Pub Date : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0022
A. Suglobov, Y. Vorontsov
. The article discusses the historical aspects of gold mining in Russia over the past two hundred years. It should be noted that a person’s interest in gold is due to several reasons. First, according to a certain theory, the origin of the precious metal, namely gold, was in the primordial matter of the formation of the planet Earth. According to the same theory, the distribution of gold was relatively uniform. The formation of gold occurs in the earth’s interior at enormous temperatures and Titanic pressure. Natural phenomena such as earthquakes, volcanic eruptions, and mountain formation processes cause gold to rise to an accessible depth for human mining. According to legend, gold is one of the first metals that was discov- ered by a man, attracting with its beauty and surprising with its properties. Nature has generously endowed our country with mineral resources that are rich in loose deposits available for development. The development of gold mining led to the settlement of the East of the country and the development of this region. The growth of the state and the expansion of trade have determined the relevance of the production of precious “money” metal. In 1745, the first Russian Deposit of native gold was discovered in the Urals. Since 1747, there is a countdown of laying the mines that gave rise to the rich mine “Initial” and a year later, 340 kg of Gold was extracted. The end of the XVIII century. for Russia became famous for the fact that in the upper reaches of the Iset river basin, 140 gold bands were found. The gold-bearing area of deposits in the Iset valley was named “Yekaterinburg Golden valley”.
{"title":"RETROSPECTIVE ANALYSIS OF THE DEVELOPMENT OF THE RUSSIAN GOLD MINING INDUSTRY","authors":"A. Suglobov, Y. Vorontsov","doi":"10.34671/sch.hbr.2020.0401.0022","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0022","url":null,"abstract":". The article discusses the historical aspects of gold mining in Russia over the past two hundred years. It should be noted that a person’s interest in gold is due to several reasons. First, according to a certain theory, the origin of the precious metal, namely gold, was in the primordial matter of the formation of the planet Earth. According to the same theory, the distribution of gold was relatively uniform. The formation of gold occurs in the earth’s interior at enormous temperatures and Titanic pressure. Natural phenomena such as earthquakes, volcanic eruptions, and mountain formation processes cause gold to rise to an accessible depth for human mining. According to legend, gold is one of the first metals that was discov- ered by a man, attracting with its beauty and surprising with its properties. Nature has generously endowed our country with mineral resources that are rich in loose deposits available for development. The development of gold mining led to the settlement of the East of the country and the development of this region. The growth of the state and the expansion of trade have determined the relevance of the production of precious “money” metal. In 1745, the first Russian Deposit of native gold was discovered in the Urals. Since 1747, there is a countdown of laying the mines that gave rise to the rich mine “Initial” and a year later, 340 kg of Gold was extracted. The end of the XVIII century. for Russia became famous for the fact that in the upper reaches of the Iset river basin, 140 gold bands were found. The gold-bearing area of deposits in the Iset valley was named “Yekaterinburg Golden valley”.","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47904162","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0005
R.G Khyt
{"title":"MATHEMATICAL EDUCATION: THE PREREQUISITES FOR ITS DEVELOPMENT AND ORGANIZATION OF THE EDUCATIONAL PROCESS IN HIGHER EDUCATION IN UKRAINE (SECOND HALF OF THE XX CENTURY)","authors":"R.G Khyt","doi":"10.34671/sch.hbr.2020.0401.0005","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0005","url":null,"abstract":"","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41403702","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0001
A. Kyryliuk
. The process of assembling a network of Roman Catholic monasteries in Volyn which began at the end of the XІV century and ended at the beginning of the ХІХ century was analysed. It consisted of over fifty monasteries of various Roman Catholic male and female orders and congregations. Most of them had parish churches in which the monks performed pastoral duties. The focus is on the founders of monasteries among which were dominated local magnates , middle-class noblemen and the high-ranking clergy. Princes Ostro gs ki, Sangushki, Potocki and Lubomirski took the most active part in the foundation of the monasteries. Usually the monasteries were located in the patrimonial possessions of the founder. Most Roman Catholic monasteries were founded in the XVII century, much less in the XVIII century and only one appeared in the ХІХ century. Most of the monasteries belonged to the Dominicans and Carmelites, quite a few monasteries belonged to Bernardines and Trinitarians; Franciscans, Capuchins, Reform ate s, Augustinians had several monasteries each own, and only one monastery belonged to Bonifratris (officially the Hospitaller Order of the Brothers of Saint John of God) and to Marians. The number of female monasteries was strikingly smaller than male. Only the monasteries of Carmelites, Bridgettines and Charities (or sisters of mercy or Daughters of Charity of Saint Vincent de Paul) were founded in Volyn. In conclusion it was noticed that the formation of a network of monasteries in Volyn has certain have certain patterns related to natural and geographical conditions. There were more monasteries in the forest-steppe south-western regions which was related to the concentration of magnate and noble estates in the economically more developed part of Volyn. Several monasteries functionate d in the such cities as Lutsk, Dubno and Kremenets. Lutsk remained the spiritual centre of Volyn where by the end of the XVІІІ century six monasteries had been established. In the Volyn province, most were of Dominicans monasteries (13) as well as Carmelites (12), somewhat less were of the monasteries of Bernardines (8), Franciscans (6), Trinitarians (5), and Capuchins (4). Augustinians had three monasteries in Volyn, Piarists and Reform ate s h e ld two monasteries each own as well as Bridgettines and Charities. Bonifratris, the Congregation of Marians and female Carmelite order had only one monastery each own.
分析了在沃林建立罗马天主教修道院网络的过程，该网络始于X世纪末，结束于X世纪初。它由50多座罗马天主教男女会和会众的修道院组成。他们中的大多数都有教区教堂，僧侣们在教堂里履行牧师职责。重点是修道院的创始人，其中以当地巨头、中产阶级贵族和高级神职人员为主。Ostro gs ki、Sangushki、Potocki和Lubomirski亲王在修道院的建立中发挥了最积极的作用。修道院通常位于创始人的世袭财产中。大多数罗马天主教修道院建立于十七世纪，十八世纪的修道院更少，只有一座出现在？？？世纪。大多数修道院属于多明尼加人和卡梅尔派，相当多的修道院属于贝尔纳丁人和三一派；方济各会（Franciscans）、卡普钦会（Capuchins）、改革派（Reform ate s）、奥古斯丁会（Augustinians）各有几座修道院，只有一座修道院属于Bonifatris（官方名称为上帝圣约翰兄弟医院骑士团）和Marians。女性修道院的数量明显少于男性。只有Carmelites、Bridgetines和Charities（或圣文森特·德·保罗的慈悲姐妹或慈善之女）的修道院在沃林建立。总之，人们注意到沃林修道院网络的形成与自然和地理条件有一定的关系。西南部森林草原地区有更多的修道院，这与沃林经济较发达地区的巨头和贵族庄园集中有关。卢茨克、杜布诺和克雷梅涅茨等城市都有几座修道院。卢茨克仍然是沃林的精神中心，到十五世纪末，这里已经建立了六座修道院。在沃林省，大多数是多明尼加修道院（13）和卡梅尔派修道院（12），伯纳丁修道院（8）、方济各会修道院（6）、三一会修道院（5）和卡普钦修道院（4）的修道院较少。奥古斯丁在沃林有三座修道院，皮亚里斯派和改革派各有两座修道院，还有布里奇丁和慈善会。Bonifratris、Marians公理会和女性Carmelite教团各只有一座修道院。
{"title":"NETWORK OF THE ROMAN CATHOLIC MONASTERIES IN THE VOLYN AT THE BEGINNING OF THE ХІХ CENTURY","authors":"A. Kyryliuk","doi":"10.34671/sch.hbr.2020.0401.0001","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0001","url":null,"abstract":". The process of assembling a network of Roman Catholic monasteries in Volyn which began at the end of the XІV century and ended at the beginning of the ХІХ century was analysed. It consisted of over fifty monasteries of various Roman Catholic male and female orders and congregations. Most of them had parish churches in which the monks performed pastoral duties. The focus is on the founders of monasteries among which were dominated local magnates , middle-class noblemen and the high-ranking clergy. Princes Ostro gs ki, Sangushki, Potocki and Lubomirski took the most active part in the foundation of the monasteries. Usually the monasteries were located in the patrimonial possessions of the founder. Most Roman Catholic monasteries were founded in the XVII century, much less in the XVIII century and only one appeared in the ХІХ century. Most of the monasteries belonged to the Dominicans and Carmelites, quite a few monasteries belonged to Bernardines and Trinitarians; Franciscans, Capuchins, Reform ate s, Augustinians had several monasteries each own, and only one monastery belonged to Bonifratris (officially the Hospitaller Order of the Brothers of Saint John of God) and to Marians. The number of female monasteries was strikingly smaller than male. Only the monasteries of Carmelites, Bridgettines and Charities (or sisters of mercy or Daughters of Charity of Saint Vincent de Paul) were founded in Volyn. In conclusion it was noticed that the formation of a network of monasteries in Volyn has certain have certain patterns related to natural and geographical conditions. There were more monasteries in the forest-steppe south-western regions which was related to the concentration of magnate and noble estates in the economically more developed part of Volyn. Several monasteries functionate d in the such cities as Lutsk, Dubno and Kremenets. Lutsk remained the spiritual centre of Volyn where by the end of the XVІІІ century six monasteries had been established. In the Volyn province, most were of Dominicans monasteries (13) as well as Carmelites (12), somewhat less were of the monasteries of Bernardines (8), Franciscans (6), Trinitarians (5), and Capuchins (4). Augustinians had three monasteries in Volyn, Piarists and Reform ate s h e ld two monasteries each own as well as Bridgettines and Charities. Bonifratris, the Congregation of Marians and female Carmelite order had only one monastery each own.","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43153800","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0004
V. Ivanova
. The specificities of the preparation of future pre-school teachers in higher education institutions in the United Kingdom and of Northern Ireland are analyzed for pre-school education in four areas (literacy, mathematics, understanding of the world, art and design). The workload of pre-service teacher training courses at different universities in the UK and Northern Ireland has been characterized and their similar features identified (pre-block blockchain construction; few or no exams, teaching methods, teaching methods for each course, crediting up to a total of 1 credit of approximately 10 hours, use of a virtual learning environment and different: in the number of credits per module (in Mi each module is divided into thirty credits, and at the universities of Swansea, Birmingham City and Nottingham Trent – 20 and 40 credits respectively; in the number of credits envisaged for study for 3 years (at the University of Nottingham Trent – 280 credits; 3600 credits for the entire period of study) in the assessment methods provided in the curriculum (at Swansea and Middlesex Universities, they are numerous, creative and extremely diverse; at the University of Birmingham City more attention is paid to the implementation of scientific work, and at the University of Nottingham Trent at each course the effectiveness of the study is determined by the scientific work). Comparing the curricula modules of pre-university bachelors’ training for pre-school specialist training, we also identify the following common features (some modules represent early education curricula, as well as a key step in the first section of the British National Preschool Program; individual pre-service teacher modules education to the learning and development of children through play, others – in particular, with cognitive, social, physical, speech directions early education of preschool children; distinctive features (module introducing students to work in partnership at three universities is provided in one missing; modules whose names are similar and functions performed by students of different higher education institutions in the course of studying the content of the modules differ); distinctive features are also identified for individual universities (at Birmingham City University students can master international programs, at Swansea University well posed digital issues, at Middlesex one module provides a deep mastery of educational issues to change it for the better).
{"title":"PECULIARITIES OF FUTURE PRESCHOOL TEACHERS TRAINING IN THE HIGHER EDUCATION INSTITUTIONS IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND","authors":"V. Ivanova","doi":"10.34671/sch.hbr.2020.0401.0004","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0004","url":null,"abstract":". The specificities of the preparation of future pre-school teachers in higher education institutions in the United Kingdom and of Northern Ireland are analyzed for pre-school education in four areas (literacy, mathematics, understanding of the world, art and design). The workload of pre-service teacher training courses at different universities in the UK and Northern Ireland has been characterized and their similar features identified (pre-block blockchain construction; few or no exams, teaching methods, teaching methods for each course, crediting up to a total of 1 credit of approximately 10 hours, use of a virtual learning environment and different: in the number of credits per module (in Mi each module is divided into thirty credits, and at the universities of Swansea, Birmingham City and Nottingham Trent – 20 and 40 credits respectively; in the number of credits envisaged for study for 3 years (at the University of Nottingham Trent – 280 credits; 3600 credits for the entire period of study) in the assessment methods provided in the curriculum (at Swansea and Middlesex Universities, they are numerous, creative and extremely diverse; at the University of Birmingham City more attention is paid to the implementation of scientific work, and at the University of Nottingham Trent at each course the effectiveness of the study is determined by the scientific work). Comparing the curricula modules of pre-university bachelors’ training for pre-school specialist training, we also identify the following common features (some modules represent early education curricula, as well as a key step in the first section of the British National Preschool Program; individual pre-service teacher modules education to the learning and development of children through play, others – in particular, with cognitive, social, physical, speech directions early education of preschool children; distinctive features (module introducing students to work in partnership at three universities is provided in one missing; modules whose names are similar and functions performed by students of different higher education institutions in the course of studying the content of the modules differ); distinctive features are also identified for individual universities (at Birmingham City University students can master international programs, at Swansea University well posed digital issues, at Middlesex one module provides a deep mastery of educational issues to change it for the better).","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48855896","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0007
M. Levrints (Lőrincz)
. The present paper explores didactic approaches to developing teaching competence of prospective language teachers at the foreign language methods course in the USA. In the study a number of empirical and theoretical research methods were employed, the main ones being the method of thematic analysis, content analysis and comparison. The study analyzed 25 syllabi of foreign language teaching course and teaching English as a second language. The research focused around several aspects of the syllabi: the purpose of the discipline, the teaching methods, techniques, forms, requirements, and the resulting competencies. It has been found that the methods course is a fundamental component of the curricula of the world languages teacher preparation programs of the American universities, but the course content, didactic approaches, scope, and the number of credit hours differ. Results of the content analysis indicate that the widespread methods of the aforementioned discipline are the analysis and discussion of the required readings (100 %), the development of original teaching materials, lesson plans, thematic modules (88 %), the use of information technologies (84 %), observation of the language teaching process, field experience (72 %), micro teaching (68 %), writing research papers, reviews, assessment of teaching materials (48 %), formulating a personal teaching philosophy (32 %), portfolio (28 %), maintaining reflexive journals (28 %), individual and group project (16 %), attending or participating in academic conferences (14 %), case study and action research (4 % each). An important tendency that transpired in the course of analysis is the discipline’s orientation towards standards implementation including standards of teaching foreign languages and standards of teacher preparation. Finally, performance-based assessment is posited as one of the basic evaluation tools of the methods course.
{"title":"DEVELOPING FOREIGN LANGUAGE TEACHING COMPETENCE OF PROSPECTIVE TEACHERS IN THE US UNIVERSITIES","authors":"M. Levrints (Lőrincz)","doi":"10.34671/sch.hbr.2020.0401.0007","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0007","url":null,"abstract":". The present paper explores didactic approaches to developing teaching competence of prospective language teachers at the foreign language methods course in the USA. In the study a number of empirical and theoretical research methods were employed, the main ones being the method of thematic analysis, content analysis and comparison. The study analyzed 25 syllabi of foreign language teaching course and teaching English as a second language. The research focused around several aspects of the syllabi: the purpose of the discipline, the teaching methods, techniques, forms, requirements, and the resulting competencies. It has been found that the methods course is a fundamental component of the curricula of the world languages teacher preparation programs of the American universities, but the course content, didactic approaches, scope, and the number of credit hours differ. Results of the content analysis indicate that the widespread methods of the aforementioned discipline are the analysis and discussion of the required readings (100 %), the development of original teaching materials, lesson plans, thematic modules (88 %), the use of information technologies (84 %), observation of the language teaching process, field experience (72 %), micro teaching (68 %), writing research papers, reviews, assessment of teaching materials (48 %), formulating a personal teaching philosophy (32 %), portfolio (28 %), maintaining reflexive journals (28 %), individual and group project (16 %), attending or participating in academic conferences (14 %), case study and action research (4 % each). An important tendency that transpired in the course of analysis is the discipline’s orientation towards standards implementation including standards of teaching foreign languages and standards of teacher preparation. Finally, performance-based assessment is posited as one of the basic evaluation tools of the methods course.","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42592375","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0018
P. Hasanova
. In philosophical anthropology, reflecting the biological and psychological aspects of human existence, on the one hand, this is the ratio of biological and social, and on the other hand, it is the problem of the connection of the conscious and the unconscious in a person. One of the most pressing problems that we have encountered in scientific and philosophical literature in recent years is the presence of rational and irrational directions in scientific knowledge. Rationality is one of the highest intellectual states, which is inherent in human perception and is an attribute of his thinking. Unconscious actions, which are considered attributes of a person’s cognitive activity, are objective processes, such as rational operations based on biosocial laws that affect different areas of the brain, regardless of the consciousness and will of people. However, unlike rational actions, irrational actions generally do not satisfy people, because they are not given in the desired form. However, as in all rational forms, people in their irrational do not remain outside their consciousness, they are attributes of this activity. Human creativity is based on his cognitive abilities, and the essence of his creativity is revealed in cognitive activity. It is no coincidence that the creative components of a person are affected by both his imagination and their perceived images, both in empirical and theoretical knowledge. They function in the human mind in representations of the ideal type for the future.
{"title":"INTUITION AS A COMPONENT OF NON-CLASSICAL RATIONALITY","authors":"P. Hasanova","doi":"10.34671/sch.hbr.2020.0401.0018","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0018","url":null,"abstract":". In philosophical anthropology, reflecting the biological and psychological aspects of human existence, on the one hand, this is the ratio of biological and social, and on the other hand, it is the problem of the connection of the conscious and the unconscious in a person. One of the most pressing problems that we have encountered in scientific and philosophical literature in recent years is the presence of rational and irrational directions in scientific knowledge. Rationality is one of the highest intellectual states, which is inherent in human perception and is an attribute of his thinking. Unconscious actions, which are considered attributes of a person’s cognitive activity, are objective processes, such as rational operations based on biosocial laws that affect different areas of the brain, regardless of the consciousness and will of people. However, unlike rational actions, irrational actions generally do not satisfy people, because they are not given in the desired form. However, as in all rational forms, people in their irrational do not remain outside their consciousness, they are attributes of this activity. Human creativity is based on his cognitive abilities, and the essence of his creativity is revealed in cognitive activity. It is no coincidence that the creative components of a person are affected by both his imagination and their perceived images, both in empirical and theoretical knowledge. They function in the human mind in representations of the ideal type for the future.","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757114","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 : 2020-02-29DOI: 10.34671/sch.hbr.2020.0401.0010
T. N. Tulpa
. The article describe the social competence of the individual as an integrative social quality of intended special- ists of socio-economic specialties, as the most important background for successful professional activity, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, subjective capacity for self-deter- mination, self-consideration and normality; ability to implement social technologies in the main spheres of life according to the appropriate level of culture, morality and law. The concept of the phenomenon of social competence allows us to determine the higher level of social activity of future specialists of socio-economic specialties – the discovering and development of social reality, which is achieved in the process of activity, behavior, communication, observation etc., through the harmo-nization of awareness of social problems and prospects of social development. On the basic approaches of understanding the concepts of «social», «sociality», «socialization» the concept of «social competence» is specified, its characteristic features are distinguished. An attempt was made to establish dialectical connections between concepts, their semantic clarification, which made it possible to determine the essence of social competence, which is caused by a combination, interpenetration, interaction between «social», which is understood as a set of opportunities for social relations, «sociality», which is repre-sented, we interpret the capacity for social interaction within the limits of «social», «socialized» as the conformity of the individual to the requirements of the society on the basis of widening the boundaries of «sociality», «socialization» rep- resents the process and the result of assimilation and reproduction of the social experience of a socialized personality, social competence in turn is the basis, the result and, at the same time, a condition for successful socialization. Social competence is considered from the standpoint of socialization as a process of human adjustment to the world of human culture, human relations, which allows the individual to adapt and self-actualize in the conditions of modern society.
{"title":"CHARACTERISING THE ESSENCE OF CATEGORY SOCIAL COMPETENCE OF INTENDED SOCIETY SPECIALISTS","authors":"T. N. Tulpa","doi":"10.34671/sch.hbr.2020.0401.0010","DOIUrl":"https://doi.org/10.34671/sch.hbr.2020.0401.0010","url":null,"abstract":". The article describe the social competence of the individual as an integrative social quality of intended special- ists of socio-economic specialties, as the most important background for successful professional activity, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, subjective capacity for self-deter- mination, self-consideration and normality; ability to implement social technologies in the main spheres of life according to the appropriate level of culture, morality and law. The concept of the phenomenon of social competence allows us to determine the higher level of social activity of future specialists of socio-economic specialties – the discovering and development of social reality, which is achieved in the process of activity, behavior, communication, observation etc., through the harmo-nization of awareness of social problems and prospects of social development. On the basic approaches of understanding the concepts of «social», «sociality», «socialization» the concept of «social competence» is specified, its characteristic features are distinguished. An attempt was made to establish dialectical connections between concepts, their semantic clarification, which made it possible to determine the essence of social competence, which is caused by a combination, interpenetration, interaction between «social», which is understood as a set of opportunities for social relations, «sociality», which is repre-sented, we interpret the capacity for social interaction within the limits of «social», «socialized» as the conformity of the individual to the requirements of the society on the basis of widening the boundaries of «sociality», «socialization» rep- resents the process and the result of assimilation and reproduction of the social experience of a socialized personality, social competence in turn is the basis, the result and, at the same time, a condition for successful socialization. Social competence is considered from the standpoint of socialization as a process of human adjustment to the world of human culture, human relations, which allows the individual to adapt and self-actualize in the conditions of modern society.","PeriodicalId":34335,"journal":{"name":"Khumanitarni Balkanski izsledvaniia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46308137","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}
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