Martishina N.V., Moroz V.V.
PEDAGOGY OF CREATIVITY: ORENBURG AND RYAZAN — POINTS ON THE MAP ^{[№ 2 ' 2023]}
Creativity as a phenomenon has always been of great interest to people, however it has gained relevance since the middle of the twentieth century. Moreover, in the conditions of uncertainty, unpredictability, rapid transformation, penetration, and sometimes the dominance of technology in all spheres of life, creativity is becoming one of the most essential qualities of a modern person. An analysis of the array of domestic and foreign studies conducted gives grounds to assert that creativity, as a personality trait, being inherent in everyone to a greater or lesser extent, can be developed both individually and in a team, can lead to non-standard solution of complex problems and can contribute to the creation of original products of practical value.
Creativity is not a chaotic, unpredictable feature of a person’s behavior, so its development becomes the goal of education and pedagogy of creativity. The creative paradigm of education determines the mechanisms for transforming one’s personality through self-determination, freedom of self-expression and the choice of life path strategies.
By the example of two geographical points quite distant from each other: Ryazan and Orenburg, the authors argue that they are united by their interest in the problem of the creativity development in educational space. The review of studies conducted in these cities and aimed at studying various aspects of creativity is not exhaustive and final.
The authors emphasize that the pedagogy of creativity, combining innovations and traditions, theory and practice, the latest technologies and time-tested methods, contributes to the potential development of both the individual and the team, the enrichment of the values of creativity and knowledge, the formation of readiness for the implementation of creative activity and the creation of a new significant product.

Martishina N.V.
ETHICAL MANAGEMENT AS A FORMING FACTOR OF THE STUDENTS’ ACADEMIC MORAL (BASED ON AN EXPERTS’ SURVEY RESULTS) ^{[№ 4 ' 2020]}
The first decades of the twenty first century are notable for speed, scale and variety of changes in all aspects of life which requires everyone to display the best skills and qualities. A very special role belongs to spiritual, moral and ethical attributes which define every person’s attitude to what is happening, his or her reactions and actions. They are formed as a combination of paradigm and life evaluating guidance during the lifetime of any person, and influenced by a variety of factors, including education. There is a certain set of rules and regulations in the mentioned sphere of life which performs the management of actions and relations between the involved subjects. At present this set of rules is facing a serious challenge. In 2020, a remote survey of faculty and staff members of organizations related to the higher education system was conducted on issues of academic ethics and morality, their impact on the life of the university community. The survey interviewees were 29 people from 16 Russian universities and LLC “4portfolio”. The guide-interview questions were formulated based on the study and analysis of theoretical sources on the problem, data from the included observation, and the results of focus groups. The survey focuses on academic ethics as a system of ethical values and norms that regulate intellectual activity of teaching staff and student groups, the means and methods of its formation and regulation, and the problem areas of the processes under consideration. The results of the research have shown that the formation of a real functioning academic ethics institution is impossible without creating mechanisms for social control over students’ compliance with academic norms and rules. Performing a regulatory function by teachers indicates their high sense of professional responsibility for the education quality. However, experts expressed concern about excessive bureaucratization of the process under consideration. The issue of objectification of the social institution of academic morality in the university environment becomes relevant.