Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(3).2022.185-191
A. Suprun, V. Shynkaruk
The experience of countries that found ways out of the crisis during the war shows that state support plays a big role during the war. Today, Ukraine and the Ukrainian people are going through difficult times, so the problem of researching the peculiarities of intellectual work and its role in the formation of new visions of post-war reconstruction remains unresolved. The purpose of the article is to study the peculiarities of intellectual work and its role in the formation of new visions of post-war reconstruction. To achieve the goal, the following tasks have been defined: to determine the features of intellectual work in the formation of new visions of post-war reconstruction; to analyze new visions of post-war recovery. Methods. The research used general scientific (generalization, comparison, induction and deduction) and empirical-theoretical methods (analysis, synthesis). The use of system-structural analysis made it possible to distinguish the main features of intellectual work and its role in the formation of new visions of post-war recovery. The results. It has been established that countries such as Germany, Japan, Israel, South Korea, Croatia are noted when it comes to positive experience of economic development in the context of post-war reconstruction of the country, or successes in conditions of constant war threat. It was established that common values and a high level of social consolidation, features of the national character, historical and cultural traditions and a vision of a happy future of their country as a free, independent and successful country with a developed economy and a decent standard of living played an important role in the achievements of the noted countries. Conclusions. On the basis of the conducted research, it was found that the positive experience of economic development in the conditions of constant military threat is interconnected with the state policy of supporting science, education and innovation; stimulation of scientific and technical developments and the latest productions; ensuring the synergy of the nation's human potential and the development of scientific research. The results can be directed to the further study of the social significance of the new visions of the post-war recovery of Ukraine to ensure recovery and the maximum realization of human potential.
{"title":"Intellectual work and its role in the formation of new visions of post-war reconstruction","authors":"A. Suprun, V. Shynkaruk","doi":"10.31548/hspedagog13(3).2022.185-191","DOIUrl":"https://doi.org/10.31548/hspedagog13(3).2022.185-191","url":null,"abstract":"The experience of countries that found ways out of the crisis during the war shows that state support plays a big role during the war. Today, Ukraine and the Ukrainian people are going through difficult times, so the problem of researching the peculiarities of intellectual work and its role in the formation of new visions of post-war reconstruction remains unresolved. The purpose of the article is to study the peculiarities of intellectual work and its role in the formation of new visions of post-war reconstruction. To achieve the goal, the following tasks have been defined: to determine the features of intellectual work in the formation of new visions of post-war reconstruction; to analyze new visions of post-war recovery. Methods. The research used general scientific (generalization, comparison, induction and deduction) and empirical-theoretical methods (analysis, synthesis). The use of system-structural analysis made it possible to distinguish the main features of intellectual work and its role in the formation of new visions of post-war recovery. The results. It has been established that countries such as Germany, Japan, Israel, South Korea, Croatia are noted when it comes to positive experience of economic development in the context of post-war reconstruction of the country, or successes in conditions of constant war threat. It was established that common values and a high level of social consolidation, features of the national character, historical and cultural traditions and a vision of a happy future of their country as a free, independent and successful country with a developed economy and a decent standard of living played an important role in the achievements of the noted countries. Conclusions. On the basis of the conducted research, it was found that the positive experience of economic development in the conditions of constant military threat is interconnected with the state policy of supporting science, education and innovation; stimulation of scientific and technical developments and the latest productions; ensuring the synergy of the nation's human potential and the development of scientific research. The results can be directed to the further study of the social significance of the new visions of the post-war recovery of Ukraine to ensure recovery and the maximum realization of human potential.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121295821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(3).2022.40-45
N. Кostrytsia, G. Fomina, O. Lytvyniuk
Education is a sphere among a lot of society activities, which is very sensitive to geopolitical changes. The war in Ukraine has influenced educational preferences. Higher education must remain open, global and international regardless boundaries. Education is a sphere among a lot of society activities, which is very sensitive to geopolitical changes. The war in Ukraine has influenced educational preferences. Higher education must remain open, global and international regardless boundaries. The aim is to find out cultural challenges and ways to overcome them. In order to achieve the aim there are 3 tasks: 1. to establish whether there is a difference between host students and international students; 2. to formulate a complete model of cultural adaptation, 3. to explore the hypothesis of "cultural fit" in relation to self-interpretation. The study was conducted online among former students and current teachers of the Kamianets-Podilsky Ivan Ohienko National University due to the fact that during the war in Ukraine recipients are not available in person. Two groups of people participated in data collection for this study. The survey involved 5 teachers of foreign languages of the university and 10 foreign students who have already completed the programs. All respondents voluntarily participated in the survey; they were informed of the purpose of the capture and guaranteed anonymity. The obtained results show that students and teachers stressed the importance of developing speech and communication skills through organizing a conversation club and organizing events dedicated to Ukrainian culture (festivals, concerts). Such extra-curricular activities can be useful for students, as representatives of different cultures will be involved; this will force them to communicate and work together, preventing them from communicating with each other. Therefore, cultural adaptation is a type of interaction of a student with the educational environment of an educational institution, during which the subject's requirements and expectations are reconciled with his/her capabilities and objective reality. Knowing the cultural characteristics of different nations, one can explain this or that behavior of individual people, and therefore find solutions to overcome possible misunderstandings caused by cultural characteristics. Intercultural communication affects all areas of students’ activities in the process of education.
教育是众多社会活动中的一个领域，对地缘政治变化非常敏感。乌克兰战争影响了教育偏好。高等教育必须保持开放、全球化和国际化，不分国界。教育是众多社会活动中的一个领域，对地缘政治变化非常敏感。乌克兰战争影响了教育偏好。高等教育必须保持开放、全球化和国际化，不分国界。目的是找出文化挑战和克服它们的方法。为了实现这一目标，有3个任务:1。确定本地学生和国际学生之间是否存在差异;2. 2 .构建完整的文化适应模型。探讨“文化契合”假说与自我解释的关系。这项研究是在Kamianets-Podilsky Ivan Ohienko国立大学的前学生和现任教师中进行的，因为在乌克兰战争期间，接受者无法亲自获得。两组人参与了这项研究的数据收集。调查对象为我校5名外语教师和10名已完成课程的外国留学生。所有受访者均自愿参与调查;他们被告知抓捕的目的，并保证匿名。获得的结果表明，学生和教师强调通过组织对话俱乐部和组织专门的乌克兰文化活动(节日，音乐会)来发展演讲和沟通技能的重要性。这样的课外活动对学生是有用的，因为不同文化的代表将参与其中;这将迫使他们一起沟通和工作，阻止他们彼此沟通。因此，文化适应是学生与教育机构的教育环境的一种互动，在这种互动中，主体的要求和期望与自己的能力和客观现实相协调。了解不同民族的文化特征，可以解释个人的这种或那种行为，从而找到克服文化特征可能造成的误解的解决方案。跨文化交际影响着学生在教育过程中活动的各个方面。
{"title":"Lingo-cultural adjustment of international students in Ukraine before the war","authors":"N. Кostrytsia, G. Fomina, O. Lytvyniuk","doi":"10.31548/hspedagog13(3).2022.40-45","DOIUrl":"https://doi.org/10.31548/hspedagog13(3).2022.40-45","url":null,"abstract":"Education is a sphere among a lot of society activities, which is very sensitive to geopolitical changes. The war in Ukraine has influenced educational preferences. Higher education must remain open, global and international regardless boundaries. Education is a sphere among a lot of society activities, which is very sensitive to geopolitical changes. The war in Ukraine has influenced educational preferences. Higher education must remain open, global and international regardless boundaries. The aim is to find out cultural challenges and ways to overcome them. In order to achieve the aim there are 3 tasks: 1. to establish whether there is a difference between host students and international students; 2. to formulate a complete model of cultural adaptation, 3. to explore the hypothesis of \"cultural fit\" in relation to self-interpretation. The study was conducted online among former students and current teachers of the Kamianets-Podilsky Ivan Ohienko National University due to the fact that during the war in Ukraine recipients are not available in person. Two groups of people participated in data collection for this study. The survey involved 5 teachers of foreign languages of the university and 10 foreign students who have already completed the programs. All respondents voluntarily participated in the survey; they were informed of the purpose of the capture and guaranteed anonymity. The obtained results show that students and teachers stressed the importance of developing speech and communication skills through organizing a conversation club and organizing events dedicated to Ukrainian culture (festivals, concerts). Such extra-curricular activities can be useful for students, as representatives of different cultures will be involved; this will force them to communicate and work together, preventing them from communicating with each other. Therefore, cultural adaptation is a type of interaction of a student with the educational environment of an educational institution, during which the subject's requirements and expectations are reconciled with his/her capabilities and objective reality. Knowing the cultural characteristics of different nations, one can explain this or that behavior of individual people, and therefore find solutions to overcome possible misunderstandings caused by cultural characteristics. Intercultural communication affects all areas of students’ activities in the process of education.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121426551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(3).2022.120-125
N. Yaremenko
At the present stage of the development of society, English is necessary for intercultural communication, so its study is given much attention during the training of students of non-language majors. At the same time, it is not enough to know only the vocabulary and grammar of the English language, because when communicating it is necessary to understand the culture and features of the country the representatives of which they communicate. The purpose of this publication is to prove the need to introduce material on regional studies in teaching English to students of non-language majors and highlight our own experience in this field. During the research, such methods as analysis of scientific and pedagogical literature, generalization, synthesis and formulation of conclusions were used. The article highlights the approaches to regional studies as a science (discipline related to the methods of teaching foreign languages, which is aimed at studying general patterns of the development of large regions; discipline, which aims to study selected and organized set of economic, historical, socio-political, geographical and other knowledge; discipline, which is related to the content and features of language communication of native speakers, etc.). It is established that in order to effectively teach the material on regional studies it is necessary to carefully select educational material (historical texts, illustrations, audio and video materials), which presents the specifics of a particular English-speaking country. For thorough acquisition of knowledge, it is also advisable to perform exercises for better mastery of educational material (aspect-oriented, analytical and oral exercises aimed at mastering linguistic reading and exercises aimed at developing the ability to plan reading activities, form techniques of linguistic reading and self-control exercises). Our own experience of teaching regional studies to students of non-language specialties (preparation of reports and presentations, writing essays on relevant topics, organization of discussions) is highlighted.
{"title":"Regional study material as an important component of the english language studying by students of non-language majors","authors":"N. Yaremenko","doi":"10.31548/hspedagog13(3).2022.120-125","DOIUrl":"https://doi.org/10.31548/hspedagog13(3).2022.120-125","url":null,"abstract":"At the present stage of the development of society, English is necessary for intercultural communication, so its study is given much attention during the training of students of non-language majors. At the same time, it is not enough to know only the vocabulary and grammar of the English language, because when communicating it is necessary to understand the culture and features of the country the representatives of which they communicate. The purpose of this publication is to prove the need to introduce material on regional studies in teaching English to students of non-language majors and highlight our own experience in this field. During the research, such methods as analysis of scientific and pedagogical literature, generalization, synthesis and formulation of conclusions were used. The article highlights the approaches to regional studies as a science (discipline related to the methods of teaching foreign languages, which is aimed at studying general patterns of the development of large regions; discipline, which aims to study selected and organized set of economic, historical, socio-political, geographical and other knowledge; discipline, which is related to the content and features of language communication of native speakers, etc.). It is established that in order to effectively teach the material on regional studies it is necessary to carefully select educational material (historical texts, illustrations, audio and video materials), which presents the specifics of a particular English-speaking country. For thorough acquisition of knowledge, it is also advisable to perform exercises for better mastery of educational material (aspect-oriented, analytical and oral exercises aimed at mastering linguistic reading and exercises aimed at developing the ability to plan reading activities, form techniques of linguistic reading and self-control exercises). Our own experience of teaching regional studies to students of non-language specialties (preparation of reports and presentations, writing essays on relevant topics, organization of discussions) is highlighted.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114755930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(3).2022.25-33
S. Boyarchuk, V. Vakulenko
Solving the problem of the formation of academic texts is one of the keys to creating an effective system for ensuring the quality of education and science. Today, these questions are the subject of research by both foreign and domestic scientists, since the peculiarities of creating academic texts are a multifaceted and complex phenomenon. The research used general scientific (generalization, comparison, induction and deduction) and empirical-theoretical methods (analysis, synthesis). The use of system-structural analysis made it possible to distinguish the main features of the creation of academic texts, their structure and preparation for publication. It has been established that writing one's own original academic texts according to the provided recommendations and samples, typical turns of speech, and established verbal constructions can be an effective way to implement academic writing. It was found that the main principles of constructing academic texts are the principle of triads, the non-linear principle, and the composite principle. It is determined that any scientist aims to solve one or more problems of scientific research, which in most cases arise from the needs of the development of society and its individual individuals, within the limits of a defined scientific direction. On the basis of the conducted research, it was found that the correct, justified choice of the problem of scientific research is determined by the guarantee of its future successful completion. The results can be directed to the further research of key aspects of academic integrity in the process of formation of academic texts.
{"title":"Peculiarities of creating academic texts, their structure and preparation for publication","authors":"S. Boyarchuk, V. Vakulenko","doi":"10.31548/hspedagog13(3).2022.25-33","DOIUrl":"https://doi.org/10.31548/hspedagog13(3).2022.25-33","url":null,"abstract":"Solving the problem of the formation of academic texts is one of the keys to creating an effective system for ensuring the quality of education and science. Today, these questions are the subject of research by both foreign and domestic scientists, since the peculiarities of creating academic texts are a multifaceted and complex phenomenon. The research used general scientific (generalization, comparison, induction and deduction) and empirical-theoretical methods (analysis, synthesis). The use of system-structural analysis made it possible to distinguish the main features of the creation of academic texts, their structure and preparation for publication. It has been established that writing one's own original academic texts according to the provided recommendations and samples, typical turns of speech, and established verbal constructions can be an effective way to implement academic writing. It was found that the main principles of constructing academic texts are the principle of triads, the non-linear principle, and the composite principle. It is determined that any scientist aims to solve one or more problems of scientific research, which in most cases arise from the needs of the development of society and its individual individuals, within the limits of a defined scientific direction. On the basis of the conducted research, it was found that the correct, justified choice of the problem of scientific research is determined by the guarantee of its future successful completion. The results can be directed to the further research of key aspects of academic integrity in the process of formation of academic texts.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126336126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(1).2022.62-69
O. Chaika
The present paper aims to look into developing the technology of dialogic interaction as an effective tool for fostering and cultivating poly- / multiculturalism with future foreign language (FL) teachers / instructors in an educational setting. The objectives of the research connect to clarifying the requirements to design and development of such technology of dialogic interaction, on the one hand; and on the other, they relate to description of some requirements (criteria) in more detail to illustrate the theoretical background with some examples. It is followed that communication is a social process in which an exchange of experiences takes place, as well as exchange of activity methods, and communicants share their skills and abilities, results of activities embodied in material and spiritual culture. Further, it is emphasized how necessary it is not only to develop communication skills of students, who train to become foreign language teachers / instructors in future, but also to form / shape their communicative culture in the course of studying subjects in connection to the humanities cycle. The literature review allows bringing to the surface certain requirements, which should be met for technology of dialogic interaction in its development and implementation stages. It is found that communication based and oriented approach for developing a technology of the dialogic interaction is considered leading and basic in the technology description as it encourages development of a poly-/ multicultural personality. The sound reason for that is seen in acquisition of new knowledge by means of interacting with others and the world following the concept that communication is the essence of all personality growth oriented technologies.
{"title":"Developing technology of dialogic interaction: meeting the requirements for polyculturalism in modern education","authors":"O. Chaika","doi":"10.31548/hspedagog13(1).2022.62-69","DOIUrl":"https://doi.org/10.31548/hspedagog13(1).2022.62-69","url":null,"abstract":"The present paper aims to look into developing the technology of dialogic interaction as an effective tool for fostering and cultivating poly- / multiculturalism with future foreign language (FL) teachers / instructors in an educational setting. The objectives of the research connect to clarifying the requirements to design and development of such technology of dialogic interaction, on the one hand; and on the other, they relate to description of some requirements (criteria) in more detail to illustrate the theoretical background with some examples. It is followed that communication is a social process in which an exchange of experiences takes place, as well as exchange of activity methods, and communicants share their skills and abilities, results of activities embodied in material and spiritual culture. Further, it is emphasized how necessary it is not only to develop communication skills of students, who train to become foreign language teachers / instructors in future, but also to form / shape their communicative culture in the course of studying subjects in connection to the humanities cycle. The literature review allows bringing to the surface certain requirements, which should be met for technology of dialogic interaction in its development and implementation stages. It is found that communication based and oriented approach for developing a technology of the dialogic interaction is considered leading and basic in the technology description as it encourages development of a poly-/ multicultural personality. The sound reason for that is seen in acquisition of new knowledge by means of interacting with others and the world following the concept that communication is the essence of all personality growth oriented technologies.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126448636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(3).2022.18-24
N. Bondarenko
The problem of violence against children is worldwide. According to data from the World Health Organization, child abuse is a global problem with serious lifelong consequences. According to statistics, a quarter of all adults were physically abused as children. One in five women and one in 13 men reported sexual violence and abuse as a child. The consequences of child abuse have a serious impact on physical and mental health throughout life, and its social and professional productivity can slow down the economic and social development of a country over time, and therefore reflect on the mental health of the entire society. In Ukraine, the problem of violence against children is quite acute. The urgency of the painful topic for society is that this issue is complex, unpredictable and difficult to solve. When a child is maltreated, a number of different actors, including. To date, such subjects as social services, medical institutions, justice bodies, prosecutor's office and judges, who are obliged to promote the observance of the rights of the child and act in the best way in his interests, do not always work in harmony. : the child goes through several institutions and is repeatedly interviewed by different specialists, in different places, is exposed to different methods of collecting information. Moving a child between different institutions and departments for the purpose of interviewing and describing the situation related to violence against him causes retraumatization (revictimization) of the child. She relives the same fears she faced. Such multiple interviews of the child in different places and institutions, which are often conducted without using approaches that are understandable to him, lead to his repeated traumatization (victimization), as a result of which the results of the interviews differ from each other, because very often the testimony of the child as a witness or victim can be distorted or discredited. Research has shown that such re-victimization can actually cause more harm to a child than the abuse itself. In addition, repeated interrogations carried out by people who have not undergone special training can distort the child's story about the events through suggestion and negatively affect the course of the investigation of the criminal case. Children who have suffered or become victims of violence or other illegal actions, during the preliminary investigation and pre-trial proceedings, need to apply appropriate measures, receive complex and coordinated services and support. Therefore, recently, more and more often, scientists talk about the need to introduce interdepartmental and interdisciplinary cooperation in combination with the use of special techniques and methods of interviewing the child as a decisive step in protecting the rights of children who have suffered as a result of criminal acts and children who have witnessed abuse and violence. It is also important that the participants in the process are fully aware
{"title":"Barnahouse - center for children who have suffered from violence: general characteristics and implementation in Ukraine","authors":"N. Bondarenko","doi":"10.31548/hspedagog13(3).2022.18-24","DOIUrl":"https://doi.org/10.31548/hspedagog13(3).2022.18-24","url":null,"abstract":"The problem of violence against children is worldwide. According to data from the World Health Organization, child abuse is a global problem with serious lifelong consequences. According to statistics, a quarter of all adults were physically abused as children. One in five women and one in 13 men reported sexual violence and abuse as a child. The consequences of child abuse have a serious impact on physical and mental health throughout life, and its social and professional productivity can slow down the economic and social development of a country over time, and therefore reflect on the mental health of the entire society. In Ukraine, the problem of violence against children is quite acute. The urgency of the painful topic for society is that this issue is complex, unpredictable and difficult to solve. When a child is maltreated, a number of different actors, including. To date, such subjects as social services, medical institutions, justice bodies, prosecutor's office and judges, who are obliged to promote the observance of the rights of the child and act in the best way in his interests, do not always work in harmony. : the child goes through several institutions and is repeatedly interviewed by different specialists, in different places, is exposed to different methods of collecting information. Moving a child between different institutions and departments for the purpose of interviewing and describing the situation related to violence against him causes retraumatization (revictimization) of the child. She relives the same fears she faced. Such multiple interviews of the child in different places and institutions, which are often conducted without using approaches that are understandable to him, lead to his repeated traumatization (victimization), as a result of which the results of the interviews differ from each other, because very often the testimony of the child as a witness or victim can be distorted or discredited. Research has shown that such re-victimization can actually cause more harm to a child than the abuse itself. In addition, repeated interrogations carried out by people who have not undergone special training can distort the child's story about the events through suggestion and negatively affect the course of the investigation of the criminal case. Children who have suffered or become victims of violence or other illegal actions, during the preliminary investigation and pre-trial proceedings, need to apply appropriate measures, receive complex and coordinated services and support. Therefore, recently, more and more often, scientists talk about the need to introduce interdepartmental and interdisciplinary cooperation in combination with the use of special techniques and methods of interviewing the child as a decisive step in protecting the rights of children who have suffered as a result of criminal acts and children who have witnessed abuse and violence. It is also important that the participants in the process are fully aware ","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134414535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(4).2022.8-13
S. Amelina
The paper deals with the acmeological aspects of prospective German language teachers' training. The essence of the acmeological approach, which is to help the individual to achieve a higher level of their own abilities, is specified in certain acmeological principles that can be introduced into the process of professional training of German language teachers. They include the following: the principle of humanism, the principle of professional development, the principle of personal development, the principle of activity, the principle of connection of personal and cultural development, the principle of pragmatism. It is established that the consideration of acmeological aspects in the training of prospective German language teachers can be an effective means of increasing their motivation to acquire professionally significant skills and abilities, as well as the implementation of acquired knowledge and skills in further professional activities.
{"title":"Acmeological aspects of training prospective german language teachers","authors":"S. Amelina","doi":"10.31548/hspedagog13(4).2022.8-13","DOIUrl":"https://doi.org/10.31548/hspedagog13(4).2022.8-13","url":null,"abstract":"The paper deals with the acmeological aspects of prospective German language teachers' training. The essence of the acmeological approach, which is to help the individual to achieve a higher level of their own abilities, is specified in certain acmeological principles that can be introduced into the process of professional training of German language teachers. They include the following: the principle of humanism, the principle of professional development, the principle of personal development, the principle of activity, the principle of connection of personal and cultural development, the principle of pragmatism. It is established that the consideration of acmeological aspects in the training of prospective German language teachers can be an effective means of increasing their motivation to acquire professionally significant skills and abilities, as well as the implementation of acquired knowledge and skills in further professional activities.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"53 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129387692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.31548/hspedagog14(1).2023.129-134
N. Yaremenko
The article highlights the experience of developing critical thinking among students of non-language schools while working with texts. The views of scientists on the definition of this concept are presented (personal judgment on the authenticity, accuracy, character and value of what is studied in order to make reasonable decisions and conclusions; the ability to analyze, synthesize and evaluate information and trends in order to implement the results of thinking activity into practice; the process of finding of answers to questions, which gradually generates new views on the subject being studied, etc.). The main functions of critical thinking are summarized. It is established that the development of critical thinking is facilitated by working with texts and performing appropriate exercises. It is found that in order to achieve this goal, it is necessary to organize work with the text as it follows: performing pre-text tasks; reading the text, exercises on understanding of the material and discussing one's own choices and experiences. To prepare students for work with the text, we consider it necessary to conduct preparatory work and emphasize new lexical units. First, we ask students to read the title of the text and express their own ideas what the text might be about. After that, we ask the students to explain the key words in the text. For example: “What does freshman mean? What is a challenge? What does respond mean? After the first reading of the text, we ask students questions to help them understand the main ideas of the test. After discussing the main points, we focus on the details. To do this, we offer students to answer the questions and complete the True/False exercise, fill in some tables, which contribute to the formation of students' ability to find the necessary information in the text. During the reading process, students must use their existing knowledge to reconstruct the content of the text. Answers to questions may not be found directly in the text; in order to answer, students need to analyze and find hidden information in the text. Working with the text during foreign language classes should not be limited to checking only the main ideas of the text. The work must be constructed to stimulate students to think critically.
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Pub Date : 1900-01-01DOI: 10.31548/hspedagog14(1).2023.182-188
М. Galushko, V. Drannyk
Philosophical thought and artistic creativity are two important manifestations of human thinking, which try to reflect the inner world of a person, the problems of interaction between a person and society. Since ancient times, human, his purpose and actions, his past, present and future have been objects of artistic research and philosophical analysis. The article explores the processes that took place in the philosophical and aesthetic thought of Western Europe at the end of the ХІХth and the beginning of the ХХth centuries, which not only revealed commonalities in the worldviews of prominent representatives of art and philosophy of that historical period, but also in many ways, in a certain way, determined the ways of development of Western European art of the ХХth century. A characteristic and important tendency of philosophical and aesthetic thought was the transition from fascination with natural science to aesthetic activity, to the transformation of the philosophy of art, to the attempt to discredit the intellect, to declare aesthetic activity a protected zone of irrational, mystical phenomena of social life, which caused this kind of transformation of philosophy, art, and natural science. A huge influence is also exerted on the artistic and creative practice, which, with its figurative structures, reflected the feelings, experiences and interpretations of this historical period, as a period of crisis, disorder of the integrity of being, of the person himself, timid and contradictory stratification of his spiritual forces, breakdown of social relations.The turn of the ХІХ – ХХ centuries became a benchmark in the spiritual life of Western Europe for a significant break in entrenched ideas and forms developed in the process of developing social consciousness. And philosophy, artistic creativity are important components of the spiritual culture of society, and are a kind of barometer of the «trend» of fashion, which covers wide areas of the emotional and psychological factor of the spiritual life of society.
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Pub Date : 1900-01-01DOI: 10.31548/hspedagog13(4).2022.76-87
A. Altanova
The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method "Investigation of the level of self-regulation" (the author's method of I. A Usatov); the method "Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method "Style features of self-regulation of behavior" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, "Gender Psychology"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining "Gender in Education" and offered "Methodological recommendations for improving the level of self-regulation of higher education appl
本文着重分析了高等教育申请者心理自我调节的性别特征问题。上述问题的相关性取决于必须确保个人在对性别问题有敏感认识的高等教育机构的条件下，在教育活动中取得成功。简要分析了性别教育和心理自我调节问题的最新研究和出版物。心理自我调节和教育中的性别问题的理论和实践原则得到了证实。提出了提高高等学校学生自律水平的途径，并进行了实验验证。本文介绍了在乌克兰国立生命与环境科学大学人文与教育学学院进行的一项实证研究的结果，目的是确定高等教育申请者心理自我调节的性别特征。采用了以下方法:“自我调节水平调查”方法(作者的I. A . Usatov方法);根据A. V. Zverkov和E. V. Eidman的问卷测验，自愿自我调节的调查方法;v.i. Morosanova的“行为自我调节的风格特征”方法;不规范的自我观察(写自我观察日记);观察和访谈。本文还包含了高等教育申请人在工作日的日常(日常)自我调节技巧的研究结果。对研究结果的分析表明，自我调节能力仍然是一个有问题的问题，因为大多数人无法在非标准的教育活动情境中保持稳定的精神状态，特别是在对他们的身体和心理影响以及非标准的压力情境中。然而，高等教育申请者意识到需要培养自我调节技能。在考虑到性别特征的情况下，确定了高等教育学生获得情感自我调节技能和能力的方法，如心理训练、自我训练、发展教学技术、将性别课程纳入专家培训计划(例如“性别心理学”)、组织各种教育活动、为大学社区开展培训。为提高被试的抗压能力、自我调节能力指标，提高计划、建模、规划、灵活性、独立性和自我活动结果评价能力，对被试进行了人格自我调节心理训练和“教育中的性别”心理训练，并提出了“基于性别的高等教育申请人自我调节水平提高方法建议”。对高等教育申请者的抗压力水平和自我调节水平的反复诊断结果表明，这些指标有所增加，证明了所提出方案的有效性。因此，行为的自我调节是个人的综合属性，它结合了个人的智力、动机、意志和情感领域。人格的自我调节以使其在教育活动中取得成功的问题越来越受到高等教育教师、科学家和心理学家的关注。识别心理自我调节在性别方面的特点并寻求改善方法是一个需要进一步科学研究的问题。
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