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1
Fikri, M. Dian Yusuf. "INTELLIGENCE'S EFFECTS ON SECOND LANGUAGE LEARNING." Teaching English as Foreign Language, Literature and Linguistics 1, no. 1 (June 15, 2021): 37–43. http://dx.doi.org/10.33752/teflics.v1i1.1554.
Повний текст джерелаАнотація:
It is often assumed that intellect is the most important element in determining whether or not a person would be successful in learning a second language. When compared to someone with a moderate IQ, someone with a high IQ learns a second language faster. However, this is not always the case. In my perspective, not every person with a high IQ finds it difficult to learn a second language. Other research discovered other factors that influence someone's performance in learning a second language. This demonstrates how various things impact someone's decision to learn a second language. The most significant variables in learning a second language are social variables. As a result, if they have medium intellect, learning a second language is not an issue. If they acquire a second language in a supportive atmosphere, they will be able to master the second language. As a result, selecting a decent social context in which to learn a second language is the most efficient approach to master it.
2
Szarota, Piotr, Michael C. Ashton, and Kibeom Lee. "Taxonomy and structure of the Polish personality lexicon." European Journal of Personality 21, no. 6 (October 2007): 823–52. http://dx.doi.org/10.1002/per.635.
Повний текст джерелаАнотація:
We identified 1839 person‐descriptive adjectives from a Polish dictionary, and 10 judges classified those adjectives into five descriptive categories. Two hundred ninety adjectives (16 per cent) were classified by most judges as ‘Dispositions’ (i.e. relatively stable personality traits and abilities). We examined the structure of those 290 adjectives in self‐ratings from 350 respondents. In the five‐factor solution, two dimensions closely resembled Big Five Conscientiousness and Agreeableness, and two others represented rotated variants of Extraversion and Emotional Stability. The fifth factor was dominated by Intellect, containing little Imagination and no Unconventionality content. A six‐factor solution closely resembled the cross‐language HEXACO structure (but with ‘Intellect’ rather than ‘Openness to Experience’). Analyses of 369 peer ratings revealed five‐ and six‐factor solutions nearly identical to those of self‐ratings. Copyright © 2007 John Wiley & Sons, Ltd.
3
Karskanova, Svitlana, and Olena Biluk. "Development of social intelligence of future speech pathologist." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 5–10. http://dx.doi.org/10.33310/2078-2128-2020-20-1-5-10.
Повний текст джерелаАнотація:
The problem of development of social intelligence of the future speech pathologist is in the sphere of the person professional growth with an emphasis on development of the parties of social intelligence. The article is devoted to the analysis of psychological determinants of development of the intellect for the students who will be speech pathologists. Influence of the socially-psychological factors on a social intellect is examined here. At different age stages of the individual the knowledge of the specifics of social intelligence from preschool to adulthood, makes it possible to predict the understanding of social reality. Theoretical generalization of the data obtained in our research provide an opportunity to determine the basic psychological qualities that is necessary for the successful performance of the functions of a speech pathologists. The well-known periodization of R. Selman shows that social intelligence develops throughout all person’s life. Learning the skills to solve complex social problems can be an essential area for improving the developing personality and adult personality. If this is not taught purposefully, the vast majority of society will not be able to realize its potential in situations of social interaction in full. Features of preparation of the speech pathologists for professional activity are caused by philosophy of a modern society development. The culture of building high human relations, teaching students this - is an indisputable value of modern society. Revealing the specifics of social intelligence at each stage of the ontogenetic development of the personality of each student who will be defectologist determines for himself his potential and resources. The principle of parity in the process of professional development of future special educators requires subjective interaction in tandem “teacher-student”, where the teacher not so much teaches, but helps the student to learn independently, as a result of which the student receives not only knowledge but also skills. The leading principles of professional development of the future pathologist should also include the principle of dialogue.
4
Cao, Jack, Max Kleiman-Weiner, and Mahzarin R. Banaji. "People Make the Same Bayesian Judgment They Criticize in Others." Psychological Science 30, no. 1 (November 12, 2018): 20–31. http://dx.doi.org/10.1177/0956797618805750.
Повний текст джерелаАнотація:
When two individuals from different social groups exhibit identical behavior, egalitarian codes of conduct call for equal judgments of both individuals. However, this moral imperative is at odds with the statistical imperative to consider priors based on group membership. Insofar as these priors differ, Bayesian rationality calls for unequal judgments of both individuals. We show that participants criticized the morality and intellect of someone else who made a Bayesian judgment, shared less money with this person, and incurred financial costs to punish this person. However, participants made unequal judgments as a Bayesian statistician would, thereby rendering the same judgment that they found repugnant when offered by someone else. This inconsistency, which can be reconciled by differences in which base rate is attended to, suggests that participants use group membership in a way that reflects the savvy of a Bayesian and the disrepute of someone they consider to be a bigot.
5
Bikmetov, Evgeniy, and Arkadiy Lukyanov. "Jewish philosophy of the middle ages about the spiritual and cultural context of the human responsibility." KANT 35, no. 2 (June 2020): 112–16. http://dx.doi.org/10.24923/2222-243x.2020-35.23.
Повний текст джерелаАнотація:
The article examines the cultural and spiritual context of the idea of responsibility. Medieval jewish philosophy continued the traditions of ancient greek and early medieval thought in Europe in the sense that a person needs to turn to an active intellect, to rise above the empirical passions. Based on the ideas of Maimonides and Ibn Gabirol, it is established that a person should be responsible not only for his actions, but also for his thoughts. The mundane, the earthly, contains something higher than "necessary being". When people act spiritually, they reduce the distance between themselves and God. If the people are constantly striving for the new, it is a sign of their fatigue. What is new is that people want an end to slavery. But man lives by the future, by faith in the Saviour-king. The peoples of Russia can't be satisfied with an abstract future. Their power of being is determined by the solution of ethical and social problems.
6
Bardapurkar, Abhijeet. "What is Good? A Study of Educational Insights in Nicomachean Ethics (Book I, II and III)." Journal of Human Values 28, no. 1 (January 2022): 11–19. http://dx.doi.org/10.1177/09716858211058778.
Повний текст джерелаАнотація:
This work is a study of Aristotle’s Nicomachean Ethics (Book I, II and III) to characterize the good: the good that features in education and good life. Nicomachean Ethics teaches us that human good is neither in thought/theory, nor in action/practice alone, it is neither an exclusively individual prerogative, nor an outright social preserve. And, human good is impossible without education. The practice of education can neither be isolated nor conceptualized apart from the demands of human life. If education is for human well-being—for human good—the good then is not in action alone, but action in accordance with the excellence (or virtue) 1 of the actor. What unifies reason and action, knowing and doing is learning to be an excellent (or virtuous) person—a person who is well-disposed in her affections and action, whose judgements are true, and decisions correct; and whose intellect and character are in harmony with the human nature.
7
Romanenko, M. I., B. V. Bratanich, and A. M. Romanenko. "Interdisciplinary understanding of the objectivity of social intelligence." Науково-теоретичний альманах "Грані" 22, no. 1 (March 22, 2019): 50–56. http://dx.doi.org/10.15421/17197.
Повний текст джерелаАнотація:
The basic directions of research of social intellect in the framework of the problems of its social determinacy, the emphasis on its individual measurement and the isolation of the communicative direction of research, which emphasizes the importance of social intelligence as a communicative resource, are established. The significance of social intelligence as the cognitive basis of communicative competence, which affects the ability of a person to understand and predict the behavior of people in different life situations, to understand and adequately assess oneself and their actions and actions with respect to others, is substantiated. The generalization of the understanding of social intelligence in the framework of different approaches is carried out as the ability to adequately understand and evaluate their behavior and behavior of other people, that is, as a behavioral and communicative phenomenon and an aspect of interpersonal social interaction and communication. A general conclusion is drawn regarding the nature of social intelligence as an integral personal ability that determines the success of a person as a subject of interpersonal relations and communication on the basis of influence on such processes as the understanding and prediction of their own behavior and behavior of other people in situations of interpersonal communication; socialization, inculcation, social adaptation, etc. The main discussion problems in the field of research of social intelligence, which include heterogeneity of methodological approaches to its analysis, uncertainty of social intelligence as a cognitive phenomenon; the availability of approaches to the identification of social intelligence and other forms of cognitive activity of man, are singled out. The priority of research of the problem of measurement of social intelligence and development of measuring methods and their use in educational activity is substantiated.
8
Mlačić, Boris, and Fritz Ostendorf. "Taxonomy and structure of Croatian personality‐descriptive adjectives." European Journal of Personality 19, no. 2 (March 2005): 117–52. http://dx.doi.org/10.1002/per.539.
Повний текст джерелаАнотація:
This paper describes the development of a comprehensive taxonomy of Croatian personality‐descriptive terms, organized in three studies. In the first study three judges searched through a standard dictionary of the Croatian language for person‐descriptive terms. In the second study, personality‐descriptive adjectives were classified by seven judges into 13 different categories of descriptors. In the third study, the 483 adjectives that the majority of judges in the second study classified as dispositions were rated for self‐descriptions by 515 University of Zagreb students and for peer‐descriptions by 513 students' best acquaintances. Self‐ and peer ratings were factor analysed separately and the Croatian emic lexical factors from both data sets were interpreted to be similar to the Big‐Five factors: Agreeableness, Extraversion, Conscientiousness, Intellect, and Emotional Stability. The inspection of factor content of the Croatian emic factors and their relation to imported Big‐Five measures revealed high correspondences for all five Croatian factors although the relation between the Croatian and the imported factors of Emotional Stability and Agreeableness was somewhat more complex. Copyright © 2004 John Wiley & Sons, Ltd.
9
Anikina, Alevtina P., and Maria S. Barabanova. "Development of emotional intelligence in older preschoolers." Science and School, no. 3, 2020 (2020): 197–204. http://dx.doi.org/10.31862/1819-463x-2020-3-197-204.
Повний текст джерелаАнотація:
The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.
10
Krokinskaya, O. K. "Education of the Post-Industrial Era: Setting on Person and Intelligence." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 7 (August 1, 2019): 29–42. http://dx.doi.org/10.31992/0869-3617-2019-28-7-29-42.
Повний текст джерелаАнотація:
The article discusses theoretical background and empirical premises for supplementing the goals of education with orientation to individual actor as the “assemblage point” of the educational result in a constantly changing reality. The article has an interdisciplinary modus, its theoretical basis is the D. Bell’s concepts of the post-industrial society, the “liquid modernity” of Z. Bauman and the idea of C.S. Dweck about the ability of personality’s sets “plants for growth” or “for granted” to influence intellect and achievement of goals. The work proceeds from the understanding of the fact that the “spreading” state of education is due to the specifics of the transition to some post-state of the society that is not yet clear. It is characterized by the fundamental ambiguity of circumstances and tendencies when centralized management of complex systems is difficult or erroneous, and this makes it necessary to reduce the level of decision making to self-organizing local social forms, giving them greater autonomy, in this case – to an individual and his autonomy. However, in our culture we have a lack of confidence to the individual and his ability to make wise choices, as well as, wittingly or unwittingly, reduce the setting for growth and primacy. But if students are offered well-organized research practices instead of imitations of scientific work, then they form the true key competencies necessary for modern society – a willingness to be in search, continuously learn and create new solutions for new tasks, contribute to the development of good conceptual language, cooperation in group work, courage in posing problems, readiness to work with complex problems. The article presents a kind of a case analysis of such work. The article also poses the problem of exploiting the cognitive status and well-being of teachers in super-formalized labor practices.
11
Shamilishvili, Guranda. "Psychological influence of modern mass media on formation of gender stereotypes." Economics ecology socium 3, no. 2 (June 21, 2019): 71–76. http://dx.doi.org/10.31520/2616-7107/2019.3.2-8.
Повний текст джерелаАнотація:
Introduction. Modern mass media plays essential part in universal process of socialization, when a person gains personal awareness of their culture and social order. The stated process of socialization develops perception, thinking and behavior of every person. Theory of modeling tells us how a person masters new models of behavior depicted by means of mass communication. Another prominent form of socialization is acquisition of the behavior which demands team communication principles from a person. The theory of social expectation proves a person observing social state, norms, roles and control through the social life and groups of people depicted by the media.
Aim and tasks. The main purpose of the article is to study the media in the formation of existing stereotypes in society.
Results. Mass media, mirror reflecting modernity, develop knowledge of gender equality and the system in masses. Gender stereotype can be defined as peculiar means of relation between journalistic creativity and reader (text creation and its reading), sign system that facilitates mutual understanding. Gender stereotypes can be reviewed as a means of cognition and relation between sexes, which are based on images and discourse. Formation of gender stereotypes is determined by social and demographic factors, among which age and marital peculiarities between sexes, as well as education, intellect, urbanization prevail. In media gender stereotypes are characterized by dynamic, as they represent product of correlation of creative act and perception. In addition, research conducted by us is very interesting, the aim of which was to list and distinguish certain tendencies in Georgian TV commercials. From 200 interviewed respondent, aged 20-30 years, majority reckon that in commercials dominated by female, the addressee’s appearance, her marital status are emphasized. In commercials intended for men, the main emphasis is drawn to power, strength and courage. Peculiarity of such type of exposure is the use of associative comparisons and psychological characterization connected with masculine stereotypes.
Conclusions. Therefore, gender stereotypes are often widespread and superstitious opinions on woman and man’s abilities, features, social behavior and social functions. Lack of information concerning gender issues partly determines existence of stereotypes. Potentially, the press can play an important part in establishing gender equality. The objective of modern journalism is to break existing stereotypes, develop modern techniques and forms of evaluation and apply them in journalistic activities. As the main function of journalism is to transfer important and progressive ideas to the society, considering the time and era, including modern notion of gender and gender relations.
12
Gabińska, Celina Grażyna. "Kształcenie na rzecz przedsiębiorczości na obszarach wiejskich." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 259–77. http://dx.doi.org/10.24917/20833296.8.19.
Повний текст джерелаАнотація:
Contemporary entrepreneurship can be described in terms of high competition, globalization and rapid pace of change. The ability to meet expectations followed by global changes depends on the level of society economic awareness and the enterprising skills. The basic feature of the rural entrepreneurship is the vast context of its circumstances, especially close relations with the locals. However, the most important element influencing entrepreneurial activities is a person. The person with his intellect and creativity allows new solutions to be created. Antherfactor, which also influences entrepreneurship, is the condition of the environment. For the region, where the entrepreneurship development should play an important role, the education should be a starting point. Regional promotion of the entrepreneurial spirit and competence in education process is the basis of the promotion of entrepreneurial attitude towards educating individuals, social structures and organizations. Entrepreneurship is becoming a stabilizing factor that improves material situation of farmers and villagers resulting from initiating new economic activities both agricultural and non-agricultural. There is a need to stimulate and support the companies in rural areas. The aim of this article is to present the conditions and directions of development as well as to determine the opportunities and threats of entrepreneurship development with reference to education in rural areas in Podlasie region.
13
Roivainen, Eka. "Generational Changes in Personality: The Evidence From Corpus Linguistics." Psychological Reports 123, no. 2 (November 16, 2018): 325–40. http://dx.doi.org/10.1177/0033294118805937.
Повний текст джерелаАнотація:
According to theory, social change is interconnected with changes in mental phenomena and language. In the present study, secular change in the usage frequencies of common English personality adjectives ( n = 336) qualifying the word person was analyzed over the period 1900 to 2002. It was hypothesized that words that represent those personality traits that are advantageous in occupations typical for modern societies have increased in frequency. The results show changes in the frequencies of individual words but stability across the five major categories of trait adjectives in the Google Books English fiction corpus. A modest increase for Extraversion-, Agreeableness-, and Stability-related adjectives was observed in the Google Books English 2012 corpus. Frequency of Intellect-related words increased up to 1960 and then declined. The results suggest that (a) human nature has changed little over the 20th century, (b) generational changes in personality are not strongly reflected in language, or (c) the corpus linguistic method used is not reliable for studying generational changes in personality.
14
Chuiko, Vadym. "SOCIAL EXISTENCE AS A CONDITION FOR THE CREATION AND REPRODUCTION OF A SUBJECT." Politology bulletin, no. 86 (2021): 12–23. http://dx.doi.org/10.17721/2415-881x.2021.86.12-23.
Повний текст джерелаАнотація:
When we state the existence of a reality that affects a person’s existence and demonstrates his inability to influence this reality in a positive way, we find a lack of subjectivity. In our instance, however, we are not discussing the concept of «death of the subject,» but rather the recognition of the loss of subjectivity and the search for means to reproduce it. Thus, by recalling the concept of «actor,» the concept of «man as Sovereign» is substantiated. In contrast to the juristic interpretation found in international law, I propose to enter a definition of sovereignty as an entity without which existence is impossible. In particular, the Indo-European essence of human existence represents the sovereignty of the individual, while others represent the family, group, tribe, ethnic group, state, supreme hierarch, and so on. Substantially, sovereignty implies knowledge of the properties of other (real knowledge of existence). This study allowed us to substantiate that the ability to form responsible agreements reveals a person who has the will and can be defined by the term «sovereign». In turn, agreements are mostly made with those who cannot be ignored. Therefore, a complementary connection with objective circumstances is realized, in which culture, knowledge, science and intellect are components of increasing sovereignty. Because sovereignty manifests itself in society in the form of will, it is a necessary component of the sovereign’s integrity, which manifests itself in an act of trust or distrust.
15
Gorban, Richard. "Freedom as a Structural Component of Personality in Philosophical and Religious Doctrine of Czeslaw Stanislaw Bartnik." Ukrainian Religious Studies, no. 83 (September 1, 2017): 35–44. http://dx.doi.org/10.32420/2017.83.767.
Повний текст джерелаАнотація:
In this article, the author represents the aspect of philosophical and religious doctrine of Czeslaw Stanislaw Bartnik, a Polish personalist, which deals with the way the philosopher understands freedom as a structural component of a personality that enables a man to realize his inner and outer potential in both individual and social planes, in all dimensions of human existence: soul, body, intellect, will, actions, perception and creation of existence. Interrelation and interdependence between freedom and responsibility of a personality, as well as between freedom and will of a person, are the issues of principle for a Catholic thinker. As interpreted by Bartnik, responsibility is a measure of freedom, because of direct relationship between them: the more freedom a person possesses, the greater responsibility it takes to implement and use it. The relationship between freedom and will explains the dialectic character of structure of a personality. Freedom of a man is manifested through auto- determination, which means the ability of will to make free choices, and ultimately the will determines itself, being evaluated by practical mind. Freedom in personal existence concerns personality as a whole, but not the will or actions taken separately. That is why, Bartnik believes, it is better to speak about personal freedom and free existence of a personality. Choice -making proves freedom of a man, but when choosing an option, a person chooses himself, thus creating his own spiritual image. Existence consists of possibilities to choose from and means the core and backbone structure of a personality in the dynamic process of self-realization.
16
Domoroslyi, Valentyn. "Little Rusian Identity and its Fatures in Social Life of Ukraine in the Beginning of the XX Century." Ethnic History of European Nations, no. 60 (2020): 64–71. http://dx.doi.org/10.17721/2518-1270.2020.60.07.
Повний текст джерелаАнотація:
The article describes current and long-lasting issue of little Russian identity in Ukrainian society. It is shown in demonstration of suffering, looking for people, who are responsible for their powerlessness. Nowadays it has all become a necessary factor. Little Russian identity is a disease which destroys intellect and national instinct. Little Russian identity is a special mental approach, which embodies deep inner dependence from an empire, and also subconscious fear of it. People who have such identity behave as the former empire is their eternal parent state, with which they constantly check their assessments, mood, perception. It remains an eternal reference point for them. That is why the bearer of little Russian identity is always a person who has inferiority complex. At the beginning of the twentieth century nationally conscious Ukrainians made a big blow to it, but it remained due to big impact it has on social conscience. Years has passed, political regimes changed, bu their essence remained the same – little Russian identity. Lots of representatives of the movement for Ukrainian national liberation grappled with it, but it demonstrates its survivability. The task of this article is to investigate the issue of little Russian identity at the beginning of the twentieth century, how exactly did it influence on the development of Ukrainian lands and what constituted an obstacle for Ukrainians to get rid of its influence.
17
Kliewer, Christopher, Douglas Biklen, and Amy Petersen. "At the End of Intellectual Disability." Harvard Educational Review 85, no. 1 (March 18, 2015): 1–28. http://dx.doi.org/10.17763/haer.85.1.j260u3gv2402v576.
Повний текст джерелаАнотація:
In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which intellectual competence is constructed through social action and interaction. The authors trace the isolating, brutalizing, and dehumanizing consequences of the presumed “nothingness” associated with those labeled as having an intellectual disability and, by way of contrast, integrate written and video data that offer counterpoints to the notion of intellect as immutable and individual. The authors discuss the development of supports in valued arenas where the right to belong and to participate is realized without question; the provision of resources and materials based on affirmation, actualization, and empowerment; and the fostering of surrounding communities comprised of committed individuals who have stepped apart from deficit ideology and who are open to self-critique, surprise, and learning. The authors propose that in these contexts is found the end of intellectual disability.
18
Ivanyuta, N. "Formation of motivation of students of higher educational institutions of a technical profile for professionally-applied physical training." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 64–67. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.12.
Повний текст джерелаАнотація:
The principle of organic connection of physical bringing up with a practice of labour activities as well as with physical improving a person is arisen the more complete and correctly at professional applied and physical preparing (PAPP). It is necessary to note that this principle widens on all social system of physical bringing up but at PAPP searches its specifical expression. As specifical variety of physical bringing up PAPP is pedagogical directed process of obtaining specialized physical preparing to chosen professional activities. That is this is (at its conceptual base) the process of learning which enriches individual reserve of professionally useful moving skills, an bringing up physical and other abilities (so – called moving intellect) from which at direct manner or vice versa professional activities of a person depends on.
Because of a transfer of Ukraine to European credit and modular system of education at technical higher educational establishments gradually but sometimes sharply an amount of learning hours is decreased for physical bringing up; time from time over half of these hours are self – educational lessons. Theoretical lessons should cover the following issues: a brief description of different types of work and a more detailed coverage of the psychophysiological features of the work of specialists trained in this faculty; dynamics of human performance in the process of work, with coverage of changes in the capacity of specialists of this profile This situation of reorganization of educational system as well as conditions of future practice activities points to the necessity and to pecular need at forming a motivation to physical self – improving technical students; supporting an organism at needed form and this promotes that students will fulfill their professional duties on higher level. Perspective tendencies of general social and scientific and technological progress do not release a person from the need to constantly improve their abilities for a particular type of activity, and their development, for natural reasons, is inseparable from the physical improvement of the individual.
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Suleman Nasir, Muhammad. "Principles of a Successful Social Life, In The Light of Islamic Teachings." American Journal of Economics and Business Management 3, no. 3 (July 30, 2020): 37–50. http://dx.doi.org/10.31150/ajebm.v3i3.173.
Повний текст джерелаАнотація:
Society means a group of people who are living together. People need society from birth to death. Without a collective life, man's deeds, intentions, and habits have no value. Islamic society is the name of a balanced and moderate life in which human intellect, customs, and social etiquette are determined in the light of divine revelation. This system is so comprehensive and all-encompassing that it covers all aspects and activities of life. Islam is a comprehensive, universal, complete code of conduct, and an ideal way of life It not only recognizes the collectiveness of human interaction. Rather, it helps in the development of the community and gives it natural principles that strengthen the community and provides good foundations for it and eliminates the factors that spoil it or make it limited and useless. The Principles of a successful social life in Islamic society seem to reflect the Islamic code of conduct and human nature. Islam is the only religion that advocates goodness and guarantees well-being. Islam gives us self-sacrifice, generosity, trust and honesty, service to the people, justice and fairness, forgiveness and kindness, good society and economy, good deeds, mutual unity, harmony, and brotherhood. Only by practicing the pure thoughts, beliefs, and unparalleled ideas of the religion of Islam, can a person live a prosperous life and he can feel real peace and lasting contentment in the moments of his life. A descriptive and analytical research methodology will be used in this study. It is concluded that for a prosperous social life it is necessary to abide by the injunction of Islamic principles, which provides a sound foundation for a successful social life here in the world and hereafter.
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Sadova, Myroslava. "Self-determination about the future profession of young children with different kinds of gifted gift." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 54–59. http://dx.doi.org/10.33310/2078-2128-2020-20-1-54-59.
Повний текст джерелаАнотація:
The article analyzes the problem of self-determination regarding the future profession of young children with different types of talents (academic, creative, intellectual). Self-determination regarding the future profession is the main prerogative of student development. If we consider the category of gifted students, their self-determination may not be easy, because teachers, psychologists, social workers will deal with "special" children who belong to the group "at risk". We call gifted children "special" because their psychological qualities can be extremely unstable to external stimuli. Such children have difficulty adapting, are often hated by others, do not understand peers because they are gifted. Theoretical and methodological analysis of self-determination regarding the future profession of young children with different types of talents (academic, intellectual, creative) allows to record several theories and approaches, namely: the concept of "productive" thinking M. Galchenko, typology of professional self-determination E. Klimov, the concept of psychology B. Tsukanov, the concept of professional development of future psychologists J. Verna, the theory of intelligence A. Binet, the concept of gifted famous dynasties F. Galton, the concept of self-realization A. Maslow, the theory of intelligence J. Guilford, the concept of emotional intelligence O. Chebykin, the concept of intelligence D Wexler, J. Holland's concept of professional self-determination and no. The definition of physical, social and emotional intelligence is given. Physical intelligence - innate, from the standpoint of inclinations is argued as generally introduced into science. Emotional intelligence, from our point of view, is a type of intellectual ability that allows a person to control their emotions, where to restrain them, to tolerate them in verbal color in order to interest the interlocutor. Social intelligence is due to the fact that a person in social contacts with people finds different ways out of difficult situations. Differential differences between the following concepts are given: abilities, inclinations, intellect, convergent and divergent thinking, giftedness, genius.
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Čyras, Petras, and Arūnas Jaras. "ŽMONIŲ SAUGA LIETUVOS STATYBOSE/OCCUPATIONAL SAFETY ON CONSTRUCTION SITES OF LITHUANIA." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 2, no. 8 (December 31, 1996): 110–16. http://dx.doi.org/10.3846/13921525.1996.10590179.
Повний текст джерелаАнотація:
Social instability, violation of human rights to work have made the conditions of safe and harmless work worse. 19 mortal, 42 serious and 796 slight accidents occurred on construction sites during 1995 in Lithuania. The main reasons of occupational accidents are violation of work discipline and lack of organization. 24 708 days are lost because of occupational injuries, or in other words 96 builders did not work for the whole year, and 528.9 thousand litas was paid out according to the lists of disablement. The bad state in occupational safety is unprofitable. Besides, old norms and regulations are still valid at the present time, and hundreds of them are approved as far back as 1980. The drawing up of new regulations is just taking place in Lithuania. The compensation system being in force for employees, who work under harmful and hazardous conditions and social security system for those, who had suffered injuries and occupational diseases, do not stimulate employers to create healthy and safe working conditions. The factor of rest can be observed on construction sites. The heads of construction sites entrust the workers themselves to organize the work without the projects of work execution. Instructions on occupational safety and fire protection are just formal. Many of employees work without the employment contracts. Employers start to understand already that it's better to have labour protection service instead of paying fines for violation of labour protection regulations. The intellect and exacting every-day control of labour protection service specialist brings much more benefit for the prevention of occupational accidents than seldom visits of State Labour Inspection inspector to the enterprise or construction sites. The state of occupational safety depends on psychological factors, too. These factors can be grouped into three groups: natural of the human—natural inborn dispositions (the nervous system, memory, attention, the speed of reaction, intellect); psychological peculiarities of personality (the features of human professional activities, leadership, erudition); professional knowledge formed during learning, studying and training. The human psychology determines how the person interprets and copes with the things going on around him and related to him. Two different persons will act differently in the same situation. When a person reacts sensitively to weak and insignificant signals, he will pay attention to preparative and preventive work, think about potential danger and will take care to avoid accident. And vice versa, people who are not sensitive for such signals takes too little care to insure against accidents. It is reasonable to test psychologically an employee before signing an employment contract with him under market circumstances. It will be one of the conditions fulfilled for professional selection, which will decrease expenses for further training and professional activity of an employee. Fatal and serious disasters on construction sites decreased twice in 1995 as compared to 1994. And the total number of accidents decreased by 12 cases only (Table 1). Dynamics of mortal, heavy and slight accidents in 1991–95 is depicted in Fig. 1. The usage of alcohol is closely related to psycho-emotional stress. It has an influence on the accidents, too. 8 employees were killed while being drunk in 1995. It is 42.11% of total number of killed employees. The most dangerous occupations on construction sites are those of auxiliary workers, bricklayers, carpenters, welders and concreters. Majority of accidents happen to the persons who work for less than one year (fatal accidents—8, heavy accidents—16, slight accidents—163, or 44.44%, 41.08%, 32.21%, respectively).
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Moskvina, A., and O. Voronina. "GLOBAL TRENDS OF INTELLECTUALIZATION OF THE ECONOMY IN THE SYSTEM OF ENSURING OF INCREASING INTERNATIONAL COMPETITIVENESS." Series: Economic science 5, no. 158 (September 25, 2020): 72–78. http://dx.doi.org/10.33042/2522-1809-2020-5-158-72-78.
Повний текст джерелаАнотація:
The article states that the modern period was marked by the dominance of the information society and the implementation of the concept of intellectual development. The most developed countries have proved that it is the intellectualization of society that ensures the progress of all sectors of the national economy and increases na-tional competitiveness. The economic essence of the categories "intellectual potential", "intellectual resources", "intellectual capital", as well as the concepts of "information economy", "innovation economy", "knowledge economy" and "intellectual economy" are revealed and their conceptual distinction is given. The polysingle meanings of intellectual capital as a determinant of national competitive advantages in the world economy is determined: as a direct product that is consumed in a ready-made non-materialized form; as a component of a technologically new product, as capital, an investment resource, and as a factor of production. It is shown that new trends in the economy associated with the process of intellectualization have led to the emer-gence of a new intellect-activity culture, which determines the level of intellectual communication, which contains new forms of professional and personal connections, and is associated with the social and intellectual abilities of a person, his technical skills and technical equipment of knowledge. The formation of intellectual resources is considered and their influence on the national socio-economic de-velopment is analyzed. The ways of solving the problems of formation of intellectual economy and creation of the mechanism of realization of intellectual possibilities of Ukraine for the purpose of increase of its competitiveness in the world market are offered. The fact is that Ukraine still retains a certain content of intellectual potential, which, thanks to the right in-vestment and innovation policies, can be transformed into the intellectual capital of the country to create new national competitive advantages, taking into account world requirements and national specifics of the state on the basis of the intellect-forming behavior model. Keywords: intellectual resources, intellectual potential, intellectual capital, intellectualization, intellectual development, information society, innovative economy, knowledge economy, intellectual economy, competitive-ness.
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Novak, Michael. "A Salute to Jacques Maritain." Journal of Interdisciplinary Studies 21, no. 1 (2009): 124–42. http://dx.doi.org/10.5840/jis2009211/27.
Повний текст джерелаАнотація:
As in the nineteenth century so in the twentieth, a number of laymen and women have appeared in the firmament of intellect and the arts to place the entire body of Christians in their debt. Of these, no one has been more influential in different spheres than Jacques Maritain. In political and social thought, no Christian has ever written a more profound defense of the democratic idea and its component parts, such as the dignity of the person; the sharp distinction between society and the state; the role of practical wisdom; the common good; the transcendent anchoring of human rights; transcendent judgment upon societies; and the interplay of goodness and evil in human individuals and institutions. To read him is to be forced to look, through such distinctions, from many angles of vision at once. And all for the sake of unity: To distinguish in order to unite," is a most suitable motto for his life's work. Maritain focused on the real content of democracy understood as all those common experiences, ways of looking at things, forms of consciousness, habits, and convictions that entire peoples acquire slowly, underlining the importance of Christian renewal for the transcendent grounding of human dignity and human rights as "the soul of democracy."
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Yastrebov, Oleg A. "Artificial Intelligence in the Legal Space." RUDN Journal of Law 22, no. 3 (December 15, 2018): 314–27. http://dx.doi.org/10.22363/2313-2337-2018-22-3-314-327.
Повний текст джерелаАнотація:
The active implementation of digital technologies into all spheres of public life, as well as the rapid development of artificial intelligence, is assuming a serious dimension, thus requiring a special attention of the legislator. The article examines the current state of the legal regulation of the artificial intelligence. The author considers the Strategy of the Information Society Development in the Russian Federation for 2017-2030, as well as provides some clear examples of active implementation of artificial intelligence into social reality. The author also provides the McKinsey consulting group's research findings which reflect the prospects for replacing human labor by robots. It is pointed out that the issue of total computerization and the corresponding displacement of a human from the sphere of intellectual activity is rather controversial. The article also discusses the main possible problems related to the artificial intelligence technologies: the problems of responsibility that may arise in the operation of industrial robots; the continuity of digital activity can affect the psychoemotional state. The issue of a possibility for creating robots with intelligence and endowed with personality is being considered from the Philosophy perspective. The conclusion is drawn that the theoretical study of the intellect and the "electronic person" is one of the possible redirections of the Russian law development in modern conditions.
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George, Neethu, Rock Britto Dharmaraj, Nawin Jai Vignesh, Gokulapriya Baskaran, Getha Marimuthu, and Gokulan Kuppuswamy. "The Concept of Emotional Intelligence - A Neglected Grey Area in Medical Curriculum." Journal of Evolution of Medical and Dental Sciences 10, no. 38 (September 20, 2021): 3457–61. http://dx.doi.org/10.14260/jemds/2021/700.
Повний текст джерелаАнотація:
motional intelligence (EI) is the mixture of intellect and emotions. A highly emotional intelligent person showcases the ability to control, understand and being in other’s shoes during the time of difficulties. The EI concept is extremely relevant in health care settings. The concept takes in the art of self-awareness, self-regulation, motivation, empathy, and social skills. These concepts in one way or the other help in rearing, mentoring, and reaching the heights of professionalism among medical students. The health care workers particularly doctors needed to be emotionally intelligent and should have maximum of it for effective outcomes and patient satisfaction. The current situation mandates the medical curriculum to have more of emotionally intelligent medical professionals than those with high intelligence quotient. The recent rise of dispute in health care field may be due to the reduction in emotional intelligence which triggers unhealthy recognition of emotions towards patients and bystanders. The need for the current digital and restricted mindset generation is to impart more of values and thus control and regulate one’s own emotions. The study showcases various components, effects, and importance of emotional intelligence and also reviews few studies done on the topic with a special note on its importance in the current situation of Covid pandemic.
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Degenova, Mary Kay. "If You Had Your Life to Live over Again: What Would You Do Differently?" International Journal of Aging and Human Development 34, no. 2 (March 1992): 135–43. http://dx.doi.org/10.2190/ktft-59pa-c5k1-wtlj.
Повний текст джерелаАнотація:
The goal of this study was to identify what elderly people would do differently if they had their lives to live over again. A random sample of 122 retired persons completed a questionnaire assessing life revision in the areas of friends, family, work, education, religion, leisure, and health. The results of this study indicate that education is the area with the greatest amount of desired change. Over any other area in life, men would spend more time pursuing their education, and women would spend more time developing their mind or intellect. While controlling for health, social activity, and income, educational level was found to be the most significant predictor of life revision. This suggests that education is highly valued when looking back on life.
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Savenkov, Aleksander I. "Cognitive and non-cognitive determinants of academic and life success." SHS Web of Conferences 117 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202111701001.
Повний текст джерелаАнотація:
The article is devoted to the problems of association between academic and life success of a person with the levels of their cognitive development and several non-cognitive factors. Not only at the level of implicit theories that typically serve as a basis for educational practice but also in specialized psychological works, giftedness is often defined through success, although it is impossible not to recognize these phenomena as fundamentally different. In this regard, providing a distinction between the concepts of “giftedness” and “success” (both academic and life success) appears to be a relevant objective. The main proposition in the present article is that most specialists studying giftedness as personality potential view cognitive factors, primarily intellect and creativity (less often other cognitive functions), as its core and at the rare instances that the non-cognitive factors are considered, they are examined not in association with the structure of giftedness but merely as predictors of success. Therefore, the objective of examining and classifying the cognitive and non-cognitive factors of giftedness development, as well as autonomously analyzing the effective determinants of academic and life success of a person appears to be important and significantly novel. The present article has the nature of a theoretical review, therefore, the research method deployed in it is the analysis of theoretical sources across the broadest possible time frame. Consideration of the evolution of ideas of researchers from different countries and eras and the projection of their judgments, conclusions, and recommendations onto educational and social practice can shed light on the modern understanding of these processes both in scientific and everyday psychology.
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Kazhuro, N. Ya. "ECONOMIC GROWTH BASED ON INNOVATIVE DEVELOPMENT IS THE BASIS OF MACROECONOMIC STABILIZATION AND SUSTAINABILITY OF THE NATIONAL ECONOMY." Science & Technique 16, no. 6 (November 29, 2017): 515–25. http://dx.doi.org/10.21122/2227-1031-2017-16-6-515-525.
Повний текст джерелаАнотація:
When the global community entered in the XXI century world emerging economy is more clearly considered as post-industrial, where a leading sector of the economy in the GDP production is not agriculture and not even industry but services. The main productive resource in such circumstances is not natural and productive capital but human capital, which is represented by storage of knowledge and skills accumulated by a person in the process of training and previous employment. Value of this capital is directly dependent on the level of education both general and professional. Human intellect becomes a main factor of production and professional. If the level is higher it means that such person can perform more valuable types of work for expand wealth of the country and it is transformed into intellectual capital. Consequently, a special market is formed that is a market of intellectual capital. An offer in this market is represented by labor with a high level of intellectuality and innovativeness and it has, in its turn, high market value. Well-handled components of human capital contribute to scientific-technical and social progress of the society, its sustainable economic development as the main types of final products unlike with previous stages of development are information and knowledge and the main factor of economic growth is productivity of mental labor workers. It is human capital that is one of the main factors ensuring transition to V and VI technological paradigms under current conditions. These paradigms are underlying a solid foundation for formation of new intellectual and information society. New knowledge and information technologies are making a breakthrough not only in the direct production of commodities but in the non-manufacturing sector as well (education, health, trade, finance etc.).
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Lamanauskas, Vincentas. "DEFINITION OF THE MOST IMPORTANT EDUCATION SCIENCE TERMS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 2 (September 10, 2010): 4–7. http://dx.doi.org/10.48127/spvk-epmq/10.2.04a.
Повний текст джерелаАнотація:
In the latter years the main education terms became the point of rather active discussion. And it is natural, because over the last two decades education terminology expanded, a lot of new terms joined education sciences. On the one hand, such changes were caused by rapid education science development, abundant theoretical and empiric researches, on the other hand, after reestablishment of Lithuanian Independence, new possibilities opened to get acquainted with international practice, to adopt it to Lithuanian educational practice. In 2010, in Lithuania various discussions on educology terminology questions were initiated. This year, on February 11, Lithuanian Republic Education board and Vilnius Pedagogical University initiated the meeting of educology scientists on usage of educology terms in educology scientific publications, in pedagogic activity and educational documents. As practice showed, it is very difficult to find common decisions. Ambiguity, abundance of various synonymic terms became prominent in educology; the process of emergence of new terms is practically out of control, chaotic. Quite a big part of new terms are contradictory (e.g, development education, global and/or international education). It becomes unclear, what is the place of the main (axial) terms in the whole education terminology system, how the hierarchy of the whole term system is kept (or is it kept). Without attempting to go into exhaustive educology term analysis, we can give definitions of the main educology terms referring to systemic approach principle (Lamanauskas, 2004). Education – organized, expedient and purposeful life experience (knowledge, abilities and values) acquisition for life (cognition, consideration, acting) Education (enlightenment) - situational person (personality) and society’s orientation in current situation expansion in various aspects. Upbringing – education process when person’s moral is formed through interaction of values and abilities. Training – personality maturity guaranteeing parameters’ comprehensive, constant and systemic expansion and development. Teaching – education process when person’s intellect is formed through the interaction of knowledge and person’s abilities. In fact, there is no absolute agreement among educology specialists regarding the usage of terms. Such an agreement can hardly be reached, because the same terms in different contexts acquire different meanings and can be differently interpreted. Education, first of all, is a complex, diverse phenomenon. On the one hand, by education we seek that a person would acquire knowledge and abilities (intellect formation), on the other hand – could perceive the world of values (moral formation). Education, as a very complex system, features hierarchic structure and functional organisation. Changing easily any term or implementing a new one, we are trying, in fact, to change the system, very often not thinking about consequences. New terms matter cannot be end in itself. Education (enlightenment), obviously is multilevel, hierarchic, complex and developing social system requiring systemic attitude, systemic analysis, systemic research in general – in this case, on the education science terminology aspect. Key words: education terms, usage of terms, education science, definition.
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S.E, Okosun,, Omokhafe , C, Dairo, O.E, and Olowookere, C.A. "Assessment of Educational Facilities in Nigeria-The Ekiti-South West Example." American International Journal of Humanities, Arts and Social Sciences 2, no. 1 (March 20, 2020): 29–37. http://dx.doi.org/10.46545/aijhass.v2i1.149.
Повний текст джерелаАнотація:
The aim of Education for the 21st Century is to enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her attributes so as to contribute to the future well-being of the nation and the world as a whole. The aim of the study was to assess the provision and maintenance of educational facilities in Ekiti State, Nigeria with a focus on the Ekiti-South West LGA and Community-Based Development Associations in the study area. This study adopted the survey research method and used three different sets of a questionnaire to collect research data from the authority of the Ekiti South-West LG Council officials, Community Development Unit of the LG Council and the 61 (CBDAs) officials were available in the study area. The findings among others revealed that majority of the secondary schools were privately-owned, while the primary and nursery/primary schools were Community-owned. However, the present monthly allocation from Federal Government to LGCs is grossly inadequate, and it is not enough to embark on provision and maintenance of educational facilities. Given the findings, there were need to improve the schools through additional appropriation and maintenance of the existing schools; finally, the governments and other stakeholders should inculcate good maintenance culture on our educational facilities for effective management with the intention of promoting high-quality education for the well-being of the nation.
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Leder, Drew. "Coping with chronic pain, illness and incarceration: what patients and prisoners have to teach each other (and all of us)." Medical Humanities 44, no. 2 (June 2018): 113–19. http://dx.doi.org/10.1136/medhum-2017-011426.
Повний текст джерелаАнотація:
This article proposes the benefits to be had from an unusual conversation: that between those suffering from chronic pain/illness and from long-term incarceration. Taking a phenomenological approach, a series of experiential commonalities are outlined: pain and illness, like incarceration, can cause (1) a constriction of lived space and the range of possible action; (2) a disruption of lived time, such that one is trapped in an aversive ‘now’, or ever trying to escape it; (3) isolation, as meaningful social contacts diminish or are ripped away; and (4) disempowerment and depersonalisation, especially when the ill person feels caught within a medical system that can be dehumanising in ways that echo prison life. Drawing on pathographies, and my published conversations from teaching philosophy classes in prison, I outline some of the strategies whereby creative individuals help relieve these modes of disruption. These include (1) adaptability, as individuals learn to live differently, but well, within the limits imposed by pain/illness or incarceration; (2) appreciative presence, the ability to find joy in, and richly utilise, the ‘now’; (3) mental freedom, which includes the capacity to choose emotional responses, and to expand the intellect and spirit even when the body is confined; and (4) community, surmounting isolation through empathic relation with others. I suggest a conversation between these groups can bring mutual benefit, and teach us all how to live well in extreme circumstances, which we may encounter some time in our life.
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Kalko, V. V., M. I. Kalko, and O. O. Selivanova. "Stereotyped Zoonyms in Rusin Phraseology." Rusin, no. 65 (2021): 250–76. http://dx.doi.org/10.17223/18572685/65/14.
Повний текст джерелаАнотація:
The article regards stereotypes for presenting zoonyms in Rusin phraseology in the psycho-cognitive aspect of ethnic mentality. The zoonymic metaphors are considered to be double-natured: originally, the animal character epitomizes human features, and then, the human is seen through animalist characteristics. The ability to metaphorically nominate a human in the phraseological world concept is mostly revealed in the names of domestic animals. Stereotyped zoonyms in Rusin phraseology are based on the anthropomorphic analogy: zoonyms are used to analyze a person’s psycho-emotional and physiological states and characteristics. Zoonyms are quite frequent in paradoxes in which folk humor can be easily traced: there they creatively trigger the instances of irony as a basis for generating some witticisms. Zoomorphic metaphors are semantically dominated by lowered emotive estimating features being the most powerful expressive means to lower the addressee’s status. Negatively charged zoomorphic nomination is mainly connected with features of character, behavior, intellect, physique, social status, and psychology, which compare a person with a beast. Zoonyms are used to denote the relations of space, time, measure, and quantity. Stereotypically related phraseology units with zoonym components had been shaped in the Rusin culture through naïve beliefs, traditions and myths. As evaluating stereotypes, zoonyms are found in curses or biddings of grief, jokingly uttered. Presented in linguistically arranged texts, zoonymic stereotypes appear to reveal strong connections between language, culture and ethnic entity, as well as main features of Rusin mentality.
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L.M., Dauksha. "SOCIAL INTELLIGENCE AND THE MORAL SELF-DETERMINATION OF STUDENTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (November 4, 2020): 86–93. http://dx.doi.org/10.32999/ksu2312-3206/2020-4-12.
Повний текст джерелаАнотація:
Под нравственным самоопределением понимается процесс ориентации личности в системе нрав-ственных ценностей, а также как осознанный процесс поиска, выбора и создания собственных нрав-ственных эталонов и идеалов, а затем на их основе – принципов, ценностей, норм и правил. Целью исследования является изучение связи социального интеллекта и нравственного самоопределения студентов. Методы. Использовался тест на определение уровней социального интеллекта (Дж. Гилфорд, М. Салливен) в адаптации Е.С. Михайловой, который позволяет изучить познание студентами результатов поведения; познание классов поведения; познание преобразования поведения; познание систем поведения. При помощи методики А.Е. Воробьевой и А.Б. Купрейченко «Нравственное самоопределение личности» измерялись следующие параметры: представления о нравственности, морали; нравственные стратегии; нравственные ориентации личности. Результаты. Выявлено, что познание результатов поведения, классов поведения, познание систем поведения положительно связаны с представлениями исследуемых студентов о высокой значимости нравственности и морали для общества. Чем в большей степени для студентов свойственно познание результатов поведения человека, тем в большей степени они характеризуются представлениями об абсолютности нравственности. Исследуемые респонденты с высоким уровнем познания систем пове-дения человека в большей степени характеризуются представлениями об относительности нравствен-ности. Выявлены положительные корреляции субтеста «познание классов поведения» и показателей по шкале «воздаяние за добро и зло». Наибольшее количество положительных связей нами выявлено между представлениями о нравственности как о силе личности и познанием результатов поведения, познанием классов поведения, познанием преобразования поведения и познанием систем поведения. Выводы. В эмпирическом исследовании установлено, что выраженность социального интеллекта не имеет однозначной связи с нравственным самоопределением студентов. В целом позитивность нравственного самоопределения личности в большей степени является присущей студентам с высоким уровнем социального интеллекта.Ключевые слова: познание результатов поведения, познание классов поведения, познание преобразования поведения, познание систем поведения, представления о нравственности, нравственные стратегии, нравственные ориентации личности. Moral self-determination is understood to be the process of orientation of a personality in the system of moral values, as well as a conscious process of searching, choosing and creating one’s own moral standards and ideals, and then on their basis – principles, values, norms and rules.Purpose. The purpose of the research is to study the interrelation between social intelligence and students’ moral self-determination.Methods. A test was used to determine the levels of social intelligence (J. Guildford, M. Sullivan) in the adaptation of E.S. Mihailova, which allows to study students’ cognition of behavior results; Cognition of behavior classes; Cognition of behavior transformation; cognition of behavioral systems. Using the method of A.E. Vorobyeva and A.B. Kupreychenko “Moral Self-Determination of the Person” the following parameters were measured: ideas about morality, morality; moral strategies moral orientation of the individual.Results. It was found that cognition of the results of behavior, classes of behavior, cognition of the systems of behavior is positively connected with the ideas of the students studied about the high importance of morality and morality for society. The more students are ingested by learning the results of human behavior, the more they are characterized by notions of the absoluteness of morality. Respondents studied with a high level of knowledge of human behavior systems are more likely to have ideas about the relativity of morality. Positive correlations of subtest “cognition of classes of behaviour” and indicators on the scale of “retribution for good and evil” have been revealed. The greatest number of positive relationships we have identified between the ideas of morality as the power of the individual and the cognition of the results of behavior, cognition of classes of behavior, cognition of the transformation of behavior and cognition of behavior systems.Conclusions. In the empirical research it is established that the expression of social intellect has no unambiguous connection with moral self-determination of students. In general, the positivity of moral self-determination of a person is more inherent in students with a high level of social intellect.Key words: сognition of the results of behaviour, сognition of behavior classes, сognition of behavior transformation, сognition of behavioral systems, ideas about morality, moral strategies moral orientation of the individual.
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Russell, Laura. "Viewing Constructions of Insanity and Mental Health through a Critical Lens." Romanian Journal of Communication and Public Relations 23, no. 1 (April 1, 2021): 59. http://dx.doi.org/10.21018/rjcpr.2021.1.316.
Повний текст джерелаАнотація:
For as long as the human intellect has been documented, individuals have maintained curiosity towards the emotional, behavioral, and social dimensions of being. It comes as no surprise that our current world continues inquiring about the realm of “mental health”, questioning how it manifests physiologically and gets expressed outwardly. Far from being an objective practice, observing, interpreting, and acting on meanings constructed of mental health remains an intersubjective process involving multiple stakeholders. And, indeed, the stakes are high. Pronouncements of individuals’ mental health, particularly regarding diagnoses, play a significant role in shaping the trajectory of persons’ lives indefinitely. Given the myriad of consequences tied to diagnostic practices, Cristina Hanganu-Bresch and Carol Berkenkotter’s 2019 book, Diagnosing Madness: The Discursive Construction of the Psychiatric Patient, 1850-1920, examines the historical underpinnings of insanity in the making. By viewing insanity through a rhetorical lens, the authors illustrate how patients, doctors, families, legal professionals, and the general public negotiate meanings for and corrective actions towards this construct.
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Uçar, Ahmet, and Mesut Türkoğlu. "Kaliteli ve Dengeli Beslenme Açısından Kanatlı Üretiminin Etkinliği." Turkish Journal of Agriculture - Food Science and Technology 6, no. 1 (February 3, 2018): 69. http://dx.doi.org/10.24925/turjaf.v6i1.69-72.1739.
Повний текст джерелаАнотація:
In the World, food isn’t equally distributed. While the health problems of developed countries are obesity, other counties are facing hunger and related diseases. The expectation that the wold population will increase by 1/3 until 2050 will make it necessary to increase animal protein production. It was noted that, in Turkey, per person, red meat consumption is 35 kg, poultry meat is more than 22 kg, while egg consumption number is 200, milk is 230 litres. Our daily protein expenditure is about 35 kg and it is recommended that it should be between 45-50 kgs to suit up the communication age. The highest development rate belongs to white meat industry and breeding chicken industry follows. While this development rate is over the World average in our country, the rate of red meat is lower than the World average. The Information pollution, which is produced by social media and media, is causing consumers to be affected negatively. All population especially the young population should consumption egg, milk, meat and their productions which are very rich for their biological values as their natural need levels. Consumers demanding products obtained from organic and free-range systems should be able to Access easily. However, whichever system is produced, it must be ensured that the products is obtained from a healthy environment, trustable and the products must have date of expiry on their packings. In this review, efficiency of chicken breeding is told to feed the raising population by the animal protein sources sufficiently which is really important for growing intellect and powerful generations.
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Mohd Pisol, Mohd Izzuddin, Hazlin Falina Rosli, Zetty Nurzuliana Rashed, Zur'ain Harun Azmi, Azwan Mohammad Azmi, and Norhisham Muhammad. "THE ROLE OF COMMUNITY, EDUCATION AND INDUSTRY SUPPORT TOWARDS THE VISUALLY-IMPAIRED IN MALAYSIA." International Journal of Education, Psychology and Counseling 7, no. 45 (March 15, 2022): 320–27. http://dx.doi.org/10.35631/ijepc.745025.
Повний текст джерелаАнотація:
Islam honorable mankind regardless of physical attribute, class, position, wealth, and descendant. This research recognized the ‘Person with Disabilities’ (OKU) denoted to the people with physical impairment. Though, they are part of the community that contends feelings, abilities, skills, talents, and intellects as a regular human. Hence, this paper raised concern on the role of the social community to facilitate OKU in multifarious aspects specifically in education. Apart from that, this concept paper also focuses on the roles of the community, education institution and the industry in giving support to the visually-impaired as well as understanding their needs. Hence, this paper has certainly been valued in providing comprehensive information in helping the continuity of education among OKU.
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Kalinina, D. A. "Requirements for an Arbitrator: A Comparative Historical Approach." Lex Russica, no. 4 (April 24, 2021): 101–11. http://dx.doi.org/10.17803/1729-5920.2021.173.4.101-111.
Повний текст джерелаАнотація:
The paper presents a comparative legal and comparative historical analysis of one of the aspects of the institution of the arbitration, namely, the election of an arbitrator. The contractual, non-state nature of arbitration leaves the disputing parties with a wide freedom of expression, including in determining the personality of a mediator or intermediaries in resolving a dispute. The paper focuses on identifying the key features that the disputing parties should pay attention to when choosing an arbitrator (judges). The Roman jurists established comprehensive and justified set of personality traits that an arbitrator should possess in order to maintain the general idea of the conclusiveness of judicial decisions. According to the norms of Roman law, an arbitrator must be a free person, physically healthy, with a developed intellect, with life experience, not tainted by immoral acts, not involved in illegal activities, not interested in a certain outcome of the case. In the Middle Ages, the system of mandatory requirements for a mediator in a dispute was reduced due to the simplification of public relations regulated by customary law, which was reflected in legislative documents. Priority was given to the high social stratum, ethnic and religious conformity of the judge to the disputing persons. In modern times, the freedom of litigants to choose arbitrators is almost absolute, taking into account the tendency to individualize the interests of the parties to the conflict and the inability to take into account all the particular circumstances of various disputes that could affect the choice of an arbitrator. Only when resolving economic disputes, the parties were guided by the judge’s special knowledge, which makes it possible to understand the essence of the property dispute and make a fair decision. The analysis made it possible to identify the continuity of the provisions of Roman law and the requirements imposed on the arbitration intermediary in the Middle Ages and Modern times. Historical comparison revealed a tendency to reduce the number of mandatory features of the candidate for arbitration, which determined the growing importance of the freedom of the disputing parties as the most significant feature of the arbitration court.
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AbuSulayman, AbdulHamid A. "Editorial." American Journal of Islam and Society 14, no. 2 (July 1, 1997): v—vii. http://dx.doi.org/10.35632/ajis.v14i2.2238.
Повний текст джерелаАнотація:
This issue of the American Journal of Islamic Social Sciences is thesecond in a series dedicated to a single theme. Presently our topic focuseson Islamic economics. The reader will find that the five featm articlescover a broad range of economic topics ranging from the role ofgovernment to the spiritual significance of jihad. We find that Islamcompells society to integrate ethics and economics. Indeed, the Muslimfinds that every aspect of life is sacred and that nothing is outside therealm of the Absolute; no aspect of life is profane because everything isattached to God. Consequently, trade-offs between the spiritual and thenonspiritual are out of the question and, therefore, there can be no theoryof choice without the introduction of ethics. The science of neoclassicaleconomics, on the other hand, takes its elements and observations outof their a priori Divine context and reduces the process of choice to aquantitative cornprison of utility, thereby denying the existence of qualitativedifferences requiring ethical choice. We have selected the title“Economics as Applied Ethics” because of the the underlying theme thatargues against this secular reduction of quality to quantity.The first article, “The Role of the Government in the IslamicEconomy” by Muhammad Akram Khan discusses the need for theIslamic government to secure social welfare. Detailing the areas in whichthe government has a duty to act, it goes on to discuss the Islamic justificationof its role in each area. According to Khan the fundamentalShari’ah requirement for government action is maslahah (lit. “benefit” or“interest”). Al-Ghazzali applies this as a legal indicator for securing benefitsor preventing harms that conform to the objective of the Shari’ah,namely, the protection of the five “essential values”-religion, life, intellect,lineage, and property. This Islamic definition of welfare is objectiveand opposes the modem, subjective concept of welfare defined in termsof “utility,” meaning, fulfilling people’s desires. According to this secularexplanation of welfare, something is good because it is desirablerather than being desirable because it is good- the latter constituting theIslamic concept of maslahah. Therefore, the modem conception of utilitycould be defined in terms of a utilitarianism for the nafs al-‘ammarah,not for the well-being of the entire person. Khan argues that it is ...
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Aksonova, V. I. "Culture of tolerance: the origins of metaphysical meanings." Науково-теоретичний альманах "Грані" 21, no. 9 (October 16, 2018): 118–23. http://dx.doi.org/10.15421/1718123.
Повний текст джерелаАнотація:
The culture of tolerance is the subject of post-classical knowledge of conscious phenomena that influence the processes being a person and its ethno-national identity. There is a formation of a political nation that meets the requirements of European society and the spirit of ethno-social shifts, resulting in the formation of the corresponding meanings of network culture and global identity. The civilized spirit of freedom is the property of the content of the history philosophers and the realities of socio-cultural changes of being. The formation of a discursive space of tolerance establishes the contemporary meaning and meaning of a particular socio-cultural life, when the culture of tolerance was shaped by Europe at an early age of its civilization, and, through this, a combination of external structures with its internal world is achieved. Without the «philosophy of hope» there is no optimization of the reliability of the specialists training. In this context, the priority of the humanitarian aspect of the educational space is overcoming - and fragmentation of the reform process, also as the education and upbringing that embraced the makers of the product intelligence. Understand that all the priorities of educational reform have not only authoritative policies, but a positive meaning emerges only when the regions is headed by authoritative bearers of the patriotic-professional direction. And they find common actions with the Ministry of Education and Science, the intellect-environment, students, etc. Only through the achievement of a European level of academic freedoms, one can touch on the «pragmatics of the educational noosphere» the community will help the formation of reformers-officials to conduct dialogue in the sense of what this word has as a «difficult transitional state», after which there appears «civil enlightenment», the ability to find an understanding with society, in spite of the violent ignorance of radicals from the East or the West.The feeling of future specialists before the exit of the «crisis society» from the state of «permanent rebellion» is born despite the «hybridization of humanitarian situation».
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Nikiforova, Viktoriia. "Conception of freedom in ancient world." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 23 (2020): 77–83. http://dx.doi.org/10.34079/2226-3055-2020-13-23-77-83.
Повний текст джерелаАнотація:
The aim of the study is to research the correspondence and difference of ancient Greek authors FREEDOM conception. The subject of the article is the investigation of freedom category interpretation by ancient Greek writers. The object of the study is the works of ancient Greek writers, poets, philosophers, concerned with major issues of freedom conception. The academic novelty of the investigation is as follows: the most significant definitions of FREEDOM by ancient Greek authors were researched and recapped. It was examined that humans’ freedom and their cognitive activity are the significant issues of the conception determination of freedom. The term FREEDOM is different for every person that is why we cannot insist categorically that one idea is right and the other is wrong. In this case the idea of freedom disappears. Some philosophers consider that initially no Greek word ΕΛΕΥΘΕΡΙΑ, no Latin LIBERTAS didn’t have philosophical meanings. Ancient Greeks believed that destiny, fate, necessity run humans. The idea of Freedom emerged in Ancient Greece. The ancient Greeks were first, who began to consider the issue of freedom both in the political and philosophic senses of the word. They tried to create the first state institutions defended human freedom. This concept had a lot of meanings in ancient times: the domination of intellect over emotions, conscience control, responsibility for actions, independency, and privilege for life, right to manipulate slaves. The idea of “being free” appeared much earlier than the conception of “freedom”. According to Homer to be free for person means to have an opportunity to live on your dear land. Particularly in Homer’s poems we are able to find the generation of the human right choice idea. Herodotus was the first scientist who formed the social meaning of the word FREEDOM. The definition of FREEDOM as philosophical term was used by sophists for the first time ever. According to Socrates FREEDOM is a self-control, physical instincts control. Plato in his turn considers that humans have a right of choice, but their freedom is not absolute. The analysis of the philosophical views and approaches concerning freedom conception in antiquity is conducted to prove that that freedom was the most significant value of ancient world. Ancient philosophers emphasized the polis freedom, internal and external freedom (stoics), freedom as self-control (Socrates), freedom as material independency (Plato), freedom as permissiveness (cynics), freedom as capacity for good. Ancient Greek and Modern Greek lexicographical sources show both analogies and differences of language objectification of FREEDOM conception. We consider appropriate to analyze these analogies and differences of various discourse’s types as the further prospective of this theme investigation.
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T.I., Maistrika. "IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES." “Educational bulletin “Consciousness” 23, no. 3 (March 30, 2021): 18–23. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-3-18-23.
Повний текст джерелаАнотація:
Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.
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Savenkov, A. I. "Structure of social intellect." Современная зарубежная психология 7, no. 2 (2018): 7–15. http://dx.doi.org/10.17759/jmfp.2018070201.
Повний текст джерелаАнотація:
The article described ways to construct the content of the processes of diagnosis and development of social intelligence with the help of a graphical metaphor. The intersection of lines on three sides of the cube allows developing a large number of methodological tools to diagnose and develop basic constituents of social intelligence
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Novakovskaia, Iuliia Vadimovna. "Intellect or Money." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 3–14. http://dx.doi.org/10.51314/2073-2635-2016-3-3-14.
Повний текст джерелаАнотація:
Possessing intellect and, hence, the capability of critically analyzing information, each person alone durante vita and the whole humankind throughout its existence extend and improve the knowledge system. Any individual should not be a small empty-headed screw in the global financial system. An individual should be well-rounded, which is impossible in the absence of good education combined with the historical memory and cultural heritage of the nation. Destroying the educational system means destroying the state and finally completely demolishing the civilization.
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Latysheva, Daria. "THE INFLUENCE OF STUDEN FAMILY MARRIAGE RELATIONS ON INTELLECTUAL AND PHYSICAL DEVELOPMENT OF CHILDREN IN XXI CENTURY (ON THE MATERIALS OF THE CITY OF KYIV)." Journal of Ukrainian History, no. 40 (2019): 83–91. http://dx.doi.org/10.17721/2522-4611.2019.40.11.
Повний текст джерелаАнотація:
This article deals with the problem of children education and upbringing by young student families in Kyiv city and those parents’ influence on the child’s intellectual and physical development. The students’ family life undergoes dramatical changes when a child is born. Just from this moment the students begin to consider themselves as a full-fledged family, and their relationship reach a new level. In turn, the child needs for a proper comprehensive education, so young parents shall quickly adapt to their new role. After the spouses’ baby birth, the focus embracing education object already switches from them as persons onto their first-born child. As a rule, even before their baby birth, the expectant mother and father begin to prepare themselves to that newcomer in the family: they ask for advice from relatives and friends, get consultations with specialists, read the special sources on child care and upbringing. However, the child’s birth especially when it comes to a young students’ family, often entails numerous problems and becomes a strong stress factor for parents. However, this stress factor is completely offset by such positive moments as the parents’ health improvement during their child upbringing. Another positive factor refers to not very significant difference in age between parents and their children, that in turn allows render much easier their communication and mutual understanding. As everyone knows, from the earliest times, every nation appreciated as true value the human’s intellect, intelligence and education. Just due to intellectual and physical abilities progress our ancestors became able to create our history and the world today we do live in. Each mankind history époque valued various knowledge, skills and abilities of a person. However, with new challenges constantly dependent on changes in society and social development, the humanit gained ever new knowledge, gradually pushing out the obsolete ones. And concurrently the principles of raising children also changed. The basic directions of forming the child’s future personality are mental development, physical and religious education. These three upbringing factors quality imply what kind of person the child will be in the future. Namely the individual’s cognitive activity, education in various science fields, physical strength and power are forms today a conscious citizen who will develop the country in the future. A more complete world perception as formed in the person also is influenced by the spiritual life aspect. Accordingly, that aspect of education also plays an integral role in the life of both individual national and the state as a whole, since moral principles and ethical norms form the human mental activity which in turn influences the person’s environment. Consequently, along many centuries, education was a major aspect in human personality forming still constant changes in society and social development generated a new need, this one for civic consciousness formation. The parents play the main role in all educational process types. Therefore, now, as the new personality main creators, they must not only remain educators of a high moral creative individual, but also form a conscious national of his motherland. Despite the lack of prior paternity experience, young student parents should make every possible effort to educate the child in the context of creating a strong personality, which will be a moral example in the society. On the other hand, the topic of children education at young student families within the Kyiv city boundaries is not covered by the humanities sciences. Therefore, to get this problem’s more detailed study we turned to the use of ethnological research practical methods: sample survey, included observation, questionnaires and respondents interviewing. However, switching to more specific figures and data, the vast majority of student couples (90,7%) tend to that both the father and mother should pay equal attention to their child upbringing. Similarly, young student families achieve unanimity on specific issues considering the child intellectual and physical development. Thus, 78,7% respondents believe that the child intellectual development should be both father’s and mother’s responsibility, and 58,7% believe that both spouses should also be responsible for the child’s physical development. Student families also agreed that the atmosphere in the family also produces a direct impact on the child development. This opinion was supported by 97,3% of respondents. Although the respondents could not agree on which cultural level of parents shall be convenient and satisfying for the child’s proper mental progress. Thus, 40% believe that enough shall be to visit cultural centers, 29,3% think that desirable will be to have a home library, and 21,7% consider necessary reading the special pedagogical literature. According to this survey results, we see that in children education, modern student families are, for the most part, adherent to those traditional norms, that formed on centuries-old representations of Ukrainian nation during the traditional society period.
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O.Ya., Zaverukha. "READY FOR SELF-EDUCATION IN THE STRUCTURE SELF-REALIZATION OF YOUNG PERSONALITY." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (December 1, 2021): 148–54. http://dx.doi.org/10.32999/ksu2312-3206/2021-4-19.
Повний текст джерелаАнотація:
In the article the author conducts a theoretical analysis of the scientific literature on the definition of self-realization of a young person, reveals its structure, shows the areas where it works. And also shows the place of self-education in the structure of self-realization of the individual.Purpose of the article is to reveal the essence of readiness for self-education in the structure of self-realization of a young person.Methods. To achieve our goal, we used the following research methods: analysis, synthesis of theories of self-actualization and readiness for self-education, structuring scientific and psychological sources of information, which allowed to generalize and systematize the views of scientists on the research.Results. The author argues that the concept of self-realization in modern psychological science is under development, that is, there is still no generally accepted definition of this term. The most commonly used definition is the realization of the possibilities of self development through effort, co-creation, cooperation with other people, society and the world at large. The author argues that the features of personal self-realization are influenced by external and internal factors that hinder and contribute to the factors of self-realization, because each person by nature has a huge potential, which in the process of human life is realized under external influences. The degree of capacity development also depends on personal factors, external environmental conditions and their interaction with each other. He states that the mechanism of self-realization is launched in the case when the individual reaches the appropriate level of development. Orientation is based on self-determination and self-knowledge of the individual. Personal self-realization is individually special, manifested in the components of its structure and in quantitative indicators. There are different levels and types of self-realization, the highest of which meets the criteria of usefulness and satisfaction of self-realization for the person as a whole and for the environment.Conclusions. It was found that the readiness for self-education lies in the plane of additional areas of self-realization on a par with social interaction, social activity, hobbies, etc. Since self-education is motivated by intrinsic motivational factors of self-improvement and requires the use of special means of finding and mastering social experience, the author concludes that the readiness for self-education should be developed at student age, as during this period a person is able to overcome obstacles. her intellect is the basis for choosing the means and forms of active self-educational activity. Thus, the readiness for self-education has every chance to become a stable personal characteristic. Readiness for self-education is a system consisting of the following components: skill, efficiency, awareness, awareness and is represented by the unity of moral and volitional, cognitive and motivational components. The study of those components and individual aspects of self-education is the main requirement for their knowledge in the relationship and unity.Key words: self-realization, self-education, readiness for self-education, self-improvement, professional development, competitiveness. У статті представлено теоретичний аналіз дефініції самореалізації молодої особистості, розкрито її структуру та сфери, де вона працює, а також місце самоосвіти у структурі самореалізації особистості. Мета статті – розкрити сутність готовності до самоосвіти у структурі самореалізації особистості молодого віку. Методи. Для реалізації мети використано такі методи дослідження, як аналіз, синтез теорій самоактуалізації та готовності до самоосвіти, структурування науково-психологічних джерел інформації, що дало змогу узагальнити та систематизувати погляди вчених із досліджуваної проблематики.Результати. З’ясовано, що поняття самореалізації в сучасній психологічній науці перебуває на стадії розроблення, тобто загальноприйнятного визначення цього терміна досі немає. Найбільш уживаним є визначення про здійснення можливостей розвитку «Я» через зусилля, співтворчість, співдію з іншими людьми, соціумом та світом загалом. Визначено, що на особливості особистісної самореалізації впливають зовнішні та внутрішні чинники, що перешкоджають та сприяють чинникам самореалізацій, адже у кожній людині природою закладено величезний потенціал, який у процесі життя людини реалізується за умови зовнішніх впливів. Міра розвитку потенціалу також залежить від особистісних чинників, зовнішніх умов середовища та їх взаємодії. Констатовано, що механізм самореалізації активується тоді, коли особистість досягає відповідного рівня розвитку. Спрямованість відбувається на підставі самовизначення та самопізнання індивіда. Особистісна самореалізація особлива, вона виявляється у компонентах її структури та у кількісних показниках. Є різні рівні та види самореалізації, найвищий із яких відповідає крите-ріям корисності та задоволеності самореалізації як для особи загалом, так і для оточення. Висновки. З’ясовано, що готовність до самоосвіти лежить у площині додаткових сфер самореалізації разом із соціальною взаємодією, суспільною активністю, захопленнями тощо. Оскільки самоосвіта спонукається внутрішніми мотиваційними чинниками самовдосконалення та потребує використання особливих засобів пошуку та засвоєння соціального досвіду, авторка доходить висновку, що готовність до самоосвіти необхідно розвивати у студентському віці, позаяк у цей період людина здатна долати перешкоди на шляху свого становлення та самовдосконалення, її інтелект є основою для обрання засобів та форм активної самоосвітньої діяльності. Таким чином, готовність до самоосвіти має всі шанси стати стійкою особистісною характеристикою. Готовність до самоосвіти є системою, що складається з таких компонентів, як умілість, дієвість, усвідомленість, обізнаність, та представлена єдністю морально-вольових, пізнавальних та мотиваційних складників. Саме вивчення цих компонентів та окремих сторін самоосвіти є головною вимогою їх пізнання у взаємозв’язку та єдності.Ключові слова: самореалізація, самоосвіта, готовність до самоосвіти, самовдосконалення, професійний розвиток, конкурентоздатність.
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Čakša, Valda. "MICRO ENVIRONMENT FEELING – MAINTAINER AND REFLECTOR OF THE LATGALIANS’ SYSTEM OF VALUES." Via Latgalica, no. 5 (December 31, 2013): 63. http://dx.doi.org/10.17770/latg2013.5.1637.
Повний текст джерелаАнотація:
The aim of the article is to describe the attitude of Latgalians towards the components of natural objects of their nearby residence space (micro environment) – mežs (forest) and prūds (pond), as well as the objects created by humans – ceļš (road), which to a certain extent confi rm the understanding of the objects close to the place of residence in daily life of the preceding generations of Latgalians, as well as allow to compare these insights to the manifestations of Latgalianness discovered in the discourses of today. Researchers of the geographical environment and identity defi ne space as a geometrical, topological, three-dimensional structure, in which the objects and their relationships interact with a subject (human). In the social and cultural background of each populated area and the structures typical to them maintain the carriers of the micro-environmental identity, interaction of which with the priorities of a human activity facilitates and maintains the comprehension of values. Within the process of interaction of several groups of factors are forming the spatial and - in a wider meaning - environmental identity of micro environmental objects, which is defined as a significant sub-structure of personal self-identity. The environmental psychologists are emphasising the importance of functional knowledge, which is developed by using ‘bad’ and ‘good’ experiences regarding some objects, places and spaces according to their capability to satisfy the biological, psychological, social and cultural needs. Thus the value systems within a framework of a specific community are influenced by the experience of application of environmental objects, while multiform functions of micro environmental objects are reflected in the ethic, aesthetic, cognitive, educative and other notions about themselves and society in general. The attitude towards the micro-environment reveals also the body of macro-environmental factors – social and economic, ecological, as well as geographical and spatial, which a person faces in his/her daily activity. Various studies on the Latgalian mentality, as well as language and culture carried out in the previous century, are highlighting that exactly the rural environment is the basis of a Latgalian person’s interest in the individual’s place in nature, and in great things – such as individual’s mission, identity, Latgalianness, responsibility for its preservation, etc. This identity is not separable from the recognition of belonging to some social unit. In its turn the closest surrounding or micro environment of a contemporary Latgalian consists of several segments, with which s/he is tightly linked: family members and their occupation, house, natural objects of the closest surrounding, neighbours and their occupation, objects of the social life and traditions, etc. New modern aspects are introduced in these segments by the involvement of regional population in political, cultural and scientific processes of the state. Since the first condition for formation and development of a personality is the entirety of action and personal relationship, ensuring the orientation in various community systems of relations and viewpoints, then through language joining of the system of values is taking place, recognized not only in the regional community, but also in the national country. Involvement on the state level circulations nowadays confirms not only possibilities of the Latgalians, but also creates new tendencies and opportunities in the understanding of Latgalianness and also in the position against the attitude of inhabitants of other counties and the national state towards all the Latgalic matters. Thus the personalities popular in the Latgalian society, by confirming the link among the historical and contemporary Latgalian identity tendencies, significance of micro-environmental phenomena in the daily communication of regional population, Latgalian identity and psychology, as well as culture maintenance and preservation topicality, facilitate the orientation of regional society socialization, maintain the power of intellect, civic position and through the kinds of public consciousness manifestations activate the issues of equal rights and perseverance of their own native language. Active involvement in the process of solving of the present economic, political, cultural, ecological, administrative, scientific, etc. national issues of Latvia makes modern society to consider the factors of Latgalianness and contemporary tendencies of the identity manifestations. If the insights that a personality of an individual is mainly formed by the inborn characterizers have dominated in the description of former generations then the present social advancement and contribution of an individual him/herself in the personal development (his/ her self-performance and socialization experience), his/her patriotism, feeling of the micro- environment of Latgale region as a component of the system of values comprehension is based mainly on the attitude towards four interrelated elements: 1) nature environment maintaining a certain order and equilibrium in the geographical space of Latgale and, by meeting the needs of a human economic activities and social life, simultaneously facilitates also the formation of a certain attitude towards the objects created by nature; 2) the environment created by human – houses, household buildings, towns, etc., that as places for concentration of the people make the corresponding infrastructure of the specific society’s standard of living to develop and to be maintained, by serving to meet the social, economical and cultural needs of the community members; 3) social environment formed by mutual relationship of the people in a community, region, country. Social environment reflects also the relationship with other communities (at the regional, state, international level), as well as the influence of scientific and technical achievements on the geographical environment of Latgale and the entire Latvia in general, meeting the political, social, economical, cultural, communication and other needs of a person; 4) internal environment is formed by the body of personal viewpoints of separate individuals – attitude towards cultural, economic, political, etc. ideas typical to the epoch and their implementation patterns (historical consciousness), making to revaluate their opportunities and making of a decision regarding an active or observing position. Thus the interaction of Latgalian micro-environment with the internal environment of a contemporary Latgalian person confirms not only him/her personality order at a physical, mental, emotional and intellectual level, but also forms the basis of social equilibrium and the most significant factor of the identity or the awareness of place belonging and choice of activity direction.
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Sokolova, Tatsiana. "Volunteer Activity in the Context of Formation of Social Intellect of Future Specialists in Social Work." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 2-3 (December 22, 2016): 58–61. http://dx.doi.org/10.15330/jpnu.3.2-3.58-61.
Повний текст джерелаАнотація:
The article describes such concepts as ”social intellect” and ”volunteer activity”; presentsapproaches to the definition of the phenomenon of volunteering. The author proves thepossibilities of volunteer activity in the context of formation of social intellect of future specialistsin social work, reveals the features of organization of students’ practical volunteer activity to formtheir social intellect
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Quintana, Francisco. "Beyond "General Intellect"." Athenea Digital. Revista de pensamiento e investigación social 1, no. 7 (May 1, 2005): 148. http://dx.doi.org/10.5565/rev/athenea.187.
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Rowan, John. "The Intellect." Journal of Humanistic Psychology 31, no. 1 (January 1991): 49–50. http://dx.doi.org/10.1177/0022167891311004.
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Baron-Cohen, Simon. "The social development of the intellect." Personality and Individual Differences 8, no. 2 (January 1987): 291. http://dx.doi.org/10.1016/0191-8869(87)90192-9.
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