Pub Date : 2023-09-05DOI: 10.54891/2786-7005-2023-1-1
Olena KHODUS
The theoretical analysis of the article focuses on understanding the topology of modern socio-cultural space, the peculiarities of which (re)configuration can be explained by the dynamic construction of the «in-between». The configurative format «in-between» means the ontological quality that most vividly embodies the experience of hybrid existence in the modern «multimedia environment», the zone of dynamic multiplicity of real and virtual, public and private, the main feature of which is mobility. It is shown that under the conditions of the new mobility, life becomes more variable, fluid, multilayered, that is, it corresponds to a reality that cannot be reduced to an either/or alternative. Therefore, the heuristic possibility of essentialist binary dichotomies, which excessively narrow the pragmatics of modern human existence, is questioned. It is noted that in the context of the social and existential challenges of the digital culture, the configuration of human life-space is no longer contained within modern ontological binary oppositions such as public/private, outside/inside, closedness/openness, stable/turbulent, own/other. It is proved that, in contrast to the binary world order of the «first»/organized modernity, the topological position of the «in-between» is made possible by a completely different logic, the fundamental points of which are the processes of constant transfers of public/private, performativity and situationality, procedurality, (de)localization, flexibility, transparency, topological multiplicity. It is argue changes in the nature of subjectivity (here: the ability to act). In particular, under the conditions of a multimedia, networked reality, the ability to «live in motion», i.e., to be mobile, tuned to constant movement, the endless search for new places, relationships, impressions, identities, locations, are the sought-after qualities of human subjectivity. It has been established that together with new opportunities, digital network structures also dictate a new life imperative, which enables appropriate behavioral practices marked by a frank orientation towards the public performance of private roles: any (in)action must be recorded in the media. The result of deprivation processes is the transformation of the social order of society into an intimate space of collective life (privatization). rresponding
{"title":"«LIFE IN-BETWEEN»: SPACE, TOPOS, SELF IN THE CONTEXT OF POLIMEDIA REALITY","authors":"Olena KHODUS","doi":"10.54891/2786-7005-2023-1-1","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-1","url":null,"abstract":"The theoretical analysis of the article focuses on understanding the topology of modern socio-cultural space, the peculiarities of which (re)configuration can be explained by the dynamic construction of the «in-between». The configurative format «in-between» means the ontological quality that most vividly embodies the experience of hybrid existence in the modern «multimedia environment», the zone of dynamic multiplicity of real and virtual, public and private, the main feature of which is mobility. It is shown that under the conditions of the new mobility, life becomes more variable, fluid, multilayered, that is, it corresponds to a reality that cannot be reduced to an either/or alternative. Therefore, the heuristic possibility of essentialist binary dichotomies, which excessively narrow the pragmatics of modern human existence, is questioned. It is noted that in the context of the social and existential challenges of the digital culture, the configuration of human life-space is no longer contained within modern ontological binary oppositions such as public/private, outside/inside, closedness/openness, stable/turbulent, own/other. It is proved that, in contrast to the binary world order of the «first»/organized modernity, the topological position of the «in-between» is made possible by a completely different logic, the fundamental points of which are the processes of constant transfers of public/private, performativity and situationality, procedurality, (de)localization, flexibility, transparency, topological multiplicity. It is argue changes in the nature of subjectivity (here: the ability to act). In particular, under the conditions of a multimedia, networked reality, the ability to «live in motion», i.e., to be mobile, tuned to constant movement, the endless search for new places, relationships, impressions, identities, locations, are the sought-after qualities of human subjectivity. It has been established that together with new opportunities, digital network structures also dictate a new life imperative, which enables appropriate behavioral practices marked by a frank orientation towards the public performance of private roles: any (in)action must be recorded in the media. The result of deprivation processes is the transformation of the social order of society into an intimate space of collective life (privatization). rresponding","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363328","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}
The article presents the results of a sociological survey of physical education teachers and primary school teachers regarding satisfaction with the content of educational reforms. The following methods were used during the research: analysis of scientific and methodical literature; pedagogical experiment; sociological methods, methods of mathematical statistics. The study involved 92 physical education teachers and 66 primary school teachers from Dnipropetrovsk region, who are highly qualified specialists with extensive experience. The respondents’ answers show that the majority of teachers are familiar with the content of the State Standard of Primary Education, Basic Secondary Education, and the educational programs they teach. Satisfaction with the content of programs for primary school was revealed. Some difficulties with the implementation of the model program for grades 5-6 have been identified. They are associated with an excessive number of modules that cannot be studied due to lack of time, the lack of an appropriate material and technical base, and organizational deficiencies. The results show that teachers use a large list of modern forms, methods and technologies of physical education to increase the motor activity of students, but the introduction of distance learning causes difficulties in their application. The obtained data were the basis for determining the prospects for optimizing the organizational and pedagogical conditions of physical education system in institutions of general secondary education in modern conditions. They consist of a comprehensive approach, which include certain actions at the state level (improvement of the material and technical base, increase in funding, improvement of the management system in the field of physical education), local level (expansion of forms of physical culture and health work, expansion of forms of work for the formation of social and mental students’ health, improvement of educational and methodological support of the educational process) and personal (improvement of qualifications, formation of professional competences in mastering modern methods and technologies) levels.
{"title":"OPTIMIZATION OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF PHYSICAL EDUCATION SYSTEM IN GENERAL SECONDARY EDUCATION INSTITUTIONS","authors":"Natalia MOSKALENKO, Tetiana SYDORCHUK, Olena KOSHELEVA","doi":"10.54891/2786-7005-2023-1-13","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-13","url":null,"abstract":"The article presents the results of a sociological survey of physical education teachers and primary school teachers regarding satisfaction with the content of educational reforms. The following methods were used during the research: analysis of scientific and methodical literature; pedagogical experiment; sociological methods, methods of mathematical statistics. The study involved 92 physical education teachers and 66 primary school teachers from Dnipropetrovsk region, who are highly qualified specialists with extensive experience. The respondents’ answers show that the majority of teachers are familiar with the content of the State Standard of Primary Education, Basic Secondary Education, and the educational programs they teach. Satisfaction with the content of programs for primary school was revealed. Some difficulties with the implementation of the model program for grades 5-6 have been identified. They are associated with an excessive number of modules that cannot be studied due to lack of time, the lack of an appropriate material and technical base, and organizational deficiencies. The results show that teachers use a large list of modern forms, methods and technologies of physical education to increase the motor activity of students, but the introduction of distance learning causes difficulties in their application. The obtained data were the basis for determining the prospects for optimizing the organizational and pedagogical conditions of physical education system in institutions of general secondary education in modern conditions. They consist of a comprehensive approach, which include certain actions at the state level (improvement of the material and technical base, increase in funding, improvement of the management system in the field of physical education), local level (expansion of forms of physical culture and health work, expansion of forms of work for the formation of social and mental students’ health, improvement of educational and methodological support of the educational process) and personal (improvement of qualifications, formation of professional competences in mastering modern methods and technologies) levels.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363330","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-16
Vadym KIRMAN, Olena ROMANETS, Hanna CHAUS
The purpose of this article is to analyze the concept of the physics and astronomy teacher’s mathematical competence structure. Theoretical and experimental methods were used in the research including methods of systemic analysis, pedagogical modeling, testing of statistical hypotheses based on selective studies and descriptive statistics. The research results reveal that the mathematical activity of physics teachers, defined by functional components of subjectmethodological competence, encompasses 20 directions. The importance indices were determined for each of these directions, reflecting the frequency of their application in teachers’ real work. A structural model of the physics teacher’s mathematical competence was constructed. This model includes blocks of subject-methodological and analytical activities, interconnected by feedback loops. Informational connections link these blocks with blocks of analytical, operational, and epistemological functions, as well as with blocks related to the selection of mathematical activities types and directions of mathematical activity. An experimental study of the methodology for measuring the indices of mathematical competence levels was conducted identifying problematic mathematical topics for physics teachers. These topics include expression transformations, elements of differential calculus, geometric problems, and vector-coordinate methods. The practical significance of research lies in the fact that the obtained results facilitate of the postgraduate training system enhancement for teachers in advanced courses, as well as the design and implementation of a methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education. The analysis conducted in the research also permits the identification of directions for improvement in the training of future physics teachers in classical and pedagogical universities. The main research conclusions, it is noteworthy that an intermediate level of mathematical competence is essential for realizing the functions of subject-methodological competence among physics teachers. Furthermore, it was established that at least 30% of physics teachers require additional mathematical education for their further effective work. Future research in this domain will be focused on the implementation and analysis of the effectiveness of the methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education.
{"title":"MATHEMATICAL COMPETENCE MODEL OF A PHYSICS TEACHER","authors":"Vadym KIRMAN, Olena ROMANETS, Hanna CHAUS","doi":"10.54891/2786-7005-2023-1-16","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-16","url":null,"abstract":"The purpose of this article is to analyze the concept of the physics and astronomy teacher’s mathematical competence structure. Theoretical and experimental methods were used in the research including methods of systemic analysis, pedagogical modeling, testing of statistical hypotheses based on selective studies and descriptive statistics. The research results reveal that the mathematical activity of physics teachers, defined by functional components of subjectmethodological competence, encompasses 20 directions. The importance indices were determined for each of these directions, reflecting the frequency of their application in teachers’ real work. A structural model of the physics teacher’s mathematical competence was constructed. This model includes blocks of subject-methodological and analytical activities, interconnected by feedback loops. Informational connections link these blocks with blocks of analytical, operational, and epistemological functions, as well as with blocks related to the selection of mathematical activities types and directions of mathematical activity. An experimental study of the methodology for measuring the indices of mathematical competence levels was conducted identifying problematic mathematical topics for physics teachers. These topics include expression transformations, elements of differential calculus, geometric problems, and vector-coordinate methods. The practical significance of research lies in the fact that the obtained results facilitate of the postgraduate training system enhancement for teachers in advanced courses, as well as the design and implementation of a methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education. The analysis conducted in the research also permits the identification of directions for improvement in the training of future physics teachers in classical and pedagogical universities. The main research conclusions, it is noteworthy that an intermediate level of mathematical competence is essential for realizing the functions of subject-methodological competence among physics teachers. Furthermore, it was established that at least 30% of physics teachers require additional mathematical education for their further effective work. Future research in this domain will be focused on the implementation and analysis of the effectiveness of the methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135364594","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-8
Tatyana BORYSOVA
The article provides a general overview of the philosophical and epistemological vision of P. Yefremov’s views on the Orthodox worldview. The subject field of ontognoseological, methodological and anthropological components of P. Yevdokimov’s worldview position is outlined. The position of the thinker regarding the philosophical and theological components of the genesis of Orthodox doctrine is determined. P. Yevdokimov’s attempts to define the peculiarities of epistemological traditions of human cognition of the animal world and noncommodity God in the Eastern branch of Christianity are emphasized. The author analyzes the thinker’s reflections on the relationship between denominations in Christianity on the basis of ancient Greek philosophy and the theological tradition of the first five centuries. The author emphasizes the special role of Jewish and Byzantine cultures, as well as the teachings of Plato and Aristotle in this process. The eschatological characterization of Christianity in the views of P. Yevdokimov as a basis for understanding the mystical and sacred nature of the Creator’s dialogue with man and the world was considered. The issues of the methodological dimension of human cognitive capabilities are highlighted on the example of apophatic and cataphatic ways of comprehending the image of God. A descriptive and comparative analysis of these methods is carried out, their weaknesses and strengths are highlighted, as well as the impact of these methods on the Orthodox culture of thinking in general. P. Yvdokimov’s desire to point out the mystical and sacred nature of the dialogue between man and the Creator in the Christian worldview is emphasized. The author traces the creative attempts of the French thinker to include in his analysis a number of new concepts and their author’s content, which form our understanding of the semantic image of his philosophy. The author emphasizes the special philosophical status of man (as a subject of cognition) in the cognitive element of the human spirit, as a witness, commentator, participant and interpreter. The problem of love is revealed through an epistemological component, the important elements of which are the concepts of «heart» and «asceticism». This emphasizes the role of the monastic experience of Christianity in the formation of the Orthodox tradition of thinking. P. Yevdokimov’s view on a special way of interpreting the Holy Scriptures and the patristic heritage – through feelings, as a form of exegesis, which the thinker calls «the instincts of Eastern Orthodoxy» is studied.
{"title":"THE HISTORICAL, PHILOSOPHICAL AND THEOLOGICAL DIMENSIONS OF ORTHODOXY IN THE CREATIVE HERITAGE OF P. YEVDOKIMOV","authors":"Tatyana BORYSOVA","doi":"10.54891/2786-7005-2023-1-8","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-8","url":null,"abstract":"The article provides a general overview of the philosophical and epistemological vision of P. Yefremov’s views on the Orthodox worldview. The subject field of ontognoseological, methodological and anthropological components of P. Yevdokimov’s worldview position is outlined. The position of the thinker regarding the philosophical and theological components of the genesis of Orthodox doctrine is determined. P. Yevdokimov’s attempts to define the peculiarities of epistemological traditions of human cognition of the animal world and noncommodity God in the Eastern branch of Christianity are emphasized. The author analyzes the thinker’s reflections on the relationship between denominations in Christianity on the basis of ancient Greek philosophy and the theological tradition of the first five centuries. The author emphasizes the special role of Jewish and Byzantine cultures, as well as the teachings of Plato and Aristotle in this process. The eschatological characterization of Christianity in the views of P. Yevdokimov as a basis for understanding the mystical and sacred nature of the Creator’s dialogue with man and the world was considered. The issues of the methodological dimension of human cognitive capabilities are highlighted on the example of apophatic and cataphatic ways of comprehending the image of God. A descriptive and comparative analysis of these methods is carried out, their weaknesses and strengths are highlighted, as well as the impact of these methods on the Orthodox culture of thinking in general. P. Yvdokimov’s desire to point out the mystical and sacred nature of the dialogue between man and the Creator in the Christian worldview is emphasized. The author traces the creative attempts of the French thinker to include in his analysis a number of new concepts and their author’s content, which form our understanding of the semantic image of his philosophy. The author emphasizes the special philosophical status of man (as a subject of cognition) in the cognitive element of the human spirit, as a witness, commentator, participant and interpreter. The problem of love is revealed through an epistemological component, the important elements of which are the concepts of «heart» and «asceticism». This emphasizes the role of the monastic experience of Christianity in the formation of the Orthodox tradition of thinking. P. Yevdokimov’s view on a special way of interpreting the Holy Scriptures and the patristic heritage – through feelings, as a form of exegesis, which the thinker calls «the instincts of Eastern Orthodoxy» is studied.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135364590","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-3
Valentyna SAHUICHENKO
The author examines the structural changes in the higher education system, which are intensified by optimization processes and the search for an effective network, considering world experience and national specifics. This requires consideration of the internal and external logic of transformations of higher education institutions which does not happen automatically. The author explores the dominance of external logic in these transformations, which hides the danger of subordinating pedagogical rationality to economic and political rationality and warns against the commercialization of higher education, that hides the danger of its instrumentality, which is contrary to its civilizing purpose. The research shows that higher education institutions cannot be described and understood according to the model of traditional ontologies. The author draws attention to the normative approach to institutions of higher education in the situation of an uncertain future, which has a rather narrow range of validity due to the coexistence of ambivalent processes of expanding and densifying the educational space, as well as speeding up and slowing down time. The author researches the institutions of higher education of the late modern era, which, unlike the previous stages of their development, are no longer satisfied with their own internal cultural resources, but need for their full existence to be connected to wide networks of cultural and educational institutions, the presence of which strengthens the framework of the higher education system, and the absence of which indicates their weakness. It is emphasized that the structural changes taking place in modern higher educational institutions are accompanied by criticism both from the public and from within educational institutions. The author warns in this criticism a new understanding of the autonomy of educational institutions as a responsible and fair scientific community that generates the country’s intellectual potential is formed. Institutions of higher education, which have real and virtual opportunities for selfrepresentation in different spaces and different epistemological traditions, are offered to create and implement new educational programs considering socio-cultural contexts, which the author considers as the cultural and life-creating potential of the philosophy of continuous education of the individual.
{"title":"SOCIO-CULTURAL CONTEXTS OF THE IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION","authors":"Valentyna SAHUICHENKO","doi":"10.54891/2786-7005-2023-1-3","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-3","url":null,"abstract":"The author examines the structural changes in the higher education system, which are intensified by optimization processes and the search for an effective network, considering world experience and national specifics. This requires consideration of the internal and external logic of transformations of higher education institutions which does not happen automatically. The author explores the dominance of external logic in these transformations, which hides the danger of subordinating pedagogical rationality to economic and political rationality and warns against the commercialization of higher education, that hides the danger of its instrumentality, which is contrary to its civilizing purpose. The research shows that higher education institutions cannot be described and understood according to the model of traditional ontologies. The author draws attention to the normative approach to institutions of higher education in the situation of an uncertain future, which has a rather narrow range of validity due to the coexistence of ambivalent processes of expanding and densifying the educational space, as well as speeding up and slowing down time. The author researches the institutions of higher education of the late modern era, which, unlike the previous stages of their development, are no longer satisfied with their own internal cultural resources, but need for their full existence to be connected to wide networks of cultural and educational institutions, the presence of which strengthens the framework of the higher education system, and the absence of which indicates their weakness. It is emphasized that the structural changes taking place in modern higher educational institutions are accompanied by criticism both from the public and from within educational institutions. The author warns in this criticism a new understanding of the autonomy of educational institutions as a responsible and fair scientific community that generates the country’s intellectual potential is formed. Institutions of higher education, which have real and virtual opportunities for selfrepresentation in different spaces and different epistemological traditions, are offered to create and implement new educational programs considering socio-cultural contexts, which the author considers as the cultural and life-creating potential of the philosophy of continuous education of the individual.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363482","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}
The article analyzes the content of the terms self-actualization and self-realization in the context of the goalsetting process of the New Ukrainian School. It is shown that the identification of the terms self-actualization and selfrealization, which is often carried out in scientific works and directive documents, is methodologically unjustified and harmful to the practice of educational reforms. The prerequisites for a scientifically based delimitation of the content of both terms are defined. The main approaches to distinguishing the concepts of self-actualization and self-realization in scientific literature are summarized. It is appropriate to include the interpretation of the concepts of self-actualization and self-realization as a component of each other, demarcation as cognitive and activity phenomena, separation based on the dichotomy of ideal and real, and the use of philosophical categories of content and form. The methodological and practical expediency of using the concepts of human potential and the human factor to substantiate the specificity of the concepts of self-actualization and self-realization is shown. It is concluded that self-actualization reproduces the ancestral (spiritual) essence of a person in his individual being, therefore it contains a humanistic and sociocentric ideal in the form of guidelines for self-development, actualizing the future through the deployment of a person’s self-development potential. Within the process of self-actualization, the attitude to constant self-improvement necessary for modern education is provided as a search for oneself, coordination of one’s own competencies, values, meaningful life priorities with the needs of society and universal human values. Self-actualization within the priorities of the New Ukrainian School should be considered as the main goal, which ensures the self-development of the individual and is an integral goal of educational activity. In turn, self-realization reflects the pragmatic-competent dimension of educational activity, orients education and a person to the development of one’s own skills, knowledge, talents and their use in real life to ensure success and self-affirmation in the personal and professional sphere. Within the process of self-realization, the formation of a personality is also carried out, but mainly of a pragmatic nature - as the realization of one’s own plans and desires regarding the profession, social status, and individual achievements. Therefore, the global strategy of the New Ukrainian School should be oriented towards subordinating the goals of self-realization to more general tasks of self-actualization.
{"title":"SELF-ACTUALIZATION AND SELF-REALIZATION AS EDUCATIONAL PRIORITIES OF THE NEW UKRAINIAN SCHOOL","authors":"Larisa LAVROVA, Viktoriya SAVCHENKO, Natalia HIRLINA","doi":"10.54891/2786-7005-2023-1-10","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-10","url":null,"abstract":"The article analyzes the content of the terms self-actualization and self-realization in the context of the goalsetting process of the New Ukrainian School. It is shown that the identification of the terms self-actualization and selfrealization, which is often carried out in scientific works and directive documents, is methodologically unjustified and harmful to the practice of educational reforms. The prerequisites for a scientifically based delimitation of the content of both terms are defined. The main approaches to distinguishing the concepts of self-actualization and self-realization in scientific literature are summarized. It is appropriate to include the interpretation of the concepts of self-actualization and self-realization as a component of each other, demarcation as cognitive and activity phenomena, separation based on the dichotomy of ideal and real, and the use of philosophical categories of content and form. The methodological and practical expediency of using the concepts of human potential and the human factor to substantiate the specificity of the concepts of self-actualization and self-realization is shown. It is concluded that self-actualization reproduces the ancestral (spiritual) essence of a person in his individual being, therefore it contains a humanistic and sociocentric ideal in the form of guidelines for self-development, actualizing the future through the deployment of a person’s self-development potential. Within the process of self-actualization, the attitude to constant self-improvement necessary for modern education is provided as a search for oneself, coordination of one’s own competencies, values, meaningful life priorities with the needs of society and universal human values. Self-actualization within the priorities of the New Ukrainian School should be considered as the main goal, which ensures the self-development of the individual and is an integral goal of educational activity. In turn, self-realization reflects the pragmatic-competent dimension of educational activity, orients education and a person to the development of one’s own skills, knowledge, talents and their use in real life to ensure success and self-affirmation in the personal and professional sphere. Within the process of self-realization, the formation of a personality is also carried out, but mainly of a pragmatic nature - as the realization of one’s own plans and desires regarding the profession, social status, and individual achievements. Therefore, the global strategy of the New Ukrainian School should be oriented towards subordinating the goals of self-realization to more general tasks of self-actualization.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363327","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-12
Valentyna HLADKOVA
The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the f
{"title":"ACMEOLOGICAL COMPETENCE OF THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONDITIONS OF CHANGES","authors":"Valentyna HLADKOVA","doi":"10.54891/2786-7005-2023-1-12","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-12","url":null,"abstract":"The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the f","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363331","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-5
Liudmyla SHVYDUN
The article is devoted to the phenomenon of educational mobility, which takes place in the options of an extreme situation and deep socio-cultural transformations of the 21st century. It is noted that modern mobility researchers agree on the possible two-fold impact of educational mobility on the life of society and a person: it can have both positive results and create many dangers and challenges. The actual problem of the non-return of a part of Ukrainian refugees who, through various international educational programs, became participants in external educational mobility, was considered. In the author’s opinion, when studying educational mobility, its nature, problems, risks of possible transformation into migration, it is worth taking into account the motivational component, mentality, and axiological factors. Attention is focused on the main models and scenarios of possible human behavior in a foreign cultural environment. It is highlighted that «real» mobility is not driven by selfish desires or mercantile interests, but by an understanding of the need to acquire new knowledge and experience for its actualization in one’s country. Therefore, the higher the level of national-patriotic education, the smaller the outflow of highly qualified specialists. Issues related to the formation of national consciousness, patriotism based on the latest theoretical and practical achievements of the democratic countries of the world are classified as acute problems that require prompt resolution. It was emphasized that an extreme situation does not automatically solve the problems of national-patriotic education. It should be carried out at all levels of national education, become the core of the humanitarian policy of the state and ensure harmonious and integral development of the individual. It is important that the content and form correspond to each other. It is emphasized that the content of national-patriotic education should include national ideas that can be manifested through culture, customs, language, history, religion, rituals, etc. Therefore, there is an urgent need to find new effective forms and methods aimed at combating formalism in education, which will contribute to the formation of a patriotic person who, as a participant in educational mobility, will be able to integrate into a new socio-cultural space for him and will not become a seeker of happiness in a foreign land.
{"title":"METHODOLOGICAL ASPECTS IN NATIONAL PATRIOTIC EDUCATION IN THE CONDITIONS OF ACCELERATION OF EDUCATIONAL MOBILITY","authors":"Liudmyla SHVYDUN","doi":"10.54891/2786-7005-2023-1-5","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-5","url":null,"abstract":"The article is devoted to the phenomenon of educational mobility, which takes place in the options of an extreme situation and deep socio-cultural transformations of the 21st century. It is noted that modern mobility researchers agree on the possible two-fold impact of educational mobility on the life of society and a person: it can have both positive results and create many dangers and challenges. The actual problem of the non-return of a part of Ukrainian refugees who, through various international educational programs, became participants in external educational mobility, was considered. In the author’s opinion, when studying educational mobility, its nature, problems, risks of possible transformation into migration, it is worth taking into account the motivational component, mentality, and axiological factors. Attention is focused on the main models and scenarios of possible human behavior in a foreign cultural environment. It is highlighted that «real» mobility is not driven by selfish desires or mercantile interests, but by an understanding of the need to acquire new knowledge and experience for its actualization in one’s country. Therefore, the higher the level of national-patriotic education, the smaller the outflow of highly qualified specialists. Issues related to the formation of national consciousness, patriotism based on the latest theoretical and practical achievements of the democratic countries of the world are classified as acute problems that require prompt resolution. It was emphasized that an extreme situation does not automatically solve the problems of national-patriotic education. It should be carried out at all levels of national education, become the core of the humanitarian policy of the state and ensure harmonious and integral development of the individual. It is important that the content and form correspond to each other. It is emphasized that the content of national-patriotic education should include national ideas that can be manifested through culture, customs, language, history, religion, rituals, etc. Therefore, there is an urgent need to find new effective forms and methods aimed at combating formalism in education, which will contribute to the formation of a patriotic person who, as a participant in educational mobility, will be able to integrate into a new socio-cultural space for him and will not become a seeker of happiness in a foreign land.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363325","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-7
Mykhailo MURASHKIN
The article provides a comprehensive analysis of domestic and foreign developments on the issues of a certain state of man in general and the state of TERMINATION in the religious and secular life of man in particular; the concept of «termination» is substantiated; the content of the leading concepts of the problem is revealed. The signs, types, functions, and qualities of the TERMINATION state are highlighted and systematized. The analysis is carried out on the materials of the documentary on religious and mystical culture. The philosopher in his theoretical reflections tries to cover both the objective state of affairs and the subjective world of man. Philosophy shows that external catastrophes can begin with an internal catastrophe, a subjective one, when people follow petty in petty ways, when the natural compensatory insight mechanism as a STATE OF CESSATION, a regulatory state of self-awareness, which results in the cessation of a trivial action, when this action is stopped as unnecessary. In religious and mystical culture, compensatory insight as a STATE of Cessation is the Divine state of the mystic as the cessation of action-actions. However, this is a cessation of small, trivial actions-actions. Compensatory insight as state of Cessation is the cessation of pettiness. The state of cessation is a cessation for a short time. And then there is action, actions for salvation. The state of Cessation - is a spontaneous experience in which the old personality dies in a person. It is experienced as a revelation, an insight. It is clear that there is relativity, what to consider important in the actions of a person, and what is not important. One person thinks some actions are important, while another person considers important, and another person considers completely different actions. But the state of STOP state can be triggered in both cases. in both cases. The state of STOP is a rather subjective state of the individual with his or her attitude to the world and to other people. But still, there is a more or less objective criterion. The objective criterion is that a person is somehow or another is orientated towards those actions that aimed at the development of life, at its preservation, its salvation, and not its destruction. And here the actions must be of a certain orientation. For example, a person of the XXI century, with his objective knowledge, his understanding of history, with his understanding of cosmic processes should be guided in their actions to preserve human life, to, to protect this life. But in the actions of people we. we see manifestations of cruelty and inhumanity. These actions are aimed simply at the destruction of human life. An example is, is the war that Russia has unleashed against Ukraine. In this war, the actions of the Russian occupiers - are actions to destroy all living things. Here the manifestation of the state of Suspension in a person does not does not work. The Russian soldier does not stop those his acti
{"title":"State of termination in religious-mystical culturе","authors":"Mykhailo MURASHKIN","doi":"10.54891/2786-7005-2023-1-7","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-7","url":null,"abstract":"The article provides a comprehensive analysis of domestic and foreign developments on the issues of a certain state of man in general and the state of TERMINATION in the religious and secular life of man in particular; the concept of «termination» is substantiated; the content of the leading concepts of the problem is revealed. The signs, types, functions, and qualities of the TERMINATION state are highlighted and systematized. The analysis is carried out on the materials of the documentary on religious and mystical culture. The philosopher in his theoretical reflections tries to cover both the objective state of affairs and the subjective world of man. Philosophy shows that external catastrophes can begin with an internal catastrophe, a subjective one, when people follow petty in petty ways, when the natural compensatory insight mechanism as a STATE OF CESSATION, a regulatory state of self-awareness, which results in the cessation of a trivial action, when this action is stopped as unnecessary. In religious and mystical culture, compensatory insight as a STATE of Cessation is the Divine state of the mystic as the cessation of action-actions. However, this is a cessation of small, trivial actions-actions. Compensatory insight as state of Cessation is the cessation of pettiness. The state of cessation is a cessation for a short time. And then there is action, actions for salvation. The state of Cessation - is a spontaneous experience in which the old personality dies in a person. It is experienced as a revelation, an insight. It is clear that there is relativity, what to consider important in the actions of a person, and what is not important. One person thinks some actions are important, while another person considers important, and another person considers completely different actions. But the state of STOP state can be triggered in both cases. in both cases. The state of STOP is a rather subjective state of the individual with his or her attitude to the world and to other people. But still, there is a more or less objective criterion. The objective criterion is that a person is somehow or another is orientated towards those actions that aimed at the development of life, at its preservation, its salvation, and not its destruction. And here the actions must be of a certain orientation. For example, a person of the XXI century, with his objective knowledge, his understanding of history, with his understanding of cosmic processes should be guided in their actions to preserve human life, to, to protect this life. But in the actions of people we. we see manifestations of cruelty and inhumanity. These actions are aimed simply at the destruction of human life. An example is, is the war that Russia has unleashed against Ukraine. In this war, the actions of the Russian occupiers - are actions to destroy all living things. Here the manifestation of the state of Suspension in a person does not does not work. The Russian soldier does not stop those his acti","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363326","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 : 2023-09-05DOI: 10.54891/2786-7005-2023-1-2
Vadim PALAHUTA
The article provides an interdisciplinary analysis of the modern study of the problem of identity, the specifics of the study of personal and collective identity, the change in the vector of its research in the 90s of the last century. It has been clarified which factors motivated the development of identity research. When studying identity, the emphasis is on collective identity. Its study involves the study of cultures and histories in the form of various types of cultural and historical memory. The study of identity is interdisciplinary and international in nature and involves the concepts of culture and memory (history). Cultural or collective identity provides an opportunity to return to the study of the past. This allows us to assert that the conceptual triad «identity-culture-memory» not only exists now in a close relationship, relying on each other, but also constantly changes its conceptual meanings under mutual influence. Therefore, all three concepts not only underwent significant semantic changes. As an important element of this triad, the study of the phenomenon of identity in the world is rapidly developing such areas of interdisciplinary research as identity politics, memory politics, public history and historical politics, which are interconnected, but each of them has its own specificity and area. This testifies to the constant mutual development of the very phenomena that they denote and explain. It can be determined that this deep semantic transformation clearly indicates that the world is approaching significant changes in ideas about the time of human existence, which will destroy the modern idea established for more than 200 years about the meaning of the dimensions of the present and the future in people’s lives. Now it becomes clear what importance the prerequisites for the rapid development of not only such fields of study as CulturalStudies, MemoryStudies, but also gender studies, in particular, the study of gender and queer identity, etc., have acquired in the last 30 years. These interdisciplinary fields of research are now being manipulated, scorned, silenced, and long-term forgotten by power structures and influence groups.
{"title":"ACTUALIZATION OF THE STUDY OF IDENTITY PROBLEMS IN THE MODERN WORLD","authors":"Vadim PALAHUTA","doi":"10.54891/2786-7005-2023-1-2","DOIUrl":"https://doi.org/10.54891/2786-7005-2023-1-2","url":null,"abstract":"The article provides an interdisciplinary analysis of the modern study of the problem of identity, the specifics of the study of personal and collective identity, the change in the vector of its research in the 90s of the last century. It has been clarified which factors motivated the development of identity research. When studying identity, the emphasis is on collective identity. Its study involves the study of cultures and histories in the form of various types of cultural and historical memory. The study of identity is interdisciplinary and international in nature and involves the concepts of culture and memory (history). Cultural or collective identity provides an opportunity to return to the study of the past. This allows us to assert that the conceptual triad «identity-culture-memory» not only exists now in a close relationship, relying on each other, but also constantly changes its conceptual meanings under mutual influence. Therefore, all three concepts not only underwent significant semantic changes. As an important element of this triad, the study of the phenomenon of identity in the world is rapidly developing such areas of interdisciplinary research as identity politics, memory politics, public history and historical politics, which are interconnected, but each of them has its own specificity and area. This testifies to the constant mutual development of the very phenomena that they denote and explain. It can be determined that this deep semantic transformation clearly indicates that the world is approaching significant changes in ideas about the time of human existence, which will destroy the modern idea established for more than 200 years about the meaning of the dimensions of the present and the future in people’s lives. Now it becomes clear what importance the prerequisites for the rapid development of not only such fields of study as CulturalStudies, MemoryStudies, but also gender studies, in particular, the study of gender and queer identity, etc., have acquired in the last 30 years. These interdisciplinary fields of research are now being manipulated, scorned, silenced, and long-term forgotten by power structures and influence groups.","PeriodicalId":500923,"journal":{"name":"Dnipro Academy of Continuing Education Herald Series Philosophy Pedagogy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135363332","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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