Direction of training 050100.68 "Pedagogical education"
Training profile Biological education
(Biotechnology and nature conservation)
The problem of nature protection is the task of the day, it is aimed at preserving the natural environment in its original state. Otherwise, everything that makes up the biosphere in one hour can turn into nothing. In restoring the environment to natural qualities, ecosystem organisms can perform, first of all, these are microorganisms, higher and lower plants, protozoa and others. The task is to develop, create and adopt modern biotechnologies based on the use of the activities of the total organisms of ecosystems for the protection of the environment. Only the latter can fulfill this role. Physical, chemical and mechanical methods based on technical problem solving do not cope with this task.
Only biotechnology with a wide use of destructive mineralizing absorbing and neutralizing ability of pollutants by organisms of ecosystems can fulfill this mission. This is the uniqueness of the problem "Biotechnology and environmental protection". It combines nature, its wealth and, finally, ubiquitous organisms that can regulate and manage the quality of the environment.
The program "Biotechnology and Nature Conservation" covers all branches of industrial production, agriculture and our everyday life. Therefore, the leading universities and research institutes of our country are closely involved in these issues. These include: Moscow State University. M.V. Lomonosov; polytechnic and chemical-technical universities St. Petersburg, Yekaterinburg, Kazan, Moscow; Moscow, Leningrad, Rostov-on-Don, Kazan design hydro and reclamation organizations; Agrarian State Universities of Saratov, Ulyanovsk, Federal Centers for Toxicological, Radiation and Biological Safety (Moscow, Kazan) and Kazan (Volga Region) Federal University and many others. A close relationship has been established with many of the above universities and organizations in the implementation of the Biotechnology and Nature Protection program. Cooperation has been established with many foreign educational centers, including: the Toronto Center for Biology (Canada), the International Center for Biotechnology (Moscow, Brussels, Berlin, Amsterdam, Hroningen) and the People's Republic of China (Beijing, Qingdao, Chinguandou, etc.)
A graduate in the educational process masters and acquires knowledge and skills in the following special competencies (SC):
- has knowledge of the molecular genetic foundations, directions of development and applied aspects of modern biotechnology of microorganisms, plants, animals (SK-1);
- has knowledge of modern methods in biotechnology, microbiological foundations of biotechnological production, biotechnological methods for increasing the productivity of microorganisms, plants and animals (SK-2);
- is able to apply the latest biotechnologies based on the use of populations of microbial, animal and plant cells obtained by selection and genetic methods to solve environmental problems, resource conservation and environmental protection (CK-3);
- is able to understand the principles of sustainability and productivity of living nature and ways of its change under the influence of anthropogenic factors, is capable of a systematic analysis of global environmental problems, issues of the state of the environment and rational use of natural resources (SC-4);
- is able to navigate in problematic situations of natural resource security and regional nature management (SK-5);
- has knowledge of the main patterns of biodiversity formation and its differentiation in geographic space and time (SK-6);
- is able to apply in practice basic and theoretical knowledge in the field of environmental protection, monitoring and indication of the state of ecosystems, environmental management (SK-7);
Entrance exams to the master's program "Biotechnology and Conservation of Nature" can be taken by a certified specialist. He must have a single document of the state standard on the completion of a bachelor's degree by him as a specialist in the profiles of master's training. The test is carried out according to the test system, according to the master's program (link on the website of the admission committee).
The perspective of a specialist who graduated from the master's program "Biotechnology and Conservation of Nature":
The possibility of entering full-time postgraduate studies in the following specialties: (biotechnology (including bionanotechnology), microbiology, ecology, hydrobiology, system analysis, information management and processing (chemical and biological technology), etc.
Work as engineers, managers and biotechnologists in industries and agriculture, as well as in local enterprises of various profiles; in laboratories for sanitary supervision, hygiene, environmental monitoring, purification, neutralization and desalination of natural and waste waters; in design institutes, associations, enterprises related to the introduction of biotechnology into the national economy.
In all the above organizations, enterprises, laboratories and facilities, a biotechnologist has a career growth from a laboratory assistant to a major leading specialist and manager.
biological education , the system of training specialists cf. and higher qualifications in biology. In Bashkortostan, as an independent industry, special education began to take shape after the revolution of 1917. The teaching of biology was introduced in 1920 at the Inst. education (see Teacher's Institute). In 1929 at the Pedagogical Institute. K.A. Timiryazev, formed on the basis of this in-that, a department of natural sciences was created, on which in 1930 departments were organized. botany, zoology, etc.; in 1933 training of biologists was carried out on chemical biol. department, since 1934 - at the faculty of natural sciences. Contribution to the formation of B.o. in the republic in the 1920s-40s. brought teachers Ped. in-ta im. K.A. Timiryazev (S.A. Baranov, M.Ya. Sokolov, A.I. Chanyshev, G.G. Shteher), BSHI (A.N. Bogdanov, K.S. Nikiforuk, P.A. Polozhentsev ). The B.O. system has developed in the Republic of Belarus, which includes general, additional, special and auxiliary education. General B.o. given at school: at the beginning. class they teach natural history, in the seniors - botany, zoology, anatomy, human physiology and hygiene, general biology. Additional B.o. carried out in eco-biol. centers and stations of young naturalists, to-rye operate in all districts and cities of the republic. Students learn to add knowledge of biology in circles, sections, and during the holidays in ecol. camps and tourist bases; classes are optional. In the Republic of Belarus, the first circles of biol. profiles began to function in 1936 in the House of Pioneers (see the Palace of Children's Art named after V. M. Komarov). Means. contribution to development will complement. B.o. contributes Rep. children's eco-biol. center (Ufa), established in 1992. Special biodiversity, including anatomy and morphology of districts, biochemistry, genetics, zoology of invertebrates and vertebrates, microbiology, taxonomy of districts, human and female physiology, ecology, etc. industry disciplines are obtained at the Bashkir State University, the Birsk Social and Pedagogical Academy, the Pedagogical University, the Sibay Institute of the Belarusian State University, and the Sterlitamak Pedagogical Academy. As a regional component of B.o. disciplines are studied in universities: the nature of the Republic of Belarus, medicinal plants of the Republic of Belarus, the fauna of the Republic of Belarus, etc. Auxiliary B.o. carried out on Wed. specialist. (Aksenov Agricultural College, Belebeevsky Pedagogical College, Birsk Medical and Pharmaceutical College, Medical College, Vocational Pedagogical College, etc.) and higher. (Aviation Technical University, Agrarian University, Medical University, Petroleum Technical University, etc. ) account. establishments. In BSAU biol. disciplines are studied at f-max agronomic. (botany, phytopathology, entomology, etc.), vet. medicine (veterinary radiobiology, virology, embryology, etc.), forestry. (biology of animals and birds, dendrology, etc.), environmental management (geobotany, forest science). In BSMU, human anatomy, microbiology, cytology, etc. are studied at all f-max. In UGNTU, general biology and microbiology, general biotechnology, etc. are taught at the technol. f-those; in USATU bioecology, fundamentals of biochemistry, urban ecology, etc. are included in the training program for engineer. in the specialties of life safety in the technosphere, protection in emergency situations, as well as bachelors in the direction of environmental protection. General biology and soil science are taught at geogr. faculty of BSU; biology with the basics of ecology or natural science - at other schools of BSU and in ped. universities of the republic. Education in universities is carried out full-time for 5 years, part-time - 6 years. On biol. Faculty of Belarusian State University (opened in 1957) has 6 departments: biochemistry and biotechnology, botany, zoology, physiology districts, morphology and physiology of man and women, ecology; on natural-tech. faculty of the Sibay Institute of Belarusian State University (1998) - 4 departments: botany, general engineering. disciplines, human physiology and well-nyh, ecology. In ped. universities B.o. is comprehensive and provides training for teachers in 2 specialties: biology and chemistry, geography and biology, biology and physical education (see Pedagogical Education). Faculty of Biology and Chemistry of the Birsk Soc.-Ped. Academy (1960) trains teachers of biology and chemistry, biology and physics. culture; there are 4 departments. On the natural-geographical f-te BSPU (1973) prepare biologists-chemists and geographers-biologists; there are 6 departments. In biol.-chem. department of the Sterlitamak ped. Academy (1997) has 4 departments. In 1922 - 2003 in the Republic. prepared approx. 11 thousand biologists with higher education education. Fast. refresher courses for biology teachers have been functioning since the 1930s. at the Institute for the Development of Education, where a methodology for teaching biology in secondary school is being developed (L.G. Naumova, B.Kh. Yunusbaev). Training of specialists for scientific. and ped. work is carried out in the postgraduate studies of the Institute of Biology, Institute of Biochemistry and Genetics, Botanical Garden-Institute, Belarusian State University and Belarusian State Pedagogical University in the specialties: biotechnology, biochemistry, botany, genetics, microbiology, molecular microbiology, soil science, physiology and biochemistry of districts. In 1970-75, a specialized council for the defense of dissertations for the degree of Candidate worked at BSU. biol. sciences with a specialization in biology; in 1995-97 - in botany; in 1997-2003 - in 2 specialties: physiology of districts (since 2001 physiology and biochemistry of districts) and botany. Since 2003, the council for the defense of doctoral dissertations has been functioning in the following specialties: physiology and biochemistry of districts, botany. During the work of the Council, Cand. dissertations were defended by St. 100 people. In the development of B.o. R.R. Akhmetov, M.G. Bayanov, A.N. Bogdanov, V.A. Vakhitov, A.S. Dmitriev, L.V. Kalimullina, F.Kh. Kamilov, R.G. B.M. Mirkin, Polozhentsev, D.I. Smirnov, T.A. Emikh and others.
A change in the general scientific paradigm in favor of the humanization of the natural sciences, a change in the economic structure (transition from the fifth to the sixth, as indicated above), the creation, according to J. Rifkin (Rifkin, 1998, 2000), of a new “operational matrix” reflecting the successes of genetics and biotechnology - all these are different facets of the transition from an industrial society to a post-industrial one taking place before our eyes. In the process of this transition, the social and cultural significance of education systems, which is connected both with the constantly growing volume of information and its vital role for a person, and with the need to consciously and competently solve new ethical, social and political problems. If in industrial already fading into the past, society, the role of social dominant was played by army(on the model of which enterprises were built and labor discipline was maintained), now the key factor is not army discipline, but education.
In modern conditions, problems associated with biology lie in wait for a person literally at every turn. It is necessary to enrich curricula at all levels of education with knowledge about the living world and ethical values associated with life. It is important not only to give young people of any profession the basics of biological knowledge ( subject component of bio-education), but to educate in them a careful attitude to the living cover of the planet, a sense of responsibility for the bios, an understanding that harming wildlife is not only destructive for the person himself, but also immoral ( bioethical component). It is also important that students be receptive to the beauty of diverse life - be it a flower, a coral, or a bilayer lipid membrane ( bioaesthetic component). Therefore, persistent attempts are being made (in different parts of the world) to teach information about the living to children of the earliest possible age, when their figurative perception of reality prevails and their natural aesthetic sense has not yet had time to harden. In the works of M.V. Gusev (1991a,b; Gusev et al., 2003) and G. Shafer (1997) demonstrated the real possibility - and at the same time the urgent need - to consider biology as the structural basis of the entire school education system.
This means that biology plays a methodological role even in the study of seemingly distant subjects, such as history, which can be presented from the perspective biohistory- the history of the relationship of the human race with the monotonous planetary life. So, biohistory pays much more attention to people who extended the life of others (L. Pasteur, who created the rabies vaccine; A. Fleming, who offered the world the first antibiotic - penicillin) than to those who shortened it - to political villains (Napoleon, Hitler). Many social or humanitarian terms (for example, war, aggression) can be given a biological meaning. For example, "war" can be understood as "war between biological species", the concept of "aggression" has already been considered above as a biosocial category (chapter five).
At the same time, biological terms can be revealed to us in a socio-humanitarian or philosophical way. The program of bioeducation being developed by BIO assumes that it is based on a general biohistorical perspective, the connection between the current level of development of mankind and the bioenvironment and their centuries-old interdependent history.
Not only professional biologists, but also politicians, businessmen and simply our contemporaries, regardless of profession, pin their hopes on biology (for example, to overcome the ecological crisis, to create cheap and accessible to all “miracle food”) and at the same time fears (suffice it to recall the anxieties in connection with the possibility of creating genetically engineered monsters or cloned people). Biology and the interdisciplinary fields based on it, including biopolitics, turn out to be professionally necessary in the activities of people of various specialties - from lawyers to politicians and managers.
7.5.1. Teaching biopolitics within the framework of biological education. Both the conceptual and practical facets of biopolitics can be useful as part of a bio-education curriculum for middle and high schools. Biopolitics, like a number of other areas of human biology, demonstrates to people the connection between the life sciences and our daily lives. Each of the areas of biopolitics touches its own special chord with that sensitive musical instrument, which in fact is any teenager or young person. In this regard, let us briefly consider the main areas of biopolitics that could be taken as the basis for its teaching within the framework of biological education.
· Understanding human nature as a being rooted in the diversity of life, connected with it by thousands of threads, created as a product of many millions (and billions) of years of evolution of life (chapter two). This direction of biopolitics is the most “philosophically loaded” and it is called upon to perform an ideological and value-oriented function, ideally, throughout the entire course of school education. Children already at an early age cannot help but think “who am I? To what extent do I resemble animals, birds, fish, even the grasses and trees around me? To what extent am I different? Biopolitics takes a balanced position here - a person as a product of biological evolution is characterized by a deep similarity with the entire bios and at the same time, a person has his own specific features. A person is multilevel, and it is important for a child to understand that a deep connection with all living things determines our responsibility for the bios; at the same time, the specificity of man, his features make us remember that, in general, every biological species and every individual is unique. Not only is a man different from a dog, but a cat is different from it; moreover, a Labrador dog is different from a Rottweiler dog, and finally, a Jersey Rottweiler is different from a Rottweiler named Woof. All diverse, unique individuals, breeds, species are equally important as elements of biodiversity. Who is more important - Labrador or Rottweiler, dog or cat? Is there an answer to this question at all? And if so, can a person boast of his importance and uniqueness? (approach to the biocentric doctrine). It is important in this context to tell students (in an easily understood form) about co-evolution as a widespread phenomenon in the world and about "coevolutionary imperative"(N. Moiseev) for mankind.
· Evolutionary-biological roots of political systems.This direction may well find a place for itself within the framework of the topic "Human Origins"(usually it is 10-11 grades of the school). The teacher, it seems to us, will do well if he not only shows the class portraits of Pithecanthropes, Neanderthals, etc. known to everyone “from the school bench”. (by the way, the stages of human evolution are now interpreted differently than 10-15 years ago - for the note of a teacher-biologist, see Khrisanfova, Perevozchikov, 1999; Deryagina, 2003; Bakholdina, 2004). It is equally important to emphasize that the entire history of civilization (no more than 10 thousand years) was a brief moment against the backdrop of the primitive history of the species Homo sapiens(about 200 thousand years). Therefore, primitive social and behavioral tendencies are still alive in us: we spontaneously form small groups of friends and acquaintances (the size of a hunter-gatherer gang), we are weighed down by the depersonalizing influence of bureaucracy, we trust and are ready to share everything with only a few - with our own, opposing them to strangers, we animate and personalize nature (see Chapter Three).
· Ethological facets of people's political behavior. Within the framework of this topic, students could be told about general biological laws and forms of behavior that are implemented by a person as a political actor . Our era is highly politicized, and many students probably follow the ups and downs of diplomatic and military events, and some are well versed in the balance of power in the political struggle within Russia and on the world stage. Our time is dominated by agonistic behavior. Let the students not only give examples “from life”, but also discover for themselves - with some surprise - that a politician who accuses his opponent of mortal sins has not gone so far from a coral fish fighting with another fish for territory (K. Lorenz). Let them understand that the evolutionary background of political aggression allows biopoliticians to also offer recipes for reducing people's aggressiveness. Also of interest is the briefly and easily presented material on the biosocial background of the relationship between “friends and foes”, on the formation and possible scenarios for mitigating ethnic stereotypes (see Chapter Five). Thus, biopolitical education undoubtedly contributes to overcoming nationalism, chauvinism, ethnocentrism, and the search for dialogue with “outsiders”.
· Physiological (somatic) parameters of political behavior. As indicated in chapter six of the book, the focal points of this direction are the study of the role of hereditary factors ("genetic cargo") and the functioning of the nervous system (primarily the brain) in the course of political activity. These directions can be "beaten" in both middle and high school. In secondary school No. 119 in Moscow, the author spent in 1999-2000. several lessons on this subject. Specific subjects were "Molecular Basis of Social Behavior" (the role of serotonin, dopamine and other neurotransmitters in human social behavior) and "City ecology and neurochemistry of its inhabitants".
· Purely practical aspects also not without interest from the point of view of the pedagogical process. Thus, in the modern school a lot of attention is paid to teaching ecology using special textbooks, however, it seems to us that it is undesirable to separate ecology from biology. Both intersect in theoretical and methodological terms on the core concept of biopolitics - the concept of biosocial systems. Students can give as examples a family of ants, a flock of fish, a school of whales, a pride of lions, and even the state. The relationship between mankind and the biosphere can be considered in this conceptual framework as the relationship between two biosocial systems, which at the same time act as elements of the bios as a system of an even higher order. Similarly, it is possible to interpret from biopolitical positions not only the problems of protecting the bios, but also the problems of genetic engineering, biomedical ethics, and a number of other problems that have a political resonance (and therefore get into the media) and at the same time have a biological background.
7.5.2. Network structures: a potential role in bioeducation. As mentioned above (5.7), taking into account biopolitical knowledge, in combination with the achievements of management theory and the sociology of small groups, social technologies can be created that are designed to ensure the effective work of creative groups built according to network principles. Let us consider here their applicability within the framework of innovative methods interactive learning(Kavtaradze, 1998) . Such methods involve an active creative role of students, their constant communication, work in a dialogue mode (or polylogue - a conversation of many participants, including a teacher), socio-psychological stimulation of students' activities. For this, numerous scenario and game methods are used, involving the formation of semi-autonomous teams as part of a class, united by a particular goal.
How specifically to apply network structures in interactive teaching at school? We will illustrate this by the example of the lessons I actually conducted at school on the topic “Ecology of a big city and the neurochemistry of its inhabitants”. As the name implies, these classes were biopolitical not only in terms of methodology, but also in terms of the topic of the lesson. The focal point of the lessons was the effects of pollutants (heavy metals) on human neurophysiology, including levels of neurotransmitters, which, according to the data cited above by R.D. Masters, may have a criminal value. As we remember, serotonin deficiency causes depression, weakened control over emotional impulses and can contribute (under certain conditions) to criminal behavior.
The students listened to a short lecture on this topic and then, in the order of independent work, they had to decide for themselves (and report the group decision to the teacher) whether a criminal who encroached on her husband's life in a state with a clear lack of serotonin (seasonal functional disorder) should be criminally punished. Another task was to assess the ecological state of different districts of Moscow) according to the following parameters: 1) changes in the color of birch bark, which, especially in the industrial zone of Moscow, absorbs dust, soot, etc. like a sponge; 2) the appearance of ugly (crooked, dwarf) trees. Students during the week (homework) had to collect samples of birch bark and sketch their appearance. Further, according to the scales of expert assessments developed by the students themselves (for example: the bark is light, darkened, dark; the trees are tall, short, dwarf), it was necessary to draw up a sketch of the ecological map of the city. The third task: on the basis of the articles of the Constitution of the Russian Federation on human rights, draw up a similar text - a legal document - on the rights of bios (animals, plants, microorganisms).
|
The other team (equal to the first in number) was hirama-type network structure. There was no single boss, there were creative leaders in three areas (the same as the bureaucratic team) with the task of stimulating, directing, and recording the activities of the entire team in each direction (Fig. 52). All participants were free to adjoin any leader, but a psychological leader was called upon to monitor the more or less uniform filling of students in each direction and effective work. In conclusion, each team reported the results of their work - collectively decided whether to “punish or pardon” the criminal (the network team - “hirama” - made the most humane decision: acquit with a forced decision; the decision of the bureaucratic team was more stringent - 1 year in prison with subsequent treatment) , proposed the texts of "bios rights" and ecological maps of Moscow. In accordance with the organizational principles of each of the teams, in the bureaucratic team the boss reported the results, in the hirama - the leader of external relations.
We summarize the results of a comparative analysis of the effectiveness of work: bureaucratic and network teams:
· The bureaucratic team completed many tasks somewhat faster than the network. The results of the work were formalized by her more accurately and officially (especially the legend to the ecological map of Moscow)
· However, the network structure approached the work with a greater share of creativity in comparison with the "bureaucrats" (the trend was also observed in the lessons on another topic - "Molecular Basis of Behavior", see Oleskin et al., 2001); in comparable situations, members of the network group turned out to be more humane (in deciding the fate of the criminal) and more biocentric (which was reflected in the text on the rights of the bios, which they called the "Constitution of the BF - Biological Federation"); "bureaucracy" was tougher and created more anthropocentric text of the "rights of the bios".
· The presence of several "creative leaders" as part of the network structure (hirama) to one degree or another confused the students who did not have sufficient experience in the network mode; hirama, more than the "bureaucracy", needed the intervention of a teacher (who acted as a partial organizational leader) and a consulting sociologist in order to explain to the students their tasks.
· In both types of structures, success depended to a large extent on the right selection of personnel - thus, the effective work of the "bureaucracy" was to a large extent the work of an active and gifted boss; in hirama, the psychological leader proved to be the key figure.
Let us emphasize that these results quite "fit the outline" of what has been repeatedly described in the literature. The bureaucracy works more systematically, quickly copes with clear, clearly defined, especially routine tasks. The network structure is superior to the bureaucracy in the case of vaguely formulated, innovative tasks, as well as in an unstable, unpredictably developing situation (Meskon et al., 1992; Vikhansky, Naumov, 1995).
We have provided a brief description of the lesson for illustrative purposes. For other teachers, there is plenty of room for variation here. It is possible to vary both the organizational principles and the content of the "stuffing" of the lessons - from environmental monitoring to discussion of issues of biomedical ethics.
So, biopolitics is of real interest - with the creative approach of a school teacher - both in the subject-substantive and in the organizational and methodological aspect. In the latter case, biopolitics can be taught both in non-biological educational institutions (enabling students to understand how biology relates to their own daily life in its various facets), and in biological ones, because it allows the student to overcome the narrow boundaries of his specialty (biochemistry, virology). etc.) and comprehend the world of living beings (bios) more integrally. Moreover, biopolitics can act as a kind of "organizing center" for the teaching of knowledge in many areas of life sciences. While covering all five areas considered in this book during the pedagogical process, the teacher will inevitably analyze the related issues of the origin of life, the theory of evolution, ethology, sociobiology, genetics, neurophysiology, ecology and other biological sciences. It is no coincidence that therefore Acad. Yu.V. Rozhdestvensky considered the terminological dictionary (thesaurus) for humanitarian biology prepared by the sector of biopolitics and biosociology of the Faculty of Biology of Moscow State University (Gusev et al., 2006), a significant part of which is occupied by the presentation of biopolitics, precisely as a way of presenting material for teaching biology.
True, the link between biology and human social life is carried out not only within the framework of biopolitics, but in a number of other interdisciplinary biosocial (biohumanitarian) scientific areas, such as bioethics. It is advisable to introduce elements of various interdisciplinary areas into biological education.
These changes in the education system will remain wishful thinking if strategies for their implementation in society are not clearly outlined. Logically, there are at least two ways of spreading any innovations in human society (these ways can be combined):
· the way from above, having enlisted the support of "those in power" who are ready to adopt the relevant laws and order their immediate implementation.
path from below , from the level of "grass roots", on the basis of non-governmental organizations of civil society promoting and directly cultivating innovations.
Let us once again emphasize the importance of networked social structures - now not as teams of students in the classroom, but as part of the task of reforming education. When using the “path from above”, networks can take on the task of persuading public authorities of the need for change in education. If it is supposed to implement the “path from below”, then network structures take an even more direct part in this activity - they are responsible for advertising and cultivating new educational programs and standards in society.
As already noted, on an international scale, efforts to reform education are supported by the activity of influential organizations, both biopolitical (Biopolitics International Organization, Gruter Institute of Law and Behavioral Research), and specifically engaged in educational tasks (Commission for Biological Education). For the Russian education system, it would be very important to significantly expand business contacts with these organizations. Russia, undoubtedly, would also benefit from the spread of other biopolitical directions and specific developments in it.
Thus, subsections 7.4-7.5 demonstrate how biopolitics fits into a more general context, covering applications of biology not only to socio-political, but to all humanitarian issues. Of particular importance are the close contacts between biopolitics and bioethics. Bioethics includes the ethical aspects of biomedical problems (artificial insemination, euthanasia, organ transplantation, etc.) and the norms of humane treatment of animals and other biological species in general. Biopolitics overlaps in content and with such components of humanitarian biology as bioaesthetics (perception of the beauty of bios, the use of aesthetically attractive elements and compositions created by wildlife in architecture and design) and biojurisprudence (legislative registration of bios rights). Biological education is designed to overcome biological illiteracy, to propagate among the broad masses of the population the basics of life sciences and biopolitics itself.
CONCLUSION
So, we have come to the end of the presentation of the material on the main directions of modern biopolitics. This term was used by us in the author's interpretation, so that it was given the broadest possible meaning, including all real and potential applications of modern biology in the socio-political sphere. From the text of the book it is obvious that the political potential of biology is very multifaceted. It covers worldview issues (promoting the spread of naturalism in the understanding of a person in general and in the role of a political actor in particular) and at the same time a whole range of specific problems.
Biopolitics demonstrates to modern politicians aspects of modern life sciences that are important for them. It is of interest to political scientists, who reflect on the behavior of politicians “by the duty of their profession”. But biopolitics is not without interest for biologists themselves. One of the core concepts of biopolitics - the concept of "biosocial systems" - highlights for a biologist (in particular, an ethologist, physiologist) the similarity, kinship, comparability of human social life and the biosociality of other biological species. Therefore, knowledge about human society, accumulated in the mainstream of the social sciences, can stimulate understanding of the biosocial systems of primates, predatory mammals, birds, and even insects (in some aspects, even unicellular creatures and cells within a multicellular organism). Let us recall in this connection the conviction of the ethologist Yu.M. Plyusnin that the “biosocial archetype” is the same for all social forms of life. Thus, biopolitics can contribute to a view of biological objects from a socio-humanitarian point of view that is not traditional for modern science.
Despite the fact that the political potential of biology was theoretically comprehended primarily by a number of scientific schools in the Western countries (both within the framework of biopolitics and in terms of other areas), it, according to the author and a number of his compatriots, can find a worthy field for its application. and in Russia.
What concepts and data of modern life sciences turn out to be the most significant on Russian soil? It seems to us appropriate to consider three levels of applications of biopolitics:
worldview guidelines
political science developments
1. Worldview guidelines. Biopolitics proceeds from the understanding of man as part of a single planetary biodiversity, a product of biological evolution. The naturalistic philosophy underlying biopolitics has concrete consequences that are relevant for contemporary Russia. It is no coincidence that A. Vlavianos-Arvanitis considers the diversity of life on Earth as a “single body”, and humanity, which also represents a “single body”, as part of the “bios body”. This metaphorical formulation by Vlavianos-Arvanitis, emphasizing the relationship between people in society and between the entire human society and the bioenvironment, could counteract the trend towards the “atomization” of society observed in modern Russia (the term is used by the American rusologist Nichols). Like the disintegration of molecules of matter into individual atoms when heated, in post-Soviet Russian society there was a disintegration of ties between people with the transformation of individuals into a kind of isolated “atoms”, prone to competition, and not to cooperation among themselves (the “every man for himself” principle). Much of what is contained in the media, for example, series and TV games such as The Last Hero and The Weak Link, also contributes to this “atomization” of society. In this regard, A. Vlavianos-Arvanitis emphasizes the importance of filling the media in every possible way with information about wildlife, about the life of plants and animals, and about their inseparable connection with the fate of mankind.
Recall once again that biopolitics advocates the stimulation of co-evolution processes, balanced joint development of systems at various levels - including the co-evolution of individuals and groups (including, most importantly, the co-evolution of ethnic groups, religious communities and regions) in human society. Such a co-evolutionary attitude should encourage people to lend a hand to those who are on the other side of the barriers dividing society (class, national, religious, age, personal), thereby facilitating the overcoming of social and political conflicts.
2. Political science developments. The dynamics of many political processes taking place in modern Russia cannot be adequately comprehended without taking into account their “biological component”. It is well known that the struggle against environmental pollution in the USSR, starting from the period of perestroika (and further in Russia), was an essential part of the political programs of many opposition movements that acted under liberal, traditionalist (“soil”) or ethnocentric slogans. In recent years, the very disturbing reality has caused increased interest in the problem of Russia's recovery, discussed at the state and regional levels. Thus, the "Russian Forum - 2003", held in Nizhny Novgorod on the initiative of the Commission on Human Rights under the President of the Russian Federation in October 2003, included the section "Health of the Nation: Primary Tasks of the State and Society." Naturally, within the framework of this topic, the problems of protecting the bioenvironment were discussed, along with issues related to the competence of the genetic and neurophysiological areas of biopolitics.
In political science, it is also interesting that biopolitics contributes to the discrediting of the idea of a “national state” that took shape in the New Age. Nowadays, in connection with the new political realities of the era, the principle of “one nation - one state” is giving way to other principles of political life, which is most clearly manifested in the creation of a United Europe and a fairly close network of Pacific region countries. Within the framework of modern biopolitical views, the idea of “the nation-state as a political unit” is attacked from two sides at once.
On the one hand, the unity of the biosphere, the commonality of the problems associated with it, the concept of the last decades about the Earth as a single system regulated by the bios in its interests, undoubtedly contribute to the blurring of the boundaries of nation states in favor of at least regional (and further planetary) thinking. For Russia, this side of the influence of modern biological sciences undoubtedly draws attention to the fact that a single region, corresponding to the USSR disintegrated into national formations, at least in the biopolitical sense, was and remains.
On the other hand, biopolitics promotes local thinking - thinking within a small part of the state. After all, the global bios is nevertheless organized into ecosystems, associations (biocenoses), and populations associated with a particular locality. For Russia, this means strengthening the spirit of local initiative from below, from the level of “grass roots”, as well as identifying a person with a certain local community (the well-known “Swissification” of Russia). This is how biopolitics contributes to the development of the modern globalizing-localizing trend that levels out nation-state formations – the trend towards the glocalization of politics.
Despite the multilevel nature of man and society emphasized in the text of the book, the biological, evolutionary-determined component of his behavior undoubtedly has a political significance. Let us briefly summarize some of the important biopolitical trends in human behavior, without which it is impossible to fully imagine politics:
Archaic in nature - and unifying Homo sapiens with other biological species - a tendency to oppose "us" and "them"; a combination of a loyal attitude towards group mates with an isolationist or hostile attitude towards everyone else. Modern political conflicts are largely based on this trend, which, in combination with specific sociocultural factors, gives rise to ethnic strife, interracial and interregional strife, the preconditions for wars, riots, and organized terrorism. Biopolitics also provides us with a number of recipes for mitigating conflicts, based on the separation of “us” and “them” (see Section Five above).
· The evolutionary-ancient ability of the brain at certain age stages in the life of an individual to firmly capture information (imprinting or similar phenomena), which acts as a prerequisite for political socialization and indoctrination of the younger generation in the spirit of a particular ideology.
· The duality (ambivalence) of tendencies embedded in us by evolution in terms of predisposition to both agonistic and loyal behavior, to existence both in hierarchical and horizontal social structures. In turn, the hierarchical tendency is dual within itself: it combines both leadership (the ability to lead, take responsibility for the good of others) and dominance (appropriation of collective goods and resources, exploitation of others). The noted A.A. Zakharov already applied to ants the polysystemic nature of social structures, in particular, the combination of multifaceted hierarchies with non-hierarchical relationships. This evolutionary-deterministic trend strengthens the current political movement towards the development of network structures as a social organizational model.
· A sufficient depth of evolutionary-determined differences in the neurophysiology of men and women, which determines the difference in their social behavior and strategies for political participation. We emphasize once again that the high verbal abilities, flexibility and plasticity characteristic of the female brain, including in intercultural communication, determine the advantages for women in the modern political arena and can, with the favorable impact of sociocultural factors, ensure significant participation of women in the politics of the 21st century. .
3. Practical projects and recommendations. At this level, we are talking about the practical implementation of ideas developed within the framework of various areas of biopolitics. Let us emphasize once again - this time in the application to Russia - the importance of the problem of "social technologies". Moreover, in some cases, biopoliticians can act as developers of new social technologies (for example, aimed at overcoming aggression and ethnic conflicts, curbing terrorism - including at the neurochemical level), in others - as controllers of those technologies that are already implemented in society. An example of the latter can be electoral technologies, which are carried out using the methods of "public relations management", and in recent years - also the techniques of neurolinguistic programming. Roger Masters emphasized that American electoral technology had reached a level of mental manipulation sufficient to force Americans to vote for Mickey Mouse as President of the United States. In Russia, biopolitical knowledge about “monkey” ways of gaining the trust and favor of voters (for example, postures, gestures and intonations expressing signals of dominance), presented in the form of a popular pamphlet, could play an orienting role for Russian voters, make them choose “those in power” according to more conscious criteria.
An important potential role should be assigned to the neurophysiological aspects of modern biopolitics, in particular, within the framework of the task of correcting criminal behavior (see Chapter Six). In this regard, the theory of neurophysiological homeostasis (M.T. McGuire et al.) seems promising, assigning to a crime or a terrorist attack the function of a source of internal neurochemical reward obtained illegally. The kamikaze terrorist not only waits for a reward in heaven or for material benefits promised to his loved ones - he also often experiences euphoria due to the altered background of neurotransmitters in the brain. Accordingly, a practical task could be to intervene in neurochemical processes, to search for alternative, impregnable, ways to obtain internal rewards.
Rehabilitation of persons who have received severe mental trauma and fought in hot spots is an interdisciplinary task, an integral part of which is the study of evolutionary-conservative neurophysiological mechanisms of stress and its overcoming. Accordingly, biopolitics can have its say in this situation as well.
For the conditions of Russian life, in many cases it turns out to be expedient social technology associated with both the ethological and ecological facets of biopolitics. We are talking about the principle of local self-sufficiency (partial or complete). The basis for self-sufficiency, in particular, food, is laid in the works of I. Eibl-Eibesfeldt on planning urban areas, which emphasizes the autonomy of local communities of people by, for example, growing lettuce and other vegetable crops on the roofs of houses.
In addition to the ethological and anthropological, this development also has a purely ecological side. Establishing self-sufficiency for a local group of people means including it in a closed ecosystem (works by N.S. Pechurkin and other Russian scientists). Similar (partially) closed systems were actually tested in Novosibirsk and Krasnoyarsk during many months of tests with volunteers - it was about the ecosystems "man - algae" and "man - higher plants". It has been demonstrated that algae 1) completely regenerate the atmosphere suitable for human breathing, with a balanced ratio of O 2 and CO 2 ; 2) regenerate drinking water, supplying it to a person by 95%; 3) 30% (by dry weight) supply a person with food (Lisovsky, 1989). An even more complete recycling of the substance was achieved in the system "man - higher plants".
Biology is provided for in the training of specialists with medical, agricultural, pedagogical, and other special education in the natural sciences. As a compulsory subject, biology is studied in secondary schools. . . has ideological significance, contributes to the formation of materialistic ideas about wildlife and the fight against religious prejudices. In the USSR, the training of specialists with higher B. o. It is carried out at the biological and biological-soil faculties of universities and at the faculties of natural science, biological-chemical, biological-geographic departments of pedagogical institutes, in medical, agricultural, veterinary, fish and some other universities. In Russia, the teaching of biology began in the middle of the 18th century. at the medical faculty of Moscow University, and then at the beginning of the 19th century. at the medical faculties of universities in Dorpat (now Tartu), Kazan, Kharkov. From the 40s. biological disciplines were included in the curricula of the village - x. institutions that began to be created at this time. During the 19th century in Moscow, St. Petersburg and other universities, large scientific biological schools and directions arose, some of them received world recognition and became classics. However B. about. as an independent branch of special education was formed only after the Great October Socialist Revolution. In 1923-27, independent biological faculties or departments were opened at many universities, and the network of pedagogical institutes with biological departments expanded. During the years of Soviet power, a state system was created for training specialists with higher general biological (university and pedagogical) and special biological (medical and agricultural) education. Biological and biological-soil faculties of universities (in some universities - chemical-biological, biological-geographical, natural sciences faculties) train biologists of a wide profile with a narrow specialization in certain branches of biological science (botany, zoology, plant physiology, microbiology, cytology, biophysics, biochemistry, virology, genetics, etc.), as well as specialists in related sciences (cytochemistry, biochemical genetics, environmental physiology, bionics, etc.), soil scientists and agrochemists. B. o. consists of the study of general scientific (physics, mathematics, chemistry, the history of the CPSU, scientific communism, political economy, philosophy, etc.) and biological disciplines. Biological disciplines are divided into general (studied by all students) and special (by free choice for in-depth training in a particular area of biology) courses. The general ones are: botany, zoology, microbiology, biochemistry, cytology, histology and embryology, plant physiology, animal and human physiology, genetics with the basics of breeding, biophysics, etc. In addition to special courses in general biological disciplines, there is a specialization in such branches of biological science, like animal and plant ecology, botanical geography, plant genetics, microorganism genetics, virology, radiobiology, vitaminology, protistology, etc. In addition, soil scientists and agrochemists are trained at universities, who also receive in-depth knowledge in the field of biology. The term of study at the biological faculties of universities is from 5 to 6 years (depending on the form of education - full-time, evening or correspondence). In 1969, 42 universities had biological faculties (specialties) (over 40,000 students; the annual graduates were over 5,000). In pedagogical institutes, B. o., as a rule, is comprehensive and provides training for teachers in two specialties: a teacher of biology and chemistry, biology and the basics of agricultural. production, geography and biology. Students of pedagogical institutes study general scientific and biological disciplines, special elective courses, as well as subjects of the pedagogical cycle, including methods of teaching biology. In addition, a wide range of agronomic disciplines is included in the training program for teachers of biology and the basics of agriculture (see Pedagogical Education). The term of study in pedagogical institutes is 4-5 years (depending on the form of education and the profile of training). In 1969 teachers of biology were trained at 125 pedagogical institutes (over 104,000 students, including 57,000 with two specialties); annual graduation - about 15 thousand, including 9.3 thousand with two specialties. Auxiliary B. o. receive graduates of medical and page - x. universities. The curricula of medical schools include compulsory courses in biology and parasitology, biochemistry, microbiology, normal anatomy, histology with cytology and embryology, and others. universities - general and special courses in biology, zoology, microbiology, anatomy and physiology with. - x. animals, plant physiology, botany with geobotany, biochemistry, etc. (see Medical education, Agricultural education). In connection with the rapid development of biological science and the ever-increasing needs of the national economy for specialists with biological education. the output of biologists specializing in such fields of science as biochemistry, biophysics, genetics, virology, radiobiology, molecular biology, etc. has increased significantly. Departments and departments of biophysics and biochemistry are being created at the biological, physical-mathematical and chemical faculties of universities and other higher education institutions. Novosibirsk University has a medical-biological department, which graduates theoretical workers in the field of medicine, the 2nd Moscow Medical Department trains biophysicists and biochemists. Training of biologists for scientific and pedagogical work is carried out in graduate school, including in many research institutes. Through the postgraduate system, specialists with physical, chemical and mathematical education also come to the field of biology. Decisive for the improvement of the B.'s system of o. has a resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR "On measures for the further development of biological science and strengthening its connection with practice" (1963), which provides for measures for the further development of biological, medical and agricultural. education. Broad development of B. about. received abroad. Among the largest centers of B. o. - California (USA), Oxford (Great Britain), Paris, Warsaw, Charles (Czechoslovakia), Berlin (GDR) universities. . . Medvedev.
biological education a system for training biologists for research institutions and teachers of biological disciplines. Knowledge of biology (See Biology) is provided for in the training of specialists with a medical, agricultural, pedagogical, and other special education in the natural sciences. As a compulsory subject, biology is studied in secondary schools. B. o. has ideological significance, contributes to the formation of materialistic ideas about wildlife and the fight against religious prejudices. In the USSR, the training of specialists with higher B. o. It is carried out at the biological and biological-soil faculties of universities and at the faculties of natural science, biological-chemical, biological-geographic departments of pedagogical institutes, in medical, agricultural, veterinary, fish and some other universities. In Russia, the teaching of biology began in the middle of the 18th century. at the medical faculty of Moscow University, and then at the beginning of the 19th century. at the medical faculties of universities in Dorpat (now Tartu), Kazan, Kharkov. From the 40s. biological disciplines were included in the curricula of the village - x. institutions that began to be created at this time. During the 19th century in Moscow, St. Petersburg and other universities, large scientific biological schools and directions arose, some of them received world recognition and became classics. However B. about. as an independent branch of special education was formed only after the Great October Socialist Revolution. In 1923-27, independent biological faculties or departments were opened at many universities, and the network of pedagogical institutes with biological departments expanded. During the years of Soviet power, a state system was created for training specialists with higher general biological (university and pedagogical) and special biological (medical and agricultural) education. Biological and biological-soil faculties of universities (in some universities - chemical-biological, biological-geographical, natural sciences faculties) train biologists of a wide profile with a narrow specialization in certain branches of biological science (botany, zoology, plant physiology, microbiology, cytology, biophysics, biochemistry, virology, genetics, etc.), as well as specialists in related sciences (cytochemistry, biochemical genetics, environmental physiology, bionics, etc.), soil scientists and agrochemists. B. o. consists of the study of general scientific (physics, mathematics, chemistry, the history of the CPSU, scientific communism, political economy, philosophy, etc.) and biological disciplines. Biological disciplines are divided into general (studied by all students) and special (by free choice for in-depth training in a particular area of biology) courses. The general ones are: botany, zoology, microbiology, biochemistry, cytology, histology and embryology, plant physiology, animal and human physiology, genetics with the basics of breeding, biophysics, etc. In addition to special courses in general biological disciplines, there is a specialization in such branches of biological science, such as animal and plant ecology, botanical geography, plant genetics, microorganism genetics, virology, radiobiology, vitaminology, protistology, etc. In addition, soil scientists and agrochemists are trained at universities, who also receive in-depth knowledge in the field of biology. The term of study at the biological faculties of universities is from 5 to 6 years (depending on the form of education - full-time, evening or correspondence). In 1969, 42 universities had biological faculties (specialties) (over 40,000 students; the annual graduates were over 5,000). In pedagogical institutes, biological education, as a rule, is comprehensive and provides training for teachers in two specialties: a teacher of biology and chemistry, biology and the fundamentals of agriculture. production, geography and biology. Students of pedagogical institutes study general scientific and biological disciplines, special elective courses, as well as subjects of the pedagogical cycle, including methods of teaching biology. In addition, a wide range of agronomic disciplines is included in the training program for teachers of biology and the basics of agriculture (see Pedagogical Education). The term of study in pedagogical institutes is 4-5 years (depending on the form of education and the profile of training). In 1969 teachers of biology were trained at 125 pedagogical institutes (over 104,000 students, including 57,000 with two specialties); annual graduation - about 15 thousand, including 9.3 thousand with two specialties.
In connection with the rapid development of biological science and the ever-increasing needs of the national economy for specialists in biological sciences. the output of biologists specializing in such fields of science as biochemistry, biophysics, genetics, virology, radiobiology, molecular biology, etc. has increased significantly. Departments and departments of biophysics and biochemistry are being created at the biological, physical, mathematical and chemical faculties of universities and other higher education institutions. Novosibirsk University has a medical-biological department, which graduates theoretical workers in the field of medicine, the 2nd Moscow Medical Institute trains biophysicists and biochemists. Training of biologists for scientific and pedagogical work is carried out in graduate school, including in many research institutes. Through the postgraduate system, specialists with physical, chemical and mathematical education also come to the field of biology. Decisive for the improvement of the B.'s system of o. has a resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR "On measures for the further development of biological science and strengthening its connection with practice" (1963), which provides for measures for the further development of biological, medical and agricultural. education. Broad development of B. about. received abroad. Among the largest centers of B. o. - California (USA), Oxford (Great Britain), Paris, Warsaw, Charles (Czechoslovakia), Berlin (GDR) universities. Zh. A. Medvedev.
Great Soviet Encyclopedia. - M.: Soviet Encyclopedia. 1969-1978 .
See what "Biology Education" is in other dictionaries:
The constant impact on the Earth's biosphere of electromagnetic and corpuscular radiation of extraterrestrial and terrestrial origin, leading to biochemical, physiological, genetic. and other changes that occur in living cells and organisms. The most powerful... Biological encyclopedic dictionary
Changes caused in the vital activity and structure of living organisms when exposed to short-wave electromagnetic waves (X-rays and gamma radiation (See Gamma radiation)) or streams of charged particles (alpha particles ... ...
It aims to train specialists in the natural sciences of biology, geology, geography, physics, astronomy, chemistry, mathematics, etc. The explanation of natural phenomena, knowledge of its basic laws contribute to the most rational ... Great Soviet Encyclopedia
One of the forms of training and advanced training of specialists with higher and secondary specialized education, as well as obtaining general secondary education without interrupting work in production. Unlike the daytime education system, in Z. ... ... Great Soviet Encyclopedia
The formation of a precipitate from substances dissolved in water by chemical. precipitation or as a result of biogenic synthesis of miners, particles by sediment-forming organisms. At O. x. b. there is a selective extraction of certain substances from the solution depending on ... ... Geological Encyclopedia
The state is a special organization of society, united by common social and cultural interests, occupying a certain territory, having its own management system, security system and having internal and external sovereignty. ... ... Wikipedia
When studying the phenomenon of bacteriophage, the researchers drew attention to the fact that sometimes there are cultures of microorganisms that contain phages, although these cultures were not affected by phages. The phenomenon of phage-bearing is called ... ... Biological Encyclopedia
Poisonous substances and means of infection intended for the conduct of war. Probably no other form of warfare was so resented as this, even in ancient times. CHEMICAL WARNING MEANS Collier Encyclopedia
- (ZATO) an urban district within which industrial enterprises are located for the development, manufacture, storage and disposal of weapons of mass destruction, processing of radioactive and other materials, military and other facilities, for ... ... Wikipedia
