Pub Date : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293172
Z. Ruixue
The purpose of the article is to consider the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art, which combines structural analysis and functional modeling. The pedagogical modeling of aesthetic competence of higher pedagogical education students by means of choreography is considered as structuring the educational process for analyzing and managing it in order to solve current problems with a systematic approach. The proposed pedagogical model is a tool and conceptual framework that facilitates the understanding and explanation of the processes that occur during the formation of future teachers' aesthetic competence and reflects the effectiveness of the impact on their professional level. The purpose of the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art is to prepare the teacher for effective influence on the personal development of students. The result of the proposed model implementation is the achievement of a high level of development of the dynamic personal capacity of future teachers as carriers and creators of culture. The model includes the following blocks: goal setting, basic, organizational, implementation, and reflective. The structure of the pedagogical model reflects the interrelationships between the following elements: the purpose and result of the educational process; methodological approaches; pedagogical principles; stages, forms, methods, and techniques of teaching. The reflexive block of the model includes structural components, criteria for assessing levels of development, and diagnostic tools for analyzing the results of the formation of aesthetic competence of future teachers by means of choreographic art. The presented structural-functional model reflects the organization of aesthetic training of future teachers as a system in which the systemic factor is the interconnection and interdependence between the goal and the result of the pedagogical process.
{"title":"AESTHETIC COMPETENCE OF APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION: STRUCTURAL AND FUNCTIONAL MODEL","authors":"Z. Ruixue","doi":"10.33989/2226-4051.2023.28.293172","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293172","url":null,"abstract":"The purpose of the article is to consider the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art, which combines structural analysis and functional modeling. \u0000The pedagogical modeling of aesthetic competence of higher pedagogical education students by means of choreography is considered as structuring the educational process for analyzing and managing it in order to solve current problems with a systematic approach. \u0000The proposed pedagogical model is a tool and conceptual framework that facilitates the understanding and explanation of the processes that occur during the formation of future teachers' aesthetic competence and reflects the effectiveness of the impact on their professional level. \u0000The purpose of the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art is to prepare the teacher for effective influence on the personal development of students. \u0000The result of the proposed model implementation is the achievement of a high level of development of the dynamic personal capacity of future teachers as carriers and creators of culture. \u0000The model includes the following blocks: goal setting, basic, organizational, implementation, and reflective. \u0000The structure of the pedagogical model reflects the interrelationships between the following elements: the purpose and result of the educational process; methodological approaches; pedagogical principles; stages, forms, methods, and techniques of teaching. The reflexive block of the model includes structural components, criteria for assessing levels of development, and diagnostic tools for analyzing the results of the formation of aesthetic competence of future teachers by means of choreographic art. \u0000The presented structural-functional model reflects the organization of aesthetic training of future teachers as a system in which the systemic factor is the interconnection and interdependence between the goal and the result of the pedagogical process.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961646","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293180
T. Saienko, L. Hrytsenko, O. Perepelytsa
The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted. The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization. Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies. Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments. The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted. It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance. Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.
{"title":"ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES","authors":"T. Saienko, L. Hrytsenko, O. Perepelytsa","doi":"10.33989/2226-4051.2023.28.293180","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293180","url":null,"abstract":"The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted. \u0000The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization. \u0000Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies. \u0000Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments. \u0000The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted. \u0000It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance. \u0000Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963132","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293196
Ye. Pochynok, I. Huseinova
The article defines the essence of the category “social competence”, and characterizes its structural components. Thus, the structure of social competence includes motivational, cognitive, activity, and reflective components. Various approaches to defining the social competence of children of primary school age are represented. The peculiarities of primary school children’s social competence formation are analyzed, and its place in the system of key competencies of a modern personality is determined. Primary school children’s social competence formation is considered in the context not only of social education but also of socialization itself, as its final result. It has been proven that the primary school age is a sensitive period for social competence formation and active development, in particular through the implementation of socially significant activities. The role of primary school children’s socially significant activities in the development of their social competence is revealed, in particular, it is confirmed that joint collective activity and interpersonal relationships in the team significantly affect the level of social competence formation of the personality of the primary school children; therefore it is important to form a positive experience of cooperation. Pedagogical conditions for primary school children’s social competence formation in the conditions of the new Ukrainian school are outlined. Thus, one of the key conditions for primary school children’s social competence formation is the clear structuring of the teacher’s activities content, which will make it possible to develop a complete system of pedagogical actions and influences to increase the effectiveness of all components of social competence formation. A significant condition is also an open, integral, emotionally comfortable, subject-oriented, and ergonomic educational space. An equally important role in this process is played by the involvement of primary school children in public life and joint project activities. Based on the results of the research, a characteristic of a primary school child with a high level of social competence development, which is ensured by alternating different types of social activities, has been developed. The future direction of further research is defined in the implementation of the ideas of partner pedagogy during primary school children’s social competence formation.
{"title":"PEDAGOGICAL CONDITIONS FOR PRIMARY SCHOOL CHILDREN’S SOCIAL COMPETENCE FORMATION","authors":"Ye. Pochynok, I. Huseinova","doi":"10.33989/2226-4051.2023.28.293196","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293196","url":null,"abstract":"The article defines the essence of the category “social competence”, and characterizes its structural components. Thus, the structure of social competence includes motivational, cognitive, activity, and reflective components. Various approaches to defining the social competence of children of primary school age are represented. The peculiarities of primary school children’s social competence formation are analyzed, and its place in the system of key competencies of a modern personality is determined. Primary school children’s social competence formation is considered in the context not only of social education but also of socialization itself, as its final result. \u0000It has been proven that the primary school age is a sensitive period for social competence formation and active development, in particular through the implementation of socially significant activities. The role of primary school children’s socially significant activities in the development of their social competence is revealed, in particular, it is confirmed that joint collective activity and interpersonal relationships in the team significantly affect the level of social competence formation of the personality of the primary school children; therefore it is important to form a positive experience of cooperation. \u0000Pedagogical conditions for primary school children’s social competence formation in the conditions of the new Ukrainian school are outlined. Thus, one of the key conditions for primary school children’s social competence formation is the clear structuring of the teacher’s activities content, which will make it possible to develop a complete system of pedagogical actions and influences to increase the effectiveness of all components of social competence formation. A significant condition is also an open, integral, emotionally comfortable, subject-oriented, and ergonomic educational space. An equally important role in this process is played by the involvement of primary school children in public life and joint project activities. \u0000Based on the results of the research, a characteristic of a primary school child with a high level of social competence development, which is ensured by alternating different types of social activities, has been developed. The future direction of further research is defined in the implementation of the ideas of partner pedagogy during primary school children’s social competence formation.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"120 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959385","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293160
V. Tytarenko
The article reveals Professor Hryhorii Levchenko’s (1933-2022) personality phenomenon, who was a teacher, choirmaster, composer, researcher of national musical folklore, public figure, founder and artistic director of the Ukrainian folk choir “Kalyna” of the Poltava V. G. Korolenko National Pedagogical University (1979-2022). The author has shared her own memories of the pedagogue-artist, summarized the forty-year experience of her cooperation with H. Levchenko, and convincingly proved the unique integrity of his bright personality. The phenomenon of the artist’s personality is based on three defining values: Ukrainian folk song, mother tongue, and Ukraine. It is also characterized by his unique personal qualities. It is emphasized that the artist saw his mission in the preservation, development, and popularization of the national song culture, which he successfully implemented in his multifaceted activities: organizational, educational, upbringing, methodical, artistic, and scientific. In each of them, the professor vividly demonstrated a creative approach. The result of the implementation of the creative approach is the author’s educational manuals and musical works, arrangements, and processing of Ukrainian folk songs, original pedagogical, artistic, and managerial methods, techniques, and tools, as well as a unique system of educating the future teacher. They are waiting for further understanding, generalization, and theoretical analysis.
文章揭示了赫里霍里-列夫琴科教授（1933-2022 年）的人格现象，他是一名教师、合唱团指挥、作曲家、民族音乐民俗学研究者、公众人物、波尔塔瓦 V. G. 科罗连科国立师范大学乌克兰民间合唱团 "Kalyna "的创始人和艺术总监（1979-2022 年）。作者分享了自己对这位教育家兼艺术家的回忆，总结了她与 H. 列夫琴科四十年的合作经历，并令人信服地证明了他鲜明个性的独特完整性。这位艺术家的人格现象基于三个决定性的价值观：乌克兰民歌、母语和乌克兰。他独特的个人品质也是其特征之一。需要强调的是，该艺术家认为自己的使命是保护、发展和普及民族歌曲文化，他在组织、教育、培养、方法、艺术和科学等多方面活动中成功地履行了这一使命。在每一项活动中，教授都生动地展示了创造性的方法。创造性方法的实施成果是作者的教育手册和音乐作品，乌克兰民歌的编曲和加工，独创的教学、艺术和管理方法、技巧和工具，以及教育未来教师的独特体系。它们有待于进一步的理解、归纳和理论分析。
{"title":"PROFESSOR HRYHORII LEVCHENKO’S PERSONALITY PHENOMENON","authors":"V. Tytarenko","doi":"10.33989/2226-4051.2023.28.293160","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293160","url":null,"abstract":"The article reveals Professor Hryhorii Levchenko’s (1933-2022) personality phenomenon, who was a teacher, choirmaster, composer, researcher of national musical folklore, public figure, founder and artistic director of the Ukrainian folk choir “Kalyna” of the Poltava V. G. Korolenko National Pedagogical University (1979-2022). The author has shared her own memories of the pedagogue-artist, summarized the forty-year experience of her cooperation with H. Levchenko, and convincingly proved the unique integrity of his bright personality. The phenomenon of the artist’s personality is based on three defining values: Ukrainian folk song, mother tongue, and Ukraine. It is also characterized by his unique personal qualities. It is emphasized that the artist saw his mission in the preservation, development, and popularization of the national song culture, which he successfully implemented in his multifaceted activities: organizational, educational, upbringing, methodical, artistic, and scientific. In each of them, the professor vividly demonstrated a creative approach. The result of the implementation of the creative approach is the author’s educational manuals and musical works, arrangements, and processing of Ukrainian folk songs, original pedagogical, artistic, and managerial methods, techniques, and tools, as well as a unique system of educating the future teacher. They are waiting for further understanding, generalization, and theoretical analysis.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"7 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959834","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293192
E. Abasova
This article describes the development of an evidence-based music therapy program for children with autism affected by war. The program aimed to decrease war-related traumatic experiences and teach adaptation skills. The most common treatments and frameworks for trauma and autism were reviewed. The main domains and needs of the population were identified. The interventions and dosage for interventions, including frequency, group size, and duration of the session were created. The program included listed assessment measures, interventions, a therapeutic function of music, and a materials list. The recommendations for the program implementation are given.
{"title":"DEVELOPING A MUSIC THERAPY PROGRAM FOR CHILDREN WITH AUTISM AFFECTED BY WAR","authors":"E. Abasova","doi":"10.33989/2226-4051.2023.28.293192","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293192","url":null,"abstract":"This article describes the development of an evidence-based music therapy program for children with autism affected by war. The program aimed to decrease war-related traumatic experiences and teach adaptation skills. The most common treatments and frameworks for trauma and autism were reviewed. The main domains and needs of the population were identified. The interventions and dosage for interventions, including frequency, group size, and duration of the session were created. The program included listed assessment measures, interventions, a therapeutic function of music, and a materials list. The recommendations for the program implementation are given.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960850","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293153
H. Duda
Political and social changes following the collapse of communism in the last quarter of the 20th century and the globalization that progressed in the early 21st century led to the need of rebuilding academic institutions. This has also initiated discussions about the condition of the University. In this article, the author, taking Fr. Jacek Woroniecki's article Pupil or book (first printing 1918) as a starting point, shows that the university is in a state of permanent crisis. Its source is alienation, i.e. a situation in which what is only a means becomes an end through the activities of people and institutions, "art for art's sake." Just as in the days of Fr. Woroniecki's activity writing scientific books became an end in itself, the shortest and surest way to achieve a professorship, so in our modern times the tools of the so-called parameterization of scientific achievements have become alienated. Reading Fr. Woroniecki's article inevitably leads to the conclusion that alienation creates pathologies in social life. However, in each era it manifests itself in a different way.
{"title":"WHEN THE MEANS BECOMES THE END. SOME NON-OPPORTUNISTIC THOUGHTS ABOUT THE UNIVERSITY AND UNIVERSITIES","authors":"H. Duda","doi":"10.33989/2226-4051.2023.28.293153","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293153","url":null,"abstract":"Political and social changes following the collapse of communism in the last quarter of the 20th century and the globalization that progressed in the early 21st century led to the need of rebuilding academic institutions. This has also initiated discussions about the condition of the University. In this article, the author, taking Fr. Jacek Woroniecki's article Pupil or book (first printing 1918) as a starting point, shows that the university is in a state of permanent crisis. Its source is alienation, i.e. a situation in which what is only a means becomes an end through the activities of people and institutions, \"art for art's sake.\" Just as in the days of Fr. Woroniecki's activity writing scientific books became an end in itself, the shortest and surest way to achieve a professorship, so in our modern times the tools of the so-called parameterization of scientific achievements have become alienated. Reading Fr. Woroniecki's article inevitably leads to the conclusion that alienation creates pathologies in social life. However, in each era it manifests itself in a different way.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" December","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960432","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293146
N. Nychkalo, M. Vovk, T. Yanytska-Panek
Throughout the late 20th to the first quarter of the 21st century, three strategies of pedagogical research have been developed in the field of educational and pedagogical sciences. These strategies have evolved in response to the issues addressed in dissertation research and involve the conduct of scientific inquiries through the researcher's activities. The strategies include experimental, comparative-pedagogical, and historical-pedagogical approaches. Currently, within the European context, stable methodological strategies for conducting research studies in the field of educational and pedagogical sciences have emerged. These strategies predominantly focus on experimental research utilizing quantitative characteristics to analyze the dynamics of the growth of a specific quality among the researched category of individuals. They also involve comparative pedagogical research aimed at presenting best educational practices from international experiences and implementing them in the education systems of other countries. Furthermore, there is an emphasis on the revitalization of historical-pedagogical experiences of a particular country to preserve national identity, affirm cultural values, and promote education and scientific values at the state level. The methodology of pedagogical research requires further substantiation and continuous updating of the conceptual-terminological apparatus, which cannot be considered narrowly and should develop within the confines of a single subject area. Interdisciplinarity in scientific inquiry becomes an objective necessity. Psychopedagogy and digital pedagogy as scientific disciplines in the 21st century acquire special significance and are promising in online research. Ukrainian and Polish researchers have significant experience in crystallizing contemporary methodological strategies in pedagogical research. Joint scientific discussions between them contribute to the development of methodological pluralism, openness in research space, and interdisciplinary scientific exploration, taking into account traditions and innovations in the field of educational sciences. This collaboration also plays a role in affirming the development of pedagogical sub-disciplines in the context of open science and the digitization of research content.
{"title":"CONTEMPORARY RESEARCH STRATEGIES IN PEDAGOGICAL STUDIES: EXPERIENCE OF UKRAINE AND POLAND","authors":"N. Nychkalo, M. Vovk, T. Yanytska-Panek","doi":"10.33989/2226-4051.2023.28.293146","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293146","url":null,"abstract":"Throughout the late 20th to the first quarter of the 21st century, three strategies of pedagogical research have been developed in the field of educational and pedagogical sciences. These strategies have evolved in response to the issues addressed in dissertation research and involve the conduct of scientific inquiries through the researcher's activities. The strategies include experimental, comparative-pedagogical, and historical-pedagogical approaches. Currently, within the European context, stable methodological strategies for conducting research studies in the field of educational and pedagogical sciences have emerged. These strategies predominantly focus on experimental research utilizing quantitative characteristics to analyze the dynamics of the growth of a specific quality among the researched category of individuals. They also involve comparative pedagogical research aimed at presenting best educational practices from international experiences and implementing them in the education systems of other countries. Furthermore, there is an emphasis on the revitalization of historical-pedagogical experiences of a particular country to preserve national identity, affirm cultural values, and promote education and scientific values at the state level. The methodology of pedagogical research requires further substantiation and continuous updating of the conceptual-terminological apparatus, which cannot be considered narrowly and should develop within the confines of a single subject area. Interdisciplinarity in scientific inquiry becomes an objective necessity. Psychopedagogy and digital pedagogy as scientific disciplines in the 21st century acquire special significance and are promising in online research. Ukrainian and Polish researchers have significant experience in crystallizing contemporary methodological strategies in pedagogical research. Joint scientific discussions between them contribute to the development of methodological pluralism, openness in research space, and interdisciplinary scientific exploration, taking into account traditions and innovations in the field of educational sciences. This collaboration also plays a role in affirming the development of pedagogical sub-disciplines in the context of open science and the digitization of research content.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961306","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293178
V. Haidamaka
This article combines scientific approaches to understanding the pedagogical work of Professor Hryhorii Semenovych Levchenko with his expressive and emotional memories. The relevance of the article is due to the ongoing interest of researchers in the figure of the contemporary educator, including Professor H. Levchenko. The author emphasizes the role of song in the education of a nationally conscious and self-aware citizen of Ukraine. She convincingly argues that the aspects of the influence of musical art on the formation of the personality of future teachers have always been the foundation of the teaching and choral work of Hryhorii Levchenko. The Ukrainian folk choir “Kalyna,” created by Hryhorii Semenovych in 1979, became the creative laboratory of the professor, as the researcher believes. Therefore, the goal of the article is to clarify the dominant techniques of Professor H. S. Levchenko’s music pedagogy. The article establishes that the pedagogue-musician Levchenko paid significant attention to repertoire selection, working with the content of song compositions, and setting an example as a means of influencing the student audience in his educational and upbringing activities. The author relies on original documents, including concert programs, for the analysis of Professor Levchenko’s pedagogy.
这篇文章将理解赫里霍里-谢苗诺维奇-列夫琴科教授教学工作的科学方法与他的表达和情感回忆相结合。文章的现实意义在于研究人员对当代教育家（包括 H. 列夫琴科教授）形象的持续关注。作者强调了歌曲在教育具有民族意识和自我意识的乌克兰公民中的作用。她令人信服地指出，音乐艺术对未来教师人格形成的影响一直是赫里霍里-列夫琴科教学和合唱工作的基础。研究者认为，赫里霍里-谢苗诺维奇于 1979 年创建的乌克兰民间合唱团 "卡丽娜 "成为了教授的创作实验室。因此，文章的目的是阐明 H. S. 列夫琴科教授音乐教学法的主要技巧。文章指出，教学家兼音乐家列夫琴科在教育和培养活动中非常重视曲目选择、歌曲创作内容的处理以及树立榜样作为影响学生听众的手段。作者在分析列夫琴科教授的教学法时依据了包括音乐会节目单在内的原始文件。
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Pub Date : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293167
H. Filipchuk
The article substantiates, defines, and discloses the current Ukrainian studies of the teacher’s pedagogical culture in the context of modern political, social, and cultural issues of national education system formation in Ukraine. Attention is focused on the fact that the current mission of the New Ukrainian School education is to strengthen and develop the national idea, which is the lifeblood of state growth and the way to victory. Thus, it is necessary to form a pedagogical culture based on Ukrainian studies, which should be everywhere in educational, cultural, artistic, scientific, and information environments. It has been proven that the cult of culture, primarily national, must be perceived as a methodology of modern education. It should serve not only historical truth, intellectualization, and humanization of the personality but also be a safeguard, caution, and protection against expansion in the future, strengthening the Spirit of the People, which is our indomitable strength. It has been found that, when forming the personality of a teacher, lecturer, and their pedagogical culture, it is necessary to pay attention to two key aspects – professional and cultural, because the institution of higher education should provide not only “knowledge” competencies, but also create a cultural teacher. Pedagogical culture is formed two-dimensionally – concordantly and logically, sensually and rationally, humanely and realistically, with heart and mind. It is a kind of synthesis of soul and reason (intellect). It has been established that Ukrainian studies should be considered an essential component in the education content, which makes it sound, intellectual, humane, and national, strengthening the social processes of state-nation creation. Since educational Ukrainian-centrism will make it impossible for the rudiments of “cultural and educational imperialism” of Moscovites to manifest, which has always tried to destroy the national-historical life of Ukrainians, planting the ideology of little russia and statelessness. They can realize the highest civic task of education, which is to cultivate respect for one’s own “I,” one’s Kindred, People, Ukraine, to serve as a spiritual, socio-political factor of consolidation and development of the Nation.
{"title":"UKRAINIAN STUDIES ACTUALITIES OF THE MODERN TEACHER’S PEDAGOGICAL CULTURE","authors":"H. Filipchuk","doi":"10.33989/2226-4051.2023.28.293167","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293167","url":null,"abstract":"The article substantiates, defines, and discloses the current Ukrainian studies of the teacher’s pedagogical culture in the context of modern political, social, and cultural issues of national education system formation in Ukraine. Attention is focused on the fact that the current mission of the New Ukrainian School education is to strengthen and develop the national idea, which is the lifeblood of state growth and the way to victory. Thus, it is necessary to form a pedagogical culture based on Ukrainian studies, which should be everywhere in educational, cultural, artistic, scientific, and information environments. It has been proven that the cult of culture, primarily national, must be perceived as a methodology of modern education. It should serve not only historical truth, intellectualization, and humanization of the personality but also be a safeguard, caution, and protection against expansion in the future, strengthening the Spirit of the People, which is our indomitable strength. It has been found that, when forming the personality of a teacher, lecturer, and their pedagogical culture, it is necessary to pay attention to two key aspects – professional and cultural, because the institution of higher education should provide not only “knowledge” competencies, but also create a cultural teacher. Pedagogical culture is formed two-dimensionally – concordantly and logically, sensually and rationally, humanely and realistically, with heart and mind. It is a kind of synthesis of soul and reason (intellect). It has been established that Ukrainian studies should be considered an essential component in the education content, which makes it sound, intellectual, humane, and national, strengthening the social processes of state-nation creation. Since educational Ukrainian-centrism will make it impossible for the rudiments of “cultural and educational imperialism” of Moscovites to manifest, which has always tried to destroy the national-historical life of Ukrainians, planting the ideology of little russia and statelessness. They can realize the highest civic task of education, which is to cultivate respect for one’s own “I,” one’s Kindred, People, Ukraine, to serve as a spiritual, socio-political factor of consolidation and development of the Nation.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960030","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 : 2023-12-19DOI: 10.33989/2226-4051.2023.28.293158
N. Sulaieva
The article highlights the analysis results of the artistic and pedagogical activity of the outstanding Ukrainian teacher, musician, folklorist, professor, Head of the Music Department, and leader of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University Hryhorii Levchenko. The analysis has been carried out in the context of future music teacher training in Ukraine during the last quarter of the 20th - the beginning of the 21st century. It is emphasized that with his professional activity, H. Levchenko strengthened the process of providing education to students majoring in spatiality Secondary Education (Music Art) at the institution of higher pedagogical education. Attention is focused on the fact that during the last quarter of the 20th century, the teacher created a classical university department of music with a skilled staff. It is emphasized that during total Russification in the 80s and 90s, teachers led by H. Levchenko managed to adhere to the position of training music teachers based on the best examples of Ukrainian musical heritage. It is indicated that at the end of the 80s of the 20th century, H. Levchenko founded the Ukrainian folk choir “Kalyna.” It became one of the leading student collectives of Ukraine during the last decade of the 20th and the beginning of the 21stcentury. It popularized the folk art of its native land on the territory of Europe. It is established that an essential component of student education during the specified historical period was the combination of formal artistic education with non-formal artistic education not only in the “Kalyna” choir but also in other artistic and creative groups. At the beginning of the 21st century, these groups became creative laboratories of the department. Even today, students undergo musical and performing practice in conducting and choral, vocal and performing, and choirmaster training there. It significantly strengthens their professional competence. It is emphasized that the most valuable thing in Professor H. Levchenko’s work for more than half a century of artistic and pedagogical activity is his ascetic work on the formation of a music teacher as a patriot of his country, capable of preserving and multiplying the musical heritage of our people and educating the young generation on the best examples of musical art of Ukraine.
{"title":"HRYHORII LEVCHENKO’S ARTISTIC AND PEDAGOGICAL ACTIVITY IN THE CONTEXT OF UKRAINIAN MUSIC TEACHER TRAINING DURING THE LAST QUARTER OF THE 20th – BEGINNING OF THE 21st CENTURY","authors":"N. Sulaieva","doi":"10.33989/2226-4051.2023.28.293158","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.28.293158","url":null,"abstract":"The article highlights the analysis results of the artistic and pedagogical activity of the outstanding Ukrainian teacher, musician, folklorist, professor, Head of the Music Department, and leader of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University Hryhorii Levchenko. \u0000The analysis has been carried out in the context of future music teacher training in Ukraine during the last quarter of the 20th - the beginning of the 21st century. It is emphasized that with his professional activity, H. Levchenko strengthened the process of providing education to students majoring in spatiality Secondary Education (Music Art) at the institution of higher pedagogical education. \u0000Attention is focused on the fact that during the last quarter of the 20th century, the teacher created a classical university department of music with a skilled staff. It is emphasized that during total Russification in the 80s and 90s, teachers led by H. Levchenko managed to adhere to the position of training music teachers based on the best examples of Ukrainian musical heritage. It is indicated that at the end of the 80s of the 20th century, H. Levchenko founded the Ukrainian folk choir “Kalyna.” It became one of the leading student collectives of Ukraine during the last decade of the 20th and the beginning of the 21stcentury. It popularized the folk art of its native land on the territory of Europe. It is established that an essential component of student education during the specified historical period was the combination of formal artistic education with non-formal artistic education not only in the “Kalyna” choir but also in other artistic and creative groups. At the beginning of the 21st century, these groups became creative laboratories of the department. Even today, students undergo musical and performing practice in conducting and choral, vocal and performing, and choirmaster training there. It significantly strengthens their professional competence. It is emphasized that the most valuable thing in Professor H. Levchenko’s work for more than half a century of artistic and pedagogical activity is his ascetic work on the formation of a music teacher as a patriot of his country, capable of preserving and multiplying the musical heritage of our people and educating the young generation on the best examples of musical art of Ukraine.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":" 82","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961217","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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