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Journal articles on the topic 'PECULIARITIES OF SELF-ACTUALIZATION'
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1
Avramenko, Nataliya Nikolaevna. "PECULIARITIES OF SELF-ACTUALIZATION OF STUDENTS IN MODERN CONDITIONS." Sovremennye issledovaniya sotsialnykh problem, no. 5 (August 14, 2015): 608. http://dx.doi.org/10.12731/2218-7405-2015-5-49.
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Hutyrya, M., and M. Kononova. "THE PECULIARITIES OF PROFESSIONAL SELF-ACTUALIZATION OF STUDENTS-PSYCHOLOGISTS WHO EXPERIENCING THE CRISIS OF PROFESSIONAL READINESS." Psychology and Personality, no. 2 (September 14, 2021): 82–92. http://dx.doi.org/10.33989/2226-4078.2021.2.239959.
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The article is devoted to the problem of features of professional self-actualization of students-psychologists living in crisis of professional readiness. The definition of the term self-actualization and professional self-actualization among the works of domestic, Russian and foreign scientists is considered. In particular, professional self-actualization is defined as a complex multilevel phenomenon, a process of directed activity aimed at progress in one's own professional development, which is conditioned by the disclosure of one's own professional potential. Three approaches to the study of self-actualization in the professional sphere are highlighted: subject-activity, where professional activity is the main basis for self-actualization of the individual, due to difficulties and internal contradictions; personal development, where professional self-actualization leads to profound internal changes and forms and professional maturity; acmeological, in which professional self-actualization is the achievement of the highest level of professionalism, professional and personal maturity ("acme"). The concept of crisis of professional readiness and features of living of crisis by psychology students are analyzed. It is noted that the level of experiences of the crisis of professional readiness is the most intense among other normative crises of professional training. The peculiarities of the crisis development are highlighted: the contradiction between the awareness of the beginning of professional activity and at the same time the lack of readiness. The intra-personal conflict between learning motivations and professional motivation is determined. A number of features of professional self-actualization of students-psychologists and their interrelation with the crisis of professional readiness are considered.
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Konovalova, Marina D. "Peculiarities of Students’ Self-Actualization of Personality in the Process of Inclusive Vocational Education." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 7, no. 3 (2018): 220–27. http://dx.doi.org/10.18500/2304-9790-2018-7-3-220-227.
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Покровская, Елена, Elena Pokrovskaya, Маргарита Раитина, Margarita Raitina, Галина Илюхина, and Galina Ilyukhina. "Cross-cultural communication in the context of creative self-realilization of personality." Servis Plus 11, no. 3 (September 19, 2017): 71–78. http://dx.doi.org/10.22412/1993-7768-11-3-8.
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The article discusses one of the key challenges of the global world – the problem of creative self-realization of personality as the way of being human within the framework of cross-cultural interaction. Theoretical-methodological base of research is the concept of creativity reconstruction, revealing the peculiarities of the modern social and cultural mentality and modeling comfortable barrier-free, international environment. The article shows a weak vitality of multiculturalism in the context of intercultural communication and the need for adaptation to the new reality through self-actualization and self-realization of its capabilities and resources through creativity. Authors describe the cultural-historical transformation of art as a way of actualization of a person in the culture. Creativity as a basic life installation is considered as a constitutive element of regulation of ethno-social processes. There is noted the relevance of the issue of cultural objectivism, creating a personality through its spiritual powers and abilities of the social program of "raspredelennykh" (“abstract”) meanings of culture through creativity, considered as overcoming cultural isolation, different cultural space, given the cultural-historical transformation. There is proposed the model of transition to higher stages of effectiveness of cross-cultural interaction through creativity, which is based on the methodology of reconstruction of creative processes in social and cultural space. To implement the adaptive capacity of the model there are selected the most relevant indicators of potential self-realization of migrants and host community. It is concluded that for realizing the potential of the contextual environment, as the bearer of possible properties that contribute to the manifestation of the meaning of human activities, it is necessary to create relevant models of effective cross-cultural communication and cultural migration, which foundation is the creativity as a way of actualization of a person in the culture.
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Andreev, Andrey L., and Irina V. Lashuk. "Russian and Belarusian Students: World Views, System of Values, Self-Actualization Strategies. Part II." Sociologicheskaja nauka i social naja praktika 7, no. 2 (2019): 34–45. http://dx.doi.org/10.19181/snsp.2019.7.2.6408.
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The article is based on the results of the study “Young people in the post-Soviet space: pictures of the world, values, strategies of self-realization”, the empirical basis of which were sociological polls conducted in a comparable manner, conducted in October 2017 – February 2018 among the students from leading universities in Russia and the Republic of Belarus. The analysis of the data was carried out from the point of view of the problem of the internal consolidation of the “Russian world” and the prospects for a change of generations in the elites of the post-Soviet states (in this context, the student contingent of leading Russian and Belarusian universities is viewed as a kind of protoelite group). A comparison was made of the world pictures of Russian and Belarusian students, their social perceptions and value orientations, peculiarities of Russian and Belarusian identity, personal self-actualization strategies, including the choice of place of residence and the level of emigration attitudes. Both similarities and differences in the mentality of young Belarusians and Russians are revealed. In particular, the differences in the perception of the arrow of time, as well as in the emotional relation to the concept of “state”, revealed during the study are of great importance. Based on the results of the analysis, the article shows that the ideas about the life of Russian and Belarusian students are largely similar, but the relations between Russia and Belarus in the picture of the world of Russian and Belarusian youth are asymmetric. The article discusses the possible consequences of the difference between the pictures of the world and the value attitudes of student youth in Russia and Belarus for the fate of the “Russian world”.
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Kovalenko, Alla, Tetyana Traverse, and Eliso Hryshchuk. "IMAGES OF OWN FUTURE OF MOTHERS HAVING CHILDREN WITH DISABILITIES." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 8 (July 7, 2019): 106. http://dx.doi.org/10.21277/sw.v2i8.388.
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<p>The article presents the results of research on images of own future for mothers having children without health problems and with disabilities.</p><p> The studied time perspective and content of adults’ images show that both groups are future oriented.</p><p>The differences in the psychological characteristics and time perception of the mothers having children without health problems and with disabilities are the following: the mothers having children with disabilities are more negatively perceive the past and estimate higher the present (both hedonistic and fatalistic); mothers having children without health problems percept the past more positively.</p><p>The content of images of the future presented by the mothers having children with disabilities is characterized by emphasis on the health of their children and family, on their desire to be more “stronger”, to have more full-fledged life.</p><p>There is the statistically significant difference between the groups concerning time perception, namely, the mothers having children with disabilities perceive the past negatively and the present (hedonistic and fatalistic) more positively; the mother having children without health problems have a higher level of awareness of life, higher indicators of locus of control, but lower self-actualization, lower personal anxiety; whereas the mothers having children with disabilities have higher self-actualization (especially for synergy and human nature), higher anxiety (both reactive and personal).</p><p>The peculiarities of time perception are determined by the psychological characteristics of mothers (their awareness of life and its components, self-actualization and its components), which is reflected in multiple correlations.</p>
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Stratan-Artyshkova, Tetyana. "CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 33–36. http://dx.doi.org/10.36550/2415-7988-2021-1-195-33-36.
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The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.
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Kolesnikov, O. M. "FEATURES OF SELF-ACTUALIZATION OF CIVIL SERVANTS WITH DIFFERENT TYPES OF WORK MOTIVATION." Ukrainian Psychological Journal, no. 2 (14) (2020): 119–34. http://dx.doi.org/10.17721/upj.2020.2(14).6.
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An article presents the empirical study on the peculiarities of selfactualization of civil servants with different types of work motivation. The two groups of respondents (civil servants and non-governmental workers) were compared. “Professional”, “instrumental” and “patriotic” types of work motivation were more pronounced among non-governmental employees. Civil servants-respondents were less interested in work content, they were more likely to take an uninteresting job; their motives for self-improvement were less pronounced, and therefore, they were not so interested in difficult tasks, regarded by the respondents of the other group as a professional challenge and a way for self-expression. Professional recognition was not so important for civil servants as social recognition; they were less likely to think about fair remuneration for their labor. They did not so much need “the idea” as a driving force for work, as well as recognition by others of their indispensability in organizations where they worked. At the same time, a higher percentage of civil servants (in comparison with the other group) did not seek to improve their skills and were characterized by reduced professional activity, responsibility, desire to share their skills and achievements with others. It was more difficult for civil servants (compared to non-governmental workers) to live in the present, not to postpone life “for later”; they felt more insecure, were “up in the clouds”; such self-actualizing values as goodness, beauty, integrity, truth, uniqueness, psychological hardiness, justice, achievement, order, self-sufficiency, etc., although demonstrated quite closely by both groups, were still less pronounced among civil servants. The need for knowledge was also much less expressed by civil servants, as well as autonomy, independence, a sense of freedom. Civil servants were inclined to focus on other worker’s opinions and external social standards; it was more difficult for them to establish strong and friendly relationswith others; they were more anxious and insecure comparing to nongovernmental workers. Civil servants with instrumental work motivation had neither a general benevolent attitude towards people, nor the values of self-actualization in general. In contrast, civil servants with professional work motivation not only shared such values, but also valued life “here and now”, strived for knowledge and creativity in professional work. Patriotic and lumpenized types of work motivation were expressed by civil servants indirectly. At the same time, employees with the patriotic type had very similar tendencies to self-actualization as employees with the professional type: they tended to live today, appreciated a current moment, strived for harmonious relationships with others, felt natural sympathy, trust in people, sought for new knowledge. The main features of this type, according to the respondents, were increased anxiety, self-doubt, neuroticism. All identified correlations between self-actualization indicators and lumpenized work motivation were negative for civil servants. Economic work motivation was the rarest for civil servants, respectively, the corresponding selfactualization tendencies included only a friendly and impartial attitude towards other people.
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Babiy, Mykhailo, and Sergiy Prysukhin. "Freedom of conscience and freedom of religion: Religious, theological and legal dimensions." Religious Freedom 1, no. 19 (August 30, 2016): 5–10. http://dx.doi.org/10.32420/rs.2016.19.1.910.
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Among the problems of religious studies and theological discourses in the historical and temporal aspect, theoretical and practical issues related to freedom of conscience and freedom of religion are constant in their relevance. Actualization of the attention of domestic and foreign scientists and theologians in recent years is largely due to globalization processes, social transformations, the desire to establish a free, full justice of people's lives, as well as a significant exacerbation of the problems of the formation of the ideological and semantic (including religious) base of modern being personality, self-determination and self-realization of which in the sphere of worldview, morals and rights today appear to be necessary and extraordinary. Without exaggeration these problems are some of the most important topics of modern philosophy of law, religious studies and jurisprudence. Essential, conceptual peculiarities of freedom of conscience and freedom of religion, their paradigmatic fundamentals are devoted to a large array of scientific, theological literature, special studies.
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Hladkova, Valentyna. "ADAPTIVE CONTROL OF PERSONNEL RESERVE TRAINING IN INSTITUTION OF HIGHER EDUCATION." Continuing Professional Education: Theory and Practice, no. 2 (2019): 35–40. http://dx.doi.org/10.28925/1609-8595.2019.2.3540.
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The article reveals the essence and peculiarities of the personnel reserve formation in the institution of higher education. The functionality of the personnel reserve of the modern higher school is analyzed from two viewpoints: the viewpoint of an institution of higher education (functions are information, personnel planning, resource saving, anti-crisis, regulatory) and the viewpoint of a reservist (career-orientation, motivational, developmental functions). The personnel reserve management is represented by several approaches: classical (training is tied to the competence of a particular position); the personnel reserve management in the context of the concept of talent management (development on the grounds of needs and deficits in the competence of succession pool members); synthetic (the personnel reserve is a self-organized community and a training program). The best thing is to use adaptive control technology in order to regulate relationships between members of the personnel reserve, and assist them in the implementation of professional self-development and self-improvement. Adaptive control is founded on the acme-synergic principles, as it provides favorable conditions for selforganization, self-knowledge, self-understanding, self-determination, self-prediction and self-design, self-actualization and self-realization of a person as a subject of professional activity. Main lines of work of the acme-synergic service are informational-analytical (general department); organizational-designing (prognostic department); acmeologicaltechnological (technological department); psychological (department of acme-synergic support); research (analytical department).
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Terenko, Olena. "Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 7–12. http://dx.doi.org/10.2478/rpp-2019-0013.
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AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.
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Khokhlova, L. A., and L. E. Deryagina. "LATERALIZATION OF THE BIOELECTRIC BRAIN ACTIVITY AS A PREDICTOR OF MOTIVATIONAL AND COGNITIVE PROCESSES." I.P. Pavlov Russian Medical Biological Herald 25, no. 2 (September 30, 2017): 184–92. http://dx.doi.org/10.23888/pavlovj20172184-192.
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The conducted research was devoted to the study of influence of the laterality pattern of the bioelectric brain activity on the formation of foreign language acquisition abilities based on the actualization of motivational and cognitive processes. Medical students (n=620) studying at the Foreign Language Department took part in the research. Investigation of the bioelectric brain activity was carried out by EEG with the use of a 16-channel Neiron Spectr 3 (Russia) electroencephalograph. Aspiration level (motives) was revealed by V.K. Gerbachevskij Inventory (1969). Elers test was used to determine achievement and avoid-ance motivation. The level of state and trait anxiety was assessed by C. Spielberger-Ju. Hanin Inventory. Correlation between the motive choice and peculiarities of the bioelectric brain activity was determined. Being a success marker of foreign language acquisition abilities, the academic achievement is likely to be a reflection of the learning efficiency dependence on the laterality pattern of the bioelectric brain activity, motivational behavior. As a rule, students with achievement motivation predominance (well advanced students) relied on their own ab-ilities, aimed at self-actualization and tried to solve problems requiring effort. The predo-minance of motive of avoidance in the motivational structure of the personality in poorly ad-vanced students of the right profile had a negative influence on the course of cognitive processes, manifested in low efficiency of formation of foreign-verbal abilities.
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Zholudeva, Svetlana, and Irina Ulybysheva. "Insights of professional activity at the stage of professionalization." SHS Web of Conferences 70 (2019): 07008. http://dx.doi.org/10.1051/shsconf/20197007008.
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Specific character of a dynamic development of economy and society place demands on new highly-qualified personnel of any sphere professional activity, especially the sphere connected with interaction with people who have modern high-tech skills. Demands’ changes on the subject of professional activity brings on a qualitative restructuring of professionalization’s process, that facilitates an integration of educational and professional spheres with a conceptional, technological and theoretical supporting. Successful professional activity depends a lot upon a successful period of early professionalization that is impossible without proper provided insights of a profession. This article shows the results of an empirical study regarding the analysis of peculiarities of professional ideas of pre-service teachers. A specific attention is given to the problem of study of professional activity ideas effect at the stage of early professionalization, which changes during the period of ideas’ transformation concerning professional activity and career building that is caused by the changes in the essence of professionalization from a socio normed event into an individual work of professional aimed at self-determination and self-actualization in profession.
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Shkirenko, Olena. "DEVELOPMENT OF SPIRITUAL CULTURE AND VALUES OF TEACHERS IN THE SYSTEM OF CONTINUOUS SELF-EDUCATION." Educational Analytics of Ukraine, no. 1 (2021): 55–64. http://dx.doi.org/10.32987/2617-8532-2021-1-55-64.
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The article deals with the spiritual culture and values of teachers in the system of lifelong self-education. The spiritual culture of the individual is a system of worldviews and beliefs that are realized in relation to themselves, other people and the world around them. This is an essential basis for the development of future professionals. The values of the teacher can be a source of motivation, action planning, constructive guidelines of consciousness. It is usually based on the ideals of Goodness, Beauty, Truth, and Love. It defines the norms of the individual and usually has an individual and a social framework. It can be the basis for addressing the purpose of man, the meaning of life, the highest achievements of mankind, which determine the success of society: economic, ideological, cultural, social, political, etc. Determining the level of development of spiritual culture and values of teachers, it is found that there is a relationship, interaction, mutual determination between the level of development of a personal and professional component of spiritual culture and need-emotional orientation of personality, spiritual potential, value orientation. There is an average correlation between the development of the spiritual culture of teachers and orientation, character, communication, intelligence. There is a high correlation between the development of spiritual culture and self-awareness (0,734) and orientation (0,625) of teachers. It is noted that the psychological peculiarities of the development of teachers’ values should be taken into consideration. Psychological peculiarities are interconnected with cognitive, emotional, motivational and volitional processes. The actualization of higher mental functions of the individual and the psychological mechanisms of spiritual development of the individual is of great importance as well.
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Dolgova, Yulia, and Cao Yu. "Pedagogic and Educational Function of China's TV for Children and Peculiarities of Its Implementation." Theoretical and Practical Issues of Journalism 9, no. 3 (September 30, 2020): 543–53. http://dx.doi.org/10.17150/2308-6203.2020.9(3).543-553.
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The article deals with functions of China’s TV programs for children and forms in which they are implemented. The variety of the genres and thematic content is aimed at one of the biggest TV audiences and is broadcast on both universally available and commercial thematic channels, which determines the topicality of the research. The authors conceptualize the pedagogic and educational influence of TV programs for children, and distinguish its key aspects, which include delivering moral values and social norms, propagating cultural and scientific knowledge, encouraging interest in learning, and developing the ability for self-actualization and world cognition. The qualitative and quantitative research methods were used to analyze which of the aspects are realized by means of TV programs and animated films for children in China. The study covers 34 programs and 74 animated films for children shown on 33 universal and 4 most popular special TV channels. The results of the research are as follows. One of the most popular forms of content on TV channels for children is animated films, whose key function is delivering moral values and social norms. Magazine format is a rather common form of journalist content. TV programs are mostly aimed at encouraging children’s interest in learning. Since it is rather difficult to combine entertainment and educational components, on universally available channels there is a large number of TV programs for children that fulfil their pedagogic and educational function only formally.
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Hubeladze, Iryna. "Social and psychological determination of resonal sense of ownership formation in ontogenesis." Проблеми політичної психології 21 (December 6, 2018): 30–42. http://dx.doi.org/10.33120/popp-vol21-year2018-3.
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The paper deals with the phenomenon of sense of ownership as a socially determined entity, which appears on the basis of an instinctive need for ownership. Sense of ownership is defined as an emotional state of an individual, reflecting subjective evaluative attitudes towards real or abstract ownership targets. Sense of ownership has a number of levels, ranging from feelings to a particular object to more advanced social forms related to social values, ideals and personal attitudes. Sense of ownership is formed, actualized or deactivated during a human life under the influence of various social and psychological factors. The peculiarities of manifestation and stages of sense of ownership formation at different age periods are described in the article. Sociopsychological and political and psychological determinants of formation, actualization or deactivation, leveling or weakening of sense of ownership in ontogenesis are determined. They are motivation of psychological appropriation, group attitude towards ownership, group social and economic identity, development of value-semantic sphere of personality, as well as group values and meanings, collective emotional states, feeling of domination or dependence, intergroup and ingroup comparison, threat of loss of ownership, self-investing, psychological legitimization of ownership possession, and social competition. Sense of ownership can vary phenomenologically depending on the impact of various social and psychological factors, and can play both stimulating and hindering roles in individual identity formation. It can have different modalities, intensity, duration, depth, level of awareness, complexity, substantive content, and various conditions of occurrence, functions performed depending on the situation, different influence on a person, forms and conditions of its development. These determinants can operate in different ways and cause sense of ownership actualization or deactivation depending on the circumstances and stage of life, individual psychological features and his/her social environment. The influence of social and political conflicts on sense of ownership actualization/deactivation is analyzed using the example of internally displaced persons.
Key words: sense of ownership, psychological ownership, social and psychological determination, sense of ownership formation, ontogenesis.
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Sulthan, Muhammad, and S. Bekti Istiyanto. "MODEL LITERASI MEDIA SOSIAL BAGI MAHASISWA." Jurnal ASPIKOM 3, no. 6 (March 10, 2019): 1076. http://dx.doi.org/10.24329/aspikom.v3i6.280.
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The development of internet communication technology today is unstoppable, especially for students. Many negative impacts have arisen in the use of social media due to wrong use. This study aims to find a social media literacy model for unsoed Purwokerto students. The researcher used a qualitative approach with in-depth interviews, focus group discussions and literature studies as data collection techniques. The subjects of this study were Unsoed Social Sciences Department students who actively use social media every day. The results of the study found a social media literacy model for Unsoed students based on the media literacy model proposed by Potter. Students use social media according to the needs and peculiarities of existing social media, both from exchanging information and maintaining friendships to the reasons for the process of learning, economics, entertainment, and self-actualization; students know of any negative impacts and irregularities that occur due to inappropriate use of social media. However, they still use social media. Such because it is already a demand in everyday life.
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Lykova, Kseniya. "The Model of Formation of a Stochastic Worldview of High School Students in the Context of the Digitalization of Mathematics Education." Profession-Oriented School 9, no. 2 (May 17, 2021): 53–59. http://dx.doi.org/10.12737/1998-0744-2021-9-2-53-59.
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The article is devoted to the study of the peculiarities of the stochastic worldview of high school students. Stochastic world outlook lays the landmarks of creative and practical activities, helps to create favorable conditions for development of intellectual potential of a pupil.
Digitalization in education determines the dominant nature of both the active use of modern methods, tools and technologies of education, and the formation of students' digital skills, training in data processing and analysis, which is closely related to the teaching of stochastics and indicates the relevance of research. In this regard, the untapped potential of stochasticity is greater than any other field of knowledge. Widely used probabilistic-statistical methods contribute to the study of variability and complexity of political, economic, social processes. In this regard, a model of formation of stochastic worldview of high school students in the conditions of digitalization of mathematical education is developed. This model is a set of educational and digital information content, which gives the results of the educational process a new quality of education, allows you to realize the integrity of the worldview, values and motivational constructs, creates the necessary conditions under which it becomes possible to generate knowledge by students themselves based on self-development and self-actualization, their active and productive creativity.
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Rodionova, Daria, Sergei Ivanovich Gusev, and Yana Igorevna Tolkalova. "Actualization of cultural heritage by museum means for the visitors with hearing impairment." Человек и культура, no. 2 (February 2021): 72–81. http://dx.doi.org/10.25136/2409-8744.2021.2.35540.
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The subject of this research is the actualization of cultural heritage by museum means. The object of this research is the adaptation of persons with hearing impairment, namely the experience of Russian museums. Museum plays a significant role in the processes of sociocultural adaptation, self-identification and social inclusion of the people with disabilities, possessing a unique set of criteria, ability to accumulate and transmit cultural potential. The active participation of museums in solution of sociocultural problems in many ways determines the vector of further development of museology, implementing modern cultural practices. The authors believe that working with the hearing-impaired visitors requires reconsideration of the traditional ways of presenting museum information and development of the new forms of interpretation of exhibition material. The conclusion is made that museum personnel should orient towards the individual peculiarities of each visitor, taking into account their capabilities in selecting the channel of museum communication, forms, methods and approaches. Museum personnel should plan their work jointly with the pedagogues, rehabilitation specialists, social workers, psychologists, and persons with disabilities directly. Each museum should be provided with the necessary conditions for working with children of each disability category. Namely this underlied the development of the concept of museum tour “We Can Hear You Through The Eyes” on the premises of Kuzbass State Museum of Local Lore.
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Golovko, Marharyta, and Iryna Korotiaieva. "Teacher’s Professional Spirituality in the Context of Today’s Challenges." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 98–109. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-98-109.
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The paper presents results of the scientific research and authors’ speculations and reflections as to substantiating the significance, role and manifestations of spirituality in teacher’s professional life in the conditions of current transformational challenges; potential ways of spirituality education are determined. Peculiarities of the society social-cultural development are revealed, which stipulates the actualization of the specified topic. The results of the research are characterized by the humanitarian sciences understanding of the categorical status of the concept “spirituality” in the context of ontological, epistemological and content-based approaches. Certain spiritual-moral imperatives, that deserve special attention from the standpoint of today’s pedagogical theory and practice, are singled out from the world heritage. The essential nature of the individual’s spirituality is determined; the authors’ interpretation of the teacher’s professional spirituality is presented: peculiar internal state of the teacher's personality experienced as a holistic existence, it germinates in pedagogical activities that increase and strengthen the spiritual, moral and ethical potential of students. The dominant features and manifestations of professional spirituality are updated and modified (empathy, professional optimism, ability to surprise, self-irony, sense of humor, desire for self-improvement, intelligence, professional reflection). Some key positions that contribute to strengthening the role of the spiritual dominant in the process of teacher training are provided; they include motivational, content-purposeful, activity-oriented and cognitive components.
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Kravets, Volodymyr, Oksana Kikinezhdi, and Iryna Shulha. "To the problem of humanization of educational space of modern ukrainian school." Osvitolohiya, no. 7 (2018): 15–21. http://dx.doi.org/10.28925/2226-3012.2018.7.1521.
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The article deals with the actualityof the problem of humanization of the educational space in the modern Ukrainian school through the forming a gender-equitable environment in the educational institution. The foreign experience, which concern to the research problem (concepts «gender equitable learning environment», «gender-balanced education», «gender equality in education», «gender-equitable education», «gender-fair education», «non-sexist education», «іnclusive education») is analysed. The peculiarities of forming a gender-equitable environment in an educational institution, which is based on personality oriented, competence and gender approaches are revealed.Activity of gender-equitable environment ensures the formation of gender culture and egalitarian outlook of children and youth (gender competence, sensitivity, tolerance) as important factors of personal and professional self-actualization of sexes, democratic outlook and the civic life-realization of girls and boys in the realm of national existence. The content of the gender approach and peculiarities of its introduction into the educational institution are uncovered. Our own interpretation of the concept «gender-equitable environment» as non-discriminatory, health-preservation, creative and developmental is formulated. It is based on the principles of social justice, gender equality, child-centred, egalitarianism and parity of the sexes; in which the full development of the personality is ensured, taking into account a gender, age, disability, race, culture, religion, ethnicity, etc. The structure of gender-equitable environment incluseds three components (subject-space, psychodidactic, social). The formation of a gender- equitable environment is based on the principles of «partnership pedagogy» and a gender «matrix» of humanistic pedagogical heritage, the integration of competence, personal oriented and gender approaches. The psychological and pedagogical mechanisms of formation of a gender-equitable environment for children and youth are substantiated.
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Sosniuk, O., and I. Оstapenko. "CREОLIZED TEXTS (COMICS) AS A TOOL FOR ACTIVATION OF YOUTH’S NATIONAL AND CIVIC SELF-IDENTIFICATION." Ukrainian Psychological Journal, no. 1 (11) (2019): 191–203. http://dx.doi.org/10.17721/upj.2019.1(11).14.
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The article is devoted to the problem of activation of national and civic identity. The authors determined the indicators of national and civic identity for qualitative content analysis of verbal and non-verbal components of multimodal texts (comics). The authors considered the peculiarities of usage of comics in training practice for: actualization of national and civic self-identification barriers of youth in different subsystems of social interaction; increasing the youth’s resistance to propaganda’s influence; fixation of positive change during the training. The authors established, that comics creation as a method has high diagnostic and developmental potential for activation of youth’s national and civic self-identification processes. It was shown, that usage of comics: 1) facilitates the interaction between verbal and non-verbal components of the comics and also has ample opportunities of its usage as a projective technique; 2) provides the procedure’s relevance for the target audience, since creative tasks, that involve comics creation are familiar to youth; 3) matches the basic ways of communication practices change (articulation, reconfiguration, borrowing); 4) enables the realization of clarification, prognostic modeling and construction (reconstruction) of the identification discourse. The authors revealed three basic intentions, that arised among the training participants during the comics’ remake: increase of the comics’ characters activity in defending their own national and civic identity, increase of characters’ assertiveness level (the ability to defend their own standpoint without the violation of anther individual’s moral rights) and willing to search for ways to constructively solve conflict situations. The existence of those intentions can be considered as evidence of participants’ positive change and general effectiveness of the training.
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Myloslavska, O. V. "Interpersonal dependence and differential types of reflection in students – boys and girls." Law and Safety 71, no. 4 (December 27, 2018): 111–17. http://dx.doi.org/10.32631/pb.2018.4.16.
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The article presents results of the study of interpersonal dependence in the context of reflection as a necessary condition for personal autonomy and the mechanism of constructing and organizing a life perspective in adolescence.
The psychological content of the phenomenon of interpersonal dependence is revealed, its destructive influence on the personality is emphasized, the positive role of reflection as a factor of actualization of the autonomy of the individual and the neutralization of interpersonal dependence is substantiated.
The purpose of the study was to identify the relationship of interpersonal dependence and differential types of reflection in students – boys and girls.
The scientific novelty of the research is determined by the fact that in the work for the first time the peculiarities of the functioning of interpersonal dependence and differential types of reflection on the students were determined, differences in the structure of the interrelationship between these phenomena in students – boys and girls were analyzed.
The Interpersonal Dependency Inventory by R. M. A. Hirschfeld, Relationship Profile Test by R. F. Bornstein (both – in an adaptation by O. P. Makushina) and Differential Test of Reflexivity by D. A. Leontiev and E. M. Osin were applied to solve empirical problems. The sample consisted of 96 students of V. N. Karazin Kharkiv National University. The first group included of 45 boys, the second – 51 girls. For the mathematical processing of data the Spearman rank correlation coefficient was used.
It has been established that in both groups an increase in the propensity to unproductive types of reflection is a potential for the development of manifestations of interpersonal dependence. Both boys and girls, with increased introspection, there is an aggravation of destructive overdependence. It was also found that in young men the increase in such manifestations of interpersonal dependence, such as the need for emotional reliance on others, lack of self-confidence, and dependence in general, occurs along with the actualization of the tendency to introspection, while in girls – with the actualization of the tendency to quasi-reflection, together with than in these subjects, destructive overdependence grows. It should be noted that healthy dependence is involved in relationships with the differential types of reflection only in the group of girls, in which its severity increases with increasing ability to systemic reflection and inhibition of quasi-reflection.
Results can be used for gender specification of psychological programs for the prevention and correction of interpersonal dependence in the students age. It is noted that the prospect of further research is to study the psychological characteristics that may act as inhibitors of interpersonal dependence in adolescence.
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Votintseva, Tatyana S. "The Structure Features of the Professionalization of Persons of Pre-Retirement Age." Uchenye Zapiski RGSU 20, no. 1 (March 30, 2021): 36–45. http://dx.doi.org/10.17922/2071-5323-2021-20-1-36-45.
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The article examines the professionalization of persons of pre-retirement age from the point of view of the peculiarities of the interrelationships of the indicators of its structural components in the motivational, adaptation, self-actualization and activity spheres. The article presents the results of an empirical study of the features of the structure of professionalization of students under advanced training and professional retraining programs at the Institute for Supplementary Education of the LEONOV Moscow Region University of Technology. The results are presented on the example of comparing the interrelationships of the indicators of the structural components of the professionalization of persons of pre-retirement age and younger specialists. The purpose of the study was to determine the features of the components of the professionalization process, which will subsequently form the basis of the model of psychological support for persons of pre-retirement age. The practical significance of the work lies in the fact that on the basis of the results obtained and the program of psychological support for the professionalization of persons of pre-retirement age developed in the future, it is possible to make proposals for adjusting programs for support, training and retraining of persons of pre-retirement age, which are implemented within the framework of the state policy of the Government of the Russian Federation aimed at reducing the negative consequences associated with raising the retirement age.
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Kulida, Oksana. "Professional Reflection as Constituent of Personality Self-Development of Future Lawyer." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 99–111. http://dx.doi.org/10.32919/uesit.2017.04.09.
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In the article the professional training of a future specialist is analyzed; development, self-development, self-determination and self-reflection are its main tasks. It is proved that reflection plays the synthesizing role and encourages the widening of the personality limits. The reflection essence is personality’s realizing oneself as a potential or a real subject of a particular professional activity. According to the lawyers’ professional training results this activity determines not only proper specifics of the attitude to a profession but one’s personal or social life. It has been justified that professional self-reflection is carried out as the initial professional self-determination of a personality and the series of professional choices. It is noted that the positive attitude to oneself encourages the positive attitude to the future and awareness of one’s abilities in achieving a goal is taking place on the conditions of a positive attitude to future. It has been proved that one of the main components influencing the formation of today’s specialist abilities in achieving success in professional activity and professional self-actualization is the high level of the formed professional self-consciousness. The model of professional self-reflection of a future specialist corresponds to the psychological structure of self-consciousness and it has three subsequent interconnected stages: professional self-knowing, self-attitude and self-regulation, the content of which is determined by peculiarities of professional activity of a specialist and requirements set by a personality to one’s professional knowledge, skills and professionally important qualities. It is emphasized that professional self-reflection specifies the understanding oneself as a subject of a particular professional activity and involves the availability of: the conscious process of forming one’s attitude to the professional-working sphere; self-assessment of one’s individual psychological qualities and comparing one’s abilities with psychological requirements to a profession; the constant search for senses in a professional activity; self-regulation of behavior carried out through correlation of inner-personal and social-professional needs and directed to reaching a set goal.
It has been proved that reflection activity is an important condition of self-development of a personality, an indicator of personal and professional values and senses determining the culture of activity. Reflection activity is considered as one of the ways education modernization and a mechanism of independent development, search, discovery, creation or making a new product, constructing individual experience, experimental check of external impacts, stereotypes, activity patterns, self-development forecasting.
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Stavytska, Svetlana. "STRUCTURAL AND DYNAMIC MODEL OF SPIRITUAL SELF-CONSCIOUSNESS AND FEATURES OF ITS DEVELOPMENT AT YOUNG AGE." Problems of Psychology in the 21st Century 8, no. 1 (April 20, 2014): 97–108. http://dx.doi.org/10.33225/ppc/14.08.97.
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Spiritual self-consciousness is an integral holistic systemic-structural phenomenon, characterized by the certain development level and worldview orientation towards informative and cognitive, emotional and sensual, behavioral and activity motivational and volitional components, represented by the physical, psychic and socio-cultural self-consciousness and is expressed in personal, individual and group forms of self-consciousness. Spirituality of young personality is determined by the development level of its spiritual self-consciousness. Genesis of spiritual self-consciousness is a multidimensional reality that unites individual physical, mental and sociocultural life of the person; is a development process of youth’s ability to integrated understanding of various aspects of his/her own "Self", self-awareness and personal development as existential and responsible subject of life activity. Integration process of all personality structures most intensively takes place at the stage of youth, because this age is sensitive to the actualization of spiritual self-consciousness. The ability of the individual to become self-aware, one occurs under the conditions when the contents of teaching and educational process are adequate to the age and capabilities of the individual and take into account available area of actual and potential basic components development of the self-consciousness and integration in the development of spiritual self-consciousness. Effective means for the developing ability of self-awareness is the best use of the advantages and opportunities of the leading activity and orientation at the age in the process of correlation levels of development and configuration features (harmonic, disharmonious, balanced) components of self-consciousness in young age. Genesis of spiritual self-consciousness of a person is determined by the peculiarities of the main types of self-consciousness (physical, psychic, social and cultural) and correlation levels (individual-personal, personal-individual, individual-subject, subject-transcendent) with defined configuration (harmonic, disharmonious, balanced) of its basic components: informative and cognitive, emotional and sensual, behavioural and activity motivational and volitional. Motivational and volitional component combines the activates, directs and coordinates the action of other components, the development of spiritual self-consciousness at young age based on the following new formation: world view, personal identity and "Self-concept" personality and through the mechanisms of empathy, reflection, identification decentration, self-understanding, self-attitude, self-acceptance feedback and self-volitional decision that promotes the integration of Real Self and Ideal Self and provides integrative formation of the Spiritual Self. "Spiritual Self" is defined as an integrated and hierarchically highest form of psychical reflection, representing the level of the spiritual self-consciousness in young age. Key words: spiritual self-consciousness, spiritual awareness, spiritual self-consciousness.
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Kravchuk, S. "Spirituality and Resilience Value in Lifelong Learning." Herald of Kiev Institute of Business and Technology 39, no. 1 (March 28, 2019): 28–33. http://dx.doi.org/10.37203/kibit.2019.39.06.
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The purpose of lifelong learning is the formation and development of personality at different ages, including the period of ageing of the body. That is why the problem of exploring the role of spiritual values and the vitality of the individual in the context of lifelong learning is becoming increasingly important due to the importance of promoting the strengthening of the individual's position in professional activity. Purpose of the article is to identify and analyze the peculiarities of spiritual values and vitality of a person in the conditions of lifelong learning in Ukraine. Spirituality is a religious category. At the same time, spirituality is a social and moral value, the essence of which is the ability to create a humanistic tolerant free world. Resilience is a trait characterized by a measure of overcoming the personality of the given circumstances, a measure of overcoming the personality of oneself. Vital stability is the basis for life-giving, which can be defined as a human activity to create one's own life. In our study involved 62 adolescents, we used the following empirical research methods: the test of the viability of S. Maddy; the SAMOAL questionnaire (by A.V. Lazukin, of M.F. Kalin's adaptation); author's research questionnaire regarding the study of spirituality and spiritual values of the individual.
It turns out that a person who shares the values of a self-actualizing personality is characterized by being successful in overcoming adversity. A significant direct correlation of a person's spiritual values with his / her vitality and involvement, control and acceptance of risk as "hardy" attitudes was revealed. The vitality of the individual plays an essential role in his continuing education as a basis for social progress. The vitality of the individual can counteract the negative influences of the environment, effectively overcome life's difficulties, transforming them into situations of development; promotes self-actualization of the personality, motivates to self-development, promotes a healthy way of thinking and behaviour.
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Omel'chenko, N., and L. Skripnichenko. "Formation of Communicative Competence of Personnel." Management of the Personnel and Intellectual Resources in Russia 10, no. 2 (May 26, 2021): 40–45. http://dx.doi.org/10.12737/2305-7807-2021-10-2-40-45.
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The ongoing processes in society related to globalization, improvement of information and communication flows contribute to the expansion of contacts between people, developing a corporate culture, social and communicative competence of staff. Communicative competence is a qualitative characteristic of the individual, responsible for realizing the need for social recognition, self-actualization, and therefore contributing to the development of successful socialization. The concept can include a set of knowledge and skills that ensure the effective functioning of the communication process.
This concept is a component of a competent approach in working with the organization's personnel.
Today, it is impossible to imagine a specialist without communicative knowledge, skills and skills. The communicative competence of personnel gets an important role in modern conditions of development of economy where major factors is knowledge, abilities, skills of personnel.
It is important to note that the formed communication competence is especially necessary for managers. It is the main tool for managing tasks.
The results of the personnel's work can be considered through the results of the production, economic and other activities of the organization or subdivisions, as well as through the socio-economic working conditions of employees subordinate to it. The formed communication competence will help to achieve the goals set for the organization, increase efficiency and ensure the growth of the company, which directly affects the stability of personnel and customer loyalty. In order to analyze the peculiarities of the formation of comunicative competence of the personnel of the organization, the authors attempted to conduct this study.
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ГРОМОВА, Наталія. "ШЛЯХИ ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНЦІЇ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ В СУЧАСНОМУ ОСВІТНЬОМУ ПРОСТОРІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (2020): 201–7. http://dx.doi.org/10.31494/2412-9208-2020-1-2-201-207.
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The article shows the place of social competence in the system of key competencies in the application of the competence approach in the process of learning the Ukrainian language, as well as identifies the means, conditions and methods of forming social competence on the lessons. The author notes that the strategy of modern pedagogical education which is based on the need to develop various competencies and subjective development and self-development of the student and teacher, able to go beyond regulatory activities and carry out innovative, creative processes, involve changes in the educational process. Understanding the problems of modern school allows the author to conclude that it is necessary to build a system of educational space that would optimally take into account not only the peculiarities of professional development, but also the patterns of personal development, the formation of socially significant competencies of students. The formation of social competence should be a key task in the modern competence approach because a high level of its formation is the key to successful self-realization of a person in all spheres of society and a condition for achieving a level of self-transcendence in personality development. The very achievement of the level of self-transcendence requires the objective need of a person in the transformation of the world around him, with its changes and development. The author emphasizes that the organization of the educational process today creates the conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, social, creative, moral and other problems that make up the content of education. In this case, the actual content of education is to form a didactically adapted social experience of solving such problems. It is determined that one of the lines of implementation of the competency approach is to strengthen the applied, practical nature of all education, including the process of learning the Ukrainian language. According to the author’s view, the process of learning the Ukrainian language is filled with such tasks and activities, which implementation without the actualization of the pedagogical position of the student as a holistic vocational education, is impossible. Key words: competence approach, key competencies, social competence, communicative competence, forms of learning.
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Spivak, Yaroslav, Svitlana Omelchenko, Mariana Mateeva Petrova, Svitlana Kurinna, and Ian Kurinnyi. "Socio-Pedagogical Conditionsof Future Social SpecialiststTraining for Successful Professional Career." International Journal of Higher Education 10, no. 4 (January 28, 2021): 1. http://dx.doi.org/10.5430/ijhe.v10n4p1.
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Problems of social protection have become one of the most discussed in the world. Specialists of various specialties work in the social sphere: psychologists, lawyers, doctors, sociologists, etc. However, the leading role belongs to social specialists. There is a lack of social specialists, and if there are any, they do not understand exactly what they should do. The article deals with singling out the socio-pedagogical circumstances of the future social specialistseducation for an effective professional career. The focus is on analyzing of the modern directions of vocational education of future social workers. It is singled out and substantiate the socio-pedagogical circumstances for of future social professionalseducation for an effective professional career, such as: actualization and development of students' motivation to build a successful professional career; taking into account the peculiarities of the practical activities of social specialists and their transformational influences on various subjects of communication activities; gaining practical experience based on self-development. The socio-pedagogical circumstances of future social spesialists education is defined in the work as set of external and internal cconditions, which implemant in the process of vocational education of future social workers will ensure effective formation of hard and soft skills, fundamental qualities for an effective professional career. It is found out possible ways to implement the selected socio-pedagogical conditions in the vocationaleducation of the future social professionals for an effective professional career. The using of the different methods allowed to obtain objective information about the socio-pedagogical conditions of vocationaleducation of future social specialists to a successful professional career. The statistical data of the research are represented using diagrams, tables and figures.
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Kholodenko, Viktoriya. "EXISTENTIAL APPROACH AS A MEANS OF CONCEPTUAL MODERNIZATION OF MODERN HIGHER MUSIC EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 133–39. http://dx.doi.org/10.36550/2415-7988-2021-1-195-133-139.
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The article is devoted to the study of the substantive characteristics of the existential approach. Its fundamental positions, principles, scientific interpretations of key concepts are analyzed: existence, existentialism, existential. Peculiarities of modern understanding of existential knowledge and their practical application in existential pedagogy are investigated. According to researchers, the application of an existential approach in modern education is necessary and inevitable; life-affirming ideas of existentialism as a continuation of humanistic traditions in philosophy and psychology can serve as excellent support in substantiating the existential-value orientations of educational activity and constitute a methodological, theoretical and practical construct of the humanistic educational paradigm. It was found that to meet the need of modern education in a new open knowledge about man, expanding ideas about the development of a particular person, his inner world, meaning, deep experiences in communication with another person can existential pedagogy. It is determined that the main ideal goal of existential pedagogy is the formation of a person who is able to live his life optimally, making the most of his potential and realizing himself in socially significant activities. The opinion is expressed that the goal of modern higher music education, which is based on the principles of existential pedagogy, should be the formation of the existential sphere of personality. It is noted that the leading existences of the approach – the recognition of man as the main creator of his personality, the uniqueness of each individual, focus on personal growth, self-actualization, freedom of choice, etc. – successfully correlate with the demands of art education. It is proved that the existential approach has significant potential in the modernization of modern higher music education.
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Chyzhma, Diana. "The role of «I-concept» in a construction of life perspectives in the juvenile age." HUMANITARIUM 41, no. 1 (December 30, 2019): 143–53. http://dx.doi.org/10.31470/2308-5126-2019-41-1-143-153.
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The article presents a theoretical analysis and an empirical study of the «I-concepts» in building a life program of the personality of youth, his life plans, which determine the order of actions necessary for actualization of the life goals as the main guidelines of the life path in the future. The peculiarities of manifestation of the «I-concept», as one of the components in the structure of personality, the set of attitudes on oneself, the person’s perception of himself, and its role in determining the life perspective in the student youths are highlighted. The qualitative descriptions of the levels of expressiveness of the generalized facilities with a respect to the life strategy of the «I-concept» development in personality of a juvenile age «I am the past», «I am the present one» and «I am the future» are given. It is stated that in the basis of the construction of a life perspective and «I-concept» lies the mechanism of reflection, as the ability to realize the own existence, to see himself and a personal behavior from the side with the purpose of self-control and self-regulation in order to increase the own efficiency. The results of the study, presented in the article, show that the «I-concept» of youth is directly intertwined with the process of a life perspective constructing, since the image of the future is shaped by the content-oriented attitudes and expectations built on the real life achievements. The development of personality in all its cultured forms (communication, behavior, activity, deeds) is under the determining situational influence of the «I-concept», the meaning of which is to ensure the harmony of the mental world of a man, the balanced formation of his personality – individuality in achieving maximum internal consistency and effectiveness. It has been found that students who are actively developing in their professional activities have more resources in building a life perspective, put forward both close and distant goals and direct their own efforts to realization of the realistic dreams.
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Ivanova, Oksana, Larisa Bilalova, and Ksenia Knyazeva. "The cultural eclecticism of globalism: perspectives from Russia." SHS Web of Conferences 55 (2018): 05005. http://dx.doi.org/10.1051/shsconf/20185505005.
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The paper deals with the reflection of the processes of globalization and multiculturalism in the guise of modern cities. According to the authors of the article, graffiti is a purely urban phenomenon. Modern graffiti is a palette of emotions, feelings, expressive existence, peculiar to the young people, and the modern city is the focus of mad speeds. In this focus of speed collides the seething thirst for life of the youth and the phenomenon of alienation. The dialectic of this contradiction determines the emergence and development of graffiti as a form of self-expression shaped as street art, or as it is sometimes called, the underground art. Graffiti as a component of street culture expresses the trends of globalization and its subjects, methods, and formats of performance: they are universal and do not have national peculiarities. In this case, the subject line of graffiti is a reflection of the specific features of culture, ideology, history, and traditions, that is, the mentality of a particular society. The authors of the paper present the lack of a single methodological, artistic and ideological orientation as cultural eclecticism. The article represents graffiti as a deviation, however, not as illegal acts but as an orientation of an individual to creative activity, as an act of self-actualization. In the study of graffiti as a socio-cultural phenomenon, parallels are drawn with the art of graffiti in various countries of the world, considering it as a form of multicultural integration. In modern interpretation, graffiti should be viewed as a kind of art, since it is artistic and aesthetic personal reflection of the personality, and creative form of its expression. Graffiti as an extra-national and meta-social phenomenon is simultaneously a manifestation of universalism of the global socio-cultural tendencies, and an expression of eclecticism of the new forms of the modern city. The main cultural values are outside of time. Traditional values, modified and mutated, are updated in accordance with trends.
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Hladkova, Valentyna. "FORMATION OF RESEARCH COMPETENCE IN FUTURE EDUCATION MANAGERS." Continuing Professional Education: Theory and Practice, no. 1 (2021): 30–36. http://dx.doi.org/10.28925/1609-8595.2021.1.4.
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The article reveals the essence of research competence and the peculiarities of its formation in future education managers. The methodological basis of the research is made up of methodological approaches: systemic, competence-based, synergistic, complex. The most significant is the acmesynergetic approach. The methodological basis of the study is also made up of methodological principles: intentional dynamism; invariance; individualization; simultaneous study of a person and his activities; systemic and structural; historicism; humanism; development; determinism – self-determinism, etc. Clarification of the definition of the concept of «research competence» is a set of knowledge, research skills (a set of intellectual, practical and organizational skills), skills, research abilities (heuristic, creativity, intellectual mobility, anticipation, independence and impartiality of thinking, emotional intelligence, self-reflection), ways performing actions in situations of uncertainty, in conditions of lack or excess of information, etc. Research competence includes the following components: consistency, prevention, innovation, predictability (acmeological). To assess the level of formation of research competence, the levels (reproductive, adaptive, productive, creative), criteria (motivational-value, practical, reflexive) and the corresponding indicators were determined. A complex of pedagogical conditions providing the formation of research competence of future education managers has been determined. These are: the development of the research potential of undergraduate students based on the actualization of the inner resources of the individual in the process of mastering professional disciplines; stimulating undergraduates to research activities by involving them in solving advanced cognitive and experimental-creative tasks of a professionally oriented nature when using various forms and methods of organizing the educational process; inclusion of undergraduates in different types of research work in the educational process during pre-diploma practice and performance of qualifying (master’s) work. The positive nature of the influence of pedagogical conditions on the formation of the research competence of future education managers in the conditions of a master’s degree is confirmed by the results of control sections at the final stage of the research.
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Kichenok, N. V. "Psychological Characteristics of 16-18-Year-Old Tennis Players." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 4 (September 20, 2021): 226–30. http://dx.doi.org/10.26693/jmbs06.04.226.
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Physical education contributes to the rational solution of practical problems of general health, educational and upbringing nature, taking into account the analysis of the psychological aspects of physical education. Therefore, it is extremely important to study the psychology of tennis players. The comparative analysis revealed that among the respondents with high indicators of success the motivation to success affects the development of self-control, self-esteem, the level of pretensions. In the sample of unsuccessful athletes the level of attempts influences the development of self-esteem, emotional instability, and motivation to avoid failure. Emotional instability of the athlete reduces the level of self-control and motivation to succeed. Within the framework of the study of personal features of tennis players with the highest and lowest indicators of success, we received data that successful athletes are able to manage their feelings, thoughts, actions in conditions of emotional excitement or depression, growing fatigue, unexpected difficulties, failures and other unfavorable factors. The purpose of the study was to define psychological features of the personality of tennis players. Materials and methods. The sample size was 16 people (Irpin Sports School), 8 of them with high success rates (taking into account the results of competitions, the number of victories, the importance of competitions in which they participate), and 8 with low. The age of the subjects varied from 16 to 18 years, the respondents take part in tennis competitions, according to their age category. The following validated methods were used in the study: 1) "Willingness to take risks"; 2) "Self-actualization test"; 3) Diagnosis of personal attitude "Altruism-egoism". Results and discussion. According to the results of the study by the method of "Risk readiness" by Schubert, it was found that tennis players with high success rates of 62.5% have an average level of risk appetite, and 37.5% – a low level. In contrast, athletes with low success rates have an average level of 37.5%, a low level of 50%, and a high level of 12.5%. According to the results of the test "Altruism-egoism" we can see that tennis players with high success rates have a more pronounced selfish tendency (62.5% of respondents), while athletes with low success rates have a selfish tendency in 50%. Conclusion. As a result of the study, we found that the success and failure of the athlete in sports depends on the peculiarities of the personal characteristics of the athlete. The main characteristics of the psychology of a tennis player were also revealed, which helps to expand the knowledge of sports psychology in the field of tennis. This study can be the basis for further theoretical, empirical research, as well as methodological developments in the psychology of professional tennis
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Halchuk, Oksana. "Tragic fool of French literature as a topos of identity (from Victor Hugo and Paul Verlaine artistic experience)." Synopsis: Text Context Media 26, no. 3 (2020): 73–83. http://dx.doi.org/10.28925/311-259x.2020.3.1.
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The symbol, as an archetype with inexhaustible meanings, remains a relevant object of scientific research. Especially when it comes to symbols used by different national cultures. One of such symbols, an image of the tragic fool, is quite favoured by the writers of romanticism and the turn of the twentieth century. A general interest in their artistic and aesthetic systems, the multiplicity of interpretations of archsymbols, and the specifics of their authorial and national manifestations in literature determine the relevance of this study. The subject of the study is the specifics of the image of the tragic fool in the works the French writers iconic for romanticism (Victor Hugo) and symbolism (Paul Verlaine). Historical and literary, comparative and typological, archetypal scientific methods are used in the work. Their potential made it possible to consider the functioning peculiarities of the image of a tragic fool through the prism of identity. The broad context of this problem made it possible to solve several objectives: to outline the origins of the image; determine the factors of its actualization in the romanticism and modernism works; and analyze the authors’ versions of interpretation. Herein is the novelty of the study. The results of the study are as follows: in French literature of romanticism and symbolism — given such a common ideological and artistic basis for their aesthetics as individualism — in Hugo’s romance the tragic fool is a grotesque mark of the era, a symbol of unresolved complex social problems. In contrast, the symbolist Verlaine perceives the tragic fool an alter ego of the contemporary artist in particular and a man of the era in general, giving preference to aesthetic and philosophical priorities over social. The high potential of the autobiographical content of the image of the tragic fool is a peculiar feature of the modernist interpretation. He functions both as a lyrical hero and a mask of an autolyrical character. In literary mystifications, it is a character under a double mask. In the artist’s chosen strategy of realization of the life scenario, this symbol is expressed in the form of feigned asociality, épater le bourgeois, primitivism as an imitation of creativity, self-parody. Further studies are promising; the image of the tragic fool in various national literatures is a common tool for writers to mockingly demonstrate the “interior” of the social and world order. At the same time, the tragic accent of this image lies in the tradition to perceive one’s work as a manifesto of “hateful love” for one’s time, homeland, and the world.
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Serdiuk, Oleksandr. "Karol Szymanowski and multiculturalism." Aspects of Historical Musicology 19, no. 19 (February 7, 2020): 206–29. http://dx.doi.org/10.34064/khnum2-19.12.
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Background. The problem of self-determination of an artist who apprehends oneself as a representative of a certain nation, but is forced to selfactualize in the cultural space of a multinational empire, remained relevant for a long period for the majority of representatives of the Polish creative intelligentsia. Among them, it is appropriate to recall, in first, Karol Szymanowski, whose creative development took place in a multicultural environment. The outstanding musician was feeling his involvement not only in the European tradition in general, but also in the Antique, Eastern, Polish, Russian, and, especially, Ukrainian culture, because his life for 36 years was related with Ukraine. The temporal distance that has formed between the eras, the changes in cultural paradigms that have now taken place, encourage us to rethink the approaches to the various cultural-creating activities of artists in past eras, to evaluate them from modern positions. If we consider multiculturalism in a positive sense – as a phenomenon of social life characterized by coexistence and active interaction within one society of many cultures, then the analysis of Szymanowski’s creative evolution in this context looks relevant for modern cultural figures. At the same time, in Ukraine, there has not yet been a steady interest of scientists in the work by K. Szymanowski, although certain steps are being taken in this direction: PhD theses by Anatolii Kalynychenko, Hanna Seredenko, Oleksandr Serdiuk, Dmitriy Poliachok have appeared that explore some aspects of the Polish artist’s creativity, taking into account modern methodological tools. An important function of stimulating interest in the creative figure of Szymanowski is performed, in particular, by the “Kropyvnytskyi Museum of Musical Culture named after K. Szymanowski” (headed by Olexandr Polyachok) that initiates various projects related to the popularization of Shimanovsky’s creative heritage, including holding scientific conferences and publishing. A significant contribution to the study of various aspects of the K. Szymanowski’s creative activity was made by Polish scientists, in particular, Malgorzata Komorowska, Zofia Helman, Teresa Chilińska, but their works are in a greater degree focused on the analysis of the musician’s creativity in the Polish cultural context. Objectives of the study. This article is destined to examine the creative personality of the Polish artist in a new problematic field. The purpose of the study is to identify the features of the creative formation and growth of K. Szymanowski in the context of multiculturalism. The object of analysis is the creative activity of K. Szymanowski; the subject, on which the attention is focused, is the peculiarities of cultural and creative attitudes formation, the principles of artistic activity, the means of cultural communication of K. Szymanowski in the conditions of multiculturalism. Research results. The scientific novelty of the research consists in the identification of little-known facts of the creative biography of K. Szymanowski and their new interpretation, the formation of new ideas about the specifics of his creative approaches both in composing and literary work. The important role of self-education in his creative development, the ability for self-development, conscious cultural pluralism formed in the context of multicultural conditions, a tendency to innovate (for example, intense interest in new artistic and stylistic trends) are emphasized. Attention is drawn to the originality of Szymanowski’s relationships with various cultural environments, with which he was closely linked by fate. After all, his formation as a personality took place under the influence of several cultures, the features of which were intertwined, coexisting in the everyday life of his family estate in the Ukrainian village Timoshivka and Elisavetgrad, the city of his childhood and youth. The significant influence of regular visits to European cultural centers and travels to the countries of the Arab East on the formation of the cultural identity of the artist is also noted. The analysis of archival materials, in particular, comments in the margins of the pages of books from the family library, showed the enormous influence of literary texts on the composer’s cultural identity. Szymanowski carefully read, thought over and discussed with his close ones literary works, various works of philosophers and art historians. Szymanowski’s archives contain notes on the history of art of Ancient Greece in French, the history of the culture of Ancient Rome in German and Russian, extracts from the history of the origins of Christianity, the culture of Sicily and the life of King Roger II, notes from the letters by Seneca, Leonardo da Vinci, Machiavelli, works of Novalis, studies on oriental culture, etc. The composer was fascinated by the ideas of the synthesis of cultures (Ancient Greek, Ancient Roman, Byzantine, Arabic, Proto-Slavic), of religious syncretism in various forms (Christian modernism, paneroticism, etc.). Embodying his creative intentions, Szymanowski went through a fascination with a wide variety of aesthetic ideas. In the process of realizing artistic synthesis, along with the idea of cultural syncretism, signs of aesthetics of romanticism and impressionism, symbolism and modernism, expressionism and neo-folkloric trend often coexisted and intersected in his works. As a conclusion, we note: the creative formation and evolution of K. Szymanowski took place in multicultural conditions. Realizing himself a descendant of the Polish gentry family, he was at the same time a citizen of the Russian Empire and was formed as a person under the influence of many cultures, which were intricately intertwined in the space where the formation of his individuality took place, which, eventually, determined the multicultural profile of his artistic work. Szymanowski’s cultural positioning we propose to consider, to a certain extent, according to the formula: “one of our own among strangers, a stranger among our own”, because his creative searches, in which the polylogue of cultures acquired signs of multiculturalism, were not always perceived adequately by his contemporaries, especially in those cultural centers, where the traditional values of the national culture were considered priority. The artistic, aesthetic and cultural paradigms of the 21st century turn out to be largely consonant with those that determined the creative preferences of the Polish artist, which leads to the actualization of the creativity of the latter in the conditions of the dominance of the postmodern situation in the contemporary cultural space.
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"INFLUENCE OF INTERNET DEPENDENCY ON YOUTH SELF-ACTUALIZATION." Socialization & Human Development: International Scientific Journal, December 15, 2019, 5–12. http://dx.doi.org/10.37096/shdisj-19-1.1-0001.
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The purpose of the article is to analyze the influence of the Internet dependence of teenagers on the peculiarities of their self-actualization and to check the effectiveness of the developed program for increasing the self-actualization of such persons. The study involved 223 individuals. The following research methods were used in the work: testing (Kimberly Young Test, CAT Test and Situational Self-actualization Test), questionnaires, observations; statistical methods for carrying out qualitative and quantitative analysis of the research results (Student's criterion and Pearson criterion). Based on the data obtained, we have developed a program of psychological support for the self-actualization of youths by developing its competence in using Internet resources. The article shows that different uses of virtual space by young people affect their self-actualization in different ways; the social and psychological factors of increasing the virtual space utilization of young people have been found out. In the course of an empirical study carried out, the authors prove the statistically significant relationship that exists between the excessive capture of the personality of the youth by virtual space and its self-actualization. The analysis of the influence of various variants of use by young men of the virtual space (games, communication, information seeking) revealed a significant difference in the priority of the gaming activity of youth as a factor in the formation of Internet dependency and low self-actualization of the individual (the latter is understood by the authors as an integral individual indicator of personal growth of a person).
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Dubyaga, Ya I. "ANALYSIS OF PECULIARITIES OF PERSONAL SELF-ACTUALIZATION OF SPECIALISTS OF THE STATE EMPLOYMENT SERVICE OF UKRAINE." Problems of Modern Psychology, 2020, 198. http://dx.doi.org/10.26661/2310-4368/2020-1-24.
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БОГДАН, СВІТЛАНА, and ТЕТЯНА ТАРАСЮК. "ВОЛИНЬ У СИСТЕМІ ЕТНІЧНИХ АВТОСТЕРЕОТИПІВ ЕПІСТОЛЯРНИХ ТЕКСТІВ ЛЕСІ УКРАЇНКИ." Studia Ukrainica Posnaniensia 8, no. 2 (December 31, 2020). http://dx.doi.org/10.14746/sup.2020.8.2.01.
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The article explores the peculiarities of the functioning and linguistic actualization of the proper names represented in the system of Lesia Ukrainka’s epistolary ethnic autostereotypes. The study has revealed the determinative role of the horonym Volyn and its derivatives волинський , волинська, волинське (volynskyi, volynska, volynske) in the formation of the system and regular use of Volyn astionyms Lutsk, Kovel, comonym Kolodyazhne and katoikonyms volyniaky / volyniaki, volynianochka / volynianka. The article focuses on the comparative analysis of the usage contexts of the nuclear oykonymic names of Volyn and the horonyms of other geographical territories of Ukraine and foreign states, in particular, Germany, Bulgaria and Georgia. The authors argue for the importance of using these names as elements of personal self-identification and a means of linguistic self-portraiture.
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"PSYCHOLOGICAL FACTORS OF SUBJECTIVE WELL-BEING OF ADOLESCENTS IN CONDITIONS OF A SPECIALIZED BOARDING SCHOOL." Socialization & Human Development: International Scientific Journal, December 15, 2019, 87–93. http://dx.doi.org/10.37096/shdisj-19-1.1-0010.
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An empirical study of the psychological factors of subjective well-being of adolescents was carried out with the help of observation, conversation and such psycho-diagnostic techniques as: “The subjective well-being questionnaire” (O. Vlasova); “Test “Determination of the personal adaptation of schoolchildren” (A. Furman); “The person orientation inventory questionnaire (POI, E. Shostrom)”; «Methodology» Anxiety scale «(J. Taylor); «Methodology» Definition of the general emotional orientation of the individual «(B. Dodonov); Technique «Man in the rain» (O. Romanova, T. Sytko); author's questionnaire, which helped to determine the adolescents subjective view of happiness. Statistical data processing was performed by using the capabilities of the SPSS-21 computer program. Experimental work was carried out during 2013-2017 on the basis of Kyiv educational institutions. The total number of subjects covered 400 students of the 8th -9th grades studying with in-depth study of physics and mathematics. The students of physical and mathematical lyceums have an anxiety level corresponding to the age standards, the greatest is the indicator of self-assessed anxiety, the leading emotional orientation is romantic, praxical, gnostic and communicative, have an average level of self-actualization and an obvious level of personal non-adaptability. Subjective well-being is at an average level and has links with personal adaptability and altruistic emotional orientation. Girls, compared to boys in terms of learning exact sciences, are more romantically and aesthetically emotionally oriented, with a higher personal growth. The main factors of subjective well-being of students of physical and mathematical lyceums are personal adaptation, gnostic and altruistic orientation, low level of school anxiety and a high level of self-actualization. The study of subjective well-being of the students of physical and mathematical lyceums has helped to establish the close interdependent connection between personal adaptability, self-actualization, altruistic and praxical emotional orientation and subjective well-being of students. In addition, the level of subjective well-being is most influenced by its components as a goal in life, self-perception and positive attitude. An important factor is a respondent’s accommodation or non-accommodation in hostel, because it may affect his|her subjective characteristics, the formation of personal traits and relationships with others. Under studying the adolescents the basic psychological peculiarities, depending on the education form, it is established that adolescents studying in the institution of the residential type of the physical and mathematical direction have an average level of anxiety, with predominance of self-assessed anxiety. Practical, romantic and gnostic emotional orientations have a non-obvious level of personal non-adaptability, average level of self-actualization, high level of subjective well-being and its components, such as personal growth and positive attitude.
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Vlasenko, I. "TEACHERS’ INTRAPERSONAL CONFLICTS: MOTIVATIONAL ASPECT." Pedagogical Process: Theory and Practice, no. 1 (2017). http://dx.doi.org/10.28925/2078-1687.2017.1.95.
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This study aims at exploring psychological peculiarities of teachers’ intrapersonal conflicts in manifestation motivational sphere. The sample consists of 192 teachers (89,6% female and 10,4% male) from 13 schools in Ukraine. It is presented the analyses of internal conflicts and vakuums in motivational sphere of teachers. The results show existential and individual values prevail in respondents’motivational sphere. It was found that 42,2% of teachers had a low discoordination among things they want and need on the one hand and their possibilities on the other. It was found that 20,8% of teachers wasn’t satisfied with their current life situation, had an internal conflict. The feeling of internal conflict and low ability to self-actualization in one of teachers’ main life spheres («happy domestic life», «health», «love») were connected with high internal conflict in other life spheres of teachers. There have been identified internal conflicts in the spheres of «health» (47,9% respondents), «happy domestic life» (33,9%), «financial provided life» (27,1% ) and «love» (26% teachers). It was investigated high internal vakuums in spheres «active life» (50,5%), «interesting work» (27,1% respondents) that indicated reducing of motivation and could lead to teachers’ activity declining. Teachers that have high level of internal vakuums feel exhausted and overstressed as well as they face to high professional demands. A programme addressing intrapersonal conflict and managing low ability to self-actualization in main life spheres would be of benefit to teachers.
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"Pragmatic and stylistic peculiarities of electoral discourse (based on the material of presidential TV debates)." Journal of V. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching, no. 92 (2020). http://dx.doi.org/10.26565/2227-8877-2020-92-09.
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Recently, studies of various types of discourse have been carried out in the context of their actualization in a situation of speech interaction considering cognitive and communicative factors, therefore this work is focused on the analysis of the functional features of electoral discourse. In modern linguistic works, electoral discourse is defined as an interactive speech and mental activity, limited by the institutional framework of the political sphere and controlled by a global communicative intention – influencing voters to retain power through self-presentation and creating their own positive image, as well as discrediting the opponent’s image. Among the problems that were considered by researchers in the analysis of electoral discourse are its constitutive features, communicative orientation, issues of genre diversity, determination of communicative strategies and tactics etc. However, the problem of the pragmatic and stylistic specifics of this type of discourse has not yet received fundamental coverage in the relevant works, which justifies the urgency of the given study. The material for the analysis was 1578 contextological fragments of video recordings of the presidential election debates between D. Trump and H. Clinton and D. Trump and J. Biden. As a result of the study, it was found that speakers use various stylistic means to achieve a certain pragmatic goal – self-presentation or discrediting an opponent. Among the most common means of creating a positive self-image are positively colored vocabulary, epithets, parallel constructions and repetitions. The most frequent stylistic means of implementing the strategy of discrediting the opponent are negatively colored vocabulary, epithets, parallel constructions, repetitions and metaphors. In this regard, we can state a qualitative similarity in the means of implementing both strategies; while quantitative data allow us to assert that a greater number of stylistic means are used to discredit the opponent, which creates a special expressiveness of such speech.
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"FEATURES OF VALUE-MOTIVATIONAL SPHERE OF LAW ENFORCERS IN THE PERIOD OF THE CRISISOF PROFESSIONAL FORMATION." Socialization & Human Development: International Scientific Journal, December 15, 2019, 50–57. http://dx.doi.org/10.37096/shdisj-19-1.1-0006.
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The purpose of the article is to highlight the results of the theoretical and empirical study of the peculiarities of manifestation of the value-motivational sphere of law enforcers in the period of the crisis of professional formation. To achieve the goal, a theoretical analysis of scientific literature was carried out, which showed that the crisis of professional formation of law enforcers of early adulthood is a psychological phenomenon that arises in a situation where the person does not have enough means to effectively overcome the difficulties of professional development, caused by violations of the process of adaptation, needs, inconsistency between the desirable and actual reality. Empirical study was conducted by the valid psychodiagnostic methods "Diagnosis of motivators of social and psychological activity of personality" by D. McClelland, "Self-actualization test" ofYu. Aleshina, L. Gozman and methods of mathematical statistics: t-criterion of the Student, U-criterion of Mann Whitney. The study was attended by employees of the Main Directorate of the National Police of Ukraine in Kyiv, consisting of 139 people. An empirical study showed that the level of manifestation of the crisis of professional formation among law enforcers aged 23-28 years is average (in 47.22% of persons) and high (36.11% of persons); among law enforcers aged 35-43 years, the low level of the crisis of professional formation prevails (61,20%), which indicates the formation of adaptive mechanisms of personality. The peculiarities of the value-motivational sphere include: the existence of an overreliant need for achieving success and belonging to the group; time orientation difficulties; idealistic ideas about human nature; flexibility of behavior; increased level of contact and sensitivity; developed cognitive needs; low level of self-esteem, self-acceptance and support.
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"PECULIARITIES OF THE INTERCONNECTION OF PSYCHOLOGI- CAL BOUNDARIES OF PERSONALITY AND THE METAPHOR OF OWN LIFE IN EARLY ADOLESCENCE." Visnyk of V. N. Karazin Kharkiv National University. A Series of Psychology, no. 67 (2019). http://dx.doi.org/10.26565/2225-7756-2019-67-11.
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Adolescence is a completion period of character and person's outlook, his beliefs and values formation. One of the main aspects that becomes sustainable in adolescence is the completion of an individual psychological space sovereignty formation of the and, accordingly, the establishment of psychological boundaries that separate the body, territory, things of an individual from other people. Scientists say that psychological boundaries are formed in the process of human life. In the optimal form they are created by a person as the image of the result of personality awareness of own living space, realization of the rights to self-determination, actualization of own senses of life, values, goals and, at the same time, accepting responsibility for own life, own actions, forecasting their consequences. Another new formation of youth is the understanding of own life perspectives, which can be expressed in a metaphorical form, that is, through images and symbols of one's own consciousness. The metaphor is a kind of human thinking product. It allows to establish a connection between seemingly irreconcilable phenomena and to understand more deeply the attitude of a person, his experiences about certain situations and phenomena. The purpose of the study is to research the relationship between the psychological boundaries and the metaphor of the senior students' own lives. As a result, the effectiveness of correctional work was determined and the hypothesis that the psychological boundaries of personality determine the metaphorical vision of some person’s life in adolescence was confirmed. In the metaphorical vision of own life such aspects as own territorial space, the system of values, the right of one's choice turned to be present after conducting the research. Thus, the changes that occur in the awareness of adolescent’s own sovereignty of the psychological space inevitably lead to changes in the understanding of his own life. As the prospective of the study continuation we see the study of the psychological boundaries building peculiarities of an individual as a factor in the formation of life in adolescence metaphors.
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Kirilenko, Natalya, and Yuliya Bessinger. "Students' social activity development in educational social-animation space." World of Science. Pedagogy and psychology 8, no. 5 (October 2020). http://dx.doi.org/10.15862/22pdmn520.
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The article focuses on the social-animation space designing and functioning in the educational organization, which determines and actualizes the students' social activity in socially useful leisurely activities. The starting point is the understanding of social activity as actions aimed at changing and transforming social objects, and as a result, there is a change in the personality itself and the entire social situation. An algorithm for creating a social-animation space is presented, which includes the following stages. Stage 1: personal values actualization related to social activity among teachers-creators of the space; the axiological unity formation among them; Stage 2 – the socially useful leisurely activities organization of various types, in this organization process various types of pro-social orientation social activity are manifested and developed (altruistic, leisure, social-political, conventional, remonstrative, civil, Internet network, social and economic, educational and developmental, spiritual, subcultural, valeological and associated with the cultivation of the social values) to ensure the choice possibility based on the individual students' preferences; Stage 3: the transition of the teachers-organizers management in the social-animation educational space to co-management with students-activists and students' self-government. The functioning of the educational social-animation space is considered in the coordinate system: normative-regulatory, perspective-orienting, activity-stimulating, communicative-informational. The article drew attention to the peculiarities of social activity development among secondary vocational educational institution students, including those in rural areas. In an experimental study, the effectiveness of the cognitive, emotional-evaluative, motivational-volitional, behavioral, and reflexive structural development components of social activity in students of the experimental group was confirmed in comparison with the control group in the created and functioning social-animation educational space by statistical substantiation means of the presence and absence of significant differences using the nonparametric test for independent U-Mann-Whitney groups and for dependent groups by the T-Wilkoson test.
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Medynska, Svitlana I. "DEVELOPMENT OF CRITICAL THINKING AND FOREIGN LANGUAGE COMPETENCY IN THE TRAINING OF EXPERTS FOR THE HOSPITALITY INDUSTRY, TOURISM AND INTERNATIONAL BUSINESS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 21 (June 2021). http://dx.doi.org/10.32342/2522-4115-2021-1-21-23.
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The article covers the issues related to the implementation of the competency approach in the training of future professionals in the hospitality industry, tourism and international business to make them fully equipped for professional activities by developing their critical thinking skills while forming the foreign language competency. Findings of the domestic and foreign research on the definition of critical thinking, determination of its role in professional activities, characteristics and main components show that it plays a crucial role in a wide range of domains, hence, has to be properly developed to enhance competitiveness of the graduates on the local and international labour markets. The role of a foreign language as a stimulating factor for the development of critical thinking skills is significant, and it is possible to make a conclusion that studying a foreign language is more beneficial in comparison with the mother tongue in these terms. Therefore, the goals of the curriculum should not be limited to but go beyond the linguistic factors for the development of critical thinking skills by analyzing reliable foreign sources of information and applying relevant teaching methods and techniques. There is a perfect match between particular critical thinking skills, teaching methods and techniques used in the foreign language classes and intended learning outcomes, which can be justified by the given examples of application of the specific critical thinking skills in educational and professional activities. These teaching methods and techniques include a wide range of activities, e. g. case studies, brainstorming sessions, discussion and debate, making individual and group presentations and projects, writing different types of essay and business correspondence, etc, which help not only develop students’ foreign language competency but improve their global skills like collaboration, creativity and critical thinking. All these activities, if managed properly and followed up by the appropriate feedback, can make a great contribution to enhancing internal drives of the students in regard to their self-actualization, which is crucial for development of critical thinking. Finally, a number of recommendations for the development of critical thinking skills while forming the foreign language competence for the effective training of experts in the hospitality industry, tourism and international business have been outlined. The main recommendations include active use of openended questions and limitation of the closed ones; regular brainstorming sessions; allocation of the sufficient amount of time for the activities involving critical thinking; motivating students to disagree, find counterarguments, reach a compromise and take unbiased decisions; and making critical thinking a part of the learning environment, not just an activity. Such an analysis of critical thinking and the peculiarities of its development might contribute to the more effective application of the teaching methods and techniques in the foreign language classes and boost both critical thinking skills and development of the foreign language competency.