No 11 (2023)
Articles
National Sociological Heritage: Clarifying Evaluative Optics
Abstract
Explanatory Possibilities of M. Weber’s Concept of Disenchantment of the World in the Context of Growing Magical Conciousness
Abstract
A.A. Bogdanov as a Sociologist and Utopian: the «Klass für Sich» Problem
Abstract
Russians’ Perception of the Conflict with Ukraine: Testing the “Spiral of Silence” Hypothesis
Abstract
Features of Digital Literacy Measurement in Russia
Abstract
Savings Activity of Russians: Dynamics and Factors
Abstract
Based on the data of a number of all-Russian studies of the Institute of Sociology of FCTАS RAS, the article characterizes saving behavior factors of Russians and the dynamics of its change in 2003-2023. Some classical concepts explaining the savings behavior of the population are tested in relation to Russian conditions. It is demonstrated that their conclusions are only partially justified in the Russian society. It is shown, in particular, that representatives of mass strata of the population reacted to successive external shocks of different nature in recent years depending on the nature of these shocks, and not only on their severity or expected duration: to crises of purely economic nature, in accordance with the classical postulates, Russians responded by striving to maintain their usual level of consumption at the expense of savings, while in case of adding geopolitical risks and increasing uncertainty of the future, the prevalence of savings was increased. If for small savings no micro-level factors have been identified to have significant impact on their availability, then in the formation of savings that allow you to live on them for at least two months, subjective factors play a key role, in particular, readiness for long-term planning of one’s life, as well as a sense of respective economic and social success. At the same time, economic factors, though important, play a noticeably lesser role, affecting mainly amounts of savings.
Agency and Autonomy as a Learning Outcome: Distinguishing Notions
Abstract
The article explores conceptual difference between the notions of "autonomy" and "agency" in relation to students' learning outcomes. These concepts are often used as synonyms. We argue that distinguishing between them is more productive for practical pedagogy. Unfolding the essence of agentive action in 9 theoretical theses based on sociological and psychological approaches, we trace its prerequisites and outline the forks where agency and autonomy diverge. Agency implies a desire for change based on a consciously constructed identity and values. Independence focuses on achieving mastery within existing roles and social norms. In a social sense, in the continuity/change pair, independence aims at continuity, while agency aims at change. Distinguishing these concepts will help consciously design learning situations and set realistic learning outcomes. However, can agency be a realistic measurable learning outcome in the conventional sense? Probably not, since it is tied to identity and personal attitudes towards social situations, and will therefore be very individual. Autonomy as a learning outcome is simpler, for ultimately it requires comparing the student's skills to those of an adult. The key factor differentiating autonomy and agency is the nature of the individual's identity--its orientation towards reproducing the existing or towards individual search and change.