Russian Education and Society 

Abstract: Civic education…. What should it be like in a time of laying the social and spiritual foundations of our Fatherland's present and future? The answer will depend on the validity of the renovated paradigm of upbringing as an integral social, pedagogical, and cultural process that creates the social and spiritual basis for the formation of a civil society and its primary, dominantly significant subject—the civically shaped and comprehensively molded personality.

Abstract: Soviet science has made a great contribution to the solution of the urgent problems — defined by the Directives of the Twenty-Fourth Congress of the CPSU — which pertain to the development of our society. The Eighth Five-Year Plan was a major stride on the road to the creation of the material and technical basis for communism. Even broader opportunities for the development of scientific research and for the rapid application of its results in the country's national economy are offered under the Ninth Five-Year Plan. The Directives of the Twenty-Fourth Congress of the CPSU outline a program for grandiose work, affecting all aspects of people's lives.

Abstract: Information science is that branch of science that deals with the rules and methods whereby information is gathered and processed. In a broad sense, information is the knowledge that we acquire when reading a text or apprehending an image. Everything that a person does is linked, in one way or another, with the utilization of information. When we read a book or look at a photograph, we remember and store up information. When writing a letter or talking on the telephone, we are transmitting information to the recipient of the letter or to the person on the other end of the line. And, finally, we always process information when solving a problem. We convert what we already know into new knowledge, which represents the resolution of the problem. Or, in attaining a set goal, we pass from word to deed, thus embodying our knowledge in action.

Abstract: Investigators of play, whatever their psychological orientation (Keira [?], Groos, Klapared [?], Stern, Buler [?], Koffka, Levin, Thorndike, Piaget, Rubinshtein, Vygotskii and others) point to the creation of the play situation as one of the characteristic signs of the play of small children. From outward appearances this situation is characterized by the fact that in it the child uses some objects to designate and replace others.