акта является образ или представление о будущем результате действия до его выполнения.
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Для описания психических механизмов регуляции действий с динамическими объектами Д. А. Ошаниным используется понятие «оперативный образ». «Оперативный образ всегда представляет собой некоторую наличную информацию об объекте (образная информация), отраженную в сознании и активно воздействующую и взаимодействующую с сигнальной информацией, то есть с информацией, поступающей к исполнителю уже по ходу действия, извне» (Ошанин, 1968, с. 24). Оперативные образы обладают рядом системных свойств:
• они адекватны, т. е. соответствуют конкретным задачам действия;
• они упорядочены; информация в них структурно организована в единый информационный комплекс;
• они специфичны; отражают только ту информацию, которая необходима для решения данной конкретной задачи.
О. А. Конопкин предлагает системно-функциональный подход к анализу структуры регуляторных процессов. В соответствии с ним «процесс саморегуляции должен быть отражен как целостная, замкнутая (кольцевая) по структуре, информационно открытая система, реализуемая взаимодействием функциональных звеньев (блоков), основанием для выделения которых (по принципу необходимости и достаточности) являются присущие им специфические (частные, компонентные) регуляторные функции, системное «сотрудничество» которых реализует целостный процесс регуляции, обеспечивающий достижение принятой субъектом цели» (Конопкин, 1995, с. 8–9). Им выделены функциональные звенья, реализующие структурно полноценный процесс саморегуляции:
• принятая субъектом цель деятельности выполняет общую системообразующую функцию, весь процесс саморегуляции формируется для достижения принятой цели в том ее виде, как она осознана субъектом;
• субъективная модель значимых условий отражает комплекс тех внешних и внутренних условий активности, учет которых сам субъект считает необходимым для успешной исполнительской деятельности; такая модель несет функцию источника информации, на основании которой человек осуществляет программирование собственно исполнительских действий; модель включает, естественно, и информацию о динамике условий в процессе деятельности;
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• программа исполнительских действий; реализуя это звено саморегуляции, субъект осуществляет регуляторную функцию построения, создания конкретной программы исполнительских действий; такая программа является информационным образованием, определяющим характер, последовательность, способы и другие (в том числе динамические) характеристики действий, направленные на достижение цели в тех условиях, которые выделены самим субъектом в качестве значимых как основание для принимаемой программы действий;
• система субъективных критериев достижения цели (критериев успешности) является функциональным звеном, специфическим именно для психической регуляции; выполняет функцию конкретизации и уточнения исходной формы и содержания цели; общая формулировка (образ) цели очень часто недостаточна для точного, «остронаправленного» регулирования, и субъект преодолевает исходную информационную неопределенность цели, формулируя критерии оценки результата, соответствующего своему субъективному пониманию принятой цели;
• контроль и оценка реальных результатов – регуляторное звено, несущее функцию оценки текущих и конечных результатов относительно системы принятых субъектом критериев успеха; обеспечивает информацию о степени соответствия (или рассогласования) между запрограммированным ходом деятельности, ее этапными и конечными результатами и реальным ходом их достижения;
• решения о коррекции системы саморегулирования; функция этого звена обозначена в его названии; специфика же реализации этой функции состоит в том, что если конечным (часто видимым) ее моментом является коррекция исполнительских действий, то первичной причиной этого может служить изменение, внесенное субъектом по ходу деятельности в любое другое звено регуляторного процесса, например, в модель значимых условий, в уточнение критериев успешности и др. Идеи регуляции и саморегуляции широко применяются в различных прикладных исследованиях психологии спорта, психологии труда и инженерной психологии, авиационной и космической психологии (см.: Обознов, 2003, с. 3). К компонентам (функциональным звеньям, блокам) системы психической регуляции относятся: принятая субъектом цель; субъективная модель значимых условий (концептуальная модель); программа исполнительских действий;
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субъективные критерии достижения цели; контроль и оценка результатов; блок саморегуляции (Конопкин, 1995). А. А. Обознов на основании результатов теоретических и экспериментальных исследований операторской деятельности в особых условиях предложил ситуационно-динамическую модель системы ее психической регуляции, учитывающую как общие закономерности, так и специфические проявления в зависимости от ситуационных обстоятельств. В разработанной А. А. Обозновым концепции раскрывается психологический механизм влияния ситуационных событий на функционирование психической регуляции операторской деятельности. Показано, что влияние ситуационных обстоятельств является опосредствованным, т. е. включается в более широкую цепь ее промежуточных детерминант. Выделены различные типы таких детерминант в зависимости от характера их связей с функционирующими регуляторными механизмами (Обознов, 2003). Функционирование психической регуляции, по Обознову, совершается как процесс актуализации, поддержания и смены оператором сложившихся режимов. Под сложившимся режимом понимается ее целостная характеристика, отражающая определенный способ координации и согласованного осуществления оператором регуляторных функций. Координация достигается за счет придания одной из функций роли системообразующего фактора, а другим – роли обеспечивающих. Проблема регуляции тесно связана с проблемой психической адаптации, с приспособлением системы к особым условиям среды. Проблема адаптации стала популярной после выхода в 1937 г. работы психоаналитика Хайнца Хартмана (Хартман, 2002), в которой проблема психической адаптации рассматривалась с точки зрения эго-психологии и имела широкое толкование. Возникло множество сочетаний термина адаптация с психологическими понятиями, отражавшими все формы взаимодействий, наблюдаемых в организме. Вместе с тем адаптация, приспособление – это универсальное свойство живой материи, связанное с изменениями, ведущими к повышению жизнеспособности организма. Адаптация отражает отношения и связи между организмом и средой. Среда рассматривается в широком смысле, включая внутреннюю среду организма. Отличие регуляторных процессов от процессов адаптации, с точки зрения системного подхода, заключается в межсистемном интегральном характере последних. Л. Г. Дикая считает, что «содержательно процесс адаптации представляет собой активное формирование (осознанное или неосознаваемое) субъектом своей стратегии и способов овладения ситуацией на разных уровнях регуляции поведения, деятельности, состояния» (Дикая,
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2007, с. 39). В. А. Бодров рассматривает адаптацию как « системный ответ организма и психики на длительное и многократное воздействие факторов среды, связанное с перестройкой механизмов гомеостатической регуляции, формированием функционального обеспечения жизни и деятельности в соответствии с новыми, измененными условиями среды» (Бодров, 2007, с. 43). Подчеркивается представление об адаптации как морфофункциональном динамическом процессе системной регуляции организма при воздействии измененных условий внешней и внутренней среды. Общая проблема психической регуляции и саморегуляции, несмотря на обширные эмпирические исследования и полученные результаты, заключается в неопределенности, связанной с объяснением работы конкретного механизма регуляции. Кто управляет механизмом саморегуляции? Как он возник? Как запускается данный механизм? Что порождает психическое качество? Как объяснить специфические качества субъективного опыта, цвет, звук, тепло, боль, влияющие на регуляторные и поведенческие процессы? Ответов на эти и многие родственные им вопросы пока нет.
!! Саморегуляция в сложных системах.
Анализ проблемы регуляции и саморегуляции показывает, что классических представлений о регуляции явно недостаточно для объяснения процессов порождения психического в биологических саморегулирующихся системах. Как показано в работах В. С. Степина, категории части и целого применительно к сложным саморегулирующимся системам обретают новые характеристики. «Целое уже не исчерпывается свойствами частей, возникает системное качество целого. Часть внутри целого и вне его обладает разными свойствами. Так, органы и отдельные клетки в многоклеточных организмах специализируются и в этом качестве существуют только в рамках целого. Будучи выделенными из организма, они разрушаются (погибают), что отличает сложные системы от простых механических систем, допустим, тех же механических часов, которые можно разобрать на части и из частей вновь собрать прежний работающий механизм» (Степин, 2007, с. 6). Причинность в больших, саморегулирующихся системах, по мнению В. С. Степина, уже не может быть сведена к лапласовскому детерминизму и дополняется идеями «вероятностной» и «целевой причинности». Первая характеризует поведение системы с учетом стохастического характера взаимодействий в подсистемах, вторая – действие программы саморегуляции как цели, обес-
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печивающей воспроизводство системы. Возникают новые смыслы в пространственно-временных описаниях больших, саморегулирующихся систем. В ряде случаев требуется, наряду с представлениями о «внешнем» времени, вводить понятие «внутреннего времени» (биологическое, социальное время). Исследования сложных саморегулирующихся систем особенно активизировались с возникновением кибернетики, теории информации и теории систем. Но многие особенности их категориального описания были выявлены биологией и в определенной мере квантовой физикой. В квантовой механике первоначально использовались категории, перенесенные из классической физики. Но в процессе развития новой теории ее создатели были вынуждены внести изменения в классические интерпретации. Был сформулирован принцип дополнительности причинного и пространственно-временного описания, что внесло коррективы в понимание соответствующих категорий. Возникло представление о вероятностной причинности как дополнении к жесткой (лапласовской) детерминации. Обсуждаются кольцевые и петлевые схемы процессов саморегуляции. Материальное и идеальное связываются в единой целостной структуре, обеспечивающей работу механизмов саморегуляции, их самодвижение и развитие. Вместе с тем саморегуляция предполагает изучение лишь процессуальной части системы, которая считается структурно стабильной во время существования. Это достаточно ограниченный класс сложных систем.
!! Самоорганизация и аутопоэтические системы.
Системный подход получил широкое распространение в науке, являясь мощным инструментом анализа и синтеза реальности (Берталанфи, 1969). Вместе с тем в нашем мире все взаимосвязано нетривиальным образом, и методов классической причинноследственной логики часто недостаточно для анализа изучаемых явлений, которые невозможно разложить на части, чтобы понять принцип их действия. При разложении психического механизма на элементы теряются из вида существенные связи и отношения, и он утрачивает системные свойства, которые, собственно, и изучаются психологами. Попытки объяснения организации живого организма как единого самоорганизующегося целого делаются в рамках синергетического направления (Аршинов, Буданов, 2004). Синергетика изучает процессы развития и самоорганизации сложных систем произвольной природы, в том числе биологических и социальных.
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Базовым понятием методологии исследования сложных объектов и явлений в синергетике выступает система. Система в ее классическом определении – это организованное множество частей, действующее как единое целое, свойства которого не сводимы к свойствам элементов, составляющих его. Новые свойства, возникающие в процессе взаимодействия элементов системы, называются эмерджентными и наблюдаются только тогда, когда система существует. Например, такое природное явление, как вихрь из листьев в парке, рождается из взаимодействия ветров, листьев, рельефа местности и т. д. Объяснение сущности вихря лежит в плоскости взаимодействия этих элементов. Системы различной физической природы подчинены одним и тем же общим законам организации. Знание этих законов позволяет понять суть сложных явлений в любой сфере человеческой жизни. Теорию сложных систем, или теорию хаоса, разработал в 1980-е годы бельгийский ученый Илья Пригожин, ставший лауреатом Нобелевской премии за исследования неравновесных термодинамических систем. Герман Хакен применил ее к объяснению принципов работы головного мозга (Хакен, 2001). В детерминистской ньютоновской парадигме физики заложено предположение о том, что, определив состояние системы в данный момент времени, мы можем вычислить ее состояние в любой другой, следовательно, происходящие в ней процессы полностью обратимы. Пригожин показал, что обратимости для сложных систем не существует. Системы, в которых все процессы обратимы, называются закрытыми, или замкнутыми, но в природе они фактически не встречаются. Необратимость предопределяет различия между прошлым и будущим и свидетельствует о том, что сценарий жизни естественной системы не детерминирован полностью ее внутренними характеристиками, а в значительной мере случаен (Пригожин, Стенгерс, 2003). Синергетика является вариантом системного подхода для сложных систем, отличительными особенностями которых является нелинейность взаимосвязей между элементами и невозможность рассматривать их вне динамического взаимодействия со средой. Первое свойство подразумевает отсутствие линейных связей между стимулом и реакцией в процессе взаимодействия элементов. Второе свойство сложных систем выражается в том, что нельзя провести четкие различия между действующей системой и ее средой, тем более их нельзя рассматривать по отдельности. Тем не менее сложные системы так же, как и простые, подчиняются общим законам самоорганизации. И. Р. Пригожин выдвинул ги-
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потезу, что энтропия – не единственная альтернатива для сложных систем в ходе эволюции. В то время как одни разрушаются, другие системы обретают более высокий уровень организации. Такой объединяющий, а не взаимоисключающий подход позволяет сосуществовать биологии и физике. Ведь физические теории основываются в основном на втором законе термодинамики – законе возрастания энтропии, согласно которому порядок стремится к хаосу, в то время как в теории биологической эволюции сложное возникает из простого и, наоборот, хаос становится источником порядка. Речь идет о том, что в неравновесных условиях стихийно возникают новые структуры, новая организация системы. Изменение структуры, таким образом, может рассматриваться как форма адаптации системы к внешним условиям. Сложные системы также стремятся к равновесию с окружающей средой, однако никогда не достигают состояния полного равновесия – оно носит скорее скачкообразный, прерывистый характер. Стремление к равновесному состоянию и невозможность изменить только одну часть системы придают ей определенную стабильность, создают порог устойчивости системы к постоянным флуктуациям, вызванным многообразием и высокой динамичностью происходящих процессов. В состоянии стабильности система развивается по законам, описанным выше. Если флуктуации и нарушение системного равновесия становятся слишком сильными, система переходит порог устойчивости и оказывается в точке бифуркации. Именно в этот момент случайность имеет критическое значение – в самой точке бифуркации или вблизи нее. После того, как случайным образом выбран вариант развития, наступает необратимое разрушение старых структур и возникают новые. Затем система снова переходит в относительно стабильное предсказуемое состояние. Структура сложной системы формируется в результате взаимодействия, на которое оказывают влияние факторы как внешней среды, так и внутренней. При этом даже внешнюю среду нельзя рассматривать в качестве независимой переменной, поскольку наши действия вызывают изменения в ней, а петли обратной связи пронизывают всю систему. Складывается цепочка: взаимодействие агентов формирует систему; для снижения энтропии и повышения стабильности системы возникает структура (как механизм адаптации к среде); структура ограничивает деятельность элементов; деятельность элементов, в свою очередь, оказывает влияние на среду, вызывая в ней изменения. Определенное время данной структуре удается сохранять стабильность всей системы. Затем изменения
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среды или изменения в подсистемах, или в самих элементах могут вызывать флуктуации системы, которые до определенного момента компенсируются механизмом адаптации. Достигая критического состояния или точки бифуркации, система приходит в неравновесное состояние, и тогда достаточно любого незначительного события (эффект бабочки), чтобы начались необратимые процессы разрушения прежней структуры. Такое событие, как правило, носит случайный характер. В условиях неравновесности система по-прежнему стремится к уменьшению энтропии, т. е. к стабильному состоянию. Возникают новые паттерны, следовательно, новая структура, отражающая изменившиеся условия. В состояниях, близких к фазовому переходу, система упрощается, становится менее сложной, менее хаотической. В этот момент в системе происходит сжатие информации – переход от многочисленных параметров состояния к очень немногочисленным параметрам порядка. Подчинение большого числа параметров состояния малому количеству параметров порядка называется «принципом подчинения». Принципы самоорганизации реализуются во всех живых системах и в обществе. М. Эйген показал, что воспроизведение живого организма связано с матричным принципом биосинтеза белков, обеспечивающим повторение его структуры (Эйген, 1973). Самоорганизация живого организма осуществляется в форме замкнутого процесса, где информационные молекулы ДНК, РНК и белки образуют кольцевую связь, реализующую воспроизводство существа. Для объяснения процессов самоорганизации в живых организмах А. Е. Черезов предложил принцип самоподобия самоорганизующихся систем (Черезов, 2008). В соответствии с ним возникает кольцевой паттерн самоорганизации, связанный «с раздвоением органического целого на противоположные формы, замкнутые друг на друга, где идеальная форма, через иную форму самой себя, воспроизводится и сохраняет себя» (Черезов, 2008, с. 15). Идеальная форма (информация) и материальная замыкаются друг на друга в кольцевую структуру, определяющую воспроизводство паттерна живого и эволюцию живой системы. Структурная основа жизни, по Черезову, состоит в том, что идеальная форма (информация) и материальная (реализация информации в фенотипе) замкнулись друг на друга в кольцевую структуру, которая определяет воспроизводство и эволюцию живого. Самоорганизация живого организма связана с логикой кольцевой связи, самовоспроизводством, разделением системы на фенотип и генотип,
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где информационная программа замыкается в кольцо со своим белковым продуктом, активность которого направлена на сохранение и размножение программы. В работах У. Матураны и Ф. Варелы (Матурана, 1996; Матурана и Варела, 2001) вводится новый класс самоорганизующихся систем, так называемых аутопоэтических, представляющих собой сетевой паттерн самоорганизации живой системы, в котором каждый компонент сети участвует в создании или трансформации других компонентов. Таким образом, аутопоэтическая сеть непрерывно воспроизводит саму себя, создается своими компонентами и, в свою очередь, создает эти компоненты. Матурана сформулировал гипотезу о том, что круговая организация нервной системы является базовой для всех живых систем. Такой сетевой паттерн, в котором функция каждого компонента состоит в том, чтобы помочь произвести и трансформировать другие компоненты, одновременно поддерживая общую кругообразность сети, и является основной организацией живого. Он постулировал, что нервная система не только сама организуется, но и постоянно сама на себя ссылается, поэтому восприятие не может рассматриваться как представление внешней реальности, но должно быть понято как непрерывное создание новых взаимоотношений внутри нейронной сети. Восприятие, а в более общем смысле познание, не представляет внешнюю реальность, а скорее определяет, конструирует ее через процесс круговой организации нервной системы. На основе этой предпосылки Матурана делает важный гносеологический шаг, утверждая, что процесс круговой организации как таковой – связанный или не связанный с нервной системой – идентичен процессу познания. Познание есть жизнь. В теории аутопоэзиса вводится различие между организацией и структурой. Описание организации – это абстрактное описание взаимоотношений в системе, оно не определяет компоненты. Авторы предполагают, что аутопоэз – это всеобщий паттерн организации, одинаковый для всех живых систем, независимо от природы их компонентов. Структура живых систем, наоборот, слагается из реальных отношений между физическими компонентами. Структура системы представляет собой физическое воплощение ее организации. Матурана и Варела подчеркивают, что организация системы не зависит от свойств ее компонентов, так что каждая конкретная организация может быть воплощена множеством разных способов на основе разных типов компонентов. Аутопоэзис рассматривается как способ организации живых существ, общий для всех живых систем. Это сеть процессов производства, в которой функ-
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ция каждого компонента состоит в том, чтобы участвовать в производстве или трансформации других компонентов сети. Аутопоэтический принцип организации ведет к созданию и поддержанию границы системы, которая обозначает сферу операций сети, и определяет систему как единое целое. Аутопоэтическая система взаимодействует с окружающими системами и средой посредством операции структурного сопряжения, через повторяющиеся взаимодействия, каждое из которых запускает структурные изменения в системе. Главная особенность аутопоэтической системы заключается в том, что она проходит через непрерывные структурные изменения, одновременно сохраняя свой сетевой паттерн организации. Компоненты сети непрерывно производят и преобразуют друг друга, самообновляя себя. Организм постоянно обновляет себя, восстанавливая разрушающиеся ткани и органы, циклически заменяя свои клеточные структуры. Несмотря на непрекращающиеся изменения, организм поддерживает на протяжении всей жизни свою идентичность, организацию. Цель аутопоэтической системы лежит внутри нее, определяя ее самореферентность. В теории аутопоэзиса вводится понятие наблюдателя, который различает среду и организм, что позволяет ему взаимодействовать с той и другой сущностью, делая их описания. Аутопоэтическая система является индуктивной системой, которая всегда функционирует прогностически, создавая в своей когнитивной области описания будущего на основании ранее происшедшего. Возможность предсказания, прогноза связана с кругообразной организацией аутопоэтической системы. То, что уже произошло однажды, произойдет еще раз или в противном случае система распадется. Под когнитивной областью здесь понимается вся область взаимодействий, доступная организму в его пространстве взаимодействий, в которые он может вступать без потери своей идентичности. Вместе с тем Матурана подчеркивает произвольность любых описаний, создаваемых наблюдателем, который в принципе не может описать живую систему, так как его описания разрушают целостность последней, нарушая значимые для обеспечения единства наблюдаемой системы отношения. Замкнутый характер аутопоэтической системы ведет к релятивизму человеческого познания, которое связано лишь с адекватным поведением в ситуациях, связанных с индивидуальными актами или кооперативными взаимодействиями, а не с поиском истины. Концепция аутопоэзиса является элементом естественнонаучного обоснования философского течения радикального конструкти-
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визма, которое представляет собой форму постклассических представлений о работе сложных систем. Радикальный конструктивизм как философская форма синергетического мышления развит в трудах П. Ватцлавика, Э. фон Глазерсфельда, К. Дж. Джерджена, Н. Лумана, Г. Рота, С. Шмидта, Б. ван Фраасена, С. А. Цоколова и продолжает традиции скептицизма, заявляющего, что наблюдаемый мир является конструкцией человеческого мозга (Джамбатисто Вико, И. Кант). Предшественниками конструктивистских представлений в психологии являются идеи Ж. Пиаже и Л. С. Выготский, которые подчеркивали конструирующий характер работы человеческой психики. Основные положения радикального конструктивизма сводятся к следующим постулатам:
• сознание представляет собой не отражение объективной реальности, а ее конструируемую в форме действительности модель; сознание является состоянием когнитивной системы наблюдателя, элементом конструируемой и познаваемой им самим действительности; это социально и исторически обусловленный механизм адаптации организма к окружающему миру;
• познание – это активный процесс конструирующей деятельности, возникающий в операционально-замкнутой системе мозга;
• познание носит адаптивный характер, обеспечивающий выживание организма и не связано с поиском истины;
• наука – это деятельность по конструированию нового, а не открытие нового (подчеркивается прагматизм науки);
• вводится принцип мировоззренческого плюрализма, т. е. признание существования различных версий интерпретаций реальности, каждая из которых обладает правом считаться истиной;
• признается активная роль субъекта, организующего собственный опыт. Дискурс радикального конструктивизма имеет серьезную научную основу в конкретно-научных исследованиях в области биологии, нейрофизиологии, теории систем, что позволяет применить его положения не только к биологическим и физиологическим системам, но и к различным отраслям гуманитарного знания. Это универсальный инструмент познания и описания сложных систем. Так, например, немецким социологом Никласом Луманом в рамках конструктивизма разработана концепция социального аутопоэзиса, в соответствии с которой социальные процессы идентифицируются посредством сетей социальных коммуникаций, представляющих
254 [[c|Регуляция, саморегуляция, самоорганизация, саморазвитие в понятийном базисе психологии 254]]
собой аутопоэтическую систему. «Социальные системы используют коммуникацию как особый способ самовоспроизведения. Их элементами являются сообщения, которые... производятся и воспроизводятся через сеть связи и которые не могут существовать вне такой сети» (Луман, 2004, с. 72). По Луману, общество – это не причина, а следствие аутопоэзиса социальной коммуникации, в процессе которой происходит конституирование социальных институтов и форм деятельности его членов. Конструктивизм и концепция аутопоэзиса, в частности, позволяют перейти к постклассическим представлениям в психологии. В частности автором настоящей статьи сделана попытка ввести в эргономику сложных эргатических сред базовые понятия, отвечающие требованиям к постклассическим моделям работы сложных систем, разработана теория обучающих иммерсивных сред (Сергеев, 2009а,b). Перспективно использование понятий аутопоэзиса в инженерной и педагогической психологии при описании процессов, происходящих в учебных организациях, эргатических системах, включенных в социальные взаимодействия, системах интерфейсов, реализующих функции естественного языка, в учебных процедурах на базе конструктивистских моделей обучения и т. д.
!!Саморазвивающиеся системы
Следующая категория системных объектов введена В. С. Степиным и связана с понятием саморазвивающихся систем, в которых сложные саморегулирующиеся и самоорганизующиеся системы рассматриваются как устойчивые состояния еще более сложной целостности. Этот тип системных объектов характеризуется развитием, в ходе которого происходит переход от одного вида саморегуляции к другому. Саморазвивающимся системам присуща иерархия уровневой организации элементов, способность порождать в процессе развития новые уровни. Причем каждый такой новый уровень оказывает обратное воздействие на ранее сложившиеся, перестраивает их, в результате чего система обретает новую целостность. С появлением новых уровней организации система дифференцируется, в ней формируются новые, относительно самостоятельные подсистемы. Вместе с тем перестраивается блок управления, возникают новые параметры порядка, новые типы прямых и обратных связей. Сложные саморазвивающиеся системы характеризуются открытостью, обменом веществом, энергией и информацией с внешней средой. В таких системах формируются особые информационные структуры, фиксирующие важные для целостности системы
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особенности ее взаимодействия со средой («опыт» предшествующих взаимодействий). Эти структуры выступают в функции программ поведения системы (Степин, 2007). Саморазвивающиеся системы реализуют свою историю жизни, которая является формой «внутреннего» прогноза, плана.
!!Средоориентированный подход
В последнее время все более серьезное внимание уделяется понятию среды, которая долгое время была неорганизованным нечто, окружающим систему. В современных построениях среда признается неотделимым от системы элементом, свойства которого определяют свойства системы. Система является выделенным наблюдателем состоянием среды. Каждая самоорганизующаяся автономная система формирует не только себя, но и свою среду, в которой, в свою очередь, возникает новая система и новая среда, но иного качества. Система по отношению к другой системе может быть ее средой, в которой идет развитие. Применительно к человеку можно рассмотреть клетки как среду для возникновения системы организма, психика рождается в среде нейрональных клеток и, в свою очередь, служит средой для возникновения социальной системы. Каждая среда создает условия для существования новых систем, но на других уровнях организации. Самоорганизация идет по принципу формирования сетей из сред и в средах, позволяющих реализовать психические императивы, конституирующие психическую реальность как самоорганизующуюся систему. В живой системе трудно найти фиксированные структуры. Каждое мгновение жизни связано с возникновением новой структуры, элемента, поддерживающего жизнь структурно-функциональной эволюции. При изучении сложной самоорганизующейся системы необходимо учитывать взаимодействия между изучаемой системой и исследователем, играющим роль активного наблюдателя. «Система есть отражение в сознании субъекта (исследователя, наблюдателя) свойств объектов и их отношений в решении задачи исследования, познания» (Черняк, 1975, с. 72). Среда в постклассическом прочтении есть конструируемая часть физической реальности. Она представлена субъекту в форме действительности, порождаемой в результате непрерывных рекурсивных взаимодействий перцептивно-анализаторных систем человека с физической реальностью. Среда связана с жизненным опытом человека и опосредована им (Сергеев, 2009а).
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!!Идея повторного входа
Идея повторного входа (Re-Entry) – продуктивная идея, идущая от работ Хайнца фон Фёрстера и его ученика Умберто Матураны, была развита в трудах Джеральда Эдельмана (Edelman, 1989), а созданная на ее основе биологическая теория сознания получила достаточно широкую известность. По мнению Эдельмана, в основе возникновения субъективных феноменов лежит один и тот же механизм повторного входа возбуждения в те же нейронные группы после дополнительной обработки информации в других группах или поступления сигналов из внешней среды. Имеются подтверждения работоспособности данной идеи – в нейрофизиологии в исследованиях А. М. Иваницкого (Иваницкий, 1996) и в социологии (Луман, 2004). Видимо, фундаментальным принципом самоорганизации в живых организмах, порождающих психические явления, является возврат возбуждения к местам первоначальных проекций, что обеспечивает информационный синтез опыта субъекта со вновь поступающей информацией. Эта операция определяет содержание сознания как постоянно корректируемый личный опыт и разворачивающийся во времени процесс порождения внутреннего Я. В основе сознания лежит идея непрерывного обновления в процессе циклического самовоспроизведения. Физиологические механизмы мозга создают условия для возникновения циклических процессов движения информационных потоков, а их взаимодействия ведут к появлению субъективной реальности. Рекурсивный характер функционирования и циклически повторяющиеся процессы, по-видимому, лежат в основе работы всех самоорганизующихся автономных систем различной природы вне зависимости от качественного разнообразия их элементов.
!!Выводы
Дальнейшее развитие отраслей психологии связано с внедрением новых понятийных схем, отражающих самоорганизующийся и саморазвивающийся характер психического, существующего в единстве со средами деятельности человека, в свою очередь являющимися системными целостностями аутопоэтического типа. Постклассические представления о познании, связанные с представлениями о работе мозга как операционально замкнутой самоорганизующейся, саморазвивающейся системе, действующей в среде, позволяют создать новые объяснительные схемы, более тонко описывающие процессы обучения и передачи опыта в живых организмах и социальных системах.
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!! [[Литература| Литература Регуляция, саморегуляция, cамоорганизация, саморазвитие в понятийном базисе психологии]]
```
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!! Цитирование
```
Сергеев С. Ф. Теоретико-методологические проблемы педагогики образовательных сред // Образовательные технологии. 2010. № 3. С. 38-48.
Сергеев С. Ф. Теоретико-методологические проблемы педагогики образовательных сред URL: http://iedtech.ru/files/journal/2010/3/3_2010_38-48.pdf
```
!! Ссылки
локально
* [ext[TRav 3_2010_38-48.pdf W|file:///D:\TRab\2017\06\20170615\sergeev\3_2010_38-48.pdf]]
*[ext[TRav 3_2010_38-48.pdf DEB|file:///media/nechaev/data1/TRab/2017/06/20170615/sergeev/3_2010_38-48.pdf]]
интернет
*[ext[pdf|http://iedtech.ru/files/journal/2010/3/3_2010_38-48.pdf]]
*[ext[сылка на ЯрД pdf |https://yadi.sk/i/LuXosEQz3VpE27]]
!! Выдержки + вики
ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ. № 3/2010
С. Ф. Сергеев, доцент факультета искусств Санкт-Петербургского
государственного университета, кандидат психологических наук
!!! ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ПЕДАГОГИКИ ОБРАЗОВАТЕЛЬНЫХ СРЕД
!! по страницам
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[[38 |Теоретико-методологические проблемы педагогики образовательных сред 38]], ''38'' ,[[39 |Теоретико-методологические проблемы педагогики образовательных сред 39]],
''38'',
[[40 |Теоретико-методологические проблемы педагогики образовательных сред 40]],
''40'',
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[[42 |Теоретико-методологические проблемы педагогики образовательных сред 42]],
''42'',
[[43 |Теоретико-методологические проблемы педагогики образовательных сред 43]],
''43'',
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''44'',
[[45 |Теоретико-методологические проблемы педагогики образовательных сред 45]],
''45'',
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''46'',
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''47'',
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''48''
[[?|Теоретико-методологические проблемы педагогики образовательных сред 038b]]
!! Выдержки по страницам
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''Классические модели средоориентированного обучения''
Классическая средоориентированная педагогика рассматривает ученика как некоторый сложный объект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук. В анализе Г.Ю. Беляева, посвящённом формированию термина «образовательная среда», показано, что данное понятие включает в себя всё многообразие отношений, форм и содержаний, возникающих в процессе воспитания и обучения человека. Образовательная среда представлена как системный педагогический объект, преобразующий совокупность внешних условий обучения, воспитания и развития коллектива и личности в качества социокультурной среды, позволяющей повысить качество жизни человека и развить индивида в личность, общность — в общество. По мнению Г.Ю. Беляева, имплицитным качеством образовательной среды является «высокая этика жизни». Среда понимается как «целенаправленное педагогическое взаимодействие всех «событийных» участников обучения, учения, воспитания и «со-развития»^^1^^. Приведённые определения отражают взгляды на образовательные и обучающие среды, распространённые в классической педагогике. Они представляют собой когнитивные модели в метафорической форме интерпретирующие процессы обучения.
Считается, что человек действующий в мире обладает знаниями, умениями, навыками, наделён способностями и интеллектом, проявляет себя как социальное существо и в его поведении можно выделить устойчивые, повторяющиеся в типовых ситуациях черты, определяющие его характер. Ему присущи и индивидуальные динамические характе-
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1 Беляев Г.Ю. Формирование термина «образовательная среда» в психолого-педагогической литературе конца XX — начала XXI века. Режим доступа:http://www.dzd.communist.ru/science/bel06.htm, свободный
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!!Теоретико-методологические проблемы педагогики образовательных сред
Классическая средоориентированная педагогика рассматривает ученика как некоторый сложный объект способный к целенаправленному изменению своего поведения в мире физической реальности (среде) под воздействием дидактических приёмов, проявляя при этом широкий спектр свойств, описываемых в терминах биологических, физиологических, психологических и социальных наук. В анализе Г.Ю. Беляева, посвящённом формированию термина «образовательная среда», показано, что данное понятие включает в себя всё многообразие отношений, форм и содержаний, возникающих в процессе воспитания и обучения человека. Образовательная среда представлена как системный педагогический объект, преобразующий совокупность внешних условий обучения, воспитания и развития коллектива и личности в качества социокультурной среды, позволяющей повысить качество жизни человека и развить индивида в личность, общность в общество. По мнению Г.Ю. Беляева, имплицитным качеством образовательной среды является «высокая этика жизни». Среда понимается как «целенаправленное педагогическое взаимодействие всех «событийных» участников обучения, учения, воспитания и «со-развития»^^1^^. Приведённые определения отражают взгляды на образовательные и обучающие среды, распространённые в классической педагогике. Они представляют собой когнитивные модели в метафорической форме интерпретирующие процессы обучения.
Считается, что человек действующий в мире обладает знаниями, умениями, навыками, наделён способностями и интеллектом, проявляет себя как социальное существо и в его поведении можно выделить устойчивые, повторяющиеся в типовых ситуациях черты, определяющие его характер. Ему присущи и индивидуальные динамические характе —
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1 Беляев Г.Ю. Формирование термина «образовательная среда» в психолого-педагогической литературе конца XX — начала XXI века. Режим доступа:http://www.dzd.communist.ru/science/bel06.htm, свободный
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возможности прямой связи с ним. Интерактивная природа отношений человека с миром лежит в основе подавляющего числа методов обучения в среде. Однако факт интерактивных взаимодействий, как основы для формирования новых психических структур, научно не доказан хотя и является одним из постулатов психологической теории деятельности. Более того, практики часто сталкиваются с не интерактивной и вневременной природой процесса обучения. @@color:red;В этом заключается первая проблема классического средоориентированного обучения, которую можно назвать проблемой манипулятивности.@@ Обучение рассматривается как манипуляция внешними и внутренними средствами среды с целью поиска эффективной обучающей процедуры. Говоря о феноменах разумного поведения, целью которого является преобразование природы и удовлетворение духовных и материальных потребностей личности, мы отделяем человека от мира, ставим их в оппозицию друг к другу. Обучение превращается в усвоение алгоритмизированных технологий преобразования физического и социального миров человеческой жизнедеятельности. Однако никто не знает, насколько полезными для формирования структур знания конкретного человека будут полученные и ассимилированные им фрагменты технологической информации. Содержание когнитивного научения в классическом средоориентированном обучении отделено от развития личности и выступает в силу этого как независимый артефакт. В этом вторая проблема средоориентированного обучения — тотальное когнитивное научение вместо локального, точечного, необходимого для развития личности. @@color:red;В силу тотальности воздействия на ученика учебной информации большая её часть носит случайный характер и не усваивается@@. Кроме того, информационная перегрузка ведёт к включению суггестивных механизмов способствующих созданию временных когнитивных структур распадающихся впоследствии. В педагогической практике доминирует селективная оценка поведения ученика с точки зрения определения его правильности и полезности. Любые проявления психического, в вышеназванном контексте, интерпретируются как «полезное» или «вредное» для обучения, для личности и общества в целом. Такой взгляд культивируется в педагогической науке, определяя общее отношение ко всей структуре педагогического знания, аналогично принятому в естественных науках материалистическому подходу.
Господствует «правильная педагогика», точнее педагогика формирования «правильного поведения». Однако это взгляд на поведение ученика с точки зрения внешнего наблюдателя. Этот взгляд субъективен и связан с опытом и интерпретациями наблюдателя, а не наблюдаемого. В них отражена последовательность интеракций «среда — обучаемый» и прослеживается гипотетическая или статистическая связь между стимулами среды и поведением ученика. Вместе с тем никем не доказана
аккумулирующая природа обучения в среде, его последовательный, накопительный характер. Это третья проблема средоориентированного подхода. Каким образом хаотическое воздействие физического мира на ученика формирует и структурирует его знание? В существующих традиционных точках зрения на отношения человека со средой учебного опыта проявляются одновременно сильные и слабые стороны современной педагогики. Сила в междисциплинарности. Слабая сторона — это присущие педагогическому знанию эклектичность, метафоричность и механистичность. Педагогика вынуждена иметь дело с целостным, неразделимым в своём единстве с миром, человеком, используя фрагменты теоретических построений заимствованные из естественных и гуманитарных наук для решения практических задач обучения. Каждая из наук, изучающих человека, отражает в рамках своего понятийного базиса лишь определённые, выделенные из живой системы с целью изучения фрагменты, которые применимы только в зонах определённых ограничений. Так, психологические понятия — интеллект, память, способности, умения, навыки и др. — являются непосредственно не наблюдаемыми свойствами организма, и их наличие или отсутствие определяются посредством формальных процедур психологического тестирования. Мы можем говорить, например, о памяти, только используя процедуры для её определения, свидетельствующие об определённом поведении субъекта, называемом памятью. Интеллект проявляется при решении класса «интеллектуальных» задач, без которых нельзя говорить о его наличии или отсутствии. Можно и дальше продолжить ряд аналогий по отношению к другим наукам о человеке, но главная мысль останется прежней — человек всегда проявляет себя как единство, и наблюдаемое есть лишь отдельные части этого единства.
Наука в своих методологических основаниях тяготеет к аналитическим способам познания мира. Сфера синтеза ближе к искусству. Педагогика в целом и педагогика средоориентированного обучения в частности — это формы научно-практической деятельности с высокой синтетической компонентой. Они несут в себе элементы индивидуальной деятельности и творчества, как ученика, так и педагога. Нас интересуют именно эти аспекты педагогического знания. Но их в классическом учении о среде обучения нет. Хотя в декларативном плане педагогика и существует как научная дисциплина, изучающая процессы развития и обучения человека, а также свойства педагогических систем, но она по настоящее время не знает причин порождающих феномен обучения в силу механического выделения неодушевлённой среды обучения, и её отождествления с обучающей средой. Так, например Н.В. Кузьмина под педагогической системой понимает множество взаимосвязанных структурных и функциональных компонентов, подчинённых целям образования, воспитания и обучения подрастающего поколения и взрослых людей^^2^^. В таком определении нет главного — специфики порождающих именно педагогическую, а не какую-либо другую систему процессов. Не понятно и то, как цели образования подчиняют структурные и функциональные компоненты. Как и с по-
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2 Кузьмина Н.В. Понятие «педагогической системы» и критерии её оценки // Методы системного педагогического исследования. Л.: Изд-во ЛГУ, 1980.
С. 34–41.
мощью каких механизмов? В определении
нет и главных действующих лиц педагогической системы — ученика и учителя. Они появляются на уровне компонентов.
Структурными компонентами педагогической системы по Н. В. Кузьминой являются
базовые элементы, характерные только для
педагогических систем. К ним относятся: цель,
учебная информация, средства педагогической коммуникации, учащиеся и педагоги.
Понятно, что данные элементы сами по себе
никакой системы не образуют и могут быть
лишь элементами интерпретации, с помощью
которой педагог как внешний наблюдатель
пытается объяснить то или иное педагогическое явление. И не более того. В педагогической
системе нет ни обучающей среды, ни среды
обучения.
Педагогика опирается главным образом
на исследования, проводимые в рамках психологической науки и, в частности, психологии
развития, когнитивной психологии, психологии обучения, психологической педагогики.
Не будем расширять перечисление отраслей
психологического знания, так как все они, так
или иначе, затрагивают вопросы обучения
человека. Более интересны подходы, принципы обучения, не перегруженные технологиями в их «чистом» виде. @@color:red;Дело в том, что как бы мы ни старались описать множество изменений, происходящих в среде с помощью педагогических методов, всё равно в реальности
наблюдаемые процессы будут неизмеримо
сложнее и неопределённее, чем в наших конструктах@@. Реальная обучающая среда — это всегда нелинейная и неравновесная динамическая
структура, возникающая в обучающей педагогической системе, включающая в свой состав
субъекта. Учесть её эволюцию заранее невозможно. Действует по аналогии с физическим
принципом неопределённости Гейзенберга
принцип «педагогической неопределённости». Действительно, точность и время измерения состояния сложной системы вступают
в противоречие с её динамическими характеристиками. За время измерения система становится другой, и результаты нашего измерения не соответствуют новому состоянию системы. Реальная педагогическая система существует не в детерминистичной форме, а как
набор вероятностей, или возможностей обучения. Траектория обучения конкретного
человека не может быть предсказана никакими известными методами. Вместе с тем педагогическая компонента в проектировании обучающей среды всё же даёт вектор — направление ожидаемых изменений в обучаемом субъекте, и этим вносит свой конструктивный
вклад.
В практике средового обучения накоплен значительный опыт, который отражён
в дидактических принципах и методах обучения. Их разнообразие чрезвычайно высоко,
постоянно пополняется, и завершения этого
процесса не предвидится. Главная ось, вокруг
которой сосредоточены все классификации
методов обучения, — это поиск источника знаний, порождающего обучающий эффект. Чаще
всего в его качестве выступают те или иные
свойства предметного мира, свойства субъекта, их взаимоотношения.
Так, выделяют наглядные, словесные и практические методы обучения^^3^^. В дополнение к ним относят информационно-коммуникационные методы, использующие электронные коммуникации и сеть
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3 Данилов М.А. К вопросу о методах обучения в советской школе // Советская педагогика. 1956. № 10.
С. 87–101.
нтернет. Предлагаются классификации методов, отражающие структуру восприятий человека, их модальность^^4^^. Отмечена роль внутренней активности человека в его связях с миром^^5^^. В соответствии с нею рассматриваются активные, пассивные и творческие методы обучения. Характер дидактических задач
также часто служит основанием выделения методов формирования знаний, умений и навыков, контроля и закрепления. Однако
необходимо признать, что обучающая сила методик обучения не столь велика, как ожидается, так как основные свойства обучающей
системы заложены в самом ученике и его психическом механизме, включённом в обучающую коммуникацию.
!! Когнитивизм и обучающие среды
Рассматривая модели обучения человека в среде, нельзя пройти мимо представлений, развиваемых в рамках когнитивного направления психологии и наук о человеке, использующего кибернетический подход в изучении познавательных функций. Когнитивная психология изучает приобретение человеком опыта как процесс познания, связанный с изменениями характера мышления, происходящий упорядоченно в течение всей жизни индивидуума^^6^^. Объяснительные концепты, полученные в рамках когнитивного направления, оперируют моделями переработки информации. В них рассматриваются так называемые когнитивные функции человека. Это функции обнаружения сенсорных сигналов, восприятие, внимание, распознавание образов, познание, язык, речь, память, мышление, интеллект и т.д. Данные модели отражают, главным образом, взгляды на отдельные когнитивные функции. Системных исследований, посвящённых комплексным связям когнитивных факторов, недостаточно, что связано с методическими проблемами и сложностью наблюдаемых явлений. В связи с этим интересны работы, в своё время проведённые в Ленинградском государственном университете под руководством Б.Г. Ананьева. Показано существование гетерохронности развития психических функций человека в течение жизни, которые образуют на разных этапах онтогенеза комплексы, определяющие особенности его когнитивного поведения^^7^^. Жизненный цикл человека был представлен как история формирования и развития личности, превращения её в индивидуальность. @@color:red;На каждом этапе онтогенеза человека, согласно Б. Г. Ананьеву, наблюдается особая динамическая структура свойств личности, определяющая её когнитивные возможности. Учениками Б. Г. Ананьева отмечена возрастная динамика всех психических функций, их взаимная компенсация при решении задач. Так, например, вербальные функции имеют максимум в 25–34 года, а функции памяти — в 19–28 лет. Это результаты статистических методов обработки данных, и, конечно, прямой перенос наблюдаемых закономерностей на любого человека неправомерен@@. Скорее факт гетерохронности отражает характер социальных сред,
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4 Садовская И.Л. К вопросу о классификации и
структуре методов обучения. Режим доступа: http://
bspu.ab.ru/Journal/pedagog/pedagog_11/kvok.htm.,
свободный.
5 Лернер И.Я. Дидактические основы методов обуче-
ния. М.: Педагогика, 1981.
6 Солсо Р.Л. Когнитивная психология. М.: Тривола, Ли-
берея, 2002.
```
7 Ананьев Б.Г. О проблемах современного человекоз-
нания. М.: Наука, 1977.
[[вся статья|Теоретико-методологические проблемы педагогики образовательных сред]]
в которые попадает человек в процессе жизни. Тогда, например, становится понятным факт интенсивного развития свойств памяти в 19–28 лет. Это период обучения в среде учебных заведений, и связан он, главным образом, с необходимостью освоения больших объёмов информации. Аналогично можно говорить и о влиянии других сред на соответствующие им когнитивные структуры. Каждая структура отражает некоторую форму опыта жизни в среде. Опыт в среде порождает, совершенствует или уничтожает соответствующую когнитивную структуру. Такое понимание созвучно определению интеллекта, данного М.А. Холодной, которая считает, что «интеллект — это форма организации индивидуального ментального (умственного) опыта^^8^^». Вместе с тем необходимо признать, что проблема опыта является центральной в попытках объяснения феноменов обучения. Её теоретическая незавершённость является тормозом в развитии прикладных направлений психологии. Варианты организации психологических структур, предложенные Ф. Бартлеттом (Bartlett F. C.)^^9^^, Ж. Пиаже^^10^^, А.Н. Леонтьевым^^11^^ и другими, в значительной мере определили направления развития психологической науки в XX веке. В настоящее время существует множество представлений о фундаментальных психологических структурах и их организации, навеянных научной специализацией их авторов. Это «структура субъективного опыта»^^12^^, «структура индивидного опыта»^^13^^, «структура субъективного или индивидуального опыта»^^14^^, когнитивные и категориальные структуры опыта^^15^^ и др. Разнообразие сосуществующих альтернативных решений говорит о дискуссионности этой проблемы. Вместе с тем структуры опыта часто рассматриваются как нечто физически принадлежащее субъекту, выполняющее функции носителя знаний, информации, психического, что сразу же порождает проблему психофизиологического параллелизма. Факторные модели, использованные исследователями, говорят о непрерывной динамике компонент, определяющих эффективность решения задач, их детерминированном развитием организма характере. Однако факторный анализ имеет ряд недостатков, связанных с трудностями содержательных интерпретаций факторных структур. Часто не понятно, что же мы наблюдаем? Вид возникающих комплексов с различной факторной нагрузкой сильно зависит от тестового материала, его валидности и надёжности.
---
8 Холодная М.А. Психология интеллекта. Парадоксы
исследования. СПб.: Питер, 2002. С. 239.
9 Bartlet F.C. Remembering: a study in experimental and
social psychology. N.Y.: Macmillan. 1932.
```
10 Пиаже Ж. Избранные психологические труды //
Психология интеллекта. Генезис числа у ребенка. Ло-
гика и психология. М.: Просвещение, 1969.
```
11 Леонтьев А.Н. Деятельность, сознание, личность.
М.: Политиздат, 1977.
```
12 Артемьева Е.Ю. Природа элементов семантического слоя субъективного опыта // Деятельностный
подход в психологии: проблемы и перспективы. М.:
АПН СССР, 1990.
```
13 Kolodner J.L., Kolodner R.M. Using experience in clinical
problem solving: Introduction and framework. IEEE
Transaction on Systems, Man, and Cybernetics. 1987. V.
17. N3. P. 420–431.
```
14 Александров Ю.И., Гринченко Ю.В., Хвастунов Р.М.
Иерархическая организация поведения // Успехи
физиологических наук. 1980. Т. 11. № 4. С. 115–144.
```
15 Потапкин А.А. Ситуационно-операциональная
решетка как метод профессиональной психодиагностики (На материале деятельности специалистов
по операциям с недвижимостью). Автореф. дис. ...
канд. психол. наук. М., 2004.
Кроме того, в них не учитывается динамический характер взаимодействий когнитивных
структур. Вместе с тем лонгитюдные исследования позволяют осуществлять некоторые
прогнозы макродинамики психических
структур, что может быть использовано при
проектировании мира задач, формируемого
в обучающей среде.
!!Деятельностный подход и обучение в среде
Учебная деятельность направлена на решение учебных задач, которые могут быть заданы в явном и неявном видах. В первом случае процесс обучения содержит последовательность учебных задач, каждая из которых служит для получения некоторого локального опыта, а их совокупность и содержание определяют методику обучения. Во втором случае обучаемый средствами обучающей среды сам строит стратегию достижения конечного результата и выбирает приемлемую тактику обучения. Возможен вариант объединения, в котором обучаемый, в зависимости от эффективности своего поведения, получает помощь со стороны педагога (педагогической компоненты среды) и корректирует свои действия в процессе обучения. Деятельность в среде начинается с этапа ориентировки, на котором проявляется познавательная активность субъекта, направленная на изучение свойств нового мира, соотнесение их с личным опытом, определение своих возможностей, ограничений. Возникающая ориентировочная деятельность служит регулятором действий ученика и обеспечивает включение его в процесс активного приобретения опыта. В соответствии с деятельностной теорией обучения, развиваемой в трудах Л.С. Выготского и его последователей А.В. Запорожца, П.Я. Гальперина, Д.Б. Эльконина, В.В. Давыдова, деятельность учения рассматривается как единый процесс формирования психических новообразований через развитие и усвоение. Источники развития заданы в структуре и содержании учебного материала. Его усвоение проходит в процессе интериоризации из внешней деятельности во внутреннюю психическую деятельность учащегося. Отмечается активный сознательный характер учебной деятельности. Основными концепциями обучения в деятельностной теории обучения являются «теория поэтапного формирования умственных действий» П.Я. Гальперина^^16^^ и «концепция учебной деятельности» В.В. Давыдова^^17^^. В соответствии с деятельностным подходом к обучению исходным моментом в учении является его потребностно-мотивационный аспект. Познавательная потребность является, с одной стороны, предпосылкой деятельности учения, с другой — её результатом, сформированным мотивом. Мотив к обучению и способы его порождения определяют тематическую и технологическую части процесса проектирования обучающей среды. Второй аспект деятельностной теории обучения связан с характеристиками процесса учения как деятельности. Здесь рассматриваются учебное действие и его операциональный состав. Анализируются ориентировочный, исполнительный и контрольно-коррекционный ком-
---
16 Гальперин П.Я., Талызина Н.Ф. Современное состо-
яние теории поэтапного формирования умственных
действий // Вестник Московского ун-та. Сер. 14. Пси-
хология. 1979. № 4. С. 54–63.
17 Давыдов В.В., Маркова А.К. Концепция учебной
деятельности школьников // Вопросы психологии.
1981. № 6. С. 13–26.
поненты в структуре действия. Определяется их роль, характеристики и связи, роль в механизме обеспечения целостности действия. Закономерности учения выступают как особенности предметной деятельности учащегося и формируемой в ней ориентировочной основы.
Деятельностный подход требует особого внимания к содержательной стороне средств обучающей среды, которые не являются при этом неорганизованным предметным миром, существующим независимо от субъекта обучения, а содержат мир задач, решение которых и обеспечивает учебный опыт. Среда должна обеспечивать средства достижения учебных целей, служить местом реализации учебных действий, на базе которых формируется учебная деятельность, ведущая к развитию личности ученика. В таком контексте вопросы организации обучающей среды становятся центральными в обеспечении обучающего эффекта. К ним относятся:
— выделение и обеспечение иерархии учебных задач;
— определение их объективной и субъективной сложности;
— определение критериев для оценки обучающих процедур;
— формирование индивидуальных учебных планов;
— учёт личностных стратегий достижения результатов;
— обеспечение мотивации обучения;
— целеполагание и обеспечение средствами, ведущими к ориентировочной и коммуникативной деятельностям.
Всё это ставит перед проектировщиком системы обучения комплекс проблем, решаемых лишь путём междисциплинарного синтеза, требующего проведения исследовательских работ на всех этапах проектирования. Вместе с тем деятельностный подход может служить в качестве методологической основы для системных описаний обучающей среды, учитывающей психологические закономерности приобретения опыта человеком в процессе деятельности в среде. Вариантов реализаций обучающих систем, отражающих отдельные постулаты деятельностного подхода в практике средоориентированного обучения довольно много. В них представлены технологии обучения, в которых используются: игровые методы обучения, системы формирующего интерфейса, выделения профессионально-ориентированных структур, использования средств моделирования с ограниченной реалистичностью в соответствии с этапами обучения и т.д. Деятельностный подход к обучению это своего рода философия, позволяющая интегрировать разрозненные факты человеческой деятельности в единую понятийную систему. Но в этом заложены и ограничения данной теории. Из неё следует ряд методологических принципов, абсолютизирующих человеческую деятельность. В результате исчезает предметно-вещное своеобразие содержания психики человека, которое сводится к непрерывным преобразованиям одних видов деятельности в другие. @@color:red;Кроме того, деятельностный подход не учитывает специфики процессов самоорганизации, действующих в организме и психике человека, и постулирует лишь причинно-следственные отношения физической природы@@. В результате человек превращается в механический автомат, лишённый свободы выбора, управляемый социальными и физическими законами.
[[вся|Теоретико-методологические проблемы педагогики образовательных сред]]
!!Постклассические представления.
!! Обучающая среда, среда обучения и средства обучения в теории иммерсивных обучающих сред.
!!Ориентирующая педагогика
В последнее десятилетие наблюдается тенденция к изложению методов обучения в среде в виде образовательных технологий — систем, включающих совокупность средств, действий и приёмов, выполнение которых, по мнению авторов, ведёт к получению требуемого педагогического результата. В определении автора концепции образовательной технологии Г. К. Селевко — это «система функционирования всех компонентов педагогического процесса, построенная на научной основе, запрограммированная во времени и пространстве и приводящая к намеченным результатам»^^18^^. В своём уникальном труде — энциклопедии образовательных технологий — Герман Константинович описал более пятисот образовательных технологий!^^19^^ При всём их внешнем разнообразии следует, однако, признать, что все они постулируют прямую связь — зависимость обучения от обеспечивающих его средств и методов, структуры учебного материала, связи теории с практикой. Именно это является ахиллесовой пятой традиционного образования, построенного на детерминистских взглядах. Вопросы целостного функционирования обучающей среды, учитывающие аутопоэтический, самоорганизующийся характер её работы, в нём не рассматриваются. Успехи теоретической психологии также довольно скромно отражены в практической деятельности педагогов.
Выйти из тупика порождаемого классическим системным подходом и материалистическими взглядами на обучение позволяет синергетическая парадигма, рассматривающая самоорганизующиеся системы, порождаемые и живущие в средах. Рассмотрим её вариант в рамках теории обучающих иммерсивных сред^^20^^. В соответствии с этой теорией обучающая среда является динамическим системным самоорганизующимся психологическим конструктом, вовлекающим в процессе самоорганизации (в аутопоэтической форме) самые разнообразные элементы окружения (структурное сопряжение с системами, формирующими сети отношений в метафоре коннективизма). И не только с системами, существующими в виде объектов, доступных наблюдению, но и социальных аспектов, и актуальных интерпретаций, обусловленных состоянием обучаемого и среды его опыта. Что интересует субъекта обучения в данный конкретный момент времени, никому неизвестно, и с какой целью — не известно вдвойне.
Педагогическая система является системой второго порядка по Фёрстеру, т. е. наблюдающей системой, её свойства не сводимы к свойствам элементов её составляющих^^21^^. Процесс самоорганизации развёртывается во временном измерении в пространстве эволюции субъекта и недоступен непосредствен-
---
18 Селевко Г.К. Энциклопедия образовательных технологий: В 2 т. Т. 1, 2. М.: НИИ школьных технологий, 2006.
19 Там же. С. 51.
20 Сергеев С.Ф. Обучающие и профессиональные иммерсивные среды. М.: Народное образование, 2009.
21 Foerster H. von. Erkenntnistheorien und Selbstorganisation. In: Schmidt S. (Hrsg.) Der Diskurs des Radikalen Konstruktivismus, Suhrkamp, Frankfurt am Main, 7. Aufl, 1996. – S. 133–158.
ному наблюдению. Педагогическая реальность раскрывается на уровне наблюдения второго порядка в наблюдениях педагога-наблюдателя. Результатом таких представлений является признание факта ограниченности физиологических представлений о процессах обучения. Обучение нельзя объяснить посредством физиологических метафор, так как оно связано с процессами, разворачивающимися в субъективной реальности ученика, с построением эффективных динамических паттернов управляющих человеческим поведением, активным созданием среды, в которой происходит обучение. Можно говорить о том, что обучающая среда является аутопоэтически организованной и ученик взаимодействует с нею посредством процедуры структурного сопряжения. Это форма взаимодействия аутопоэтических систем и она в корне отличается от привычного в наших классических представлениях взаимодействия. Ученик познаёт не учебное содержание обучающей среды, а себя в обучающей среде. Аналогично и педагог познаёт себя в социальных коммуникациях управляющих учебным процессом. Основным процессом в среде обучения, ведущим к обучающим эффектам, является обучающая коммуникация. В рамках теории иммерсивных обучающих сред вводится ряд новых понятий, различие между которыми важно учитывать, несмотря на их внешнюю похожесть и синонимичное использование в традиционном обучении. Это понятия: средства обучения, система обучения, среда обучения и обучающая среда. Средства обучения составляют среду обучения, при включении в которую обучаемого в нём возникает обучающая среда. Средства обучения и методика обучения составляют обучающую систему. Наличие обучающей системы не всегда ведёт к порождению обучающей среды. Необходимо погружение обучаемого в среду обучения с появлением чувства присутствия в ней^^22^^.
Перейдём к рассмотрению вопросов обучения в образовательных средах. Основной педагогической формой обучения в среде является ориентирующее обучение^^23^^. В соответствии с ним ученики, погружённые в среду обучения, ориентируются в ёе содержании посредством обучающей среды, перестраивая свою когнитивную структуру под возникающие задачи. Обучающая среда при этом рассматривается как замкнутая система, непрерывно строящая непротиворечивый образ мира субъекта и историю его личности. Замкнутые системы в рассматриваемом варианте действуют только в рамках своего опыта и внутренних операций. Они зависимы от контекста в отличие от открытых систем, осуществляющих взаимодействие со средой, непосредственно реагируя на её изменения. Такие представления определяют свойства сознательного обучения или обучения через сознание ученика как ориентирование замкнутой системы в зоне смыслов учебного материала в процессе самоконструирования. Человек в режиме сознательного обучения работает не с информацией, а с интер-
---
22 Сергеев С.Ф. Обучающие и профессиональные иммерсивные среды. М.: Народное образование, 2009.
23 Сергеев С.Ф. Основы ориентирующей педагоги-
ки // Материалы XXI Международной конференции
«Применение новых технологий в образовании», 28–
29 июня 2010г. Троицк, Московской области. Троицк:
ГОУ ДПО «Центр новых педагогических технологий
ЦНПТ, МОО Фонд новых технологий в образовании
«Байтик», 2009. С. 209–210.
претациями порождаемыми сознанием. Содержание и форма интерпретации в значительной мере определяются значимостью среды для субъекта с точки зрения удовлетворения его витальных (сохранение организма) и социальных (обеспечение истории личности) потребностей. Многие когнитивные задачи являются индифферентными в отношении задач, решаемых сознанием ученика, и не воспринимаются последним как стоящие внимания. Важной задачей педагога при сознательном обучении является придание личностного смысла содержанию учебной информации, в противном случае она не проходит через фильтр сознания и не усваивается в структурах знания ученика. Более того, при маркировании информации сознанием ученика как негативной, данная информация впоследствии вытесняется из сознания даже при смене обучающего контекста. Возникают проблемы интерференции учебного опыта. У ученика может возникнуть структура личности, препятствующая его эффективному когнитивному научению в дальнейшем.
Ориентирующая педагогика требует от педагога знания и понимания механизмов работы сознания ученика в процессе когнитивного обучения. Необходимо изменить содержание начальных фаз урока, добавив в них компоненты, повышающие личностную значимость учебной информации. Хочется предупредить читателя, что это не создание учебной мотивации, а создание среды личностного роста. Во втором случае ученик формирует свои структуры знания для решения задач роста личности, а не для получения мотивационных эффектов (интереса, желания учиться и т. д.).
При организации педагогической среды в ориентирующей педагогике особое значение имеют стили учебной деятельности, которые сформировались в когнитивно-личностной структуре ученика. Они определяют возможности будущей когнитивной структуры человека. Необходимо ещё раз подчеркнуть взаимную связь процессов развития личности человека и его когнитивной структуры.
С завершением формирования личности завершается и формирование когнитивной структуры. Поэтому важно не форсировать формирование личности ученика, а придавать ей направления возможного роста, понимая, что при этом мы даём ученику резервы и шанс для его постоянного когнитивного роста.
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''48''
!! Цитирование
Попова З.Д., Стернин И.А. Теоретические основания семантико-когнитивного подхода к языку
Опубликовано в книге Когнитивная лингвистика в виде параграфа 1.@@color:red;3@@ Основные черты семантико-когнитивного подхода к языку
```
Попова З.Д., Стернин И.А. Когнитивная лингвистика. М.: ACT. «Восток-Запад», 2007, 226 с.
```
Приводится в сокращении.
!!
[ext[ ggg |file:///D:\TRab\2017\06\20170614\Sternin\Kognitivnaja_lingvistika_Izbrannye_stati.pdf]]
!! Выдержки
Развиваемый нами подход к лингвокогнитивным исследованиям мы обозначаем как семантико-когнитивный, подчеркивая этим названием основное направление
исследования - исследование соотношения семантики языка с концептосферой народа, соотношения семантических процессов с когнитивными. <…>
Главное положение этой методологии состоит в том, что через изучение семантики языковых знаков можно проникать в концептосферу людей, можно выяснять, что было
важно для того или иного народа в разные периоды его истории, а что оставалось вне
поля его зрения, в то время как для другого народа это оказывалось существенным. На
основе этого методологического положения были разработаны методы когнитивной
лингвистики, которые теперь уже позволяют обнаруживать особенности не только
национального, но и группового мышления, и все разнообразие индивидуально-
авторских концептосфер.
Основные постулаты развиваемого нами подхода таковы.
Мышление человека невербально, оно осуществляется при помощи универсального
предметного кода. Люди мыслят концептами, кодируемыми единицами этого кода и
составляющими базу универсального предметного кода (Выготский 1982, Жинкин
1958, 1982, 1998, Горелов 1980, 2003, Горелов, Седов 1998).
Концепт - принадлежность сознания человека, глобальная единица мыслительной
деятельности.
Упорядоченная совокупность концептов в сознании человека образует его
концептосферу.
Язык - одно из средств доступа к сознанию человека, его концептосфере, к со-
держанию и структуре концептов как единиц мышления. Через язык можно познать и
эксплицировать значительную часть концептуального содержания сознания.
Лингвистические методы, используемые для описания лексической и граммати-
ческой семантики языковых единиц становятся методами лингвокогнитивного
исследования. Когнитивная лингвистика исследует семантику единиц, репрезен-
тирующих (объективирующих, вербализующих, овнешняющих) в языке тот или иной
концепт.
Исследование семантики языковых единиц, объективирующих концепты, позволяет
получить доступ к содержанию концептов как мыслительных единиц.
Совокупность значений языковых единиц образует семантическое пространство
языка.
Концепт - единица концептосферы, значение - единица семантического пространства
языка.
Значение - элемент языкового сознания, концепт - когнитивного («общего»).
Концепт и значение в равной мере - явления мыслительной, когнитивной природы.
Значение есть часть концепта как мыслительной единицы, закрепленная языковым
знаком в целях коммуникации.
Разграничиваются психолингвистическое значение («психологически реальное», то
есть во всем объеме семантических признаков, связываемых со словом в сознании
носителя языка; выявляется преимущественно экспериментальными приемами) и
«лексикографическое» значение (кратко сформулированное, отраженное в толковых
словарях). Концепт, если он назван, включает как свою составную часть
психолингвистическое и лексикографическое значения, но по объему своего
содержания остается неизмеримо больше, чем оба вышеназванных значения.
Концепт не имеет обязательной связи со словом или другими языковыми средствами
вербализации. Концепт может быть вербализован, а может быть и не вербализован
языковыми средствами.
В акте речи вербализуется коммуникативно релевантная часть концепта.
Исследование семантики языковых единиц, вербализующих концепт - путь к описанию
вербализуемой части концепта.
Причины вербализации или отсутствия вербализации концепта - чисто комму-
никативные (коммуникативная релевантность концепта). Наличие или отсутствие
вербализации концепта не влияет на реальность его существования в сознании как
единицы мышления. В сознании существует большое количество невербализованных
концептов. Значительная часть концептов индивидуального сознания вообще не
подлежит вербализации.
Наличие большого количества номинаций того или иного концепта свидетельствует
о номинативной плотности (термин В.И.Карасика) данного участка языковой системы,
что отражает актуальность вербализуемого концепта для сознания народа.
Концепт может быть вербализован в случае коммуникативной необходимости
различными способами (лексическими, фразеологическими, синтаксическими и др.),
целым комплексом языковых средств, систематизация и семантическое описание
которых позволяют выделить когнитивные признаки и когнитивные классификаторы,
которые могут быть использованы для моделирования концепта.
Концепт имеет определенную структуру, которая не является жесткой, но является
необходимым условием существования концепта и его вхождения в концептосферу.
Концепты внутренне организованы по полевому принципу и включают чувственный
образ, информационное содержание и интерпретационное поле.
Структура концепта образована когнитивными признаками разного ранга, которые
различаются по степени яркости в сознании их носителей и упорядочиваются в
структуре концепта по полевому признаку.
Наблюдается национальная, социальная, групповая и индивидуальная специфика
концепта. Концепты имеют национальные особенности содержания и структуры;
возможны эндемичные концепты, возможна лакунарность концепта.
Метод семантико-когнитивного анализа предполагает, что в процессе
лингвокогнитивного исследования от содержания значений мы переходим к
содержанию концептов в ходе особого этапа описания - когнитивной интерпретации.
Когнитивная интерпретация - тот этап семантико-когнитивного анализа, без которого
исследование остается в рамках лингвистической семантики.
Опубликовано в:
З.Д.Попова, И.А.Стернин. Когнитивная лингвистика.
М.: «Восток-Запад», 2007, с.18-23.
Приводится в сокращении.
Когнитивная семасиология и лингвоконцептология3
!! Цитирование
Русова Н.Ю. Теоретические основы моделирования дидактического материала : На примере образовательной области "филология" : дисс. ... д. пед. наук : Нижний Новгород, 2000. 435 с.
!! Карточка РГБ
Русова, Наталья Юрьевна.
Теоретические основы моделирования дидактического материала : На примере образовательной области "филология" : диссертация ... доктора педагогических наук : 13.00.01. - Нижний Новгород, 2000. - 435 с.
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/201710../..]] нет
*[ext[BI |file:///D:/BI/S/..]] нет
*[ext[Интернет |https://yadi.sk/i/mC3tDOE1sfSFs]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/ ..... .pdf]]
!! Содержание
[[Теоретические основы моделирования дидактического материала содержание]]
!! Выдержки
[[Теоретические основы моделирования дидактического материала 1.2.]]
ВВЕДЕНИЕ 7
ГЛАВА 1. Статус понятий "модель", "моделирование", "дидактический материал" в педагогическом тезаурусе и оптимизация дидактического моделирования 32
1.1. Категории модели и моделирования в педагогике [[32|Теоретические основы моделирования дидактического материала 1.1.]]
1.2. Дидактический материал и его отношение к содержанию образования и средствам образовательного процесса [[44|Теоретические основы моделирования дидактического материала 1.2.]]
1.3. Принципы дидактического моделирования [[53|Теоретические основы моделирования дидактического материала 1.3.]]
1.4. Моделирование различных содержательных компонентов дидактического материала [[58 |Теоретические основы моделирования дидактического материала 1.4.]]
1.5. Требования к дидактическому материалу, обслуживающему образовательную область "филология" [[72 |Теоретические основы моделирования дидактического материала 1.5.]]
ГЛАВА 2. Терминологический словарь - тезаурус как средство и результат концептуального моделирования предметной области.78
2.1. Понятийно-терминологическая и концептуальная модели предметной области [[78|Теоретические основы моделирования дидактического материала 2.1.]]
2.2. Специфика учебной терминографии [[80 |Теоретические основы моделирования дидактического материала 2.2.]]
2.3. Историческое развитие понятия "тезаурус" [[82 |Теоретические основы моделирования дидактического материала 2.3.]]
2.4. Полифункциональный терминологический словарь комбинированного типа и его структура [[87 |Теоретические основы моделирования дидактического материала 2.4.]]
2.5. Теоретико-литературное и терминографическое обеспечение образовательной области "филология" [[90 |Теоретические основы моделирования дидактического материала 2.5.]]
2.6. Специфика усвоения теоретико-литературных понятий учащимися средней школы [[95 |Теоретические основы моделирования дидактического материала 2.6.]]
2.7. Процесс построения учебного словаря-тезауруса [[103 |Теоретические основы моделирования дидактического материала 2.7.]]
2.7.1. Отбор лексики [[105|Теоретические основы моделирования дидактического материала 2.7.1]]
2.7.2. Выделение терминов-синонимов [[109|Теоретические основы моделирования дидактического материала 2.7.2]]
2.7.3. Фасетная структуризация понятийно- терминологического пространства с помощью базовых категорий [[113|Теоретические основы моделирования дидактического материала 2.7.3]]
2.7.4. Иерархические отношения между терминами [[116|Теоретические основы моделирования дидактического материала 2.7.4]]
2.7.5. Специфика ассоциативных межпонятийных связей. 123
2.7.6. Иллюстративная цитатная компонента словаря и ее назначение 127
2.8. Структура учебного словаря-тезауруса по литературоведению 128
2.8.1. Терминологический рубрикатор 128
2.8.2. Систематический указатель иерархических отношений 131
2.8.3. Структура словарной статьи 139
2.8.4. Понятийная карта предметной области 145
2.9. Интегративные и методологические функции общенаучной терминологии 148
2.10. Роль учебного словаря-тезауруса в освоении системы научно-теоретических понятий 153
ГЛАВА 3. Систематизация и наглядная репрезентация информационной структуры дидактического материала, обслуживающего операционно-деятельностную компоненту содержания образования 157
3.1 . Операционно-деятельностная компонента учебного материала по русскому языку 157
3.2. Структурно-предметная систематизация информационных элементов 158
3.3. Операционно-алгоритмическая систематизация информационных элементов 160
3.4. Иерархическая классификация и бинарная оппозиция как принципы систематизации информационных элементов. 168
3.5. Содержание понятия наглядности 178
3.6. Средства вербально-символической реализации зрительной наглядности 181
3.7. Схемы 184
3.7.1. Схемы-формулы 184
3.7.2. Схемы-алгоритмы 192
3.7.3. Древовидные схемы 196
3.8. Таблицы 199
3.8.1. Объектные таблицы 200
3.8.2. Операционные таблицы 201
3.8.3. Интегративные объектно-операционные таблицы. 202
3.9. Дидактическая ценность табличного способа представления учебной информации 21 1
ГЛАВА 4. Репрезентация познавательных и исследовательских процессов как условие
Формирования методологической компетентности субъектов образования 214
4.1. Сочинение по литературе как способ формирования методологической компетентности учащегося 21 4
4.2. Содержательные компоненты дидактического материала по написанию сочинений 217
4.2.1. Операционно-методическая этапная модель рабочего процесса 217
4.2.2. Классификационная модель сочинения. 218
4.2.3. Операционно-методическая расшифровка ключевых терминоэлементов в заголовках сочинений 230
4.2.4. План-проспект как модель текста и интеллектуальной деятельности по его написанию 232
4.2.5. Классификационное и операционно-методическое моделирование содержательных блоков сочинения 246
4.2.6. Операционно-методическое моделирование процесса редактирования 253
4.2.7. Понятийно-терминологическое обеспечение дидактического материала 260
4.3. Дидактические функции филологического анализа текста 263
4.4. Текст как общенаучная категория 265
4.5. Методология интегративного филологического анализа 272
4.6. Моделирование дидактического материала по филологическому анализу текста 282
4.6.1. Комментированная хрестоматия и ее структура...282
4.6.2. Принципы моделирования и проектирования комментированной хрестоматии 284
4.6.3. Принципы и приемы интегративного филологического анализа лирического стихотворения 287
4.6.4. Принципы и приемы интегративного филологического анализа прозаического художественного текста 289
ЗАКЛЮЧЕНИЕ 293
БИБЛИОГРАФИЯ 299
ПРИЛОЖЕНИЕ 349
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!Глава 1. Статус понятий "модель", "моделирование", "дидактический материал" в педагогическом тезаурусе и оптимизация дидактического моделирования
!!1.1. Категории модели и моделирования в педагогике.
Происходящее в 90-х гг. XX в. коренное изменение всей образовательной парадигмы ведет к становлению нового тезауруса педагогики, к формированию новой педагогической терминосистемы, что связано не только с появлением неизвестных доселе терминов, но и с обновлением содержания привычных терминологических единиц. Статус центральных понятий нашего исследования - модель, моделирование, дидактический материал - в педагогическом тезаурусе далеко не так однозначен, как это может показаться на первый взгляд.
Категории модели и моделирования пришли в современную методологию науки из кибернетики, постепенно превращаясь в общенаучные понятия - так же, как информация, управление, система, структура и некоторые другие. Моделью в широком смысле принято именовать любой образ, аналог (мысленный или условный) какого-либо объекта, процесса или явления ("оригинала" дан ной модели), используемый в качестве его "заместителя", "представителя". Моделирование же, во-первых, сводится к самому процессу построения и изучения моделей реально существующих предметов и явлений, а во-вторых - к методу исследования, предполагающему определение или уточнение характеристик и рационализацию способов построения вновь конструируемых объектов
33
на основе использования их моделей (см. СЭС, 1985). При этом надо учитывать, что "традиционная точка зрения на моделирование исходит из того, что моделируемый объект познается как данный в непосредственном наблюдении, позволяющий выделить в нем абстрактные элементы и отношения между ними. Однако мы никогда не изучаем в науке объект, данный только в наблюдении. Так или иначе присутствует теоретическая концепция этого объекта, и сам он рассматривается как представитель класса объектов, для которых справедлива эта концепция. И в моделировании мы сопоставляем объект не только с... подобным ему объектом-моделью, но и с теоретической концепцией, а также с другими объектами, подходящими под эту концепцию" [511, с.22]. Модель, таким образом, может стать основой зарождения новой теории, так как с помощью моделирования выявляются сущностные для конкретной научной парадигмы свойства реального объекта. В этом смысле правомерно считать модель теорией, "имеющей наглядное содержание в виде образов, служащих аналогами ненаблюдаемых объектов" [149, С.263].
Категория модели становится основой междисциплинарных исследований, соответствующих духу общенаучной методологии, которая претерпевает в настоящее время поистине революционные изменения. Суть этих изменений в общем виде можно охарактеризовать так: если весь предшествующий этап развития науки проходил под знаком классического детерминизма, т.е. базовыми для каждого ученого являлись категории причины и следствия, каузальные связи, поиски ответа на вопрос "почему?" и понятие объективной истины было антонимично понятию неорганизованного хаоса, то с середины XX века на авансцену выдвигается системный анализ и изучение процессов самоорганизации в системах разной
34
природы, а случайность, нестабильность и неустойчивость осознаются как важные факторы развития [196, 328, 473]. Порядок может самопроизвольно возникать из хаоса, и "понятие истины... постепенно уступает место понятию модели, осознается принципиальная неполнота и схематичность, идеализированность любого описания явлений, принципиальное отсутствие возможности вполне точного, определенного и полностью формализованного знания" [116, с.57]. А поскольку известно, что "модель отражает объект не полностью, а с упрощениями и искажениями - в зависимости от того, для какой цели она предназначена и какие есть возможности для ее построения" [6, с.35], постольку любой объект, процесс или явление реального мира невозможно описать с помощью одной модели, приближение к постижению сущностных свойств мира возможно лишь на пути построения бесконечного множества моделей. Причем это во все не означает отказа от целей всестороннего познания; как хорошо заметили Н.Винер и А.Розенблют, "частные модели, при всех их несовершенствах, - единственное средство, выработанное наукой для понимания мира. Из этого положения не вытекают пораженческие установки. В нем признается только, что главное орудие науки - человеческий разум, а этот разум конечен" [295, с. 175].
В современной науке категория моделирования "универсализируется и в определенном смысле становится синонимом познания" [260, с.292]. Недаром при переводе фундаментального исследования М.Вартофского "Модели. Репрезентация и научное понимание" [51] базовый для теории моделирования термин "репрезентация" предстает перед читателем также в облике терминов "образ" и "представление". Модельный же аспект термина "репрезентация" связан с внешним выражением некоторого содер-
35
жания, с замещением одного содержания другим - вещественным
или знаковым.
Одно из главных преимуществ моделирования - это целостность представления информации [324, с.66]. Кроме того, нельзя не сказать, что обобщенный подход к моделированию связан с развитием системных исследований и их объединением с методологией
моделей [88]. На базе этого объединения возникло понятие систем
ного моделирования, которое раскрывается как "историческая
форма метода моделей, обладающая двоякой сущностной гносеологической характеристикой, где предмет моделирования рассматривается как система и сам модельный познавательный процесс расчленяется на систему моделей, каждая из которых отображает дисциплинарный срез моделируемой системы, а все вместе дают ее
многодисциплинарное представление" [300, с.465].
Для дальнейших целей нащего исследования необходимо так же обратиться к разным способам классификации моделей, которые предоставляет современная методология науки.
а) По способу реализации и в соответствии с применяемым методом научного исследования выделяются:
- знаковые
(абстрактные) модели (теоретический метод исследования), репрезентированные в вербальной, символической и вербально-символической формах;
-
предметные
модели (экспериментальный метод исследования).
Еще В.А.Штофф, используя указанное основание деления, выделял модели мысленные и материальные [513, с.23-25], дифференцируя среди мысленных моделей образные (иконические), смешанные (образно-знаковые) и знаковые (символические). Однако если учесть, что широкое семиотическое понимание знака предпо-
36
лагает включение в эту категорию, наряду с прочими, неязыковых иконических знаков (Ч.Моррис [291]), то представляется целесообразным именовать знаковыми все мысленные модели; к тому же определение "мысленные" содержит ложный намек на то, что модели этого класса существуют лишь "в мысли", т.е. лишены материальной реализации. Аналогично ложная интерпретация может сопутствовать определению "материальные модели", которые (по В.А.Штоффу) противопоставляются мысленным отнюдь не по признаку противопоставления "материальное - идеальное"; поэтому нам кажется более уместным характеризовать "пространственно- подобные, физически подобные и математически подобные" модели как вещественные.
б) Охарактеризованное выше деление в определенной степени перекликается с предложенной Н.М.Амосовым дифференциацией моделей действующих, в которых модельные элементы взаимодействуют друг с другом и с внешней средой, и моделей статичных, которые лишены возможности самостоятельно взаимодействовать с внешним миром [6, с.37].
в) По своему назначению выделяются модели, которые применяются:
- в исследовательском процессе (исследовательские модели),
- в процессе обучения (дидактические модели),
причем, как легко понять, непроходимой границы между этими разновидностями не существует; зачастую речь идет лишь о
смене общей точки зрения на процесс моделирования и структуру
моделей.
г) Модели могут различаться по сферам науки и практической деятельности, в которых они используются и объекты, явления и
37
процессы которых подвергаются моделированию (модели в физике,
биологии, лингвистике, педагогике и т.п.).
) Используя аналогичное основание деления, модели можно и должно типологизировать в зависимости от сторон и аспектов объекта, процесса или явления, репрезентированного в модели; так, в лингвистике существуют синтаксические и порождающие модели; в педагогике - модели ученика, учителя, учебного процесса, образовательной системы; в филологической дидактике - модели читательских интересов школьника, модели классов орфограмм, модели школьных сочинений.
е) По степени сходства с объектом-оригиналом принято различать модели.
- пзофункциональиые, моделирующие функции оригинала;
- изоморфные, когда модель и оригинал подобны по своей эле ментной структуре;
- гомоморфные, когда модель воспроизводит структуру оригинала в упрощенном виде. Легко заметить, что подавляющее большинство продуктов со временного научного и дидактического моделирования составляют гомоморфные модели.
ж) Очень важной представляется типология моделей по методу и методике моделирования. В качестве примера обратимся к наиболее актуальному для дидактических целей моделированию со держания конкретной предметной области. Оно может сводиться к следующим разновидностям.
- понятийно-терминологическое моделирование, продуктом которого являются модели обобщенных представлений об основных семантических узлах соответствующего информационного пространства [94, 440 и др. - см. главу 2];
38
- сетевое моделирование, представляющее (обычно в форме ориентированных графов) модели всевозможных отношений в моделируемой системе [22, 415, 416];
- фреймовое (ситуационное или ситуативное) моделирование, в результате которого строятся модели стереотипных ситуаций, часто повторяющихся в предметной области; различия между фреймами системы обычно отражают разнотипные действия, при чинно-следственные связи, изменения понятийной точки зрения [275, 503, 504];
- классификационное моделирование, продукты которого - классификационные модели - строятся на базе существующих в современной науке классификаций: перечислительной, иерархической, фасетной [276, 277];
- алгоритмическое моделирование, объектом которого являются типовые действия, совершаемые в пределах конкретной предметной области, причем названные действия моделируются с по мощью построения алгоритмов [225].
Разумеется, конкретные модели содержания предметных областей, как правило, строятся и формируются на базе сочетания нескольких способов моделирования; так, тезаурусная модель, о которой пойдет речь во 2-й главе, использует понятийно-терминологический, фреймовый и классификационный типы моделирования.
з) Наконец, очень важным представляется разделение моделей на объективированные, т.е. обретшие доступное для всех (или части) членов социума материальное воплощение, и необьективированные, существующие лишь в сознании моделирующего субъекта
- вне зависимости от того, осознанным или неосознанным является
процесс моделирования. Именно необъективированные модели
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имеются в виду в высказываниях такого рода: "Организм... имеет,
хранит и совершенствует систему представлений о среде и образцов поведения. Эта система всегда приблизительна и схематична,
что дает основания назвать ее системой моделей..." [116, с.43].
Процесс становления личности в определенном смысле можно связать с процессом объективизации названной системы моделей и с формированием и закреплением системы способов этой объективизации. Объективированная модель "фактически... рассматривается как конструкция, в которой мы располагаем символы нашего опыта или мышления как средство их понимания или объяснения другим людям" [51, с. 11].
В современной педагогической терминосистеме (педагогическом тезаурусе) категории модели и моделирования имеют два содержательных наполнения, значительно отличающихся друг от друга.
1) Поскольку суть образовательного процесса сводится к трансляции
накопленного обществом социального и духовного опыта, постольку основу содержания образования правомерно интерпретировать как сложную иерархию моделей разных элементов этого опыта. Существенно, что названные модели являются продуктом моделирования, осуществляющегося вне образовательной системы и ведущегося без учета ее специфики - в сфере науки, искусства и других областей общественного познания. В данном случае мы имеем дело с общенаучным содержанием терминов "модель" и "моделирование", пусть даже эти термины функционируют в сугубо педагогическом исследовании.
2) Однако педагогика, как любая другая наука, имеет свою
собственную категориальную систему, и внутри этой системы некоторые общенаучные единицы обогащаются дополнительным со-
40
держанием, специфика которого определяется конкретикой соответствующей предметной области. Так, вполне понятно, что непосредственное постижение обучающимся человеком иерархической
системы моделей, репрезентирующих человеческую культуру, попросту невозможно: необходимо то, что в педагогике называют
формированием содержания образования.
Любопытно, кстати, что на заре человеческой цивилизации образовательные учреждения для обучения пользовались текстами,
непосредственно реализующими модели общей культуры. Учебными средствами "могли служить - и служили - мифы, эпические
сказания, псалмы, гимны, любовные песни, погребальные плачи и
т.п." [116, с. 142].
Дидактический материал, таким образом, был не
специализированным и не подвергался предварительному проектированию. По мере усложнения и дифференциации социального и
культурного опыта система образования начинает отбирать и фильтровать материал, специально предназначенный для дидактических
целей. Информационное пространство образования, сначала представлявшее собой как бы сгущенный вариант общекультурной информационной среды, "постепенно превращается в своеобразное
буферное пространство между личностью и культурой" [там же,
С.147].
Таким образом, собственно педагогическое моделирование
можно свести к следующим разновидностям:
1) Исследовательское педагогическое моделирование как средство прогностического анализа разных компонентов системы образования. В зависимости от объектов моделирования могут быть по строены:
а) модели субъектов образовательного процесса - учителя (В.П.Симонов [410]) и ученика (Э.Конан [201], А.Хорман [492]), а
41
также такая важная для педагогики модель, как "модель культурного человека" (Э.Савицкая [392]);
б) модели обучаемости как важнейшего свойства субъектов
образовательного процесса (Р.Буш и Ф.Мастеллер [47]), а также
модели других отдельно взятых свойств и качеств названных субъектов, например, ментальности (Ж.В.Ковалевская и В.В.Манекин [199]);
в) модели самого учебного процесса в целом (Г.Г.Граник и
в) модели самого учебного процесса в целом (Г.Г.Граник и О.Н.Юдина [105], Л.Б.Ительсон [170], И.Я.Лернер [236], Л.Т.Турбович [469], см. также [282] и [284]), модели курса обуче ния по конкретной учебной дисциплине (И.И.Ильясов и Н.А.Галатенко [166]), а также модели педагогических ситуаций [283];
г) модели разнообразных средств, обслуживающих учебный процесс, - учебных программ (И.И.Логвинов [242]); учебников (Ю.Ворончихин и С.Водчиц [69], А.А.Гречихин [109], Д.Д.Зуев [160], К.Сосницкий [433]); учебно-методических изданий (Л.А.Белая[18])ит.п.;
д) модели содержания образования (И.И.Ильясов и
Н.А.Галатенко [166], М.В.Кларин [191]);
е) модели учебных заведений (Э.Г.Костяшкин [204]);
ж) модели системы образования в целом, т.е. совокупности образовательных учреждений в социуме (М.А.Бермант, Л.К.Семенов и В.Н.Сулицкий [23], см. также [335]);
з) модели образовательных и воспитательных систем как вариантов конкретной организации образовательной деятельности (Е.И.Казакова [173], М.В.Ютарин [191], а также [281]);
и) модели управления системой образования (В.Н.Бурков и В.А.Ириков [45]); 42
к) модели образовательных результатов (Е.С.Заир-Бек [144], А.П.Тряпицына [468]).
Во всех этих случаях модели служат целям анализа и прогностики соответствующих педагогических явлений, а моделирование
является первым звеном в цепи, которую продолжают проектирование и конструирование (Б.С.Гершунский, Е.С.Заир-Бек, Е.И.Казакова и др.).
Существенно, что прямое и некритическое перенесение категорий модели и моделирования из кибернетики в педагогику, минуя общеметодологическое осмысление названных категорий, при водит к обеднению и огрублению анализа и к потере гуманитарной конституирующей составляющей моделируемых педагогических объектов (см, например, работу В.П.Беспалько "Слагаемые педагогической технологии" [24], а также сборник "Кибернетика и проблемы обучения" [188]). Думается, что не имеет смысла в качестве цели педагогического моделирования добиваться построения количественной педагогической теории, в обязательном порядке реализуемой компьютерным способом; стремление уложить образовательную систему в прокрустово ложе общетехнического проектирования и конструирования (см. о категориях последнего в исследовании Я.Дитриха [133]) приводит к тому, что образование превращается в жесткую конструкцию из отдельных элементов - знаний, умений и навыков.
2) Дидактическое моделирование, сущностью которого является моделирование информационной структуры содержания образования для последующей ее репрезентации в дидактическом материале. Модель в данном случае выступает как содержание, которое должны освоить учащиеся, а педагогическую проблему составляет построение всевозможных моделей, в совокупности составляющих
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содержание образования (В.И.Загвязинский, А.М.Сохор). Результаты дидактического моделирования могут быть распределены как по предметным (образовательным) областям, естественнонаучным и гуманитарным, так и по типам информационных элементов, превалирующих в конкретной модели. Информационная структура со держания образования складывается из следующих компонент:
- знаниевой, которую составляют фактологические и научно-теоретические информационные элементы;
- операционно-деятельностной, сводящейся к типовым операциям, которыми должен овладеть учащийся, и
- творческой, суть которой - интегрированная совокупность
способов, приемов и средств активизации творческого потенциала
личности.
Специфика каждой из названных компонент оказывает непосредственное воздействие на ход и характер дидактического моделирования и его продуктов.
3) Наконец, в педагогике допустимо и целесообразно рассматривать
моделирование как учебное
действие,
когда модель является
средством организации процесса обучения и одновременно его
целью, если иметь в виду, что учащиеся должны овладеть методом
моделирования (Л.М.Фридман [485]). При этом следует отдавать
себе отчет, что модели типа образца, наглядного пособия, используемые при обучении, представляют собой вырожденные случаи
научного моделирования, поскольку исследовательская стадия за
кончилась и модель используется как статичный носитель ее результатов
[114].
В идеале дидактическое моделирование одновременно должно являться и средством обучения процессу моделирования, однако эта функция дидактических моделей осознается далеко не всеми их создателями.
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В педагогической литературе термин "моделирование" чаще
всего используется в широком, недифференцированном значении, а
между тем в подавляющем большинстве случаев описываются научно-исследовательские педагогические модели. Так,
И.П.Подласый констатирует, что "моделирование в дидактике
успешно применяется для решения следующих важных задач:
а) оптимизации структуры учебного материала;
б) улучшения планирования учебного процесса;
в) управления познавательной деятельностью;
г) управления учебно-воспитательным процессом;
д) диагностики, прогнозирования, проектирования обучения"
[324,
С.67].
Однако если задачи (б), (г) и (д) решаются с помощью исследовательского моделирования, то решение задач (а) и (в) требует
применения принципиально другого вида моделирования - дидактического, специфику которого мы пытались охарактеризовать выше.
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!! 1.2. Дидактический материал и его отношение к содержанию образования и средствам образовательного процесса.
[[Дидактический материал]], принципы моделирования которого составляют предмет нашего исследования, является одной из тех категорий дидактики, содержание которых претерпевает в последнее время наиболее существенные изменения. В 60-е годы этот термин обозначал специфический вид наглядных учебных пособий (карточек с текстом, рисунками и цифрами, трафаретов, наборов деталей и счетного материала, моделей геометрических фигур и
45
т.п.), который содержал "исходные данные для конструктивной работы учащихся по решению той или иной учебной задачи" (Педагогическая энциклопедия, М., 1964). Несколько позже дидактическим материалом стали называть также отдельные методические пособия для учителя (М.Р.Львов [252]). В настоящее время, однако, содержание названного термина значительно расширилось и изменилось, и для его характеристики необходимо уточнить соотношение таких основополагающих категорий педагогики, как содержание образования, средства образовательного процесса и учебный материал. Содержание образования является главным системообразующим фактором в процессе обучения и включает в себя следующие компоненты [309, 413, 455]:
- знания о природе, обществе, технике, человеке, мышлении и способах человеческой деятельности;
- опыт осуществления известных способов деятельности, воплощающихся вместе со знанием в умениях и навыках личности, усвоившей этот опыт;
- опыт творческой деятельности по решению новых проблем, возникающих перед личностью и перед обществом;
- опыт эмоционально-ценностного отношения к миру.
Современная дидактика предполагает, что познание действительности и приобретение знаний - это только одна сторона обучения, второй же является функционирование этих знаний в мышлении учащегося, в его интеллектуальной деятельности, а третьей - их использование в практической деятельности, включающей преобразование действительности [302, 468]. В сущности, содержание образования представляет собой модель социального заказа, обращенного к образовательной системе.
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```
* 252.Львов М.Р. Словарь-справочник по методике русского языка. - М., РОСТ СКРИН, 1997. - 254 с.
* 309.Педагогика: Учебное пособие. / Под ред. П.И.Пидкасистого. - М., Педагогическое общество России, 1998. - 638 с.
* 413.Скаткин М.Н., Краевский ВВ. Содержание общего среднего образования: Проблемы и перспективы. - М., Знание,1981.-96 с
* 455.Теоретические основы содержания общего среднего образования. / Под ред. В.В.Краевского, И.Я.Лернера. - М., Педагогика, 1983.-352 с.
* 302.Образовательная программа - маршрут ученика. 4.1. / Под ред. А.П.Тряпицыной. - СПб., ЮИПК, 1998. - 113 с.
* 468.Тряпицына А.П. Теория проектирования образовательных программ. // Петербургская школа. Теория и практика формирования многовариантной образовательной системы. Центр педагогической информации. - СПб., 1992. - С.37 - 42.
```
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и в процессе своего формирования проходит через следующие этапы: уровень общего системного теоретического представления о составе, структуре и функциях содержания образования; уровень учебного предмета или образовательной области, на котором реализуется взаимодействие логики соответствующей науки (и шире - соответствующей сферы общественного сознания) - и условий и закономерностей образовательного процесса; уровень учебного материала, где осуществляется реальное наполнение элементов содержания образования конкретными знаниями, умениями, навыками, познавательными задачами и упражнениями, репрезентированными в учебниках, задачниках, пособиях, компьютерных программах и других образовательных средствах. Подчеркнем, что вследствие изменения эдукологической ситуации в целом и главное - вследствие изменения цели образования, которая ныне состоит не только в социализации индивида, но в воспроизводстве культурного опыта поколений и укоренении в личностном духовном мире всечеловеческих нравственных ценностей, содержание образования сегодня интерпретируется не как совокупность учебных предметов, а как иерархия необходимых для осознанного самоопределения личности сфер человеческой жизнедеятельности, или образовательных областей [302]. В этом контексте содержание образования репрезентируется в учебном плане, в совокупности учебных программ, коррелирующих образовательным областям, и в соответствующих им учебно-методических комплексах. К средствам обучения (или дидактическим средствам - В.Оконь, Ч.Куписевич; или средствам образования Б.С.Гершунский) принято относить "все объекты и процессы (материальные и материализованные), которые служат источником
47
учебной информации и инструментами (собственно средствами) для усвоения содержания учебного материала, развития и воспитания учащихся" [454, с. 187]. В.В.Краевский и И.Я.Лернер выделяют среди средств обучения учебник вкупе с сопутствующими учебными и методическими книгами, ТСО вместе со средствами наглядности и слово учителя; Б.С.Гершунский относит к средствам образования учебные и методические тексты, наглядные пособия, компьютеры, аудио- и видеоаппаратуру и другие технические приспособления [85]; являются средствами образования и упомянутые выше учебно-методические комплексы. Учебные планы и учебные программы по предметам и образовательным областям определяют содержание учебного процесса; учебные книги и электронные накопители информации фиксируют это содержание [324, с.324]. Со гласно некоторым современным авторам, такие средства обучения, как учебники и учебные пособия, являются не чем иным, как ин формационной моделью обучения, своеобразным сценарием учебного процесса [309, с.231], т.е. учебные средства моделируют не только информационную структуру содержания образования, но и непосредственный образовательный дискурс. Таким образом, традиционно вкладываемое в понятие "средства образования" содержание сводится к материально- технологическому обеспечению образовательного процесса, имеет ярко выраженный "процессуальный" оттенок. На наш взгляд, педагогике необходима категория, которая была бы промежуточной между "содержанием образования" и "средствами образования" и в которой был бы актуализирован аспект дидактического моделирования части человеческого опыта, отобранной в качестве содержания образования. Такая категория может быть сформирована и выражена с помощью термина "дидактический материал", а содержание
48
и сущность соответствующего понятия сводится к материально и семиотически организованным результатам дидактического моделирования содержания образования. Дидактический материал ни в коем случае не равен только "знаниевой" компоненте содержания образования или "учебной информации" (такие терминоупотребления нередки в педагогической литературе). Дидактический материал - это совокупность обусловленных образовательными потребностями конкретных систем интегрированных элементов содержания образования, репрезентированных в предметной, вербальной и символической формах. Средствами же образования (учебными или дидактическими средствами) целесообразно именовать совокупность и систему видов, типов и жанров дидактического материала, приведенных в соответствие с технологической спецификой образовательного процесса. Таким образом, на уровне формирования дидактического материала конституирующими являются категории содержания образования, его цели и его адресатов; на уровне же формирования дидактических средств решающую роль играет специфика и технология участия дидактического материала в учебном процессе. Каждая материальная единица дидактического материала (образовательная программа, учебный план, учебник, учебно - методическое пособие, словарь, справочник, компьютерная программа, наглядное пособие и т.п.) в интегрированной форме являет все элементы содержания образования, представленные, однако, в разном объеме и составе. Непосредственное соотношение знаниевой, операционно-деятельностной и опытно-творческой компонент определяется конкретной целью образовательной ситуации, для обслуживания которой предназначен дидактический материал, а в конечном счете - образовательными потребностями субъектов
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образования и целью образовательного процесса. Роль дидактического материала в процессе трансляции содержания образования показана на схеме №3. Диалектика соотношения понятий "модель" и "дидактический материал" заключается в том, что дидактический материал в одно и то же время является:
1) результатом и продуктом дидактического моделирования предметной области как компоненты содержания образования;
2) средством моделирования предметной области в сознании учащегося;
3) средством обучения учащегося процессу моделирования;
4) объектом педагогического исследовательского моделирования как первой ступени для последующего проектирования и конструирования.
Следует отдавать себе отчет, что когда мы рассматриваем специфику дидактического материала как результата дидактического моделирования предметной области, то тем самым создаем операционно - деятельностные исследовательские модели соответствующего дидактического материала, вследствие чего связь между (1) и (4) аспектами неразрывна. Поэтому в дальнейшем, говоря о моделировании дидактического материала, мы будем иметь в виду именно эти, по существу неразделимые, операции: построение совокупности и системы обслуживающих дидактический процесс моделей,
50
Схема 3. Процесс трансляции содержания образования.
[img[rus1.png]]
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объектом которых служит содержание предметной области как компоненты содержания образования, - и построение исследовательской педагогической модели соответствующих средств, обслуживающих образовательный процесс.
Факторы, определяющие проектирование и построение дидактического материала, систематизируются следующим образом:
1) Информационная структура содержания образования, причем знаниевая компонента включает в себя научно-теоретические и фактологические информационные элементы, операционно - деятельностная компонента репрезентируется операциональными и алгоритмическими элементами, а опытно-творческая и эмоционально-ценностная компоненты являются, по существу, векторами или силовыми полями, пронизывающими всю информационную структуру дидактического материала в целом.
2) Принцип пространственной организации информационной структуры, которая может быть линейной (и тогда мы имеем дидактический материал, развертывающийся в виде непрерывного текста, воспринимаемого, условно говоря, с начала до конца) и нелинейной (в этом случае дидактический материал предстает в виде гипертекстовой структуры, которую адресат может воспринимать и использовать, начиная с разных пространственных точек, - это, например, словарь, справочник, хрестоматия).
3) Семиотическая организация дидактического материала, которая может быть вербальной, символической, иллюстративной, графической; чаще всего, как и следовало ожидать, используется принцип интегративной семиотической организации.
4) Рецептивная организация дидактического материала, которая определяет такие его разновидности, как визуальная, аудиальная, аудиально-визуальная и визуально-тактильная.
52
5) Материально-технологическая реализация дидактического материала, которая позволяет дифференцировать печатный, компьютерный и предметно-модельный его варианты, причем к предметно-модельному дидактическому материалу относятся всевозможные муляжи, наглядные пособия, оборудование для физических и химических опытов и т.д., и т.п.
6) Наконец, специфику организации дидактического материала во многом определяет семантика образовательной области, которую он обслуживает, гуманитарная или естественно-научная.
Совокупность перечисленных факторов составляет основу общей классификационной модели дидактического материала.
Основным видом и типом дидактического материала по сей день остается печатная продукция, среди которой принято выделять учебники, учебные пособия (практикумы, сборники задач и упражнений, справочники, словари, хрестоматии и проч.) и методические пособия.
Наиболее всесторонне в российской дидактике исследована структура школьного учебника см., например, более 20 выпусков сборника "Проблемы школьного учебника" (с 1974 по 1982 гг.). Самыми актуальными представляются такие аспекты проектирования учебника, как специфика представления в этом виде дидактического материала различных компонентов содержания образования (В.В.Краевский, И.Я.Лернер, А.М.Сохор, В.Н.Столетов), логическая структура развертывания учебной информации (И.Д.Зверев, В.О.Пунский, А.З.Рахимов, В.И.Свинцов, К.Сосницкий, А.М.Сохор), разные виды систематизации этой информации (Ю.Ворончихин и С.Водчиц, В.И.Дайнеко, Л.Я.Зорина, К.Сосницкий), роль и качество научной терминологии в учебнике (И.М.Подгаецкая, Н.М.Розенберг), наконец, интегративный подход
53
к построению учебника (Г.Г.Граник, И.Д.Зверев, Д.Д.Зуев, А.З.Рахимов, Н.Ф.Талызина). Однако тенденция развития разнообразных типов дидактического материала такова, что решающая роль в образовательном процессе начинает принадлежать комплексу средств обучения в целом, а не отдельным его элементам (см. В.В.Краевский [209]; об этом же говорят Ю.К.Бабанский [11], В.В.Давыдов и А.К.Маркова [120], В.О.Пунский [343, 344]). И.П.Товпинец замечает, что с по мощью системы учебно-методических комплексов, в которые вхо дят такие виды дидактического материала, как справочники, тетради для самостоятельной работы, хрестоматии и т.п., может и должна осуществляться разгрузка полифункциональности школьного учебника [461]. Вполне логично, что каждую образовательную область, основу которой составляют интегрированные учебные курсы, должен обслуживать соответствующим образом организованный учебно-методический комплекс. О моделировании и проектировании некоторых конституирующих компонентов учебно- методического комплекса, обслуживающего образовательную область "Филология", и пойдет речь в настоящей работе
!! 1.3. Принципы дидактического моделирования.
Как было показано выше, любая локальная образовательная
среда отбирает и фильтрует тот материал культуры, который предназначен для передачи подрастающему поколению; этот материал,
другими словами, содержание образования подвергается дидактическому моделированию, с помощью которого создается уже упомянутое нами своеобразное буферное пространство между лич-
54
ностью и культурой, принципы дидактического моделирования
можно охарактеризовать следующим образом:
1) В процессе моделирования должна сохраняться
корреляция таких параметров дидактического материала, как его функция, адресат
(потребитель)
и
структура.
Функцией дидактического материала обусловливается превалирование в нем определенной компоненты содержания образования (знаниевой, операционно-
деятельностной или опытно-творческой); субъекты образовательного процесса - потребители дидактического материала, их возрастно-психологические особенности и образовательные потребности, а также ожидаемые образовательные результаты воздействуют на специфику моделирования содержательных элементов и
тем самым определяют структуру дидактического материала.
2) Во Введении отмечалось, что в настоящее время формирование содержания образования определяется постоянной дифференциацией и одновременно - интеграцией элементов социального
и духовного опыта. Процессы дифференциации определяются следующими векторами, содержание отдельных учебных предметов,
соответствующих конкретным наукам, дифференцируется в направлении все большей изоморфности системе накопленного знания, освещающего разные стороны и аспекты реальной действительности; сложные системы действий, которыми учащимся необходимо овладеть, дифференцируются на более простые и доступные подсистемы; наконец, внутри базовых целей образовательного
процесса (например, такой, как формирование коммуникативной
компетентности) выделяются цели промежуточные (например,
овладение грамотным письмом, формирование навыков создания собственных письменных текстов, формирование приемов устной речи в разных ситуациях общения). С другой стороны, современную
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образовательную практику невозможно представить вне постоянной реализации принципа интеграции [351, 480], который
проявляется; в сближении информационных элементов из разнообразных предметных областей в одной единице дидактического материала; в интегративном объединении информационных структур
разных предметов в одном учебном курсе; в интеграции различных
образовательных целей в рамках одной локальной единицы учебно
го процесса (например, урока); наконец, в интегративном анализе
предметов и явлений действительности, предпринятом в дидактических целях. Таким образом, важнейшим принципом моделирования дидактического материала является принцип
дифференциально-интегративный.
3) Дидактическое моделирование информационного пространства, являющего собой содержание образования, невозможно
без последовательного применения принципа
системности.
Системный анализ как базовая категория современной общенаучной
методологии ведет к осознанию того, что сущность сложного объекта (системы) не может быть постигнута поэлементным и каузальным исследованием: система являет собой нечто большее, чем
сумма ее составляющих, и поведение системы не укладывается в формулу:
внешнее воздействие > следствие в функционировании системы;
система обладает внутренней свободой функционирования (И.Р.Пригожин [328],
А.И.Уемов [473]). Категории системного анализа и модельного описания тесно связаны, поскольку
объект, явление или процесс внешнего мира, являющийся достаточно сложной системой, принципиально невозможно описать с
помощью одной модели, и конституирующим методологическим
принципом становится многомодельное исследование, проявляющееся,
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в частности, в междисциплинарном подходе (Э.Н.Гусинский
[116]).
Принцип многомодельного описания может и должен реализоваться также в процессе систематизации информационных элементов,
принадлежащих к одной дисциплине, одной предметной области. Некоторые системные аспекты организации фактологических, научно-теоретических и операциональных информационных
элементов будут рассмотрены далее.
4) Не менее важен и такой принцип дидактического моделирования, как наглядность,
под которой мы понимаем "простоту и понятность для данного человека того психического образа, который он создает в результате восприятия" конкретной единицы дидактического материала (см. Л.М.Фридман [485, с.21]). Более подробно
категория наглядности обсуждается в главе 3; здесь мы заметим только, что структура современной информационной среды определяет необходимость интеграции в дидактическом материале вербального и невербально-символического способов представления информации.
5) Одно из решающих условий оптимального моделирования
дидактического материала -
логическая, семиотическая и понятийно-терминологическая культура
указанного процесса.
Суть этих
характеристик будет раскрыта несколько ниже, при рассмотрении моделирования знаниевой компоненты содержания образования.
6) Наконец, назовем еще одну конституирующую характеристику дидактического материала, которая должна обеспечиваться в процессе его моделирования. Это - полифункциональность, т.е. потенциальная способность дидактического материала обслуживать
разные учебные ситуации и педагогические технологии.
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Более конкретные принципы дидактического моделирования и
систематизации содержания предметной области определяются
информационной структурой дидактического материала, в котором
это содержание репрезентируется. Сосредоточим внимание на таких охарактеризованных выше разновидностях информационной
структуры, как линейная (текстовая), нелинейная (гипертекстовая) и интегративная (совмещающая в себе признаки первых двух).
1) Принципами моделирования дидактического материала линейной информационной структуры являются:
- историко-хронологический, когда выстраивание информационной структуры определяется вектором исторического развития объектов соответствующей предметной области;
- структурно-предметный, предопределяющий гомоморфность информационной структуры дидактического материала и структуры предмета изучения.
2) К принципам моделирования дидактического материала не линейной (гипертекстовой) структуры относятся.
- понятийно-терминологический, при котором основными информационными элементами являются термины, репрезентирующие систему научных понятий;
- сетевой, когда основное внимание уделяется всевозможным связям и отношениям содержательных элементов;
- фреймовый (ситуационный), с помощью которого выстраиваются системы стереотипных ситуаций,
конституирующих специфику конкретной предметной области;
- классификационный, в основе которого лежат разнообразные виды классификаций, принятых современной наукой;
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- проблемно-деятельностный, при котором проблемным задачам, характерным для данной предметной области, коррелируют
конкретные виды деятельности;
операционно-алгоритмический, когда информационная структура предметной области ставится в соответствие тем типовым действиям и операциям, которыми должен овладеть учащийся.
3) Принципы моделирования дидактического материала смешанной и интегративной информационной структуры определяются сочетанием уже охарактеризованных; приведем конкретные примеры соответствующих дидактических структур, на которых в
дальнейшем будет сосредоточено наше внимание:
- тезаурусная структура, в процессе моделирования и проектирования которой сочетаются понятийно-терминологический, классификационный, сетевой и фреймовый принципы;
- дидактический материал, предназначенный для формирования и закрепления единого сложного интегративного навыка (например, навыка грамотного письма); при его моделировании используются проблемно-деятельностный, структурно-предметный,
классификационный и операционно-алгоритмический принципы;
- структура комментированной хрестоматии, для проектирования которой целесообразно опираться на историко-хронологический, проблемно-деятельностный и понятийно-
терминологический принципы.
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содержания образования. Рассмотрим прежде всего знаниевую компоненту, т.е. поставим в центр анализа передачу индивиду системы знаний, соответствующей конкретной предметной области.
Усвоение знаний в значительной степени определяется их структурированием и систематизацией, а следовательно, требует построения и развития всевозможных концептуальных моделей. В рамках психологии, информологии и семиотики сложилась концепция о
двух формах человеческого знания - понятийной и ситуативной.
Согласно этой концепции, содержание научных текстов и сообщений выступает как система структур двух видов: ситуаций и предметных областей. Основными и исходными являются иерархически
организованные в сознании структуры умственных ситуаций как
субъективных образов внешних ситуаций
[238].
Оперирование умственными ситуациями, их взаимодействие между собой приводит
к вычленению и обобщению элементов ситуаций, к превращению этих элементов в идеальные сущности, которые, в свою очередь,
складываются в структуры другого рода - предметные области. Названные элементы ситуаций можно рассматривать как ядра понятий о соответствующих предметах.
Система понятий, коррелирующая с некоторой предметной областью, - это ее понятийный образ, или понятийная модель. Языковая оболочка научного понятия - термин - служит основным средством структурирования научного знания; совокупность терминов,
реализующих понятия некоторой предметной области, образует ее
терминологическую модель (Б.Н.Головин
[21, 94], А.В.Суперанская
и другие [440]). Если описания множества возможных ситуаций,
элементами которых являются базовые понятия предметной области,
заменить макроописаниями обобщенных ситуаций, определяющих разные аспекты функционирования объектов предметной
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области, то мы получим ситуационную (ситуативную) модель последней (М.Минский
[275], Р.Шенк [503], Е.А.Шингарева [504]).
Концептуальное сочетание понятийно-терминологической и ситуационной моделей, на наш взгляд, открывает путь к новым и перспективным приемам обучения. В самом деле, достаточно полное извлечение из сообщения (текста) его содержания, а также усвоение и запоминание этого содержания возможно при условии обращения как к понятийным единицам данной области знания
(т.е. к терминам), так и к обобщенным и конкретным ситуативным
связям этих понятийных единиц. Некоторое представление о ситуативных связях дают парадигматические отношения между тер
минами - членами конкретной терминосистемы: это отношения синонимии, антонимии, корреляции, иерархии ("род - вид" и "целое -
часть") и другие, более конкретные [239, 331, 333].
Именно понятийно-терминологические и ситуационные модели предметных областей, предназначенные для обучения, реализуются в значительной части дидактического материала
(терминологических системах, учебниках, словарях и пр.), на который направлены познавательные процессы обучаемого, в частности, его восприятие и мышление. Оговорим, что в данном случае
мы исключаем из своего рассмотрения фигурирующие в процессе
обучения знания о фактах действительности и науки, изоморфные
реальности и требующие от учащегося активизации воображения, предметно-действенного и наглядно-образного мышления; речь идет об отображении в дидактическом материале системы теоретических знаний и необходимом для постижения этой системы знаний словесно-логическом мышлении.
Важнейшим способом дидактического моделирования различных содержательных компонентов является построение классификационных
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моделей - ведь в процессе обучения любая совокупность информационных элементов подвергается систематизации и
классификации, причем эта систематизация может полностью совпадать с внутренней логикой и структурой предмета изучения, но
может и отличаться от нее - в силу дидактической специфики, многообразия целей, которые ставит перед собой преподаватель. Для того, чтобы грамотно и непротиворечиво систематизировать и
классифицировать элементы дидактического материала, полезно вновь обратиться к тому, что же такое классификация и какие виды
ее использует современная наука.
"Классификацией называется распределение предметов или отношений по классам на основании общего признака, присущего
предметам данного рода и отличающего их от предметов других родов, причем распределение производится с таким расчетом, чтобы каждый класс относительно других классов занимал в получившейся системе определенное, точно фиксированное место. В
основе классификации лежит деление понятия. Признак, по которому производится деление, называется основанием деления и является переменным" [276, с.318].
Чаще всего используются иерархические и фасетные классификации. Иерархическая классификация должна подчиняться следующим формально-логическим правилам (которые, к сожалению, в учебной практике часто нарушаются):
1) производиться только по одному основанию; нельзя, например,
делить существительные на вещественные и нарицательные,
т.к. здесь налицо разные основания деления;
2) получившиеся в результате деления подклассы должны исключать друг друга; иными словами, никакое понятие не должно
попадать более чем в один класс;
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3) деление на подклассы должно быть соразмерным; например,
если мы делим понятие "члены предложения", то среди понятий,
получившихся в результате деления, должны быть все члены предложения, и никакой их вид не должен быть упущен;
4) деление должно быть непрерывным, без скачков. Это значит, что при делении необходимо переходить к ближайшему низшему роду. Например, при делении все того же понятия "члены предложения" нельзя, наряду с "главными членами предложения",
сразу же выделять "определение", "дополнение" и "обстоятельство", следует сначала выделить понятие
"второстепенные члены предложения".
Основные виды отношений между подразделениями иерархи ческой классификации - иерархия и соподчинение. Иерархия - это
такое и только такое отношение, при котором один класс является
подклассом другого, более широкого. Отношением соподчинения
связаны подклассы одного класса.
Честь открытия фасетного анализа принадлежит индийскому библиографу и библиотековеду Ш.Ранганатану [352].
Сущность этого анализа состоит в следующем. Множество базовых и второстепенных понятий какой-либо предметной области в соответствии
с нуждами, для обслуживания которых выполняется классификация, делится на несколько обозримых непересекающихся рубрик
(категорий, разделов), которые и называются фасетами. Внутрь фасетов могут попадать единицы, иерархически не связанные между собой - так называемое субфасетное разбиение; могут оказаться
внутри фасета также понятия, соединенные иерархическими отношениями (Б.Викери [56], В.М.Лейчик [229], см., кроме того, работу
автора [271]).
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принцип контаминации (взаимопроникающего объединения) иерархической и фасетной классификаций обеспечивает гибкость и
подвижность классификационного процесса и возможности проектирования дидактического материала, обслуживающего операционно-деятельностную компоненту содержания образования (один из вариантов такого проектирования обсуждается в главе 3).
Рассмотрим более подробно принципы моделирования дидактического материала, где главной составляющей является система
способов деятельности, которой должен овладеть обучаемый. В основе той или иной совокупности операций, ведущих к определенному результату, лежит проблемная ситуация, порожденная
осознанной и неотложной потребностью. В образовательной области "Филология" наиболее актуальными системами способов деятельности, которые должен освоить учащийся средней школы, являются лингвистически грамотное (т.е. без орфографических, пунктуационных, грамматических и речевых ощибок) письмо, а
также проектирование и написание логически связного и аргументированного текста на определенную тему (творческого изложения
или сочинения). Группировка информационных элементов дидактического материала в данном случае может и должна определяться не внутренней структурой системы соответствующих знаний, а
потребностями действующего индивида, этими знаниями уже обладающего. Если основная функция дидактического материала со
стоит в том, чтобы помочь обучающемуся активизировать уже
имеющиеся у него знания и использовать их для решения конкретной задачи, то принципами моделирования могут быть следующие:
- новое расположение уже известного, т.е. использование все возможных классификационных моделей;
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- репрезентация необходимых в каждом конкретном случае этапов интеллектуальной деятельности.
Наконец, если основная функция дидактического материала состоит в том, чтобы помочь учащемуся овладеть творческими умениями, обрести определенный опыт творческой деятельности,
то основой моделирования может и должна стать репрезентация
исследовательского процесса; дидактический материал в этом случае представляет собой конкретные примеры хода и результатов
названного процесса, стимулирующие активизацию творческого потенциала учащегося.
Моделирование дидактического материала успешно осуществляется лишь при последовательной реализации принципов
логической, семиотической и понятийно-терминологической культуры. Рассмотрим эти принципы подробнее.
Известна невероятная многозначность термина "культура"
(М.С.Каган, например, насчитывает 247 соответствующих определений - см. [172]). Даже простейший лингвистический анализ позволяет обнаружить три семантических множителя названной терминологической единицы: "культурой" можно обозначить и результат сверхприродной деятельности, и обретенное в ее процессе
свойство объекта или субъекта, и характеристику самого процесса.
Автору ближе всего данное М.С.Каганом [172] определение культуры как формы бытия, которая образуется человеческой деятельностью и охватывает; - качества самого человека как субъекта сверхприродной деятельности и одновременно ее продукта; способы человеческой деятельности, порождающей ("опредмечивающей") и воспринимающей ("распредмечивающей")
предметный мир культуры;
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- предметное (материальное, духовное, художественное) бытие культуры;
- общение людей в соответствующих процессах.
Интегрирующие свойства понятия "культура" делают его особенно плодотворным для анализа сущности и свойств сложных гуманитарных систем, интегративных по своей сути.
В частности, термин "образование" (как уже указывалось во Введении) обозначает и
1) процесс "усвоения систематизированных знаний, умений и навыков, опыта творческой деятельности, эмоционально-ценностного отношения к миру" (СЭС, 1985), и
2) результат этого процесса - как для отдельной личности, так и для коллектива, социальной группы, народа, человечества; и, наконец,
3) социальную систему, обслуживающую названный процесс. Перечислим явления в охарактеризованной понятийной микросистеме, с которыми
можно и нужно соотнести термин и понятие "культура":
- содержание образования как часть культуры человечества;
- социальный институт образования как часть той же культуры;
- процесс образования как человеческая деятельность;
- обучающий и обучаемый как субъекты образовательного процесса;
- средства образования как часть предметного мира культуры.
Эффективность интегративного понятия "культура" в применении к системе образования подтверждается исследованиями последних лет. Назовем здесь докторские диссертации Н.В.Седовой
"Научно-практические основы овладения педагогической культурой в образовательном процессе средней школы" (СПб, 1997 - см.
[398]) и Э.А.Верба "Эстетическая культура личности школьника
как педагогическая проблема" (СПб, 1997 - [55]).
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Обратимся к специфике использования понятия и термина "культура" для соответствующей характеристики процессов дидактического моделирования.
Будучи наукой о законах и формах мышления, логика дает рекомендации для правильного построения рассуждения, для последовательного, обоснованного и непротиворечивого мышления
(А.Д.Гетманова [87]). "Исключительно важное значение для системы педагогики логических проблем, знаний и методов" одним
из первых провозгласил Г.П.Щедровицкий и его последователи,
напоминая о том, что, кроме формальной логики, для дидактики
играют огромную роль "варианты логики, ориентированные на
описание знаний, их развития и способов организации в сложные
системы"
[515].
Условимся понимать под логической культурой моделирования системы знаний, репрезентированной в дидактическом материале и затем отраженной в сознании учащегося, непротиворечивость и последовательность охарактеризованных выше концептуальных моделей, другими словами, обоснованность выделения базовых и второстепенных элементов и ситуаций, обязательное фиксирование связей и отношений между ними, наглядную систематизацию способов доказательств и опровержений. Логическая
культура моделирования системы знаний, а также процессов обучения и познания связана, кроме того, с подчинением логическим
правилам мыслительных операций - анализа, синтеза, сравнения,
обобщения, классификации - и с логической непротиворечивостью
форм мышления - понятий, суждений, умозаключений
(Д.Н.Богоявленский, П.Я.Гальперин, Н.А.Менчинская).
Логическая культура моделирования дидактического материала неразрывно связана с семиотической, поскольку все элементы
информационного пространства содержания образования репрезентируются в тех или иных знаковых системах. Понятно, что подавляющая часть информации представляется с помощью естественного языка, но это не исключает весьма значительного присутствия
в учебных текстах и других знаковых систем, связанных с репрезентацией математических и естественнонаучных сведений. Семиотическая культура подразумевает единое, непротиворечивое и
уместное использование знаковых элементов в рамках одной системы и установление однозначного соответствия между этими
элементами и их вербальным описанием.
Определяющую часть семиотической культуры составляет
культура понятийно-терминологическая, так как терминология являет собой языковую репрезентацию системы научных понятий. За
период обучения в средней школе человеку приходится усваивать
около 20 тысяч терминов (В.И.Гинецинский [89]); естественно, что
понятийно-терминологический уровень структурирования, формирования и выражения содержания образования обретает самостоятельное и очень важное значение. Понятийно-терминологическая
культура равным образом может и должна быть свойственна и репрезентации системы знаний в дидактическом материале, и самому
процессу передачи знаний. Особенно важным представляется применение этого понятия по отношению к субъектам образования
(обучающему и обучаемому). В последнем случае понятийно-терминологическая культура включает в себя следующие компоненты:
1) знание и освоение научных понятий, выражаемых и формируемых терминами;
2) осознание полисемантизма и даже, в крайних случаях, омонимии терминологических единиц, т.е. того факта, что один термин может скрывать за собою два и больше научных понятий - в
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зависимости от того, представитель какой науки и последователь
какой научной школы этот термин употребляет;
3) освоение не только терминологии, но и терминосистемы со
ответствующей области знания, т.е. умение выделять базовые термины и формулировать принципы этого выделения; умение устанавливать иерархические (в основном родо-видовые) отношения
между терминологическими единицами при четкой дифференциации разных оснований деления и соблюдении логических правил
деления понятия; наконец, навык обнаружения и описания ассоциативных терминологических связей, максимально актуальных
для данной предметной области;
4) постоянная и действенная опора на терминосистему в практической и экспериментальной работе, а также умение видеть и
фиксировать коррективы в терминосистеме, вносимые временем
[370,371,383].
Логическая правильность, непротиворечивость и последовательность процесса моделирования той или иной области знания в
учебных целях с неизбежностью влечет за собой строгую понятийную (а значит, и семиотическую, и терминологическую) структурированность и системность выстраиваемой модели; точно так же логика научного познания ведет к освоению системы соответствующих научных понятий во всем богатстве их взаимосвязей. Чем выше логическая непротиворечивость и понятийная структурированность дидактического материала, тем легче воспитывается у обучаемого логическая и понятийно-терминологическая культура восприятия и мышления.
Логическая, семиотическая и понятийно-терминологическая
культура моделирования, проектирования и конструирования дидактического материала позволяет обеспечить адекватность по-
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следнего системе знаний, накопленных человечеством, а также активизировать роль дидактического материала в процессе формирования научно-теоретического сознания и творческого мышления личности.
Тезис о единстве понятийных и ситуационных моделей, на основе которых целесообразно строить дидактический материал, а
также о необходимости высокой культуры его логического и понятийного структурирования находит весомое психолого-
дидактическое обоснование.
Мыслительные процессы у старших школьников, абитуриентов
и студентов выделяются в качестве особой, относительно самостоятельной "теоретической" познавательной деятельности. Мышление
овладевает новым содержанием - систематизированным и более
или менее обобщенным содержанием опыта (С.Л.Рубинштейн). О
единстве структурной и функциональной сторон научного мышления говорил еще Л.С.Выготский; освоение научного понятия - это
процесс формирования не только особого образа, но и определенной системы действий, специфичной для каждой конкретной области знания (Д.Н.Богоявленский, П.Я.Гапьперин, В.В.Давьщов,
И.Я.Лернер, Н.Ф.Талызина). Для того, чтобы учащиеся овладели этими действиями, надо выделить основные структурные компоненты учебного материала и установить возможности их взаимодействия в конкретных ситуациях. Именно на этом этапе зарождаются структурно-упорядоченные конструкции (модели) предметных областей, обобщенные схемы, в которых отражается информация о взаимосвязях реальных объектов, системы алгоритмов решения проблемных и поисковых задач.
С другой стороны, познавательную деятельность учащегося условно можно охарактеризовать с помощью схемы:
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предметные действия —> образы —> символы, причем на последнем этапе реализуется человеческая способность к символизации, к знаково-символической деятельности
(Дж.Брунер, А.Н.Леонтьев, Н.Г.Салмина). Логическая упорядоченность и мотивированность предметных действий оказывается тесно
связанной с системной организацией символов, значительную часть которых составляют терминологические обозначения.
Только всесторонне развитое логическое, семиотическое и понятийно-терминологическое структурирование дидактического материала позволит успешно решать задачи развивающего обучения,
поскольку развитие умственной деятельности и развитие систем
ности знаний являются диалектически связанными процессами, где
причина и следствие постоянно меняются местами (Г.Д.Кириллова,
Н.А.Менчинская, Ю.А.Самарин). Фиксирование семантических
связей между понятиями усиливает такой необходимый компонент
понятийного мышления, как сознательность (П.Я.Гальперин,
В.В.Давыдов, А.Н.Леонтьев). Для того, чтобы знания стали
осознанными, учащимся необходимо осмысление совершаемые
ими мыслительных операций (М.И.Махмутов [262]). Этому процессу помогают осуществиться, кроме прочих наглядных элементов,
компоненты терминологических словарей-тезаурусов: иерархические деревья, изображающие парадигматические отношения в
терминосистеме; понятийные карты предметных областей; всевозможные ассоциативные связи между понятиями, зафиксированные
в словарных статьях терминов (подробнее обо всем этом см. в главе 2).
Осознанное или неосознанное внимание авторов некоторых
появившихся за последние годы учебных пособий по гуманитарным дисциплинам к логическим и терминологическим аспектам
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несомненно. Симптоматично обилие всевозможных словарей; кстати,
в некоторых из них реализуются ситуативные аспекты познавательной деятельности - см. "Картинно-ситуативный словарь русского языка" [184] и "Словарь сюжетов и символов в искусстве" Дж.Холла [491];
заслуживает внимания также фасетная организация такого популярного энциклопедического справочника, как
"Альфа и омега" [5]. Прекрасным образцом понятийного структурирования предметной области является разработанный
М.Р.Львовым "Словарь-справочник по методике русского языка" [252].
В логической структуре учебника О.В.Дивненко "Эстетика" [129] особо выделены терминологические определения в их смысловых взаимосвязях и каждая тема сопровождается не только кратким резюме, но и списком ключевых терминов, а среди практических заданий встречаются такие нечасто встречающиеся, как заполнение анкет и таблиц. Необычной фасетно-интегрированной организацией учебной информации отличается учебное пособие З.С.Смелковой "Литература как вид искусства"
[424], где основными фасетами (рубриками) являются следующие: "Литература и действительность", "Литература и наука о литературе", "Литература и другие виды искусства". Ярко выражена интегративность в структуре работы А.С.Роботовой "Художественно-образное познание педагогических явлений: педагогика и литература"
[357].
В справочнике по орфографии и пунктуации С.И.Львовой [253] каждое грамматическое понятие имеет отсылки
к своему определению, соответствующему правилу, алгоритмической схеме его применения и небольшому словарику. В книге
В.А.Сидоренкова "Углубленное изучение русского языка" [408] обосновывается иерархическая система базисных (речевых) и
опорных (языковых) понятий, положенных в основу обучения (к
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сожалению, данная система страдает некоторой непоследовательностью в силу того, что автор не всегда помнит о дихотомии языка
и речи). Л.Б.Селезнева характером изложения специфики русского
правописания вполне подтверждает заявленную в начале ее учебного пособия ориентацию "на повышение логической культуры обучающихся и на формирование у них логического мышления"
("Русское правописание. Задачи, алгоритмы, упражнения"- [401]): в центре разработанной ею алгоритмизированной методики - носи
тель языка и его языковая практика. Примеры подобного рода можно умножить
!!1.5. Требования к дидактическому материалу, обслуживающему образовательную область "Филология".
Конечной целью настоящего исследования является создание
условий для системного и осознанного овладения учащимися образовательной областью "Филология" - в единстве ее содержательного, операционно-деятельностного и опытно-творческого компонентов. В содержании базового образования филология стоит на первом месте, так как "усвоение основ наук в школе в значительной
мере зависит от знания учащимися родного языка, от владения
практическими навыками в области устной и письменной речи"
[130]. Процессы, идущие в современном образовании, в частности,
интеграция различных элементов содержания образования, развитие личностно-ориентированных педагогических технологий, активизация потребностей в непрерывном образовании, отразились и на
преподавании дисциплин филологического цикла - русского языка
и литературы. Какие же требования предъявляет в настоящее время
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образовательная область "Филология" к обслуживающему ее дидактическому материалу? На наш взгляд, к ним относится следующее:
1) нацеленность дидактического материала на формирование и
воспитание коммуникативной компетентности, в том числе ее
главных составляющих - умения грамотно говорить и писать, логически организовывать собственную устную и письменную речь и
коррелировать ее с соответствующей социокультурной сферой общения;
2) воспитание с помощью дидактического материала общефилологической и эстетической грамотности, что предполагает
освоение основных категорий эстетики и теории литературы, а
также формирование навыков филологического анализа художественных текстов;
3) интеграция в структуре дидактического материала элементов содержания учебных предметов "русский язык" и "литература"
(напомним, что в дореволюционных гимназиях существовал такой
интеграционный предмет, как словесность, в котором художественное произведение изучалось со стороны языка, слога и литературной формы; сошлемся также на разработанный
А.И.Горшковым курс для 10-11 классов "Основы словесности"
[337]);
4) расширенный и усложненный понятийный аппарат филологических дисциплин, как никогда, нуждается в упорядочении и систематизации, а поскольку языковой оболочкой научного понятия
является термин, актуальным становится понятийно-
терминологическое структурирование дидактического материала;
5) естественное для гуманитарных предметов обилие исключительно вербальной информации создает знакомые каждому препо-
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давателю-практику трудности логической организации дидактического материала; между тем указанная организация в высшей степени необходима для облегчения восприятия, понимания и запоминания. Логический аспект дидактического материала неразрывно связан с понятийно-терминологическим;
6) репрезентация информационной структуры дидактического
материала должна быть возможно более наглядной - в целях нарушения монотонности восприятия и интенсификации усвоения.
Сосредоточим наше внимание на принципах моделирования
филологического дидактического материала для старшеклассников
и абитуриентов высших учебных заведений. По существу, именно
со старших классов средней школы начинается процесс осознанного непрерывного образования и самообразования (А.К.Громцева
[112, 113]), на этой ступени формируются системные знания по отдельным предметным и образовательным областям, интенсивно
воспитывается теоретическое мышление, активизируются творческие способности, и функции соответствующим образом организованного дидактического материала невозможно переоценить. Недаром книжный рынок последнего десятилетия демонстрирует изобилие всевозможных пособий по разным учебным предметам для
старшеклассников и абитуриентов, а также интегрированных справочников и словарей. К сожалению, далеко не всегда указанная
продукция отличается научной и дидактической культурой, и задача построения дидактического материала, отвечающего потребностям непрерывного самообразования (особенно гуманитарного!),
остается весьма актуальной. Отметим и то обстоятельство, что, поскольку старшеклассники и абитуриенты занимаются русским языком по большей части факультативно или на подготовительных
курсах, крайне важно обеспечить их дидактическим материалом.
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организованным специально для целей непрерывного образования
с учетом того, что обучающийся уже приобрел сформированную
систему лингвистических знаний в средних классах, но, как прави
ло, не умеет активно и осознанно применять эти знания в процессе
порождения и корректировки собственной устной и письменной
речи. Дидактический материал, предназначенный для названных
субъектов образования, должен быть ориентирован на достижение
вполне определенных образовательных результатов; содержание
уровней образованности для образовательной области "Филология"
показано на схеме №4.
Опираясь на сформулированные и обсужденные выше принципы оптимизации дидактического моделирования, мы поставили перед собой следующие задачи:
1) построить модель дидактического материала, оптимально
организующего научно-теоретические элементы содержания филологического образования с помощью тезаурусной структуры, использующей понятийно-терминологическое, фреймовое и классификационное моделирование предметной области;
2) разработать систему дидактических моделей, позволяющую
интефировать орфографические и пунктуационные навыки, имеющиеся у старшеклассников, в единый навык грамотного
письма; названная система может послужить основой формирования обобщенного дидактического материала по русскому языку;
3) создать модельную основу для конструирования дидактического материала, в функции которого входит оптимизация самообучения: а) процессу написания собственного текста и б) интегративному анализу художественного текста.
Как нам кажется, охарактеризованная система моделей способствует формированию и воспитанию коммуникативной, эстетике-
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Схема 4. Содержание уровней образованности для образовательной области
«Филология»
| Время достижения |>|Уровень образованности | Характеристика |
| Начальная школа |>| Грамотность |Чтение, письмо, некоторые умения социально-речевой коммуникации |
| V-IX классы |>| Функциональная грамотность |Чтение и понимание сложных текстов, Деловое письмо, Представление об основных социокультурных, сферах общения (стилях и жанрах языка и речи), Коммуникативная грамотность, Ориентация в ценностях отечественной и мировой вербальной культуры, Эстетическая грамотность |
| X-XI классы | К | Общекультурная |Коммуникативная компетентность Ориентация в ценностях вербальной культуры, Готовность к оценке вербальных произведений в разных социокультурных сферах общения, Способность оценивать границы собственной компетенции (степень собственной языковой, речевой, эстетико-литературной грамотности), Владение методами образовательной деятельности (в частности, методами усовершенствования языковой грамотности и коммуникативной компетентности) |
|~| к |Допрофессиональная (в избранном учебном предмете) |Ориентация в профессиональной области «Филология», Диагностика собственного профессионального потенциала, Необходимая для дальнейшего профессионального образования подготовленность по русскому языку и литературе, Владение конкретными методами образовательной деятельности |
|~| к |Методологическая |Ориентация в методологических основах образовательной области «Филология»,Оценочная деятельность в области коммуникативных ситуаций, устной и письменной речи в разных социокультурных сферах общения, художественных текстов Владение конкретными методами научного познания и образовательной деятельности Подготовленность к продуктивной творческой исследовательской деятельности (в частности. к анализу разных текстов и коммуникативных ситуаций) |
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литературной, общекультурной и методологической компетентности субъектов образовательного процесса - старшеклассников и
абитуриентов высших учебных заведений, которые особенно нуждаются в дидактическом материале для самообразования.
Методологической базой нашего исследования являются принципы: общефилософские (культурологический подход к анализу
педагогических явлений), общенаучные (системно-интеграционная
основа моделирования педагогических явлений) и общепедагогические (выше был уточнен базовый педагогический понятийный аппарат, используемый в ходе исследования, и обоснованы условия
оптимизации педагогического моделирования дидактического материала). В последующих главах в соответствии с поставленными
задачами обсуждается реализация названных принципов в процессе
построения оптимальных моделей дидактического материала,
предназначенного для образовательной области "Филология".
!!2.1. Понятийно-терминологическая и концептуальная модели предметной области.
Моделирование дидактического материала, основное содержание которого сводится к научно-теоретической знаниевой компоненте, приобретает особое значение в век научно-технической революции и новых информационных технологий, причем это обусловлено не только информационной значимостью названного материала, но также его особой ценностью для воспитания научного
мышления субъектов образовательного процесса. Языковой оболочкой понятия и его содержания - концепта служит термин, и
концептуальная модель предметной области практически всегда
базируется на понятийно-терминологической модели, репрезентированной либо в полностью вербальной, либо в вербально-символической форме. Существенно, что понятийно-терминологическая модель в обязательном порядке фиксирует системные отношения между понятиями, пронизывающие любую семантически определенную предметную область. "...Случайного
скопления терминов, системно не связанных и не организованных, не имеет ни одна отрасль производства или техники, ни одна область науки или управления, потому что в любой названной сфере предметы и их признаки соотнесены и связаны, системно организованы в понятия той или иной области знания. Терминология системна прежде всего потому, что системен мир, отдельные участки
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и стороны которого она, терминология, отображает и обслуживает" (Б.Н.Головин и Р.Ю.Кобрин [94, с.78]; о системности терминологии см. также работы Т.Л.Канделаки и Г.Г.Самбуровой [179], Л.А.Капанадзе [180], Я.А.Климовицкого [194], Л.Л.Кутиной [223],
Д.С.Лотте [248], В.М.Перервы [310], Т.А.Прокофьевой [340], Э.Ф.Скороходько[416]).
Заслуживает внимания, что результаты моделирования предметной области устойчиво именуются в современной научной
практике двумя разными терминологическими единицами - модель понятийно-терминологическая и модель концептуальная, причем
одни исследователи используют эти термины как синонимы, в работах других между ними наблюдаются некоторые различия. Причина здесь, как нам кажется, в следующем. Если понятие - это форма мышления, которая отражает существенные свойства, связи
и отношения предметов и явлений и основная логическая функция которой сводится к выделению общего, достигаемого посредством
отвлечения от всех особенностей отдельных предметов данного класса [65], то концепт представляет собой смысловое значение соответствующего знака / имени, т.е. содержание понятия, объем которого есть предмет (денотат) этого знака. Поскольку же смысловое значение знака устанавливается на основе определенного способа понимания конкретной области действительности и конструктивного принципа различных видов деятельности в этой области, постольку термин "концепт" оказывается связанным не только непосредственно с содержанием понятия, но также с основными интеллектуальными операциями, которые осуществляются при формировании данного понятия, иными словами, имеет отчетливую операционно-деятельностную окраску. Таким образом, понятийно-терминологическая модель представляет предметную область в ее
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статике, а концептуальная модель так или иначе отражает динамику, т.е. процессы формирования, развития и живого существования
понятийно-терминологической системы, в той или иной степени изоморфные динамическому аспекту существования самой предметной области. Недаром слова "концепт" и "концепция" имеют общий латинский корень.
!! 2.2. Специфика учебной терминографии.
Способы репрезентации понятийно-терминологических моделей предметных областей в дидактическом материале до недавнего
времени не отличались большим разнообразием. Как правило, они
сводились к всевозможным алфавитно-предметным терминологическим указателям, к небольшим перечням терминологических
единиц, характеризующих отдельные разделы учебного материала,
наконец, к терминологическим словарям традиционной структуры,
содержащим лишь определения терминов. Основной недостаток
перечисленных моделей в их недостаточной концептуальности, в
отсутствии системных связей между понятийно-терминологическими единицами; даже если эти связи присутствуют, то в скрытом, редуцированном виде. Между тем, по мнению
Дж.Брунера [43], для того, чтобы овладение учащимися знаниевой
и операционно-деятельностной компонентами образования соответствовало особенностям их мышления, необходимо дать им понимание основной структуры того предмета, в состав которого
входят названные компоненты, а усвоение структуры предмета -
это понимание всех основных взаимосвязей в нем.
@@color:red;Удельный вес научно-теоретической знаниевой компоненты и
ее роль в содержании образования постоянно возрастают; осознан-
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но или неосознанно это ощущается и разработчиками дидактического материала. Все большее количество учебной литературы
снабжается терминологическими указателями или небольшими
терминологическими словариками; авторы открыто подчеркивают
тот или иной системный принцип отбора и расположения учебной
информации; растет число всевозможных справочников и словарей, содержащих, кстати, не только научно-теоретические информационные элементы, но и сугубо фактологическую информацию@@, -
в образовательной области "Филология" к таковым относятся, например, энциклопедии литературных произведений и литературных героев [520, 521]. Все эти факторы обусловливают необходимость обращения в процессе моделирования соответствующих видов дидактического материала к лексикографии и особенно - к терминографии.
Допустимо и целесообразно, на наш взгляд, говорить об учебной лексикографии и терминографии, в силу специфики дидактических функций, присущих учебным словарям и оказывающих непосредственное воздействие на их структуру. В соответствующей лингвистической литературе основная доминанта характеристики учебных словарей сводится к сфере их применения, определяющей назначение и читательский адрес словаря, и сопоставляются учебные словари со словарями переводными, справочными, информационными и прочими (см., например, С.В.Гринев [110, с. 17]). Вряд ли это справедливо, хотя бы потому, что и переводной, и справочный словарь может быть одновременно учебным. Для обслуживания образовательного процесса необходимы словари, выполняющие самые разнообразные функции, среди которых можно выделить следующие:
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- регистрация в словесной форме объективных данных о внешнем мире в свойственной данному языку и эпохе форме восприятия мира (энциклопедические и толковые словари);
- упорядочение в понятийно-словесной форме субстанции содержания данного языка (идеологические словари, словари-тезаурусы - подробнее о последних см. ниже);
- нормализация словоупотребления с целью облегчения языковой коммуникации (нормативные и терминологические словари);
- перевод с одного языка на другой или на другие языки (двуязычные и многоязычные переводные словари);
- вспомогательные операции для осуществления коммуникации (словари-справочники, словари номенклатурных наименований и
пр.) (Ю.Н.Марчук [259, с. 10-11]).
Дидактическая функция словаря не предопределяет, таким образом, однозначного жесткого варианта его структуры; она оказывает диффузное, всепроникающее воздействие на его структурные
компоненты, состав и связь которых между собою определяются
конкретным видом интеллектуальной деятельности, для обслуживания которой данный словарь предназначен.
!! 2.7. Процесс построения учебного словаря-тезауруса.
В общем виде в процесс построения терминологического словаря как понятийно-терминологической модели предметной области включаются следующие операции;
1) сбор и регистрация терминов, обслуживающих данную предметную область;
2) разработка системы базовых категорий (концептов) для конкретной предметной области;
3) приписывание каждого термина из собранного терминоло-гического массива к определенному концепту;
4) описание терминов посредством экспликаций или дефиниций с опорой на систему базовых категорий;
5) выявление и регистрация внутрисистемных связей между терминологическими единицами;
6) сбор и регистрация ассоциированной информации, которая необходима терминологическим единицам разрабатываемого словаря (подобная схема терминографической работы описана, например, Ю.Н.Марчуком [259, с.25-26]).
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259. Марчук Ю.Н. Основы терминографии: Методическое пособие. - М., ЦИИ МГУ, 1992. - 76 с
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Дидактические функции терминологического словаря определяют некоторые специфические особенности перечисленных операций (см. об этом у С.В.Гринева - [ПО, с.61]). Так, поскольку
учащийся должен прежде всего усвоить наиболее важные и
употребительные термины, сбор и регистрация терминологического материала предполагает не столько всеобъемлющую инвентаризацию, сколько отбор максимально значимых в дидактическом отношении терминологических единиц. В процессе этого отбора с
необходимостью должен присутствовать элемент нормативности,
выраженный прежде всего в запрещении неправильных и в закреплении правильных форм терминоупотребления. Далее, терминологические дефиниции должны быть по возможности краткими и
максимально доступными. Задача выработки у учащихся отчетливого представления о внутрисистемных логико-понятийных связях
требует разносторонней и последовательной репрезентации этих
связей в структуре словаря. Наконец, следует учитывать, что полноценное освоение понятийно-терминологической системы предметной области предполагает умение пользоваться соответствующими понятиями и терминами для решения познавательных задач,
поэтому очень важно представить в словаре конкретные примеры
употребления и функционирования терминологических единиц в
реальных научных текстах.
В результате многолетних исследований в области учебной
терминографии автором на основе разработанной им концепции
терминологического словаря комбинированного типа создан учебный терминологический словарь-тезаурус по литературоведению
"От аллегории до ямба" [380], адресуемый широкому кругу лиц:
школьнику старших классов, абитуриенту, студенту-филологу и
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учителю-словеснику. Охарактеризуем вкратце основные этапы построения этого словаря.
!!2.7.1. Отбор лексики.
Отбор лексики осуществлялся из следующих источников: про
граммы по литературе для средней общеобразовательной школы;
школьные и вузовские учебники по литературе и литературоведению; терминологические словари по эстетике, литературоведению
и лингвистике; энциклопедические словари; научная и научно-
популярная литература. В итоге обследования словарей и учебной
литературы было зарегистрировано свыше 3000 литературоведческих терминов. В таблице No4 зафиксированы количественные параметры распределения терминологических единиц в некоторых печатных источниках для сбора лексики.
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Таблица No4.
|No п/п | Источники | Количество терминов |
| 1 |Словарь литературоведческих терминов. Ред.-сост.: Л.И.Тимофеев, С.В.Тураев. М., 1974 | 677 |
| 2 |Краткий словарь по эстетике. М., 1964 | 221 |
| 3 |Литература. Справочные материал: Книга для учащихся. М., 1989 | 371 |
| 4 |Словарь литературоведческих терминов. Изд.АН АзССР. Баку, 1957 | 725 |
| 5 |Энциклопедический словарь юного литературоведа. М., 1987 | 373 |
| 6 |Г.Л.Абрамович. Введение в литературоведение. М., 1970 (Предметный указатель) | 190 |
| 7 |Программа по литературе для средних общеобразовательных учебных заведений. Сост.: Т.Ф.Курдюмова, В.Я.Коровина, В.П.Полухина, И.С.Збарский, Е.С.Романичева. М., 1991 | 333 |
|No п/п | Источники |>|Количество терминов|
|^|^| в тексте | в словарике |
| 8 |Родная литература. Учебник-хрестоматия для 5 класса средней школы. В 2 частях. Сост.: М.Д.Пушкарева, М.А.Снежневская, Т.С.Зепалова. М., 1990 | 117 | 0 |
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| 9 |Литература. Учебная хрестоматия для 6 класса средней школы. Автор-составитель В.П.Полухина. М., 1992 |176 | 70 |
| 10 |Литература. Учебник-хрестоматия для 7 класса средней школы. Автор-составитель В.Я.Коровина. М., 1993 | 261 | 59 |
| 11 |Родная литература. Учебник-хрестоматия для 8 класса средней школы. Составитель Г.И.Беленький. М., 1991 | 225 | 50 |
| 12 |В.Г.Маранцман. Литература. Учебное пособие для 9 класса средней школы. М., 1992 | 356 | 47 |
| 13 |М.Г.Качурин, Д.К.Мотольская. Русская литература. Учебник для 10 класса средней школы. М., 1990 | 273 | 37 |
| 14 |Русская литература XX века. Очерки, портреты, эссе. Книга для учащихся 11 класса средней школы. В 2 частях. Составитель Е.П.Пронина. Под ред. Ф.Ф.Кузнецова. М., 1991 | 612 | 36 |
108
Как видно из таблицы, во всех обследованных нами учебниках
по литературе наблюдается значительный разрыв между количеством терминов, которые авторы посчитали нужным сосредоточить вместе с определениями в терминологическом словарике - приложении к учебнику, и количеством реально функционирующих в тексте учебника терминологических единиц. Это обстоятельство также свидетельствует о необходимости учебного терминологического словаря, охватывающего в основных чертах весь массив работающих в учебном процессе терминов.
После сопоставительного анализа собранного терминологического массива в 3000 единиц для репрезентации в учебном словаре
было отобрано 840 терминов. Предпочтение отдавалось современной терминологии, зафиксированной в наибольщем количестве источников; отбирались термины достаточно простой структуры (в
основном существительные и атрибутивные словосочетания), отражающие реальное состояние литературоведческой терминологии
в настоящее время; терминологические единицы, не употребляющиеся стабильно в научной и педагогической практике, в словарь
не включались. Кроме терминологии литературоведения, мы сочли
необходимым ввести в словарь небольщое количество общенаучных терминов, как будет показано ниже, необходимых для гуманитария. Это понятия ЗНАК, ИНФОРМАЦИЯ, МОДЕЛЬ и некоторые
другие.
Отметим, что практика отечественной учебной терминографии
свидетельствует: "терминологический учебный словарь обычно не
превышает 1000 единиц" [259, с.49], так что количество терминов в
нашем словаре близко к оптимальному.
Некоторые терминологические единицы, активно функционирующие в учебной литературе, имеют достаточно очевидное значе-
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ние (например, БУРЛАЦКАЯ ПЕСНЯ) или такое значение, которое
легко выводится из сочетания терминов (например,
КОМИЧЕСКИЙ ГЕРОЙ = ГЕРОЙ + КОМИЧЕСКОЕ). Такие термины мы сочли возможным не сопровождать словарными статьями, а дать отсылку либо к вышестоящему термину, либо к соответcтвующему сочетанию терминов. В словаре указанные терминологические единицы отмечены звездочкой; их насчитывается 195,
или 23,2% от общего количества отобранной лексики.
! 2.7.2. Выделение терминов-синонимов.
Как уже говорилось, особенностью словаря-тезауруса является наглядная репрезентация системных, а другими словами - парадигматических (внеконтекстных) отношений между терминами.
Методология и методика выявления этих отношений - одна из тех терминоведческих проблем, мимо которых не может пройти ни один разработчик тезауруса; в целях адекватности и изоморфности понятийно-терминологического моделирования крайне важно
обеспечить методологическую грамотность и методическую непротиворечивость процесса описания и фиксирования парадигматических связей в терминосистеме.
Охарактеризуем типы синонимических пар и рядов, которые следует учитывать при выявлении терминов-синонимов (см. об этом также в работе В.М.Лейчика [230]).
1) Морфологические и морфолого-лексические варианты терминов, например (жирным шрифтом обозначен термин, рекомендуемый для употребления; термин-синоним печатается обычным шрифтом):
''бурлеск'' - бурлеска
''гекзаметр'' - гексаметр
''оксюморон'' - оксиморон
''перифраз'' - перифраза, парафраз, парафраза
''хокку'' - хайку
''эзопов язык'' - эзоповский язык
''эллипсис'' - эллипс
''система образов'' - образная система
Критериями отбора в синонимических рядах термина, рекомендуемого для употребления в учебном процессе, служат, во-первых, максимальная употребительность и широкая распространенность терминологической единицы (бурлеск, хокку); во-вторых, отграничение от члена синонимического ряда, имеющего, наряду с терминологическим, общелитературное значение (эллипсис - эллипс); в-третьих, отграничение от неточной терминологической единицы (например, в синонимической паре
"драматические жанры - драматургические жанры" термин
"драматургические жанры" этимологически связан не с "драмой"
как родом литературы, а с "драматургией" как совокупностью драматических произведений, и, следовательно, своей внутренней
формой затемняет системные связи между терминами "эпические жанры - лирические жанры - драматические жанры"); в-четвертых,
подчеркивание с помощью внутренней формы значения термина:
так, в синонимической паре
"система образов
- образная система"
в качестве рекомендуемого термина целесообразно выбрать именно
первую терминологическую единицу, поскольку она привлекает
внимание учащегося к двум равно значимым понятиям - "система"
и "образ".
2) Термин и его грамматически сокращенный эквивалент, на-
*" пример:
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абстракционизм - абстрактное искусство
время в художественном произведении - художественное время - время в литературе
омографы - графические омонимы
идея - идейное содержание
"три единства" - правило "трех единств"
Критерии отбора рекомендуемого термина можно охарактеризовать так: при прочих равных условиях целесообразно выбрать в синонимической паре (ряду) более краткую терминологическую единицу (омографы - графические омонимы); если внутренняя
форма термина делает его значение отчетливее, то можно пожертвовать краткостью ради этой отчетливости (например, в ряду "силлабическое стихосложение - силлабика - силлабическая си
стема стихосложения" первый термин указывает на родовое понятие "стихосложение" и на его видовой признак, тем самым вступая в системные отношения с понятиями "силлабо-тоническое стихосложение" и "тоническое стихосложение"); наконец, в любом случае в синонимическом ряду логичнее предпочесть термин, обладающий максимальной точностью значения; так, в паре
"детективная литература - детектив" следует рекомендовать для употребления именно первый термин, поскольку "детектив" имеет, кроме терминологического, и общелитературные значения, "произведение детективного содержания" и "сыщик". Или другой пример: в паре
"образ рассказчика - рассказчик" термин "образ рассказчика" гораздо точнее передает суть данного понятия как компонента образной системы произведения в целом.
3) Отечественный и заимствованный термин, например:
бессоюзие - асиндетон
авторская песня - бардовская песня
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свободный стих - верлибр
двустишие - дистих
жанр - литературный вид
Критерием выбора термина в синонимическом ряду для учебного словаря целесообразно сделать, при прочих равных условиях, отечественное происхождение терминологической единицы: это будет способствовать ее лучшему усвоению и запоминанию. Только в тех случаях, когда иноязычный термин широко и устойчиво употребляется в научной литературе и/или имеет более четкое значение, он выбирается как рекомендуемый для учебного процесса,
например:
"рефрен - припев",
"архаизмы - устаревшие слова",
"жанр - литературный вид".
4) В некоторых синонимических рядах и парах терминологические единицы находятся в отношениях не абсолютной, а условной эквивалентности, т.е., по существу, их соединяют иерархические связи "род - вид" и "целое - часть", например:
абстракционизм (вид) - беспредметное искусство (род) публицистические жанры (целое) - газетно-журнальные жанры (часть) - жанры средств массовой информации (часть)
Критерием выбора термина, рекомендуемого в дидактических целях, в подобных случаях служит его точность, однозначность и степень терминированности (терминологичности).
Следует также по возможности избегать употребления терминологических единиц, явно противоречивых в своей внутренней сущности; к таковым относятся, например, термины
"детективный жанр",
"приключенческий жанр" и подобные - ясно, что детективным, равно как и приключенческим, может быть и рассказ, и повесть, и роман. Поэтому в синонимических парах
"детективная литература - детективный жанр",
"приключенческая литература
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- приключенческий жанр" рекомендуются к употреблению первые
члены.
При разработке учебного тезауруса по литературоведению было выделено 108 терминов-синонимов, вместо которых в учебном процессе рекомендуется употреблять более точные и дидактически удобные терминологические единицы. Это составило 12,7% от общего терминологического массива. Любопытно сравнить указанную цифру с данными, полученными нами в ходе анализа внутри системных связей между терминами лингвистики. Из массива в
1390 лингвистических терминов было выделено 256 синонимов, или 18,4% от общего числа терминологических единиц [382].
Как видим, цифры получились достаточно близкие, хотя среди лингвистических терминов синонимия развита сильнее. Кстати, в технической терминологии, по нашим данным, доля синонимов составляет от 17 до 22% [59].
! 2.7.3. Фасетная структуризация понятийно-терминологического пространства с помощью базовых категорий.
Условимся называть понятийно-терминологическим пространством неупорядоченное множество понятий и терминов, обслуживающих конкретную предметную область (подобное использование
термина "пространство" см., например, в [239]). Построение понятийно-терминологической модели предполагает выявление пронизывающих это пространство системных связей между составными элементами, другими словами, парадигматических
(внеконтекстных) отношений между понятиями и репрезентирующими их терминами. Важным методическим приемом для решения
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этой задачи является разбиение неупорядоченного множества понятий и терминов на непересекающиеся подмножества - фасеты, или, иначе говоря, рубрики, причем указанное разбиение осуществляется с помощью базовых (предельно широких по объему)
понятийных категорий, отражающих специфику данной предметной области. Цель такого дедуктивного разбиения состоит в том, чтобы при помощи некоторой простой логической операции выделить наиболее очевидные целокупные понятийные области" [287, с. 183],
составить так называемую классификационную схему тезауруса [254].
Фасетизация понятийно-терминологического пространства упорядочивает и упрощает процесс установления внутрисистемных понятийных отношений, хотя бы потому, что важнейшие по семантике парадигматические связи - иерархические - формируются между терминами, принадлежащими к одному и тому же фасету (рубрике).
Отбор базовых понятийных категорий, служащих основой фасетизации, определяется как ориентацией на предельно широкие логические понятия объекта, субъекта, действия и признака, так и семантикой конкретной предметной области. Так, для фасетизации терминологии, обслуживающей промышленные отрасли, оптимально подходят следующие непересекающиеся категории:
материалы
(вещества, сырье, промышленные изделия, химические элементы и соединения),
оборудование (инструменты, приборы, машины и их части и детали),
процессы (интеллектуальные, физико-химические, технологические) и качества (свойства, параметры, характеристики) [271].
Сложнее обстоит дело с фасетизацией гуманитарного понятийно-терминологического пространства. Для теоретико-
115
литературной терминологии допустима следующая логическая схема отбора базовых понят
[img[rus273.png]]
116
Как нам кажется, в эту схему, выстроенную на основе систем но-функционального подхода, укладываются те предельно широкие категории, которые конституируют большинство системных отношений между терминами литературоведения.
116
! 2.7.4. Иерархические отношения между терминами.
Иерархические отношения между терминами составляют важнейшую часть парадигматических связей в терминосистеме. В широком смысле понятие иерархии обозначает расположение частей или элементов целого в порядке от высшего к низшему и используется во множестве областей научного знания; так, в социологии
этот термин обозначает социальную структуру антагонистического
общества; в общей теории систем он применяется для описания
любых системных объектов; в теории организации иерархия есть определенный принцип управления; наконец, в лингвистике различают иерархию уровней (ярусов) языка, а в теории графов существует понятие иерархического графа - так называемого
"дерева". Таким образом, иерархия относится к числу важнейших
общенаучных категорий, а иерархичность становится основой вся
кого расчлененного представления о целом, передавая смысл по
нимания человеком мирового устройства. Как общенаучная категория, "иерархия - это принцип построения, организации, представ ления, статический принцип устройства, динамический принцип работы, соответствия функций, движения по ряду, последователь
ность" [54, с.30]; "иерархию можно представить как форму, принцип, смысл, модель, формулу" (там же, с.31).
117
Иерархия принадлежит к тому же ряду общенаучных категорий, что и знак, модель, информация, система, структура и т.п. (подробнее об этом см. ниже). Дидактическая ценность подобных
понятийных образований неоспорима; особую важность они представляют для формирования основ научно-теоретического мышления. Поэтому чем чаще школьники сталкиваются с общенаучными
категориями на уроках самых разных предметных циклов, тем
прочнее запечатлеются в их сознании конституирующие принципы
научного познания мира. Приведем пример объединения с по
мощью понятия иерархии таких сложных объектов, как
"вселенная", "социум" и "человек", объединения, которое помогает
обнаружить их общую системную основу [54, с.29]:
| Вселенная | Социум | Человек |
| небо | божество | голова |
| земля | царь | шея |
| подземный мир | подданные | руки |
|^|^| тело |
|^|^| ноги |
Иерархические отношения между терминами являются при
оритетными в парадигматической структуре любого тезауруса,
причем понятие иерархической связи обычно включает в себя два
вида иерархических отношений: "род - вид" и "целое - часть". Разработчики большинства известных тезаурусов (особенно политематических) предпочитают объединять два названных вида в одно
широкое иерархическое отношение "выше - ниже", однако авторы
тезаурусов узкопредметных, описывающих и обслуживающих достаточно конкретную предметную область, как правило, указанные
118
отношения дифференцируют (как это сделано и в словарных статьях нашего тезауруса "От аллегории до ямба"). Объединение отношений "род - вид" и "целое - часть" в одну широкую связь "выше - ниже" вызвано потребностями и спецификой графического изображения иерархической системы; при построении иерархического "дерева" (или графа) дифференциацию видов иерархических связей осуществить невозможно.
Широкую распространенность иерархических связей в терминосистемах самых разных наук - как естественных, так и гуманитарных - обнаруживает сопоставительный анализ парадигматической структуры известных тезаурусов. В качестве сопоставляемых объектов мы выбрали следующие словари:
1) Тезаурус научно-технических терминов под общей редакцией Ю.И.Шемакина [450];
2) Тезаурус информационно-поисковый по промышленности строительных материалов [445] (в разработке этого тезауруса автор принимал непосредственное участие);
3) Тезаурус информационно-поисковый по языкознанию: Методическое пособие для информационных работников: Науч. ред. - А.Я.Шайкевич [449];
4) Тезаурус по теоретической и прикладной лингвистике, разработанный С.Е.Никитиной
[297];
5) Тезаурус по лингвистике, разработанный автором (см. [365], [381], [382]);
6) Терминологический словарь-тезаурус по литературоведению "От аллегории до ямба", разработанный автором [380].
Результаты сопоставительного анализа сосредоточены в таблице № 5, где помещены следующие данные:
119
- общее количество терминов тезауруса, включающее и термины-синонимы;
- отношение терминов-синонимов к общему числу терминов тезауруса, выраженное в процентах;
- выраженное в процентах отношение терминов, вступающих в связи "род - вид", "целое - часть" и объединяющее эти связи отношение "выше - ниже", к общему числу терминов тезауруса, за исключением синонимов;
- выраженное в процентах (которые подсчитаны аналогичным образом) количество терминов, не вступающих в иерархические отношения (Т_);
- выраженное в процентах количество терминов, находящихся на нулевом уровне иерархии, т.е. являющихся "корнями" иерархических деревьев (То);
- выраженное в процентах количество терминов, находящихся соответственно на первом, втором, третьем (и ниже) уровнях иерархии (T,,1,,,T,,2,,, Т,,3,,);
- коэффициент иерархии, подсчитанный по формуле:
| | | Т |
| I | = | ------------- |
| | | Т_+ То |
где Т - общее число терминов тезауруса, исключая синонимы;
- предметная широта, подсчитанная по формуле: Т_+То
( о двух последних формулах см. [220, с. 151 -156])
Таблица № 5. Парадигматическая структура разных тезаурусов.
[img[rus274.png]]
[img[rus274_2.png]]
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Как видим, количество терминов, вовлеченных в иерархические связи, во всех обследованных тезаурусах достаточно значительно. Меньшее число иерархически связанных терминологических единиц в тезаурусах по лингвистике разъясняется значительным развитием в этих последних парадигматических отношений типа "процесс - объект", "единица - функция", "наука - объект", "теория (школа) - представитель" и аналогичных, которые отсутствуют в тезаурусах другой тематики. Особенно сильно развита иерархическая структура узкоотраслевого технического тезауруса по строительным материалам (коэффициент иерархии 6,0), однако в разработанном нами тезаурусе по литературоведению этот коэффициент тоже достаточно велик (3,9), что свидетельствует о значительной иерархической связанности соответствующей понятийно-терминологической модели.
Относительно методических приемов установления родовидовых связей между терминами (составляющих большую часть иерархических отношений) можно сказать следующее. "Тенденция к семантико-парадигматической регулярности, т.е. к отображению
в форме термина родо-видовых и многочисленных неродовидовых
отношений, является характерной чертой терминообразования" [462, с.65], поэтому некоторое количество родо-видовых межтерминологических связей обнаруживает себя в виде определенных формальных признаков. Существует известная зависимость между
типом семантической связи и формально-языковыми особенностями вступающих в эту связь терминов; так, в структуре терминов, находящихся в родо-видовой связи, эта связь обычно выражается путем добавления какого-либо терминоэлемента, представляющего
видовой признак, к термину, выражающему родовое понятие, - для
123
образования термина, соответствующего видовому понятию, например:
рифма - мужская рифма
знак - знак-символ
футуризм - кубофутуризм
драма - драма абсурда
реплика - реплика "в сторону"
стиль - стиль произведения
Хорошим приемом установления иерархических связей является также подбор терминов одного понятийного уровня и исследование их дефиниций [312, 321, 325], в процессе которого выделяется общее для данных терминов родовое понятие. В случае полисемии исследуемого термина полезно привлечение терминов-антонимов, терминов-синонимов и терминов-коррелятов; например,
термин
драма в значении "литературный род" коррелирует с терминами эпос и лирика; драма
же в значении "драматический жанр" таких коррелятов не имеет
!! Цитирование
Степин В.С. Теоретическое знание. М.: Прогресс-Традиция, 2000. 743 с.
```
!!!! РГБ
Степин, Вячеслав Семенович.
Теоретическое знание [Текст] : структура, ист. эволюция / В.С. Степин. - Москва : Прогресс-Традиция, 2000. - 743 с. : портр.; 22 см.; ISBN 5-89826-053-6
```
!! Ссылки
*[ext[TRab d |file:///D:/TRab/2017/10/20171008/steeeppin.pdf]]
*[ext[TRab r|file:///D:/TRab/2017/10/20171009/steeeppin.pdf]]
*[ext[Интернет |http://spkurdyumov.ru/uploads/2013/09/steeeppin.pdf]]
[[Теория поля в лингвистике]]
* [[Щур Г.С. Теории поля в лингвистике]]
Попов В.В., Щеглов Б.С.
Теория рациональности (неклассический и постнеклассический подходы). 2006
Попов В.В., Щеглов Б.С. Теория рациональности (неклассический и постнеклассический подходы): Учеб. пособие / В авторской редакции. - Ростов-н/Д.: Изд-во Ростов. ун-та, 2006. - С. 268. (В авторской редакции).
УДК 10
ББК 87.22.5
П 58
Рецензенты:
д-р филос. наук, проф. М.Р. Радовель,
д-р филос. наук., проф. О.А. Андреева
Тема постнеклассической рациональности стала одной из приоритетных не только в современной философии науки, но и в социальной философии и социальной антропологии. Учебное пособие ставит своей целью представить основные разделы теории постнеклассической разциональности на основе философского осмысления социума и формирования целостного взгляда на окружающую действительность. Особое внимание уделено исследованию соотношений рациональности и свободы, рациональности и деятельности, рпациональности и выбора, идеям ценностных ориентаций субъекта рациональной деятельности.
Пособие предназначено для студентов гуманитарных вузов, а также тех, кто изучает курс истории и философии науки, интересуется проблемами постнеклассической науки.
Предисловие . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Введение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
I. Теория рациональности: историческая ретроспектива и современность . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1. Рациональность как объект и предмет философского анализа . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1.1. Генезис современной теории рациональности . . . . . . . . . . . . . . . . . . 7
1.1.2. Основные подходы и интерпретации к теории рациональности . . . 13
1.2. Концептуальные аспекты неклассической и постнеклассической рациональности . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
1.2.1. Неклассическая рациональность . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
1.2.2. Специфика постнекласической рациональности в социально-философском контексте . . . . . . . . . . . . . . . . . . . . . . . . . 36
1.3. Особенности фактора рациональности в социуме . . . . . . . . . . . . . . . 41
1.3.1. Становление постнеклассической картины мира как фактор познания социума . . . . . . . . . . . . . . . . . . . . . . . . . . 41
1.3.2. Интегральные характеристики социальной рациональности . . . . . . 48
2. Целесообразность и целеполагание в системе Постнеклассической рациональности . . . . . . . . . . . . . . . . . . . . . . . 57
2.1. Целерациональность и социальная рациональность в контексте деятельностного подхода к социуму . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2.1.1. Методологические подходы к пониманию рациональности . . . . . . . 57
2.1.2. Целерациональность в контексте деятельностного подхода . . . . . . . 64
2.2. Особенности рациональности социального действия . . . . . 71
2.2.1. Генезис и структура социального действия . . . . . . . . . . . 71
2.2.2. Специфика рациональности социального взаимодействия . . . . . . . . 79
2.3. Целесообразность социально-рациональной деятельности и ее эффективность . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
2.3.1. Структура социально-рациональной деятельности . . . . . . . . . . . . . . 89
2.3.2. Факторы определяющие принятие эффективных решений . . . . . . . 90
3. Рациональность выбора и ценностно-оценочный фактор в постнеклассической действительности . . . . . . . . . . . . . . . . . . . . 97
3.1. Специфика целеполагания в контексте социально-рациональной деятельности . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3.1.1. Особенности рациональной деятельности в социальном контексте . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3.1.2. Факторы рациональной деятельности в постнеклассической действительности . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
3.2. Ценностно-целевые аспекты рациональной деятельности . 114
3.2.1. Ценность как феномен постнеклассической рациональности . . . . . 114
3.2.2. Ценностные ориентации в контексте рациональной деятельности . 123
3.3. Рациональность и свобода человека в постнеклассическом мире . . 130
3.3.1. Реализация свободы в контексте рациональности . . . . . . . . . . . . . . . 130
3.3.2. Противоречия соотношения рациональности и свободы . . . . . . . . . 136
4. Фактор рациональности в постнеклассической интерпретации социального времени . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
4.1. Особенности постнеклассического подхода к социальному времени . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
4.1.1. Идея социального времени . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
4.1.2. Темпоральные структуры социального времени . . . . . . . . . . . . . . . . 153
4.2. Темпоральность и социальное противоречие в постнеклассическом дискурсе . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
4.2.1. Особенности переходных состояний в контексте социальных противоречий . . . . . . . . . . . . . . . . . . . . . . . . 164
4.2.2. Феномен переходного состояния как фактор синтеза . . . . . . . . . . . . 170
4.2.3. Методологические и логические аспекты постнеклассической концепции истины в системе интервальной теории времени . . . . . . 180
5. Социально-экономическая история в системе постнеклассической рациональности . . . . . . . . . . . . . . 203
5.1. Постнеклассическое понимание философии истории . . . . . . . . . . . . 203
5.1.1. Становление постнеклассической парадигмы исторического познания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
5.1.2. Фактор темпоральности и исторический процесс. . . . . . . . . . . . . . . 210
5.2. Рациональность действий и поведения экономического субъекта в контексте современной теории рациональности . . . . . . . . . . . . . . . 228
5.2.1. Постнеклассическая рациональность как фактор познания экономической деятельности . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
5.2.2. Социальная рациональность в контексте поведения экономического субъекта . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Заключение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Библиографический список . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Оглавление . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
ПРЕДИСЛОВИЕ
Учебное пособие представляет основные разделы теории постнеклассической рациональности, которые можно использовать в вузовских курсах по социальной философии, философской антропологии, социологии, и в особенности при изучении курса «Истории и философии науки». Пособие отличается систематическим изложением материала и ориентированно на студентов старших курсов вузов, магистров и аспирантов.
Проблема постнеклассической рациональности представляет собой достаточно сложный феномен, неисследованный еще с позиций системного подхода к объекту изучения, хотя в различных областях научного знания этот феномен и привлекает заинтересованное внимание со стороны ученых, занимающихся различными вопросами социально-гуманитарных наук. Однако следует отметить, что интенсивные исследования постнеклассической рациональности в настоящее время не привели к системным обобщениям как содержательного, так и концептуального характера. Современными учеными постнеклассическая рациональность в основном рассматривается в русле трех основных направлений: рациональность как мировоззренческая проблема; рациональность как аксиологическая проблема; рациональность мотивации деятельности социального субъекта и специфики его поведения.
Учебное пособие дает новую концептуальную основу для дальнейших разработок проблемы постнеклассического социума; имеет практическое значение для методологического обеспечения частнонаучных исследований по различным аспектам постнеклассической теории рациональности; оно важно для уточнения и разработки приоритетных концептуальных аспектов в рамках современной постнеклассической реальности; позволяет расширить знания в области социальной философии, методологии и философии науки, методологии и логики социального познания, философской антропологии и социологии, а также полезно в чтении курсов по социальной философии, современной эпистемологии и аксиологии, по различным проблемам: методологии гуманитарного познания, деятельностных и познавательных способностей человека, в также при изучении исторических типов и форм рациональности.
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ВВЕДЕНИЕ
Рассмотрение идеи постнеклассической рациональности в современном познании представляет в настоящее время одну из наиболее активно обсуждаемых проблем в отечественной и зарубежной литературе. Представители различных философских направлений говорят о кризисе идеи рациональности, полагая, прежде всего, утрату четких критериев рациональности научного познания. И в этом смысле рационалистические установки и рационалистическое мировоззрение оказалось в рамках всего объема противоречий современной цивилизации, которые невольно ставят под сомнение сами основы концепции рациональности и возможности решения современных проблем единственно рациональным путем.
Концепция рациональности в настоящее время испытывает серьезное воздействие на нее со стороны различных постмодернистских направлений. Возникает плюрализм различных философских позиций, когда ученые в современной ситуации обращают внимание на поиск путей трансформации классической рациональности. Истоки этой ситуации связаны с радикальным изменением роли и места духовных факторов в жизни современного общества, для которого наличие сомнений относительно адекватности рационалистической концепции расценивается как нарушение одной из основных историко-философских традиций. Плюрализм и рациональная неоднозначность современной цивилизации непосредственно влияют на мировоззрение ученых, работающих в различных отраслях знания, и способствуют пониманию рационального мнения как выхода за пределы научной рациональности, которую связывают с логически замкнутыми концептуальными построениями.
Актуальность проблемы рациональности связана с реальным беспокойством о путях развития современной цивилизации, о дальнейших перспективах развития науки и техники. Негативные последствия современной технотронной цивилизации во многом определяют достаточно широкий интерес к современной концепции рациональности.
В литературе концепция постнеклассической рациональности связывается с рациональными формами сознания, познания и знания, при этом в стороне остаются основанные на рациональном познании человеческие действия и поведение. Анализ природы социальной рациональности связан с ее местом и значением в человеческой жизнедеятельности, с рассмотрением ее социальной ценности, изучением ее взаимоотношений с другими типами мировоззрений, соотнесением с рациональностью оценки человеческой деятельности.
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В настоящее время ведутся дискуссии относительно того, переживают ли классические представления о рациональности кризис, что является одним из показателей внутренних противоречий классического западноевропейского мировоззрения. Поэтому научное исследование современной концепции рациональности требует анализа не каких-то отдельных моментов, а самой сущности данной проблемы в ее универсальной форме.
В данном учебном пособии приоритет отдается философскому рассмотрению постнеклассической рациональности с выходом на изначально определенные концептуальные и методологические проблемы, которые представляют конкретный тип отношения человека к социуму, а также непосредственно к самому человеку, который входит в этот социум с учетом рационально сформулированных постулатов и принципов рационально мотивированного поведения.
Исследование современной концепции постнеклассической рациональности выводит на первый план осознание роли самого деятельностного субъекта, который осуществляет целенаправленную деятельность по контролю над своим поведением, по изменению и преобразованию той социальной действительности, с которой он взаимодействует; при этом значительным и актуальным становится выяснение форм, в которых эта реальность представляется деятельностному субъекту. Особую роль играет анализ саморефлексии деятельностного субъекта, предоставляющей ему возможность через свою деятельность осуществлять мотивированный выбор определенной программы социальных действий. В контексте современной постнеклассической рациональности значемым становится исследование соотношения рациональности и предпочтений, рациональности и выбора, рациональности и свободы.
Проблемы постнеклассического мира, обусловленные своеобразной экспансией идеалов европейского типа рациональности, позволяют предполагать, что ценностные ориентации субъекта рациональной деятельности в этой связи приобретают новое значение.
Рассмотрение в настоящем пособии постнеклассической рациональности предполагает обращение к таким аспектам, как целерациональность, ценностная рациональность, рациональность в мотивации человеческого поведения, которые выводят исследование на проблему рациональности человеческих действий в контексте деятельностного подхода к социуму.
В рамках постнеклассической науки исследуются сложные и саморазвивающиеся системы, способные к самоорганизации, складывается новое, нелинейное мышление, приоритетными становятся такие характеристики, как необратимость, неравновесность, неустойчивость. Это означает усиление роли
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субъекта в процессе познания, радикальную переоценку ценностей, что является одним из важнейших моментов в реализации идей постнеклассической рациональности. В современном научном мировоззрении одной из фундаментальных составляющих является идея глобального эволюционизма. Новые смыслы приобретают такие фундаментальные понятия, как время и пространство. Отвергнуто представление универсальности времени в пользу его многомерности. Социальное время постигается как время социального бытия исключительно путем исследований конкретных процессов движения и развития. Интерпретация фундаментальных философских понятий в соответствии с идеями постнеклассической рациональности становится одной из основных задач современной науки.
I. Теория рациональности: историческая ретроспектива и современность
1.1. Рациональность как объект и предмет философского анализа
1.1.1. Генезис современной теории рациональности
В последнее время философы, социологи, представители естествознания достаточно активно обсуждают проблему рациональности; в философии и методологии науки она стала одной из самых актуальных. Как отмечает П.П. Гайденко «вопрос о природе рациональности - не чисто теоретический, но прежде всего жизненно-практический вопрос. Индустриальная цивилизация - это цивилизация рациональная, ключевую роль в ней играет наука, стимулирующая развитие новых технологий. Не только сегодня, но и в первой половине XX века проблема рациональности была предметом рассмотрения многих философов: А. Бергсона, Э. Гуссерля, М. Вебера, М. Хайдеггера, К. Ясперса и др. Во многом именно эти мыслители определили тот угол зрения, под которым проблема рациональности обсуждается и сейчас» [1, 9].
Различные подходы к проблеме конструирования современной теории рациональности констатируют тот факт, что различия в вариациях подобного конструирования имеют основу еще при определении самого понятия «рациональность».
В настоящее время существует достаточно широкая палитра взглядов относительно проблемы рациональности, это позволяет в данном учебном пособии использовать нам разнообразные подходы к выявлению не только сугубо смысловой нагрузки, которую несет в себе термин «рациональность», а также позволяет непосредственно переходить к тем смежным проблемам, или точнее к тем характеристикам, через которые в данной работе не только будет раскрыто само значение понятия «рациональность», но будет осуществлен и переход к тем смежным и производным категориям, которые дают возможность восстановить не только сам методологический смысл рациональности, но и обозначить те основные направления, реализация которых позволяет вывести понятие рациональности на самый передовой спектр научных исследований в рамках данной сферы.
Так, по мнению П.П. Гайденко, «пересмотр понятия рациональности в философии науки начался примерно с 60-х годов XX века, когда складывался так называемый постпозитивизм, представленный хорошо изве-
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стными именами Т. Куна, И. Лакатоса, С. Тулмина, Дж. Агасси, М. Вартофского, П. Фейерабенда и др. В отличие от неопозитивизма это направление стремилось создать историко-методологическую модель науки и предложило ряд вариантов такой модели. Вот тут философии науки и пришлось столкнуться с проблемой исторического характера рациональности, обнаружившей ряд трудностей, справиться с которыми оказалось непросто» [1, 10].
Тем не менее исторический подход к пониманию рациональности в науке не получил широкого распространения вплоть до конца 50-х - начала 60-х годов. Пристальное внимание историков и философов науки к научным революциям, меняющим сами критерии рационального знания и в этом смысле напоминающим, согласно концепции Т. Куна, что-то вроде «переключения гештальта», привело к установлению плюрализма исторически сменяющих друг друга форм рациональности. Вместо одного разума возникло много типов рациональности. Тем самым была поставлена под вопрос всеобщность и необходимость научного знания. Скептицизм и релятивизм, столь характерные для историцизма в философии, распространились теперь и на естествознание.
Когда рассматривается само понятие «рациональность», то обычно имеют в виду такую систему суждений об окружающем нас социуме, которая основывается на выводах и логических заключениях. Осуществляя то или иное заключение, субъект познавательной деятельности не может полностью исключить влияния на эту деятельность интуитивных предпосылок, эмоций, традиций и особенностей собственного мышления.
Как справедливо отмечают, например, И.Т. Касавин и З.А. Сокулер, «ведущиеся дискуссии не только не прояснили и не уточнили понятие рациональности, но, напротив, привели к тому, что совершенно неопределенными стали и само понятие, и основания для его уточнения... Поначалу исследователи еще могли верить, что они примерно одинаково понимают смысл и значение термина «рациональность». Но постепенно, по мере углубления дискуссий, стало очевидным, что подобная вера безосновательна» [2, 7].
В современной интерпретации рационального следует выделить два взаимосвязанных момента: с одной стороны, отказ от абсолютно формализованного знания, а с другой - то, что необходимо принятие положения о том, что само рациональное не сводится к логически рациональному. Так, например, Ст. Тулмин, показывая, что не все рациональное можно свести к логической сфере, утверждает, что гораздо типичнее ситуация, когда наука включает в себя многочисленные сосуществующие, но логически независимые теории или концептуальные системы, и тем не менее - это будет вполне научным [3]. Естественно возникает вопрос, насколько можно такую научность считать рациональной. Если следовать точке зрения Ст. Тулмина, то ответ будет положительным, поскольку для него содержание рационального - это прежде всего определенная интеллектуальная позиция, которая будет порождать свою собственную совокупность понятий и убеждений. А рациональным будет то, что может быть оценено по достаточным или недостаточным основаниям. Другими словами, рациональное - это не только методологически определенный результат, но фактически сам процесс, имеющий такие основания, по отношению к которым можно говорить, что их достаточность или недостаточность может быть изначально определена. С подобным подходом, конечно, можно согласиться, но он вряд ли достаточен для определения особенностей сферы рационального. Например, неясными остаются вопросы, связанные с природой рационального обоснования. С другой стороны, естественным становится вопрос относительно границ сферы рациональности. Само рассмотрение природы рациональности, ее значения в рамках человеческой жизнедеятельности или роли как социально-культурной ценности представляет собой в настоящее время одну из наиболее актуальных проблем, привлекающих к себе большое внимание ученых. Неоднозначность в постановке этой проблемы связана, во-первых, с теми историческими моментами, которые воспроизводятся на различных уровнях при обсуждении данного вопроса, и, во-вторых, проблема нередко сводится к эффективности использования самого понятия «рациональность».
Научный подход требует анализа не каких-то отдельных моментов, а самой сущности данной проблемы в ее наиболее универсальной форме. Речь идет о философско-методологическом анализе рациональности в соответствии с заданными методологическими проблемами, которые определяют конкретный тип отношения человека к миру, а также к самому человеку, который входит в этот мир, с точки зрения изначально исходных рационально сформулированных правил. Достаточно часто вопросы рациональности отождествляются с вопросами фиксации критериев рационального познания и прежде всего научной рациональности. С одной стороны, обратим внимание на тот факт, что подобные вопросы фактически переносят проблему в несколько иную плоскость, а именно - в сферу соотношения теоретических и эмпирических проблем научного познания. Это весьма важный момент при анализе исходно сформулированной проблемы. Но он предполагает рассмотрение тех деталей, моментов, аспектов, которые изначально не связаны со сформулированным отношением вообще к проблеме рациональности, и даже с теми конкретными рамками, которые мы в данном исследовании предлагаем.
Конечно, если заходит речь о рациональности сознания и как следствия этого - о рациональности действия, то имеется в виду вполне конкретный вид познающего мышления. В этом смысле уже зафиксированная проблема относительно кризиса идеи рациональности в современном сознании в основном связана с нечеткими границами критериев рациональности познания и, в первую очередь, как на это обращает внимание В.С. Швырев, - с научной рациональностью [4, 91-92]. Проблема рациональности шире, например, проблемы рациональности в науке и в том же теоретическом познании; то есть речь идет о том, что она охватывает не только рациональные формы познания или достижения человеческого знания, но, и на что особо следует обратить внимание, на рациональность некоторых основных действий в рамках человеческого поведения. В этом плане общая позиция того же В.С. Швырева в основном связана с общетеоретическими и методологическими аспектами. На наш взгляд, В.С. Швырев проблему, связанную с анализом способов человеческого поведения в различных аспектах социума, исходно вполне правомерно сопоставил с теми моментами, которые были зафиксированы, например, в рамках концепции М. Вебера. Для своего времени концепция М. Вебера, действительно, имела определенное значение. Но в настоящее время о ней правильнее говорить в плане историко-методологической ретроспективы. В этой связи мы не будем отказываться от общих идей данной концепции, однако постулируем, что в данной работе веберовская концепция рассматривается явно не с точки зрения ее общих моментов относительно теории рациональности, а с точки зрения тех аспектов, которые в той или иной степени выходят на проблему, обсуждаемую в современной отечественной литературе и связанную с теми или иными аспектами рассмотрения неклассической и постклассической теории рациональной деятельности. То есть, когда речь заходит о существовании некоторого кризиса относительно представлений, связанных с рациональностью, что вообще характерно для современных дискуссий в данном направлении, то обычно речь идет не о том, что такой кризис характерен для современного этапа развития научного познания, а скорее о том, что современное представление рациональности традиционно связывается с классическим представлением о мире.
Существуют далеко не однозначные представления о том, что понимать под кризисом классической рациональности и как этот кризис преодолевать, тем более, что именно на подобную ситуацию указывает то обстоятельство, что ведутся достаточно интересные дискуссии относительно того, как понимать современную рациональность - в плане неклассической или постклассической рациональности; как при этом оценивать статус научной рациональности; как понимать диалектику закрытой и открытой рациональности; в каком смысле можно говорить о необходимости использования целерациональности. Не последнюю роль при этом играют те аспекты, которые связываются с веберовским вариантом ценностной рациональности, имеющей значительный дискуссионный потенциал, так как во многом этот вариант увязывается с указанием на постнеклассическую рациональность, дающую концептуальный сдвиг в направлении истолкования ценностей, смыслов, целей, оценок [5, 634].
Как показывают современные исследования, своеобразный кризис в отношении понятия «рациональность» во многом связан с тем, что существует неоднозначное представление относительно той рациональности, которая, казалось бы, не вызывает сомнения с точки зрения ее онтологического статуса. Речь идет о классической рациональности.
Ретроспективный взгляд на классическую рациональность определяет те следствия, которые фактически указывают на многообразие трактовок самой рациональности и на парадоксальную ситуацию, когда, с одной стороны, рациональность определяется на основании того подхода, который принят в научных исследованиях, а с другой стороны, современная литература дает целый ряд подходов к рациональности, особенно это касается современных исследователей в рамках так называемой классической научной мысли. И это привело к тому, что весьма затруднительно говорить об общепринятом понимания самого термина «рациональность».
Весьма значимыми в последнее время являются выступления на страницах ряда журналов таких известных российских философов, специалистов в данной области, как В.С. Степин и В.С. Швырев, которые попытались внести определенную ясность в существующий разброс мнений. Но эта ясность пока не достигнута, несмотря на то, что В.С. Степин и В.С. Швырев данную проблему попытались сформулировать достаточно широко, выделив в ней своеобразные подпроблемы, показывающие спектр возможных исследований.
Различные подходы к понятию рациональности связаны с тем, что сама классическая рациональность на настоящем этапе научного познания может, при своеобразной ее трактовке, давать различные варианты, так называемой неклассической и постнеклассической рациональности, которые, в свою очередь, будут делиться на ряд направлений исследований, не всегда однозначно сочетающихся друг с другом.
В принципе, это нормальная ситуация, свидетельствующая о том, что в отношении к понятию «рациональность» происходит не просто кризис, о чем говорят И.Т. Касавин, В.Г. Федотова, В.С. Швырев, а парадигмальный сдвиг, в настоящее время характеризующийся множеством позиций, которые только через определенные этапы осмысления позволят говорить о том, что ученые пришли к более или менее компромиссному решению в отношении того, как же понимать рациональность в ее современном варианте, в том, что в большей степени принято называть постнеклассической рациональностью.
С точки зрения представления исторических типов рациональности, конечно, приоритетной, исторически проявившейся, является классическая рационалистическая традиция, идущая от Платона и Аристотеля, проходящая через эпоху Просвещения и Новое время, и далее к И. Канту, Г.В.Ф. Гегелю и др. Рациональность в рамках этой традиции понимается как нечто связанное с разумом, с его тождественностью самому себе, с тем, что эта тождественность остается устойчивой безотносительно к той исторической эпохе, в границах которой происходит рассмотрение рациональности.
Рационалистическая тенденция в рамках анализа ситуации, которая может быть охарактеризована как «ситуация неразумности разума», подразумевала разумность космоса в целом, разумность человека, законов исторического развития. Подобные альтернативные представления о рациональности сводили ее к целесообразности мироустройства. Традиция развития классического рационализма показала, что классическая рациональность имела серьезные проблемы в рамках попыток объяснения мироустройства с такими фундаментальными понятиями, как идеи времени и движения. Последние и сыграли фактически решающую роль в конце XIX в. при выявлении определенной ограниченности классической рациональности.
Другой приоритетной причиной кризиса рационалистической традиции является кризис оснований математики и парадоксов, обнаруженных в логике, то есть как раз в тех науках, которые считались базовыми в определении самой рациональности. Проблемы математики и логики позволяют говорить о том, что постулаты, принципы и законы логики и математики могут так же, как и в других науках, приводить к противоречиям. Значит, факт существования в системе логического закона не обязательно предполагает непротиворечивость подобной системы.
Контрольные вопросы
1. Каковы особенности сферы рационального?
2. Определите границы сферы рациональности?
3. Можно ли сводить рациональное к логически рациональному?
4. Как вы понимаете соотношение проблемы рациональности и проблемы рациональности в науке?
5. Как понимается кризис представлений о рациональности?
6. Каковы причины кризиса рационалистической традиции?
7. Каковы истоки современных представлений о рациональности?
8. В чём специфика проблемы научной рациональности?
Рекомендуемая литература
1. Гайденко П.П. Научная рациональность и философский разум. М., 2003. 523 с.
2. Касавин И.Т., Сокулер З. А. Рациональность в познании и практике. М., 1989. 192 с.
3. Тулмин Ст. Человеческое понимание. М., 1984.
4. Швырев В.С. Рациональность как ценность культуры // Вопросы философии. 1992. № 6. С. 91-105.
5. Степин В.С. Теоретическое знание. М., 2000. 744 с.
12
[[Теория рациональности 2]]
1.1.2. Основные подходы и интерпретации к теории рациональности
Классическая рациональность в ее различных современных интерпретациях не всегда представляется однозначной. Это связано скорее не с тем, что современные авторы имеют достаточно серьезные расхождения в интерпретации классической рациональности, а с теми авторами, с которыми связывалась классическая рациональность. Дело заключается в другом, а именно в том, как представлять те проблемы, которые в начале XX века в рамках достаточно серьезных духовных исканий отразили кризис чисто классического отношения к окружающей действительности, к истории, культуре, человеческому мышлению и т.д. Поэтому следует обратить внимание на тот факт, что одним из приоритетных источников современного многообразия в отношении понимания рациональности стали исследования, которые были связаны с проблемой научной рациональности. Фактически сама проблема научной рациональности была сформулирована К. Поппером, который во многом связывал этот термин с исследованиями в рамках попытки отделения сферы научного знания от различных вненаучных источников, которые будут содержаться в том или ином конкретном исследовании, и вообще от всей сферы ненаучного. Конечно, за К. Поппером можно оставить развернутую характеристику данного понятия, но само это понятие отражало те установки, которые следовали из самой кризисной ситуации научной рациональности. Как показало последующее развитие науки, многие моменты классической рациональности так или иначе перешли в научную рациональность. Большинство специалистов, ученых, философов сохранили за научной рациональностью параметры неизменности, вневременности, подчиненности строгим законам науки.
Так, В.С. Швырев считает, что «рациональность в науке начинает рассматриваться только в плане технологии реализации отдельных парадигм и исследовательских программ, как внутрипарадигмальная рациональность, нормы и критерии которой действуют только в рамках соответствующей замкнутой концептуальной системы» [1, 29].
За научной рациональностью был закреплен статус того, что она выступает как метод исследования, позволяющий говорить об определенной оценке тех или иных научных утверждений. Фактически такое научное понимание рациональности является далеко не единым и, в значительной степени, не отражает реалий именно нынешнего этапа развития науки. Однако, в недавнем прошлом, в рамках неопозитивистской традиции, научная рациональность выступала своеобразным критерием, по которому можно было знание отделить от незнания или ложного знания.
Обратим внимание на то, что научная рациональность имеет достаточно сильный оценочный момент, и в этом смысле можно говорить об определенной идеализации данного понятия. Но в итоге в нем выражается не только и не столько специфика научной методологии, сколько сама стратегия, при которой научное познание изначально признается приоритетным относительно любой сферы ненаучного характера.
Различные подходы к пониманию научной рациональности содержат мысль о том, что представляет из себя познание реальности и каковы реальные возможности и условия ее познания. В рамках научной рациональности становится вполне очевидным, что наиболее адекватной формой познания рациональности будет форма, соответствующая достижению реальности, которая в большей степени построена на принципах формализации. В этой связи, конечно, следует отметить, что подобная интерпретация научной рациональности фактически тождественна демонстрации ее ограниченности в плане развития науки. На это обратили внимание многие исследователи концепции научной рациональности [1], [2], [3].
Современные дискуссии относительно проблемы классической рациональности не могут обойти те ее аспекты, которые были рассмотрены и представлены М. Вебером и которые имеют серьезное значение для современных исследований социума, человеческого поведения, моделей выбора тех или иных способов человеческой деятельности. Фактически современная дискуссия основывается на так называемой дихотомии «рациональных» и «традиционных» обществ, которую М. Вебер применил для констатации капитализма как высшей формы исторического развития.
В рамках веберовской концепции были выделены два типа рациональности - целевая и ценностная. Такое деление для М. Вебера связано с различиями и со спецификой определения рациональности в различных типах общественных систем, что давало ему возможность выстроить некоторую иерархию рациональностей на основе различных социокультурных моментов в рамках деятельностного подхода к социуму.
Ряд ученых гипертрофируют значение целевой и ценностной рациональности именно в рамках их значения исключительно для рассмотрения социокультурных и общественно-политических аспектов, связанных с веберовской концепцией. На наш взгляд, следует целерациональность и ценностную рациональность рассматривать шире, так как веберовская позиция вполне предполагает и ее расширенную трактовку, которая может вполне нормально работать, пусть в локальных сферах развития обществознания, но тем не менее может быть весьма полезной особенно для того этапа развития рациональности, который, например, В.С. Степин определил как постнеклассический этап [4, 41]. В этой связи обратим внимание на то, что фактически представление о целерациональной деятельности остается неполным ввиду того, что, во-первых, результаты деятельности, особенно в плане перспектив, остаются, тем не менее, непрогнозируемыми, а, во-вторых, сам субъект обладает такой системой ценностей и целей, которые между собой часто находятся в противоречии. Кстати, это и является одним из аспектов, связанных с развитием веберовской концепции ценностной рациональности, то есть учет ее концептуальных особенностей и вывод их за пределы веберского контекста с переведением в ту систему, которая для исследователей является противоречивой.
Е.М. Сергейчик справедливо отмечает, что «целерациональная деятельность есть деятельность ценностноориентирующая, ибо все элементы культуры, на фоне которых она разворачивается, всегда имеют то или иное значение для человека, то есть выступают в качестве ценностей. Ценности не есть свойства предметов и не коренятся в сознании человека, но являются результатом и условием коммуникативной человеческой деятельности, в ходе которой устанавливаются значения всего существующего для человека. Поэтому ценность есть значимость любых объектов окружающего мира, направляющих, мотивирующих человеческую деятельность» [5, 454-455].
И в современной западной философской литературе идет также весьма интенсивная дискуссия относительно того, что же на настоящем этапе развития науки следует вкладывать в определение рациональности. В этом смысле весьма интересна работа Л. Бергстрема, предлагающая фактически пять определений, точнее, на наш взгляд, осуществляющая пять попыток подхода к такому определению рациональности.
Прежде всего, следует отметить, что рациональность нередко понимается как определенное следование некоторым методологическим правилам. Но эта трактовка, на что обратили внимание Л. Бергстрем, Т. Кун, И. Лакатос, противоречит самому факту научного прогресса, который представляет собой рациональный процесс, несмотря на неизбежное нарушение некоторых методологических стандартов. В этой связи сами нормы должны быть приняты и поняты как определение цели науки, и тогда рациональность будет определена как деятельность на основе мотивов и целей. Но, с одной стороны, понятие «рациональность» требует учета элемента рефлексивности, и в связи с этим его следует определять как выражение некоторого убеждения в том, что сама деятельность имеет под собой вполне достаточное основание. С другой стороны, нельзя не обратить внимания на то, что приоритетную роль в этой связи играет характер получаемого результата; и тогда речь идет о таком понимании рациональности, при котором она связана с сознательным и обоснованным выбором наилучшего из альтернативных вариантов. Сам результат в таком случае направлен на достижение некоторых целей и стремлений познающего субъекта. Этот факт будет зафиксирован в определении рациональности как максимальной полезности, что нередко используется в теории принятия решений, в теории игр и т.д. Так, Л. Бергстрем фактически рассматривает рациональность как особенность человеческой деятельности в целом и обращает внимание на несостоятельность более узкого понимания рациональности. Заметим, что приведенные пять вариантов понимания рациональности отражают в схематическом виде развитие и становление понятия рациональности в современной западной философии.
Подобные варианты, с точки зрения Л. Бергстрема, в принципе реализуют традиционные для европейской культуры, в частности для европейской философии, концепции, анализирующие рациональность с точки зрения таких понятий, как рационально-эмпирическое. Однако обратим внимание на то, что в западной литературе есть некоторые отклонения от этой традиции и эти отклонения в основном связаны с тем, что при рассмотрении рациональности выделяются ее аспекты, которые отражают современную общественно-политическую, социально-культурную, познавательную ситуации. Конечно, в этом случае увеличивается объем того, что вкладывается в понятие «рациональность». Реальной позицией авторов, пытающихся выявить свою собственную идею, хотя она и не укладывается в рамки традиций, является то, что такие концепции обращают внимание на несостоятельность сложившейся в настоящее время в западной мысли в целом, на попытки применения научного познания ко всем сторонам социума.
Одной из таких концепций является концепция Ю. Хабермаса, которая связана с так называемой «новой волной» понимания рациональности, в рамках которой Ю. Хабермас представляет свою собственную модель рациональности, которую называет «коммуникативной рациональностью» [6, 25].
Мы не будем рассматривать непосредственно позицию Ю. Хабермаса в более или менее развернутом виде, ибо это не является целью нашего исследования. Заметим лишь то, что, на наш взгляд, кажется важным. В рамках данной теории коммуникативные действия рассматриваются фактически как три взаимосвязанные, взаимодополняемые друг другом исследовательские схемы. Во-первых, когда речь идет о понятии «коммуникативная рациональность», то имеется в виду, что она направлена против редуцирования человеческого разума до роли регулятора контроля за общением. Во-вторых, представляется модель общества, в рамках которой концепция внутреннего мира отдельной личности и социум связаны не просто какими-то лингвистическими связками, а в широком смысле являются объектом анализа с точки зрения коммуникативной рациональности. В-третьих, в данном случае это понимается как теория познания и теория действия на современном этапе.
Возвращаясь к истокам, следует заметить, что в настоящее время неясными становятся те основные параметры, по которым должно происходить уточнение самого понятия «рациональность». По мнению ряда авторов, возникла проблема, связанная с множественностью вариантов рациональности или, как их часто называют, типами рациональности, но эти типы на данном этапе скорее создают множественность в ее интерпретации, чем указывают на какой-то единый компромисс.
Имеется достаточно много сторонников данного подхода, которые говорят о признании того факта, что своеобразное равноправие альтернативных трактовок рациональности, которые основаны на сосуществовании исследовательских программ, фактически создает поле для релятивизма в отношении научного познания. В этом смысле одна из центральных проблем познания - проблема истины - с позиции подобного равноправия фактически перестает быть проблемой, так как приобретает какие-то локальные моменты и зависит от того фрагмента реальности, в рамках которого она будет определяться.
Данный подход имеет право на существование, однако его сторонникам следует более четко обозначить свою позицию по этому вопросу, так как буквальное его восприятие может привести к резонному вопросу относительно того, что принятие их позиций как позиций, альтернативных указанной выше, ведет к тому, что речь идет об установлении какой-то универсальной рациональности, а, как известно, универсализм в науке - это далеко не та характеристика, по которой можно говорить о дифференциации и интеграции научного знания. И в этом смысле можно даже сказать, что в таком случае универсализм становится похожим на тот самый классический рационализм, против которого выступают неклассическая и постнеклассическая концепции.
Речь идет о роли рациональности как уникального принципа культуры и способа отношения к миру. Однако понятая таким образом уникальность рациональности вполне допускает, что в рамках ее постнеклассического понимания на данном этапе развития научного знания существуют различные типы рациональности, которые позволяют человеку более свободно подходить к ее характеристике, так как, действительно, кризис научной рациональности возник не случайно и, видимо, как раз настоящий этап научного познания и требует по возможности максимального рассмотрения различных оттенков рациональности, а не только ее типов, которые позволили бы создать определенную типологию рациональности, выявить в рамках этой типологии иерархию различных видов рациональности, установить между ними какие-то субординационно-координационные связи. И только на основании всего этого в дальнейшем можно было бы говорить о том, что возможно отойти от того параметра уникальности рациональности, о котором говорят сторонники данного подхода.
Именно то, что мы сейчас отметили, является вполне реальным, вполне закономерным для сферы научного исследования, без чего разделение постнеклассической рациональности и классической, попытки создания между ними определенной связи фактически будут разговорами ни о чем, так как работа в данном направлении идет, но пока, видимо, не достигла того этапа, когда она подлежит более или менее четкой систематизации. Поэтому достаточно приемлемой и вполне адекватной представляется позиция А.Н. Ракитова, согласно которой «рациональность следует рассматривать не как абстрактно-логический, но как социально-культурный, развивающийся структурно сложный феномен. Концепция рациональности должна быть применимой к формам и способам мышления, поведения и деятельности. Она должна также фиксировать, отражать и оценивать существование и существующие формы социальной организации» [7, 75].
Концепция, развиваемая на основе такого подхода, кстати, преодолевает те критические замечания, которые были адресованы веберовской концепции и которые фактически связаны с целерациональностью и ценностной рациональностью. Дело в том, что такого рода концепция рациональности фактически представляет в качестве исходной установки определенную совокупность правил, норм, принципов, которые приняты в рамках социума, общезначимы для его членов и которые, в конечном счете, являются социально значимыми для определенных целей. А.Н. Ракитов обращает внимание на самодостаточность и замкнутость подобной системы правил и норм, но в этом случае это означает не что иное, как то, что члены данного социума считают, что обеспечивается реализация тех или иных целей без привлечения других норм. Это, конечно, опять же подтверждает осмысленность поведения людей, что не исключает, с другой стороны, того, что в процессе развития осуществляется своеобразная корректировка подобного понимания рациональности. На наш взгляд, такие подходы четко выражают идею о признании того, что современная ситуация в отношении установления различных типов рациональности, определения самих понятий рациональности в рамках соответствующих систем является процессом достаточно длительным и представляет собой ту сферу деятельности, которая является одной из приоритетных в сфере гуманитарного знания.
Сама позиция А.Н. Ракитова, при ее реализации, означает, что корректировка понятия «рациональность» на этапах ее развития и развития адекватных общественных структур совсем не отменяет достаточно стабильной основы, которая может не подвергаться модификациям. Это будет, естественно, обеспечивать существование того понятия «рациональность», которое позволяет выделить его как приоритетное научное понятие, находящееся в достаточно сложном отношении к понятиям ценности и цели как с точки зрения социально-культурного пространства, так и с точки зрения социального времени. Естественно, понимаемая так система рациональности и рассматриваемая в рамках пространства и времени, система ценностей и целей позволяют обратить внимание на более важный момент. Речь идет об их тесной связи и взаимодействии, что позволяет по-новому, в рамках данного понимания рациональности, ставить проблему относительно цели и рациональности.
В рамках такой концепции развивается и структура, соответствующая рациональности, что необходимо с точки зрения сопоставления с элементами данной структуры, например, правил, норм, адекватных ценностей и целей. Важность подобного подхода заключается в том, что происходит постоянное сочетание правил, ценностей, норм и целей, создающих наиболее адекватные локальные ситуации, в которых и будет происходить реализация принципа рациональности, что, в конечном счете, вполне соответствует законам исторического развития.
В современной литературе имеются подходы, согласно которым идея плюрализма, которую проводят относительно ситуации с множеством типов рациональности, фактически лишает идею рациональности ее исходного принципа, касающегося фундаментальных исследований, связанных с пониманием человека и его роли в окружающем социуме. Иными словами, сторонники подобного подхода утверждают, что различные типы рациональности как бы редуцируют понятие рациональности к различным частным технологиям человеческой деятельности. В этом случае появляются условия, которые позволяют выделить рациональность как определенный принцип культуры, что в итоге приводит к принятому в литературе понятию «эгалитарного релятивизма», который обычно связывают с именем Н. Решера. На наш взгляд, действительно, концепция эгалитарного релятивизма в ее понимании не только по отношению к рациональности, но и по отношению к любому понятию, претендующему на фундаментальность, является слабо применимой. Однако позиция Н. Решера представляется не такой простой, ибо она никак не ведет к отрицанию рациональности как таковой [8, 35].
Рассматривая проблему, связанную с границей когнитивного реализма, Н. Решер обращается к эгалитарному релятивизму и в связи с этим рассматривает концепцию рациональности, но он не поддерживает ту позицию, которую занимают представители этого направления. Более того, Н. Решер пытается вскрыть именно те тонкие концептуальные трудности, которые действительно возникают при рассмотрении рациональности в рамках той же неопозитивистской тенденции. Но эти концептуальные тонкости в данном случае отражают непростые моменты, связанные с выделением характерных особенностей современной неклассической рациональности. Как раз Н. Решер обращает внимание на тот факт, что если речь идет об отношении релятивизма к проблеме типов рациональности, то релятивист не будет говорить о том, что имеется целый ряд альтернативных видов рациональности и при этом нужно выбирать один или несколько из этих видов. Сама точка зрения релятивизма как раз будет близка той позиции, согласно которой нет смысла анализировать все различные альтернативные понимания рациональности, так как в любом случае все они будут являться относительными, и сам выбор конкретного типа рациональности, не говоря о выделении этих типов, для релятивизма как такового является не только несущественным, но и бессмысленным. Н. Решер, со своей стороны, обращая внимание на подобную ситуацию, говорит о том, что, по его мнению, естественно, ибо в каждой конкретной ситуации человек сталкивается с различными видами рациональности. То, что Н. Решер постулирует подобные различные типы, явно не говорит о том, что он является сторонником релятивизма.
Н. Решер пытается обратить внимание на те моменты, которые характеризуют само соотношение между альтернативными типами рациональности. Он указывает на тот факт, что для релятивиста неприемлем перебор данных типов вообще. Что же касается его позиции, она связана с тем, что всегда из всего спектра можно выделить одну или несколько правдоподобных или наиболее достоверных видов рациональностей. И с этой точки зрения оценивая альтернативные решения, можно сказать, что Н. Решер дает вариант субъективистского понимания подхода к понятию «рациональность». В рамках неклассического понимания рациональность - достаточно распространенное явление, которое во многом зависит от того, как понимать субъективизм.
В этой связи можно сформулировать такое определение: «рациональность - это разумное стремление к адекватным решениям с использованием релевантной информации и убедительных принципов рассуждения при решении отвлеченных теоретических и практических проблем». Данное определение далеко от идеального, но именно против этой идеальности на данном этапе научного познания мы и выступаем. Как рабочее оно отражает вполне конкретную позицию относительно того, что в различных дискуссиях об альтернативных видах рациональности субъект должен иметь одну, если не придерживается принципа универсализма. Из различных альтернативных идей разумно принять свою собственную, потому что это мотивируется тем, что в такой ситуации у человека нет реальной альтернативы. Исходя из позиции, которая является его собственной, он может соотнести свое мнение с мнением других субъектов по различным проблемам, в том числе и по проблеме рациональности. Но если он не сможет рационально обозначить свою собственную позицию, то он просто не способен понять чужую позицию, сопоставить ее со своей или выйти за ее рамки и на тех же рациональных основаниях принять чью-то чужую позицию. Другими словами, в подобных ситуациях человек рационально вынужден рассмотреть свои собственные основные принципы, так как, если он не будет придерживаться подобной позиции, то трудно от него требовать разумного принятия рациональности как таковой.
Обратим внимание на тот факт, что подобное понимание рациональности в значительной степени составляет основу современных вариантов теории игр, то есть рациональность фактически устанавливает определенные правила игры относительно объекта, о котором человек начинает размышлять.
Речь идет о том, что рациональность проходит по основным, так называемым правилам и представляет собой ту рациональность, на которую человек выходит в той или иной ситуации. Позиция Н. Решера или позиции, близкие к его, могли бы найти применение, в частности, в сфере контекстуальной рациональности. В рамках подобной ситуации как раз и осуществляется допущение различных альтернатив рациональности с признанием того обстоятельства, что выбор среди них не является рационально индифферентным. Он определяется, прежде всего, основаниями и оценочными критериями, на базе которых непосредственно осуществляется рациональный выбор.
Современное адекватное понимание рациональности может основываться только на признании различных типов рациональности, каждая из которых не претендует на абсолютную полноту и в принципе готова к диалогу, компромиссу и критике. Как представляется, в этой ситуации прав В.С. Швырев, который подчеркивает неконструктивность понимания и представления монологизма в отношении самой рациональности. При этом монологизм представляется как врожденный любым видам идеи дополнительности, то есть представлению о том, что подлинная реальность открывается в различных своих ракурсах и проекциях. Возможно лишь сочетание различных, в том числе и находящихся между собой в конфликтах и противоречиях позиций сознания [9, 3-20]. Подобный взгляд подводит к идее о том, что нейтральный плюрализм должен быть заменен на диалогичность, то есть речь идет о том, что адекватная истинная диалогичность в полемике с другими подходами по отношению к рациональности предполагает наибольшую степень адекватности в раскрытии творческого потенциала собственной позиции субъекта. То есть используются общие принципы диалогичности в рассуждениях, когда принятие каких-то постулатов совсем не обязательно означает следование, а предполагает не только компромиссность в рамках каких-то проблем, но и использование всего того хорошего, что есть в альтернативных позициях для обоснования своей собственной позиции.
Что же касается самой рациональности, то неклассическое ее представление через диалогическое сознание, вообще говоря, предполагает наличие двух ипостасей диалогического рационального сознания. Одна ипостась связана с внутренним существованием человека и с тем, что человек направляет себя в глубь собственного сознания. В рамках последнего и выявляются возможности человека. И в этом смысле такой потенциал представляет одну сторону диалогично рационального сознания. Другая ипостась направлена во вне, то есть в этой связи диалог человека будет направлен на иные позиции, установки мнения в отношении рациональности, что предполагает как работу по соотнесению собственной позиции с позицией других субъектов, так и непосредственно работу над позициями других субъектов, предполагающих не только свои собственные позиции, но и сопоставление рациональных элементов других позиций или установок со своими собственными.
Современная характеристика рациональности человеческого сознания должна фиксировать как пределы рационализации этого самого сознания, так и пределы рационализации реальности с точки зрения тех исходно принятых принципов, идеалов, норм и т.д., которые выступают в качестве рациональности, то есть в тех случаях, когда субъект непосредственно сталкивается с ситуациями, в которых он должен максимально эффективно реализовать свои собственные внутренние нормы и цели, непосредственно связанные с принципом рациональности самосознания.
Обращаясь к современной неклассической рациональности, можно, таким образом, сделать вывод, что она будет непосредственно связана с выявляемыми и исходно определенными установками действующих субъектов по отношению к действительности, в рамках которой они себя мыслят и в рамках которой они действуют. Достаточно четко эту ситуацию зафиксировал В.С. Швырев: «Если в классике предметность рациональности - это предметность объекта, данного субъекту в виде некоторой завершенной, ставшей действительности, то предметность неклассической рациональности - пластичное, динамичное отношение человека к реальности, с которой имеет дело его активность» [9, 15].
Действительность раскрывается перед человеком настолько, насколько активна его деятельность по отношению к этой действительности, то есть предметы и субъекты действительности, включаясь в процесс самой активной познавательной человеческой деятельности, становятся вовлеченными в эту познавательную деятельность только тогда, когда мы можем говорить, что субъект непосредственно обратился к действительности, а возможно, и познал ее наиболее общие связи, законы и закономерности. В этой связи вполне уместно утверждение В.С. Степина относительно того, что «в методологии неклассической науки акценты переносятся на изучение действительных структур, в которые включены объекты, на исследование операциональных оснований тех или иных онтологий, которые исторически сменяют друг друга в развитии науки» [10, 633].
Контрольные вопросы
1. Как соотносятся понятия классическая рациональность и научная рациональность?
2. В чём суть веборовской концепции о типах рациональности?
3. Каковы основные параметры, по которым должны происходить уточнения понятия «рациональность»?
4. Возможно ли усановление универсальной рациональности?
5. Как соотносятся понятия диалог и монолог в трактовке типов рациональности?
6. Какова тенденция смены этапов рациональности?
7. Как соотносятся понятия научная рациональность и социальная рациональность?
Рекомендуемая литература
1. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
2. Автономова Н.С. Новый рационализм // Вопросы философии. 1989. № 3. С. 10 - 18.
3. Башляр Г. Научный рационализм. М. - СПб., 2000. 395 с.
4. Степин В.С. Деятельностная концепция знания (дискуссия с Игорем Алексеевым) // Вопросы философии. 1997. № 8. С. 42-51.
5. Сергейчик Е.М. Философия истории. СПб., 2002. 520 с.
6. Хабермас Ю. Понятие индивидуальности // Вопросы философии. 1989. № 2. С.35-40.
7. Ракитов А.Н. Рациональность и теоретическое познание // Вопросы Философии. 1993. № 11. С. 68-81.
8. Решер Н. Граница когнетивного релятивизма // Вопросы философии. 1995. № 4. С. 35-58.
9. Швырев В.С. О понятиях «открытой» и «закрытой» рациональности (рациональность в спектре её возможностей) // Рациональность на перепутье. М., 1999. С. 3-24.
10. Степин В.С. Теоретическое знание. М., 2000. 744 с.
1.2. Концептуальные аспекты неклассической и постнеклассической рациональности
1.2.1. Неклассическая рациональность
Когда речь заходит о неклассической рациональности (вариант В.С. Швырева относительно понимания неклассической рациональности предполагает вариант постнеклассической рациональности В.С. Степина ), то необходимо учитывать, что этот вид рациональности следует рассматривать с точки зрения его развития - развития в смысле отношения того субъекта, который является носителем данной рациональности по отношению к тому процессу, в котором происходит деятельность субъекта по освоению этого мира. То есть можно говорить о существовании очень широкого контекста при рассмотрении перехода от классической рациональности к неклассической. Это связано с тем, что познающий субъект находится, с одной стороны, внутри познаваемой реальности, а с другой стороны - эта реальность предстоит перед ним, то есть реализуются как бы две ипостаси.
Но кроме этого, следует обязательно принимать во внимание и ситуацию самого действующего познающего субъекта, его установки, его теоретико-познавательные возможности, его общую мировоззренческую позицию, его обладание методологией научного познания и исследования, его общие сферы взаимоотношений с окружающим миром. Нельзя не отметить и отношения познающего субъекта к своему собственному миру, а также возможности вести диалог с внутренним миром других людей.
Основным условием рациональной деятельности и рационального отношения к действительности выступают деятельностные характеристики сознания, которые определяют адекватность внутренней и внешней позиции познающего субъекта в том смысле, о котором мы сказали раньше, и той действительности, в рамках которой эта познавательная деятельность рассматривается [1, 15-23]. Для рациональности характерна направленность на сознательную, рефлексивную деятельность в отношении к человеческому сознанию, которое отражает окружающий мир во всех тех направлениях, в которых человек превращает этот мир в свою внутреннюю субъективность, а также во всех тех отношениях, которые позволяют человеку реализовывать себя в этом мире и по отношению к своему собственному миру.
Поэтому, видимо, когда речь идет о классической рациональности, следует говорить о некой рационально рефлексивной компоненте существующих в настоящее время культур. Современные дискуссии относительно научной рациональности нередко связаны с дискуссиями относительно самого термина. И при этом научная рациональность иногда рассматривается в контексте вообще неклассической рациональности, и тогда к ней будет относиться все вышесказанное. Но, с другой стороны, достаточно часто прослеживается иная тенденция - попытка вывода понятия научной рациональности на рациональность в смысле ее соответствия с законами логики. В принципе в данном направлении речь идет больше о том, что научная рациональность представляется все же частным, хотя, возможно, и более приоритетным вариантом самого понятия рациональности.
Возникшие проблемы достаточно убедительно обозначил В.Н. Порус в своей книге «Парадоксальная рациональность»: «Абсолютизм стремится определить научную рациональность как таковую, как некое универсальное свойство научной деятельности и ее результатов, используя для этого методы нормативной эпистемологии. С помощью этих методов формулируют критерии рациональности. Но как только эти критерии объявляются адекватными выразителями научной рациональности, они становятся ложем Прокруста. Релятивизм отбрасывает требование универсальности и абсолютности, поворачивается к реалиям науки и ее истории, отказывается от априорных определений рациональности... Но при этом аннулируется само понятие «рациональности»... Абсолютизм не в состоянии сладить с фактом исторического движения в сфере рационального, в особенности - в науке. Релятивизм, напротив того, исходит из историчности, придает ей решающее значение. Но за движением ему не удается рассмотреть того, что движется. И тот, и другой в конечном счете утрачивают предмет своих исследований и притязаний» [2, 86].
В какой-то мере понятие научной рациональности воспроизводит понятие классической рациональности, когда речь в основном заходит о законах человеческого мышления, но следует заметить, что само человеческое мышление как таковое действительно является одним и тем же, если его рассматривать с точки зрения исторического развития, так как законы логики, на которых основывается понятие научной рациональности, остаются одними и теми же. Видимо, более точно в этом случае следовало бы сказать, что универсализм относительно такого понимания научной рациональности скорее связан с логико-методологическим рационализмом.
Рассмотренная интерпретация самой неклассической рациональности, в основе которой находятся логические законы, конечно, приводит к целому ряду проблем, которые ставят под сомнение целесообразность использования этого вида рациональности в качестве методологической нормы.
По мнению А.Л. Никифорова, имеются следующие негативные следствия подобной универсализации понятия «научная рациональность»: существует лишь один вид рациональности и один ее критерий для всех областей духовной и материальной деятельности людей, для всех исторических эпох и всех народов; с точки зрения универсалистского понятия рациональности, человеческая история и все области материальной и духовной культуры существенно иррациональны; даже в науке рациональность соединена с иррациональностью [3, 24].
Научная рациональность в современной ее интерпретации фактически предполагает деятельность, которая направлена на разработку, уточнение, конструирование теорий, которые являются общезначимыми и истинность которых можно определить именно с точки зрения фактора настоящего времени. Рассматривая научную рациональность, следует учитывать и то обстоятельство, что ее фундаментальными характеристиками нередко выступают как целесообразность, так и разумность. Что касается соотношения целесообразности и разумности, то этот вопрос достаточно сложный, однако говорить изначально о разумности какого-то знания, видимо, все же будет неправильно, так как только определенная деятельность позволит установить, насколько разумно то или иное конкретное человеческое действие или человеческое поведение в целом. Речь идет о том, что соотношение целесообразности и разумности в большой степени отражает различные этапы рациональной деятельности человека.
Целесообразность предполагает определение той конкретной цели, которая, фактически, будет не только отражать намерения человека относительно деятельности, связанной с преобразованием себя или окружающего мира, но в конечном счете будет определять саму программу претворения в жизнь этой цели. После того, как человек пройдет ряд этапов реализации этой деятельности, он может ее реконструировать, и как раз реконструкция будет связана с теми моментами, в рамках которых можно произвести определенную систематизацию результатов этой деятельности на предмет того, насколько эти результаты соответствуют представлению разумности или неразумности.
Видимо, указанное соотношение необходимо перевести в другую сферу, а именно в сферу разнесенности, с точки зрения фактора времени. Достаточно близкие взгляды в плане соотношения целесообразности и разумности с научной рациональностью при специальном детальном исследовании можно найти у А.Л. Никифорова [4].
Таким образом, рассмотрение и обоснование понятия о неклассической рациональности прежде всего предполагает адекватное понимание существования самого субъекта, который осуществляет осознанную деятельность с точки зрения контроля за своим поведением по обращению к той действительности, с которой он соприкасается с позиций ее изменения. Происходит реализация как внутренних установок и норм самого субъекта, так и тех условий, в которых познающий субъект находится, причем речь идет не только об условиях естественного существования самого субъекта, но прежде всего о тех условиях, в каких он способен познать окружающую действительность. И наконец, рассмотрим, в каких формах сама действительность представляется познающему субъекту. Фактически саморефлексия познающего субъекта дает ему возможность в действиях осуществлять определенную собственную свободу, то есть реализовать свободу во внешней действительности. Это предполагает, что перед субъектом возникают различные альтернативные ситуации, но сама свобода дает ему возможность выбора между этими ситуациями, что как раз и предполагает изначальное представление о неклассической рациональности.
Развитие идей относительно неклассической рациональности в достаточной степени связано с понятием открытой и закрытой рациональности. Весьма интересный и широкий по объему анализ этой проблемы приведен в ряде работ В.С. Швырева [5, 3-24], [6, 48-52]. Мы не будем подробно останавливаться на этой проблеме, тем более, что сам В.С. Швырев достаточно четко обозначил собственную позицию, с которой мы в целом согласны, однако хотелось бы высказать в этой связи следующее соображение.
Дело в том, что, по мнению ряда исследователей, и в том числе В.С. Швырева, существует определенное разграничение открытой и закрытой рациональности именно с точки зрения реализации идеи неклассической рациональности. Такое разграничение связано во многом с тем, что закрытую рациональность часто связывают непосредственно с целерациональностью в контексте, например, веберовского понимания. В этом смысле оправданным выглядит позиция тех исследователей, которые считают, что закрытая рациональность в какой-то мере препятствует установлению адекватных отношений между человеком и действительностью в рамках уже неклассической рациональности. В частности, обращается внимание на то, что в рамках закрытой рациональности в основном учитывается механизм достижения каких-то локальных целей и практически минимально речь идет, допустим, о каких-то духовных человеческих измерениях, ценностных мировоззренческих позициях и перспективах их развития. Поэтому закрытая рациональность подвергается своеобразной скрытой корректировке. Сама открытая рациональность позволяет осмыслить концепцию закрытой рациональности, и фактически это приводит к постулированию того факта, что представление рационального в рамках закрытой рациональности может перестать быть таким в рамках рациональности открытой.
В подобной ситуации явно прослеживается тенденция, о которой не просто говорили В.С. Степин, В.С. Швырев, А.Л. Никифоров, но и акцентировали на этом свое внимание. Видимо, данная проблема еще получит свое развитие, так как, на наш взгляд, позволяет более жестко сформулировать соотношение между открытой и закрытой рациональностью.
Концептуальные особенности закрытой и открытой рациональности уже в достаточной мере определены. Вопрос заключается в том, насколько эффективно данное понятие находит применение в различных практических контекстах, в частности исторических, социологических, социально-философских. Ведь локальные исследования в области других наук предполагают, что приоритет открытой рациональности или ее исключительное использование далеко не всегда является оправданным. Ряд конкретных научных результатов как раз и могут быть получены в рамках закрытой рациональности, а уже сами результаты могут быть помещены в своеобразный контекст открытой рациональности, где, с одной стороны, произойдет осмысление, составлена определенная модель того, что получено в рамках исследования этой закрытой рациональности, а с другой стороны - будут обозначены те перспективы, те общие мировоззренческие ценностные установки, которые действительно присущи контексту исследований в рамках открытой рациональности. Но соотнесение закрытой и открытой рациональности все же предполагает выход на первый план диалектики их соотношения, и проблема, на наш взгляд, заключается в том, что эта диалектика действительно, как показано в ряде работ, носит концептуальный характер.
В этой связи, В.С. Швырев отмечает, что «Проводя сопоставление «закрытой» и «открытой» рациональности, следует специально подчеркнуть, что и первая, и вторая являются необходимыми структурными компонентами рациональной деятельности вообще, «двумя сторонами одной медали». Разумеется, понимание рациональности как «открытой» расширяет возможности рациональности, ограниченной ее «закрытой» формой» [6, 51].
В известной мере, не отвергая значимость концептуальных результатов, проблему можно перенести в несколько иную плоскость, а именно в плоскость того, что необходимо и классическое понимание рациональности. Так, с учетом механизмов открытой и закрытой рациональности представляется важным в ряде конкретных социальных аспектов рассмотрение деятельностных, мотивационных аспектов познающего человека, его целерациональной деятельности, ценностных установок, мотивов и т.д. Таким образом, следует поставить оба типа рациональности в более конкретные рамки вполне определенных социальных процессов и явлений. И вот именно на этом пути будет вскрыта на конкретных примерах диалектика этих двух видов рациональности.
«В настоящее время в литературе существуют различные подходы к понятию «рациональность», сущность и механизмы функционирования которого были обозначены в античной культуре, развивались в рамках Нового времени, однако, в настоящее время эти проблемы получили развитие, с точки зрения выделения в них целого ряда подпроблем. Это непосредственно связано с тем, что в настоящее время на смену классическому типу науки приходит ее постнеклассический вариант, который предполагает изменения широкого спектра установок неклассической науки, причем прежде всего эти изменения касаются приоритета в области мировоззренческих, аксиологических и ряда других аспектов, которые обусловливают возникновение методологических проблем, связанных с изменением самого стиля современного научного исследования. Поэтому следует ставить вопрос об исторических формах рациональности - рациональность античная, средневековой эпохи, Нового времени, современная в различных ее модификациях (неклассическая и постнеклассическая). Исторические формы рациональности в конечном счете представляются как определенная онтология разума, спроецированного на мир, а затем, или одновременно с этим, спроецированная на человека и общество. Природа рациональности фактически одна, то есть упорядочивающая способность человека, но при этом различны ее интерпретации и типы. Этим и объясняется существование различных онтологий, вычленение различных типов и форм рациональности, в которых разум может приобрести внеличностное, сверхличностное, субъективное, или личностное, измерение в зависимости от того, какого этапа изучения рациональности это касается. С другой стороны, можно говорить о специфических способах реализации рациональности:
1) в виде субъектно-объектной схемы деятельности (классический вид рациональности);
2) в виде актов конституирующих смыслы в культуре (неклассический тип);
3) как реализация единства теологических структур человеческой жизни, мира, то есть постнеклассический тип» [7, 630].
Остановимся теперь на рассмотрении тех базисных оснований рациональности, которые позволяют исследователям выделять определенное количество ее типов. В.С. Степин обращает внимание на то, что «классический тип рациональности концентрирует внимание только на объекте и выносит за скобки то, что относится к субъекту и средствам деятельности. Для неклассической рациональности характерна идея относительности объекта к средствам и операциям деятельности; экспликация этих средств и операций выступает условием получения истинного знания об объекте. Наконец, постнеклассическая рациональность учитывает соотнесенность знаний об объекте не только со средствами, но и с ценностно-целевыми структурами деятельности» [7, 635].
Один из вариантов типологизации рациональности предлагает П.П. Гайденко, выделяя два ее основных исторических типа - античный и новоевропейский. Первый предложил еще Галилей, давший, по существу, анализ двух типов рациональности: с одной стороны, аристотелевской натурфилософии, с другой - зарождающегося рационально-математического естествознания, ибо только в XX веке благодаря исторической реконструкции, проделанной плеядой замечательных историков науки, а особенно благодаря самокритике новоевропейской науки и технотронной цивилизации перед лицом ядерной опасности и экологической катастрофы, вызванных научно-техническими достижениями последних двух веков, стало, наконец, возможно определить эти типы [8].
Современная аналитическая философия также не обошла вниманием данную проблему типологизации рациональности. Так, например, К. Хюбнер выделяет четыре вида рациональности, или интерсубъективности, что для него одно и то же, - интерсубъективность логическую, эмпирическую, оперативную, нормативную. По его мнеию, рациональность выступает всегда в одинаковой форме, а именно семантически как тождественное фиксирование правил определенного смыслового содержания, в чем бы оно ни состояло; эмпирически как применение всегда одинаковых правил объяснения, к чему бы они не относились; логически-оперативно как применение расчета; нормативно как сведение целей и норм к другим целям и нормам, какое бы содержание в них не вкладывалось. Рациональность - это есть нечто формальное, она относится только к уже положенному содержанию [9].
Г. Ленк в работе «Типы и систематика рациональности», служащей введением в сборник статей под названием «Логико-научная рациональность», приводит 21 значение термина «рациональность». Некоторые из них рассматривают рациональность как логическое следование аргумента из принятых посылок; как формально-научную доказуемость; как теоретическое научное структурирование, которое может возрастать благодаря приросту знания в ходе развития теории; как развитие рациональной экспликации; как теория принятия решений и стратегическая рациональность [10].
У многих ученых, безусловно, прослеживается стремление не утратить своеобразия каждого отдельного случая, каждой конкретной мыслительной ситуации, специфицирующей значение понятия «рациональность», его несводимости к единичности, что вполне объяснимо. Но, с другой стороны, философское рассмотрение проблемы рациональности все же не может останавливаться на такого рода морфологическом обобщении: описание отдельных случаев необходимо в качестве отправной точки, которая скорее ставит свой ряд проблем, нежели решает исходные. В этом смысле необходима именно теория типов рациональности, которая по определенной форме все же вносила бы единство в многообразие единичных данных, то есть решала бы проблему систематизации.
Неклассическая наука фактически отрицает представление классической науки о существовании предметов самих по себе, вне и независимо от условий процесса познания. Это нашло отражение, например, в принципе относительности объекта к средствам измерения, в принципе дополнительности Н. Бора, в антропном принципе в космологии и в ряде других принципов естествознания. К этому добавляются исследования культурно-исторической природы научного познания. Все это в целом привело к постановке проблемы включенности сознания в картину мира и к необходимости осмысления его места и роли в познанном мире. Реально был пересмотрен классический идеал объективности научного познания и самого знания, сформулирован неклассический идеал, согласно которому описание социального объекта соотносится с условиями познания, в число которых входят как эмпирические средства познания, так и средства теоретические. Таким образом, если в состав последних включить ценностные характеристики бытия субъектности социального познания, то неклассический тип рациональности расширяется, как это, например, предложено В.С. Степиным, до постнеклассического типа рациональности. Поэтому в рамках решения теоретико-познавательных задач следует обращать внимание на то, что обычно применяется один из типов научной рациональности, чаще всего неклассический тип, а постнеклассическую трактовку рациональности следует использовать в тех случаях, когда соответствующий дискурс переходит непосредственно от сферы научного познания к онтологической, праксиологической или иной сфере.
Неклассический тип рациональности полагает осознание субъектом события, которое в принципе оставляет некоторый след на результатах опытного познания. В этих случаях познание выступает как нечто безусловное по отношению к содержанию опыта. Вместе с тем обратим внимание на то, что неклассический тип рациональности принимает тезис о культурно-исторической обусловленности самого познающего сознания.
В этом контексте обратимся к анализу тех основных, явных допущений относительно бытия сознания, которые содержатся в классическом и неклассическом типах научной рациональности. Классическая наука, в лице, прежде всего, представителей естествознания, выработала определенное представление об объективности познания и те требования, которым должна удовлетворять деятельность познающего субъекта. В этой связи весьма интересной представляется концепция теории идолов, в которой указываются необходимые условия объективного познания природы, с точки зрения своеобразного очищения познания от предрассудков, мешающих адекватному действию объективных законов природы (Ф. Бэкон). Классическая наука, таким образом, основывается на идее трансцендентного, неопределенного, безусловного сознания как условия возможности объективного познания. Субъект с таким сознанием не определен в пространстве и времени не только культурно-исторического бытия, но и бытия физического мира в целом, то есть данный субъект не имеет своего локального места и своего индивидуального времени; чтобы стать субъектом научного познания, человек должен утратить все человеческое и стать «бесчеловечным».
Обратим внимание на ряд интересных феноменов в классической науке, в которых отражено бытие неопределенного сознания; эти феномены весьма четко зафиксированы в механике Ньютона. К ним, в первую очередь, относятся представления об абсолютном пространстве и абсолютном времени; при этом абсолютное пространство и абсолютное время, например в классической физике, символизируют структуру метасознания: метасознание объективирует предельные основания своего существования, полагая их в качестве символически существующих границ мира. Вместе с тем сознание обладает конструктивными возможностями, благодаря которым формируется объект познания и знание объекта. Дополнением И. Канта к нетрансцендентности классической науки является детрансцендентность субъекта. Принципиальной особенностью последнего является неопределенность его бытия. Трансцендентальное сознание имеет, по мнению И. Канта, безусловный и спонтанный характер, который определяет собственные законы деятельности человека, его мышления, его автономность. Довольно распространенным является мнение о принципиальном отличии классической и неклассической науки. Основания для такого мнения хорошо известны, ибо они широко обсуждались в философской литературе. Гораздо меньше внимания привлекают общие основания обоих типов научного исследования. Одним из них является признание существования метанаблюдателя и соответствующего метасознания. В этой связи следует обратиться к теории относительности А. Эйнштейна и квантовой физике. Такие интенции означают, что как в классическом, так и в неклассическом типе рациональности предполагается существование метасознания. В классической науке оно полагается, по сути, тождественным сознанию каждого познающего индивидуума. Индивидуальное сознание наблюдателя является более или менее точной копией метасознания, то есть сознания абсолютного трансцендентного субъекта. В неклассической науке картина сложнее: здесь признается и существование метасознания, и существование множества самостоятельных индивидуальных сознаний наблюдателя, которые не являются копиями одного метасознания. Более того, в отличие от классического типа научной рациональности, где переход индивидуального сознания в состояние метасознания может быть осуществлен непрерывным образом, в неклассическом типе научной рациональности переход от индивидуального сознания к метасознанию осуществляется скачком и связан с кардинальным изменением форм репрезентации действительности.
«Переход от классического к неклассическому естествознанию был подготовлен изменением структур духовного производства в европейской культуре второй половины ХIХ - начала ХХ века, кризисом мировоззренческих установок классического рационализма, формированием в различных сферах духовной культуры нового понимания рациональности, когда сознание, постигающее действительность, постоянно наталкивается на ситуации своей погруженности в саму эту действительность, ощущая свою зависимость от социальных обстоятельств, которые во многом определяют установки познания, его ценностные и целевые ориентации» [11].
«В современную эпоху, в последнюю треть нашего столетия, мы являемся свидетелями новых радикальных изменений в основаниях науки. Эти изменения можно охарактеризовать как четвертую глобальную научную революцию, в ходе которой рождается новая постнеклассическая наука» [7, 632].
В рамках изучения онтологических вопросов важно подчеркнуть, что исследователь имеет дело с такими ситуациями, когда проблема человеческого существования связана с некоторыми личностными усилиями, с проблемами установленного порядка и другими экзистенциальными проблемами, которые играют решающую роль в определении места самого человека в мире и возможностей понимания им своей сущности. В этом случае постнеклассическая наука делает акцент на том, что на одну из приоритетных позиций выходит проблема ответственности человека, причем не только за самого себя, но и за тот мир, который им конструируется.
Контрольные вопросы
1. Какова тенденция изменения роли субъекта в контексте неклассической рациональности?
2. Как соотносятся логические законы и неклассическая рациональность?
3. Как понимается научная рациональность в контексте неклассического этапа развития рациональности?
4. В чём проявляется концептуальный характер разграничения открытой и закрытой рациональности на этапе развития неклассической рациональности?
Рекомендуемая литература
1. Швырев В.С. О деятельностном подходе к истолкованию «феномена человека» // Вопросы философии. 2000. № 3. С. 107-114.
2. Порус В. Н. Парадоксальная рациональность. М., 1999. 124 с.
3. Никифоров А.Л. Понятие истины в философской науке ХХ века // Проблема истины в современной западной философии науки. М., 1987. С. 24-33.
4. Никифоров А. Л. Философия науки. М., 1998.
5. Швырев В.С. О понятиях «открытой» и «закрытой» рациональности (рациональность в спектре её возможностей) // Рациональность на перепутье. М., 1999. С. 3-24.
6. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
7. Степин В.С. Теоретическое знание. М., 2000. 744 с.
8. Гайденко П.П. Научная рациональность и философский разум. М., 2003. 523 с.
9. Хюбнер К. Критика научного разума. М., 1994.
10. Ленк Х. Эпистемологические заметки относительно понятий «теория» и «теоретическое понятие» // Философия, наука, цивилизация. М., 1999. С. 157-170.
11. Степин В.С. Интервью журналу «Вопросы философии» По «гамбургскому счету» // Философия, наука, цивилизация. М., 1999. С. 349-358.
1.2.2. Специфика постнеклассической рациональности
в социально-философском контексте
В условиях постнеклассической науки и глобального характера социальных изменений настоятельно требуются принципиально иные ментальные ориентации человека в рамках его жизнедеятельности. При этом тема рациональности в различных формах поведения и действия, как и в стремлении к соучастию в сотворении новых смыслов, становится одной из главных в духовной жизни человека. Проблема состоит не только в том, чтобы сформировать принцип рациональности в качестве последовательности образцов деятельности, но и в том, чтобы обозначить своеобразные ориентации, соразмерные человеческому существу с точки зрения необходимого и возможного в отношении к самому себе, к созданному им миру, ко всему тому, что имеет выход на проблему, которая в постнеклассической науке ориентирована на ключевое понятие «жизнь». В настоящее время речь идет об осмыслении предельно допустимых нагрузок в отношении человека и мира, и если перевести этот тезис в русло социальной прагматики, то речь пойдет об оптимизации и эффективности отношений человека и мира, общетеоретическое выражение которых будет содержательным моментами рациональности, то есть рациональное, а значит, эффективное и оптимальное.
Ориентация на целесообразность остается доминирующим направлением в поиске определяющего принципа рациональности. Степень рациональности определяется оптимальным соотношением элементов целостного деятельностного подхода и его результативностью. Сфера духовной жизни не исключение. В ней также господствует целесообразность и оценка всякого рода духовных интенций с точки зрения их результативности. Это и есть технологическая трактовка рационального. Ее конкретная форма, способы выражения рациональности могут быть определены установлением разумом цели конкретной деятельности человека в рамках намеченной им прагматической деятельности до разумного использования результатов подобной деятельности.
Само определение рационального как конструирования значимых жизнеобразующих структур активности человека предполагает выявление степени вписанности самого человека в мирообразующие взаимосвязи, взаимодействия, причем такой постоянной вписываемости, в рамках которой возможно возникновение смысла социальности. Связывая природу рационального с возникновением смысла в рамках социальности, следует подчеркнуть предопределенность рационального по отношению к любым исходно сконструированным схемам, которые сами лишь являлись продуктами в ранее сложившихся типах рациональности. Обратим внимание на то, что вопрос о рациональности философии - это вопрос о переходе как некотором акте еще не рационализированного рационального при том условии, что сам акт является рождением некоторого нового смысла. Вопрос об осмыслении проблемы рациональности трансформируется в вопрос о поиске тех точек соприкосновения, в рамках которых происходит качественное изменение духовных ценностей человека в контексте постнеклассической рациональности. Однако важно учитывать, что происходит тогда, когда один тип рациональности заменяется другим, каковы условия, которые накладывают ограничения на сами изменения рациональности, позволяющие говорить об их радикальной смене.
В современной философии обычно речь идет об определенных универсальных характеристиках человеческого бытия, к которым можно отнести следующее: топологические многообразные пространственные отношения и размеренность; локальное состояние реальности; многообразие временных размеренностей любых видов социальной реальности, включая многомерность самого понятия социального времени; многообразие инвариантов в любых состояниях социальной реальности; техническое многообразие связей и отношений в искусственно создаваемых системах; многообразие форм человеческих отношений и способность существования различных социальных явлений; различие ментальных структур и духовных образований в общественной жизни; построение глобальных схем некоторых будущих состояний жизнедеятельности самого человека.
Любой тип рациональности включает такие характеристики социального бытия, базируется на них и расставляет приоритетные акценты при построении схем социального мироздания.
Обратим внимание на то, что десубстанционализация человеческого разума через многообразные формы теоретического мышления и его относительности в сфере противоречия общественной жизни привели к представлениям о собственной культурной обусловленности самой рациональности, способом существования и критерием оценки которой выступала общественно-историческая практика. Последняя мыслилась как форма социального бытия человека и одновременно служила истоком всех вновь создаваемых феноменов общественной жизни, включая и предполагаемую социальную рациональность. Последнее фактически мыслится как функция, рассматривающая социальные реальности на основе ранее сложившихся форм и типов рациональности. В этой связи, поскольку фактором, инициализирующим различия и разнообразные состояния общественной жизни в рамках стабильности и неравновесия, выступает прогрессирующая человеческая активность в форме преобразующей деятельности, то и рациональность оказалась преимущественно технической, и в итоге - речь идет о некоторой технической или экспериментальной программе, подлежащей реализации в рамках указанных характеристик.
Постановка проблем постнеклассической рациональности была обусловлена солидными по своей значимости изменениями в обществе и его структуре, демонстрирующими нарастающую зависимость динамики научного познания от различного рода социальных и культурных воздействий. С другой стороны, вследствие серьезных успехов в области социального познания, современная методология социально-гуманитарного познания все в большей мере ориентируется на социально-историческую точку зрения, гуманитарную направленность в рамках осознания методологической составляющей в процессе социально-гуманитарного познания. Сами процессы гуманитаризации вообще и гуманизации в рамках постнеклассической науки вызвали в последнее время серьезные трансформации в понимании и формировании гносеологических моделей социальных прогнозов. Особое место в этой связи принадлежит различным подходам к пониманию характера рациональности в социально-гуманитарном познании эпистемологических изменений, в рамках которых подчеркиваются переходы к проблемам парадигмального характера с учетом позиций В.С. Степина и В.С. Швырева. На первый план выходит некоторая аналогия по соотношению классической и постнеклассической рациональности в рамках социально-гуманитарного познания:
1. Классическая рациональность основывается на вере во всевластие человеческого разума и объективность универсального миропорядка и, в конечном счете, направлена на создание универсально-социальной концепции, охватывающей все стороны общественной жизни в рамках человеческого социума. В постнеклассической же рациональности утверждается универсальность субъективности, а поэтому она не является строго теоретичной, ибо рациональное описание и нормативы конкретных сторон социальной жизни могут складываться в относительно целостный образ.
2. Определенным критерием научности в классической рациональности выступает построение такой реальности идеальных объектов, которые не могут быть созданы на уровне массового сознания социальных субъектов. На наш взгляд, в этой ситуации исследователь «поднимается» над массовым сознанием, а позиция чего-либо абстрактного в этом смысле дает возможность рассматривать истинность конструирующих сентенций. Постнеклассическая рациональность ориентирована на исследование оснований специализированного научного знания с учетом структур повседневного мира.
3. В рамках классической рациональности социальное познание с выбранной схемой достижения цели фактически определяет действие как либо рациональное, либо нерациональное. В подобной ситуации проблематизируется социальная эффективность самого понятия «рациональность». При этом исследование различных форм рациональности, которым в действительности соответствуют реально действующие субъекты, позволит рассматривать их как некоторые синонимы вариативности самого поведения познающего субъекта в соответствии с многообразием индивидуальных человеческих миров.
4. В рамках классической рациональности следует говорить о максимальной эффективности или строгости по отношению к проблеме выявления значимости понятия, поскольку классическая и неклассическая наука утверждают, что в рамках определения того или иного концептуального аппарата необходимо прежде всего стремиться к ликвидации некоторой расплывчивости, многозначности тех или иных терминов. В рамках постнеклассической рациональности термин служит для обозначения нового понятия, обладает своеобразной сферой значения. Трудности исследователя в этом случае связаны с уточнением и нахождением этой сферы посредством изучения вопроса о концентрации тех значений, которые будут связывать формирование самого объема и содержания понятий с тем изначальным содержанием, которое в конечном счете будет представлено в человеческом опыте.
5. Постнеклассическая рациональность утверждает, что в современных условиях человек вынужден в некоторых стандартных ситуациях знать стандартную форму поведения и некоторые стратегии поведения принимать на веру.
Постнеклассическая рациональность нашего времени соответствует определенным социальным запросам на соответствующие методологии социального анализа, позволяющие обеспечивать так называемый диалог культур, культурные трансформации и культурное посредничество. Однако следует иметь в виду, что современное социально-гуманитарное познание должно опираться на принципы взаимодополнительности, так как обращение к классической науке предполагает обращение именно к классическим вариантам эвристических и регулятивных проблем, представляющим интерес для современной постнеклассической науки. При классическом реалистическом подходе упорядоченное структурирование социального пространства полагается на некоторую целостность действительности и в конечном счете обнаруживает ту связанность, которая налагается не только на общество в целом, но и на его отдельные социальные структуры. Постнеклассическая рациональность перемещает свой акцент на те, может быть, не всегда в реальном виде обозначенные моменты, которые в итоге определяют характеристики человека по отношению к некоторым наиболее важным окружающим факторам; то есть при такой постановке вопроса речь идет прежде всего об институциональных моментах; в данном случае особое значение приобретают познавательные, экономические и политические структуры [1], [2].
Контрольные вопросы
1. Каковы структурные элементы становления постнеклассической рациональности (по В.С. Степину)?
2. Сравните различные подходы к проблеме типологизации рациональности и определите свое отношение к ним.
3. В чём специфика постнеклассической рациональности?
4. В чём проявляется социальная рациональность на этапе постнеклассического развития рациональности?
Рекомендуемая литература
1. Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность // Вопросы философии. 2003. № 8. С. 5-17.
2. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
1.3. Особенности фактора рациональности в социуме
1.3.1. Становление постнеклассической картины мира
как фактор познания социума
С 80-х годов прошлого века неклассическая наука, сложившаяся на рубеже XIX-XX веков, сменяется постнеклассической наукой с выходом на понятие постнеклассической рациональности. Рождается новый тип знания, принципиально отличный от того, который принято называть классической наукой или наукой Нового времени.
В рамках постнеклассической науки исследуются не только сложные и саморазвивающиеся системы, но и сверхсложные системы, которые со всех сторон открыты к самоорганизации. При этом объектом науки становятся, естественно, проблемы, связанные не только с человеком и человеческой деятельностью, но и с теми проблемами, которые возникают в рамках исследования социальной реальности в целом. На смену таким постулатам классической рациональности в рамках классической науки, как простота, устойчивость, детерминированность, выдвигаются постулаты сложности, вероятности, неустойчивости. Таким образом, в результате изучения различных сложно организованных систем, способных к самоорганизации, складывается новое нелинейное мышление и, в конечном счете, новая постнеклассическая картина мира. Как следует из особенностей анализа современной науки, на первый план выходят такие характеристики, как неустойчивость, необратимость, неравновесность. Вместе с тем понятие бифуркации, флуктуации и когерентности, по сути дела, не только образуют новую картину мира, но и образуют новый язык, обращенный к проблеме этой новой концептуальной картины в рамках исследуемой проблемы [1].
Необходимо отметить, что неклассическая наука, принимая весь комплекс идей нелинейности, вероятности, хаоса и т.д., приходит к тому, что в ней в конце XX века возникает целый ряд междисциплинарных проблем, связанных с теми или иными вопросами как естественнонаучного, так и социально-гуманитарного знания. В современной литературе подобное междисциплинарное направление принято связывать с идеями так называемых упорядоченных структур или, с другой стороны, с теориями самоорганизации, которые принадлежат Ф. Хайеку, И. Пригожину и др. Такие исследования, в конечном счете, идут в русле теории самоорганизации, то есть связаны с изучением сложных систем в условиях неустойчивого равновесия и их организации в рамках точек бифуркации, где, как известно, малое воздействие оказывается значительным и непредсказуемым по своим последствиям и поведению в системе в целом [2].
Современная постнеклассическая наука претерпевает фундаментальные изменения, вызванные социокультурными преобразованиями. Меняется сам облик науки и ее место в современном обществе. И в этом смысле по-новому рассматриваются ее задачи, способы и методы взаимодействия.
Одним из актуальных вопросов становится вопрос об определении статуса современной науки, об ее потенциале или его отсутствии. Решение данной задачи следует начинать с реконструкции понятия «постнеклассическая рациональность». В этом смысле в научной среде уже давно происходит переосмысление понятия «рациональность», его новое конструирование в соответствии с требованиями, выдвигаемыми научной практикой.
Так, по мнению В.Г. Федотовой «понятие типа рациональности часто используется как эвфемизм, чтобы признать рациональность почти всех форм человеческого отношения к миру - мистических, эмоциональных, аффективных и так далее, так как всюду действует наделенный разумом человек. Эта тенденция выражает намерение расширить границы свободы человека за пределы, предлагаемые либеральной моделью западного образа жизни, за пределы, поставленные образом «локковского» - разумного, автономного, эффективного существа, сохраняя при этом ценностное положительное отношение к рациональности. Чтобы защитить нерациональное и иррациональное, пытались сказать: "Это тоже по-своему рационально, здесь другой тип рациональности"» [3, 31].
Сохраняя целостность научной формы мышления, современные ученые столкнулись с необходимостью расширения понятия «рациональность». По мнению А.Л. Никифорова, один из таких вариантов конструирования нового содержания понятия «рациональность» основывается на понимании рационального как рациональной деятельности, то есть такой деятельности, которая при определенных условиях приводит к поставленной цели. В этом определении понятие «рациональность» истолковывается как целесообразность, однако большинство ученых под рациональностью все же понимают определенную форму освоения реальности, основанную на главенствующей роли мышления в процессе изучения окружающей действительности [4].
В соответствии с позициями В.С. Степина и В.С. Швырева следует обратить внимание на то, что сам неклассический тип рациональности характеризуется субъективностью процесса познания, сочетанием рационального и иррационального в процессе познания, интерсубъективностью. Постнеклассический тип рациональности характеризуется субъективными проявлениями бытия ученого, в который включены сложные многоуровневые познавательные системы. На этом этапе возникает сочетание рационального и внерационального способов постижения истины [5], [3].
Весьма интересны параллели между развитием научной рациональности и культуры, в более широком смысле - культуры нашего времени и постнеклассической рациональности. Обратим внимание на то, что культура, естественно, более объемлющее понятие, чем наука. Сама наука, понимаемая нами как социокультурное явление, включена в динамику развития культурного пространства. Классическому, неклассическому и постнеклассическому типам научности и научной рациональности соответственно будет ставиться в аналогию традиционалистская, модернистская и постмодернистская культура. По мнению ряда современных ученых, именно постмодернистская культура определяет сегодня тип научной рациональности.
На наш взгляд, такая точка зрения является неправомерной, так как ситуация в большей степени связана с тем, что с одной стороны, рассматривается стиль научного мышления и в этом смысле указывается на три вида его особенностей, а с другой стороны (то есть в рамках постмодернистских и модернистских теорий) речь в значительной степени идет о том, что исследователь сталкивается с тем или иным вариантом отхода от классического стиля мышления. В этой связи само отождествление постнеклассической рациональности, например, с постмодернизмом является некорректным, так как характеризует два совершенно разных уровня исследования. При анализе постнеклассической рациональности речь идет о современном типе научной рациональности, которая в условиях современной научной парадигмы использует ряд факторов, которые не могли использовать мыслители классического периода. В настоящее время эти факторы можно связывать с установками, ценностями, мировоззрением и т.д. того исследователя, который выступает в рамках постнеклассической науки. С другой стороны, постмодернистское мышление связано скорее не столько с проблемами постнеклассической рациональности и неклассической рациональности, сколько с переосмыслением самой классической рациональности. И речь идет даже не о том, что во внимание принимается определенный стиль мышления - на первое место выдвигается проблема онтологическая.
Сама проблема бытия возникает как проблема, решение которой позволит говорить о том или ином стиле мышления. Но в рамках рациональности эта проблема решается с точки зрения классического отношения субъекта и объекта в теоретико-познавательной схеме. В постмодернистской теории изначально ставятся под сомнение понятия стереотипности, устойчивости объекта науки или объекта познания. Постмодернистский стиль мышления, фактически, означает не альтернативу неклассическому или постнеклассическому стилю мышления, а принципиальный отход в некоторую другую сферу. Эта другая сфера - иной подход к проблеме бытия. Если в рамках неклассической и постнеклассической науки речь идет о том, что объект познания сохраняется так же, как в рамках классической науки, но меняются своеобразные установки, факторы, система решений, которая способна представить сам объект классической науки, то в рамках постмодерна наблюдается совсем другая картина. Эта картина предполагает, что изначально классический объект науки ставится под сомнение. Хорошо это или плохо - дискуссионный вопрос, а следовательно, это проблема XXI века. Другое дело, что в постмодерне проблема бытия не может считаться классической проблемой истории философии. И дело даже не в том, что это становится какой-то одиозной проблемой или какой-то псевдопроблемой. Ведь модерн и постмодерн, в отличие от неклассической или постнеклассической науки, не столько обращаются к механизму познания, не столько к тому, в каких условиях познающий социальный субъект формирует свое собственное представление о том или ином объекте социальной реальности, сколько меняют само представление об объекте познания в рамках социальной действительности. В модерне и постмодерне решается иная проблема, чем в постнеклассической культуре, ибо на первый план выходит переоценка не процесса познания и субъекта познания, а переоценка самой объективной социальной реальности.
Влияние культуры постмодернизма на все сферы человеческой деятельности создало предпосылки для распредмечивания научной области и поставило под сомнение саму научную реальность, сделало границы науки зыбкими и легко разрушаемыми. Вследствие этого встал вопрос о целесообразности науки как таковой. Она была обвинена во всех пороках современной цивилизации. В сложившихся условиях научному сообществу необходимо переосмыслить роль рационального в процессе познания и тем самым определить новые границы рациональности. В настоящее время ученые-рационалисты находятся в поисках новых оснований для конструирования постнеклассической рациональности.
Представление граней исследования постнеклассической рациональности позволяет говорить именно об идее новой научной рациональности, но не о новой рациональности как таковой. Постнеклассическая рациональность понимается как обусловленность научной деятельности социальными институтами, определяющими ее формы и оценивающими ее на основе конкретных социальных и культурно-исторических стандартов, которые предстают в форме мировоззренческих ценностных предпосылок, различных убеждений, парадигмальных образов, способов видения мира. Научная рациональность предстает как понятие, отражающее границы конструктивной человеческой деятельности, лежащее в самом человеке и создаваемом им мире. Идея рациональности науки оказывается обращенной не к статичной стороне ее функционирования, а к динамичной картине, что указывает не только на возможность, но и на необходимость выработки новых способов и средств освоения действительности; при этом исследование единства отношений связи и обособленности в данном случае нацеливает на уверенность и способность разума к активной конструктивной деятельности в области научного познания [6]. Обращая внимание на период постнеклассического этапа развития науки, отметим и то, что целый ряд концептуальных проблем, связанных с используемыми общепринятыми понятиями и категориями, именно в рамках постнеклассической науки остаются в недостаточной степени разработанными. К этой же проблеме относится категория социального противоречия.
Социальное противоречие непосредственно связано с проблемой социального развития, которая характеризуется самовоспроизводством общественных систем и прогрессивной направленностью. Из анализа сущности социального развития видно, что оно является результатом разрешения самих социальных противоречий и для того, чтобы углубиться в проблему социального развития, необходимо раскрыть, что представляют собой социальные противоречия, дать их классификацию, а также выяснить причины возникновения и способы разрешения.
В обществе социальное противоречие играет двоякую роль: с одной стороны, оно является источником социального развития, и в этом заключается его положительная роль; с другой стороны, оно порождает социальное напряжение, конфликты, кризисные явления. Поэтому социальное противоречие можно рассматривать с различных точек зрения; чтобы дать ему характеристику, можно его, например, рассматривать в рамках определенной классификации, при этом основы этой классификации могут быть разными: значимость для общественного развития, значимость для сферы действий, масштаб социальных противоречий, время действия социальных противоречий и т.д.
В рамках выделенных В.С. Степиным этапов развития научной рациональности определяются три ее ипостаси: рациональность как соответствие неким универсальным структурам разума - структурная рациональность; рациональность как соответствие универсальным принципам единой нормативной методологии - операциональная рациональность; рациональность как функциональное соответствие определенной социокультурной системе - функциональная рациональность [1].
Структурная концепция рациональности полагает разум как фундаментальную основу одновременно и бытия, и мышления. В таком случае рациональность означает воспроизведение в индивидуальном разуме мыслящего субъекта идеального проекта, в соответствии с которым сам субъект творит окружающий мир, а истинность принимается как соответствие человеческого знания этому идеальному проекту. С другой стороны, каждый отдельный познавательный акт понимается как часть фрагмента совокупной познавательной деятельности субъекта, а истина - как необходимое и всеобщее, а потому лишенное всякой исторической, культурной, социальной и вообще любой индивидуальной специфики. В этой связи можно сказать, что парадигма классической рациональности предполагает своеобразный закон исключенного третьего.
Рациональность понимается как систематичность, согласованность, а истинность признается знанием, полученным при строгом соблюдении логических и методологических приемов и правил, то есть рациональность понимается как составляющая некоторое внутреннее непротиворечивое единство в рамках научной картины мира. Однако идея единства методов как основной характеристики рациональности оказалась такой же абстракцией, как идея тождественности структур мира и разума. Для системы познания, вырастающей из идеалов субстанциональной или операциональной рациональности, было характерно стремление к окончательной замкнутости, завершенности всякого теоретического построения.
Если в классических вариантах рациональности доминируют безличные логико-методологические процедуры установления истинности, безразличные к индивидуальным особенностям человека, то новая парадигма предполагает обращение к личностно-модулированным структурам сознания и общения, то есть именно к тому, что отличает одного человека от другого. Поэтому основанием для взаимопонимания выступает не самотождественность разума или универсальность метода, а достижение путем диалога своеобразных компромиссов в рамках исследования и познания. В новой рациональности истина выступает как практическое основание социальной консолидации, которая всегда принадлежит определенному народу, времени, культуре и т.д., поэтому в отличие от безвременной истины классической рациональности новая рациональность обретает вполне определенные пространство и время.
Классическая наука не стремится к выстраиванию единой картины мира. Мир для нее принципиально разобщен и разорван. Неклассическая наука предполагает картину мира, в которой отдельные науки и научные направления играют роль отдельных сфер общей научной картины.
Постнеклассическая наука отказывается от своего представления в контексте параметров постоянного и поступательного развития. Скорее речь идет о смене относительно статичных состояний и периодов перехода из одного состояния в другое, о так называемой бифуркации. Учитывая определенное обращение к исторической условности самой научной рациональности, можно говорить о том, что в каждый конкретный момент она может быть определена в достаточной степени адекватно. В современном варианте научная рациональность формируется на фоне значительного расширения границ научности, реализуемой в самых разнообразных исследованиях, что позволяет говорить о формировании междисциплинарного знания, определенных общечеловеских ценностей, различного рода установок на рациональность.
Контрольные вопросы
1. В чём проявляется становление новой постнеклассической картины миры?
2. Как соотносятся понятия «постнеклассическая рациональность» и «культура»?
3. Дайте сравнительную характеристику постмодернистского и постнеклассического стилей мышления.
4. В чём проявляется идея новой научной рациональности?
5. Выделите особенности социального противоречия на постнеклассическом этапе рациональности.
6. В чём специфика формирования новой научной картины мира?
Рекомендуемая литература
1. Степин В.С. Саморазвивающиеся системы и постнеклассическая рациональность // Вопросы философии. 2003. № 8. С. 5-17.
2. Степин В.С. Деятельностная концепция знания (дискуссия с Игорем Алексеевым) // Вопросы философии. 1997. № 8. С. 42-51.
3. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
4. Никифоров А. Л. Философия науки. М., 1998.
5. Степин В.С. Теоретическое знание. М., 2000. 744 с.
6. Швырев В.С. О понятиях «открытой» и «закрытой» рациональности (рациональность в спектре её возможностей) // Рациональность на перепутье. М., 1999. С. 3-24.
1.3.2. Интегральные характеристики социальной рациональности
В современном научном познании происходит формирование новой научной картины мира, в рамках которой одной из фундаментальных составляющих является идея глобального эволюционизма. Она выступает как некое организующее начало, позволяющее подходить к системе представлений о мире как к некоторому универсальному процессу. Особо важно, что в основанной на идее глобального эволюционизма современной научной картине мира познающий субъект не противостоит объективной реальности, а понимается как часть этой реальности. При таком подходе человек - это фактор, участник современных процессов и, как обладающий разумом и способностью направлять и осознавать эволюцию, он приобретает определенную ответственность за ее результаты. Можно выделить систему категориальных смыслов, которые задают новую целостную картину мира. В этом случае в категориальной сфере постнеклассической картины мира можно выделить такие понятия, как «необратимость», «неустойчивость», «нелинейность», «самоорганизация», «коэволюция» и др., которые если и применялись для исследования мира в классической и неклассической науке, то не имели ключевого значения.
Особенно это касается социальной формы глобального эволюционизма, которая связана с применением ряда других категорий, имеющих особенности именно социального эволюционизма. Естественно, что при этом определенный новый смысл приобретают такие фундаментальные категории, как время, пространство, материя и т.д. Вместо представления пространства в виде совокупности близлежащих точек, атомов оно представляется как функциональная системная структура. В данной ситуации отвергнуто представление об универсальности не только пространства, но и времени. Время постигается как время бытия, а в рамках социальной философии - социального бытия, и при этом на приоритетные позиции выходит исследование конкретных социальных процессов и социального развития.
Проблема истины в современной неклассической науке рассматривается не как определенная копия объекта, а как характеристика способа деятельности познающего субъекта. Так как в картине мира, основанной на идее эволюционизма, объект понимается как саморазвивающаяся целостность, не противостоит субъекту, а включает его, то истина в объекте не может быть предзадана, она складывается с человеком, но не зависит от него. Сама проблема отображения социальной действительности органически начинает связываться с так называемым социальным бытием как с социальным процессом. На смену характеристик бытия в рамках неизменности, в рамках определенной целостности приходит проблема бытия, основанная на пространственных и временных характеристиках, рассматриваемых с позиции современного естествознания. Поскольку субъект вместе со всеми познавательными возможностями, системой установок, ценностей является частью этого бытия, возникает неклассическая ситуация. Если классическая интерпретация этого процесса допускала изначальное присутствие познавательных смыслов в некоторых стереотипах, на которые ориентирован познающий субъект, то неклассическая наука отказывается от всякого рода универсалистских характеристик, связанных с признанием некоторого потустороннего наблюдателя вне зависимости от того, кем он является.
В этой связи, В.С. Швырев отмечает, что «реальное рациональное мироотношение определяется соответствующими установками сознания, каковые и конституируют рациональность действия. В этом смысле в рациональном действии первично, безусловно, рациональное сознание. Тем самым проблема концептуального определения рациональности, если таковую считать правомерной, все-таки сводится к экспликации соответствующих установок сознания. Но при рассмотрении последнего в контексте жизнедеятельности человека, как это в свое время проделал молодой Маркс в своей концепции практики, мы получаем возможность анализа различных коллизий реализации исходных установок рационального сознания в реальном отношении человека к миру» [1, 41].
Поскольку в рамках постнеклассической науки в трактовке социальных систем на первый план выходит проблема их становления и изменения и в аспекте формирования качества жизни отдельного общества, и в аспекте системного оформления связей в человеческом обществе, постольку все более четко осознается зависимость структурности общества от самореализации человеческих индивидов. Поэтому отмеченные категории становления и изменения требуют дополнительного концептуального анализа с выходом на социальное становление, социальное изменение. В настоящее время подобная тенденция уже нашла свое отражение в современной литературе, поэтому наше обращение к проблеме анализа социального времени с учетом социальных изменений представляется весьма адекватным. Таким образом, понимание взаимосвязей в жизни людей оказывается своеобразным ядром трактовки воспроизводящейся и меняющейся социальной реальности.
С этих позиций следует обратить внимание на то, что социальное бытие, характеризующееся как процесс сочетающихся и меняющих друг друга видов деятельности людей, выступает в рамках социального пространства и социального времени. Социальное пространство представляет собой динамику человеческого бытия в виде своеобразной координации деятельности людей, в том числе их конкретных действий, предметных условий, средств и результатов их жизненного процесса, форм их непосредственного взаимодействия. Социальное время фиксирует устойчивость социальных форм как их взаимодействие. Это не только фиксация социального бытия на его духовно-теоретическом уровне. Социальное время и пространство оказывается исходными схемами обыденного поведения людей и их взаимодействия; эти схемы постоянно действуют на уровне бытия социальных индивидов как условие непрерывности организованного социального процесса в его непосредственных связях, в его опосредованных зависимостях. Динамика социальности, следовательно, реализуется в непосредственных контактах людей, в условиях совместности и коллективности, а также в пространствах, где такие контакты отсутствуют. Речь, таким образом, идет об обособленной деятельности индивидов, их опосредованных зависимостях. При этом можно говорить о социальности как о взаимообусловленности коллективного и индивидуального, совместного и разделенного человеческого бытия.
Условием решения проблемы рациональности оказывается своеобразное обращение смыслов к самому бытию. Однако если в европейской культуре было не так много мыслителей, у которых можно найти зачатки постнеклассической рациональности (поэтому постнеклассическая наука иногда воспринимается как своеобразный отход от научности), то в российской ментальности существовал свой взгляд на природу знания вообще и научного в частности.
В центре внимания современной социальной методологии все больше оказываются проблемы социальной нестабильности, поиска альтернативных сценариев развития, переходных этапов внутри конкретного социума. Отчетливо ощутим сдвиг в сторону анализа синтетических механизмов социальной динамики. Решение задач теоретической репрезентации множественности, нестабильности способны реализовать неклассические социальные методологии, в которых жесткий концептуальный синтез заменяется мягкими методами социального познания с использованием функциональной и культурно-исторической специфики изучаемых объектов. Основанием некоторых методологий является следование диалогу различных социальных и культурных форм.
В переходные периоды ранговые порядки ценностей социального сообщества коренным образом изменяются. Наступает период хаотичного отхода от традиционных установок. В такое время на первый план выдвигается необходимость предпочтения стабильности и согласия, однако из-за хаотичности ценностного порядка одни ценности подменяются другими, в результате чего между социальными группами возникает сфера непонимания, коммуникативный вакуум, порождающий противостояние и конфликтные ситуации.
Когда современная наука на переднем крае своего поиска поставила в центр исследований уникальные, исторически развивающиеся системы, в которые в качестве особого компонента включен сам человек, то требование экспликации ценностей в этой ситуации не только не противоречит традиционной установке на получение объективно-истинных знаний о мире, но и выступает предпосылкой реализации этой установки. Есть все основания полагать, что по мере развития современной науки эти процессы будут усиливаться. Техногенная цивилизация ныне вступает в полосу особого типа прогресса, когда гуманистические ориентиры становятся исходными в определении стратегии научного поиска.
Социальная рациональность как компонент рассмотрения и исследования социальной реальности может быть рассмотрена, исходя из двух основных подходов к этому понятию и к выделению, соответственно, двух ее видов, что определяется исследовательскими задачами. Первый вид связан с тем, что социальная рациональность рассматривается в контексте познавательно-преобразующей деятельности индивидов, понимается как некоторая деятельностная рациональность и вполне соответствует современным представлениям относительно того, что в системе постнеклассической рациональности познающий субъект должен рассматриваться именно в рамках деятельностного субъекта [2]. Второй вид связан с функционированием социальных систем, с их внутренней рациональностью, проявляющейся в определенной логике построения самой системы, а также в способности к саморегуляции и саморефлексии. При этом социальная реальность - это функция деятельностной активности как отдельного человека, так и общественных образований по отношению к самой социальной реальности. В рамках такого подхода социальная рациональность связана с познавательной рефлексивной деятельностью человека и различных социальных групп. При этом важную роль играют степени и способы адекватного восприятия социальными индивидами окружающей среды и собственной деятельности с учетом их мировоззренческих установок, целевых установок, средств и познавательных возможностей.
Рассматривая характер рациональности, которым обладает действующий социальный субъект, заметим, что ее качество прежде всего зависит от его способности получать, перерабатывать, использовать эту информацию в своей деятельности. На микросоциальном уровне такая способность связана с рефлексивными и психологическими особенностями самого субъекта рациональной деятельности. Если обратиться к некоторым факторам ограничения, имеющим социальный характер, то в этой связи обычно выделяется моральная позиция субъекта и особенности той сферы, в рамках которой он живет и действует; обратим внимание, что такие ограничения обычно связаны с ситуацией, когда именно это окружение не заинтересовано в широком распространении этой информации, тем более ее рациональных составляющих.
Особая причина нарушения рациональности - это межсубъектное отношение и межсубъектное противоречие, которое в подобном случае выступает как некоторый диссонанс, или рассогласованность. Каждый социальный субъект будет жить в некотором смысле в своей социальной реальности, что связано с его индивидуальными особенностями в плане интересов, установок, мировоззрения, представлений и т.д. В этом смысле можно говорить о потребности в согласовании подобных реальностей и их взаимодействий в рамках взаимодействия самих субъектов. Конечно, для относительно несложных видов деятельности человечество выработало механизмы, методы, способы, в рамках которых проявляются действия, направленные на согласованность подобных межсубъектных отношений.
Социальная рациональность тесно связана и с проблемой роли и места субъекта, его целерациональной деятельности, качества этой деятельности. Человеческая рациональность неотделима от целостного подхода к любой деятельности. Ценностное отношение к окружающему миру всегда строится на иерархии ценностей. Каждый раз плодотворная попытка рационализировать общественные структуры неизбежно реализует принцип ценностной иерархичности и распространяет его на организационные и иные, в том числе политические, структуры. Обратим внимание на то, что люди обычно в таких случаях склонны организоваться для достижения своеобразных высших, по их мнению, ценностей и что подобная организация ведет к созданию социальных образований, которые направлены на достижение комплекса именно таких иерархических ценностей.
Рациональность социальных ценностей выражена в структурной логике систем, обеспечивающей их устойчивость, воспроизводимость основных функций и адаптационные социальные изменения; рациональность социальных систем может повысить уровень их эффективности. Это связано такими факторами: совершенствование организационных структур и связей; повышение рациональностей индивидуальных элементов этих структур; использование наилучших управленческих технологий; наличие адекватной возможности у социальных систем в отношении постановки целей и реализации определенных программ в рамках заданных критериев социальной рациональности; создание эффективной информационной системы, обеспечивающей необходимые параметры рациональности.
Проблема социальной рациональности связана и с двоякой оценкой места и роли человека в процессах социальных изменений: с одной стороны, человек может рассматриваться как некоторый конструктивный элемент сорационального воздействия на социальные процессы, явления социального изменения и характер общества; с другой стороны, он может рассматриваться в качестве своеобразной функции социальных изменений, определяемых совокупностью исключительно объективных процессов, не влияющих на ход социального изменения. В социальной реальности имеет место неизбежное сочетание как состояния, детерминирующего активность человека, так и внешней объективной детерминации закономерностей развития общества. Известные формы, например, политической рациональности как частного проявления социальной рациональности, могут рассматриваться с позиции целей рациональности в вариантах выбора.
Рациональность находит свое выражение в истинности человеческой деятельности, которая проявляется в соответствии вырабатываемых в ее рамках целей, методов, средств и результатов свойствам и отношениям действительности, ее объективным законам и закономерностям.
Мировоззрению современного человека свойствен своеобразный симптом обращения к смыслу в результате комплекса опосредующих причин, к числу которых следует отнести схематизацию и автоматизацию деятельности, увеличение дифференциации ролей социальной структуры и др. Одна из важнейших причин заключалась в повышении уровня остроты социальных противоречий. Научное мышление не столько фокусировало свое внимание на человеке, сколько занималось технологизацией подведения научной основы под осмысление состояния всех сфер общественной жизни.
Рациональность, доведенная до техницизма и схематизации человеческой деятельности, предстает как однобокая и содержательно бедная рациональность. Как отмечает, например, А.А. Новиков, «подлинно рациональный и действительно разумный путь жизнедеятельности человека - это не только научно-обоснованный и оптимально сбалансированный, но и, прежде всего, нравственный путь, при котором факторы, не являющиеся рациональными, не вытесняются расчетливостью и безупречной логикой. Формально интересен всякий здравствующий, но, как утверждал еще Сократ, подлинно истинен тот, кто близок идеалу человечества. Человечность характеризует человека со стороны его способности употребить свой разум во имя достойного существования и развития человеческого рода. Всякое рафинирование рациональности не только антигуманно, но и неразумно, является обеднением духовного мира человека» [3, 31].
Разумный, рациональный путь развития человека - единственно приемлемый на современном уровне его исторического развития. Как справедливо отмечал Г. Башляр, рациональный человек - «человек, который актуализирует свою культуру, но который знает эту культуру и, следовательно, знает ту социальную реальность, в которой он живет» [4, 10]. Человеку не столько дана эта реальность, сколько он творит ее сам в соответствии со своими представлениями и интересами; поэтому процесс преобразования и создания подлинного социума, соответствующего идеалам его развития, является рациональным, тем более, что «рациональная мысль занята не только реконструкцией, но и реорганизацией, перестройкой жизненных оснований, т.к. от этого зависит победа человека и его разума» [4, 12].
Представленные подходы к рациональности оставляют в стороне еще один важный элемент - субъекта рациональной деятельности, однако, субъективность входит в саму структуру деятельности вместе с мотивами, целями, полагаемыми субъектами; более того субъективность, понятая как рациональность, включает в себя убеждение в целесообразности данной деятельности с учетом многообразия ценностных, познавательных и практических ориентаций. Субъект всегда стоит перед выбором, и эта способность делать сознательный и осознанный выбор - лучший способ деятельности, так как характеризует рациональность его субъекта.
Проблема внутреннего единства субъекта рациональной деятельности в рамках заданной концепции, например в подходах Д. Роулза, М. Гибсона, предполагает методику достижения ситуации согласия в научном сообществе, использующую социально-психологические способы согласования мнения [5], [6]. Фактически имеется в виду попперовский идеал критичности, с которым якобы согласны все ученые. Это показывает не что иное, как вопрос о субъекте рациональной деятельности относительно социальной природы рациональности, то есть можно сказать, что речь идет о своеобразном согласии или, как в другом варианте, несогласии, зависящем от того, какие исходные субъективные предпосылки были приняты.
Нельзя не отметить и понятие естественной рациональности, которая должна быть заменена понятием контекстуальной рациональности, с точки зрения исходной определенности. Дело в том, что у нас нет критериев рациональности, которые всесторонне ограничивают способы человеческого мышления, а также разделяют все существующие системы убеждения на рациональное или иррациональное.
Действительно, в понятии естественной рациональности фиксируется формальный момент рациональности. На наш взгляд, понимая рациональность как согласованность потребностей и целей, например, Д. Роулз, Э. Стеблер или М. Гибсон рассматривают и те, и другие как данные, так что их содержание даже не подвергается исследованию или оценке. Задача заключается в том, чтобы построить общую теорию справедливости, в результате чего возникает парадокс формального подхода к рациональности и социальной обусловленности сознания. Понимание естественной рациональности достаточно удачно уточняет А. Шютц, который утверждает, что рациональное действие на уровне обыденного сознания является действием в рамках проблематичных и, безусловно, базисных конструкций [7]. Таким образом, с точки зрения А. Шютца, обыденное понятие рациональности, как и образ действия, легко доступно и интерсубъективно.
Поиск новой рациональности в той или иной мере затрагивает все элементы приведенного выше дискурса. Основными при этом являются следующие положения: непосредственное восприятие сменяет опосредованную данность какого бы то ни было содержания, причем весьма существенным в этом опосредовании оказываются историко-культурные наслоения; абсолютный субъект сменяется в менее радикальных вариантах переосмысления относительным социокультурным, историко-обусловленным объектом; предопределенность восприятия и познания уничтожается уже одним только признанием их опосредованности; поиск абсолютных оснований сменяется убеждением в том, что таких незыблемых и предельных оснований, если угодно - стандартов, просто не существует.
Рациональность, которая могла бы характеризоваться всеми этими негативными признаками, требовала бы такого своеобразного специального упорядочения и систематизации материалов сознания, которые заведомо исключают движение к какому-либо определенному центру, хотя для традиционного рационалистического мышления именно его эгоцентричность воспринимается как признак современности. Другими словами, искомая рациональность выступает не как система самоупорядоченных тезисов, а скорее как тенденция, которая в каждом конкретном случае пробивает себе направление через случайности.
Постулирование такой противоречивости-разумности в историческом аспекте мы находим, например, у того же Х.Г. Гадамера, который, по сути, фиксирует противоречивость разума как неизменного и как исторически изменяющегося. Например, исследуя исторические метаморфозы разума, Х.Г. Гадамер начинает свой поиск с утверждения о неизменности разума в его изначально присущих определениях [8]. В этой связи реальной оказывается такая ситуация, при которой никакие другие категории, определяющие контекст размышления о рациональности, не являются одновременно органично присущими конструктивному развертыванию разума и внеположенными в него категориями исторического. Однако если взять позицию рационально-социальную, то она тоже не удовлетворяет условию, согласно которому второй элемент оппозиции должен представлять собой одновременно внутренние и внешние условия осуществления первого. Рациональное и интеристорическое - вот те две категории, которые, по сути дела, хотя и не в явной форме, но опираются на современную концепцию рациональности.
Контрольные вопросы
1. Как вы понимаете идею социального эволюционизма?
2. Каково значение проблемы анализа социального времени?
3. Почему возникает необходимость экспликации ценностей?
4. В чём специфика социальной рациональности?
5. Как вы понимаете субъекта рациональной деятельности?
6. Как соотносятся понятия «естественная рациональность» и «контекстуальная рациональность»?
Рекомендуемая литература
1. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
2. Степин В.С. Деятельностная концепция знания (дискуссия с Игорем Алексеевым) // Вопросы философии. 1997. № 8. С. 42-51.
3. Новиков А.А. Рациональность в ее истоках и утратах // Исторические типы рациональности. М., 1995. С. 31.
4. Башляр Г. Научный рационализм. М. - СПб., 2000. 395 с.
5. Rowls J. A. Theory of justice. Cambridge, 1971.
6. Gibson M. Rationality // Philosophy and public affairs. 1977.Vol. 6. № 3 P. 193-225.
7. Schutz A. The frame of unquestioned constructs // Rules and meaning: The anthropology of everyday knowledge. Sel. Readings. armondsworth, 1973. P. 18-20.
8. Гадамер Х.Г. Истина и метод: основы философской герменевтики. Пер. с нем / Общ. ред. и вступ.ст. Б.Н. Бессонова. М., 1998.
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2. Целесообразность и целеполагание в системе постнеклассической рациональности
2.1. Целерациональность и социальная рациональность в контексте деятельностного подхода к социуму
2.1.1. Методологические подходы к пониманию рациональности
Современная западная философия науки в значительной степени связывает фактор рациональности с рациональностью науки. Исторически эти обусловлено тем, что в Западной Европе всегда существовал культ рациональности. Концепция рациональности, сформировавшаяся еще в Новое время, рассматривает ее как высший тип развития человеческого сознания и универсальное средство преобразования действительности и самого субъекта.
Подобный классический идеал рациональности по-прежнему является одним из источников исследований в рамках данной проблемы. Он определяет, например, такие характеристики, как: прогрессивность, общезначимость, валидность. Так, например, один из представителей герменевтики Х.Г. Гадамер рассматривает рациональность как объективный разум, принимающий в разные эпохи форму экзистенции и способствующий пониманию человеком его окружающего мира [1].
В современной зарубежной науке в настоящее время своеобразной доминантой выступает представление о четырех типах научной рациональности (М. Вебер [2]): рациональность как средство прогрессирующего научного логического мышления; рациональность как целесообразность человеческой деятельности; рациональность как соотнесенность деятельности с некоторой системой ценностей; рациональность как нормативно-методологическая модель научного исследования.
Приоритетной формой определения научной рациональности служит точка зрения логического позитивизма. Так, например, К. Гемпель оценивает достоинство двух основных концепций рациональности, то есть аналитической - в виде варианта Поппера, и прагматической - в виде варианта Т. Куна и П. Фейерабенда [3, 72-93]. При этом аналитическая концепция рациональности находит в науке рациональное средство принятие решения и считает возможным вырабатывать нормативные правила выбора таких средств.
С другой стороны, прагматическая концепция рациональности обращает особое внимание на социальное отношение научной деятельности и пытается эксплицировать науку, вскрывая содержание этих отношений. При этом позиция самого К. Гемпеля несколько сужает сферу науки и задачи методологии, тогда как трактовка рациональности должна вести к слиянию обоих подходов.
Другое направление обсуждения подобной проблемы связывается с К. Поппером [4], [5]. В его концепции научная рациональность трактуется как критичность научной рефлексии и как способность научных положений быть опровергнутыми. При этом К. Поппер трактует науку как вид рефлексивного осмысления любой познавательной традиции. В итоге наука оказывается неведомо откуда взявшейся надстройкой над некоторым произвольным типом знания, которое рационально лишь постольку, поскольку критикует самого себя и принимает во внимание результаты, которые являются итогом этой критики. Однако в подобном случае понятие рациональности применимо не только к науке, но и к любой познавательной системе, в которой играет роль факт самосознания.
Развивая тему рациональности, английский философ Д. Хаттиангади заметил, что спор критического рационализма и исторической школы, трактуемый как конфликт между рационализмом и гуманизмом, предполагает радикальный взгляд на разум, то есть попперовская теория разума как критика традиции отрицает новый взгляд, однако тот же Т. Кун замечает, что ученые обычно некритичны в отношении фундаментальных представлений, которые лежат в основе попперовской точки зрения. При этом, следуя Хаттиангади, понятие научной рациональности требует анализа структуры научных проблем. С другой стороны, Т. Кун, К. Поппер и И. Лакатос не могли рационально истолковывать научную традицию, поскольку они интерпретировали сами интеллектуальные традиции как обусловленные дедуктивными системами теории [6], [7]. Однако если социальный институт побуждает к дискуссии об определенных интеллектуальных феноменах, то изменение убеждений, включенных в эти интеллектуальные феномены, составит трудности для самого этого института.
В рамках традиционной концепции обозначается отступление от категорического отождествления рациональности с рациональностью науки. Например, заслуживает внимания позиция немецкого философа Г. Андерсона, который предлагает новые аргументы в пользу попперского анализа рациональности, заявляя при этом о его применимости к преодолению антиномии факта и ценности [8].
Саму науку следует рассматривать как гипотетическое описание эмпирической реальности. Наука как исследование научных фактов, процедура выработки средств познания, а также как критическая рефлексия обычно противопоставляется той же самой политике как реализации социального идеала, однако, сущее и должное предполагают друг друга и, по мнению того же Г. Андерсона, могут реально сочетаться в процедуре принятия решения.
Г. Андерсон оправдывает свою позицию, апеллируя к истории методологии, в которой споры вокруг проблемы соотношения контекстов открытия, обоснования рациональности закончились констатацией того, что в науке якобы нет метода открытия. Но тот же Андерсон подчеркивает, что констатация данного положения представляет большую проблему для современной науки.
Известный американский ученый В. Куайн, подвергая критике фундаменталистскую программу науки, призвал к необходимости натурализованной эпистемологии, которая должна показать как человек в действительности продуцирует теоретический взгляд на мир [9]. В рамках этого взгляда Р. Карнап показал, что рационализация дискуссии между учеными предполагает наличие общего вывода и отношения подтверждения.
Это означает, что всех релевантных данных недостаточно для выбора между несоизмеримыми теориями, а, следовательно, у нас нет адекватного критерия аналитичности. Пытаясь снять эту проблему, В. Куайн предлагает рассматривать ученого не как некоторое когнитивное устройство, а как организм, который строит сложную лингвистическую систему, при этом В. Куайн сравнивает логику индукции с некоторым животным ожиданием [9].
Натурализованная эпистемология не гарантирует, что научная дискуссия обязательно завершится взаимопониманием, но она, по крайней мере, открыто признает эмпирический характер индукции и научного метода вообще, в противоположность логической индукции. Концепция В. Куайна фактически содержит мысль, что мир в действительности таков, как он видится в рамках научных теорий.
Иная интерпретация научной рациональности предполагает отказ от попыток связать ее с проблемой движения. Эта тенденция берет за основу центральный момент динамики научного знания, то есть решения научных проблем. В этой связи следует выделить концепции К. Сэлмена, Л. Лаудана, Г. Сигеля, при этом отождествление рациональности с соответствием некоторой форме системы неизменных понятий и отношений составляют основу абсолютистской концепции, хотя она не в состоянии рационально истолковать то же концептуальное изменение, так как выход за пределы отдельно понятой системы в конце концов приводит к своей противоположности, то есть релятивизму, который отрицает неизменность стандартов рациональности, но это также не дает рациональной интерпретации развития знания [10, 18-20].
С. Тулмин выдвигает идею, согласно которой выбор нового понятия «рациональность», если он допускает рост объяснительной способности научной дисциплины, в рамках которой происходит выбор, вносит вклад в решение научных проблем. При этом рациональность в генезисе науке, по К. Сэлмену, является функцией науки решать локальные проблемы.
Есть ряд возражений против такого понимания рациональности. К. Сэлмен проблему рациональности сводит к рациональному выбору понятий, но в целом ряде исторических ситуаций рост объяснения не всегда осуществляется за счет роста рациональности. С другой стороны, у К. Сэлмена критика самой концепции рациональности достаточно плохо связана с рассмотрением критерия выбора понятия. И, наконец, К. Сэлмен неправильно считает переход от одной системы понятий к другой логически невыразимым, так как это может быть осуществимо в рамках смежных логических систем и в рамках одного языка [11, 555].
Между тем представленная К. Сэлменом концепция рациональности оказывается весьма проблематичной, критики этой концепции признают свою приверженность научному рационализму, который в данном случае, в большей степени, связывает прогрессивность теории с понятием истины. Впрочем, тот же К. Сэлмен не останавливается на достигнутом, а пытается глубже исследовать понятие рациональности, обращаясь к проблеме соотношения науки и ценностей. Он выдвигает некоторую сетчатую модель научной рациональности, которая якобы снимает все трудности, однако, подобная модель достаточно трудно объяснима, с точки зрения установления критерия истинности в каждом условно взятом квадрате или треугольнике подобной сетчатой концепции [12, 89].
Если исследователь неверно выбирает норму, то его деятельность оказывается нерациональной, а если он совсем отказывается от них, то это квалифицируется как нерациональность, стоит вспомнить того же Т. Куна, утверждающего невозможность описания методологическими средствами процесса смены парадигмы и при этом зачисляющего последние в иррациональности; но к это этому же приходит и П. Фейерабенд, подчеркнувший тот факт, что ученые следуют какому-то одному, заранее выбранному исследовательскому методу [13].
Этот недостаток исторического подхода стремится преодолеть подход социологический, он связан с пониманием рациональности как обусловленности деятельности некоторыми социальными институтами, задающими ей определенные виды функционирования и оценивающие ее в соответствии с собственными социальными стандартами.
Указанные подходы к рациональности оставляют в тени один достаточно принципиальный элемент - субъект рациональной деятельности. Существующий в настоящее время в литературе подход, специально подчеркивающий этот факт, называется антропологическим. Субъективность служит основанием для оценки некоторого явления или деятельности как рациональной, так и способной удовлетворить потребности субъекта. Она позволяет приписывать тот же рациональный характер, однако субъективность при этом должна входить в саму структуру деятельности - целями, мотивациями, программой, которая предполагается субъектом и, более того, понятая как рациональная. Субъективность включает в себя убеждения в целесообразности удобной деятельности с учетом многообразия познавательных ориентаций, при этом субъект всегда стоит перед выбором, и эта способность делать сознательный выбор характеризуется как лучший способ рационализации самого субъекта.
Следуя куайновской концепции, американский ученый Э. Стеблер считает, что концепция вводит новое понятие рациональности, которое отрицает ее непосредственную связь с позитивистским вариантом [14, 64].
При этом Р. Карнап предполагает, что рациональная дискуссия между мыслителями предполагает наличие общего языкового каркаса, в котором определяется процедура логического вывода и отношение подтверждения. Однако из тезиса В. Куайна о неполноте определенности теории в качестве частного следствия будет выводиться положение о неполной определенности самого перевода языка в реальной конструкции. При этом тот же Э. Стеблер, соглашаясь с В. Куайном, замечает, что единственное понимание рационального метода, на которое можно рассчитывать, является понятие метода в основном аналогичного методу научного исследования, находящемуся на стыке психологии, философии, биологии.
Известный английский философ В. Ньютон-Смит, пытаясь описать новый образ модели рациональной науки и называя ее своей концепцией умеренной рациональности, пытается определить целый ряд критериев подобной теории [15, 347]. Во-первых, это успешная эмпирическая подтверждаемость; во-вторых, интертеоретическая поддержка; в-третьих, эффективность; в-четвертых, внутренняя последовательность; в-пятых, простота.
Однако эти признаки не образуют жесткой схемы, из них нельзя составить определенного алгоритма применения к оценке теории вообще. Предлагаемые В. Ньютоном-Смитом принципы в сравнении с теорией, конечно, не являются статичными, они развиваются вместе с содержанием науки, ее историческими нормами. Однако ничего принципиально нового в подобной концепции практически не содержится. Дело в том, что В. Ньютон-Смит скорее желает представить не новую трактовку научной рациональности, а как бы хочет объяснить со своей позиции прогресс науки [15, 360].
Итак, в соответствии с методологическим взглядом на науку ее регуляторы трактуются как нормы, следование которым делает познание рациональным. При этом если сам исследователь неправильно выбирает норму, то его деятельность оказывается нерациональной, если же он вообще отказывается от подобных действий, такая деятельность квалифицируется как иррациональная.
Нужно сказать, что этим подчеркивается важный аспект нашего рационального отношения к миру, то есть человек, пытаясь различными способами освоить мир, вырабатывает определенное отношение к необходимости данной деятельности. Человек, неспособный справиться с идеей, которую он с необходимостью желает реализовать, естественно, будет чувствовать себя в рамках иррациональных аспектов.
Так, В.С. Швырев отмечает, что момент относительной стабильности оснований научного знания, наряду с моментом, их изменчивости, является необходимым конструктивным аспектом научно-исследовательской деятельности в целом. Деструкцией науки является как раз абсолютизация «парадигмальной деятельности», «закрепляемая в реальной практике науки соответствующими формам научного самосознания, которые превращают относительную, «конечную» схему научного знания в абсолют, в предел возможного» [16, 57]. К подобному выводу приходит и Н.С. Автономова, обращая внимание на чередование периодов, в которые иррациональное органично взаимодействует с рациональным, и периодов, в которые иррациональное противополагается рациональному. Смена периодов, в которые «содержательные расширения преобладают над их собственно концептуальной ассимиляцией и упорядочением», периодами, в которые, напротив, преобладает тенденция к возможно более «органичной ассимиляции новых содержаний культуры, к самоупорядочению», соответствует ритму культурных перестроек [17, 11].
Контрольные вопросы
1. Дайте сравнительную характеристику определений научной рациональности.
2. Как соотносятся исторический и социологический подходы к пониманию рациональности?
3. В чём специфика антропологического подхода к рациональности?
4. Каковы особенности деятельностного подхода к пониманию социума?
Рекомендуемая литература
1. Гадамер Х.Г. Истина и метод: основы философской герменевтики. Пер. с нем / Общ. ред. и вступ.ст. Б.Н.Бессонова. М., 1998.
2. Вебер М. Избранные произведения. М., 1990. 722 с.
3. Гемпель К. Мотивы и ”охватывающие” законы в историческом объяснении // Философия и методологии истории / Под ред. И.С. Кона. М., 1977. С. 72-93.
4. Поппер К. Логика и рост научного знания. Избр. работы. М., 1983.
5. Поппер К. Нищета историцизма / Пер. с англ. М., 1993.
6. Кун Т. Структура научных революций. М., 2002. 608 с.
7. Лакотос И. Фальсификации и методология научно-исследовательских программ. М., 1991.
8. Касавин И.Т., Сокулер З. А. Рациональность в познании и практике. М., 1989. 192 с.
9. Карнап Р. Вероятность и индуктивная логика. М., 1979. 574 с.
10. Schutz A. The frame of unquestioned constructs // Rules and meaning: The anthropology of everyday knowledge. Sel. Readings. armondsworth, 1973. P. 18-20.
11. Salmon W.C. Carl Hempel on the rationality of science // Journal of philosophy. 1983. Vol. 80. N 10. P. 555-562.
12. Siegel H. Truth, problem-solving and the rationality of science // Studies in history and philosophy of science. 1983. Vol. 14. N 2. P. 89-112.
13. Фейерабенд. Избранные труды и методы. М., 1987.
14. Stabler E.P. Rationality in naturalized epistemology // Philosophy of science. 1984. Vol. 51. N 1. P. 64-78.
15. Newton-Smith W. Change // Sinthese. V. 62. 1985. P. 347 - 363.
16. Швырев В.С. Рациональность как ценность культуры. М., 2003. 160 с.
17. Автономова Н.С. Новый рационализм // Вопросы философии. 1989. № 3. С. 10 - 18.
2.1.2. Целерациональность в контексте деятельностного подхода
Деятельностный подход к пониманию социума вообще, и человека в частности, значительное распространение получил в рамках отечественной и зарубежной философии в 70-80 годы. В данной ситуации четко не было обозначено какое-то одно направление реализации деятельностного подхода, поэтому исследователи подняли целый ряд пластов этой проблемы. Определенная увлеченность исследованием различных характеристик деятельностного подхода привела к тому, что в литературе стала наблюдаться его своеобразная универсализация, которая была подвергнута правомерной критике, так как при этом наблюдалась абсолютизация целых сфер в рамках человеческой деятельности.
Следует заметить, что деятельностный подход у большинства его сторонников в рамках отечественной науки был связан с культурно-исторической концепцией общества и человека. И был в какой-то мере ориентирован против натурализма, исходя из приоритета роли и значения социокультурных норм. То есть понимание деятельности как специфически человеческого отношения к миру основывается на том факте, что само человеческое бытие представляет собой жизнь в культуре. И как следствие этого - становление человека предполагает усвоение им этих норм культуры; их дальнейшая жизнедеятельность основывается на владении этими нормами.
Историческое общественное развитие, так как оно осуществляется людьми, обусловливается эвристическими способами норм и парадигм. Иначе говоря, целеполагающая деятельность - это своеобразная активность в культуре; это и смысл исходно определяющий содержание понятия «деятельность» как общественного понятия для деятельностного подхода.
В контексте рассуждений о сфере применения деятельностного подхода возможно постулирование на его основе специфически человеческого мира, который не охватывает все его различные сферы, но которые именно выступает в рамках целеполагания по отношению к активной преобразовательной деятельности.
Рассматривая целенаправленную деятельность как особый тип отношения к действительности, деятельностный подход исходно определяется тем, что подобный тип отношения к социуму обусловлен, прежде всего, исторически выработанными социокультурными программами. Целеполагающая деятельность, предполагающая некоторые социокультурные основания и нормы может осуществляться на разных уровнях. Выделим два уровня.
Деятельность, связанную с освоением и с использованием, а также применением выработанных в историческом развитии социокультурных способов преобразования деятельности зафиксированных в конкретных установках и программах, которые при этом определяют своеобразную парадигму самой деятельности.
Заметим, что подобное понятие достаточно близко связано с идеями таких известных ученых как И. Лакатос и Т. Кун [1], [2]. Так как исходные основы подобной парадигмы определяют своеобразный способ отношения человека к миру, этим самым они дают направленность самой деятельности, ее целям, ориентирам.
Такая деятельность выступает как целесообразное изменение и преобразование социума. При этом ориентация деятельности подобного типа, связанная с достаточно четким фиксированием способов, норм, целеориентиров, позволяет охарактеризовать подобный тип деятельности как закрытую систему.
Эта своеобразная закрытость достаточно близка типологически такому поведению, в котором имеет место активность изначально заданных предпосылок и ориентиров; с другой стороны, благодаря этой закрытости, то есть закрытости основных отправных предпосылок, человеческая деятельность несет в себе несомненные черты адаптивного поведения, которое достаточно четко проявляется в следовании принятым в социуме правилам, традициям, нормам, обычаям. И в этом смысле вполне правономерно говорить о закрытых системах деятельности как о типах социального поведения.
Эвристическое начало деятельностного подхода в наибольшей степени реализуется, естественно, в деятельности по развитию существующих форм культуры, которые должны соответствовать различным способам отношения к социуму, а также связанным с ними установками и нормами. Именно в целерациональной деятельности на этом уровне и раскрывается сама специфика феномена человека.
Целенаправленная деятельность такого рода не ограничивается ориентацией на существующие программы действий, она предполагает способность к постоянному преобразованию, совершенствованию лежащих в её основе программ, к непрерывной перестройке своих собственных оснований, и тем самым речь может идти и об открытой системе. При этом человек выступает не каким-то исполнителем кем-то определенной программы, хотя бы и активным исполнителем, а он является творцом принципиально новых программ действий и новых социокультурных традиций. Действительность, связанная с перестройкой своих основ, предполагает целепологание, то есть является целеполагающейся деятельностью, и при этом нужно сказать, что при переходе от целесообразной деятельности к деятельности целеполагающей в значительной степени раскрываются перспективы самого творчества человека и его свободы.
История человеческого развития, развития духовной и материальной культуры представляет собой процесс развертывания реализации творческого отношения человека к окружающему социуму, которая выражается в построении принципиально новых программ. Подобная способность и даже предрасположенность к непрерывному преодолению имеющихся степеней включенности в социум и даже выхода за его предел действительно является специфической особенностью человеческого бытия.
Любое объяснение понятия целеполагающей деятельности через открытость по отношению к социуму выходит за рамки привычных традиций понимания человеческого бытия и в большей степени сообразуется с осознанной творческой деятельностью социально субъективной активности по преобразованию человеком окружающего его социума.
Между тем, технократическое представление о направлениях преобразования природы и господства над ней привели в настоящее время к никем не отрицаемому экологическому кризису. Однако, если разумное управление социальными процессами представляется как их рациональная калькуляция, контроль и определенная предсказуемость результатов воздействия, то значит нужен определенный аппарат в рамках социума, который будет управлять людьми и который будет в какой-то мере контролировать все те процессы, которые будут отходить в сторону от изначально понимаемой целенаправленной деятельности.
Развитие общества по технократическому пути показало, что любое вмешательство в естественные социальные процессы весьма пагубно сказывается на человеке, то есть, в итоге, определяется универсальное деятельностное вмешательство в сам социум; претензия на прогнозируемость любых человеческих действий говорит о том, что вообще возникает угроза существования человека как такового.
Следует иметь в виду и то, что можно говорить о принципиальном понимании деятельности, то есть не о деятельности по созданию объекта, в которой человек пытается запечатлеть и выразить самого себя как такого объекта, который как бы и принадлежит самому субъекту. В этом случае имеется взаимная деятельность, взаимодействие свободных равноправных партнеров, каждый из которых не может предполагать и считаться с другим, и в результате подобной деятельности и субъект и объект изменяются и изменяются в сторону прогресса.
Подобный подход предполагает существование своеобразного плюрализма позиций или точек зрения, в том числе ценностных и культурных систем, вступающих в отношение взаимодействия и изменяющихся в результате такого взаимодействия. При этом таким образом понимаемая деятельность предполагает не какой-то идеал антропоцентризма в отношении человека и природы, а речь может идти о некотором приоритете совместной эволюции природы и человечества, что может быть истолковано как определенный незапрограммированный диалог.
Целенаправленная деятельность - это несколько искусственный процесс, однако деятельность, которая превратилась в традицию и которая стихийно воспроизводится, может рассматриваться и как процесс, и как квазипроцесс в отличие от естественных процессов. Нельзя предвидеть все последствия той или иной сознательно проецируемой деятельности, так как она всегда включает в себя достаточно сложные механизмы переплетения социальных и естественных процессов. Мысль о некоем полном контроле за результатами деятельности является достаточно иллюзорной.
Заметим, что этот фрагмент весьма важен и на него нередко обращают внимание, конечно, если мы смотрим на человеческую активность и деятельность с точки зрения действующего субъекта, то есть определенным образом, как говорят экзистенциалисты - изнутри, то есть, представив некоторое свое действие, имеющее мотив, человек уже знает, каков этот мотив. Но при этом соглашаясь с тем, что подобная активность носит осмысленный характер, возникает вопрос относительно значения этой деятельности, например, по отношению к ее смыслу.
Речь, в большей степени, идет о том, чтобы оценить роль результатов в понимании деятельности. Предположим, что результат не достигнут, но можно считать, что результат является необходимым элементом действия и, если он даже не достигнут и вообще нельзя говорить, что деятельность в данном случае была осуществлена, то в этой ситуации результат можно понимать как существенную часть деятельности.
Однако при этом всякое действие включает в себя результат. Это означает, что не бывает безрезультатных действий, то есть все действия являются результативными. Конечно, для действующего субъекта ясно, что он совершает некоторое определенное осмысленное действие в такой интерпретации, что если действие не привело к результату, то его можно все равно квалифицировать как ведущее к результату или даже как имеющее отрицательный результат, а можно интерпретировать как другой результат.
При этом, чтобы понять деятельность, опираясь на свой индивидуальный контекст, человек должен рассматривать ее сквозь призму деятельности других людей, тогда возможно будет появляться некий универсальный смысл. Более того, в этом случае окружающие каждого конкретного человека люди, как правило, действуют в соответствии с общепринятыми нормами, а значит тот смысл, который мы приписываем их деятельности будет не очень сильно отличаться от того, который они сами приписывают этой деятельности. Конечно, следует все же помнить и о том, что даже в этих случаях возможны ошибки и наше понимание относительно деятельности другого человека будет либо гипотетично, либо ошибочно [3].
Следует сказать и о том, что понимание даже известных видов деятельности имеет вполне определенные уровни. Если мы поняли отдельное действие, то есть приписали человеческой активности некоторый мотив - то это лишь первый, достаточно простой уровень понимания. Понять же действие как элемент более сложной деятельности, то есть как более глубокий мотив - значит перейти на второй, более глубокий уровень понимания.
Именно на втором уровне понимания деятельности требуется проникновение в саму социальную структуру общества, знание его законов, всей системы общественных отношений, понимание тех социальных процессов, которые определяют прогрессивное развитие общества. То есть для того, чтобы вполне понять некоторую деятельность, приписать ей определенное число глубоких индивидуальных мотивов, человек должен знать структуру и отношение того социума, к которому он принадлежит, так как его конкретный индивидуальный смысловой контекст, из которого он черпает мотивы своей деятельности, является отражением того самого социума, в котором он живёт и действует, и если речь заходит о конструкции этого контекста, то человек может пойти только путём реконструкции существующих общественных отношений.
В этой связи целенаправленная деятельность занимает, вообще говоря, одно из приоритетных мест в области методологических проблем в социальном познании, в рамках которых человек стремится понять социальное действие и тем самым каузально объяснить тот или иной процесс или его результаты. И при этом достаточно важное значение как раз приобретает целерациональная деятельность, так как, будучи изначально рациональной, она в наибольшей степени подходит для дальнейшего исследования, с точки зрения его объяснения и понимания субъектом, проводящим исследование.
Поэтому, например, для социологических исследований все эмоциональные и иррациональные смысловые связи, определяющие отношения человека к социуму, наиболее ясны, если рассматривать их в качестве своеобразных вариантов от целенаправленно сконструированного действия. Подобный подход как бы изначально устанавливает, каким конкретно было поведение людей в рамках того или иного социального явления, естественно признавая все обстоятельства этого явления и с учетом соблюдения строгого целерационального поведения. Только потом, на основе этой своеобразной идеальной конструкции, объясняется само явление и фактическое действие.
Другими словами, образ целерационального действия с учетом его полной рациональной раскрытости является своеобразной моделью, с помощью которой можно реально рассмотреть множество различных факторов, которые могут влиять на отклонение от того направления, которое изначально рационально сконструировано [4].
И, наконец, можно сказать о том, что целерациональное действие является определенным средством интерпретации модели развития человеческого поведения, которое, конечно, в этом смысле и будет проявляться в качестве своеобразной универсальной рационализации жизни вообще.
Происходит своеобразный рационализм даже образа мышления человека, как впрочем и образа жизни в целом. Все это является, с одной стороны, результатом возрастания социальной роли самой науки, а с другой стороны - представляет собой реальное воплощение принципа рациональности, через который наука пронизывает все сферы жизни социума. Одной из интересных проблем является рассмотрение отношения целерациональности с рациональностью человеческого выбора.
При этом в ходе анализа подобного отношения достаточно принципиальным является обращение к интерпретации самого понятия рациональности, его своеобразного контекстуального уточнения, что является оправданным, с точки зрения целей исследования.
Историко-философская традиция исследования в данном направлении особо выделяет рассмотрение отношения научной деятельности с рациональностью. Это достаточно тонкий аспект, так как существует немало исследований [5], [6], в которых рациональность отождествляют непосредственно с самой наукой или научной деятельностью; с другой стороны, более естественно научную деятельность противопоставлять другим видам деятельности именно по признаку рациональности.
Само проникновение науки в различные сферы социальной деятельности оценивают как процесс рационализации человеческой деятельности вообще. С другой стороны, вполне очевидно, что ни одна сфера человеческой деятельности вообще не может быть лишена тех или иных аспектов рациональности.
При этом приоритетом является целесообразность достижения социума, то есть речь идет о том, что изначально данная человеку предметность понимается как своеобразный значимый для него объект изучения. Социум, который подвергается активному преобразованию, в этом смысле выступает как та социальная действительность, которая является, с одной стороны, условием самой активно-преобразовательной деятельности человека, а с другой стороны - его продуктом.
Наиболее значимые глубинные основы рациональности тех или иных социальных явлений или процессов не просто связаны с основами процесса - они выступают и элементами той структуры, которая накладывается исследователям на саму социальную действительность. Деятельность может быть представлена в виде триады - цель, средства, результат.
Реализация процесса целеполагания в результате адекватно поставленных целей является необходимым условием рациональности любого вида деятельности. В методологическом плане речь идет о процессе в рамках дихотомии опредмечивания и распредмечивания, и, в свою очередь, непосредственно идет выход на сам преобразовательный фактор, который связан с противоречием внутри самого познающего субъекта.
При этом реализация рациональности в рамках различных видов деятельности предполагает свои имманентные признаки; но именно свойства, связанные с непосредственно с человеческой деятельностью, позволяют оценить те или иные признаки на основе иерархии тех целей и ценностей, которые направлены на формирование целостного субъекта подобной деятельности. В этой связи, обращение к рациональной практической деятельности определяет своеобразную потребность в выявлении закономерностей, в определении основных направлений будущей деятельности, что необходимо для определения той модели, которая будет исходной ближайшей моделью для прогнозируемой человеческой деятельности.
Контрольные вопросы
1. Раскройте соотношение целесообразной и целеполагающей деятельности.
2. Как соотносятся целенаправленная деятельность и её результаты?
3. Раскройте социальную значимость целерациональных действий.
4. Каковы критерии рациональных действий?
Рекомендуемаф литература
1. Лакотос И. Фальсификации и методология научно-исследовательских программ. М., 1991.
2. Кун Т. Структура научных революций. М., 2002. 608 с.
3. Ракитов А.Н. Рациональность и теоретическое познание // Вопросы Философии. 1993. № 11. С. 68-81.
4. Гайденко П.П., Давыдов Ю. Н. История и рациональность. Социология Вебера и веберовский ренессанс. М., 1991. 367 с.
5. Башляр Г. Научный рационализм. М. - СПб., 2000. 395 с.
6. Никифоров А. Л. Философия науки. М., 1998.
!! Цитирование
Беспалько В. П. Теория учебника: Дидактический аспект. М.: Педагогика, 1988. 160 с.
Беспалько В. П. Теория учебника: Дидактический аспект. — М.: Педагогика, 1988.—160 с.
!! Ссылки
[ext[ локальная|file:///D:/BI/5-7155-0038-9.doc]] 5-7155-0038-9
УДК 811.111
ТЕРМИН, ПОНЯТИЕ И ЗНАЧЕНИЕ
Е. В. СТОЖОК
Омский государственный
педагогический университет
В данной статье рассматриваются понятия «термин», «понятие» и «значение». Анализируются их соотношение, точки пересечения. Рассматриваются все аспекты, которые включает в себя содержание этих понятий.
Ключевые слова: термин, понятие, значение, терминология.
!! Цитирование
Жеребило Т.В. Термины и понятия лингвистики: Лексика. Лексикология. Фразеология. Лексикография: Словарь-справочник.(504 словарные статьи). Изд. 2-е, испр. и доп. – Назрань: ООО «Пилигрим», 2012. – 128с.
!! Аннотация
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!! Цитирование
Жеребило Т.В. Термины и понятия: Методы исследования и анализа текста: Словарь-справочник. Изд. 2-е, испр. и доп. – Назрань: Кеп, 2015. – 108 с.
!! ISBN
978-5-906177-79-7
!! Ссылки
[ext[TRab |file:///D:/TRab/2017/07/20170713/1526_3-_-___2015_.doc]]
[ext[TRab |file:///D:/TRab/2017/12/20171201/978-5-906177-79-7.doc]]
http://gerebilo.ucoz.ru/load/leksikogoaficheskie_izdanija/slovar/zherebilo_t_v_terminy_i_ponjatija_metody_issledovanija_i_analiza_teksta_slovar_spravochnik_izd_2_e_ispr_i_dop_nazran_kep_2015_1/6-1-0-1526
Тест на эмоциональный интеллект (методика Н. Холла на эмоциональный интеллект) показывает, как вы используете эмоции в своей жизни, и учитывает разные стороны эмоционального интеллекта: отношение к себе и к другим, способности к общению; отношение к жизни и поиски гармонии. Уже является неоспоримым фактом то, что эмоциональный интеллект не менее, и даже более чем классический IQ способствует успеху и психическому и физическому благополучию человека. Радует то, что EQ поддается развитию в отличие от IQ. Пройдя тест EQ, вы узнаете о себе много интересного, сможете эффективнее добиваться своих целей и при этом жить в мире с самим собой и окружающими.
Тест на эмоциональный интеллект (Тест EQ): Инструкция. Ниже Вам будут предложены высказывания, которые так или иначе отражают различные стороны Вашей жизни. Пожалуйста, отметьте звёздочкой или любым другим знаком тот столбец с соответствующим баллом справа, который больше всего отражает степень Вашего согласия с высказыванием
Полностью не согласен (-3 балла).
В основном не согласен (-2 балла).
Отчасти не согласен (-1 балл).
Отчасти согласен (+1 балл).
В основном согласен (+2 балла).
Полностью согласен (+3 балла).
Тестовый материал (вопросы):
Высказывание Балл (степень согласия) -3 -2 -1 +1 +2 +3
1 Для меня как отрицательные, так и положительные эмоции служат источником знания о том, как поступать в жизни. 2 Отрицательные эмоции помогают мне понять, что я должен изменить в моей жизни. 3 Я спокоен, когда испытываю давление со стороны. 4 Я способен наблюдать изменение своих чувств. 5 Когда необходимо, я могу быть спокойным и сосредоточенным, чтобы действовать в соответствии с запросами жизни. 6 Когда необходимо, я могу вызвать у себя широкий спектр положительных эмоций, такие, как веселье, радость, внутренний подъем и юмор. 7 Я слежу за тем, как я себя чувствую. 8 После того как что-то расстроило меня, я могу легко совладать со своими чувствами. 9 Я способен выслушивать проблемы других людей. 10 Я не зацикливаюсь на отрицательных эмоциях. 11 Я чувствителен к эмоциональным потребностям других. 12 Я могу действовать успокаивающе на других людей. 13 Я могу заставить себя снова и снова встать перед лицом препятствия. 14 Я стараюсь подходить творчески к жизненным проблемам. 15 Я адекватно реагирую на настроения, побуждения и желания других людей.
16 Я могу легко входить в состояние спокойствия, готовности и сосредоточенности.
17 Когда позволяет время, я обращаюсь к своим негативным чувствам и разбираюсь, в чем проблема. 18 Я способен быстро успокоиться после неожиданного огорчения. 19 Знание моих истинных чувств важно для поддержания «хорошей формы». 20 Я хорошо понимаю эмоции других людей, даже если они не выражены открыто. 21 Я хорошо могу распознавать эмоции по выражению лица. 22 Я могу легко отбросить негативные чувства, когда необходимо действовать. 23 Я хорошо улавливаю знаки в общении, которые указывают на то, в чем другие нуждаются. 24 Люди считают меня хорошим знатоком переживаний других людей. 25 Люди, осознающие свои истинные чувства, лучше управляют своей жизнью. 26 Я способен улучшить настроение других людей. 27 Со мной можно посоветоваться по вопросам отношений между людьми. 28 Я хорошо настраиваюсь на эмоции других людей. 29 Я помогаю другим использовать их побуждения для достижения личных целей. 30 Я могу легко отключиться от переживания неприятностей.
!! Ключ к методике Холла на эмоциональный интеллект.
* Шкала «Эмоциональная осведомленность» — пункты 1, 2, 4, 17, 19, 25.
* Шкала «Управление своими эмоциями» — пункты 3, 7, 8, 10, 18, 30.
* Шкала «Самомотивация» — пункты 5, 6, 13, 14, 16, 22.
* Шкала «Эмпатия» — пункты 9, 11, 20, 21, 23, 28.
Шкала «Управление эмоциями других людей» — пункты 12, 15, 24, 26, 27, 29. Подсчет результатов теста EQ. По каждой шкале высчитывается сумма баллов с учетом знака ответа (+ или -). Чем больше плюсовая сумма баллов, тем больше выражено данное эмоциональное проявление. Интерпретация. Уровни парциального (отдельно по каждой шкале) эмоционального интеллекта в соответствии со знаком результатов: 14 и более — высокий; 8–13 — средний; 7 и менее — низкий. Интегративный (сумма по всем шкалам) уровень эмоционального интеллекта с учетом доминирующего знака определяется по следующим количественным показателям: 70 и более — высокий; 40–69 — средний; 39 и менее — низкий. 1. Эмоциональная осведомленность — это осознание и понимание своих эмоций, а для этого постоянное пополнение собственного словаря эмоций. Люди с высокой эмоциональной осведомленностью в большей мере, чем у другие осведомлены о своем внутреннем состоянии. 2. Управление своими эмоциями — это эмоциональная отходчивость, эмоциональная гибкость и т.д., другими словами, произвольное управление своими эмоциями 3. Самомотивация — управление своим поведением, за счет управления эмоциями. 4. Эмпатия — это понимание эмоций других людей, умение сопереживать текущему эмоциональному состоянию другого человека, а так же готовность оказать поддержку. Это умение понять состояние человека по мимике, жестам, оттенкам речи, позе. 5. Распознавание эмоций других людей — умение воздействовать на эмоциональное состояние других людей.
Источник: http://psychok.net/testy/21-emotsionalnyj-intellekt-eq
Источник: http://psychok.net/testy/21-emotsionalnyj-intellekt-eq
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Тихонова, Елена Вадимовна
!! Цитироваание
Тихонова Е.В. Саморегулируемое обучение как условие профессионального самообразования учителя : На материале музыкального отделения педагогического колледжа : автореферат дис. ... кандидата педагогических наук : 13.00.08 / Уральский гос. пед. ун-т. - Екатеринбург, 2000. - 19 с.
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*[ext[Интернет РГБ |http://dlib.rsl.ru/viewer/01003214825#?page=1]]
[[Мамченко]]
!! Цитирование
```
Мамченко А. А. Трансдисциплинарное исследование понятия «Открытость» // Ценности и смыслы. 2015. №3 (37). С.14-34
Мамченко А. А. Трансдисциплинарное исследование понятия «Открытость» // Ценности и смыслы. 2015. №3 (37). URL: http://cyberleninka.ru/article/n/transdistsiplinarnoe-issledovanie-ponyatiya-otkrytost (дата обращения: 07.10.2017).
```
!!! киберЛенинка
```
Мамченко Анна Александровна Трансдисциплинарное исследование понятия «Открытость» // Ценности и смыслы. 2015. №3 (37). URL: http://cyberleninka.ru/article/n/transdistsiplinarnoe-issledovanie-ponyatiya-otkrytost (дата обращения: 07.10.2017).
Мамченко Анна Александровна Трансдисциплинарное исследование понятия «Открытость» // Ценности и смыслы. 2015. №3 (37). С.14-34
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/201710../..]]
*[ext[BI |file:///D:/BI/S/..]]
*[ext[Интернет |https://cyberleninka.ru/article/n/transdistsiplinarnoe-issledovanie-ponyatiya-otkrytost]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/ ..... .pdf]]
ТЕМА НОМЕРА
УДК 141; 167; 303.01
А.А. Мамченко
Трансдисциплинарное исследование понятия «открытость»
В статье описывается опыт трансдисциплинарного исследования понятия с помощью методов гуманитарного моделирования. В результате применения стратегии исследования, основанной на постнеклассической тринитарной информационной методологии (ТИМологии) и модифицированном методе восхождения от абстрактного к конкретному (МВАК(м)), удалось дать метадисциплинарное определение понятия «открытость». Предпринята попытка ввести в научный оборот понятие открытости как общенаучное понятие. Предложен также принцип открытости (как трансдисциплинарный принцип). Работа выполнена в рамках научной школы профессора Месько-ва В.С.
Ключевые слова: открытость, трансдисциплинар-
ность, граница, проницаемость границ, принцип открытости, постнеклассическая тринитарная информационная методология, модифицированный метод восхождения от абстрактного к конкретному, метод гуманитарного моделирования, постнеклассическая концепция трансдис-циплинарности.
Цель данной статьи — ввести в научный оборот, во-первых, понятие открытости как общенаучное понятие, а во-вторых, принцип открытости — как трансдисциплинарный принцип.
Как мы намерены действовать?
I. Определить наше понимание трансдисцип-линарности и описать вкратце методологию, которой мы будем пользоваться в исследовании.
II. Описать важность понятия открытости и варианты его понимания и осмысления в различных дисциплинах, междисциплинарных подходах и видах деятельности.
III. Описать поэтапно результаты исследования понятия открытости на основе выбранной методологии.
IV. Сформулировать принцип открытости.
V. Указать области применения понятия открытости и принципа открытости, а также наметить пути дальнейших исследований.
© Мамченко А.А., 2015
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Трансдисциплинарное исследование понятия «открытость»
I
Трансдисциплинарность (как и междисциплинарность, и менее употребляемые термины полидисциплинарность, метадисциплинарность) — это, по сути, способ расширения научного мировоззрения, заключающийся в рассмотрении того или иного явления над рамками какой-либо одной научной дисциплины. В рамках научной школы профессора Месь-кова эти понятия различаются следующим образом. В отличие от междисциплинарности, когда методы одной науки применяются к предмету другой, трансдисциплинарность означает методологический синтез оснований подходов различных наук, с помощью которого задается предмет (возможно, метапредмет) исследования, а также разрабатывается соответствующий методологический инструментарий, позволяющий в том числе верифицировать полученные результаты и указать правила и области их применения. Если в исследовании задавать метапредмет нет необходимости, такая упрощенная версия методологического синтеза оснований называется мета-дисциплинарностью.
Сам термин «трансдисциплинарность» появился еще в 70-е годы ХХ века — его ввел создатель генетической эпистемологии, основоположник неклассической парадигмы в психологии и соответствующего подхода в образовании Жан Пиаже. Термин «трансдисциплинарность» был впервые им предложен в дискуссиях с Э. Янчем и А. Личнеровицем в рамках международной рабочей группы «Интердисциплинарность — обучение и исследовательские программы в университетах».
В своей статье «Трансдисциплинарные стратегии исследований» Е.Н. Князева пишет, что трансдисциплинарность в узком смысле означает интеграцию различных форм и методов исследования [12]. В самом деле, приставка «транс» означает трансляцию, или переход содержания из одной дисциплины в другую, стирание или преодоление каким-либо образом дисциплинарных границ (возможно, не нарушая их). Следовательно, свойством трансдисциплинарных «знаний», или содержаний, является возможность обоснованного переноса получающихся результатов между дисциплинами.
Но в этом смысле любые общеметодологические, общетеоретические или общенаучные положения (как правило, также изначально родившиеся в рамках какой-либо дисциплины) могут считаться (или должны быть) трансдисциплинарными. Если какой-либо дисциплинарный принцип или идея формулируется на общетеоретическом уровне, то любая дисциплина может попробовать «освоить» его, переведя на свой язык, и такие «идейные» связи на протяжении развития науки не раз оказывались чрезвычайно плодотворными. Например, принцип дополнительности и само понятие дополнительности были сформулированы в начале XX века практически одновременно как в физике, так и в психологии. Таким образом, принцип дополнительности был «вынут» из физики и обобщен до общетеорети-
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Трансдисциплинарное исследование понятия «открытость»
ческого. Далее дополнительность была «считана» в логику (как в логику квантовой механики [16], так и в общую неклассическую логику как одно из оснований ее формирования), затем дополнительность к концу XX века в явном или неявном виде стала одним из базовых философских и методологических понятий неклассической науки. В частности, став одним из оснований системного подхода в том виде, в каком мы его сейчас знаем, и повсеместно и «трансдисциплинарно» применяем [16].
В 90-х годах XX века группа ученых во главе с антропологом и философом Эдгаром Мореном сформулировала свое научное credo в Хартии трансдисциплинарности. (Хартия трансдисциплинарности принята на Первом Всемирном конгрессе по трансдисциплинарности, Конвенто да Арра-бида, Португалия, 2—7 ноября 1994 г. Авторы документа — Л. Де Фрейтас, Э. Морен, Б. Николеску.) Развернувшаяся в научном сообществе дискуссия привела к тому, что в 2009 году была обнародована Хартия трансдис-циплинарности-II, которая, по мнению авторов — разработчиков философии трансдисциплинарности Л.П. Киященко и В.И. Моисеева, представляет особенности понимания трансдисциплинарности российской научной школой. Авторы Хартий трактуют трансдисциплинарность максимально широко, как вбирающую в себя не только создание «пост-транс-единого» целостного научного содержания, но и влекущую создание соответствующих сред, а также принятие обязательств, которые берет на себя исследователь и теоретик как субъект науки в целом, а не только как специалист, замкнутый в узких дисциплинарных рамках. К сожалению, четкого определения самого понятия трансдисциплинарности пока не дает и заявленная философия трансдисциплинарности. Однако в ней предпринята важная попытка трактовать трансдисциплинарность как философское понятие через дискурс единого и многого, где дисциплинарное понимается как многое, а трансдисциплинарное — как единое, обладающее свойствами целостности.
В целом концепции и идеи, высказанные в Хартиях и других теоретических изысканиях, вращаются вокруг следующего круга проблем:
— идея построения целостной философии науки (возможно, как философии трансдисциплинарности);
— проблема верификации и использования результатов исследований внутри и за пределами дисциплин (и науки в целом);
— трансдисциплинарность как новый стандарт (стиль) научного мышления;
— трансдисциплинарность как новый идеал рациональности;
— трансдисциплинарность как способ исследования областей деятельности и построения деятельностных сред;
— трансдисциплинарность как новый подход к образованию — в частности, построению содержания и формированию образовательных сред [9].
Таким образом, проблемное поле трансдисциплинарности охватывает не только вопросы связности научных результатов, но и задачи построе-
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Трансдисциплинарное исследование понятия «открытость»
ния трансдисциплинарных сред (в том числе исследовательских), а также воспитания «трансдисциплинарно мыслящих» специалистов.
Однако последним в настоящее время приходится нелегко, так как в ходе методологических изысканий, направленных на поиск и подбор трансдисциплинарных инструментов для проведения исследований, обнаруживается, что построение общей стратегии, которая могла бы помочь исследователям в построении и воплощении конкретных исследовательских программ, не найдено. Речь идет о том, что должен существовать (или его можно и нужно построить) некий «царский путь» («путь наверх») — методология трансдисциплинарности, в рамках которой любые, в том числе дисциплинарные, результаты исследований могли бы быть корректно преобразованы в трансдисциплинарные и использоваться в других дисциплинах и за пределами науки — в различных областях деятельности.
Абсолютно понятно, что содержание трансдисциплинарности является не только модельным, но и метамодельным. Что бы ни утверждалось внутри отдельных дисциплин, трансдисциплинарность с необходимостью рассматривает любые представления, в том числе и дисциплинарные, как модели и возможные миры, для которых нужно построить более общий — метамир [18].
Очевидно, что каждый раз, когда заходит речь о желательности или необходимости трансдисциплинарности, приходится уточнять, что, собственно, имеется в виду, как понимается трансдисциплинарность в данном утверждении, исследовании, подходе?
В целом, каких бы научных взглядов на трансдисциплинарность ни придерживался исследователь — даже если трансдисциплинарность трактовать на уровне здравого смысла, как комплексное изучение какого-либо объекта исследования, «не укладывающегося» в рамки одной или нескольких дисциплин и не описываемого удовлетворительно ни в одной из них, — прежде чем проводить исследование, необходимо ответить на три (как минимум) вопроса:
на вопрос о предмете исследования — построение обобщенного предмета трансдисциплинарного исследования и характере его связи с дисциплинарными предметами;
на вопрос о методах исследования — построение методологии исследования обобщенного предмета и построении программы трансдисциплинарного исследования;
на вопрос о характере и применимости получаемых результатов.
Ответы и их обоснование (которое может потребовать доработки методологического аппарата) составляют необходимую теоретико-методологическую часть исследования. Без такой тщательной проработки вопросов методологического аппарата проводить трансдисциплинарные исследования крайне затруднительно.
Для разработки стратегии и программы трансдисциплинарного исследования используется модифицированный метод восхождения от абстрактного
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Трансдисциплинарное исследование понятия «открытость»
к конкретному (МВАК(м)), который был разработан профессором В.С. Месь-ковым для исследования объектов любой природы с применением модельных методов [15]. Метод характеризуется как модифицированный в силу того, что в нем инкорпорированы представления об абстракциях и идеализациях, допустимые способы оперирования с ними, а также взаимоотношения прототипов и моделей. В процессе моделирования исследователи, осуществляя операцию абстрагирования, то есть отвлечения от какого-либо из признаков прототипа (даже для предметных моделей), могут наделить это «новообразование» (результат абстрагирования) другими признаками, которые исходно отсутствовали в прототипе. Более того, они не могли принадлежать прототипу до того, как была проведена операция абстрагирования. Последнее означает, что операция идеализации («наделения») осуществляется на основании результатов операции абстрагирования и является обратной ей.
В целом при реализации метода МВАК(м) рассуждения проводятся по следующей схеме: от «прототипа» к «абстрактному объекту», а от него к «идеализированному объекту», относительно которого и строится модель. В отличие от стандартного подхода, при котором модель непосредственно соотносится с прототипом, в модифицированном методе МВАК(м) используются два опосредующих звена — абстрактные объекты и идеализированные объекты.
Последовательность операций в соответствии с методом:
Стадии метода МВАК(м)
1. Выбор прототипов и языка, принятие онтологических допущений
______________________________U______________________________
2. Конструирование идеальных объектов (абстракций)
3. Построение модели (идеализированные объекты, идеализации)
______________________________U______________________________
4. Создание базовой методологии (пресуппозиции,
основные принципы, характерные черты)
5. Определение методов оперирования с базовыми
идеализированными объектами
6. Формулирование допустимых способов рассуждений с заданными объектами
7. Построение общих методологий деятельности
______________________________U______________________________
8. Проектирование приложений к выделенным областям деятельности (частные методологии, практико-ориентированные модели, теории, концепции, методики)
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Трансдисциплинарное исследование понятия «открытость»
Метод показывает свою эффективность в разрешении целого ряда проблем философии науки.
Методом МВАК(м) построен ряд моделей (в том числе инфомир как модель Универсума) через задание исходных допущений, абстракций, идеализаций и результатов ментального (когнитивного) оперирования с ними [17].
Применительно к анализу понятий профессор В.С. Меськов, разработчик постнеклассической тринитарной информационной методологии (ТИМологии) и постнеклассической концепции трансдисциплинарности, пишет так: «Если мы хотим обосновать, что такое целостность, то время, когда мы на каких-то основаниях пытались высказаться о целостности (дать определение, провести анализ литературы, обобщить и т.д.), прошло. Теперь должен возобладать совершенно другой подход. Если мы хотим рассуждать о целостности, то надо рассмотреть ее как идеальный объект, поместить в некоторую модель в качестве атрибута, потом, развивая эту модель, применяя некоторую методологию, посмотреть, что получится, — дать неявное определение, потом построить явное.
Не априори определять, что такое целостность, а построить как модель» [19].
Последуем данному методологическому указанию и построим трансдисциплинарное понятие открытости, используя приложение трансдис-циплинарности как метадисциплинарности к исследованию понятий (см. рис. 1).
В соответствии с этим приложением попытаемся отобрать все возможные понимания открытости и обобщить их на метауровне как представления о границах между субъектом и деятельностью, для того чтобы далее дать обобщенное определение открытости и на его основе сформулировать принцип открытости.
II
Не только в научной и философской литературе, но и в культуре вообще проблематика открытости так или иначе возникает постоянно. При этом спектр пониманий термина «открытость» достаточно широк: от открытости как стандартизированного обмена (в открытых системах) до открытости как личной добродетели (античная философия, философия этики, антропология), эмерджентности (синергетика) и «познаваемости богосозданного бытия» (русская философия).
Технологическое понимание открытости, связанное с представлением об открытых системах, дает нам направление информатики, связанное с системными исследованиями. Согласно определению IEEE, «открытая система» определяется как «исчерпывающий и согласованный набор международных стандартов информационных технологий и профилей функциональных стандартов, которые специфицируют интерфейсы, службы и
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Трансдисциплинарное исследование понятия «открытость»
поддерживающие их форматы, чтобы обеспечить интероперабельность и мобильность приложений, данных и персонала».
Однако само понятие открытости не стандартизовано. Практически речь может идти только о степени открытости/закрытости системы, которая оценивается количеством реализованных признаков открытости.
Открытые системы — инженерные (как правило, программно-компьютерные) комплексы, обладающие некоторыми специфическими свойствами, которые так или иначе можно связать с открытостью:
— масштабируемость (возможность расширения без потери свойств);
— соответствие стандартам (возможность обмена с другими системами);
— переносимость (возможность переноса на другие технологические платформы);
— интероперабельность (возможность совместной работы в составе комплекса);
— сетевидность (возможность встраиваться в информационную инфраструктуру).
Легко увидеть, что, во-первых, во всех случаях речь идет об открытости, понимаемой не как отсутствие границ системы, а как их контролируемая проницаемость в виде обмена данными и ресурсами, причем целостность рассматриваемой системы является наивысшим приоритетом. Иными словами, если какое-либо проектируемое свойство, связанное с открытостью, угрожает стабильной работе самой системы, оно отбрасывается.
Во-вторых, наряду с «межмашинной» открытостью присутствует требование закрытости таких систем для субъекта. Человеко-машинный интерфейс строго контролирует возможности пользователя, предоставляя определенный набор возможностей и вводя жесткие ограничения прав доступа к данным и ресурсам. Однако, как подчеркивает профессор Меськов, попытки построить информационную среду для человека, но без человека парадоксальны. Попытки исследовать и смоделировать мир информации, как если бы человека вообще не существовало (в духе классической картины мира), также приводят к парадоксальным результатам — мы уже живем в мире информационных объектов и сами с необходимостью ими являемся, но все еще не мыслим себя таковыми. И соответственно, не имеем надежных теоретико-методологических средств для освоения новых возможностей, которые несет с собой «новая информационная реальность».
Рассматривая открытость как трансграничность, мы приходим к выводу о том, что никакая информационная система, взятая в совокупности с теми, кого она обслуживает (уместнее будет называть ее информационной средой), не может быть ни абсолютно замкнутой, ни абсолютно открытой. Наиболее важными являются границы (и их проницаемость) между человеком как субъектом информационной деятельности и самой этой деятельностью, протекающей в определенной среде и имеющей определенное содержание.
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Трансдисциплинарное исследование понятия «открытость»
К пониманию открытости как трансграничности на основе стандартизации близко понимание открытости, лежащее в основе термина «открытая экономика». «Открытость экономики» включает в себя не только свободу движения товаров через границы государств и альянсов, но и свободу движения факторов производства, обмен национальных валют, взаимопроникновение экономической информации. Действовать в соответствии с принципами открытой экономики — это значит признавать примат стандартов мирового рынка. Очевидно, что в данном случае речь также идет о стандартизации среды.
Обратимся теперь к другому «полюсу» открытости, а именно к человеку как субъекту деятельности, в данном случае творческой.
Открытость произведения по У Эко [29]:
1. Открытость как принципиальная незаконченность произведения, требующая читателя / зрителя / исполнителя для своего завершения.
2. Открытость произведения как Универсум информации, предполагающий бесконечное число возможностей для создания новых смыслов. При этом произведение остается произведением — формообразующим, организующим данный Универсум.
Субъект, входящий в сотворенную художественную среду произведения, становится как бы соавтором творца и автором собственного произведения, которое создается духовным и интеллектуальным усилием читателя, слушателя, зрителя здесь и сейчас и в этом смысле уникально, хотя и конечно же подобно исходному замыслу творца.
Как пишет У. Эко в качестве вывода, произведение искусства как универсум возможностей для создания новых смыслов нуждается в субъекте и открыто для него, и в этом смысле каждое произведение есть открытое произведение. Картина живет, пока есть зритель, роман — пока есть читатель, музыка — пока есть слушатель [29]. Это представление созвучно рассуждению М. Мамардашвили: «Книга читается и существует только тогда, когда ее читают. Другого существования она не имеет. Симфония существует только тогда, когда она исполняется» [14]. Таким образом, каждое произведение искусства есть возможный мир, предоставляющий входящему в него некоторый универсум возможностей для определенной деятельности — креативного завершения произведения и создания собственной его версии как внутреннего достояния (то есть сотворчества). Этот мир открыт трояко: со стороны входящего субъекта, со стороны среды как набора возможностей, предоставляемых субъекту, со стороны содержания.
Мы намеренно выбрали такие области открытости, которые объединяют и дисциплины, и виды деятельности, чтобы показать, что с помощью трансдисциплинарного подхода можно строить не только меж- и полидисциплинарные понятия, но и понятия, принципы, модели и методологии, связывающие отрасли наук и сферы деятельности, что является не менее, если не более актуальной задачей методологов на сегодняшний день.
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Трансдисциплинарное исследование понятия «открытость»
Так, например, преодоление мирового кризиса и когнитивного провала в образовании связывается прежде всего с объединением усилий дисциплинарных ученых — специалистов в области педагогики, психологии, социологии, культурологии, философии, антропологии, логики, экономики, права, и т.д. и практиков — учителей, дидактов, методистов, управленцев. Это объединение требует общего языка — метадисциплинарного и метадеятельностного. В каждой из упомянутых дисциплин имеется свое понятие и свое понимание открытости. Более того, одним из путей выхода из данного кризиса мировому сообществу представляется развитие открытого образования.
Психологические и антропологические аспекты открытости связаны с пониманием, способностью к диалогу, эмпатии, готовностью принять Другого. В культурологии и культурной антропологии — с толерантностью и мультикультурализмом, концепциями «культурного котла», диалога культур.
Открытость как свойство личности человека понимается как способность легко вступать в общение, искренне и открыто выражать свое мнение, чувства и эмоции, находить общий язык и т.д.
Открытость как социологическая категория характеризуется активным взаимодействием субъекта с социумом. В педагогике открытость как желательная черта личности неоднократно провозглашалась одним из результатов образования.
Рис. 1. Модель трансдисциплинарного исследования понятия открытости
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Трансдисциплинарное исследование понятия «открытость»
III
Построим трансдисциплинарное определение понятия «открытость» на основании метадисциплинарной стратегии исследования, поскольку объект исследования не меняется при переходе на метауровень. В соответствии с данной стратегией сгруппируем возможные понимания открытости, далее обобщим их на метаобъектном уровне как представления о границах между субъектом и деятельностью, а затем, применив постнеклассическую модель и методологию, построим метаопределение открытости и сформулируем принцип открытости (см. рис. 1).
Сведем в таблицу (см. табл. 1) выявленные варианты понимания открытости в различных дисциплинах и подходах и укажем, относительно чего дается та или иная трактовка: открытость понимается как характеристика субъекта деятельности, среды деятельности или контента (содержания деятельности).
Варианты понимания открытости
Таблица 1
№ Понимание открытости Субъект Среда н н X ф н X О * Комментарии
1 Открытость как гласность (юриспруденция, политика, право) - - + Субъект не решает сам, к чему он может получить доступ, а гласность не задана как свойство среды. Гласность сводится к доступу к контенту
2 Открытость как публичность (политика, социология) - - + То же
3 Открытость как прозрачность (транспарентность) (экономика, гражданское общество, бюджетирование, бизнес) - - + То же
4 Открытость как разрешенная (лицензированная) доступность (общественные лицензии -?, право) - - + То же
5 Открытость как доступность (открытое образование, открытый доступ, открытые источники и т.д.) - + + Принцип доступности интегрирован в среду, а не сформулирован относительно каждого конкретного контента
6 Открытый как разрешенный (открытое небо, открытая дверь) - + + Открытость как состояние границы
7 Открытость как способность воспринимать новое (открытость новому) (образование, инноватика, философия мышления, ког-нитивистика) Open Mind + - - Качество субъекта: способность воспринимать новое присуща только субъекту (не среде и не контенту)
23
Трансдисциплинарное исследование понятия «открытость»
Продолжение таблицы
№ Понимание открытости Субъект Среда н н X ф н X О * Комментарии
8 Открытость как толерантность (культурология, этнология, социология, религиоведение, философия культуры) + - - То же
9 Открытость как способность к диалогу, дискурсу, коммуникации, совместному поиску истины (образование (принцип открытости — концепция ФГОС), антропология, риторика, политика) + - - То же
10 «Открытость профессиональная и творческая» — один из принципов этики научной деятельности, этический кодекс ученого (этика, философия науки) + - - То же Открытость как компетенция ученого
11 Открытость как расширяемость, модульность, способность к перекомпоновке, гибкость (технологии, программирование) - + - Открытость как свойство технологической среды, описываемой концептом «система»
12 Открытость как личная добродетель — искренность, прямота, чистосердечие, непритворство (античная философия, культурная антропология, психология личности) + - - Качество субъекта безотносительно среды и контента
13 Принцип открытости в трансцендентальной философии И. Г. Фихте [27] + + + Принцип: любая завершенная на объектном уровне теоретическая система окажется незавершенной (открытой) на трансцендентном уровне (метауровне)
14 Открытость как эмерджентность — способность систем и Универсума к обретению новых качеств и свойств (синергетика [2]) - + - Качество среды
15 Открытость как познаваемость богосозданного бытия (свойство человека) (теология, русская философия [13]) - + - Качество субъекта — способность познавать богосоздан-ное бытие
16 Открытость [системы, организма, структуры] как способность обмена веществом, энергией и информацией [с другими системами] (биология, физика, физиология человека, системный подход [23], системно-синергетический подход) - + - Свойство среды
24
Трансдисциплинарное исследование понятия «открытость»
Продолжение таблицы
№ Понимание открытости Субъект Среда н н X ф н X О * Комментарии
17 Открытость как связанность Части с Целым, неотделимость от него (А. Бергсон [4], К. Поппер [25] — открытое общество) - + + Дополнительность отделимос-ти/неотделимости части и целого (выделяем, но считаем неотделимыми)
18 Открытость как принципиальная незавершенность, открытость бытию (К. Ясперс [30], философия экзистенциализма) + - - Качество субъекта
19 Открытость как несокрытость, явленность, вовлеченность в мир, как «просвет» для вещи... (М. Хайдегер [28]) - - + Открытость как свойство вещи
20 Открытость как выведение частного в разряд общезначимого (Х. Арендт [1]) - - + Дополнительность частного и общезначимого (при этом частное, становясь общезначимым, не перестает быть частным)
21 Открытость как отсутствие закрытости, границ, ограничений, норм (социология, политология, культурология, право [24]) - + + Анархизм Неприятие границ — чем меньше границ, тем лучше
22 Открытость как доступность взгляду, незамкнутость (открытое место, пространство, открытое всем ветрам) - - + Открытость как «обозревае-мость» — свойство контента
23 Открытость как междисциплинарность - + + Преодолеваемость дисциплинарных границ
24 Открытость (принцип открытости) как пополняемость (изменяемость) исходных принципов и оснований, адаптивность (В. М. Розин [26]) Межуровневый обмен (И. Пригожин, В. Г. Буданов [6]) - + - Циркулярная дополнительность. Принципы и основания приписываюся паре (среда, контент). Метауровень управляет объектным уровнем (метапеременные порядка определяют и изменяют переменные порядка) — принцип открытости в синергетике
25 Открытость как незамкнутость (открытые системы [5]) - + - Открытость как регулируемый обмен — качество среды
26 Открытость как способность эволюционировать, развиваться (биология, экология, синергетика) - + + Способность эволюционировать приписывается паре (среда, контент)
27 Открытость как возможность самоорганизации (Н. Н. Моисеев [22], Г. Хакен) - + - Самоорганизация как свойство среды
25
Трансдисциплинарное исследование понятия «открытость»
Продолжение таблицы
№ Понимание открытости Субъект Среда н н X ф н X О * Комментарии
28 Открытость как неустойчивость (теория систем, неравновесная термодинамика, синергетика) - + - То же
29 Открытость как «полифилософичность» философии (Г. Башляр [8]) - - + Характеристика содержания философии
30 Открытость как несамодостаточность оснований, несамодостаточность человека (экзистенциализм, философская антропология) + - - Качество субъекта
31 Открытость как возможность понимания, нахождения смысла (применительно к знаку, семиотика) — приданные смыслы - + + Возможность понимания приписывается паре (среда, контент) Открытость как характер отношения между смыслом и знаком
32 Принцип открытости — администрация открыта для внешнего наблюдения (административное право) - - + Правила устанавливаются для контента
33 Открытость как возможность интерпретаций, принципиальная незавершенность (открытое произведение, У. Эко [29], М. Хайдеггер) - - + Свойство содержания произведения
34 Открытость как свойство «быть открытым кем-либо» (открытый материк, открытый принцип, открытый элемент) - - + Характеристика контента
35 Открытость как возможность откровения (философия культуры, искусствоведение) + + + Откровение (как и творение и спасение) невозможно без субъекта, так как это акт его внутренней трансформации в деятельности (в какой-либо среде)
36 Открытость как свойство нового типа рациональности — рационального мышления, способного воспринимать полипарадигмаль-ность, полидисциплинарность, множественность картин мира (возможных миров) (В.С. Степин, И. Пригожин, Ю. Хабермас, Ф. Капра [11], Г. Башляр [3]) + + + Мышление есть деятельность субъекта, открытость — свойство, приписываемое и субъекту, и деятельности
37 Открытость как свойство деятельности (открытая деятельность как творческая, неалгоритмизируемая и ненормируемая) (философия хозяйства [7]) - + + Деятельность задается парой (среда, контент)
26
Трансдисциплинарное исследование понятия «открытость»
Окончание таблицы
№ Понимание открытости Субъект Среда н н X ф н X О * Комментарии
38 Открытость как безначальность и бесконечность [мира] (философия открытого мира, В. С. Егоров [10]) - + - Свойство среды (мир есть среда сред)
Выпишем все предикаты открытости. Проведем семантический анализ выявленных предикатов, для чего сгруппируем их:
— по отношению характеристик элементов среды;
— по виду открытости (объектная, мета (открытость «вверх»);
— по оценке внешним образом (доступная, транспарентная) (табл. 2).
Таблица 2
Субъект Среда Контент деятельность
Искренний Прямой Чистосердечный (Качества личности, к субъекту неприменимы) Расширяемая Пополняемая Эволюционная Развивающаяся Открытость объектная Незакрытый Творческая Профессиональная Транспарентная Эволюционная Осмысливающая
достижимый Интерпретируемый
Разрешенный
Воспринимающий новое Способный познавать Способный к Откровению Открытый творчески и профессионально Рациональный (особого вида) Трансцендентный Открытость «вверх» Безначальная Бесконечная Неограниченная Ненормированная Безграничная Незамкнутая Открытость любая гласный Публичный
Эмерджентная Самоорганизую- щаяся Способная к обмену (проницаемая) Модульная Гибкая По характеру взаимодействия
Толерантный Способный к диалогу Коммуницирующий Открытость объектная
Целостная Междисциплинар- ная Понимаемая Осмысляемая Доступная Транспарентная По общности
Незавершенный Несамодостаточ- ный И то, и другое вместе
27
Трансдисциплинарное исследование понятия «открытость»
Основания группировки:
a) безначальность, бесконечность (нет начальных условий для старта, входа и т.д.);
b) нет границ или указан способ их преодоления («ключи»);
c) различение «кольца» и «прямой» — незаконченность, развитие, эволюция, эмерджентность, незавершенность (Вселенная конечна, но безгранична).
Объединим по группам признаки по одному основанию и назовем каждую общность (табл. 3).
Таблица 3
Открытый Субъект открытая Среда открытый Контент деятельность
Трансцендентный (Воспринимающий новое, Способный познавать, Способный к Откровению, Открытый творчески и профессионально, Рациональный (особого вида)) Коммуницирую- щий (Толерантный, Способный к диалогу) Незавершенный (Несамодостаточ- ный) Пополняемая (Расширяемая, Эволюционная, Развивающаяся) Неограниченная (Безначальная, Бесконечная, Ненормированная, Безграничная, Незамкнутая) Эмерджентная (Самоорганизующаяся, Способная к обмену (проницаемая), Модульная, Гибкая) Целостная (Междисциплинарная, Понимаемая, Осмысляемая, Доступная, Транспарентная) Незакрытый достижимый (Интерпретируе- мый) Разрешенный гласный (Публичный) Творческая (профессиональная) Транспарентная Эволюционная Осмысливающая
Зададим все возможные пары (Среда, Контент), которые дадут 16 сочетаний, и соотнесем их с деятельностью (табл. 4).
Таблица 4
Пара (Среда, Контент) деятельность
1 Пополняемая Незакрытый Эволюционная
2 Пополняемая достижимый
3 Пополняемая Разрешенный
4 Пополняемая гласный
5 Неограниченная Незакрытый
6 Неограниченная достижимый
28
Трансдисциплинарное исследование понятия «открытость»
Окончание таблицы
Пара (Среда, Контент) деятельность
7 Неограниченная Разрешенный
8 Неограниченная гласный Транспарентная
9 Эмерджентная Незакрытый
10 Эмерджентная достижимый
11 Эмерджентная Разрешенный Творческая (профессиональная)
12 Эмерджентная гласный
13 Целостная Незакрытый
14 Целостная достижимый Осмысливающая
15 Целостная Разрешенный
16 Целостная гласный
Выделим из них 4 релевантные (допустимые для понимания открытости для деятельности).
Как следует из определения инфообъекта в применяемой постнеклассической тринитарной информационной методологии [19], никакой объект инфомира не может быть ни абсолютно замкнутым, ни абсолютно открытым.
Наиболее важными для исследования являются границы (и их проницаемость) между человеком как субъектом информационной деятельности и самой этой деятельностью, протекающей в определенной среде и имеющей определенное содержание.
Введем открытость (как идеализированный объект) как характеристику отношения между субъектом и деятельностью (наряду с компетенцией) и отождествим ее с границей между субъектом и деятельностью.
Теперь 3 выделенных типа субъекта соотносим с 4 видами деятельности. Получим 12 комбинаций. Из 12 останется релевантных 3 или 4 (по характеру преодоления границ между субъектом и деятельностью). Если 4, то один и тот же субъект может осуществляться в двух видах деятельности (табл. 5).
Таблица 5
Субъект Пара (Среда, Контент) деятельность Релевантные тройки
1 Трансцендент- ный Пополняемая, Незакрытый Эволюционная
2 Трансцендент- ный Неограниченная, Гласный Транспарентная Границы Субъекта и деятельности совпадают
3 Трансцендент- ный Эмерджентная, Разрешенный Творческая (профессиональная) Граница есть отдельный объект (сама по себе)
29
Трансдисциплинарное исследование понятия «открытость»
Окончание таблицы
Субъект Пара (Среда, Контент) деятельность Релевантные тройки
4 Трансцендент- ный Целостная, Достижимый Осмысливающая
5 Коммуницирую- щий Пополняемая, Незакрытый Эволюционная Граница принадлежит субъекту
6 Коммуницирую- щий Неограниченная, Гласный Транспарентная
7 Коммуницирую- щий Эмерджентная, Разрешенный Творческая (профессиональная)
8 Коммуницирую- щий Целостная, Достижимый Осмысливающая
9 Незавершенный Пополняемая, Незакрытый Эволюционная
10 Незавершенный Неограниченная, Гласный Транспарентная
11 Незавершенный Эмерджентная, Разрешенный Творческая (профессиональная)
12 Незавершенный Целостная, Достижимый Осмысливающая Граница принадлежит деятельности
Итак, открытость может пониматься как возможность преодоления границ.
IV
Рассмотрим возможные варианты понимания границы между субъектом и деятельностью: граница «сама по себе», «во мне», «вовне», «субъект и есть граница».
Вариант 1. «Граница сама по себе».
Рис. 2
Граница есть отдельный объект (сама по себе) (случай 3). Граница проницаема сама по себе («дуршлаг»), независимо ни от субъекта, ни от деятельности. Преодолевается актом творения.
30
Трансдисциплинарное исследование понятия «открытость»
Вариант 2. «Граница во мне»
Рис. 3
Граница принадлежит субъекту (случай 5). Стрелка указывает на проницаемость границы со стороны субъекта.
Вариант 3. «Граница вовне»
Рис. 4
Граница принадлежит деятельности (случай 12). Стрелка указывает на проницаемость границы со стороны деятельности.
Вариант 4. «Я и есть граница»
Рис. 5
Границы Субъекта и Деятельности совпадают. Граница не принадлежит ни субъекту, ни деятельности, а принадлежит паре (Субъект, Деятель-
31
Трансдисциплинарное исследование понятия «открытость»
ность). Граница проницаема «совместными усилиями» (взаимодействием) субъекта и деятельности.
Обобщая эти релевантные комбинации как способы преодоления границ всех возможных видов, приходим к пониманию открытости как способа преодоления границ.
Теперь мы можем сформулировать обобщенный принцип открытости. Для этого введем более общие наименования для субъекта и деятельности, чем те, которые получились в данном исследовании на основе экспликации случаев употребления терминов «открытость» и «открытый».
В соответствии с терминологией, принятой в постнеклассической тринитарной информационной методологии, применяя модель информационной деятельности к деятельности, а модель жизненного пути субъекта — к субъекту, получаем (табл. 6):
Таблица 6
Субъект деятельность границы Способ преодоления
1 Креативный осуществленный (Трансцендент- ный) Креативная (Творческая (профессиональная)) Граница есть отдельный объект (сама по себе) Творение
2 Когнитивный осуществленный (Трансцендент- ный) Когнитивная (Транспарентная) Границы Субъекта и деятельности совпадают Переход на метауровень
3 Проявленный Коммуницирую- щий Коммуникатив- ная (Эволюционная) Граница принадлежит субъекту Освоение деятельности (в деятельности трансформируется пара (среда, контент)
4 Возможный (Незавершенный) Предметная (Осмысливающая) Граница принадлежит деятельности Трансформация деятельности (в деятельности трансформируется контент)
Принцип открытости (табл. 7):
Таблица 7
Всякая граница проницаема Принцип подтверждается следующими 4 возможными случаями понимания границ
граница 1 проницаема Граница 1 — в виде границы между креативным субъектом и креативной деятельностью. Преодолевается актом творения Открытость полная (тройки)
32
Трансдисциплинарное исследование понятия «открытость»
Окончание таблицы
Граница 2 проницаема Граница 2 — в виде границы между осуществленным когнитивным субъектом и когнитивной деятельностью. Преодолевается путем перехода на метауровень Открытость субъекта
Граница 3 проницаема Граница 3 — в виде границы между проявленным субъектом и коммуникативной деятельностью. Преодолевается путем освоения деятельности Открытость деятельности
Граница 4 проницаема Граница 4 — в виде границы между возможным субъектом и предметной деятельностью. Преодолевается путем трансформации деятельности Открытость контента
V
Итак, в данной статье описаны результаты трансдисциплинарного исследования открытости — введено понятие открытости как проницаемости границ между субъектом и деятельностью, рассмотрены возможные варианты понимания границы между субъектом и деятельностью (граница «сама по себе», «во мне», «вовне», «субъект и есть граница»), дана формулировка обобщенного принципа открытости: «Всякая граница проницаема».
Введенное определение открытости сформулировано на метаобъектном (метадисциплинарном) уровне и позволяет пользоваться им во всех объектных дисциплинах и видах деятельности. Однако при этом оно должно быть транслировано на соответствующий объектный (дисциплинарный или деятельностный) язык.
Литература
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15. Меськов В.С. От целостности через трансдисциплинарность к постнеклассической тринитарной информационной модели мира // Понятие целостности в логико-методологическом аспекте / Коллективная монография под ред. Ю.Н. Солонина. М.: Этносоциум, 2012. С. 118-143.
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20. Меськов ВС., Мамченко А.А. Мир информации как тринитарная модель Универсума. Постнеклассическая методология когнитивной деятельности // Вопросы философии. 2010. № 5. С. 57-68.
21. Меськов ВС, Мамченко А.А. Цикл трансформации когнитивного субъекта. Субъект, среда, контент. Постнеклассическая методология когнитивной деятельности // Вопросы философии. 2010. № 10. С. 67-80.
22. Моисеев Н.Н. Расставание с простотой. М.: Аграф, 1998.
23. Морен Э. Метод. Природа природы. М.: Прогресс-Традиция, 2005.
24. Нерсесянц В.С. Философия права: Учебник для вузов. М.: Норма, 2005.
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26. Учебное пособие. М.: Московский психолого-социальный институт, 2005.
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28. Хайдеггер М. Бытие и время. М.: Ad Marginem, 1997.
29. Эко У. Открытое произведение / Пер. с ит. А.П. Шурбелева. СПб.: Симпозиум, 2006.
30. Ясперс К. Философия: В 3 кн. / Пер. с нем. А.К. Судакова. М.: Канон+, РООИ «Реабилитация», 2012.
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!Макарова Н.С
!! Цитирование
Макарова Н.С. Трансформация дидактики высшей школы [Электронный ресурс] : учеб. пособие 2-е изд., стер. М. : Флинта, 2012. 180 с.
Макарова Н.С. Трансформация дидактики высшей школы [Электронный ресурс] : учеб. пособие / Н.С. Макарова. – 2-е изд., стер. – М. : Флинта, 2012. – 180 с.
!! Ссылки
!! Текст статьи
* [[Основной тест |Трансформация дидактики высшей школы 1]]
* [[Три главы |Трансформация дидактики высшей школы 2]]
* [[Вспомогательный материал|Трансформация дидактики высшей школы 3]]
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/20171005/20171005_2/s2.jpg]]
! [[Введение|Введение Н. С. Макарова]]
! Дидактика высшей школы: от классики к постнеклассике
```
То, что в одном веке считается мистикой,
в другом веке становится научным знанием.
Теофраст Парацельс
```
! Лекция 1
! [[Дидактика высшей школы: проблемы становления и современный дисциплинарный статус|Лекция 1 Н. С. Макарова]]
!Лекция 2
! [[Теоретические основы дидактики высшей школы|Лекция 2 Н. С. Макарова]]
!Лекция 3
! [[Становление дидактики высшей школы в эпоху классической рациональности|Лекция 3 Н. С. Макарова]]
! Лекция 4
! [[Развитие дидактики высшей школы: неклассический подход]]
.
! Лекция 5
! [[Причины и направления постнеклассической трансформации дидактики высшей школы]]
*[ext[TRab |file:///D:/TRab/2017/10/20171013/20171013/Трансформация дидактики.html]]
!!Трансформация дидактики высшей школы: учебное пособие
Предлагаемое учебное пособие посвящено раскрытию причин, направлений и результатов трансформации дидактики высшей школы в современных социокультурных условиях. В книге раскрываются особенности дидактики высшей школы, выделены отличительные признаки дидактической теории на разных этапах ее развития: классическом, не классическом и постнеклассическом, сформулированы идеи для моделирования сценариев трансформации дидактики высшей школы. В пособие включены материалы для работы на лекциях и семинарских занятиях, вопросы и задания для самостоятельной работы студентов магистратуры, программа курса по выбору.
Учебное пособие адресовано магистрантам, обучающимся по направлению «Педагогика» в рамках магистерской программы «Высшее образование» и программы «Преподаватель высшей школы».
!Н. С. Макарова Трансформация дидактики высшей школы: учебное пособие
!!Введение
Актуальность разработки курса «Трансформация дидактики высшей школы» и его реализации в рамках магистерской программы «Высшее образование» обусловлена рядом обстоятельств. Прежде всего, признанием того факта, что современный этап развития общества относится к «переходным». Перемены стали приметой нашего времени. Все сферы жизни современного общества (образование и наука не исключение) находятся сегодня в условиях поиска и апробации моделей, адекватных жизненным реалиям и вызовам времени. С развитием «экономики знаний» квалификация и компетентность кадров приобретают решающее значение для темпов роста социально-экономического развития страны, качества жизни населения. Этим можно объяснить то внимание, которое уделяется увеличению вклада образования в решение стратегических задач модернизации страны.
Практика обучения в высшей школе подверглась в последнее время серьезным изменениям, связанным с Болонским процессом, переходом на уровневое образование, развитием информатизации образовательного процесса и т. д. При этом, решая проблемы практики, преподаватели вузов, как правило, не задумываются о тех переменах, которые происходят в теории обучения в высшей школе. С одной стороны, это приводит к тому, что решение современных образовательных задач преподаватели осуществляют на основе устаревших, уже утративших свою актуальность постулатов классической и неклассической дидактики. С другой стороны, именно внутри вузовской дидактики накоплен целый ряд острейших проблем, от решения которых во многом зависит успешность практических преобразований. Этим продиктована необходимость осмысления трансформаций, которые происходят сегодня в дидактике высшей школы. Активная модернизация вузовской образовательной практики ставит новые теоретические задачи, решения которых должны удовлетворять критериям постнеклассической научной рациональности.
Что представляет собой современная дидактика высшей школы? Какими были основные дидактические концепции в классический и неклассический периоды развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Попытки ответить на эти и другие вопросы предпринимаются в данном пособии.
Новизна содержания данного курса состоит в том, что в отличие от учебно-методических публикаций последних лет, посвященных дидактике высшей школы, в нем рассматриваются различные дидактические проблемы в динамике их трансформации. На основе философского учения о типах научной рациональности предложен методологический инструментарий анализа дидактических категорий и перспективных направлений их развития в будущем.
Безусловно, на современном этапе возможно существование разных подходов к анализу процесса трансформации дидактики высшей школы. Надеемся, что подход, представленный в рамках авторского курса, может оказаться поводом для дискуссий в научно-педагогическом сообществе, частью которого являются начинающие исследователи дидактических проблем высшей школы – магистранты программы «Высшее образование».
Структура пособия выстроена в следующей логике: от рассмотрения общих позиций трансформации дидактики как научной теории в ходе лекционных занятий (особенности дидактики высшей школы, ее статус как научной дисциплины; историко-педагогический анализ классических и неклассических дидактических концепций; причины, направления и сценарии трансформации дидактики высшей школы) к осмыслению частных проблем постнеклассической дидактики высшей школы на семинарах («Зачем учить?», «Чему учить?», «Как учить?», «Как учиться?», «Какова архитектура процесса обучения?», «Каковы образовательные результаты?»).
Материалы учебного пособия ориентированы на развитие исследовательских и информационных компетенций магистрантов за счет освоения ими систематизированной обзорно-исследовательской информации по проблемам становления и развития дидактики высшей школы. В тексте представлены вопросы и задания, способствующие развитию:
– целостных представлений о дидактике высшей школы, ее основных категориях и понятиях, способности использовать их для характеристики явлений образовательной практики;
– понимания роли дидактики в развитии образовательной практики высшей школы;
– умений давать характеристику особенностей развития дидактической теории в классический, неклассический и постнеклассический периоды;
– умений выделять и анализировать социокультурные факторы, влияющие на трансформацию высшего образования и теорию обучения в высшей школе;
– умений проектировать сценарии развития теории обучения исходя из перспектив развития высшего образования;
– способности к критическому анализу и оценке результатов трансформации дидактики высшей школы, их значения для вузовской образовательной практики.
Успешность решения данных задач во многом обеспечивается за счет реализации содержания курса на основе использования компетентностно-ориентированных образовательных технологий: технологии развития критического мышления, интерактивных технологий (проведение дебатов, дискуссий, деловых игр, моделирующих определенные профессиональные ситуации), технологии проектного обучения и т. д.
Данный курс тесно связан с базовыми дисциплинами магистерской программы «Высшее образование», дополняет, углубляет и конкретизирует некоторые разделы содержания курсов «Современные проблемы науки и образования», «Развитие высшего образования в России и за рубежом», «Традиционные дисциплины и новые образовательные технологии». Материалы пособия могут быть использованы в рамках программы дополнительной квалификации «Преподаватель высшей школы».
Пособие адресовано магистрантам программы «Высшее образование», может быть рекомендовано преподавателям вузов, аспирантам и соискателям.
Дидактика высшей школы: от классики к постнеклассике
То, что в одном веке считается мистикой,
в другом веке становится научным знанием.
Теофраст Парацельс
Лекция 1
Дидактика высшей школы: проблемы становления и современный дисциплинарный статус
Общее понятие о современной дидактике. По своему происхождению термин «дидактика» восходит к греческому языку, в котором didaktikos означает поучающий, a didasko – изучающий. Впервые ввел его в научный оборот немецкий педагог Вольфганг Ратке (1571—1635), в курсе лекций под названием «Краткий отчет из дидактики, или Искусство обучения Ратихия» («Kurzer Bericht von der Didactica, oder Lehrkunst Wolfgangi Ratichii»). В том же значении употребил это понятие и великий чешский педагог Ян Амос Коменский (1592—1670), опубликовав в 1657 г. в Амстердаме свой знаменитый труд «Великая дидактика, представляющая универсальное искусство обучения всех всему».
В современном понимании дидактика представляет собой важнейшую отрасль научно-педагогического знания, которая изучает и исследует проблемы образования и обучения.
Происходящее сегодня расширение объекта и предмета педагогики ведет к постепенному расширению области исследования дидактики как педагогической дисциплины. Если традиционно объектом педагогики считали педагогическую действительность, то сегодня с расширением научного статуса педагогики как социогуманитарной науки сферой ее изучения (объектом) становится социально-педагогическая реальность (действительность). Как пишет Н. А. Вершинина, «основанием для такого утверждения служат современные философские положения, которые трактуют существующую реальность как открытую незамкнутую систему».
В этой связи можно рассматривать дидактику как «систему знаний об определенного рода действительности – процессе обучения». Причем, именно в широком понимании этого термина, речь идет не только о специально-организованном процессе обучения, который осуществляется в специальных социальных институтах. Современная дидактика изучает обучение во всех возможных проявлениях этого процесса: в его формальном, неформальном и информальном вариантах. Дидактические исследования своим объектом избирают реальные процессы обучения, дают знания о закономерных связях между различными его сторонами, раскрывают сущностные характеристики структурных и содержательных элементов процесса обучения.
По-прежнему нет единства среди ученых относительно объекта и предмета дидактики. По мнению И. И. Логвинова, «в соответствии с современными воззрениями, объектом дидактики является процесс обучения, а предметом – закономерности, объединяющие в единое целое цели обучения, содержание образования, методы и организационные формы обучения, процесс усвоения содержания учащимися». В. А. Попков, А. В. Коржуев объектом дидактики как науки считают «обучение во всем его объеме и во всех аспектах», а предметом – «систему следующих отношений: "учитель – ученик", "ученик – учебный материал", "ученик – другие ученики", а в применении к высшему образованию – "преподаватель – студент", "студент – учебный материал", "студент – другие студенты"». По В. И. Загвязинскому, «предмет дидактики – воспитание и развитие личности в процессе разных видов учебной деятельности». В. А. Ситаров указывает, что «объект дидактики как науки представляет собой взаимосвязь собственно процесса образования и обучения как явлений объективной реальности, где обучение выступает в качестве образовательного средства»; предметом, по его мнению, является «процесс преподавания и учения».
Задачи дидактики связаны с теоретическим описанием процесса обучения и условий его реализации; разработкой более совершенной организации процесса обучения, чем существующие, с разработкой новых дидактических систем и технологий обучения. Специфической задачей дидактики как самостоятельной научной дисциплины является «выявление онтологических основ процесса обучения».
В чем заключаются особенности дидактики высшей школы?
Итак, от выявления объекта и предмета дидактики можно перейти к рассмотрению сущности дидактики высшей школы. Традиционно при анализе структуры педагогики дидактику выделяют в числе фундаментальных, базисных научно-педагогических дисциплин. Дидактика высшей школы является производным структурным элементом общей дидактики, самостоятельной научной отраслью, ее объектная и предметная область несколько сужается и конкретизируется.
Дидактика высшей школы как отрасль дидактики обладает специфическим объектом, предметом, целями, задачами, методами исследования, категориями и отношениями в дидактической системе.
Дидактика высшей школы – наука о высшем образовании и обучении в высшей школе. Это интенсивно развивающаяся отрасль педагогического знания. Задачи дидактики высшей школы состоят в исследовании:
– проблем реализации содержания обучения в высшей школе с учетом возрастных особенностей и закономерностей учебно-познавательной деятельности студентов;
– дидактических принципов и закономерностей;
– вопросов организации самообразования как средства повышения эффективности учебной деятельности;
– организации контроля знаний и умений, уровня готовности студентов к профессиональной деятельности.
Для дидактики характерны различные типы и методы дидактических исследований. Как и в педагогике в целом, в дидактике высшей школы различают фундаментальные и прикладные, количественные и качественные, функциональные и комплексные исследования.
Дидактика высшей школы призвана поставить на научную основу решение следующих проблем:
• Обоснование специфических целей высшего образования.
• Обоснование социальных функций высшей школы.
• Обоснование содержания образования.
• Научное обоснование способов конструирования педагогического процесса в высшей школе и осуществления учебной деятельности.
• Определение оптимальных путей, выбор содержания, методов, форм, технологий обучения и др.
К фундаментальным исследованиям относятся такие, цель которых – выявить закономерности и тенденции развития дидактики высшей школы, способы ее связи с практикой обучения в вузе. Среди них выделяется изучение методологических проблем, таких как:
– трансформация предмета дидактики высшей школы;
– способы создания теории обучения, ориентированной на практику;
– соотношение дидактики с другими науками, состав, функции и структура научного обоснования обучения;
– проблемы состава и уровней рассмотрения содержания профессионального образования, взаимосвязи обучения и развития, методов обучения и т. д.
Такие исследования составляют теоретическую основу для прикладных разработок, решающих вопросы, непосредственно связанные с практикой обучения. Нередко прикладные и фундаментальные исследования проводятся в комплексе.
Понятийная система дидактики высшей школы включает в себя философские, общенаучные и частнонаучные понятия. Первостепенное значение для дидактики имеют такие философские категории, как «общее и единичное», «сущность и явление», «противоречие», «связь» и т. д. В числе общенаучных понятий, используемых дидактикой высшей школы: «система», «структура», «функция», «элемент». Являясь педагогической дисциплиной, дидактика оперирует общими понятиями педагогики: «воспитание», «образование», «педагогическая деятельность», «педагогическое сознание». К специфическим дидактическим понятиям относятся: «обучение», «преподавание», «учение», «процесс обучения», «учебный предмет», «содержание образования», «метод обучения», «модель компетенций специалиста», «профессиограмма».
В дидактике высшей школы активно используются понятия, заимствованные из смежных наук: психологии («восприятие», «усвоение», «умение», «развитие»), кибернетики («управление», «обратная связь»). Понятийно-терминологическая система дидактики непрерывно обновляется и пополняется. Сегодня в ее орбиту попадает множество новых понятий, таких как «технология», «практикоориентированность», «нелинейность», «модульность», «компетентность», «достижения», «успех», «мобильность», «конкурентоспособность», «рейтинг», «кредит», «учебно-профессиональная задача» и т. д.
Кроме того, для характеристики функциональных основ дидактики высшей школы как научной отрасли важно выделить те специфические основные дидактические отношения, которые она изучает. В дидактике высшей школы основными принято считать дидактические отношения «преподаватель – студент». Именно в них отражается реализация процесса обучения в высшей школе – базового процесса, который изучает дидактика. С другой стороны, не менее важны и отношения «студент – изучаемый материал», эти отношения во многом определяют специфику высшей школы, подчеркивают значительную роль процесса учения, самостоятельной работы студентов. Значимо в дидактическом плане и отношение «преподаватель – изучаемый материал», оно связано с отбором материала, планированием процесса обучения.
С чем связано возникновение дидактики высшей школы, в чем ее отличие от школьной дидактики? Правомерно ли считать дидактику высшей школы относительно самостоятельной отраслью педагогики?
Классический период в развитии педагогики (и дидактики как одной из базовых педагогических теорий) приходится по различным оценкам на XVII – первую половину XIX в. Этот этап в развитии дидактики высшей школы отсутствовал, т. к. она развивалась вместе со школьной дидактикой, не выделяясь из нее в отдельную теорию. Классическая дидактика связана с именами Я. А. Коменского, В. Ратке, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.
В конце XIX—XX в. в связи с развитием науки и общества требования к профессиональной подготовке специалистов многократно возросли, и, как следствие, возросли требования к дидактическому обеспечению образовательного процесса в вузе, появились соответствующие исследования. В отечественной педагогической науке основы дидактики высшей школы изложены в трудах Г. И. Щукиной, И. Т. Огородникова, И. Я. Лернера, М. Н. Скаткина, Н. В. Кузьминой, В. С. Леднева, В. И. Загвязинского, С. И. Архангельского, Д. В. Чернилевского, А. А. Вербицкого и др. Дидактика высшей школы как самостоятельная отрасль научного знания заявила о себе относительно недавно. Этот факт обусловлен социокультурной трансформацией мировой системы высшего образования, отвечающей вызовам времени. По признанию отечественных ученых, дидактика высшей школы начала оформляться в целостную теорию лишь в конце XIX в. и находится в состоянии становления и формирования уже более столетия. Еще во второй половине XIX в. К. Д. Ушинский писал: «У педагогики очень широкое основание и очень узенькая верхушка: дидактика первоначального преподавания может наполнить тома, дидактика чтения лекций в университете может быть выражена в двух словах: знай хорошо свой предмет и излагай его ясно». В 1974 г. С. И. Архангельский вполне обоснованно заявил: «Что же касается теории обучения в высшей школе, то ее просто нет».
На сегодняшний день, к сожалению, нельзя сказать, что ситуация изменилась коренным образом. Безусловно, появился значительный пласт научных исследований, посвященных дидактическим проблемам высшей школы, вышли в свет учебники и учебные пособия, в которых авторами признается самостоятельность дидактики высшей школы, подчеркивается ее своеобразие. Как правило, авторы этих работ, анализируя специфику вузовской дидактики, сравнивают ее с дидактикой средней школы.
Признавая родовое единство проблематики школьной дидактики и теории обучения в вузе, важно определить, в чем заключается их сходство и различие. Приведем ряд принципиальных положений, которые высказывают авторы учебного пособия «Дидактика высшей школы» В. А. Попков и А. В. Коржуев.
«Основываясь на принципе преемственности научного знания, отметим, что более «молодая» дидактика высшей школы должна в определенной степени «наследовать» дидактику общего среднего образования, т. к. общее среднее и высшее профессиональное образование следуют в большинстве случаев друг за другом и первое является основой, фундаментом второго. Кроме того, они совпадают в глобальном содержательном аспекте – деятельность их субъектов есть усвоение опыта предшествующих поколений и опыта творческой деятельности, направленного на развитие личности. Между двумя обсуждаемыми областями знания существуют и значимые различия, которые мы подробно обсудим.
Во-первых, различия целей общего среднего и высшего профессионального образования, что предполагает значимое смещение акцентов в системе общедидактических принципов. К их числу относится принцип профессиональной направленности, предполагающий уже на младшей ступени вуза включение в учебный материал как профессионально значимых фундаментальных знаний, так и таких способов деятельности, аналоги которых придется «осуществлять» выпускникам вузов в будущем.
Во-вторых, специфическое звучание приобретает принцип дифференциации образования – углубляется как уровневая, так и профильная дифференциация, и связано это с тем, что на этапе вузовского образования более четко, чем на старшей ступени обучения средней школы, очерчиваются профессиональные цели и интересы студентов.
В-третьих, дидактика высшей школы имеет дело с сильно отличающимися от дидактики среднего образования субъектами процесса педагогического взаимодействия: с одной стороны, гораздо более мотивированный к процессу обучения студент, с другой – гораздо более квалифицированный в научной области, соответствующей преподаваемому предмету, педагог. Вместе с тем существует острая проблема подготовки преподавателя вуза по педагогике и психологии – иногда на ходу, практически с нуля и, конечно, проблема доучивания студента до исходного уровня, минимально необходимого для обучения в вузе.
В-четвертых, традиционно стихийно сложившиеся в высшей школе формы и методы работы отличны от таковых в среднем и среднем специальном образовании и потому требуют серьезного научного обоснования и конкретных методических решений».
По мнению В. И. Загвязинского, дидактический поиск в сфере проблематики высшего образования должен начинаться с выяснения актуальных практических задач совершенствования процесса обучения в высшей школе, установления связанных с этими задачами теоретических проблем, выяснения методологических оснований работы. Автор указывает на следующие перспективы развития теории обучения в высшей школе: «…не «перевод» на вузовский язык ранее разработанных педагогических руководств, не «инъекция» спасительных идей из других научных областей и даже не простая ориентация на полезный опыт работы, а широкое развитие исследований на современной научной основе в процессе разрешения актуальных проблем вузовской дидактики – вот магистральный путь разработки теории обучения в высшей школе как новой научной дисциплины».
Ни для кого не секрет, что дидактика высшей школы является более молодой отраслью педагогической науки и интенсивно развивается, пожалуй, в последние 10—20 лет и потому содержит огромное количество нерешенных проблем. Наиболее «отработанной» является проблема содержания образования различных конкретных вузовских учебных курсов, однако решается она в большинстве случаев сегодня эмпирически, по наитию, исходя из десятилетиями назад сложившихся традиций, научных интересов и приоритетов составителей учебных программ, и, как правило, лишь «крупными мазками»: малые, но не менее важные фрагменты учебного знания и методы их изучения разработаны крайне слабо. Так же слабо разработаны конкретные формы и методы усвоения содержания образования, а более всего – формы организации учебно-познавательной деятельности студентов: они представлены в большинстве разработок очень общо и безотносительно к тому или иному конкретному содержанию.
В настоящее время идет оживленная дискуссия относительно педагогического знания вообще, и в частности относительно знания, традиционно называемого «дидактика высшей школы». Как отмечают авторы учебного пособия «Теория и практика высшего профессионального образования», с одной стороны, усиливаются нападки на дидактику высшей школы, с другой – все вузовской образовательное сообщество понимает необходимость научного подхода к организации учебного процесса в резко усложнившихся по сравнению с советским периодом условиях, интенсивно внедряет в учебный процесс различные инновации, организует многочисленные конференции по актуальным проблемам обучения в вузе и создает внутри вузов различные структуры, занимающиеся проблемами организации учебного процесса в вузе (центры академического консультирования, дистанционного образования и т. д.). Таким образом, на сегодняшний день дидактика высшей школы открывает большое поле проблем начинающему исследователю.
Чтобы понять природу и движущие силы развития дидактики в современном мире, необходимо рассмотреть некоторые общие условия и устойчивые закономерности, непосредственно влияющие на сферу образования в целом и на высшее образование в частности. К таким закономерностям исследователи относят следующие:
• Рост наукоемких производств, для эффективной работы которых более 50 % персонала должны составлять лица с высшим или специальным образованием. Этот фактор предопределяет быстрый количественный рост высшей школы.
• Интенсивный рост объема научной и технической информации, приводящий к ее удвоению за 7-10 лет. В результате квалифицированный специалист должен обладать способностью и навыками самообразования и включаться в систему непрерывного образования и повышения квалификации.
• Быстрая смена технологий, вызывающая моральное старение производственных мощностей за 7-10 лет. Этот фактор требует от специалиста хорошей фундаментальной подготовки и способности быстро осваивать новые технологии, что недоступно так называемым узким специалистам.
• Выдвижение на первый план научных исследований, ведущихся на стыке различных наук (биофизика, молекулярная генетика, физическая химия и т. д.). Успехов в такой работе можно достигнуть лишь при наличии обширных и фундаментальных знаний, а также при умении работать коллективно.
• Наличие мощных внешних средств мыслительной деятельности, приводящих к автоматизации не только физического, но и умственного труда. В результате резко возросли ценность творческой, неалгоритмизируемой деятельности и спрос на специалистов, способных осуществлять такую деятельность.
• Рост числа людей, вовлеченных в научную и другие виды сложных деятельностей, приводящий, по мнению ряда исследователей, к падению среднего эвристического потенциала ученого. Для компенсации этого падения необходимо вооружать специалистов знаниями методологии научной или практической деятельности.
• Постоянный и устойчивый рост производительности труда в промышленности и сельском хозяйстве, позволяющий уменьшить долю населения, занятого в материальном производстве, и увеличить число людей, работающих в области культуры и духовного творчества.
• Повышение благосостояния и денежных доходов населения, приводящее к росту платежеспособного спроса на образовательные услуги.
Как же ответила на эти требования времени высшая школа? В этом сложном многоплановом процессе развития высшего образования не только в России, но и за рубежом можно выделить следующие тенденции:
1. Демократизация высшего образования. Это тенденция к общедоступности высшего образования, свободе выбора вида образования и специальности, характера обучения и сферы будущей деятельности, отказ от авторитаризма и командно-бюрократической модели управления.
2. Создание научно-учебно-производственных комплексов как специфической для высшей школы формы интеграции науки, образования и производства. Центральным звеном такого комплекса является образовательный сектор, ядро которого составляет вуз или кооперация вузов, а периферию – базовые колледжи, средние специализированные школы, курсы, лектории, отделения последипломного образования. Научно-исследовательский сектор (система НИИ) обеспечивает условия для научного роста и для развертывания комплексных, междисциплинарных разработок как для преподавателей, участвующих в его работе, так и для студентов (через курсовые и дипломные работы). Производственный сектор включает в себя конструкторские бюро (в том числе студенческие), опытные производства, внедренческие и так называемые венчурные фирмы, кооперативы и т. п.
3. Фундаментализация образования. Это противоречивая тенденция расширения и углубления фундаментальной подготовки при одновременном сокращении объема общих и обязательных дисциплин за счет более строгого отбора материала, системного анализа содержания и выделения его основных инвариант. Чрезмерная фундаментализация иногда сопровождается падением интереса к обучению или затруднением узкопрофессиональной адаптации.
4. Индивидуализация обучения и индивидуализация труда студента. Это достигается за счет увеличения числа факультативных и элективных курсов, распространения индивидуальных планов, учета индивидуальных психофизиологических особенностей студентов при выборе форм и методов обучения. Индивидуализация обучения предполагает также значительное увеличение объема самостоятельной работы за счет уменьшения времени, отводимого на аудиторные занятия.
5. Гуманитаризация и гуманизация образования, которые направлены на преодоление узкотехнократического мышления специалистов естественно-научного и технического профиля, что достигается за счет увеличения числа гуманитарных и социально-экономических дисциплин (их доля в лучших вузах достигает 30 %), расширения культурного кругозора студентов, привития навыков социального взаимодействия через тренинги, дискуссии, деловые и ролевые игры и т. п. Гуманитаризация предполагает также создание благоприятных возможностей для самовыражения личности преподавателя и студента, формирование гуманного отношения к людям, терпимости к другим мнениям, ответственности перед обществом.
6. Компьютеризация высшего образования. Во многих ведущих вузах число персональных компьютеров превышает число студентов. Используются они не только для проведения вычислительных и графических работ, но и как способ вхождения в информационные системы, для тестового педагогического контроля, как автоматизированные системы обучения, как средства предъявления информации и т. п. Компьютеризация во многом изменяет сам характер профессиональной деятельности, обеспечивая работника новыми внешними средствами этой деятельности.
7. Тенденция перехода к массовому высшему образованию. Она выражается в опережающем росте расходов на образование по сравнению с другими социальными программами и в росте числа студентов как в России, так и за рубежом.
8. Тенденция к автономизации, переходу к самоуправлению и выборности руководящего состава вузов на всех уровнях, особенно в европейских университетах.
9. Рост требований к профессионализму преподавателей, повышение значимости педагогики и психологии в подготовке и повышении квалификации преподавательских кадров вузов. Вырабатываются критерии оценки деятельности преподавателей; при этом вычисляется рейтинг или подсчитываются очки отдельно для собственно преподавательской деятельности, научно-исследовательской работы и общественной активности.
10. Создание системы регулярной оценки эффективности работы вузов со стороны общества. В США, например, группа из нескольких тысяч специалистов ранжирует учебные заведения по многим показателям, включая такие, как затраты на подготовку одного студента, объем научно-исследовательских работ, число и качество читаемых курсов, количество выпускников, получивших ученую степень, и т. п.
Эти и ряд других тенденций по-разному выражены в разных странах мира – в зависимости от национальных особенностей, состояния экономики, традиций системы образования, но все они, в той или иной мере изменяя реальную практику образовательного процесса в высшей школе, ставят новые вопросы перед вузовской дидактикой.
Суммируя вышесказанное, отметим:
• Современная дидактика является системой научных знаний о процессе обучения во всех его возможных вариантах: формальном, неформальном и информальном.
• Дидактика высшей школы нацелена на обоснование целей высшего образования, социальных функций высшей школы и способов конструирования образовательного процесса в вузе.
• Специфика дидактики высшей школы обусловлена особенностями высшего образования, значительными отличиями в подходах к определению целей обучения в вузе, принципов, форм, методов и технологий, а также особенностями взаимодействия субъектов образовательного процесса.
• Перспективы развития дидактики высшей школы определяются вызовами времени и требованиями общества к качеству подготовки специалистов (индивидуализация, информатизация, гуманизация, практикоориентированность, интеграция науки, обучения и производства и т. д.).
Вопросы и задания:
1. Назовите отличия дидактики высшей школы от общей дидактики, являются ли они настолько существенными, чтобы можно было назвать дидактику высшей школы отдельной отраслью?
2. Проанализируйте указанные тенденции развития высшего образования и на их основе определите актуальные проблемы дидактики высшей школы, соответствующие указанным тенденциям. Результаты анализа оформите в виде таблицы.
Актуальные проблемы дидактики высшей школы:
З.В чем заключается актуальность темы вашей магистерской диссертации? К какой из тенденций развития высшего образования вы могли бы ее отнести?
Лекция 2
Теоретические основы дидактики высшей школы
Определение «дидактика – это теория обучения» на сегодняшний день стало уже своеобразным педагогическим «штампом». При этом в большинстве работ, посвященных проблемам вузовской дидактики, данное утверждение остается практически без комментариев. Вместе с тем, по признанию ученых, эта область знания в настоящее время «находится в сложном противоречивом состоянии: с одной стороны, она утратила методологическую основу, как не отвечающую современным требованиям, с другой стороны, она, пытаясь выйти из сложившейся ситуации полной неопределенности, стремится найти более твердые основания для своего дальнейшего развития». В этой связи актуальным становится рассмотрение следующих вопросов:
Каковы особенности дидактики высшей школы как научной теории?
В чем заключается специфика дидактического знания?
Как и почему изменяются сегодня теоретические основы дидактики высшей школы?
Теория – это высшая, самая развитая форма организации научного знания, дающая целостное представление о закономерностях и существенных связях определенной области действительности – объекта данной теории. Обратим внимание, что в определении понятия «теория» выделяется целостное представление об объекте. В случае с дидактикой таким объектом является обучение. По мнению И. М. Осмоловской, «в настоящее время целостности в дидактическом знании не наблюдается. Существуют теории, определяющие отбор содержания образования, есть теории, описывающие определенные области педагогической действительности – дифференцированное обучение, личностно ориентированное обучение и т. д.».
Методологически важную роль в формировании теории играет идеализированный объект («идеальный тип»), построение которого – необходимый этап создания любой теории, осуществляемый в специфических для разных областей знания формах. Этот объект выступает не только как мысленная модель определенного фрагмента реальности (обучения), но и содержит в себе конкретную программу исследования, которая реализуется в построении теории (исследование процесса обучения).
Любая теория – это целостная развивающаяся система знания, которая имеет сложную структуру и выполняет ряд функций. В современной методологии науки выделяют следующие основные элементы структуры теории:
1) исходную эмпирическую основу – множество зафиксированных в данной области фактов;
2) исходную теоретическую основу – множество первичных допущений, постулатов, аксиом, общих законов теории, в совокупности описывающих идеализированный объект теории;
3) логику теории – множество допустимых в рамках теории правил логического вывода и доказательства;
4) «корпус» теории – совокупность выведенных в теории утверждений с их доказательствами, составляющими основы теоретического знания.
Среди основных функций теории в науковедении принято называть следующие:
1. Описательная функция – объединение отдельных достоверных знаний в целостную систему.
2. Объяснительная функция – выявление причинных и иных зависимостей, многообразия связей данного явления, его существенных характеристик, законов его происхождения и развития и т. п.
3. Методологическая функция – на базе теории формулируются многообразные методы, способы и приемы исследовательской деятельности.
4. Прогностическая – функция предвидения. На основании теоретических представлений о реальном состоянии известных явлений делаются выводы о существовании неизвестных ранее фактов, объектов или их свойств, связей между явлениями и т. д. Предсказание о будущем состоянии явлений (в отличие от тех, которые существуют, но пока не выявлены) называют научным предвидением.
5. Практическая функция. Конечное предназначение любой теории – быть воплощенной в практику, быть «руководством к действию» по изменению реальной действительности. Поэтому вполне справедливо утверждение о том, что нет «ничего практичнее, чем хорошая теория».
В той или иной степени эти функции реализует и теория обучения в высшей школе. Если мы описываем ход процесса обучения в вузе, изучаем деятельность преподавателя и т. д., то мы реализуем описательную функцию. Описательная функция науки позволяет набрать эмпирические факты, сделать на их основе простейшие обобщения.
Реализация дидактикой объяснительной функции позволяет объяснить наблюдаемые явления, выявить их сущность. В дидактике, как и в других гуманитарных науках, объяснение наблюдаемых явлений отличается от объяснения в естественных. В изучаемой ситуации действует множество факторов, часть из них явно наблюдается, но часть скрыта от исследователя. Являясь по своей сущности описательной теорией, дидактика весьма трудно поддается анализу на предмет методологической корректности, это приводит к тому, что многие системы основополагающих принципов дидактики не имеют четкого основания классификации.
Прогностическая функция научного знания заключается в том, что оно не только объясняет факт или явление, но может их предсказать. В дидактике вполне возможно несовпадение прогноза и действительного развития события. Связано это со множеством факторов, действующих в определенной дидактической ситуации. Прогнозы в науках, изучающих человека, не всегда оказываются эффективными, и связано это, как уже указывалось, со множеством факторов (и явных, и скрытых), оказывающих влияние на процесс обучения и его субъектов.
Нельзя не признать того факта, что в отличие от «строгих», «сильных» в гносеологическом плане теорий (к ним относятся в первую очередь естественно-научные теории) дидактика пока еще «лишена полноценного механизма анализа влияния различных факторов на характер исследуемого явления или процесса. В педагогике (и в дидактике) иногда очень трудно доказать преимущества одного метода, подхода или способа решения задачи перед другим». От того, насколько реализуются все перечисленные функции теории, зависит ее научный статус. Как его определить?
На этот вопрос можно ответить, проверив теоретическое знание на соответствие критериям научности. В дидактике, как в любой научной теории, присутствуют научные знания. Соотнесем дидактическое знание с критериями научности. В методологии науки в качестве таких критериев выделяют истинность научного знания, интерсубъективность, системность и обоснованность.
Вся наука, все человеческое познание направлены к достижению истинных знаний, верно отражающих действительность. Истинное научное знание способствует преобразованию человеком действительности, прогнозированию ее дальнейшего развития. Дидактические знания дают возможность совершенствовать процесс обучения и прогнозировать его результаты.
Что такое интерсубъективность научного знания? Научное знание представляет собой стройную систему логически связанных между собой утверждений, в которых зафиксировано знание объективных связей и законов действительности. Из результатов научной деятельности должно исключаться все субъективное, связанное с личностными особенностями самого ученого и его мировосприятия. В последнее время в науке возникают сомнения в том, что личность ученого не влияет на открытую им закономерность. Хотя научное знание объективно, если бы его открыл не один ученый, то это сделал бы другой, однако на форму выражения научного знания, ход исследования личность ученого, конечно, накладывает отпечаток. В дидактике, например, это проявляется в том, что разные ученые по-разному формулируют дидактические принципы, по-разному решают вопрос о том, существуют в дидактике законы или нет и т. п.
Важный критерий научности – системность и обоснованность научного знания. Научные утверждения определенным образом систематизированы, в дидактическом исследовании полученные знания обосновываются и проверяются. Для этого в ходе научных дидактических исследований организуются педагогический эксперимент, опытная работа, используются теоретические способы обоснования: анализ, синтез, моделирование и т. п.
В рамках развития любой теории отрабатывается и уточняется определенный понятийный аппарат. Развитие понятий идет вместе с развитием теории. Более того, вводятся или уточняются понятия, и это существенно продвигает развитие теории. Дидактика (и дидактика высшей школы в частности) часто страдает потому, что многие ее понятия размыты, имеют множество толкований и нечетко определены. Тогда как любой научной теории для описания ее сущности необходима система научных понятий, целостно охватывающих тот объект действительности, который она отражает.
Одним из центральных в дидактике является понятие «образование». Попытаемся определить, в чем его отличие от понятия «обучение». Есть много определений и образования, и обучения, и от их понимания во многом зависит рассмотрение дидактических аспектов педагогической деятельности.
Образование – процесс и результат усвоения знаний и развития умственных способностей. Образование обращено к интеллекту и дает человеку возможность сформировать систему знаний о мире. Термин «образование» несколько шире по своему значению, чем термин «обучение». Образование понимается как процесс и результат усвоения человеком социального опыта, системы знаний, умений и навыков, необходимых для жизни в обществе. Образование может быть организовано как в форме обучения, так и в форме самообразования, т. е. без присутствия преподавателя в прямом смысле этого слова. В термине «образование» в более явной форме обнаруживает себя указание на связь приобретенных в ходе обучения знаний и умений с уровнем личностного развития. Образованный человек – это не просто знающий человек, но и обладающий высокоценимыми в обществе качествами личности. Образование рассматривают как придание индивиду определенного «образа человеческого», создание условий формирования личности.
Образование может рассматриваться в широком смысле: как совокупность воздействий, оказываемых на индивида окружающей средой в процессе его жизни. Эти воздействия могут быть целенаправленными (например, воздействие средств массовой информации, педагогические воздействия учителей, родителей) и нецеленаправленными (воздействие определенных общественных событий, неблагоприятных условий жизни и т. п.).
Образование в узком смысле – целенаправленное, осуществляемое определенными социальными институтами (школой, учреждениями дополнительного образования, высшими учебными заведениями и т. д.) воздействие на развивающуюся личность. Формирование «образа человека» затрагивает и интеллектуальную, и эмоциональную, и волевую сферы личности, предполагает формирование системы ценностей, отношений к окружающему миру, усвоение определенных знаний и способов действия, приобретение жизненного опыта.
Образование включает в себя и обучение, и воспитание. Эти процессы в педагогике рассматриваются как обособленные, имеющие собственные закономерности, принципы. Ясно, что в действительности обучение и воспитание взаимосвязаны. Обучение предполагает формирование отношения к изучаемому материалу, к самому процессу познания, т. е. выполняет воспитательные функции.
Воспитание в качестве своего элемента предполагает обучение – организацию усвоения определенных знаний (об этикете, например), способов действий. И в процессе обучения, и в процессе воспитания происходит передача социального опыта. Итак, образование мы будем рассматривать как становление «образа человека» в процессе приобщения его к культурным ценностям, социальному опыту.
«Обучение» – понятие более узкое, чем образование. Обучение – целенаправленное, заранее запроектированное общение, в ходе которого осуществляются образование, воспитание и развитие обучаемого, усваиваются отдельные стороны опыта человечества, опыта деятельности и познания. Обучение как процесс характеризуется совместной деятельностью преподавателя и обучаемых, имеющей своей целью развитие последних, формирование у них знаний, умений, навыков, т. е. общую ориентировочную основу конкретной деятельности.
Обучение можно определить и как совместную деятельность учащегося и преподавателя, направленную на достижение учебных целей, овладение знаниями, умениями и навыками, заданными учебными планами и программами. Обучение всегда является двусторонним процессом и состоит из преподавания и учения, описывающих активность каждого из участников педагогического процесса. Преподаватель осуществляет деятельность, обозначаемую термином «преподавание», обучаемый включен в деятельность «учения», в которой удовлетворяются его познавательные потребности.
Понятие «процесс обучения» также является одним из основных в дидактике. Оно определяется как целенаправленная взаимосвязанная деятельность преподавателя и обучающихся, направленная на достижение целей обучения. Есть некоторое различие в терминах «процесс обучения» и «учебный процесс». Когда используется понятие «процесс обучения», подразумевается некий абстрактный процесс, в котором можно выделить цели, содержание, методы и т. п. Понятие «учебный процесс» более конкретно и применимо к определенному образовательному учреждению.
Помимо использования общедидактических понятий (образование, обучение, процесс обучения, преподавание-учение, дидактические отношения и т. д.), дидактика высшей школы формирует собственный понятий аппарат. Как уже отмечалось, сегодня он активно пополняется и развивается. Наряду с укоренившимися понятиями (профессиограмма, модель специалиста, квалификация, профессиональное становление, учебно-профессиональная задача и т. д.), в сферу внимания дидактики высшей школы попадают новые (профессиональная компетентность, нелинейный процесс обучения в вузе, мобильность, конкурентоспособность и т. д.).
Любая теория независимо от того, к какой предметно-проблемной области она относится, представляет собой систему логически взаимосвязанных утверждений, интерпретируемых на идеализированных предметностях, представляющих тот или иной фрагмент изучаемой действительности. Другими словами, «теория есть сеть (как целостность) определенных конструктов, построенных из исходных концептов. Они связаны между собой определенной совокупностью высказываний, выведенных относительно них».
Проблема выявления таких изначальных концептов (культурных аналогов) в дидактической теории сложна и неоднозначна. Дело в том, что дидактика высшей школы находится на этапе оформления целостной теории и попытки определить ее основные структурные компоненты задают логику развития на длительную перспективу. Поэтому однозначного ответа на этот вопрос дать нельзя.
В этой связи интересными нам представляются два подхода к выявлению исходных концептов дидактики высшей школы. Первый такой подход применительно к дидактике средней школы изложен в работе И. И. Логвинова. Анализ публикаций, изданных в нашей стране с 1954 по 2003 г., в которых дано систематическое изложение дидактического материала, позволил автору выделить шесть концептов дидактики, которые в том или ином виде присутствуют в большинстве публикаций:
1) сущность процесса обучения;
2) принципы обучения;
3) содержание образования;
4) методы обучения;
5) учитель;
6) организация процесса обучения.
Учитывая сходство и различия в теориях обучения в школе и вузе, о которых говорилось выше, можно предположить что количество концептов дидактики высшей школы будет несколько отличаться от представленного в рамках школьной дидактики. На наш взгляд, их состав должен быть более «разветвленным», в нем можно выделить подразделы, раскрывающие специфику обучения в высшей школе:
1. Сущность процесса обучения:
• Особенности профессионального обучения.
• Особенности высшего образования (цели, задачи, концепции).
2. Принципы обучения:
• Специфика реализации общедидактических принципов в высшем профессиональном образовании.
• Принципы обучения в высшей школе.
3. Содержание образования:
• Отражение в содержании образования структуры профессиональной подготовки (общекультурный, общепрофессиональный, специальный компоненты).
4. Методы обучения:
• Методы обучения взрослых.
• Методы самостоятельной работы, самообразования.
• Методы контроля и самоконтроля.
5. Преподаватель вуза:
• Педагогическая деятельность в высшей школе.
• Особенности взаимодействия преподавателей и студентов.
• Проблемы подготовки преподавателя высшей школы.
6. Организация процесса обучения:
• Лекционно-семинарская система обучения.
• Организация научной, самостоятельной работы студентов и производственной практики.
Второй подход фиксирует результаты проведенного нами анализа специальных разделов, посвященных теоретическим основам дидактики, в современных учебниках дидактики высшей школы. Практически все они определяют дидактику высшей школы как фундаментальную научную теорию, раскрывающую общие закономерности и дидактические принципы обучения в высшей школе. Вопрос о том, что изучает дидактика высшей школы, решается практически единодушно: она выявляет закономерности и принципы обучения, занимается поиском ответов на основные дидактические вопросы и обосновывает современные дидактические концепции. Это обстоятельство позволяет рассматривать в качестве основных концептов дидактики закономерности, принципы обучения, дидактические вопросы и дидактические концепции. Остановимся на каждом из концептов подробнее.
Дидактические закономерности и принципы. Любая из известных научных педагогических теорий строится на некоторых базисных закономерностях и соответствующих педагогических (дидактических) принципах. Как указывает В. И. Андреев, «во-первых, особенностью педагогических (дидактических) теорий является то, что они представлены в форме принципов и правил. Ибо закон отражает сущее, а принцип, правило – должное. Во-вторых, и это очень важно иметь в виду, каждая новая дидактическая теория чаще всего существенно влияет на всю педагогическую (дидактическую) систему в целом, а ее практическое применение – на конечный дидактический результат».
С учетом отмеченных выше особенностей автор предлагает следующее определение дидактической теории: «дидактическая теория – это система научных знаний о процессах и явлениях обучения, представленных в форме дидактических идей, закономерностей, принципах и понятиях, позволяющих описать, объяснить и прогнозировать функционирование, развитие и саморазвитие дидактических процессов и явлений».
Специфика дидактических закономерностей обусловлена самой природой дидактического знания. Чтобы понять особенности дидактики, нужно определить, к какому типу знания относится дидактическое знание. Как указывает И. И. Логвинов, «природу конкретной формы знания можно установить, разложив весь универсум человеческой деятельности на отдельные составляющие, выделив из них ту деятельность, продуктом которой это знание является». То есть, по Логвинову, природа дидактического знания определяется видом порождающей ее деятельности. Всю деятельность человечества можно условно разделить на практическую, духовно-практическую и исследовательскую. В соответствии с этим разделением все знание также делится на три компонента: практическое, духовно-практическое и теоретизированное знание.
Основываясь на приведенной выше типологии знания, автор утверждает, что дидактическое знание в большей степени соответствует признакам духовно-практического и этим определяются его характеристики. Такой вывод базируется на следующем:
1. Источником дидактического знания является непосредственная практика обучения (не осмысленная и не расчлененная с помощью предшествующего знания).
2. Одним из важнейших средств трансляции дидактического знания является убеждение, апеллирующее к социально-психологическим стереотипам, нравственному и эстетическому чувствам и лишь в малой степени к логическим доказательствам.
3. Характерными особенностями дидактических текстов являются модальные грамматические формы («ведущие для того или иного учебного предмета знания должны быть разработаны в программе наиболее подробно», «учитель литературы… должен, обязан найти способы, обеспечивающие…», «внутренняя логика урока должна строиться…» и т. д.); сочетание возможностей и потребностей человека («необходима забота о соответствии эмоций ученика целям…», «чтобы обеспечить усвоение детьми новых знаний… необходимо соотнести их с наличными знаниями и умениями» и др.); демонстрация обобщенных образцов поведения («покажем на примере, как могут быть отражены в программе…», «примером того, как может быть…», «рассмотрим для примера…» и т. д.); принципы (вместо законов); использование наглядно-образных, а не понятийных средств представления знания («обучение на высоком уровне трудности», «осознание приходит через ворота научных понятий»).
Все это позволяет утверждать, что законы и закономерности обучения отличаются от большинства законов, выявленных в других научных теориях, они имеют ряд особенностей. Первая их особенность – сочетание сущего и должного. «Изучая действительность, педагогическая теория раскрывает закономерные связи явлений. Именно в форме научных законов она отражает существенное в явлениях. Вместе с тем она предписывает известные правила и принципы как должное в педагогической деятельности. Эти положения могут казаться само собою разумеющимися. Но педагогическая мысль пришла к ним далеко не сразу». Вторая особенность – существенное различие между педагогическими (дидактическими) законами и закономерностями усвоения (психология) и закономерностями общения и взаимоотношений (социология). В отличие от психологии и социологии, дидактические закономерности отражают устойчивые связи между деятельностью преподавания, деятельностью учения и объектом усвоения (содержанием образования). Именно трехкомпонентное отношение «преподаватель – студент – учебный материал» определяет специфику закономерностей процесса обучения. Третья особенность дидактических закономерностей – их статистический характер, отвечающий тому положению, что дидактика – гуманитарная теория.
Общая «нестрогость» теории обучения и указанные выше особенности дидактических закономерностей приводят к тому, что вопрос об их количественном составе и соотношении до сих пор остается открытым. Перечисление закономерностей, сформулированных дидактами к началу XXI в., потребует значительного времени. Неоднократно предпринимались различные попытки их систематизировать, выделить группы закономерностей: «объективные, присущие процессу обучения по его сущности и закономерности, проявляющиеся в зависимости от деятельности субъектов процесса обучения»; «структурные, системные, эволюционные, функциональные, исторические»; «законы – внутренняя существенная связь явлений обучения, которая обуславливает их необходимое проявление и развитие, и закономерности – проявления законов».
По словам В. И. Загвязинского, законы и закономерности служат базой для возникновения и развития педагогических идей, нацеленных на совершенствование образования. Они находят выход в практику и регулируют ее через систему принципов обучения и оформляются в виде концепций. «Теоретическая концепция обучения, представления о сущности, целях, структуре, движущих силах и закономерностях обучения должны найти применение в практике, послужить основой для проектирования учебного процесса и его осуществления. Мостом, соединяющим теоретические представления с практикой, служат принципы обучения.
Принцип – это инструментальное, данное в категориях деятельности выражение педагогической концепции, это методическое выражение познанных законов и закономерностей, это знание о целях, сущности, содержании, структуре обучения, выраженное в форме, позволяющей использовать их в качестве регулятивных норм практики.
Эмпирическое обоснование принципов, преимущественно выводившееся ранее непосредственно из практики, теперь все более заменяется полным теоретическим обоснованием, приводимым по схеме: практическая задача – научная проблема – замысел решения – гипотеза – способы ее проверки – теоретическая интерпретация результатов – принцип».
Анализ принципов, существующих в качестве исходной системы теоретических положений и одновременно требований к образовательному процессу, показывает, что к настоящему времени выделено огромное количество дидактических принципов (более 100). Исследователями отмечается, что наряду с традиционными принципами обучения существуют новые, отражающие современные тенденции развития общества и понимания высшего образования (интеграции, дополнительности, аксиологизации образования и т. д.), по-новому трактуются классические принципы, выделяются психологические принципы обучения, классификация принципов осуществляется по разным основаниям. Это дает основания утверждать, что дальнейшее становление дидактики высшей как научной теории будет связано с решением этой глобальной теоретической задачи – ревизии и систематизации принципов обучения в высшей школе.
Основные дидактические вопросы. Традиционными считаются следующие дидактические вопросы: «Зачем учить?» (цель обучения в высшей школе), «Чему учить?» (содержание обучения в высшей школе), «Как учить?» (методы, средства, правила, и организационные формы обучения), «Кого учить?» и «Кто учит?» (система требований к студентам и преподавателям – субъектам обучения). В. И. Черниченко полагает, что не менее важны вопросы «Где учить?» (в вузе, библиотеке, культурно-досуговом учреждении и т. д.) и «Когда учить?» (в зависимости от того, какую форму обучения выбрал студент: дневную, вечернюю, заочную или дистанционную, – определяется временной режим учебы, длительность, напряженность и т. д.).
Проводя параллели с первым из указанных нами подходов к определению дидактических концептов можно увидеть, что все указанные И. И. Логвиновым позиции коррелируют с основными дидактическими вопросами:
Это соотношение двух подходов подтверждает идею о том, что дидактические вопросы занимают центральное место в дидактике. На наш взгляд, их особое положение определяется тем, что они существовали в структуре дидактического знания столько, сколько существует и сама дидактика. Именно вопросы изначально задавали направления исследовательского поиска дидактов, систематизировали первые дидактические изыскания. В настоящее время в дидактике нет единого подхода относительно состава и количества основных дидактических вопросов. Ряд исследователей признают в качестве основных только три из них: Зачем учить? Чему учить? Как учить? В работах других авторов состав вопросов существенно расширен. С развитием новых, нелинейных форм организации образовательного процесса в вузе важными становятся ответы на вопросы: Кто учит? Кого учить? Где учить? Когда учить? Классические вопросы получают сегодня новые ответы, список самих вопросов изменяется и дополняется. Несомненно, что с развитием дидактического знания потребуется пересмотр и обновление основных вопросов дидактики в соответствии с современными тенденциями развития дидактической теории и практики обучения в вузе.
Дидактические концепции. Вопрос о соотношении понятий «теория» и «концепция» требует обращения к методологическим основаниям науки. Философский словарь дает такое определение: «Концепция (от лат. conceptio – понимание, система) – определенный способ понимания (трактовки, восприятия) какого-либо предмета, явления или процесса; основная точка зрения на предмет; руководящая идея для их систематического освещения». Концептуальный аспект теоретического знания выражает прежде всего парадигмальное «сечение» последнего, задает его риторику, т. е. определяет релевантные области применения и способы выражения конституируемых на основе развертывания «порождающей» идеи систем понятий (базовых концептов). Она имеет, как правило, ярко выраженное личностное начало, означена фигурой основателя. Например, классическими концепциями дидактики принято считать:
– концепцию дидактического энциклопедизма (Я. А. Коменский, Дж. Мильтон, И. Б. Базедов);
– концепцию дидактического формализма (Э. Шмидт, А. А. Немейер, И. Г. Песталоцци), рассматривающую обучение как непрерывный процесс «реконструкции опыта»;
– концепцию дидактического прагматизма (утилитаризма) (Дж. Дьюи, Г. Кершенштейнер);
– концепцию функционального материализма (В. Оконь);
– парадигмальную концепцию обучения (Г. Шейерль);
– ассоциативную концепцию обучения (Дж. Локк, Я. А. Коменский).
Е. В. Бондаревская и С. В. Кульневич дают такую трактовку концепции в педагогике: «…это основополагающий замысел, идея педагогической теории, указывающая способ построения системы средств обучения и воспитания на основе целостного понимания сущности этих процессов. Она и представляет стратегию педагогической деятельности, определяя разработку соответствующих теорий».
Необходимость систематизации и осмысления с позиций сегодняшнего дня многочисленных концепций дидактики высшей школы продиктована прежде всего темпами и характером развития современного общества, науки и культуры.
В работах современных исследователей отмечается, что система высшего образования вступает в новую стадию своего функционирования, т. к. происходит переход от подготовки специалиста к образованию человека и развитию личности, что, в свою очередь, требует теоретической разработки и реального воплощения в практике новой образовательной парадигмы – постнеклассической. Кратко охарактеризуем те этапы развития науки, которые стали преддверием постнеклассики. Переход от одного этапа к другому соизмеряется с дифференциацией исторических типов рациональности, которые представлены в работах В. С. Степина: классическая, неклассическая и постнеклассическая рациональность.
Исследователь, придерживающийся идеалов классической рациональности, видит только состоявшийся процесс. Классицизм апеллирует к тому, «что есть», что уже стало, существует как факт. Главная задача человека – открыть, описать и объяснить это ставшее. Довольно просто представить себе ситуацию в профессиональном образовании, когда требования преподавателя к будущему специалисту в процессе обучения однозначные: прочитать в пособии учебный материал и попытаться его объяснить. Классическая дидактика формировалась в течение трех столетий. Основная роль преподавателя – транслятор культуры, «передатчик знаний», а студент – пассивный реципиент, главная задача которого – запомнить, заучить эти знания. Такая эмпирическая модель образования способна только отражать менталитет определенной исторической эпохи, в которой формируется определенный тип мышления, но не порождать его. Дидактические концепции, возникшие в эпоху распространения классической рациональности, сегодня уже во многом утрачивают свое значение для современной дидактической теории.
На этапе неклассического развития науки основной характеристикой мышления ученого является то, что он начинает обращать внимание не только на ставшее, но и на становящееся. Если взглянуть в этой логике на высшее профессиональное образование, то легко заметить, что основой деятельности будущего специалиста является анализ ставшего, уже имеющегося в практике деятельности в той или иной отрасли. Преподаватель выступает в функции модератора, фасилитатора, который помогает студентам осмысливать учение. Значимой характеристикой этого этапа развития науки и образования является учет субъектной позиции обучающегося. Будущий профессионал осмысливает структурные и функциональные связи внутри изучаемой науки. Неклассическая научная рациональность дала дидактике высшей школы импульс к развитию ее теоретических оснований, систематизации дидактического знания, стимулировала научно-педагогический поиск в направлении технологий обучения. Однако не все идеи неклассики находят свое подтверждение в современных условиях распространения постнеклассической рациональности.
Постнеклассическое понимание мира и человека в мире характеризуется ростом рефлексии ученых над ценностями и смысловыми контекстами человеческого бытия. Постнеклассическая наука характеризуется возникновением такого типа научной рациональности, который объединяет науки о природе и науки о духе. В современной научной картине мира прежние типы рациональности не отрицают друг друга, а распределяют между собой сферы влияния. В зависимости от исследовательских задач одна и та же реальность может быть рассмотрена с разных позиций и может выступить предметом освоения посредством разных типов рациональности. В этих условиях решающее значение приобретают те культурные и ценностно-смысловые контексты, с которыми субъект соотносит познаваемую и понимаемую реальность.
Постнеклассическая парадигма дидактики предполагает постановку качественно новой цели в системе высшего образования – не просто подготовить компетентного специалиста, а способствовать развитию личности, заинтересованной в самоизменении, обладающей потребностью в саморазвитии и способной создавать общественно значимые продукты собственной профессиональной деятельности. Поиск дидактических оснований осуществления образовательного процесса в современной высшей школе требует серьезных теоретических обоснований в рамках концепций, имеющихся в арсенале дидактики, и разработки новых, отвечающих логике постнеклассической научной рациональности. Отсюда возникает необходимость детального рассмотрения вопросов о том, какими были основные дидактические концепции в классический и неклассический период развития теории обучения в высшей школе, что происходит с ними сегодня? Какой станет дидактика высшей школы в ближайшем будущем? Эти вопросы будут рассмотрены далее.
Подводя итоги, следует отметить:
• Дидактика высшей школы – научно-педагогическая теория, раскрывающая общие закономерности и дидактические принципы обучения в высшей школе.
• Она выполняет основные функции, присущие теориям: синтезирует дидактическое знание в единую, целостную систему, выявляет закономерности и принципы обучения в высшей школе, разрабатывает особые методы, способы и приемы исследовательской деятельности в сфере высшего образования, прогнозирует тенденции развития образовательного процесса в вузе и задает основные требования к осуществлению образовательной практики.
• Несмотря на то, что многие понятия дидактики высшей школы пока нечетко определены, в целом ее понятийный аппарат складывается и развивается.
• Дидактика высшей школы является целостной теорией, состоящей из исходных концептов-конструктов: дидактических вопросов, закономерностей, принципов обучения и дидактических концепций.
• Дидактические концепции высшей школы, как и большинство научных концепций, изменяются со сменой типов научной рациональности. Их рассмотрение в историческом аспекте дает возможность проследить трансформацию дидактики высшей школы как целостной теории и спрогнозировать направления ее дальнейшего развития.
Вопросы и задания:
1. Согласны ли вы с выводами И. И. Логвинова о том, что дидактическое знание является духовно-практическим? Приведите аргументы «за» и «против» этого утверждения.
2. Перечислите особенности дидактического знания, подберите примеры из дидактических текстов (статей, учебников, монографий и т. д.), которые их подтверждают (или опровергают).
3. Из каких базисных элементов состоит теория обучения в высшей школе? Какие основные функции она выполняет?
Лекция 3
Становление дидактики высшей школы в эпоху классической рациональности
Каковы особенности классической науки? Что отличает дидактику классического периода?
Особенности классического типа научной рациональности и их отражение в дидактике высшей школы. Классический период в развитии науки приходится по различным оценкам на XVII – первую половину XIX в. Для науки этого периода характерна механическая картина мира, объектом исследования выступает простая система, свойства которой определяются свойствами ее элементов. Объект рассматривается как нечто первичное по отношению к процессу. Основными методами научного поиска выступают объяснение и описание, которые должны включать только характеристики объекта, все остальное рассматривается как отказ от идеала объективности познания. При этом требованиями к обоснованию теории выступают следующие принципы: подтверждение теории опытом и очевидность (наглядность) ее фундаментальных постулатов. Научный идеал – абсолютно истинное и однозначно соответствующее объекту знание. Согласно классическому научному канону из двух альтернатив истинной может быть только одна. Методом построения теорий выступает процесс обобщения опытных фактов. Познание рассматривается как наблюдение за объектом и выявление его сущностных связей, установка на исследование объектов и их закономерностей. Объективность исследования порождается логикой разума, логика разума тождественна логике мира, т. е. они максимально соответствуют изучаемой действительности.
Эти основные характеристики классики в полной мере отразились в развитии дидактического знания, обусловили процесс становления и оформления дидактики в качестве научной теории.
Становление дидактики высшей школы имеет глубокие исторические корни. Историки педагогики едины во мнении, что важным источником ее развития являются идеи великих философов античного периода – Сократа, Демокрита, Платона, Аристотеля и др. По мнению В. И. Черниченко, их основным достижением являются идеи о необходимости учета возрастных и индивидуальных особенностей человека в процессе обучения, гармонии физического, нравственного и умственного воспитания как основы самосовершенствования личности, самопознании как одной из ведущих целей обучения. Первые школы повышенного типа (прототипы современных университетов) появились в Древней Греции. Наиболее известна нам практика обучения в Платоновской академии (385—592 гг. до н. э.). Занятия в ней были двух типов: общие (фронтальные) для всех слушателей и специальные (групповые) для узкого круга, проявившего более глубокий интерес к философии. В своем произведении «Государство» Платон развивает некоторые дидактические идеи. Так, он утверждает, что нужно разделить высшую школу на две ступени: высшую для молодых людей от 30—35 и низшую – начиная с 21 года и до 30 лет. Обучение Платон рассматривает как своего рода гимнастику для ума, доступную лишь определенной части населения. Широко известен пример Аристотеля, учившегося в Платоновской академии, а затем открывшего свою высшую школу – Ликей. В этих учебных заведениях было много общего, однако Аристотель пошел дальше своего учителя, он ввел в учебный процесс практические занятия и конкретные научные исследования, строго придерживался двух способов познания в процессе изучения наук – историчности и систематичности.
Свои научные концепции философы Античности излагали молодым людям, стремящимся к знаниям, собирая их вокруг себя. В дальнейшем эти идеи нашли свое применение в работе высших школ Рима. Нужно отметить, что работа римских школ была более регламентированной и формализованной, был упорядочен подбор преподавательских кадров, введены конкурсы для желающих работать преподавателями, им полагалось жалование и государственные льготы. И хотя количество учеников высших римских школ было небольшим, сама высшая школа пользовалась значительными привилегиями и вниманием со стороны римских императоров.
В истории образования одним из первых произведений, в котором освещаются вопросы подготовки профессионалов, считается дидактический трактат Квинтилиана «О воспитании оратора». В этой работе им были сделаны первые попытки обоснования процесса обучения ораторскому искусству, а также высказана мысль о необходимости приспособления обучения к возможностям студентов, о необходимости практики и переживании успеха в обучении.
С появлением первых высших учебных заведений в Европе (XII—XIII вв.) стали развиваться идеи об обучения в высшей школе. В основном они передавались через общение, наблюдение за работой преподавателей:
о лекции как основной форме обучения, о важности дискуссий между студентами и преподавателем, о практических работах по отдельным предметам, об экзаменах и т. д. Дальнейшее развитие дидактики высшей школы шло под влиянием социокультурных факторов – именно в это время потребовались новые научные знания и квалифицированные специалисты для развития науки и производства в феодальном обществе.
Первые университеты были призваны, во-первых, учить, а во-вторых, давать некоторым студентам из тех, кто закончил обучение, учить самим. Задачей университетов как корпораций было отнюдь не производство знания, а воспроизводство образованных людей – интеллектуалов всех профессий. В Средние века не было отделения высшего образования от среднего, поэтому в университетах и существовали младший и старшие факультеты. После изучения латыни в начальной школе школяр (scolarius) в 15—16, а иногда даже в 12—13 лет поступал в университет на подготовительный факультет. Здесь он изучал «семь свободных искусств», разделенных на два цикла – «тривиум» (грамматика, риторика, диалектика) и «квадривиум» (музыка, арифметика, геометрия, астрономия). Только после обучения на подготовительном факультете предоставлялось право поступать на старшие факультеты.
Основных форм преподавания было три. Полное, систематическое изложение учебного предмета по программе, представленной в статутах, в определенные часы называлось lectio. Эти лекции делились на ординарные (обязательные) и экстраординарные (дополнительные). Дело в том, что в Средние века школяры не слушали курс какой-то определенной науки, скажем, курс философии или римского права и т. п. Тогда говорили, что такой-то преподаватель читает или такой-то студент слушает такую-то книгу. Роджер Бэкон в XII в. сформулировал это так: «Если некто знает текст, он знает все, что относится к науке, о которой толкует этот текст». Одни книги считались более важными и обязательными (ординарными) для учащегося, другие – менее важными и необязательными (экстраординарными). Различие лекций обусловило и разделение преподавателей на ординарных и экстраординарных. Для ординарных лекций, как правило, назначались утренние часы (с рассвета и до 9 часов утра), как более удобные и рассчитанные на более свежие силы слушателей, а экстраординарные читались в послеобеденные часы (с 6 до 10 часов вечера). Лекция продолжалась 1-2 часа. Главная задача преподавателя заключалась в том, чтобы сличить различные варианты текстов и дать необходимые разъяснения. Статуты запрещали студентам требовать повторения или медленного чтения. Школяры должны были являться на лекции с книгами. Это делалось для того, чтобы заставить каждого слушателя непосредственно знакомиться с текстом.
Repetitio – это подробное объяснение отдельного текста с разных сторон, с учетом всех возможных сомнений и возражений. В Парижском университете чаще это была проверка всех относящихся к определенной частной проблеме источников по различным рукописям и просмотр соответствующих комментариев в различных сочинениях. В германских университетах они проходили в форме диалога между учителем и учеником. Учитель задавал вопросы и по ответам судил об успехах ученика. Была и еще одна форма – повторение части прочитанного. Во время этих репетиций студенты готовились к диспутам.
Диспут (disputatio) был одной из самых распространенных форм преподавания. Руководство университетов придавало им очень большое значение. Именно диспуты должны были научить школяров искусству спора, защите приобретенных знаний. В них на первое место выдвигалась диалектика. Самым распространенным методом проведения диспутов был предложенный Пьером Абеляром метод pro et contra, sic et поп (за и против, да и нет). Каждые две недели один из магистров держал речь по возможно более широкой теме и в заключение называл тезисы или вопросы, которые должны были стать предметом спора, затем в течение нескольких дней собирал со школяров все «за» и «против». Самым любопытным и самым торжественным был проходивший на подготовительном факультете диспут «о чем угодно» (disputatio de quodlibet). Университетские власти стремились на диспутах к академизму. Запрещались резкие выражения, крики и оскорбления. Но, тем не менее, диспуты действительно часто переходили в сражения магистров и школяров.
По окончании обучения студент выдерживал экзамен. Он должен был доказать, что читал рекомендованные книги и участвовал в положенном количестве диспутов. Затем его допускали к публичному диспуту, на котором полагалось ответить на все вопросы. Наградой была первая степень бакалавра. Два года бакалавр ассистировал магистру и получал «право на преподавание» (licentio docendi), становясь «лиценциатом». Спустя полгода он становился магистром.
Первые университеты возникали самостоятельно, без вмешательства церковных и светских властей. В них концентрировалась светская культура и наука того времени. Но к XV—XVI вв. университетская схоластика и вся система средневекового университетского образования, строго регламентированная, подчиненная теологии, оторванная от жизни, стала тормозом для дальнейшего культурного и научного развития. Гуманисты резко отрицательно относились к старому университетскому образованию и быту.
Университеты эпохи Возрождения развивались на основе принципов гуманизма, сформулированных Витторино-да-Фельтре, Франсуа Рабле, Томасом Мором и другими выдающимися людьми своего времени.
Обучение, по их мнению, должно быть многосторонним, важно обращать внимание на развитие самостоятельности в мышлении, на связь изучаемого с жизнью, делать его научным и стараться развивать в обучающихся потребность и способность к самообразованию. Они писали о важной роли библиотек, музеев и других культурно-досуговых учреждений в обучении студентов.
Следующий этап в развитии дидактических идей связан с именем немецкого ученого Вольфганга Ратке (или Ратихия). По общему признанию современных ученых, именно он впервые употребил термин «дидактика». В своих работах «Мемориал» (1613 г.) и «Всеобщее обучение по способу Ратихия» (1619 г.) он обосновывает необходимость руководствоваться в процессе обучения такими дидактическими принципами, как природосообразность, последовательность и систематичность, прочность, доступность, опора на индукцию и опыт в обучении и др. Я. А. Коменский, развивая идеи Вольфганга Ратке в своих работах, создает условия для возникновения дидактики как теории обучения.
Работы классиков дидактики (Я. А. Коменского, Ж.-Ж. Руссо, В. Ратке, И. Г. Песталоцци, И. Ф. Гербарта, А. Дистервега, К. Д. Ушинского, П. Ф. Каптерева и др.) были посвящены описанию всеобщих начал обучения, требований к учителю и ученику, однако вопрос об их единстве, о создании дидактической системы не ставился. Ведущей была не проблема обоснования научных закономерностей и принципов обучения, которые связали бы этот процесс в единую систему, а практическая задача разработки универсального подхода (или искусства «всех учить всему»), т. е. дидактика на классическом этапе развивалась как единая прикладная наука, не разделяясь на дошкольную, школьную, вузовскую и т. д.
Представления о механической картине мира отразились в дидактических концепциях классики, прежде всего в их представлении о ведущем компоненте обучения. Первой исторически возникшей идеей дидактики была идея поиска и обоснования всемогущего метода, отражающего в специфических условиях обучения особый порядок, свойственный природе. При этом указывалось, что метод должен предписывать все: распределение занятий по годам, месяцам, дням и часам, полный перечень указаний о действиях в самых разнообразных частных случаях, и только в этом случае метод может быть применим ко всему, чему необходимо «научить с неизменным успехом». Последователи Я. А. Коменского И. Г. Песталоцци и И. Ф. Гербарт, П. Ф. Каптерев, К. Д. Ушинский пошли дальше и выдвинули идею о том, что метод есть «психологическое орудие» и должен быть обоснован психологическими данными.
Как уже отмечалось, классическая научная рациональность исходит из того, что из двух альтернатив истинной может быть только одна. В классической дидактике это выражается в однозначном отрицании любого метода, если он не является естественным, природосообразным. Однозначно по этому поводу высказывается И. Г. Песталоцци: «…нет и не может быть двух хороших методов обучения, а только один, именно тот, который всецело основывается на вечных законах природы».
Центральный принцип классической дидактики – природосообразность – рассматривался классиками по-разному. Если Я. А. Коменский подчеркивал необходимость следования внешней природе (отсюда многообразные примеры о солнце, о птице, которая вьет гнездо, о садовнике, который возделывает землю и т. д.), то И. Г. Песталоцци и Ж.-Ж. Руссо делали упор на следование внутренней природе обучаемого. В отличие от Ж.-Ж. Руссо, И. Г. Песталоцци считал, что природа человека не является сама по себе совершенной, она таковой становится лишь в результате воспитания. Его широко известная теория элементарного образования выделяет в качестве основных компонентов этого процесса физическое, умственное и нравственное образование в их тесной связи и взаимодействии. Стремление учитывать особенности внутренней природы ученика приводит педагогов-классиков к необходимости изучать особенности развития человека, т. е. все действия педагога должны быть основаны на знании психологических особенностей учащихся. Так, при осуществлении умственного воспитания задача педагога заключается в том, чтобы определить, какие понятия уже сформированы у ребенка на основе восприятия им мира через органы чувств, затем их нужно лишь упорядочить и уточнить, доведя до ясных понятий. Именно благодаря обучению «наши познания из беспорядочных делаются определенными, из определенных – ясными, из ясных – очевидными».
Механическая система как идеальный объект изучения в классическую эпоху порождает известные механистические образы школы часы, фабрика, мельница, типография и т. д. Я. А. Коменский, сравнивая работу школы с работой типографии, проводит такие аналогии: «бумага – это ученики, в уме которых должны быть запечатлены науки; шрифт – учебники и учебные пособия, специально составленные для того, чтобы с их помощью материал обучения запечатлевался в умах учащихся; типографская краска – живой голос учителя, переносящий смысл изучаемого из книг в умы учащихся; печатный станок – это школьная дисциплина, побуждающая всех воспринимать изучаемое» и т. д.
Классический идеал науки требует от дидактики обоснования принципов опытом и их наглядности. Массу примеров такого «классического доказательства» дидактических постулатов находим в работе Я. А. Коменского «Великая дидактика». Так, его рассуждения о последовательности и постепенности в обучении подкрепляются следующими доказательствами: «Ничто не предпринимается несвоевременно. Природа тщательно приспособляется к удобному времени. Например, птица, намереваясь размножать свое поколение, приступает к этому делу не зимою, когда все сковано морозом и окоченело, и не летом, когда от жары все раскаляется и слабеет, и не осенью, когда жизненность всего вместе с солнцем падает и надвигается зима, опасная для птенцов, но весною, когда солнце всему возвращает жизнь и бодрость. И вместе с тем она поступает постепенно. Пока стоит еще холодная погода, птица производит яйца и согревает их внутри организма, где они предохранены от холода; когда воздух становится более теплым, она кладет их в гнездо, и, наконец, при наступлении уже теплой части погоды она выводит птенцов, чтобы нежнейшие существа постепенно привыкали к свету и теплу. Правильное подражание этому есть в садах и в архитектуре. Так же и садовник обращает внимание на то, чтобы все делать в свое время. Он не сажает растений зимой (т. к. сок в это время остается в корне и не поднимается для питания саженца), и не летом (потому что сок уже распределен по ветвям), и не осенью (т. к. сок устремляется в корни), но весною, когда сок начинает распространяться из корня и оживлять верхние части дерева. И впоследствии он должен знать удобное время для всего, что должно делать с деревцами, т. е. время для унаваживания, подрезывания, окапывания и пр.; даже и самое дерево имеет определенное время для пускания ростков, для цветения, для распускания листьев, для созревания плодов и пр. Не иначе поступает и предусмотрительный архитектор; он считает необходимым выбирать удобное время для рубки леса, обжигания кирпичей, закладки фундамента, возведения стен и штукатурки их и т. п… Итак, мы делаем заключение:
I. Образование человека нужно начинать в весну жизни, т. е. в детстве, ибо детство изображает собой весну, юность – лето, возмужалый возраст – осень и старость – зиму.
П. Утренние часы для занятий наиболее удобны (т. к. опять утро соответствует весне, полдень – лету; вечер – осени, а ночь – зиме).
III. Все, подлежащее изучению, должно быть распределено сообразно ступеням возраста так, чтобы предлагалось для изучения только то, что доступно восприятию в каждом возрасте».
Познание в классический период рассматривается как наблюдение за объектом и выявление его сущностных связей, существует четкая установка на исследование объектов и их закономерностей. Именно поэтому теория обучения в своем самом первоначальном варианте (в трудах Я. А. Коменского, Ж.-Ж. Руссо, И. Г. Песталоцци, И. Ф. Гербарта и др.) предстает в достаточно четком и конкретном виде. Сама структура произведений классиков (строгое выделение глав, разделов и подразделов, их соподчинение, обязательное предисловие, четкие выводы и т. д.) дает лучшее тому подтверждение. Практически все классические идеи дидактики возникли на прочном фундаменте философии, на основе изучения законов природы и длительного систематического наблюдения образовательного процесса. Именно это стремление к четкому и последовательному соблюдению законов природы приводит классиков к обоснованию принципа природосообразности и возрастной периодизации. Причем педагоги не ограничивались только выявлением особенностей развития человека в тот или иной возрастной период, а давали ясную картину того, как должно быть организовано обучение людей данной возрастной группы. Я. А. Коменский даже выделяет особые виды школ (материнская школа, школа родного языка, латинская школа или гимназия, академия) для разных возрастов исходя из образовательных потребностей человека, определяемых возрастом:
– в материнской школе следует развивать внешние чувства и наблюдательность;
– в школе родного языка – упражнять память и воображение, язык и руку;
– в латинской школе (гимназии) – развивать суждение и понимание;
– в академии – формировать то, что относится к области воли. Как уже указывалось выше, основным методом построения теории в классический период выступает обобщение опыта, для дидактики это выразилось прежде всего в том, что ее основоположники сами были педагогами-практиками, идея создания теории обучения возникла у них благодаря огромному практическому опыту. «Возникновению дидактики предшествовали разнообразные методики обучения, – пишет И. И. Логвинов, – трудности каждой из методик и породили вопрос: каковы те всеобщие правила обучения, которым должен следовать педагог и которые облегчат труд учителей и послужат на благо учащимся?»
По общему признанию дидактов того времени, процесс обучения должен представлять собой четкий, слаженный механизм, ориентированный на естественный ход событий. Обучение – это искусство помогать естественному стремлению человека к развитию, основывающемуся на гармонии впечатлений, усваиваемых учеником, со степенью развития его духовных сил. Дидактическая система предельно ясна и конкретна, она призвана ответить всего на два вопроса: «Чему учить?» и «Как учить?». Ответ на вопрос «Как учить?» был связан с выдвинутым Я. А. Коменским и его последователями педагогами-классиками набором принципов: наглядности, сознательности, последовательности, доступности, прочности и др.
Классическими ответами на вопрос о содержании обучения стали две противоположные концепции: дидактический формализм и дидактический энциклопедизм. Н. В. Бордовская, А. А. Реан дают следующую характеристику данных концепций.
Концепция дидактического энциклопедизма. Сторонники данного направления (Я. А. Коменский, Дж. Мильтон, И. Б. Баседов) считали, что основная цель образования состоит в передаче обучающимся предельно большого объема научных знаний и опыта жизнедеятельности. «Энциклопедист» считает, что содержание и глубина понимания определенного фрагмента действительности, события, явления или процесса прямо пропорциональна количеству изученного учебного материала. В этом случае содержание образования перегружено информацией, лавиной обрушивающейся на обучающегося. Для полного освоения содержания образования требуется поиск интенсивных методов со стороны педагога и большая самостоятельная работа учащихся.
notes
Примечания
```
1
Вершинина Н. А. Педагогика как социогуманитарная научная дисциплина: науч. – метод. материалы. СПб.: ООО «Книжный дом», 2008. 200 с.
2
Логвинов И. И. Дидактика: история и современные проблемы. М.: БИНОМ. Лаборатория знаний, 2007. С. 11.
3
Там же. С. 12.
4
Попков В. А., Коржуев А. В. Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 8.
5
Загеязинский В. И. Теория обучения: Современная интерпретация: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 6.
6
Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений / под ред. В. А. Сластенина. М.: Издат. центр «Академия», 2008. С. 6—7.
7
Там же. С. 8.
8
Краевский В. В. Общие основы педагогики: учеб. для студ. высш. пед. учеб. заведений. М.: Академия, 2003. 256 с; Бордовская Н. В., Реан А. А. Педагогика: учеб. для вузов. СПб.: Питер, 2000. 304 с; Моста А. В. Структура педагогической науки в логике целостного научного знания // Герценовский чтения «Актуальные проблемы развития педагогической науки». СПб.: РГПУ, 2003. С. 65—77; и др.
9
Попков В. А., Коржуее А. В. Дидактика высшей школы. С. 30—31.
10
Загеязинский В. И. Дидактика высшей школы: текст лекций / Гос. комитет СССР по народному образованию. Челябинск: ЧПИ, 1990. С. 8—9.
11
Попков В. А., Коржуее А. В. Теория и практика высшего профессионального образования: учеб. пособие для высшей школы. М.: Академический проект, 2010. С. 6.
12
Черниченко В. И. Дидактика высшей школы: История и современные проблемы. М.: Вузовская книга, 2002. С. 65.
13
Осмоловская И. М. Дидактика: пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 7.
14
Дидактика высшей школы: учеб. пособие для студ. высш. пед. учеб. заведений / В. А. Попков, А. В. Коржуев. М.: Издат. центр «Академия», 2008. С. 31.
15
Загвязинский В. И. Теория обучения: Современная интерпретация. С. 12.
16
Смирнов С. Д. Педагогика и психология высшего образования: от деятельности к личности: учеб. пособие для студ. высш. пед. учеб. заведений. М.: Издат. центр «Академия», 2001. С. 11.
17
Теория // Новейший философский словарь. 3-е изд., испр. Минск: Книжный Дом. 2003. URL: http://slovari.yandex.ru/~книги/Философский%20словарь.
18
Логвинов И. И. Дидактика: история и современные проблемы. С. 46—55.
19
Андреев В. И. Педагогика творческого саморазвития. Инновационный курс. Казань: Изд-во Казан, ун-та, 1998. Кн. 2. С. 17.
20
Там же. С. 18.
21
Логвинов И. И. Основы дидактики: учеб. – метод, пособие. М.: МПСИ, 2005. С. 56.
22
Гмурман В. Е. К вопросу о понятиях «закон», «принцип», «правило» в педагогике // Советская педагогика. 1971. № 4. С. 65.
23
Логвинов И. И. Основы дидактики. С. 46—47.
24
Ситаров В. А. Дидактика: пособие для практических занятий: учеб. пособие для студ. высш. учеб. заведений. М.: Издат. центр «Академия», 2008. С. 8—9.
25
Загвязинский В. И. Теория обучения: Современная интерпретация. С. 32—33.
26
Там же. С. 35.
27
Черниченко В. И. Дидактика высшей школы: История и современные проблемы. С. 46.
28
Новейший философский словарь. 3-е изд., испр.
29
Бондаревская Е. В., Кульневич С. В. Педагогика: личность в гуманистических теориях и системах воспитания. – Ростов н/Д: Творческий центр «Учитель», 1999. С. 47.
30
Подробнее см. в Приложении 2.
31
Дидактика высшей школы: история и современные проблемы / В. И. Черниченко. 2-е изд. М.: Вузовская книга, 2007. 136 с.
32
Песталоцци И. Г. Как Гертруда учит своих детей. Письмо X, 22 // Песталоцци И. Г. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1981. Т. 1.
33
Коменский Я. А. Великая дидактика // Коменский Я. А. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1982. Т. 1. С. 214—215.
34
Коменский Я. И. Указ. соч. С. 186.
35
Коменский Я. А. Указ. соч. С. 328.
36
Я. А. Коменский руководил школой Чешского братства, И. Г. Песталоцци организовал работу воспитательного заведения «Учреждение для бедных», в котором обучение детей было соединено с их производительным трудом, И. Ф. Гербарт работал домашним учителем, затем преподавал философию в европейских университетах, А. В. Дистервег преподавал физику и математику, был директором учительской семинарии.
37
Логвинов И. И. Дидактика: история и современные проблемы. С. 36.
```
[[Вариант 0]]
*[ext[TRab |file:///D:/TRab/2017/10/20171013/20171013/Трансформация_дидактики_высшей_школы_(1).pdf]]
!! Цитирование
```
Клюева И. А. Требования к программным средствам учебного назначения // Среднее профессиональное образование. 2006. №3 С.23-24.
```
*[ext[TRab |file:///D:/TRab/2017/10/20171019/20171019_2/elibrary_12610509_71527230.pdf]]
*[ext[BI N |file:///D:/BI/N/elibrary_12610509_71527230.pdf]]
*[ext[BI S |file:///D:/BI/S/elibrary_12610509_71527230.pdf]]
---
*[ext[Интернет eLibrary |https://elibrary.ru/download/elibrary_12610509_71527230.pdf]]
* [[Метод моделирования в современной терминографии]]
Остановимся специально на вопросе об управлении познавательной деятельностью другого человека, в
котором объединяются ранее рассмотренные компоненты общения: воздействие, коммуникация, познание.
//Воздействие на мыслящую личность//. Mы уже убедились, насколько сложным, многогранным является
то, что называется мышлением, поэтому естественно, что пути, методы, приемы, формы воздействия на
мышление также многообразны. При управлении развитием мышления, активном планомерном формирова.нии
мыслительных процессов важно не абсолютизировать значение какого-либо одного подхода к формированию
мышления. Самым важным и самым трудным является путь управления творческим мышлением через
воздействие на мыслящую личность , через изменение мотивов, установок, позиций личности, ее оценок и
самооценок.
...................
//''Мышление и управление''//. В ходе общения результаты мыслительной деятельности одного человека
(знания) передаются другому, передаваться могут как собственные знания, так и общественно выработанные.
Положение об усвоении общественного опыта является одним из важных положений, характеризующих
особенность индивидуального психического развития человека. Знания (обобщения) могут относиться к
предметному миру (к миру других людей) или к самому процессу решения тех или иных задач (общие методы
решения). Передающий знания может быть лишь посредником, помощником в усвоении человеком
общественно выработанных знаний. Например, учитель не вырабатывает сам понятие «перпендикуляр», он
сообщает его ученику и организует процесс усвоения этого понятия. Усвоение знаний имеет противоречивый
эффект. С одной стороны, мышление индивидуума вооружается новым средством, ведущим к расширению его
возможности, а с другой стороны, человек освобождается от самостоятельной мыслительной работы по
выработке этого знания (мышление сохраняется лишь как проявление активности при усвоении знаний).
(str 79)
В психологической литературе не всегда проводится различение между применением готовых знаний,
отработанных умственных навыков и самостоятельным мышлением, поиском, выработкой новых знаний. В
результате маскируются принципиальные различия между решением (взрослыми) типовых арифметических
задач и, например, головоломок. Умственные навыки могут относиться не только к решению задачи, но и к
предварительному систематическому обследованию ее условий. Наиболее тщательно важная проблема"
формирования навыков умственной деятельности (умственных действий) человека исследуется в работах П. Я.
Гальперина [48; 49] и его школы в рамках концепции планомерного формирования психических процессов с
заданными свойствами.
При разработке проблем управления познавательной деятельностью другого человека (планомерного
ее формирования) необходимо учитывать многообразие форм как познавательной деятельности (объект
управления), так и деятельности по управлению. Применением усвоенных понятий, правил, логических
приемов и общих методов далеко не исчерпывается познавательная деятельность. Более того, такое применение
не есть собственно мышление, усвоенный опыт составляет лишь важную предпосылку, условие мышления,
неоднозначно связанное с его конечной продуктивностью (вспомним факты тормозящего влияния прошлого
опыта). Широко распространенное выражение «формирование умственного действия» имеет по крайней мере
два значения: а) формирование действия в смысле «отработки», «шлифовки», «доведения до определенного
уровня совершенства»; б) формирование в смысле перехода от незнания о некотором умственном действии к
первому осуществлению этого действия. В работах школы П. Я. Гальперина получил разработку именно
первый аспект проблемы. На втором аспекте мы достаточно подробно останавливались в 3—5-й главах. При
разработке проблемы «мышление и управление» необходимо ввести четкое разграничение внешнего и
внутреннего управления деятельностью. И первое и второе могут быть как произвольным, так и
непроизвольным. Эмоциональная регуляция мыслительной деятельности — пример внутреннего непроизволь-
ного управления мыслительной деятельностью. Формирование аффективных следов специальными
воздействиями экспериментатора, определяющих эффективность последующего поиска принципа решения,
самостоятельного целеобразования, — пример внешнего произвольного (целенаправленного) управления
познавательной деятельностью. Внешнее управление должно строиться с учетом внутреннего управления, т. е.
саморегуляции мыслительной деятельности
(str 80)
Внешнее управление познавательной деятельностью другого человека есть также деятельность, в
которой можно выделить мотивы управляющей деятельности, цели отдельных действий, зависимые от
конкретных условий операции, посредством которых достигаются цели. Например, целями управления,
познавательной деятельностью другого человека могут быть «формирование познавательной мотивации»,
«наведение на самостоятельное решение», «формирование интеллектуальных эмоций», «обеспечение
безошибочного выполнения однозначно интерпретируемых указаний» и др. Способы достижения разных целей
могут «отрицать» друг друга; при формировании операциональной стороны мышления испытуемому нужно
сообщить последовательность действий, а при формировании познавательной мотивации сообщать эту
последовательность не следует, так как иначе не возникнет проблемная ситуация. Управление может
осуществляться по заранее составленной (достаточно жесткой) программе или включать, решение
мыслительных задач тем, кто управляет познавательной деятельностью человека. Наиболее сложным (и
малоисследованным) является случай «проблемного управления проблемным обучением»: управляющий
решает новые мыслительные задачи по обеспечению управления решением новых мыслительных задач
управляемым. Задачи первого типа связаны и с изучением состояния и особенностей управляемого.
В психологической литературе широко обсуждается вопрос о соотношении «стихийности» и
«управляемости» в развитии познавательной деятельности, иногда основным достижением управляемого
формирования познавательной деятельностью считается «изгнание стихийности». На самом же деле следует
анализировать соотношение внешнего и внутреннего управления познавательной деятельностью. Сам факт
значительного расширения Диапазона внешней целенаправленной управляемости познавательной
деятельностью в настоящее время может считаться абсолютно доказанным. Предметом же обсуждения может
быть лишь следующая проблема: возможно ли в принципе устранить внутреннее управление познавательной
деятельностью и иметь случай исключительно внешнего управления познавательной деятельностью? Есть
основания ответить на этот вопрос отрицательно.
Мы уже знаем, что в продукте каждого действия человека необходимо различать две составляющие: а)
то, что было предусмотрено в сознательной цели и затем достигнуто; б) то, что не предусматривалось в
сознательной цели. Это положение полностью относится и к действиям по управлению познавательной
деятельностью другого человека, в том числе к психолого-педагогическим воздействиям. Даже успешное
достижение целей самого совершенного психолого-педагогического воздействия еще не означает возможности
предусмотреть все объективные последствия этого воздействия, что и создает относительную независимость
изменений в познавательной-деятельности управляемого от управляющих воздействий извне. В отсутствие
полной зависимости от сознательных воздействий другого человека проявляется, в частности, объективный
характер закономерностей самой познавательной деятельности. Внутреннее управление нельзя рассматривать
лишь как временную характеристику познавательной деятельности. Это, естественно, не отменяет задачи
расширения диапазона возможностей направленного сознательного контролирования с помощью внешних
воздействий разных видов познавательной деятельности человека, в том числе его мышления. Учет соот-
ношений внешнего и внутреннего управления важен и при оценке видов экспериментального исследования
познавательных процессов. Иногда различают формирующий и констатирующий эксперименты и считают, что
(str 81)
именно формирующий эксперимент, понимаемый как построение процессов с заданными свойствами, является
основным методом психологического анализа, а констатирующий трактуется как второсортный. Однако
принятие этой позиции порождает ряд теоретических трудностей. Дело в том, что для самостоятельного
мышления, по определению, характерно отсутствие заданности, жесткости, стереотипности, поэтому само-
стоятельное формирование новых целей и подцелей постоянно имеет место не только в констатирующих, но и
формирующих экспериментах. Необходимо также учитывать, что для всякого формирующего эксперимента
нужны сведения о желательных свойствах процесса, формируемого с помощью внешних воздействий, а такие
сведения часто можно получить, лишь изучая уже сложившиеся (пусть «стихийно») и успешно
функционирующие формы познавательной деятельности. Такое изучение является одним из источников
генерирования целей последующих, управляющих воздействий.
В исследовании Т. В. Корниловой [83] специально изучалось самостоятельное целеобразование в
условиях планомерного формирования у испытуемых умений решать игровые задачи (использовалась уже
известная читателю игра «Калал»). Было показано, что значимой психологической характеристикой процесса
планомерного (поэтапного) формирования умения являются развитие разных видов самостоятельного
целеобразования и их динамическая смена в зависимости от этапов усвоения умений. Была проведена
дифференциация следующих видов самостоятельности испытуемых при возникновении у них новой цели: а)
полностью самостоятельное формирование промежуточных целей в условиях неопределенно заданного
требования к конечному результату; б) принятие или непринятие задаваемых извне требований, на основе
которых могут сформироваться цели; в) формирование конкретных промежуточных целей на основе еще не
усвоенных, но задаваемых экспериментатором общих промежуточных требований к конечному результату; г)
формирование гностических целей, не задаваемых экспериментатором; д) трансформация обобщенных
формулировок целей в рамках уже сформированной целевой иерархии в конкретные ситуационные цели.
Применительно к этапам усвоения формируемых умений, процесс целеобразования имеет свои особенности. В
ходе планомерного (поэтапного) формирования определенных умственных действий развертываются процессы
целеобразования типа «б», «в» и «г», которые опосредствуют овладение новым предметным содержанием
материала задачи. При решении задач на основе уже усвоенного метода осуществления ориентировки
целеобразование имеет место лишь в виде трансформации готовых клише в конкретные ситуационные
формулировки целей (тип «д»). Формируемые испытуемыми цели характеризуются не только степенью
самостоятельности испытуемых в их порождении, но и предметным содержанием. В условиях решения задач
на основе ориентировки по третьему типу (и по ходу формирования, и при применении уже сформированных
умений) имело место выдвижение целей принципиально нового типа по сравнению с условиями полностью
самостоятельного комбинационного целеобразования (тип «а»). Эти новые, цели связаны с ориентировкой на
такие свойства предметной ситуации, которые до обучения самостоятельно не выделялись. Целеобразование
как формирование промежуточных целей в условиях лишь неопределенно заданного результата не следует
квалифицировать как «низший» уровень по сравнению с другими, видами целеобразования. Если
принципиальная возможность построения ориентировочной основы действия по так называемому третьему
типу оказывается практически нереализуемой, то этот вид целеобразования оказывается единственно
возможным в качестве основы решения [83].
(str 82)
!! Цитирование
Буданов В.Г., Журавлев В.А., Харитонова В.А. Управление образовательным процессом в современных условиях: инновации и проблемы моделирования
!! Ссылки
!!! Интернет
[ext[Ссылка |http://isps.su/2016/01/18/upravlenie-obrazovatelnym-protsesso/]]
!! Выдержки
ПРИНЦИПЫ СИНЕРГЕТИКИ И ПРОБЛЕМА УПРАВЛЕНИЯ ОБРАЗОВАНИЯ
Синергетика в первую очередь представлена ее идеологами-основателями Г. Хакеном, И. Пригожиным, С. Курдюмовым. Однако, в гуманитарной сфере мы находим многие идеи синергетики еще до синергетики у наших психологов, физиологов, педагогов, философов (А.Ухтомский, М.Бахтин, Л.Выготский, Г.Леонтьев, Г.Щедровитский, В.Степин), в идеях постнеклассической науки, деятельностного подхода и развивающего обучения.
Синергетика в сфере образования и педагогики несет большой эвристический потенциал, дает не только новый язык для перевода известных положений и терминов, хотя, только ради этого вряд ли стоило ее применять, но и эволюционную методологию управления образовательным процессом с учетом феноменов самоорганизации в образовательном пространстве. Однако, следует еще усмотреть в наших проблемах игру синергетических принципов, иначе не удастся построить адекватные модели [8].
Применим теперь методологические принципы синергетики [5,8] к процессам взаимодействия образовательных учреждений разного уровня в некотором регионе.
Гомеостатичность. Гомеостаз это поддержание программы функционирования системы в некоторых рамках, позволяющих ей следовать к своей цели-аттрактору. В нашем рассмотрении под системой может пониматься как отдельное образовательное учреждение, так и образовательная система региона или вся система образования России в целом, и тогда аттрактором-целью является как задача подготовки выпускников заданного уровня требований, определяемых, в конечном счете, социальным заказом, так и способ-траектория обучения. Обратные связи, фиксирующую программу функционирования определяются обязательными федеральными программами, уставными нормативами образовательных учреждений, традициями образовательной системы, а так же механизмами их реализации. Формирующие потоки в образовательных системах — это, прежде всего, потоки ресурсов материальных, административных, информационных, но следует так же принимать во внимание и психологический, мотивационно-ценностный ресурс, или как раньше говорили — человеческий фактор.
Особенности кризиса современной школы заключаются именно в том, что в сегодняшней России невозможно осуществлять программу гомеостаза в привычном смысле: за сравнительно короткий срок сменился социальный заказ, ослабели потоки материальных и административных ресурсов, в то время как резко возросли информационные потоки и деформировались потоки мотивационно-ценностных ресурсов. Потеря материальных потоков из центра лишь частично компенсируется за счет региональной, муниципальной поддержки, спонсорства, попечительства. Административный ресурс сегодня дополняется различными формами школьного самоуправления и спонсорской помощи, позволяющие хоть как-то держаться на плаву. Однако, справится с обвальными информационными потоками и ценностным сдвигом невозможно без радикального изменения аттрактора, т.е. смены форм образовательных траекторий, иного содержания и методов организации учебного процесса.
*[[Саморегулируемое обучение в техническом университете]]
!! Цитирование
```
Меськов В.С. Философия образования: модели и методы. // Электронное научное издание Альманах Пространство и Время. 2015. Т. 8. № 1. С. 1.
```
!! Ссылки
*[ext[BI |file:///D:/BI/S/elibrary_23108524_62669503.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=23108524]]
*[ext[Интернет КиберЛенинка |https://cyberleninka.ru/article/n/filosofiya-obrazovaniya-modeli-i-metody]]
* [[Степин]]
* [[Попов и К]]
* [[Меськов]]
* [[Мамченко]] Анна Александровна
* [[Архипова]]
* [[Кун]]
* [[Швырев]]
* [[Буданов]] синергетика
* [[Иванова]]
* [[Герасимова]]
*[ext[TRab 20171226_2|file:///D:/TRab/2017/12/20171226/20171226_2/RJPS_2016-01_Ivanov-Ivanova.pdf]]
!!О ЦЕННОСТИ ИНФОРМАЦИИ
.А. А. ХАРКЕВИЧ
(МОСКВА)
1. Введение
Теория информации в ее теперешнем виде игнорирует смысл информации и тем более ценность информации для получателя. 3то обстоятельство, вытекающее из принятых определении, настойчиво подчеркивается
во всех руководствах по теории информации.
Количество информации определяется как мepa неопределенности данной ситуации. Если число возможных равновероятных исходов составляло вначале Р,,о,, , а после получения информации сократилось до Р,,1,,
то количество полученной информации определяется :как
[ext[Дидактика |https://books.google.ru/books?id=HMgHDgAAQBAJ&pg=PA698&lpg=PA698&dq=%D1%81%D0%B8%D1%82%D0%B0%D1%80%D0%BE%D0%B2+%D0%B2.%D0%B0+%D0%B4%D0%B8%D0%B4%D0%B0%D0%BA%D1%82%D0%B8%D0%BA%D0%B0+2016&source=bl&ots=hOc7eNGaAp&sig=z8dybRpw8uHNrO1U5OFo4rby8Hg&hl=ru&sa=X&ved=0ahUKEwi68-if143XAhXBK5oKHblHCA0Q6AEIUzAI#v=onepage&q&f=false ]]
''Ценность информации'' — одно из важных свойств информации, оценка которого зависит от целей процессов её генерации, рецепции и обработки. Изучается специальными теориями информации, теорией принятия решений.
Удобнее всего рассматривать проблематику ценности информации, приняв за определение информации, в духе работы Г. Кастлера (Henry Quastler), следующее^^[1]^^: «Информация есть запомненный выбор одного варианта из нескольких возможных и равноправных.»^^[2]^^
С понятием информации тесно связано и понятие количества информации. Количество информации применимо как численная характеристика полного количества информации, так и количества ценной информации. Информация некоторого сообщения может быть как полностью ценной, так и не содержать ценной информации вообще^^[3]^^. Понятиям «ценности» и «осмысленности» информации, несмотря на их важность в информатике, обычно строгого определения не давали^^[4]^^.
В информатике (развившейся из теории связи) ценность информации, её эволюция и вопросы спонтанного возникновения в сложных системах не является предметом изучения, так как цель предполагается заданной извне^^[5]^^. Смысловые и прагматические аспекты информации, в том числе ценность и осмысленность, изучаются в рамках семантической и прагматической теорий информации^^[6]^^.
!! __Пример__
В текстах на двух языках (русском и английском), передающих один и тот же смысл, количество ценной информации будет одинаково. В то же время, количество информации, подсчитанной по количеству использованных букв будет, скорее всего, различным^^[3]^^.
!! __Подходы к измерению ценности информации__
Ценность информации зависит от цели её получателя. В случае достижимости цели несколькими возможными путями, по Р. Л. Стратоновичу[7]‚ ценность информации можно определить по приносимому этой информацией сокращению затрат ресурсов (материальных, временных). Чем более информация ведёт к достижению цели, чем более она полезна, тем более она ценна. Тем не менее, ценность информации — более общее свойство, чем полезность информации. Помимо полезной информации, то есть — реализованной информации, информация может обладать потенциальной ценностью, быть отложена для решения будущих задач[8].
В случае, если достижение цели выполнимо с некоторой вероятностью, можно применить меру ценности (целесообразности) А. А. Харкевича и М. М. Бонгарда:
где p {\displaystyle p} p — вероятность достижения цели до получения информации, а P {\displaystyle P} P — после её получения[6][4][9]. Формула работает и в случае, когда вероятность достижения цели с получением информации уменьшилась — в этом случае ценность информации отрицательна, а саму информацию лучше назвать дезинформацией.
!! Цитирование
ЦИКЛ ТРАНСФОРМАЦИИ КОГНИТИВНОГО СУБЪЕКТА. СУБЪЕКТ, СРЕДА, КОНТЕНТ
Меськов В.С., Мамченко А.А.
Вопросы философии. 2010. № 10. С. 67-80.
!! ссылки
*[ext[Интернет eLibrary |https://elibrary.ru/download/elibrary_15218029_15218029.pdf]]
*[ext[BI |file:///D:/BI/S/elibrary_15218029_20611092.pdf]]
*[ext[Интернет eLibrary |https://elibrary.ru/item.asp?id=15218029]]
*[ext[Интернет Я-дискe |https://yadi.sk/i/FUxSbK7k3NubJL]]
https://elibrary.ru/item.asp?id=15218029
!! Выдержки
Сегодня, спустя десятилетия после возникновения Всемирной паутины, мировому со-
обществу ясно, что информация, знания, произведения искусства и научные результаты,
рассматриваемые как общественное достояние, не должны находиться в частной собст-
венности и продаваться, как товары или услуги. Накопленное нынешним и всеми преды-
дущими поколениями культурное наследие принадлежит каждому и должно находиться в
открытом доступе [Меськов 2005]. Идеология открытого контента, помимо особых усло-
вий распространения, предполагает свободное сотрудничество творческих индивидов на
основе неиерархических методов организации, причем качество продуктов этой совмест-
ной деятельности повышается с увеличением числа участников проекта10. Таким образом,
в узком смысле под открытым контентом понимаются находящиеся в особом (открытом)
режиме использования виртуальные продукты, а также проекты и сообщества по их соз-
данию и распространению.
В соответствии с постнеклассическим подходом все эти продукты предстают как ин-
фообъекты, и их существование в виртуальной среде позволяет “расцепить” собственно
контент и его денотат [Меськов 2006а ]. Например, картина (объект изобразительного ис-
кусства) в классическом подходе – это материальный объект, и художественная ценность
картины есть производное от её материальности. В неклассической модели объект искус-
ства – это результат взаимодействия материального объекта и созерцающего субъекта (на-
блюдателя). В постнеклассической модели объект искусства – это объект инфомира, и как
инфообъект он есть экземплификат смысла в виде знания для того, кто её создал, а так-
же метаконтент – возможность для любого другого субъекта создать свой собственный
смысл в процессе трансформации. “Переселяясь” в виртуальную среду, контенты, смыслы
и знания обнаруживают свою неразрывную связанность (целостность). Объект культуры,
приобретя “цифровое представление”, впервые оказывается не только общедоступным,
свободно распространяемым и многосложно характеризуемым смысловыми отражения-
ми, ассоциациями и отсылами, но и надежно защищенным, неангажированным и устойчи-
вым к идеологемам. Таким образом, то, что понимается под открытым контентом, может
быть распространено на содержание культуры. Культурный слой, накопленный человече-
ством, “пространство смыслов”, которое, если учесть скорость оцифровывания культур-
ной информации, может быть в очень скором времени представлено в виртуальном про-
странстве как феномен “третьей культуры”11. “Оцифровывание” в данном случае – это
один из способов представления информации12.
УДК 519.1
ЧЕЛОВЕК В СЛОЖНЫХ ТЕХНИЧЕСКИХ СИСТЕМАХ:
ПРОБЛЕМА СОЗНАНИЯ
С.Ф. Сергеев
Санкт-Петербургский государственный ун
иверситет, Санкт-Петербург, Россия
А.С. Сергеева
Санкт-Петербургский национальный иссл
едовательский университет информационных
технологий, механики и опти
ки, Санкт-Петербург, Россия
Ключевые слова:
аутопоэтические системы, действител
ьность, реальность, редукция, соз-
нание, спутанность, субъективная реальность, техногенный мир.
Аннотация:
Проведен анализ проблем интеграции
человека со сложноорганизованными
средами в рамках постнеклассических представлений о функционировании человеческой
психики. Предложена модель двухступенчатого
формирования субъек
тивной реальности в
результате редукции физической реальности в гетеросистемной организации человеческой
психики. Показано влияние механизмов сознан
ия на интеграцию человека с искусственны-
ми средами.
«Многосложный и многообразный мир со всеми
его победами и поражениями, с его радостями и
печалями, трагедиями и фарсами окружает ме-
ня, и сам я – одна из деятельных его частиц
»
.
Н. Заболоцкий
Введение
Эволюция техногенной среды современ
ной цивилизации ведет к появлению
свойств тотальной связности всех включенных
во взаимные отношения ее элементов и
агентов. Это придает среде свойства макрос
копического квази-кван
тово-механического
объекта со всеми вытекающими из этого факт
а следствиями [1]. Прежде всего, можно
говорить о возникновении фе
номена спутанности состояний среды, проявлении процес-
сов самоорганизации, действии механизмов
индукции и редукции,
в том числе в порож-
дающих наблюдателя и субъективную
среду механизмах сознания.
Сложный мир требует от инженерных псих
ологов нового взгл
яда на проектирова-
ние элементов техносреды, так как стандарт
ные методы проектирования не учитывают
возникающих эффектов взаимо
действия между самооргани
зующимися средами челове-
ческого сознания и техноген
ного мира. В сложном мире
не работают привычные для
классической психологии механизмы причин
но-следственных связей, что ведет к про-
блемам в практике планирования и реализ
ации сложных технических и социальных
проектов. Особенно ярко проявляются проб
лемы усложнения техносреды в сетевых
структурах глобальных электронных коммуникаций.
Развитие проектов компьютеризации обще
ства воспринимается многими только
как некоторая сложная, чист
о инженерная, задача инфо
рмационно-технологического
обеспечения процессов обмена
информацией между субъекта
ми экономической и соци-
альной деятельности. Однако это не совсем
верно. В силу слож
ности возникающих в
процессе интеграции межсистемных отноше
ний появляется пласт
эргономических про-
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67
блем, связанных с интеграцией человека
с виртуальным миром электронных коммуни-
каций, который нельзя решить, используя
только классические пр
ичинно-следственные
представления о человеко-машинном взаимодействии [2]. Одна из них связана с учетом
свойств сознания человека-пользователя,
включенного в сложноорганизованную техни-
ческую (виртуальную) среду. Проектировщики
не учитывают особенности работы меха-
низмов формирования субъективной реальн
ости, решающих задачу селекции полезной
для обеспечения жизнедеятельности человека
информации, а не отражения свойств объ-
ективной реальности.
Механизмы формирования субъективной реальности
В нашем сознании окружающий мир представлен как внешний по отношению к
субъекту объективный феноменальный мир (д
ействительность), в котором человек осу-
ществляет свою жизнедеятельность. Этот ми
р непосредственно дан
субъекту в чувствен-
ных образах и ощущениях, воспринимается
им как независимая часть физической ре-
альности. При этом упускается искусствен
ный характер объективности субъективной
реальности, ее качественная
несводимость к физической ре
альности. По мнению фило-
софа Сэмюеля Батлера реальность – не бо
лее чем иллюзия, одна
ко иллюзия настолько
сильная и универсальная, что никто не може
т ей сопротивляться.
Ему вторит писатель-
фантаст Фрэнк Херберт, – «разум накладывает
на все некую форму,
которую он называет
реальностью. Эта произвольная форма соверш
енно не зависит от того, что подсказыва-
ют нам наши чувства» [3]. В завершенной,
лаконичной форме идея тотального самопро-
ектирования мира субъекта представлена у
Эммануила Канта, счит
авшего, что «человек
конструирует мир, ко
нструируя себя» [4].
Наличие качественного разл
ичия между физической реальностью и ее моделью,
представленной в субъективном мире челове
ка, стало довольно об
щим местом во мно-
гих современных философских и естественно
научных концепциях. Этих взглядов при-
держиваются представители ра
дикально-эпистемологических (В.И. Аршинов, В.Г. Буда-
нов, Ф. Варела, Д.И. Дубровский, Е.Н. Княз
ева, С.П. Курдюмов, В.А. Лекторский, В.Е.
Лепский, У. Матурана, Р. Метц
ингер, Г. Рот, В.С. Степин), эволюционных (Дж. Гибсон,
А.Б. Казанский), классических (А.А. Леонтьев, В.И. Панов) и постнеклассических (С.Ф.
Сергеев, А.П. Супрун, В.Ф.
Петренко) направлений филосо
фии и психологии. Несмотря
на некоторые различия в ин
терпретации механизмов и ис
точников субъективного мож-
но сказать, что все они постулируют наличи
е в сознании человека
некоторой виртуаль-
ной динамической модели [5]. В этой моде
ли мир природы отграничен от человека и
противопоставлен ему, являясь источником
событий, составляющих содержание его бы-
тия. Постулируется единство человека и ми
ра как категорий, до
полняющих условия и
уровни существования друг др
уга (Л.С. Выготский, Дж. Гибсон, М. Мерло-Понти, Тимо
Ярвилехто и др.). Граница, вы
строенная в сознании, делит
конструируемую реальность
на внутренний и внешний миры
. Они носят различную значим
ость для субъекта, опре-
деляя характер его деятельнос
ти. Наличие границы различен
ий между мирами отражает
факт существования отношений, определяющих динамическую целостность субъекта и
его мира, их взаимную обусловленность и связанность [6].
Рассматривая «физический ми
р», находящийся по ту ст
орону мира субъективной
реальности, большинство иссл
едователей в неявном виде предполагают, что он также
является предметным, объективным (состо
ящим из объектов) миром с эволюциони-
рующими в пространстве и времени свойства
ми. По мнению К.
Поппера, реальность
включает три компонента, три мира:
•
физический мир (мир физических вещей),
являющийся для человека объектом по-
знания;
Секция 1. Методологические и системные вопросы эргономики
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68
•
мир ментальных состояний и процессов
(внутренний мир сознания, формирующий
личностное субъективное знание);
•
мир продуктов сознания (объ
ективного коллективного зн
ания), транцедентный по
отношению к сознанию человека [7].
Выделенные миры не мо
гут быть редуцированы, сведены друг к другу.
Колиным К.К. предложена
модель структуры реальности
в виде концепции «четы-
рех миров». Суть концепции заключается в то
м, что «объективная реальность обладает
свойством дуализма, так как он
а одновременно включает в
себя как физическую, так и
идеальную реальность, которые
обладают свойством взаимного
отражения» [8]. Все, без
исключения, фрагменты, объект
ы, процессы и феномены реальности одновременно об-
ладают как материальными, та
к и нематериальными свойствами. Эта двойственность, по
мнению Колина, принципиальн
о неустранима. Далее постулируется существование иде-
альной, независящей от деятельности созн
ания реальности, проявляющейся в феноме-
нах информации. Однако данная концепция не
решает проблем психофизиологического
параллелизма и не об
ъясняет качественного своеобрази
я субъективного мира человека.
Субъективный мир организова
н и представлен субъекту
в виде картины, образа
мира, включающего все возможные осознаваемые формы отношений человека к напол-
няющим мир элементам. Конц
епция «картины мира» была
сформулирована Робертом
Редфильдом. По его определению, «картина
мира» – это видение мироздания, характер-
ное для того или иного народа, это представле
ния членов общества о самих себе и о сво-
их действиях, своей активности
в мире [9]. А.Н. Леонтьев
говорит о создан
ии в сознании
индивида многомерного образа мира, образа
реальности, в которой
он живет, действует
[10]. С.Л. Рубинштейн утверждает, что «всяк
ий психический факт –
это и кусок реальной
действительности, и отражение действительности
– не либо одно, либо другое, а и одно,
и другое» [11]. В поэтической форме Н.А.
Заболоцкий изложил свое видение многообра-
зия связей и единства с миром: «Я – челове
к, часть мира, его произведение. Я – мысль
природы, ее разум. Я часть
человеческого общества, его единица. С моей помощью и
природа, и человечество преобразуют самих себя, совершенствуются, улучшаются»... «Я
поэт, живу в мире очаровательных тайн. Они окружают меня всюду. Растения во всем их
многообразии – эта трава, эти цветы, эти деревья – могущественное царство первобыт-
ной жизни, основа всего живущего, мои брат
ья, питающие меня и
плотью своею, и воз-
духом, – все они живут рядом
со мною. Разве я мо
гу отказаться от родства с ними?...
Множество человеческих лиц, каждое из ко
торых – живое зеркало внутренней жизни,
тончайший инструмент души, полной тайн,
– что может быть прив
лекательней постоян-
ного общения с ними, наблюдения, дружеского сообщества? Невидимые глазу величест-
венные здания мысли, которы
е, подобно деятельным приз
накам, высятся над жизнью
человеческого мира, воодушевляют
меня, укрепляют во мне веру
в человека». [1
2, с. 846].
Заметим, что пространство и
время, в свою очередь, также возникают в мире субъ-
екта в процессе наблюдения последовательнос
тей казуальных отноше
ний, а не являются
объективными свойствами физической реал
ьности. Мы имеем дело
непосредственно с
субъективной физической реальностью (действительностью), которая возникает в ре-
зультате осуществления механизмами сознан
ия редукции состояния физической реаль-
ности [13–19] и существует в идеальной форм
е. В ней реализуются законы субъективно-
го физического мира, действующие локаль
но для субъекта. Это физический мир для
субъекта. Заметим, что человек всегда имее
т дело с моделируемым его мозгом субъек-
тивным миром, который он отождествляет с фи
зическим миром, хотя это далеко не то-
ждественные сущности. Субъективный мир
имеет организованную трехмерную в про-
странстве и времени, отраженную в полимо
дальной форме в восприятиях человека
структуру в виде самоорганизующегося конс
трукта, возникающего в результате функ-
ционирования аутопоэтической
системы сознания [20]. Физическая же реальность вы-
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69
ходит за пределы измерительных и интерпретативных свойств человеческой психики и
подчиняется законам квантовой механики.
Разделение мира на
реальность и действительность
, на феноменальный и трансфе-
номенальный мир, на мир созн
ания и мир по ту
сторону сознания, по
мнению немецкого
когнитивного нейробиолога Герхарда Рота
, отражает известную
ограниченность пред-
ставленной человеку картины мира. «Воспр
иятия представляют собой гипотезы об ок-
ружающей среде. Человек же
способен к очень быстрому пр
оизводству достоверных ги-
потетических картин
сильно флуктуирующего природного и социального окружения
(включая также воспроизводимые данной системой типичные ошибочные эффекты)»
[21, с. 270]. «Мозг производит гипотезы относительно последствий собственной дея-
тельности и должен сам проверят
ь, оказались ли эти гипотезы верными или нет» [22, с.
364]. Аналогичные выводы сд
еланы В.М. Аллахвердовым
в теории «защитного пояса
сознания» [23].
Проблема субъективного в
сознании человека связана с необходимостью объясне-
ния качественного разнообразия
внутреннего феноменально
го мира и осознания его в
непосредственно данной субъек
ту форме (проблема “qualia”). Наиболее проработанная
концепция работы нейробиологических ме
ханизмов, порождающих субъективную ре-
альность, на наш взгляд, предст
авлена В.Я. Сергиным [24, 25]. Концепция, построена на
обосновании вторичного хара
ктера субъективной реальности, циклически воспроизво-
димой механизмами мозга. В качестве ключ
евого механизма сознания В.Я. Сергиным
предложена гипотеза автоот
ождествления, в соответствии
с которой «осознается не
входное возбуждение, а сенс
орная категория, которая по
рождается нейронной структу-
рой коры головного мозга в ответ на входное
возбуждение» [24, с.
11]. «Сенсорные кате-
гории – это внутренние данные, которые соде
ржатся в памяти, а процесс автоотождест-
вления является способом представления
внутренних данных в явной форме. Это зна-
чит, что внешнее событие сначала должно быть
воспринято, то есть
представлено в сен-
сорных категориях, и только по
том мозг сможет осознать ег
о» [там же]. Осознание ока-
зывается формой вторичной обработки данн
ых, а процессы неосознаваемого воспри-
ятия и осознания оказываютс
я разделенными по времени
и функционально обособлен-
ными. Важно, что процессы автоотождествлен
ия происходят циклически, и их частота
определяет темп субъективного времени. В
концепции В.Я. Сергин
а сенсорные катего-
рии отображаются выходным паттерном элек
трической активности коры. Отождествле-
ние паттерна категоризации с самим собой по
средством обратной связи и есть процесс
автоотождествления. Итогом размышлений авто
ра является мысль о том, что «сознание,
которое выглядит как непостиж
имая данность, в действительн
ости является хотя и гло-
бальной, но все же постижимой системой
оперирования данными, представленными в
явной форме» [24, c. 32]. Вмес
те с тем, концепция Сергина
построена на предположении,
что мозг является сложной нейроинформаци
онной системой, что порождает проблемы
вычислимости и быстродействия нейронной
структуры. Кроме того
неясно как смоде-
лировать присущую человеку универсальную способность к пониманию и порождению
смыслов.
Способности человеческого сознания по
рождать простые субъективные характе-
ристики сложных физических со
бытий физического мира и ин
терпретировать их на ос-
нове опыта позволяют организму эффективно
реагировать на опасные явления мира,
предвидеть и парировать их
развитие. Однако эти позитивн
ые в простых ситуациях ре-
дуцирующие сложность
мира свойства психики могут бы
ть деструктивными при вклю-
чении человека в сложные самоорганизующиеся среды техногенного мира, так как воз-
никающие взаимоотношения в принципе не
могут быть адекватно восприняты механиз-
мами сознания оператора в силу св
оей сложности и ненаблюдаемости.
Можно предположить существование и
работу следующего механизма порожде-
ния субъектной среды (мира действительнос
ти). Перцептивные си
стемы человека на
Секция 1. Методологические и системные вопросы эргономики
___________________________________________________________________________________________
70
первом этапе непрерывно осуществляют пр
оцесс редукции из физического мира неко-
торого конечного множества возможных ауто
поэтических варианто
в состояний субъек-
тивных реальностей, не противоречащих ис
торической реальности реализуемой субъек-
том. История субъекта, его опыт являются
динамической системой, ограничивающей
разнообразие возможных, явля
ющихся субъекту вариантов
мира. Отобранные варианты
существуют в имплицитной памяти субъекта
в виде облака возможностей в потенциаль-
ной, вневременной форме. Каждый из вари
антов может быть скон
струирован, включен
и воспроизведен во временной
последовательности текущей
действительности субъекта
(в его субъективном времени и субъективной
форме), отражаемой
в сознании в зависи-
мости от актуального состояни
я субъекта на основании маркеров, представленных в па-
мяти редуцированных вариантов. В нашей памя
ти хранится не весь
опыт, а лишь точки
– маркеры, запускающие стандартные цепи
биологических независимых гетерогенных
генераторов, составляющих нейрональный субстрат мозга [26]. Отметим, что функцио-
нальная независимость, стандартность поведения и топологическая организация генера-
торов способствуют поддержанию пространственно-временной и модальностной цело-
стности и стабильности субъективной картин
ы мира. Сознание в соответствии с логикой
его функционирования выбирает из суще
ствующего в подсознании редуцированного
множества возможных вариан
тов развития индивидуальн
ого мира самый нужный и
близкий в данный момент вари
ант, который реализуется и
используется для обеспече-
ния самосохранения организма и написания
истории мира и жизни субъекта. Таким об-
разом, происходит двухступенчатый процес
с формирования образа физической реаль-
ности. На первом этапе создается база вари
антов, не противоречащих условиям сущест-
вования аутопоэтического процес
са сознания и наблюдаемого
мира (опыт субъекта), а
на втором – реализуетс
я, воспроизводится в ос
ознаваемой форме один из его вариантов.
Отметим, что далеко не все состояния кв
антового физическог
о мира могут быть
использованы в элементах аутопоэтической
самоорганизации со
знания. Проявляется
селективный характер психики. На втором
этапе редукции идет организация доступных
аутопоэтически непротиворечивых вариантов
развития истории субъекта. Отметим, что
субъект оценивает не только варианты своей
судьбы, но и выбирает
приемлемые вари-
анты по критериям, отраженным в его личностной организации.
Таким образом, среда, воспринимаемая
человеком, является организованным эле-
ментом субъективной реальности, конструиру
емым организмом в пр
оцессе анализа су-
щественных отношений организма и физическ
ой реальности, что обеспечивает сущест-
вование координирующихся друг с другом
аутопоэтических систем и включение орга-
низма и субъекта в нишу инди
видуального существования.
Она является сложнооргани-
зованной эволюционирующей
самоорганизующейся системой, включенной во взаимо-
действия и координацию с другими аутопоэтическими системами.
Заключение
Анализ межсистемных отношений, возн
икающих в процессе
порождения субъек-
тивной реальности и сознател
ьной регуляции деятельности
субъекта, включенного в ис-
кусственные среды и миры высокой связност
и и сложности, позвол
яет сделать вывод о
конструктивном и аутопоэтическом характере
всех сред, с которыми человек имеет дело
[27]. Иные среды не доступны его восприятию
и не включены в ег
о действительность и
деятельность. Поведение челове
ка в техносреде зависит от
сложной транссистемной ко-
ординации сознаваемых и неосознаваемых са
моорганизующихся процессов физической
и психологической природы. Нарушение проц
ессов синхронизации субъективной и объ-
ективной реальности в процессе реализации
редуцирующих функций сознания ведет к
неадекватному поведению человека в профес
сиональной деятельности. Возникает про-
тиворечие между «сложным ми
ром и простым сознанием»
[28]. Имеющиеся подходы к
Эрго-2016. Человеческий фактор в сл
ожных технических системах и средах
_____________________________________________________________________________________________
71
проектированию сложных техн
огенных сред малоэффективны
в силу ограничений, свя-
занных с личным опытом субъ
екта и культурой профессионального сообщества. Катего-
рии «удобно», «естественно», «логично» не ра
ботают в сложных системах, так как они от-
ражают интерпретации сознан
ия разработчика, упрощающег
о отношения, возникающие
в техногенной среде. Для повышения эффективности сложных эргатических систем не-
обходимо учитывать свойства сознательной
регуляции субъекта, их зависимость от кон-
текста. Для защиты от дестру
ктивного действия механизмов
сознания целесообразно ог-
раничивать вмешательство пользователя
в критические режимы функционирования
создаваемой сложной системы путем декомп
озиции задач на поня
тные пользователю
категории.
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! Цитирование
```
*Клочко В. Е. Человек: открытая система в закрытой среде / В. Е. Клочко, Ю. В. Клочко // Сибирский психологический журнал. 2015. № 57. С. 6-16. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000513256
```
!Ссылка
*[ext[ссылка|file:///D:/TRab/2017/05/20170529/Klochko/Человек_открытая_система_в_закрытой_среде.pdf]]
1
! Выдержки
!! На перспективу
В категориальный аппарат психологии постепенно включаются новые понятия : « язык науки », по утверждению Л . С . Выготского , « обнаруживает как бы молекулярные изменения , которые переживает наука ; он отражает внут - ренние и не оформившиеся процессы – тенденции развития , реформы и роста » [1. С . 358]. Что касается тенденций развития психологии и сути происходящей в ней трансформации устоявшихся когнитивных схем , то можно отметить , что « парадигмальный сдвиг », который осуществляется в науке , связан сегодня с переходом к парадигмальным установкам постнеклассического уровня [2–4]. Введение в научный оборот новых понятий носит характер обозначения и при - дания целостности и смысла разной психологической реальности .
!! Актуально
С учетом этого обратим внимание на два термина, каждый из которых до некоторых пор не входил в категориальный аппарат психологической науки, но в последнее время все чаще вовлекается в него. Понятие «открытая система» приходит в психологию из общей теории систем, ярко демонстрируя этим объективные тенденции развития науки Предметом исследования в науке, которая оказалась способной выйти за пределы идеалов классической и неклассической рациональности и осваивать парадигмальные установки постнеклассического уровня, являются открытые саморазвивающиеся (и самоорганизующиеся) системы [5]. Понятие «закрытая среда» получило распространение в разных науках. В педагогике говорят об «образовательных учреждениях закрытого типа», в юриспруденции – о «закрытой среде исправительного учреждения», в экологии – о «закрытой экологической среде» (closed ecological environment).
Лежащая на поверхности взаимосвязь терминов (открытая система – закрытая среда) тем не менее носит скорее ассоциативный характер. В данной работе мы хотим показать наличие более глубокой их взаимосвязи, обнаружение которой, с нашей точки зрения, позволяет переформатировать уже поставленные психологические задачи о том, что на самом деле происходит с человеком, который в силу обстоятельств оказался в закрытой среде, а также ставить и решать новые собственно психологические задачи. Иными словами, использование постнеклассического теоретикометодологического ресурса, который появляется в том случае, когда мы начинаем рассматривать человека как открытую систему, не может не изменить сложившиеся представления о природе и механизмах тех психологических коллизий, которые испытывает человек, оказывающийся в закрытой среде (военной, образовательной, пенитенциарной и т.д.). -
@@color:red; Что происходит с человеком когда он попадает в закрытую среду @@
Но когда происходит резкое ограничение сложившихся отношений с миром, регламентированное извне (закрытие системы – тюрьма, призыв в армию, поступление в режимный вуз, ссылка, вынужденная эмиграция и т.д.), возникает мощнейший эмоциональный фон. О.М. Писарев, разрабатывая понятие «закрытая пространственновременная система», указывает на то, что нахождение в местах лишения свободы сопровождается особым эмоциональным фоном (латентная тревога, негативные переживания, отсутствие чувства безопасности, импульсивность, внутренняя конфликтность, усталость, раздражительность).
Эмоционально-установочные комплексы напоминает сообщающиеся сосуды. Пока человек действует в привычной смысловой реальности, эмоционально-смысловая компонента его активности находится в тени, а установочная ее компонента представлена осуществляющейся деятельностью. Когда установки обессмысливаются в связи с тем, что не отвечают новой реальности, на первый план выходит эмоциональная компонента активности, часть которой тратится на смыслообразование (порождение новой смысловой реальности), а часть проявляет себя в виде никуда не направленной эмоциональной активности. И чем @@color:green;''слабее самоорганизация''@@ человека как открытой психологической системы, тем сильнее заявляет о себе деструктивная эмоциональная активность.
@@color:red; Что происходит с человеком когда он попадает в закрытую среду @@
@@color:red;При резком изменении образа жизни в связи с попаданием человека в закрытую среду, регламентирующую (депривирующую) его избирательный обмен со средой, возникает вполне обоснованная угроза деструкции человека как открытой саморазвивающейся системы.@@ В свете этой гипотезы становятся понятными факты, обнаруженные Е.В. Некрасовой: первыми разрушаются ценностные основы бытия; при этом жизненный мир уже не воспринимается как действительность, как пространство для реализации сущностных сил. Затем происходит смысловое обеднение жизненного мира, сопровождающееся деформациями чувства реальности бытия.
@@color:green; поэтому актуальной становится создание таких информационных сред которые компенсировали закрытость систем, на пример создание локальные информационные ресурсы подобные википедии но пропущенные через "фильтр" - преподаватель который отбирает материал должным образом @@
!! Военный вуз
Поскольку исследование проводилось с участием курсантов , поступивших в режимный ( военный ) вуз , т . е . закрытое учебное заведение с четкой регламентацией жизнедеятельности , резко ограничивающей сложившуюся систему ценностно - смысловых регулятивов и требующей выработки новых, то на первый план вышли проблемы смыслообразования и переосмысления. Если курсанту не удается справиться с ними , то в пределе возникает более сложная проблема – смыслоутрата. Она возникает, если в центре негативных эмоциональных состояний оказывается сам новый образ жизни, жестко регламентированный извне, и проявляется в форме разочарования в своем выборе, отказа от мечты, в разрушении проекта будущего , каким он рисовался в момент поступления в вуз. Мир человека, благодаря смысловому измерению, возникающему в процессах смыслообразования, способен к расширению, но и к сжатию тоже, когда внешний регламент ограничивает «пространство свободного движения» ( К . Левин ), влекущее за собой « экзистенциальный вакуум», смыслоутрату. Все это необходимо учитывать при работе с людьми, находящимися в среде с достаточно жестким ( ограничительным ) регламентом [12]. Именно такую среду в последнее время все чаще называют закрытой. Здесь и возникает проблема человека ( открытой системы ) в закрытой среде [13]
```
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/10/201710../..]]
*[ext[BI |file:///D:/BI/S/..]]
*[ext[Интернет |http:// ]]
*[ext[Интернет eLibrary |https://elibrary.ru/download/ ..... .pdf]]
```
!!!! Образец
```
И.Г.Вьюшкова. Апробация мультимедийного спецкурса "Онейропоэтика поэзии Я.П.Полонского" как средства интернет-поддержки очной формы обучения студентов-филологов // Письма в Эмиссия.Оффлайн (The Emissia.Offline Letters): электронный научный журнал. - 2010. №1(Январь). ART 1381. - URL: http://www.emissia.org/offline/2010/1381.htm . - [дата обращения 02.01.2015]
```
```
@@color:red;
```
Швырёв Владимир Сергеевич Швырёв В. С.
Владимир Сергеевич Швырёв (14 января 1934 — 23 мая 2008, Москва) — советский и российский философ, специалист по теории познания, методологии науки, проблемам природы философского знания. Доктор философских наук, профессор, главный научный сотрудник Института философии РАН.
*[[Рациональность в современной культуре]]
*[[Рациональность как философская проблема]]
5-201-01845-9
В. Э. Штейнберг, Л. В. Вахидова, О. Б. Давлетов
Дидактическое моделирование: дидактическая многомерная технология и персонифицированная информационно-образовательная среда Образование и наука. 2014;1(4):69-90.
!! Ссылки
*[ext[Интернет |http://www.edscience.ru/jour/article/view/328/323]]
автореферат
[ext[автореферат|file:///D:/BI/a_shumakova_av.doc]]
Щур Г.С. Теории поля в лингвистике. – М.: Наука, 1974 – 254с.
*[ext[Щур|06/20170614/Studmed.ru_schur-gs-teoriya-polya-v-lingvistike_6884ccb455d.djvu]]
Следовательно, семасиологические исследования
направлены от слова к понятию, ономасиологические —от
понятия к слову. «И семасиологии речь идет об одном
cлове и его связи с несколькими понятиями, а в
ономасиологии — о связи одного понятия с несколькими
словами»
Однако до последнего времени ономасиология
в основном остается ономасиологией вещей, а не понятий.
Поскольку понятие структуры имеет характер
универсальной всеобщности, оно является философской
категорией. В силу этого, но мнению Б. Чендова,
различные структуры можно классифицировать по разным
основаниям. Исходя из аспектов абстрактно-конкретного
и содержательно-формального, Б. Чендов считает
возможным выделить три уровня структур. Первый уровень
составляют предметы (вещи) и явления, процессы,
характеризующиеся определенной специфической природой.
Б. Чендов называет их «специфическими конкретными
объектами» (структуры) или «конкретными объектами»,
которые являются предметом частных паук.
Ко второму уровню структур относятся свойства и
отношения (предикаты), которые имеют определенную
специфику и относятся к элементам (индивидам),
характеризующимся неопределенностью, т. е. не имеющим
специфической (конкретной) природы. Эти свойства и
отношения могут быть присущи структурам первого уровня
с весьма различной конкретной природой. Такие
структуры Б. Чсидов называет «универсально-конкретными»
или «универсальными» структурами.
Третий уровень абстракции есть абстракция от
структур второго уровня. Эти структуры делятся на два класса
в зависимости от типа присущей им определенности и
неопределенности. Структуры, в которых определен
формальный аспект, а содержательный не определен,
характеризуются как «существенно-формальная
определенность». Эти структуры Б. Чендов называет также
формально-абстрактными, или математическими,
структурами. Математика занимается изучением
формально-абстрактных (математических) структур, что позволяет
определить ее место среди других паук. Различные типы
математических теорий изучают соответствующие типы
формально-абстрактных структур. Так, классическая и
конструктивная математика изучают соответственно два типа формально-абстрактных структур —
экзистенциальные и генетические.
Второй класс структур третьего уровня составляют
такие структуры, где формальный аспект не определен,
а выделен содержательный. К таким структурам
относятся, например, структуры теории отражения,
изучающей отношение, в частности, между познанием и
действительностью, и понятия научной философии, которая
составляет систему категорий, отражающих существенно-
содержательную определенность действительности и
познания.
Таким образом, философия и математика находятся
на одном уровне абстрактности и всеобщности и имеют
универсальное значение. Однако эти науки различаются
не только в плане содержания и формы, качества и
количества. )Философия, изучающая наиболее общие,
наиболее абстрактные, самые основные
существенно-содержательные стороны определенности объективного мира и
познания, вместе с тем представляет собой научное
мировоззрение и методологию всех паук. Математика же,
исследующая формально-абстрактные структуры, будучи
приложима к самым различным объектам
действительности и познания, играет роль вспомогательного
инструмента при решении проблем частных наук, не может
выполнять методологические функции вместо философии
(в силу отвлечения от содержательных аспектов).
!! Цитирование
```
Семеновских Т.В., Дуплянкин В.В. Эмоциональный интеллект и стиль саморегуляции учебной деятельности в
подростковом возрасте // Интернет-журнал «НАУКОВЕДЕНИЕ» Том 7, №5 (2015)
http://naukovedenie.ru/PDF/168PVN515.pdf (доступ свободный). Загл. с экрана. Яз. рус., англ. DOI:
10.15862/168PVN515
```
!! ссылки
*[ext[Эмоциональный интеллект и стиль саморегуляции|05/20170529/samoreg/168PVN515.pdf]]
*[ext[Эмоциональный интеллект и стиль саморегуляции Интенет|http://naukovedenie.ru/PDF/168PVN515.pdf]]
!! Выдержки
Проблема саморегуляции в современной психологии является ключевой, поскольку данный феномен обеспечивает изменение поведения, реакций и внутренних состояний подростка, а также его активность в направлении реализации целей в учебной деятельности. Тематика саморегуляции учебной деятельности изучается в рамках различных подходов: изучение когнитивных аспектов саморегуляции, эмоциональная саморегуляции (О.А. Конопкин [9], В.И. Моросанова [14] и др.).
@@color:red;определение@@
Саморегуляция учебной деятельности — это специфическая регуляция, осуществляемая учеником как субъектом деятельности. Ее назначение, состоит в том, чтобы привести в соответствие возможности ученика с требованиями учебной деятельности, т.е. ученик должен осознать свои задачи в качестве субъекта учебной деятельности.
@@color:red;Структура@@
Саморегуляция, проявляемая и востребованная в учебной деятельности, имеет структуру, аналогичную саморегуляции всех иных видов деятельности. Она состоит из таких компонентов, как осознанные цели деятельности, модель значимых условий, программы действий, оценка результатов и коррекция. Подросток стремится осознать и принять цель учебной деятельности, т.е. понять, что от него требует учитель. Затем, в соответствии с понятой целью, ученик продумывает последовательность действий и оценивает условия достижения этой цели. Результатом этих действий является субъективная модель учебной деятельности, на основе которой подросток составит программу действий, средств и способов ее осуществления.
[[Тест на эмоциональный интеллект]]
!! Цитирование
Сергеев С.Ф. Эргономика иммерсивных сред: методология, теория, практика: дис. ... д-ра психол. наук:- Санкт-Петербург.2010. - 420с.
!!!! РГБ
Сергеев С.Ф. Эргономика иммерсивных сред: методология, теория, практика: диссертация ... доктора психологических наук:19.00.03. [место защиты: С.-Петер. гос. ун-т ] - Санкт-Петербург.2010. - 420с.
!! Ссылки
*[ext[ссылка In|https://revolution.allbest.ru/psychology/00881702_0.html]]
Локальные
*[ext[ссылка BI/N pdf|file:///D:/BI/N/dis_sergeev_sf.pdf]]
*[ext[ссылка BI/N doc|file:///D:/BI/N/dis_sergeev_sf.doc]]
*[ext[ссылка BI pdf|file:///D:/BI/dis_sergeev_sf.pdf]]
*[ext[ссылка BI doc|file:///D:/BI/dis_sergeev_sf.doc]]
!!! Автореферат
*[ext[ссылка BI/N pdf|file:///D:/BI/N/a_sergeev_sf.pdf]]
*[ext[ссылка BI/N doc|file:///D:/BI/N/a_sergeev_sf.doc]]
*[ext[ссылка BI pdf|file:///D:/BI/a_sergeev_sf.pdf]]
*[ext[ссылка BI doc|file:///D:/BI/a_sergeev_sf.doc]]
[[Автореферат в формате HTML|автореферат Эргономика иммерсивных сред: методология, теория, практика]]
*[ext[ссылка In|https://revolution.allbest.ru/psychology/00881702_0.html]]
!! Цитирование
!! Ссылки
[ext[ ggg |file:///D:\TRab\2017\06\20170614\Sternin\Jazyk_i_myshlenie.pdf]]
!! Лурия А.Р. Язык и сознание: Издательство Московского университета; Москва; 1979
!!Ссылки
[ext[link |file:///D:/TRab/2019/02/20190226/jazik_i_soznanie.doc]]
!! Выдержки
Как известно, слово является основным элементом языка. Слово обозначает вещи, слово выделяет признаки, действия, отношения. Слово объединяет объекты в известные системы, иначе говоря, кодирует наш опыт.
.......................
Можно думать, что слово, которое родилось из труда и трудового общения на первых этапах истории, было вплетено в практику; изолированно от практики оно еще не имело твердого самостоятельного существования. Иначе говоря, на начальных этапах развития языка слово носило ''симпрактический'' характер.
...................................
По-видимому, вся дальнейшая история языка (и это надо принять как одно из самых основных положений) является историей эмансипации слова от практики, выделения речи как самостоятельной деятельности, наполняющей язык и его элементы слова как самостоятельной системы кодов, иначе говоря историей формирования языка в таком виде, когда он стал заключать в себе все необходимые средства для обозначения предмета и выражения мысли. Этот путь эмансипации слова от симпрактического контекста можно назвать переходом к языку как к синсемантической системе, т.е. системе знаков, связанных друг с другом по значению и образующих систему кодов, которые можно понимать, даже и не зная ситуации.
....................................
Мы еще будем специально говорить о том, что в наиболее развитом виде этот самостоятельный синсемантический характер кодов, лишенный всякого симпрактического контекста, выступает в письменном языке. Читая письмо, человек не имеет никакого непосредственного общения с тем, кто его написал, он не знает ситуации, в которой писалось письмо, не видит жестов, не слышит интонаций; однако он понимает смысл письма из той синсемантической системы знаков, которая воплощена в письме благодаря лексико-грамматической структуре языка.
!! Цитирование
Гринев-Гриневич С.В., Сорокина Э.А. Язык как средство изучения познания и эволюции человека (к 10-летней годовщине появления антрополингвистики)
!! Ссылки
*[ext[TRab |file:///D:/TRab/2017/11/20171127/7772.pdf]]
Л. В. Яроцкая
ИНОСТРАННЫЙ ЯЗЫК
И СТАНОВЛЕНИЕ
ПРОФЕССИОНАЛЬНОЙ ЛИЧНОСТИ
(НЕЯЗЫКОВОЙ ВУЗ)
МОНОГРАФИЯ
2016
Что касается содержательного компонента модели, то его
проектирование, с нашей точки зрения, предполагает прежде всего выявление
необходимого характера связей между процессами формирования
профессионального сознания современного специалиста неязыкового
профиля и освоением содержания предмета «иностранный язык».
Поскольку осознание любого предметного содержания осуществляется
посредством языка, то, несмотря на определенную автономность, языковая и
концептуальная картины мира демонстрируют тесные взаимные связи.
Тезаурус I, восходящий к ассоциативно-вербальной сети языка и
образующий языковую картину мира, формируется под воздействием
Тезауруса II, который, в свою очередь, создавая концептуальную, или
глобальную, картину мира, опирается на объективируемый в слове Тезаурус I
(Халеева И. И., 1989). Следовательно, профессиональная картина мира как
неотъемлемая часть общественного сознания представителей определенного
лингвосоциума, несмотря на наличие в ее составе некоторого общего для
профессионалов из разных лингвосоциумов компонента, не может не
отражать специфику социокультурного развития конкретной
лингвокультурной общности (особенно в гуманитарных областях). В
качестве иллюстрации данной мысли достаточно вспомнить очевидные
25
социокультурные детерминанты в формировании профессиональных картин
мира таких различных предметно-специализированных областей
человеческой деятельности, как юриспруденция, психология,
документоведение, политология или даже медицина. На этом основании
представляется целесообразным выделить культурно-специфический
компонент профессиональной деятельности как необходимый объект
освоения современным специалистом нелингвистического профиля –
потенциальным (или реальным) участником межкультурного иноязычного
профессионального общения. Поскольку «концептуальная» и «языковая»
картины мира тесно связаны между собой, то освоение «вторичной»
профессиональной картины мира неизбежно замыкается на освоении
«вторичного» языкового сознания, требуя освоения культурно
специфической системы языковых значений.
Следовательно, предметно-специализированное изучение
соответствующего ИЯ является естественным, логичным и целесообразным
способом формирования «вторичного» когнитивного основания
профессиональной личности – существенного момента профессионально
ориентированной подготовки специалиста неязыкового профиля к
деятельности в условиях мультикультурных профессиональных сообществ,
реализующихся как специфические интеркультуры XXI в. Кроме того, это
означает, что в условиях глобализации предметно-специализированное
освоение ИЯ имеет смысл лишь в том случае, если предусматривается не
просто изучение нового «языкового кода» (что, как известно, отнюдь не
обеспечивает взаимопонимания партнеров по коммуникации), а
формирование «вторичного» лингвокогнитивного основания
профессионального общения – важного условия взаимопонимания партнеров
по межкультурной коммуникации.
!! Цитирование
Ясвин В.А. Образовательная среда: от моделирования к проектированию. М.: Смысл, 2001. 365 с.
!! Ссылки
[ext[ abs docs |file:///D:/BI/5-89357-090-1.docx]]
[ext[ abs pdf |file:///D:/BI/5-89357-090-1.pdf]]
Е.А.Климов^^2^^ выделяет (1) социально-контактную, (2) информационную, (3) соматическую и (4) предметную части среды.
Социально-контактная часть среды включает:
1) личный пример окружающих, их культуру, опыт, об раз жизни, деятельность, поведение, взаимоотношения (со трудничества, взаимопомощи, господства);
2) учреждения, организации, группы и их представите лей, с которыми человеку реально приходится взаимодей ствовать;
3) «устройство» группы (своей) и коллективов, с кото рыми контактирует человек (наличие выделившихся по тем или иным основаниям «лидеров», «преуспевающих»,
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^^2^^
Выступление на пленарном заседании Первой российской конференции по экологической психологии (Москва, 3—5 декабря 1996 г.).
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«звезд», отстающих, «отверженных» и т.д.), реальное место данного человека в структуре «своей» группы, включенность его в другие группы и группировки, уровень защищенности его в данном коллективе от различного рода посягательств.
Информационная часть среды содержит:
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1) правила внутреннего распорядка, устав учебного за ведения, учреждения, законы государства;
2) «неписаные законы», традиции данного сообщества, фактически принятые нормы отношения к людям, их мнениям;
3) правила личной и общественной безопасности (например, в пожароопасном помещении, на дороге и т.п.);
4) средства наглядности, рекламы, любые идеи, выраженные в той или иной форме;
5) требования, приказы, советы, пожелания, поручения, сообщения, клевета и т.д., то есть персонально адресованные воздействия.
Соматическую часть среды по отношению к психике человека составляет собственное тело и его состояния.
В предметную часть среды включаются:
1) материальные условия жизни, учебы, работы, быта (жилище, одежда, предметы питания, собственности, пособия, оборудование);
2) физико-химические, биологические, гигиенические условия (микроклимат, чистота воздуха и т.д.).
Структура образовательной среды рассматривается Г.А.Ковалевым (1993). В «сферу психологического анализа школьной среды» им включается (1) физическое окружение, (2) человеческие факторы и (3) программа обучения.
«Физическое окружение» составляют: архитектура школьного здания, степень открытости-закрытости конструкций внутришкольного дизайна, размер и пространственная структура классных и других помещений в здании школы, лег-
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Еще раз подчеркнем, что, опираясь на теорию возможностей Дж.Гибсона (1988), под системой возможностей образовательной среды мы понимаем то, что эта среда предоставляет субъекту, чем его обеспечивает и что ему предлагает. При этом принципиально важно, что, в отличие от «условий», «влияний» и «факторов», принадлежащих самой среде, но не субъекту, который в ней находится, и односторонне воздействующих на этого субъекта, возможность по Гибсону представляет особое единство свойств образовательной среды и самого субъекта, является в равной мере как фактом образовательной среды, так и поведенческим фактом субъекта. Речь уже идет о ситуации взаимодействия ребенка со своей образовательной средой. В этом случае для того, чтобы использовать возможности среды, комплиментарные его потребностям и таким образом мотивирующие деятельность, ребенок проявляет соответствующую активность. То есть ребенок становится реальным субъектом своего собственного развития, субъектом образовательного процесса, а не остается объектом влияния условий и факторов образовательной среды. «Учащийся превращается в субъект процесса своего развития, у которого раскрыты пока еще не все необходимые для того психологические средства. "Знания—умения— навыки" и сам учитель становятся средствами и условиями развития и тем самым создают образовательную среду, в которой воспитанник должен найти свою индивидуальную "экологическую нишу". На передний план выходит самоценность учащегося» {Лебедева, Орлов, Панов, 1996, с. 24).
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Выше говорилось о «ребенке» как о субъекте своего развития, но, безусловно, качественная образовательная среда
в равной мере должна обеспечивать возможности для личностного развития всех субъектов образовательного процесса — для педагогов, родителей и других лиц, включаемых в социальный компонент данной образовательной среды. «В психологическом отношении развивающее образование должно обеспечивать формирование и у ученика, и у учителя способности быть субъектом своего развития» (Лебедева, Орлов, Панов, 1996а, с. 25).
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
iVBORw0KGgoAAAANSUhEUgAAA3EAAAFiCAYAAABYqVFQAAAAAXNSR0IArs4c6QAAAARnQU1BAACxjwv8YQUAAAAJcEhZcwAADsMAAA7DAcdvqGQAAP+lSURBVHhe7P0rlFxHsr4Pi53DLHaGSWzMJDZmEhsziY2ZxMZMYmMmsTGT2JhJbMwkNmYSO2YWGzOb/Q6z2fdHU19mVT7R1W9WdMbetauruju0Vq5Sde1L3jPeeONya5X/sgeyB7IHsgeyB7IHsgeyB7IHsgeyB7IHrkwP3LoyNc2KZg9kD2QPZA9kD2QPZA9kD2QPZA9kD2QPrBLE5STIHsgeyB7IHsgeyB7IHsgeyB7IHsgeuEI9kCDuCg1WVjV7IHsgeyB7IHsgeyB7IHsgeyB7IHvgHIj7/f/3+ypSfvv9t9W6/NbK/5XP7dL+/vv/V55XC8/9vfx/u/D3dt1//r//rCLF3st7eGaw/trGyDvrNZG+uUrXRNu95HU2J6JzY+aYDsehzZluLjOno59t3uscv/f5vVUtL799uS4ff/x4vvxv+b6jfPr3p1Wk7Lp319/e//B+tS7/Cpb35bpS3r1/ty71/+vS7n/3rvy9Fud3fc+vv/66qoX++fX/le+laH+xpn/9v/I7pV3LPdHPnc8qz/z0qfRtKb/8/Mu68Lxffi3fa2l/5/OnTz+tamE87Pp2HXsee1pXv9YO2xvbnPrll/KurcJ9el20vdanwTndrQ3ukznP2I0+u/5m3Gj/xLX06ecyTqXYeEh/MV7eHDp3FpX1Wa+nDfobf7fxYC7Ip/aBzRnnem9O0TZd4+wPP/1Y5lwtP0lpc1Hnjve9u1+fN/F79L1Tr+v2Rd0n23faw37NOcJ3zqjhvj/xPLGz7z//2ewRdS61+f3y72VvL4W6/adcsy5NjqGO+nf9vTsTo2fjRLlpyXP8qM/SfvbkSK4bfQblzqO2OesYwganOkaHkHuBrwniygYQHfilD4hjPy/a7iWvO8RkntWPQYFXFQbd9wRx50BegrgNSF2XBHHrPhiuIVEGJohLEKfgLkHclgJ8pvJ7yXP8qM9KEBeWWY86Tgk8O4VOmNgKKJv2AnFonl0WozF14QpP1CjZe3lPoMEXCfrRiT4LLOxZt0O+M9ruJa+7biBOWRDWxoMHD1a1vP3n23WJjmOUfXG1t2hx26dprj0WXASCjjXX+Rt8DgDGtNAjbehFv088DDqmfZ93b91r2v8GOrq2Uc/B+1xLAL1vYruVyQM8nbN+KOPn7ttNITF17DpGjH1ZLSRGFhOcA9Hx8vobJqTN3XW/qNWGsI/GtDksYteHQXYxOv+NtRnMoSggjr43ep22f6nv0fd7a425N/s50blWrtM59Or1q1UtsKqjOnRngOzVk8/GiXLTkuf4UZ+VIC5B3MSz8ajztVrx6VofWScGcEOCuK1Oig5wVBC/KtdF273kdYeYzLP6eyEmLkGcmGC3zWoqELhQAJq4YSeI2zJ1L2AjQVyCuBHAGP2+FGjT54ze6/4uQH32cxLEXT1AkCDu6o3ZxDN8SZnzFJ51CLl3PxAnKLHzURtp91UjO1GjNEtovwDZRgf5urzXtJdHWFiHmMyzxsUBcXOFFYQI2JCHf364qgWfNHvuvvb77QCLauS76zz22vGLsvvVD1aZCGFf6A8b7/b8bR+Tbf+Rnf4kAW3UrrHHN/DNd29WtTz+y+N1efLkybrgp/j06dNVLc++fnaucP2LFy9Wtbz+7vW6qA+c+rx0Yxwca+0j9fOJ7k9hQVbWvbd+3DnGXGifri+QsEr2Ht3vRZDu2GOdB8oyt9+1/UuyNLpvLdbXHjvpnYlB0BFl6qPXhdsbrJ/nJ+bN9W4sPb+z4PvntFsZ51evChNXyoePH9aF37tYAeyVsm50PUw+GyfKTeF95AhywaS6JYhLEHfqc1TP2JNj4hLEhc3jTtmMc9LGudCimXxQzRTkh8AuQdz5OZwgzoBcgrgNu5ogrgWqKEJjgrizvlgU0AXPlQRx6RPnKQCjyqERq3sMeSjfGQtmeNX76RBy77JM3EjDNLL/3FOjNBTYB0AgOkH2fc9cM6+l35tM3NmBqP5Bc/uaAwIzwgcPi09cKQT66NgFh404F51xO1Kj/D9cz5EPmypklHET5s5l9oRRMCbOYUm6A3mXBl207VHtOT4qMGh3/3h3VQtjgp+iRdpsETef/rUwc6UQWRQw9+ZNYfRKUb+lkQWC18aoT1x4jFsfe1E9NZJi53fZIojqdR3DNvCP9BgI86F2ohh3/RhkoSxaYKu/BpKx75UJwd9PIp56foTalxp1McqEd2dLkCnyBM6oz+yiQGvLHyza7uh1S9WTORZ+XhA8bj9PmTY3OqUzxsOo2lO19XvKTVG55+SuSyYumbjo+j2R6xLEDQZiqrDjClEHfk+CuMM4eM4af4+Jm8n8JYhrwFhAm2vSFgkCkiBuEuOfIG4TEdQA23aKgwRxm/D3M0sUlE29bm59OtNZzLWj7YsKd9uBjQiU08wjE8QdiUVJEJcgLrp+T+S60wNxE/OYqC350D9o1PGyUXdRMCcK4lFN0yywcJEvXvDAWfq9ycQtx8QR1a7ziXtYfOJK+fBD8ZcopYuO50TiO9RYGxsi4dwtAIkECvDWaOczKPObtaS5w4ZClwK2iWt4u994F74qt2/fXtVy/4v768KYEcqee589K75xpXD9068LM1eK5nHju7YpGgm0E1y9vh9Fr9NIpKS7gBUNzjEvWmU3F0f1EcWIzRU9L8QyQxm8qG+hniu2xjz2t5pFCjNt61Z8PEdsaZQVtjlxQZ1qHaLmmtH3Rs+06HWH2peiIM7mqKR0id7f7T+jubxj7SgT9+Jl8ZktBTDHfvPhQ9nzS7Hcfy3Hn1pZdPPV2wMXyq8bHeuTvy5BXIK4EUY4sd8TxOmAJIibpKH3DuBjbNaHmMyzBIyFmLgEceejUyaI66NBDhn4BHEbJYeCUCegCXMsQVxZew4YWXpvn7XHBhQxURCWIC594tIn7kjM54kBoqX3tst43iHk3kV94g61we/93IEGq8vNMzKnDNqsa0S/jvkSTdLSk6gTbpzIgnP71/VnCiz2xSfzwmPsRbgz9kXMANWnBt+Z+38qrE8p+F+ZgOr4h3aC6UgA0nbv+b1jY/BfGjAUc+fQnPui6wS2xcaiMXD375cxKcX89YQhIhrl7f8pzF0pRJ8zYCoROImC+e79u1UtfFd2B98tEhabL16779OnT6tauB+fPv7OdzT7b94WH71SlBFkDK1ezdeP7+/fv18nZqdfdJ94931pRykwCigoLD9eaz/3wzjQ/p8a4/DTjyVZdSk8H79Q7R+ey30wo9b+n0u/lPLLz7+sC+3l/bSH/tbn0181QqyaO6v1Bm3hU/cB6qR9p0oLrlMWUutOH3tzUf0RmTuW9Fpy+injF11f0TV1Y6/bYU7JHMCHlk+YfD7ZT159W6JYloJvLWeCrfc2z5n/OifsjFEWMnDebo9bdE6MWGidm4vNjahl0tJn/sR+DLc30p5Dvfuynxtp65xrLrsdh3qftl0Vt6O4IRrxv8guCeK2AFl0UUYBSII4X2MU7cPwgbP0hq4sL0EjWkAEBbAJ4iRP3Ah87vF7eJ22OZEgroCyAuQSxCWIOyVrjOg6PonrEsSdme45guhi4xQU8l2TflGyL1avuYJ9pD1zn31q90XaOueaU2vn3PokiJspKC4s4EcBSOf/hD+EBnOYOyFGjKETRW6xSIzajgnMYrQPjw3iPPZUWR7G2jT9LVIekRDR7J86E9f5zHl54PYAYeEx9d4R9GOB+YKJuft5iU5ZS4tS6bEWHRP3umjQS4FZgk15/Y+SN66U5988X5fXr8v3Uh58USKSlqJsztvv365qQUOPJh6m77P//mxVizFZPxUmq5TqU1kLPjcwcLQHBsCYqX8Vpq0U2nnv3r1VLW/flveXUttSC++HDSIKJwzhs+fFN7AU8urRPtpPP/F82gXTAPNg0UFb/+OTaPUtDFllye7cubMu1BPfIRhRfoepoJ60k3qyFsn79+jRo1Uttf+4Rtk62k4baQvX8y7G4LPbZaxKgbWkTtx3737p81L0fc//VuZKKeQupI8YY6tX21v5/fHjkuOwFHIb8mlj3N5HnxqLE1ynRxd0D3QGLtUuOwfKGcf8YsxZf8yhR1+W+VbK46/KmJXCOuGTOcBc4TrmCj64PPfFN8XnrhT2Mc8XN9rWufvvPpY30bqtrwsK+QniTtCsMjh20TE+GNt7rP0mQVyCuCmbYbdZL+T/5ZqFJog7M9dKELeIv+ZOgSNB3NqMMkHchmFMEHd3DRhrSRB3GME2QdzvycTNFfwjwGbus0/tvkhb51xzau2cW58EcVcMxInvjAmkl5TXxYvWaUyc5P6aqqHbRzN31Zk4tLGWo4r8bc3cEv8ffOI+fvy4quXkmTgJnz3MaRTU9E+dW0tcj0ALu9ExcY1l1HcpEwc7A0OGRvzJV09WtcA8oSF/8KAwcaXA2sAoMSdgwlgD1E8F8cpO1QJDB6OFdhKGCRYHnzGYNZ7H79pOmEUYOerN82EamMMwBvwOg4iPIf1gvnIfS3S+WlqUPqvPl4VZLIX+InIr7VSWDJBGPcz3ra0pGDrqR71pN8xGZTWfPC1jVgoMGnWlbvQJTBnvpK2MAUwcfYePGmP+8M+ljaUYG9PYlNt/KH6WpeDnCJvA+2H8mBtPn5bIqKXAdtKXvO/u3cIs1wK7zJz2IoE663WKcvBGXrvDnJL5C7MGE4f1BewpjD1MPHMPRp39Rhm4G8vEBQXkZOIOo7DYa33PAWiRe4JzYq+6X8Y7EsQliJsySRPE9VHbwv3XFpvHOiaIm7kWLxH0JYjbsDMJ4jYpIhLE+Ws2vC9ehqBziu9IEHd5TFxw/BPEJYi7cvtWgriZguORfOKibMKhJ+K++fOGzvAzHJ1PnYnbNp9Za/7bwYL2FXbFIu+1iH+wNvhJoUG/akyc+cZ5bPIlgjHPLLg7xGWdE1URZgdWhU8NPARDjWb8zh+Kj1YpaNJhuvDZ4jnPnxc/p1K4DjYGfyb1/bJol23dwGDduVveVwqRDakP7Azvffny5aoWNSOE3eF9MGswZRZ8p40prA6MAZ/0N+3l/lv/dWtVi/oEwgbBMGgESNpDfWEsYCZpP3n5YJlgufEx4n76g7XGffiJ8VzqBVNSxxWGDKYNZo11St8xN5g7/J268mz87mBNiJRpkTxbJEHup4+sDc2vkrnGGJtfX8tZiB8hzB+fsJDKokbPnk5JFRSgD31mndrzLYL1lk+c+obCsMPQozx59Lj4yJVivrDNNxamXfNPdtYd28nqK9OqFjQTLXumzo0l3CemjGe4fgvLdVPqOOnam8w0Rdoeuea67EsJ4hLETdo8CF860bQmuoleZ3PKBHGbfERd4upjgjcv/K6TViFB3MasM0HcJphIgrhk4uacn/WeBHGX5xMXlT+SiUsmbu56Ptp9CeISxE2afBJoZGlG7iaAOA4KjaakkQ+JIAbLwu9EHMNP6eR94hTwA5BOAbzhr0e+w8Gn5jEDzMCgmQacCJzteR0T912JOlmKMlA8DzYGxgmWViMEwtSpDx2+dp99ViIelqJCDGwLmnzaZdHwWvRF/m5+Xp8Xc8pSlKVhblJfnktUTY2wSjthwugHfHrMJ+67kreuFGOhWr9afVqUTFgnGDPWBs831rqNB/U0/7OWh47v+JPhU0S+OtrNe7bXsLGcLScezJpFFBaFAX+3iJytb2FdieSJPxQsJu/E1872CYkQin8j+4eZa7fceLz31q3ChpaiTD9sj+YmjArEk86V66IVn9KOHeaU9C0MHOuC9cw6h/2tfqC1cCbAEMOI69zT/UnPW97PXI6OYXRO6HX7nPfRuq0Bc/SsSSbuzMR1ylw+5LURVm3ONYes82U+O0Fcgrgpm6GGZ00Qt6VNjKZnaAdFgriZay96IE+4TgPzeN8TxCWIq0AuQdx47U46Vy5T6DmVdyWIuzSfuARxJ8iwRdfhHIAWuSf6/lO/7tJAnIbwjpoxqSA204wveqBEF3v0eeHrJOiFS+tPEEyjbTnqdUfQfC3dXmPC8CPQsSSXH3+XOQyYw5/B/J+aZh2/JEz5YANU28pc07xsS7d36vOiayAKpKLPs/6IrBmHHbQ6iR8SjBEsBswWYwlrwv1oymGG8EHDVws/Ka6DCbIodC0fG9cz59C8cx3vR2NPxEPqQZTFyqbVgu8d0RzxYaMezDneC+MFA6DMIJp/6sN7jM1pTBh/h6mjfrBG5uPW/ELVZwdGAcYOxtECzxBlsvkEslaUVVKG0yI0tsiM+MixNokECVNanwerp7nmaKNFrfz1l1VlLKkLdYX9Yy4xF+h7iyL5Q4nKWYpF8mz7A35SAEvaBDtsEU1blFveD1MH42YRTdvc4HdjUdv9U9dfXr9bgN62yDBf2rbPwJIaE9/SyzCXGDPWiX6yL1geuOYDZ0ybRNHV9QmzbiafIsi6/ueRvXbrmsti4qJzMHq2RZ93sOtuMkiJtD1yzdLgTK3UHOxysDmxYHtW7d8t/lM/w0EnPKGeDkkQFzcNmLihRjewRa9LEGdCWYK4Mwf7iwDd1E0wNF8TxK0BQoK4TTJ0wHaCuEdneSoTxC1qapYg7vJ84qJnRuisKHJV9HkHu+4YIGVBkDCpXyJtnXPN0u1JELcJejBkoBLEJYjbc/FFN+rodR4boeaSsCeq9UQzTiQ884Frviv2/LY+iKyH5tz1udkzZ1+0/aProhv2KDKk/R5MzD3J1DcI4mCY8FeCrSB6HP5JFj3yXyUvWyl2/Zclqlwp5OqCMaMPuQ+fMp6PZp1IhYALWFlyhxHRUKNI4u9EBEX8tfCtIeol91M/jVzI9fiKwRYxB5W1gQWi/jB8zHVlpV68fLGqBYYOxlLZZc2DBzMI80C9AWP4GNG/6vvD2rT7Wq40+gNmgn5iDdYIj8ZaNpADS0j+uNv/U/K4lWK5/r4tkUBLIZokfUPOQd4BA89c4D3MQfVhg42hz2ApaQNRKqmXAdUWzRK/QerJJ/5YakofXdd5ncPEbVlosH5gUWHiYIaVQWbfgBFmPjJHmDOMve4f+FPqe+0saXusMtV2Fs2Uw47lExedg6OzzIKT7SmDROvjXhcBLceu41Lvj7R1zjVL1Y/nOJZW7pxf+v0LPi+ZuDmdmeaUGwCvjOvEUMeRzTG6UUevSxB3sX9MZEzWzudORMju7wniVgniSqL7//24zlm3zlvXAjwkiHu8ThVRS4K40/YDMkBQzv4EcWWstgXxOTLUAveEz/wF3hU9F3deFwEtx67jUu+PtHXONUvVL0Gcw8B5EeymCnATQUBn9um8b68FuGvyJIi7+iCuzZWOGXP+DgsB82amW/gBNb8FZTc0Qp69zwNBRzarja6V6AE6+booONxWImjUyuargo8KTBDsBZ9EMaTNep1FT2z+TfiiadoF7uN6fS+COswfLAv3wSjBQJmPTPMVgwXi+TBUaP5h/NDYKzjq/DGdQ5T6wMjxCcsEA2YBYz4Wv69S6EcLINL2TFgufA4t390/365qm60dLdokjIX6FilLjqKA9povYsu/xXstqmXzUaz9Sx01R6C1vYEq1jm+c7SdtvJO9aFjbmnOOiJw2v7RGDXmlD3v3bs162cRDt+WiJ+lMIdgWxh72FD1y0ombllQuBPENTaXda1MnEUmLSa/9TfODBhyGHnmCp+wtjDoGvHY5i5RdfGZY+9UOWpkOhY8c07OJy4oX0bPtINdFwEtS4OUYz0v0tY51yzdnqAMf7A5sWB7LoeJCy42zzHX68gEceOoY5OF6Is29GvgE6cmJgnizs+h6Ka16LzannMJ4tY5zWoxsNkE+wRxGwYgQdyva1BQS4K4ZcGaK2vsMqdMELdh5BYUSKc862jy39T2RkDL1Gee6vWRts65Zun2Joib5hOnmtTh9+iARSdD9HnR64IT4GCCblBztvj7rwGIM183odXVRAZtPoIzkQHRivL7dhLY7XmNxhx/ITT4+h4zPzzWmMp7o4do9AANm122ueVpmbf/7vWZRqdkjIyZ+fnTas2s/HtT8J1i3JR1sftbtDj6xvI3kadONOKW4+uXEuGwFE9Db3nd8KdscxJ2h3qqj5lqxG1Otah4ljdK9kfmpPaLzWWJQqy+Peonaqxzey8+d3YfUUJbpEf7vbXTxqH1UzcOTr96/quqkOmuK8/TiH/aV8xr6qpzTdc992vb3TOutX2b2dm+1sayAQQNGmR+ja1vvfdMzR0WXfc3/rpqTtnWPXMBpYutV3EzsHXS9hEYd3ziqq9mLTDqMOnqT4nPnJ1Bbd1pLlOdMx2TPfOsOTUmbihHCgN5tLkbkVOjsuepXxdp65xrDtRu7zywNXWg9y45Fy+FiQsvtqmLLjoZlh6IBHFX1pwyQdxCPnFRdn0Ks1auTRD3n1WCuA3Y9uZCgrhfVx6gNgDdgMaSwkI+a8MEJ4g7DZ+4sFy5tPw39XkROXXqM0/1+khb51xzoPYmiAumGAgvtgRxpx3N8jowcU7OHWVZYODQhqL9xL+I67toRm0OI4A+ePhgVQtaVk/TPik640xNaoSZjQpqV4GJ0742Bq2xGOqfCMuhPmfK2GmuQfP9aoxS18+ybmDEdMzV1Fc1+J0/pQJp2EwEeJRN+HkKg8BYe3ndaCf94rFQ9FfHUMr7tB+9c0EDJtFfFlVTDnSeq7977ar13MXS1fttDJSh1rNJ1rm1XfcXmDeJEKjKJI+Z81iUbg7JGF8lTXJ0zznqdVuC5wjE6dmgcwr/S4ue+qhEwS2Fs4X1hC8qZwc+cnziS8t9tj493zhhgSPnwfY1ycTNNB2NgJYDgZRLXzORts65ZuH+sbPXswC6QkqwZOLmTI5k4q4uE5cg7kJFQXTTTxBXTPMI7d1M3zQkvglACeJWVcBMEHfGgieImykQzzmvl7gnQdyZ75sK4Uv075xnRMHAnGcveU+knku+75jPirR1zjULt+nag7ioIJfXDQ4iZ7ObqgGbe/3RxmdLa93V3ctZQ0Qt6bNo21Xb2fm6EMEQEIcA3vwK6Cv8GswHrkS0qz4MCOjGTiC4N38fY/Ka3wObBLnDYPbMv0n9qTRPXJD1jPZP1DdNIy8qK+IxkF49LkoEfuFv2/5QMGftc++2iPbNmKY2dp0ZH+9tc8h8y8RXzmNxvL7hvfjiqV8V95nvXGP6tL7G4rSDrgvW09prjCE+arRXmEmdAzZObUzMpw5fOFkLHuNpDAZrRFOUaP/iFzao33AN7Iqe7ETwC+c+nRhJ2daN7n8yF4dtIcBGUKjx9t+OBQ0+72hnyonUr+7r1netTpwVrGPdBzzWV/cZza2p68iiwrZoueSHJO8czJyysJ61SLdf6Rkc7XNh/LszY6KFVc7ZBRQcozGJju11vU6IGE/uWXy/8xQgeyhGdjJxi1f8uk6EUbsSxPWsT4K4NYupgrGafrnCpJrQRU0rg75pCeKKv5EG1EgQt5mvCeKMfZ0aSTlB3AKC6ei8vYTfE8TtGMcRYEgQd/kRPEdjcglr5aRxRIK467EhH3ySOZvXZfk/Hbx93kawvYFEQcZCTJxpFz0Nt7ASXE/OKQvvXpITV98Fizjm+B8p2NKoduQEIkfWlWPivByQ0XENgkftxw7kVgBxICZu6Gvm+Ue1ee75Q41Ylc7Ha+bzoj7HnXmnzGnP56UDtcIaewyk3dfGzfMF7KKNOv5dbiRXrx2yP51rB0x4lAFX1nAiE2fv1r6jjmqiP1hf0b1dWZEOfE4UsKPvva7XLQHi9PxXi4Qu2qQolVhvmCfjY4ev3LNnz1a1aCRlC3rD88R3Vn8Pj+EIMEycY8nELSBfj8YkQdwmXY3kmNUzJrwGov2plmaDnI6R9ycTF+38OdcliIsHakkQt2Y7PD8qTxgbAQX3eQ646pi4BHHdHFbQlCCu5W8T4JEg7kwYSxC3gGA65wxe+J4EccnERQTro1+TIO5i9vNEmLgllGoJ4hbe5COLtwsKEWU1Jl4XqctBrtleIKMIpk5OHY3UFw2koayARuyivQhVMHBEoXz595erWoz12UryutbceOag+PM0Px7A08MvH65qIcLYlWXiouM4cY6GfOlEE720T1zHxDlt8AJzdAxhsA80qqNpBfHbdAC060sjed4UwHv5o5jT6rPm5cPzfOLoh84nT/y4XIXEYG25CosZjKJrrjya50HWT/fVkXm0G/nPCwIQPLe8ffMg+36wTlf53UuAOPWp684E2FqsSTSarqxz1iPWHo//8nhVC/7Yb79/u6rlp08lQXwperbqetX6DcdrBBiSiUtzylPbG04FxHny74T+ShA3obOGm1nwWQniduQq85i4aD4yuR+BL0Fc6+ugWaPLxI2E2yBwiTKH5wBHgrhzbGCCONk/EsS5QmKCuGUZwARxycQtJQce9DkjYB2UVQ9ax2PWIUHcshvjdZ0oUX+EqGA79bpj92utb2dG5JnnOSBusr+P2Bjr+/HLgQXBfwAGzvwC1FdGbKc1EInex3e0oh8+fFjVcupMnKcV7oBDFLRNBOHdHN8OAiMa6hEj5wZp0eiUEpXS88/zTFM9n5ZR/bqIqg2sGlvcNPCd5l773gl2o+1Xtqdjzpw1uLRPnPnGOQyd/r5rTuwMDiTpQ9RUZfs53d7IoT5SVsxk4rwx3On7qYF1dnwP7+1Bk/7w844peJ3Auw8C4ry9tM3FznybqLBExxW2lnXNmUP0THzmYOzMf1sY8GTiroF8myDuNM0p2x7mWnRN9LWu+3YycQc8GBLEJYhLEFdYkylATgWaBHFdSHPP8d8LmNAlfm4HfIK4LWEtQdzlm3wd8Ow9FChNEJdM3KHm1qLPTRCXIG7RCXUFN+sl2h+NsjSVYYtev0Qb5jxjO5HiSIvv5pTxfEGcv2ufqDYRjTeRvN59/25VC75w/J370FKqb5zHwHWRvVo9Hz1+tKrlQ8vtc+WYOFgAzdV2KCZul18UzNmBmLhodEqdG5jqej4uIybOjVLX+hofPJ3bHfMndvUaUKTzeWn7cXRtjq7rIsIS+ZGolM1PVE2bNeei61so498FTOH5yqjuUAh4ES7Z5w6VJy66Z0fzKob3Zd0v0QRrxNUbekaH+3FLg67rfWqeOJtrutc5LgHKxOl+5VmB8B6Yt1fflpynpWB1Ql45b58J980IMKRP3OUrSEZjctPX+5HMKTsGzrFMC6+9ZOIOS5sniNti4iSscbRvJptTSiASM01rgmWCuMKMBfzjOjOvBHHGiFmy7QYeEsS16JQKthLEmfCWIO6wZ+0UoWefaxdh4jyTqgRx6/USlg1uOhC5qP0J4k6Sibs0EHddF1HXgeoDct02hSibtXC7IwLLPgfpznsxEVO/IgFvaCFh4pRlGPrjOAyUxw5gTvn+h/erWiJ9s/YlhM3wgnrMjeQ3YNA61sXxz4m2YxjEZ+SDtKu+ARAaAap6DfMKf0l+R2NN3qWnT5+uann+zfN10ehvv/z8y6oW/C2JUPrp06dVLZbX6a/lOaU8efJkXfBhqX+rhfcxhx4/LlHnSoE9NgagPVcjrJLz8MXLF6ta3rx5sy6MHeCTXIjGTr9+vXpdChFVqRfX8x40+3x//68yx0uh3qw13qsKGfrtxTelfqW8e1/Y8VKU/bb6tn3q5csSQbaUN9+V9pQC00A7X39X6l8K7/v4Y8n5WEptH9fQNn7jHYwNdePZtIFPxpLrmCOffi5jXArvpk94H6zHTz+VSIGl2PNbWz58LL6zpfA881tylFOjfdRdf6M1JOzu3OTmo/pN/v1IZ9r23GVfYGyefV3yspXCvqHRHztFZPC8dQU+1d5zFgz8zXke65n1wz7F3GctqE+txwB6vr2d1Uq03Y7P79x+jM6x8JnmnKHqc9zNA9q/xUzq3hata163n1Jo37HuLL+Cc/sQ47bTJy5B3H4T5BADNeuZRzrwIgtkVnsCmidNoKxmlAnidkQG3TqUEsT9x4SxBHEFlL1/b+AyQdwGBNeSIO5IZ+SRzrQEcWdWNZqMPEHc5kxNEHekPWEGgIrIqFOuWVyendCmBHFFizU5GtOEDj7m4EZNEZeuY2jyTwl2EbhWDxLVwpvG/G3JmVMKGm+rq0QsDLVhG/yIuSFsAixLMnEtwMlFfkp1DCK+diMWYerv8k5N3s0YwoghyMN0PXteNPGlGHPV2JT7X9xf1XL37t11gaGDhXnw4MGqFq7jfp776nXxYSmF++/du7eqxRjBrwtjVwpsD/fd/1N5bykalY73GbPW9jEYuBcvCiO2VZ48LQxhKfwNgM9zHzws9S+F64w5/KowhqXc/by0u5T6/1rIU6VR81CsKGMIUIK9gunAzxQmFCbh7h/L+0qB2WMuwWrV+2A5aQNjB0tBBD/6kLrTt7SV7zyPOsEmwmo8+ar0YSk2dxrjxlhTdz657s6dO6taYDt5HpYC0T07mbiFBMst8Mg6YD4yB64KE8e6YH3BbLMWmNuwyihCVZ5w2QgB2lNZ3GORCKGz54LzKUHcQmttD/k6HEQtImdMuCa6Hx/iugRxCeIWd7oNbYYBYBZekFtjqKZimEsliIsBpBvJxCWI25gaJohbg+JaEsS1/WJuSoU9BLELBZ0TYOISxDUfWC84ToK4M2Kg9EUHYtOccnGZswsWNJIvJwC0iDx7CHAWfWaCuARxiy+oyKRf+hpl4tBcI5jCEqi/jd43u17C5HHQo6XF98XNKSabStgnLso6BTetaHS8cD85OcyUAfWiBu58T7TN0evom3Y9bAdz5eHDh6taYGEYWxgkmDKYM+bUwz+X+0q5c7ewKqXAxKFYACg8+KIwWqV4OQ1v/+H2qpZHj0qk01LUl4164gsG48bfeS9MFWuBz/v3C3NXCowezyeiKvVnDqMQgYmj3epXBnNoEWCbbxq+fW/eFtPEUrgPhg4fwuqXV4syADAFrHGYTfoTlqsy7rXACNbreBa/UUeYctr26MvS16WoPx9+ULAY1IW+4O8wcvQ5DBtjzPNv3bq1qsXq9X2pcymMISzibP8ib/2N1kb6xO0+F4sAbiCu+b5eNSauy/nZ5sjHj8V3tBTm3Mtvi+9pKebv+e/i71mKRuXtnuf4OUeF0mTijs9oRcfq1K4LyyVBeSj6vGP2Q4K4BHEJ4qq2bN9FnSBudx8miEsQ948CxkoBvCaI+20NEGtJEDdRYD0WE7cVlCJB3K9rIGepDbzgWxJoJSroJoibuCYOxXpfwefuLcfNlAOjc/sQ1yWISxB3rUAcfgmwA/iUoJ3XRcSiV0333M0ALSUR//CnQqPvai1nMnGLM2cjDb0XAc3b/K4QiNPolPQtTBKsLppp/Jhu3y5MWSmwMswdGLzPbn+2qgXfM+YCDBEMkgXlaYIqc+mzz8r9pcDsITwZY9iEKOY8jJ3+DusEK0T98b/66ccSMbGWT5sCEwfQwGeNdlAfGD0YPxi92/9T+qUUfG64DnYK5k2FYphN1o765BANkPth0WiHRqvk72vful82hToyRowxDJ2yjNQB/zzGBr88+oK68Dxj4ppfoLK0jD0AF/YDJs4YfHxuJfruSChIn7iFBOJtn7gWOZi5cNWiU3rRM/XsInqlMvfMSTUTtLNo5lw1k7iMTrm4TDbaJ67L73Pltn3vO2b/JYhLELf4hrHvgphzPwdTgrjfztITkKagfIb7NEGcCfoJ4kq4+5KkPkHcK1tTCeIWAkVztfzHYuISxFlApQRxu/3LM7DJkfeGXTkGZzJrYXmJ1C9z97MF7ksQlyDuOCAuChaC1+GDgvZQ7fgtx434Py3FwMEKwIbAyqDpR8OOttNYkga01Ccs6hO3eCCSpTe9K8TEsXHj92TRGFs+OJghhBgYJlgY2Bc01Pwdxk191PBFgzlTxon33/u8RKUsBV8xhAWd08riqG/fnT8U37xSaAdzFIYO9tjq2Vgr7qN9MHHUG4YSBQp+ZdSbNcGahH2C6TMGoOW7M9+9b0t0zlJg+OgffBHxheO95hPX8tUxPjCCdXx5BtFp6VMYe1hSmDD8DLVPUBpZIJQWidSe0/z9YGloE3Wlr/FDgi0kUumt/y6+cqXADPL+qZGUk4lbSLC8KDplC4Zz1aJTcubY3JI8ZvwOM8/ctnyMzUwaP9AucioJpycKumlOudCcXQAgHJNhmvPucH7YheWcOXVd6p4EcQniEsRNYaqcxZ8gzol+mSDOAmskiCtBO/751iI/Jogrid9bMIkEcUHB9RSYuGbSaikGEsSt8yYmiGtzeBSdM6NTLi5zmiluUOk/lWkbXb8UIJvznJ0gbs6D8p7gIXSFtSNhrW5Ey9GEe8vJ1ezozVm6fbd3tmeqRpqDlNxQRLzjQPGe7+bQa+OjrAjsjH0Wx+76bHxZnj4toclLIWgD+aHw70F7SX3NF68JBBbxq70/rFEioAqmkziZt/6jH6LPi67j0abm/j6ob+i50Y06eF0XMbTNTeYaPm9EkYRpsuiULR+a5RxrcxWmjeiSGp3y1n8VtqUUZcIsOuSHYs5YCgK+RZ1sY60mxDBPXI9/FkwYrBP+YHwSXQ/fF+6zfHiNiYT5gu2mP2i3+Zv9UJKEl4IvIDnZmFtcT/9xH9817x79SD/BhGLaSD3v3S+MZSmwZ5ar7UnJ1VZKBZCMAawl65W2wSryLtqq0VTpe5sDLUcd1/Nu/A/JIwdwpQ20DZaTMYS5s+iYsi9E16nH3OleHn7eFT6/9mrjlmDOXm2+oS16rYIY3ePV3K77XQHqkftarTyoP+1nrquvMO3yAp+4ZocTGbu9xnOBvg2dVTtkoZ3tj9YnqsSIXhd97zW7Ljx2TqTVU9o/E8Rds8l5yI0tQVwBbr+2kiAu7me3fZAliDPgnyCuhDD/+0vzQUwQ99qCwCSIOzGlaII4Y08SxG3mZhgIRPLpReXQKDiLXhd97zW7Ljx2CeJObCO+ZhPxkIBt17MXBXHCrKl/j/qEqXYPBgzmDX8bzJNUy6mR/zomDk03LIywHdzPAYZPDZpyNO74G/EJK6J+Qx4TZ30cZJHMr2EhJi6cYD3Ctu66RkHcVvCVOuahzXVi34xYSMsd2J6rUdLw/UKwhi2BwYJpg9WB7cEnDlaHOYvpLUwW98HeUB+YMnzqLBfZzyVfUynmw9cUCpYnruWdI3Iic9GiOpZgJZURoj4wcESrxFeO78xx/LjI3wYzyPWsCfy4mPuw1DBusE7UCxad7/xOP9H/9CcslvnqvCq+c6VQH1g2om3yvbYHVhK2jzbSNnzcYPXom9rftRjb0oQkWEbGCMadPqDO6jfJdcwN3kMuQvqOvjZf2jbWoXVS15+T9Payz45TfV90v9tmT2CALV/ig5LnsRTmv541vGN4Bm2Z2Z1Sf7F/alRL1hfrEZ85+gVfuWgu1lNqc6Qu4TWYIO5g5pORcdopy0bllwRxCeLmTrJTvC9B3G+W6DRBnOMDN9ocE8StTSRrSRC3MXNMEHfPIv8liLtcmSFB3Li/E8Tt7qMEceO5c4py7CQWNUHc1R3kU518x6zXoiBOWA+YN8wVlSmzPE0tYh7MFhpsO2icCFtTfbS0rWjC1XcG3zd8XtCcw07gE4epmPnoKXPWfNnU92bIIkmiVS9a5eg5Gh1z7gGl91l9iMLpaSVhQkcgsP6+MBNnfoOwsIxF+w5LAxujfkZo5jsNfGuL+TuqwztstIy9ary9tcH7YPAAQ0REhWmz9uFz4pja0D7z22SNyvUwhawF9fGgvvSbXSfPYa1Tf2/tUx+N/mf58ho7RTu7cWrvXb/nx02hTiqgUmd9J2OorIrluKs56Eqx61pf2/Pa7/QNLCK/s26ou7Ky3pyYnCeyzWnPEuGY58sx3h3d57b7izmjfo8w3TC/REy2fGptHmrUWJ2DUyOQHqrfdK7rGcvvdja2PJO0nzMaZl3XRnfGT8yBeKh2R58bnTt6XfrEHR8XhMcuQdzxByu6IPO68VgliPvVhD8OqARxFzNyCeJ+N8FehRY1qVWTYROiGgBWkJMgruxZRTDWtB0J4vpckSa0JIg7Z9oVFeYSxBVTdzU3l+Bkar6cIG5CPrmoq0/U1y16XfS91+y66LrvFMYomcVM/Zj4IQObXLPJecjJdBAQRy6ZdkCYoCqMGppzmC584Dg4OiYJsz1luJw8ccpgae4q7P6JyIU/FCAO35r370tkvlI0Bxf+SqaFdRi0a8fEeT5vCJPKnB6BiTN/TI2YKmMEO6PA1CKh/l8JelOKRjZVFiXqI+JFebP72xxnDSA04RumoBFwA5Om+aGUMegixYpWsgspLmyqMmUarU77ofudSLEt0mrnU9R+V6bT2ifs7zlB3AEz+g6eZSyC7lMOu2p+lQ6b6bK/sLOaP5L3yhxLJm6sfLzoTIwKc+fmThsjziTOAM4m8y2VqK5drtIBE3/Iszzy7O4skr1Z/cTZPyzdTvNVxScWRk7ZZ1v3+KFfEZksOneSidtvjUbm6tRrwmOXTNzpDd7Uwc7rz8YwQdy7VYK4ab5wXfh+0WSpaUloc13YnDJBXIu25gEb0n0kiDM2wjP9NOCtKQHUlLSBsc5kLUHcpQZBCO03ZUwSxPX7foK4aWeh7g3nlGxR4Bpl2KLXRd97za6Lrvtk4q7ZwN90QLcoiFPGBXq6/R3WA60eLANR3dRHxYvS2C1WeY9qGwEdvBftKgEHHn/1eFWLMXDPn61qpDtyaxGRCx85WBGYvM5nzfEVi/p9qX9FZ764MOCZ6jvnrRnN/xfeVA/gE+fNgY5hk5x+5t/I35tg3jFtzDkJ6uL5wqjGXp+nPmfMPSIlMkfNJ04iGnZmnU5UTmXq1FenG0PmWpDl6gCP+Ox55ls2B2Ute0zdOUYRZh5mC3+69umxpp0PGRYEjlLCa5uytN68NyZPfUj1vSPmOqNTXggKo/ss41avV/9oIhMzlqw7rEXwh7ZIp/8ukU5LUQbZZWyOJUeNgID6MTtKHjOzLOlEal/QD1in4B96Kr6AUTlv0pm1tU7TJ+745E547JKJO/5gRRdkXjceqwRxT9YALkFcXAOZIG4rzHuCuFUFWp0ZpWOGmSCuz0U11RQ3UwxcfK4liLugfxLEXawAGClQnN8TxI1lzUPL4wnijqUZyvdeqqmJLqSDgDhhARBSYLTeff9uVQs+ZvicKaOlGnT177Hvkg+uW8ytPkQew46f/FH4wvGdnGH4R2DvDwNHGHkilWn+O9Pw6oYfZNCWZuIm+9gMDrKOwRj1f+RgDPZNVEDTACPMe4sKCcOGj5b4yul71LdLg0rY+yQXIe9Vhs98yzDBAww2M0fuI0cimm1lEnmvRtNUfy8vAIv64qkw4uV69Hzj1Oev+844i4mh1z+W70+uP1cvhyXs/A91bIgsOMjT5jJ2OmYwalKfbp9S4K++pKMz0ck9pnv5oYWmU33+nP2O+cReT35DtVLAB5X8aZxhMFDkgfT2h2P3WVcvWY+dhQDRJQX8sd9Ynsl/vF7VcxWrGqxUkokLgJsRsJ76+2j/uKa/J4i7pgN77E3z1N+fIO7pKkHcJvJddBNMELfVV2r+lyBuPY+8ACcqFBuobkDKC0KiIDlBXC8cJojb9EmCOB84JIgbsLgRheOOa5KJC4DVA2OMqPySPnEHHohjgZ7wBAguck976wnAV6bd24wJ/i5ElBNWwfwJPpY8TqVUP7NasJ//5eeSh6kU9X2bPBbit6MsjPmstHqiPcQnD22q5XFq2kez+39Z7P5Lefjlw3XB/NLziXN9zIJskwmooiW1fhJ/LXNG/7VEUixFGUwCNmieLFgOGweHOeyYRgmKYQyqRBzUdpxjWrnWuceLLKp10bljTBWgoD2fPjCfFYmgqaDDiziqmmWtp7I/lp9No2Q6fpOu75xEZu363AlUon5c7r6kvjCytnXuGdusrFO7T/PYeQxd93f6iYiNEom2G/9d+7H6yE70IevYR/G5M1ZX1mEHUHWdOHkku77SUNea089hR1wLAPHxC++vg3p07K72s+7LHmMq++JOgbj2QVD20PZ1oE6jG5d6GRP3qfi2lQITZ9Ff5R72ExjyN2/erGrBioNgWVifWNRXx/9xxPZ2Y3Yi4dD1rIWhw9oG30GYSm2nMfBYIERZp+BciM6ZK3Fd9k14D7jM8Yzup1PqlCkGZizw6EBEr0sQd+ZjhUlYgrhYUusEcYUZFPNGL6F6grjSV1uA2NMyuoKxmObp/mbBOBREAkITxK1TUNSSIG7LV7TOiwRxa0BYS4K4Ym753etzEUGrjJQgLq6cuCoy5RSwch2uDWOCCbgkQdyEzjIhJciwhQfsimhNou3pzJm2zO/UP4ZrObjQwj37ujBxpRB5z0ynNAiCwwqM6qoCp2q4+f7h44dVLTBwMINqyoU2VaNWErns6EycsE2wPh7ba0zcr4UBLcW0zz8XQaMU61/x2fHYJjfVAGvJYUjre7p7HTDgCoIS7t3z3aJNaIi95NojYUKFMDcYRWsH9cHfU33PNAok7zfmDr/Sto/YGAib0zGPmovM2ddGjFaXp03e20XhFN9CD/zRPvM3bXOv88UThjYcqXZXe51oZB6wNVCsjDd1kj72cggqazuK3ur5I2lfdxE7JS/n5Gizelapj6uXTFwVAMrEOVE+OwZPLQ689wXP9e6ccPazbdNCj4nDSsH2F/Ff5BnM57ffv13V8rzlk+Psw8qjY8a9s06i354qE9ftazDxzSrk5bfFiqUU+gOFrvnsylnRrRlvDgXnwnUACUMFnLN+r1XbT3i8R3Kpt+YvGp8EcTMGPDoQ0euuitYk2p4EcU/MHDRB3IZlTRDXRxrUHGEJ4jaMDEJwgjg/CmyCuNY3CeJWBvgV4Kpp7NSgODNkowvBgCoQEsQdzuTvihADNw08RmXoKf2SIG7GRhUdiPB1jh/GqTmfh9uj0eF2MHFogNG2EQUSu3hMS5Q1UYA4tU5ecl2EIvwaNLcP0SURLGFpiDD26MtHq1qISkmeOfLL8b1jqryDd2GfONPwiEacdr59W7TCpag/GH4c+H08elTaWYqyVcpIbGuua5/TbxpBEC2rl5Ot9peOsb5r20Rw/f/GftizGwvpsYt2fdMI6/vQsLuMGsIIbKe+vz1X5zLPhaW9+/ndVS34YXY+b6KJ91jPIbsi5o6eaZ9qwD1WZ8Q86Hgoi8scYw3pWsJ3iLW2nbOr1t2YvME+ur5OhJsoE8Mc69hMMeX1FHIumylsbDe35fnenDDfO5l7rmN+kNUYava9aLORsdg6e7towq1+WGLgR2Yst/ip6v1ThKB6rct87mD+PCbO841VBZbOEeY/TBzWHsx3L4+aau3ddX8qPnHiw+qNJWPH2UQkaDuDm3/8cC2Lr+7UOXGlr08QdziAPAMzHHIuJYibMSCTgcPI/DJB3DrkcC0J4pqGOUGcMTIJ4jZzQs25E8RtmLsEcWe+Mh1gdsxDFUh7pmkJ4pq/3harlSBugm/WDqCuCrtujrV7EsTN6+ddyqpRkKpDgox89h7jGMAnCeICnaSTcHEQNwJ5J6JRmtru7Y2De9Huo2F98c2LVS1s2Orn42mmVQiJ1q0LBNKEHFgRfNvwV4ARVF+TDz8UX7lSnj0rvntbxSKN/bv4jpUCg3Vsnzg0zcY0tiiagGfYH/VvYu4/fVrSK5Ty8M8l6mYpCiA8poL7YfiUCcU/RFke82sqzBpzwqK/NX8j8+sTrbyxiY0B88bQWF2JJkdf8Mk8Np8X8cFSxs/6RqNASjRG+gZW8/Hjkki+lI5t0YiDtB9/Rd4DAy79o2tKx4D3aTtc1okonhIV0swgW72MtW4Mpc4FGIZXr1+tarG5ID51nsbd85XpWOEt5lH3cs9PUNk+j+WweS9pD+zvsLCDNilA73wjPAbRUwDKmWJ9QloL8RM1Js+JZqtrpfO7dHz/vH5zz1Rhvoj6CwvDXFG/MfWHDQuOnq+edyZfEJ3SrA3YTxxTT83TqHsfYwUzxx7NmYSfdmelcuLmlJ4/qDKV6lPMOsdXDpkBphJrHvrN8/MOz4kZMuHJPTuZuNNk4g4wLgniZizYKGBY+rpjbxRT25MgLkFcgrhiDirClZoRJYhLEJcgTiwQGohKELexUKklQdzzddCTBHEBZucAYOHY8ue1eP8BxiVBXIK4sMZiCRCHtvLtP4sPVinkX+M7wE+ZHVeTHGQxlQm09zStKT5rMIKaB07ZCg5UfN7svpbnDhaHwCb4dBzbJ4524rs3YpvYODk4aY/6l1nERsmTxfN5L9/p3zdvS86kUvjOc2Bl6n3MDa5FK8/fleXjHWqiq6xflwuv1f3VtwVUlPLiZWGJS1HNOXOJvzMXGGNlNdWPE2YQdpZ23P/T/VUtCK7UV03dYCT5XUGh5aX66acNu/VpUzqfvMaY2fPadcZEEolUol9qe4yp/KVEMi2FsYatpr12XXuvMXGvSn+XwnjQj/yu0UBHzKf6dW6zZcrg6xxQ00xd97Cx9FnHauKTBgvcGHmu93KJUS/te60fc04j/dEn+h79u/qm8jwUDRr5VNe1+rB6+9kokJHHxBkrJRFMqbf5R717t6rrRxnByYKeMpxe1MyAOWXHxCkb6vg36h7M2LJ+8FfWPGrsE2pp0J3TJ+IT5wbjwdJo4K9KOzkHkB1evy4gtxT2C1WaTZ4TM2TCk3vHAcDCybXxKo7TAcYlQdyMiTAVzCx1/bEX0dR27GLiEsSdz2t2Wcm+GbsEcWdgJkHcJn1EgrgN+KwlQVzJY1dMQ9UUtjO5dUxpu/QOTqL6BHFn50CCuObzmyAurFAfyoIHAAvDd86QpW/cMw8wLjcCxGmUR+97dEJ192uuK882/QI7+/Uz8WlRjZ3mcwravhvo0tDCowhtUXZrkCOs9ieaW5gW1SZ6kfjMJyVYF/VhUV8V9ZlAA20RwRr7Yr4Wgwh+aOQ//vhxVYtFa2zCDUIQPmRoTacC4eH1wQAoPIc8dg++eLCqxVim5ueE9hcfOPz9iEp5+w+3V7XAcsGaoB21SGvNBAg/L2Ui+Q6zp9ExqUdlOmFWmCuwiGhgjcVoyXKpM36X774vWvtSyD0Iw6ZsLG3ExwKmjPcxhvikKIsMo8aY850+sZyDz4tZUCnKxN29W6JTlqJMI2vGWJLGZNn7W2RR5hztffiw+C+Wou1lztL3RH+E5eC5yo6aIN/mOPslzyPPE/XFh+XR4xLRtBT6g3oShc/myHeFlS0FZpP6kKMRsMl9jDNzmTnLOPJe6lXHm3nHs5lnzGf1N6JvYNzxw2G+Uweew1ykD7if71xPm7YZ56pgYe7QBuZ4nS/bRaPdMmY8lzmAT65GTmTuaQoU6k87Hzws+0QprE9TwrU59/SvxVe2FJsrbW7Q94ytmVW333kvDD/9+/DLMmdL0bXDHmD906IBe35h0bO887eEtVIWbcuXkL60dfRV8WUtxbNGGO7hzhnXRbFszDpzjznMGHRRLAnpr/KJk2ez8wOVelmfqiB6IOFd5ReTjzirWg5X5gpnOXOX80IZUu3Xbg55+eYuqd3hubtEv0dBRfS6JeqUz5gE5hPEbZkaRBdPgrjz/gsaPnvbJCZB3CYQSIK4IqC/eWPmTwniEsQliHtuwVwAZQniEsRZUBsRnAH8CeIKi1mAHAqXBHEBHzkPGEXBWfS6BGCTAFgUc1x0XYK4BHFdHi5Xc0hfCUvVRSpsTGLVeCGcoOlGO88GjFbTZUuDTFw015VFx/zX+1XV2KG5VqbIzILEx8t8YIg2p5EB2/VoAdGomw9NtD3R64JMHP2M3xUsjTKWaOhhb2Cz6CdlFtH4K7OA5v7uHwu7VArPAczCKlQNdi30P/2OVrnOF/qcsaNPEWb43fwUnzxZRwVV0y6YONquTBysg7EGLeIgdUSjC6tCPSxKYhuLZ89LxNJSuI81QBvJg0bf0yf37xefuFJgR2EENfcgY0k9GAPWIRFSeR4+fvQHScW1HwFVfHq+gKq5pl3MAdoLOwMbw5ij9OE7c5Lr6X+ea3PofVmzpTBHldWiv/S9sFR1vDX/I3OAPoJRg/mhDmj5Nby89WFRUNRrmQuwJMooMVb37t9b1WJ+lI1FhoniE8af/VOZKuYkjJu978fiB1mK5XVsubXoe/qI+2CVzB+rsRywnDzX5lhrLyyQ+vrRPvYLnkv/MObsM+wX9BvPMz+qdvbQnvtflLVSikVe1bx3UWHS84k7ASZOI6duR+ytewfrFBaTda/RLtUXTSOfujkMj8TEdTn/2hh1+fbaGKuLBmuZOat+sGrR4AUVsnpI9GP1UV5CED/aM6LgLHpddN3ldYuBvQRxCeISxP3tuQlTJqB65pQk500QtxYSE8Q9MsEdIStBXEm/UUwDE8Q97cwCE8RtfO4SxJ25T3hK0wRxhWHaAg8J4vZg3JKJWww0HQ1wO2N4M0BckNWIDk6aU54/gNRWns22CnJoatGaa4RA60vxB9QIeLqBe9HPYDeUmSOylfmqfPtyVX1lYIgsSpv6RCjr6OT+og8sV1YLlAC7Azsx1z/CvS/KxLVoebf/p/i0lYJPCv0Ic8g4GXvTxgVggvDFuCGo005YEvwS8MGznEctkhgMBCwT1zM/0K7W+zotftPCw8Qxtsw1jVrJ2OBfRBuYK7AAsMS825gh0ULCcMFiqL8Pcw8fN9oGU8X7tV137txZ1aLRGGEzeA7sDP5WsDTUFw09fatMHWNNf1EvfMrIxaWMpEblND+l5nvHnFLfFepNu1kLMKPUE6FV5wBMHPWlXsZwNl863VtgdYyNKmuSsYG1Y67QdvrUfONQ1rRP5i2MGPOa52pEVB1j9hnabD5jbY7Rh7DF6mdJn9lYNIbNLBsaewz7yFylr+hj5gBzmHZwnfodMueYm7DeFpW3+Qaz/mHKYNp4Hyww+wljyhzleuYW+ynMPOz23c8Lw1+KRWbk/JA8eMMz/YSZOC8/oq4vG5Pmp4gPqO2DzQ9RzxCXoVNfOs1Te2DfMGUS1RJD883p9cw1zgf2N+Z45xPnBN9JJu48iO7y7+1i55Jhu3SwmCBuC+ANN3wSpHphiFWgDoJHD8ho+GQDJqcS2MTZ3BPEnSWoThBXTBu/erJKEHdmupsgbsPUJYh7sE7uXgsCUoK4TVqPBHG/n2Oh6vxQEKam8JaKoCkoE8Rt0tckiLuAwYuaSUavSxCXIC4KpKZc14Efh72IPvOmMnEaMdILE21R5F6/WvsG1YKGWiNwdvbqaA2DfncKdM3HrgFMhAEi/qGdh2kyfyaJ4OmZVSpLon1iB2tjvvAp4f3HYuJgl2CH0GgrE0e0OM3bB0MBQ8AaUH8uS0hbhPQqqBOlznwPG2uCBh2NvebHYg7VeYOAy9/wKUPrrywibAljxTxFyEFwZm4oG6M+DxrZDxCGLwp9qDm0YEGUfaDNxtq2aJOwpBpNjffRXuqjbAkaeFgL3m/+hpKPCRbG/LAkmqWGlTf2p7HM9N+9e8W/qxQYQ8s51tYA9bFIh9+XHJGlmJ9li0jI82HU+E79jIlrAgVsmkajMz+3sv9UVnGbvWJ9auRLZS8sai5539q+RF8qg0VfwYBt++HV+jB36TPmICwhdTafr5YzkH2KOUMfqB8TvnxqacCY4POmgaZ4n+XcalFllSmznISN6WMusi/ApLGWYMqoD3OafuXvzG3zVWxj5kVCZN8y/1FSQ+A3hT92VJg8YSZOIyp3edaaVYhafzBnzGe25dTTCKru88TPW33oOkYm2tfB67q0O45rg/k0w74Kg8i+Y2vi78X6phTmqPrgdmfzIKp3VF486eui4Cx6XXCMT7pPrlgbbgYTFzQ5i06sBHEtr4tMdgv13pIErwWoBHHrUP4J4kqI9Op7mCBuHZChlgRxmzkBSEsQ9x8LRAK4SRB33qQrQdwZI4dCIkFciVZZgJyC0gRxAR+6KDiLXnfFAFBU5j/l624EiBv5U5mNdXAC3ngQJ8E90LKaPwUa8GfPLIS2+Yw1LZ8xYBoFjGiQXs48zaHXvuNrYpGmGnCHrdDcVxYtEi2f1MvYELSSEpmzCwPd5g6ads0Th8/KsZg48117UPI+laJmXAgEMHFo2tXXR5kDnnvnbvHnKoU5gOb+1q1bq1oAbxrx8LPbn61qQUsMuwJzWxkPO5zbWKn23nJbteiF5mPVmCBlScyXrR1MMGU8l7nBGDJ3mLMI1viwWaLo9jzLCdYUGAgT+JphMgejRp/AktIefteIoBqREEbLchy2taNRHXkPbAjPxW+RsWfNmC8K7HhbA8xx6gkTB/uiPiqws9STuQaLw9xRnzbqST9bvVr7mKP8HVaY+aL+uPW9qpWnrjwLpk3ZQI2YZ1EWGyDnucx/+pYx1DlMX9EnXAe7q+vM3tcimOLfCatgc6oxZdQD9lOZNOYkY6715HoYS/UPxd8IVhwmk3rSfu7X/uO91JsxZE50/d3WMtdr/2ik2bDQdcJMXOe7JWdjF1VRzmXYV/N5bTn92O8sybgTfbHzobusKI3CqqoPnEYs1bO4yzHbzg3zlWuKRNY6TH4ycTN84A7sHxlex0HZ/To+L0HcluN6dIATxBUmrhwYbJYJ4s40XgniNmaUCeJeGgudIO68+WSCuN/XQTlqSRBXfAL/8tjC5SeIOwsaliCuMGwVuIq5ZIK4AMMWBTVRhi16XfS9ed1ivnMnCeJMI7KQTfLJ+8RFA6A4uWton/oRRFkf0+jR39iWC0vVRXxsZpPq82MRy/734zop57qIFjE6JgaYHR859bGzqIbNtwMNr6ttm9n3XqQvi/7W+gaNMUxTpyX0guTo373vTvRMzYXDe9Gco6FXLSaMIUyd5UR7/Gjt3wZbBbsCS4W/GePMnPjsvwvTVgpaTxgCNPsa5Q+WC1+6On5cq3nW1EfKfNyazxW/o/U3tqTlwFIfNiJz0kf4UsEicj0aXZ7LfUTW472MOXPS5maL0Kl5zugr5izRMs2Ho0UAtETpLcee+sLhn8QYAxRYA1bPr5+uKlPC86gP9VdmzPMTpT9gSeg3+ofnwbKy9mE8YcGIEMmcwhSb9igDyH0wmMq8aQ7I+n7qBHtInc1Hrc1z5iGMl/m6fVMCb5QCY6YRURlj/q7riLEi0A99wBjj66X+jN7YwD5iZmhj0Fhg1qtFgXz/bm3abevsUVnXpViOsbZfw4RTf81nR3+wThkj6mO+twWg1ToxRxgz6qlr09ZO86k1VroxcTB8xuqihN3KTVqFfC93qf49ekaaL3R5H/PQWNfm02nXaG7Rhc6YUbTEzjqknePMSdazWqcYg90E61HfmbyBYH/iArnKk5br8d+f1vOSuY6lBGeZ+VQrW9vO3JHSvxuvU+ynBGeLganRfKi/zyaALsBCCeK2/OUig7DXQCy1mUs45QRxhRXErLI5utvGXEBAPbQSxG00mgniXq40HDvAO0FcCUJUTKATxD0ykJMgbhM9M0HcJr9d3UMTxBW2sMhNVyXpdYK4BaJTniIAvYJ1ShA30/42yvrcdBCn5hvms9NyESnTB9NgzMHzEqiglG1/Kg3eoNEoh2MjvnEaHVJz5iCgwzbA4ng+eFFN7Og6zQelkRRhppTN9CJ8dot9xMSJRloTxTIOABWiTKq20XKIPS0sTSlozO/dLxEIS8E/CZYIjThaaZhXfGZgCBgH9ZcycN2UKWiLjcUqkRvpM8wS8fVQHygbg+bDRZ00B52OlUW//FQ0s6XAinTAX7RhjDF1Ze7xXi/CHppx5oTlUWv+VTBW1meSq4w+IschkT7pe3zfWIcGWhubwXe7rylAqLeOpUap9HxOqBcKFNpFezSanPrcKSPIdzWnYs7aHGtsD+/lk35m/tTnaC49GGVlKTTypflstQh36mOrFge8h30ILT9jQt41+kRzCcJQ0UbNBaisjzHjJTx/fSdjrH1CvZh7gFTez3PN37D5NyurzBrhfvYN2lXPgVr4XU3u1feQ9+l+Qv8ow6n11f4M5bSKshD1uh3+YJpr7+hMnOQ47erc2mCWDSX8fp1fxgq3/W+bdVyvPfzF275qe/hVEaKFMVTG0nLIttQMGtWTfV5Baxe1kxRUoqyPypVHuS66Bq7KWJ94PRPEJYg7lyvGhCml9zGHDDJ/nrCZIO58UvOLgFyCuI0vXIK4TT/UkiDu/ZoBTxD3Yp3qoJYEcZu1kSAufrZE3Us032yCuAa+E8T5JoMJ4tKc8hDag+imFX33iEXxNCre82ej6SCoitZ3KRCnfmXa/9ua7PpOtNZoTdFKow01rXS5Vg+WqYyYgSMiDYqTM6YtaLzxOTH/G2FPon079TrV/NIX+IxYdDjRZioTOfJH6Hw68IkTtkavoz58qm8Of1eWi37AvwpfF3s+ebTa+PAcG2dJTI/W0yIlNt9B1fZu94u+q2OMW0Q+nWt2n/hlKiNkjI3kUdOId7pOdG4yF/X55nvX+kiFKxhG/LToiy6PE5FZaU/re12fGnDIfNk0uqREXNW1yVjqHB32v/rWCptuDFwbN42MqO3uGLw2p1jjBMOwfm7P1ftqP3R+w0Suk3nYzR32HfEbMp8t2sK75TqdS5rM2vZyYVOYC56/k46ZzkFvDtuckbxqNsc1mITTbssJSART1hDXM1dlzmruRR0rxsmCAjWzeFK1DOdMVCMfFGK3/cAYKxgtot2eDBMnc2jkSwdry5nAJ8oojb6rcyoqhx3rutH+1Slg8ZVrvsuWC7H5k1rkWs422e80h+Ox2h16b3D+h54VXXM3+LrZ2OHG+8QFwVN0os4eiGA9ogAiQdx/zD8hQdxZFK/1vJBUDAnizvokQVzx7ymAUoMGJYj71AVi2lZIrXNRJYhb7y1qFg+oUoWo9V+CuHNWNNEz/tx1g0BvrlwyuC9B3Ca0vgauwhQ4QdyC0TBvMIDbK57GjQdxwUh/NxXEAQZNOypaZw4HNFDqu4K/iNrS1++a78c0y9ExaZoiExKEeUJbiK8XPiAaDbPz41kYUHfsBNHUWuQyfEo61tcxEQ77xAXboRp6tMj4Q3T+ZeIDotH21DfRomE2/0nV3vI7vizmr/VDMa8qhb8jUMAIUs/6iQ8K2nl8FYzda+/mOv5u1zUNq/nvtCA41I35bbns8AVpY9mxLo19oD70oQJmEw6azwnvZy0wNyxPXasnfWh566RvqSdjq0yUvsfWeWuPpsNQdsja0fqp65fGOtFuXWOeRtr8NalHe4753kl+P92XmBP4rmARwDio36XHYtU1q4owrYPlixSfU/rCIo8W3836N84QGxttmzDx1ufid+RZLHj+ga41hQTB0jHp+mor0Nd28IrOVE/2Ld3XdT/Uc4DvyhLrfewTWHswp83/tO0fzAnbP8p+sb13eP+3PYK1Ofis461+hURVPTYT17HMTq5Vc5No69rzy+RcZwwUqE+1YIrKV0tfp3NPmUQvgrZFVCWiazOJRsZgX7a1qiy6yFFLt2uR5yUTl+aUi0wkQeeLm1NGAUNQS3DdmLgEcTP8E9R5WTZDhDNC6CeI20R3SxC3CWtdS4K4DSOowq+CyQRxZ/tTgrjN2kkQtyMxsyjeFNibgqIpElTRpsF1EsRt5homvPi1JohLZm4u7pmNHW46Eze3w2+aT5xqrNW8oMtV9OmnVdV+qw/Ltr+Cat01wtNobLw6aa4bi9TXBGTXFyTIXE01d+F9aOe4X/MlPXjwYFUL0SHJe2SfDx+uf+O60Wd3/5/L/bU0BpDPJ189WdXCe9EeE3Xy7h9L8uFSeJ7mnbr3eYlOWcqt/7q1Llyn9SMvHu+DwdPnar3ut8iMXIefSa2nPfNJaUMp2uaa66wWImnSNqvjw9LnpWhOMPz8YMDwX+TT7v+i3F8Kubv0d3KG0WfUnet5D5+MgfV5G3P6mPbSt/o+7vfqS3u8OUXf1zatS+sffS/t0X6ysWr15nnkFLPnfVlykJXC3/H5Y85RT/qJv5MGg+fyO+N3+w+3V7XwPK0Pz6V99tySD037xNrc+sCe+af765yI3TxvfcbfuZ+63vnDnVUttv7aerS23yvrqBTqxhzQNuv3O3fLc0thTJgrWj/aTl/ZPtPGyvpGxryb8/RHi0prc7HllaPP+bvuL7TL9ofWb/p36sn7Wbv8nX5iTRG1k/fB0FmOwK9LmoxS+D78bFF4ee/wc2uf4d2n4hPnncMXMdFrNpq8duLbhZULoEWjNk49y0dn/aF+73yl8SV2fKD17Df/zJ+KvFMKYNdA7vcl92IpGun5SvRPMnHJxB1i4S3NxC1dx9loemEAsbRPXIK4+YxcgrgNOE0Q93gNNGtJEJcgDpCVIG6jMEgQN/+MGQUoSRC3myFKEJd54pbGAHOfNxs7TGXiln7RZFYjaNY4tyNdhm1hkBWtX5crjXqIGag51Q80SRZtSSMhapQ4Jwcb7zGN07clPHYp5P55813JL1OK2uBPjTy5nheD6Ip6MMG4oalFG6q+HmqS1UXcpI/FB2TqXO2ub2OGqQp5nro8Uy2fE5pl2sEnfj72+U3Ju1SKXf9NyQdVCtpRnK/t/nY99z97XjTUtZRkztuFMbX3tPxO9vf23e5vz4F9ss8GXAAwaMqpn+aDM3+vxpyqT535tZXfPd8s9YlTH4XtZ1z4/xaZsPOla/4x5vPWNLHmk+f8HvHFWV/z46bgi6c+f5Yz72PxGyxF88dpJFGux/xn9MmYjD7xibHPpnm2781nhFxlVSu9Lu+kyHVc737+863l7CMvWf20/Ho/lBQGpQyf8315TinrQAX/kPJd+V4Ke1rd5yaVFjWR9e196vr2vuOjavVsEfIw5bJ9hJxWg8/oe3Vfcb+/KPtOoHT719/K/nVBib7ffHjbWrTzQyLQRqP8mm9j82n0vm9HmO38IZuv6t5nh8ofo7PJkQ+icsfwusbScLYyfrCVlk9SIpx2DJSE+O/8JUXeGdZronzoyrMqA0yU//Rsx2VCowu71khbLKj2WScTasTRiXX15qaOxd7fJ45NdKznri2VUVWe7H53cv11xNKIwXSe0+1LIsu77UwQF7PhnTtR3AUSnNAJ4n63AANdMATJeZcgbgPeKAniNgm616WBMTUDHoK5BHFmIrQL0CWIuwDYJYjbCeoSxO3BuEUVjAniQqZwCeL8ubg3aJuZuzkK3rhurmyeIE7Rf1Az5EVJig7E1AEeXb90pL9oO8Lv9frVC8iim7yTW8jLf2U28CQJl4WIRsk0b83nCCZAI5FpJMhQ/4zqLIwWuWtIJWAR8ZoGVvMeaR4ir04GGqMaEU8D5uSMcfsCBlJSAViQGck71YXqRvvpaYTQBDkRs7ponftq+pRRxc9C8sSpc/12/qVt/wzTXhY2WbVXurFrW6b6IugY6Zzo5rfmHpzZd94B42qqde6pdk4CGyx1QKs5kuczEm3PUvWaOs6Lv3ekjd36PbQnlvGN1jH6vKWvi9avW0Oax1K+R+vpRb3UfSR69kbbs/M6Z4+NtmV4XVDe6swsg8rjqNyk7IXliW1WGjDXMORqkRP1T5+8noPtPBSI61ISNJYfxSpMnUaGZtzrmW4K/AFw3xfMJBN3PhCQuQ7pmXlZTJzkeB3uBTediYtu6MOOnEphB6NiRpm4TpgS4LC9OdQNIkHcGQBIELfRxrmgdSYQsX5NEDc5D1QU9IRNLBLEXayZnwC69hLud7wnerZE3xt93tLXReuXIO7qM3FdWogm/ySI24xtgrgLIqQGAfZIkbAveD1ZJu7KgbgomPE0y3tOiKUPssWfF2XixHa8y8vUWCnMy96+Lb4gpWBmZiyI5C5iosN+4F8FE4emzQOFBh4nsFmq3bNDv7WBd1meoOZDRgJOjajVgQlhuFwQF7xuOOY6xz3/Bs3b5PhyaM6vbWaq/l9z2xhbRb4pYfI6Pw7J/WU+ac03xHKPSS4vzQXo5Z1SvwAUFdau5q+pCoydz3M2vO7aCfPv3Hg6ANTrU8/fRtnfkV+Oq7yR/WD0nEP/bnNP5pTmCtRAS92amagocPeIAavjAojtte7NKWXGR99Zv4PPsCJRx95p63A/cvyq3XoEFZTRudbNbT3jRizToD7mHy7jo3Mm3E+j9k+cu4u8d9RHBzan7M719j7WF76/5I0lEig+w936FeuMzsJCfef2lPsMAEw8m6eOHe3Ed1tdHIyhbGfpNuNoES0Pzeo68zuqlAlft9CYKbibOiYu0ybuOZfuEzeyQPD2maMzcQniLtbSJ4g7Y4gSxK3NBxPE/XZmRpkgrjMpjQrTS1yXIG5rLiqoSxC3c24miLsGTJwoHC1Be9uPE8RtxjhB3BYjlyBuMx+8wCZXFcSFUfyhNDEjLaD47cxF/d190fdOBHH0pybBJYADtthEcCQxqufbg68bEdGIOMgmTbuUrdFxpT6R/lMtndrNE4WNvEjaBrWfd98pLEsXDdPxSYu0Yec1kmtH+0h9wjqw1tgOmEj7VIasXRetp8uYCXul/pKeRqtjqRqz5rXH85NQwaDrnx0+cUNWowkfUVONTmPrsKhe36g/ZnRMuvfqPjTyiRU/is7PccQuTNyfPEBo7b1AW7i9Dobj560h1VZPVA7W90ZNWCefWQNTzSiYjr6385H1wOSISeT3ILsZrl/0vUu9v82Njg0ezPFoe3b6ncmYR9d9+LojM3Gd/6HsNwZe2tmE/KHRSz0LHrfvFwYCh/KJYw3CwKmcxJlHZF38+rEuqv01mn/GhsJijvb0ib+P3j/594XH7rqZU3prf8g8HpuJO/ZECGsFJy6A4WY8UUjqnFwdM4AEcb+dbX4jR9QEced94QagNUHcDg26BKHxnNGnBvhJEFf6+gIg1p0bCeJs30sQJ/44CeJCkRonKbY8kCoB0TDVTxB33lcuQVwsKnxkTg5lbc9c1PETd80tR/LkQEkfJhekvgniBug/6mQ9d6K4/lZB7WY4sIlsnuaT0gRzIjZik00+MDZX0xQ122w0ZER8JDcY0SmVteqYN3xkxNY70o+8Wxk52EC0Vvj3eayfaV4d/wC16+8YKdVg76vxEo2JMladZsnRtro+b2pa6CkKZJNwmYAoEycHuhfB0WMaaQ9sLQd/x97uiNrZgSYnSqPNO/VxG0XG8+zQVQGgDJ9YDkQZJg0YYGtAmLiRpnoUNXK0DsP74o4x2Z5P7nuCzNywnYMDetTOXXuAN6cmKxyDwVKidfQUeftGfB6+P8hqRvtn+D5vDQ/qYWslKkwNxie8ZrfXpvPuyW0eKY2PzcSJQNtZlbR91ZTKyAPNKoMAKMghMFLII50PMc9bmM05GBPH2Sm+gp0/ePuddiOfVbmLnJr8xrk4PPNGcyf4e3Q9h69beOyuPRMX3UtuOhMXFlaCEz+6WYffGzWnTBBnmmg1JdWN2gtDnyBO/HsSxJ2xQZ4ZpfSR6wwdFIQTxO2IarZL2B5oRace8Nv7cYI4YZyDczcqzEXPSDXFHYGqBHFb43bgwCa6vhLEnV8zqkDW4Gw6VxPEzWfmJu8nnsL1yIFNunYcCsRF6M16zSjHVvQ5s69bWgu6MIiLmnFG228UsExE/v72+xKNshSiRMGsGevVhCISZuN3RhRKWDBjgZrwSqTCLhG3UNWq8a7fNSgCGnw2OL7jl/fkyZNVLcoeGpNDZE0YNNGGKRujiybqmzJ50wiaznq+aTZXPFbImZsuIyYMo0a33Pd7tB+760ahdYP9eG5teZH4ouuZd6pGVTTNk+fE6P1e1LQ5fbB9j+Mrt++YjZRS2j+j8M6j/ozui3ndfOEo+27BvnMSH3fzPKi0vSpjo9YXCv4+/vhxVcvr716vC9Gv8Q2z+yX67YihHyoUJrJCYcZuzxgKyDY1auXzb56vCzIZ/nWen7bnpwiDp5ZNqiTxTNSvylxbqp7uWAfZ724c5p7l+8ou5X7+3bL/lf9EOypB3CACVVAYi/Z3grizqI0KNN0celGzwn1TDQTHOkFcYQILOHLNRYL9mCCu7D0jU1o1K50abGJi0IkEcQsCgokCaPQMyesOOEYJ4tZK2wRxF8uFCeIOuAaD+2aCOMxcoqg12LGd9iFoHz/SyIw0vgf7PSiQRg9WBXEAAnzjYNJg4sgTh5bm/b/er2qBedM8cNhnd/nnVJjDb0yoYMsF1mzi67goE2cMXGOKiGSFRurDhw+rWtRPaOjTpQyWoy2LshGT50RwrI8F4sKBEIIh06P9eCWZOM09NXJ2HjFu3u9ztXejubYwExe1KOi0vrrvOxYE3lqL7ot53fGFohwDP/HxdWfiPHZIFXWcQfjGkX8WHzEsfpRNUqavE8BFWTWXbToUE9dFDWbfL/VGdtPcvMhByE8KjM06qp1VtNl86hyf07l9c93W99IgzsUujotGNIhhRA7di4lzA3IIRTh1Aozs4j2fEg/MRTriINeMhC183IIgN0HcjnxNaU553qwZABIFY3Ov25PVOWkmLkHcudxfCeISJE09w2/k9TeUiUsQdzHzliDu9PbPBHETNdNTN/QooIo+N/q8xa87EIiz3FpN2DSH2W9frmpUx6dfP12XN2/erIsl5fyufC/l2dfP1gWfOdgw8suplqeLlNgEfwOVEt7ZIg5u5WVSfznqxLvRyllOGem7jsHSpIlRJi4aMXQquxIc66MxcXNB19L3naJPnCidlLXcNwqku68cm4lbei0EAy1E99no/p7XnZ6QdCPHJEHc2oJGrS8U5CGvIAPAxOGjT1RL9anVnKIaOARlU+eLG1WSe/uxWDbsHTlyO9JgmzNEBLfIlS9erKpsBGupPm8aI2CYq9SL5hrsm+u2nhcHcV6k6pNn4oKC7tQJsPQhH33e4tcFBfto/6i5EptlgrjiY5UgbsPIeUzc0mBs7vMSxK3z9q1LgrizvthxlkT3xbwuQdxJzIEEcQniIjJxgrhw3I1Drevw2Rs1S72yIC6ouZg6EJPNdyIL5xjXLAziNJAMjBlaHPKx8Am7BdvF34kA+firx6taYOA+fCz+aKWg5VGzVU/7YyxbE+y387/wGwwb2rYnT0sUylLIbWe23/jNiJ27C7AlsqBdt2cEqcmAPjjWR2PigqzLKAKhV/+wj9wpg7i2R+CnYHkYJcXA5Llxoj5x4XZMDT/vJeWeuAdPPTfy+gRzR50DNxTEqQLVY+K4bttSp/6N7zBw+Ie9ev1qVQtslFntvCp/L8Vj3lR+jM6JQ/nEqY/fdmRojdZNXWEpiTj++nWJ7LlVNBeda9Kqrk3OHI320XW57mAgztsDtvwgFw3Ktm90yuiknzrwCeJ2H8YJ4nbYnieIi/nEJYi7kPXZBjQJ4vbMIZYg7uia5qlnbl6/AABOELfeYxPEnd8/E8QtsLYWNvtMEOd0qGp2AR1TD4gEcQMQ1xgv7KTJt/L0afGFKwXGDZ83olXCwOEzx+9ofTp/tKbFYfymMnF1ocC0qTYNrZrH+qkPnfrfdYxb0JwyzD5MZA2iczaZuBNMMSBjbSDu119Xle1GKFl87hzZnDLcnqlMHGz6xJyHWp+p50Zef3rC0o0akxsK4kw+EIsF/t7JhRJMCwsgY5/elny3pcDIISs8ePhgVQsWRJ8+fVrVolEt3Xy2AyAQJSUm+8TJPrgd6MT6iCB3Modom8lP3xRfuVKINK75dF3/7fSJO6dYu2wQp+N8MtEpdYNOECca7KCJXfSg080pQdxWrqwEcRf7xCUTN52JSxC323fPAXVuAtSpChFRHkX3x7wuQdxR50CCuE0OUFm/CeKa/3PrlwRxx9+nbg6IE/8kW5wT8/2ENb5eFCAHDEU3bA0kYKh4T03xqF1daFkVTnTT136VditThg25+Zk9KX5mpcDEPX5cfN5KgYHjk6iVlovk/xXGoZaW362LRkleODahUXTK9rxa36o1quXJV6VupVBnNEzGerR3892LUjkMCqE5sjQAx9Jgpj3PS29hufzo2+D7p87tUUATNx3IyK/VEcCj+d+i143W0kF/DypbDlqHmUBnZ528fS2Y13OuX2l0zuZ1xxdicgwmjsGOs1rByihfrf0eNQ1z5AM311fw+iHjNFWJIsy7Kpu3feTrecAZD4uE/PLo0aNVLcgvMHBEbOTvXIclET79Jm+p/5H6hUn/T2bWpu7VkfMl+EzkphqFfB2J/K/F+qoU/OX0PFA5yz3DtoOtlP5RRi88t4NzcPLzNCK+xDyY/LxWT7UW9GIzdP0WjMQ8Irrsd+k3XaPq4rHd3ovzxCWIC2vvdy2OBHEJ4hLESW6/UWCT4GG2KKCKHLL1mmPUbc47E8SlT1oUKOR1sbmSIM7vpwRxF58NkfMluM8niGvncIK4dSTYWnaCOI+5GkbAkYiCXeSdIEqPRrpbTKjSeg/YkmgycpfZ0hxnyh41pkvvNxvwxnR9/PhxVQu2448eF01WKca8NfYLbQ2sGDbon34uNuWldIEcsFkXFiuq5WGeVF891aZ5Go2RxiI6J1Xb2WmUDiS0jJgw8/2LbOj1mqAfEv0yen8ycReAsOiYBA/axfalue9LELdT4IysqWSoJjJUB9pPT20ctiPVWk4u7xyfu27lvtFZ1u0z0X0sKu8E08h0/SFpbug7jy3BLQTLoOd/e76qBXnlxctizVNLy5327HnJc1vK/S/urwvyDnKNshtqWaTM22SGdOKcD/nLB+cM5zw+ca+/K1ErSyESOVZWyIoWwVOjfmsqIlGuKpsaPtOicsuA+XOZL41aji+h5CoeRtmWuBK8T5k4k6sWUj5rvVx5WJk5tVLcOuMTxNXOiW5qDGRwoiaISxCn4Cq0oSeIu1zWKyr8BA/a8IF3qOcliEsQN1HQPDXQdGr1SRAnFhVbAC9B3MWKj9CZHzwLEsRt5HWzcksQt5uJQzPR5UlqwoFpNlQT5fmuBRk43jtE0UG/os6c0UHxxmZEnxvUUOlEcxezLGAP/Vuo2tYObMGffV00U6VgK47/2eO/FJ+4UrCXfv/D+1UtGm1vO29J/b/HhHZaHfGRs0Ar79+t3pVSo2C+f1/eWYrmNbFcMQNa3LVXF03OXJvope7TenZjH9ykJwMAsf8f+qBJf0f9I7Re3hrVOT6sz6H6ZcpzE8SdD2CiWr9gX56a4B1m97fad+ptyPodiSnc9ldnv5jpTxze4wfP77T6++5jC/n5jFiUUfs5k3/5+ZdVLeTBxeIIyyLz/W9yDtG5NXKjnvFehOilZIHufRF5MSh7eqwmUcBh5Ogb8szxuyfDWU5gTQ8j/oQja4a5fdhF1RRZvYtj4c3VINboLLuceBRDOW5iXA13zQ5iD3T9Dnj1zCkTxG3CoLslsijrNUrBeptsgriziFZKIyvo8JyUg4t37iYzui9BnKQOYBN2Assc3Jk8CDzWm/m+ws+Ud13GtcnE7WbiAn2fIOlIIOnUmcMEca5P3AiUmQDqneWOGWmCuF4GTRC329XECxDiyW03DsTRYCIGdpEFm49WxyA1YcKubyG7R9+jTNxw84ApApA1gVKjJUWfw3Ujgd6LHjXK4TGyj4XNQquiDJxGo6y5VmrpNNJbKL7WdSrbpf3AvEAT9vDPD1e1VBt3Y/3aO7nW5hJzx/HD0+iVXuTMUWTNqJ/l3OvczULys4w0Wd2BNwAYmosnrJ31NGwBQXfnenH8YZOJO0JAlARxu0FcAKwniEsQt3MOEM2uyBDKZhzapyoaTTs6d5V1ceWZKLAOKlCjZwEWPWYJhv9SiXZd5QbyyZkl0rNiiVTKwy+L3FEKPnJEtVTLMa+9Ublz6nWT5cWL+lOZMoeRAgC//kfxmSuFvnLnbnAMF23LId4ZnbNcp1EqHUZulNctvPZUvvLy9zn1MmvFtibcwCbKxCWIOy+ITZ7IHkWtgvRggBPEFVNPD+wN0iPMBWfR+xLEnbdVd/ttIQfhqYqXC68PCPfrTXwuwL3s+xLEJYibKszk9RdHqUwQN4xOOZKLEsRtognuVRLEXdx/U/ex6w7iFLWTNZ6IOHwffWLTHP18933xqYqU5ntV/a8uKvhl8Uzqy3d8xbhu9EkUpdEnGiOiSBI9aXQfv3Mfz6Her16/WtWCxgkGDh+4x18VX7hSGKefPv20WpefNoVxwHa8q8/HD6taV3t/i4L58ccSDbOW/z1f6EfL39KiS1WNmrK2aIiUidMImR1bSy47J6ed69enZrFRU9iJ13laQ9N6ouEJBsWJmviZn6T6ManpigKVZOLOQFmCuJvhExcY56hGNa+7YYwdwncVEhH8mkKxO9/b+WnnvXzn3B1+Nh/27rrmZ64yj57L7vd2jmPRQyRDolXzibww+uRMJ+8bz1O5g+dwnVp2KQPX5Zdrllw8B3aJKJb4yj344sGqFpg5k/dKtOwaMVvbbblryVW78Kf1y79LNHCnWF8hqzmfXh/bGLbn07e1vevSZGQdY3tei1RuY9m+61ipJVX3vch8jOOUz87iSuQvk69UiU8kd6z8VE70vrfraR++g6w1vhsOoR+lP+nX4Vr+V4kNUUtbu931ba2bbN6+M35q/bYd+X93njgJR8qmlSBuMwhhEAbYaSAoQdyva0fldWmmER14Y9Gp6W2CuJ2+WwniFmDIAsJ9MnHjfj51YBNRjJx6G7J+RwKPCeJMCaygLkHcrytVIm9/TxA3BnYJ4jZBBxcDcZ7TH75Oj74s+chKGaFJwA6oNvqJhgV7Xmyb7bNlq9f8IWSxJ5/Iq1eFsSqFvCOWf0TyjqDJ4fncz/XkJcEHjShJ+n7u43nPvyn5Tkqx+5vtNpGD+LRoSy3KJNfX6I61PHn6ZF3u/6nkRdkqDx4UjVMpaJyMiWvRmmDkYMi4ju/mQ9fyycHs4dvG/TzXva/dz/XMk/o+7iGHHe9kDo0+qbM9s/nbuX/nd+fT6tPmMM998LD0ZS1Nizf1k+dyHxFCGSOLxrmwaV3Y/3JiFKWR6WDUL8CLamksv9imj96bv4/BVLiPvOh3AmrVDMrzoV0aYITbEVxTkTnr+iXLPJ1sEjXVzCevnx2cZte88QIfROfYrvFG4OIMef68nPe1NEsU+2xygMkFXKfXy3UmT7T8aJ58Ye9pz+P81nqonMF5j1zD75zjyB92ruNz1uQR5BLuM3kFeaDJIWYxhFwy+ERWGH1qFG6TTxz5x87+R0V+3VVant3OskmeZ3LR42LxVIrVsz1T7+/ehexR+3Mgr8z9XWVF7zvyiX02+YccfMP7mtxEPbnP5KcmoyJfde15WPogUKx+8j6ea+/lfaPP9hzmpmGTFkdCGbkhdvlniT8xpbT3gHXI78cn72NtoijRKO91/4rliWtaqARxm1D+CeI2mxebqG2mzYwzQdwD65sEcedBh5ffpWMUg4J5VAjL63aAvwRxXQTiBHFHYrqCoHXuOk4Q93yVIM4BbwC6BHGmxE4QtzF/HIK37wt4q2UKgKvXHhzEidaeDRDNCwyT2rx2pnHYFkftVCXK5SgMuUbDpJ7b9qJr4dDJ5q52pnZADCLtWbubSaDZBTdTQeyO8evq7IYxKeR6tZPGHvlTsaEuBfMF7GNhGNmU0dCpjxv1NDto5z1mq97e113f/m7taHbPOt5uv9R+kjZjl66fnd+d54/H35vJatTE1fwfm42y+RU0W+fwomXxtk+0sraY299hMTU331xhRO/zIqMt9fyln5MgbkEmbV+gOwiA4uVTGkWzHUVgjTJ2S8+9iDllgrgEcTuZvB0BKThzsCaJBu6IXheVR+x5+AeJ37iuV+QSjXRn/k/trDY5qslPZiLYnm++ZM31weQN8ctivbuuEyIfuuaH4relclXn39Xks4g547lrBu/hva5/mshZF8ZE+KHEH6ilRPKOlFG8Bov/oD5czvehvyVyUQMdKt8gk2rcCfPFG/iSjeJZqHxmPmjiFzpXbrPcyeJbx9kXnbNT/P/OXQuGcDABOZ415/W2X+5uJi5B3Lms8LrpJojb2DgniGtamALYEsTFwEmCuFg/LQ5gdgG+BHG9n6kXITjNKS+O3hhk0qIA3rtu7ro4CBPXBO8EccUnrAC5BHGbAHIKGhPEteAqWwFWwuCNoIUSUMRAY/s9QdxqdcsMK8t/1LQJEAOrgC+YhXt3wr5HfBB2XeOxDWwSRF2iXpojDCYJjQn15LkdKGtoeKghG+XCAs03BtIL3mEgsKFvNGXWHtFMdfWFwWsMmUXuaZEYNVJi55ekGjvR3KnGTZ/naf6sv7fz8kmfaJQhfZcCZMbS5kl7nmkNGysYTQWg2vjuPm8uD6JV0se0j/phWorWcq4Q4t03zCGkc3ahEP9RYSx94k4ItI2YOy9Bu8z9kYXEaI7PnTuj5x7kd/L4eCDuksBLtM+u+3Vzx3hfELdttcP/CVSm1hauD6mur+he7Ozh3pnnMs5t/XM2wZZgDaPMn8pLer5rjlJl9lTJG5UHNSpl1IrFsxyIygZD+c/bP2V8hnN0+/q2t4asBKIBuMp10TZ3dXVk3JH1heubL30WzmPrRdMOnmGj/jSMI4pMZbyiczba3951GhgHudeYOOTStmdsr7WLo1OSLLtNtARxg1xYCeLWUSfPbaYJ4tbOywniNmAmmbgTBnUJ4vpcgAniToKBU8AwFJRF2EsQd7bvJIj7LQZyZoLs4dxMENfJASPQNexTL8WSA3xvDIhTRs7ygLUoSG7HysEXHoA2ENrBfMevCg0YZgxEwiFqkEVZbNEdYQ6JHsV9+JQRldLTJijb4bE3yiqpz16nKWoARw8o0zwxAVt/KuOm46OaL83z1zGsoHoSSApoV+1A5+siC0cZzzru3uHpac08FlC1hMroReeYqzERsDlVs2JMnOQfIVIVWsxoPcPXzTSJU41T+H2s0SADkUzcCYM2Xb/bDPoFzHMycWe5wkb+f5YnMrherjuTtm/7pu5TxqA5TOrU59X6M/+NiWsBvdyx3jfB8573c1aiSCTqt0W7bNG68Y/C0kmZNY01YM/9sZgRlmI+Xc3Pi9xnUyO5dv04tf2SEDs656a+15hK2Tej7Na6P6da/mjeW+97MM+tylWeXNb1oTcmss95578rGzvtCa/TYB5enZP7ykPh+imT6DCfrFUi7lsOxWblZ7J8uf9CJi5B3HknbxZ5grgimNbFkiDONHoJ4nYHREgQlyBO50BYqBqZzlzG7wMmLkHc5QZCmSssLcbEJYgzd5sEceetS1yzz4vccBLEdRGCIy5WIwJptC9fexBHJ2pDYbpgrpSpcbUKUe2B2HuONDiEtr9z986qFqI2gmJpB9/RPH3235+taiHapmuqIah+qv+RRWXCR06iOrLozXeOBNft+s7nUPqRTdRs1bGvHgg32q/G4EmUKbVNH2qqVNt8gQbNNAsD/z8Wq/oXKqCORhGKMmzR5yk7Sj3xMyAHSud3cCgB1DkwvGSa+7IqU4WqNKc8HVDXHZZobxEsHAHDnTNBn42jgbiIlnZiYJPo/I+2Oa+7GBRG+9tVHMiZFH3e9pnJuoF5ws1k6DfksbFTmaYBC6JnJvloOYsIb85ZCPOGPIRcReS+ba1/bSPXk4/OcondL3lsS+E5b757s6plJMcNfxdLIetnR8FiMQba/hUd485fy9kLTA4KjptrwVSfL9ZWI/AR9dEamie293Yy7cCyp4spMJDtu3rsKfd0TCEmrxPz4Cqr7H0P9/fcdjkuDMhrrCGVR4c+cQnimqCVIG5VgZxpmKb6hySIs0SWCeLSJy4qTFzWdQnimkXB9j6fIO6kfOAU1M5dG/sycQnizsxIE8Rt9o0h+GzyT4K4LbA6F+zg6qMm/wnidptTKqPGZH1YM8yXQsSUIcqeiI6nbtD4tt37/N6qFmy91czPmLhm+3337t1VLc+el+TdpRgj1pgy2mW5LloYU/oBVGyLuGmKsJHv8rO1vCNmcifRKwlBSz3VJl3fw3UWrfPHj6uaX02ZM+5DY8h92Kp3+WKa5ornans1W7xFAW3RMnne9nXaJ2xomtPF04Kpj5zebznuWh/r2MCMqTZxpKmKMnZcpxE8GUO0tNbXQd+YqWuhM20d2cSz+XkBAAb1jNZvKrMQfW7ouiAzFHrWnofPZb4j2ufhOkX7cep19KmeEzwn2ufB954TusRvJtwX0TppVDbWo6y7DlwE94foGHsO/FfVV2/kl21+4BP70Z478BOtz+dM4VxFLnLlIWWAZ86h0Rzl3ObMffZ1kW9Kuf2H2+sCc+ZZwcC8IVcRA4HcYCgi37wpDFsphHXnDOQsVjcclRPU/0gjUmsMBLOoKuH717LLT5tCf9dcurVwn0YnN8usJt9YfrtmBdSlBGjylLpIUA8vPxxrchRN0yyoitxk8kOzglI/RE9+UQDZRWRXcOPEqdD9h7Yxh2izxwSZjChWZPp3bYcSRR1R0ACwRpjX+qisau8V3zGVoQ3jtH5iLatMHN5ng/vNaA3zO+P56vWrVS3UC3nY5kmp/06fuARxG81BgriNA78GEek2ywRxZ33UhLUEcRvmbeomGN3kQtcFhfvQsw4keB3i3dE+D7872o9Tr0sQ1wd+CgoD0TFOEBfz2UsQ9+sqQVwBgyVRd1WI15Ig7oP5qyWIi+0jo305euYeDsSVUOk1XPqpMHHk4IJZwydOWRSYJ6JUekwcBx6aJ6JZvvjmxWpdXmyK2pwD9oiKadEwv3m+el7K0xYlE+0GmiBQNozg87+V60vhPeqrRqQabM4Zh5cvX65qQUOGHS2aM57L+/BpfPVtQfmlKOOGxo779JPnwHyi8eMQQJtTf6fv+I0kjbSZvjYNUItsxX1o+0xDUTbZei1toO21n2uxuUlEzx3RfEYsXP39UEzcyOa9EyamgodgmHg3GlPEb2g7qM2oftHnHYK1j4KKURuu2u/RPo+2K9qPU69LEJcgbiJojTJx0X3W9XNX3+KtcPMdE9fkolNh4ogyaTED7pSYAaVwjiNXKEjBIoio3Q8ePFjVglyF/IJ8ovILZzHykFk0NUsmznzkBuQV5AfkNGQB6kd7eL7JO28LI1jKu+9LMulSkGOoL/ISsRyQyzTPMM+nHrQPWeL1d69XtaichPyELGLyV6uXtYP9uM0p+qc+k3fRt/SZyaDINUWWWvdbqwufPMtk3zZPYSe1jvSVx4zxXsaIvkEeo408H/mM62mzyhesM35HRv3Q5D2YJmRW3qt+mSajf/92zQTTfvw8PRNXQJE9//37VZVFrT9b/yqrOwJlU39PECdCR4K4sqhfv14DuARxCeLWG0SCuC5q6hC0R8HMVbkuQdxZwIAtYJnmlFtBddS/eSKYmiq8LHV9gjg/MBKmZQniinL61atVgrhPayV9LQDNBHGbdBiQCdcXxIk/jfnEwcQ11Hpsnzg0LHf/WHzcSkEb0NkLC3vD9WimOBjQhjx4WDRQpZjvWTMXvHev+N6VonnlYG2qVqgW0D625WjE0HRhaw4IVd816mfaknbAknMMDRl2vGgPLI/ehw/rnC28R7U8gD7er5qpGmGqFtrDAYwWhonPJkl0UBYG2oaav4868w60W+T2oy5o4RhD+oDIV5qTh+t4Lnb/XG856zT6U5AtOBgTFwUCwXp6ACUcVUnfE63fVbgu2odXoS2HqOPESGRDMBztb/V5uwk+cV7i4EODKQ2uIOznUuDqsp4TBnGHWC/tmcbENRaBc/TYTBxsBqwEZyFnKee3+tXAzMFWIN989lmJ4l0KZzisB2e3yU9tPSP33Ltf5KRSNO8cFkSVFawF+QIZgHqqBdHt/yk+faXQPuqJ3GF+583qxpjDNj7IJcg1WO0wZ5GTaB8yBf2AvGWxC1pePOTBW7durWrBDJN+53fkM/rffA0rm/TPTTn3t/J3ZDtAF/IPEUZhS7mfT5gtrMKsL5AJHz9aPSqF+801psnIOtY8D+s1+gRGDfayPrMW9bHTOAowdyYbP32yjmaKAoK5wJjD3r5rbC6ytFpocT39pqwsY8IYcJ3Jui2SKrKr+tAttb9dHhOXIC5BXIK4SSaV0cAm0UW8r8CcIG4rItYIXBxQ4AuP9zHqkCBuk+9yinnwzHHS1Bo2LxLETfKbTRDnM3EJ4n5dB3dLEPdhlSBuE8+BuXDjQJyaZF0ZJk5slzXKEVoEZeLUF45ol2aX2+xnb98uGqFS0IZwoLB5wg7BKrGQ0EDB7NnfvypaiFKMiWuao1v/XTQ7pah9rjJxaEO8CEPG6LWom7yHeqJBRFMFEEHThqbM2kk0pxYJEntutBkwdAgstb5oTsyGummeYFHRiqEZURtrxoC6GOv3r2LTXAptv/t5YWNLQQuIZscYNdWEDwT7YzNxURDmXRcFgcPcODOF1pMALyPwNjUK4lXuix119/yBujkR7cep190gn7hhPsZDgblk4s7MqxdavzBx+OuYPOBZNVxSdErOb1gZzvGOiWvnuJ6NyBPEAjAm7i+PV5Xtgg3hvMcSR/3VOYuNqWv9jl8VzBaMGvIH8hVnPvfDUlksgmYZhSwAq8Mag8mDBYJZY5wwMeR51Jf2IzuYRVVjmfDjot9gn1TOon18YiGFDAMLVuVE+tSYuLeFmStFozDC8iFPIXtZ/tzGQpqM2+QhWFnkL9hBrM1MRm4yIvEQ1KfNZMLGWNG3+BnSFxqZU/OvwXbCntIO6gHziGzKd2RWs5JrkUoNmzws8TpK4fn8nTkEk8gYq6yr9xkjt7CZeVQu2juwSYK4TcqCBHEb89AEcb8NWbmlmbgEcQskxY6CioWEu+gGfSrXJYgrua8uiYlLELdQdDcPEF2iWXiCuI27RYK4jQlhgrgX636oJUHcxftc9OzfH8Q1ocb8itrGiSYDxuXYPnHUBw2O+sRZboWWwwINDIsOzZDZz7acDDwPLYDmV9McF2iS0IDRb2gb0BShBYCpsyhKfy+BSUqhfsYm/fLLOicN9eN5/I6GyXL+NK0r9TWb7Macqc8cv2tkIc9OWE1Z6D+oajR45vtXFjWaE5g2bJLRtNAmNEhE8uzynjQTX/Wdw2ba7P9bDkCNcGV1Dwr2B2PiDvT+jnEcARMnAEqUwYtuRuHnHYIVC/Z1uC2jPj2V34PtVrt/+kHn/uQxDL5fTQrt+9S5EHzfMQObROfYUr4Xap3RgdVDMX8La667ZN9REBecE1PNXGs/agARGJdT8YmDtcFfCR80zkrqb9EpGzMHG8HZTP47GCSsZDhrkXdUgQmzpYwblkSc+cgvsEW8V33tkK/4+7NnJf9dKdQDFkujRyIH8T7kGuqNnAKjh3xkee+a7xssFO/lPtqHPxasEpZctIfn4ou4HR1cI4jCbOl+AZOGFRdjq3IOv9/5Q/E7LMUibTYrNS+CKLIy19MH5n/Y/BiVAeS7RTJtMjSyLHOH5zOWyMTch1yIhRZ9yJhbdMsmy8KKIrsCIhlb+o+1gFypUTYZe53L5je68H4WPQcSxDUwkyBuE4hFk20CqBLE+X5TCeIGPmVRwBIUpoZMRfR929dF3z3n2ad8T7DdCeIukYkLzpcEcQNNdoI41zwUeSdBXPGNK8A0QVyCuARxLcM9WryTY+JatEwiE2quCANxTdPUMXEt7xvCDNoANDyaDV7zqrBJEHGRCcPzYMzQLgCeYODQ7KDhsihKfyrmCqWgqeJ5aFmoHxohj4lDQ6R209SDqEq8H42a5t0z89o2HwA4aGHQ+lA/QGPVMqElQ5OEto+/o1Ei5wzMHZoR2k5fo9lBg0Xfo/UCmNKWTlANCriHAnFhM0kJLhSuD75/I6HRYeKi9YtqlKLPc/PWjdpx0e/BsY625apcF+3zBHEJ4hYHjQtrrucycdE1cB2ZONgZ73xGLjJ/qGbxg/wDO4J/lFnRtOjbHRPX/LFgnNSXjvfABHJWE3GR+5BXkNOsHS1PL6wLsgHPQZbAAkqtUiwq5JfF5K8U5C5kEY2BgNzXMY8tNxn1gk2ivcgo9JtF6WwxFZDDeH+VfTQ+gTJJMEIWZ6HFUTC/PlFqmLVWi6SOS5D6piEzIpchu2JNRVvw2UPGhslj3SDLwoTxHb8//s5ziHZJPXkfc4G+YQ5abubWTuqpjFo3dz6VfMKlaJ8j88LwwVIzF7Sflt4fozLEzWHiEsStKpBLEPd6nYS+lgRxxX+vALnhZpEg7iyX2D5A8QTvjQqwCeISxC0tpBz6edHolNE1kCDuPyboJojbBEtLEPfcWMwEccv48pr/eVBeWAzEKZthdq8lkWJF3ENBMVhhfU6X7b2ZR4KqYahgfix/W0t6rbkiQNloB9Ak8Z3nohHCBprnqtYA7Qm+gfzOJogvnUUpannnqBe24ardQOuAVkF91dAYwXzxuzJt9CftQ2ujSUCNcWyaOJ7z2e2SH6YUtCpq8874wIZ99t/l+lLQbqDdqe/Hrt5yr3xb/P9KQQPCPbybNjK2aG7QUFFn+py2oQ2zfCEt0mfHIgqb2M1hYW9MGFBmjOe0TzRmaHJor+awia6ZjnlrDNtsfyVvLWp7pzKA0n7tB77b36X/Z0XHjCazjl5HH+An1PabLlfMxL+7Y72vP5JTDwRcNNLa553JqgT1sLGQMTVfOW8OapTJUb8HzwWPfVbfoyhLvT0e7rrW+e/ldwu2oeu7aJRcp0+Zkx2YccwMh8LDaKzk9yg4mupH6dZT9ifNAdv1h/jzq/867+FMsyh00bVdr2tsI0yN+cRNnBPqE6pt886m0ZmkgchgwLBysdysP5XEx6WYdUxjqtSPnb6CwcNqBgsjjSCNfMOZrWwICld+J3o3chcCrLIl1Bu5xHLJflEsl0rhPchhWDYhIxjDWOSSKptQb2V1+DvtxJ+KaKSME7IIsgzyHUwcFk0AIdrL9fU63o0sSJ92cRdaNG7kCfpM/fhos133pERALwVZlb7Bp8xk4VKXdX1evlgX9lSs26gffQ8biYzJ+2Dw8PuzyOWvX6+q1ZTmMCQ6OXNdUwIQPEcVDDB2jBWsJ3MG5pLfYQSpJzKqWRe23NecnV3k94UsDNgXmUOGdWSfZa2ZfNyih6p8VZ/Dv1v2v/IfdXjlhQninq8q/ZsgbsP2JIgr/ZAgbt0HHVhrwnCCuB1RNhPEhRSACeJaDrutAz5B3Cb/Uwd4VCGBsqiBZlXIJIh7eca2vHu3BnIWbEKUzgniCsD5uoC+HwpTV0qCuFerBHHzGLqbA+LwxWuaLfWLAl1X7UstaGRgfdAOoJXgu5rc8R0GzPKsNNtntAhmA95yeJjmqoVVtbwpLcokWghADvXj74BANFZoFTTaI9oStBvUl/qgXWFBqT0v2gvQvNWraWdgu4w9+vHjqtocoylCE8X7VajSSEiWJ69p+KpWCXt16oI2Da2b2mBTRxQGfGfM0aSgQdFIVbCnFikU9kCYMw2F20XGm8rIiQYff0XrY32/MlJTGTDvevGJc31K0BpjVkk/RT95f2sHJih8At6M5W5sr/qpdgyd10/bf1+qrwRo2pxwxt5lpBx2xWWIomyM59M30Pjbe5V1HkR97O5jHx6Y3npRLV0QFmQsXFM3L7/c4LnbayHKiHdsyVIa2VHuMA/o7wAwHjt1iL8PGcCZKRu6urZ+1vd1vrO8r81R9hMEbs4ufT77kp2ZvE/m0E7A2K4x36yWo2rynJJ5PGTivD1b9jF9jjFOjWXhzOQsVjkEP3NlU3ku8gZnG89BjoJNMcup4vJRz0NAIvIQ9eBM1zMbeQI5T+UkrHY489XiCkZM87YhV9EOGFVkET6Rx2gP7A5zDMbSop23GAvIfcijMHTUz6JqFuYT2RSmiz6y+dnOCvPre1T8+krhHcgZyK5YAHG95oVDFlTGCznNrK+anyMypkU4bZFBaYuxqA8erGo/q4zJ3OJ6ZEpYSvoauYD7YdZgkWFT6TuT3Zu/JGNgsn9jLhlD+kEjqJu82GR+Uzq3OBpLm4cniGvgIEHcJvBJgriH5qTM4k4Qd94nLkFcIMdfO7ASxLW+EiCteUO9dBZzzBovEnwTxP1upnuaMuAQAC3yzARxxY8yQdyaiUkQV4BLYS0TxD1ZA7gEcWN27vJAHFqtll/NzCm/KANVima8n62B8jSnqs3T78IeKHrGxM3YgZ9LvrVSsLXWT+yKzQ62aTtV804/oFlBU0RkHdNciW8N2ge0DJ0PYNOk8Xwz9XB8dDwNmf69Y0OaXa3rB4CWF22z9EPniwIL01gWfW61O9agK6q19/qePkD7ZXlLiDrUxpS/61hzvzFDTbOiEaxcnzidmwPfMfW9w5fPInaWQ6/OL08AVo2/mrCY32Nbk96cN1v6wRh2fhVifjTyfVEfFs+sVJ+j9VamzsbnIkYuysRNZBV1DNxE0LL/uL5m0euifkmiiffWsfq2eVHbRr41OhaeX6Pn9+XNoeh50dWbcd+Xydxey7LOOyA6Yob3nYsDX1tvDFwfU+kjz89xuA8GfWg937cooPf6W/cJOxOFFda5xHmCghOWCJaH88R8Ulp/mT+pjMeuNWYgrlnmwGJE53V33cgX12EJOzmgXWdnB2yCsLfa556paee30/re/u5Yt6g/F/KR5nkj0qDGXtAzW2UANSnmDLG/Y8HV+gNW1pR0wt4yHiYXtrOaOWgyTHse7VNXAbVC0TlmMgnyaHkP5yiMscUfUCuKVmd7BjmE9ZyXMWI90EcKIkzmRNanjSLbWZqqJkPaeY880j7tfeLDZeur7d3I2lxPP5ic18ZAGXPu49PSavxvYXtL0X5k7mikd9pt70fWlf67ukxcgri13XOCuI3vgWdqaGA5QZxFOqRPEsQ1VkeAVIK4LR+5KHhzlFgJ4ga5DCMpJhLErRVLYQAS6dNyTYK4Hb6wA6W1Z1IaDvqSIO6cvEK/JYgrJAYymoIUyalsYCpB3Mb3cSHzeVvDqghBIbl0YBNjN0D7baAxWSNiTHjjD/pAhDXhoklRbWOnQRrY6aupSqelRPsnE9uzs0cjo/b7I82OskqehqyLOie+g52WURkBta1v2kdjs/BfwsxM/KzoHxUiVUt07iBvz6DuHevZxsjTEqqpG9+tT8Xfp/Od0KhlaGA9xm3ks+KwLNSLgwPbbfLbwcayhrBBxw8Bdhe7ff6u12Hzbvd9V6I/lcJ9RIHC3t+iUrVcP2imiaSKzTqmysPPlvuG62CnaTfvpd5LftLG4eebNytrd+D/XZ98Xxz+S+Hv9tk08Iyp9fU/366v5e8aCayrSxsLu370vbVB54iNHWPSHPCJisbv9v19aVctLaBB98nv7ZOx5FPfh8ICLejoEz+O0SdaVCKJqRbWNOeNnbfrvO8/Fza8FWWATYuORrlpkvW6zoqD60afTftujLpaBrA/tr93TLzWB0031zsmwbpP2nO5XvweR1EllX3wvocY9S0mxywZnAioqjBEs66fzHHmIPsRvjGwQewdej9+9Lovsr/VOct8xwfsUNEph36CjgKi860Tf0GV28znvY3HyDdPmS/O2s7qpZ2xln+3xTCgv9j3OusUkQWYG2ptY8ybA0w6ORAZQBSLFs0TVknXpkZgbr+r/NNZNmjOVlWAlHZaNMS2Z8EssZcpC6kBebr1jH+ksLDUlefzvcuF7CgMu3UuDJzJZ/Sx+Mzb/drHTgA0tW7xLAe6SPbCWndyYxtL1r0y8Go5liBuKnhzwip75gfdxi+bUBe+06lPgrgNa5IgbkuznyDOQjDvBHQJ4gysJYj7sBZsR+CN30fgjd8TxP26QujSvVkFZg09rX6MnXligri1witB3O+2bhGUE8SVdVdAkGvKnCDO9iX2pwRxMdbu0nzihkxci8J4MCYOzQqoWsw7VRNk9q2NQVLNTtS0o2PQNCqb2PN6TFlne93Aox20GvYYe1zsnsUXUX1zXPMKNFhC0epm1Pn6TDTXUr82b9Ovf1fWzjRCQU2RBjcwG+4mhKg9vQovaic/9AVBWxYEcV7OKoCPpuUgLwpaXHw2YOjwN+U6ojM9+/rZal2ebwr3E7GLT4uw9beSDqMUNNBEbbLr23O6+rQ8fjCF3qfW35i2b0sOyVKoh/39dfl7KZqvxtitFh1qyK4VwSt6zVT2r2NBG7tpKUVaLhl8XLu2tVw4/N36jqi1rW8Z46n143nk8rFot7CwMHmtj4zFpe9b/ZTdtfZ417UxtXpzXesPY4Xpr4U+PeayA80BlrU+a31fY0uNVWxsK+yisq4uq9r6uGNpeb582pxtY2RMT2M7YYyUFTUWlOcRIZl6c39TqsASKTNuihhRvtjfG3tLPbxPnjv6jAJ1rsNvqntuy/dJuzTKna4l9jPWFuPHfoSPMrm/uvvbvsnv7Lvsn3XfY93xG5GWZ8tDnk/cIB+k9z7kDz2X9Sz1rjPrFmFVVM7qLJEcn3uLCdDy+HIGwZrqGW65/JocZGyysNTmmwaoEvlJlfxeWgkPvHZMqMhpndyjMoPKsWIBVe9XZYy6rqh1Fj5cyiB5de3YSvGh62RYkT3tfi8+g8iOI3ZUWdtujopvvrZTrdA0fkQXg0HqbbKvsLc8V9nb68vEJYhbB6lIELdh8BLEnTF4Zk7ZQtwmiCvg7dUGwCWI2yS6TxC3Mf0dlQRxxZS3KTfUlLcDgQni1vtMgrgzf8QEcZtzuQN74n6SIO6MRYJZ8wCqC1ylT70AKgniNnOyM/Vd2ieu83VqrAf50NBuzdY8zTWzXOo+0R6YRkqYP7WnNdtpbKbF/lipZY1WpJRzF9VNo685mp2O/XGi8HVaHc/fQOyXh1HhxL9MNVznmD7xVfM0IeZQq5HnHJ81ZVc7dlHfu+/cER+47v2iZUOTjQZX/Q5GPiNR35PwdW3Odr5Akr+ti4LpRPXszLs0Aqz4JXG9jn8XZU/Gv276biTOUeTAaHTK6HWDdeKZd2u0ODc3nhNZsLtf/abmfofNFlZb36cRzmwO4ZelfmQD/zDLFSh+Ffp3b66O/NS8KMSRv5tJ6KefVtWcU31Tfvqx/L0UzPA0oh1+e5iC8mlM08dielqK59MV/nvL6UmEP/ezRW3juVaPxnCpT+uIYYv+3plgN5DZ+Wk2v0z1HzWA39he2HDrdyIIMvfbXDKfx7YfMZ6wt8ZCN3a5800WVhvmb5vh5G8wcsQK6NgRkSe8KLaqDHaj4sIqDNiUpdmD0fO6tBMaRdc7ix12J3qmeRZWnV/nzLPfPeOFoVTLJJWfVc7bjnbZpVFROcPx3+tkb08+8eQpmUue/OS6JKl/3yhojzNnozKqF1yvC+61cCCS0dyf+nt0rXAGIz8aI9v2tW2Ls1X7d4v/1M8EcU2DQ/ALMbGzMLAJ4tbmkgnitqK7tbmSIK4EkdgCcgniNn4W6yL+SKMUAAnizqKr7QJ2EXAWvSZBXAGZH/YvCeKKhUqCOIvavBY6VdBPEGcsYVgx7wXpSxB3kGiSU0Ha6PoEcTM1Kp6flNl4iy23atQ1/5vn56VMW+djN7ArVmGus3PmUBhE59SIjW4+KMmRo7k8Oo2SRoB0cupsa01GCXu7NmsbHa2etunoTJz4TyLE4FuhIX5HUeCiLPfIFr7T8g40Zl4y3y5puGji3LxyEv2u8+eUOdUlNS7zoVuP0X1gagj/0fWehlk15BohSxnwEdusWlLVeg6+j3L8dZFbnfqbyYeu86gWNjpO+143sX8uXHuOoKna9qGftUa0E9ZzeP8g/1x0f9Dr3PyQI1Z74u/D6JrNAsD2RVlb3pmlAVw8oQkGFHNUolLyiU8vjB/mqvjooYDa5cdO2/BzTCauALTtvXMqEycsTXhtKEu1p/WN+s+r8mzEsHk+dxEmTvdsd4+aCOKU/XXlhcGZ5eZC9eojQQq7c11zEA/WfzJxLfjgjWXiRMAeOeQmiCsTpmyQCeK2tIcjc8oEcaZVPHcgJYg76xcvWbWnofY0+Qnizmv1E8SF87wliGsBn0qAkgrkEsTFoupdxDBE2QWXiUsQ152dCeI2MmjnguQoEFVZPWLEjvV7dK2kOaUIRXpw6QAaY4a2Uc0o9Xmj69pEU7NLzWdnv0s0Sc1er0xil1fF0UCNtJld7g58W8RPyo0AJJuvsmG7NGqdqa7485jWSqIUDTVVgwibczXXUZtti6DVNO7GxP316araNQ+Zt0tiN9xcNmIy7EXJgjlVv4VuTjpr0Mtr0/mfbmnmtG+jmtq9x9xjiLyDZMSUeyDO8xsdMYPe70FQ0/l8ePtIFHzOfK/r2xJl6ILvDa3BERMnrKr7TJ3/0T5cus0Dzb1amXhM/NS/D61IvDNVGT+PkRSm06xj2lzAd1Gji2Iqqjlbvb1CLQdqu9hD8Y17+OXDVS3pE9cYuYHFwmhfjvrEub5vo8jSwTXWWZ84Z5rOEe8sVP+yep8no3XMl9Z5oFT2QI0LIgZ9oudzF+DEY0GDfpyej1/XDwniVtVH/cb5xCWIO9No1MU4StzoBbfQDUAp8gRxZ32bIO68D4RGCFOzqARxW/01F7yJmfUItCSI28oLORBCvCBUCeLElM4Ll++ZyRMkwjPXTBB3xrIGBeLLZhmi7IIbsEUARIK4YgU1Mg1NELfpozZ3kolbra53YBP133EOBmXOXO0AB49oV00j47BCyijwPqK/qa+d5msZRfLbjnq01vJoO9VPw4myqZok+8793Ce+PZ0v3o5+ZnNSttF849ozOyF/ZP9+bCZO2FmimZGXKOqn5EWrigqLrpYz2D/DSGliNuqCL8evy4vQapuxRrHaxyduSYZm68DoWGGx/9cInC5zGPSNG2muh1pMrx+C/pHDaLUjgcPRIo9A5lR/zyWE11Ffh1lgPXOiYx0F8NG57bEien/0vdHr5jIHmhtNvntgujuz5KzT/cXT8Hf77w5Qyr2keUgmLuYT18lHDkscXWOudU6Qaev8RcUCy2ObdK5pLjUFoSGfuJF1lxcHQf2tB885NZ84V2aeagXDPpHRKTcxKjuTt6ueYiBB3AbQJYgL+454grEbJCZB3DnNmCoU1CR4ZL60DSZnBzaJCrrR61DeqEIhQdz5sR8JUcH+ThC3m+Var61gH7oBARLEnZ+zwmyomen2XEwQd96PLsrEJYhrsQa2FJzqYjNSiupZ6Pq4Oi5BCeL29wHdR1kYXSvpEydChJr9kcuHCFQWpbL5grnRJ0XrobmAOn+fdr3l1GqRZczHrB0cpslp35UR7MKzDyL5dJpzB7wZE9jaTQ4eA3uNcdMcZ1p/BAX18dsGjqq9ou9MyGgbG9d5kfG6yHoqQKvmeSRQRn8fmC/onCHK2aNHj1a1dGkYRjbo0dxlwetcv8pRbkJH8x5mFpW9be9T7WXH0G1paT0/vlEdRqzK5N8dzfEw8laUCXPMpWbXc8CajBK3eiY93SHWtKCj8XDXrrMWoiBuqr/WRde7LCvrX32xHIZN+6hjeDzfuyDTFe6bINsaBoVB8Dhk9Af18taU62sn1jHa/xpp0Os/VT7ZOdTGuX5nPRLRMqNTzmTiHDnG5KVRvklN1aKWP6zN4BmvgErTkqi1kPrCdZZccl5c5BOnlkddVMnGMHV7rJO7VM9Xk9E0Jyh9OGAhvfPazm3P93ZkAiwM2tDkNn3ibqZPXIK4DQunSZMTxO3IXTOg8UdMHJtlgrgWXSpBnM+aOIJ852saFEJUITICNwnieqYrQdwElu8CQJcgLvPEqWJg6G6iSu8EcWdWcQniNn2RIC4G4jjIVAv14IsHq1oI2jBZQxwURsIa3aBWUClqIlaRDf3l31+uann16tW68HciXHE/GqL379+vann27Nm64Pf0+h+vV7XA8BEg5Pk3JaxxKeSmefzV41UtvFeZQP7++nV5Xinch+bPImw1pgwG7dW3pf61tHagSXr3/t2qFvLaWDLXH0pS11JeviztL4W/k6ia6Fs8D/aM+r5582ZVC/WDsQPA1Lrg78c9ds2PH1cfS3n1utS3FPqOvD7KTnasgGqsg3PhYHNWGC0LbPK0RKcsxY3A5/gTzfULUP9F0x56Ud88X8NBf0br50YQ80wQA3tENCBHlF0IPy9Qt0PNr0t5ruc3GV1bC18XZZui5i2H6MPoWTW3jnMZKdeMco91d4j+m/xM9bVVtkPNyEZzMrimt8eBOiNH3P/i/qqWyW2RsfBYxujcWfo6bY87F4N+SGFTssYOvX37dlULcgvyCJ/0P3IP8hZyEukjkDn0PuQdtTxC/kEuUvmHdvA+5D2Vy5B98I9HDuPvtV7IbsgLmt8QWZN9BisyVzb9ocimpSCDqbylsimKfK7j89cWqVwjrlaZrRb6iOeZ359j2aOs5ey10tbMvnNx6bUSfp4yjw4opf/BIoZBmtXc9v6+cYKTwCYJ4jZh4RPEFfD37p2BwgRxPnOn5qIJ4jYRURPETWB7gwLlvgege3+CuMmCeIK4S57fCeJWYYExCK685yWI2yi3E8T9bkroBHF7+tRdFoizCIL4OjR0jcYJFH4wYWKkPZv4u4HStqnBID14UJjFUu7fL5q0UtDswCw9eFh+LwUwd+/evVUtd/5wZ11Mw9OYrlv/dWtVy5OvnqwLaNo0Qj/+tH4WDBv9icYJrcjdP95d1QLTByCgnrdv317Voj54n3322aqWO3dK/UpBUwRTSL15v2l9/lk0XqXwnrufl/eXwneicKHJot30D/2IJhEm8bP//mzNWG6XO3dL3Uqp7FQtaKloK890ozQOgkgM2ZcDCcpaX00x4Jlhen5HUaYraiPfMXKiMZsaFTNav4OCOPVHUlYzuE8kE9cE8SsK4kZmo0M/iwPtCefOx6CvW1hw1iiOhPDXtjia3rn5og525k8dA+1P8YkbngOOBYTXvqvAxIXXwdJzMQgWo0wcfX3vfpG3avl8U2CtkD8e/rnk5ysFeenDx2JZVMrLbwv4KgV56enXRdYoBSsf5CN8GZGjbv9PkatKefy4WEqVwvNefFMSw5fy+C/l76XA9MGoIS9aPZqFE/IV9eR9PG/bAol7kaWwTIJlpM28C1kUmQw56rPbRQYshXfC3AFEaePz58U6rBTkFN57+w+lD0rh7/Q5bUeWRV6jHsZqJhN3sZIlQdw8e/0EcQVUPnli4DNB3PLa4wRx53MRdlG2PKHJEcYuEhaV9XSBYoK4acxSgrhp/TUFeCwtOCeIs+Taa3CQIO58f0Tn20XXyfze14QtQVwhC/50fw0Ia0kQN18O23cuXhab7QUBM/PSQ5lTsiHCrBAQA00CqP/oWrmgkIbGhPqiNSByIHle0MigBUFrAeiBqeM7Ghm0JWh4sGM1X7fmoIs2Babu4cOiSSoFbQlAgN/RCL14WRZ9KTBpaD9g2vhUZhEbbLQy1E99GhWA0G5NSYCwjG8grBmMIv2KD2CtL32PRoc6otlBWwUzR5sn+3QE58JlzVnYarSAXnRIN6lnsD03kYlT0OaZtEW18cnEnSYTF2YWpoCpha+NCgNz9530iRNBT5VBc32jryMTt/DcDrPCSzNxTUGBXIHcggyBHxayBJZDyG/GVjUGDzkNORZZw5izD4XBK+XZ8xLjoBTkLWQTQBdyFz56yF2wXPyusQy4Dosu5L1aX34z2a6xj9TVXHqaTzsMGLIjcgbMGs/B+krTYdBnz/9WmLhS6Cv1uaMv6XNkSKzGsLai75GZOwWrmj8vNEcTxLV9sexjO33iEsRtApQkiDsf1TJBXFxzlCDucD5xCeLi83ASeDgxJi5B3O9npjmDJNhu4IDrZk6ZIM4115q01mcI0/sKzmEmLkGcRRJPELf7rNt3LkaVb4tfd1nmlNpBoPJLY+KipgBBtsLyrLWNy+yAm88bWgZj4lpUSPy3YNqI9ogmBi0G2hE0RmhB0KagbYGpgsFCm4KzKM9/9LjkFisFrQnPA1RiIw7LRb2JHsp1vO/Z10XDVArv5e/KdjHuaFdUq8Lv+PoZk9ls02H+YOLu3r1rTJz655lWq0W45Floya5adErryzZ3YauNiRNzHzep58TD9UYycU5+IfU7TCZuItg7NRAXXQvBc+DQQu6Fz59Zx2Tizs/hLtegZ449s7+vtE9ctM3R645lTtkEXax1kDuRIZgDRPlG7mG/xycOeQeffORAWCiYOI36zf1EzrZ6tNgJ+KEhf6kl1pOnxX2lFOqNfKc5cOvaxu8OmQ5ZVK3gaDMyJzIhsixsIX2BNRd9BlOGn+GjL4uMWUvLY6vyiMlfbQ4g09FX1octfgJWasnEDQKfJIiTvD7BzShBXII412wxKihGr0sQdy6dwiECm6jywQOyCeISxJ2bA9E1fIjrgmdV2ITthvrEJYjzhcTofhe+LkHc2m8tQdzv6xRZtSSIuyLRKTVfScfENRviQ2k2oxRmdDNCGwGDRJQiNCVoNdCsEI0R7Qh2wKp9ABzSP7f+u0SnLIVFv237XK+hX2Gs0IJgX4wPGu8liib3UQ+iU/I79UCzRFQmtDTYbMPsYepn2p6Wb4734yPYaY6a4EC/8x7ei/00mqpqnw27yLvwF4TlROvFGNAnV56Jw86+saBdHhXNZzRTcLzRTBzsJrnuiIw1MVdU+sSdqE9ccE1Ew/wf4ryKvjt6XYK4ixUPxhhoviiic8LMzQTNV5mJi86x6HXhuXgon7gSBKTKaFgWYdmE/IHVDhZQyFtYSpm80yJkI6chn2FxhNWMx6DB5CHnIAdSH4t23iy7YL2oHz525tP386e1XFTrw3zGMom6qQzOdRofAUsf8sIRoVwjhiNz8neYO5g/8wNsEdQtr2/7jrUZfoP4/cH4IWMmE3cqTJxo+RLEbZJOJogrE7TMjQRxFwgaMHEJ4g6WJ06Fi2H6homJyy+NtQ2ClEOAj53PvKLmlHOF0iX6Nfru6HVhwfmmMnEoaBLEdb5x0TkWvS48FxPErSqQw3wzQVzxhyf9TwY2Ob9OL82csr0I8MaA4KuFT1WYMTuQsDI5V1WbUNjvooVQ/yw0KLBDvIfrb90qjFspMGMwT2iMuB8mjE+iKqHZoT9ho2ACqQ9aD5xbqQ/aFqhtNFAwi9hFY4uNFoX7qK+xQ23BmX12y4dHvWEwjbn79dd1DjzYNHz7mC/b+eYsgubPv6z947DFJqcedbeoS82/jnfNzW9mc6NFdUJr1s0ZzTUm/lZRtlejT7JGhj5+UY2xd5362rX2Wr8JO9VpyuauzWi9pz4/+tzIdVPfndfvDLEfZiojY7LrGvp9RrqJJYDYks/YV6Hgmh9L3xz77F2yz/Z6lhfoZOG1vM2MUF8sejj/9mrHrvpGYwOMlC+yvuaCuH3bp+ySF4yH62C+YNqQQ8wnv8UOQI5ClkCegmlDTuJ9XE/0S6yFkOvwG9No5fwd5o3+4DuWSUS1xMIK6yLmC2fz2oLql02hrswlk384v9u5DpFAnyjLh5WW+tbBTlqu4O9K8L5SkMcAoPgBMkcApIwFsjNtRlaFiQsHo5o4t7s8tgIO1YdvNFf1+tH30fM8uUrn/Og5/G4xJFrOaeYoc3L7uTujU3YmCw3UYWYHCIkOWLd4R5G2gr9HNyOj4dtmhrkkiwvww6IDUACqzDm0TXwWEhOeTYL7oKrpcJ6LKSHfWQhsSphFEoiEzQjqmr+zcHk+mxeOvrSLlAYsMEuw3VgibR+gFModIKLmqIw/C9jMUduGtJ0snc0D51/qRh9aAJC/loScWwUAqgnNPXDCGNtnMxG1+xvwpI/NFLb93a7jvv8rQHVCUUFXQZytlbmC7lIgDtNDD7xGhZ9gO6JrtNukg8+/EGRH25LXXZgfLUFc3LcwQVy8r6ICTShgjCoCll7TbT+qQIAziHMV+WFpOWfK+bO+lrOLM03PtnaeRZXfnQJVFYQoSPV9zndNWeSd1Zyd5mLRwBrKZ5TEyDOAMn5H/iDxNXIFMgcmi4wf8hPvA0ghp/E8gBHP4X2E9+d3k5faeFgAlmZuieljHQdkQO61tFOfisllKYwV76ItXE8bkN0AW8hZ9BU+bSj4aRPgwILtNSU69dJ0DfQdf7eAdC2hehQTTL1O5TNNr2UgJyizKUhWd5el17KBxCB4ZU7Sv7SXftt2hUoQV6LzJIjbaIMSxG0dhMHNwGP4EsQVYa4IPgniLlmoXVp4Lc9LEBcfwwRx8b5KELdxT/BKgrgS5fHJk3Wk7loSxL0zRXeCuDMWs8quCeJWq1uWMa78RyNAscnA0BgtLFp9T2BbZLPeIZyENUqNkoZOtxxeTwv7UwqbBM+DwfLo/3N0eKHEYQOMUWuMFO9jgsEuQbfvokbrOy2ULpquptExdqppuuhv3st7NKAK92EuqWheqWTa39nEE9gEv6+PJUlmKZiJ0g98r468xhY2zRJaKOpKn6MxsrwoMmbhUNsDFrebiw4tHzVX4jql0zW9g5mOLMEwbT8jak7prNVh9EgPFATbMXWNTjVfTSbu8EJzgrh4HyeIi/fVInLBEcwpWQ8vX75c1YJFyiLt2dpv57IBynJ4cszwjBtZRAV94aae3awhLIVUJqCfAbnIG8hBWEjBOmHtg+zRyRitnebu8sP7VZUReY/Jjf8qfy+Fs93krn8X1qwUApdYQLjWP8hTyF/cV8eJseFeZFMNKsfvtAFAi6ynqQT4nXfxbqzQrA+aXKAAGbmN6zCr5NPq8f7dqgZNwRpt6TXgPW/u2ujMG5UZG+WhDDJp+/aDBeH56vGqMrmM7670b7uZOEytcB5ukzxB3CbyTIK4TaoHNoYEcWVOYLuOf6EENkkQt0n+PSoJ4i5ZCA4wdwni4mOSIC7eV/sKOuv7E8R1TF6CuFfr1AAJ4t6tYxfUkiBuN+PdmXVeFxBHwwArCKCEE2VCRNHwVPvX8PUBAeTcRt8GCHtfS1b95cNV9fdDG0G70ATpd9PQiKZK/46mSPtJhSK1oTZ7V2zYsUVvAMGSbjeGjoPM7msLV/2wQPdoUYwVa5okrYfa2JtNu6QkoD1qt1zrZSYhsIdNkFc/O51rbD5ugA7x6XIDlsgccUGEPi/IMiO06RjDVhO22LRvQQYrDGaCTJwJTPJ+FTrDglWwHWlOeclCbXRPnHBdgrj4GCaIi/dVeK+5aK5eEoizOAHVRLydYbAPGkQiKheNrptqTumdw936Da59ncudD5tYBI32+mHU38ZyqIWSPpd5A8OlrBV+Y7f/cHtVSw3gUYsm3VYGTy2S8JtXyyabtxJQpjtL5XfatX0/z1bZUX2+lN3TsUBOcvtY10mbA+ZrxZxo15n8hUVU0MJpNKfn/m6B45DLxErNgjA6fptegDyvPp612tz6T73PApsUc+JqUqxxPbaft5OJSxC3Qe0J4pqPGJu1LBwFWAnizrQ9CeLSJ24RITUocB3yXQni4sAkQVy8rxaZswniTMBLELc5fxPE7ViDCeLMgm4ttw7A6ZUHcduRT6pgzmZrIeVbBBvCkw4/S/AQWK8lP4n6M/rknVxHIBPC3BNqFo0aUYqIxMN9RJ8kwaJeB1PJfXwnipJFX2yRfHgez+d32BuiIJFqgL9znSVgfPZsVf/P9USvJEom36kPGipC5lJfvZ+oS0Qi0vfyfOpn0TlfvljVd9bncS+RNrkHfwLqRpQlriciJxGi9JNol3xyvdluN+0brKt9fvdmRcTM9WfJ73KuvC3fS4GVnftJX9KHpuULMlgHY+JE4zZXSzu1fmGBbcn+OQEAFG73Cdc1QVwcmCSIi/fVImvjkkAc+/f2WiDcOuHeTV74S/FjWaBwXoc/m9a+u56/Py1a/QnFzrByjtf/q/zjySEql7jfnxe5pRR7zzflPaUgI3B2Im+ZDNB8EfW7JfH+491VjdKIfEfMA56Hzxz+YYwjsgeyiCd72HNeFbPNUpBt+OT5tIPnIWdsPx82l78hxyB3IKugFNZn8Uyeg/xjfy/5jdcB6/65Kfo7sQgsXdb3xcetFKy0+J0+4u/Uh/fo9Zpea+nv+CViFWjWZSUOg/kPXvB/WFb62WT2tlbm4pTHj8var6WtfzCCfQbXH9FEiTZ6EZO3k4lLELehMBPElU31+RkQSxBXNrh3sZIgrvmrTAUnCeIuDPe/iOA7cUwSxMWBSYK4eF8tMpcTxK0MtCWIW8tsCL4J4t5YxPEEcefB3bUHcWyuHN40GLTeMT3fFOalFNXcoLEgvxkaFU2mPWLSvN/RsIw+VSvWbXpt8zMU3dC0PVeYRO5XnzoCv+BQq7k/+G4o/8vCUJZi1zWGk3x8fMJ02t/bdeT2sPe2PCTkGuHvdv/D4vtXCtG0uM7e09pJ4kmus+SYf7q/Tseg9eU9/P1cPzx4sFp/p27N/xD20z7bs2FJ7fN+eecRirWB+g8+qS99Rp1hCjub9YXAysgPQSPNdkKm5ovTemn+Jez8g/V3fRUd846dNv1eBKlBHcLgYyKoGQqfXvJdzz+TMVgq2XVwbKKJpaOs69S5OOrHYfS8Fv3NjTjr+Cxv+0l3fize/PfWQXDuzO4bB6TM7ptgfUdjc9V+9yIkRtuxrQnH1KpG5asFxsYsZ74uDFMpyDmu/NES+XpMWyePiByi8kD3vZ33epZNlrcaq6DyDvKDJ5948k8n7yD3tE/OTpVrkBVMLmn9wXVYFll95LnIICpjuGf9F0Vu2Sp6n8pzKtNo7jWeRfvq/dyz/Z71/5E32vuRyUzWamNrsl6Tr+wdXxS5qRaRq+gjlQFNxmr32VgjawblIJMppX7e34dWfJ6MLGNrYyEJ4D1sQD/CkBn729hg2GMYsdHndo7ji/6vrLRZ9cHQCWtu+fxa3Ipd8Th2+8RJsIQEcefNQRPEFTC4tYgSxD2wzTJB3FbEuK0gABq9c5IDdoK4aexcgrh19NwunPQ2gGl9lCDukpmzI4HIBHFnwCBB3HlwkyCugEkU5Qni1ia9Vx7EWSQmSTFw4aFYru20jeo86GhOR2HH9/5dIw06oc4tcbNEg+wETiL4kBBaozVqpEONpNMChVhEHS8SotTTzXEhWmLLXcZz23OwI0Y7gXYEG2Jyt+GvZprF5nNHvhUvb4sFOpH3rsdP0lZ4SbK1r6Ma7Oh10YhfKC6in0TKsohXMjcO5hMXFdhRzOjYJBM3DSBNEUIFKHRzW9JSdFF5p7xrB0CJMmhumPaJrGv4fdF2BXPyTGZ76/svGcTN7ptk4hZZn/uCuHNzTKJEm7+c7q3IEbLOo2eQZ5prdUGu0CjWXioX6j3K/7b07+STCz5XFX70l+bPpX+I8IhPGhZjXrRtfb7KJhrJeWgiLWersSXIu+Sibe2355Xxg801f8O/ltzFpeCvZ9Er2z5AsD2iR2pUxk6ukmiNXYTRJrtaNMyS97jKPBYkR+QYDV7XBbOL7u0qj4yigQfSE9U6R9dWF3FUxmhqNMmo/GlnvBeboI1X937P6qQ8Z3eeuNZhXih9DcVq5pcOWLIKJYjbJL9OENdF1NoO4bwWeKYu8tEm0H6PLvIoeOO6BHHnGTgTknXzVdCom/4uM8urxsTpBu20uWMnr7g55Wyg4h38CeLcPGhpTjmNQUwQd6ZInSqg7n19grhzlgEJ4mbIdwni1jmqd5l/X2hO6flMWOJi7/BVDbQjqA01TaOBCwru3XtEg6XaBC/nhh4EHdAA/NJ+1cRJe0bgd8RAjrQillui1QemDXNQ7KOJWGQRht6/X70vhfwq+DTi40gEJct91sbXtEDbGknpA+ZUpzHSBPMXaB52TeS9D5qL/GcC2iUVyFXRcTAmLlC37f66dJ84Z40OBf7tdl1REOf2tZirmyb4qoO4iXMx6o80um6W7+NlM3Fz+2ZfJi4IhBfPzTq1vdF6Tn0u1kQOkBjNLWVV1muVc1zPNidv2FzrkmjduC5s3TKSq0SOsXrAVkhfaj09i6zhns+a1PdrvrXGDpH3DXkEOUXlEs1J61lWdf3t7BFqqTZMri6yBfJlZYOIL4FvGKadRKHESsqLIu0pJ8LykMpZykhNBOBT52z4+qjFUXAf0f7ZBtZ1fIzhjK6V4L6kyrco66vjP84TJ5pknfQJ4jb5SBLEbVjF7hBJEGf+OMpmRw+y8HXBzcObqwYgvE1STHU1gfyonp6Zwei+c5t7grhpJmXRA2/hIDbhA3ninB09N0FcOY8QtuQzDM6Cws9oLGb/fuD378vEnXNRSBC3mW8NnCSIK8zS1vwdAagEcdNY9PX8ip5pwX3k2oM4zx5TN0KXSVNb7SCa7TRco+zrU58rm69nWqe+XQpi1ZfNBOT2fLXh1v7smD9ph/3ezC4x2XPNUgeR/hgn7sdmnMg8RDBCCwQzh90wmixyffA7PnPkRaHe5wCDY07XmZIJWBgqChYWBD0tXHTz0LmrGlxrT3Qzil4X3LSOBeImazevgzmlaJQ9n61rZ045cS4OBf7oGpC9ICSwXzYTN7dv9mTiRgLl1N+HYzZzX47WY+77Q3PigrqzVi+qpycHdBYz+BmNPpu/kne/ySnqcy/P1evmAvvoGNlZJwxa1ATYfAzFlxDmDZbKLIP+8Xqd/8zkD1kz1n5xExrOJdl/XMuo1v8dmG3vQ37C5WI7jxwBRYgGSURTZC2V/TwWsOtzT0GnSlmYagB5G7POvSW4f4XnSNA/8lDP07Hal9GMuum418laH8Ul2d5rLswTp6AhQdxGg5AgbrNpJojbCpAgCoIEcU6euJGJSoK4M63uTIE4qnhYOsVAWDiMtitB3N4+cUsLQUPBNzq2CryDQt3c9yeIK2aggI2gQD7VTLBTMieIW5veJog7Y22X3o/mPu/agzg3/PfUjXeiPe3cAbns+9jcPIYNjQvZ5PU6jVDj1d81U4DxG2jqeA+bN1qA9z8Un7dSiOaEbxyMHJGSsDXHLtuCePz406pGqESj9Oa7N6taTHuwFdXO1V6Jr5QneEaj/oTngGN25NoqTxVKNKLfTFPAsCAePZDxw7rk6JQ3kYnzfHBHa+HKR6ecOBeHAnkUxA3MQney+snEdSkYInvocMym7pfCBIzqMPf9+4K4XfdbBL92DrsWTEGAGrWAGvXR6PdwH8p67pg0bZdEY+zeE9wflInDlx8LIpg4Ijgib1E/9WcamXva7yPmTSzD1LpF9xnmB7EGSLi9nS+ZPHEmc31XFOSlWPTExqrSJ51yWH35BTibrOr5hKoPnETQtPcF5/BkRsqTYfXvBAMcfCrr7H332OJhyhnnTAqzzJ78Kf3b+XFesE/uDmzimecliNv4wjkTn80jQVyzES/zaCS4jnyyEsQN7MGDB2OaU/7WsxozBc6REJQg7ryPyGxwmiAumbg9A04Nhd7gHpAgruRdVAE0QdzaMsvcVSRISIK4EjNhrslwgrg1g6tBenYpaHabUwbZiij69DQyrh1q8P2elt/+rlqJwYY9tT1qNwxj9erbV6tasHN+87YwVaUwIJqXxPUP86I1TRRu1L6W9wM68Y0jUTXMGtEp+Z12KcOoPnfb46ogTDVKI4H4aL9P7OOwaZrMwWiE1ig77vWX55d18P5VkKlr0NN+boflDwpaB29LdE5E6+v4O7n7WvD9nj+prsUw2+uZwEpE2cvq/24uq++0+NKMFEUX9oOO5Wg+B8c+6oPR5RVCIzv3jHTqFz37PA22shlR5ZuboyvYj96cm9qe0fXnFBHUbeR3FG2DoxQe1amzHvHknYXqOZTXHFaokw8cVod1CAuh+WqROyzqtnOWuD7Izn5Fu7q56Kz1kUxDPl6YQpi3x48fr2p58LAkXi+lRqSsOeFqgXnTZ6vrztQ5cV2un3u2DOdscB+97H4cKj631nSCuK2NIDpQxmpIKNwEcc32eYu6H214cxfnwe8LCsyuAKgOxM4BmyDuPNPYKTTqOESFoUNfF50T0XokiJs2tqLUcgNhJYgz1iS6dqJnX4K4rf1oIXDkWfYsPSb7KgKHAnGCuPV+liDOj5Y7dU57CsnJ+5rDGs+tz6HvSxCnAnRQqAoPjNoNt83cojjic/b3l6uXpTx5+mRdNIqjRbxyaHg2XZvIUSFShEPVRKvwQ66Sh39+uKql1rmWd+/frQvRKLHbhpEzu13xCdhm/jp/wOBYRBfpwa6b2tcDvxxPo54gbgPiun5IJu4M4Eyci8nEtVxeQb/bq8jERYPITD3TRv5Uo+AVnn/RkPVd+FwItzuoiU8mbsuc0gFr0bnjuVjgO4Yv/otvXqxqwQcOecM98wcWAx7r2ykmROGqlktm4ibX/fSpxAooxer/stS/lMdfFQaulIdfFvmqFKKA17/hJ6dtU39LlQWXnt+n/ry5ct5Q8RBc/5fdPwniEsRtfCkkmAUbQYK4ALszUXBOc0qnT0fmZyNTvWTi4jlyWl8miEsQ1wU0GAkrwcAFCeKSifMCtSWISxB3KLCTIE7kqzSn3C1whiegk+RSNzGN5oivmfmYvSq+c6V0viqeVnIqsBAw6+VLMTPQVp9Hjx+takEzhkBAwBY0TZZioN1XI1bWsq390Jx3HiM1d5Ee7L6pfZ1MXMw0zvOBc/IJbisjDjbWURYgOiemPm+kdIq+V80zR/WY+FyXLR29Z6nf05wytsa2+3ti4KOpa6zzfZuai8vzL3PmZviMHoHWib8nE+czcebnLjnG1DTes8qBjULu4Dvyhuboc1lomUt7+1viq+hEdkTewfft2dfPVrVUX7dasGyiXXwnv12NtqkRvc0/T85DN93XxHl8rPWz73un7ktcn0zcQhOkG4DB4ogOuBsAYCQU7evcnSBubTKQIO6CyJHpE7db4EwQ15tJjvariWArfOBNfG6CuB1RN2cCVFe4GIUMn/q+BHF9VMUZck2CuARxCkITxC3v++bJ/uEzTfbHBHEzNrtdg3DdQJxGe+wicxEtTRJAY0v98cePq1rM1+x50eCUgi8aGih1eB76FQwcrdUWnecR7YlN6fFfig13KU++Kr58pWCbrhox6kn+FhhGIi5VFs5yvjT/lH0dVecu5sn3TRRw05zSMadU0KZ56mSNZGCTHf04dy6qwL9nzsIEcScE4oJzwk3xosz3zO9dCPHmHz01OmW0ntF9PKoIjl6XIM4HcSoPeWaV5HsjWjdyBflqNYqluoMosxY27Q2a9OtcwHKJyJFv3pQo46Xgo/f0aYksWQryEtHIkZv4nWiUfMdC61y6qkGOveg8va7XRde9XpcgLkHcTi1egrhNFMoEccnEDTfXBHG+CZyaP0ZDhAcFeE95ZgJp9Dkjv8Wp7NDc69OccnKwmyg4mntdgritM2DuvL7iKQYSxG2U3gniDsfMDeWMkXVdRqfcb3CuGxPXher1hAtlGRpDh3YA5guzRDRTMHREO9J8dGFGLhjYxBi5pkXFdw9mEB84mERj11r70FSR14UoltW2He2b5XaZmLtv7uLd+76JAm4ycRczcW4UzkGOr/SJGyR73zFPR1HY5ka7TSbuCjJxEqHTY8jCZ0pUKTOT2RuCyWB7lmYkkonzmTg92zUXLH7xRLtGrkBeMF96dVMR5ZH5OXlBeCTKd+cX5fzu5Yej3sQMqNZStRBt0j6b5RK+bzBz+jsM3q68eSMZ2WvL0vP8VJ83V55LJi6ZuJ1MXIK4DRPHgZsgboegnT5xG9bAY3EcBUeaU+5vTpkg7gZEpwwqmaJmjQniLlZUJ4hLEJcgbj8yZx+AmCBuYnTKaIftMyhL3ButZ/i6mREGw893KF9AEEkiiXLEJ8yYma40xgxmjL97Wgd+x8bb6utFk1Kfvqb91OfsFLhLH5LzpNq64x9HLjq0WqaNciI/WW6W//t1Vd+rbZvd554JmzKEQSFpcgJVJ4KgCVut793nin1/dB3N7i9nzoaFQ71/AOp2+Ux6EfA6htpzah4oo8J9482RmWZU0bGbel0UxLEf6L6iUWyj6173FW8/ivZ3x/zpvjSR7Ym8t2OCtvMV1rkrYz17Hey5rqLvddeIBBeL9M3Oa0ZKmolj1PW/MPU6V/Ev4hP2pEuxEEyh4OVn2uXntVik5aXMKWfuQ+7Yy36nfeCd4YzB+5YvF2bqxYuSN62UX37+ZV14r47p1P2ukw2cemu+Ny/Juvr+83wspZ5+XXzhSiHKJH8nJgBmlXziS6e54NYxA0bs4UwzwNnreaG5OHsMFyKOrvz7GffA/Fi1f7f4T/2MToBjd1S0nuHrEsRt2LUEcZNzc02eY54wmCBufbBt92eCuGka0ARxjYkTABFZowniAjk0t/euBHFheWkEljqgOFGgjczvSdckiNsEZmvjkCBu2jl0bHxwpd+fIG7iQeTlqgmaxE3aGHdpy9pBCLNGtEd85fj88MOHVS278rFtmzeiCeu0PJraoW1Orr+SaKEN3Dkgz3zrfi3sWSlVE2dteP58rbnqtFJOyHn1u7O2wB5St6nax6vGxDnMnZsrxwspPrWfBtdHE7vquHVrxVOcbAuHnjbfmwOtD7qgC43V1b8P/XD0/W3+uwxVlH1Qf8Clvg/6S1nfpZg4A4+jORuci1eBiQuvgyATdOWfp2dK0IfNA8+uAoc1iFUKn6xx5++dgpK1MthLzrHMIi+4gc6C89xjhI69x9NmV7EhljzIHfi84RuPj/+Hj0V+KUXba/toG4vZwjc+dY7fve57ylIrU8daxFIK5g1fPiyk8HWDeYN5hLHDwkotoep3T3bc15drtkyaTNwiKUlmz2G1TEsmbiKYOxITp+AnQdxvZ6kJZGPnAPDYhuHmlSBuf81xEU7CwuYgdLIbECZB3BkjPhXcJYgzf91tAXS4N5R5PZWJC6+DBHGrC01Adc564E/T9iSIM1AUmd9zrkkQ92lVgVyCuGTi9gZnUXY9mbiJ4O3ITJxGc2KjJYQ/7NWTpyVvWyk42L57925VC9e5fmNe9ExP++gAnZEfhgaxqO0iJ16NVFkLWjq0V2ipsBf3+kLBm2nvpjJyhwJxU8PDD8wpPX/DOYfwIe4Js1cqjImwpqxYFwhlhzA3Mks6lAY7ygxF+/tgB4KnkfZM35RZFHYiPNaOIL5Y0AzPJy7I9kTqMRXEze6bKFt7qOsG69Jrl/ah58MWXQPK9pxjvMqe6pkY2nWe4jXIgsEeKRvUKQlHEajLOE1t86its58XbPvo+cqs61gwFz59KiCnFPzfYd74u53dbS53voStbzXv2+T90dn3dGw9axAL1Nbag4yisQmQVZg7yDBEo7To4j/+tLaacmWaLaWR1imZuBsOGBPEJYhbJ5J0zD46gOAEn9BDJkHcBeHeE8TtZD9G/mwJ4g5wWCWI28n6JIjb8hVMELc+HxPE+bJSgrhX68TeCeIOcEZFGambel2CuKsF4lRTpdpNojmhGSLK09OnJUpSKXw3XziZAGrrrVGlXD8l9QkcRGy0TX9H1Ev8/d7/6/2qFrRVRK3Evlz9Czp/AzSiaOVPhInzfL8UxHhRJz17/VNl5KJmZFHNvfkL7JpjMzXLUZYk6jtnAl/z+bSIeO07v0ffO1KK7P37wPTMZRbVFzbKBgkw8DT9k9ul6Sg0YEkwkmzovSM2USOgXlUzSRWOFmrH3IiN3T4/8M0ZMXEj5ZHuq6M1a4xhneMwSp7v59T9ymnriCk79O8jNsisa0oU6hqJGh84GDjut32zmb52DKTjB7QUE+exvcqQETkbyyfkKvLk0i7Gn3ODfL6vvi2gr5QuAndbW53PcB13Zw6N+n7UN7PnRvrEpU/caHIt+fvsieptssfyifNC/bfDIkHclqlKgrjNxj9VUFj4+gRxv64SxEkUyARxcV/RhUBTdB0OIx8uVJ8EcTP25gRxG8FZlM+TZcVRYBPAdzsLE8TtmKsJ4hLETV54e9CliwuyRwZx6vdlkbSEbcIm29isln8FzRHRk4iq5G6OoiEa+oNo5EM115R6Vg2cRqJSLda774tfXyloscxXrkXiNLt67OY1Ws9UbeiBfOK0j1X7N9LedkzcwP8nYhp27pqFQdxIc+3+Lv5XqqXVfE/19y4qKmBBmSaJTBetY7QvvZw+rmZ5qfx0U8fOyyUogrqXiL3TDkd96ZyotaqBjo7L0j6I4fdus3GjPHFRljIanCb6vLnXOVEduzXm1XdkhikWEiH2c4vd6hgy732D6JRRCwDdf7rItZLyZf17Y5Q69nDqOhVLF8/nLLo/LS0PWYToNgac1ZV1q+X5NyXidClEze7yyBGUbKQgkDN9tgw5MiNv9WH8kKNgFImkDfPGWaQyjDu3vP1PwGNE0ZFM3A034UxzyhnasLqhJog779ekAkyCODd/XIK43bm5vMAHXeL6JhgliJu5d20LkAnidjLVCeLOcoAqeEkQ18CZpCFRM+8Ece/WAC5B3Jm8aPtKgrjTYLH2IIZmKxCWfmeCuJmC0JFAHAcqmjQAgWn8HFbm088lKlQpNR9bLUSHIl8J0StVq6ORtzxBW7Wibs4v0dRva/KVedOokrQVrRg+ckSxJLql+fGhbdOIolEt6FVj4gbsRlTTvbiWNrhpMa6YBDNnYYm7zzanuX59/6+bgl+lztcOEDYfNXtXe6b7vUUjg/X1Pr22nKtrre/PwdLaRfuW+qRPu3rJ+5Zm4obAYCp75DCuOv7RuX0IEBc99KN1jD4vfN2InZjoU+xGi5TATrP6etf8EEZQ17quGeZgt8+0NY7/EhGdda2wx3j+rfV3i07YAJ/n1xQdcy9PXHRvn51uZ3Bmqi89ya4J9IF/u8or9IeZK4qJnoIelXvCc9vx61SmS8eS8SOqJAwcvnDMDerFHKPeHWPqtG943wX9n0xcMnHreZZ54iaCuQRxGybOAQ4J4vzolAdj4hLEJYibCPYSxO3e92cBi4E5ZVTgjAr00eeFr0sQt87xhWImQVxcJkoQt+mrIRhLEJcMXFCpPXXfPjiI6w4mJvNS0YYm+pTsq72IdrCX5yR6UM+9Tm3wqS9/R7OE7TrJKdGgvX9fGLtSTAPv+BS5GqeBDf/QZ2hb86R+Nk1Y4rBVfz++o/3rfCccsOParzsa6M4PR3JmuVpXCU5DtM0HXzxY1QI7yufDLx+uann8l8fnysM/l7+X8ujxo1Dh/u76R+X+rfLkq5JjsJTHj8v7avlqU2Bvnzwpv5fC3+158hyeafVuz9P22XtoX7uOdnfPadfR/gs/H5Y+KuXBw9K3tTyQ0vr8/p/ur9bli01hLPhuv3PdQp/37t1brcv980Xfp9dZvVp959bv3uflvZFCPfVT6q3tcL/Lc+7fL/1ei/SrjRvj53xG229zZTAvzj1P5oTNoTZ3mCvd3NK51r7X+bgubf0e/JO2ylyn3lafts+w7oafUn93jdEPbey0/dpv+vujL8v+VEvbX4b1knawP7FvEalZ9zH2M++TfXH0ub0fUlfWAfN87rl+LvLllg9g2BdOgn25cplYsai8VHOa1fL2+5LTtRSsYfjUvLSHiqwYlcM0MElnrdPOZCwSPnz8sKqF2AHm0/eh/L0UsxLyIl+LfBt1vwm3Z2kgEHjeaK64gZNgiLzUSk3W69JUXBI2OOU+X7puq/bvFv+pn7M3owRx8/suYA6YIO71Oj1BLQniNiAvQVyCuA4cRgBcvSZBnAH7BHEbpZKCzwRxG+VXgriXqwRxhZmrCegBMEHLraWF9iWflyDu6pttXm0Q5znwBzQQ+yyEYzNxbgQv8R+w/CUlYWWN+oiWEsdkfOnMZrxpAU3DhYbPyYujfTgF/GsbVKuHBgftINEryUXDd9ow8pPpGLaFmThjL9vce/u2aDNLgUE030DJMWZ+VtWXqpShz1g1DdpV1K+rXaO+aPY+/MwkoAjaSntH8yczHxLeI3UwM6VPRZtbCvdzHya66ieh/iDmk0LutR2f5gfT+szzVVP/Fs+fJvLObV8YHbNuDOmbXf5923VWXz/P/+eCvthV97BvnfSf50fk+i/qPNT2Or6Bs8wap/jTOZELt/0q3aiEbT10v+u6bWPX7WPqqzsxem60bzRnYTcPiKA4NSqmRo8d5ETskmU7/tteIKNujXr9L/tU55ckYePD5/socqKwV+tzpM1F/LexOoief24OOxmrqUycvl/nSOdL3PqUPR/GDQseLHfYTzqXAYeFuTSLKF1rrT7MKdplFkktijeKYPY1lwlVxXoycV0aiFGkzWTiDg8SE8TNAHwJ4ja24gnizvwLEsRtwBslQdwm6FAtXYARwFOCuDNGfQpIG12bIO4sDH6CuIv9dRLErU0Ma0kQVwD6tjlrgjg/72WaU56MH+CVBnEdiNAQ+GreOQOw7dLoHQvEmaZNGLIuPLQIObAh5GB78rSYiJTy7PmzdUHjpnnl0AQqU6d5sUbamJ0aSjFF8DQ2vPvj/35c1QKz9fTrp6taOHg0GEvH+GCjrT5uslHP9okTTfDr716v1uUfm6I5d0b+BGGNfIuQZqa2juZfo7F5jF831ppcndw/o00cH0EvMIsjaM9OXhwUxs49X+3z5zxj1z2Heu5S9Tvyc8JzO8hAdn6vGtVyOz8U68VhjLyIncakawh6ZfQ9HxHnbLK9k/WiedEG3z22RvfTEasTHZPuuQNBt/OT1rNLc2iN3Aqkn5QF5xzomNQBwze6fjuyLddiFYIv66kwcWr1oT7u1BOFG3IAjBWWOiPf+EjQhZ377UJymEb1pl3m09dSIeADRz64Lm8luQCDc8/WbJpTWh5gb+4nE5dM3CS0qweimWottGmMojNGN/G9r0sQtwZwCeJ+O3PGdkxe7cD+qbBkpaiZpJrKJYgrm+6+ICdB3IV9GAUMUTPXBHF91NwEcWdJuUcALfJ7grizfdFSAgTCnyeI6y2Wwqa+C8utOwkJTwkzOgNHStwMbDIJu+wzJ642EycTzWOE9umgU2Li3DD2jua5Y6fawsOPDGaOPCnY+OPArJou1/9jTs62BkQ1whS+E2an3rRkKlh//FiYuVJgul6/LoxXKW/evlkXoly6OfEW9olT8PPqdfFDrKX5I3o5c5Rd9XzGPAWF+pTxPCKV4jvIGFMfPjUvH2NP/fHt06S33lzUA55+cXO9CSM3aue2Y/kwGuog0JLWdbRP7Kt8GZkf7w0eNZz8iP0JsiijfnEtImRfMJZ7qonfyHzS+d38sBp7tu0r6PliGZMD46a+cM3PD6F+qTGb/JyRomD0+0hIO9HfLUdbGxf1v9I8pMNca8G5xXPruHMOsqcSaXPf/UHrOmJPvcjLmqfNcuc1f2aiVcO8wVBpXyqrae8bRCS8LJ84znhyySILYJ1D3jcNCMcZo/JM1LIrmbit/GUZnfLSwJp3DieIm6HtOJY5ZYK4M21ggrhNpKwEcf/xI8ImiDs3RzqAnCDOfMdMCTMI7KGBgiaDr6XA0QikjX5fqh6X/JwEcX6uUjWp1yTcgJ4EcZtzM0HcjrNTct5lioHDm0NOVZLq9QnirhCIG5ohiQCioA9togZaMEbu+fPVWjv3t03RyIJLMnGevb0xPrKZmJAlZoNEryTfGblfLPJm06h3ufEWZuJU2wcziFZQx8J85Lb9dYrfhjKQnb+jshiS6w+G4OXLl6taCD9PHiX6h89nXxe/yFqafySR1riPiKbMGZsDKuyqz4n6Djm+dPq8oea8jFvnG+ox0V6iZscvZ7S+wlEfJWCJFwlRmfJOkw9bPXGPijIC2t5FfF0rMHTMvZVlH9VzaXPKSNACrVM335nnGrWRvzPvZT1EWZXhem/rzpht8Ym1PX5igngvcqtnbq2gV+dyxERx+5pou4cuExNBZYT5X7P/7bm135kj7KGkHxjN584M0WMx1Ncq+L07n9vzicZo1hctSiO+Yhp90uYCPqltLqtAb2e1KIMui4njjCcnK77+MIsAfl17UyObunMkfeLSJ27i2bwvYNt1f4K4GYNwLCZuJGSqKVCCuPfmM5YgrvgQPn26ShC3A2QETaoSxJ1FY71QYE0Q1zF8CeIu9lFLELe1toKgzTOnNBeCBHHrtD0J4nw2qdvHk4k7unnkVKC3F4iLvmxoxuNtWo65j5qQqW+MmxNMI/fNjF7ptsfTzIyiHs383dWke7mKnH5G42052Zofl/pLmWaLSIwNAKuvyy5nZgW+bpAYGZMIM1OvQcCGPVRfuXffv1vVotpKLxplFz1S/YucPka7jC/au/flvaWoqUv3XmG2hoDd8wMin1ILY3/3j3dXtdy5e2ddGGMDteKT9uhRSSJeCkl/qb/6mjAXdA/QvFHGOEo0QA4PzWWkJkD1e2f20rTiCH7UxaKykSOr9ZH6R7qaYrT4Yorm7Tfb2vk6/3g/Ud/Mp1T8P0ea6mFUOGEbvP5x/Rb1oBYndc+EhjmrfpvsHzamwsLamMKKe2au0v8m2DdGlTlI/7l+mpLb6xxzq356MOGNdegEY42iqtEtJXpkx1bIOrW+EJ8u5ljHiLV1rMzXiE2wOaRmlTLWXNflAmt9yNjS51yn/lLe+4x9En/Nbo575p+cMWKBYWs9GJ03ypKNrqvvpS/MJ67tmZ6PrT6zW19egBCZx8puqr+3+kNzfhNFk6iTWGvo2Hj1isp54et0n5Wx132GehGhGl83FJJYu3D22/4kcsqofp1PoscwHjmgy6gd+fvpm0AuOUYJ4qqpxEQ2LkHc+TxxCeLO2J0EcU3j3oSrBHHFRDZB3NoczcwpE8StFBwliGuCl5pDJogz880EcZs0QwnibhZImSqf37TrryWI01w/Xk4u9QGJDv7RQZyXa0eZxqhZhuRQI9oTmq4nX5W8cqUQuVC1tqaBR7u8rUEM2o27dudBllJ90mBf0NLhzE3URnw9PB+0zjdGNO6e/9IIxLl56MS3bTYTJ5H4OiaupRrwfH+MiXv4cPWwFHII6lox9gumQvwnlGkjyiXaVPqJAxm/BgLWkOsHJrB+omlVjayxhVIH5iv+iTy7y4covin4VHA/30mKyydshCU5b32L7wltoL7qB8nfP/xQku2Wgu8KfcJcBfzAopp/YpuT2i9cRzttzrfodMxB3k87eY6ONe2nXsaEiV8p7dP6a38zdxgP1aBbe34sQlspygJru6g/7ezYn7aH8Nxznz+W1BulaB3pI/PLa+sKFoM9UvvG9hP13W1zg7Fj/tNnzCFlaS2QhzBO2yHv6/9t7Np+S3vUl5W/237psbI8p80Zi+gnObV4PvWnvny3/mp5Prs51t5j1//703osuijFmk/OO9sG0fJGTNvo94uYOFvf4qM7ZP4HzJTnP61nHnMVBo5zWyM2dwzcgAWNykXD66SdXQooLCwY6zaWtAvrFksv1PLAsf8rA9exwwNlfWfyPLAE6xjWy+rHiaTDcFzyeZOJnFPq0wRxdaFONKtMEPfL2nxRN03TLieIW3nmlAniNtrUBHG/rfuhlgRxmxyGBmga4AEoJYj7pcsHmSDOidKYIG6VIG5jKZQgLhm7UwJbh6rLThC39MsO7hPnaHi8vHGeti3a7mOBuFEemZFNt9duZX3ULwlWi7wyROOC5YKZUC30TjbJY7Tk8DW7+KCWyBtrNMUIymjxaAtafNPEO0ks1fFe2Qq0eEMmLhhEIxoIwfXhaazU3c+LT1wp9+/fXxf6wwA4rG7TsMPEPXjwYFUL7Ib5xDQfHfoPv5B79+6taqns3ZrB+9f7dbHfPy+/l2JzpY33vfvl76V89tln66I5f2oOJvzzYOtgmvB7VO0+ETbJdUcUs9fflVyCpRDJFCZIfUHQYDO/idxJHwLQARfGWD8tjHUp9BnCFOuFeiKA37lT/BRLIRIorCdMnuY9oq9glRlL2nP79u1VLTCPMIHUm0ij1MPu+59yXyn4jQIuqb8xkY0xfPyXx6taqCft4fn0G+MAG8za4Hm3/1DeWwr3sc/Q/9xHvag376d+zEXmrI4PLHCdl8xH9oG7d8v6KIVIfR7LyP5Cm22ONf9hnstc1f2CujFGjA37Dm2lLxh7/Jn4rONUC2Nq7SlBi2rgIu578EVZv6Xc+UOZY6XQXurH2LNOUcCx/i2abYtUbGumKR5g3BgD3sd9+F8R/ZZ9iL8buyL9x9yhvswV21+FkVSWyvNL8872EfO2y2LB84lTpWbnSwvTpGegwyq6gcrac9hn2Ods7rScqcbuqo+oWOx4PrBReWjqderLp2OI3GBz6FmJnlwKa8aiZkv0YS9GQLR+U+dCMnEJEqNz65DXJYjbosyjHZ0grgS/ePxolSBuK1dbOxgTxCWISxBX0lv8/eUqQdxvKwTxBHEbZVKCuBKoKUHcug/UrFNBWIK4BElRmfwmX7cbxKlzsfd9KksyNS9KNDrlqL4Ou6K+c9GJcDQQJyyO59ek/g6jXDijiGr0E5p/GAO0wDAVbLpoyiqgsToCciRynWpOzZeKSHZBnziNxGcHgkR9VGaONsCmwNhp3qMuSqb4sEWZODMNk2iNpp1Uv8Zg+5UFBUxW9mtdGlOmjKP5/rT+hjWCUYOVQfMOy4PGnt+ZE4+/KixNKfQjmn808fhnAHTuf1EYwlKInql+TXUuwUBxDTnweLeOtTFbjQ1kblBHWANYBIuu2PoeNkEjndKHMHrKqMFWMBYwgNTHmKvmZwSrQt9odE3GinryfpurH4svXSn8/datW6taYGNgWR5+WYB1KaxP+oN2wogpe8rz8HGDEQOQwAjyXK43X8Hmb8Z40V/MOd7LGuQ59APjC0PHHISJY47BqPJ3+oc1gLKpzlnmAM+kD+izLniERK9U1o86wejD7MGCsC8wN5jLMM60lbrDNttcaIw632HsmFOevxTriut036Ee5NaCiXzwsDB4pZifaYv0Sv/AkjJXaHdlzGsxv8l2JvOdNWc+sG/frOpewN9hWdSvkn6BkTNfxLdvV2uG9Z+ttO8uq+TICFPZlwt94iRas/lutnXKPtNZqDg5S1U+UT9Mxoz9wSIGS1s1sJJG9lT5YKoVTFRu6qJGwky2s5CxpF3ss3omWBAgfKAl6q2dha1fw/UTeXaqX7zr+xiUk+fWM++72WA3QVwR3KZuWgniiqnc+zNTuQRxRasYZOISxG2EtwRxn9ZmcbUkiHu+NnNMEPd4lSCuCGRFuAfsJYg7k08SxLVcehLwRKPeJoi72aDmpoHaBHFXCcRpri3JXaaMRHQye2YNFhlNchqZtrRpUwFxaJvR2laWQCNoKfOzFBNnOaMk0qbmEFO2A2YI7R+sgeZl6rRykj/qZEFcY+AsT5xGp5RIp5jAwaAZG9KixsG+GBvyobBBpcA8aCQ0mDk0/LBRXMdzjNlrEQm3/UnQ/sM4qbafMYYdwO+I76wDmDGYJOat5huDnUCTzpyABeE5zInP/rv485VCWyz6YmuLMVcvXqx9r2D4AG+0y+ZcY3+IAouPF2Ni0TabfxLsKX5Sxo42JpL78JmhX+hzfPP4O/5XMGv0k65zxlKvVwbN/Cqb5h02nOfTb/SDm6+q3Q9zxzjQP4wP+xBrHZ+42t+sc+7hnWbm15gny0kn/tbmt/j61QpfpPqpPnbaZtpIHXkfoI31ydzu9vJWD+6n77qIfG1fgoFjjNV3lvtZl7CVzBXmAvWAcUPxwNgbO9t88HgO9YJNYQ0wd2GPWAM8h7XKGcLchqnjPuoJk6f7VZSRW5SJa2PE3GEOMP+Uie7yvEmANda/+pKy3pjDrAPN0enlW1N/6MtmkGxuS3Rd1jVjrJGM1Q/dFKJiFaP5JKNykF6XTFyCwblz5zLvSxCXIM61TU8Q96v5tCSI24T+ThB3d5UgrgTR+OtTC2ySIC5BHGAqQdxZPsQEcbtBQIK4BEeXCXKu+7t2pxgI5va6bp0T1soJA6Z+X8O8dOLnFO3HcP0m+lFFIyGqv4jlDmqaMIRbtMlVO81B1vmoNY23MXV7+oLRhxqlUt+rbUVrB+tC3Y2Za7lo8LuhD9QHzZi4xlqiTUTDbCYf0dx9wTWo/g2W16r1L9HpPrtd2KJSLLKX5nsqKSOq5tc02xJlEi0yjAMafjTmaHfRHtMfRKczxqMEvKiCHv1tDEaLoqk5w6oiweZTAQ4VPFBHNLf0AUoH9a+jbuo7xbuZo5grwZIYE9Yi6OFfSH1glPg7fcL7YA/wk6Kv6Ev8lmApmFPGHjdNNWwNz4ctteh03xZWqBRYGlhOG5MWUZQ+Z47AzFE/nqegrMsVyNxs+yDA3vq9RbE0jb/4QjPGtBvBn/rQTltr7X3mE/e4+F2Wwvhbvb8uUexKgUm1KLttTda1gH+gRpOEWdK93HxjGYs3xRy4FBhmGCv8eRgDfO6oA33KOqDOzDGYM5gr3WvVxxUGTRkn6s/zmJvqO8d+YP3xvJi0lkLf21xp/kbMAdpnvmjfF5+0UhhLWCdl1PhdLR9gsS1SbPMf4iyBJWaOMG747LH2iVjLeEXP1Oh1235snDH4R7Iedf3C1HIdPpw2FhLgRMeINhtr2+aeKZHauuiiO0rURjeK4lK+Wo2B9CJEK9PH3Gc/ZO3Zmmj7lTe31XpnNIbK4HXPnZhiavS+Wb87fozqzzjr2UuMs+NT6lpNLPHOfEYof12CuK2JEgZJCeLWeb4SxJ3lokkQt/FlSRD3yPKdJYjbzAkV7hLElVQbzQw5QdzGFDlB3G+2b1iI/abwShDX9pF9ld+a2F7A59EAUpVBE8SFAMtRx+hEQWWCuARxXcjjLhJj0+wZy4OPnGw8aIvRilatONpEzUc0YuA6f4EBuzhk4rCb19wytK1pnPHt4uAk0h1aVYQv2qqsCSwLGmM01hoBMcp+dqyup0CgfyTAiuZh8yKY0R405mjoLVpn6z/NC6URD2EgGF+Lytd88+hHNOawYTADGg2z9h9adz7Vl4w+5yDEP8ZyTLW+4Tu/UxeYNXy+YAtoA74nRFM0Jg72suXUo8+oB2wu7AVzR3ODwZooo6jvZ2wsr1rzU6QdsBawOSO/INqLnxMafnwAyd1n+fg+laTctbSok4Ax1rhFz2y5xRgXrmcNMMYwd7BU+F1pVExAIM/B55HIkgAA9dmj/dSj3qe5tGCeYAPUxwwGnU+dr5qonbG0KLBtjzTW848l1H4pgDfe5zFx6muL3yOfmouMOcPzNIolYwD7SnuYQxp11iKtlkBWlY0jCiVzhTVl0Se/K0xlKeoTR7Rbxpg5ylo2lqqdxyhA7L7v363zGJqflJxBnf/XwgLX9pnIWaNMHG1mnWsuTf4+ymnKWcn8Zm52ftoCSsxHTKJdHpwtEb9RjeysTCFno/notrmla8/dvyaObTJxC5hvJhN3siAzQVyCuARx5dDjAEwQt0nynSDujQXlSRBXkqT/47UFr0kQ93RtmlxLgrhNiP8EcY8NuCaIa/kRm+IvQVwARCUTd7Ig6dTZvwRxCeJMWO3y10heOo3sqJpB08Dhb1U0hfjzWC6oZiJi+Zoam2DMXNMualTLoanriKHymDzH90x9vIyZa74jaK7xAYHhQnMOC6P5jyYzcOorKO1UpgDWgX6HBULzbgnam98S11NP86VpzBlMpEaA1OuIvscn2mTv7/iT8Xx8fIwVe1b8m0qp2lrzL2prVTXgtEmjIhIJD7YBFlH9+GATYHJgdrQv8X1hLlAvGEIYLHzE0KDzPuYwz4X1gGGj/sYqtzkLU4UfFs+lnsw1fOzoQ883l7VFP3Kf5uKyHF+NaWTMrb8/flybwWkUSNhf6s3ah50yFqaxUhpBkWikzF36lzmlvoRdxMKW64zrmQeVgQWQ04fMO+ah+vFp/kbaAutJHzIG+KDRRgAvYwf7CJPFOqBveb4xTs1CgO+wnfSBMd9tz2Wd8jtgk7kJM84nzBjKKx0zxpo5TZ9Sb9aCNzdYU5Zj8XVRCJQCE4nPMO+lH2FpqB9nDWtHmUxjbSayNFEBbXvf5l2MFXucrivmNWedMtH0OXsv/sP0gVl5tLFVZqrz9w76wkfbHL6uARBN1cSYsdbYhxlT5pD5rra5rnKI+YVJvt9o/ZKJC4DI0bpJJu5kQWaCuARxCeK2gVw7CBPEbRKEJ4j7ZIqIBHElMfuf7puJNCAyQdxzS12QIG4TuEhNXBPEvV8liCuBqUqwswRxO0BVMnEnC5KiyoJjXZcgLkFc2JxSIyEqW6aawsoScQ0aYzTXaHDZ0IkMqNGYhgwc2kdl4qLMnDBx6quHdhGhBIYLrSkabcyq0J5adMr3xZejFNPwHyg6pfpT4deFRpt+RyuqGnXGAS0w7YPF0LFHQ48WmoiAaKfxl4LNsWhyEhUThoHfYWvoz2qaZGxji7jJb9xb8xHWgpaeOQQLAiui0RkVqCv7QZv5O3Ogi7jaGGs1rbP7Wj439W/iOfQRmmtdR4yN9hHX817mJmtN/aV0Dtp9Ld8ja1AZd/rPfHMkb6SuWZhH6k07eT9zw5jK7wo7UwprnX6GNaMfGU/Yb+pFvZnzFgW0sfzM9cr60De0XdeDu9+0/YQ2wRzBqDEHWffm//hzSc1RilokUGfdLzSnmPr1wYjxHtgMXZ8wjDCGtNMYteaHBLAwIN6iTbI/s85tH2D9tn0MJs2iRr4r+10prDXYXfZJ8zdtflvU36IBN0sNlEdd/k9ypbb7d505db9YWqDanhfGxH1TInqWAstqfsAFqFSwwt7InKOv6UtjqFrUXfpaI/RqxFQvCIayyN5cXrpvzFyyjQ37sEa7ZT17ftldGp+2r2oe26msazJxycQtPudHzOUl/p4gLkFcgrgtYJUgbpOQOkHcmQIiQdwGZCWI+91YhARxv68qeE8QlyAuQdzyIEndLqYC18VBS5pTLq4YWmqMEsQliDMN+JD1clgr9Wfb1hR6mxHacQRDfDYsr1pjXYZ1GjBxulA0cpZFCnN88To/v/Y+Y+Yai4FQ5zF0s33hgj5xyrrAXnVaW2Uo2/MtvxJhl4ly2VgXj3Ud+aaoTxHXo5X26redI0wd4y1HX9P8au4+r+3GvEkeInseeZvEId8iDba9Qn1Rur5RLZxjKuNFY1NGzlJ5SP08DbWysqP+6DT4EvUOzbmOtfa7pZdwQnkb0+f4+GiUUXcOi8kza8vGRViac3uIzOvOz4h7GWsn0l+Xe2sg5LhjpXX19iGZk7omWL+aT87yxEl7NJovfafP9eZGFw1S2q+/035v3Ss7o/Uxll3HXvb/Qwm7FzFx+HDS95hdq08cZ9yjx49WtRA8CrZS624+587Ye/PeY+AP1TdmPdEsImBdsf7wrGtGljydbxxrQ9boSBhOJm55kKn75qHm1mhs8/f/gOFWt+x/5T+dwOkIytetA2cDBgnvfuWSfQcdonVeeJtsgrhn66TUtWC2lSBuo7lPEFfypkmSXhXwE8Rt8iYliPvNFGwKahLESe4wVRwsbM6UIM4HAgnilgdJycQt0KcL7wGnind2MnGnWtlD10s1ua7gHQU9wevC7ZJ8LKaJE21xVPOk13X5a5R5gwlY4rNpF5WRw2dD87Gppke1eJ09vfYJDFRwTKaCLnw6AG/4ohF5TNmjTosqviZhhUKwPd3cRqPNRkeEMY1I6swtjYrpfe/aAfMnrJL6YW33v+Xka3nZVHkQ/e4qV4J+it17nL4BqHoMnc4FHRvvPV7+Rv17dO7MfZ7tVw77Mnru0vWLjn94n51w+Ifbgi+X+HQpgA8/T/Jesj/CdhIF884f7qxqIRJix3zL/mFjN8irudQYdyz44Gzx9pPuzAuOYbS/VfFS+5E8bjBrgBnyUMLI4RtHFFov/xv7nOUUDe7tXRsAtLK3u1YZIyV9W+e2D//8y6r6MlJP/EFpl/p1ql+jWr/oHDjEOs1nJii6lDmgVjcidx6iDgnitjb7BHGFLamTzmEWRwf3pN8TxK0ZGTXNm8riRoWQBHGF1VDTVI9Bd0BdgrjN3pAg7kwgCq+/BHEXmu1Hz44EcVvnswfyEsSdrP/SIYT4fOYJAdQEcccdDI+JUu1k9OCOXhdehEdm4qayUxdd3/lkNA0szJzmKyIyXxfZitwxIqArcxcdCw/AjtqOthFtLMwc9Xb9uhw/p8n1nau1VU28o4HX+kTn7GQmruUKOsfEtb+pj0iUgdFgNa4gOGDkoiDOq5eyBZ05ssNSjuaea/4+mhNBBtId+0FY7MuyZIiuleicnXJd9N2juaP+kaPn6vWcUfiOEUWT/RSm3HxfhaXpGDFvH5g5Z0btCc9xndOOz3B0DIf10v2xgHHuISInVheWr7Gk4aipOIgQinUGUVOVqbez0DGznlpH84lzmLhOzhE/Q+/sZA4R6Il2kQvQjTqpfp6MmYDNrt5BNjU61nndceXrG9H/CeKOO8kSxF3MxIUP2sBBnyBuo1E9tIJgqgDgstEizEQ35ARxvxnbmiBu4xc5dU4udX10zk65Llq3BHGDcQ+cGTvnToK4fj0NmLgEcceVM6fsL3ntFRurBHFHHjAdgCa4HlrQDi/UYzNxI83+hN+tT8UXjL6A0UKTjK8c2k+iQ6IdVAZN7fCnarqnAlb16aKeBDbxmLjOr3Gq7160z6PP9UwOHa1p598wys838Inr/MMqUyl+etGxce/ztPkLMXHGalBvxw/KM3FVViQKFC7rOs+ccun3h/fFI2rsJ7fZWV+T9ycnAujQV1gjg2LJ4Jx1Gl12cnuj+9Pc6y4JxO3qVxioB188WNWCLxy+YeQxhKFSNtT6lr7XfW5un0RB3OBMUOsS2ksEZstnJ+tP913mtrXfifiaEQ6PLP8ecR+9Cnt9qI4J4o48iRPEXegTt+QBniCuaaYF1Hha0r37PkHcpfnEJYhbhm0LHZpHFjwmr8sEccsysQni5jNxCeLSd+7I++dV2OMn1TFB3ImAONFOKssz+eAeaNTCk+TYTJyyLHt8N2aKXF/qC9X6DP8B8snhK/fq9atVLe9/eL8uCn40v9tIQz3XT8qilolvHswh9WOMTfuqB6j4CSw9x/Z9ns7R2c8bMXGByKfRdx+didMInGigFbiPAq5MXWdRDX70uZ4prXdgjZ4brV/wuvD+eQCBJToXR8qZqUycG1zG20/FL8l73yg65ZB5jyqLdGxHc8Z77mWBOCxGSr3xzSU/3L1791a1PHn6ZF3efPdmXYypktybysB3ufiC896deyMmzvOBo57tfiIrY1VCnrv378uZW4qeqXq26ZnX+SanT1yCyAPsycc8D0YRYA9Rt4xOuT2JFCSNnKj33WzZTKMTOUHcKkHcMixHWPh05ujU+ztzVyfFQCRKXfTdCeIGc2Wm4OyaU858XnQ8vesOcTBGnxmu+wDcJIhr/tijOTQ6kxXADM7W6Phtm+cniEsQF90f8rojEzNR2Xqp65KJO+6Aq5axW4BoqhYCbxwg4YV+ZBAXrmdgQVhCY2E9LXIXrIX4fnAfkb6ICPb2n29XtRgz52gbo4d21O9Kr6N+1AvfPfUtscAuDssRrmdwLkZTDNh7RZhyNUwzha5O49/8Qbr8eeXvc9MuHAvEdawvfQQDJ23t+nxmEBlvTu0LfvR+D8RF94fo3I4A+npN9HnR+k25LvxuYTm8Pp38POaKRjZ0fOZ0fXUWDAP2ONo30XZMPQNdiwn64cAgru7vMFH375colLW0aJT4b9s6bGOCf7edeU5+xal9NpeJ072c/erd9+9WtXC2Yv1ChGUin5IfTvcb830rfVTbylnesdCO3zTrPTrH8rrjysvZ/zv6P0HccSdlgriLo1MuuWgTxG3m+r7CXPTgTxB3eXniEsRdvI+H52zAtDZB3HnfWjXN65QvqkgQhnBkThk9A6JjnCDuPxaheGqfJYg7rrwYXQt53Q0ap1MBcZM3E0frd12jDY3CRU/tv/Ain8jEhZ8bYM52AY6p7Tx3vcNOuP4Cwqz98vMvq1pg4LDbNwbsx4+rj6V4USrNXl8jB8pcps6Wo2zLN2K7PTonnn79dFULfhF2rUZAFA3yyHdmrz4PsHbROXPoelz4fEeTq6zooZi4jhn0fNxGYdMdv6CRXb2bF671i5eviTVjGm8nzxsad+aiMmL6dw8omIDe3mOMRPN/VUaP67s12/Ynj8mwNfprYQBKUUZgqqnirn3KNSENrKlDrJXoOvVyFnZrI9iO6HuHuQuV6Y+eQZ5PrUY8jD4vuJfQnjq/fvr007o8/PLhujx69GhduuiTEm1So1FOnhcDf2Jdh953y8fW1iXt0TP0w4cPq1p0v+vWYbCvo3Nn8etkn3P76dTbkfVbzocwOiei1x1xbHb6xE3eXBLErbVpk/vtwD5xS2+Gc9u3874EcedzZnnCRFC4WmpsonNmqffNek5Q8EoQVzSgW4dQgrgZ/qTBIBGz5vEeazu6ThPEDVjh4F6SIO5s7SSIu0HM0hHBSXSPm3VdFJxFrztiPy0D4gbRjmZ18hE7ZVTfzjTNiy4XPaRHfkUKkiUSoqfhG7Vj6u+LCipBEKdads8M86cfi3a0FGXmsOvHX0HHDp+1N29KRLFS8AvoorCNoiqidW0aYQKwXDUm7mDR56JrIXJdUPC6ciDOCyKjQTEGbC7tfvO2zOlSYKdfv369quXdu+L7UgoRXlkDAD58YoiyR74r1pDuA/jM4CtEVLuXf3+5qkWj9X3838KSl8KahXmDQeR3PlVzTv2p96dPn1a18Hdj8tRPLDK3PHaU88hJQ7Po3hioZ3TvXrxewbPqYEyc+AB6eezC/RPcS3Y9jz2evGnDnHqD4DbDsRqcQervqHWmfqwr8yv/5sWqRlNm3VYLlrUVi7CbnpVMtK+Pdt0VEMSP1jcnLGcftE+icyJ63RH7MUHcjM5PEDdDo+0IR7sCWaz7Vw4QnKkTxC3Q9xcJiVEhLSBoDoWSuc8ICl4J4hLE1f3lJptTLr4Go/uDp2hwzMejApuapSeIK2elExQqQVxjzK6AIB6d/3ndQixodE5Er5uBI5Yay/1AnDBQN8XW+OAaN0e4VR9DA0ACeMwXZeGJtahAEGTimOgG4prfi+eXCPOFlhE2gO/md9MOPpi358+fr2rhesszJ1Ey1W/HruMgbWP37PmzVS1XjombC6wu877rAuIGjBpzv/OTHNxnIdCflLxVpTx48GBdHj0uvjulPPxz8eUp5cEX5e+lwLDhC/f48eNVLU//Wvw6S4FxwM8TTT5zH6aP93A97yOfFqz4w4fl/aXUutVCRFmYwzt37qxqwUeHNQRT8OjL0o5Snj4t9aul+Z/yfstj1dbuQUFcFNRErwuuo6gAcDRm/Vggbmp0yql7SZlTzCfmHfOwOx8dU9zZ5+jIGgR/bWGgOSthujkLWV989xSkqlDt/EMXljOiczt83RUQxMNtOfW+vir1i86J6HVHbHeCuBmdnyBuATYoQdxJ+sTNFjCCwuciz58qeHkh/cU0a5RWoktWOzLtGgU2SRCXIG6mL2xU6EsQt4xP3Lb1TYI4YbhmyFDR+bvIdVdAEF+knac+DqdUv+iciF53xLbtBeK83FeqQb5uE9QTRLWdYYE1KOzdRCZOw7V3WsC2yOyQbdpIroNlwB/o5bfFT6cUWAG0/B8+lkhcpaCdNL+b5r+jc7rzFxDG7vk3hdkrxZg4b4xPLDrlCMjMzdkWXgsRMHhNQFzYLHuiTxx9zVzG35PokLDEDx4WJq4U6gGTxX3keeI+GAf7vUWI5fudPxQGrRTmPJp9ot/ZGmus9+O/FMavFK5nzd39491VLVpv6vv2bckJWQr7Icwf9cdHzubcPr5Ig8Am0YiA0eui62TpMzX63vD+cCgmbjCWU/ulA7meYqf9va6VIYiT/amL3hrZ43ZdE4xOSZRM1p1apbCuiD6pZxnr3iIyNyVYl18OpvuIAmxovK+AIB5qx6n381WqX3RORK87YtsTxM3o/ARxl8fEJYhboK+nCA1BhUJY6Jvy7ui1CeLOwn7X8VJFQPueIK71TYK4YWju8HqO7g8J4lYayn8vs966phPEDefxTjB0BQTxBHEL+bpF5fnonIheF33vAa7bD8RJRD7btIieONE+/apM5MVt34MH441k4hx/Pz0gzVdN/GAIq07ELbT4MHIffigMXC0wcY0lePXtq1UtsAOeoMyctdxbbe7jJ5RM3AFA6HUDcbqPekGABiyBrgmi5uHnieadvFb4pqFxv/0/t1e1ELWSv+OPCijE1401A6v92e3PVrWYz1xbi2j2iUYJA4dPHmuSv8PEwbBRb/W5g2nAd+/+F/dXteDbZ/VveenCQGW7/684EzerzRcpU4Jn1aGiU7p+ok4E55FMEWXiOHvPMXHNZ/TJ0+LbWYprpSBzaPaYjHzi2j7CeiEqLOufdaq+b2rd4uUQ1ETyh/K9H43Z5N+vgCA+uU0HAAM3qg7RORG97ojjkSBuRucniFtAMA/6xLkJUuXQThC3wJhsaXuHZlNR1uwQ1yWIu5CJMzPDr0twnVISxJUk4AXIzRKeE8Sd77cEcWfmlAni1nPj5IX/KyCIn3wfzpCTT7pN0TkRve6I/bMTxC3d+VHQo0zT0vW47OdFhQaAyugz+rxDacjC798+6B2fr1Fbu+AxA+Gh80dEa9m0k/gJoHmFIUM7+fJl8ZUrBbaBT2UDrG+dfFGWa6vl5CKCH35F2ofWD7AxRBg7BPi5Yc/UOeayA3MF09F9HqM20bzPZR/a8z2fG5gt5jJzEOYARg6m7PYfChNXCnnfuB7NPGvl/p8K41UKLDY+dnfuFp+4UmC9YcFh8njPwy9LdMpSYM40l+Pt26UepZCfjvbh64bv3b3P761qgVHsmECJGHvZ+/9Vel94bw/6Z16ltkfqapYWZd9nT3/8VfHp3CrRPtQASR3DJVG/9YzQ850zDasRziwiLsPMEZ0yWs9Iv6yvOZage6z3HlFgD49J1nER5YKLXXTuHbG/E8QdsPOjm2UY0EwUwpde8NH2nBOWE8StD/0EcQsxhRPWQIK4TeCQBHGbubf0fnidnhfe2xPEJYhTmelYYOpY7z2gzHid9pTr0JYEcfjGORpptcW+qUzc0HRNNHPRA3fpRRR9bwTEhds8Yjv4XU3shIlD+wnLgM8aEfdevHyxqgVWAcEX1gKTNLSdXU4dqQfsAkACNmKYnmICSAmPRz5zLcS7rGd0jgWvc1nkmePQ5Wlqwgvjj4IAnzPTxP+tREgt5ePHj+tCpFbyrJEPDh8y5jr+oPi2kccNZo+1w32w2J99VnziSoEx0/0cRgAftnv3CpNWytt/lmiTpcDsmW/eq+KXWoqx29+9XrNz+Mbh10q+ORhCU5jIvrn0fnidnhfeS24oiGOsK5us0SnxEQ33obePiIuA+qYp48W6efFNObtK4cxi3XJGuX5/g/0oPL+PBaaO9d4EcTdGIZYgLkFczA8jKByGDwnMrBbebMLvD5hTJohr0cZmCvbhscjn2xpMEPd+DeQSxF1yJLSF9+GwcD3hveH9JEFcgrhk4m4MiDnEXnOVnpkg7qaDOGWHvO9RQTv6vANFBQ0f9BEQF23zXIDrMXHv3q0jTqK9hF2AgYNxM6bu66erp6Wg5STfXGceKVrUERPXBWxZKoJZtF9vwHXmS9baqiDO/CSjcyx4XTj/W3QMHCae9hgT99NP65xrdz8vedZKwScG/883b9+sagHE4UtGlElYZmOnXxQNfyl1/tfCfeZjU1iJykzwnlv/dWtVC4yfMgmw4BYd88/FN64UmEKi6d26VZ5TCmsRZo9omzCI5L+CgcOnj/agKLpuFh6HEILCe/tNBXGN9al+Zcwn8y19/GhV2bhwH0qU2S6NDky77DeWd7GtczujWoAVmDmep7529p6gHHGIebboM5OJSzA5QVE1Z+4liEsQZ7liOpOG7Y00KswFN19N9TBn8u66J3xIJYizZOKeOWWCuMP7yCWIK+aUJWVGgrgWfOHAB/5S++wxnhPe2xPEJYg7lXWUIC5B3IHnYoK4Gw7iolGbLgR4W8At+rxDaZ7DB30ExEUBaZD98MwzNbgFAhLsBdp+2Af8dWAtYN7QesIGwE5wv7E6DZAbE9ci5BGpz9sUuhyLUWCf14U14JdmTtkijCoTNdcf0tOoqwafOWRzra0d7meO4juH7wwgj+tgxvgdXzWiTlrS4dZO8rXB0PEe88lp9eA9MHUaNY/3cp/V71NhGEuBKdR2cx1MhO4Fh9oPjwG2DvXO8N5+Q0Hcrv7B99TyxEX3Yq8P5X7OKOY3vqe89933xaqkFNaf7hNuzIGFwU907iw+dxdux+L1OzDAyPoe3iw+QVyCuFD43QRxhZXxQF2CuDBIiR6mN/W6BHGbfGkJ4g5/+F81ASu8JySIs/04QdxmHUXnzuJrIkFcMnEHBsoJ4hLEJYhzUgxEgWs0AIqXpsHTyqPNVy0+TBtMGp8wcha18smTVY2KpxHByMWjTByR/PQgmxs5LHpw3ujrRAEQnSPROeeyvwMmzk1gH9Xky3Ud2+wIN8wF9ZnxvtvcdOplmn8YPzlQYeSMCfx/BUSWYmauDRB40Te7/HfCLOrv5KHj79u5vdZ/O/CBf5WfH94nbiiI22bRWS/4cGKVEe1Db54Yw92sN95+X6K2lkK0WKxEsP7gfV2euaUS1AfXy77tnr1uEsTlnhaco3PnWIK4BHEJ4hLEreqhnyDu8D5w3YabIO7c/pMgLoGcCyCiCoQEcev9vJYEccnEzQUHed/V2IsTxB0YJedCWGYhuGyQmjJGD/pTvk7apKwA/gWaewefuSdfFQauFKJaEinv+TcliEQpaEmVwev8GUXBYWzFr4WtKCWq3TzWddpv6n8xt147IzvKfIque61DZ07ZhLEo89b5uLX75/59NCes/kHB2WO3vf7yfPS8fjJfNGdf0H6wftX9wNtX1KTaiSqq9Y7Oh4NcJ2zAiL009oSzUdmEhc9M87WV3II6ltG+UT9H7tM5Y/0g+TOVvSV/ptazY5cOlDYn2m5rZ1nzxvS29f/4q8erWjQvW8cEy1jrPOZ+fEaJHovPnfqQ/tYYf81ZOrVN7vUz57a79wfX/WL1X3gtXUa9uv1Dol5766JbP9G2R9nM6HXR9069Lvr+6HVT33/C16/av1v8p35exmTNdywDwJboxwRxxa6/bZYJ4mKMWYK4jTZ+n5IgTnIlJohb/OxNELfsOVvXe4K42BkxsozolFQHSo20hIx0Wc9IEOes1yg4i153wqBs6lxLEHeNBnPq4Ksg3m0g15GJU1ZABEci+xHp7u3b4pdQyqvXr9YFpo28cubc3nzkYOrwX8BnDn8dPbjQpnaa61NmM7fq1s0hJ6dZlJmLMHFhf0rPd0zA1+JM3O8F3AXKsUHciClzfQiduZlM3JkyaDTflbk+VATNpUGcsUeyb3pjr+vZ9gtY1sYmXQsmrgQNqn6gxpbAHg4ES/r0/fv3q1o4Y4hG+fq716ta8LdWNrdjd5eSaZKJW1ypMpLREsQliBvNEf09QdxSG94Vfs6NYuISxC1qqpkgbgcbFwBwVXBLEJdMnDcHph7k3vUJ4i6RiUsQd/HZkuaUQ1CYIC5B3NS9P0HcFQZfUwd7dNDfBCZOtaRupEAx7bCgEE1zTM4s/BTwgYOZ4/Phnx+uaoHZU0YOnxCNEDjS5B/799FcUo17tL7K/uxkyaIs5cKBTSLsWr0m2tbwdRN94pTVcf20nCh2U6/XNTVsV1CYszUHKIZBbd+ZG0vtg7OeM5OtuKpMXKfwa2Np/l8azEx+d+dG0Pdn1hgteMZfZE5JXjfXP9DJA2dWHV8/W9XoyERCxkpDz4ZDA39vbkb9PdMnbr7iIEFcgripe1yCuAU3+KmdfyrX3yQmLkHcTH+GYHAR0/x7kWkHACxB3I7xSRC3MU9NEDfU5OuZsjQTlyDO94lLEDc4W4LKm1ORi45RjwRxCeKmzrsEcQni+kTbCNrX0ScOgRgNMREKxX9hlLtKWQJYAZg1mLoHXzxY1YJPnTFxmiOr1YfcWkM2I8pGHei6UfS4vduxrcHf14dNmJvOFyyaUD7al8HnuYDVM/kdrUtlMwDSHgiU9B9h9jQYgGBfjXwycfM1+mrm3CmvJDJrVHDQXGa2ltjPdK2qX1ibk50P3TVg4mDONE8hZwJBs8xaQ5g3izIpkUTVj/qyWNwuT6PuI9H9MLhvqQIwOiev03UJ4hLETZ3PCeISxCWIK4KHOYe3AzRB3MVa1QRxF/RPgrg1Y5Qgzp8jlyWIL87EqfJLUgh04CxB3DplTC0J4poPrAa/kiA5U4XY63R9grgEcVPnc4K4BHE3C8QRFU1Ns0ZshbAWntkg4I/k3o++fLSq5d27d+ui+ZmMsYKJ+3/lwC/l1Jk4Bb1okX/66adVLZgWzW7Hkkyc5oMb5S3zQFhQ8xz1nevSE8AYHoqJU/8kL5KoXNcxhk4/hDX3QbOqZOJOj4lz/R/b/sm6Zx/A8kCVPteRiVNWkmiSRJ18/Y8SZbIUIhcThZKzwgPcbm7BQ8suM/0991XeTBVir9P1CeISxE2dzwniDr0RXoHn3ySfOBMME8QtAhQtSXkDnwnifg+lFzjn46VzMUHcRrGEwiUDm0z2hTuUOWWCON8nLkFc+sRNFcA9H9bOhHYEqB1T+mF9onnVotcdSt6Nvj963aHqeYTn7gRxXUS4AQsxnChHaNgp1CnKQpxCXSN1iLbnnDbJM50Ishrhdx77ebAXLXolYObx48erWj788GFduvaMglaMTPOO1W45NNAyP//m+aoWDUJhDKT4R1ievNZOTaR7Lhpc61uuQYON9l/vRRMOk2SsZ6u7sgTcz30839736dPqUyncpz4s3Mda4n1cr9Hm6BPq//F/P65qUd80vtvz20HF87todfzezLg6treFQmedYu5lz2v7tT6/yxHWxkzzV+kc137VcTJFAPUStrzz55J5oKwO46Js8a5+srrK/PPu1Tnk5QRT/yhVdlif/PzLquam1LnkgTAdA5tTrU80kqE9lzOYudGULh57qn+3MRaLAR1L3keOM/y/7Dpdw/8ua6oUd6xmyg7dHJT2e2vGi8C4XX8dy8d/KXt8KchN7/9V8r2VQpRJcocShbJjth1/wMiZfArXRM/oU6jrRXVwldmeT1/QouAY7fbkjG7ez1xfS7XpVPw9vf0g/Pcj9mOCuAN2/nXZ3FSoHLZrG5gkiEsQtxVZUIXmBHG/melpgrhNsmRlyxPE/W45BRPExUxME8TF+mkJYXwoD+AXeUBZa5F2iG9e166oQvUEfPwSxA3mf5Sxi153xLmdIO6AnR/d3DoNkG4mwWhwS2xkF2qqoqxPgri1X1gtQyZurn+W588UHaM9r1MNPJp38uVZDi+JtIamXtmfi9gTfnv/Q9Fwl6La8spkrMuvm2IR9ETrT8RQCwWOr1ybr4yZgoaffixjWQr18PI2AcIIYEAbNYiFAlnu49MDtqoV1L40xq+1q2NZRKNsjEJj7JQ9gnWivcq4aT4s9fcMazFljihrQz2UBdMoo/Y+3dO3ghV5TEvHYDVWsMvf6LEmctgra8qY698tv1pUWGjXaZRbNT3VvtdATbre1B9L66Xr2caombqyBqnH6++K/1cpT79+ui5e/VgjV5KJa+vm0aPi91wK+8eLly9WtTz/W7FKKIU9Eb/oLjpuMnGzzYWXlHmSibs84N8RA07OUndP31dun7jfDs+yfeuzx/0J4vbovNEGkiBuKxqVmuTuCSLCfXtZ75lrTpkgbs2+JIjbmFLWkiCuCBPlkKUfEsRt+mO7JIi7WOC8FCYuQdzFUWjlbBvJS8f+PUFcgrghWPPA3wFxxGhdJIg7YOcvDTRGg3no38PtuclMXGNBqu9ULY+/Kv4SpXz8WAT0UtTf1DTkyqyNTDeOzcS1dYPGHd8XgAhzBV9AGEm01GinidD28FwavNoAADkNSURBVOHDVS34kzCXKwOGvx2fvOvJkyerWgCAvIuIoGj5YT8ePCg5+0p58rTcV4oyfA8elt9L+fCh+C+WAnNHNDnzlWt+PGz4tAXNO23iPW/fvl3VAiiBCXz7ffl7KdQLNvPevXur7aL+SGj06Y8XL4rmvxStB++BJWEu3vu8PL8U6kl/vvz25aoW7qMfHj0uTEMp9C/s1Js3b1a10D/GNDTh7dW3r1a18Hyue/jnMtalMHdon/rgMZeYMzAe+F3S3/gk8XyeQzvol3od/2ds+M5Y8gyeTd/ShnfflyizpVBn6sJ4WV2eFgaqlGctF5ixu23d0qb7f7q/qoW+hm2mHtTvw8cyJ0uhPsx969MvS5+W8vx5YX9K4b08j/YyB2CN+OR57FP8nXXM2DIXeB5MG/1i0XnbGql9UIuta0nhoqz3Uj47S4M4Y50Lu08d8ZklFyh9yLqyPV/N6xAERfZQEHHo83yp518VS6JRexPEJYhLEHdAQDRagKf4exj0BNmiY7cx3J4EcWsAlyDudxP8E8QliEsQV3LnJYjbsKzNDDNB3JngnCDu8kHEtkyVIO7y+z8Dm+zf58nEHRB4hkFPgrhFwt0v3d9Tnqf+QbAApuFupnLmr0VYeflUf6kuUqwXESs4h6a06aJrjYlofh8wBOpvBsNQWYJaALewUrAtylhiLlYjvL17X9iPUmCUjAFqWn4OYp4NY8OYwCrAlsCqqJ+SsR+vC4NUCuwC71c/QO6n7TBrVo/GYOn7GFPaTvQ66glThYZfIxUS5Y5+gCGj72FL8OWj3jB35sPzqfj6bRXtZ5gExk7NGrcZrspAwazRL7BSsE48n3a9/WdhIkvxfNuoP/ffuXtnVQtzBeYQphNFAfcxfjCztT2wr/QBY44AZ4xby+tIHWkLfcj85XfaxO+s+7t/vLuqRf0JGUN+Z4xh3GgLc4q5XOdlLfyd+sPoMSdgCFl/1B/Gm/XFnIENVnYUBo3+gmV68U1hf0vhPvra/CibPyr9ab6yg8ijp87E1fYZE9fYxvtfFDa1FJh0tUbQPd/z87mqIO7YyuWl3p8gbn9AMXUsEsTt3+cJ4hLEhZ2KwwDgBjJxCeI2Jn0J4t4aUAVMJYjbBHpIEFeC7jQQkyDut3UakqvGxCWI21/onCroX9b1CeIuf2wTxO3f5wniTgHEBf2fLmsz896TIM5PZuqBOHxCzMdEAqBYxMOmub4qTJwybMbCkDusRYrkOhgHjYIHuwbbQz+i2a+sSxe5rq1Z+hSW4/37Er2yFECT+Rm1v8PEwVJoHjmeR11hH6zO7b0wbbAhyjKor9y9+8UHrRRLIdB8YmA51LcPFob3WxTKltuLdgCK1JeM9uPXRR/DaHE/Pj30r+bFg62hHgB0ngMTxhy36JENqPB3YxpblE9YIe0PbSffLdJry8eFf5ZG/YSlghnV6Jt1vPBzhEGibVxruQPx+fxHibJYCnWmz5mnMF88583b4idYCiCNeQ3jSV/DaNlYNPNr7uc+nm9j1K6DCTTfuvuFDSqFPqNvaQ9zAdYItpI+g63UCIrMURg8/CHxN4U11rXIXFD2l7moefFOPTol9avtZt7p3qVMfZefUvONSbCvpVjIS5cTopH+DihrLdHmBHH7A4qp45Agbv8+TxB3wI0lDHoSxF1bc8oEcZsgIQniEsQBHBLE/W5BZRLEbaJuJog7ywV4sLDqh5J1EsRtTMI1AvcRU0N1sueJprFIEJcgLmwKOFVDsMT1URBnLE5z9va+L1GnfZ4Rbc+5XEw3JNl3x8T9XAKblILPCppq1c4a+9DyUl0ZJq5Fy4PRgDFQRgNtNcKqafIbqwS7g0YfhsEYgpJ/CZ8SzbGl7AZMEqwIkfkAD7AbRE3UXHXU7fYfbq9qoW2aYwuWA/YRRk5zZ8EE8hzqw3WwQrAk1If6w46YiWpja2FT8J9SRhGWh0iFjAG+Y+oH1rFQTSgzH73mz6h5sIwtbQyZznGYUUAb71cmURkMq88vJe9fKTCfMHqwRTZ+LdQ7f4cFMyauzbXK0OHDRt/yTDXrY10SfRG2VOeg+oba2LXcYcqy8h76gjlJX1E/xojruryLbV9l7tHH1o4mtNEOjQLLWMGmVhavFpg3y73YxgAfOPNzxCfuixLRtRTmqEVEbUy8+Qy2yLCMpaUU2Ta9L0LwUmyUnlXK2npR6Lw8gttMnPrSGpvbQJLlvlPBuf2u57taJySI21+wnSPnJBN3+f2eIG7/Pk8m7lDaqfLcKOhJEOebKUb78NjXJYjbhJtPEHcWeS9B3Ma8NUHcWTqLBHGbqL0J4opPYFPaJojbX5CdA9r0ngRxlz8OCeL27/OdIG6JBbHPM8IC+ambIaqZQQOM4fZJxMFOgzdIphnN3+Jd121y0QiI2+PimBiE+0By7LhMVbRu0etEQ9xFiZR2weLwafmXWk4yNNDUn+u0H8yvKDi3w/0YbLcKFlbfxgJRb1igO3dKxMBS0Lirhhv2ieh9sGW8h+fwO8wG7FllQiwHVasDDBzPVj86NOPmv9QigPIOfMY0qTash737ryXHVSmwjOa/2IQv/H1gvNTHC5ZDfcroU0AeLAfrEPZH/bV4PqyJ5iCj72H21J8K5hCWB9aEda65wRibu5+XCIulcB/14HeLXtkYMZ5XI4vWAhsF20Q+Ps0dZnOt9S/9bek6GuNHv+lcYzzefFcUCqVwHz6Llalj/tLH+B96DAzXW47ClveNvoL943nqk8Zco060kTGHVYV5Zv0zd4gQahERxScOho3olHpG8DzmCtexNmCDqY+uY8vB2HInEqyHdjMXLTplYz3V94/302+zGbdBst2pZ57HyOnft/dtZYrpEzsjTtR0bR+ZLO/dX9jOPryEPrwupr0qr6lp7lY7E8QdkInzDqq5gneCuC3G7tCh9hPErdYCESHBE8QZe8A6TBC3SUCdIO7dKkHcJgm6MWxt37CE8gJ+E8RdgkB7SNkmn33Srjw3FjAmiNtgumNPgLA2LcguHLs9Q9pe2Sbve7C9k0Gix3bNfV+EiYu2+YowccoQWkS9El2xRliE3QkzcXP7fs/7okwcbBhMhrFbjfVCSCN3kjEALf+W5nwjgiPAiD2gMgb4y8FaaF422AaYJ66HKYKR4R34Q9EGWBKNaghTxH2wFSaotnkOE4d/FcwPjBishfmUFd+s+i6ei6DLc2G+8KVTlojnw4xRb/qaTyITwjgyRrCn1EsTL8PQ0Z+aC4w5DGuDjxvfYepg3Pi75W1r/mKWA41ciZiXtX6lP5grTxqrTfuoP/1svn5tDTB+zNE6PhotkTHgWnLu8Wyu1xyCMHT4393+n+JHWYpF7vz7y3XwEvoARo2xxMSU98NA01beByOn0Rx5v0WdbD5tynTBDjH2MGeMIeuU35mLnaKi5YOkX2DweB6sq/ohwsAZK0z02uZrZ75+UVDgWbeo0i24D0Zlg22W2NrY/JhhmpOJS2AanU953YHmSoK4BHGXsbjCIHVpcOUdbEu/J0HcKkHcJupcgrjnqwRxm6TeCeI+btjtUhLEbYLWJIg7kDAbBcV53dFJi8uQOW/MOxLEnQaIi064KOMUfd7S10V9zaLvjbZ38nUOiBuZb7rvCYC4cJuTiQsHyJk87jtAfZSJU58XGAfNNQaTAVsE+wV7BvMBA8D3bW03zJPlf/uhmPGVopECYQd4J7/zLpg0Y6oaGwAjZGxBm3PUFbaDeuh78fWijbAx5PyCEaN+vB+2Bf8kY2GeFl+8UshnpwnUYbqUkeN5+Iyx/1jEz1evVvUeCzRSgFUFV5YbTaJS4iMI08DYcD0MW2Waa1E2i/6AhaLe/J3ru32m7R/MAfMvLUxaZdMwXWQ+GNvTfOEsmunPBSiUwnyo7VaW1Pz1/lWCsNTScgoyH2mb+vXZ/P+2MG6l4L/IdbTRIoS2aI3MRcaKsWDsYY+VZTX/RRkj+oD1xxjRB8bYffN8PZ8sH2NjP2H46EP6h/cx9/lkDluUz8ePVtUnDDbbcvu1nIA8l3YpizU5EiNCGv7lMxk4DagwVKxiVl7Y4mTiEnhG5Ze87pLnSoK4BHFLLroEcfvnTnEjRp2YT9xNM6dMEPeLCXMJ4hLEJYjbBJNJELdhWmuZ7feX7FiyYzkH5s2BBHEnAuKCAzHUnh0x2WIFgx0z4m3uwfaOokV6Gu0usqICINFm2nNaMAuLmBj0Mzj3Pi8BZrDNVwXELR6dMuozGB2T4HVRJk5ze5nfVPN50+iT5E6yPFLkAPt3CTleir1X/KG2hSH14/Fy7qlfjkXEZD63CHqMmbWFPI3tOuYe81+FMvVT0vdqTjxbF20stA8tvxRa/8aWmFAoB7v5svH3tqaMgcPXTNrTtRc/RnmORURsY0T98THsIvh5EbQkP5a+X/tB8wLC4sAGeX5f3nPs76Uf1L+QsVW/QI0e60YxdPpM85Ip88PvXVRMOSM0P5xGSLV6Cnupc9Zy6rW5z/v1eQpAbF9rc0jHTvNc8lwYOD5Zg7amJIplVHm6dxj4PZV/tT8yOuUlsysJaOYBmpvYb0G5MrrfHOs6FzvsOG9OMjplOOxvUNA9uYGITjTHidsEgFEKgmiY+gRxLuAepjRofZcgriT9LQl9NVgGAniCuF/N/6cDo5i2tRD9XfAbRxmVIG7jd6lAxwM21aw0Qdyva7YsQVxhy+r5GFRuZYqBBG7HkiPzvRPmXlS2PnGAe2NA3KlP7mMzcdEk4irYGIPQom8lE9cO/At8/VRjDVtQfZtqgYGKRqeMzu2pQsjo+igTpywWEQDxo8JvShkB/Mnw09Ln7GK3ENL1N2UNPPCjPmyekog6GXPXwBVjqf5++MxZG9rBoOvFY+ysLxoDqD5gyhJpn/G7+f41dkN9Aakfflc8xyIiEilQ0klYv7d9QBkIZR49JpF6EqFVGTPmOvVStgdfOtYSPm76Pu1n1tw5FkhYTssViDDf1riOqdZJrRuM0QKQtz5zx0bYYN1zmcvUnT70olTSDovoKWOq99F3zOGOFYaxa0KRPtfmVPP1s/2tKRzwrfPyR3aRHINCVdQyI3z27QPims8l0W4zOuUEYTs43tFzMK/Lvl/PgQRxV8uc8tQXboK4C3zigostemiPwMnk3+fmiSMh9U8/rSNUJogrmv8i0CoASBD3HwvMoqZ8gMYEcb+tzWwTxH1ar6F1EXClyqMEcRuFW4K4FOpPXT7M+h1gjgblylPv+/2ZOC8Xy0hr5fhETBWgT72DPYflYTv3dXiemCNH/TKot5oI2oGHD4340pgwKb+rj8+w/VvzJ6oxmfLMc9eKRl3NHZVx6kxUo6aojuaeKG4W8KBF1iMSImaHfEdjTZAMIhYSwU8/9Xei0tnnhxLBsZaSjLkWwrvb+74vkQlraREKLZdX82mjfvZZ8rXVd1I/IiDSTur3+rvXq1qIzEiUPyIKEo2PT3zppnwSYY98cHov+eTsXY9L4I1SahS9dWl5yrrPL8tvpdhzHxYT0VqKmeh2QfOuz6Ne5IvjOp5nn18+3EQJ/PP5Ys+lfq2+2mdab/f5vMf5hD3l+URWpP5EZpx7nUV2bHOf5zMXiMDIJ3nguM7C8N+7t6q56G799611ITcZvzPHLDpoy8Nnf39Z8vLV0v6+6xN/u4uuqb+Rtw2miUijRCS1+78p79sqr16XyKClkE9N68Z3fh998v7R5+g5/G7P+bbUc7u0iKb2HNb3mxLIZKtY4vsWBZN+4O/sV7bfvC17TynsS+wXuh/pfsXz8LUj5yF5+pgbD74oa3a7yBpmPXdrR9Ykv7Pm1vtBe+7Dh2X9lsJv7nkobh8nL99cFZZsYTk1x+UAoGo0l64J6Drm3NntE7fw4pgqiB+zQ0Lv3rd/Br5ubh0SxMV9GBLEJYgrIeXXgn6COAstbwC4ALu54CwK9hLEnQG5BHEbJVCCuBK1ciTY5u+xPtpXDtMgEdnvsX5fsp8SxO3d5wni5kzIfTePKwrizO+DaHcSebJj+i5gbq87E4ePCEIzmt+7f7y7quXe54VdKIXvd++Wv5dSGYdzpV3H9fap190v920VNNL3/3R/VYsxSU2LDFvF73y6mummdSYfFe/iOTyfv9Me2g/7Ajvx7PmzVS3KfPD3iz4td9XzkvuqFM0XZu/yGJjGkJCHjVxe3XP+WvwZa2l+jXxyHffp/bxfwY4xUeSB+1upfy3SDmWq7PfWZ7x/yGg9LXnVAsUYsa9LW2uh3e3T2vGkPG+rwITBSCooNAax5ZHrGEplCIUFUfAN86HMoc171tTnZS2VwhpgPW3PbWNJqUOb3zr/me98duuD+2R9KHvLOuC9tv7ul/VZyxebMoWRXvRa9oW2X9i+AZvVmCyrJ38Xtlr3FWWrOva5sc3WlvY87tPrNScgPrgweVgG8N0+hTmERYTZG33CCFbGEvaVZ2CFMGLiErwtzPTsK4cliNsbQOw9pxPE7T0GCeISxJ35DwzMKRPE7Qhw4phTJojbgNIEcZsE1evSABBg0AOjCeI2ZqYJ4npT3kWB27aJYYI4Swq/C9AliFsYgM2Ru/SeBHF7A4C9Qdi+45ggbu8xTBA3ZxLuu3mcGBMXDh4ifmKe83jIfDaYHiL0rF2M3yWbU1qEPYk0qNpZL1qdRhS0AAUt+ptFEmzfLcJgi5BG5EE+iWqnkRYtoIjkTNPoel7ABK4DpBKEwyI4tpxi5BLrAjFILrYut1dkXngM7yAHVDdfxfdTQ9Nrbi83op6s5y73lzLWzp7j3qftHaxDy93VgmB43zU3n0b3VD9Sj2noUh209kXzeHp58DQVg7H3PL/1iwX9aCkaiIyqERvXOQe9vG6OMDFKMTK0KJj4vuHzokLP1Ot0zCSXoVcvHeNR/b1E2G6CbK8drb62L7Z90DsvPL/v6PmiwYfWqS00n6O3zuee93Nkk5t0z75yWDJxewOIvUFgdJ+6SfN6YlsTxE3ssJ1hTEWocA+GEw1skiDuTLhzhbZBoJMEcZtonBbW/VNJ4l1Kgrg+Qqt38CWIO6/tTxA3IWR2VBgagCKdg1FQFgVhCeJOkNGaIwOdwj0J4o4PwvadB9F9a9/3XOP7E8TNGdx9N4+5mrkjBzZRcLqvdjOqBZ113SUzccZaKBOHtlb+PhKOlv5dmTVlKYytkVDmHouj9XOFM9FOK+Nn4FdZscYUKnNYvxvzInkMNQx7F5FUntmF8CfHlzBYlvOuMT3k2Or6rNXHDW+u5sred9hKPqP3SdJwq6fWm+/UF1aW/hRGyzWjFoawY8qUVW3Xa366rn8ljL6COd13PF9c+3urx/Z7XbZS2m6MNgyzfNpz5L6ujS1vW/fe1ucjFtSLrjsMpR+cO25/MEfac2Bjea+3FvU622/ked2+pPWVtaDPHe6THiscZBqHz986kz1G2YtmvTeLMUd2uU737CuHJRN3fBCYIG7vMUgQN2dT23fzSBAXjzI5SmsxMK3rhB+EhCYc6ME7l4lLEFcYp2qupqaFCeJ8n9MEcZtcec1EWMGxgjNNuK2J4lXZkyCu5NlLELcWkjxrkykgbXRtgrhLZhn3lcMSxO0NIPZWRCSI23sMEsQliHMPOPOBaayWMRcLRKecxa5NAXSXzMQpC4EmXlkEZaw886WReVJnaqYaZ9rvsTnKvsA+CTuj4JQ5wVzgu+XZcwK9qMDN9T99KmaYpXhM4S4mbiiYtjZ3LAFt9Jip9rvnC+bWEYVAa7sebIylsSYwgiJge75d2o6uT/Q5A1+4zv9R5oiyS8o4dv6SsEk655w55oE2zUdpoK09h35VhlH71WVY67jrGEvbdT0q06V+kh7bq2M2yi06JbLvIfZO16oCM3L2Xv2ubKv+DuPl+AZ2SjPd473cs+3v3pzRcRoBsNHvrmlvFUJVhhgJpnNkjrxn3M9T3VoSxO0NIBLEXbLiYsc+kCBuzua4rwboxJi4qE9cgjg/OmWCuM1mZuZODViouaT2U4K4M7YkQVwBWQUQKuAHtCaI2/KvnKLQClybIO5i/8MEcccXVodgOUHc8UHZVHl6pPDg96nPvUHX7wRxUaG+01g7PhJTNYcWNU2fdyIDE+2frt2OVjGqzXDfq1pSZQRkIRB84sPHD6tayJdFDq+aC6cWQqATGh0h0zNz2nXQES1R2QNjcJxFbEyWMDses9WxHbAxyko0FsYiEaJJFo2xRuKj/vwdNuHDh9KHpRCWumMtHB+50ZpgTnz4oTy/FMbk5d9frmoxQbetCfd761/6k/vJn0T9VaOtPiw6HiOzSTVl071C79f+3f49ahLbMcdt7JmDBgLE78/8kRy/RX5n3Xhzw+a4sDu0RX326FPPFNeYKABxG0uuZ64pcHZ9zhym0WUY5b06prYWHZalG2NthzB17pyQc0D9t0Ys1zl/M1i9oPAwYnS077r9Seo+GusRI6RREtWXbnS/MeYO46VrSJ+nc4590NbIzyWgUSnkb2O/IW0G+1jXTxo4ygsCJuPW7VveGpZ9Xv08VbnEd3wiNUBT/V3NJ7ux4Rx2TMy9SKl6Nux6d32/N5dGjLY3pzvfU/GD9NZ7Z9as1hgpiF89cHUisnZUNj7YdcFz4mDvD4xDgrhAJ3nmUV00uUGI885mfuLmliDuN/Ol6wTKdkir+VPnsJ8gbg0CE8SdmdYliGtsoAaTSRB35rvrgIoEcRufxgRxBVQ56WU8hVeCuBNk92bIg8cU4PPdB55DCeI2Jgoj1qH73bGr73LSHGnBzWbi1D9gYv2ngjgzQ5KJ+Oa7N6ta0JK+/u71qpb3/3q/LrAzMHT3/3R/VQu5wIxZaJp9xg9flW2AZRpPOeBgCzq/l1ZX0z62PnJ9H/CNaOBMfbM0Z5SxvOLLocycfXc01vTF23++XdXy6PGjdaHv1Dxp6hrg/YzJg4cl8W8pd+7cWRcdC9qprA/f3717t6qlJlGu5cWLF+tCPrcOFLc1aP2HVtaJ6qbslI4rc8NjDHmPsVP4mW31v0XEU/89udZ8rmDiWmTAzuRVcksZG6isrOZ/kvWkc8rGQOak5v6j7+kTXRPKAGpE0S4fmr5PIh/aGKMpB7Qpa+1E2XT9xSSqp+afM+aQ+sEowsSJYqVjGp216rHpylBsf1fmyrOWULZCfbfoS/Xv0+fr/qesha5XnYMe26rv6axi1OpDfWYdq5nOB1Ceo7kSdU2yr7AfPvqy7IulYNXx7n3Zh0rpfIMl55+eXZ3vsLSnu95hbzkfLH+m+Hd3bLD4127/rnNCrUvUckXPTfMrdsxdbQ91fG491rdjqsXMUK1FdA56Si21dvHWkq1f8ZVNwHFgwDFRnszxCIxHgrgEcbuE97mLJ0Fc7y9DnxiA5MBSECICq/Zlgri2VhGYE8SZCczQpE4jnaKISBC39pFMEFf2LcfENkHceRlB/a5HJrwGLMRM1jVJbOdDgriN/2ktCeICwnwCpJtpEnrdQZzazw+1mgEH6ymMxVwwtO99USZONdJe/0TrMxnEiTnUx48fV7WgJcU/wfN7QLsJi6NMgdrqKxO3DnSBhrWxIvgVqVbSY5CU5VDWwr63MOVR3yszfVGNrvgBdOwFwlgTGmjPgweFKSvFNM3SbntOcA0oE4iG+979e6taGEPG1OtPfPVgU9GMf/yxzIVSNN+TmviottcYiMZudcyC+ugJs6rt0kiCzHHzRalCRnsm868LANLqomykrjcT3AR0mSJAfMa8vcgL8GN9qYyT46dDfTtWVXKKqR8Tc05D8vMcZbI8NseCzgjboKDVa5e3ZpWtUUH8px9LRNJSlI3xWCr1z+zYEgmiQ/3VH7fWq2M3hFnu9gX1NxbfKm+/Mf9I2YN1P/TarKyxt751vXp+y6Nz1e17p/66lt6/L1Ycpbz6tvhTl6JjZO0GOHh+lLJ/KCukLgnM7Y//W/azWtoZp3PL/ETbOcH1ZiHgRGhVtqnep+tV26rnpK1XyX+oY2zvkrPFfHrVAkCjtgoos7nOmSYmwdq2bl1JPTpLKKmP+Ud6/owJhG4mELrC497J3BqN17F4iMr0S1y3l09cgrhNbizPrCJBXII4BbojYcozUUkQ959NTrFSEsSV4BEl6XSCuA2Loya6CeLO2JWp+40LkJvAzvMSxP3UAVVVcPE9QVyL/HmFhfklhO18xtVjPK8/iAuyCtGDRDXA///2zljNjqOIwsogszLIrAwyK3SGQ2dWBpmV4Ux6A5RBZmU4MxlkJoOMRzBv4Eewn8CXmr31H909vaXuuXu1u0Ll75tP3t2Z6e7q6pquOn2qhucscch9LYplJM4LS89q6EyM3F4kTkdNsh8gb89+/+ywXfCtSkXN+SVy7kcO4X8pwyEcuYxObL/3LGC8g2cc5fPz+mob7oLzeXJs3pcqYx/ZHhk77xdaUXFFLOmDoxhffBHcj7gk03zPDB2aoj05vhcvXxy2CyTt6dPgKcYFr1EbCHheOQcvXsRzcZFhVAheRq4dMdD8ZOZS5KrMjIYwOlLH+4hW43h9/Toi9HGBVPqGB7mBHMI13Nr1zRD3wOXkZ3g3oIy0TdSd++ibz/mME+dRf95DeySLYSyOvvI8z4Fa/OlV8BPjQsbqd6Kl9Bsu6+vXwWGN62//CD5mXM4B++e/AxWJ67t/BP8oLvrDxtvXBk6x7vtvOIlxcR/P0R79RF6gMLTHHIOKOPqOziAH2uU5yk44t4f3YDP414OJrGnm49TGOHcKWVc64TxhdxD5OzogXc0sjbwffRYKmeuI/mCXyBjMuuO9zp8iQCgEKnWF5xxxnAUUhfQliiz7nBw2rX9DWdAJvi3KfJxZe4X4O/fMkDjJNZEy6YChS46a+5p49Sqy98aFnDUfqdOsJewivG/mZziVkvI4Xav8//BdzG8TNpkMndgl2mJd+MkVZP7tt8FZj+vVX2IscdFnR12RNe9jDC5L+sH69NMsyqxsKCnrBpn62vFvObqg9W/fmPvar3W775/z9FDmbNV3uc/+3g6Jayfu7UhcO3HtxOWmZO9xSk/k0k7cz3Jy2olrJ+7UkWsn7ng0ervaiWsnrp24dlru06n4f2q7nbgznTzngPi5eOct3LXS7Ebi3Jk7s/7dXiQOx4Fo7YuvApWJS5kJA+XYonnIc6jNBpen4C+A6JExkfZASLborJ/LJwJKNFOcrU8DWYqLPhCR/uyzyKYYl6KYGd3zsf3u0+CkxQXSxN+JgpLdkagl7YKC+OZHkW9KF3gGPn7OSK04cYl+MFfOZ1g1Cp6umnEgNzhum8y2y2srgiwwPtAZ5OSIGP1ic6x5ypqBII04k+6U8hy69eXzLw/bxXPMi6M4RNL5l3nguW3efVOi6PnfAomKi7GReZMIObpE/UNqVREBl74X6KvGaElenvzmyWG7Hv/q8dWFvisDaOoskXTeAxrK3LHxRieZS0cDkA1ziu4iI9rluWfPAmmPC/ST9Y98QHGdu8PfnSvLe1zHicSDRj365aPDdqFbz58/P2wX73X+5vM/xt/jQteQB8/xe5cH78P+8HfQG+YbOYGMbGsIlEPPJD8PWToay1xjh3gOPUXP/b2sO9YLP6MDfhIAWSB7UA1sNmgI7dOedC/tzrM/xNzHhQycs1fVYGVdIivPXIz9Qae5nwyrrEnmjP7RD94nhC/7y99ZS9g37kfnuM/n+ss/hJ2JC53D3tIP2tPaSRTb7RcnHNw+MS50aZMf6wn9cx4gskJPhXLmSRXmCB2gz6xb2sLuMcfIfkD085QD7fo3Fx1FVm7XkLGvM2w59sJ5k8wJawfkm5+9vbvep3V77czeVgdW92u3bec2zz9IJK6duJsXXztxL/UBbSfuWPahnbh24tqJO3Ju2on77sqBayfuBwUG2on78SqYdnWlw9tOXDs3t3EaPqRn31sn7tKTNNSemSBRXhOmShxy6X4uv8/TjlodltWJF59okfB7rhPHh4zIIRG2gQeWiMPA5cmz8n4/EUmimB7F3aKaQqTyWCFROqKNIG78nkg0kVMiquJy5bEh5oo+fPTRR4ftYhPDGIQMfRkfsbicI0Gkvaq75nwjBRgSoYPzhgyQdZX5a5hDeJJWrHyIpmb/2bCDKn32eSCVcYFiEElm3KAf9FOoSCKajhgyD8rsl4gj7fF3ZY9MJBLdICJOP4nI064jAWww0E0QCH7e5t0jxKAT1WZE3M2ULUidI1ND0hnjrPpcg9IQ8SZy7jXuGDO6S39YH/RDupj8KddFz+SJThHBFw8zOXC8T5yc5MyBKguVzkyqHllnk+f163gOtEScQzL95ZrkeY43wtEh0OA1CUGlkBMIKbrC34VkpK7xe/87cndUDMRxQxwc0UEGyNJ1DQQfGQgVziQ7oBiedAcER+sw1xvryFETxuJcMFBleE3oGjJTRsDUXewY6wq+omd99fqPvB/EjzlmvMwl7Yr/mIgaaA2/RweEWiU6LEQr7Qrr3dFpRzqxc24Xac/RKf8O+DcZXUQ+yMvnF1QYG3KlL3lChW/S418HIh8X68xRREfiGCvorK9bkHfWA7qEXjs3XXP35zhKGpd/v9FhPxmAztIf7Bu6ga6y7l322L8nT+JkQlz8/eXLl4ftEpePpDiW02DIgXDPmf68P24LqlqFy/vGxX1ev+8OnGzbw5c+x+ppQs93YVmMBx/Gas/u9RlO778Ribu0ErUTd5LB8galWJV3O3FfyFlpJy6Oon0VR9XaiVMCDjbU7cQdN3NskNuJO2Y1bSfupwPBl3bijsl72on74XiiI6524nKfVpRIaCfuDpyru3J024nbN5nLpQi8BoM7PFUkZ+YtF7Udhronqwr0niBxHn0l+ituUJ7R9wySfpzVeSKekZDnHz0KTkxcRJ+3SBbRRKKLRMJBjIgiErFVVraMXIPMEY30zJpEiIk20rZnhSSyLK7HXyM5RFxEkGnfo5iKPpKdEn6j1dABiQMl8dpaZaSlyLjK/ciWqCdIF/JDHoyLTZpHQUHGxE2zDIRE/Jkfn2PkA3eHqC5yxlEgMq5MghmpB13xDyGRbs8sKblH1NsRM1AL0ELaZi4d8UGn6IOQtMzSKq6J1XeT3bJaYiCB8KQcdUVWQleSd+UZBZW1Lrha2/8T8R5qKWa/iMQLpcyMqC4fT4IjNPvzyKC6Xfmc86UYFzqmrHbfRZbLuFx3VL8t7QibQXQPpxrdBSVCXqBOcGnoJ7UQsVPKsptrDtSE+/w51qBnt9x0F9m5ow+KKEQtxwSHVOsCxDz7AsqojKJWixP7xPpT9lqL3GK3lCXTszKmDqKrjN3tEz+jm9hFR1H8OdAT5tzvZy0wx0LkMnsl/anq5rH2PNCCvRJyZvxr5Me8CXlMeTiHjsAF9li8V4uMO2LJ90XH9BNd/uSTqMsZ1ynajt7TtvMl0RVkArrpyDN2Ysjy+Pfg+sbFukA2QugsCzQyYn06X5I5c64r64O5wXaDEDIOP7I/cPKSN+1IP1w+7R8aies6cat77Hd9Xztx7cRdg9of6HHKduJ+0BGPduJu3oizOWsn7pUCDn5M0x3aduKOKEY7cT+Kk9pOXDg7Tz95U+7CioS3E/dKZV6UyIcU/FYmB6esnbh9+8zVE03VfX2c8m7lfdv5utXz7cTtm+zd5z1n50mpFZZn0/245uz4ZtWfZaV4T5A457x45j/PqjVkqTQEAoTDaysReVc2Oo74xUfKOWhEI+EFCbHKyLM4XMk5IUJN3+G+ifPxr6iJFRfHCkGKaFe18ZKTATII2kGUkvcPtcI4z29nmNEVopJEQb1OnFDO1FVHpYeIt8mcdkAKiDTjoMMpBMVxpNPlT9TYs3FyrIhIOf3keVAToq1Ee8WZSf6VuDpZr84zlkkeVv+O+aQ9ULatnSpTJ/cQJRdCR1mHDK543TTaQJZwOrzWl8uA50CI0B3pQuowEW1kxZgZI4ihc2XY6Dqy5twM56IiYxBJIunODSOSP/BLU8cd1QU9wo6AqDlq7f1xhwanl1po6AxyFLcw1zzz6LwmyT+zWvJ35p+fhSbl/KM/2/icT1lx4vg9KIQ4ccZhRQdYH1onyQvyWmDYF2wpstDcGxrsyBb27OMnHx+2S0fgUnbIiHXsPChHqbEjQl/+FDUL4/I1x3tVnzJrmDH3fiTPvz3onCfXcI4f/aE91pI4a3CRc7zoLMiaTiikvfd+eEZW5A/iynhACJGz81i3/qFL/s1B/yqepXQqMu9eZd9NncJ2es06ZACyxTpHRqxz7yPvRXZ+OoPnyS7Nemed0g/PsikbbeuV+pXc7zVMyxNZdlJqeR92YbSmnbh9+/r7mqeLtNtO3L7Jbifufjhx7cT9fGgn7pi5j81bO3HfKbDQTtyxthibsnbi3iTRaSfumMDDAwjtxB3taTtxP6scEEGXduL27Ysv4oxc2JH9YPrUTtw+Zd2bkGM1O+Wyc+hnsYuflxX4PUHi/BgY0UoihIqAJ2ri97PxJzrpZ/hBLogQqh7di6hHF9cWBXa0AZ6ARw05zgciBKIFv4e+fPLbOLYTF1FLjSmyGG7RXs9YR+QXbgi6BdrBpsS5bHKA3UiCzFl2SpBAopnOaeN9ROo9IqzMn56tMhErxkVU1hGrjx5Hds64QCOcp+XZKb1OHP0St4UagTleorNEnbnfo8FE9BXhz8g+kXiQCfoHwkFmRtphPjYnHN2gz7TBmEDamGv0kog1SBX/guCx6SAyTjviYNmRMFAPdFLoQ96nGlUvQ//jAukW2pOcNKL7yJCxEhEHJUVWrCvnoqBzitAnV4Y54veOSuPIIzehvWRATR6jaiWmTgrBs1qNzIt4S2lPmAd+D2LgPE/GIcfpaSRaiAs75Zm9eJ/XiQO1R+5E/hnH9j4/feAoriPjoAqe0Vd9zaQQIEC0yZiwUzranlxUXz/YYiFlaXdU0zBlypyxTpExugmCBhLn6MuAsGU7IPigS26feD/vBaWhfZ2MsEypyuSYuu+1/5gbt9vMg055JPqKLtAucmbNoGOsMdViS9SI7wvz50giCBzzhW0QlzK4kOhvdSoB9JNnGSNtIUPWqb5FqUvwE+kj30rsjk5R5NwRqJSu5WkOR9Cd94eM0SXXYWQPL1CnZtLO8Hcl10q7wLo95cZvbTUSt2/fvLwfbUduP9ewnbh9ythO3P0gce3E/azaOO3ERYa+OGYoEnsmJPDjku3Efa+yGI5ktxN3DJT4ccp24p4e2ok71iJTYCA3Se3EPVXpgXbiYh90GkD3NOtdYmC/M9IO3HkyaydunxPnEQVH0AYO2yInbjVSMePMKTq5uiDeEyROUWVDVYiyKitcIgdEAInGglRw7MzPwpMBzNEnEIktEslHnTknYiui+6e/O2x8BH6vvgUXaouqComLmnPbRomoI1wwopygGER0aY8xPPlt1LKJi2gk0c1Hv4iMmnERxRQKQgYwOGokr0ndZNNGZJdoJe8luqqU3hkJHqK3hug5esD7xQXMgq2Mnzkh+qsobs45PCjGB3eOOR5qgiWXxzOp0W9QMCGL339/2NBQ5o/oMhFxfoZzAuKA7jFPICQi/WeWv02XaFN10f4ZPMi4GDsoAu8GgQJZI2LMGNApZOMbT97rQRDGTISZ+lC8D4SLbHTc74gh/fR6bl7PiU0fOu/10Zx/iE561kuNOxFy5gY0SJlLM2slThnyo33QUn4G5RBHMNb7tuaZc9ALR7/QcX8vOoQOP34c9bfiYj5pD9vh3ELWrmfXO81I65xYZAGqWmUMZc6wH8iedUkbrs/MGXOLbNAJ1rHsR2b6A5HWSYbkW4pTl/YQ5F3rP3lWvLdKi459wlbrSG1yyUBdsWc+545YIlfsLGvC7YFnDcbef/zr4PjFxZpEnujWcAIh7Sn3qwYk2UFTl0EMaZf5FvKYa4L7PHDDSQ/Gz3Pbvx7M8GPJ6Ii+eSdc8e1ZP5WAndK36N//OWx6gP7TB5UOARH7JjItx+V15JCtCsDnqQhkyfrmWyCk/79h0+NiDvzEgdDXRO6dk6tsmvkNlz3t7JTnORyr+9K+b12+7cS1E3eNK/BAs1O2E/fToZ24cIa/CWc4NyvtxL1UYKCduONmrZ24b1Urq524Z4fNYW0n7sh7ayfu1Zs6cnlsvJ2448mqVRCh77udv/BO5NdO3HFSBk6aw+Ge2W9Wz23n39/J5F4wmrHK2Vsdx+r7yuybzEdGxIi8EXkn4kdE0LPkeWY1It9e/4nfb+/1aCPIGc/QFhtJHE8+FPye+4ku8i/oA5FYRV4zUku0lGghEW6yYLKR5znP/KWaeWREzQ8Z9yEjRaoTJRJHJetJcZ/XxdPc29wwPnHDXn992MZIP0H4dBwyETHkAbrMeIkgE7Fn3KAx9BdUivvFr3od0d64PPrM/LHp0yY4EQH+jk4ICU3Ewbl9nrZ+k9tpjaZNLl7/q/rZ+Y9EntEt19vZ+kLmIEVEqNEFR509KYTQ28yo6ijtkMk07SFoqf5NFMaf96yxzmX1+xmvskkmp8ULQdNv1oxncK1qPPKcaq8lmkS76B7v5WdlPM16WVprmbkRJALboHqBiUzwPhBA1tw2fp3KyHXJveLiJqeLdUcboBe8C3vi60QIV9of1ivrQDqS30qV9ngVWSHjoj101NFgdJoxIwudmkiZyQ5Q15J/yZJr31p0lf5hT0FjsBdurxwpRD4gaJ5R0ZFBZRbNmo2eaRH5qHbi4vcZnWG+xRHO8fNdEu+z2Hs44ri9T1lrrabdzH7s/fvqvkDZcXN9OH1F6HPo/7YGVvuxamd9fTJnWs/v6JhkmU3STs2sZp3cK+++/+E5Z6u6ffG5u/DpvNVxbPfx3yP9X/zP6gDbiXu7Eq9OxNny3uv0thN3dTxlu9qJOyJ07cQFB25xHbUTF9ks47haO3FvCjG3E3dErNjItxP3dv77qq05B+lRwNRS9rcTl3OCM1mgMKv7sL7v4TlvCrYvfssvPoftxJ1n+C4+EYtRvtV2lw22Gd0hEUzFEVxUWEVziVCBKmU02hEDRS1BkTKCXo1b48z3nkYvVfeHbGtwzdyg2t+9PtIQTbNom4+h+rmq/eVjG9rnPH8lc5ujgWdZwff2XvXbdNF1ybPMVdHGqt6T8768PtPQD+s/6ApOsbLZ2dFinwehMhY1Rt43ZqatuBQT/fc5rFCE1XXK+8jGBifOo/zVB6VaZ9NIsY+zOPHgcypUEz6VozCu0/leoVWJ3lTr27kurjNlluFiM6X3sZbMngw662hSZb9JshH2zJGtwU4U76hssqOrjuT7+iv5174JKH4u7Vdx/8A3L+xYtTZmdrXS3QFBNG4xKA8oLgh+1d5u3rqhZLO157ose0Smx9M6nzaWmV6u2he/b3WfIXszcVL29mM29+U3tkB5945ndn8jcQ/XmZrN3bv6+6qOX7z9duLaiSsdt1MHb6fTVn0U2AiwyWsnbjSG7cRlPaRiM9RO3GeHduKOOjI4FtVxJstGV24C24kb6rOVDvPE+Wsn7k1dt1N9G76NdkqlnbjgfC0GFlYd5EtvnNuJayfOdaqduDxTubrYlo9TriJNOxGn1X7e132rCvXO7zP5e6TdOSt8wFSjKPkdZT8N2cM53PgOAycBdM/P7+cGTzy8aiNYRZKNfyl+UbanflgdNkcPvL+rcyOZJdKoum9EbemfbVC9PedgVBHtivPhqFD1vBz5gitTOvaGzgwcwhynj1/zwfO21j2afC2oUSBRs8CHb8QcGRr+PgmSkPGPOk8kiYHvJ97OZEM43RxNUNjK7np9O63fWIfbWnSOi3TPIvgDgmZrrkTqkJ/xRxUQybU4Q5OUhtzqXVVojOu89++ajhZBCedPDvaj4JYxNuZ+ONLmY7D1430dNiUF6lrZKdkh4x/O7JhnZRxQ1Qkq6s6ir2c/gsvRZE+q42tSfK+0q8vf8pkDUpzkcM6k6+KVHGeI1979TnH/8lhdpx1Nrk6BXKifkpG/bxUpP/MEVDtx7cS1E3dXnLi9xmIRcdpt5M40Fue2M/tw3tnf24l740y2E3c8UuYbbTtq107ceDqgnbijTNqJ+3GQQTtxJzIJW9JO3BtnbxZsqv6+e9+Bs9ZO3DHxnoMCzYlbznexW/fueG89pfZMfIiLj+///TjlNPLskaIPzYlzzk/186JcZjwFR6UqDo/z2QbOjaE4A49qW9iTiKiQoiLT1+x559E4t2Ook2SI3TIXxLheq5w9j+zOjpC9lRt2QxTY0ZSBv7TTuPrz5fzszETrWeCQu2fxlFxv4KCUiEveW9WDLCPnO9eTZyRl465MoSlrn8NV7sgQ1CnQjwG1LCLew+bQ7nNnTGiMr0VH6qr2Fo9LDihPwTGquEalTZigbKcOqOv1gGAXfMFle1TxgkCqDSmbjmk2NufWzrh9k/7NuGmO8A9BH9Nd10XWDpmRyYLpCOiN35QFm7bqOLn9d3s94zav6sNZ9y2M83QzOtju2+rwYvB9+AYX+7lLb5wbiWskrpG4O0Li9hqwVYTq0kbh0u9bHYeOI8ycuZ2bTt+8VhuVduLmzqbLqJ24Y6R5cJoLHW0nbtSxqX1oJ+7IuVt1OGaOzgmK2E7cdaR59RtdHf9uJ27hGzI74llE81f3Je3EXedxNxL34Tl502+qBwx3BkrKtdhI3HUDeG8TcakJNdRmOp6Z8zbLjFg5d0UEfZUrNPAc7LiG8wWGyPnWvvFkPII7bNAMzVjdXAwydu5ZoobinMHPMUSpzOY4Sdbg6KZHdL3mnkcv5WDDmeG4IyiTcXK8VtFs/JUODmhMgWpVcz1s3shw6JkNC34T7XttsmvydP1eXS9V5s8zkf8K0RvqKYIizrIwLgZlKhlXyJ3Wt9uNKsun/95R1oI/5DrsgY2Bh+pOaWVvySZZ6JCP+0b0NtpyOWw/DzW+bGyriUCmSJShGD6H8JCXkR63PwV/vLTZbrtnaOoEHZ0hdeIGVgghc2z2rXwv9nvnN7o8qugnMor+zOZ59ft01n17x3qmPVlGgSfrtZLVcKJn57imR+fczlbf6j5O2ccp24m77tlXG8flI2pVGuVVY3QhY7Aa6dp739R5cwdntjldlEt1zGBwFOz4k/+9nbiT4EI7cccNMEawWrvtxL3hX7YTdyULP2kwPSLXTtx4DL2duCunfPc3uEoa0k7clOqwLOtCliXV4UL7tj5O+eEhbTOdXN1zz96z++8PDok7t0MFT2avQFYnokJxhsjShYzGuePwiPDACZk5b2cicav9rSL6g5G8JzmujGP1SOrKu86551ydvbPnKhRmklGs7N/suVWdXuF/ztpyVKJaL7P7cECtPuJyUMSQpqpO3e7IdIGATzOpVvbYsmcOGfgmKFJZ/61Ad961PS65fzfo/MAnNMS73BgiswIBu9Q6Psf2vPWZxW/5pdvdHeC9p2/LHt2Z6calZbj3feX3+pbHNGf9uK99WDtx7cTNOHEloPQ+2ZsJeJNFBQ6P+J/+tyXQEmgJtARaAi2BlkBLoCXQEmgJtAQevgTaiXv4c9Q9bAm0BFoCLYGWQEugJdASaAm0BFoCksD/AEChMXbB2w6VAAAAAElFTkSuQmCC
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
Для экспертизы соответствия типа лич - ности виду профессиональной среды ( требо - ваниям конкретной должности ) должен быть разработан аппарат ее формального описания на основе системы соответствующих пара - метров . В определенной мере это позволяют сделать классификации , учитывающие пси - хические свойства человека , такие как : диф - ференциально - диагностический опросник ( ДДО ) Е . А . Климова , определяющий наличие интереса к профессиям типа ( человек - человек , человек - техника , человек - знаковая система , человек - информация ), опросник Д . Холлан - да , оценивающий интерес к практическим , исследовательским , художественным , соци - альным , предпринимательским , конвенци - альным профессиям .
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