| Annotation |
Despite the positive changes in the attitude towards geographical science on the part of society and the authorities, the process of the disappearance of geographical disciplines from the university curricula of non-geographic areas and specialties, which began back in the 90s of the last century, continues. The purpose of the article is to outline the main directions for updating the content and organization of geographical education in non-geographic specialties. The main general scientific method is the reflection of pedagogical experience. The second method is the design method. In updating the content of geographical education in non-geographic specialties, it is necessary to design not just targeted, but exclusive courses. Such educational “intellectual products” must be highly competitive in order to attract students from various universities in the country. Presentation and promotion of new courses is possible within the framework of a single interuniversity educational portal (platform). In this regard, the experience of existing educational platforms and electronic library systems is interesting. However, it is necessary, in our opinion, to synchronize the educational process. The creation and smooth operation of such a single platform will ensure the academic exchange of resources, the possibility of joint work of teachers and students, including the use of remote technologies, and in the presence of a system of metric indicators, a comprehensive assessment of activities. Updating the content of geographical education should take place not only through the introduction of new directions into the educational process, but also through the use of new schemes of scientific explanation in traditional courses. New explanatory schemes in geography allow you to change the content of the courses. Geography should be multi-scale, that is, cover all levels: global, national, regional and, if possible, local. Regional (the level of the subject of the Russian Federation) and local (the level of the city) remain out of sight. But relevant information that can be used in the practical activities of small and medium-sized businesses is just at these levels. |
| References |
1. Maksakovsky, V. P. Geographical culture. M: VLADOS. 1998. (In Rus.)
2. Rogovskaya, N. V., Ippolitova, N. A. Student initiatives and personal self-realization in professional geographic education. IOP Conference Series: Earth and Environmental Science, Irkutsk, 08–10 September 2020. Irkutsk, 2021. P. 012070. DOI: 10.1088/1755-1315/629/1/012070. (In Engl.)
3. Levintov, A. E. Geography for non-geographers. Family and School, no. 1, pp. 8–10, 2006. (In Rus.)
4. Novikov, A. N. Geography for non-geography students: meaning, content specifics and place in the educational process (on the example of Transbaikal State University). Scientific Notes of ZabGU, no. 6, pp. 111–117, 2018. DOI: 10.21209/2308-8796-2018-13-6-111-117. (In Rus.)
5. Kushnir, S. I., Yalchenko, O. Yu. On the problems of teaching history for non-historical specialties. Higher Education in Russia, no. 1, pp. 150–155, 2020. DOI: 10.31992/0869-3617-2020-29-1-150-155. (In Rus., abstract in Eng.)
6. McKendrick, J. H., Mooney, E. Teaching geography to non-geographers at Glasgow Caledonian. University. Journal of Geography in Higher Education, no 25, pp. 249–260, 2001. DOI: 10.1080/ 03098260120067727. (In Engl.)
7. Mckendrick, John. Teaching Geography to Non-geographers: The way forward? Journal of Geography in Higher Education, no. 25, pp. 269–273, 2021. DOI: 10.1080/03098260120067745. (In Engl.)
8. Johnston, Ron. Popular geographies and geographical imaginations: Contemporary English-language geographical magazines. GeoJournal, no. 74, pp. 347–362, 2009. DOI: 10.1007/s10708-009-9293-6 (In Engl.)
9. Rogovskaya, N. V., Tyunkova, I. A. Problems and prospects of interaction of higher education and scientific institutions for training in the field of personnel in geography sciences. Modern studies of social problems, no. 7. pp. 64–77, 2016. (In Rus.)
10. Gladenkova, T. A. Territorial development of the perfumery and cosmetic industry. Cand. Geogr. scien. diss. Moscow, 2020. (In Rus.)
11. Polany, M. Personal knowledge: towards post-critical philosophy. London, UK: First published 1958, corrected edition 1962 by Routledge & Kegan Paul Ltd, 503 p. Russian Translation: ed. V. A. Lektorsky, V. I. Arshinov. M: Progress. 1985. (In Rus.)
12. Antoshkin, A. A. Application of John Nash Equilibrium in Management Decision Making. Economics, Sociology and Law, no. 12, pp. 7–9, 2016. (In Rus.)
13. Khachaturyan, R. E., Vorobyova, D. F. Nash equilibrium. Innovative directions of development in education, economics, engineering and technology. Collection of articles. Stavropol: Publishing house Stavrolit, 2019: 385–387. (In Rus.)
14. Knorozov, Yu. V. Selected Works. St. Petersburg: MAE RAN, 2018. (In Rus.)
15. Novikov, A. N., Novikova, M. S. Higher pedagogical education in the context of the reorganization of pedagogical universities. Higher education in Russia, no. 10, pp. 34–38, 2013. (In Rus., abstract in Engl.) |
